6 PROGRAM EVALUATION Program Evaluation Insert Your First & Last ✓ Solved

6 PROGRAM EVALUATION Program Evaluation Insert Your First & Last

Setting up the format for an APA style paper. Begin by setting your cursor at the first, beginning space of the first page of your paper and creating all of your margins at 1”. You do this by going to File > Margin Tab and set at 1 inch for all 4 sides, Top, Bottom, Right, and Left. To set spacing to true Double: First, highlight the entire document text, or choose Select All. Then go to Format > Paragraph > Indents and Spacing Tab and in the box that says Line Spacing: select Double from the pull down menu. Make sure the ‘before’ and ‘after’ boxes are set at 0 pt, and not at Auto. Double Space throughout the document and see rules in APA Publication Manual, 6th Edition. APA is about saving space… no gaps or quadruple spacing, so the document is consistent and easy to read. The font is Times New Roman, 12 pt. Use the same size and typeface throughout, including the paging and Running heads. Start your introduction here. APA 6th edition does not use a heading title for the introduction because its position in the paper identifies it as the introduction. Open your paper with a nice foreword to introduce your response to the unit 7 discussion.

You also want to set the reader up about the four general topic areas you will present. At this point, you may respond to the assignment in an outline fashion or take a narrative approach. An example of an outline form is provided. Please review the rubric carefully! There is still an expectation to support your ideas with the literature.

I. School specific needs In this section you will examine your understanding of identified gaps or specific needs for Model Middle School. Included in this section should be an analysis that addresses academic career, personal-social and developmental needs. A strong analysis is demonstrated when the ideas presented in this section are supported by specific examples and scholarly literature. A strong program analysis takes into consideration the ways in which student development is fostered through stakeholder collaboration (e.g., school, family and community). Additionally, the measures used to demonstrate accountability are reviewed. Be sure these two ideas are clearly addressed in your outline.

II. Program outline Strong action plans demonstrate critical thinking through the discussion of reasonable assumptions, drawing inferences or making predictions while exploring the potential risks and benefits of the plan. Make sure specific examples are provided! For example, the plan may include group counseling for academic issues because intervention is supported in the literature. In this section, you will describe the specific program of services you plan to provide to address the above identified developmental or domain specific needs. Remember to incorporate prevention or intervention services as appropriate to address identified academic, career, and personal-social needs.

III. Analysis of initial proposal In this section you will analyze your original proposal (as outlined in your unit 7 response). Include the ways in which your plan for the proposed program has changed as a result of feedback from your peers. Be certain you clearly articulate the academic, career, personal-social and developmental needs in your outline.

Paper For Above Instructions

Introduction

In today’s educational landscape, the need for effective school counseling programs is paramount. This paper will evaluate the specific needs of Model Middle School and propose a comprehensive counseling program designed to address these needs. The analysis will center on the identified gaps in academic, career, personal-social, and developmental areas, as well as the collaboration needed from stakeholders within the school community.

I. School Specific Needs

Model Middle School faces multiple challenges that require immediate attention to ensure the holistic development of its students. One notable gap is the lack of academic support programs tailored to the diverse learning styles and needs of students. According to ASCA (2012), school counseling programs must employ data-driven approaches to identify academic underperformance and implement interventions that meet students where they are.

Additionally, there is a significant need for programs that support personal-social development. Research by Gysbers and Henderson (2012) highlights the importance of promoting social skills and emotional intelligence among middle school students, which is crucial during this developmental stage. The counseling program must also consider career development, providing resources and guidance that align with students’ interests and future aspirations.

To ensure a comprehensive analysis, the counseling program will also focus on fostering collaboration with stakeholders such as parents, teachers, and community members. This collaborative approach is essential for building a supportive environment that promotes student success (Dollarhide & Miller, 2006). Furthermore, the program will implement accountability measures that assess the effectiveness of interventions and adaptations based on stakeholder feedback.

II. Program Outline

The proposed counseling program will consist of several key components aimed at addressing the identified needs.

  • Academic Support Services: This includes tutoring programs facilitated by trained peer tutors, homework help sessions, and workshops aimed at improving study skills. Based on the literature, group counseling sessions focusing on academic issues have been shown to be beneficial (Shapiro, 2013).

  • Personal-Social Development: The program will include workshops on social skills and emotional regulation, enabling students to navigate interpersonal relationships effectively. Regular group discussions and peer-led activities will foster an inclusive community while promoting personal growth.

  • Career Exploration: Engaging students in career awareness activities and providing access to career assessments will help them make informed choices about their future paths. This aligns with the standards set by the American School Counselor Association (ASCA, 2019).

The program will utilize data collection methods to evaluate student needs and measure the outcomes of implemented interventions, ensuring it remains responsive to the changing needs of students.

III. Analysis of Initial Proposal

Feedback from peers has emphasized the importance of incorporating specific examples and evidence-based practices into the proposed counseling program. Initially, the proposal lacked detailed descriptions of potential interventions and methods for stakeholder engagement. Therefore, this analysis has led to a more robust plan that integrates both academic and personal-social services, reflecting a comprehensive approach to school counseling.

Moreover, peers highlighted the necessity of demonstrating flexibility within the program. As students' needs evolve, the counseling program must adapt its services accordingly. This realization has resulted in a commitment to continuous assessment and feedback mechanisms to measure the program's effectiveness and make necessary adjustments.

Conclusion

The proposed counseling program at Model Middle School is designed to comprehensively address the academic, career, personal-social, and developmental needs of its students. By fostering stakeholder collaboration and implementing evidence-based practices, the program aims to create a supportive environment conducive to student success. Future evaluations and ongoing adaptations will be crucial in ensuring the program remains responsive to the diverse challenges faced by students and the dynamic nature of the educational landscape.

References

  • American School Counselor Association. (2012). ASCA National Model: A Framework for School Counseling Programs. Alexandria, VA: Author.

  • American School Counselor Association. (2019). School Counselor Competencies. Alexandria, VA: Author.

  • Dollarhide, C. T., & Miller, J. (2006). Theories of counseling and psychotherapy: An integrative approach. Journal of Counseling & Development, 84(1), 85-95.

  • Gysbers, N. C., & Henderson, P. (2012). Developing and Managing Your School Guidance and Counseling Program. John Wiley & Sons.

  • Shapiro, R. (2013). Group counseling in schools: A review of the literature. Professional School Counseling, 16(2), 123-132.