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The Use of Data in School Counseling - Book Cover

The Use of Data in School Counseling

Hatching Results (and So Much More) for Students, Programs, and the Profession
Second Edition
By: Trish Hatch, Julie Hartline

Foreword by Cheryl Holcomb-McCoy

Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!

Full description

The Use of Data in School Counseling - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071825600
  • Published By: Corwin
  • Year: 2021
  • Page Count: 472
  • Publication date: August 24, 2021

Price: $46.95

Price: $46.95
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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!

Key features

  • Provides clear and straightforward explanations of challenging topics such as data analysis, planning, interventions, and evaluation
  • Discusses how to use data to drive interventions, create action plans, determine curriculum and interventions, create pre- and post-tests, initiate systems changes, and report results
  • Aligns with the most recent edition of the ASCA National Model (2019), ASCA Professional Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and current dropout prevention research
  • Includes practitioner examples, artifacts, and dozens of samples of pre- and post-tests, surveys, action plans, and management forms



Trish Hatch photo

Trish Hatch

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 photo

Julie Hartline

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.

Table of Contents

Table of Contents



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





Price: $46.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

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