assessment:programfourcolumn - srinfo · evidence of improvement from previous assessment cycle:...

Assessment:ProgramFourColumn

Program (RGC) - Counseling MEdCollege or Division: Rio Grande CollegeDepartment: EducationAssessment Coordinator: Dr. Monica GutierrezStatement of Purpose: The Master of Education in Counseling Program at Rio Grande College is focused on cultivating culturally competent counselors ready to accept thechallenges of serving a complex and ever-evolving society. Theory and pedagogy at the onset of the program prepare the students for intern experiences involving real lifeclients and experiences with a diverse population. Ultimately, a reflective and mindful professional counselor, whether in school or mental health fields, is the expectedoutcome. The school counselor is prepared for certification by passing the School Counselor State TExES exam; while community professional counselors are readied to pass theTexas Licensed Professional Counselor Exam (LPC).

Annual Updates2017 - 2018Evidence of Improvement from Previous Assessment Cycle: SLO 1b. notes that 100% of the students scored a 90 or above on their presentation related to counselingtheories. The previous year, 78% of the students scored 85 or higher. Thus even though the cutoff was higher at a 90, the students were able to achieve and surpass thepercentage rate from the 2016-17 cycle.Review History: Reviewer #1 Name, Date, and Comments: Dr. Sally Roche, August 2, 2018Review History: Reviewer #2 Name, Date, and Comments: Dr. Ken Laviers, August 2, 2018

2017 - 2018Review History: Reviewer #1 Name, Date, and Comments: Jeanne Qvarnstrom, Ed.D.May 31, 2018

2016 - 2017Evidence of Improvement from Previous Assessment Cycle: The results for final exam scores in EDUC 5314, Personality and Counseling Theories has remained consistentover the past three years. This comprehensive exam is a 100 item multiple choice test. The students find it challenging to retain the key information covered over thesemester. Weekly quizzes over each theory have been added and are aggregated with the final exam grade. These weekly quizzes have aided the students as they covereach theory. Pertinent terminology associated with each theory will be added to the weekly quizzes. This should further assist the students with distinguishing each theoryand related terminology.Review History: Reviewer #1 Name, Date, and Comments: Barbara Tucker, June 14, 2017Review History: Reviewer #2 Name, Date, and Comments: Maria Gear, June 14, 2017Review History: Reviewer #3 Name, Date, and Comments: Dr. Veronica Mendez Maqueo, June 26, 2017.

2015 - 2016

08/23/2018 Generated by Nuventive Improve of 22

Evidence of Improvement from Previous Assessment Cycle: Results for SLO 1b show an improvement with 100% of students scoring 85% or more on their Power Pointpresentations on a particular counseling theory in 2015-2016, compared with 78% of students scoring 85% or more in 2014-2015. This makes a 22% improvement in thePowerPoint presentation over the previous year. In addition, student performance for SLO 3a on the final exam shows an increase from a mean average of 81% scoring 85%or higher in 2014-2015, compared with 87.5% in 2015-2016.Instructors anticipate great evidence of improvement, too, as the result of their curriculum work to design a new counseling program that requires 60 credit hours for themaster's program, with emphasis on specialized counselor training. The emphasis of counseling bilingual and bi-cultural students will be a major impetus resulting inauthentic counseling sessions. Instructors will implement the new program during the 2016-2017 academic year, following approval by the Texas Higher EducationCoordinating Board and the Southern Association of Colleges and Schools Commission on Colleges.Review History: Reviewer #1 Name, Date, and Comments: Dr. Joey Velasco, August 9, 2016Review History: Reviewer #2 Name, Date, and Comments: Dr. Barbara Tucker, August 9, 2016Review History: Reviewer #3 Name, Date, and Comments: Dr. Jeanne Qvarnstrom, December 29, 2016Review History: Reviewer #4 Name, Date, and Comments: Dr. Veronica Mendez, August 26, 2016

2014 - 2015Evidence of Improvement from Previous Assessment Cycle: Results for SLO 3a show almost the same results for the midterm at 44% passing with an 85% or higher ascompared to last year, 45% passing with an 85% or higher. Meanwhile, for the final exam, there was an increase whereby 81% of the students passed it with an 85% orhigher. This was an 11% increase from last year’s 70% passing with an 85% or higher. In addition, with new upcoming program changes, the counseling faculty are focusingon enhanced emphasis on specialized counselor training for mindful approaches to counseling with bilingual and bicultural clients. This approach will lead to improvedperformances in the video recorded counseling sessions resulting in higher ratings/scores on the Practicum Skill Evaluations completed by the practicum faculty.Review History: Reviewer #1 Name, Date, and Comments: Dr. Dorman Moore, 8/23/2015Review History: Reviewer #2 Name, Date, and Comments: Dr. Paul Sorrels, 3/14/2016Review History: Reviewer #3 Name, Date, and Comments: Dr. Christopher Estepp, 1/21/2016Review History: Reviewer #4 Name, Date, and Comments: Dr. Jeanne Qvarnstrom, 3/14/2016

Student LearningOutcomes Assessment Methods Results Use of Results

Outcome Status: ActiveTarget: The targeted level ofperformance is for all students toscore at least 85% on the final exam.

Use of Results: Based on theresults, the faculty plans to:continue adding weekly quizzesand assignments over each of thecounseling theories. There are 13counseling theories in all that areaddressed throughout thesemester. This gives enough timefor each theory to be highlightedper week. Instead of onlyincluding quizzes that incorporateinformation covered over theweek pertaining to the onetheory, quizzes will be somewhatcumulative and will include a few

Reporting Period: 2017 - 2018Conclusion: Target Not Met1a. Met/Not Met/ExceededResults: Students did well over the weekly quizzes with 8out of 9 students scoring at 85% or higher. However, whenthe weekly quiz average was added with the final examgrade and divided by two, only 3 out of the 9 students or33.3% ended up with an overall average of 85% or higher.(07/05/2018)

Exam/Quiz - In Course - 1a.Faculty assess student performanceusing scores on final exam in EDUC5314 Personality and CounselingTheories.

Planned Assessment Cycle: 2017 -2018

SLO 1 - The student counselor willdemonstrate an understanding oftraditional and contemporarycounseling theories.



questions pertaining to previoustheories covered. This will assistthe students when they do taketheir cumulative Final Exam.(07/05/2018)

Use of Results: For the Spring2016 semester, weekly quizzesover each personality theory wereadministered in order to assist thestudents with reviewing andstudying each distinct theory.However at that time, these quizgrades were not included in thecourse grade. For the Spring 2017semester, the weekly quiz gradeswere averaged and this averagewas added to the final exam gradeand divided by 2. Although all but1 of the students averaged a 90 orhigher on their weekly quizaverage, while 4 students wereable to come up with an overallaverage of 85% or higher.Performance on the final exam forEDUC 5314 has increased over thelast three years. The weeklyquizzes over each individualtheory have contributed to thestudents ease of understandingthe personality theories and hasaided them with differentiatingthe 13 theories. In order tocontinue to foster the student'sunderstanding of the theories, aweekly list of key terms will beintegrated with their weekly quiz.This will assist students due to thefact that some of the concepts inthe theories overlap with each

Reporting Period: 2016 - 2017Conclusion: Target Not MetStudents did well over the weekly quizzes with 8 out of the9 students or 88.9% of the students scoring 90 or above onthe weekly quizzes average. However, when the weeklyquiz grades were added with their final exam grade anddivided by two, 4 out of the 9 students or 44.4% ended upwith an average of 85% or higher. (05/24/2017)



other. However, whatdistinguishes each is theterminology related to eachparticular theory. (05/24/2017)

Use of Results: For the Spring2016 semester, students weregiven a weekly quiz over each ofthe different personality theoriesthat are timed. The intent ofthese quizzes was in effort tobetter prepare students for theirfinal exam. These weekly quizzeswere given online in addition totheir weekly assignments. Thetimed quizzes were set up so thatonce students completed the quiz,the computer system would gradethe quiz and students could viewtheir percentage grade. However,this weekly quiz grade was notincluded in the student's coursegrade. Students instead focusedon assignments pertaining to theircourse grade. Therefore, for thenext reporting cycle, quiz gradeswill be averaged in with the totalweighted grade for the course.(06/23/2016)

Reporting Period: 2015 - 2016Conclusion: Target Not Met-Results for the Spring 2016 semester showed 46%, or 6 outof 13 students met the target of 85% or higher.

Discussion of Results:Students continue to find it challenging being able todistinguish between the 13 different counseling theoriescovered in this course. Results indicate that students didnot make any improvement on their final exam grade fromthe previous Spring Semester. Students took weeklyquizzes over each theory, however, results from the quizzeswere not aggregated with their overall course grade. Theintent of the quizzes were for study and feedback purposes.(06/23/2016)

Use of Results: For the nextreporting cycle, students will begiven a weekly quiz over each ofthe different personality theoriesin an effort to better preparestudents for their final exam.(03/30/2016)

Reporting Period: 2014 - 2015Conclusion: Target Not Met--Results for the Spring 2015 semester showed 43%, or 6out of 14 students met the target of 85% or higher.

Discussion of Results:Students are struggling with final exam test questions overthe 13 different theories studied in this course. Becausesome basic concepts pertaining to each theory overlap withother theories this is challenging to the students. Manytimes, the main distinguishing factor between theories is



terminology and so students are needing to be able to applythe terms to each distinct theory. (03/30/2016)

Target: The targeted level ofperformance is for all students toscore an 85% or higher on theirPowerPoint presentation covering aparticular counseling theory.

Use of Results: Based on theresults, the faculty plans to:continue challenging the studentswith coming up with a well-researched presentation.Providing the students with therubric that will be used to assessthe presentation will occur earlyin the semester. (07/05/2018)

Reporting Period: 2017 - 2018Conclusion: Target MetAll 9 students or 100 percent scored a 90 or above on theirpresentation. (07/05/2018)

Use of Results: For the next cycle,all students will continue to beexpected to score a 90% or higheron their presentation. Theconstruction of the PowerPointwill be emphasized to thestudents as input from their peerswill be included in the PowerPointpresentation grade. This additionwill have students want to exceland receive positive input fromtheir classmates. In addition,each student will post theirPowerPoint presentation to a linkthat I will create. ThesePowerPoints will be available forthe students to view each other'sPowerPoint. Therefore, this willaid the students study for boththeir midterm and final exam.(05/24/2017)

Reporting Period: 2016 - 2017Conclusion: Target Not MetSeven out of the 9 students scored an 85% or higher whichamounted to 77.7%. These same 7 students actuallyscored at 90% or higher on their presentation. The twostudents that did not make the 85% cutoff, scored an 84%.Due to the more rigorous revised rubric that was used tograde the presentations, the students showed that they areup for the challenge. (05/24/2017)

Use of Results: Since 100% of thestudents scored 85% or higher,the targeted level for Spring 2017will be for all students to score a90% or higher. This will be achallenge because 4 out of the 13

Reporting Period: 2015 - 2016Conclusion: Target Met- Results for the Spring 2016 semester showed that 100% or13 out of 13 students scored an 85% or higher on theirPowerPoint presentation.

Presentation/Performance -1b. Faculty will assess studentperformance for this learningoutcome via student-createdpresentations over one of thecounseling theories covered in EDUC5314.



Related Documents:Presentation Rubric5314update.doc

students or 31% scored an 88% or89% for the Spring 2016. Inaddition, the rubric utilized tograde the PowerPointpresentation will be revised andwill be more rigorous and willencourage deeper understandingof the theory. (06/23/2016)

Discussion of Results:Students worked diligently in small groups over aPowerPoint slide show pertaining to a counseling theorythey were assigned. Students forwarded their PowerPointpresentation, including speaker notes, to the instructor atleast one week in advance of their presentation. Formativefeedback was given to the students by the instructor, sothat they could update relevant information. (06/23/2016)

Use of Results: To ensurepresentations thoroughly coverrequired information, studentswill be required to forward theirPowerPoint presentation,including speaker notes, to theinstructor one week before theirpresentation. Formative feedbackwill be given to students and theywill have a week to implementchanges, as recommended by theinstructor. (03/30/2016)

Reporting Period: 2014 - 2015Conclusion: Target Not Met--Results for the Spring 2015 semester showed that 78% or11 out of 14 students scored an 85% or higher on theirPowerPoint presentation.

Discussion of Results:Students worked in small groups and prepared aPowerPoint slide show pertaining to a counseling theory.One group of 3 students scored a 78 on their presentation.They did not give enough background information on theparticular theory they covered. (03/30/2016)

Outcome Status: Active

Use of Results: Based on theresults, the faculty plans to:Although 100% of practicumcounselors received total scores ofat least 85% on the Practicum SkillEvaluation, and 100% of theinterns received total scores of atleast 90% on the Internship SkillEvaluation, the influence of theenhanced 60-hour master’sprogram and the integration ofVALT digital recordingtechnologies has undoubtedlyaffected positive change in thestudent counselors’ scores on thePracticum Skill Evaluation and the

Reporting Period: 2017 - 2018Conclusion: Target MetDuring the 2017-18 reporting period a total of seventeen(17) practicum counselors successfully completed therequired number of clock hours of practicum experienceand earned total scores on the Practicum CounselorEvaluation Checklist of 200 or greater. Thus 100% of thestudent counselors met or exceeded the specified target of80%. Eight practicum counselors earned scores of 225 to246 which reflects a scoring rate of at least 85%; while fourstudent counselors achieved the maximum total score of250. During the 2017-18 reporting period a total of twelve(12) intern counselors successfully completed the requirednumber of clock hours of internship experience and earnedtotal scores on the Internship Counselor EvaluationInstrument of 95 or greater. Thus 100% of the intern

Supervisor Evaluation -2a. Field-site supervisors will observethe counseling skills utilized bystudents during their counselingpracticum experience. ThePracticum Counselor EvaluationChecklist will be the tool to measurethis assessment. The practicumchecklist measures studentperformance on fifty items relatingto work requirements, ethicalconduct, knowledge and learning,response to supervision, interactionswith clients and staff, work products,professional attitude, and personalcharacteristics. Students are

Planned Assessment Cycle: 2017 -2018

SLO 2 - The student counselor willutilize appropriate counselinginterventions and strategies inindividual and small group counseling.


https://sulross.tracdat.com:443/tracdat/viewDocument?y=CzxoWIgX8lKt


Target: Students are expected tohave a successful practicumexperience in which they candemonstrate the use of propercounseling techniques and skills.The expectation is that they achieveat least 80% on the practicumevaluation checklist.

Internship Skill Evaluation. Thecounseling faculty members are infull agreement that the enhancedemphasis on specialized counselortraining for mindfulness-basedapproaches to counseling withbilingual and bicultural clients willlead to improved performancesand demonstrations ofappropriate therapeutic skills andinterventions in the videorecordings of the studentcounselor’s campus-based andsite-based counseling sessions.Consequently, this will result inhigher ratings and scores bycounseling faculty members onboth the Practicum SkillEvaluation and the Internship SkillEvaluation. Furthermore, suchsuccesses and strides in effectivecounselor training allow the RGCCounseling Program facultymembers to more confidentlyassure the hiring agencies, schoolsand institutions within our servicearea communities of thecompetence and specialized skillof our counseling graduates.(07/05/2018)

counselors met or exceeded the specified target of 85%.Five (5) interns earned scores of 106 to 110 which reflects ascoring rate of at least 95%; while three interns achievedthe maximum total score of 112.

Discussion of Results: The community-based sitesupervisors at all participating agencies, schools, institutionsand private practices reported to the RGC CounselingFaculty that the practicum counselors and internsconsistently demonstrated advanced-level counselinginterventions, effective bilingual and bicultural counselingstrategies, and deeper levels of mindfulness of counselingprocedures than graduate students from other areauniversities. This was evident in the Practicum CounselorEvaluation Checklists and the Internship CounselorEvaluation Instruments completed by the site supervisors. Itwas found that the use of model examples in both live andvideo formats, as well as the implementation of thecampus-based VALT recording systems for many of thecounseling sessions and the subsequent clinical supervisionmeetings, provided the student counselors with numerousopportunities to observe experienced professionalcounselors working with a wide range of clients and toreceive immediate and accurate clinical supervision of thedigitally recorded campus-based counseling sessions.Practicum counselors, interns, and community-basedclinical supervisors consistently reported that the use of thelive counseling demonstrations, the video role modeling ofvarious counseling sessions, and the recording technologiesavailable in the new VALT system were powerful learningtools that enhanced the confidence and effectiveness of thepracticum counselor’s or intern’s therapeutic interventions.(07/05/2018)Reporting Period: 2016 - 2017Conclusion: Target MetThe community-based site supervisors at all participatingagencies, schools, institutions and private practicesinformed the RGC Counseling Faculty that the studentcounselors consistently demonstrated stronger counseling

assessed on a 5-point Likert-Typescale.



skills and deeper levels of mindfulness of counselingprocedures than graduate students from other areauniversities. This was evident in the Practicum CounselorEvaluation Checklists and the Internship CounselorEvaluation Forms completed by the site supervisors. It wasfound that the use of model examples in both live and videoformats, as well as the implementation of the VALTrecording systems for the campus-based counselingsessions for immediate and concentrated clinicalsupervision, allowed the student counselors to bothobserve experienced professional counselors working with awide range of clients and to receive immediate andaccurate clinical supervision of the digitally recordedcampus-based counseling sessions. Students consistentlyreported that the use of the live counseling demonstrations,the video role modeling, and the recording technologiesavailable in the new VALT system were powerful learningtools that enhanced their own self-confidence and assistedthem with demonstrating basic therapeutic skills.(05/30/2017)

Use of Results: During the 2016-2017 academic year the new 60-hour degree requirements wereimplemented in the CounselingProgram. As part of the new 60-hour master’s program, theInternship in Counseling (EDUC7317) was added as a programrequirement for all students. Forthe first time, students wererequired to first successfullycomplete the Practicum inCounseling (EDUC 7316) and thencomplete the Internship. Thisfieldwork sequence ensures thatin order to successfully completethe master’s program everystudent must have accrued aminimum of 360 clock hours of

Reporting Period: 2016 - 2017Conclusion: N/Adata (05/17/2017)



counseling-related experiencewith at least 200 clock hours ofdirect face-to-face counselingcontact. Although 100% of thepracticum counselors scored atleast 90% on the PracticumCounselor Evaluation Checklistand 100% of the counselinginterns scored at least 95% on theInternship Counselor EvaluationForm, some of the studentcounselors received ratings of 3on up to five individual evaluationitems on the two evaluationinstruments. A rating score of 3indicates “satisfactory or averagedemonstration of skill.” Thecounseling program will continueto strive to achieve at least 100%of the student counselorsreceiving all ratings of 4 or 5. Arating of 4 indicates “very good orabove average” and a rating of 5means “excellent or outstandingperformance.” To enhance andimprove student counselorperformance in both thepracticum and internshipexperiences, the counselingfaculty will employ the teachingand supervision technologiesafforded by the newly installedvideo recording equipment. Digitalvideo recording on campus is nowan essential component ofcounselor training in theCounseling Program at Rio GrandeCollege. The new cutting-edgetechnology provides a method forfaculty to better train counselors



and therapists for work in avariety of community settings. InSeptember 2016 Intelligent VideoSolutions installed the VALT(Video Audio Learning Tool)system in three designatedcounseling rooms (one at each ofthe three primary campus sites).This technology is used to captureand stream video and audiocontent in high definitionresolution. High definitioncameras and audio streams fromeach of the three counselingrooms are simultaneouslyrecorded with audio-visualsynchronization. The VALT systemallows the student counselors andthe faculty members to record,save and manage acomprehensive training videodatabase. In compliance with thefederal Health InsurancePortability and Accountability Act(HIPAA), and approved by theCouncil for Accreditation ofCounseling and RelatedEducational Programs (CACREP),the video recordings and clientdata are highly secure throughdata and video encryption,extensive user permissions andrights, group containers, useraccess control and a robust audittrail. A built in scheduler allowscounselors to set up recordings inadvance so that they only need tomeet the client at the scheduledtime and the counseling session isautomatically recorded and



cataloged with the properidentifying data. Each of the threedesignated counseling rooms isequipped with network camerascombined with high-qualitymicrophones and audioequipment which provide a high-definition audio and videoexperience. Counseling sessionrecordings can be initiated via acommon Internet browser, a built-in automatic scheduler, or aphysical button located in each ofthe three designated counselingrooms. The VALT system isequipped with features that allowfor the input of client level dataand case session notations inassociation with the video record.Student counselors can includerelevant session information thatis necessary for clinicalsupervision. Videos are availablefor review seconds after therecording is completed andstream almost instantaneously.At the end of the academic year,all recordings are deleted. Theimplementation of the new 60-hour master’s degree curriculum,the addition of the requiredInternship in Counseling (EDUC7317), and in (05/30/2017)

Use of Results: Although 100% ofthe practicum student counselorsscored at least 90% on thePracticum Counselor EvaluationChecklist, some of the studentcounselors received a rating of 3

Reporting Period: 2015 - 2016Conclusion: Target Met100% of the practicum student counselors who successfullycompleted the required number of clock hours of fieldworkexperience during this specific reporting period earnedevaluation scores of at least 90% on the Practicum



on up to four individual evaluationitems. A rating score of 3indicates "satisfactory or averagedemonstration of skill." Thecounseling program will strive toachieve at least 100% of thestudent counselors receiving allratings of 4 or 5. A rating of 4indicates "very good or aboveaverage: and a rating of 5 means"excellent or outstandingperformance." To enhance andimprove student counselorperformance in the practicumexperience, the counseling facultywill continue to emphasizespecialized counselor training forcounseling with bilingual andbicultural clients utilizingmindfulness-based approaches tocounseling and psychotherapy.The emphases on these highlyrelative cutting-edge strategiesand issues will ultimately result inconsistently higher individual itemratings on each studentcounselors' assessment on thePracticum Counselor EvaluationChecklist. (06/23/2016)

Counselor Evaluation Checklist.

Discussion of Results:The community-based site supervisors at all participatingagencies, schools, institutions and private practicesinformed the RGC Counseling Faculty that the studentcounselors consistently demonstrated stronger counselingskills and deeper levels of mindfulness of counselingprocedures than graduate students from other areauniversities. This was evident in the Practicum CounselorEvaluation Checklists completed by the site supervisors. Itwas found that the use of model examples in both live andvideo formats allowed the student counselors to observeexperienced professional counselors working with a widerange of clients. Students consistently reported that theuse of both live counseling demonstrations and video rolemodeling were powerful learning tools that enhanced theirown self-confidence and assisted them with demonstratingbasic therapeutic skills. (06/23/2016)

Use of Results: Although 100% ofthe practicum students scored atleast 90% on the PracticumEvaluation Checklist, thisconsisted of students receiving arating of at least a 2, whichindicates fair to gooddemonstration of the skill. Thecounseling program will furtherwork on at least 90% of the

Reporting Period: 2014 - 2015Conclusion: Target MetResults:100% of the practicum students who successfullycompleted the required number of clock hours of fieldworkexperience scored at least scored at least 90% on thePracticum Evaluation Checklist.Discussion of Results:The site supervisors at all participating agencies, schoolsand institutions informed the RGC faculty that student



students receiving ratings of 3,which indicate very good toexcellent demonstration of skillarea. To enhance and improvestudent performance in thepracticum experience, thecounseling faculty will continue toemphasize specialized counselortraining for counseling withbilingual and bicultural clients.These emphases and trainings willultimately affect better counselingscores on the PracticumEvaluation Checklist. (03/30/2016)

counselors consistently demonstrated stronger counselingskills and deeper levels of mindfulness of counselingprocedures than graduate students from other areauniversities. This was evident by the Practicum EvaluationChecklist completed by the site supervisor. It was foundthat the use of model examples in both live and videoformats allowed the practicum counselors to observeexperienced professional counselors working with a widerange of clients. Students consistently reported that the useof both live demonstrations and video role modeling werepowerful learning tools that enhanced their own self-confidence and assisted them with demonstrating basictherapeutic skills. (03/30/2016)

Target: Students are expected tohave a successful practicumexperience and be able todemonstrate appropriate individualand small group counseling skills andtechniques in video recordedsamples of their actual counselingwork. The expectation is that theyachieve at least 80% on the

Use of Results: Based on theresults, the faculty plans to:During the 2017-2018 academicyear the new 60-hour degreerequirements were still in theinitial stages of implementation inthe Counseling Program.Counseling graduate students arerequired to first successfullycomplete the Practicum inCounseling (EDUC 7316) and thencomplete the Internship inCounseling (EDUC 7317). Thisfieldwork sequence ensures thatin order to successfully completethe master’s program everystudent must have accrued aminimum of 460 clock hours ofcounseling-related experiencewith at least 250 clock hours ofdirect face-to-face counselingcontact. All seventeen practicumcounselors (100%) scored at least90% on the Practicum CounselorEvaluation Checklist and 100% of

Reporting Period: 2017 - 2018Conclusion: Target Met2b. Met/Not Met/ExceededResults: The 60-hour degree requirements were still in theirinfancy during this evaluation period. Counseling studentsenrolled in and completed both capstone fieldworkexperiences: Practicum in Counseling (EDUC 7316) andInternship in Counseling (EDUC 7317). Because of theintegration of higher performance standards, additionalcoursework and fieldwork training, and the counselortraining technologies afforded by the VALT system allseventeen (17) practicum counselors (100%) scored at least85% on the Practicum Skill Evaluation completed by the RGCsupervising professor of record for the Practicum inCounseling (EDUC 7316). Furthermore, all twelve (12)interns (100%) who successfully completed the requirednumber of internship hours during this specific reportingperiod earned evaluation scores of at least 90% on theInternship Skill Evaluation completed by the RGCsupervising professor of record of the Internship inCounseling (EDUC 7317). The use of the VALT digitalrecording system provided student counselors with cutting-edge and convenient methods for capturing theircounseling sessions for feedback during clinical supervision.Both individual and small group counseling knowledge andskills were more easily and conveniently evaluated by the

Presentation/Performance -2b. Faculty will observe thecounseling skills utilized by studentsduring their counseling practicumexperience. The Practicum SkillEvaluation will be the tool tomeasure this assessment, whichmeasures student performance onten counseling skill-based criteria.The skill evaluation employs a 10-point Likert-type scale evaluatingstudents’ skill attainment, with ascore of 1 indicating poorperformance or serious need forimmediate improvement and a scoreof 10 representing excellent orexemplary demonstration of skill.



practicum evaluation checklistcompleted by the practicumprofessor.

the interns scored at least 90% onthe Internship CounselorEvaluation Form. For the firsttime, the Counseling Programobserved that not one practicumcounselors earned a single ratingof 3 (“satisfactory”) or less on thePracticum Counselor EvaluationChecklist; all ratings for allpracticum counselors were either4 (“above expectations”) or 5(“exceeds expectations”).Additionally, similar results weredemonstrated by the interns. Notone intern earned a single itemrating of 2 (“average orsatisfactory”) or less on theInternship Counselor EvaluationForm. All evaluative ratings for thecounseling interns were either 3(“above average or good”) or 4(“excellent or exemplary”). TheCounseling Program facultymembers will continue to strive tomaintain 100% of the studentcounselors achieving single itemratings of “above average” to“excellent.” To continue andmaintain this high level of studentcounselor performance in boththe Practicum in Counseling(EDUC 7316) and Internship inCounseling (EDUC 7317), facultymembers will continue employingthe teaching and supervisiontechnologies afforded by the VALTvideo recording equipment. Digitalvideo recording on campus is nowan essential component ofcounselor training in the

faculty members throughout the two capstone fieldworkexperiences. During this specific reporting period, 100% ofthe student counselors achieved total scores of at least 85%or higher on the Practicum Skill Evaluation and 100% of thecounseling interns earned evaluation scores of at least 90%on the Internship Skill Evaluation.

Discussion of Results: Through intensive training, facultyoversight and supervision, and intense campus-based andsite-based clinical supervision, the RGC student counselorscontinue to be exceptionally well equipped for working asprofessional counselors across all work settings in our largerbilingual and bicultural communities. The community-basedclinical supervisors and agency directors continue to reportto the RGC faculty that the practicum counselors andinterns are noticeably more advanced and well-trained thantheir counterparts from other universities in the use ofbilingual and bicultural counseling strategies and theapplications of appropriate mindfulness-based approachesto counseling and psychotherapy. During this specificreporting period, administrators and clinical supervisorsfrom five different agencies or institutions contacted RGCcounseling faculty requesting RGC practicum counselorsand/or interns because of their unique and valuableknowledgeable and skills in the areas of bilingual andbicultural counseling. One agency administrator stated that,“Counselors from the RGC Counseling Program are almostalways guaranteed to be outstanding.” (07/05/2018)



Counseling Program at Rio GrandeCollege. This technology providesa method for faculty to bettertrain counselors and therapists forwork in a variety of bicultural andbilingual community settings. TheVALT system allows the studentcounselors and the facultymembers to record, save andmanage a comprehensive trainingvideo database. In compliancewith the federal Health InsurancePortability and Accountability Act(HIPAA), and approved by theCouncil for Accreditation ofCounseling and RelatedEducational Programs (CACREP),the video recordings and clientdata are highly secure throughdata and video (07/05/2018)

Use of Results: Use of Results:Although 100% of practicumstudent counselors received totalscores of at least 80% on thePracticum Skill Evaluation, and100% of the counseling internsreceived total scores of at least90% on the Internship SkillDemonstration Evaluation, theimplementation of the new 60-hour master’s program and theinstallation and use of the VALTdigital recording technologies willundoubtedly continue to affectpositive change in the studentcounselors’ scores on thePracticum Skill Evaluation and theInternship Skill DemonstrationEvaluation. The counseling faculty

Reporting Period: 2016 - 2017Conclusion: Target MetThrough intensive training, faculty oversight andsupervision, and intense campus-based and site-basedclinical supervision, the RGC student counselors continue tobe exceptionally well equipped for working as professionalcounselors across all work settings. The community-basedclinical supervisors and agency directors continue to reportto the RGC faculty that the practicum student and interncounselors excel in the use of bilingual and biculturalcounseling strategies and the application of appropriatemindfulness-based approaches to counseling andpsychotherapy. During this specific reporting period severaldifferent community-based site supervisors informedfaculty members that the RGC practicum students andintern counselors were far “better prepared” and “moretherapeutically skilled” than those practicum studentsand/or intern counselors from other educationalinstitutions in the South Texas region. Additionally, during



members are in full agreementthat the enhanced emphasis onspecialized counselor training formindfulness-based approaches tocounseling with bilingual andbicultural clients will lead toimproved performances anddemonstrations of appropriatetherapeutic skills andinterventions in the videorecordings of the studentcounselor’s campus-based andsite-based counseling sessions.Consequently, this will result inhigher ratings and scores bycounseling faculty members onboth the Practicum SkillEvaluation and the Internship SkillDemonstration Evaluation.Furthermore, such successes andstrides in effective counselortraining allow the RGC CounselingProgram faculty members to moreconfidently assure the hiringagencies, schools and institutionswithin our service areacommunities of the competenceand specialized skill of ourcounseling graduates.(05/30/2017)

this specific reporting period, supervisors from twodifferent counseling agencies or institutions contacted RGCcounseling faculty requesting RGC practicum studentcounselors because of their unique and valuableknowledgeable and skills in the areas of bilingual andbicultural counseling. One agency administrator stated that,“Counselors from the RGC Counseling Program are nearlyguaranteed to be outstanding.” (05/17/2017)

Use of Results: Although 100% ofpracticum student counselorsreceived total scores of at least80% on the Practicum SkillEvaluation, the pending programimplementation of the new 60-hour master's program will verylikely affect positive change in thestudent counselor's scores on the

Reporting Period: 2015 - 2016Conclusion: Target Met-During the past year, 100% of the practicum studentcounselors who successfully completed the requirednumber of clock hours of fieldwork experience scored atleast 80% on the Practicum Skill Evaluation completed bythe RGC professor of record for the Practicum inCounseling. The video recorded counseling sessions, bothindividual and small group counseling, were evaluated by



Practicum Skill Evaluation. Withthe implementation of the newprogram changes, the facultymembers are in full agreementthat our enhanced emphasis onspecialized counselor training formindfulness-based approaches tocounseling with bilingual andbicultural clients will lead toimproved performances anddemonstrations of appropriatetherapeutic skills andinterventions in the videorecording of the studentcounselor's authentic site-basedcounseling sessions.Consequently, this will result inhigher ratings and scores bycounseling faculty members onthe Practicum Skill Evaluation.(06/23/2016)

the faculty member when the practicum student counselorhas accrued the required number of clock hours offieldwork experience. During this specific reporting period,100% of the student counselors achieved total scores of atleast 80% or higher on the Practicum Skill Evaluation.

Discussion of Results:Through intensive training, faculty oversight andsupervision, and intense site-based clinical supervision inthe community, the RGC student counselors continue to beexceptionally well equipped for working as professionalcounselors across all work settings. The community-basedclinical supervisors continue to report to the RGC facultythat the practicum student counselors excel in the use ofbilingual and bicultural counseling strategies and theapplication of appropriate mindfulness-based approachesto counseling and psychotherapy. In fact, during thisspecific reporting period, seven different community-basedsite supervisors informed faculty members that the RGCpracticum student counselors were far "better prepared"and "more therapeutically skilled" than those practicumstudent counselors from other educational institutions inthe South Texas region. Additionally, during this specificreporting period, directors from three different counselingagencies of institutions contacted RGC counseling facultyrequesting RGC practicum student counselors because oftheir unique and valuable knowledge and skills in the areasof bilingual and bicultural counseling. (06/23/2016)

Use of Results: Even though 100%of practicum students received atleast a score of 80% on thePracticum Skill Evaluation, thecurrent program planning anddevelopment for the new 60-hourmaster’s program is likely to affectpositive change in the students’scores on the Practicum SkillEvaluation. With the new programchanges on the horizon, the

Reporting Period: 2014 - 2015Conclusion: Target MetResults:--During the past year, 100% of the practicum students whosuccessfully completed the required number of clock hoursof fieldwork experience scored at least 80% on thePracticum Skill Evaluation.--The practicum faculty evaluated the video recordedindividual and small group counseling sessions of thosepracticum students who successfully completed therequired number of clock hours of fieldwork and 100%



counseling faculty members are infull agreement that our enhancedemphasis on specialized counselortraining for mindful approaches tocounseling with bilingual andbicultural clients will lead toimproved performances in thevideo recorded counselingsessions resulting in higherratings/scores on the PracticumSkill Evaluations completed by thepracticum faculty. (03/30/2016)

earned a score of 80% or higher on the Practicum SkillEvaluation.Discussion of Results:The community-based site supervisors reported to the RGCfaculty that the RGC practicum counselors were trained inthe use of bilingual and bicultural counseling strategieswhereas practicum counselors from other educationalinstitutions were not as knowledgeable or skilled in theareas of bilingual and bicultural counseling. (03/30/2016)

Outcome Status: Active

Target: The targeted level ofperformance is for all students toscore at least 85% on the final exam.

Use of Results: Based on theresults, the faculty plans to: Allbut 1 of the students scored an 80or higher on the final exam. Thestudents are consistently scoringwell on the final which indicatesthat the additional resources andexplanations available to thestudents have been helpful.(07/05/2018)

Reporting Period: 2017 - 2018Conclusion: Target Not Met10 out of the 14 students or 71.4% scored an 85 or higheron the Final Exam. The percentage is exactly the same as itwas last year during the 2016-17 reporting period.(07/05/2018)

Use of Results: All 21 studentsscored at least an 80% on theirfinal exam. The students areimproving their resulting finalexam grade with the additionalresources and explanations thathave been utilized to clear up anymisunderstandings. For the nextcycle, videos using Collaborate inBlackboard will be available forstudents to view over keyconcepts in StandardizedAssessments such as: standarddeviation, norm referenced vs.criterion referenced, reliabilityand validity. Students will be able

Reporting Period: 2016 - 2017Conclusion: Target Not Met15 out of 21 students that completed the course for a totalof 71.4% were able to score an 85% or higher on the FinalExam. (05/24/2017)

Exam/Quiz - Standardized -3a. Faculty will assess studentperformance on this outcome usingfinal exam scores in 5315Standardized Assessment Principles.Planned Assessment Cycle: 2017 -

2018

SLO 3 - The student counselor willunderstand basic principles related tostandardized counseling assessments.



to access these videos as a furtherreference throughout thesemester. (05/24/2017)


Use of Results: Students havecontinued to show improvementon reaching at least an 85% ontheir final exam. Therefore,counseling faculty will continueworking on the curriculum andfocusing on concepts andterminology such as variance,standard deviation, and standarderror of measurement. Additionaldocuments have been posted thatgive examples of the aboveconcepts to the students.However, to carry this one stepfurther, counseling faculty willcreate a video demonstrating eachof the concepts. The belief is thatwith the addition of the video andstudents being able to view andlisten to their professor explainand demonstrate the concepts,this will help them with anyclarification needed.(06/27/2016)

Reporting Period: 2015 - 2016Conclusion: Target Not MetResults for the 2015-16 cycle final exam demonstrate that14 out of 16 students or 87.5%scored an 85% or higher.(06/27/2016)

Use of Results: Counseling facultyhave continued working onrevising the curriculum,emphasizing concepts presentedand terminology. The studentsare struggling with variance,standard deviation, and standarderror of measurement. Therefore,

Reporting Period: 2014 - 2015Conclusion: Target Not MetResults for the 2014-15 cycle, final exam demonstrate that13 out of 16 students or 81% scored at 85% or higher.(03/30/2016)



additional documents andinstruction giving examples ofthese concepts will be provided tostudents. In addition, counselingfaculty have decided to open ablog in Blackboard so thatdiscussion related to the conceptsof variance, standard deviation,standard error of measurementand any other concepts related tostandardized assessments can bediscussed back and forth by thestudents and faculty. This willassist with clarification thatstudents still need. In addition,many times the students simplyneed reassurance that they are onthe right track. This blog will openvenues for these discussions totake place. (03/30/2016)

Target: The targeted level ofperformance is for all students toscore at least 85% on thePowerPoint presentation.

Use of Results: Based on theresults, the faculty plans to: haveeach student self-evaluate andturn in the rubric with their ownscoring as part of the assignment.Since the rubric will become partof their assignment and theiroverall grade, students will bemore consistent when it comes tofollowing the rubric guidelines andincluding all relevant information.(07/05/2018)

Reporting Period: 2017 - 2018Conclusion: Target Not Met9 out of the 14 students or 64.2% of them scored an 85 orhigher on their PowerPoint. 8 out of the 14 students scoredat 90 or above. The students that utilized the scoring rubricconsistently scored better than those that based theirPowerPoint only on instructions in the syllabus.(07/05/2018)

Use of Results: Since fewer or76.1% as opposed to last year's81% scoring at 85% or higher ontheir PowerPoint presentation,the use of Collaborate and thevideo functions in Blackboard willbe used to further explain key

Reporting Period: 2016 - 2017Conclusion: Target Not Met16 out of the 21 students or 76.1% scored an 85% or higheron their PowerPoint Presentation. (05/24/2017)

Presentation/Performance -3b. Faculty use a five-part, 100 pointrubric to assess PowerPointpresentations in EDUC 5315Standardized Assessment Principles.Included in the requirements for thePowerPoint presentation are thenecessity of students to discuss basicprinciples such as the background,construction, reliability and validityof assessments



concepts that students are havingdifficulty understanding. TheCollaborate videos will enablestudents to view the tutorialvideos as many times as they needto better understand concepts. Inaddition, a couple of excellentPowerPoint presentations fromprevious years will be posted andwill serve as a model for thestudents. (05/24/2017)


Related Documents:Presentation Rubric5315Internet class.doc

Use of Results: Counseling facultyhave continued to revise thecurriculum in order to helpstudents understand the conceptsand terminology related toassessments. Students continuestruggling with variance, standarddeviation , and standard error ofmeasurement. Therefore,counseling instructors will presenta couple of PowerPoints at theonset of each semester, so thatthey will serve as a model and willoffer guidance to the students.(06/27/2016)

Reporting Period: 2015 - 2016Conclusion: Target Not MetFor the 2015-16 cycle, 13 out of 16 students or 81% scoredat 85% or higher on their PowerPoint presentation.(06/27/2016)

Use of Results: Revision of thecurriculum to help emphasizeconcepts and terminology will bea focus. The students arestruggling with variance, standarddeviation, and standard error ofmeasurement. Therefore,documents and PowerPointsdemonstrating and giving

Reporting Period: 2014 - 2015Conclusion: Target Not MetFor the 2014-15 cycle, 13 out of 16 students or 81% scoredat 85% or higher on their PowerPoint presentation.(03/30/2016)


https://sulross.tracdat.com:443/tracdat/viewDocument?y=tH8BITjTbJTK


examples of the conceptsstudents are struggling with willbe made available to all students.(03/30/2016)
