The graduate program in School Psychology recruit qualified applicants with emphasis on minority recruitment.
Objective
Recruitment Of Qualified Students
The School Psychology Program recruits qualified students with an emphasis on minority recruitment.
Indicator
Recruitment Of Qualified Applicants
Number of applicants and the number accepted recorded at the beginning of every academic year.
Criterion
Recruitment of Qualified Applicants
Minimum of 5 students for each cohort with at least one student from an ethnic minority group.
Finding
Recruitment of Qualified Applicants
In the current three cohort groups, Cohort 1 (incoming class) has 6 students, Cohort 2 has 7 students, Cohort 3 has 5 students. In each cohort group, at least one individual is a member of an ethnic minority. In addition, Cohort 1 (incoming class) has 2 minorities of the 6 accepted students.
Action
Recruitment of Qualified Students
We will continue to attempt to identify prospective students from primarily minority institutions who would qualify to enter our program.
Goal
Impact Personnel Needs
The School Psychology Program impact the needs of the school psychology field by training students who graduate and obtain jobs in the school psychology field.
Objective
Impact Personnel Needs
The Program trains school psychology students who graduate and obtain jobs in the school psychology field.
Indicator
Impact Personnel Needs
Number of students graduated and obtaining jobs in the school psychology field.
Criterion
Impact Personnel Needs
1) Minimum of 5 students who graduate each year, and 2) 100% obtain jobs in the school psychology field.
Finding
Impact Personnel Needs
This year, 7 students graduated and all, 100%, have found employment in the field of School Psychology.
Action
Impact Personnel Needs
The criterion was to graduate 5 with jobs in the area. We graduated 7 with jobs in the area. No further action is necessary at this time.
Goal
Skill Application
Students develop competence in skill application of professional school psychology in a public school setting.
Objective
Skill Application
Students in the school psychology program demonstrate application of professional school psychology in a public school setting in the areas of assessment and consultation.
Indicator
Skill Application
(1) Satisfactory ratings from on-site supervisors and University supervisors on the Internship Rating Form. On-site supervisors are required to submit ratings of each students that assess questions such as: knowledge of consultation/collaboration models and methods, knowledge of family influences, collaborates effectively with school personnel, uses research gathered for improvement of services, knowledgeable of ethical standards, etc., etc.
(2) Satisfactory scores from the Program Faculty on their final portfolios. Portfolios include: a current vita, a personal essay, a record and description of consultation cases, assessment cases, counseling cases, and behavioral intervention cases. In addition, internship logs are included as well as PRAXIS scores and competency evaluation forms filled out by the field supervisors.
Criterion
Skill Application
1) On a three-point scale ranging from "Improvment Needed (1)" to "Competent (2) to "Professionally Competent (3)"the student will attain a rating of no less than 2 on any competency skill on the final evaluation, as rated by the site supervisor. 2) Scores of 80% on student Portfolios rated by Program Faculty.
Finding
Skill Application
With respect to final evaluation by the site supervisor, the criterion was for the student to not score below a 2 on a 3-point likert scale, with 2 denoting "Competent." Across the various categories/questions, no one fell below a 2 with the majority (89%) of skills being assessed at a 3. With respect to rating of portfolios, the portfolios were received just at the end of the semester and evaluation by the Program Faculty is currently underway.
Action
Skill Application
With respect to assessments by the site supervisors, the criteria were met and no further action is needed at this time. With respect to ratings of student portfolios, this is in progress and will be completed in July 2009. In addition, program faculty will review mid-term evaluations each December, not just the final evaluations in May, to continually ensure quality placements and quality performance.
Goal
Foundational Competence In School Psychology
Students develop competence in the scientific, theoretical and conceptual foundations of professional school psychology.
Objective
Foundational Competency In School Psychology
Students demonstrate competency in the scientific, methodological and theoretical foundations of professional school psychology.
Indicator
Foundational Competence In School Psychology
Successfully pass the National School Psychology Exam (PRAXIS). The PRAXIS is a national licensing exam that assesses competence of the candidate with respect to the following test subcategories: Diagnosis and Fact-Finding; Prevention and Intervention; Applied Psychological Foundations; Applied Educational Foundations; Ethical and Legal Considerations.
Criterion
Foundational Competence in School Psychology
Minimum score of 660 and 70% correct on each of the 5 categories of the PRAXIS exam (a national exam that certifies school psychologists). Attached to the document is a copy of a PRAXIS report. The actual exam is copyrighted and we cannot, at this time, present it.
Finding
Functional Competence in School Psychology
All students passed the PRAXIS. For the subtests, criterion was 70% on each of the five subtests. Two individuals scored below criterion on "Data based decision making," scoring a 63% and a 67%, respectively. One student 63% on "Prevention/Intervention." One student scored a 69% on "Applied Psychological Foundation."
Action
Functional Competence In School Psychology
Although, overall, all students passed the PRAXIS, a couple had trouble with one or two subtests. Two, actually, didn't meet criterion for Data Based Decision Making. Beginning in the Fall 2009 semester, that particular area will be stressed in each of the classes taken by students in the SSP Program. During the current academic year, the consultation course sequence was expanded from one to two courses. This should positively impact student performance in the areas of concern.