School of Education
Unit Assessment Report
Advanced and Other Programs
October 1, 2007
Submitted By
Juli Hastings Taylor
Assessment Coordinator
Table of Contents
Introduction ......................................................................................................................................2
Graduate Programs:
MS Guidance and Counseling .................................................................. 3 and attached separately
EdS School Psychology .......................................................................... 10 and attached separately
MS & EdS in Career and Technical Education .................................................. attached separately
MS in Industrial/Technology Education ............................................................. attached separately
MS in Education ................................................................................................. attached separately
Other Programs:
BS in Career, Technical Education and Training ............................................... attached separately
1
School of Education Unit Assessment Report
Advanced and Other Programs
October 2007
Introduction
This report is a summary of the University of Wisconsin-Stout School of Education (SOE)
advanced program assessment data gathered from the fall semester 2003 through December
2006. In the School of Education, data is gathered from several sources to inform unit and
program decisions. Data from this report will be used to develop unit and program goals, inform
curriculum changes, and enhance course delivery in order to improve candidate learning. This
report contains data from a variety of sources.
Graduate programs within the School of Education include School Counseling, School
Psychology, Education, Industrial/Technical Education and Career and Technical Education.
Graduate students in Education and Industrial/Technical Education who want to gain an initial
teacher education license must meet all the requirements of PI34 including PRAXIS I: PreProfessional Skills Test and PRAXIS II: Content Test and student teach at the undergraduate
level. Thus their student teaching ratings would be included in the undergraduate student
teaching report as all student teaching final evaluations use the Danielson framework of
domains/components and the 10 Wisconsin Teacher Standards at UW-Stout.
Certification-only students who already have an initial teaching certification can add on
certification by meeting PI34 requirements, passing PRAXIS II: Content Test and student
teaching. For example, a number of teachers seek certification in Special Education as an add-on
certification to their initial teacher certification. Those students who student taught Fall 2004 or
3rd quarter were included in the student teaching report.
Program Specific Reports
Program specific reports attached to this summary provide data and narrative descriptions of
Graduate Follow-up Surveys and other sources which aid program directors in making program
decisions. The program specific reports also describe how this assessment data is used to
improve the program, program curriculum, and delivery of courses. In addition, program
directors identify and describe program goals for the upcoming year.
Assessment Data Uses
The unit and program assessment reports are shared with School of Education and individual
program advisory committees. Advisory committee members discuss trends and make
recommendations for improvement to program directors and the SOE Dean. The Dean and
Assessment Coordinator meet each semester with individual program directors to discuss
program data, yearly goals, and progress toward achieving short-term and long-term goals. SOE
unit and program goals are in alignment with University goals and priorities. This year, a
comprehensive analysis will also be conducted to ensure SOE unit and program goals align with
external standards developed by certification and accrediting agencies.
2
MS Guidance and Counseling
The M.S. Guidance and Counseling program at UW-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 at various transition points. 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 2008. Assessment
methods this year have included the following; detailed descriptions of each follow the list:
•
•
•
•
•
Performance-based assessment system: Benchmarks I-IV: Student progress is assessed at
four critical points in each student’s program. An array of measures, including transcript
review, dispositions ratings, portfolio review, and performance rubrics, is used in the
process.
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
Faculty Selection of Program Applicants: Benchmark I
Currently, through fall 2006, all student applicants to the program submit the Graduate College
application, transcripts, and three letters of recommendation. From the pool of 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 2-3 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
3
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 includes an admissions policy change. A standardized measure of
professional-level skills in reading, writing, and math has been added to application requirements
beginning in spring 2008. Applicants may furnish scores from either the PPST (Teacher Praxis I
exam) or the Graduate Records Exam to fulfill this requirement.
Student Dispositions Review: Benchmarks II, III
As part of the Benchmark System for assessing student progress, student dispositions are
reviewed for each student after s/he has earned 24 credits and again during the semester prior to
practicum placement. 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, IV
Students establish components of a portfolio in three School Counseling courses (Career
Development; Career Occupations and Transitions, Practicum). 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 the courses evaluates each of the portfolios. The university practicum supervisor evaluates the
completed portfolio near the end of practicum, immediately prior to graduation (Benchmark IV).
Results are shared in monthly program faculty meetings and disseminated to the Program
Advisory Committee each semester.
Benchmark IV: Criterion-referenced performance rubric for capstone experiential program
component
The 600-hour practicum follows core coursework and serves as the capstone experience for
graduate students. Practicum 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,” Practicum. Site supervisors providing supervision to UW-Stout Guidance and
Counseling students must meet the following criteria:
•
•
•
•
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 clinical supervision of students and the
Wisconsin Standards for guidance counselors and pupil services personnel.
4
•
o Graduates of UW-Stout’s Guidance and Counseling program meet this
requirement via a required course 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
A list of verified site supervisors is kept in the School of Education under the care of the
Practicum Placement Coordinator.
The site supervisor-counselors who supervise our students during their capstone course complete
a criterion-referenced performance based rubric at the mid-point and completion of the
experience. This performance rubric changed significantly between spring 2006 and fall 2006, so
unit-level scores on the two are not combined. The supervising university faculty member also
completes the rubric in consultation with the cooperating counselor and other supervising faculty,
thus assigning a final grade. The student completes the rubric as a self-assessment and the 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 at the completion of each semester.
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 are required in the Guidance
and Counseling program. Students must successfully (3.0 GPA minimum) complete the
following courses before being admitted to practicum, as noted in transcript:
COUN 788 Counseling Process Laboratory. Guidance and 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
SCOUN 705 Play Therapy. Guidance and Counseling students are required to meet with
2-3 children for a minimum of nine sessions
• Child clients are typically under the age of 12 years
• 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.
5
In addition, a third class includes a service learning component. SCOUN 738, Guidance in the
Elementary Schools requires students to complete 15 service learning hours in an elementary or
middle school tutoring children.
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 their due process rights.
One and Five-Year Follow-Up Studies of Graduates
The Office of Career Placement and Coop Services 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 surveys. These
surveys are conducted every other year. Data for 2006 were therefore not available.
Employers’ Surveys
The Office of Career Placement and Coop Services distributes surveys to employers of graduates
of the program on an every-other-year basis. The program director has the opportunity to
recommend revisions to the program specific component based upon the finding from these
surveys. This year, no data were available.
Qualitative Review of Program Performance Outcomes and Pupil Services Standards
All required courses were analyzed by program faculty during the 2006-2007 program revision
process to determine how existing courses matched with national accreditation standards. A
program revision matrix was developed. Some courses were dropped, others were revised, and a
new course was developed during the revision process. Overall credit requirements remained the
same for the revised program (50 credits). The program revision will be phased in during 20072008, with full implementation in place by fall 2008. See Appendix E for the program revision
matrix.
Practicum site supervisors evaluated student performance in each of the Pupil Services Standards
as part of their final evaluation.
6
Guidance and Counseling Practicum Student Evaluation
Guidance and Counseling graduate students all have a final practicum in the schools at the
elementary and secondary levels. Using the site supervisor ratings for Fall and Spring 2004/05
and 2005/06 the practicum student final evaluations were compiled and means were calculated
for each competency. Site supervisors used a 1-7 scale with 1= weak to 7=strong. In addition,
overall means were calculated for each category and each competency within the six categories.
Average Means and Rank Order of School Counseling Categories
Category
Personal Qualities
Developmental Guidance Skill
Areas
Student Relations
Staff Relations
Parents and Community Relations
Use of Time
2004/05
Mean Rank
6.83
1
6.64
5
2005/06
Mean Rank
6.91
1
6.72
6
6.68
6.68
6.53
6.75
6.74
6.79
6.75
6.84
3.5
3.5
6
2
2006/07
Mean Rank
2007/08
Mean Rank
5
3
4
2
Based on the mean for each category in 2004/05 and 2005/06, the six categories were rank
ordered. An inspection of the table noted:
• Mean scores for each of the 6 categories increased from 2004/05 to 2005/06.
• Personal Qualities category had the highest mean in both 2004/05 and 2005/06.
• Use of Time category had the second highest mean in both 2004/05 and 2005/06.
• Staff Relations category was third in 2005/06 and tied for 3 & 4th position in 2004/05.
• The categories of Parents and Community Relations, Student Relations and
Developmental Guidance Skill Areas remained in the 4th, 5th and 6th spots even though
the rank order was slightly changed from 2004/05 to 2005/06.
School Guidance and Counseling Practicum Student Final Evaluation Fall 2004 and
Spring 2005 and 2005/2006 Academic Year
Category and Competency
PERSONAL QUALITIES
1. Dependable
2. Sincere
3. Flexible
4. Uses professional and ethical judgment
5. Communicates well with
a. Staff
b. Students
c. Supervisors
6. Understands and supports the goals
of the school
2004/05
N= 59
6.83
6.93
6.90
6.90
6.86
2005/06
N= 47
6.91
6.96
6.98
6.94
6.96
6.46
6.86
6.93
6.72
6.91
6.98
6.80
6.81
7
2006/07
2007/08
Category and Competency
DEVELOPMENTAL GUIDANCE
SKILL AREAS
1. Individual counseling
2. Small group facilitation
3. Classroom guidance activities
a. Lesson planning
b. Implementation
4. Assessment interpretation to parents, students
and colleagues
5. Plan & implement school or special group
programs
6. Contributes new & unique knowledge/ ideas to
existing program
STUDENT RELATIONS
1. Maintains confidentiality/understands explains
exceptions to clients
2. Gains a knowledge of client(s) using all
available resources
a. Records
b. Staff
c. Parents
d. Outside agencies
3. Pursues follow-up with
a. client(s)
b. staff
c. parents
d. agencies/others
STAFF RELATIONS
1. Initiates appropriate staff contacts
2. Shares information with staff
according to supervisors guidelines
3. Knowledge about institutional philosophy and
objectives
PARENTS AND COMMUNITY RELATIONS
1. Initiates contacts with parents
2. Conducts conferences with parents
3. Establishes parent rapport
4. Demonstrates knowledge of referral agencies
5. Initiates referral agency contacts
USE OF TIME
1. Plans time to meet student needs
2. Plans time to meet supervisor’s needs
3. Plans time to meet personal needs without
infringing on placement times
4. Plans on time to meet staff needs
5. Demonstrates creativity &
industriousness in utilizing unscheduled tim e
SUMMARY: Overall, how would you expect the
student to function as a beginning professional
2004/05
N= 59
2005/06
N= 47
6.64
6.74
6.75
6.72
6.82
6.78
6.64
6.68
6.45
6.71
6.80
6.67
6.65
6.70
6.58
6.58
6.68
6.74
6.88
6.91
6.73
6.72
6.53
6.46
6.79
6.72
6.67
6.67
6.77
6.77
6.64
6.62
6.68
6.64
6.91
6.81
6.71
6.46
6.79
6.75
6.73
6.68
6.85
6.78
6.53
6.45
6.50
6.62
6.54
6.55
6.75
6.76
6.79
6.76
6.75
6.66
6.89
6.74
6.75
6.73
6.84
6.90
6.91
6.89
6.65
6.86
6.81
6.68
6.79
6.83
8
2006/07
2007/08
The data presented in the above tables are from an old version of the Guidance & Counseling
practicum evaluation form which had a 7-point rating scale. The evaluation form has been
changed to a 6-point rating scale, and was first implemented in the fall of 2006. The old form
will no longer be used. In addition no other program data was entered into Datatel. See the
program director’s program specific report for data and recommendations.
9
EdS School Psychology
Graduate students in School Psychology are seeking licensure to be School Psychologists. They
must meet the 7 Wisconsin Pupil Services Standards. Practicum final evaluations and internship
final evaluations are included in this Assessment Report.
The National Association of School Psychologists (NASP) has developed stages of development
for graduate students in training. The School Psychology Development Performance Appraisal
involves assessing student performance on the Domains of School Psychology Training and
Practice. The four developmental stages include the following:
Stage 1: Observer
Stage I: This stage is characteristic of an observer. Minimal knowledge and skill
development are evidenced in the domain area, often due to lack of education,
training and experience. Training and supervision are required.
Stage 2: Novice
Stage 2: This stage is characteristic of a novice. Beginning knowledge and skill
development is evidenced in the domain area, often due to limited experience.
Some teaching and supervision are required.
Stage 3: Practitioner
This stage is characteristic of a 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.
Stage 4: Mastery.
This stage is characteristic of an individual who has attained mastery.
The individual exhibits advanced knowledge in the domain. This stage is
characteristic of practitioners who are leaders and able to mentor, teacher, and/or
supervise novice school psychologists in the domain area.
As part of the practicum and internship final evaluation by the site supervisors, they are
asked to indicate the stage each graduate student is at on knowledge and performance for
each of the 11 NASP Domains which include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Data-Based Decision-Making and Accountability,
Consultation and Collaboration—Effective Instruction and Development,
Cognitive and Academic Skills,
Socialization and Development of Life Skills,
Student Diversity in Development and Learning,
School and Systems Organization, Policy Development and Climate,
Prevention, Crisis Intervention, and Mental Health,
Home/School/Community Collaboration,
Research and Program Evaluation,
School Psychology Practice and Development, and
Information Technology
Each graduate student in School Psychology has three field experiences in school districts.
Practicum I is usually scheduled in fall semester and Practicum II is scheduled in spring
semester. The SPSY-792 internship is a year long experience.
10
During the SPSY-792 Internship experience, each School Psychology candidate has been rated
on their knowledge of and performance in the 11 NASP domains. Inspection of the average total
means for each of the domains reveals the means as calculated from use of the Developmental
Appraisal Form.
Developmental Appraisal Form
KNOWLEDGE
Data-Based Decision-Making & Accountability
Consultation & Collaboration
Effective Instruction & Development of Cognitive/
Academic Skills
Socialization & Development of Life Skills
Student Diversity in Development & Learning
School & Systems Organization, Policy Development,
& Climate
Prevention, Crisis, Intervention, & Mental Health
Home/School/Community Collaboration
Research & Program Evaluation
School Psychology Practice & Development
Information Technology
PERFORMANCE
Data-Based Decision-Making & Accountability
Consultation & Collaboration
Effective Instruction & Development of Cognitive/
Academic Skills
Socialization & Development of Life Skills
Student Diversity in Development & Learning
School & Systems Organization, Policy Development,
& Climate
Prevention, Crisis, Intervention, & Mental Health
Home/School/Community Collaboration
Research & Program Evaluation
School Psychology Practice & Development
Information Technology
2004
N = 26
3.00
2.88
Calendar Year
2005
2006
N = 40 N = 31
2.98
2.94
2.93
2.87
2.52
2.68
2.50
2.68
2.96
2.74
2.83
2.71
2.81
2.56
2.68
2.58
2.76
2.64
2.65
2.79
3.04
2004
N = 26
2.88
2.65
2.69
2.80
2.67
2.77
2.71
2.68
2.95
2.90
3.18
3.23
Calendar Year
2005
2006
N = 40 N = 31
2.80
2.81
2.78
2.68
2.46
2.40
2.40
2.42
2.81
2.46
2.58
2.52
2.52
2.38
2.43
2.48
2.50
2.58
2.50
2.68
2.96
2.31
2.44
2.38
2.82
3.20
2.50
2.48
2.40
2.71
3.16
Rating scale = Stage 1: Observer; Stage 2: Novice; Stage 3: Practitioner; Stage 4: Mastery
11
2007
Based upon the domain scores of knowledge and performance of graduate students, mean
domain scores gradually increased from 2003/04 to 2005/06 as the student gained additional
experience in the schools from Practicum I to Practicum II to Internship. This analysis was not
conducted in calendar years 2004, 2005, 2006 but will be in next year’s report.
•
Practicum I
o Highest means—Knowledge of
ƒ Information Technology = 3.03
ƒ Data-Based Decision-Making and Accountability = 2.90
o Lowest means---Knowledge of
ƒ Cognitive /Academic Skills =2.4
ƒ Home/School/Community Collaboration = 2.47
o Highest means---Performance
ƒ Information Technology = 2.97
ƒ Data-Based Decision-Making and Accountability = 2.74
o Lowest mean—Performance
ƒ Prevention, Crisis Intervention and Mental Health = 2.29
ƒ Socialization and Development of Life Skills = 2.32
•
Practicum II
o Highest means---Knowledge of
ƒ Information Technology = 3.19
ƒ Data-Based Decision-Making and Accountability = 3.03
o Lowest means---Knowledge of
ƒ Prevention, Crisis Intervention and Mental Health = 2.37
ƒ Cognitive/Academic Skills = 2.42
o Highest means---Performance
ƒ Information Technology = 3.13
ƒ Data-Based Decision-Making and Accountability = 2.88
o Lowest means---Performance
ƒ Prevention, Crisis Intervention and Mental Health = 2.37
ƒ Cognitive/Academic Skills = 2.42
Internship
o Highest means---Knowledge of
ƒ Information Technology = 3.33
ƒ Data-Based Decision-Making and Accountability = 3.17
o Lowest means---Knowledge of
ƒ School & System Organization, Policy Development and Climate = 2.87
ƒ Research and Program Evaluation = 2.87
o Highest means---Performance
ƒ Information Technology = 3.37
ƒ Data-Based Decision-Making and Accountability = 3.00
ƒ Consultation & Collaboration, Effective Instruction & Development =
3.00
o Lowest means---Performance
ƒ Research and Program Evaluation = 2.67
ƒ School & System Organization, Policy Development & Climate = 2.71
ƒ
Socialization and Development of Life Skills = 2.72.
•
12
School Psychology Student Practicum and Internship Finals
Graduate student in the School Psychology program have supervised field experiences in the
schools both as practicum students and culminating in a graduate internship. The final evaluation
is completed by the field supervisor for both the practicum and the internship. The final
evaluation for the practicum and the internship consists of seven categories with the Wisconsin
Pupil Services Standards forming the eighth category. Each competency within each category is
rated. A scale of 1-5 is used with 1= needs improvement, 3=satisfactory and 5= highly
satisfactory.
The final evaluations from the field supervisors were compiled for the calendar years of 2004
and 2005 for each competency in the final evaluation instrument. Mean averages for each
category were computed and are shown.
Using the mean average for each category for 2004, 2005, and 2006 combined, practicum
students and the internships students can be compared in the table on the following page. The
order of the category amount the seven categories is based upon the category overall mean
average.
The table on the following page reveals quite a consistent pattern in practicum and internship
performance ratings by site supervisors. The following patterns were noted:
•
•
•
•
•
In almost all cases, the means for the internship categories were lower than those
of Practicum I and Practicum II.
Personal Characteristics and Supervisory Relationships mean rank orders were 1
and 2 in both practicum experiences and the internship.
Interpersonal Relationships, Communications & Consultation Skills were
consistently in 3rd or 4th ranks over the three year period.
General category was consistently in 5th or 6th place among the rank order
positions. This category deals with the role and functions of the school
psychologist, the place within the school and understanding district policies, etc.
Direct Service category typically had the lowest means in all three experiences
except in the 2006 internship category.
13
Overall Category Means and Rank Orders for School Psychology Practicums/Internships
Practicum I
(Semester I
completed
by Site
Supervisor)
(A) General
(B) Personal Characteristics
(C) Interpersonal Relationships,
Communications & Consultation
Skills
(D) Supervisory Relationships
(E) Assessment Skills
(F) Professional Growth
(G) Direct Service
Practicum
II
(Semester
II)
(A) General
(B) Personal Characteristics
(C) Interpersonal Relationships,
Communications & Consultation
Skills
(D) Supervisory Relationships
(E) Assessment Skills
(F) Professional Growth
(G) Direct Service
Internship
(Full Year)
(A) General
(B) Personal Characteristics
(C) Interpersonal Relationships,
Communications & Consultation
Skills
(D) Supervisory Relationships
(E) Assessment Skills
(F) Professional Growth
(G) Direct Service
Mean
(rank)
2004
N = 16
4.39 (6)
4.80 (1)
4.60 (3)
Mean
(rank)
2005
N = 11
4.48 (4)
4.82 (1.5)
4.62 (3)
Mean
(rank)
2006
N=8
4.16 (6)
4.66 (2)
4.36 (3)
4.72 (2)
4.46 (4.5)
4.46 (4.5)
4.33 (7)
N=1
4.86 (*)
5.00 (*)
5.00 (*)
4.82 (1.5)
4.29 (6)
4.43 (5)
4.04 (7)
N = 14
4.49 (6)
4.83 (2)
4.67 (3.5)
4.78 (1)
4.31 (4)
4.18 (5)
4.14 (7)
N = 11
4.73 (4)
4.91 (1)
4.77 (3)
5.00 (*)
5.00 (*)
5.00 (*)
5.00 (*)
N = 11
4.01 (7)
4.58 (2)
4.31 (4)
4.93 (1)
4.50 (5)
4.67 (3.5)
4.26 (7)
N = 26
4.25 (6)
4.59 (2)
4.42 (4)
4.84 (2)
4.68 (5)
4.61 (6)
4.53 (7)
N = 13
4.65 (5)
4.74 (2)
4.71 (3)
4.61 (1)
4.17 (6)
4.32 (3)
4.27 (5)
4.61 (1)
4.34 (5)
4.48 (3)
4.15 (7)
4.75 (1)
4.58 (7)
4.66 (4)
4.60 (6)
Means calculated on a 5-point scale where 1=needs improvement, 3=satisfactory and 5=highly satisfactory
* differences in means are not statistically significant
14
Mean
(rank)
2007
N=
Wisconsin Pupil Service Standards
In 2005 both School Counseling and School Psychology included the Wisconsin Pupil Services
Standards as part of the final evaluations for their candidates. Site supervisors rated each
candidate on these standards. This is the first time that a unit evaluation can be done on the basis
of meeting the Wisconsin Pupil Standards as part of the final candidate evaluation.
Inspection of the unit category means shown in the table reveals the following:
• Standard 4: Has knowledge of and skill in professional ethics and ethical behavior had
the highest unit mean of 4.87.
• Standard 3: Has knowledge and skill in research was second highest with a mean of
4.72.
• The lowest two means were for Standard 1: Understands the state teacher standards
(4.36) and Standard 2: Has knowledge of and skill in learning and instructional
strategies (4.53).
SOE Pupil Services Standards 2005 (School Counseling &
School Psychology)
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Counsel. Pract.
S Psych Intern
SOE Unit
Has
Has
Understands
Has
the State knowledge of knowledge of knowledge of
& Skill in
& Skill in
Teacher
& Skill in
research
professional
Standards learning and
Ethics &
instructional
Ethical
technologies
behavior
Has
knowledge of
& Skill in
organization
& content of
effective pupil
services
Programs
15
Has
Has
knowledge of knowledge of
& Skill in
& Skill in a
wide array of consultation
&
intervention
strategies collaboration
SOE Pupil Services Standards 2005 (School Counseling and School Psychology)
Pupil Services Standards
Practicum I
1. Understands the State Teacher
Standards
2. Has knowledge of & skill in
learning and instructional
strategies
3. Has knowledge of & skill in
research
4. Has knowledge of & skill in
professional Ethics & ethical
behavior
5. Has knowledge of & skill in
organization& content of effective
pupil services programs
6. Has knowledge of & skill in a
wide array of intervention
strategies
7. Has knowledge of & skill in
consultation & collaboration
Pupil Services Standards Overall
Mean
Pupil Services Standards
Practicum
II
1. Understands the State Teacher
Standards
2. Has knowledge of & skill in
learning and instructional
strategies
3. Has knowledge of & skill in
research
4. Has knowledge of & skill in
professional Ethics & ethical
behavior
5. Has knowledge of & skill in
organization& content of effective
pupil services programs
6. Has knowledge of & skill in a
wide array of intervention
strategies
7. Has knowledge of & skill in
consultation & collaboration
Pupil Services Standards Overall
Mean
16
Mean
2004
N = 16
Mean
2005
N = 11
Mean
2006
N=8
4.00
4.10
3.38
3.00
4.00
3.75
4.00
4.27
4.00
4.00
4.73
4.25
4.00
4.40
3.75
4.00
4.40
3.63
4.00
4.73
4.13
3.86
4.38
3.84
Mean
2004
N=1
Mean
2005
N = 14
Mean
2006
N = 11
-----
4.17
4.00
-----
4.11
4.11
-----
4.44
4.33
-----
4.60
4.60
-----
4.13
4.56
-----
4.40
4.30
-----
4.30
4.70
-----
4.32
4.39
Mean
2007
N=
Mean
2007
N=
17
Pupil Services Standards
Internship
1. Understands the State Teacher
Standards
2. Has knowledge of & skill in
learning and instructional
strategies
3. Has knowledge of & skill in
research
4. Has knowledge of & skill in
professional Ethics & ethical
behavior
5. Has knowledge of & skill in
organization& content of effective
pupil services programs
6. Has knowledge of & skill in a
wide array of intervention
strategies
7. Has knowledge of & skill in
consultation & collaboration
Pupil Services Standards Overall
Mean
Mean
2004
N = 11
Mean
2005
N = 26
Mean
2006
N = 13
3.33
4.11
4.42
3.80
3.94
4.33
3.80
4.27
4.42
4.13
4.50
4.67
3.57
4.25
4.25
3.50
4.06
4.25
3.86
4.22
4.50
3.74
4.20
4.41
Means calculated on a 5-point scale where 1=needs improvement, 3=satisfactory, and 5=highly satisfactory.
18
Mean
2007
N=
PRAXIS II: Content Test
Benchmark II: Admission to Student Teaching requires candidates to pass PRAXIS II the
content test for their specific teacher certification. As of 8/31/2004, all Wisconsin teacher
education students must pass the content test to be eligible to student teach. Students who took
the content test during 2003-04 were “grandfathered in” as this was a no-fault year in Wisconsin.
School Psychology examines take the content test to meet NASP accreditation requirements, but
there was no cut score for 2004-05 in Wisconsin. The number of examinees taking a designated
content test varies by content test area. ETS did not include results of tests with fewer than 10
individuals in 2004/05 and or 5 individuals for 2005/06. Therefore, some content areas may not
be included in the tables for those years. However, these content areas are included in the data
reported by the UW-Stout Datatel System.
The UW-Stout Datatel System / Data Warehouse provides information on the UW-Stout
candidates who have taken PRAXIS II content test appropriate for their designated teaching
certification. Data from that system is reported on a calendar year basis.
Note: Comparing the ETS content test data with the Datatel content test data reveals a number of
discrepancies. This is due to the way individual information (i.e. first name, middle name or initial, and
last name) is entered into ETS by candidates at the time of testing. The inputted format must match
Datatel information exactly in order for the two systems to match for reporting and comparison purposes.
Thus, some content areas may depict a pass rate of less than 100% in ETS which is not accurate.
Likewise, the number of tests may not correctly match the Datatel system. The School of Education is
working with students, the state, and ETS to remedy this issue.
19
School Psychologist
Praxis Test Code - 10400
The Wisconsin School Psychologist exam cut score for passing was set in 2005/06. School
Psychologist data from the ETS report and Datatel is as follows:
School Psychologist – from Datatel
Number of Examinees:
Highest Observed Score:
Lowest Observed Score
WI Score Need to Pass:
Number with WI Passing Score
Percent with WI Passing Score
2004*
10
730
640
6/10
60%
2004
6
810
640
5/6
83%
2005
7
780
590
660
4/7
57%
2006
11
800
640
660
10/11
91%
* - scores from no-fault year – “grandfathered in” as passing
Content Test from ETS
Number of Examinees:
Highest Observed Score:
Lowest Observed Score:
Median:
Average Performance Range:
WI Score Needed to Pass:
Number with WI Passing
Score:
Percent with WI Passing
Score:
03/04
10
810
640
720
680-730
660
04/05
10
740
590
660
630-700
660
05/06
9
800
640
740
690-760
660
06/07
10
790
610
710
680-740
660
07/08
18
820
570
700
690-720
660
8/10
5/10
8/9
9/10
14/18
80%
50%
89%
90%
78%
Comparing the category scores for UW-Stout with Wisconsin and national percent correct shows
that School Psychology had one category where Stout results were same as or higher than state
average percent correct and all five categories were the same as or higher than the national
average percent correct in 2005/06.
20
Average Percent Correct
School
Psych Test
Category
Diag &
Fact-Finding
Prevent &
Intervention
Ap Psych
Found
Ap Ed
Found
Ethical &
Legal
School
Psych Test
Category
Stout
Points
03/04 04/05 05/06 06/07 07/08
Available
%
%
%
%
%
29-30
84
76
81
76
75
29-30
76
72
77
77
75
23-24
73
68
77
76
76
12-14
71
57
70
73
67
19-22
79
74
81
82
74
07/08
%
03/04
%
04/05
%
Points
03/04
Available
%
Diag &
Fact-Finding
Prevent &
Intervention
Ap Psych
Found
Ap Ed
Found
Ethical &
Legal
State
05/06 06/07
%
%
04/05
%
National
05/06 06/07
%
%
07/08
%
29-30
85
80
82
82
77
79
77
77
77
75
29-30
78
79
78
79
77
75
74
75
75
76
23-24
75
75
76
77
77
72
71
74
75
75
12-14
72
71
72
74
74
69
67
67
69
70
19-22
81
78
79
80
78
77
76
76
77
77
The following table displays the number and percent of Stout Examinees Scoring in Each
Quartile in Each Category. Quartiles are calculated using all examinees taking this test during the
testing period. The number of examinee records used to compute the quartiles was 2,076 in
2003/04, 2,536 in 2004/05 and 2,677 in 2005/06.
School
Psych Test
Category
Diag & FactFinding
Prevent &
Intervention
Ap Psych
Found
Ap Ed Found
Ethical &
Legal
1st Q
Lowest
03/04
04/05
1
10%
2
20%
1
3
30%
2
20%
3
10%
1
10%
1
10%
30%
4
40%
3
30%
2nd Q
05/06
1
11%
06/07
4
40%
07/08
1
6%
03/04
2
20%
04/05
2
20%
05/06
1
11%
06/07
3
30%
07/08
10
56%
1
2
4
5
5
5
2
9
11%
1
20%
3
22%
3
50%
5
50%
4
56%
4
20%
2
50%
5
11%
30%
17%
50%
40%
44%
20%
28%
1
11%
1
11%
3
30%
1
10%
4
22%
6
33%
3
3
2
20%
4
40%
2
22%
1
11%
3
30%
4
40%
6
33%
5
28%
21
School
Psych Test
Category
4th Q
Highest
3rd Q
03/04
5
50%
04/05
2
20%
05/06
4
44%
06/07
1
10%
07/08
6
33%
03/04
2
20%
04/05
3
30%
05/06
3
33%
06/07
2
20%
07/08
1
6%
1
10%
3
3
30%
2
1
11%
1
5
50%
4
3
17%
7
2
20%
1
0
0%
1
2
22%
3
1
10%
1
2
11%
3
Ap Ed Found
30%
5
20%
3
3
30%
39%
7
39%
6
33%
10%
0
6
60%
40%
1
10%
4
40%
10%
1
Ethical &
Legal
11%
3
33%
2
22%
1
10%
0
0%
33%
3
33%
5
56%
10%
3
30%
1
105
17%
1
6%
1
6%
Diag & FactFinding
Prevent &
Intervention
Ap Psych
Found
22
Disposition Ratings
The School of Education has developed a system to assess candidate dispositions from the
beginning of the program through program completion. Dispositions of Teaching ratings are
completed for candidates in the graduate pupil services programs along with the portfolio review
process. The two graduate programs use the rating scale definitions of: 1=Unsatisfactory: Rarely
demonstrates disposition; 2=Minimal: Occasionally demonstrates disposition; 3=Satisfactory:
Usually demonstrates disposition; 4=Proficient: Consistently demonstrates disposition. In the
table below, Benchmark IV = MS Guidance & Counseling dispositions at two benchmark levels
and Benchmark V = School Psychology dispositions at two benchmark levels.
Attendance
Mean (N)
2004
3.77 (13)
3.63 (38)
Mean (N)
2005
3.82 (28)
3.67 (46)
Mean (N)
2006
3.78 (18)
3.34 (67)
3.62 (13)
3.61 (38)
3.71 (28)
3.70 (46)
3.95 (19)
3.72 (67)
Continuous Learning
BM IV
3.62 (13)
BM V
3.71 (38)
3.89 (28)
3.70 (46)
3.95 (19)
3.55 (67)
Positive Climate
BM IV
BM V
3.62 (13)
3.66 (38)
3.89 (28)
3.83 (46)
4.00 (19)
3.82 (67)
Reflective
BM IV
BM V
3.31 (13)
3.63 (38)
3.86 (28)
3.72 (46)
3.89 (19)
3.70 (67)
Thoughtful & Responsive Listener
BM IV
3.85 (13)
BM V
3.76 (38)
3.89 (28)
3.85 (46)
4.00 (19)
3.67 (67)
Cooperative / Collaborative
BM IV
3.77 (13)
BM V
3.84 (38)
3.96 (28)
3.89 (46)
3.84 (19)
3.91 (67)
Respectful
BM IV
BM V
3.93 (28)
3.93 (46)
3.89 (19)
3.94 (67)
BM IV
BM V
Preparedness
BM IV
BM V
3.92 (13)
3.61 (38)
23
Mean (N)
2007