You are here

The Use of Data in School Counseling
Share

The Use of Data in School Counseling
Hatching Results (and So Much More) for Students, Programs, and the Profession

Second Edition
  • Trish Hatch - CEO and President, Hatching Results; San Diego State University, USA
  • Julie Hartline - Associate Director of Professional Development, Hatching Results, LLC

Foreword by Cheryl Holcomb-McCoy



October 2021 | 472 pages | Corwin

Turn random acts of school counseling into definitive and data-driven efforts!

In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside you’ll find:

  • Clear and straightforward directions for analyzing data, planning and providing interventions, and evaluating your work
  • Strategies for using data to drive interventions, develop curriculum scope and sequence, create action plans and pre- and post-tests, initiate systems changes, and report results
  • Methods aligned with the most recent edition of the ASCA National Model (2019), ASCA Professional Standards and Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and Multi-Tiered Multi-Domain Systems of Support (MTMDSS)
  • New practitioner examples and artifacts, including a RAMP School of Distinction Flashlight Package, plus dozens of tools, templates, surveys, action plans, and data management forms

Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!

 
 
Foreword
 
Acknowledgments
 
About the Authors
 
Learning Targets
 
Introduction
 
Chapter 1. Implementing School Counseling Programs for All Students
Standards-Based Education

 
School Counseling Standards

 
The ASCA National Model

 
An Introduction to Multi-Tiered System of Supports (MTSS)

 
An Introduction to Multi-Tiered, Multi-Domain System of Supports (MTMDSS)

 
Tier 1 of MTMDSS for School Counselors

 
 
Chapter 2. Intentional School Counseling for Students Who Need More
What Is Intentional School Counseling?

 
Intentional School Counseling and the ASCA National Model

 
Intentional School Counseling (Tiers 2 & 3) Within MTMDSS

 
Intentional School Counseling and Evidence-Based Practices

 
Dropout Prevention and Intentional School Counseling

 
 
Chapter 3. The Use of Data to Drive Interventions
School Counselor Data Proficiency

 
Types of Data

 
Disaggregation of Data

 
Setting Reasonable, Measurable Outcome Goals

 
Federal Grants Call for Even More Data-Driven Decision Making

 
 
Chapter 4. Program Evaluation: Using Data to Evaluate Interventions
Process (Participation) Data: What You Did for Whom

 
Perception (Mindsets and Behaviors) Data: Did You ASK?

 
Outcome Data: So What?

 
Hatching Results Conceptual Diagrams

 
Changes in Data Over Time

 
Disaggregating Data

 
 
Chapter 5. Action Plans: A Two-Pronged Approach
School Counseling Curriculum: Every Student Gets Every Thing

 
Guidelines for Using Tier 1 School Counseling Curriculum Action Plans

 
Sample Tier 1 School Counseling Curriculum Action Plans

 
Intentional School Counseling: Some Kids Need More

 
Guidelines for Using Intentional Tier 2 School Counseling Action Plans

 
Sample Intentional Tier 2 School Counseling Action Plans

 
 
Chapter 6. Determining School Counseling Curriculum and Interventions
The Art and Science of School Counseling

 
Research on Non-Cognitive Factors Impacting Achievement

 
Evidence-Based Approaches

 
Data-Driven School Counseling Curriculum Decisions

 
Family Programs and Activities to Support Curriculum

 
Data-Driven Intentional School Counseling Intervention Decisions

 
Using Surveys and Finding the Root Cause

 
Providing Interventions and Curriculum

 
 
Chapter 7. Creating Pre-/Posttests
Why Assess? “We Are Teachers, Too”

 
A-S-K (ASK Them What They Learned)

 
Attitude: How Is an Attitude Question Created?

 
Knowledge: How Is a Knowledge Question Created?

 
Skills: How Is a Skills Question Created?

 
Beginning Ideas for Pre-/Posttests

 
Common Questions About Pre-/Posttests

 
Hints for Creating and Administering Pre-/Posttests

 
Analyzing and Improving Pre-/Posttests

 
Final Thoughts on Pre-/Posttests

 
 
Chapter 8. Intentional School Counseling for Systems Change
Defining Terminologies and the Work of Systemic Change

 
School Counselors as Social Justice Advocates

 
Conducting Data Conversations

 
Advocating for Systems Change

 
Intentional School Counseling Action Plans for Systems Change

 
Activity: Scenarios to Discuss

 
 
Chapter 9. Finding (Making) Time: Setting Priorities
Time and Choices

 
The Annual Administrative Conference

 
Student Appointment Requests

 
Calendars

 
Administrator Check-In Tool

 
School Counselor Meetings and Sacred Collegial Talk Time

 
Ratios and Time

 
Staying in Our Lane: Effective Collaboration With Other Student Services Personnel

 
FAQs and Time Suckers

 
School Counseling Program Organizational Questionnaire

 
Creating a School Counseling Program Handbook

 
Final Thoughts—Nice Counselor Syndrome

 
 
Chapter 10. Reporting Results
Program Evaluation Versus Research

 
Why Results Reports?

 
Filling Out the Results Report

 
Impact Over Time

 
Calculating Percentages

 
Creating Graphic Representations of Data

 
A Common Mistake/Pitfall

 
 
Chapter 11. Reporting Results via the Flashlight Approach
The Flashlight Approach: Measuring One Thing—Well

 
Flashlight Slide Deck Template and a Detailed Walk-Through of a Presentation

 
Other Optional Flashlight Presentation Slides

 
Flashlight Rating Scale Rubric

 
Flashlight One Pagers

 
Sharing Flashlights

 
 
Chapter 12. Flashlight Packages: Putting It All Together
Flashlight Packages Introduction

 
Program Evaluation Reflection

 
School Counseling Curriculum Flashlight Package

 
Intentional School Counseling Flashlight Package

 
Reflections by Felipe Zañartu

 
Summary

 
 
Chapter 13. Today’s School Counselor Does Make a Difference
Logic Model for Success

 
Preparing the Soil

 
Realistic Evaluation (Activity) Questions

 
Owners or Renters?

 
Professional School Counselors

 
Pilots, Passengers, Prisoners, and Hijackers (P3H)

 
Thoughts on Complex Resistance

 
Seeing Obstacles as Opportunities

 
Resolving (Avoiding) the Bermuda Triangle

 
Using Data Does Make a Difference

 
Some Final Words From Trish

 
Some Final Words From Julie

 
Final Thoughts

 
 
References
 
Index

"Data-driven decision-making is one of the major ways we can ensure that our students do not fall through the cracks and provide more equitable interventions for our students. The second edition of The Use of Data in School Counseling goes beyond just talking about best practices by offering concrete examples, forms, and resources for school counselors to implement. I appreciate the work of Trish Hatch and Julie Hartline.

Ricky Almeida
Middle School Counselor, Portland Public Schools, OR, and 2020 Oregon School Counselor of the Year
  •  

For instructors

This book is not available as an inspection copy. For more information contact your local sales representative.

Purchasing options

Please select a format:

ISBN: 9781071825600
£33.99