Want to Get Better at Using Data? Start With This One Thing!

According to the American School Counselor Association, the foundation of a robust, comprehensive school counseling program is data. Our whole school (Tier 1), group (Tier 2) and individual (Tier 3) interventions should be based on relevant data. This data comes from sources that we, as school counselors, have reviewed (discipline, attendance and achievement scores) or collected ourselves (pre/post assessments, surveys and classroom lesson data). The information taken from this data should be the driving force when collaborating, coordinating and consulting with our administrators, colleagues and other stakeholders. Data can also help us advocate for fewer non-school-counseling duties. Unfortunately, for those not trained in data collection and interpretation in graduate school, this can seem like an overwhelming and intimidating task.

Throughout my years as a school counselor, I have presented professional development for school counselors on using data to drive comprehensive school counseling programs. Such conferences include the WVSCA annual conferences, WVDE KidStrong Conferences and the WV Student Success Summit. In spring 2019, I collaborated with Dr. Christine Schimmel, associate professor of counseling, and Dr. Abhik Roy, assistant professor of educational psychology, at West Virginia University to present a school counselor data workshop. In all of these experiences, I repeatedly encounter the statement, "I really want to get better at using data, but I just don't know where to start." I now offer one single suggestion: Start keeping a time log. 

In my opinion, the benefits of tracking how I use my time far outweigh the one negative of filling out the log. I recently communicated with Stephanie Hayes, coordinator of School Counseling and Student Support at the WVDE, to revamp the Use of Time Log provided by the state to one that is more user friendly and better aligns with our expected roles as school counselors. Since I became president of WVSCA last year, several members have contacted me with concerns about being tasked with many non-school-counseling duties. Unfortunately, without documentation to prove how we are spending our time, the ability to advocate for change is complicated.

Also, the upheaval from COVID-19 and subsequent move to virtual education have led to enormous uncertainty in how we do our jobs. Documenting how we spend our time is quickly becoming a necessary part of our job security. I argue that now, probably more than ever, we must be able to prove our worth.  The WVDE and individual school districts make funding decisions based upon whom they feel can give them the biggest bang for their buck.

Tracking our time, however, is not just about self-preservation. Beyond advocacy related to duties, data extracted from a time log has other benefits. Documenting the number of minutes making Child Protective Service reports, the time responding to or being in crises with students, and time spent (or not spent) leading small groups and teaching classroom lessons have helped me with grant writing and gaining additional supports for my students. Having a time log has also helped me quickly confirm the dates and times of meetings with high-need students as requested by administration, colleagues and parents.

Becoming a data-driven school counselor is an ongoing process that can be confusing and overwhelming. The biggest challenge in using data is knowing where to start and using a time log is an excellent first step. Documenting how we spend our time as school counselors helps when advocating for fewer non-school-counseling duties, proving our worth to decision makers and obtaining more resources for our students and comprehensive school counseling programs.

Contact Matthew Tolliver, WVSCA president, at mtolliver@k12.wv.us.