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Lauren: So let's talk data. I
know it doesn't always feel like

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the most glam thing to talk
about, but it's really

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important, especially at this
time of year. Your data is a

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huge advocacy tool, and
honestly, it's pretty pointless

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if you just let it go to waste
and you don't do something with

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it. So let's be thinking about
that as we get into the last few

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months of the school year.

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You got into this profession to
make a difference in your

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students' lives, but you're
spread thin by all the things

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that keep getting added to your
to do list. I can't create more

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hours in the day, but I can
invite you into my counselor

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clique where you'll finally
catch your breath. Come with me

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as we unpack creative ideas and
effective strategies that'll

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help you be the counselor who
leaves a lifelong impact on your

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students. I'm Lauren Tingle,
your high school counseling hype

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girl, here to help you energize
your school counseling program

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and remind you of how much you
love your job.

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I hope this episode is coming to
you at the perfect time where

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you're thinking, Okay, I only
have a few weeks or a few months

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left. What should I be keeping
in mind so that when we get to

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the point where we're trying to
cruise out the door and turn our

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keys in and lay by the
pool—okay, wait. I know that was

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wishful thinking. But when you
are ready to walk out that door,

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I want to make sure that you are
ready for summer, but that

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you've collected your data and
used it in a way that can help

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remind you of the impact that
you've made this school year, so

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that when you are relaxing by
the pool, you know that what you

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have done has been good work,
and you are advocating for all

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of the great things that you've
done this year, and you are

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dreaming of all the things that
you want to do in the future.

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And you can only do that with
the data that you've collected.

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So you may already have in mind
that you want your data to move

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your program somewhere special.
Maybe you're hoping that next

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year you get another counselor
hired on, so that your caseload

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will be lower and you can have
more time with students, because

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that's what you really want,
right? Your data is clutch in

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making that happen. Maybe you're
hoping that next year is the

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year they assign someone else to
testing, anyone but you, and

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your data right now could be the
thing that moves the needle for

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that as job responsibilities are
shifting here and there, and as

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your principal is maybe hiring
someone or moving someone into a

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different position.

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Perhaps you're just feeling
really scattered in general, and

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you're wondering if anything you
did this year was actually worth

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it. Putting together your data
where you tie a pretty bow on it

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can be a huge sigh of relief and
a really welcome reminder, like

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what I'm doing truly actually
matters. Students are different

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because of what I did. And I may
sound like a broken record, I

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say that a lot. I say, Are
students different because of

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what I did? I love measuring our
effectiveness of being a high

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school counselor by this phrase,
are students different because

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of what I'm doing here?

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Whatever you're dreaming of for
your program, it's not going to

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happen on its own. You know
that. You have to bring

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something compelling to the
table and make it impossible to

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say no to. If you want big
changes, you got to have the

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data to support it. Data is
going to be your best friend in

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making that happen. So there's a
huge piece of all of this that's

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advocacy driven. You've done the
work this school year. So let's

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see the results, and then let's
tell other people about the

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results.

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Now, I'll admit, my brain does
not naturally think in numbers.

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It doesn't even go there. If I'm
being honest, I still have

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trauma from my advanced math
classes in high school where I

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never knew what was going on.
And I found it really annoying

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that I had to take statistics in
undergrad and grad school to

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find T scores and Z scores and
whatever other scores that I

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literally don't know what that
means right now. That stuff does

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not matter to me if I can't
figure out what it means or why

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I collected it, or what
implications it has on my

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program.

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So I'm here to encourage you
that it doesn't have to be

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complicated. Don't make it
complicated. I'm gonna link in

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the show notes a blog post that
really simplifies what you can

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be looking for and where you can
pull numbers from. I'm also

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going to link to a free resource
that is 49 places that you can

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look for data in your program,
just ideas of places to dig in

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for numbers that are already
sitting there waiting for you to

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peek at them. So you can
download that one for yourself

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by clicking on the link in the
show notes or going to

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counselorclique.com/dataideas.

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I want to give you some ideas of
some of those places where you

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can pull those numbers and see
how they may be impactful for

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your people. You know, all those
stakeholders who are taking

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interest in what you're doing.
But remember, this is totally

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unique to you, your program,
what your goals were for this

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year, what you're hoping to
change for next year, or just

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ideas that you hope to implement
in the future.

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So I would start first by
reflecting on my goals from this

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year. Did your team, are you
working with a team, did you all

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set goals way back when, in the
summer, on a planning day or

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when the year started? Or did
you write out some goals in your

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administrative agreements? Did
you sit down and determine the

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direction of where your program
would go, or what you'd be doing

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this year at a team meeting?

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If the answer is no to any or
all of those, step one for you

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is thinking about next year,
putting that on the calendar,

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because we can't go back in time
right now and change that for at

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the end of this year. But if you
did have those goals, let's stop

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and think, How did you do? It's
time to pull out all the

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numbers. I'm hoping this one
isn't too difficult, like I'm

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hoping that you can look at the
goal and then kind of answer

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that, evaluate it, did you meet
it? So if you had a goal of

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doing X amount of classroom
lessons, or you were hoping Y

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percent of students were
promoted, or Z number of

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students could identify their
number one career cluster after

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your career fair, did those
things happen? Let's provide the

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data answers to all of those
smart goals that you set.

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So remember, you accomplishing
those or not accomplishing those

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is not a true measure of your
value or your success as a high

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school counselor this year. You
may have arbitrarily picked a

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number to increase by or a
percentage to hit just because

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you needed to pick a number that
felt right, because you had

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nothing else to start from. So
now that you've got a good

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starting place, you can pace
yourself for years to come. So

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don't get down on yourself if
you did not meet your goal.

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Are you a new high school
counselor navigating your role

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for the first time? Maybe you
started in this role mid year,

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or you're dreaming of getting
your first job when you finish

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up your internship. I've got the
perfect free resource for you.

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Head to
counselorclique.com/newcounselorplaylist

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for a curated Spotify playlist,
just for new high school

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counselors. This tailored
resource will help you level up

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your counseling skills, boost
your confidence, and gain some

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wisdom that'll ease your
transition for your beginning

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years. With episodes like, what
I wish I knew as a beginning

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high school counselor, to
mistakes to avoid high school

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counseling, you'll be ready for
anything that comes your way.

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Get ready to hit play on your
podcast player and start your

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journey with confidence,
inspiration and expertise. Head

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00:06:58,750 --> 00:07:01,780
to
counselorclique.com/newcounselorplaylist.

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Happy listening.

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I'd say that following up on
those smart goals with the

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results of data or closing the
gap goal are your key places

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that you're going to want to
pull data from to highlight. But

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maybe after looking at the free
data ideas guide I mentioned, or

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just contemplating some
different types of data, like

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process, perception, outcome
data, you may realize that you

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want to organize it in a
different way. I write about

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this in a blog post that I can
link, but it's worth reminding

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to you if it's been a hot minute
since you learned these things

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in grad school.

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So I'll just kind of chat with
you here real quick about

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process, perception, outcome
data. A reminder—process data is

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like your cold, hard facts,
like, how many students attended

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an event, how many classroom
lessons you did, or how many

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students finished a small group
that you ran.

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The perception data can be
things like quotes from students

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or pictures of events or
initiatives that you hosted

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related to your goals, or even
stories from your students or

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your school counseling team.
Perception data really can help

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you answer questions of how
students are different because

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of what you're doing as a high
school counselor. The thing I

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said before as like a really
great measure, perception data

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is kind of the encompassing
thing that could help you get

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there. So when students answer
questions like, I know, or I

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believe, or I can, like I can do
this thing now, you've got some

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insight for your perception
data. I like to work these

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phrases into post test or like
post surveys or, needs

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assessment's not the right word,
but the surveys that you give,

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or the ways that you're
assessing students when you're

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asking for feedback for
something that they've done.

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Outcome data is probably the
stuff that you're getting

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intimidated with around data,
the graphs, the charts, the

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visuals with the numbers that
you collected that show the

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results. Think of outcome data
like the before and after to

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show the effectiveness of your
intervention that you put into

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A reminder for all of these
sorts of data points. Of course,

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place.

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it doesn't necessarily feel good
to be like, Oh, we didn't hit

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our goals. Or here's the data to
show for it, and it's not the

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data I thought it was gonna be.
But maybe your outcome data

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reveals that your intervention
wasn't as meaningful of a thing

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as you hoped it would be. But
guess what? That is still good

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news. You can scratch it from
your interventions for next

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year, or trash it completely so
you don't waste your time

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anymore. Or you could tweak
things with that intervention,

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and now you have education from
the data that you collected to

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change those things up, and
really permission to change it

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up.

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So now, once you've kind of
thought of where you're going to

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pull your data from, what kind
of data that's going to look

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like, what are you going to do
with it? I want you to spread it

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far and wide. Think of all of
your end of the year meetings

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that you may already have on
your calendar, or the places

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that you're going to show up as
you're wrapping things up and

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putting a bow on the end of your
year, I want you to format your

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data to be shared out in these
places.

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So do you have one more advisory
council meeting? Use this space

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to revisit the goals you've been
talking about with this crew,

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and then share your results.
These people are showing up.

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They're interested in it. You've
got a captive audience, so let's

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go ahead and share it with them.
This can be on a printable PDF

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handout, like to all of the
members of your advisory

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council, or can be on a slide
deck that you present on a TV

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screen. This is a great small
group of people to share those

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more personal perception type
data stories with them. You

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don't have to use real names,
but you can share student quotes

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or pictures of events or
interventions that you ran this

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year. People love visuals and
storytelling. I know that I do.

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I'm sure you'll have an end of
year staff luncheon, or one more

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faculty meeting. Ask for a few
minutes of their time, or, you

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know, get on the principal's
list of the presentations that

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are happening at that faculty
meeting. If you've been working

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on your teachers to have buy in,
or this is something that you've

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been trying to get them on your
team to care about what you're

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doing, it's important to be
transparent with that data you

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collected. Don't just present it
at the beginning of the year,

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tell them your role and then
never check back in and share

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what you're doing. I think a lot
of respect can come from being

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transparent with your numbers.

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So let them see what came out of
your data driven program that

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you've told them that you're
running, let them celebrate with

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you. You can probably use the
same sorts of compelling data

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that you did at your advisory
council here with your teachers.

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Remind them that you got to this
point because of their

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willingness to partner with you.
You genuinely couldn't do it

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without their partnership. But
if you're listening to this and

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you feel like you don't have
them on board with what you're

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doing, you know that it feels
like running a marathon in the

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mud, like you've got boots on,
trailing through the mud and you

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can't make any progress without
their buy in. So this is all

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kind of tied together.

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You can send a follow up email
after this faculty meeting with

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those key points that you
summarized at the meeting. So

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whether someone was there and
they need this re-emphasized and

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they get to look at it one more
time, or maybe they missed the

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meeting, you're hitting those
key things with them here. So

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maybe you can link to that PDF
that you printed out and put on

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their tables. Maybe you can just
hit those bullet points, make it

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short and sweet in an email, and
have them be able to visually

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read that and remember all the
good things that you're doing.

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If you have a district get
together that maybe someone

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higher up than you hosts, don't
be afraid to share out your good

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things. I know sometimes it can
feel awkward to be the one that

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stands up and says, Yeah, I have
something to share, but you

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being one person to be bold and
start that conversation will

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inspire other high school
counselors. So I'd challenge

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you, why can't it be you who
stands up and shares something

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awesome?

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Share online in your communities
that you're a part of. If you're

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in the Clique Collaborative, go
share over in our community, we

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want to celebrate with you and
chat about how you got your

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results and what you hope to do
differently next year. If your

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school has a social media page
or your school counseling

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department is active on social
media, share out some of those

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results there, people want to
celebrate you, and honestly,

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they're gonna file it in the
back of their brain, like, hey,

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what they're doing matters, and
that's really cool. I didn't

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even know they did that.

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I ended up having a lot more to
say about end of year data than

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I originally thought I did,
because, like I said, I don't

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think it's particularly sexy or
glamorous to talk about data,

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especially when that's not my
natural inclination to gravitate

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towards data. It's not what I
want to do for fun. My husband

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would beg to differ in terms of
interests and stuff, he's the

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numbers guy. But I wanted you to
think a little bit differently

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about the data that you might
uncover that is already in front

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of you, that process,
perception, outcome data. And

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then I want you to brainstorm
places that you're going to

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share that good news to. So use
those five different places that

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I gave you, and I'm excited to
see and hear how you share out

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your data and how it inspires
other people to take interest in

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your school counseling program.

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So remember to check out the
show notes for that free data

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guide, and then all of the
related blog posts and podcast

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episodes around data and other
end of year ideas. If I spark

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some questions, always feel free
to reach out to me on Instagram

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DMs, I am happy to chat, and
I'll see you next week.

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Thanks for listening to today's
episode of High School

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Counseling Conversations. All
the links I talked about today

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00:14:05,290 --> 00:14:07,510
can be found in the show notes
and also at

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00:14:07,510 --> 00:14:12,070
counselorclique.com/podcast. Be
sure to hit follow wherever you

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00:14:12,070 --> 00:14:15,160
listen to your podcasts so that
you never miss a new episode.

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Connect with me over on
Instagram. Feel free to send me

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a DM @counselorclique, that's C,
L, I, Q, U, E. I'll see you next

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week.