M.S. in School Counseling
Assessment in the Major Report
By Dr. Denise S. Brouillard, Program Director
2014-15
Submitted: October 2015
Table of Contents
Introduction ......................................................................................................................................................................................................................... 2
Description of Assessment Methods (Methods Used) ........................................................................................................................................................ 3
Performance Based Assessment System: Benchmarks I-III ............................................................................................................................................... 3
Faculty Selection of Program Applicants: Benchmark I ................................................................................................................................................... 3
Student Dispositions Review: Benchmarks II, III .............................................................................................................................................................. 4
Portfolio Assessment: Benchmarks II, III .......................................................................................................................................................................... 4
Additional Faculty Review of Student Performance .......................................................................................................................................................... 5
Findings and Student Learning Outcome Data ................................................................................................................................................................... 5
Internship ............................................................................................................................................................................................................................ 7
Disposition Review ............................................................................................................................................................................................................. 9
PRAXIS II: Content Test Summary ................................................................................................................................................................................. 11
PRAXIS II First Time Test Takers ................................................................................................................................................................................... 12
Council for Accreditation of Counseling and Related Educational Programs (CACREP) .............................................................................................. 12
Alumni Follow Up Data.................................................................................................................................................................................................... 12
Communicating Assessment Data with Constituencies .................................................................................................................................................... 12
Update on Previous Program Goals .................................................................................................................................................................................. 13
Future Plans for Improvement .......................................................................................................................................................................................... 13
Appendix A: Performance Based Assessment System School Counseling...................................................................................................................... 15
Appendix B: Disposition Review School Guidance and Counseling UW-Stout School of Education ............................................................................ 16
Appendix C: Portfolio Review Rubric School Counseling University of Wisconsin—Stout .......................................................................................... 18
Appendix D: Internship Evaluation Rubric: Midterm Assessment School Counseling University of Wisconsin—Stout .............................................. 20
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Introduction
This report presents findings of assessment of student learning outcomes and progress for the M.S. School Counseling Program for academic year
2013-14. Data was provided by the School of Education assessment coordinator. It includes the following:
 Methods used:
o Assessment Methods Utilized:
 Descriptions of indirect and direct methods
 Number of students involved:
 Level of students involved (mid-program, end-of-program, etc.)
o Results and Interpretation:
 How results were shared with key instructors and other stakeholders:
 How results from previous assessments have been used:
 Plans for improvements based on results
Enrollement Information:
There were 47 students enrolled in the School Counseling Program as of the beginning of the 2014-15 academic year; ten male (21%) and six racial
minorities (12%) students.
14 students successfully completed the program and graduated during the 2014-15 academic year; four completed fall 2014 and 10 in spring 2015.
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Description of Assessment Methods (Methods Used)
The M.S. School Counseling program at UW-Stout prepares graduate students for assuming the important role of the school counselor. Because the
program has been reviewed and designated as fully approved by the Wisconsin Department of Public Instruction (most recent review 11/2009) and
national accreditation through CACREP (granted in 2011 and effective until 2019), it provides extensive classroom-based and experiential
instruction, along with continuous assessment of student progress, in accordance with Wisconsin’s Educator Licensing Statutes (PI 34).
Assessment of student progress occurs at several points throughout the program and through a variety of methods. Indirect methods include formal
and informal discussions between faculty about observations of student performance in class. Formal assessment processes are well-developed and
documented. Finally, the most recent culminating curricular-based assessment is the state of Wisconsin implementation of the Praxis II exam-content
area Professional School Counseling.
Performance-based (formal) assessment system: Benchmarks I-III
o Faculty review/selection of program applicants
o Student dispositions review (Reviewed twice during program: at 18 credits; during internship)
o Student portfolio review Reviewed twice during program: (In SCOUN 765; during internship)
Performance Based Assessment System: Benchmarks I-III
Student progress is assessed at three critical points in each student’s program: admission to the program, mid-program review at 18 credits and final
review prior to completion of the capstone internship experience. A selection of measures, including transcript review, dispositions ratings, portfolio
review and rubric, and performance rubrics, is used in the process. Appendix A lists, by benchmark, the measures used at each.
Faculty Selection of Program Applicants: Benchmark I
All student applicants to the program submit the Graduate College application to graduate school along with official transcripts. The programspecific application and three letters of recommendation are submitted directly to the program. From the initial applicants approximately 10-20 more
candidates than the number of openings are invited to interview for a position in the program. Average folio rating scores (a minimum cut off score is
established) determine which applicants are selected for an interview.
The review committee reviews and rates all applicants’ written applications and interview responses in the following areas: ability to do graduate
work (based on GPA and courses completed); related undergraduate/graduate preparation; related experience with youth; content and quality of
responses to essay questions; knowledge of the role and function of school counselors; and letters of recommendation. Committee members do not
consult with each other during this blind review process. A selected number of qualified applicants are invited to campus for an interview.
Commonly, most if not all applicants who meet the minimum criteria are invited to interview. This is a practice to increase opportunity for qualified
applicants to gain admission into the graduate program.
In 2014 the program changed its interview format from an individual meeting to a group interview with a panel of three faculty. Graduate Assistants
and current students of the program serve as “greeters” to the applicants. Typically three groups interview on the same day. While one group is being
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interviewed, a second group is meeting with current students who answer questions about the program and university life. When the group being
interviewed is finished they are offered a group tour by a second cadre of current students, while the first cadre greets the next group of interviewees.
The results of this format change has been overwhelmingly positive and provides a quality picture of the campus and student life as well as show
casing of the program itself. Newly admitted students report that this format was instrumental in their choice to attend UW-Stout.
Last, final selection of admitted candidates is based on folio scores and faculty final rankings of candidates.
Student Dispositions Review: Benchmarks II, III
As part of the Benchmark System for assessing student progress, student dispositions had been reviewed for each student after s/he has earned 18
credits and again during the semester they are enrolled in internship; the rubric for this review is attached in Appendix B. The eight identified
dispositions areas (attendance, preparedness, continuous learning, positive climate, reflectivity, thoughtful/responsive listener,
cooperativeness/collaboration, and professional) are consistent with those required of all School of Education students in order to meet state licensing
requirements under PI 34.
Portfolio Assessment: Benchmarks II, III
Students establish components of a portfolio in a core School Counseling course, Professional Orientation (SCOUN 765). Students currently
complete the portfolio over the course of three+ semesters, including in the portfolio all 12 DPI established Content Guidelines of competence (See
Appendix C for portfolio review rubric.) The instructor for SCOUN 765 evaluates each of the portfolios initially. The university internship
supervisor evaluates the completed portfolio near the end of internship, immediately prior to graduation (Benchmark III). Results of reviews are
shared in program faculty meetings, and group results are disseminated to the Program Advisory Committee each semester.
Criterion-referenced performance rubric for initial field experience (SCOUN 788, Practicum) and capstone clinical experience (SCOUN
789/90, Internship) program component: Benchmark III
The 100-hour practicum is taken during the second or third semester in the program, after core prerequisite courses have been completed. The 600hour internship follows the remaining core coursework and serves as the capstone experience for graduate students. Face-to-face Practicum
supervision is done by university faculty in coordination with licensed educators in the field.
The site supervisor-counselors who supervise students during internship complete a criterion-referenced performance based rubric (see Appendix D)
at the mid-point of the experience. Data for the purpose of informing program practices includes only the final evaluation for practicum and both
midterm and final evaluation for internship. The supervising university faculty member reviews the rubric in consultation with the cooperating
counselor and other supervising faculty, thus assigning a final grade.
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Additional Faculty Review of Student Performance
In addition to systematic review of student progress at the benchmark points, the program director and program faculty monitor student learning
through the following:
Transcript Review: Student transcripts are reviewed by the program director. Students who fall below the minimum GPA of 3.0 in a program core
course and/or fail any course are informed of the deficiency and the necessity for meeting with the program director to develop a remediation plan.
Findings and Student Learning Outcome Data
Portfolio Review
Portfolio Data and Interpretation (see next page for graph):
During the 2014-15 academic year 15 students submitted portfolios for a final review during internship. The data show that student artifact ratings
generally remained stable over the past three years.
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Internship
Internship Data and Interpretation (see next page for graph):
The range of possible scores is a low of one (1=observer) and a high of six (6=initial practitioner. Internship final evaluation data show that students
in 2014-15 made skill development progress as expected from midterm evaluation to final evaluation. It is expected that students perform in the 5-6
point range in all domain areas by the end of their internship experience. The data show that this occurred. Comparing data from 2013-2014 ratings to
that of academic year 2014-15 for midterm and final evaluation have remained steady and in the expected “initial practitioner” performance range.
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Disposition Review
Disposition Data and Interpretation:
The range of possible scores for disposition rating range from a low of one (1=unsatisfactory) to four (4=proficient). The minimum acceptable score
is a three (3=satisfactory). Students who receive less than a three in any domain are required to meet with the program director to draft a written plan
for improvement in that domain area. Students are closely monitored for example, (instructors contacted at the end of the semester for a summary of
student performance). In 2014-15 there were two students who were on active candidate intervention plans; both during the internship experience.
Both successfully completed the remediation goals at the end of their internship experience and proceeded to graduation. One additional student was
identified at the end of spring 2015 as struggling academically. This third student remains on an intervention plan as of September 2015. Students are
reviewed for dispositions at two points in the program; benchmark II at 18 credits completed in the program, and during internship. The data below
reflect scores during internship (end of program). All scores for 2014-15 reflect satisfactory + (3-4) scores for all students on internship. Disposition
scores during internship (conducted by site supervisors) have remained stable over the past three years (score generally within a tenth of a point).
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PRAXIS II: Content Test Summary
Content test from ETS. Requirement: SCOUN students must successfully pass the School Counseling 0421 Praxis II exam (this test replaced the
prior Praxis II SCOUN 0420). National Exam for Certification as School Counselor
The Praxis II; Professional School Counseling Content Exam is a benchmark prior to being admitted into Internship (SCOUN 789/790). The pass rate
for students who were admitted into internship was 100% for the 2014-15 academic year. Pass rates for graduates remains stable at 100%.
Content Test from ETS
(0421/5421)
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
WI Score Needed to Pass:
12/13
13/14
14/15
24
191
148
156
17
181
155
156
11
187
156
156
Number with WI Passing
Score:
23/24
16/17
11/11
Percent with WI Passing
Score:
96%
94%
100%
Professional School
Counselor Test Category
Foundations
Delivery of Services
Management
Accountability
Points
Available
20
46
15
22
School Counseling AIM Report 2014-15
UW-Stout
12/13
78%
76%
72%
75%
13/14
79%
78%
69%
79%
National
14/15
79%
77%
75%
71%
14/15
78%
76%
73%
72%
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PRAXIS II First Time Test Takers
Beginning in the 2013-14 school year, all teacher preparation program in the state of Wisconsin are required to report on “the passage rate on the first
attempt of students and graduates of the program on examinations administered for licensure” (Act 166, section 17). The most recent data show that
100% of oour program test takers passed the School Counseling Content exam.
Spring 2013
SCOUN
Content
Test
2013-14
2014-15
# first time
test takers
# (and %)
passed
# first time
test takers
# (and %)
passed
# first time
test takers
# (and %)
passed
17
16 (94%)
16
15 (94%)
9
9 (100%)
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
As a requirement of CACREP accreditation accredited programs must provide employment data, required for the first time in 2013. In addition to the
data the university provides (e.g., alumni follow up survey responses, career and placement services data) in 2013 the school counseling program
began an intensive outreach to recent graduates, making personal contacts to gather information on graduates’ employment status and placement.
There were 14 graduates during the 2014-15 academic year. As of September 15th 2015, of the 14 graduates all graduates had reported their
employment status as follows: 10 reporting having employment in counseling (school counseling); two reported that they were employed in a closely
related field (e.g., teaching, mental health, coaching) and two reported to not have employment but were actively looking. The employment rate for
the 2014-15 cohort stands at 85% as of September 15th 2015. Last year (2013-14) the employment rate was lower (76% as of September 30th 2014).
Each year enrollment, employment and demographic data (“Vital Statistics”) on the program student body is disseminated to CACREP (national
organization) as part of the ongoing accreditation requirement.
Alumni Follow Up Data
No alumni follow up data was collected. Data is scheduled for collection next year.
Communicating Assessment Data with Constituencies
The School Counseling Program faculty meets approximately once a month to discuss student progress, issues, review student performance and plan
for program needs and activities. Also, twice per year the program faculty host a Program Advisory Committee (PAC) meeting including affiliate
faculty from Mental Health Counseling, Education, Administration, as well as community and field based constituents (school counselors currently
working in the field) and at least one program student. Annual data are disseminated and discussed. Feedback from external stakeholders is sought
regarding student preparation and needs from the field where the program ought to respond. Two additional field-based professionals from the
Menomonie community serve on the school counseling advisory committee; an elementary school principal and high school counselor. This past
spring we offered a half day workshop for field supervisors and surveyed these stakeholders about proposed changes to the program, student
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preparedness for practicum and internship, trends in the field and requests for training and professional development (future workshops for SCOUN
to host).
Update on Previous Program Goals
Last year the program faculty identified three core goals to work toward:
1. Seek methods for increasing the program site supervisor base. This might take the form of recruiting recent graduates for the state required
supervisor training.
a. In spring 2014 Tracy DeRusha, placement coordinator for education programs worked with the school counseling faculty and
identified a list of potential new school counseling site supervisor. Ms. DeRusha then began an intensive outreach which resulted in
seven new site supervisors who completed to state-required supervisor training by the end of summer 2014 and were supervising Stout
students in fall 2014 for the first time. In spring of 2015 an additional 13 new site supervisors provided placements for the school
counseling program. Total new site supervisors stands at 20 for the academic year 14-15. Sites were located throughout Western WI
and the Twin Cities, MN metro area.
2. Increase collaborative efforts with the Mental Health Counseling Program regarding course offerings, co-teaching of courses required in both
programs and exploring development of courses that would be taken by students in both school counseling and mental health programs.
a. In 2014 two SCOUN faculty each taught a section of Counseling Process Laboratory (COUN 788). Faculty also participated fall and
spring in the Friday seminar component of this skill-based course. In spring 2015 program directors Klem (MH) and Brouillard
(SCOUN) finalized a plan to offer a newly developed Law and Ethics for Counseling Professionals course which would serve both
programs. This was a revised course for school counseling and a new course for mental health. The curse is in the last steps of the
curriculum process with plans for it to be an approved course beginning spring 16. The first offering of the course is Fall 2015.
3. Develop and offer a site supervisor in-service similar to the one offered in 2012. Identify topics for in-service training as well as a funding
source to provide an accompanying luncheon.
a. In spring 2015 the school counseling faculty offered a luncheon for alumni and selected graduates of the program. W offered two
distinct opportunities; for new school counselors seeking endorsement to become site supervisors, a training and introduction to the
internship experience in the school counseling program; a session was conducted for veteran site supervisors where we posed specific
feedback questions addressing student preparedness, future directions/improvements and professional development needs which could
be a part of a future training workshop hosted by the School Counseling program faculty.
Future Plans for Improvement
The program faculty recently established three new goals for the 2015-16 academic year. These include:
1. Recruit and hire fulltime, school counseling, tenure track faculty person
2. Continue collaborative efforts with other counseling and psychology graduate programs.
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3. Complete program revision with a focus on infusing meaningful school counseling data collection activities at the capstone experience;
adding play therapy as a required skills-based course; expanding selective options to include current trends in working with student athletes.
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Appendix A: Performance Based Assessment System School Counseling
The School of Education adopted a Pupil Services Performance-Based Assessment System to ensure that all pupil service candidates possess the
knowledge, skills, and dispositions required for successful careers in education. This assessment system establishes benchmarks at which all
candidates for pupil services certification will be assessed. In addition, all pupil services candidates will be required to maintain a portfolio with
evidence of meeting the Wisconsin Department of Public Instruction School Counseling Content Guidelines.
Benchmark I: Acceptance into the Guidance and Counseling Program
 Earned bachelor’s degree
 Undergraduate GPA of 2.8 or greater (below 2.8 admitted under probationary status)
 Satisfactory scores on folio review rating scale
 Satisfactory scores on interview rating scale
 Passed educator background check
Benchmark II: Candidate review of progress at 18 credits
 Satisfactory scores on portfolio review rating scale
 Satisfactory scores on dispositions’ review rating scale (>24 total score and satisfactory or above ratings in each area)
Benchmark III: Final review
 Satisfactory scores on dispositions review for all probationary students
 Satisfactory scores on portfolio review rating scale
 Satisfactory completion of all degree/certification requirements
 When available, completion of Wisconsin’s content exam
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Appendix B: Disposition Review School Guidance and Counseling UW-Stout School of Education
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Appendix C: Portfolio Review Rubric School Counseling University of Wisconsin—Stout
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Appendix D: Internship Evaluation Rubric: Midterm Assessment School Counseling University of
Wisconsin—Stout
Student Name: _____________________________________________
Student ID: __________________
School Site: _________________________________________________
Review Date: ________________
Please rate the student named above on the following items of professional knowledge and skill. Please use the scale described below,
remembering that students are not expected to reach practitioner level until the end of their internship experience.
Observer: Minimal knowledge and skill development are evidenced in the domain area, often due to a lack of training and experience. Training
and supervision are required.
Novice: Beginning knowledge and skill development are evidenced in the domain area, often due to limited experience. Some teaching and
supervision are required.
Practitioner: The individual exhibits knowledge, proficiency, and competence in most aspects of the domain. The individual may seek consultation
for assistance in some aspects of the domain.
Demonstrates Professional School Counseling Program
Delivery Skills
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Individual
Counseling/Planning
Demonstrates facilitative interpersonal skills
Interprets assessment data
Monitors student progress
Demonstrates facilitative interpersonal skills
Group
Counseling
Monitors relationships between group members
Tracks group progress and group functioning
Developmental
Guidance Curriculum
Plans lessons with appropriate content and materials
Uses effective instructional strategies
Connects curriculum to state/national student
standards
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Demonstrates Professional School
Counseling Program Delivery Skills,
continued
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Transition
Services
Assists students/parents at
educational transitions (home to
school, elementary to high school,
secondary to post-secondary)
Communicates effectively with staff
Consultation &
Collaboration
Communicates effectively with
families
Refers to school/community resources
System
Support
Implements school-wide prevention
programs
Participates in other school activities
Demonstrates Knowledge of School
Counseling Foundations
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Applies knowledge of child development,
psychology, and counseling theory in daily
practice
Understands and supports institution’s mission
Applies knowledge of the impact of diversity on
student academic, personal/social, and career
development
Advocates for individual students and for
systemic change
Applies knowledge of state and federal laws in
daily practice
Acts in accordance with professional ethical
standards of the American School Counselor
Association
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Demonstrates Skill in Program
Management & Accountability
Observer
1
Novice
2
3
Initial Practitioner
4
5
6
Connects school counseling program to
national standards, state standards, and needs
of school
Evaluates impact of school counseling program
components and interventions
Uses research, evaluation, and student
assessment data for program planning
Uses technology for program implementation
Plans and uses time effectively to accomplish
program goals
Please rate the student on his/her knowledge of and skill in the Pupil Service Standards.
Pupil Service Standard
1
2
3
4
5
Student understands the state teacher
standards.
Student has knowledge of and skill in learning
and instructional strategies.
Student had knowledge of and skill in research.
Student has knowledge of and skill in
professional ethics and ethical behavior.
Student has knowledge of and skills in the
organization and content of effective pupil
service programs.
Student has knowledge of and skill in a wide
array of intervention strategies.
Student has knowledge of and skill in
consultation and collaboration.
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