PROGRAM EVALUATIONS M.A. Programs in School Counseling - Full-time - Summers and On-line Department of Counseling Gallaudet University

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1 PROGRAM EVALUATIONS M.A. Programs in School Counseling - Full-time - Summers and On-line Department of Counseling Gallaudet University August In accordance with the accreditation requirements of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the Department of Counseling periodically reports to its constituents the results of various evaluations conducted of the program. Constituents include: students, alumni, Gallaudet University administration, alumni employers, practicum/intern supervisors, and community partners. Included in this report are the following: 1. Department mission statement 2. School counseling program student learning outcomes 3. Program demographics 4. Results of candidate exit survey (class of 2012 and 2013 ) 5. Results of candidate focus group (class of 2012 and 2013) 6. Results of alumni survey (classes of 2010, 2011, and 2012) 7. Results of site supervisor survey (classes of 2010, 2011, and 2012) 8. Results of survey of employers of graduates (classes of 2010, 2011, and 2012) 9. Comprehensive Program Evaluation Plan 10. Appendices It is the goal of the Department of Counseling to continuously evaluate and improve the School Counseling degree program to meet the ever- changing needs of students and the communities which they serve. Feedback from the various constituency groups is solicited on a regular basis, but input is welcome at any time. To provide feedback on the Counseling degree program, please send comments to School

2 MISSION STATEMENT Department of Counseling (DOC) Gallaudet University The Department of Counseling prepares graduates to be multiculturally competent professional mental health or school counselors, able to work skillfully with deaf, hard of hearing, and hearing clients of diverse backgrounds in a variety of settings. Our training models emphasize the development of cultural self-awareness, sensitivity, knowledge, and skills essential to becoming effective and ethical practitioners who are able to influence individual, group, organizational and systemic changes that promote health and well being for all persons in the context of social justice and multiculturalism. Faculty members are committed to promoting interpersonal values that support our professional relations with others. These values include compassion, self-awareness, genuineness, commitment to social justice, and an authentic appreciation of diversity. Rev

3 STUDENT LEARNING OUTCOMES M.A. Programs in School Counseling Department of Counseling Gallaudet University Students in Gallaudet's School Counseling Programs will become professionals who: 1. Articulate understanding of, advocate for, and model the professional role and identify of a counselor, in particular the school counselor. 2. Demonstrate self-, and other-awareness, knowledge, and skills needed to effectively relate to and counsel diverse individuals and their families, groups, and classrooms, while demonstrating understanding of human growth and development. 3. Integrate awareness, knowledge, and skills related to economic, legal, and political issues surrounding diversity, equity, and excellence in learning, achievement, and whole student development. 4. Identify and assess multiple factors that influence the personal, social, and academic functioning of students, particularly any indicators of abuse/neglect or potential impact of crises/trauma, and select culturally appropriate prevention strategies or interventions. 5. Demonstrate the ability to apply culturally appropriate ethical decision making and adhere to ethical, legal, and professional standards related to the practice of professional counseling, and in particular school counseling. 6. Demonstrate knowledge of and evaluate research relevant to the practice of counseling/school counseling with an ability to use outcome research data to inform decision making, accountability, and best practices. 7. Facilitate teams and prevention/intervention plans which enable students to overcome barriers to learning and facilitate success and achievement in academic, career, and personal/social development. 3

4 8. Demonstrate basic knowledge and application of theoretical models and processes of school and community consultation and collaboration. 9. Demonstrate understanding of the concepts, strategies, and practices designed to (1) enhance student academic, career and personal development, (2) close the achievement gap, and (3) prevent students from dropping out of school. 10. Recognize the importance of the school counselor as a system change agent and apply this in practice utilizing multicultural counseling competencies, effective leadership, advocacy, consultation, and collaboration to influence change on the individual, group, and organizational and systemic levels.

5 M.A. Program in School Counseling (full-time) Demographics Class of 2012 (entered 2010) Female Male Deaf/HH Hearing Accepted (50%) (50%) (100 %) (0 %) Graduated 2 yr (60%) (40%) (100%) (0%) Graduated out of sequence (100%) Black, Hispanic White, Asian Other Non-Hispanic Non-Hispanic Accepted (83%) (17%) Graduated (80%) (20%) Graduated out of Sequence (0%) Geographic draw at acceptance Northeast Mid-west South West 2 1 3

6 Class of 2013 (entered 2011) Female Male Deaf/HH Hearing Accepted (7) (100%) (0%) (100 %) (0 %) Graduated 2 yr (100%) (0%) (100%) (0%) Graduated out of sequence to graduate (100%) 0 (0%) Black, Non- Hispanic Hispanic White, Non- Hispanic Accepted (86%) Graduated (100%) Graduated out of Sequence to (50%) graduate 2014 Asian Other 1 0 (14%) (50%) 0 Geographic draw at admission Northeast Northwest South West International 3 (43%) 1 (14%) 0 2 (29%) 1 (14%)

7 Class of 2014 (entered 2012) Accepted () Female Male Deaf/HH Hearing Graduated 2 yr Graduated out of sequence to graduate 2014 Accepted Graduated Graduated out of Sequence to graduate 2014 Black, Non- Hispanic Hispanic White, Non- Hispanic Asian Other Geographic draw at admission Northeast Northwest South West International 5

8 Census Bureau-designated areas: Region 1 (Northeast) o Division 1 (New England) Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut o Division 2 (Middle Atlantic) New York, Pennsylvania, New Jersey Region 2 (Midwest) o Division 3 (East North Central) Wisconsin, Michigan, Illinois, Indiana, Ohio o Division 4 (West North Central) North Dakota, South Dakota, Nebraska, Kansas, Minnesota, Iowa, Missouri Region 3 (South) o Division 5 (South Atlantic) Delaware, Maryland, DC, Virginia, W. Virginia, N. Carolina, S. Carolina, Georgia, Florida o Division 6 (East South Central) Kentucky, Tennessee, Mississippi, Alabama o Division 7 (West South Central) Oklahoma, Texas, Arkansas, Louisiana Region 4 (West) o Division 8 (Mountain) Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico o Division 9 (Pacific) Alaska, Washington, Oregon, California, Hawaii

9 Class of 2012 Candidate Exit Survey Results (full-time) Each year, a few days prior to graduation, graduating candidates for the School Counseling Degree are required to complete the Candidate Exit Survey. Candidates then meet as a group without faculty present to discuss and provide answers to specific focus questions that address their experiences of the program and ask for specific recommendations. Candidate Exit Survey Narrative Summary In May 2012, six candidates for graduation from the School Counseling Program completed the Candidate Exit Survey. This instrument asks each candidate to individually rate how competent s/he feels in each of 24 skills areas. Ratings are from 1 (incompetent) to 5 (very competent), with a rating of 3 considered "sufficiently competent". All 24 skills areas received an average rating of 3.14 or higher. In fact, 75% of the skill areas (i.e., 18) received an average rating of 4.0 or higher from the respondents. The highest average ratings (i.e., ) were found for the following areas: 2. Demonstrating the ability to articulate and model an appropriate school counselor identity. 4. Demonstrating self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. 5. Providing individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of all PK-12 students 10. Promoting the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. 17. Using peer helping strategies to help augment the school counseling program. 19. Promoting interactions among deaf, hard of hearing, and hearing people. From section 2 of the survey 1. Promotes interaction among deaf, hard of hearing, and hearing people 5. Using reflection to identify areas for continued knowledge and skill development and find ways to enhance these areas for the purpose of improving practice Though the average ratings of all skill areas were quite high, the lowest of the responses (3.4- which feel between sufficiently competent and competent) was given in one areas: 14. Providing data related to student outcomes and school counselor intervention There were 6 other average ratings that were below a score of 4 (competent); 1. Demonstrating the ability to apply ethical standards and legal precedents to specific counseling situations (3.8) 3. Designing and implementing prevention and intervention/plans for student problems that demonstrate an understanding of the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level, (e) culture, (f) diversity, (g) socioeconomic status, (h) factors of resiliency on student learning and development (3.6) 12. Selecting and analyzing assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. (3.6) 7

10 15. Implementing research-based instructional strategies based on subject matter and pedagogical content knowledge and skills (3.6) 22. Utilizing and applying theoretical approaches to your everyday work. (3.8) Section # 2 4. Utilizing and applying theoretical approaches to your everyday work (3.8) These items, along with other responses, were be considered during the annual program evaluation meeting in August 2012.

11 Candidate Exit Survey- School Counseling (Full-Time): Spring 2012 Survey Question 1. Demonstrating the ability to apply ethical standards and legal precedents to NA Incompetent Barely Competent Sufficiently Competent Competent Very Competen Applica specific counseling situations. 0.00% 0.00% 1/ 16.67% 5/ 83.33% 0.00% 0.00% Demonstrating the ability to articulate and model an appropriate school counselor identity. 0.00% 0.00% 0.00% 3/ 50.00% 3/ 50.00% 0.00% Designing and implementing prevention and intervention/plans for student problems that demonstrate an understanding of the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level, (e) culture, (f) diversity, (g) socioeconomic status, (h) factors of resiliency on student learning and development. 0% 0% 2/ 33% 4/ 67% 0% 0% Demonstrating self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. 0% 0% 0% 2/ 33% 4/ 67% 0% Providing individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of all PK-12 students. t Not ble Total 0% 0% 0% 3/ 50% 3/ 50% 0% Designing and implementing prevention and intervention plans for students that demonstrate an understanding of diverse needs and enables student to set goals and take necessary action to achieve goals. 7. Appling counseling interventions to assist students and parents at points of educational transition. 8. Addressing multicultural counseling issues, including possible effects of ability levels, culture, race, stereotyping, family, socioeconomic status, gender and 0% 0% 2/ 33% 2/ 33% 2/ 33% 0% 6 4 0% 0% 1/ 17% 2/ 33% 3/ 50% 0% sexual identity. 0% 0% 2/ 33% 2/ 33% 2/ 33% 0% Advocating for the learning and academic experiences that are necessary to promote the academic, career, and personal/social development of all PK-12 students 0% 0% 1/ 17% 2/ 33% 3/ 50% 0% Promoting the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. 11. Engaging parents, guardians, and families as necessary to promote the academic, 0% 0% 0% 2/ 33% 4/ 67% 0% career, and personal/social development of all PK-12 students. 0% 0% 2/ 33% 2/ 33% 2/ 33% 0% Selecting and analyzing assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 0% 0% 2/ 33% 4/ 67% 0% 0% Assessing student needs and making appropriate referrals to school and/or community resources. 0% 0% 0% 4/ 67% 2/ 33% 0% Providing data related to student outcomes and school counselor intervention. 0% 0% 3/ 50% 2/ 33% 0% 17% 6 3.4

12 NA NR Survey Question Incompetent Barely Competent Sufficiently Competent Competent Very Competent Not Applicable No Response Total 15. Implementing research-based instructional strategies based on subject matter and pedagogical content knowledge and skills. 0% 0% 2/ 33% 4/ 67% 0% 0% 0% Locating and coordinating resources in the community for use in the school to improve 0% 0% 0% 5/ 83% 1/ 17% 0% 0% student achievement and success. 17. Using peer helping strategies to help augment the school counseling program. 0% 0% 0% 3/ 50% 3/ 50% 0% 0% Planning and presenting guidance-related educational programs for parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for 0% 0% 0% 4/ 67% 2/ 33% 0% 0% teachers). 19. Promoting interactions among deaf, hard of hearing, and hearing people. 0% 0% 0% 2/ 33% 4/ 67% 0% 0% Working with diverse cultural and community constituencies reflecting knowledge of local, national 0% 0% 0% 4/ 67% 2/ 33% 0% 0% and global best practices. 21. Integrating and applying traditional approaches, while being open to newer and more 0% 0% 2/ 33% 2/ 33% 2/ 33% 0% 0% 6 4 innovative 22. Utilizing techniques. and applying theoretical approaches to your everyday work. 0% 0% 2/ 33% 3/ 50% 1/ 17% 0% 0% Using reflection to identify areas for continued knowledge and skill development and find ways to enhance these areas for the 0% 0% 0% 4/ 67% 2/ 33% 0% 0% purpose 24. Successfully of improving impacting practice. student achievement 0% 0% 0% 4/ 67% 2/ 33% 0% 0% Promotes interaction among deaf, hard of hearing, and hearing people 0% 0% 0% 2/ 33% 4/ 67% 0% 0% Working with diverse cultural and community constituencies reflecting knowledge of local, 3. national Integrating and global and applying best practices traditional approaches, while being open to newer 4. Utilizing and more and applying innovative theoretical techniques approaches to your everyday work 5. Using reflection to identify areas for continued knowledge and skill development and find ways to enhance these areas for the purpose of improving practice 6. Successfully impacting student achievement 0% 0% 0% 3/ 50% 2/ 33% 0% 17% % 0.00% 1/ 16.67% 3/ 50.00% 2/ 33.33% 0.00% 0.00% % 0.00% 2/ 33.33% 3/ 50.00% 1/ 16.67% 0.00% 0.00% % 0.00% 0.00% 4/ 66.67% 2/ 33.33% 0.00% 0.00% % 0.00% 0.00% 2/ 33.33% 4/ 66.67% 0.00% 0.00% 6 4.6

13

14 Candidate Exit Survey- School Counseling (Full-Time): Spring NA Barely Competent Sufficiently Competent Very Competent Not Applicable Survey Question Incompetent Competent Total 1. Demonstrating the ability to apply ethical standards and legal precedents to specific counseling situations. 0.00% 0.00% 0.00% 3/ 75.00% 1/25.00% 0.00% 4 2. Demonstrating the ability to articulate and model an appropriate school counselor identity. 0.00% 0.00% 0.00% 4/ % 0.00% 0.00% 4 3. Designing and implementing prevention and intervention/plans for student problems that demonstrate an understanding of the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level, (e) culture, (f) diversity, (g) socioeconomic status, (h) factors of resiliency on student learning and development. 0% 0% 1/ 25% 3/ 75% 0% 0% 4 4. Demonstrating self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. 0% 0% 0% 2/ 50% 2/ 50% 0% 4 5. Providing individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of all PK- 12 students. 0% 0% 0% 1/ 25% 3/ 75% 0% 4 6. Designing and implementing prevention and intervention plans for students that demonstrate an understanding of diverse needs and enables student to set goals and take necessary action to achieve goals. 0% 0% 1/ 25% 1/ 25% 2/ 50% 0% 4 7. Appling counseling interventions to assist students and parents at points of educational transition. 0% 0% 1/ 25% 3/ 75% 0% 0% 4 8. Addressing multicultural counseling issues, including possible effects of ability levels, culture, race, stereotyping, family, socioeconomic status, gender and sexual identity. 0% 0% 0% 3/ 75% 1/ 25% 0% 4 9. Advocating for the learning and academic experiences that are necessary to promote the academic, career, and personal/social development of all PK-12 students 0% 0% 0% 2/ 50% 1/ 25% 1/ 25% Promoting the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. 0% 0% 1/ 25% 2/ 50% 1/ 25% 0% Engaging parents, guardians, and families as necessary to promote the academic, career, and personal/social development of all PK-12 students. 0% 25% 0% 3/ 75% 0% 0% Selecting and analyzing assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 0% 0% 1/ 25% 1/ 25% 0% 2/ 50% Assessing student needs and making appropriate referrals to school and/or community resources. 0% 0% 2/ 50% 2/ 50% 0% 0% Providing data related to student outcomes and school counselor intervention. 0% 0% 0% 2/ 50% 0% 2/ 50% Barely Competent Very Competent Survey Question Total 15. Implementing research-based instructional strategies based on subject matter and pedagogical content knowledge and skills. 0 25% 0 25% Locating and coordinating resources in the community for use in the school to improve student achievement and success. 1 25% 1 25% Using peer helping strategies to help augment the school counseling program. 0 50% 0 0% 4

15 18. Planning and presenting guidance-related educational programs for parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). 0 75% 0 0% Promoting interactions among deaf, hard of hearing, and hearing people. 0 0% 2 0% Working with diverse cultural and community constituencies reflecting knowledge of local, national and global best practices. 0 25% 0 0% Integrating and applying traditional approaches, while being open to newer and more innovative techniques. 0 25% 1 25% Utilizing and applying theoretical approaches to your everyday work. 0 50% 1 0% Using reflection to identify areas for continued knowledge and skill development and find ways to enhance these areas for the purpose of improving practice. 0 25% 0 0% Successfully impacting student achievement 0 25% 0 0% 4 1. Promotes interaction among deaf, hard of hearing, and hearing people 0 25% 0 0% 4 2. Working with diverse cultural and community constituencies reflecting knowledge of local, national and global best practices 0 50% 0 0% 4 3. Integrating and applying traditional approaches, while being open to newer and more innovative techniques % % 4 4. Utilizing and applying theoretical approaches to your everyday work % % 4 5. Using reflection to identify areas for continued knowledge and skill development and find ways to enhance these areas for the purpose of improving practice 6. Successfully impacting student achievement % % % % 4

16 Exit Interview: Focus Group Survey Questions: School Counseling Group Graduates of 2012: (based on feedback from 6 students) Date: May 9, 2012 Program Course Content A. Specific course content we feel is particularly relevant or meaningful to our counselor identity development as a professional school counselor is: i. We unanimously agree and feel that Multicultural course had the most impact on our identity as school counselors. We also benefited greatly from SIMSOC and Pumping The Colors. We found that the Cultural Time Ball project, the autobiography assignment from FHS, and Shared Views Group helped us identify and recognize our own biases, values, beliefs, and to build a deeper understanding of ourselves. We did enjoy the Curriculum Project from Group Counseling because it helped us understand how to plan, prepare, and connect concepts for our future groups. One of our biggest influences on our school counseling identity is the ASCA Project it was hell for us and through the difficult process our identity grew and we became more comfortable as school counselors. B. Specific course content we did not find particularly relevant or meaningful to our counselor identity development as a professional school counselor is: i. Some of us did not think the audiology course was beneficial aside from the learning how to read and understand an audiogram. Some of us felt that Counseling Deaf People was not beneficial because we were expecting more counseling-related topics and discussion instead of deaf culture 101. Program Course Sequencing A. We wish that Audiology class was in the summer or as a workshop ie. shorter schedule focusing just understanding the audiogram and how to explain to parents. We also wish that Play Therapy, Substance Abuse, and DSM-IV was a full-semester course. B. We feel that the sequence was helpful for all of us in preparing for our future as successful, multicultural competent counselors. C. We wish that we had FHS II focusing on children and Multicultural II to continue to build our skillset, awareness, and knowledge of multicultural issues.

17 Program Course Structure A. We would like all handouts, grades, reports, feedback in electronic form. It would also make it easier to build an electronic portfolio. B. We want to emphasize again the importance of SIMSOC and Pumping The Colors, both activities were VERY, VERY beneficial for us as well as serving as a creative way to learn about society, oppression, privileges, teamwork, understanding process vs. content, and serving as a medium for personal reflection and insight. C. Some of us feel that presenting from powerpoints was becoming dull over time. We really like Dr. Wu s hand-on activities and wish more professors would do the same. D. We think the disposition system is good, however it would be nice if the third semester was more of informal by having a verbal dialogue with faculties rather than filling out the paperwork as usual. Department and Program Communication Access and General Climate A. Some of us feel that there is tension between school counseling faculty and mental health faculty and that affect us. We feel that the school counseling climate is friendly, warm, and welcome just that outside events and factors can influence us. B. We understand that it may be due to the design of courses and that are two groups, A and B. Nonetheless we still felt distant from the mental health counselors. We would like to bridge this gap as it continues to get wider every semester. C. We feel that the community meetings were not that effective. There was a lot of discussion and no action. We felt left hanging and that no progress was made.

18 School Counseling Exit Survey Focus Group Answers 5/5/13 1a. We felt that multiculturalism class was very relevant to our counselor identity development as professional school counselors because we learned so much about our identities and how that impacts us and others as well as our values, bias, cultural background intersectionality, etc in a school setting. b. Counseling deaf people class was not relevant because we didn t learn enough in regards to the content of the course in the class. We felt that there was a gap between multiculturalism and counseling deaf people courses. We would benefit our learning in both multiculturalism and counseling deaf courses together. The content for Shared Values group in counseling Deaf people course wasn t beneficial due to no structural like in family therapy course and multiculturalism course. 2. The course sequence of the program was structured and it did help prepared us for our SIMSOC, PTC (pumping the colors), practicum and internships. With those activities, practicum and internships experiences also helped us prepare for our next phase of our careers. Of course, in the beginning, we didn t like or thought some of courses were unnecessary but later, we found those course can be beneficial and purpose, and it served us as future professional counselors well. 3. We felt that our trips to different schools in Orientation to School Counseling class was very beneficial for us and it gave us the glimpse of what it is like everyday in school as well as the school counseling program in each school. We feel that we could have done more hands on activities rather than listening to the lectures often. The use of technology was good, we used power point, laptop, watched videos online, etc. 4. We have found the school counseling program to be intentional and culturally appropriate in promoting effective communication access and culturally respectful and inclusive climate very positive. We feel that the department appreciates us and encourage us to have a dialogue among ourselves. The department has at some point gone beyond their duties to ensure that we are in the safe environment to express our feelings.

19 School Counseling Program Exit Interview Date: Wednesday, May 14, 2014 Students: (based on student feedback from two full-time students) Program Recommendations: 1. Matching between student preferences for specific learning areas and site and faculty supervisor expertise and interests. Also take into consideration supervision style preference of student and faculty supervisor. 2. Recommended School Program Meeting Topics First Semester in this sequence a. Academic and Disposition Review- process and content b. Portfolio c. Preparation for Practicum/Internship earlier- would like additional structure requiring students to submit resume and cover letter for feedback in advance suggested to make as required hw assignment vs. optional. For Internship, have students apply to 2-3 places. d. Qualifying exam preparation 3. COU 709 Counseling Deaf People : Recommendation that a team approach of deaf and hearing instructors be assigned so that there is intentional in incorporation of multiple perspectives, especially with regard to deaf/hearing issues, identity development, culture and community, etc. 4. COU 737: Organization and Administration of School Counseling Programs: Was most helpful for SOS students to have attended ASCA conference participating in workshops and constant exposure to professional networking and the ASCA national model helped to facilitate quicker understanding of the national model and its relevance in application to the course content that would be addressed, and specifically the ASCA project assignments that would be done. Furthermore, attending the conference reiterated importance and deepened understanding of professional identity as a school counselor.

20 Alumni, Employer and Supervisor Surveys for School Counseling and Mental Health Counseling Programs 2013 (for classes 2010, 2011, 2012) Every three years, a survey of alumni, employers and site supervisors of the Mental Health Counseling Program and the School Counseling Programs are conducted. The surveys for 2013, which were sent to the relevant constituents for the classes of 2010, 2011, and 2012, were revised from previous surveys. Surveys were modified to be more consistent in what is being assessed across the programs. Items are aligned with Program SLOs and CACREP standards. The surveys were developed and data was gathered and analyzed using Survey Monkey. Data is presented in Department and Program Meetings as well as to Advisory Boards for continued program assessment and improvement. Report on Results for Alumni Survey for School Counseling Programs 2013 (Classes of 2010, 2011, and 2012 including both programs, full-time and summers online) In May 2013, an was sent to 19 students from the graduating classes of 2010, 2011, and 2012 (5, 8, and 6 respectively), asking them to participate in the 2013 Survey. An explanation of the purpose of the survey and a link to the actual survey were included in the (see Appendix A Letters to Alumni, Supervisors and Employers (Survey) Spring 2013). The survey instrument (see below) asked respondents to rate themselves on 29 items using a Likert scale of 1 to 5 with 1 (no competency), 2 (little or limited competency), 3 (average competency), 4 (above average competency) and 5 (excellent competency). A response of N/A (not applicable) was scored as 0. A follow up was sent to the same students approximately two weeks after the first mailing reminding them to respond if they had not yet done so. A total of 6 responses were collected. The average or mean rating for all 29 items indicated that the alumni respondents assessed their counseling knowledge and skills to be of average competency or better on all items. The range of the means was 3.0 to Six items had mean scores of 4.5 or better. These highest items were #1, #2, # 3, #20, #27 and #29. The first item, #1, with a mean score of 4.5 is I apply and adhere to ethical and legal standards in school counseling. #2 with a mean of 4.67 is I model an appropriate professional school counselor identity and can describe to others the role and responsibilities of a school counselor. #3 had a mean score of 4.83 and is I am self aware, sensitive to others, and skillful in relating to individuals and groups. With a mean score of 4.5, #20 is I prepare students for a full-range of postsecondary options and opportunities. #27, having a mean score of 4.5 is I use both traditional and non-traditional (such as adventure-based, creative art activities, etc) culturally responsive practices and techniques. And lastly, #29 has a mean score of 4.5 and is I actively look for opportunities to enhance professional knowledge and skills. Alumni from the school counseling programs who responded to this self-report measure, therefore, assessed themselves to have above average to excellent competency in these identified skill areas.

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