Turn random acts of school counseling into definitive and data-driven efforts! In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside…mehr
Turn random acts of school counseling into definitive and data-driven efforts! In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside you'll find: * Clear and straightforward directions for analyzing data, planning and providing interventions, and evaluation * Strategies for using data to drive interventions, develop curriculum scope and sequence, create action plans and pre- and post-tests, initiate systems changes, and report results * Methods aligned with the most recent edition of the ASCA National Model (2019), ASCA Professional Standards and Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and Multi-Tiered Multi-Domain Systems of Support (MTMDSS) * New practitioner examples and artifacts, including a RAMP School of Distinction Flashlight Package, plus dozens of tools, templates, surveys, action plans, and data management forms Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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 Zañartu 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
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 Zañartu 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
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