Counseling Services Program--#1
Assessment, Evaluation and Analysis
- Gadsden -

Evaluation Topics
On This Page

Staff: Intro & Wrap Up

PART II:  PERSONNEL EVALUATIONS -- continued

Staff: Personnel Benefits

Staff: Counselor Professionalism

Staff: Program Operation

Part III: Youth Exit Interviews

Additional Eval Topics

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related to the counseling services program, or to find out if counseling services can begin in your school or school district contact us.

Assessment, Evaluation and Analysis for
Counseling Services
Program #2
(Same Data)

The Intro & Wrap Up Seminars Helpful chart assesses the value (or lack of value) of the two in-services that were provided to school personnel as a component of the counseling services program.  These seminars are related to the logistics, legalities, and purposes of the counseling program at the school (in the Intro Seminar) and also they offer a forum whereby feedback and closure discussions with teachers and administrators, discussing program likes and dislikes (in the Wrap Up Seminar), occur.  Of those who were able to answer the statement that said, "the 'Intro to Counseling Services Seminar' at the beginning of the year," and "the 'Counseling Services Wrap-up Seminar' at the end of the year were helpful" most respondents believed the seminars were helpful at a 6:1 ratio.  The next question in the survey addressed whether or not school personnel believed overall counseling services were beneficial to school personnel.

PROGRAM EVALUATION NOTE:  If the current program offers future in-service trainings to the school, it would less likely be supported in the proposition, if the counseling program failed to successfully provide in-services in its current year of service.  The comparison of the proposed de-escalation in-service item to the evaluation of already provided in-services partially addresses social desirability variables.

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The Personnel Benefits chart assesses whether or not school administration, teachers, and support staff believed that the counseling services program was helpful for them - overall.  It is presumptive to suggest that because children improved in social, psychological, academic, and behavioral areas that the staff inherently benefited.  To assess personnel benefits based upon personnel responses more directly, respondents evaluated the statement that said: "the counseling program was helpful to school personnel."  Consistent with reports of student improvement and student regression, personnel benefits were noted by the majority of the respondents.  Another program consideration is whether or not school personnel believed the on-site counselor was accessible to them, professional, and courteous.

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The Counselor Professionalism & Accessibility chart is a compilation of four different questions on the personnel survey, thus the number of respondents in the chart reflects the total number of people who completed the survey, multiplied by the four questions that address issues of professionalism and accessibility.  Professionalism with the staff was assessed with the use of the statement that said, "the counselor was professional, courteous and cooperative with school personnel," while professionalism with the students is reflected in the statement that said, "the counselor was professional, courteous and cooperative with the students."   Professionalism in communication was measured via this statement: "the counselor was professional on the telephone, in the use of email, and in other forms of communication."  The availability and accessibility of the counselor for various people who interacted with the counselor was assessed in the statement that said, "the counselor was accessible each week to ask and answer questions (for teachers, administrators, and parents)."  Professionalism and accessibility help in evaluating the interactional nature between the onsite counselor, the school personnel, parents and students, but these questions may/may not address how well the program functioned and operated in a logistical manner.

PROGRAM EVALUATION NOTE:  In multiple school evaluations, these four questions, when lumped into one response set graph, correlate into the four categories 100% of the time.  The reliability issue is evident in the 100% agreement rates between survey respondents in the same survey, while the reliability and validity property of these items is strengthened in other surveys, completed by other respondents, in different schools.  Whether this 100% agreement rate continues or not will known with future evaluations using the same indicators.

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The Program Operation & Logistics chart indicates how well the school administration, teachers, and support staff believed the program functioned for the contract year.  A component of logistics and operation of the counseling services program is that, with the exception of referrals and follow-up, the program runs with as minimal of an interruption to the normal routine processes of the school day as possible - making program accommodation easier to facilitate between the school and the counseling services program.  "The counseling program appeared to run smoothly" was the statement that was included in the school evaluation form to indicate "operation & logistics."

PART III:  YOUTH EXIT INTERVIEWS

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     Independent demographics and stand-alone reports, in conjunction with administrative and personnel evaluations are helpful in the review of program success or failure.  Another consideration for program efficacy can be based upon the interpretations of the youth who were the direct recipients of the services - eve as others may believe the program has been helpful "for" the youth.  But what do the recipients of the services themselves believe, and is their interpretation consistent with the stand alone data, the school surveys, and the counselor assessments?
     Seven interview questions were asked of the youth who were being served by the program one week prior to the last session (most questions are in the title of the graphs that follow, otherwise they will be listed in the accompanying summary).  All qualitative responses were assigned to, and subsequently grouped by, specific and relative categories so that a tally of the interviews could be made.  The youth exit interview section of this report begins with a count of those youth who completed the program at years end versus the number of youth who were available to answer the exit interview questions.

Additional Evaluation Topics
| YOUTH: Kids in Program vs. Interview Completed |
| YOUTH: What Did You Like About Counseling |
| YOUTH: What Did You Find Hard About Counseling |
| YOUTH: What Would You Like Changed Next Year |
| YOUTH: What Would You Like to Keep The Same Next Year |
| YOUTH: Did You Learn Anything About Yourself |
| YOUTH: Message to Program Developers and Sponsors |

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