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The Use of Data in School Counseling

The Use of Data in School Counseling
Hatching Results (and So Much More) for Students, Programs, and the Profession

Second Edition
  • Trish Hatch - CEO and President, Hatching Results; San Diego State University, USA
  • Julie Hartline - Associate Director of Professional Development, Hatching Results, LLC

Foreword by Cheryl Holcomb-McCoy

October 2021 | 472 pages | Corwin

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 evaluating your work
  • 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!

About the Authors
Learning Targets
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


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


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


"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
Middle School Counselor, Portland Public Schools, OR, and 2020 Oregon School Counselor of the Year

This book has been a good mixture of practical applications with examples and introducing new knowledge for my students. It was a great fit for my course this semester.

Dr Katherine M. Wood
Counseling/Psychology Dept, Tennessee Technological Univ
October 21, 2023

Excellent book, great examples, very user friendly.

Dr Carol Klose Smith
Master of Science in Mental Health Counseling, Viterbo University
August 17, 2023

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ISBN: 9781071825600