Reach ALL students and prove how critical your counseling program is!
Data can make the difference for today’s embattled school counseling programs, and this insightful book shows how to collect and manage it. Aligned with current research and the ASCA standards, this essential resource includes a complete set of user-friendly tools and templates for data collection, action-planning and reporting. Readers will learn how to:
- Develop a robust counseling 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
|Edition description:||New Edition|
|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 TargetsAbout the AuthorForewordIntroduction1. 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 Plans2. 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-Making4. 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 Addiction5. 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 Plans6. 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 Curriculum7. 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 Tests8. 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 Change9. 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 Evaluation10. 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 Pitfalls11. 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 Walkthrough12. 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 Summary13. 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 ThoughtsAppendix Flashlight Package Exemplars Action Plans Examples Research Quotes for Flashlight Presentations Curriculum ResourcesIndex