Standard 3 Exhibit 8
School Counseling Program
Assessments and Scoring Rubrics/Criteria used in the Clinical Practice
The assessments and scoring rubrics used to evaluate candidates’ performance in Internship (Clinical Practice)
are included in this exhibit.
Below are:
1. The Assessment Standards for Internship (Clinical Practice)
2. The Site Supervisor Evaluation form used to evaluate Candidate’s performance in Internship
3. The University Supervisor Evaluation rubric used to evaluate Candidate’s performance in practicum
4. Rubric for evaluating the Internship Group Counseling Modules
LEVEL FIVE ASSESSMENT STANDARDS – PROGRAM COMPLETION
SCHOOL COUNSELING GRADUATE PROGRAM
Career Group Counseling Module
Academic Group Counseling Module
Personal/Social Group Counseling Module
Site Supervisor Internship Evaluation of
Knowledge, Skills, and Dispositions
All Children Can Learn
Unacceptable
1 Point
Prior to Fall 2008:Module
Grade below B, below 80
Acceptable
2 Points
Prior to Fall 2008:Module
Grade = B, 80-89
Target
3 Points
Grade = A, 90 – 100
(See Rubric-C below)
Beginning Spring 2009
Below 2.0 average on
Rubric-H
Prior to Fall 2008:Module
Grade below B, below 80
Beginning Spring 2009
Between 2.0 and 2.69
average on Rubric-H
Prior to Fall 2008:Module
Grade = B, 80-89
Beginning Spring 2009
Between 2.7 and 3.0
average on Rubric-H
Grade = A, 90 – 100
(See Rubric-C below)
Beginning Spring 2009
Below 2.0 average on
Rubric-H
Prior to Fall 2008:Module
Grade below B, below 80
Beginning Spring 2009
Between 2.0 and 2.69
average on Rubric-H
Prior to Fall 2008:Module
Grade = B, 80-89
Beginning Spring 2009
Between 2.7 and 3.0
average on Rubric-H
Grade = A, 90 – 100
(See Rubric-C below)
Beginning Spring 2009
Below 2.0 average on
Rubric-H
Prior to Winter 2009,
Average score on “Rubric
F” is below 4.0
Beginning Spring 2009
Between 2.0 and 2.69
average on Rubric-H
Prior to Winter 2009,
Average score on “Rubric
F” is above 4.0
Beginning Spring 2009
Between 2.7 and 3.0
average on Rubric-H
Prior to Winter 2009, there
was no option for Target
scores
Beginning Winter 2009,
average score from
“Rubric F” is less than
4.0
Prior to Fall 2009 –
Internship course grade is
below 80.
Beginning Winter 2009,
average score from
“Rubric F” is between 4.0
and 5.4
Prior to Fall 2009 Internship course grade is
80 and above.
Beginning Winter 2009,
average score from “Rubric
F” is 5.5 to 6.0
Prior to Fall 2009, there
was no option for Target
scores
Beginning Fall 2009:
Rubric F Item D-4 on
Internship Site Supervisor
Evaluation Score is
Below 4.0
Beginning Fall 2009:
Rubric F Item D-4 on
Internship Site Supervisor
Evaluation Score is
between 4.0 and 5.5
Beginning Fall 2009:
Rubric F Item D-4 on
Internship Site Supervisor
Evaluation Score is
between 5.5 and 6.0
Fairness
599 Instructor Evaluation
Prior to Fall 2009 –
Internship course grade is
below 80.
Prior to Fall 2009 Internship course grade is
80 and above.
Prior to Fall 2009, there
was no option for Target
scores
Beginning Fall 2009:
Rubric F Item D-5 Score
is Below 4.0
Prior to Fall 2009 –
Internship Course Grade
is below 80
Beginning Fall 2009:
rubric F Item D-5 Score is
between 4.0 and 5.5
Prior to Fall 2009 –
Internship course grade is
80 to 89
Beginning Fall 2009:
Rubric F Item D-5 Score is
between 5.5 and 6.0
Prior to Fall 2009 –
Internship course grade is
90 to 100
Beginning Fall 2009,
Average score on Rubric
G is below 2.0.
Beginning Fall 2009,
Average score on Rubric
G is between 2.0 and 2.5.
Beginning Fall 2009,
Average score on Rubric G
is between 2.6 and 3.0.
RUBRIC F
Internship Site Supervisor Evaluation
Competency Assessment Levels: (It is expected that students will begin in the “Novice/Beginning” area. By the end
of an internship, the expected level in all areas should at least be “Competent.”)
1. Unsatisfactory – Student has not shown initiative in developing this skill.
2. Novice / Beginning – Student is in the initial stages of development and has demonstrated beginning
knowledge/skill under supervision.
3. Progressing – Student is developing this skill, and is beginning work in this area independently, as well as with
supervision. Student is beginning to show initiative in developing this skill further.
4. Competent - Student understands and has used the skill. Works Independently and shows initiative in this area.
5. Proficient – Student has attained mastery of the skill and independently performs the skill. Student shows
initiative and is ready for employment in the field of school counseling. I am willing to verify this skill when
writing a letter of recommendation.
6. Exceptional – Student demonstrates skill levels and initiative above and beyond expectation.
7. Not Applicable, Not Observed, or No Opportunity, as yet
Areas of Competence
A. Counseling and Coordination
1. Utilizes referral process for counseling in the school.
2. Demonstrates understanding of a standard procedural counseling process
(e.g. establishing the helping relationship, explaining confidentiality and other informed consent issues).
3. Utilizes brief, solution-focused counseling techniques appropriate to school setting.
4. Develops counseling goals & action plans for students' problems related to behavior, career, academic
achievement, and/or social/relationship issues.
5. Utilizes record-keeping procedures and referrals for off-site services.
6. Coordinates and consults with community referral sources.
7. Responds appropriately in a crisis.
8. Uses appropriate guidance techniques in the classroom.
9. Skillfully facilitates small and large groups.
10. Demonstrates proficiency in at least one internship experience with students from
(a) different ethnic groups than the intern’s
(b) ESL students
(c) students with exceptionalities
(d) students from different SES groups than the interns
11. Practices according to professional and ethical standards and school board policy.
B. Collaborating and Consulting
1. Communicates effectively with co-workers.
Level
2. Works effectively with faculty and staff to address student behavior and learning needs.
3. Works effectively with faculty to develop strategies to enhance learning in the classroom.
4. Performs in the counselor's role as a consultant when serving on school intervention teams.
C. Program Administration/Assessment and Use of Data
1. Has demonstrated how guidance programs are integrated with the school curriculum and overall
mission.
2. Promotes methods for determining school-wide needs to be addressed by classroom guidance or small
group curricula.
3. Is actively involved in designing procedures for planning and initiating additions to the guidance
program such as classroom guidance or group curricula.
4. Discusses and understands how data is collected and compiled (e.g., grades, enrollment, attendance,
retention, disciplinary actions, and placement) at school site.
D. Leadership & Advocacy
1. Has assisted the counselor in developing and implementing school-wide programs that enhance student
success in school.
2. Has had a positive impact on student learning and academic achievement
3. Utilizes outcome data to advocate for program viability.
4. Demonstrates the belief that all children can learn
5. Treats all children with fairness (positive regard, attention, equality, concern and respect)
E. Professionalism
1. Consult with supervisor for assistance and feedback.
2. Accepts and incorporates feedback and suggestions.
3. Demonstrates appropriate organizational and time management skills.
4. Demonstrates appropriate oral and written communications skills.
5. Self-presentation is consistently professional regarding manner of attire and interpersonal interactions.
6. Is prepared for upcoming activities and shares prepared materials with the site-supervisor.
7. Is always on time and treats the clinical experience as a job.
AVERAGE SCORE
Additional Comments
RUBRIC G
University Internship Instructor Evaluation
Standard
Unacceptable
1-point
through assignments and
time in the school, candidate
DID NOT have a positive
impact on student learning
and the school
Acceptable
2-points
through assignments and
time in the school, candidate
DID have a positive impact
on student learning and the
school
Candidate Growth
Candidate DID NOT grow
professionally at the
expected level; or did not
incorporate feedback, or did
not act in a responsible
manner during the semester
Candidate DID grow
professionally at the
expected level; and DID
incorporate feedback, and
DID act in a responsible
manner during the semester
Class Work
Was NOT organized, or
class assignments were of
poor quality, or did NOT
participate consistently in
class, or was tardy or absent
consistently
Was organized, and class
assignments were of good
quality, and participated
consistently in class, and
was not tardy or absent
Readiness for next Section
of Internship, or
Graduation
Candidate is not ready for
next section of internship, or
graduation
Average Score
Below 2.0
Candidate is ready for next
level of internship and has
demonstrated the expected
level of counseling skills,
knowledge, advocacy,
leadership, and consultation
2.0 to 2.5
Candidate has a positive
impact on learning and the
school.
Target
3-points
through assignments and
time in the school, candidate
DID have a positive impact
on student learning and the
school; and the candidate
collected data and shared
data with supervisors and
other candidates
documenting this positive
impact
Candidate DID grow
professionally at an
exceptional level; and DID
incorporate feedback, and
DID act in a responsible
manner during the semester;
overall growth was
exceptional – in the top 5%
of candidates
Was organized, and class
assignments were of
excellent quality, and
participated consistently in
class, and took a leadership
role in class, and was not
tardy or absent
Candidate is ready for
internship and has exhibited
exceptional counseling,
leadership knowledge,
advocacy, and consultation
skills
2.6 to 3.0
RUBRIC H
Rubric for Internship Group Counseling Module.
The Rubric below is used by University Internship Instructors to evaluate the three group counseling modules
that internship students must successfully complete. Candidates must complete
1. A Career Group Counseling Module
2. An Academic Group Counseling Module
3. A Personal/Social Group Counseling Module
Evaluation
Item
1. Required
Module
Outline
Unacceptable
1-Point
Did not include all components
of the module outline
Acceptable
2-Points
Included all components of the
module outline
2. Purpose and
Identified
Problem
The problem is NOT clearly
identified, or the purpose of the
intervention is NOT clearly
defined, or is NOT in-line with
the expected work of a school
counselor
The problem is clearly identified,
and the purpose of the
intervention is clearly defined
and is in-line with the expected
work of a school counselor
3. ASCA
Standards
Did not identify at least one
ASCA standard and at least three
ASCA competencies
Target population is not well
defined
At least one ASCA standard and
at least three ASCA
competencies identified
Target population is somewhat
defined with age, gender,
problem they are experiencing
5.
Preparations
and Resources
All materials for the module are
NOT included, identified,
organized, printed with good
quality printer distributed to the
instructor and each internship
candidate in the class
6. Strategies
and
Intervention
Strategies were not clear in print
or in the class presentation of the
module, or intervention did not
seem appropriate for the
problem, or intervention was
poorly planned, or poorly
implemented, or intervention
strategies were not clear
All materials needed to
implement the module are
included, identified, organized,
printed with good quality printer
distributed to the instructor and
each internship candidate in the
class
Strategies were clear in print of
the module, and intervention was
appropriate for the problem, and
intervention was well planned
and implemented. Class
presentation of module may not
have been clear.
7. Assessment
Instrument
Instrument was not
comprehensive, or did not
4. Target
Population
Provided a comprehensive
instrument that the candidate
Target
3-Points
Included all required
components of the module
outline, and made a significant
addition to the required outline
components
The problem is clearly identified,
and the purpose of the
intervention is clearly defined
and is in-line with the expected
work of a school counselor, and
the candidate identifies how this
problem left unattended can have
a negative impact on academics
At least one ASCA standard and
at least five ASCA competencies
identified
Target population is somewhat
very well defined with age,
gender, problem they are
experiencing, SES, cultural
identifiers, and other relevant
identifiers
All materials for the module are
included, identified, organized,
printed with good quality printer
distributed to the instructor, site
supervisor, and each internship
candidate in the class
Strategies were clear in print and
in the internship class
presentation of the module, and
intervention was appropriate for
the problem, and intervention
was well planned and
implemented, during the
internship class the candidate
clearly taught the class how to
implement this same intervention
Provided a comprehensive
instrument that the student
measure the intervention, or did
not collect numeric data
8. Results
Results from the intervention did
NOT show a positive impact on
students and did not link to
academics
9. Reflection
Candidate did NOT provide
strong reflection on his/her
growth, successes and failures
during the internship class
presentation
10. Average
Score
Below 2.0
created, that collected numeric
data to measure the effectiveness
of at least 70% of the
intervention
created or that was created by
another author with strong
reliability and validity, that
collected numeric data to
measure the effectiveness of the
complete intervention
Results from the intervention did Results did show a positive
show a positive impact on
impact on students, and
students, and candidate discussed candidate discussed these results
these results in internship class
in internship class and was able
and was able to link to
to link to academics, and link
academics
results of this intervention to
results seen in other studies in
the literature
In internship class presentation,
In internship class presentation,
candidate provided strong
candidate provided reflection on
reflection on his/her growth,
his/her growth, successes and
successes and failures during the failures during the intervention,
intervention.
and provided suggestions for
future implementation of this
intervention.
2.0 to 2.59
2.6 to 3.0