Using Data with

Results

Deb Woodard
UMKC School Counseling and Practicum
and Internship Coordinator
woodardd!@umkc.edu
 Brief history
• Teacher and professional school counselor in KS for 32 years
(22 years a counselor)
• 28 years in Kansas City, Kansas School District (12
counseling in an urban alternative school and 9 at large high
school).
• Teacher and Coordinator for 8 years at UMKC
• Past President of KSCA and member of KS and MO
organizations, and ASCA.
• Pinnacle or career: Presenting last year at ASCA with Drs.
Norm Gysbers, Bragg Stanley, and Lee Bunch and seeing
First Lady, Michelle Obama.
• Favorite tasks: Working with students, professional school
counselors, schools, and counselor educators.
 Why are we here?
• Objectives of session
• Why consider working in a different way with
data?
• How much do we already know, use, and love
data?
• Why re-invent the wheel?
• First example
• How do we get there? (Group Work)
• Second example
• Questions
 Objectives
Participants will:
–Enjoy some humor at my expense
–Recognize your own use of data on a daily basis
–Review terms you already know or use in
practice
–Identify ways to utilize the data you have to get
what you want
•support of students
•more appropriate counseling duties and fewer
inappropriate duties
–View examples of templates and projects
 Rule #1:
Never lose sight of the students
 Why go through this process:
The importance of school counselors evaluating
and sharing the results of their programs
To:
–improve counseling services to all students
–create support for comprehensive counseling
–advocate with policymakers (with student
driven, data-based evidence)
–increase public acceptance, trust and support
of counseling programs
–increase a counselor’s ability to be reflective
and research based
–and more!
 Rule # 2:
Look at the data first
Many times we (or
someone in our
schools) think that a
particular intervention
for students will help
with their growth or
achievement. Look at
the data first. What do
assessment scores,
grades or GPA’s,
attendance rates,
referrals to the office,
etc. tell you? That is
existing data.
How much do we already know, use, and love data?
• Existing or Baseline data
– What else is included in it?
– Where do we find it?
• Process data
– What is process data?
– Example from your school?
• Perception data
– What is perception data?
– Examples from your school?
• Outcome data
– What is outcome data?
– Examples from your school?
• Needs assessments
– How are they used?
– How could they be used?
– Should students be involved?
• Pre and Post Surveys
– When are they used?
– What should be included?
 Why re-invent the wheel?
• There are templates for collecting, analyzing, and sharing
data (Provide evidence from our interventions)

• PRoBE, DATA, Flashlight model and more!

– PRoBE: http://dese.mo.gov/college-career-
readiness/guidance-counseling/evaluation Scroll down to
Results evaluation for a series of courses, videos, and
sample projects
– DATA: Making Data Work by Anita Young & Carol Kaffenberger
– Flashlight Approach: The Use of Data in School Counseling:
Hatching Results for Students, Programs and the Profession.
• http://www.trishhatch.com/index.cfm
• http://hatchingresults.com/books/Use-Of-Data/additional-
materials.cfm
 Rule #3:
Make it simple

The Deadly Fear of Data

 PRoBE = Partnerships for Results Based Evaluation.

This model utilizes the IDEAS template

• Identify
• Describe
• Existing data
• Analyze
• Summarize
 The Specifics
• IDEAS
– Identify a problem you would like to address for the school you
have selected. HOW? (Start with Existing Data if at all possible so
that you can show the outcome of your intervention by comparing
the results – before and after)
– Describe the situation or problem using SIMS (Students involved,
Intervention(s), Measurements used), and the Setting of the
Intervention)
– Existing data collection utilizing both the existing data and your
own needs assessment to create this data collection
– Analyze the data from the pre and post surveys created to
demonstrate the impact of your intervention, using scores, means,
and percentages
– Summarize your findings and present them to stakeholders! You
may want to include a hand-out of some kind for them to take. It will
help them remember (and pass on) what you have said. 
 An example
There is a notebook of materials from this project
circulating. It includes a handout that uses the DATA
model. Please make sure I get it back at the end. 

Watch for elements of the PRoBE while viewing this

eMaze. When you get to this point, you can use any
method you are comfortable with: PowerPoint, Prezi,
etc.

Sample Unavailable on PDF copy

Are you hanging in there?
 Let’s try one of our own…
• Turn to the person next to you and give him/her an example of
existing data at your school (you probably don’t know that
actual numbers – make it up.  ) Will someone share an
example?
• What problem would you say that identifies?
• What about the needs assessment? You will want to make
sure that it is set up to find out what is needed to work on the
problem…not what you want to do (or someone else wants).
Example: I want to do a group to stop relational
aggression between girls. Does your existing data tell you
there is a problem there that is measurable? Do you have data
to show the number of referrals to the office and counselor for
relational aggression? If you have even more data points, you
will be able to demonstrate the results of your intervention
even more clearly.
 Rule #4:
Connect your Needs Assessment to the Identified Problem
 Continued Group Practice
• What kind of needs assessment would give us the
information we need to connect to the problem?
– Would it be given to students? Would that include all students
or a selected group based on your data? What would it look
like?
– Would it be given to staff members? What would it look like?
– Who else might you give it to?
– Can it include qualitative questions as well as those that would
give you numerical responses?
• Once we have looked at the needs assessment,
we should be able to tell what kind of intervention
needs to be utilized (a group, a unit of lessons, a
program for the entire school, etc.)
 One step at a time…
• SIMS
– Which students will be involved? Which developmental level and
group?
– What will the intervention be? (see below)
– What measurements will you use to find out if the intervention was
successful?
– What will be the setting?
• What would be the best measurement of success?
• How might you report those results?
– Always use the data
– If possible, show the percentage of change or improvement
– In all cases, it is a good idea to discuss recommendations for
continuous improvement of the intervention or process you
used.
 A Second Example
A second notebook of materials should now be
circulating. Please make sure I get it back at the end.


This is a more advanced PRoBE that was done on

Prezi. We will look at it in the PDF format. Keep in
mind that the purpose is different.

Sample unavailable on PDF copy

Inspiration from a current school counselor

Sample unavailable on PDF copy

 The following Year

Changes
– to the process
– to the facilitation
– To district policy and procedures

Sample should be available on PDF copy

https://vimeo.com/125002218
 You can do this!
.

Just remember that simple and direct works best,

and let the data tell your story.
 Questions?
Thanks to the following students and
school counselors who shared examples of
their work:
Kaitlyn Ealy and Breana Hoener
Jennifer Fox
Bethany Sylvester
Tabitha Todd
 References

American School Counselor Association, (2012). The asca

national model: a framework for school counseling programs, 3rd
edition. Alexandra, VA: American Counseling Association.
Hatch, T. (2014). The use of data in school counseling: Hatching
results for students, programs and the profession. Thousand
Oaks, CA: Corwin Publishing Company
Young, A, & Kaffenberger, C. (2013). Making data work, 3rd edition.
Alexandra, VA: American Counseling Association.
 Thank you for attending!

More questions after you leave?

Contact me at: woodardd@umkc.edu

Interested in another session?

• Attend Campsite #7 on LiveBinders
from 1 – 2 in Conference Room V.
• Bring your laptop, tablet, or phone.
This will be a working session.