National Association of School Psychologists (NASP) Sample ... · Sample Program Submission (Folio) I This sample includes the overview and program response sections of a program

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National Association of School Psychologists (NASP)

Sample Program Submission (Folio) I

This sample includes the overview and program response sections of a program submission (i.e., a folio) to NASP. It provides one example of how a program might organize its responses to the NASP standards. In this particular case, the program chose to organize its responses to each NASP standard using narrative responses. The “traditional” NCATE format for that section of the submission is a table, or “Matrix,” in which each standard is listed in the left column and the program’s response appears in the right hand column. You have the option of using such a format, but are not required to do so. You should select the approach most effective for depicting your program. However, it is required that the NASP standards, and the programs response to each, be included. Your response to each standard should address policy and practice for standards I, III, and IV, and show how the program addresses, assesses, and attains each Domain in standard II. (You will see that assesses and attains are combined in this particular sample). Please note that your program must also respond to standard V if it is not in unit accredited or undergoing review by NCATE. If that is the case, please see specific instructions on how to respond to Standard V in various NASP materials. This particular sample was adapted and posted with the permission of the program. It was selected because of the thorough and clear manner in which the program explained and documented its policies and practices. That documentation, not the “Matrix” statements per se, is the key to adequately addressing the standards. Although the full appendices are not included in the sample, the specific types of documentation can be gleamed from the table of contents and the references to appendices in program statements. The purpose of the sample is to show how a submission might be organized, and not how a program should provide training, or how it should address the NASP standards. To this end, we hope it is helpful. If you have questions, please refer to companion materials on NASP program review and approval, or contact the chair of the Program Approval Board.

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COVER SHEET

NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS Submitted by: National State University Address: Department of Psychology and Education Whereabouts Hall Anywhere Street Any Where, Any State 999999 Date: May 19, 2003 Chief compiler: Dr. MMMM Title: Director, School Psychology Program

Phone: 999-999-9999 Fax: 999-999-9999 Email [email protected] Program web site: www.nsu.edu

Degree/program level(s): ___X____ Specialist _______ Doctoral (note: separate matrix responses must be provided for each program submitted for review Checklist of materials to be enclosed with this program report: __X_ Background information on the program, including program philosophy, goals and objectives for candidate proficiencies and relevant policies and practices (include in appendix program handbook or comparable program/university documents that address the above items) __X_ Number and demographic characteristics of students enrolled in program at each level (1st year, 2nd year, etc.) and number and demographic characteristics of graduates for past two years __X_ Brief description of faculty qualifications that assure confidence in the preparation and judgments of candidate proficiencies (include as appendix brief summaries of program faculty, degree specializations, teaching load/assignments, rank and tenure status, and qualifications relevant to NASP standards) __X_ Description of the program’s required curriculum and field experiences that demonstrate opportunities for candidates to learn and attain the standards __X_ Description of the program’s assessment system and its use for making judgments about candidate proficiencies (include in appendix program handbook or comparable document that addresses this item) __X_ Aggregated and summarized performance evidence from multiple sources, organized by standards. Include relevant rubrics or criteria and describe program

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interpretations of data and response or actions taken to strengthen programs. The following sources are required: internship performance appraisals; state licensure exam scores or NTE Praxis II exam in school psychology; program-embedded, comprehensive, culminating performance assessment of candidates; other sources of assessment as relevant to the program __X_ Brief statement of the program’s self-evaluation of perceived strengths and deviations from national standards (include results of unit/institution accreditation evaluations, if relevant) __NA_ Special state requirements or circumstances, if any, that may be important to the program review

__X__ Program response to each standard (e.g., in “matrix” or comparable format that lists each standard, gives the program’s response, and references evidence) __X__ Appendices (with tabs) to document compliance with standards, including: a) blinded transcripts/academic records of three recent program graduates; program handbook or comparable documents; documentation of curriculum/field work (e.g., syllabi, handbooks); and performance evidence. Please include tabs with appendices. NOTE: Please refer to relevant professional association standards and related materials for further guidance on program submission materials.

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Table of Contents Overview……………………………………………………………….. Overview 1-8

Matrix

Standard I: Program Context/Structure………………….………. Matrix 1 - 6

Standard II: Domains of Training and Practice…………….……. Matrix 6 - 27

Standard III: Field Experiences/Internship……………………….. Matrix 27 - 30

Standard IV: Assessment…………………………………………. Matrix 30 - 33

Appendices

A Student Handbook

B Graduate Bulletin

C Mission Statements/Conceptual Framework University Mission Statement College of Social and Natural Sciences Mission Statement Department and Program Mission Statements Education Unit Conceptual Framework

D Syllabi

E Student Transcripts, Course Plans & Graduation Applications Transcripts for Students A, B, C, D

Student A: M. S. and Specialist Course Plans and Graduation Applications

Student B: M. S. and Specialist Course Plans and Graduation Applications Student D: M. S. and Specialist Course Plans and Graduation Applications

F Faculty Information Course and Load Assignments Seniority Roster Vitae for Core School Psychology Program Faculty

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G Domain Grids Domain Numbers and Names Grid 1: Program Objectives and Objectives by Domain Course Numbers and Names Grid 2: Courses by Domain Grid 3: Evaluation Procedures by Domain Grid 4: Student Portfolio (Appendix N) Pages by Domain

H Assessment Plan and Reports; Program Review Guidelines School Psychology Program Assessment Plan 1998-2000 Assessment Report 2000-2002 Assessment Report Graduate Program Review Guidelines

Sample School Psychology Coordinating Committee Minutes

I Summative Evaluation Materials M.S. Comprehensive Exam—Summary Data Specialist Portfolio Ratings—Summary Data NTE Praxis II Specialty Area Test—Summary Report

Internship Field Supervisor and Self-Ratings—Summary Report Internship Supervisor Ratings—Item Data 2002 Alumni Survey—Item Data and Comments

J Formative Evaluation Materials Admission Recommendation Form Annual Review Memo, Form, and Feedback Letter Inter- & Intra-Personal Skills Form Practicum/Internship Evaluation Form

K Practicum Materials and Logs Practicum Site and Supervisor List

Hours Sheets, Logs, Supervisor Evaluations, Self-Evaluations

Student A: PSY 641, 642, 744 Student B: PSY 641, 642, 744 Student E: PSY 641, 642, 744

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L Internship Materials Internship Sites and Supervisors University/Student Agreement Re: Internship and Certification: Student A Internship Site Approval: Students A, B, D Agency Agreement for Internship Enrollment: Students A, B, D Supervision Agreement: Students A, B, D Internet Course Approval: Students A, D Sample Internship Goals and Goals Results: Students A, B, F 1st Semester Site Visit Reports, Supervisor Evals and Student Self Evals 2nd Semester Site Visit Reports, Supervisor Evals and Student Self Evals

M Internship Logs Internship Hours/Category Summary Sheet & Hours Log: Students A, B, F

Student A Log (complete) Student B Log (partial: August-November, February, April)

N Specialist Reflective Portfolio Grid 4: Portfolio Page Numbers by Domain Portfolio Orals Rating Sheet Portfolio Text; Appendices D and E

O Miscellaneous Master’s Theses 1997-2002 Continuing Education Activities Research Seminar Notices Newsletter Item on Conference Attendance Web Site: Home Page and Admissions Page School Psychology Program Brochure

P External Evaluator’s Report

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Matrix I. PROGRAM CONTEXT/STRUCTURE 1.1 The program provides to all candidates a clearly articulated training

philosophy/mission, goals, and objectives. An integrated and sequential program of study and supervised practice clearly identified as being in school psychology and consistent with the program’s philosophy/mission, goals, and objectives are provided to all candidates.

The philosophy and objectives of the Program are stated in the student Handbook (Appendix A, pp. 1-4, 20, 29). Core skills and field experience courses (Psy 620, 621, 622, 641, 642, 723, 724, 744, 701, 728, 760, and CNSA 520) are highly sequenced with official course descriptions clearly stating required pre-requisites. Course descriptions are consistent with Program objectives. Sequenced courses, such as the Assessment/Intervention I-IV series (PSY 621, 622, 723, 724) are designed to build on skills learned in previous courses. All students take the sequenced courses in the required order; the order of supporting psychological foundations and special education course will vary from year to year due to the fact that some of these courses are taught on an every-other-year basis because of resource limitations. Students submit Course Plans (Form 1; see Appendix E) separately for the Master’s degree and for the Specialist degree. Courses submitted for each degree at the time of graduation (Form 4; Appendix E) must match the course plan. Coordination of required courses taught through the Special Education Department with courses taught in the Psychology Department is aided by the inclusion of a representative of the Special Education Department faculty on the School Psychology Coordinating Committee. Also, our policy on grading states that students must earn a minimum of a "B" in school psychology core courses and if a "C" is earned in a core course that is a pre-requisite for another course, the course must be re-taken and an "A" or "B" earned before the student may continue in the sequence. A course schedule for students illustrating the standard course sequence appears on page 77 of the Handbook (Appendix A). Course syllabi are designed to be consistent with official course descriptions and with the stated philosophy and objectives of the program. Students completing the required Reflective Portfolio for the Specialist degree document how they have met each of the program objectives. Feedback from our Alumni Survey of 2002 indicates that our graduates believe the program curriculum prepared them well in the areas covered by the program objectives. Policy: Handbook, pp. 1-4, 12-14, 20-26, 29-40, 37-40, 73-77 (Appendix A) Bulletin, pp. 31-32 (Appendix B) Practice: Student Transcripts, Course Plans, and Graduation Forms (Appendix E) Syllabi (Appendix D) Specialist Portfolio Ratings Summary (Appendix I) Alumni Survey (Appendix I) Reflective Portfolio requirements and evaluation criteria (Appendix N)

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1.2 A commitment to understanding and responding to human diversity is articulated in

the program’s philosophy/mission, goals, and objectives and practiced throughout all aspects of the program, including admissions, faculty, coursework, practica, and internship experiences. Human diversity is recognized as a strength that is valued and respected.

As noted on page 1 of the Graduate Bulletin, the university mission statement includes the statement, "The University strives to provide an educational environment that supports intellectual development, that welcomes diversity and that develops the skills and talents of women and men so that they have the capacity to live usefully, act responsibly and be learners all their lives." Furthermore, the Psychology Department mission statement and goals support a respect for diversity, the development of the individual, and the application of psychological knowledge for the betterment of the individual and society. The university and the program abide by Title IX provisions in the admission of students, the hiring of faculty, and in general campus life and activities. Since our applicant pool is generally made up of college graduates from this region (a rather homogenous group), we tend not to have much racial or ethnic diversity in our students, although we have been relatively successful in recruiting and enrolling students of American Indian ancestry (see Overview) We also attempt to enroll students with a diversity of ages, backgrounds, and life experiences, and vigorously follow up leads of minority people potentially interested in our program. The university as a whole has an initiative to enroll more students from minority groups, potentially broadening our applicant pool (see university pamphlet in Appendix ____.) For all applicants, we consider interpersonal skills as they relate to being able to work effectively with diverse children and families. Our Recommendation form (see Appendix J) specifically asks reference writers to provide feedback on the applicant’s ability to work with multicultural groups. Inclusion of this item is intended to not only solicit information about the applicant, but to let applicants know that we consider this an important issue. Our faculty are committed to diversity issues. Dr. XXX has been the lead investigator in a number of research projects looking at educational issues for American Indian students in school districts in the region. (see faculty vitae in Appendix F). Faculty also model continuing development in diversity issues. For example, Dr. PPP has been member of the campus S.E.E.D. (Seeking Educational Equity and Diversity) group, which is a branch of a national organization of K-12 educators seeking ways to make educational practices and settings more equitable for all students. Dr. YYY has been involved in a project to provide support to Gay and Lesbian students (see faculty vita in Appendix F). Faculty not only encourage students to attend diversity activities (see Event Alerts in Appendix H), but attend the many of the events themselves, and participate in training/inservice opportunities on campus, at conferences, and in the public schools. For example, all faculty and students attended a two-day workshop by Dr. Hector Ochoa on “The Psychoeducational Assessment of Children from Culturally and Linguistically Diverse Backgrounds” in January. Attendance for students at this workshop was supported by funds from the program’s School Psychology Discretionary Fund (see announcement of workshop and notice on the availability of funding for students in Appendix ___). .

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The research projects conducted by Drs. XXX and YYY have created numerous opportunities for our graduate students to be involved in research activities with American Indian students. All students in the last four years have had contact with American Indian students through these projects and, since 1998, 10 students have completed Master’s theses on educational issues impacting American Indian students. Another two students have examined issues relating to Spanish language speakers. (See Appendix O for a list of theses.) Program Objective #10 is "To make students aware of the needs of culturally diverse populations and to teach students non-biased assessment techniques." We have taken an integrated approach to addressing this goal by incorporating diversity issues throughout our basic core courses through lectures, readings and assignments. For example, all students must participate in a cultural diversity activity on campus or in the community each semester during their first two years (see syllabi for Psy 601, 622, 723, 724 in Appendix D) and must complete a diversity project as part of their internship (see Psy 701 syllabus). Our goal is to increase students’ self-awareness of their own culture and beliefs, their knowledge of other cultural groups, and their skills in dealing with culturally and linguistically diverse people. In terms of course content, in Psy 601 Foundations of School Psychology an appreciation of the uniqueness of individuals is fostered through readings and discussions of multicultural issues in education today. Students not only are introduced to some of the basic issues related to cultural diversity, but are asked to examine their own experiences and biases. Non-biased assessment principles and standards are covered in Psy 620 Measurement Theory and throughout the Assessment/Intervention sequence (Psy 621, 622, 723, 724). Assessment/Intervention I focuses on principles of non-test based assessment and cultural issues related to behavioral targeting and definitions. Cultural issues and the use of cognitive standardized tests are addressed in Assessment/Intervention II along with continuing emphasis on multi-method evaluation procedures and cultural considerations in special education decisions. Students must interview their practicum field supervisors about practices and policies related to serving cultural and linguistically diverse student in their school placements. These assessment and intervention issues are addressed again within the context of early childhood assessment and intervention (Psy 723) and in the context of assessment and intervention related to psychosocial issues (Psy 724). Students are required to participate in a multicultural assessment in Psy 724 as part of their practicum experience (Psy 744) and to design and participate in a multicultural experience. During their first semester of internship, students are required to do an assessment with a student who uses English as a second language, and they must design a cultural experience that builds on their previous multicultural experiences and extends their personal exploration of multi-cultural awareness. Cultural and diversity issues are also addressed in other required courses, such as Psy 615 Developmental Psychology, Psy 619 Social Psychology and in Special Education courses (cf., SpEd 513, SpEd 573, SpEd 620, SpEd 664). Ability to work with diverse students, staff and families is addressed in practicum and internship evaluations, and students are required to document their ability to work effectively with diverse populations in their Reflective Portfolio submitted for the Specialist degree.

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Departmental faculty with whom students have contact also include Dr. D, a native of Jamaica, and Dr. C, a native of Greece.

Policy: Handbook, p. 4 (Appendix A) Bulletin pp. 60-62 (Appendix B)

Practice: Syllabi for Psy 601, 615, 619, 620, 621, 622, 723, 724, 728 and SpEd 513, 573, 620, 664 (Appendix D)

Faculty vita (Appendix F) Sample Portfolio (Appendix N, pp. 18-22, 28-32) 1.3 Candidates have opportunities to develop an affiliation with colleagues, faculty, and

the profession through a continuous full-time residency or alternative planned experiences.

Students are required to be full-time students and to be continuously enrolled for three years. Students have consistently been enrolled full-time for their first two years and during the internship. The students take classes together as a cohort group and are involved as a group in non-credit activities such as the Research Seminar, periodic social events, and attendance at the state school psychology conference. Some students also have attended national professional conferences and other state/regional conferences with faculty.

Policy: Handbook, p. 15 --Continuous Residency Policy (Appendix A) Practice: Student transcripts (Appendix E) Research Seminar notices (Appendix O)

1.4 The program possesses at least three full-time equivalent faculty. At least two faculty

members (including the program administrator) shall hold the doctorate with specialization in school psychology and be actively engaged in school psychology as a profession (e.g., by possessing state and/or national credentials, having experience as a school psychologist, participating in professional school psychology associations, and/or contributing to research, scholarly publications, and presentations in the field). Other program faculty possess the doctoral degree in psychology, education, or a closely related discipline with a specialization supportive of their training responsibilities in the school psychology program.

Our Faculty Allocation Policy mirrors the NASP standard. Out of a current total of 11 full-time faculty positions in the Psychology Department, 3 FTE positions have been designated for the School Psychology Program. Three current faculty are placed on a separate seniority roster for the Program within the Psychology Department. School psychology faculty teach the core school psych courses, but also teach some undergraduate classes; other faculty in the department provide support through teaching the psychological foundations and advanced research methods courses.

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All three of the core school psychology faculty—Dr. M. PPP, Director; Dr. O MMM; and Dr. L YYY—have earned doctorates in School Psychology and have experience as school psychologists in the public schools. They maintain state and national certification, attend state and national school psychology conferences and contribute to the field through publications and presentations. Dr. MMM is currently a member of the Board of the State School Psychologists Association.

Policy: Handbook, p. 19 Practice: Course Assignments, Department Roster, and Faculty Vitae (Appendix F)

1.5 The program provides, collaborates in, or contributes to continuing professional

development opportunities for practicing school psychologists based on the needs of practitioners.

In part because other institutions in the area provide a considerable amount of continuing education courses for educators, most of our continuing education efforts are in the form of inservices, presentations, and workshops requested by specific districts or groups. A list of the continuing education courses, inservices, presentations and workshops presented by the Program faculty over the past five years is included in Appendix O. This list does not include professional conference presentations; those are listed on faculty vitae.

Policy: Handbook, p. 18-19

Practice: Faculty vitae (Appendix F) List of Continuing Education Activities (Appendix O) 1.6 Specialist-level programs consist of a minimum of three years of full-time study or the

equivalent at the graduate level. The program shall include at least 60 graduate semester hours or the equivalent, at least 54 hours of which are exclusive of credit for the supervised internship experience. Institutional documentation of program completion shall be provided.

We require three years of full-time study and the completion of 61 semester credits of graduate courses--6 credits of which is assigned to the internship. Students earn a Specialist degree upon completion of the 61 credits plus the remaining portfolio and orals requirements. Students completing the Specialist degree have that so noted on their transcript. Policy: Handbook, pp. 5-6, 15 (Appendix A) Bulletin, p. 32 (Appendix B) Practice: Student Transcripts and Course Plans (Appendix E) 1.7 Specialist-level programs include a minimum of one academic year of supervised

internship experience, consisting of a minimum of 1200 clock hours.

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Our requirement is identical to the standard. Policy: Handbook, p. 34 (Appendix A) Bulletin, p. 61 course description for Psy 760 (Appendix B) Practice: Internship Site/Supervisor List (Appendix L) Internship Log summary sheets and Logs (Appendix M) Psy 760 Syllabus (Appendix D) Transcripts (Appendix E) II. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE Introduction to Section II A grid cross-referencing Program Objectives to Domains appears in Appendix G (Grid 1). The Program Objectives are listed with Grid 1 in Appendix G as well as on pp. 3-4 of the Handbook (see Appendix A). Also in Appendix G are grids cross-referencing Courses to Domains (Grid 2), Evaluation Procedures to Domains (Grid 3), and page numbers for the Sample Student Portfolio (Appendix N) to Domains (Grid 4). The text below highlights key aspects of how each domain is addressed through coursework and field requirements. Not everything included in our training relevant to a particular Domain is necessarily mentioned in detail below. To increase efficiency in the use of time and space, the most relevant examples were chosen. Program Objectives most relevant to each Domain are identified in Grid 1 in Appendix G, but the relevant elements of all objectives may not be specifically addressed in the text for that Domain. For example, while consultation skills are relevant to the Data-based Decision Making and Accountability Domain, this element of our training is not specifically addressed in the Domain 2.1 section since other elements are more directly relevant and consultation skills are addressed elsewhere. Syllabi for all courses mentioned appear in Appendix D. Please refer to the syllabi for specific information related to course content. The Assessed and Attained components under each Domain are combined. see Grid 3 in Appendix G for Assessment Procedures by Domain). While formative assessment procedures are listed, the focus in the discussion of each Domain below will be on summative evaluation outcomes. The Program’s Assessment Plan and Reports are described in Section III with documentation appearing in Appendix H. The evaluation materials most commonly referred to below are: within-course evaluation procedures, NTE Praxis II exam scores, summaries of evaluations completed by internship field supervisors, student performance on Master’s degree comprehensive exams, ratings of the Specialist degree reflective portfolio oral by orals committee members, and the summary data from the Alumni Survey of graduates from 1997-

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2001. Except for the within-course evaluation procedures (e.g., assignments, exams) that are documented in the course syllabi in Appendix D, all of the Summative evaluation source materials appear in Appendix I, and the Formative evaluation materials are in Appendix J. All students must submit a Reflective Portfolio to a faculty committee and sit for an oral exam focused on the portfolio materials as a degree requirement for the Specialist degree. In this portfolio, students must describe and document how they have met the Program’s training Objectives. The portfolio requirements and evaluation criteria are included in Appendix N. The portfolio is organized around the Program Objectives; however, a grid referencing the most relevant pages to each of the School Psychology Domains is included in Appendix G (see Grid 4). Since the Portfolio documents both how Domains are Addressed and Attained, reference to relevant portions of the Portfolio will appear at the end of each “Addressed” section below. Thus, the primary Appendices providing supporting information and documentation throughout this section are: Appendix D: Course syllabi Appendix G: Grids cross-referencing Domains, Objectives, Courses, and Evaluation

Procedures Appendix H: Assessment Plan, Assessment Reports Appendix I: Summative evaluation materials Appendix J: Formative evaluation materials Appendix N: Sample Student Reflective Portfolio text 2.1 Data-Based Decision-Making and Accountability: School psychologists have knowledge

of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically based decisions about service delivery, and evaluate the outcomes of services. Data based decision-making permeates every aspect of professional practice.

2.1 Addressed We emphasize data-based decision making throughout the program. Program objectives most directly related to data-based decision-making are Objectives 2, 3, 4, 5, 6, 7, 9, 10, and 11 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. Our emphasis on the linkage of assessment and intervention is most clearly exemplified by the fact that we have no stand-alone assessment courses. Students initially learn the basics of standardized academic assessment in their PSY 620 Measurement Theory class as a means of illustrating the measurement principles learned in class. Then, instead of traditional intelligence testing, etc. courses, and separate intervention classes, we have a series of four Assessment/Intervention courses that form the core of our program. These courses are organized around four broad areas: Basic Processes (PSY 621), Special Populations (PSY 622), Early Childhood (PSY 723), and Psychosocial Problems (PSY 724). Focusing the courses on topic

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areas rather than specific techniques facilitates a problem solving approach. Also, the courses are sequenced in a manner that facilitates application of skills developed in earlier courses to the situations dealt with in later courses. For example, while intelligence tests are the primary assessment instruments taught in the Assessment/Intervention II course, the related cases that students do on the associated practicum must include additional supporting data collected using techniques such as structured observations, curriculum-based measurement, ecological assessment, behavior ratings, etc. that were learned in Assessment/Intervention I. Students also must apply the assessment techniques they have learned to their required intervention experiences. Students get multiple experiences to link assessment with intervention starting with their first semester in their SPED 571 Behavior Management course, their PSY 621 Assessment/Intervention I course with PSY 641 Practicum I, and continuing through PSY 622 Assessment/Intervention II with PSY 642 Practicum II, PSY 723 Assessment/ Intervention III, and PSY 724 Assessment/Intervention IV with PSY 744 Practicum III. This practice culminates in the internship (PSY 760) where they are required to conduct a functional assessment (PSY 701) and a systems intervention with an evaluation component (PSY 728) along with the more traditional assessment experiences that are normally expected and required by their internship sites. Thus, during the course of their training, students are introduced to a wide variety of data collection methods: record reviews, informal and formal observation systems, curriculum based assessment, ecological assessment, parent, teacher and student interviews, behavior rating scales (PSY 621Assessment/Intervention I); standardized academic tests (PSY 620 Measurement Theory), multiple standardized cognitive assessment instruments, including non-verbal instruments (PSY 622 Assessment/Intervention II); adaptive behavior measures, family needs assessment, standardized preschool cognitive instruments, play-based assessment (PSY 723 Assessment/Intervention III); and social/emotional instruments, including personality assessment measures and structured clinical interviews (PSY 724 Assessment/Intervention IV). Furthermore, along with developing technical skills with these instruments, the students also have experience using assessment techniques for a variety of purposes, i.e., diagnosis, eligibility, intervention monitoring, and program evaluation. A data-based decision making/problem-solving model is further supported through required readings in PSY 601 Foundations of School Psychology and the required Behavior Management course (SpEd 571), as well as in the two courses taken during the internship year: PSY 701 Issues in School Psychology and PSY 728 Systems Intervention. Data based decision-making is also a component of the required course in special education methods (e.g., SpEd 513, 545, 573) The requirement of a data based thesis is an additional format for determining appropriate data to address a question, collecting data, and interpreting data; the courses related to this are ED 603 Research Methods and PSY 632 Advanced Psychological Methodology. Additionally, faculty model data-based decision making through their own research (see faculty vitae). Student Reflective Portfolio (Appendix N) relevant pages: 11-15, 16-18, 18-24

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2.1 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal

statement (Handbook, pp. 20-21, 29-31) On-going, formative assessment includes: Inter- & Intrapersonal skills evaluation, Annual

Reviews, practicum supervisor evaluations, practicum self-evaluations, internship mid-year evaluations, internship university supervisor site visit reports (Appendix J & L)

Summative evidence of the proficiency of our graduates in data-based decision making and

accountability includes the following (see Appendix I for documentation unless otherwise noted):

All students passed the Assessment/Intervention sequence courses with a minimum grade of “B”. Instructors in these courses require mastery of all assessment components of the courses to earn the required minimum grade of “B.” All but one student taking the M. S. written comprehensive exam (N = 11) in the past 2 years passed the Assessment Area question with a minimum rating of 3.0 (Good-Pass). All students successfully completed a data-based thesis (see thesis list in Appendix O). All students submitting NTE National Exam results and submitting category scores (N = 14) from 1997-2001, scored in either the Average range or the Above Average range in the Assessment/Diagnosis or Fact Finding category. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Assessment was 4.44 on a 1-5 scale while the average student self-rating was 4.13 where a rating of 3 represents “Satisfactory,” 4 represents “Competent” and 5 represents “Outstanding.” Based on the student’s portfolio and oral responses in the Specialist degree oral exam, oral exam committee members rated all students (N = 9) as either Adequate (44%) or Strong (56%) in the area of Assessment Skills on a 3 point scale of Inadequate, Adequate, or Strong. On the Alumni Survey, the average rating of graduates on Question #4 (effective observation skills) was 4.71, on Q #6 (assessment of learning problems) it was 4.62, on Q # 7 (assessment for behavior problems) it was 4.14 and on Q #14 (non-biased assessment techniques) it was 4.15. Alumni who identified strengths of the program frequently mentioned assessment, e.g., “NSUM provided a strong foundation in assessment and intervention.”

2.2 Consultation and Collaboration: School psychologists have knowledge of behavioral,

mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with

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others in planning and decision-making processes at the individual, group, and system levels.

2.2 Addressed Our program objective most clearly relevant to this domain is Objective 9 with Objectives 2, 3, 5, and 10 also bearing some relevance (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. Consultation and Collaboration theories and skills are addressed in SpEd 664 Theory and Process of Consultation. These skills are also addressed throughout the Assessment/Intervention sequence and applied in the practica (PSY 621/641, 622/642, 723, 724/744) through such activities as collaborating with teachers on effective interventions, effective participation on educational teams, participation in group counseling interventions, and collaboration with parents. Interns develop goals related to collaboration and carry out individual, group and systems level interventions requiring collaboration. Furthermore, the PSY 728 Systems Intervention course specifically addresses these skills at a systems level. The PSY 601 Foundations of School Psychology course also includes material related to working effectively and collaboratively with parents and school staff. Also, students develop micro-counseling skills in CNSA 520 Basic Counseling Skills that are relevant in consultation and collaboration settings as well as in counseling situations. Interpersonal skills and the potential for effective collaborative practice have been long been informally evaluated for program applicants through letters of reference and candidate interviews. In 2001-2002, we formalized the process by developing a reference form where referees are specifically requested to address such skills (see Reference Form in Appendix J). We also have modified the annual review process to address skills in a manner consistent with the initial admissions evaluation. The annual review information is an important part of the Specialist degree admission process for students continuing in our program (see Handbook, p. 29). Last year we also developed an Inter/Intrapersonal Skills rating form that can be used by faculty within individual classes to assess those non-academic skills. Assessment of consultation and collaboration skills is a key component of the practicum and internship evaluations. Knowledge in this area is also addressed through written comprehensive exams where individual questions often include a collaboration/consultation component, through the NTE exam and through the Specialist portfolio and oral exam process. Student Reflective Portfolio (Appendix N) relevant pages: 21, 24-28 2.2 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal

statement (Handbook, pp. 20-21, 29-31)

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On-going, formative assessment includes: Inter- & Intrapersonal skills evaluation, Annual Reviews, practicum supervisor evaluations, practicum self-evaluations, internship mid-year evaluations, internship university supervisor site visit reports. (Appendix J & L)

Summative evidence of the proficiency of our graduates in consultation and collaboration

includes the following (see Appendix I for documentation unless otherwise noted): All graduates have taken and passed with a minimum grade of “C” the SpEd 664 Theory and Process of Consultation course. Rarely, if ever, has a student earned a “C” in this course. Of the last two classes of students to take the class, all earned a grade of “A.” All students have taken and passed with a minimum grade of “B” the Psy 728 Systems Intervention course which requires the implementation of a systems intervention project. All students taking the NTE exam since 1997 and submitting area scores, have scored within or above the average range in the Prevention and Intervention area. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Consultation was 4.24 on a 1-5 scale while the average student self-rating was 4.04. On items relating to Personal and Professional Characteristics the average supervisor rating was 4.33 while the average self-rating was 4.13 where a rating of 3 represents “Satisfactory,” 4 represents “Competent” and 5 represents “Outstanding.” For specific item ratings see the Internship Evaluation summary in Appendix I. Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 8 of 9 students as “Strong” with the remaining student rated as “Adequate” in the area of Consultation Skills on a 3 point scale of Inadequate, Adequate, or Strong. On the Alumni Survey, the average rating of graduates on Question #11 (effective consultation skills) was 3.80, and on Q #12 (systems intervention) was 3.85. On the Inter/Intra-Personal Skills form completed by the university internship supervisor/Psy 728 course instructor at the end of the internship year in Spring 2001, for the 6 students enrolled, all received ratings of 2 (Adequate) on all items except one student who received a rating of 1 and 1.5 (“Some Concern”) for 2 items out of the 17 rated. 2.3 Effective Instruction and Development of Cognitive/Academic Skills: School

psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instruction and consultation.

Matrix 18

2.3 Addressed The most relevant program objectives are Objective 1, 2, 3, 6, 9 and 10 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. All students are required to take a graduate level course in human learning/cognition (PSY 611), as well as addressing influences on learning through the other psychological foundations courses in Biopsychology (PSY 613), Developmental (PSY 615), Personality/Psychopathology (PSY 617) and Social (PSY 619) psychology. Learning processes are also addressed in other classes, such as the intellectual theories and reading skills components of PSY 622 Assessment/Intervention II and coverage of APA’s Learner Centered Principles in PSY 601 Foundations of School Psychology. SpEd 571 Behavior Management also addresses basic learning principles. Development of appropriate cognitive and academic goals for students is addressed throughout the Assessment/Intervention sequence and practica (PSY 621/641, 622/642. 723, 724/644) as well as through the required special education methods course. Skills in single subject designs appropriate in evaluating interventions are learned in PSY 621 Assessment/Intervention I as well as in SpEd 571 Behavior Management. Students are required to conduct and evaluate interventions as part of their practica (PSY 641, 642, and 723) as well as the internship (PSY 760). Students must document the development and implementation of at least one data-based intervention as part of their Specialist portfolio. Additionally, a number of students have completed intervention-based theses (see thesis list in Appendix O). Student Reflective Portfolio (Appendix N) relevant pages: 6-10, 18-22, 52-57 2.3 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal


Reviews, practicum supervisor evaluations, practicum self-evaluations, internship mid-year evaluations, internship university supervisor site visit reports. (Appendix J & L)

Summative evidence of the proficiency of our graduates in Effective Instruction and

Development of Cognitive/academic Skills includes the following (see Appendix I for documentation unless otherwise noted):

All graduates have taken and passed with a minimum grade of “C” the core psychology foundations courses including Psy 611 Human Learning and Cognition as well as the other psychology foundations courses all of which address influences on learning processes. All graduates have successfully completed SpEd 571 Behavior Management and an elective course in instructional methods in special education. All students also have successfully completed the instructional intervention components of the Assessment/Intervention sequence, which included

Matrix 19

conducting and evaluating an instructional intervention in Psy 621 and in Psy 622. Additionally, a curriculum evaluation assignment is a component of PSY 621 Assessment/Intervention I. All students taking M.S. comprehensive exams in the past 2 years have passed the Psychological Foundations and the Education Foundations area question. All students taking the NTE exam since 1997 and submitting area scores have scored within or above the average range on the Applied Psychological Foundations area and all but one scored in the average or above average range in Applied Educational Foundations. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Intervention was 4.22 on a 1-5 scale while the average student self-rating was 3.90 where a rating of 3 represents “Satisfactory,” 4 represents “Competent” and 5 represents “Outstanding.” For specific item ratings see the Internship Evaluation summary in Appendix I. Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of designing and implementing “effective intervention strategies for a variety of learning and social emotional problems” on a 3 point scale of Inadequate, Adequate, or Strong. Six students were rated as Adequate and 3 as Strong in regard to their knowledge base in education. Eight were rated as Strong and one as Adequate in regard to consulting effectively with teacher, parents and other professionals. On the Alumni Survey, the average rating of graduates on Question #2c (working knowledge of educational curricula) was 3.00, and on Q #3 mean ratings were 4.24 for “Knowledge of handicapping conditions,” 3.81 for “Skills to plan interventions for students with disabilities,” and 4.14 for “Understanding needs of persons with disabilities.” 2.4 Socialization and Development of Life Skills: School psychologists have knowledge of

human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.

2.4 Addressed Relevant program objectives include Objective 1, 3, 4, 6, 7, 8, 9, and 10 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. All students are required to take a graduate level course in Developmental psychology (PSY 615), as well as addressing developmental influences through the other psychological

Matrix 20

foundations courses in Biopsychology (PSY 613), Learning and Cognition (PSY 611), Personality/Psychopathology (PSY 617) and Social (PSY 619) psychology. Developmental processes are also addressed in other classes, especially in the Assessment/Intervention sequence (PSY 621/641, 622/642, 723, 724/744) where developmentally appropriate assessments are addressed in the context of developmentally appropriate interventions. To ensure that students have expertise with children and youth of all ages, each student must document at least 100 hours of field experience (practicum and/or internship) at the preschool level, elementary level, and secondary level (see hours documentation form in Appendix M). Socialization is specifically addressed in the required graduate level course in Social psychology (PSY 619) as well as in Developmental psychology (PSY 615) and Personality/Psychopathology (PSY 617). Social/emotional development along with assessment and intervention related to social and emotional issues is the focus of PSY 724 Assessment/Intervention IV: Psychosocial Problems and the associated practicum (PSY 744). PSY 723 Assessment/Intervention III: Early Childhood addresses assessment and intervention issues in these areas as specifically related to young children. Assessment and intervention related to appropriate behavioral, affective adaptive and social goals for a variety of students is also addressed in PSY 621 Assessment/Intervention I: Basic Processes and in PSY 622 Assessment/Intervention II: Special Populations. Other courses addressing these issues include the required Special Education methods class, SpEd 624 Theory and Process of Consultation, SpEd 620: Policies and Practices in Special Education, SpEd 571 Behavior Management, and CNSA 520 Basic Counseling Skills. Knowledge and skills in the use of developmentally appropriate assessments and in the linkage with developmentally appropriate interventions including attention to behavioral, affective, adaptive and social goals is evaluated through class examinations and assignments as well as through practicum and internship evaluations. Additionally, this material is covered through M. S. comprehensive examinations. Student Reflective Portfolio (Appendix N) relevant pages: 7-10, 18-22, 31 2.4 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal



Summative evidence of the proficiency of our graduates in Socialization and Development of

Life Skills includes the following (see Appendix I for documentation unless otherwise noted):

All graduates have taken and passed with a minimum grade of “C” the core psychology foundations courses including Psy 615 Developmental Psychology, Psy 617 Personality/Psychopathology and Psy 619 Social Psychology, as well as the other psychology

Matrix 21

foundations courses all of which address influences on developmental and adaptive processes. All graduates have successfully completed SpEd 571 Behavior Management. All students also have successfully completed CNSA 520 Counseling Skills and the Assessment/Intervention sequence. All students taking M.S. comprehensive exams in the past 2 years have passed the Psychological Foundations and the Education Foundations area question. All students taking the NTE exam since 1997 have scored within or above the average range on the Prevention and Intervention area and the Applied Psychological Foundations area. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Intervention was 4.22 on a 1-5 scale while the average student self-rating was 3.90 where a rating of 3 represents “Satisfactory,” 4 represents “Competent” and 5 represents “Outstanding.” Also related to effective service in this area are Consultation skills rated at an average of 4.24, and Personal and Professional Characteristics rated by supervisors at 4.33. Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of designing and implementing “effective intervention strategies for a variety of learning and social emotional problems” on a 3 point scale of Inadequate, Adequate, or Strong. Eight were rated as Strong and one as Adequate in regard to consulting effectively with teacher, parents and other professionals. On the Alumni Survey, the average rating of graduates on Question #3 was 4.24 for “Knowledge of handicapping conditions,” 3.81 for “Skills to plan interventions for students with disabilities,” and 4.14 for “Understanding needs of persons with disabilities.” 2.5 Student Diversity in Development and Learning: School psychologists have knowledge

of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.

2.5 Addressed Relevant program objectives include Objective 1, 2, 3, and 10 (see Grid 1, Appendix G). For relevant courses, see Grid 2, Appendix G. For a description of how diversity issues are addressed, please refer to the information provided in Standard 1.2.

Matrix 22

Student Reflective Portfolio (Appendix N) relevant pages: 18-22, 28-32 2.5 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal


Reviews, practicum supervisor evaluations, practicum self-evaluations, internship mid-year evaluations, internship university supervisor site visit reports. (Appendix J and L)

Summative evidence of the proficiency of our graduates in Student Diversity in Development and

Learning includes the following (see Appendix I for documentation unless otherwise noted): Students must adequately complete diversity assignments to successfully complete the Assessment/Intervention sequence (Psy 622, 723, 724), Psy 601 Foundations of School Psychology and Psy 701 Issues in School Psychology. Diversity assignments include self-reflective exercises, attendance at campus/community diversity events, interviewing field supervisors about school practices in serving culturally and linguistically diverse students, and assessments of culturally and linguistically diverse students. For students completing their internships (N = 9) in the past 2 years, field supervisor rating on items related to this area included 4.33 for “works constructively with others,” 4.44 for “demonstrates good judgment and common sense,” 4.11 for “demonstrates tolerance for others’ values and viewpoints,” 4.22 for “relates effectively to parents,” 4.17 for “achieves comfortable interactions with minority students,” 4.25 for “serves effectively as liaison for school and parents.” Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in regard to “….understands the needs of, and has worked effectively with [a] individuals with disabilities [and b] individuals from different cultural groups” on a 3 point scale of Inadequate, Adequate, or Strong. Eight were rated as Strong and one as Adequate in regard to consulting effectively with teacher, parents and other professionals. On the Alumni Survey, the average rating of graduates the three parts of Q #3 were 4.24 for “Knowledge of handicapping conditions,” 3.81 for “Skills to plan interventions for students with disabilities,” and 4.14 for “Understanding needs of persons with disabilities.” The average rating on Q #13 “I became more aware of the needs of culturally diverse populations” was 4.45 and on Q #14 “I learned non-biased assessment techniques” it was 4.15. On the comments section of the survey, several alumni identified the program’s focus on multicultural issues as a strength. 2.6 School and Systems Organization, Policy Development, and Climate: School

psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems.

Matrix 23

School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

2.6 Addressed Relevant program objectives include Objective 2, 3, 5, 9, and 10 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. Components of PSY 619 Social Psychology deal with concepts such as power within organizations, social influence, attributions, etc. which impact effectiveness of dealing with systems. Knowledge of school and systems organization, policy development and climate issues are specifically addressed in PSY 601 Foundations of School Psychology at the beginning of the student’s training and then again during the internship year in PSY 728 Systems Intervention and PSY 701 Issues in School Psychology. These issues are also addressed in the Assessment/Intervention sequence and the practica. Students have practicum assignments to be completed in general education as well as special education settings. We rotate students through different settings for their three practica placements, so usually students will complete their practica in three different school districts and their internship in yet another district/cooperative. Because we are on the border between states, most students get experience in systems in at least two states. We generally have interns placed in multiple states, as well. The differences in systems are explicitly discussed in practicum lab meetings and in the internship classes (PSY 701 and PSY 728). Participation in professional organizations and activism in promoting effective policies and practices is also encouraged throughout the program. For example, for the last three years we have had 90-100% attendance of our students at the National School Psychologists Mid-Winter Conference with registration fees subsidized by the program. Additionally, students take courses with student from other education disciplines (general ed, special ed). Particularly relevant courses are SpEd 620 Policies and Perspectives in Special Education and SpEd 664 Consultation and Collaboration. Student Reflective Portfolio (Appendix N) relevant pages: 22-28 2.6 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal



Matrix 24

Summative evidence of the proficiency of our graduates in School and Systems Organization, Policy Development and Climate includes the following (see Appendix I for documentation unless otherwise noted):

All graduates have taken and passed with a minimum grade of “B” Psy 601 Foundations of School Psychology and Psy 728 Systems Intervention both of which specifically address schools as organizations, educational and special education policies, and climate issues. All students successfully complete a systems intervention project in Psy 728. All students have taken and passed SpEd 620 Policies and Perspectives in Special Education and SpEd 664 Consultation and Collaboration. All students taking the NTE exam since 1997 and submitting area scores have scored within or above the average range on the Prevention and Intervention area and the Applied Psychological Foundations area; all but one student scored in the average or above average range on Applied Education Foundations. The internship rating scale completed by supervisors and students does not specifically address systems skills, but related to effective service in this area are Consultation skills rated at an average of 4.24, and Personal and Professional Characteristics rated by supervisors at 4.33. Ratings for some of the most relevant items are: 4.33 for “demonstrates sensitivity, objectivity and flexibility,” 4.44 for “demonstrates initiative, motivation, and follow-through,” 4.33 “works constructively with others,” 4.44 “communicates and listens effectively,” 4.00 “assists in evaluating the effectiveness of intervention techniques used,” 4.11 “relates effectively to teachers, administrators and other school personnel,” and 4.22 for “maintains visibility and accessibility within assigned school(s).” Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of designing and implementing “effective intervention strategies for a variety of learning and social emotional problems” on a 3 point scale of Inadequate, Adequate, or Strong. Eight were rated as Strong and one as Adequate in regard to consulting effectively with teacher, parents and other professionals. On the Alumni Survey, the average rating of graduates on Question #2a (working knowledge of school systems) was 3.95, on #2b (working knowledge of educational issues) it was 4.05 and on Q #12 (I learned principles of systems intervention) the mean rating was 3.85. 2.7 Prevention, Crisis Intervention, and Mental Health: School psychologists have

knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well being of students.

2.7 Addressed

Matrix 25

The most relevant program objectives for this domain are Objectives 1, 3, 6, 8, 9, and 10 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. All students are required to take a series of psychological foundation courses including PSY 613 Biopsychology, PSY 615 Developmental Psychology, PSY 617 Personality & Psychopathology and PSY 619 Social Psychology. CNSA 520 covers basic counseling skills and is a pre-requisite for PSY 724 Assessment/Intervention IV: Psychosocial Problems. PSY 724 not only expands on developmental psychopathology issues addressed in PSY 617, but introduces individual and group counseling theories and skills, personality and mental health assessment, and mental health promotion and intervention techniques. PSY 724 also covers crisis intervention and addresses culture as a significant factor in assessment and intervention related to psychosocial problems. Issues related to prevention and mental health promotion also are addressed in PSY 701 Issues in School Psychology, which includes specific attention to school crisis plans. The impact of biological, cultural, and social influences are also addressed throughout the Assessment/Intervention sequence (PSY 621/641, 622/642, 723) courses. Student Reflective Portfolio (Appendix N) relevant pages: 7-10, 22-26 2.7 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal



Summative evidence of the proficiency of our graduates in Prevention, Crisis Intervention, and

Mental Health includes the following (see Appendix I for documentation unless otherwise noted):

All graduates have taken and passed with a minimum grade of “C” the core psychology foundations courses including Psy 613 Biopsychology, Psy 615 Developmental Psychology, Psy 617 Personality/Psychopathology and Psy 619 Social Psychology. All graduates have successfully completed SpEd 571 Behavior Management. All students also have successfully completed CNSA 520 Counseling Skills and the Assessment/Intervention sequence including Psy 724 which specifically addresses mental health issues and crisis intervention and Psy 701 which includes examination of school crisis plans. All students passed the Psychological Foundations area of the M.S. comprehensive exam. All students taking the NTE exam since 1997 have scored within or above the average range on the Prevention and Intervention area and the Applied Psychological Foundations area. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Intervention was 4.22 on a 1-5 scale while the average student self-

Matrix 26

rating was 3.90 where a rating of 3 represents “Satisfactory,” 4 represents “Competent” and 5 represents “Outstanding.” Also related to effective service in this area are Consultation skills rated at an average of 4.24, and Personal and Professional Characteristics rated by supervisors at 4.33. Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of designing and implementing “effective intervention strategies for a variety of learning and social emotional problems” on a 3 point scale of Inadequate, Adequate, or Strong. Eight were rated as Strong and one as Adequate in regard to consulting effectively with teacher, parents and other professionals. On the Alumni Survey, the average rating of graduates on Question #2c (working knowledge of educational curricula) was 3.00, and on Q #3 mean ratings were 4.24 for “Knowledge of handicapping conditions,” 3.81 for “Skills to plan interventions for students with disabilities,” and 4.14 for “Understanding needs of persons with disabilities.” 2.8 Home/School/Community Collaboration: School psychologists have knowledge of

family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

2.8 Addressed The most relevant program objectives for this domain are Objectives 1, 2, 3, 5, 6, 8, 9, and 10 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. Family development and influences are addressed in PSY 615 Developmental Psychology. Issues related to working with families and community agencies are introduced during the student’s first semester in PSY 601 Foundations of School Psychology and in PSY 621 Assessment/Intervention I. Effective conferencing with parents is addressed in PSY 622 Assessment/Intervention II. A major component of PSY 723: Assessment/Intervention III: Early Childhood is on family systems and effective working relationships with families. PSY 724 covers family systems and parenting from a variety of theoretical perspectives, as well as the parent role in providing information on rating scales and interviews. SpEd 620 Policies and Perspectives in Special Education addresses family/school collaboration and SpEd Consultation and Collaboration addresses issues of effective communication and collaboration with parents. Student Reflective Portfolio (Appendix N) relevant pages: 26-28 2.8 Assessed and Attained

Matrix 27

Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal statement (Handbook, pp. 20-21, 29-31)

On-going, formative assessment includes: Inter- & Intrapersonal skills evaluation, Annual


Summative evidence of the proficiency of our graduates in Home/School/Community

Collaboration includes the following(see Appendix I for documentation unless otherwise noted):

All students successfully complete PSY 601 Foundations of School Psychology and the Assessment/Intervention sequence. All of these courses include components of working with families and communities. All students taking the NTE exam since 1997 have scored within or above the average range on the Prevention and Intervention area, the Professional Practice area, and the Ethical and Legal Considerations area. Internship supervisor ratings most relevant to this area include 4.33 for “maintains empathy, objectivity and problem focus,” 4.56 for “maintains confidence of the client and others involved,” 4.13 for “recognizes a client’s need for outside referral and is skilled in facilitating contact with appropriate resources,” 4.22 for “relates effectively to parents,” 4.25 for “serves effectively as a liaison for school and parents,” and 4.33 for “demonstrates effective problem-solving skills.” Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 8 of 9 students as “Strong” with the remaining student rated as “Adequate” in the area of “consulting effectively with teachers, parents and other professionals” on a 3 point scale of Inadequate, Adequate, or Strong. 2.9 Research and Program Evaluation: School psychologists have knowledge of research,

statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.

2.9 Addressed The relevant program objectives for this domain are Objective 1, 5, 7, and 11 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. The role of research in school psychology is addressed in PSY 601 Foundations of School Psychology and research informing practice, practice as research, and practice informing research are emphasized throughout the program. Students read and report on (orally and /or in writing) topical research literature in PSY 611, 615, 619 and 621.

Matrix 28

Students are required to have taken a statistics course before entering the program (see admission requirements in the Graduate Bulletin, p. 31). Students are required to take ED 603 Research Methods and PSY 632 Advanced Psychological Methodology as part of the curriculum. All students must complete a data-based thesis for their Master’s degree and pass an oral exam on the thesis. Knowledge of research based interventions, data collection and data analysis is a component of interventions undertaken as part of the Assessment/Intervention sequence. Program evaluation is addressed in PSY 728 Systems Intervention. Students also attend a bi-weekly non-credit Research Seminar; most of these sessions are focused on issues related to the thesis process (see Research Seminar notices in Appendix O). Faculty actively involve students in their own school-based research projects. In the last 4 years, all students have been involved in data collection in the schools. The faculty research projects (see faculty vitae, especially Dr. XXX and Dr. YYY in Appendix F) have provided models of research conducted to address needs of schools and aimed at improving educational services to students. The skills students learn as part of these projects have direct application to the types of data collection and program evaluation they might do as school psychologists. Student Reflective Portfolio (Appendix N) relevant pages: 15, 16-18 2.9 Assessed and Attained Pre-admission assessment: Recommendation Form (Appendix J), GPA, GREs, personal

statement (Handbook, pp. 20-21, 29-31) On-going, formative assessment includes: Annual Reviews (Appendix J) Summative evidence of the proficiency of our graduates in Research and Program Evaluation

includes the following (see Appendix I for documentation unless otherwise noted): All students must have successfully completed a basic statistics course prior to enrollment. All graduates have successfully completed Ed 603 Research Methods and Psy 632 Advanced Psychological Methods. All graduates also have successfully completed Psy 620 Measurement Theory. Demonstration of knowledge of measurements principles, psychometric standards, and research principles is also necessary for completion of all Assessment/Intervention sequence courses. Students must successfully complete a data based intervention in PSY 621 and 622 and a data based systems intervention project in PSY 728. All students taking Master’s comprehensive exams in the past 2 years (N = 11) passed the Statistics/Methods area question. All graduates taking the NTE exam since 1997 and submitting area scores have scored within or above the average range in the Research and Evaluation and Applied Psychology areas. All graduates have successfully completed an empirically-based Master’s thesis and have successfully defended the thesis in an oral exam (see thesis list in Appendix O).

Matrix 29

Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 5 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of ability “to conduct research, evaluate research, and convey research findings.” On the Alumni Survey, the average rating of graduates on Question #8 (I learned how to become a critical consumer of research literature) was 4.20; the average rating on Q #9 (I learned how to develop research projects to answer questions that arise in the practice of school psychology) was 4.25. Furthermore, the alumni gave a rating of 4.00 to Q #18 (the thesis was an effective learning experience). In the past 3 years, nine current and recent graduates have done 11 oral or poster presentations at national conferences. In most cases, the poster/presentation was based on the student’s thesis research. In the other cases, it was based on research conducted with a faculty member. 2.10 School Psychology Practice and Development: School psychologists have knowledge of

the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.

2.10 Addressed The most relevant program objectives for this domain are Objectives 2 and 5 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. While professional issues are not directly addressed in our program objectives, they are a significant component of our curriculum. PSY 601 Foundations of School Psychology covers the history not only of school psychology as a profession, but also of psychology, education, and special education as the foundations for the field of school psychology. Contemporary issues related to models of school psychology and the role of professional organizations are also addressed. Legislative and litigative influences are covered in PSY 601 Foundations of School Psychology and SpEd 620 Policies and Perspectives in Special Education. A significant portion of the PSY 601 course is devoted to ethics and professional standards. These issues are returned to throughout the Assessment/Intervention sequence with a particular emphasis during the internship year in PSY 701 and PSY 728. PSY 701 and 728 also specifically address continuing professional development. Participation in professional organizations and activism in promoting effective policies and practices are also encouraged throughout the program. For example, for the last three years we have had 90-100% attendance of our students at the National School Psychologists Mid-Winter Conference with registration fees subsidized by the program. Students not only become members of the state school psychology organization, but also of NASP (see PSY 601 syllabus). We have had students present at NASP each of the last three years. Student Reflective Portfolio (Appendix N) relevant pages: 32-33, 39-40

Matrix 30

Matrix 31




Summative evidence of the proficiency of our graduates in School Psychology Practice and

Development includes the following (see Appendix I for documentation unless otherwise noted):

All students must have successfully completed Psy 601 Foundations of School Psychology and Psy 701 Issues in School Psychology. Adherence to ethical practice is also required for successful completion of all field experiences. All students taking Master’s comprehensive exams in the past 2 years (N = 11) passed the Issues area question which focuses on professional practice. All graduates taking the NTE exam since 1997 have scored within or above the average range in the Professional Practice area. For students completing their internships (N = 9) in the past 2 years, the average field supervisor rating across items related to Personal and Professional Character was 4.33 and for Professional Responsibilities it was 4.28. Some specific item ratings related to professional and ethical behavior include 4.11 for “demonstrates tolerance for others’ values and viewpoints,” 4.56 for “maintains confidence of the client and others involved,” 4.13 for “recognizes a client’s need for outside referral and is skilled in facilitating contact with appropriate resources,” 4.44 for “is sensitive to sources of bias when selecting and administering tests,” 4.56 for “follows standardized testing procedures in administering tests,” 4.67 for “maintains confidentiality of information collected during assessment,” and 4.33 for “demonstrates an awareness of competency level, and doesn’t accept responsibilities that exceed this level.” Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 4 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of functioning ethically in the role of school psychologist.

On the Alumni Survey, the average rating of graduates on Question #5a (I was made aware of legal issues impacting school psychology) was 4.19 and the rating on Q #5b (I was made aware of ethical issues in school psychology) was 4.43. Comments included, “The program reflects NASP criteria; current grads are knowledgeable and well prepared;” “The professors that are currently there are both moral and ethical in working with children, which I respect;” “I believe this program not only effectively trains individuals to work as school psychologists, but also establishes a foundation for future studies in psychology.”

Matrix 32

2.11 Information Technology: School psychologists have knowledge of information sources

and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

2.11 Addressed The most relevant program objective for this domain is Objective 11 (see Grid 1, Appendix G). For courses relevant to this Domain, see Grid 2 and the discussion below. We have made a concerted effort to incorporate information technology in various ways throughout the curriculum. A session with a campus librarian is arranged either through a class or through our research seminar each year to update students on on-line data bases (for example, see PSY 620 and ED 603 syllabi). Students have assignments in several classes requiring internet searching (PSY 601, 622, 723) on topics relevant to those classes. Students become familiar with computer scoring systems as they learn standardized assessment in PSY 620, 622, and 724. They are required to learn how to graph data using computer programs in PSY 621 and to use PowerPoint for presentations. Students also learn computerized observation systems (e.g., EBASS and OBSERVE) in PSY 621 and are encouraged to use these systems for case studies done on practica (e.g., PSY 641, 642). Students develop skills in using statistical packages in PSY 632 Advanced Psychological Methods and apply these skills in the data analysis for their theses. Augmented and Assistive Communication devices and procedures are introduced in PSY 723 Assessment/Intervention III. Students are required to video tape themselves doing standardized testing and self-critique the tapes as part of learning these instruments and learning how to learn new tests in the future. Videotaping is also an integral component of the play-based assessment process as learned in PSY 723. Finally, several years ago we received an internal grant for video conferencing equipment that we use to allow interns who are doing internships outside the tri-state area to attend the Saturday classes (PSY 701 and 728) via a video conference hook-up. We have used this equipment to facilitate program completion by students doing internships in other states. All of the students in these classes thus become familiar with this technology. All students and faculty regularly use e-mail for communication (students must pass an ethics quiz to obtain a university e-mail account). The program also now has a regularly updated web site with information not only for prospective students, but also for current students and alumni (see: www. ____________________) Student Reflective Portfolio (Appendix N) relevant pages: 13, 18, 21, 34-35

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statement (Handbook, pp. 20-21, 29-31) On-going, formative assessment includes: Annual Reviews (Appendix J) Summative evidence of the proficiency of our graduates in Information Technology includes the

following (see Appendix I for documentation unless otherwise noted): Students successfully complete internet assignments in Psy 601, 622 and 723. Students successfully complete reports using Excel to create graphs in Psy 621 and they must use computer scoring programs to successfully complete Psy 620, 622 and 724. Students successfully complete assignments using Systat in Psy 632. Students successfully use on-line databases such as PsycINFO and ERIC to complete the Master’s thesis. Based on the student’s portfolio and oral responses in the Specialist degree oral exam for the past 2 years (N = 9), oral exam committee members rated 6 of 9 students as “Strong” with the remaining students rated as “Adequate” in the area of effectively using technology. III. FIELD EXPERIENCES/INTERNSHIP 3.1 Supervised practica and internship experiences are completed for academic credit or

are otherwise documented by the institution. Closely supervised practica experiences that include the development and evaluation of specific skills are distinct from and precede culminating internship experiences that require the integration and application of the full range of school psychology competencies and domains.

The three practica occur during the first two years of the student's program. Each consists of 100 hours of time spread over the 15-week semester and is worth one credit. Each of the practica is closely associated with one of the Assessment/Intervention sequence courses, so the scope of each practicum is circumscribed by the focus of the associated course. Students are under close supervision of the field supervisor and have regular contact with the university supervisor and teaching assistants. The internship takes place during the third year. No student may enroll in internship without successfully completing the practica. Internship experiences are full time (rarely half-time), and the student is expected to provide the full range of school psychological services as required by the needs of the placement site and by our program policies. Internship goals developed by the student in consultation with the site supervisor and university instructor must reflect breadth of experience. We require that students have a minimum of 100 hours of experience with preschool/kindergarten students, 100 hours with elementary students, 100 hours with secondary students and 200 hours of experience with students with clinical/social-emotional issues across the practica and the internship. If, for example, a student is in an internship setting that would not normally include preschool services, the student must still find a way to incorporate that experience into his/her internship. In the internship agreement signed by the

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site, the site agrees that the student will be allowed to complete any university required experiences and assignments. While the evaluation form is the same for the practica and the internship, instructors do not expect practicum students to be proficient in all areas or even to be rated in all areas.

Policy: Handbook, p. 23-24, 34-36 (Appendix A) Graduate Bulletin, p. 31-32, 61 (Appendix B )

Practice: Student transcripts (Appendix E) Syllabi for Psy 621 & 641, 622 & 642, 724 & 744; 701, 728, 760 (App D)

Internship site agreement (Appendix L) Practicum/Internship evaluation form (Appendix L) Practicum logs for two students (Appendix K)

Internship goals and logs (Appendix M) Note: a complete log is included for Student A; substantive sections are included for Student B

3.2 The internship is a collaboration between the training program and field site that

assures the completion of activities consistent with the goals of the training program. A written plan specifies the responsibilities of the training program and internship site in providing supervision, support, and both formative and summative performance-based evaluation of intern performance.

Requirements for the internship are described in detail in the Handbook (Appendix A) and in the PSY 760 syllabus (Appendix D). An “Agency Agreement for Internship Enrollment” signed by the district/agency hiring authority includes a list of basic responsibilities, as does the “Supervision Agreement” signed by the field supervisor. Interns also are required to submit a written set of internship goals that must be approved by the site supervisor as well as the university supervisor. Although NASP no longer requires on-site visits from university internship supervisors, we still continue to do one visit per semester to maintain closer contact with the internship site personnel and with the student. These visits are conducted in person for students within the region and by phone or video-conference hook-up for students beyond driving distance. The in-person site visits tend to be one-half to a whole day and include observation of the student, as well as evaluation reviews involving the student, the site supervisor and other school personnel who have had contact with the student. Phone visits include contact with the field supervisor as well as with the student. First semester visits and evaluations are viewed a formative. Second semester visits may still focus on formative feedback, especially if the visit is fairly early in the semester. Summative evaluation information is gathered at the end of the final semester of internship. Since students have a monthly class throughout the internship year during which internship experiences are discussed, the university supervisor, who is usually also the course instructor, is monitoring the internship on a regular basis. This monthly contact also serves to provide regular support and feedback to the students.

Policy: Handbook, p. 34-36 (Appendix A) Agency Agreement for Internship Supervision form (Appendix L) Supervision Agreement Form (Appendix L)

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Syllabus for PSY 760 (Appendix D) Practice: Signed Agency Agreement for Internship Supervision form (Appendix L) Signed Supervision Agreement Form (Appendix L) Site visit reports (Appendix L) Internship evaluations (Appendix L)

3.3 The internship is completed on a full-time basis over one year or on a half-time basis

over two consecutive years. At least 600 hours of the internship are completed in a school setting.

Almost all students do full-time internships over the course of one academic year. Because of delays in completing the M.S. thesis requirement, a few students have started internship at mid-year of their third year and completed it mid-year of the fourth year. A few students have done part-time internships over the course of two years; in these cases, the students enroll in the concurrent courses during the first year of the internship and finish their remaining hours during the second year.

Policy: Handbook, p. 34, 75 (Appendix A) Graduate Bulletin, p. 61, description of PSY 760 (Appendix B)

Practice: Student transcripts (Appendix E)

Internship List (Appendix L) Internship Logs/log sheets (Appendix M) 3.4 Interns receive an average of at least two hours of field-based supervision per full-

time week from an appropriate credentialed school psychologist, or, for non-school settings, a psychologist appropriately credentialed for the internship setting.

This policy is stated in the Handbook and on the “Supervision Agreement” and the “Agency Agreement for Internship Enrollment” forms. Students are required to document supervision time.

Policy: Handbook, p. 34 (Appendix A) “Supervision Agreement” form (Appendix L)

“Agency Agreement for Internship Enrollment” form (Appendix L) PSY 760 Syllabus (Appendix D) Practice: Student logs/log sheets (Appendix M)

Signed agreement forms (Appendix L) Supervision list (Appendix L) 3.5 The internship placement agency provides appropriate support for the internship

experience including: (a) a written agreement specifying the period of appointment and any terms of compensation; (b) a schedule of appointments, expense reimbursement, a safe and secure work environment, adequate office space, and

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support services consistent with that afforded agency school psychologists; (c) provision for participation in continuing professional development activities; (d) release time for internship supervision; and (e) a commitment to the internship as a diversified training experience.

These requirements are specified on the “Agency Agreement for Internship Enrollment” form that must be signed by the district/co-operative hiring authority.

Policy: Handbook, p. 34 (Appendix A) “Agency Agreement for Internship Enrollment” form (Appendix L) Practice: Signed “Agency Agreement for Internship Enrollment” form (App. L)

IV. PERFORMANCE-BASED PROGRAM ASSESSMENT AND ACCOUNTABILITY 4.1 Systematic, valid procedures are used to evaluate and improve the quality of the

program. Different sources of process and performance information (e.g., instructional evaluation, performance portfolios, field supervisor evaluations, candidate/graduate performance on licensing/certification examinations, alumni follow-ups) are used, as appropriate, to evaluate and improve components of the program.

A program Assessment Plan was initially developed in 1995. This plan was revised in 1998. Revisions primarily focused on strengthening the outcomes orientation of the plan. Assessment reports are to be submitted to the university Assessment Committee every two years. An assessment report covering the 1998-1999 academic year and fall of 1999 was submitted to the University Assessment Committee in February 2000. The most recent report covering Spring 2000 to Spring 2002 has been drafted and will be submitted in Fall 2002. The Plan, Reports and the Assessment Committee’s evaluation are included in Appendix H. The basic Assessment Components in our university approved plan are: Master’s Written Comprehensive Exams, Master’s Thesis/Oral Exam, NTE School Psychologist Area Exam, and the Specialist Portfolio/Oral Exam. The Assessment Plan and the Assessment Reports are available to students, as well as other interested parties, on the university web site (see Handbook, p. 19). In our Assessment Report of Spring 2000, based on the data collected, we identified several areas to focus on. These areas were: use of technology, design and implementation of interventions, improved Specialist degree completion rate, and increased program visibility. The Assessment Report of Spring 2002 specifically addresses these areas again, noting improvement in each. Furthermore, as a result of our 1997 NASP/NCATE review, we continue to make a concerted effort to increase our students’ exposure to and knowledge of cultural and linguistic diversity issues and to increase their comfort with technology. Along with the components included in our university assessment plan, faculty also routinely have students complete course evaluations, field supervisors complete evaluations of practicum and internship students, students complete self-evaluations of their practicum and internship

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experiences, we do an annual review of student progress in the program, and we do alumni surveys. We also get informal feedback from students. Information from these sources is used on an on-going basis to modify specific course content and emphases, to make practicum placement decisions, and to modify supervision and evaluation procedures. The School Psychology Coordinating Committee (SPCC) is a departmental sub-committee that deals with student, policy, and curriculum issues. Much of the focus of committee meetings is on evaluation issues (see sample minutes in Appendix H). The university also has a policy of periodic program evaluation. Each department or program is to be reviewed every six years with 2 year interim reports. The 6-Year Review process for our program (including a self-study, report of an external evaluator and report of a graduate council sub-committee) is currently underway and will be completed Fall semester 2002. As part of this university review, an initial draft of the present document was submitted to our external evaluator, Dr. XXX. She reviewed the document and conducted a site visit in April 2002. Her report appears in Appendix P.

Policy: Assessment Plan: School Psychology Program (Appendix H) Student Handbook p. 16 (Review of student progress), p. 19 ( Assessment

plan/report), p. 24-26 (comprehensive exams, thesis, final oral exam), pp. 37-40 (comprehensive exam/NTE Specialty Area exam, reflective portfolio, final orals)

Practice: Graduate Program Assessment Summary (Appendix H)

Annual Student Evaluations (Appendix J) NCSP Exam Score Reports (Appendix I) Sample Portfolio (Appendix N) 6-Year Review Guidelines (Appendix H) External Evaluator report (Appendix P)

4.2 The program applies specific published criteria, both objective and qualitative, for the

assessment and admission of candidates to the program at each level and for candidate retention and progression in the program. The criteria address the academic and professional competencies, as well as the professional work characteristics needed for effective practice as a school psychologist (including respect for human diversity, communication skills, effective interpersonal relations, ethical responsibility, adaptability, and initiative/dependability).

Admissions criteria for both the Master’s and Specialist degree programs are specified in the Graduate Bulletin, the student Handbook, in our program informational brochure, and on our program web site (www.__________). All prospective applicants who request program information receive the Graduate Bulletin and the program brochure. As of Fall 2001, we started asking applicants to have writers of letters of reference complete a standard reference form. This form asks the referee to rate the applicant in a number of areas related to interpersonal, as well as academic, skills. One of our intentions with this rating form is to communicate to the applicant, as well as the referee, the type of skills we consider important for success in our program.

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The student Handbook specifies the expectations for continuance in the program and the conditions under which a student might be discontinued from the program. We monitor progress through the evaluation components noted in Standard 4.1, as well as through an annual student review. We recently developed and Inter- and Intra-personal skills evaluation form to be used at instructors’ discretion to better assess those skills not easily addressed in our other evaluation procedures. Our Master’s degree students must apply for acceptance to the Specialist degree program. For continuing students, the primary criteria are the successful completion of the Master’s degree and the results of the most recent annual review and progress since that review. Since consideration of interpersonal skills is an important component of the annual review, this also becomes a consideration for whether the student is an appropriate candidate for the Specialist degree.

Policy: Handbook, pp. 16-18, 20-21, 29-31, 97 Graduate Bulletin, pp. 8-9 & 31-32 Practice: SPCC minutes (Appendix J) School Psychology Program web site (Appendix O)

Inter/Intra-Personal Skills Evaluation form (Appendix J) Annual Review form and sample letter (Appendix J)

Reference form (Appendix J) School Psychology Program brochure (Appendix O)

4.3 The program employs a systematic, valid process to ensure that all candidates, prior

to the conclusion of the internship experience, are able to integrate domains of knowledge and apply professional skills in delivering a comprehensive range of services evidenced by measurable positive impact on children, youth, families, and other consumers.

Our Assessment/Intervention sequence is designed to emphasize the integration of assessment and intervention skills. In these courses, students must demonstrate the ability to do integrative projects, including the writing of integrative reports. The internship is a comprehensive experience emphasizing applied professional skills. Internship goals developed by the student must reflect a range of experiences. Students also must document that they have substantive field experience across the practica and internship serving preschool, elementary school, and high school students and with experience in “clinical” (i.e., social/emotional) as well as academic cases. The Master's comprehensive exam emphasizes knowledge integration, as does the Specialist portfolio and oral. Students must include in their portfolio at least one example of a data-based intervention demonstrating a positive outcome for a student. The final question on the Portfolio Rating sheet completed by the orals committee is: “Has this student demonstrated the ability to integrate knowledge and skills to effectively and positively serve children and youth as a school psychologist?” In each case, committees have felt confident in responding affirmatively to this culminating question.

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Policy: Student Handbook, p. 1 (Statement of Purpose and Introduction to the

Study of School Psychology), p. 24 (Comprehensive Exams), p. 34-35 (Internship), p. 37-40 (Reflective Portfolio) Course descriptions for Psy 621, 622, 723, and 724, 760 Specialist Oral Exam Rating sheet

Practice: Student transcript grades for Psy 621, 622, 723, 724 (Appendix E)

Syllabi for Psy 621/641, 622/642, 723, 724/744 (Appendix D) Internship logs and hours summary sheets (Appendix M) Sample Portfolio—see in particular the introduction and summary sections

and pp. 52-57 (Appendix N) M.S. Comprehensive Exam summary data (Appendix I)

Portfolio Rating sheet summary (Appendix I)

National Association of School Psychologists (NASP) Sample ... · Sample Program Submission (Folio) I This sample includes the overview and program response sections of a program

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