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The Use of Data in School Counseling
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The Use of Data in School Counseling
Hatching Results for Students, Programs, and the Profession

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November 2013 | 416 pages | Corwin

Reach ALL students and prove how critical your counseling program is!

For school counselors, using data effectively doesn’t have to be a burden. Data can make the difference for today’s embattled school counseling programs, and this insightful book shows how to collect and manage it.

School counseling scholar and advocate Dr. Trish Hatch describes how K–12 counselors can replace “random acts of guidance” with intentional, well-timed interventions, based on student data. Aligned with current research and the American School Counselor Association (ASCA) standards, this essential resource includes a complete set of tools and templates for data collection, action-planning and reporting. Readers will learn how to

  • Develop a robust counseling curriculum that supports the Common Core Standards and drop-out prevention
  • Measure progress through pre- and post-assessments
  • Deliver compelling reports that demonstrate your program’s impact

This well-timed book is designed to help school counseling programs make the most of limited resources and measurably demonstrate how their work improves school performance.

“Trish Hatch provides extensive examples of how school counselors can enhance student achievement and well-being through the use of data.  Not only does she provide useful examples and a framework from which counselors can explore data, she helps counselors understand some of the very common barriers to change within school systems.”
—Jennifer Betters-Bubon, Assistant Professor
UW Whitewater, WI

“As practicing school counselors, we rarely find a text that tells us what to do, why we should do it, and how to do it. Priceless!”
—Franciene Sabens, School Counselor
Chester High School, IL


Looking for more resources on data in school counseling? Check out the online course Data! Data! Data!


 
Learning Targets
 
About the Author
 
Foreword
 
Introduction
 
1. Implementing School Counselor Common Core Standards: “Every Student Gets Every THING”
Standards-Based Education

 
Implementing the Common Core: The Role of the School Counselor

 
ASCA and Standards-Based Education

 
School Counselor Core [*Guidance] Curriculum

 
Schoolwide Core Curriculum Action Plans

 
 
2. Intentional Guidance: “Some Kids need MORE”
What is Intentional Guidance?

 
Intentional Guidance and:

 
ASCA National Model

 
ASCA Professional Competencies

 
Evidence-Based Practices

 
Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS)

 
Dropout Prevention Education

 
Intentional Guidance? Or Intentional School Counseling?

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

 
Data Pre- Test

 
Types of Data

 
Disaggregation of Data

 
Setting Reasonable Measureable Outcome Goals

 
Federal Grants Call for More Data-Driven Decision-Making

 
 
4. Program Evaluation : Using Data to Evaluate Interventions
Process Data: “What You Did For Whom”

 
Perception Data: “Did You ASK?”

 
Results Data “So What?”

 
Hatching Results Conceptual Diagrams

 
Intentional Guidance for Systems Change

 
Data Over Time

 
Where Do I Start? What Data Should We Look at Every Year?

 
A Word About Data Addiction

 
 
5. Action Plans: A Two-Pronged Approach
School Counseling Core Curriculum: “Every Student Get Every Thing”

 
Guidelines for Using Curriculum Action Plans

 
Sample Curriculum Action Plans

 
Intentional Guidance: “Some Kids Need More”

 
Guidelines for Using Intentional Guidance Action Plans

 
Sample Intentional Guidance Action Plans

 
 
6. Determining Curriculum and Interventions
Data-Driven Curriculum Decisions

 
Rethinking the Purpose of Faculty Needs Assessments

 
Curriculum Needs Assessment Surveys

 
Intentional Guidance Intervention Decisions

 
The Fishnet Approach

 
Student At-Risk Surveys

 
School Counselor Referral Forms

 
Menu of Services

 
Evidence-Based Approach to Curriculum

 
 
7. Creating Pre-Post Tests
Why Assessment? “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: What Types of Questions Should the School Counselor Ask to Assess Skills?

 
Get Real About Violence Pre-Post Test (Sample)

 
Common Questions About Pre-Post Tests

 
Hints for Creating and Administering Pre-Post Tests

 
You Don’t Know What They Know Until You Know What They Know

 
Online Products

 
Silva’s Story

 
Analyzing and Improving Pre-Post Tests

 
 
8. Intentional Guidance for Systems Change
School Counselors as Social Justice Advocates

 
Programs and Activities

 
Policies and Practices

 
Access and Opportunity

 
Taking Action

 
Data Teams

 
Activity: Who Falls Through the Cracks?

 
Using Data to Tell Your Story

 
Advocacy Thoughts from Reese House

 
Intentional Guidance Action Plans for Systems Change

 
 
9. Finding (Making) Time - Setting Priorities
Time and Choice

 
Busy Professionals? Or Always Available?

 
Are School Counselors Starters or Utility Players

 
Is This a Good Use of A Master’s Degree?

 
The Annual Agreement

 
Ratios and Time

 
Making Choices on Spending Time

 
Time Trackers

 
“Plates are Full” Activity

 
FAQ and Time Suckers

 
School Counseling Program Organizational Evaluation

 
 
10. Reporting Results
Program Evaluation vs. Research

 
Results Reports

 
Program / Activity Evaluation

 
Program Improvement

 
Student Advocacy

 
Systemic Change

 
Program Advocacy ~ Multiple Tools for Sharing Results

 
Filling out the Results Report

 
Impact Over Time

 
Calculating Percentages Using “The David Effect”

 
Creating Graphic Representations of Data

 
Common Mistakes and Pitfalls

 
 
11. Reporting Results via the Flashlight Approach
The Flashlight Approach (Measuring ONE Thing – Well)

 
Flashlight Rating Scale Rubric

 
Flashlight Instructions: Curriculum Lesson Detailed Walkthrough

 
Flashlight Instructions: Intentional Guidance Detailed Walkthrough

 
 
12. Flashlight Packages – “Putting it all Together”
Flashlight Packages Introduction

 
Program Evaluation Reflection (Barbara Smith)

 
Guidance Curriculum Flashlight Package

 
Intentional Guidance Flashlight Package

 
Reflections

 
CESCaL Flashlights Online

 
Summary

 
 
13. Today’s Professional 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 of Counseling

 
Data Does Work!

 
Final Thoughts

 
 
Appendix
Flashlight Package Exemplars

 
Action Plans Examples

 
Research Quotes for Flashlight Presentations

 
Curriculum Resources

 
 
Index

Supplements

"Trish Hatch is a rock star and a living legend! As a Counselor Educator and passionate advocate for our profession, I believe strongly that her ground-breaking text, The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession, should be required for all in-service and pre-service school counselors. Her cutting-edge, hard-hitting work demands that we stand up and make positive and systemic changes for the betterment of our students. Don't miss this opportunity to find out how."

Melissa Ockerman, Associate Professor, Counseling PhD
DePaul University, College of Education

The Use of Data in School Counseling is an excellent and accessible book focused on best practices in school counselor use of data.  Trish Hatch provides extensive examples of how school counselors can enhance student achievement and well being through the use of data.  Not only does she provide useful examples and a framework from which counselors can explore data, she helps counselors understand some of the very common barriers to change within school systems. Further, she emphasizes the school counselor’s role in using data to create social and systemic change through intentional counseling activities.”

Jennifer Betters-Bubon, Assistant Professor
UW Whitewater, WI

“Dr. Hatch uses her wealth of experience training school districts in the ASCA National Model (3rd ed.) to provide practitioners and educators with a practical, thorough, review of how to organize, implement, and evaluate comprehensive school counseling programs.  Readers will appreciate the step-by-step instructions, forms, and other resources with which to evolve their services and advocate for their program.  A valuable addition to the professional school counseling literature.”

Brett Zyromski, Assistant Professor
Northern Kentucky University, KY

“Every person who works at a school is an educator.  Teachers educate about subject material.  Administrators educate about a vision and a mission.  A campus supervisor educates about school safety.  Counselors educate about access and equity.

“I believe counselors play a vibrant role in the overall health of a school.  Dr. Trish Hatch has organized a tremendous resource in The Use of Data in School Counseling. With years of experience in counseling leadership, Dr. Hatch offers a sound and practical approach to transforming a school counseling program from a static, interactive support system to a dynamic, pro-active, data-driven student support team.    All schools can benefit when counselors take an instructional leadership approach to help students realize their potential and use intentional guidance to promote student resiliency.  Whether you are new to counseling, work with counseling or are an administrator, this book will give you a unique perspective on the role of counseling and how it can support not only students, but the whole school community. 

Ricardo Cooke, Assistant Principal
Steele Canyon High School, CA

“This text more than meets its goal of helping the reader understand how to use data to affect change for students, programs, and the profession. This book will become a bible for professional school counselors who are striving to be distinguished. As practitioners, rarely do we find a resource that tells us what to do, why we should do it, how to do it, and gives us the tools to be successful. This makes The Use of Data in School Counseling priceless!”

Franciene Sabens, School Counselor
Chester High School, IL

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ISBN: 9781452290256

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