Full Description
Reach ALL students and prove how critical your counselling program is!For school counsellors, using data effectively doesn't have to be a burden. Data can make the difference for today's embattled school counselling programs, and this insightful book shows how to collect and manage it. School counseling scholar and advocate Dr. Trish Hatch describes how K-12 counsellors can replace "random acts of guidance" with intentional, well-timed interventions, based on student data. Aligned with current research and the American School Counselor Association (ASCA) standards, this essential resource includes a complete set of tools and templates for data collection, action-planning and reporting. Readers will learn how toDevelop a robust counselling 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
Contents
Learning TargetsAbout the AuthorForewordIntroduction1. Implementing School Counselor Common Core Standards: "Every Student Gets Every THING"Standards-Based EducationImplementing the Common Core: The Role of the School CounselorASCA and Standards-Based EducationSchool Counselor Core [*Guidance] CurriculumSchoolwide Core Curriculum Action Plans2. Intentional Guidance: "Some Kids need MORE"What is Intentional Guidance?Intentional Guidance and:ASCA National ModelASCA Professional CompetenciesEvidence-Based PracticesResponse to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS)Dropout Prevention EducationIntentional Guidance? Or Intentional School Counseling?3. The Use of Data to Drive InterventionsSchool Counselor Data ProficiencyData Pre- TestTypes of DataDisaggregation of DataSetting Reasonable Measureable Outcome GoalsFederal Grants Call for More Data-Driven Decision-Making4. Program Evaluation : Using Data to Evaluate InterventionsProcess Data: "What You Did For Whom"Perception Data: "Did You ASK?"Results Data "So What?"Hatching Results Conceptual DiagramsIntentional Guidance for Systems ChangeData Over TimeWhere Do I Start? What Data Should We Look at Every Year?A Word About Data Addiction5. Action Plans: A Two-Pronged ApproachSchool Counseling Core Curriculum: "Every Student Get Every Thing"Guidelines for Using Curriculum Action PlansSample Curriculum Action PlansIntentional Guidance: "Some Kids Need More"Guidelines for Using Intentional Guidance Action PlansSample Intentional Guidance Action Plans6. Determining Curriculum and InterventionsData-Driven Curriculum DecisionsRethinking the Purpose of Faculty Needs AssessmentsCurriculum Needs Assessment SurveysIntentional Guidance Intervention DecisionsThe Fishnet ApproachStudent At-Risk SurveysSchool Counselor Referral FormsMenu of ServicesEvidence-Based Approach to Curriculum7. Creating Pre-Post TestsWhy 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 TestsHints for Creating and Administering Pre-Post TestsYou Don't Know What They Know Until You Know What They KnowOnline ProductsSilva's StoryAnalyzing and Improving Pre-Post Tests8. Intentional Guidance for Systems ChangeSchool Counselors as Social Justice AdvocatesPrograms and ActivitiesPolicies and PracticesAccess and OpportunityTaking ActionData TeamsActivity: Who Falls Through the Cracks?Using Data to Tell Your StoryAdvocacy Thoughts from Reese HouseIntentional Guidance Action Plans for Systems Change9. Finding (Making) Time - Setting PrioritiesTime and ChoiceBusy Professionals? Or Always Available?Are School Counselors Starters or Utility PlayersIs This a Good Use of A Master's Degree?The Annual AgreementRatios and TimeMaking Choices on Spending TimeTime Trackers"Plates are Full" ActivityFAQ and Time SuckersSchool Counseling Program Organizational Evaluation10. Reporting ResultsProgram Evaluation vs. ResearchResults ReportsProgram / Activity EvaluationProgram ImprovementStudent AdvocacySystemic ChangeProgram Advocacy ‾ Multiple Tools for Sharing ResultsFilling out the Results ReportImpact Over TimeCalculating Percentages Using "The David Effect"Creating Graphic Representations of DataCommon Mistakes and Pitfalls11. Reporting Results via the Flashlight ApproachThe Flashlight Approach (Measuring ONE Thing - Well)Flashlight Rating Scale RubricFlashlight Instructions: Curriculum Lesson Detailed WalkthroughFlashlight Instructions: Intentional Guidance Detailed Walkthrough12. Flashlight Packages - "Putting it all Together"Flashlight Packages IntroductionProgram Evaluation Reflection (Barbara Smith)Guidance Curriculum Flashlight PackageIntentional Guidance Flashlight PackageReflectionsCESCaL Flashlights OnlineSummary13. Today's Professional School Counselor Does Make a DifferenceLogic Model for SuccessPreparing the SoilRealistic Evaluation Activity QuestionsOwners or Renters?Professional School CounselorsPilots, Passengers, Prisoners, and Hijackers (P3H)Thoughts on Complex ResistanceSeeing Obstacles as OpportunitiesResolving (Avoiding) the Bermuda Triangle of CounselingData Does Work!Final ThoughtsAppendixFlashlight Package ExemplarsAction Plans ExamplesResearch Quotes for Flashlight PresentationsCurriculum ResourcesIndex
