Annual Program Report Program Information

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ANNUAL PROGRAM REPORT | ISBE HOME

Annual Program Report

Program Information SESSION TIMEOUT RCDT: 65108536551 Name: National Louis University Institution: NATIONALLOUIS UNIVERSITY Academic Year: 2013 2014 Program: School Counselor PROGRAM INFORMATION This program has no (0) enrollment. Program Overall Structure 1 Provide a link to the course of study for this program, and indicate where this particular information may be found. Please include required fieldwork hours, clinical experience hours and student teaching hours tied to specific coursework within the course of study. (5000 character max) Link to graduate program course catalog page: http://nl.smartcatalogiq.com/en/20132014/UndergraduateandGraduateCatalog/CollegeofArtsandSciences/CollegeofArtsand SciencesGraduate/CounselingMS Link to course of study page for program: http://www.nl.edu/academics/colleges/nationalcollegeofeducation/ncecandidateperformance/coursesofstudy/ 2 Provide information concerning the edTPA: What have you learned thus far regarding implementation? Do you have any suggestions to facilitate edTPA reporting when it becomes consequential? (5000 character max) N/A 3 Describe how program faculty review assessment data throughout the program (content knowledge, pedagogical knowledge [specifically, instructional planning and candidate impact on student growth], clinical experience (this may include fieldwork and student teaching and dispositions). (5000 character max) Student learning of program content and knowledge is actively assessed during and at the end of each course. Assessments include paper and pencil examination, class presentation, directed study and writing, observation, and other methodologies. Program content for school counseling candidates is assessed by the Illinois State Board of Education when students take the Professional Educator License, School Support Personnel Endorsement: School Counselor (PK Age 21), Content Examination (181). Specific criteria that must be met have been spelled out for each course. At the end of the program, during the final internship placement, all students submit portfolios which are evaluated by core faculty. The portfolio is a total assessment of knowledge, skills, and dispositions. Students are not eligible to complete a portfolio if the knowledge, as assessed during each course in the curriculum, did not meet the individual course criteria, and/or the student failed to maintain an overall acceptable GPA. Further, students are not permitted to move into the clinical portion of the program unless they have demonstrated an acceptable skill level for each of the skill courses that are required prior to clinical placement. On an annual basis core faculty review portfolios and determine where there may be curricular weaknesses. All courses are reviewed periodically to incorporate new CACREP standards, ISBE requirements, changes in policy, etc. Changes are then made to improve students' academic experiences. The School Counseling Master's Degree has been a 51semester hour program (now moving to the 60 hour program, see below) that requires both content courses and skills based courses. Clinical practice skills are taught and assessed throughout the curriculum. Courses are designed to teach, observe, and critique skill development. These courses include: HSC501 Fundamentals of Counseling; HSC512 Theory and Techniques of Group Counseling; HSC505 Clinical Assessment and Diagnosis; HSC504 Clinical Techniques of Counseling; and HSC506 Introduction to Theory and Practice of Family Therapy. In addition to the skills based courses, content courses are also required. Students must achieve and maintain a specific GPA and have department approval to pursue and obtain a field placement. Selfawareness and selfreflection are stressed from the point of application and admission and throughout the program. During their yearlong internship, school counseling interns are formally evaluated by their site supervisors with end of term evaluation instruments. Our Field Placement (Practicum/Internship) is a yearlong program sequence and courses include HSC 533: Practicum, HSC 581 Internship I, and HSC 582 Internship II; HSC 533 is 100 clock hours, Internship I and II are each 300 clock hours for a total 700 clock hours; all of the above courses are required for all students for program completion. During these courses, all the program content, skill development, and individual awareness and motivation come together. Evaluations of all assignments which include, but are not limited to, case conceptualization, taped interviews, completion of placement logs, and school/system description, are ongoing during the term of placement. Field supervisors must evaluate each student at the end of each term. Students also evaluate themselves. The university supervisor is responsible for assigning a grade for the student's efforts. Thus, the student is assessed by "real world" school personnel in the context of how the needs of the students as well as the school are being met by the school counseling intern. Summary: Because of the length of the program, a comprehensive approach to student evaluation that begins before entry into the program, and constant faculty communication with one another and with those outside the university, specifically site supervisors, our students are "job ready".

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4 Provide an update of program changes from the previous academic year; which program changes, if any, were made/approved during the reporting period.(5000 character max) A. Change in Hours National Louis University, Counseling and Human Services Department has instituted a program change in spring, 2014, increasing the number of courses and hours required to earn a Master's Degree in Counseling for both the community Mental Health Track and the School Counseling Track. Previously, students needed to take 17 courses for a total of 51 credit hours; now they need to take 20 courses for a total of 60 credit hours. The additional courses are: HSC 541 Trauma and Crisis Intervention Theory, Response Models, and Techniques (3 semester hours) HSC 542 Psychopharmacology for Counselors (3 semester hours) HSC 543 Introduction to Theory and Practice of Counseling Children and Adolescents (3 semester hours) There was no change in the number of courses or hours needed in the College of Education. B. In order to fulfill the mandate from ISBE regarding competency in reading for School Counselor Candidates who do not hold a Professional Educator's License must fulfill certain requirements, including competency in reading. To clearly mark this on the student's transcript, students have to pass a Reading Module for School Counseling Interns. The module was designed by a team of a reading professor, a counselor educator, and a technology expert. This is now indicated on the transcript as RLR 585N: Reading Literacy Methods for School Support Personnel (Module), effective in June 2014. Delivery Mode: Traditional (facetoface) Online (50% or more of program is offered online) Alternative Route Please list all locations where the program was offered between 9/1/2013 and 8/31/2014. Location Chicago Partnerships, if applicable Name of Contracted Entity N/A CANDIDATE INFORMATION Number of candidates admitted to educator preparation program and enrolled between 09/01/2013 and 08/30/2014.

Traditional Online Alternative

Number of candidates 64

Number of candidates who completed the program between 09/01/2013 and 08/30/2014.

Traditional Online Alternative

Number of candidates 22 FACULTY INFORMATION Program Faculty: Faculty who teach professional education courses and all content faculty who teach methods courses. Do not include the faculty who teach prerequisites for major/minor/general ed courses.

Faculty Name Highest Degree What Field

Select Alan Owens Other Professional Counseling

Select Andy Cusick M. Ed. Higher Education Administration and Career Service

Select Anita Mandley MS Counseling

Select Anna Marie Yates Ph. D. School Counseling

Select Anne Dickinson Other Clinical Psychology

Select Arlene Samuel MS Rehabilitation Counseling

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Select Bill Hengtgen MA Psychology

Select Dan Lee Ph. D. Clinical Psychology

Select Deborah Faermark CAS Special Education

Select Denis Ferguson MA Professional Counseling and Mental Health

Select Diane German Ph. D. Speech

Select Donna Pinson Ed. D. Counselor Education and Supervision

Select Douglas Harter MSW School Psychologist

Select Elaine Kies Ed. D. Education

Select Elizabeth Thompson MS Community Counseling

Select Fonda Lewis MS Counseling/Community Counseling

Select Ivan Alvarado MAT School Leadership

Select Jim Opon M. Ed. Education Administration/Career

Select Joan Fedota Ed. D. Education

Select Joan Gross Ed. D. Instructional Leadership

Select Joe Serio Other Counseling/youth services

Select Judith Nelson MA Community Counseling

Select Judy Cunningham Ed. D. School Administration/Counseling

Select Kate Zilla Ph. D. Counselor

Select Kathleen Kotel M. Ed. Currciculum

Select Kristy CamilleMcKiness MS Human Services Counseling

Select Laima Zavistauskas MS Community Counseling

Select Laura ScottCrusing MA Community Counseling

Select Laurie Siegel MS Community/School Counseling

Select Leslie Gordon MS Counseling

Select Lisa Marren MA Special Education

Select Madi Phillips Ph. D. School Psychologist

Select Mara Meyer MS Speech Hearing and Language Pathology

Select Marcie Smith MS Human Services

Select Marvin Leavitt MS School Counseling

Select Mary Roberson Ed. D. Counseling Psychology

Select Melissa Chovan MA Psychology

Select Michael Guglielmo Other Professional Counseling

Select Michelle Decanio MS Counseling

Select Nancy Silverman MA Speech Language Pathology

Select Nancy Wajler MA not listed

Select Natasha Schnell M. Ed. Counseling

Select Naveeda Athar MS Human Services

Select Patricia Dean Ph. D. Education

Select Patricia Van Slyke Ed. D. Special Education Department Chair

Select Patrick McGrath Ed. D. Professional Counseling

Select Patrick Schwarz Ph. D. Special Education

Select Ramzia Duszynski Ed. D. Psychological Assessment

Select Richard Shaw Ed. D. Counselor

Select Sandra Truax MS Education

Select Seema Imam Ed. D. Elementary Education

Select Stella Nicholson MA Professional Counseling/Addiction

Select Stephen Thompson Ph. D. Public Health Sciences

Select Susan Gallagher Ed. D. School Psychology

Select Susan Kerstein Ed. D. Social Work/Human Development

Select Susan ThorneDevin MSW Social Work

Select Tara BryantEdwards MS Clinical Counseling

Select Tina Houdeck MS Professional Counseling

Select Tom Ross MSW Counseling/Addictions

Select Xiuwen Wu Ph. D. Special Education

Total Number of Program Faculty: 62

Number of FT Number of PT Number of Adjunct

Doctorate 14 0 9 Masters 4 1 30 Bachelors 0 0 0 Number of faculty members teaching content for this program. 43 TESTS

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New program therefore there is no data. Data must be provided for the content test and APT, with the exception of the APT for advanced programs where a candidate already holds a license. However, data on individuals who received a subsequent endorsement, based upon completing an approved program, must be reported. State Tests 1. Program ContentArea Test: No one took this test this academic year.

Assessment Type: Paper Pencil Traditional Online Alternative

20112012 20122013 20132014 20112012 20122013 20132014 20112012 20122013 20132014 Total Test 256 265 263 0 Average Sub scores 1. Average Score Subtest 1 262 265 260 0 2. Average Score Subtest 2 267 269 267 0 3. Average Score Subtest 3 268 269 268 0 4. Average Score Subtest 4 256 259 257 0 5. 6. 7. 8. Number of candidates who took: 21 Number of candidates who passed: 21 Pass Rate (%): 100 Number of candidates who did not pass on the first try: 1 2. Assessment of Professional Teaching: No one took this test this academic year.

Assessment Type: Paper Pencil Traditional Online Alternative

20112012 20122013 20132014 20112012 20122013 20132014 20112012 20122013 20132014 Total Test 273 102 0 Average Sub scores 1. Foundations, Characteristics, and Assessment 280 110 0 2. Planning and Delivering Instruction 270 100 0 3. Managing the Learning Environment 285 100 0 4. Collaboration, Communication, and Professionalism 280 100 0 5. Language Arts 267 100 0 6. Educational Technology 259 100 0 7. Constructed Response Assignment 276 100 0 Number of candidates who took: 1 Number of candidates who passed: 0 Pass Rate (%): 0 Number of candidates who did not pass on the first try: 1 RESULTS For each pass rate below 80% or subscore below 240, please provide a discussion of your plan. 2. Assessment of Professional Teaching:

Delivery Mode Assessment Result Discussion of Plan (5000 characters max)

Traditional 110 (Sub score 1) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Traditional 100 (Sub score 2)

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Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Traditional 100 (Sub score 3) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Traditional 100 (Sub score 4) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Traditional 100 (Sub score 5) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Traditional 100 (Sub score 6) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track.

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Traditional 100 (Sub score 7) Students who do not pass the test discuss with their professor possible reasons for not passing the test. They are then directed to study materials and retake the test. Note: This student was admitted to and graduated from the Community Counseling track of the MS in Counseling. This student did not need the APT score for that degree. The student was never in the School Counseling track. Cancel Have questions or need help? Contact our Call Center (217)5583600 between 7:00am 5:00pm CST, Monday Friday or Click here to Contact Us Copyright © 20102015, Illinois State Board of Education