1
Student Outcomes Assessment Plan
School Psychology Program
Department of Educational Psychology & Foundations
I. Program Mission and Philosophy
The mission of the University of Northern Iowa School Psychology Program is to
prepare reflective practitioners who have the knowledge and skills to enhance the
educational and psychological wellbeing of children and adolescents. The program
focuses on data-based decision-making and strives to use data to drive both training and
practice. The UNI School Psychology Program faculty believes that effectively linking
multi-method assessment to evidence-based interventions is crucial to successful practice.
To this end, we prepare practitioners who make professional judgments that take into
consideration ethical principles; social, political, and policy contexts; and best practices
derived from research and theory. Valid and reliable professional judgments are made by
school psychologists who are committed to a process of continuous professional growth,
necessitating ongoing, critical examination of both practice and the current literature in
the field. The program strives to train practitioners who will become leaders in the
practice of school psychology and advocates for all children and families. Interrelated
didactic, seminar, and practicum training experiences are designed to facilitate students’
development of knowledge and critical thinking skills. Personal and professional
development is further promoted through participation in a learning community of
professors, other graduate students, and practitioners.
II. Program Goals and Objectives
Goal 1: To train specialist-level school psychologists who practice data-based decision
making.
Objectives:
A. Students will demonstrate an understanding of foundational principles of
research and data analysis.
B. Students will demonstrate the ability to make decisions regarding assessment
and intervention based on valid and reliable data collected from multiple sources.
C. Students will be familiar with empirically-supported assessment techniques
and interventions and be able to use technology to access these in the literature.
D. Students will be able to apply research principles to the evaluation of programs
and/or larger scale interventions.
Goal 2: To train specialist-level school psychologists who have a foundation of
knowledge in both education and psychology.
Objectives:
A. Students have a strong foundation of knowledge in psychology (including, but
not limited to, human development, biological bases of behavior, and social
2
psychology) and are able to apply these principles to their work this students,
families and school personnel.
B. Students have a strong foundation of knowledge in education (including
learning, cognition, and effective instruction) and are able to apply these
principles to their work with students, families, and school personnel.
Goal 3: To train specialist-level school psychologist who are ethical decision-makers.
Objectives:
A. Students will demonstrate an understanding of NASP’s Principles for
Professional
Ethics.
B. Students will be able to apply a problem-solving model in making ethical
decisions.
C. Students will be familiar with the benefits and challenges of practicing school
psychology in rural areas.
D. Students will develop the necessary skills to work in a rural environment (e.g.
students will have the skills to access resources using technology).
Goal 4: To train school psychologists who have expert skills as indicated by the school
psychology literature.
Objectives:
A. Students will demonstrate the knowledge and skills associated with effective
psychoeducational assessment.
B. Students will demonstrate the knowledge and skills necessary to develop,
implement, and evaluate empirically supported interventions.
C. Students will demonstrate the knowledge and skills necessary to work with
school personnel to identify and solve individual, group, and systems level
problems
D. Students will demonstrate the skills and knowledge necessary to work with
families to increase a student’s success.
Goal 5: To train specialist-level school psychologists who understand, consider, and
respect differences in gender, culture, ethnicity, language, socioeconomic status, and
sexual orientation and who will promote a safe and respectful school environment for all
individuals.
Objectives:
A. Students will demonstrate an understanding of individual differences and apply
this knowledge to decisions regarding assessment and intervention.
B. Students will develop an understanding of the social, cultural, socioeconomic,
and experiential factors that effect the development and behavior of an individual.
C. Students will have the knowledge and skills necessary to access information
about individual differences through the use of technology and consultation with
colleagues.
3
Goal 6: To train specialist-level school psychologists who engage in reflective practice.
Objectives:
A. Students will understand the importance of ongoing professional development
to maintain the knowledge and skills to effectively practice in a changing field.
B. Students will demonstrate an understanding of the field of school psychology
in terms of historical development, trends in roles and practice, and current issues.
C. Students will develop an understanding of the state and national issues that
effect the education of children and the practice of school psychology.
III. Student Outcomes and Competencies
Program outcomes and competencies are summed up by the standards of the National
Association of School Psychology (NASP). The program is a NASP-approved program.
STANDARD 1: Data-Based Decision Making and Accountability
The competent school psychologist has knowledge of varied models and methods
of assessment that yield information useful in identifying strengths and needs, in
understanding problems, and in measuring progress to collect data and other information,
translate assessment results into empirically-based decisions about service delivery, and
evaluate the outcomes of services. Databased decision-making permeates every aspect of
professional practice.
STANDARD 2: Consultation and Collaboration
The competent school psychologist has knowledge of behavioral, mental health,
collaborative, and/or other consultation models and methods and of their applications to
particular situations. The competent school psychologist collaborates effectively with
others in planning and decision-making processes at the individual, group, and system
level.
STANDARD 3: Learning and Instruction
The competent school psychologist has knowledge of human learning processes,
techniques to assess these processes and of direct and indirect services, including
instructional interventions and consultation, applicable to the development of cognitive
and academic skills. The competent school psychologist, in collaboration with others,
develops appropriate cognitive and academic goals for students with different abilities,
disabilities, strengths, and needs; implements interventions to achieve those goals; and
evaluates the effectiveness of the implemented interventions.
STANDARD 4: Socialization and Development of Life Skills
The competent school psychologist has knowledge of human developmental
processes and techniques to assess these processes, and direct and indirect services,
including consultation, behavioral assessment/intervention, and counseling, applicable to
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the development of academic, behavioral, affective, adaptive, social, and career goals.
The competent school psychologist, in collaboration with others, develops appropriate
behavioral, affective, adaptive, social, and career goals for students of varying abilities,
disabilities, strengths, and needs; implements interventions to achieve those goals; and
evaluates the effectiveness of interventions. Such interventions include, but are not
limited to, consultation, behavioral assessment/intervention, and counseling.
STANDARD 5: Student Diversity in Development and Learning
The competent school psychologist understands individual differences, abilities,
and disabilities and the potential influence of biological, social, cultural, ethnic,
experiential, socioeconomic, genderrelated and linguistic factors in development,
learning, and communication skills. The competent school psychologist demonstrates
sensitivity and other skills needed to work with individuals of diverse characteristics and
to implement strategies selected and/or adapted based on individual characteristics,
strengths, and needs.
STANDARD 6: School and Systems Organization, Policy Development, and Climate
The competent school psychologist has knowledge of general education, special
education, and other educational and related services. The competent school psychologist
understands schools and other settings as systems. The competent school psychologist
works with individuals and groups to facilitate policies and practices that create and
maintain safe, caring, supportive, and effective learning environments for children and
others.
STANDARD 7: Prevention, Crisis Intervention, and Mental Health
The competent school psychologist has knowledge of human development and
psychopathology and of associated biological, cultural, and social influences on human
behavior. The competent school psychologist provides or contributes to prevention and
intervention programs that promote the mental health and physical well-being of students.
STANDARD 8: Home/School/Community Collaborations
The competent school psychologist has knowledge of diverse family systems
(e.g., single parent, foster parents, bi-racial parents, sexual orientation of parents), and
understands influences on student development, learning, and behavior. Further, the
competent school psychologist has knowledge of methods to involve families in
education and service delivery. The competent school psychologist works effectively
with families, educators, and others in the community to promote and provide
comprehensive services to children and families.
STANDARD 9: Research and Program Evaluation
The competent school psychologist has knowledge of research, statistics, and
evaluation methods; evaluates research; translates research into practice; and understands
research design and statistics in sufficient depth to plan and conduct investigations and
program evaluations leading to the improvement of services.
STANDARD 10: School Psychology Practice and Development
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The competent school psychologist has knowledge of the history and foundations
of the 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. The competent school psychologist practices in ways that are consistent with
applicable standards, is involved in the profession, and has the knowledge and skills
needed to acquire career-long professional development.
STANDARD 11: Technology Standards
The competent school psychologist has knowledge of relevant information
sources and technology; and accesses, evaluates, and uses information sources and
technology in ways that safeguard or enhance the quality of services.
6
UNI School Psychology Program Goals and Objectives and NASP Domains of School
Psychology Training and Practice
UNI School Psychology Program Goal/Objective
NASP Domain
1
2
3
4
5
6
7
8
9
10
11
Goal 1: To train specialist-level school psychologists who
practice data-based decision-making
A.
Students will demonstrate an understanding of
foundational principles of research and data analysis.
X
B.
Students will demonstrate the ability to make decisions
regarding assessment and intervention based on valid
and reliable data collected from multiple sources.
X
C.
Students will be familiar with empirically-supported
assessment techniques and interventions and be able to
use technology to access these in the literature.
X
D. Students will be able to apply research principles to the
evaluation of programs and/or larger scale interventions.
X
X
X
X
X
X
X
X
X
X
X
X
Goal 2: To train specialist-level school psychologists who
have a foundation of knowledge in both education and
psychology
A. Students have a strong foundation of knowledge in
psychology (including, but not limited to, human
development, biological bases of behavior, and social
psychology) and are able to apply these principles to
their work with students, families, and school
personnel
X
X
X
X
B. Students have a strong foundation of knowledge in
education (including learning, cognition, and effective
instruction) and are able to apply these principles to their
work with students, families, and school personnel.
X
X
X
X
X
Goal 3: To train specialist-level school psychologists who
are ethical decision-makers.
A. Students will demonstrate an understanding of NASP’s
Principles for Professional Ethics.
B. Students will be able to apply a problem-solving model
in making ethical decisions.
X
X
X
C. Students will be familiar with the benefits and
challenges of practicing school psychology in rural
areas.
D. Students will develop the necessary skills to work in a
rural environment (e.g. students will have the skills to
access resources using technology)
X
X
X
X
7
UNI School Psychology Program Goal/Objective
NASP Domain
1
2
3
4
5
X
X
X
X
X
6
7
8
9
10
11
Goal 4: To train school psychologists who have expert skills
as indicated by the school psychology literature and the
standards established by the professional organizations that
represent the field.
A. Students will demonstrate the knowledge and skills
associated with effective psychoeducational
assessment.
X
B. Students will demonstrate the knowledge and skills
necessary to develop, implement, and evaluate
empirically supported interventions.
X
C. Students will demonstrate the knowledge and skills
necessary to work with school personnel to identify
and solve individual, group, and systems level
problems.
X
X
D. Students will demonstrate the skills and knowledge
necessary to work with families to increase a student’s
success.
X
X
X
X
X
X
X
X
X
X
X
X
X
Goal 5: To train specialist-level school psychologists who
understand, consider, and respect differences in gender,
culture, ethnicity, language, socioeconomic status, and sexual
orientation and who will promote a safe and respectful
school environment for all individuals.
A. Students will demonstrate an understanding of
individual differences and apply this knowledge to
decisions regarding assessment and intervention.
X
X
B. Students will develop an understanding of the social,
cultural, socioeconomic, and experiential factors that
affect the development and behavior of an individual.
C. Students will have the knowledge and skills necessary to
access information about individual differences through the
use of technology and consultation with colleagues.
X
X
X
X
Goal 6: To train specialist-level school psychologists who
engage in reflective practice.
A. Students will understand the importance of ongoing
professional development to maintain the knowledge
and skills to effective practice in a changing field.
X
X
B. Students will demonstrate an understanding of the field
of school psychology in terms of historical
development, trends in roles and practice, and current
issues.
X
X
C. Students will develop an understanding of the state and
national issues that affect the education of children and the
practice of school psychology.
X
X
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Assessment Methods and Frequency
The School Psychology Program’s Outcomes Assessment Plan was substantially revised
in 2004 to reflect changes in program requirements and NASP approval standards. The
assessment plan uses a number of procedures to evaluate and improve the quality of the
program. Specific evaluation processes are tied directly to NASP domains. Multiple
methods of assessment by multiple sources occur at different points in the program.
Classroom assessments occur on an ongoing basis and major “checkpoints” exist after
each academic year. Formative evaluation occurs through course requirements and
feedback, as well as annual reviews of portfolios, practicum evaluations, and research
progress. The Notification of Concern also functions as formative feedback. Internship
evaluations and comprehensive case study evaluations provide summative feedback on
the extent to which students are able to integrate domains of knowledge and apply
professional skills in order to positively impact children, youth, and families.
Practicum and Internship evaluations, which are tied directly to NASP Domains, are
completed by supervisors each semester. Practicum and internship evaluations
specifically address professional work characteristics. Students also complete selfevaluations of their competencies using the NASP domains.
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School Psychology Program Data Collection and Accountability Plan (implemented fall
2004)
___________________________________________________________________
Admissions
Data
maintained
on
electronic
system
 GRE
scores
 Undergrad
cum GPA







Data
maintained
on other
systems
(Excel;
paper
portfolios,
anecdotal
records)
 Interview
applications
who decline
admission
 Maintain
database on
applicants
admitted/
not
admitted






Matriculation to
Ed.S.
GPA>/= 3.0
Y/N
Completion of
required
coursework
Y/N Unresolved
notification of
concern
Pass MAE
paper (grade for
200:299 sec 01)
Practicum I
evaluation
Practicum II
evaluation
Y/N Complete
Portfolio
Student
Portfolios
Practicum
evaluations (on
electronic
system)
Self-evaluation
of NASP
domains
Self-evaluation
and goal setting
Writing sample
Practicum logs






Recommendation to
Internship
GPA >/= 3.00
Y/N Completion of
required
coursework
Y/N Unresolved
notification of
concern forms
Practicum III
evaluation
Practicum IV
evaluation
Y/N Complete
Portfolio
Recommendation
to Licensure
 Praxis II
score
 Thesis
defended and
approved
(grade for
200:299)
 Y/N Pass
Comprehensi
ve Case study
 Internship
Evaluations
PostGraduation
Alumni
survey








Student
Portfolios
Practicum
evaluations
Self-evaluation
of NASP
domains
Self-evaluation
and goal setting
Writing sample
Practicum logs

Selfevaluation of
NASP
domains
Internship
logs


Employer
survey
(future)
Focus
groups
with state
leaders
Feedback
from
faculty
There are “checkpoints” at four different phases in the program and a set of data
that is collected post-matriculation. At admission, GRE scores and grade point average
are used to track the quality of students admitted. Although the program uses a holistic
process to consider candidates, these data are collected on an ongoing basis. Program
faculty also interview applicants who are offered positions in the program and choose not
to accept. The second checkpoint follows completion of the MAE degree. At that time,
student progress is evaluated on the basis of GPA, and successful completion of required
coursework, the MAE research paper, and practicum experiences. Each student submits a
portfolio containing work samples, practicum logs, and a self evaluation to his or her
advisor, who then meets with the student to evaluate progress and plan for the next year.
Beginning with the second checkpoint at the end of the MAE year, files are checked for
any unresolved Notification of Concern issues. A student cannot progress beyond the
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checkpoint until the concern is satisfactorily resolved. The third checkpoint occurs when
the student requests a recommendation for conditional licensure in order to enter an
internship, when updated information is collected and reviewed for all areas assessed at
completion of the MAE. The final checkpoint is at the time of graduation from the
program. Internship evaluations, comprehensive examinations, Praxis II scores, and
internship logs provide the culminating assessment of student knowledge and skills. In
addition to formative data and checkpoint data, the program faculty collect periodic
information from program alumni, state school psychology and special education leaders,
and program faculty.
1. Grade Point Average- Students must maintain a grade point average equivalent to
or above 3.0 on a 4.0 scale. Grades are monitored on an ongoing basis, but formal
checkpoints occur at the end of each academic year.

GPA is used in aggregate form to monitor cohort progress in each area
2. Completion of Coursework- Students complete degree plans for the Graduate
College for both the MAE and Ed.S. degrees. Students and advisors monitor the
completion of coursework and formal checks occur prior to end of each academic
year.
3. Notification of Concern- A Notification of Concern is the formal documentation
of a concern regarding academic or professional behavior. Please see Appendix
X for the Notification of Concern form. This form provides written
documentation of a meeting regarding the behavior of concern and the plan
developed to mediate the concern. A Notification of Concern must be resolved
before a student is allowed matriculate to the next stage in the program.

Program faculty will monitor issues documented in Notification of
Concern to determine if specific behaviors need to be addressed with the
cohort as a whole or whether curriculum or instruction need to be
modified.
4. MAE Paper- Students must have received a satisfactory grade on their MAE
paper. Please see MAE paper requirements in Appendix M.

Progress on MAE papers are used to monitor writing skills, knowledge
and skill related to research, organizational skills, and professionalism.
5. Practicum Evaluations- Students are evaluated by field supervisors in Practicum
II, III, and IV. Practicum I is evaluated by the instructor due to the number of
different field supervisors involved. The Practicum Evaluation is tied directly to
the NASP domains with the appropriate skills identified for each practicum. The
evaluation is developmental in that additional competencies are added at each
practicum level. This evaluation process allows progress on specific skills to be
monitored across semesters. Students must make satisfactory progress on the
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competencies to be advanced to the next level. Unsatisfactory progress will be
discussed with a student as soon as areas of concern are discovered and may result
in a Notification of Concern Practicum evaluations are used to monitor student
preparation and progress in the domains. Evaluations also provide an overview of
the specific experiences that students are gaining in the field.
6. Portfolio- Students maintain a portfolio of artifacts documenting their progress
in the program. The artifacts will have been previously evaluated by faculty as
either a part of classroom assessment or as another checkpoint in the program.
The portfolio gives students an opportunity to reflect on their experience in the
program as a whole and to present their self-evaluation to program faculty.
7. Practicum/Internship Logs- Students are required to keep basic data on their
practicum and internship activities. Data kept includes the specific activity and
basic demographics of the student (age, gender, and race/ethnicity).

Logs are used by university faculty to monitor the range of training
experiences of each student and the whole program.
8. Self Evaluation Using NASP Domains- At the completion of each academic year,
students will be required to write a brief self-evaluation of their progress
regarding NASP competencies. Students will reflect on their overall progress and
develop goals for the following year. Self-evaluations are used to monitor student
progress and areas of strength or weakness in the program. Evaluations will be
used to assist students in setting goals for the following semester.

Self-evaluations will be used by the program to determine areas of
strength and weakness in the classroom and in the field.
9. Ed.S. Thesis Defense- Students must have received a satisfactory grade on their
Ed.S. thesis. Please see Research Manual, Appendix M for details regarding
thesis expectations and grading.

Progress on Ed.S. theses are used to monitor writing skills, knowledge and
skill related to research, organizational skills, and professionalism.
10. Praxis II Score- Beginning 2004, all students are required to take the Praxis II
School Psychology exam and have a formal report sent to the program.

Scores will be used to monitor strengths and weaknesses in specific
content areas relative to other professionals taking the exam.
11. Comprehensive Case Study- Students must pass an oral comprehensive
examination that involves a comprehensive case study. Students submit a written
document prior to the oral examination. Students present their case and respond
to questions from two program faculty. The evaluation form for this case study
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was developed based on NASP domains. Each student is evaluated by at least
two school psychology committee members. The committee members evaluate a
mock case before the presentations and discuss any discrepancies in scoring.
When actual case presentations are evaluated, ratings of more than one point
difference on any item are resolved by discussion. Students who do not
successfully complete this examination have the opportunity to remediate their
skill or knowledge deficits. Students will not be “promoted” to the next phase of
the program without successful remediation.

Data from the comprehensive case study is used to determine strengths
and weaknesses in coursework and field experiences. Specific areas of
weakness that occur with more than one student are discussed by the
School Psychology Committee.
12. Internship Evaluations- Internship Evaluations are completed twice during the
internship year. The Internship Evaluation is the same as the final practicum
evaluation.

Internship Evaluations are used to determine strengths and weaknesses in
training. At the present time, the university internship supervisor meets
individually with each field supervisor regarding use of the evaluation
instrument. Faculty plan to offer training for supervisors, preferably at the
state school psychology conference, to assist in a more reliable and valid
use of the scale.
13. Alumni Survey- Recent alumni will be surveyed periodically and data will be
used to make program decisions. Although alumni have not been surveyed in the
past, ongoing contact with many former students is typical as they often serve as
field supervisors and/or on the advisory board. The survey examines training
experiences directly linked to the domains and specific needs based on practice
Iowa.
14. Employer Survey-At the present time, employers are informally surveyed about
intern and graduate strengths and weaknesses at the time of the internship
evaluations. These informal interviews have been helpful in identifying areas in
which the program needs to be improved. A more formal written survey for
employers that addresses general program strengths and weaknesses will be
developed and implemented Spring 2008.
15. Focus Groups with State Leadership-School psychology supervisors from the
Area Education Agencies (AEA) and the state school psychology consultant meet
several times each year. University of Northern Iowa school psychology program
representatives are usually invited to these meetings. The school psychology
program has requested time during a meeting in the 2004-2005 academic year to
discuss AEA needs and program strengths and weaknesses.
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16. Feedback from Faculty- Faculty that currently teach program courses are asked
for informal feedback of the students.
Use of Evaluation Data for Program Improvement
Evaluation data are used to assess program effectiveness during regularly
scheduled School Psychology Committee meetings. The School Psychology Committee
addresses issues regarding the program and individual students. The data used to
evaluate individual students, such as practicum evaluations, internship evaluations,
comprehensive case study evaluations, and performance in courses, are used in aggregate
form to assess program functioning and effectiveness. In cases of concern, individual
data is used to look at specific program issues and policies. These data are discussed by
the School Psychology Committee on an as needed basis. In addition, the program has
collected data when questions need to be answered. For example, during the fall of 2003,
concerns about student motivation and performance were raised. As a result, focus
groups were conducted with students and the results were used to address immediate
concerns and to plan for long term improvement.
The School Psychology Committee meets formally on a monthly basis to discuss
program issues. These meetings have a semi-formal structure and follow an agenda that
is distributed to all members prior to the meeting. Minutes are recorded and distributed
to all members and kept as a part of the program files. Typically, all seven members are
present and decisions are often made by either vote or consensus. In addition to decisions
made about the school psychology program, individual student issues may be discussed
and decisions about an individual may be made by the committee.
The program faculty worked with the College of Education Assessment Director
to develop an electronic version of the “checkpoints” in the program for each individual
student. This database allows faculty to track individual students and to examine
aggregate data. Again, these data are reviewed on a regular basis to make decisions
regarding the functioning of the program. Each student has access to his or her own data
file.
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Student Outcomes Assessment by NASP Domain
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.
Addressed:
The program follows the scientist-practitioner model and trains students in the Iowa
Model of service delivery, and therefore data-based decision making is emphasized
throughout the coursework and practica experiences. Students are taught to base service
delivery decisions on data collected for each individual student, and they are taught to
evaluate the effectiveness of interventions with ongoing progress-monitoring data.
Students are taught these skills in assessment courses such as Individual Intellectual
Assessment, Psychodiagnostics, Advanced Psychodiagnostics, and Advanced
Assessment and Evaluation of Literacy Development (see Course Syllabi in Appendix
H). In addition, the use of data to determine and evaluate interventions is taught in
Psychological Consultation in the Schools, Intervention in Natural Environments and
Counseling Children and Adolescents. These skills are practiced through supervised
experience in the practica and the internship experience.
Students are taught to read, understand and use research to inform their decision-making.
Students take Measurement and Statistics and Educational Research to develop their
ability to conduct and interpret educational research. During their MAE year, students
complete a literature review on a chosen topic and develop a research proposal for a
project to be completed during their Ed.S. year (see Appendix M for Research Guidelines
and Appendix A for Student Handbook). During the Ed.S year, the independent research
project is completed and defended. In addition, literature reviews and papers or
presentations on particular topics are required for several courses, including Introduction
to School Psychology, Foundations of Instruction, Individual Intellectual Assessment,
Learning and Behavioral Problems in Education, Advanced Psychodiagnostics,
Counseling Children and Adolescents, and Interventions in Natural Environments.
Practica and internship experiences require students to practice and demonstrate databased decision making and the translation of assessment results into empirically-based
decisions. In the Iowa service model students must evaluate the outcomes of
interventions. The culminating experience in data-based decision making is the
comprehensive case study which combines all aspects of data-based decision making.
Descriptions of competencies and evaluations may be found in the Internship Manual
Internship Evaluation Forms, Practicum Syllabi and Evaluation Forms and the
Comprehensive Case Study Evaluation materials
15
Assessed:
The courses listed above include multiple written products (examinations, work products,
other assignments), videotaped assessment administrations, and oral presentations. The
MAE paper and Ed.S. thesis are completed under supervision and approved by a
committee of faculty. Data-based decision making skills are also assessed through a
comprehensive case presentation that takes place towards the end of the internship year
(see Comprehensive Case Evaluation Form). The formal evaluations of the final
practicum and internship that are completed by field supervisors also include a section on
data-based decision making (see syllabus for Practicum in Education and Psychology and
Internship Evaluation Form).
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.
Addressed:
Because UNI students are being trained in the Iowa Model of service delivery,
consultation permeates coursework and applied experiences. Although Psychological
Consultation in the Schools is the primary foundational course for these skills,
consultation, collaboration and communication objectives are also found in numerous
other courses and field experiences, including Individual Intellectual Assessment,
Interventions in Natural Environments, Advanced Assessment and Evaluation of Literacy
Development, Introduction to School Psychology, Counseling Children and Adolescents,
and Learning and Behavior Problems in Education (see syllabi in Appendix H). The
consultation course includes role plays, simulated consultation cases and written
examinations. In Practicum III, students complete a supervised consultation case in the
field and must demonstrate competency in monitoring the progress of consultation-based
interventions. Consultation training continues in practica and internship experiences as
this process is embedded in the Iowa entitlement model (see Internship Log Samples in
Appendix L and Psychological Consultation in the Schools syllabus in Appendix H)
Assessed:
The Psychological Consultation in the Schools course uses written examination, a
simulated consultation case, and reflection papers to determine competency and letter
grade. Other courses monitor progress and competency development through assessment
reports, examinations involving case scenarios and class presentations. Practica and
internship are formally evaluated by field supervisors. Class time associated with the
practicum also includes case presentations and ongoing discussions of consultation
issues. Consultation and collaboration are key components of the evaluation of
comprehensive case presentations.
16
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. Such interventions include,
but are not limited to, instructional interventions and consultation.
Addressed: Foundational knowledge and skills in instruction and cognitive/academic
skills are obtained through Foundations of Instruction. Knowledge and skills are further
developed in Advanced Assessment and Evaluation of Literacy Development. This
literacy course focused on assessment of academic skills includes identification of
individual and group interventions that are effective with students experiencing difficulty
in reading, written language, and other academic areas. Students are also exposed to
academic interventions in Interventions in Natural Environments and skills related to
data-based decision-making are further practiced. Interventions in Natural Environments
also focuses on increasing the ability to focus on identifying individual and
environmental factors that affect interventions. Students apply knowledge of the design
and implementation of appropriate interventions for achieving academic, social, and
behavioral goals. Knowledge and skills are further honed during practica and internship
experiences. The reader should refer to Course Syllabi in Appendix H and to the
Domains Table in Appendix Q for details about course objectives and activities.
Assessed:
Classroom assessment for Foundations of Instruction includes a research paper, an oral
presentation with PowerPoint, and weekly presentations. Other courses evaluate progress
through the completion of a comprehensive assessment, classroom observation, reflection
paper, examinations, case scenarios, and a presentation of an interventions case. In
addition, effective instruction and development of cognitive/ academic skills are assessed
through practicum and internship evaluations and the comprehensive case study.
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.
Addressed:
Students gain foundational knowledge in human development and skill acquisition in
several courses including Interventions in Natural Environments, Social Psychology,
Learning and Behavior Problems in Education, and Risk and Resilience. The
development of skills related to assessment, goal development, intervention planning,
17
implementation and progress monitoring occur in Advanced Psychodiagnostics,
Interventions in Natural Environments, and Counseling Children and Adolescents.
Advanced Psychodiagnostics provides further knowledge and skills related to the
assessment of environmental factors as they relate to current functioning and
intervention, functional behavioral assessment, progress monitoring, and assessment
using multiple methods and sources. The counseling course includes learning to
conceptualize child/adolescent problems from a developmental perspective as well as
cultural and systems perspectives. Students learn to identify characteristics of typical
development and more serious social/emotional issues in children and adolescents.
Additional skill acquisition occurs through practica and internship.
Assessed:
Foundational knowledge is assessed through class presentations, examinations, and
research papers. Advanced Psychodiagnostics includes case scenarios, psychosocial
assessment and written reports. The counseling course includes a child interview and
written report, counseling skill checklist, videotaped counseling sessions evaluation, and
a presentation on a childhood disorder. Student knowledge and skills related to
socialization and development of life skills are also assessed through practicum and
internship evaluations and the comprehensive case study.
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.
Addressed:
Skills and knowledge regarding diversity are included in multiple courses throughout the
program (e.g. Individual Intellectual Assessment, Psychodiagnostics, Advanced
Psychodiagnostics, Advanced Assessment and Evaluation of Literacy Development,
Introduction to School Psychology, Psychological Consultation in the Schools,
Interventions in Natural Environments, Learning and Behavior Problems in Education,
Risk and Resilience, Social Psychology, Counseling Children and Adolescents).
Multiple courses focus on developing sensitivity to the effects of age, gender, ethnicity,
personal characteristics, and life circumstances in assessment, intervention development,
and interactions with students, families, and school personnel (e.g. Advanced
Psychodiagnostics, Psychodiagnostics, Introduction to School Psychology, Interventions
in Natural Environments, etc.). Other foundational coursework covers topics related to
gender and culture, prejudice, group polarization, and belonging to different groups
(Social Psychology) and identifying and understanding the potential influences of
biological, social, cultural, ethnic, socioeconomic, linguistic and other factors as they
relate to child development and learning (Risk and Resilience; Individual Intellectual
Assessment). Risk and Resilience also focuses on methods of increasing factors related to
resiliency and decreasing risk factors with a focus on early identification. Practicum
18
experiences are required for all students in schools that serve an ethnically and
socioeconomically diverse population. Biological bases of behavior are addressed in
several courses. The issue of heritability and environment in intelligence is addressed in
Individual Intellectual Assessment. Risk and Resilience requires students to become
familiar with the potential influences of biological factors in child development and
learning. Learning and Behavior Problems in Educations requires that students become
aware of the physiological and neurological bases of learning disabilities. In addition,
practica and internships require that students demonstrate an understanding of the
potential influence of biological factors in the assessment and intervention process.
Assessed:
Examinations, a media analysis project, research paper, and class participation are used to
assess progress in Social Psychology. Midterm and final examinations are used to
monitor knowledge obtainment in Risk and Resilience. Other coursework uses reflection
papers, case presentations, test critiques, assessment reports, videotape observations of
counseling skills, counseling skills checklist, and examinations to evaluate skill and
knowledge attainment. Knowledge and skills in this area are also assessed through
evaluations of practica and internships. This area is also specifically assessed in the
comprehensive case examination evaluations.
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.
Addressed:
Students obtain foundational knowledge regarding general education and special
education services through a number of courses. Special Education Law and Policy
provides significant foundational knowledge regarding the delivery of special education
services and the laws governing these services. Students learn regulations and current
judicial interpretation on topics including discipline of students with disabilities;
Extended School Year Special Education; services to students with disabilities in private
schools; methodology issues, eligibility and evaluation of students with disabilities;
Section 504; related services and assistive technology for students with disabilities; and
transition plans/graduation requirements for students with disabilities. Learning and
Behavior Problems in Education provides an opportunity for students to develop an
understanding of the political, social, and economic forces associated with the
identification and services for persons identified with learning or behavioral disabilities.
The Introduction to School Psychology addresses the varied roles of the school
psychologist and models for service delivery in educational settings. Students in this
course are required to spend 60 hours in the schools and ongoing discussion regarding
school environment and climate occur. Factors associated with schools that foster
resilience are addressed in Risk and Resilience. A course focused on systems
19
consultation was developed and has been offered during the spring of 2005. This course
focuses on schools as organizations, policy development, and systems change.
Students gain practical experience in the schools fall and spring semesters of both years
of coursework and during their internship year. The new practicum sequence was
developed to allow students exposure to multiple school settings and to allow students to
increase their service delivery at a developmentally appropriate rate. These practicum
experiences all involve a class component allowing students to process their experiences
with university faculty and to increase their knowledge of school environment and
climate through appropriate readings and discussion. School policy and climate, and
schools as organizations are specifically considered in the comprehensive case study.
Assessed:
Classroom assessments consist of examinations, case scenarios, class presentations, and a
web resource project. Practicum and internship performance is assessed through site
supervisor evaluations and comprehensive case studies are evaluated by faculty.
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.
Addressed:
Students gain foundational knowledge regarding child/adolescent mental health issues
and diagnoses through the Advanced Psychodiagnostics course and the Counseling of
Children and Adolescents course. Advanced Psychodiagnostics provides an overview of
disorders first diagnosed in childhood and adolescence as well as substance use and abuse
diagnoses. The counseling course provides knowledge on identifying characteristics of
typical developmental problems as well as more serious problems. The Interventions in
Natural Environments course provides knowledge of prevention strategies at the
individual, class, school, and systems level, as well as developing familiarity with school
crises plans and the school psychologist’s role when a crisis occurs. The Risk and
Resiliency course allows students to apply their knowledge of risk and resiliency factors
to the identification of behaviors that are precursors to academic, behavioral, and serious
personal difficulties. As a part of this course, students also identify prevention and
intervention programs that have been effective in increasing protective factors and
decreasing risk factors.
Assessed:
Classroom assessment includes examinations, class presentations, counseling skills
development checklist, and classroom presentations of childhood disorders. Prevention,
crisis intervention, and interventions that promote mental health are skills that are also
assessed in practica, internship, and the comprehensive case presentation.
20
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.
Addressed:
Because students are trained to provide services using the Iowa Model, collaboration with
families, school personnel, and other service providers is addressed in multiple courses as
well as practica and internship experiences. Communication with families and educators
is emphasized in several courses including Advanced Assessment and Evaluation of
Literacy Development, Psychodiagnostics, Advanced Psychodiagnostics, Interventions in
Natural Environments, and Risk and Resilience. Practica and internship experiences
provide an opportunity for students to work with families, educators, and community
resources, in an incremental sequence.
Assessed:
Classroom assessment includes case scenarios, examinations, comprehensive assessment,
and a meeting simulation. Knowledge and skills in this area are also assessed through
practicum and internship evaluations and the comprehensive case study.
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.
Addressed:
Students gain foundational research and data analysis skills in a two-course sequence
(Educational Research and Measurement and Statistics). In addition, students are
required to access and evaluate the quality of research in courses throughout the program.
Students also complete an individually conducted research project that begins with a
literature review and a research proposal during their first year. The project is completed
and defended during the second year of coursework.
Assessed:
Classroom assessment includes assignments, examinations, article critique, and research
papers. The MAE paper and Ed.S. project are defended by the student and graded by the
student’s committee.
21
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.
Addressed:
Students gain knowledge regarding the history and foundations of school psychology
during their first semester in the Introduction to School Psychology course. This course
addresses the history of the profession, current trends effecting service delivery and the
role of school psychologists, and major issues related to the practice of school
psychology. Students also gain knowledge regarding the legal standards related to
education and the provision of services to students entitled to special education services
in Special Education Law and Policy. As noted above under Domain 2.6, Special
Education Law and Policy provides significant foundational knowledge regarding the
delivery of special education services and the laws governing these services. Students
learn regulations and current judicial interpretation concerning discipline of students with
disabilities; Extended School Year Special Education; services to students with
disabilities in private schools; methodology issues, eligibility and evaluation of students
with disabilities; Section 504; related services and assistive technology for students with
disabilities; and transition plans/graduation requirements for students with disabilities.
A discussion of ethical standards permeates the coursework beginning in the Introduction
to School Psychology course and continuing through the completion of the internship
experience (e.g. MAE Practicum, Counseling Children and Adolescents, Advanced
Assessment and Evaluation of Literacy Development, Special Education Law and Policy,
Individual Intellectual Assessment, etc.). The introductory course also addresses the
resources and need for ongoing professional development in the areas of research and
laws regarding service provision. All students in the introductory course are required to
join and regularly access the NASP list serve. In addition, all students join the Iowa
School Psychology Association and receive funding from the department to attend the
annual meeting.
Assessed:
Classroom assessment includes written work including reflection papers, examinations,
research papers, position and policy papers, assessment reports, and case presentations.
Professional and ethical behaviors are evaluated during practica and internship
experiences and are an important consideration in evaluation of the comprehensive case
study.
22
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.
Addressed:
Virtually all courses require students to access literature in the field. Students access
many of these resources using the electronic database provided by the university library.
In addition, students are required to access information through the NASP website and to
participate on a NASP listserv. Presentations in various classes typically involve the use
of PowerPoint and/or other presentation software. Students are also required to complete
data analysis using SPSS software. Students are required to locate, evaluate and use
information using available technology and they also develop a web resource project.
Comprehensive case evaluation involves formal presentation and graphical representation
of case data.
Assessed:
Classroom evaluation includes graded assignments, presentations, and web project. Use
of information technology is also evaluated in practica, the internship, and the
comprehensive case study.
23
Appendix A
Assessment Instruments
24
Appendix B
Domains of School Psychology Training and Practice
Evidence from Selected Course Objectives
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.
Course Number
200:140g
200:176g
200:214
200:232
200:240
200:280
200:289
200:290 (sections 01,
02, 03, 04)
220:260
230:238
250:205
250:281
250:282
250:283
250:284
290:254
Course Title
Social Psychology
Learning and Behavioral Problems in Education
Foundations of Instruction
Risk and resilience
Introduction to School Psychology
Psychological Consultation in the Schools
Interventions in Natural Environments
Practicum in Education and Psychology
Special Education Law and Policy
Advanced Assessment and Evaluation of Literacy Development
Educational Research
Measurement and Statistics
Individual Intellectual Assessment
Psychodiagnostics
Advanced Psychodiagnostics
Counseling Children and Adolescents
25
Domain
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.
Addressed
Assessed
250:282 Objectives
 Students are able to select appropriate assessment
instruments for infants, children, and adults.
 The student will demonstrate the ability to correctly
administer at least three of the most frequently used
individual intelligence tests.
 The student will demonstrate the ability to integrate
information from intelligence tests into written and
verbal reports. It is intended that students be able
to appropriately interpret information from
intelligence tests and integrate that information
with other assessment results.
 The student will be able to use assessment
information to make decisions about appropriate
interventions and about student eligibility for
services.
250:282 Assessment
Test logs, review of protocols
assessment reports;
Direct observation
Evaluation of video-taped test administration
250:281 Objectives
 Students conduct statistical analysis, including
descriptive and inferential statistics, can interpret
the results of statistical analyses (useful for
program evaluation, evaluating effectiveness of
classroom, building, and system initiatives, and
enabling students to assist with questions
concerning results of system-wide assessment for
accountability.
 Students can use statistical software to organize
and present data effectively
250:281 Assessment
Weekly activities, including simulations and
applications to “real” school data;
Examinations
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of data-base decision-making and
accountability, including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives
26









Translates assessment results into empiricallybased decisions about service delivery.
Moves logically from the conclusions reached as a
result of evaluation to the choice of intervention(s).
Clearly identifies the nature of the referral problem
and the purpose of
the assessment.
Uses appropriate assessment procedures and is
sensitive to sources of bias when selecting,
administering, and interpreting tests.
Appropriately administers and scores tests.
Analyzes and interprets test results in a meaningful
and thorough fashion.
Presents assessment information to parents and
teachers in an understandable and concise manner.
Considers all alternatives and implications before
making recommendations for a child’s entitlement
to special education.
Integrates assessment information into a useful and
readable report
230:238 Objectives:
Students successfully completing this course should be
able to:
 Evaluate observational and measures-oriented
assessment of reading and writing.
 Select, administer, and interpret appropriate
reading and writing assessments in light of recent
research on language learning and with an
overarching focus on meeting the individual needs
of the students
 Communicate evaluation outcomes in a clear and
well-organized manner in both written and oral
form.
 Link assessment results to instructional plan for
individual students.
 Connect assessment data and instructional plans to
230:238 Assessment
Review five articles related to one of the five areas of
reading instruction reported in the National Reading
Panel as taken from scientifically-based research and
believed to be the basis for quality instruction. These
areas are phonemic awareness, phonics, fluency,
vocabulary and text comprehension. The review is to
include a comparison of the findings reported in the
articles with recommendations made by the NRP as
presented in the resources distributed by NIFL.
Administer a battery of individual reading
and writing assessments to a struggling
reader/writer in grades 3 or higher.
Administer early literacy assessments to a child at the
27

current recommendations by professional
organizations (CIERA, IRA) and current legislation
(NRP, NCLB)
Discuss the ethical, educational, and statistical
issues related to assessment practices
emergent level.
Create a learner assessment profile of the struggling
reader/writer . Provide interpretation of assessment
results, based on sound theoretical underpinnings
derived from recent research on literacy and the
assessment of literacy. Link assessment results to
individual student’s educational needs in the form of
recommended instructional strategies.
Midterm and final examinations involving case
scenarios; Students must analyze and evaluate data on a
struggling reader/writer.
250:284 Objectives
 Students will learn to administer and interpret the
Behavior Assessment System for Children
(BASC).

Students will become skilled at using a test manual
to learn to administer and interpret new tests

Students will understand the measurement factors
involved in selecting appropriate assessment tools

Students will develop an understanding of the
importance of assessing a child’s behavior in
multiple settings and integrating information from
multiple sources in order to draw conclusions
regarding appropriate intervention

Students will be able to identify and discuss
environmental factors that may influence a child’s
social, emotional, and behavioral functioning
and/or interact with the characteristics of the child
250:284 Assessment
administration, scoring, and writing psychological
report;
in class case scenarios
Psychosocial assessment and report
Video- taped case scenario
28
to influence their functioning

Students will become familiar with instruments
designed to assess for pervasive developmental
disorders, attention deficit/hyperactivity disorder,
and issues related to social skills

Students will demonstrate proficiency in the
selection and use of appropriate behavior
observation systems

Students will increase their skill in integrating
multiple sources of data to draw conclusions about
behavior and link those conclusions to appropriate
interventions

Students will develop a basic understanding of
Functional Behavior Assessment and progress
monitoring
200:240 Objectives
 Define data-based decision making and discuss its
importance to the provision of school psychology
services
200:280 Objectives
 Demonstrate knowledge of the role of interviewing
and observation in school consultation
 Demonstrate knowledge of behavioral observation
techniques
 Conduct a classroom observation utilizing narrative
recording, continuous recording, and time-sampling
methods with a target student and a peer reference
 Demonstrate knowledge of the content and process
for conducting an interview
200:240 Assessment
Weekly reflection paper
200:280 Assessment
Consultation case
Observation assignment; consultation case
Interview assignment; consultation case
29

Conduct a behavioral interview with teachers and
parents that focuses on problem identification,
including statement of the problem in behavioral
terms, identification of antecedent and consequent
conditions, and identification of needed data
collection procedures
250:283 Objectives
 Gather and evaluate interview, observational, and
student-record data
 Evaluate a referral question and ecological data
(interview data, classroom observations and file
review data) to choose appropriate assessment tools
and methods
 Describe the essential differences between
criterion-referenced, norm-referenced, and direct
assessment tools for evaluation
 Administer, score, and interpret Curriculum Based
Measures of reading, spelling, math, and written
language
 Administer, score, and interpret standardized,
norm-referenced measures of academic
achievement
 Discuss the theoretical and
psychometric/measurement concepts behind the
assessment process
 Describe the problem-solving approach to
intervention with and identification of learning
difficulties
200:289 Objectives
Students will demonstrate an understanding of data
based decision making by implementing an intervention
program for a child in a school setting
 Students will select appropriate evaluation
techniques to identify problems and conceptualize
250:283 Assessment
Comprehensive assessment
Exam
CBM administration
Norm-referenced test administration
Problem solving meeting attendance and reflection
paper
200:289 Assessment
Case presentation of intervention case conducted during
practicum.
Grading rubric.
30





cases.
Students will use appropriate evaluation techniques
to identify strengths and weaknesses in a student.
Students will collaborate with parents, teachers,
and other pertinent school personnel in the
assessment and intervention process.
Students will increase their knowledge of evidencebased interventions and will select appropriate
interventions based on assessment data and case
conceptualization.
Students will select appropriate assessment
methods to evaluate the effectiveness of an
intervention.
Students will make changes in intervention
strategies based on assessment data.
200:290 Objectives
 Students will gain experience in the Iowa problemsolving model.

Students will increase their skills in presenting
information to parents and teachers in an
understandable and concise manner.

Students will increase their skills in translating
assessment results into empirically based decisions
about service delivery.

Students will gain experience in evaluating the
effectiveness of interventions.

Students will consider the potential influence of
biological, social, cultural, ethnic, socioeconomic,
gender-related and linguistic factors in the
assessment and intervention process.
200:290 Assessment
Practicum logs
Practicum evaluation
31
Domain
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.
Addressed
Assessed
250:282 Objectives
 Students are able to effectively disseminate
information about intellectual assessment results to
educators and parents verbally and in writing
250:282 Assessment
Assessment reports, direct observation of mock
meetings with parents
200:291 Objectives
The student will integrate and apply knowledge and
skills in the area of consultation and collaboration,
including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives





Collaborates effectively with others in planning and
decision-making. Communicates and listens
effectively.
Is tolerant of others’ values and viewpoints.
Is assertive in problem-solving when needed.
Shows concern, respect, and sensitivity for others.
Effectively involves teachers and other school staff
in collaborative consultative relationships.
Evaluates effectiveness of consultation strategies
used.
230:238 Objectives Adv. Assessment and evaluation of
literacy development

Communicate evaluation outcomes in a clear and
well-organized manner in both written and oral
form.
200:240 Objectives
 Compare and contrast the varied roles of the school
psychologist and models for service delivery in
educational settings (assessment, consultation,
intervention, prevention, crisis intervention)
230:238 Assessment
Midterm and final examinations involving case
scenarios; Students must analyze and evaluate data on a
struggling reader/writer.
200:240 Assessment
Weekly reflection paper
32
200:280 Objectives
 Be knowledgeable regarding various consultation
theories
 Understand the historical development of
consultation in the schools
 Demonstrate competency in applying behavioral
consultation skills
 Demonstrate competency monitoring the progress
of consultation-based interventions
 Be able to develop strategies for working with
resistant organizational systems or clients
 Understand the importance of collaboration when
working with parents, individual educators, and
educational teams
 Demonstrate the ability to engage in reflective
practice
 Recognize potential barriers to consultation and
how to overcome them.
200:290 Objective
 Students will increase their ability to collaborate
with others in planning and decision-making.
290:254 Objectives
 Students understand when to refer
children/adolescents for outside treatment.

200:280 Assessment
Model comparison assignment
Class discussion
Consultation case; case presentation
PowerPoint presentation
Reflection papers
200:290 Assessment
Practicum evaluation
290:254 Assessment
Evaluation of child interviews.
Video tape counseling session evaluations Counseling
skill checklist.
Students conceptualize child/adolescent problems
from a developmental perspective as well as a
cultural and systems perspective.
200:176g Objective
 To improve communication with others on
disabilities and disability issues
200:176g Assessment
Examinations
Web Resource Project
Class participation
33
Domain
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. Such interventions
include, but are not limited to,
instructional interventions and
consultation.
Addressed
Assessed
250:282 Objectives
 Students are able to select appropriate assessment
instruments for infants, children, and adults.
 The student will demonstrate the ability to correctly
administer at least three of the most frequently used
individual intelligence tests.
 The student will demonstrate the ability to integrate
information from intelligence tests into written and
verbal reports. It is intended that students be able
to appropriately interpret information from
intelligence tests and integrate that information
with other assessment results.
 The student will be able to use assessment
information to make decisions about appropriate
interventions and about student eligibility for
services.
250:282 Assessment
Test logs,
review of protocols
assessment reports
200:291 Objectives
The student will integrate and apply knowledge and
skills in the area of Effective Instruction and
Development of Cognitive/ Academic Skills,
including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives





Demonstrates knowledge of learning processes and
techniques to assess these processes.
Develops appropriate cognitive and academic goals
for students.
Implements interventions to achieve identified
cognitive and academic goals.
Evaluates effectiveness of interventions addressing
cognitive and academic goals.
Demonstrates knowledge of effective teaching
methods. Develops interventions that utilize the
strengths of the child
34
230:238 Objectives
 Link assessment results to instructional plan for
individual students.
 Students use miscue analysis of oral reading of
children’s literature, and comprehension analysis
through retelling. Results are used to assess word
recognition, comprehension, and reading process
strategies (cuing systems: graphophonic, semantic,
and syntactic)
 Using the Qualitative Reading Inventory-3 students
assess concept knowledge, word recognition, and
comprehension through an informal reading
inventory frame.
 Use the Names Test to assess phonics knowledge.
 Assessment data included examining the child’s
writing, including the use of language structures,
mechanics, and spelling.
 Assessed emergent reader/writer skills through
interview and dictation, for phonemic awareness
and letter-sound relationships; Students assessed
through reading of a predictable book (assessment
of cueing systems)
 Developed and delivered 10 lesson plans (8 plans
for a struggling reader/writer and 2 plans for an
emerging reader/writer).
230:238 Assessment
Create a learner assessment profile of the struggling
reader/writer . Provide interpretation of assessment
results, based on sound theoretical underpinnings
derived from recent research on literacy and the
assessment of literacy. Link assessment results to
individual student’s educational needs in the form of
recommended instructional strategies.
200:214 Objectives
Students will gain knowledge of:
 Learning strategies (self-explanation and
elaboration)
 Self-regulation
 Self-efficacy
 Achievement goals
 Attributions
 Instructional strategies for promoting
200:214 Assessment
Highpoint written reflections and Thought Portfolio
Research review paper
Oral Presentation with power point
Midterm and final examinations involving case
scenarios; Students must analyze and evaluate data on a
struggling reader/writer.
35



conceptual change (e.g., Refutational texts)
Instructional strategies to promote fact learning
(elaborative interrogation)
Instructional strategies to promote vocabulary
development (e.g., Text Talk)
Student-centered teaching practices (e.g., peer
learning, problem-based learning, Questioning
the Author)
Students will develop skill synthesizing empirical
research related to learning and instruction
Students will develop skill presenting empirical
research to a lay audience
250:283 Objectives
 Synthesize assessment results with other sources of
information and school district resources to
determine appropriate interventions and/or make
placement decisions
 Recognize effective instructional variables in
classrooms that produce improved achievement
outcomes and meet the needs of students with
diverse learning needs
 Identify individual and group interventions that are
effective with students experiencing difficulty in
reading, math, written language, and other
academic areas
 Reflect critically regarding the design of
assessment and intervention plans
 Utilize effective research-based interventions in
developing strategies for improving student
academic performance that are acceptable to
teachers and parents and can be implemented with
integrity
 Define the disability categories of “learning
250:283 Assessment
Comprehensive assessment
Classroom observation and reflection paper;
Exam
36
disability” and “mental retardation” as recognized
by the Individuals with Disabilities Education Act
200:289 Objectives
Students will demonstrate an understanding of data
based decision making by implementing an intervention
program for a child in a school setting
 Students will select appropriate evaluation
techniques to identify problems and conceptualize
cases.
 Students will use
 appropriate evaluation techniques to identify
strengths and weaknesses in a student.
 Students will collaborate
 with parents, teachers, and other pertinent school
personnel in the assessment and intervention process.
 Students will increase their
 knowledge of evidence-based interventions and will
select appropriate interventions based on assessment
data and case conceptualization.
 Students will select
 appropriate assessment methods to evaluate the
effectiveness of an intervention.
 Students will make changes
 in intervention strategies based on assessment data.
Students will increase their ability to identify individual
and environmental factors that may contribute to the
effectiveness of an intervention. (case presentation)
Students will increase their knowledge of the design
and implementation of appropriate interventions for
achieving academic, social and behavioral goals.
Students will understand the importance of family
involvement in effective interventions and be able to
200:289 Assessment
Case presentation of intervention case conducted during
practicum.
Grading rubric
Student and instructor evaluation of ability to consult
with students in class regarding cases;
case scenarios
in class case scenarios,
case scenario in exam
Essay examination
37
give examples of strategies to increase family
involvement.
Students will be able to discuss the assessment of
treatment integrity and the factors that have been proven
to increase the likelihood of treatment integrity.
200:290 Objective
Students will gain experience in evaluating the
effectiveness of interventions
200:290 Assessment
Practicum logs;
practicum evaluations
200:176g Objectives
Acquire understand definitions of learning disabilities
and mental disabilities
200:176g Assessment
Examinations
Web Resource Project
Class participation
Acquire important knowledge and understanding
critical to the education of individuals with exceptional
learning needs.
Be aware of the history of treatment of individuals
designated as disabled
Understand the physiological and neurological basis of
learning disabilities
Be aware of service delivery issues for students
designated as having learning or mental disabilities
38
Domain
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.
Addressed
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of Socialization and Development of
Life Skills, including:







Assessed
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives
Demonstrates knowledge of human developmental
processes techniques to assess these processes.
Develops appropriate behavioral, affective,
adaptive and social goals
Implements interventions to achieve identified
behavioral, affective adaptive and social goals.
Demonstrates knowledge of classroom
management procedures.
Evaluates effectiveness of interventions addressing
goals which may
include consultation, behavioral intervention, and
counseling.
Develops interventions that utilize the strengths of
the child.
230:238 Adv. Assessment and evaluation of literacy
Use Denver Reading Attitude survey and
the Denver Writing attitude survey to assess
student attitudes toward reading/writing.
Assess student academic and other interests using an
interest inventory. This information is used when
selecting materials to be used for assessment and
instruction.
250:284 Objectives
Students will be able to identify and discuss
environmental factors that may influence a child’s
250:284 Assessment
case scenarios
psychosocial assessment and report
Exam
39
social, emotional, and behavioral functioning and/or
interact with the characteristics of the child to influence
their functioning
Students will develop a basic understanding of
Functional Behavior Assessment and progress
monitoring
Students will develop an understanding of the
importance of assessing a child’s behavior in multiple
settings and integrating information from multiple
sources in order to draw conclusions regarding
appropriate intervention.
Students will be able to identify and discuss
environmental factors that may influence a child’s
social, emotional, and behavioral functioning and/or
interact with the characteristics of the child to influence
their functioning
200:289 Objectives
Students will increase their ability to identify individual
and environmental factors that may contribute to the
effectiveness of an intervention.
Students will increase their knowledge of the design and
implementation of appropriate interventions for
achieving academic, social and behavioral goals.
Students will increase their knowledge of prevention
strategies at the individual, class, school, and systems
level.
Students will demonstrate an understanding of data
based decision making by implementing an intervention
program for a child in a school setting
200:289 Assessment
Case presentation;
case scenarios,
ratings of own ability to consult with peers in class
Exam
40
200:290 Objectives
Students will increase their knowledge of appropriate
interventions to achieve identified behavioral, affective,
adaptive, and social goals.
200:290 Assessment
Practicum evaluation
Practicum log
Students will consider the potential influence of
biological, social, cultural, ethnic, socioeconomic,
gender-related and linguistic factors in the assessment
and intervention process.
Students will gain experience in evaluating the
effectiveness of interventions.
Students will increase their skills in translating
assessment results into empirically based decisions
about service delivery.
290:254 Students conceptualize child/adolescent
problems from a developmental perspective as well as a
cultural and systems perspective.
Students identify specific considerations in counseling
children and adolescents.
Students identify characteristics of typical
developmental problems as well as more serious
problems such as abuse, eating disorders, depression,
conduct disorders, suicide ideation, substance abuse,
and others.
Students demonstrate the ability to conduct a counseling
interview with a child or adolescent and employ more
advanced level counseling skills, including skills in
290:254 Child interviews and evaluation of written
report
Counseling skill checklist.
Presentation on childhood disorder
Evaluation of independent project on counseling topic
Video tape counseling session evaluations
41
problem conceptualization and goal setting.
200:140g: Objectives
Topics include interacting in brief encounters,
persuasion, becoming related to others, belonging to
different groups, aggression, attitudes, and social
movements
200:140g Assessment
Examinations
Media analysis project
Class participation
Research paper on related topic
200:232 Objectives
Students will be able to discuss factors associated with
risk and resilience as related to child development.
200:232 Assessment
Midterm and final exam
Students will be able to identify methods to increase
factors associated with resilience and decrease factors
associated with risk in the child, parent and community.
Students will be able to apply their knowledge of risk
and resilience factors to identify behaviors that are
precursors to academic, behavioral, and serious personal
difficulties.
200:176g Objectives
Acquire understand definitions of behavior disorders
Acquire important knowledge and understanding
critical to the education of individuals with exceptional
learning needs.
Be aware of the history of treatment of individuals
designated as disabled
Understand the physiological and neurological basis of
behavior disorders
Be aware of service delivery issues for students
designated as having behavior disorders
200:176g Assessment
Examinations
Web Resource Project
Class participation
42
Domain
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.
Addressed
Assessed
250:282 Objectives
 Students will be able to discuss the controversies
surrounding intelligence testing, including the effects
of heredity and environment, malleability of
intelligence, diversity issues, and the use of
intelligence tests.
 Students will demonstrate an understanding of
diversity issues in test selection, administration,
interpretation, and recommendations, and in their
interactions with children and families
250:282 Assessment
Direct observation of classroom discussion;
Student papers (rubric)
Direct observation of classroom discussion; Assessment
reports.
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of Student Diversity in Development
and Learning, including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives





Demonstrates knowledge of individual differences,
abilities, and disabilities.
Demonstrates knowledge of the potential influence
of biological, social, cultural, ethnic, socioeconomic,
gender-related and linguistic factors.
Demonstrates sensitivity and skills needed to work
with diverse Individuals.
Implements strategies selected and/or adapted based
on individual characteristics, strengths, and needs.
Achieves comfortable interactions with students of
other ethnic and cultural backgrounds.
230:238 Objectives
Students successfully completing this course should be
able to:
 Select administer, and interpret appropriate reading
and writing assessments based on individual needs of
the students; driven by IRA standard 1.2:
230:238 Assessment
Create a learner assessment profile of the struggling
reader/writer . Provide interpretation of assessment
results, based on sound theoretical underpinnings derived
from recent research on literacy and the assessment of
literacy. Link assessment results to individual student’s
educational needs in the form of recommended
43

Demonstrate an understanding and respect for
cultural, linguistic, and ethnic diversity.
instructional strategies.
Midterm and final examinations involving case scenarios;
Students must analyze and evaluate data on a struggling
reader/writer.
250:284 Objectives
Students will be able to identify and discuss
environmental factors that may influence a child’s social,
emotional, and behavioral functioning and/or interact
with the characteristics of the child to influence their
functioning
250:284 Assessment
case scenarios, psychosocial assessment and report
Test critique
Students will understand the measurement factors
involved in selecting appropriate assessment tools
200:240 Objectives
Discuss issues relevant to the practice of school
psychology in a multicultural settings
200:240 Assessment
Weekly reflection paper
200:280 Reflection paper
200:280 Integrate into consultation practices
responsiveness to diversity
250:283 Objectives
Recognize factors that affect the general
school performance and assessment
procedures utilized with students from
culturally diverse backgrounds
200:289 Objectives
Students will increase their ability to identify individual
and environmental factors that may contribute to the
effectiveness of an intervention.
200:290 Objectives
250:283 Assessment
Exam
200:289 Assessment
Case presentation;
case scenarios
200:290 Assessment
Practicum evaluation
44
Students will consider the potential influence of
biological, social, cultural, ethnic, socioeconomic,
gender-related and linguistic factors in the assessment
and intervention process.
290:254 Objectives
Students are sensitive to the effects of age, gender,
ethnicity, personal characteristics, and life circumstances
on the counselor as well as the client
200:140g Objectives
Topics include belonging to different groups, aggression,
conformity, gender and culture, prejudice, and group
polarization
290:254 Assessment
Counseling Skills Checklist
Videotape observations
Evaluation of Child Interview and written report
200:140g Assessment
Examinations
Media analysis project
Class participation
Research paper on related topic
200:232 Assessment
Midterm and final exam
200:232 Objectives
Students will be able to discuss factors associated with
risk and resilience as related to child development.
Students will be able to identify methods to increase
factors associated with resilience and decrease factors
associated with risk in the child, parent and community.
Students will be able to apply their knowledge of risk and
resilience factors to identify behaviors that are precursors
to academic, behavioral, and serious personal difficulties.
Students will become familiar with the potential
influences of biological, social, cultural, ethnic,
experiential, socioeconomic, gender-related, and
linguistic factors in child development and learning.
200:176g Objectives
Students will be aware of the physiological and
neurological basis of learning disabilities
200:176g Assessment
Examinations
Web Resource Project
Class participation
45
Students will understand the interaction of disability with
gender, culture, and social class.
46
Domain
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.
Addressed
Assessed
250:282 Objectives
Students will be able to discuss the controversies
surrounding intelligence testing, including the legal and
ethical issues
250:282 Assessment
Direct observation of classroom discussion;
Students produce legal/ethical considerations checklist;
Student paper .
200:291 Objectives
The student will integrate and apply knowledge and
skills in the area of School and Systems Organization,
Policy Development, and Climate, including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives



Demonstrates knowledge of general education,
special education, and other educational and
related services.
Understands schools and other settings as systems.
Works with others to create and maintain a safe,
supportive, and effective learning environment.
200:289 Objectives
Students will understand the importance of family
involvement in effective interventions and be able to
give examples of strategies to increase family
involvement.
200:289 Assessment
Case scenarios; exam
Class presentation; exam
Students will increase their knowledge of prevention
strategies at the individual, class, school, and systems
levels.
200:290 Objectives
Students will increase their understanding of general
education, special education, and other education
related services
200:290 Assessment
Practicum evaluation
47
200:232 Objectives
Students will be able to identify
characteristics of schools that foster
resilience.
200:176g Objective
Students will recognize and discuss the political,
economic, and social forces associated with the
identification and services for persons identified with
learning and/or behavior disabilities.
200:232 Assessment
final exam
200:176g Assessment
Examinations
Web Resource Project
Class participation
48
Domain
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.
Addressed
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of 7 Prevention, Crisis Intervention,
and Mental Health, including:


Assessed
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives
Demonstrates knowledge of how human
development and psychopathology influence human
behavior.
Contributes to prevention and intervention programs
the promote mental health and physical well-being.
200:240 Objectives
 Compare and contrast the varied roles of the school
psychologist and models for service delivery in
educational settings (assessment, consultation,
intervention, prevention, crisis intervention)
200:240 Assessment
Weekly reflection paper
200:289 Objectives
Students will increase their knowledge of prevention
strategies at the individual, class, school, and systems
level
200:289 Assessment
Class presentations
exam
Students will be able to identify the components of a
school crisis plan and the role of a school psychologist
when a school has a crisis.
290:254 Objectives
Students conceptualize child/adolescent problems from a
developmental perspective as well as a cultural and
systems perspective.
Students identify characteristics of typical developmental
problems as well as more serious problems such as
abuse, eating disorders, depression, conduct disorders,
290:254 Assessment
Child interview and written report
Independent project evaluation
Counseling Skills Development Checklist
Presentation of childhood disorders
Counseling Skills Development Checklist
49
suicide ideation, substance abuse, and others.
Students understand when to refer children/adolescents
for outside treatment.
200: 232 Objectives
Students will be able to discuss factors associated with
risk and resilience as related to child development.
Students will be able to identify methods to increase
factors associated with resilience and decrease factors
associated with risk in the child, parent and community.
Students will be able to apply their knowledge of risk
and resilience factors to identify behaviors that are
precursors to academic, behavioral, and serious personal
difficulties.
Students will be able to identify prevention and
intervention programs that have been proven effective.
200:232 Assessment
Midterm and final exam
Class presentation
50
Domain
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.
.
Addressed
Assessed
250:282 Objectives
Students are expected to have a background in child
development, abnormal psychology, exceptional children,
and special education law. Knowledge in these areas
must be integrated with information from the intelligence
tests.
250:282 Assessment
Position papers
Written psychological reports
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of Home/School/Community
Collaboration including:
200:291 Assessment
Practicum evaluation





Demonstrates knowledge of family systems and how
families influence student development, learning,
and behavior.
Involves families in education and service delivery.
Works effectively with families, educators, and
community members
Plans and implements effective parent/community
education programs.
Demonstrates an awareness of community agencies
and programs.
230:238 Objectives
Adv. Assessment and evaluation of literacy development
Students successfully completing this course should be
able to:

Communicate evaluation outcomes in a clear and
well-organized manner in both written and oral form.
230:238 Assessment
Midterm and final examinations involving case scenarios;
Students must analyze and evaluate data on a struggling
reader/writer
51
250:283 Objectives
 Effectively communicate the results of academic
assessment and intervention in oral and written form
that is responsive to the needs and understanding of
parents and teachers
 Utilize data collected during psychoeducational
assessment to help teachers and parents generate
intervention plans and monitor the effectiveness of
those plan
250:283 Assessment
 Comprehensive assessment;
 meeting simulation
200:289 Objectives
Students will understand the importance of family
involvement in effective interventions and be able to give
examples of strategies to increase family involvement.
200:289 Assessment
Case scenarios,
exam
200:290 Objectives
Students will increase their awareness of community
agencies and programs as they relate to assisting children
and families.
200:290 Assessment
Practicum evaluation
Practicum log
Students will gain experience in working with families.
Students will increase their ability to collaborate with
others in planning and decision-making.
Students will increase their awareness of community
agencies and programs as they relate to assisting children
and families.
200:232 Objectives
Students will be able to identify methods to
increase factors associated with resilience
and decrease factors associated with risk in
the child, parent and community.
200:232 Assessment
Final exam
52
Domain
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.
Addressed
250:282 Objectives
Students will read, discuss, and evaluate a variety of
studies and journal articles concerning the administration
and use of intelligence tests.
Assessed
250:282 Assessment
Direct observation of classroom discussion;
Papers (rubric)
Direct observation of classroom discussion;
Ethics and legal checklist;
Students have knowledge of basic measurement
principles and psychometric standards. They apply this
knowledge when evaluating and selecting measurement
instruments.
250:281 Objectives
 Students can create data files in SPSS
 Students can conduct statistical analyses, including
descriptive and inferential statistics
 Students can correctly interpret the results of
statistical analyses
 Students can discuss and write research conclusions
based on statistical analyses
 Students can read and interpret data analyses
described in educational and psychological journal
articles.
 Students can apply statistical knowledge to school
issues, including evaluation, and district data related
to improvement and accountability.
250:281 Assessment
Weekly activities;
Exams
Homework/classroom activities, including required
reading and reporting of statistical results in journal
articles
Weekly activities including use of simulated and “real”
school accountability data and CBM data
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of Research and Program Evaluation,
including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives


Monitors the integrity of intervention
implementation.
Consults appropriate literature when gathering
information, planning assessments and interventions,
53
and making recommendations.
230:238 Objectives
Students successfully completing this course should be
able to:
Select, administer, and interpret appropriate reading and
writing assessments in light of recent research on
language learning and with an overarching focus on
meeting the individual needs of the students
230:238 Assessment
Review five articles related to one of the five areas of
reading instruction reported in the National Reading
Panel as taken from scientifically-based research and
believed to be the basis for quality instruction. These
areas are phonemic awareness, phonics, fluency,
vocabulary and text comprehension. The review is to
include a comparison of the findings reported in the
articles with recommendations made by the NRP as
presented in the resources distributed by NIFL.
Midterm and final examinations involving case scenarios;
Students must analyze and evaluate data on a struggling
reader/writer.


200:240 Assessment
 Research paper; article critique
 Article critique
Weekly reflection paper


200:240 Objectives
Apply APA publication style standards in the
preparation of a literature review
Critically read and analyze professional literature
Define a “scientist-practitioner” approach to the
practice of psychology and identify major challenges
to the implementation of such an approach in
educational settings
200:289 Objectives
Students will understand the importance of evidencebased practice and will become familiar with
interventions that are proven to be effective
200:289 Assessment
Class presentation; exam
250:205 Objectives
Students will:
250:205 Assessment
Examinations
54
Come to see inquiry (empirical research, scholarship,
evaluation, reflection, etc.) as an integral part of your
personal and professional life.
Investigate different philosophic perspectives on the
research enterprise.
Explore major empirical research types (such as
experiment, survey, and ethnography) and their
associated logic and tools
Become more sophisticated in reading and discussing
research.
Increase in the qualities of an educated person, including
critical reading and formal writing.
Qualitative mini-study
Quantitative mini-study
Article critique
55
Domain
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.
Addressed
250:282 Objectives
Students will have knowledge of the history of
intelligence testing and the major theories of intelligence.
Students will demonstrate understanding of the legal and
ethical issues associated with individual intelligence
testing.
200:291 Objectives
1. The student will integrate and apply knowledge and
skills in the area of School Psychology Practice and
Development, including:







Assessed
250:282 Assessment
Direct observation of classroom activity
Creation of legal/ethical checklist;
Assessment reports (evaluation form)
Papers (rubric)
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives
Practices according to ethical, professional and legal
standards.
Demonstrates an awareness of competency level and
doesn’t accept
responsibilities beyond this level.
Utilizes constructive criticism.
Shows evidence of continued self-evaluation.
Keeps supervisor informed of unusual events and
activities, as well as routine matters.
When necessary, able to work independently
without supervision.
220:260 Special Education Law & Policy
Objectives:
1) the learner will discuss the role of the federal courts in
protecting the constitutional and statutory rights of
students with disabilities to equal educational
opportunity and due process of law;
2) the learner will describe and analyze regulations and
current judicial interpretations of the following aspects
220:260 Assessment
Case Analysis: Each student is required to review and
analyze selected administrative and federal court cases.
The cases will be assigned according to a topic. Each
student is responsible for two (2) administrative and one
(1) federal court case analysis. Specific guidelines for the
analysis are provided in the Case Analysis Assignment &
Guidelines document.
Case Studies: Case Studies: Each student is required to
read five (5) case studies associated with class topics.
56
of special education programs:
a) a Free and Appropriate Public Education (FAPE)
b) the Individualized Education Program (IEP)
c) the Least Restrictive Environment (LRE)
3) the learner will discuss regulations and current judicial
interpretations concerning discipline of students with
disabilities; Extended Year Special Education (EYSE);
services to students with disabilities in private schools;
methodology issues, eligibility and evaluation of
students with disabilities; Section 504; related services
and assistive technology for students with disabilities;
and transition plans/graduation requirements for students
with disabilities.
4) the learner will discuss the legal, ethical and
professional responsibilities of administrators, regular
and special education teachers, and support personnel
5) the learner will review and analyze administrative and
federal court cases concerning class topics;
6) the learner will conduct legal research on a topic of
interest using primary and secondary source material.
230:238 Objectives
1. Connect assessment data and instructional plans
to current recommendations by professional
organizations (CIERA, IRA) and current
legislation (NRP, NCLB)
2. Discuss the ethical, educational, and statistical
issues related to assessment practices
Students self-reflected on their lesson plans and
implementation, addressing what happened, what they
learned, and what the implications were for future
lessons.
The purpose of the case studies is to apply the class
information to hypothetical situations depicting legal
issues.
Available within the Course Content icon.
Policy Papers: Each student will respond to three (3)
policy papers concerning a controversial legal issue (i.e.,
inclusion, discipline and overrepresentation). The format
for the response is specified for each paper. Available
within the Course Content icon.
Take Home Assignment #1: Legal References and
Citations
Take Home Assignment #2: Inclusion Interview with
Teachers, Administrators, Parents
Take Home Assignment #3: Analyzing District Statistics
Concerning Suspension & Expulsion
Take Home Assignment #4: Observe a Problem-Solving
or IEP Meeting in Your School
Take Home Assignment #5: Analysis of School/District
Data Re: Students Eligible for IDEA and Data Re:
Overrepresentation of Minority Students
230:238 Assessment
Midterm and final examinations involving case
scenarios; Students must analyze and evaluate data on a
struggling reader/writer
57
200:240 Objectives
Describe the history of school psychology as a
profession and discuss its implications for practice today
 Define major issues and terminology related to the
practice of school psychology
 Discuss the ethical and professional practices
surrounding school psychology, and their impact on
the provision of services
 Discuss graduate training in school psychology and
the typical required content core experiences
 Discuss the current trends affecting service delivery
and the role/function of school psychologists
 Describe and discuss the representational structure
(i.e. NASP and APA) of school psychology
 Discuss the importance of ongoing learning and
identify opportunities for continued professional
development
200:240 Assessment
 Weekly reflection paper
200:280 Objectives
Demonstrate ethical behaviors during consultation
processes;
200:280 Assessment
Ethics critique
200:290 Objectives
Students will evaluate their own professional
development and set goals for specific areas that they
view as needing growth. Students will develop a specific
plan for goal attainment and a monitoring plan.
200:290 Assessment
Student goals;
monitoring of own progress
Practicum evaluation
Students will practice according to professional, legal
and ethical standards.
290:254 Objectives
Students will understand and apply ethical considerations
in working with children and adolescents.
290:254 Assessment
Videotape evaluation; Counseling Skills Checklist
58
Domain
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.
Addressed
Assessed
250:281 Objectives
Students will use SPSS software to analyze data. They
will use SPSS to present results graphically.
250:281 Assessment
Weekly activities;
Exams
200:291 Objectives
The student will integrate and apply knowledge and
skills in the area of Information Technology,
including:
200:291 Assessment
Field supervisor evaluation
Student self-evaluation
For some students: Student goals and objectives

Accesses, evaluates, and utilizes information sources
and technology in ways that safeguard or enhance
quality of services.
200:240 Objectives
Access the Internet and critique its professional resources
200:240 Assessment
Listserve membership; internet source review
200:280 Objectives
Be able to effectively design a PowerPoint presentation
to share information with teachers and families
200:280 Assessment
PowerPoint presentation
200:176g Objectives
Students will learn how to locate, evaluate, and use
information on disabilities using available technology
200:176g Assessment
Web Resource Project
Students will refine skills in communicating on
disabilities and disability issues using available
technology
UNIVERSITY OF NORTHERN IOWA
SCHOOL PSYCHOLOGY PROGRAM
Practicum I Evaluation
Student _________________________________________
Semester/Year _______
University Supervisor ______________________________
This form is completed by the university practicum supervisor based the student’s class participation and
written reflections. The ratings are intended to guide the student and the School Psychology program in
evaluating the student’s progress and readiness for future supervised practice.
Rating Scale:
N/A Not applicable. Student was not observed practicing this skill, and it may not be appropriate for
practice in this setting.
1
Unsatisfactory. Student’s performance reflects lack of critical knowledge and skill. Consultation
with university supervisor is recommended.
2
Developing. Student’s skills are developing in this area. Plans should be made to assure student
has continued supervised practiced in this area.
3
Competent. Student’s skills in this area reflect sufficient mastery for independent practice in this
setting with appropriate supervision. Satisfactory quality of work.
4
High Competent. Student’s skills in this area are very well developed and performed at an above
average level. Student practices independently with minimal supervision.
5
Exceptional. Student demonstrates an unusually complete mastery of skill for a student at the
internship level.
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N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
Student Diversity in Development and Learning
Demonstrates knowledge of individual differences, abilities, and
disabilities.
N/A 1 2 3 4 5
Demonstrates knowledge of the potential influence of biological, social,
cultural, ethnic, socioeconomic, gender-related and linguistic factors.
N/A 1 2 3 4 5
Demonstrates sensitivity and skills needed to work with diverse
Individuals.
N/A 1 2 3 4 5
School and Systems Organization, Policy Development, and Climate
Demonstrates knowledge of general education, special education, and
other educational and related services.
N/A 1 2 3 4 5
Understands schools and other settings as systems.
N/A 1 2 3 4 5
School Psychology Practice and Development
Practices according to ethical, professional and legal standards.
N/A 1 2 3 4 5
Demonstrates an awareness of competency level and doesn’t accept
responsibilities beyond this level.
N/A 1 2 3 4 5
Utilizes constructive criticism.
N/A 1 2 3 4 5
Shows evidence of continued self-evaluation.
N/A 1 2 3 4 5
_____________________________
Signature of University Supervisor
_________________
date
_____________________________
Signature of Student*
_________________
date
*Indicates that the evaluation has been discussed with the student
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Practicum III Evaluation Form
University of Northern Iowa
School Psychology Program
Practicum student: ______________________________________ Semester/Year _________________
Evaluator: ___________________________________
Internship Site: _______________________________
Internship Supervisor: _________________________
___________________________________________________________________________________
1 – Unsatisfactory
Performance in this area reflects a lack of critical knowledge and skill.
2 – Developing
Skills in this area are still developing. Performance is minimally acceptable,
either or both in quantity and quality.
3 – Competent
Skills in this area reflect sufficient mastery for independent practice.
Satisfactory quality of work, average level of synthesis and application.
4 – High Competent
Skills in this area are very well developed and performed above average.
Knowledge and skills are applied to new areas.
5 – Exceptional
Extraordinarily high achievement. Unusually complete mastery of skill for a
student at the internship level.
NA – Not Applicable
The skill does not apply to this particular case.
Data-Based Decision-Making and Accountability
Has knowledge of varied models and methods of assessment
1 2 3 4 5 NA
Uses models and methods of assessment as part of a systematic
process to collect data and other information
1 2 3 4 5 NA
Translates assessment results into empirically-based decisions about
service delivery
1 2 3 4 5 NA
Provides a logical connection between the conclusions reached as
a result of the evaluation and the choice of intervention(s).
1 2 3 4 5 NA
Evaluates outcomes of services provided
1 2 3 4 5 NA
Presents case information in a way that logically flows through
1 2 3 4 5 NA
the entire referral, evaluation, and intervention process.
Consultation and Collaboration
Has knowledge of behavioral, mental health, collaborative and/or
other consultation models
1 2 3 4 5 NA
Able to apply behavioral, mental health, collaborative and/or other
models of consultation to particular situations
1 2 3 4 5 NA
Collaborates effectively with others in planning and decision-making
1 2 3 4 5 NA
Effective Instruction and Development of Cognitive/Academic Skills
Has knowledge of learning processes and techniques to assess
these processes
1 2 3 4 5 NA
Develops appropriate cognitive and academic goals for students
1 2 3 4 5 NA
Implements interventions to achieve identified goals
1 2 3 4 5 NA
Evaluates effectiveness of interventions
1 2 3 4 5 NA
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Socialization and Development of Life Skills
Has knowledge of human developmental processes and techniques
to assess these processes
1 2 3 4 5 NA
Develops appropriate behavioral, affective, adaptive and social
goals for students
1 2 3 4 5 NA
Implements interventions to achieve identified goals
1 2 3 4 5 NA
Evaluates effectiveness of interventions which may include consultation,
behavioral assessment/intervention, and counseling
1 2 3 4 5 NA
Student Diversity in Development and Learning
Has knowledge of individual differences, abilities, and disabilities
1 2 3 4 5 NA
Has knowledge of the potential influence of biological, social, cultural,
ethnic, socioeconomic, gender-related and linguistic factors
1 2 3 4 5 NA
Demonstrates sensitivity and skills needed to work with diverse individuals
1 2 3 4 5 NA
Implements strategies selected and/or adapted based on individual
characteristics, strengths, and needs
1 2 3 4 5 NA
Prevention, Crisis Intervention, and Mental Health
Has knowledge of how human development and psychopathology
influences human behavior
1 2 3 4 5 NA
Contributes to prevention and intervention programs the promote
mental health and physical well-being
1 2 3 4 5 NA
Home/School/Community Collaboration
Has knowledge of family systems and how families influence
student development, learning, and behavior
1 2 3 4 5 NA
Involves families in education and service delivery
1 2 3 4 5 NA
Works effectively with families, educators, and community members
1 2 3 4 5 NA
Additional Comments:
_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
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UNIVERSITY OF NORTHERN IOWA
SCHOOL PSYCHOLOGY PROGRAM
Practicum IV and Intern Evaluation
Student ________________________ Site ______________________ Semester/Year _______
Site Supervisor_______________________ University Supervisor _______________________
The ratings provided on this form are intended to guide the student and the School Psychology program in
evaluating the student’s progress during the internship. Please use the following rating scale in evaluating
the student on each of the dimensions below. Thank you for providing supervision to the student and
assisting in the professional development of school psychologists.
University Supervisor:
Dr. Charlotte Haselhuhn
617 Schindler Education Center
University of Northern Iowa
Cedar Falls, Iowa 50614
319-273-3834
Rating Scale:
N/A Not applicable. Student was not observed practicing this skill, and it may not be appropriate for
practice in this setting.
1
Unsatisfactory. Student’s performance reflects lack of critical knowledge and skill. Consultation
with university supervisor is recommended.
2
Developing. Student’s skills are developing in this area. Plans should be made to assure student
has continued supervised practiced in this area.
3
Competent. Student’s skills in this area reflect sufficient mastery for independent practice in this
setting with appropriate supervision. Satisfactory quality of work.
4
High Competent. Student’s skills in this area are very well developed and performed at an above
average level. Student practices independently with minimal supervision.
5
Exceptional. Student demonstrates an unusually complete mastery of skill for a student at the
internship level.
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N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
Professional Behaviors
Presents a professional appearance.
N/A 1 2 3 4 5
Is punctual for appointments and meetings.
N/A 1 2 3 4 5
Aptly prepared and organized for meetings, reports, and appointments.
N/A 1 2 3 4 5
Follows through with tasks and responsibilities in a prompt,
well-organized manner.
N/A 1 2 3 4 5
Manages time realistically and efficiently.
N/A 1 2 3 4 5
Completes written reports and forms in a neat, thorough, accurate
manner.
N/A 1 2 3 4 5
Works with school staff in a professional manner.
N/A 1 2 3 4 5
Displays initiative and resourcefulness.
N/A 1 2 3 4 5
Data-Based Decision-Making and Accountability
Translates assessment results into empirically-based decisions about
service delivery.
N/A 1 2 3 4 5
Moves logically from the conclusions reached as a result of an
evaluation to the choice of intervention(s).
N/A 1 2 3 4 5
Clearly identifies the nature of the referral problem and the purpose of
the assessment.
N/A 1 2 3 4 5
Uses appropriate assessment procedures and is sensitive to sources of
bias when selecting, administering, and interpreting tests.
N/A 1 2 3 4 5
Appropriately administers and scores tests.
N/A 1 2 3 4 5
Analyzes and interprets test results in a meaningful and thorough fashion. N/A 1 2 3 4 5
Presents assessment information to parents and teachers in an
understandable and concise manner.
N/A 1 2 3 4 5
Considers all alternatives and implications before making
recommendations for a child’s entitlement to special education.
N/A 1 2 3 4 5
Integrates assessment information into a useful and readable report.
N/A 1 2 3 4 5
N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
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Consultation and Collaboration
Collaborates effectively with others in planning and decision-making.
N/A 1 2 3 4 5
Communicates and listens effectively.
N/A 1 2 3 4 5
Is tolerant of others’ values and viewpoints.
N/A 1 2 3 4 5
Is assertive in problem-solving when needed.
N/A 1 2 3 4 5
Shows concern, respect, and sensitivity for others.
N/A 1 2 3 4 5
Effectively involves teachers and other school staff in collaborative
consultative relationships.
N/A 1 2 3 4 5
Evaluates effectiveness of consultation strategies used.
N/A 1 2 3 4 5
Effective Instruction and Development of Cognitive/Academic Skills
Demonstrates knowledge of learning processes and techniques to assess
these processes.
N/A 1 2 3 4 5
Develops appropriate cognitive and academic goals for students.
N/A 1 2 3 4 5
Implements interventions to achieve identified cognitive and
academic goals.
N/A 1 2 3 4 5
Evaluates effectiveness of interventions addressing cognitive and
academic goals.
N/A 1 2 3 4 5
Demonstrates knowledge of effective teaching methods.
N/A 1 2 3 4 5
Develops interventions that utilize the strengths of the child.
N/A 1 2 3 4 5
Socialization and Development of Life Skills
Demonstrates knowledge of human developmental processes and
techniques to assess these processes.
N/A 1 2 3 4 5
Develops appropriate behavioral, affective, adaptive and social goals
for students.
N/A 1 2 3 4 5
N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
Implements interventions to achieve identified behavioral, affective,
67
N/A 1 2 3 4 5
68
adaptive and social goals.
Demonstrates knowledge of classroom management procedures.
N/A 1 2 3 4 5
Evaluates effectiveness of interventions addressing goals which may
include consultation, behavioral intervention, and counseling.
N/A 1 2 3 4 5
Develops interventions that utilize the strengths of the child.
N/A 1 2 3 4 5
Student Diversity in Development and Learning
Demonstrates knowledge of individual differences, abilities, and
disabilities.
N/A 1 2 3 4 5
Demonstrates knowledge of the potential influence of biological, social,
cultural, ethnic, socioeconomic, gender-related and linguistic factors.
N/A 1 2 3 4 5
Demonstrates sensitivity and skills needed to work with diverse
Individuals.
N/A 1 2 3 4 5
Implements strategies selected and/or adapted based on individual
characteristics, strengths, and needs.
N/A 1 2 3 4 5
Achieves comfortable interactions with students of other ethnic and
cultural backgrounds.
N/A 1 2 3 4 5
School and Systems Organization, Policy Development, and Climate
Demonstrates knowledge of general education, special education, and
other educational and related services.
N/A 1 2 3 4 5
Understands schools and other settings as systems.
N/A 1 2 3 4 5
Works with others to create and maintain a safe, supportive, and
effective learning environment.
N/A 1 2 3 4 5
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N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
Prevention, Crisis Intervention, and Mental Health
Demonstrates knowledge of how human development and
psychopathology influence human behavior.
N/A 1 2 3 4 5
Contributes to prevention and intervention programs the promote mental N/A 1 2 3 4 5
health and physical well-being.
Home/School/Community Collaboration
Demonstrates knowledge of family systems and how families influence
student development, learning, and behavior.
N/A 1 2 3 4 5
Involves families in education and service delivery.
Works effectively with families, educators, and community members.
N/A 1 2 3 4 5
N/A 1 2 3 4 5
Plans and implements effective parent/community education programs.
N/A 1 2 3 4 5
Demonstrates an awareness of community agencies and programs.
N/A 1 2 3 4 5
Research and Program Evaluation
Monitors the integrity of intervention implementation.
N/A 1 2 3 4 5
Consults appropriate literature when gathering information, planning
assessments and interventions, and making recommendations.
N/A 1 2 3 4 5
School Psychology Practice and Development
Practices according to ethical, professional and legal standards.
N/A 1 2 3 4 5
Demonstrates an awareness of competency level and doesn’t accept
responsibilities beyond this level.
N/A 1 2 3 4 5
Utilizes constructive criticism.
N/A 1 2 3 4 5
Shows evidence of continued self-evaluation.
N/A 1 2 3 4 5
Keeps supervisor informed of unusual events and activities, as well
as routine matters.
N/A 1 2 3 4 5
When necessary, able to work independently without supervision.
N/A 1 2 3 4 5
N/A-Not Applicable 1-Unsatisfactory 2-Needs Improvement 3-Competent 4-High Competent 5- Exceptional
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Information Technology
Accesses, evaluates, and utilizes information sources and technology in
ways that safeguard or enhance quality of services.
N/A 1 2 3 4 5
Please comment concerning the student’s strengths and weaknesses, with particular attention to their
training and level of expertise.
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________
Signature of On-site Supervisor
_________________
date
_____________________________
Signature of On-site Supervisor
_________________
date
_____________________________
Signature of University Supervisor
_________________
date
_____________________________
Signature of Student*
_________________
date
*Indicates that the evaluation has been discussed with the student
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Comprehensive Case Study – Evaluation Form
University of Northern Iowa
School Psychology Program
Intern: ______________________________________
Semester/Year _________________
Evaluator: ___________________________________
Internship Site: _______________________________
Internship Supervisor: _________________________
___________________________________________________________________________________
1 – Unsatisfactory
Performance in this area reflects a lack of critical knowledge and skill.
2 – Developing
Skills in this area are still developing. Performance is minimally acceptable,
either or both in quantity and quality.
3 – Competent
Skills in this area reflect sufficient mastery for independent practice.
Satisfactory quality of work, average level of synthesis and application.
4 – High Competent
Skills in this area are very well developed and performed above average.
Knowledge and skills are applied to new areas.
5 – Exceptional
Extraordinarily high achievement. Unusually complete mastery of skill for a
student at the internship level.
NA – Not Applicable
The skill does not apply to this particular case.
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Domains of School Psychology Training and Practice
1.
Data-Based Decision-Making and Accountability
1 2 3 4 5 NA
Able to define current problem areas, strengths, and needs through assessment,
and measure the effects of the decisions that result from the problem solving process
2. Consultation and Collaboration
1 2 3 4 5 NA
Able to listen well, participate in discussions, convey information and work
together with others at an individual, group and systems level
3. Effective Instruction & Development of Cognitive/Academic Skills
1 2 3 4 5 NA
Able to develop challenging but achievable cognitive/academic goals, provide information
about ways to achieve these goals, and monitor progress toward these goals
4. Socialization and Development of Life Skills
1 2 3 4 5 NA
Able to develop challenging but achievable behavioral/affective/adaptive goals, provide
information about ways to achieve these goals, and monitor progress towards these goals
5. Student Diversity in Development and Learning
1 2 3 4 5 NA
Aware of, appreciates, and works with individuals and groups from a variety
of racial, cultural, ethnic, experiential, and linguistic backgrounds
6. School and Systems Organization, Policy, and Climate
1 2 3 4 5 NA
Able to understand school as a system and work with individuals and groups to facilitate
structure and policies that create and maintain schools as safe, caring and inviting places
7. Prevention, Crisis Intervention, and Mental Health
1 2 3 4 5 NA
Has knowledge of child development and psychopathology in order to develop
and implement prevention and intervention programs
8. Home/School/Community Collaboration
1 2 3 4 5 NA
Has knowledge of family influences that affect students’ wellness, learning, and
achievement, and able to form partnerships between parents, educators, and the community
9. Research and Program Evaluation
1 2 3 4 5 NA
Knows current literature on education and child development, able to translate research
into practice, and conduct investigations relevant to their own work
10. School Psychology Practice and Development
1 2 3 4 5 NA
Takes responsibility for developing as professional and practices in ways which
meet all appropriate ethical, professional, and legal standards
11. Information Technology
Has knowledge of information sources and technology relevant to work and access,
evaluate, and utilize this in ways that safeguard or enhance quality of services
72
1 2 3 4 5 NA
73
Data-Based Decision-Making and Accountability
Has knowledge of varied models and methods of assessment
1 2 3 4 5 NA
Uses models and methods of assessment as part of a systematic
process to collect data and other information
1 2 3 4 5 NA
Translates assessment results into empirically-based decisions about
service delivery
1 2 3 4 5 NA
Provides a logical connection between the conclusions reached as
a result of the evaluation and the choice of intervention(s).
1 2 3 4 5 NA
Evaluates outcomes of services provided
1 2 3 4 5 NA
Presents case information in a way that logically flows through
the entire referral, evaluation, and intervention process.
1 2 3 4 5 NA
Consultation and Collaboration
Has knowledge of behavioral, mental health, collaborative and/or
other consultation models
1 2 3 4 5 NA
Able to apply behavioral, mental health, collaborative and/or other
models of consultation to particular situations
1 2 3 4 5 NA
Collaborates effectively with others in planning and decision-making
1 2 3 4 5 NA
Effective Instruction and Development of Cognitive/Academic Skills
Has knowledge of learning processes and techniques to assess
these processes
1 2 3 4 5 NA
Develops appropriate cognitive and academic goals for students
1 2 3 4 5 NA
Implements interventions to achieve identified goals
1 2 3 4 5 NA
Evaluates effectiveness of interventions
1 2 3 4 5 NA
Socialization and Development of Life Skills
Has knowledge of human developmental processes and techniques
to assess these processes
1 2 3 4 5 NA
Develops appropriate behavioral, affective, adaptive and social
goals for students
1 2 3 4 5 NA
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Implements interventions to achieve identified goals
1 2 3 4 5 NA
Evaluates effectiveness of interventions which may include consultation, 1 2 3 4 5 NA
behavioral assessment/intervention, and counseling
Student Diversity in Development and Learning
Has knowledge of individual differences, abilities, and disabilities
1 2 3 4 5 NA
Has knowledge of the potential influence of biological, social, cultural,
ethnic, socioeconomic, gender-related and linguistic factors
1 2 3 4 5 NA
Demonstrates sensitivity and skills needed to work with diverse
individuals
1 2 3 4 5 NA
Implements strategies selected and/or adapted based on individual
characteristics, strengths, and needs
1 2 3 4 5 NA
School and Systems Organization, Policy Development, and Climate
Has knowledge of general education, special education, and other
educational and related services
1 2 3 4 5 NA
Understands schools and other settings as systems
1 2 3 4 5 NA
Works with others to create and maintain a safe, supportive,
and effective learning environment
1 2 3 4 5 NA
Prevention, Crisis Intervention, and Mental Health
Has knowledge of how human development and psychopathology
influences human behavior
1 2 3 4 5 NA
Contributes to prevention and intervention programs the promote
mental health and physical well-being
1 2 3 4 5 NA
Home/School/Community Collaboration
Has knowledge of family systems and how families influence
student development, learning, and behavior
1 2 3 4 5 NA
Involves families in education and service delivery
1 2 3 4 5 NA
Works effectively with families, educators, and community members
1 2 3 4 5 NA
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Research and Program Evaluation
Cites research literature supporting use of an intervention or
discusses how a lack of literature influences implementation
1 2 3 4 5 NA
Implements an intervention according to the literature
1 2 3 4 5 NA
Monitors the integrity of intervention implementation
1 2 3 4 5 NA
School Psychology Practice and Development
Practices according to ethical, professional and legal standards
1 2 3 4 5 NA
Considers and addresses ethical concerns related to the case
1 2 3 4 5 NA
Reflects on what was learned from the case and how this will
impact future practice
1 2 3 4 5 NA
Information Technology
Has knowledge of information sources and technology relevant
to the case presented.
1 2 3 4 5 NA
Accesses, evaluates, and utilizes information sources and technology in
ways that safeguard or enhance quality of services
1 2 3 4 5 NA
Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________
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University of Northern Iowa School Psychology Program
Student Portfolio Guidelines
The UNI School Psychology Program has developed a comprehensive assessment system.
The system is designed to provide information about individual student progress and to
provide information that is useful for continuous program improvement. In addition to
serving as indicators of student and program functioning, some components of the
assessment system are designed to encourage students to monitor and direct their own
learning. One such component is the student portfolio. During the MAE year and the first
year of study for the Ed.S. (i.e. the first two years of the program) students are required to
compile a portfolio that reflects their learning and professional practice during the past year.
Each portfolio will include: 1) A self-evaluation and statement of progress toward goal(s)
and objective(s) 2) Self-evaluation of progress in meeting the NASP Domains of School
Psychology Training and Practice 3) Practicum supervisor evaluations and 4) A sample of a
report of a psychological assessment. At the end of the academic year, each student will
submit the completed portfolio to his or her advisor. The completed portfolio must be
submitted to the student’s advisor one week before holding a meeting to discuss the portfolio.
Meetings will be held the week before finals. Advisors will provide a list of available
meeting times, and the student is responsible for scheduling a portfolio meeting. The
portfolio will be used as a basis for discussion of the student’s progress toward attaining the
knowledge, skills, and professional behaviors of the school psychologist. Specific guidelines
for completion of each section of the portfolio follow.
1. Self-Evaluation and Statement of Progress toward Goals and Objectives
Self-Evaluation: This section of the portfolio allows the student to present the academic and
professional activities in which he or she has participated in list or narrative form. The
following areas must be addressed:





Professional memberships – List all professional associations in which you
currently hold membership
Conferences and workshops attended – List all local, state, and national
professional meetings you attended. List the title and presenter(s) of any
workshops attended.
Student presentations – List the topic, occasion, and date of any presentations
you made at professional meetings (use APA format) or teacher/parent
inservice presentations you made.
Coursework – List the courses you have taken this academic year, including
those in which you are currently enrolled. Identify and describe at least two
significant learning experiences that resulted from these courses. This portion
of the Self-Evaluation should be a maximum of 5 double-spaced pages in
length.
Practicum – Describe your practicum experiences during the academic year.
Identify and describe at least two significant learning and professional
experiences that resulted from your practica. This portion of the SelfEvaluation should be a maximum of 3 double-spaced pages in length.
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
Research – Briefly describe your progress toward completion of your master’s
paper or specialist thesis.
Student Goals and Objectives:
 Goals: The student shall identify one or more goal areas related to the NASP
Domains of School Psychology Training and Practice. The NASP Domains
may be found in the Appendix C of the UNI Student Handbook or on the
NASP website at www.nasponline.org/certification/FinalStandards.pdf. The
goals may be areas in which the student or advisor have noted a need for
additional knowledge or experience or may be areas in which the student has a
particular interest. There is no limit to the number of goal areas identified, but
a minimum of one area is required. When considering the number of goal
areas to identify, the student should be aware that measurable objectives will
be identified for each goal and that the student will collect and report data for
each objective. A goal may be stated broadly.

Objectives: Within each goal area identified, the student will identify one or
more specific knowledge or performance objectives. The objectives are
specific activities or performances that would reasonably be expected to help
the student attain the identified goal. An objective must be a specific
statement about 1) the activity in which the student will engage 2) the
frequency or number of times that the activity will occur 3) how the
information about performance will be collected and 4) how and how often
the data will be reported.
Example goal and objectives
Goal 1: I will increase my understanding of the problem solving process as it is applied in area
schools.
Objective 1: During the 2005-2006 academic year, I will attend a minimum of 2 problem
solving meetings.

Data collection: My attendance at problem solving meetings will be recorded in
practicum logs. I will also keep notes regarding the topics of discussions,
decisions made, and my reflections about how these decisions affect students in
my schools.

Reporting: I will share my logs, notes, and reflections with my advisor at the time
of my portfolio evaluation.
Objective 2: I will interview a practicing school psychologist about his or her
involvement in the problem solving process.
 Data collection: I will take notes during the interview. I will provide a written
reflection on this school psychologist’s involvement and perceptions of the problem
solving process.
 Reporting: I will include my notes in my portfolio and discuss the interview with my
UNI advisor at the time of my portfolio evaluation.
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2. Self-Evaluation – Domains of School Psychology Training and Practice
The Self-Evaluation – Domains of School Psychology Training and Practice form is
attached to this document. Use of this evaluation is intended to demonstrate growth in
important areas of school psychology knowledge, skills, and professional behaviors over
time. The student should engage in an honest and thoughtful assessment of his or her status
in each of the domain areas. First and second-year students are still learning new skills and
would not be expected to achieve a high rating in every domain.
3. Practicum Supervisor Evaluations:
Practicum evaluations are designed to measure student knowledge, skills, and professional
behaviors in areas that closely reflect the NASP domains. As each practicum builds on the
experiences of the previous practicum, the evaluation criteria reflect expectations for growth
in an increasing number of areas. Practicum evaluation forms will be provided by UNI
practicum supervisors.
4. Sample Assessment Report:
During each of the first three semesters of coursework, students will participate in an
assessment course that requires writing of one or more reports of an intellectual, academic, or
social/emotional/behavioral assessment. During the fourth semester of the program, Ed.S.
practicum students are required to complete an assessment of at least one student who has
been referred for academic and/or behavioral concerns. The student should choose his or her
best assessment report for inclusion in the portfolio. Inclusion of an assessment report allow
the student and advisor to assess the student’s progress in the ability to integrate information
from multiple sources to address a referral question and in clear communication of results.
The student should include feedback on the report from the course instructor in the portfolio.
A rating form for evaluation of assessment reports is attached to this document.
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Self-Evaluation – Domains of School Psychology Training and Practice
1 – Unsatisfactory 2 – Developing 3 – Competent 4 – High Competent 5 – Exceptional
12.
Data-Based Decision-Making and Accountability
1 2 3 4 5
Able to define current problem areas, strengths, and needs through assessment,
and measure the effects of the decisions that result from the problem solving process
13. Consultation and Collaboration
1 2 3 4 5
Able to listen well, participate in discussions, convey information and work
together with others at an individual, group and systems level
14. Effective Instruction & Development of Cognitive/Academic Skills
1 2 3 4 5
Able to develop challenging but achievable cognitive/academic goals, provide information
about ways to achieve these goals, and monitor progress toward these goals
15. Socialization and Development of Life Skills
1 2 3 4 5
Able to develop challenging but achievable behavioral/affective/adaptive goals, provide
information about ways to achieve these goals, and monitor progress towards these goals
16. Student Diversity in Development and Learning
1 2 3 4 5
Aware of, appreciates, and works with individuals and groups from a variety
of racial, cultural, ethnic, experiential, and linguistic backgrounds
17. School and Systems Organization, Policy, and Climate
1 2 3 4 5
Able to understand school as a system and work with individuals and groups to facilitate
structure and policies that create and maintain schools as safe, caring and inviting places
18. Prevention, Crisis Intervention, and Mental Health
1 2 3 4 5
Has knowledge of child development and psychopathology in order to develop
and implement prevention and intervention programs
19. Home/School/Community Collaboration
1 2 3 4 5
Has knowledge of family influences that affect students’ wellness, learning, and
achievement, and able to form partnerships between parents, educators, and the community
20. Research and Program Evaluation
1 2 3 4 5
Knows current literature on education and child development, able to translate research
into practice, and conduct investigations relevant to their own work
21. School Psychology Practice and Development
1 2 3 4 5
Takes responsibility for developing as professional and practices in ways which
meet all appropriate ethical, professional, and legal standards
22. Information Technology
Has knowledge of information sources and technology relevant to work and access,
evaluate, and utilize this in ways that safeguard or enhance quality of services
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1 2 3 4 5
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University of Northern Iowa School Psychology Program
Scoring Criteria for Assessment Reports included in Student Portfolios*
Student:
Evaluator:
Course for which report was written:
Date:
Scale: 1 = unsatisfactory 2 = developing 3 = competent 4 = highly competent 5 = exceptional
Criteria
1.
Rating
The report is complete**
1
2
3
4
5
2.
A consistent strategy is used to organize assessment
findings.
1
2
3
4
5
3.
Findings and recommendations address the referral
question (Additional concerns may be addressed as well.)
1
2
3
4
5
4.
Interpretations are based on an adequate sample of
behavior.
1
2
3
4
5
5.
All relevant sources of information are used in
developing hypotheses, interpretations, and
recommendations.
1
2
3
4
5
6.
Specific behaviors are cited to support inferences made
by the examiner.
1
2
3
4
5
7.
Clear descriptions of the constructs or abilities
measured by tests are provided.
1
2
3
4
5
8.
The meaning and implications of scores and other
results are clearly stated.
1
2
3
4
5
9.
The writer refrains from making diagnoses or
recommendations based solely on test scores.
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
10.
11.
Recommendations are clear, specific, and realistic.
The report is written in a clear and readable style,
without unnecessary technical material or jargon.
12.
The report is free from biased terms and assumptions.
1
2
3
4
5
13.
Reliability and validity of test results are reported.
1
2
3
4
5
14.
Spelling and grammar are without errors.
1
2
3
4
5
* Some criteria are adapted from Sattler, J. (2001) Assessment of Children: Cognitive Applications, p. 689.
** A complete report contains the following sections: Title, Identifying Data (use a pseudonym to protect the
examinee’s privacy), Reason for Referral, Background Information, Behavioral Observations, Test/Assessment
Names, Results, and Impressions, Recommendations, and Examiner Signature.
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Academic/Clinical Notification of Concern – Description of Concern
School Psychology Program – University of Northern Iowa
Name:
Professor/Supervisor:
Semester & Year:
Please identify and describe the areas in which the student experiences difficulties that may interfere with
his/her ability to perform successfully in subsequent classes and/or in the profession of school
psychology.
Speaking Skills
Initiative
Content/knowledge
Writing Skills
Self-confidence/poise
Professionalism/ethics
Attendance/reliability
Judgment/common sense
Interpersonal skills
Teamwork Skills
Response to supervisors
Rapport building
Responsibility
Attitude
skills
Communication
Other (please identify)
Describe specific examples of behavior(s) of concern:
Describe appropriate and expected behaviors:
Recommendations with regard to the School Psychology Program. Check all that apply.
Continue in program with close supervision
Needs appropriate academic/personal
support services
Should repeat this course before proceeding
Should consider pursuit of other career
opportunities
Other (specify)
Professor/Supervisor Signature: ______________________________________________ Date:
_______________
Student Signature: _________________________________________________________ Date:
_______________
Signatures indicate that concerns have been discussed with student.
Original:
School Psychology Program Coordinator
SEC 617
cc:
Student
Professor/Supervisor (named
above)
Student’s Advisor
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Academic/Clinical Notification of Concern – Student Action Plan
School Psychology Program – University of Northern Iowa
Student’s description of Action Plan to address identified concern(s).
Timeline for completion of Action Plan:
Professor/Supervisor Signature: ____________________________________ Date: _______________
Student Signature: _______________________________________________ Date: _______________
Signatures indicate that Action Plan and Timeline have been discussed and agreed upon by student and
Professor/Supervisor.
Original:
School Psychology Program Coordinator
SEC 617
cc:
Student
Professor/Supervisor (named
above)
Student’s Advisor
Review Date:
Review Team:
Outcome:
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