School Psychology Program Graduate Program Assessment Annual Report 2012

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1 School Psychology Program Graduate Program Assessment Annual Report 2012 Submitted by: Sandra S. Stroebel, Ph.D. Program Director Associate Professor of School Psychology Graduate School of Education & Professional Development I. Program s Mission The School Psychology Program is housed within the Graduate School of Education and Professional Development (GSEPD), one of the units comprising Marshall s Professional Education Unit (PEU). The GSEPD is located in South Charleston. The School Psychology Program is the only NASP-approved program in the state of West Virginia. The School Psychology Program at Marshall University is an educational specialist program (EdS) with a state-wide mission that allows individuals to become certified school psychologists in West Virginia as well as other states. Marshall University s Professional Education Unit s (PEU) mission for advanced programs is to develop graduates who can function in a variety of leadership roles and who can understand and function effectively within the culture and social role expectations of a given setting. Oriented as problem solvers, graduates will be information seekers who can function as independent professionals and can fulfill the role expectations of life-long learners. In addition to the PEU s mission, the mission of the School Psychology Program at Marshall University is to provide quality graduate training in school psychology at times and places convenient to candidates. The program values lifelong learning and is committed to serving both full time and part time candidates. Because it is the only program within the state of West Virginia, the program is also committed to serving the practicing school psychologists in the state and surrounding areas and the children, youth, and families they serve. The program strives to allow candidates with diverse backgrounds and needs to complete the degree in the timely manner by offering flexible evening, weekend and internet based courses. The school psychologist is a databased problem solver who works with diverse populations in a variety of settings and is committed to quality, comprehensive service delivery for students, families, schools, and communities, with a strong understanding and respect for individuals. Advanced programs reflect clear philosophical and operational distinctions between graduate and undergraduate education. Undergraduate education is expected to provide a broad knowledge base resulting in a generally informed person with interests, knowledge, and some expertise in an identified field of study. Graduate education builds upon this foundation and extends the candidate s knowledge and skills. Advanced curricula in School Psychology offer an in depth understanding in fields of education and psychology, breadth and depth of knowledge not found in undergraduate programs. The focus of the School Psychology Program is the scientists-practitioner model of service delivery. Candidates focus on the application of theory to practice and the emphasis on research and problem solving skills which address the needs of the experienced professional. More importantly, candidates apply their knowledge and skills through the problem-solving process to improve the educational

2 2 and mental health needs of children, adolescents, and their families. School psychologists as scientist-practitioners are committed to the provision of high quality, effective, ethical, and professional school psychological services. These involve direct and indirect services, including consultation, assessment, behavior and academic intervention, prevention, counseling, and program planning and evaluation with sensitivity to cultural and individual diversity. Focusing on this philosophy and consistent with our mission and vision, the School Psychology Program at Marshall University believes that: 1. Schools and communities should nurture the healthy development of all students, families and communities. 2. All children can learn (in their own time and in their own way). 3. Integrating the sciences of psychology and education can inform and improve schools. 4. The individual needs to be served within the context of his/her social/cultural world. 5. Individuals in schools operate within multiple systems. 6. Quality educational programming is best served by evaluating outcomes for students, families, and schools. 7. The maintenance of quality services over time is best ensured by a commitment to lifelong learning. II. Program s Student Learning Outcomes The School Psychology Program at Marshall University defines a school psychologist and the role and function of a school psychologist as: The school psychologist is a data-based problem solver with a broad understanding of educational and psychological foundations. The goal of school psychological services is the optimal development of the individual. The practice of school psychology with diverse populations demands a multi-faceted approach within a variety of settings, a commitment to high quality, comprehensive service to students, families, schools and communities, and a strong understanding and respect for individual differences. The school psychologist is an agent of change. The purpose of the School Psychology Program at Marshall University is to prepare professional school psychologists to work within the social systems of schools to meet the following goals: 1. Apply their knowledge of psychology and education in order to prevent and/or remove the barriers to optimal growth and development at the community, school, classroom, and individual child level.

3 3 2. Apply the problem solving process within a collaborative consultation model that embraces both direct and indirect service delivery. 3. Ensure professional competence based on a solid foundation of ethical, legal, and responsible practice that respects human diversity and individual differences. 4. Apply knowledge and skills in conducting and interpreting research applied to practice. 5. Apply knowledge and understanding of working collaboratively and forming partnerships that promote and provide comprehensive services that influence the success of individuals, families, schools and communities. 6. Ensure a broad range of quality services in primary, secondary, and tertiary prevention to serve universal, targeted, and selected populations. 7. Apply skills in program evaluation to improve services to individuals, families, schools, and communities. 8. Develop an attitude and skills set that allows school psychologists to envision themselves as agents of change. 9. Integrate technological applications to facilitate all of the above. Marshall University s School Psychology Program is truly committed to a scientistpractitioner model that emphasizes empirically supported program evaluation and research. In the first year of the program, candidates design and participate in an evaluation of the school psychology program itself by surveying and interviewing (focus groups) present candidates, past graduates, faculty, and employers. The thesis or program evaluation is the culminating research experience in the program. Through the thesis process, the candidates demonstrate the ability to formulate a research question and hypothesis, prepare a workable study prospectus, collect data, analyze results, and produce a strong, publishable, professional thesis. These theses are available online through the Electronic Theses and Dissertation website. By conducting a program evaluation, students demonstrate the ability to evaluate the effectiveness of a program by determining desired outcomes, collecting data, analyzing results and producing a clear, cohesive write-up of the evaluation. The Program Evaluations are available through Marshall Digital Scholar. Candidates in the School Psychology Program are required to develop and submit three portfolios during their graduate experience. Portfolios serve the purpose of providing formative as well as summative evaluations of the candidates work. The portfolio allows for self-assessment as well as providing the faculty the opportunity to review in a comprehensive manner the candidate s work. Most of the items within the portfolio are projects and assignments from coursework and practica. Areas of deficiency identified during the coursework are corrected and placed in the candidate s portfolio, thus allowing candidates to demonstrate the improvement of the quality of their work. Portfolios integrate and apply knowledge obtained in the classroom and serve as one significant measure of the candidate s progress and readiness to enter the next phase of the program. Portfolios are completed at the end of the master s degree, Practicum III, and internship.

4 4 The School Psychology Program is structured so that all eleven domains of NASP and all program goals and objectives are integrated across courses with no one course providing complete coverage for an entire domain. The program uses the 3 A s of assessment: addressed, assessed, and attained within the framework of a data-based decision making process. The triple A model is delivered through a sequence of coursework followed by practica followed by internship. The integrated and sequential requirements include three practica and internship under both field and university based supervision. Candidates are presented with an assessment plan which integrates all ten NASP domains and includes all program objectives. Competence requires both knowledge and skills. The School Psychology Program ensures that candidates have a foundation in the knowledge base for psychology and education, including theories, models, empirical findings, and techniques in each domain. The program ensures that candidates demonstrate the professional skills necessary to deliver effective services that result in positive outcomes in each domain. The domains below are not mutually exclusive and are fully integrated into the curricula, practica, and internship. School Psychology candidates will demonstrate entry-level in each of the following domains of professional practice. 2.1 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. 2.2 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. 2.3 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. 2.4 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

5 5 evidence-based 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. 2.5 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. 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. 2.6 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. 2.7 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. 2.8 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 all aspects of service delivery. 2.9 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.

6 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. III. Assessment Activities Brief Description: Assessment 1 Narrative The Marshall University School Psychology Program requires all candidates to take the Praxis II School Psychology Examination. The Praxis Specialty Examination in School Psychology is a professional examination administered by the Education Testing Service (ETS). In order to graduate, Marshall University requires candidates to achieve a score of 158. The state of West Virginia requires a score of 148 or higher to obtain School Psychologist certification. The qualifying score for Nationally Certified School Psychologist (NCSP) is 165. In addition to total scores, scores for each test category are provided. The categories scores are reported as the number of correct answers out of the total questions in that category for that administration. The total number of questions per category varies by administration. Category scores are used to guide program improvement Alignment with NASP Domains: The Praxis II is aligned with the 10 NASP domains as follows: Table 1.A Praxis II NASP Domains Data-Based Decision Making 2.1 Data-Based Decision-Making and Accountability 2.8 Diversity in Development and Learning Research-Based Academic Practices 2.3 Interventions and Instructional Support to Develop Academic Skills Research-Based Behavioral and Mental Health Practices 2.4 Interventions and Mental Health Services to Develop Social and Life Skills 2.6 Preventive and Responsive Services

7 7 Consultation and Collaboration Applied Psychological Foundations Ethical, Legal, and Professional Foundations 2.2 Consultation and Collaboration 2.7 Family-School Collaboration Services 2.9 Research and Program Evaluation 2.5 School-Wide Practices to Promote Learning 2.10 Legal, Ethical, and Professional Practice Data Analysis: Praxis II scores for candidates from the class of 2008 through 2011 are reported in Tables 1.B and 1.C below. Quartile Reports are reported in Table 1.D. We have scores for our individual candidates for 2012, but have not yet received a breakdown of scores from the test company for that year. All Marshall University candidates passed the Praxis II examination from 2008 through In 2011, 98.8% passed the exam. Of our 49 completers, 70% in 2008, 66% in 2009, 81% in 2010, 85% in 2011 and 2012 scored at a level sufficient to receive a NCSP. The greater percentages in 2010 through 2012 are likely a result of our program showing better alignment of our course work and practica with NASP domains. The scores reported below are first time scores. The School Psychology Program reports these scores as they are valuable information for program planning purposes. Only one candidate did not pass the state minimum on the first try, but she passed on her second attempt. As a result, the information provided below is actually a low estimate of our Praxis scores. We expect the trend of higher Praxis scores will persist as we continue to improve our program. Interpretation With Regard to Domains: A comparison of our institutional scores versus the national average indicates that our scores are slightly lower than the national norm (Table 1.E). Of significance is the fact that the 2007/2008 data showed a difference in category I (Data-Based Decision Making) at -9, category II (Prevention and Intervention) at -6, category III (Applied Psychological Foundations) at -9, category IV (Applied Educational Foundations) at -7, and category V (Ethical and Legal Considerations) at -1. The 2010/2011 data show that the gap has dropped to category I (Data- Based Decision Making) at -2, category II (Research-based Academic Practices) at +3, category III (Research-based Behavioral and Mental Health Practices) at -4, category IV (Consultation and Collaboration) at -3, category V (Applied Psychological Foundation) at +3, and category VI (Ethical/Legal and Professional Foundations) at -6. The data were positive in the sense that the gap is narrowing. In our last report, we indicated that we made significant changes in the curriculum for our consultation course because of lower Praxis II scores in area IV. Improved scores indicate that this change was helpful. When comparing Marshall to the national average, our scores improved from -7 in 2008, -10 in 2009, -2 in 2010, and -3 in We will continue to examine Praxis II scores to guide program change.

8 8 Table 1.B Marshall University School Psychology Praxis II Scores Number of test takers Highest Score * Lowest Score Median Score Pass Rate 100% 100% 100% 98.8% *Scores prior to revised Praxis II exam Table 1.C Scores by Candidate Class of 2012 Class of 2011 Class of 2010 Class of 2009 Class of 2008 #1 172 # # # # #2 177 # # # # #3 175 # # # # #4 164 # # # # #5 165 # # # # #6 166 # # # # #7 160 # # # # #8 169 # # # # #9 166 # # # # # # # # # # # # # # # # # # # # # # # # Mean: Mean: Mean: Mean: Mean: 662 Table 1.D Quartile Reports Praxis II Test Categories: I. Data-Based Decision Making II. Research-Based Academic Practices III. Research-Based Behavioral and Mental Health Practices IV. Consultation and Collaboration V. Applied Psychological Foundation VI. Ethical, Legal, and Professional Foundations Class of 2008 Test Category 1 st quartile 2 nd quartile 3 rd quartile 4 th quartile Total I. 2 33% 3 50% 1 17% 0 0% 6 100% II. 3 50% 1 17% 2 33% 0 0% 6 100%

9 9 III. 2 33% 4 67% 0 0% 0 0% 6 100% IV. 2 33% 3 50% 1 17% 0 0% 6 100% V. 1 17% 4 67% 1 17% 0 0% 6 100% VI Class of 2009 Test Category 1 st quartile 2 nd quartile 3 rd quartile 4 th quartile Total I. 5 42% 3 25% 3 25% 1 8% % II. 3 25% 5 42% 2 17% 2 17% % III. 2 17% 6 50% 2 17% 2 17% % IV. 5 42% 4 33% 2 17% 1 8% % V. 1 8% 5 42% 5 42% 1 8% % VI. 3 25% 5 42% 2 17% 2 17% % Class of 2010 Test Category 1 st quartile 2 nd quartile 3 rd quartile 4 th quartile Total I. 2 11% 7 39% 6 33% 3 17% % II. 2 11% 6 33% 4 22% 6 33% % III. 5 28% 7 39% 3 17% 3 17% % IV. 4 22% 7 39% 5 28% 2 11% % V. 5 28% 5 28% 7 39% 1 6% % VI. 3 17% 9 50% 6 33% 0 0% % Class of 2011 Test Category 1 st quartile 2 nd quartile 3 rd quartile 4 th quartile Total I. 2 15% 5 38% 5 38% 1 8% % II. 1 8% 5 38% 3 23% 4 31% % III. 5 38% 2 15% 4 31% 2 15% % IV. 3 23% 5 38% 4 31% 1 8% % V. 2 15% 6 46% 2 15% 3 23% % VI. 3 23% 6 46% 4 31% 0 0% % Table 1.E Institutional vs. National Averages Percentage of Correct Answers by Category Marshall Average I. 66% 65% 70% 66% II. 70% 71% 82% 79% III. 66% 83% 77% 72% IV. 63% 61% 68% 69% V. 76% 74% 67% 72% VI % 67% 68% National Average I. 75% 69% 69% 68% II. 76% 73% 77% 76% III. 75% 83% 76% 76%

10 10 IV. 70% 71% 70% 71% V. 77% 72% 71% 69% VI % 71% 74% Brief Description: Assessment 2 Narrative Comprehensive Examinations were administered to all students as a requirement of the Master s Degree in Psychology with an emphasis in School Psychology. A passing score of 70% on the Comprehensive Examinations is required of graduates. Students are permitted two attempts to pass the examination. The examination is given in the Fall Semester of the students second year (during their fourth semester in the program). Alignment with NASP Domains: Table 2.A in Assessment 2 shows the alignment of the courses of the Marshall University School Psychology Program with the NASP Domains. Within each Domain, courses are divided into two levels: Master s Degree and Education Specialist s Degree. As can be determined from that Table, NASP Domains are addressed in more than one course. All domains except 2.6, Prevention and Responsive Services, are addressed at both the Master s and Specialist s level. Domain 2.6 is addressed only at the Education Specialist s level. All candidates must complete all courses in the program in order to earn an Education Specialist s Degree in School Psychology. (Students who enter with advanced standing may receive up to 12 Credit Hours of courses from prior graduate work.) Data Analysis: The examination consisted of 100 questions, 10 in each Domain, with the exception of 20 questions in Domain 2.8, Diversity in Development and Learning and 0 questions in 2.6, Prevention and Responsive Services. The nature of our Master s Degree in Psychology with an emphasis on School Psychology is based on foundation classes, and weighting the domain 2.8 is consistent with the learning outcomes of that degree. Since Prevention and Responsive Services are not addressed at the Master s level, there are no questions in that Domain in our Master s comprehensive exam. Table 2.B shows the scores by Domain for the students who have completed the Fall 2011 Comprehensive Examination. All students passed the comprehensive evaluation, although as noted, one student required two attempts. The score listed for that student are the scores of the passing examination. Of the 11 students, the mean score was with a range of scores from 72 to 90. The average score per Domain is also contained within the table. Because of the double loading of questions in Domain 2.8, the average score is listed as 15.0 but, for purpose of comparative analysis, the score of 7.5 was utilized.

11 11 Tables 2.C and 2.D are the comprehensive scores that were submitted previously. As can be seen, the new method of reporting scores allows us to better evaluate our candidates performance in the domains. Interpretation with Regard to Domains: Marshall University School Psychology program uses the results of the Comprehensive Examination to analyze the strengths and weaknesses of our program. As each NASP Domain is addressed in multiple courses instructed by multiple instructors, it is not possible to use this information to analyze specific courses. Rather the information is employed to determine candidates mastery of Domains, and results are used across courses for program analysis. Positively, the high completion rate on the first attempt on the examination is an expectation. Candidates are performing at a mastery level with respect to course learning objectives across all Domains. Utilizing 8.0 as a standard of acceptable performance, students perform well in Domains 2.1, 2.3, 2.4, 2.5, 2.9, and Students appeared to have performed below expectations in Domains 2.2, 2.7, and 2.8. Lower scores in 2.2 and 2.7 are consistent with scores on the Praxis II. Previously, the curriculum was changed for the consultation course, and the students were encouraged to provide consultation to parents of the Summer Lab School. This arrangement made it easier for them to implement what they had learned. Also, two consultation assignments were added to Practicum II (SPSY 739). We will continue to evaluate this data to determine if other changes are needed. The lower score in Domain 2.8 may reflect the vast amount of knowledge that is required in all of the foundation courses. An examination of the questions indicated that perhaps the questions required more specific knowledge rather than transferable and generally applicable knowledge. As more data become available in subsequent years, this information will assist the program in analyzing specific course objectives relative to the NASP Domains. Table 2.A Alignment of Courses with NASP Domains 2.1 Data-Based Decision-Making Master s Degree Courses and Accountability: SPSY 601: Introduction to Schools as Organizations and Systems SPSY 617: Indirect Service Delivery I, Consultation SPSY 621: Data-Based Decision Making I Educational Specialist Degree Courses SPSY 622: Data-Based Decision Making II SPSY 624: Data-Based Decision Making III SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III

12 12 SPSY 745: Internship 2.2 Consultation and Collaboration Master s Degree Courses SPSY 617: Indirect Service Delivery I, Consultation PSY 526: Social and Cultural Foundations SPSY 603: Professional School Psychology SPSY 621: Data-Based Decision Making I Educational Specialist Degree Courses SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.3 Interventions and Instructional Support to Develop Academic Skills Master s Degree Courses SPSY 616 (PSY 615): Psychological Foundations I, Typical and Atypical Child Development: A Multicultural Perspective SPSY 601: Introduction to Schools as Organizations and Systems SPSY 617: Indirect Service Delivery I, Consultation SPSY 618: Direct Service Delivery I, Instructional Methods and Behavior Modification Educational Specialist Degree Courses CIRG 636: Developmental Reading SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.4 Interventions and Mental Health Services to Develop Social Life Skills Master s Degree Courses SPSY 616 (PSY 615): Psychological Foundations I, Typical and Atypical Child Development: A Multicultural Perspective SPSY 617: Indirect Service Delivery I, Consultation SPSY 618: Direct Service Delivery I, Instructional Methods and Behavior Modification

13 13 SPSY 619: Direct Service Delivery II, Individual and Group Counseling SPSY 674: Biological Basis of Behavior SPSY 675: Psychological Foundations Educational Specialist Degree Courses SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.5 School-Wide Practices to Promote Learning: Master s Degree Courses SPSY 601: Introduction to Schools as Organizations and Systems Educational Specialist Degree Courses SPSY 603: Professional School Psychology SPSY 620: Indirect Services II, Primary Prevention SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.6 Preventive and Responsive Services Educational Specialist Degree Courses SPSY 603: Professional School Psychology SPSY 620: Indirect Services II, Primary Prevention SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.7 Family-School Collaboration Services Master s Degree Courses SPSY 616 (PSY 615): Psychological Foundations I, Typical and Atypical Child Development: A Multicultural Perspective SPSY 617: Indirect Service Delivery I, Consultation

14 14 SPSY 618: Direct Service Delivery I, Instructional Methods and Behavior Modification SPSY 619: Direct Service Delivery II, Individual and Group Counseling SPSY 620: Indirect Service Delivery II, Primary Prevention SPSY 621: Data-Based Decision Making I Educational Specialist Degree Courses SPSY 603: Professional School Psychology SPSY 620: Indirect Services II, Primary Prevention SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.8 Diversity in Development and Learning Master s Degree Courses SPSY 601: Introduction to Schools as Organizations and Systems SPSY 616 (PSY 515): Psychological Foundations I, Typical and Atypical Child Development: A Multicultural Perspective PSY 526: Social and Cultural Foundations SPSY 674: Biological Basis of Behavior SPSY 675: Psychological Foundations Educational Specialist Degree Courses SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship 2.9 Research and Program Evaluation: Master s Degree Courses PSY 623: Experimental Design PSY 692: Research Seminar EDF 517: Statistical Methods

15 15 Educational Specialist Degree Courses SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship SPSY 750: Thesis Research SPSY 751: Program Evaluation 2.10 Legal, Ethical, and Professional Practice Master s Degree Courses SPSY 601: Introduction to Schools as Organizations and Systems Educational Specialist Degree Courses SPSY 603: Professional School Psychology CISP 535: General Special Education Programing SPSY 738: Practicum I SPSY 739: Practicum II SPSY 740: Practicum III SPSY 745: Internship Table 2.B Comprehensive Examination Scores by Domain for Students Total #

16 16 8* Averages ** and above indicates a passing score. Mean score per Domain= 8.1 *Demotes 2 nd Attempt (Allow 2 attempts) **For purposes of calculating the average score per Domain. The scores from Domain 2.8, which contained 20 questions, were calculated as a mean score of 7.5. Table 2.C Master s in Psychology Comps Scores (Passing Score: 60) 2008 Score Date 2009 Score Date 2010 Score Date DG* 85 3/23/95 AC 69 4/17/08 EG 60 7/14/07 CH* 62 4/1/06 KC 71 11/3/07 SH 84 7/14/07 AS 66 7/25/09 CH 64 4/5/07 LT 86 4/9/05 VH 63 10/29/05 DW 66 7/19/08 KL* 68 10/29/05 JC 66 7/30/09 Average * Master s in Psychology from Marshall University prior to admission within Ed.S. in School Psychology (not included in average) Table 2.D Master s in Elementary/Secondary Education Comps Scores (Passing Score: 70) 2008 Score Date 2009 Score Date 2010 Score Date JC 72 4/12/08 AB 80 4/4/09 RH** 60/77 4/4/09 BH 78 4/12/08 JD 75 2/4/09 MH 75 7/18/09 MV 76 2/27/08 CD** 64/76 4/4/09 DM 75 7/18/09 KF 70 10/22/07 SM 76 4/4/09 SM 72 7/25/09 NO 77 4/4/09 LO 73 4/4/09 BP 71 4/4/09 MP 75 4/4/09 MS 79 4/4/09 NS 77 4/4/09 Average ** 1 st /2 nd attempt test scores

17 17 ASSESSMENT 3 Narrative Brief Description: The Marshall University School Psychology Program requires a series of three sequenced practica. The practica provide candidates with an opportunity to practice their emerging skills in the school setting under the guidance of the practica instructor. SPSY 738 and SPSY 739 may be completed one day a week (or two half days) at the candidate s adopted school with their school psychology mentor serving as site supervisor. The practicum instructor provides primary supervision of all practicum requirements. The candidates attend two practicum seminars held on Saturdays during the semester. Students also meet regularly with the professor through WIMBA on Blackboard. Alternatively, the candidate may elect to complete SPSY 739 requirements at the Marshall University s Summer Lab School. Candidates who select this choice are then expected to attend the summer lab school for two consecutive summers. In this case, the practicum instructor also provides primary supervision for all practicum requirements. Candidates completing Practicum I (SPSY 738) and Practicum II (SPSY 739) register for three hours of credit for each course. Practicum III requires candidates to attend Marshall University s Summer Lab School on Mondays through Thursdays for six weeks from 7:30AM until 2:00PM. Candidates provide a full range of school psychological services in a multi-disciplinary training center, supervised by two school psychology program faculty members and one field-based supervisor. In response to the accreditation reviewers concern about the alignment of practicum evaluations with NASP domains, a new instrument was developed and implemented (see Table 3.A). The Site Supervisor Evaluation of Practicum Students allows the field supervisor to evaluate the candidate in each of the 10 domains. The descriptions of the items give the field supervisor guidance in interpreting the domains. Students are evaluated for all three practicum experiences. Consequently, there are three applications of the new form. Having ratings from a field supervisor helps to give university faculty feedback on the appropriateness of the school psychology curriculum and field experiences. Alignment with NASP Domains: The Site Supervisor Evaluation of Practicum Students form is aligned with the 10 NASP domains of School Psychology Graduate Education and Practice. Data Analysis: Table 3.B summarizes the ratings the candidates received from field supervisors during their three practicum experiences. Candidates received high ratings from the field supervisors in all areas. A review of the means across the practicums in Table 3.C shows that the candidates demonstrate adequate emerging competence (2.36) in Practicum I, advanced emerging competence (3.14) in Practicum II, and close to competence (3.73) in Practicum III. We do not expect them to achieve the rating of competence (4.00) until near the end of the internship. Thus the scores are consistent with expectations for each of the training levels.

18 18 Analysis and Interpretation: Assessment of candidates during practica shows that they can effectively perform a variety of school psychological services, including data-based decision making, assessments, support for academic instruction, and interventions for mental health needs (See Table 3.B). The knowledge and skills of candidates increases with each practicum. The data suggest that practicum candidates have demonstrated effective knowledge and skills in each of the assessed 10 domains as required by NASP to field supervisors. The skills appear to be evenly developed during the first two practica (See Table 3.C). During the third practicum, the candidates scored highest for academic interventions, family-school collaboration, diversity, and legal, ethical, and professional practices. Outcome from this data show that the courses and practicum experiences are adequately preparing our candidates for their internship in school psychology. The lowest ratings were for school wide practices to promote learning and research and program evaluation. Both of these areas will be further developed through the internship and culminating project (thesis/program evaluation). In addition to the supervisor assessment, students are required to provide portfolios and Goal Attainment Scale data to demonstrate the effect of their services on K-12 students performance. This data is available, but it is not reported in this assessment. The portfolios for internship are reported in Assessment 5. Our GAS data for internship are reported in Assessment 6. Reviews of the data from both of these sources indicate that our students continue to show development in knowledge and skills as they progress from the practicum to the internship. Data from the internship are the best measure of our entire school psychology program. Table 3.A Marshall University School Psychology Program Site or University Supervisor Evaluation of Practicum Student School Psychology Practicum Student: Course Number & Title Related to the Practicum Experience: Site: Supervisor Signature: Date: Directions: Please evaluate the student s knowledge/skill/disposition regarding each item using the rating system below. Please mail this form to: Marshall University School Psychology Program, Attn: Sandra Stroebel, 100 Angus E. Peyton Drive, South Charleston, WV While the University supervisor will provide feedback to the student, the site supervisor is welcome to review this evaluation with the student. Rating 1 = Novice Description Does not met expectations for level of training; the candidate needs much more practice and supervision than the majority of candidates at this same

19 19 2 =Adequate Emerging Competence 3 = Advanced Emerging Competence 4 = Competent N/O = No Opportunity level of training. Meets expectations for level of training (i.e., 1 st, 2 nd, or 3 rd year) and it is understood that continued practice and on-going supervision are recommended. Competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended. Student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required. Not observed due to the nature of the site or requirements of the course. Competency 2.1: Data-Based Decision Making and Accountability 1. Is knowledgeable of various methods of assessment (e.g., normreferenced, observation, interview, authentic, etc.) 2. Uses appropriate methods of assessment to identify/analyze problems and select evidence-based interventions 3. Uses appropriate methods of assessment to evaluate intervention outcomes 4. Selects appropriate test instruments to answer referral questions 5. Effectively administers and scores assessment instruments 6. Effectively interprets assessment findings 7. Writes assessment results in a clear, accurate, and concise manner Competency 2.2: Consultation and Collaboration 1. Uses appropriate model of consultation (e.g., behavioral, mental health, etc.) to address the referral concern 2. Effectively establishes effective collaborative relationships 3. Utilizes consultation strategies effectively (e.g., reframing, joining) 4. Demonstrates respect for the input of parents, teachers, and others 5. Assists families and school personnel in developing and implementing evidence-based interventions 6. Communicates clearly with diverse audiences (e.g. parents, teachers, administrators) Competency 2.3: Interventions and Instructional Support to Develop Academic Skills

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