Program Report for
School Psychology
UNIVERSITY OF WISCONSIN-STOUT
September, 2008
Table of Contents
SECTION ...................................................................................................................... Page
List of Appendices ...............................................................................................................2
Letter to Reviewers .............................................................................................................3
Matrix Response to 2006 NASP Review.............................................................................5
Standard 1.2 – Narrative Response ....................................................................................16
Standard 1.4 – Narrative Response ....................................................................................18
Standard 2.1 – Narrative Response ...................................................................................20
Standard 2.2 – Narrative Response ....................................................................................24
Standard 2.3 – Narrative Response ....................................................................................28
Standard 2.4 – Narrative Response ....................................................................................31
Standard 2.5 – Narrative Response ....................................................................................35
Standard 2.6 – Narrative Response ....................................................................................38
Standard 2.7 – Narrative Response ....................................................................................41
Standard 2.8 – Narrative Response ....................................................................................45
Standard 2.9 – Narrative Response ....................................................................................47
Standard 2.10 – Narrative Response ..................................................................................50
Standard 2.11 – Narrative Response ..................................................................................54
Standard 3.2 – Narrative Response ....................................................................................56
Standard 3.5 – Narrative Response ....................................................................................57
Standard 4.3 – Narrative Response ....................................................................................58
1
Appendices
Previous Program Manuals and Handbooks ....................................................................... A
Syllabi and Rubrics ............................................................................................................. B
Candidate Work Samples and Artifacts .............................................................................. C
Revised Handbooks and New Syllabi................................................................................. D
Supportive Materials ........................................................................................................... E
2
Dear Program Approval Board members,
Thank you for taking the time to review and provide feedback to the University of
Wisconsin-Stout’s School Psychology Program. Enclosed you will find four copies of
our report and appendices for your review.
In 2006, our program was granted Conditional Approval for two years. As requested, the
enclosed report addresses only those standards considered to be NA (Standard is Not
Adequately Addressed) at the time of the last review. Thus, although the report is
organized in numerical sequence, only sixteen standards are addressed. Please also note
that, unlike our 2006 submission, we have included all course rubrics with our program
syllabi to provide evidence that our students are assessed and graded congruent with our
program goals. In addition, representative candidate work samples are included to
demonstrate the attainment of these goals.
To ensure our program meets or exceeds both the letter and intent of the standards set
forth by the National Association of School Psychologists, we hired a program
consultant (i.e., Andrea Canter), hired a third full time faculty member with a doctorate,
and implemented several programmatic changes since the 2006 review. The following is
a short summary of the major program changes reflected throughout our report and
included the appendices:
1) We have infused more content related to diversity, prevention, academic
interventions, behavioral interventions, and methods to evaluate the effectiveness
of interventions throughout the curriculum.
2) We have updated both the title and content of one required course (i.e., now
SPSY-768 Learning Disabilities: Assessment and Intervention instead of SPSY786 Diagnosis and Remediation of Learning Disabilities and SPSY-786a LD
Lab).
3) A new course (SPSY-800 Systems Level Prevention and Intervention) has been
created to insure students are prepared in the areas of systems level consultation,
prevention, and intervention (including crisis intervention) services. This systems
level course will go through our institutional curriculum-approval process and
become a required course for all candidates entering the program in the fall of
2009.
4) The practicum and internship syllabi, manuals, and evaluation tools have been
modified significantly. We have differentiated the knowledge/skills expected of
candidates in their first practicum, second practicum, and internship. We also
added practicum/internship requirements to include consultation, behavioral
intervention, and academic intervention case studies. As such, our candidates’
3
field experience expectations and evaluations more accurately reflect their point
of training within the program.
5) We have provided documentation of our candidates’ experiences in diverse
school-based settings prior to their internship year.
Thank you for your consideration of our report. Because our School of Education is a
formal candidate for NCATE accreditation (refer to page 110 in Appendix E), we have
not submitted a fee. If you have questions or are in need of additional materials, please
contact me at weissenburgerj@uwstout.edu or 715-232-1326.
We look forward to your review.
Sincerely,
Jacalyn W. Weissenburger, Ph.D.
Program Director, School Psychology
409 McCalmont Hall
University of Wisconsin-Stout
Menomonie, WI 54701
4
REVIEWER’S GUIDE
GENERAL COMMENTS BASED ON THE 2006 NASP REVIEW COMMITTEE FINDINGS
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
(outlined by NASP Review
Committee)
General Comments
General Comments
A more systematic approach to preparation in the
areas of organization and operation of schools and
school systems, prevention at the school or system
level and crisis intervention is needed.
The program might also consider adding specific
activities related to development and implementation
of academic interventions that are required for all
candidates, and to a requirement that all practicum
candidates engage in systematic consultation with
teachers.
5
More emphasis in this area has been
added to several courses since the
last review. In addition, a revision
to SCOUN-798 (now COUN-788)
covers more content in this area. A
new course entitled SPSY 800
Systems Level Prevention &
Intervention will be implemented in
Spring of 2009 and will be required
of all program candidates beginning
the program in Fall of 2009.
Refer to Appendix E, Course
Alignment Grid, p. 8-9.
Academic interventions have been
an emphasis in SPSY-768/768a
since the last review. A recent
revision to the course syllabus and
the associated rubric makes this
emphasis more explicit. The course
is now entitled LD: Assessment and
Intervention. Furthermore, revisions
to our Practicum I and II require
systematic consultation and the
implementation of an academic
intervention for all candidates.
Refer to Appendix D, Practicum I
and II Handbooks, p. 8, p. 34, p. 54,
and p. 80.
Refer to Appendix B, COUN 788,
pp. 100-116.
Refer to Systems Level Prevention
& Intervention course proposal in
Appendix D, pp. 132-138.
Refer to Appendix B, SPSY
768/768a, pp. 89-99.
Refer to Appendix D, SPSY 768,
pp. 139-149.
Areas for Improvement
(outlined by NASP
Review Committee)
General Comments
General Comments
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
Rubrics have been developed for some evaluation
tools and should be expanded for all tools used to
assess candidate progress throughout the program.
This is particularly critical for differentiating the
depth and breath of knowledge and skills expected
for practicum candidates versus interns, given that
the same evaluation tools are used for both groups.
Practicum and internship evaluation
tools have been revised. Although
Practicum I, Practicum II and
Internship all have similarly
organized evaluation tools, different
items and different expectations are
described for each level of
experience.
Refer to Appendix A, for previous
Practicum I, Practicum II, and
Internship Handbooks.
Methods for collecting data across all candidates
related to assessment of measurable positive
outcomes for all clients are also needed.
All candidates collect data to assess
positive outcomes (behavioral and
academic) for candidates in
coursework (SPSY 690 and SPSY
768), in practica, and during
internship. Examples of courses and
field activities are provided as
evidence in this area.
Refer to Appendix A and Appendix
D, Practicum I and II Handbooks, as
well as Internship Handbook.
6
Refer to Appendix D for newly
revised Practicum I, Practicum II
and Internship Handbooks.
Refer to Appendix C, SPSY 690,
pp. 1-97, SPSY 768, pp. 98-107,
SPSY 781/782, pp. 108-123, and
SPSY 792, pp. 157-164.
I. Program Context/Structure
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program
Compliance
The required course and corresponding field
experience in multiculturalism is now noted on all
syllabi submitted as evidence of practice. However,
the courses listed as integrating attention to diversity
in the curriculum, syllabi for several do not include
objectives, readings and/or lectures related to
diversity. Field practica syllabi do not include
objectives related to diversity. The program should
consider expanding methods to collect direct and
indirect intervention outcome data. Documentation
of these efforts would enhance evidence of practice
related to policy.
The program has made a concerted
effort to infuse culturally and
linguistically diverse content with
related objectives into most program
courses and field experiences (i.e.,
21). In addition, 11 of our courses
have requirements that explicitly
assess content through the use of
rubrics in this area. In addition, our
candidates are placed in a diverse
setting for at least one of their
applied field experiences. Further, we
actively recruited and hired a faculty
member with minority status for our
third faculty member in 2007.
Refer to Appendix B, SPSY
768/768a, pp. 89-95; SCOUN 788,
pp. 100-116; SPSY 745, pp. 124139; SPSY 710, pp.140-148;
SPSY 775, pp.149-163; and
EDUC 536, pp. 244-257.
The program hired our third FTE
school psychology faculty member in
the fall of 2007.
Refer to Appendix E, p. 29, for
Dr. Carlos Dejud’s vita.
(outlined by NASP Review
Committee)
1.2
1.4
A successful outcome of the current search for a
third FTE school psychology faculty member will
adequately address this standard.
7
Refer to Appendix C, SPSY
781/782, pp.117-123; SPSY 792,
pp.166-167; SPSY 792, pp.168205.
Refer to Appendix E, p. 8 and 12.
Refer to Appendix E, p. 29, for
Dr. Carlos Dejud’s vita.
II. Domains of School Psychology Training and Practice
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
(outlined by NASP Review
Committee)
General Comments
Given that the Evaluation Guide for both Practicum
and Internship contain identical items and ratings
scales, criteria for determining ratings would be
helpful in clarifying the greater depth of knowledge
and skills expected at the intern versus practicum
level.
The evaluation forms for Practicum
I, Practicum II, and Internship have
been revised. More clarification has
been added and practicum and
internship fieldwork expectations
are differentiated by level. Further,
the evaluation tools contain
different items at each level.
Refer to Appendix D for the newly
revised Practicum I, Practicum II,
and Internship Handbooks.
General Comments
There is not a correspondence between several of the
NASP domains and items on the Evaluation Guide,
although results from the Evaluation Guide are
offered of evidence of attainment for each domain.
The evaluation forms have been
revised to conform to NASP’s
domains. The assessment items are
organized into each domain area.
Refer to Appendix D for the newly
revised Practicum I, Practicum II,
and Internship Handbooks.
General Comments
The lack of a rubric that explains how ratings are
obtained for the Evaluation Guides also renders this
tool less useful as evidence of attainment. While a
useful rubric is supplied with the Developmental
Appraisal Form for practicum candidates, there is no
corresponding rubric at the Intern level. Moreover,
items on the form are very general and not very
useful in indicating competence of specific skills in a
given domain.
Descriptors of all evaluation tools
for Practicum I, Practicum II, and
Internship have been included in
each newly revised Handbook.
Furthermore, the items have been
revised to indicate specific skills
required at each level.
Refer to Appendix D for the newly
revised Practicum I, Practicum II,
and Internship Handbooks, p. 20,
pp. 43-44, p. 66, pp. 88-89, p. 110,
and pp. 130-131.
General Comments
The Portfolio Assessment Rubric would be
strengthened by inclusion of specific criteria for
making the determination that a student is working at
the observer, novice, or practitioner level. To use
grades from course-embedded assignments as
evidence of assessment and attainment, the program
should provide rubrics or the criteria by which grades
are determined.
Descriptors of all evaluation tools
for Practicum I, Practicum II, and
Internship have been included in
each Handbook. Furthermore, the
items have been revised to indicate
specific skills required at each
level. Course rubrics have been
included in this report.
Refer to Appendix D for the
Practicum I, Practicum II, and
Internship for the criteria (pp. 4344, pp. 88-89, and pp. 130-131).
8
Refer to Appendix B for the syllabi
and course rubrics.
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
(outlined by NASP Review
Committee)
2.1
Counseling and consultation courses, fieldwork, and
practica do not address using data to evaluate the
effectiveness of services. In SPSY 781/782, a rubric,
with items measuring specific skills, might be used to
evaluate the case study to provide evidence of
assessment. Assessment skills in data-based decision
making as measured by the Developmental
Performance Appraisal is limited to test
administration and interpretation rather than to a full
range of psychological services. The Evaluation
Guide for School Psychology Practicum includes an
item related specifically to evaluating the effective
implementation of intervention plans, but not the
evaluation of intervention outcomes.
Rubrics for the counseling and
consultation courses have been
provided in this report. The
program’s School Consultation
course (SPSY-775) has been
revised to address using data to
evaluate the efficacy of our
candidate’s consultation skills
(objective #12).
A rubric has been created to
evaluate the effectiveness of
intervention or consultation services
for Practicum I and Practicum II.
Furthermore, Practicum I,
Practicum II, and Internship have
been revised to require all
candidates to evaluate case studies
to provide evidence of the
effectiveness of interventions
(academic or behavioral). Examples
of courses and field activities are
given to demonstrate student
opportunities to acquire data-based
decision making skills.
Further, newly revised evaluation
tools for Practicum I, Practicum II,
and Internship clearly assess
candidates’ skills in evaluating
intervention outcomes.
9
Refer to Appendix A syllabi and
rubrics.
Refer to Appendix B, SPSY
781/782, pp. 174-178.
Refer to Appendix C, Behavior
Intervention Project, pp. 1-97,
Curriculum-based Measurement
Project, pp. 98-107; and
Psychological Consultation Project,
pp. 108-123.
Refer to Appendix D, for newly
revised field experience evaluation
tools.
Refer to Appendix C, pp. 1-156, for
work samples.
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
In the course outline (SPSY 775), goals and
competencies are vague with respect to skills taught.
There do not appear to be specific requirements for
engaging in consultation during practicum. In regards
to assessment, although the syllabus for SPSY 775
mentions a Consultation Paper rating/Grading
Criteria form, it was not included with the syllabus.
Items on the Alumni and Employer Survey provided
as evidence of attainment in this domain, relate to
skills only indirectly related to consultation. The
program might consider expanding items related to
providing systematic consultation services that
address candidates’ academic and behavioral
difficulties. See General Comments.
Since the last review, SPSY 775
was revised to reflect an emphasis
on developing specific consultation
skills.
Evidence of Program Compliance
(outlined by NASP Review
Committee)
2.2
In addition, consultation paper
rating/grading criteria forms for
SPSY 775 have been included in
this report. Twelve other program
courses address content relevant to
this area, and new systems level
consultation course has been
created.
Further, Practicum I and Practicum
II candidates are now required to
engage in a consultation case study
and present results, and candidates’
skills in this area are more
explicitly assessed. Lastly, course
rubrics containing items pertinent to
the assessment of communication
and consultation skills have been
included.
10
Refer to Appendix A, Practicum I
and II Handbooks.
Refer to Appendix B, SPSY 775,
pp. 160-161.
Refer to Appendix C, pp. 1-97, pp.
108-123, and pp. 157-164, for work
samples.
Refer to Appendix D, for newly
revised Practicum I, Practicum II,
and Internship Handbooks and
evaluation tools.
Refer to Appendix E, pp. 132-138,
for newly revised systems-level
consultation course.
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
(outlined by NASP Review
Committee)
In regards to preparation related to development of
instructional and academic interventions, SPSY 768
and its associated lab include an objective related to
“understanding effective academic interventions.” It
is not clear from the syllabus where candidates are
taught to develop an actual academic intervention or
are expected to implement an academic intervention.
The program’s response to this standard describes an
expectation for weekly monitoring of a student’s
progress through CBM probes, but it is not clear
where this requirement is explained to candidates.
The Practicum and Intern Guidelines include items
related to behavioral interventions and counseling,
but not to academic interventions.
SPSY 768’s syllabus and
requirements have been revised to
more clearly require the
implementation of an academic
intervention and weekly progress
monitoring.
Refer to Appendix B, SPSY 768,
pp. 89-96
A CBM rubric is included to
evaluate candidates’ efficacies in
this area. Newly revised Practicum
I, Practicum II, and Internship
Handbooks and evaluation tools
require and assess candidates’
intervention (academic and
behavioral) skills.
Refer to Appendix E, newly revised
Practicum I, Practicum II, and
Internship Handbooks, p. 8, p. 23,
p. 34, p. 54, p. 69, p. 113, pp. 123124.
2.4
Content knowledge is addresses through required
coursework. Evidence of assessment would be
enhanced through provision of rubrics used by
faculty to evaluate live and videotaped observations
of candidate’s counseling skills. See General
Comments.
Counseling is an emphasis in the
program. Coursework rubrics have
been included in this report to
demonstrate that candidates’
counseling and other skills relevant
to Domain 4 are evaluated.
Refer to Appendix B for counseling
course syllabi and rubrics.
2.5
Content knowledge is addressed through required
coursework, although there is limited evidence that
biological bases of behavior are covered in the course
referenced. See General Comments.
Updated syllabi and rubrics for
SPSY 778 and PSYC 850 show
evidence that the biological bases of
behavior are addressed and
assessed.
Refer to Appendix B, SPSY 778,
pp. 28-48 and PSYC 850, pp. 223232.
2.3
11
Refer to Appendix D, Practicum I,
Practicum II, and Internship
Handbooks.
Refer to Appendix E, pp. 139-149.
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Organization and operation of schools and school
systems does not appear to be addressed in any
systematic way. SPSY 775 lists managing resistance
in systems course as a course objective, but it is not
clear from the weekly outline where this is actually
addressed. School organization and climate is
broader than this, however, and it appears that
candidates are expected to develop this knowledge
base incidentally, through field experiences, rather
than through direct instruction. See General
Comments.
Issues in question are addressed in
8 courses and with additional
emphasis in SPSY 775 and SCOUN
788.
It is unclear where candidates are prepared in the area
of crisis intervention. The program has expanded
attention to prevention in several courses; however,
this appears limited to prevention at the individual
student level. School or system-wide prevention does
not appear to be addressed. Evidence of assessment
would be enhanced through provision of rubrics used
by faculty to evaluate live demonstrations of
candidates’ counseling skills. The Evaluation Guide,
offered as evidence of attainment, does not contain
items related to prevention or crisis intervention. See
General Comments.
Issues in question are addressed in
courses COUN 750, COUN 788,
SPSY 690, SPSY 768, as well as in
practicum and internship.
Evidence of Program Compliance
(outlined by NASP Review
Committee)
2.6
2.7
In addition, a new course (SPSY
800 Systems and Crisis
Intervention) will be added as a
required course after universitylevel approval.
In addition, a new course (SPSY
800 Systems and Crisis
Intervention) will be added as a
required course after approval from
the university’s curriculumapproval process.
Counseling rubrics have been
included to show we evaluate live
demonstrations of candidates’
counseling skills.
12
Refer to Appendix B for course
syllabi and rubrics.
Refer to Appendix D, pp. 132-138
for new course (SPSY 800 Systems
and Crisis Intervention).
Refer to Appendix B for course
syllabi and rubrics.
Refer to Appendix D, pp. 132-138
for new course (SPSY 800 Systems
and Crisis Intervention).
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
Evidence provided through syllabi continues to
suggest that this area is addressed in very limited
manner. Course syllabus for SPSY 775 is unclear
where the skills necessary to collaborate with
families are taught. While the syllabus for SPSY 784
lists all NASP domains as course objectives, the
course requirements and evaluation criteria do not
suggest emphasis on family collaboration. See
General Comments.
Syllabi were revised and rubrics are
included to demonstrate how this
domain is addressed and assessed in
several program courses. Further, a
new course (SPSY 800 Systems and
Crisis Intervention) will be added as
a program requirement. Newly
developed practicum and internship
evaluation tools verify an added
emphasis in this area.
Refer to Appendix B for course
syllabi and rubrics.
2.9
The Evaluation Guide, offered as evidence of
attainment, does not contain items related to program
evaluation. See General Comments.
Newly developed practica and
internship evaluation tools clearly
assess candidates’ program
evaluation skills.
Refer to Appendix D for revised
Practicum I, Practicum II, and
Internship Handbooks and
evaluation tools.
2.10
Content knowledge is addressed. See General
Comments.
Newly developed practica and
internship evaluation tools clearly
assess candidates’ skills in this area.
Refer to Appendix D for revised
Practicum I, Practicum II, and
Internship Handbooks and
evaluation tools.
2.11
Content knowledge is limited to the school
psychologist’s use of technology and does not
included technology related to providing services to
clients. While the summary of ratings from 2004-05
includes Information Technology (Appendix C, p.
45), the completed Developmental Appraisal Guide
(Appendix C, p. 60) does not include items that
pertain to information technology. Although this
domain has been added to the form in the 2006
revision to the Practicum Handbook, it is unclear on
what the numerical ratings from 2004-05 are based.
See General Comments.
Issues in question are addressed in
courses SPSY 690, SPSY 768,
SPSY 777, SPSY 778, as well as in
practicum and internship. Assistive
technology will be given more
emphasis in SPSY 778 beginning
this fall (2008).
Refer to Appendix B for course
syllabi and rubrics.
(outlined by NASP Review
Committee)
2.8
13
Refer to Appendix D, page 132138, for SPSY 800.
Refer to Appendix D for revised
Practicum I, Practicum II, and
Internship Handbooks and
evaluation tools.
Refer to Appendix D for revised
Practicum I, Practicum II, and
Internship Handbooks and
evaluation tools.
Refer to Appendix D, p. 158.
III. Field Experiences/Internship
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
A single internship summary log, for Feb. 13 – June
19, is provided as evidence of practice. Note: The
form used for this summary is the same one used on a
weekly basis, and thus is very difficult to interpret.
To meet this standard, intern activity summaries for a
recent graduating cohort would be helpful.
Internship summary logs for 2006
through 2008 cohorts are provided
as evidence of this content.
Students now complete separate
forms to keep track of their weekly
activities and to summarize their
activities at the end of the semester.
Refer to Appendix C, pp.165-167
for a listing of Intern Activity
Summaries; pp. 168-179, Fall 2006
Intern Logs; pp. 180-190, Spring
2007 Intern Logs; pp. 191-197, Fall
2007 Intern Logs; and pp. 198-204,
Spring 2008 Intern Logs.
(In the past, some students used the
wrong form when submitting their
summaries to the university
supervisor at the end of the
semester.)
Also, refer to newly created log
forms, in Appendix D, pp. 45-46,
pp. 91-92, and pp. 128-129.
Internship summary data and logs
from the 2006 through 2008 cohorts
are provided for evidence of
practice.
Refer to Appendix C, pp.165-204.
(outlined by NASP Review
Committee)
3.2
3.5
A single internship summary log is provided as
evidence of practice.
14
IV. Performance-Based Program Assessment and Accountability
Areas for Improvement
NASP Review Committee Comments
How this Area Addressed
Evidence of Program Compliance
(outlined by NASP Review
Committee)
4.3
Documentation that interns engage in delivery of a
comprehensive range of services would be engaged
by provision of intern activity summaries for a recent
graduating cohort. Evidence that services delivered
by interns results in “measurable positive impact on
children, youth, families, and other consumers”
would be satisfied through a summary of the results
of a comprehensive, performance-based assessment
of candidate abilities (e.g. case studies, portfolio)
evaluated by faculty during internship. The two
projects offered as evidence of practice are required
during courses taken primarily during the first year of
the program. The Evaluation Guide items offered as
evidence of practice focus on what the candidate does
rather than on the outcomes of candidate activities for
clients.
15
Recent program cohort activity
summaries are provided. Newly
revised summary and evaluation
forms are included in the new
practicum and internship
handbooks.
Intern portfolios and projects will
be assessed at the conclusion of the
internship year (Benchmark IV) to
determine whether candidates can
integrate their skills and make a
“measureable positive impact.”
Refer to Appendix C, pp. 157-164
and pp.166-167.
Refer to Appendix D for new
Internship Handbook.
1.2 A commitment to responding to human diversity is articulated in the program’s
philosophy/mission, goals and objectives and practiced throughout all aspects of the
program including admissions, faculty, coursework, practica, and internship
experiences. Human diversity is a strength that is valued and appreciated.
1.2 Policy:
The program adheres to the University of Wisconsin-Stout’s non-discrimination policies
available online at http://www.uwstout.edu/asls/policies and presented in Appendix E,
page 118. In addition, the program adheres to UW-Stout’s Strategic Plan for Diversity
that includes a goal to “foster institutional environments and course development that
enhance learning and a respect for racial and ethnic diversity.”
The School Psychology Program is housed in UW-Stout’s School of Education (SOE)
and supports SOE’s mission, goals, and values. SOE goals and values (refer to School of
Education’s Goals and Values in Appendix E, page 116) reflect an appreciation for
human diversity and an understanding of the importance of educating professional
educators to acquire the knowledge and skills to provide services in a multi-cultural,
pluralistic society. SOE goals include: 1) provide program curricula that reflect diversity,
research, theory, and best practice, and 2) recruit, support, and retain a diverse
faculty/staff who model best practice in professional education. SOE values include: 1)
value candidate/faculty diversity, 2) model respect for differences, 3) recruit and support
a diverse candidate/faculty population, and 4) require candidate experiences that address
diversity.
The program also adheres to the National Association of School Psychologists (NASP)
guidelines for working with diverse populations. In addition, the program has adopted
NASP’s Domain 5: Candidate Diversity in Human Development as one of the program’s
goals (see the School Psychology Program Handbook in Appendix A, pages 9-10). As
such, candidates are expected to value human diversity, as well as develop additional
knowledge and skills relevant to the area of human diversity as they progress through the
program.
1.4 Practice:
All candidates take a required course and participate in a field experience in which the
acquisition of knowledge and skills in human diversity is targeted (EDUC-536
Multiculturalism: Issues and Perspectives, SPSY-778 Psychoeducational Disabilities,
and EDUC-576 Field Experience: Cross Cultural). These two requirements specifically
address candidates’ understanding and appreciation of diversity through required
readings, lectures, discussions, presentations, and applied experience (50 hours) in a
multicultural/diverse setting (refer to pages 244 to 278 in Appendix B) .
Candidates also take 15 additional program courses, five practica, and a two-semester
internship in which content relevant to human diversity has been integrated into the
curriculum (see Course Alignment grid in Appendix E on pages 8-9 and Appendix B for
16
course syllabi and rubrics). Nine of the 15 courses explicitly address diversity through
lectures and readings:
•
•
•
•
•
•
•
•
•
COUN 750
COUN 788
SPSY 753b
SPSY 778
SCOUN 690
SPSY 743
SPSY 710
SPSY 775
SCOUN 705
Counseling Theory
Counseling Process Lab
School Psychology Lab
Psychoeducational Disabilities
Behavioral Interventions in the Schools (now SPSY-690)
Cognitive Assessment
Psychoeducational Assessment of the Young Child
School Consultation
Play Therapy
Further, 6 program courses both address (lectures and readings) and explicitly assess
(rubrics) candidate knowledge and/or skills in the area of diversity:
•
•
SPSY-753
SPSY-777
•
SPSY-768/768A
•
•
•
SPSY-745
SPSY-701
PSYC-850
Psychometric Theory and Application
Legal/Ethical Issues: School Counselors and School
Psychologists
Diagnosis & Remediation of Learning Disabilities/LD Lab
(now SPSY-768 LD: Assessment and Intervention)
Assessment of Personality
Seminar in School Psychology
Psychology of Development
The University of Wisconsin-Stout is located in a small community in northwestern
Wisconsin. As such, the community’s population is largely homogeneous (i.e., largely
White or Caucasian). However, the university is located within driving distance to a
large, metropolitan community (Minneapolis/St. Paul, MN) and other rural settings
where their populations include economically disadvantaged families and migrant
workers from other countries. Therefore, program faculty members work to ensure that
candidates have at least one practicum placement in a culturally diverse and/or
economically depressed setting (see field experience placements for one cohort in
Appendix E, page 12). Further, because of the program values and appreciates human
diversity, the program faculty actively recruited one full time school psychology faculty
member from a different culture. As such, in spring of 2007, the program’s faculty
members were able to hire Dr. Carlos Dejud who is bilingual and has ethnic minority
status (see Dr. Carlos Dejud’s vita on page 29 in Appendix E). Furthermore, Dr. Dejud
has worked with program faculty to develop a 4-week summer immersion program in
Panama to increase students’ global awareness and knowledge/skills related to culturally
and linguistic diverse students and other systems of service delivery. This program will
be offered for the first time in summer of 2009.
The program also has worked to revise their practicum/internship evaluation forms to
evaluate candidates’ appreciation of human diversity and their skills in working with
diverse populations (see newly revised practicum and internship handbooks in Appendix
17
D, pages 20-33, pages 66-79, and pages 110-122). In sum, our commitment to diversity
is reflected by our efforts to: (a) infuse content on human diversity into our coursework,
(b) provide candidates with field experiences in diverse settings, (c) hire a faculty
member from diverse background, and (d) develop rubrics/evaluation tools to assess
candidate knowledge/skills in the area of human diversity.
1.4 The program possesses at least three full-time equivalent faculty. At least two
faculty members (including the program administrator) shall hold the doctorate
with a specialization in school psychology and be actively engaged in school
psychology as a profession (e.g., by possessing state professional and/or national
credentials, having experience as a school psychologist, participating in professional
school psychology associations, and/or contributing to research, scholarly
publications, and presentations in the field). Other program faculty possess the
doctoral degree in psychology, education, or a closely related discipline with a
specialization supportive of their training responsibilities in the school psychology
program.
1.4 Policy: The School Psychology Program follows the University of WisconsinStout’s School of Education policy and hires those who have credentials that allow them
to be successful in teaching, supervision, research and service. In 2004, three full-time
faculty members (i.e., 100% assignment) were allocated to the program by the newly
established School of Education by the University of Wisconsin-Stout.
1.4 Practice: Due to the loss of one core tenure-track school psychology faculty member
to another university in July of 2004 and an unexpected administrative leave of another
core school faculty member in December of 2004, UW-Stout’s School of Education
underwent searches to replace these two fulltime tenure-track school psychology faculty
positions during the 2004-2005, the 2005-2006, and the 2006-2007 academic years.
Although the 2004-2005 search proved unsuccessful, the School of Education was able
to fill one of the two open school psychology positions in spring of 2006 (Dr. Crystal
Cullerton-Sen) and the other open school psychology position in spring of 2007 (Dr.
Carlos Dejud). Beginning in the fall of 2004 until the fall of 2007, affiliate faculty and
adjunct faculty filled in to teach required courses, supervise practicum/interning
candidates, and advise theses while we have conducted our faculty searches.
During the 2007-2008 academic year, the program’s full-time school psychology faculty
included: Dr. Jacalyn Weissenburger (Program Director and Associate Professor), Dr.
Crystal Cullerton-Sen (Assistant Professor), Dr. Carlos Dejud (Assistant Professor), and
Ms. Kelly Lamon (Associate Lecturer). Additional affiliate faculty members teach
program coursework and provide thesis advisement. Affiliate faculty hold doctorates in
school psychology counseling, education, or psychology.
Core Faculty:
Dr. Jacalyn Weissenburger (Associate Professor) has an Ed.S. in School Psychology
from the University of Kansas and a Ph.D. in Educational Psychology (with a
18
concentration in Special Education and subprogram specializations in School
Psychology and School Counseling) from the University of Minnesota. Dr.
Weissenburger is a Nationally Certified School Psychologist (NCSP) and is state
certified in Wisconsin and Iowa as a School Psychologist. Dr. Weissenburger has 16
years experience as a school psychologist in the public schools, has a presentation record
at NASP, and has published in the field.
Dr. Crystal Cullerton-Sen (Assistant Professor) has a Ph.D. in Educational Psychology
with a concentration in School Psychology and a subprogram specialization in Child
Psychology from the University of Minnesota. Dr. Cullerton-Sen has experience as a
school psychologist in the public schools in Massachusetts. Dr. Cullerton-Sen has a
record of contributing to publications and presentations in the field.
Dr. Carlos Dejud (Assistant Professor) has a Ph.D. in Bilingual School Psychology with
a double minor in Emotional/Behavioral Disorders and Bilingual Special Education from
the University of Arizona. Dr. Dejud has experience as a school psychologist in Arizona.
Dr. Dejud has publication and presentation record demonstrating his contributions to the
field of school psychology.
Ms. Kelly Lamon (Associate Lecturer) was hired to temporarily fill the third full-time
open faculty position during the 2006-2007 year due to a failed search for a doctorallevel faculty member. Ms. Lamon continues to supervise candidates in the program. Ms.
Lamon has an Educational Specialist degree (Ed.S.) in Counseling and Psychological
Services. She has 7 years experience as a practitioner in the field of school psychology,
and Ms. Lamon is state certified in Wisconsin as a School Psychologist.
2007-2008 Course Responsibilities of Core Faculty:
Fall 2007
Jacalyn Weissenburger, Ph.D.
SPSY-753b School Psychology Lab
SPSY-753 Psychometric Theory and Application
SPSY-784/785 Clinical Practicum
School Psychology Program Director
1 credit
2 credits
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
SPSY-775 School Consultation
SPSY-745 Assessment of Personality
SPSY-781/782 Field Practicum Supervision
2 credits
2 credits
5 credits
Carlos Dejud, Ph.D
SPSY-778 Psychoeducational Disabilities
SCOUN-690 (now SPSY-690) Behavioral Interventions
SPSY-781/782 Field Practicum Supervision
2 credits
2 credits
5 credits
19
Kelly Lamon, Ed.S.
SPSY-792 Intern in School Psychology Supervision
4 credits
Spring 2008
Jacalyn Weissenburger, Ph.D.
SPSY-786/786A Diagnosis of LD/LD Lab
(now SPSY-768 LD: Assessment and Intervention)
SPSY-784/785 Clinical Practicum
School Psychology Program Director
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
PSYC-850 Psychology of Development
SPSY-743 Cognitive Assessment
SPSY-781/782 Field Practicum Supervision
3 credits
3 credits
3 credits
Carlos Dejud, Ph.D
SPSY-775 School Consultation
SPSY-690 Behavioral Interventions
EDUC-536 Multiculturalism
SPSY-781/782 Field Practicum Supervision
2 credits
2 credits
2 credits
3 credits
Kelly Lamon, Ed.S.
SPSY-792 Intern in School Psychology Supervision
4 credits
3 credits
Affiliate Faculty:
Dr. Amy Gillett, Dr. Mary Beth Tusing, Dr. Denise Zirkle Brouillard, Dr. Barbara Flom,
Dr. Stephen Shumate, Dr. Ed Biggerstaff, Dr. Fred Weissenburger and Dr. Helen
Swanson contribute to the program through teaching courses, providing thesis
advisement, and/or serving on candidates’ research committees. All affiliate faculty
members have doctoral degrees in counseling, education, psychology, or school
psychology.
Core and affiliate faculty vitas are included in Appendix E, pages 23-100. Refer also to
Appendix E, page 115.
2.1 Data-Based Decision Making and Accountability: School psychologists have
knowledge of varied models and methods of assessment that yield information
useful in identifying strengths and needs, in understanding problems, and in
measuring progress and accomplishments. School psychologists use such models
and methods as part of a systematic process to collect data and other information,
translate assessment results into empirically based decisions about service delivery,
and evaluate the outcomes of services. Data-based decision-making permeates
every aspect of professional practice.
20
2.1 Addressed:
Data-Based Decision Making and Accountability is one of the four core elements of the
program. As such, content relevant to this domain is integrated into all aspects of the
program. Program goals (see the School Psychology Program Handbook in Appendix A,
pages 3-4) and required curriculum/field experiences address this domain (see the
School Psychology Program Handbook in Appendix A, page 25-27, for the Program
Plan Sheet and Appendix B for the program syllabi and rubrics).
Data-Based Decision-Making and Accountability knowledge and skills are key elements
in 13 courses (see also Course Alignment grid in Appendix E, pages 8-9).
•
•
•
•
SPSY 753
SPSY 753b
SPSY 778
SCOUN 690
•
•
EDUC 740
SPSY 743
•
SPSY 768/768A
•
•
•
•
•
•
SPSY 745
SPSY 775
SPSY 710
SPSY 701
SCOUN 705
SPSY 870
Psychometric Theory and Application
School Psychology Lab
Psychoeducational Disabilities
Behavioral Interventions in the Schools (previously
SCOUN 760 Theories and Techniques of Behavior
Modification and now SPSY-690)
Research Foundations
Cognitive Assessment (formerly SPSY-743 Advanced
Mental Testing)
Diagnosis and Remediation of Learning Disabilities & LD
Lab (now SPSY 768 LD: Assessment and Intervention)
Assessment of Personality
School Consultation
Psychoeducational Assessment of Young Children
Seminar in School Psychology
Play Therapy
Specialist Thesis
In the above courses, the development of data-based decision-making knowledge and
skills are addressed through readings, lectures, applied practice, group presentations, and
research. Specific training in the administration, scoring, and interpretation of normreferenced and curriculum-based measurement techniques are included in the assessment
courses where candidates practice their assessment skills in classrooms and laboratory
settings. Further, content about formulating data-based recommendations and applying
empirically-based academic and behavioral interventions is addressed through readings,
lectures, and presentations in SPSY-768/768a and SCOUN-690. In addition, in EDUC740, SPSY-735, and SPSY-870, candidates learn the importance of using research data
as the basis for all decision-making as a practitioner.
Data-based decision-making and accountability skills and practice are further developed
and applied in practica and internship settings (see Course Alignment grid in Appendix
E, pages 8-9).
21
•
SCOUN 798
•
•
•
SPSY 781/782
SPSY 784/785
SPSY 792
Field Experience in School Counseling (now
SCOUN-798 School Counseling Practicum)
Field Practica in School Psychology
Clinical Practica in School Psychology
Internship in School Psychology
In the above field experiences, candidates learn to develop their skills through such
activities as generating recommendations and evaluating the effectiveness of
academic/behavioral/counseling interventions in school-based and clinical settings.
2.1 Assessed:
Tests, graded papers, and graded psychoeducational reports are components of the
assessment and research classes, and candidate performance in this domain is further
assessed through faculty evaluations of live and video-taped observations of candidates’
assessment skills (see rubrics in Appendix B).
Further, candidates’ abilities to evaluate the effectiveness of academic and behavioral
interventions is explicitly assessed through faculty evaluations (rubrics) of candidatedesigned and implemented single case design behavioral interventions developed in
SCOUN-690 Behavioral Interventions in the Schools (now SPSY-690) and curriculumbased measurement profiles developed in SPSY-768/768A Diagnosis and Remediation
of Learning Disabilities/LD Lab (now SPSY-768). Additionally, graded thesis papers
(SPSY-735 Problems in School Psychology and SPSY-870 Specialist Thesis) provide
indications of candidate knowledge and skills related to empirically-based practice.
The assessment of Data-Based Decision-Making and Accountability is also implemented
through faculty evaluations of candidate portfolios at Benchmark II and Benchmark III
(see Portfolio Rubric rating form in Appendix A, pages 35-36). Candidate portfolios are
rated by faculty on a developmental continuum from Observer to Mastery (or Mentor) to
assess candidate progress in Data-Based Decision-Making and Accountability through
the course of the program. (At Benchmark II, candidates submit three artifacts for 7 out
of the 11 domains. At Benchmark III, candidates submit three portfolio artifacts for each
of the eleven domains.)
The assessment of candidates’ Data-Based Decision-Making and Accountability skills is
further evaluated by the practicum and internship evaluation forms. Knowledge and skill
in this area was assessed through two separate evaluation forms completed by field
supervisors until spring of 2008. One evaluation tool, the Evaluation Guide (see School
Psychology Practicum and Internship Handbooks in Appendix A), assessed candidates’
Assessment Skills, including their ability to “evaluate the effectiveness of behavioral
intervention plans,” on a Likert-style 5-point format ranging from Needs Improvement
to Highly Satisfactory.
Another evaluation form, the Developmental Performance Appraisal form (see School
Psychology Practicum and Internship Handbooks in Appendix A), assessed candidates’
22
knowledge and skills in Data-Based Decision-Making along a 4-stage developmental
continuum ranging from Observer to Mastery. (The Developmental Performance
Appraisal form was developed in 2002 to monitor the progress of candidates’ knowledge
and skills through the course of the program.)
Finally, candidates’ data-based decision-making and accountability skills are assessed
through the PRAXIS II School Psychology exam’s Diagnosis and Fact-Finding area
scores.
In response to the NASP Program Review of 2006, candidate’s Data-Based Decision
Making and Accountability knowledge/skills will now be assessed through separate and
newly revised evaluation tools in Practicum I (SPSY-781), Practicum II (SPSY-782),
and Internship (SPSY-792) (see Appendix D, page 21, page 67, and page 111,
respectively) beginning this fall (2008). Further, candidate’s Data-Based DecisionMaking and Accountability will be assessed through reevaluating their portfolio after the
conclusion of their internship year, or at Benchmark IV, beginning in 2008-2009 (see
Appendix D, pages 126-127).
2.1 Attained:
Data indicate program candidates attain solid competencies in Data-Based DecisionMaking and Accountability. Since 1996, all program graduates but one obtained
satisfactory grades (B or better) in coursework or practica relevant to the domain. The
one candidate who failed to do so was provided with feedback, and a remediation plan
was developed and implemented. The candidate then satisfactorily completed a second
attempt at SPSY-782 Field Practicum in School Psychology.
Similarly, 2004-2008 summary portfolio evaluations indicate candidates make
developmental progress in the area of Data-Based Decision-Making and Accountability
from Benchmark II to Benchmark III. At Benchmark II, candidates’ ratings averaged a
3.3 (Novice), whereas an average rating of a 5.3 (Practitioner) was found at Benchmark
III (see Portfolio Review Data in Appendix E, page 112). Further, portfolio work
samples (or artifacts) demonstrate our candidate’s skills in applying their Data-BasedMaking and Accountability skills to inform their practice and to generate research-based
or scientifically-validated interventions and recommendations for particular clients
(please refer to work samples in Appendix C, pages 1 to 164).
Practicum and evaluations indicate our candidates perform within expectation in this
area, as well. Over the past three years, practicum and internship means for Assessment
ranged from 4.18 to 4.66 on the 5-point assessment items on the Evaluation Guide
(please refer to Evaluation Guide data in Appendix, pages 19-22). Further, means ranged
from 4.08 to 4.66 on the item assessing how well candidates “evaluate the effectiveness
of behavioral intervention plans.”
On the Developmental Performance Appraisal form, practicum and internship ratings
indicated candidates’ knowledge and skills in Data-Based Decision-Making and
23
Accountability ranged from Novice to Practitioner when assessed at Practicum I (means
of 2.58 and 2.38), to nearly Practitioner at Practicum II (means of 2.98 and 2.87), and to
Practitioner when assessed as interns (means of 3.27 and 3.24). (Refer to Developmental
Appraisal summary data in Appendix E, page 10.)
Further, results from the PRAXIS II School Psychology Exam indicate most program
candidates have acquired Diagnosis and Fact-Finding skills. Over the past three years,
22 out of 31 (71%) candidates scored in the average or above average performance range
(i.e., scores of 21 or above in this area).
Sources of attainment data for 2.1:
•
•
•
•
•
•
•
Candidate transcript reviews by Program Faculty Committee (see Appendix C,
pages 206-210, for blinded transcripts)
Assessment in the Major Report (Appendix E, pages 1-7)
Portfolio Work Samples (Appendix C, pages 1 to 156)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Data (Appendix E, page 10)
School Psychology Exam or PRAXIS II Data (Appendix E, page 113)
2.2 Consultation and Collaboration: School psychologists have knowledge of
behavioral, mental health, collaborative, and/or other consultation models and
methods and of their application to particular situations. School psychologists
collaborate effectively with others in planning and decision-making processes at the
individual, group, and system levels.
2.2 Addressed:
Our program goal, Consultation and Collaboration, is one of the four core elements of
the program. As such, it pervades all aspects of the program. Program goals (see pages
3-6 of the School Psychology Program Handbook in Appendix A) and required
curriculum/field experience address this domain (see course syllabi in Appendix B).
Candidates take 9 courses, five 5 practica, and a two-semester internship in which
content relevant to consultation, communication, and collaboration skills have been
integrated into the curriculum (see Course Alignment grid on pages 8-9 in Appendix E
and Appendix B for course syllabi/rubrics). The following nine courses explicitly
address consultation, communication, and collaboration knowledge/skills through
lectures, applied practice exercises, and readings:
•
•
•
SPSY 788
SPSY 778
SPSY 690
•
SPSY 745
Counseling Process Lab
Psychoeducational Disabilities
Behavioral Interventions in the Schools (previously
SCOUN-690)
Assessment of Personality
24
•
•
•
•
•
SPSY 710
SPSY 775
SPSY 701
SCOUN 705
COUN 752
Psychoeducational Assessment of the Young Child
School Consultation
Seminar in School Psychology
Play Therapy
Group Dynamics
These skills also are both addressed and assessed through applied experiences in practica
and internship settings (SCOUN-798 (now SCOUN-788), SPSY-781/782, SPSY
784/785, EDUC-576, and SPSY-792) through such activities as collaborating with
teachers, participating on school teams, interviewing parents, and consulting with
professionals in the field. In SPSY-781/782 Practicum I and Practicum II, for example,
candidates are required to conduct a behavioral case consultation (see Appendix B, page
176 and 178).
Further, in response to the NASP Program Review of 2006, candidate’s Consultation
and Collaboration knowledge/skills also will be addressed through an additional course
emphasizing the development of candidates’ systems-level consultation, prevention, and
intervention skills (see Appendix D, pages 132-138). This course will go through our
university’s course approval process with the intent of adding it to the program
requirements beginning in fall of 2009. Newly revised Practicum I and Practicum II
Handbooks also require candidates to engage in consultation services (see Appendix D,
pages 8, 35-36. 54, and 81-82).
2.2 Assessed
Interpersonal communication skills have long been evaluated for program applicants
through reviewing letters of reference and applicant interviews at Benchmark I (see
Pupil Service Programs – Performance Based Assessment Requirements Checklist
brochure in Appendix E, page 111).
In addition to tests and other graded written work in the courses germane to the
development of consultation/collaboration knowledge and skills, candidate performance
is explicitly assessed through role-play demonstrations in SPSY-775 School
Consultation, as well as through faculty evaluations of live and video-taped observations
of candidates’ communication, collaboration, and/or consultation skills in COUN-788
Counseling and Process Lab, COUN-798 School Counseling Field Experience, SPSY781/782 Field Practicum, SPSY-784/785 Clinical Practicum, and SPSY-792 Internship
(see course and field experience rubrics in Appendix B).
In 2003, we developed a Disposition Review form (see Disposition Review form in
Appendix A, page 37-38) to be used by faculty to evaluate candidate performance on
non-academic skills at Benchmark II (after 30+ credits and prior to practica) and
Benchmark III (after 60 credits and prior to internship). The Disposition Review form
assesses candidates’ listening skills, respectful attitudes, and cooperation/collaborative
skills.
25
The assessment of consultation and collaboration skills is also addressed through faculty
evaluations of candidate portfolios at Benchmark II and Benchmark III (see Portfolio
Rubric rating form in Appendix A, pages 35-36). Candidate portfolios are rated by
faculty on a developmental continuum from Observer to Mastery (now Mentor) to assess
candidate progress in the area of consultation collaboration through the course of the
program. (At Benchmark II, candidates submit three artifacts for 7 out of the 11
domains. At Benchmark III, candidates submit three portfolio artifacts for each of the
eleven domains.)
Further, the assessment of consultation and collaboration skills is a component of the
practicum and internship evaluation forms. Knowledge and skill in this area was
assessed through two separate evaluation forms completed by field supervisors. One
evaluation tool, the Evaluation Guide (see School Psychology Practicum and Internship
Handbooks in Appendix A), assessed candidates’ “Interpersonal Relationships,
Communication, and Consultation Skills” on a Likert-style 5-point format ranging from
Needs Improvement to Highly Satisfactory.
Another practicum and internship evaluation form, the Developmental Performance
Appraisal form (see School Psychology Practicum and Internship Handbooks in
Appendix A), assesses candidates’ knowledge and skills in Consultation and
Collaboration along a 4-stage developmental continuum ranging from Observer to
Mastery (now Mentor). (The Developmental Performance Appraisal form was
developed in 2002 to monitor the developing knowledge and skills of candidates through
the course of the program.) Further, candidate’s consultation skills were explicitly
assessed during their school-based practica (see Appendix B, page 178, and Appendix D,
pages 22, 35-36, 68, 81-82, and 112).
Finally, program graduates’ consultation and collaboration skills are assessed through
alumni 4-point Likert-style self-evaluation surveys and 5-point employer surveys at 1year and 5-years post graduation.
In response to the NASP Program Review of 2006, candidates’ Consultation and
Collaboration knowledge/skills (as well as providing systematic consultation skills that
address students’ academic and behavioral difficulties) will be assessed through newly
revised evaluation tools in Practicum I (SPSY-781), Practicum II (SPSY-782), and
Internship (SPSY-792) (see Appendix E, pages 22, 35-36, 68, 81-82, and 112))
beginning this fall (2008). Further, candidates’ skills and knowledge also will be
assessed through reevaluating their portfolio after their 2008-2009 internship year or at
Benchmark IV (see Appendix E, page 101).
2.2 Attained:
Program candidates attain strong consultation and collaboration skills. All program
graduates since 1996 have obtained satisfactory grades (B or better) in the nine courses
that address the development of consultation and collaboration skills (see blinded
transcripts, pages 206-210, in Appendix C).
26
Disposition reviews during the previous year indicate all candidates earned 3 points or
above (Satisfactory to Proficient) on the 5-point ratings in the areas of: a) Thoughtful &
Responsive Listener (mean = 3.88), b) Cooperative & Collaborative (mean = 3.75), and
c) Respectful (mean = 3.75) (see Appendix E, page11).
Similarly, portfolio reviews from the past 4 cohorts (2004 to 2007) demonstrate
candidates make developmental progress in the area of Consultation and Collaboration
from Benchmark II (average rating = 2.8 or near Novice) to Benchmark III (average
rating = 4.9 or near Practitioner) over the past two years.
Further, portfolio work samples (or artifacts) demonstrate our candidate’s skills in
applying their consultation skills in practice (please refer to consultation and behavioral
intervention work samples in Appendix C, pages 1-97, pages 108-123, and pages 157164).
Practicum and internship supervisors from the past three years gave candidates high
ratings (means ranging from 4.15 to 4.74) on the 5-point consultation, communication,
and collaboration items from the Evaluation Guide (see Appendix E, pages 19-22).
Further, internship supervisor ratings on the Developmental Appraisal form from the
past three years indicate candidate knowledge and skills were in the Novice stage when
assessed in Practicum I (means of 2.40 and 2.23) to near Practitioner when assessed at
Practicum II (means of 2.90 and 2.66) to Practitioner when assessed as interns (means of
3.25 and 3.14) (refer to Appendix E, page 10).
Further, alumni and employer surveys indicate graduates are very skilled in this area of
consultation and collaboration. Means from school psychology alumni survey in 2006
(the last available alumni survey dataset) indicate graduates agreed (3 = agree) to
strongly agreed (4 = strongly agree) their graduate education at UW-Stout prepared them
to: a) speak or present ideas effectively (means ranging from 3.3 to 4.0), listen
effectively (means ranging from 3.0 to 3.6), and work in teams (means ranging from 3.5
to 4.0). Employer surveys also indicate they agreed (4 = agree) to strongly agreed (5 =
strongly agree) the school psychology graduates were able to: a) speak or present ideas
effectively (means ranging from 4.0 to 5.0), b) work in teams (means ranging from 4.0 to
5.0), and c) demonstrate good interpersonal skills (means ranging from 4.0 to 5.0).
2.2 Attainment data sources:
•
•
•
•
•
•
•
Candidate transcript reviews by Program Committee (Appendix C, pages 206210 for blinded transcripts)
Assessment in the Major Report (Appendix E, pages 1-7)
Portfolio Review Data (Appendix E, page 112)
Portfolio Work Samples (Appendix C, pages 1-97, pages 108-123, and pages
157-164)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
Graduate and Employer Survey Data (Appendix E, pages 13-18)
27
2.3 Effective Instruction and Development of Cognitive/Academic Skills: School
psychologists have knowledge of human learning processes, techniques to assess
these processes, and direct and indirect services applicable to the development of
cognitive and academic skills. School psychologists, in collaboration with others,
develop appropriate cognitive and academic goals for candidates with different
abilities, disabilities, strengths, and needs; implement interventions to achieve those
goals; and evaluate the effectiveness of interventions and consultation.
2.3 Addressed:
Effective Instruction and Development of Cognitive/Academic Skills is a program goal
(see pages 6-7 in Appendix A) and required curriculum/field experiences address this
domain (see course syllabi and rubrics in Appendix B).
Knowledge and skills in Effective Instruction and Development of Cognitive/Academic
Skills are addressed in 10 courses (see also Course Alignment Grid in Appendix E,
pages 8-9):
•
•
•
•
SPSY 753
SPSY 753b
SPSY 778
SPSY 743
•
SPSY 768/768A
•
•
•
•
•
SPSY 710
SPSY 775
SPSY 701
PSYC 850
PSYC 730
Psychometric Theory and Application
School Psychology Lab
Psychoeducational Disabilities
Cognitive Assessment (formerly SPSY-743 Advanced
Mental Testing)
Diagnosis and Remediation of Learning Disabilities & LD
Lab (now SPSY-768 LD: Assessment and Intervention)
Psychoeducational Assessment of Young Children
School Consultation
Seminar in School Psychology
Psychology of Development
Advanced Psychology of Learning
All candidates are required to take a graduate level course in learning/cognition (PSYC730 Advanced Psychology of Learning), as well as other courses addressing influences
on learning (PSYC-850 Psychology of Development or PSYC-552 Adolescent
Psychology and SPSY-778 Psychoeducational Disabilities). In these courses, knowledge
about how children learn is addressed through readings, lectures, group presentations,
and research.
The development of appropriate academic goals and interventions for candidates is
addressed throughout the assessment sequence and applied in practica and internship
settings (SPSY-753 Psychometric Theory, SPSY-753a School Psychology Lab, SPSY743 Advance Mental Testing or Cognitive Assessment, SPSY-768/768A Diagnosis and
Remediation of Learning Disabilities & LD Lab, SPSY-710 Assessment of the Young
Child, SCOUN-798 or SPSY-788 Field Experience in School Counseling, SPSY781/782 Field Practica, SPSY-784/785 Clinical Practica, and SPSY-792 Internship in
School Psychology).
28
Skills in implementing evidenced-based academic interventions and applying single case
design principles to evaluate intervention outcomes are learned in SPSY-768 LD:
Assessment and Intervention (previously SPSY-768/768A Diagnosis and Remediation
of Learning Disabilities & LD Lab). In SPSY-768, candidates learn curriculum-based
measurement (CBM) techniques and apply their intervention skills while progressmonitoring one child’s learning through the course of one semester through the use of
weekly CBM probes (refer to Appendix B, pages 89-99, and Appendix D, pages 139149).
Additionally, practicum candidates are now required to implement and monitor the
effects of an academic intervention through CBM (see Appendix D, pages 8, 34, 54, and
80). Through field based experiences, candidates learn to develop their skills through
such activities such as generating recommendations and evaluating the effectiveness of
academic skills in their school-based and clinical settings (see Appendices A & B for
Handbooks and Appendix B for syllabi and rubrics).
2.3 Assessed:
In addition to tests, graded papers, and graded psycho-educational reports required in the
learning and assessment classes (refer to rubrics in Appendix B), our candidate’s ability
to evaluate the effectiveness of academic interventions is assessed through faculty
evaluations of graphed curriculum-based measurement profiles (CBM) developed in
SPSY-768 LD: Assessment and Intervention (previously SPSY-768/768A Diagnosis and
Remediation of Learning Disabilities/LD Lab) (see pages 89-99 in Appendix B and
pages 139-149 in Appendix D) and through a required case study in SPSY 781/2 (see
pages 34 and 80 in Appendix D).
The assessment of candidate knowledge and skills in the area of learning and academic
interventions are also addressed through faculty evaluations of candidate portfolios at
Benchmark II and Benchmark III (see Portfolio Rubric rating form in Appendix A,
pages 35-36.). Candidate portfolios are rated by faculty on a developmental continuum
from Observer to Mastery (now Mentor) to assess candidate progress in Effective
Instruction and Development of Cognitive/Academic Skills through the course of the
program. (At Benchmark II, candidates submit three artifacts for 7 out of the 11
domains. At Benchmark III, candidates submit three portfolio artifacts for each of the
eleven domains.)
The assessment of candidates’ knowledge and skills in this area was further evaluated
through two separate practicum and internship evaluation forms completed by field
supervisors. One evaluation tool, the Evaluation Guide (see School Psychology
Practicum and Internship Handbooks in Appendix A), assessed candidates’ ability to
make meaningful recommendations and effectively administer/score intelligence tests,
achievement tests, cognitive processing assessments, curriculum-based measures, and
diagnostic reading tasks on a Likert-style 5-point format ranging from Needs
Improvement to Highly Satisfactory.
29
Another evaluation form, the Developmental Performance Appraisal form (see School
Psychology Practicum and Internship Handbooks in Appendix A), assessed candidates’
knowledge and skills in Effective Instruction and Development of Cognitive/Academic
Skills along a 4-stage developmental continuum ranging from Observer to Mastery. (The
Developmental Performance Appraisal form was developed in 2002 to monitor the
progress of candidates through the course of the program.)
Finally, some indication of candidates’ knowledge related to Effective Instruction and
Development of Cognitive/Academic Skills are assessed through the PRAXIS II School
Psychology exam’s Applied Educational Foundations and Applied Psychological
Foundations area scores.
In response to the NASP Program Review of 2006, candidate’s Effective Instruction and
Development of Cognitive/Academic Skills will now be evaluated through separate and
newly revised assessment tools in Practicum I (SPSY-781), Practicum II (SPSY-782),
and Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further,
candidate’s skills in this area will be assessed through reevaluating their portfolio after
the conclusion of their internship year, or at Benchmark IV, beginning in 2008-2009 (see
Appendix D, pages 126-127).
2.3 Attained:
Program graduates attain competencies in Effective Instruction and Development of
Cognitive/Academic Skills. Since 1996, all program graduates have achieved
satisfactory grades (B or better) in all coursework or practica relevant to the domain
(refer to Appendix B for syllabi and rubrics).
Portfolio evaluations over the past two years indicate candidates make developmental
progress in the area of Effective Instruction and Development of Cognitive/Academic
Skills from Benchmark II to Benchmark III. At Benchmark II, candidates’ ratings
averaged a 2.9 (near Novice), whereas an average of 5.2 (Practitioner) was found at
Benchmark III (refer to Portfolio Review Data in Appendix E, page 112). Further,
portfolio work samples (or artifacts) demonstrate our candidate’s skills in applying their
academic intervention and evaluation skills in practice (please refer to work samples in
Appendix C, pages 98-107 and pages 124-156).
Evaluations of practicum and interning candidates indicate candidates are rated highly
on items relevant to the area of Effective Instruction and Development of
Cognitive/Academic Skills, as well (refer to Evaluation Guide Data in Appendix E,
pages 19-22). Over the past two years, practicum and internship means for the relevant
5-point assessment items ranged from 3.81 to 4.81. Further, means ranged from 4.15 to
4.41 on the item assessing how well candidates “make meaningful recommendations.”
On the Developmental Appraisal form, practicum and internship ratings (refer to
Appendix E, page 10) indicate candidates’ knowledge and skills in Effective Instruction
30
and Development of Cognitive/Academic Skills ranged from Novice to Practitioner
when assessed at Practicum I (means of 3.31 and 2.01) and to Practitioner when assessed
as interns (means of 3.06 and 2.95).
Over the past three years, results from the PRAXIS School Psychology Exam indicate
most program candidates achieved average or above average area scores in Applied
Psychological Foundations and Applied Educational Foundations (see PRAXIS II scores
in Appendix E, page 113). Thirty out of 31 (97%) achieved average or above average
area scores in Applied Psychological Foundations. Further, 28 out of 31 (90%) achieved
average or above average area scores in Applied Educational Foundations.
2.3 Attainment data sources:
•
•
•
•
•
•
Candidate transcript reviews by Program Faculty Committee (see blinded
transcripts in Appendix C, page 206-210)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
Candidate Work Samples (Appendix C, pages 98-107 and pages 124-156)
Praxis II Data Report (Appendix E, page 113)
2.4 Socialization and Development of Life Skills: School psychologists have
knowledge of human developmental processes, techniques to assess these processes,
and direct and indirect services applicable to the development of behavioral,
affective, adaptive, and social skills. School psychologists, in collaboration with
others, develop appropriate behavioral, affective, adaptive, and social goals for
candidates of varying abilities, disabilities, strengths, and needs; implement
interventions to achieve those goals; and evaluate the effectiveness of interventions.
Such interventions include, but are not limited to, consultation, behavioral
assessment/intervention, and counseling.
2.4 Addressed:
Domain 4, Socialization and Development of Life Skills is one of the four core elements
of UW-Stout’s School Psychology Program. As such program goals (see pages 7-9 of
the School Psychology Program Handbook in Appendix A) and required
curriculum/field experiences address this domain (see course syllabi and rubrics in
Appendix B).
Candidates take 10 courses, five practica, and a two-semester internship in which
content relevant to Socialization and Development of Life Skills is infused into the
curriculum (see Course Alignment Grid on pages 8-9 in Appendix E and course
syllabi/rubrics in Appendix B). The following ten courses explicitly address knowledge
and skills in this area through lectures, discussions, applied practice, and readings:
31
•
•
•
•
•
•
•
•
•
•
SPSY 750
SPSY 788
SPSY 753
SPSY 788
SPSY 760
SPSY 745
SPSY 775
SPSY 701
SCOUN 705
PSYC 850
Counseling Theory
Counseling Process Lab
Psychometric Theory and Application
Psychoeducational Disabilities
Behavioral Interventions in the Schools (previously SCOUN 690)
Assessment of Personality
School Consultation
Seminar in School Psychology
Play Therapy
Psychology of Development
Although content relevant to Socialization and Development of Life Skills is infused
into all aspects of the program, required program coursework, laboratory experiences,
and practicum experiences specifically target the development of counseling skills. In
COUN-750 Counseling Theory and COUN-788 Counseling Process Lab, candidates
learn counseling theories and develop foundational counseling skills through readings,
lectures, research, and applied practice in a laboratory setting. In SCOUN-705 Play
Therapy, candidates are introduced to, and receive supervised practice in, the models and
methods of play therapy to address the behavioral, affective, adaptive, and social skill
functioning of young children. Further, in SCOUN-705, candidates track the
developmental, affective, and behavioral progress of two children through the course of
one semester by observing their behavior and recording their progress in a play therapy
lab. In another required counseling course, COUN-752 Group Dynamics, candidates are
introduced to, and receive supervision in, models of group counseling techniques used to
address the behavioral, affective, adaptive and social skill functioning needs of diverse
populations. In addition, in SCOUN-798 (now SCOUN-788), candidates practice their
counseling skills under the supervision of a practicing school counselor one day a week
for one semester in a school setting.
In PSYC-850 Psychology of Development (or PSYC-552 Adolescent Psychology), the
theories and models of human developmental processes related to behavior, affective
functioning, adaptive functioning, and social skill functioning are addressed. In SPSY778 Psychoeducational Disabilities, candidates are introduced to the various DSM-IV
and educational disabilities and the direct/indirect services applicable to the development
of behavioral, affective, adaptive, and social skills for candidates with disabilities.
Techniques to assess children’s social, behavioral, and adaptive skills are addressed in
SPSY-745 Assessment of Personality. SPSY-775 School Consultation addresses the
various consultation models and methods to indirectly address the behavioral, affective,
adaptive, and social skill deficits of children. Further, in SPSY-775, candidates learn
how to communicate effectively, address resistant adults/systems, and learn strategies to
affect organizational change. In addition, content about formulating data-based
recommendations and implementing empirically-based behavioral interventions are
addressed through practice in and out of the classroom setting in SPSY-775 and
SCOUN-760 (now SPSY-690 Behavioral Interventions in the Schools). Further, skills in
using single case designs to appropriately evaluate the effects of interventions are
learned in SCOUN-690 Behavioral Interventions in the Schools.
32
Field experiences relevant to Domain 4
Socialization and Development of Life Skills are further developed and applied in
practica and internship settings (SCOUN-798 or SCOUN-788 Field Experience in
School Counseling, SPSY-781/782 Field Practica, SPSY-784/785 Clinical Practica, and
SPSY-792 Internship in School Psychology). Candidates learn to develop their skills
through such activities as providing counseling services to children, assessing students,
generating recommendations, developing behavioral interventions, and evaluating the
effectiveness of behavioral interventions in these school-based and clinical settings.
2.4 Assessed:
In addition to tests, graded papers, and graded psychoeducational reports required in the
developmental, disabilities, counseling and assessment classes, candidate performance is
assessed through faculty evaluations of live and video-taped observations of candidates’
counseling and assessment skills (refer to rubrics in Appendix B). Further, candidates’
ability to evaluate the effectiveness of behavioral interventions is assessed through
faculty evaluations of candidate-designed and implemented single case design
behavioral interventions in SPSY-690 (previously SCOUN-690).
Candidate knowledge and skills in Socialization and Development of Life Skills are also
assessed through faculty evaluations of candidate portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating form in Appendix A, page 35-36). Candidate
portfolios are rated by faculty on a developmental continuum ranging from Observer to
Mastery (now Mentor) to evaluate candidate progress in Socialization and
Developmental Life Skills through the course of the program. (At Benchmark II,
candidates submit three artifacts for 7 out of the 11 domains. At Benchmark III,
candidates submit three portfolio artifacts for each of the eleven domains.)
The assessment of candidates’ Socialization and Development of Life Skills is further
assessed by the practicum and internship evaluation forms. Knowledge and skill in
Domain 4 was assessed through two separate evaluation forms completed by field
supervisors. One evaluation tool, the Evaluation Guide (see School Psychology
Practicum and Internship Handbooks in Appendix A), assessed candidates’ knowledge
and skills in Socialization and Development of Life Skills, including their ability to
“evaluate the effectiveness of behavioral intervention plans,” on a Likert-style 5-point
format ranging from Needs Improvement to Highly Satisfactory.
Another evaluation form, the Developmental Performance Appraisal form (see School
Psychology Practicum and Internship Handbooks in Appendix A), assessed candidates’
knowledge and skills in Socialization and Development of Life Skills along a 4-stage
developmental continuum ranging from Observer to Mastery (now Mentor).
In response to the NASP Program Review of 2006, candidates’ knowledge and skills in
Socialization and Development of Life Skills will now be evaluated through separate
and newly revised assessment tools in Practicum I (SPSY-781), Practicum II (SPSY-
33
782), and Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further,
candidates’ competencies in Socialization and Development of Life Skills will be
assessed through reevaluating their portfolio after the conclusion of their internship year,
or at Benchmark IV, beginning in 2008-2009 (see Appendix D, pages 126-127).
2.4 Attained:
Program graduates attain competencies in Socialization and Development of Life Skills.
Since 1996, all program graduates achieved satisfactory grades (B or better) in all
coursework and field experiences relevant to the domain (see blinded transcripts in
Appendix C, page 206).
Portfolio evaluations indicate candidates make developmental progress in the area of
Socialization and Development of Life Skills from Benchmark II to Benchmark III. At
Benchmark II, candidates’ ratings averaged a 3.5 (Novice), whereas an average rating of
5.4 (Practitioner) was evidenced at Benchmark III. Further, portfolio work samples (or
artifacts) demonstrate our candidate’s skills in applying their functional behavioral
assessment and behavioral intervention skills in practice (please refer to work samples in
Appendix C, pages 1-97, pages 108-124, and pages 157-164).
Practicum and internship supervisors rated candidates highly in this area, as well. Over
the past two years, practicum and internship means for Direct Service ranged from 3.78
to 4.50 on the 5-point assessment items on the Evaluation Guide. Further, means ranged
from 4.08 to 4.57 on the item assessing how well candidates “effectively evaluate the
effectiveness of behavioral intervention plans.” Means ranged from 4.32 to 4.75 on items
assessing how well candidates effectively administer and score behavioral/personality
assessments, effectively conduct behavioral observations and integrate behavioral data
with other diagnostic data, and make meaningful recommendations. These ratings
provide evidence that candidates can effectively use assessments, provide direct service,
and evaluate the effectiveness of behavioral intervention plans (refer to pages 19-22 in
Appendix E).
On the Developmental Appraisal form, practicum and internship ratings by field
supervisors indicate candidates’ knowledge and skills in Socialization and Development
of Life Skills were at the Novice level (means of 2.06 and 2.04) when assessed at
Practicum I to a Practitioner level (means of 3.24 to 3.01) when assessed as interns (see
page 10 in Appendix E).
2.4 Attainment data sources:
•
•
•
•
Program Faculty Committee reviews of candidates’ transcripts (refer to blinded
transcripts in Appendix C, pages 206-210)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
34
•
Candidate Portfolio Work Samples (Appendix C, pages 1-97, pages 108-124,
and pages 157-164)
2.5 Student Diversity in Development and Learning: School psychologists have
knowledge of individual differences, abilities, and disabilities and of the potential
influence of biological, social, cultural, ethnic, experiential, socioeconomic, genderrelated, and linguistic factors in development and learning. School psychologists
demonstrate the sensitivity and skills needed to work with individuals of diverse
characteristics and to implement strategies selected and/or adapted based on
individual characteristics, strengths, and needs.
2.5 Addressed:
Domain 5, Student Diversity in Development and Learning is a program goal of UWStout’s School Psychology Program (see the School Psychology Program Handbook,
Appendix A, pages 9-10). Required curriculum/field experiences address this domain
(see course syllabi and rubrics in Appendix B, see pages 22-27 in Appendix A for the
Program Handbook, and pages 8-9 in Appendix E for the Course Alignment Grid).
Candidates take 16 courses, 5 practica, and a two-semester internship in which content
relevant to diversity has been infused into the content (see Course Alignment grid on
pages 8-9 in Appendix E and Appendix B for course syllabi/rubrics). The following 16
courses explicitly address content relevant to human diversity through lectures, applied
practice exercises, readings, and discussions:
•
•
•
•
•
•
•
•
COUN 750
COUN 788
SPSY 753
SPSY 753b
SPSY 778
SPSY 777
SPSY 690
SPSY 743
•
SPSY 768/768A
•
•
•
•
•
•
SPSY 745
SPSY 710
SPSY 775
SPSY 701
SCOUN 705
PSYC 850
•
EDUC 536
Counseling Theory
Counseling Process Lab
Psychometric Theory and Application
School Psychology Lab
Psychoeducational Disabilities
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions (formerly SCOUN 690)
Cognitive Assessment (formerly SPSY-743 Advanced
Mental Testing)
Diagnosis and Remediation of Learning Disabilities & LD
Lab (now SPSY-768 LD: Assessment and Intervention)
Assessment of Personality
Psychoeducational Assessment of Young Children
School Consultation
Seminar in School Psychology
Play Therapy
Psychology of Development (or PSYC Adolescent
Psychology)
Multiculturalism
35
As seen in the syllabi and rubrics (see Appendix B) content relevant to the understanding
and appreciation of human diversity is integrated into the objectives and content of most
required courses. However, EDUC-536 Multiculturalism: Issues and Perspectives and
EDUC-576 Multicultural Field Experience specifically address candidates’
understanding and appreciation of diversity through required readings, lectures,
discussions, presentations, and applied experience in a multicultural/diverse setting. The
primary objectives of EDUC-536 Multiculturalism: Issues and Perspectives are for
candidates to develop an awareness of personal attitudes, develop a conceptual
framework for multiculturalism, analyze the history and any socio-cultural factors that
impact culturally diverse groups and their educational needs. Other course objectives
address the implications of gender, religious diversity, and poverty on society and
education. Further, in EDUC-576, candidates apply their knowledge and skills relevant
to an appreciation of diversity through working directly with a diverse population for a
minimum of 50 contact hours.
As seen in the syllabi for SPSY-778 Psychoeducational Disabilities (refer to page 33 in
Appendix B) and PSYC-850 Psychology of Development (refer to pages 223-232 in
Appendix B) address the biological bases of development and behavior.
Candidates’ knowledge and skills in the area of Student Diversity in Development and
Learning are further developed and applied in practica and internship settings (SCOUN798 or 788 Field Experience in School Counseling, SPSY-781/782 Field Practica,
SPSY-784/785 Clinical Practica, and SPSY-792 Internship in School Psychology).
Although UW-Stout is located in a small community with a largely homogeneous
population (i.e., primarily White or Caucasian), the university is located within driving
distance to a large, metropolitan community (Minneapolis/St. Paul, MN) and other rural
settings with significant migrant populations. As such, program faculty members work to
ensure that each candidate has at least one practicum placement in an economically
disadvantaged and/or culturally diverse educational setting prior to internship (refer to
newly revised Practicum I and Practicum II Handbooks in Appendix E and see field
experience placements for one cohort in Appendix E, page 12).
2.5 Assessed:
Tests, graded papers, and graded presentations are components of required coursework
(see rubrics in Appendix B). Six program courses explicitly assess (through rubrics)
candidate knowledge and/or skills in the area of diversity:
•
•
SPSY 753
SPSY 777
•
SPSY 768/768A
•
•
•
SPSY 745
SPSY 701
PSYC 850
Psychometric Theory and Application
Legal/Ethical Issues: School Counselors and School
Psychologists
Diagnosis & Remediation of Learning Disabilities/LD Lab
(now SPSY-768 LD: Assessment and Intervention)
Assessment of Personality
Seminar in School Psychology
Psychology of Development
36
The assessment of candidate knowledge and skills in Student Diversity in Development
and Learning are assessed through faculty evaluations of candidates’ portfolios at
Benchmark II and Benchmark III (see Portfolio Rubric rating from in Appendix A).
Candidate portfolios are rated by faculty on a developmental continuum ranging from
Observer to Mastery (now referred to as Mentor) to evaluate candidate progress in
Student Diversity in Development and Learning through the course of the program. (At
Benchmark II, candidates submit three artifacts for 7 out of the 11 domains. At
Benchmark III, candidates submit three portfolio artifacts for each of the 11 domains.)
Student Diversity in Development and Learning is further assessed by the practicum and
internship evaluation forms. Knowledge and skill in Domain 5 was assessed through two
separate evaluation forms completed by field supervisors through spring of 2008. One
evaluation tool, the Evaluation Guide (see School Psychology Practicum and Internship
Handbooks in Appendix A), assessed candidates’ knowledge and skills in Candidate
Diversity in Development and Learning, including their ability to relate “well with
diverse individuals” and appropriately select, administer, and interpret “data from
ethnically diverse clients” on a Likert-style 5-point format ranging from Needs
Improvement to Highly Satisfactory.
Another practicum and internship evaluation form, the Developmental Performance
Appraisal form (see School Psychology Practicum and Internship Handbooks in
Appendix A), was developed in 2002 to assesses and monitor the progress of candidates’
knowledge and skills in Candidate Diversity in Development and Learning along a
developmental continuum ranging from Observer to Mastery (now Mentor) through the
course of the program.
Finally, program graduates’ knowledge and skills in the area of diversity are assessed
through alumni 4-point Likert-style self-evaluation surveys previously sent out to alumni
at 1-year and 5-years post graduation.
In response to the NASP Program Review of 2006, candidates’ competencies in Student
Diversity in Development and Learning will now be evaluated through separate and
newly revised assessment tools in Practicum I (SPSY-781), Practicum II (SPSY-782),
and Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further,
candidates’ Student Diversity in Development and Learning will be assessed through
reevaluating their portfolio after the conclusion of their internship year, or at Benchmark
IV, beginning in 2008-2009 (see Appendix D, pages 126-127).
2.5 Attained:
Evidence indicates program candidates attain knowledge and an appreciation of diversity
through the course of the program. All program graduates in recent years have obtained
satisfactory grades (B or better) on the two key courses devoted to diversity and
multiculturalism, as well as earning a B or better on all courses with content relevant to
multiculturalism or diversity (refer to blinded transcripts in Appendix C, page 206-210).
37
Portfolio evaluations indicate candidates make developmental progress in the area of
Student Diversity in Development and Learning through the course of the program. In
the past four years, candidates’ ratings averaged a 3.2 (Novice) at Benchmark II,
whereas an average rating of 5.0 (Practitioner) was evidenced at Benchmark III (refer to
page 112 in Appendix E).
Practicum and internship field supervisors rated candidates highly in this area, as well.
Over the past two years, practicum and internship means ranged from 3.89 to 4.75 on the
5-point assessment items relevant to diversity in the Evaluation Guide (refer to pages 1922 in Appendix E).
On the Developmental Performance Appraisal form, practicum and internship ratings by
field supervisors indicate candidates’ knowledge and skills in Student Diversity in
Development and Learning were at the Novice level (means of 2.25 and 2.01) when
assessed at Practicum I to a beginning Practitioner when assessed as interning candidates
(means of 3.19 and 3.08) (refer to page 10 in Appendix E).
Further, alumni surveys indicate graduates believe they have skills in the area of
diversity. Means (on a 4-point scale) from school psychology alumni indicate graduates
agreed their graduate education at UW-Stout prepared them to “appreciate and
understand diversity” (means ranging from 3 to 3.3) (refer to 13-18 in Appendix E).
Sources of attainment data for 2.5:
•
•
•
•
•
Program Faculty Committee reviews of candidates’ transcripts (refer to blinded
transcripts in Appendix C, pages 206-210)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
Alumni and Employer Survey Data (Appendix E, pages 13-18)
2.6 School and Systems Organization, Policy Development, and Climate: School
psychologists have knowledge of general education, special education, and other
educational and related services. They understand schools and other settings as
systems. School psychologists work with individuals and groups to facilitate
policies and practices that create and maintain safe, supportive, and effective
learning environments for children and others.
2.6 Addressed:
School and Systems Organization, Policy Development, and Climate is one of the eleven
goals of the program (see pages 10-11 in Appendix A). As such, eight courses and five
required field practica address this domain (see program syllabi in Appendix B and
Course Alignment Grid, page 8, in Appendix E):
38
•
•
•
SPSY 778
SPSY 777
SPSY 690
•
SPSY 768/768A
•
•
•
•
•
•
•
SCOUN 788
SPSY 710
SPSY 775
SPSY 701
SPSY 781/2
SPSY 784/5
EDUC 536
Psychoeducational Disabilities
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions in the Schools (formerly
SCOUN-690)
Diagnosis and Remediation of Learning Disabilities & LD
Lab (now SPSY-768 LD: Assessment and Intervention)
School Counseling Practicum (formerly SCOUN-798)
Psychoeducational Assessment of Young Children
School Consultation
Seminar in School Psychology
Field Practica in School Psychology
Clinical Practica in School Psychology
Multiculturalism
Knowledge of general education, special education, and other relevant services are
addressed in SPSY-778 Psychoeducational Disabilities, SPSY-777 Legal/Ethical Issues:
School Counselors and School Psychologists, SPSY-786/786A Diagnosis and
Remediation of Learning Disabilities/LD Lab (now SPSY-786), SPSY-701 Seminar in
School Psychology, EDUC-536 Multiculturalism: Issues and Perspectives, SPSY-775
School Consultation, and SPSY-710 Psychoeducational Assessment of Young Children.
In these courses, candidate’s knowledge of relevant educational programs or services is
addressed through readings, lectures, presentations, and discussions.
Through a recent course revision, additional content on schools and systems has been
infused into SCOUN-788 School Counseling Practicum (previously SCOUN-789 School
Counseling Field Experience). School, systems, policies, and climate competencies are
further developed in other practica and during the internship year (EDUC-576 CrossCultural Field Experience, SPSY-781/782 Field Practica: Psychoeducational Services I
& II, SPSY-784/785 Clinical Practicum: Psychoeducational Services I & II, and SPSY792 Internship in School Psychology).
Further, in response to the NASP Program Review of 2006, candidates’ knowledge and
skills in working with systems will be addressed through an additional course (SPSY800 Systems and Crisis Intervention) that will emphasize the development of candidates
systems-level consultation, prevention, and intervention skills (see Appendix D, pages
132-138 ). This course will go through our university’s course approval process with the
intent of adding to the program requirements beginning in fall of 2009.
2.6 Assessed:
In addition to tests and other graded written work in the coursework germane to the
development of candidate knowledge and skills in schools/systems/policy/climate (refer
to rubrics in Appendix B), the assessment of Domain 6 is addressed through faculty
evaluations of candidate portfolios at Benchmark II and Benchmark III (see Portfolio
Rubric form in Appendix C, page 43). Candidate portfolios are rated by faculty on a
39
developmental continuum from Observer to Mentor to assess candidate progress in the
area of School and Systems Organization, Policy Development, and Climate through the
course of the program. (At Benchmark II, candidates submit three artifacts for 7 out of
the 11 domains. At Benchmark III, candidates submit three portfolio artifacts for each of
the eleven domains.)
Candidates’ knowledge and skills in the area of School and Systems Organization,
Policy Development, and Climate was primarily assessed through their performance in
practica and on internship through the use of two separate forms completed by field
supervisors through the spring of 2008. One evaluation tool, the Evaluation Guide for
School Psychology Practicum/Internship (see pages 54-67 and pages 90-96 in Appendix
A), was a summative evaluation on a 5-point Likert-style scale ranging from Needs
Improvement to Highly Satisfactory. The Evaluation Guide directly assessed candidate
performance relative to candidate knowledge on several items. These items assessed
whether the candidate/intern : a) understood the role and function of other staff
specialists, b) understood district policies, rules, and regulations, c) understood the place
of school psychology in the overall school program, d) understood and appreciated
classroom contingencies and daily problems faced by teachers, e) understood the
educational process and what transpires in the classroom, f) understood the school codes
and state rules and regulations pertaining to special education and pupil personnel
services and their interface with the school psychologist’s role, g) made meaningful
recommendations, h) contributed to the development of good relationships in the schools
and community through favorable transactions, i) was aware of issues and problems in
the field of school psychology, and j) had knowledge of and skill in the organization and
content of effective pupil services program.
The other practicum/internship evaluation tool, the Developmental Performance
Appraisal, was developed in 2002 to directly assess the developmental stage of
candidates’ knowledge and skills in this domain along a developmental continuum (see
pages 68-73 and pages 97-103 in Appendix A).
In response to the NASP Program Review of 2006, candidates’ competencies in School
and Systems Organization, Policy Development, and Climate will now be evaluated
through separate and newly revised assessment tools in Practicum I (SPSY-781),
Practicum II (SPSY-782), and Internship (SPSY-792) (see Appendix D) beginning this
fall (2008). Further, candidates’ competencies in this area will be assessed through
reevaluating their portfolio after the conclusion of their internship year, or at Benchmark
IV, beginning in 2008-2009 (see Appendix D, pages 126-127).
2.6 Attained:
The data indicate candidates attain satisfactory skills in this area. Since 1996, all
program graduates have obtained satisfactory grades (B or better) on the courses
addressing this domain (refer to blinded transcripts in Appendix C, pages 206-210).
40
Portfolio reviews, over the past four years, demonstrate that candidates make
developmental progress in the area of School and Systems Organization, Policy
Development, and Climate from Benchmark II (average rating = 2.3 or Observer) to
Benchmark III (average rating = 4.9 or near Practitioner) (see page 112 in Appendix E).
In addition, practicum and internship supervisors gave candidates high ratings (means
ranging from 4.08 to 4.81) on the 5-point items relevant to this domain on the Evaluation
Guide.
Practicum and internship supervisor ratings on the Developmental Performance
Appraisal form indicate candidate knowledge and skills were at the Novice level when
assessed at Practicum I (means of 2.28 and 2.09) to near Practitioner when assessed as
interning candidates (means of 3.01 and 2.90).
Sources of attainment data for 2.6:
•
•
•
•
Program Faculty Committee reviews of transcripts (Appendix C, pages 206-210
for blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
2.7 Prevention, Crisis Intervention, and Mental Health: School psychologists have
knowledge of human development and psychopathology and of associated
biological, cultural, and social influences on human behavior. School psychologists
provide or contribute to prevention and intervention programs that promote the
mental health and physical well-being of candidates.
2.7 Addressed:
Our program goal, Prevention, Crisis Intervention, and Mental Health, is one of the four
core elements of the program because of our program’s counseling emphasis. As such,
content relevant to mental health pervades all aspects of the program. Program goals (see
pages 11-12 in Appendix A), eleven courses, five practica, and the internship experience
address this domain (refer to Appendix B for syllabi/rubrics and pages 8-9 in Appendix
E for Course Alignment Grid). These courses and applied practica address content in this
domain:
•
•
•
•
•
COUN 750
COUN 788
SPSY 753
SPSY 778
SPSY 690
•
SPSY 768/768A
Counseling Theory
Counseling Process Lab
Psychometric Theory and Application
Psychoeducational Disabilities
Behavioral Interventions in the Schools (formerly
SCOUN-690 or SCOUN-760)
Diagnosis and Remediation of Learning Disabilities & LD
Lab (now SPSY-768 LD: Assessment and Intervention)
41
•
•
•
•
•
•
•
•
SCOUN 788
SPSY 745
SPSY 710
SPSY 701
SPSY 781/2
SPSY 784/5
SCOUN 705
COUN 752
School Counseling Practicum (formerly SCOUN-798)
Assessment of Personality
Psychoeducational Assessment of Young Children
Seminar in School Psychology
Field Practica in School Psychology
Clinical Practica in School Psychology
Play Therapy
Group Dynamics
Foundational prevention, intervention, and mental health theories and skills germane to
behavior and social/emotional issues are addressed in COUN-750 Counseling Theory,
COUN-788 Counseling and Process Lab, SCOUN-705 Play Therapy, COUN-752 Group
Dynamics, SPSY-690 Behavioral Interventions in the Schools (formerly SCOUN-690 or
SCOUN-760). In these courses, candidates’ knowledge and skills in the areas of
counseling and behavioral interventions are addressed through readings, discussions, and
lectures, and the practice of counseling skills during role plays, videotaped sessions, and
live sessions in classrooms and laboratory settings. These skills also are applied in
practica and internship settings (SCOUN-788 (formerly SCOUN-798), SPSY-781/782,
SPSY 784/785, and SPSY-792) through such activities as providing individual and
group counseling services to candidates and designing/implementing behavioral
interventions.
Knowledge of human development, psychopathology, and the associated biological,
cultural, and social influences on human behavior are addressed in PSYC-850
Psychology of Development and in SPSY-778 Psychoeducational Disabilities. In these
courses, candidates’ knowledge and skills are addressed through readings, lectures,
journaling, discussions, and presentations.
More emphasis on prevention has been addressed through recent course revisions in
SPSY-690 Behavioral Interventions in the Schools, SPSY-786/786A Diagnosis &
Remediation in Learning Disabilities/LD Lab (now SPSY-768), and SPSY-710
Psychoeducational Assessment of the Young Child. In SPSY-690, for example,
candidates design and implement a behavior change intervention for a school-age child
or adolescent. In SPSY-786/786A, candidates screen young children for academic delays
in a local school district through the use of DIBELS screeners and learn how to use
curriculum-based measurement to monitor the learning progress of children who are at
risk for developing intractable academic delays. In SPSY-710, candidates become
acquainted with screening assessments that can be used with young children to identify
those at-risk for disability conditions or developmental delays.
Further, in response to the NASP Program Review of 2006, candidates’ prevention and
crisis intervention knowledge/skills will be addressed through an additional course
(SPSY-800 Systems and Crisis Intervention) emphasizing the development of
candidates’ systems-level consultation, prevention, and intervention skills (see Appendix
E, pages 132-138). This course will go through our university’s course approval process
with the intent of adding to the program requirements beginning in fall of 2009.
42
2.7 Assessed:
In addition to tests and other graded written work in the foundational courses pertinent to
the development of knowledge and skills in the areas of counseling and behavioral
interventions, candidate performance is assessed through live demonstrations of
individual counseling skills in COUN-788, play therapy skills in SCOUN-705, and
group counseling skills in COUN-752, as well as through supervisors’ evaluations of
applied counseling skills in SCOUN-798 School Counseling Field Experience, SPSY781/782 Field Practicum, and SPSY-784/785 Clinical Practicum, and SPSY-792
Internship in School Psychology (refer to Appendix B for course syllabi and rubrics).
Candidates’ knowledge and skills in areas relevant to human development,
psychopathology, and the associated biological, cultural, and social influences on human
behavior is assessed through tests, graded papers, graded presentations, and other written
work in PSYC-850 Psychology of Development (or PSYC-552 Adolescent Psychology)
and SPSY-778 Psychoeducational Disabilities.
Knowledge and skills in the area are also assessed through faculty evaluations of
candidate portfolios at Benchmark II and Benchmark III (see Portfolio Rubric rating
form in Appendix A, pages 35-36). Candidate portfolios are rated by faculty on a
developmental continuum from Observer to Mastery (now Mentor) to assess candidate
progress in the area of Prevention, Crisis Intervention, and Mental Health through the
course of the program. (At Benchmark II, candidates submit three artifacts for 7 out of
the 11 domains. At Benchmark III, candidates submit three portfolio artifacts for each of
the 11 domains.)
The assessment of Prevention, Crisis Intervention, and Mental Health skills has been a
component of the practicum and internship evaluation forms. Knowledge and skill in this
area was assessed through two separate evaluation forms completed by field supervisors
through spring of 2008. One evaluation tool, the Evaluation Guide (see School
Psychology Practicum and Internship Handbooks in Appendix A), assessed candidates’
“Direct Service” skills on a Likert-style 5-point format ranging from Needs
Improvement to Highly Satisfactory.
Another practicum and internship evaluation form, the Developmental Performance
Appraisal form (refer to Practicum and Internship Handbooks in Appendix A), assessed
candidates’ knowledge and skills in Prevention, Crisis Intervention, and Mental Health
along a 4-stage developmental continuum ranging from Observer to Mastery (now
Mentor).
Finally, candidates’ knowledge in the area of Prevention and Intervention are assessed
through by their area scores on the PRAXIS II School Psychology Exam typically taken
during the second year of the program.
43
In response to the NASP Program Review of 2006, candidates’ competencies in
Prevention, Crisis Intervention, and Mental Health will now be evaluated through
separate and newly revised assessment tools in Practicum I (SPSY-781), Practicum II
(SPSY-782), and Internship (SPSY-792) (see Appendix D) beginning this fall (2008).
Further, candidates’ competencies in this area will be assessed through reevaluating their
portfolio after the conclusion of their internship year, or at Benchmark IV, beginning in
2008-2009 (see Appendix D, pages 126-127).
2.7 Attained:
Program candidates attain competence in the area of Prevention, Crisis Intervention, and
Mental Health. Since 1996, all program graduates but one obtained satisfactory grades
(B or better) in coursework or practica relevant to the domain (refer to blinded
transcripts in Appendix C, pages 206-210).
Portfolio evaluations indicate candidates make developmental progress in the area of
Prevention, Crisis Intervention, and Mental Health from Benchmark II to Benchmark III.
At Benchmark II, candidates’ ratings averaged a 2.8 (near Novice), whereas an average
rating of a 5.1 (Practitioner) was found at Benchmark III.
Practicum and internship supervisors rated candidates highly in this area, as well. Over
the past two years, practicum and internship means for Direct Service ranged from 3.74
to 4.50 on the 5-point assessment items on the Evaluation Guide (refer to Evaluation
Guide Data on pages 19-22 in Appendix E).
On the Developmental Appraisal form, ratings indicate candidates’ knowledge and skills
in Prevention, Crisis Intervention, and Mental Health were at the Novice level (means of
2.21 and 1.97) when assessed at Practicum I to Practitioner (means of 3.17 and 3.00)
when assessed as interning candidates (refer to Developmental Appraisal Data on page
10 in Appendix E).
Further, results from the PRAXIS II School Psychology Exam indicate most program
candidates have acquired satisfactory knowledge in the area of Prevention and
Intervention skills. Over the past three years, 25 out of 31 (81%) candidates scored in the
average to above average range in this area.
Sources of attainment data for 2.7:
•
•
•
•
•
Transcript reviews by Program Faculty Committee (Appendix C, pages 206-210,
for blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
School Psychology Exam or PRAXIS II Data (Appendix E, page 113)
44
2.8 Home/School/Community Collaboration: School psychologists have knowledge
of family systems, including family strengths and influences on candidate
development, learning, and behavior, and of methods to involve families in
education and service delivery. School psychologists work effectively with families,
educators, and others in the community to promote and provide comprehensive
services to children and families.
2.8 Addressed:
Domain 8, Home/School/Community Collaboration, is a program goal of UW-Stout’s
School Psychology Program (see pages 12-13 in Appendix A). Seven required courses,
five practica, and the two semester internship address this domain (refer to Course
Alignment Grid on pages 8-9 in Appendix E and course syllabi/rubrics in Appendix B):
•
•
•
SPSY 788
SPSY 777
SPSY 760
• SCOUN 788
• SPSY 745
• SPSY 775
• SPSY 701
• SPSY 781/2
• SPSY 784/5
• SCOUN 705
• PSYC 850
• SPSY 792
Psychoeducational Disabilities
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions in the Schools (previously SCOUN 690
or SCOUN 760)
School Counseling Practicum (previously SCOUN 798)
Assessment of Personality
School Consultation
Seminar in School Psychology
Field Practica in School Psychology
Clinical Practica in School Psychology
Play Therapy
Psychology of Development
Internship in School Psychology
Although content relevant to the understanding and appreciation of the influences of
family on candidate performance is integrated into the objectives and content of several
required courses (SPSY-745 Assessment of Personality, SPSY-690 Behavioral
Interventions in the Schools, and SPSY-710 Assessment of the Young Child), SPSY-775
School Consultation and SPSY-784/785 Clinical Practicum specifically address the
importance of collaboration and methods to work effectively with families, educators,
and community members to promote and provide comprehensive services to children
and families (refer to syllabi and rubrics in Appendix B).
Candidates’ knowledge and skills in the area of Home/School/Community Collaboration
are further developed and applied in practica and internship settings (SCOUN-788
School Counseling Practicum, SPSY-781/782 Field Practica, and SPSY-792 Internship
in School Psychology) (refer to syllabi/rubrics in Appendix B and Practicum/Internship
Handbooks in Appendix A).
Further, in response to the NASP Program Review of 2006, candidates’ knowledge/skills
in home, school, and community collaboration will be addressed through an additional
course emphasizing the development of candidates’ systems-level consultation,
45
prevention, and intervention skills (see Appendix E, pages 132-138). This course will go
through our university’s course approval process with the intent of adding to the
program requirements beginning in fall of 2009.
2.8 Assessed:
Tests, graded papers, and graded presentations are used in classes to assess candidates’
knowledge and skills in Domain 8 (refer to syllabi and rubrics in Appendix B).
In addition, candidates’ knowledge and skills in Home/School/Community Collaboration
are assessed through faculty evaluations of candidates’ portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating from in Appendix A, pages 35-36).
Candidate portfolios are rated by faculty on a developmental continuum ranging from
Observer to Master (now Mentor) to evaluate candidate progress in
Home/School/Community Collaboration through the course of the program. (At
Benchmark II, candidates submit three artifacts for 7 out of the 11 domains. At
Benchmark III, candidates submit three portfolio artifacts for each of the 11 domains.)
The assessment of candidates’ Home/School/Community Collaboration was further
addressed by the practicum and internship evaluation forms. Knowledge and skill in
Domain 8 were assessed through two separate evaluation forms completed by field
supervisors through spring of 2008. The Evaluation Guide (see School Psychology
Practicum and Internship Handbooks in Appendix A) assessed candidates’ competencies
in Home/School/Community Collaboration, including their ability to relate effectively
with teachers, parents, and professionals in the community. Further, the Evaluation
Guide assesses candidates’ contributions “to the development of good relationships in
the schools and community through favorable transactions.”
In addition, the Developmental Performance Appraisal form (see School Psychology
Practicum and Internship Handbooks in Appendix A) was developed in 2002 to assesses
and monitor the progress of candidates’ knowledge and skills in
Home/School/Community Collaboration along a developmental continuum ranging from
Observer to Mastery (now Mentor) through the course of the program.
In response to the NASP Program Review of 2006, candidates’ competencies in
Home/School/Community Collaboration will now be evaluated through separate and
newly revised assessment tools in Practicum I (SPSY-781), Practicum II (SPSY-782),
and Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further,
candidates’ competencies in this area will be assessed through reevaluating their
portfolio after the conclusion of their internship year, or at Benchmark IV, beginning in
2008-2009 (see Appendix D, pages 126-127).
2.8 Attained:
Evidence indicates graduates attain competencies in Home/School/Community
Collaboration. Since 1996, all program graduates have achieved satisfactory grades (B or
46
better) in all coursework or practica relevant to the domain (refer to blinded transcripts
on pages 206-210 in Appendix C).
Portfolio evaluations over the past two years indicate candidates make developmental
progress in the area of Home/School/Community Collaboration from Benchmark II to
Benchmark III. At Benchmark II, candidates’ ratings averaged a 2.8 (Observer), whereas
an average of 4.9 (near Practitioner) was found at Benchmark III (refer to Portfolio
Assessment Data on page 112, Appendix E).
Evaluations of practicum and interns indicate our candidates rate well on items relevant
to the area of Home/School/Community Collaboration. Over the past three years,
practicum and internship means for the 5-point items relevant to collaborating with
teachers, administrators, parents, and professionals in the field ranged from 4.17 to 4.86.
Further, means ranged from 4.41 to 4.85 on the item assessing how well candidates
contribute “to the development of good relationships in the schools and community
through favorable transactions.” (Refer to Evaluation Guide data on pages 19-22 in
Appendix E).
On the Developmental Appraisal form, practicum and internship ratings indicate
candidates’ knowledge and skills in Home/School/Community Collaboration ranged
from Novice at Practicum I (means of 2.26 and 2.06) to Practitioner (means of 3.22 and
3.1) when assessed as interns (refer to page 10 in Appendix E).
Sources of attainment data for 2.8:
•
•
•
•
Transcript reviews by Program Faculty Committee (Appendix C, pages 206-210,
for blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
2.9 Research and Program Evaluation: School psychologists have knowledge of
research, statistics, and evaluation methods. School psychologists evaluate
research, translate research into practice, and understand research design and
statistics in sufficient depth to plan and conduct investigations and program
evaluations for improvement of services.
2.9 Addressed:
Domain 9, Research and Program Evaluation is a program goal (see pages 13-14 in
Appendix A), and 14 courses, 5 practica, and a two semester internship address this
domain (see course syllabi/rubrics in Appendix B and Course Alignment Grid on page 8
in Appendix E):
•
•
SPSY 753
SPSY 778
Psychometric Theory and Application
Psychoeducational Disabilities
47
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
SPSY 777
SPSY 690
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions in the Schools (previously SCOUN 690
or SCOUN 760)
SPSY 768
Learning Disabilities: Assessment & Intervention (previously
SPSY 768/768a)
SCOUN 788 School Counseling Practicum (previously SCOUN 798)
EDUC 740 Research Foundations
SPSY 735
Problems in School Psychology
SPSY 745
Assessment of Personality
SPSY 775
School Consultation
SPSY 701
Seminar in School Psychology
SPSY 781/2 Field Practica in School Psychology
SPSY 784/5 Clinical Practica in School Psychology
COUN 752 Group Dynamics
PSYC 850
Psychology of Development
EDUC 536 Multiculturalism
SPSY 870
Specialist Thesis in School Psychology
SPSY 792
Internship in School Psychology
All candidates are required to take graduate level courses in research, statistics, and
evaluation (i.e., EDUC-740 Research Foundations and SPSY-753 Psychometric Theory
and Application). In these courses, content relevant to research, statistics, and evaluation
is addressed. In addition, candidates complete both a master’s and education specialist’s
thesis (SPSY-735 Problems in School Psychology and SPSY-870 Specialist Thesis in
School Psychology) through the course of the program. For the master’s thesis (Plan B),
candidates typically choose to do a comprehensive literature review that includes a
critical analysis of the literature in a chosen topic, but the master’s thesis also can take
the form of a regional empirical study, pilot study, or program evaluation.
The specialist thesis is a formal, comprehensive empirical study intended to contribute
knowledge to the field of school psychology. Further, given the scientific-practitioner
orientation of the program, content relevant to the understanding of research, statistics,
and evaluation is integrated into the objectives and assignments of most required
courses. Candidates also are encouraged to take an elective course in program evaluation
(EDUC-742 Program Evaluation) to enhance their knowledge in this area.
2.9 Assessed:
Tests, graded papers, and presentations are assessed through rubrics in required
coursework (see Appendix B for syllabi and rubrics). In the research and psychometric
classes, candidate’s knowledge of research, statistics, and evaluation methods is assessed
through faculty evaluations of their thesis projects. For the master’s thesis, the research
project and paper is evaluated by the candidate’s research advisor and the Coordinator
for Graduate Studies. The education specialist’s thesis is advised, reviewed, and
48
approved by a three person Graduate Faculty committee and the Coordinator for
Graduate Studies (refer to pages 28-32 in Appendix A).
Candidates’ knowledge and skills in the area of Research and Program Evaluation are
also assessed through faculty evaluations of candidate portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating form in Appendix A, pages 35-36).
Candidate portfolios are rated by faculty on a developmental continuum from Observer
to Master (now Mentor) to assess candidate progress in Research and Program
Evaluation through the course of the program. (At Benchmark II, candidates submit
three artifacts for 7 out of the 11 domains. At Benchmark III, candidates submit three
portfolio artifacts for each of the eleven domains.)
The assessment of candidates’ knowledge and skills in this area was further evaluated
through two separate practicum and internship evaluation forms completed by field
supervisors through spring of 2008. The Evaluation Guide (see School Psychology
Practicum and Internship Handbooks in Appendix A) evaluated whether candidates read
“professional books and journal articles” and have “knowledge of, and skill in, research”
on a Likert-style 5-point format ranging from Needs Improvement to Highly
Satisfactory.
Another practicum and internship evaluation form, the Developmental Performance
Appraisal form (see School Psychology Practicum and Internship Handbooks in
Appendix A), was developed in 2002 to monitor the progress of candidates through the
course of the program. The Developmental Performance Appraisal assessed candidates’
knowledge and skills in Research and Program Evaluation along a developmental
continuum ranging from Observer to Mastery (now Mentor).
Finally, program graduates’ research, statistics, and analytical skills are assessed through
alumni 4-point Likert-style self-evaluation surveys and 5-point employer surveys at 1year and 5-years post graduation.
In response to the NASP Program Review of 2006, candidates’ competencies in
Research and Program Evaluation will now be evaluated through separate and newly
revised evaluation tools in Practicum I (SPSY-781), Practicum II (SPSY-782), and
Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further, candidates’
competencies in this area will be assessed through reevaluating their portfolio after the
conclusion of their internship year, or at Benchmark IV, beginning in 2008-2009 (see
Appendix D, pages 126-127).
2.9 Attained:
The data indicate graduates become competent in Research and Program Evaluation.
Since 1996, all program graduates have achieved satisfactory grades (B or better) in all
coursework or practica relevant to the domain (refer to Appendix C, pages 206-210, for
blinded transcripts).
49
Portfolio evaluations over the past four cohorts indicate candidates make developmental
progress in the area of Research and Program Evaluation from Benchmark II to
Benchmark III. At Benchmark II, candidates’ ratings averaged a 3.7 (Novice to
Practitioner), whereas an average of 5.3 (Practitioner) was found at Benchmark III.
Evaluations of practicum and interns indicate our candidates receive high ratings on
items relevant to the area of Research and Program Evaluation. Over the past three
years, practicum and internship means ranged from 4.04 to 4.62 on items assessing
whether candidates read “professional books and journal articles” and have “knowledge
of, and skill in, research.” (Refer to pages 19-22 in Appendix E).
On the Developmental Appraisal form, practicum and internship ratings indicate
candidates’ knowledge and skills in Research and Program Evaluation ranged from
Novice (means of 2.23 and 1.96) when assessed at Practicum I to Practitioner (means of
3.08 and 2.92) when assessed as interns (see Developmental Appraisal data on page 10
in Appendix E).
Further, alumni and employer surveys indicate graduates are very skilled in the area of
statistics and evaluation. Means from school psychology alumni indicate graduates
agreed (3 = agree) to strongly agreed (4 = strongly agree) their graduate education at
UW-Stout prepared them to understand statistics (means ranging from 3.0 to 3.3) and
critically analyze information (means ranging from 3.5 to 3.7). Employer surveys also
indicate they agreed (4 = agree) to strongly agreed (5 = strongly agree) the school
psychology graduates were able to use mathematics or statistics (means ranging from 4.0
to 5.0) and critically analyze information (means ranging from 4.0 to 5.0).
Sources of attainment data for 2.9:
•
•
•
•
•
Program Committee Transcript Reviews (Appendix C, pages 206-210 for
blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
Graduate and Employer Survey Data (Appendix E, pages 13-18)
2.10 School Psychology Practice and Development: School psychologists have
knowledge of the history and foundations of their profession; of various service
models and methods; of public policy development applicable to services to
children and families; and of ethical, professional, and legal standards. School
psychologists practice in ways that are consistent with applicable standards, are
involved in their profession, and have the knowledge and skills needed to acquire
career-long professional development.
50
2.10 Addressed:
School Psychology Practice and Development is one of the eleven goals of the program
(see pages 14-15 in Appendix A). As such, 15 required courses, 5 practica, and a two
semester internship address this domain (refer to Course Alignment Grid in Handbook E,
pages 8-9, and syllabi/rubrics in Appendix B). The following courses and field
experiences address this domain:
• COUN 788
• SPSY 753
• SPSY 753b
• SPSY 778
• SPSY 777
• SPSY 690
•
•
•
•
•
•
•
•
•
•
•
•
•
Counseling Process Lab
Psychometric Theory and Application
School Psychology Lab
Psychoeducational Disabilities
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions in the Schools (previously SCOUN 690
or SCOUN 760)
SPSY 743
Cognitive Assessment
SPSY 768
Learning Disabilities: Assessment & Intervention (previously
SPSY 768/768a)
SCOUN 788 School Counseling Practicum (previously SCOUN 798)
EDUC 740 Research Foundations
SPSY 735
Problems in School Psychology
SPSY 775
School Consultation
SPSY 701
Seminar in School Psychology
SPSY 781/2 Field Practica in School Psychology
SPSY 784/5 Clinical Practica in School Psychology
COUN 752 Group Dynamics
PSYC 850
Psychology of Development
SPSY 870
Specialist Thesis in School Psychology
SPSY 792
Internship in School Psychology
Knowledge of school psychology as a service delivery model is addressed in SPSY-778
Psychoeducational Disabilities, SPSY-777 Legal/Ethical Issues: School Counselors and
School Psychologists, SPSY-753b School Psychology Lab, SPSY-786 LD: Assessment
and Intervention, and SPSY-701 Seminar in School Psychology. In these courses,
content pertinent to the profession of school psychology, relevant policies, and
legal/ethical/ professional standards are addressed through required readings, lectures,
presentations, and discussions. Candidates acquire beginning knowledge and skills in the
foundation of school psychology in SPSY-778 Psychoeducational Disabilities and
SPSY-753b School Psychology Lab. Further knowledge and skills relevant to the
practice of school psychology are covered in SPSY-786 Learning Disabilities:
Assessment and Invention and in SPSY-701 Seminar in School Psychology.
Although content relevant to the ethical, professional, and legal standards of the
profession are infused into many required courses, SPSY-777 Legal/Ethical Issues:
School Counselors and School Psychologists specifically addresses ethical requirements,
51
laws, and relevant professional standards. Further, knowledge and skills relevant to
School Psychology Practice and Development are acquired in several field experiences,
practica, and throughout the internship year (SCOUN-788 School Counseling Practicum,
SPSY-781/782 Field Practica: Psychoeducational Services I & II, SPSY-784/785
Clinical Practicum: Psychoeducational Services I & II, and SPSY-792 Internship in
School Psychology).
2.10 Assessed:
Tests, graded presentations, and other graded written work in the coursework germane to
the development of candidate knowledge and skills in School Psychology Practice and
Development are assessed through rubrics in several courses (refer to Appendix B for
syllabi and rubrics).
Further, the assessment of this domain area is addressed through faculty evaluations of
candidate portfolios at Benchmark II and Benchmark III (see Portfolio Rubric form in
Appendix A). Candidate portfolios are rated by faculty on a developmental continuum
from Observer to Mastery (now Mentor) to assess candidate progress in the area of
School Psychology Practice and Development through the course of the program. (At
Benchmark II, candidates submit three artifacts for 7 out of the 11 domains. At
Benchmark III, candidates submit three portfolio artifacts for each of the eleven
domains.)
Candidates’ knowledge and skills in the area of School Psychology Practice and
Development was primarily assessed through their performance in practica and
internship through the use of two separate forms completed by field supervisors through
spring of 2008. One evaluation tool, the Evaluation Guide for School Psychology
Practicum/Internship (see pages Appendix A for the School Psychology Practicum and
Internship Manuals), is a summative evaluation tool that used a 5-point Likert-style scale
ranging from Needs Improvement to Highly Satisfactory. The Evaluation Guide directly
assessed candidate performance relative to candidate knowledge on several items
relevant to this domain. These items assess whether candidates/interns : a) understand
the role and function of the school psychologist, b) understand district policies, rules,
and regulations, c) understand the place of school psychology in the overall school
program, d) understand the educational process and what transpires in the classroom, e)
understand the school codes and state rules and regulations pertaining to special
education and pupil personnel services and their interface with the school psychologist’s
role, g) take advantage of opportunities to learn, h) attend training sessions, seminars,
and staff conferences, i) read professional books and journal articles, j) are aware of
issues and problems in the field of school psychology, j) have knowledge of and skill in
professional ethics and ethical behavior, and k) have knowledge of and skill in the
organization and content of effective pupil services programs.
The other practicum/internship evaluation tool, the Developmental Performance
Appraisal, was developed in 2002 to directly assess the developmental stage of
candidates’ knowledge and skills in all eleven domains, including School Psychology
52
Practice and Development, along a 4-stage continuum through the course of the program
(see pages 35-36 in Appendix A).
Finally, candidates’ knowledge of ethics and the legal requirements of the profession are
assessed through the PRAXIS II School Psychology exam’s Ethical/Legal
Considerations area scores.
In response to the NASP Program Review of 2006, candidates’ competencies in School
Psychology Practice and Development will now be evaluated through separate and
newly revised evaluation tools in Practicum I (SPSY-781), Practicum II (SPSY-782),
and Internship (SPSY-792) (see Appendix D) beginning this fall (2008). Further,
candidates’ competencies in this area will be assessed through reevaluating their
portfolio after the conclusion of their internship year, or at Benchmark IV, beginning in
2008-2009 (see Appendix D, pages 126-127).
2.10 Attained:
All sources of evidence indicate program candidates attain satisfactory skills in this area.
Since 1996, all program graduates have obtained satisfactory grades (B or better) on the
courses addressing this domain (refer to blinded copies of transcripts on pages 206-210
in Appendix C).
Portfolio reviews, over the past four years, reveal candidates make developmental
progress in the area of School Psychology Practice and Development from Benchmark II
(average rating = 2.5 or Observer) to Benchmark III (average rating = 5.2 or
Practitioner) (refer to Portfolio Assessment data in Appendix E, page 112).
In addition, practicum and internship supervisors gave candidates high ratings (means
ranging from 4.02 to 4.81) on the items relevant to this domain on the 5-point Evaluation
Guide. Practicum and internship supervisor ratings on the Developmental Performance
Appraisal form indicate candidate knowledge and skills ranged from Novice (means of
2.46 and 2.36) when assessed at Practicum I to Practitioner (means of 3.25 and 3.16)
when assessed as interns (see 2005-2008 Developmental Appraisal summary data in
Appendix C).
Further, results from the PRAXIS II School Psychology Exam indicate most program
candidates have acquired satisfactory knowledge regarding the ethical and legal
standards of the profession. Over the past three years, 25 out of 31 (81%) candidates
have scored in the average to above average range in this area (refer to School
Psychology Praxis II scores in Appendix E, page 113).
Sources of attainment data for 2.10:
•
•
Program Faculty Committee transcript reviews (Appendix C, pages 206-210, for
blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
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•
•
•
Evaluation Guide Data (Appendix E, pages 19-22)
Developmental Appraisal Form Data (Appendix E, page 10)
School Psychology Exam or PRAXIS II Data (Appendix E, page 113)
2.11 Information Technology: School psychologists have knowledge of information
sources and technology relevant to their work. School psychologists access,
evaluate, and utilize information sources and technology in ways that safeguard or
enhance the quality of services.
2.11 Addressed:
Information Technology is a program goal (see page 15 in Appendix A). Ten required
courses and four practica address this domain (refer to Course Alignment Grid, pages 89, in Appendix E, and syllabi/rubrics in Appendix D). The following courses and field
experiences address content in information technology:
•
•
•
•
•
•
•
•
•
•
•
•
SPSY 778
SPSY 777
SPSY 690
SPSY 743
SPSY 768
SPSY 745
SPSY 775
SPSY 701
SPSY 781/2
SPSY 784/5
SCOUN 705
PSYC 850
Psychoeducational Disabilities
Legal/Ethical Issues: School Counselors and Psychologists
Behavioral Interventions in the Schools
Cognitive Assessment
LD: Assessment and Intervention
Assessment of Personality
School Consultation
Seminar in School Psychology
School Psychology Field Practica
School Psychology Clinical Practica
Play Therapy
Psychology of Development
The use of information technology is an integral component of a variety of course
offerings in our program. The use of technology is infused into every course in the
program. For example, candidates are required to make PowerPoint presentations in
most courses, and candidates use computer technology in the assessment sequence,
during practica, and throughout their internship year to score assessment instruments and
develop psychoeducational reports. Further, several courses and the internship are
enhanced through Learn@UW-Stout, our web-based instructional platform. Through
Learn@UW-Stout, candidates post documents, interact through a web-based group
bulletin board, and access information through relevant links.
UW-Stout is a technology rich university, and we are the first “laptop campus” in the
University of Wisconsin system. As such, school psychology graduate candidates have
access to a variety of technologies to enhance their learning. These technologies include:
a) mediated classrooms with LCD projection technology, wireless internet, and digital
capabilities; b) access to journals and publications through the library’s internet
database; c) internet collaboration with faculty, peers, and professionals in the field
through Learn@UW-Stout, d) access to SPSS (statistical software program) through our
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school psychology lab, and e) word processing systems to write reports and format
theses.
2.11 Assessed:
Psychoeducational reports, assessment protocols, and PowerPoint presentations are
graded through course rubrics (refer to syllabi and rubrics in Appendix B).
The assessment of candidate knowledge and skills in the area of information technology
is also addressed through faculty evaluations of candidate portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating form in Appendix C, page 41). Candidate
portfolios are rated by faculty on a developmental continuum from Observer to Mastery
(now Mentor) to assess candidate progress in Information Technology through the
course of the program. (At Benchmark II, candidates submit three artifacts for 7 out of
the 11 domains. At Benchmark III, candidates submit three portfolio artifacts for each of
the 11 domains.)
The assessment of candidates’ knowledge and skills in this area was further evaluated
through practicum and internship evaluation forms completed by field supervisors. Two
separate evaluation tools were used to assess candidates’ competencies during practicum
and internship until spring of 2008: 1) The Evaluation Guide, and 2) The Developmental
Performance Appraisal form (see School Psychology Practicum and Internship Manuals
in Appendix A). Regrettably, only the Developmental Appraisal Form assessed
candidate’s information technology skills. On the Developmental Appraisal form, the
developing competencies of candidates in the area of information technology were
assessed along a developmental continuum ranging from Observer to Mastery (now
Mentor). (See Developmental Appraisal Form in Appendix A).
Finally, program graduates’ technology skills are assessed through alumni 4-point
Likert-style self-evaluation surveys and 5-point employer surveys at 1-year and 5-years
post graduation.
In response to the NASP Program Review of 2006, candidates’ competencies in
Information Technology will now be evaluated through separate and newly revised
evaluation tools in Practicum I (SPSY-781), Practicum II (SPSY-782), and Internship
(SPSY-792) (see Appendix D) beginning this fall (2008). Further, candidates’
competencies in this area will be assessed through reevaluating their portfolio after the
conclusion of their internship year, or at Benchmark IV, beginning in 2008-2009 (see
Appendix D, pages 126-127).
2.11 Attained:
Portfolio evaluations over the past four years indicate candidates make developmental
progress in the area of Information Technology from Benchmark II to Benchmark III. At
55
Benchmark II, candidates’ ratings averaged a 4.4 (Novice), whereas an average of 5.7
(Practitioner) was found at Benchmark III.
On the Developmental Appraisal form, practicum and internship ratings indicate
candidates’ knowledge and skills in Information Technology was at the near Practitioner
level (means of 3.03 and 2.99) when assessed at Practicum I to Practitioner (means of
3.37 and 3.39) when assessed as interns.
Alumni and employer surveys indicate graduates are very skilled in the area of
technology. Means from the 4-point ratings by the most recent school psychology
alumni survey indicate graduates agreed their graduate education at UW-Stout prepared
them to “utilize computing and digital technology” (means ranging from 2.7 to 3.0). The
5-point employer ratings indicated they agreed to strongly agreed (means ranging from
4.0 to 5.0) the school psychology graduates were able to utilize technology effectively.
Sources of attainment data for 2.11:
•
•
•
•
Program Faculty Committee transcript reviews (Appendix C, pages 206-210,
for blinded transcripts)
Portfolio Review Data (Appendix E, page 112)
Developmental Appraisal Form Data (Appendix E, page 10)
Alumni and Employer Survey Data (Appendix E, pages 13-18)
3.2 The internship is a collaboration between the training program and field site
that assures the completion of activities consistent with the goals of the program. A
written plan specifies the responsibilities of the training program and internship
site in providing supervision support, and both formative and summative
performance-based evaluation of intern performance.
3.2 Policy:
The requirements for internship are specified in detail in the previous and the newly
revised School Psychology Internship Handbooks (Appendices A and D) and the SPSY792 Internship in School Psychology syllabus (Appendix B, page 190). A School
Psychology Internship Agreement Form (see pages 88-89 in Appendix A and pages 108109 in Appendix D ) signed by the district/agency representatives includes a list of
responsibilities and expectations for all involved parties. In addition, interns document
their varied activities and responsibilities through the use of the weekly and summary
logs of school psychology activities (see pages 101 to 102 in Appendix A and pages 128
to 129 in Appendix E). These forms are completed to ensure that interns engage in duties
that reflect the varied, functional role of the school psychologist.
To ensure that both formative and summative performance-based evaluation occurs, two
separate rating forms were previously developed to evaluate the performance of the
interns. The Evaluation Guide for School Psychology Internship was completed by the
56
field-based supervisor at the end of each semester as a summative evaluation tool (see
pages 90 to 96 of the previous School Psychology Internship Handbook in Appendix A).
The Developmental Performance Appraisal form was completed at the end of each
internship semester (see pages 97-100 in Appendix A for the previous School
Psychology Internship Handbook) to formatively evaluate candidate performance on a
developmental continuum ranging from Observer to Mastery (now Mentor). The
Developmental Performance Appraisal form was utilized to track the developmental
progression of candidates from the beginning of their first practicum experience until the
end of their internship year.
A newly revised School Psychology Internship Handbook with a revised evaluation tool
has been developed (see Appendix D, pages 110-112 and pages 130-131) in response to
a recommendation by the NASP’s Program Review in 2006. The new internship
handbook and evaluation tool more closely aligns with the NASP domains and will be
used during the 2008-2009 academic year. Further, although the new practicum and
internship evaluation tools continue to be similarly organized, the new internship
evaluation tool contains items that differentiate between the depth and breadth of
knowledge and skills expected for interns versus our practicum candidates.
University supervision of the interns is provided through regular online discussions,
assignments, and postings through an online course site (Learn@UW-Stout). In addition,
candidates attend an on-campus seminar once a semester (see requirements in SPSY-792
Internship in School Psychology syllabus in Appendix B and the newly revised
Internship Handbook in Appendix E, pages 99-102).
3.2 Practice:
Cumulative 2005-2007 data from the Evaluation Guide and the Developmental
Performance Appraisal forms can be located in Appendix E, pages 10 and pages 19-22.
Further, intern activity summary data sheets and logs from a recent graduating cohort are
provided in Appendix C, pages 165-204.
3.5 The internship placement agency provides appropriate support for the
internship experience including: (a) a written agreement specifying the period of
appointment and any terms of compensation; (b) a schedule of appointments,
expense reimbursement, a safe and secure work environment, adequate office
space, and support services consistent with that afforded agency school
psychologists; (c) provision for participation in continuing professional
development activities; (d) release time for internship supervision; and (e)
commitment to the internship as a diversified training experience.
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3.5 Policy:
The previous and new internship handbooks include a School Psychology Internship
Agreement Form (see School Psychology Internship Handbook, Appendix A, pages 8889 and the new School Psychology Internship Handbook, Appendix D, pages 108-109).
In addition to contractual matters, the Internship Handbook and the Internship
Agreement Form specifies that the internship will “provide a balanced exposure to
general and special education programs,” the internship will “meet the diverse training
objectives of the university,” and the internship placement agency will include “a
commitment to the internship as a diversified training experience.” In addition, the
School Psychology Internship Handbook (Appendix A, page 83 and Appendix D, page
103) specifies that the field supervisor will “ensure the intern’s assigned responsibilities
are appropriate in scope and number for the intern’s skill development.” The School
Psychology Internship Agreement Form is signed by the intern, the school district
administrator, the field supervisor, and the university supervisor prior to the beginning of
the internship year. The process is overseen by the School of Education Clinical
Placement Coordinator and follows the guidelines of university policies related to offcampus field experiences.
In addition to the School Psychology Internship Agreement Form, the intern is required
to complete weekly and summary internship logs to document the provision of a broad
range of school psychological services during the internship year (see Appendix A,
pages 101 to 102, and Appendix E, pages 128 to 129). Interns submit the summary
internship logs to their university supervisor at the end of each semester.
3.5 Practice:
Weekly and summary log forms may be found in Appendix A, pages 101-102 and in
Appendix D, pages 128 to 129. Further, summary data and blinded activity summaries
for recently graduating cohorts are available in Appendix C, pages 165-204.
4.3 The program employs a systematic valid process to ensure that all candidates,
prior to the conclusion of the internship experience, are able to integrate domains
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.
4.3 Policy:
Detailed explanations of the candidate assessment process are outlined in the School
Psychology Program Handbook (Appendix A, pages 1-41) and in the School of
Education’s Performance Based Assessment Requirement Checklist for Pupil Service
Programs (see Appendix E, page 111).
At a minimum, formal candidate evaluations occur at regular benchmark periods
(annually) throughout the course of the program. Candidates are assessed through the
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use of multiple methods. These include: a) disposition reviews, b) portfolio reviews, c)
course-related assessments or rubrics, d) transcript reviews, e) formative
practicum/intern evaluations, f) summative practicum/intern evaluations, and f) scores
on the PRAXIS II School Psychology Examination. These methods are used to ensure
all candidates make satisfactory progress toward the goal of developing the requisite
skills and knowledge needed to provide a comprehensive range of services in the
schools.
To provide evidence that all candidates are able to integrate the domains of knowledge
and skills, candidates must demonstrate the ability to write psychoeducational integrative
reports with meaningful recommendations in the assessment coursework sequence (see
SPSY-753b, SPSY-743, SPSY-768/768A (now SPSY-768), SPSY-710, and SPSY-745
syllabi and rubrics in Appendix B), in practica (see SPSY-781/782 School Psychology
Practicum Handbooks in Appendix A and Appendix D and see SPSY-784/785 syllabus
and rubrics in Appendix B), and during internship (see SPSY-792 School Psychology
Internship Handbook in Appendices A and D). Further, the Internship Handbook
specifies that interns must be given the opportunity to “integrate the competencies that
address the domains of professional preparation” (see Appendix A, page 78, and
Appendix D, preface, School Psychology Internship Handbook) outlined by the
program, NASP, and Wisconsin’s Department of Public Instruction.
To ensure that all candidates can provide services that result in a positive impact on
children, candidates must demonstrate the effects of a behavioral intervention in
SCOUN-690 Behavioral Interventions in the Schools (now SPSY-690; see syllabus in
Appendix B, pages 63-79) and the effects of an academic intervention in SPSY786/786a, now SPSY-768, (see syllabi and rubrics in Appendix B, pages 89-99) through
graphed data. In addition, interns are required to present an evidence-based project with
results (see project description in Appendix D, pages 123-124)
Further, to determine whether the services delivered by interns result in a measurable
positive impact on candidates, youth, families, and other consumers, The Evaluation
Guide for School Psychology Internship tool (see pages 90-96 of the School Psychology
Internship Manual in Appendix A) asked the field supervisor to answer whether the
intern a) “makes meaningful recommendations,” b) “contributes to the development of
good relationships in the schools and community through favorable transactions,” c)
“makes appropriate contributions to staffings and IEP team meetings,” d) “effectively
provides counseling services for individual candidates,” e) “effectively provides
counseling services for groups of candidates, and f) “effectively implements behavioral
intervention plans.”
The internship’s Log of School Psychology activities (see Appendix A, pages 101-102
of the School Psychology Internship Handbook and Appendix D, pages 128-129, in the
newly revised Internship Handbook) provides evidence that interns are expected to
deliver a comprehensive range of services consistent with the goals of the program and
NASP’s standards. In addition, the School Psychology Internship Handbooks (page 78 in
Appendix A and in the Preface section of the Internship Handbook of Appendix D )
59
specifies that the “internship experience provides entry-level school psychologists with
the opportunity to develop the specific skills needed for effective school psychological
service delivery and to integrate the competencies that address the diverse domains of
professional preparation and practice” outlined by the program, NASP, and Wisconsin’s
Department of Public Instruction.
In response to the NASP Program Review of 2006, interns will be required to
demonstrate they have delivered services that result in a measurable, positive impact on
students and others through providing case study examples during their internship year.
Further, interns’ knowledge and skills in this area will be more comprehensively
assessed through newly revised evaluation tools that measure the intern’s impact on
children, youth, families, and other consumers (see Appendix D, pages 110-122)
beginning this fall (2008). Further, candidates’ skills and knowledge also will be
assessed through reevaluating their portfolio at Benchmark IV after their 2008-2009
internship year (see Appendix D, page 101 and pages 126-127).
4.3 Practice:
Evaluation Guide data summaries for internship are available in Appendix E, pages 1923. Internship Developmental Appraisal data are available in Appendix E, page 10. Log
summaries and blinded activity logs for recently graduating cohorts are found in
Appendix C, pages 165 to 204. Selected work samples from interns are available in
Appendix C, pages 157-164.
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