Perspectives of In-Service School Psychology Students on

1. Perspectives of In-Service School Psychology Students on NASP Standards and Needs of ELLs and DisabilitiesDavid Sax, Mary Yakimowski, Lisa M. Hagermoser-Sanetti Perspectives of In-Service School Psychology Students on NASP Standards and Needs of ELLs and Disabilities Office of Assessment David M. Sax, M.A. Mary E. Yakimowski, Ph.D. Lisa M. Hagermoser-Sanetti, Ph.D. October 2011 Purpose Results • To assess incoming school psychology students on the following: • Demographics • Perceptions of ELLs and students with disabilities • Perceptions of their own skills outlined by the NASP standards • Career aspirations • Most Interesting… • Background: Experience of Incoming Students • 66.67% had no experience and 100% reported under three years of experience working in a certified position in schools. • Confidence in Performing NASP Standards • 71.60% of students reported having confidence performing the NASP standards. • Working with Students with Disabilities • Students felt moderately confident (mean = 4.96) in their ability to work with students with disabilities. • Future Aspirations in the Field • 91.67% of students intend to practice in an elementary school. .setting. Literature Review • Envisioned in the Neag School of Education Assessment Plan (2008): • To create a system of continuous program improvement, valid measures are needed to assess student accomplishment of explicit objectives . • Multiple assessment measures should be utilized during key points as student progress through the program. • Accreditation requirements should be integrated into assessment to check for progress and areas for improvement in programs. • Alumni had concerns over instructional methods for ELLs and students with disabilities • Yakimowski, M. E., Johnson, A., Xia, W., Wolman, K., del Campo, M., Sax, D. (2011) Methods • . • The incoming cohort of school psychology students were invited by email to • complete an online survey using the Checkbox application system. • Demographics • Name, Gender, Race/Ethnicity, Parents’ educational experience, High school descriptors, Amount of work experience, First language, Knowledge of other languages, Career aspirations • NASP Standards • Students’ self-reported confidence of their own skills and knowledge outlined by NASP’s nine standards on 71 questions • Perceptions of ELLs • Students’ perceived knowledge, attitudes, and self-efficacy towards ELLs was assessed by a 19-item Likert scale • Perceptions of Students with Disabilities • Students’ perceived preparation to work with students with disabilities was assessed by a 21-item Likert scale • Questions to Pursue • Do students’ perceptions of confidence performing the NASP standards translate to actual competence? • How does self-efficacy towards working with ELLs and students with disabilities evolve over time? • Should the program do more to encourage students to practice in middle and high school settings? • Should students be more strongly encouraged to do their practicum in schools from the start of the program? Intended Focus of Students Findings/ Implications