3/4/2011

Department of Psychology

Undergraduate Program

Student Outcomes Assessment Plan

Overview

We revised our Student Outcomes Assessment Plan (SOAP) in Spring 2009 because the original plan-one of the first at CSUF-no longer met the evolving standards for SOAPs. The main issue was that our original goals and learning outcomes were much more numerous and detailed than is currently recommended, making it near1y impossible to assess them all on a regular basis. In addition, some new elements had become standard (a curriculum map), while some old elements had become obsolete (an assignment x objectives matrix). The revised plan continues to be a work in progress, but it comes much closer to meeting current university standards and we expect it to help streamline the assessment process considerably.

.' Mission Statement

The mission of the Department of Psychology is to provide quality instruction in behavioral science to the students of California State University, Fresno. The program is designed to promote and develop skills in critical thinking and expression, quantitative reasoning, SCientific literacy, and an appreciation of different perspectives in psychology. These abilities may be applied to diverse occupations, graduate training, and community service.

Goals and Outcomes

Goal 1 : Knowledge Base of Psychology

Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

Learning Outcomes

1. Characterize the nature of psychology as a discipline, including explaining why it is a science, identifying its primary objectives (describing, understanding, predicting, and controlling behavior), explaining its major theoretical perspectives, and comparing and contrasting its assumptions with those of other disciplines.

2. Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology (learning and cognition, individual differences, biological bases of behavior, development across the lifespan, sociocultural issues), the history of psychology, and its overarching themes (e.g., heredity-environment, variability-continuity, free will-determinism) .

3. Demonstrate an awareness of human diversity at both the individual and cultural levels, and explain how social and cultural factors can affect psychological processes and the interpretability of research findings in psychology.

Goal 2: Research Methods and Critical Thinking in Psychology

Understand and apply basiC research methods in psychology, including research design, data analysis, and interpretation.

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Learning Outcomes

1. Review the psychological literature on a topic, including accessing and using relevant databases, identifying, reading, and understanding relevant research, integrating information from different sources to support a thesis or develop a hypothesis, and writing an APA style literature review.

2. Design, conduct, and analyze the results of basic studies to address psychological questions using appropriate research methods, including application of the APA ethical principles, and write an APA style empirical research report.

3. Use critical thinking effectively, including evaluating the quality of information (e.g., differentiating empirical evidence from other kinds), recognizing and defending against common fallacies in thinking, avoiding being swayed by appeals to emotion or authority, evaluating popular reports of psychological research, and constructing effective arguments.

4. Display critical thinking values consistent with psychology as an empirical science, including intellectual curiosity, tolerance of complexity and ambiguity, and skepticism.

Goal 3: Application of Psychology

Understand and apply psychological principles to personal, social, and organizational issues.

Learning Outcomes

1. Describe theories, best practices, and professional training for major applied areas of psychology (e.g., Clinical, ABA, I/O).

2. Identify appropriate applications of psychology, such as the pursuit of a healthy lifestyle, the treatment of abnormal behavior, psychological testing and measurement, and psychology-based interventions in clinical, counseling, educational, I/O, and community psychology.

3. Apply psychological concepts, theories, and research findings to social issues and to everyday life, while recognizing and addressing ethical issues.

Goal 4: Personal and Career Development

Develop insight into their own and others' behavior and apply effective strategies for self-management and self-improvement, including their own future educational and career paths.

Learning Outcomes

1. Apply psychological principles to promote personal development, such as demonstrating self­regulation in setting and achieving goals, assessing their own performance quality accurately, incorporating feedback for improved performance, and evaluating the quality of one's own thinking (metacognition).

2. Describe preferred career paths based on accurate self-assessment of abilities, aChievement, motivation, and work habits, and develop skills and experiences relevant to achieving selected career goals.

3. Demonstrate effective written and oral communication skills in a variety of formats and for a variety of purposes.

4. Exhibit the ability to collaborate effectively by working with groups to complete projects within reasonable time frames, solicit and integrate diverse viewpoints, manage conflicts appropriately and ethically, and develop relevant workplace skills.

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Curriculum Map

,Goals 1 Outcomes Course 1.1 1.2 1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3 4.1 4.2 4.3 4.4

10 I I I I I I I I I I I 36 E 42 R I I R E R 121 E 122 E R 123 E R 124 E 125 E 126 E 128 E 136 E R R R 143 R R R R E R 144 E E E E E R R R E 145 R R R R R 149 R R R R R R E E 154 E R 155 E R 156 E R 162 E R E E R 166 E R E E 169 E R E E 172 E E E R 173 E E E 175 E R E E 176 E E E 177 E E E 179 R E E R 182 E E E R 184 R E E R R

Notes: I = Introduced, E = Emphasized, R = Reinforced. The approach taken here is conservative. A course is considered to address an objective only when the standard approach to that course across all instructors addresses the objective. Individual sections of these courses address more objectives than the ones shown here.

Assessment Activities

Di~ct Measures

ETS Major Field Test - This standardized test will be given at intervals to assess our knowledge goals and to see what content areas of psychology our students do well and poorly in, and how they compare to students at similar institutions.

Psych 144 Research Papers - All students write an APA style empirical research report in Psych 144. Samples of these will be evaluated according to a rubric to assess several of our methodology, critical thinking, and writing objectives.

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Psych 182 Embedded Exam Questions - All students must take Psych 182, which most do when they are seniors. We will embed essay questions in their exams to assess knowledge, critical thinking, and writing objectives.

Indirect Measures

Senior Survey - We will use a senior survey, given in Psych 182, to assess student perceptions of learning, satisfaction with the program, and objectives related to personal and career development.

Alumni Survey - We have a continuously available online alumni survey, which we are using to assess perceptions of student learning, satisfaction, and objective related to personal and career development. This also allows us to track the success of our students after they complete our program.

Participation Counts - Each year we will count the number of students who participate in faculty research, who become co-authors on articles or presentations, who present research at conferences, work as interns or volunteers, are involved in psychology related clubs, and so on. Because many of our objectives might be achieved through these means, it is important to know how many students take part in these activities.

Outcomes x Methods Matrix

The matrix below shows which objectives are going to be assessed by each of the proposed assessment activities.

Goals I Outcomes Method 1.1 1.2 1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3 4.1 4.2 4.3 4.4

ETS Exam X X Psych 144 Papers X X X X X Embedded Essays X X X X X X X X X Senior Survey X X X Alumni Survey X X X X X X Participation Counts X X X X

Timeline

The matrix below shows a tentative timeline for our assessment activities. We plan to repeat each of the activities on a regular basis to track changes over time. Of course, this schedule is subject to change depending on what the data tell us.

Semester Method S09 F09 510 F10 511 F11 512 F12 513 F13

ETS Exam X X Psych 144 Papers X X X X X Embedded Essays X X X Senior Survey X X X Alumni Survey X X PartiCipation Counts X X X X X

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Closing the Loop

In the Department of Psychology, we have an Undergraduate Committee responsible for monitoring the undergraduate program, suggesting curriculum and other catalog changes, and reviewing changes proposed by others. The Chair of this committee is also the Assessment Coordinator.

The members of the Undergraduate Committee are responsible for designing and carrying out assessment activities with the help of the entire faculty as needed. The Undergraduate Committee also analyzes the resulting data and suggests changes to the program as necessary. Assessment data and suggested program changes are presented to the entire faculty in the monthly faculty meeting, and the entire faculty decides whether to implement any changes (and they are also free to suggest their own changes).

Department of Psychology

General/Experimental Master's Option

COLLEGE OF SCIENCE AND MATHEMATICS

CTRL + CLICK TO VIEW EXAMPLE

I. Mission Statement

The mission of the General/Experimental Psychology program is to build on the undergraduate study of

psych<?logy as an empirical science and provide students with foundations necessary to successfully

enter and complete doctoral programs, become community college teachers, or acquire other

professional positions.

II. Goals and Student Learning Outcomes CTRL + CLICK TO VIEW EXAMPLE

Goall: Theory and Content in Psychology. Students can demonstrate conceptual mastery of an area of emphasis in depth.

1. Students can demonstrate knowledge and understanding of theory and research in at least one of the following areas: cognition, motivation, learning, psycholinguistics, psychopharmacology, perception, behavioral genetics, or physiological psychology.

2.Students can demonstrate knowledge and understanding oftheory and research in at least one of the following areas: personality, social processes, or developmental changes in human thought and behavior.

Goal2: Methodology and Technology. Students can understand and be able to use major research methods in psychology, including design, data analysis, and interpretation.

1. Students can apply the appropriate use of various research designs for addressing different types of questions and hypotheses.

2. Students can evaluate the appropriateness of conclusions presented in disseminated research relevant to psychology.

3.Students can evaluate the appropriate use of various data analytic techniques for addressing different types of questions and hypotheses.

4. Students can explain AP A guidelines for the ethical treatment of human and nonhuman research participants

5.Students can use the library, data bases, and the Internet to locate relevant research, theory, and ....." information necessary to plan, conduct, and interpret results of research studies.

6.Students can formulate a testable research hypothesis and design basic studies to address psychological questions using different research methodologies.

7. Students can collect data under supervised direction.

8.Students can enter and analyze data using a computer statistical package and interpret basic descriptive and inferential statistics.

9. Students can apply the scientific method and statistical techniques in research (e.g., thesis).

1O.Students can apply APA ethical guidelines in the design, data collection, analysis, interpretation, and reporting of psychological research.

Goal 3: Critical Thinking, Logic, and Problem Solving. Students can demonstrate the skills and attitudes of critical thinking and sound decision-making in course work and independent work.

1. Students can evaluate the logic and data of research.

2.Students can defend arguments, compare perspectives and theories, differentiate assumptions and facts, and develop hypotheses based on research literature.

Goal 4: Communication Skills. Students can write clearly and effectively and can display effective oral communication skills.

1. Students can produce well-organized papers and essays without grammatical errors.

2. Students can utilize AP A format correctly in papers.

3. Students can compose and deliver an oral presentation on a psychology topic.

4.Students can explain scientific findings, ideas, and opinions in a group setting.

5. Students can develop a presentation appropriate for submission to a scientific conference.

Goal 5: Diversity and Awareness. Students can demonstrate appreciation of diverse perspectives.

1. Students can show an understanding of, respect for, and responsiveness to cultural and individual differences by describing the perspectives of those of other ages, abilities, gender, or ethnicities. .

2.Students can listen to and discuss perspectives on psychology with others regardless of similarity or diversity of personality characteristics or professional experience and orientation.

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2. Curriculum Map (Matrix of Courses X learnIng Outcomes)

Psychology 200T Seminar in Developmental Psychology

Psychology 205 Seminar in Child Development

Psychology 220T Seminar in Learning and Related Problems

Psychology 22sT Seminar in Psychobiological Bases of Behavior

Psychology 240T Professional Development for Psychology Graduate Students

Psychology 244A Measurement, Research Design, and Statistics

Psychology 244B Measurement, Research Design, and Statistics

Psychology 250T Seminar in Personality and Related Areas

Psychology 25sT Seminar in Social Psychology and Related Areas

Psychology 290 Independent Study

Psychology 299 Thesis

The table that follows was created based on faculty reports of how their courses, as the courses

currently exist, map on to the objectives. X=covered in all sections; P=possibly covered, depending upon

section.

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1. 1. 2. 2. 2. 2. 2. 2. 2. 2. 2. 2. 3. 3. 4. 4. 4. 4. 4. 5.

1 2 1 2 3 4 5 6 7 8 9 10 1 2 1 2 3 4 5 1

200T X X X X X X X X X

205 X X X X

220T X P P P P P X X X X X X X

225T X P P P P

240T X X X

244A P P X X X X X X P X X X X P X X X P P

244B P P X X X X X X P X X X X P X X X P P

250T X

255T X P P P P P X X X P P

290 P P X X P P

299 P P X X X X X X X X X X X X X P P

3. ASsessment Methods

A.Direct Measures

1.Embedded questions in Psychology 2448

a.Selecting Statistics

The final given in Psychology 244B, a course required for all first year graduate students, contains a

number of questions to assess skills deemed important by faculty for all graduate students to possess.

The Selecting Statistics question (see Attachment Ala) asks students to read a number of research

scenarios and select the appropriate statistic to match the research scenario.

b.lnterpreting SPSS Output

5.

2

X

X

X

P

....

The final given in Psychology 244B, a course required for all first year graduate students, contains a

number of questions to assess skills deemed important by faculty for all graduate students to possess.

The Interpreting SPSS Output question (see Attachment Alb) asks students to inspect a SPSS output and

answer a number of questions regarding the substantive meaning of the output.

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c.Creating an APA Table or Figure

The final given in Psychology 244B, a course required for all first year graduate students, contains a

number of questions to assess skills deemed important by faculty for all graduate students to possess.

The Creating an APA Table or Figure question (see Attachment Alc) asks students to inspect a SPSS

output and present the relevant information in APA-formatted tables or figures.

2.Thesis evaluation

All Psychology graduate students are required to complete a thesis. Each completed thesis is

independently evaluated by three independent faculty: the thesis chair and two other graduate faculty

who did not serve on that particular thesis committee. Faculty use a rubric to give their evaluations (see

Attachment A2).

B.lndirect Measures (Alumni Survey is required)

1.Exit Survey

All departing graduate students (whether successfully graduating or otherwise leaving the department)

are asked to complete an Exit Survey (see Attachment Bl).

2.Alumni Survey

In Fall 2007, Dr. Zelezny coordinated an Alumni Survey sent via email to a subset of our Psychology

alumni. We plan to administer a similar survey Fall 2012.

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4. Student learning Outcomes X Assessment Methods Matrix , CTRL + alCK TO VIEW EXAMPLE i i

~~--- ----------- - --~--" ----_ .. - - ---- --~

1. 1. 2. 2. 2. 2. 2. 2. 2. 2. 2. 2. 3. 3. 4. 4. 4. 4. 4. 5. 5.

1 2 1 2 3 4 5 6 7 8 9 10 1 2 1 2 3 4 5 1 2

Embedded X X X

questions

Thesis X X X X X X X X X X X X

evaluation

Exit Survey X X X X X X X X

Alumni X X X

Survey

s. . Tlmeline forlmplementatiOnQfAssessmentMethod5and$~rrnnaty:Evaluatfo, -. CTRL + QJCK TO

. " ., VIEW EXAMPLE

06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-l4 14-15

AY AY AY AY AY AY AY AY AY

Embedded X X X X X X X

questions

statistics

Thesis X X X X X X X

evaluation

Alumni X X

survey

Exit survey X X X X X X X X X

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6. Closing the Loop - Summary Evaluation, Curriculum Adjustment, and Reporting CTRL + ruCK TO VIEW EXAMPLE

The Graduate Advisor/Graduate Assessment Coordinator works to organize and collect all assessment

data for the Graduate program, then analyzes the data during the Summer. A report of procedures and

results are given to the Psychology Graduate Committee early each Fall semester, and to the entire

Psychology faculty at the first faculty meeting in September of each year. Suggestions for improvements

are given, and changes are implemented as appropriate.

Al. Embedded questions in Psychology 2448

Results from the questions embedded in Psychology 244B in Spring 2009 indicated the average grade for

Selecting Statistics was a "A," Interpreting SPSS Output was a liB," and Creating an APA Table was a "0".

Instruction was modified in Psychology 244A and Psychology 244B so more time was spent covering this

topic. In Spring 2010, the average grade for the same embedded questions were "A," "A," and liB,"

respectively.

A2. Thesis evaluation

Generally, results from evaluation of theses indicate strong theses. The thesis evaluation rubric was

modified by the Psychology Graduate Committee for ease of use and clarity of results.

82. Exit survey

Generally, results from the exit survey indicate graduate students exiting the department are satisfied

with the faculty, their thesis chair, and the staff (particularly with the staff!). The survey is minimally

modified for accuracy each year (e.g., if the Graduate Coordinator changes, or if the degree name

changes, modifications are made).

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Attachment Ala Psychology Department

Psychology 244B Embedded Questions: Selecting Statistics <sample>

Read each of the scenarios below, and select the statistical test that would best answer each question. In certain situations, you may circle more than one answer.

Are divorced women's CPI Independence (IN) scores above the national norm? A

Does IN vary by marital status (never married, currently married, formerly married but not remarried) gender, and pet ownership (yes,no)? A

Does IN vary by marital status (never married, currently married, formerly married but not remarried)? A

Do the 20 items comprising the IN scale form one principal component? A

Do older individuals and those who earn more per year tend to have higher IN scores? A

Do men score higher on IN than women? A

A=one-sample t-test B=independent samples t-test C=dependent samples t-test D=one-way ANOVA E=two-way ANOVA F=simple regression

B

B

B

B

B

B

G=multiple regression H=chi-square test (or independence I=logistic regression J=none o( the above

C D E F G H I J

C D E F G H I J

C D E F G H I J

C D E F G H I J

C D E F G H I J

C D E F G H I J

Attachment At b Psychology Department

Psychology 244B Embedded Questions: Interpreting SPSS Output <sample>

Consider the output posted on Blackboard. Data portray longitudinal change in CPI-assessed femininity from age 33 to 85, as seen in members ofthe Intergenerational Studies. The theoretical orientation taken here requires analyses by done separately by gender. The variables of focus are:

Variable name

female

a3type

intercept

slope

snodiv

snokid

Variable

gender of participant

CPI -created personality "type," based on degree of internality and degree of norm favoring. Alphas are low on internality and high on norm favoring; betas are high on both; gammas

Scoring

o = female 1 = male

l=alpha 2=beta 3=gamma 4=delta

are low on both; deltas are high on internality and low on norm favoring

estimated femininity score at age 33

estimated change in femininity score from 33 to 85

number of divorces

number of children

After studying the output, provide answers to the questions below. Attach your responses on a separate sheet of paper. Use a. = .05 for all inferential tests.

a. How many men and how many women are in the sample?

b. What are the means, standard deviations, ranges and/or percentages for femininity intercept, femininity slope, number of divorces, number of children, and personality type for men? For women?

c. Do any of the variables listed above differ by gender? If so, which ones, and how do they differ?

d. Do men of different personality type differ with respect to femininity intercept? What about women? If there are differences, what are the differences?

e. Do men of different personality type differ with respect to femininity slope? What about women? Ifthere are differences, what are the differences?

f. Can men's femininity intercept be predicted by number of divorces and number of children? What about women? Interpret R2 and regression weights as appropriate.

g. Can men's femininity slope be predicted by interce~t, number of divorces, and number of children? What about women? Interpret R and regression weights as appropriate.

SORT CASES BY female. SPLIT FILE SEPARATE BY female. DESCRIPTlVES VARIABLES=intercep~ slope SNODIV SNOKID

/STATtSTICS=HEAN STDDEV MIN MAX.

Descriptives

{DataSetl] D:\DATA\SPSSDATA\FBMININITY\residualfm.sav

female = .000

N Minimum Intercept 94 5.48

slope 94 ·.38 a3 number of divorces 94 0

a3 number of kids 94 0

Valid N (Ii&twise) 94

a. female c: .000

female = 1.000

N Minimum Intercept 121 9.33

slope 121 -.36

83 number of divorces - 121 0

83 number of kids 121 0

Valid N Clistwtse) 121

8. female = 1.000

FREQUENCIES VARIABLES=a3type /ORDER=ANALYSIS.

Frequencies

MaxImum· Mean 21.47 13.1031

.36 .0209

4 .35

9 2.49

Maximum. Mean. 36.15 20.7405

.38. -.0167

5 .39

8 2.86

[DataSetl] D:\DATA\SPSSDATA\FEHINlNITY\residualfm.sav

female=.OOO

std Deviation 3.43598

.10492

.683

1.727

Std. DevIation 3.78100

.11102

.850

1.551

Attachment Alc Psychology Department

Psychology 244B Embedded Questions: Creating an APA Table or Figure <sample>

h. Create and attach an AP A-style table or figure to present results from questions a through c.

i. Create and attach an AP A-style table or figure to present results from questions d through e.

j. Create and attach an APA-style table or figure to present results from questions fthrough g.

Student:

Faculty rater: (circle one) Chair

Attachment A2 Psychology Department Master's Thesis Rubric

Not on committee

Use the scale below to rate each aspect of the thesis. Note that E and G should be considered "acceptable"; A and M should be considered ''unacceptable''. If you give a rating of A or M, please briefly indicate the problem you identify.

E=excellent G=good A=average M=minimally acceptable

Introduction

E G A M

Compelling introduction to topic, clearly justifying the current study Interesting introduction to topic, with some justification for the current study Adequate introduction to topic, but justification for current study is unclear Poor introduction to topic and/or no justification for current study

IfAorM: ~y? ____________________________________________ _

Literature Review

E Comprehensive literature review that is clearly and logically related to the research question; extensive review; varied sources (peer-reviewed studies, current research and landmark works, related topics and disciplines)

G Strong review of the literature that is tied to the research question; substantial literature review A Adequate review of the literature, but does not place research question in context M Insufficient and/or superficial literature review

IfAorM: ~y? ____________________________________________ ___

Methods

E G A

M

Very clear, well-justified research hypotheses, data collection procedures, and measures Good presentation of research hypotheses, data collection procedures, and/or measures Adequate description of research hypotheses, data collection procedures, and/or measures~ understandable but superficial Inadequate description of research hypotheses, data collection procedures, and/or measures~ unintelligible or incorrect

ffAorM: ~y? ____________________________________________ ___

Results

E Correct statistics used~ results very thoroughly and clearly described G Correct statistics used; results well described A Correct statistics used, but results not completely described~ some inaccuracies in result description M Incorrect statistics used and/or results unintelligible

ffAorM: ~y? ____________________________________________ ___

Discussion

E

G A

M

Key findings presented thoroughly ("thick" description)~ limitations and implications discussed thoroughly and correctly Key findings presented coherently; limitation and implications described well Findings mentioned, but little connection to previous literature~ superficial description of limitations and implications Findings very poorly discussed; limitations and implications considered minimally or not at all

ffAorM: ~y? ____________________________________________ ___

Mechanics

E Coherent and well-organized; no typographical, grammatical, or AP Nthesis-style errors G Well organized; very minimal typographical, grammatica~ or APNthesis-style errors A Adequately organized; some typographic, grammatic~ or AP Nthesis-style errors M Lacks organization and coherence; numerous typographi~ grammatical, or AP Nthesis-style errors

ffAorM: ~y? ____________________________________________ ___

Overall:

Would you approve this thesis to advance to the Division of Graduate Studies? Yes No

Current date:

Attachment Bl Psychology Department

Graduate Student Exit Survey

Month and year of graduation (if applicable):

Month and year of entry to Psychology program:

Degree obtained: oNone oEdS oMA-ABA oMA-GenerallExperimental

Section A - Faculty Contribution

Please evaluate how well the Psychology faculty members, in general, did each of the following:

Poor Fair Good Excellent 1. Set high expectations for you to learn 1 2 3 4 2. Respected diverse talents 1 2 3 4 3. Respected diverse ways of learning 1 2 3 4 4. Encouraged you to be an actively involved learner 1 2 3 4 5. Encouraged student-faculty interaction 1 2 3 4 6. Gave you frequent feedback 1 2 3 4 7. Gave you prompt feedback 1 2 3 4 8. Encouraged you to devote sufficient time

and energy to your coursework 1 2 3 4 9. Developed opportunities for you to learn

cooperatively with fellow students 1 2 3 4 10. Cared about your academic success 1 2 3 4 11. Overall, how would you evaluate your instructors? 1 2 3 4

If you wrote a thesis, please evaluate how well the Chair of your thesis committee did each of the following:

Poor Fair Good Excellent 12. Set high expectations for you to learn 1 2 3 4 13. Respected diverse talents 1 2 3 4 14. Respected diverse ways of learning 1 2 3 4 15. Encouraged you to be an actively involved learner 1 2 3 4 16. Encouraged student-faculty interaction 1 2 3 4 17. Gave you frequent feedback 1 2 3 4 18. Gave you prompt feedback 1 2 3 4

19. Encouraged you to devote sufficient time and energy to your coursework 1 2 3 4

20. Developed opportunities for you to learn cooperatively with fellow students 1 2 3 4

21. Cared about your academic success 1 2 3 4 22. Overall, how would you evaluate your chair? 1 2 3 4

Section B - Advising and Support Services

During your time in the Psychology department as a graduate student, how would you evaluate each of the following, with respect to services provided by the Psychology Graduate Advisor (Dr. Jones)?

23. Access to graduate advisor 24. Responsiveness of graduate advisor 25. Accurate information about degree

requirements and course sequencing 26. Knowledge of university policies and procedures 27. Academic advising services overall

Poor 1 1

1 1 1

Fair Good Excellent 2 3 4 2 3 4

2 3 4 2 3 4 2 3 4

If you were in the EdS or MA-ABA program, please answer the same questions with respect to your specific program advisor (Dr. Wilson for EdS or Dr. Adams for MA-ABA):

28. Access to program advisor 29. Responsiveness of program advisor 30. Accurate information about degree

requirements and course sequencing 31. Knowledge of university policies and procedures 32. Academic advising services overall

Poor 1 1

1 1 1

Fair Good Excellent 2 3 4 2 3 4

2 3 4 2 3 4 2 3 4

How would you evaluate each ofthe following, with respect to the Psychology department staff (Sheri, Lily, and other staff):

33. Availability 34. Responsiveness 35. Accurate information about degree

requirements and course sequencing 36. Knowledge of university policies and procedures 37. Services provided overall

Poor 1 1

1 1 1

Fair Good Excellent 2 3 4 2 3 4

2 3 4 2 3 4 2 3 4

Section C - Knowledge, Skills, and Personal Growth

\.,. To what extent do you think your graduate education contributed in each of the following areas?

38. Knowledge of psychology 39. Research skills 40. Computing skills 41. Oral communication skills 42. Writing skills 43. Personal development

Section D - Your Conclusions

Not at all 1 1 1 1 1 1

Very little 2 2 2 2 2 2

Somewhat 3 3 3 3 3 3

Very much 4 4 4 4 4 4

44. All things considered, how would you evaluate the quality of graduate instruction in the Psychology department?

oPoor oFair o Good oExcellent

45. If you could start over again, would you still choose to in enroll in this program? oNo oMaybe oYes

Section E - Career Plans

46. How would you rate the advice and support you received regarding obtaining employment about graduation?

oPoor oFair o Good oExcellent oNot applicable

47. How would you rate the advice and support you received regarding getting into a Ph.D. program?

oPoor oFair o Good oExcellent oNot applicable

48. Please indicate the best description of your plans following graduation by marking the ONE most appropriate response:

01 don't know yet 01 have accepted ajob 01 plan to continue in my current position 01 will be going to a graduate or profession school next year 01 am still seeking employment o Other

Section F - Demographic Information

49. Gender oMale oFemale

50. Were you an undergraduate student at CSUF? oNo DYes - not a Psychology major DYes - a Psychology major

51. During your time as a graduate student, did you work as any of the following? (Check all that apply)

oPsych 10 reader oPsych 144 T A oResearch assistant o Student assistant oNone ofthe above

52. During your time as a graduate student, did you work for pay outside the department? o~ . o Yes - part-time DYes - full-time

53. During your time as a graduate student, did you present at a conference? (Check all that apply)

oNo oYes-CCRS DYes - WPA, CASP, CalABA or other regional conference DYes - APA, NASP, ABA or other national conference

54. During your time as a graduate student, did you publish a scientific paper? (Check all that apply)

oNo DYes - with a faculty member DYes - as a secondary author with a faculty member DYes - as a first author with a faculty member o Yes - as a solo author

Please use this page to elaborate on any of the questions on the previous pages or to add any comments you feel would be useful. What changes would you suggest for our graduate programs?

Department of Psychology

. Ed.S. in School Psvchology

The School Psychology Program at California State University, Fresno is dedicated to preparing highly

competent professional psychologists according to the scientist practitioner model. Graduates, as a

result of their broad-based training, are prepared to make significant contributions to this challenging

field through professional practice.

GOALS AND STUDENT LEARNING OUTCOMES FOR ALL GRADUATE STUDENTS IN PSYCHOLOGY

Goal 1: Theory and Content in Psychology. Students can demonstrate conceptual mastery of an area of

emphasis in depth.

1. Students demonstrate their knowledge and understanding of theory and research in the

following areas most related to the field of school psychology: cognition, motivation,

learning, and psychopharmacology. 2. Students can demonstrate knowledge and understanding of theory and research in at

least one of the following areas: personality, social processes, and developmental

changes in human thought and behavior.

Goal 2: Methodology and Technology. Students can understand and be able to use major research

methods in psychology, including design, data analysis, and interpretation.

1. Students can apply the appropriate use of various research designed for addressing

different types of question and hypotheses. 2. Student can evaluate the appropriate use of various data analytic techniques for

addressing different types of question and hypotheses.

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~

3. Students can explain APA guidelines for the ethical treatment of human and nonhuman research participants

4. Students can use the library, data bases, and the Internet to locate relevant research, theory, and information necessary to plan, conduct, and interpret results of research studies.

S. Students can formulate a testable research hypothesis and design basic studies to address psychological questions using different research methodologies.

6. Students can collect data under supervised direction. 7. Students can enter and analyze data using a computer statistical package and interpret

basic descriptive and inferential statistics. 8. Students can apply the scientific method and statistical techniques in research (e.g.,

thesis). 9. Students can apply APA ethical guidelines in the design, data collection, analysis,

interpretation, and reporting of psychological research.

Goal 3: Critical Thinking, Logic, and Problem Solving. Students can demonstrate the skills and attitudes of critical thinking and sound decision-making in course work and independent work.

1. Students can evaluate the logic and data of research. 2. Students can defend arguments, compare perspectives and theories, differentiate

assumptions and facts, and develop hypotheses based on research literature.

Goal 4: Communication Skills. Students can write clearly and effectively and can display effective oral communication skills.

1. 2. 3. 4. S.

.Students can produce well-organized papers and essays without grammatical errors. Students can utilize APA format correctly in papers. Students can compose and deliver an oral presentation on a psychology topic. Students can explain scientific findings, ideas, and opinions in a group setting. Students can develop a presentation appropriate for submission to a scientific conference.

Goal 5: Diversity and Awareness. Students can demonstrate appreciation of diverse perspectives.

1. Students can show an understanding of, respect for, and responsiveness to cultural and individual differences by describing the perspectives of those of other ages, abilities, gender, or ethnicities.

2. Students can listen to and discuss perspectives on psychology with others regardless of similarity or diversity of personality characteristics or professional experience and orientation.

2 t15-Mar-ll

SCHOOL PSYCHOLOGY PROGRAM OUTCOMES

The California State University, Fresno School Psychology Program has adopted a scientist-practitioner model with an emphasis on problem-solving. At the completion to the program candidates are expected to be able to:

1. Operate within a scientist-practitioner framework by using the scientific method and research to guide practice and demonstrate accountability.

2. Demonstrate respect for and sensitivity to cultural and individual differences. 3. Deliver school psychological services from a consultation framework with an emphasis on problem­

solving to prevent and remediate learning and adjustment problems experienced by children and youth.

4. link assessment methodologies to the development, implementation, and evaluation of research­based interventions.

5. View problems from a systems/ecological perspective focusing on the child, family, school, and community.

6. Demonstrate a theoretical and empirical basis for professional practice. 7. Engage in evaluation of individual practice and school-based and/or community based programs.

The school psychology program also utilizes as course and program goals the training standards of the National Association of School Psychologists. The 11 domains are presented below:

NASP TRAINING STANDARDS

1. Data-Based Decision-Making and Accountability School psychologists have knowledge of varied models and methods of assessment that yield

information useful in identifying strengths and needs, in understanding problems, and in measuring

progress and accomplishments. School psychologists use such models and methods as part of a

systematic process to collect data and other information, translate assessment results into empirically­

based decisions about service delivery, and evaluate the outcomes of services. Data-based decision­

making permeates every aspect of professional practice.

2. Consultation and Collaboration

School psychologists have knowledge of behavioral, mental health, collaborative, and/or other

consultation models and methods and of their application to particular situations. School psychologists

collaborate effectively with others in planning and decision-making processes at the individual, group,

and system levels.

3. Effective Instruction and Development of Cognitive/Academic Skills

School psychologists have knowledge of human learning processes, techniques to assess these

processes, and direct and indirect services applicable to the development of cognitive and academic

skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic

goals for students with different abilities, disabilities, strengths, and needs; implement interventions to

achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are

3 I 15-Mar-ll

not limited to, instructional interventions and consultation.

4. Socialization and Development of Life Skills School psychologists have knowledge of human developmental processes, techniques to assess these

processes, and direct and indirect services applicable to the development of behavioral, affective,

adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate

behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths,

and needs; implement interventions to achieve those goals; and evaluate the effectiveness of

interventions. Such interventions include, but are not limited to, consultation, behavioral assessment

/intervention, and counseling.

5. Student Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, and disabilities and of the

potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related,

and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and

skills needed to work with individuals of diverse characteristics and to implement strategies selected

and/or adapted based on individual characteristics, strengths, and needs.

6. School and Systems Organization, Policy Development and Climate School psychologists have knowledge of general education, special education, and other educational

and related services. They understand schools and other settings as systems. School psychologists work

with individuals and groups to facilitate policies and practices that create and maintain safe, supportive,

and effective learning environments for children and others.

7. Prevention, Crisis Intervention, & Mental Health School psychologists have knowledge of human development and psychopathology and of associated

biological, cultural, and social influences on human behavior. School psychologists provide or contribute

to prevention and intervention programs that promote the mental health and physical wellbeing of

students.

8. Home/School/Community Collaboration School psychologists have knowledge of family systems, including family strengths and influences on

student development, learning, and behavior, and of methods to involve families in education and

service delivery. School psychologists work effectively with families, educators, and others in the

community to promote and provide comprehensive services to children and families.

9. Research and Program Evaluation School psychologists have knowledge of research, statistics, and evaluation methods. School

psychologists evaluate research, translate research into practice, and understand research design and

statistics in sufficient depth to plan and conduct investigations and program evaluations for

improvement of services.

10. School Psychology Practice and Development School psychologists have knowledge of the history and foundations of their profession; of various

service models and methods; of public policy development applicable to services to children and

families; and of ethical, professional, and legal standards. School psychologists practice in ways that are

4 'lS-Mar-ll

consistent with applicable standards, are involved in their profession, and have the knowledge and skills

needed to acquire career-long professional development.

11. Information Technology School psychologists have knowledge of information sources and technology relevant to their work.

School psychologists access, evaluate, and utilize information sources and technology in ways that

safeguard or enhance the quality of services.

5 IlS-Mar-ll

(See M.A. SOAP for Curriculum Map for General Learning Outcomes. School psychologist students are

required to take Psych 200 or 205, 255T, 244A and 244B and Psych 255, as well as Psych 299. )

Table 3 a. COURSE BY SCHOOL PSYCHOLOGY PROGRAM OBJECTIVES

-.... co -Q) ::::s co c '"C - u c 0 .> co .;: 0 :j:i u .0. :j:i :j:i :c .6"0 co u c 0 E ::::s -co 0 LU

'"C C co .... 0 ..... u - > a.. c :j:i C LU co LU

I ~ co VI Q) '-.Q) U ..... co E .p E VI .... co Q) .:!: VI > :j:i 0 u VI E:j:i Q) co .... ::::s .... c ~ ::::s c

VI VI Q) U 0

.... Q) Q) ..... Q) c Q) ..... Q)

Q) be - .... VI VI a. 0 ·u E ::::s Q) 0 VI >- VI t= .~ ....

Vl co u~ u « Vl .... a.. .-i .... NO m -i

.Q) co r-..: u. Lna.. u:ico

Psych 200/205 A A R Psych 225T A Psych 244A, B A R Psych 255T R R Psych 267 R A A A A A Psych 270T ( A R Psych 277 I I I I I I I Psych 278 A A A A A Psych 279 I R A R R R R Psych 282 A R A Psych 284 A A A Psych 285 A A A A Psych 286 A A A A A Psych 287 R R R R R A R Psych 288 R R A Psych 299 A A Couns 200 I I R Couns 201 A R R Couns 240 A R R

I =Introduced; R = Reinforced; A = Advanced

6 I 15-Mar-ll

Table 3b. COURSE BY NASP TRAINING STANDARDS

Psych

200/205 Psych 225T

Psych 244A, B

Psych 255T

Psych 267 A

Psych 270T

Psych 277 I

Psych 278 A

Psych 279 R

Psych 282 R

Psych 284 A

Psych 285 A

Psych 286

Psych 287 R

Psych 288 A

Psych 299

Couns 200

Couns 201

Couns 240

A

R A

R

R R A

A R

R A A

R R R

A A A A R R

R

R R R

I =Introduced; R = Reinforced; A = Advanced

R

R

A A A

R R

R A R R

R

R A A

R

R A A A A A

R A A A R R

A R

A

R R R

R R R A R R

A

A A A

A R R

A R A

R R A

~ ~ 10-

.-t E g

.-t ... ..s;;;:.

o u .... Q)

-=1-

A

A

A

R R R A

R

Psychology 200T: Developmental Psychopathology / Psychology 205: Seminar in Social Development Psychology 225T: Seminar in Psychobiological Bases of Behavior Psychology 244: Seminar in Research Methods and Theoretical Issues Psychology 255T: Seminar in Social Psychology Psychology 267: Internship in School Psychology Psychology 270T/274: Multicultural School Psychology Psychology 277: Role and Function of the School Psychologist Psychology 278: Intervention and Prevention in School Psychology Psychology 279: Consultation and Supervision in School Psychology Psychology 282: Cognitive and Behavior Therapy Psychology 284: Assessment of Intellectual Abilities Psychology 285: Assessment of Learning and Behavior Problems Psychology 286: Instructional Consultation and Intervention Psychology 287: Practicum in School Psychology

Psychology 288: Advanced Applied Behavior Analysis

Psychology 299: Thesis

Counseling 200: Seminar in Counseling Techniques Counseling 201: Seminar in Multicultural Counseling Counseling 240: Seminar in Counseling Exceptional Children & Their Families

7 I 15-Mar-ll

8 I 15-Mar-ll

•

il,\l!>~8ssment Methods <.,~',

A. Direct Measures (at least three)

1. Field Evaluations (Practicum and Internship Supervisor Evaluations). These are

administered each semester. In addition interns obtain evaluations from two teachers, a

parents, and an administrator each semester. (See attached evaluation forms).

2. Embedded Assessment (FBA): Second year students conduct a Functional Behavior

Assessment that is scored on a rubric. (See attached)

3. Intervention Case Studies: Students develop, implement, and evaluate 5 projects over the

course of the program. (1) consultation (Psych 279); (2) two behavioral interventions (Psych

278 and Psych 267); (3)two academic interventions (Psych 286 and Psych 267). The

behavioral intervention in Psych 278 is scored on the NCSP Case Study rubric (see attached).

Data from each of the 5 interventions is calculated to determine Percent of Nonoverlapping

Data Points (PND) and that data is used for program evaluation.

4. Portfolios: Students are asked to develop a cumulative portfolio of their work and

professional development throughout the program. These are evaluated each spring by

program faculty for programmatic strengths and weaknesses. See attached portfolio rubric.

5. PRAXIS Exam: The students take the PRAXIS exam mid-second year. This is the exam

developed as criteria to become a Nationally Certified School Psychologist. Domain and

overall scores are utilized for program evaluation.

6. Embedded questions (Psych 244B): See MA Soap

7. Thesis Rubric: All theses are independently evaluated each year following graduation. See

MA SOAP for rubric.

B. Indirect Measures (Alumni Survey is required)

1. Alumni Survey / Needs Survey: This is administered every three years to determine current

strengths and needs of the program and for future curricular planning

2. NCATE Exit Survey: This is administered each semester to all graduating students in

credential programs. It assess program preparation, characteristics, and values.

3. Department Exit Survey: See MA SOAP.

9 I 15-Mar-ll

(¥~'{;$t ... ct,nt:lA~fplng(l)~c,om.s;~~es$.nt"tf..1etliod~Miltrix ";'i<\\>'" '. '<:"',B . "" .. ",' .... ' ., .. ':'. ",;:..;" ...... ' ,

Table Sa, School Psychology Program Outcomes X Assessment Methods Matrix

..... 0 VI - 'Vi c: c: (5 co I ....

~ ~ II') 0 Q) u Q) u co ..... Q) .... - Q) E w > '.j:j en E c: II') - :;:; :;:; c: 0 co co u II') ........ :;:; Q) - co 0 0 .... co .... co c: ~ J J c: .:!: II') II') u 0 u .... :;:;

Q) :;:;

Q) .:!: "0 Q) J

Q) E Q) Q) ';:: tl.O co :;:;

:~ .... VI Q) a. 0 J 'u E J ~

II') II') ~ .... u U c: <! ..... co VI I- a. 0... V) co co "0 VI .... E co

0 u Q) > .... .... N c: i5 rri LO >- '50 u:i ,....: .-t a. LL - U <:t V) a.. w w

Field Evaluations x X X x x x X

FBA x x

Intervention x x x x x X

Case Studies

Portfolios x x X x x X

PRAXIS x x x x x x X

Embedded X

Questions

Thesis Rubric Topic X

Varies

Alumni /Needs x X X x x x x

Survey

NCATE Exit x X x x x x x

Survey

Dept. Exit Survey X X

10 I 15-Mar-ll

'0 c: (5 c: 0 c: c: 0 Q)

:0:; >- ~ c: 0 0 0 .s:::.

"0 >- :0:; flO 1/1 1/1 ..... 0 .s:::. u a.o c: ro 'Vi 1/1 '.j:; :0:; .... ro ro (5 E :0:; u 0 0 0 ..c ,Q ~ .... c: V') ro ro ..c: "0 E 0 0 c: .... Q) I 1/1 :::I Q) Q) Q) Q) 0 u .... ro > ..c: Q) 1/1 c: 'u 1/1 ..... ~ E ..c V') ..c: .E ..... c: 0 U 1/1 > Q) u .s:::. ro Q) 0 V') >- Q) Q) 0 ~ 0::: c::i >- oS u

0 0 1/1 .... +-' 1/1 Q) U ..n u:i Q.. c: ::I: (5 en .-t Q.. ,.....j f-,.....j N en ¢ r..: cx:i u .-t

Field x x x x x x x x x x x Evaluations

FBA x x x x x

Intervention x x x x x x x x x x x

Case

Studies

Portfolios x x x x x x x x x x x

PRAXIS x x x x x x x x

Embedded x x

Questions

Thesis Topic x x

Rubric Varies

Alumni x x x x x x x x x x x

/Needs

Survey

NCATE Exit x x x x x x x

Survey

Dept. Exit x

Survey

11 '1S-Mar-11

~~i;'s1JM'lIne,fbrlmplementationof,Asse~ment MetbodsandSummlryEvah,ati9ns' "

i, ~< '_ "',. " , ,'" , • _. ••••

,'.",,' ~ ",

,:' :::, "

r-... 00 Cl'\ 0 .-1 N ("I") q- Ln 0 0 0 .-1 .-1 .-1 .-1 .-1 .-1 0 0 0 0 0 0 0 0 0 N N N N N N N N N

I I I I I I I I I \.0 r-... 00 Cl'\ 0 .-1 N ("I") q-0 0 0 0 .-1 .-1 .-1 .-1 .-1 0 0 0 0 0 0 0 0 0 N N N N N N N N N

Field xx xx xx xx xx xx xx xx xx Eval uations

FBA x x x x x x x x x

Intervention xx xx xx xx xx xx xx xx xx

Case

Studies

Portfolios x x x x x x x x x

PRAXIS x x x x x x x x x

Embedded x x x x x x x

Questions

Thesis x x x x x x x

Rubric

Alumni x x x

/Needs

Survey

NCATE Exit x x x x x x x x x

Survey

Dept. Exit x x x x x x x x x

Survey

12 I 15-Mar-1l

)".I.~CJosing the Loop - Summary Evaluation, Curriculum Adjustment, and Reporting , ,

1. Field Evaluation Data are collected each semester. The school psychology faculty review all field evaluations to determine any programmatic weaknesses and need for change in curriculum supervision, or possibly the evaluation form. As a result the forms have been revised from a Likert Scale to a rubric in an attempt to minimize the tendency to give students the maximum rating. Overall ratings remain very positive, ranging from 3.55 to 3.79 on a scale of 1 to 4.

2. The Functional Behavior Assessment is part of the requirement for certification as a Behavior Intervention Case Manager. Students' assessment must obtain the required score on the assessment; they must also pass an exam. Virtually all students have passed both at the SElPA level- which is required for practitioners, indicating mastery of the skill.

3. Intervention Case Studies. These are evaluated each semester by the course instructor. The behavioral case studies in Psych 278 are evaluated on the NCSP Case Study rubric, which is used on the national level as part of the NCSP qualifying criteria. Programmatic weaknesses have been found, such as failure to indicate the hypothesis and to plan for maintenance and generalization. Emphasis on these elements has been incorporated into the course. (

4. Portfolios. These are evaluated by program faculty at the end of each academic year for completeness. Weaknesses in documentation of Home School Collaboration were noted. Stronger requirements for inclusion of parental involvement in both interventions and assessments have been emphasized in all relevant courses. We are working on moving the portfolio to an electronic format, and revising the scoring to better reflect quality of work submitted as well as comprehensiveness.

5. PRAXIS. This is a nationally normed exam for school psychology practitioners. The data are required as part of our NASP/NCATE program review. Data are collected each year and evaluated for overall strength of student performance (95% pass the first time) and weaknesses in any domain. No consistent weaknesses have been noted.

6. Embedded Questions. These are given to all first year graduate students in Psychology as part of the Psych 244B exam each spring. The questions tap a range of statistical and design knowledge. The data are collated by the MA Coordinator. Results are analyzed by the Psychology Department Graduate Committee and recommendations made. Data are shared with all faculty.

7. Thesis Rubric. All completed theses are evaluated by members of the faculty each spring. Data are aggregated by the MA Coordinator and shared with the Dept. Graduate Committee and faculty. No systematic needs have been noted regarding writing, comprehensiveness, or data analyses.

8. Alumni/Needs Surveys. These are distributed periodically to the program alumni, employers, advisory board, and field supervisors. Items assess how well the program is meeting the NASP domains and matching actual demands in the field. The last NASP domain survey indicated the program met or exceeded expectations in all areas. A recent survey evaluated the courses in the curriculum and their value re theory and practice. Suggestions for new courses or course content were solicited. Based on feedback, we changed the developmental course content and added child/adolescent counseling to our CBT course. Additional survey information was used to update the cognitive assessment course.

13 11S-Mar-ll

9. NeATE Exit Survey. This assesses satisfaction with overall training for the credential. It is administered to graduating students. Ratings have been between "More than adequate preparation" to "Excellent Preparation on all items."

10. Department Exit Survey. This assesses satisfaction with curricular content professional preparation, general advising, and thesis supervision. Ratings indicate school psychology students are pleased with the advising and supervision they receive, and believe they are very well prepared for a career in school psychology. No changes appear indicated by the exit surveys.

14 I 15-Mar-11

1. FIELD EVALUATIONS SCHOOL PSYCHOLOGY PRACTICUM EVALUATION - YEAR 1

CALIFORNIA STATE UNIVERSITY, FRESNO

Student: __________________ Date: ________ _

Field Supervisor: ____________ District: ___________ _

Please circle the number corresponding to the observed behaviors according to the following scale: 4=Exemplary; 3=Average (Meets Program expectations); 2 = Needs Improvement; 1 = Unacceptable; NA=Not applicable or Not observed

1.

2.

3.

4.

5.

6.

PROFESSIONAL BEHAVIOR 4 - Practicum student quickly changed behaviors when given feedback. 3 - Practicum student responded to feedback after being reminded. 2 - Practicum student did not change behavior based on feedback. 1 - Practicum student was defensive when given feedback. NA (NASP Standard 2.10) 4 - Practicum student was assertive and tactful in stating concerns. 3 - Practicum student was hesitant but polite in stating concerns. 2 - Practicum student avoided stating concerns. 1 - Practicum student was rude and confrontational when stating concerns. NA (NASP Standard 2.6, 2.10) 4 - Practicum student was very pleasant, exceptionally cooperative, and extremely courteous. 3 - Practicum student was pleasant, cooperative, and courteous. 2 - Practicum student was sometimes pleasant, cooperative, and courteous. 1 - Practicum student was rude, uncooperative, and discourteous to anyone at any time during

the semester. NA (NASP Standard 2.10) 4 - Practicum student was always on time or early, always notified supervisor of changes in

plans. Practicum student was always adaptable and agreeable to changes in schedules. 3 - Practicum student was usually on time, most often notified supervisor of change in plans.

Practicum student was adaptable to changes in schedules. 2 - Practicum student was sometimes on time, sometimes notified supervisor of change in plans

and sometimes adapted to changes in schedules. 1 - Practicum student was rarely on time, hardly ever notified supervisor of changes in plans, and

adapted reluctantly to changes in schedules. NA (NASP Standard 2.10) 4 - Practicum student is eager to work with other professionals. 3 - Practicum student was interested in working with other professionals. 2 - Practicum student rarely expressed interest in working with other professionals. 1 - Practicum student did not take advantage of opportunities to work with other professionals. NA (NASP Standard 2.2). 4 - Practicum student sought out workshops and other professional opportunities to attend

beyond program requirements. 3 - Practicum student attended workshops and other professional development activities when

notified of opportunities. 2 - Practicum student attended workshops only to meet program requirements. 1 - Practicum student did not attend professional workshops. NA

lS I 15-Mar-ll

7.

8.

9.

10.

4 - Practicum student dresses very professionally. 3 - Practicum student is appropriately dressed. 2 - Practicum student is sometimes appropriately dressed. 1 - Practicum student is often dressed inappropriately (clothing too tight, too revealing, or

otherwise unprofessional). Standard 2.1

4 - Work was always completed before deadlines and was accurate. 3 - Work was completed on time and was accurate. 2 - Work was sometimes completed on time with minimal errors. 1 - Work was rarely completed on time and often with errors. NA

Standard 2.1 4 - Practicum student always respected student rights and confidentiality. 3 - Practicum student usually respected student rights and confidentiality. 2 - Practicum student sometimes respected student rights and confidentiality. 1 - Practicum student gossiped and did not maintain appropriate confidentiality. NA NASP Standard 2.1

4 - Practicum was extremely organized. He/she developed and obtained materials for planned activities.

3 - Practicum student was organized and always had necessary materials for planned activities. 2 - Practicum student was sometimes organized and usually had necessary materials for planned

activities. 1 - Practicum student was disorganized and rarely had necessary materials for planned

activities. NA

4 - Practicum student was very sensitive to cultural and linguistic divers . 3 - Practicum student demonstrated appropriate sensitivity. 2 - Practicum student demonstrated some sensitivity. 1 - Practicum student demonstrated bias and prejudice towards persons form other cultures. NA

4 - Comments during meetings were well thought out and very appropriate. 3 - Comments during meetings were thought out and appropriate. 2 - Practicum student was sometimes unprepared for meetings and sometimes made

inappropriate comments. 1 - Practicum student was unprepared for meetings and made inappropriate comments. (Meetings can refer to one-on-one with supervisor, IEPs, SSTs, etc.) NA

P Standard 2.2 13. 4 - Information was presented with outstanding tact and extreme diplomacy.

3 -Information was presented with tact and diplomacy. 2 - Information was presented with minimal tact and diplomacy. 1 -Information was presented in an untactful and undiplomatic manner. (Presenting information can refer to one-on-one with supervisor, IEPs, SSTs, etc.) NA

P Standard 14. 4 - Practicum student established excellent rapport with students.

3 - Practicum student established appropriate rapport with students. 2 - Practicum student established minimal rapport with students. 1 - Practicum student did not establish rapport or established poor rapport with students. NA

16 I 15-Mar-ll

SKILLS

15. 4 - Discussion and observation comments indicated an extraordinary knowledge of the fields of school psychology and special education. (Practicum student is aware of CASP, NASP websites, materials, journals.)

3 - Discussion and observation comments indicated an appropriate knowledge of the fields of school psychology and special education.

2 - Discussion and observation comments indicated a basic knowledge of the fields of school psychology and special education.

1 - Discussion and observation comments indicated minimal knowledge of the fields of school psychology and special education.

NA (NASP Standard 2.6,2.9, 2.10)

16. 4 - Practicum student demonstrated exemplary skills in behavior observation. 3 - Practicum student demonstrated adequate skills in behavioral observation. 2 - Practicum student demonstrated minimal skills in behavioral observation. 1 - Practicum student does not have skills to complete a behavioral observation. NA (NASP Standard 2.1, 2.11)

17. 4 - Practicum student independently conducted groups. He/she demonstrated excellent behavior management skills. The content of the group sessions was well planned. 3 - Practicum student competently jOintly conducted groups or conducted groups under supervision. He/she demonstrated good behavior management skills. The content of the sessions showed planning. 2 - Practicum student conducted groups jointly or under supervision. He/she had difficulty with managing the behaviors of the group. The content sometimes appeared constructed at the last minute. 1 - Practicum student conducted groups jOintly or under supervision. He/she had virtually no control over the behavior of the group. There was no apparent planning of the curriculum. NA (NASP Standard 2.4)

What would you consider to be the practicum student's major strengths?

In what areas could the practicum student show most improvement?

In what area(s) has progress been most marked during the semester?

Other comments relevant to evaluation of this student's practicum experience.

(Supervisor) (Date)

.17 11S-Mar-ll

SCHOOL PSYCHOLOGY PRACTICUM EVALUATION - YEAR 2 CALIFORNIA STATE UNIVERSITY, FRESNO

Student: __________________ Date: ________ _

Field Supervisor: ____________ District: ___________ _

Please circle the number corresponding to the observed behaviors according to the following scale: 4=Exemplary; 3=Average (Meets Program expectations); 2 = Needs Improvement; 1 = Unacceptable; NA=Not applicable or Not observed

PROFESSIONAL BEHAVIOR

1. 4 - Practicum student quickly changed behaviors when given feedback. 3 - Practicum student responded to feedback after being reminded. 2 - Practicum student did not change behavior based on feedback. 1 - Practicum student was defensive when given feedback. NA .

(NASP Standard 2.10) 2. 4 - Practicum student was assertive and tactful in stating concerns.

3 - Practicum student was hesitant but polite in stating concerns. 2 - Practicum student avoided stating concerns. 1 - Practicum student was rude and confrontational when stating concerns. NA (NASP Standard 2.6, 2.10)

3. 4 - Practicum student was very pleasant, exceptionalfy cooperative, and extremely courteous. 3 - Practicum student was pleasant, cooperative, and courteous. 2 - Practicum student was sometimes pleasant, cooperative, and courteous. 1 - Practicum student was rude, uncooperative, and discourteous to anyone at any time during

the semester. NA (NASP Standard 2.10)

4. 4 - Practicum student was always on time or early, always notified supervisor of changes in plans. Practicum student was always adaptable and agreeable to changes in schedules.

3 - Practicum student was usualfy on time, most often notified supervisor of change in plans. Practicum student was adaptable to changes in schedules. .

2 - Practicum student was sometimes on time, sometimes notified supervisor of change in plans and sometimes adapted to changes in schedules.

1 - Practicum student was rarely on time, hardly ever notified supervisor of changes in plans, and adapted reluctantly to changes in schedules.

NA (NASP Standard 2.1 O)

5. 4 - Practicum student is eager to work with other professionals. 3 - Practicum student was interested in working with other professionals. 2 - Practicum student rarely expressed interest in working with other professionals. 1 - Practicum student did not take advantage of opportunities to work with other professionals. NA (NASP Standard 2.2).

6. 4 - Practicum student sought out workshops and other professional opportunities to attend beyond program requirements.

3 - Practicum student attended workshops and other professional development activities when notified of opportunities.

2 - Practicum student attended workshops only to meet program requirements. 1 - Practicum student did not attend professional workshops. NA (NASP Standard 2.10)

7. 4 - Practicum student dresses very professionalfy.

18 I 15-Mar-ll

3 - Practicum student is appropriately dressed. 2 - Practicum student is sometimes appropriately dressed. 1 - Practicum student is often dressed inappropriately (clothing too tight, too revealing, or

otherwise unprofessional). Standard 2.1

8. 4 - Work was always completed before deadlines and was accurate. 3 - Work was completed on time and was accurate. 2 - Work was sometimes completed on time with minimal errors. 1 - Work was rarely completed on time and often with errors. NA NASP Standard 2.1

9. 4 - Practicum student always respected student rights and confidentiality. 3 - Practicum student usually respected student rights and confidentiality. 2 - Practicum student sometimes respected stUdent rights and confidentiality. 1 - Practicum student gossiped and did not maintain appropriate confidentiality. NA

P Standard 2.10 10. 4 - Practicum student was extremely organized. He/she developed and obtained materials for

planned activities. 3 - Practicum student was organized and always had necessary materials for planned activities. 2 - Practicum student was sometimes organized and usually had necessary materials for planned

activities. 1 - Practicum student was disorganized and rarely had necessary materials for planned

activities. NA

11. 4 - Practicum student was very sensitive to cultural and linguistic diversity. Practicum student showed initiative in learning about the student's home and community. The practicum student researched technical appropriateness of using measures with students of diversity. Practicum student considered cultural and linguistic diversity in interpretation of assessment results.

3 - Practicum student demonstrated appropriate sensitivity. Practicum student made sure appropriate translations and interpretation were offered. Practicum student talked to parent or student, not to the interpreter. Practicum student considered cultural and linguistic diversity in interpretation of assessment results.

2 - Practicum student demonstrated some sensitivity. 1 - Practicum student demonstrated bias and prejudice towards persons form other cultures. NA

P Standard 2. 12. 4 - Comments during meetings were well thought out and very appropriate.

3 - Comments during meetings were thought out and appropriate. 2 - Practicum student was sometimes unprepared for meetings and sometimes made

inappropriate comments. 1 - Practicum student was unprepared for meetings and made inappropriate comments. (Meetings can refer to one-on-one with supervisor, IEPs, SSTs, etc.) NA

13. 4 -Information was presented with outstanding tact and extreme diplomacy. 3 -Information was presented with tact and diplomacy.

14.

2 - Information was presented with minimal tact and diplomacy. 1 -Information was presented in an untactful and undiplomatic manner. (Presenting information can refer to one-on-one with supervisor, IEPs, SSTs, etc.) NA

P Standard 2.2 4 - Practicum student established excellent rapport with students. 3 - Practicum student established appropriate rapport with students. 2 - Practicum student established minimal rapport with students. 1 - m student did not establish ra or established

19 I 15-Mar-ll

with students.

I ~NAASP Standard 2.4)

SKILLS 15. 4 - Discussion and observation comments indicated an extraordinary knowledge of the fields of

school psychology and special education. (Practicum student is aware of CASP, NASP websites, materials, journals.)

3 - Discussion and observation comments indicated an appropriate knowledge of the fields of school psychology and special education.

2 - Discussion and observation comments indicated a basic knowledge of the fields of school psychology and special education.

1 - Discussion and observation comments indicated minimal knowledge of the fields of school psychology and special education.

NA (NASP Standard 2.6, 2.9, 2.10)

16. 4 - Practicum student demonstrate exemplary skills in behavior observation and functional behavior assessment.

3 - Practicum student demonstrated adequate skills in behavioral observation and functional behavior assessment.

2 - Practicum student demonstrated minimal skills in behavioral observation and functional behavior assessment.

1 - Practicum student does not have skills to complete a behavioral observation or functional behavior assessment.

NA (NASP Standard 2.1,2.11)

17. 4 - The practicum student conducted a PI! and PAl, collected baseline data (e.g., CBM, DIBELS), developed, implemented, and monitored an intervention for a learning problem.

3. The practicum student demonstrated problem solving skills for learning problems by identifying a target behavior, collecting data, developing graphs, and monitoring the intervention.

2 - The practicum student demonstrated minimal problem solving skills for learning problems by developing an intervention (no structured data collection).

1 - The practicum student did not develop any learning interventions. NA (NASP Standards 2.1, 2.2., 2.3).

18. 4 - The practicum student conducted a PI! and PAl, collected baseline data (e.g., CBM, DIBELS), developed, implemented, and monitored an intervention for a behavior problem.

3. The practicum student demonstrated problem solving skills for behavior problems by identifying a target behavior, collecting data, developing graphs, and monitoring the intervention.

2 - The practicum student demonstrated minimal problem solving skills for behavior problems by developing an intervention (no structured data collection).

1 - The practicum student did not develop any behavior interventions. NA (NASP Standards 2.1,2.2.,2.4,2.7).

19. 4 - Practicum student independently selected appropriate assessment tools. 3 - Practicum student selected appropriate assessment tools with minimal assistance. 2 - Practicum student was guided to appropriate assessment tools. 1 - Practicum student selected inappropriate assessment tools. NA (NASP Standard 2.3)

20. 4 - Practicum student independently administered and properly scored assessment tools. 3 - Practicum student administered and scored assessment tools with minimal assistance. 2 - Practicum student administered and scored assessment tools only under supervision. 1 - Practicum student administered and scored assessment tools incorrectly. NA (NASP Standard 2.3)

21. 4 - Practicum student independently conducted groups. He/she demonstrated excellent behavior management skills. The content of the group sessions was well planned. 3 - Practicum student competently jointly conducted groups or conducted groups under

20 I lS-Mar-ll

supervision. He/she demonstrated good behavior management skills. The content of the sessions showed planning. 2 - Practicum student conducted groups jointly or under supervision. He/she had difficulty with managing the behaviors of the group. The content sometimes appeared constructed at the last minute. 1 - Practicum student conducted groups jOintly or under supervision. He/she had virtually no control over the behavior of the group. There was no apparent planning of the curriculum. NA

iNASP Standard 2.4}

What would you consider to be the practicum student's major strengths?

In what areas could the practicum student show most improvement?

In what area(s) has progress been most marked during the semester?

Other comments relevant to evaluation of this student's practicum experience.

(Supervisor)

SCHOOL PSYCHOLOGY INTERN EVALUATION CALIFORNIA STATE UNIVERSITY, FRESNO

Field Supervisor/Administrator Form

(Date)

Intern: ___________________ Date: ________ _

Field Supervisor: _________________________ _

Placement: 21 I 15-Mar-ll

Circle the number corresponding to the observed behaviors according to the following scale: 4=Exemplary; 3=Average (Meets Program expectations); 2 = Needs Improvement; 1 = Unacceptable; NA=Not applicable or Not observed

Professional Behavior 1. 4 -Intern is very pleasant, exceptionally cooperative, and extremely courteous with staff members.

3 - Intern is pleasant, cooperative and courteous with staff members. 2 -Intern is sometimes pleasant, cooperative and courteous with staff members. 1 -Intern is rude, uncooperative, and discourteous to staff members. NA (NASP Standard 2.10)

2. 4 -Intern works extremely effectively with administrators. 3 -Intern works effectively with administrators. 2 -Intern sometimes worked well with administrators. 1 -Intern does not have a good working relationship with administrators. NA (NASP Standard 2.6, 2.10)

3. 4 -Intern has an excellent working relationship with other professionals. 3 -Intern has a good working relationship with other professionals. 2 - Intern sometimes works well with other professionals. 1 -Intern has a poor working relationship with other professionals. NA (NASP Standard 2.2, 2.10)

4. 4 -Intern communicates very effectively with parents. 3 -Intern communicates effectively with parents. 2 -Intern has limited skills in communicating with parents. 1 -Intern communicates poorly with parents. NA (NASP Standard 2.8, 2.10)

5. 4 -Intern dresses very professionally. 3 -Intern is appropriately dressed. 2 - Intern is sometimes appropriately dressed. 1 -Intern is often dressed inappropriately (clothing too tight, too revealing, or otherwise unprofessional). (NASP Standard 2.10)

6. 4 -Intern displays great rapport and respect with all students. 3 - Intern displays rapport and respect with students. 2 -Intern displays rapport and respect with some students. 1 -Intern does not display rapport and respect with students. NA (NASP Standard 2.5, 2.10)

7. 4 -Intern is extremely skilled in the use of technology (e.g., PowerPoint, Excel) to present information. 3 -Intern is skilled in the use of technology (e.g., PowerPoint, Excel) to present information. 2 -Intern displays some knowledge of technology (e.g., PowerPoint, Excel) to present information. 1 - Intern did not utilize technology to present information. (NASP Standard 2.11).

Consultation and Behavioral Intervention Skills

22 I 15-Mar-ll

8. 4 -Intern works with consultee to skillfully identify target problem. 3 -Intern works with consultee to adequately identify target problem. 2 -Intern works poorly with consultee. 1 -Intern cannot work with consultee to identify target problem. NA (NASP Standard 2.1, 2.2, 2.4)

9. 4 -Intern designs feasible plans for collecting data; that is, school staff cooperates in collecting data. 3 -Intern designs effective plans for collecting data and collects data him/herself. 2 - Intern designs plans for collecting data but data are not collected regularly. 1 - Intern does not design plans for collecting data. NA (NASP Standard 2.1, 2.2., 2.4)

10. 4 -Intern works with consultee to develop intervention plans and helps obtain necessary materials. 3 - Intern works with consultee to develop intervention plans; consultee obtains necessary materials. 2 -Intern works with consultee but does not identify who will collect necessary materials. 1 -Intern does not work with any consultees to develop any interventions. NA (NASP Standard 2.2, 2.3, 2.4)

11. 4 - Intern follows up on progress of intervention regularly; modifies as needed. 3 -Intern follows up on progress of intervention intermittently; modifies as needed. 2 -Intern follows up on progress of intervention sporadically. 1 -Intern does not follow up on intervention. NA (NASP Standard 2.3, 2.4)

12. 4 -Intern utilizes data for intervention evaluation; makes plans for maintenance and generalization. 3 - Intern utilized data for intervention evaluation. 2 - Intern subjectively evaluates intervention. 1 -Intern does not evaluate intervention. NA (NASP Standard 2.4, 2.9)

13. 4 -Intern displays excellent overall consultation skills. 3 -Intern displays good overall consultation skills. 2 - Intern displays beginning overall consultation skills. 1 -Intern does not display knowledge of consultation skills. NA (NASP Standard 2.2., 2.4)

14. 4 - Intern displays excellent overall knowledge of interventions. 3 - Intern displays good overall knowledge of interventions. 2 -Intern displays beginning overall knowledge of interventions. 1 - Intern does not display knowledge of interventions. NA (NASP Standard 2.2., 2.4)

15. 4 - Intern displays excellent overall knowledge of prevention and crisis interventions. 3 -Intern displays good overall knowledge of prevention and crisis interventions. 2 - Intern displays beginning overall knowledge of prevention and crisis interventions. 1 -Intern does not display knowledge of prevention and crisis interventions. NA (NASP Standard 2.2., 2.4)

23 I 15-Mar-ll

16.

17.

18.

19.

20.

21.

22.

4 -Intern displays advanced skills in using technology to monitor progress and graph results. 3 -Intern displays adequate skills in using technology to monitor progress and graph results. 2 -Intern displays some skills in using technology to monitor progress and graph results. 1 -Intern does not display skills in using technology to monitor progress and graph results. NA (NASP Standard 2.11)

Assessment and Academic Interventions 4 - Intern displays excellent skills in individual intellectual assessment. 3 -Intern displays adequate skills in individual intellectual assessment. 2 -Intern displays below average skills in individual intellectual assessment. 1 -Intern displays inadequate skills in individual intellectual assessment. NA (NASP Standard 2.3)

4 -Intern displays excellent skills in assessment of adaptive behavior. 3 -Intern displays adequate skills in assessment of adaptive behavior. 2 - Intern displays below average skills in assessment of adaptive behavior. 1 -Intern displays inadequate skills in assessment of adaptive behavior. NA (NASP Standard 2.3)

4 -Intern displays excellent knowledge and use of curriculum - based assessment. 3 -Intern displays adequate knowledge and use of curriculum - based assessment. 2 -Intern displays below average knowledge and use of curriculum-based assessment. 1 -Intern displays inadequate skills in knowledge and use of curriculum-based assessment. NA (NASP Standard 2.3)

4 - Intern displays excellent skills in incorporation of assessment of the instructional environment. 3 -Intern displays adequate skills in incorporation of assessment of the instructional environment 2 -Intern displays below average skills in incorporation of assessment of the instructional environment 1 -Intern displays inadequate skills in incorporation of assessment of the instructional environment NA (NASP Standard 2.3) 4 -Intern displays excellent skills in observations of students in classroom settings. 3 - Intern displays adequate skills in observations of students in classroom settings. 2 -Intern displays below average skills in observations of students in classroom settings. 1 -Intern displays inadequate skills in observations of students in classroom settings. NA (NASP Standard 2.1) 4 -Intern displays excellent ability to integrate information and make appropriate recommendations. 3 - Intern displays adequate ability to integrate information and make appropriate recommendations. 2 - Intern displays below average ability to integrate information and make appropriate recommendations. 1 - Intern displays inadequate ability to integrate information and make appropriate recommendations. NA (NASP Standard 2.3)

Therapeutic Skills

24 I 15-Mar-ll

23. 4 -Intern displays excellent interviewing skills. 3 -Intern displays adequate interviewing skills. 2 - Intern displays below average interviewing skills. 1 - Intern displays inadequate interviewing skills. NA (NASP Standard 2.2.,2.4)

24. 4 -Intern is extremely skilled in assessment of social and emotional development. 3 -Intern displays adequate skills in assessment of social and emotional development. 2 -Intern displays below average skills in assessment of social and emotional development. 1 -Intern displays inadequate skills in assessment of social and emotional development. NA (NASP Standard 2.4, 2.7)

25. 4 -Intern displays outstanding knowledge of counseling theories and techniques. 3 - Intern displays average knowledge of counseling theories and techniques. 2 -Intern displays below average knowledge of counseling theories and techniques. 1 - Intern displays minimal knowledge of counseling theories and techniques. NA (NASP Standard 2.4)

26. 4 - Intern always establishes clear communication with parents and teachers about counseling process. 3 - Intern usually establishes clear communication with parents and teachers about counseling process. 2 -Intern sometimes establishes clear communication with parents and teachers about counseling process. 1 -Intern does not establish clear communication with parents and teachers about counseling process. NA (NASP Standard 2.8)

27. 4 -Intern establishes excellent rapport with stUdents. 3 -Intern establishes appropriate rapport with students. 2 - Intern establishes minimal rapport with students. 1 - Intern does not establish rapport or established poor rapport with students. NA (NASP Standard 2.5)

28. 4 - Intern develops goals and objectives for counseling and evaluated progress frequently. 3 -Intern develops goals and objectives for counseling and evaluated counseling periodically. 2 - Intern develops goals/objectives for counseling but did not evaluate progress. 1 -Intern does not develop goals/objectives for counseling and could not evaluate progress. NA (NASP Standard 2.4, 2.7)

29. 4 -Intern displays outstanding skills in conducting groups. 3 - Intern displays good skills in conducting groups. 2 -Intern displays below average skills in conducting groups. 1 - Intern displays minimal skills in conducting groups. NA (NASP Standard 2.4, 2.7)

30. 4 - Intern demonstrates utmost confidentiality and ethical behavior in counseling. 3 -Intern demonstrates appropriate confidentiality and ethical behavior in counseling. 2 -Intern is careless with confidential information obtained during counseling. 1 - Intern behaved unethically during counseling sessions.

2S I 15-Mar-ll

NA (NASP Standard 2.10)

31. 4 -Intern is very sensitive to cultural and linguistic diversity of students and families. 3 - Intern demonstrates appropriate sensitivity to cultural and linguistic diversity of students and families.

2 - Intern demonstrates some sensitivity to cultural and linguistic diversity of students and families.

1 -Intern demonstrates bias and prejudice towards persons from other cultures. NA (NASP Standard 2.5)

32. 4 - Intern is very skillful in utilizing school and community resources to aid students and families. 3 - Intern is skillful in utilizing school and community resources to aid students and families. 2 -Intern utilizes some school and community resources to aid students and families. 1 - Intern does not utilize school and community resources to aid students and families. NA (NASP Standard 2.6, 2.8)

Paperwork and Procedures 33. 4 -Interns displays excellent knowledge of legal procedures and proper forms.

3 -Intern displays adequate knowledge of legal procedures and proper forms. 2 -Intern displays rudimentary knowledge of legal procedures and proper forms. 1 - Intern displays inadequate knowledge of legal procedures and proper forms. NA (NASP Standard 2.10)

34. 4 - Intern reports are completed ahead of time. 3 -Intern reports are completed on time. 2 - Intern reports are often completed late. 1 -Intern still has not written all reports. NA (NASP Standard 2.10)

35. 4 - Interns reports are very thorough and well organized. 3 - Intern reports are thorough and well organized. 2 -Intern reports are adequate in content and organization. 1 - Intern reports are inadequate. NA (NASP Standard 2.10)

36. 4 -Intern quickly changes behaviors when given corrective feedback. 3 -Intern responds to corrective feedback after being reminded. 2 -Intern does not change behavior based on feedback. 1 -Intern is defensive when given feedback. (NASP Standard 2.10)

Initiative

37. 4 - Intern shows a lot of initiative in learning about new techniques, instruments, etc. 3 - Intern shows initiative in learning about new techniques, instruments, etc. 2 - Intern sometimes shows initiative in learning about new techniques, instruments, etc. 1 - Intern rarely shows interest in learning about new techniques, instruments, etc. NA (NASP Standard 2.10)

38. 4 - Intern reads extenSively in current journals in the field. 3 - Intern reads current journals in the field. 2 -Intern apparently only reads what is required for class or field placement.

26 I 15-Mar-ll

1 -Intern displayed little knowledge of or interest in current developments in the field. NA (NASP Standard 2.9, 2.10)

39. 4 -Intern seeks out workshops and professional conferences to attend. 3 -Intern attends workshops and professional conferences as they are available. 2 -Intern attends required workshops and professional conferences. 1 -Intern is minimally interested in professional development. NA (NASP Standard 2.1 O)

40. 4 - Intern volunteers to do in-service presentations. 3 -Intern has given an in-service presentation. 2 -Intern discusses giving an in-service presentation but has not done so. 1 -Intern refuses to give an in-service presentation. NA (NASP Standard 2.1 O)

41. 4 -Intern contributes very skillfully to staffing conferences and IEP meetings. 3 -Intern contributes appropriately to staffing conferences and IEP meetings. 2 -Intern contributes minimally to staffing conferences and IEP meetings. 1 -Intern is unprepared for staffing conferences and IEP meetings. (NASP Standard 2.2)

42. 4 -Intern is currently engaged in research besides thesis work that he/she initiated. 3 -Intern is currently engaged in research besides thesis work. 2 -Intern is currently engaged in thesis research. 1 -Intern has not completed thesis research and is not involved in thesis or other research. NA (NASP Standard 2.9)

43. 4 - Intern is very independent in skillful performance of the roles and functions of a school psychologist. 3 -Intern shows increasing independence in the roles and functions of a school psychologist. 2 -Intern needs supervision for most roles and functions of a school psychologist. 1 - Intern is not making progress towards becoming an independent, skillful school psychologist. (NASP Standard 2.1 O)

44. 4 -Intern often uses technology resources to obtain information (e.g., World Wide Web, email). 3 -Intern uses technology resources to obtain information (e.g., World Wide Web, email). 2 -Intern rarely uses technology resources to obtain information (e.g., World Wide Web, email). 1 -Intern never uses technology resources to obtain information (e.g., World Wide Web, email). NA (NASP Standard 2.11)

What would you consider to be the intern's major strengths?

In what areas could the intern show most improvement?

In what area(s} has progress been most marked during internship?

27 I 15-Mar-ll

Other comments relevant to evaluation of this student's internship experience.

(Supervisor) (Date)

(Intern) (Date)

28 I 15-Mar-ll

'-'

2. FUNCTIONAL BEHAVIOR ASSESSMENT

BSP QUALITY EVALUATION RECORD SHEET

Student: Date of Plan: ____________ _

Team Leader: Date of Evaluation ---------Evaluator: Evaluator: _____________ _

A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

K.

L.

Comments:

Line 1 Problem Behavior

Line 5 Predictors of Behavior

Line 6 links to 5 ...... Analyzing What is Supporting Problem Behavior

Line 7 links to 6 ........................... Environmental Changes

Line 8 links to 5 ........................... Predictors Related to Function

Line 9 links to 8 .......... Function Related to Replacement Behaviors

Line 10 links to 9 ......................... Teaching Strategies

Line 11 Reinforcement

Line 12 Reactive Strategies

Line 13 Goals and Objectives

Lines 7, 10, 12, 14 ....................... Team Coordination

Line 14 Communication

Total Score (X/24) 0 Adequate (17-24) 0 Inadequate (0-16)

291 15-Mar-ll

2. CASE STUDIES

Percentage of Nonoverlapping Data Points (PND)

Intervention projects are part of five courses in our program. The initial project is in Psych 279, Consultation, which students take in their second semester of the first year. The focus is on learning the behavioral consultation process, but to do that they collect baseline data and implement a behavioral intervention. In the fall of the second year they take Psych 278, Intervention and Prevention, and conduct a more intense intervention where the target must be a behavior. The second semester of Year Two includes Psych 286, Instructional Consultation, in which they target an academic behavior and must utilize CBM or DIBELS for baseline and progress monitoring. Finally during internship, Psych 267, interns implement two additional interventions, one behavioral and one academic. Baseline and at least 4 to 6 intervention data points are required for all interventions. Student must develop computer graphs with goal and trend lines. The percent of non-overlapping data points (PND) between baseline and intervention is calculated to allow aggregated data.

• PND is a form of meta-analysis and an alternative to visual inspection of single subject case study data (Scruggs, Mastropieri, & Castro, 1987)

• Divide the number of data points in the treatment phase that exceed the highest or lowest point in the baseline phase by the total number of data points in the treatment phase

• PND scores:

• 90 is considered highly effective

• 70-90 moderately effective

• 50-70 questionably effective

• 50 ineffective

• Generally agrees with visual inspection

• Does not take trends or autocorrelation into account

• Can be skewed by highly variable data

30 '1S-Mar-ll

3. PORTFOLIOS California State University, Fresno

Department of Psychology School Psychology Program

NASP Portfolio Requirements

Student: ____________ _ Semester: ______ _

Year in Program: _________ _ Faculty: _______ _

INDICATOR NOT PARTIAL COMPLETE PRESENT 1 2

0 Program Requirements

2.1 Data Based Decision Making / Assessment

2.2 Consultatign, Collaboration, Prevention, and Intervention 2.3 Effective Instruction and Development of Cognitive/Academic Skills 2.4 socialization and Development of Life Skills

2.5 Diversity in Development and Learning

2.6 School and Systems Organization, Policy Development, and Climate 2.7 Prevention, Crisis Intervention, and Mental Health 2.8 Home/School/Community Collaboration

2.9 Research and Evaluation

2.10 Professional Practice

2.11 Information Technology

TOTALS

TOTAL POINTS

Comments:

5. PRAXIS

31 I 15-Mar-ll

Test Category

Data=Based Decision Making Research-Based Academic Practices Behavioral & Mental Health Practices Consultation & Collaboration Applied Psych Foundations Ethic, Legal, & Professional Foundations

PRAXIS School Psychologist Exam

Data Report

Possible Mn SO Average % Below Range Average

41 26-32

15 9-12

19 15-17

14 9-12

17 10-14

13 8-10

% % Above Average Average

All students passed the NCSP score of 165. The average for the 2009 scores was 179.50 (SO=7.01). For the 2010 scores the average was 178.00 (SO = 5.27).

6. EMBEDDED QUESTIONS

See M.A. SOAP for Psych 244B Embedded questions.

32 I 15-Mar-ll

7. THESIS RUBRIC

Student:

Faculty rater: (circle one) Chair

Psychology Department

Master's Thesis Rubric

Not on committee

Use the scale below to rate each aspect of the thesis. Note that E and G should be considered

"acceptable"; A and M should be considered "unacceptable". If you give a rating of A or M, please

briefly indicate the problem you identify.

E=excellent

G=good

A=average

M=minimallyacceptable

Introduction

E

G

Compelling introduction to topic, clearly justifying the current study

Interesting introduction to topic, with some justification for the current study

A Adequate introduction to topic, but justification for current study is unclear

M Poor introduction to topic and/or no justification for current study

If A or M: Why? ________________________ _

Literature Review

E Comprehensive literature review that is clearly and logically related to the research question;

extensive review; varied sources (peer-reviewed studies, current research and landmark works,

related topics and disciplines)

G Strong review of the literature that is tied to the research question; substantial literature review

A Adequate review of the literature, but does not place research question in context

M Insufficient and/or superficial literature review

If Aor M: Why? ________________________ _

33 I 15-Mar-ll

Methods

E Very clear, well-justified research hypotheses, data collection procedures, and measures

G Good presentation of research hypotheses, data collection procedures, and/or measures

A Adequate description of research hypotheses, data collection procedures, and/or measures;

understandable but superficial

M Inadequate description of research hypotheses, data collection procedures, and/or measures;

unintelligible or incorrect

If A or M: Why? ________________________ _

Results

E Correct statistics used; results very thoroughly and clearly described

G Correct statistics used; results well described

A Correct statistics used, but results not completely described; some inaccuracies in result

description

M Incorrect statistics used and/or results unintelligible

If A or M: Why? ________________________ _

Discussion

E Key findings presented thoroughly ("thick" description); limitations and implications discussed

thoroughly and correctly

G Key findings presented coherently; limitation and implications described well

A Findings mentioned, but little connection to previous literature; superficial description of

limitations and implications

M Findings very poorly discussed; limitations and implications considered minimally or not at all

If A or M: Why? _______________________ _

Mechanics

E Coherent and well-organized; no typographical, grammatical, or APA/thesis-style errors

G Well organized; very minimal typographical, grammatical, or APA/thesis-style errors

A Adequately organized; some typographic, grammatical, or APA/thesis-style errors

M Lacks organization and coherence; numerous typographical, grammatical, or APA/thesis-style

errors

If A or M: Why? ________________________ _

Overall: Would you approve this thesis to advance to the Division of Graduate Studies? Yes No

9. ALUMNI SURVEY 2008 School Psychology Program Survey

34 I 15-Mar-ll

A survey was emailed to field supervisors, local administrators, and alumni of the program to determine current needs in the field and how well they perceived the School psychology training program at California State University, Fresno is meeting those needs. There were 25 responses; three-fourths were CSU, Fresno graduates ranging from 1991 to 2007. One fourth of the respondents were employers, four were on the advisory board, and two-thirds were field supervisors for practicum student and/or interns. Items were based on the current training standards of the National Association of School Psychologists (NASP). Respondents were asked to indicate district or agency need on a scale form strong need to no need, and also to rate the CSU, Fresno training program as need is met, partially met, not net, or unable to judge. Spaces were provided for comments in each section.

6. School and systems N 1 6 16 0 organization, policy % 4.2% 4.2% 25% 66.7% 0% development, and climate

2010 Alumni Survey Summary

o 0%

4 16%

21 84%

A survey was sent to alumni of the CSU, Fresno school psychology program via Survey Monkey. Sixty-nine completed the survey, for a response rate of 56%. Ninety percent had gradated since 1996; most had at least five years' experience. The vast majority (84%) were

35 I 15-Mar-ll

still working as school psychologists; some had moved into administration. Our students tend to come from the Central Valley and stay in the Valley; 85% were working in Fresno or nearby counties.

The first section asked the alumni to rate the courses they had taken in the school psych program. The courses receiving the highest ratings were the applied ones, such as assessment and consultation courses. Courses the grads rated as less valuable were more theoretical or some of the counseling courses. The next section asked about possible areas to increase in the program. Autism was #1. More behavioral assessment and special education law were indicated. School neuropsychology and graduate statistics were most likely to be rated as not needed or only somewhat needed.

In order to keep our cognitive assessment course current and aligned with local needs, as noted earlier, most of our graduates remain in this area, respondents were asked to indicate how often certain measures were used. The measures indicated as most commonly used were the WISC­IV, UNIT, CTONI/CTONI2, WRAML2, and CTOPP. Significant numbers also used the DAS II and KABC2.

The final section assessed current Response to Intervention (RTI) practices in their districts. California has had a very varied adoption of RTI. This group was about evenly split between planning, piloting, beginning school-wide implementation, and having this in place for more than 1 year. Seventy percent were implementing RTI at the elementary level. Most reported screening and small group pullout interventions in reading and phonemic awareness. About half indicated they were dOing interventions in math or writing and half noted deployment in general education classrooms for reading. Fifty percent said the RTI data were part of the special education eligibility process; only 13% were suing RTI data as the primary criteria for qualification as a student with a learning disability.

The information gathered will be used to plan program and curriculum changes. These include a possible course on autism and having our counseling sequence focus more on children and adolescents; the planned changes are discussed elsewhere in the program review document. The measures included in our cognitive assessment course will be modified slightly to better align with current practice. We do include an emphasis on RTI in several courses, practicum, and internship, and will continue to push our students to become leaders in their districts.

36 I 15-Mar-ll

Alumni Survey - 2010 Demographics

5. Please rate the following courses in the CSU School Psychology program.

COURSE Drop the Interesting Useful Extremely NAldid Rating

Advanced ABA

Ethics

Psychopharm

IQ Assessment

Assessment of Learning + CBA

371 15-Mar-ll

course but not valuable in not take Average* applied practice course

0(0%) 0(0%) 10 (14.5%) 54 (78.3%) 5 (7.2%) 3.84

1 (1.4%) 1 (1.4%) 30 (43.5%) 37 (53.6%) 0 (0%) 3.49

1 (1.4%) 2 (2.9%) 21 (30.4%) 8 (11.6%) 37 (53.6%) 3.13

0(0%) 0(0%) 7 (10.1 %) 62 (89.9%) 0 (0%) 3.90

0(0%) 0(0%) 8(11.6%) 53(76.8%) 8(11.6%) 3.87

\.."

COURSE

Social Psych

Cognitive Behavior Therapy

Multicultural School Psych

Couns.Except. Children/Families

Behavior Assessment

Drop the course

2 (2.9%)

0(0%)

3 (4.3%)

7 (10.1%)

0(0%)

Interesting but not applied

19 (27.5%)

1 (1.4%)

11 (15.9%)

3 (4.3%)

1 (1.4%)

Useful Extremely NAidid Rating valuable in not take Average*

practice course

37 (53.6%) 10 (14.5%) 1 (1.4%) 2.81

27 (39.1%) 37 (53.6%) 4 (5.8%) 3.55

41 (59.4%) 9 (13%) 5 (7.2%) 2.88

26 (37.7%) 25 (36.2%) 8(11.6%) 3.13

8 (11.6%) 50 (72.5%) 10 (14.5$) 3.83

*Drop = 1, Interesting = 2, Useful = 3, Extremely valuable = 4 divided by N who took course

6. We are considering slight changes to the curriculum; please rate the following areas according to need.

ITEM Not needed Somewhat Needed Critical Rating

Autism Assessment/Intervention

Social, Emotional, Behavioral Assessment

Counseling w. Children

Grief/Crisis Counseling

38 I 15-Mar-ll

0(0%)

0(0%)

0(0%)

0(0%)

Needed Need Average*

3 (4.3%) 12 (17.4%) 54 (78.3%) 3.74

2 (2.9%) 17 (24.6%) 50 (72.5%) 3.70

11 (15.9%) 31 (44.9%) 27 (39.1%) 3.23

9 (13%) 43 (62.3%) 17 (24.6%) 3.12

ITEM Not needed

Graduate Statistics 13 (18.8%)

Somewhat Needed

37 (53.6%)

Needed

17 (24.6%)

*Not Needed = 1, Somewhat Needed = 2, Needed = 3, Critical Need = 4

Critical Need

2 (2.9%)

Rating Average*

2.12

7. If you are working as a school psychologist, please estimate how often you use the following assessments: if you are an administrator and have knowledge of whice measures are used in your district, please respond. If you are in a non-assessment position, please check NA. Twenty-six measures were listed, primarily cognitive assessments. The purpose of this item was to align our cognitive assessment course with current and local practices. The measures indicated as most commonly used were the WISC-IV, UNIT, CTON/ICTON/2, WRAML2, and CTOPP. Significant numbers also used the DAS /I and KABC2.

Response to Intervention

ITEM

Use of RTI data as part of a special education eligibility assessment in conjunction with a traditional psycho-educational assessment

(Blank copies of surveys not available)

3911S-Mar-ll

N (%)

27 (50%)

9. NeATE EXIT SURVEY

Kremen School of Education Exit Survey

This survey was designed by an interprofessional team and is used as part of our NeATE review process. Students graduating from credential programs (e.g., teaching, including special education, nursing, counseling, social work) are asked to fill out this survey.

40 11S-Mar-ll

10. PSYCHOLOGY DEPARTMENT EXIT SURVEY

Psychology Department

Dear Graduate Student,

We ask that you take a few minutes to help us evaluate the Psychology department's performance

(whether you are leaving with a degree or leaving to pursue graduate or other opportunities elsewhere).

Our main purpose is to better understand the degree of student satisfaction with our graduate program,

and to identify areas where improvements may be necessary. Your answers to all questions are very

important and will be summarized in reports to be shared with the Psychology department faculty and

staff. Be assured, however, that your individual answers will never be released to the public in a form

that would permit anyone to know that they are yours. Thank you for helping us to evaluate the

Psychology department's services to students. We really appreciate your completing the survey-it is

your chance to tell us what we have done well and where we need to make improvements.

Sincerely,

Constance Jones

Graduate Advisor, Psychology Department

41 I 15-Mar-ll

\..,

Current date:

Month and year of graduation (if applicable):

Month and year of entry to Psychology program:

Degree obtained:

IilNone

IilEdS

IilMA-ABA

IilMA-General/Experimental

Section A - Faculty Contribution

Please evaluate how well the Psychology faculty members, in general,. did each of the following:

Poor Fair Good Excellent

1. Set high expectations for you to learn 1 2 3 4 2. Respected diverse talents 1 2 3 4 3. Respected diverse ways of learning 1 2 3 4 4. Encouraged you to be an actively involved learner 1 2 3 4 5. Encouraged student-faculty interaction 1 2 3 4 6. Gave you frequent feedback 1 2 3 4 7. Gave you prompt feedback 1 2 3 4 8. Encouraged you to devote sufficient time

and energy to your coursework 1 2 3 4

9. Developed opportunities for you to learn cooperatively with fellow students 1 2 3 4

10. Cared about your academic success 1 2 3 4 11. Overall, how would you evaluate your instructors? 1 2 3 4

If you wrote a thesis, please evaluate how well the Chair of your thesis committee did each of the

following:

Poor Fair Good Excellent

12. Set high expectations for you to learn 1 2 3 4 13. Respected diverse talents 1 2 3 4 14. Respected diverse ways of learning 1 2 3 4 15. Encouraged you to be an actively involved learner 1 2 3 4 16. Encouraged student-faculty interaction 1 2 3 4 17. Gave you frequent feedback 1 2 3 4 18. Gave you prompt feedback 1 2 3 4 19. Encouraged you to devote sufficient time

and energy to your coursework 1 2 3 4

20. Developed opportunities for you to learn cooperatively with fellow students 1 2 3 4

21. Cared about your academic success 1 2 3 4 22. Overall, how would you evaluate your chair? 1 2 3 4

42 I 15-Mar-ll

\...

Section B - Advising and Support Services

During your time in the Psychology department as a graduate student, how would you evaluate each of

the following, with respect to services provided by the Psychology Graduate Advisor (Dr. Jones)?

Poor Fair Good Excellent

23. Access to graduate advisor 1 2 3 4 24. Responsiveness of graduate advisor 1 2 3 4 25. Accurate information about degree

requirements and course sequencing 1 2 3 4

26. Knowledge of university policies and procedures 1 2 3 4 27. Academic advising services overall 1 2 3 4

If you were in the EdS or MA-ABA program, please answer the same questions with respect to your

specific program advisor (Dr. Wilson for EdS or Dr. Adams for MA-ABA):

Poor Fair Good Excellent

28. Access to program advisor 1 2 3 4 29. Responsiveness of program advisor 1 2 3 4 30. Accurate information about degree

requirements and course sequencing 1 2 3 4

31. Knowledge of university policies and procedures 1 2 3 4 32. Academic advising services overall 1 2 3 4

How would you evaluate each of the following, with respect to the Psychology department staff (Sheri,

Lily, and other staff):

Poor Fair Good Excellent

33. Availability 1 2 3 4 34. Responsiveness 1 2 3 4 35. Accurate information about degree

requirements and course sequencing 1 2 3 4

36. Knowledge of university policies and procedures 1 2 3 4 37. Services provided overall 1 2 3 4

Section C - Knowledge, Skills, and Personal Growth

To what extent do you think your graduate education contributed in each of the following areas?

Not at all

38. Knowledge of psychology 1 2 39. Research skills 1 40. Computing skills 1 2 41. Oral communication skills 1 2 42. Writing skills 1 43. Personal development 1

43 'IS-Mar-ll

Very little

3 2

3 3

2 2

Somewhat

4 3

4 4

3 3

Very much

4

4 4

Section 0 - Your Conclusions

44. All things considered, how would you evaluate the quality of graduate instruction in the Psychology department?

lllPoor

lllFair

lllGood

lllExcelient

45. If you could start over again, would you still choose to in enroll in this program? rilNo

rilMaybe

rilYes

Section E - Career Plans

46. How would you rate the advice and support you received regarding obtaining employment about graduation? .

rilPoor

IZlFair

rilGood

IZlExcelient

IZlNot applicable

47. How would you rate the advice and support you received regarding getting into a Ph.D. program? rilPoor

IZlFair

IZlGood

rilExcelient

rilNot applicable

48. Please indicate the best description of your plans following graduation by marking the ONE most appropriate response:

rill don't know yet

rill have accepted a job

rill plan to continue in my current position

[ill will be going to a graduate or profession school next year

[ill am still seeking employment

rilOther

441 15-Mar-ll

Section F - Demographic Information

49. Gender ~Male

~Female

50. Were you an undergraduate student at CSUF? ~No

~Yes - not a Psychology major

~Yes - a Psychology major

51. During your time as a graduate student, did you work as any of the following? (Check all that apply) ~Psych 10 reader

~Psych 144 TA

~Research assistant

~Student assistant

~None of the above

52. During your time as a graduate student, did you work for pay outside the department? ~No

~Yes - part-time

liIVes - full-time

53. During your time as a graduate student, did you present at a conference? (Check all that apply) ~No

~Yes-CCRS

I1IYes - WPA, CASP, CalABA or other regional conference

I1IYes - APA, NASP, ABA or other national conference

54. During your time as a graduate student, did you publish a scientific paper? (Check all that apply) ~No

I1IYes - with a faculty member

~Yes - as a secondary author with a faculty member

~Yes - as a first author with a faculty member

I1IYes - as a solo author

Please use this page to elaborate on any of the questions on the previous pages or to add any comments

you feel would be useful. What changes would you suggest for our graduate programs?

45 I 15-Mar-ll