Counselor would not have the authority to implement

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counselor would not have the authority to implement the school counseling program. The principal must sign off as the authority figure so the school counselor can put the school counseling program in motion.
Component #5: Accountability 1) Student describes the purpose of results reports and identifies essential elements of a results report. Students are encouraged, not required, to attach a sample results report that you have created in any of your courses as a sample, if possible (e.g., the School Counseling Operational Report of Effectiveness--SCORE).
2) Student describes the difference between proximal and distal evaluation and process and outcome data. Student describes in detail a process for assessing the effectiveness of a comprehensive school counseling program on a yearly basis using a variety of strategies including both proximal and distal outcome data. Identify specific data sources to be collected and analyzed, and attach any instruments that may be a part of your annual evaluation plan.
reports the extent to which the program had a positive effect students’ knowledge, skills, and attitudes that effected their achievement, behavior and attendance (American School Counselor Association, 2012). To assess the effectiveness of the comprehensive school counseling program, the school counselor must first complete an assessment when it is being designed and then reviewed, assessed and updated yearly. Assessing the program aligns with the four components of the ASCA National Model. After assessing the program results, school counselors must determine if there are areas for improvement, the strengths of the program, short-range and long-range goals to improve the program (American School Counselor Association, 2012). Data to be collected would be process, perception and outcome data, as well as baseline data.

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