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: 2011-2012
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 12 of the student learning outcomes. Eleven of
the 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 (Revised 2011)” for a list of these SLOs and a summary of the related department,
college and university mission and goals.
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 (Revised 2011)” for a summary of the methods of
assessment employed, which students were assessed, and when the assessments took place. A total of seven
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, evaluations of eight 1st year students and seven 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
empirically-based decisions about service
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Criterion of Mastery
All first and second year
students are evaluated in the
spring (or more often) on the
“Professional Work
Characteristics and
Dispositions” rating form.
An average score of 3 or
higher indicates satisfactory
progress. Students with
scores lower than 3 will be
1
Assessment Results
First year students were evaluated
fall and spring quarters. Five of 8
students (62%) 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
2011 (mean = 3.17). Three students
required corrective guidance at the
end of fall quarter. In spring quarter,
delivery, and evaluate the outcomes of
services.
given corrective guidance.
6 of 8 first year students (75%) were
rated as making satisfactory or
better progress. Two students
required corrective guidance at the
end of spring quarter.
Second year students were also
evaluated fall and spring quarters.
Seven of 7 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
both Fall 2011 (mean = 4.75) and
Spring 2012 (mean =4.04). No 2nd
year students required corrective
guidance.
Second year practicum
students are evaluated during
their spring practicum by
both university and school
supervisors. An average
score of 3 or higher indicates
satisfactory progress.
All third year students will
successfully complete a yearlong internship. Ratings of 3
or above by field and faculty
supervisors indicates
satisfactory progress.
Second year practicum students
were evaluated during their spring
practicum. On a scale of 1
(unsatisfactory) to 5 (outstanding)
the mean score for 7 students was
4.17. Ratings were provided by
both university and school
supervisors. All students were
recommended for internship
placement.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.1 were 3.3 (F), 4.04 (W),
and 4.36 (S).
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 7 interns were
2.43 (F), 3.0 (W), and 3.57 (S).
All graduating students
complete a final portfolio.
Ratings of “1” (adequate
beginning performance in the
profession) or higher are
rated as satisfactory.
All graduating students will
take and pass the PRAXIS II.
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2
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.1 items was 2.25
Seven of 7 students have taken the
PRAXIS II and 6 of 7 (85%) earned
passing scores (at or above 165) on
the first try. The remaining student
retook the exam 3 times and
eventually earned a passing score.
The average score for our students
was 174 (scores can range from
100-200).
All graduating students
complete an oral exam with
the School Psychology
PEAB. These exams are
pass/fail.
All graduating students will
successfully complete a
research thesis/project, 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.
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.
Seven of 7 students (100%)
successfully passed the PEAB oral
exam.
Seven of 7 students (100%)
successfully completed a research
thesis/project.
The alumni and employer surveys
are conducted every five years.
They were last administered in May
2010 and summarized in the 20092010 Assessment Report.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.2 were 3.19 (F), 4.09
(W), and 4.33 (S).
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 7 interns were
2.71 (F), 3.29 (W), and 3.43 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.2 items was 2.0
Other assessment results same as
Student Learning Outcome 1,
above.
3. School psychology graduate students will
develop knowledge of human learning
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Same as Student Learning
Outcome 1, above.
3
Seven of 7 students (100%)
successfully completed a school
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.
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.3 were 3.33 (F), 4.02
(W), and 4.40 (S).
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 2.3 for the 7 interns were
3.0 (F), 3.0 (W), and 3.57 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.3 items was 2.25
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.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.4 were 3.35 (F), 3.96
(W), and 4.35 (S).
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 7 interns were
2.86 (F), 3.0 (W), and 3.29 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.4 items was 2.0
Other assessment results 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,
gender-related, and linguistic factors in
development and learning. School
psychology graduate students will
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Same as Student Learning
Outcome 1, above.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.5 were 3.77 (F), 4.37
(W), and 4.72 (S).
Student performance was rated by
4
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.
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 7 interns were
3.29 (F), 3.29 (W), and 3.86 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.5 items was 2.5.
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.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.6 were 3.24 (F), 3.83
(W), and 4.38 (S).
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 7 interns were
2.86 (F), 3.14 (W), and 3.29 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.6 items was 1.75.
Other assessment results same as
Student Learning Outcome 1,
above.
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.
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Same as Student Learning
Outcome 1, above.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.7 were 3.32 (F), 3.89
(W), and 4.37 (S).
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 7 interns were
2.86 (F), 3.14 (W), and 3.29 (S).
5
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.7 items was 1.75.
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.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.8 were 3.35 (F), 4.08
(W), and 4.5 (S).
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 7 interns were
2.86 (F), 3.43 (W), and 3.43 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.8 items was 1.75.
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.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.9 were 3.56 (F), 3.88
(W), and 4.17 (S).
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 7 interns were
3.0 (F), 3.0 (W), and 3.14 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.9 items was 2.5.
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6
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 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.
Same as Student Learning
Outcome 1, above.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.10 were 3.52 (F), 3.9
(W), and 4.38 (S).
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 7 interns were
3.0 (F), 3.14 (W), and 3.14 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.10 items was 3.0.
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.
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
Standard 2.11 were 3.55 (F), 3.99
(W), and 4.52 (S).
.
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 7 interns were
3.0 (F), 3.0 (W), and 3.14 (S).
Seven of 7 students (100%)
submitted satisfactory portfolios. On
a scale of 0-3, the mean faculty
rating for all students on Standard
2.11 items was 2.5.
Other assessment results same as
Student Learning Outcome 1,
above.
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7
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.
All students will receive
satisfactory ratings (3 or
higher) on the quarterly
“Professional Work
Characteristics and
Dispositions” form
completed by faculty
First year students were evaluated
fall and spring quarters. Five of 8
students (62%) 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
2011 (mean = 3.17). Three students
required corrective guidance at the
end of fall quarter. In spring quarter,
6 of 8 first year students (75%) were
rated as making satisfactory or
better progress. Two students
required corrective guidance at the
end of spring quarter.
Second year students were also
evaluated fall and spring quarters.
Seven of 7 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
both Fall 2011 (mean = 4.75) and
Spring 2012 (mean =4.04). No 2nd
year students required corrective
guidance.
All interns will receive
satisfactory ratings (3 or
higher) on the “Professional
Behavior” items of the
internship evaluation
Seven of 7 students (100%)
successfully completed a school
psychology internship. Mean
quarterly field supervisor ratings on
“Professional Behavior” were 3.75
(F), 4.53 (W), and 4.61 (S).
Based on these assessment results, we can draw the following conclusions:
 All of our 3rd year school psychology graduate students performed satisfactorily on almost every measure
of assessment, both direct and indirect (i.e. PEAB oral exam, portfolios, PRAXIS-II, and research
thesis/project). All of our 3rd year school psychology graduate students performed satisfactory on their
internships, based on field supervisor internship evaluation ratings of 3.0 or higher (1-5 scale) on all
standards in all quarters. However, the faculty supervisor internship visitation ratings (also on a scale of 15) were somewhat lower, with unsatisfactory ratings (below 3.0) on 6 of the 11 standards in fall quarter.
The average faculty supervisor ratings for winter and spring quarters were at or above 3.0 on all standards.
Though it was reassuring to see all internship ratings (from both field and faculty supervisors) improve
from fall to spring quarters, the overall internship ratings appear to be somewhat lower than the previous
year, which is felt to be due to variations in cohorts.
 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. In addition, all 2nd year students
received satisfactory faculty ratings on their professional attitudes (i.e. dispositions) and behaviors, based
on faculty ratings on the “Professional Work Characteristics and Dispositions” form, both fall and spring
quarters.
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
Faculty evaluations of 1st year students’ professional attitudes (i.e. dispositions) and behaviors, based on
faculty ratings on the “Professional Work Characteristics and Dispositions” form from fall quarter resulted
in mean satisfactory ratings (3 or above) for 5 of the 8 students. All 3 students with unsatisfactory ratings
received corrective feedback. When these evaluations were completed again in the spring, 6 of the 8 1 st
year students received satisfactory ratings. The 2 students who received unsatisfactory ratings had also been
rated unsatisfactory in the fall. Though these 2 students were given additional corrective feedback in the
spring of their 1st year, their continuing struggles raised the question of whether individual contracts should
be developed, with permission to participate in the 2 nd year practicum contingent on satisfactory ratings the
fall quarter of their 2nd year. Decisions will be made upon review of data collected during fall 2012.
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.).
Though these assessment results do not indicate the need for specific curricular changes within the program, we are
continuously looking for ways to improve the quality of our School Psychology graduate program. Therefore, the
following changes have been recently implemented and/or are planned for implementation in 2013-2014.
 We have noticed that the School Psychology program seems to have some cohorts of students who are
weaker than others in terms of performing satisfactorily on a variety of assessment measures. Furthermore,
these differences between cohorts are noticeable when they first begin the program, so it is unlikely that
curriculum weaknesses are creating these differences. Therefore, we plan to discuss our program admission
decisions and consider ways to become more selective in admitting applicants when we have sufficient
applicant pools.
 We also are considering developing more salient and specific criteria for allowing our students to begin
field experiences (practicum and internship), based on performance on assessment measures prior to the
beginning of the specific field experience.
 Though department faculty received the assessment results, we have not adequately disseminated our
assessment results to our external constituents, other than the PEAB. We need to provide links to our
assessment results on our department web page and alert alumni and employers about the availability of
this report.
 The School Psychology Professional Education Advisory Board (PEAB) will be informed of our
assessment results during the winter meeting in 2012-2013.
 The most significant change planned for the School Psychology program involves no changes to the
curriculum. We have made significant progress in our plan to change the School Psychology program from
a master’s degree program (M.Ed) to a specialist degree program (Ed.S). The specialist degree is an
intermediate degree above the master’s level but below the doctoral level. Our current School Psychology
program meets all of the enhanced requirements for a specialist degree and will provide our students with a
degree more representative of their level of training and professional development. At this point we have
received support from almost all approval bodies. The only remaining hurdle is to gain approval from the
state legislature, which we anticipate receiving winter 2013. Assuming we do receive legislative approval,
we intend to offer the Ed.S, beginning in spring 2013. All students currently enrolled in the program
(including those on internship) will have the option of graduating with a specialist degree.
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.
Based on our recommendation last year, we have begun assessing student professional behaviors and attitudes in the
2nd year students as well as the 1st year students.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
NA
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9
Appendix 1: Psychology Student Learning Outcomes (Revised 2011)
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
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.
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
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
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
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
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
Faculty ratings
on Professional
Work
Characteristics
and
Dispositions
First and
second
year
students
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.
Faculty
supervisor
ratings on PSY
592B practicum
evaluation
Second
year
students
Goal V: Build
partnerships
with private,
professional,
academic,
government,
and communitybased
organizations.
Goal VI:
Strengthen the
college’s
contributions to
the field of
education.
Goal V:
Achieve
regional and
national
prominence for
the university.
Internship
Evaluation by
field and
faculty
supervisors
Praxis II Exam
in School
Psychology
Portfolio
Professional
Education
Advisory Board
(PEAB) oral
exam
Research
Thesis or
Project and oral
defense
Third
year
students
Third
year
students
Third
year
students
Third
year
students
Third
year
students
When
SemiAnnually:
Fall and
spring
quarter
Annually:
End of
spring
quarter
End of
program:
During
internship
Spring
quarter of
third year
Spring
quarter of
third year
End of
spring
quarter
Standard of
Mastery/
Criterion of
Achievement
All students will
receive
satisfactory
ratings (3 or
higher) or will
receive
corrective
feedback.
All students will
receive
satisfactory
ratings (3 or
higher) on the
practicum
evaluation
All students will
receive
satisfactory
ratings (3 or
higher) on the
internship
evaluation
All students will
earn a passing
score on the
Praxis II Exam
All students will
earn a rating of 1
or higher on the
final portfolio
All students will
pass the PEAB
oral exam
All graduating
students will
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10
Student Learning Outcomes
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
When
Prior to
graduation
successfully
complete a
research
thesis/project,
with oral
defense.
Postgraduation:
Once every
five years
At least 80% of
alumni will
report that they
were well
prepared to enter
the profession
(ratings of agree
or strongly
agree)
Alumni Survey
Employer
Survey
Standard of
Mastery/
Criterion of
Achievement
All employers
will rate school
psychology
graduate as wellprepared for
their career by
providing an
average rating of
3 or higher on
the employer
survey
12/18/12
11
Student Learning Outcomes
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/
Criterion of
Achievement
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 decisionmaking processes at the
individual, group, and system
levels.
Same as Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
12/18/12
12
Student Learning Outcomes
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/
Criterion of
Achievement
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
12/18/12
13
Student Learning Outcomes
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/
Criterion of
Achievement
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
12/18/12
14
Student Learning Outcomes
Related Program
Goals
Related
Departmental
Goals
Related
College Goals
Related
University
Goals
Method(s) of
Assessment
Who
Assessed
When
Standard of
Mastery/
Criterion of
Achievement
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 career-long professional
development.
Same as Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
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 Goals as
Student Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Same Methods
of Assessment
as Student
Learning
Outcome 1
Same
Students
as
Student
Learning
Outcome
1
Same as
Schedule as
Student
Learning
Outcome 1.
Same Mastery
Criteria as
Student
Learning
Outcome 1.
12/18/12
15
Student Learning Outcomes
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.
Related Program
Goals
Same as Goals as
Student Learning
Outcome 1
Related
Departmental
Goals
Related
College Goals
Same as Goals
as Student
Learning
Outcome 1
Same as Goals
as Student
Learning
Outcome 1
Related
University
Goals
Same as Goals
as Student
Learning
Outcome 1
Method(s) of
Assessment
Who
Assessed
Faculty ratings
on Professional
Work
Characteristics
and
Dispositions
First and
second
year
students
Internship
Evaluation by
field
supervisors
Third
year
students
When
SemiAnnually:
Fall and
spring
quarter
End of
program:
During
internship
Standard of
Mastery/
Criterion of
Achievement
All students will
receive
satisfactory
ratings (3 or
higher) or will
receive
corrective
feedback.
All students will
receive
satisfactory
ratings (3 or
higher) on
Professional
Behavior on the
internship
evaluation
* 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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17