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					                                                        Assessment Plan
Program Information:

                        Program School Psychology Specialist Degree

                  Department(s) Educational Psychology

                      College Education
Program Assessment Coordinator Joe N. Crank, Ph.D.

 Five-Year Implementation Dates
       (2010-2011 to 2015-2016)

1. Student Learning Outcomes for the program. List the Student Learning Outcomes for the program. Number for later reference.

The student learning outcomes are those required for national approval and accreditation by NASP and NCATE
as stated in NASP Standards, 2.1 – 2.11. The UNLV school psychology program adopts these standards for its
The student will be knowledgeable and proficient in the following domains:
NASP STANDARD 2.1:         Data-based decision making and accountability: knowledge of varied models and methods.

NASP STANDARD 2.2:         Consultation and collaboration: knowledge of behavioral and mental health models and techniques.

NASP STANDARD 2.3:         Effective Instruction and development of cognitive and academic skills.

NASP STANDARD 2.4:         Socialization and development of life skills: knowledge of human developmental process, techniques to assess,
                           and services.

NASP STANDARD 2.5:         Student Diversity.
NASP STANDARD 2.6:         Prevention, crisis intervention and assessment practices and interventions.

NASP STANDARD 2.7:         Prevention, Crisis Intervention, and Mental Health.

NASP STANDARD 2.8:          Home school collaboration, family dynamics and services.

NASP STANDARD 2.9:         Research and Evaluation.

NASP STANDARD 2.10:        School Psychology practice and development: ethics and legal standards.

2. Curriculum Alignment of Student Learning Outcomes. Where is the information covered in the courses required in the program?
   At what developmental stage is it covered (Beginning, Middle, or End)?

                Student Learning
                Outcomes for the

Courses in            1       2           3             4          5             6          7            8       9          10
There are no
EPY 702               I                                                                                              I
EPP 710               I                         I                       I                                            I           I
EPY 786                                         I
EPY 711                                         I           I
EPP 761               I            I            I           I           I            I           I           I       I           I
EPP 715               I                                     I           I            I           I                   I           I
EPY 786                               I
EPY 721       I                                                       I       I

CED 733       M           M       M           M       M               M

EPY 705       I       I           I       I   I       I           I

EPY 712                       M                           M

ESP 701
              M               M       M   M       M       M       M

EPY 723       M           M               M   M       M

EPP 760           M       M               M       M   M       M           M       M

EPP 762           M   M   M           M   M       M       M       M       M       M

              M       M   M           M   M       M   M       M       M       M
EPY 788

EPP 767       M                       M   M           M           M           M

ESP 733       M       M   M           M   M       M   M           M       M   M

EPP 764 x 3   M       M   M           M   M       M   M           M       M   M
EPP 769           E              E             E                 E       E            E          E                E              E        E

                  E              E             E                 E       E            E          E                E              E        E
EPP 766

                                                   B = Beginning, M = Middle, E = End
                               B = outcome introduced in beginning of development, such as in introductory course
                                          M = outcome covered in middle stages of development
                                E = outcome fully developed at the end of career, such as in a capstone course

3. Methods, Instruments and Analysis. What instruments will be used over the five years? Which learning outcomes will be assessed by the
instruments? Who is responsible for instrument development/validation and data collection? When and where will data be collected over the five
years? How will results be reported (e.g. percentages, ranks, state or national comparisons) and what are the expected measures (results that would
indicate success)?

                               Learning               Person responsible for   When and where will data be       Expected Measures (results that would
Assessment Instrument          outcome(s)             instrument & data        collected                         indicate success)
                               assessed (list by #)   collection
                            Outcomes                  Program faculty          Data collected after completion   The expected results will be a pass
Mid program                 1 - 10                    member will              of first year (34 credits) of     score based on a rubric of
comprehensive examination                             administer the written   required courses, during          Outstanding, Pass, and Fail (does
(Written Comps) with rubric                           comprehensive            summer, at end of first year of   not meet expectation).
scoring guide.                                        examination. All         studies for full time students.
                                                      program faculty
                                                      members will
                                                      evaluate the
                               Outcomes 1 - 10     University Internship    Data collected at end of second    Ratings of independence by
Internship evaluation                              Supervisor will          semester of internship. Data       supervisor based on a rubric scoring
(Internship Assessment                             aggregate the data.      represents intern performance in   system scale noted by scores of 1 –
Form). Assessment is                               Site supervisor          public school setting.             5, or Needs improvement to
performance based.                                 psychologist will                                           Outstanding-independence.
                                                   perform the actual
                                                   intern evaluation.
Praxis II (School              Outcomes 1 - 10     Program director or      Data collected at end of the       90% pass rate of all students.
Psychology)                                        assigned volunteer.      final semester of the degree       Passing score of 660, ala NASP
                                                   Test evaluated by        program.                           requirement for the national
                                                   ETS and scores                                              credential.
                                                   submitted to program

4. Analysis & Reporting. List the position(s) responsible for data analysis and report below.

Volunteer faculty member is responsible for aggregating and analyzing the data and preparing the report.

5. Process for Program Improvement. What is your plan for reviewing and acting on your findings?
Data is shared with all faculty and stake holders, ie, cooperating school based psychology administrators and site supervisors at beginning of
academic school year.
Data and report is submitted to NCATE periodically for program accreditation review.
Data is discussed during faculty meetings for possible programmatic changes.

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