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

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1 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 their time in the program. These skills are developed through observing, reading, writing, listening, speaking, problem solving, group and individual assessments, and practical experiences. The following are specific goals and objectives for graduates of the program. 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. 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. 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. Objective 2.5: Students will demonstrate the ability to use technology relevant to their work. Goal Three: Students will obtain skills necessary to promote positive behavioral, emotional, and social well-being of children and their families with diverse experiences within the context of a problemsolving 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. 10

2 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 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. 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. 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 (both group and single-subject). 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. These 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 practicum and internship experiences) 5. Completion of research thesis 6. Completion of National School Psychology Exam 7. Completion of program portfolio 11

3 NASP Standards of Training and Practice Our goals and objective are based on a data-based decision making model of Professional services by school psychologists that features ten competency standards for which a school psychologist should be prepared. As described in Standards for Graduate Preparation of School Psychologists, 2010 and Model for Comprehensive and Integrated School Psychological Services, 2010, these domains include the following: 1. Data-Based Decision Making and Accountability School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2. Consultation and Collaboration School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 3. Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 4. Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidencebased strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health. 5. School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. 12

4 School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 6. Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 7. Family School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 8. Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of al l aspects of service delivery. 9. Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 13

5 10. Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. The articulation of these domains of training and practice onto the program curricula is provided in Appendix A. 14

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