Data
Sustain
Goals
Results
Plan
Implement
Become a Data Expert: Using
Strategic Planning for
Accountability
Vivian V. Lee, Ed. D.
Senior Director, Counselor Advocacy
National Office for School Counselor Advocacy
The College Board
NOSCA: National Office for School Counselor Advocacy
NOSCA is home of. . .
A national advocacy campaign to galvanize and mobilize
school counselors to “own the turf” of college and career
readiness counseling and take the lead in establishing a
college-going culture in their schools, districts, communities
and/or states.
NOSCA: National Office for School Counselor Advocacy
What is College and Career Ready?

According to the Southern Regional Education Board
◦ College Ready means a high school graduate has the
reading, writing and math knowledge and skills to qualify
for and succeed in entry-level, credit bearing, college-degree
courses with out the need for remedial classes.
◦ Career Ready means that high school graduates can read,
comprehend, interpret and analyze complex technical
materials, can use mathematics to solve problems in the
workplace, and can pass a state-approved industry
certificate or licensure exam in their field.
NOSCA: National Office for School Counselor Advocacy
College and Career Readiness Counseling
A Systemic K-12 Approach
Elementary School - To create early awareness, knowledge and skills
that lay the foundation for academic rigor and social development
necessary for college and career readiness.
Middle School – To create opportunities to explore and deepen
college and career knowledge and skill necessary for academic
planning and goal setting.
High School - To create college and career pathways that promote
full implementation of personal goals that ensure the widest range of
future life options.
NOSCA: National Office for School Counselor Advocacy
NOSCA’s Eight Components of College and Career Readiness
Counseling A Systemic K-12 Approach
NOSCA: National Office for School Counselor Advocacy
Work
Strategically
Source: nosca.collegeboard.org
NOSCA: National Office for School Counselor Advocacy
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.
Data
Sustain
Goals
Results
Plan
Implement
NOSCA: National Office for School Counselor Advocacy
Transformative School Counseling
Practice
Content
NOSCA’s Transformative Process
Cultural
Competence
Equitable
Outcomes
College and
Career
Readiness for
all Students
Context
Data
Systemwide
Delivery
NOSCA: National Office for School Counselor Advocacy
Outcome
Using a Strategic Plan to Assess Current Programs and
Services to Become Data-Driven for Systemic Change
Step 1: Collect, analyze and
interpret data to identify
areas of inequity.
Step 6: Institutionalize change
through systemic policies,
practices and procedures to
sustain gains in equity.
Step 2: Develop and prioritize
measurable data-driven goals
aligned with school, district, state
and national directives.
Step 5: Collect outcome data,
develop accountability report and
distribute to all stakeholders.
Step 3: Develop interventions for
each goal and prioritize. Determine
feasibility.
Step 4: Develop and implement
intervention plan for each goal. Set
benchmarks to monitor progress & revise
plan as needed .
© 2010 College Board
NOSCA: National Office for School Counselor Advocacy
Why Strategic Planning?

Maximize counselor time and resources.

Link goals and interventions to outcomes.

Provides evidence to advocate for systemic change.

Provides results measured in student outcomes.
Eliminates “random initiatives” otherwise
known as random acts of guidance!

Source: nosca.collegeboard.org
NOSCA: National Office for School Counselor Advocacy
How can Strategic Planning
Eliminate the “RAG’s” in School
Counseling?
Goals
Results
Interventions
?
?
NOSCA: National Office for School Counselor Advocacy
What are “RAG’s”?
Random Acts of
Guidance
Strategic Planning – Moving Forward
Aligned to School Improvement
Strategic Planning:
Demonstrate
School Counselor
and Program
Accountability at
the “Big Table”
YOU
NOSCA: National Office for School Counselor Advocacy
Data-Driven
vs.
Data-Driven for Equity
•Equity attempts to eliminate the racial/ethnic
predictability of which student groups occupy
the highest and lowest achievement
categories.
NOSCA: National Office for School Counselor Advocacy
Step 1
Collect and Analyze Data
• Where do data elements come from?
• What data should be collected?
• How should the data be disaggregated?
• What information will the data reveal?
• How are data elements prioritized?
• Who owns the data?
NOSCA: National Office for School Counselor Advocacy
Step 1
Vision: All children will receive a world class education
necessary to become a productive global citizen
Mission: Through a systemic Pre-K-12 data driven school counseling program all students will receive
developmentally appropriate school counseling services that ensure they are academically and socially
prepared for productive careers and life roles in a pluralistic society and world economy.
Mission Statement into Data Elements
Defining and Directional Words
Developmentally
Appropriate
Socially
Data
Elements
Developmentally
Appropriate
Academically
Data
Elements
NOSCA: National Office for School Counselor Advocacy
Productive Careers
and Life Roles
Pluralistic Society
and World Economy
Data
Elements
Data
Elements
Step 1
WHAT TO MEASURE
What data is relevant to Orange
County Schools?
 Data Elements for the Eight
Components of College and
Career Readiness Counseling
Directions:
1. Place an “X” over data elements that you
identified as important to your mission
statement.
2.
Place a check “√” by data elements that
are used to measure College and Career
Readiness in your school/district.
3.
What data patterns emerge? What picture
does the data paint?
NOSCA: National Office for School Counselor Advocacy
WHAT TO LOOK FOR
Data by student groups and disparities
between student groups
Race and ethnicity
 Gender
 Grade
 Income level (students who qualify for free and
reduced-price meals)
 Special education students
 English language learners
 Other student groups, as appropriate for your school

Source: High School Counselor's Guide: NOSCA’s Eight Components of College and Career
Readiness Counseling, National Office of School Counselor Advocacy, The College Board, 2011.
NOSCA: National Office for School Counselor Advocacy
Component
WHAT TO LOOK FOR


Data by student groups
Disparities between student groups
◦ How do the English proficiency rates of African American
students compare to those of white students?
◦ How do enrollment and completion rates in AP classes
compare for males and females?
◦ Do low-income students complete courses required for instate college admission at the same rate as their more
advantaged peers?
Source: High School Counselor's Guide: NOSCA’s Eight Components of College and Career
Readiness Counseling, National Office of School Counselor Advocacy, The College Board, 2011.
NOSCA: National Office for School Counselor Advocacy
Step 1
Data by Student Groups
 Race and ethnicity
 Gender
 Grade
 Income level
 Special education students
 English language learners
 Other student groups important in your district
Data Elements
•Choose one data element from
each component
Using Critical Questions to Advance Equity
1.
2.
3.
4.
5.
6.
7.
8.
NOSCA: National Office for School Counselor Advocacy
Step 2
Writing a Measurable Goal
Generic Goal: Increase the number
of students in rigorous courses by 10%
by the end of the 2011-12 academic
year.
The Parts of a Goal

Direction – 1

Group – 2

Data element(s) – 3

Expected outcome – 4

Date of expected outcome – 5
Specific Equity-Focused Goals:

Increase the number of Latino/gender/SES students in AP and/or IB
courses in High schools by 10% by the end of the 2011-12 academic year.

Increase the number of African-American/gender/SES students in Algebra I
in Middle schools by 10% the end of the 2011-12 academic year.

Increase the number of low-income students/gender/specific group in
upper level reading groups in Elementary schools by 10% the end of the 201112 academic year.
NOSCA: National Office for School Counselor Advocacy
Step 2
Writing a Measurable Goal
The Parts of a Goal

Directions: Write a measurable goal using all
five parts of a goal.




Direction – 1
Group – 2
Data element(s) – 3
Expected outcome – 4
Date of expected outcome – 5
Example
Increase
Latino students
Direction (1)
Group (2)
FAFSA Completion rate
Data element (3)
by
10%
Desired outcome (4)
by
the end of the year.
Date completed (5)
______________
Direction (1)
________________
Group (2)
________________ by ________________ by ________________
Data element (3)
Desired outcome (4)
Date completed (5)
______________
Direction (1)
________________
Group (2)
________________ by ________________ by ________________
Data element (3)
Desired outcome (4)
Date completed (5)
______________
Direction (1)
________________
Group (2)
________________ by ________________ by ________________
Data element (3)
Desired outcome (4)
Date completed (5)
NOSCA: National Office for School Counselor Advocacy
Step 3
Develop and Select Solutions

Conduct gap analysis that compares current initiatives with
identifies 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.
NOSCA: National Office for School Counselor Advocacy
NOSCA’s 8
Components
Step 3
Current Interventions
College Aspirations
Academic Planning for
College and Career
Readiness
Enrichment and
Extracurricular
Engagement
College and Career
Exploration and
Selection Processes
College and Career
Assessments
College Affordability
Planning
College and Career
Admission Processes
Transition from High
School Graduation to
College Enrollment
NOSCA: National Office for School Counselor Advocacy
Do the
Interventions
Correspond to
the Data?
Step 4
WHAT TO DO
Work Systemwide

Students
(Individual, Group, Classroom and Grade)

School

District

Parents and Families

Community
Source: High School Counselor's Guide: NOSCA’s Eight Components of College and Career Readiness
Counseling, National Office of School Counselor Advocacy, The College Board, 2011.
Source: Content describing how to work systemwide is derived from Lee, V. V., & Goodnough, G. E. (2011).
Systemic data-driven school counseling practice and programming for equity. In B. T. Erford (Ed.) Transforming
the school counseling profession (3rd.). Boston, MA: Pearson Merrill Prentice-Hall.
NOSCA: National Office for School Counselor Advocacy
Step 4
Work Systemwide
Delivering a Consistent Message of College and Career Readiness
Across the School Community!
Students
•Individual – Meet with individual students
•Group – Conduct group counseling
•Classroom – Collaborate with teachers in collaborative classroom instruction
•Grade-level – Facilitate grade-level transitions
School-wide – Use school-wide data to impact policies and procedures
District – Use vertical teams to build a systemic pipeline
Parents/Families – Build social capital to promote empowerment and engagement
Community – Create collaborative partnerships
Source: Lee, V. V. & Goodnough, G. E. (2011). Systemic data-driven school counseling practice and programming for equity.
In B. T. Erford (Ed.) Transforming the school counseling profession (3rd.). Columbus, OH: Pearson Merrill Prentice-Hall.
Source: High School Counselor's Guide: NOSCA’s Eight Components of College and Career Readiness
Counseling, National Office of School Counselor Advocacy, The College Board, 2011.
NOSCA: National Office for School Counselor Advocacy
Step 4
Component:
Data-Driven Goal
•Individual –
Systemic Interventions
•Group –
•Classroom –
•Grade-level –
•School-wide –
•District –
•Parents/Families –
•Community –
Source: Lee, V. V. & Goodnough, G. E. (2011). Systemic data-driven school counseling practice and programming for
equity. In B. T. Erford (Ed.) Transforming the school counseling profession (3rd.). Columbus, OH: Pearson Merrill
Prentice-Hall.
NOSCA: National Office for School Counselor Advocacy
Step 5
Accountability:
Communicating the Value of
School Counselors and
Their Work
NOSCA: National Office for School Counselor Advocacy
Step 5
1
2
Accountability Report
Baseline Data:
_____________________________________
_____________________________________
_____________________________________
Goal Statement:
__________________________________
__________________________________
__________________________________
3
Systemic Interventions
Individual
100
90
80
70
60
50
40
30
20
10
0
5
Group
Legend
Classroom
Grade
School
Parents/Family
District
Community
Source: (Lee & Goodnough, 2011)
NOSCA: National Office for School Counselor Advocacy
4
Results/Outcome Statement:
___________________________________
___________________________________
___________________________________
Step 6
Sustainability and
Growth Forward
•How will the gains toward equity college and career readiness be
sustained and grow?
•What policies, practices and procedures need to be revised, deleted or
created to sustain growth?
•What data needs to be regularly collected and analyzed to inform
practice and policies to sustain growth?
•What ongoing professional development is needed to continue to grow
forward?
NOSCA: National Office for School Counselor Advocacy
Own the Turf
Campaign Pledge
Become part of
a national
movement
today!
NOSCA: National Office for School Counselor Advocacy
OTT Equity
Commitment
I am committed to being…
A Leader
An Innovator
A Culturally Competent Practitioner
A Courageous Champion
A Lifelong Learner
NOSCA: National Office for School Counselor Advocacy
Dare to Reach for College and Career
Readiness Goals for All Students
NOSCA: National Office for School Counselor Advocacy
Presented by:
Vivian V. Lee, Ed. D.
Senior Director
National Office for School
Counselor Advocacy
The College Board
[email protected]
202-741-4716
NOSCA: National Office for School Counselor Advocacy