2011-2013 Evaluation Summary

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