Sample Paper on Individual Reading Assessment Response

Chapter two of the book The Use of Data in School Counselling by Trish Hatch offers insights into intentional guidance. Essentially, the section pertains the use of data-driven and time-sensitive interventions to improve students’ achievement. Hatch explains that intentional guidance should be aligned with American School Counselor Associations. He emphasizes the importance of incorporating prevention and intervention strategies for low performing students. Additionally, Hatch adds that the appropriate academic and behavioral data should be utilized to improve the grades of underperforming learners. He also recommends using evidence-based practices to ascertain the effectiveness of standards used in enhancing students’ performance.

Trish Hatch suggests some problem-solving models that can be applied in behavioral interventions. These include Tier 1, Tier 2, Tier 3, and Tier 4. Tier 1 is a performance-based instruction that all students can use; hence, it is a core curriculum. On the other hand, Tier 2 supports individual and group guidance that offers some students more attention than others. While Tier 3 model uses intensive interventions, Tier 4 model incorporates specially designed instructions for special needs children.

Hatch concludes chapter two of the book by highlighting how intentional guidance can be used in preventing dropping out. He states that cases of dropping out are reported from elementary school onwards. Furthermore, he offers some indicators of the mentioned problem, which include poor attendance, course failure, and change of behavior (Hatch, 2014, p.47). He then recommends that intentional guidance activities should be undertaken by school counselors to lower the risk of failing to complete school. Additionally, counselors should be consulted when it comes to the designing of support service interventions. Engaging qualified counselors can help in mitigating the issue of early termination of education among learners.

References

Hatch, T. (2014). The use of data in school counseling: Hatching results for students, programs,              and the profession.