TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 462 Figure 1. Logic Model for ASCA National Model for School Counseling Programs Discussion Logic models can be used for a number of purposes including the following: enhancing communication among program team members, managing the program, documenting how the program is intended to operate and developing an approach to evaluation and related evaluation questions (Frechtling, 2007). The present study was conducted in order to develop a logic model for ASCA National Model programs so that these programs could be more readily evaluated, and based on the results of these evaluations, the ASCA National Model could then be improved. Evaluations can focus on the question of whether or not a program or components of a program actually result in intended changes. At the most global level, an evaluation can focus on discovering the extent to which the program as a whole achieves its desired outcomes. At a more detailed level, an evaluation can focus on discovering the extent to which the components (i.e., activities) of the program achieve their desired outputs (with the assumption that achievement of the outputs is a necessary precursor to achievement of the outcomes). In both types of evaluations, it is important to use a design that allows some form of comparison. In the simplest case, it would be possible to compare outputs and outcomes before and after implementation of the Inputs Activities Outputs Outcomes Direct Services Indirect Services Program Evaluation Parent Involvement Student Change Teacher Competence Administrator Support School Policies and Processes School Counselor Competence School Counseling Program Improvements School Counselor Personnel Evaluation Program Advocacy Management Processes Student Achievement and Gap Reduction Systemic Change and School Improvement Increased Program Resources Foundational Elements Program Resources