THE CHANGING ROLE OF THE SCHOOL COUNSELOR IN EDUCATIONAL

REFORM AND THE USE OF DATA TO EFFECT CHANGE FOR STUDENTS

- T R I S H H AT C H

Hatch, T. (2011)

Hatching Results, LLCPresents…

Hatch, T. (2008)

2ASCA

The American School Counselor Associationhas collaborated to create a

National Model® for School Counseling Programs to connect school counseling with current

educational reform movements that emphasize student achievement and

success.

Rationale

Hatch, T. (2008)

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By aligning a counseling program with the school’s mission and school improvement plan, professional school counselors:

• partner as leaders in systemic change

• ensure equity and access

• promote academic, career and personal/ social development for every student

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ASCA National Model

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What others are saying…

Finding One: Most students, even those who successfully complete college, give their high school guidance counselors fair or poor ratings http://www.publicagenda.org/files/pdf/can-i-get-a-little-advice-here_0.pdf

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What Superintendents Say:

“We have consistently been impressed with the dedication and hard work of virtually all of the individuals

with whom we have been involved. And yet, we are concerned

that a great deal of energy, enthusiasm and resources

are being expended in ineffective ways.”

- http://www.usc.edu/dept/chepa/pdf/makinggrade.pdf

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No Child Left Behind: Four Key Principles:

Stronger accountability for resultsGreater flexibility and local control in the

use of federal fundsEnhance parental choice for parents of

children from disadvantaged backgroundsA focus on what works, emphasizing

teaching methods that have been demonstrated to be effective

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Greatest Political Challenges in Education

Racial and Socio-economic Achievement Gaps

High Drop Out RatePoor High School Performance and Lack of

Improvement.

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Nine Essential Elements Collected

1. ID # 2. Enrollment data 3. State test data 4. Data on untested students

5. Course completion information6. SAT, ACT and AP results7. Graduation and Drop out rates 8. Audit to ensure accuracy of data

9. Linking K-12 to higher Ed to show how graduates perform in college

National Center for Educational Accountability

The Obama Plan

Attendance School ClimateAchievement

College and Career Readiness

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New Obama Plan

“The administration would replace the law’s pass-fail school grading system with one that would measure individual students’ academic growth and judge schools based not on test scores alone but also on indicators like pupil attendance, graduation rates and learning.”

“with a new national target: that all students should graduate from high school prepared for college and a career.” http://www.nytimes.com/2010/03/14/education/14child.html?emc=eta1

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Students Graduating College Eligible by Ethnicity

0

10

20

30

40

50

60

70

Filipino Latino African American Caucasian

JBHigh

H High

V High

State

XYZ Unified School District

Hatch, T. (2008)

Percentage of Students Taking SAT 1 by Ethnicity

White Latino AfrAmer Asian/Pacific Is-lander

0

20

40

60

2009 2010 Asian/Pacific Islander students take the SATs at a much higher rate than any other ethnic group.

Latino students have the lowest average for taking the SATs in this two year span, but their rate is increasing.

Rates of African American students taking the SATs is decreasing.

XYZUSD & State CHKS Data Comparison

Feelings of Safety Gang Membership Carried a Weapon0

2

4

6

8

10

12

14

16

18

20

XYZUSD 7thCA 7thXYZUD 9thCA 9thXYZ USD 11thCA 11th

Violence Related Behaviors

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Paradigm Shift

From:

To:

Not only monitoring process and measuring services deliveredFocusing also on and measuring the results of our programs and services

Hatch, T. (2008)

“What do counselors do?”

“How are students different because

of the school counseling program?”

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From Entitlement… to Performance

From a program that:Focuses generally on

the number of activities

Measures the amount of effort

Attends to the process of doing work

Works to maintain the existing system

To a program that:Focuses on outcomes

and improved results

Measures impact related to goals

Attends to goals, objectives, and outcomes

Changes and adapts to be more responsive

Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

Hatch, T. (2008)

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From Entitlement… to Performance

From counselors who:Focus on good

intentions

Talk about how hard they work

Generally feel little need to change their behavior or approach

To counselors who:Focus on

accomplishments

Talk about effectiveness

Know their future rests on accomplishments

Communicate goals and objectives

Source: McGowen, P. & Miller, J., “Changing the Entitlement Culture,” The American School Board Journal, August 1999, p.43

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Implications

What is the purpose of the school counseling program?

What are the desired outcomes or results?What is being done to achieve results?What evidence is there that the objectives

have been met?Is the program making a difference?

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The time for change is NOW…

The way we do business

must change

fundamentally and immediately.

Logic Model of Success

Hatch, T. (2009)

CONTEXT

PoliticalClimate

Leadership Team Buy-in

BeliefsAssumptionsPhilosophies

MECHANISM

ASCA Model Training

Protocols(Job Descriptions)

Explicit Common

Language

OUTCOMES

Short

Medium

Long Term

*Adapted from Leslie Oliver

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New & Necessary Challenges…

1. The types of data that can be collected (achievement, achievement related and competency and standards related data)

2. The difference between process, perception outcome (results) data and data over time

3. How to align Action Plans and evaluation tools to the school counseling program

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New & Necessary Challenges…

4. How to use data and leadership skills to effect change (Closing the Gap) Intentional guidance activities

5. How to report results of your program

6. Advocacy tools for staff and school board presentations

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Use of Data to Effect Change

Data DRIVES decisionsEnsures EVERY students gets benefit of the

school counseling programCounselor initiated activities

Intentional Guidance (Closing the Gap) Underrepresented, underserved and under performing

youthMonitoring student data

Hatch, T. (2008)

27Multiple Uses of Data

Creates urgency for changeServes as a catalyst for focused

attentionChallenges existing policiesEngages decision makers, district

leaders, school teams in data driven decision making

Surfaces evidence of access or equity issues

Focuses resources where they are most needed

Supports grant writing efforts

Hatch, T. (2008)

28Monitoring Student Progress

Counselors must be proficient in:

Collection of data Interpretation of data Analysis of data

So that they can Recognize barriers to learning Advocate for systems change

Data has multiple intentional and diagnostic uses, and can be categorized differently

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We Exist To Effect Change In Students:

Acquire (ASK) Improve

Attitude

Skills

Knowledge

Attendance

Behavior

Academic Achievement

Hatch, T. (2008)

30Student-Achievement Data

Standardized test dataGrade Point AveragesSAT and ACT scoresBenchmark exams (Math, reading) Drop-out rateCompletion of college prep requirements

Hatch, T. (2008)

31Achievement-Related Data

Course enrollment patternsDiscipline referralsSuspension ratesAlcohol, tobacco and other drug violationsAttendance ratesHomework completion rates Parent involvementExtracurricular activities

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Standards and Competency-Related Data

Percentage of students who demonstrate: Knowledge of college requirements Knowledge of conflict resolution

skillsSkill to set goalsBelief in the importance of

attendance

Attaining Student Competencies

Increase in Student Achievement Related Data

Increase in Student Achievement Data

Hatch, T. (2008)

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Ensuring all students have knowledge, attitudes and skills to

develop 4 year plans

Increase number of students enrolled in college prep courses

Increase number of students who complete college prep requirements

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Ensuring all students understand study skills

Increase number of students who turn in homework

Increase GPA or credits earned

Hatch, T. (2008)

36Disaggregate Data

GenderEthnicitySocio-economic statusLanguage Special EducationGrade levelTeacher

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Program Evaluation Data:

Process dataPerception dataResults data

Hatch, T. (2008)

38Process data

“What you did for whom” Evidence that event occurredHow activity was conductedDid the program follow the prescribed

practice? W, W, W, W, etc. “I”

Hatch, T. (2008)

39Process Data – Examples

Three counseling groups with 8 students each were held on anger management (grades 3-5)

1,350 middle school students received a series of three “violence prevention” guidance lessons

All high school seniors were taught how to fill out a college application

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Perception Data

“What others think, know or demonstrate” data.

Measures competency achieved (skills) , knowledge gained or attitudes (beliefs) of students Pre-post Competency achievement Surveys Evaluations

Measures what students are perceived to have gained in knowledge

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Perception Data – Examples

Attitudes or Beliefs 74%of students believe fighting is wrong 29% of students feel safe at school 32% believe they will succeed in college

Competency Achievement (Skills) Every student in grades 9-12 completed a 4 year plan Every 10th grade student completed an interest inventory

Knowledge Gained 89% of students demonstrate knowledge of promotion/

retention criteria 92% can identify Early Warning Signs of violence

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Results Data

“So WHAT” data Shows how student BEHAVIOR has

changed.

Proof your program has (or has not) positively impacted students ability to utilize the knowledge, attitudes and skills to effect behavior in areas of:

Achievement Related DataAchievement Data

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Results Data – Examples

Achievement Related: Discipline referrals down by 20%Attendance improved by 32% Homework completion rates increased from

60%-79% Achievement 25% reduction in D’s and F’s from Q1 to Q314% increase students graduating college

eligible5% increase in Math benchmark scores

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Data Over Time

ImmediateIntermediateData Over Time: Year to Year

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Nine Things to remember…

Standards/Competency (what you are teaching)

Achievement related (leads to achievement)Achievement data (big ticket items)

Process – What “I” did - # lessons, groups etc.Perception – (ASK) What students “believe

(attitude), demonstrate or know” as a result of activity

Results – So What? Change? A,B,A

Immediate – today – right nowIntermediate - quarter to quarterData Over time – year to year

Hatching Results Conceptual Diagram

Guidance LessonsGroup Counseling

Who?What?When?Where?How Long?

Competency Attainment Data

Achievement Related Data

Achievement Data

Process Data Perception Data Results Data

Attitudes

Skills

Knowledge Beh

avi

or

Ch

an

ge

AttendanceDiscipline referralsParent InvolvementHomework completionCourse enrollment patterns

SAT/ACT ScoresGraduation ratesGPAAP TestsCollege prep class completion

© Hatch, T. (2006)

Guidance Curriculum

Intentional Guidance (intervention)

What do Students Believe?

“I believe its OK to hit someone if the hit me first.”

Bullying

85% of students identified “reporting

to an adult”

Pre

Post

“What is one positive strategy to use in when confronted with a bully?”

37% of students identified

“reporting to an adult” 37

85

0

1020

3040

5060

708090

100

Pre

Post

Hatch, T. (2008) 49

Elementary Discipline

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Statistics on Mutual Combat

18% decrease in number of suspensions for mutual combat from 201o – 2011

2009 20100

10

20

30

40

50

60

70

80

90 84

69

Suspensions for Mutual Combat

Hatch, T. (2008)

Attendance Data

Students attended school more regularly when enrolled in group counseling, but afterwards, they fell back into old patterns – more support needed.

Q1 Q2 Q30

10

20

30

40

50

60

70

80

90

72

85

7069

88

68

Group A

Group B

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Group Counseling

17% increase in number of classes passed by participants for duration of group

Series10

10

20

30

40

50

60

70

80

57

74

Before Group

During Group

Pre-Post Test Results

0102030405060708090

100

Can Organize aBinder

Identify MissingItems in a Planner

PreTestPost Test

More work needed here

Hatch, T. (2008)

Question: “I believe meeting College prep requirements is important.”

This is a 186% increase!

Hatch, T. (2008)

Percentage of Students who knew the Number of English Credits needed to Graduate from High

School

Increase of 114%

Hatch, T. (2008)

Post High School Enrollment

2005-2006 2006-2007 2007-2008 2008-20090

5

10

15

20

25

30

35

40

20

25 25 25

30 30

35

40

0

5

10 10

4-Year

2-Year

Vocational

Hatching Results Conceptual Diagram

Guidance LessonsGroup Counseling

Who?What?When?Where?How Long?

Competency Attainment Data

Achievement Related Data

Achievement Data

Process Data Perception Data Results Data

Attitudes

Skills

Knowledge Beh

avi

or

Ch

an

ge

AttendanceDiscipline referralsParent InvolvementHomework completionCourse enrollment patterns

SAT/ACT ScoresGraduation ratesGPAAP TestsCollege prep class completion

Hatch, T (2006)

Guidance Curriculum

Intentional Guidance (intervention)

Tier 2: Intentional Guidance

“The intentional guidance philosophy is some kids need more.”

Disaggregating data can reveal areas of need and barriers to learning:

AttendanceBehavior

Achievement Dimmitt, Carey, & Hatch (2007)

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Action Plans - 2 Types

Planned Classroom Guidance Curriculum structured standards-based developmental lessons designed to teach standards and competencies provides EVERY student the knowledge, attitudes

and skills in the three domain areas (A, C, P/S)Intentional Guidance (Intervention) Activities

data driven – who is struggling? Where are your gaps?

What intervention is needed to address needs in attendance, behavior, achievement?

What interventions are needed to address equity and access issues?

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Action Plans - 2 Types

Planned Guidance Classroom Curriculum

Every student, by virtue of BREATHING

Intentional Guidance Activities (Intervention)

Some kids need MORE

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Action Plans – Let’s Review

SCHOOL WIDE Action Plans

Picking ONE to Measure

Perception Data (ASK)

Reports what a student believes (attitude), knows or can demonstrate (skills)

Measures ASKAttitudesSkillsKnowledge

Hatch, T (2006)

BehaviorChange

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What to measure (ASK)

What do you want me to know that I didn’t know before,

What do you want me to believe that I did not believe before

What do you want me to demonstrate that I did not demonstrate before?

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What type of question?

“I believe” is an Attitude so use a scale

Knowledge is either correct or incorrect, not a scale; T/F or M/C?

Application/Demonstration = Skill

Intentional

Intent: suggests clearer formulation or greater deliberateness

Intention: what one has in mind to do or bring about (http://dictionary.reference.com/browse/intentional)

Intentional: deliberate: done on purpose, not by accident (http://encarta.msn.com/dictionary_1861621725/intentional.html)

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Intentional Guidance aligns with

ASCA National Model Evidence Based PracticePyramid of Interventions

Research on Dropout Prevention

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ASCA National Model

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On the Front Lines…

Dropping out begins in Elementary School

Schools need to develop early warning systems to help them identify students at risk of dropping out and to develop the mechanisms that trigger appropriate supports for these students.

By 9th grade, dropout can be predicted with 85 percent accuracy. The key indicators are poor attendance, behavioral problems, and course failure.

-John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz (page 8)

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Pyramid of

Interventions

RtI

Pyramid of

Interventions

RtI

Tier 1: Performance Based Instruction

for ALL Students

Tier 2: Targeted Interventions

SOME Students

Tier 3: Intensive Interventions FEW Students

Tier 4:Specially Designed

Instruction – Special Education

Smith, G (2008)

Classroom Guidance Curriculum

All kids get this CORE Curriculum for

ALL

Intentional GuidanceIndividual, group, etc.

(SOME kids need more)

Individual Support

FEW

Refer Out

VERY FEWSchool

Counseling

Pyramid

School Counseling

Pyramid

Tier 4:

Specially Designed Instruction –

Special Education

Tier 3: Intensive

Interventions FEW Students

Tier 2: Targeted Interventions

SOME Students

Tier 1:

Performance Based Instruction for ALL

Students

Pyramid of Interventions

Pyramid of Interventions

Classroom Guidance Curriculum(All kids get this – CORE

Curriculum)ALL

Intentional GuidanceIndividual, group, etc.

(SOME kids need more)

Individual Support

FEW

Refer Out

VERY FEW

School Counseling

Pyramid

School Counseling

Pyramid

Outcome Measures

“For many school counseling interventions, there is not a direct link between the

intervention and the ultimate desired change in behavior and performance.”

Dimmitt, Carey, & Hatch (2007)

Outcome Measures

“Different measures are appropriate at different points in the causal chain

that links the intervention with the change in achievement.”

Dimmitt, Carey, & Hatch (2007)

Hatching Results Conceptual Diagram

Guidance LessonsGroup Counseling

Who?What?When?Where?How Long?

Competency Attainment Data

Achievement Related Data

Achievement Data

Process Data Perception Data Results Data

Attitudes

Skills

Knowledge Beh

avi

or

Ch

an

ge

AttendanceDiscipline referralsParent InvolvementHomework completionCourse enrollment patterns

SAT/ACT ScoresGraduation ratesGPAAP TestsCollege prep class completion

Hatch, T (2006)

Guidance Curriculum

Intentional Guidance (intervention)

Collecting Data by Need

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© Hatch, T. (2008)

Needs Assessment

School counselors work with many students who are struggling to succeed in school. Listed below are the most common reasons students tell us they fall behind. Please tell

us in order at least the top three reasons this might be true for you. Mark 1, 2, 3.  ___ My attendance is poor ___ My behavior in class gets in my way.  ___ I don’t care about school; I lack motivation  ___ The work is too hard (I try, but its too hard)  ___ The work is too hard (I have stopped trying)  ___ I need better study skills or test taking strategies  ___ My family or personal problems get in the way ___ Other: (please explain) _______________________________________

Hatch, T. (2008)

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What intervention is needed?

What will be addressed (A, B, A)? How will you decide which students?

Random acts of guidance? Intention acts of guidance?

What mechanism will you use? What specific DATA CRITERIA will you use? Fishnet approach

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“When an Archer misses the mark he turns and looks for the fault within himself.

Failure to hit the bull’s – eye is never the fault of the target.

To improve your aim - improve yourself.”

Gilbert Arland

Where will we get the time?

Data collection MUST be automatedOur day happens to US or do we happen to

our day? “Circus Circus buffet” of opportunitiesHow do we choose Prime Rib FIRST?Make it easy….simple… efficient.Put it on my DESKTOP (not in a drawer)

PREVENT…is a great example

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Results Report

How are students different as a RESULT of what you do?

What does the data tell you?Was the program successful?What worked?What did NOT work? What needs to be changed?

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Results are necessary for two reasons:

Program Improvement

What works? What does not work? How to we improve?

Marketing Legislation District stakeholders Policy makers

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One doesn’t discover new lands

without consenting

to lose sight of the shore

for a very long time.

Andre Gide

The Neutral Zone

It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear

…………..

It’s like between trapezes,

It’s Linus when his blanket is in the dryer.

There’s nothing to hold on to.

Marilyn Ferguson, American futurist

Logic Model of Success

Hatch, T. (2009)

CONTEXT

PoliticalClimate

Leadership Team Buy-in

BeliefsAssumptionsPhilosophies

MECHANISM

ASCA Model Training

Protocols(Job Descriptions)

Explicit Common

Language

OUTCOMES

Short

Medium

Long Term

*Adapted from Leslie Oliver

A position of authority is neither necessary nor sufficient for the

exercise of leadership

What does it mean to be a professional?

Professional: conforming to the standards of skill, competence, or character normally expected of a properly qualified and experienced person in a work environment

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AttitudesSkillsKnowledge

BehaviorChange

What does it mean to be a professional?

Highlight Areas of Confidence Circle Areas needed professional growth

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AttitudesSkillsKnowledge

BehaviorChange

Hatching Results Conceptual Diagram

Professional School Counselor

Who?What?When?Where?How Long?

Competency Attainment Data Achievement

Related DataAchievement Data

Process Data Perception Data Results Data

Attitudes

Skills

KnowledgeB

eh

avi

or

Ch

an

ge

Hatch, T. (2010)

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Management Systems are about TIME

How do you spend your time?How would you like to spend your time? Who or what controls your time? How can you find more time?

Management Systems

Hatch, T. (2008)

Student AssignmentCounselor of the DayAdditional Tasks/DutiesMaterials and SuppliesProfessional Collaboration Office OrganizationUse of TimeUse of Calendar

Counselor Availability

Hatch, T. (2008)

When is the school counseling department open for parents and students?

How will these hours be divided?The career center will be open from --- to ---?What programs and services are available to

parents and students (guidance newsletters, parenting classes, parent information night)?

What programs and services are presented to staff?

What Messages are School Counselors Sending?

Hatch, T. (2008)

Busy professional? Or always available? Appointments necessary Referral process in place Drop ins (as scheduled) White boards Monthly/Weekly Calendar

Are there activities we can COUNT on? What is consistent and predictable?

Hatch, T. (2008) 106

Use of Time Suggested Distribution of Total Counselor Time

DELIVERYSYSTEM

COMPONENT

ELEMENTARY SCHOOL% OF TIME

MIDDLE SCHOOL

% OF TIME

HIGHSCHOOL

% OF TIME

Guidance Curriculum 35-45% 25-35% 15-25%

Individual Planning 5-10% 15-25% 25-35%

Responsive Services 30-40% 30-40% 25-35%

System Support 10-15% 10-15% 15-20%

Hatch, T. (2008) 107

Curriculum

Ind. Planning

Responsive

System Supt.

Curriculum

Ind. Planning

Responsive

System Supt.

 

HIGH SCHOOL LEVEL  

  

ASCA SUG. PERCENTAGES CURRENT SCHOOL PERCENTAGES

DELIVERYSYSTEM

COMPONENT

HIGH SCHOOLLEVEL

% OF TIME

XYZ

HIGHSCHOOL

CURRENT % OF TIME

XYZ

HIGH% OF TIME

YOU AGREE TO

Guidance Curriculum 15-25%    

Individual Planning 25-35%    

Responsive Services 25-35%    

System Support 15-20%    

Use of Calendars

Hatch, T. (2008)

Annual Calendar Included on School Master Calendar

Monthly CalendarWeekly Calendar

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Job Descriptions

Sample Evaluation Tools

The nature of compromise….

“Not everything that is faced can be changed, but nothing can be changed until it is faced.”

James Baldwin

Challenges/Obstacles/Barriers(What gets in the way?)

Obstacles and Opportunities

Challenges/Obstacles/Barriers(What gets in the way?)

School Counselor Attitudes, Skills, Knowledge (ASK)

SiteDistrictBrainstorming Ideas: (What if we tried___?)Opportunities: (Let’s try ___) When?

Our Plates are FULL! But with the right things?

How do we fill with the RIGHT things?

What Stays? What Goes? What Gets Added?

ON PLATESTAYSUNSURETAKE OFF WHO WILL TAKE THIS ON?ADD TO PLATEWHEN?

When you can’t change the direction of the wind

adjust your sails.

-Andre Gide

It’s a TEAM Effort

How will Administrators and School Counselors work TOGETHER?

What are the next steps? How do we all get on the same page? What questions/concerns remain?

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Results Report

How are students different as a RESULT of what you do?

What does the data tell you?Was the program successful?What worked?What did NOT work? What needs to be changed?

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Results are necessary for two reasons:

Program Improvement

What works? What does not work? How to we improve?

Marketing Legislation District stakeholders Policy makers

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The point is what you DO with results, not the excuses you make

to cover them.~Tom Williams, pg. 55 DWW

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“We need to be the change we want to see happen.

We are the leaders we have been waiting for.”

– Gandhi

Final Thoughts

“All this will not be finished in the first one hundred days. Nor will it be finished in the first thousand days, nor in the life of this administration, nor even perhaps in our even perhaps in our lifetime on this

planet.

But let us begin.”

- John F. Kennedy

To contact me:

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Trish Hatch, Ph.D.  (619) 876-9538 or trish@hatchingresults.com

Hatching Results, LLC office@hatchingresults.com   PHONE (707)497-4395

FAX (707)786-9788

OFFICE ADDRESS HATCHING RESULTS, L.L.C.

P.O. BOX 1497 FERNDALE, CA   95536