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

Reach ALL students and prove how critical your counselling program is! For school counsellors, using data effectively doesn’t have to be a burden. Data can make the difference for today’s embattled school counselling programs, and this insightful book shows how to collect and manage it. School counseling scholar and advocate Dr. Trish Hatch describes how K–12 counsellors 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 counselling curriculum that supports the Common Core Standards and drop-out prevention Replace “random acts of guidance” with intentional, well-timed interventions that are based on student needs Measure progress through pre- and post-assessments Deliver compelling reports that demonstrate your program’s impact

Table of Contents:
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

About the Author :
Trish Hatch, Ph.D., retired as a professor at San Diego State University (SDSU) in August of 2019 and was recently awarded Professor Emeritus status. During her tenure, Dr. Hatch served as Director of the School Counseling Program from 2004-2015 and as Executive Director of SDSU’s Center for Excellence in School Counseling and Leadership.   She is the best-selling author of The Use of Data in School Counseling (2013) and co-author of Evidence-Based School Counseling: Making a Difference with Data-Driven Practices (Dimmitt, Carey, and Hatch, 2007) and the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003, 2005). These books, as well as the three most recent collaborative texts that focus on implementing elementary and secondary school counseling programs, are used throughout the world in the preparation and professional development of school counselors.   Trish recently self-published Pilots, Passengers, Prisoners and Hijackers: An Educator’s Guide to Handling Difficult People While Moving Forward (2018), a book derived from nearly 20 years of workshops and keynote speeches she’d given on the topic.   Regarded within the profession as an advocate and national leader, Dr. Hatch served as a consultant and advisor on school counseling and educational issues for the White House and the U.S. Department of Education under the Obama administration. In 2014, she co-led the organization and planning of the second “invitation-only” White House Convening on School Counseling at SDSU.   A former school counselor, site and central office administrator, state association president, and American School Counselor Association (ASCA) Vice President, Dr. Hatch has received multiple national awards, including ASCA’s Administrator of the Year award and its highest honor, the Mary Gehrke Lifetime Achievement award. She most recently received the National Association for College Admission Counseling’s (NACAC) Excellence in Education Award, previously awarded to First Lady Michelle Obama and Senator Tom Harkin, as well as the inaugural California Association of School Counselors’ School Counselor Educator of the Year award.   As President and CEO of Hatching Results, LLC, Dr. Hatch leads a team of award-winning school counseling professionals who provide training and consultation to school districts across the country.

Review :
"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." “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.” “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.” “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.  “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!”