Data, Data, Data!

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Shop Icon Data Data Data Self-Paced Online Course.png
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Data, Data, Data!

35.00 49.00

Data, Data, Data! is an introduction to how school counselors and educators can begin to use data in designing, implementing, evaluating, and improving school counseling and other programs in schools.

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Data, Data, Data! (Self-Paced)

This course is designed to be taken in collaboration with The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (Hatch, 2014). It explores the rationale for school counselors to provide tier 1 supports for all students, how to determine curriculum, and how to develop high-quality action plans.

This course is entirely online, meaning that there are no physical face-to-face classroom meetings. As a self-paced course, students will not receive feedback on their work or participate in group discussions.

Required Textbook
This course is designed to align with chapters 3 and 4 of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (Hatch, 2014), which is available for purchase via Amazon or Corwin Press. 

Learning Outcomes
Students who take this course will gain the following attitudes, knowledge, and skills: 

Attitudes: 

  • Believe “some students need more” (Ch. 2)
  • Believe in the importance of using data to drive interventions (Ch. 2)
  • Believe in the importance of using pre-determined data qualifiers to identify which students need “more” (Ch. 6)
  • Believe using the fishnet approach will help students receive more appropriate interventions (Ch. 6)
  • Believe in the importance of including both perception and results data in action plans (Ch. 5)
  • Believe surveying at-risk students will provide for better-targeted interventions (Ch. 6)
  • Believe in the importance of using referral forms (Ch. 6)
  • Believe in the importance of using feedback forms (Ch. 6)
  • Believe that a Menu of Services helps the school counselor to be efficient and effective (Ch. 6)

Knowledge:

  • Define intentional guidance (Ch. 2)
  • Identify the ethical guidelines and professional competencies that align with the concept of intentionality (Ch. 2)
  • Understand the difference between “responsive services” and “Intentional guidance” (Ch. 2)
  • Understand the Multi-Tiered, Multi-Domained System of Supports (MTMDSS)
  • Explain the guidelines for using intentional guidance action plans (Ch. 5)
  • Define when and how to use the fishnet approach (Ch. 6)
  • Understand that at-risk student surveys can provide valuable information to help a school counselor determine which intervention is best (Ch. 6)
  • Explain the purpose of school counselor referral forms (Ch. 6)
  • Understand the purpose of school counseling feedback forms (Ch. 6)
  • Explain how a Menu of Services helps the school counselor to be efficient and effective (Ch. 6)
  • Discuss how school counselors can use teachers’ ratings of student work skills and study habits to measure the impact of school counseling interventions (Ch. 6)

Skills:

  • Draw and explain the Hatching Results Conceptual Diagram for Intentional Guidance (Ch. 4)
  • Locate the ethical guidelines and professional competencies that align with the concept of intentionality (Ch. 2)
  • Apply the MTMDSS Model to your current practice and determine areas that could be more aligned
  • Complete an Intentional Guidance Intervention Planning Tool
  • Evaluate an intentional guidance action plan and provide feedback (Ch. 5)
  • Create an intentional guidance action plan (Ch. 5)
  • Construct pre/post conference surveys for students and parents (Ch. 6)
  • Create school counselor referral forms (Ch. 6)
  • Draft a school counseling feedback form (Ch. 6)
  • Create a menu of services for referral (Ch. 6)
  • Locate free online group curriculum resources (Ch. 6)