The Use of Data in School Counseling 2/e

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. Julie Hartline, EdD is the co-author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession, Second Edition (2021). In 1988, Dr. Hartline graduated from Agnes Scott College, a liberal arts school for women that nurtures and empowers female leaders. She entered the field of education in 1991 after serving as a parole officer in Atlanta, Georgia and discovering that over 85% of her caseload had not completed high school. She wanted to be a proactive part of the solution and reach young people before they made life-altering choices so she entered the field of education. After teaching for seven years, she found her true calling as a school counselor. Hired as department chair for her first school counseling role, Dr. Hartline held that position for 14 years at Campbell High School where her department became the first high school in Georgia and the first school in her district of 116 schools to receive the Recognized ASCA Model Program (RAMP) award from the American School Counselor Association (ASCA) in 2008. Her efforts to design and implement a comprehensive, data-driven school counseling program were recognized even further when she became nationally recognized as the 2009 ASCA School Counselor of the Year. Dr. Hartline served on the board of the Cobb County School Counselor Association from 2008 to 2013, assuming the role of president in 2009-2010. She also served on the leadership team of the Georgia School Counselor Association (GSCA) beginning in 2009, holding the position of GSCA President in 2014-2015. From 2009 to 2017, she was actively involved in changing Georgia legislation, certification, and policy impacting school counseling, including the creation of a statewide school counselor evaluation tool. She collaborated with the Southern Regional Education Board to design school counselor training modules on college and career access and to advise stakeholders regarding policy implementation. She was also involved in First Lady Michelle Obama's Reach Higher Initiative, attending the first three White House Convenings and the Obamas' College Opportunity Day of Action, representing Georgia's Reach Higher Team. Additionally, she served as an ASCA RAMP Reviewer from 2008 to 2012, reading and scoring RAMP applications from school counseling programs around the nation, and then as an ASCA Lead RAMP Reviewer, overseeing the process of reviewers scoring RAMP applications, from 2012 to present. In 2011, Dr. Hartline earned her doctorate in Professional Counseling and Supervision with her dissertation, "Training School Counselors to Close the Achievement Gap." The following year, she became the School Counseling Consultant for the Cobb County School District where she helped to supervise approximately 300 school counselors in implementing comprehensive, data-driven school counseling programs. She held this role for five years, coaching and supporting over 30 schools through the RAMP process before retiring from K-12 education in Georgia and moving to Florida to teach future school counselors as a Clinical Assistant Professor at the University of North Florida. Having started her work with Hatching Results, LLC in 2013 as a Professional Development Specialist for Hatching Results, Dr. Hartline transitioned to a more dedicated role with the company as the Associate Director of Professional Development in the fall of 2020. She has trained and educated school counselors, administrators and educational leaders around the nation via in-person professional development, webinars, conference sessions, and more. She is passionate about the field of school counseling and the difference comprehensive school counseling programs make in the lives of students.

Foreword Acknowledgments About the Authors Learning Targets Introduction 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 Calendars 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 Zanartu Summary 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 References Index

"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 "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 "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 "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 "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 "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 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 "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 "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 "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 "Data-driven decision-making is one of the major ways we can ensure that our students do not fall through the cracks and provide more equitable interventions for our students. The second edition of The Use of Data in School Counseling goes beyond just talking about best practices by offering concrete examples, forms, and resources for school counselors to implement. I appreciate the work of Trish Hatch and Julie Hartline." -- Ricky Almeida