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M.A.E. School Counseling P-12 and Rank I
Annual Program Assessment Report
Academic Year 2008-09
October 21, 2009
1. Continuous Assessment Results
a. Admission Data
Table 1 provides the average admission test scores and average admission GPAs of School
Counseling candidates (N = 63) approved by program faculty and Graduate Studies for
admission into advanced education preparation programs during the 2008-09 academic year.
Table 1 Approved School Counseling Candidate Test Score Averages
GAP
Major Code
School Counseling
p-12
GRE Composite
Range
Mean
Range
2133-6154
3207*
650-1570
GRE Writing
Mean Range
955
3.5-5
Mean
Admission UG
GPA
Range
Mean
4.2* 2.54-3.9
3.2
*Exceeds college minimum.
Major Code
School Counseling
Rank I
GAP
GRE Composite
Range
Mean
Range
2050-6960
3811*
690-1900
GRE Writing
Mean Range
1199
2.5-6
Mean
Admission UG
GPA
Range
Mean
5.7* 2.54-3.9
3.2
b. Course Based Assessment Data
The counseling program faculty began to input Critical Performance data into the Electronic
Portfolio System in spring and summer 2008. All critical performance data were entered in the
system in fall 2008 and thereafter. Table 2 provides the percentage of School Counseling
candidates’ scores on critical performances by Kentucky Teacher Standard entered in the EPS
during 2008-09. Proficiency levels are based on a scale of 1 – Standard Not Met, 2 – Standard
Partially Met, 3 – At Standard, and 4 – Above Standard, with a score of at least 3 representing
meeting the standard. All School Counseling candidates were scored with a 3 or 4 on their
respective critical performances and therefore successful met all standards.
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Table 2 School Counseling Critical Performance Data: Fall 2008, Winter/Spring 2009
Number of unique students contributing to percentages reported below = 125
Kentucky Teacher Standards
3
4 Grand Total
1 Knowledge of Content
9%
91%
100%
100%
2 Designs/Plans Instruction
20%
80%
100%
3 Creates/Maintains Learning Climates
0%
100%
100%
4 Implements/Manages Instruction
13%
87%
100%
5 Assesses and Communicates Learning Results
43%
57%
100%
6 Demonstrates Implementation of Technology
57%
43%
100%
8 Collaborates with Colleagues/Parents/Others
21%
79%
100%
9 Engages in Professional Development
0%
100%
100%
47%
53%
10 Provides Leadership Within School/Community/Education
100%
Grand Total
16%
84%
c. Clinical Experiences Data
The School Counseling program has identified the following courses and experiences to evaluate
candidate dispositions and report the diversity of their field experiences: CNS 550 and CNS 590.
CNS 590 has been designated as the experience where candidates must work in settings at or
above the average 11% diversity (based on National Center for Education Statistics) of the
schools in the 31 counties that represent our service area.
During fall 2008, winter 2009, and spring 2009, our candidates reported demographic
information on their field placements. The average diversity for these sites was 12%. This
diversity percentage is above the average 11% diversity of the schools in the 31 counties that
represent our service area. Table 3 reveals the percentages of field experiences with various
characteristics. Note that candidates could choose all the characteristics that applied for any
given experience.
Table 3 Field Work Experiences: Percentage of Participation in activities n=19
Experiences Observed
100%
Provided Teacher Support
100%
Native American p-12 Students
0%
Asian American p-12 Students
1%
African American p-12 Students
2%
Hispanic p-12 Students
2%
p-12 Students Receiving Free Lunch
42%
p-12 Students Receiving Reduced Lunch
9%
Diverse p-12 Students (Aggregate)
12%
Low SES p-12 Students (Aggregate)
51%
Diverse Students (Aggregate)
89%
Students with Special Needs (Aggregate)
100%
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Physically Impaired
Learning Disability
Moderate/Severe Disability
Emotional/Behavior Disorder
Gifted
English Language Learner
Visually Impaired
Hearing Impaired
Speech/Language Delayed
Developmentally Delayed
Autism Spectrum Disorder
Other Health Impaired
Students Reading Below Grade Level
African American
Native American
Latino/Hispanic American
21%
95%
16%
53%
74%
42%
11%
05%
21%
26%
16%
32%
0%
79%
5%
63%
Table 4 reports how School Counseling program candidates performed on dispositions for the
fall 2008, winter and spring semesters. Students are considered “proficient” who average at 3 or
higher on each disposition category.
Dispositions
Values Learning
Personal Integrity
Values Diversity
Collaboration
Professionalism
Table 4 Dispositions – Fall 2008; Winter/Spring 2009
Number Students
Scoring 3 or 4
Percentage
25
25
100%
25
25
100%
25
25
100%
25
25
100%
25
25
100%
d. Culminating Assessment
The culminating measure in School Counseling is the comprehensive examination. The
Counselor Preparation comprehensive Examination includes a 160 item multiple-choice (136
items are figured in the final results) standardized instrument that corresponds to the 8 CACREP
Standards that are common to all counseling programs. Also part of the comprehensive
examination is the essay portion. This consists of two essay questions that are specific to the
three CACREP Standards for school counseling. All program completers for Fall 2008;
Spring/Summer 2009 passed the comprehensive examination with a minimum of 70% pass on
the combined multiple choice and essay portion of the examination. This is based upon a 100%
possible scores on the parts and combined scores of the examination. Comprehensive test results
for the School Counseling students are as following: n=58; mean multiple choice score 60.0 with
range of 42-81; mean essay score 92.5 with range of 88.0-100; mean final score 75.2 with range
of 70.0-90.0. The mean number of correct answers (a total of 136 possible correct answers) for
all of our counseling students is 80.52. The mean number of correct answers (136) from the
national scoring of all counseling students is 87.3.
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e. Exit and Follow Up Data
We conduct exit surveys with students when they take the comprehensive examination. These
are completed anonymously. This information is useful for departmental and programmatic
decisions; it does not meet, however, the criteria necessary to be entered into the assessment
system, which is coded by student identification number. The survey data below is from spring
and summer 2009 semesters.
Question
Using skills in work setting
Intellectual & Acad. Challenge
Practicum Exp.
Program Flex.
Avail Faculty
Value of Curricu Inform from Adv
Value of Faculty Teach Exp.
Value of Faculty Mentoring
Avail of Courses
Usefulness of Program Plan
Term
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
Spring 09
# Students
32
32
32
32
32
32
32
32
32
32
Range 1-10
6-10
7-10
6-10
5-10
5-10
1-10
7-10
6-10
4-10
2-10
Mean 1-10
7.3
7.7
8.0
8.3
8.4
7.4
8.7
8.7
7.3
7.4
Question
Using skills in work setting
Intellectual & Acad. Challenge
Practicum Exp.
Program Flex.
Avail Faculty
Value of Curricu Inform from Adv
Value of Faculty Teach Exp.
Value of Faculty Mentoring
Avail of Courses
Usefulness of Program Plan
Term
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
Summer 09
# Students
32
32
32
32
32
32
32
32
32
32
Range 1-10
4-10
5-10
4-10
1-10
5-10
1-10
4-10
3-10
3-10
3-10
Mean 1-10
7.2
7.8
8.4
7.7
8.4
7.9
8.1
7.8
7.5
7.4
2. Summary of Results
Evaluation indicates that students are meeting the 3-4 level of proficiency on each of the critical
performances; field experiences are varied; mean dispositions are well above 4 on the rubric.
Diversity in field experiences continues to be an area of consideration. Faculty will discuss
curricula modifications that will assist in increasing the mean scores on the CPCE. Results of
the student surveys are also discussed with particular emphasis on those survey areas that can be
improved in order to provide the best quality education that meets the needs of the student in
both class offerings and direct application to students’ work settings.
3. Summary of Dissemination Efforts
Summary of results were given to the faculty for discussion and recommendation. This report
was presented to the faculty for discussion at the faculty meeting scheduled for Wednesday,
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October 21, 2009. This report is also being posted on the College of Education & Behavioral
Sciences Professional Education Unit website (http://edtech.wku.edu/peu/index.htm).
4. Key Discussions and Decisions Made
a. Assessment Data Changes
One note is the incidence of data entry errors. While there were only a few, this needs to be
monitored. It was discovered while entering data this summer that certain student identification
numbers were not in the system even though they were registered for the class on TopNet. It is
also important that adjunct faculty be encouraged to input assessment data into the system.
b. Program Curriculum Changes
Faculty discussed those areas on the CPCE that are less than the mean for students nationally
who use the same examination as part of the exit process. These areas will be emphasized in the
courses that correspond to those standards. In addition the faculty made the following
recommendations: the department will order copies of Encyclopedia of Counseling: Master
Review & Tutorial for National Counselor Examination and State Exams, contact the CPCE for
appropriate tutorial websites, examine the balance between content learning and applied learning
within the counseling curricula. The CPCE is primarily focused on content learning.
c. Decisions Regarding Student Progress Based on Assessment Data
Students are satisfactorily completing the critical performances relative to standards. The issue
for ongoing discussion is the comparison of mean scores on the CPCE of our students to the
mean scores of students nationally who utilize this exit examination. Our goal is to increase the
mean number of correct answers for our students. This requires a continuing examination of
specific areas for curricula revision.