Assessment Matrix Curriculum Map. Program: Counseling and Human Development

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1 Johns Hopkins University School of Education Assessment Matrix Curriculum Map Program: Counseling and Human Development

2 The following flow chart illustrates the SOE Assessment System process SOE Assessment System SOE Vision Professional Standard SOE Conceptual Framework Student Outcomes National or State Standard Content Experts Reflective Practitioners Committed to Diversity Data-based Decision- Makers Integrators of Applied Technology Program Goals Objectives Student Learning Outcomes Courses Education Experiences External Experiences Assessments Transition Points Student Scores Student Achievements Target Acceptable 1 Unacceptable

3 PROGRAM Counseling and Human Development DATE May 28, 2013 School of Education Curriculum Map Conceptual Framework Aligned with Standards and Program Goals SOE Vision and Mission VISION The Johns Hopkins University School of Education will lead the world in attracting the most talented and diverse individuals into the fields of education, counseling, and public safety. We will guarantee educational improvement and community well-being by assuring that our students, and others in the profession, have the most innovative tools and effective approaches to advance learning MISSION The Mission of the School of Education is to support and advance the quality of education and human services for the continuous development of children, youth, and adults. Conceptual Framework Outcomes Content experts Reflective practitioners Committed to diversity Data-based decision makers Professional Standards NCATE, CACREP, ELCC, SPA, etc. 2 National/State Standards Program Goals CACREP- SC: C.1 ASCA- I-A-1. Students will demonstrate proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, professional orientation and ethics. CACREP Section III:G.1.A,B,C,D,E,F,G,H,I,J CACREP SC:E.1,2,3 Section 2:G.2.a-f CACREP: SC:A.1,2,4,5 ASCA- I-B-1a. I-B-1b. ASCA- IV-A-7 III-B-3c. ASCA- III-A-5 III-B-1.a III-B-3.c The prospective school counselor will understand the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Students will demonstrate selfgrowth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change. The prospective school counselor will understand aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. *The prospective school counselor will understand how to critically evaluate research relevant to the school counseling profession. *School counseling students will learn to apply current and emerging technologies so that they may use them to assist students, families, and educators to promote informed academic, career, and

4 Effective integrators of applied technology CACREP Section II:F Evidence exists of the use and infusion of technology in program delivery and technology s impact on the counseling profession. CACREP- SC:O.3- ASCA I-B-1g. IV-B-1f V-B-1i. personal/social choices. *Students will use one or more types of multi-media technology (i.e., word processing, PowerPoint) to complete assignments. *Additionally, students will learn to gather critical electronic information, such school report card data, and employ the power of electronically disaggregated data. *Materials for select courses are provided via a web-based community called ELC (Electronic Learning Community) at *Students will use discussion boards to post comments about topics related to school counseling. 3

5 School of Education Curriculum Map Conceptual Framework Aligned with Program Assessment Components Conceptual Framework Outcomes Content experts Reflective practitioners Program Goals (carry over from previous page) Students will demonstrate proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, professional orientation and ethics. The prospective school counselor will understand the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Students Program Objectives *To challenge and support student development and faculty professional growth in social justice principles, advocacy, multiculturalism, human dignity, and positive interactions, as evidenced by students portfolios, teaching evaluations, and student competency evaluations * To achieve program excellence defined by maintaining CACREP accreditation and impact in local school communities/districts, as evidenced by accreditation status and number of successful department K-12 school partnerships. *3. To provide cutting edge research and excellent instruction as evidenced by faculty scholarship and teaching evaluations. Student Learning Outcomes Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) * See above objectives -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Assessments Admissions (GPA, Essay, Letters of Recommendation, Undergraduate college selectivity) eportfolio Evaluation Lab Course Evaluations CPCE Course assignments Course Grades Academic Plan Advisor/Instructor Input Practicum Grades Internship Grades Course Grades University and Site Supervisor Evaluation Employer Survey School partner feedback MSDE data linked to our students Admissions (Essay, Letters of Recommendation) eportfolio Evaluation Advocacy Project Lab Course Evaluations Practicum Internship CPCE Course assignments Transition Points Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) 4

6 will demonstrate selfgrowth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change. Course Grades University and Site Supervisor Evaluations Triadic and Group Field Experience Assessment Results Employer Survey School partner feedback Alumni Survey Committed to diversity The prospective school counselor will understand aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. * See above objectives -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Dispositive Questions during admissions Interview Admission Interview Activities - Scenarios Essay Dispositions Faculty Review Course Grades Practicum Course Grade Practicum - University and Site Supervisor Evaluations Triadic and Group Supervision Dispositions Faculty Review Internship University and Site Supervisor Evaluation Field Experience Assessment Advocacy Project eportfolio Employer Survey School Partner Feedback Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) Data-based decision makers *The prospective school counselor will understand how to critically evaluate research relevant to the school counseling profession. *School counseling students will learn to apply current and emerging technologies * See above objectives -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) 5 Admissions Process - submission of all required documents Writing Sample Admissions Essay Course Grades Practicum Course Grade Practicum - University and Site Supervisor Evaluations Triadic and Group Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out)

7 Effective integrators of applied technology so that they may use them to assist students, families, and educators to promote informed academic, career, and personal/social choices. *Students will use one or more types of multimedia technology (i.e., word processing, PowerPoint) to complete assignments. *Additionally, students will learn to gather critical electronic information, such school report card data, and employ the power of electronically disaggregated data. *Materials for select courses are provided via a web-based community called ELC (Electronic Learning Community) at *Students will use discussion boards to post comments about topics related to school counseling. * See above objectives -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Supervision Course Grades CPCE eportfolio Field Experience Assessment Results Internship University and Site Supervisor Evaluation Advocacy Projects Employer Survey School Partner Feedback Admissions Process - submission of all required documents Writing Sample Lab Course Evaluations Course Grades Practicum Grade CPCE eportfolio Field Experience Assessment Results Practicum and Internship University and Site Supervision Evaluation Advocacy Project Employer Survey School Partner Feedback Admissions Mid-Program/Pre- Internship Program Completion Post-Graduation (2 years out) Post-Graduation (5 years out) 6

8 CONCEPTUAL FRAMEWORK DOMAIN 1: CONTENT EXPERTS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Are Data Entered Anywhere (if so, where)? Standard Addressed (if applicable) Student Learning Outcome Addressed Application Review Rubric Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) GPA Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Essay, Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) Letters of Recommendations Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -build collaborative relationships with community stakeholders (LO5) Undergraduate college selectivity Anna s Computer moving towards entry in TK20 CACREP- SC: C.1 ASCA- I-A-1. *When the evidence cited is a formal assessment (e.g. an observation), please also provide a description and applicable rubric following the template on page 32 below. 7

9 2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of MID-PROGRAM/PRE- INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Lab Course Evaluations TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) Course Grades TK20 CACREP- SC: C.1 ASCA- I-A-1. -build collaborative relationships with community stakeholders (LO5) -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) Academic Plan (with Anna/faculty advisors) moving towards Sharepoint? 8 CACREP- SC: C.1 ASCA- I-A-1. -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4)

10 Advisor/Instructor Input TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) Practicum Grades TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11. 9

11 3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades CACREP- SC: C.1 ASCA- I-A-1. CPCE Anna s Computer CACREP- SC: C.1 ASCA- I-A-1. eportfolio TK20 CACREP- SC: C.1 ASCA- I-A-1. -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) 10

12 -build collaborative relationships with community stakeholders (LO5) Field Experience Assessment Results TK20 CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) University and Site Supervisor Evaluation TK20 CACREP- SC: C.1 ASCA- I-A-1. -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

13 4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of POST-GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) School partner feedback Betsy Emery, Counseling Advisory Council CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention 12

14 and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) MSDE data linked to our students?? CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

15 5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a CONTENT EXPERT at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a CONTENT EXPERT at the transition point of POST-GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) School partner feedback Betsy Emery, Counseling Advisory Council CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role 14

16 and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) MSDE data linked to our students?? CACREP- SC: C.1 ASCA- I-A-1. Students should be able to: -facilitate K-12 students growth and development within the framework of the ASCA National Standards (LO1) -demonstrate the knowledge, role and function of the professional school counselor and how it relates to school reform, dropout prevention and college access programming (LO4) -build collaborative relationships with community stakeholders (LO5) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

17 CONCEPTUAL FRAMEWORK DOMAIN 2: REFLECTIVE PRACTITIONERS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Essay Anna s Computer moving towards entry in TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Letters of Recommendation Anna s Computer moving towards entry in TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

18 2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Practicum Course Grade TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Practicum - University and Site Supervisor Evaluations TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) 17

19 Triadic and Group Supervision University Supervisor TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

20 3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Internship Course Grades ASCA- I-B-1a. I-B-1b. ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) eportfolio TK20 ASCA- I-B-1a. 19 I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3)

21 CPCE Anna s Computer ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) University and Site Supervisor Evaluation TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Field Experience Assessment Results TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) Triadic and Group Supervision University Supervisor; TK20 ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) 20 --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page 11.

22 4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Standard Addressed if Applicable Where Can this Evidence Be Found? Is Data Entered Anywhere? Student Learning Outcome Addressed Employer Survey Betsy Emery, ASCA- I-B-1a. School partner feedback Betsy Emery, Counseling Advisory Council? I-B-1b. ASCA- I-B-1a. I-B-1b. Alumni Survey Betsy Emery ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

23 5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a REFLECTIVE PRACTITIONER at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a REFLECTIVE PRACTITIONER at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery, ASCA- I-B-1a. School partner feedback Betsy Emery, Counseling Advisory Council? I-B-1b. ASCA- I-B-1a. I-B-1b. Alumni Survey Betsy Emery ASCA- I-B-1a. I-B-1b. -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) -work ethically and legally in a school setting (LO9) -serve as advocates and educational leaders in the K-12 setting (LO2) --effectively and appropriately counsel K-12 students (LO3) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

24 CONCEPTUAL FRAMEWORK DOMAIN 3: COMMITTED TO DIVERSITY 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositive Questions during admissions Interview Admission Interview Scoring Sheets - Anna ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Admission Interview Activities - Scenarios Admission Interview Scoring Sheets - Anna ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Essay Admission Interview Scoring Sheets - Anna 23 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6)

25 *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

26 2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of MID-PROGRAM/PRE- INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositions Faculty Review Anna/Norma ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Course Grades TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Practicum Course Grade TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) 25 -demonstrate effective and meaningful group work with diverse groups of students (LO6) Practicum - University and Site TK20 ASCA- IV-A-7 -demonstrate cultural sensitivity and responsiveness with students,

27 Supervisor Evaluations III-B-3c. parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Triadic and Group Supervision University Supervisor TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

28 3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Dispositions Faculty Review Anna/Norma ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) University and Site Supervisor Evaluation TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) Field Experience Assessment TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) 27

29 Advocacy Project Course Grade - Internship ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) eportfolio TK20 ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

30 4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of POST-GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

31 5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being COMMITTED TO DIVERSITY at the transition point of POST-GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being COMMITTED TO DIVERSITY at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- IV-A-7 III-B-3c. -demonstrate cultural sensitivity and responsiveness with students, parents, colleagues, etc. (LO 10) -demonstrate effective and meaningful group work with diverse groups of students (LO6) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

32 CONCEPTUAL FRAMEWORK DOMAIN 4: DATA-BASED DECISION MAKERS 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Admission Application Process Admission Interview Scoring Sheets - Anna Admissions Writing Sample Admission Interview Scoring Sheets - Anna Essay Admission Interview Scoring Sheets - Anna ASCA- III-A-5 III-B-1.a III-B-3.c ASCA- III-A-5 III-B-1.a III-B-3.c ASCA- III-A-5 III-B-1.a III-B-3.c -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

33 2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of MID- PROGRAM/PRE-INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of MID- PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Practicum Course Grade TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse 32

34 school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Practicum - University and Site Supervisor Evaluations TK20 ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

35 3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) CPCE Anna s Computer ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse 34

36 school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) eportfolio TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Field Experience Assessment Results TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) 35 -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) University and Site Supervisor TK20 ASCA- III-A-5 -develop and implement a plan for

37 Evaluation III-B-1.a III-B-3.c evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Advocacy Projects TK20 ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

38 4) POST-GRADUATION (2 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (2 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (2 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school 37

39 III-B-3.c counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

40 5) POST-GRADUATION (5 YEARS OUT) Please write 2-3 sentences summarizing expectations for candidates related to being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (5 YEARS OUT). This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being a DATA-BASED DECISION MAKER at the transition point of POST- GRADUATION (5 YEARS OUT)? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Employer Survey Betsy Emery ASCA- III-A-5 III-B-1.a III-B-3.c -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) School Partner Feedback Betsy Emery/ Counseling Advisory Council ASCA- III-A-5 III-B-1.a -develop and implement a plan for evaluating counseling activities and school counseling programs (LO8) III-B-3.c -develop a data-driven school counseling program that meets the unique needs of schools and diverse school communities (LO7) -ability to be knowledgeable and 39

41 responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

42 CONCEPTUAL FRAMEWORK DOMAIN 5: EFFECTIVE INTEGRATORS OF APPLIED TECHNOLOGY 1) ADMISSIONS Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of ADMISSIONS. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of ADMISSIONS? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Admissions Process submission of all required documents Admission Rubric Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) Writing Sample Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

43 2) MID-PROGRAM/PRE-INTERNSHIP Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of MID-PROGRAM/PRE-INTERNSHIP. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of MID-PROGRAM/PRE-INTERNSHIP? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Lab Course Evaluations TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Course Grades TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Practicum Grade TK20 ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) *When the evidence cited is a formal assessment (i.e. an observation), please also provide a description and applicable rubric within the template on page

44 3) PROGRAM COMPLETION Please write 2-3 sentences summarizing expectations for candidates related to being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of PROGRAM COMPLETION. This should be consistent with evidence described in the table below. What evidence do you use to demonstrate that students meet your expectations for being an EFFECTIVE INTEGRATOR OF APPLIED TECHNOLOGY at the transition point of PROGRAM COMPLETION? Evidence* Where Can this Evidence Be Found? Is Data Entered Anywhere? Standard Addressed if Applicable Student Learning Outcome Addressed Course Grades TK20 ASCA I-B-1g. IV-B-1f V-B-1i. CPCE Anna s Computer ASCA I-B-1g. IV-B-1f V-B-1i. eportfolio TK20 ASCA I-B-1g. IV-B-1f V-B-1i. Field Experience Assessment Results TK20 ASCA I-B-1g. IV-B-1f V-B-1i. - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) - Ability to be knowledgeable and responsible consumer and skilled user of computers, computer technology and the internet. (LO11) University and Site Supervision Evaluation TK20 ASCA I-B-1g. - Ability to be knowledgeable and responsible consumer and skilled user 43

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