University of Colorado Denver Accreditation Report School of Education and Human Development School Psychology Program

Transcription

1 University of Colorado Denver Accreditation Report School of Education and Human Development School Psychology Program 1) Program s Educational Goals: The UCD School Psychology faculty have adopted a preventive mental health model of School Psychological services for individuals birth to 21. This model, termed Prevention Oriented Systemic Interventionist, emphasizes prevention and systemic interventions to individuals (birth to 21), their families, schools, and communities. Program faculty believe in the importance of school psychologists helping schools create safe, caring, learning environments which support academic and social competence for all children. The School Psychology program is part of a broader network of university faculty, local practitioners, and community agencies committed to ongoing professional development. The program is fully approved by the National Association of School Psychologists through The overall goal of the Ed.S. School Psychology program is to develop Prevention Oriented Systemic Interventionists who apply psychological and educational principles to improve the lives of children, families, and systems. Training is oriented toward acquisition of those skills necessary for effective functioning in the educational system as a school psychologist and toward developing proficiency in screening for early signs of risk, building collaborative consultative relationships, effectively linking assessment with intervention, developing, implementing and evaluating empirically supported models of intervention, and advocating for children and families. Our training model emphasizes a developmental approach in which students are exposed to foundational content knowledge and beginning skills before progressing to more complex levels of practice. Rather than presenting content knowledge prior to process skills, we emphasize both aspects at once within the context of the school through ongoing fieldwork experiences in most of our core School Psychology coursework. Sheltered field experiences are central to our model as we believe that content is best learned within the context in which it will be used. As students gain more knowledge and skills, they are provided more responsibility within their fieldwork and expected to complete more complex tasks (e.g., moving from observation to implementation). This developmental perspective is reflected in our assessments in that we emphasize beginning level knowledge and skill acquisition in the performance based assessments embedded within our coursework, but require more sophisticated levels of integration and application as the student moves through the practicum and internship experiences. 2) Student Learning Outcomes: The faculty have blended the National Association of School Psychologists (NASP) Domains of School Psychology Training with our own program philosophy and developed five broad Guiding Principles that we have adapted into broad program area competencies. a) Student Learning Outcome #1: Successful School Psychologists screen for and recognize the early warning signs of social, emotional or academic risk, distinguishing between these and the typical development of infants, children and adolescents.

2 A. Assessment Method #1: School Psychology Internship Evaluation 1) Sampling: All 22 student who completed SPSY 6930 Internship in the spring or summer of ) Data Collection Method: During their final semester of internship (spring or summer, 2011), school psychology candidates were evaluated by their respective site supervisors. 3) Scoring Method: The Internship Evaluation Form, completed by the site supervisor and the student, measures the student s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Independent). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Mostly Independent). To translate school psychologist candidate performance on the rubric into a grade, the indicators are tallied and correlating percentages have been identified to match grades (e.g. 93% of all indicators must be achieve for an A, 90-92% for an A-, etc.). Interns must earn a minimum of a B to pass the internship course and complete the program. Competency as listed on Internship Rubric: Using appropriate and effective screening tools (e.g., functional behavioral assessment, behavioral checklists, structured observations) for identifying early warning signs of social-emotional or academic risk; Has knowledge of early warning signs; Has knowledge of and ability to use a variety of formal and informal screening tools/approaches. NASP Standard: 2.1 4) Results Student Average Rating: 4.0 5) Interpretation of Results: Overall, performance on the Internship Rubric by all students completing internship in spring or summer 2011 indicates their ability to independently and effectively engage in social, emotional, and academic screening practices to identify early warning signs of risk. 6) Feedback: Students meet with their site and university supervisors to receive feedback on their performance. Aggregated data from the internship rubric is compiled and reviewed regularly by SPSY faculty. 7) Use of Information: School Psychology program faculty are committed to efforts that include adding course content and analyzing internal congruence that will be used to revise the Internship Rubric as appropriate. All indicators continue to be aligned with the ten National Association of School Psychologists professional standards and the Colorado Department of Education Standards for providers of school psychological services. Program faculty review course syllabi regularly to ensure congruence with

3 standards and relevancy of content and specific application of content to the field experiences. B. Assessment Method #2: Ed.S. Portfolio 1) Sampling: The 22 students who graduated in Spring or Summer ) Data Collection Method: All school psychology candidates must complete an electronic Ed.S. Portfolio which specifically demonstrates that professional knowledge, skills, and dispositions are applied effectively in school-based practice. The Ed.S. Portfolio includes five performance-based components, including one that relates to the Screening competency area. The Ed.S. Portfolio serves as the SPSY Comprehensive Examination. Students submit their portfolio the semester they are scheduled to graduate. 3) Scoring Method: Ed.S. portfolios are evaluated by at least one school psychology faculty member using a three point (No Pass Below Entry Level; Pass Meets Entry Level; Pass Exceeds Professional Standards) rubric scale for each required element within the competency area, as well as an overall score. The portfolio represents a professional product that highlights the student s reflective practice, effective communication, organization skills, and attention to detail. Students must compile artifacts that demonstrate competency in all areas. A passing score in each of the competency areas is required. Competency as listed on Portfolio Evaluation Rubric: Screens for and recognizes the early warning signs of social, emotional or academic risk. Includes evaluation of the following elements: 1) Screening procedures demonstrated are effective at identifying risk;2) Interpretations of screening data are accurate and complete and are used to generate appropriate interventions; 3) Demonstrates technically accurate screening procedures. NASP Standard: 2.1, 2.2, 2.4, 2.5, 2.6, 2.7 4) Results: Element 1: percentage of students receiving a Pass Exceeds Professional Standards: 77% percentage of students receiving a Pass Meets Entry Level: 23% Element 2: percentage of students receiving a Pass Exceeds Professional Standards: 55% percentage of students receiving a Pass Meets Entry Level: 45% Element 3: percentage of students receiving a Pass Exceeds Professional Standards: 64% percentage of students receiving a Pass Meets Entry Level: 36% Screening Overall Evaluation: percentage of students receiving a Pass Exceeds Professional Standards: 60% percentage of students receiving a Pass Meets Entry Level: 40% 5) Interpretation of Results: Performance on the Ed.S. Portfolio Screening component by all students who submitted their portfolio in Spring or Summer 2011 either met or exceeded entry level skill level.

4 6) Feedback: Students can review evaluator feedback via the Live Text rubric for the Ed.S. Portfolio. Additionally, students receive a letter from the Graduate School at UCD informing them of their performance on comprehensive exams. 7) Use of Information: Results of comprehensive exams are compiled by the SEHD s Director of Assessment and disseminated to the program coordinator each semester. Program faculty then review those results to continuously improve upon our program. b) Student Learning Outcome #2: Successful school psychologists communicate effectively and consult collaboratively with students, parents, school professionals and community leaders to enhance the academic and mental health skills of students. A. Assessment Method #1: School Psychology Internship Evaluation 1) Sampling: All 22 student who completed SPSY 6930 Internship in the spring or summer of Data Collection Method: During their final semester of internship (spring or summer, 2011), school psychology candidates were evaluated by their respective site supervisors. 3) Scoring Method: The Internship Evaluation Form, completed by the site supervisor and the student, measures the student s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Independent). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Mostly Independent). To translate school psychologist candidate performance on the rubric into a grade, the indicators are tallied and correlating percentages have been identified to match grades (e.g. 93% of all indicators must be achieve for an A, 90-92% for an A-, etc.). Interns must earn a minimum of a B to pass the internship course and complete the program. Competency as listed on Internship Rubric: Demonstrates knowledge of a variety of effective consultation strategies; Involves families, teachers and other school staff in collaborative consultative relationships; Decides on and applies the consultative model most appropriate for the situation; Uses consultation and collaboration at multiple levels to create individual, classroom and systems change; Evaluates the effectiveness of consultation strategies. NASP Standards: 2.2, 2.5, 2.7, 2.8, ) Results: Student Average Rating: 3.6 (range=3-4)

5 5) Interpretation of Results: Overall, performance on the Internship Rubric by all students completing internship in spring or summer 2011 indicates their ability to independently and effectively engage in school-based consultation practices. 6) Feedback: Students meet with their site and university supervisors to receive feedback on their performance. Aggregated data from the internship rubric is compiled and reviewed regularly by SPSY faculty. 7) Use of Information: School Psychology program faculty are committed to efforts that include adding course content and analyzing internal congruence that will be used to revise the Internship rubric as appropriate. All indicators continue to be aligned with the ten National Association of School Psychologists professional standards and the Colorado Department of Education Standards for providers of school psychological services. Program faculty review course syllabi and program requirements regularly to ensure congruence with standards and relevancy of content and specific application of content to the field experiences. B. Assessment Method #2: Ed.S. Portfolio 1) Sampling: The 22 students who graduated in Spring or Summer ) Data Collection Method: All school psychology candidates must complete an electronic Ed.S. Portfolio which specifically demonstrates that professional knowledge, skills, and dispositions are applied effectively in school-based practice. The Ed.S. Portfolio includes five performance-based components, including one that relates to the Consultation competency area. The Ed.S. Portfolio serves as the SPSY Comprehensive Examination. Students submit their portfolio the semester they are scheduled to graduate. 3) Scoring Method: Ed.S. portfolios are evaluated by at least one school psychology faculty member using a three point (No Pass Below Entry Level; Pass Meets Entry Level; Pass Exceeds Professional Standards) rubric scale for each required element within the competency area, as well as an overall score. The portfolio represents a professional product that highlights the student s reflective practice, effective communication, organization skills, and attention to detail. Students must compile artifacts that demonstrate competency in all areas. A passing score in each of the competency areas is required. Competency as listed on Portfolio Evaluation Rubric: Communicates effectively and consults collaboratively with students, families and school staff Includes evaluation of the following elements: 1) Consultation has a clearly-described objective; 2) An indirect service model is explicitly described; 3) The indirect services represents a god choice to achieve that objective; 4)There is a clear description of what happened in the consultation;54) Includes evidence of the effectiveness of the consultation NASP Standard: 2.1, 2.2, 2.4, 2.5, 2.8 4) Results: Element 1: percentage of students receiving a Pass Exceeds Professional Standards: 77% percentage of students receiving a Pass Meets Entry Level: 23%

6 Element 2: percentage of students receiving a Pass Exceeds Professional Standards: 63% percentage of students receiving a Pass Meets Entry Level: 37% Element 3: percentage of students receiving a Pass Exceeds Professional Standards: 72% percentage of students receiving a Pass Meets Entry Level: 28% Element 4: percentage of students receiving a Pass Exceeds Professional Standards: 69% percentage of students receiving a Pass Meets Entry Level: 31% Element 5: percentage of students receiving a Pass Exceeds Professional Standards: 54% percentage of students receiving a Pass Meets Entry Level: 46% Consultation Overall Evaluation: percentage of students receiving a Pass Exceeds Professional Standards: 50% percentage of students receiving a Pass Meets Entry Level: 50% 5) Interpretation of Results: Performance on the Ed.S. Portfolio Consultation component by all students who submitted their portfolio in Spring or Summer 2011 either met or exceeded entry level skill level. 6) Feedback: Students can review evaluator feedback via the Live Text rubric for the Ed.S. Portfolio. Additionally, students receive a letter from the Graduate School at UCD informing them of their performance on comprehensive exams. 7) Use of Information: Results of comprehensive exams are compiled by the SEHD s Director of Assessment and disseminated to the program coordinator each semester. Program faculty then review those results to continuously improve upon our program. c) Student Learning Outcome #3: Successful school psychologists use formal and informal assessment procedures to plan interventions that enhance students cognitive, social-emotional, and behavioral competencies. A. Assessment Method #1: School Psychology Internship Evaluation 1) Sampling: All 22 student who completed SPSY 6930 Internship in the spring or summer of ) Data Collection Method: During their final semester of internship (spring or summer, 2011), school psychology candidates were evaluated by their respective site supervisors. 3) Scoring Method: The Internship Evaluation Form, completed by the site supervisor and the student, measures the student s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist

7 candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Independent). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Mostly Independent). To translate school psychologist candidate performance on the rubric into a grade, the indicators are tallied and correlating percentages have been identified to match grades (e.g. 93% of all indicators must be achieve for an A, 90-92% for an A-, etc.). Interns must earn a minimum of a B to pass the internship course and complete the program. Competency as listed on Internship Rubric: Completes thorough assessments: Clearly identifies the nature of the referral problem and the purpose of the assessment; Uses a variety of appropriate instruments, procedures, techniques, including interviews, observations, and behavioral observations; Considers sources of bias when selecting, administering, and interpreting tests; Accurately administers and scores tests; Interprets raw data by integrating it with other sources of information into meaningful and accurate statements about the student; Writes assessment reports, using worked processing and/or computer IEP programs that are accurate and easy for non-psychologists to understand; Assists in the development of appropriate IEP goals based upon assessment findings NASP Standard: 2.1, 2.2, 2.5, 2.7, ) Results: Student Average Rating: 3.9 (range= ) 5) Interpretation of Results: Overall, performance on the Internship Rubric by all students completing internship in spring or summer 2011 indicates their ability to independently and effectively engage in school psychological assessment practices. 6) Feedback: Students meet with their site and university supervisors to receive feedback on their performance. Aggregated data from the internship rubric is compiled and reviewed regularly by SPSY faculty. 7) Use of Information: School Psychology program faculty are committed to efforts that include adding course content and analyzing internal congruence that will be used to revise the Internship rubric as appropriate. All indicators continue to be aligned with the ten National Association of School Psychologists professional standards and the Colorado Department of Education Standards for providers of school psychological services. Program faculty review course syllabi regularly to ensure congruence with standards and relevancy of content and specific application of content to the field experiences. B. Assessment Method #2: Ed.S. Portfolio 1) Sampling: The 22 students who graduated in Spring or Summer ) Data Collection Method: All school psychology candidates must complete an electronic Ed.S. Portfolio which specifically demonstrates that professional knowledge, skills, and dispositions are applied effectively in school-based practice. The Ed.S. Portfolio includes five performance-based components, including one that relates to the Assessment competency area. The Ed.S. Portfolio serves as the SPSY Comprehensive Examination. Students submit their portfolio the semester they are scheduled to graduate.

8 3) Scoring Method: Ed.S. portfolios are evaluated by at least one school psychology faculty member using a three point (No Pass Below Entry Level; Pass Meets Entry Level; Pass Exceeds Professional Standards) rubric scale for each required element within the competency area, as well as an overall score. The portfolio represents a professional product that highlights the student s reflective practice, effective communication, organization skills, and attention to detail. Students must compile artifacts that demonstrate competency in all areas. A passing score in each of the competency areas is required. Competency as listed on Portfolio Evaluation Rubric: Uses formal and informal assessment procedures to plan interventions that enhance student cognitive, socio-emotional and behavioral competence Includes evaluation of the following elements: 1) Assessments are purposeful and directly address specific questions about students;2) Recommendations and interventions resulting from assessments are linked to the issues/concerns identified by the referral question, and the assessment; 3) Demonstrates master of assessment I cognitive, socialemotional, and behavioral domains NASP Standard: 2.1, 2.2, 2.4, 2.5, ) Results: Element 1: percentage of students receiving a Pass Exceeds Professional Standards: 68% percentage of students receiving a Pass Meets Entry Level: 32% Element 2: percentage of students receiving a Pass Exceeds Professional Standards: 40% percentage of students receiving a Pass Meets Entry Level: 60% Element 3: percentage of students receiving a Pass Exceeds Professional Standards: 40% percentage of students receiving a Pass Meets Entry Level: 60% Assessment Overall Evaluation: percentage of students receiving a Pass Exceeds Professional Standards: 32% percentage of students receiving a Pass Meets Entry Level: 68% 5) Interpretation of Results: Performance on the Ed.S. Portfolio Assessment component by all students who submitted their portfolio in Spring or Summer 2011 either met or exceeded entry level skill level. 6) Feedback: Students can review evaluator feedback via the Live Text rubric for the Ed.S. Portfolio. Additionally, students receive a letter from the Graduate School at UCD informing them of their performance on comprehensive exams. 7) Use of Information: Results of comprehensive exams are compiled by the SEHD s Director of Assessment and disseminated to the program coordinator each semester. Program faculty then review those results to continuously improve upon our program.

9 d. Student Learning Outcome #4: Successful school psychologists plan, implement and evaluate the effectiveness of preventative and remedial therapeutic interventions that strengthen students mental health and academic skills. A Assessment Method #1: School Psychology Internship Evaluation 1) Sampling: All 22 student who completed SPSY 6930 Internship in the spring or summer of ) Data Collection Method: During their final semester of internship (spring or summer, 2011), school psychology candidates were evaluated by their respective site supervisors. 3) Scoring Method: The Internship Evaluation Form, completed by the site supervisor and the student, measures the student s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Independent). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Mostly Independent). To translate school psychologist candidate performance on the rubric into a grade, the indicators are tallied and correlating percentages have been identified to match grades (e.g. 93% of all indicators must be achieve for an A, 90-92% for an A-, etc.). Interns must earn a minimum of a B to pass the internship course and complete the program. Competency as listed on Internship Rubric: Demonstrates effective planning, implementation, and evaluation of academic, social-emotional, and behavioral interventions: Demonstrates and applies knowledge of the individual and systemic variables that will guide one s intervention approach; incorporates formal and informal assessment results into academic and therapeutic program planning; Plans programs that utilize the strengths of the students; Implements effective academic, psychological, and systemic interventions; Evaluates the effectiveness of all prevention and intervention strategies used. NASP Standards: 2.1, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9 4) Results: Student Average Rating: 3.94 (range=3-4) 5) Interpretation of Results: Overall, performance on the Internship Rubric by all students completing internship in spring or summer 2011 indicates their ability to independently and consistently engage in academic, social-emotional and behavioral intervention practices.

10 6) Feedback: Students meet with their site and university supervisors to receive feedback on their performance. Aggregated data from the internship rubric is compiled and reviewed regularly by SPSY faculty. 7) Use of Information: School Psychology program faculty are committed to efforts that include adding course content and analyzing internal congruence that will be used to revise the Internship rubric as appropriate. All indicators continue to be aligned with the ten National Association of School Psychologists professional standards and the Colorado Department of Education Standards for providers of school psychological services. Program faculty review course syllabi regularly to ensure congruence with standards and relevancy of content and specific application of content to the field experiences. B. Assessment Method #2: Ed.S. Portfolio 1) Sampling: The 22 students who graduated in Spring or Summer ) Data Collection Method: All school psychology candidates must complete an electronic Ed.S. Portfolio which specifically demonstrates that professional knowledge, skills, and dispositions are applied effectively in school-based practice. The Ed.S. Portfolio includes five performance-based components, including one that relates to the Intervention competency area. The Ed.S. Portfolio serves as the SPSY Comprehensive Examination. Students submit their portfolio the semester they are scheduled to graduate. 3) Scoring Method: Ed.S. portfolios are evaluated by at least one school psychology faculty member using a three point (No Pass Below Entry Level; Pass Meets Entry Level; Pass Exceeds Professional Standards) rubric scale for each required element within the competency area, as well as an overall score. The portfolio represents a professional product that highlights the student s reflective practice, effective communication, organization skills, and attention to detail. Students must compile artifacts that demonstrate competency in all areas. A passing score in each of the competency areas is required. Competency as listed on Portfolio Evaluation Rubric: Uses multiple forms of academic and psychotherapeutic interventions effectively. Includes evaluation of the following elements: 1) Reflect a range of strategies (i.e. counseling, behavioral intervention, small group, whole class, preventive;2) Intervention skills described are technically sound and are empirically supported in the literature as effective for presenting issue; 3) Intervention has a clearly-described objective; 4) Intervention strategies used were effective at achieving the objective as demonstrated by presentation of evaluation data. NASP Standards: 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.9 4) Results: Element 1: percentage of students receiving a Pass Exceeds Professional Standards: 72% percentage of students receiving a Pass Meets Entry Level: 28% Element 2: percentage of students receiving a Pass Exceeds Professional Standards: 68% percentage of students receiving a Pass Meets Entry Level: 32%

11 Element 3: percentage of students receiving a Pass Exceeds Professional Standards: 68% percentage of students receiving a Pass Meets Entry Level: 32% Element 4: percentage of students receiving a Pass Exceeds Professional Standards: 55% percentage of students receiving a Pass Meets Entry Level: 45% Interventions Overall Evaluation: percentage of students receiving a Pass Exceeds Professional Standards: 55% percentage of students receiving a Pass Meets Entry Level: 45% 5) Interpretation of Results: Performance on the Ed.S. Portfolio Interventions component by all students who submitted their portfolio in Spring or Summer 2011 either met or exceeded entry level skill level. 6) Feedback: Students can review evaluator feedback via the Live Text rubric for the Ed.S. Portfolio. Additionally, students receive a letter from the Graduate School at UCD informing them of their performance on comprehensive exams. 7) Use of Information: Results of comprehensive exams are compiled by the SEHD s Director of Assessment and disseminated to the program coordinator each semester. Program faculty then review those results to continuously improve upon our program. e. Student Learning Outcome #5: Successful school psychologists advocate for children and families through the application of legal, ethical and professional standards for practice. A. Assessment Method #1: School Psychology Internship Evaluation 1) Sampling: All 22 student who completed SPSY 6930 Internship in the spring or summer of ) Data Collection Method: During their final semester of internship (spring or summer, 2011), school psychology candidates were evaluated by their respective site supervisors. 3) Scoring Method: The Internship Evaluation Form, completed by the site supervisor and the student, measures the student s ability to independently perform each of the listed objectives. Performance criteria are linked to professional and state standards. The indicators articulate expected performance for all school psychology candidates to achieve by the end of internship (SPSY 6930). The rubric is intended to guide the work of the school psychology candidates, clinical supervisors, site professors and site coordinators by creating a clear vision of what success looks like for school psychologist candidate performance by the end of the internship. Each competency area on the rubric is rated on a scale from 1 (Novice) to 4 (Independent). In order to pass internship, all indicators must be achieved with a rating of at least a 3 (Mostly Independent). To translate school psychologist candidate performance on the rubric into a grade, the indicators are tallied and correlating percentages have been identified to match grades

12 (e.g. 93% of all indicators must be achieve for an A, 90-92% for an A-, etc.). Interns must earn a minimum of a B to pass the internship course and complete the program. Competency as listed on Internship Rubric: Advocates for children and family through the use of legal, ethical, and professional behavior: Demonstrates behavior appropriate to the position; Effectively assesses school and community resources and programs to ensure appropriate services to families, Manages time realistically and efficiently; Demonstrates sensitivity and skill in working with individuals of diverse characteristics (e.g., ethnicity, language, SES, ability); Adheres to the legal and ethical standards of the profession. NASP Standard: 2.2, 2.5, 2.6, 2.7, 2.8, ) Results: Student Average Rating: 3.94 (range= ) 5) Interpretation of Results Overall, performance on the Internship Rubric by all students completing internship in spring or summer 2011 indicates their ability to independently and consistently engage advocate for children and families. 6) Feedback: Students meet with their site and university supervisors to receive feedback on their performance. Aggregated data from the internship rubric is compiled and reviewed regularly by SPSY faculty. 7) Use of Information: School Psychology program faculty are committed to efforts that include adding course content and analyzing internal congruence that will be used to revise the Internship rubric as appropriate. All indicators continue to be aligned with the ten National Association of School Psychologists professional standards and the Colorado Department of Education Standards for providers of school psychological services. Program faculty review course syllabi regularly to ensure congruence with standards and relevancy of content and specific application of content to the field experiences. B. Assessment Method #2: Ed.S. Portfolio 1) Sampling: The 22 students who graduated in Spring or Summer ) Data Collection Method: All school psychology candidates must complete an electronic Ed.S. Portfolio which specifically demonstrates that professional knowledge, skills, and dispositions are applied effectively in school-based practice. The Ed.S. Portfolio includes five performance-based components, including one that relates to the Advocacy competency area. The Ed.S. Portfolio serves as the SPSY Comprehensive Examination. Students submit their portfolio the semester they are scheduled to graduate. 3) Scoring Method: Ed.S. portfolios are evaluated by at least one school psychology faculty member using a three point (No Pass Below Entry Level; Pass Meets Entry Level; Pass Exceeds Professional Standards) rubric scale for each required element within the competency area, as well as an overall score. The portfolio represents a professional product that highlights the student s reflective practice, effective communication, organization skills, and attention to detail. Students must compile artifacts that demonstrate competency in all areas. A passing score in each of the competency areas is required.

13 Competency as listed on Portfolio Evaluation Rubric: Advocates for children and families Includes evaluation of the following elements: 1) Advocacy reflects ethical and professional practice of school psychology ;2) Advocacy is in the best interests of children and families; 3) Advocacy clearly demonstrates efforts which go beyond the requirements of the school psychologist s professional role. NASP Standard: 2.1, 2.2, 2.4, 2.5, 2.6, 2.7 4) Results: Element 1: percentage of students receiving a Pass Exceeds Professional Standards: 82% percentage of students receiving a Pass Meets Entry Level: 18% Element 2: percentage of students receiving a Pass Exceeds Professional Standards: 86% percentage of students receiving a Pass Meets Entry Level: 14% Element 3: percentage of students receiving a Pass Exceeds Professional Standards: 77% percentage of students receiving a Pass Meets Entry Level: 23% Advocacy Overall Evaluation: percentage of students receiving a Pass Exceeds Professional Standards: 77% percentage of students receiving a Pass Meets Entry Level: 23% 5) Interpretation of Results: Performance on the Ed.S. Portfolio Advocacy component by all students who submitted their portfolio in Spring or Summer 2011 either met or exceeded entry level skill level. 6) Feedback: Students can review evaluator feedback via the Live Text rubric for the Ed.S. Portfolio. Additionally, students receive a letter from the Graduate School at UCD informing them of their performance on comprehensive exams. 7) Use of Information: Results of comprehensive exams are compiled by the SEHD s Director of Assessment and disseminated to the program coordinator each semester. Program faculty then review those results to continuously improve upon our program.