NASP Criteria for Graduate Program Review and Approval Report Template for Option A
NOTE: This word document is provided as a model to help you prepare your report offline. You will actually submit your report in the on-line AIMS/PRS system. Please read
carefully the General Directions beginning on page 2 to ensure that you are fully aware
of the limitations in copying text and graphics from Word into AIMS.
Program Report for the
Preparation of School Psychologists
National Association of School Psychologists (NASP)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVERSHEET
Institution
State
Date submitted
Name of Preparer
Phone #
Email
Program documented in this report:
Name of institution’s program
Grade levels for which candidates are being prepared
Degree or award level
Is this program offered at more than one site? □ Yes
List the sites at which the program is offered
□ No
Title of the state license for which candidates are prepared
Program report status:
 Initial Submission this review cycle
 Response to Conditions Report
 Revised Report (previous decision was Further Development Required or
Recognized with Probation)
State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the
applicable state licensure test for the content field, if the state has a testing
requirement. Test information and data must be reported in Section IV. Does your state
require such a test?
□ Yes
□ No
GENERAL DIRECTIONS
To complete a program report, institutions must provide evidence of meeting NASP/NCATE standards
based on data from 6-8 assessments. In their entirety, the assessments and data required for submission
should demonstrate the candidates have mastered the SPA standards.
The program report form includes the following sections:
Section I. Context
Provide general information on the program as specified by the directions for this section. Each question
that requires a narrative has a specific character limit. There is one attachment. Note that the table for
Candidate Information is filled out online. The faculty information is entered one time for all faculty in the
AIMS Manage Faculty Information view. Pertinent faculty information is then imported into each program
report.
Section II. List of Assessments
Using the chart included in this report form, indicate the name, type, and administration point for each of
the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of
assessments that may be appropriate for each type of assessment that must be documented in the
program report.)
Section III. Relationship of Assessments to Standards
Using the chart included in this report form, indicate which of the assessments listed in Section II provide
evidence of meeting specific program standards.
Section IV. Evidence for Meeting Standards
For each assessment, attach one document that includes the assessment, scoring guide/criteria, data
tables and a 2-page maximum narrative
Section V. Use of Assessment Results to Improve the Program
Describe how faculty are using the data from assessments to improve candidate performance and the
program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and
dispositions; and student learning.
Section VI. For Revised and Response to Conditions Reports Only
Describe what changes or additions have been made in the report to address the conditions and concerns
raised in the original recognition report. List the sections of the report you are resubmitting and the
changes that have been made.
Specific instructions for preparing a Revised Report are available on the NCATE web site at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/t
abid/453/Default.aspx.
Specific instructions for preparing a Response to Conditions Report are available at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsRep
ort/tabid/454/Default.aspx.
Attachments: Sections I and IV include attachments. In Section IV, each attachment should be no
longer than the equivalent of seventeen text pages. A program report can include no more than a total of
20 attachments. A single attachment cannot be larger than 2mb. The files for each attachment should be
prepared as Word, Word Perfect, Excel, or PDF documents. Our system will now accept documents that
have been created in the newest version of Word and saved with a “.docx” extension.
Character Limits: Character limits have been set based on one page being equivalent to 4000
characters. Character counts include spaces, punctuation, numbers, etc.
Formatting Instructions:
Note that text boxes in Sections I, II, V, and VI are html-based and will not accept any formatting such
as bullets, tables, charts, etc. Be sure that your responses are text-only. If you do need to include a
table or a graph in a response to a question, then you must separate that into a unique file and attach in
Section I. This restriction does not apply to the documentation for Section IV, since these documents are
all uploaded as attachments.
NOTE: NCATE staff may require institutions to revise reports that do not follow directions on
format, page limits, or number of attachments. In addition, hyperlinks imbedded in report
documentation will not be read by reviewers and cannot be used as a means of providing
additional information.
Resources on the NCATE web site: NCATE has multiple resources on its web site to help you prepare
your reports. These are available at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/tabid/458/Default.aspx
Specific Instructions for NASP
Who Should Submit Program Reports:
Programs preparing school psychologists for licensure or certification at the specialist
level (e.g., master’s with a 60 semester hour minimum, master’s plus 30, educational
specialist, certificate of advanced graduate studies) or doctoral level
NASP National Recognition Decision Rules:
Programs must be clearly identifiable as being in school psychology and must meet
critical “structural” or programmatic standards linked to national certification, including
those pertaining to program length/credit hours, internship hours, and
training/supervision by appropriately qualified faculty and field supervisors. Institutional
documentation of program completion must be provided. The preponderance of NASP
Standards of School Psychology Graduate Education and Practice (Standards II-VIII)
must be met.
Additional Assessment Types (beyond the first 5 required types) required by NASP:
Other assessments are optional.
Other specific information required by NASP only:
In Section I, Attachments A and B require some additional information compared to the
versions used by other SPAs. In addition, Section I has additional attachments
(Attachments C-G and other attachments, as listed above) that require programmatic
information to address NASP Standards I through IX.
Will NASP accept grades as one of the assessments?
All SPAs will accept course grades as one of the 6 to 8 key assessments. NASP requires
that grades for courses in which content knowledge for NASP Standards II-VIII is
addressed are required. Instructions for documenting course grades have been
standardized for all SPAs. These instructions are on the NCATE web site on the Program
Resources page at the following URL:
http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/tabid/45
8/Default.aspx. In addition, programs are required to complete Attachment E-Response
to NASP Standards II-VIII.
Other resources are available on the NASP website at:
http://www.nasponline.org/standards/approvedtraining/training_program.aspx
SECTION I—CONTEXT
Provide the following contextual information:
1. Description of any state or institutional policies that may influence the application of SPA
Standards. (Response limited to 4000 characters)
2. Description of the administrative location of the program, including its relationship to the
NCATE “unit” (typically, the college or school of education). Describe the support received
from the institution and, if appropriate, others sources of support. Response limited to 8000
characters)
3. Description of the program’s overall philosophy and goals, including any unique elements in
the program or those it serves (NASP Element C1.1). (Note that additional information under
NASP Condition Standard I should be provided by programs in required attachments listed
below). (Response limited to 4000 characters)
4. Description of field experiences, including supervised practica and internship experiences
required for the program. (NASP Elements 9.1-9.6) (Note that additional information under
NASP Standard IX should be provided by programs in required attachments listed below.)
(Response limited to 4000 characters)
5. Description of the standards for admission, (including means of assessing prior graduate
work, if any), retention, and exit from the program, including required GPAs and minimum
grade requirements for the content courses, as well as the means by which the program
assesses candidate professional work characteristics/dispositions. (Response limited to 4000
characters)
6. Attach the following for Section I. (Most attachments consist of forms or charts at the end of
this document, all of which must be completed. Several attachments require additional
program documents as noted below.): Attachment I A. Chart of Candidate Information
Attachment I B. Chart of Faculty Information
Attachment I C. Program Handbook or other official document that includes the required
program of study and other relevant policies and procedures of the program. The program
of study should outline the courses and experiences required for candidates to complete the
program. The program of study must include course numbers AND titles.
Attachment I D. Response to NASP Condition Standard I (an additional attachment includes
transcripts of three recent program completers---within the last academic year).
Attachment I E. Grade Template (other documentation may be submitted)
Attachment I F. Response to NASP Standard IX (additional attachments include program
documents related to internship and a sample internship agreement)
Attachment I G. Internship Summary
Attach the following:
1. A program of study that outlines the courses and experiences required for candidates to
complete the program. The program of study must include course titles. This information may
be provided as an attachment from the college catalog or as a student advisement sheet.
Complete the following on-line:
2. Chart with the number of candidates and completers (Table A at end of this form). [Note
that in the on-line AIMS/PRS submission system, this chart will be filled out on line.]
3. Chart on program faculty expertise and experience (Table B at end of this form). [Note that
in the online AIMS/PRS submission system, faculty information is only entered once, in the
AIMS Faculty Management view, and then imported into each individual program report.]
SECTION II— LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NASP Standards II through VIII. All
programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must
substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate
the type or form of the assessment and when it is administered in the program.
Name of Assessment1
Type or
Form of Assessment2
When the Assessment Is Administered3
1 [Licensure assessment, or other contentbased assessment (required)] 4 This must
be a state or national school psychology
credentialing exam. If your state does not
require a school psychology credentialing
exam, then the Praxis II in School
Psychology must be required.
2 [Assessment of content (required)]
Program or course-embedded
assessment of candidate knowledge.
Programs are required to use grades for
assessment 2 and must address ALL NASP
STANDARDS II-VIII. Programs may also
submit other tools such as a
comprehensive examination, an oral or
qualifying exam, an exam embedded in
one or more courses that all candidates
complete,
3 [Assessment of candidate ability to plan
(required)] Assessment in practica that
demonstrates candidates can effectively
plan the professional responsibilities
1Identify
assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required
courses [specific title and number], or completion of the program).
4 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure
test, another content based assessment must be submitted (including the assessment and scoring guide).
2Identify
Name of Assessment1
required of a school psychologist.
4 [Assessment of clinical practice
(required)] INTERN EVALUATIONS BY FIELD
SUPERVISORS. Assessment that
demonstrates candidates' knowledge,
skills, and professional work
characteristics/dispositions are applied
effectively in practice during internship
REQUIRED FOR ALL NASP STANDARDS IIVIII.
5 [Assessment of candidate effect on
student learning (required)]
Comprehensive, Performance-Based
Assessment Of Candidate Abilities
Evaluated By Faculty During Internship.
6 [Additional assessment (required)]
Assessment that demonstrates that
candidates are able to integrate
elements of knowledge and apply
professional skills in delivering a
comprehensive range of services
evidenced by measurable positive
impact on children, youth, families, and
other consumers. NOTE: You need not
have a separate assessment of this area if
it is addressed by assessment 5. Simply
refer to the particular assessment(s) and
aggregate the relevant data (e.g.,
particular items or sections of an
assessment)
7 Additional assessment that addresses
NASP Standards (optional)
8 Additional assessment that addresses
NASP Standards (optional)
Type or
Form of Assessment2
When the Assessment Is Administered3
SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each NASP Standard on the chart below, identify the assessment(s) in Section II that address each standard. One
assessment may apply to multiple NASP Standards.
NASP STANDARDS
STANDARD I: SCHOOL PSYCHOLOGY PROGRAM CONTEXT/STRUCTURE
Graduate education in school psychology is delivered within the context of a
comprehensive program framework based on clear goals and objectives and a
sequential, integrated course of study in which human diversity is emphasized.
Graduate education develops candidates’ strong affiliation with school
psychology, is delivered by qualified faculty, and includes substantial coursework
and supervised field experiences necessary for the preparation of competent
school psychologists whose services positively impact children, families, schools,
and other consumers. In addition to specialist- and/or doctoral-level programs of
study, a school psychology program that offers opportunities for respecialization,
retraining, and other alternative approaches to credentialing as a school
psychologist ensures that program requirements are consistent with NASP
graduate preparation standards.
STANDARD II: PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: 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.
APPLICABLE ASSESSMENTS
FROM SECTION II
This standard is not aligned to any
particular assessment.
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
NASP STANDARDS
STANDARD III: PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY:
CONSULTATION AND COLLABORATION:
APPLICABLE ASSESSMENTS
FROM SECTION II
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
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.
□#1
STANDARD IV: DIRECT AND INDIRECT SERVICES: STUDENT LEVEL SERVICES
□#5
School psychologists have knowledge of direct interventions that focus on
academic and social/emotional interventions for children and families. School
psychologists engage multi-disciplinary teams (including children, teachers,
parents, other school professionals) to develop and implement academic and
mental health interventions.
Element 4.1: Interventions and Instructional Support to Develop Academic SkillsSchool 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.
Element 4.2: 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 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
□#6
□#3
□#7
□#4
□#8
NASP STANDARDS
STANDARD V: DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – SCHOOLS
APPLICABLE ASSESSMENTS
FROM SECTION II
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
School psychologists have knowledge of direct and indirect services that focus
on knowledge of schools and system structures, and preventive and responsive
services. School psychologists implement school-wide practices to promote
learning and knowledge of principles and research related to resilience and risk
factors.
Element 5.1: 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.
Element 5.2: 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 wellbeing through protective and adaptive factors and to implement effective crisis
preparation, response, and recovery.
STANDARD VI: DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – FAMILYSCHOOL COLLABORATION
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,
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
NASP STANDARDS
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.
STANDARD VII: FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY:
DIVERSITY
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.
STANDARD VIII: FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY:
RESEARCH, PROGRAM EVALUATION, LEGAL, ETHICAL, AND PROFESSIONAL
PRACTICE
School psychologists have core foundational knowledge and experiences and
implement practices and strategies in research, program evaluation, and legal,
ethical and professional practice.
Element 8.1: 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
APPLICABLE ASSESSMENTS
FROM SECTION II
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
NASP STANDARDS
evaluation to support effective practices at the individual, group, and/or systems
levels.
APPLICABLE ASSESSMENTS
FROM SECTION II
Element 8.2: 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.
STANDARD IX: PRACTICA AND INTERNSHIPS IN SCHOOL PSYCHOLOGY
During systematic, comprehensive practica and internship experiences consistent
with its goals and objectives, the school psychology program ensures that all
candidates demonstrate application of knowledge and professional skills in
relevant settings and under conditions of appropriate supervision, evaluation,
and support. The school psychology program’s practica and internship develop
and enhance candidates’ skills and professional characteristics needed for
effective school psychology service delivery; integration of competencies across
the standards of professional preparation and practice; and direct, measurable,
positive impact on children, families, schools, and other consumers.
This standard is not aligned to any
particular assessment.
SECTION IV—EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and
discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate
mastery of the SPA standards. The key assessments should be required of all candidates.
Assessments and scoring guides and data charts should be aligned with the SPA
standards. This means that the concepts in the SPA standards should be apparent in the
assessments and in the scoring guides to the same depth, breadth, and specificity as in
the SPA standards. Data tables should also be aligned with the SPA Standards. The data
should be presented, in general, at the same level it is collected. For example, if a rubric
collects data on Standards II-VIII, then the data chart should report the data on each of
the standards rather than reporting a cumulative score.
In the description of each assessment below, the SPA has identified potential
assessments that would be appropriate. Assessments have been organized into the
following three areas to be aligned with the standards in NCATE’s unit Standard 1:
 Content knowledge (Assessments 1 and 2)
 Pedagogical and professional knowledge, skills and dispositions (Assessments
3 and 4)
 Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from
professional knowledge. If this is the case, assessments that combine content and
professional knowledge may be considered "content knowledge" assessments for the
purpose of this report.
For each assessment, the compiler should prepare one document that includes the
following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one
sentence may be sufficient);
b. A description of how this assessment specifically aligns with the
Standards it is cited for in Section III. Cite SPA Standards by number,
title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting
standards, indicating the specific SPA Standards by number, title,
and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often
the directions given to candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text
pages each, however in some cases assessment instruments or scoring guides may go
beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file.
That is, create one file for Assessment #4 that includes the two-page narrative (items a –
d above), the assessment itself (item e above), the scoring guide (item f above, and
the data chart (item g above). Each attachment should be no larger than 2 mb. Do
not include candidate work or syllabi. There is a limit of 20 attachments for the entire
report so it is crucial that you combine files as much as possible, but only when
necessary.
#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional
examinations of content knowledge. Data from state or national school psychology
credentialing exam. If your state does not require a school psychology credentialing
exam, then data for the Praxis II in School Psychology must be submitted.
In the narrative for Assessment #1, list (a) name of exam used; (b) type of score yielded
from the exam; (c) the Standard score for passing the exam set by your program, (d) if
the exam is required for the state school psychology credential; and (e) the Standard
score for passing the exam set by your state credentialing agency, if applicable. Then,
in the Attachment for Assessment #1 provide aggregated data and scores derived
from at least two applications of the assessment (or at least two semesters) including
the percentage of program completers that passed the exam.
#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in the
language to be taught. Grades for courses in which content knowledge for NASP
Standards II-VIII is addressed are required.
Note: In Assessment #2, EACH one of the NASP Standards II-VIII must be assessed, and
aggregated attainment data for each standard must be reported. Programs may also
submit other tools such as a comprehensive examination, an oral or qualifying exam, an
exam embedded in one or more courses that all candidates complete; however, data
on these additional tools must also be included as well as the required narrative.
#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: Assessment that demonstrates candidates can effectively plan.
Assessment of candidates during practica that shows they can effectively plan and
carry out school psychological services. Examples include data-based decision-making,
cognitive/academic and social/behavioral assessment and intervention, mental health
services, and other services that demonstrate the development of specific candidate
skills necessary for the delivery of professional responsibilities.
NOTE: This assessment may consist of an assessment embedded in one more separate
courses requiring a practicum component or consist of a required component in a
more general practicum course.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
#4 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and
dispositions are applied effectively in practice. Assessment that demonstrates
candidates' knowledge, skills, and professional work characteristics/dispositions are
applied effectively in practice during internship.
Note: In Assessment #4, EACH one of the NASP Standards II-VIII, must be assessed, and
aggregated attainment data for each standard must be reported.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
(Include complete assessment instrument.)
#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate
effects on student learning. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS,
AND DISPOSITIONS: COMPREHENSIVE, PERFORMANCE-BASED ASSESSMENT OF
CANDIDATE ABILITIES EVALUATED BY FACULTY DURING INTERNSHIP. Assessment that
demonstrates candidates' knowledge, skills, and dispositions are applied effectively in
practice.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
#6 (Required)- Additional assessment that addresses NASP Standards. EFFECTS ON
STUDENT LEARNING ENVIRONMENTS AND/OR LEARNING: Assessment that demonstrates
that candidates are able to integrate elements of knowledge and apply professional
skills in delivering a comprehensive range of services evidence by measurable positive
impact on children, youth, families, and other consumers. (NASP Element 9.6).
NOTE: You need not have a separate assessment of this area if it addressed by
Assessment 5. Simply refer to the particular assessment(s) and aggregate the relevant
data (e.g., particular items or sections of an assessment) that demonstrates that
candidates are able to integrate elements of knowledge and apply professional skills in
delivering a comprehensive range of services evidenced by measurable positive
impact on children, youth, families, and other consumers.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
#7 (Optional): Additional assessment that addresses NASP Standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, and
licensure tests not reported in #1.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
#8 (Optional): Additional assessment that addresses NASP Standards. Examples of
assessments include evaluations of field experiences, case studies, portfolio tasks, and
licensure tests not reported in #1.
Provide assessment information as outlined in the directions for Section IV.
SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMANCE
Evidence must be presented in this section that assessment results have been analyzed
and have been or will be used to improve candidate performance and strengthen the
program. This description should not link improvements to individual assessments but,
rather, it should summarize principal findings from the evidence, the faculty’s
interpretation of those findings, and changes made in (or planned for) the program as
a result. Describe the steps program faculty has taken to use information from
assessments for improvement of both candidate performance and the program. This
information should be organized around (1) content knowledge, (2) professional and
pedagogical knowledge, skill, and dispositions, and (3) student learning.
(Response limited to 12,000 characters)
SECTION VI—For Revised Reports or Response to Conditions Reports Only
For Revised Reports: Describe what changes or additions have been made to address
the Standards that were not met in the original submission. Provide new responses to
questions and/or new documents to verify the changes described in this section.
Specific instructions for preparing a Revised Report are available on the NCATE web site
at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/Revise
dProgramReports/tabid/453/Default.aspx
For Response to Conditions Reports: Describe what changes or additions have been
made to address the conditions cited in the original recognition report. Provide new
responses to questions and/or new documents to verify the changes described in this
section. Specific instructions for preparing a Response to Conditions Report are
available on the NCATE web site at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/Respo
nsetoConditionsReport/tabid/454/Default.aspx
(Response limited to 24,000 characters)
TABLE A
Candidate Information
These charts are provided to you as a guide for collecting data. But note that the table
for Candidate Completer information is actually filled out online. You will not attach this
chart when you submit your actual report. Rather, the numbers will be entered directly
into charts built into the AIMS/PRS system.
Directions: Provide three years of data on candidates enrolled in the program and
completing the program, beginning with the most recent academic year for which
numbers have been tabulated. Report the data separately for the levels/tracks (e.g.,
baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being
addressed in this report. Data must also be reported separately for programs offered at
multiple sites. Update academic years as appropriate for your data span.
Academic
Year
# of Candidates
Enrolled in the
Program
Females
Males
Ethnicity
# of
Program
Completers5
Academic
Year
# of Candidates
Enrolled in the
Program
Females
Males
Ethnicity
# of
Program
Completers6
NCATE uses the Title II definition for program completers. Program completers are persons who have met
all the requirements of a state-approved teacher preparation program. Program completers include all
those who are documented as having met such requirements. Documentation may take the form of a
degree, institutional certificate, program credential, transcript, or other written proof of having met the
program’s requirements.
6 NCATE uses the Title II definition for program completers. Program completers are persons who have met
all the requirements of a state-approved teacher preparation program. Program completers include all
those who are documented as having met such requirements. Documentation may take the form of a
degree, institutional certificate, program credential, transcript, or other written proof of having met the
program’s requirements.
5
TABLE B
Faculty Information
Directions: This chart is given to you as a guide to prepare your information. But please note that you will not attach this
table chart when you submit your actual report. Rather, faculty information is entered one time for all faculty in the AIMS
Manage Faculty Information view, then pertinent faculty information is imported into each program report. You will need
to provide the following information for each faculty member responsible for professional coursework, clinical supervision,
or administration in this program.
Faculty
Member
Name
Highest
Degree,
Field, &
University7
Assignment:
Indicate the
role of the
faculty
member8
Faculty
Rank9
Tenure
Track
(Yes/
No)
Scholarship,10 Leadership in
Professional Associations, and
Service: 11 List up to 3 major
contributions in the past 3 years 12
Teaching or
other
professional
experience in
P-12 schools13
e.g., PhD in Curriculum & Instruction, University of Nebraska
e.g., faculty, clinical supervisor, department chair, administrator
9 e.g., professor, associate professor, assistant professor, adjunct professor, instructor
10 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school
personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application
of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.
11Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are
consistent with the institution and unit’s mission.
12 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program
13 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the
discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.
7
8
Attachment C
Program Handbook
I C. Attach the Program Handbook or other official document that includes the required program of study and other
relevant policies and procedures of the program. The program of study should outline the courses and experiences
required for candidates to complete the program. The program of study must include course numbers AND titles.
Table D
Response to NASP Condition Standard I
Directions: Complete the following table by providing a brief response to each element. The brief responses should
describe (a) official “policy” that addresses the element and (b) “practice” that demonstrates the program’s
implementation of the element. The program’s brief response should reference relevant program documentation (refer
to specific document, such as a program handbook, and page number) located in attachments to support program
policy and practice. In addition to the program handbook in Attachment C, submit an attachment containing transcripts
of three recent (within the last academic year) program completers as part of this attachment and reference these
documents in the brief responses below, as needed to support policy and practice of the program. (Candidate identity
must be masked on the transcripts). If the program handbook does not contain program academic requirements, also
include relevant pages from the institution’s graduate catalog or other source of institutional documentation of program
requirements.
Condition Standard I
CONDITION STANDARD I: SCHOOL PSYCHOLOGY
PROGRAM CONTEXT/STRUCTURE
Graduate education in school psychology is delivered
within the context of a comprehensive program
framework based on clear goals and objectives and a
sequential, integrated course of study in which human
diversity is emphasized. Graduate education develops
candidates’ strong affiliation with school psychology, is
delivered by qualified faculty, and includes substantial
coursework and supervised field experiences necessary
for the preparation of competent school psychologists
whose services positively impact children, families,
schools, and other consumers. In addition to specialistand/or doctoral-level programs of study, a school
psychology program that offers opportunities for
respecialization, retraining, and other alternative
approaches to credentialing as a school psychologist
Response/Documentation
Condition Standard I
ensures that program requirements are consistent with
NASP graduate preparation standards.
C.1
The school psychology program is composed of
integrated and comprehensive philosophy/mission,
goals, objectives, program of study, and supervised
practice, as reflected in the following:
Clear identification as a “school psychology program”
and communication of a program framework or model,
in which its philosophy/mission is represented in explicit
goals and objectives for school psychology
competencies that candidates are expected to attain
and in which human diversity is emphasized
An integrated, sequential program of study and
supervised field experiences that are based on the
program’s philosophy/mission, goals, and objectives
and consistent across candidates
Full-time, part-time, and/or alternative types of
enrollment that provide multiple and systematic
opportunities through coursework, supervised practice,
and other comprehensive program activities for
candidates to establish professional identity as school
psychologists and develop an affiliation with colleagues
and faculty
Use of systematic, performance-based evaluation and
accountability procedures to improve the quality of the
program
C.2
Graduate preparation in the school psychology
program is designed, delivered, and assessed by highly
qualified faculty members who primarily are school
psychologists, as demonstrated by the following:
Faculty who are designated specifically as school
Response/Documentation
Condition Standard I
psychology program faculty members and total at least
three full-time equivalents (FTEs)
At least two school psychology program faculty
members (including the program administrator) who
hold doctoral degrees with specialization in school
psychology and are actively engaged in school
psychology (e.g., possess state and/or national
credentials as school psychologists; have experience as
school psychologists; participate in professional
associations of school psychologists; contribute to
research, scholarly publications, and presentations in
school psychology)
Other school psychology program faculty members, as
relevant for the program, who hold doctoral degrees in
psychology, education, or a closely related disciplines
with specializations supportive of their graduate
preparation responsibilities in the program
REQUIREMENTS FOR SPECIALIST-LEVEL PROGRAMS ONLY
(C.3)
C.3
SCHOOL PSYCHOLOGY SPECIALIST-LEVEL
PROGRAMS ONLY: The specialist-level program of study
in school psychology consists of the following: A
minimum of 3 years of full-time study at the graduate
level, or the equivalent if part-time; at least 60 graduate
semester hours or the equivalent, with at least 54 hours
exclusive of credit for the supervised specialist-level
internship experience; Institutional documentation of
school psychology specialist-level program completion
provided to graduates
Response/Documentation
Condition Standard I
REQUIREMENTS FOR DOCTORAL PROGRAMS ONLY (C.4)
C.4 SCHOOL PSYCHOLOGY DOCTORAL-LEVEL
PROGRAMS ONLY: The doctoral level program of study
in school psychology consists of the following: Greater
depth in one or more school psychology competencies
identified by the program in its philosophy/mission of
doctoral-level preparation and reflected in program
goals, objectives, and sequential program of study and
supervised practice. (Doctoral programs typically are
characterized by advanced competencies in research,
and the program may identify additional competencies
that address the specific philosophy/mission, goals, and
objectives of its doctoral program of study, e.g., greater
depth in one or more elements described in Standards
II-VIII, a practice specialization, supervision or leadership
competency, preparation for specialized roles or
settings such as research or graduate instruction); a
minimum of 4 years of full-time study at the graduate
level, or the equivalent if part-time; at least 90 graduate
semester hours or the equivalent, with at least 78 hours
exclusive of credit for the supervised doctoral internship
experience and any terminal doctoral project (e.g.,
dissertation) 7Institutional documentation of school
psychology doctoral-level program completion
provided to graduates
REQUIREMENTS FOR ALL PROGRAMS (C.5)
C.5
If the school psychology program provides
opportunities for respecialization, retraining, or other
alternative approaches to prepare candidates for
credentialing as school psychologists (e.g., for
Response/Documentation
Condition Standard I
candidates who hold graduate degrees in related fields
and are seeking graduate preparation and
credentialing as school psychologists), the program
ensures that its requirements for respecialization,
retraining, or alternative credentialing approaches are
consistent with these NASP graduate preparation
Standards. The program applies systematic evaluation
procedures and Standards to grant recognition of
candidates’ prior courses/field experiences and to
identify additional graduate courses and experiences
necessary for candidates to meet school psychology
program requirements.
Response/Documentation
Table E
Response to NASP Standards II-VIII
Directions: Programs submit the table below to show how the program assesses each element in Standards II-VIII. Choose
no more than 3 courses for each of the NASP standards II-VIII. The table will also help the program provide
attainment data for each NASP standard/element for Assessment 2 (required of all programs).
 Courses must be required for all candidates in the program; elective courses may not be used as evidence.
 Faculty may choose which courses will be used in this assessment. However, programs are asked to choose the 2-3
primary courses that address each element.
 The documentation of course grades-based evidence must include curriculum requirements, including the course
titles and numbers of required courses, description, and course embedded assessments.
 See Resources for Submitting Reports on the NCATE website for additional information on using grades for
assessment 2
http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabi
d/456/Default.aspx.
STANDARDS OF SCHOOL
PSYCHOLOGY GRADUATE
EDUCATION AND PRACTICE
School psychologists provide
comprehensive and integrated
services across the seen general
standards/elements of school
psychology. The school
psychology program ensures that
all candidates demonstrate basic
professional competencies,
including both knowledge and
skills, in NASP Standards/elements
II-VIII of school psychology as a
result of their graduate
preparation in the program.
STANDARD II – PRACTICES THAT
PERMEATE ALL ASPECTS OF
COURSE #,
Application 1
DESCRIPTION;
% MEETING
COURSE EMBEDDED MINIMUM
ASSESSMENTS
(indicate minimal
acceptable grade;
do not list more
than 3 courses for
each
Standards/element;
excludes internship)
NUMBER OF
CANDIDATES
(N)
Application 2
% MEETING
MINIMUM
NUMBER OF
CANDIDATES
(N)
SERVICE DELIVERY: 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.
STANDARD III – PRACTICES THAT
PERMEATE ALL ASPECTS OF
SERVICE DELIVERY: 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.
STANDARD IV – DIRECT AND
INDIRECT SERVICES: STUDENT LEVEL
SERVICES
School psychologists have
knowledge of direct interventions
that focus on academic and
social/emotional interventions for
children and families. School
psychologists engage multidisciplinary teams (including
children, teachers, parents, other
school professionals) to develop
and implement academic and
mental health interventions.
Element 4.1 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 datacollection methods and to
implement and evaluate services
that support cognitive and
academic skills.
Element 4.2 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 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.
STANDARD V – DIRECT AND
INDIRECT SERVICES: SYSTEMS LEVEL
SERVICES – SCHOOLS
School psychologists have
knowledge of direct and indirect
services that focus on knowledge
of schools and system structures,
and preventive and responsive
services. School psychologists
implement school-wide practices
to promote learning and
knowledge of principles and
research related to resilience and
risk factors.
Element 5.1 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.
Element 5.2 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.
STANDARD VI – DIRECT AND
INDIRECT SERVICES: SYSTEMS LEVEL
SERVICES: 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.
STANDARD VII – FOUNDATIONS OF
SCHOOL PSYCHOLOGISTS’ SERVICE
DELIVERY: 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.
STANDARD VIII – FOUNDATIONS OF
SCHOOL PSYCHOLOGISTS’ SERVICE
DELIVERY: RESEARCH, PROGRAM
EVALUATION, LEGAL, EHTICAL AND
PROFESSIONAL PRACTICE
School psychologists have core
foundational knowledge and
experiences and implement
practices and strategies in
research, program evaluation,
and legal, ethical and
professional practice.
Element 8.1 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.
Element 8.2 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 decisionmaking; 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.
Table F
Response to NASP Standard IX
Directions: Complete the following table by providing a brief response as to how the program meets NASP Standard IX
and reference the relevant documentation (refer to specific document and page number) located in other
attachments. In addition to Attachment F, submit attachments containing the following required internship
documentation:
1. Program internship policies (Separate documentation is not necessary if internship policies are included in program
handbook or syllabi submitted in previous sections).
2. A sample internship agreement, contract, or plan that addresses Standard IX. There must be evidence of involvement
on the part of both the program and field site.
3. Internship Summary Form (see Attachment G).
STANDARD IX - PRACTICA AND INTERNSHIP IN SCHOOL
PSYCHOLOGY
During systematic, comprehensive practica and
internship experiences consistent with its goals and
objectives, the school psychology program ensures that
all candidates demonstrate application of knowledge
and professional skills in relevant settings and under
conditions of appropriate supervision, evaluation, and
support. The school psychology program’s practica and
internship develop and enhance candidates’ skills and
professional characteristics needed for effective school
psychology service delivery; integration of
competencies across the Standards of professional
preparation and practice outlined in Standards and
elements II-VIII; and direct, measurable, positive impact
on children, families, schools, and other consumers.
Element 9.1 – Practica: The school psychology program
requires supervised practica experiences that are
completed for academic credit or otherwise
documented by the institution. Practica are distinct
from, precede, and prepare candidates for the school
psychology internship and include specific, required
activities and systematic development and evaluation
of skills that are consistent with goals of the program,
emphasize human diversity, and are completed in
settings relevant to program objectives for development
of candidate skills. Practica require direct oversight by
the program to ensure appropriateness of the
placement, activities, supervision, and collaboration
with the placement sites and practicum supervisors, as
well as close supervision of candidates by program
faculty and qualified practicum supervisors, including
appropriate performance-based evaluation, to ensure
that candidates are developing professional work
characteristics and designated competencies.
Element 9.2 – Internship: The school psychology
program requires a comprehensive, supervised, and
carefully evaluated internship in school psychology that
represents a culminating experience in the program’s
course of study and is completed for academic credit
or otherwise documented by the institution. The
internship has a primary emphasis on providing breadth
and quality of experiences, attainment of
comprehensive school psychology competencies, and
integration and application of the full range of school
psychology. The internship requires completion of
activities and attainment of school psychology
competencies that are consistent with the goals and
objectives of the program and emphasize human
diversity, and provision of professional school
psychology services that result in direct, measurable,
and positive impact on children, families, schools,
and/or other consumers. The internship includes
inclusion of both formative and summative
performance-based evaluations of interns that are
completed by both program faculty and field-based
supervisors, are systematic and comprehensive, and
ensure that interns demonstrate professional work
characteristics and attain competencies needed for
effective practice as school psychologists.
Element 9.3 – Internship Hours: The school psychology
program requires that the internship be completed for a
sufficient time period and in appropriate settings to
achieve program objectives. The internship requires a
minimum of 1200 clock hours for specialist-level interns
and 1500 clock hours for doctoral-level interns, including
a minimum of 600 hours of the internship completed in a
school setting. The internship requires a minimum of one
academic year for internship, completed on a full-time
basis over one year or at least a half-time basis over two
consecutive years; and completion in settings relevant
to program objectives for candidate competencies. The
internship requires direct oversight by the program to
ensure appropriateness of the placement, activities,
supervision, and collaboration with the placement sites
and intern supervisors.
Element 9.4 – Intern Supervision: The school psychology
program requires that each intern receive appropriate
and regularly scheduled field-based supervision. Field
supervision is provided from a school psychologist
holding the appropriate state school psychologist
credential for practice in a school setting (If a portion of
the internship is conducted in a another setting, as
noted in Element 8.3, provision of field supervision from a
psychologist holding the appropriate state psychology
credential for practice in the internship setting). The
internship requires an average of at least two hours of
field-based supervision per full-time week or the
equivalent for part-time placements, and
preponderance of field-based supervision provided on
at least a weekly, individual, face-to-face basis, with
structured mentoring and evaluation that focus on the
intern’s attainment of competencies.
Element 9.5 – Internship Site Agreements: The school
psychology internship represents a collaboration
between the school psychology program and internship
placement agency that is consistent with program
goals and assures attainment of competencies by
interns. The internship requires a written plan specifying
collaborative responsibilities of the school psychology
program and internship site in providing supervision and
support and ensuring that internship objectives are
achieved. The internship includes formative and
summative performance-based evaluation of intern
performance by program faculty and field-based
supervisors and systematic, clearly articulated methods
by which concerns about intern performance and
attainment of competencies may be addressed.
Appropriate support for the internship by the placement
agency is provided, including (a) commitment to the
internship as a diversified learning experience for a
candidate in a graduate school psychology program
and opportunities for the intern to attain professional
competencies through carefully supervised activities;
(b) a written agreement that specifies the period of
appointment and any terms of compensation for the
intern and released time for the field based supervisor;
(c) expense reimbursement, a safe and secure work
environment, adequate office space, and support
services for the intern consistent with that afforded
agency school psychologists; and (d) provision for the
intern’s participation in continuing professional
development activities.
Element 9.6 – Integration of Skills: The school psychology
program employs a systematic, valid process in which
program faculty ensure that interns, during their
culminating internship experience, demonstrate
competencies to begin effective practice as school
psychologists. The program includes the integration of
elements of knowledge and application of professional
skills in school psychology for delivering a
comprehensive range of services; and effective school
psychology service delivery evidenced by direct,
measurable, positive impact on children, families,
schools, and other consumers.
Table G
Internship Summary Form
Complete the following for all interns during the last academic year:
Intern
Code1
Internship Site
Nature
of
Setting2
Total
Hours at
Site
Field-based Supervisor
Supervisor’s
Credential3
Total
Supervision
Hours
Summary of Internship
Activities4
List by using the intern’s initials or a code such as 2005-01
Indicate school or non-school setting. Note: a school must be “a setting in which the primary goal is the education of students of diverse
backgrounds, characteristics, abilities, disabilities, and needs who are enrolled in grades P-12. The school setting has available an internal or external
pupil services unit that includes at least one credentialed school psychologist and provides a full range of student services” (NASP, 2000).
3 e.g., NCSP, State Certification, State Licensure
4 Choose one of the following options. Option A: Provide in the column, or attach a summary of the percent of time spent by each intern in various
school psychology activities required for internship. Option B: instead of completing the column or attaching a summary for each intern, attach a
complete log or comprehensive summary of activities for two interns listed in the table whose activities were typical of those performed by most
interns. Examples of evidence documenting internship activities include internship logs, summary forms, and verification forms.
1
2