University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Leeward Community College
Program: Substance Abuse Counseling

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The last comprehensive review for this program was on November 2011, and can be viewed at:
STEM Program

Program Description

Program Description

Description of the Certificate of Completion in Substance Abuse Program (CCSAC)

The Certificate of Completion (CC) in Substance Abuse Counseling (SAC) program is a part-time, two-year, cohort-based program designed to prepare learners with the requisite knowledge and skills for entry-level careers as substance abuse counselors.

This program is useful for individuals who currently have no AA Degree as well as for those who already have BAs or Masters Degrees in one of the helping fields and who wish to pursue an additional specialization in the field of substance abuse counseling. The CCSAC program offers professionals working in the fields of psychology, social work, criminal justice, education, or nursing, and so forth, the opportunity to learn about substance abuse issues that they may be confronting in their work with high-risk populations.

The learners are introduced to various theories of counseling and substance abuse intervention with a strong emphasis on hands on skills training for assessment, interviewing, and group facilitation. The 12 Core Functions necessary for substance abuse counselors to acquire for a job in the field, are addressed over the course of the curriculum. Upon completion of the clinical courses, learners have a rich learning opportunity to intern at a substance abuse treatment facility for 16 hours a week during their second year. The 270 credit hours fulfill the Department of Health, Alcohol, and Drug Abuse Division (ADAD) education requirements in the areas of counseling and substance abuse knowledge and skill development. The curriculum has been honed to support the learner as s/he prepares for the Alcohol and Drug Abuse Division (ADAD) Certification Exam after securing the requisite experiential hours in the field.

This program attracts an academically mixed population. In any given year, we will have learners who declare themselves as majors who may have already secured a Masters, or Bachelor’s degree in counseling or a nonrelated fields but who returns to college to secure a specialist certificate as a Substance Abuse Counselor (SAC). As well, we have people who enter the program with AA degrees and work on just their CC SAC. Another percentage of our program population currently works in the field with or without a degree and returns to college to secure the education that the Alcohol and Drug Abuse Division (ADAD) requires prior to being able to sit for the State CSAC Exam. A large percentage of our learners are non-declared CC program majors who take all their elective courses in the CC SAC program and pursue the certificate while also studying for their AA degree, or on some occasions, their BA at West Oahu. The fifth group of learners who take program courses are Liberal Arts majors who are interested in Psychology or Social Work and take the counseling courses to complement the theory courses in psychology and sociology to secure a more concrete education and application of the micro-skills necessary for becoming a counselor.


Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: SUBS     Program CIP: 51.1501

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 142 33 33 Healthy
2 *New & Replacement Positions (County Prorated) 39 20 19
3 *Number of Majors 28.5 34.5 35
3a     Number of Majors Native Hawaiian 8 18 18
3b     Fall Full-Time 11% 23% 6%
3c     Fall Part-Time 89% 77% 94%
3d     Fall Part-Time who are Full-Time in System 4% 0% 0%
3e     Spring Full-Time 0% 6% 14%
3f     Spring Part-Time 100% 94% 86%
3g     Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes 237 381 297
5 SSH Non-Majors in Program Classes 777 762 801
6 SSH in All Program Classes 1,014 1,143 1,098
7 FTE Enrollment in Program Classes 34 38 37
8 Total Number of Classes Taught 23 24 26

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 14.7 15.9 14.1 Healthy
10 *Fill Rate 82% 89.8% 84.1%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 28.5 34.5 35
13 Majors to Analytic FTE Faculty 11.2 12.9 12.1
13a Analytic FTE Faculty 2.6 2.7 2.9
14 Overall Program Budget Allocation $142,841 $152,700 $168,561
14a General Funded Budget Allocation $142,841 $129,966 $140,553
14b Special/Federal Budget Allocation $0 $22,734 $28,008
14c Tuition and Fees $0 $0 $0
15 Cost per SSH $141 $134 $154
16 Number of Low-Enrolled (<10) Classes 1 1 5
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 82% 87% 86% Healthy
18 Withdrawals (Grade = W) 16 18 18
19 *Persistence Fall to Spring 53.5% 60% 65.7%
19a Persistence Fall to Fall     17.1%
20 *Unduplicated Degrees/Certificates Awarded 24 23 19
20a Degrees Awarded 0 0 0
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 24 23 19
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 1 3 1
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 1 3 1

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollments Distance Education Classes N/A N/A N/A
25 Fill Rate N/A N/A N/A
26 Successful Completion (Equivalent C or Higher) N/A N/A N/A
27 Withdrawals (Grade = W) N/A N/A N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 50.00 45.45 Not Met
31 3P1 Student Retention or Transfer 74.25 78.95 Met
32 4P1 Student Placement 60.00 58.82 Not Met
33 5P1 Nontraditional Participation N/A N/A N/A
34 5P2 Nontraditional Completion N/A N/A N/A

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     0  
36 Number of Degrees and Certificates Native Hawaiian     0
37 Number of Degrees and Certificates STEM     0
38 Number of Pell Recipients     25
39 Number of Transfers to UH 4-yr     1
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Program Demand

Challenges to Tracking the Number of Majors in the CC SAC Program

The number of learners actually going through the SAC program is always much larger than the official annual count of declared SUBS majors.  Learners in the program are advised to declare a LBRT major because if they decide to continue their education with the intention of earning an AA or BA (and they are encouraged to do that in the SAC program), NOT declaring themselves SAC majors provides a financial advantage and they can still fulfill all their elective credit while completing the SAC program.

Institutions like the Department of Vocational Rehabilitation and the Veterans Administration have considered the SAC CC a terminal certificate because with it a person can secure a job.  Those agencies are more likely then, to limit the amount of funding they are willing to provide SAC majors and may turn down requests for further funding.

The Leeward CC Financial Aid officer and the Job Prep counselor have estimated that applicants may lose approximately a fourth to a third of Pell grant income if they declare themselves SUBS majors instead of Liberal Arts majors.  For this reason, the Financial Aid counselors also advise our learners to register as LBRT majors rather than SUBS majors.

In the past when our program was rated “Cautionary” in terms of Demand and/or Efficiency, our Institutional Researcher has taken on the task of tracking learners taking the program courses over the semesters as a way of counting those who were obviously committed to graduate from the program.  Those numbers more accurately reflected the actual number of “majors” in our program.  This year, I have not had to request this assistance since our program scores are all Healthy.


Career Outlook

The projected numbers of Substance Abuse Counselor (SAC) positions on Oahu always appears to be much lower than it actually is on the island of Oahu.  When I shared the numbers of openings reported last year (20) with my Advisory Committee Members, they laughed and found it to be an entirely inaccurate and unrealistic count.  The low number may be due to counting only employment for Certified SA Counselors (CSACs).  Another reason for such a low number may be in part due to the researchers not counting other human service positions in which non-certified substance abuse counselors are utilized and for which our learners may be eligible once they graduate.   Those jobs may be available in the DOE, Courts and Corrections, and various other human service agencies whose primary focus might not be substance abuse counseling.  Such positions might be advertised using descriptors like “Case Managers,” “Treatment Associates,” “Human Service Workers,” and “Behavioral Disorder Counselors.”  Our graduates typically have had little difficulty finding positions upon graduating, and some have been hired while still in their practicum.  The number of positions forecasted is only 19 this past year, down one position from 20 the previous year.

The field of substance abuse counseling labor projections for 2010-2020 shows a 27% increase in available jobs nationally, a larger increase than for other human service positions and in many other lines of work.  The Hawaii Department of Health’s Alcohol Drug Abuse Division job projections have also suggested there will be more positions in future years for people entering the field of substance abuse counseling than for those trying to get into other counseling fields.

 Program Majors

After several years of decrease, the number of declared majors has risen 25% from a low of 28 (in 2010-11) to 35 in the last two years.  .  The ratio of declared majors to available positions in the community this year was 35 to 19, or 1.70, and thus the demand was considered Healthy.

As previously mentioned, in past years we have tracked learners who are not registered as SAC majors. That supplemental data have suggested that our actual program demand is much higher than the numbers suggest.

The total SSHs took a huge leap in 2010-2011, going from 645 in 2009-10 to 1,014—a 57% increase--in 2010-11.  The large increase was due in large part to the Waianae Health Academy (WHA) CCSAC program adding to the numbers.  Since 2010-11, the SSH count has remained fairly stable, increasing by 129 hours in 2011—12, then decreasing by 45 in 2012-13.  The increases were mainly due to majors taking almost 61% more semester hours in 2011-12, then decreasing by 22% in the following year, for a net 25% increase.  Non-major SSH consumption varied no more than 24 hours in the last three years.

This increase in SSHs by majors is a good sign because while the number of majors hasn’t changed much, the SSH consumption has.  The majors are taking more hours in major courses, and that activity facilitates their movement toward completion and/or transfer.


Program Efficiency

     Fill Rate

The fill rate decreased slightly from the previous years:  89.81% to 84.1% and is considered Healthy Efficiency rating.  In the years prior to the establishment of the WHA, CCSAC, we had one of the highest course fill rates on campus:  typically 100%.  The fill rate began to decline in 2010-2011 to 82%, probably because  the WHA grant mandated an increase in the maximum course enrollment from 16 to 20. WHA has been unable to achieve this level of enrollment (which for clinical courses is considered to be too high for proper supervision and feedback).  This WHA higher enrollment requirement and their inability to fill the classes, has resulted in the lower fill rate.

     Majors/FTE (BOR appointed)/Faculty

With 1 FTE BOR Appointed Faculty, our Majors to FTE Faculty ratio remains a Healthy 35 to 1.


Program Effectiveness

     Number of Certificates Earned/Majors

Although there was a lower unduplicated count of certificates awarded (19 instead of 23), with a slightly higher major count, the certificates to majors ratio was a Healthy 54.2%.

      Number of Certificates Earned/Number of Positions Available

The 19 certificates earned divided by 19 replacement positions gives us 1:1 ratio, which falls within the .75-1.5 range for a Healthy rating.


     Persistence (fall to spring)

The current year’s persistence rate of 65.7% is almost six percentage points higher than the previous year’s and well within the 60%-74% range considered Healthy.  However, right now, only declared majors are tracked, and they constitute about 50% of the learners taking program classes.  The persistence might be higher if all learners working toward their certificates were being tracked.


Perkins Data

We met two of the four Perkin’s benchmarks this past year.  The benchmark for 2P1 Completion was not met.  Only 45.45% of the concentrators who left our program, left with a certificate.  That rate was higher than the previous year’s 35.29% although still shy of the 50.00 goal.

[I’m not sure why you’re discussing this issue since there is no Perkins indicator for ON-TIME graduation.  The Perkins Core Indicator 2P1 concerns simply getting a degree or certificate, not how long it takes.  The issue you are describing would be a concern if SUBS program runs, like TVPR, a cohort driven schedule?

SUBS students are also encouraged to pursue further education rather than securing employment directly upon graduation unless learners already have AAs, BAs or MAs.  Typically, most of the people in the program often need to obtain an AA, or are working on it while taking the CCSAC courses.  When learners who earn a certificate continue taking courses in the fall, this would also lower the ratio of completers.

The other Perkins criterion that was not met was the 4P1 Student Placement. The Perkins goal was 60.00 and we only had 58.82.  This goal was just missed.  However, survey data we’ve collected show that a good  number of learners have secured jobs even before their practicum had ended. In the Leeward CC program.  In the graduating class only two people were unemployed, and two others  continued to work toward their AA degree and chose not to find counseling positions.

Part III. Action Plan

Data for Action Planning 

Last year there was a Cautionary health call in the area of Persistence.  To monitor the situation more carefully, and internally track our graduating population, I instituted the practice of doing an exit interview with the graduates (includes those registered in the certificate program and those unregistered who were securing their AA while securing their CC at the same time) completing the program. They were asked about their future pursuits, educational aspirations, and commitments to transfer to another degree program, secure a job, stay in the job they have, etc.  The learners were also asked if were currently working in the field, and whether they have been offered employment during their practicum or promised a position upon graduation.

Exit Survey Data

In this last round of exit interviews, we discovered that 55%, compared to the previous year’s (2011-2012) cohort of 20% percent, were offered positions in the field while enrolled in the capstone HSER 295 practicum.  Only 40% accepted the offers and the rest declined to continue with school.

 Last year only 8% of the graduates entered the CC with degrees, evenly split between AAs and BAs. This past year 44% had degrees, again, evenly split between BAs and AA’s entered the certificate program with degrees. Of the 66% learners who did not have their AA degrees, 80% indicated they had plans to complete it.  This number increased from the previous 65% who planned to complete their AA degree the previous year.  This year, of the graduates who had AAs already, 100% indicated they planned to obtain their BSW and the ones who had their BAs, a 100% noted they were planning on securing their MA’s.

Sixty-seven percent took the expected two years to complete the program, 22% took three years, and one person returned after a seven year break.

Eight-nine percent desired to find employment in the Substance Abuse Treatment field.  Twenty-two percent wanted part-time work to be able to continue with their education, and the rest wanted full-time work.

Conducting these exit surveys supports the campus initiative toward promoting data-driven planning and decision-making.


Entry Survey

I have also created a brief entry survey to collect data about the learners’ degrees that they already have when they arrive.  This provides me with supplemental data about their level of education and their plans, such as who plans to transfer to other educational programs in and outside of the UH system and who does not, and for what reasons.  We have 53 learners who indicate that they are committed to securing their CC SAC.  However, only 21% of those indicated they had registered in the CCSAC program, whereas 64% have registered as Liberal Arts Majors.  Of those who do not yet have their AA, 71% note that they plan to work toward securing it. Only 17% do not plan to study for the AA but leave school after they secure their CC.

Forty-seven % of the students began their SUBS studies this fall; the rest began anywhere from 1998-2012.  This year, 20% arrived with degrees.  Forty percent had AA’s, 30% BAs in Psychology, Human Services, and HDO Pacific Languages, and 20% with MA’s in some field of counseling.  57% are currently working.  Seventy-five percent receive financial aid in the form of Pell Grants, loans or VA benefits, Voc. Rehab monies, Work Links, or scholarships, etc.  The rest of the learners, self-pay their tuition.


Satisfaction Exit Survey

To complete the data collection cycle, an anonymous Satisfaction Exit Survey for outgoing graduates, was administered for the first time last year.  The first of two sections assessed how prepared they felt entering the practicum.  Students responded to seven questions in this section with ratings of 1 (“Minimally Prepared”) to 5 (“Well Prepared”).  With a 100% survey return rate, 89% felt that they had been “Well Prepared” in the seven areas.  The four questions in the second section covered how well the interns felt prepared post-practicum for securing a position in the field.  To the four questions, 95% responded  that they felt prepared.


Previous Year’s Action Plan

This year, I have continued my focus of attention with the one-to-one counseling interventions with learners having trouble with their course work or with external stressors. This may be bearing fruit with a much higher number of learners matriculating into the HSER 294 course than the previous year.  If they continue this trend into the last capstone course next semester, we will have increased the number of graduates from the previous year by 64% for the Leeward campus program.

I hope that the more intrusive outreach that I have engaged in this past year has been a contributing factor that has resulted in assisted in across the board increases in persistence, retention, graduation, and transfer rates next year.


Future Action Plan

At the end of its final year, the impact of the WHA program on the Leeward numbers will be examined, especially in terms of demand, efficiency, and effectiveness.  Next year will be the first year in the five years we will not have  WHA students in the cohort.

Exit interviews with Leeward SUBS majors—a practice begun last year—will be continued in coming years and used as supplemental data.  I attempted to secure survey feedback from the summer graduating WHA class but only received one survey, but the responses were very positive.

The individualized sessions instituted last year encouraged learners in the first year of the program to think about completing their AAs or transferring to obtain more education at a four-year campus, or to consider doing Masters level work if they already had a four-year degree.  I plan to continue the individualized attention, hoping to continue positively affecting persistence, retention, and completion,

In future individualized sessions I will also continue to focus on high risk learners who might benefit the most from additional one-on one attention but might not be inclined to seek help.  I will continue administering an entry survey to first-year entrants, continue to collect anonymous satisfaction exit interview data and evaluate the feedback, looking for information that could be used to guide changes in the classroom or at the practicum sites.

Part IV. Resource Implications

Part IV. Resource Implications

One full time Human Service faculty member coordinates the program and advising learners.  We have had two other part-time instructors who each teach one to four courses a semester, depending on the demand.  We have never had a budget specifically for student help although I did secure a work study part-time learner to assist with the program demands.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Recognize the medical, societal, psychological, and family affects of abuse and addiction with regard to alcohol and other drugs


Identify Hawai‘i’s prevention/intervention and treatment system, its strengths and limitations


Develop an awareness of issues and other personal values/biases that might impact one’s effectiveness as a substance abuse counselor


Demonstrate knowledge and application of the Twelve Core Functions engaged by the alcohol and drug abuse counselor, and know how these functions apply to the continuum of care


Demonstrate an ability to do an effective biopsychosocial assessment and display a basic knowledge of counseling approaches used with individuals and groups


Identify the ethical and legal issues that confront the counseling professional, and abide by them when in the field


Distinguish the stages of the treatment process, including aftercare, relapse prevention, and the issues relevant to their clients involved in each stage of intervention


Display attending, active listening, and other counseling skills in their work with individuals and groups

A) Evidence of Industry Validation

A) Evidence of Industry Validation

The learners in the CC SAC program receive education and skill development training as well as practicum experience in an addiction treatment facility to support their eventual goal of passing the State Certification Exam for Substance Abuse Counselors. They may sit for the exam after they secure the 6000 requisite experiential hours in the 12 Core Functions enacted by a Substance Abuse Counselor. They receive 2450 hours toward their experiential hours by completing the program and the practicum semesters. They must have 20 direct contact hours in each of the 12 Core Functions, as required by the DOH Alcohol and Drug Addiction Division (ADAD). We attempt to create the practicum experience so that this becomes possible for them to obtain before they graduate the program.

B) Expected Level Achievement

B) Expected Level Achievement

P-SLOs are addressed and assessed throughout the curriculum work during the course of the two-year program but especially in the two Practicum capstone courses in their second year. Practicum is often the place where the "rubber meets the road" and if a learner does not have what it takes to become a counselor, it becomes evident in the field placement as well as in the quality of assignments in the practicum seminar.  There are three main assignments that tie everything together in the seminars,  the ADAD Written Case Description, and a 12 Core Function Oral Presentation as well as the log of their experiences while at practicum and their reflection on strengths and challenge areas over the two semesters in practicum.  In order to pass these assignments they need above a 70% score on each one.

In their practicum site, they are assessed on applying the 12 Core Functions, professional demeanor, ethical interactions with clients, etc. They are awarded a recommended grade by their practicum supervisor and must pass each of the series of areas with at least a score of 70%.

C) Courses Assessed

C) Courses Assessed

I assessed the two Practicum Seminar courses, HSER 294 and 295 that are the capstone courses of the second year. They help establish whether learners' aquired the knowledge and skills in the clinical courses, and most clearly assesses how well the upcoming graduates have can apply their knowledge and skills in the field. Evaluation helps address whether learners are meeting the PLOs. I have assessed all program courses during spring 2013, although I have only uploaded HSER 295 to the TK20 website. I still have to input HSER 140, 245 and 100 on the site.

The SLOs that were assessed this past spring for HSER 295 were:

SLOs being assessed:




Demonstrate knowledge of the 12 Core Functions in an oral presentation or complete the ADAD (Alcohol and Drug Abuse Division) Written Case Report.




Display the capacity to self-reflect through the completion of a practicum log.


D) Assessment Strategy/Instrument

There were three rubrics that were used for the assessment, an ADAD Written Case Rubric (H SLO), a 12 Core Function Oral Presentation Rubric (H SLO) and a Log Reflection Rubric (G SLO).

H SLO requires integration of the 12 Core Functions of the substance abuse counselor that was learned in class and at the practicum site. Both the written and oral assignments tap the learner’s ability to demonstrate their knowledge and skill.

G SLO assignment assesses the learners’ ability to self-assess and to develop a reflexive ability for monitoring their strengths and challenges, both in their knowledge base and in regards to their interactions and skills applied with clients while in Practicum and beyond.

E) Results of Program Assessment

E) Results of Program Assessment

HSER 295 Practicum Seminars Spring 2013




Measure 1:

Learners will be assessed while giving an oral presentation with a rubric.

Measure 1 Type:




Measure 1 Criteria for success (i.e. Acceptable = X on a scale of A-Z)

If 90% of learners secure a score of at least 85%, for each of the 12 Core Functions, the outcome would have been met.

Students included in this measure 1 assessment:


All Students


Rationale for Measure 1 sample and sample size (i.e. Out of a total of X students, % assessed)

Half of the class give an oral presentation and the other half turn in a written case study and then reverse the next semester (they take practicum two semesters). This means approximately 50% were assessed with this measure.

Measure 1- Number of Students Assessed:


Measure 1-Number of students scoring acceptable or better:


Measure 1 Results:

Four learners out of four who engaged in the oral presentation scored a total of 85% or above for the 12 Core Functions.

Measure 2:

Learners will be assessed on ADAD Written Case Study with a rubric.

Measure 2 Type:




Measure 2 Criteria for success (i.e. Acceptable = X on a scale of A-Z)

If 90% of learners secure a minimum of a 85%  or above for the Written Case Study, the outcome would be met.

Students included in this measure 2 assessment:


All Students


Rationale for Measure 2 sample and sample size (i.e. Out of a total of X students, % assessed)

Half the learners complete the Written Case Study while the other half give a 12 Core Functions Oral  Presentation.

Measure 2- Number of Students Assessed:


Measure 2-Number of students scoring acceptable or better:


Measure 2 Results:

100% of the five learners scored a total of 85% or higher.

Measure 3:


Measure 3 Type:





Measure 3 Criteria for success (i.e. Acceptable = X on a scale of A-Z)


Students included in this measure 3 assessment:


All Students



Assessment Plan Information


Leaner logs were read at the end of the semester and attention was made to the sections in which the learners address their strengths and challenges in regards to their interactions with clients and staff and their level of skill development. They summarize these areas into an end-semester self-assessment.


I learned that the all out of the majority of the learners consistently scored high in their ability to make, a seemingly, accurate assessment of their strengths, weaknesses and skill abilities as noted in their practicum logs when compared with the feedback that I received from their supervisors about their performance.



Not Met

The outcome was:




Oral Presentation:

The outcome was:



Not Met


The two measures that were used to assess all of the learners across the two different assignments showed that all learners met the outcome. When looking closer at each of the 12 and 13 fields, I was able to detect whether there were specific areas that needed bolstering. Certain areas in both assignments got lower scores.

If less than Met, program should plan further action to improve performance.

Further Action Planned


Further Action Unnecessary

 Written ADAD Case Study:


Each of the learners who engaged in the Oral presentation scored very high in demonstrating their knowledge of the 12 Core Functions. By the luck of the draw, the strongest learners in the class were assigned to the section who orally presented. I had spent a sizable amount of time in class discussing each of the 12 Core Functions, as this assignment has in the past been notoriously difficult for learners to ace. Not only were the learners stronger but they were able to excel after receiving a good deal of instructional attention.



After reviewing the results, what analyses can be derived?

What strengths were displayed in the achievement of the measures?

In the two different measures of the two different assignments, all learners met the benchmark.

What weaknesses were displayed in the achievement of the measures?

Looking deeper into each field I could detect which of the 12 Core Functions or the 13 areas in the Written Case Report were lower than other areas. This is useful for determining which areas I could provide more attention to or for which I could offer more resources.

What strengths were observed about the assessment process?

The rubrics are detailed enough to provide specific versus generalized info on each learner's strengths and challenges in the various fields.

What weaknesses were observed about the assessment process?

Although the overall total score on the presentations or the written case studies is important and suggests overall success, if one only looked at that benchmark, one would lose sight of what could be improved upon. Reviewing each specific field offers richer data.





Based on the results and analysis, what recommendations will be made to better achieve the desired outcome?


I will give more attention in class to going over the Assessment and Treatment Planning in the 12 Core Functions assignment.


I will provide more in class attention to the fields of Effects of Substance Abuse, Assessment and Treatment Planning.




 The two SLOs that were assessed over the course of the practicum seminar and addressed seven of the eight PLOs,

F) Other Comments

No content.

G) Next Steps


Each of the learners was assigned one of the 12 Core Functions to present to the class during the first weeks of class and from there I would fill in pieces they had missed. So far, this has resulted in apparent, greater comprehension of the functions and is beginning to show merit in the assignments they are turning in.

For the Written Case Study, I went over the outline in more depth and provided a written example of an excellent case study done by a previous learner.


I added a summary component of the weekly reflections that they complete along with the log. They seem to be demonstrating more depth in the summary than if just left to the log.




I will continue to engage in the interventions that showed promise in increasing the learners’ assessment scores in the two SLOs that address the majority of the PLOs.

I will be assessing SLO C. in HSER 294 in fall 2013, Practice of screening, intake, and assessment activities while in the practicum site.