Exemplar 2

LeLycia Henderson Exemplar #2: Data Analysis Project CSP 769: Leadership, Advocacy, and Systemic Change, Fall
2013 Data Analysis of Sweetwater High School Compared to District and State Standards Addressed: 17& 23
According to the American School Counselor Association (ASCA), data analysis is a central component of developing and implementing a comprehensive school counseling program (ASCA, 2014). As a future school counselor, it is important that I acquire the skills necessary to accurately execute data collection, disaggregation, and analysis so that I am an effective school counselor. In CSP 769, I was required to collect student progress data at my fieldwork site and compare it to district, state, and comparison school data. I collected data on student A-G completion rates, graduation rates, SAT and ACT passage rates, college going rates, etc. In addition, I disaggregated the data within these different data components based on student ethnicity, gender, grade level, etc. Through my analysis of these different data points and disaggregating the data, I was able to identify which student populations were in need of interventions and make appropriate recommendations to close the identified achievement gaps. Lastly, I developed a PowerPoint presentation based on the data analysis and presented it during class. I chose to highlight this project because it demonstrates my development in overall data comprehension. Throughout the process of completing this assignment, I learned how to accurately collect, analyze, and interpret data for the purposes of student advocacy. Furthermore, I was able to develop recommendations for future intervention implementations that could assist in closing achievement gaps within the school population.
LeLycia Henderson Standard 17: Foundations of the School Counseling Profession Throughout the process of completing the data project, I gained a firm grasp on the foundational bases in which school counseling practices are built. I learned that counseling interventions should never be randomly selected. Instead, interventions should be based on data results that indicate a particular need. For example, through my data analysis, I determined that the A-G completion rate of the Latino population at my fieldwork site was lower than non-Latinos students. This knowledge led me to recommend a research based curriculum proven effective for Latino academic achievement. While completing the assignment, I completed research on the progression of student academic achievement and gained a firm understanding of achievement gap trends. This helped me to further understand theoretical bases of school counseling practices. With that foundational knowledge, I determined which of the ASCA National Model Standards attribute to closing the achievement gap. For example, when verifying that my school site had lower postsecondary entrance rates than the district and state, it was clear to me how important college and career readiness interventions are within the school counseling profession. Standard 23: Advocacy The entire theoretical reasoning of data collection, analysis, and interpretation is student advocacy. While completing this project, I used data to identify the achievement gaps present within my fieldwork site student population and develop recommendations of ways to close those gaps. For example, my data analysis of SAT passage rates revealed an achievement gap between Latino and non-Latino students at my fieldwork site. I found
LeLycia Henderson that non-Latino students had higher SAT passage rates than Latino students. In order to address this issue, I recommended an increase in SAT prep resources at the school site. After analyzing the data from my fieldwork site compared to the district and state, I noticed that there was a large gap between my school site AP test passage rates and the state and district. This caught my attention because there had been a major increase of AP enrollment at my school but the passage rates pointed to a need for more support. Therefore, I advocated for students by recommending that AP test prep workshops be incorporated into AP course curriculum. Conclusion: Through my completion of this data project, I acquired a plethora of knowledge and skills necessary for effective school counseling practices. I learned about a variety of websites and databases that I can use to access student progress data such as Dataquest, district websites and Power School. During my career as a professional school counselor, I will use these tools to learn more about the academic standing of my school population. The data I collect will always guide my intervention implementations. In addition, I will use data collection to determine which interventions are effective and which need to be adjusted. If given the opportunity to complete this assignment again, I would try to collect more current data results so that my analysis can have more accuracy. In some cases, I only had access to data that was out of date. Finding more resources for data collection would ensure that my recommendations are based on current student need. Overall, participating in the various elements of this assignment helped me to grow fundamentally as a future school counselor. With the experience I gained through this process, I feel more confident in my ability to develop and implement a comprehensive school counseling program.

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LeLycia Henderson Exemplar #2: Data Analysis Project CSP 769: Leadership, Advocacy, and Systemic Change, Fall

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