Student Learning
Outcomes/Biannual
Review Process Manual
Master’s Programs in Professional Counseling
Updated: Spring 2016
Student Learning Outcomes/Biannual Review Procedures
Students are required to complete a biannual 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 biannual review are required to be completed
throughout the academic program beginning at new student orientation and ending at graduation.
Instructions and/or rubrics for each of its required components are provided in this manual.
NOTE: The Professional Practice Forms are required EACH SEMESTER that the student is
enrolled in APCE 612, 619, 614 or 691/2.
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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 several pages provide an outline of the SLO/Biannual Review components that
are required for submission per semester according to one’s year in their program:
FIRST YEAR
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Wellness Plan requires the student to develop a plan for personal
wellness outlining ways the student plans to engage in self-care. Instructions
for completing the Wellness Plan are provided in APCE 602 (Orientation to
School Counseling) and/or APCE 650 (Orientation to Clinical Counseling).
(b) The Counseling Profession Essay (200 words or less) requires students to
present a description of the counseling profession as compared and
contrasted to related fields (e.g., psychology or social work).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Fall semester, and if applicable, the recent
Summer semester as well. Courses covered in SLO Part Two are APCE 558,
APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE
661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan requires the student to update their Fall plan
for personal wellness outlining ways the student plans to engage in self-care.
(b) The Professional Development Questions will require students to answer
prompts pertaining to their plan for professional development.
(c) The Advocacy Statement requires students 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.
(d) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
SECOND YEAR
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan requires the student to update their previous
plan for personal wellness outlining ways the student plans to engage in selfcare.
(b) The Research Integration Statement (100 words or less) requires students
to provide examples of how they will integrate research and evaluation into
his/her professional practice.
(c) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Fall semester, and if applicable, the recent
Summer semester as well. Courses covered in SLO Part Two are APCE 558,
APCE 602, APCE 603, APCE 608, APCE 623, APCE 650, APCE 657, APCE
661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One:
(a) The Updated Wellness Plan requires the student to update their previous
plan for personal wellness outlining ways the student plans to engage in selfcare.
(b) The Professional Development Questions will require students to answer
prompts pertaining to their plan for professional development.
(c) Professional Practice Form rubric scores (applicable only to students
enrolled in Practicum I, Practicum II, or Internship).
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during that Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
THIRD YEAR (and subsequent years)
FALL SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One: Professional Practice Form rubric scores (applicable only to
students enrolled in Practicum I, Practicum II, or Internship). No other essay
questions required.
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during the Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
SPRING SEMESTER
Due Date: As announced by the Professional Counseling Programs Coordinator
1. Biannual Review Cover Page (in Qualtrics)
2. Faculty Assessment 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
returned to the instructor and subsequently completed and turned into the PC Program
administrative assistant, who will include each one in the respective student’s biannual
student review file.
*Students enrolled in SRM 600 or PSY 530 need to give a Faculty Assessment Form to
the instructor to complete and return to your advisor.
3. Student Learning Outcomes
Students are required to complete the Student Learning Outcome (SLO) measures,
which are presented in two parts.
A. Part One: Professional Practice Form rubric scores (applicable only to
students enrolled in Practicum I, Practicum II, or Internship). No other essay
questions required.
B. Part Two: A series of quizzes intended to measure learning in various
required courses. Students will be required to take the quizzes pertaining to
the courses they took during the Spring semester. Courses covered in SLO
Part Two are APCE 558, APCE 602, APCE 603, APCE 608, APCE 623, APCE
650, APCE 657, APCE 661, APCE 665, and APCE 673.
Faculty Assessment Form
Master’s Programs in Professional Counseling
Faculty Assessment Form
Instructor: Please complete the following form for each student enrolled in your course and
return the form to the Professional Counseling Programs Administrative Assistant. This form is
due on the date that grades are due for the academic semester.
Program:
 Clinical Mental Health Counseling
 Marriage, Couples, and Family Counseling/Therapy
 School Counseling
Name of Student:
Date:
Student Academic Advisor:
Outstanding/
Well Above
Expectations
Above
Expectations
Meets
Expectations
Below
Expectations
Well Below
Expectations
Course(s):
N/A
Name of Evaluator:
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
Master’s Programs in Professional Counseling
PROFESSIONAL DEVELOPMENT QUESTIONS
Please complete the following form, and respond to the following questions in an attached
narrative. Please be prepared to copy and paste your narrative into Qualtrics (SLO Part I).
Program:
 Clinical Mental Health Counseling
 Marriage, Couples, and Family Counseling/Therapy
 School Counseling
Name:
Date:
Advisor:
BEAR #:
Address:
Phone:
ACA/ASCA Membership Number:
Member Since (i.e., year joined):
Personal/Professional Development Questions (Maximum of two 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 have 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.
Professional Practice Evaluation Materials
Master’s Programs in Professional Counseling
SELF-SUPERVISION FORM
(To Be Completed During Practicum I, Practicum II, Family Practicum, and Internship)
Name:
Number of Sessions:
Date:
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)
Master’s Programs in Professional Counseling
TREATMENT PLAN AND CASE CONCEPTUALIZATION
CMHC and MCFC/T Version
(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:
Supervisor:
Client Pseudonym:
Age:
Introduction:
Presenting Concern:
Background Information:
Client Strengths:
Hypotheses:
Counselor Observations (e.g., Larger System & Developmental Perspective):
Assessment Information (if applicable):
DSM 5 Diagnosis:
Prognosis:
Interventions:
Case Conceptualization & Treatment Plan Scoring Rubric (CMHC & MCFC/T version)
(To Be Completed During Practicum I, Practicum II/Family Practicum, and Internship)
Counselor-in-Training:
Date:
Evaluator:
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
Provides a clear,
Provides a clear
Provides basic
Provides basic
Introduction
Presenting
Concern
thorough introduction
to the client that
provides information
regarding client
diversity. Descriptions
set the context for
problem understanding.
introduction to the
client that provides
some information
regarding client
diversity. Descriptions
are useful 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
description of the
client’s presenting
concerns using
unbiased language.
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.
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.
1
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.
N/A
5
4
3
2
1
Background
Information
Provides a clear and
comprehensive
summary of recent and
past events related to
presenting concerns that
provides insight into the
client conceptualization.
Provides a detailed
summary of recent and
past events that
provides a thoughtful
conceptualization of
client’s presenting
concerns.
Provides a clear
summary of recent and
past events; however,
this summary lacks
sufficient information
and connection to the
client’s presenting
concerns.
The summary provides
minimal or insufficient
background
information and lacks
a clear connection to
conceptualization.
The summary does not
contain significant
information and did
not identify significant
events related to
conceptualization.
Client Strengths
A comprehensive
overview of individual,
relational, and spiritual
strengths, resources and
resiliency that have
clinical relevance.
A detailed description
that highlights
individual, relational,
and spiritual strengths
and resources.
A clear description of
individual, relational,
and spiritual strengths,
with some lacking
clinical relevance.
A brief,
underdeveloped
description of client
strengths.
Hypotheses
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.
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.
Provides a clear
description of basic
hypotheses regarding
presenting concerns
that lacks detail and
without a theoretical
prospective for
hypotheses.
Provides vague,
unclear, or
unsupported
hypotheses regarding
relational patterns,
theoretical prospective
or presenting
concerns.
A summary of
strengths that contains
significant problems
with identifying
relevant strengths
(e.g., poor choice,
insufficient number).
Provides a vague,
unsupported, blaming,
or one-sided
description of
hypotheses regarding
presenting problems
without theoretical
prospective.
N/A
Counselor
Observations; (e.g.,
Larger System &
Developmental
Perspective)
Assessment
Information (if
applicable)
DSM 5 Diagnosis
5
4
3
2
1
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
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 DSM 5
diagnosis with
comprehensive support
from presenting
concerns and client
behaviors.
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,
detailed overview of
any formal
assessments used with
the client with some
explanation of the
relevance to the
client’s presenting
concerns.
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.
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.
An insufficient,
unclear overview of
the client’s system
and a developmental
perspective and/or
failure to recognize
diversity issues.
Provides a detailed
overview of any formal
assessments used with
the client with minimal
attention paid to the
relevance of the
information to the
client’s presenting
concerns.
Provides a vague
overview of any formal
assessment
information used with
little to no attention
paid to the relevance
of the information to
the client’s presenting
concern.
Provides an inaccurate
or insufficient
overview of any formal
assessment
information with no
connection made to
the presenting
problem.
Provides a DSM 5
Diagnosis with little
support from
presenting concerns
and client behaviors.
Provides a diagnosis
with little to no
support from
presenting concerns
and client behaviors.
Provides an inaccurate
or insufficient
diagnosis that is
unsupported.
Provides an
appropriate DSM 5
Diagnosis with some
support from
presenting concerns
and client behaviors.
N/A
5
4
3
2
1
Prognosis
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 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.
Overall
Conceptualization:
Quality of
Assessment
The overall report
integrates all available
information into a
sophisticated,
consistent, and clinically
relevant
conceptualization. The
focus and goals for
treatment is clearly
articulated.
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.
The overall report
integrates information
into a clinically
relevant
conceptualization. The
conceptualization
provides a general
focus for treatment;
however, it is lacking a
clear, detailed focus
and goals.
Provides a prognosis
with little attention to
detail or connection to
diagnosis, presenting
concerns, or treatment
concerns.
Interventions
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.
Additional Comments:
The overall report
integrates available
information into a
clinically relevant
conceptualization.
Most areas are clear
and consistent. The
conceptualization
provides a clear focus
and goals for
treatment.
Provides an
explanation or list of
interventions with
little attention to detail
or connection to
diagnosis, presenting
concerns, or treatment
concerns.
The overall report
contains minor
problems with
integration and
consistency across
domains. The
conceptualization does
not provide a single,
clear focus and goals
for treatment.
The overall report
contains significant
problems with
integration, clarity,
and consistency.
There is little to no
clear focus or goals for
treatment.
N/A
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:
Background Information:
Student Strengths:
Hypotheses:
School Counselor Observations (e.g., Larger System & Developmental Perspective):
Specific, Measurable, Attainable, Realistic, and Timely (SMART) Treatment Goals:
1)
2)
3)
Interventions (already implemented or anticipated):
Outcomes (already evidenced or anticipated):
Case Conceptualization & Treatment Plan Scoring Rubric – School Counseling
(To be completed during Practicum II, and Internship)
School Counselor-in-Training:
Date:
Evaluator:
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)
Introduction
5
4
3
2
1
Provides a clear, concise
introduction to the
student and the school
environment.
Descriptions set the
context for understanding
the problem.
Provides a clear
introduction to the
student and the
school environment
that is useful for
understanding the
problem. Descriptions
lack some detail.
Provides basic
identifying
information about the
student and some
information regarding
school environment.
Descriptions lack
sufficient detail for
understanding the
problem.
Provides basic
information about the
student. However,
there is insufficient
detail regarding the
school environment.
Missing, incorrect, or
significant problems
in describing the
student and the
school environment.
N/A
5
4
3
2
1
Provides a clear,
comprehensive, and
accurate description of
the student’s presenting
concerns using unbiased
language. Connection to
impact on optimal
development is made.
Provides a clear and
comprehensive summary
of recent and past events
related to presenting
concerns that includes
multiple data points and
stakeholder perspectives.
Diversity is also discussed.
Provides a clear
description of the
student’s presenting
concerns using
unbiased language.
Connection to optimal
development lacks
clarity.
Provides a detailed
summary of recent
and past events that
provides a thoughtful
conceptualization of
student’s presenting
concerns and includes
some data points.
Provides a description
of the student’s
presenting concerns.
However, this
description lacks
sufficient clarity.
The description of the
student’s presenting
concerns contains
minor conceptual
problems and lacks
clarity; some use of
biased language.
The description of the
student’s presenting
concerns is lacking
detail, inaccurate, or
contains biased
language.
The summary
provides minimal or
insufficient
background
information and lacks
a clear connection to
conceptualization.
The summary does
not contain significant
information and did
not identify
significant events
related to
conceptualization.
Student
Strengths
A comprehensive
overview of individual,
academic, career,
personal/social, and
system-related strengths
and resources that have
relevance to the
conceptualization.
A detailed description
that highlights
individual, academic,
career,
personal/social, and
system-related
strengths and
resources.
A brief,
underdeveloped
description of student
strengths.
A summary of
strengths that
contains significant
problems with
identifying relevant
strengths (e.g., poor
choice, insufficient
number).
Hypotheses
Provides comprehensive,
systemic hypotheses
related to presenting
concerns. Hypotheses
incorporate a theoretical
prospective and are
sufficiently supported.
Provides a detailed
description of
hypotheses regarding
presenting concerns
and incorporates a
theoretical
prospective for these
hypotheses. Sufficient
Provides a clear
summary of recent
and past events.
However, this
summary lacks
sufficient information
and connection to the
student’s presenting
concerns.
A clear description of
individual, academic,
career,
personal/social, and
system-related
strengths and
resources that lacks
some relevance to the
conceptualization.
Provides a clear
description of basic
hypotheses regarding
presenting concerns
that lacks detail and
does not incorporate
a theoretical
prospective for
Provides vague,
unclear, or
unsupported
hypotheses regarding
presenting concerns
or theoretical
prospective.
Provides a vague,
unsupported,
blaming, or one-sided
description of
hypotheses regarding
presenting concerns
without theoretical
prospective.
Presenting
Concerns
Background
Information
N/A
5
School Counselor
Observations
(e.g., Larger System &
Developmental
Perspective)
“SMART” Treatment
Goals
A comprehensive
overview of the student’s
system (e.g., school,
community, family,
peers, community,
legislative or policy
issues.) and a
developmental
perspective that
demonstrates a
sophisticated
understanding of
diversity issues and how
they impact presenting
concerns.
Provides clear, concise,
and professionally
worded “SMART”
treatment goals that
align with presenting
concerns as well as
models for school
counseling practice.
4
3
2
1
support is provided
for most hypotheses.
hypotheses.
A detailed overview
of the student’s
system (e.g., school,
community, family,
peers, community,
legislative or policy
issues.) and a
developmental
perspective that
demonstrates a
general
understanding of
diversity issues and
how they impact
presenting concerns.
Provides appropriate
“SMART” treatment
goals that align with
presenting concerns
as well as models for
school counseling
practice; lacks some
detail.
A basic overview of
the student’s system
(e.g., school,
community, family,
peers, community,
legislative or policy
issues.) and a
developmental
perspective that
demonstrates a basic
understanding of
diversity issues.
A vague, unclear, or
unsupported
overview of the
student’s system and
a developmental
perspective that does
not demonstrate a
clear understanding
of diversity issues.
An insufficient,
unclear overview of
the student’s system
and a developmental
perspective and/or
failure to recognize
diversity issues.
Provides appropriate
“SMART” treatment
goals that align with
at least one of the
following: presenting
concerns or models
for school counseling
practice.
Provides treatment
goals that are not
“SMART” or lack
sufficient detail or
connection to
presenting concerns
or models for school
counseling practice.
Provides an
inaccurate or
insufficient list of
“SMART” treatment
goals; no connection
made to presenting
concerns or models
for school counseling
practice.
N/A
5
4
3
2
1
Interventions
(already
implemented or
anticipated)
Provides a clear, detailed
explanation of
appropriate interventions
that aligns with
presenting concerns,
treatment goals, and
models for school
counseling practice.
Provides appropriate
explanation of
interventions that
aligns with presenting
concerns, treatment
goals, and models for
school counseling
practice; lacks some
detail.
Provides appropriate
explanation of
interventions that
aligns with at least
one of the following:
presenting concerns,
treatment goals, or
models for school
counseling practice.
Provides an
inaccurate or
insufficient list of
interventions with no
connection made to
presenting concerns,
treatment goals, or
models for school
counseling practice.
Outcomes (already
evidenced or
anticipated)
Provides a clear, detailed
description of outcomes
that align with presenting
concerns, student
strengths, treatment
goals, and interventions.
Provides appropriate
description of
outcomes that aligns
with presenting
concerns, treatment
goals, and
interventions; lacks
some detail.
Provides appropriate
description of
outcomes that aligns
with at least one of
the following:
presenting concerns,
treatment goals, or
interventions.
Provides an
explanation or list of
interventions with
little attention to
detail or connection
to presenting
concerns, treatment
goals, or models for
school counseling
practice.
Provides description
of outcomes with little
attention to detail or
connection to
presenting concerns,
treatment goals, or
interventions.
Overall
Conceptualization:
Quality of
Assessment
The overall report
integrates all available
information into a
sophisticated, consistent,
and professionally
relevant
conceptualization. The
focus and goals for
treatment is clearly
articulated and
appropriate for a school
setting.
The overall report
integrates available
information into a
professionally
relevant
conceptualization.
Most areas are clear
and consistent. The
conceptualization
provides a clear focus
and goals for
treatment.
The overall report
integrates
information into a
professionally
relevant
conceptualization.
The conceptualization
provides a general
focus for treatment.
However, it is lacking
a clear, detailed focus
and goals.
ADDITIONAL COMMENTS:
The overall report
contains minor
problems with
integration and
consistency across
domains. The
conceptualization
does not provide a
single, clear focus and
goals for treatment.
Provides an
inaccurate or
insufficient
description of
outcomes with no
connection made to
the presenting
concerns, treatment
goals, or
interventions.
The overall report
contains significant
problems with
integration, clarity,
and consistency.
There is little to no
clear focus or goals
for treatment.
N/A