evidence based school counseling chapter 2. data based decision making relies on evidence to define...
TRANSCRIPT
![Page 1: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/1.jpg)
Evidence Based School Counseling
Chapter 2
![Page 2: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/2.jpg)
Data Based Decision Making
• Relies on evidence to define problems• Requires that goals are stated in ways that will
allow for data to be gathered• Used quantitative data analysis techniques to
describe problems and to direct activities
![Page 3: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/3.jpg)
Definitions
• Achievement Data– Standardized test scores, grade point averages, SAT and
ACT scores, graduation rates, AP test scores• Achievement Related Data– Course enrollment patterns, discipline referrals,
suspension rates, attendance, parent involvement, homework completion rates
• Competency-related Data– Six or four year academic plans, job shadowing
participation rate, peer mediation sessions, knowledge of graduation requirements.
![Page 4: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/4.jpg)
Models of Data-Based Decision-Making Models
• Whole School Reform- Reynolds and Hines (2001)– SC leads an interdisciplinary team through the
DBDM process to define problems and decide on interventions
• All DBDM focus on the use of data to – Define problems– Set goals– Target interventions
![Page 5: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/5.jpg)
The DBDM Team
• Team is developed based on – Whole School reform initiative– Component of the School Counseling Program
• Questions– Does the team include all the needed perspectives to:
• correctly identify problems and potential solutions• Correctly identify strategies and barriers to intervention
implementation
– Do team members have the necessary data literacy skills– Do team members show the capacity for effective
collaboration
![Page 6: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/6.jpg)
General Model of DBDM
• Describe the Problem• Generate vision data• Committing to benchmarks• Identify where and how to intervene• Selecting interventions• Evaluating interventions• Monitor problem data
![Page 7: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/7.jpg)
Describe the Problem
• Important data to use include the following– Achievement data– Achievement related data– Guidance curriculum competency data– School Climate survey data – Relevant student health and well-being data– Needs Assessment data– Demographic Data(pg. 20 DCH for process model)
![Page 8: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/8.jpg)
Generating Vision Data
• Reflect on the future goal toward which school efforts and resources need to be directed.– Goals need to be stated in concrete and
measureable terms – What should the data look like in 3-5 years. – Should be ambitious and attainable• Ambitious goals serves student interests and engages
the passion of adults in the school• An attainable goal is likely to motivate efforts to change
![Page 9: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/9.jpg)
Committing to benchmarks
• Breaking down the goal expressed as vision data into yearly goals– Reflect equal increments of change needed each
year to reach the vision– Sometimes DBDM team may create unequal
increments
![Page 10: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/10.jpg)
Identifying Where and How to Intervene
• Seven levels of programmatic interventions: – Individual– Group– Classroom– Grade level– Schoolwide– Home/family– Community/societyMay be at several levels.
![Page 11: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/11.jpg)
Selecting Interventions
• (see chapter 4 for details )• Interventions selected must be supported by
strong research evidence. • Research programs carefully • Not just the packaging of interventions
![Page 12: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/12.jpg)
Evaluating Interventions
• (see chapter 5 for a detailed description)• Evaluation should occur at three levels– Know whether the participants learned the knowledge
or skills the intervention intended to teach or whether their attitudes shifted
– Know whether the participants changed their behavior in the problem data in ways that predict success
– Measure the actual change in problem data and to compare it with the benchmark targets
![Page 13: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/13.jpg)
Monitoring Problem data
• Monitored each year. • The DBDM team reviews the problem data in
comparison to the stated benchmarks, examination data and decide whether the current strategies and approaches need to be continued, modified or abandoned.
![Page 14: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/14.jpg)
Enabling Conditions
• Collaborative Culture• Collaborative Structures• Widespread Data Literacy• Access to useful data
• (see pg, 25)
![Page 15: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/15.jpg)
Practical Considerations in Using dataChapter 3
• School counselors use data for a variety of purposes: – To ensure that every student receives the developmental
instruction that is described in professional standards (ASCA, 2003 Campbell & Dahir, 1997).
– To make decisions regarding which areas of need require additional support or intervention (Hatch, Holland & Meyers, 2003; Hayes, et al 2002).
– To measure the effectiveness of their activities and interventions and to share their successes with the school community
– To evaluate the effectiveness of their programs and for program inprovement
![Page 16: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/16.jpg)
Types of Data• Student Achievement Data
– Passing rates for state achievement tests– Standardized achievement test data– SAT and ACT scores– Algebra passage rates– GPA– Drop-out rates and graduation rates– College acceptance rates– Completion of college prep requirements– College freshman remediation rates– Advanced Placement test scores
• Data should be mined to determine where resources are needed.
![Page 17: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/17.jpg)
Achievement-Related Data
• Course enrollment patters• Discipline referrals• Suspension rates• Alcohol, tobacco, and other drug use• Attendance rates• Parent involvement• Extracurricular activities• Homework completion rates
![Page 18: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/18.jpg)
Standards and Competency-Related data
• Each school should have it’s own set of measurable competencies and student learning objectives
• Quantitative indicators of competency attainment– Percentage of students who know credit requirements for
graduation– Demonstrate knowledge of study skills and how to use an
academic planner– Use test-taking strategies– Can identify the steps in setting goals– Demonstrate conflict resolution skills, and– Believe that it is important to come to school every day.
![Page 19: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/19.jpg)
Data Relationships
• (see pg 32 Table 3.1)– What achievement-related data must be moved to
address the problem and what competencies must be developed to move the achievement related data
– Next determine what standards and competences students lack.
![Page 20: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/20.jpg)
Collecting data for Program Planning
• Getting access to data is a first step• Existing data– Departments of education websites for data
reporting• New data– Successful college applications– Scholarship support
![Page 21: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/21.jpg)
Analyzing Data
• Data should be entered in a comparable metric
• Raw data is converted to: – Percentages– Ratios– And/or probabilities
• Important to use appropriate comparison groups and comparisons across multiple measures
![Page 22: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/22.jpg)
Disaggregation of Data
• Disaggregate by the following groupings:– Gender– Race/ethnicity– Socioeconomic status– Language– Special education placement– English language learner status– Grade level– Achievement quartile– Teacher/classroom
![Page 23: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/23.jpg)
Developing Data-Based Action Plans
• Each plan should contain– Competencies addressed– Description of the activity– Data driving the decision to address the
competency– A time line in which the activity is to be completed– Who is responsible for delivery– Means of evaluating student success– Expected results for students
![Page 24: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/24.jpg)
Chapter 5
• Evaluating School Counseling Interventions and Programs
![Page 25: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/25.jpg)
What is Evaluation
• Evaluation-The use of scientific method (hypothesis testing) to improve local decision making by determining whether it was likely that implementing an intervention resulted in desired changes in behavior and performance.– Used to improve decision making in a single setting
• Research-The use of scientific method to determine whether an intervention brings about changes in affect, cognition, and /or behavior. – Used to identify practices that are theoretically effective
across settings
![Page 26: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/26.jpg)
Student-Focused
versus System-Focused
School Counseling Program Activities
![Page 27: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/27.jpg)
MentoringStudents
PhoneContact
StudySkillsGroup
SmallGroup
ClassroomGuidance Behavior
Management
Bully ProofingProgram
Tutoring
Data Driven Interventions
70% Attendance Rate for Low SES Students
IndividualCounseling
Student Focused
![Page 28: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/28.jpg)
Student Focused Interventions
Interventions designed to directly help students gain knowledge and skills in the areas of academic, career, and personal/social development in order to help them better navigate the educational system
![Page 29: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/29.jpg)
System Focused Interventions
Interventions designed to help the system (school) change in order to better meet the needs of the students.
Examples:•Change educator attitudes, expectations, and priorities•Reduce with adult resistance to change•Change policy•Change practice
![Page 30: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/30.jpg)
Activity
Scenario:Free/reduced lunch students do not pass Math at the same rate as their non-free/reduced lunch peers.
Brainstorm:Student Focused InterventionsSystem Focused Interventions
![Page 31: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/31.jpg)
Designing Interventions to Help All Students Meet High Academic Standards
![Page 32: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/32.jpg)
Design Student Focused Interventions to Reach All Students
![Page 33: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/33.jpg)
Who is Served by the School Counseling Program?
ACTIVITY:• Who Typically Receives School
Counseling Program Services?
• Do school counselors filter information?
![Page 34: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/34.jpg)
![Page 35: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/35.jpg)
Funnel of Continuous Interventions
DATA
ACTION PLANAll Students
Large group/Classroom
Small Group
Individual
Referral
Some Students
Few Students
A Student
![Page 36: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/36.jpg)
Continuum of Interventions to Reach All Students
Small Group Interventions• Counseling, study group, homework club, etc.• For students needing extra help to master
indicators• School counselor or appropriate professional
![Page 37: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/37.jpg)
Continuum of Interventions to Reach All Students
Individual Support or Counseling Interventions• Counseling, mentoring, etc.• For students still needing extra help or
support to master indicators• School counselor or appropriate professional
![Page 38: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/38.jpg)
Continuum of Interventions to Reach All Students
Referral/Additional Interventions• Mental health agency, medical
organization, academic tutoring, community service, etc.
• For students and their families needing extra, outside help to enable students to master indicators
• Appropriate professionals
![Page 39: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/39.jpg)
Creating Pre and Post Measures
![Page 40: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/40.jpg)
Ways to Collect Data
• Paper/pencil measures– Likert scale– Multiple choice– True/False– Short answer– Fill in the blank
• Skill demonstration measures– Role play– Demonstration– Presentation– Verbal questions
![Page 41: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/41.jpg)
Activity
Design Pre and Post Measures
![Page 42: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/42.jpg)
Use Data to MonitorStudent Progress
![Page 43: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/43.jpg)
Paradigm Shift
From:
To:
Monitoring Only Process and Tallying Services Delivered
Focusing on Results Tied to the Academic Goals of the School
![Page 44: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/44.jpg)
![Page 45: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/45.jpg)
Types of Data
• Process• Perception • Results
![Page 46: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/46.jpg)
Types of Data
• Process• Perception • Results
![Page 47: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/47.jpg)
Process Data - Examples
• Six counseling groups with 8 students each were held
• 1,350 6-8th grade students received the “Time to Tell” guidance lesson
• All high school students seen individually to prepare 4 year plan.
![Page 48: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/48.jpg)
Adding Process Data
Activity Process Data
Perception Data Results Data
Question or Demonstration
Pre PostHow will student
behavior change?
Pre Post
Date
# %
Date
# %
Date
# %
Date
# %
![Page 49: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/49.jpg)
Perception Data• “What others think, know or demonstrate” data. • Metacognitive Awareness• Measures competency achieved, knowledge gained
or attitudes beliefs of students – Pre-post– Competency achievement– Surveys– Evaluations
• Measures what students are perceived to have gained in knowledge
![Page 50: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/50.jpg)
Perception Data - Examples
• Competency Achievement– Every student in grades 9-12 completed a 4 year plan – Every 10th grade student completed an interest inventory
• Knowledge Gained– 89% of students demonstrate knowledge of promotion/ retention
criteria– 92% can identify Early Warning Signs of violence
• Attitudes or Beliefs– 74%of students believe fighting is wrong– 29% of parents say their child feels safe at school– 58% of teachers say students behavior appropriately in class
![Page 51: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/51.jpg)
Adding Perception Data
Activity Process Data
Perception Data Results Data
Question or Demonstration
Pre PostHow will student
behavior change?
Pre Post
Date
# %
Date
# %
Date
# %
Date
# %
![Page 52: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/52.jpg)
Results Data
• “So WHAT” data• Response to Intervention or Behavior
Responsiveness• How has student behavior changed• Proof activity has (or has not) positively
impacted students ability to utilize the knowledge, attitudes and skills to effect behavior– Attendance– Behavior– Academic achievement
![Page 53: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/53.jpg)
Results Data - Examples
• 42 students on the retention list avoided retentions
• Graduation rates improved 14% over three years
• Attendance improved among 9th grade males by 49%
![Page 54: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/54.jpg)
Adding Results Data
Activity Process Data
Perception Data Results Data
Question or Demonstration
Pre PostHow will student
behavior change?
Pre Post
Date
# %
Date
# %
Date
# %
Date
# %
![Page 55: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/55.jpg)
Activity
Fill in the following DATA columns on your Planning Tool
Process Data 1. What will you count to show what you did?
Perception Data 1. What question on a survey or test, or what demonstration will use to see if students (or adults) think the student has mastered the indicator?
2. What date will you collect the PRE data?3. What date will you collect the POST data?
Results Data 1. What behavior will the students exhibit that will demonstrate they have mastered the indicator?
2. What date will you collect the PRE data?3. What date will you collect the POST data?
![Page 56: Evidence Based School Counseling Chapter 2. Data Based Decision Making Relies on evidence to define problems Requires that goals are stated in ways that](https://reader035.vdocuments.site/reader035/viewer/2022062421/56649e595503460f94b529f5/html5/thumbnails/56.jpg)
Putting These Ideas To Work:Homework
1. With the input of your Advisory Council, faculty and students, complete the design of a continuum of student focused interventions for each of your prioritized indicators
2. Prepare for April training. Complete/revise/ review Essential Learnings Reflection and decide upon systemic change goals (changing policies, and/or practices to help the school better meet student need). Fill in systemic change section on the last page of the today’s Design Tool.