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The Use of Data in School Counseling

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

August 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!


About the Authors
Learning Targets
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


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


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


"As a school counselor, I am always looking for books that will help me improve my school counseling program. This one provides a comprehensive view of how to use data in all aspects of the ASCA National Model. This is a must-have for all school counseling programs."

Shuntina Taylor
School Counselor, Wake County Public School System, NC

"I am incredibly excited to utilize the second edition of The Use of Data in School Counseling by Hatch and Hartline with school counselors in training. The book is filled with examples from the field and includes ways that school counselors can use data to advocate for equitable systems and programs for all students. Aligned with the fourth edition of the ASCA National Model, “this is a must-have resource for school counselors who wish to make an impact in their schools.

Jennifer Betters-Bubon
Associate Professor, University of Wisconsin-Whitewater

"Dr. Hatch continues to provide insight and direction to the ever-evolving school counseling profession. With the addition of Dr. Hartline, the second edition of The Use of Data in School Counseling reflects many meaningful conversations about the future of our profession. The additions reflecting updates to the ASCA National Model, use of technology, anti-racist practices, and the impact of COVID-19 make this book a must-read for newcomer and experienced counselors alike.

Stephen Sharp
Co-Author of "50+ Tech Tools for School Counselors" and K-12 School Counseling Coordinator, Hempfield School District, Lancaster, PA

"The second edition of The Use of Data in School Counseling provides a much-needed, solid bridge from research to practice. Each chapter provides both a rationale and an accessible summary of relevant literature. It is easy to share the 'what' of implementation but often more difficult to share the 'how.' Trish Hatch and Julie Hartline do an excellent job of explaining the 'how' portion."

Brittany L. Hott
Associate Professor, University of Oklahoma

"As the school counseling profession evolves to best serve students, so must the school counselor. No matter what stage of the profession you’re in, this text will reach you. Well-respected sources are weaved together to help the reader best understand where we have been as a profession and
how we can apply lessons of the past to best influence the work we do today and in the future. The strategies are detailed and easy to follow and brought to life with real world stories, examples, and opportunities to practice newly learned skills. School counselors who read this text will be able to define, manage, deliver, and assess school counseling programs that help all students grow, overcome barriers, and plan for lifelong success.

Franciene Sabens
School Counselor, Elverado High School, Elkville, IL

"The second edition of The Use of Data in School Counseling by Trish Hatch and Julie Hartline is an essential part of the core curriculum for all school counselors. Like any profession, school counselors should constantly advocate for the profession’s value to students, teachers, and school administrators. Hatch and Hartline provide the data to add credibility to the advocacy. As the profession of school counseling evolves to meet the needs of all students, Hatch and Hartline provide the tools to support our community and help us document the efficacy of our work and keep ourselves accountable. The foundational information, tools, and ideas in The Use of Data in School Counseling are an essential part of every school counselor’s library."

Michael Cady Russell
Licensed School Counselor and Licensed Professional Counselor, Portland Public Schools, OR and Russell Counseling, LLC

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

"As a leader in the school counseling field and an adjunct professor of school counseling, I find this text to be super valuable to both pre-service graduate students just beginning their school counseling journey and veterans who likely never had the opportunity to take a school counseling data class during their training. I use this text with my Introduction to School Counseling students and they comment on how helpful and easy it is to explain what are often challenging topics and concepts. Hatch and Hartline have improved the first edition to make this even more relevant, practical, and useful, if that is even possible, in supporting aspiring school counselors as well as those currently in the field.  Every school counselor should have to read this book before entering the field."

Bob Bardwell
Director of School Counseling, Monsoon Public Schools, MA
Key features
  • Provides clear and straightforward explanations of challenging topics such as data analysis, planning, interventions, and evaluation
  • Discusses how to use data to drive interventions, create action plans, determine curriculum and interventions, create pre- and post-tests, initiate systems changes, and report results
  • Aligns with the most recent edition of the ASCA National Model (2019), ASCA Professional Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and current dropout prevention research
  • Includes practitioner examples, artifacts, and dozens of samples of pre- and post-tests, surveys, action plans, and management forms


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ISBN: 9781071825624

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