ISBN-10:
1452290253
ISBN-13:
9781452290256
Pub. Date:
11/12/2013
Publisher:
SAGE Publications
The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession / Edition 1

The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession / Edition 1

by Trish Hatch
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Product Details

ISBN-13: 9781452290256
Publisher: SAGE Publications
Publication date: 11/12/2013
Edition description: New Edition
Pages: 416
Sales rank: 104,436
Product dimensions: 8.50(w) x 10.90(h) x 1.00(d)

About the Author

Trish Hatch, Ph.D. is a Professor at San Diego State University (SDSU), where she was Director of the School Counseling Program from 2004 until 2015. She is the best-selling author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (2014) and co-author of Evidence-Based Practice in School Counseling: Making a Difference with Data-Driven Practices (Dimmit, Carey & Hatch, 2007) and the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003; 2005).

Dr. Hatch is the Founder and Executive Director of the Center for Excellence in School Counseling and Leadership (CESCa L) in the College of Education at SDSU and is President and CEO of Hatching Results, LLC, where she has gathered a diverse team of expert school counselors, school counselor educators, and leaders to provide training and consultation across the nation on evidence-based practice and the use of data to increase outcomes for students.

She is a legislative advocate and national leader. She has served on multiple state and national school counseling research summit steering committees, including as a national expert consultant on school counseling for the Obama Administration at The White House and US Department of Education. Dr. Hatch is one of five original panel members for the National Panel for Evidenced-Based School Counseling Practices and serves on the Advisory Council for the National Evidence-Based School Counseling Conference.

A former school counselor, high school administrator, and central office administrator overseeing 72 school counselors in 32 high needs schools, Dr. Hatch has received multiple state and national school counseling awards and was inducted into the H.B. Mc Daniel Hall of Fame at Stanford University for lifetime achievement in school counseling. Most recently, she received the Excellence in Education Award for “improving the field of education and service to students” by the National Association of College Admission Counseling (NACAC) and the inaugural California Association of School Counselors’ School Counselor Educator of the Year (2016) award.

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
CESCa L 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

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