1. School Counseling Program Assessment Julie New| Salem College

2. Understanding our Assessment Needs Why its important

3. Project Scope  Determine the current state of the counseling program  Understand where and how to gather information to help in the assessment  Understand available resources  Study current delivery methods  Gather perceptions and understand diversity  Present findings of assessment  Holding your program accountable

4. Getting Ready Where to begin

5.  Create project timeline  Define leadership roles  Select work groups

6. Project Leadership Org Chart School Counselor Project Manager Personnel Work Group Leader Finance Work Group Leader Political Work Group Leader Facilities Work Group Leader

7. Gather Information What do we need to know?

8.  Student Information  Community Information

9. Identify Resources Where to look?

10.  Personnel  Financial  Political

11. Current Delivery Methods How are we communicating?

12.  Activities  Intervention  Counselor Competencies

13. Perceptions What do people really think?

14.  Gather Perceptions  Handling Diversity

15. What did you find out? What did the assessment tell you?

16.  Present Findings  Closure  Accountability

17. Creating A Comprehensive Program Using the ASCA National Model

18. ASCA National ModelComprehensive Program Elements Foundation Content Element, organizational framework & structure; “Student standards; competencies grouped by domains and specified by grade level or grade level groupings” (Gysbers & Henderson, 2012, table 3.2; New, 2015). “Structural components, definition, assumptions, rationale” (Gysbers & Henderson, 2012, table 3.2). Program components such as student planning, responsive services, and system support are also included here (Gysbers & Henderson, 2012; New, 2015). Delivery Resource Element “Personnel: school counselors, teachers administrators, school psychologists and school social workers” (Gysbers & Henderson, 2012, table 3.2; New, 2015). “Financial: budget, materials, equipment, facilities” (Gysbers & Henderson, 2012, table 3.2; New, 2015). “Political: district policies, state and federal laws and rules” (Lewis et al., 2012, table 3.2; New, 2015). Management Development, management element “Planning: guidance leadership, steering committee, advisory committee” (Gysbers & Henderson, 2012, table 3.2; New, 2015). “Designing: written framework, program priorities” (Gysbers & Henderson, 2012, table 3.2; New, 2015). Accountability Accountability Element “Evaluating: program evaluation, personnel evaluation, results of evaluation” (Gysbers & Henderson, 2012, table 3.2; New, 2015). “Enhancing: evaluation data, program redesign” (Gysbers & Henderson, 2012, table 3.2, New, 2015).

19. References  American School Counselor Association (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandra, VA: Author.  Gysbers, N., & Henderson, P. (2012). Developing & managing your school guidance & counseling program (5th ed.). Alexandria, VA: American Counseling Association.  Lewis, J., Packard, T., & Lewis, M. (2012). Management of human service programs (5th ed.). Belmont, CA: Brooks/Cole, Cengage Learning.  New, J. (2015). Week 4 DQ2. Winston-Salem, NC: Salem College.  New, J. (2015). Week 5 DQ1. Winston-Salem, NC: Salem College.

20. Appendix Assessment Cycle Get Ready & Gather Information and Define Leadership Roles Identify Resources and Study Current Delivery Gather Perceptions and Study Diversity Implement Plan, Present Findings Hold Program Accountable