Oklahoma Subject Area Tests

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1 Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 039 School Counselor This test is now delivered as a computer-based test. See for current program information. Office of Educational Quality and Accountability OK-SG-FLD039-06

2 TABLE OF CONTENTS STUDY GUIDE INTRODUCTION PURPOSE OF THIS STUDY GUIDE KEY FEATURES OF THIS STUDY GUIDE FOR OTHER CEOE STUDY GUIDES FOR FURTHER INFORMATION GENERAL INFORMATION ABOUT THE CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS AN OVERVIEW OF THE TESTING PROGRAM Test Development Process Characteristics of the CEOE Tests Test Descriptions Test Administration Score Reports HOW TO PREPARE FOR THE TEST Study the Competencies Identify Resources Study Techniques Review the Practice Test Questions SAMPLE TEST DIRECTIONS Sample General Test Directions Sample Constructed-Response Assignment Directions THE DAY OF THE TEST Preparation At the Test Site Certification Examinations for Oklahoma Educators Study Guide School Counselor i

3 FIELD-SPECIFIC INFORMATION INTRODUCTION Test Competencies Practice Test Questions TEST COMPETENCIES PRACTICE TEST QUESTIONS AND ANSWERS Practice Selected-Response Questions Practice Constructed-Response Assignment A Sample Strong Response to the Practice Constructed-Response Assignment A Sample Weak Response to the Practice Constructed-Response Assignment CONSTRUCTED-RESPONSE ASSIGNMENT SCORING Sample Performance Characteristics for Constructed-Response Assignments Sample Scoring Scale for Constructed-Response Assignments Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright law. Copyright 2014 by the Office of Educational Quality and Accountability and Pearson Education, Inc. or its affiliate(s). All rights reserved. Evaluation Systems, Pearson, P.O. Box 226, Amherst, MA Certification Examinations for Oklahoma Educators, CEOE, Oklahoma General Education Test, OGET, Oklahoma Professional Teaching Examination, OPTE, Oklahoma Subject Area Tests, and OSAT are trademarks of the Office of Educational Quality and Accountability and Pearson Education, Inc. or its affiliate(s). Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). ii Certification Examinations for Oklahoma Educators Study Guide School Counselor

4 STUDY GUIDE INTRODUCTION AND GENERAL INFORMATION ABOUT THE CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS The first two sections of the study guide are available in a separate PDF file. Click the link below to view or print these sections. Study Guide Introduction and General Information About the Certification Examinations for Oklahoma Educators Certification Examinations for Oklahoma Educators Study Guide School Counselor 1-1

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6 FIELD-SPECIFIC INFORMATION Test Competencies Practice Test Questions and Answers Constructed-Response Assignment Scoring INTRODUCTION This section includes a list of the test competencies, as well as a set of practice selected-response (multiple-choice) questions and one or more practice constructed-response assignments (if applicable), for the test field included in this study guide. Test Competencies The test competencies are broad, conceptual statements that reflect the subject-matter skills, knowledge, and understanding an entry-level educator needs to teach effectively in Oklahoma public schools. The list of test competencies for each test field represents the only source of information about what a specific test will cover and therefore should be reviewed carefully. The descriptive statements that follow the competencies are included to provide examples of possible content covered by each competency. These descriptive statements are neither exhaustive nor exclusionary. Practice Test Questions The practice selected-response questions and any practice constructed-response assignments included in this section are designed to give you an introduction to the nature of the questions included in this OSAT test field. The practice test questions represent the various types of questions you may expect to see on an actual test; however, they are not designed to provide diagnostic information to help you identify specific areas of individual strengths and weaknesses or to predict your performance on the test as a whole. To help you prepare for your OSAT, each practice selected-response question in this section is preceded by the competency it measures and followed by a brief explanation of the correct response. On the actual test, the competencies, correct responses, and explanations will not be given. If the test field included in this guide has a constructed-response assignment, sample responses are provided immediately following the practice constructed-response assignment. The sample responses in this guide are for illustrative purposes only. Your written response should be your original work, written in your own words, and not copied or paraphrased from some other work. A description of the process that is used for scoring the constructed-response assignment is provided in addition to the OSAT performance characteristics and score scale. When you are finished with the practice test questions, you may wish to go back and review the entire list of test competencies and descriptive statements for your test field. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-1

7 TEST COMPETENCIES: SCHOOL COUNSELOR SUBAREAS: I. Human Development and Learning II. Assessment and Evaluation III. Counseling and Group Guidance IV. Educational and Career Planning V. Guidance Programs and Professional Knowledge SUBAREA I HUMAN DEVELOPMENT AND LEARNING Competency 0001 Understand human development and learning from early childhood to young adulthood. The following topics are examples of content that may be covered under this competency. Recognize stages, characteristics, and processes of physical, motor, social, emotional, language, and cognitive development from early childhood to young adulthood. Demonstrate knowledge of developmental theories, their characteristics, and their limitations. Analyze developmental issues of particular importance during the various stages of human growth and development. Demonstrate knowledge of learning theories and behavioral and cognitive concepts of learning. Examine the significance of developmental factors during early childhood, middle childhood, and adolescence for learning, educational counseling, and assessment. Competency 0002 Understand factors that may affect human development and learning. The following topics are examples of content that may be covered under this competency. Identify characteristics and educational needs of students with exceptionalities (e.g., learning disability, emotional disturbance, intellectual disability, physical impairment, gifted and talented). Demonstrate knowledge of variables that may affect students' development, learning, behavior, educational achievement, and career planning (e.g., environmental influences; gender, racial, ethnic, cultural, linguistic, and socioeconomic variables; family and community characteristics). Examine relationships between culture, values, and students' goals, attitudes, and achievement. Recognize key factors affecting students' social and personal development. Analyze the relationship between motivation and learning and factors that affect student motivation and attitudes toward school. 2-2 Certification Examinations for Oklahoma Educators Study Guide School Counselor

8 Competency 0003 Understand how to promote students' development and learning. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of the importance of creating a climate of mutual respect in the school that helps all students value themselves and others. Demonstrate knowledge of strategies for helping students develop goal-setting, problem-solving, and decisionmaking skills. Demonstrate knowledge of strategies for helping students develop a positive self-concept, emotional wellbeing, and the ability to manage personal interactions and conflicts. Analyze principles and strategies for helping students establish and maintain positive peer relationships, including relationships with peers from diverse backgrounds. Demonstrate knowledge of techniques and activities for helping students acquire and apply efficient learning strategies and for helping students develop strategies to resolve or cope with situations that may hinder learning. Apply knowledge of techniques for encouraging students to assess their own needs, interests, and talents and direct their own learning behaviors in response to various demands and tasks. SUBAREA II ASSESSMENT AND EVALUATION Competency 0004 Understand formal and informal assessment methods. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of types, characteristics, uses, and limitations of various formal and informal assessments (e.g., achievement tests, aptitude tests, computer-based tests, portfolios, case studies, observations). Examine relationships between assessment and instruction. Demonstrate knowledge of nondiscriminatory assessment strategies for students from culturally and linguistically diverse backgrounds. Competency 0005 Understand principles and procedures for selecting, administering, and interpreting educational assessments. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of criteria and procedures for selecting formal and informal assessment methods in given contexts. Recognize appropriate procedures for administering assessments in various situations (e.g., accommodations and modifications, class size, schedules, setting), including those involving students with specified educational needs. Apply knowledge of principles and procedures for scoring tests and interpreting assessment results. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-3

9 Competency 0006 Understand how to use assessment information to plan instruction and promote educational improvement. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of procedures for engaging in ongoing assessment and feedback and for evaluating student progress. Use assessment results to identify individual student strengths and needs and to determine appropriate changes to a student's educational environment. Analyze the role of assessment information in instructional planning, program evaluation, and school improvement. Apply knowledge of techniques for communicating assessment information and data to students, parents/guardians, other educators, and community members. SUBAREA III COUNSELING AND GROUP GUIDANCE Competency 0007 Understand principles and procedures for individual counseling. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of principles and goals of developmental and guidance counseling. Apply knowledge of principles and techniques associated with specified counseling approaches to individual counseling situations. Recognize procedures and techniques for establishing effective counseling relationships, determining goals, considering ethical standards, solving problems, and communicating effectively in individual counseling situations. Recognize characteristics, needs, and concerns of at-risk students and students with personal or family issues (e.g., substance abuse, pregnancy, chronic illness, depression, truancy, neglect, physical abuse, sexual abuse, sexual harassment, suicide). Demonstrate knowledge of appropriate strategies for working with students who have special concerns and of resources that may be useful to students with such concerns. Identify appropriate crisis interventions in various individual contexts. 2-4 Certification Examinations for Oklahoma Educators Study Guide School Counselor

10 Competency 0008 Understand principles and procedures for group counseling. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals, functions, techniques, and coordination procedures for group counseling at the elementary, middle, and secondary levels. Recognize criteria for selecting members for group counseling and stages and characteristics of group development during group counseling. Examine factors that affect group dynamics, strategies for alleviating problems related to group dynamics, and ethical considerations and issues during group counseling situations. Identify principles and procedures for establishing and maintaining peer-mentoring programs. Identify appropriate crisis interventions in various group contexts (e.g., schoolwide, classroom, small group, community). Competency 0009 Understand principles and procedures for group guidance. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals, functions, and coordination procedures for group guidance at the elementary, middle, and secondary levels. Identify appropriate procedures and activities for various types of group guidance sessions (e.g., small group, classroom, assembly). Demonstrate knowledge of how to plan group guidance sessions (e.g., selecting topics and presentation materials, determining group size and composition, scheduling, collaborating with teachers). Apply knowledge of procedures for implementing group guidance sessions (e.g., using technology, providing follow-up activities, facilitating classroom management). SUBAREA IV EDUCATIONAL AND CAREER PLANNING Competency 0010 Understand educational planning and placement decisions and postsecondary educational planning. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of factors, issues, and procedures related to classroom placements and academic schedules. Apply knowledge of procedures for selecting student courses and curricula in various situations, including situations involving students with exceptionalities. Use various types of information (e.g., personal, academic achievement, graduation requirements) to evaluate possible curriculum choices. Apply knowledge of strategies for helping students research and choose postsecondary programs, prepare for entrance exams, and fulfill admission requirements. Demonstrate knowledge of information sources and procedures for applying to colleges and universities and to vocational, technical, military, and apprenticeship programs. Identify information sources and procedures for seeking financial aid, loans, scholarships, and grants. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-5

11 Competency 0011 Understand career development theories, approaches, and programs and procedures for career assessment and career-related decision making. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of theories of career development and occupational choice (e.g., developmental, need satisfaction, trait factor); and characteristics, procedures, advantages, and limitations of various career counseling approaches. Recognize goals and objectives of career development programs at the elementary, middle school, and secondary levels. Apply knowledge of procedures for establishing effective career education courses and information programs. Identify strategies for helping students develop job-finding skills (e.g., résumé writing, interviewing techniques) and sources of educational, occupational, and job market information. Identify techniques for helping students understand their abilities, interests, and personality characteristics in relation to career and vocational options. Demonstrate knowledge of career assessment methods (e.g., interest inventories) and how to interpret career assessment results. Apply knowledge of procedures for career-related decision making (e.g., recognizing criteria for evaluating alternative career opportunities). SUBAREA V GUIDANCE PROGRAMS AND PROFESSIONAL KNOWLEDGE Competency 0012 Demonstrate knowledge of how to plan, implement, and evaluate a comprehensive school guidance and counseling program. The following topics are examples of content that may be covered under this competency. Demonstrate knowledge of goals and procedures associated with a program needs assessment. Apply strategies for using the results of a needs assessment to identify program needs, priorities, goals, and objectives. Demonstrate knowledge of procedures for developing a guidance curriculum and responsive guidance and counseling services. Recognize principles and procedures for ensuring equitable provision of counseling and guidance services to all students. Demonstrate knowledge of procedures for establishing school guidance and counseling policies (e.g., advisory committee, management system). Recognize criteria for evaluating school guidance and counseling programs and effective methods for presenting program evaluation data. Demonstrate knowledge of ways to use technology effectively and efficiently to plan, organize, implement, and evaluate the comprehensive school counseling program. 2-6 Certification Examinations for Oklahoma Educators Study Guide School Counselor

12 Competency 0013 Understand professional, legal, and ethical roles and responsibilities of school counselors. The following topics are examples of content that may be covered under this competency. Identify roles and responsibilities of the school counselor in situations involving students, families, school personnel, and community. Identify procedures for establishing and maintaining effective public relations. Apply knowledge of professional standards in various guidance and counseling contexts. Recognize the importance of ongoing professional development for school counselors and methods for engaging in professional development. Demonstrate knowledge of the legal responsibilities of school counselors (e.g., rights of students and parents/guardians regarding assessment, student records, and confidentiality; rules and procedures related to the education of students with special educational needs; guidelines regarding neglect, physical abuse, sexual abuse, and sexual harassment). Apply knowledge of ethical standards and guidelines in various counseling contexts. Competency 0014 Understand procedures for effective communication, consultation, and collaboration with families, colleagues, and other professionals. The following topics are examples of content that may be covered under this competency. Apply knowledge of skills and strategies for communicating effectively with all students and their families and for conveying information to parents/guardians about a student's educational program and progress. Identify strategies for adapting guidance and counseling styles to meet the needs of students and families from varied cultural backgrounds. Demonstrate knowledge of how to help parents/guardians support their children academically and understand the skills students need for academic and career success. Apply knowledge of principles and procedures for consulting and collaborating with teachers, administrators, parents/guardians, and others inside and outside the school to build and maintain a strong support system for students. Demonstrate knowledge of procedures for initiating schoolwide programs, participating on decision-making teams, and coordinating materials or services for students in various situations. Demonstrate knowledge of the role of the school counselor, administrator, teacher, student, and family in a school-initiated referral or intervention; and conditions and procedures for referring students to other school or community resources. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-7

13 PRACTICE TEST QUESTIONS AND ANSWERS: SCHOOL COUNSELOR Practice Selected-Response Questions Competency 0001 Understand human development and learning from early childhood to young adulthood. 1. A school counselor plans to meet with a group of first-grade students to help them deal with the death of a teacher. Which of the following approaches to the discussion would be most effective for the counselor to use first? A. providing students with vocabulary needed for labeling and expressing their feelings B. describing the counselor's personal experience related to the loss of a friend C. having students create sympathy cards for the teacher's family D. reassuring students that they will not always feel as sad as they do now Correct Response: A. Young children who are grieving over the death of a teacher may not be able to recognize or label the emotions they are experiencing. Grieving children need someone to listen to and understand them. The counselor can best help young students express themselves by first introducing specific words that will help them describe their feelings. 2-8 Certification Examinations for Oklahoma Educators Study Guide School Counselor

14 Competency 0002 Understand factors that may affect human development and learning. 2. Students' intrinsic motivation to learn is likely to be greatest when educators: A. alternate easier assignments with more challenging learning tasks. B. give students frequent opportunities to make choices in their learning. C. remind students regularly that learning a new concept or skill is satisfying. D. offer rewards to students who exhibit the highest levels of learning and achievement. Correct Response: B. Students who are able to maintain high levels of academic achievement over time tend to have developed strong self-determination skills. Teachers can foster this type of intrinsic motivation to succeed by providing students with opportunities to make choices based on their individual interests. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-9

15 Competency 0005 Understand principles and procedures for selecting, administering, and interpreting educational assessments. 3. A ninth-grade student who recently transferred to a new high school is failing in mathematics but demonstrates grade-level proficiency in all other subjects. The school counselor wants to help the student address this academic inconsistency and determine appropriate support for him. Which of the following strategies describes the counselor's best first step toward achieving this goal? A. asking the mathematics teacher to collect samples of the student's class work and homework assignments and submit them to the counselor B. working with the mathematics teacher to explore factors such as the student's prerequisite knowledge and learning style to gauge their effect on his performance C. providing the student with a peer tutor to help him catch up to the performance level demonstrated by other students in the mathematics class D. discussing with the student and the mathematics teacher various ways the student can improve his mathematics grades, such as doing extra credit assignments Correct Response: B. Many mathematics skills build on information learned in previous classes. When students do not have prerequisite skills or pertinent mathematics background knowledge, they often have difficulty making connections to new or broadened skills. In addition, most students favor particular mathematics learning styles. When teachers are aware of students' learning style preferences, they can adjust instructional activities to better promote student success. A valid first step toward helping this student succeed in mathematics would be to determine his readiness and learning style Certification Examinations for Oklahoma Educators Study Guide School Counselor

16 Competency 0006 Understand how to use assessment information to plan instruction and promote educational improvement. 4. An elementary school counselor serves on a leadership team that is charged with determining the levels of student achievement at the end of a yearlong pilot reading program. The team wants to analyze collected program data to identify achievement gaps, determine patterns of student performance, and evaluate the program's effect on students' reading proficiency skills. To best achieve this goal, the school counselor should suggest that the team take which of the following actions? A. gathering additional data from questionnaires designed to elicit parents'/guardians' perceptions about the program B. examining results data to determine if the percentage of students achieving reading proficiency has increased or decreased C. disaggregating data to reveal performance levels of various student subgroups within the school D. reviewing process data to determine the degree to which program specifications were implemented with fidelity Correct Response: C. Student achievement data are often reported for whole populations or as aggregate data. When data are disaggregated (e.g., by gender, socioeconomic status, race and ethnicity, student mobility, English language learners, special education, disability), patterns, trends, access or achievement gaps, and other important information are uncovered. Analysis of disaggregate information enables school staff to plan future instruction that meets the needs of all students. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-11

17 Competency 0007 Understand principles and procedures for individual counseling. 5. In one middle school, several students who emigrated from the Republic of Myanmar (Burma) have enrolled. The school counselor makes it a priority to attempt to learn about the cultural, social, and family characteristics of these students. The counselor's efforts to learn about the characteristics and backgrounds of these students are likely to be most beneficial for: A. motivating other members of the school community to expand their understanding of the students' cultural heritage. B. enabling the counselor to adapt counseling techniques to the specific needs of the students. C. facilitating communication between the school counseling department and the students' families. D. minimizing the need to develop a formal orientation program for the students. Correct Response: B. A school counselor who attempts to learn about the cultural characteristics, social traditions, and family values of students new to the school community is more likely to understand individual students and be able to counsel them more effectively. This is particularly important in situations where a student's reaction and perceptions of counseling, as well as other life and school events, may be affected by cultural and family values and beliefs that are different from those of the counselor Certification Examinations for Oklahoma Educators Study Guide School Counselor

18 Competency 0008 Understand principles and procedures for group counseling. 6. Six high school students will participate in a school counselor led academic accountability group that is designed to help the students improve their study skills and complete class assignments more efficiently. Which of the following approaches would be most important for the counselor to carry out at the beginning of the group's initial meeting? A. guiding group members in establishing agreement about issues of group confidentiality B. asking group members to speculate about how the accountability group activities might benefit them C. explaining rules of order and etiquette students will be expected to follow during group meetings D. describing in detail the sequence and purpose of the activities that the counselor has chosen for the group Correct Response: A. Confidentiality is a necessary feature of trust building in all counseling situations, and it is particularly crucial to establish trust among group members at the outset of forming a counseling group. Professional standards also demand that issues related to confidentiality are clearly established at the beginning of all counseling relationships. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-13

19 Competency 0010 Understand educational planning and placement decisions and postsecondary educational planning. 7. A tenth-grade, college-bound student wants to drop her advanced biology class. After receiving information at the first class meeting, the student feels that she will not be able to keep up with the course expectations and workload. Which of the following initial responses by the school counselor would be most appropriate for addressing this student's concerns? A. asking the advanced biology teacher to consider modifying assignments and extending deadlines for the student B. contacting the student's parents/guardians to ask for their input C. encouraging the student to attend a few more classes to determine if her concerns are founded D. fulfilling the student's request to drop the class immediately Correct Response: C. Research indicates that lack of confidence is a key reason why some students may avoid challenging science and mathematics courses. In this situation, the student may be making assumptions before fully understanding her abilities relevant to this class. By encouraging the student to attend class a few more times, the counselor is promoting the student's ability to gain some perspective on the class, engage in informed decision making, and develop an increased sense of competence Certification Examinations for Oklahoma Educators Study Guide School Counselor

20 Competency 0011 Understand career development theories, approaches, and programs and procedures for career assessment and career-related decision making. 8. A high school student in a college preparatory program has many interests but is unsure about which interest to pursue as a career. The school counselor decides to use a trait-factor approach to support this student. In the context of this approach, it would be most important for the school counselor to: A. provide the student with detailed information about occupations in her areas of interest. B. advise the student to complete a liberal arts degree before choosing a career. C. encourage the student to pursue a career in his or her area of greatest achievement. D. administer tests to provide the student with a profile of his or her interests, aptitudes, and personality. Correct Response: D. Trait-factor approaches regard individuals as a collection of traits or characteristics that can be identified by objective means and profiled to represent an individual's potential for certain careers. Therefore, a school counselor using the trait-factor approach would begin his or her work with the student by administering tests that would provide information about the traits and characteristics that the student possesses. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-15

21 Competency 0013 Understand professional, legal, and ethical roles and responsibilities of school counselors. 9. A middle school counselor was recently hired to fill a position in a small community. The existing counseling program emphasizes duties in testing, scheduling, and student discipline, and does not include all components of a comprehensive school counseling program. The counselor wants to begin the process of updating the program. Which of the following approaches to this endeavor would be most effective for the counselor to use first? A. identifying a certain time each day to meet with students who want to visit the school counseling office B. providing staff members with information relevant to school counseling "best practices" C. articulating and communicating a vision for the school counseling program D. creating a timeline to track proposed program changes and implementation deadlines Correct Response: C. Making effective changes to update a school counseling program means making a long-term commitment to the cycle of program design. That commitment begins with formulating a clear vision for establishing a program designed to nurture healthy, resilient, and successful learners. Only after the vision has been communicated to the school community can the program move forward to implementation, evaluation, and redesign to best serve the needs of the students Certification Examinations for Oklahoma Educators Study Guide School Counselor

22 Competency 0014 Understand procedures for effective communication, consultation, and collaboration with families, colleagues, and other professionals. 10. After meeting with a student on multiple occasions, an elementary school counselor believes that the student should be referred to a particular community mental health agency. Which of the following steps would be most appropriate for the counselor to take next? A. gathering relevant information about the agency to give to the student's parent/guardian B. establishing contact with the agency to assist with the process of initiating work with the student C. obtaining a release of information form from the student's parent/guardian to allow sharing of relevant student information with agency staff D. arranging an initial meeting that includes the counselor, the student's parent/guardian, and agency staff who would work with the student Correct Response: A. Frequently, a school counselor will determine that a student is at risk with emotional issues that are beyond the scope of the school's counseling program. In these situations, the counselor has a responsibility to refer the student to the appropriate community mental health agency. The first step in this collaborative process should be to provide the student's parent/guardian with information about the agency. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-17

23 Practice Constructed-Response Assignment 11. Use the information below to respond to the assignment that follows. As part of a districtwide initiative promoting drug-free schools, a middle school counselor will begin implementing a new substance abuse prevention program. Part of the program will involve co-teaching group guidance lessons on this topic with the school's seventh- and eighth-grade science teachers. Using your knowledge of group guidance, prepare a response in which you: identify two important goals of group guidance for participating students; describe one developmentally appropriate guidance technique or strategy the counselor could use to achieve each goal you have identified; and explain why each technique or strategy you describe would be effective in achieving the targeted goal. FOR YOUR REFERENCE ONLY The constructed response item is written to assess understanding in Subarea III, Counseling and Group Guidance, which consists of the competencies listed below. Understand principles and procedures for individual counseling. Understand principles and procedures for group counseling. Understand principles and procedures for group guidance Certification Examinations for Oklahoma Educators Study Guide School Counselor

24 A Sample Strong Response to the Practice Constructed-Response Assignment Using classroom guidance lessons is an effective and efficient way for school counselors to provide substance abuse prevention information to seventh- and eighthgrade students. Large group guidance is an appropriate service delivery method given the students' developmental desire to be a part of a group. One goal for participating students would be to understand the physical and behavioral effects of tobacco, alcohol, and other drug abuse. Through direct instruction on substance abuse, the school counselor will be able to present scientifically based information to students regarding the effects of these substances. A second goal for students would be to learn social skills in the areas of managing stress, decision-making, and resisting peer pressure. The use of group process will enable the school counselor to teach students these skills effectively. Research indicates that students tend to learn best from each other and when they are actively engaged with new information. In general, group guidance techniques provide a developmentally appropriate environment for students in seventh- and eighth-grade to learn new information and social behaviors. A technique to introduce accurate, factual information regarding substance abuse and its physical and behavioral effects is to introduce the material within the context of the science curriculum. During class sessions, the school counselor would co-teach students about side effects and then have students form small groups. Each group of students would be given the task of comparing healthy body systems (e.g., skin, lungs, and heart) to those impaired by substance abuse (e.g., wrinkled skin, lung cancer, heart disease). The students would work together cooperatively to create informational posters to display within the school building and community. An effective strategy to address the goal of teaching new social skills is role-playing. Role-playing is a guidance technique that provides students with opportunities to apply newly learned information and practice new social skills in a safe, supportive environment. For example, a roleplay scenario involving a small group of students who are acting silly and clumsy could demonstrate how drinking alcohol affects behavior. In a follow-up scenario, students could practice resisting peer pressure to drink alcohol. The overall goal of a substance abuse prevention program embedded in seventhand eighth-grade science classrooms is to minimize student use and abuse of tobacco, alcohol and drugs. A developmentally appropriate strategy is to provide students with accurate information, which they can apply to a cooperative learning project to share within their communities. This strategy taps into their growing cognitive ability to think abstractly as well as their developmental desire to be a part of a social group. (continued) Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-19

25 A Sample Strong Response to the Practice Constructed-Response Assignment (continued) Research supports that students learn best when actively engaged with both information and each other. Similarly, by incorporating role-playing the school counselor creates opportunities for students to experience and observe both the negative consequences of substance abuse and the empowerment associated with resisting peer pressure. Both of these techniques give the school counselor opportunities to teach students new information and skills while providing them with feedback and support Certification Examinations for Oklahoma Educators Study Guide School Counselor

26 Rationale for the Sample Strong Response Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale. The response fulfills the purpose of the assignment (refer to the instructions for the assignment): it identifies two important group-guidance goals for participating students (i.e., understand the physical and behavioral effects of drug abuse and learn social skills to help manage stress, make decisions, and resist peer pressure); for each identified goal, it describes one developmentally appropriate guidance technique (i.e., cooperative learning and role-play) that the counselor could use to achieve the goal; and it explains why each technique or strategy described would be effective in achieving the targeted goal. The response demonstrates a generally accurate and appropriate application of subject matter knowledge by providing some relevant examples. For instance, the writer clearly states two important goals of group guidance in the first paragraph of the response. The writer goes on to describe the use of "role-playing" to help students learn social skills to help resist peer pressure. The writer's discussion of role-playing reflects an ably-reasoned understanding, describing the benefits it will afford students in seventh and eighth grade, including "opportunities for students to experience and observe both the negative consequences of substance abuse and the empowerment associated with resisting peer pressure." The discussion of the second strategy is less clear and reflects a general understanding, as the writer refers to the second strategy as "direct instruction" in the first paragraph and as a "cooperative learning project" in the next two paragraphs. The cooperative learning example is an appropriate strategy and will help students learn, as they will be "actively engaged with both information and each other." Lastly, the writer explains how both cooperative learning and role-play will help students learn "new information and skills while providing them with feedback and support." More elaboration on what type of support and feedback students will receive would have made this a stronger response. Overall, this response reflects a general understanding of the topic. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-21

27 A Sample Weak Response to the Practice Constructed-Response Assignment A middle school counselor is helping implement a new substance abuse prevention program. As part of the program, she is co-teaching with the school s science teachers. Two goals a counselor could work on, as part of this program, are helping students learn how to resist peer pressure and helping them identify the negative, physical effects of drugs and alcohol. A counselor can help students learn how to resist peer pressure by implementing a role-play activity in the classroom. The teacher and counselor can work together to create several scenarios involving peer pressure. Then the students can be broken into small groups. They can act out different peer pressure scenarios in front of the class (i.e. being pressured to drink alcohol or do drugs). Then as a class, the counselor can lead a brainstorm activity where the class comes up with different ways to resolve each situation. The counselor can have students write their responses anonymously on paper or the counselor can have students volunteer their responses. By giving two methods for students to respond, the counselor is able to get feedback from students who are shy and may not want to speak up as well as from students who enjoy sharing in front of the class. This activity is appropriate for this age group as middle school children like being part of a group. Brainstorming on paper, anonymously, and as a whole class will ensure the counselor is able to include most students in the classroom discussion. The counselor will also have the ability to help guide the discussion in the appropriate direction, so students will learn appropriate ways to deal with peer pressure. The counselor can also help students understand the physical effects of drugs and alcohol. The counselor could have before and after photos of young people who have become addicted to drugs and alcohol and show what they looked like at a young age and then how their appearance changed after becoming addicts. Many middle school children are visual learners, so this should be helpful. By working together with the middle school science teachers, the counselor will be very effective in implementing the new substance abuse prevention program Certification Examinations for Oklahoma Educators Study Guide School Counselor

28 Rationale for the Sample Weak Response Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale. The purpose of this assignment (refer to the instructions for the assignment) is only partially achieved. The writer attempts to address all three bullets of the assignment, but fails to address the third bullet of the prompt. The writer identifies two important goals of group guidance for students: "helping students learn how to resist peer pressure and helping them identify the negative, physical effects of drugs and alcohol." The writer provides a limited response to the second bullet of the assignment. The writer explains the first strategy (i.e., role-play) by stating that the students will act out different peer pressure scenarios created by the teacher and counselor, which will be followed by a brainstorm activity. This first strategy is appropriate to the prompt and contains suitable ideas for helping realize the goal of students learning how to resist peer pressure. The description of the second strategy is limited, as the writer only states he or she is going to show "before and after photos of young people," failing to describe how this strategy will help students achieve the goal of identifying the negative physical effects of drugs and alcohol. The writer simply states that this will help students because many students are "visual learners," providing no examples or supporting evidence. While this writer attempts to answer the constructed response assignment, the overall response reflects a limited application of subject matter knowledge and a poorly reasoned understanding of the topic. Certification Examinations for Oklahoma Educators Study Guide School Counselor 2-23

29 CONSTRUCTED-RESPONSE ASSIGNMENT SCORING All responses to OSAT constructed-response assignments (written and oral) are scored using scoring scales that describe varying levels of performance. These scales were approved by committees of Oklahoma educators who reviewed both the performance characteristics and the scoring scales. Each response is scored by multiple scorers according to standardized procedures during scoring sessions held immediately after each administration of the CEOE. Scorers with relevant professional backgrounds are oriented to these procedures before the scoring session and are carefully monitored during the scoring sessions. A constructed-response assignment response is designated unscorable if it is blank, not on the assigned topic, illegible or unintelligible, not in the appropriate language, or lacking a sufficient amount of original work to score. If you do not provide a scorable response for each constructed-response assignment on your test, you cannot pass the test regardless of your scores on the other section(s) of the test. Sample Performance Characteristics for Constructed-Response Assignments PURPOSE SUBJECT MATTER KNOWLEDGE SUPPORT RATIONALE The extent to which the response achieves the purpose of the assignment Accuracy and appropriateness in the application of subject matter knowledge Quality and relevance of supporting details Soundness of argument and degree of understanding of the subject matter Sample Scoring Scale for Constructed-Response Assignments SCORE POINT U B SCORE POINT DESCRIPTION The "4" response reflects a thorough knowledge and understanding of the subject matter. The purpose of the assignment is fully achieved. There is a substantial, accurate, and appropriate application of subject matter knowledge. The supporting evidence is sound; there are high-quality, relevant examples. The response reflects an ably reasoned, comprehensive understanding of the topic. The "3" response reflects a general knowledge and understanding of the subject matter. The purpose of the assignment is largely achieved. There is a generally accurate and appropriate application of subject matter knowledge. The supporting evidence generally supports the discussion; there are some relevant examples. The response reflects a general understanding of the topic. The "2" response reflects a partial knowledge and understanding of the subject matter. The purpose of the assignment is partially achieved. There is a limited, possibly inaccurate or inappropriate application of subject matter knowledge. The supporting evidence is limited; there are few relevant examples. The response reflects a limited, poorly reasoned understanding of the topic. The "1" response reflects little or no knowledge and understanding of the subject matter. The purpose of the assignment is not achieved. There is little or no appropriate or accurate application of subject matter knowledge. The supporting evidence, if present, is weak; there are few or no relevant examples. The response reflects little or no reasoning about or understanding of the topic. The response is unscorable because it is illegible, not written to the assigned topic, written in a language other than English, or lacking a sufficient amount of original work to score. There is no response to the assignment Certification Examinations for Oklahoma Educators Study Guide School Counselor