Data-Driven Practices in School Counseling: Enhancing Student Outcomes

In today's educational landscape, school counselors are increasingly called upon to demonstrate accountability and contribute to student success in measurable ways. This course will teach school counselors of diverse experience, how using data will increase the impact of their services. The content is designed for both novice and experienced school counselors who want to strengthen their ability to leverage data for effective and equitable comprehensive school counseling programs. Rooted in evidence-based practices, Multi-Tiered System of Supports (MTSS) frameworks, and aligned with the International School Counselor Association (ISCA) Model, the content will provide a practical roadmap for understanding, capturing, utilizing, and advocating with data. Students will explore why data literacy is a critical skill for modern school counselors, and delve into how to strategically share various data points to demonstrate the nature of their work and drive program improvements. We will explore how data informs all tiers and domains of interventions, ensuring that counseling services are targeted, equitable, and reflect the school’s mission and culture. This course will be interactive, and acknowledges different levels of background knowledge among school counselors. Foundational knowledge and advanced strategies will be included.

Intended Audience

School Counselors of all experience levels, Directors of Student Services

ASCA Professional Standards and Ethical Standards and Practices

A.3. Comprehensive School Counseling Program School Counselors

c. Use data-collection tools adhering to standards of confidentiality as expressed in A.2.

d.Review and use school and student data to assess and address needs, including but not limited to data on strengths and disparities that may exist related to gender, race, ethnicity, socioeconomic status, disability and/or other relevant classifications.

f. Collect and analyze participation, ASCA Mindsets & Behaviors and outcome data to determine the progress and effectiveness of the school counseling program.

g. Share data outcomes with stakeholders.

B-PA 2. Identify achievement gaps and factors contributing to those gaps

B-PA 3. Develop achievement gap plans based on student data annually

B-PA 4. Assess and report program impact to the school community.

B-PA 5. Use time appropriately according to national recommendations and student/school data

B-PF 7. Provide leadership through the development and implementation of a school counseling program community

B-PF 8. Demonstrate advocacy for a school counseling program

Essential Questions

1. What is the benefit of using data in the practice of school counseling?
2. How do data-driven practices improve comprehensive school counseling programs?
3. How do school counselors capture relevant data?
4. What is a data story and how do school counselors effectively share data with various program partners?
5. How do school counselors use data points to advocate for their program and students?

Participants will have knowledge about:

1. How data informs proactive school counseling programs.
2. How using data elevates school counseling programs and improves student success.
3. Ethical and efficient collection of useful data.
4. The distinction between process, perception, and outcome data, as well as the insight gained from analysis of different kinds of data.
5. How data enhances the work of school based teams and a variety of intervention and support systems.

Participants will be able to:

1. Identify and use appropriate data sources to generate and assess program goals.
2. Create surveys, develop tracking logs, and harness data from student information systems.
3. Analyze and understand the meaning of data to inform program development, interventions, and insight regarding student needs.
4. Produce clear, compelling and relevant data displays (charts, graphs, infographics, etc.) for various audiences.
5. Articulate the demonstrated impact of a data driven school counseling program, rather than perceived value of school counseling services.
6. Advocate and collaborate effectively with school administrators, educators, and other community partners to improve student outcomes.

Laura Zaharakis

Laura Zaharakis brings 30 years of experience as a collaborative school counselor across a variety of educational settings. She started her career in Philadelphia by providing ‘counseling in schools’, but mid-career she was introduced to comprehensive school counseling and the power of data at a state conference. It reshaped her practice, significantly elevating her program and her role within the school community.

Currently, Laura is the Lead Elementary School Counselor in Allentown, Pennsylvania. In 2020 she guided her school to achieve the Recognized ASCA Model Program (RAMP) designation. Her professional interests are rooted in nurturing both students and fellow educators, focusing on trauma-informed schools and the art of transformative coaching and supervision. She holds certifications in Supervision of School Guidance Services from the PA Department of Education and Childhood Trauma and Play Therapy from Jefferson University.

Recognizing a crucial need to clearly communicate the impact of school district counseling services, Laura collaborated with her husband, software engineer Steve Zaharakis, to develop SCUTA. This innovative use-of-time analysis platform is utilized by school counselors worldwide, further solidifying Laura's dedication to advancing the profession through practical, data-driven solutions.

ISCA Member Price: $395

Non-Member Price: $475

Dates and times of offerings:

Option 1: April 23, April 30, & May 7, 2026 - 11:00 AM to 2:00 PM UTC

Contact Hours: 9 hours

Time commitment between sessions: N/A

Required Resource(s): ISCA International Model (2nd edition)