Comprehensive K-12 School Counseling Framework

Section 2.4: Assess, Act, Announce

Comprehensive School Counseling Framework for Connecticut Schools

  • Determine program effectiveness
  • Identify areas for improvement of the school counseling framework and delivery
  • Demonstrate how students are different as a result of the school counseling program
  • Share results of the school counseling program

Key Concepts

  • School counselors evaluate their program for continuous improvement
  • School counselors take action to meet the needs of all students
  • School counselors share the results to build awareness and support for the school counseling program


  • Know how to effectively assess, make change, and share results
  • Develop action plans
  • Conduct framework assessment
  • Share results reports

Making the CT Model Work: Checklist for this section:

  • Initial Assessment vs. Ongoing
  • Framework Assessment tools
  • Analysis and revision
  • Annual Results Report
  • Sharing results-Advocating

Assess, Act, Announce

This section focuses on the process of evaluation, action planning, revision for continuous improvement, and sharing of program results. To demonstrate the effectiveness of the school counseling framework in measurable terms, school counselors analyze school and framework data to determine student outcomes and use data to show the impact of the school counseling framework on student achievement.


Program assessment is defined as the systematic and ongoing method of gathering, analyzing and using information from various sources about a program and measuring program outcomes in order to improve student learning. This is done through obtaining a good understanding of what students know and what they can do with this knowledge as a result of participating in the school counseling framework. Framework assessment, as it is addressed in this Guide, can also be called student outcomes assessment, which places an emphasis on the learning, development and growth of students (adapted from definitions by Huba and Freed, 2000; Hutchings and Marchese, 1990; and Palomba and Banta, 1999).

Analyzing school counseling program results informs decisions related to program improvement. Analyzing the data from results reports will contribute to more focused programming, more effective interventions, and a more responsive school counseling framework. Three types of results reports are created based on action plans developed as part of program management activities:


Action planning and results reporting provide critical documentation of the services, programs, activities and the impact of a comprehensive school counseling framework. They assist in the development, scheduling and management of essential school counselor programming and in the evaluation of specific components within those programs. Action Plans are working documents that increase the school counselor’s intentionality of services delivered to students. Effective action plans verify that all components of the framework are addressed, and requires the school counselor to reflect on the most effective and efficient delivery of services.

After assessing student needs and establishing department goals, school counselors develop action plans to address both. The framework implementation plan allows school counselors to develop a cohesive plan that meets all students’ needs.


The manner in which school counselors share the results of framework implementation will depend on the school setting and stakeholders. Consider using the following ways to share results:

  • Web sites
  • One-page handouts
  • Part of a larger report to administrators or school board members
  • Presentation to faculty
  • Advisory Council report
  • Annual Calendar
  • Publications; e.g., monthly newsletter, electronic blasts, emails, etc.
  • Part of the school’s or district’s data materials (e.g., strategic school profile)