Ever feel overwhelmed by trying to keep track of all your data? You can definitely collect so much data that it ceases to have value because you can't possibly use it all to inform your program. I'm here to share how I've been managing my data for the last few years. Before we begin, I think it's important to stop and reflect on the types of "systems" that you actually keep up with. For me, I do best with a mix of electronic and paper/pencil systems that I keep up with along the way. If I have to hole-punch it or do anything that is going to require an extra step, I will put it off and then it becomes lost. We gotta be honest right?
Make a Plan
The biggest mistake I see if people collecting data all along without making a plan. They end up with so much data, they don't know what to do with it so they give up. Imagine you are going on a long walk and you want to collect some items to share when you return. If you start randomly picking up items that catch your attention, you will get to the point where you can't carry all the stuff and you have so much that you don't even know what's best to share.
I think about what I want to be able to share with stakeholders and start from there. For me, I like to keep track of the students I see, the groups I run, the classes I teach, and then create 3-4 closing the gap action plans that I plan to implement based on schoolwide data. That's it. I don't do pre/post tests for every group, class, or contact I make. That's not manageable for me. The purpose of collecting data for me is to see that what I do is effective and to share my successes (or not) with my stakeholders.
I think about what I want to be able to share with stakeholders and start from there. For me, I like to keep track of the students I see, the groups I run, the classes I teach, and then create 3-4 closing the gap action plans that I plan to implement based on schoolwide data. That's it. I don't do pre/post tests for every group, class, or contact I make. That's not manageable for me. The purpose of collecting data for me is to see that what I do is effective and to share my successes (or not) with my stakeholders.
Process Data: Who, What, When, Where
The ASCA National Model calls the "who, what, when, where" process data. The purpose of this data is to share how I spent my time and the scope and sequence of topics I covered. For individual counsleing, I use a google form a la my friend Andrea Burston. She has a great description of what she does here. I will only add that the key to this is keeping up with it every day. As I've gotten (ahem) older, I can't keep things in my mind like I used to be able to so I like being able to put in some memory aids on the form. Before I used google forms, I used my outlook calendar and would label individual counseling a certain color and could easily just pull up a list of all individual counseling students.
For group counseling, I have a very complex system (not really). I always start groups in waves. I will do a fall, winter, and spring groups. That way I can plan out what I am planning to do all at once. I make a chart with all the students listed by day. I keep it all on one page so I can grab and go quickly. I then file these lists yearly. That simple. The only data that I keep for groups is the data I use for closing the gap action plans which I discuss below.
I can't be the only one who runs around like a chicken with my head cut off. Right? For my own sanity, I create a yearlong curriculum plan for every class and topic I am going to teach for the year. Most recently, I have taught 11 classes per year (per classroom) but I have done this for as many as 30 classes per year. It's more work at first, but once you do it once, you will love yourself forever. I also made a lesson plan notebook with all my lesson plans in one place. It's one of my goals to get this notebook on my TPT store one day! You can see an example of my yearlong plan here. You can also see how I manage my schedule here.
And that's it for process data. See? It's not so hard. I think the biggest thing is that the way I keep the data is also the way that I use the data. I use the individual tracking form as a memory aid, I use the group list as a reminder of who to pick up for each group, and I use the year long plan to keep me on track with my lessons. Because the data captures are used as tools, they are easy to keep up.
And that's it for process data. See? It's not so hard. I think the biggest thing is that the way I keep the data is also the way that I use the data. I use the individual tracking form as a memory aid, I use the group list as a reminder of who to pick up for each group, and I use the year long plan to keep me on track with my lessons. Because the data captures are used as tools, they are easy to keep up.
Closing the Gap Plans
Each year I choose 2-3 Closing the Gap action plans based on schoolwide data. As you can see in my examples above, I usually pick areas that are a part of our school improvement plan and then share the data in user friendly language. For these topics only, I create spreadsheets to keep up with the data. I collect perception data (pre/post tests typically), and results data (test scores, attendance). I then share this data with my advisory council.
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