California State University Northridge



3733800-22860000Commission on Teacher CredentialingBiennial ReportAcademic Years 11-12 and 12-13Institution: Michael D. Eisner College of Education Date report is submitted: Fall 2014 Date of last Site Visit November 16-20, 2009Program documented in this report: School PsychologyName of Program School PsychologyCredential awarded Pupil Services Credential: School PsychologyIs this program offered at more than one site?NoProgram Contact: Dr. Wilda Laija-RodriguezPhone # 818 677-2601E-Mail wilda.laija-rodriguez@csun.eduSECTION A – SCHOOL PSYCHOLOGY CREDENTIAL PROGRAM SPECIFIC INFORMATIONPART I: Contextual Information I. Context of the School Psychology ProgramThe School Psychology program is located in the Department of Educational Psychology and Counseling (EPC) in the Michael D. Eisner College of Education at California State University Northridge. The EPC department is one of six departments in the Michael D. Eisner College of Education. The Michael D. Eisner College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). The NCATE accreditation included the school psychology in EPC. The EPC department has the largest graduate enrollment in the college and in the university. Since l979, programs in the Department of Educational Psychology have been granted specialized accreditation by the Council for Accreditation of Psychology and Related Education Programs (CACREP). In addition, the school psychology program at CSUN is recognized by the National Association of School Psychologists (NASP).The school psychology program is one of seven graduate programs in the EPC department. The school psychology program is a three year program which grants a Masters of Science in Counseling and an Advanced Pupil Personnel Services Credential in school psychology.Candidate Information:Program Specific Candidate InformationNumbers of candidates and Completers/graduates for two years reported2011-20122012-2013Candidates Completers/GraduatesCandidates Completers/Graduates 19 18 14 14Of the 19 candidates in 2012, 9 were Hispanic, 5 were White, 1 was Asian, and 3 were Middle-Eastern. Seventeen of them were Female and 2 were male. Most were between the ages of 25-30, with one exception. Our oldest student was between 35-40 years old. All but one candidate completed the program by the summer 2012. The last candidate has not devoted the time to complete his culminating experience project, despite various contacts and offers to support him. Our oldest student completed the program in the summer 2012 due to not being finished with her culminating activity on time. In the year 2012-2013 there were 14 candidates of whom 14 completed the program on time. In this cohort, there were 13 women and one man. Most students were minority students. Six were Hispanic, 7 were White, and one was Middle Eastern. Changes since 2012:1) School psychology faculty have met on various occasions to come up with a plan to address the previous biennial areas needed for improvement. The following steps took place.Reminded candidates and supervisors to complete all assessment tools.Fewer students were accepted to the program in order to provide a better professor/candidate ratio. Implemented Data Based Decision Rubric in internship case studies. Student Advancement form for advancement to fieldwork (EPC 659B) was revised.Continued to emphasize learning and development in various course and this was assessed in the consultation class, as part of their consultation case.PART II. Candidate Assessment/Performance and Program EffectivenessThe Continuous Assessment Plan for candidates for the Master’s Degree and Advanced Pupil Personnel Services Credential in the EPC department are based on the California Commission on Teacher Credentialing (CCTC) Standards of Candidate Competence and Performance, as well as NASP and NCATE standards. These standards are the basis for the program and course objectives that are provided in course syllabi and assessed in student assignments, as well as in the fieldwork and internship activities. The CCTC and NASP standards are reflected in the different Performance Based Outcomes required in fieldwork and internship. The integration of performance standards and program objectives in various courses are described on the attachment in Appendix A (see page 50 of this report). The integration of performance based outcomes for fieldwork and internship based on CCTC standards are also listed on the attachment in Appendix A. These standards are also cross referenced in the objectives in the student handbook made available to all school psychology candidates their first year. The assessment system used in the school psychology program is highly integrated within the curriculum. Papers, oral presentations, case studies, and exams are integrated into all courses. In addition, particular rubrics and evaluations reflecting particular areas of competence (e.g., assessment, counseling, consultation, and intervention) are also included within their respective classes and also in fieldwork and internship. Activities reflecting Performance Based Outcomes (PBO) are outlined in the PBO documents for each fieldwork and internship class and are used as part of the assessment system. The PBOs reflect state and national standards written by CCTC and NASP. The supervisor evaluations, candidate evaluations, and self-evaluation are also incorporated within the fieldwork and internship courses.Continuous Assessment Monitoring Checkpoints The continuous assessment monitoring plan includes measures of candidate progress at entry to the program, entry into clinical (fieldwork) practice, exit from clinical (internship) practice, and exit from the program. After acceptance to the school psychology program, candidates are assessed in the Spring of their first year in regards to their progress. While school psychology faculty continually discuss progress of students during the monthly School Psychology Program Planning meetings, first year students are assessed based on their passing grades, performance in EPC 667 and Practicum 659B at the end of the first year to evaluate whether they are ready to enter fieldwork (or practica). Once they have acquired a grade of B in all coursework and are making satisfactory progress, candidates begin fieldwork. Candidates are monitored in regards to their progress in fieldwork based on supervisor evaluations, as well as performance in classes and in fieldwork. Upon completion of second year classes with at least a B or better, and at least a satisfactory rating on PBOs and evaluations, candidates are allowed to begin Internship. During internship, candidates are monitored by their internship instructors and field site supervisors for continued progress. Candidates are once again reviewed during the Fall of their third year to decide how they are progressing and to see if there is a need for remediation or possible delay. If all is going well for the candidates, they are once again reviewed at the end of their third year when they are required to submit a portfolio with rubrics and evaluations reflecting various areas of professional competence. They are also asked to fill out a disposition form. Multiple Assessments School Psychology candidates are assessed as follows: Retention in the Master’s and APPS Credential ProgramThe Masters Program and APPS Credential Program requires 69 hours of course work. Candidate assessments include assignments in courses, field-based projects that are documented in their PBOs, case studies assessed by specific rubrics (e.g., counseling, assessment, functional assessments, etc.) and culminating project, thesis, or examination. Faculty members have used the CCTC and NASP Standards to design assessment tools to assess candidate progress. Candidates are required to obtain at least a B in all coursework and obtain a rating of at least satisfactory in all evaluations and rubrics. Further, the university requires that any course work in which candidates receive an “Incomplete” grade must be completed within a year’s time. In addition, supervisor evaluations are also used to assess candidate’s progress.Exit from ProgramsAfter being admitted, candidates in the School Psychology Program must meet the following exit criteria:At least a B grade in all coursework;Successfully completing fieldwork and internship and all program requirements;Obtaining at least a satisfactory rating on all evaluations and rubrics;Passing the PRAXIS exam in School Psychology; andCompleting a culminating activity, such as a project, thesis, or examination.a) What are the primary candidate assessments the program uses up to and through recommending the candidate for a credential?The school psychology program has various candidate assessments that it uses to evaluate candidates for the credential. These include:Supervisor Evaluations for fieldwork (end of second year) and internship (end of third year)PRAXISPerformance Based Outcomes in Fieldwork - SpringPerformance Based Outcomes in Internship – Fall and SpringSelf-EvaluationsEmbedded Assessments that are evaluated with specific rubrics in:Psych-educational Assessment casesConsultation casesCounseling casesFunctional assessment casesData Based Decision Rubrics to evaluate client effectiveness via student impact data Student Impact Data School Psychology candidates are required to operationalize cases from a problem solving framework. Candidates begin to learn about this framework in the Introduction to School Psychology course (EPC 667) and are expected to use this framework when working with P-12 conducting counseling, consultation, assessment and interventions in their fieldwork or internship settings. Candidates are required to carry a “data based decision” case study during their second year in fieldwork and are expected to present their hypothesis and intervention in the Fall semester in EPC 659E and the formative and summative evaluation data in the Spring semester in EPC 659F. In addition, candidates are expected to include impact data during their consultation case in EPC 680 and in internship in EPC 659G and EPC 659H. A descriptive rubric delineating the problem solving process and the emphasis on gathering data to monitor and evaluate intervention effectiveness for the students the candidates serve are used in fieldwork and internship.Assessment Transition Points for School Psychology CredentialTransition Point 1Entry to ProgramTransition Point 2Entry to Clinical PracticeTransition Point 3Exit from Clinical PracticeTransition Point 4Exit from ProgramTransition Point 5Follow-UpKnowledge(1) Graduate Record Examination (GRE)(2) GPA of 2.5 or higher in last 60 units(3) Grade of “B-“ or higher in all prerequisite courses(1) GPA of 3.00 or higher in program courses(2) Grade of “B” or higher in EPC 643, EPC 655, EPC 661, EPC 664, and EPC 667(1) 659E/F and 659G/H Fieldwork Evaluations(2) “Credit” or grade of “B” or higher in the following EPC courses: 601, 602, 611, 647, 659E, 659F, 659G, 659H, 663A, 663AL, 663B, 663BL, 665, 680, 684, and SPED 610.(1) Grade of B or higher in all program courses(2) Credit in either EPC 697 or EPC 698C.(3) Comprehensive Exam Rubric or Thesis Rubric or Project Rubric (4) PRAXIS passed(1) Program Follow-Up Survey (Candidate Perceptions)(2) Program Follow-Up Survey (Employers Perceptions)Skills(1) CBEST attempted(2) Writing Proficiency Exam score of 8 or higher(1) Grade of “B” or higher in EPC 659A and EPC 659B(2) Student Advancement Evaluation Form(1) 659E/F and 659G/H Fieldwork and Internship Supervisor Evaluations(2) “Credit” or grade of “B” or higher in the following EPC courses: 601, 602, 611, 647, 659E, 659F, 659G, 659H, 663A, 663AL, 663B, 663BL, 665, 680, 684, and SPED 610.(3) Scores of 3 or higher in rubrics for psychoeductional reports, consultation, counseling, Fuctional assessments, and data based decision making cases(1) Grade of B or higher in all program courses (2) Comprehensive Exam Rubric or Thesis Rubric or Project Rubric (3) PRAXIS passed(4) 659E/F and 659G/H Fieldwork and Internship Supervisor Evaluations(1) Program Follow-Up Survey (Candidate Perceptions)(2) Program Follow-Up Survey (Employers Perceptions)Dispositions(1) Disposition Assessment for New Candidates (1) 659E/F and 659G/H Fieldwork Evaluations(1) Disposition Assessment for Graduating Candidates (2) Comprehensive Exam Rubric or Thesis Rubric or Project Rubric (3) Candidate Self Evaluation(4)Pparent and Teacher EvaluationsNote: Transition Point 1 Information omitted based on biennial report directions.Transition Point 2: Knowledge , Skills, and Dispositions for Other School ProfessionalsDuring their first year, candidates are primarily evaluated on obtaining at least a grade of B in all coursework. After the end of their first year, candidates are reviewed to make sure they have passed all of their classes with a B or better. Professors meet with candidates who may be doing less than satisfactory work or who may be exhibiting poor disposition and/or professional demeanor. In addition, candidates are given the Student Advancement form during their practicum course (EPC 659B) to be given to instructors who may know them well. Instructors rate the candidates in various qualities. These advancement forms are then used as part of the review process in the practicum courses in the Spring. When there are concerns regarding a particular candidate, the candidate may be counseled or referred to student affairs for appropriate action. Transition Point 3: Knowledge , Skills, and Dispositions for Other School ProfessionalsDuring their second year, candidates are evaluated in each core class through embedded assessments in: EPC 663A/B: Psychological and Emotional Assessment, EPC 665: Counseling of Elementary and Secondary Age Children, EPC 661: Behavior Assessment and Intervention, and EPC 680: Consultation. Results of aggregate data will be discussed later.While embedded assessments and case studies are used to assess student progress and achievement of knowledge, skills, and competence, course grades are primarily used to evaluate whether candidates are ready to enter internship, as grades reflect whether the candidate was rated as passing or achieving a minimal level of competence. All candidates are required to attain a grade of at least a B in all coursework. In addition to these classes, candidates are required to obtain evaluations from their supervisors in fieldwork (practica) and internship. The fieldwork and internship evaluations have the same content. The following tables 3-6 reflect aggregate data for both fieldwork and internship in knowledge, skills, and dispositions. Transition point 3 for fieldwork will be discussed in this section and Transition point 4 for internship will be discussed under Transition point 4.Table 3. Fieldwork and Internship Evaluation School Psychology: Knowledge Base Fall 2011 and Spring 2012 CTC StandardNCATE StandardFall 2011Spring 2012Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN1.1 human development1.e3.45224.04264.09234.46281.2 human learning1.e3.46243.96264.00234.50281.3 biological bases of behavior1.f3.36224.00273.91224.26271.4 multicultural differences1.e3.85264.39284.48254.75281.5 ethics in regards to school psychology1.e3.69264.39284.44254.75281.6 law in regards to school psychology1.e3.36254.11273.92254.50281.7 the role of a school psychologist1.e3.77264.39284.48254.68281.8 intellectual assessment administration and interpretation1.e3.32194.30274.39234.59271.9 socio-emotional assmt admin. and interpretation1.e3.29174.07284.43234.64281.10 behavioral assessment and functional assessment1.e3.35174.08264.24214.48271.11 empirically based behavioral interventions1.e3.33213.85274.23224.46281.12 empirically based academic interventions1.e3.15203.85264.00234.22271.13 individual counseling of school age students1.e3.71244.32254.46244.67271.14 group counseling of school age students1.e3.64224.28254.64224.67271.15 consultation1.e3.63244.30274.48234.54281.16 conducting statistics and applied research1.e3.40104.00124.33124.32221.17 conducting program evaluation1.e3.20103.90203.92134.32221.18 systems theory and systemic interventions1.e3.27153.92244.10214.32251.19 problem solving model1.e3.58193.96254.04254.56271.20 using a practitioners-scientist approach1.e3.39184.05214.16194.38261.21 using data to evaluate the effectiveness of his (her) services in regards to interventions, counseling, and Cons.1.e, 1.f3.57234.23264.33214.54261.22 regarding agencies and programs serving special needs children and their families 1.e3.27223.73264.04254.3126Notes: 1=No knowledge, 2=Minimal knowledge, 3=Adequate knowledge, 4=More than adequate, 5=ExcellentTable 3. Fieldwork and Internship Evaluation School Psychology: Knowledge Base Fall 2012 and Spring 2013 (Cont.) CTC StandardNCATE StandardFall 2012Spring 2013Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN1.1 human development1.e3.93144.12264.17184.54241.2 human learning1.e3.79144.12264.17184.67241.3 biological bases of behavior1.f3.79144.13244.06174.54241.4 multicultural differences1.e4.33154.31264.61184.67241.5 ethics in regards to school psychology1.e4.33154.46264.67184.83241.6 law in regards to school psychology1.e3.67154.00264.33184.71241.7 the role of a school psychologist1.e4.13154.42264.61184.75241.8 intellectual assessment administration and interpretation1.e3.75124.33244.33184.67241.9 socio-emotional assmt dmin and interpretation1.e3.92134.25244.29174.63241.10 behavioral assessment and functional assessment1.e3.82114.14214.33154.67241.11 empirically based behavioral interventions1.e3.93154.13244.00184.63241.12 empirically based academic interventions1.e3.80154.04234.22184.67241.13 individual counseling of school age students1.e4.07144.40254.53174.74231.14 group counseling of school age students1.e4.21144.41224.53174.76211.15 consultation1.e4.00154.27264.22184.83241.16 conducting statistics and applied research1.e3.2974.06174.00124.75161.17 conducting program evaluation1.e3.6764.07144.36114.65171.18 systems theory and systemic interventions1.e3.67124.05214.13154.55221.19 problem solving model1.e4.00144.29244.29174.75241.20 using a practitioners-scientist approach1.e3.93144.15204.53154.57211.21 using data to evaluate the effectiveness of his (her) services in regards to interventions, counseling, and cons. 1.e, 1.f3.93144.26234.41174.67241.22 regarding agencies and programs serving special needs children and their families 1.e3.85134.00264.11184.5024Notes: 1=No knowledge, 2=Minimal knowledge, 3=Adequate knowledge, 4=More than adequate, 5=ExcellentTable 3 above reflects information for fieldwork and internship. Since Internship information is used to evaluate Transition point 4, this will be discussed later under Transition point 4. Please note that the number of supervisor evaluation submitted varied due to three reasons: 1) sometimes the supervisor did not receive a password to enter the information online, 2) sometimes the supervisor did not complete the evaluation, 3) sometimes candidates had more than one supervisor. As a result the N for the different data will vary. As a program, we have been working with the students and supervisors to make sure they all enter evaluation information online. This was previously noted as an area of to be improved upon, but despite constant reminders, this problem has improved, but seems to continue to exist. Supervisors evaluate candidate’s knowledge, skills and competence in the various areas specified by state (CCTC) and national (NASP) standards. In regards to knowledge base for candidates in fieldwork (practica), a consistent finding was that all candidates were rated higher in the Spring semester of their fieldwork year. This is expected, as it is supposed to be a developmental progressive process in regard to their growth. This was the same pattern as previously reported in 2012. Fieldwork cohort 2013 seemed to have gotten better ratings overall. Strengths for cohort 2013 were in ethics, the role of the school psychologist, counseling, and using the scientist practitioner model. Strengths for cohort 2012 were in ethics, working with multicultural populations, role of the school psychologist, socio-emotional assessment, counseling, and consultation. Weaknesses for cohort 2012, but not for cohort 2013, were understanding the problem solving model, academic interventions, biological bases of behavior, and the law.Table 4. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1) Fall 2011 and Spring 2012CTC StandardNCATE StandardFall 2011Spring 2012Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN2.1 using ethical guidelines1.g3.88254.50284.44254.82282.2 following the law, especially as it relates to SP 1.g3.58264.36284.12254.71282.3 following guidelines by IDEA and Section 5041.g3.54244.37274.21244.78272.4 working with students, parents, and other professionals from different cultural backgrounds (knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues)1.g4.00264.61284.52254.85272.5 working with students who speak a language other than English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences)1.g3.60254.43284.33244.85272.6 working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population)1.g3.61234.44274.42244.89282.7 using developmental, cognitive, learning, and social theories when developing a hypothesis1.e, 1.f3.38243.96284.16254.43282.8 using data through formal observations to assist him (or her) derive at a good working hypothesis1.e, 1.f3.61234.36284.36254.70272.9 using effective interviewing techniques to help him (or her) derive at a good working hypothesis1.e, 1.f3.56254.14284.28254.70272.10 intellectual assessment administration and interpretation1.e3.47154.37274.35234.69262.11 socio-emotional assmt admin and interpretation1.e3.27154.11284.35234.64282.12 interpreting psychometric data and integrating other information to conceptualize a case and derive at a good working hypothesis1.e, 1.f3.31164.04274.22234.5627Notes: 1=No competence, 2=Minimal competence, 3=Adequate competence, 4=More than adequate, 5=ExcellentTable 4. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1) Fall 2012-Spring 2013CTC StandardNCATE StandardFall 2012Spring 2013Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN2.1 using ethical guidelines1.g4.12254.73114.57234.58122.2 following the law, especially as it relates to school psychology1.g3.76254.64114.43234.50122.3 following guidelines set forth by IDEA and Section 5041.g3.87234.73114.48234.58122.4 working with students, parents, and other professionals from different cultural backgrounds (knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues)1.g3.92254.82114.57234.75122.5 working with students who speak a language other than English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences)1.g3.77224.7894.52234.64112.6 working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population)1.g3.80204.70104.39234.55112.7 using developmental, cognitive, learning, and social theories when developing a hypothesis1.e, 1.f3.52214.55114.26234.33122.8 using data through formal observations to assist him (or her) derive at a good working hypothesis1.e, 1.f3.83234.64114.30234.55112.9 using effective interviewing techniques to help him (or her) derive at a good working hypothesis1.e, 1.f3.50244.64114.35234.55112.10 intellectual assessment administration and interpretation1.e3.14144.82114.41224.58122.11 socio-emotional assessment administration and interpretation1.e3.14144.64114.36224.33122.12 interpreting psychometric data and integrating other information to conceptualize a case and derive at a good working hypothesis1.e, 1.f3.13164.64114.36224.2512Notes: 1=No competence, 2=Minimal competence, 3=Adequate competence, 4=More than adequate, 5=Excellent Table 4 above reflects information for fieldwork and internship in regards to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.For the both cohorts 2011—2012 and 2012-2013, candidates were rated higher from Fall to Spring semester, showing levels of improvement in the various areas. This is to be expected as they gain knowledge and competence in all areas. Areas that were rated higher were: abiding by ethical guidelines and the law, working with students, parents, and other professionals from different cultural backgrounds (knowing about acculturation, assimilation, being respectful of differences, knowing about cultural issues), working with students who speak a language other than English (This involves knowing about second language development issues, using interpreters, referring out when necessary, valuing their differences), and working with parents and other professionals who speak a language other than English (This involves being respectful, using interpreters, valuing their culture, and knowing about the issues involved when working with this population). These findings are identical to findings reported in 2012. Overall, data showed consistent improvement from fall to spring for both cohorts with no notable weaknesses for either cohort.Table 5. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1I) Fall 2011 and Spring 2012CTC StandardNCATE StandardFall 2011Spring 2012Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN2.13 conceptualizing a case and using a working hypothesis to derive appropriate and empirically based academic recommendations and interventions for students1.e3.29174.00234.17244.44272.14 using a working hypothesis to derive appropriate and empirically-based behavioral recommendations and interventions for students1.e3.33184.00264.35234.37272.15 writing comprehensive psycho-educational reports that address areas of disability and describe appropriate recommendations based on data gathered1.e3.2294.30274.39234.74272.16 conducting a behavioral and functional assessment1.e2.8674.00214.06184.44252.17 conducting direct behavioral interventions1.e3.32193.96234.17234.50282.18 describing appropriate academic interv in reading1.e3.23133.75244.05214.21242.19 describing appropriate academic interventions in math1.e2.7893.67244.05204.21242.20 describing appropriate academic interv in WL 1.e2.90103.65233.90214.16252.21 using appropriate individual counseling techniques with school age children1.e3.50244.23264.61234.67272.22 using appropriate group counseling techniques with school age children1.e3.52214.25244.59224.78272.23 conducting consultation from entry to evaluation of interventions1.e3.32194.04264.27224.67272.24 using empirical data to evaluate student outcomes when conducting interventions and counseling1.f3.33214.00254.38214.44272.25 conducting applied research in the schools1.e3.1473.79144.07154.31162.26 conducting a program evaluation in the schools1.e3.0053.93153.69134.33212.27 using the problem solving model1.e3.50203.92254.05224.37272.28 using a scientist-practitioner approach1.e3.47194.00214.21194.40252.29 organizing, preparing, and conducting in-services for parents and teachers1.e3.5064.21194.53174.52232.30 using data to evaluate the effectiveness svces.1.f3.35204.04244.40204.5426Notes: 1=No competence, 2=Minimal competence, 3=Adequate competence, 4=More than adequate, 5=ExcellentTable 5. Fieldwork and Internship Evaluation School Psychology: Competence (Part 1I) Fall 2012 and Spring 2013CTC StandardNCATE StandardFall 2012Spring 2013Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN2.13 conceptualizing a case and using a working hypothesis to derive appropriate and empirically based academic recommendations and interventions for students1.e3.7894.18224.29174.71242.14 using a working hypothesis to derive appropriate and empirically-based behavioral recommendations and interventions for students1.e3.50124.30234.28184.74232.15 writing comprehensive psycho-educational reports that address areas of disability and describe appropriate recommendations based on data gathered1.e3.6054.33244.24174.71242.16 conducting a behavioral and functional assessment1.e3.6054.20204.36114.76212.17 conducting direct behavioral interventions1.e4.27114.21244.38164.54242.18 describing appropriate academic interventions in reading1.e3.55113.77224.11184.48232.19 describing appropriate academic interventions in math1.e3.50103.75204.06184.41222.20 describing appropriate academic interventions in written language1.e3.60103.77224.06174.41222.21 using appropriate individual counseling techniques with school age children1.e4.23134.40254.76174.75242.22 using appropriate group counseling techniques with school age children1.e4.38134.32254.69164.82222.23 conducting consultation from entry to evaluation of interventions1.e3.83124.23264.44184.75242.24 using empirical data to evaluate student outcomes when conducting interventions and counseling1.f3.83124.26234.50184.63242.25 conducting applied research in the schools1.e3.5063.92134.60104.46132.26 conducting a program evaluation in the schools1.e3.2543.92124.36114.50142.27 using the problem solving model1.e4.00134.26234.24174.75242.28 using a scientist-practitioner approach1.e4.00124.15204.40154.67212.29 organizing, preparing, and conducting in-services for parents and teachers1.e4.0024.11194.44164.74192.30 using data to evaluate the effectiveness of his (or her) services1.f3.90104.00234.38164.6822Notes: 1=No competence, 2=Minimal competence, 3=Adequate competence, 4=More than adequate, 5=ExcellentTable 5 above reflects information for fieldwork and internship in regard to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.Both cohorts showed an increase in ratings from Fall to Spring semesters. Higher scores in the more than adequate competence range were seen in individual counseling and conducting applied research. Lower scores, but still within the more than adequate competence range were seen in program evaluation for cohort 2012. Table 6. Fieldwork and Internship: Interpersonal and Communication Skills Interpersonal and Communication Skills Fall 2011 and Spring 2012 CTC StandardNCATE StandardFall 2011Spring 2012Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN3.1 skills in effectively relating and communicating with students1.g3.88264.57284.48254.82283.2 skills in effectively relating and communicating with parents1.g3.73264.32284.48254.64283.3 skills in effectively relating and communicating with teachers1.g3.65264.32284.52254.46283.4 skills effectively relating and communicating with administrators and other professionals1.g3.62264.29284.32254.57283.5 professional behavior, as defined by being punctual and responsible for appointments and meetings1.g4.15264.39284.64254.59273.6 professional appearance, grooming, and demeanor1.g4.23264.57284.80254.79283.7 effective listening skills and is empathetic1.g4.19264.61284.72254.82283.8 ability to receive constructive criticism1.g4.27264.61284.88254.79283.9 skills in time management and meeting due dates1.g3.92264.43284.64254.54283.10 skills in multi-tasking and managing a diverse caseload1.g3.73264.14284.48254.54283.11 skills in initiative, independence, and flexibility1.g4.15264.32284.60254.43283.12 skills in participating effectively in Student Study Team (or Child Study Team) and Individualized Education Plan meetings1.g3.69264.04284.16254.33273.13 skills in assisting and supervising other lesser trained fieldwork or internship students1.g3.18223.76214.00224.24213.14 demonstrates maturity of judgment1.g3.92254.50284.64254.54283.15 skills in maintaining appropriate professional behavior with students and others1.g4.19264.61284.80254.79283.16 skills in seeking assistance and supervision when needed1.g4.12264.68284.72254.7528Table 6. Fieldwork and Internship Evaluation School Psychology: Interpersonal and Communication Skills Fall 2012 and Spring 2013CTC StandardNCATE StandardFall 2012Spring 2013Fieldwork(659E)Internship(659G)Fieldwork(659F)Internship(659H)MeanNMeanNMeanNMeanN3.1 skills in effectively relating and communicating with students1.g4.53154.50264.72184.83233.2 skills in effectively relating and communicating with parents1.g4.33154.38264.33184.71243.3 skills in effectively relating and communicating with teachers1.g4.47154.38264.39184.71243.4 skills effectively relating and communicating with administrators and other professionals1.g4.40154.46264.39184.71243.5 professional behavior, as defined by being punctual and responsible for appointments and meetings1.g4.47154.54264.61184.83243.6 professional appearance, grooming, and demeanor1.g4.60154.62264.56184.88243.7 effective listening skills and is empathetic1.g4.67154.58264.72184.83243.8 ability to receive constructive criticism1.g4.73154.54264.83184.83243.9 skills in time management and meeting due dates1.g4.60154.56254.56184.75243.10 skills in multi-tasking and managing a diverse caseload1.g4.40154.42264.56184.79243.11 skills in initiative, independence, and flexibility1.g4.47154.62264.61184.88243.12 skills in participating effectively in Student Study Team (or Child Study Team) and Individualized Education Plan meetings1.g4.07154.35264.28184.63243.13 skills in assisting and supervising other lesser trained fieldwork or internship students1.g4.00124.10204.31164.52213.14 demonstrates maturity of judgment1.g4.53154.46264.50184.83243.15 skills in maintaining appropriate professional behavior with students and others1.g4.73154.62264.72184.96243.16 skills in seeking assistance and supervision when needed1.g4.53154.56254.67184.8323Notes: 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=ExcellentTable 6 above reflects information for fieldwork and internship in regards to competence. Fieldwork information will be discussed in this section, as this is part of their assessment process for Transition 3.All cohorts showed improved ratings from Fall to Spring semesters. Both cohorts showed strengths in their professional behavior, professional appearance, effective listening skills, obtaining constructive criticism, time management, taking initiative and being independent, maturity of judgement, and being able to seek assistance from their supervisor when needed. A lower score, although still in the above average range was in their ability to effectively participate in student study team and supervise less trained individuals. The lower scores in these areas are consistent to last report and seem to mirror those less scores for internship students. This may be due to the fact that both fieldwork students and interns feel less self-confident than their supervisors or other professionals. This is often shared in both fieldwork and internship classes by students. Transition Point 4: Knowledge , Skills, and Dispositions for Other School ProfessionalsExit from the program is conducted via a student exit interview. While this interview is more informal, it is a time to gather informal information, as well as all of candidate program documents. The instructor makes sure that all school psychology candidates have received grades of B or better on all coursework based on transcripts provided by the students. In addition, all evaluations and rubrics are reviewed to make sure that all ratings are at least in the satisfactory range. PRAXIS scores in school psychology are also reviewed to make sure they are passing. The tables of the evaluations done by the intern supervisors for the candidates are provided in the previous section. However, discussion of the results for the interns are the following.Table 3 included above under transition point 3 reflects information for fieldwork and internship in regards to knowledge. Internship information will be discussed in this section, as this is part of their assessment process for Transition 4.Internship cohort 2012 were rated less well in general than fieldwork cohort 2013 by the Spring. A strength for the Spring 2013 cohort was in role of school psychologist, law and ethics, counseling, consultation, and research. A similar profile was found with cohort 2012. Relative weaknesses for cohort 2012 were biological bases of behavior and empirically based academic interventions. Cohort 2013 did not exhibit these relative weaknesses. Both cohorts obtained ratings between 4 and 5 in all knowledge areas assessed.Table 4 above reflects information for fieldwork and internship in regards to competence. Internship information will be discussed in this section, as this is part of their assessment process for Transition petence for internship was rated high for both cohorts 2012 and 2013. Strengths were noted in working with multicultural students, parents, and school staff, ethics, law, using interpreters, using data to evaluate student outcomes, social emotional and cognitive assessment. No significant weaknesses were noted. Overall, both cohorts improved and achieved competence in the various areas evaluated by their supervisors.Table 5 above reflects information for fieldwork and internship in regards to competence. Internship information will be discussed in this section, as this is part of their assessment process for Transition 4.For internship competence, both cohorts 2012 and 2013 showed strengths in all areas in the Spring. For cohort 2013 a more obvious strength was in writing comprehensive reports with recommendations and a weakness in conceptualizing cases with academic recommendations.All candidates were given high ratings in the Fall semester and they continued to be high in the Spring semester. A consistent strength showed by interns were in their professional appearance, grooming, and demeanor, as well as in their ability to receive criticism, and exhibiting maturity in judgment. Professional behavior was also seen as a consistent strength. A relative weakness was in supervising others. These results are similar to those reported in 2012. Table 7. Group and Individual Counseling Spring 2012 and Spring 2013Individual counselingNCATESpring 2012Spring 2013 StandardMeanNMeanNMeanNObservations4.89194.9514Rapport4.83194.9114Counseling Rules4.83194.9114Counseling Goals4.77194.7814Progress Notes4.68194.8614Counseling Techniques4.83194.7314Group Formation4.76194.8714Effectiveness4.77194.8614Counseling Techniques4.69194.7114Legal and Ethical Issues4.71194.8614Working with Teachers, Families…Resources & Referrals4.894.7219195.004.911414Notes: 1=Poor, 3=Average, 5=ExcellentN = number of cases, not number of students.While the previous data reflected knowledge and competence as observed by candidate’s fieldwork and internship supervisors, the following data will reflect ratings by candidate’s internship professor’s in the various areas: counseling, behavioral assessment and intervention, consultation, and data based decision making. The data reflected on these tables are based on a case study conducted by the candidate.Candidates for cohorts 2012 and 2013 showed high competence in individual and group counseling based on their ability to counsel a student and show evidence of conceptualization of cases, counseling, and assessing outcomes. This is consistent with supervisor evaluation of fieldwork students and interns.Table 8. Functional Analysis Rubric Table 8. Functional Analysis Rubric Spring 2013 and Spring 2013ScoreNCATESpring 2012Spring 2013standardMeanNMeanNObservations4.8619514Target Behavior4.89194.9614Data Collection4.9419514 Health History5.00194.9214Ecological Setting4.8919514Student’s Ability to Communication4.94194.8814Function of Behavior5.00194.9214Positive Replacement Behavior4.89194.9614Reinforcement Schedule4.60194.8814Positive Behavior4.7819514Knowledge of Ethnical Issues4.94194.8814Knowledge of Behavior4.68194.9214Knowledge of OthersWorking with Teacher and Families4.97194.8514Knowledge of Resources4.94194.8814Organizations4.94194.9214Spelling5.00195.0014Grammar4.9419N = number of cases, not number of students.Both cohorts 2012 and 2013 showed competence in their ability to conduct functional assessment and develop appropriate behavioral interventions based on a case study in their field sites. Table -9. Psych Ed- Reports Rubric 2012 and Spring 2013ScoreNCATESpring 2012Spring 2013StandardMeanNMeanNMeanNReferral 4.77124.5112Background4.61124.6412Observation4.67124.5112Cognitive 4.59124.5212Academic4.39124.512Processing4.46124.3812Adaptive3.9124.6012Socio-emotional Functioning4.58124.5112Results4.49124.7912Integration 4.53124.4412Summary4.64124.3212Recommendations 4.12124.2812ReportsLegalWriting Styles Notes: 1=Poor, 3=Average, 5=ExcellentN = number of cases, not number of students.Candidates are assessed by their instructors in regards to their ability to conceptualize, interpret, and write psycho-educational reports. Results on Table 9 indicates that all candidates achieved competence in all areas. Assessment #1: Data from a) PRAXIS IIContent knowledge is assessed based on results from the PRAXIS II exam in school psychology. Table 10. PRAXIS in School Psychology percentage passed 2012-2013Year20122013Mean172173.5Range165-184160-182N1814Passing 165Passing 165Table 10. indicates that 100% of candidates of cohort 2012 passed the PRAXIS II exam in school psychology. The program has a mandatory passing score. Cohort 2013 had two students that did not manage to get above 165 in order to pass the PRAXIS. They were close (in the 160s), but despite taking the exam three times, they did not pass it. They fulfilled all other requirements, so the school psychology faculty met and discussed their situation and agreed to let them graduate. The only implication for them not to pass the PRAXIS II will be that they will not be eligible to be a National Certified School Psychologist. The passing rate of all of our students is still 80%, which is what NASP is looking for recognition. Table 11. Self-Evaluation Fall 2011 and Spring 2012 KnowledgeItemNCATE StandardFall 2011Spring 2012MeanNMeanN1. Knowledge of human development.1.e4.38164.34322. Knowledge of human learning.1.e4.44164.47323. Knowledge of biological bases of behavior.1.e3.81164.16324. Knowledge of multicultural differences.1.e4.50164.59325. Knowledge of ethics in regards to school psychology.1.e4.69164.63326. Knowledge of law in regards to special education and school psychology.1.e4.44164.47327. Knowledge of the role of a school psychologist.1.e4.56164.78328. Knowledge of intellectual assessment administration and interpretation.1.e4.50164.72329. Knowledge of socio-emotional assessment administration and interpretation.1.e4.19164.443210. Knowledge of behavioral assessment and functional assessment.1.e4.31164.343211. Knowledge of empirically based behavioral interventions.1.e4.25164.383212. Knowledge of empirically based academic interventions.1.e4.31164.223213. Knowledge of individual counseling of school age students.1.e4.56164.503214. Knowledge of group counseling of school age students.1.e4.44164.443215. Knowledge of consultation.1.e4.31164.633216. Knowledge of conducting statistics and applied research.1.e3.31163.563217. Knowledge of conducting program evaluation.1.e3.56163.813218. Knowledge of systems theory and systemic interventions.1.e4.06164.283219. Knowledge of the problem solving model.1.e4.63164.813220. Knowledge of using a practitioners-scientist approach.1.e4.13164.343221. Knowledge of using data to evaluate the effectiveness of my services in regards to intervention.1.e. 1.f4.56164.753222. Knowledge regarding agencies and programs serving special needs children and their families.1.e3.63164.0332Notes: 1=Poorly Prepared, 2=Minimally Prepared, 3=Adequately Prepared, 4=Prepared, 5=Very Well PreparedTable 11. Self-Evaluation Fall 2011 and Spring 2012 CompetenceItemNCATE StandardFall 2011Spring 2012MeanNMeanN23. Competence in my ability to use ethical guidelines.1.e4.69164.533224. Competence in my ability to follow law, especially as it relates to school psychology.1.e4.69164.503225. Competence in my ability to follow guidelines set forth by IDEA and Section 504.1.e4.31164.533226. Competence in my ability to work with students, parents, and other professionals.1.e4.75164.443227. Competence in working with students who speak a language other than English1.e4.63164.443228. Competence in my ability to work with parents and other professionals who speak a language1.e4.69164.473229. Competence in my ability to use developmental, cognitive, learning, and social theories1.e4.31164.413230. Competence in my ability to use informal data through formal observations 1.e4.19164.663231. Competence in my ability to use effective interviewing techniques1.e4.50164.633232. Competence in intellectual assessment administration and interpretation.1.e4.69164.723233. Competence in socio-emotional assessment administration and interpretation.1.e4.25164.533234. Competence in my ability to interpret psychometric data.1.e, 1.f4.25164.413235. Competence in my ability to use my working hypothesis to derive appropriate empirically1.e4.38164.473236. Competence in my ability to use my working hypothesis to derive appropriate empirically1.e4.25164.413237. Competence in my ability to write comprehensive psycho-educational reports1.e4.69164.633238. Competence in conducting a functional assessment.1.e, 1.f4.13164.253239. Competence in direct behavioral interventions.1.e4.13164.383240. Competence in describing appropriate academic interventions in reading.1.e4.25164.223241. Competence in describing appropriate academic interventions in math.1.e4.13164.033242. Competence in describing appropriate academic interventions in written language.1.e4.00163.973243. Competence in my ability to use appropriate individual counseling technique with school age children1.e4.50164.503244. Competence in my ability to use appropriate group counseling techniques with school age children1.e4.50164.503245. Competence in my ability to conduct consultation from entry to evaluation of interventions.1.e4.38164.443246. Competence in my ability to conduct applied research in the schools.1.e3.81164.033247. Competence in my ability to conduct a program evaluation in the schools.1.e3.63163.783248. Competence using the problem solving model.1.e4.56164.693249. Competence using a practitioners-scientist approach1.e4.06164.313250. Competence organizing, preparing, and conducting in-services for parents and teachers.1.e4.31164.503251. Competence in using data to evaluate the effectiveness of my services1.e, 1.f4.63164.6632Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than Adequate Competence, 5=Excellent CompetenceTable 11. Self-Evaluation Fall 2011 and Spring 2012 Skills and DispositionsItemNCATE StandardFall 2011Spring 2012MeanNMeanN52. Skills in communicating and relating with students.1.e4.67154.783253. Skills in communicating and relating with parents.1.e4.53154.693254. Skills in communicating and relating with teachers.1.e4.47154.663255. Skills in communicating and relating with administrators and other professionals.1.e4.00154.593256. Professional behavior, as defined by being punctual and responsible for appointments1.g4.60154.783257. Professional appearance and demeanor.1.g4.60154.913258. Listening skills.1.g4.67154.913259. Expressive skills.1.g4.27154.413260. Communication skills with others without using jargon.1.e4.07154.563261. Written skills.1.e4.47154.473262. Ability to receive constructive criticism.1.g4.67154.753263. Skills in time management and meeting due dates.1.e4.33154.723264. Skills in my initiative, independence, and flexibility.1.e, 1.g4.47154.723265. Professional demeanor and behavior.1.g4.67154.913266. Empathy and ability to establish rapport with others.1.g4.80154.783267. Establishing relationships with others.1.g4.73154.753268. Skills in participating effectively in Student Study Team (or Child Study Team)1.e, 1.g4.07154.413269. Skills in assisting and supervising other lesser trained fieldwork or internship students.1.e, 1.g4.20154.1632Notes: 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Excellent Table 12. Self-Evaluation Fall 2012 and Spring 2013 KnowledgeItemNCATE StandardFall 2012Spring 2013MeanNMeanN1. Knowledge of human development.1.e4.0054.45222. Knowledge of human learning.1.e4.0054.45223. Knowledge of biological bases of behavior.1.e4.0054.23224. Knowledge of multicultural differences.1.e4.4054.86225. Knowledge of ethics in regards to school psychology.1.e4.4054.82226. Knowledge of law in regards to special education and school psychology.1.e4.2054.64227. Knowledge of the role of a school psychologist.1.e4.8054.91228. Knowledge of intellectual assessment administration and interpretation.1.e4.4054.59229. Knowledge of socio-emotional assessment administration and interpretation.1.e4.4054.142210. Knowledge of behavioral assessment and functional assessment.1.e4.0054.592211. Knowledge of empirically based behavioral interventions.1.e4.0054.412212. Knowledge of empirically based academic interventions.1.e3.8054.182213. Knowledge of individual counseling of school age students.1.e4.4054.642214. Knowledge of group counseling of school age students.1.e4.0054.642215. Knowledge of consultation.1.e4.2054.732216. Knowledge of conducting statistics and applied research.1.e3.4053.862217. Knowledge of conducting program evaluation.1.e3.2054.052218. Knowledge of systems theory and systemic interventions.1.e3.8054.322219. Knowledge of the problem solving model.1.e4.4054.772220. Knowledge of using a practitioners-scientist approach.1.e3.8054.452221. Knowledge of using data to evaluate the effectiveness of my services in regards to intervention.1.e. 1.f4.0054.822222. Knowledge regarding agencies and programs serving special needs children and their families.1.e4.0054.2322Notes: 1=Poorly Prepared, 2=Minimally Prepared, 3=Adequately Prepared, 4=Prepared, 5=Very Well PreparedTable 12. Self-Evaluation Fall 2012 and Spring 2013 CompetenceItemNCATE StandardFall 2012Spring 2013MeanNMeanN23. Competence in my ability to use ethical guidelines.1.e4.6054.822224. Competence in my ability to follow law, especially as it relates to school psychology.1.e4.4054.682225. Competence in my ability to follow guidelines set forth by IDEA and Section 504.1.e4.6054.682226. Competence in my ability to work with students, parents, and other professionals.1.e4.8054.592227. Competence in working with students who speak a language other than English1.e4.6054.362228. Competence in my ability to work with parents and other professionals who speak a language1.e4.6054.502229. Competence in my ability to use developmental, cognitive, learning, and social theories1.e3.6054.642230. Competence in my ability to use informal data through formal observations 1.e3.4054.822231. Competence in my ability to use effective interviewing techniques1.e4.0054.592232. Competence in intellectual assessment administration and interpretation.1.e3.4054.642233. Competence in socio-emotional assessment administration and interpretation.1.e4.4054.502234. Competence in my ability to interpret psychometric data.1.e, 1.f4.2054.552235. Competence in my ability to use my working hypothesis to derive appropriate empirically1.e3.6054.412236. Competence in my ability to use my working hypothesis to derive appropriate empirically1.e3.8054.502237. Competence in my ability to write comprehensive psycho-educational reports1.e4.4054.772238. Competence in conducting a functional assessment.1.e, 1.f4.0054.232239. Competence in direct behavioral interventions.1.e3.6054.322240. Competence in describing appropriate academic interventions in reading.1.e3.8054.092241. Competence in describing appropriate academic interventions in math.1.e2.8054.232242. Competence in describing appropriate academic interventions in written language.1.e3.6054.092243. Competence in my ability to use appropriate individual counseling technique with school age children1.e4.4054.682244. Competence in my ability to use appropriate group counseling techniques with school age children1.e4.2054.642245. Competence in my ability to conduct consultation from entry to evaluation of interventions.1.e4.4054.642246. Competence in my ability to conduct applied research in the schools.1.e3.4053.952247. Competence in my ability to conduct a program evaluation in the schools.1.e3.4053.952248. Competence using the problem solving model.1.e4.4054.862249. Competence using a practitioners-scientist approach1.e3.8054.412250. Competence organizing, preparing, and conducting in-services for parents and teachers.1.e4.4054.822251. Competence in using data to evaluate the effectiveness of my services1.e, 1.f4.0054.6422Notes: 1=No Competence, 2=Minimal Competence, 3=Adequate Competence, 4=More than Adequate Competence, 5=Excellent CompetenceTable 13. Self-Evaluation Fall 2012 and Spring 2013 Skills and DispositionsItemNCATE StandardFall 2012Spring 2013MeanNMeanN52. Skills in communicating and relating with students.1.e5.0054.912253. Skills in communicating and relating with parents.1.e4.6054.642254. Skills in communicating and relating with teachers.1.e4.4054.452255. Skills in communicating and relating with administrators and other professionals.1.e4.6054.682256. Professional behavior, as defined by being punctual and responsible for appointments1.g5.0054.862257. Professional appearance and demeanor.1.g4.8054.952258. Listening skills.1.g4.8054.822259. Expressive skills.1.g4.8054.502260. Communication skills with others without using jargon.1.e4.6054.552261. Written skills.1.e3.4054.642262. Ability to receive constructive criticism.1.g3.8054.862263. Skills in time management and meeting due dates.1.e5.0054.732264. Skills in my initiative, independence, and flexibility.1.e, 1.g5.0054.912265. Professional demeanor and behavior.1.g5.0054.912266. Empathy and ability to establish rapport with others.1.g4.8054.592267. Establishing relationships with others.1.g4.8054.772268. Skills in participating effectively in Student Study Team (or Child Study Team)1.e, 1.g4.0054.322269. Skills in assisting and supervising other lesser trained fieldwork or internship students.1.e, 1.g4.2054.5522Notes: 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Excellent Self-evaluation ratings for both cohorts 2012 and 2013 were rated by few candidates. While this is a mandatory rating, it appears as though internship instructors did not emphasize this to the candidates. Again. Ratings among the candidates who responded were consistent. Almost all of them viewed themselves having above average to excellent knowledge, skills, and competence in almost every area: assessment, consultation, counseling, and interventions. The areas they scored as having more than average knowledge, skills, and competence were the following: problem solving model, using data to evaluate effectiveness of interventions, ethical behavior, working with multicultural students and families, consultation, and using the problem solving model. In regards to competence, they rated themselves less well, although still in the average range, in conducting research in the schools and program evaluation. Graduating candidates were also asked to fill out a survey regarding their dispositions. Table 14 shows candidate self rating on dispositions.Table 14. Dispositions for Graduating Candidates Spring 2012It is important that graduate students:NCATE StandardSpring 2012MeanNDevelop and apply expertise in their fields of study.1.e5.0019Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives.1.e, 1.g4.9519Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings.1.e, 1.g4.8919Communicate effectively using oral, written, and observational skills.1.e4.9519Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations.1.e4.8419Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings.1.g4.9519Develop skills necessary to assess and evaluate individuals and groups.1.e, 1.f4.9519Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support.1.g4.9519View their roles as preventative, educative, and therapeutic in promoting the well-being, healthy relationships, academic success, and career mastery.1.g4.9519Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers.1.g4.8419Provide service through a wide variety of field-based partnerships informed by theory, research, and practice.1.g4.9519Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study.1.g4.8919Notes: 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priorityTable 14. Dispositions for Graduating Candidates Spring 2013 It is important that graduate students:NCATE StandardSpring 2013MeanNDevelop and apply expertise in their fields of study.1.e4.7914Think critically and engage in reflective, ethical, and legal practice throughout their education and professional lives.1.e, 1.g4.7914Develop empathic, respectful, and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community, and mental health settings.1.e, 1.g4.4314Communicate effectively using oral, written, and observational skills.1.e4.5014Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical, and applied research studies and/or program evaluations.1.e4.4314Collaborate skillfully and respectfully as leaders, consultants, and team members in a variety of settings.1.g4.6414Develop skills necessary to assess and evaluate individuals and groups.1.e, 1.f4.8614Maintain an inclusive multicultural and global perspective, emphasizing social justice, gender and educational equity, access, and support.1.g4.6414View their roles as preventative, educative, and therapeutic in promoting the well-being, healthy relationships, academic success, and career mastery.1.g4.5714Acts as advocates with initiative, perception, and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, community, and policymakers.1.g4.5714Provide service through a wide variety of field-based partnerships informed by theory, research, and practice.1.g4.6414Pursue lifelong professional and personal development through such mediums as continuing education, information technology, psychological counseling, participation and leadership in professional organizations and doctoral study.1.g4.5014Notes: 1 = Not important, 2 = Somewhat important, 3 = Very important, 4 = Critically important, 5 = Highest priorityAll candidates rated themselves as having all the characteristics of a well prepared professional, as indicated by the items in the disposition assessment form.Table 15. Data Based Decision making 2012-2013ScoreNCATE 2012 2013standardMean NMean N Mean NMean NMeanNMeanNBehavior Definition 5 18511Baseline Data 5 18511Problem Validation 4.6 18511Problem Analysis 4.6 17511Hypothesis 4.4 18511Global Setting 4.5 16511Goal Attainment Setting 3.4 18511Intervention Plan 4.3 18511Descriptions of sessions 1.9 18511Measurement Strategy 3.7 18511Decision Making Plans 4.2 18511Progress Monitoring3.5 18511Formative Evaluation 4.2 18511Treating Integrity 3.5 17511Summative Evaluation 4.1 18511Graph 3.9 18511Candidates are required to work on a case in fieldwork and later in internship either in counseling or as a behavioral or academic intervention. Candidates are required to use data to evaluate their practice, as well as to monitor and evaluate their student’s progress and outcome. Candidates were rated by their instructor based on their case presentation and write up using a specific rubric outlining the problem solving model and emphasizing data based decision making. Aggregate data indicates that all candidates showed a high ability in understanding and using data to monitor and evaluate progress for their data based case study. This is consistent to supervisor evaluations and high ratings in evaluating and monitoring data based interventions. Areas of weakness were in description of sessions. Measurement strategies was an area of weakness last report, but it has been an area of improvement for candidates this report.Transition 5: Follow upTable 16. Graduate Follow-Up Survey on School Psychology Graduate Perceptions of the Program 2014ItemTo what degree did the school psychology program provide:Summer 2014MeanNPreparation for you to practice in the scientist-practitioner model410knowledge of and competence in research based methods of practice 3.910understanding research literature guiding best practices3.910knowledge of historical developments in school psychology4.210knowledge of traditional and emerging roles and functions in school psychology4.110knowledge and competence in ethical and legal guidelines pertaining to the practice of school psychology4.410knowledge of and competence in research based methods of practice 3.610preparation in understanding human development3.910preparation in understanding human learning 41010. Preparation in understanding biological bases of behavior3.710Preparation in understanding multicultural differences3.510Notes: 5(Prepared me well) - 1 (Prepared me poorly)Table 17. Graduate Follow-Up Survey on School Psychology Quality of Student Services 2014To what degree did the school psychology program prepare you in:MeanNPsychoeducational assessment4.110educational assessment4.210functional assessment4.610behavioral assessment3.610development of cognitive/academic skills3.610effective instruction3.410development of life/adaptive skills3.510student diversity and development3.810data based decision making3.810individual counseling of children4.410group counseling with children4.310prevention, crisis intervention, and mental health4.410problem solving approach and consultation410home/school/community collaboration 4.110systems level consultation3.810school and systems organization, policy development, and climate3.710conducting applied research3.510conducting program evaluations3.610school psychology practice and development4.110information technology3.810Overall evaluation of the program preparing you as a professional school psychologist4.110Comments:After reviewing conducting numerous interviews and working with other CSUN graduates I have realized how well CSUN has prepared me to become a school psychologist.The program prepared me very well for the job as a school psychologist.I felt that the courses I took within the program prepared me for my career as a school psychologist. I would have liked more individual and group counseling in the schools.The program was great, although I felt it was a bit disorganized at times.I enjoyed the program. It was great.I would have liked a better course in counseling with children.It was a great experience: comprehensive and with knowledgeable professors and staff. Very grateful.CSUN provides a well-rounded program that covers theoretical and practical knowledge to students that are vital to the practice of school psychology.At transition point 5, graduates are e-mailed a survey. This year this survey was e-mailed to approximately 50 graduates. Only 10 responded to the survey. This may be due to the fact that it was summer and they may not have been checking their e-mail or perhaps we have old e-mail addresses. We will need to look at this further. These tabulated ratings are used by the School Psychology Program in meetings, to make adjustments in course content, pedagogy, advisement, and fieldwork. The responses in the tables 16-17 above from graduates from 2009-2012 indicate that they indicated feeling well prepared overall as school psychologists. Their overall ratings were average to above average in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: a good knowledge base in law and ethics, history of school psychology, problem solving model, assessment, counseling, understanding human learning, crisis intervention/prevention, school collaboration and consultation. While still feeling that they were prepared adequately, some areas that were rated lower than others included: behavioral assessment, cognitive and academic skills, development of life skills, effective instruction, and applied research. An area that was lower than others was in program evaluation. Candidates have often complained that they do not gain much from the program evaluation course.III. Analysis of Discussion of Candidate and Program DataPrevious Action Plan (2012):Areas for improvement in regards to program evaluation system:Disposition survey for candidates needs to be reworded to obtain more valuable dataResponse rate for self-evaluation needs to improve – instructors need to follow up and make sure this is doneResponse rate for graduate follow up survey needs to improve as wellAdding a more specific components to evaluating student outcomes to current rubrics (e.g., functional assessment, counseling, consultation)Making sure that all data is gathered from ALL students and given to director at the same time.Results:School psychology faculty have met on various occasions to come up with a plan to address the previous biennial areas needed for improvement. The following steps took place.Disposition survey was reworded. It appears that consistent data is being gathered.Response rate for self-evaluation has not improved. This year there was a problem with the passwords for the data warehouse where students are supposed to login to take the survey. A more systematic system needs to take place. We will also be evaluating wether we need to use the self-evaluation survey for candidates.Response rate from graduates was slightly better, but still needs improvement.The data based case study rubric has been refined to allow candidates to evaluate their effectiveness and their student outcomes.We are still working on getting ALL data from all students, as it has been that some students have finished later (in one instance) not at all.Based on the above listed actions to address areas less well developed in the program it appears that we have succeeded to address some of them, but not all. This year, we will be revising our program and assessment tools to make sure that we use only what we need in order to address accreditation requirements and not to overload supervisors and professors with many different assessment tools. The above listed areas will continue to be addressed.Current Candidate Data for Cohorts 2012 and 2013Summary of Candidate and Program Strengths for 2012-2013:Providing a foundation for the role of a school psychologistunderstanding the role of the school psychologistUnderstanding and practicing ethical and legal behaviorEvaluating effectiveness using dataUsing problem solving model and data based decision makingCounseling and Intervention skills Understanding and conducting individual and group counseling Individual and group counseling, Problem solving and using data to evaluate progress. Focus on Diversitya) Understanding and considering multicultural differences b) Working with culturally diverse students, parents, and facultyc) working with interpretersAssessment intellectual assessment, problem solving, and using data to evaluate progress. Writing comprehensive psycho-educational reportsBehavior assessmentConsultationConceptualizing casesAreas less well developed, but still within the average rangeResearch and program evaluation. Participating in student study teamsSupervising less trained candidatesProgram EffectivenessOverall program effectiveness can be seen based on high supervisor evaluations, as well as passing scores on the PRAXIS. As previously discussed, fieldwork and internship supervisors rated all students high in most areas, at least in the average range, and superior in most, especially in counseling, assessment, consultation, and implementing, monitoring, and evaluating data based case studies. This indicates that program goals to provide knowledge, skills, and opportunities for competence in these areas have been met.Results on a follow-up survey to graduates exhibited overall ratings that were average (prepared me adequately) to above average (prepared me very well) in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: ability to conduct assessment, counseling, consultation, data based decision making. Their overall ratings were average to above average in all areas. While they reported having positive perceptions of the program and of their abilities, some areas of strengths included: a good knowledge base in law and ethics, history of school psychology, problem solving model, assessment, counseling, understanding human learning, crisis intervention/prevention, school collaboration and consultation. While still feeling that they were prepared adequately, some areas that were rated lower than others included: behavioral assessment, cognitive and academic skills, development of life skills, effective instruction, and applied research. An area that was lower than others was in program evaluation. Candidates have often complained that they do not gain much from the program evaluation course.In regards to the overall program evaluation system, areas of strength are:comprehensive and systematic manner to obtain information from supervisorscomprehensive and systematic manner to obtain data regarding candidate knowledge, skills, and competencewell prepared rubrics to evaluate specific competencies (e.g., assessment, behavioral assessment, counseling, consultation, and data based case study rubric) based on their case studies.Areas for improvement in regards to program evaluation system:Response rate for self-evaluation needs to improve – instructors need to follow up and make sure this is doneResponse rate for graduate follow up survey needs to improve as wellMaking sure that all data is gathered from ALL students and given to director at the same time.APPENDIX ATable 1 Performance Based Outcomes Forms Required to Fulfill CTC's Common Standards. Professional StandardCourse NumberPerformance Based OutcomeFieldwork –Fall Performance Based OutcomeFieldwork - SpringPerformance Based Outcome InternshipStandard 1 Program design, Rationale and Coordination Mission Statement and Program ObjectivesStandard 2 Growth and DevelopmentEPC 664, EPC 663A & B, SPED 610; EPC 6804, 4b, 6, 8, 9, 104, 5, 61c, 2, 4, 5, 6, 7b, 7cStandard 3 Socio-Cultural CompetenceEPC 643, EPC 659E-H, EPC 6804, 4b, 6, 8, 9, 101d, 2b, 4, 5, 61, 1c, 2, 4, 5, 6, 7b, 7cStandard 4 AssessmentEPC 663A & B, EPC 659G - EPC 661, EPC 647, EPC 659E-H4, 4b, 5, 6, 8, 9, 101, 1d, 2b, 4, 5, 61, 1c, 2, 4, 5, 6, 7b, 7c, 9Standard 5 Comprehensive Prevention and Early Intervention for AchievementEPC 659 E-H, EPC G- Summer, EPC 661, EPC 647, SPED 6105, 6, 8, 9, 101d, 2, 2b, 4, 5, 6, 71, 1c, 2, 4, 5, 6, 7b, 7c, 9, 10Standard 6 Professional Ethics and Legal MandatesEPC 659E, EPC 671, EPC 667, EPC 659E-H6, 8, 124, 6, 81c, 3, 10Standard 7 Family-School CollaborationEPC 659F, EPC 647 EPC 680, EPC 659E-H5, 6, 7, 8, 9, 101d, 2b, 3, 4, 5, 6, 71, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9, 10Standard 8Self esteem and Personal and Social Resp. EPC 659F, EPC 659 E-H4, 4b, 6, 8, 9, 104, 5, 6, 71c, 2, 4, 5, 6, 7b, 7c, 10Professional StandardCourse NumberPerformance Based OutcomeFieldwork –Fall Performance Based OutcomeFieldwork - SpringPerformance Based Outcome InternshipStandard 9 School Safety and Violence PreventionEPC 659F, EPC 659 A-B, EPC 659 G & H84, 5, 6, 74, 5, 6, 7, 10Standard 10 ConsultationEPC 659G - Summer, EPC 680, EPC 659E-H1, 7, 8, 9, 101d, 2b, 3, 4, 5, 6, 71, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 10Standard 11 Learning Theory and Educational PsychologyEPC 314 & 314BL, EPC 611, EPC 663A & B, SPED 610, EPC 664, EPC 659E-H4, 62, 4, 61cStandard 12 Professional Leadership DevelopmentEPC 659A-B, EPC 659E-H1, 2, 1283, 10Standard 13 Collaboration and Coord. Of Pupil Support SystemsEPC 659 E, F, G H. 1, 3, 7, 8, 9, 103, 4, 5, 6, 73, 4, 5, 6, 7, 8, 10Standard 14 Human RelationsEPC 659A & B, EPC 659E-H, EPC 647, EPC 680, EPC 647, EPC 6431, 2, 4, 6, 7, 8, 124, 6, 81c, 3, 10Standard 15Technological LiteracyEPC 659E-HPre-requirements1, 2, 11, 1283, 10Standard 16 Supervision and MentoringEPC 659A & B, EPC 659E-H, EPC 667, EPC 6801, 2, 128Table 2. Performance Based Outcomes Forms Required to fulfill CTC's School Psychology Standards. Professional StandardCourse NumberPerformance Based OutcomeFieldwork- FallPerformance Based OutcomeFieldwork- SpringPerformance Based Outcome InternshipStandard 17Psychological FoundationsEPC 664, EPC 611, EPC 643, EPC 6804, 4b, 5, 6, 8, 9, 101, 1d 2, 4, 5, 61, 1c, 2, 4, 5, 6, 7b, 7c, Standard 18Educational FoundationsEPC 314 & 314BL, EPC 659 E-H, EPC 680, EPC 643, SPED 6101, 3, 4, 5, 6, 7, 9, 101, 2, 3, 4, 5, 61c, 3, 4, 8Standard 19 Legal, Ethical and Professional FoundationsEPC 659E, SPED 610, EPC 659F, EPC 663 A & B1, 2, 11, 1283, 10Standard 20Collaboration and ConsultationEPC 680, EPC 643, EPC 659 E-H1, 3, 7, 8, 9, 101d, 2b, 3, 4, 5, 6, 71, 2, 3, 4, 5, 6, 7b, 7c, 8, 10Standard 21 Wellness Promotion, Crisis Intervention, and CounselingEPC 664, EPC 659F, EPC 659 E-H1, 3, 4, 4b, 6, 8, 9, 101d, 2b, 3, 4, 5, 6, 71, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9, 10Standard 22Individual Evaluation and AssessmentEPC 663A & B, EPC 601, EPC 659E-H4, 4b, 5, 6, 8, 9, 101, 1d, 2b, 2, 4, 5, 61, 1c, 2, 4, 5, 6, 7b, 7c, 9Professional StandardCourse NumberPerformance Based OutcomeFieldwork- FallPerformance Based OutcomeFieldwork- SpringPerformance Based Outcome InternshipStandard 23Program Planning and EvaluationEPC 601, EPC 602, EPC 680, EPC 684, EPC 6611, 5, 6, 9, 131, 3, 4, 7, 91, 2, 3, 4, 7, 8, 9Standard 24 Research, Measurement, and TechnologyEPC 600, EPC 602, EPC 684, EPC 661, EPC 659G Summer5, 6, 8, 9, 11, 131, 4, 7, 91, 2, 4, 9Standard 25PracticaEPC 659A-B, EPC 659E-H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 131, 1d, 2, 2b, 3, 4, 5, 6, 7, 8, 91, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9, 10Standard 26Culminating Field ExperienceEPC 659H, EPC 699 or 698Standard 27Determination of Candidate CompetenceEPC 659G-H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 131, 1d, 2, 2b, 3, 4, 5, 6, 7, 8, 91, 1c, 2, 3, 4, 5, 6, 7, 7b, 7c, 8, 9 10 ................
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