Student Bi-Annual Review. Professional Counseling Programs

Student Bi-Annual Review Professional Counseling Programs Updated Fall 2011

Professional Counseling Programs Student Bi-Annual Review Process Students are required to complete a bi-annual review as a component of a comprehensive evaluation process to assess student outcomes across three domains - knowledge, skills, and professional practice. The documents for the bi-annual review are required to be completed throughout the academic program beginning at new student orientation and ending at graduation. NOTE: The Professional Practice Forms are required EACH SEMESTER the student is enrolled in APCE 612, 619, or 614 or 692/3. ****************************************************************************** Student progress and learning outcomes will also be evaluated based on grades, CPCE, and assignments completed in 602/650 (Wellness/Self-care Plan), 657 (Personal Values Assessment), and 673 (Psychosocial Assessment and Assessment Reflection Paper). ****************************************************************************** The following are the requirements for the bi-annual review: Due Date: Last Friday of November FIRST YEAR FALL SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Wellness Plan 4) Counseling Profession Essay Students are required to describe (in 200 words or less) the counseling profession. This description must compare and contrast the counseling profession to related fields (i.e., psychology and social work). Due Date: First Friday of April SPRING SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back

into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Updated Wellness Plan 4) Professional Development Questions 5) Advocacy Statement Students are required to write an advocacy statement that is comprised of two parts. Each student must (1) describe (in 50 words or less) an example of how he/she has engaged in advocacy and (2) describe (in 50 words or less) how he/she sees her/his role as an advocate. Due Date: Last Friday of November SECOND YEAR FALL SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Updated Wellness Plan 4) Research Integration Statement Students are required to describe (in 100 words or less) an example of how they will integrate research and evaluation into his/her professional practice. Due Date: First Friday of April SPRING SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Updated Wellness Plan 4) Professional Development Questions

Due Date: Last Friday of November THIRD YEAR (and subsequent years) FALL SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Professional Practice Forms *If in Practicum I, Practicum II, or Internship Due Date: First Friday of April SPRING SEMESTER 1) Bi-Annual Review Cover Page 2) Faculty Review Forms These forms will be distributed in class by faculty. Students will complete the top portion of the form (name, course information, advisor information, etc.). This form will be turned back into the instructor and subsequently completed and turned into the student s advisor to be included in her/his bi-annual student review file. *Students enrolled in SRM600 or PSY530 need to give a Faculty Review Form to the instructor to complete and return to your advisor. 3) Professional Practice Forms *If in Practicum I, Practicum II, or Internship

Faculty Assessment Form

N/A Well Below Expectation s Below Expectation s Meets Expectation s Above Expectation Outstanding s /Well Above Expectation s Professional Counseling Programs Master Student Assessment Form Instructor: Please complete the following form for each student enrolled in your course and return the form to the students academic advisor. This form is due on the date grades are due for the academic semester. Program: Clinical Counseling Clinical Counseling: Couples & Family Therapy School Counseling Name of Student: Date: Student Academic Advisor: Name of Evaluator: Course(s): Academic Ability Written Expression Verbal Expression Flexibility Initiative & Motivation Commitment to Professional Development Maturity Ability to Accept Personal Responsibility Interpersonal Skills Professionalism Openness & Ability to Utilize Feedback Self-Awareness Openness to New Ideas Ability to Manage Personal Stress Attention to Legal & Ethical Considerations Clinical Skills Emotional Regulation This student should be: Encouraged to continue in the program Reviewed after another semester Offered remedial assistance Discouraged from continuing in the program I do not know the student well enough to make a recommendation at this time. Please include any additional comments on the reverse side of this form.

Professional Development Questions

Professional Counseling Programs PROFESSIONAL DEVELOPMENT QUESTIONS Please complete the following form, and respond to the following questions in an attached narrative. You must turn in your response to your academic advisor by the last day of April, each year you are in the program. Program: Clinical Counseling Clinical Counseling: Couples & Family Therapy School Counseling Name: Advisor: BEAR #: Phone: ACA/ASCA Membership Number: Member Since (i.e., year joined): Date: Address: Personal/Professional Development Questions (Maximum of 2 typed pages total) 1. List all professional memberships (e.g., local, state, regional, national, CSI, etc.). 2. List professional development activities in which you have participated during the past year (e.g., conference attendance, presentations and publications, community service, etc.). 3. List the professional development activities you plan to engage in during the next year. 4. Describe three (3) significant areas in which you ve grown personally and professionally this academic year. 5. Identify three (3) of your strengths as a future counselor. 6. Identify and describe three (3) areas you need to develop during the next year.

Bi-Annual Review Cover Pages

Professional Counseling Programs BI-ANNUAL STUDENT REVIEW COVER SHEET FIRST YEAR - FALL Please complete the following form, and submit this form and additional required documentation to your academic advisor by the Last Friday of November. Name: Date: Advisor: BEAR #: Address: Phone: REQUIRED DOCUMENTATION: Please initial indicating you have completed the following requirements for your bi-annual student review. Master s Student Assessment Forms** to ALL faculty teaching courses in which you are enrolled Wellness Plan Counseling Profession Essay ** Faculty will have students complete the top portion of these forms in class. Faculty will complete the form and turn it into each student academic advisory.

Professional Counseling Programs BI-ANNUAL STUDENT REVIEW COVER SHEET FIRST YEAR - SPRING Please complete the following form, and submit this form and additional required documentation to your academic advisor by the Last Friday of April. Name: Date: Advisor: BEAR #: Address: Phone: REQUIRED DOCUMENTATION: Please initial indicating you have completed the following requirements for your bi-annual student review. Master s Student Assessment Forms** to ALL faculty teaching courses in which you are enrolled. Updated Wellness Plan Professional Development Questions Advocacy Statement ** Faculty will have students complete the top portion of these forms in class. Faculty will complete the form and turn it into each student academic advisory.

Professional Counseling Programs BI-ANNUAL STUDENT REVIEW COVER SHEET SECOND YEAR - FALL Please complete the following form, and submit this form and additional required documentation to your academic advisor by the Last Friday of November. Name: Date: Advisor: BEAR #: Address: Phone: REQUIRED DOCUMENTATION: Please initial indicating you have completed the following requirements for your bi-annual student review. Master s Student Assessment Forms** to ALL faculty teaching courses in which you are enrolled. Updated Wellness Plan Research Integration Statement Professional Practice Forms* *If in Practicum I, Practicum II, or Internship ** Faculty will have students complete the top portion of these forms in class. Faculty will complete the form and turn it into each student academic advisory.

Professional Counseling Programs BI-ANNUAL STUDENT REVIEW COVER SHEET SECOND YEAR - SPRING Please complete the following form, and submit this form and additional required documentation to your academic advisor by the Last Friday of April. Name: Date: Advisor: BEAR #: Address: Phone: REQUIRED DOCUMENTATION: Please initial indicating you have completed the following requirements for your bi-annual student review. Master s Student Assessment Forms** to ALL faculty teaching courses in which you are enrolled. Updated Wellness Plan Professional Development Questions Professional Practice Forms* *If in Practicum I, Practicum II, or Internship ** Faculty will have students complete the top portion of these forms in class. Faculty will complete the form and turn it into each student academic advisory.

Professional Counseling Programs BI-ANNUAL STUDENT REVIEW COVER SHEET THIRD-YEAR FALL & SPRING (and all subsequent semesters) Please complete the following form, and submit this form and additional required documentation to your academic advisor by the Last Friday of November (in fall) or April (in spring). Name: Date: Advisor: BEAR #: Address: Phone: REQUIRED DOCUMENTATION: Please initial indicating you have completed the following requirements for your bi-annual student review. Master s Student Assessment Forms** to ALL faculty teaching courses in which you are enrolled. Professional Development Questions Professional Practice Forms* *If in Practicum I, Practicum II, or Internship ** Faculty will have students complete the top portion of these forms in class. Faculty will complete the form and turn it into each student academic advisory.

Evaluating Professional Practice

Professional Counseling Programs SELF-SUPERVISION FORM (To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship) Name: Date: Number of Sessions: Supervisor: Please use this form to assess your counseling skills each week. You should complete this form while watching your session tapes and bring it to supervision each week. You must complete this form on at least one client for three sessions and submit to your instructor as part of your evaluation materials. Identify Examples of Culturally Appropriate Attending Skills: (Include eye contact, posture, tone of voice, amount of movement in session, mirroring, facial expressions, or bodily expression) Identify Examples of Empathy & Influencing Skills: (Include paraphrasing, reflection of feeling or meaning, summarization, clarifying and perception checking, pacing, focusing, staying with affect, counselor self disclosure, immediacy, or confrontation) Identify & Evaluate Any Specific Techniques Used: Identify Your Areas of Strength (Identify a minimum of 2) Identify Your Growth Areas (Identify a minimum of 2)

Professional Counseling Programs TREATMENT PLAN AND CASE CONCEPTUALIZATION (To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship) Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each section. Name: Date: Course Enrolled: Client Pseudonym: Supervisor: Age: Introduction: Presenting Concern: Background Information: Client Strengths: Hypotheses: Counselor Observations (i.e., Larger System & Developmental Perspective): Assessment Information (If Applicable):

Overall Conceptualization: Multi-axial Diagnosis (DSM-IV-TR): Axis I: Axis II: Axis III: Axis IV: Axis V: Status at the Beginning of Treatment: Presenting Concerns: Treatment Goals: 1) 2) 3) Prognosis: Suggested or Implemented Interventions:

Counselor-in-Training: Evaluator: Case Conceptualization & Treatment Plan Scoring Rubric (To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship) Date: Course Enrolled: Rating Scale: 5 = Exceptional (skills and understanding significantly beyond counselor developmental level) 4 = Outstanding (strong mastery of skills and thorough understanding of concepts 3 = Mastered Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed) 5 4 3 2 1 N/A Introduction Presenting Concern Background Information Provides a clear, thorough introduction to the client that provides information regarding client diversity. Descriptions set the context for problem understanding. Provides a clear, comprehensive, and accurate description of the client s presenting concerns. This includes a description of the client s concern using language. Provides a clear and comprehensive summary of recent and past events related to presenting concerns that provides insight into the client conceptualization. Provides a clear introduction to the client that provides some information regarding client diversity. Descriptions are useful for problem understanding. Provides a clear description of the client s presenting concerns using unbiased language. Provides a detailed summary of recent and past events that provides a thoughtful conceptualization of client s presenting concerns. Provides basic identifying information about the client and some information regarding diversity. Descriptions lack sufficient detail for problem understanding. Provides a clear description of the clients presenting concerns; however, this description lacks sufficient description. Provides a clear summary of recent and past events; however, this summary lacks sufficient information and connection to the client s presenting concerns. Provides basic information about the client; however, there is insufficient detail regarding client diversity. The description of the client s presenting concerns contains minor conceptual problems and lacks clarity. Some use of biased language. The summary provides minimal or insufficient background information and lacks a clear connection to conceptualization. Missing, incorrect, or significant problems in describing the client and diversity. The description of the client s presenting concerns is lacking detail, inaccurate, or contains biased language. The summary does not contain significant information and did not identify significant events related to conceptualization. 19

Client Strengths Hypotheses Counselor Observations; Larger System & Developmental Perspective 5 4 3 2 1 N/A A comprehensive A detailed description A clear description of A brief, A summary of overview of individual, that highlights individual, relational, underdeveloped strengths that contains relational, and spiritual individual, relational, and spiritual strengths, description of client significant problems strengths, resources and and spiritual strengths with some lacking strengths. with identifying resiliency that have and resources. clinical relevance. relevant strengths clinical relevance. (e.g., poor choice, insufficient number). Provides a comprehensive, systemic set of hypotheses regarding relational patterns and/or presenting concerns incorporating a theoretical prospective for these hypotheses. Hypotheses are sufficiently supported. A comprehensive overview of the client s system (e.g., school, community, family, peers, etc.) and a developmental perspective that demonstrates a sophisticated understanding of diversity issues and how they impact presenting concerns. Provides a detailed description of hypotheses regarding relational patters and/or presenting concerns incorporating a theoretical prospective for these hypotheses. Sufficient support is provided for most hypotheses. A detailed overview of the client s system (e.g., school, community, family, peers, etc.) and a developmental perspective that demonstrates a general understanding of diversity issues and how they impact presenting concerns. Provides a clear description of basic hypotheses regarding presenting concerns that lacks detail and without a theoretical prospective for hypotheses. A basic overview of the client s system (e.g., school, community, family, peers, etc.) and a developmental perspective that demonstrates a basic understanding of diversity issues. Provides vague, unclear, or unsupported hypotheses regarding relational patterns, theoretical prospective or presenting concerns. A vague, unclear, or unsupported overview of the client s system and a developmental perspective that does not demonstrate a clear understanding of diversity issues. Provides a vague, unsupported, blaming, or one-sided description of hypotheses regarding presenting problems without theoretical prospective. An insufficient, unclear overview of the client s system and a developmental perspective and/or failure to recognize diversity issues. 20

Assessment Information (Formal Assessments) Multi-axial Diagnosis (DSM-IV-TR) Prognosis Interventions 5 4 3 2 1 N/A Provides a clear, Provides a detailed Provides a vague Provides an inaccurate detailed overview of overview of any formal overview of any formal or insufficient any formal assessments used with assessment overview of any formal assessments used with the client with minimal information used with assessment the client with some attention paid to the little to no attention information with no explanation of the relevance of the paid to the relevance connection made to relevance to the information to the of the information to the presenting client s presenting client s presenting the client s presenting problem. concerns. concerns. concern. Provides a comprehensive overview of any formal assessments used with the client (i.e. Beck Depression Inventory) with a comprehensive explanation of the relevance to the client s presenting concerns. Provides a multi-axial (5 axes) diagnosis with comprehensive support from presenting concerns and client behaviors. Provides a clear, detailed prognosis that aligns with diagnosis, presenting concerns, and treatment goals. Provides a clear, detailed explanation of appropriate interventions that aligns with diagnosis, presenting concerns, and treatment goals. Provides an appropriate multi-axial diagnosis (5 axes) with some support from presenting concerns and client behaviors. Provides an appropriate prognosis that aligns with diagnosis, presenting concerns, and treatment goals; lacks some detail. Provides an appropriate explanation of interventions that aligns with diagnosis, presenting concerns, and treatment goals; lacks some detail. Provides a multi-axial diagnosis (5 axes) with little support from presenting concerns and client behaviors. Provides an appropriate prognosis that aligns with one or more of the following: diagnosis, presenting concerns, or treatment goals. Provides an appropriate explanation of interventions that aligns with one or more of the following: diagnosis, presenting concerns, or treatment goals. Provides a diagnosis (missing one axis) with little to no support from presenting concerns and client behaviors. Provides a prognosis with little attention to detail or connection to diagnosis, presenting concerns, or treatment concerns. Provides an explanation or list of interventions with little attention to detail or connection to diagnosis, presenting concerns, or treatment concerns. Provides an inaccurate or insufficient diagnosis that is unsupported. Provides an inaccurate or insufficient prognosis with no connection made to the diagnosis, presenting concerns, or treatment goals. Provides an inaccurate or insufficient list of interventions with no connection made to the diagnosis, presenting concerns, or treatment goals. 21

Overall Conceptualization: Quality of Assessment 5 4 3 2 1 N/A The overall report The overall report The overall report The overall report The overall report integrates all available integrates available integrates information contains minor contains significant information into a information into a into a clinically problems with problems with sophisticated, clinically relevant relevant integration and integration, clarity, consistent, and clinically conceptualization. conceptualization. The consistency across and consistency. relevant Most areas are clear conceptualization domains. The There is little to no conceptualization. The and consistent. The provides a general conceptualization does clear focus or goals for focus and goals for conceptualization focus for treatment; not provide a single, treatment. treatment is clearly provides a clear focus however, it is lacking a clear focus and goals articulated. and goals for clear, detailed focus for treatment. treatment. and goals. Additional Comments: 22

TREATMENT PLAN AND CASE CONCEPTUALIZATION School Counseling Version (To Be Completed During Practicum I, Practicum II, and Internship) Completion of this form: Use accompanying rubric to understand expectations of each section in this form and use this rubric as a guideline for appropriate completion of this form. Your instructor may have specific information they request in each section. Name: Date: Course Enrolled: Supervisor: Student Pseudonym: Age: Introduction: Presenting Concerns: 23

Background Information: Student Strengths: Hypotheses: School Counselor Observations (i.e., Larger System & Developmental Perspective): 24

Specific, Measurable, Attainable, Realistic, and Timely (SMART) Treatment Goals: 1) 2) 3) Interventions (Already Implemented or Anticipated): Outcomes (Already Evidenced or Anticipated): 25

Case Conceptualization & Treatment Plan Scoring Rubric School Counseling (To Be Completed by During Practicum II, and Internship) School Counselor-in-Training: Evaluator: Date: Course Enrolled: Rating Scale: 5 = Outstanding (skills and understanding significantly beyond counselor developmental level) 4 = Mastery (strong mastery of skills and thorough understanding of concepts) 3 = Expected Basic Skills (understanding of skills/competence evident) 2 = Developing (minor conceptual errors; in process of developing) 1 = Deficits (deficits in knowledge/skills; significant remediation needed) 5 4 3 2 1 N/A Introduction Provides a clear, concise Provides a clear Provides basic Provides basic Missing, incorrect, or introduction to the introduction to the identifying information about the significant problems in student and the school student and the school information about the student. However, describing the student environment. environment that is student and some there is insufficient and the school Descriptions set the useful for information regarding detail regarding the environment. context for understanding the school environment. school environment. understanding the problem. Descriptions Descriptions lack 26

5 4 3 2 1 N/A problem. lack some detail. sufficient detail for understanding the problem. Presenting Provides a clear, Provides a clear Provides a description The description of the The description of the Concerns comprehensive, and description of the of the student s student s presenting student s presenting accurate description of student s presenting presenting concerns. concerns contains concerns is lacking the student s presenting concerns using However, this minor conceptual detail, inaccurate, or concerns using unbiased unbiased language. description lacks problems and lacks contains biased language. Connection to Connection to optimal sufficient clarity. clarity; some use of language. impact on optimal development lacks biased language. development is made. clarity. Background Provides a clear and Provides a detailed Provides a clear The summary provides The summary does not Information comprehensive summary of recent and summary of recent and minimal or insufficient contain significant summary of recent and past events that past events. However, background information and did past events related to provides a thoughtful this summary lacks information and lacks not identify significant presenting concerns that conceptualization of sufficient information a clear connection to events related to includes multiple data student s presenting and connection to the conceptualization. conceptualization. points and stakeholder concerns and includes student s presenting 27

5 4 3 2 1 N/A perspectives. Diversity some data points. concerns. is also discussed. Student Strengths A comprehensive A detailed description A clear description of A brief, A summary of overview of individual, that highlights individual, academic, underdeveloped strengths that contains academic, career, individual, academic, career, description of student significant problems personal/social, and career, personal/social, and strengths. with identifying system-related personal/social, and system-related relevant strengths strengths and resources system-related strengths and (e.g., poor choice, that have relevance to strengths and resources that lacks insufficient number). the conceptualization. resources. some relevance to the conceptualization. Hypotheses Provides Provides a detailed Provides a clear Provides vague, Provides a vague, comprehensive, description of description of basic unclear, or unsupported, blaming, systemic hypotheses hypotheses regarding hypotheses regarding unsupported or one-sided related to presenting presenting concerns presenting concerns hypotheses regarding description of concerns. Hypotheses and incorporates a that lacks detail and presenting concerns or hypotheses regarding incorporate a theoretical theoretical prospective does not incorporate a theoretical presenting concerns 28

5 4 3 2 1 N/A prospective and are for these hypotheses. theoretical prospective prospective. without theoretical sufficiently supported. Sufficient support is for hypotheses. prospective. provided for most hypotheses. School Counselor A comprehensive A detailed overview A basic overview of A vague, unclear, or An insufficient, Observations overview of the of the student s the student s system unsupported unclear overview of (i.e., Larger System student s system (e.g., system (e.g., school, (e.g., school, overview of the the student s system & Developmental school, community, community, family, community, family, student s system and and a developmental Perspective) family, peers, peers, community, peers, community, a developmental perspective and/or community, legislative legislative or policy legislative or policy perspective that does failure to recognize or policy issues.) and a issues.) and a issues.) and a not demonstrate a diversity issues. developmental developmental developmental clear understanding perspective that perspective that perspective that of diversity issues. demonstrates a demonstrates a demonstrates a basic sophisticated general understanding of understanding of understanding of diversity issues. diversity issues and diversity issues and how they impact how they impact 29

5 4 3 2 1 N/A presenting concerns. presenting concerns. SMART Provides clear, concise, Provides appropriate Provides appropriate Provides treatment Provides an Treatment Goals and professionally SMART treatment SMART treatment goals that are not inaccurate or worded SMART goals that align with goals that align with SMART or lack insufficient list of treatment goals that presenting concerns at least one of the sufficient detail or SMART treatment align with presenting as well as models for following: presenting connection to goals; no connection concerns as well as school counseling concerns or models presenting concerns made to presenting models for school practice; lacks some for school counseling or models for school concerns or models counseling practice. detail. practice. counseling practice. for school counseling practice. Interventions Provides a clear, Provides appropriate Provides appropriate Provides an Provides an inaccurate (Already detailed explanation of explanation of explanation of explanation or list of or insufficient list of Implemented or Anticipated) appropriate interventions that aligns with presenting interventions that aligns with presenting concerns, treatment interventions that aligns with at least one of the following: interventions with little attention to detail or connection to interventions with no connection made to presenting concerns, concerns, treatment goals, and models for presenting concerns, presenting concerns, treatment goals, or 30

5 4 3 2 1 N/A goals, and models for school counseling treatment goals, or treatment goals, or models for school school counseling practice; lacks some models for school models for school counseling practice. practice. detail. counseling practice. counseling practice. Outcomes Provides a clear, Provides appropriate Provides appropriate Provides description of Provides an inaccurate (Already detailed description of description of description of outcomes with little or insufficient Evidenced or Anticipated) outcomes that align with presenting concerns, student strengths, outcomes that aligns with presenting concerns, treatment outcomes that aligns with at least one of the following: presenting attention to detail or connection to presenting concerns, description of outcomes with no connection made to treatment goals, and goals, and concerns, treatment treatment goals, or the presenting interventions. interventions; lacks goals, or interventions. interventions. concerns, treatment some detail. goals, or interventions. Overall The overall report The overall report The overall report The overall report The overall report Conceptualization: integrates all available integrates available integrates information contains minor contains significant Quality of information into a information into a into a professionally problems with problems with Assessment sophisticated, consistent, and professionally relevant conceptualization. relevant conceptualization. The integration and consistency across integration, clarity, and consistency. professionally relevant Most areas are clear conceptualization domains. The There is little to no conceptualization. The and consistent. The provides a general conceptualization does clear focus or goals for 31

5 4 3 2 1 N/A focus and goals for conceptualization focus for treatment. not provide a single, treatment. treatment is clearly provides a clear focus However, it is lacking a clear focus and goals articulated and and goals for clear, detailed focus for treatment. appropriate for a school treatment. and goals. setting. ADDITIONAL COMMENTS (continued on back) 32