Explain the need for program evaluation in a CSCP.
Introduction
This assignment is designed to provide you with an opportunity to apply data results and analysis to an evaluation of your intervention outcomes. All comprehensive school counseling programs are expected to be evidence based and data driven.
For this assignment, you will be able to be a little bit creative and improvise as needed. You will use real datasets, but you are not expected to run an actual intervention. Instead, you get an opportunity to imagine you ran the best evidence-based intervention and that it worked. Your students gained academically!
How you decide to show your measurements is up to you. For example, if you want to say you used pre- and post-test assessments or if you decide to review data over multiple years, you get to decide what would be best for your goals and your program. You may want to keep it realistic, as this will be expected of you as a school counselor, but you can have some fun with this part of the assignment.
Instructions
For this assignment:
Explain the need for program evaluation in a CSCP. This will take about one page to write.
Describe how you decided to implement the school counseling evidence-based interventions (i.e., the school counseling core curriculum lesson(s) and one additional evidence-based intervention) that addressed academic outcomes. For example, for the core curriculum component, was your intervention conducted in a single lesson or across a series of lessons? How many students were involved? For your additional intervention, if you decided to intervene with small group counseling, how often did you meet with the students, for how long, and with what expected outcome? This will take about one page to write. Remember, you are creating some information for this section as if you actually conducted the interventions in a school setting.
Describe the evaluation plan that you will use to show the effectiveness of your program. This section should go beyond a general definition of why program evaluation is important. Instead, it should specifically describe the way in which data will be used to measure effectiveness for the interventions you proposed. You should include definitions and specific examples of process, perception, and outcome data you will incorporate in your program evaluation.
Organize and review your data. Consider trends, increases, decreases, gender disparities, changes in scores, and so forth (see page 91 of your Facilitating Evidence-Based, Data-Driven School Counseling text). For example, you might use an Excel spreadsheet with either real data or data from a source provided in the Facilitating Evidence-Based, Data-Driven School Counseling text. Play around with this part of the assignment, as it will help prepare you for your final assignment in Week 9. The more you practice working with data now, the better off you will be for Week 9.
Evaluate the school counseling intervention based on your selected data. For example, how many students were served? What was their perception of change? What was the outcome on their academic goals? Again, you may invent school demographics and population data. This last step will take between one and two pages to write.
Note: Remember to carefully review the grading criteria before you begin the assignment.
Assignment Requirements
Your assignment should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
APA format: Resources and citations should follow current APA style and formatting.
Length of assignment: 4–6 pages.
Font and font size: Times New Roman, 12 point.
Requirements: as mentioned | .doc file
Note: Use APA throughout this paper. Use the following headings and subheadings to help organize your paper. Do not include any assignment instructions in your paper. No introduction or closing is required. Be sure to cite in-text throughout.
Need for Evaluation
Explain the need for program and intervention evaluation in a CSCP. Use your textbook for this information. This should be a minimum of a half page.
Evidence-Based Interventions
School counseling classroom guidance
This section should describe an evidence-based school counseling classroom guidance intervention listed in chapter 5 of your Facilitating Evidence-based, Data Driven text (see pg 65). Your school counseling intervention could also come from the list of evidence-based interventions I posted in the courseroom or from the research you have done. If you choose to research a school counseling evidence-based intervention on your own, be sure it is evidence-based and not just based on research. Cite where you got the idea for this evidence-based intervention so I can verify it is evidence-based. Describe how you decided to implement the school counseling evidence-based interventions that address academic outcomes. For example, for the core curriculum component, was your intervention conducted in a single lesson or across a series of lessons? Is it a whole school intervention or just one grade? How many students were involved?
Additional school counseling intervention
This section should describe a school counseling individual, small group, or whole school evidence-based intervention, which can also be found in chapter 5. Again, your school counseling intervention could also come from the list of evidence-based interventions I posted in the courseroom or from the research you have done. If you choose to research a school counseling evidence-based intervention on your own, be sure it is evidence-based and not just research-based. Cite where you got the idea for this evidence-based intervention so I can verify it is evidence-based. For your additional intervention, if you decided to intervene with small group counseling, how often did you meet with the students, for how long, and with what expected outcome? This will take about one page to write.
You may use any evidence-based intervention information from your u3a1.
Evaluation Plan
Describe the evaluation plan that you will use to show the effectiveness of each intervention. This section should specifically describe the way in which data will be used to measure the effectiveness of the interventions you proposed. Include the definitions of process, perception, and outcome data. Also, include your plan for measuring: 1. process data, 2. perception data, and 3. outcome data for each intervention.
Do not include your made-up data in this section. You are only stating your plan to collect data, but not the data itself.
Your perception data (survey data) can state what your survey is going to measure, but you do not need to provide the survey questions.
Analysis of the Data
This section describes the data you collected. Since you aren’t actually collecting data, you will need to make it up. The data you discuss should match your data plan.
Excel is optional, but you should include percentage/number changes (baseline and after the intervention) numbers in your analysis. Do not just say, “academics increased….” State exactly what you measured and how much it changed.
Organize and review your data. Consider trends, increases, decreases, gender disparities, changes in scores, and so forth (see page 91 of your Facilitating Evidence-Based, Data-Driven School Counseling text). For example, you might use an Excel spreadsheet with either real data or data from a source provided in the Facilitating Evidence-Based, Data-Driven School Counseling text. Play around with this part of the assignment, as it will help prepare you for your final assignment in Unit 9. The more you practice working with data now, the better off you will be for Unit 9.
Evaluate the school counseling intervention based on your selected data. For example, how many students were served? What was their perception of change? What was the outcome on their academic goals? Again, you may invent school demographics and population data. This last step will take between one and two pages to write.
References
University of Massachusetts Amherst University of Massachusetts Amherst ScholarWorks@UMass Amherst ScholarWorks@UMass Amherst EBSCC Conference Presentations CSCORE: Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation 2019 Identifying Evidenced-Based School Counseling Interventions Identifying Evidenced-Based School Counseling Interventions Carey Dimmitt Brett Zyromski Cat Griffith Follow this and additional works at: https://scholarworks.umass.edu/cscore_ebscc_presentations
1 Identifying Evidence-Based School Counseling Interventions Session presented at the 2019 Evidence-Based School Counseling Conference Columbus, Ohio March 11, 2019 Carey Dimmitt, Ph.D., University of Massachusetts Amherst Brett Zyromski, Ph.D., The Ohio State University Cat Griffith, Ph.D., University of Massachusetts Amherst Copyright 2019
2 Table of Contents Topic Page # Introduction • Definition of Terms 3 • Resources for Evidence-Based Interventions 4 • Logic Model and MTSS Levels of Intervention 5 • CASEL 6 Tier 1 Interventions 9 • Integrated Academic and Social Emotional Skill Development 9 • Bullying Prevention 18 • Social and Emotional Skill Development 26 • Wellness/Drug and Alcohol Education and Violence Prevention 32 • College and Career 37 Tier 2 Interventions 40 • Academic 41 • Social and Emotional 45 • Dropout Prevention 49 Tier 3 Interventions 58 • Students with Significant Difficulties 59 Additional Resources 67 • Other places to find evidence-based interventions 68 • Fidelity Issues 68 • Common Factors Research 69 • Other Factors Beneath the Surface 69 • CSCORE and Contact Information 70
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