COMMON ENTRANCE SURVEY RESULTS: SCHOOL PSYCHOLOGY COHORT ENTERING IN

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1 COMMON ENTRANCE SURVEY RESULTS: SCHOOL PSYCHOLOGY COHORT ENTERING IN August 2011 The incoming school psychology students were asked to respond to an entrance surveyin the summer prior to beginning the school year. To obtain a profile of this cohort, the 12 students were asked about their background which included demographic information, parents educational background, and secondary education characteristics. Students then were asked to indicate the level of confidence 1 with respect to thenine training standards, comprising 71 elements, from the National Association of School Psychologists (NASP). Similarly, cohort members were asked to respond to questionsabout their skills in working with students with disabilities and those who are English Language Learners (ELL). Finally, the survey ended with current career aspirations of these students. The purpose of this report is to share this profile of the incoming cohort by highlighting the quantitative results and qualitative responses. Among the findings you will find are the following highlights: 7 of the 12 students (58.33%) had an undergraduate GPA of 3.5 or above 41.97% of the students mothers graduated from a graduate school 8 students (66.67%) reported no experience and 100% reported under three years experience working in a certified position in the schools 91.67% of students intend to practice in an elementary school setting 71.60% of students indicated they had confidence performing the NASP standards, with the range being (Professional standards) to (Pre-testing procedures). 1 1 to 4 Likert scale, with "1" representing no confidence to "4" representing high confidence, and DK= don't know

2 Year of Birth Year Number of Candidates Gender of Students Race/Ethnicity of Students Primary Language Spoken in Childhood Home Can You Speak a Language Other than English?

3 1 (Not at all proficient) Oral Proficiency in Select Languages (Extremely proficient) Average Rating English 1 (8.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 11 (91.67%) 4.67 Chinese 11 (91.67%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1.00 Italian 10 (83.33%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1.09 French 8 (66.67%) 2 (16.67%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 1.36 Polish 11 (91.67%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1.00 Other 5 (41.67%) 3 (25.00%) 2 (16.67%) 0 (0.00%) 1 (8.33%) 2.00 Mother s Highest Level of Education Father s Highest Level of Education

4 Type of High School Attended Year Student Received Undergraduate Degree Location of High School Attended Overall Undergraduate Grade Point Average (4.0 scale) Racial/Ethnic Composition of High School Attended Years of Experience in Certified Position

5 Students Intended Focus(Students could indicate more than one answer) Average Percentage of Students Who Indicated They Were Confident in Performing the Standard NASP Standard Average % Pre-testing Procedures Test Administration and Techniques Interpretation and Reporting of Test Results Feedback of Test Results Consultation Skills Intervention Skills Professional Responsibilities Personal Characteristics Other School Related Activities 53.33

6 Pre-testing Procedures Demonstrate awareness of and sensitivity to issues of diversity and individual differences in initial contract with interviewing and interpretation of background information. Demonstrate knowledge about procedures for obtaining information regarding a client from schools and outside agencies and to effectively incorporate the information so derived. Demonstrate independence in organizing existing information concerning the client and in formulating hypotheses and developing assessment plans prior to initial contact with client. Select appropriate initial test instruments based on referral concern, age of subject, and sensitivity to sources of test bias. Use appropriate communication skills in making initial contacts with parents and/or other referral agencies. 10 (83.33%) 2 (16.67%) 0 (0.00%) 6 (50.00%) 6 (50.00%) 0 (0.00%) 6 (50.00%) 6 (50.00%) 0 (0.00%) 3 (25.00%) 6 (50.00%) 2 (16.67%) 9 (75.00%) 2 (16.67%) 1 (8.33%) Conduct intake independently. 4 (33.33%) 6 (50.00%) 2 (16.67%) Explain evaluation and testing procedures/purpose to parents without the use of jargon, etc. 6 (50.00%) 5 (41.67%) 1 (8.33%) Clearly state to child/client the reason for the evaluation. Establishes rapport with child/client naturally. 8 (66.67%) 3 (25.00%) 1 (8.33%) Test Administration and Techniques Conduct testing sessions independently. 5 (41.67%) 5 (41.67%) 2 (16.67%) Demonstrate familiarity with test instruments exhibiting smoothness of administration, preparedness, etc. 5 (41.67%) 5 (41.67%) 2 (16.67%) Adhere to standardized directions and test procedures. 9 (75.00%) 3 (25.00%) 0 (0.00%) Retain rapport with student. 12 (100.00%) 0 (0.00%) 0 (0.00%) Score instruments accurately. 7 (58.33%) 3 (25.00%) 2 (16.67%) Employ informal testing techniques when necessary. 6 (50.00%) 4 (33.33%) 2 (16.67%) Observe relevant behavior of the student and determine the validity of the results of the assessment period. 6 (50.00%) 3 (25.00%) 3 (25.00%)

7 Interpretation and Reporting of Test Results Complete reports in a timely fashion. 9 (75.00%) 1 (8.33%) 2 (16.67%) Analyze and interpret test results in a meaningful and thorough fashion. 6 (50.00%) 5 (41.67%) 1 (8.33%) Relate testing interpretation to reason for referral. 6 (50.00%) 5 (41.67%) 1 (8.33%) Organize data appropriately in written form. 7 (58.33%) 2 (16.67%) 3 (25.00%) Integrate data appropriately in written form. 7 (58.33%) 2 (16.67%) 3 (25.00%) Interpret testing results in light of research knowledge about the possibility of test bias and differential validity for some groups. Use assessment information to help in determination of eligibility for special services under IDEA and Article 7. 6 (50.00%) 6 (50.00%) 0 (0.00%) 3 (25.00%) 7 (58.33%) 2 (16.67%) Employ proper grammatical formulation including sentence structure, tense agreement, etc. 12 (100.00%) 0 (0.00%) 0 (0.00%) Proof read for punctuation, spelling, etc. 12 (100.00%) 0 (0.00%) 0 (0.00%) Formulate meaningful recommendations based on test, observational, and interview data while relating them to referral question. 6 (50.00%) 5 (41.67%) 1 (8.33%)

8 Feedback of Test Results Provide feedback in such a way as to demonstrate sensitivity to varying groups and cultures. 7 (58.33%) 1 (8.33%) 4 (33.33%) Demonstrate tact in opening interview and establishing rapport. 9 (75.00%) 1 (8.33%) 2 (16.67%) Exhibit good listening and questioning skills. 11 (91.67%) 1 (8.33%) 0 (0.00%) Employ vocabulary level appropriate to participant; avoid jargon or condescension. 11 (91.67%) 1 (8.33%) 0 (0.00%) Demonstrate skill in clearly communicating test results and recommendations. 6 (50.00%) 4 (33.33%) 2 (16.67%) Solicit questions from teachers and/or parents and responds to questions appropriately. 10 (83.33%) 1 (8.33%) 1 (8.33%) Solicit information from other professionals. 10 (83.33%) 1 (8.33%) 1 (8.33%) Exercise independence from other professionals. 9 (75.00%) 2 (16.67%) 1 (8.33%) Consultation Skills Demonstrate positive regards for teachers, parents, staff, and students with varying disabilities and from diverse ethnic and social groups. 12 (100.00%) 0 (0.00%) 0 (0.00%) Establish effective collaborative relationships with teachers and other school personnel. 12 (100.00%) 0 (0.00%) 0 (0.00%) Participate in multidisciplinary teams/case conferences. 10 (83.33%) 1 (8.33%) 1 (8.33%) Engage in systematic observation of behaviors in a classroom setting. 8 (66.67%) 3 (25.00%) 1 (8.33%) Serve effectively as a liaison for school and parents. 8 (66.67%) 2 (16.67%) 2 (16.67%) Evaluate students with regard to progress within the regular curriculum (CBA). 6 (50.00%) 4 (33.33%) 2 (16.67%) Evaluate effectiveness of consultation strategies used. 8 (66.67%) 3 (25.00%) 1 (8.33%)

9 Intervention Skills Demonstrate skill in utilizing behavior modification and classroom management techniques. 7 (58.33%) 4 (33.33%) 1 (8.33%) Use intervention strategies that are directly related to the assessed problem. 7 (58.33%) 4 (33.33%) 1 (8.33%) Demonstrate ability to develop and pilot instructional strategies for possible use in child's regular placement setting. 6 (50.00%) 5 (41.67%) 1 (8.33%) Clearly delineate goals of intervention. 6 (50.00%) 4 (33.33%) 1 (8.33%) Engage in follow-up and monitoring to evaluate effectiveness of intervention techniques used. 8 (66.67%) 4 (33.33%) 0 (0.00%) Demonstrate skill in utilizing individual counseling techniques. 4 (33.33%) 6 (50.00%) 2 (16.67%) Demonstrate skill in utilizing group counseling techniques. 3 (25.00%) 7 (58.33%) 2 (16.67%) Professional Responsibilities Perform in ethical and professional manner, demonstrating appropriate protocol as well as protecting the rights of the student. 12 (100.00%) 0 (0.00%) 0 (0.00%) Attend and participate in clinic and practicum activities. 11 (91.67%) 0 (0.00%) 1 (8.33%) To be prompt in meeting deadlines, responding to referrals, and completing written reports. 12 (100.00%) 0 (0.00%) 0 (0.00%) Exhibit willingness to accept and benefit from constructive criticism in a mature rather than defensive manner. 12 (100.00%) 0 (0.00%) 0 (0.00%) Consistently follow through when additional action is needed. 12 (100.00%) 0 (0.00%) 0 (0.00%) Demonstrate an awareness of competency level and to not accept responsibilities that exceed this level. 12 (100.00%) 0 (0.00%) 0 (0.00%) Demonstrate interest in and awareness of current issues and best practices in the field of school psychology by attendance at professional meetings and reading of current periodicals. 11 (91.67%) 1 (8.33%) 0 (0.00%)

10 Personal Characteristics Achieve comfortable interactions with staff, students, parents, etc. of different gender, racial, ethnic, and socioeconomic groups. 12 (100.00%) 0 (0.00%) 0 (0.00%) Present appropriate professional appearance. 12 (100.00%) 0 (0.00%) 0 (0.00%) Demonstrate dependability. 12 (100.00%) 0 (0.00%) 0 (0.00%) Demonstrate good judgment and common sense. 12 (100.00%) 0 (0.00%) 0 (0.00%) Communicate and listen effectively. 12 (100.00%) 0 (0.00%) 0 (0.00%) Show concern, respect, and sensitivity for the needs of staff and students of varying ethnic groups and backgrounds. Work well with staff and other practicum students regardless of ethnic background, gender, or sexual orientation. 12 (100.00%) 0 (0.00%) 0 (0.00%) 12 (100.00%) 0 (0.00%) 0 (0.00%) Relate well to children of various ages, ethnic, and social backgrounds. 12 (100.00%) 0 (0.00%) 0 (0.00%) Utilize constructive criticism. 11 (91.67%) 1 (8.33%) 0 (0.00%) Display initiative and resourcefulness. 12 (100.00%) 0 (0.00%) 0 (0.00%) Demonstrate tolerance for other's values and viewpoints. 11 (91.67%) 0 (0.00%) 0 (0.00%) Show evidence of continued self-evaluation. 12 (100.00%) 0 (0.00%) 0 (0.00%) Other School Related Activities Demonstrate the ability to organize and provide in-service programming to school personnel and/or presentation for parent groups. 4 (33.33%) 5 (41.67%) 3 (25.00%) Participate in child study team and provide information for the team's consideration. 6 (50.00%) 3 (25.00%) 3 (25.00%) Participate in multidisciplinary team evaluation meetings and integrate information from other specialists. 8 (66.67%) 1 (8.33%) 3 (25.00%)

11 Assist the multidisciplinary team in the generation of educational recommendations. 7 (58.33%) 3 (25.00%) 2 (16.67%) Participate in annual review of students enrolled in programs for exceptional children. 7 (58.33%) 2 (16.67%) 3 (25.00%)

12 English Language Learners: Level of Agreement with Each Statement(1=Strongly Disagree; 5=Strongly Agree)*Reverse scored items I am prepared to tailor instructional and other services to the needs to ELL students. I possess a clean understanding of the language demands of the content area that I will teach. I am knowledgeable of teaching strategies and instructional practices for ELL students that are developmentally appropriate Average Rating 1 (8.33%) 2 (16.67%) 4 (33.33%) 1 (8.33%) 4 (33.33%) (25.00%) 2 (16.67%) 3 (25.00%) 2 (16.67%) 2 (16.67%) (16.67%) 6 (50.00%) 3 (25.00%) 1 (8.33%) 0 (0.00%) 2.25 I am knowledgeable of alternate ways of giving feedback. 0 (0.00%) 2 (16.67%) 4 (33.33%) 4 (33.33%) 2 (16.67%) 3.50 I am knowledgeable of teaching practices that are attuned to students language proficiencies and cognitive levels. I am knowledgeable of teaching practices that are culturally supportive and relevant. 3 (25.00%) 3 (25.00%) 5 (41.67%) 1 (8.33%) 0 (0.00%) (25.00%) 2 (16.67%) 4 (33.33%) 2 (16.67%) 1 (8.33%) 2.67 If I try hard, I can get through to most of the ELL students. 0 (0.00%) 2 (16.67%) 3 (25.00%) 3 (25.00%) 4 (33.33%) 3.75 I am confident in my ability to handle most discipline problems with ELL students. 0 (0.00%) 3 (25.00%) 5 (41.67%) 3 (25.00%) 1 (8.33%) 3.17 I am confident in my ability to teach all ELL students to high levels. 1 (8.33%) 3 (25.00%) 5 (41.67%) 1 (8.33%) 2 (16.67%) 3.00 I am confident I am making a difference in the lives of my students. 0 (0.00%) 0 (0.00%) 3 (25.00%) 3 (25.00%) 6 (50.00%) 4.25 I am uncertain how to teach some of my ELL students. 0 (0.00%) 3 (25.00%) 3 (25.00%) 4 (33.33%) 2 (16.67%) 3.42* I feel confident in providing a positive learning environment and create a climate characterized by high expectations. I am confident of my skills to effectively communicate with parents and guardians of ELL students. I am confident of my skills to provide alternative/performance assessments to ELL students. I feel confident in providing linguistically and cultural appropriate learning experiences for ELL students ELL students in the general education classroom setting slow down the progress of the other students in the class. Inclusion of ELL students in general education classes is good in theory, but does not work in the real world. 0 (0.00%) 0 (0.00%) 2 (16.67%) 5 (41.67%) 5 (41.67%) (8.33%) 2 (16.67%) 3 (25.00%) 5 (41.67%) 1 (8.33%) (16.67%) 4 (33.33%) 2 (16.67%) 4 (33.33%) 0 (0.00%) (8.33%) 3 (25.00%) 7 (58.33%) 0 (0.00%) 1 (8.33%) (16.67%) 6 (50.00%) 4 (33.33%) 0 (0.00%) 0 (0.00%) 2.17* 3 (25.00%) 5 (41.67%) 3 (25.00%) 1 (8.33%) 0 (0.00%) 2.17* Immigrant parents do not try to learn English. 7 (58.33%) 2 (16.67%) 3 (25.00%) 0 (0.00%) 0 (0.00%) 1.67* In order for ELLs to learn English, their parents should attempt to speak English. 2 (16.67%) 2 (16.67%) 3 (25.00%) 4 (33.33%) 1 (8.33%) 3.00

13 Students with Disabilities: Confidence with Your Ability to Do the Following Physically prepare space and materials needed to deliver instruction Design lesson plans to provide all learners access to the general curriculum Modify lesson plans to address needs of students with disabilities Maintain a structured learning environment Use a small number of positively stated expectations Reinforce appropriate behavior Respond to inappropriate behavior Implement individualized behavior strategies for students with disabilities Not at all Confident Moderately Unconfident Slightly Unconfident Slightly Confident Moderately Confident Very Confident No Opinion 0 (0.00%) 1 (8.33%) 0 (0.00%) 1 (8.33%) 6 (50.00%) 4 (33.33%) 0 (0.00%) 2 (16.67%) 1 (8.33%) 1 (8.33%) 3 (25.00%) 2 (16.67%) 2 (16.67%) 1 (8.33%) 1 (8.33%) 3 (25.00%) 1 (8.33%) 1 (8.33%) 3 (25.00%) 2 (16.67%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 1 (8.33%) 4 (33.33%) 5 (41.67%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 2 (16.67%) 0 (0.00%) 3 (25.00%) 6 (50.00%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 2 (16.67%) 9 (75.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 0 (0.00%) 6 (50.00%) 5 (41.67%) 0 (0.00%) 0 (0.00%) 2 (16.67%) 2 (16.67%) 1 (8.33%) 2 (16.67%) 4 (33.33%) 1 (8.33%) Introduce lesson content 0 (0.00%) 1 (8.33%) 0 (0.00%) 5 (41.67%) 3 (25.00%) 2 (16.67%) 1 (8.33%) Average Rating Maximize student engagement Provide performance-based feedback Review lesson content at the end of instruction 0 (0.00%) 1 (8.33%) 2 (16.67%) 1 (8.33%) 6 (50.00%) 2 (16.67%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 2 (16.67%) 1 (8.33%) 4 (33.33%) 4 (33.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 3 (25.00%) 4 (33.33%) 4 (33.33%) 0 (0.00%)

14 Teach lesson content relevant to student population Assess student ability and/or knowledge prior to instruction Assess student outcomes related to IEP during instruction Assess student response to instruction Uphold high standards of competence in the practice of the profession Uphold high standards of integrity in the practice of the profession Use evidence to guide exercise/exercising sound judgment in the practice of the profession Engage in professional activities related to continuous learning and advocacy Collaborate respectfully with all stakeholders 0 (0.00%) 1 (8.33%) 2 (16.67%) 2 (16.67%) 3 (25.00%) 3 (25.00%) 1 (8.33%) 0 (0.00%) 1 (8.33%) 1 (8.33%) 4 (33.33%) 4 (33.33%) 2 (16.67%) 0 (0.00%) 1 (8.33%) 2 (16.67%) 0 (0.00%) 0 (0.00%) 4 (33.33%) 2 (16.67%) 3 (25.00%) 1 (8.33%) 3 (25.00%) 0 (0.00%) 1 (8.33%) 3 (25.00%) 4 (33.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (16.67%) 1 (8.33%) 8 (66.67%) 1 (8.33%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 1 (8.33%) 10 (83.33%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 1 (8.33%) 0 (0.00%) 3 (25.00%) 6 (50.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%) 4 (33.33%) 5 (41.67%) 2 (16.67%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (16.67%) 9 (75.00%) 1 (8.33%)

15 Future Goals and Aspirations: Upon graduation, I hope to Have the skills and practical experience I need to become an effective school psychologist. I would like to find a position in a school system where I can make a difference in the lives of the students I work with, enhancing their school experience, and supporting mental health and learning. Upon Graduation from the Neag School of Education I hope to attain a job as a School Psychologist in a Middle or High School setting. I plan to stay updated on current issues in psychology and contribute to research while honing in on my own research interests. Ultimately, I would like to end up teaching classes in Psychological Disorders and Assessment at a University while conducting research in my designated area of interest. Work with students in the elementary schools, implementing creativity in all learning and structures of education making it the number one priority of educational systems (as opposed to assessments and evaluations). View myself as a competent school psychologist who is ready to practice in the Connecticut School Systems. I hope to have personally grown from my graduate school experiences. Also, I hope to have a position in a Connecticut elementary school, or pursue Ph.D. coursework. Have gained research experience in a field relative to the study of school psychology and learn the skills that I will need to counsel, intervene, and monitor educational and behavioral needs of all students. After graduation, I hope to gain employment in a public school that will allow me to use assessment skills as well as counseling skills with the students in the school. Upon graduation, I hope to work as a school psychologist in a public school system. The program's emphasis on integrating research and practice will prepare me to be a competent psychologist who is able to think critically about research findings and employ these skills when working with children and their families. I would also like to continue doing research of my own after graduating. In addition, I would like to explore the role of the school psychologist in a clinical setting as this may also be an environment that I would be interested in working in. Upon graduation, I hope to have gained the knowledge and experience necessary to work effectively and creatively with children with various backgrounds, challenges, and strengths. A favorite professor of mine comes to mind. She has the opportunity to do many things, including teaching, advising, and research. For a time, she also provided part-time services (I believe roughly one day per week) to a local school district. I would very much enjoy that type of arrangement after I complete my program - primarily working in school psychology at the undergraduate level, while still serving as a school psychologist in a part-time or consultative role. I don't know exactly what to expect of the program. I would aim to be one of the standout students within the program, hopefully demonstrating a natural aptitude and to graduate the program with great success thanks to dedication. After graduating, I plan to seek work at a public school preferably in a major city setting. Upon graduation, I hope to go on to become a School Psychologist at a high school in the Northeast. In addition to being a School Psychologist, I would like to start my own private practice working with children. Eventually, at some point in my career, I have plans on returning to a University to teach and conduct research. Upon graduation, I hope to have made the most of my time at the Neag School. I am really looking forward to learning as much as possible about the field of School Psychology. By the time I graduate, I plan to be a confident and capable researcher and clinician. Plans may certainly change, but at this point, I think that I would definitely like to spend some time in a typical School Psychologist role, in a school. After that, I would love to be able to work in research or consulting, and potentially work as a clinician in a non-school setting as well. This is a program and a degree that offers so many different opportunities, and I would like to explore as many of those as possible.