2010 NASP Standards Option A
NOTE: This word document is provided as a model to help you prepare your report
off-line. You will actually submit your report in the on-line NASP system. The NASP
website URL is
https://rcampus.com
Program Report for the
Preparation of School Psychologists
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS
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
Program Report Template—NASP
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2010 NASP Standards Option A
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 NASP 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. The table for Candidate
Completer information is found below. The faculty information is entered one time for all faculty in the
Table B found below.
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.
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. Attachments must be created as
documents with “.doc” extension or pdf.
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:
There are no specific formatting requirements associated with the NASP website for folio submission.
However, it is important that documents are clear. Please note that this Word document has been
provided as a guide. 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.
Program Report Template—NASP
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2010 NASP Standards Option A
NOTE: NASP may require institutions to revise reports that do not follow directions on
format, page limits, and 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.
PROGRAM RESOURCES
Resources on the NASP web site: NASP has resources on their web site to help you prepare your reports
(http://www.nasponline.org/standards/approvedtraining/training_program.aspx).
NCATE also has resources that can be useful to programs outside NCATE accredited institutions. These
are all available at the following URL: http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90.
New to NCATE and helpful to all programs seeking NASP approval is a library with strong examples of
assessments 2, 3, 4, 5, and 6. These can be found at
http://ncate.org/institutions/assessmentLibrary.asp?ch=90 by selecting NASP on the drop down menu for
SPA.
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 additional information. 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?
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. NCATE provides assistance to programs through 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
Program Report Template—NASP
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2010 NASP Standards Option A
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
blinded transcripts of three recent program completers---within the last academic year).
Attachment I E. Response to NASP Standards II-VIII (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.
Program Report Template—NASP
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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
Program Report Template—NASP
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Name of Assessment1
Type or
Form of Assessment2
When the Assessment Is Administered3
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)
Program Report Template—NASP
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SECTION III—RELATIONSHIP OF ASSESSMENTS 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
APPLICABLE ASSESSMENTS
FROM SECTION II
This standard is not aligned to any
particular assessment.
□#1
□#5
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.
Program Report Template—NASP
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□#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.
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□#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
□#1
□#5
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,
Program Report Template—NASP
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□#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
APPLICABLE ASSESSMENTS
FROM SECTION II
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
□#1
□#5
□#2
□#6
□#3
□#7
□#4
□#8
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
Program Report Template—NASP
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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
This standard is not aligned to any
particular assessment.
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.
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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 NASP standards. The key assessments should be required of all
candidates. Assessments and scoring guides and data charts should be aligned with
the NASP standards. This means that the concepts in the NASP standards should be
apparent in the assessments and in the scoring guides to the same depth, breadth, and
specificity as in the NASP standards. Data tables should also be aligned with the NASP
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, NASP has identified potential assessments
that would be appropriate. Assessments have been organized into the following three
areas:
 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 NASP 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 NASP 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.
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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.
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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.
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#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.
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.
(Response limited to 24,000 characters)
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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
NASP 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 NASP 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
Program Report Template—NASP
16
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
Program Report Template—NASP
17
Attachment C
Program Handbook
I.
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.
Program Report Template—NASP
18
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
Response/Documentation
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
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19
Condition Standard I
Response/Documentation
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
Program Report Template—NASP
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Condition Standard I
Response/Documentation
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
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Condition Standard I
Response/Documentation
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
Program Report Template—NASP
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Condition Standard I
Response/Documentation
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.
Program Report Template—NASP
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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/elements. 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 limited to 2-3 primary
courses that assess each standard/element. For standards that include individual elements, programs may include
2-3 courses per element.
 For each course, include the following: a) title, b) number, c) description, and d) objectives that are relevant to
the standard. In addition, include a brief description of 2-3 assignment(s)/assessment(s) relevant to each
standard/element.
 Please note that this table complements the grade table for Assessment 2.
STANDARDS OF SCHOOL PSYCHOLOGY GRADUATE EDUCATION AND PRACTICE
School psychologists provide comprehensive and integrated services across the seven 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 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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
Program Report Template—NASP
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than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
Program Report Template—NASP
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2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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 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 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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
Program Report Template—NASP
26
than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
2. Course # and Title
Program Report Template—NASP
27
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
Program Report Template—NASP
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2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Program Report Template—NASP
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Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
Program Report Template—NASP
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assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of 2-3
assignments/assessments relevant
to standard
2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
Program Report Template—NASP
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than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Program Report Template—NASP
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Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
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.
1. Course # and Title
Course Description
Course Objectives Relevant to
Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
2. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
Program Report Template—NASP
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assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
3. Course # and Title
Course Description
Objectives Relevant to Standard
Brief Description of
assignment(s)/assessment(s)
relevant to standard (no more
than 3 total per
standard/element)
Program Report Template—NASP
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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
Program Report Template—NASP
35
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
Program Report Template—NASP
36
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
Program Report Template—NASP
37
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
Program Report Template—NASP
38
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.
Program Report Template—NASP
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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 2012-01
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
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Table H
Response to NASP Standard X
REQUIRED FOR NASP ONLY PROGRAMS
All school psychology programs wishing to be considered for NASP-approved status must complete and submit the total
online NASP report form described at http://www.nasponline.org/standards/approvedtraining/training_program.aspx
Programs in units/institutions accredited or undergoing review by the National Council for Accreditation of Teacher
Education (NCATE) and those doctoral programs accredited by APA do NOT need to provide a response to Attachment
H-NASP standards-Section V as part of the NASP program review process. All other programs must respond to Attachment
H-NASP Standard V below and submit it, in addition to submitting the total NASP online report.
Directions: Complete the following table by providing a brief response to describe how the program meets each
standard. Standards in this area may be addressed by providing descriptions and practice documentation (with the
exception of 10.6, which necessitates documentation of policy). Included below are suggested means by which to
address standards 10.1–10.8. If any of the information suggested for particular standards is provided in the program
handbooks or other documents in the program’s online submission, reference the relevant documentation (refer to
specific document and page number in this or other attachments to the online NASP report).
Standards
Response/Documentation
X. SCHOOL PSYCHOLOGY PROGRAM
SUPPORT/RESOURCES1
Adequate resources are available to support the school
psychology program and its faculty and candidates.
Such resources are needed to ensure accomplishment
of program goals and objectives and candidates’
attainment of competencies needed for effective
school psychology services that positively impact
children, families, schools, and other consumers. The
following elements are apparent in the school
psychology program:
Element 10.1 The school psychology program faculty
members are assured adequate professional time for
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program responsibilities, including the following: Faculty
loads that take into account instruction, program
administration, supervision, research/scholarship,
service, candidate assessment, and other activities
associated with graduate-level school psychology
program faculty responsibilities; Faculty loads that allow
flexibility to meet department and institution
responsibilities (e.g., teaching undergraduate courses,
service, research) while maintaining faculty
responsibilities to the school psychology program;
Faculty teaching and supervision loads that typically are
no greater than 75% of that typically assigned to faculty
who teach primarily undergraduate courses; and
Awarding of at least 25% reassigned or released time for
the program administrator for administrative duties.
Element 10.2 The school psychology program ensures
adequate candidate support from and interaction with
school psychology program faculty members14 through
the following: Extensive, intensive, and individualized
faculty advisement, supervision, and mentoring of
canddiates during all components of coursework,
practica, internships, and other program activities that
are available from and provided primarily by school
psychology program faculty members, as defined in
Standard C1.2; Ongoing and comprehensive program
development and evaluation, instruction, candidate
assessment, and other program activities that are
available from and provide4d primarily by school
psychology program faculty members, as defined in
14
The school psychology program may employ other faculty who do not participate in ongoing and comprehensive program activities and who contribute to the
program only by teaching a course(s) or by participating in another specific activity(s), for example, on an adjunct, affiliated, or related basis. The number of
these faculty members should be limited and their specific activities in the program should be well-defined and systematically coordinated and supervised.
However, the program should ensure that comprehensive program activities, outlined in Standard 10.2, are available form and provided primarily by school
psychology program faculty members.
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Standard C1.2; A ratio of no greater than 1:12 school
psychology faculty FTE to school psychology candidate
FTE in the overall program, including candidates
participating in coursework, practica, internships, and
other program activities15
Element 10.3 The school psychology program faculty
receive support for ongoing learning and professional
experiences relevant to assigned graduate preparation
responsibilities, including the following: Support for
involvement in school psychology, including with
professional organizations, research/scholarship, and/or
professional service activities; Support for continuing
professional development and related activities
important to maintaining and enhancing knowledge,
skills, and contributions to school psychology.
Element 10.4 Candidates in the school psychology
program receive ongoing support from the institution, or
a unit of the institution, during graduate preparation,
including the following: Availability of university and/or
program support services (e.g., career centers, health
services, student associations, advisement about state
credentialing procedures); Opportunities for funding or
related assistance needed to attain educational goals
(e.g., assistantships, scholarships, fellowships,
traineeships, internship stipends, college financial aid
programs).
Element 10.5 Adequate physical resources are
available to support faculty and candidates in the
school psychology program, including the following:
Office space for faculty; Field-based, clinical, and/or
15
The ratio of FTE faculty to FTE candidates consists of full-time program faculty to candidates enrolled full-time in the school psychology program and/or a
prorated FTE proportion of part-time program faculty and/or part-time candidates. Interns, as well as candidates working exclusively on research, theses, or
dissertations, may be prorated based on the semester hours enrolled and the amount of supervision provided by program faculty.
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laboratory resources; Instructional and technology
resources.
Element 10.6 For qualified candidates and faculty with
disabilities, the school psychology program provides the
following: Reasonable accommodations for special
needs; Accessible academic programs and field
experiences; Equal opportunities for development and
demonstration of competencies.
Element 10.7 The institution provides adequate library
resources to support instruction, independent study, and
research relevant to the school psychology program,
including the following: Comprehensive library and
information resources and services; Major publications
and periodicals in the field.
Element 10.8 The school psychology program provides
for, collaborates in, or contributes to relevant continuing
professional development opportunities for practicing
school psychologists.
Element 10.9 The school psychology program is located
in an institution that is accredited, without probation or
an equivalent status, by the appropriate institutional
regional accrediting agency recognized by the US
Department of Education.
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