NASP Criteria for Graduate Program Review and Approval Report Template for Option A

NOTE: This word document is provided as a model to help you prepare your report off-line. You will actually submit your report in the on-line AIMS/PRS system. Please read carefully the General Directions beginning on page 2 to ensure that you are fully aware of the limitations in copying text and graphics from Word into AIMS.

Program Report for thePreparation of School Psychologists

National Association of School Psychologists (NASP)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

C O V E R S H E E T

Institution State

Date submitted

Name of Preparer

Phone # Email

Program documented in this report:Name of institution’s program Grade levels for which candidates are being prepared Degree or award level Is this program offered at more than one site? □ Yes □ No

List the sites at which the program is offered

Title of the state license for which candidates are prepared

Program report status: Initial Submission this review cycle Response to Conditions Report Revised Report (previous decision was Further Development

Required or Recognized with Probation)

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section IV. Does your state require such a test?

□ Yes □ No

GENERAL DIRECTIONS

To complete a program report, institutions must provide evidence of meeting NASP/NCATE standards based on data from 6-8 assessments. In their entirety, the assessments and data required for submission should demonstrate the candidates have mastered the SPA standards.

The program report form includes the following sections:

Section I. Context Provide general information on the program as specified by the directions for this section. Each question that requires a narrative has a specific character limit. There is one attachment. Note that the table for Candidate Information is filled out online. The faculty information is entered one time for all faculty in the AIMS Manage Faculty Information view. Pertinent faculty information is then imported into each program report.

Section II. List of AssessmentsUsing the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)

Section III. Relationship of Assessments to StandardsUsing the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.

Section IV. Evidence for Meeting StandardsFor each assessment, attach one document that includes the assessment, scoring guide/criteria, data tables and a 2-page maximum narrative

Section V. Use of Assessment Results to Improve the ProgramDescribe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.

Section VI. For Revised and Response to Conditions Reports Only Describe what changes or additions have been made in the report to address the conditions and concerns raised in the original recognition report. List the sections of the report you are resubmitting and the changes that have been made.

Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx.

Specific instructions for preparing a Response to Conditions Report are available at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx.

Attachments: Sections I and IV include attachments. In Section IV, each attachment should be no longer than the equivalent of seventeen text pages. A program report can include no more than a total of 20 attachments. A single attachment cannot be larger than 2mb. The files for each attachment should be prepared as Word, Word Perfect, Excel, or PDF documents. Our system will now accept documents that have been created in the newest version of Word and saved with a “.docx” extension.

Character Limits: Character limits have been set based on one page being equivalent to 4000 characters. Character counts include spaces, punctuation, numbers, etc.

Formatting Instructions:Note that text boxes in Sections I, II, V, and VI are html-based and will not accept any formatting such as bullets, tables, charts, etc. Be sure that your responses are text-only. If you do need to include a table or a graph in a response to a question, then you must separate that into a unique file and attach in Section I. This restriction does not apply to the documentation for Section IV, since these documents are all uploaded as attachments.

NOTE: NCATE staff may require institutions to revise reports that do not follow directions on format, page limits, or number of attachments. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.

Resources on the NCATE web site: NCATE has multiple resources on its web site to help you prepare your reports. These are available at http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/tabid/458/Default.aspx

Specific Instructions for NASPWho Should Submit Program Reports:

Programs preparing school psychologists for licensure or certification at the specialist level (e.g., master’s with a 60 semester hour minimum, master’s plus 30, educational specialist, certificate of advanced graduate studies) or doctoral level

NASP National Recognition Decision Rules:Programs must be clearly identifiable as being in school psychology and must meet critical “structural” or programmatic standards linked to national certification, including those pertaining to program length/credit hours, internship hours, and training/supervision by appropriately qualified faculty and field supervisors. Institutional documentation of program completion must be provided. The preponderance of NASP Standards of School Psychology Graduate Education and Practice (Standards II-VIII) must be met.

Additional Assessment Types (beyond the first 5 required types) required by NASP:

Other assessments are optional.

Other specific information required by NASP only:In Section I, Attachments A and B require some additional information compared to the versions used by other SPAs. In addition, Section I has additional attachments (Attachments C-G and other attachments, as listed above) that require programmatic information to address NASP Standards I through IX.

Will NASP accept grades as one of the assessments?All SPAs will accept course grades as one of the 6 to 8 key assessments. NASP requires that grades for courses in which content knowledge for NASP

Standards II-VIII is addressed are required. Instructions for documenting course grades have been standardized for all SPAs. These instructions are on the NCATE web site on the Program Resources page at the following URL:http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/tabid/458/Default.aspx. In addition, programs are required to complete Attachment E-Response to NASP Standards II-VIII.

Other resources are available on the NASP website at: http://www.nasponline.org/standards/approvedtraining/training_program.aspx

SECTION I—CONTEXT

Provide the following contextual information:

1. Description of any state or institutional policies that may influence the application of SPA Standards. (Response limited to 4000 characters)

2.  Description of the administrative location of the program, including its relationship to the NCATE “unit” (typically, the college or school of education). Describe the support received from the institution and, if appropriate, others sources of support. Response limited to 8000 characters)

3.  Description of the program’s overall philosophy and goals, including any unique elements in the program or those it serves (NASP Element C1.1). (Note that additional information under NASP Condition Standard I should be provided by programs in required attachments listed below). (Response limited to 4000 characters)

4. Description of field experiences, including supervised practica and internship experiences required for the program. (NASP Elements 9.1-9.6) (Note that additional information under NASP Standard IX should be provided by programs in required attachments listed below.) (Response limited to 4000 characters)

5. Description of the standards for admission, (including means of assessing prior graduate work, if any), retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses, as well as the means by which the program assesses candidate professional work characteristics/dispositions. (Response limited to 4000 characters)

6.  Attach the following for Section I. (Most attachments consist of forms or charts at the end of this document, all of which must be completed. Several attachments require additional program documents as noted below.): Attachment I A. Chart of Candidate InformationAttachment I B. Chart of Faculty InformationAttachment I C. Program Handbook or other official document that includes the required program of study and other relevant policies and procedures of the program. The program of study should outline the courses and experiences required for candidates to complete the program. The program of study must include course numbers AND titles. Attachment I D. Response to NASP Condition Standard I (an additional attachment includes transcripts of three recent program completers---within the last academic year).Attachment I E. Grade Template (other documentation may be submitted) Attachment I F. Response to NASP Standard IX (additional attachments include program documents related to internship and a sample internship agreement) Attachment I G. Internship Summary

Attach the following:1. A program of study that outlines the courses and experiences required for candidates to

complete the program. The program of study must include course titles. This information may be provided as an attachment from the college catalog or as a student advisement sheet.

Complete the following on-line: 2. Chart with the number of candidates and completers (Table A at end of this form). [Note

that in the on-line AIMS/PRS submission system, this chart will be filled out on line.]3. Chart on program faculty expertise and experience (Table B at end of this form). [Note

that in the online AIMS/PRS submission system, faculty information is only entered once, in the AIMS Faculty Management view, and then imported into each individual program report.]

SECTION II— LIST OF ASSESSMENTSIn this section, list the 6-8 assessments that are being submitted as evidence for meeting the NASP Standards II through VIII. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Name of Assessment1 Type orForm of Assessment2

When the Assessment Is Administered3

1 [Licensure assessment, or other content-based assessment (required)] 4 This must be a state or national school psychology credentialing exam. If your state does not require a school psychology credentialing exam, then the Praxis II in School Psychology must be required.

2 [Assessment of content (required)] Program or course-embedded assessment of candidate knowledge. Programs are required to use grades for assessment 2 and must address ALL NASP STANDARDS II-VIII. Programs may also submit other tools such as a comprehensive examination, an oral or qualifying exam, an exam embedded in one or more courses that all candidates complete,

3 [Assessment of candidate ability to plan (required)] Assessment in practica that demonstrates candidates can effectively plan the professional responsibilities required of a school psychologist.

1Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.2Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specific title and number], or completion of the program).4 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).

Name of Assessment Type orForm of Assessment

When the Assessment Is Administered

4 [Assessment of clinical practice (required)] INTERN EVALUATIONS BY FIELD SUPERVISORS. Assessment that demonstrates candidates' knowledge, skills, and professional work characteristics/dispositions are applied effectively in practice during internship REQUIRED FOR ALL NASP STANDARDS II-VIII.

5 [Assessment of candidate effect on student learning (required)] Comprehensive, Performance-Based Assessment Of Candidate Abilities Evaluated By Faculty During Internship.

6 [Additional assessment (required)] Assessment that demonstrates that candidates are able to integrate elements of knowledge and apply professional skills in delivering a comprehensive range of services evidenced by measurable positive impact on children, youth, families, and other consumers. NOTE: You need not have a separate assessment of this area if it is addressed by assessment 5. Simply refer to the particular assessment(s) and aggregate the relevant data (e.g., particular items or sections of an assessment)

7 Additional assessment that addresses NASP Standards (optional)

8 Additional assessment that addresses NASP Standards (optional)

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each NASP Standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiple NASP Standards.

NASP STANDARDSAPPLICABLE

ASSESSMENTS FROM SECTION II

STANDARD I: SCHOOL PSYCHOLOGY PROGRAM CONTEXT/STRUCTURE

Graduate education in school psychology is delivered within the context of a comprehensive program framework based on clear goals and objectives and a sequential, integrated course of study in which human diversity is emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by qualified faculty, and includes substantial coursework and supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, families, schools, and other consumers. In addition to specialist- and/or doctoral-level programs of study, a school psychology program that offers opportunities for respecialization, retraining, and other alternative approaches to credentialing as a school psychologist ensures that program requirements are consistent with NASP graduate preparation standards.

This standard is not aligned to any particular assessment.

STANDARD II: PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: DATA BASED DECISION MAKING AND ACCOUNTABILITY

School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

STANDARD III: PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: CONSULTATION AND COLLABORATION:

School psychologists have knowledge of varied methods of consultation,

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

NASP STANDARDSAPPLICABLE

ASSESSMENTS FROM SECTION II

collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.STANDARD IV: DIRECT AND INDIRECT SERVICES: STUDENT LEVEL SERVICES

School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.Element 4.1: Interventions and Instructional Support to Develop Academic Skills- School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.

Element 4.2: Interventions and Mental Health Services to Develop Social and Life Skills –School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

STANDARD V: DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – SCHOOLS

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

NASP STANDARDSAPPLICABLE

ASSESSMENTS FROM SECTION II

School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.

Element 5.1: School-Wide Practices to Promote Learning - School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

Element 5.2: Preventive and Responsive Services - School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.STANDARD VI: DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – FAMILY-SCHOOL COLLABORATION

School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

NASP STANDARDSAPPLICABLE

ASSESSMENTS FROM SECTION II

children.STANDARD VII: FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: DIVERSITY

School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

STANDARD VIII: FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: RESEARCH, PROGRAM EVALUATION, LEGAL, ETHICAL, AND PROFESSIONAL PRACTICE

School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.

Element 8.1: Research and Program Evaluation - School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.

□#1 □#2 □#3 □#4□#5 □#6 □#7 □#8

NASP STANDARDSAPPLICABLE

ASSESSMENTS FROM SECTION II

Element 8.2: Legal, Ethical, and Professional Practice - School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

STANDARD IX: PRACTICA AND INTERNSHIPS IN SCHOOL PSYCHOLOGY

During systematic, comprehensive practica and internship experiences consistent with its goals and objectives, the school psychology program ensures that all candidates demonstrate application of knowledge and professional skills in relevant settings and under conditions of appropriate supervision, evaluation, and support. The school psychology program’s practica and internship develop and enhance candidates’ skills and professional characteristics needed for effective school psychology service delivery; integration of competencies across the standards of professional preparation and practice; and direct, measurable, positive impact on children, families, schools, and other consumers.

This standard is not aligned to any particular assessment.

SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standards. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. Data tables should also be aligned with the SPA Standards. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on Standards II-VIII, then the data chart should report the data on each of the standards rather than reporting a cumulative score.

In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas to be aligned with the standards in NCATE’s unit Standard 1:

Content knowledge (Assessments 1 and 2) Pedagogical and professional knowledge, skills and dispositions

(Assessments 3 and 4) Focus on student learning (Assessment 5)

Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report.

For each assessment, the compiler should prepare one document that includes the following items:

(1) A two-page narrative that includes the following:a. A brief description of the assessment and its use in the program

(one sentence may be sufficient);b. A description of how this assessment specifically aligns with the

Standards it is cited for in Section III. Cite SPA Standards by number, title, and/or standard wording.

c. A brief analysis of the data findings;d. An interpretation of how that data provides evidence for meeting

standards, indicating the specific SPA Standards by number, title, and/or standard wording;

and

(2) Assessment Documentatione. The assessment tool itself or a rich description of the assessment

(often the directions given to candidates);f. The scoring guide for the assessment; andg. Charts that provide candidate data derived from the assessment.

The responses for e, f, and g (above) should be limited to the equivalent of five text pages each, however in some cases assessment instruments or scoring guides may go beyond five pages.

Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible, but only when necessary.

#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. Data from state or national school psychology credentialing exam. If your state does not require a school psychology credentialing exam, then data for the Praxis II in School Psychology must be submitted. In the narrative for Assessment #1, list (a) name of exam used; (b) type of score yielded from the exam; (c) the Standard score for passing the exam set by your program, (d) if the exam is required for the state school psychology credential; and (e) the Standard score for passing the exam set by your state credentialing agency, if applicable. Then, in the Attachment for Assessment #1 provide aggregated data and scores derived from at least two applications of the assessment (or at least two semesters) including the percentage of program completers that passed the exam.

#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in the language to be taught. Grades for courses in which content knowledge for NASP Standards II-VIII is addressed are required.

Note: In Assessment #2, EACH one of the NASP Standards II-VIII must be assessed, and aggregated attainment data for each standard must be reported. Programs may also submit other tools such as a comprehensive examination, an oral or qualifying exam, an exam embedded in one or more courses that all candidates complete; however, data on these additional tools must also be included as well as the required narrative.

#3 (Required)-PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan. Assessment of candidates during practica that shows they can effectively plan and carry out school psychological services. Examples include data-based decision-making, cognitive/academic and social/behavioral assessment and intervention, mental health services, and other services that demonstrate the development of specific candidate skills necessary for the delivery of professional responsibilities.

NOTE: This assessment may consist of an assessment embedded in one more separate courses requiring a practicum component or consist of a required

component in a more general practicum course.

Provide assessment information (items 1-5) as outlined in the directions for Section IV.

#4 (Required)- PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. Assessment that demonstrates candidates' knowledge, skills, and professional work characteristics/dispositions are applied effectively in practice during internship.

Note: In Assessment #4, EACH one of the NASP Standards II-VIII, must be assessed, and aggregated attainment data for each standard must be reported.

Provide assessment information (items 1-5) as outlined in the directions for Section IV. (Include complete assessment instrument.)

#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: COMPREHENSIVE, PERFORMANCE-BASED ASSESSMENT OF CANDIDATE ABILITIES EVALUATED BY FACULTY DURING INTERNSHIP. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.

Provide assessment information (items 1-5) as outlined in the directions for Section IV.

#6 (Required)- Additional assessment that addresses NASP Standards. EFFECTS ON STUDENT LEARNING ENVIRONMENTS AND/OR LEARNING: Assessment that demonstrates that candidates are able to integrate elements of knowledge and apply professional skills in delivering a comprehensive range of services evidence by measurable positive impact on children, youth, families, and other consumers. (NASP Element 9.6).

NOTE: You need not have a separate assessment of this area if it addressed by Assessment 5. Simply refer to the particular assessment(s) and aggregate the relevant data (e.g., particular items or sections of an assessment) that demonstrates that candidates are able to integrate elements of knowledge and apply professional skills in delivering a comprehensive range of services evidenced by measurable positive impact on children, youth, families, and other consumers.

Provide assessment information (items 1-5) as outlined in the directions for Section IV.

#7 (Optional): Additional assessment that addresses NASP Standards.

Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and licensure tests not reported in #1.

Provide assessment information (items 1-5) as outlined in the directions for Section IV.

#8 (Optional): Additional assessment that addresses NASP Standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, and licensure tests not reported in #1.

Provide assessment information as outlined in the directions for Section IV.

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.

(Response limited to 12,000 characters)

SECTION VI—For Revised Reports or Response to Conditions Reports Only

For Revised Reports: Describe what changes or additions have been made to address the Standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx

For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmis

sion/ResponsetoConditionsReport/tabid/454/Default.aspx(Response limited to 24,000 characters)

TABLE ACandidate Information

These charts are provided to you as a guide for collecting data. But note that the table for Candidate Completer information is actually filled out online. You will not attach this chart when you submit your actual report. Rather, the numbers will be entered directly into charts built into the AIMS/PRS system.

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years as appropriate for your data span.

Academic Year

# of Candidates

Enrolled in the Program

Females

Males

Ethnicity # of Program

Completers5

Academic Year

# of Candidates

Enrolled in the Program

Females

Males

Ethnicity # of Program

Completers6

5 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.6 NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.

TABLE BFaculty Information

Directions: This chart is given to you as a guide to prepare your information. But please note that you will not attach this table chart when you submit your actual report. Rather, faculty information is entered one time for all faculty in the AIMS Manage Faculty Information view, then pertinent faculty information is imported into each program report. You will need to provide the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

HighestDegree, Field, &

University7

Assignment: Indicate the role of the faculty member8

Faculty

Rank9

Tenure

Track (Yes/No)

Scholarship,10 Leadership in Professional Associations, and Service: 11 List up to 3 major contributions in the past 3

years 12

Teaching or other

professional experience inP-12 schools13

7 e.g., PhD in Curriculum & Instruction, University of Nebraska8 e.g., faculty, clinical supervisor, department chair, administrator9 e.g., professor, associate professor, assistant professor, adjunct professor, instructor10 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.11Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.12 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program13 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

Attachment CProgram Handbook

I C. Attach the Program Handbook or other official document that includes the required program of study and other relevant policies and procedures of the program. The program of study should outline the courses and experiences required for candidates to complete the program. The program of study must include course numbers AND titles.

Table DResponse to NASP Condition Standard I

Directions: Complete the following table by providing a brief response to each element. The brief responses should describe (a) official “policy” that addresses the element and (b) “practice” that demonstrates the program’s implementation of the element. The program’s brief response should reference relevant program documentation (refer to specific document, such as a program handbook, and page number) located in attachments to support program policy and practice. In addition to the program handbook in Attachment C, submit an attachment containing transcripts of three recent (within the last academic year) program completers as part of this attachment and reference these documents in the brief responses below, as needed to support policy and practice of the program. (Candidate identity must be masked on the transcripts). If the program handbook does not contain program academic requirements, also include relevant pages from the institution’s graduate catalog or other source of institutional documentation of program requirements.

Condition Standard I Response/DocumentationCONDITION STANDARD I: SCHOOL PSYCHOLOGY PROGRAM CONTEXT/STRUCTURE

Graduate education in school psychology is delivered within the context of a comprehensive program framework based on clear goals and objectives and a sequential, integrated course of study in which human diversity is emphasized. Graduate education develops candidates’ strong affiliation with school psychology, is delivered by qualified faculty, and includes substantial coursework and supervised field experiences necessary for the preparation of competent school psychologists whose services positively impact children, families, schools, and other consumers. In addition to specialist- and/or doctoral-level programs of study, a school psychology program that offers opportunities for respecialization, retraining, and other alternative approaches to credentialing as a school psychologist ensures that program requirements are consistent with NASP

Condition Standard I Response/Documentationgraduate preparation standards.

C.1 The school psychology program is composed of integrated and comprehensive philosophy/mission, goals, objectives, program of study, and supervised practice, as reflected in the following:Clear identification as a “school psychology program” and communication of a program framework or model, in which its philosophy/mission is represented in explicit goals and objectives for school psychology competencies that candidates are expected to attain and in which human diversity is emphasizedAn integrated, sequential program of study and supervised field experiences that are based on the program’s philosophy/mission, goals, and objectives and consistent across candidatesFull-time, part-time, and/or alternative types of enrollment that provide multiple and systematic opportunities through coursework, supervised practice, and other comprehensive program activities for candidates to establish professional identity as school psychologists and develop an affiliation with colleagues and facultyUse of systematic, performance-based evaluation and accountability procedures to improve the quality of the programC.2 Graduate preparation in the school psychology program is designed, delivered, and assessed by highly qualified faculty members who primarily are school psychologists, as demonstrated by the following:Faculty who are designated specifically as school psychology program faculty members and total at least three full-time equivalents (FTEs)

Condition Standard I Response/DocumentationAt least two school psychology program faculty members (including the program administrator) who hold doctoral degrees with specialization in school psychology and are actively engaged in school psychology (e.g., possess state and/or national credentials as school psychologists; have experience as school psychologists; participate in professional associations of school psychologists; contribute to research, scholarly publications, and presentations in school psychology)Other school psychology program faculty members, as relevant for the program, who hold doctoral degrees in psychology, education, or a closely related disciplines with specializations supportive of their graduate preparation responsibilities in the program

REQUIREMENTS FOR SPECIALIST-LEVEL PROGRAMS ONLY (C.3)

C.3 SCHOOL PSYCHOLOGY SPECIALIST-LEVEL PROGRAMS ONLY: The specialist-level program of study in school psychology consists of the following: A minimum of 3 years of full-time study at the graduate level, or the equivalent if part-time; at least 60 graduate semester hours or the equivalent, with at least 54 hours exclusive of credit for the supervised specialist-level internship experience; Institutional documentation of school psychology specialist-level program completion provided to graduates

REQUIREMENTS FOR DOCTORAL PROGRAMS ONLY (C.4)

C.4 SCHOOL PSYCHOLOGY DOCTORAL-LEVEL

Condition Standard I Response/DocumentationPROGRAMS ONLY: The doctoral level program of study in school psychology consists of the following: Greater depth in one or more school psychology competencies identified by the program in its philosophy/mission of doctoral-level preparation and reflected in program goals, objectives, and sequential program of study and supervised practice. (Doctoral programs typically are characterized by advanced competencies in research, and the program may identify additional competencies that address the specific philosophy/mission, goals, and objectives of its doctoral program of study, e.g., greater depth in one or more elements described in Standards II-VIII, a practice specialization, supervision or leadership competency, preparation for specialized roles or settings such as research or graduate instruction); a minimum of 4 years of full-time study at the graduate level, or the equivalent if part-time; at least 90 graduate semester hours or the equivalent, with at least 78 hours exclusive of credit for the supervised doctoral internship experience and any terminal doctoral project (e.g., dissertation) 7Institutional documentation of school psychology doctoral-level program completion provided to graduatesREQUIREMENTS FOR ALL PROGRAMS (C.5)

C.5 If the school psychology program provides opportunities for respecialization, retraining, or other alternative approaches to prepare candidates for credentialing as school psychologists (e.g., for candidates who hold graduate degrees in related fields and are seeking graduate preparation and credentialing as school psychologists), the program ensures that its requirements for respecialization,

Condition Standard I Response/Documentationretraining, or alternative credentialing approaches are consistent with these NASP graduate preparation Standards. The program applies systematic evaluation procedures and Standards to grant recognition of candidates’ prior courses/field experiences and to identify additional graduate courses and experiences necessary for candidates to meet school psychology program requirements.

Table EResponse to NASP Standards II-VIII

Directions: Programs submit the table below to show how the program assesses each element in Standards II-VIII. Choose no more than 3 courses for each of the NASP standards II-VIII. The table will also help the program provide attainment data for each NASP standard/element for Assessment 2 (required of all programs).

Courses must be required for all candidates in the program; elective courses may not be used as evidence. Faculty may choose which courses will be used in this assessment. However, programs are asked to choose

the 2-3 primary courses that address each element. The documentation of course grades-based evidence must include curriculum requirements, including the

course titles and numbers of required courses, description, and course embedded assessments. See Resources for Submitting Reports on the NCATE website for additional information on using grades for

assessment 2 http://www.ncate.org/Accreditation/ProgramReview/GuidelinesAndProcedures/DocumentingCourseGrades/tabid/456/Default.aspx.

STANDARDS OF SCHOOL PSYCHOLOGY GRADUATE EDUCATION AND PRACTICESchool psychologists provide comprehensive and integrated services across the seen general standards/elements of school psychology. The school psychology program ensures that all candidates demonstrate basic professional competencies, including both knowledge and skills, in NASP Standards/elements II-VIII of school psychology as a result of their graduate preparation in the program.

COURSE #, DESCRIPTION; COURSE EMBEDDED ASSESSMENTS (indicate minimal acceptable grade; do not list more than 3 courses for each Standards/element; excludes internship)

Application 1% MEETING MINIMUM

NUMBER OF CANDIDATES (N)

Application 2% MEETING MINIMUM

NUMBER OF CANDIDATES (N)

STANDARD II – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Data-Based

Decision Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

STANDARD III – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Consultation and Collaboration:School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of

services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.STANDARD IV – DIRECT AND INDIRECT SERVICES: STUDENT LEVEL SERVICESSchool psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.

Element 4.1 Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based

curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.Element 4.2 Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.STANDARD V – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – SCHOOLS

School psychologists have knowledge of direct and indirect

services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.

Element 5.1 School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.Element 5.2 Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health,

services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.STANDARD VI – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES: Family–School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with

community agencies for enhancement of academic and social–behavioral outcomes for children.

STANDARD VII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all

aspects of service delivery.

STANDARD VIII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: RESEARCH, PROGRAM EVALUATION, LEGAL, EHTICAL AND PROFESSIONAL PRACTICESchool psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.

Element 8.1 Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program

evaluation to support effective practices at the individual, group, and/or systems levels.Element 8.2 Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

Table FResponse to NASP Standard IX

Directions: Complete the following table by providing a brief response as to how the program meets NASP Standard IX and reference the relevant documentation (refer to specific document and page number) located in other attachments. In addition to Attachment F, submit attachments containing the following required internship documentation:

1. Program internship policies (Separate documentation is not necessary if internship policies are included in program handbook or syllabi submitted in previous sections).

2. A sample internship agreement, contract, or plan that addresses Standard IX. There must be evidence of involvement on the part of both the program and field site.

3. Internship Summary Form (see Attachment G). STANDARD IX - PRACTICA AND INTERNSHIP IN SCHOOL PSYCHOLOGYDuring systematic, comprehensive practica and internship experiences consistent with its goals and objectives, the school psychology program ensures that all candidates demonstrate application of knowledge and professional skills in relevant settings and under conditions of appropriate supervision, evaluation, and support. The school psychology program’s practica and internship develop and enhance candidates’ skills and professional characteristics needed for effective school psychology service delivery; integration of competencies across the Standards of professional preparation and practice outlined in Standards and elements II-VIII; and direct, measurable, positive impact on children, families, schools, and other consumers.Element 9.1 – Practica: The school psychology program requires supervised practica experiences that are completed for academic credit or otherwise documented by the institution. Practica are distinct from, precede, and prepare candidates for the school psychology internship and include specific, required

activities and systematic development and evaluation of skills that are consistent with goals of the program, emphasize human diversity, and are completed in settings relevant to program objectives for development of candidate skills. Practica require direct oversight by the program to ensure appropriateness of the placement, activities, supervision, and collaboration with the placement sites and practicum supervisors, as well as close supervision of candidates by program faculty and qualified practicum supervisors, including appropriate performance-based evaluation, to ensure that candidates are developing professional work characteristics and designated competencies.

Element 9.2 – Internship: The school psychology program requires a comprehensive, supervised, and carefully evaluated internship in school psychology that represents a culminating experience in the program’s course of study and is completed for academic credit or otherwise documented by the institution. The internship has a primary emphasis on providing breadth and quality of experiences, attainment of comprehensive school psychology competencies, and integration and application of the full range of school psychology. The internship requires completion of activities and attainment of school psychology competencies that are consistent with the goals and objectives of the program and emphasize human diversity, and provision of professional school psychology services that result in direct, measurable, and positive impact on children, families, schools, and/or other consumers. The internship includes inclusion of both formative and summative performance-based evaluations of interns that are completed by both program faculty and field-

based supervisors, are systematic and comprehensive, and ensure that interns demonstrate professional work characteristics and attain competencies needed for effective practice as school psychologists.Element 9.3 – Internship Hours: The school psychology program requires that the internship be completed for a sufficient time period and in appropriate settings to achieve program objectives. The internship requires a minimum of 1200 clock hours for specialist-level interns and 1500 clock hours for doctoral-level interns, including a minimum of 600 hours of the internship completed in a school setting. The internship requires a minimum of one academic year for internship, completed on a full-time basis over one year or at least a half-time basis over two consecutive years; and completion in settings relevant to program objectives for candidate competencies. The internship requires direct oversight by the program to ensure appropriateness of the placement, activities, supervision, and collaboration with the placement sites and intern supervisors.

Element 9.4 – Intern Supervision: The school psychology program requires that each intern receive appropriate and regularly scheduled field-based supervision. Field supervision is provided from a school psychologist holding the appropriate state school psychologist credential for practice in a school setting (If a portion of the internship is conducted in a another setting, as noted in Element 8.3, provision of field supervision from a psychologist holding the appropriate state psychology credential for practice in the internship setting). The internship requires an average of at least two hours of field-based

supervision per full-time week or the equivalent for part-time placements, and preponderance of field-based supervision provided on at least a weekly, individual, face-to-face basis, with structured mentoring and evaluation that focus on the intern’s attainment of competencies.

Element 9.5 – Internship Site Agreements: The school psychology internship represents a collaboration between the school psychology program and internship placement agency that is consistent with program goals and assures attainment of competencies by interns. The internship requires a written plan specifying collaborative responsibilities of the school psychology program and internship site in providing supervision and support and ensuring that internship objectives are achieved. The internship includes formative and summative performance-based evaluation of intern performance by program faculty and field-based supervisors and systematic, clearly articulated methods by which concerns about intern performance and attainment of competencies may be addressed. Appropriate support for the internship by the placement agency is provided, including (a) commitment to the internship as a diversified learning experience for a candidate in a graduate school psychology program and opportunities for the intern to attain professional competencies through carefully supervised activities; (b) a written agreement that specifies the period of appointment and any terms of compensation for the intern and released time for the field based supervisor; (c) expense reimbursement, a safe and secure work environment, adequate office space, and support services for the intern consistent with that afforded agency school psychologists; and (d)

provision for the intern’s participation in continuing professional development activities.Element 9.6 – Integration of Skills: The school psychology program employs a systematic, valid process in which program faculty ensure that interns, during their culminating internship experience, demonstrate competencies to begin effective practice as school psychologists. The program includes the integration of elements of knowledge and application of professional skills in school psychology for delivering a comprehensive range of services; and effective school psychology service delivery evidenced by direct, measurable, positive impact on children, families, schools, and other consumers.

Table GInternship Summary Form

Complete the following for all interns during the last academic year:

Intern Code1

Internship Site Nature of

Setting2

Total Hours at

Site

Field-based Supervisor Supervisor’s Credential3

Total Supervision

Hours

Summary of Internship Activities4

1 List by using the intern’s initials or a code such as 2005-012 Indicate school or non-school setting. Note: a school must be “a setting in which the primary goal is the education of students of diverse backgrounds, characteristics, abilities, disabilities, and needs who are enrolled in grades P-12. The school setting has available an internal or external pupil services unit that includes at least one credentialed school psychologist and provides a full range of student services” (NASP, 2000).3 e.g., NCSP, State Certification, State Licensure4 Choose one of the following options. Option A: Provide in the column, or attach a summary of the percent of time spent by each intern in various school psychology activities required for internship. Option B: instead of completing the column or attaching a summary for each intern, attach a complete log or comprehensive summary of activities for two interns listed in the table whose activities were typical of those performed by most interns. Examples of evidence documenting internship activities include internship logs, summary forms, and verification forms.