Bridging the Gap to Program Development/RTI

Brian LawASCA President 2010-2011

Professional School CounselorValdosta High School

Valdosta, GA

Developing a Comprehensive School Counseling Program

• Evaluate needs• Become familiar with SIP• Choose activities in program in the

areas of personal/social, academic, and career areas based on needs and SIP

• Decide delivery of activities: Individual, Group, Classroom, Responsive, Programs, etc.

• Create Action Plan to measure results

• Market the program• Implement • Evaluate • Publish and share results• Make changes based on results

Evaluate the Needs of the School

How?1. School Improvement Plan (SIP)

2. School Report Card

3. Needs Assessment (teachers, students, parents)

4. Practical knowledge of needs based on prior problems

5. Attendance

6. Discipline Referrals

7. Assessments

Program Goals

• What is the purpose of your school counseling program?

• What are your desired objectives (Essential Question)?

• What activities are used to achieve desired results?

• What is your evidence?

Entitlement to Performance • Focuses on the number

of activities/time. (Process Data)

• Measures the amount of effort.

• Attends to the process.• Works to maintain the

existing system.

(Education Trust)

• Focuses on outcomes and improved results.

• Measures impact related to goals. (SA)

• Attends to goals, and objectives, and outcomes. (SA)

• Changes and adapts to be more responsive.

Guidance Curriculum

• Structured developmental lessons

• Designed to assist in competency attainment

• Provides EVERY student the knowledge and skills in the domain and competency areas

• Addresses standards that must be met

Intentional Guidance

• Data-driven• What must be in place to ensure equity and

access to achievement for all?• Counselors design intentional activities to

remove barriers to learning: “Bridge the Gap”• Disaggregating data helps to focus on where

additional help is needed• Not all students learn at the same pace

Major Differences

• Data drives intentional guidance

• Describes a targeted guidance activity

• Designed for a targeted group that may need extra attention

• Data helps to develop the Counseling RTI triangle

Intentional/Targeted Students

• What must be in place to ensure equity and access to achievement for all?

• Counselors design collaborative interventions to help remove barriers that impede graduation

• Disaggregating data to perform gap analysis

• Develop “Pyramid of Interventions”

Delivery Methods

• Decide who needs the activities by building a “RTI” triangle of activities. Are any of the activities for desegregated populations? What tier?

• Write curriculum plan showing delivery of activities through individual, group, and classroom activities.

• Include responsive and support services in curriculum plan.

• Bridge activities to ASCA National Model to show student standards.

Entitlement to PerformanceACTION PLANNING

• Curriculum Standards• Goals• Objectives

• Activities• Expected Results• Data for

Accountability

Education Trust

Why Data?• Data shows how much a student has learned over

time even if s/he does not pass high stakes testing

• Data provides specific feedback to students and parents on academic performance and behavior (move past “feel good” method to show me the data)

• Data must be reliable, measurable, and valid—Quantify what you are telling me!

Rethink and Define Core Values

• Ensure services are based on student needs

• Communicate open and honestly

• Focus on quality services that are reflective of “best practices”

• Create a shared purpose

Data-based problem solving represents the core conceptual basis to address students’ academic and behavioral problems whether we are focusing on…– the entire school– a single grade level– one classroom– a small group

–one student

How do we use data to transform school counseling?

• Identify Inequities – Use data to have discussions around which students are not achieving and need extra supports.

• Beliefs about Inequities in data creates an urgency for change – Use data to build collaborative relationships between colleagues to address the needs of students.

• Facilitates solution finding – Use data to test best practices that aid students in achieving.

• Scaffolds success for all students – use data to build vertical alignment to determine the needs from level to level (Elementary, Middle, High).

• Makes system change happen – Use data to eliminate policy, practices and behaviors that are barriers to student achievement.

Examples of Data

• Participation in programs• Think fighting is wrong• Solve conflicts peacefully• Have 4/6 year plans• Drop out rate• Promotion/retention rates• GPA• Enrollment in advanced

courses

• Parent Involvement• Students in extra

curricular activities• Discipline referrals• Suspensions• Alcohol, tobacco and

drug use• Attendance rates

Program Evaluation Data

• Process Data

• Perception Data

• Results Data

Trish Hatch, PhD, 2003

Process Data

• What you did for whom• Evidence that the event occurred• How activity was conducted• How much time was spent on an identified

problem• Did the counselor complete program goals,

objectives?• Referred to as “Soft Data”• Can be used as advocacy tool…don’t

underestimate

Process Data Examples

• All high school students have been seen individually to prepare 4 year plan

• Six counseling groups with 10 students each were held

• 1,225 6-8th grade students received the ‘Second Step Curriculum’

• 26 students were seen individually to talk about attendance issues

Perception Data

• What others think, know, or demonstrate data

• Measures competency achieved, knowledge gained, or attitudes and beliefs of students

• Pre-post tests • Measures what students are perceived to

have gained in knowledge

Trish Hatch, Phd,2003

Perception Data- Examples

Competency Achievement• Every student in grades 9-12 completed a 4

year plan

Knowledge gained• 90% of students can identify signs of bullying

Attitudes or beliefs• 64% of students believe fighting is wrong

Results Data

• Impact (And…..) data

• Also known as “Hard Data”

• Application data

• Proof your program has or has not increased STUDENT ACHIEVEMENT (Academic Success)

Results Data-Examples

• 38 students who were failing at the semester change passed 9th grade

• Graduation rates improved 11% over three years

• Attendance improved among 9th grade males by 49%

• Fights decreased by 68% among 8th grade girls

Trish Hatch, PhD, 2003

Standards and Competency-Related Data

Percentage of students who:

• Have 4 year plans

• Participate in job shadowing

• Have set and achieved their goals

• Apply conflict resolution skills

Trish Hatch, PhD, 2003

Achievement-Related Data

• Course enrollment patterns• Discipline referrals• Suspension rates• Alcohol, tobacco, and other drug violations• Attendance rates• Parent involvement• Extracurricular activities

Trish Hatch, PhD, 2003

Student-Achievement Data

How to Collect Data

Hard Data Elements: Measures quantifiable information

1. Student attendance2. # of participants in

College Night3. Increase in

achievement levels4. Decrease in discipline

referrals

Soft Data Elements: Exemplifies attitudes, perceptions, relationship, and depositions.

1. # of 8th graders that plan to go to college

2. # of 5th graders who think fighting is wrong

3. # of students who participated in a group

How is Data Displayed?

Aggregate Data: Data that represents the whole

1. # of students reading on or above grade level

2. # of students taking AP classes

3. # of students scoring at or above on CRCT

Disaggregate Data: Data that is separated into parts or subgroups from the whole

1. # of Latino males reading on or above grade level

2. # of females taking AP classes

3. # of African American males scoring on or above on Math CRCT

HOW TO FIND DATA

• School Report Card• School Improvement Plan• Surveys• Assessments• Attendance• Discipline Referrals• Gap Analysis: Race, Ethnicity, and Gender• Ball’s eye view of classes or programs• Ask a person directly involved.

Where can you help?

• Where can you receive data to know how your program impacts student achievement?– Attendance– Behavioral Referrals– Grade Reports– Conflict Resolution Requests– Surveys of students attitudes (perception data)– SIP (School Improvement Plan)– State data/School Report Card

Action PlanningStep 1

• Choose a “project” that is measurable to evaluate each 9 weeks or each semester: Attendance, Behavior, Failure Rate, Course Rigor, Attitudes, etc.

• Collect baseline data and write action plan.• What do you want to accomplish? Plan

backwards- What? When? Who? How?• How will you “Build the Bridge”?NOTE: The projects should connect to

student achievement.

Goal Writing

Generic: Increase the number of students in rigorous courses by 10% by the end of the 2010 academic year.

Equity Focused: School Level:• Increase the number of Latino/gender/SES students in AP

and IB courses in high school by 10% by the end of the 2010 academic year.

• Increase the number of African-American/gender/SES students in Advanced Math in middle school by 10% by the end of the 2010 academic year.

• Increase the number of low-income/gender/specific group in upper level reading groups in elementary school by 10% by the end of the 2010 academic year.

College Board 2010

Step 2: Measurable Goal Writing1. Choose direction (increase/decrease)2. Who?3. What is the data element?4. How much by % or specific number or

quantitative measure5. When will this be done? Focus on outcomes of students not

what the counselor does. “When goals are about us, we are not linked to student achievement.”

Step 3: Develop and Select Solutions

• Conduct gap analysis that compares current initiatives with identified need.

• Develop potential multi-level interventions for each goal.• Ensure interventions that respond to the diversity of all

student groups, parent/families in the school community. • Determine the feasibility of interventions – self and staff, skill,

faculty buy-in and resources.• Select and prioritize interventions, identify staff

responsibilities, benchmarks, and timelines.College Board 2010

Accountability Using Data

• What is the desired outcome?• How will the outcome be demonstrated?• Who will receive the outcome data?• How will the outcome data be used to

address inequities?• How will the date inform instruction and

policies?• What accountability reports are used to

display the gains and needs? “aCATability Report”

ACTION PLAN FORA.Targeted Goal addressed by the Action Plan:

B.Action Plan (SPECIFIC action that will be taken to advance progress toward the targeted goal):

C.Targeted Population:

D.Plan Description:

E. ASCA/Performance Standards:

ACTION STEPS(i.e. sequence of specific steps that will

collectively complete the action)

RESOURCES(i.e. resources needed for

implementation – time, money, resources)

RESULTS/EVALUATION DATA(i.e. data to be reported when plan

implementation & assessment is completed)

DUE DATE(be realistic and

specific)

Step 4: Implement Plan Using Multi-Level Interventions

Connecting all the pieces for one consistent message across the school community!

• Individual – Meet with individual students• Group – Conduct group counseling• Classroom – Collaborate with teachers• Grade-Level – Facilitate grade-level transitions• School-wide – See the big picture of policies and procedures• District – Use vertical teams to build a systemic collaboration• Parents/Families – Outreach to help parents and families empower

themselves through information about making students college and career ready.

• Community – Create collaborative partnerships to promote college and career readiness.

College Board 2010

Just Do It!

• Focus on the program• Document time and

contacts (process data)• Manage time (contract

with administrator for support of action plan)

• Continually evaluate progress.

Evaluate

Perform program audit.• Collect the data:

1. Process (time, numbers, etc. used to show how “protected time makes a difference or how unprotected time should have been made available”)

2. Perception (What do the participants think? How are attitudes different?- summary reports, surveys, Pre/Post Tests)

3. Results (How has the program/activity affected students? What impact did this program have on Student Achievement?

Williams Middle Alternative Program Data Results 2005

Goals:Attendance

BehaviorPositive Therapeutic Behavior

Service LearningAcademic Achievement

Equestrian Training with SPED Students

Reading to Elementary Students

(Weekly walk to Elem.)

Community ServiceKeep Our

Community Clean

Student Achievement Increased88% of students passed

Attendance Increased 95%

Students used hours to Transition back to Regular

ClassroomPerception changed +95% transitioned back

WMAP-We Make Attitudes Positive

What is Strategic Planning?

• A step by step process of using data to drive school counselor goal development, program planning and development and practice for measurable results that align with the school improvement process in schools.

Why?1. Maximizes counselor time and resources2. Links goals and interventions to outcomes3. Provides evidence to advocate for systemic change4. Eliminates “random initiatives” otherwise known as random

acts of guidance!5. Provides results measured in student outcomes

College Board 2010

Data-driven problem solving is the “engine” within the program which provides educators with a systematic process to make informed decisions.

Becoming Data Driven for Systemic Change

College Board 2010

Justify your time and measure your worth

1. Everyone has a role in evaluation.

2. Clearly define the roles and objectives.

3. Plan evaluation that will show benefits.

4. Guard time: Don’t shoot for the unobtainable that assumes too much time evaluating and collecting data

5. Program evaluation is continuous:

What changes are affected?

What services need more emphasis?

What aspects of the program should be adjusted?

Accountability Purposes

• Build understanding and support for school counseling programs

• Document the value added by program development to stakeholders

• Justify investments of public money (ie. Perkins $) and Professional Learning $

• Build credibility and influence of counseling programs including career guidance/planning CTAE

Seven Steps in Using Data in Refocusing Delivery

1. Describe the Problem

2. GenerateVisionData

3. CommitTo

Benchmarks

4. Identify Places toIntervene:

First Order Change?Second Order Change?

6. EvaluateImplementation

7. MonitorProblem Data

5. Select Interventions

How We Fit

• Rigor• Relevancy• Relationships

• Academic• Career Development• Personal/Social,

Emotional

Guidance Improvement Results

• Attendance

• Behavior

• Academic Achievement

Implication Over Time

• How is the program/activity going to affect CHANGE over a period of time?

• What needs to be changed to make the program/activity more effective in increasing student achievement?

• What are the Gaps in the data? Who needs extra help to be successful (Am I serving all students based on their needs)?

• Plan intentional guidance. Include specifics in RTI tier 2 or 3.

What Are The Implications?

• Redesign of counselor service delivery method• Re-examine the counselors role in improving

graduation rates• Improving the seamless integration of all grade

level graduation strategies• Understanding the economic impact of students

who do not graduate

Key Concepts- Get a Piece of the Pie

• Statewide School Counseling Reform

• Partnerships Among State Government, State School Counseling Associations, and Higher Education

• Standards-Based School Counseling Programs

• Comprehensive, Developmental Framework

• Connection of Career Development to School Counseling

What Can You Do As A Counselor?

Strategy 1: Advocacy and Leadership Skills• Conduct an eyeball survey on who is

represented by race and gender in all of your AP/Honors classes

• Conduct an eyeball survey on who is represented by race and gender in your skills/basic classes

• Conduct an eyeball survey on who is represented in ISS by race and gender

• Compare your findings with your school report card data

What Can You Do As A Counselor?

Strategy Two: Leadership, Responsive Services, and Consultation

• Present your findings to staff and principals• Hand schedule some of your most challenging

students with top performing teachers.• Since this is a new practice for both the teacher

and the student provide on-going support (responsive) for both.

• Continue to advocate for the student in this process!

What Can You Do As A Counselor?

Strategy Three: Consultation• Examine the components of your

advisement program• Consult with administration on the

development of an advisement program (TAA)

• Provide a Rationale – Collaboration among educational professionals to increase student achievement

RTI/Response To Intervention

Strategy 4: Collaboration/RTI

• A process of implementing high quality, scientifically validated instructional practices.

• Based on learner needs.

• Monitors student progress.

• Instruction based on student’s response.

“The quality of a school as a learning community can be

measured by how effectively it addresses the needs of

struggling students.” --Wright (2005)

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

What are your thoughts?

Tier 1:Core Instructional

InterventionsAll Students

80% of Students

Tier 2:Targeted Group

InterventionsSome (at-risk)

Students

15%

Tier 3:Intensive, Individual

InterventionsIndividual Students

5%

RTI Pyramid

Develop Your School Counseling Response to Interventions

Maslow’sHierarchy of

Needs

Physiological Needs

Aesthetic Needs

Esteem Needs

Belonging Needs

Safety Needs

Self-Actualization

Hunger, Thirst, Shelter, & Sleep

Protection from Harm

Love, “Fit in”, & Acceptance

Achievement, Respect, Education, & Achievement

Understanding Self & Realizing Fullest Potential

Knowledge, Exploration, & Understanding

How does my program fit in the Pyramid?

1. Think about the many programs and services that you provide.

2. How do these programs impact the data that you collect on problems that affect student achievement?

3. Think of your own pyramid. What services to you provide at Level 1, 2, 3, 4.

4. Insert your program and services into the school RTI process.

5. Collect data on effectiveness of student success based on your services.

My Pyramid Exercise

School Counseling Response to Intervention

PLC Referrals

Assign MentorsSpecial Programs

Referrals to Agencies

Parent ConferencesSmall Groups for Specific C&G NeedsIndividual sessions based on referrals

Big Littles

Classroom Guidance ActivitiesCounselor Newsletter

Freshman Force (Parents)

TIER1STANDARDS AND COMPETENCY BASED GUIDANCE AND COUNSELING PROGRAM

Program Standards include:

Academic/Social/Emotional and Career DevelopmentSchool Counseling Program models Georgia Department of Education Curriculum American school Counseling Association (ASCA)

TIER 2INTENTIONSL GUIDANCE AND COUNSELING:

Targeted students participate in specific guidance and counseling activities that address the identified concerns. The identified concerns come from relevant data. Some data drivers:

• Small group sessions on discipline, attendance, mediation, conflict resolution and retention issues.

TIER 3SCHOOL COUNSELING PROGRAM IN INERVENTION

Targeted students participate in activities that are in addition to Tier 1 and Tier 2, but also include specific interventions designed for individual needs.

Some Example:• Brief counseling, referrals, crisis management

Counseling and individual responsive services

TIER 4INTERVENTION SOURCES

Targeted students participate in or receive services from government, non profits, and /or private agencies for interventions to address chronic issues that impede learning.

Examples:Communities in schools, Group Homes,

Juvenile justice System

Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Guidanceand Counseling

Assessment and use of data

SCHOOL COUNSELING PYRAMID OF INTERVENTION

Guidance Curriculum

Teaming and collaboration

Advocacy

But, I am not a teacher or administrator…

Eventhough school counselors are not teachers or administrators, they must be educational leaders and team players to aid in student achievement. As school counselors we must be mindful of curriculum and instruction and the many interventions that should be applied to academic/personal/social problems that students face.

What if my administrator asks me to perform progress monitoring outside of my program areas? (TESTING)

* You must negotiate your role in student achievement and offer assistance in the areas that you can provide services. You can help!

Improve Program/Delivery

• Use results report to plan for future guidance activities.

• Let results drive your program development.

• Choose other areas for focus after stakeholders “buyin” and the program is self-efficient (efficacy)

Use Results in planning for future activities/programs

Develop new improved action plan

Look at Results

Publish and Share Results

• Publish Accountability Report.

• Refer to marketing strategies to make sure data is disseminated to all stakeholders.

(See aCountAbiliTy report)

Marketing your Program

• Counseling Brochure• Website• Post Action Plan• Bulletin Board• News or Media• Presentation to

stakeholders (faculty/staff, admin, parents, students)

School Counselors’ Efforts Can:

• Increase numbers of students in rigorous courses

• Help ALL students have access to the entire curriculum

• Lower dropout rates• Raise attendance rates• Reduce retention rates, and

Help Schools Make AYP

Special Thanks…..Scarlett Correll, Valdosta

City Schools, Director of Teaching and Learning, Valdosta GA

Katie Chappuis, S L Mason Elementary VP, Valdosta, GA

Brian LawValdosta High School3101 N Forrest StreetValdosta, GA 31602

blaw@gocats.org229-671-6000 Ext. 4004

http://teach.gocats.org/blaw