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School Psychology Program

Program Overview. Structure and Curriculum Sequence. Assessment System Use of Data for Decision-Making. Program Highlights Clinical Faculty Cohort.

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School Psychology Program

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  1. Program Overview Structure and Curriculum Sequence Assessment System Use of Data for Decision-Making Program Highlights Clinical Faculty Cohort The School Psychology program at William and Mary prepares candidates to meet the increasingly diverse responsibilities of school psychologists in an increasingly diverse society. Emphasis is placed on 5 content areas that contribute to the development of competencies necessary for candidates preparing to be professional school psychologists with an understanding and respect for human diversity. MISSION School Psychology Program

  2. 5 Content Areas Assessment Linked to Intervention Home- School- Community Collaboration Prevention and Intervention Services Professional Knowledge and Skills Educational and Psychological Foundations

  3. School Psychology Program Teaching Philosophy • The teaching of the school psychology program faculty members is built around best practices as well as fostering a collaborative learning environment with candidates. • In a graduate program of school psychology, skills and theory courses are essential for the development of a professional repertoire for our candidates. • As candidates develop autonomous skills in direct services such as assessment, consultation, and prevention and intervention, it is equally important for learning to translate to informed, competent practice that is empirically-based.

  4. M.Ed. Course of Study31 Credit Hours • Pre-requisite: EDUC F65-Research Methods in Education • EDUC F12-Advanced Educational Psychology and Development 3 • EDUC F67-Psychological and Educational Measurement 3 • EDUC P20a-Psycho-educational Assessment for School Psychologists I 4* • EDUC P20b- Psycho-educational Assessment for School Psychologists II 4* • EDUC 669-Neuropsychological Bases of Behavior 3 • CRIN X51-Language Development and Reading Instruction for Exceptional Students 3 • CRIN X54- Characteristics and Accommodations for Students with Developmental Disabilities and Autism Spectrum Disorders 3 • CRIN X53- Characteristics and Accommodations for Students with Mild/Moderate Disabilities in the General Curriculum 3 • CRIN X52- Instructional Design/Methods for Students with Disabilities in the General Curriculum 3 • EDUC P23 - Introduction to Professional School Psychology 3 *Must be completed with a grade of B or above.

  5. Ed.S. Course of Study39 credit hours • EDUC P24-Practicum in School Psychology 6 • EDUC P56-Consultation in the Schools 3 • EDUC 626-Seminar in Professional School Psychology: Legal and Ethical Issues 3 • EDUC 644-Developmental Psychopathology 3 • EDUC 675-Theories and Strategies for Counseling School-Aged Children 3 • EDUC 638-Prevention and Intervention in Public Schools 3 • CRIN X56-Classroom Management and Positive Behavioral Supports for Students with Disabilities 3 • Elective (to be selected with advisor) 3 Culminating Experience • EDUC 659-Internship in School Psychology 12 • Culminating Experience. The culminating experience in the Ed.S. Program in School Psychology is the internship which must occur on a full-time basis over a period of one year or on a half-time basis over a period of 2 consecutive academic years in an accredited school. Evaluation of performance is conducted cooperatively between the College and the appropriate school personnel. Students typically receive a stipend during the internship years.

  6. Our Candidates • One of the most competitive programs in the SOE. • Average 75 applications per year for 12 spots in the M.Ed. program • Applicants who decline our offer of admission typically accept admissions offers to Ph.D. programs at other universities Matriculated Candidates • Average UGPA: 3.5. • Mean GRE-V percentile: 75.3 • Mean GRE-Q percentile: 59.3 • Generally 1 male/year. • Generally 1-2 minority students/year.

  7. Assessment System

  8. Use of Data for Program Decision Making • Annual review of data from exit surveys designed to • prepare an annual report • determine program revisions • Results of 2008 and 2009 Exit Survey revealed • Respondents’ ratings equaled or exceeded 3.0 (well prepared) for most domains • Graduates reported that they are prepared with respect to the program competencies linked to NASP and the SOE conceptual framework. • Exit surveys revealed only two areas below a mean of 3 (on a 4 point scale). These areas included, Effective Instruction & Development of Cognitive/Academic Skills (2.9) and Personality/Emotional Assessment & Intervention (2.8). • Analyses of candidates’ portfolios revealed minimum adequacy in the area of Interventions and Mental Health Services to Develop Social and Life Skills. Specifically, candidates’ intervention case studies with behavioral assessment and intervention were not as comprehensive or as detailed as preferred.

  9. Use of Data for Program Decision Making (continued) The following 2010-2011 changes were made to the M.Ed. and Ed.S. degree programs in response to survey results and review of portfolios, utilizing NASP standards for training and practice. • Required CRIN X51: Language Development & Reading Instruction for Exceptional Students (addresses lower exit survey rating in Effective Instruction & Development of Cognitive/Academic Skills) • Required CRIN X56: Classroom Management & Positive Behavioral Supports for Students w/Disabilities (addresses less developed intervention case studies with behavioral assessment and intervention). • Developed a new required course EDUC 644: Developmental Psychopathology (addresses lower exit survey rating in Personality/Emotional Assessment & Intervention) • Future exit survey data and portfolio ratings will be monitored to determine if program changes have been successful.

  10. Program Highlight: Clinical Faculty Cohort Linking Best Practice to Field Supervision Purpose • Support & educate practicum supervisors. • Support best practice supervision. • Support collegial relationship between school divisions & the college. Who are Clinical Faculty? • Field-based supervisors who have met additional criteria. • Commit to weekly supervision of a practicum student for 2 years. • Participate in cohort training provided by WM school psychology faculty members. • Ongoing clinical faculty status is based on participation in the supervision process. In addition, clinical faculty are requested to have no more than two consecutive years of inactivity.

  11. Clinical Faculty Cohort Outcomes • Improves relationships with field placement sites. • Enhances the mutual understanding of expectations and goals between the School Psychology program faculty and the supervisors. • Continuous involvement of the practicum sites provides stability to the program. • Candidates in practicum sites are receiving better supervision. • Facilitates the continuing professional development of the field-based supervisors (supervisors admitted to learning new supervision and clinical skills as a result of participation in the training sessions). • Point Value System for active and inactive clinical faculty status

  12. Additional Program Highlights 100% of candidates in paid internships 100 % of Ed.S. graduates have been endorsed for School Psychology licensure in VA 98% employment rate upon graduation 100% pass rate on the Praxis

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