Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved

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1 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved Program evaluation in the Program occurs both (a) to make decisions about individual candidates progress through the program and (b) to make decisions about the effectiveness of the program at preparing candidates to meet the standards of the program. This document describes the operation of the Program Assessment Plan. It first describes how decisions are made regarding individual candidates and then describes how decisions are made regarding the effectiveness of the program. Decisions about Individual Candidate Progress There are four transition points at which decisions are made regarding candidates in the Program. However, the last one, Program Completion, actually involves three different transitions. These are identified in the attachment to the Program Assessment Plan Figure 1. This section will describe how decisions are made at each of these transition points. Transition Point: Program Admission Candidates enter the school psychology training at either the M.Ed. in Educational Psychology or Ed.S. in Educational Psychology degree level, depending upon whether they already have achieved their master s degree in educational psychology or a related area. Please see the Program Assessment Plan of the Educational Psychology Program for a description of the admission procedures for candidates entering at the master s level. Applicants to the Program must submit the materials identified in the attachment to Figure 1 for the Program Assessment Plan. Applications are reviewed within two weeks of the Department receiving all the required materials. (Somewhat longer may be needed to review applications that are completed during summer or between the fall and spring semesters.) Each faculty member reviews the application independently and recommends whether the candidate should be admitted. Reviewers check that applicants have met the minimum Index Score and Master s degree GPA. Reviewers expect that the scores of applicants who did not complete a thesis in their master s programs will be 3.5 or higher on the 6-point criterion based scale of the GRE Analytical Writing Assessment. Reviewers are concerned if the ratings on the reference letters and/or the comments of the authors raise red flags. The Statements of Professional Goals and Research Goals and the Resume are reviewed to confirm that the applicant s experiences and goals are consistent with a career as a school psychologist and that the applicant made sure that these documents were clear and free of clerical errors. Based on review of the application materials, the faculty member reports to the chair whether the faculty member does or does not recommend the application for admission to the Ed.S. program. Page 1

2 School Psychologist, Narrative The Department Chair writes a letter telling the applicant the recommendation being made to the Graduate School. The Graduate School writes the applicant informing him or her of the admissions decision made by the Graduate School. Applicants who have been denied admission may appeal that decision by contacting the Department Chair and providing additional evidence the applicant views as relevant. The School Psychology faculty and the Chair review appeals and make decisions about them. Standard recommendations made to denied applicants suggesting how they might improve their admission potential in the future include retaking the GRE, enrolling in remedial instruction in writing composition, or taking prerequisite courses. The specific recommendations are derived from the weaknesses identified in the appellant s application materials. The Department Chair writes a letter telling the appellant the decision and offering suggestions for improving future admissions potential. Transition Point: Admission to Clinical Practice (CESP 946) Prior to enrolling in CESP 946: Practicum in, candidates must attain passing scores on the Examination and the Ed.S. Comprehensive Examination, meet minimum criteria on assessments for all Standards, complete most/all of the other courses on their Plans of Study (one course not CESP 824, CESP 858, CESP 859, or CESP 914 may be taken concurrent with or after the practicum), and submit the name, position, and phone number of the administrator of the school district/cooperative that has agreed to employ the candidate as a Practicum student. (With their advisor s permission, candidates may take one course on the Plan of Study concurrent with or after they take their practica, provided that the course-to-be-take does not include CESP 824, CESP 858, CESP 859, or CESP 914.) Comprehensive Examination is administered the first week of June and of September. Candidates are advised to take the Comprehensive Examination at the administration just prior to the semester in which they intend to enroll in CESP 946 (e.g., first week of June for fall semester practicum). The candidate s advisor discusses with the candidate the criteria for enrolling in CESP 946. The and Comprehensive Examinations are graded by at least two School Psychology Faculty. The faculty member who will be the candidate s University Supervisor contacts the school administrator to discuss the training that must be provided on the Practicum, who will be the Field Supervisor, and any other conditions that will increase the likelihood of a successful practicum. The candidate s advisor makes sure that the candidate has approval to enroll in CESP 946. The University Supervisor discusses the Practicum Letter of Agreement with the candidate, who has the responsibility to obtain the required signatures of the Field Supervisor and the administrator. The candidate and the University Supervisor also sign the letter of agreement, and copies are given to all parties, with the original placed in the candidate s Departmental file. The advisor discusses with the candidate the materials that must be submitted and the semester in which the candidate plans to enroll in CESP 946. Candidates must seek and secure Page 2

3 School Psychologist, Narrative their employment with the school district/cooperative; they are never placed in their practicum position. faculty support candidates in this process by discussing with them the professional and personal preferences they may have for their practicum experiences, by giving them contact information for various districts and cooperatives, and by sharing suggestions on successful job interviewing. Faculty are available to respond to prospective employers questions about the practicum requirements and to provide recommendations of the candidate. Since the faculty must approve the candidate s employment in the school/cooperative as the practicum, candidates typically have ongoing discussions with their advisors as they seek their positions with schools/cooperatives. Applicants to clinical practice who have been rejected may appeal that decision in writing to the Departmental Chair. Then, the faculty and the Chair would meet to discuss the appeal and the appellant is informed of their decision in a letter from the Chair. The faculty and Chair may choose to meet with the appellant also to explain more fully the reasons for the denial and any remedial options. Transition Point: Exit from Clinical Practice (CESP 946: Practicum) By the time that candidates have completed at least 500 of the 600 hours of the practicum, they will have been evaluated using the Field Experiences Evaluation. The Field Supervisor completes the evaluation and discusses the evaluation with the candidate and the University Supervisor. The Field Supervisor observes the candidate throughout the practicum in order to determine ratings on the Field Experiences Evaluation. Candidates should receive ratings at the beginning competency level or higher on all items. The University Supervisor assigns the grade for CESP 946 based on the completed Field Experiences Evaluation, the candidate s contributions to the campus meetings for practicum candidates, and the University Supervisor s observations during three site visits. The University Supervisor makes at least three site visits during the practicum. At each visit, the two supervisors and the candidate discuss the candidate s progress in developing the skills corresponding to the Performance Indicators. These indicators correspond to the items on the Field Experiences Evaluation. The Field Supervisor completes the evaluation and discusses the evaluation with the candidate and the University Supervisor, typically during the final site visit. A candidate who has not satisfactorily completed clinical practice may appeal that decision in writing to the faculty. If the appellant exhibited illegal or unethical behaviors, remedial options may not always be offered. In other situations, the appellant may need additional skill training; in these cases, the University Supervisor may develop a plan for the appellant to acquire the needed skills and then enroll in an additional practicum. Page 3

4 School Psychologist, Narrative Transition Point: Program Completion Program completion in the school psychology training involves three sequential stages: (a) completion of the Ed.S. degree; (b) entry into the Internship; and (c) completion of the Internship and Culminating Case Study. Completion of the Ed.S. degree. Candidates applying to complete their Ed.S. in School Psychology degree apply to graduate by the deadline for that semester that has been set by the Graduate School. The Plan of Study submitted early in the degree program specifies the required course work and whether the candidate must complete a thesis equivalent. (The thesis equivalent is required for all candidates who did not complete a thesis in their master s degree programs.) Upon receipt of the application to graduate, the Graduate School checks whether the candidate has completed (or will complete that semester) the courses on the Plan of Study with a GPA of at least 3.0, grades of C or better in all Plan of Study courses, and, if required, the thesis equivalent. The Graduate School responds by letter to the candidate s application to graduate. Additionally, the candidate must submit the Program Completion Survey to the Department. Entry into the Internship. The Internship in (CESP 977) requires a minimum of 1200 hours, or two semesters full-time. Candidates are expected to complete the internship immediately after attainment of the Ed.S. in School Psychology degree. Candidates must obtain passing scores on the PRAXIS II School Psychology Examination. They must initiate an application for the provisional Kansas School Psychology License. Also they must secure employment as a School Psychologist Intern with a school district or cooperative. The Faculty must approve this position as the internship. The candidate s advisor makes sure that the candidate has approval to enroll in CESP 977. The University Supervisor discusses the Internship Letter of Agreement with the candidate, who has the responsibility to obtain the required signatures of the Field Supervisor and the administrator. The candidate and the University Supervisor also sign the letter of agreement, and copies are given to all parties, with the original placed in the candidate s Departmental file. Applicants to internship who have been rejected may appeal that decision in writing to the Departmental Chair. Then, the faculty and the Chair would meet to discuss the appeal and the appellant is informed of their decision in a letter from the Chair. The faculty and Chair may choose to meet with the appellant also to explain more fully the reasons for the denial and any remedial options. Completion of the Internship and Culminating Case Study. By the time that candidates have completed at least 1000 of the 1200 hours of the internship, they will have been evaluated using the Field Experiences Evaluation. The Field Supervisor completes the evaluation and discusses the evaluation with the candidate and the University Supervisor. The Field Supervisor observes the candidate throughout the internship in order to determine ratings on the Field Experiences Evaluation. Interns should receive ratings at the mastery level or higher on all items. The University Supervisor assigns the grade for CESP 977 based on the completed the Field Experiences Evaluation, the Page 4

5 School Psychologist, Narrative candidate s contributions to the campus meetings for intern candidates, and the University Supervisor s observations during four site visits. The University Supervisor makes at least four site visits during the internship, or two per semester. At each visit, the two supervisors and the candidate discuss the candidate s progress in developing the skills corresponding to the Performance Indicators. These indicators correspond to the items on the Field Experiences Evaluation. Field supervisors are encouraged to use the Field Experiences Evaluation as a guide to formative evaluation, especially at the end of the first semester of the internship. The Field Supervisor completes the evaluation and discusses the evaluation with the candidate and the University Supervisor, typically during the final site visit. A candidate who has not satisfactorily completed the internship may appeal that decision in writing to the faculty. If the appellant exhibited illegal or unethical behaviors, remedial options may not always be offered. In other situations, the appellant may need additional skill training; in these cases, the University Supervisor may develop a plan for the appellant to acquire the needed skills and then enroll in an additional internship (full or partial). During the internship, the candidate completes the Culminating Case Study. The written document is submitted to the Faculty during the last fourth of the internship ( hours). The candidate makes an oral defense/presentation of the Case Study to the Faculty and the Internship Field Supervisor. The faculty vote on whether the candidate has passed the Culminating Case Study by considering the overall quality of the written document and oral defense, the evidence of positive candidate impact on students, and the articulation of the influence of his/her academic training on decision-making during the Case Study. The Chair sends a letter to the candidate indicating the faculty s decision on the acceptability of the Case Study. Candidates who do not pass may work with their advisor to develop appropriate remedial experiences and related documentation. Decisions about the Effectiveness of the Program Decisions about the effectiveness of the Program are made by the Program Committee, in consultation with the Advisory Council, utilizing aggregated data from transition points, program follow-up surveys, external reviews, state required licensure tests (PRAXIS II ), and relevant unit operations (e.g., advisement). This section describes how decisions are made about the program s effectiveness at preparing candidates to meet the standards adopted for the program. Who Reviews the Data The Program Committee is the primary group responsible for reviewing the data and for making decisions about the adequacy of the program. It consists of the Faculty and at least one Educational Psychology Faculty. Page 5

6 School Psychologist, Narrative The Program Committee obtains advice from the Advisory Council. The membership, responsibilities, and procedures of the Advisory Council are described in its Articles (see copy in Appendix A). Frequency of and Nature of the Reviews At least once each year, the Program Committee examines program data to ascertain program effectiveness. After making tentative conclusions about the program and any changes, it forwards to the Advisory Council the aggregated data that have led it to believe changes are or are not needed along with its proposed changes (if any). The Committee may also make recommendations about possible changes in the Conceptual Framework. The Council examines these and offers advice on (a) whether the decision(s) about the need for changes is/are consistent with what the data show, (b) whether any proposed changes will reasonably address the problem(s) that have been detected, and (c) any additional suggestions members may have for improving the program. After receiving the recommendations of the Council, the Committee makes final decisions about program changes to be recommended, if any, and forwards those to the appropriate University groups according to University policy. to be Considered by the Program Committee At a minimum, the annual review by the Program Committee considers the Core in Appendix A of the Unit s Program Assessment document. If changes are being recommended for the program, for the common assessments and their rubrics, or for the criteria to be used, the Committee identifies the data that will be used in the following year(s) to examine the effectiveness of the changes. If changes were made as a result of the prior reviews of program data, the Committee also examines the data to determine the success of those changes or any collateral adverse results from the changes. Data to be Examined at Yearly Reviews For the yearly reviews, the Program Committee examines aggregated data for the preceding year. This includes but is not limited to aggregated data from (a) decisions made about individual candidates at transition points, (b) the Program advising survey, (c) candidate exit surveys, (d) surveys of graduates, (e) surveys of employers of graduates, (f) any external reviews that occurred in the past year (i.e., KSDE and NASP), and (g) graduates results on the state licensure exams in (PRAXIS II). Whenever possible, data coming from candidates, graduates, and employers are aggregated by (a) transition point, (b) by program standard, (c) by Unit Conceptual Framework proficiencies and dispositions, and (d) by type of knowledge. Where possible data are disaggregated by ethnicity and gender. In addition, the Committee examines aggregated data on clinical placements to determine if they meet program requirements for student/client and institutional (e.g., elementary, middle, high school) diversity. Finally, the Committee also examines reports from the Assessment Coordinator on (a) the predictive validity of the assessments used for making Page 6

7 School Psychologist, Narrative decisions at transition points, and (b) the reliability of the common assessments used by the program. Review of the Work of the Program Committee Each year, the Program Committee submits to the Unit Assessment Committee the annual report of its program review. Each annual report summarizes its conclusions and recommendations, and describes program changes undertaken, the problem each program change was designed to address, and how the data should change if the revision is successful. Additionally, it summarizes how effective prior program revisions were at addressing the problem(s) they were designed to solve, and any unexpected outcomes thought to be due to the program revisions. Once every five years, Program Committee submits to the Unit Assessment Committee evidence of its work for review. The materials submitted include, but are not limited to, 1. the Program Assessment Plan, 2. the minutes of the meetings of the Program Committee, 3. the minutes of the Advisory Council, 4. the aggregated and disaggregated data that were reviewed by the Committee during its most recent program review, 5. a copy of the suggestions given to the Program Committee by the Unit Assessment Committee as a result of its last review of the Program Committee s work, and 6. a brief statement of how the Program Committee addressed any suggestions that were provided at the last review by the Unit Assessment Committee. In addition, the Program Assessment Committee provides other information requested by the Unit Assessment Committee to assist in this review. Page 7

8 School Psychologist, Narrative Appendix A ARTICLES OF THE SCHOOL PSYCHOLOGY ADVISORY COUNCIL Revised and Approved May 24, 2004 ARTICLE I Name of Council The name of this organization shall be the Advisory Council. Purpose ARTICLE II The purpose of the Advisory Council will be to: Provide advice and counsel to the faculty members about the Ed.S. program. Specifically: 1. providing input and advice on programs, including need, curricula, assessments, related criteria, and the Guiding Program Document (if any); 2. providing input and advice on tentative program review results/recommendations from Program Committee based upon program data summaries; 3. providing input/feedback on matters of general concern to school personnel preparation programs (e.g., Conceptual Framework). Serve as a liaison between the program and the Wichita State University community. Serve as a liaison between the program and the business and educational community served by Wichita State University. Representation and Membership ARTICLE III The Advisory Council will be composed of the following individuals and representatives of the following groups: Dean of the Graduate School Dean of the College of Education Department Chair Full-time Program faculty Representative from a professional association Program graduates (2) Page 8

9 School Psychologist, Narrative Faculty member from the Department of Psychology Faculty member from the Department of Curriculum and Instruction Educational administrator who hires school psychologists School support person Teacher Current candidate Local School Psychologist Practitioners (2) Adjunct faculty Selection Procedures ARTICLE IV The Graduate School Dean or a designated appointee will represent the Graduate School. The Dean of the College of Education and the respective department chair will represent the College of Education. All full-time faculty in the Program will be active members of the Advisory Council. Additional members will be recommended based on the selection criteria in Article III as well as their potential for contributing to the effectiveness of the Council. Potential Council members will be identified by full-time faculty members, who will recommend their appointment or reappointment to the Unit Head. Length of Term ARTICLE IV All full-time faculty members will remain on the Council as long as the majority of their assignments are in. The two Deans and the Department Chair will serve as long as they remain in their respective administrative positions. All other appointed members of the council serve three-year terms, except for the current candidate, who serves a one-year term. However, initial term lengths will be staggered to assure continuity in Council functioning. Members may be reappointed. Membership on the Council will terminate when the person: is no longer a member of the group they were initially chosen to represent no longer lives or works in the Wichita State University service area has missed two consecutive meetings (subject to review) submits a letter of resignation Page 9

10 School Psychologist, Narrative In the event of any of these situations, the full-time faculty members will recommend a replacement to the Unit Head. Officers ARTICLE VI Council Coordinator: Each summer the full-time faculty members will select which of them will coordinate the Council meetings. Duties of the Council Coordinator ARTICLE VII The Council Coordinator, in consultation with the full-time faculty and the respective Department Chair, will: schedule meetings prepare the agenda mail the agenda to each member (at least one week before each meeting) modify the agenda (if that is determined to be in the best interest of the Council s work) invite potential members to serve on the Council and request their appointment by the Unit Head monitor Council membership Meetings ARTICLE VIII The Council will meet once during the spring semester. Special meetings may be called as necessary. Page 10

11 Figure 1. Approved NOTE: Information that belongs in the boxes is provided immediately below Figure 1. Unit Assessment Committee Conceptual Framework Curriculum Transition Point: Program Admission etc. Program Committee Progress Review Mechanism Criteria etc. Results School Psychology Advisory Council Transition Point: Admission to Clinical Practice etc. Criteria etc. Results Transition Point: Exit from Clinical Practice etc. Criteria etc. Results Transition Point: Program Completion etc. Criteria etc. Results Etc. Program Follow-Up etc. Results External Reviews etc. Results State Required Licensure Tests etc. Results Page 1

12 School Psychologist, Attachment to Figure 1 Transition Point and Post Program Assessments Standard (Assessment) Common Assessment Criterion a Course Where Assessment is Administered Transition Point 1: Program Admission None Index score: Index = GPA last 60 UG hours 5.5 or higher Pre Program + [(Verbal GRE + Quantitative GRE) / 400] None Masters degree GPA, if entering at Ed.S. level Minimum of 3.5 Pre Program None GRE Analytical Writing Score, if no thesis completed already Minimum 3.5 score on a 6-point scale None Three letters of reference Absence of red flags as indicated by the ratings on the reference letter form and/or by comments of recommenders None Statement of Professional Goals Goals are consistent with profession of school psychology None Statement of Research Goals Goals are consistent with the profession of school psychology. None Resumé Applicant has had employment and community services experiences None Thesis (if part of Master s program) Passing votes by thesis committee and approval of Graduate School Pre Program Pre Program Pre Program Pre Program Pre Program Pre-Program Transition Point II: Admission to Clinical Practice (CESP 946) 1(3), 3(4), 4(4), 5(2), 6(4), 7(3), 8(2), 9(3), 10(3), 11(2) Examination An overall 75% or higher accuracy plus at least 70% of the items associated with each standard must be answered correctly Freestanding Attachment to Figure 1 Page 2

13 School Psychologist, Attachment to Figure 1 Standard (Assessment) Common Assessment Criterion a 1(2), 2(3), 3(3), 4(3), 5(1), 6(3), 7(2), 8(1), 10(2), 11(1) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 Ed.S. Comprehensive Examination Completion of most/all course work on Plan of Study; one course not CESP 824, CESP 858, CESP 859, or CESP 914 may be taken concurrent with or after the practicum Employment by an approved school district/cooperative 1(1) Assessment Instrument Protocols and Written Reports of Assessments Passing score on the case application essay; multiple choice questions at 75% overall accuracy; and at least 70% of the multiple choice items associated with each standard correct Grades of C or better Practicum Letter of Agreement signed by candidate, field supervisor, school administrator, and university supervisor Target or Acceptable on at least two protocols for each instrument that is assigned to be administered more than Course Where Assessment is Administered Freestanding Freestanding Freestanding CESP 855 Individual Intelligence Testing once. 2(1) Intervention Project 70% of possible points CESP 859 School-Based Interventions 2(2) Consultation Project 70% of possible points CESP 914 Consultation Techniques 3(1) Jigsaw Instruction Ratings of 3 or higher on the Learning Principles Chart section of the rubric 3(2) Case Study Intervention Target or Acceptable on the case study intervention CESP 820 Learning Theory and Instruction CESP 834 Biological Principles and Psychological Functioning for School Psychologists 4(1) Counseling Evaluation Target or Acceptable on at least 8 of the 10 criteria CESP 824 Techniques of Counseling 4(2) Supervisor Evaluation of Practicum: Items 4- Ratings of 3 or 4 CESP 856 Counseling Practicum 6, 10, 11, and (1) Three Class Projects Target or Acceptable on each CESP 808 Professional Issues Attachment to Figure 1 Page 3

14 School Psychologist, Attachment to Figure 1 Standard (Assessment) Common Assessment Criterion a 5(2) Controversial Issues Project Target or Acceptable on both criteria Course Where Assessment is Administered CESP 840 Psychology of the Exceptional Child 6(1) Crisis Intervention Project Acceptable or better on all 3 criteria CESP 824 Techniques of Counseling 9(1) Research Proposal At least 152 of the 217 total points of the Research Proposal Checklist CESP 701 Introduction to Educational Research 10(1) Evaluation of Comprehensive Evaluations Target or Acceptable ratings on at CESP 858 Diagnostic Testing least 2 of the comprehensive evaluations 13(1) Supervisor Evaluation of Practicum in Ratings of 3 or 4 CESP 856 Counseling Practicum Counseling: Items 7, 9, 10, 11, 12, 15, and 43 13(2) Tape and Case Consultation Target or Acceptable on all items CESP 856 Counseling Practicum 13(3) Personality Assessments and Integrated Report Target or Acceptable on all items CESP 934 Personality Assessment Transition Point III: Exit from Clinical Practice 1-11 Practicum Completed 600 clock hours; all items on Field Experiences Evaluation met at beginning competency level or higher; contributions to campus meetings for practicum students; and university supervisor s observations during three site visits CESP 946 Practicum in School Psychology Attachment to Figure 1 Page 4

15 School Psychologist, Attachment to Figure 1 Standard (Assessment) Common Assessment Criterion a 1(4) 2(4) 3(5) 4(5) 5(3) 6(5) 7(4) 8(3) 9(4) 10(4) 11(3) Field Experiences Evaluation: Performance Indicators for Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 Standard 10 Standard 11 13(3) Field Experiences Evaluation: Standard 7 Performance Indicators 4 and 5; Standard 5 Performance Indicators 2 and 3; Standard 1 Performance Indicators 1-5 and 11; Standard 3 Performance Indicator 1; Standard 4 Performance Indicator 7; Standard 9 Performance Indicators 2 and 7; Standard 8 Performance Indicators 2 and 3; Standard 10 Performance indicators 2, 4, 5, and 8 Ratings of 3, 4, or 5 on at least 8 of the 11 6 of the 8 6 of the 9 8 of the 11 3 of the 4 4 of the 6 4 of the 6 4 of the 6 6 of the 8 7 of the 10 All 3 Ratings of 3, 4, or 5 Course Where Assessment is Administered CESP 946 Practicum in School Psychology CESP 946 Practicum in School Psychology Transition Point IV: Program Completion Step 1, Completion of Ed.S. Degree 1-11 Overall GPA in Ed.S. coursework 3.00 and grades of C or higher in all program coursework 9(2) Thesis Equivalent (If thesis was not part of Passing votes by thesis committee and Master s program) approval of Graduate School Freestanding CESP 862 Presentation of Research Attachment to Figure 1 Page 5

16 School Psychologist, Attachment to Figure 1 Standard (Assessment) Common Assessment Criterion a 13(4) Field Experiences Ratings of 3, 4, or 5 Evaluation: Standard 7 Performance Indicators 4 and 5; Standard 5 Performance Indicators 2 and 3; Standard 1 Performance Indicators 1-5 and 11; Standard 3 Performance Indicator 1; Standard 4 Performance Indicator 7; Standard 9 Performance Indicators 2 and 7; Standard 8 Performance Indicators 2 and 3; Standard 10 Performance indicators 2, 4, 5, and 8 Course Where Assessment is Administered CESP 946 Practicum in School Psychology Transition Point IV: Program Completion Step 2, Entry into Internship 1-11 Ed.S. in Degree conferred by university Freestanding 12 Employment by an approved school Agency has a licensed individual to Freestanding district/cooperative serve as candidate s field supervisor and appropriate agency representatives sign the letter of agreement NA School Psychologist (PRAXIS content exam) 610 or higher Freestanding NA Application for provisional Kansas School Psychology License Application submitted and licensure received Freestanding Transition Point IV: Program Completion Step 3, Completion of Internship and Culminating Case Study 12 Internship Completed 1200 clock hours; contributions to campus meetings for interns; and university supervisor s observations during four site visits CESP 977 Internship in School Psychology Attachment to Figure 1 Page 6

17 School Psychologist, Attachment to Figure 1 Standard (Assessment) Common Assessment Criterion a 12(1) Field Experiences Evaluation Majority of items (approximately 70%) evaluated at Levels 4 or 5 12(2) Culminating Case Study Target or Acceptable on all rubric items Course Where Assessment is Administered CESP 977 Internship in School Psychology CESP 977 Internship in School Psychology Other Review Data: Program Follow-Up NA Survey of Program Graduates To be determined Post Program NA Employer Survey To be determined Post Program Other Review Data: External Reviews 1-12 KSDE Program Review Program accredited Freestanding 1-12 NASP Approval Review Program approved Freestanding Other Review Data: State Licensure Tests/Checks NA School Psychologist (PRAXIS content exam) 610 or higher Freestanding a Numbers outside parentheses are program standard numbers. Numbers inside parentheses are the numbers assigned to that assessment instrument in Table 2. If none is listed, this assessment does not assess a program standard. If NA is listed, this column is Not Applicable because either the assessment is not created by faculty at Wichita State University or it is a Unit-Wide assessment keyed to the Unit s Conceptual Framework. Attachment to Figure 1 Page 7

18 School Psychologist, Table 1 Courses Where Standards are Taught Approved NOTE: The following list includes all required courses in which program standards are taught. Many do not contain common assessments that are used as a part of the Program Assessment Plan. Those that do include common assessments that are used as a part of the Program Assessment Plan are included in Table 2. NOTE: If program standards have been adopted that are not KSDE standards, they are preceded by an asterisk (*). Course Where Taught KSDE Program Standards *13 CESP 701 Introduction to Educational Research a X X X CESP 704 Introduction to Educational Statistics a X X X CESP 728 Theories of Human Development a X X X X CESP 808 Professional Issues a X X X X X CESP 819 Social Psychology of Education a X X X X CESP 820 Learning Theory and Instruction a X CESP 822 Assessment in Counseling a X X CESP 823 Experimental Design in Educational Research a X X X CESP 834 Biological Principles and Psychological Functioning for School Psychologists a X X X X X X CESP 840 Psychology of Exceptional Children a X CESP 860 Seminar on Research Problems a X X X CESP 875 Master s Thesis a X X CESP 876 Master s Thesis a X X CESP 803 Counseling Theory b X X CESP 824 Techniques of Counseling b X CESP 835 Psychopathology of the DSM-IV b X X CESP 853 Law, Ethics, and Multicultural Issues b X X X CESP 855 Individual Intelligence Testing b X X X CESP 856 Counseling Practicum b X CESP 858 Diagnostic Testing b X X X X CESP 859 School-Based Interventions b X X X X X X X X CESP 914 Consultation Techniques b X X X X X X CESP 934 Personality Assessment b X X X X School Psychologist, Table 1 Page 1

19 School Psychologist, Table 1 Course Where Taught KSDE Program Standards *13 CESP 946 Practicum in b X X X X X X X X X X X X C I 724 Methods: Academic and Cognitive, Mild Exceptionality b X X a Typically taught as part of the requirements for the Educational Psychology Master s Degree b Typically taught as part of the requirements for the Educational Specialist in Degree School Psychologist, Table 1 Page 2

20 School Psychologist, Table 2 Assessments and Their Alignments Approved , Last Revised NOTE: The Attachment to Figure 1 lists additional assessments used to evaluate this program. NOTE: If program standards have been adopted that are not KSDE standards, they are preceded by an asterisk (*). NOTE: Summary assessments that are reported to KSDE are preceded Transition Points in this Program: I: Program Admission II: Admission to Clinical Practice III: Exit from Clinical Practice IV: Program Completion Common Assessment Criterion Course Where Assessment is Administered Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) Standard 1: The school psychologist uses varied models and methods of assessment as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. 1. Assessment Instrument Protocols 2.1 and Written Reports of 2. Comprehensive Exam: Standard 3. Exam: Standard 4. Field Experiences Evaluation: Performance Indicators for Standard 1 Target or Acceptable on at least two protocols for each instrument that is assigned to be administered more than once. Correctly answers 70% Correctly answers 70% Ratings of 3, 4, or 5 on at least 8 of the 11 CESP 855 Individual Intelligence Testing II CTA4 Professional and Freestanding II CTA1 Content Freestanding II CTA2 Content CESP 946 III CTA4 Professional Practicum in and NASP Standard School Psychologist, Table 2 Page 1

21 Common Assessment Criterion Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) NASP Standard Standard 2: The school psychologist has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of the application to particular situations. The school psychologist collaborates and consults effectively with others in planning and decision-making processes at the individual, group, and system 1. Intervention Project 70% of possible points CESP 859 School-Based 2. Consultation Project 70% of possible points CESP 914 Consultation 3. Comprehensive Exam: Standard 4. Field Experiences Evaluation: Performance Indicators for Standard 2 Correctly Answers 70% Ratings of 3, 4, or 5 on at least 6 of the 8 II C1 Professional and II C1 Professional and Freestanding II CKS1 Content CESP 946 III C2 Professional Practicum in and Standard 3: The school psychologist, in collaboration with others, develops appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs, implements intervention to achieve those goals, and evaluates the effectiveness of interventions. 1. Jigsaw Instruction Ratings of 3 or higher on the Learning Principles Chart section of the rubric CESP 820 Learning Theory and Instruction II CTA1 Content Case Study Intervention Target or Acceptable on the case study 3. Comprehensive Exam: Standard 4. Exam: Standard 3 Correctly answers 70% Correctly answers 70% CESP 834 Biological Principles and Psychological Functioning for School Psychologists II CTA5 Student Learning 2.3 Freestanding II CTA1 Content Freestanding II CTA1 Content School Psychologist, Table 2 Page 2

22 Common 5. Field Experiences Evaluation: Performance Indicators for Standard 3 Criterion Ratings of 3, 4, or 5 on at least 6 of the 9 Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered CESP 946 Practicum in Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) NASP Standard III CTA3 Student Learning 2.3 Standard 4: The school psychologist, in collaboration with others, develops appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs, implements interventions to achieve those goals, and evaluates effectiveness of intervention. 1. Counseling Evaluation Target or Acceptable on at least 8 of the 10 criteria CESP 824 Techniques of Counseling II CTA5 Professional and Supervisor Evaluation of Practicum: Items 4-6, 10, 11, and 3. Comprehensive Exam: Standard 4. Exam: Standard 5. Field Experiences Evaluation: Performance Indicators for Standard 4 Ratings of 3 or 4 CESP 856 Counseling Practicum Correctly answers 70% Correctly answers 70% Ratings of 3, 4, or 5 on at least 8 of the 11 II CTA5 Professional and Freestanding II CKS1 Content Freestanding II CKS1 Content CESP 946 III CTA5 Professional Practicum in and Standard 5: The school psychologist demonstrates the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected based on individual characteristics, strengths, and 1. Comprehensive Exam: Standard 5 Correctly answers 70% Freestanding II HDD1 Content 2. Exam: Standard 5 Correctly answers 70% Freestanding II HDD1 Content 3. Field Experiences Evaluation: Performance Indicators for Standard 5 Ratings of 3, 4, or 5 on at least 3 of the 4 CESP 946 Practicum in III CTA3 Professional and 2.5 Standard 6: The school psychologist has knowledge of general education, special education, and other educational and related services and understands schools and other settings as systems. The school psychologist works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others School Psychologist, Table 2 Page 3

23 Common Assessment Criterion 1. Three Class Projects Target or Acceptable on each 2. Controversial Issues Project Target or Acceptable on both 3. Comprehensive Exam: Standard 6 Correctly answers 4. Exam: Standard 6 Correctly answers 5. Field Experiences Evaluation: Performance Indicators for Standard 6 Ratings of 3, 4, or 5 on at least 4 of the 6 Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered CESP 808 School Psychology Professional Issues CESP 840 Psychology of the Exceptional Child Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) II CKS1 Content II CKS1 Content Freestanding II C2 Content Freestanding II CKS1 Content CESP 946 III CTA5 Professional Practicum in and NASP Standard 2.6 Standard 7: The school psychologist provides or contributes to prevention and intervention programs that promote the mental health and physical well-being of students. 1. Crisis Intervention Project Acceptable or better on all 3 criteria CESP 824 Techniques of II CTA1 Content Comprehensive Exam: Standard 7 Correctly Answers Freestanding II HDD1 Content %f 3. Exam: Standard 7 Correctly Answers 70% Freestanding II HDD1 Content 4. Field Ratings of 3, 4, or 5 on CESP 946 III CTA5 Professional 2.7 Experiences Evaluation: Performance at least 4 of the 6 Practicum in and Indicators for Standard 7 Standard 8: The school psychologist works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and 1. Comprehensive Exam: Standard 8 Correctly answers 70% Freestanding II HDD2 Content 2. Exam: Standard 8 Correctly answers 70% Freestanding II HDD2 Content School Psychologist, Table 2 Page 4

24 Common 3. Field Experiences Evaluation: Performance Indicators for Standard 8 Criterion Ratings of 3, 4, or 5 on at least 4 of the 6 Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered CESP 946 Practicum in Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) III C2 Professional and NASP Standard 2.8 Standard 9: The school psychologist evaluates research, translates research into practice, and understands research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. 1. Research Proposal At least 152 of the 217 total points of the Research Proposal Checklist CESP 701 Introduction to Educational Research II CKS1 Content, 2. Thesis or Thesis Equivalent Passing votes by thesis committee and approval of Graduate School CESP 876 Master s Thesis OR CESP 862 Presentation of Research I (Thesis) OR IV (Thesis Equivalent) CKS1 Professional 3. Exam: Standard 9 Correctly answers 70% Freestanding II CKS1 Content 4. Field Ratings of 3, 4, or 5 on CESP 946 III CTA5 Professional 2.9 Experiences Evaluation: Performance Indicators for Standard 9 at least 6 of the 8 Practicum in and Standard 10: The school psychologist has knowledge of the history of the profession, of various service models and methods, of public policy development applicable to services to infants, children, and families, and of ethical, professional, and legal standards. The school psychologist practices in ways that are consistent with applicable standards, is involved in the profession, and has the knowledge and skills needed to acquire career-long professional development. 1. Evaluation of Comprehensive Evaluations Target or Acceptable ratings on at least 2 of the comprehensive evaluations CESP 858 Diagnostic Testing II PR3 Professional 2. Comprehensive Exam: Standard Correctly answers 70% Freestanding II PR2 Content 10 School Psychologist, Table 2 Page

25 Common Assessment Criterion Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) School Psychologist, Table 2 Page 6 NASP Standard 3. Exam: Standard 10 Correctly answers 70% Freestanding II PR1 4. Field Ratings of 3, 4, or 5 on CESP 946 III PR3 Professional 2.10 Experiences Evaluation: Performance at least 7 of the 10 Practicum in and Indicators for Standard 10 Standard 11: The school psychologist accesses, evaluates, and utilizes information sources and technology in ways that safeguard or enhance the quality of 1. Comprehensive Exam: Standard Correctly answers 70% Freestanding II CTA1 Content Exam: Standard 3. Field Experiences Evaluation: Performance Indicators for Standard 11 Correctly answers 70% Ratings of 3, 4, or 5 on all 3 Freestanding II CTA1 Content CESP 946 III T1 Professional Practicum in and Standard 12: The school psychologist must complete an internship supervised by the recommending institution as part of the performance assessment for this license. The candidate must enroll in 2-3 hours a semester during the first year under the conditional license as a full-time employee. If the employee is working only halftime, the internship can be spread out over two years. A mentor should be provided by the employing district from the same endorsement filed and under conditions describe in through The university must supply a supervisor who makes a minimum of two visits per semester with additional communications between visits. The university will then make a recommendation for licensure after the internship has been completed 1. Field Experience 2. Culminating Case Study 70% of items associated with each standard are evaluated at Levels 4 or 5 Target or Acceptable on all rubric items CESP 977 Internship in CESP 977 Internship in IV CTA5 Professional and IV CTA5 Professional and *Standard 13: The school psychologist behaves in a manner consistent with dispositions associated with the ethical principles and best practices of the school psychology profession. 1. Supervisor Evaluation of Practicum in Counseling: Items 7, 9, 10, 11, 12, 15, and 43 Ratings of 3 or 4 CESP 856 Counseling Practicum II HDD3 Dispositions

26 Common Assessment Criterion 2. Tape and Case Consultation Target or Acceptable on all items 3. Personality Assessments and Integrated Report 4. Field Experiences Evaluation: Standard 7 Performance Indicators 4 and 5; Standard 5 Performance Indicators 2 and 3; Standard 1 Performance Indicators 1-5 and 11; Standard 3 Performance Indicator 1; Standard 4 Performance Indicator 7; Standard 9 Performance Indicators 2 and 7; Standard 8 Performance Indicators 2 and 3; Standard 10 Performance indicators 2, 4, 5, and 8 Target or Acceptable on all items Wichita State University School Psychologist, Table 2 Course Where Assessment is Administered CESP 856 Counseling Practicum CESP 934 Personality Assessment Ratings of 3, 4, or 5 CESP 946 Practicum in Transition Point Where Used Conceptual Framework Proficiency/ Disposition Type of (Per NCATE Standard 1) NASP Standard II PR5 Dispositions 2.4 II PR5 Dispositions 2.1 III CTA6 Dispositions 2.10 School Psychologist, Table 2 Page 7

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