1.  Plan for K-12 Program Assessment Elizabeth Duncan EDUC 665 Week 5 Assignment March 9, 2015

2. Steps to Assess 1. Getting Ready6. Present Findings 2. Gather Information7. Diversity 3. Identify Resources8. Leadership Roles & Responsibility 4. Study Current Program Delivery9. Implementation 5. Gather Perceptions10. Closure

3. 1. Getting Ready  What and Why  Issues & Implications  Proposal for action  Research-based evidence

4. 2. Gather Information  School, District, and Community  Student  DATA  Design- What is your question?  Ask- How will your answer your question?  Track- How will you make sense of the data?  Announce- How will you use you findings?

5. District Overview  Concord, NC and surrounding areas  30,000 students and 4,000 staff and faculty in 39 schools  Schools and Programs:  Traditional  STEM (Science, Technology, Engineering, & Math)  International Baccalaureate  Career and Technology  World Languages  Early College  Fine Arts (Cabarrus County Schools, 2013)

6. District Overview: Vision and Mission Vision  Produce globally-competitive, lifelong learners, through rigorous and relevant curriculum taught by highly prepared visionary leaders who recognize the importance of engaging a diverse body of learners.  Provide 21 st Century resources through responsible and efficient use of funding.  To ensure success for all students in safe, inviting, and healthy learning communities by building upon a foundation of stakeholder support and caring/respectful relationships Mission  We will value, teach, and empower each student in a culture of educational excellence. (Cabarrus County Schools, 2013)

7. District Overview: Belief Statements  We Believe In :  educating the whole child.  personalized educational approaches for each child.  caring and respectful relationships.  safe, motivating, and inviting learning environments.  integrity and honesty.  parent and community partnerships.  fiscal responsibility and efficient operations.  data-driven decisions  achieving success and educational excellence. (Cabarrus County Schools, 2013)

8. District Overview: Demographics By Grade

9. District Overview: Demographics By Race

10. 3. Identify Resources  Personnel  Financial  Political

11. School Counseling Standards  ASCA National Model  ASCA School Counselor Competencies  N.C. Standards

12. 4. Study Current Program Delivery  Gathering and analyzing data  Look at data against the components of a comprehensive program  Guidance curriculum  Individual student planning  Responsive services  System support  Identify:  Current guidance and counseling activities  How professional school counselors’ competencies are used  The current results of the program  How school counselors currently spend their time  The numbers of students and other clients currently served  The numbers of students currently achieving the anticipated results of program activities

13. Current Program Overview  The Cabarrus County School counseling programs:  “are comprehensive in scope, preventive in design, and developmental in nature”  “promote the learning process of all students”  “are driven by student data”  “encompass standards in three areas: cognitive, career, and socio- emotional development”  School counselors in Cabarrus County Schools hold master’s degrees and are licensed by the North Carolina Department of Public Instruction.  Many school counselors also are Nationally Certified Counselors, Nationally Board Certified (NBPTS), and or Licensed Professional Counselors.

14. 5. Gather Perceptions  Gather perceptions of Stakeholders- in this step perceptions out weigh realities  Interviews and questionnaires are strong ways to compile perceptions and ideas

15. 6. Present Findings  When the information is gathered from the assessment it should be compiled, displayed in written form, and circulated for review.  Committee members can help analyze the findings report and use it to help create the design of the program post assessment.

16. 7. Diversity  Using the demographics collected during the assessment it is important to address the diversity found in the school counseling program.  When analyzing data ensuring a representation of the diversity found in the district and or school should be seriously considered when designing (or re-designing) the program assessed.

17. 8. Leadership Roles & Responsibility  As the leader I will take the information provided in the assessment, carefully consider the findings report, and all the input of the committee members.  It will be my responsibility to take ownership of the advancement of the program, making the program more visible, making the perceptions more positive, continuing to oversee a committee to continue the work and maintain the work that needs to be done to ensure the program is successful and comprehensive.

18. 9. Implementation  As the leader of the assessment project it will be my job to:  Make sure that the data is gathered and accurate.  Make sure the committee is supported and knows the job they are given  Oversee each part of the assessment as it it implemented  Benefits to students, school, & community

19. 10. Closure  Analyze the assessment as a whole  Use what is found to create the comprehensive program  Be a strong leader  Keep the task at hand at the center of the plan  Remember why the assessment is happening in the first place

20. References ASCA. (2012). ASCA National Model and Framework, 3rd ed. Alexandria, VA: American School Counselor Association. Cabarrus County Schools. (2013, November 13). About cabarrus county schools. Retrieved from http://www.cabarrus.k12.nc.us/domain/245 Gysbers, N., & Henderson, P. (2012). Developing & managing your school guidance & counseling program (5th ed.). Alexandria, VA: American Counseling Association. Morris Sourbeer, A. (2015).. Lecture 5: Planning- part 4 February - May 2015. Retrieved from Salem College Moodlerooms: http://salem.mrooms.net/pluginfile.php/1624/mod_resource/content/1/EDUC%20 665%20-%20Lecture%205-%202015.pdf