Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2009-2010
Department: Psychology
College: COTS
Program: M.Ed School Counseling
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for
assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
The School Counseling Graduate Program has chosen to assess all three student learning outcomes:
1. Academic Performance/Thesis Development: Students will organize their work effectively, demonstrate
critical thinking skills, function independently, and use data/research to conceptualize their thinking.
2. Clinical Performance. Students will demonstrate skills in oral and written communication, listening to
client’s concerns, interpersonal relations, and respect for human diversity. Students will demonstrate
responsiveness to supervision.
3. Other Professional/Personal Development: Students will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability and time management skills. Students will also
maintain professional/ethical behavior, work as a team with peers, maintain flexibility when approaching
clinical and academic concerns, and demonstrate appropriate self-awareness of personal strengths and
weaknesses.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing candidate learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix 1 “Psychology Student Learning Outcomes for 2009-10” for a summary of the methods of
assessment employed, classes in which students were assessed, and when the assessments took place. School
counseling graduate students are reviewed once a year by the program faculty using the Assessment of Candidate
Progress Form. In 2009-10, there were four 1styear students and five 2nd year students in the program. All of the 2nd
year students were assessed during Winter 2010 and all of the 1st year students were assessed Spring 2010. Nine
students completed the school counseling internship. Only the scores from the students who completed the
internship are included in this report.
a)
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Assessment of Candidate Progress: With this form, the program faculty review every student during
his/her first and second year. Candidates who receive “unacceptable” scores in knowledge, skills, or
dispositions are provided specific feedback on how to improve. If candidates cannot receive a
satisfactory score by the winter of their second year, they will not be allowed to proceed toward
internship. The following figure shows the most recent scores. Candidates who started their program
in 2009 will not receive their final evaluation scores until Winter 2011. We also changed our rating
scales from a 5-point scale to a 4-point scale. The 2nd year students remained on the old 5-point scale,
so their scores are artificially higher.
1
5
4
2005
3
2006
2
2007
1
2008
2009
0
Initial
Knowledge
Initial Skills
Initial
Disposition
Final
Knowledge
Final Skills
Final
Disposition
b) In addition to the WAC standards for School Counseling, we began tracking our candidates’
performance on the CACREP School Counseling Standards. These standards were also assessed
during the capstone internship course. All students are assessed on each of the standards.
c) New to this year we also started assessing all students in all classes for each of the 56 general and 63
school-counseling specific CACREP standards. This process started in Spring 2010. Beginning in
Fall 2010, it will become required for all classes in the program. We also changed our rating scales
from a 5-point scale to a 4-point scale. The 2nd year students remained on the old 5-point scale, so
their scores are artificially higher. Please see Appendix 2 “CACREP Standards” for a list of the new
standards that will be assessed for every student using artifacts in all classes.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked
to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also
include a concise interpretation or analysis of the results.
Student Learning Outcomes
Academic Performance/Thesis Development:
Students will organize their work effectively,
demonstrate critical thinking skills, function
independently, and use data/research to conceptualize
their thinking.
Criterion of Mastery
Assessment Results
By their second review,
students must receive a “2.5”
or above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
5 out of 5 2nd year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.6.
All students earn satisfactory
evaluations on comprehensive
written examination and
Professional Education
Advisory Board oral
examination and portfolio
review.
Clinical Performance: Students will demonstrate
skills in oral and written communication, listening to
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CACREP. The new national
standards require all students to
be measured by all standards.
We rated each student on a 4point scale, and scores are
based on a course artifact.
By their second review,
students must receive a “2.5”
2
4 out of 4 1st year students (100%)
received a “3” or higher on the
“Academic Performance” section
of the Assessment of Candidate
Progress Form. Average score was
3.0)
9 of 9 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review.
Overall, students averaged 3.24 on
the first 47 scores assessed. By the
end of their 2nd year, we will have
scores on all 119 standards.
5 out of 5 2nd year students (100%)
received a “3” or higher on the
client’s concerns, interpersonal relations, and respect
for human diversity. Students will demonstrate
responsiveness to supervision.
or above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
Students must receive a “2.5”
(Expected performance) or
above on their PSY 593A
evaluation. They must receive
a “Satisfactory” or above on
593B or C.
“Clinical Performance” section of
the Assessment of Candidate
Progress Form. Average score was
3.5.
4 out of 4 1st year students (100%)
received a “3” or higher on the
“Clinical Performance” section of
the Assessment of Candidate
Progress Form. Average score was
3.0.
4 out of 4 1st year students (100%)
received a “3” or above on their
PSY 593A evaluation.
4 out of 4 students (100%) received
a “Satisfactory” or above on 593B
or C
The student must not receive
any “1”s on the 79-item
evaluation from PSY 682.
The PEAB and Comprehensive
Exam are scored pass/fail.
Students must receive a
passing score on both.
Other Professional/Personal Development: Students
will take initiative for their clinical, academic, and
personal duties. They will demonstrate dependability
and time management skills. Students will also
maintain professional/ethical behavior, work as a team
with peers, maintain flexibility when approaching
clinical and academic concerns, and demonstrate
appropriate self-awareness of personal strengths and
weaknesses.
By their second review,
students must receive a “2.5”
or above in all three categories
to continue in the program.
Students failing to reach this
benchmark may petition for
another evaluation the
following quarter.
All students earn satisfactory
evaluations on comprehensive
written examination and
Professional Education
Advisory Board oral
examination and portfolio
review.
9 students completed the PSY 682
School Counseling Internship.
100% earned scores above “1” on
the evaluation form. The average
score (on a scale of 1 to 5) was 4.3
9 of 9 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review.
5 out of 5 2nd year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 3.6.
4 out of 4 1st year students (100%)
received a “3” or higher on the
“Professional/Personal
Development” section of the
Assessment of Candidate Progress
Form. Average score was 3.0.
9 of 9 students (100%) passed the
comprehensive written exam, the
PEAB oral exam and the portfolio
review.
Based on these assessment results, we can draw the following conclusions:
 Both the 1st year and 2nd year cohort of school counseling students are performing well in the program and
have all achieved the criterion of mastery on the practicum evaluations and all sections of the Assessment
of Candidate Progress.
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3


The school counseling students are performing well in their practica, internship, comprehensive exams, and
PEAB oral exam. For the first time, we also had School Counseling students take the National Counseling
Exam. Their scores will come back in July 2010.
The School Counseling Program received its first CACREP accreditation in January 2010.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as
they are related to results from the assessment process. If no changes are planned, please describe why no
changes are needed. In addition, how will the department report the results and changes to internal and
external constituents (e.g., advisory groups, newsletters, forums, etc.).
The school counseling program faculty met on June 7, 2010 to discuss changes to make based on this year-end
data. The following programmatic conclusions were reached:
 We will continue our tracking of students along the 119 CACREP standards.
 We will start using Facebook to maintain tracking of alumni (as the numbers of alumni from this year’s
survey were too small)
 We will use the data from CACREP standard evaluations to create an objective (or inter-subjective) score
for the Assessment of Candidate Progress Evaluations.
 We will have students start their internships in September to relieve some of the pressure to complete their
hours by June.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on
previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment
methods.




In 2010, we conducted an alumni survey. It provided specific recommendations on how to improve the
existing courses we offer. In PSY 503, we focused more on classroom management and legal/ethical issues
related to the profession. In PSY 584, we incorporated drug/alcohol assessments. In PSY 593B, we
increased our collaboration with students from the K-12 schools in our area.
Starting Spring 2010, we increased our CACREP assessment data. We began to track student performance
in every class (based on CACREP standards) and have artifacts to demonstrate competency.
We submitted the CACREP self-study for the School Counseling Program (by June 30, 2010).
Our Assessment Report will be disseminated to our School Counseling Professional Education Advisory
Board (PEAB) during the Fall 2010 meeting.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The Psychology Department recommends the following change to Assessment of Student Learning at CWU:
 There should be an identified assessment coordinator for each department. This individual should have a
specified number of service WL units that accurately reflects the complexity and enormity of the
assessment process. These service WL units should be above and beyond the regular service allocation for
that individual (essentially resulting in some reassigned time from either teaching or scholarship). With a
large undergraduate major, students at five university centers, and four different masters degree programs
(three of which must meet external certification and accreditation standards), our department assessment
routine is a daunting task.
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4
Appendix 1: Psychology Student Learning Outcomes for 2009-10
CWU Student Learning Outcomes Assessment Plan Preparation Form
Department: Psychology -- Program M. Ed. in School Counseling
The student learning outcomes of the CWU school counseling program are consistent with those of the Council for the Accreditation of Counseling and
Related Programs (CACREP)*, the National Council for the Accreditation of Teacher Education (NCATE)*, and Washington State Office of the
Superintendent of Public Instruction (OSPI) standards for Educational Staff Associate in School Counseling certification programs*.
Student Learning
Outcomes (performance,
knowledge, attitudes)
1. Academic
Performance/Thesis
Development: Students will
organize their work
effectively, demonstrate
critical thinking skills,
function independently, and
use data/research to
conceptualize their thinking.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
state and
national
standards for
professional
training
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Related
Departmental
Goals
1. Maintain
currency of
academic
programs
2. Promote
effective
teaching
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
8. Serve as a
center for
psychological
and educational
services to the
community and
region
5
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates)
***
Standard of
Mastery/
Criterion of
Achievement
(How good does
performance
have to be?)
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
All students in
program.
assessed by
student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and winter
of second year.
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal V:
Achieve
regional and
national
prominence
for the
university.
Assessment of
student progress
form Appended.
Academic
performance
category.
Includes all
coursework and
thesis research).
By their second
review, students
must receive a
“2.5” or above in
all three
categories to
continue in the
program. Students
failing to reach
this benchmark
may petition for
another evaluation
the following
quarter.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Professional
Education
Advisory Board
oral
examination, and
portfolio review
includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
All graduating
students
examined by
PEAB
PEAB
examination at
end of program
All students earn
satisfactory
evaluations on
comprehensive
written
examination and
Professional
Education
Advisory Board
oral examination
and portfolio
review.
Student Learning
Outcomes (performance,
knowledge, attitudes)
2. Clinical Performance.
Students will demonstrate
skills in oral and written
communication, listening to
client’s concerns,
interpersonal relations, and
respect for human diversity.
Students will demonstrate
responsiveness to
supervision.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
3. Meet or
exceed current
national and
state standards
for professional
training
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates)
***
Standard of
Mastery/
Criterion of
Achievement
(How good does
performance
have to be?)
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Assessment of
student progress
form (Appended.
Clinical
Performance
category
includes all
aspects of
clinical skills
development).
All students in
program.
assessed by
student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students
must receive a
“2.5” or above in
all three
categories to
continue in the
program. Students
failing to reach
this benchmark
may petition for
another evaluation
the following
quarter.
8. Serve as a
center for
psychological
and educational
services to the
community and
region
6. Pursue
diversity goals
by attracting
women and
minority
students and
faculty members
and by
increasing
student and
faculty contact
with diverse
populations.
Goal V: Build
partnerships
that with
private,
professional,
academic,
government,
and
communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Goal VI:
Build
inclusive and
diverse
campus
communities
that promote
intellectual
inquiry
Professional
Education
Advisory Board
oral
examination, and
portfolio review
includes
internship
performance.
Comprehensive
examination
constructed with
PEAB input.
PSY 593A is
started either the
student’s first or
second quarter.
Students
continue to take
the sequence
until every
quarter until they
complete PSY
682B.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
Students must
receive a “2.5”
(Expected
performance) or
above on their
PSY 593A
evaluation. They
must receive a
“Satisfactory” or
above on 593B or
C.
The student must
not receive any
“1”s on the 79item evaluation
from PSY 682B.
The PEAB and
Comprehensive
Exam are scored
pass/fail.
Students must
receive a passing
score on both.
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6
Student Learning
Outcomes (performance,
knowledge, attitudes)
3. Other
Professional/Personal
Development: Students will
take initiative for their
clinical, academic, and
personal duties. They will
demonstrate dependability
and time management skills.
Students will also maintain
professional/ethical
behavior, work as a team
with peers, maintain
flexibility when approaching
clinical and academic
concerns, and demonstrate
appropriate self-awareness
of personal strengths and
weaknesses.
Related
Program Goals
1. Assist the
department in
fulfilling the
department
goals.
2. Train
specialists to
provide
comprehensive,
developmental
guidance
programs in the
schools
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
(What is the
assessment?)*
Who Assessed
(Students from
what courses –
population)**
When Assessed
(term, dates)
***
Standard of
Mastery/
Criterion of
Achievement
(How good does
performance
have to be?)
3. Promote
excellence in
learning to
prepare students
for careers and
advanced study
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goals I:& II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Assessment of
student progress
form (Appended.
Other
Professional and
Personal
Development
category)
Student’s advisor
(based on
aggregated
CACREP scores)
Assessment of
student progress
is completed the
spring of first
year and fall of
second year.
By their second
review, students
must receive a
“2.5” or above in
all three
categories to
continue in the
program. Students
failing to reach
this benchmark
may petition for
another evaluation
the following
quarter.
8. Serve as a
center for
psychological
and educational
services to the
community and
region
3. Meet or
exceed current
national
standards for
professional
training
Goal VII:
Create and
sustain
productive,
civil, and
pleasant
learning
environments.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
PSY 593A, B,
and C
evaluations are
completed the
faculty
supervisor.
PSY 682A and
682B
evaluations are
completed by the
onsite
supervisor.
Comprehensive
Exam is scored
by the program
director.
PEAB oral
interview is
scored
collectively by
the PEAB
members.
PSY 593A is
started either the
student’s first or
second quarter.
Students
continue to take
the sequence
until every
quarter until they
complete PSY
682B.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
The PEAB and
Comprehensive
Exam are taken
during or after
their final quarter
of internship.
All students earn
satisfactory
evaluations on
comprehensive
written
examination and
Professional
Education
Advisory Board
oral examination
and portfolio
review.
*CACREP is a leading national body for accrediting educational programs in school counseling. It establishes standards for the institution, program objectives and curriculum (including
foundations, contextual dimensions, and knowledge and skills), clinical instruction, faculty and staff, organization and administration, and evaluations in the program. The current
CACREP standards may be found at http://www.cacrep.org/2001Standards.html. NCATE standards may be found at http://www.ncate.org/public/standards.asp in which school
counselors fall under the standards for “other school personnel.” Washington State standards for school counselor certification programs are codified in WAC 181-78A-270(5), available
online at http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
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7
2009 CACREP Standards by Class
Page |8
Appendix 1: CACREP Standards
After completing their program, students will have multiple scores on these 118 standards. The scores will be aggregated and used to
provide the Assessment of Candidate Progress evaluations in Spring and Winter.
Standard
G. Common core curricular experiences and demonstrated knowledge in each of the
eight common core curricular areas are required of all students in the program.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that
provide an understanding of all of the following aspects of professional functioning:
G.1.a. history and philosophy of the counseling profession;
G.1.b. professional roles, functions, and relationships with other human service
providers, including strategies for interagency/interorganization collaboration and
communications;
G.1.c. counselors’ roles and responsibilities as members of an interdisciplinary
emergency management response team during a local, regional, or national crisis,
disaster or other trauma-causing event;
G.1.d. self-care strategies appropriate to the counselor role;
G.1.e. counseling supervision models, practices, and processes;
G.1.f. professional organizations, including membership benefits, activities, services
to members, and current issues;
G.1.g. professional credentialing, including certification, licensure, and accreditation
practices and standards, and the effects of public policy on these issues;
G.1.h. the role and process of the professional counselor advocating on behalf of the
profession;
G.1.i. advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients; and
G.1.j. ethical standards of professional organizations and credentialing bodies, and
applications of ethical and legal considerations in professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding
of the cultural context of relationships, issues, and trends in a multicultural society,
including all of the following:
G.2.a. multicultural and pluralistic trends, including characteristics and concerns
within and among diverse groups nationally and internationally;
G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including
specific experiential learning activities designed to foster students’ understanding of
self and culturally diverse clients;
G.2.c. theories of multicultural counseling, identity development, and social justice;
G.2.d individual, couple, family, group, and community strategies for working with
and advocating for diverse populations, including multicultural competencies;
G.2.e counselors’ roles in developing cultural self-awareness, promoting cultural
social justice, advocacy and conflict resolution, and other culturally supported
behaviors that promote optimal wellness and growth of the human spirit, mind, or
body; and
G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of intentional
and unintentional oppression and discrimination.
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an
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8
Assessment Course
Primary Secondary
502 /
503
502 /
503
502 /
503
681b,682B
502 /
503
593A
502 /
503
502 /
503
502 /
503
574
593a
681B
681b,682B
574,584
589
574
574
574
561
574
574
574
2009 CACREP Standards by Class
Page |9
Standard
understanding of the nature and needs of persons at all developmental levels and in
multicultural contexts, including all of the following:
G.3.a. theories of individual and family development and transitions across the life
span;
G.3.b. theories of learning and personality development, including current
understandings about neurobiological behavior;
G.3.c. effects of crises, disasters, and other trauma-causing events on persons of all
ages;
G.3.d. theories and models of individual, cultural, couple, family, and community
resilience;
G.3.e a general framework for understanding exceptional abilities and strategies for
differentiated interventions;
G.3.f. human behavior, including an understanding of developmental crises,
disability, psychopathology, and situational and environmental factors that affect
both normal and abnormal behavior;
G.3.g. theories and etiology of addictions and addictive behaviors, including
strategies for prevention, intervention, and treatment; and
G.3.h. theories for facilitating optimal development and wellness over the life span.
4. CAREER DEVELOPMENT—studies that provide an understanding of career
development and related life factors, including all of the following:
G.4.a. career development theories and decision-making models;
G.4.b. career, avocational, educational, occupational and labor market information
resources, and career information systems;
G.4.c. career development program planning, organization, implementation,
administration, and evaluation;
G.4.d. interrelationships among and between work, family, and other life roles and
factors, including the role of multicultural issues in career development;
G.4.e. career and educational planning, placement, follow-up, and evaluation;
G.4.f. assessment instruments and techniques relevant to career planning and
decision making; and
G.4.g. career counseling processes, techniques, and resources, including those
applicable to specific populations in a global economy.
5. HELPING RELATIONSHIPS—studies that provide an understanding of the
counseling process in a multicultural society, including all of the following:
G.5.a. an orientation to wellness and prevention as desired counseling goals;
G.5.b. counselor characteristics and behaviors that influence helping processes;
G.5.c. essential interviewing and counseling skills;
G.5.d. counseling theories that provide the student with models to conceptualize
client presentation and that help the student select appropriate counseling
interventions. Students will be exposed to models of counseling that are consistent
with current professional research and practice in the field so they begin to develop a
personal model of counseling;
G.5.e. a systems perspective that provides an understanding of family and other
systems theories and major models of family and related interventions;
G.5.f. a general framework for understanding and practicing consultation; and
G.5.g. crisis intervention and suicide prevention models, including the use of
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9
Assessment Course
Primary Secondary
571
552
584
552
552
552
552
552
552
573
573
573
573
573
573
573
560
593A
568
560
593c
560, 593b, 568
560,593b
593b
571
568
502 /
503
593b
560
560, 568
2009 CACREP Standards by Class
P a g e | 10
Standard
psychological first aid strategies.
6. GROUP WORK—studies that provide both theoretical and experiential
understandings of group purpose, development, dynamics, theories, methods, skills,
and other group approaches in a multicultural society, including all of the following:
G.6.a. principles of group dynamics, including group process components,
developmental stage theories, group members’ roles and behaviors, and therapeutic
factors of group work;
G.6.b. group leadership or facilitation styles and approaches, including
characteristics of various types of group leaders and leadership styles;
G.6.c. theories of group counseling, including commonalities, distinguishing
characteristics, and pertinent research and literature;
G.6.d. group counseling methods, including group counselor orientations and
behaviors, appropriate selection criteria and methods, and methods of evaluation of
effectiveness; and
G.6.e. direct experiences in which students participate as group members in a small
group activity, approved by the program, for a minimum of 10 clock hours over the
course of one academic term.
7. ASSESSMENT—studies that provide an understanding of individual and group
approaches to assessment and evaluation in a multicultural society, including all of
the following:
G.7.a. historical perspectives concerning the nature and meaning of assessment;
G.7.b. basic concepts of standardized and nonstandardized testing and other
assessment techniques, including norm-referenced and criterion-referenced
assessment, environmental assessment, performance assessment, individual and
group test and inventory methods, psychological testing, and behavioral
observations;
G.7.c. statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and correlations;
G.7.d. reliability (i.e., theory of measurement error, models of reliability, and the use
of reliability information);
G.7.e. validity (i.e., evidence of validity, types of validity, and the relationship
between reliability and validity);
G.7.f. social and cultural factors related to the assessment and evaluation of
individuals, groups, and specific populations; and
G.7.g. ethical strategies for selecting, administering, and interpreting assessment and
evaluation instruments and techniques in counseling.
8. RESEARCH AND PROGRAM EVALUATION—studies that provide an
understanding of research methods, statistical analysis, needs assessment, and
program evaluation, including all of the following:
G.8.a. the importance of research in advancing the counseling profession;
G.8.b. research methods such as qualitative, quantitative, single-case designs, action
research, and outcome-based research;
G.8.c. statistical methods used in conducting research and program evaluation;
G.8.d. principles, models, and applications of needs assessment, program evaluation,
and the use of findings to effect program modifications;
G.8.e. the use of research to inform evidence-based practice; and
7/24/16
10
Assessment Course
Primary Secondary
561
561
681b
561
561
681b
561
544
544
544
544
568
544
568
544
568
568 /
567
544
568 /
567
555
555
555
555
568
568 /
555,593a,593b
568
2009 CACREP Standards by Class
P a g e | 11
Standard
G.8.f. ethical and culturally relevant strategies for interpreting and reporting the
results of research and/or program evaluation studies.
SC.A 6. Understands the effects of (a) atypical growth and development, (b) health
and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors
of resiliency on student learning and development.
SC.A 7. Understands the operation of the school emergency management plan and
the roles and responsibilities of the school counselor during crises, disasters, and
other trauma-causing events.
B. Skills and Practices
SC.B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in
school counseling.
SC.B.2. Demonstrates the ability to articulate, model, and advocate for an
appropriate school counselor identity and program.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
SC.C.1. Knows the theories and processes of effective counseling and wellness
programs for individual students and groups of students.
SC.C.2. Knows how to design, implement, manage, and evaluate programs to
enhance the academic, career, and personal/social development of students.
SC.C.3. Knows strategies for helping students identify strengths and cope with
environmental and developmental problems.
SC.C.4. Knows how to design, implement, manage, and evaluate transition
programs, including school-to-work, postsecondary planning, and college admissions
counseling.
SC.C.5. Understands group dynamics—including counseling, psycho-educational,
task, and peer helping groups—and the facilitation of teams to enable students to
overcome barriers and impediments to learning.
SC.C.6. Understands the potential impact of crises, emergencies, and disasters on
students, educators, and schools, and knows the skills needed for crisis intervention.
D. Skills and Practices
SC.D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to
relate to diverse individuals, groups, and classrooms.
SC.D.2. Provides individual and group counseling and classroom guidance to
promote the academic, career, and personal/social development of students.
SC.D.3 Designs and implements prevention and intervention plans related to the
effects of (a) atypical growth and development, (b) health and wellness, (c)
language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on
student learning and development.
SC.D.4. Demonstrates the ability to use procedures for assessing and managing
suicide risk.
SC.D.5. Demonstrates the ability to recognize his or her limitations as a school
counselor and to seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
SC.E.1. Understands the cultural, ethical, economic, legal, and political issues
surrounding diversity, equity, and excellence in terms of student learning.
7/24/16
11
Assessment Course
Primary Secondary
567
568 /
555
567
552
567
503
589
682B
560
573
552
569
561
593B
574
682B
682B
593A
593B
574
2009 CACREP Standards by Class
P a g e | 12
Standard
SC.E.2. Identifies community, environmental, and institutional opportunities that
enhance—as well as barriers that impede—the academic, career, and personal/social
development of students.
SC.E.3. Understands the ways in which educational policies, programs, and practices
can be developed, adapted, and modified to be culturally congruent with the needs of
students and their families.
SC.E.4. Understands multicultural counseling issues, as well as the impact of ability
levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and
their effects on student achievement.
F. Skills and Practices
SC.F.1. Demonstrates multicultural competencies in relation to diversity, equity, and
opportunity in student learning and development.
SC.F.2. Advocates for the learning and academic experiences necessary to promote
the academic, career, and personal/social development of students.
SC.F.3. Advocates for school policies, programs, and services that enhance a
positive school climate and are equitable and responsive to multicultural student
populations.
SC.F.4. Engages parents, guardians, and families to promote the academic, career,
and personal/social development of students.
ASSESSMENT
G. Knowledge
SC.G.1. Understands the influence of multiple factors (e.g., abuse, violence, eating
disorders, attention deficit hyperactivity disorder, childhood depression) that may
affect the personal, social, and academic functioning of students.
SC.G.2. Knows the signs and symptoms of substance abuse in children and
adolescents, as well as the signs and symptoms of living in a home where substance
abuse occurs.
SC.G.3. Identifies various forms of needs assessments for academic, career, and
personal/social development.
H. Skills and Practices
SC.H.1. Assesses and interprets students’ strengths and needs, recognizing
uniqueness in cultures, languages, values, backgrounds, and abilities.
SC.H.2. Selects appropriate assessment strategies that can be used to evaluate a
student’s academic, career, and personal/social development.
SC.H.3. Analyzes assessment information in a manner that produces valid inferences
when evaluating the needs of individual students and assessing the effectiveness of
educational programs.
SC.H.4. Makes appropriate referrals to school and/or community resources.
SC.H.5. Assesses barriers that impede students’ academic, career, and
personal/social development.
RESEARCH AND EVALUATION
I. Knowledge
SC.I.1. Understands how to critically evaluate research relevant to the practice of
school counseling.
SC.I.2. Knows models of program evaluation for school counseling programs.
SC.I.3. Knows basic strategies for evaluating counseling outcomes in school
counseling (e.g., behavioral observation, program evaluation).
7/24/16
12
Assessment Course
Primary Secondary
574
574
574
574
569
574
682B
682B
593B
584
569
574
682B
552
682B
544
593B
593C
682B
555
569
569
682B
682B
2009 CACREP Standards by Class
P a g e | 13
Standard
SC.I.4. Knows current methods of using data to inform decision making and
accountability (e.g., school improvement plan, school report card).
SC.I.5. Understands the outcome research data and best practices identified in the
school counseling research literature.
J. Skills and Practices
SC.J.1. Applies relevant research findings to inform the practice of school
counseling.
SC.J.2. Develops measurable outcomes for school counseling programs, activities,
interventions, and experiences.
SC.J.3. Analyzes and uses data to enhance school counseling programs.
ACADEMIC DEVELOPMENT
K. Knowledge
SC.K.1. Understands the relationship of the school counseling program to the
academic mission of the school.
SC.K.2. Understands the concepts, principles, strategies, programs, and practices
designed to close the achievement gap, promote student academic success, and
prevent students from dropping out of school.
SC.K.3. Understands curriculum design, lesson plan development, classroom
management strategies, and differentiated instructional strategies for teaching
counseling- and guidance-related material.
L. Skills and Practices
SC.L.1. Conducts programs designed to enhance student academic development.
SC.L.2. Implements strategies and activities to prepare students for a full range of
postsecondary options and opportunities.
SC.L.3. Implements differentiated instructional strategies that draw on subject matter
and pedagogical content knowledge and skills to promote student achievement.
COLLABORATION AND CONSULTATION
M. Knowledge
SC.M.1. Understands the ways in which student development, well-being, and
learning are enhanced by family-school-community collaboration.
SC.M.2. Knows strategies to promote, develop, and enhance effective teamwork
within the school and the larger community.
SC.M.3. Knows how to build effective working teams of school staff, parents, and
community members to promote the academic, career, and personal/social
development of students.
SC.M.4. Understands systems theories, models, and processes of consultation in
school system settings.
SC.M.5. Knows strategies and methods for working with parents, guardians,
families, and communities to empower them to act on behalf of their children.
SC.M.6. Understands the various peer programming interventions (e.g., peer
meditation, peer mentoring, peer tutoring) and how to coordinate them.
SC.M.7. Knows school and community collaboration models for crisis/disaster
preparedness and response.
N. Skills and Practices
SC.N.1. Works with parents, guardians, and families to act on behalf of their
children to address problems that affect student success in school.
SC.N.2. Locates resources in the community that can be used in the school to
7/24/16
13
Assessment Course
Primary Secondary
569
569
568
569
682B
682B
502
682B
567
569
682B
573
682B
503
503
503
503
567
503
569
559
682B
682B
2009 CACREP Standards by Class
P a g e | 14
Standard
improve student achievement and success.
SC.N.3. Consults with teachers, staff, and community-based organizations to
promote student academic, career, and personal/social development.
SC.N.4. Uses peer helping strategies in the school counseling program.
SC.N.5. Uses referral procedures with helping agents in the community (e.g., mental
health centers, businesses, service groups) to secure assistance for students and their
families.
LEADERSHIP
O. Knowledge
SC.O.1. Knows the qualities, principles, skills, and styles of effective leadership.
SC.O.2. Knows strategies of leadership designed to enhance the learning
environment of schools.
SC.O.3. Knows how to design, implement, manage, and evaluate a comprehensive
school counseling program.
SC.O.4. Understands the important role of the school counselor as a system change
agent.
SC.O.5. Understands the school counselor’s role in student assistance programs,
school leadership, curriculum, and advisory meetings.
P. Skills and Practices
SC.P.1. Participates in the design, implementation, management, and evaluation of a
comprehensive developmental school counseling program.
SC.P.2. Plans and presents school-counseling-related educational programs for use
with parents and teachers (e.g., parent education programs, materials used in
classroom guidance and advisor/advisee programs for teachers).
7/24/16
14
Assessment Course
Primary Secondary
569
682B
569
593B
503
503
569
503
503
682B
682B
559