School counseling programs should be data-driven to continuously improve and sustain their efforts. Counselors must use data to identify problems, determine which to prioritize, and evaluate solutions. This informs decision-making around resource allocation and interventions to best support student achievement and educational attainment. The document outlines several models for data-driven school counseling programs, including the seven step chronological process and the SOARING, M.E.A.S.U.R.E, and EBD frameworks. These provide structures for problem identification, establishing goals and interventions, assessing results and impact, and monitoring progress.

1. Creating a
Systematic, Data-
Driven School
Counseling Program
Prepared by:
Jonah Lea P. Añes
Annabelle F. Tatulo

2. Data supports, or drives, the ongoing
improvement and sustainability of school
counseling program. Data-driven school
counseling programs is a programs or
driven or informed by the data they
generate. Results from data provoke
conversations and inform decision making
for moving the school counseling program
forward in the name of student
achievement and educational attainment.

3. Isaacs (2003) conveyed the following
passionately:
• Measurement in education is meant to
communication information about problems or
their solutions, about making consistent decisions
about student’s performance and learning
• What discrepant performance or problems might
be
• Which problems to solve when faced with many
• How to solve them
• How to allocate fiscal and human resources

4. These decisions affect the professional life
of all educators and the lives of the children
and families counselors serve. Thus, if these
critical decisions are being made based on data,
it is in every school counselor’s interest to have
arsenal of skills in collecting manipulating,
analyzing, presenting and evaluating data.

5. Counselors must become data-driven
decision-makers and thus transform
school counseling programs into
responsive interventions based on
information.

6. The following are the models available that provide
structures and frameworks for evaluating school
counseling programs.
 The seven step chronological process
 Describing the problem
 Generating vision data
 Committing to
 Identifying where and how to intervene
 Selecting interventions
 Evaluating interventions
 Monitoring problem data

7. Data-Driven Accountability Model
Model Steps
SOARING (Gilchrist,2006)
S-Standards
O-Objectives
A-Assessment
R-Results
I-Impact
N-Network
G-Guide
M.E.A.S.U.R.E
(Stone and Dahir, 2003)
M-Mission
E-Elements
A-Analyze
S-Stakeholders-Unite
R-Reanalyze, reflect
E-Educate
EBD (Dimmitt, Carey and Hatch ,
2007)
1. Problem description: knowing what need to be
addressed
2. Outcome Research Use: knowing what is likely to work
3. Intervention Evaluation : knowing if the intervention
made a difference

11. THE END . . .