March 2010 Option A
NOTE: This word document is provided as a model to help you prepare your report off-line. You will actually submit your report in the on-line AIMS/PRS system. Please read carefully the General Directions beginning on page 2 to ensure that you are fully aware of the limitations in copying text and graphics from Word into AIMS.
Program Report for the
Preparation of School Psychologists
National Association of School Psychologists (NASP)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
C O V E R S H E E T
Institution State
Date submitted
Name of Preparer
Phone # Email
Program documented in this report:
Name of institution’s program
Grade levels for which candidates are being prepared
Degree or award level
Is this program offered at more than one site? □ Yes □ No
List the sites at which the program is offered
Title of the state license for which candidates are prepared
Program report status:
¨ Initial Submission this review cycle
¨ Response to Conditions Report
¨ Revised Report (previous decision was Further Development Required or Recognized with Probation)
State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section IV. Does your state require such a test?
□ Yes □ No
GENERAL DIRECTIONS
To complete a program report, institutions must provide evidence of meeting [SPA]/NCATE standards based on data from 6-8 assessments. In their entirety, the assessments and data required for submission should demonstrate the candidates have mastered the SPA standards.
The program report form includes the following sections:
Section I. Context
Provide general information on the program as specified by the directions for this section. Each question that requires a narrative has a specific character limit. There is one attachment. Note that the table for Candidate Completer information is filled out online. The faculty information is entered one time for all faculty in the AIMS Manage Faculty Information view, then pertinent faculty information is imported into each program report.
Section II. List of Assessments
Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)
Section III. Relationship of Assessments to Standards
Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.
Section IV. Evidence for Meeting Standards
For each assessment, attach one document that includes the assessment, scoring guide/criteria, data tables and a 2-page maximum narrative
Section V. Use of Assessment Results to Improve Candidate and Program Performance
Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.
Section VI. For Revised and Response to Conditions Reports Only
Describe what changes or additions have been made in the report to address the raised in the original recognition report. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report and for preparing a response to conditions report are available on the NCATE web site at http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
Attachments: Sections I and IV include attachments. In Section IV, each attachment should be no longer than the equivalent of seventeen text pages. A program report can include no more than a total of 20 attachments. A single attachment cannot be larger than 2mb. Attachments must be created as documents with “.doc” extension. The AIMS system will not accept documents created with a “.docx” extension
Character Limits: Character limits have been set based on one-page being equivalent to 4000 characters. Character counts include spaces, punctuation, numbers, etc.
Formatting Instructions:
Please note that this Word document has been provided as a guide. You can use this document to prepare a draft of your report (although you can create drafts in the online AIMS/PRS system). You can cut and paste text from a Word document into the on-line AIMS/PRS system. But it is important to note that text boxes in Sections I, II, V, and VI are html-based and will not accept any formatting such as bullets, tables, charts, etc. Be sure that your responses are text-only. If you do need to include a table or a graph in a response to a question, then you must separate that into a unique file and attach in Section I. This restriction does not apply to the documentation for Section IV, since these documents are all uploaded as attachments.
NOTE: NCATE staff may require institutions to revise reports that do not follow directions on format, page limits, and number of attachments. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.
Resources on the NCATE web site: NCATE has multiple resources on their web site to help you prepare your reports. These are all available a the following URL:Program report information on the web: http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90.
Specific Instructions for NASP
Who Should Submit Program Reports:
Programs preparing school psychologists for licensure or certification at the specialist level (e.g., master’s with a 60 semester hour minimum, master’s plus 30, educational specialist, certificate of advanced graduate studies) or doctoral level
NASP National Recognition Decision Rules:
Programs must be clearly identifiable as being in school psychology and must meet critical “structural” or programmatic standards linked to national certification, including those pertaining to program length/credit hours, internship hours, and training/supervision by appropriately qualified faculty and field supervisors. Institutional documentation of program completion must be provided. The preponderance of NASP Domains of School Psychology Training and Practice (Standard II) must be met.
Additional Assessment Types (beyond the first 5 required types) required by NASP:
Other assessments are optional.
Other specific information required by NASP only:
In Section I, Attachments A and B require some additional information compared to the versions used by other SPAs. In addition, Section I has additional attachments (Attachments C-G and other attachments, as listed above) that require programmatic information to address NASP Standards I, II, III, and IV.
Will NASP accept grades as one of the assessments?
All SPAs will accept course grades as one of the 6 to 8 key assessments. Instructions for documenting course grades has been standardized for all SPAs. These instructions are on the NCATE web site on the Program Resources page at the following URL:
http://www.ncate.org/institutions/resourcesNewPgm.asp?ch=90
Other resources are available on the NASP website at:
http://www.nasponline.org/standards/approvedtraining/training_program.aspx
SECTION I—CONTEXT
Provide the following contextual information:
1. Description of any state or institutional policies that may influence the application of SPA standards. (response limited to 4000 characters)
2. Description of the administrative location of the program, including its relationship to the NCATE “unit” (typically, the college or school of education). Describe the support received from the institution and, if appropriate, others sources of support. Response limited to 800 characters)
3.Description of the program’s overall philosophy and goals, including any unique elements in the program or those it serves (NASP Standard 1.1). (Note that additional information under NASP standards 1.1-1.5 should be provided by programs in required attachments listed below). (response limited to 4000 characters)
4. Description of field experiences, including supervised practica and internship experiences required for the program. (NASP Standards 3.1-3.5) (Note that additional information under NASP standards 3.1-3.5 should be provided by programs in required attachments listed below). (response limited to 4000 characters)
5. Description of the criteria for admission, (including means of assessing prior graduate work, if any), retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses, as well as the means by which the program assesses candidate professional work characteristics/dispositions. (NASP Standard 4.2) (response limited to 4000 characters)
6. Attach the following for Section I. (Most attachments consist of forms or charts at the end of this document, all of which must be completed. Several attachments require additional program documents as noted below.):
Attachment I A. Chart of Candidate Information
Attachment I B. Chart of Faculty Information
Attachment I C. Program Handbook or other official document that includes the required program of study and other relevant policies and procedures of the program. The program of study should outline the courses and experiences required for candidates to complete the program. The program of study must include course numbers AND titles.
Attachment I D. Response to NASP Standard I (an additional attachment includes transcripts of three recent program completers---within the last academic year).
Attachment I E. Response to NASP Standard II (additional attachments include course syllabi and other documentation)
Attachment I F. Response to NASP Standard III (additional attachments include program documents related to internship and a sample internship agreement)
Attachment I G. Internship Summary
Attach the following:
1. A program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. This information may be provided as an attachment from the college catalog or as a student advisement sheet.
Complete the following on-line:
2. Chart with the number of candidates and completers (Table A at end of this form). [Note that in the on-line AIMS/PRS submission system, this chart will be filled out on line.]
3. Chart on program faculty expertise and experience (Table B at end of this form). [Note that in the online AIMS/PRS submission system, faculty information is only entered once, in the AIMS Faculty Management view, then imported into each individual program report.]
Program Report Template—NASP 15
March 2010 Option A
SECTION II— LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NASP standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.
Name of Assessment[1] / Type orForm of Assessment[2] / When the Assessment Is Administered[3] /
1 / [Licensure assessment, or other content-based assessment (required)] [4] This must be a state or national school psychology credentialing exam. If your state does not require a school psychology credentialing exam, then the Praxis II in School Psychology must be required.
2 / [Assessment of content (required)] Program or course-embedded assessment of candidate knowledge. This might consist of a comprehensive examination, an oral or qualifying exam, an exam embedded in one or more courses that all candidates complete, and/or grades for courses in which NASP Standards 2.1-2.11 are addressed. Programs may use a combination of program or course-embedded content assessment methods.
3 / [Assessment of candidate ability to plan (required)] Assessment in practica that demonstrates candidates can effectively plan the professional responsibilities required of a school psychologist.
4 / [Assessment of clinical practice (required)] INTERN EVALUATIONS BY FIELD SUPERVISORS. Assessment that demonstrates candidates' knowledge, skills, and professional work characteristics/dispositions are applied effectively in practice during internship
5 / [Assessment of candidate effect on student learning (required)] Comprehensive, Performance-Based Assessment Of Candidate Abilities Evaluated By Faculty During Internship.
6 / [Additional assessment (required)] Assessment that demonstrates that candidates are able to integrate domains of knowledge and apply professional skills in delivering a comprehensive range of services evidenced by measurable positive impact on children, youth, families, and other consumers. NOTE: You need not have a separate assessment of this area if it is addressed by assessment 5. Simply refer to the particular assessment(s) and aggregate the relevant data (e.g., particular items or sections of an assessment)
7 / Additional assessment that addresses NASP standards (optional)]
8 / Additional assessment that addresses NASP standards (optional) ]
SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS
For each NASP standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiple NASP standards.
NASP STANDARD / APPLICABLE ASSESSMENTS FROM SECTION II /2.1 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.2 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.3 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 not limited to, instructional interventions and consultation. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.4 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 limited to, consultation, behavioral assessment/intervention, and counseling. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.5 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.6 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.7 Prevention, Crisis Intervention, and 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 well-being of students. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.8 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.9 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. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.10 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 consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2.11 Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologist's access, evaluates, and utilize information sources and technology in ways that safeguard or enhance the quality of services. / □#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
Program Report Template—NASP 15