Superman Found: School Counselors Improving Opportunities for ALL

Students

Bob Bardwell

Arizona School Counselor Conference

March 24, 2014

Goals of this session

• Discuss data and how we use data effectively

• Share resources that highlight evidence based best practices

• Discuss the achievement, opportunity and belief gaps and how school counselor can address them

• Create an action plan

• Take at least one or two ideas back with you to implement within the next week

• Participate in meaningful conversation and discussion

Who is here? & Why• Who is here?

School Counselors District level administrators Counselor Educators Policy makers Other

• Why are you at this session? Want to utilize data better Looking for best practices Want to know more about and how to use

evidence based practices To impact change & improve student

achievement and performance

Which counselor are you?

Katie

• Starts a peer mediation program because the district middle school has one

• Teaches lessons randomly and sporadically

• Does no formal assessment of lesson delivery

• Does not share any results with stakeholders

Sheila

• Uses research based approaches to reduce discipline

• Conducts classroom lessons found in the What Works Clearinghouse

• Conducts pre & posttest assessments as part of the lesson delivery

• Results are shared with school leadership team and Board

Meet Mr. C. - The School Counselor of 2014

Why Do We Use Data?

• It improves our programs and the services for students and families

• Students benefit from it

• You probably already have it

• Others are using it

• We are accountable

• Why not?

ASCA National Model

Data Challenges…

Most school counselors • are not comfortable using data• do not have the training or resources

to collect and analyze data• Think that working with data is too

time consuming considering everything else they have to do; not important enough

• Are uncomfortable reporting data to and advocating with policy makers

Types of Data

Student-Achievement Data

• Standardized Test DataSAT and ACT Scores

• Grade Point Averages

• Completion of College Preparation Requirements (Graduating college eligible)

Types of Data (continued)

Achievement – Related Data• Course enrollment patterns

• Number of students taking PSAT/SAT/ACT

• Discipline referrals

• Extracurricular activity participation rates

Types of Data (continued)

• Standards and Competency-Related Data Percentage of students who

demonstrate:

• Belief (attitude) in importance of taking rigorous courses

• Skill to set goals

• Knowledge of college requirements

Data Initiatives in Your School• Incorporate data as part of evaluation evidence which

requires school counselor participation

• Complete data projects Results report Closing the gap analysis

• Present data to stakeholder groups

• Create data sharing protocols Monthly/quarterly staff meetings Faculty meetings

• Show off your successes Accountability report card Bulletin boards, newsletters, websites, etc.

Evidenced Based Practices

• “…using the best available research to guide practice and the integration of this knowledge with clinical skills.”

Why Evidence Based

• National and state accountability measures require all educators, including school counselors, to show why our students are different as a result of our services

• Common Core State Standards and accompanying assessments (PARCC & Smarter Balance) will determine student achievement

• Data speaks volumes as it is often more powerful than other types of feedback

Evidence Based Resources

• National Center for School Counseling Outcome Research and Evaluation www.cscore.org

• National Evidence Based Conference http://coehs.nku.edu/gradprograms/counseling.html

• Curricula The Real Game - www.realgame.org Student Success Skills -

www.studentsuccessskills.com/

• What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

Achievement Gap

• The consistent disparity in academic performance between groups of students.

• Most often found in grades, standardized-test scores, course selection, dropout rates, and college-completion rates

• Groups most often compared include race, gender, socioeconomic status, special education status and English language proficiency

Opportunity Gap

• The unconscionable disparity in access to the quality educational resources needed for all children to be academically successful

• Similar to the achievement gap but is different in that it may have nothing to do with race, gender, socioeconomic status, special education status and English language proficiency

• Instead it may be where you live or which school you attend and what resources are available to those children

Belief or Expectations gap

• The differing expectations that teachers hold for individual students or the difference between students' expectations of themselves and what they perceive to be teachers‘/counselors’ opinion of their potential

• This is particularly troubling when counselors do not believe or expect certain students to achieve.

• Often found in course selection and post high school planning

Why do gaps matter for us?

• As social justice educators we believe that ALL students should have equal access and opportunity regardless of whatever group they may belong to/identify with or where they live

• If schools/communities do not eliminate gaps then whole groups of students may be discriminated against

• Some gaps can be addressed within a school relatively easily while others are more systemic and caused by deep-seeded values and cultural norms.

So what? Why school counselors?

• Many gaps are caused by deep seeded beliefs, cultural norms or political decisions

• School counselors are uniquely trained to identify and address these gaps

• School counselors should be instrumental in identifying students who are associated with one of the various gaps and work with school leaders to put strategies in place to eliminate them

10 Practices to Close the Gaps• Show students you believe they can be successful by using a "here's how to do better

next time" approach when you need to correct work. Let students know what they're doing well.

• Share with each student individually what you expect from him or her.

• Hold students accountable for their actions.

• Encourage students to share success stories with one another.

• Follow up on absent students. Let them know it's because you care about them, not just to chase down missing work.

• Invite students to brown-bag lunches in your room. Promising homemade cookies helps!

• Survey students about their personal, social, and academic goals at the beginning of each term.

• Involve all students in school leadership initiatives by using student surveys and fostering dialogue about important issues. Show you value students' opinions.

• Create a classroom atmosphere that welcomes participation. Ask open-ended questions and set a "There are no stupid questions" policy.

• Develop after-school opportunities focused on the interests of students who shun traditional activities.

ASCD, Closing Opportunity Gaps, November 2010 | Volume 68 | Number 3

Action Planning

• Gather in groups of 3-4 by region or district

• Then….. Identify school counselor strengths and current

activities particularly around using data and closing the gap

What are next BIG steps to make a difference for students and school counselors

What will you commit to do TODAY (or tomorrow) to move forward

For more information or to continue the discussion

Bob BardwellSchool Counselor & Director of School Counseling & Student Support ServicesMonson High School55 Margaret StreetMonson, MA 01057413.267.4589x1109413.267.4157 (fax)bardwellr@monsonschools.comwww.bobbardwell.com

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