University of Nebraska Kearney

School Psychology (SPLO) Graduate Program Assessment Report 2006

Submitted Fall, 2006

Department of Counseling and School Psychology
Assessment Report
September 2006

1. Department Mission Statement
   
   Program Area: School Psychology:
   Students who successfully complete programs in the Department of Counseling and School Psychology will be responsive, reflective, and collaborative decision makers and who have the requisite knowledge, skills, and technological expertise to practice ethically and successfully. They will embrace the principles of democracy, diversity and equity.
   
   Program Goal:
   
   Graduates will become competent Professional School Psychologists.
    
2. Graduate Student Outcome Objectives (Learning Objectives)
   The school psychologists will have:
   
   
   1. 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.
       
   2. knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and their application to particular situations.
       
   3. 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.
       
   4. 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.
       
   5. knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning.
       
   6. knowledge of general education, special education, and other educational and related services.
       
   7. knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior.
       
   8. 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.
       
   9. knowledge of research, statistics, and evaluation methods.
       
   10. 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.
        
   11. knowledge of information and technology relevant to their work.
        
    
3. Description of the Direct and Indirect Measures Used to Assess:
   Direct Measures:
   
   1. Capstone Course - Practicum
      
      Problem Solving Assessment Practicum (CSP 922) is required of all students in School Psychology prior to the internship, near the completion of the program. Students must demonstrate the required assessment, consultation and measurement skills before registering for internship (CSP 992) and are assessed by the faculty and field supervisors.
       
   2. Praxis II - National Certification Exam in School Psychology (NCSP)
      
      All school psychology students must take the NCSP examination and provide scores as a graduation requirement. These scores provide specific information related to the effectiveness of the program. The faculty evaluates the results of student outcomes.
       
   3. Comprehensive Exams
      
      All students are required to successfully complete comprehensive exams during the final semester of their program. The comprehensive exam is based on the learning objectives. Multiple evaluators assess the student using the Comprehensive Exam Assessment Form.
       
   4. Research
      
      Students in the School Psychology program are required to successfully complete CSP 991 in which they design, carry through and write a scholarly study. Students present the results of their research activities as part of the comprehensive examination process. Multiple evaluators from the faculty are used to assess the results. Other students are invited to attend these presentations. In addition, the following components are required for completion of the scholarly project: 1. two journal-ready manuscripts; 2. completed NASP proposal for conference presentation; 3. either a poster or paper presentation at NASP, state association conference, or UNK Research Symposium.
       
   5. Internship
      
      All students are required to successfully complete an internship experience which involves direct field experience in a specialized professional work setting under the supervision of a qualified professional and the Department internship coordinator. Multiple evaluators, including the site supervisor, assess the students’ effectiveness in demonstrating competence related to learning objective.
       
   6. Application for Candidacy
      
      The School Psychology Committee, made up of faculty members, meet on a regular basis (twice/month). An on-going agenda item involves discussion and action related to student concerns and concerns about students. A student who wishes to become a candidate for the Ed.S. Degree will file an Application for Candidacy with the Graduate Dean. Satisfactory progress in, and completion of, departmental requirements must be fulfilled. The “piloted” Application for Candidacy process/form is a component of an annual evaluation process; a comprehensive review including an evaluation of academic progress, professional conduct, continuing professional development, professional involvement/commitment, core competencies, and completion of core courses.
      
       
   Indirect Measures:
   
   1. Graduate Follow-Up Surveys
      
      School Psychology students graduate primarily at the end of spring semester (average n = approximately 10 students). Currently, follow-up graduate surveys have been collected every five years as a component of comprehensive research projects, focusing on program evaluation.
       
    
4. Reporting of the Data
   
   Direct Assessments:
   
   
   1. Capstone Course – Practicum, SPLO: 1, 2, 3, 4, 5, 6, 7, 8, 9
      
      Assessment: Capstone Course
      
      

      CSP 922		N = 9
      	M (Assessment Case) = 3.78	Range 3.0 - 4.0; (1 - 5 = Very Adequate)
      	M (Consultation) = 4.0	Range 3-5 (1 – 5 = Very Adequate)
      	M (Measurement) = 96.22	Range 95 - 98 (Mastery @ 95%)

      
      Interpretation of Data:
      
      Assessment case component and consultation component, while minimally at mastery, are lower than desired. Evaluations of these skills by field supervisors indicated presence of basic skills but not at a level of proficiency/automaticity necessary for clinical interpretation and communication of results to parents and teachers.
      
      Action to be Taken:
      Focusing on mastery of necessary pscyhometrics and measurement earlier in order to establish foundation. Increasing assessment case consultations for additional practice.
       
   2. Praxis II - National Certification Exam in School Psychology (NCSP), SPLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
      
      No 2005/06 data available
      
      Interpretation of Data:
      N/A
      
      Actions to be Taken:
      No data are available regarding the NCSP. Due to Educational Testing Service (ETS) eliminating several testing dates/site options, the eleven 2006/07 interns will not be able to take the exam until September 16, 2006. Results will be available in November (approximately). The School Psychology program faculty have determined that all other students in the program will now be required to take the exam on the April testing date prior to beginning their internship the following fall.
       
   3. Comprehensive Exams, SPLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
      
      Assessment – Comprehensive Exams:
      
      

      School Psychology	N = 6	M = 4.61	(1 - 5 scale, 5 = exceptional)
      Range = 4.2 – 5.0

      
      Interpretation of the Data:
      
      Students are able to integrate domains of knowledge and apply professional skills in delivering a comprehensive range of services as evidenced by measurable positive impact on children, youth, families, school systems, and other consumers.
      
      Actions to be taken based on the Data:
      Continue using assessment component and modify rubric enabling disaggregation of data.
       
   4. Research, SPLO: 9
      
      2005/2006: Twelve students submitted proposals of their Scholarly Study research for blind review for presentation at the National Association of School Psychology national conference. Ten of the submissions were accepted (83%) and presented.
      
      Interpretation of the Data:
      
      These data document the quality of scholarly study research conducted by our students. UNK Ed.S. School Psychology students continue to compete successfully in blind/refereed review with academicians, students, and practitioners from around the world.
      
      Actions to be Taken Based on the Data:
      This assessment component continues to provide highly appropriate data
       
   5. Internship, SPLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
      
      Assessment: Interns
      
      

      School Psychology

      N = 6

      M = 4.80

      (1 – 5 scale, 5 = excellent)

       
      Interpretation of the Data:
      Interns continue to be evaluated by their field supervisors as highly competent in their delivery of school psychological services.
      
      Action to be Taken:
      
      Continue usage of this assessment component. Faculty have determined that the data need to be disaggregated by domain (NASP 11 domains of training).
       
   6. Application for Candidacy, CCLO: 2
      
      Assessment
      Pilot year results are as follows:
      
      

      N = 12	Overall Status Rating:	Commendable = 8	Acceptable = 2
      Need to develop and submit improvement plan = 2
      Status Ratings:	M = 4.58	Range = 3.0 – 5.0

      
      Interpretation of Data:
      
      The data indicate that those students making Application for Candidacy are satisfactorily progressing through their programs. Specific concerns were identified with two students due to inconsistency in progress. Remedial plans were developed with Graduate Program Committee. One student ultimately has deactivated from program; the other made satisfactory progress, reached mastery standards and was allowed to move into internship.
      
      Actions to be Taken Based on Data:
      
      The form and process continues to be unwieldy and is undergoing modification. The faculty has chosen to continue piloting the process for the 2006/2007 academic year and reevaluate in the spring of 2007.

   Indirect Assessments:
   
    

   1. Graduate Follow-Up Surveys
      
      Assessment:
      
      

      School Psychology

      n = 20

      M = 4.58

      (Scale 1 – 5 = highest rating)

      
      Interpretation of Data:
      
      Overall average of degree of satisfaction with training program is quite high. Disaggregated data indicate strength lie in Domains 1, 2, 10 (high ratings of preparedness) and indicate that the program needs to address Domains 7, 8 and 11 (high relevance/importance compared to lower preparedness).
      
      Action to be Taken:
      
      Domains 7, 8 and 11 (Prevention/Crisis Intervention; Home/School/ Community Collaboration; Information Technology) will be addressed by Graduate Program faculty as needed areas of Curriculum Development during the 2006/2007 academic year.
       
    
5. Evaluation of Current Assessment Process and Actions to be Taken in Making Changes to the Assessment Process.
   Graduate Program subcommittees review the assessment plan annually.
   
   Actions to be Taken:
   Several areas/issues related to the Assessment Plan have been identified as priorities which will be addressed during the 2006/2007 year:
   
   1. The Department Assessment Plan will need to be modified in order to align with new NCATE/NASP assessment requirements.
       
   2. Assessment requirements specific to the department Academic Program Review (spring 2006) recommendations are being considered.
       
   3. As the departmental data base continues to be developed and refined, overlapping/irrelevant/redundant data/processes will be discarded and additional necessary data added.