School Psychology Handbook: Student Progress Assessment
The school psychology program seeks candidates for admission with qualities that will enable them to become outstanding school psychologists. School psychologists must have the skills to analyze educational problems at all levels of the system; design, implement, and evaluate interventions to prevent or solve these problems; and collaborate with families, educators, and community members to promote healthy educational and psychological outcomes for all children. Therefore, we seek candidates who demonstrate the following dispositions:
- Approach new experiences with initiative, enthusiasm, flexibility, dedication, and willingness to learn.
- Engage in thoughtful analysis of performance, seek feedback, and incorporate suggestions into work.
- Are eager to learn, recognize that learning is never completed, and are committed to lifelong professional development.
- Demonstrate excellent critical thinking and writing skills.
- Demonstrate responsibility, trustworthiness, reliability, cooperation and respect of others.
- Enjoy working with children, parents, and educators.
- View all children, families, and educators as having strengths and a capacity to learn and change.
- Embrace diversity as a source of enrichment rather than deficit; treat others with respect and a desire to understand their points of view.
- Are committed to ethical practices and to serving as agents of renewal and change within schools and communities.
- Value working collaboratively with students, families, educators, and the wider community in the pursuit of common goals.
- Understand that practice must be based in sound scholarship, viewing themselves as both producers and consumers of scholarly knowledge.
- Are committed to the profession of school psychology and seek to make contributions to the field.
Admissions Assessment Process
Several basic considerations guide the admissions process:
- Evidence of the dispositions cited above in the applicant's written statements, letters of recommendation, and interview.
- A minimum grade point average of at least 3.0 in all undergraduate and graduate course work. (Note, however, that during the past 5 years, all admitted students had a GPA above 3.2 and the average was 3.5.)
- A grade point average of at least 3.0 in all graduate work completed.
- Submission of GRE verbal and quantitative scores. (Note that the scores of students admitted into the program during the past few years have averaged about 1200)
- Submission of three letters of recommendation.
- Submission of TOEFL scores for foreign students.
Students' applications are reviewed by at least two faculty members. Approximately 15 of the most promising candidates are selected for personal interviews. Candidates' grades, test scores, letters of recommendation, and personal statements are reviewed for evidence of the qualities and dispositions listed above.
There will be two interview days scheduled for Monday, February 15 and Wednesday, February 17. The interview process consists of three components. First, students participate in a small group orientation (usually about 5-8 students are included in a group). During this process, candidates introduce themselves to each other, listen to a presentation about the program from faculty, and ask questions about the program. Second, candidates participate in a series of 15-20 minute interviews with at least two individual faculty members. Third, candidates have the opportunity to talk with current students in the program (while taken on campus tour, during lunch, and during other scheduled times).
Following the interviews, each applicant is rated by 2-3 faculty members and evaluative comments from current students are solicited. Candidates are then 1) offered admission, 2) placed on the waiting list, or 3) not accepted. Each year's entering class consists of 8 students.
Assessment Process in Coursework and Practica
Figure 1 outlines the assessments that occur periodically throughout the program. At the close of the first year and in each subsequent semester, and in accordance with procedures established by the Faculty Senate, the faculty in the school psychology program will evaluate the progress of each graduate student toward meeting the academic standards of the program. The outcome of these evaluations will be shared with students, including meetings with individual students, as needed. As shown in the figure, in addition to graded coursework (which includes the assessment of knowledge, as well as specific performance-based skills in several courses that involve course-linked practicum experiences), students' progress is evaluated through a comprehensive exam and performance in three separate practica (four for doctoral candidates) and an internship. Field-based school psychologists/supervisors play an active and critical role in the evaluation process.
At any decision point, a student may not be permitted to progress to the next level if satisfactory performance has not been demonstrated. The Field Experience Checklist and Evaluation Form, which is completed by field-based supervisors, outlines procedures for evaluating progress in practicum and internship experiences. More details are in the practicum and internship guidelines and course syllabi.
Throughout coursework and field experiences, students must adhere to the University's Code of Conduct, which is published in the Official Student Handbook. Additionally, students are expected to know the ethical standards of the National Association of School Psychologists and abide by them. Procedures for evaluating professional and ethical standards are directly linked to both the University's Code of Conduct and the ethical standards established by the National Association of School Psychologists.
As students progress through the program, their progress in assessment, counseling, and consultation is evaluated using specific rubrics (Appendix E). Note that similar evaluation tools are used throughout the program; however, students' performance is evaluated relative to their levels of training. That is, the performance considered "adequate" for each element is gradually increased over the course of the program. These rubrics are used, at a minimum, within one formal course or practicum, and the internship portfolio. Additional information about the performance-based assessments can be found in the Practicum Guidelines and Internship Guidelines. Note also that the student gives feedback to the program regarding each semester's practicum placement using the Site Evaluation Form.
As described previously, students are required to pass the comprehensive exam in school psychology in order to receive the Masters degree and advance to the second year of the program (or third year for Ph.D. students).
Internship Assessment Process
Interns at both the specialist and doctoral levels must satisfactorily complete internship portfolios consisting of a comprehensive psychological report, a comprehensive case study that links assessment to an effective intervention, demonstration (via tapes) of effective counseling and consultation skills, documentation of professional development activities, and a "special project" that demonstrates systems-level involvement in a prevention program, curriculum program, or program evaluation (see course syllabus; for doctoral students admitted prior to 2007, dissertation research may be substituted for the special project assignment with permission of advisor). Each portfolio item is evaluated by the university supervisor. Interns also are evaluated by their field supervisors using the Field Experience Checklist and Evaluation Form at the close of each semester of internship for the purpose of assessing skills in all domains of school psychology practice. Internship logs, submitted the first of every month, also are evaluated by the university-based supervisor and feedback on the logs is given to the intern.
Additionally, interns are required to achieve a passing score (660) on the National School Psychology Examination administered by the Educational Testing Service. The School Psychologist test, code 10400, is administered through the Praxis Series of Educational Testing Service. Information about the test and available test dates are available on the NASP web page and the Delaware Department of Education's web site.
Finally, each intern participates in an exit interview with one or more program faculty to evaluate progress, plan for ongoing professional development, and offer feedback on strengths/weaknesses of the program.
Figure 1. Assessment of Students in the School Psychology Program: From Admissions to Employment
| Admissions
Assessments Goals Statement Transcript Review Undergraduate GPA GRE Scores Letters of recommendation Interviews |
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| First
Year Course Grades (reflecting knowledge and skills) Practicum Performance Written Comprehensive Exam Program Review of Individual's Progress |
| |
| Second
Year Course Grades (reflecting knowledge and skills) Practicum Performance Program Review of Individual's Progress Professional Dispositions of Effective Educators Form |
| |
| Subsequent
Years of Course Work (Doctoral Students Only) Course Grades (reflecting knowledge and skills) Practicum Performance Ph.D. Proseminar Assessment and Research Portfolio Dissertation Proposal Defense Dissertation Defense |
| |
| Internship
(Both Specialist and Doctoral Students) Internship Performance Portfolio Review National Exam in School Psychology Exit Interview Professional Dispositions of Effective Educators Form |
Assessment Process of Interpersonal and Professional Competencies
Because all candidates will be working and collaborating with students, families, teachers, and administrators, the program recognizes the importance of interpersonal and professional competencies, in addition to traditional academic skills. These competencies are carefully monitored by faculty and site supervisors through course work and practicum experiences and evaluations. At the conclusion of second practicum and of internship, students will be evaluated by their site supervisors according to the ‘Professional Dispositions of Effective Educators Form,’ which assesses the interpersonal and professional dispositions of students that are necessary to be effective in today’s schools. In accordance with the Professionalism Policy for Professional Education Programs at the University of Delaware, all students must review the new policy and complete the Signature of Professional Education Candidate form prior to participating in any field experience. More information can be found on the Office of Clinical Studies website at http://www.udel.edu/ocs/.
When problems are noted, one or more faculty members will meet with the student, inform him/her of the nature of the concerns, and assist the student in developing a remediation plan, if necessary. Interpersonal and professional difficulties subject to remediation plans may include (but are not limited to): accepting and utilizing feedback in supervision, developing and maintaining productive working relationships with faculty, peers, colleagues and clients, and behaving ethically and professionally (including all of the professional behaviors listed in the Field Experience Checklist) in practicum and classroom environments. In addition, personal or mental health problems that interfere with the quality of a student’s work may be subject to the provisions of this policy. Remediation plans may include (but are not limited to) additional practicum experiences, additional practicum supervision, personal therapy, and/or a leave of absence.
If the concern is not satisfactorily remediated as agreed upon by the student and faculty member(s), written notification will be mailed to the student with details of the reasons for possible dismissal from the program. The student will have two weeks to prepare a response to such notification and to ask for a formal review by the school psychology faculty. At such a review meeting, the faculty and student will both have the opportunity to present their perceptions of the situation. The faculty committee will then make a final determination regarding dismissal.
Procedures for Dismissal from the Program
If in the professional judgment of the school psychology faculty a student has failed to make satisfactory progress toward meeting the standards of the program, the faculty may vote to dismiss that student from the program. Rarely have students been dismissed. Dismissal may occur for the following reasons: (a) failure to maintain the required GPA (i.e., 3.5), (b) failure to complete practicum requirements, (c) ethical violations (e.g., plagiarism, cheating), (d) failure to pass the comprehensive exam in school psychology, and (e) serious deficiencies in interpersonal or professional competencies (as described above). When a student violates ethical standards or demonstrates deficiencies in interpersonal or professional competencies, the decision as to whether the student will be offered an opportunity to remediate deficiencies or will be immediately recommended for dismissal is solely at the discretion of the faculty.
In the case of dismissal, the program coordinator will send a report to the Office of Graduate Studies that states the faculty vote on the decision causing dismissal and the justification for this action. The Office of Graduate Studies will notify the student in writing when the student is being dismissed for failure to make satisfactory progress in the program.
Appeals
Students may appeal faculty decisions. Students should address requests for course waivers and appeals related to faculty interpretations of these guidelines to the School of Education Graduate Studies Committee. Appeals of grade and decisions to dismiss students from the program follow University procedures and are handled outside the School. For these decisions, students should follow the Academic Appeals process outlined in the University Catalog. Students should keep in mind that all the regulations and guidelines in the University Catalog apply to them over and beyond the requirements in this document.
