M.S. in School Counseling Assessment in Major 2008 Submitted by Dr. Denise Brouillard, Program Director Submitted October 27, 2009
Table of Contents Introduction ................................................................................................................................................................................................. 1 Goals of the M. S. School Counseling Program ......................................................................................................................................... 1 Description of Assessment Methods........................................................................................................................................................... 3 Performance Based Assessment System: Benchmarks I-III ....................................................................................................................... 4 Additional Faculty Review of Student Performance: ................................................................................................................................. 6 Biannual Program Faculty Review. ………………………………………………………………………………………………………7 One and Five-Year Follow-Up Studies of Graduates ................................................................................................................................. 7 Employers’ Surveys .................................................................................................................................................................................... 8 Qualitative Review of Program Performance Outcomes and Pupil Services Standards ............................................................................ 8 Assessment Outcomes 2008 ....................................................................................................................................................................... 9 Benchmark I: Admissions and Enrollment Outcomes ................................................................................................................................ 9 Benchmark II: Candidate Review of Progress at 18 Credits ..................................................................................................................... 9 Benchmark III: Final Review................................................................................................................................................................... 10 Results of Faculty Review of Student Performance: ................................................................................................................................ 11 One-Year and Five-Year Follow-up Studies ............................................................................................................................................ 11 Employer Surveys ..................................................................................................................................................................................... 11 Program Performance Outcomes: ............................................................................................................................................................. 11 Dissemination and Use of Assessment Results for Program Improvement ............................................................................................. 12 Performance-Based Benchmark Student Assessment System:................................................................................................................. 12 Faculty Review/ Selection of Program Applicants: .................................................................................................................................. 12 Transcript Review: .................................................................................................................................................................................... 13 Faculty Review of Student Performance: ................................................................................................................................................. 13 Qualitative Review of Performance Standards: ........................................................................................................................................ 13 Appendix A:Performance Based Assessment System .............................................................................................................................. 14 Appendix B: Disposition Review ............................................................................................................................................................. 17 Appendix C: Portfolio Review Rubric ...................................................................................................................................................... 21 Appendix D: Internship Evaluation Rubric: Midterm Assessment .......................................................................................................... 24 Introduction
This report presents findings of assessment of student learning and progress for the M.S. School Counseling Program. It
includes the following:
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Goals and objectives of the program
Description of assessment methods
Assessment outcomes, calendar 2008
Plan for dissemination and application of assessment findings
Goals of the M. S. School Counseling Program
The M.S. in School Counseling program mission statement follows:
School counseling is founded on the assumption of worth, dignity, and the developmental potential of all individuals. School
counselors work with children, families, teachers, administrators, and other service providers in a team process to promote student
learning. School counselors assist youth in discovering, appreciating, and actualizing their unique personalities and strengths.
School counselors support the academic, personal/social, and career development of students in PK-12 educational settings.
UW-Stout’s School Counseling program prepares its students with a strong base of foundational knowledge in counseling
theory and practice, anchored to state and national standards. In addition, the program develops the professional attitudes, skills,
and dispositions required for service in PK-12 school settings. UW-Stout’s School Counseling Program helps graduate students
develop these skills through an experientially-oriented curriculum that includes clinical and field-based learning activities. A
primary goal of the program is to train future school counselors to work with, support, and advocate for America’s diverse groups
and individuals in educational contexts, respecting and affirming differences in race, sex, age, religion, ability, and cultural
heritage.
Program objectives were revised at the same time. State and national professional standards informed the program objectives
revision. Current program objectives are:
MS School Counseling AIM Report 2008 Page 1 After completing this program, the student will be able to:
(1)
Demonstrate understanding of the psychosocial foundations of human development, learning, and behavior.
(2)
Model various theoretical and practical approaches to counseling and develop a personal theory of counseling.
(3)
Apply basic counseling and facilitative communication skills in individual and small group settings.
(4)
Apply topic-focused and developmentally appropriate classroom and group guidance skills to enhance PK-12 students’
academic, personal/social, and career development.
(5)
Apply psycho-educational theory and concepts in relation to individual assessment of aptitude, interest and
achievement.
(6)
Apply knowledge of career development theory and practice to facilitate development of PK-16 student career and
transition skills.
(7)
Conduct basic educational research and evaluation. Utilize student and institutional data to improve programs and
recommend change.
(8)
Develop, organize, administer and evaluate a comprehensive PK-12 school counseling program that supports academic,
personal/social, and career development. Differentiate and implement the unique aspects of the elementary and
secondary school counseling programming.
(9)
Understand, respond to, and advocate for the guidance needs of diverse student populations.
(10)
Communicate and collaborate with school age students, their families, school staff, and community agency
representatives to promote a safe, healthy, and effective learning environment.
MS School Counseling AIM Report 2008 Page 2 (11)
Model legal and ethical standards of school counseling practice in accordance with state and federal law and the
standards of the American School Counselor Association and the American Counseling Association.
Description of Assessment Methods
The M.S. School Counseling program at U.W.-Stout prepares graduate students for assuming the important position 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 11/2004), 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 through a number of means. It should be noted that currently the Praxis Content area
exam is not yet in place for licensure of school counselors in Wisconsin. State implementation of the Praxis exam is anticipated in fall
2010. We have encouraged and have a small number of stduents who have elected to take the Praxis II in the past year. Aneqdotal
reports from students have been that they passed the exam and felt they had been prepared by their program of study at UW-Stout.
For the purposes of this report, data will be reported as of the end of fall 2008 semester, with all mid-program assessments
designated as Benchmark II and all final assessments designated as Benchmark III. Assessment methods this year have included the
following (detailed descriptions of each follow the list):
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Performance-based assessment system: Benchmarks I-III
o Faculty review/selection of program applicants
o Student dispositions review
o Student portfolio review
o Criterion-referenced performance rubric for experiential component of the program
Additional faculty review of student performance
o Transcript review
o Biannual program faculty review
One and five-year follow-up study of graduates
Employers’ follow-up study
Qualitative Review of Program Performance Standards
MS School Counseling AIM Report 2008 Page 3 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. An array of measures, including transcript
review, dispositions ratings, portfolio review, 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. Currently, through fall 208, all student applicants to the program
submit the Graduate College application to graduate school and to program, transcripts, and three letters of recommendation. 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.
Applicants selected for the interview meet with a faculty team of two-three faculty and respond to a standard set of questions in
the following areas: summary of background and experiences; experience working with children, youth and individuals of diverse
(multicultural) background; candidates understanding and view of the school counselors roles and duties; candidate’s understanding of
the impact of current issues on education and child well-being.
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. Combining the folio ratings
and the interview ratings yields a ranking of all applicants. Final selection of admitted candidates is based on this ranked list.
The 2007 program revision included an admissions policy change. A standardized measure of professional-level skills in
reading, writing, and math has been added to application requirements beginning in fall 2008 (Submission of these scores was strongly
encouraged in spring 2008, and approximately half of applicants included them in their application packets). Upon completion of Fall
2008 applicant review the faculty were in the process of revisiting whether this measure adds qualitatively to the admission process. In
addition, a question remains about whether the requirement may be an unforeseen deterrent for applicants to apply to the program.
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 prior to practicum
MS School Counseling AIM Report 2008 Page 4 placement; the two points were collapsed during fall 2007 into one Benchmark II dispositions rating at 18 credits. 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 respect) 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 of
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 600-hour internship follows the remaining core
coursework and serves as the capstone experience for graduate students. Practicum supervision is done by university faculty in
coordination with licensed educators in the field. Internship site supervisors are selected in accordance with DPI requirements as
outlined on page 19 of the Handbook of Standards, Procedures, and Policies for the Approval of Professional Education Programs in
the State of Wisconsin, under “Clinical Program Requirements.” Site supervisors providing supervision to UW-Stout School
Counseling students must meet the following criteria:
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Hold a Wisconsin license in School Counseling
Have at least 3 years of clinical experience as a guidance counselor
Have at least one year of employment as a guidance counselor in their current employment placement
Have completed education and training in supervision of students and the Wisconsin Standards for guidance counselors and
pupil services personnel.
o Graduates of UW-Stout’s Guidance and Counseling program meet this requirement via a required course formerly
entitled “Organization and Administration of Guidance Programs” (SCOUN 765, 3 credits)
Site supervisors for UW-Stout practicum must sign a “verification form” that they have met all of the above requirements
MS School Counseling AIM Report 2008 Page 5 A list of verified site supervisors is kept in the Office of Teacher Education under the care of the Placement Coordinator.
The university faculty who supervise students during practicum and the site supervisor-counselors who supervise students
during internship complete a criterion-referenced performance based rubric (see Appendix D) at the mid-point and completion of the
experience. The supervising university faculty member reviews the rubric in consultation with the cooperating counselor and other
supervising faculty, thus assigning a final grade. The student is encouraged to complete the rubric as a self-assessment and the site
supervisor and/or faculty member discusses any discrepancies with the student.
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.
Two critical pre-practicum counseling skill development courses had been required in the School Counseling program prior to
its revision. These courses were required for students admitted to the program prior to the program revision, including all students in
practicum during 2007. Students had to have successfully (3.0 GPA minimum) completed the following courses before being admitted
to practicum, as noted in transcript:
COUN 788 Counseling Process Laboratory. School Counseling students are required to complete 25 video taped sessions with
a diverse group of clients. Video taped sessions are reviewed and written assessment provided to the student. Students must
have clients featuring the following demographic variables:
 At least one client age older than 50 years
 At least 3 clients aged 13 or under, and
 At least two clients belonging to an American minority group
 All sessions are videotaped. Video taped sessions are reviewed with the instructor or graduate assistant
and the student receives written feedback on his/her performance.
MS School Counseling AIM Report 2008 Page 6 SCOUN 705 Play Therapy (selective course). School Counseling students are required to meet with 2-3 children for a
minimum of nine sessions
 Child clients are under the age of 12 years
 All sessions are videotaped. Videotaped sessions are reviewed with the instructor or graduate assistant
and the student receives written feedback on his/her performance.
SCOUN 788 School Counseling Practicum. School Counseling students are placed in local PK-8 schools to allow for
observation of educational processes and practice of facilitative skills with children and youth.
 Child clients are typically under the age of 15 years
 Students work with students individually or in groups on activities related to student academic,
personal/social, or career development
 Students meet weekly in individual or triadic supervision with Stout faculty and biweekly in group
supervision sessions
 At least two sessions of face-to-face work with children are taped or observed live by university faculty
during the semester
Biannual Program Faculty Review. School Counseling faculty meet minimally twice-per-year to review student progress in the
major. Students may be reviewed more frequently if requested by any faculty member. Students sign an acknowledgement of this
“Student Review, Retention, and Dismissal” policy upon admission into the program. During this biannual review, benchmark
assessment is conducted at specific credit intervals assessing student dispositions and progress in the program. In addition, students
who are not at benchmark stages may be reviewed for academic or behavioral issues. Students who are determined not to be making
satisfactory progress due to academic, dispositional, and/or conduct concerns are notified of any recommendations or decisions made
by the faculty and of their due process rights. Students are offered the opportunity to meet with faculty to construct an intervention
plan.
One and Five-Year Follow-Up Studies of Graduates
The Office of Budget Planning and Analysis distributes one and five-year follow-up surveys to graduates of the program. The
program director has the opportunity to recommend revisions to the program specific component based upon the finding from these
MS School Counseling AIM Report 2008 Page 7 surveys. These surveys are conducted every other year. The program had its first “new” program graduates (N=3) in Fall 2008. The
program faculty anticipates feedback at the one year follow up of Fall 2008 alumni which will give us a more clear picture of
modifications to courses, if needed.
Employers’ Surveys
The Office of Budge, Planning and Analysis also distributes surveys to employers of graduates of the program on an everyother-year basis. The program director has the opportunity to recommend revisions to the program specific component based upon the
finding from these surveys.
Qualitative Review of Program Performance Outcomes and Pupil Services Standards
All required courses were analyzed by program faculty during the 2007 program revision process to determine how existing
courses matched with national accreditation standards. Overall credit requirements remained the same for the revised program (50
credits). The program revision was phased in during 2007-2008, with fall 2007 newly admitted students entering under the new plan
and full implementation in place by fall 2008.
Practicum site supervisors evaluated student performance in each of the Pupil
Services Standards as part of their final evaluation. For the first time this year, the Pupil Services Standards were included in followup surveys as well.
MS School Counseling AIM Report 2008 Page 8 Assessment Outcomes 2008
Benchmark I: Admissions and Enrollment Outcomes
Application, Review, Interview and Acceptance Process
Benchmark I Results for 2008:
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Application, Review, Interview and Acceptance Process are described on page 1 of this document.
Graduate school data indicate 29 applications were received in spring for summer/fall 2008 enrollment, and 18 applications
were received in fall for spring 2008 enrollment in the M. S. in School Counseling program. These numbers were a bit
under the typical numbers. The dip likely reflects both licensure changes that no longer favor current teachers (formerly a
large portion of entrants into the field), and job market changes (Wisconsin DPI figures show school counseling to be a
low-demand/high supply certification area).As mentioned previously, the PPST/GRE requirement may also have affected
application numbers.
o In spring 2008, 27 applicants were recommended to be interviewed. In fall 2007 (for spring 2008 admission), 15
students were recommended to be interviewed. As a result of the folio review and interviews, 25 candidates were
accepted for summer/fall 2008, and 11 were accepted for spring 2008. Thus, 36 of 42 interviewed and 47 total
applicants were accepted for enrollment into the program. Of these, 33 enrolled in the program. Our overall
enrollment target for 2008 was 35 enrollees.
Students who were not recommended for admission were denied due to some combination of low grade point average
(below 2.75); lack of experience with youth; low rating on the interview responses; and/or program capacity having been
reached.
Benchmark II: Candidate Review of Progress at 18 Credits
Dispositions Ratings, Portfolio Review for individual students
Benchmark II Results for 2008:

Dispositions rating process and portfolio review process are described on pages 2-3 of this document.
MS School Counseling AIM Report 2008 Page 9 
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Fourteen students received Benchmark II/III (i.e. mid-program) Dispositions ratings in Spring 2007, and 27 students
received Benchmark II Dispositions ratings in Fall 2007. In spring, no student received unsatisfactory dispositions ratings,
and one carry over from the previous semester successful completed the remediation plan under additional supervision. In
the fall, no students were identified as unsatisfactory.
Faculty reviewed a total of 18 portfolios in progress at mid-program for the 2007 calendar year; eight were reviewed in
spring and 10 in fall. No portfolio reviews were unsatisfactory based on student position in the program (e.g., early versus
end of program). Portfolio ratings ranged from 1-2 (observer), 3-4 (novice). Given the experiential foundation of the
program, the majority of students had artifact ratings at the “novice” stage at the Benchmark II assessment stage.
Benchmark III: Final Review
Portfolio Review, Practicum Final Evaluation, Completion of Degree
Requirements for individual students.
Benchmark III Results for 2008:
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In 2008, 26 portfolios received Benchmark III (final) reviews independently by two faculty members. Eleven portfolios
were reviewed in the spring, and 15 were reviewed in fall. All 26 portfolios received satisfactory end-of program ratings.
The majority of artifact ratings were in the Initial Practitioner (5/6) range.
Dispositions ratings at Benchmark III (final review) were collected for a total of 36 students, 16 in the spring and 10 in the
fall. All students received satisfactory ratings. Most ratings were at or near the Proficient (4) category.
In 2008, criterion-referenced performance rubrics, or intern student evaluations, were collected from site supervisors of 35
students, 21 in spring and 14 in fall. Intern students had anywhere from 1-3 site supervisors depending on the size of their
K-12 district placements. All scores were in the satisfactory to outstanding range. School of Education data analysis
showed item means for 2007-2008 all fell above 6 on a 7-point scale.
For spring, summer, and fall 2008, 28 students successfully completed all degree and certification requirements. These 28
students were awarded the M.S. degree. All are eligible for licensure in Wisconsin as school counselors.
MS School Counseling AIM Report 2008 Page 10 Results of Faculty Review of Student Performance:
Transcript Review, Biannual Program Faculty Review:
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The end-of-semester transcript review revealed that one student fell below the minimum GPA standards in classes during the
2008 calendar year.
o The student successfully repeated the courses they needed.
Student performance was reviewed by program faculty as a group in spring and fall 2008. With the exceptions of the students
noted previously, all students were performing satisfactorily in the program.
One-Year and Five-Year Follow-up Studies

One-year and five-year follow studies were conducted in 2008 of the 2006 graduate cohort. Data were reported using a 4-point
Likert scale. On the university-wide alumni survey, graduates ratings of the program ranged from 3.1-3.9. Of those
respondents, (n=13) 86% reported that they were employed either full or part-time.
Employer Surveys
Employer surveys were conducted in 2008. The most recent survey results were of 2006 graduates’ employers. The response rate was
too small (n=3) to base considerable changes upon. However, the results indicate that employers rated our graduates in the “high” (4+
on a 5-point scale) for overall preparation for employment, familiarity with current methods required and knowledge of specific job
skills required for the position.
Program Performance Outcomes:
Qualitative review of program curriculum against state and national standards;
Analysis of Pupil Services Standards ratings.

Content guidelines and pupil services standards have been presented in new student orientation and internship orientation
sessions. They have also been incorporated into the published student program handbook.
MS School Counseling AIM Report 2008 Page 11 
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Pupil services standards have been incorporated into post-graduation follow-up studies.
During the program revision process, program performance outcomes were compared with outcomes required by the national
accrediting body for school counseling programs, the Council for Accreditation of Counseling-Related Programs (CACREP).
The CACREP self study and application for accreditation for submitted in spring 2009.
Dissemination and Use of Assessment Results for Program Improvement
Results of the assessment information will be shared with program faculty, staff, and adjunct faculty at the first program
meeting in the fall. In addition, the Program Advisory Committee will receive the report and have an opportunity for response at its
meeting in fall 2009. The report will be available online for student and applicant review as well.
Performance-Based Benchmark Student Assessment System:

Program instructors and site supervisors are pleased with the revised criterion-referenced practicum final evaluation instrument.
The revised instrument will be utilized also in the pre-clinical courses. This change has been aligned with NCATE and
CACREP requirements.
Faculty Review/ Selection of Program Applicants:
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Feedback from applicants and faculty indicate that a common orientation has been established and maintained. The only
anticipated change in applications procedures is the inclusion of a GRE or PPST score; The faculty have eben assessing the
impact of this additional criteria on the overall pool of applicants (quality of and number of applicants).
The Program Director typically meets with or telephone conferences with 2-3 prospective applicants per week for advisement
purposes. And additional 3-4 potential applicants are advised via email per week.
MS School Counseling AIM Report 2008 Page 12 Transcript Review:
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The transcript review process will remain in place with no changes anticipated before our program revision. The Program
Director typically meets with or telephone conferences with 5-6 School Counseling students per week. Information gleaned
from transcript review, e.g., appropriate courseload, is constantly used in advisement.
Faculty Review of Student Performance:

The results of faculty review have resulted in changes to individual student program plans, remediation plans (aka, candidate
intervention form), and successful student outcomes. The faculty will continue to meet regularly to review student performance
via dispositions as well as mastery of curriculum material (portfolio assessment).
Qualitative Review of Performance Standards:
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Curricular changes in the 2007 program revision were based upon faculty review of one and three year follow up studies,
student portfolio reviews, CACREP/NCATE requirements, and the changing needs of guidance counseling in the 21st century.
An application for CACREP review was submitted in spring 2008, and both DPI and NCATE reviews are scheduled for fall
2009.
No curricular changes were made to the program in 2008.
Respectfully Submitted,
Denise S. Brouillard, M.S., LP, Ph.D, NCC
Associate professor and Program Director
School Counseling Program
MS School Counseling AIM Report 2008 Page 13 Appendix A
M.S. School Counseling Program
Benchmark Assessment System
Performance Based Assessment System
School Counseling [Spring 2007]
The School of Education has 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 2.75 or greater
▫ Satisfactory scores on folio review rating scale
▫ Satisfactory scores on interview rating scale
▫ Passed educator background check
Benchmark II: Candidate review of progress at 24 credits
▫ Satisfactory scores on portfolio review rating scale
▫ Satisfactory scores on dispositions’ review rating scale (>24 total score or satisfactory or above ratings in each area)
Benchmark III: Pre-practicum review
▫ Satisfactory scores on dispositions’ review rating scale (>24 total score of satisfactory or above ratings in each area)
▫ “B” (3.0) or better in all courses
▫ Completion of all course requirements
Benchmark IV: Final review
MS School Counseling AIM Report 2008 Page 14 ▫
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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
MS School Counseling AIM Report 2008 Page 15 Performance Based Assessment System
School Counseling [Fall 2008]
The School of Education has 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 2.75 or greater
 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
MS School Counseling AIM Report 2008 Page 16 Appendix B: Disposition Review
School Guidance and Counseling
UW-Stout School of Education
Student:
_________________________________________
Review:
Benchmark 2: 24 Credits
Benchmark 3: Semester Prior to Practicum
Benchmark 4: During Practicum (if total score <24 previously or
any one rating less than 3 previously)
Raters:
_____________________Date:_________________
1 = Unsatisfactory:
2 = Minimal:
3 = Satisfactory:
4 = Proficient:
Rarely demonstrates disposition
Occasionally demonstrates disposition
Usually demonstrates disposition
Consistently demonstrates disposition
MS School Counseling AIM Report 2008 Page 17 Dispositions
Unsatisfactory
1
Minimal
2
Satisfactory
3
Proficient
4
Numerous tardies/early
Departures OR 4+ absences
Several tardies/early
departures OR 3 absences
Few tardies/early
departures OR 2 absences
Timely and consistent
presence in class/school
Preparedness
Rarely, if ever, well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments
and engagement of reading
materials - written notes,
questions, other responsibilities
Occasionally well prepared
for class/practicum;
e.g., evidence of completed
reading/assignments and
engagement of reading
materials - written notes,
questions, other
responsibilities
Usually well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments and
engagement of reading
materials - written notes,
questions, other
responsibilities
Consistently well prepared for
class/practicum; e.g.,
evidence of completed
reading/assignments
and engagement of reading
materials - written notes,
questions, other
responsibilities
Continuous
Learning
Rarely, if ever, demonstrates
curiosity, creativity and flexibility
regarding course content,
processes and tasks; sets
high expectations for self
Occasionally demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and
tasks; sets high expectations
for self
Usually demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and
tasks; sets high expectations
for self
Consistently demonstrates
curiosity, creativity and
flexibility regarding course
content, processes and tasks; ,
sets high expectations for self
Positive
Climate
Rarely, if ever, views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes comments &
interactions to make
appropriate adjustments that
promote a positive learning
environment
Occasionally views
feedback and situations
maturely; analyzes
feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes
comments & interactions to
make appropriate
adjustments that promote a
positive learning
environment
Usually views feedback and
situations maturely;
analyzes feedback and
makes appropriate
adjustments to enhance
personal growth & learning;
analyzes comments &
interactions to make
appropriate adjustments
that promote a positive
learning environment
Consistently views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth &
learning; analyzes comments
& interactions to make
appropriate adjustments that
promote a positive learning
environment
Attendance
MS School Counseling AIM Report 2008 Page 18 Points
Dispositions
Unsatisfactory
1
Reflective
Rarely, if ever, willing to suspend
initial judgments, receptive of a
critical examination of multiple
perspectives, generate
effective/productive options,
make reasoned decisions with
supporting evidence, makes
connections to previous
reading/courses/experience, etc.
Minimal
2
Satisfactory
3
Usually willing to suspend
Occasionally willing to
initial judgments, receptive of
suspend initial judgments,
a critical examination of
receptive of a critical
multiple perspectives,
examination of multiple
generate effective/productive
perspectives, generate
effective/productive options, options, make reasoned
make reasoned decisions with decisions with supporting
supporting evidence, makes evidence, makes connections
to previous
connections to previous
reading/courses/experience, reading/courses/experience,
etc.
etc.
Proficient
4
Consistently willing to suspend
initial judgments, receptive of a
critical examination of multiple
perspectives, generate
effective/productive options, make
reasoned decisions with
supporting evidence, makes
connections to previous
reading/courses/experience, etc.
Thoughtful &
Responsive
Listener
Usually demonstrates the
Clearly demonstrates the ability to
Occasionally demonstrates
Rarely, if ever, demonstrates the
the ability to thoughtfully listen ability to thoughtfully listen & thoughtfully listen & respond to
ability to listen to people's
& respond to people's
respond to people's insights, people's insights, needs, &
insights, needs, & concerns;
insights, needs, & concerns, needs, & concerns, e.g. asks concerns, e.g. asks questions,
appears unable to respond either
e.g. asks questions,
questions, summarizes points, summarizes points, etc.
positively or thoughtfully
summarizes points, etc.
etc.
Cooperative &
Collaborative
Rarely, if ever works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
Occasionally works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
MS School Counseling AIM Report 2008 Usually works to keep group
on task, maximize individual
talents, evenly distribute
responsibility, etc.
Consistently works well with
others, e.g., keeps group on task;
maximizes individuals' talents;
evenly distributes responsibility,
etc.
Page 19 Points
Respectful
Rarely, if ever, shows due
courtesy & consideration for
people & ideas; demonstrates
sensitivity with respect to
language use
Unsatisfactory Level:
= _________
Minimal Level:
Satisfactory Level:
Proficient Level:
Occasionally shows due
courtesy & consideration for
people & ideas; demonstrates
sensitivity with respect to
language use
Usually shows due courtesy &
consideration for people
&ideas; demonstrates
sensitivity with respect to
language use
8-15 points (or a rating of 1 or 2 in any category)
Consistently shows due courtesy
& consideration for people &
ideas; demonstrates sensitivity
with respect to language use
TOTAL SCORE
16-23 points
24-31 points
32 points
MS School Counseling AIM Report 2008 Page 20 Appendix C: Portfolio Review Rubric
School Guidance and Counseling
University of Wisconsin—Stout
Student Name: ___________________________
Review:
Benchmark 2: 24
Credits
Benchmark 4: During
Practicum
Reviewer Signature: ______________________
Date: ___________________
Observer:
Minimal knowledge and skill development are evidenced in the domain area, often due to a
lack of education,
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.
Observer
1
1. Psychological &
Sociological Foundations
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
2. Program Organization &
Administration
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
3. Prevention, Intervention,
& School Consultation
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
4. Diversity & Inclusion
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
MS School Counseling AIM Report 2008 2
Novice
3
Practitioner
4
5
6
Comments
5. Individual & Group
Counseling
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
Observer
1
2
6. Career Development
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
7. Transition Services
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
8. School Law & Ethics
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
9. Assessment & Research
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
10. Technology
Reflection:
Yes
No
Artifact:
Artifact:
Artifact:
11. Professional
Development
Reflection:
Yes
No
MS School Counseling AIM Report 2008 Novice
3
4
Practitioner
5
6
Comments
Artifact:
Artifact:
Artifact:
12. Practicum
Reflection:
Yes
No
Artifact: University Supervisor Evaluations
Artifact: Site Supervisor Final Evaluation
Artifact:
MS School Counseling AIM Report 2008 Appendix D: Internship Evaluation Rubric: Midterm Assessment
School Guidance and 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
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
Develo
pmenta
l
Plans lessons with
appropriate content and
materials
MS School Counseling AIM Report 2008 2
Novice
3
Initial
Practitioner
4
5
6
Uses effective
instructional strategies
Connects curriculum to
state/national student
standards
MS School Counseling AIM Report 2008 Demonstrates Professional
School Counseling Program
Delivery Skills, continued
Observer
1
2
Novice
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)
Consultation &
Collaboration
Communicates
effectively with staff
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
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
MS School Counseling AIM Report 2008 2
Novice
3
Initial
Practitioner
4
5
6
Acts in accordance with
professional ethical standards of
the American School Counselor
Association
MS School Counseling AIM Report 2008 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
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.
MS School Counseling AIM Report 2008 2
3
4
5
Student has knowledge of and
skill in a wide array of
intervention strategies.
Student has knowledge of and
skill in consultation and
collaboration.
MS School Counseling AIM Report 2008