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Evaluation Summary of the School Counseling Pilot Program at East Fairmont Junior High (2011-2013)

This document outlines the evaluation summary of the School Counseling Pilot Program at East Fairmont Junior High School, covering the period from 2011 to 2013. It details the strengths and challenges of the program, highlighting improvements in organization, goal setting, and collaboration among counselors and stakeholders. Benefits gained from the evaluation process are discussed, emphasizing the need for continuous program evolution, collaborative efforts, and effective data-driven accountability measures to enhance student support services. Insights from needs assessments and program audits are also included.

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Evaluation Summary of the School Counseling Pilot Program at East Fairmont Junior High (2011-2013)

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  1. 2011-2013 Evaluation Summary School Counseling Pilot Program Charlene Sullivan East Fairmont Junior High School

  2. Pilot Program Process Strengths • Helped to organize thoughts and activities • Gave better direction • Opportunity to share with fellow counselors and county officials the LARGE job we do (and still need to do) • Setting time aside to devote time needed to address issues • Getting everything in • Wanted to add new goals every month! • Helping others understand the process, need, and value of evaluation program Challenges

  3. Thoughts on survey/evaluation of pilot process. . . “Good Job! Keep Going! Almost there!” • Easy, straight-forward • Helpful to have online resources • 2012-2013 – Clarification on Goals was added including Student Impact Goal • Looking forward to implementation through online version • Implementation slow to begin but helpful in the end

  4. BenefitsWhat I have learned in the last two years • Program Improvement Goals • A counseling program is an ever changing and evolving process • Goal –> new program –> needs change –> new goal • The counseling program is more than just the counselor • Educating staff and students of the changing view of school counselors is vital to the collaborative effort.

  5. Program Audit • A lot of things were in implementation stage and just needed some follow through • i.e. documentation, putting things together in one place • There is much already being addressed through general curriculum that counselors may not be aware of. • Able to see that the counseling program is a shared responsibility. • Collaboration with faculty and community members • Need to have advisory board – essential as we look toward new middle school • Completed in August and January/February

  6. Goal 1: Formation of Curricular Map (2011-2012) • Standard 1: Program planning, design and management • CSE 1.1: The School Counselor assumes leadership in planning, designing and advocating for a balanced, comprehensive school counseling program aligned with the state model. • Goal: No later than December 2011 the school counselor will develop a curricular map based on student and teacher needs assessments to address student academic, personal/social and career needs that are developmentally appropriate. • Evidence: Curricular Map; AA Lessons

  7. Goal 2: Literacy and Vocabulary with Counseling (2011-2012) • Standard 2: Program Delivery • CSE 2.4: The school counselor coordinates a seamless, systematic approach to academic, career and personal/social student supports • Goal: By December 22, 2011, the counselor, in collaboration with Assistant Principal and Principal will create and conduct a literacy group utilizing school counseling topics to assist students who feel on the “bubble” of Mastery in ELA on the 2011 Westest. The group will take a pre- and post-test to evaluate progress as a result of the program. • Evidence: pre- and post-test data; 2012 Westest ELA data (to be determined)

  8. Goal 3: Needs Assessments (2011-2012) • Standard 3: Data Driven Accountability and Program Evaluation • CSE 3.1: The school counselor guides continuous program improvement through multiple forms of evaluation • Goal: No later than October 15, 2011, the counselor will conduct a student and teacher initial needs assessment to determine student needs for group counseling and classroom guidance lessons for the 2011-2012 school year. • Evidence: Results of student/teacher needs assessments; classroom lesson, group outlines.

  9. 2012-2013 Student Impact Goal

  10. 1st Year VS. 2nd Year 1st Year • Great for getting things organized • Helped to set the ground work and see where things needed to go • A work in progress – in terms of forms, process, and program • Time for clarification • Changes from state filtered to demonstration sites • Less time consuming and more focused 2nd Year

  11. Final thoughts • Not as bad as it seems • Achievable • Focused • Opens lines of communication • Important to set a timeline for yourself

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