The Helen Bader School of Social Welfare



University of Wisconsin-Milwaukee

The Helen Bader School of Social Welfare Social Work Program

Field Education Program

BSW PERFORMANCE-BASED LEARNING PLAN & MID-TERM PROGRESS REPORT

Field Course (please check): 421 422 423

Date Learning Plan Completed: 9/18/19 Date Mid-Term Completed: 10/24/19

Student Name: Barack Obama

|Agency: US Health and Human Services |

|Agency Address: 1600 Pennsylvania Ave NW, Washington, DC |Agency Department/Room Number: Health and Human Services |

|Agency Phone: 555-555-5555 |Agency Field Instructor: George W. Bush |

|Field Instructor Email GWBush43@ |University Field Liaison |

|Semester Fall Spring Summer 20      |

Weekly Schedule @ Agency:

|Monday |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency I: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area: I learned to define my role as a professional when working with clients and setting boundaries. I have |

|communicated timelines with my supervisor and discussed my own professional and ethical behavior in supervision. I observed my colleagues handle a situation that |

|could have created an ethical dilemma and processed it with our team and my supervisor. |

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|Field Instructor’s rating of student’s progress toward Competency 1: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area: Barack effectively communicates due dates, schedules and other pertinent information |

|with staff and clients. Student uses supervision appropriately to develop a sense of professional behavior, process ethics and boundaries and even recognizes how to |

|make ethical decisions. |

Competency II: ENGAGE DIVERSITY AND DIFFERENCE IN PRACTICE

Student’s Learning Goals for Competency II: I will use both supervision and field seminar to process my personal bias, value system and assumptions that come up throughout field practice. I will commit to learning about client identities and the various types of oppression they encounter.

|Competency II Outcomes to be graded: |

|Recognizes personal values, potential biases, & assumptions (i.e. culture, race/ethnicity, religion, sexual identity, etc.) and demonstrates cultural humility and|

|an understanding of oppression and discrimination |

|Understands and is comfortable with the existence of human diversity in the field of social work |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency II: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area:  As I meet diverse clients and learn about their situations I am becoming more aware of implicit |

|bias, noticing my value system and dismantling assumptions. Talking with other staff and my supervisor has taught me how to separate my own values from my |

|clients and that I am contiuously learning about culture, race, religion, etc.   |

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|Field Instructor’s rating of student’s progress toward Competency II: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area: Barack is recognizing his personal values, biases and assumptions with every new |

|situation. He demonstrates during staff meetings and in supervision how he is working to stay humble and understand the oppression his clients experience. |

| |

Competency III: ADVANCE HUMAN RIGHTS AND SOCIAL, ECONOMIC AND ENVIRONMENTAL JUSTICE

Student’s Learning Goals for Competency III: I will explore the multiple identities of my clients and how they intersect with forms of oppression and discrimination. Specifically, I will research systems that my clients often interact with (healthcare, mental health, disability services) and learn about how those systems advance or limit clients.

|Competency III Outcomes to be graded: |

|Understands the forms and mechanisms of oppression and discrimination and identifies the societal, governmental, and political structures that adversely affect |

|social, economic, and environmental justice |

|Engages in practices that advance social, economic, and environmental justice |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency III: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area: As I develop community resources to refer my clients, I am learning about how their identities and the |

|oppression they experience impacts their ability to access services. As I research Badgercare and how my clients use the healthcare system I am becoming more aware |

|of limitations and systemic discrimination. |

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|Field Instructor’s rating of student’s progress toward Competency III: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area: Barack has been diligently researching Badgercare coverage and healthcare services our |

|clients’ access. Barack is working with clients to access services in a way that demonstrates he is aware of their identity, including race, SES, gender, social |

|status, etc. |

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Competency IV: ENGAGE IN PRACTICE-INFORMED RESEARCH AND RESEARCH-INFORMED PRACTICE

Student’s Learning Goals for Competency IV: Before working with clients independently I will read through past client files in order to research client data. This client data will be used to analyze and develop which resources, evidence-based practices and agency programs are appropriate for future clients served at this agency.

|Competency IV Outcomes to be graded: |

|Demonstrates the ability to collect, organize, and interpret client data |

|Identify the role of research, evidence-based practices, and the application in social work practice |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency IV: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area: After reading through older client files, I felt more prepared to complete intakes of clients. |

|Through the intake process, I am able to collect, organize and analyze client data in order to properly help them access services. Completing intakes has |

|also helped me understand what approach, intervention or practice to use with each individual client. |

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|Field Instructor’s rating of student’s progress toward Competency IV: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area: Barack has just began completing intakes where he gathers client data. He is |

|still researching what services, practices and programs are appropriate for clients based on the data he gather. |

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Competency V: ENGAGE IN POLICY PRACTICE

Student’s Learning Goals for Competency V: I will research new Health and Human Services policies that may impact my clients, specifically Medicaid, Medicare and TANF. I will follow my agencies efforts to advocate for clients access to health care and basic needs services.

|Competency V Outcomes to be graded: |

|Demonstrates the ability to critically analyze how social policies impact social and economic justice |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency V: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area: I am both researching independently and shadowing the staff who participate in policy change. |

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|Field Instructor’s rating of student’s progress toward Competency V: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area: When Barack has free time he researches federal policies that impact clients |

|accessing services through Health and Human Services. He has also attended town hall events to hear community members voice their concerns about specific |

|policies. |

Competency VI: ENGAGE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES

|Competency VI Outcomes to be graded: |

|Demonstrates an understanding of the services provided by the field agency in response to the needs of the community |

|Uses Empathy & Interpersonal Skills |

|Demonstrates Engagement with Individuals & Groups from Diverse Backgrounds |

Student’s Learning Goals for Competency VI: I will show empathy and active listening skills when meeting with individuals and families. I will research programs and resources offered by my agency in order to better serve those who seek out services from our agency.

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency VI: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area: Since starting my internship I have learned about the programs my internship offers and am able to |

|appropriately refer clients. |

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|Field Instructor’s rating of student’s progress toward Competency VI: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area:       |

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Competency VII: ASSESS INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES

Student’s Learning Goals for Competency VII: During client intakes, I will collect client data in order to develop client goals from a strengths perspective and understand my client’s needs. I engage in problem solving with my clients and help them access appropriate support.

|Competency VII Outcomes to be graded: |

|Engages in problem solving and goal-setting |

|Demonstrates the ability to collect, organize, and interpret client data |

|Demonstrates knowledge and skill in the assessment process at the micro, mezzo and/or macro level |

|Identifies Client Strengths & Limitations and the mezzo and macro influences affecting the client and community |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency VII: |

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|Unsatisfactory |

| |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area:       |

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|Field Instructor’s rating of student’s progress toward Competency VII: |

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|Unsatisfactory |

| |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area:       |

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Competency VIII: INTERVENE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES

Student’s Learning Goals for Competency VIII: I will work with my supervisor to learn about interventions for conflict and crisis de-escalation. I will work towards referring clients and discharge planning in ways that meet client needs.

|Competency VIII Outcomes to be graded: |

|Engages in Problem Solving and Goal Setting |

|Identify Intervention Plans & Strategies |

|Demonstrates the ability to implement intervention strategies including referrals and termination |

|Engages in best practice models and/or strategies that build on client strengths |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency VIII: |

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|Unsatisfactory |

| |

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|Improvement needed |

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|Meets basic |

|expectations |

| |

|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

| |

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|Student’s summary of competency development in this area:       |

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|Field Instructor’s rating of student’s progress toward Competency VIII: |

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|Unsatisfactory |

| |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area:       |

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Competency IX: EVALUATE PRACTICE WITH INDIVIDUALS, FAMILIES, GROUPS, ORGANIZATIONS & COMMUNITIES

Student’s Learning Goals for Competency IX: I will use supervision as a time for reflection and evaluation of my work in the field. I will review client evaluations after they finish attending support group.

|Competency IX Outcomes to be graded: |

|Understands the importance of an evaluation process in order to determine the effectiveness of the intervention strategies and one’s own social work practice |

|while considering the influence of mezzo and macro factors on the client, family, group, organization and/or community |

|MID-TERM PROGRESS REPORT |

|Student’s self-rating of progress toward Competency IX: |

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|Unsatisfactory |

| |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Student’s summary of competency development in this area:       |

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|Field Instructor’s rating of student’s progress toward Competency IX: |

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|Unsatisfactory |

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|Improvement needed |

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|Meets basic |

|expectations |

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|Exceeds basic |

|expectations |

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|Exceptional |

|Performance |

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|Field Instructor’s summary of student’s competency development in this area:       |

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Rating Scale Detail

Level 5 (E): Exceptional

Performance far exceeded expectations due to exceptionally high quality of work performed resulting in an overall quality of work that was superior; and either 1) included the completion of a major goal or project, or 2) made an exceptional or unique contribution to unit or department.

Level 4 (EE): Exceeds expectations

Performance consistently exceeded expectations and the quality of work overall was excellent.

Level 3 (ME): Meets expectations

Performance consistently met expectations, at times possibly exceeding expectations, and the quality of work overall was very good.

Level 2 (I): Improvement needed

Performance did not consistently meet expectations.

Level 1 (U): Unsatisfactory

Performance was consistently below expectations and significant improvement is needed.

MID-TERM PROGRESS REPORT SUMMARY DOCUMENTATION:

Please use this comment section to summarize the student’s overall level of competency, their learning needs, etc.      

The signatures below acknowledge that there has been a discussion between the student and the Field Instructor regarding the Learning Plan.

Field Instructor Signature: __

Date:

Student Signature:

Date

The signatures below acknowledge that there has been a discussion between the student and the Field Instructor regarding the Mid-Term Progress Report.

Field Instructor Signature: _____________________________________

Date:

Student Signature:

Date

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