Program Report for
School Psychology
UNIVERSITY OF WISCONSIN-STOUT
SEPTEMBER, 2006
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Table of Contents
SECTION....................................................................................................................... Page
List of Appendices .............................................................................................................. 2
Letter to Reviewers ............................................................................................................ 3
Standard 1.1 ........................................................................................................................ 4
Standard 1.2 ........................................................................................................................ 5
Standard 1.4 ........................................................................................................................ 6
Standard 1.5 ........................................................................................................................ 8
Standard 2.1 ....................................................................................................................... 9
Standard 2.2 ...................................................................................................................... 12
Standard 2.3 ...................................................................................................................... 14
Standard 2.4 ...................................................................................................................... 17
Standard 2.5 ...................................................................................................................... 20
Standard 2.6 ...................................................................................................................... 22
Standard 2.7 ...................................................................................................................... 24
Standard 2.8 ...................................................................................................................... 27
Standard 2.9 ...................................................................................................................... 29
Standard 2.10 .................................................................................................................... 31
Standard 2.11 .................................................................................................................... 33
Standard 3.2 ...................................................................................................................... 35
Standard 3.5 ...................................................................................................................... 36
Standard 4.1 ...................................................................................................................... 37
Standard 4.3 ...................................................................................................................... 40
Standard 5.1 ...................................................................................................................... 41
Standard 5.2 ...................................................................................................................... 42
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Appendices
Program Manuals and Handbooks ......................................................................................A
Syllabi ................................................................................................................................. B
University, School, Program, and Student Assessment Information .................................. C
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Dear Program Approval Board members,
Enclosed you will find four copies of our report and appendices for your review of the
specialist (Ed.S.) in School Psychology Program at the University of Wisconsin-Stout. In
2003, our program was granted Full Approval in for three years. Consequently, the
enclosed report addresses only those standards considered to be NA (Standard is Not
Adequately Addressed) or NON (Evidence Indicates Noncompliance with the Standard)
at the time of the last review. Thus, although the report is organized in numerical
sequence, there are gaps in the sequence.
We have implemented several changes and collected substantial data since the 2003
review. These efforts have been made to ensure our program meets or exceeds both the
letter and intent of the standards set forth by the National Association of School
Psychologists. For example, we have infused more content related to human diversity,
academic interventions, behavioral interventions, and methods to evaluate the
effectiveness of interventions into the curriculum. Other changes included working with
the Dean of the School of Education to implement a 9-credit workload policy for
graduate faculty, reducing the number of students admitted to the program, adding an
internship Log of School Psychology Activities, and developing a more formal method of
collecting student assessment data. We also have updated both the title and content of
two required courses (i.e., now SCOUN-690 Behavioral Interventions in the Schools
instead of SCOUN-760 Theories & Techniques of Behavior Modification and now
SPSY-743 Cognitive Assessment instead of SPSY-743 Advanced Mental Testing).
Thank you for your time and consideration of our report. If you have questions or are in
need of additional materials, please contact me at weissenburgj@uwstout.edu or 715232-1326.
I look forward to your response.
Sincerely,
Jacalyn W. Weissenburger, Ph.D.
Program Director, School Psychology
404 McCalmont Hall
School of Education
University of Wisconsin-Stout
Menomonie, WI 54751
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1.1 The program provides to all candidates a clearly articulated training
philosophy/mission with goals and objectives. An integrated and sequential program
of study and supervised practice clearly identified as being in school psychology and
consistent with the program’s philosophy-mission, goals, and objectives are
provided to all candidates.
Policy:
The program philosophy and objectives are described in the School Psychology Program
Student Handbook (see pages 1 to 14 of the Handbook in Appendix A), and the UWStout webpage clearly identifies the program as a School Psychology Program (see
Appendix C, page 16).
Students acquire knowledge and skills during a sequential program of study that match
those identified by the National Association of School Psychologists. Particular emphases
are placed in the areas of a) Domain 1: Data-based Decision-making and Accountability;
b) Domain 2: Consultation and Collaboration; c) Socialization and Development of Life
Skills; and d) Prevention, Crisis Intervention, and Mental Health (see page 1-14 and
pages 21-23 of the School Psychology Program Handbook for a description of the goals
and the sequential program of study; see Appendix B for syllabi; see pages 24-26 of the
School Psychology Program Handbook for the School Psychology Program Plan Sheet;
see pages 4-7 in the School Psychology Practicum Handbook and pages 2-5 in the School
Psychology Internship Handbook).
Practice:
Students are provided with a copy of the School Psychology Program Handbook (see
Appendix A) upon acceptance to the School Psychology Program. In consultation with
the Program Director, students complete a School Psychology Program Plan Sheet that
outlines their course of study for the M.S.Ed. in School Psychology and the Ed.S. in
School Psychology degrees (see Appendix C, page 60, for a completed School
Psychology Program Plan Sheet). In addition, syllabi (see Appendix B) document the
objectives supporting the program’s goals, and blinded copies of selected student
transcripts (see Appendix C, page 63) support the program’s adherence to the required
curriculum. Further, a completed internship Summary Log of School Psychology
Activities (see Appendix C, page 59) provides evidence that students engaged in a broad
range of experiences relevant to the goals of the program.
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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 C,
page 136. 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 C, page 1) 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
student/faculty diversity, 2) model respect for differences, 3) recruit and support a diverse
student/faculty population, and 4) require student 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: Student Diversity in Human Development as one of the program’s
goals (see pages 8-9 in the School Psychology Program Handbook). As such, students are
expected to value human diversity, as well as develop additional knowledge and skills
relevant to the area of human diversity through the course of the program.
1.4 Practice:
All students take required coursework 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 courses specifically address
students’ understanding and appreciation of diversity through required readings, lectures,
discussions, presentations, and applied experience in a multicultural/diverse setting.
Students also take seven additional program courses, four practica, and a two-semester
internship in which content relevant to human diversity is integrated into the curriculum
(i.e., SPSY-768/768A Diagnosis & Remediation of Learning Disabilities/LD Lab, SPSY710 Assessment of the Young Child, SPSY-775 School Consultation, SPSY-701 Seminar
in School Psychology, PSYC-850 Developmental Psychology, COUN-750 Counseling
Theory, COUN-788 Counseling Process Lab, SCOUN-798 Field Experience in School
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Counseling, SPSY-781/782 Field Practica, and SPSY-792 Internship in School
Psychology).
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). Therefore, the program
faculty members work to ensure that students have at least one practicum placement in a
culturally diverse setting, and practicum/internship evaluation forms evaluate students’
appreciation of human diversity and their skills in working with diverse populations.
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 Program in School Psychology 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 (i.e., 100% assignment) were allocated to the program by the newly established
School of Education by the University of Wisconsin-Stout (see letter by Dean Judy Jax in
Appendix C, page 132).
1.4 Practice: Due to the loss of one core tenure-track school psychology faculty member
(Dr. Denise Maricle) to another university in July of 2004 and an unexpected
administrative leave of another core school faculty member (Dr. Scott Orme) in
December of 2004, UW-Stout’s School of Education underwent searches to replace these
two tenure-track school psychology faculty positions during the 2004-2005 and 20052006 academic years (see job position postings in Appendix C, page 133). Although the
2004-2005 search proved unsuccessful, the School of Education was able to fill one of
the two open school psychology positions (Dr. Crystal Cullerton-Sen) for the current
academic year. Since the fall of 2004, affiliate faculty and adjunct faculty have filled in to
teach required courses, supervised practicum/interning students, and advised theses.
Another faculty search will be conducted during the upcoming academic year to fill the
open full-time faculty position (see 2006-2007 faculty job posting in Appendix C, page
135).
For the 2006-2007 academic year, the program’s full-time school psychology faculty
include: Dr. Jacalyn Weissenburger (Program Director and Associate Professor), Dr.
Crystal Cullerton-Sen (Assistant Professor), and Ms. Kelly Lamon (Associate Lecturer).
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Additional affiliate faculty members teach program coursework and provide thesis
advisement. Affiliate faculty hold doctorates in counseling, education, or psychology.
Core Faculty:
Dr. Weissenburger (Associate Professor) has an Ed.S. in School Psychology from the
University of Kansas and a Ph.D. in Educational Psychology (with a 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, and she is currently applying
for licensure. Dr. Cullerton-Sen has a record of contributing to publications and
presentations in the field.
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 doctoral-level
faculty member. Ms. Lamon has an Educational Specialist degree (Ed.S.) in Counseling
and Psychological Services. She has 6 years experience as a practitioner in the field of
school psychology, and Ms. Lamon is state certified in Wisconsin as a School
Psychologist.
2006-2007 Course Responsibilities of Core Faculty:
Fall 2006
Jacalyn Weissenburger, Ph.D.
SPSY-753b School Psychology Lab
SPSY-775 School Consultation
SPSY-781/782 Field Practicum Supervision
School Psychology Program Director
1 credit
2 credits
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
SPSY-778 Psychoeducational Disabilities
SPSY-745 Assessment of Personality
SPSY-781/782 Field Practicum Supervision
3 credits
2 credits
4 credits
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Kelly Lamon, Ed.S.
SPSY-784/785 Clinical Practicum Supervision
SPSY-792 Intern in School Psychology Supervision
SCOUN-690 Behavioral Interventions in the Schools
SPSY-781/782 Field Practicum Supervision
2 credits
4 credits
2 credits
1 credit
Spring 2007
Jacalyn Weissenburger, Ph.D.
SPSY-786/786A Diagnosis of LD/LD Lab
SPSY-781/782 Field Practicum Supervision
School Psychology Program Director
3 credits
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
SPSY-775 School Consultation
SPSY-743-001 Cognitive Assessment
SPSY-781/782 Field Practicum Supervision
2 credits
3 credits
4 credits
Kelly Lamon, Ed.S.
SPSY-784/785 Clinical Practicum Supervision
SPSY-792 Intern in School Psychology Supervision
SPSY-743-002 Cognitive Assessment
2 credits
4 credits
3 credits
Affiliate Faculty:
Dr. Amy Gillett, Dr. Denise Zirkle Brouillard, Dr. Barbara Flom, Dr. Gary Rockwood,
Dr. Stephen Shumate, Dr. Julia Champe, Dr. Ed Biggerstaff, Dr. Fred Weissenburger and
Dr. Swanson contribute to the program through teaching courses, providing thesis
advisement, and serving on students’ 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 C, pages 74-130.
1.5 The program provides, collaborates in, or contributes to continuing professional
development opportunities for practicing school psychologists based on the needs of
practitioners.
1.5 Policy:
The University of Wisconsin-Stout offers continuing education opportunities each term.
Continuing education offerings include workshops and conferences. See Appendix C for
selected excerpts of the Summer 2006 Continuing Education brochure.
In addition, one of the School of Education’s goals is to “engage in leadership and service
to the university, local, state, national and international professional organizations” and a
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SOE value is to “disseminate scholarship and research findings.” (See School of
Education Goals and Values in Appendix C, page 1.)
1.5 Practice:
The Program regularly offers continuing professional opportunities for practicing school
psychologists in the form of inservices, presentations, and workshops requested by
specific districts or groups of school psychology practitioners. A selected list of the
continuing education courses, inservices and presentations, and workshops presented by
program faculty over the last three years is presented in Appendix C, page 131. This list
does not include professional conference presentations as those are listed on the faculty
vitae in Appendix C, pages 74-130.
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.
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 pages 2-3 of the School Psychology Program Handbook in
Appendix A) and required curriculum/field experience address this domain (see pages
21-26 of the School Psychology Program Handbook in Appendix A and course syllabi in
Appendix B).
Foundational Data-Based Decision-Making and Accountability knowledge and skills are
addressed in SPSY-753 Psychometric Theory and Application, SPSY 753b School
Psychology Lab, SPSY-778 Psycho-educational Disabilities, SCOUN 690 Behavioral
Interventions in the Schools (previously SCOUN 760 Theories and Techniques of
Behavior Modification), EDUC 740 Research Foundations, SPSY-735 Problems in
School Psychology, SPSY-743 Cognitive Assessment (formerly SPSY-743 Advanced
Mental Testing), SPSY 768/768A Diagnosis and Remediation of Learning Disabilities &
LD Lab, SPSY-745 Assessment of Personality, and SPSY-710 Psycho-educational
Assessment of Young Children. In these courses, the development of data-based
decision-making knowledge and skills are addressed through readings, lectures, group
presentations, and research. Specific training in the administration, scoring, and
interpretation of norm-referenced and curriculum-based measurement techniques are
included in the assessment courses where students practice their assessment skills in
classrooms and laboratory settings. Further, content about formulating data-based
recommendations and applying empirically-based academic and behavioral interventions
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is addressed through readings, lectures, and presentations in SPSY-768/768a and
SCOUN-690. In addition, in EDUC-740 and SPSY-735, students learn the importance of
using research and 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 (SCOUN-798 Field Experience in School
Counseling, SPSY-781/782 Field Practica, SPSY-784/785 Clinical Practica, and SPSY792 Internship). Students learn to develop their skills through such activities as
generating recommendations and evaluating the effectiveness of academic/behavioral
interventions in these school-based and clinical settings.
2.1 Assessed:
Tests, graded papers, and graded psycho-educational reports are components of the
assessment and research classes, and student performance is further assessed through
faculty evaluations of live and video-taped observations of students’ assessment skills.
Further, student’s ability to evaluate the effectiveness of academic and behavioral
interventions is assessed through faculty evaluations of student-designed and
implemented single case design behavioral interventions developed in SCOUN-690
Behavioral Interventions in the Schools and curriculum-based measurement profiles
developed in SPSY-768/768A Diagnosis and Remediation of Learning Disabilities/LD
Lab. Further, graded thesis papers (SPSY-735 Problems in School Psychology and
SPSY-870 Specialist Thesis) provide indications of student knowledge related to
empirically-based practice.
The assessment of Data-Based Decision-Making and Accountability is also addressed
through faculty evaluations of student portfolios at Benchmark II and Benchmark III (see
Portfolio Rubric rating form in Appendix C, page 42). Student portfolios are rated by
faculty on a developmental continuum from Observer (Stage 1 to 2) to Practitioner (Stage
5 to 6) to assess student progress in Data-Based Decision-Making and Accountability
through the course of the program.
The assessment of students’ Data-Based Decision-Making and Accountability skills is
further evaluated by the practicum and internship evaluation forms. Knowledge and skill
in this area is 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), assesses students’ 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), assesses
students’ 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 students’
knowledge and skills through the course of the program.)
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Finally, students’ data-based decision-making and accountability skills are assessed
through the PRAXIS School Psychology exam’s Diagnosis and Fact-Finding area scores.
2.1 Attained:
Data indicate program students attain very good 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 student who failed to do so was provided with feedback, a remediation plan was
developed/implemented, and the student satisfactorily completed a second attempt at
SPSY-782 Field Practicum.
Similarly, portfolio evaluations indicate students make developmental progress in the
area of Data-Based Decision-Making and Accountability from Benchmark II to
Benchmark III. At Benchmark II, students’ ratings averaged a 3.59 (Novice), whereas an
average rating of a 5.55 (Practitioner) was found at Benchmark III (see Portfolio Review
Data in Appendix C).
Practicum and interning students received high ratings in this area, as well. Over the past
two years, practicum and internship means for Assessment ranged from 4.0 to 4.79 on the
5-point assessment items on the Evaluation Guide. Further, means ranged from 4.13 to
4.33 on the item assessing how well students “effectively evaluate the effectiveness of
behavioral intervention plans.” On the Developmental Performance Appraisal form,
practicum and internship ratings indicate students’ knowledge and skills in Data-Based
Decision-Making and Accountability ranged from Novice to Practitioner when assessed
as practicum students (means ranging from 2.74 to 3.03) to Practitioner when assessed as
interning students (means ranging from 3.0 to 3.17).
Further, results from the PRAXIS School Psychology Exam indicate most program
students have acquired Diagnosis and Fact-Finding skills. Over the past three years, 14
out of 19 (74%) students have scored in the average to above average performance range
in this area.
Sources of attainment data for 2.1:
• Student transcript reviews by Program Faculty Committee
• 2005-2006 Assessment in the Major Report (Appendix C, page ??)
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• School Psychology Exam or PRAXIS II Data (Appendix C, page 41)
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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 4-5 of
the School Psychology Program Handbook in Appendix A) and required curriculum/field
experience address this domain (see pages 21-26 of the School Psychology Program
Handbook in Appendix A and course syllabi in Appendix B).
Foundational consultation and collaboration theories and skills are addressed in COUN788 Counseling and Process Lab, SPSY-775 School Consultation, and EDUC-536
Multiculturalism. In these courses, students’ collaboration and consultation knowledge
and skills are addressed through readings, lectures, and the practice of communication
skills during role plays, video-taped sessions, and live sessions in classrooms and
laboratory settings. These skills also are addressed through the assessment/intervention
sequence and applied in practica and internship settings (COUN-798, 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.
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 C, page 4).
In addition to tests and other graded written work in the four foundational courses
germane to the development of consultation/collaboration knowledge and skills, student
performance is assessed through role-play demonstrations in SPSY-775 School
Consultation, as well as through faculty evaluations of live and video-taped observations
of students’ communication, collaboration, and/or consultation skills in COUN-788
Counseling and Process Lab, COUN-798 School Counseling Field Experience, SPSY781/782 Field Practicum, and SPSY-784/785 Clinical Practicum.
In 2003, we developed an Disposition Review form (see Disposition Review form in
Appendix C) to be used by faculty to evaluate student 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 students’
listening skills, respectful attitudes, and cooperation/collaborative skills.
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The assessment of consultation and collaboration skills is also addressed through faculty
evaluations of student portfolios at Benchmark II and Benchmark III (see Portfolio
Rubric rating form in Appendix C, page 42). Student portfolios are rated by faculty on a
developmental continuum from Observer to Practitioner to assess student progress in the
area of consultation collaboration through the course of the program.
Further, the assessment of consultation and collaboration skills is a component of the
practicum and internship evaluation forms. Knowledge and skill in this area is 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), assesses students’ “Interpersonal Relationships, Communication, and
Consultation Skills” 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),
assesses students’ knowledge and skills in Consultation and Collaboration along a 4-stage
developmental continuum ranging from Observer to Mastery. (The Developmental
Performance Appraisal form was developed in 2002 to monitor the developing
knowledge and skills of students through the course of the program.)
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.
2.2 Attained:
Program students attain strong consultation and collaboration skills. All program
graduates since 1996 have obtained satisfactory grades (B or better) on the four courses
foundational to the development of consultation and collaboration skills.
Disposition reviews during the previous two years indicate all students earned 3 points or
above (Satisfactory to Proficient) ratings in the areas of: a) Thoughtful & Responsive
Listener (mean = 3.88), b) Cooperative & Collaborative (mean = 3.92), and c) Respectful
(mean = 3.9).
Similarly, portfolio reviews demonstrate students make developmental progress in the
area of Consultation and Collaboration from Benchmark II (average rating = 2.44 or
Observer) to Benchmark III (average rating = 4.78 or near Practitioner) over the past two
years.
In addition, practicum and internship supervisors gave students high ratings (means
ranging from 4.0 to 4.92) on the 5-point consultation items from the Evaluation Guide.
Practicum and internship supervisor ratings on the Developmental Appraisal form
indicate student knowledge and skills ranged from Novice when assessed as practicum
students (means ranging from Stage 2.4 to Stage 2.91) to Practitioner when assessed as
internship students (means ranging from 3.0 to 3.12).
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Further, alumni and employer surveys indicate graduates are very skilled in this area of
consultation and collaboration. 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: 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:
• Student transcript reviews by Program Committee
• 2005-2006 Assessment in the Major Report (Appendix C, page ??)
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• Graduate and Employer Survey Data (Appendix C, pages 66-73)
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 students 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 5-6 of the School Psychology Program Handbook in Appendix A) and
required curriculum/field experiences address this domain (see course syllabi in
Appendix B and see pages 21-26 of the School Psychology Program Handbook in
Appendix A).
All students are required to take a graduate level course in learning/cognition (PSYC-730
Advanced Psychology of Learning), as well as other courses addressing influences on
learning (PSYC-850 Psychology of Development or PSYC-552 Adolescent Psychology,
SPSY-778 Psycho-educational Disabilities, SCOUN-760 Theories & Techniques of
Behavior Modification or SCOUN-690 Behavioral Interventions in the Schools, and
EDUC-536 Multiculturalism). 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 students is
addressed throughout the assessment sequence and applied in practica and internship
settings (SPSY-753 Psychometric Theory, SPSY-753a School Psychology Lab, SPSY-
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743 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 Field Experience in School Counseling, SPSY-781/782 Field
Practica, SPSY-784/785 Clinical Practica, and SPSY-792 Internship in School
Psychology). Skills in single case design appropriate in evaluating interventions are
learned in SCOUN-760 Theories & Techniques of Behavior Modification (now called
SCOUN-690 Behavioral Interventions in the Schools) and SPSY-768/768A Diagnosis
and Remediation of Learning Disabilities & LD Lab where students learn curriculumbased measurement (CBM) and apply their learning while progress-monitoring one
child’s learning through the course of one semester through the use of weekly CBM
probes. Additionally, practicum and interning students 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.
2.3 Assessed:
In addition to tests, graded papers, and graded psycho-educational reports required in the
learning and assessment classes, student’s ability to evaluate the effectiveness of
academic interventions is assessed through faculty evaluations of graphed curriculumbased measurement profiles (CBM) developed in SPSY-768/768A Diagnosis and
Remediation of Learning Disabilities/LD Lab.
The assessment of student knowledge and skills in the area of learning and academic
interventions are also addressed through faculty evaluations of student portfolios at
Benchmark II and Benchmark III (see Portfolio Rubric rating form in Appendix C, page
42). Student portfolios are rated by faculty on a developmental continuum from Observer
(Stage 1 to 2) to Practitioner (Stage 5 to 6) to assess student progress in Effective
Instruction and Development of Cognitive/Academic Skills through the course of the
program.
The assessment of students’ knowledge and skills in this area is 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), assesses students’ 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. Another evaluation form, the Developmental Performance Appraisal form
(see School Psychology Practicum and Internship Handbooks in Appendix A), assesses
students’ 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 students through the course of the program.)
Finally, some indication of students’ knowledge related to Effective Instruction and
Development of Cognitive/Academic Skills are assess through the PRAXIS School
15
Psychology exam’s Applied Educational Foundations and Applied Psychological
Foundations area scores.
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.
Portfolio evaluations over the past two indicate students make developmental progress in
the area of Effective Instruction and Development of Cognitive/Academic Skills from
Benchmark II to Benchmark III. At Benchmark II, students’ ratings averaged a 2.76 (near
Novice), whereas an average of 5.11 (Practitioner) was found at Benchmark III (refer to
Portfolio Review Data in Appendix C).
Evaluations of practicum and interning students indicate students are rated highly on
items relevant to the area of Effective Instruction and Development of
Cognitive/Academic Skills, as well. Over the past two years, practicum and internship
means for the relevant 5-point assessment items ranged from 4.0 to 4.79. Further, means
ranged from 4.21 to 4.35 on the item assessing how well students “make meaningful
recommendations.” On the Developmental Appraisal form, practicum and internship
ratings indicate students’ knowledge and skills in Effective Instruction and Development
of Cognitive/Academic Skills ranged from Novice when assessed as practicum students
(means ranging from 2.35 to 2.68) to nearly Practitioner when assessed as interns (means
ranging from 2.75 to 2.91).
Over the past three years, results from the PRAXIS School Psychology Exam indicate
most program students achieved average or above average area scores in Applied
Psychological Foundations and Applied Educational Foundations (see PRAXIS scores in
Appendix C, page ??). Seventeen out of 19 (89%) achieved average or above average
area scores in Applied Psychological Foundations. Similarly, 17 out of 19 (89%)
achieved average or above average area scores in Applied Educational Foundations.
2.3 Attainment data sources:
• Student transcript reviews by Program Faculty Committee
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• Praxis II Data Report (Appendix C, page ??)
16
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
students 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 6-8 of the
School Psychology Program Handbook in Appendix A) and required curriculum/field
experiences address this domain (see pages 21-26 of the Program Handbook, pages 4 & 6
of the School Psychology Practicum Manual, and pages 2 & 4 of the School Psychology
Internship Manual in Appendix A, and program syllabi in Appendix B).
Counseling coursework/practica
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, students learn
counseling theories and develop foundational counseling skills through readings, lectures,
research, and applied practice in a laboratory setting. In SCOUN-705 Play Therapy,
students 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, students track the developmental, affective, and
behavioral progress of two children through the course of one semester by observing their
behavior in a play therapy lab. In another required counseling course, COUN-752 Group
Dynamics, students are introduced to, and receive supervision in models of group
counseling techniques used to address the behavior, affective, adaptive and social skill
functioning needs of diverse populations. In addition, in SCOUN-798, students practice
their counseling skills under the supervision of a practicing school counselor one day a
week for one semester in a school setting.
Other coursework relevant to Domain 4
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, students 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 students with disabilities. Techniques
to assess children’s social, behavioral, and adaptive skills are addressed in SPSY-745
17
Assessment of Personality and SPSY-710 Psychoeducational Assessment of Young
Children. 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, students 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 Theories & Techniques of Behavior
Modification (now called SCOUN-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.
Field experience relevant to Domain 4
Socialization and Development of Life Skills are further developed and applied in
practica and internship settings (SCOUN-798 Field Experience in School Counseling,
SPSY-781/782 Field Practica, SPSY-784/785 Clinical Practica, and SPSY-792 Internship
in School Psychology). Students learn to develop their skills through such activities as
providing counseling services to students, 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, student performance is
assessed through faculty evaluations of live and video-taped observations of students’
counseling and assessment skills. Further, students’ ability to evaluate the effectiveness
of behavioral interventions is assess through faculty evaluations of student-designed and
implemented single case design behavioral interventions in SCOUN-690 Behavioral
Interventions in the Schools (previously called SCOUN-760 Theories and Techniques of
Behavior Modification).
Student knowledge and skills in Socialization and Development of Life Skills are also
assessed through faculty evaluations of student portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating form in Appendix A, page 44). Student
portfolios are rated by faculty on a developmental continuum ranging from Observer
(Stage 1 to 2) to Practitioner (Stage 5 to 6) to evaluate student progress in Socialization
and Developmental Life Skills through the course of the program.
The assessment of students’ Socialization and Development of Life Skills is further
assessed by the practicum and internship evaluation forms. Knowledge and skill in
Domain 4 is 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), assesses students’ knowledge and
skills in Socialization and Development of Life Skills, including their ability to
18
“effectively 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), assesses students’ knowledge and
skills in Socialization and Development of Life Skills along a 4-stage developmental
continuum ranging from Observer to Mastery.
2.4 Attained:
Program graduates attain competencies in Socialization and Development of Life Skills.
Since 1996, all program graduates have achieved satisfactory grades (B or better) in all
coursework and field experiences relevant to the domain.
Portfolio evaluations indicate students make developmental progress in the area of
Socialization and Development of Life Skills from Benchmark II to Benchmark III. At
Benchmark II, students’ ratings averaged a 3.31 (Novice), whereas an average rating of
4.89 (near Practitioner) was evidenced at Benchmark III.
Practicum and internship supervisors rated students highly in this area, as well. Over the
past two years, practicum and internship means for Direct Service ranged from 3.88 to
4.38 on the 5-point assessment items on the Evaluation Guide. Further, means ranged
from 4.13 to 4.33 on the item assessing how well students “effectively evaluate the
effectiveness of behavioral intervention plans.” Means ranged from 4.21 to 4.64 on items
assessing how well students 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 students can effectively use assessments, provide direct service,
and evaluate the effectiveness of behavioral intervention plans.
On the Developmental Appraisal form, practicum and internship ratings by field
supervisors indicate students’ knowledge and skills in Socialization and Development of
Life Skills ranged from Novice to Practitioner (means ranging from 2.32 to 2.72) when
assessed as practicum students to a beginning Practitioner (means ranging from 2.72 to
3.03) when assessed as interning students.
2.4 Attainment data sources:
• Program Faculty Committee reviews of students’ transcripts
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
19
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 pages 8-9 in the School Psychology Program
Handbook in Appendix A). Required curriculum/field experiences address this domain
(see course syllabi in Appendix B, see pages 21-26 of the Program Handbook, pages 4 &
6 of the School Psychology Practicum Manual, and pages 2 & 4 of the School
Psychology Internship Manual in Appendix A).
Content relevant to the understanding and appreciation of human diversity is integrated
into the objectives and content of several required courses (SPSY-779 Psychoeducational
Disabilities, SPSY-786/786A Diagnosis & Remediation of Learning Disabilities/LD Lab,
SPSY-710 Psychoeducational Assessment of the Young Child, SPSY-775 School
Consultation, SPSY-701 Seminar in School Psychology, PSYC-850 Developmental
Psychology or PSYC-552 Adolescent Psychology). However, EDUC-536
Multiculturalism: Issues and Perspectives and EDUC-576 Multicultural Field Experience
specifically address students’ 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 students to develop an awareness of personal attitudes,
develop a conceptual framework for multiculturalism, analyze the history and any sociocultural 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, students 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.
Students’ knowledge and skills in the area of Student Diversity in Development and
Learning are further developed and applied in practica and internship settings (SCOUN798 Field Experience in School Counseling, SPSY-781/782 Field Practica, SPSY784/785 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). As such, program faculty members
work to ensure that each student has at least one practicum placement in a culturally
diverse educational setting.
20
2.5 Assessed:
In addition to tests, graded papers, and graded presentations required in program
coursework, the assessment of student knowledge and skills in Student Diversity in
Development and Learning are assessed through faculty evaluations of students’
portfolios at Benchmark II and Benchmark III (see Portfolio Rubric rating from in
Appendix C). Student portfolios are rated by faculty on a developmental continuum
ranging from Observer (Stage 1 to 2) to Practitioner (Stage 5 to 6) to evaluate student
progress in Student Diversity in Development and Learning through the course of the
program.
Student Diversity in Development and Learning is further assessed by the practicum and
internship evaluation forms. Knowledge and skill in Domain 5 is 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), assesses students’ knowledge and skills in Student 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 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 students’ knowledge and skills
in Student Diversity in Development and Learning along a 4-stage developmental
continuum ranging from Observer to Mastery 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 sent out to alumni at 1-year
and 5-years post graduation.
2.5 Attained:
Evidence indicates program students 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.
Portfolio evaluations indicate students make developmental progress in the area of
Student Diversity in Development and Learning through the course of the program. In the
past two years, students’ ratings averaged a 3.35 (Novice) at Benchmark II, whereas an
average rating of 4.67 (nearly Practitioner) was evidenced at Benchmark III.
Practicum and internship field supervisors rated students highly in this area, as well. Over
the past two years, practicum and internship means ranged from 4.0 to 4.62 on the 5-point
assessment items relevant to diversity in the Evaluation Guide.
21
On the 4-point Developmental Performance Appraisal form, practicum and internship
ratings by field supervisors indicate students’ knowledge and skills in Student Diversity
in Development and Learning ranged from Novice to Practitioner when assessed as
practicum students (means ranging from 2.55 to 2.94) to a beginning Practitioner when
assessed as interning students (means ranging from 2.87 to 3.04).
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).
Sources of attainment data for 2.5:
• Program Faculty Committee reviews of students’ transcripts
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• Graduate and Employer Survey Data (Appendix C, page ??)
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 9-10 of the School Psychology Handbook in Appendix
A). As such, required curriculum and field experiences address this domain (see program
syllabi in Appendix B, see pages 21-26 of the School Psychology Handbook in Appendix
A, see pages 5 & 7 of the School Psychology Practicum Manual in Appendix A, and see
pages 2 & 4 of the School Psychology Internship Manual in Appendix A).
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, SPSY-701 Seminar in School Psychology,
EDUC-536 Multiculturalism: Issues and Perspectives, SPSY-775 School Consultation,
SPSY-710 Psychoeducational Assessment of Young Children. In these courses, student’s
knowledge of relevant educational programs or services is addressed through readings,
lectures, presentations, and discussions. Students initially acquire beginning knowledge
and skills in working with individuals or groups through practice in classrooms,
laboratory, and other applied settings (i.e., COUN-788 Counseling Process Lab, SPSY778 Psychoeducational Disabilities, SCOUN-690 Behavioral Interventions in the Schools
(previously called SCOUN-760 Theories and Techniques of Behavior Modification),
22
SPSY-743 Cognitive Assessment (previously called Advanced Mental Testing), SPSY786/786A Diagnosis and Remediation of Learning Disabilities/LD Lab, SPSY-775
School Consultation, SPSY-745 Assessment of Personality, SPSY 710
Psychoeducational Assessment of the Young Child, SCOUN-705 Play Therapy, and
COUN-752 Group Dynamics). These skills are further developed in several field
experiences, practica, and during the internship year (SCOUN-798 School Counseling
Field Experience, EDUC-576 Cross-Cultural Field Experience, 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).
2.6 Assessed:
In addition to tests and other graded written work in the coursework germane to the
development of student knowledge and skills in schools/systems/policy/climate, the
assessment of Domain 6 is addressed through faculty evaluations of student portfolios at
Benchmark II and Benchmark III (see Portfolio Rubric form in Appendix C, page 43).
Student portfolios are rated by faculty on a developmental continuum from Observer to
Practitioner to assess student progress in the area of School and Systems Organization,
Policy Development, and Climate through the course of the program.
Students’ knowledge and skills in the area of School and Systems Organization, Policy
Development, and Climate is primarily assessed through their performance in practica
and on internship through the use of two separate forms completed by field supervisors.
One evaluation tool, the Evaluation Guide for School Psychology Practicum/Internship
(see pages 13-26 in Appendix A for the School Psychology Practicum Manual and see
pages 13 to 19 in Appendix A for the School Psychology Internship Manual), is a
summative evaluation on a 5-point Likert-style scale ranging from Needs Improvement to
Highly Satisfactory. The Evaluation Guide directly assesses student performance relative
to student knowledge on several items. These items assess whether the student/intern : a)
understands the role and function of other staff specialists, b) understands district
policies, rules, and regulations, c) understands the place of school psychology in the
overall school program, d) understands and appreciates classroom contingencies and
daily problems faced by teachers, e) understands the educational process and what
transpires in the classroom, f) understands 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) makes meaningful recommendations, h)
contributes to the development of good relationships in the schools and community
through favorable transactions, i) is aware of issues and problems in the field of school
psychology, and j) has 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 students’
knowledge and skills in this domain along a 4-stage continuum (see School Psychology
Practicum and Internship Handbooks in Appendix A).
23
2.6 Attained:
The data indicate students attain satisfactory skills in this area. Since 1996, all program
graduates have obtained satisfactory grades (B or better) on the courses addressing this
domain.
Portfolio reviews, over the past two years, demonstrate that students make developmental
progress in the area of School and Systems Organization, Policy Development, and
Climate from Benchmark II (average rating = 2.33 or Observer) to Benchmark III
(average rating = 4.22 or Novice).
In addition, practicum and internship supervisors gave students high ratings (means
ranging from 3.57 to 4.79) 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 student knowledge and skills ranged from Novice when assessed
as practicum students (means ranging from Stage 2.35 to 2.72) to near Practitioner when
assessed as interning students (means ranging from 2.71 to 2.87).
Sources of attainment data for 2.6:
• Program Faculty Committee reviews of transcripts
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
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 students.
2.7 Addressed:
Our program goal, Prevention, Crisis Intervention, and Mental Health, is one of the four
core elements of the program. As such, it pervades all aspects of the program. Program
goals (see pages 10-11 of the School Psychology Program Handbook in Appendix A) and
required curriculum/field experience address this domain (see pages 21-26 of the School
Psychology Program Handbook in Appendix A, see Appendix B for course syllabi).
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, SCOUN-690 Behavioral Interventions in the Schools (formerly SCOUN-760
Theories and Techniques of Behavior Modification). In these courses, students’
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, video taped sessions, and live sessions in classrooms and
24
laboratory settings. These skills also are applied in practica and internship settings
(COUN-798, SPSY-781/782, SPSY 784/785, EDUC-576, and SPSY-792) through such
activities as providing individual and group counseling services to students 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 Human
Development (or PSYC-552 Adolescent Psychology), SPSY-778 Psychoeducational
Disabilities, and EDUC-536 Multiculturalism: Issues and Perspectives. In these courses,
students’ 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, and SPSY-710 Psychoeducational
Assessment of the Young Child. In SPSY-690, for example, students design and
implement a behavior change intervention for a school-age child or adolescent. In SPSY786/786A, students screen kindergarten-age children for academic delays in a local
school district through the use of DIBELS screeners. In SPSY-710, students learn
screening assessments that can be used with young children to identify those at-risk for
disability conditions or developmental delays.
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, student 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, SPSY-781/782
Field Practicum, and SPSY-784/785 Clinical Practicum, and SPSY-792 Internship in
School Psychology.
Students’ 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),
SPSY-778 Psychoeducational Disabilities, and EDUC-536 Multiculturalism: Issues and
Perspectives.
Knowledge and skills in the area are also assessed through faculty evaluations of student
portfolios at Benchmark II and Benchmark III (see Portfolio Rubric rating form in
Appendix C). Student portfolios are rated by faculty on a developmental continuum from
Observer to Practitioner to assess student progress in the area of Prevention, Crisis
Intervention, and Mental Health through the course of the program.
25
The assessment of Prevention, Crisis Intervention, and Mental Health skills also is a
component of the practicum and internship evaluation forms. Knowledge and skill in this
area is 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), assesses students’ “Direct Service” skills 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), assesses students’
knowledge and skills in Prevention, Crisis Intervention, and Mental Health along a 4stage developmental continuum ranging from Observer to Mastery.
Finally, students’ 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 or third year of the program.
2.7 Attained:
Program students attain competency 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.
Portfolio evaluations indicate students make developmental progress in the area of
Prevention, Crisis Intervention, and Mental Health from Benchmark II to Benchmark III.
At Benchmark II, students’ ratings averaged a 2.73 (between Observer and Novice),
whereas an average rating of a 4.55 (upper Novice) was found at Benchmark III.
Practicum and internship supervisors rated students highly in this area, as well. Over the
past two years, practicum and internship means for Direct Service ranged from 3.88 to
4.38 on the 5-point assessment items on the Evaluation Guide. On the Developmental
Appraisal form, practicum and internship ratings indicate students’ knowledge and skills
in Prevention, Crisis Intervention, and Mental Health ranged from Novice (means
ranging from 2.29 to 2.8) when assessed as practicum students to near Practitioner
(means ranging from 2.79 to 3.0) when assessed as interning students.
Further, results from the PRAXIS School Psychology Exam indicate most program
students have acquired satisfactory knowledge in the area of Prevention and Intervention
skills. Over the past three years, 16 out of 19 (84%) students have scored in the average
or above average range in this area.
Sources of attainment data for 2.7:
• Transcript reviews by Program Faculty Committee
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• School Psychology Exam or PRAXIS II Data (Appendix C, page ??)
26
2.8 Home/School/Community Collaboration: School psychologists have knowledge
of family systems, including family strengths and influences on student
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 11-12 in the School Psychology Program
Handbook in Appendix A). Required curriculum/field experiences address this domain
(see pages 21-26 of the Program Handbook, pages 5 & 7 of the School Psychology
Practicum Manual, pages 3 & 5 of the School Psychology Internship Manual in Appendix
A, and course syllabi in Appendix B).
Although content relevant to the understanding and appreciation of the influences of
family on student performance is integrated into the objectives and content of several
required courses (EDUC-536 Multiculturalism: Issues and Perspectives, SPSY-745
Assessment of Personality and SCOUN-690 Behavioral Interventions in the Schools or
SCOUN-760 Theories and Techniques of Behavior Modification, 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.
Students’ knowledge and skills in the area of Home/School/Community Collaboration are
further developed and applied in practica and internship settings (SCOUN-798 Field
Experience in School Counseling, SPSY-781/782 Field Practica, SPSY-784/785 Clinical
Practica, and SPSY-792 Internship in School Psychology).
2.8 Assessed:
In addition to tests, graded papers, and graded presentations required in program
coursework, the assessment of student knowledge and skills in Home/School/Community
Collaboration are assessed through faculty evaluations of students’ portfolios at
Benchmark II and Benchmark III (see Portfolio Rubric rating from in Appendix C, page
42). Student portfolios are rated by faculty on a developmental continuum ranging from
Observer (Stage 1 to 2) to Practitioner (Stage 5 to 6) to evaluate student progress in
Home/School/Community Collaboration through the course of the program.
The assessment of students’ Home/School/Community Collaboration is further addressed
by the practicum and internship evaluation forms. Knowledge and skill in Domain 8 is
assessed through two separate evaluation forms completed by field supervisors. The
Evaluation Guide (see School Psychology Practicum and Internship Handbooks in
Appendix A), assesses students’ knowledge and skills in Home/School/Community
27
Collaboration, including their ability to relate effectively with teachers, parents, and
professionals in the community. Further, the Evaluation Guide assesses students’
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 students’ knowledge and skills
in Home/School/Community Collaboration along a 4-stage developmental continuum
ranging from Observer to Mastery through the course of the program.
2.8 Attained:
Evidence indicates graduates attain competencies in Home/School/Community
Collaboration. Since 1996, all program graduates have achieved satisfactory grades (B or
better) in all coursework or practica relevant to the domain.
Portfolio evaluations over the past two years indicate students make developmental
progress in the area of Home/School/Community Collaboration from Benchmark II to
Benchmark III. At Benchmark II, students’ ratings averaged a 2.58 (Observer), whereas
an average of 4.44 (Novice) was found at Benchmark III.
Evaluations of practicum and interning students indicate students rate well on items
relevant to the area of Home/School/Community Collaboration. Over the past two years,
practicum and internship means for the 5-point items relevant to collaborating with
teachers, administrators, parents, and professionals in the field ranged from 4.0 to 4.79.
Further, means ranged from 4.41 to 4.71 on the item assessing how well students
contribute “to the development of good relationships in the schools and community
through favorable transactions.” On the Developmental Appraisal form, practicum and
internship ratings indicate students’ knowledge and skills in Home/School/Community
Collaboration ranged from Novice (means ranging from 2.42 to 2.81) when assessed as
practicum students to nearly Practitioner (means ranging from 2.76 to 3.07) when
assessed as interns.
Sources of attainment data for 2.8:
• Transcript reviews by Program Faculty Committee
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
28
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 3 & 5 of the
School Psychology Program Handbook in Appendix A) and required curriculum/field
experiences address this domain (see pages 21-26 of the School Psychology Program
Handbook in Appendix A and course syllabi in Appendix B).
All students 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, students 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),
students 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. Students also are
encouraged to take an elective course in program evaluation (EDUC-742 Program
Evaluation) to further develop their knowledge in this area.
2.9 Assessed:
In addition to tests, graded papers, and presentations required in the research and
psychometric classes, student’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 student’s research advisor and the
Coordinator for Graduate Studies. The education specialist’s thesis is advised, reviewed,
and approved by a three person Graduate Faculty committee and the Coordinator for
Graduate Studies.
Students’ knowledge and skills in the area of Research and Program Evaluation are also
assessed through faculty evaluations of student portfolios at Benchmark II and
Benchmark III (see Portfolio Rubric rating form in Appendix C, page 42). Student
portfolios are rated by faculty on a developmental continuum from Observer (Stage 1 to
2) to Practitioner (Stage 5 to 6) to assess student progress in Research and Program
Evaluation through the course of the program.
29
The assessment of students’ knowledge and skills in this area is further evaluated through
two separate practicum and internship evaluation forms completed by field supervisors.
The Evaluation Guide (see School Psychology Practicum and Internship Handbooks in
Appendix A) evaluates whether students 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 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
students through the course of the program. The Developmental Performance Appraisal
assesses students’ knowledge and skills in Research and Program Evaluation along a 4stage developmental continuum ranging from Observer to Mastery.
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.
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.
Portfolio evaluations over the past two indicate students make developmental progress in
the area of Research and Program Evaluation from Benchmark II to Benchmark III. At
Benchmark II, students’ ratings averaged a 3.86 (Novice), whereas an average of 5.22
(Practitioner) was found at Benchmark III.
Evaluations of practicum and interning students indicate program students rate highly on
items relevant to the area of Research and Program Evaluation, as well. Over the past two
years, practicum and internship means ranged from 4.0 to 4.64 on items assessing
whether students read “professional books and journal articles” and have “knowledge of,
and skill in, research.” On the Developmental Appraisal form, practicum and internship
ratings indicate students’ knowledge and skills in Research and Program Evaluation
ranged from Novice (means ranging from 2.38 to 2.73) when assessed as practicum
students to nearly Practitioner (means ranging from 2.67 to 2.87) when assessed as
interns.
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).
30
Sources of attainment data for 2.9:
• Program Committee Transcript Reviews
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• Graduate and Employer Survey Data (Appendix C, page ??)
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.
2.10 Addressed:
School Psychology Practice and Development is one of the eleven goals of the program
(see pages 12-13 of the School Psychology Handbook in Appendix A). As such, required
curriculum and field experiences address this domain (see program syllabi in Appendix
B, see pages 21-26 of the School Psychology Program Handbook in Appendix A, see
pages 5 & 7 of the School Psychology Practicum Manual in Appendix A, and see pages 3
& 5 of the School Psychology Internship Manual in Appendix A).
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-786/786A Diagnosis
and Remediation of Learning Disabilities/LD Lab, 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. Students 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-786/786A Diagnosis
and Remediation of Learning Disabilities/LD Lab, 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,
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-798 School Counseling Field
Experience, EDUC-576 Cross-Cultural Field Experience, 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).
31
2.10 Assessed:
In addition to tests and other graded written work in the coursework germane to the
development of student knowledge and skills in School Psychology Practice and
Development, the assessment of this domain area is addressed through faculty
evaluations of student portfolios at Benchmark II and Benchmark III (see Portfolio
Rubric form in Appendix C). Student portfolios are rated by faculty on a developmental
continuum from Observer to Practitioner to assess student progress in the area of School
Psychology Practice and Development through the course of the program.
Students’ knowledge and skills in the area of School Psychology Practice and
Development is primarily assessed through their performance in practica and internship
through the use of two separate forms completed by field supervisors. One evaluation
tool, the Evaluation Guide for School Psychology Practicum/Internship (see pages 13-26
in Appendix A for the School Psychology Practicum Manual and see pages 13 to 19 in
Appendix A for the School Psychology Internship Manual), is a summative evaluation on
a 5-point Likert-style scale ranging from Needs Improvement to Highly Satisfactory. The
Evaluation Guide directly assesses student performance relative to student knowledge on
several items relevant to this domain. These items assess whether students/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 students’
knowledge and skills in all eleven domains, including School Psychology Practice and
Development, along a 4-stage continuum through the course of the program (see School
Psychology Practicum and Internship Handbooks in Appendix A).
Finally, students’ knowledge of ethics and the legal requirements of the profession are
assessed through the PRAXIS School Psychology exam’s Ethical/Legal Considerations
area scores.
2.10 Attained:
All sources of evidence indicate program students attain satisfactory skills in this area.
Since 1996, all program graduates have obtained satisfactory grades (B or better) on the
courses addressing this domain.
32
Portfolio reviews, over the past two years, reveal students make developmental progress
in the area of School Psychology Practice and Development from Benchmark II (average
rating = 2.09 or Observer) to Benchmark III (average rating = 4.78 or nearly
Practitioner).
In addition, practicum and internship supervisors gave students high ratings (means
ranging from 4.0 to 4.93) 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 student knowledge and skills ranged from Novice (means
ranging from Stage 2.66 to 2.97) when assessed as practicum students to near Practitioner
to Practitioner (means ranging from Stage 2.95 to 3.08) when assessed as interning
students (see 2005-2005 Developmental Appraisal summary data in Appendix C).
Further, results from the PRAXIS School Psychology Exam indicate most program
students have acquired satisfactory knowledge regarding the ethical and legal standards
of the profession. Over the past three years, 16 out of 19 (84%) students have scored in
the average to above average range in this area (refer to School Psychology Praxis II
scores in Appendix C).
Sources of attainment data for 2.10:
• Program Faculty Committee transcript reviews
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• School Psychology Exam or PRAXIS II Data (Appendix C, page ??)
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 14 of the School Psychology
Program Handbook in Appendix A) and required curriculum/field experiences address
this domain (see course syllabi in Appendix B and see pages 21-26 of the School
Psychology Program Handbook in Appendix A).
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, students are required to make PowerPoint presentations in most
courses, and students 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 program. Through
33
Learn@UW-Stout, students post documents, interact through a web-based group bulletin
board, and access information through relevant links.
UW-Stout is a technology university, and we are the first “laptop campus” in the
University of Wisconsin system. As such, school psychology graduate students have
access to a variety of technologies to enhance their learning. These technologies include:
a) mediated classrooms with LCD projection technology, wireless internet, and
video/DVD 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 school psychology lab, and e) word processing systems to write reports and format
theses.
2.11 Assessed:
In addition to graded psychoeducational reports, graded protocols, and PowerPoint
presentations required in the learning and assessment classes, the assessment of student
knowledge and skills in the area of information technology is also addressed through
faculty evaluations of student portfolios at Benchmark II and Benchmark III (see
Portfolio Rubric rating form in Appendix C, page 42). Student portfolios are rated by
faculty on a developmental continuum from Observer (Stage 1 to 2) to Practitioner (Stage
5 to 6) to assess student progress in Information Technology through the course of the
program.
The assessment of students’ knowledge and skills in this area is further evaluated through
practicum and internship evaluation forms completed by field supervisors. The
Developmental Performance Appraisal form (see School Psychology Practicum and
Internship Manuals in Appendix A), monitors the developing skills of students through
the course of the program by assessing students’ knowledge and skills in Information
Technology along a 4-stage developmental continuum ranging from Observer to Mastery.
Finally, program graduates’ technology skills are assessed through alumni 4-point Likertstyle self-evaluation surveys and 5-point employer surveys at 1-year and 5-years post
graduation.
2.11 Attained:
Portfolio evaluations over the past two indicate students make developmental progress in
the area of Information Technology from Benchmark II to Benchmark III. At Benchmark
II, students’ ratings averaged a 4.38 (Novice), whereas an average of 5.78 (Practitioner)
was found at Benchmark III.
On the Developmental Appraisal form, practicum and internship ratings indicate
students’ knowledge and skills in Information Technology ranged from Novice to
Practitioner (means ranging from 2.97 to 3.19) when assessed as practicum students to
Practitioner (means ranging from 3.33 to 3.37) when assessed as interns.
34
Alumni and employer surveys indicate graduates are very skilled in the area of
technology. Means from the 4-point ratings by school psychology alumni 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 effectively utilize technology.
Sources of attainment data for 2.11:
• Program Faculty Committee transcript reviews
• Portfolio Review Data (Appendix C, page ??)
• Evaluation Guide Data (Appendix C, page ??)
• Developmental Appraisal Form Data (Appendix C, page ??)
• Graduate and Employer Survey Data (Appendix C, page ??)
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 performancebased evaluation of intern performance.
3.2 Policy:
The requirements for internship are specified in detail in the School Psychology
Internship Manual (Appendix A) and the SPSY-792 Internship in School Psychology
syllabus (Appendix B). A School Psychology Internship Agreement Form (see pages 1112 of the School Psychology Internship Manual) signed by the district/agency
representatives includes a list of responsibilities and expectations. In addition, interns
document their varied activities and responsibilities through the use of the weekly and
summary Log of School Psychology Activities. This form is 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 have been developed to evaluate the performance of the interns.
The Evaluation Guide for School Psychology Internship is completed by the field-based
supervisor at the end of each semester as a summative evaluation tool (see pages 13-19 of
the School Psychology Internship Manual). The Developmental Performance Appraisal
form is completed at the end of each internship semester (see pages 20-23 of the School
Psychology Internship Manual) to formatively evaluate student performance on a
developmental continuum ranging from Observer (Stage 1) to Mastery (Stage 4). The
Developmental Performance Appraisal form is utilized to track the developmental
progression of students from the beginning of their first practicum experience until the
end of their internship year.
University supervision of the interns is provided through regular online discussions,
assignments, and postings through an online course site (Learn@UW-Stout). In addition,
35
students attend an on-campus seminar once a semester (see requirements in SPSY-792
Internship in School Psychology syllabus in Appendix B).
3.2 Practice:
Blinded copies of a completed Internship Agreement Form, Evaluation Guide for School
Psychology Internship, Developmental Performance Appraisal form and summary Log of
School Psychology Activities form may be found in Appendix C. Cumulative 2004-2006
data from the Evaluation Guide and the Developmental Performance Appraisal forms can
be located in Appendix C.
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.
3.5 Policy:
All internship agreements include a School Psychology Internship Agreement Form (See
School Psychology Internship Manual, Appendix A, p. 11-12). Pages 6 and 7 of the
School Psychology Internship Manual delineate the school district or agency’s
responsibilities for the internship experience. In addition to contractual matters, 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 Manual (p. 6) 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.
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 pages 24 & 25 of
the School Psychology Internship Manual).
3.5 Practice:
Blinded copies of a completed Internship Agreement Form and summary Log of School
Psychology Activities form may be found in Appendix C, pages 46 & 59.
36
4.1 Systematic, valid procedures are used to evaluate and improve the quality of the
program. Different sources of process and performance information (e.g.
instructional evaluation, performance portfolios, field supervisor evaluations,
candidate/graduate performance on licensing/certification examinations, alumni
follow-ups) are used, as appropriate, to evaluate and improve components of the
program.
4.1 Policy:
The School Psychology Program Student Handbook (see Appendix A) delineates how
students are admitted with the retention or dismissal policy adhered to by the School
Psychology Program. In addition, UW-Stout’s School of Education adopted a policy of
performance-based assessment in 2004 in which students are assessed periodically
(Benchmark I through Benchmark IV) through the course of the program (refer to Pupil
Service Programs – Performance Based Assessment Requirements Checklist brochure in
Appendix C, page 4). Further, it is a policy of UW-Stout’s School of Education to
produce an annual Assessment in the Major report (refer to the 2005-2006 Assessment in
the Major Report in School Psychology in Appendix C, page 22) in which sources of
process and performance information are summarized and an action plan is developed to
improve teaching and/or advisement in all School of Education programs, including the
School Psychology Program.
4.1 Practice:
The School Psychology Program Faculty Committee meets bi-monthly to review data
generated by the following sources: a) review reports by NASP (2003) and Wisconsin’s
Department of Public Instruction (2004), b) student disposition reviews, c) student
portfolio reviews, d) Program Advisory Committee information, e) student transcript
reviews, f) student scores on the PRAXIS II, g) intern surveys, h) student applicant
reviews, i) practicum/intern evaluations, j) alumni survey results, and k) employer
survey results.
Process of Self-Assessment:
The Program Faculty Committee meets for two scheduled hours to review Benchmark
data (see Pupil Service Programs Performance Based Assessment Requirements
Checklist in Appendix C), student issues and/or the need for course or programmatic
revisions (see page 18 in Appendix C for a copy of selected Program Committee agenda).
These meetings include all core faculty members. Affiliate faculty members are invited,
but not required, to attend. Given the small size of the membership, most decisions are
made by consensus.
A separate Program Advisory Committee convenes once a semester for two scheduled
hours (see Appendix C, page 19, for a copy of Program Advisory Committee minutes).
The Program Advisory Committee is comprised of core faculty, affiliate faculty, other
members from the university community, members from the outside community, and a
37
student representative. The Program Advisory Committee is given information about the
program, and members provide input regarding current needs and new directions in the
field of school psychology. In addition, the implications of broader policy issues are
discussed.
Sources and Outcomes of Self-Assessment Data:
1. 2003 NASP Review Report: Upon its completion, the Program Committee
reviewed the 2003 Report (see 2003 NASP Review report in Appendix C) and
began to make changes in the program. Since the fall of 2003, for example, the
program changed the title of two courses (from SCOUN-760 Theories and
Techniques of Behavior Modification to SCOUN-690 Behavioral Interventions in
the Schools and SPSY-743 Advanced Mental Testing to SPSY-743 Cognitive
Assessment). Further, courses were revised to add more content related to human
diversity, educational interventions, behavioral interventions, and methods to
evaluate the effectiveness of academic/behavioral intervention. Other changes
included adding a Log of School Psychology Activities in the School Psychology
Internship Manual to provide documentation relative to the broad range of school
psychological service experiences for interns, consistent with the goals of the
program. Further, the program core faculty worked with the Dean of the School of
Education to implement a nine-credit workload policy, effective beginning this
fall (see Appendix C, page 6, for 9-credit workload policy).
2. 2004 DPI Review Report: Upon its completion, the Program Committee reviewed
Wisconsin’s 2004 DPI Report (see 2004 DPI Review report in Appendix C, page
8) to assess the need for changes in the program. As a result of the review, the
program faculty decided to add a Pupil Services section to the Evaluation Guide
for School Psychology Internship and the Evaluation Guide for School
Psychology Practicum.
3. Student Disposition Reviews: In 2004, the program faculty began a more formal
process of reviewing the dispositions (see Disposition Review rubric in Appendix
C, page 44), or professional work characteristics, of the students on a yearly basis
(Benchmark II through IV) the course of the program. Since 2004, the data from
the favorable disposition reviews have not pointed to a need for changes in the
program or the program’s admission criteria.
4. Student Portfolio Reviews: In 2004, the program faculty began using a
developmental rubric for evaluating portfolios (see Portfolio Assessment Rubric
in Appendix C) on a yearly basis (Benchmark II through IV) through the course
of the program. The data from the portfolio reviews have indicated that students
make developmental progress in the eleven domains through the course of the
program. Thus, the portfolio data have not pointed to a need for changes in the
program.
5. Program Advisory Committee information: Other than encouragement for the
faculty to seek a more diverse student body and to develop a few elective courses,
Program Advisory Committee members have been supportive of the program and
the program’s goals (see Program Advisory Committee minutes in Appendix C).
38
6. Student Transcript Reviews: Annual reviews of student’s transcripts are made by
the Program Faculty Committee. Other than one student, all students have earned
a B or better in required coursework/field experience since 1996. The one student
retook the required practicum under increased supervision, and that student was
able to complete the program with a passing grade (B).
7. School Psychology Exam: Student scores on the PRAXIS II School Psychology
Exam are reviewed by the Program Faculty Committee on an annual basis (see
PRAXIS II scores in Appendix C). The total and area scores are used to provide
evaluative information about the program. Since 2003, most students achieved
average or above average scores. However, students are more likely to have
difficulty in the area of Applied Educational Foundations. As such, SPSY768/768A Diagnosis and Remediation of Learning Disabilities/LD Lab was
reformatted in the spring of 2005 to include more information on research-based
educational interventions and methods to evaluate the effectiveness of educational
interventions.
8. Intern surveys: Interns are asked to complete program surveys to determine their
perceptions of the program’s coursework at the conclusion of their internship
year. Each intern is to respond to a 5-point Likert-style survey (1 = No
Knowledge Gained to 5 = A Lot of Knowledge or Excellent Skills Gained).
Results over several years have indicated students believed they did not gain
enough knowledge in one class. As such, the Program Director met with
Department Chair to address this issue. A plan is underway to make changes in
the course. Results from subsequent surveys will be considered by the Program
Faculty Committee to determine whether a program revision is needed.
9. Student applicant reviews: The Program Faculty Committee reviews student
applications on a yearly basis. Over the past several years, more qualified
candidates (in terms of undergraduate GPA, letters of recommendation, etc.)
apply to the program. Unfortunately, however, few males or those with minority
status apply. The Committee will continue to work towards developing a plan to
address this issue in the upcoming meetings.
10. Practicum/intern evaluations: Graduate students in the school psychology
program complete two supervised field practica and one year-long internship.
They are evaluated through the use of two assessment tools: 1) The Evaluation
Guide for School Psychology, and 2) The School Psychology Developmental
Performance Appraisal (see School Psychology Practicum Handbook and School
Psychology Internship Handbook in Appendix A). Reviews of the Evaluation
Guide and the Developmental Performance Appraisal data indicate all students
met or exceeded the performance and developmental standards relative to their
practical and internship over the past two years. Thus, no changes or program
improvements were suggested by these evaluations.
11. Alumni and employer surveys: Alumni and employers of alumni are sent surveys
(see Graduate and Employer Follow-Up Survey in Appendix C, pages 66-73) at
one-year and five-years post graduation to solicit their input about the
competencies achieved in the School Psychology Program. The Program Faculty
Committee convenes annually to review the alumni survey data. Data from these
follow-up surveys from the past two years indicate graduates of the School
39
Psychology Program are well prepared for the workforce, and a 100%
employment rate was reported. As such, curricular or programmatic revisions
appear unwarranted based on these follow-up survey results.
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 4.1 (above), the
School Psychology Program Handbook (Appendix A, pages 31-37), and in the School of
Education’s Performance Based Assessment Requirement Checklist for Pupil Service
Programs (see Appendix C, page 4).
At a minimum, formal student evaluations occur at regular benchmark periods (annually)
throughout the course of the program. Students are assessed through the use of multiple
methods. These include: a) disposition reviews, b) portfolio reviews, c) course-related
assessments, 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 students make
satisfactory progress toward the goal of developing the requisite skills and knowledge
needed to provide a comprehensive range of services.
To provide evidence that all candidates are able to integrate the domains of knowledge
and skills, students 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, SPSY-710, and SPSY-745 syllabi in Appendix
B), in practica (see SPSY-781/782 School Psychology Practicum Manual in Appendix A
and see SPSY-784/785 syllabus in Appendix B), and during internship (see SPSY-792
School Psychology Internship Manual in Appendix A). Further, the Internship Manual
specifies that interns must be given the opportunity to “integrate the competencies that
address the domains of professional preparation” (see page 1) outlined by the program,
NASP, and Wisconsin’s Department of Public Instruction.
To determine that all candidates can provide services that result in a positive impact on
children, students must demonstrate the effects of a behavioral intervention in SCOUN690 Behavioral Interventions in the Schools (see syllabus in Appendix B) and the effects
of an academic intervention in SPSY-786/786a (see syllabus in Appendix B) through
graphed data.
Further, to determine whether the services delivered by interns result in a measurable
positive impact on students, youth, families, and other consumers, The Evaluation Guide
for School Psychology Internship tool (see pages 13-19 of the School Psychology
40
Internship Manual in Appendix A) asks 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 students,” e) “effectively provides counseling services
for groups of students, and f) “effectively implements behavioral intervention plans.”
The internship’s Log of School Psychology activities (see pages 24-25 of the School
Psychology Internship Manual in Appendix A) 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 Manual
(p. 1) 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.
4.3 Practice:
Blinded copies of a completed Evaluation Guide for School Psychology Internship, a
summary Log of School Psychology Activities form may be found in Appendix C.
Further, cumulative practicum and internship data from the Evaluation Guide for School
Psychology Practicum and the Evaluation Guide for School Psychology Internship are
provided in Appendix C.
5.1 Faculty loads take into account program administration, supervision,
scholarship, service and assessment associated with graduate level school psychology
faculty responsibilities. Faculty teaching and supervision loads are no greater than
75% of that typically assigned to those teaching undergraduate courses. The
program administrator receives at least 25% reassigned time for administrative
duties.
5.1 Policy:
Effective August of 2007, the teaching and supervision loads of graduate faculty in the
School Psychology and Guidance & Counseling programs will be nine credits (see
School of Education Workload Policy in Appendix C, page 6). A full load for
undergraduate faculty at UW-Stout is twelve credits.
5.1 Practice:
Since the fall of 2003, the program administrator (or Program Director) has received a 3credit allocation for administrative duties. This 3-credit allocation will continue. In
practice, therefore, the program administrator receives a 30% release for administrative
duties. The following list clarifies the 2006-2007 workload of core program faculty:
41
Fall 2006
Jacalyn Weissenburger, Ph.D.
SPSY-753b School Psychology Lab
SPSY-775 School Consultation
SPSY-781/782 Field Practicum Supervision
School Psychology Program Director
1 credit
2 credits
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
SPSY-778 Psychoeducational Disabilities
SPSY-745 Assessment of Personality
SPSY-781/782 Field Practicum Supervision
3 credits
2 credits
4 credits
Kelly Lamon, Ed.S.
SPSY-784/785 Clinical Practicum Supervision
SPSY-792 Intern in School Psychology Supervision
SCOUN-690 Behavioral Interventions in the Schools
SPSY-781/782 Field Practicum Supervision
2 credits
4 credits
2 credits
1 credit
Spring 2007
Jacalyn Weissenburger, Ph.D.
SPSY-786/786A Diagnosis of LD/LD Lab
SPSY-781/782 Field Practicum Supervision
School Psychology Program Director
3 credits
3 credits
3 credits
Crystal Cullerton-Sen, Ph.D.
SPSY-775 School Consultation
SPSY-743-001 Cognitive Assessment
SPSY-781/782 Field Practicum Supervision
2 credits
3 credits
4 credits
Kelly Lamon, Ed.S.
SPSY-784/785 Clinical Practicum Supervision
SPSY-792 Intern in School Psychology Supervision
SPSY-743-002 Cognitive Assessment
2 credits
4 credits
3 credits
5.2 In order to ensure sufficient candidate access to program faculty instructors,
mentors, and supervisors, the program maintains a no greater than 1:10 FTE
faculty to FTE student ratio in the overall program, as well as practica and
internship.
5.2 Policy
No official policy could be located regarding faculty to student ratios for graduate
programs.
42
UW-Stout’s School of Education has allocated 3.0 full time faculty positions to the
program (see letter from Dr. Judy Jax, Dean of the School of Education in Appendix C,
page 132). However, school psychology students take 26 graduate credits (33% of the
total program) from faculty supportive to the program. These affiliate faculty members
also provide research advisement for students’ research papers. Therefore, with the 3.0
full time faculty allocations from the School of Education and the additional
contributions by affiliate faculty members, a total of approximately 3.3 faculty positions
have been devoted to the program.
5.2 Practice
During the 2005-2006 academic year, there were 8 first year (M.S.Ed.) students, 13
second year students (or Ed.S.) students, and 18 interning students. Given a total of 39
active students (those students enrolled in coursework, practica, and internship), the
faculty to student ration was one FTE for 11.8 students.
For the upcoming year (2006-2007), there will be 12 first year (M.S.Ed.) students, 8
second year students (or Ed.S.), and 10 students on internship. Given a total of 30 active
students, the faculty to student ratio will be one FTE for 9.09 students.
Over the past two years, the program has worked to reduce admissions to bring the
program inline with the NASP standard. Given the number of core and affiliate faculty
members, the program’s admissions target is to admit 12 students per cohort year.
43
APPENDIX A: HANDBOOKS
Table of Contents
I. School Psychology Program Handbook
II. School Psychology Practicum Manual
III. School Psychology Internship Manual
IV. School Counseling Field Experience Manual
APPENDIX B: SYLLABI
Table of Contents
I. M.S. Ed. Degree Requirements:
COUN 750: Counseling Theory .............................................................................................1
COUN 788: Counseling Process Lab .....................................................................................5
SPSY 753: Psychometric Theory and Application .................................................................15
SPSY 753B: School Psychology Lab .....................................................................................18
SPSY 778: Psychoeducational Disabilities .............................................................................24
SPSY 777: Legal/Ethical Issues: School Counselors/Psychologists .....................................33
SCOUN 490/690: Behavioral Interventions in the School .....................................................39
SCOUN 760: Theories and Techniques of Behavior Modification ........................................48
SPSY 743: Cognitive Assessment ..........................................................................................54
SPSY 768: Diagnosis and Remediation of Learning Disabilities and
SPSY 768A: Learning Disabilities-Diagnosis and Remediation Lab.....................................61
SCOUN 798: School Counseling Field Experience ................................................................68
EDUC 740: Research Foundations ..........................................................................................76
SPSY 735: Problems in School Psychology (Plan B Paper) ...................................................81
II. Ed.S. Degree Requirements:
SPSY 745: Assessment of Personality....................................................................................86
SPSY 710: Psychoeducational Assessment of the Young Child ............................................97
SPSY 775: School Consultation .............................................................................................102
SPSY 701: Seminar in School Psychology .............................................................................107
SPSY 781/782: Field Practicum: Psychoeducational Services I and II .................................110
SPSY 784/785: Clinical Practicum: Psychoeducational Services I and II ............................115
SPSY 870: Specialist Thesis in School Psychology ...............................................................120
SPSY 792: Internship in School Psychology ..........................................................................125
SCOUN 705: Play Therapy ....................................................................................................134
COUN 752: Group Dynamics .................................................................................................141
PSYC 850: Psychology of Development ................................................................................145
PSYC 730: Advanced Psychology of Learning ......................................................................152
EDUC 336/536: Multiculturalism: Issues and Perspectives ..................................................156
EDUC 376/576: Field Experience: Cross Cultural ................................................................160
EDUC 726: Administration ....................................................................................................186
EDUC 750: Curriculum Theory & Practice.............................................................................188
EDUC 742: Program Evaluation ............................................................................................191
PSYC 790: Applied Research Design.....................................................................................194
PSCY 352/552: Adolescent Psychology.................................................................................199
APPENDIX C: UNIVERSITY, SCHOOL, PROGRAM
and
STUDENT ASSESSMENT INFORMATION
Table of Contents
I. School of Education Information
Goals and Values ...............................................................................................................1
Pupil Service Programs: Performance Based Assessment Requirements Checklist ........4
Full-Time Graduate Faculty Workload Policy ..................................................................6
DPI Review Report ............................................................................................................8
II. UW-Stout School Psychology Program Information
General Information
School Psychology Website Home Page ..........................................................................16
School Psychology Faculty Meeting Agenda ...................................................................18
School Psychology Program Advisory Committee Meeting ............................................19
Reports
School Psychology Assessment in the Major Report .......................................................22
2003 NASP Review Report ..............................................................................................30
Candidate Assessment
Portfolio Assessment Rubric.............................................................................................41
Disposition Review Form .................................................................................................43
Supporting Data
Developmental Appraisal Evaluations-NASP Domains ...................................................45
School Psychology Practicums/Internships: Evaluation Guide Data ...............................47
School Psychology: Praxis II ............................................................................................49
Portfolio Review Data at Benchmark II and Benchmark III ............................................50
Student Work Samples
Internship Agreement Form ..............................................................................................51
Evaluation Guide for School Psychology Internship ........................................................53
Developmental Performance Appraisal Form ..................................................................60
Internship Logs of School Psychology Activities.............................................................64
School Psychology Program Plan Sheet ...........................................................................65
Student Transcripts (3)......................................................................................................68
Alumni Employer Surveys
M.S. Ed.: One-Year Follow-Up. ......................................................................................71
Ed.S.: One-Year Follow-Up. ...........................................................................................73
M.S. Ed: Five-Year Follow-Up. ......................................................................................75
Employer Comments: M.S. Ed ........................................................................................77
Employer Comments: Ed..S. ............................................................................................78
III. School Psychology Faculty Information
Core Faculty Vitae .............................................................................................................79
Affiliate Faculty Vitae .......................................................................................................94
Faculty Presentation List....................................................................................................138
Letter from the Dean regarding FTE allocation .................................................................139
School Psychology Faculty Vacancy Announcements ......................................................140
IV. Other University Information
UW-Stout EEO/AA Policy ................................................................................................143
UW-Stout Plan 2008 ..........................................................................................................146
Continuing Education Brochure: Summer 2006 ...............................................................158