Counseling Services Program--#2
Assessment, Evaluation and Analysis
- Steinhatchee -

Evaluation Topics
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Staff: Survey Return Rate

PART II:  PERSONNEL EVALUATIONS -- continued

Staff: Youth Improvement

Staff: Youth Regression

Staff: Youth Whereabouts

Staff: Program Needed

Additional Eval Topics

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Assessment, Evaluation and Analysis for
Counseling Services
Program #1
(Same Data)

     The Survey Distribution & Return Rate chart provides the number of evaluation forms that were distributed by the school principal, one week prior to the end of the counseling services program and it indicates the number of evaluation forms that were returned, one week later.  The rate of return is useful in obtaining a percentage of return, in order to assess the ability of the evaluation to accurately reflect the overall opinion of the respondents.  Another consideration of program success is not only the distribution and return rate, but also more specifically if the school personnel observed youth improvement during the course of counseling services.

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     The Youth Improvement chart highlights improvement of the youth in counseling, by asking school personnel to respond to the following statement: "The youth who were served by the program improved throughout the year."  Respondents either circled or checked their answers on a pre-printed form.  The majority of those surveyed indicated that the youth improved.  Another question to consider is whether or not any of the youth did worse, or regressed, during the course of the counseling program.

PROGRAM EVALUATION NOTE:  When the youth improvement responses noted above, are compared to the converse of this same question in the "Youth Regression" chart below, inter-item reliability can be minimally assessed.  When the youth improvement item and the youth regression item are both contrasted to the Grade Differentiation chart, validity can be minimally assessed. The validity of the overall program evaluation is further indicated, when staff reports of improvement and regression, along with independent grade differentials, is compared and contrasted to degrees of psychosocial functioning reported by the counselor who was the direct service provider.

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     The Youth Regression chart highlights reported regression of the youth who completed the counseling program, by asking school personnel to respond to the following statement: "The youth who were served by the program worsened throughout the year."  Most of those surveyed either strongly disagreed or disagreed that youth who were served regressed.  However, for youth to improve related to school counseling services, another variable to factor into the outcomes is the students' whereabouts during the days that services were provided. 

PROGRAM EVALUATION NOTE:  When the youth regression responses are compared to the converse of this same question in the "Youth Improvement" chart, inter-item reliability can be minimally assessed.  When the youth regression item and the youth improvement item are both contrasted to the "Grade Differentiation" chart, validity can be minimally assessed.  The validity of the overall program evaluation is further indicated, when staff reports of improvement and regression, along with independent grade differentials, is compared and contrasted to degrees of psychosocial functioning (part IV of this report) reported by the counselor who was the direct service provider.       

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     The Youth Where Abouts Known chart assesses whether or not school personnel believed that the counseling program monitored the whereabouts of the served youth for their attendance.  As noted earlier, students missed sessions for a number of reasons, but in order to track the reasons, youth whereabouts must be monitored and recorded each time a youth is called out of class to attend weekly sessions.  Respondents were asked to assess whether or not "the counselor made sure to keep the whereabouts of the youth monitored each week." School personnel believed that the counseling program effectively monitored and reported student whereabouts, by an 8:1 ratio.  If the youth improved, did not regress, and were monitored effectively, did school personnel also believe that the program was needed this year? 

PROGRAM EVALUATION NOTE:  If youth whereabouts are known, as suggested by this survey item, data that was maintained on the youth who missed sessions, the reasons they missed sessions, and when/if they skipped sessions, should arguably be consistent with personnel beliefs that the counseling program effectively knew where its students were on the days the counseling services program was at the school.

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The Counseling Program Needed This Year chart assesses whether or not school administration, teachers, and support staff believed that counseling services were needed in the first place.  It's possible for the students to benefit from services, and it's possible for the services to be comprehensive, but it's equally possible that they may not be indicated due to various other unknown considerations.  To assess the other possible considerations, even in the absence of the content of such details, the school personnel reported that they believed "the counseling program is needed at this school [this] year" by an 8:1 ratio.  It's one thing to say that a program is needed this year, but conversely, is the program possibly NOT needed next year? 

PROGRAM EVALUATION NOTE:  When the counseling program needed chart from above, is compared to the question assessing whether or not the program is NOT needed next year (chart below), inter-item reliability can be minimally assessed.  When reliability of these two items is considered in connection to program efficacy noted in prior staff responses, and in review of counselor interpretations of youth progress, the overall instrument validity can be minimally assessed.

Additional Evaluation Topics
| Staff:  Program Not Needed |
| Staff: Program Desired | Staff:  Unnecessary Services |
| Staff:  Add-On Services |
| Staff:  De-Escalating Behavior in Class |

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