Graduate Program Prioritization Summary MA and Specialist in School Psychology

Transcription

1 Graduate Program Prioritization Summary MA and Specialist in School Psychology ALIGNMENT WITH UNIVERSITY MISSION: o Our program supports the University s mission to address the needs of individuals and society. It is estimated that Appalachian State s school psychology graduate program supplies at least 15% of School Psychologists employed by the NCDPI. Results of a recent survey of the membership of the NC School Psychology Association suggest that more school psychologists employed in NC were trained by our program than by any other NC graduate program. o Our program supports the University s mission to offer graduate students distinctive, relevant programs. The program is distinctive for its emphasis on applied training that gets our students involved in local schools within the first week of their enrollment. In recent years, our students have assisted personnel in a local elementary school as they transition to a new model for identifying and addressing the needs of students at risk for academic failure. Such handson, field-based experience continues throughout our students training. Our program also emphasizes attainment of competence for working with diverse populations. Our program also is distinctive for the strength of its faculty, its requirement that even non-thesis students complete a research project, its high participation in state and national professional conferences, and its strong training of students in crisis preparation, response, and recovery. o Our program supports the University s mission to maintain a faculty whose members serve as excellent teachers and scholarly mentors and who produce high levels of scholarship. Members of the program faculty have been honored for their mentoring, scholarship, and professional service. All members of the faculty have established active programs of research that provide training and mentoring opportunities not only for our graduate students but also for undergraduate students. Their work has addressed a broad array of educational and societal needs. o Our program supports the University s mission to ensure efficient and effective resource utilization. All of our program faculty members teach required courses at both the graduate and undergraduate level. Most training resources needed for this program (e.g., test kits, training DVDs, etc.) also are needed by the Clinical Health program. Furthermore, because all members of our faculty teach an undergraduate course (PSY 3010 Psychology Applied to Teaching) that is a required component of the professional core for the Reich College of Education, we all contribute to the missions of two colleges on our campus. Furthermore, our faculty members require no special equipment to conduct their programs of research. DEMAND: o The number of degrees awarded by our program is comparable to the number awarded by the other two Specialist programs in NC. Our program historically has aimed for an enrollment of 8 10 students per year, which is ideal for our training purposes, because it allows us to provide the close supervision and competency-based training of professional skills. Enrollment at that level also minimizes the number of second-year students who must be placed off the mountain for one or both of their practicum experiences, each of which requires one or two days per week in a public school, under the supervision of the school psychologist. Current enrollment levels also allow us to maintain a library of training resources (e.g., test kits and forms, training DVDs, etc.) that is both adequate and relatively affordable. o Data from the previously cited survey of NCSPA members indicate that 35% of the school psychologists currently employed in NC expect to leave employment within 5 years and one-half will do so within 9 years. Given that Appalachian State s graduate program appears to produce more of North Carolina s school psychologists than any other NC program, these statistics provide clear and compelling evidence that there is a demand for this program. QUALITY: o Since 1991, our program has been identified as a NASP-Approved and NCATE-Recognized Program. The program also has consistently been accredited by the NC Department of Public Instruction (NCDPI). The NASP-approval process is rigorous and demands meticulous and extensive documentation of program quality. Furthermore, there is high demand for our interns and our graduates by school districts in NC and surrounding states. o 100% of our students attain the requisite score on the PRAXIS-II in School Psychology for DPI licensure, and most attain the higher score required for attaining the Nationally Certified School Psychologist credential. Less formal indices of quality come from our field-based internship supervisors, who routinely report that our students are among the best prepared interns they have ever supervised, and they rarely report any observed gaps in our interns training. o The program is competency-based, which means that students cannot progress from one core professional course to later core courses and field experiences unless they demonstrate the requisite foundational competencies. Any student who falls short of expectations for key professional competencies must engage in remediation, with faculty guidance 1

2 and feedback, until competency is attained. The program also has an elaborate system, aligned with the training standards, for measuring student learning outcomes and tracking student progress. o For those students who have remained enrolled and who have met our expectations, all have finished in 3 years, the number required for completion of the Specialist degree. o For more than 30 years, every student has successfully obtained a third-year internship placement, and every graduate has found employment as a school psychologist, typically in NC, or has gained admission to a doctoral program. School districts in NC and surrounding states know our interns and our graduates to be well trained and highly competent and are eager to employ them. School districts in NC and surrounding states know our interns and our graduates to be well trained and highly competent and are eager to employ them. FACULTY: o Our five program faculty members are outstanding mentors and scholars. Each one is trained specifically as a school psychologist, and all contribute to teaching and supervising our students. The training of our students is enriched significantly by their extensive school psychology training and their commitment to excellence in teaching and scholarship). o All members of the program faculty are active scholars who conduct important research and contribute regularly to the professional literature in school psychology and related sub-disciplines in psychology and education, and they are actively involved in state and national professional organizations. o All faculty members teach an undergraduate course (PSY 3010 Psychology Applied to Teaching) that is a required component of the professional core for the RCOE; thus, we contribute to the missions of two colleges on our campus. SPACE/EQUIPMENT: o Current available space is adequate for the program, and equipment (i.e., test kits, forms, etc.) needs are generally met. Increased enrollment would increase equipment expenses and severely tax our second-year practicum placement options. DISTINCTIVENESS: o The program is distinctive for a number of reasons, including the quality of its faculty and its emphasis on applied training that gets our students actively involved in schools within the first week of their enrollment, as noted above. Currently, our students are involved in universal screening, intervention delivery, and progress monitoring, as part of a local school s implementation of the NC DPI s model for Response to Intervention/Responsiveness to Instruction, and they engage in substantial course work related to that and similar multi-tiered systems of support. o Additional field-based experience continues throughout our students training, leading third-year internship supervisors to judge our interns consistently to be exceedingly well prepared and independent. o Our program also emphasizes attainment of competence for working with diverse populations; all students are required to complete diversity-related course work and activities during every semester of their enrollment. o We also provide students with formal, NASP-designed training in crisis preparation, response, and recovery; to our knowledge, no other program in NC does so. o Requiring that all students, even those on the non-thesis track, complete a research project also sets our graduates apart; unlike other programs with a non-thesis option, our program requires each non-thesis student to complete an applied project that addresses an important research question at his or her internship site. o Furthermore, no other UNC-system program emphasizes active participation in professional organizations to the degree that Appalachian State s program does. Unlike any other NC program, ours sets the expectation that all students and faculty members will attend the NCSPA conference each year; in fact, interns are required to attend, even if they working in out-of-state placements. High faculty and student attendance and presentation at the annual NASP convention also is a distinctive feature of our program. SUMMARY: o Ours is a rigorous program with an outstanding faculty and a strong reputation. The program supports the University s mission in multiple ways and contributes not only to the College of Arts & Sciences but also to the RCOE. o It is one of Appalachian s few nationally accredited programs (NASP-Approved and NCATE-Recognized since 1991), and it also is accredited by the NC Department of Public Instruction. o Enrollment and graduation rates for this program are comparable to those of other Specialist-level School Psychology programs in NC, and state and national statistics suggest that the demand for graduates of our program will remain robust into the foreseeable future. o Perhaps the most compelling evidence of our program s quality and value is our 100% placement rate for 3 rd -year interns and our 100% employment rate for graduates, virtually since the program was established. Few programs in any discipline, at any university can boast of such consistent success. 2

3 GraduateProgramProductivityReview MAinSchoolPsychology AppalachianStateUniversity Section1.CentralitytoUniversity'sMission Howimportanttothemissionoftheinstitutionisthisprogram? AppalachianState sschoolpsychologygraduateprogramwasestablishedin1979asajointventureofthecollegeof Education,theDepartmentofHumanDevelopmentandPsychologicalCounseling,andtheDepartmentof Psychology.WhentheNCDepartmentofPublicInstructionchangedtheentry levellicensurerequirementforschool psychologistsfromlevelitolevelii,soleresponsibilityfortheadministrationoftheprogramshiftedtothe DepartmentofPsychology.Since1991,theprogramhasbeenidentifiedasanApprovedProgrambytheNational AssociationofSchoolPsychologists(NASP)andaNationallyRecognizedprogrambytheNationalCouncilfor AccreditationofTeacherEducation(NCATE).TheprogramalsohasconsistentlybeenaccreditedbytheNC DepartmentofPublicInstruction(NCDPI). Theuniversity smissionisbelow.elementsofitthatareaddressedinsubsequentsectionsareinbold. Establishedin1899asWataugaAcademy,AppalachianStateUniversityhasevolvedintoapreeminentuniversitylocatedinaunique, ruralmountainenvironment.asamemberoftheuniversityofnorthcarolina,appalachian'sfundamentalmissionistodiscover, create,transmit,andapplyknowledgetoaddresstheneedsofindividualsandsociety.thismissionisachievedbyproviding undergraduatestudentsarigorousliberaleducationthatemphasizestransferableskillsandpreparationforprofessionalcareers; offeringgraduatestudentsdistinctive,relevantprograms;maintainingafacultywhosemembersserveasexcellentteachersand scholarlymentorsfortheirstudentsandwhoproducehighlevelsofscholarshipandcreativeactivities. AppalachianrecognizesthatthesuccessoftheUniversitydependsupontheachievementandcooperationofadiversecommunityof students,faculty,andstaffandstrivestoimplementpoliciesandallocateresourcesaccordingly.weacceptourresponsibilitytobe activelyinvolvedinaddressingtheeducational,economic,cultural,andsocietalneedsofthechangingregion,state,nation,and world.asapubliclyfundedinstitution,appalachianiscommittedtoaccomplishingitsinitiativesthroughefficientandeffective resourceutilization. ThemissionofAppalachianState sschoolpsychologygraduateprogram,quotedbelowfromourprogram Handbook,reflectsinmultiplewaystheprogram sconsistencywiththemissionoftheuniversity. TheprimarymissionoftheGraduatePrograminSchoolPsychologyatAppalachianStateUniversityistoprovidelearning experiencesgroundedinthescientist practitionermodelthatenableourstudentstobecomewell rounded,effective schoolpsychologistswhoworkinpublicschoolsorinotherrelatedsettings.ourprogrampreparesgraduatestudents toworkwithdiversepopulationsinavarietyofsettingsandtopracticecompetently,ethically,andfromascientific perspectiveinthemajordomainsofschoolpsychologypractice,includingconsultation,assessment,prevention, intervention,training,diversity,home schoolcollaboration,andresearch.theprogramvaluesdiversityinthe backgroundsandorientationsofourstudentsandfacultyandstrivestoprovidequalityopportunitiesforcontinuing professionaldevelopmentandcommunityoutreach. OurprogramsupportstheUniversity smissiontodiscover,create,transmit,andapplyknowledgetoaddressthe needsofindividualsandsociety.itisestimatedthatappalachianstate sschoolpsychologygraduateprogram suppliesatleast15%ofschoolpsychologistsemployedbythencdpi.resultsarenotedbelowforarecentsurveyof themembershipofthencschoolpsychologyassociation(ncspa smembershiprepresentsroughly49%ofthe schoolpsychologistsemployedbythencdepartmentofpublicinstruction NCDPI).Thesurveyproduced159 responses(47%ofthemembershipandroughly23%ofncdpi employedschoolpsychologists).theseresultssuggest

4 thatmoreschoolpsychologistsemployedinncweretrainedbyappalachianstate sma/sspprogramthanbyany otherncgraduateprogram. SchoolPsychologistsdelivercriticalservicestopublicschoolstudentsandtheirfamiliesandtoteachers, administrators,andotherschoolpersonnel.theyareessentialcontributorstotheschool basedproblemsolving teamsthatidentifystudentsatriskforschoolfailure,developinterventionstoaddresstheirneeds,monitortheir progresstowardsuccess,andwhennecessaryidentifythosewhorequirespecialeducationservices.mostschool PsychologistshaveSpecialist leveltraining,likethatprovidedbyourprogram.belowisalistofservicesthat graduatesofourprogramaretrainedtodelivertothepublicschoolsofnorthcarolina. SchoolPsychologistsWorkWithStudentsto: Providecounseling,instruction,andmentoringforthosestrugglingwithsocial,emotional,andbehavioralproblems Increaseachievementbyassessingbarrierstolearninganddeterminingthebestinstructionalstrategiestoimprovelearning Promotewellnessandresiliencebyreinforcingcommunicationandsocialskills,problemsolving,angermanagement,self regulation, Enhanceunderstandingandacceptanceofdiverseculturesandbackgrounds SchoolPsychologistsWorkWithStudentsandTheirFamiliesto: Identifyandaddresslearningandbehaviorproblemsthatinterferewithschoolsuccess Evaluateeligibilityforspecialeducationservices(withinamultidisciplinaryteam) Supportstudents'social,emotional,andbehavioralhealth Teachparentingskillsandenhancehome schoolcollaboration Makereferralsandhelpcoordinatecommunitysupportservices SchoolPsychologistsWorkWithTeachersto: Identifyandresolveacademicbarrierstolearning Designandimplementstudentprogressmonitoringsystems Designandimplementacademicandbehavioralinterventions Supporteffectiveindividualizedinstruction Createpositiveclassroomenvironments Motivateallstudentstoengageinlearning SchoolPsychologistsWorkWithAdministratorsto: Collectandanalyzedatarelatedtoschoolimprovement,studentoutcomes,andaccountabilityrequirements Implementschool widepreventionprogramsthathelpmaintainpositiveschoolclimatesconducivetolearning Promoteschoolpoliciesandpracticesthatensurethesafetyofallstudentsbyreducingschoolviolence,bullying,andharassment Respondtocrisesbyprovidingleadership,directservices,andcoordinationwithneededcommunityservices Design,implement,andgarnersupportforcomprehensiveschoolmentalhealthprogramming SchoolPsychologistsWorkWithCommunityProvidersto: Coordinatethedeliveryofservicestostudentsandtheirfamiliesinandoutsideofschool Helpstudentstransitiontoandfromschoolandcommunitylearningenvironments,suchasresidentialtreatmentorjuvenilejusticeprograms (RetrievedfromthewebsiteoftheNationalAssociationofSchoolPsychologists

5 OurprogramsupportstheUniversity smissiontooffer graduatestudentsdistinctive,relevantprograms. The programisdistinctiveforitsemphasisonappliedtrainingthatgetsourstudentsinvolvedinlocalschoolswithinthe firstweekoftheirenrollment.althoughthisexperiencehastakenmultipleformsinthepast,inrecentyears,our studentshaveassistedpersonnelinalocalelementaryschoolastheytransitiontoanewmodelforidentifyingand addressingtheneedsofstudentsatriskforacademicfailure.suchhands on,field basedexperiencecontinues throughoutourstudents training.ourprogramalsoemphasizesattainmentofcompetenceforworkingwithdiverse populations.tothatend,studentsinourprogramarerequiredtocompletediversity relatedcourseworkand activitiesduringeverysemesteroftheirenrollment.asnotedinsection7,ourprogramalsoisdistinctiveforthe strengthofitsfaculty,itsrequirementthatevennon thesisstudentscompletearesearchproject,itshigh participationinstateandnationalprofessionalconferences,anditsstrongtrainingofstudentsincrisispreparation, response,andrecovery.ourprogramfacultyensuresthatthetrainingweprovideisrelevantbymaintainingactive involvementinthefieldofschoolpsychologyinmultipleways.eachmemberoftheprogramfacultyiscredentialed forthepracticeofschoolpsychologyand,therefore,mustengageincontinuingprofessionaldevelopment.theyalso areactivescholarswhoconductimportantresearchandcontributeregularlytotheprofessionalliteratureinschool psychologyandrelatedsub disciplinesinpsychologyandeducation,andtheyareactivelyinvolvedinstateand nationalprofessionalorganizations.finally,inordertomaintainourprogram snasp approvedstatus,thefaculty mustengageinongoingprogramevaluationandrefinementtoensurethatourcurriculumisalignedwithnational standardsandourgraduatesarepreparedforcurrentandfutureroles. OurprogramsupportstheUniversity smissiontomaintaina facultywhosemembersserveasexcellentteachers andscholarlymentorsfortheirstudentsandwhoproducehighlevelsofscholarshipandcreativeactivities[and whoare]activelyinvolvedinaddressingtheeducational,economic,cultural,andsocietalneedsofthechanging region,state,nation,andworld. Membersoftheprogramfacultyhavebeenhonoredfortheirmentoring, scholarship,andprofessionalservice.allmembersofthefacultyhaveestablishedactiveprogramsofresearchthat providetrainingandmentoringopportunitiesnotonlyforourgraduatestudentsbutalsoforundergraduate students.theirworkhasaddressedabroadarrayofeducationalandsocietalneeds. Overthepast40years,Dr.JimDeni,whoservedasProgramDirectorfrom ,hasconductednumerous researchprojects,allofwhichhavebeenconductedwithgraduatestudentsinourprogram,haveaddressedmultiple importantquestionsingeneralandspecialeducationandschoolpsychology;hehaspresentedhisresearchat virtuallyeveryncspaandnaspconventionforthepast30+years,alwayswithgraduatestudentco authors.in recentyears,hisprojectshaveaddressedthefollowing:treatmentintegrityinschool basedinterventions,bullyingin schools,andresponsetointervention.dr.denialsohasservedontheboardofthencschoolpsychologyassociation (NCSPA)sinceitsinceptionin1974,servingthreetermsaspresident,andreceivingNCSPA sjackbardonlife Time AchievementAwardandthe2012OutstandingContributionstoNCSPAaward.HecurrentlyservesNCSPAastheChair oftheprofessionalpracticescommittee,theschool basedmentalhealthcommittee,andtheleadership DevelopmentCommittee,andastheassociation suniversityrepresentative.in2011and2012,hechairedthefall ConferenceCommittee.Heprovidesin servicetrainingacrossthestateofnconsuchtopicsascurriculum based AssessmentandResponsetoIntervention.Healsoco chairedthetaskforcethatrevisednorthcarolina s PerformanceAppraisalInstrumentforSchoolPsychologistsin ,andheisaleaderinthecurrenteffortto implementthatmeasure.atthenationallevel,hehasservedaspresidentofthetrainersofschoolpsychologists (TSP),anationalorganization committedtoinnovationandexcellenceingraduatetrainingprogramsforspecialist anddoctoralschoolpsychologists, andhecontinuestoserveasamemberofthetspadvisoryboard.in2007,he receivedtsp sserviceaward,andin2008,tsphonoredhimwiththeoutstandingserviceandcommitmenttoschool PsychologyAward.InOctober2012,theTSPExecutiveBoardelectedhimtoserveasTreasurer.Healsoassistedwith themostrecentrevisionofthepraxis IIAreaExaminationinSchoolPsychology.Lastyear,Dr.Deniwasselectedtobe AppalachianState snomineefortheboardofgovernorsexcellenceinpublicserviceaward.healsowasinducted intothegraduateschool sacademyofoutstandinggraduatementors.asnotedonthegraduateschool swebsite, thisacademy wasestablishedtorecognizegraduatefacultymembersforexemplarymentoringactivitieswellbeyond goodclassroomandlaboratoryinstructionorresearchsupervisionofgraduatestudents.

6 Sincejoiningourfacultyin2007,Dr.JamieFearrington(incollaborationwithDr.Gagnon,Dr.Kidder Ashley,and othercolleagues)hasbeenleadauthoronmultiplepublicationssummarizingempiricalfindingsfromalargestudyon theuseofcurriculum basedmeasurementintheschools.graduatestudentshavebeenactivelyinvolvedinher research,andallofherpublicationshaveincludedstudentco authors.dr.fearringtonhasfosteredapartnership witheducatorsathardinparkelementaryhereinboone.aswataugacountytransitionstotheresponseto Intervention(RtI)modelforspecialeducationeligibilitydecisions,Dr.FearringtonhasassistedHardinPark srtiteam inimplementingtheaimsweb assessmentsystem.sincethefallof2009,allschoolpsychologygraduatestudents havehadtheopportunitytoparticipateinbenchmarkaimsweb testingattheschool,screeningallk 8studentsin basicacademicareasinaugust,january,andmayofeachschoolyear.studentswhodonotmeetestablished benchmarksareassessedmorefrequentlytomonitortheeffectivenessofselectedinterventions.(aspartoftheir requiredfieldexperiences,ourfirst yeargraduatestudentsassistwithprogressmonitoringandintervention implementation.)inadditiontoprovidingourgraduatestudentswithanexcellentclinicaltrainingopportunity,this projecthasaffordedthemyetanotherexcellentopportunitytoseefirst handwhatittakestoimplementamajor systemchangelikertiandtolearnmoreabouthowresearchcaninformpractice.dr.fearringtonobtainedsupport forthisproject,intheformofthree20 hourgraduateassistantships(oneforeachyearsince2009),throughthe university sgraduateresearchassociatementoring(gram)program.dr.fearringtonandhergram supported graduateassistantshavepresentedtheirfindingsatthelastthreenaspannualconventions.infebruaryof2011,dr. Fearringtonwasselectedtoparticipateinthe2011SocietyfortheStudyofSchoolPsychology sresearch CollaborationConferenceinSanFrancisco,CA.Participantsareselectedfromanationalpoolofpre tenureschool Psychologyfaculty.Followingtheconference,aresearchproposalwrittenbyDr.Fearringtonwasawarded$13,756 bythessspexecutiveboard.herstudy,entitled ResistancetoChange:WhatFactorsInfluenceTeacherAcceptance andimplementationofcurriculum BasedMeasurement? isbeingconductedthisyearathardinparkschool;dr. Maslandassistswiththisprojectaswell.Dr.Fearringtonalsoservesasanadhocreviewerformultiplejournalsinthe discipline,includingassessmentforeffectiveintervention,psychologyintheschools,journalofbehavioraleducation, EducationalPsychology,JournalofEvidenceBasedPracticesforSchools,LearningandIndividualDifferences,and JournalofSchoolPsychology. Dr.SandyGagnonhasco authoredseveralchaptersformajortextbooksinourfield,withtopicsincludingassessing thedevelopmentalappropriatenessofpreschooleducationalsettings(co authoredwithdr.kidder Ashley)andbest practicesinplanningandconductingneedsassessment(inamajorpublicationbynasp).shehasspearheadeda researchprojectexaminingpreschooldataontheinterrelationshipsamongsevenvariables:childtemperament,child socialcompetence,parentingstyle,parentingstress,parent childrelationshipquality,teacher studentrelationship quality,andteachingstress.theprojectalsohasexaminedthepsychometriccharacteristicsofoneofthemeasures employed.todate,thatprojecthasproducedmultiplepeer reviewedpresentationsatstateandnational conferences,apeer reviewedpublication,twomanuscriptscurrentlyunder reviseandresubmit status,andfive manuscriptsinpreparationforsubmissiontojournalsinearlychildhoodeducationanddevelopment.dr.gagnon alsoasanadhocreviewerforthejournalofchildandfamilystudiesandthejournalofclinicalchildandadolescent Psychology,andsheservesNASPasareviewerofportfoliossubmittedbyschoolpsychologistswhoareseeking statusasnationallycertifiedschoolpsychologists.hercontributionstoourundergraduateprogramhavebeen substantialandhaveincludedservingformultipleyearsasco chairofourhonorscommitteeandasacritical memberofourstrategicplanningcommittee.inoctober,2010,dr.gagnonwasinductedintothegraduateschool s AcademyofOutstandingGraduateMentors;sheembodiestheexemplarymentoringthatthisawardwascreatedto honor,ashercurrentandformerresearchassistantsandthesisstudentsattest.oneformerstudent,whosework withdr.gagnonhelpedhergainadmissiontoadoctoralprogramaftershegraduatedfromappalachianstate,wrote thefollowinginherletterofsupport: IaspiretoemulateDr.Gagnon sstyleofmentorshipwithmyownstudents oneday,asshehasbeenanincredibleexampleforme. Dr.PamKidder AshleycurrentlyservesastheSchoolPsychologyProgramDirector.Inthatcapacity,sheadvisesand mentorsallofourgraduatestudentsduringtheirenrollmenthere;herroleasamentorandadvisoroftencontinues wellbeyondthepointofgraduation.herresearchprojects,undertakenwithmultiplegraduatestudentsand

7 colleaguesovertheyears,haveexaminedappalachianstatestudents experiencesofbullyinginhighschooland college,ncschoolpsychologists perceptionsoftheirpreparationforengaginginconsultation,andu.s.teachers viewsonhighstakeseducationalaccountabilityprograms.shehasbeenanactivecollaboratorwithbothdr.gagnon anddr.fearringtonontheirresearchprojectsandpublicationsaswell.thisyear,nasppublishedatextbookoncrisis preventionandinterventionintheschools,whichincludedachapteronhelpingchildrenandfamiliescopewith industrialandman madedisastersthatwasco authoredbydr.fearringtonanddr.kidder Ashley(andoneoftheir graduatestudents).naspalsohaspublishedanarticleonpreventingandrespondingtochildren srunningaway behavior,co authoredbydr.kidder Ashley,Dr.Deni,andDr.Fearrington.Dr.Kidder Ashleyservesasthe coordinatorofthepostersessionfortheannualconferenceofthencspa.sheannuallypresentsatthenasp ConventionandreviewsNASPconventionpresentationproposals;shealsoservesasaprogramreviewerforthe NASPprogram approvalprocess.sheisanadhocreviewerforthejournalpsychologyintheschoolsandhasserved asareviewerofnumeroustextbooksandchaptersformajorpublishers,includingpearsonandmcgrawhill.shealso haspresentedonchilddevelopmentandpositivedisciplinetolocalparentsandprovidersofpreschooleducation services.undergraduatestudentsalsohavebenefitedfromhermentoring,andshehasbeennominatedthreetimes forthecollegeofarts&sciencesoutstandingadvisoraward.inoctoberof2012,dr.kidder Ashleywashonored withacollegeofartsandsciencesawardrecognizingherservicetotheprogram,department,university, community,andprofession.thejimmysmithoutstandingserviceawardisawardedtoindividualswhohave displayed consistentoutstandingservicecontributedovermultipleyears anddemonstrated leadershipand initiativeintheirservice resultingin meaningfulbenefitsandsignificanteffectstothecollege,university,and/or profession. Ournewestfacultymember,Dr.LindsayMasland,hasonlybeenwithusforjustoveroneyear,butshealreadyis recognizedasagiftedteacherandhasestablishedanactiveresearchlabthatcurrentlyincludesonegraduate studentandsixundergraduatestudentsandthatwillincreaseby3 4undergraduatestudentsnextsemester.These studentswillbenefitfromhercarefulmentoringoftheirresearchefforts,astheymeetweeklytoconsiderresearch questions,designstudies,andgatherandanalyzedata.shealreadyissupervisingonegraduatethesisandone honorsthesisforourdepartment.shealsoisservingassecondreaderonamusiceducationmajor'shonorsthesis andismentoringanindependentstudyforasecondmusiceducationmajor;thesetwostudentsbecameinterested inworkingwithherwhentheywereenrolledinherpsychologyappliedtoteachingcourse,whereshediscussedher ownresearch. Dr.MaslandisparticipatinginthecurrentGrantwriters'EducationSeries,whichwillresultina50K+ externalgrantsubmissiontofundgraduatestudentsandtomakeinstructionalresourcesforher flipped classroom project,withthegoalofcomingupwithanopen accesswebsitewherepsychologyprofessorsfromaroundtheworld candiscoveranddiscussclassroomresourcesformotivatingcollegeclassrooms.sheservesasaprobonoconsultant totheschoolsinfranklincounty,ga,assistingthemwithseveralactivities,includingcollectingandanalyzing longitudinalmotivationdataontheirstudentsforthepurposeofrefiningtheirschoolimprovementplans.shehas justbegunworkingwithappalachianstate spsychologyresidencelearningcommunity(rlc):brainmatters,which willbecollectingdataonhowrlcparticipationimpactsthemotivationandengagementofstudentsinrlcs.shealso isworkinginformallywithoneofherundergraduatestudents,aresidentadvisor,todeliverdormitory based programsonbrain basedstudytips. OurprogramsupportstheUniversity smissiontoensureefficientandeffectiveresourceutilization.allofour programfacultymembersteachrequiredcoursesatboththegraduateandundergraduatelevel,andjustoveronehalfofthecoursesincludedinbothournon thesisandthesisprogramsofstudyaretaughtexclusivelytostudentsin ourprogrambyourprogramfaculty.mosttrainingresourcesneededforthisprogram(e.g.,testkits,trainingdvds, etc.)alsoareneededbytheclinicalhealthprogram.thus,thereislittleextracostassociatedwithdeliveryofthe coursesrequiredforourprogram.furthermore,becauseallmembersofourfacultyteachanundergraduatecourse (PSY3010PsychologyAppliedtoTeaching)thatisarequiredcomponentoftheprofessionalcorefortheReich CollegeofEducation,weallcontributetothemissionsoftwocollegesonourcampus.Furthermore,ourfaculty membersrequirenospecialequipmenttoconducttheirprogramsofresearch.

8 Canthisprogrambecombinedwithasimilarorrelatedprograminthepresentdepartmentorin anotherdepartment? TheMasterofArtsportionofourprogramcouldbecombinedfairlyeasilywithotherPsychologyMAprogramsifit wereclearlyidentifiedasaconcentrationwithinthatdegreeprogram.however,duetolicensurerequirementsinnc (andmostotherstates),thespecialistdegreeprogrammustbemaintainedinorderforgraduatestobeemployable. (Theentry leveldegreeforemploymentasaschoolpsychologistinvirtuallyeverystateisthespecialistdegree.) Furthermore,awardingaSpecialist leveldegreeisastipulationofnaspstandardsforaccreditation,solossofthat degreeoptionwouldeffectivelyendtheprogram sstatusasanasp ApprovedandNCATE Recognizedprogram. ItshouldbenotedthatmanySpecialist levelprogramsinschoolpsychologydonotgrantamaster sdegreein additiontothespecialistdegree.althoughwethinkitisasellingpointthatgraduatesofourprogramearnboth degrees,whichmightenhanceourrecruiting,therewouldbenosignificantlossofprofessionalidentityorviability forlicensureforourgraduatesifweeliminatedthemadegreeaspectofthisprogramandofferedonlythespecialist degree. Section2.Demand Whatfactorsexplaintheenrollment,degreesawarded,andStudentCreditHour(SCH)trendsinthe dataforthelasttwoyears? Asthedatainthechartbelowindicate,thenumberofdegreesawardedbyourprogramiscomparabletothe numberawardedbytheothertwospecialistprogramsinnc.indeed,themeannumberofgraduatesfrom Appalachian sprogramforthepast8yearsexceedsthemeannumberfromtheothertwospecialistprograms.these dataindicatethatourprogram senrollmentandgraduationnumbersarenotoutofsyncwiththoseofotherschool PsychologySpecialist levelprogramsinthestate. DegreesAwardedbyNCSpecialistProgramsinSchoolPsychology Mean AppalachianStateUniversity (GAdata) AppalachianStateUniversity (ASUdata) EastCarolinaUniversity (GAdata) WesternCarolinaUniversity 5 (ECUdata) (WCUdata) 6.5 (GAdata) Ourprogramhistoricallyhasaimedforanenrollmentof8studentsperyear.Thatnumberisidealforourtraining purposes,becauseitallowsustoprovidetheclosesupervisionandcompetency basedtrainingofprofessionalskills thatareessentialtoensuringthatourgraduatescanpracticecompetentlyinthefield.enrollmentatthatlevelalso allowsusminimizethenumberofsecond yearstudentswhomustbeplaced offthemountain foroneorbothof theirpracticumexperiences,eachofwhichrequiresthemtoworkoneortwodaysperweekinapublicschool,under thesupervisionoftheschoolpsychologistthere.currentenrollmentlevelsalsoallowsustomaintainalibraryof assessmenttrainingresources(e.g.,testkits,trainingdvds,responseforms,etc.)thatisbothadequatefortraining purposesandrelativelyaffordable;higherenrollmentwouldrequireustopurchasemoreofthoseitems,whichare costlyandmustbereplacedasneweditionsarepublished.(infact,currentstudentsreportthatthenumberoftests nowavailableincertainassessmentdomainsistoolowforcurrentenrollmentlevels,strainingstudents abilityto

9 sharethekitsandcompleterequiredpracticeassessmentsinatimelymannersoastomeetduedatesforcourse requirements.) Althoughwehaveadmittedmorethaneightstudentseachyear,someofthosewhohavebeenadmittedhave chosennottoenrollherebecausetheyhavebeenadmittedtootherspecialistprogramsthathaveofferedtuition remissionsormoregraduateassistantshipfundingthanappalachianstatehasoffered.(becauseofthesequential natureoftheknowledgeandskillsthatmustbeacquiredbyourstudents,ourprogram,likemostspecialistprograms inschoolpsychology,requiresfull timeenrollmentfortwoyears,whichprecludesevenpart timeoutside employmentduringenrollment;thus,theleveloffinancialassistanceofferedusuallyisacriticalfactorinan applicant sdecisionaboutanofferofadmission.)someapplicantswhohavebeenacceptedsimplyhavechosento enrollinprogramsthatclosertohome,andafewhaveacceptedoffersfromdoctoralprograms.ofthosewhohave enrolled,afewhavenotcompletedtheprograminrecentyears.severalhavedecidedtochangecareerpathsafter enrollingandthendiscoveringthatschoolpsychologywasnotagoodmatchforthem;oneinitiallyacceptedour offerofadmissionbutthenchosetoenrollinadoctoralprogrambeforematriculatinghere;onefailedtomeetour trainingstandardsandwasterminatedfromtheprogramaftersubstantialeffortsbythefacultytoaddressthe student spoorperformance.thus,althoughwehavemetourgoalofadmittingatleast8studentseachyear,several factorshavecausedusnottograduatethatnumberconsistently. Forthosestudentswhohaveremainedenrolledandwhohavemetourexpectations,allhavefinishedin3years,the numberrequiredforcompletionofthespecialistdegree.formorethan30years,everystudenthassuccessfully obtainedathird yearinternshipplacement,andeverygraduatehasfoundemploymentasaschoolpsychologist, typicallyinnc,orhasgainedadmissiontoadoctoralprogram.schooldistrictsinncandsurroundingstatesknow ourinternsandourgraduatestobewelltrainedandhighlycompetentandareeagertoemploythem. Forthepast6years,Dr.Kidder Ashley,theProgramDirector,hasparticipatedintheNCPsychologyAssociation s UndergraduatePsychologyConference,inordertorecruitapplicantstoallofthegraduateprogramsofferedbyour department.severalattendeesofthatconferencehaveappliedtoourprogramandbeenadmitted.dr.kidder Ashley alsohascontactedpsychologydepartmentsacrossnctoprovidedocumentsthatdescribeourprogramandthefield ofschoolpsychologyandtoaskthatthedocumentsbedistributedtotheirmajors.shehastargeted,inparticular, departmentsthatdonothouseschoolpsychologyprogramsandthosewhosestudentshavenotroutinelyappliedto ourprogram.theprogramfacultyalsocurrentlyisexaminingvarioustrainingmodelstodeterminewhetherthere aremodificationswecouldmaketoourprogramthatwouldallowustoincreaseenrollmentwhilepreservingthe highqualityoftrainingthatmakesourgraduatessocompetentand,therefore,sought after. Whatarethejobprospectsfortheprogram sgraduates? Asnotedabove,sinceourprogramwasfounded,virtuallyeverystudenthassuccessfullyobtainedathird year internshipplacement,andeverygraduatehasfoundemploymentasaschoolpsychologist,typicallyinnc,orhas gainedadmissiontoadoctoralprogram.schooldistrictsinncandsurroundingstatesknowourinternsandour graduatestobewelltrainedandhighlycompetentandareeagertoemploythem. JobprospectsinSchoolPsychology,likethoseformostpublic servicefields,havetemporarilyweakenedduringthe currenteconomicrecession.however,estimatessuggestthat,astheeconomyimprovesandanticipatedretirements occur,vacancieswillbegintoriseagain.accordingtonasp,thecurrentestimatednationalshortageofpracticing schoolpsychologistsis9,000,andtheshortageisexpectedtodeclinegraduallybuttocontinuethroughatleast2020. Onaverage,onlyabout1,750newschoolpsychologistsgraduateandenterthefieldeachyear.(Retrievedon10/31/12 fromhttp:// DatafromthepreviouslycitedsurveyofNCSPAmembersindicatethat35%oftheschoolpsychologistscurrently employedinncexpecttoleaveemploymentwithin5yearsandone halfwilldosowithin9years.giventhat

10 AppalachianState sgraduateprogramappearstoproducemoreofnorthcarolina sschoolpsychologiststhanany otherncprogram,thesestatisticsprovideclearandcompellingevidencethatthereisademandforthisprogram. Section3.QualityoftheProgram Howdoestheprogramidentifyandmeasurestudentlearningoutcomes? Theprogramishighlystructuredandsequential,andeachstudentprogressesthroughtheprogramasamemberof anidentifiablecohort.theprogramiscompetency based,whichmeansthatstudentscannotprogressfromonecore professionalcoursetolatercorecoursesandfieldexperiencesunlesstheydemonstratetherequisitefoundational competencies.thus,ineverycorecourse,studentsareheldaccountableforattainingspecificlearninggoalsforboth knowledgeandprofessionalskills,andrubricsareusedtoevaluatestudentperformance.anystudentwhofallsshort ofexpectationsforkeyprofessionalcompetenciesmustengageinremediation,withfacultyguidanceandfeedback, untilcompetencyisattained. Inadditiontocomprehensiveevaluationandremediationwithincorecourses,theprogramalsohasanelaborate systemformeasuringstudentlearningoutcomesandtrackingstudentprogressacrossthethreeyearsofenrollment. Thissystemalignswiththetrainingstandardsofouraccreditingagenciesandwithtraininggoalsestablishedbythe faculty.belowyoucanseehowweuseourstudentmonitoringandevaluationpolicy,copiedfromourprogram Handbook,tomonitorstudentprogress. AppalachianStateUniversity SchoolPsychologyGraduateProgram StudentMonitoringandEvaluationPolicy TheSchoolPsychologyfacultywillmonitorcloselyeachstudent sprofessionaldevelopmentandprogressthrough theprogram.tothatend,atspecifiedpointsduringastudent senrollment,theprogramfacultywillevaluatea student sknowledgeandskillsattainedinthedomainsoftrainingandpracticedelineatedbythenational AssociationofSchoolPsychologists(NASP)aswellasthestudent sprofessionalworkcharacteristics.itisthefaculty s expectationthatmoststudentswillcompleteprogramrequirementsandattainnecessarycompetencieswithout concern;however,shouldstudentsfailtodoso,appropriateinterventionsand/orconsequenceswillbeinstituted. Mid yeardatacollection: ProgramDirectorwillobtain,beforethefinalexamperiodforthesemester,anticipatedstudentgradesand ratingsofprofessionalworkcharacteristics(pwcs)fromallapplicablemembersofthepsychologyfaculty (includingfacultymemberswhohavesupervisedschoolpsychologystudents graduateassistantships). Mid yearfacultyreviewmeeting Programfacultywillmeetduringthefinalexamperiodtodiscussallstudents progressintheprogram. ProgramDirectorwillinformthefacultyofallstudentswhoobtainedPWCratingsofNeedsImprovement (N).Programfacultywilldiscusspotentialrequirementstobeincludedinthesestudents Professional GrowthPlans.

11 Mid yearstudentfeedbackmeetings Withinthefirst2weeksofthespringsemester,theProgramDirectorwillmeetwitheachstudentwho receivedpwcratingsofn,tosharespecificfeedbackabouteachpwcsorated.thismeetingalsowillinclude allschoolfacultymemberswhoassignedaratingofntothestudent. Attheendofthemeeting,theProgramDirectorwillprovidethestudentwithacopyoftheProfessional GrowthPlan(PGP;seeattachedform).ThePGPmustcontainthefollowingcomponents: 1. DescriptionofspecificbehaviorsofconcernforeachPWCratedN 2. Recommendedand/orrequiredstrategiestobeundertakentoaddressallNs(developedwith inputfromthestudent) 3. Operationalizedcriteriaforsuccessfulresolutionoftheconcerns 4. Methodandtimelineforfacultyreview AcopyofthesignedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. TheProgramDirectorwillcommunicatetotherestofthestudentsthattheirmid yearreviewsrevealedno areasofconcern. Mid yearprogramprerequisites: Inordertocontinueintheprogram,astudentmustsatisfactorilycompletePSY5702 Psychoeducational AssessmentforInterventionIbythelastdayofthefallsemestergradingperiod. SatisfactorycompletionofPSY5702isdefinedinthisway:theinstructorofrecordforPSY5702must submittotheuniversityregistrarafinalgradeofatleastac,andthestudentmustdemonstrate competencyonallmajorassessmentsinthecourse. AnnualDataCollection: ProgramDirectorwillobtain,beforethefinalexamperiodforspringsemester,anticipatedstudentgrades andratingsofprofessionalworkcharacteristics(pwc)fromallapplicablemembersofpsychologyfaculty, includingthesismentorsandfacultymemberswhohavesupervisedthestudents graduateassistantships. ProgramfacultymembersalsowillbeaskedtoratestudentproficiencyonallNASPDomains. AnnualReviewMeeting Programfacultywillmeetwithin2weeksofthespringfinalexamperiodtoevaluateeachstudent s professionaldevelopmentwithrespecttotheprofessionalworkcharacteristicsandnasp sdomainsof Practice,usingtheattachedStudentAnnualReviewForm.Studentswillbeevaluatedwithreferencetotheir performanceinallrequiredcoursework,fieldplacements,andgraduateassistantships. ProgramDirectorwillinformthefacultyifanystudentsobtainedanyPWCratingsofNoranyNASP Domain ratingsofinadequate. AnnualStudentFeedbackMeetings Within2weeksafterthefaculty sannualreviewmeeting,theprogramdirectorwillcommunicatewith eachstudenttosharetheresultsoftheannualreview. ForeachstudentwhoreceivedanyPWCratingsofNoranyNASP DomainratingsofInadequate,ameeting willbeheld.thismeetingwillincludethestudent,theprogramdirector,andallschoolfacultymemberswho assignedtheapplicableratings.thisgroupwilldevelopapgpforthestudent.attheendofthemeeting,the

12 ProgramDirectorwillprovidethestudentwithacopyofthePGP(seeattachedform).ThePGPmustcontain thefollowingcomponents: 1. DescriptionofspecificbehaviorsofconcernforeachPWCand/orDomainofconcern 2. Recommendedand/orrequiredstrategiestobeundertakentoaddresseachPWCand/orDomain ofconcern(developedwithinputfromthestudent) 3. Operationalizedcriteriaforsuccessfulresolutionoftheconcerns 4. Methodandtimelineforfacultyreview AcopyofthesignedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. EnrollmentinPracticumI(PSY5901)maybedelayedforastudentwithanyPWCratingsofNoranyNASP DomainratingsofInadequate.Thestudent spgpmuststipulatewhatcriteriamustbemetinorderforthe studenttobeapprovedforenrollmentinpracticumi.astudentmustobtainratingsofatleastemerging proficiencyonallnaspdomainsofpracticepriortoenrollmentinpracticumi. AnnualProgramPrerequisites: InordertocontinueintoPSY5901 PracticumI,astudentmustsatisfactorilycompletePSY5703 PsychoeducationalAssessmentforInterventionIIbythelastdayofthefinalexamperiodforspringsemester. SatisfactorycompletionofPSY5703isdefinedinthisway: TheinstructorofrecordforthecoursemustsubmittotheUniversityRegistrarafinalgrade ofatleastac,andthestudentmustdemonstratecompetencyonallmajorassessmentsin thecourse.

13 NOTE:FallFollow upfor2 nd yearstudentswithpgps: TheProgramDirectorwillmonitorthestudent sprogresswithrespecttothepgp,meetwiththe student(andrelevantfaculty,ifnecessary)tomakechangesasneeded,andconvenetherequired meetingtoreconsiderthestudent sstatus. Acopyoftherevised,signedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. FailuretomeetthePGP soperationalizedcriteriaforresolutionofallpwcanddomainconcerns willresultinterminationfromtheprogram. Mid yearreviewandfeedback Mid yeardatacollection: ProgramDirectorwillobtain,beforethefinalexamperiodforfallsemester,anticipatedstudentgradesand ratingsofprofessionalworkcharacteristicsfromallapplicablemembersofpsychologyfaculty,including thesismentorsandfacultymemberswhohavesupervisedthestudents graduateassistantshipsandtaught themduringsummersessions. PracticumICoordinatorwillobtain,beforethefinalexamperiodforfallsemester,ratingsofNASPDomains ofprofessionalcompetencyandprofessionalworkcharacteristicsfromallpracticumifield based supervisors,viathepracticumievaluationform. Mid yearreviewmeeting Programfacultywillmeetduringthefinalexamperiodtodiscussallstudents progressintheprogram. ProgramDirectorandPracticumIcoordinatorwillinformthefacultyifanystudentsobtainedanyPWC ratingsofnoranynasp DomainratingsfromtheirPracticumIfield basedsupervisorsbelowemerging. Programfacultywilldiscusspotentialrequirementstobeincludedinthesestudents ProfessionalGrowth Plans. Mid YearStudentFeedbackMeetings Withinthefirst2weeksofthespringsemester,theProgramDirectorwillmeetwitheachstudentwho obtainedanypwcratingsofnoranynasp DomainratingsfromthePracticumIfield basedsupervisor belowemerging.thismeetingalsowillincludeallschoolfacultymemberswhoassignedaratingofntothe student. Attheendofthemeeting,theProgramDirectorwillprovidethestudentwithacopyofthePGP(see attachedform).thepgpmustcontainthefollowingcomponents: 1. DescriptionofspecificbehaviorsofconcernforeachPWCand/orDomainofconcern 2. Recommendedand/orrequiredstrategiestobeundertakentoaddresseachPWCand/or Domainofconcern(developedwithinputfromthestudent) 3. Operationalizedcriteriaforsuccessfulresolutionoftheconcerns 4. Methodandtimelineforfacultyreview AcopyofthesignedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. TheProgramDirectorwillcommunicatetotherestofthestudentsthattheirmid yearreviewsrevealedno areasofconcern. IfthestudentreceivesanyratingsofNorInadequatefromthePracticumIfield basedsupervisor,the student senrollmentinpracticumiiwillbedelayeduntilthefacultymembersoverseeingthestudent spgp,

14 includingthepracticumiiinstructor,determinethatthestudentisreadyforpracticumii.(thestudent spgp muststipulateboththemethodandthetimelineforfacultyreviewofeligibilityforpracticumii.) ForeachstudentwithaPGPduringthe3 rd semester(fallofyear2),theprogramfacultyinvolvedin developingthepgpwilldetermine,atthetimeofthemid yearreview,ifthestudentmeritsratingsof AcceptableforallProfessionalWorkCharacteristicsandratingsofatleastEmergingproficiencyonallNASP DomainsofPractice. Ifthestudentdoesmerittheseratings,thestudentwillbeallowedtoenrollinPracticumII. Ifthestudentdoesnotmerittheseratings,thestudent senrollmentintheprogramwillbe terminated. Mid yearprogramprerequisites: InordertocontinueintoPSY5902 PracticumII,astudentmustsatisfactorilycompletePSY5901 PracticumIbythelastdayofthefinalexamperiodforfallsemester. SatisfactorycompletionofPSY5901 PracticumIisdefinedinthisway:theinstructorofrecordfor thecoursemustsubmittotheuniversityregistrarafinalgradeofs Satisfactory. PerUniversitypolicy, gradesof I (incomplete)aretobeassignedonlybecauseofsicknessorsome otherunavoidablecause. InthoserarecaseswhenagradeofIisjustifiedforPracticumI,astudent willnotbeallowedtoenrollinpracticumiiunlesstheincompleteisresolvedandagradeofsis submittedtotheuniversityregistrarwithin5daysofthefirstdayofclassesforthespringsemester. SpringFollow upfor2 nd yearstudentswithpgps TheProgramDirectorwillmonitorthestudent sprogresswithrespecttothepgp,meetwiththestudent (andrelevantfaculty,ifnecessary)tomakechangesasneeded,andconvenetherequiredmeetingto reconsiderthestudent sstatus. ForeachstudentwithaPGPforPWCs,theProgramDirectorwillobtain,atthemid pointoffall semester,ratingsofpwcsfromallpsychologyprofessorswhohavetaughtthestudentsincethefirst annualreviewandfromthepracticumifield basedsupervisorandanyfacultymemberswhohave supervisedthestudent sgraduateassistantship.theprogramdirectorandotherrelevantfaculty memberswillmeetwiththestudentagaintodiscussthemid semesterratingsandtoprovide writtenfeedbackonthestudent sprogressinaddressingtheconcerns. Acopyoftherevised,signedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. FailuretomeetthePGP soperationalizedcriteriaforresolutionofallpwcanddomainconcernswillresult interminationfromtheprogram.

15 AnnualReviewandFeedback AnnualReviewDataCollection: ProgramDirectorwillobtain,beforethefinalexamperiodforspringsemester,anticipatedstudentgrades andratingsofpwcsfromallapplicablemembersofpsychologyfaculty,includingthesismentorsandfaculty memberswhohavesupervisedthestudents graduateassistantships.schoolfacultymembersalsowillbe askedtoratestudentproficiencyinallnaspdomains. PracticumIICoordinatorwillobtain,beforethefinalexamperiodforspringsemester,ratingsofNASP DomainsofprofessionalcompetencyandProfessionalWorkCharacteristicsfromallPracticumIIfield based supervisors,viathepracticumiievaluationform. AnnualReviewMeeting Programfacultywillmeetwithin2weeksofthespringfinalexamperiodtoevaluateeachstudent s professionaldevelopmentwithrespecttothepwcsandnasp sdomainsofpractice,usingtheattached StudentAnnualReviewForm.Studentswillbeevaluatedwithreferencetotheirperformanceinallrequired coursework,fieldplacements,theses,andgraduateassistantships. ProgramDirectorwillinformthefacultyifanystudentsobtainedanyPWCratingsofNoranyNASPDomain ratingsfromtheirpracticumifield basedsupervisorsbelowdeveloping. StudentswithPGPs TheprogramfacultywilldetermineifthestudentshavemettheprovisionsoftheirPGPs(includingobtaining AcceptableratingsinallProfessionalWorkCharacteristics).IfastudenthasnotmetallPGPprovisions,the student senrollmentintheprogramwillbeterminated. FacultyalsowillsignAdmissiontoCandidacyformsforstudentswhoobtainAcceptableratingsonPWCsand ratingsofatleastdevelopingproficiencyforallnaspdomainsofpractice. AnystudentwhofailstoobtainAcceptableratingsonallPWCsandratingsofatleastDeveloping proficiencyforallnaspdomainsofpracticeattheyear2annualreviewwillnotbeadmittedtocandidacy andwillbeterminatedfromtheprogram. AnnualProgramPrerequisites: InordertocontinueintoPSY6900 Internship,astudentmustsatisfactorilycompletePSY5704 BehavioralEmotionalAssessmentforInterventionandPSY5902 PracticumIIbythelastdayofthefinal examperiodofthesecondyear. SatisfactorycompletionofPSY5704isdefinedinthisway: TheinstructorofrecordforthecoursemustsubmittotheUniversityRegistrarafinalgrade ofatleastac,andthestudentmustdemonstratecompetencyonthemajorassessment caserequiredinthecourse. SatisfactorycompletionofPSY5902isdefinedinthisway: TheinstructorofrecordforthecoursemustsubmittotheUniversityRegistrarafinalgrade ofsatisfactory(s).

16 Mid yearreviewandfeedback Mid yeardatacollection: InternshipCoordinatorwillobtain,beforethefinalexamperiodforfallsemester,themid yearinternship EvaluationFormfromallField basedinternshipsupervisors. Mid yearreviewmeeting Programfacultywillmeetduringthefinalexamperiodtodiscussallstudents progressintheprogramand todetermineifeachinternismakingsatisfactoryprogresswithrespecttonaspdomainsofpracticeand PWCs. InternshipCoordinatorwillshareInternshipMid yearevaluationformswithprogramfaculty. Mid yearinternfeedback InternshipCoordinatorwillcommunicate,withinoneweekoftheMid yearreviewmeeting,withallinterns toapprisethemoftheprogramfaculty sconclusions. ForanyinterndeemedtobemakingunsatisfactoryprogresswithrespecttoNASPDomainsofPractice and/orpwcs,thefollowingstepsmustbetaken: 1. TheField basedsupervisorwillbeapprisedofthefaculty sevaluation. 2. TheInternshipCoordinator,ProgramDirector,Field basedsupervisorandinternwillmeet,in person(orviavideoconferencingtechnology,suchasskype,ifdistanceprecludesface tofacemeeting)todevelopaprofessionalgrowthplan(pgp)toaddressfacultyconcerns. 3. ThePGPmustbeagreeduponandsignedbytheInternshipCoordinator,Field based Supervisorandintern,anditmuststipulatewhentheintern sstatuswillbereconsidered. 4. InternshipCoordinatorandField basedsupervisorwillmonitortheintern sprogresswith respecttothepgp,meetwiththeinterntomakechangesasneeded,convenetherequired meetingtoreconsidertheintern sstatus,andapprisetheprogramfacultyoftheintern s progress. AcopyofthesignedanddatedPGPwillbeattachedtotheStudentAnnualReviewForm. SPRING/Mid semesterfollow upforinternswithpgps Theinternshipcoordinatorwillmonitortheintern sprogresswithrespecttothepgpandconvenethe requiredmeetingtoreconsiderthestudent sstatusbymarch15. Failuretomakesatisfactoryprogresswillresultinterminationfromtheprogram.

17 AnnualReviewandFeedback AnnualDataCollection Theinternwillsubmittothefacultyallcomponentsofaculminatingelectronicportfoliothatdocumentshis orherknowledgeandperformanceinallofnasp sdomainsofpractice.theportfoliomustcontainatleast twoartifactsforeachdomain. AnnualReviewMeeting ByApril15,theprogramfacultywillreviewandrateeachintern sportfolioandmeettocompletethefinal ratingsonthestudentannualreviewform. AnnualInternFeedback Within2daysafterthefaculty sannualreviewmeeting,theuniversityinternshipcoordinatorwillshare theresultsoftheannualreviewwitheachintern. StudentsmustobtainratingsofatleastProficientonallNASPdomainspriortograduation. Ifastudentfailstoattaintheseratingsatthetimeofthethirdannualreview,thestudentwillbe terminatedfromtheprogram. NOTE: Forastudentwhocompletesaninternshiponthecalendaryearorhalf timeinternshipovertwoyears,adjustments tothedates/deadlinesinthisdocumentwillbeadjustedasneeded.

18 AdditionalPolicyDetails CriminalBackgroundChecks Ifacriminalbackgroundcheckconductedinanyyearofenrollmentrevealscriminalactivitybya studentthatwouldprecludeemploymentbyncpublicschools,thestudent senrollmentinthe programwillbeterminated. ProgramPrerequisites ItistheviewofourfacultythateffectivetraininginSchoolPsychologythatproducesgraduateswho canpracticecompetentlyandethicallyinthefieldofschoolpsychologyinvolvesacarefully developedprogramofstudythatissequentialandcompetency based.thus,masteryof foundationalknowledgeandskillsisdeemedessentialtostudentsuccessintheprogramand eligibilityforsubsequentlearningexperiences.reflectiveofthisperspective,satisfactory performanceinallrequiredcourseworkandfieldworkisconsideredessentialtostudentprogress throughtheprogramandsuccessupongraduation.additionally,astudent smasteryofthe knowledgeandskillsaddressedinselectedcoursesisspecificallyidentifiedasprerequisitetobeing approvedforcertainsubsequentcourseworkandfield basedexperiences.thosecoursesarelisted below: PSY5702 PsychoeducationalAssessmentforInterventionI PSY5703 PsychoeducationalAssessmentforInterventionII PSY5704 Behavioral/EmotionalAssessmentforIntervention PSY5901 PracticumI PSY5902 PracticumII BecauseperformanceintheseProgramPrerequisiteshassuchsignificantimplicationsfora student ssuccessinandeligibilityforfuturelearningexperiences,facultymembersteachingthem areexpectedtostipulateintheirsyllabiforthesecoursestheirplansforinformingand/orinvolving theprogramfaculty,inatimelymanner,ofanystudentswhoareatriskoffailingtocompletethe coursessatisfactorily. FileManagement Astudent sstudentannualreviewformwillbemaintainedbytheprogramdirectorforthefirst twoyearsofenrollment,atwhichtimeitwillbetransferredtotheuniversityinternship Coordinator,ifheorsheisnottheProgramDirector. Afterastudent sgraduation,hisorhercompletedandsignedstudentannualreviewformwillbe transferredtothestudent spermanentfileinthedepartmentofpsychologyoffice.