Reporting and
Presenting Data
Washington School Counselors
Association
John Carey
National Center for School Counseling
Outcome Research
www.cscor.org
Reporting and Presenting Data
► 1.




Who is the audience?
How much information will you present?
What kinds of information will you present?
How sophisticated is this audience about data?
What do they already know?
Reporting and Presenting Data
► 2.
Why is the presentation being given?
 Give a status report-- here’s where we are
 Examine the effects of practices and programs–
here’s what we’ve been doing and how it makes
a difference
 Influence the direction of change– here’s what
we’d like to see happen
 Monitor progress– here’s our progress toward
our goal
Reporting and Presenting Data
► 3.
What do you want the audience to
know?
 What do you want the presentation to
accomplish?
 What are your goals in presenting the data?
 How much time do you have?
 How will you structure conversation about the
data?
Reporting and Presenting Data
► 4.
What data (of the data available to you)
will you show them to give them the needed
information?
 Demographic data
 Disaggregation data
 Outcome, Process and Perceptual Data
Reporting and Presenting Data
► 5.
What types of data presentation forms
will you use?
 Graphing can be done in Excel, PowerPoint,
Microsoft Word or SPSS
 The best way to learn is to play with it…
 Don’t use tables and graphs unless they
enhance the presentation!
Reporting and Presenting Data
► 1.




Tables
Present information in rows and columns
Organize data in meaningful ways
Make it possible to present lots of data
Useful for identifying patterns
Achievement Outcomes
2002 10th Grade MCAS English Language Arts
Advanced
Proficient
Needs
Improvement
Failing
Regular
Education
22%
44%
25%
9%
Special
Education
2%
16%
35%
45%
Limited
English
Proficient
1%
12%
33%
54%
Reporting and Presenting
► 2.
Graphs
 Present data in snapshot– more impact
 Use bar graphs to show differences among
groups over time
 Bar graphs are useful for disaggregation data
Percent of 11th and 12th Graders
Taking Advanced Math
35
30
25
Black
Hispanic
White
Filipino
20
15
10
5
0
1998
1999
2000
2001
Reporting and Presenting
► 2.
Graphs (con.)
 Use pie/circle charts to represent portions of
whole
 Pie charts show shifts in proportions between 2
points in time
10th Grade MCAS Math Test Scores
2001 and 2002
Advanced
Proficient
Needs Impr.
Failing
► From
Advanced
Proficient
Needs Impr.
Failing
2001 to 2002 the percentage of students
who received an Advanced or Proficient rating
increased from 45% to 52%.
Reporting and Presenting
► 2.
Graphs (con.)
 Line graphs show trends over time
 Line graphs are useful for showing achievement
gap data, as the gaps are evident
th
9
Grade Drop Out Rates
35%
30%
25%
Afro-Am
Asian-Am
Latino/a
White
20%
15%
10%
5%
0%
1999 2000 2001 2002 2003
Presenting and Reporting Data
► 3.
Anecdotal Data
 Use if data doesn’t fit logically or easily into
table or graph format
ACADEMIC
Career
Personal/ Social
Academic Results
Education (6-8)
►The
number of students who could
evaluate transcripts, identify
promotion retention criteria and apply
study skills increased from:
 55% to 98% (6th graders)
 52% to 92% (7th graders)
 38% to 98% (8th graders)
Presenting Data
► PowerPoint
Presentation Guidelines
 Use PowerPoint if the audience is larger than 100
people
 Light text on a dark background shows up best
 Use contrasting colors
 Write only basic concepts/an outline on the slide
 Use active words
 Keep phrases/sentences short
 Do not read off the slide
 Use large font size (18 pts. or larger)
Components of a Presentation
► Title:
Explains what presentation is about
► Start with general demographics of the
sample if audience doesn’t know this.
► Present findings/data
► What did you learn? Depending on
audience, this may need to be very explicit.
► Summary of findings (if presenting a lot)
► Next steps in data gathering
Presentation Guidelines
► Keep
it short and clear
► Relate data to school mission and goals
► Focus on 5-10 key points per presentation
► Pre-test your data presentation
► Presenter passion and commitment are a
key component of effective presentations
Comprehensive
School Counseling Program
Academic Development
1. Guidance Curriculum
•
ACADEMIC
Career
•
•
•
Personal/ Social
•
•
Developing Academic 4/6 year
Plans (VITA)
Promotion/Retention Criteria
Organization, Study and Testing
Taking Skills
Registration, College and High
School Graduation
Requirements
Post High School Options
Transition into the Real World
2. Intentional Guidance
• Individual and Group
Counseling
3. Monitoring Student Progress
Overall Program Goal
Promoting Academic Achievement
For Every Student
ACADEMIC
Career
Personal/ Social
Academic Results
Goal Setting (K-5)
After classroom guidance lessons
pre-post tests indicated…
student knowledge of goal setting
increased from 10% to 98%
90% achieved their identified goal
ACADEMIC
Career
Personal/ Social
Academic Interventions
Problem Solving (K-5)
PROBLEM:
Monthly After-School detentions increased from
65 to 120 students
Counselor determined reasons for detentions:
66% Missing Assignments
34% Inappropriate Behavior
SOLUTION:
Established a Homework Club and multiple
after-school tutoring classes
Academic
Career
PERSONAL/SOCIAL
Personal/Social Results
Conflict Resolution (K-5)
Number of students who could
peacefully resolve a conflict increased
from 55% to 88%
Following implementation of a Conflict
Manager program the number of suspended
students was reduced from 13% to 3%
over the period of 3 years
ACADEMIC
Career
Personal/ Social
Academic Results
Education (6-8)
The number of students who could
evaluate transcripts, identify promotion
retention criteria and apply study skills
increased from:
55% to 98% (6th graders)
52% to 92% (7th graders)
38% to 98% (8th graders)
ACADEMIC
Career
Personal/ Social
Academic Results
Interventions (6-8)
After Academic Counseling Groups:
37% of 6th graders (64)
24% of 7th graders (47)
72% of 8th graders (46)
157 Students Demonstrated
GPA Improvement!
ACADEMIC
Career
Personal/ Social
Academic Results
Intervention (6-8)
Counselors met with identified
students either individually, in
groups or in SST to analyze
grades, map outcome goals, and
teach skills necessary to avoid
retention.
72 Students Avoided Retention
ACADEMIC
Career
Personal/ Social
Academic Results
Knowledge Gained in
Test-Taking Strategies
100
90
80
70
60
50
40
30
20
10
0
Complete Heading
PIRATES on Paper
Allot Time
Order Sections
Underline What
Underline Where
Reduce Choices
Answered All ? 's
Abandoned
Estimated
Pre Test
Post Test
Total of 442 6th Graders
ACADEMIC
Career
Personal/ Social
Academic Results
Test-Taking (6-8)
Number of students demonstrating
knowledge of test-taking strategies
increased from 13% to 63%
Number of 6th graders completing the
SAT 9 test increased from 40% to 96%
Academic
CAREER
Personal/ Social
Career Development
Results (6-8)
At one site, the number of students who could
demonstrate career knowledge increased
from 24% to 79%
At another, the number of students setting a
career goal increased from 45% to 100%
Academic
Career
PERSONAL/SOCIAL
Personal/Social Results
Conflict Resolution (6-8)
At one site the number of students resolving
conflicts with the help of peer mediators
increased from 0 to 346
At another site, the number who took
advantage of peer mediation increased
from 47 to 149
ACADEMIC
Career
Personal/ Social
Academic Results (9-12)
Goal: Each ninth grader has a 4 year plan on file.
Over 90% of the ninth graders had a
4-year plan on file in the counseling
office by June of 2001.
ACADEMIC
Career
Personal/ Social
Moreno Valley High School
ELL Population Growth
1200
1,025
1000
800
800
600
650
400
200
MVHS
450
250
300
0
1991
1993
1995
1997
1999
2001
ACADEMIC
Career
Personal/ Social
Moreno Valley High School ELL
Academic Intervention Program
1991/1994 No Bilingual Counselors
1995
One Bilingual Counselor
Parent Conferences
1997
Two Bilingual Counselors
Parent Conferences
Parent Workshops
1999/2001 Three Bilingual Counselors
ACADEMIC
Career
Improved Programs and Services
Personal/ Social
 Started the Saturday Program with Field Work Students
 Started the UCR Student Mentor Program
 Started the 60 Day Recovery Program
 Increased Parent Conferences and Workshops
 Increased Home Visitations
 Increased Group Support
 Increased Guidance Lessons for ELL students
 Increased Parent Phone Contacts
 Utilized Parent Volunteers
ACADEMIC
Career
Personal/ Social
Closing the Gap
MVHS GPA vs. ELL GPA
3
2.5
1.91
2
2.19
2.1
2.18
1.95
1.9
2.01
1.56
MVHS
ELL
1.5
1
0.5
0
1997
1998
1999
2000
Academic
Career Development
CAREER
Personal/ Social
Canyon Springs High School
In the last three years the number of students
visiting the career center has increased from
30 to over 200 students per day.
Parent attendance at evening guidance events has
increased from 150 to 500 parents
Scholarship dollars for students increased from
$857,000 to $950, 000
Finally, graduation rates have improved from
84 % to 89%
Personal/ Social Development
Standard A-B-C
Academic
Career
PERSONAL/SOCIAL
Student Assistance Program
“Getting Help”
Academic
Career
PERSONAL/SOCIAL
48 Insight Groups (6-10 students per group)
Alcohol and Other Drug Use
Anger Management
Behavior Management
388 Referrals to Outside Agencies
Department of Mental Health (5150)
Juvenile Justice System
Mental Health Agencies and Services
Academic
Change in Student Behavior as Measured by
the Number of Referrals and Suspensions
at VVHS Before, During, and After
Involvement in SAP Insight Group
Career
PERSONAL/SOCIAL
60
55
59
55
50
40
33
37
40
30
20
10
0
Before
Referrals
During
After
Suspensions
From September
2000 to May 2001
Academic
Career
PERSONAL/SOCIAL
Change in Chemical Use
as a Result of SAP Insight Groups
70
60
70
50
40
Stopped
Decrease
30
20
23
10
0
Stopped
Decreased
93% of the Students Chose Healthier Behaviors
Academic
Career
Violence Prevention Education
PERSONAL/SOCIAL
453
“Time to Tell” Guidance Lessons
presented to students
11,525 Students Impacted
673
Staff Trained in recognizing the
“Early Warning Signs”of violence
Academic
Career
PERSONAL/SOCIAL
Documented Changes in Student Behavior
as a Result of Guidance Lesson at March
Mountain and March Valley Schools
First Semester:
Second Semester:
(Before lessons)
(After lessons)
Conflict Mediations 11
Conflict Mediations
59
Pre-Fights
11
Pre-Fights
12
Fights
27
Fights
9
Number of fights reduced by 200%
Academic
Improvement in Attendance at Bayside as
a Result of Classroom Presentations and
Attendance Intervention
Career
PERSONAL/SOCIAL
% Positive Attendance
90
80
83.59
74.29
70
81.79
74.38
69.47
66.46
60
50
2000-2001
2001-2002
40
30
20
10
0
September
October
November
Academic
Career
Personal/Social
Overall Program
Improvement
Aligning school counseling program with the
ASCA National Standards and state content
standards
Setting measurable goals
Implementing a consistent program district wide
Collecting results of the counseling program
Using results for program improvement
GOALS: Removing barriers to learning and
promoting academic success for every student
School Counselors
Thank you
for your support!
Closing the Math
Achievement Gap at the
R.M. Nixon School
Gina Franco
Fall 2004
Working toward change
“Schools are no
longer judged by
the
accomplishments of
their brightest
students; they are
held accountable
for every student’s
progress.”
(ASCA, 2003)
Seven steps in using data in
advocacy and systems change:







Describe the problem
Generate vision data
Commit to benchmarks
Identify places to intervene
Select interventions
Evaluate implementation
Monitor problem data
(Carey, 2004)
Step 1
Describe the problem
 School wide underperformance
is reflected in MCAS results
 MCAS Mathematics scores are
“Needs Improvement or Failing”
for more than 50% of students
 Disaggregated data shows a
significant achievement gap
between minority students and
white students
Describe the problem
Step 1
Achievement gap in MCAS math scores
100%
80%
W
60%
AA
40%
L
20%
0%
4th grade math 6th grade math 8th grade math
NI-F
NI-F
NI-F
Generate vision data
Step 2
MCAS pass rates for 4th grade mathematics in 2008*
Good vision data is
Agreed upon by
many in the system
Concrete & specific
Measurable
Outcome-oriented
Attainable
Tied to a deadline
Related to values
(Carey, 2004)
4th grade mathematics
W
AA
L
AsA
Adv-Pro
70%
70%
70%
70%
NI-F
30%
30%
30%
30%
*Can also apply to 6th grade and 8th grade data
Commit to benchmarks
Step 3
MCAS pass rates for 4th grade mathematics
What will
this look
like over
the
course of
5 years?
2003 2004 2005 2006 2007 2008
W 44% 49% 54% 59% 64% 70%
AA 11% 23% 35% 47% 59% 70%
L
13% 25% 37% 48% 59% 70%
As- 0%
A
14% 28% 42% 56% 70%
Step 4
“Quality teachers,
rigorous
curriculum, and
standards-based
assignments are
all variables that
literature has
shown influences
the achievement
gap.”
(ASCA, 2003)
Identify places to intervene
 Potential areas







Students
Peers
Teachers
Whole school
Family
Community
Culture
(Carey, 2004)
Step 5
Select interventions
Whole School
Students
Yearly Progress
Pro (Math)
Peers
Math PALS
Teachers
Specialized
Professional
Development
Step 5
Select interventions
Students
Yearly Progress
Pro (Math)
Yearly Progress Pro Math is…
 A computer-based program
for monitoring all students’
progress in math
 Aligned to state and
national standards
 Linked to data-based
management system so
teachers can track student
performance in real time
www.mhdigitallearning.com
Step 5
Select interventions
Students
Yearly Progress
Pro (Math)
YPP Math provides…
 Resources to assist
teachers in the classroom
 Curriculum-based
assessments delivered
weekly to all students
 Instructional exercises for
each skill addressed
 Accountability data for
decision-making regarding
student needs
Step 5
Select interventions
Students
Yearly Progress
Pro (Math)
YPP Math helps educators…
 Identify students in need of
additional or different forms
of instruction
 Design stronger
instructional programs
 Monitor progress of all
students toward
state/district standards
 Effect better achievement
outcomes for students
Step 5
Select interventions
Peers
Math PALS
Math PALS is…
 A structured approach for
peer tutoring in math
 Designed to complement
existing curricula and
instructional methods
 Developed to incorporate
research-based tutoring
methods
 A recipient of “best practice”
status by U.S. Dept. of Ed.
Program Effectiveness
Panel
http://www.k8accesscenter.org/training_resources/documents/PeerTutoringFinal.pdf
Step 5
Select interventions
Peers
Math PALS
Math PALS encourages…
 Peer Assisted Learning
Strategies (PALS)
 Student pairs to practice
skills in alternating roles of
player and coach
 Students to receive step-bystep feedback through peer
interactions
 Students to work on
different levels and different
types of problems
Step 5
Select interventions
Peers
Math PALS
Math PALS research shows…
 Statistically significant
increases in math
achievement scores
 Improvement in student
social skills
 Students’ abilities to create
more meaningful memories
of concepts
 Academic improvement in
both tutor and tutee
Step 5
Select interventions
Teachers
Specialized
Professional
Development
Specialized PD means...
 Providing diversity training
for teachers
 Providing training in higherorder thinking skills
 Offering incentives for
teachers to take classes in
their subject areas
 Providing consultation and
in-class support for teachers
Step 5
Select interventions
Teachers
Specialized
Professional
Development
PD is important because…
 Teachers have significant
impact on student learning
 Teacher effectiveness is a
factor that can influence
students’ gains in
achievement more than
poverty or per-pupil
expenditures
Step 5
Select interventions
Teachers
Specialized
Professional
Development
PD research shows that…
 Five aspects of teacher
quality can affect student
achievement:
 A teacher’s major
 Professional development in
higher-order thinking skills
 Diversity training
 Use of hands-on learning in
classroom
 Focus on higher-order
thinking skills in classroom
(Wenglinsky, 2002)
Step 6
Evaluate implementation
students teachers
Annual
evaluations will
include MCAS
results, school
climate data,
honor roll data
Sporadic
classroom
visits will be
conducted to
monitor
program
implementation
school
Year
1
Year
2
Year
3
Year
4
Begin Yearly
Progress Pro
(YPP)
Receive training in
YPP
Conduct school
climate survey
Continue YPP
Receive diversity
training
Evaluate YPP;
School climate
survey
Begin Math PALS;
Continue YPP
Receive training in
Math PALS
Evaluate YPP;
School climate
survey
Continue Math
PALS; Continue
YPP
Receive training in
higher-order
thinking skills
Evaluate Math
PALS; Evaluate
YPP;
School climate
survey
Year
5
Continue programs
Receive ongoing
PD and support
Evaluate
programs
annually
Monitor problem data
Step 7
Results from
math intervention
evaluations will
determine
decision-making
for English
Language Arts
(e.g. Reading
PALS,
Renaissance
Learning
management
software for
reading & writing
akin to YPP)
4th grade English Language Arts vision data
Adv-Pro
NI-F
W
70%
30%
AA
70%
30%
L
70%
30%
AsA
70%
30%
Intended Results
Math PALS
“We need to be the
change we want to
see happen. We
are the leaders we
have been waiting
for.”
- Mahatma Gandhi
Yearly Progress
Pro (Math)
Increased
math
achieveme
nt
Enhanced
social skills
Improved
attitudes
toward
school
Specialized
Professional
Development
More
effective
classroom
practices
Higher
expectations
Less
absenteeis
m
Fewer
minority
students in
special
education
References & resources
 American School Counselor Association (2003).
The ASCA National Model: A Framework for
School Counseling Programs. Alexandria, VA:
Author.
 Carey, John. (Fall 2004). R. M. Nixon School
Using Data. [Lecture notes]
 Wenglinsky, H. (2002). How schools matter: The
link between classroom practices and student
academic performance. Education Policy
Analysis Archives, 10(12).
Useful websites:
 http://www.mhdigitallearning.com
 http://www.k8accesscenter.org/training_resource
s/documents/PeerTutoringFinal.pdf
Thank You!
Center for School Counseling
Outcome Research
www.cscor.org