NYIT Annual Program Assessment Report, June 2017

Transcription

1 This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement outcomes established by the program. Name of the program: School Counseling Year (e.g., AY16-17) of assessment report: AY16-17 Date Submitted: June 30, 2017 Contact: Carol Dahir PROGRAM SUMMARY DATA For the and academic years During the academic year 25 school counseling candidates graduated in May 2016 and August During the academic year 12 school counseling candidates graduated in May 2017 and August The on time graduation rate (3 year part time students/2 year full time students) is 95%. The program completion rate is 85% for the 48 credit masters degree. Job placement rate within 180 days of the day the candidates received their masters counseling degree is 65% in school counseling and an additional 15% in related areas for a total of 80%. The Statement of Program Learning Goals and Curricular Matrix are available at: 1

2 I. Annual Program Learning Assessment: NYIT Annual Program Assessment Report, June GOALS: List program learning goals that have been assessed in AY METHOD: Describe the method of assessment and attach measurement instruments (e.g., rubric, exam items, scoring guide for a particular task, supervisor evaluation form, standardized assessment tool). 3. ANALYSIS: Report assessment results per learning criteria (e.g., per row of rubric, subset of test items, components of a learning task). 4. INTERPRETATION: Provide an interpretation of student strengths and weaknesses for a given program learning outcome. 5. IMPROVEMENTS - PLANNED: Identify planned actions for improving student achievement of assessed program learning goals. School Counseling: GOAL: Revision of masters keystone assignments aligned with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2016 standards. METHOD: The School Counselor Candidate Portfolio is the culminating exit assessment and presentation of the evidence that demonstrates the candidate s readiness to obtain the Masters of Science in School Counseling and the ability to successfully transition to the position of school counselor. Candidates complete the portfolio electronically and upload it to TASKSTREAM for archival purposes. Portfolio contents include select items evidencing the acquisition of candidate competency performance throughout the program, and arranged and organized into categories/sections selected by the candidate. Portfolio contents will include the candidate s statement of school counseling philosophy or mission, statement of theoretical approach to counseling, professional resume, and the Candidate Competency Performance Assessment chart. Candidates include evidence of use of data to impact achievement, research projects, writing samples, use of personal reflection/evaluations, video and role play evaluation forms, internship final evaluations and presentations used in throughout their studies. ANALYSIS: The scoring rubric in Taskstream reveals that the overall score for the Portfolio/keystone is 3.3 for graduates of the class of Candidates were given an opportunity to share their draft portfolios to the class colleagues 2 weeks prior to the due date. Throughout the semester, candidates selected and refined their choices. Integrating these conversations throughout the semester helped the student grasp the bigger picture of demonstrating proficiency in their acquisition of knowledge and skills. INTERPRETATION: It is interesting to see the diversity of students approach to an overall demonstration of learning in a 48 credit masters. The competency chart that follows at the end of this document helped student to identify the course, semester, and evidence to show the acquisition of knowledge and skills. 2

3 IMPROVEMENTS - PLANNED: The exit/culminating portfolio is now aligned with the 2016 CACREP accreditation standards; previously it was aligned with the CACREP 2009 standards. This year s students strongly suggested that the portfolio/keystone be introduced during the 1 st semester of internship to provide additional reflection time. This will be discussed at the August faculty retreat. Additionally, the remaining keystones are under review for revision in The exit portfolio is aligned with the following standards and competencies: CACREP 2016 Standards CACREP CORE School Counseling Specialty MSSC (program competencies) CAEP theories and models of counseling developmentally relevant counseling treatment or intervention plans development of measurable outcomes for clients techniques of personal/social counseling in school settings 5 a 5. h, 5.i, j 1.a, b 3.f 3 1 2, 4, 5 4, 5 2 competencies to advocate for school counseling roles processes for aiding program students in developing a personal model of counseling 5.n 2.f Scoring Rubric for Completion of School Counseling Portfolio. The school counseling exit portfolio is rated on Taskstream using all of the standards listed in the above chart: CACREP Core, CACREP school counseling specialty, MSSC (program competencies), and CAEP. 3

4 The rubric that follows encompasses the expectations outcomes from these standards and mirrors the Taskstream scoring: Target (3), Acceptable (2), Unacceptable (1) LEVEL DESCRIPTION 3. Target Exemplary evidence of acquisition of the program competencies Demonstrates excellent application of skills and knowledge of counseling, consultation, coordination of services, leadership, advocacy, teaming and collaboration, and use of data to promote every student s achievement and school success. Reflects excellent technology skills in design and presentation Is well organized thematically around the program competencies Highlights exemplary projects, research, writing samples, and presentations Demonstrates focused, clear, proactive and progressive insight Displays excellent grammar and syntax. 2. Acceptable Evidence of acquisition of the program competencies Demonstrates the ability to apply skills and knowledge of counseling, consultation, coordination of services, leadership, advocacy, teaming and collaboration, and use of data to promote every student s achievement and school success. Reflects satisfactory technology skills in design and presentation Is thematically organized Includes representative samples of projects, research, writing, and presentations Demonstrates clear and progressive insight Displays good grammar and syntax in samples. 1. Unacceptable Inconsistent evidence of acquisition of the program competencies Demonstrates limited application of skills and knowledge of counseling, consultation, coordination of services, leadership, advocacy, teaming and collaboration, and use of data to promote every student s achievement and school success. Little or no technology skills are evidenced Incomplete organization around the program competencies Lacks samples of projects, research, writing samples, and presentations 4

5 Little or no evidence of clear and progressive insights Weak grammar and syntax in samples. II. Summary of Improvements Made in Response to Assessment Results in the past few years: Year of Assessment Results Brief Name of Program Learning Goal (e.g., Writing) Improvements Implemented Based on Assessment Results Impact of Improvements (report reassessment results if available) AY13-14 Achieve CACREP accreditation Entire masters degree analyzed; self-study submitted; accreditation application submitted; site review conducted Receive approval of CACREP accreditation. Interim condition: must hire new faculty member who meets the core faculty requirement as soon as possible. Minor suggestions for syllabi. AY14-15 Respond to accreditation report and redesign syllabi rubrics All interim conditions were reviewed and met; 2016 draft CACREP standards were reviewed. Full time faculty review of mission, vision, curriculum. Full and part time work session for program redesign. AY15-16 Aligned SLOs with the 2016 CACREP standards when released and with CAEP standards. Foundation to redesign all program syllabi to align with new accreditation standards. All fall 2015, spring and summer 2016 syllabi are aligned with the new CACREP standards and SLOs. III. Brief Description of Faculty Engagement in the Current Annual Assessment Report: All full time faculty (Dahir, Cinotti, and Shea) as well as all part time faculty are involved in all aspects of assessment planning and evaluation. 5

6 IV. Annual Program Achievement Goals: Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates, average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an advanced degree, % of job placement, etc.) a. Masters program retention data is based upon cohort and on-time graduation rate. 95% of the students graduated as planned with their cohort b. Exit survey 100% of the graduates completed the exit survey and provided student satisfaction data as well as suggestions for program improvement. ADDENDUM CANDIDATE COMPETENCY PERFORMANCE ASSESSMENT (rev. 5/11) Name The New York Institute of Technology Masters of Science in School Counseling is organized around seven competencies which reflect the program s beliefs about what school counselors should know and be able to do to successfully meet the needs and challenges of today s schools and the diverse needs of today s students. MS School Counseling Performance Indicators Semester Course Evidence Competencies 1. School counselor Understand the relationship of the comprehensive school 6

7 candidates will demonstrate the knowledge and skills to plan, implement, and evaluate comprehensive national standards based school counseling programs. 2. School counselor candidates will acquire the knowledge and skills to consult and work collaboratively with faculty, administrators, parents/caretakers, and community members to improve student success in school. counseling program to the mission of the school and the instructional program. Acquire knowledge and skills to design school counseling strategies in academic, career and personal- social development based on the National Standards for School Counseling Programs Use individual student planning, responsive services, classroom guidance and system support to deliver academic, career, and personal-social development competencies. Demonstrate the knowledge and skills to help diverse student populations successfully prepare for and transition to postsecondary opportunities. Utilize strategies to help students have a greater understanding of self and their interests, motivation, achievement, talents, and career goals. Become familiar with the community-based resources (e.g. mental health centers, community based organizations, business, service groups) to secure assistance for students and their families. Demonstrate through verbal, written and presentation skills the ability to communicate with parents, faculty, administrators, and stakeholders. Explore opportunities to participate in school improvement and school based activities. Develop methods of working with teachers, administrators, parents/caretakers to advocate for improving student achievement, school climate, and student success. Apply knowledge of systems theories to improve community and school relationships. Understand the role of parents, school faculty and staff, and community members in supporting and to informing the school counseling program. Share knowledge of developmental and learning theories to improve student achievement. 7

8 3. School counselor candidates will apply counseling theories as appropriate in a school setting. 4. School counselor candidates will consult and collaborate with faculty and administrators to create safe and respectful school environments. Design professional development activities for faculty and staff which address student growth and developmental needs. Demonstrate the appropriate use of counseling theories and techniques with students. Use counseling skills and counseling processes that respect all aspects of diversity including race, ethnicity, cultural, religion, socio-economic differences, learning abilities, physical, mental or emotional disabilities and/or sexual orientation. Use counseling strategies that will help students meet the high expectations of the New York State academic learning standards. Become familiar with developing and implementing prevention and intervention plans for children and adolescents to address issues such as abuse, eating disorders, attention deficit hyperactivity disorder, depression, substance abuse, underachievement, etc. Provide effective individual and group counseling that is developmentally appropriate. Demonstrate brief and solution based strategic interventions as appropriate in a school setting. Demonstrate the use of coping and resiliency skill building with students. Understand the influence of school climate on student success. Participate in school initiatives to create a positive school environment. Use skills to develop conflict resolution and peer-mediation programs. Develop strategies to address student concerns around bullying, harassment, and gang influences. Use disaggregated data to identify patterns of discipline 8

9 5. School counselor candidates will use critical data elements to inform practice to best serve the needs of every student including underrepresented children and youth. 6. School counselor candidates will understand the importance of using technology to design and deliver a comprehensive school counseling program. and inappropriate student behaviors. Develop strategies to advocate for children and adolescents who need specialized assistance and support. Apply a social justice agenda to eliminate inequities in policies and practices. Demonstrate knowledge of accessing and analyzing school building and system-wide data. Use data to identify environmental and educational barriers to student learning. Asses students growth towards achievement of the national standards and competencies. Assess student needs and concerns with respect to culture, race, stereotyping, family, socio-economic status, gender and sexual identity, language, and learning ability. Apply knowledge of action research to school improvement and school counseling outcomes. Demonstrate the ability to write clear and concise analyses and evaluation reports. Use data to monitor and evaluate the school counseling program s impact on student achievement and school improvement. Demonstrate skills in using word processing, spreadsheet management, data-based maintenance, presentation software and web site development. Use Internet based research tools to access current information and research to inform practice and program development. Utilize Internet based tools for communicational and information dissemination for students, parents, and community. Use technology to identify and examine issues relating to improving student achievement. Design web based applications to facilitate student 9

10 7. School counselor candidates will demonstrate responsibility for their own learning and professional development. educational and career planning. Join a local, state and/or national professional association. Attend professional conferences and workshops annually. Understand the relationship between counselor selfunderstanding and effectiveness. Demonstrate knowledge of the role and responsibilities of the professional counselor, including scope of practice, ethical and legal standards and guidelines, credentialing and licensure, and the role of professional organizations. Develop a portfolio to illustrate their personal and professional growth and development. Candidate Comments: Alignment with NYIT Mission and Learning Goals NYIT MISSION NYIT LEARNING GOALS PROGRAM LEARNING GOALS PROGRAM COMPETENCIES By the time of graduation, NYIT students will be able, at the appropriate level (baccalaureate, masters or professional) to: 10

11 Career Oriented Professional Education Gain a coherent understanding of the knowledge, skills, and values of their discipline Goal #1: Prepare program students to meet the growing needs of K-12 students in today schools 1.Candidates will demonstrate the knowledge and skills to plan, implement, and evaluate comprehensive national standards based school counseling programs. 2.Candidates will apply counseling theories and practices under supervision as appropriate in a school setting. Applications Oriented Research Integrate academic and co-curricular learning to explore concepts and questions that bridge disciplines, professions, and cultures Formulate evidencebased and ethical courses of action or conclusions to address challenges and problems Engage with, respond to, and reflect on political, social, environmental and Goal #2: Prepare school counselor candidates to support, promote and enhance K-12 student achievement and academic success in school. Goal #3: Prepare school counselor candidates to ensure K-12 student success in career and personal/social development 3.Candidates will consult and collaborate with faculty and administrators to create safe and respectful school environments for diverse student. populations. 4.Candidates will collaborate with faculty members and administrators to create safe, respectful school environments for diverse student populations. 5.School counselor candidates will use critical data elements to 11

12 economic challenges at local, national, and global levels inform practice to best serve the needs of every student including underrepresented children and youth. Access to Opportunity Achieve proficiency in oral and written communication, scientific and quantitative reasoning, critical analysis, technological competency, and information literacy Develop self-efficacy, professionalism, creativity, and an innovative spirit Goal #4: Prepare school counselor candidates to use co-curricular practices, data, and technology Goal #5: Prepare culturally competent and skilled school counseling professionals 6.Candidates will acquire knowledge and skills in a wide variety of technology applications appropriate to counseling practice 7.Candidates will demonstrate responsibility for their own learning and professional development. 12