PROGRAM AUDIT INSTRUCTIONS and RUBRIC
Objective: To demonstrate “knowledge and skill in designing and implementing an evaluation of a comprehensive counseling and guidance program, including the collection of data and preparation of an evaluation report” as determined by the California Commission on Teacher Credentialing.
You will conduct research of, and a written report reviewing, a school counseling program at either middle school, high school or college level. Choose one school site to gather information from and evaluate, for this audit.
Prerequisite: Complete and turn in interviews as directed in the “Interview Report” assignment (Assignment #2). That information will need to be incorporated into this written report. Do NOT just attach the interview report. Incorporate it into this audit report. Refer to Rubric below.
1.Identify the administrator leading the counseling and guidance program of the school (if none, seek out the principal) and request an interview to gain his/her insight and permission to gather information in order to complete the “Audit form” in attached on BB. Take the form with you.
Please remember to tell admin and others that this is ONLY AN ASSIGNMENT FOR SCHOOL COUNSELING GRADAUATE COURSEWORK AND WILL NOT BE SEEN BY ANYONE OTHER THAN YOUR UNIVERSITY. Many schools feel that they are actually being audited. Please ease their concerns that this is not the case. This is only a tool for ULV School Counseling students to learn about the features of the ASCA National Model for today’s schools, and how they can be incorporated into counseling programs.
2. After you have completed the administrator meeting, use the Audit form to check off the status of the items on the checklist for the school site you are auditing (“in progress, completed”, etc.). You can get input from whoever is helping you find this material at the school site. There is usually a binder with all this information.
3. Write a report on your collective findings. This interviews and the program audit sheet, will be the informational and data basis for your program audit report. The report is a recap of all that you have learned from the interviews and Audit checklist form, to determine to what extent that school has implemented the National Standards for School Counseling. Incorporate all the interviews into the report findings and/or recommendation, but DO NOT cut and paste your interviews into the report. REFER TO RUBRIC.
Organize your written report in keeping with the ASCA Model Framework for sections of Define, Manage, Deliver and Assess. Use these as your headings to organize your written report.
Written Report Structure
Begin your report with an Introduction with basic information on your school site and population. This information is usually found on the school/district website. You can also find information on the makeup of the city that feeds into that school site, on city-data.com.
The middle of your reports will be laying out each part of the ASCA Model for your school site – Define, Manage, Deliver and Assess, utilizing the Audit form format, interviews, and information you have gathered, along with your insights learned.
The final portion of the report will review your recommendations for change, and why, and address if there is, or is not, a need for change/improvement. Make clear to the reader your process and the result of this audit. After reading the Audit Report, the reader should be confident that the author is knowledgeable about the ASCA National Model, the process of evaluation, and be confident in your ability to conduct a formative or summative evaluation at any given site.
This report should be a minimum of 8 pages, and not exceed 12 typewritten, double-spaced pages using APA format. Do not include Title Page or Reference Page in your page count.
Attach a Title Page and Reference Page. Cite sources, including your interviews.
Upload the Program Audit form with the report but DO NOT count this in your report page minimum and maximum.
Refer to rubric below.
You are required to upload this assignment to your Task Stream account. Contact me if you need any assistance.
After a faculty response through Task Stream, add it to your Professional Portfolio.
Audit Scoring Rubric
The Program Audit will be graded on Task Stream using the following criteria:
Expectations 1 = Not Present 2 = Emerging 3 = Competent 4= Exceptional Score
Integration of Interviews Did not integrate any interview results into the audit. Integrated a few of the interview results into the audit. Integrated all of the interview results into the audit. Integrated all of the interview results into the audit and showed correlation to overall audit findings.
Addressed the ASCA StandardsAnd Domains Did not address the ASCA StandardsAnd Domains. Partially addressed the ASCA StandardsAnd Domains. Fully addressed the ASCA StandardsAnd Domains. Fully addressed the ASCA StandardsAnd Domains and integrated it with all parts of the audit.
Addressed the Comprehensive School Counseling and Guidance Program Model Did not address the Comprehensive School Counseling and Guidance Program Model. Partially addressed the Comprehensive School Counseling and Guidance Program Model. Fully addressed the Comprehensive School Counseling and Guidance Program Model. Fully addressed theComprehensive School Counseling and Guidance Program Model and integrated it with all parts of the audit.
Use of Data Did not report or use any quantitative data in the audit. Used a minimal amount of quantitative data in the audit. Used quantitative data in the audit to explain the results. Used quantitative data in the audit to explain the results and showed the correlation to all parts of the audit.
Use of writing conventions Many grammar, punctuation, or spelling errors; the formatting is confusing; the material is not presented in a typed format. Some grammar, punctuation, and spelling errors; the formatting is present but not strong; the material is presented in a typed format. Few grammar, punctuation, and spelling errors; the formatting is clear and understandable; the material is presented in a typed format. Very few difficulties with grammar, punctuation, and spelling errors; the formatting adds to the meaning; the material are presented in a typed format.