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
Purchase
eBook
ISBN:
9781071825624
Available from
January 0001
Paperback
ISBN:
9781071825600
Available from
January 0001
Description
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!
Contents
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
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
References
Index
Index
Resources
Authorhosted companion website
https://www.hatchingresults.com/use-of-data-online-appendixDescription
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!
Contents
Foreword
Foreword
Acknowledgments
Acknowledgments
About the Authors
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
References
Index
Index
Resources
Authorhosted companion website
https://www.hatchingresults.com/use-of-data-online-appendixReviews
The Use of Data in School Counseling
Hatching Results (and So Much More) for Students, Programs, and the Profession
July 2021 | 472 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781071825600 | $47.95 |
| Lifetime | 01/02/2026 | 9781071825624 | $44.00 |
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!
Table Of Contents:
- 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
Recent Product Reviews:
This book has been a good mixture of practical applications with examples and introducing new knowledge for my students. It was a great fit for my course this semester.
Dr Katherine M. Wood, Counseling/Psychology Dept, Tennessee Technological Univ
Excellent book, great examples, very user friendly.
Dr Carol Klose Smith, Master of Science in Mental Health Counseling, Viterbo University
The second edition of The Use of Data in School Counseling is chock-full of valuable information that will be continually referenced for building, maintaining, or improving your school counseling structures and practices. This is a shelf staple for school counselors."
Connie Hanel, Learning Specialist, Independent Learning Systems, LLC and the University at Buffalo
"The second edition of The Use of Data in School Counseling is a must-read for all school counselors and administrators. It is filled with practical examples. The chapter focused on social justice speaks to the importance of school counselors examining achievement and opportunity gaps and developing plans to close these gaps. This is an essential practice for all educators. Looking to meet the needs of ALL students? This book is a great guide to achieving your goal!"
Rebecca Pianta, Coordinator of Counseling and Student Support, Capistrano Unified School District, CA
"The second edition of The Use of Data In School Counseling offers guidance that will benefit practicing school counselors trying to revamp their programs, school counselors in training preparing for the field, and school counselor educators in need of concise and comprehensive materials for their courses."
Molly Strear, Associate Professor of School Counseling, San Francisco State University