September 2018

1. Student mental health,

2. Student supports,

3. Special education, and

4. Funding reform

Yes, you can teach an old dog new tricks. The pre-conference at the WSCA 2017 School Counselor Conference recruited an outstanding speaker, Dr. Trish Hatch, to help this old dog learn about “The Use of Data in School Counseling”.  When most people hear the words data collection they think negatively about hard work and change. The goal of education is still to prepare students for graduation by giving them the skills they need to succeed. The future of education is changing and becoming more accountable with how we teach knowledge and skills to all students for their future choices.

Dr. Hatch collaborated with a team of educators across the country to create the ASCA National Program Model. This model will be adopted by Wisconsin School Counselors in replacement of the previous Wisconsin Developmental Program Model. Dr. Hatch also wrote an easy to follow book, (“The Use of Data n School Counseling”, 2014) which guides school counselors to creating a well organized, and data formulated plan to meet the needs of each student in a school district. This plan takes the model and translates it into action. During the conference, Dr. Hatch was able to “coach” counselors about how to use the book in a step by step process with descriptive examples to create their own district actions.

One component most valuable to use is a concept Dr. Hatch terms the “Flashlight Packages” (p.284). This results based method creates a quick data driven picture of a school’s concern and how it was resolved (or not). The components of a “Flashlight Package” include an action plan, a lesson plan, a curriculum powerpoint, a pre/post test, a standards crosswalk, a results report, and a results powerpoint. These seven components are described in detail with learning targets outlined chapter by chapter. The learning targets help the counselor to work through personal beliefs, understanding others attitudes, choosing knowledge (curriculum) and deciding what skills to teach. These key learning targets help to keep counselors thinking about what our students already know, and show how we can take them into the future. The flashlight package gives this old dog some guidelines to follow. Many different examples in the book helps to show how data collection works to improve attendance, behavior, and even GPA. Making a difference now requires systematic data collection and changes to programing in all schools not just “Random Acts of Guidance”.

I was able to create my own “flashlight” trial in just a few weeks. My research began by taking one grade level and focusing on how I can improve school climate. We have recently had a few playground issues and an attendance concern that I wondered if they may be connected. So I began by creating a climate survey with my 3rd grade co-workers. I heard about a technique at the conference called “Minute meetings,” which helped me gather data from the students and begin looking into what was really going on. Next, my results were graphed into a results powerpoint. I teamed with my teachers, shared the results, and got to work.

I instructed two classroom lessons for the 3rd graders: one on “why attendance is important”, and the second on “Bully Beans” (by Julia Cook) with discussions about how to handle bullying. The teachers also will incorporate a lesson in their religion class. I have not finished analyzing the results yet, but I am excited about our findings and how we are addressing those concerns. I plan to share the completed powerpoint with the rest of my staff and administration. This process demonstrates an intentional approach to working with students. It also shows to all stakeholders that we now have a process to create a positive change in our school.

My long range plans from this process is to attempt to use these techniques (“minute meetings”, data collection, closing the gap lesson plans and a powerpoint) across all the grades school wide. This will create a larger scope to my year-round counseling programing.  I will be vigilant about the types of questions I use and what concerns I  focus upon. I am creating open listening relationships with all students (including some I may not ever have heard from) through this process. I am now more accountable for the positive change I know I can create.  So, if you still hate the word DATA, my second best solution is to name your new dog or pet DATA!

Joanne Powell
Elementary School Counselor
Newman Catholic Schools
Wausau, WI

Hatch, T., Greene-Wilkinson, D., & Holcomb-McCoy, C. (2014). The use of data in school counseling: hatching results for students, programs, and the profession. Thousand Oaks, CA: Corwin, a SAGE Company.

Comments may be submitted via Google Form . Questions or additional testimony may also be sent via  to adminrules@dpi.wi.gov, or by mail to the Department of Public Instruction, Attn: Carl Bryan, P.O. Box 7841, Madison, WI 53707.

Public comments on the proposed rules received no later than September 10, 2018, will be given the same consideration as testimony presented in person at the agency hearings.

Hello Readers! We are adding a survey question to our monthly newsletter to get real time information from our members so we can better serve you!

Tell Us What You Think!

Many school counselors are using the DPI counselor evaluation system that is based on the ASCA national model. Use the Design, Ask, Track and Announce model to support your counseling program with the Wisconsin counselor evaluation system by writing strong SMART goals.  This month we will start with Design:

1. What is the gap, issue or student need you are addressing?
2. How does addressing the issue affect student achievement, attendance, behavior and school safety?
3. Is your goal based on existing data?
4. Is there a burning question that should be answered before writing the goal?
5. Is your goal SMART?
6. What is your goal?

Making Data Work (3rd ed.) (2013) Young & Kaffenberger. ASCA

Conference Committee

School Counselor Summer To-Do List:

• Relax & Unwind
• Save the Date for the 2019 WSCA Annual Conference: February 5-7th, 2019
• Read the bios for conference Keynote Speakers: Kevin J. Fleming, Ph.D. and Karen Gannon Griffith, PhD, LPC
• Submit a sectional proposal to share your expertise on a school counseling hot topic at the conference. Proposals are due by November 9th.
• Consider nominating a fellow colleague or friend of school counseling for one of the eight professional recognition awards that are presented at conference.
• Think about how you can promote the WSCA Scholarship and the Educators Credit Union Scholarship to high school students in the fall.
• Make the most of the remaining summer days!

Don’t miss out on this school year’s amazing professional development opportunity!

SAVE THE DATE for the 2019 WSCA Annual Conference. 

TUESDAY, FEBRUARY 5 – THURSDAY, FEBRUARY 7, 2019

WSCA’s 54th Annual State Conference
The Power of Hope
Monona Terrace Community & Convention Center

Madison, Wisconsin

Publications Committee

Looking for Volunteers! 

Do you have an hour every other month to edit and proofread a WSCAlink article? Are you interested in finding a way to give back to the School Counselor community?

Email publications@wscaweb.org to find out more!

Professional Recognition and Scholarship Committee