School Psychology PPS Credential Biennial Report 2014

Biennial Report Submitted Fall 2014

School Psychology Program at CSUN

Institution: Michael D. Eisner College of Education

Commission on Teacher Credentialing

Biennial Report

Academic Years 11-12 and 12-13

Date report is submitted: Fall 2014 Date of last Site Visit November 16-20, 2009

Program documented in this report: School Psychology

Name of Program School Psychology

Credential awarded Pupil Services Credential: School Psychology

Is this program offered at more than one site?

Program Contact: Dr. Wilda Laija-Rodriguez

Phone # 818 677-2601

E-Mail wilda.laija-rodriguez@csun.edu

No

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SECTION A – SCHOOL PSYCHOLOGY CREDENTIAL PROGRAM SPECIFIC INFORMATION

PART I: Contextual Information

I. Context of the School Psychology Program

The School Psychology program is located in the Department of Educational Psychology and Counseling (EPC) in the Michael D. Eisner College of

Education at California State University Northridge. The EPC department is one of six departments in the Michael D. Eisner College of Education.

The Michael D. Eisner College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). The NCATE accreditation included the school psychology in EPC.

The EPC department has the largest graduate enrollment in the college and in the university. Since l979, programs in the Department of Educational

Psychology have been granted specialized accreditation by the Council for Accreditation of Psychology and Related Education Programs (CACREP).

In addition, the school psychology program at CSUN is recognized by the National Association of School Psychologists (NASP).

The school psychology program is one of seven graduate programs in the EPC department. The school psychology program is a three year program which grants a Masters of Science in Counseling and an Advanced Pupil Personnel Services Credential in school psychology.

Candidate Information:

Program Specific Candidate Information

Numbers of candidates and Completers/graduates for two years reported

2011-2012 2012-2013

Candidates Completers/Graduates Candidates Completers/Graduates

19 18 14 14

Of the 19 candidates in 2012, 9 were Hispanic, 5 were White, 1 was Asian, and 3 were Middle-Eastern. Seventeen of them were Female and 2 were male. Most were between the ages of 25-30, with one exception. Our oldest student was between 35-40 years old. All but one candidate completed the program by the summer 2012. The last candidate has not devoted the time to complete his culminating experience project, despite various contacts and offers to support him. Our oldest student completed the program in the summer 2012 due to not being finished with her culminating activity on time.

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In the year 2012-2013 there were 14 candidates of whom 14 completed the program on time. In this cohort, there were 13 women and one man. Most students were minority students. Six were Hispanic, 7 were White, and one was Middle Eastern.

Changes since 2012:

1) School psychology faculty have met on various occasions to come up with a plan to address the previous biennial areas needed for improvement.

The following steps took place.

1) Reminded candidates and supervisors to complete all assessment tools.

2) Fewer students were accepted to the program in order to provide a better professor/candidate ratio.

3) Implemented Data Based Decision Rubric in internship case studies.

4) Student Advancement form for advancement to fieldwork (EPC 659B) was revised.

5) Continued to emphasize learning and development in various course and this was assessed in the consultation class, as part of their consultation case.

PART II. Candidate Assessment/Performance and Program Effectiveness

The Continuous Assessment Plan for candidates for the Master’s Degree and Advanced Pupil Personnel Services Credential in the EPC department are based on the California Commission on Teacher Credentialing (CCTC) Standards of Candidate Competence and Performance, as well as NASP and

NCATE standards. These standards are the basis for the program and course objectives that are provided in course syllabi and assessed in student assignments, as well as in the fieldwork and internship activities. The CCTC and NASP standards are reflected in the different Performance Based

Outcomes required in fieldwork and internship. The integration of performance standards and program objectives in various courses are described on the attachment in Appendix A (see page 50 of this report). The integration of performance based outcomes for fieldwork and internship based on CCTC standards are also listed on the attachment in Appendix A. These standards are also cross referenced in the objectives in the student handbook made available to all school psychology candidates their first year.

The assessment system used in the school psychology program is highly integrated within the curriculum. Papers, oral presentations, case studies, and

exams are integrated into all courses. In addition, particular rubrics and evaluations reflecting particular areas of competence (e.g., assessment,

counseling, consultation, and intervention) are also included within their respective classes and also in fieldwork and internship. Activities

reflecting Performance Based Outcomes (PBO) are outlined in the PBO documents for each fieldwork and internship class and are used as part of the

assessment system. The PBOs reflect state and national standards written by CCTC and NASP. The supervisor evaluations, candidate evaluations, and

self-evaluation are also incorporated within the fieldwork and internship courses.

Continuous Assessment Monitoring Checkpoints The continuous assessment monitoring plan includes measures of candidate progress at entry to the program, entry into clinical (fieldwork) practice, exit from clinical (internship) practice, and exit from the program.

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After acceptance to the school psychology program, candidates are assessed in the Spring of their first year in regards to their progress. While school

psychology faculty continually discuss progress of students during the monthly School Psychology Program Planning meetings, first year students are

assessed based on their passing grades, performance in EPC 667 and Practicum 659B at the end of the first year to evaluate whether they are ready to

enter fieldwork (or practica). Once they have acquired a grade of B in all coursework and are making satisfactory progress, candidates begin fieldwork.

Candidates are monitored in regards to their progress in fieldwork based on supervisor evaluations, as well as performance in classes and in fieldwork.

Upon completion of second year classes with at least a B or better, and at least a satisfactory rating on PBOs and evaluations, candidates are allowed to

begin Internship. During internship, candidates are monitored by their internship instructors and field site supervisors for continued progress.

Candidates are once again reviewed during the Fall of their third year to decide how they are progressing and to see if there is a need for remediation or

possible delay. If all is going well for the candidates, they are once again reviewed at the end of their third year when they are required to submit a

portfolio with rubrics and evaluations reflecting various areas of professional competence. They are also asked to fill out a disposition form.

Multiple Assessments School Psychology candidates are assessed as follows:

Retention in the Master’s and APPS Credential Program

The Masters Program and APPS Credential Program requires 69 hours of course work. Candidate assessments include assignments in courses, fieldbased projects that are documented in their PBOs, case studies assessed by specific rubrics (e.g., counseling, assessment, functional assessments, etc.) and culminating project, thesis, or examination. Faculty members have used the CCTC and NASP Standards to design assessment tools to assess candidate progress. Candidates are required to obtain at least a B in all coursework and obtain a rating of at least satisfactory in all evaluations and rubrics. Further, the university requires that any course work in which candidates receive an “Incomplete” grade must be completed within a year’s time. In addition, supervisor evaluations are also used to assess candidate’s progress.

Exit from Programs

After being admitted, candidates in the School Psychology Program must meet the following exit criteria:



At least a B grade in all coursework;



Successfully completing fieldwork and internship and all program requirements;



Obtaining at least a satisfactory rating on all evaluations and rubrics;





Passing the PRAXIS exam in School Psychology; and

Completing a culminating activity, such as a project, thesis, or examination. a) What are the primary candidate assessments the program uses up to and through recommending the candidate for a credential?

The school psychology program has various candidate assessments that it uses to evaluate candidates for the credential. These include:

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

Supervisor Evaluations for fieldwork (end of second year) and internship (end of third year)



PRAXIS



Performance Based Outcomes in Fieldwork - Spring



Performance Based Outcomes in Internship – Fall and Spring



Self-Evaluations



Embedded Assessments that are evaluated with specific rubrics in: a.

Psych-educational Assessment cases b.

Consultation cases c.

Counseling cases d.

Functional assessment cases e.

Data Based Decision Rubrics to evaluate client effectiveness via student impact data

Student Impact Data School Psychology candidates are required to operationalize cases from a problem solving framework.

Candidates begin to learn about this framework in the Introduction to School Psychology course (EPC 667) and are expected to use this framework when working with P-12 conducting counseling, consultation, assessment and interventions in their fieldwork or internship settings. Candidates are

required to carry a “data based decision” case study during their second year in fieldwork and are expected to present their hypothesis and intervention

in the Fall semester in EPC 659E and the formative and summative evaluation data in the Spring semester in EPC 659F. In addition, candidates are

expected to include impact data during their consultation case in EPC 680 and in internship in EPC 659G and EPC 659H. A descriptive rubric delineating the problem solving process and the emphasis on gathering data to monitor and evaluate intervention effectiveness for the students the candidates serve are used in fieldwork and internship.

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Knowledge

Skills

Assessment Transition Points for School Psychology Credential

Transition Point 1

Entry to Program

(1) Graduate Record

Examination (GRE)

(2) GPA of 2.5 or higher in last 60 units

(3) Grade of “B-“ or higher in all prerequisite courses

Transition Point 2

Entry to Clinical Practice

(1) GPA of 3.00 or higher in program courses

(2) Grade of “B” or higher in EPC 643, EPC 655,

EPC 661, EPC 664, and

EPC 667

Transition Point 3

Exit from Clinical

Practice

(1) 659E/F and 659G/H

Fieldwork Evaluations

(2) “Credit” or grade of

“B” or higher in the following EPC courses:

601, 602, 611, 647, 659E,

659F, 659G, 659H, 663A,

663AL, 663B, 663BL,

665, 680, 684, and SPED

610.

(1) CBEST attempted

(2) Writing Proficiency

Exam score of 8 or higher

(1) Grade of “B” or higher in EPC 659A and EPC

659B

(2) Student Advancement

Evaluation Form

(1) 659E/F and 659G/H

Fieldwork and Internship

Supervisor Evaluations

(2) “Credit” or grade of

“B” or higher in the following EPC courses:

601, 602, 611, 647, 659E,

659F, 659G, 659H, 663A,

663AL, 663B, 663BL,

665, 680, 684, and SPED

610.

(3) Scores of 3 or higher in rubrics for psychoeductional reports, consultation, counseling,

Transition Point 4

Exit from Program

Transition Point 5

Follow-Up

(1) Grade of B or higher in all program courses

(2) Credit in either EPC 697 or

EPC 698C.

(3) Comprehensive

Exam Rubric or Thesis Rubric or Project Rubric

(4) PRAXIS passed

(1) Grade of B or higher in all program courses

(2) Comprehensive


(3) PRAXIS passed

(4) 659E/F and 659G/H

Fieldwork and Internship

Supervisor Evaluations

(1) Program

Follow-Up

Survey

(Candidate

Perceptions)

(2) Program

Follow-Up

Survey

(Employers

Perceptions)

(1) Program

Follow-Up

Survey

(Candidate

Perceptions)

(2) Program

Follow-Up

Survey

(Employers

Perceptions)

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Dispositions (1) Disposition

Assessment for New

Candidates

Fuctional assessments, and data based decision making cases

(1) 659E/F and 659G/H

Fieldwork Evaluations

(1) Disposition Assessment for

Graduating Candidates

(2) Comprehensive


(3) Candidate Self Evaluation

(4)Pparent and Teacher

Evaluations

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Note: Transition Point 1 Information omitted based on biennial report directions.

Transition Point 2: Knowledge , Skills, and Dispositions for Other School Professionals

During their first year, candidates are primarily evaluated on obtaining at least a grade of B in all coursework. After the end of their first year, candidates are reviewed to make sure they have passed all of their classes with a B or better. Professors meet with candidates who may be doing less than satisfactory work or who may be exhibiting poor disposition and/or professional demeanor.

In addition, candidates are given the Student Advancement form during their practicum course (EPC 659B) to be given to instructors who may know them well. Instructors rate the candidates in various qualities. These advancement forms are then used as part of the review process in the practicum courses in the Spring. When there are concerns regarding a particular candidate, the candidate may be counseled or referred to student affairs for appropriate action.


During their second year, candidates are evaluated in each core class through embedded assessments in: EPC 663A/B: Psychological and Emotional

Assessment, EPC 665: Counseling of Elementary and Secondary Age Children, EPC 661: Behavior Assessment and Intervention, and EPC 680:

Consultation. Results of aggregate data will be discussed later.

While embedded assessments and case studies are used to assess student progress and achievement of knowledge, skills, and competence, course grades are primarily used to evaluate whether candidates are ready to enter internship, as grades reflect whether the candidate was rated as passing or achieving a minimal level of competence. All candidates are required to attain a grade of at least a B in all coursework.

In addition to these classes, candidates are required to obtain evaluations from their supervisors in fieldwork (practica) and internship. The fieldwork and internship evaluations have the same content. The following tables 3-6 reflect aggregate data for both fieldwork and internship in knowledge, skills, and dispositions. Transition point 3 for fieldwork will be discussed in this section and Transition point 4 for internship will be discussed under

Transition point 4.

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Table 3. Fieldwork and Internship Evaluation School Psychology: Knowledge Base Fall 2011 and Spring 2012

CTC Standard

NCATE

Standard

Fall 2011

Fieldwork

(659E)

Mean N

Internship

(659G)

Mean N

Spring 2012

Fieldwork

(659F)

Mean N

Internship

(659H)

Mean N

1.1 human development 1.e 3.45 22 4.04 26 4.09 23 4.46

1.2 human learning

1.3 biological bases of behavior

1.4 multicultural differences

1.e

1.f

1.e

3.46 24 3.96 26 4.00 23 4.50

3.36 22 4.00 27 3.91 22 4.26

3.85 26 4.39 28 4.48 25 4.75

1.5 ethics in regards to school psychology

1.6 law in regards to school psychology

1.7 the role of a school psychologist

1.e

1.e

1.e

3.69 26 4.39 28 4.44 25 4.75

3.36 25 4.11 27 3.92 25 4.50

3.77 26 4.39 28 4.48 25 4.68

1.8 intellectual assessment administration and interpretation

1.9 socio-emotional assmt admin. and interpretation

1.10 behavioral assessment and functional assessment

1.e

1.e

1.e

3.32 19 4.30 27 4.39 23 4.59

3.29 17 4.07 28 4.43 23 4.64

3.35 17 4.08 26 4.24 21 4.48

1.11 empirically based behavioral interventions

1.12 empirically based academic interventions

1.13 individual counseling of school age students

1.e

1.e

1.e

3.33 21 3.85 27 4.23 22 4.46

3.15 20 3.85 26 4.00 23 4.22

3.71 24 4.32 25 4.46 24 4.67

1.14 group counseling of school age students

1.15 consultation

1.16 conducting statistics and applied research

1.e

1.e

1.e

3.64 22 4.28 25 4.64 22 4.67

3.63 24 4.30 27 4.48 23 4.54

3.40 10 4.00 12 4.33 12 4.32

1.17 conducting program evaluation

1.18 systems theory and systemic interventions

1.19 problem solving model

1.20 using a practitioners-scientist approach

1.21 using data to evaluate the effectiveness of his (her) services in regards to interventions, counseling, and Cons.

1.22 regarding agencies and programs serving special needs children and their families

1.e

1.e

1.e

1.e

1.e, 1.f

1.e

3.20 10 3.90 20 3.92 13 4.32

3.27 15 3.92 24 4.10 21 4.32

3.58 19 3.96 25 4.04 25 4.56

3.39

3.57

3.27

18

23

22

4.05

4.23

3.73

Notes : 1=No knowledge, 2=Minimal knowledge, 3=Adequate knowledge, 4=More than adequate, 5=Excellent

21

26

26

4.16

4.33

4.04

19

21

25

4.38

4.54

4.31 26

28

27

27

27

28

22

22

25

27

26

26

28

28

28

27

28

27

28

28

27

28

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Table 3. Fieldwork and Internship Evaluation School Psychology: Knowledge Base Fall 2012 and Spring 2013 (Cont.)

CTC Standard

NCATE

Standard

Fall 2012

Fieldwork

(659E)

Mean N

Internship

(659G)

Mean N

Spring 2013

Fieldwork

(659F)

Mean N

Internship

(659H)

Mean N

1.1 human development 1.e 3.93 14 4.12 26 4.17 18 4.54

1.2 human learning

1.3 biological bases of behavior

1.4 multicultural differences

1.e

1.f

1.e

3.79 14 4.12 26 4.17 18 4.67

3.79 14 4.13 24 4.06 17 4.54

4.33 15 4.31 26 4.61 18 4.67

1.5 ethics in regards to school psychology

1.6 law in regards to school psychology

1.7 the role of a school psychologist

1.e

1.e

1.e

4.33 15 4.46 26 4.67 18 4.83

3.67 15 4.00 26 4.33 18 4.71

4.13 15 4.42 26 4.61 18 4.75


1.9 socio-emotional assmt dmin and interpretation

1.10 behavioral assessment and functional assessment

1.e

1.e

1.e

3.75 12 4.33 24 4.33 18 4.67

3.92 13 4.25 24 4.29 17 4.63

3.82 11 4.14 21 4.33 15 4.67

1.11 empirically based behavioral interventions

1.12 empirically based academic interventions

1.13 individual counseling of school age students

1.e

1.e

1.e

3.93 15 4.13 24 4.00 18 4.63

3.80 15 4.04 23 4.22 18 4.67

4.07 14 4.40 25 4.53 17 4.74

1.14 group counseling of school age students

1.15 consultation

1.16 conducting statistics and applied research

1.e

1.e

1.e

4.21 14 4.41 22 4.53 17 4.76

4.00 15 4.27 26 4.22 18 4.83

3.29 7 4.06 17 4.00 12 4.75

1.17 conducting program evaluation

1.18 systems theory and systemic interventions

1.19 problem solving model

1.e

1.e

1.e

3.67 6 4.07 14 4.36 11 4.65

3.67 12 4.05 21 4.13 15 4.55

4.00 14 4.29 24 4.29 17 4.75

3.93 14 4.15 20 4.53 15 4.57 1.20 using a practitioners-scientist approach

1.21 using data to evaluate the effectiveness of his (her) services in regards to interventions, counseling, and cons.

1.22 regarding agencies and programs serving special needs children and their families

1.e

1.e, 1.f

1.e

3.93

3.85

14

13

4.26

4.00

Notes : 1=No knowledge, 2=Minimal knowledge, 3=Adequate knowledge, 4=More than adequate, 5=Excellent

23

26

4.41

4.11

17

18

4.67

4.50 24

24

24

23

21

24

16

17

22

24

21

24

24

24

24

24

24

24

24

24

24

24

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Table 3 above reflects information for fieldwork and internship. Since Internship information is used to evaluate Transition point 4, this will be discussed later under Transition point 4. Please note that the number of supervisor evaluation submitted varied due to three reasons: 1) sometimes the supervisor did not receive a password to enter the information online, 2) sometimes the supervisor did not complete the evaluation, 3) sometimes candidates had more than one supervisor. As a result the N for the different data will vary. As a program, we have been working with the students and supervisors to make sure they all enter evaluation information online. This was previously noted as an area of to be improved upon, but despite constant reminders, this problem has improved, but seems to continue to exist.

Supervisors evaluate candidate’s knowledge, skills and competence in the various areas specified by state (CCTC) and national (NASP) standards. In regards to knowledge base for candidates in fieldwork (practica), a consistent finding was that all candidates were rated higher in the Spring semester of their fieldwork year. This is expected, as it is supposed to be a developmental progressive process in regard to their growth. This was the same pattern as previously reported in 2012.

Fieldwork cohort 2013 seemed to have gotten better ratings overall. Strengths for cohort 2013 were in ethics, the role of the school psychologist, counseling, and using the scientist practitioner model. Strengths for cohort 2012 were in ethics, working with multicultural populations, role of the school psychologist, socio-emotional assessment, counseling, and consultation. Weaknesses for cohort 2012, but not for cohort 2013, were understanding the problem solving model, academic interventions, biological bases of behavior, and the law.

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Table 4. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1) Fall 2011 and Spring 2012

CTC Standard

NCATE

Standard

Fieldwork

(659E)

Mean N

Fall 2011

Internship

(659G)

Mean N

Spring 2012

Fieldwork

(659F)

Mean N

Internship

(659H)

Mean N

2.1 using ethical guidelines 1.g

2.2 following the law, especially as it relates to SP 1.g

1.g

3.88

3.58

3.54

25

26

24

4.50

4.36

4.37

28

28

27

4.44

4.12

4.21

25

25

24

4.82

4.71

4.78

28

28

27 2.3 following guidelines by IDEA and Section 504

2.4 working with students, parents, and other professionals from different cultural backgrounds

(knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues)

2.5 working with students who speak a language other than English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences)

2.6 working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population)

2.7 using developmental, cognitive, learning, and social theories when developing a hypothesis

2.8 using data through formal observations to assist him

(or her) derive at a good working hypothesis

2.9 using effective interviewing techniques to help him

(or her) derive at a good working hypothesis


1.g

1.g

1.g

1.e, 1.f

1.e, 1.f

1.e, 1.f

1.e

4.00

3.60

3.61

3.38

3.61

3.56

3.47

26

25

23

24

23

25

15

4.61

4.43

4.44

3.96

4.36

4.14

4.37

28

28

27

28

28

28

27

4.52

4.33

4.42

4.16

4.36

4.28

4.35

25

24

24

25

25

25

23

4.85

4.85

4.89

4.43

4.70

4.70

4.69

27

27

28

28

27

27

26

2.11 socio-emotional assmt admin and interpretation 1.e 3.27 15 4.11 28 4.35 23 4.64 28

2.12 interpreting psychometric data and integrating other information to conceptualize a case and derive at a good working hypothesis

1.e, 1.f 3.31 16 4.04 27 4.22 23 4.56 27

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Notes : 1=No competence, 2=Minimal competence, 3=Adequate competence, 4=More than adequate, 5=Excellent

Table 4. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1) Fall 2012-Spring 2013

CTC Standard

NCATE

Standard

Mean

Fieldwork

(659E)

N

Fall 2012

Mean

Internship

(659G)

N

2.1 using ethical guidelines

2.2 following the law, especially as it relates to school psychology

2.3 following guidelines set forth by IDEA and Section 504

1.g

1.g

1.g

4.12

3.76

25

25

4.73

4.64

11

11

3.87 23 4.73 11

2.4 working with students, parents, and other professionals from different cultural backgrounds (knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues)

1.g

3.92 25 4.82 11

2.5 working with students who speak a language other than

English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences)

1.g

3.77 22 4.78 9

2.6 working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population)

1.g

3.80 20

2.7 using developmental, cognitive, learning, and social theories when developing a hypothesis

2.8 using data through formal observations to assist him (or her) derive at a good working hypothesis

2.9 using effective interviewing techniques to help him (or her) derive at a good working hypothesis


2.11 socio-emotional assessment administration and interpretation

1.e, 1.f

1.e, 1.f

1.e, 1.f

1.e

1.e

3.52

3.83

3.50

3.14

3.14

21

23

24

14

14

2.12 interpreting psychometric data and integrating other information to conceptualize a case and derive at a good working hypothesis

1.e, 1.f

3.13 16


4.70

4.55

4.64

4.64

4.82

4.64

4.64

10

11

11

11

11

11

11

Fieldwork

(659F)

Mean N

Spring 2013

Internship

(659H)

Mean N

4.57 23 4.58 12

4.43

4.48

23

23

4.50

4.58

12

12

4.57

4.52

4.39

4.26

4.30

4.35

4.41

4.36

4.36

23

23

23

23

23

23

22

22

22

4.75

4.64

4.55

4.33

4.55

4.55

4.58

4.33

4.25

12

11

11

12

11

12

11

12

12

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Table 4 above reflects information for fieldwork and internship in regards to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.

For the both cohorts 2011—2012 and 2012-2013, candidates were rated higher from Fall to Spring semester, showing levels of improvement in the various areas. This is to be expected as they gain knowledge and competence in all areas.

Areas that were rated higher were: abiding by ethical guidelines and the law, working with students, parents, and other professionals from different cultural backgrounds (knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues), working with students who speak a language other than English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences), and working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population). These findings are identical to findings reported in 2012. Overall, data showed consistent improvement from fall to spring for both cohorts with no notable weaknesses for either cohort.

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Table 5. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1I) Fall 2011 and Spring 2012

CTC Standard

NCATE

Standard

Mean

Fieldwork

(659E)

N

Fall 2011

Mean

Internship

(659G)

N

Fieldwork

(659F)

Mean N

Spring 2012

Mean

Internship

(659H)

N

2.13 conceptualizing a case and using a working hypothesis to derive appropriate and empirically based academic recommendations and interventions for students

2.14 using a working hypothesis to derive appropriate and empirically-based behavioral recommendations and interventions for students

2.15 writing comprehensive psycho-educational reports that address areas of disability and describe appropriate recommendations based on data gathered

2.16 conducting a behavioral and functional assessment

2.17 conducting direct behavioral interventions

2.18 describing appropriate academic interv in reading

2.19 describing appropriate academic interventions in math

1.e

1.e

1.e

1.e

1.e

1.e

1.e

3.29

3.33

3.22

2.86

3.32

3.23

2.78

17

18

9

7

19

13

9

4.00

4.00

4.30

4.00

3.96

3.75

3.67

23

26

27

21

23

24

24

4.17

4.35

4.39

4.06

4.17

4.05

4.05

24

23

23

18

23

21

20

4.44

4.37

4.74

4.44

4.50

4.21

4.21

27

27

27

25

28

24

24

2.20 describing appropriate academic interv in WL 1.e

2.90 10 3.65 23 3.90 21 4.16 25

2.21 using appropriate individual counseling techniques with school age children

2.22 using appropriate group counseling techniques with school age children

2.23 conducting consultation from entry to evaluation of interventions

2.24 using empirical data to evaluate student outcomes when conducting interventions and counseling

2.25 conducting applied research in the schools

2.26 conducting a program evaluation in the schools

2.27 using the problem solving model

2.28 using a scientist-practitioner approach

2.29 organizing, preparing, and conducting in-services for parents and teachers

1.e

1.e

1.e

1.f

1.e

1.e

1.e

1.e

1.e

3.50

3.52

3.32

3.33

3.14

3.00

3.50

3.47

3.50

24

21

19

21

7

5

20

19

6

4.23

4.25

4.04

4.00

3.79

3.93

3.92

4.00

4.21

26

24

26

25

14

15

25

21

19

4.61

4.59

4.27

4.38

4.07

3.69

4.05

4.21

4.53

23

22

22

21

15

13

22

19

17

4.67

4.78

4.67

4.44

4.31

4.33

4.37

4.40

4.52

27

27

27

27

16

21

27

25

23

2.30 using data to evaluate the effectiveness svces. 1.f

3.35 20 4.04 24 4.40 20 4.54 26

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16 | P a g e



Table 5. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1I) Fall 2012 and Spring 2013

CTC Standard

NCATE

Standard

Mean

Fieldwork

(659E)

N

Fall 2012

Mean

Internship

(659G)

N

2.13 conceptualizing a case and using a working hypothesis to derive appropriate and empirically based academic recommendations and interventions for students

2.14 using a working hypothesis to derive appropriate and empirically-based behavioral recommendations and interventions for students

2.15 writing comprehensive psycho-educational reports that address areas of disability and describe appropriate recommendations based on data gathered

1.e

1.e

1.e

3.78

3.50

3.60

9

12

5

2.16 conducting a behavioral and functional assessment

2.17 conducting direct behavioral interventions

1.e

1.e

3.60

4.27

5

11

2.18 describing appropriate academic interventions in reading

2.19 describing appropriate academic interventions in math

2.20 describing appropriate academic interventions in written language

2.21 using appropriate individual counseling techniques with school age children

2.22 using appropriate group counseling techniques with school age children

2.23 conducting consultation from entry to evaluation of interventions

2.24 using empirical data to evaluate student outcomes when conducting interventions and counseling

2.25 conducting applied research in the schools

2.26 conducting a program evaluation in the schools

2.27 using the problem solving model

2.28 using a scientist-practitioner approach

2.29 organizing, preparing, and conducting in-services for parents and teachers

2.30 using data to evaluate the effectiveness of his (or her) services

1.e

1.e

1.e

1.e

1.e

1.e

1.f

1.e

1.e

1.e

1.e

1.e

1.f

3.55

3.50

3.60

4.23

4.38

3.83

3.83

3.50

3.25

4.00

4.00

4.00

3.90

11

10

10

13

13

12

12

12

2

10


6

4

13

4.18

4.30

4.33

4.20

4.21

3.77

3.75

3.77

4.40

4.32

4.23

4.26

3.92

3.92

4.26

4.15

4.11

4.00

22

23

24

22

25

25

26

23

13

12

23

20

19

23

20

24

22

20

Fieldwork

(659F)

Mean N

Spring 2013

Mean

Internship

(659H)

N

4.29

4.28

4.24

4.36

4.38

4.11

4.06

4.06

4.76

4.69

4.44

4.50

4.60

4.36

4.24

4.40

4.44

4.38

17

18

17

11

16

18

18

17

17

16

18

18

10

11

17

15

16

16

4.71

4.74

4.71

4.76

4.54

4.48

4.41

4.41

4.75

4.82

4.75

4.63

4.46

4.50

4.75

4.67

4.74

4.68

24

23

24

22

24

22

24

24

13

14

24

21

19

22

21

24

23

22

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Table 5 above reflects information for fieldwork and internship in regard to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.

Both cohorts showed an increase in ratings from Fall to Spring semesters. Higher scores in the more than adequate competence range were seen in individual counseling and conducting applied research. Lower scores, but still within the more than adequate competence range were seen in program evaluation for cohort 2012.

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Table 6. Fieldwork and Internship: Interpersonal and Communication Skills Interpersonal and Communication Skills Fall 2011 and Spring 2012

CTC Standard

NCATE

Standard

Mean

Fieldwork

(659E)

N

Fall 2011

Mean

Internship

(659G)

N Mean

Fieldwork

(659F)

N

Spring 2012

Mean

Internship

(659H)

N

3.1 skills in effectively relating and communicating with students

1.g

3.88 26 4.57 28 4.48 25 4.82 28

1.g 3.2 skills in effectively relating and communicating with parents

3.3 skills in effectively relating and communicating with teachers

3.4 skills effectively relating and communicating with administrators and other professionals

3.5 professional behavior, as defined by being punctual and responsible for appointments and meetings

3.6 professional appearance, grooming, and demeanor

3.7 effective listening skills and is empathetic

3.8 ability to receive constructive criticism

3.9 skills in time management and meeting due dates

3.10 skills in multi-tasking and managing a diverse caseload

3.11 skills in initiative, independence, and flexibility

3.12 skills in participating effectively in Student Study Team (or

Child Study Team) and Individualized Education Plan meetings

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

3.73

3.65

3.62

4.15

4.23

4.19

4.27

3.92

3.73

4.15

3.69

26

26

26

26

26

26

26

26

26

26

26

4.32

4.32

4.29

4.39

4.57

4.61

4.61

4.43

4.14

4.32

4.04

28

28

28

28

28

28

28

28

28

28

28

4.48

4.52

4.32

4.64

4.80

4.72

4.88

4.64

4.48

4.60

4.16

25

25

25

25

25

25

25

25

25

25

25

4.64

4.46

4.57

4.59

4.79

4.82

4.79

4.54

4.54

4.43

4.33

28

28

28

27

27

28

28

28

28

28

28

3.13 skills in assisting and supervising other lesser trained fieldwork or internship students

3.14 demonstrates maturity of judgment

3.15 skills in maintaining appropriate professional behavior with students and others

3.16 skills in seeking assistance and supervision when needed

1.g

1.g

1.g

1.g

3.18

3.92

4.19

4.12

22

25

26

26

3.76

4.50

4.61

4.68

21

28

28

28

4.00

4.64

4.80

4.72

22

25

25

25

4.24

4.54

4.79

4.75 28

21

28

28

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Table 6. Fieldwork and Internship Evaluation School Psychology: Interpersonal and Communication Skills Fall 2012 and Spring 2013

CTC Standard

NCATE

Standard

Mean

Fieldwork

(659E)

N

Fall 2012

Mean

Internship

(659G)

N Mean

Fieldwork

(659F)

N

Spring 2013

Mean

Internship

(659H)

N

3.1 skills in effectively relating and communicating with students

1.g

4.53 15 4.50 26 4.72 18 4.83 23

1.g 3.2 skills in effectively relating and communicating with parents

3.3 skills in effectively relating and communicating with teachers

3.4 skills effectively relating and communicating with administrators and other professionals

3.5 professional behavior, as defined by being punctual and responsible for appointments and meetings

3.6 professional appearance, grooming, and demeanor

3.7 effective listening skills and is empathetic

3.8 ability to receive constructive criticism

3.9 skills in time management and meeting due dates

3.10 skills in multi-tasking and managing a diverse caseload

3.11 skills in initiative, independence, and flexibility

3.12 skills in participating effectively in Student Study Team (or

Child Study Team) and Individualized Education Plan meetings

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

1.g

4.33

4.47

4.40

4.47

4.60

4.67

4.73

4.60

4.40

4.47

4.07

15

15

15

15

15

15

15

15

15

15

15

4.38

4.38

4.46

4.54

4.62

4.58

4.54

4.56

4.42

4.62

4.35

26

26

26

26

26

26

26

25

26

26

26

4.33

4.39

4.39

4.61

4.56

4.72

4.83

4.56

4.56

4.61

4.28

18

18

18

18

18

18

18

18

18

18

18

4.71

4.71

4.71

4.83

4.88

4.83

4.83

4.75

4.79

4.88

4.63

24

24

24

24

24

24

24

24

24

24

24

3.13 skills in assisting and supervising other lesser trained fieldwork or internship students

3.14 demonstrates maturity of judgment

3.15 skills in maintaining appropriate professional behavior with students and others

3.16 skills in seeking assistance and supervision when needed

1.g

1.g

1.g

1.g

4.00

4.53

4.73

4.53

12

15

15

15

4.10

4.46

4.62

4.56

20

26

26

25

4.31

4.50

4.72

4.67

16

18

18

18

4.52

4.83

4.96

4.83 23

21

24

24

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Notes : 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Excellent

Table 6 above reflects information for fieldwork and internship in regards to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.

All cohorts showed improved ratings from Fall to Spring semesters. Both cohorts showed strengths in their professional behavior, professional appearance, effective listening skills, obtaining constructive criticism, time management, taking initiative and being independent, maturity of judgement, and being able to seek assistance from their supervisor when needed. A lower score, although still in the above average range was in their ability to effectively participate in student study team and supervise less trained individuals. The lower scores in these areas are consistent to last report and seem to mirror those less scores for internship students. This may be due to the fact that both fieldwork students and interns feel less self-confident than their supervisors or other professionals. This is often shared in both fieldwork and internship classes by students.


Exit from the program is conducted via a student exit interview. While this interview is more informal, it is a time to gather informal information, as well as all of candidate program documents. The instructor makes sure that all school psychology candidates have received grades of B or better on all coursework based on transcripts provided by the students. In addition, all evaluations and rubrics are reviewed to make sure that all ratings are at least in the satisfactory range. PRAXIS scores in school psychology are also reviewed to make sure they are passing.

The tables of the evaluations done by the intern supervisors for the candidates are provided in the previous section. However, discussion of the results for the interns are the following.

Table 3 included above under transition point 3 reflects information for fieldwork and internship in regards to knowledge . Internship information will be discussed in this section, as this is part of their assessment process for Transition 4.

Internship cohort 2012 were rated less well in general than fieldwork cohort 2013 by the Spring. A strength for the Spring 2013 cohort was in role of school psychologist, law and ethics, counseling, consultation, and research. A similar profile was found with cohort 2012. Relative weaknesses for cohort 2012 were biological bases of behavior and empirically based academic interventions. Cohort 2013 did not exhibit these relative weaknesses.

Both cohorts obtained ratings between 4 and 5 in all knowledge areas assessed.

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Table 4 above reflects information for fieldwork and internship in regards to competence . Internship information will be discussed in this section, as this is part of their assessment process for Transition 4.

Competence for internship was rated high for both cohorts 2012 and 2013. Strengths were noted in working with multicultural students, parents, and school staff, ethics, law, using interpreters, using data to evaluate student outcomes, social emotional and cognitive assessment. No significant weaknesses were noted. Overall, both cohorts improved and achieved competence in the various areas evaluated by their supervisors.

Table 5 above reflects information for fieldwork and internship in regards to competence. Internship information will be discussed in this section, as this is part of their assessment process for Transition 4.

For internship competence, both cohorts 2012 and 2013 showed strengths in all areas in the Spring. For cohort 2013 a more obvious strength was in writing comprehensive reports with recommendations and a weakness in conceptualizing cases with academic recommendations.

All candidates were given high ratings in the Fall semester and they continued to be high in the Spring semester. A consistent strength showed by interns were in their professional appearance, grooming, and demeanor, as well as in their ability to receive criticism, and exhibiting maturity in judgment. Professional behavior was also seen as a consistent strength. A relative weakness was in supervising others. These results are similar to those reported in 2012.

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Table 7. Group and Individual Counseling Spring 2012 and Spring 2013

Individual counseling NCATE Spring 2012

Standard Mean N

Observations

Rapport

Counseling Rules

Counseling Goals

Progress Notes

Counseling Techniques

Group Formation

Effectiveness

Counseling Techniques

Legal and Ethical

Issues

Working with

Teachers, Families…

Resources & Referrals

4.89 19

4.83 19

4.83 19

4.77 19

4.68 19

4.83 19

4.76 19

4.77 19

4.69 19

4.71 19

4.89

4.72

19

19

Notes: 1=Poor, 3=Average, 5=Excellent

Spring 2013

Mean N

4.95

4.91

4.91

4.78

4.86

4.73

4.87

4.86

4.71

4.86

14

14

14

14

14

14

14

14

14

14

5.00

4.91

14

14

Mean N

N = number of cases, not number of students.

While the previous data reflected knowledge and competence as observed by candidate’s fieldwork and internship supervisors, the following data will reflect ratings by candidate’s internship professor’s in the various areas: counseling, behavioral assessment and intervention, consultation, and data based decision making. The data reflected on these tables are based on a case study conducted by the candidate.

Candidates for cohorts 2012 and 2013 showed high competence in individual and group counseling based on their ability to counsel a student and show evidence of conceptualization of cases, counseling, and assessing outcomes. This is consistent with supervisor evaluation of fieldwork students and interns.

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Table 8. Functional Analysis Rubric Table 8. Functional Analysis Rubric Spring 2013 and Spring 2013

Score NCATE Spring 2012

Observations

Target Behavior

Data Collection

Health History

Ecological Setting

Student’s Ability to

Communication

Function of Behavior

Positive Replacement

Behavior

Reinforcement Schedule

Positive Behavior

Knowledge of Ethnical

Issues

Knowledge of Behavior

Knowledge of Others

Working with Teacher and

Families

Knowledge of Resources

Organizations

Spelling

Grammar

standard Mean N

4.86

4.89

4.94

5.00

4.89

4.94

5.00

4.89

4.60

4.78

4.94

4.68

4.97

4.94

4.94

5.00

4.94


19

19

19

19

19

19

19

19

19

19

19

19

19

19

19

19

19

Spring 2013

Mean N

5

4.96

14

14

5

4.92

5

4.88

14

14

14

14

4.92

4.96

4.88

5

4.88

4.92

4.85

4.88

4.92

5.00

14

14

14

14

14

14

14

14

14

14

Both cohorts 2012 and 2013 showed competence in their ability to conduct functional assessment and develop appropriate behavioral interventions based on a case study in their field sites.

24 | P a g e



Table -9. Psych Ed- Reports Rubric 2012 and Spring 2013

Score

Referral

Background

Observation

Cognitive

Academic

Processing

Adaptive

Socio-emotional

Functioning

Results

Integration

Summary

Recommendations

Reports

Legal

NCATE Spring 2012

Standard Mean N

4.77 12

4.61

4.67

12

12

4.59

4.39

12

12

4.46

3.9

4.58

4.49

4.53

4.64

4.12

12

12

12

12

12

12

12

Writing Styles

Notes: 1=Poor, 3=Average, 5=Excellent

4.79

4.44

4.32

4.28

Spring 2013

Mean N

4.51 12

4.64

4.51

12

12

4.52

4.5

12

12

4.38

4.60

4.51

12

12

12

12

12

12

12

Mean N


Candidates are assessed by their instructors in regards to their ability to conceptualize, interpret, and write psycho-educational reports. Results on Table

9 indicates that all candidates achieved competence in all areas.

25 | P a g e



Assessment #1: Data from a) PRAXIS II

Content knowledge is assessed based on results from the PRAXIS II exam in school psychology.

Table 10. PRAXIS in School Psychology percentage passed 2012-2013

Year 2012 2013

Mean 172 173.5

Range

N

165-184

18

160-182

14

Passing 165 Passing 165

Table 10. indicates that 100% of candidates of cohort 2012 passed the PRAXIS II exam in school psychology. The program has a mandatory passing score. Cohort 2013 had two students that did not manage to get above 165 in order to pass the PRAXIS. They were close (in the 160s), but despite taking the exam three times, they did not pass it. They fulfilled all other requirements, so the school psychology faculty met and discussed their situation and agreed to let them graduate. The only implication for them not to pass the PRAXIS II will be that they will not be eligible to be a National

Certified School Psychologist. The passing rate of all of our students is still 80%, which is what NASP is looking for recognition.

26 | P a g e



Table 11. Self-Evaluation Fall 2011 and Spring 2012 Knowledge

Item

NCATE

Standard Mean

Fall 2011

1. Knowledge of human development.

2. Knowledge of human learning.

3. Knowledge of biological bases of behavior.

4. Knowledge of multicultural differences.

1.e

1.e

1.e

1.e

1.e

4.38

4.44

3.81

4.50

4.69 5. Knowledge of ethics in regards to school psychology.

6. Knowledge of law in regards to special education and school psychology.

7. Knowledge of the role of a school psychologist.

8. Knowledge of intellectual assessment administration and interpretation.

9. Knowledge of socio-emotional assessment administration and interpretation.

10. Knowledge of behavioral assessment and functional assessment.

11. Knowledge of empirically based behavioral interventions.

12. Knowledge of empirically based academic interventions.

13. Knowledge of individual counseling of school age students.

14. Knowledge of group counseling of school age students.

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

4.44

4.56

4.50

4.19

4.31

4.25

4.31

4.56

4.44

1.e

4.31 15. Knowledge of consultation.

16. Knowledge of conducting statistics and applied research.

17. Knowledge of conducting program evaluation.

18. Knowledge of systems theory and systemic interventions.

19. Knowledge of the problem solving model.

20. Knowledge of using a practitioners-scientist approach.

21. Knowledge of using data to evaluate the effectiveness of my services in regards to intervention.

1.e

1.e

1.e

1.e

1.e

1.e. 1.f

3.31

3.56

4.06

4.63

4.13

4.56

N

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

4.34

4.38

4.22

4.50

4.44

4.63

3.56

3.81

4.28

4.81

4.34

4.75

Mean

Spring 2012

N

4.34

4.47

4.16

4.59

4.63

32

32

32

32

32

4.47

4.78

4.72

32

32

32

4.44 32

32

32

32

32

32

32

32

32

32

32

32

32

27 | P a g e



22. Knowledge regarding agencies and programs serving special needs children and their families.

1.e

3.63 16 4.03

Notes: 1=Poorly Prepared, 2=Minimally Prepared, 3=Adequately Prepared, 4=Prepared, 5=Very Well Prepared

32

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Table 11. Self-Evaluation Fall 2011 and Spring 2012 Competence

Item

23. Competence in my ability to use ethical guidelines.

24. Competence in my ability to follow law, especially as it relates to school psychology.

25. Competence in my ability to follow guidelines set forth by IDEA and Section 504.

26. Competence in my ability to work with students, parents, and other professionals.

27. Competence in working with students who speak a language other than English

28. Competence in my ability to work with parents and other professionals who speak a language

29. Competence in my ability to use developmental, cognitive, learning, and social theories

30. Competence in my ability to use informal data through formal observations

31. Competence in my ability to use effective interviewing techniques

32. Competence in intellectual assessment administration and interpretation.

33. Competence in socio-emotional assessment administration and interpretation.

34. Competence in my ability to interpret psychometric data.

35. Competence in my ability to use my working hypothesis to derive appropriate empirically


37. Competence in my ability to write comprehensive psycho-educational reports

38. Competence in conducting a functional assessment.

39. Competence in direct behavioral interventions.

40. Competence in describing appropriate academic interventions in reading.

41. Competence in describing appropriate academic interventions in math.

42. Competence in describing appropriate academic interventions in written language.

43. Competence in my ability to use appropriate individual counseling technique with school age children

44. Competence in my ability to use appropriate group counseling techniques with school age children

45. Competence in my ability to conduct consultation from entry to evaluation of interventions.

46. Competence in my ability to conduct applied research in the schools.

47. Competence in my ability to conduct a program evaluation in the schools.

48. Competence using the problem solving model.

NCATE

Standard

Fall 2011

Mean N

1.e 4.69

1.e

4.69

1.e

4.31

1.e

4.75

1.e

4.63

1.e

4.69

1.e

4.31

1.e

4.19

1.e

4.50

1.e

1.e

4.69

1.e

4.25

1.e, 1.f

4.25

4.38

1.e

1.e

4.25

1.e

4.69

1.e, 1.f

4.13

4.13

1.e

4.25

1.e

4.13

1.e

4.00

1.e

4.50

1.e

4.50

1.e

4.38

1.e

3.81

1.e

3.63

1.e

4.56

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

16

Spring 2012

Mean N

4.63

4.72

4.53

4.41

4.47

4.41

4.63

4.25

4.53

4.50

4.53

4.44

4.44

4.47

4.41

4.66

4.38

4.22

4.03

3.97

4.50

4.50

4.44

4.03

3.78

4.69

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

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49. Competence using a practitioners-scientist approach

50. Competence organizing, preparing, and conducting in-services for parents and teachers.

51. Competence in using data to evaluate the effectiveness of my services

1.e

1.e

1.e, 1.f

4.06

4.31

4.63

16

16

16

Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than Adequate Competence, 5=Excellent Competence

4.31

4.50

4.66

32

32

32

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Table 11. Self-Evaluation Fall 2011 and Spring 2012 Skills and Dispositions

Item

NCATE

Standard Mean

Fall 2011

N

52. Skills in communicating and relating with students.

53. Skills in communicating and relating with parents.

54. Skills in communicating and relating with teachers.

55. Skills in communicating and relating with administrators and other professionals.

1.e

1.e

1.e

1.e

4.67

4.53

4.47

4.00

15

15

15

15

56. Professional behavior, as defined by being punctual and responsible for appointments

1.g 4.60 15

57. Professional appearance and demeanor.

58. Listening skills.

1.g

1.g

4.60

4.67

4.27 59. Expressive skills.

60. Communication skills with others without using jargon.

61. Written skills.

1.g

1.e 4.07

62. Ability to receive constructive criticism.

63. Skills in time management and meeting due dates.

64. Skills in my initiative, independence, and flexibility.

65. Professional demeanor and behavior.

66. Empathy and ability to establish rapport with others.

67. Establishing relationships with others.

68. Skills in participating effectively in Student

Study Team (or Child Study Team)

69. Skills in assisting and supervising other lesser trained fieldwork or internship students.

1.e

1.g

1.e

1.e, 1.g

1.g

1.g

1.g

1.e, 1.g

1.e, 1.g

4.47

4.67

4.33

4.47

4.67

4.80

4.73

4.07

4.20

Notes: 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Excellent

15

15

15

15

15

15

15

15

15

15

15

15

15

4.78

4.72

4.91

4.78

4.75

4.41

4.91

4.91

4.41

4.56

4.47

4.75

4.72

4.16

Spring 2012

Mean N

4.78 32

4.69 32

4.66

4.59

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

32

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Table 12. Self-Evaluation Fall 2012 and Spring 2013 Knowledge

Fall 2012

Mean

Item

1. Knowledge of human development.

2. Knowledge of human learning.

3. Knowledge of biological bases of behavior.

4. Knowledge of multicultural differences.

5. Knowledge of ethics in regards to school psychology.

6. Knowledge of law in regards to special education and school psychology.

7. Knowledge of the role of a school psychologist.

8. Knowledge of intellectual assessment administration and interpretation.

9. Knowledge of socio-emotional assessment administration and interpretation.

10. Knowledge of behavioral assessment and functional assessment.

11. Knowledge of empirically based behavioral interventions.

12. Knowledge of empirically based academic interventions.

13. Knowledge of individual counseling of school age students.

14. Knowledge of group counseling of school age students.

15. Knowledge of consultation.

NCATE

Standard

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

1.e

16. Knowledge of conducting statistics and applied research.

17. Knowledge of conducting program evaluation.

18. Knowledge of systems theory and systemic interventions.

19. Knowledge of the problem solving model.

20. Knowledge of using a practitioners-scientist approach.

21. Knowledge of using data to evaluate the effectiveness of my services in regards to intervention.

1.e

1.e

1.e

1.e

1.e

1.e. 1.f

4.00

4.00

4.00

4.40

4.40

4.20

4.80

4.40

4.40

4.00

4.00

3.80

4.40

4.00

4.20

3.40

3.20

3.80

4.40

3.80

4.00

Spring 2013

Mean

4.45

4.45

4.23

4.86

4.82

4.64

4.91

4.59

4.14

4.59

4.41

4.18

4.64

4.64

4.73

3.86

4.05

4.32

4.77

4.45

4.82

N

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

N

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

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22. Knowledge regarding agencies and programs serving special needs children and their families.

1.e

4.00 5 4.23 22

Notes: 1=Poorly Prepared, 2=Minimally Prepared, 3=Adequately Prepared, 4=Prepared, 5=Very Well Prepared

Table 12. Self-Evaluation Fall 2012 and Spring 2013 Competence

Item

NCATE

Standard

23. Competence in my ability to use ethical guidelines.

24. Competence in my ability to follow law, especially as it relates to school psychology.

25. Competence in my ability to follow guidelines set forth by IDEA and Section 504.

26. Competence in my ability to work with students, parents, and other professionals.

27. Competence in working with students who speak a language other than English

28. Competence in my ability to work with parents and other professionals who speak a language

29. Competence in my ability to use developmental, cognitive, learning, and social theories

30. Competence in my ability to use informal data through formal observations

31. Competence in my ability to use effective interviewing techniques

32. Competence in intellectual assessment administration and interpretation.

33. Competence in socio-emotional assessment administration and interpretation.

34. Competence in my ability to interpret psychometric data.



37. Competence in my ability to write comprehensive psycho-educational reports

38. Competence in conducting a functional assessment.

39. Competence in direct behavioral interventions.

40. Competence in describing appropriate academic interventions in reading.

41. Competence in describing appropriate academic interventions in math.

42. Competence in describing appropriate academic interventions in written language.

43. Competence in my ability to use appropriate individual counseling technique with school age children

44. Competence in my ability to use appropriate group counseling techniques with school age children

Fall 2012

Mean N

1.e 4.60

1.e

4.40

1.e

4.60

1.e

4.80

1.e

4.60

1.e

4.60

1.e

3.60

1.e

3.40

1.e

4.00

1.e

1.e

3.40

1.e

4.40

1.e, 1.f

4.20

3.60

1.e

1.e

3.80

1.e

4.40

1.e, 1.f

4.00

3.60

1.e

3.80

1.e

2.80

1.e

3.60

1.e

4.40

1.e

4.20

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

5

Spring 2013

Mean N

4.59

4.64

4.50

4.55

4.41

4.50

4.77

4.23

4.82

4.68

4.68

4.59

4.36

4.50

4.64

4.82

4.32

4.09

4.23

4.09

4.68

4.64

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

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45. Competence in my ability to conduct consultation from entry to evaluation of interventions.

46. Competence in my ability to conduct applied research in the schools.

47. Competence in my ability to conduct a program evaluation in the schools.

48. Competence using the problem solving model.

49. Competence using a practitioners-scientist approach

50. Competence organizing, preparing, and conducting in-services for parents and teachers.

51. Competence in using data to evaluate the effectiveness of my services

1.e

4.40

1.e

3.40

1.e

3.40

1.e

4.40

1.e

3.80

1.e

4.40

1.e, 1.f

4.00

Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than Adequate Competence, 5=Excellent Competence

5

5

5

5

5

5

5

4.64

3.95

3.95

4.86

4.41

4.82

4.64

22

22

22

22

22

22

22

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Table 13. Self-Evaluation Fall 2012 and Spring 2013 Skills and Dispositions

Item

NCATE

Standard Mean

Fall 2012

52. Skills in communicating and relating with students.

53. Skills in communicating and relating with parents.

54. Skills in communicating and relating with teachers.

55. Skills in communicating and relating with administrators and other professionals.

56. Professional behavior, as defined by being punctual and responsible for appointments

1.e

1.e

1.e

1.e

1.g

5.00

4.60

4.40

4.60

5.00

N

5

5

5

5

5

57. Professional appearance and demeanor.

58. Listening skills.

1.g

1.g

4.80

4.80

4.80 59. Expressive skills.

60. Communication skills with others without using jargon.

61. Written skills.

1.g

1.e 4.60

62. Ability to receive constructive criticism.

63. Skills in time management and meeting due dates.

64. Skills in my initiative, independence, and flexibility.

65. Professional demeanor and behavior.

66. Empathy and ability to establish rapport with others.

67. Establishing relationships with others.

68. Skills in participating effectively in Student

Study Team (or Child Study Team)

69. Skills in assisting and supervising other lesser trained fieldwork or internship students.

1.e

1.g

1.e

1.e, 1.g

1.g

1.g

1.g

1.e, 1.g

1.e, 1.g

3.40

3.80

5.00

5.00

5.00

4.80

4.80

4.00

4.20

Notes: 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Excellent

5

5

5

5

5

5

5

5

5

5

5

5

5

4.86

4.91

4.91

4.59

4.77

4.32

4.95

4.82

4.50

4.55

4.64

4.86

4.73

4.55

Spring 2013

Mean N

4.91 22

4.64

4.45

4.68

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

22

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Self-evaluation ratings for both cohorts 2012 and 2013 were rated by few candidates. While this is a mandatory rating, it appears as though internship instructors did not emphasize this to the candidates. Again. Ratings among the candidates who responded were consistent. Almost all of them viewed themselves having above average to excellent knowledge, skills, and competence in almost every area: assessment, consultation, counseling, and interventions. The areas they scored as having more than average knowledge, skills, and competence were the following: problem solving model, using data to evaluate effectiveness of interventions, ethical behavior, working with multicultural students and families, consultation, and using the problem solving model. In regards to competence, they rated themselves less well, although still in the average range, in conducting research in the schools and program evaluation.

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Graduating candidates were also asked to fill out a survey regarding their dispositions. Table 14 shows candidate self rating on dispositions.

Table 14. Dispositions for Graduating Candidates Spring 2012

It is important that graduate students:

Develop and apply expertise in their fields of study.

NCATE

Standard

1.e

Spring 2012

Mean

5.00

N

19

Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives.

1.e, 1.g 4.95 19

Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings.

Communicate effectively using oral, written, and observational skills.

1.e, 1.g

1.e

4.89

4.95

19

19

Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations.

1.e 4.84 19

Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings.

Develop skills necessary to assess and evaluate individuals and groups.

Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support.

View their roles as preventative, educative, and therapeutic in promoting the wellbeing, healthy relationships, academic success, and career mastery.

1.g

1.e, 1.f

1.g

1.g

4.95

4.95

4.95

4.95

19

19

19

19

Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers.

Provide service through a wide variety of field-based partnerships informed by theory, research, and practice.

1.g

1.g

4.84

4.95

19

19

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Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study.

1.g 4.89

Notes : 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priority

Table 14. Dispositions for Graduating Candidates Spring 2013

It is important that graduate students:

Develop and apply expertise in their fields of study.

NCATE

Standard

1.e

Spring 2013

Mean

4.79

19

N

14

Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives.

1.e, 1.g 4.79 14

Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings.

Communicate effectively using oral, written, and observational skills.

1.e, 1.g

1.e

4.43

4.50

14

14

Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations.

1.e 4.43 14

Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings.

Develop skills necessary to assess and evaluate individuals and groups.

Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support.

View their roles as preventative, educative, and therapeutic in promoting the wellbeing, healthy relationships, academic success, and career mastery.

1.g

1.e, 1.f

1.g

1.g

4.64

4.86

4.64

4.57

14

14

14

14

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Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers.

1.g 4.57 14

Provide service through a wide variety of field-based partnerships informed by theory, research, and practice.

1.g 4.64 14

Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study.

1.g 4.50 14

Notes : 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priority

All candidates rated themselves as having all the characteristics of a well prepared professional, as indicated by the items in the disposition assessment form.

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Table 15. Data Based Decision making 2012-2013

Score NCATE 2012 2013 standard Mean N Mean N Mean N Mean

N

Mean N Mean N

1.

Behavior Definition

2.

Baseline Data

5

5

18 5

18 5

3.

Problem Validation 4.6 18 5

4.

Problem Analysis 4.6 17 5

5.

Hypothesis 4.4 18 5

6.

Global Setting 4.5 16 5

7.

Goal Attainment Setting 3.4 18 5

8.

Intervention Plan 4.3 18 5

9.

Descriptions of sessions 1.9 18 5

11

11

11

11

11

11

11

11

11

10.

Measurement Strategy 3.7 18 5

11.

Decision Making Plans 4.2 18 5

12.

Progress Monitoring

13.

Formative Evaluation

3.5

4.2

18

18

5

5

14.

Treating Integrity 3.5 17 5

15.

Summative Evaluation 4.1 18 5

16.

Graph 3.9 18 5

11

11

11

11

11

11

11

Candidates are required to work on a case in fieldwork and later in internship either in counseling or as a behavioral or academic intervention. Candidates are required to use data to evaluate their practice, as well as to monitor and evaluate their student’s progress and outcome. Candidates were rated by their instructor based on their case presentation and write up using a specific rubric outlining the problem solving model and emphasizing data based decision making. Aggregate data indicates that all candidates showed a high ability in understanding and using data to monitor and evaluate progress for their data based case study. This is consistent to supervisor evaluations and high ratings in evaluating and monitoring data based interventions. Areas of weakness were in description of sessions.

Measurement strategies was an area of weakness last report, but it has been an area of improvement for candidates this report.

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Transition 5: Follow up

Table 16. Graduate Follow-Up Survey on School Psychology Graduate Perceptions of the Program 2014

Item

To what degree did the school psychology program provide:

1.

Preparation for you to practice in the scientist-practitioner model

2.

knowledge of and competence in research based methods of practice

3.

understanding research literature guiding best practices

4.

knowledge of historical developments in school psychology

5.

knowledge of traditional and emerging roles and functions in school psychology

6.

knowledge and competence in ethical and legal guidelines pertaining to the practice of school psychology

7.

knowledge of and competence in research based methods of practice

8.

preparation in understanding human development

9.

preparation in understanding human learning

10. Preparation in understanding biological bases of behavior

11.

Preparation in understanding multicultural differences

Summer 2014

Mean N

4

3.9

3.9

10

10

10

4.2 10

4.1

4.4

3.6

3.9

4

3.7

3.5

10

10

10

10

10

10

10

Notes : 5(Prepared me well) - 1 (Prepared me poorly)

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Table 17. Graduate Follow-Up Survey on School Psychology Quality of Student Services 2014

To what degree did the school psychology program prepare you in:

1.

Psychoeducational assessment

2.

educational assessment

3.

functional assessment

4.

behavioral assessment

5.

development of cognitive/academic skills

6.

effective instruction

7.

development of life/adaptive skills

8.

student diversity and development

9.

data based decision making

10.

individual counseling of children

11.

group counseling with children

12.

prevention, crisis intervention, and mental health

13.

problem solving approach and consultation

14.

home/school/community collaboration

15.

systems level consultation

16.

school and systems organization, policy development, and climate

17.

conducting applied research

18.

conducting program evaluations

19.

school psychology practice and development

20.

information technology

Overall evaluation of the program preparing you as a professional school psychologist

Comments:



After reviewing conducting numerous interviews and working with other CSUN graduates I have realized how well CSUN has prepared me to become a school psychologist.



The program prepared me very well for the job as a school psychologist.



I felt that the courses I took within the program prepared me for my career as a school psychologist. I would have liked more individual and group counseling in the schools.



The program was great, although I felt it was a bit disorganized at times.



I enjoyed the program. It was great.

10

10

10

10

10

10

10

10

10

N

10

10

10

10

10

10

10

10

10

10

10

10

3.5

3.8

3.8

4.4

4.3

4.4

4

4.1

3.8

Mean

4.1

4.2

4.6

3.6

3.6

3.4

3.7

3.5

3.6

4.1

3.8

4.1

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

I would have liked a better course in counseling with children.



It was a great experience: comprehensive and with knowledgeable professors and staff. Very grateful.



CSUN provides a well-rounded program that covers theoretical and practical knowledge to students that are vital to the practice of school psychology.

At transition point 5, graduates are e-mailed a survey. This year this survey was e-mailed to approximately 50 graduates. Only 10 responded to the survey. This may be due to the fact that it was summer and they may not have been checking their e-mail or perhaps we have old e-mail addresses. We will need to look at this further. These tabulated ratings are used by the School Psychology Program in meetings, to make adjustments in course content, pedagogy, advisement, and fieldwork. The responses in the tables 16-17 above from graduates from 2009-2012 indicate that they indicated feeling well prepared overall as school psychologists. Their overall ratings were average to above average in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: a good knowledge base in law and ethics, history of school psychology, problem solving model, assessment, counseling, understanding human learning, crisis intervention/prevention, school collaboration and consultation. While still feeling that they were prepared adequately, some areas that were rated lower than others included: behavioral assessment, cognitive and academic skills, development of life skills, effective instruction, and applied research. An area that was lower than others was in program evaluation. Candidates have often complained that they do not gain much from the program evaluation course.

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III. Analysis of Discussion of Candidate and Program Data

Previous Action Plan (2012):

Areas for improvement in regards to program evaluation system:

1.

Disposition survey for candidates needs to be reworded to obtain more valuable data

2.

Response rate for self-evaluation needs to improve – instructors need to follow up and make sure this is done

3.

Response rate for graduate follow up survey needs to improve as well

4.

Adding a more specific components to evaluating student outcomes to current rubrics (e.g., functional assessment, counseling, consultation)

5.

Making sure that all data is gathered from ALL students and given to director at the same time.

Results: a) School psychology faculty have met on various occasions to come up with a plan to address the previous biennial areas needed for improvement. The following steps took place.

1) Disposition survey was reworded. It appears that consistent data is being gathered.

2) Response rate for self-evaluation has not improved. This year there was a problem with the passwords for the data warehouse where students are supposed to login to take the survey. A more systematic system needs to take place. We will also be evaluating wether we need to use the self-evaluation survey for candidates.

3) Response rate from graduates was slightly better, but still needs improvement.

4) The data based case study rubric has been refined to allow candidates to evaluate their effectiveness and their student outcomes.

5) We are still working on getting ALL data from all students, as it has been that some students have finished later (in one instance) not at all.

Based on the above listed actions to address areas less well developed in the program it appears that we have succeeded to address some of them, but not all. This year, we will be revising our program and assessment tools to make sure that we use only what we need in order to address accreditation requirements and not to overload supervisors and professors with many different assessment tools. The above listed areas will continue to be addressed.

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Current Candidate Data for Cohorts 2012 and 2013

Summary of Candidate and Program Strengths for 2012-2013:

1) Providing a foundation for the role of a school psychologist a) understanding the role of the school psychologist b) Understanding and practicing ethical and legal behavior c) Evaluating effectiveness using data d) Using problem solving model and data based decision making

2) Counseling and Intervention skills a) Understanding and conducting individual and group counseling b) Individual and group counseling, c) Problem solving and using data to evaluate progress.

3) Focus on Diversity a) Understanding and considering multicultural differences b) Working with culturally diverse students, parents, and faculty c) working with interpreters

4) Assessment a) intellectual assessment, b) problem solving, and using data to evaluate progress. c) Writing comprehensive psycho-educational reports d) Behavior assessment

5) Consultation a) Conceptualizing cases

Areas less well developed, but still within the average range

1) Research and program evaluation.

2) Participating in student study teams

3) Supervising less trained candidates

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Program Effectiveness

Overall program effectiveness can be seen based on high supervisor evaluations, as well as passing scores on the PRAXIS. As previously discussed, fieldwork and internship supervisors rated all students high in most areas, at least in the average range, and superior in most, especially in counseling, assessment, consultation, and implementing, monitoring, and evaluating data based case studies. This indicates that program goals to provide knowledge, skills, and opportunities for competence in these areas have been met.

Results on a follow-up survey to graduates exhibited overall ratings that were average (prepared me adequately) to above average (prepared me very well) in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: ability to conduct assessment, counseling, consultation, data based decision making. Their overall ratings were average to above average in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: a good knowledge base in law and ethics, history of school psychology, problem solving model, assessment, counseling, understanding human learning, crisis intervention/prevention, school collaboration and consultation. While still feeling that they were prepared adequately, some areas that were rated lower than others included: behavioral assessment, cognitive and academic skills, development of life skills, effective instruction, and applied research. An area that was lower than others was in program evaluation. Candidates have often complained that they do not gain much from the program evaluation course.

In regards to the overall program evaluation system, areas of strength are:

6.

comprehensive and systematic manner to obtain information from supervisors

7.

comprehensive and systematic manner to obtain data regarding candidate knowledge, skills, and competence

8.

well prepared rubrics to evaluate specific competencies (e.g., assessment, behavioral assessment, counseling, consultation, and data based case study rubric) based on their case studies.

Areas for improvement in regards to program evaluation system:

9.

Response rate for self-evaluation needs to improve – instructors need to follow up and make sure this is done

10.

Response rate for graduate follow up survey needs to improve as well

11.

Making sure that all data is gathered from ALL students and given to director at the same time.

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APPENDIX A

Table 1 Performance Based Outcomes Forms Required to Fulfill CTC's Common Standards.

Professional Standard

Standard 1

Coordination

Standard 2

Standard 3

Standard 4

Standard 5

Program design, Rationale and

Growth and Development

Comprehensive Prevention and

Early Intervention for Achievement

Socio-Cultural Competence

Assessment

Course Number Performance

Based

Outcome

Fieldwork –

Fall

Mission Statement and Program

Objectives

EPC 664, EPC

663A & B, SPED

610; EPC 680

EPC 643, EPC

659E-H, EPC 680

4, 4b, 6, 8, 9,

10

4, 4b, 6, 8, 9,

10

4, 4b, 5, 6, 8,

9, 10

EPC 663A & B,

EPC 659G - EPC

661, EPC 647, EPC

659E-H

EPC 659 E-H, EPC

G- Summer, EPC

661, EPC 647,

SPED 610

5, 6, 8, 9, 10

Performan ce Based

Outcome

Fieldwork -

Spring

4, 5, 6

1d, 2b, 4, 5,

6

1, 1d, 2b, 4,

5, 6

1d, 2, 2b, 4,

5, 6, 7

Standard 6

Professional Ethics and Legal Mandates

EPC 659E, EPC

671, EPC 667, EPC

659E-H

Standard 7 Family-School Collaboration EPC 659F, EPC

647

Standard 8

EPC 680, EPC

659E-H

EPC 659F, EPC

6, 8, 12 4, 6, 8

5, 6, 7, 8, 9, 10 1d, 2b, 3, 4,

4, 4b, 6, 8, 9,

5, 6, 7

4, 5, 6, 7

Performance Based Outcome

Internship

1c, 2, 4, 5, 6, 7b, 7c

1, 1c, 2, 4, 5, 6, 7b, 7c

1, 1c, 2, 4, 5, 6, 7b, 7c, 9

1, 1c, 2, 4, 5, 6, 7b, 7c, 9, 10

1c, 3, 10

1, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9, 10

1c, 2, 4, 5, 6, 7b, 7c, 10

47 | P a g e



Self esteem and Personal and Social Resp. 659 E-H

Professional Standard

Standard 9

School Safety and Violence Prevention

Course Number

EPC 659F, EPC

659 A-B, EPC 659

G & H

10

Performance

Based

Outcome

Fieldwork –

Fall

8

Standard 10

Consultation

Standard 11 Learning Theory and

Educational Psychology

EPC 659G -

Summer, EPC 680,

EPC 659E-H

EPC 314 & 314BL,

EPC 611, EPC

663A & B, SPED

610, EPC 664, EPC

659E-H

Performan ce Based

Outcome

Fieldwork -

Spring

4, 5, 6, 7

1, 7, 8, 9, 10 1d, 2b, 3, 4,

5, 6, 7

4, 6 2, 4, 6


Internship

4, 5, 6, 7, 10

1, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 10

1c

Standard 12 Professional Leadership

Development

Standard 13 Collaboration and Coord. Of

Pupil Support Systems

Standard 14

Human Relations

EPC 659A-B, EPC

659E-H

1, 2, 12

1, 2, 4, 6, 7, 8,

12

1, 2, 12

8

8

3, 10

EPC 659 E, F, G H. 1, 3, 7, 8, 9, 10 3, 4, 5, 6, 7 3, 4, 5, 6, 7, 8, 10

EPC 659A & B,

EPC 659E-H, EPC

647, EPC 680, EPC

647, EPC 643

Standard 15

Technological Literacy

EPC 659E-H

Pre-requirements

Standard 16 Supervision and Mentoring EPC 659A & B,

EPC 659E-H, EPC

667, EPC 680

1, 2, 11, 12

4, 6, 8

8

1c, 3, 10

3, 10

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Table 2. Performance Based Outcomes Forms Required to fulfill CTC's School Psychology Standards.

Professional

Standard

Course Number

EPC 664, EPC 611, EPC 643, EPC 680

Performance

Based

Outcome

Fieldwork-

Fall

4, 4b, 5, 6, 8,

9, 10

Performance

Based

Outcome

Fieldwork-

Spring

1, 1d 2, 4, 5,

6


Internship

1, 1c, 2, 4, 5, 6, 7b, 7c, Standard 17

Psychological

Foundations

Standard 18

Educational

Foundations

Standard 19

Legal, Ethical and

Professional

Foundations

Standard 20

Collaboration and

Consultation

Standard 21

Wellness

EPC 314 & 314BL, EPC 659 E-H, EPC 680, EPC 643,

SPED 610

EPC 659E, SPED 610, EPC 659F, EPC 663 A & B

EPC 680, EPC 643, EPC 659 E-H

EPC 664, EPC 659F,

EPC 659 E-H

1, 3, 4, 5, 6, 7,

9, 10

1, 2, 11, 12

1, 3, 4, 4b, 6,

8, 9, 10

1, 2, 3, 4, 5, 6 1c, 3, 4, 8

8

1, 3, 7, 8, 9, 10 1d, 2b, 3, 4,

5, 6, 7

1d, 2b, 3, 4,

5, 6, 7

3, 10

1, 2, 3, 4, 5, 6, 7b, 7c, 8, 10

1, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9,

10

49 | P a g e



Promotion,

Crisis

Intervention, and Counseling

Standard 22

Individual

Evaluation and

Assessment

EPC 663A & B, EPC 601, EPC 659E-H

Professional

Standard

Course Number

Standard 23

Program

Planning and

Evaluation EPC 601, EPC 602, EPC 680, EPC 684, EPC 661

Standard 24

Research,

Measurement, and Technology

Standard 25

Practica

EPC 600, EPC 602, EPC 684, EPC 661, EPC 659G

Summer

EPC 659A-B, EPC 659E-H

Standard 26

Culminating

Field

Experience

EPC 659H, EPC 699 or 698

4, 4b, 5, 6, 8,

9, 10

1, 1d, 2b, 2,

4, 5, 6

1, 1c, 2, 4, 5, 6, 7b, 7c, 9

Performance

Based

Outcome

Fieldwork-

Fall

1, 5, 6, 9, 13

5, 6, 8, 9, 11,

13

Performance

Based

Outcome

Fieldwork-

Spring

1, 3, 4, 7, 9


Internship

1, 2, 3, 4, 7, 8, 9

1, 4, 7, 9 1, 2, 4, 9

1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11,

12, 13

1, 1d, 2, 2b,

3, 4, 5, 6, 7,

8, 9

1, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9,

10

50 | P a g e



EPC 659G-H Standard 27

Determination of Candidate

Competence

1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11,

12, 13

1, 1d, 2, 2b,

3, 4, 5, 6, 7,

8, 9

1, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9

10

51 | P a g e

School Psychology PPS Credential Biennial Report 2014

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