Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of School Psychologists (NASP) Standards that consists of four separate documents: (a) Standards for Graduate Preparation of School Psychologists, (b) Standards for the Credentialing of School Psychologists, (c) Principles for Professional Ethics, and the (d) Model for Comprehensive and Integrated School Psychological Services. Required knowledge and skills to meet these goals are developed through student observing, reading, writing, listening, speaking, problem solving, group and individual assessments, and practical experiences. Goals and objectives are evaluated through the following methods: (1) In class objective testing; (2) Mastery testing (for assessments); (3) Written assignments; (4) Demonstration of applied skills (through and ship experiences); (5) Completion of research thesis; (6) Completion of National School Psychology Praxis Exam; and (7) Completion of program portfolio. Presented outcome data in chart below of enrolled student performance from fall 2009 to spring 2015 demonstrate student and program progress towards meeting program goals and objectives.
Goal One: Students will be effective problem-solving change agents who utilize data-based decision making for assessment and intervention for diverse student populations. Objective 1.1: Students will demonstrate the ability to make data-based decisions regarding individual students. Objective 1.2: Students will demonstrate the ability to make data-based decisions regarding programmatic issues. Didactic course grades that includes exams, presentations, written assignments, and/or projects: Psy 6410 Psychoeducational Assessment Psy 6320 Objective Assessment of Personality, 100% students earned >B grade Affect, & Behavior in all courses Psy 6310 Intellectual Assessment ( n = 35) Psy 6630 Consultation & Supervision in Psychological/ Educational Settings Psy 6810 Mental Health & Culturally Responsive School Systems Psy 7380; Pys 6380; Psy 6950 Practicum & Internship courses 1st 2nd Fall 3rd 3rd Knowledge of various assessments and data collection strategies for individual and programs issues. 2.00 3.38 4.00 3.91 4.63 Ability to administer and interpret various assessment strategies to make data-based decisions regarding individual and programmatic issues. 3.33 4.21 4.27 4.88 Professional Judgment 2.07 4.00 4.14 4.27 5.00 Problem solving skills 2.00 3.94 4.29 4.27 5.00 Observation administration test on intellectual and academic assessments 100 % passes with 100% proficiency (n = 35 students) Practicum and Internship Portfolio Assignment: Psychoeducational assessment 100 % judged to be acceptable (n = 30 students and 24 s) Score Ranges for N= 23 Praxis Data-Based Decision making (2015 changing to Professional Practices) Above average: 25% Average: 75% Below Average: 0%
Goal Two: Students will obtain a broad understanding of the educational system, the family system, and the practice of school psychology. Students will understand how to effectively work within these systems with diverse student populations. Objective 2.1: Students will demonstrate knowledge of schools, their climate, their policies, and their procedures, to include knowledge of special education services and laws. Objective 2.2: Students will demonstrate knowledge of School Psychology as an area of practice, to include the history of school psychology, ethical issues in school psychology, and the roles and functions of school psychologists. Didactic courses that includes exams, presentations, written assignments, and/or projects Psy 6810 Legal and Social Justice issues in School Psychology Psy 7250 Professional Ethics and Standards Psy 6810 Mental Health and Culturally Responsive School Systems 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledgeable of school systems, general education and special education. 2.07 3.13 4.00 4.09 4.63 Knowledge of ethical and legal professional standards and decision making. 3.50 4.00 4.45 5.00 Knowledge of the professional identity and role of the school psychologist for effective practices. 3.50 3.93 4.36 5.00 Provide services and applies decision making consistent with ethical, legal, and professional standards. 3.63 4.29 4.36 5.00 Responsibility/ Dependability 2.07 3.94 4.50 4.36 5.00 Adaptability/ Flexibility 2.07 4.00 4.14 4.27 5.00 Initiative/ Leadership 2.13 4.13 4.36 4.41 5.00 Ability to work independently 2.07 4.00 4.50 4.18 4.75 Responsiveness to feedback 2.00 4.19 4.36 4.36 5.00 Technology skills relevant to the work 2.13 4.13 4.50 4.41 5.00 Overall Professionalism 4.13 4.29 4.36 5.00 2.00 3.94 4.29 4.27 5.00 Practicum and Internship Portfolio item: Ethics/ Legal case REPORT Praxis Ethical, Legal, and Professional Foundations (2015 changing to Foundations of School Psychology Service Delivery) 100 % judged to be acceptable ( n = 11 / 7 s (implemented in 2013-2014 ) Score Range for N = 23 Above average: 10% Average: 80% Below Average: 10%
Goal Two: Students will obtain a broad understanding of the educational system, the family system, and the practice of school psychology. Students will understand how to effectively work within these systems with diverse student populations. Objective 2.3: Students will demonstrate knowledge of family systems and school systems and understand how to work in a collaborative manner with families, school, and communities. Objective 2.4.: Students will demonstrate knowledge of, and the ability to practice, behavioral consultation with teachers and parents. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6810 Parent training seminar Psy 6630 Consultation and Supervision in Psychological/ Educational Settings 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of varied methods of consultation and collaboration strategies. 3.31 4.07 4.36 5.00 Knowledge of families strengths, needs, and culture and individual learning factors. 2.00 3.27 3.57 4.09 4.75 Ability to consult and collaborate with teachers and parents. 3.81 4.29 4.45 5.00 Ability to work collaboratively with teams to evaluate and problem solve a system level multitiered continuum of services to support positive outcomes for all students. 3.38 4.07 4.27 4.88 Ability to facilitate family involvement and effective collaborations between school, home and community services that respond to family culture and context. 2.13 3.20 3.57 4.36 4.88 Ability to work in a collaborative manner Ability to use effective interpersonal communication skills Practicum and Internship Portfolio item: Individual support plan for a family 2.27 4.13 4.64 4.55 5.00 2.07 3.94 4.50 4.36 5.00 100 % judged to be acceptable ( n = 6 students) (implemented in 2014-2015) Score Range ( N = 23) Praxis Consultation and Collaboration Above average: 20% Average: 80% Below Average: 5%
Goal Three: Students will obtain skills necessary to promote positive behavioral, emotional, and social wellbeing of children and their families with diverse experiences within the context of a problem-solving modeling of school psychology. Objective 3.1: Students will demonstrate knowledge of development of well-being and psychopathology. Objective 3.2: Students will demonstrate knowledge of effective positive behavior supports, classroom behavior management, and social-emotional learning. Objective 3.3: Students will demonstrate familiarity with techniques to assess for and monitor source of risk or social, emotional, and behavioral difficulties within the entire school population including functional assessment methods. Objective 3.4: Students will demonstrate knowledge of and the ability to implement interventions and prevention plans for individuals and at the class-, school-, and district-wide levels to address common mental health, emotional and behavioral needs Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 7270 Lifespan Psychopathology Psy 6320 Objective Assessment of Personality, Affect, & Behavior Psy 6630 Consultation and Supervision in Psychological/ Educational Settings Psy 6810 School Based Interventions Psy 6350 Introduction to Theories of Intervention in Psychology Psy 6150 Empirically Based Practice I: Children and /Adolescents 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of biological, cultural, developmental, social, and emotional influences on behavior / mental health. 3.50 4.14 4.09 4.75 Knowledge of positive behavior supports, classroom behavior management, and social-emotional learning strategies to promote social emotional functioning and mental health. 3.38 4.07 4.36 4.88 Knowledge of effective crisis preparation, response, and recovery. 2.00 2.92 3.00 3.82 4.63 Ability to use assessment methods to evaluate behavioral and mental health services. 3.33 4.21 4.18 4.88 Ability to implement and evaluate individual, class-wide and school-wide level intervention and prevention techniques to address common mental health, emotional and behavioral needs. 2.00 2.85 3.86 4.05 4.63
Ability to implement and evaluate prevention and intervention services that enhance well-being through protective and adaptive factors. 2.91 4.07 4.00 4.88 Practicum and Internship Portfolio item: Positive outcome BEHAVIOR, SOCIAL OR MENTAL HEALTH CASE REPORT Praxis Research-based Behavioral and Mental Health Practices (2015 changing to Indirect and Direct Services for Children, families and schools) 100 % (n = 30 / 24 s) judged to be acceptable Score Range ( N = 23) Above average: 35% Average: 60% Below Average: 5%
Goal Four: Students will obtain the necessary skills to promote positive academic growth for all children within the context of a collaborative, problem-solving model of school psychology Objective 4.1: Students will demonstrate knowledge of effective instructional procedures. Objective 4.2: Students will demonstrate familiarity with techniques to assess for academic difficulties and monitor academic progress within the entire school population, including curriculum based techniques. Objective 4.3: Students will demonstrate the ability to develop interventions (in collaboration with other school personnel) for students with academic skill difficulties and at the class-, school-, and district-wide levels to improve or maintain positive academic outcomes. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6410 Psychoeducational Assessment Psy 6310 Intellectual Assessment Psy 6660 Cognition & Instruction Psy 6810 School Based Interventions Psy 6630 Consultation and Supervision in Psychological/ Educational Settings 100% students earned >B grade in all courses ( n = 35) 1st 2nd Fall 3rd 3rd Knowledge of biological, cultural, and social influences on academic performance. 3.31 3.93 4.27 4.75 Knowledge of effective teaching, curriculum and instructional strategies. 2.00 3.07 3.86 4.00 4.50 Ability to use assessment methods to evaluate academic services. 3.27 4.14 4.27 4.25 Ability to design and evaluate individual, class-wide and school-wide level interventions for students with academic skill difficulties to improve or maintain positive academic outcomes 2.07 3.13 3.50 3.77 4.00 Practicum and Internship Portfolio item: Positive outcome ACADEMIC Intervention or Consultation case REPORT Praxis scores for Research-based Academic Practices (2015 changed by adding questions in Indirect and Direct Services for Children, families and schools) 100 % judged to be acceptable (n = 30 / 24 s) Score Range for N = 23 Above average: 35% Average: 65% Below Average: 5%
Goal Five: Students will value diversity and demonstrate respect for all cultures Objective 5.1: Students will demonstrate an awareness and knowledge of issues of cultural diversity. Objective 5.2: Students will demonstrate skills and ability to work effectively with students from varying backgrounds. Objective 5.3: Students will demonstrate cultural sensitivity in all professional activities. Didactic courses that includes exams, presentations, written assignments, and/or projects: Psy 6350 Introduction to Theories of Intervention in Psychology Psy 6290 Diversity Issues in Treatment and Assessment Psy 6810 Legal and Social Justice issues in School Psychology Psy 6810 Mental Health and Culturally Responsive School Systems 100% of students earned >B grade in all courses ( N= 35 students) 1st 2nd Fall 3rd 3rd Knowledge and awareness of individual differences, abilities, disabilities, and diverse characteristics. 2.07 3.50 4.14 4.27 4.88 Knowledge of strategies to enhance services and address potential influences related to diversity. 3.07 3.86 4.09 4.75 Ability to advocate for and provide culturally competent and effective practices in the context of diverse individual, family, school, and community characteristics. 2.00 2.92 3.86 4.00 4.88 Respect for human diversity and social justice 2.13 4.31 4.43 4.36 5.00 Practicum and Internship Portfolio item: Strengthening work with diverse students Inservice 100 % judged to be acceptable ( n = 27 / 18 s) ( implemented in 2011-2012)
Goal Six: Students will obtain a strong background in research methods and understand how to apply this knowledge within the school context. Objective 6.1: Students will demonstrate knowledge of research methods. Objective 6.2: Students will demonstrate knowledge of and the ability to apply basic statistical processes professionally to include the ability to translate such knowledge in practice for purposes such as program evaluations. Objective 6.3: Students will understand how to engage in applied research to monitor the progress of schools, classes, groups, and individuals to whom they provide services. Didactic courses that includes exams, presentations, written assignments, and/or projects Psy 6570 Introduction to Educational and Psychological Research Psy 6600 Measurement, Design, Analysis I Psy 6970 Thesis 100% of students earned >B grade in all courses ( N= 35 students) (Students expected to increase scores each semester from beginning (rating 2) to 1st Fall 2nd 2nd Fall 3rd 3rd Knowledge of research-based practice and ability to translate research into effective practices. 2.00 3.43 4.07 4.00 4.88 Ability to apply research as a foundation for service delivery and evaluation of practices. 2.00 3.31 4.21 3.91 4.88 100% successfully defended Successful thesis defense Presented research at professional conferences (not required) 38% 48%, and 14% defended within 3, 4, or 5 s respectively (N = 21 students) 51% presented (N = 37 students) Program Student Outcome Data Internship Posted Graduation dates (all program requirements completed including coursework, supervised hours, thesis and Praxis) Jobs in the field 100% of students accepted to a paid ship site ( N= 30 students) 4% ( n = 1) in 3 s (immediately after ship) 68% ( n =14) in 4 s (Fall or semester 1 post ship 19% ( n = 4) in 5 s (Fall or 2 s post ship) 9% (n = 2) did not complete the program (due to change in career focus and family move) 100% of students employed following in the field of school psychology ( N= 30 students)
* Students are expected to increase rating scores each semester in our program. Practicum and Internship Rating Criterion for Field Supervisor ratings each semester: 0 = Not Applicable insufficient opportunities and/or data to make rating at this time. 1= Does not demonstrate competence at the appropriate knowledge or skill level. Please add a comment about the score at end of the form that will provide guidance in developing a remediation plan for the student 2 Rating is expected during first and Second Fall semester: 2 = Demonstrates emerging competence typical of a beginning student that is at a basic level. A significant level of supervision is required to affirm the student s skill or to provide suggestions to increase the student s application of the skill. 3 Rating is expected at end of Second semester 3 = Demonstrates competence typical of an advanced student: Student demonstrates most aspects of the skill but still requires supervision to ensure appropriate application of the skill in all settings. 4 Rating is expected at end of Internship ( third ) Fall or semester 4 = Demonstrates competence typical of a student : Student demonstrates all aspects of the skill and minimal supervision is needed to affirm appropriate application of the skill. 5 Rating is expected at end of Internship ( third ) semester 5 = Demonstrates advanced competence typical of a beginning professional: Student demonstrates all aspects of the skill and on-going supervision is not needed to ensure appropriate application of the skills. Student is capable of functioning independently.