National Association of School Psychologists
SAMPLE NASP FOLIO II
NOTE: The following sample is relevant for paper folio submissions for NASP approval, a process that was used previously. However, please note that, beginning in 2007, all programs submitting a full review for initial approval or re-approval will submit their program materials ONLINE, using the procedures and materials located at . Programs currently holding conditional approval or 3 year approval should follow the instructions for their next submissions found in the most recent decision letter sent to them by the NASP Program Approval Board. If your most recent decision letter instructs you to submit a PAPER folio for a conditional rejoinder of three year review, you will find the following useful.
Some material in this Sample Folio has been redacted in order to protect the confidentiality of information that might otherwise be linked to individuals or schools. In doing so, some formatting, sentence structure, and readability may have been compromised.
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 this 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 (hence, the term “Matrix” responses). 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 provided 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.
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.
COVER SHEET
|NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS |
|Cover sheet for program(s) in: School Psychology |
|Submitted by: University of Anystate School Psychology Program |
|Address: |
|Date: September 15, 2002 |
|Chief Compiler’s Name: . Title: Program Director |
|Phone: Fax: |
|Email: |
|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 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) |
|N/A 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.
Table of Contents
List of Figure and Tables iv
Specialist Program in School Psychology – Overview 1
I. Program Context/Structure 2
Standards:
1.1 2
1.2 4
1.3 5
1.4 5
1.5 6
1.6 6
1.7 6
II. Domains of School Psychology Training and Practice 9
Standards:
2.1 9
2.2 10
2.3 10
2.4 11
2.5 13
2.6 14
2.7 14
2.8 15
2.9 15
2.10 16
2.11 17
III. Field Experiences/Internship 18
Standards:
3.1 18
3.2 18
3.3 19
3.4 19
3.5 19
IV. Performance-Based Program Assessment and Accountability 20
Standards:
4.1 20
4.2 22
4.3 22
V. Program Support/Resources 23
VI Brief Statement Of The Program’s Self-Evaluation Of Perceived 23
Strengths And Deviations From National Standards
Appendices
A Specialist Program Brochure
B Specialist Program Student Handbook
C Scheduling Guide
D Transcripts
E Course Syllabi
F Alumni Survey
G Performance-Based Intern Evaluation
H Summary of Attained Grades in Required Courses
I PRAXIS School Psychologist Exam
Results of Specialist Graduates: 1997-2002
J Sample Internship Agreement
K Sample Internship Logs
L Internship Portfolio Requirements
M Faculty Vitas
N Department Brochure
O Graduate Catalog
P Flyers and Brochures Documenting Outreach
Q EDMS 645 Waiver
R Annual Student Self-Assessment
S Professional Worksample Instructions
T Practicum Evaluation Log
U Sample Program Committee Minutes
V Department Student Handbook (Selected Pages)
List of Figures and Tables
Figure:
1. Relationships Between Specialist and Doctoral Programs 2
Tables:
1. Goals and Objectives of the Specialist Program in School Psychology 3
2. Credentials of Core, Affiliate and Contributing Faculty 7
3. Students Admitted to Specialist Program 1997 – 2002 and Their Current Status 8
4. Specialist Graduates 1997-2002 8
University of Anystate
Specialist Program in School Psychology - Overview
The University of Anystate Specialist Program in School Psychology is a 68-credit, combined Masters/Advanced Graduate Specialist (MA/AGS) program that embodies the scientist-practitioner orientation. An MA with Thesis and MA without Thesis options are available. The Specialist program has been fully approved by NASP since 1988, one of the earlier programs to be awarded such approval. Because the Program requires as a part of its comprehensive examination procedures that all graduates obtain a score of at least 660 on the PRAXIS School Psychology Examination, all program graduates are eligible for the NCSP credential. The Program is also fully approved by the Anystate State Department of Education (ASDE), ensuring that graduates are automatically eligible for ASDE certification as a School Psychologist.
The School Psychology Program is housed administratively within the Educational Psychological Services Department (EPSD Department; all courses identified by EDPS). The EPSD Department offers masters’ degrees in three other areas – the most relevant to school psychology being the CACREP-approved school counseling program, and Ph.D. degrees in two other areas – an APA-approved program in counseling psychology and a CACREP-approved program in counselor education. The Department includes 17 full-time tenure-track faculty (6 full professors, 6 associate professors, 5 assistant professors), 3 split-budgeted faculty shared with the University’s Counseling Center, and numerous faculty affiliates, many of whom have contact with school psychology students either through course instruction or membership on thesis committees. The EPSD Department is, in turn, housed in the University’s College of Education, which is comprised of six departments and includes 105 full-time tenure-track faculty.
The Specialist Program is vertically integrated with the APA-accredited, and NASP-approved Ph.D. program, such that doctoral students typically earn the MA/AGS (or AGS only in the case of doctoral students with previously earned master’s degrees) within their doctoral programs (See Figure 1.) In most cases during students’ first two years, the Specialist and Doctoral programs are nearly identical. This present NASP approval application is for the Specialist program only. Accordingly, data presented herein on applications, admissions, enrollments, graduates, alumni surveys, PRAXIS examination results, and post-graduate outcomes are only for students who were enrolled in, and/or graduated from, the Specialist program. However, notation occurs at various points to make reference to doctoral students who completed the MA/AGS within their doctoral programs.
The Specialist program stresses the application of psychological knowledge from a variety of theoretical orientations to address school-related issues and problems. Program and Departmental faculty are diverse in terms of research interests and theoretical perspectives. Generally speaking, the goal of the Specialist program is to prepare practitioners to provide a broad range of psychological services in the schools. Detailed goals and objectives are delineated in later sections.
Similar to many NASP-approved programs, our program is in transition from the traditional “process-oriented” program self-evaluation to a more “performance-based” evaluation. Some of the aspects of our program assessment are very well developed. For example, for at least five years we have required that all students satisfactorily complete the PRAXIS School Psychology Examination as a condition of their graduation. Other aspects of our program assessment process are still under development. For example, during the 2001/02 year we adopted a detailed Sequential Expectations and Checkpoints document to better guide students through the program; having just been adopted data on student progress in reference to these detailed checkpoints is not available for this review. Accordingly, we are providing in these materials at various points both recently used procedures for student and program assessment and the resulting outcome data, and recently revised procedures for which there is not yet outcome data but which will inform the reviewers as to where we are heading in regards to “performance-based assessment, accountability, and program development”.
Relationships Between Specialist and Doctoral Programs
|Year |Common, Specialist Only, | |
| |and Doctoral Only Activities | |
|6 |Dissertation Research (if not completed by end of pre-doctoral internship) | ┬ |
| | |│ |
| | |│ |
| | |│ |
| | |│ |
| | |│ |
| | |Doctoral |
| | |Program |
| | |┬ │ |
| | |│ │ |
| | |│ │ |
| | |│ │ |
| | |Specialist │ |
| | |Program │ |
| | |│ │ |
| | |│ │ |
| | |┴ ┴ |
|5 |Pre-doctoral Internship; Dissertation Research; (Doctoral students complete | |
| |Specialist requirements and eligibility for state certification and NCSP upon | |
| |completion of internship and all other AGS requirements) | |
|4 |Coursework; Dissertation Research | |
|3 |Specialist Internship; Fieldwork; Thesis or Non-Thesis Option Research; MA/AGS | |
| |earned by Specialist Graduates | |
|2 |Coursework; Practicum; Thesis or Non-Thesis Option Research | |
|1 |Coursework; Pre-practicum; Practicum; Thesis or Non-Thesis Option Research | |
Legend: Bold – activities common to both Specialist and Doctoral programs; Plain face – Specialist-only activities; Italics – Doctoral-only activities
I. PROGRAM CONTEXT/STRUCTURE
School psychology training is delivered within a context of program values and clearly articulated training philosophy/mission, goals, and objectives. Training includes a comprehensive, integrated program of study delivered by qualified faculty, as well as substantial supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, youth, families, and other consumer.
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.
Policy: The Specialist program has a clearly articulated mission, and set of goals and objectives (see Table 1, below). These are provided to all persons inquiring about the program in the Specialist Program Brochure (see Appendix A) and are also provided to all students in the Student Handbook (See Appendix B). The program is publicly identified as “school psychology” in the Department Brochure and in the Graduate Catalog. The integrated and sequential program of studies is printed in the Program Brochure, the Student Handbook, and the Scheduling Guide.
Practice: See Specialist Program Brochure, Appendix A, p. 1; Student Handbook, Appendix B, p. 5; Department Brochure, Appendix N; Graduate Catalog (selected pages), Appendix O, p. 2; Scheduling Guide, Appendix C.
Table 1:
Goals and Objectives of the Specialist Program in School Psychology
Goal 1: To train specialist-level school psychologists consistent with the scientist-practitioner model, i.e., to maintain a curriculum and training environment in which psychological science and practice are integrated, such that school psychological practice is firmly grounded on the knowledge base of psychology.
Objectives (subgoals)
a. Students will be well-versed in the foundational psychological science knowledge areas including, but not limited to: (a) human development, (b) human learning (c) biological bases of behavior, and (d) cultural and interindividual differences.
b. Students will demonstrate knowledge of, and competencies in, research-based methods and techniques of practice, and will understand the conceptual and research findings upon which such practices are based.
c. Students will value and be capable of conducting applied research or program evaluation in their professional practice work.
Goal 2: To develop high levels of clinical competencies of Program graduates through the use of intense, individually supervised training.
Objectives (subgoals)
a. Students will receive pre-internship practicum experiences that include close, individual supervision by Program faculty in the areas of: (a) psychodiagnostic, psychoeducational and behavioral assessment; (b) school-based consultation services; and (c) school-based interventions.
b. Students will acquire and demonstrate competencies in the three areas listed in Objective (a), above.
Goal 3: To provide Program students with in-depth training in both the direct and indirect service models, as articulated in the school psychology literature.
Objectives (subgoals)
a. Students will demonstrate conceptual understanding of the two predominant service models (indirect, direct) currently extant in school psychology, as articulated in the school psychology literature.
b. Students: (1) will demonstrate knowledge of theory and research pertinent to the direct service model in regard to: (a) psychodiagnostic, psychoeducational, and educational assessment, (b) direct behavioral interventions to address academic and social behavior issues, and (c) individual and group counseling of school-age students; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client problems.
c. Students: (1) will demonstrate knowledge of theory and research pertinent to the indirect service model in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client or systems-level problems.
Table 1: , con’t
Goals and Objectives of the Specialist Program in School Psychology
Goal 4: To train students to provide school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.
Objectives (subgoals)
a. Students will demonstrate knowledge of inter-individual differences (e.g., temperament, learning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning.
b. Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.
Goal 5: To facilitate students’ professional identity development as school psychologists, and to foster students’ strong commitments to ethical guidelines regarding both professional practice and research.
Objectives (subgoals)
a. Students will demonstrate knowledge of school psychology in terms of its historical development, traditional and emerging roles and functions, and its scope of research and practice.
b. Students will demonstrate professional identities as school psychologists through their membership and participation in national and state organizations, and through their expressed professional goals.
c. Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.
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.
Policy: The College of Education has adopted as its theme training reflective practitioners to provide services in a multicultural, pluralistic society. This broad statement, as well as goals and objectives regarding human diversity, is clearly articulated in the program’s mission statement and goals and objectives in the program brochure and the student handbook.
The EPSD Department is known locally and nationally for its focus on multicultural diversity issues. As such, recruitment of minority faculty is a high priority in the Department. Since the most recent NASP program approval review (1997) the EPSD Department has filled eight tenure-track faculty positions, five of which were filled by ethnic minority (4 African-American; 1 Asian-American) faculty. Drs. C. L., C. H., and N. M., all members of the school counseling program, have a professional focus on multicultural diversity. Drs. L. and H. currently teach courses (EDPS 617 Group Counseling; EDPS 651 Group Counseling in the Schools; EDPS 631 Serving Linguistically and Culturally Diverse Clients in Schools) required of Program students. Dr. M. is in her first semester of service; it is anticipated that she will teach these or similar courses in the future. Two other Department faculty hires since 1997 (Drs. I. and F.) have scholarly agendas that focus on diversity - racial/ethnic diversity of college students and disability issues, respectively. There have been no new hires within the core faculty of the school psychology program since 1997. In Fall 2002, Dr. B. W., an African-American clinical child psychologist employed in the University Counseling Center, joined the School Psychology Program as an affiliate faculty member. In addition to co-teaching a course on therapeutic interventions, Dr. W. has supervised program students’ practicum work, provided independent study, and served on a thesis research committee.
Education for diversity occurs throughout the didactic and experiential components of the program’s curriculum. Please see response to Standard 2.5 for details. While there is one required course (EDPS 631) specifically on multicultural issues, attention to diversity issues permeates the Program. Perusal of course syllabi will show attention to these issues in many of the required courses.
With respect to diversity of students, two of the nine graduates of the specialist program during the past five years have been minorities (African-Americans; see Table 4). Although all of the students admitted to the specialist program since 1997 have been European-American (see Table 3), 38% of students currently enrolled in the doctoral program (in which the specialist program is embedded) are minority students. Accordingly, specialist program students are matriculating as a part of a diverse student body. Increasing minority specialist student enrollment will be a goal for the next admissions cycles.
Practice: See Program Brochure, Appendix A, p. 1 (Goal 4); Student Handbook, Appendix B, p. 6 (Goal 4); Course Syllabi, Appendix E, especially for EDPS 631; Student Transcripts, Appendix D.
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.
Policy: The Specialist program enrolls students only on a full-time basis. All students complete the program through the internship as full-time students. On rare occasions, a student may step down to part-time enrollment because of personal hardship. However, since the last NASP review in 1997 this has occurred for only one specialist student - a minority student who finished all of her coursework, practica and internship on a full-time basis, but worked full-time in a nonschool setting while completing research requirements.
Practice: See Program Brochure, Appendix A, p. 3; Program Handbook, Appendix B, p. 10; Student Transcripts, Appendix D.
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.
Policy: Three full-time faculty (i.e., 100% assignment) – Drs. R., S., and Hedy T. – comprise the core faculty for the School Psychology Program. Dr. W., Director of the University Parent and Child Consultation and Evaluation Service, serves as an affiliate faculty member, including membership on the Program Committee. Two contributing faculty members, Drs. B. and G., serve on students’ research committees, and teach courses and supervise practica when core faculty have course releases for sabbaticals or grant-funded projects. All core and adjunct faculty hold doctoral degrees from well-recognized school psychology programs, and are actively involved in the field. The sole affiliate faculty member, a clinical child psychologist, is actively involved both locally and nationally in the school-based mental health movement. Faculty credentials are summarized in Table 3, below.
Practice: See Program Brochure (Appendix A) for listing of faculty; Faculty vitas are included in Appendix M.
1.5 The program provides, collaborates in, or contributes to continuing professional development opportunities for practicing school psychologists based on the needs of practitioners.
Policy: The Program regularly offers continuing professional development opportunities to practicing school psychologists, both in the form of courses and workshops. In the summers of 1997 and 1999 the Program has offered a Summer Institute for school psychologists, each comprised of choices among 15-hour training opportunities that participants could take either for academic course credit or CEUs. In Spring 2002, Dr. T. offered a three-session inservice program on personality assessment, focusing on the TAT to X County school psychologists. In Y County, during 2001/02 she also ran a research-based social competency intervention over 25 sessions involving two intact classes for ED students. During Summer 2002, the program offered a 45-hour workshop/course on crisis intervention in a similar mode. In addition, the Program’s research laboratory annually offers training both through live instruction and distance education. These continuing professional development opportunities have been led by nationally recognized experts...
Practice: See Appendix P for flyers documenting these offerings.
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.
Policy: The Specialist Program requires 68 credits of graduate coursework – 62 credits for didactic coursework, practica, and research, and 6 credits for internship. The program culminates in the dual awarding of the Master’s of Arts (With or Without Thesis) and the Advanced Graduate Specialist Certificate.
Practice: See Program Brochure, Appendix A, p. 4; Handbook, Appendix B, p. 8. Student Transcripts, Appendix D.
1.7 Specialist-level programs include a minimum of one academic year of supervised internship experience, consisting of a minimum of 1200 clock hours.
Policy: The Program requires the equivalent of one academic year of internship (either full-time for one year or part-time for two years), and totaling at least 1200 clock hours of supervised experience.
Practice: See Program Brochure, Appendix A, p. 2; Student Handbook, Appendix B, p. 9; Sample Internship Agreement, Appendix J; Sample Internship Logs, Appendix K.
Table 3
Students Admitted to Specialist Program 1997 – 2002 and Their Current Status
|ID No. |Ethnicity |Gender |Current Status |
|1997-1 |White |Female |Left Program, Personal Reasons |
|1997-2 |White |Female |Transferred to PhD program |
|1998-1 |White |Female |Graduated Spring 2001 |
|1998-2 |White |Female |Graduated Fall 2001 |
|1998-3 |White |Female |Graduated Spring 2001 |
|1998-41 |White |Female |Graduated Spring 1999 |
|2000-1 |White |Female |Internship |
|2000-21 |White |Male |Graduated Fall 2001 |
|2001-1 |White |Female |2nd year |
|2001-2 |White |Female |2nd year |
|2002-1 |White |Female |1st year |
|2002-2 |White |Female |1st year |
1These students transferred into the specialist program, having withdrawn from the doctoral program
by personal choice.
Table 4:
Specialist Graduates 1997-2002
| | | |Semester Graduated | | |
|ID No. |Ethnicity |Gender | |Thesis |Present Employment |
|1994-1 |African American|Female |Fall, 2001 |No |Minority Program Administrator, |
| | | | | |X State University |
|1995-1 |White |Female |Fall, 1998 |Yes |School Psychologist; |
| | | | | |Y Co. Public Schools |
|1995-2 |African American|Female |Winter, 1998 |Yes |School Psychologist; |
| | | | | |Z Co. Public Schools |
|1996-1 |White |Female |Winter, 1998 |Yes |School Psychologist; |
| | | | | |Pennsylvania suburban school system |
|1996-2 |White |Female |Spring, 1999 |No |School Psychologist; |
| | | | | |W Public Schools |
|1998-1 |White |Female |Spring, 2001 |Yes |School Psychologist; |
| | | | | |Z Co. Public Schools |
|1998-2 |White |Female |Winter, 2001 |Yes |School Psychologist; |
| | | | | |V Co. Public Schools |
|1998-3 |White |Female |Spring, 2001 |Yes |School Psychologist; |
| | | | | |U Co. Public Schools |
|1998-4 |White |Male |Fall, 2001 |Yes |School Psychologist; |
| | | | | |T. Public Schools |
II. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE
School psychology candidates demonstrate entry-level competency in each of the following domains of professional practice. Competency requires both knowledge and skills. School psychology programs ensure that candidates have a foundation in the knowledge base for psychology and education, including theories, models, empirical findings, and techniques in each domain. School psychology programs ensure that candidates demonstrate the professional skills necessary to deliver effective services that result in positive outcomes in each domain.
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.
Addressed: As a program following the scientist-practitioner model, an emphasis on data-based, decision-making permeates all program requirements via training in both the interpretation and production of research (EDPS 789P Research Seminar; master’s thesis or non-thesis paper requirements (see Brochure, Appendix A, p. 3), and in using the research literature as a basis for practice (see all course syllabi). Specific training in data-based decision-making includes, but is not limited to, work in behavioral assessment and interventions (EDPS 630), curriculum-based assessment (EDPS 634/635), discussion of the empirically-based interventions movement (EDPS 789P Research Seminar), an empirical focus toward individual assessment (EDPS 632, 633, 634, 738), and internship seminar (EDPS 888S) and portfolio (see Appendix L) requirements.
Assessed: Each of the courses specifically listed above includes one or more written product(s) designed to demonstrate competency (exams, work products, written assignments, etc.). In addition, practica or courses with practicum components all include either live, and/or audio or video taped observations of the student’s work. Thesis or non-thesis option papers (see Handbook, Appendix B, page 10) provide a demonstration of research or program evaluation competency. Each student’s internship portfolio (see Appendix L) must include at least one “Outcome-Based Evaluation of Service”. The Performance-Based Intern Evaluation form completed by internship supervisors includes several specific items related to data-based, decision-making (see Appendix G). Although the PRAXIS School Psychologist Exam, which all students must pass with a score of 660 or greater, does not produce scores specifically on data-based decision-making, it does produce scores on in the “Assessment” and “Evaluation and Research” categories that include this area. The most recent Alumni Survey included feedback from alumni specifically on each Blueprint dimension (See Appendix F).
Attained: Data indicate that program graduates are attaining competencies in this domain well. Alumni survey results indicate that recent graduates felt on average well prepared by the program in this particular domain. Items related to this domain and to training in the scientist-practitioner model received strongly positive ratings (see Appendix F). Similarly, internship supervisors gave program graduates high ratings on items (in Evaluation-Assessment and Research/Program Evaluation areas) relevant to this domain (see Appendix G). Two-thirds of the PRAXIS scores in the Assessment subcategory were above average[1], obviously high, whereas scores in the Evaluation and Research Design were all in the average range or above (see Appendix I). Analysis of course grades indicates that 8 of 9 program graduates from 1997 – 2002 earned satisfactory grades (A or B) in all courses most related to this domain – the one exception being a single grade of “C” in the advanced research course (see Appendix H).
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 others in planning and decision-making processes at the individual, group, and system levels.
Addressed: Strong training in school consultation, especially Instructional Consultation (Rosenfield, 1987; Rosenfield & Gravois, 1996) represents one of the hallmark strengths of our program. Instruction in consultation occurs primarily in our two-course consultation sequence (EDPS 635/636), which includes a school-based practicum in consultation (see syllabi, Appendix E). In addition to didactic instruction, these courses include in-class role-playing and individual supervision in which audiotaped consultation sessions are reviewed by either the course instructor or an advanced graduate student. Consultation training continues during internship. Internship guidelines specify that at least 20% of the intern’s client contact hours must be in indirect service delivery (See Handbook, Appendix B, p. 17, for policy; Sample Internship Agreement, Appendix J, and Sample Internship Logs, Appendix K, for documentation of practice).
Assessed: In addition to tests and other graded written work in the consultation courses, the student’s performance on audiotaped consultation sessions is assessed and included in the overall course grading. A procedure for data-based evaluation of these recorded sessions is under development. The Performance-Based Intern Evaluation form used from 1997 - 2001 completed by internship supervisors includes four items specifically referring to consultation; the current form expands this section to seven items (see Appendix G). As a part of the comprehensive exams, all students must submit an intervention worksample as a part of their portfolio (see Appendix S). Although this could be an entirely direct intervention with no consultation element, in practice virtually all students submit a documented intervention that includes teacher consultation. The PRAXIS School Psychologist Exam, includes sub-scores in the “Prevention and Intervention” area. The most recent Alumni Survey included feedback from alumni specifically on each Blueprint dimension (See Appendix F).
Attained: Program students evidence strong consultation skills; two-thirds of the PRAXIS scores in the Prevention and Intervention category fell in the above-average range (see Appendix I). Alumni ratings on this domain were the highest of the 11 Blueprint domains, with an average 4.25 rating on the 5-point scale. (see Appendix F). Similarly, internship supervisors gave program graduates high ratings (means ranging from 4.70 – 4.83) on the consultation items (see Appendix G). All program graduates since 1997 obtained satisfactory grades (A or B) in both consultation courses (see Appendix H). Eight of nine graduates since 1997 completed the worksample satisfactorily on their first attempt; one graduate failed to do so, was provided with feedback, and satisfactorily completed a worksample on the second attempt.
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, instructional interventions and consultation.
Addressed: Human learning theory and processes are addressed through a required course, EDHD 721 Cognitive Development and Learning: An Introduction. Curriculum-based assessment and instructional modifications for students with identified academic learning problems are included in the two-course consultation sequence (EDPS 635/636) and its associated practicum. All students are required to take a graduate-level course in Special Education. In addition, on a per-case, as needed basis, recommendations for educational programming are made in the two-semester, assessment practicum (EDPS 738). Because all students complete their entire internship in a school setting that includes a diversity of school psychology functions, addressing academic programming for students with disabilities occurs with regularity during the internship year (see Internship Requirements, Handbook, Appendix B, p. 17).
Assessed: Acquisition of learning theory knowledge in EDHD 721 is assessed via tests and other written assignments (see syllabus, Appendix E). Assessment of performance in the consultation sequence is described in 2.3, above. The assessment practicum (EDPS 738) includes two critical assessment pieces. First, a portion of the practica occurs on campus, under the direct, live supervision of the instructor (via use of observation through one-way mirrored lab rooms). Second, the instructor individually supervises all reports relating to cases done through the campus-based lab. A data-based evaluation system for evaluating the field-based components of the assessment practicum is under development. The PRAXIS School Psychologist Exam, includes sub-scores in the “Applied Educational Foundations” area. The most recent Alumni Survey included feedback from alumni specifically on each Blueprint dimension (See Appendix F).
Attained: Alumni survey results indicate that recent graduates felt on average adequately prepared by the program in this particular domain (see Appendix F). However, survey participants indicated a wide range of responses, ranging from feeling poorly prepared to very well prepared in terms of the degree of preparation provided by the program. PRAXIS School Psychologist Exam scores in the Applied Educational Foundations area were clearly adequate (all in the average range or above), but appear to be not as strong as most of the other PRAXIS areas. All program graduates since 1997 have obtained satisfactory grades (A or B) in both the consultation and assessment courses; all graduates from this period have excelled (grades of A) in the course on learning theory (EDHD 721) in which graduate students from across the various departments in the College of Education were enrolled (See Appendix H).
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.
Addressed: Areas included in this domain are addressed in at least four areas of our curriculum: (a) theory and research in human development; (b) consultation; (c) behavioral assessment/intervention, and (d) counseling. In addition, areas in this domain are incorporated through casework in the assessment practica. All program students complete either PSYC 611 Advanced Developmental Psychology or, for students who have successfully completed an undergraduate survey course in developmental psychology, another advanced graduate course (chosen with advisor approval) in human development taught by a member of the Developmental Sciences faculty. Training in consultation is described in 2.2 above. Behavioral assessment is addressed in the required course EDPS 630 School-Based Behavioral Interventions. This course includes general behavioral assessment, functional behavioral assessment, and behavioral interventions – all in a school context. Students each complete an actual assessment and intervention in a classroom. The learning experience is enhanced by the course’s inclusion of students from school counseling, special education, and other educational specialty areas. Individual and group counseling are addressed through three required courses. EDPS 616 Counseling Theories and Methods addresses theory, research and practices in individual counseling. Concurrent with 616 enrollment, all students enroll in EDPS 618 for two one-credit Counseling Skills Labs. This lab sequence begins with skill exercises, continues through tape-recorded and individually supervised role-playing with another class member, and culminates with a 5-session, audiotaped and individually supervised counseling case with a volunteer undergraduate client. EDPS 617 Group Counseling or EDPS 651 Group Counseling in the Schools addresses theory, research and practice in group process and group interventions. These courses also include experiential components (EDPS 617 – involvement in a group; EDPS 651 – leadership or co-leadership of a school-based group). (See Appendix E for all syllabi.) In addition, all interns are required to have at least 20% of their client contact hours in “direct interventions”, which includes both behavioral and counseling interventions.
Assessed: Knowledge of theory and research on human developmental processes is assessed through exams and other written class assignments (see syllabus). Similarly, knowledge of individual and group counseling theory, research and practice are assessed in the respective courses covering those areas (see syllabi for PSYC 611, EDPS 616, EDPS 651 in Appendix E). Both the counseling skills lab (EDPS 618) and the behavioral assessment and interventions course (EDPS 630) include true performance-based assessments. The counseling skills lab includes individually audio-taped and supervised role-plays and actual counseling sessions. Students receive feedback and a written, summary assessment of skills. The behavioral intervention course includes individual feedback from the instructor based on data and reports from the on-going actual intervention case. In addition, the evaluation form used from 1997 - 2001 completed twice during the internship by the internship supervisors includes specific items regarding behavioral assessment and interventions in general; the currently used form includes items specific to counseling (see Appendix G). The required PRAXIS School Psychology Exam includes the Applied Psychological Foundations category, which taps some of the knowledge in this domain. Assessment of consultation training outcomes was described in 2.2 above.
Attained: Feedback from recent alumni on the Alumni Survey indicate that on average recent graduates viewed themselves as being very adequately prepared in this particular domain (see Appendix F). However, graduate feedback also indicated a range of responses from feeling minimally prepared to very well prepared. The performance-based assessments in the counseling and behavioral areas have not been compiled in a form that can be reported, other than through the reporting of course grades, but in each case satisfactory performance on those measures are required for earning a satisfactory course grade. Data from internship evaluations show that interns’ skills in behavioral assessment (mean rating – 4.70) and interventions in general (category mean rating – 4.72) were highly rated by their supervisors. PRAXIS results in the Applied Psychological Foundations area were varied, with half scoring in the “above average” range, 33% as “average” and 17 % “below average. The “Applied Psychological Foundations” area, however, is broad, making interpretation more difficult. Information regarding attainment of consultation training outcomes was described in 2.2 above. Program students in the last five years have all attained satisfactory grades (A, B, or S) in the courses referenced above (see Appendix H), and have, as a group, excelled in many of these courses.
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.
Addressed: As an institution, the University of Anystate works diligently to create an academic environment that embraces diverse perspectives and represents diverse people. The Program demonstrates its commitment to train future school psychologists in the provision of relevant and effective services to culturally and linguistically diverse clients in a number of ways including required and optional coursework, practica, and internships. The assessment of students' understanding of individual differences, cross-cultural knowledge, and skill competencies occurs through class tests and assignments (papers, journals), doctoral comprehensive examinations, and skill evaluations conducted during practica and internships (see Internship Evaluation, Appendix G).
Required Coursework. Students are exposed to issues regarding individual and cultural diversity in several required didactic courses offered within the department including EDPS 616, 630, 632, 633, 634, 635, 789P, and the internship seminar (888S). By acquiring knowledge through didactic courses, the Program seeks to develop appreciation and valuing of individual differences, as well as student cross-cultural knowledge competencies. A review of the course syllabi from each of these courses indicates that issues regarding temperament (emotion, attention, cognition), gender, physical status, race, ethnicity, sexual orientation, and culture are integrated through weekly topics, course objectives, assigned readings, and tests. In addition, beginning in 1996 a new course titled EDPS 631 Serving the Needs of Culturally and Linguistically Diverse Clients in the Schools was developed and became a requirement for all program students. The main objective of this course is to provide students with an understanding of the ways that the conceptual and empirical literature about racially, ethnically, culturally, and linguistically diverse clients impacts, informs, and guides the services delivered by school psychologists. The course is taught through case analysis, behavioral rehearsal, and structured exercises to extend students' knowledge-based understandings to practical situations. The entire course is devoted to the development of cross-cultural school psychology knowledge and skill competencies through the course objectives, readings, assignments, and evaluations.
Field-Based Experiences. The varied practicum and field placement experiences provide students with opportunities to work with clients who differ on a variety of dimensions. The assessment, consultation, and counseling practicum sequences emphasize understanding of individual differences in relation to educational programs and interventions. Given that all pre-internship practica occur in schools or other agencies (including campus-based outreach) located in the metropolitan area, a metropolitan area that is among the most racially/ethnically diverse in the nation, all Program students have substantial supervised pre-internship experiences with a culturally diverse client population. Additionally, most students choose internship sites in culturally diverse settings. A major focus of the internship is to provide students with opportunities to work with racially, ethnically, culturally, and linguistically diverse clients. The internship agreement for all interns explicitly states that sites must "...provide the intern with training opportunities to assist in increasing awareness, sensitivity, knowledge, and practice about issues impacting the psychological development and social development of racial, ethnic, linguistic, and/or economic minorities" (see Appendix J).
Assessed: Because issues in diversity are addressed throughout the curriculum, it is difficult to detail every way in which such competencies are assessed. Within individual courses, exams and written assignments provide assessment opportunities. Interns’ cross-cultural skills are assessed by their primary and secondary site supervisors at mid-point and end-of-internship on the intern evaluation form (see Appendix G). The intern evaluation form includes five items specific to multi-cultural competence
Attained: Alumni survey results indicate that recent graduates felt on average adequately prepared by the program in this domain (see Appendix F), although there was some variability in self-assessment. Internship supervisors (see Appendix G) clearly viewed interns’ multicultural competencies very positively (mean item ratings ranging from 4.33 to 4.92). Course grades for program students in the last five years in the required multicultural course indicate that, as a group, program students performed very well in this area (see Appendix H).
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. 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.
Addressed: Areas covered by this domain are addressed in several courses in the curriculum (including experiential components), and in the internship experiences. The introductory school psychology seminar (EDPS 789P, Part I) includes discussion of schools as systems, and school psychologists’ roles within them. The consultation course sequence (EDPS 635/636) includes information (and applied in supervised practice) on the culture of schools and system change within schools. The required special education course addresses special education issues. The internship seminar (EDPS 888S) includes both didactic and seminar-discussion on all of the areas included in this domain.
Assessed: Supervision of school-based practica and internship inherently involves assessment of the students’ understanding of schools as systems. The consultation practicum component is especially sensitive to these areas.
Attained: Alumni survey results indicate that recent graduates felt on average adequately prepared by the program in this domain (see Appendix F), although there was some variability in this regard. Again, grades in relevant courses (see Appendix H) indicate that all students showed adequate progress in these respective courses.
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.
Addressed: Knowledge of psychopathology and its effects on human behavior are addressed in our two-course sequence (EDPS 633, 634) on Diagnostic Appraisal of Children and the associated campus- and field-based practicum (EDPS 738). Knowledge of biological influences on human behavior is also addressed to some degree in this course sequence, especially with regard to temperament, but is primarily addressed in one of the required courses in this area, principally EDHD 775 Physiological Processes in Human Development I. Preparation in regard to knowledge of human development and cultural influences was discussed in domains 2.4 and 2.5, respectively, above. Training in individual and group counseling as mental health interventions was discussed in domain 2.4, above. Prevention and crisis intervention as roles for school psychologists are addressed in the first-semester professional issues seminar (EDPS 789P) and are re-visited during the internship seminar based on students’ self-defined needs. In summer 2002, the program offered a field-based course in crisis intervention taught by Dr. Ted Feinberg of NASP’s NEAT team. The course was open on an elective basis to program students.
Assessed: Within individual courses, exams and written assignments provide assessment opportunities. Application of knowledge is also assessed through instructor review of students’ case work. Scores on the required PRAXIS School Psychology Exam category of “Prevention and Intervention” also provide information on areas in this domain. Assessment of knowledge in human development, counseling, and cultural influences was discussed in domains 2.4 and 2.5, respectively, above.
Attained: Results from the of “Prevention and Intervention” section of the PRAXIS School Psychology Exam show that program graduates possess substantial knowledge in this area, with two-thirds of program graduates scoring in the “above-average” range. (see Appendix I). Recent program alumni indicate that they felt on average adequately prepared by the program in this domain (see Alumni Survey results, Appendix F). However, ratings on this domain were among the lowest of the 11 domains and considerable variability in ratings existed. Course grades in the assessment and assessment practicum courses (EDPS 633, 634, 738), of which understanding of psychopathology is a part, indicate that all program students in the last five years have performed at least adequately, in most cases very strongly (see Appendix H).
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.
Addressed: Issues of working with families are addressed in the students’ first-semester school psychology seminar (EDPS 789P, Part I), and in courses in developmental psychology (PSYC 611) and counseling theories and methods (EDPS 616). In addition, issues related to this area arising through casework are addressed in both the assessment practicum (EDPS 738) and internship seminar.
Assessed: Given that training in home/school/community collaboration is infused in various areas of the curriculum, there is no specific assessment of this area, per se. However, performance in the courses referenced above incorporate evaluation of these skills.
Attained: Alumni survey results indicate that recent graduates felt on average adequately prepared by the program in this particular domain, although variability was relatively high. Course grades in the above-referenced courses indicate at least adequate performance, and in most cases excellent performance, in all courses (see Appendix H).
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.
Addressed: All program students take two courses in statistics and research design (EDMS 645, 646). EDMS 645 may be waived based on previous completion of an advanced undergraduate course, such waivers being granted after formal review of the student’s work by the Measurement, Statistics, and Evaluation Department (see Appendix Q). Also required during students’ second semester is a Research Seminar (EDPS 789P, Part II) specifically for school psychology students. All program students also must either complete a formal master’s thesis or a non-thesis master’s project consisting either of a pilot study or a program evaluation (see Handbook, Appendix B, p. 10 for a description of the non-thesis option). In addition, given the scientist-practitioner orientation of the program, issues regarding research and program evaluation are heavily infused into most, if not all, courses.
Assessed: In effect, all students have a portfolio research component in the form of either their formal master’s thesis or their non-thesis option project write-up. The thesis is reviewed and approved by a 3-person faculty committee; the non-thesis option project requires review by one faculty member in addition to the student’s advisor for this project. An entire section (4 items) on the internship supervisor’s evaluation (see Appendix G) pertains to Research/Program Evaluation. Within the individual courses referenced above, exams and written assignments provide assessment opportunities.
Attained: As a condition for graduation, all program students in the last five years have satisfactorily completed either thesis or non-thesis option research, as judged by faculty reviewers. Results from the “Research/Program Evaluation” section of the internship supervisors’ evaluations indicates that supervisors had exceptionally positive views of interns’ competencies in this area(see Appendix G). Recent alumni report on average that the program had well prepared them for their own development in this area (see Appendix F). Course grades in research courses (taught in College-of-Education-wide sections) that, with one exception, all students in the past five years have earned at least satisfactory course grades (A or B) and that the majority of program students have excelled (A grades) relative to their classmates from other areas. Prior to 2000, the PRAXIS exam included an “Evaluation and Research” category, in which our students performed adequately (2 “average”, 1 “above average”); however, this category was dropped after 2000, so data on graduates’ performance is sparse.
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.
Addressed: School psychology practice and development are addressed throughout the program-specific components of the curriculum. However, three courses – EDPS 789P School Psychology Seminar: Introduction to the Field; EDPS 789P School Psychology Seminar: Ethics and Legal Issues; EDPS 888S Internship Seminar – have a primary focus on this domain.
Assessed: The internship supervisor evaluation in use from 1997 - 2002 includes several items in the “Professional Department” and “General Performance Characteristics” sub-areas; the form presently in use (2002) includes numerous items in the “Professional Conduct” section that pertain to this domain, including a specific item regarding adherence to professional standards (see Appendix G). Similarly, all students obtain scores on the “Ethics and Legal Considerations” category of the PRAXIS School Psychology Examination. Courses include written assignments (including portfolio submissions in the Internship Seminar) that provide assessment information.
Attained: Program students during the last five years have performed strongly on the Ethical and Legal Considerations category of the PRAXIS School Psychology Examination (see Appendix I), with half scoring “above average” and all scoring at least “average”. Recent program alumni indicate that they felt on average well prepared by the program in this domain (see Alumni Survey results, Appendix F). Internship supervisors held very positive views of interns’ professional development, as indicated by their ratings on the items in the “Professional Department” and “General Performance Characteristics” sub-areas (item means ranging from 4/67 – 5.00). Course grades (see Appendix H) for the above-referenced courses have consistently been very high.
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.
Addressed: Currently information technology training and usage is directly addressed with regard to two specific applications – use of computerized scoring of test materials taught in the assessment sequence (EDPS 632, 633, 634, 738), and use of statistical packages to perform data analyses required in the statistics sequence (EDPS 645, 646). Although not didactically taught, all students are expected to be able to use word processing and information retrieval systems to access professional literature and other information. The University Library offers training seminars for graduate students who need instruction in information retrieval. Several program students are (or recently have been) involved as graduate research assistants in the Instructional Consultation Team Lab’s distance learning initiatives.
Assessed: We do not specifically assess information technology knowledge and skills, per se. However, students without such competencies would not be able to complete the many requirements for in-class research papers, thesis or non-thesis option research projects, or the assessment procedures practiced during the hands-on components of the assessment sequence without such competencies.
Attained: Alumni survey results indicate that on average recent graduates felt adequately prepared by the program in this area (see Appendix F). However, this area received the lowest mean rating by alumni. This may reflect, in part, the fact that such information technology procedures as computerized test scoring have only recently been introduced into the curriculum.
Global Assessment – the per-domain assessment methods and the resulting data described in 2.1 – 2.11 above indicate at least adequate preparation of program students in all domains, and strong preparation in most domains. This valuable information informs the program’s self-improvement process. However, global assessment information is also very informative. We would point to three pieces of such information that indicate the program’s quality and effectiveness. First, the PRAXIS School Psychology Examination mean total score[2] (normed) was 775.7, 116 points higher, on average, than the passing score for the NCSP (see Appendix I). Second, when asked to rate their overall impressions of the quality of their preparation and Anystate’s specialist program in relation to other such programs, recent alumni held very strongly positive perceptions with mean ratings of 4.0 and 4.3 (on a 5-point scale), respectively. Third, internship supervisors’ final overall ratings of interns (see Appendix G) averaged 4.5 on a 5-point scale, with the lowest overall rating being a 4.
III. FIELD EXPERIENCES/INTERNSHIP
School psychology candidates have the opportunities to demonstrate, under conditions of appropriate supervision, their ability to apply their knowledge, to develop specific skills needed for effective school psychological service delivery, and to integrate competencies that address the domains of professional preparation and practice outlined in these standards and the goals and objectives of their training program.
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.
Policy: Experiences that include the development and evaluation of specific skills occur both as practica listed as such in a course title and as experiences within courses that do not include “practicum” in the title, but that clearly document such experiences in the course syllabi. The Practicum in Assessment course (EDPS 738) is taken in both semesters of students’ second year (3 credits each semester). Pre-practicum (i.e., skill practice with non-clients) occurs in Cognitive Assessment (EDPS 632) and Counseling Lab I (EDPS 618, Fall). Practica (i.e., work with actual clients) is embedded in School-Based Behavioral Interventions (EDPS 630), Counseling Lab II (EDPS 618, Spring), and School Consultation I and II (EDPS 633, 634). All experiences are closely supervised, including at least one live or audiotaped work sample per course. All courses are completed prior to the internship, which is completed during the third year. Appendix E includes syllabi for all courses.
Practice: Practice is documented in syllabi (Appendix E) and sample transcripts (Appendix D).
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.
Policy: The program has developed written internship guidelines consistent with NASP’s Standards for Training and Field Placement Programs in School Psychology and consistent with the program’s training goals (see Internship Handbook, Appendix B, pages 16-21). In November of students’ second year, all prospective interns (i.e., students who anticipate completing an internship during the following academic year) attend an informational meeting conducted by the program’s internship supervisor in which internship guidelines and expectations are reviewed. Prospective interns then seek and apply to internship sites through a process carefully monitored by the program’s internship coordinator (see Internship Handbook sections Seeking and Obtaining a School Psychology Internship: What are the Steps? and School Psychology Internship Program Obtaining an Offer, Collecting Preliminary Information About an Offer, and Developing an Internship Agreement, Appendix B, p. 18-20). Because the vast majority of interns remain local to the metropolitan area in which school systems the program regularly places interns, it is typically not necessary to provide the internship sites with information prior to the intern’s application. In cases in which an intern is applying to a site that has not recently had an intern from our program, written materials from the Internship Handbook are provided to the site at the time of the intern’s application. In all cases, prior to final approval of the internship the program’s internship coordinator and the intern meet with the coordinator of the internship site’s psychological services unit (or his/her designee) to finalize the internship arrangements and document them in a formal written Internship Agreement (see Appendix J). Interns maintain monthly logs of activities and hours, signed by their supervisor (see Internship Handbook, Appendix B, p. 16-21; Appendix K). The program’s internship coordinator makes two site visits per year to meet with each intern’s supervisor(s) and discuss both the intern’s progress and the degree to which the internship agreement is being implemented. Supervisors complete formal, written evaluation of each intern twice each year during the internship period (see Appendix G).
Practice: Blinded copies of the Internship Agreement, monthly logs, and supervisor’s evaluations may be found in Appendices J, K, and G, respectively.
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.
Policy: All internships are completed on either a full-time basis over one year (typical) or on a half-time basis over two consecutive years (none in this mode in the past five years). Internships occur completely (i.e., all 1200 or more hours) in a preK-12 school system (see Internship Handbook, Appendix B, p. 17).
Practice: Internship hours are documented in the Internship Agreement (Appendix J) and the Sample Internship Log (Appendix K). Completion in one year can be seen in the Internship Agreement and by documentation on the Sample Transcripts (Appendix D).
3.4 Interns receive an average of at least two hours of field-based supervision per full-time week from an appropriately credentialed school psychologist or, for non-school settings, a psychologist appropriately credentialed for the internship setting.
Policy: Two hours a week of face-to-face supervision is a clear aspect of the program’s internship policy, and is documented in the Internship Handbook (Appendix B, p. 17) and the Internship Agreement (Appendix J).
Practice: Practice is documented in the Sample Internship Agreement (Appendix J) and the Sample Internship Logs (Appendix K).
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 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.
Policy: All internship placements include an Internship Agreement (see Internship Handbook, Appendix B, p. 18; Sample Internship Agreement, Appendix J) that is signed by the program’s internship coordinator, the intern, and a representative of the internship site. Each Internship Agreement includes dates of service and stipend amount (other employment details, such as sick leave, etc., are included in separate correspondence from the internship site’s personnel office). A clear commitment by the site to conduct the internship primarily as a training experience is included in writing, as is the requirement to designate the individual as an “intern”. Continuing professional development is assured through the agreed-upon requirement of attendance in the program’s bi-weekly internship seminar. In addition, most internships sites presently used have established training sessions for new psychologists/interns. Attendance at the semi-annual Anystate School Psychologists’ Association conferences typically are also included in the agreement (see Sample Internship Agreement, Appendix J.) Supervision issues were addressed in 3.4 above.
Practice: Practice is documented in the Sample Internship Agreement (Appendix J).
IV. PERFORMANCE-BASED PROGRAM ASSESSMENT AND ACCOUNTABILITY
School psychology training programs employ systematic, valid evaluation of candidates, coursework, practica, internship, faculty, supervisors, and resources and use the resulting information to monitor and improve program quality. A key aspect of program accountability is the assessment of the knowledge and capabilities of school psychology candidates and of the positive impact that interns and graduates have on services to children, youth, families, and other consumers. Further guidance regarding the assessment of candidate performance is provided in a companion NASP document, Guidelines for Performance-based Assessment and Program Accountability and Development.
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 followups) are used, as appropriate, to evaluate and improve components of the program.
Policy: The Program continually engages in a variety of methods and procedures to evaluate and improve the quality of the program. These are detailed below.
Process of Self-Assessment
The process of self-assessment and quality enhancement occurs largely as the result of bi-weekly Program Committee meetings. These meetings, scheduled for two hours each, include all core faculty and affiliates, and a representative(s) chosen by program students. The Program Committee meetings have a semi-formal structure with pre-distributed agendas and written minutes subsequently distributed to all parties and archived in the Program's files. Given the relatively small size of the membership of these meetings, most decisions are made by consensus, rather than by formal vote. Occasionally, however, votes are taken. In addition to the bi-weekly Program Committee meetings, the Program Committee (typically including two student representatives - one incoming, one outgoing) meets annually for a one-day retreat. The retreat typically occurs in late August in an off-campus location. Separate from the annual retreat, program core faculty (meeting without a student representative) meet annually to conduct individual reviews of each student in the program.
Program Committee meetings address issues raised by any of the Committee members, including the student representative. Broader issues, frequently identified at the annual retreat, may be addressed over several sessions as proposals for quality enhancement are made, reviewed, modified, adopted, and implemented. More specific issues, such as projected course availability, typically are raised and resolved in one meeting. Given the frequency of meetings of core Program faculty and a student representative, much of the information used in decision-making is derived from current, first-person experience. Reviews of broader policy issues typically entail soliciting data and information from students and faculty prior to revising current policy.
Given the relatively small number of pre-internship students, information from such sources as the comprehensive examination performance of students completing the exam in any given year typically is discussed by core Program faculty in executive session in order to protect the confidentiality of sensitive student information. However, broad, longer-term trends regarding data from such sources as internship supervisors' evaluations are shared with the student representatives as a part of on-going Program self-assessment and quality enhancement efforts.
Sources of Self-Assessment Data
1. Student Evaluation of Teaching - By College of Education mandate, all courses include anonymous review by students, using a nationally-normed questionnaire. Both the instructor and the Department Chair receive identical summaries of the results. Although these results are not reviewed formally at the Program level, the Department Chair reviews this information every semester and provides written feedback to faculty. In addition, summaries of the course evaluations figure substantially in tenure and promotion decisions.
2. Practicum and Fieldwork Evaluations - Because practicum and pre-internship fieldwork are directly supervised by core Program faculty, information on both individual student progress and collective performance of students is readily and immediately available to core faculty. On average, core faculty meet monthly in executive session (without the student representative being present), primarily to discuss information gleaned from on-going, direct supervision of students. This information provides guidance both for work with specific students and, collectively, for program quality enhancement. Because some practicum and fieldwork supervision is done (often adjunctively to core faculty supervision), written feedback is used in such instances (see Appendix T) in the assessment practicum. Additional methods of evaluating practicum performance are under development..
3. Annual Review of Student Progress- Core Program faculty review students annually. Information for this review includes: (a) a self-assessment by the student (see Appendix R), (b) a current transcript, (c) a sheet summarizing the student's attainment of important milestones and any relevant comments from the previous annual review, (d) reports by the student's advisor and other faculty regarding student progress, and (e) feedback from fieldwork and internship supervisors, where applicable. The student review also collects information on number of students who are making presentations, authoring articles, are members of national associations, and so on. This information is used in the Program's on-going self-assessment.
4. Comprehensive Examinations - Required examinations for all program students are comprised of two activities: (a) worksamples (with accompanying write-ups regarding the student’s conceptual framework) from the student’s portfolios in both assessment and interventions (see instructions in Appendix S) used as an authentic assessment that illustrates the student's professional functioning; and (b) the PRAXIS School Psychology Exam. These sources are used to provide evaluative information on individual students and to provide evaluative feedback to the program regarding the degree to which the program is currently meeting its goals.
5. Evaluation of Interns – Previously described.
6. Periodic Surveys of Recent Graduates - The Program periodically surveys all of its current students and recent graduates, requesting evaluative feedback on both broad and specific items related to the Program's goals and objectives (see Appendix F for results of the most recent surveys). These surveys, conducted anonymously to ensure openness of feedback, provide the program with valuable information regarding the degree to which its goals and objectives are being met. Written summaries of the survey results are shared with students and alumni.
7. External Evaluations - Periodic reviews by external accrediting organizations provide invaluable information on perceptions of the program's strengths and areas that need to be further addressed. In addition to feedback from NASP every five years, the doctoral program undergoes APA accreditation review on cycles varying between 3 and 7 years (most recently in 2000; next scheduled review 2004). Although the APA process technically reviews only the Ph.D. program and not the Specialist program (the current NASP Folio Review is only of the Specialist Program), the high degree of overlap between the two levels of the program is such that the APA review feedback provides valuable feedback for the Specialist program as well. Feedback from both of these periodic reviews is central to the Program's quality enhancement process.
8. Informal Feedback - Because many program graduates remain in Anystate, informal feedback from alumni and employers also provides valuable information on overall program effectiveness; because faculty, alumni and coordinators of school psychological services in Anystate tend to be actively involved in the State's school psychological association (MSPA), considerable informal exchange about the program's effectiveness occurs in this venue. In addition, through the on-going maintenance of collaborative working relationships with school psychology staff specialists at the Anystate State Department of Education (MSDE), the program obtains informal feedback on both the collective performance of alumni and on congruence between Program emphases and State needs.
Practice: See Sample Program Committee Minutes (Appendix U), Practicum Evaluation Forms (Appendix T), Annual Review Self-Assessment (Appendix R), Comprehensive Examination Worksample Instructions (Appendix S), Alumni Survey Results (Appendix F).
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).
Policy: The Specialist Program Brochure (see Appendix A), sent to all who inquire about the program, includes information regarding criteria for admission and data on recently admitted students. Curriculum and internship requirements are also detailed. The Program Handbook (see Appendix B), given to all students upon entry into the program, further details expectations and guidelines, comprehensive examination criteria, and non-academic professional competencies. The Department Student Handbook (See Appendix V) evaluation of students’ professional conduct.
Practice: See above-referenced documents.
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.
Policy: Much of the candidate assessment process was detailed in 4.1 above. To reiterate, formative evaluation of students occurs through a variety of course-related assessments, including both traditional and performance-based methods. Annual review of all students by program faculty meeting as a group allows for an integrated perspective across faculty members, as well as to stimulate student self-assessment. Finally, prior to graduation all students must: (a) successfully complete internship as documented by written evaluations by internship supervisors, (b) receive positive ratings by two faculty members on annotated worksamples in both assessment and interventions, and (c) obtain a minimum score of 660 on the PRAXIS School Psychology Examination. Student assessment processes are documented in the Specialist Program Brochure (Appendix A) and the Program Handbook (Appendix B).
Practice: See Sample Annual Review Self-Assessment (Appendix R), Performance-Based Internship Evaluation (Appendix G), Professional Worksample Instructions (Appendix S), and results of the PRAXIS School Psychology Exam (Appendix I).
V. PROGRAM SUPPORT/RESOURCES
The University of Anystate School Psychology Program is located in an NCATE-accredited Education unit. Hence, Standard V does not apply.
VI. BRIEF STATEMENT OF THE PROGRAM’S SELF-EVALUATION OF PERCEIVED STRENGTHS AND DEVIATIONS FROM NATIONAL STANDARDS
We believe that the University of Anystate Specialist Psychology Program in School Psychology has several strengths including the following:
• An exceptionally strong cohort of specialist students, virtually all of whom would be competitive nationally in either specialist or doctoral school psychology programs;
• An energetic core program faculty, all of whom have current and former national visibility in school psychology through scholarship and/or national service;
• A strong commitment to preparing program graduates to engage in research-based practice in the provision of a broad spectrum of psychological services in the schools;
• The provision of a training environment in which graduates are able to provide school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected; and
• The maintenance of an unusual, if not unique, curriculum that provides program students with in-depth training in both the direct and indirect service models, as articulated in the school psychology literature.
A variety of indices (documented in this Folio) indicate that these strengths continue to be actualized.
To our knowledge the specialist program is in complete compliance with both NASP and NCATE standards.
Selected Appendices
APPENDIX F
University of Anystate
School Psychology Program
Alumni Questionnaire
(Specialist Graduates: 1997- 2002)
Employment and Professional Achievements
Present Primary Employment Setting:
____ Public School System
____ Other: ____________________________________________________
Certificates/Licenses Held
Please indicate if you hold any of the following:
____ State school psychologist certification (State(s): __________)
____ NCSP
____ Other: ____________________________________________________________
Post-graduate Training
Please list any formal training (e.g., workshops, inservice training, etc.) that you have completed since you finished your internship.
Professional Involvement
Please check all of the following organizations of which you are a member:
____ TSPA ____ APA Division 16
____ NASP ____ Other professional organization:________________
During the past five years, about how many national professional conferences have you attended? __________; State professional conferences? _____________________
Please describe any professional involvement that you consider to be notable (e.g., professional leadership, provision of inservice activities, grants obtained, etc.)
Publications/Presentations
In the past five (1997-2002) years, have you:
Y N published an article in a professional journal? If so, how many? ____
Y N published a chapter in a professional book? If so, how many? ____
Y N presented at a national professional organization? If so, how many? ____
Y N presented at a state or regional professional organization? If so, how
many? ____
Feedback on School Psychology Program
Please use the following five-point scale to respond to all of the items in this section requesting numerical ratings.
|5 |4 |3 |2 |1 |
|Prepared Me |Prepared Me |Prepared Me |Prepared Me |Prepared Me Poorly |
|Very Well |Well |Adequately |Minimally | |
1. The Anystate program embraces the scientist-practitioner model of professional practice, that is, training graduates to integrate research and professional practice. To what degree did the Program prepare you to function in this model? ____
Comments:
2. To what degree did the Program prepare you in the following psychological science knowledge areas?
a. human development ____
b. human learning ____
c. biological bases of behavior ____
d. multicultural and interindividual differences ____
Comments:
3. To what extent did the Program prepare you, through course work, practica, and/or internship, in the following domains of school psychology practice?
a. psychodiagnostic assessment ____
b. psychoeducational assessment ____
c. educational assessment ____
d. direct behavioral interventions to address academic and ____
social behavior issues
e. individual counseling of school-age students ____
f. group counseling of school-age students ____
g. case- and consultee-centered consultation ____
h. team-based support systems ____
i. systems-level consultation ____
j. conducting applied research or program evaluation ____
Comments:
Feedback on School Psychology Program (cont.)
|5 |4 |3 |2 |1 |
|Prepared Me |Prepared Me |Prepared Me |Prepared Me |Prepared Me Poorly |
|Very Well |Well |Adequately |Minimally | |
4. To what extent did the Program prepare you, through course work, practica, and/or internship, in the following professional competency/professional identity knowledge areas?
a. Knowledge of, and competencies in, research-based ____
methods of practice
b. Understanding of the conceptual and research literature ____
underlying research-based practices
c. Knowledge of historical developments in school psychology ____
d. Knowledge of traditional and emerging roles and functions ____
in school psychology
e. Knowledge of ethical and legal guidelines pertaining to the ____
practice of school psychology
Comments:
6. The following domains of school psychology training and practice are described in School Psychology: A Blueprint for Training and PracticeII (NASP, 1997). Using the above scale, please rate the adequacy of your training, through course work, practica, and internship, in each domain. Please see the attached page for detailed descriptions of the knowledge and skills associated with each domain.
|Data-Based Decision Making and Accountability |_____ |
|Consultation and Collaboration |_____ |
|Effective Instruction and Development of Cognitive/Academic Skills |_____ |
|Socialization and Development of Life Skills |_____ |
|Student Diversity in Development and Learning |_____ |
|School and Systems Organization, Policy Development, and Climate |_____ |
|Prevention, Crisis Intervention, and Mental Health |_____ |
|Home/School/Community Collaboration |_____ |
|Research and Program Evaluation |_____ |
|School Psychology Practice and Development |_____ |
|Information Technology |_____ |
4. Overall evaluation, in regard to the Program’s preparing you as a _____
professional school psychologist.
Comments:
5. Given your current perspective and knowledge of Anystate’s and other specialist school psychology programs, how do you rate Anystate’s specialist program in school psychology? (Please circle your choice)
Excellent Very Good Good Fair Poor
Please include any general or specific comments that you believe would be helpful:
________________________
Results of the Alumni Questionnaire (Specialist Graduates: 1997-2002)
(8 out of 9 Graduates Responding)
|FEEDBACK ON SCHOOL PSYCHOLOGY PROGRAM |Frequency |Percentage |
|EMPLOYMENT AND PROFESSIONAL ACHIEVEMENTS | | |
|Present Primary Employment Setting: | | |
| Public School |7 |87.5% |
| Other: State University |1 |12.5% |
|CERTIFICATES/LICENSES HELD | | |
|State school psychologist certification |7 |87.5% |
|NCSP (2 additional applications are pending) |4 |50% |
|POST GRADUATE TRAINING | | |
|Individuals with Additional Formal Training |8 |100% |
|PROFESSIONAL INVOLVEMENT | | |
|Membership in professional organization: | | |
| NASP |6 |75% |
| MSPA |1 |12.5% |
| Other professional organization: |3 |37.5% |
|Attended a national professional conference in the past 5 years |8 |100% |
| Mean: 2.13 | | |
|Standard Deviation: 0.83 | | |
| Range: 1-3 | | |
|Attended a state professional conference in the past 5 years |6 |75% |
| Mean number of conferences for attendees: 2.67 | | |
|Standard deviation: 1.75 | | |
| Range: 1-6 | | |
|PUBLICATIONS/PRESENTATIONS (for the past 5 years) | | |
|Published article(s) in a professional journal |1 |12.5% |
| Number of publications: 1 | | |
|Presented at a national professional organization |5 |62.5% |
| Mean number of presentations for presenters: 1.4 | | |
| Standard deviation: 0.55 | | |
| Range: 1-2 | | |
| | |Standard | |
|FEEDBACK ON SCHOOL PSYCHOLOGY PROGRAM[3] |Mean |Deviation |Range |
|1. Degree to which the program has prepared you to function in the scientist-practitioner model |3.88 |0.99 |2-5 |
|of professional practice | | | |
| Comments: | | | |
|- “I feel I was prepared more as ‘scientist’ than a practitioner. I needed a lot of one-the-job | | | |
|training to function effectively.” | | | |
|- “Because of my experiences in the program, I have an appreciation for research that provides | | | |
|insight into practical situations.” | | | |
|2. Degree to which the program has prepared you in the following psychological science knowledge| | | |
|areas: | | | |
|a. human development |3.50 |0.76 |2-4 |
|b. human learning |3.63 |1.06 |2-5 |
|c. biological bases of behavior |3.25 |1.04 |2-5 |
|d. multicultural and interindividual differences |3.50 |1.07 |2-5 |
|3. Degree to which the program has prepared you through course work, practica, and/or internship| | | |
|in the following domains of school psychology practice: | | | |
|a. psychodiagnostic assessment |4.00 |0.93 |2-5 |
|b. psychoeducational assessment |4.13 |0.99 |2-5 |
|c. educational assessment |3.75 |0.89 |2-5 |
|d. direct behavioral interventions to address academic and social behavior issues |3.75 |1.49 |1-5 |
|e. individual counseling of school-age children |3.38 |1.19 |1-5 |
|f. group counseling of school-age students |3.38 |1.19 |2-5 |
|g. case- and consultee-centered consultation |3.88 |0.99 |2-5 |
|h. team-based support systems |3.63 |1.19 |2-5 |
|i. systems-level consultation |3.38 |1.19 |1-5 |
|j. conducting applied research or program evaluation |3.38 |1.19 |1-5 |
|4. Degree to which the program has prepared you through course work, practica, and/or internship| | | |
|in the following professional competency/professional identity knowledge areas: | | | |
|a. knowledge of and competencies in research-based methods of practice |4.00 |0.76 |3-5 |
|b. understanding of the conceptual and research literature underlying research-based practice |3.88 |0.83 |3-5 |
|c. knowledge of historical developments in school psychology |3.75 |0.89 |3-5 |
|d. knowledge of traditional and emerging roles and functions in school psychology |4.13 |0.99 |3-5 |
|e. knowledge of ethical and legal guidelines pertaining to the practice of school psychology |4.13 |0.83 |3-5 |
|5. Degree to which the program has prepared you through course work, practica, and/or internship| | | |
|in the following domains as described in School Psychology: A Blueprint for Training and | | | |
|Practice II (NASP, 1997): | | | |
|Data-Based Decision Making and Accountability |4.00 |0.76 |3-5 |
|Consultation and Collaboration |4.25 |0.71 |3-5 |
|Effective Instruction and Development of Cognitive/Academic Skills |3.38 |1.41 |1-5 |
|Socialization and Development of Life Skills |3.63 |1.19 |2-5 |
|Student Diversity in Development and Learning |3.50 |0.93 |2-5 |
|School and Systems Organization, Policy Development, and Climate |3.50 |0.93 |2-5 |
|Prevention, Crisis Intervention, and Mental Health |3.38 |1.41 |1-5 |
|Home/School/Community Collaboration |3.50 |1.20 |1-5 |
|Research and Program Evaluation |3.88 |0.99 |2-5 |
|School Psychology Practice and Development |3.88 |0.99 |2-5 |
|Information Technology |3.00 |1.20 |1-5 |
|6. Overall evaluation in which the program has prepared you as a school psychologist |4.00 |1.07 |2-5 |
|Comments: | | | |
|- “I feel I was very adequately prepared in some areas (research methodology, assessment). | | | |
|However, I was very underprepared in other areas such as knowledge of special education policy | | | |
|and procedure, intervention development, characteristics of students with special needs, etc.” | | | |
|- “Overall, I believe that my academic training provided a good foundation for professional | | | |
|practice.” | | | |
| | |Standard | |
|FEEDBACK ON SCHOOL PSYCHOLOGY PROGRAM[4] |Mean |Deviation |Range |
|7. Rating of Anystate’s specialist program in school psychology based on your current |4.31 |0.88 |2.5-5 |
|perspective and knowledge of Anystate’s and other specialist school psychology programs | | | |
|Comments: | | | |
|- “Overall, I felt that the program was excellent. I feel that I would have benefited from | | | |
|additional counseling practice. Particularly, opportunities for supervised counseling with | | | |
|children.” | | | |
|- “It was not until participating as part of an interview team for a school psychologist that I | | | |
|realized how broad the range of knowledge and skills can be, as a function of which program an | | | |
|individual attends. I feel very fortunate to have completed my school psychology education with | | | |
|such a comprehensive, well balanced graduate program.” | | | |
|- “The faculty is wonderful and takes time to get to know students – they genuinely care about | | | |
|the success of the students in the program. Coursework in special education and academic | | | |
|intervention is missing from the program. As a practitioner, I would say these issues account | | | |
|for at least 75% of my day-to-day work, and I do did not feel prepared in these areas upon | | | |
|leaving the program.” | | | |
|- “I would encourage providing more structured preparation for completing the research | | | |
|requirements for the Specialist Program. For example, beginning the research advising | | | |
|relationship during the 2nd semester might help the student identify a topic and complete the | | | |
|project by the expected exit date. There should be specific expectations and milestones | | | |
|established.” | | | |
APPENDIX G
Internship Supervisors’ Final Evaluations (1997 – 2001)
(Corresponds to Evaluation Form Used During the 1997 – 2001 Period)
|Performance Area |Mean |Std. Dev. |Range[5] |
|Evaluation –Assessment | | | |
|Intellectual |4.83 |.26 |4.50 – 5.00 |
|Socio-Emotional |4.61 |.49 |4.00 – 5.00 |
|Interviewing Skills |4.58 |.38 |4.00 – 5.00 |
|Behavioral Assessment |4.70 |.40 |4.00 – 5.00 |
|Environmental Assessment |4.70 |.40 |4.00 – 5.00 |
|Ability to Integrate Data |4.54 |.51 |4.00 – 5.00 |
|Intervention | | | |
|Practicality |4.67 |.41 |4.00 – 5.00 |
|Relevance to Context |4.67 |.41 |4.00 – 5.00 |
|Appropriateness to Problems |4.75 |.27 |4.50 – 5.00 |
|Specificity of Recommendations |4.62 |.44 |4.00 – 5.00 |
|Provision for Follow-up |4.75 |.27 |4.50 – 5.00 |
|Implementation |4.78 |.25 |4.50 – 5.00 |
|Actual Follow-up |4.79 |.24 |4.50 – 5.00 |
|Communication and Collaboration | | | |
|Teacher Conferencing |4.56 |.39 |4.00 – 5.00 |
|Parent Conferencing |4.25 |.42 |4.00 – 5.00 |
|Administrative Conferencing |4.33 |.60 |3.50 – 5.00 |
|Case Staffing |4.42 |.49 |4.00 – 5.00 |
|Reporting (written) |4.54 |.40 |4.00 – 5.00 |
|Accessing culturally relevant community |4.88 |.25 |4.50 – 5.00 |
|resources | | | |
|Appropriate Use of Supervision |4.71 |.33 |4.25 – 5.00 |
|Consultation | | | |
|Problem/Need Identification |4.78 |.25 |4.50 – 5.00 |
|Plan Formulation |4.70 |.40 |4.00 – 5.00 |
|Plan Implementation |4.83 |.26 |4.50 – 5.00 |
|Follow-up and Evaluation |4.83 |.26 |4.50 – 5.00 |
|In-service Training | | | |
|Planning |5.00 |.00 |5.00 – 5.00 |
|Implementation |5.00 |.00 |5.00 – 5.00 |
|Follow-up and Evaluation |5.00 |.00 |5.00 – 5.00 |
|Research/Program Evaluation | | | |
|Planning |5.00 |.00 |5.00 – 5.00 |
|Implementation |5.00 |.00 |5.00 – 5.00 |
|Follow-up Communication |5.00 |.00 |5.00 – 5.00 |
|Provision For Participants’ Rights And |5.00 |.00 |5.00 – 5.00 |
|Confidentiality | | | |
Internship Supervisors’ Final Evaluations (1997 – 2001), con’t
|Performance Area |Mean |Std. Dev. |Range |
|Interpersonal Style | | | |
|A. Rapport with: | | | |
| Students |4.92 |.20 |4.50 – 5.00 |
| Teachers |4.75 |.28 |4.50 – 5.00 |
| Staff |4.75 |.27 |4.50 – 5.00 |
| Administration |4.75 |.28 |4.50 – 5.00 |
|B. Professional Deportment | | | |
| Appreciates School/Agency Norms |4.83 |.41 |4.00 – 5.00 |
| Has Positive Impact on Public Image |5.00 |.00 |5.00 – 5.00 |
|of agency | | | |
|C. General Performance Characteristics | | | |
| Enthusiasm and Interest |5.00 |.00 |5.00 – 5.00 |
| Dependability |5.00 |.00 |5.00 – 5.00 |
| Promptness |4.75 |.42 |4.00 – 5.00 |
| Productivity |4.92 |.20 |4.50 – 5.00 |
| Creativity |4.67 |.41 |4.00 – 5.00 |
| Awareness of Self |4.83 |.26 |4.50 – 5.00 |
|Cross-Cultural | | | |
|Aware of Own Cultural Heritage |4.92 |.20 |4.50 – 5.00 |
|Knowledgeable About Client's Culture, Values, World |4.33 |.60 |3.50 – 5.00 |
|Views And Social Norms | | | |
|Works to Eliminate Bias, Prejudice, Racism and Sexism|4.75 |.42 |4.00 – 5.00 |
|Employs Nonformal Support System When Needed |4.42 |.49 |4.00 – 5.00 |
|Understands How Race, Ethnicity, And Culture May |4.33 |.52 |3.50 – 5.00 |
|Affect Vocational Choices, Psychological | | | |
|Disturbances, and Appropriateness of Intervention | | | |
|Approaches | | | |
|Overall Rating of Trainee |4.54 |.40 |4.00 – 5.00 |
Intern Evaluation Form Presently in Use (2001/02)
School Psychology Intern Evaluation
Directions
Internship Supervisor:
Your performance ratings of the intern are very important to us. In addition to providing performance-based evaluation of this particular intern, feedback from internship supervisors helps us to evaluate and improve our Program. Thank you, in advance, for your cooperation on this important task.
The ratings of the intern should be based on your actual observation and/or reports received from staff, parents, students, etc. , regarding the intern’s performance. Circle the number of the scale that best describes the intern's competence as given in the description below. Rate each category independently. A description of scale points is provided below.
1. Minimal Competence – competence below the level expected of an intern, or minimal or no competence noted; individual can only function as an assistant to the supervising psychologist in regard to this area.
2. Adequate Competence at the Beginning Internship Level – competence developed to the level that allows for adequate functioning without direct supervision (e.g., without being directly observed or without engaging in co-led activities); competence that would be expected of a beginning pre-service intern; requires, on-going supervision.
3. Emerging Professional Competence – competence beyond that expected for a beginning pre-service intern, but not yet at the initial professional level; requires on-going supervision.
4. Initial Professional Competence - competence at the level expected of a beginning, certified school psychologist; requires only occasional supervision.
5. Professional Competence – well-developed competence that reflects capability for independent functioning with little or no supervision required.
• No Data -insufficient data to make rating at this time.
University of Anystate School Psychology Program
Performance-Based Intern Evaluation (In Current Use, 2002)
Intern: _____________________________ Date: _______________
Supervisor:_________________________ School/Agency: _________________________
Key: 1 – Minimal; 2 – Adequate for Beginning Intern; 3- Emerging Professional; 4 – Initial Professional; 5 - Professional
|Performance Area |Performance Rating |Comments |
|Evaluation –Assessment | | |
|Cognitive | 1 2 3 4 5 No Data | |
|Personality/SocialEmotional | 1 2 3 4 5 No Data | |
|Interviewing Skills | 1 2 3 4 5 No Data | |
|Behavioral Assessment | 1 2 3 4 5 No Data | |
|Ability to Integrate Data | 1 2 3 4 5 No Data | |
|Interventions - General | | |
|Practicality | 1 2 3 4 5 No Data | |
|Relevance to Context | 1 2 3 4 5 No Data | |
|Appropriateness to Problems | 1 2 3 4 5 No Data | |
|Specificity of Recommendations | 1 2 3 4 5 No Data | |
|Provision for Follow-up | 1 2 3 4 5 No Data | |
|Implementation | 1 2 3 4 5 No Data | |
|Actual follow-up | 1 2 3 4 5 No Data | |
|Interventions – Consultation | | |
|Entry and Contracting | 1 2 3 4 5 No Data | |
|Problem Identification/Definition | 1 2 3 4 5 No Data | |
|Problem Analysis | 1 2 3 4 5 No Data | |
|Plan Formulation | 1 2 3 4 5 No Data | |
|Plan Implementation | 1 2 3 4 5 No Data | |
|Follow-up and Evaluation | 1 2 3 4 5 No Data | |
|Organizational Consultation | 1 2 3 4 5 No | |
Key: 1 – Minimal; 2 – Adequate for Beginning Intern; 3- Emerging Professional; 4 – Initial Professional; 5 - Professional
|Performance Area |Performance Rating |Comments |
|Interventions – Counseling | | |
|Basic Counseling Skills | 1 2 3 4 5 No Data | |
|Formulation of Goals | 1 2 3 4 5 No Data | |
|Individual Counseling | 1 2 3 4 5 No Data | |
|Group Counseling | 1 2 3 4 5 No Data | |
|Communication and Collaboration | | |
|Interpersonal Communication | 1 2 3 4 5 No Data | |
|Oral Communication | 1 2 3 4 5 No Data | |
|Written Communication (incl. report-writing) | 1 2 3 4 5 No Data | |
|Parent conferencing | 1 2 3 4 5 No Data | |
|In-service Training | | |
|Planning | 1 2 3 4 5 No Data | |
|Implementation | 1 2 3 4 5 No Data | |
|Follow-up and evaluation | 1 2 3 4 5 No Data | |
|Research/Program Evaluation | | |
|Planning | 1 2 3 4 5 No Data | |
|Implementation | 1 2 3 4 5 No Data | |
|Follow-up communication | 1 2 3 4 5 No Data | |
|Provision for participants’ rights and confidentiality | 1 2 3 4 5 No Data | |
|Multicultural/Diversity | | |
|Knowledgeable about client's culture, values, world views | 1 2 3 4 5 No Data | |
|and social norms | | |
|Understands how race, ethnicity, and culture may affect | 1 2 3 4 5 No Data | |
|client behavior and attitudes | | |
|Uses culturally appropriate assessment and intervention | 1 2 3 4 5 No Data | |
|methods | | |
|Is aware of how own culture affects her/his work and how it | 1 2 3 4 5 No Data | |
|impacts on others | | |
Key: 1 – Minimal; 2 – Adequate for Beginning Intern; 3- Emerging Professional; 4 – Initial Professional; 5 - Professional
|Performance Area |Performance Rating |Comments |
|Works to increase the multicultural/ diversity sensitivity | 1 2 3 4 5 No Data | |
|of the school/agency | | |
|Professional Conduct | 1 2 3 4 5 No Data | |
|Maintains Effective Relationships with: | | |
|Students | 1 2 3 4 5 No Data | |
|Teachers | 1 2 3 4 5 No Data | |
|Administration | 1 2 3 4 5 No Data | |
|Psychological Services Staff | 1 2 3 4 5 No Data | |
|Professional Citizenship | | |
|Appreciates school/agency norms | 1 2 3 4 5 No Data | |
|Has positive impact on public image of agency | 1 2 3 4 5 No Data | |
|Adheres to applicable ethics codes and legal mandates | 1 2 3 4 5 No Data | |
|General Performance Characteristics | | |
|Enthusiasm and Interest | 1 2 3 4 5 No Data | |
|Dependability | 1 2 3 4 5 No Data | |
|Promptness | 1 2 3 4 5 No Data | |
|Productivity | 1 2 3 4 5 No Data | |
|Creativity | 1 2 3 4 5 No Data | |
|Supervision | | |
|Prepares for supervision | 1 2 3 4 5 No Data | |
|Exhibits appropriate levels of independence | 1 2 3 4 5 No Data | |
|Uses supervision productively | 1 2 3 4 5 No Data | |
|Overall Rating of Intern | 1 2 3 4 5 | |
|General Comments: | | |
APPENDIX H
Summary of Attained Grades in Required Courses[6]
Specialist Graduates 1997 - 2002
| |Course Grades[7] |
| | | | |C’s or |
|Course No. and Description |A’s |B’s |S’s[8] |Below[9] |
|EDPS 616 Counseling: Theory and Practice |7 |2 | | |
|EDPS 617 Group Counseling |9 | | | |
|EDPS 618 Counseling Lab I |4 | |4 | |
|EDPS 618 Counseling Lab II |5 | |3 | |
|EDPS 630 School-Based Behavioral Interventions |6 |3 | | |
|EDPS 631 Serving Culturally and Ling. Diverse Learners |6 |1 | | |
|EDPS 632 Cognitive Assessment |7 |2 | | |
|EDPS 633 Diagnostic Appraisal of Children I |8 |1 | | |
|EDPS 634 Diagnostic Appraisal of Children II |8 |1 | | |
|EDPS 635 School Consultation I |5 |4 | | |
|EDPS 636 School Consultation II |6 |3 | | |
|EDPS 738 Practicum in Assessment I |6 |3 | | |
|EDPS 738 Practicum in Assessment II |5 |4 | | |
|EDPS 789P Introduction to the field |8 |1 | | |
|EDPS 789P Research Seminar |8 |1 | | |
|EDPS 789P Ethics and Legal Issues |9 | | | |
|EDHD 721 Cog. Development and Lrng.: An Introduction |7 | | | |
|EDHD 775 Psychophysiological Processes in Human Dev. I |5 | | | |
| EDHD 601 Biological Bases of Behavior |4 | | | |
|EDMS 645 Quantitative Research Methods I |3 |1 | | |
|EDMS 646 Quantitative Research Methods II |5 |3 | |1 |
|EDSP (No. varies) Graduate Course in Special Education |9 | | | |
|PSYC 611 Advanced Developmental Psychology |5 |2 | | |
APPENDIX J
SCHOOL PSYCHOLOGY INTERNSHIP AGREEMENT
Agreement Between Taylor County Public Schools and the University of Anystate School Psychology Program for the Provision of a Specialist Internship
in School Psychology for A.K.
This agreement is between the Taylor County (MD) Public Schools ("the Internship Site"), the School Psychology Program at the University of Anystate, ("the Program"), and Ms. A.K. ("the Intern"). It is understood that the participating parties will cooperate in the conduct of professional activities relating to the internship as described below.
This Agreement will be in effect from August 12, 2002 through June 24, 2003; the
Intern will work at the Internship Site on the same work hours as do the Internship Site's regular 10-month employees. Total number of hours at the Internship Site will be at least 1200.
General Agreements
A. The Program agrees:
1. To recommend for placement at this Internship Site only those prospective interns who have satisfactorily completed all of the pre-internship coursework and practicum requirements as specified by the Program's curriculum.
2. To appoint an Internship Coordinator who shall serve as the primary liaison between the Program and the Internship Site.
3. To meet with the Internship Site's designee(s) prior to the beginning of the Internship in order to secure agreement on the Intern's experiences, expectations, supervision, and other such matters. In the case of internships occurring outside of the greater metropolitan area, this provision may be met by phone contact with the agreement of all parties.
4. To visit the Internship Site at least twice during the course of the Internship to consult with the Internship Site's designee(s) regarding the Intern's activities and progress, and to meet with the Intern and others as appropriate.
5. To actively solicit from both the Internship Site and the Intern their respective written evaluations of progress of the Internship.
6. To be available on reasonable notice for consultation to the Internship Site and/or the Intern regarding any problems or issues that may arise during the Internship.
7. To furnish the Internship Site with information about the Program, as the Internship Site may require.
8. To perform other duties or functions that may be necessary to insure the Internship experience meets the requirements as specified by applicable professional standards and relevant certifying bodies.
9. To provide a regularly scheduled university based internship seminar for Interns.
B. The Internship Site agrees:
1. To provide a School Psychology Internship which emphasizes the training needs of the Intern, and which includes such experiences as are necessary to gain initial competence as a School Psychologist.
2. To negotiate with the Program and the Intern a specific set of experiences which will be included in the Internship, and to monitor the Intern's activities to insure that the agreed-upon experiences are occurring.
3. To assure that all aspects of the Intern's work are conducted within the prevailing standards of practice.
4. To designate a supervisor(s) who is primarily responsible for coordinating the experience of the Intern. Additional involvement by the Intern with other psychological staff is expected and encouraged. Collaborative work with representatives from other disciplines is desirable.
5. To provide a minimum of two hours a week of regularly scheduled, face-to-face individual supervision with the supervising psychologist(s).
6. To keep the University informed regarding the Intern's progress, including at least two written evaluations, and to immediately notify the Program if problems arise or are anticipated.
7. To participate in two site visits over the internship year.
8. To designate the trainee status of the Intern by the title "school psychology intern."
9. To assure that reports by the Intern are cosigned by the psychologist responsible for the Intern.
10. To provide the Intern with training opportunities to assist in increasing awareness, sensitivity, knowledge, and practice about issues impacting the psychological development and social development of racial, ethnic, linguistic, and/or economic minorities.
C. The Intern agrees:
1. To provide the Internship Site with any material that it may request regarding the prospective Intern's progress in the Program, previous work, or other relevant credentials.
2. To negotiate a specific set of expectancies for the Internship, as described in B.2 above.
3. To perform all internship functions and duties within the ethical guidelines and professional standards applicable to professional school psychologists, as delineated by NASP and APA.
4. To abide by all regulations and guidelines that apply to professional school psychologists working at the Internship Site.
5. To engage in the supervision process in a manner that maximizes the Intern's learning, and to affirmatively seek out additional supervision from the Internship Site when needed.
6. To authorize the Program and the Internship Site to exchange any and all information regarding the Intern which the Program and/or Internship Site shall deem necessary to conduct the Internship.
7. To provide at least two written evaluations of the internship experience to the Program.
8. To affirmatively inform the Program if problems arise or are anticipated, and to do so at the earliest possible time.
9. To maintain a monthly internship log detailing the Intern's activities, signed by the primary supervisor, and filed with the Program's internship coordinator on a monthly basis.
10. To participate in a two hour biweekly university based internship seminar and successfully complete all assignments related to the seminar.
Additional Elements Specific to this Agreement
1. Supervision will be shared in more or less equal amounts between Dr. D and Ms. R.
2. The Intern’s regular placements will include at least one elementary school and one high school. In addition, the Intern will have some ad hoc involvement with a middle school and early childhood population.
3. The Intern will co-lead a STORIES intervention program with Ms. R.
4. The Intern will have some involvement with a SIT Team, e.g., working with an educational diagnostician, to include follow-up of SIT case(s).
5. The Internship will include some individual counseling with children and/or adolescents.
6. The internship experiences shall be graded in complexity and with increasing autonomy for the Intern.
7. The Intern will attend the monthly new psychologists’ and interns’ meetings provided by the Internship Site.
8. As a part of the Internship experience, the Intern will attend the Anystate School Psychologists’ Association conferences.
9. The Intern and the Internship Site will cooperate in good faith to allow the Intern to attend one University course per semester, if necessary, while the Intern meets all Internship responsibilities.
University Program Site Representative:
______________________________________ ____________
Signature Date
Internship Site Representative:
_______________________________________ _____________
Signature Date
Intern:
_______________________________________ ____________
Signature Date
APPENDIX L
Portfolio Checklist for School Psychology Interns
Fall 2001
1. Daily Logs: Completed brief daily logs of professional activities, cumulated monthly (examples provided in the seminar). Due: ____ 10/9 (Aug/Sept); ____ 11/6; ____ 12/4. There is no specific mandated form for these logs. You may use ones (or adaptations) used in your school system, or devise one of your own. However, any format must have the following characteristics: (a) information is recorded daily; (b) logs include a breakdown by specific types of activities; (c) number of hours are documented in total, and by category of activity, such that this data can be cumulated monthly and, ultimately, across the internship experience; (d) each report is cumulated monthly (August and Sept. may be combined); and (e) the monthly logs MUST be signed by your primary supervisor. These logs will be archived by the Program for one year after the end of your internship. The end-of-internship summary will be permanently archived. You should plan to save your copy of your logs indefinitely.
2. Internship Goals: Due: 10/9 _____; Define 2 - 3 major goals for your internship experience (not necessarily limited to the first semester alone). For each goal, write an action plan by which you will accomplish this goal. The action plan may, or may not, include the specification of subgoals or objectives, as appropriate. However, the action plan must be specific, must include some form of accountability (i.e., must include some way(s) to measure progress that is verifiable by someone other than yourself), and must include a projected timeline that will end by the end of your internship, or earlier. You must also include some benchmark that will indicate progress toward your goal as of the end of the present semester.
3. Sample Consultation/Intervention Reports. Due 10/23____; 12/4 ____ . Submit two brief sample reports of consultation or intervention cases. These may be either an actual write-up that you did for the school, if applicable, OR a write-up for this seminar. These summaries should not exceed 3 pages (unless an actual report prepared for the school was longer). You MUST exclude the client’s or consultee’s identifying information.
4. Sample Psychological Assessment Reports. Due 10/23____; 12/4 ____ . Submit two sample psychological assessment reports. These should be copies of the actual reports submitted to your school, with identifying information removed.
5. Outcome Based Evaluation of Service. Due 12/11 ____; Submit a write-up of a specific piece(s) of your work (assessment, indirect or direct interventions) in which you can, and do, document measurable change in the student(s) who are the ultimate goal of your work (i.e. “the client”). Both the process of outcome-based assessment (i.e., how you will measure your outcome) and the actual results must be documented. This(ese) case(s) may, or may not, be the same as the sample cases in Assignments 3 and 4.
Portfolio Checklist for School Psychology Interns - Spring 2002
1. Daily Logs: Completed brief daily logs of professional activities, cumulated monthly (examples provided in the seminar).
Due: ___ 1/29 ___ 2/12; ___ 3/5; ___ 4/2; ___ 5/14; ____ end-of-internship with cumulative summary.
Formats as per Fall Semester These logs will be archived by the Program for one year after the end of your internship. The end-of-internship summary will be permanently archived. You should plan to save your copy of your logs indefinitely.
2. Job Search Strategy: In order to help you move quickly on post-internship job-searching, you will need to do a few things. These are for your own benefit, not to be included in your Portfolio, per se:
• Identify for yourself and list, in prioritized order: (1) your professional/occupational goals for the first 5 years of your post-internship employment, and (2) for your first 10 years of post-internship employment. Be honest with yourself and with me; there will be no evaluation of your goals. So, if your first priority is community location, say so. If it’s salary range, say so. If it’s type of work being done, or a specific population, say so, etc.
• Analyze your present internship site in reference to your identified short-term and intermediate-term goals (this will be confidential; your analysis will not be shared with anyone else, unless you so choose).
• Here’s the tough one. Identify at least one other potential employment site that you think is congruent with your goals. Contact someone (or more than one, if necessary) knowledgeable at that site, such that you can obtain enough information to evaluate that site in regard to your objectives.
• Write letters of application to both your present site and to your alternative site(s), including a resume’ that would be appropriate for that application. I will review both of these articles and give you written feedback.
3. Analysis of Multicultural Issue or Factor in Internship Setting: Identify what you see as being an important multicultural issue(s) in your internship setting, or multicultural factor(s) that impact your work in this setting. “Culture”, as used here, could mean race/ethnicity, but could also refer to gender, religion, sexual orientation, socioeconomic status, or other relevant variable(s). “Issue” does not necessarily mean something that is a major, unresolved problem; it could be an issue that is being constructively handled. In your write-up (which should be no more than 4 pages) include: (a) a succinct description of the issue or factor that will enable an informed reader to understand the issue; (b) an analysis of the issue, including applicable reference (full citations NOT needed) to the professional literature on multicultural diversity; and (c) what the school psychologist’s role is, or should be, in regard to optimizing the school’s functioning or the delivery of client-focused services in reference to this issue.
4. Sample Psychological Assessment Reports. ___ 3/5, ___ 4/2. Submit a sample psychological assessment report. This should be a copy of the actual report submitted to your school, with identifying information removed.
5. Sample Consultation/Intervention Report. ___ 3/19; ___ Due 4/30____. Submit a brief sample report of a consultation or intervention case. This may be either an actual write-up that you did for the school, if applicable, OR a write-up for this seminar. This summary should not exceed 3 pages (unless an actual report prepared for the school was longer). You MUST exclude the client’s or consultee’s identifying information.
APPENDIX R
University of Anystate
School Psychology Program
Annual Student Review - 2001/02
Return by Friday, August 25, 2002
Please type all responses or reproduce on a word processor. This document may be downloaded as an MS Word document at: education.asd.edu/EDPS/programs/schoolpsychology/current.html
Student's Name: _____________________________________ Date: ___________________
Part I: Progress Update
A. Coursework. Please list courses (exclusive of thesis, dissertation, and internship credits) that you plan to take during the 2003/04 academic year. If these are courses within our Department you may simply list them by letter-code and number. If you wish to comment on your performance in any already-completed course that you believe is not accurately indicated by the grade that you received, please do so.
B. Incompletes. List any courses (other than research, apprenticeship or internship credits) in which you have an incomplete (I), the semester in which the course was originally taken, the course instructor's name, reason(s) for the incomplete, plans to complete the coursework requirements, and expected date of completion.
C. Master's Thesis/Research Competency. If you have not completed your master's thesis and/or research competency, where required, please describe your progress to date, work on your thesis/research competency project that you plan to do during 2003/04, who is advising (or will advise) your work, and expected date of completion.
D. Dissertation Research (doctoral students only, third-year standing or above). In the space below, please describe your dissertation progress to date, work on your dissertation that you plan to do during 2003/04, who is advising (or will advise) your work, and expected date of completion.
E. Other research activity. Please describe any other research activity not covered in Sections C and D that you participated in, began or completed during the 2002/03 academic year, or that you anticipate beginning during the 2003/04 year. Include a description of the nature of the project and your involvement in it (e.g., data collection, project coordinator).
F. Comprehensive Exams. If you have not already successfully completed your MA/AGS and/or doctoral comprehensive exams, as applicable, please indicate if you are planning to take them during the 2003/04 year, and if so, in what semester.
G. Specialist Internship (MA/AGS students). If you have accepted a Specialist Internship for the 2003/04 year, please provide the following: location, supervisor, starting/ending dates, approx. anticipated total hours.
H. Predoctoral Internship:(doctoral students only). If you have accepted a Pre-doctoral Internship for the 2003/04 year, please provide the following: location, supervisor, starting/ending dates, approx. anticipated total hours.
I. Professional presentations/publications/notable service. Please list any conference presentations, publications or other notable professional activity (e.g., attended a conference, served on a committee, active membership in a professional organization, etc.) that occurred during 2002/03 (include APA 2003 in next year’s report).
J. Assistantship/fellowships/employment (2002/03). Please list any fellowships, assistantships or other type of employment that you had during 2002/03. Include location, position title (if any), type of duties, and typical number of hours per week.
K. Assistantship/fellowships/employment (2003/04). Please list any fellowships, assistantships or other type of employment that are presently arranged for 03/04. Include location, position title (if any), type of duties, and typical number of hours per week.
L. Professional Activity Information[10] - During 2002/03, were you:
Yes No
___ ___ a member, associate member or student affiliate of APA?
___ ___ a member or student affiliate of APA Division 16?
___ ___ a member or student affiliate of NASP?
___ ___ a member or student affiliate of MSPA?
___ ___ involved in any substantive way in grant-supported research, including as an assistant?
___ ___ involved in undergraduate or master's program teaching, including as an assistant?
___ ___ involved in part-time or full-time delivery of professional services either on- or off-campus (including practica, fieldwork, or professional employment; excluding internship)
Part II: Student Self-Assessment
A. Please summarize in an attached page or so your own assessment of your progress in the School Psychology Program during the 2002/03 year.
B. Please discuss in an attached page or so your own assessment of what you believe are your current strengths and current developmental needs related to becoming a professional school psychologist functioning in the scientist-practitioner model.
APPENDIX S
School Psychology Program
Comprehensive Exam - Portfolio Assessment Component
Assessment Appraisal
• The student will submit an actual assessment report, with client identifying information removed or altered, that was completed on internship or other post-practicum situation, i.e., although the assessment work may have been supervised, the report will not have been written under the direct guidance of a Program faculty member.
• Together with the actual report, the student will submit a separate write-up that conceptualizes the assessment case from a conceptual framework that either itself has been articulated in the literature, or is the students’ own conceptual framework that clearly delineates the components of that framework that are related to ideas articulated in the literature. The write-up must include: (a) a description of the basic elements of the conceptual framework, with references to literature; (b) how the conceptual framework guided the student’s choice of assessment procedures; and (c) interpretation of the specific assessment results from within this conceptual framework (it is anticipated that part (c) will more explicitly tie the interpretations to the conceptual framework than is likely written in the actual assessment report itself).
Intervention Appraisal
• The student will submit a descriptive write-up of an intervention (direct or indirect) with an individual, group, classroom, or school that she actually performed post-practicum, i.e., on internship or other post-practicum setting. Because schools and other agencies frequently do not require formal write-ups of interventions beyond case notes or brief summaries, it is likely that the descriptive write-up will be original with the comprehensive exam. The descriptive write-up must include, at a minimum: (a) statement of the problem to be addressed; (b) goals of the intervention: (c) intervention procedures in detail sufficient to allow the reader to understand clearly what occurred; (d) what procedures were used to monitor intervention effectiveness; and (e) information on the effectiveness of the intervention, or current status if still on-going.
• As the second part of the write-up, the student will describe how she conceptualized the intervention from a conceptual framework that either itself has been articulated in the literature, or is the students’ own conceptual framework that clearly delineates the components of that framework that are related to ideas articulated in the literature. The write-up must include: (a) a description of the basic elements of the conceptual framework, with references to literature; (b) how the conceptual framework guided the student’s choice of intervention procedures; (c) how the intervention goals are consistent with the conceptual framework; and (d) an interpretation of the effectiveness of this intervention from within this conceptual framework
Faculty Evaluation
• The Assessment Appraisal and the Intervention Appraisal each will be reviewed independently by two Program faculty using a rating form that allows for evaluation on several separate dimensions. The faculty reviewers for each piece may or may not be the same. Reviewers will apply an overall “Pass/Not Pass” rating for each appraisal. In the event of disagreement, a third faculty rater will be used. The final evaluation for each appraisal will be the majority rating.
Reader: _________________________
(To be detached prior to sharing results with student)
---------------------------------------------------------------------------------------------
School Psychology Program
AGS Comprehensive Exams
Portfolio Assessment of Worksample
Faculty Evaluation Form
Student No.: ____ Work Product: Intervention Case
| |Rating |
|Dimension |(Circle) |
|Descriptive Write-Up | |
|Statement Of The Problem To Be Addressed | Not |
| |Adequate Adequate |
|Goals Of The Intervention | Not |
| |Adequate Adequate |
|Intervention Procedures In Detail Sufficient To Allow The Reader To Understand Clearly What Occurred | Not |
| |Adequate Adequate |
|What Procedures Were Used To Monitor Intervention Effectiveness | Not |
| |Adequate Adequate |
|Information On The Effectiveness Of The Intervention, Or Current Status If Still On-Going | Not |
| |Adequate Adequate |
|Conceptual Framework | |
|A Description Of The Basic Elements Of The Conceptual Framework, With References To Literature | Not |
| |Adequate Adequate |
|How The Conceptual Framework Guided The Student’s Choice Of Intervention Procedures | Not |
| |Adequate Adequate |
|How The Intervention Goals Are Consistent With The Conceptual Framework | Not |
| |Adequate Adequate |
|An Interpretation Of The Effectiveness Of This Intervention From Within This Conceptual Framework | Not |
| |Adequate Adequate |
|OVERALL RATING |Not Pass Pass |
Comments:
Reader: _________________________
(To be detached prior to sharing results with student)
---------------------------------------------------------------------------------------------
School Psychology Program
AGS Comprehensive Exams
Portfolio Assessment of Worksample
Faculty Evaluation Form
Student No.: ____ Work Product: Assessment Case
| |Rating |
|Dimension |(Circle) |
|Assessment Write-Up | |
|Report and Quality of Assessment | Not |
| |Adequate Adequate |
|Comments on Assessment | |
| | |
| | |
| | |
| | |
|Conceptual Framework | |
|A Description Of The Basic Elements Of The Conceptual Framework, With References To Literature | Not |
| |Adequate Adequate |
|How The Conceptual Framework Guided The Student’s Choice Of Assessment Procedures | Not |
| |Adequate Adequate |
|How The Intervention Goals Are Consistent With The Conceptual Framework | Not |
| |Adequate Adequate |
|An Interpretation Of The Assessment Results From Within This Conceptual Framework | Not |
| |Adequate Adequate |
|Comments on Conceptual Framework | |
| | |
| | |
| | |
| | |
|OVERALL RATING |Not Pass Pass |
PRAXIS School Psychologist Exam
Results of Specialist Graduates: 1997-2002
| | |Standard Deviation | |
|Total Students[11] = 7 |Mean | |Range |
|Overall Total Test Score |775.715 |52.87 |700-830 |
|CORRESPONDING CONTENT CATEGORIES (Total Students = 6) |Percentage of Students[12] |
|Content Categories prior to 2000 (N=3) |Content Categories after 2000 (N=3) |Below Average |Average |Above Average |
|I. Assessment: Purposes, Methods and Applications |I. Diagnosis and Fact Finding | |33.3% |66.7% |
|II. Prevention And Intervention: Consultation, Intervention, Prevention |II. Prevention and Intervention | |33.3% |66.7% |
|III. Evaluation and Research: Methods, Evaluation, Issues and | | |66.7% |33.3% |
|Application[13] | | | | |
|V. Applied Psychological Foundations: Bases of Behavior, Development, |III. Applied Psychological Foundations |16.7% |33.3% |50% |
|Learning | | | | |
|VI. Applied Educational Foundations: Exceptionalities, Instruction, |IV. Applied Educational Foundations | |83.3% |16.7% |
|Schools | | | | |
|IV. Professional Practice: Ethics, Standards, and Legal Foundations |V. Ethical and Legal Considerations | |50% |50% |
-----------------------
[1] PRAXIS results are categorized as “below average” “average” or “above average” based on the raw score ranges corresponding to these three categories as reported on individual PRAXIS reports. The PRAXIS School Psychology Exam defines “average” as the “middle 50%”, i.e. the 25th to 75th percentiles.
[2] Total PRAXIS scores are available for 7 of 9 recent graduates. Although all such graduates were required to obtain the minimum 660 score in order to graduate, the program did not archive these scores until more recently. Requests for copies from two alumni were unsuccessful.
[3] Questions 1-6 used the following response format: 1 = prepared me poorly; 2 = prepared me minimally; 3 = prepared me adequately; 4 = prepared me well; 5 = prepared me very well
[4] Question 7 used the following response format: 1 = poor; 2 = fair; 3 = good; 4 = very good; 5 = excellent
[5] Values include decimals because ratings for each intern are averaged across multiple supervisors.
[6] We recognize that course grades are not, strictly speaking, “performance-based indicators” of attainment. Nonetheless, they serve as one measure of student outcomes and are accordingly included in this report.
[7] Total numbers vary somewhat because of waivers based on previous coursework.
[8] Beginning in 1997 EDPS 618 changed from traditional to S/U grading.
[9] Students earning a grade of C or less in school psychology core courses (EDPS 630 – 636, 789P, 888S) or a grade of U in EDPS 618 (Counseling Lab I or II) are required to repeat that course. If a student earns a grade of C in other courses, the Program Faculty Committee makes an individual decision about the student’s work in the area represented by that course. Course grades of D, F, or U are unsatisfactory by Graduate School policy; all courses with such grades must be repeated.
[10] This information is requested to aid in completing the Program’s annual report to APA. Information is reported anonymously; no identifying information is forwarded to APA.
[11] Although there were nine specialist program graduates during this period, the program did not begin to archive scores until more recently. Accordingly, some data is missing.
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* |hò_!hDl25?6?U[pic] PRAXIS results are categorized as “below average” “average” or “above average” based on the raw score ranges corresponding to these three categories as reported on individual PRAXIS reports. The PRAXIS School Psychology Exam defines “average” as the “middle 50%”, i.e. the 25th to 75th percentiles.
[14] Subsequent tests after 2000 did not have an applicable category. Therefore, for this category, N=3
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