Program Report for the Preparation of School
Psychologists
National Association of School Psychologists (NASP)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University of Pennsylvania
2. State
PA
3. Date submitted
MM
DD YYYY
09
/ 15
/ 2010
4. Report Preparer's Information:
Name of Preparer:
Joel Erion
Phone:
Ext.
( 814 ) 732 - 2287
E-mail:
jerion@edinboro.edu
5. NCATE Coordinator's Information:
Name:
Dr. Lisa Brightman
Phone:
Ext.
( 814 ) 732 - 1328
E-mail:
lbrightman@edinboro.edu
6. Name of institution's program
School Psychology
7. Levels for which candidates are being prepared:
j Master's
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Post Master's
i Specialist or C.A.S.
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j Doctorate
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j Endorsement only
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8. Specific titles of degrees/awards that appears in official institutional documentation, such as
transcripts, for program completers (e.g. Ed.S. in School Psychology, Certificate of Advanced
Graduate Studies in School Psychology, PhD in Educational Psychology-School Psychology, etc.):
Master of Science in Educational Specialist in School Psychology
9. Is this program offered at more than one site?(1)
Yes
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No
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(1)What if the program is offered at different levels or in different tracks (e.g., at the specialist and doctoral level)? If
assessments are the same across the different levels/tracks, one report may be submitted. However, the assessment results must
be disaggregated for each program level/track. If assessments are different across the different levels/tracks, a separate program
report must be submitted for each program level/track. In the case of specialist and doctoral level programs in school psychology,
separate responses to standards and separate assessment results are needed, although some common documentation may be
submitted. If you are unsure whether to submit one or multiple reports, please contact NASP.
What if the program is offered at the main campus and also through one or more off campus/satellite sites, as joint program
with another institution, or through distance education? If the program, faculty, and associated assessments are the same on the
main campus and the off-campus/alternative sites or methods, one report may be submitted. However, the assessment results
must be disaggregated for each site. If the program, faculty, and/or associated assessments are different on campus than in the
alternative sites, a separate program report must be submitted for each site. If you are unsure whether to submit one or multiple
reports, please contact NASP.
10. If yes, list the sites at which the program is offered
11. Title of the certificate/state license for which candidates are prepared
School Psychologist
12. Program report status:
i Initial Review this cycle, Continuing Recognition
j
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j Response to One of the Following Decisions: Further Development Required or Recognition with
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Probation
j Response to National Recognition With Conditions
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13. State Licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable state
licensure test for the content field, if the state has a testing requirement. Test information and data
must be reported in Section III. Does your state require such a test?
i Yes
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j No
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SECTION I - CONTEXT
Provide the following contextual information (in a narrative limited to 6 pages and in related
attachments, as listed below). NOTE: If information for any of the seven items below already appears in
one of the required attachments for this section, your narrative may simply refer to the attachment while
citing the specific page number(s), (e.g., "see program's overall philosophy and goals on pages 2-3 of
Program Handbook, Attachment I-C).
1. Description of any state or institutional policies that may influence the application of NASP
standards.
No state or institutional policy changes have been made since the last submission that influence the
application of NASP standards.
2. Description of the administrative location of the program, including its relationship to the
NCATE “unit” (typically, the college or school of education). Describe the support received from the
institution and, if appropriate, others sources of support.
The School Psychology Program is located in the Edinboro University of PA School of Education. The
School of Education is accredited by NCATE. The Unit theme is “Effective Facilitators of Learning.” The
mission of the Unit is to “prepare highly qualified professionals who meet the needs of P-12 schools,
community agencies, health and fitness organizations, and the broader workforce. Clinical experiences for
candidates are designed to assist agencies and to help public schools meet the challenges of state and
federal accountability measures while providing optimum learning experiences for students. Program
development is based on a philosophy of continuous improvement through ongoing assessment.
Candidates are encouraged to promote the ideals of American citizenship and to improve the quality of life
for all people in a diverse and technologically sophisticated society.”
The Office of Graduate Studies and Research offers financial support to program candidates through
graduate assistantships. Over the past decade approximately 50% of pre-internship candidates have been
awarded a graduate assistantship. These provide a tuition waver and a stipend each semester for a
maximum of 18 hours per week for the term of the assistantship. The Student Government Association
provides financial support to Graduate Student Council which in turn provides funding for graduate
students to attend conferences. A maximum of 500 dollars per student is allocated. This enables
approximately 50% of school psychology candidates to attend the NASP convention and/or Pennsylvania
School Psychology conference each year. The School of Education and Provost’s Office provide some
financial support for faculty to attend conferences. The School of Education provides the School
Psychology Program with assessment tools, computer software, and training materials.
3. Description of the program’s overall philosophy and goals, including any unique elements in the
program or those it serves (NASP Standard 1.1). (Note that additional information under NASP
standards 1.1-1.5 should be provided by programs in required attachments listed below).
Mission and Philosophy
“The School Psychology Program prepares its graduates for the professional practice of psychology in the
schools by emphasizing a scientist-practitioner model of training. The mission of the program is to prepare
school psychologists who are capable of providing high quality, ethical psychological services. The
program provides a solid foundation of instruction, research, and field experience, which reflects current,
empirically supported methods in psychology and education. These experiences prepare graduates to
provide assistance and expertise in the assessment and treatment of problems experienced by children,
schools, and communities.
Respect for diversity among individuals, groups, and communities is emphasized throughout the
curriculum. The goal of our program is to help each candidate to identify and apply his/her unique talents
while utilizing problem-solving, data-based approaches that allow him/her to work with children and
families having a broad range of needs. The focus of our program is on the application of empirically
supported approaches to assist all children in achieving academic success, social competence, and
emotional and physical health.”
See Attachment H: Competencies for the School Psychology Certification Program for a complete
description of domains assessed as candidates progress through the program.
4. Description of field experiences, including supervised practica and internship experiences
required for the program. (NASP Standards 3.1-3.5) (Note that additional information under NASP
standards 3.1-3.5 should be provided by programs in required attachments listed below).
During the second year of study students schedule for APSY725 Clinical Practicum in School Psychology
in the fall and APSY735 Advanced Clinical Practicum in School Psychology in the spring. Each requires
two full days during each of the 15 weeks of the semester for a total of approximately 225 hours each
semester. During the first experience candidates spend 2 to 4 four weeks each in a preschool, alternative
education, and low incidence residential facility. During the second half of the fall semester candidates are
assigned to work with a school psychologist in a public school. This assignment continues through the
spring semester for the second practicum. All on-site supervision is provided by a certified PA school
psychologist. At non-public school sites supervision is provided by individuals appropriately certified
and/or licensed for the facility.
Additional experiential learning activities take place within several classes. APSY615 Introduction to
School Psychology requires candidates to interview a current intern. APSY724 requires completion of a
case study utilizing a variety of assessments and the development of an intervention plan. APSY625
Collaborative Consultation in Educational Settings requires completion of two NCSP case studies.
APSY722 Individual Psychological Assessment I requires assessment practice with multiple elementary
and preschool children. APSY723 Individual Assessment II requires candidates to assess and plan
academic and behavioral interventions.
APSY795 Internship in School Psychology is completed on a full-time basis during one academic year or
on a part-time basis over two academic years. The internship is the culminating experience of the
certification program. It is usually a two-semester (1200 or more hours) field placement during which the
student functions under the direct supervision of a certified school psychologist. Candidates must complete
at least 600 hours of the internship in an approved school setting. In non-school settings, supervisory
personnel hold an appropriate credential for that setting. Where employed, a rationale specifies its
appropriate relationship to the practice of school psychology. The candidate functions in a carefully
supervised, but relatively independent manner.
Please refer to Attachment F for the Internship Handbook.
5. Description of the criteria for admission, (including means of assessing prior graduate work, if
any), retention, and exit from the program, including required GPAs and minimum grade
requirements for the content courses, as well as the means by which the program assesses candidate
professional work characteristics/dispositions. (NASP Standard 4.2)
Individuals seeking admission must comply with the general admission requirements for graduate studies
with the following special requirements: 1. Submit three letters of reference using the School Psychology
Recommendation Form available on the FORMS page of the Office of Graduate Studies and Research
homepage or section XV of the program handbook. 2. Submit a one-two page essay answering the
following questions - What attracted you to the field of educational/school psychology? What attributes do
you possess that will enable you to succeed as a graduate student and ultimately as a practitioner? What are
your professional goals? 3. Submit a professional resume. 4. Submit GRE scores. Scores averaging the
30th percentile or above are preferred. 5. Possess a quality point average of 3.0 or better (4 point scale) for
the junior and senior year of the bachelor’s degree. 6. Complete an interview with faculty.
Individuals who already have earned a master’s degree and seek admission must meet the above
requirements and posses a minimum GPA of 3.5 for their master’s degree. At applicant request, previous
graduate coursework will be evaluated by primary program faculty to determine which courses, if any, can
be transferred provided the grade for the course was at least a B (3 on a scale of 0 to 4).
The academic performance and dispositions of candidates is carefully monitored. Once each semester a
meeting of the Dispositions Committee is held. The committee is made up of the two primary faculty and
two faculty that teach other courses in the program. The committee reviews the performance of each
candidate and in the event of academic and/or dispositional concerns develops a plan for addressing these
concerns. Plan outcome is evaluated and modified as needed at subsequent meetings.
In accordance with graduate school policy no more than six semester hours of C or C+ grades will be
accepted toward meeting degree requirements. If a student earns more than six credits of C or C+ grades,
the usual consequence is termination of the student’s program. Repeats of C grades are not automatic and
require the permission of the graduate dean and program head. Students are expected to maintain a grade
point average of at least 3.0 throughout the program. If a student’s GPA falls below 3.0, the student will
receive a warning letter from the School of Graduate Studies & Research and their programs may be
terminated at the Dean’s discretion. Two consecutive semesters – including summers – of lower than 3.0
GPA will result in termination of the student’s program.
6. Attach the following for Section I. (Most attachments consist of forms or charts at the end of this
document, all of which must be completed. Several attachments require additional program
documents as noted below.):
Attachment I A. Chart of Candidate Information
Attachment I B. Chart of Faculty Information
Attachment I C. Program Handbook or other official document that includes the required program
of study and other relevant policies and procedures of the program. The program of study should
outline the courses and experiences required for candidates to complete the program. The program of
study must include course numbers AND titles.
Attachment I D. Response to NASP Standard I (an additional attachment includes transcripts of
three recent program completers---within the last academic year).
Attachment I E. Response to NASP Standard II (additional attachments include course syllabi and
other documentation)
Attachment I F. Response to NASP Standard III (additional attachments include program documents
related to internship and a sample internship agreement)
Attachment I G. Internship Summary
NOTE: A single assessment cannot be larger than 2mb.
Assessment H: Competencies for the School Psychology
Certification Program
Assessment A: Candidate Information
Assessment B: Faculty Information
Assessment B: Faculty Vitae
Assessment C: Program Handbook 2008
Assessment C: Program Handbook 2010
Assessment D: Response to NASP Standard 1
Assessment D: Response to NASP Standard
1Transcripts
Assessment E: Response to NASP Standard II
Assessment E: Syllabi
Assessment F: Response to NASP Standard III
Assessment F: Sample Internship Agreement
Assessment G: Internship Summary Form
See Attachments panel below.
SECTION II - LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting NASP
standards. All programs must provide a minimum of six assessments. If your state does not require a
state certification test in school psychology, you must substitute data from the Praxis II in School
Psychology to show attainment of content knowledge in #1 below. For each assessment, indicate the
type or form of the assessment and when it is administered in the program.
1. Please provide following assessment information (Response limited to 250 characters each field)
Name of Assessment (2)
Assessment
#1:
(Required) CONTENT
KNOWLEDGE:
This must be
a state or
national
school
psychology
credentialing
exam. If
your state
does not
require a
school
psychology
credentialing
exam, then
the Praxis II
in School
Psychology
must be
required.
Indicate the
name of the
test:
_________________
Type or Form of
Assessment (3)
PRAXIS II National
Examination
in School
Psychology
Since the
Since the
previous
Since the
previous
previous
submission is
When the Assessment Is submission is submission is
this
this
(4)
assessment
this
Administered
assessment
Not
assessment
Substantially
substainally
NEW
changed
changed
Internship
No
NO
YES
Assessment
#2:
(Required) CONTENT
KNOWLEDGE:
Program or
courseembedded
assessment
of candidate
knowledge.
This might
consist of a
comprehensive
examination,
an oral or
qualifying
exam, an
exam
embedded in
one or more
courses that
all
candidates
complete,
and/or
grades for
courses in
which NASP
Standards
2.1-2.11 are
addressed.
Programs
may use a
combination
of program
or courseembedded
content
assessment
methods.
Comprehensive
Exam written
component
aligned to
NASP
Standards
2.1 through
2.11
Internship
NO
NO
YES
Ratings by
practicum
supervisors
End of
Practicum
NO
NO
YES
Assessment
#3:
(Required) PROFESSIONAL
KNOWLEDGE,
SKILLS, AND
DISPOSITIONS:
Assessment
in practica
that
demonstrates
candidates
can
effectively
plan the
professional
responsibilities
required of a
school
psychologist.
Assessment
#4:
(Required) PEDAGOGICAL
AND
PROFESSIONAL
KNOWLEDGE,
SKILLS, AND
DISPOSITIONS:
INTERN
EVALUATIONS
BY FIELD
SUPERVISORS.
Assessment
that
demonstrates
candidates'
knowledge,
skills, and
professional
work
characteristics/dispositions
are applied
effectively in
practice
during
internship.
Ratings by
internship
supervisors
End of
Internship
NO
NO
YES
Assessment
#5:
(Required) PEDAGOGICAL
AND
PROFESSIONAL
KNOWLEDGE,
SKILLS, AND
DISPOSITIONS:
COMPREHENSIVE,
PERFORMANCE
-BASED
ASSESSMENT
OF
CANDIDATE
ABILITIES
EVALUATED
BY FACULTY
DURING
INTERNSHIP.
Assessment
that
demonstrates
candidates'
knowledge,
skills, and
dispositions
are applied
effectively in
practice.
Comprehensiveexamination
presentation
of NASP case
study to
faculty
NASP case
studies
Internship
NO
NO
YES
NO
NO
YES
Assessment
#6:
(Required) EFFECTS ON
STUDENT
LEARNING
ENVIRONMENTS
AND/OR
LEARNING:
Assessment
that
demonstrates
that
candidates
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.
NOTE: You
need not
have a
separate
assessment
of this area if
it is
addressed by
assessment
5. Simply
refer to the
particular
assessment
(s) and
aggregate
the relevant
data (e.g.,
particular
items or
sections of
an
assessment)
Fall of Year
One - APSY
625
CollaborativeConsultation
(2 cases)
Spring of
Year Two Practicum (2
cases) Year
Three Internship (3
cases)
Assessment
#7:
(Optional) Additional
assessment
that
addresses
NASP
Domains.
Examples of
assessments
include
comprehensive
or qualifying
exams, exit
surveys,
alumni
and/or
employer
follow-ups,
theses, case
studies,
simulations,
or similar
measures.
Assessment
#8:
(Optional) Additional
assessment
that
addresses
NASP
Domains.
Examples of
assessments
include
comprehensive
or qualifying
exams, exit
surveys,
alumni
and/or
employer
follow-ups,
theses, case
studies,
simulations,
or similar
measures.
(2)Identify assessment by title used in the program; refer to Section IV for further information on appropriate
assessment to include.
(3)Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test,
portfolio).
(4)Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to
student teaching/internship, required courses [specify course titles and numbers], or completion of the program).
SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS
1. For each NASP standard on the chart below, identify the assessment(s) in Section II that
address the standard. One assessment may apply to multiple NASP standards.
I. PROGRAM CONTEXT/STRUCTURE
School psychology training is delivered within a context of program values and clearly articulated
training philosophy/mission, goals, and objectives. Training includes a comprehensive, integrated
program of study delivered by qualified faculty, as well as substantial supervised field experiences
necessary for the preparation of competent school psychologists whose services positively impact
children, youth, families, and other consumers.
Information is provided in Section I.
DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE
School psychology candidates demonstrate entry-level competency in each of the following domains
of professional practice. Competency requires both knowledge and skills. School psychology
programs ensure that candidates have a foundation in the knowledge base for psychology and
education, including theories, models, empirical findings, and techniques in each domain. School
psychology programs ensure that candidates demonstrate the professional skills necessary to deliver
effective services that result in positive outcomes in each domain. The domains below are not
mutually exclusive and should be fully integrated into graduate level curricula, practica, and
internship.
#1 #2 #3 #4 #5 #6 #7 #8
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
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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.
2.2 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
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psychologists collaborate effectively with others in planning and decisionmaking processes at the individual, group, and system levels.
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
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and academic goals for students with different 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, instructional interventions and consultation.
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 limited to, consultation, behavioral
assessment/intervention, and counseling.
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, gender-related, 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.
2.6 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.
2.7 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.
2.8 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.
2.9 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.
2.10 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.
2.11 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.
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2. III. FIELD EXPERIENCES/INTERNSHIP
School psychology candidates have the opportunities to demonstrate, under conditions of appropriate
supervision, their ability to apply their knowledge, to develop specific skills needed for effective
school psychological service delivery, and to integrate competencies that address the domains of
professional preparation and practice outlined in these standards and the goals and objectives of
their training program.
Information is provided in Section I.
IV. PERFORMANCE-BASED PROGRAM ASSESSMENT AND ACCOUNTABILITY
School psychology training programs employ systematic, valid evaluation of candidates, coursework,
practica, internship, faculty, supervisors, and resources and use the resulting information to monitor
and improve program quality. A key aspect of program accountability is the assessment of the
knowledge and capabilities of school psychology candidates and of the positive impact that interns
and graduates have on services to children, youth, families, and other consumers.
Information is provided in Section V.
SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: Submit the following documentation for any assessments listed in Section II as
new or substantially changed since previous submission. Submit data on all assessments.
The key assessments listed in Section II must be documented and discussed in Section IV. Taken
as a whole, the assessments must demonstrate candidate mastery of the SPA standards. The key
assessments should be required of all candidates. Assessments and scoring guides and data charts
should be aligned with the SPA standards. This means that the concepts in the SPA standards
should be apparent in the assessments and in the scoring guides to the same depth, breadth, and
specificity as in the SPA standards. Data tables should also be aligned with the SPA standards.
The data should be presented, in general, at the same level it is collected. For example, if a rubric
collects data on 10 elements [each relating to specific SPA standard(s)], then the data chart should
report the data on each of the elements rather that reporting a cumulative score..
In the description of each assessment below, the SPA has identified potential assessments that
would be appropriate. Assessments have been organized into the following three areas to be
aligned with the elements in NCATE’s unit standard 1:
• Content knowledge (Assessments 1 and 2)
• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)
• Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from professional
knowledge. If this is the case, assessments that combine content and professional knowledge may
be considered "content knowledge" assessments for the purpose of this report.
For each assessment, the compiler should prepare one document that includes the following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one sentence may be
sufficient);
b. A description of how this assessment specifically aligns with the standards it is cited for in
Section III. Cite SPA standards by number, title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards, indicating the
specific SPA standards by number, title, and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions given to
candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each ,
however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is,
create one file for Assessment #4 that includes the two-page narrative (items a – d above), the
assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above).
Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There
is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as
possible.
1. #1 (Required)-CONTENT KNOWLEDGE: Data from state or national school psychology
credentialing exam. If your state does not require a school psychology credentialing exam, then data
for the Praxis II in School Psychology must be submitted.
In the narrative for Assessment #1, list (a) name of exam used; (b) type of score yielded from the
exam; (c) the criterion score for passing the exam set by your program, (d) if the exam is required for
the state school psychology credential; and (e) the criterion score for passing the exam set by your
state credentialing agency, if applicable. Then, in the Attachment for Assessment #1 provide
aggregated data and scores derived from the assessment for all program candidates each year for the
last three years, including the percentage of program completers each year that passed the exam.
Assessment 1: Content Knowledge
See Attachments panel below.
2. #2 (Required)-CONTENT KNOWLEDGE: Program and/or course-embedded assessment of
candidate knowledge. This might consist of a comprehensive examination, an oral or qualifying exam,
an exam embedded in one or more courses that all candidates complete, and/or grades for courses in
which content knowledge for NASP Standards 2.1-2.11 is addressed. Programs may use a
combination of program or course-embedded content assessment methods for Assessment 2. Note: In
Assessment #2, EACH one of the NASP domains, Standards 2.1-2.11, must be assessed, and
aggregated attainment data for each domain must be reported.
Provide assessment information (items 1-5) as outlined in the directions for Section IV. If a program
uses a combination of program or course-embedded content assessment methods for Assessment 2,
the program must provide assessment information (items 1-5) for EACH method.
Assessment 2: Comprehensive Exam Narrative
Assessment 2: Data Collection
Assessment 2: Scoring Tool and Rubric
See Attachments panel below.
3. #3 (Required)-PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment
of candidates during practica that shows they can effectively plan and carry out school psychological
services. Examples include data-based decision-making, cognitive/academic and social/behavioral
assessment and intervention, mental health services, and other services that demonstrate the
development of specific candidate skills necessary for the delivery of professional responsibilities.
NOTE: This assessment may consist of an assessment embedded in one more separate courses
requiring a practicum component or consist of a required component in a more general practicum
course.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
Assessment 3: Practicum Evaluation Narrative
Assessment 3: Practicum Handbook
Assessment 3: Data Collection
See Attachments panel below.
4. #4 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: INTERN EVALUATIONS BY FIELD SUPERVISORS. Assessment that
demonstrates candidates' knowledge, skills, and professional work characteristics/dispositions are
applied effectively in practice during internship. Note: In Assessment #4, EACH one of the NASP
domains, Standards 2.1-2.11, must be assessed, and aggregated attainment data for each domain
must be reported.
Provide assessment information (items 1-5) as outlined in the directions for Section IV. (Include
complete assessment instrument.)
Assessment 4: Internship Narrative
Assessment 4: Data Collection
Assessment 4: Internship Handbook 2008
Assessment 4: Internship Handbook 2010
See Attachments panel below.
5. #5 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: COMPREHENSIVE, PERFORMANCE-BASED ASSESSMENT OF
CANDIDATE ABILITIES EVALUATED BY FACULTY DURING INTERNSHIP. Assessment that
demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
Assessment 5: Comprehensive Exam Presentation Narrative
Assessment 5: Scoring Rubric and Data
See Attachments panel below.
6. #6 (Required)-EFFECTS ON STUDENT LEARNING ENVIRONMENTS AND/OR
LEARNING: Assessment that demonstrates that candidates are able to integrate domains of
knowledge and apply professional skills in delivering a comprehensive range of services evidence by
measurable positive impact on children, youth, families, and other consumers. (NASP Standard 4.3).
NOTE: You need not have a separate assessment of this area if it addressed by Assessment 5. Simply
refer to the particular assessment(s) and aggregate the relevant data (e.g., particular items or sections
of an assessment) that demonstrates that candidates are able to integrate 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.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
Assessment 6: NASP Case Studies Narrative
Assessment 6: Scoring Rubric and Data
See Attachments panel below.
7. #7 (Optional): Additional assessment that addresses NASP Domains. Examples of assessments
include comprehensive or qualifying exams, exit surveys, alumni and/or employer follow-ups, theses,
case studies, simulations, or similar measures.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
8. #8 (Optional): Additional assessment that addresses NASP Domains. Examples of assessments
include comprehensive or qualifying exams, exit surveys, alumni and/or employer follow-ups, theses,
case studies, simulations, or similar measures.
Provide assessment information (items 1-5) as outlined in the directions for Section IV.
SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM
1. Evidence must be presented in this section that assessment results have been analyzed and have
been or will be used to improve candidate performance and strengthen the program. This description
should not link improvements to individual assessments but, rather, it should summarize principal
findings from the evidence, the faculty's interpretation of those findings, and changes made in (or
planned for) the program as a result. Describe the steps program faculty has taken to use information
from assessments for improvement of both candidate performance and the program. This
information should be organized around (1) content knowledge, (2) professional and pedagogical
knowledge, skill, and dispositions, and (3) student learning. In addition, for each assessment listed in
Section II, describe why or why not the assessment has been changed since the program was
submitted previously.
(Response limited to 24,000 characters)
Content Knowledge:
Results from the six Assessments used by our program are closely examined as they become available, at
least on an annual basis. We are very pleased with the performance of our students and consequently, the
program. In particular, aggregated results from the Praxis II exam show the last three graduating cohorts to
demonstrate increasingly strong knowledge. We believe our ongoing focus on the subtests of the Praxis II
and the 11 domains of Assessment # 2 (i.e. the written comprehensive examination) provides the impetus
and direction for the primary faculty when preparing instructional materials, choosing textbooks, choosing
topics to discuss, selecting journal articles to review, etc. Strong student knowledge appears to be, at least
partly, the result of this focus.
A specific modification resulting from our focus on maintaining and improving the results for Assessment
# 1 and Assessment # 2 was a change in the plan of study that took place for candidates entering the
program in the fall of 2009. Up till that time, SPED730 Curriculum in Special Education was a required
course. Due to changes in the special education graduate program, plans were made to put the class in
moratorium necessitating that our program find or create a class with a focus on curriculum and
instructional content. Placement of that course in the plan of study had been based on the, now dated, ideas
that school psychologists worked primarily in special education and that creating a special curriculum for
individuals with mild disabilities was an important focus of service provision. Several potential courses
were available for consideration. The one we chose was READ706 Foundations of Literacy. This course
will provide our students with broad preparation regarding the number one academic skill referral to school
psychologists. It also provides better preparation for Domain 2.3 – Effective Instruction and Development
of Cognitive/Academic Skills.
Professional Knowledge and Skill:
Several years ago the plan of study included one semester of practicum (i.e. APSY725 Clinical Practicum
in School Psychology) prior to the 1200 internship. A theme running through the informal comments of
internship site supervisors has been that the school-based experience candidates brought with them was
helpful in making the transition to internship. Specifically, candidates understood school culture better,
worked more confidently with school-based teams, and could more easily generate interventions.
Considering this feedback and other information it was decided to add a second section of practicum (i.e.
APSY735 Advanced Clinical Practicum in School Psychology) to be offered in the spring of year two.
APSY725 Clinical Practicum in School Psychology was moved to the fall of year two.
This change also permitted the program to incorporate specialized placements (e.g. preschools, residential
treatment facilities, and alternative education programs) into APSY725 Clinical Practicum in School
Psychology so that candidates would have the opportunity to work with more diverse populations than if
their experience was based in a single school system.
Though not directly a part of Assessments # 3 and # 4, students often remark that they considered
internship and practicum the most beneficial aspects of their study. This provided further incentive to add a
section of practicum to the plan of study. Additionally, work is currently being done to embed field
experience into APSY615 and APSY724 for first year students. One day each week for the 15 weeks of the
semester is the goal. Candidates will be asked to assist with universal screening, classroom observations,
and completion of adaptive behavior scales. This would provide the additional school-based experience
candidates find beneficial and provide experience in areas that would facilitate knowledgeable discussion
in first year classes.
Dispositions:
Professional work characteristics are evaluated through recommendation letters and interviews at the time
of application to the program. The recommendation letter checklist is used for both (see page 24 of
Attachment C – program handbook 2008). During internship, site-supervisors complete and review with
candidates the internship evaluation form. This contains a section on professional work characteristics (see
page 18 of Section IV – Assessment # 4 internship handbook 2010). This process has been successful at
identifying and addressing professional work characteristic issues. However, it was found, at times, that
more subtle issues were not identified and addressed until later stages of the program. Last year, to remedy
this, we adopted an approach used by the counseling program at our university. This was to have a once
per semester meeting of the two primary program faculty plus one or two faculty that teach courses taken
by school psychology candidates. We discuss the professional work characteristics of each student in the
program. In the event of an issue being identified a remedial plan is developed. Generally, this begins with
the instructor addressing the issue with the student and providing assistance and options. This approach
was first initiated in the fall of 2009 and we have been very pleased with the results. It provides a number
of advantages including; earlier identification of issues, recognition of minor issues that a single faculty
may overlook, consultation with other faculty on developing a sound remedial plan, and increased
satisfaction for all parties involved.
Student Learning:
The results shown in Section IV - Assessment #6 Narrative show a large percent of student learning and
behavioral outcome to be effective (16) or very effective (62). Although there is room for improved impact
on student outcome, this reflects well upon candidate performance. Program changes intended to improve
the capacity of candidates to impact student learning and behavior include the previously described
inclusion of READ706 Foundations of Literacy as a program requirement. Improved knowledge of reading
instruction should facilitate candidate impact on student learning of this critical academic skill. Also,
beginning with the fall of 2010 RtI will become a much more substantial component of APSY625
Collaborative Consultation in Educational Settings. Three-tier models show promise of providing a
framework for the provision of effective consultation and thus improved academic and behavioral outcome
for students.
Other Program Improvement:
Edinboro has two scholarships in place for the school psychology program. Through the alumni office we
have requested that the families that established these scholarships change the pool of potential award
recipients from currently enrolled students to students just accepting admission. This change impacts
students entering the program that fall 2011. Historically, Edinboro has drawn most applicants from within
an 80 mile radius of the university. This overlaps to some extent with the applicant catchment areas of the
other universities. Our hope is that some applicants who meet the criteria for inclusion in the scholarship
pool will opt for Edinboro over another program in order to have a chance for a scholarship.
Recruitment of students into the field of school psychology represents a unique challenge. Research
completed in conjunction with one of our graduate students found that the profession of school psychology
has very limited coverage in undergraduate psychology and education texts and is infrequently discussed
by undergraduate advisors and instructors as a potential career. This study also completed a series of
university and state-wide focus groups which found that students entering school psychology programs
usually discovered the field through informal means such as relatives, friends, neighbors, etc.
In an effort to appeal directly to potential students we had one of our graduate assistants visit classes and
psychology clubs at regional universities and colleges during the fall of 2008 and spring of 2009. Utilizing
a PowerPoint presentation and providing time for Q and A, he completed an overview of the field and
presented information on our program. In the fall of 2009 we had a higher than average number of
applicants and about 40% of these learned of the program through the presentations. A full cohort for a
given year is achieved by July or August. The fall 2010 cohort was full by April. This was a first in the
history of the program. We are continuing the presentations and will monitor the impact they have on the
number of applicants and how they learned of our program.
As part of an effort to improve the integrity of our admission decisions, the literature on the use of letters
of recommendations was examined. It was found that data-based studies were limited and the small
number available noted that letters of recommendation had questionable validity and reliability. As one
author noted, letters of recommendation tell you more about who writes the letter than they do about the
applicants. Although limited, this literature guided improvement in several features of our process for
requesting letters of recommendation (see pages 23 and 24 of Attachment C – program handbook 2008).
More recently, the Educational Testing Service has offered an online evaluation service for graduate
school applicants. The Personal Potential Index (http://www.ets.org/ppi/applicants/what/) provides
improved psychometric properties and ease of interpretation. Its use will be required of applicants applying
for admission to the fall 2011 cohort (see page 4 of Attachment C – program handbook 2010).
The program coordinator has received on-going training from the NASP Program Approval Board for the
completion of reviews of school psychology programs. He has completed two reviews and is scheduled to
complete another in the fall of 2010. In addition to helping the profession, this work aims to closely
examine exemplary curricula, assessments, etc. that could be used in the Edinboro program. Also, this
work facilitates compilation of the Edinboro folio submission to NASP.
Changes to Assessments:
Only the internship evaluation instrument (assessment #4) has been changed in the past three years. The
earlier internship evaluation instrument had 21 questions grouped into the 11 domains. The instrument
used for candidates who started internship in the fall of 2009 and completed it during the spring of 2010
had 36 items grouped into the 11 domains. This change was in response to a recommendation from the
NASP Program Approval Board to include greater item specificity on the internship evaluation instrument.
The number of items was increased to reflect this.
Program faculty think the current assessments provide valuable information on candidate performance and
have used this information on a number of occasions to improve candidate knowledge, skill, and
disposition. It is also desirable to keep these assessments unchanged as they are based in part or completely
on models provided by NASP.
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
1. For Revised Reports: Describe what changes or additions have been made to address the
standards that were not met in the original submission. Provide new responses to questions and/or
new documents to verify the changes described in this section. Specific instructions for preparing a
Revised Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
For Response to Conditions Reports: Describe what changes or additions have been made to address
the conditions cited in the original recognition report. Provide new responses to questions and/or new
documents to verify the changes described in this section. Specific instructions for preparing a
Response to Conditions Report are available on the NCATE web site at
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
(Response limited to 24,000 characters.)
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