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


Full of practical strategies and user-friendly templates, this inspiring guide shows how to use data to reach students at risk, while documenting your school counseling program’s positive contributions.
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The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession

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Full of practical strategies and user-friendly templates, this inspiring guide shows how to use data to reach students at risk, while documenting your school counseling program’s positive contributions.
Read More Show Less

Editorial Reviews

Jennifer Betters-Bubon
“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.”
Brett Zyromski
“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.”
Ricardo Cooke
“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.

Franciene Sabens
“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!”
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Product Details

  • ISBN-13: 9781452290249
  • Publisher: SAGE Publications
  • Publication date: 11/19/2013
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 416
  • Sales rank: 450,750
  • File size: 14 MB
  • Note: This product may take a few minutes to download.

Meet the Author

Dr. Hatch is Director of the School Counseling Program and Associate Professor at San Diego State University (SDSU) and Executive Director of the Center for Excellence in School Counseling and Leadership (CESCaL) in the College of Education at SDSU. She has served on multiple state and national school counseling research summit steering committees and is one of 5 original panel members for the National Panel for Evidenced-Based School Counseling Practices (2004-2006). Dr. Hatch currently serves on the advisory council for the Evidence-Based School Counseling Conference (2013-2014).

Dr. Hatch has successfully co-authored 13 Elementary and Secondary School Counseling (ESSC) grants awarding more than $16,000,000 in federal funds to school districts. In addition to providing external evaluator on 10 federal grants, she provides professional development for school counselors, social workers, school psychologists and administrators on successful implementation of ESSC grants. Since 2007, Dr. Hatch has provided more than 250 full days of training to 100+ school districts in 20 states on the use of data in school counseling to create efficient and effective evidenced-based school counseling programs that align with the ASCA National Model.

A former school counselor and administrator, Dr. Hatch has served in multiple leadership roles, including Supervisor/Post Secondary Level Vice President of the American School Counselor Association (ASCA) and President of the California School Counseling Association. She has received various state and national awards including the ASCA Mary Gehrke Lifetime Achievement Award and the ASCA Administrator of the Year Award.

As President and CEO of Hatching Results™ LLC, Dr. Hatch has gathered a team of expert school counselors and counselor educators who provide training and consulting on evidenced-based practice and the use of data to improve outcomes for students, programs, and the profession. Please visit them at

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Table of Contents

Learning Targets
About the Author
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
CESCaL Flashlights Online
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
Flashlight Package Exemplars
Action Plans Examples
Research Quotes for Flashlight Presentations
Curriculum Resources
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