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Iowa Department of Education Training Workshop March 30, 2012

Making DATA Work. Iowa Department of Education Training Workshop March 30, 2012. Anita Young, Ph.D. Assistant Professor & Carol Kaffenberger, Ph.D. Faculty Associate Johns Hopkins University. Objectives!! 1. Discuss the importance and impact of working systemically

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Iowa Department of Education Training Workshop March 30, 2012

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  1. Making DATAWork Iowa Department of EducationTraining WorkshopMarch 30, 2012 Anita Young, Ph.D. Assistant Professor & Carol Kaffenberger, Ph.D. Faculty Associate Johns Hopkins University

  2. Objectives!! 1. Discuss the importance and impact of working systemically 2. Practice and apply a four step process to identify educational issues, collect data, analyze data, and share results 3. Identify a SMART goal that promotes college and career readiness 4. Develop a plan of action Have Fun!

  3. ASCA National Model

  4. School Counseling Dept Mission Statements All students can achieve FOUNDATION Counselors as Leaders Beliefs & Philosophy Mission Statement Domains: Academic, Career, Personal/Social ASCA National Standards & Competencies Counselors as Advocates Counseling as a foundation Counselors as system thinkers Crosswalking & Connecting to Instruction MSCA 2010

  5. Results Data Systemic Impact ACCOUNTABILITY Results Reports School Counselor Performance Evaluation The Program Audit Closing the Gap Program Effectiveness MSCA 2010

  6. Monitoring student progress & closing the achievement gap • Program assessment & evaluation • Demonstrating counseling program effectiveness Accountability: What are the purposes for using data?

  7. HART RESEARCH A S S O C I A T E S Key findings from a national telephone/online survey among 1,507 members of the high school graduating class of 2010 conducted July 29 – August 3, 2011 for One Year Out Refer to Slideshow

  8. What does a college and career readiness path mean to you? Your Thoughts????

  9. Reviewing Data Elements • School Report Card • Brainstorming Worksheet • Quadrant Worksheet

  10. Examine Manager Middle School’s Data • What is working well at this school? • What concerns you about this data? • Does an achievement gap exist? Where? • What additional information do you need? • What should you focus on? What data should you collect?

  11. What are the school’s strengths? • What are you worried about? • What else do I need to know to understand the meaning of this data? • How is this data connected to school counseling programs and services?

  12. Brainstorming Activity

  13. Quadrant 1: What or who are you worried about in your school? What are the barriers to success for your students? • Quadrant 2: What strategies current address the issues? What are you doing to address these barriers? • Quadrant 3: What evidence/data support that you are making a difference in the lives of those students • Quadrant 4: What do you need to do differently? Quadrant Activity

  14. DESIGN: What is the question? • ASK: How will you answer the question? • TRACK: How will you make sense of the data? • ANNOUNCE: How will you use the findings? Brief Overview Using DATA to Understand Educational Issues

  15. Specific Measurable Attainable Realistic Time bound Goal Considerations

  16. 1. DESIGN: What is your question? • What do you want to know or understand? • What is to be evaluated and why? • Does your question align with the school’s mission statement? • State as a question. Examples: • Is the mentor program improving student achievement? • Is the after school homework club increasing attendance?

  17. What information or data will be needed to answer the question? • Does the data or information already exist? • What procedures will you follow? • Do data collection instruments need to be created? • What steps do you need to consider before collecting data? • What is your timeline? 2.ASK: How will you answer the question?

  18. Timeline • Permission (formal and informal) • Buy-in from stakeholders • Written permission • Data collection • Quantitative (pre-post tests, questionnaires) • Qualitative (focus groups, interviews, open-ended questions, observational data) Procedures to Follow

  19. Student demographics: what are the characteristics of our students? • Gender • Ethnicity • Socio-economic status (free/reduced lunch) • Limited English Proficiency • Family configuration • Mobility Demographic DataWhat do you want to know?

  20. Achievement: What does achievement look like at different levels and with different groups of students? • Overall Achievement • Grade point average • Standardized test scores, SAT, ACT, State tests • Passing all subjects • Periodic assessment • Semester grades • End of course tests • Ongoing classroom assessment • Class assignment grades • Tests • Suspension rates • Impact on achievement Achievement Data

  21. “What you did for whom” • Evidence that event occurred • How activity was conducted • Did the program follow the prescribed practice? Process DataWhat do you want to know?

  22. What others think, know or demonstrate data. • Measures what students are perceived to have gained in knowledge • 89% of students demonstrate knowledge of promotion/ retention criteria • 92% can identify early warning signs of violence • Measures competency achieved, knowledge gained or attitudes beliefs of students • Pre-post surveys • Every student in grades 9-12 completed a 4 year plan • Every 5th grade student completed an interest inventory • 74%of students believe fighting is wrong • 29% of students feel safe at school Perception DataWhat do you want to know?

  23. “So WHAT” data • Hard data • Application data • Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior • Attendance • Behavior • Academic achievement Results Data - ULTIMATE GOALWhat do you want to know?

  24. Use a simple one-page format with fewest possible relevant questions • Develop questionnaires that are age appropriate • Use parallel language for all questions • Consider using one open-ended question • Administer pre-tests to assess knowledge and post-tests to evaluate learning • Test your questionnaires with others Tips for Creating Questionnaires

  25. About questions • “Is this question worth asking?” • Keep items short as possible • Avoid double-barreled wording Rate the quality and value of the capstone course • Focus response choices “Rate the quality of …” Use P-F-G-VG-EX rather than “The capstone was excellent.” SD-D-A-SA Surveys

  26. Design a 5 item questionnaire • Align items with the ‘burning question’ • Set up the response scale Activity: Designing a Questionnaire

  27. Don’t reinvent the wheel • Using Data warehouses, student information systems, Naviance, school reports to gather data • FREE Survey Monkey Tool Create unlimited number of surveys Allows up to 10 questions per survey  Choose from 15 available question types Supports any language Using Technology for DATA MSCA 2010

  28. Focus Groups: • Select 2-12 stakeholders; co facilitate session; record or take notes; establish procedures • Use an interview guide; ask follow-up questions to clarify • Interviews: • Select key stakeholders to interview; establish procedures • Use an interview guide Focus Groups & Interview Tips

  29. What can you learn from the data? • How will you collate or disaggregate the data to make it useful? • How can you organize the data so that you can answer your questions and others can understand it? • How will you present your data? • Would charts be useful? 3.TRACK: How will you make sense of the data? Page

  30. Use simple statistics - averages and percentages • Disaggregate – take apart by meaningful wholes • Aggregate – condense statistics to meaningful representative numbers • Cross-tabulate – put data into a chart • Longitudinal data – look at data over time Basic Ways to Analyze Data

  31. Using Charts: Bullying Data

  32. Using Charts: Bullying Data

  33. Track: Student Reasons for Being Absent

  34. Reasons for Student of the Month Selection Who was Selected for Student of the Month Are Programs Working? MSCA 2010

  35. Evaluating the Effectiveness of a Program MSCA 2010

  36. So what do these results mean? • What are the recommendations? • How will you use your findings? • How will you present your findings and recommendations? • Who will you share them with? • What are the implications? 4.ANNOUNCE: How will you use your findings?

  37. Who are your stakeholders? • Principal • Parents • Superintendent • School Board • What do you want them to know? • What you have done • What others know • How this makes a difference • How to communicate the information? • Charts, tables, and stories • Newsletters Sharing with Stakeholders

  38. Share and explain your results to stake holders (administrators, faculty, parents, community). • Be sure to include how the entire school can implement change; not just the counseling department. • DATA is one format but there are other formats to consider (GRIP, MEASURE, SOARING) Using the Findings

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