CONSULTANT RECOMMENDATION REPORT. Planning and Review Committee Consultant Recommendation. PRC Consultant(s): Dr. Amy Schlieve, Dr.

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1 CONSULTANT RECOMMENDATION REPORT I. Degree: M.S./Ed.S. School Psychology Date of Review: Planning and Review Committee Consultant Recommendation Program Director: Dr. Christine R. Peterson PRC Consultant(s): Dr. Amy Schlieve, Dr. Loretta Thielman Purpose of the Review: This review was conducted to assess the quality and status of the M.S./Ed.S. program in School Psychology Committee Findings: Recommend continuation of the program through the next program review cycle. Abstract: The M.S./Ed.S. in School Psychology program focuses on the interaction of content knowledge, process skills and the practical application of these skills to the practice of school psychology. The program is approved by the North Central Association and the National Association of School Psychologists (NASP) and the curriculum consists of four areas of study: 1. Content Knowledge; 2. Professional Core Courses; 3. Experiential Learning; 4. Supervised Practica. School Psychology graduates have experienced a 100% attainment of internship placement for the past ten years. U.S. News and World Report has ranked school psychologist as one of the 50 best careers in II. Process Followed for Current Review: The PRC Chair met with the dean, program director and chair of the primary department to discuss the review process. The PRC consultants also met with the program director to review the procedures and offer assistance. Under the guidelines developed by the PRC, information regarding the program was gathered from the placement office, institutional research, program director, key instructors, program committee, students and one-year and three-year graduates. The consultants based their findings on the above and the self-study authored by the program director. The program director presented a summary of her report to the committee and had an opportunity to express concerns. The Interim Dean from the College of Education, Health and Human Sciences and Director of School of Education were in attendance and available to answer questions. III. Previous Review Year Previous Recommendations for Program Director: From 2006 Consultant Report: 1

2 1.Program students are not getting adequate exposure of ethnic diversity in their course of study. Most students and instructors are themselves not members of a diverse ethnic or racial group; in addition, practicum sites are typically not ideal for gaining experiences with diverse ethnic groups. 2.There is some course overlap between two courses in the program: SPED-630 Inclusion of Students with Exceptional Needs and SPSY-778 Psychoeducational Disability. 3.Program students expressed some concern that two required graduate psychology courses, PSYC-730 Advanced Psychology of Learning, and PSYC-850, were in part, duplicating course material that many students covered in undergraduate courses. 4.The primary issue of concern for UW-Stout s M.S.Ed. and Ed.S. programs in School Psychology are the continuing accreditation by the National Association of School Psychologists (NASP). The next accreditation review will occur in Fall, 2006 and NASP has already indicated that institutions that don t have a 1:10 teacher-student ratio and at least three Ph.D. faculty members who are teaching a nine-hour credit load may lose their accreditation. If Stout were to lose this accreditation, we would have great difficulty attracting students and placing graduates. Response from Program Director: 1.Update: Content related to serving students from diverse and underserved populations has been infused across our program curriculum. Additionally, coursework related specifically to multi-cultural issues is a required program component, as is a related cross-cultural field experience. Finally, we strongly encourage, and work with our students to secure, study abroad experiences that will allow them to further expand their awareness of diversity issues. 2.Update: This content overlap was eliminated at the time of our most recent program revision, which deleted SPED-630 from the program plan. 3.Update: Both of these courses have been revised for content, and attempts made to enhance both the rigor and expectations from these two courses, as well as to further distinguish them from one another. While many of our students coming from a psychology background do have similar courses in their undergraduate history, fewer comments have noted regarding this issue. 4.Update: UW-Stout School Psychology program remains NASP approved, with a full review due in the Fall of It will be an imperative, to complete a successful faculty search this year, in order to present a fully staffed faculty, following NASP mandates for course coverage, student ratios, and faculty profiles. 2

3 Previous Recommendations for Department Chair: There currently are ongoing recruitments for filling two Ph.D. tenure track vacancies with primary responsibility for instruction and advisement for the School Psychology program. These recruitments are vital to the future viability of the program, and the coordinating chair of the School of Education should receive support from administration in this effort to actively pursue a successful search. Response from Department Chair: Response: I fully recognize and support the need to hire two additional doctorate level tenure track School Psychology faculty members and am working closely with the program director, Search Committee, and dean to facilitate those hires. The dean and I are in full agreement of the need for these positions and are directing resources toward filling those positions. Previous Recommendations for Dean: The dean, in consultation with the coordinating chair and upper administration, should develop policies that would reduce the faculty load for school psychology faculty to nine credits and to reduce the teacher-student ratio to 1:10 in line with the accrediting body guidelines. Finally, the dean should work with the coordinating chair for the above mentioned recruitments, especially in light of the accreditation s policy of having all graduate courses taught by faculty with a Ph.D. degree. Response from Dean: Response: There are currently recruitment efforts underway to hire two faculty for the School Psychology program. The plan for next year is to have 9-credit teaching loads for the three major School Psychology faculty members. The teacher-student ratio will also be in line with accrediting body guidelines. IV. Current Year Program Review: Program Strengths-Indicate Source: % Internship/Employment rate for program repeaters (PD report, key faculty, student and advisory board surveys. 2. Enrollment fairly stable despite downward trends nationally (PD report, key faculty, student and advisory board surveys). 3. Applied focus (PD report, key faculty, student and advisory board surveys). 3

4 4. Clinical Services Center (also known as CSC) (PD report, key faculty, student and advisory board surveys). 5. Strong connections with School Counseling program at UW-Stout (PD report, key faculty, student and advisory board surveys). 6. Positive support and resources from School of Education and CEHHS (PD report). Issues of Concern-Indicate Source 1. Need for more stable faculty (PD report, key faculty, student and advisory board surveys). 2. The hiring of new faculty member is crucial for continued accreditation by the National Association of School Psychologists (PD report and advisory board surveys). 3. Need to investigate a possible revision of research requirements (PD report). 4. One assigned space for Graduate Assistants and Resource library. Recommendations for the Program Director: 1. Work with key faculty to review and possibly revise program research requirements to ensure timely completion of Ed.S. 2. Work with department chair to hire needed faculty to ensure renewal of NASP accreditation. 3. Ensure during facility changes the integrity of process and handling of assessment materials is maintained. Recommendations for the Director and Chair of School of Education: 1. Work with program director to hire needed faculty to ensure renewal of NASP accreditation. 2. Due to the imminent relocation of school psychology faculty, Graduate Assistants and Resource Library, it is imperative to the function of the program (and two others) to locate Graduate Assistants in the same workplace as the Resource Library. Planning should consider the importance of the relationship between all of these elements, as this is critical to the success of the program. It is also noteworthy that the Graduate Assistants are trained in the specifics of each assessment tool and not only assist students but often provide needed instruction to School Psychology, School Counseling and undergraduate special education students. 4

5 Recommendations for the Dean of the CEHHS 1. Work with program director to hire needed faculty to ensure renewal of NASP accreditation. 2. Due to the imminent relocation of school psychology faculty, Graduate Assistants and Resource Library, it is imperative to the function of the program (and two others) to locate Graduate Assistants in the same workplace as the Resource Library. Planning should consider the importance of the relationship between all of these elements, as this is critical to the success of the program. It is also noteworthy that the Graduate Assistants are trained in the specifics of each assessment tool and not only assist students but often provide needed instruction to School Psychology, School Counseling and undergraduate special education students. 5

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