Evidence-Based School Counseling: Making a Difference With Data-Driven Practices

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Corwin Press, Jun 8, 2007 - Education - 225 pages
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Today's school counselors are under enormous pressure to document their effectiveness by engaging in data-based decision-making and producing quantitative accountability reports. However, the majority of counselors do not have training in these areas. Advocating for a shift from the historical best practice orientation to an evidence-based one, this authoritative guide from influential counselor educators John C. Carey, Trish Hatch, and Carey Dimmitt aims to help school counselors both preservice and inservice, acquire the knowledge and skills to make that shift. Detailed chapters and illustrative vignettes make practical the process of using evidence to accomplish three critical functions: determining what needs to be done, determining which interventions should be implemented, and determining whether the implemented interventions were effective. Additional topics covered include measuring student learning and behavior change, and communicating results to stakeholders. Counselors who successfully incorporate data-based decision-making and program planning will not only be able to document their work they'll be able to see the positive academic and personal changes in the lives of their students.
 

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Contents

Moving to EvidenceBased School Counseling Practice
1
Integrating Evidence and Practice
3
EvidenceBased School Counseling in the Context of the Reform Movement
7
School Counseling and Standards
9
School Counseling Reform
11
Summary
14
DataBased Decision Making Knowing What Needs to Be Addressed
15
DataBased Decision Making and School Improvement
17
Action Research and Collaborative Partnerships
97
What Is Action Research?
98
Action Research Partnerships
100
Why Conduct Action Research?
101
How to Conduct Action Research
102
Summary
111
Measuring Student Learning and Behavior Change
113
Types of Assessment
115

A General Model for DataBased Decision Making
19
Enabling Conditions for DataBased Decision Making
24
Summary
26
Practical Considerations in Using Data
27
Types of Data
28
Collecting Analyzing and Disaggregating Data
32
Developing DataBased Action Plans
35
Using Process Perception and Results Data
41
Data Over Time
44
Summary
46
Choosing Interventions Reading and Weighing Outcome Research
47
Why Are ResearchBased School Counseling Interventions Important?
49
Becoming an Informed Consumer of Research
50
The Research Context
57
How Can School Counselors Find Interventions That Will Work?
68
Summary
71
Evaluating School Counseling Interventions and Programs
73
What Is Evaluation?
74
Programs and Interventions
75
Evaluating Interventions
77
Evaluating Programs
84
Customer Satisfaction
91
Using External Experts in School Counseling Reviews
92
Summary
93
Evaluation of Second Step Violence Prevention Curriculum Fifth Grade
94
Measuring Student Learning Effectively
116
Using Existing Assessment Tools
121
Developing Pre and Posttests
123
Summary
125
Sample Learning Goals and Related Pre and Posttest Questions
126
Sample StandardsAligned Curriculum and Pre and Posttests
128
Fifth GradeMiddle School Transition Lesson
130
Using Surveys to Gather Information
133
Using Existing Surveys
136
Survey Development
138
Summary
145
Moving to EvidenceBased School Counseling Practice
149
An Integrated EvidenceBased Proactive Approach
151
Getting From Here to There
152
A FiveYear Plan
155
Reporting About Results to Enhance Legitimacy
156
Disseminating Results Effectively
159
The ASCA National Model and Results Reporting
163
Planning Your Ongoing Professional Skill Development
164
Reconstructing Professional Identity
165
Guidance Curriculum Action Plans Intentional Guidance Action Plans and a Needs Assessment Survey
171
Summary of School Counseling Outcome Research Articles and Findings
183
References
207
Index
219
Copyright

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About the author (2007)

Carey Dimmitt is the Associate Director of the Center for School Counseling Outcome Research, an Assistant Professor of School Counseling, and the Clinical Director of the School Counseling Program at the University of Massachusetts, Amherst. She received her Ph.D. in Counseling Psychology from UMass-Amherst.

Prior to her work as a counselor educator, Dr. Dimmitt worked for 14 years with children and families in schools and community mental health settings. Dr. Dimmitt’s major scholarly interests are in the areas of outcome research, effective teaching and counseling practices K-16, school counseling curriculum development, clinical training for school counselors, and systemic change in educational institutions. She is the mother of two children.

Dr. John Carey is Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation and Professor of School Counseling at UMASS Amherst. He is a recipient of an American School Counseling Association (ASCA) Counselor Educator of the Year Award. Dr. Carey is included on the Fulbright Specialist Roster and works internationally to improve school-based counseling and school counselor education. His research interests include school counseling outcome measurement, policy research in school-based counseling, standards-based models of school counseling, and the development of research-based interventions to promote academic achievement and eliminate the achievement gap. He is coeditor of Multicultural Counseling in Schools: A Practical Handbook.

Dr. Hatch is Director of the School Counseling Program and Associate Professor at San Diego State University (SDSU) and Executive Director of the Center for Excellence in School Counseling and Leadership (CESCaL) in the College of Education at SDSU. She has served on multiple state and national school counseling research summit steering committees and is one of 5 original panel members for the National Panel for Evidenced-Based School Counseling Practices (2004-2006). Dr. Hatch currently serves on the advisory council for the Evidence-Based School Counseling Conference (2013-2014). 

Dr. Hatch has successfully co-authored 13 Elementary and Secondary School Counseling (ESSC) grants awarding more than $16,000,000 in federal funds to school districts.  In addition to providing external evaluator on 10 federal grants, she provides professional development for school counselors, social workers, school psychologists and administrators on successful implementation of ESSC grants. Since 2007, Dr. Hatch has provided more than 250 full days of training to 100+ school districts in 20 states on the use of data in school counseling to create efficient and effective evidenced-based school counseling programs that align with the ASCA National Model.

A former school counselor and administrator, Dr. Hatch has served in multiple leadership roles, including Supervisor/Post Secondary Level Vice President of the American School Counselor Association (ASCA) and President of the California School Counseling Association. She has received various state and national awards including the ASCA Mary Gehrke Lifetime Achievement Award and the ASCA Administrator of the Year Award.

As President and CEO of Hatching ResultsTM LLC, Dr. Hatch has gathered a team of expert school counselors and counselor educators who provide training and consulting on evidenced-based practice and the use of data to improve outcomes for students, programs, and the profession. Please visit them at www.hatchingresults.com.

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