CALIFORNIA STATE UNIVERSITY, CHICO
ANNUAL PROGRAM ASSESSMENT REPORT
Date: September 26, 2013
Due: 10/1/2013
I.
Assessment of Student Learning Outcomes
1. Name and Contact Information of Program Assessment Coordinator:
Leesa Huang, Co-Coordinator, Modoc 109, (530) 898-5164, Lvhuang@csuchico.edu
Jim Wolfe, Co-Coordinator, Modoc 112, (530) 898-4093, jwolfe@csuchico.edu
2. Student Learning Outcomes
School psychology candidates demonstrate entry-level competency in each of the following domains of
professional practice adopted from the National Association of School Psychologists (NASP). Competency
requires both knowledge and skills and the program ensures that candidates have a foundation in the
knowledge base for psychology and education, including theories, models, empirical findings, and techniques in
each domain. The school psychology program ensures that candidates demonstrate the knowledge and
professional skills necessary to deliver effective services that result in positive outcomes in each domain. The 11
domains below are not mutually exclusive and are integrated into graduate level curricula, practica, and
internship:
a. Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models
and methods of assessment that yield information useful in identifying strengths and needs, in
understanding problems, and in measuring progress and accomplishments. School psychologists use such
models and methods as part of a systematic process to collect data and other information, translate
assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of
services. Data-based decision-making permeates every aspect of professional practice.
b. Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health,
collaborative, and/or other consultation models and methods and of their application to particular
situations. School psychologists collaborate effectively with others in planning and decision-making
processes at the individual, group, and system levels.
c. Effective Instruction and Development of Cognitive/Academic Skills: School psychologists have
knowledge of human learning processes, techniques to assess these processes, and direct and indirect
services applicable to the development of cognitive and academic skills. School psychologists, in
collaboration with others, develop appropriate cognitive and academic goals for students with different
abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate
the effectiveness of interventions. Such interventions include, but are not limited to, instructional
interventions and consultation.
d. Socialization and Development of Life Skills: School psychologists have knowledge of human
developmental processes, techniques to assess these processes, and direct and indirect services applicable
to the development of behavioral, affective, adaptive, and social skills. School psychologists, in
collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for
students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those
goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to,
consultation, behavioral assessment/intervention, and counseling.
e. Student Diversity in Development and Learning: School psychologists have knowledge of individual
differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic,
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experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School
psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse
characteristics and to implement strategies selected and/or adapted based on individual characteristics,
strengths, and needs.
f. School and Systems Organization, Policy Development, and Climate: School psychologists have
knowledge of general education, special education, and other educational and related services. They
understand schools and other settings as systems. School psychologists work with individuals and groups
to facilitate policies and practices that create and maintain safe, supportive, and effective learning
environments for children and others.
g. Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human
development and psychopathology and of associated biological, cultural, and social influences on human
behavior. School psychologists provide or contribute to prevention and intervention programs that
promote the mental health and physical well-being of students.
h. Home/School/Community Collaboration: School psychologists have knowledge of family systems,
including family strengths and influences on student development, learning, and behavior, and of methods
to involve families in education and service delivery. School psychologists work effectively with families,
educators, and others in the community to promote and provide comprehensive services to children and
families.
i. Research and Program Evaluation: School psychologists have knowledge of research, statistics, and
evaluation methods. School psychologists evaluate research, translate research into practice, and
understand research design and statistics in sufficient depth to plan and conduct investigations and
program evaluations for improvement of services.
j. School Psychology Practice and Development: School psychologists have knowledge of the history and
foundations of their profession; of various service models and methods; of public policy development
applicable to services to children and families; and of ethical, professional, and legal standards. School
psychologists practice in ways that are consistent with applicable standards, are involved in their
profession, and have the knowledge and skills needed to acquire career-long professional development.
k. Information Technology: School psychologists have knowledge of information sources and technology
relevant to their work. School psychologists access, evaluate, and utilize information sources and
technology in ways that safeguard or enhance the quality of services.
3. Course Alignment Matrix:
PROGRAM
MATRIX
NASP Domains of Training and Practice (Standard II)
School Psychology
O= Objective/
Competency
A= Assessment/
Assignment
1
2
3
Data-Based
Decision
Making
Consultation
& Collaboration
Instruction &
Development of
Academic Skills
4
5
Socialization
Student Diversity
& Development in Development &
of Life Skills
Learning
6
7
School &
Systems
Organization
Prevention, Crisis
Intervention &
Mental Health
Courses
PSYC 573
Counseling Psych
O 1-8
A 1-3
PSYC 600
Research & Evaluation
Methods
PSYC 603
Advd Devlpmntl Psych
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O1-2
A1-2
O2
A1
O 1-2
A1
Page 2 of 22
PROGRAM
MATRIX
NASP Domains of Training and Practice (Standard II)
School Psychology
O= Objective/
Competency
A= Assessment/
Assignment
1
2
Data-Based
Decision
Making
Consultation
& Collaboration
3
Instruction &
Development of
Academic Skills
4
5
Socialization
Student Diversity
& Development in Development &
of Life Skills
Learning
6
7
School &
Systems
Organization
Prevention, Crisis
Intervention &
Mental Health
O2
A5
O3
A2
O1-3
A 1-2,5
Courses
O 1-3
A1
O2
A 2,5
O3
A 1-2
O 1-3
A 1, 3-5
C 2-5
A 1,3-4
O 1-5
A 1-4
O 1-5
A 1, 4
O 1-2
A 1-2
O 1-2
A 1-3
O 1-2
A 1-3
O 1-7
A 4-6
O 3,7
O 6-7
A5
O1
A3
O 1,5,7
A3
O 1,3,6
A3
PSYC 605
Advd Human Learning
PSYC 634
Practicum School
Interventions
PSYC 636
Practicum Behavioral
Consultation
PSYC 639
Practicum Academic
Intervention
PSYC 660
Instructionally Focused
Assessment
PSYC 661/ 661P
Assessment
Intelligence/Cognition
PSYC 662/ 662P
Social & Emotional
Assessment
PSYC 663
Advd Supervision
Psych Assessment
O 1-8
A 3, 5-7
O 1-2
A 1,3
O 1, 3, 5-7
A 3-5
O 1-3, 7
A 3,5
O 1-4
A1-3
O 1-3
A 1-2
Seminar Group Counseling
PSYC 672
Cross Cultural Issues in
Counseling Research
Practicum Individual
Counseling
Introduction to School
Psych
O1-2
A 2-3
PSYC 681
Study of Childhood
Exceptionalities
O 1-2
A3
PSYC 682
Legal & Ethical
Issues/Preventive Service
Delivery
PSYC 689A
Internship School
Psychology I
PSYC 689B
Internship School Psychology II
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O 1-3
A 1,4
O 1-3
A 1,2,4
O3
A2
O 1-2
A2-3
O 1-4
A3
O 1-2
A2-3
O 1-3
A 3-5
O 1-3
A4
PSYC 680
Practicum in School
Psychology
O1-2,7
A 3-5
O 1-7
A 1-5,7
PSYC 673A
PSYC 688
O4
A3
O3
A 1-2
O 1-5
A 1-3
O 1,3
A 4-5
PSYC 670
O 1-2, 7
A3
O 1-2
A 2-3
O 3,7,9
A 1, 5-6
O 1-4, 7,9
A 1, 5-6
O 2, 9
A 1, 5-6
O 3-6,9
A 1, 5-6
O 3-4,7
A 1, 5-6
O 4,8
A 1, 4-6
O 2,4, 8-9
A 1, 4-6
O 2-4, 7
A1, 4-5
O 1, 3-4, 6-8
A 1, 4-5
O 2-4, 7
A 1, 4-5
O 3-6
A 1, 4-5
O 2-3
A 1, 4-5
O 6-8
A 1,4-5
O 3-7
A 1, 4-5
O 3, 6-9
A 1, 4-5
O 1,2,4 6-9
A 1, 4-5
O 4, 6-7, 9
A1, 4-5
O 4-6, 8-9
A 1, 4-5
O 3-4
A 1,4-5
O 2,8
A 1, 4-5
O 2, 4-9
A 1, 3a, 4-5
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PROGRAM
MATRIX
NASP Domains of Training and Practice (Standard II)
School Psychology
O= Objective/
Competency
A= Assessment/
Assignment
1
2
Data-Based
Decision
Making
Consultation
& Collaboration
O 1-4, 6-9
A 1, 4-5
O 1-4, 6-9
A 1, 4-5
3
Instruction &
Development of
Academic Skills
4
5
Socialization
Student Diversity
& Development in Development &
of Life Skills
Learning
6
School &
Systems
Organization
7
Prevention, Crisis
Intervention &
Mental Health
Courses
PSYC 696
School Psychology:
Comprehensive Exam
PSYC 699T
Master’s Thesis
O 2-4,6-7, 9
A 1, 4-5
O 1-5, 6-8
A 1,4-5
O 1-9
A 1,4-5
MATRIX
NASP Domains of Training and Practice (Standard II)
School Psychology
A= Assessment/
Assignment
O 1-4, 7
A 1,4-6
O 2, 6-9
A 1, 3a, 4-5
PROGRAM
O= Objective/
Competency
O 2, 4
A 1, 4-5
8
9
10
11
Home School
Comm.
Collaboration
Research &
Program
Evaluation
School Psych
Practice &
Development
Information
Technology
Courses
PSYC 573
Counseling Psych
PSYC 600
O 1-5
A 1-4
Research & Evaluation
Methods
PSYC 603
Advd Devlpmntl Psych
O2
A2
PSYC 605
Advd Human Learning
PSYC 634
Practicum School
Counseling and
Interventions
O2
A 2, 5
PSYC 636
Practicum Behavioral
Consultation
PSYC 639
Practicum Academic
Intervention
PSYC 660
Instructionally Focused
Assessment
PSYC 661/661P
Assessment
Intelligence/Cognition
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O 3, 7
A3
O 3-5
A1
O5
A1
O 1-2
A 1-2
O1
O 4, 6-7
A6
O6
A4
O 4,6
A3
O1
A3
Page 4 of 22
PROGRAM
MATRIX
NASP Domains of Training and Practice (Standard II)
School Psychology
O= Objective/
Competency
A= Assessment/
Assignment
8
9
10
11
Home School
Comm.
Collaboration
Research &
Program
Evaluation
School Psych
Practice &
Development
Information
Technology
Courses
O 1,6
A3
PSYC 662/662P
Social & Emotional
Assessment
A5
PSYC 663
Advd Supervision
Psych Assessment
PSYC 670
Seminar Group Counseling
PSYC 672
Cross Cultural Issues in
Counseling Research
PSYC 673A
Practicum Individual
Counseling
PSYC 680
Introduction to School
Psych
PSYC 681
Study of Childhood
Exceptionalities
PSYC 682
Legal & Ethical
Issues/Preventive Service
Delivery
PSYC 688
Practicum in School
Psychology
PSYC 689A
Internship School
Psychology I
PSYC 689B
Internship School
Psychology II
PSYC 696
School Psychology:
Comprehensive Exam
PSYC 699T
Master’s Thesis
O 1-3
A 1,4
O2
A 2, 3
O 1-3
A 1-4
O 1-2
A 2-3
O2
A3
O 1-4
A 2-5
O 1-2, 4,9
A 1, 4-6
O 3,7,9
A 1, 4-6
O 8, 10
A 1, 4-6
O8
A 1, 4
O 1,3, 6-8
A 1, 4-5
O 6,7
A 1, 4-5
O9
A 1, 4-5
O 2, 4
A 1, 5
O 2, 6-9
A 1, 3a, 4-5
O 2,3,8
A 1, 4-5
O 2, 9-10
A 1, 4-5
O 2-3,9
A1, 3a, 5
O 1,3, 6-8
A 1, 4-5
O 6,7
A 1, 4-5
O9
A 1, 4-5
O 2, 4
A 1, 5
O 1-7
A 1, 4-6
O 9-10
A 1,4-5
O 1,5,6
A 1-5
O3
A2
4. Learning Outcome(s) Assessed in AY 2012-2013:
All learning outcomes are assessed every academic year for all three cohorts.
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5. Assessment Methodology Used:
Together with the grades and competency checks associated with each course in the School Psychology
program, a variety of other indices and assessments are gathered to monitor student progress and performance
both in the classroom as well as the field. There are direct assessments including: School Psychology Practicum
Evaluations (PSY 688), School Psychology Internship Evaluations (PSY 689B), Culminating Activity –
Comprehensive Exam (PSY 696) or Thesis (PSY 699T), National School Psychology Exam (Praxis II) and Portfolio
that have been selected by the School Psychology/PPS program to best represent candidates’ overall knowledge
of content, skill development and dispositional characteristics throughout coursework, practica and internship.
There is also one indirect assessment, the Exit Survey, to assess student satisfaction and in an effort to measure
their perceived level of preparation at the completion of their program. Taken together, these program key
assessments collectively address all student learning outcomes. Below, the assessment methodology is
described for each of the three years in the program.
a. In the first year of the program, students are building a strong knowledge and skill base in the
psychological foundations of school psychology through graduate coursework in human learning,
exceptionalities, research and statistical methods and counseling. The progress of first year students is
evaluated in two ways.
1) The candidates’ knowledge and skill development are mainly evaluated through course embedded
assessments/assignments and instructor or supervisor feedback. The program is competency-based
and in each required course, a number of specific competencies must be mastered in order to
progress to the subsequent course. Course grades and the completion of competencies are not
always congruent. In most courses, there will be requirements beyond the minimum competencies.
Further, many instructors follow the practice of assigning grades on the basis of a student’s first
attempt at a competency.
2) By April 1st of their first year in the program, after the students have neared completion of a year of
required course work, and their academic performance and interpersonal skills have been observed
closely, they apply for formal admission to the School Psychology Credential Program. This enables
us to admit, and provide field placements for only those we expect to succeed as school
psychologists. Thus, prior to their School Psychology Practicum and Internship, just as upon
admission to the program, students are screened and evaluated by the School Psychology/PPS
subcommittee consisting of five professors who teach in the school psychology program.
b. In the second year of the program, students are assigned to a school or schools for two days/week in
addition to their coursework. In the fall, students provide group and individual counseling, classroom skill
development units, and behavioral consultation to students and teachers. During this time, they are
supervised by a credentialed school psychologist on site and also receive support and supervision on
campus from their instructors in PSYC 634 (School Counseling and Interventions) and PSYC 636 (Behavioral
Consultation). In the spring of year 2, students continue to work in the schools during their School
Psychology Practicum (PSYC 688), but broaden their roles to include more activities related to school
psychology service delivery. They continue to be supervised by credentialed school psychologists on site
and attend a three hour seminar on campus once weekly where, together with school psychology
internship students, they discuss cases, share experiences, present on various topics, and offer support to
one another. Second year students are directly assessed using three methods:
1) The candidates’ continue to build on their knowledge and skills through courses emphasizing
supervised practice in professional skills (assessment, counseling, and consultation) and professional
service delivery. (The course sequence is: PSYC 661, 661P, 672, 634, 636 and PSYC 603, 662, 662P,
682, 688, for the fall and spring, respectively, which spans all student learning objectives.) As with
the first year students, progress is evaluated through course embedded assessments/assignments
and faculty or instructor feedback.
2) During the course of their program, students complete numerous projects, case studies, papers and
other assignments; however, they are typically only evaluated by the instructor for the course in
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which they are required. Providing an organized portfolio of work samples to the PPS subcommittee
adds another source of information by which the entire committee can judge student progress and
provide student feedback using a rubric. The School Psychology Committee began the
implementation of this requirement beginning in spring, 2007. Students are provided a list of
assignments to submit, and they are to include a reflection paper on how these assignments have
contributed to their professional development. Below is a list of the nine projects/assignments
included in the portfolio along with which domain is represented for year two.
i. Research paper on behavioral intervention or PowerPoint lecture on theories related to
classroom learning (PSYC 605) [Domains 1, 2, 3]
ii. Research paper on school psychology service delivery model (PSYC 680) [Domains 2, 6, 10]
iii. Presentation outline/PowerPoint on area of childhood exceptionalities (PSYC 681) [Domain 5]
iv. Individual counseling case study (edited; PSYC 673A) [Domains 4, 7]
v. Educational test review paper (PSYC 660) [Domains 1, 9]
vi. Self-evaluation/video critique on intelligence test administration (PSYC 661P) [Domains 1, 3]
vii. Final section of culture identification workbook (edited; PSYC 672) [Domains 5, 8]
viii. Two group counseling summary papers (edited; PSYC 634) [Domains 3, 4, 7]
ix. PowerPoint presentation on behavioral consultation case study (PSYC 636) [Domains 1, 2, 4,
11]
3) In practicum and fieldwork courses, knowledge and skill are applied. The School Psychology
Practicum Evaluations assess all student learning outcomes and are comprised of evaluations from
two separate bodies.
i. As one way to monitor progress and to evaluate the professional skills, knowledge,
dispositions and professional work characteristics of each candidate in the school setting, the
Field Supervisor Rating for School Psychology Practicum Students is completed by each
candidate’s field-site supervisor for fall and spring semesters.
ii. At the end of their school psychology practicum (PSYC 688), in the spring of year two of the
program, candidates are evaluated by the PPS subcommittee. The committee considers fieldsite supervisor evaluation of candidates, both verbal and written; course grades; progress on
competencies/objectives; candidate logs; observations and personal interviews in their ratings
of candidates to make decisions about recommendations for continuation in the credential
program.
c. In the final year of the training program, students are assigned an internship placement after having
extensive training in consultation, assessment and counseling, including spending substantial time in
school placements in highly supervised practica. Students are required to provide a wide range of services
including (but not limited to): behavioral and instructional consultation; psychoeducational assessment of
various learning behavior and other difficulties; prevention and early intervention program design and
implementation; individual, group and crises counseling; in-service training; facilitation and/or
participation IEP, SST and other meetings; and community collaboration. Student activities are
documented in their weekly activity reports and logs and in monthly contact with field supervisors.
Due to our program philosophy of close guidance of and involvement with students’ internship
experience, we have limited the service days to four days/week so that students can attend supervision
seminars on campus each week. This is the culminating field experience in which all students are required
to successfully complete 1200 hours of service in the field. In addition, their on-campus supervision of that
experience (8 hours/week in the first semester, 3 in the second), results in an additional 176 hours (in two
16-week University semesters) of credited internship hours. Third year students are evaluated using the
following six methods:
1) Students continue to be enrolled in coursework in their last year. The course sequence is: PSYC 639,
663, 689A, 699T (if thesis is selected) and PSYC 689B, 696 (if comprehensive exam is selected) or
699T, for the fall and spring, respectively, which spans all student learning objectives. As with the
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first and second year students, progress is evaluated through course embedded
assessments/assignments and faculty, instructor, and/or supervisor feedback.
2) The third year students present a comprehensive and organized portfolio of work samples to the
PPS Committee to add another source of information by which the entire committee can judge
student progress and provide student feedback using a rubric. Students are to submit an additional
seven assignments listed below for a total of 16 assignments as well as write a reflection paper on
how these projects have contributed to their professional development over the course of the
program.
i. Research paper on area of developmental psychology (PSYC 603) [Domains 4, 5]
ii. Research paper presentation/PowerPoint on review of socio-emotional assessment measure
(PSYC 662P) [Domains 1, 4]
iii. Research paper on school district prevention program (PSYC 682) [Domains 6, 7, 9]
iv. Paper/PowerPoint presentation on teacher/staff in-service presentation (PSYC 688) [Domains
6, 9]
v. Final psychoeducational case study and psychological report (PSYC 663) [Domains 1, 3]
vi. PowerPoint presentation from instructional consultation case study (PSYC 639) [Domains 1, 2,
3, 11]
vii. Paper/PowerPoint from community collaboration project (PSYC 689B) [Domains 2, 8]
3) In practicum, fieldwork, and internship, knowledge and skill are applied, practice, and polished. The
School Psychology Internship Evaluations assesses all student learning outcomes and are comprised
of evaluations from the same two entities as listed for the School Psychology Practicum Evaluations.
i. The Field Supervisor Rating for School Psychology Interns is completed by each candidate’s
field-site supervisor to provide a summative evaluation of the professional skills, knowledge,
dispositions and professional work characteristics of each candidate for both semesters.
ii. At the end of their school psychology internship (PSYC 689A), in the spring of year three of the
program, candidates are evaluated by the PPS subcommittee. The committee aggregates all
information from field-site supervisor evaluation of candidates, both verbal and written (mean
field-site ratings were for areas directly assessed by supervisors in the field ranged from 1
indicating limited competence to 4 denoting near or at independence); course grades; School
Psychology Program faculty and course instructors; progress on competencies/objectives;
candidate logs; observations and personal interviews in their ratings of candidates as well as
grades and student portfolios, and uses this information to make decisions about
recommendations for the School Psychology Credential.
4) The third assessment is performance on a culminating activity – either taking the comprehensive
exam (PSYC 696) or completing and defending a thesis (PSYC 699T) to be completed in the spring
semester of the third year.
i. The comprehensive exam was comprised of five questions covering acquired and applied
knowledge of the profession as well as individual case studies. Two instructors, who rated
responses as “unacceptable,” “acceptable” or “superior” following a specific rubric,
independently scored each response. Students needed to pass four of five questions with a
rating of “acceptable” or above in order to pass the written portion of the exam. Following the
successful completion of the written portion of the examination, the candidate will meet with
his/her graduate advisory committee (with at least one of the PPS co-coordinators) for an oral
follow-up examination addressing any weak areas in the passing of the written exam and an
exit interview.
ii. For those selecting the thesis option, students may explore a topic of interest to them and
approved by their thesis chair, and conduct a research study of this area. They will then collect
data and present their findings in a written paper and an oral defense to the satisfaction their
thesis committee and the Graduate School. All research projects that involve human
participants must be reviewed for adherence to ethical guidelines as outlined in departmental
and university policies.
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5) Students in the state of California do not have a state credentialing exam and are not required to
take the national credentialing exam in order to receive their Pupil Personnel Services credential in
School Psychology. In spring, 2007, the PPS subcommittee decided to require the exam as a part of
program completion. The domains of practice assessed by the PRAXIS II are:
i. Data-Based Decision Making
ii. Research-Based Academic Practices
iii. Research-Based Behavioral and Mental Health Practices
iv. Consultation and Collaboration
v. Applied Psychological Foundation
vi. Ethical/ Legal and Professional Foundations.
6) The oral part of the comprehensive examination includes an exit interview of the candidate
regarding their preparation in the program, comprehensiveness of their field training, and other
appropriate issues or concerns. In addition, an anonymous survey is given which allows graduating
students the opportunity to participate in an evaluation of the program effectiveness related to
student learning and professional preparation.
6. Assessment Results:
1. For AY 2012-13, the four students admitted into the first year cohort were evaluated in two ways.
1. A total of nine students completed two semesters of coursework according to the master schedule
with a mean GPA of 3.78 (minimum GPA requirement 3.40). Instructors’ feedback indicated that all
competencies were met by these students.
2. A total of four students formally applied to the School Psychology Credential Program in April 2013.
The PPS subcommittee screened and evaluated these students and decided to admit the
aforementioned four candidates.
2. A total of five second year students were assessed using the following three methods:
1. The mean GPA of the second year students was 3.82 (minimum GPA requirement 3.40). Instructors’
feedback indicated that all competencies were met by four of the students. One student was
granted an extension towards completing competencies for just one class.
2. All candidates submitted a portfolio and the accumulation of work both individually and collectively
indicated that all students demonstrated at least adequate progress in all areas.
3. School Psychology Practicum Evaluation
a. The table below provides aggregated data on the field supervisor ratings for school
psychology practicum students for the spring 2013 cohort. The mean field-site ratings were for
areas directly assessed by supervisors in the field ranged from 1 indicating limited competence
to 4 denoting near or at independence for school psychology practicum students in each area.
Overall ratings indicate that, as judged by their supervisors, the competency of the practicum
students has been at or approaching an independent level by the end of the spring semester.
The overall ratings are 3.40 with a range of ratings of 3.07 to 3.80 among the eight domains
indicating that all candidates were performing their duties very effectively. There was little
variance among the domains assessed and no areas of significant concern reflected in the
data.
Domain
Personal and Professional Qualities
Communication/Rapport
Consultation (both formal & informal)
Counseling
Assessment
Intervention/In-service
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Mean
3.44
3.24
3.07
3.61
3.16
3.32
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Program Development/Skill Development Units
Ethical Practices
Overall Rating of Practicum Student
3.58
3.80
3.40
b. The results of the PPS subcommittee ratings of the spring, 2013 practicum students are
summarized below. A rating of “Acceptable” or higher is considered to be passing. Four of five
students in the 2013 cohort successfully completed their practicum with two students
demonstrating acceptable overall development and two demonstrating a level of competence
either approaching or at independence. As can be seen, all practicum students were rated as
progressing nicely with respect to their professional development. Rating in the various
domains did not reflect any areas of concern.
Domains
Professional knowledge base
Personal & professional qualities
Communication/rapport
Behavioral consultation &
intervention
Counseling & wellness promotion
Evaluation/assessment
Program development
Appreciation of and experience
with diverse populations
Ethical practices
Effective use of research and
technology
Overall rating of practicum
student
Successful completion of
practicum
Limited
Development
1
Approaching
Target
Development
2
2
1
Target
Development
Achieved
1
2
2
2
2
1
1
2
2
1
2
3
1
Acceptable
Development
2
1
1
3
2
1
3
1
1
1
3
4
2
2
4
3. Third year students are evaluated using the following six methods
1. The mean GPA of the third year students was 3.84 (minimum GPA requirement 3.40). Instructors’
feedback indicated that all competencies were met by six students.
2. Internship
a. The table below provides aggregated data on the field supervisor ratings for school
psychology interns for the spring 2013 cohort. The mean field-site ratings were for areas
directly assessed by supervisors in the field ranged from 1 indicating limited competence to 4
denoting near or at independence for school psychology practicum students in each area. A
similar rating form to that of the School Psychology Practicum, but more specific to the
internship is used by supervisors in conjunction with 689B competencies to rate students.
Both rating form and competencies are included with the syllabus for PSYC 689B. Students are
rated on a scale from 1 to 4 on various elements of 11 different domains including an “overall”
performance rating. Ratings on all of the elements from each domain are then averaged, and a
mean score for the entire cohort on each domain is derived. The mean “overall” performance
rating was 3.88 with a range of ratings of 3.60 to 4.00 among the 11 domains for the cohort
There was little variance among the domains assessed and no areas of significant concern
reflected in the data for the cohort as a whole.
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Domain
Personal and Professional Qualities
Communication/Rapport
Evaluation/Assessment
Consultation
Counseling
Intervention
Ethical Practices
Program Development
Community Collaboration
In-service Training
Overall Rating of Intern
Mean
3.85
3.84
3.90
3.85
4.00
3.60
4.00
3.83
3.70
3.95
3.88
b. The results of the PPS subcommittee ratings of the spring, 2013 interns are summarized
below. Students must receive an overall committee rating of “Acceptable” or higher to be
considered as passing and to be recommended for a credential. Seven students in the 2013
cohort successfully completed their internship with all students demonstrating a level of
competence at independence. All candidates were performing at an acceptable level or
better. Rating in the various domains did not reflect any areas of concern.
Domains
Professional knowledge base
Personal & professional qualities
Communication/rapport
Instructional consultation &
intervention
Behavioral consultation &
intervention
Home/school/community
collaboration
Counseling & wellness promotion
Evaluation/assessment
Program development
Appreciation of and experience
with diverse populations
Ethical practices
Effective use of research and
technology
Culminating activity
Overall rating of intern
Successful completion of
internship
Limited
Development
Acceptable
Development
Approaching
Target
Development
1
1
2
2
Target
Development
Achieved
7
4
4
1
6
1
6
1
5
1
2
7
6
5
3
4
1
7
7
1
7
6
7
3. Culminating Activity – Comprehensive Exam (PSY 696) or Thesis (PSY 699T):
i. Six of the seven candidates in the 2013 graduating cohort elected to take the comprehensive
exam and all students passed the exam.
ii. One candidate selected the thesis option and is still in the process of completing the written
document.
4. National School Psychology Exam (Praxis II): For AY 2012-13, seven students took the National
School Psychology Exam (Praxis II). The National Association of School Psychologists (NASP) sets a
passing score at 165. All candidates passed the exam in the graduating cohort on the first attempt.
The mean score for this group was 177 (± 4.79) with individual scores ranging from 170-183.
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Domain
Data-Based Decision Making
Research-Based Academic Practices
Research-Based Behavioral and Mental Health
Practices
Consultation and Collaboration
Applied Psychological Foundation
Ethical/ Legal and Professional Foundations
Overall Score
30.43 (1.90)
11.86 (2.27)
Average
Performance
Range
24 – 30
7–9
13.43 (1.99)
11 – 14
11.29 (1.38)
12.43 (1.90)
10.14 (1.21)
177 (4.79)
10 – 13
7 – 11
9 – 11
168 – 179
Raw Score
Mean (SD)
5. All candidates submitted a portfolio and the accumulation of work both individually and collectively
indicated that all students demonstrated at least adequate progress in all areas listed in the
respective courses.
6. Exit Interview & Survey: The seven students who completed the comprehensive examination were
interviewed and all 2013 graduates were asked to complete the exit survey. The results suggest that
students, as a group, felt prepared upon completion of their program in all areas and well prepared
in most. Exposure diverse populations was identified as an area for potential growth and since the
experiences acquired by candidates are largely a reflection of the demographics of the practicum
and internship sites which are located in rural northern California this may require further attention
and we will continue to monitor satisfaction in these and all other areas with future surveys.
Ethics/legal issues were another area that was lower than the other domains. This relative weakness
was partially remedied through additional professional development/training provided by the
practicum and internship sites.
Domain
Professional Knowledge Base
Consultation and Collaboration
Evaluation/Assessment
Intervention and Wellness Promotion
Ethics and Legal Issues
Working with Diverse Populations
Program Development
Knowledge of Exceptionalities
Practicum Experience
Internship Experience
Value of Culminating Activity
Overall Rating of Program
Mean
3.00
3.00
3.00
2.67
2.67
2.83
2.67
3.00
2.83
2.83
2.92
3.00
(Key: 1 – Minimally prepared; 2 – Prepared; 3 – Well Prepared)
7. Analysis / Interpretation of Results
The data presented above are quite positive with respect to how both university instructors and field-site
supervisors view student competence along the various professional and dispositional domains assessed at
various points in the program. Students appear to be well prepared not only in the content areas covered
through the coursework but also in the application of that knowledge in the field. Overall satisfaction of the field
site supervisors with practicum and internship students in the 2013 cohort appears to be high. Students were
closely monitored with respect to successful demonstration of a variety of competencies and most were judged
to meet levels of skill development at or, in most cases, exceeding acceptable levels. All students performed well
on their culminating projects whether it was the comprehensive exam. There is a 100% pass rate for the national
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exam and additionally, 6 of the 7 students are gainfully employed. The other graduate is enrolled in a Ph.D.
program.
Results of assessments are shared with students, faculty, and other stakeholders on a consistent basis. With
students, they receive intensive feedback regarding their strengths and weaknesses on competency
performance for each individual course as well as from the PPS subcommittee yearly. The PPS subcommittee
and other faculty are informed of results through annual reports. Finally, stakeholders are those individuals who
are field-based supervisors, other relevant public school personnel, as well as those individuals identified to be
on the PPS advisory board. Field-based supervisors and other personnel are in continuous contact with
instructors and faculty; these stakeholders are a part of the assessment cycle and are informed of results as they
become available. Finally, results are shared with advisory board members so that they can provide feedback
and recommendations for program improvement.
8. Planned Program Improvement Actions Resulting from Outcomes (if applicable)
As a process of continual self-evaluation and renewal, the School Psychology/PPS program has developed a
logical sequence of coursework and field experience into a coherent and cohesive program rather than a
collection of individual courses. Instruction is sequenced so that students will matriculate effectively from one
experience to another, and receive frequent and intensive supervision and feedback in all applied work.
Having discovered little in the data obtained prior to the last CTC visit in 2007 to direct future program
improvements, the School Psychology/PPS program decided that perhaps other means of assessing student
knowledge and skills could help in providing a more comprehensive and balanced means to evaluate program
effectiveness. The program committee therefore agreed to use two other means of assessing student
performance, one of which was the successful completion of the national school psychology credentialing exam
(the other was completion of a portfolio in the spring of their second and third year). For students, their passing
this exam is now the final step in their being recommended for the California PPS credential in school
psychology. It also is their final step in being granted status as a Nationally Credentialed School Psychologist
(NCSP), with the prestige and career flexibility that entails. For the School Psychology/PPS program, it offers a
valuable tool in determining how students compare nationwide to other graduating school psychology students
as well as practicing school psychologists who have national credentialing status. It speaks well of both the
students and program that all candidates passed the National School Psychology Exam on their first attempt.
One area of weakness previously identified by candidates relates to exposure to diverse populations. All second
and third year students keep track of their contact hours with diverse populations and there is variability of
experiences due to location of field site placement. The placement process for practicum students and interns
takes into account the students’ experiences and attempts to place students which will allow them contact with
a variety of populations. The program is in the process of updating course competencies to include knowledge
and skills in the area of diversity as well as inviting local, state, and/or national experts in this area to present to
our students.
9. Planned Revision of Measures or Metrics (if applicable)
All learning outcomes have been assessed across all domains of training. Each measure reflects multiple
domains and the assessment committee has continually improved the assessment process by embedding as
many of these assessments methodologies as possible into the actual course expectations, thus decreasing the
amount of “additional” assessments required. The “bar” for acceptable performance is set according to both
state and national level requirements for credentialing and certification in the area of school psychology.
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The current assessment system includes entrance criteria, progress monitoring through course evaluation and
competency checks, and exit criteria which have proven to be successful in the development of an effective
program which produces quality graduates. In an effort to make the assessment cycle more complete, the PPS
subcommittee may consider initiating a follow-up evaluation of graduates to determine their perceptions
regarding the level of preparation from Chico State. In this way, the program would have additional information
to be able to better meet the demands of the field as well as align best practices with partner schools, state and
national standards.
10. Planned Revisions to Program Objectives or Learning Outcomes (if applicable)
The Chico State School Psychology/PPS program’s goals, objectives, and learning outcomes are aligned to both
state and national skills and competencies. At this time, no revisions to the program goals, objectives, and
learning outcomes are planned. Only minor updates to course competencies will be added to include more
experience working with diverse populations.
11. Changes to Assessment Schedule (if applicable)
The School Psychology faculty, committee, and advisory board have collectively determined that the process
provides comprehensive assessment and ample opportunities for progress monitoring of PPS students’
development of knowledge, skills, competencies, and dispositions. No changes to the assessment schedule are
recommended at this time.
12. Information for Next Year
For the next academic year, the same learning outcomes will be examined and the contact persons will be the
same as above.
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II. Appendices (please include any of the following that are applicable to your program)
A. Assessment Data Summaries (Details that elaborate on item 6, above.)
All summaries are listed with the narrative above.
B. Measurement Standards (Rubrics, etc.)
1. Rubric for Comprehensive Exam
Areas/Ratings
Accuracy &
Presence of Critical
Concepts/Elements
Integration of
Elements/Facts
into Meaningful
Wholes
Organization &
Focus
Written Expression
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Superior
No major omissions or inaccuracies. Very clear
presentation of critical concepts. Impressive array of
ideas & information. Important details enrich, clarify,
& support the major ideas & conclusions well.
Appropriate citations to support major ideas.
Facts are not just listed, but very clearly integrated
into meaningful wholes. The overall presentation is
comprehensive, coherent & logical. Implications or
recommendations clearly follow from evidence or
ideas presented, & show good judgment & practical
knowledge. Implications or recommendations should
be readily understandable to those who will need to
participate in implementing them.
The essay is very well-organized, & the organization &
flow of major ideas is clear to the reader. The most
important issues are emphasized, & lead in a sensible
way to the conclusions, which also emphasize the
most important concerns or implications. Ideas &
evidence are presented where they fit in the logic of
the overall presentation.
The essay is virtually free of grammatical & spelling
errors, & the sentences flow well. The language &
style of communication are appropriate & engage the
reader. Connection & transition between ideas is clear
& logical.
Acceptable
No major omissions or inaccuracies. Critical ideas
generally emerge if not always crisp & clear.
Adequate sample of important ideas or
information. Enough details or evidence presented
to support the major ideas & conclusions. Some
major citations where appropriate.
Most facts & concepts are integrated into
meaningful wholes, although these ideas could
emerge more clearly. The implications &
recommendations are reasonable given the data, &
likely to be workable/implementable with further
clarification & support.
The essay is well-organized for the most part, &
while the flow of ideas could be stronger, it is not
hard to follow & the most important issues or
implications emerge in the end with reasonable
clarity.
The essay is relatively free of grammatical &
spelling errors (they do not distract the reader in
general). Language & style are appropriate, but
ordinary or sprinkled with awkward usage.
Connections & transitions between ideas are made,
although not optimally.
Page 15 of 22
CALIFORNIA STATE UNIVERSITY, CHICO
PUPIL PERSONNEL SERVICES PROGRAM
Second-Year Portfolio Rubric
Student:
Date:
1 = Unsatisfactory: Fails to meet expectations for second-year level of training. The student needs more practice and supervision than the
majority of students at this same level of training.
2 = Satisfactory: Meets expectations for second-year level of training. Continued supervision is recommended.
3 = Competent: Surpasses expectations at the second-year level. Continued supervision is recommended.
Portfolio Component
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Class
1
Research paper on behavioral intervention or PowerPoint lecture on theories related
to classroom learning
PSYC 605
2
Research paper on school psychology service delivery model
PSYC 680
3
Presentation outline/PowerPoint on area of childhood exceptionalities
PSYC 681
4
Individual counseling case study
5
Educational test review paper
PSYC 660
6
Self-evaluation/video critique on intelligence test administration
PSYC 661P
7
Final section of culture identification workbook
PSYC 672
8
Two group counseling summary papers
PSYC 634
9
PowerPoint presentation on behavioral consultation case study
PSYC 636
10
Reflection
PSYC 673A
PSYC 688B
Page 16 of 22
Rating
CALIFORNIA STATE UNIVERSITY, CHICO
PUPIL PERSONNEL SERVICES PROGRAM
Third-Year Portfolio Rubric
Student:
Date:
1 = Below Criterion: Candidate does not yet meet expectations for the specialist level of training or entry into the profession without more
practice and supervision.
2 = Meets Criterion: Candidate meets expectations for the specialist level of training and entry level competency in the profession.
3 = Exceeds Criterion: Candidate exceeds expectations for specialist level training and entry level competency in the profession.
Portfolio Component
99022094
Class
1
Research paper on behavioral intervention or PowerPoint lecture on theories related
to classroom learning
PSYC 605
2
Research paper on school psychology service delivery model
PSYC 680
3
Presentation outline/PowerPoint on area of childhood exceptionalities
PSYC 681
4
Individual counseling case study
5
Educational test review paper
PSYC 660
6
Self-evaluation/video critique on intelligence test administration
PSYC 661P
PSYC 673A
Page 17 of 22
Rating
C. Survey Instruments
1. School Psychology Practicum Field Site Supervisor Rating Form
SCHOOL PSYCHOLOGY PRACTICUM EVALUATION (PSY 688)
Intern
Supervisor
Date of Evaluation
School/District
Directions: The ratings of the intern should be based upon actual observation and reports from teachers, staff, families,
etc. On the following scale, circle the number that best describes the intern’s competence.
1 – Competence is currently limited. Close supervision and instruction are required.
2 – Competence is progressing satisfactorily. Moderate supervision and more experience
are required.
3 – Competence is approaching an independent level. Little supervision is required.
4 – Competence is very well developed and reflects a capacity for independent
functioning with little or no supervision required.
ND – No data or insufficient information is available to make a rating at this time.
General Competencies
III.
Rating
1. Personal and Professional Qualities
Enthusiasm
Dependability
Promptness
Creativity
Leadership
Productivity
_______Learning/generalization from experiences
Strengths/Comments
_________________________________
2. Communication/Rapport
_______At student study team meetings
In written documents
With administrators
With parents
With students
With teachers and staff
3. Consultation (both formal and informal)
_______Seen as resource by teachers
_______Problem/need identification
Plan formulation
Plan implementation
Follow-up and evaluation
4. Counseling
_______Forming effective counseling relationships
_______Conceptualizing clients’ concerns/problems
_______Goal-directedness
_______Communication with clients’ parents
_______Communication with clients’ teachers
_______Effectiveness of individual counseling
Effectiveness of group counseling
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_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Page 18 of 22
Effectiveness of crisis counseling
5. Assessment
_______Intelligence/cognitive (closely supervised)
____________________________________
_______Social-emotional/behavioral (closely supervised) ____________________________________
_______Academic achievement
____________________________________
_______Participation in alternative models (e.g. RTI) ____________________________________
6. Intervention/Inservice
_______Organization
Utility/practicality
Appropriateness to problems
Implementation
Monitoring/follow-up
Evaluation
7. Program Development/ Skill Development Units
_______Assesses/discerns patterns of existing needs
_______Develops ideas for programs/services to meet needs
_______Collaborates/plans with co-professional/others
_______Carries out program implementation
_______Plans evaluation of program effectiveness
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
8. Ethical Practices
_______Confidentiality
_______Informed consent
_______Willing to advocate for children/other clients
_______Handles relationships with children ethically
_______Handles relationships with adults ethically
_______Consults/seeks support when appropriate
_______Follows through on interventions/communications
_______Sensitivity to ethical issues
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
9. Overall Rating of Practicum Student
1
2
3
4
Please summarize any intern strengths or weaknesses not mentioned on the above rating scale. Note any training
experiences that should be planned for this intern.
Signature of Supervisor
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2. School Psychology Intern Field Site Supervisor Rating Form
SCHOOL PSYCHOLOGY INTERN EVALUATION (PSY 689)
Intern
Supervisor
Date of Evaluation
School/District
Directions: The ratings of the intern should be based upon actual observation and/or reports from teachers, staff, families,
etc. On the following scale, circle the number that best describes the intern’s competence.
1 – Competence is currently limited. Close supervision and instruction are required.
2 – Competence is progressing satisfactorily. Moderate supervision and more experience
is required.
3 – Competence is approaching an independent level. Little supervision is required.
4 – Competence is very well developed and reflects a capacity for independent
functioning with little or no supervision required.
ND – No data or insufficient information is available to make a rating at this time.
General Competencies
IV. Rating
Strengths/Comments
1. Personal and Professional Qualities
Enthusiasm
Dependability
Promptness
Creativity
Leadership
Productivity
2. Communication/Rapport
_______At IEP meetings
At Student Study Team meetings
In written reports
With administrators
With parents
With students
With teachers and staff
3. Evaluation/Assessment
_______Intelligence/cognitive
_________________________________
___
Social-emotional
Behavioral
Curriculum-based
Criterion-based
Alternative (e.g. bilingual)
Interviewing
Selection of appropriate instruments/procedures
Administration of instruments/procedures
Interpretation and integration of data
Makes useful recommendations
_______Addresses referral issues
_________________________________
4. Consultation
_______Seen as a resource by teachers
_________________________________
_______Problem/Need Identification
Plan Formulation
Plan Implementation
Follow-up and Evaluation
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5. Counseling
_______Individual
Group
Crisis
6. Intervention
_______Organization
Utility/practicality
Appropriateness to problems
Implementation
Monitoring/follow-up
7. Ethical Practices
_______Confidentiality with documents/information
_______Obtains informed consent
_______Handles relationships with children ethically
_______Handles relationships with adults ethically
_______Sensitivity to ethical issues
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
8. Program Development
_______Assesses/discerns patterns of existing needs
_______Develops ideas for programs/services to meet needs
_______Collaborates/plans with co-professional/others
_______Carries out program implementation
_______Plans evaluation of program effectiveness
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
9. Community Collaboration
_______Determines needs of district
Contacts relevant agencies
Identifies relevant resources
_______Designs appropriate program
_______Plans program evaluation
_________________________________
_________________________________
10. Inservice Training
_______Assesses needs of staff
_______Develops plans for training series
_______Presentation of Material
_______Discussion/interaction during training
_______Follow-up of skill development and application
_______Eliciting feedback and evaluation outcome
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
11. Overall Rating of Intern
1
2
3
4
Please summarize any intern strengths or weaknesses not mentioned on the above rating scale. Note any training
experiences that should be planned for this intern.
Signature of Supervisor
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3. Exit Survey
CANDIDATE EVALUATION OF SP/PPS PROGRAM
Student name (optional)
Date ____________
Please respond to how you viewed the quality of your training preparation in the following areas:
1 – Minimally prepared
2 – Prepared
3 – Well Prepared
V.
Domain
Professional Knowledge Base
1
2
3
Consultation and Collaboration
Evaluation/Assessment
Prevention and Intervention
Counseling
Ethics and Legal Issues
Working with Diverse Populations
Program Development
Knowledge of Exceptionalities
Practicum Experience (2nd year)
Internship Experience (3rd year)
Value of Culminating Activity
(Circle one: thesis exam)
Overall Rating of Program
Feel most competent in area/s of:
Feel need for added training in:
Comments (feel free to use reverse side):
Please submit your completed report electronically to Eddie Vela by 10/1/13.
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