Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
Academic Year of Report: 2009-2010
Department: Psychology
College: COTS
Program: M.Ed School Psychology
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for
assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
The School Psychology Graduate Program has chosen to assess all 11 of the student learning outcomes. These SLOs
were selected because they are NASP and OSPI standards and annual data collection on these standards will assist
us with future accreditation and certification reports. In addition, we chose to assess a general learning outcome
related to professional dispositions and behavior because we felt this was a vitally important combination of skills
and dispositions that are not adequately covered in the first 11 SLOs. Please see Appendix 1 “Psychology Student
Learning Outcomes for 2008-09” for a list of these SLOs and a summary of the related department, college and
university mission and goals. We did not revise these SLOs for the 2009-10 academic year.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix 1 “Psychology Student Learning Outcomes for 2008-09” for a summary of the methods of
assessment employed, classes in which students were assessed, and when the assessments took place. A total of five
graduating students completed their internship this year and all have taken the PRAXIS exam. These are typically
3rd year students in the program. In addition, grades from all of the eight 1st year students and four 2nd year students
were included in the assessment results.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked
to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also
include a concise interpretation or analysis of the results.
Student Learning Outcomes
1. School psychology graduate students will
develop 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
psychology graduate students will use such
models and methods as part of a systematic
process to collect data and other information,
translate assessment results into empiricallybased decisions about service delivery, and
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Criterion of Mastery
All students will earn a 3.0
GPA in program courses.
Assessment Results
100% of students met this criterion
on 15 of the 17 program courses
offered this year. 50% met the
criteria in two courses (PSY 552 and
PSY 556) and only 33% met the
criteria in PSY 501 (see Appendix 2
for breakdown of grades for each
class).
All students will be
reviewed at a spring quarter
First year students are evaluated
every quarter. 8 of 8 students (100%)
1
evaluate the outcomes of services.
evaluation meeting.
Satisfactory progress or
corrective guidance for all
students.
were rated as making satisfactory or
better progress, as indicated by a
score of 3 or higher on the
“Professional Work Characteristics
and Dispositions” rating form for
Fall 2009 (mean = 3.42), Winter
2010 (mean = 3.6) and Spring 2010
(mean = 3.4). Three students
received corrective guidance at the
end of fall quarter and four received
similar feedback after winter quarter.
Feedback for spring quarter will be
given to students in Fall 2010.
Second year practicum students were
evaluated during their spring
practicum. On a scale of 1
(unsatisfactory) to 5 (outstanding)
the mean score for 4 students was
4.68. Ratings were provided by both
university and school supervisors.
All students were recommended for
internship placement.
All students will
successfully complete the
PEAB oral examination,
comprehensive written
examination, and portfolio
review, the internship
review, the Praxis II
examination, and the
research thesis, with oral
defense and examination.
5 of 5 students (100%) successfully
completed the PEAB oral exam.
Comprehensive written exam is no
longer required.
5 of 5 students (100%) submitted
satisfactory portfolios.
5 of 5 students (100%) successfully
completed school psychology
internship. Final internship
evaluation scores by field supervisors
are available for 5 students. For
Standard 1, the scores ranged from
3.15 to 4.8 with an average score of
4.75.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.1 for the 5 interns were
3.2 (F), 4.0 (W), and 3.6 (S).
5 of 5 students have taken the
PRAXIS II and 100% earned passing
scores (at or above 165) on the first
try. The average score was 177
(scores can range from 100-200).
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2
5 students successfully completed a
research thesis/project.
For all students seeking a
career as a school
psychologist, the alumni
survey and employer
survey will show a
successful entry into their
career.
Follow-up of graduate results suggest
that our alumni report that they were
well prepared to enter the profession.
Average % positive (agree or
strongly agree) are as follows for the
11 Standards.
2.1 – 90.6%
2.2 – 95.6%
2.3 – 82.6%
2.4 – 84.3%
2.5 – 97.1%
2.6 – 87.0%
2.7 – 83.7%
2.8 – 88.2%
2.9 – 100%
2.10 – 99.1%
2.11 – 97.8%
X = 91.5% Agree or Strongly Agree
2. School psychology graduate students will
develop knowledge of behavioral, mental
health, collaborative, and/or other
consultation models and methods and of their
application to particular situations. School
psychology graduate students will collaborate
effectively with others in planning and
decision-making processes at the individual,
group, and system levels.
Same as Student Learning
Outcome 1, above.
Results from the employer survey
indicate that our graduates received
the highest score possible, 100% of
the time, for every questionnaire item
from every rater.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 2, the
scores ranged from 3.80 to 4.4 with
an average score of 4.2.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.2 for the 5 interns were
2.8 (F), 3.6 (W), and 3.4 (S).
Other assessment results same as
Student Learning Outcome 1, above.
3. School psychology graduate students will
develop 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 psychology
graduate students will, in collaboration with
others, develop appropriate cognitive and
academic goals for students with different
abilities, disabilities, strengths, and needs;
implement interventions to achieve those
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Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 3, the
scores ranged from 3.75 to 4.4 with
an average score of 4.15.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
3
goals; and evaluate the effectiveness of
interventions. Such interventions include,
but are not limited to, instructional
interventions and consultation.
Standard 2.3 for the 5 interns were
3.0 (F), 4.0 (W), and 4.0 (S).
Other assessment results same as
Student Learning Outcome 1, above.
4. School psychology graduate students will
develop 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
psychology graduate students will be able to
collaborate 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
Same as Student Learning
Outcome 1, above.
5. School psychology graduate students will
develop 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 psychology graduate
students will 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.
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 4, the
scores ranged from 2.5 to 4.4 with an
average score of 3.75.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.4 for the 5 interns were
3.0 (F), 4.0 (W), and 3.8 (S).
Other assessment results same as
Student Learning Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 5, the
scores ranged from 4.2 to 5.0 with an
average score of 4.42.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.5 for the 5 interns were
3.6 (F), 4.0 (W), and 4.0 (S).
Other assessment results same as
Student Learning Outcome 1, above.
6. School psychology graduate students will
develop knowledge of general education,
special education, and other educational and
related services. They understand schools
and other settings as systems. School
psychology graduate students will work with
individuals and groups to facilitate policies
and practices that create and maintain safe,
supportive, and effective learning
environments for children and others.
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 6, the
scores ranged from 3.6 to 5.0 with an
average score of 4.16.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.6 for the 5 interns were
3.26 (F), 4.0 (W), and 4.0 (S).
Other assessment results same as
Student Learning Outcome 1, above.
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4
7. School psychology graduate students will
develop knowledge of human development
and psychopathology and of associated
biological, cultural, and social influences on
human behavior. School psychology
graduate students will provide or contribute
to prevention and intervention programs that
promote the mental health and physical wellbeing of students.
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 7, the
scores ranged from 3.33 to 4.25 with
an average score of 3.9.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.7 for the 5 interns were
3.2 (F), 3.4 (W), and 3.4 (S).
Other assessment results same as
Student Learning Outcome 1, above.
8. School psychology graduate students will
develop 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
psychology graduate students will work
effectively with families, educators, and
others in the community to promote and
provide comprehensive services to children
and families.
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 8, the
scores ranged from 3.4 to 4.4 with an
average score of 4.05.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.8 for the 5 interns were
3.0 (F), 3.0 (W), and 3.6 (S).
Other assessment results same as
Student Learning Outcome 1, above.
9. School psychology graduate students will
develop 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.
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 9, the
scores ranged from 4.2 to 4.75 with
an average score of 4.42.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.9 for the 5 interns were
3.0 (F), 3.0 (W), and 3.4 (S).
Other assessment results same as
Student Learning Outcome 1, above.
10. School psychology graduate students will
develop knowledge of the history and
foundations of their profession; of various
service models and methods; of public policy
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Same as Student Learning
Outcome 1, above.
5
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 10, the
scores ranged from 4.0 to 4.8 with an
development applicable to services to
children and families; and of ethical,
professional, and legal standards. School
psychology graduate students 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.
average score of 4.37.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.10 for the 5 interns were
4.0 (F), 2.0 (W), and 4.2 (S).
Other assessment results same as
Student Learning Outcome 1, above.
11. School psychologists have knowledge of
information sources and technology relevant
to their work. School psychology graduate
students will access, evaluate, and utilize
information sources and technology in ways
that safeguard or enhance the quality of
services
Same as Student Learning
Outcome 1, above.
Final internship evaluation scores by
field supervisors are available for
five students. For Standard 11, the
scores ranged from 4.2 to 4.8 with an
average score of 4.53.
Student performance was rated by
the faculty supervisor on all
standards during each quarterly
internship visit. Mean quarterly
scores (on a scale from 1 to 5) on
Standard 2.11 for the 5 interns were
4.2 (F), 4.2 (W), and 4.0 (S).
Other assessment results same as
Student Learning Outcome 1, above.
12. School psychology graduate students will
demonstrate the appropriate professional
attitudes, behaviors, and skills necessary to
function successfully as a team member in a
school environment.
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All students will receive
satisfactory ratings (3 or
higher) on the quarterly
“Professional Work
Characteristics and
Dispositions” form
completed by faculty
First year students are evaluated
every quarter. 8 of 8 students (100%)
were rated as making satisfactory or
better progress, as indicated by a
score of 3 or higher on the
“Professional Work Characteristics
and Dispositions” rating form for
Fall 2009 (mean = 3.42), Winter
2010 (mean = 3.6) and Spring 2010
(mean = 3.4). Three students
received corrective guidance at the
end of fall quarter and four received
similar feedback after winter quarter.
Feedback for spring quarter will be
given to students in Fall 2010.
All interns will receive
satisfactory ratings (3 or
higher) on the
“Professional Behavior”
items of the internship
evaluation
Final internship evaluation scores by
field supervisors are available for
five students. For “Professional
Behavior”, the scores ranged from
4.8 to 5.0 with an average score of
4.85.
6
Based on these assessment results, we can draw the following conclusions:
 All of our 3rd year school psychology graduate students performed satisfactorily on their PEAB oral exam.
 All of our 3rd year school psychology graduate students performed satisfactorily on their portfolios.
 Our 3rd year school psychology graduate students performed well on their internships during most quarters.
The field supervisor internship evaluation rating scale is 1-5 with 3 being satisfactory. All students
performed satisfactory (or often above) on all of the standards. The faculty supervisor internship visitation
rating scale is also 1-5 with 3 being satisfactory. The average ratings for all standards and quarters were at
or above 3.0 with two exceptions. In fall quarter, the average rating on Standard 2.2 was below satisfactory
(2.8) and in winter quarter, the average rating on Standard 2.10 was also below satisfactory (2.0).
However, by spring quarter, all mean ratings by the faculty supervisor were 3.4 or above.
 All of our 2nd year school psychology graduate students performed satisfactorily in their practicum, based
on their spring practicum ratings by both university and school supervisors.
 All of our 3rd year school psychology graduate students who took the PRAXIS II in 2009-010 passed it on
the first try.
 We still need to update our Assessment Plan to eliminate reference to the written comprehensive exam
because our students no longer take it (replaced by the PRAXIS II).
 Although faculty evaluations of 1st year students from fall, winter and spring all resulted in mean
satisfactory ratings (3 or above), there were some individual student ratings that fell below 3 on several
items. Three students required corrective feedback after fall quarter and four students required corrective
feedback after winter quarter.
 Though noted in our past two Assessment Reports, we still have not officially added a SLO related to
professional behavior to our Assessment Plan. Our internship evaluation includes 17 items on professional
behavior that more closely measure student “dispositions” than our other student learning outcomes. Data
about professional behavior of 1st graduate students is also collected on the quarterly Professional Work
Characteristics and Dispositions form. Third year students in their internship performed satisfactorily on
our measure of dispositions but the 1st year students struggled more in the area of dispositions.
 Though our school psychology graduate students earned GPA of 3.0 (B) or higher in the majority of the
program classes, this was the first year that they didn’t achieve this standard in all of their classes. In all
cases, the students who performed below a 3.0 in classes were 1 st year students in the program. Based on
these grades and the sporadic below satisfactory ratings by faculty on the Professional Work Characteristics
and Dispositions form, we have some concerns about the performance of this 1st year cohort of graduate
students. We suspect that this cohort was generally underprepared for our graduate program but we have
not had the opportunity to systematically compare their performance on entrance criteria (GPA and GRE
scores) to previous cohorts of students.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
For the most part, these assessment results do not indicate the need for specific curricular changes within the
program. Instead, the recommendations for change will focus primarily on greater consistency of data collection
and more precision on the Assessment Plan. Though the school psychology program faculty and the department as a
whole have not been able to discuss all of these findings yet, the following changes will be proposed to and
discussed by the faculty in the fall of the next academic year (2010-11):


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The program faculty will meet early fall quarter to develop a plan for addressing the academic and
dispositional weaknesses noted in the 1st year cohort of graduate students. Though we have not routinely
assessed dispositions in our 2nd year students, we will start doing so next year to ensure that the students get
the feedback they need to be successful in the program and in the profession.
The Assessment Plan should be revised to include more precise information about criteria for mastery on
various measures, such as the PRAXIS II and the internship evaluation (same recommendation as past two
years).
7




The Assessment Plan should be revised to include a SLO related to professional behavior (same
recommendation as past two years).
We need to make sure we review our Assessment Report every fall and implement the recommendations
for changes in curriculum, assessment strategies, and the Assessment Plan (same recommendation as last
year).
Though we do have a newsletter that goes to our alumni every year, we have not used this format to report
assessment results and proposed program changes. Therefore, we will plan to start disseminating
assessment results via the department web page (same recommendation as last year).
The School Psychology Professional Education Advisory Board (PEAB) will be informed of our
assessment results during the 2010 fall meeting.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on
previous assessment results. Please also discuss any changes you have made to your Assessment Plan or assessment
methods.
Most of the changes that were implemented in 2009-10 in response to the 2008-09 Assessment Report were focused
on improving our assessment procedures rather than improving student learning. In most cases, the assessment
report from last year indicated that our students were already attaining the desired learning objectives, where
assessed. Examples of changes to assessment include:
 Adding practicum ratings for 2nd year students to the Assessment Report
 Adding faculty internship ratings for 3rd year students to the Assessment Report.
In addition, we did make some changes to our program requirements by adding two new courses and deleting two
other courses. However, these changes were not the result of findings from our Assessment Report but instead were
due to the availability of more appropriate courses for our students, thanks to the new Applied Behavior Analysis
specialization in the MS Experimental Program.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
The Psychology Department recommends the following change to Assessment of Student Learning at CWU:
 There should be an identified assessment coordinator for each department. This individual should have a
specified number of service WL units that accurately reflects the complexity and enormity of the
assessment process. These service WL units should be above and beyond the regular service allocation for
that individual (essentially resulting in some reassigned time from either teaching or scholarship). With a
large undergraduate major, students at five university centers, and four different masters degree programs
(three of which must meet external certification and accreditation standards), our department assessment
routine is a daunting task.
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8
Appendix 1: Psychology Student Learning Outcomes for 2008-09
Program: M. Ed and State Educational Staff Associate Certificate Program in School Psychology
Student learning outcomes of the CWU school psychology program are derived from those of the National Association of School Psychology (NASP)* and the Washington State Office of
the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Psychology certification programs.*
Student Learning Outcomes
Related
Program Goals
Related
Departmental
Goals
Related
College Goals
1. School psychology graduate
students will develop
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 psychology graduate
students will 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.
Goal 2. Train
psychologists to
function
optimally in the
public schools
with a
commitment to
understanding
and
responsiveness to
human diversity.
Candidates for
the master's
degree and for
certification must
not only provide
evidence that
they have
developed the
competencies
necessary to work
effectively with
school systems
and families, but
they must also
demonstrate their
ability to function
with public
school personnel,
parents, and other
public and
privately
employed
professionals
with whom they
come in contact.
Goal 3.
Promote
excellence in
learning to
prepare
students for
careers and
advanced study
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Goals I & II:
Maintain and
strengthen an
outstanding
academic and
student life at
all sites
Goal III:
Provide for
outstanding
graduate
programs that
meet focused
regional needs
and achieve
academic
excellence.
Goal IV: Build
mutually
beneficial
partnerships
with the public
sector,
industry,
professional
groups,
institutions,
and the
communities
surrounding
our campuses.
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Goal 4. Support
involvement of
undergraduate
and graduate
students in
psychological
research
Goal 8. Serve
as a center for
psychological
and educational
services to the
community and
region
Goal V: Build
partnerships
with private,
professional,
academic,
government,
and
communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions
to the field of
education.
9
Related
University
Goals
Goal V:
Achieve
regional and
national
prominence
for the
university.
Method(s) of
Assessment
Who
Assessed
Grades in
program courses,
especially PSY
501, 525, 551,
555, 556, 558,
559, 561, 564,
566, 573, 583,
584, 592A, 592B,
593B, 683, 700,
and EDSE 523
All
students in
program
Professional
Education
Advisory Board
(PEAB) oral
examination,
comprehensive
written
examination, and
portfolio review.
Praxis II Exam
in School
Psychology
Internship Logs,
Evaluation
Research Thesis
and oral
examination
Alumni Survey
Employer Survey
When
Standard of
Mastery/ Criterion
of Achievement
Quarterly:
Grades in
program courses
All students will
earn a 3.0 GPA in
program courses.
Annually: Spring
quarter evaluation
meeting with
faculty advisor.
All students will be
reviewed at a spring
quarter evaluation
meeting.
Satisfactory
progress or
corrective guidance
for all students.
End of program:
PEAB oral
examination,
comprehensive
written
examination, and
portfolio review.
Praxis II Exam in
School
Psychology
Internship Logs,
Evaluation
Research Thesis
and oral
examination
Post-graduation:
Alumni Survey,
Employer Survey
All students will
successfully
complete the PEAB
oral examination,
comprehensive
written
examination, and
portfolio review,
the internship
review, the Praxis II
examination, and
the research thesis,
with oral defense
and examination.
For all students
seeking a career as a
school psychologist,
the alumni survey
and employer
survey will show a
successful entry into
their career.
Student Learning Outcomes
Related
Program Goals
2. School psychology graduate
students will develop
knowledge of behavioral,
mental health, collaborative,
and/or other consultation
models and methods and of
their application to particular
situations. School psychology
graduate students will
collaborate effectively with
others in planning and
decision-making processes at
the individual, group, and
system levels.
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
501, 551, 556,
559, 560, 561,
564, 566, 583,
592A, 592B,
593A, 593B, and
683.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
10
Student Learning Outcomes
Related
Program Goals
3. School psychology graduate
students will develop
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
psychology graduate students
will, 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.
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
525, 551, 552,
556, 559, 564,
566, 573, 583,
592A, 592B,
593A, 593B, 683,
EDF 507, and
EDSE 523.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
11
Student Learning Outcomes
Related
Program Goals
4. School psychology graduate
students will develop
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 psychology
graduate students will be able
to collaborate 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
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
551, 552, 559,
561, 566, 573,
583, 584, 592A,
592B, 593A,
593B, 683, EDF
507, and EDSE
523.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
12
Student Learning Outcomes
Related
Program Goals
5. School psychology graduate
students will develop
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 psychology graduate
students will 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.
Same as Student
Learning
Outcome 1,
above.
6. School psychology graduate
students will develop
knowledge of general
education, special education,
and other educational and
related services. They
understand schools and other
settings as systems. School
psychology graduate students
will work with individuals and
groups to facilitate policies
and practices that create and
maintain safe, supportive, and
effective learning
environments for children and
others.
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
501, 525, 551,
552, 556, 559,
564, 566,
578/588, 592A,
592B, 593A,
593B, 683, EDF
507, and EDSE
523.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys..
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in
program courses,
especially PSY
501, 583, 592A,
592B, and 683.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
13
Student Learning Outcomes
Related
Program Goals
7. School psychology graduate
students will develop
knowledge of human
development and
psychopathology and of
associated biological, cultural,
and social influences on
human behavior. School
psychology graduate students
will provide or contribute to
prevention and intervention
programs that promote the
mental health and physical
well-being of students.
Same as Student
Learning
Outcome 1,
above.
8. School psychology graduate
students will develop
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
psychology graduate students
will work effectively with
families, educators, and others
in the community to promote
and provide comprehensive
services to children and
families.
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
501, 551, 552,
559, 561,
578/588, 583,
584, 592A, 592B,
593A, 593B, and
683.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in
program courses,
especially PSY
501, 551, 583,
592A, 592B, and
683.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
14
Student Learning Outcomes
Related
Program Goals
9. School psychology graduate
students will develop
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.
Same as Student
Learning
Outcome 1,
above.
10. School psychology
graduate students will develop
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 psychology
graduate students practice in
ways that are consistent with
applicable standards, are
involved in their profession,
and have the knowledge and
skills needed to acquire careerlong professional
development.
Same as Student
Learning
Outcome 1,
above.
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Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
551, 555, 558,
559, 564, 566,
592A, 592B, 683,
and 700.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Grades in
program courses,
especially PSY
501, 556, 564,
566, 592A, 592B,
593A, 593B, and
683.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
15
Student Learning Outcomes
Related
Program Goals
11. School psychologists have
knowledge of information
sources and technology
relevant to their work. School
psychology graduate students
will access, evaluate, and
utilize information sources and
technology in ways that
safeguard or enhance the
quality of services
Same as Student
Learning
Outcome 1,
above.
Related
Departmental
Goals
Related
College Goals
Same as
Student
Learning
Outcome 1,
above.
Same as
Student
Learning
Outcome 1,
above.
Related
University
Goals
Same as
Student
Learning
Outcome 1,
above.
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/ Criterion
of Achievement
Grades in
program courses,
especially PSY
501, 556, 559,
564, 592A, 592B,
683, and EDSE
523.
All
students in
program
Schedule as
shown for
Student Learning
Outcome 1.
Standards as shown
in Student Learning
Outcome 1.
Other
assessments as
listed in Student
Learning
Outcome 1:
PEAB
evaluation,
Praxis II,
internship, thesis,
alumni and
employer
surveys.
* NASP standards for training programs in school psychology may be found at http://www.nasponline.org/standards/FinalStandards.pdf. Washington State standards for school
psychologist certification programs are codified in WAC 181-78A-270(6), available online at http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
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16
Appendix 2
Percentage of School Psychology Graduate students
who earned a grade of 3.0 or higher in each program course
2009-20010
Course
# of SP students who completed the
course
9
4
4
8
4
4
8
4
8
4
8
8
4
4
4
4
8
# of SP students who earned a grade of 3.0 or higher in
the course
3
4
4
4
4
4
8
4
8
4
8
8
4
4
4
4
8
% of students who met criteria of 3.0 or
higher
33%
100%
100%
50%
100%
100%
50%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
PSY 501
PSY 525
PSY 551
PSY 552
PSY 553
PSY 555
PSY 556
PSY 554
PSY 559
PSY 560
PSY 561
PSY 564
PSY 566
PSY 574
PSY 578
PSY 583
PSY 584
EDSE 523/PSY
574
Note: PSY 592A, 592B, 593A, 593B, 683, 700 are all graded S/U so a numeric grade cannot be calculated for these classes. All students (100%) who took each of
these classes earned a grade of “S.”
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17