Outcomes Data School Psychology EdS Program

Size: px
Start display at page:

Download "Outcomes Data School Psychology EdS Program"

Transcription

1 Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of School Psychologists (NASP) Standards that consists of four separate documents: (a) Standards for Graduate Preparation of School Psychologists, (b) Standards for the Credentialing of School Psychologists, (c) Principles for Professional Ethics, and the (d) Model for Comprehensive and Integrated School Psychological Services. Required knowledge and skills to meet these goals are developed through student observing, reading, writing, listening, speaking, problem solving, group and individual assessments, and practical experiences. Goals and objectives are evaluated through the following methods: (1) In class objective testing; (2) Mastery testing (for assessments); (3) Written assignments; (4) Demonstration of applied skills (through and ship experiences); (5) Completion of research thesis; (6) Completion of National School Psychology Praxis Exam; and (7) Completion of program portfolio. Presented outcome data in chart below of enrolled student performance from fall 2009 to spring 2015 demonstrate student and program progress towards meeting program goals and objectives.

2 Goal One: Students will be effective problem-solving change agents who utilize data-based decision making for assessment and intervention for diverse student populations. Objective 1.1: Students will demonstrate the ability to make data-based decisions regarding individual students. Objective 1.2: Students will demonstrate the ability to make data-based decisions regarding programmatic issues. Didactic course grades that includes exams, presentations, written assignments, and/or projects: Psy 6410 Psychoeducational Assessment Psy 6320 Objective Assessment of Personality, 100% students earned >B grade Affect, & Behavior in all courses Psy 6310 Intellectual Assessment ( n = 35) Psy 6630 Consultation & Supervision in Psychological/ Educational Settings Psy 6810 Mental Health & Culturally Responsive School Systems Psy 7380; Pys 6380; Psy 6950 Practicum & Internship courses 1st 2nd Fall 3rd 3rd Knowledge of various assessments and data collection strategies for individual and programs issues Ability to administer and interpret various assessment strategies to make data-based decisions regarding individual and programmatic issues Professional Judgment Problem solving skills Observation administration test on intellectual and academic assessments 100 % passes with 100% proficiency (n = 35 students) Practicum and Internship Portfolio Assignment: Psychoeducational assessment 100 % judged to be acceptable (n = 30 students and 24 s) Score Ranges for N= 23 Praxis Data-Based Decision making (2015 changing to Professional Practices) Above average: 25% Average: 75% Below Average: 0%

3 Goal Two: Students will obtain a broad understanding of the educational system, the family system, and the practice of school psychology. Students will understand how to effectively work within these systems with diverse student populations. Objective 2.1: Students will demonstrate knowledge of schools, their climate, their policies, and their procedures, to include knowledge of special education services and laws. Objective 2.2: Students will demonstrate knowledge of School Psychology as an area of practice, to include the history of school psychology, ethical issues in school psychology, and the roles and functions of school psychologists. Didactic courses that includes exams, presentations, written assignments, and/or projects Psy 6810 Legal and Social Justice issues in School Psychology Psy 7250 Professional Ethics and Standards Psy 6810 Mental Health and Culturally Responsive School Systems 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledgeable of school systems, general education and special education Knowledge of ethical and legal professional standards and decision making Knowledge of the professional identity and role of the school psychologist for effective practices Provide services and applies decision making consistent with ethical, legal, and professional standards Responsibility/ Dependability Adaptability/ Flexibility Initiative/ Leadership Ability to work independently Responsiveness to feedback Technology skills relevant to the work Overall Professionalism Practicum and Internship Portfolio item: Ethics/ Legal case REPORT Praxis Ethical, Legal, and Professional Foundations (2015 changing to Foundations of School Psychology Service Delivery) 100 % judged to be acceptable ( n = 11 / 7 s (implemented in ) Score Range for N = 23 Above average: 10% Average: 80% Below Average: 10%

4 Goal Two: Students will obtain a broad understanding of the educational system, the family system, and the practice of school psychology. Students will understand how to effectively work within these systems with diverse student populations. Objective 2.3: Students will demonstrate knowledge of family systems and school systems and understand how to work in a collaborative manner with families, school, and communities. Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6810 Parent training seminar Psy 6630 Consultation and Supervision in Psychological/ Educational Settings 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of varied methods of consultation and collaboration strategies Knowledge of families strengths, needs, and culture and individual learning factors Ability to consult and collaborate with teachers and parents Ability to work collaboratively with teams to evaluate and problem solve a system level multitiered continuum of services to support positive outcomes for all students Ability to facilitate family involvement and effective collaborations between school, home and community services that respond to family culture and context Ability to work in a collaborative manner Ability to use effective interpersonal communication skills Practicum and Internship Portfolio item: Individual support plan for a family % judged to be acceptable ( n = 6 students) (implemented in ) Score Range ( N = 23) Praxis Consultation and Collaboration Above average: 20% Average: 80% Below Average: 5%

5 Goal Three: Students will obtain skills necessary to promote positive behavioral, emotional, and social wellbeing of children and their families with diverse experiences within the context of a problem-solving modeling of school psychology. Objective 3.1: Students will demonstrate knowledge of development of well-being and psychopathology. Objective 3.2: Students will demonstrate knowledge of effective positive behavior supports, classroom behavior management, and social-emotional learning. Objective 3.3: Students will demonstrate familiarity with techniques to assess for and monitor source of risk or social, emotional, and behavioral difficulties within the entire school population including functional assessment methods. Objective 3.4: Students will demonstrate knowledge of and the ability to implement interventions and prevention plans for individuals and at the class-, school-, and district-wide levels to address common mental health, emotional and behavioral needs Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 7270 Lifespan Psychopathology Psy 6320 Objective Assessment of Personality, Affect, & Behavior Psy 6630 Consultation and Supervision in Psychological/ Educational Settings Psy 6810 School Based Interventions Psy 6350 Introduction to Theories of Intervention in Psychology Psy 6150 Empirically Based Practice I: Children and /Adolescents 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of biological, cultural, developmental, social, and emotional influences on behavior / mental health Knowledge of positive behavior supports, classroom behavior management, and social-emotional learning strategies to promote social emotional functioning and mental health Knowledge of effective crisis preparation, response, and recovery Ability to use assessment methods to evaluate behavioral and mental health services Ability to implement and evaluate individual, class-wide and school-wide level intervention and prevention techniques to address common mental health, emotional and behavioral needs

6 Ability to implement and evaluate prevention and intervention services that enhance well-being through protective and adaptive factors Practicum and Internship Portfolio item: Positive outcome BEHAVIOR, SOCIAL OR MENTAL HEALTH CASE REPORT Praxis Research-based Behavioral and Mental Health Practices (2015 changing to Indirect and Direct Services for Children, families and schools) 100 % (n = 30 / 24 s) judged to be acceptable Score Range ( N = 23) Above average: 35% Average: 60% Below Average: 5%

7 Goal Four: Students will obtain the necessary skills to promote positive academic growth for all children within the context of a collaborative, problem-solving model of school psychology Objective 4.1: Students will demonstrate knowledge of effective instructional procedures. Objective 4.2: Students will demonstrate familiarity with techniques to assess for academic difficulties and monitor academic progress within the entire school population, including curriculum based techniques. Objective 4.3: Students will demonstrate the ability to develop interventions (in collaboration with other school personnel) for students with academic skill difficulties and at the class-, school-, and district-wide levels to improve or maintain positive academic outcomes. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6410 Psychoeducational Assessment Psy 6310 Intellectual Assessment Psy 6660 Cognition & Instruction Psy 6810 School Based Interventions Psy 6630 Consultation and Supervision in Psychological/ Educational Settings 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of biological, cultural, and social influences on academic performance Knowledge of effective teaching, curriculum and instructional strategies Ability to use assessment methods to evaluate academic services Ability to design and evaluate individual, class-wide and school-wide level interventions for students with academic skill difficulties to improve or maintain positive academic outcomes Practicum and Internship Portfolio item: Positive outcome ACADEMIC Intervention or Consultation case REPORT Praxis scores for Research-based Academic Practices (2015 changed by adding questions in Indirect and Direct Services for Children, families and schools) 100 % judged to be acceptable (n = 30 / 24 s) Score Range for N = 23 Above average: 35% Average: 65% Below Average: 5%

8 Goal Five: Students will value diversity and demonstrate respect for all cultures Objective 5.1: Students will demonstrate an awareness and knowledge of issues of cultural diversity. Objective 5.2: Students will demonstrate skills and ability to work effectively with students from varying backgrounds. Objective 5.3: Students will demonstrate cultural sensitivity in all professional activities. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6350 Introduction to Theories of Intervention in Psychology Psy 6290 Diversity Issues in Treatment and Assessment Psy 6810 Legal and Social Justice issues in School Psychology Psy 6810 Mental Health and Culturally Responsive School Systems 100% of students earned >B grade in all courses ( N= 35 students) 1st 2nd Fall 3rd 3rd Knowledge and awareness of individual differences, abilities, disabilities, and diverse characteristics Knowledge of strategies to enhance services and address potential influences related to diversity Ability to advocate for and provide culturally competent and effective practices in the context of diverse individual, family, school, and community characteristics Respect for human diversity and social justice Practicum and Internship Portfolio item: Strengthening work with diverse students Inservice 100 % judged to be acceptable ( n = 27 / 18 s) ( implemented in )

9 Goal Six: Students will obtain a strong background in research methods and understand how to apply this knowledge within the school context. Objective 6.1: Students will demonstrate knowledge of research methods. Objective 6.2: Students will demonstrate knowledge of and the ability to apply basic statistical processes professionally to include the ability to translate such knowledge in practice for purposes such as program evaluations. Objective 6.3: Students will understand how to engage in applied research to monitor the progress of schools, classes, groups, and individuals to whom they provide services. Didactic courses that includes exams, presentations, written assignments, and/or projects Psy 6570 Introduction to Educational and Psychological Research Psy 6600 Measurement, Design, Analysis I Psy 6970 Thesis 100% of students earned >B grade in all courses ( N= 35 students) (Students expected to increase scores each semester from beginning (rating 2) to 1st Fall 2nd 2nd Fall 3rd 3rd Knowledge of research-based practice and ability to translate research into effective practices Ability to apply research as a foundation for service delivery and evaluation of practices % successfully defended Successful thesis defense Presented research at professional conferences (not required) 38% 48%, and 14% defended within 3, 4, or 5 s respectively (N = 21 students) 51% presented (N = 37 students) Program Student Outcome Data Internship Posted Graduation dates (all program requirements completed including coursework, supervised hours, thesis and Praxis) Jobs in the field 100% of students accepted to a paid ship site ( N= 30 students) 4% ( n = 1) in 3 s (immediately after ship) 68% ( n =14) in 4 s (Fall or semester 1 post ship 19% ( n = 4) in 5 s (Fall or 2 s post ship) 9% (n = 2) did not complete the program (due to change in career focus and family move) 100% of students employed following in the field of school psychology ( N= 30 students)

10 * Students are expected to increase rating scores each semester in our program. Practicum and Internship Rating Criterion for Field Supervisor ratings each semester: 0 = Not Applicable insufficient opportunities and/or data to make rating at this time. 1= Does not demonstrate competence at the appropriate knowledge or skill level. Please add a comment about the score at end of the form that will provide guidance in developing a remediation plan for the student 2 Rating is expected during first and Second Fall semester: 2 = Demonstrates emerging competence typical of a beginning student that is at a basic level. A significant level of supervision is required to affirm the student s skill or to provide suggestions to increase the student s application of the skill. 3 Rating is expected at end of Second semester 3 = Demonstrates competence typical of an advanced student: Student demonstrates most aspects of the skill but still requires supervision to ensure appropriate application of the skill in all settings. 4 Rating is expected at end of Internship ( third ) Fall or semester 4 = Demonstrates competence typical of a student : Student demonstrates all aspects of the skill and minimal supervision is needed to affirm appropriate application of the skill. 5 Rating is expected at end of Internship ( third ) semester 5 = Demonstrates advanced competence typical of a beginning professional: Student demonstrates all aspects of the skill and on-going supervision is not needed to ensure appropriate application of the skills. Student is capable of functioning independently.

Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents.

Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents. Goals and Objectives of the School Psychology Program Graduates of the school psychology program are expected to develop a variety of critical, causal, interpretive, and reflective thinking skills during

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling

M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and

More information

Department of Psychology. School Psychology Program. Graduate Student Handbook

Department of Psychology. School Psychology Program. Graduate Student Handbook Department of Psychology School Psychology Program Graduate Student Handbook 2015-2016 Department of Psychology Emma Eccles Jones College of Education and Human Services Utah State University 2810 Old

More information

Ed.S. School Psychology 2015-16 Program Guidebook

Ed.S. School Psychology 2015-16 Program Guidebook Ed.S. School Psychology 2015-16 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Department of Psychology. School Psychology Program. Graduate Student Handbook

Department of Psychology. School Psychology Program. Graduate Student Handbook Department of Psychology School Psychology Program Graduate Student Handbook 2013-2014 Department of Psychology Emma Eccles Jones College of Education and Human Services Utah State University 2810 Old

More information

Advanced Seminar in School Psychology PSYC 625

Advanced Seminar in School Psychology PSYC 625 Advanced Seminar in School Psychology PSYC 625 Instructors: Dr. Joe Prus (prusj@winthrop.edu) 803-323-2630 Dr. Gary Alderman (aldermang@winthrop.edu) 803-323-2630 Spring 2015 Tuesday 5:00-7:45 PM 016 Kinard

More information

DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM

DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM PRACTICUM 2015-2016 The Practicum To the Student: This handbook is intended to address some initial questions you may have regarding field placements.

More information

Department of Psychology. School Psychology Program. Graduate Student Handbook

Department of Psychology. School Psychology Program. Graduate Student Handbook Department of Psychology School Psychology Program Graduate Student Handbook Cohort 2015-2018 Department of Psychology Emma Eccles Jones College of Education and Human Services Utah State University 2810

More information

Standards for the Credentialing of School Psychologists

Standards for the Credentialing of School Psychologists Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists

More information

Education Specialist (Ed.S.) Program. School Psychology CECH. Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu

Education Specialist (Ed.S.) Program. School Psychology CECH. Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu + Education Specialist (Ed.S.) Program School Psychology CECH 2014 Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu I. Program Overview The Specialist-Level (Ed.S.) School Psychology Program

More information

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create

More information

APPLICATION PACKET. A Member of the Texas State University System

APPLICATION PACKET. A Member of the Texas State University System APPLICATION PACKET School Psychology Program Department of Educational Administration and Psychological Services Texas State University San Marcos, Texas 78666 A Member of the Texas State University System

More information

Rubric : WI School Psychologist

Rubric : WI School Psychologist Rubric : WI School Psychologist Diversity in Development and Learning Description: School psychologist has knowledge of individual differences, abilities, disabilities and other diverse student ; principles

More information

Standards for Graduate Preparation of School Psychologists

Standards for Graduate Preparation of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school

More information

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates.

Millersville University School Psychology Student Portfolio. This is most current information. Please check with faculty for updates. 1 Millersville University School Psychology Student Portfolio This is most current information. Please check with faculty for updates. 1 2 Portfolio Process The School Psychology Certification Program

More information

Oak Park School District. School Psychologist Evaluation

Oak Park School District. School Psychologist Evaluation Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models

More information

SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1]

SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1] SCHOOL PSYCHOLOGY HANDBOOK 2010 EDITION [1] Contents SECTION 1. PROGRAM DESCRIPTION... 4 Training Philosophy... 5 School of Education and Allied Professions Outcome Goals... 6 National Association of School

More information

Ed.S. School Psychology 2014 2015 Program Guidebook

Ed.S. School Psychology 2014 2015 Program Guidebook Ed.S. School Psychology 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

SCHOOL PSYCHOLOGY HANDBOOK

SCHOOL PSYCHOLOGY HANDBOOK SCHOOL PSYCHOLOGY HANDBOOK 2014 EDITION Rev 5/16/14 [1] Contents SECTION 1. PROGRAM DESCRIPTION... 4 Training Philosophy... 5 School of Education and Health Science Professions Outcome Goals... 6 National

More information

School Psychology Program Graduate Program Assessment Annual Report 2012

School Psychology Program Graduate Program Assessment Annual Report 2012 School Psychology Program Graduate Program Assessment Annual Report 2012 Submitted by: Sandra S. Stroebel, Ph.D. Program Director Associate Professor of School Psychology Graduate School of Education &

More information

Standards for School Psychologists

Standards for School Psychologists Standards for School Psychologists School Psychology in Education Psychology provides an important knowledge and disciplinary base for educational procedures. School psychologists are a primary source

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Ph.D. in School Psychology Academic Assessment Plan 2013-14

Ph.D. in School Psychology Academic Assessment Plan 2013-14 Office of the Provost Ph.D. in School Psychology Academic Assessment Plan 2013-14 College of Education John Kranzler jkranzler@coe.ufl.edu University of Florida Institutional Assessment Continuous Quality

More information

School Psychologist Graduate Program: Frequently Asked Questions by Applicants

School Psychologist Graduate Program: Frequently Asked Questions by Applicants Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New

More information

Counseling, Educational Psychology, and Foundations

Counseling, Educational Psychology, and Foundations Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

School Psychology Graduate Program Handbook

School Psychology Graduate Program Handbook School Psychology Graduate Program Handbook Revised 08/2015 1 School Psychology Program Student Handbook Table of Contents: Section I About the Program School Psychology Program Description Definition

More information

School Psychology Graduate Program Handbook

School Psychology Graduate Program Handbook School Psychology Graduate Program Handbook Revised 09/2013 1 School Psychology Program Student Handbook Table of Contents Section I About the Program School Psychology Program Description Definition of

More information

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

NATIONAL RECOGNITION REPORT Preparation of School Psychologists

NATIONAL RECOGNITION REPORT Preparation of School Psychologists NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School

More information

Key Assessments Pupil Personnel Services: School Psychology

Key Assessments Pupil Personnel Services: School Psychology Key Assessments Pupil Personnel Services: School Psychology Note: This document includes both descriptions and scoring guides/rubrics. Please follow the blue internal links for additional material. PPS.1

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of

More information

LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION LEVEL 1 2

LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION LEVEL 1 2 LAS CRUCES PUBLIC SCHOOLS PSYCHOLOGIST PERFORMANCE SUMMATIVE EVALUATION Psychologist Date: 1 = Unsatisfactory 2 = Satisfactory Note: All items marked at Level 1 require a growth plan. I. PERSONAL CHARACTERISTICS

More information

Stephen F. Austin State University Department of Human Services. Clinical Mental Health Counselor Education Program

Stephen F. Austin State University Department of Human Services. Clinical Mental Health Counselor Education Program Stephen F. Austin State University Department of Human Services Clinical Mental Health Counselor Education Program Information Packet Revised January 2016 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin

More information

School Psychology Internship Evaluation. Psychology 686: Internship in School Psychology Millersville University Department of Psychology

School Psychology Internship Evaluation. Psychology 686: Internship in School Psychology Millersville University Department of Psychology School Psychology Internship Evaluation 1 Psychology 686: Internship in School Psychology Millersville University Department of Psychology Intern: Field Supervisor: Date of Evaluation: / / School District:

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003 Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

Stephen F. Austin State University

Stephen F. Austin State University Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,

More information

M.S. & Ed.S. in School Psychology Assessment in the Major Report 2013-14. By Dr. Christine Peterson, Program Director Submitted: October 2014

M.S. & Ed.S. in School Psychology Assessment in the Major Report 2013-14. By Dr. Christine Peterson, Program Director Submitted: October 2014 M.S. & Ed.S. in School Psychology Assessment in the Major Report 2013-14 By Dr. Christine Peterson, Program Director Submitted: October 2014 Table of Contents Description of Methods... 2 Program Disposition

More information

CPSY 585 School Psychology Practicum, 2

CPSY 585 School Psychology Practicum, 2 CPSY 585 School Psychology Practicum, 1 COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name Practicum in School Psychology Course Number CPSY 585 Term

More information

SCHOOL PSYCHOLOGY SPECIALIST PROGRAM HANDBOOK

SCHOOL PSYCHOLOGY SPECIALIST PROGRAM HANDBOOK SCHOOL PSYCHOLOGY SPECIALIST PROGRAM HANDBOOK Policies and Procedures of the MA/CAS School Psychology Program Prepared by the School Psychology Faculty Department of Psychology East Carolina University

More information

Educational Leadership Program

Educational Leadership Program Educational Leadership Program Experienced educators with a current Florida Professional Educators certificate who are interested in leadership positions in a K-12 school, district or private school system.

More information

School Psychology Area Requirements

School Psychology Area Requirements School Psychology Area Requirements Graduate study in the School Psychology Program at the University of Wisconsin-Madison is a degree program leading to a Doctor of Philosophy (PhD) in Educational Psychology.

More information

USU Professional School Guidance Counselor Education Program PRACTICUM STUDENT EVALUATION

USU Professional School Guidance Counselor Education Program PRACTICUM STUDENT EVALUATION USU Professional School Guidance Counselor Education Program PRACTICUM STUDENT EVALUATION Student Information Name A# Practicum Site Supervisor Review Period Start date: End date: Date School District

More information

School Psychology Program

School Psychology Program School Psychology Program Program Handbook This handbook provides information about the Specialist program in School Psychology at the University of Houston-Clear Lake. It is intended for use by potential

More information

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:

OFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements: M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate

More information

Rider University School Psychology Program Handbook Class of 2015. Rev. 1-17-13

Rider University School Psychology Program Handbook Class of 2015. Rev. 1-17-13 Rider University School Psychology Program Handbook Class of 2015 Rev. 1-17-13 1 Table of Contents Page Numbers School of Education Conceptual Framework 3-4 School Psychology Program Philosophy & Goals

More information

Nationally Certified School Psychologist. Application and Information for Graduates of Non-NASP-Approved Programs

Nationally Certified School Psychologist. Application and Information for Graduates of Non-NASP-Approved Programs Nationally Certified School Psychologist Application and Information for Graduates of Non-NASP-Approved Programs Note: All applications must be submitted using the online submission process. www.nasponline.org/certification/ncsp/app/index.aspx

More information

School Psychology Re-specialization. Loyola University Chicago

School Psychology Re-specialization. Loyola University Chicago Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining

More information

Program Outcomes and Assessment

Program Outcomes and Assessment Program Outcomes and Assessment BS Child Development Program Outcomes October 2013 Creative and Critical Thinkers Program Outcomes Courses Courses Standard 1. Understanding and Applying Developmental Knowledge

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The

More information

Vision, Mission, and Process

Vision, Mission, and Process The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

NEW PROGRAM PROPOSAL (FAST TRACK) EDUCATION SPECIALIST DEGREE: SCHOOL PSYCHOLOGY

NEW PROGRAM PROPOSAL (FAST TRACK) EDUCATION SPECIALIST DEGREE: SCHOOL PSYCHOLOGY NEW PROGRAM PROPOSAL (FAST TRACK) EDUCATION SPECIALIST DEGREE: SCHOOL PSYCHOLOGY Form B attached State the purpose of the program. Introduction The challenges faced by schools and school children, particularly

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Doctoral Study in Applied Developmental Psychology

Doctoral Study in Applied Developmental Psychology Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University

More information

Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP)

Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP) Program Report for the Preparation of School Psychologists National Association of School Psychologists(NASP) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution Name Arkansas

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

The MSPA Rubric for Evaluation of School Psychologists

The MSPA Rubric for Evaluation of School Psychologists The MSPA Rubric for Evaluation of School Psychologists The Massachusetts School Psychologists Association (MSPA) has developed this rubric for the evaluation of school psychologists for adoption, in part

More information

6.63.5.1 ISSUING AGENCY: Public Education Department (PED) [6.63.5.1 NMAC - Rp 6 NMAC 4.2.3.11.1, 07-01-03; A, 06-30-06; A, 01-29-10]

6.63.5.1 ISSUING AGENCY: Public Education Department (PED) [6.63.5.1 NMAC - Rp 6 NMAC 4.2.3.11.1, 07-01-03; A, 06-30-06; A, 01-29-10] TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 63 SCHOOL PERSONNEL - LICENSURE REQUIREMENTS FOR ANCILLARY AND SUPPORT PERSONNEL PART 5 LICENSURE FOR SCHOOL PSYCHOLOGISTS, PRE K-12 6.63.5.1 ISSUING AGENCY:

More information

Psychology Department. Plattsburgh State University. MA/CAS in School Psychology

Psychology Department. Plattsburgh State University. MA/CAS in School Psychology Psychology Department Plattsburgh State University MA/CAS in School Psychology Handbook: Policies and Procedures Fall, 2003 School Psychology Graduate Program Handbook [Policies and Procedures], p. 2 1

More information

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.

SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist. SCHOOL PSYCHOLOGY 95 DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.edu MISSION AND OBJECTIVES Today s school psychologists must function as effective

More information

University of Wisconsin Madison General Information about the Reading Teacher and Reading Specialist Licenses

University of Wisconsin Madison General Information about the Reading Teacher and Reading Specialist Licenses University of Wisconsin Madison General Information about the Reading Teacher and Reading Specialist Licenses Program Coordinator: Professor Dawnene Hassett Literacy Area, Department of Curriculum & Instruction

More information

School Psychology: Doctoral Study at Howard University

School Psychology: Doctoral Study at Howard University School Psychology: Doctoral Study at Howard University Rev 8/14 The Howard University School Psychology Program (HUSP) is structured to meet the requirements for licensure as a school psychologist (Nationally

More information

Competencies for School Guidance and Counselor, Grades K-12 ADD-ON LICENSURE

Competencies for School Guidance and Counselor, Grades K-12 ADD-ON LICENSURE In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

University of Minnesota. School Psychology Program. Student Handbook

University of Minnesota. School Psychology Program. Student Handbook University of Minnesota School Psychology Program Student Handbook Revised August 2015 1 Table of Contents Welcome... 5 Section I: Program Description... 6 Vision Statement... 6 Program Assumptions...

More information

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology

PSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology PSYCHOLOGY 592B School Psychology Practicum, Three Credits Rationale: The Psychology 592B Practicum, second in the School Psychology Practicum series, occurs during the spring quarter of the second year

More information

Applied Behavior Analysis, M.S.Ed.

Applied Behavior Analysis, M.S.Ed. Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in

More information

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling SPSY 580 School Psychology Practicum, 1 Course Name COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Practicum in School Psychology Course Number SPSY 580 Term

More information

M.S. & Ed.S. in School Psychology Assessment in the Major Report 2014-15. By Dr. Christine Peterson, Program Director Submitted: October 2015

M.S. & Ed.S. in School Psychology Assessment in the Major Report 2014-15. By Dr. Christine Peterson, Program Director Submitted: October 2015 M.S. & Ed.S. in School Psychology Assessment in the Major Report 2014-15 By Dr. Christine Peterson, Program Director Submitted: October 2015 Table of Contents Description of Methods... 2 Program Disposition

More information

Ed.S. PROGRAM SCHOOL PSYCHOLOGY. Manual of Policies and Procedures. College of Education. Department of Education and Human Services

Ed.S. PROGRAM SCHOOL PSYCHOLOGY. Manual of Policies and Procedures. College of Education. Department of Education and Human Services 1 Ed.S. PROGRAM IN SCHOOL PSYCHOLOGY Manual of Policies and Procedures College of Education Department of Education and Human Services Lehigh University http://www.lehigh.edu/education/sp/eds_sp.html Approved:

More information

Doctor of Philosophy in Counseling Psychology

Doctor of Philosophy in Counseling Psychology Doctor of Philosophy in Counseling Psychology Program Description Objectives The program aims to develop competent and effective academicians and practitioners in counseling psychology by: a. Exposing

More information

M.A. in School Counseling / 2015 2016

M.A. in School Counseling / 2015 2016 M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are

More information

Master of Arts Programs in the Faculty of Social and Behavioral Sciences

Master of Arts Programs in the Faculty of Social and Behavioral Sciences Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into

More information

SECTION 4: MASTER OF EDUCATION DEGREE

SECTION 4: MASTER OF EDUCATION DEGREE SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fi fth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

M.A. in Special Education / 2013-2014 Candidates for Initial License

M.A. in Special Education / 2013-2014 Candidates for Initial License M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates

More information

CTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014

CTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014 CTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014 Overview of this Report This agenda item reports on an alignment

More information

Therapeutic Psychology: Techniques of Counseling and Psychotherapy Psy 611 Spring 2015

Therapeutic Psychology: Techniques of Counseling and Psychotherapy Psy 611 Spring 2015 Therapeutic Psychology: Techniques of Counseling and Psychotherapy Psy 611 Spring 2015 Instructor: Gary L. Alderman, Ph.D. (aldermang@winthrop.edu) 803-323-2637; 704-231-9970 (C) Kinard 110B Meeting time:

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

Competencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE

Competencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,

More information

Master of Arts Programs in the Faculty of Social and Behavioral Sciences

Master of Arts Programs in the Faculty of Social and Behavioral Sciences Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into

More information

INFORMATION PACKET FOR PROSPECTIVE STUDENTS

INFORMATION PACKET FOR PROSPECTIVE STUDENTS SPECIALIST-LEVEL PROGRAM IN SCHOOL PSYCHOLOGY INFORMATION PACKET FOR PROSPECTIVE STUDENTS Updated: October 2013 College of Social Justice and Human Service Department of School Psychology, Higher Education

More information

Psychology Courses (PSYCH)

Psychology Courses (PSYCH) Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American

More information

Evaluation of School Psychologists

Evaluation of School Psychologists Evaluation of Psychologists 2013 Directors Institute Dr. Elizabeth Danielson Coordinator of Psychological Services Mesa Public s Context for Evaluation of Psychologists in Arizona 2010 Arizona Statute

More information

Effective after October 1, 2013

Effective after October 1, 2013 MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling

More information

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems. 202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation

More information

. P S Y C H O L O G Y.

. P S Y C H O L O G Y. . P S Y C H O L O G Y. MASTER OF ARTS DEGREE PROGRAMS IN PSYCHOLOGY As a special-purpose institution of higher education for urban programming, Texas Southern University embraces the concept of liberal

More information

HAWAII PACIFIC UNIVERSITY

HAWAII PACIFIC UNIVERSITY HAWAII PACIFIC UNIVERSITY PROGRAM OVERVIEW DEPARTMENT OF PSYCHOLOGY MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING The Clinical Mental Health Counseling Master s Degree Program (CMHC-MA) is a post-baccalaureate

More information

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated

More information

Overview. Program Outcomes. Azusa Pacific University 1. Program Director: Pedro Olvera, Psy.D. (626) 815-6000, Ext. 5124, polvera@apu.

Overview. Program Outcomes. Azusa Pacific University 1. Program Director: Pedro Olvera, Psy.D. (626) 815-6000, Ext. 5124, polvera@apu. Azusa Pacific University 1 Master of Arts in Education: Educational Psychology (M.A.Ed.) and Educational Specialist (Ed.S.) Degree in School Psychology with Embedded Pupil Personnel Services Credential

More information

Online CMHC Program Course Descriptions

Online CMHC Program Course Descriptions Online CMHC Program Course Descriptions Students must meet with their advisor prior to registering for courses. If a student wishes to take a course outside the suggested schedule of study, they must first

More information

Master of Arts In Counseling Master s degree only

Master of Arts In Counseling Master s degree only Master of Arts In Counseling Master s degree only School Psychology and Counseling School of Education La Sierra University School of Education 4500 Riverwalk Parkway Riverside, CA 92515 Master of Arts

More information

Internship in School Psychology (PSY 790) Fall 2014 3 credits

Internship in School Psychology (PSY 790) Fall 2014 3 credits Internship in School Psychology (PSY 790) Fall 2014 3 credits Instructor: Jennifer L. Schroeder, PhD Email: Jennifer.Schroeder@tamuc.edu (best way to contact me) Phone: 903-886-5200 Course description:

More information

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework

Portfolio Guide. Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Conceptual Framework Portfolio Guide Program: M. S. in Counseling : Elementary and Secondary School Counseling Options MoStep / Quality Indicators Performance Indicators Artifact and Course 1.4.1.1 Human Growth and Development:

More information

M.S./Ed.S. School Psychology Candidate Requirements

M.S./Ed.S. School Psychology Candidate Requirements M.S./Ed.S. School Psychology Candidate Requirements Fall 1 Courses Hours MHS 5400 Introduction to Counseling Theories and Techniques 4 *SPS 5055 Foundations of School Psychology 3 *SPS 5191 Assessment

More information