1. Perspectives of In-Service School Psychology Students on NASP Standards and Needs of ELLs and Disabilities David Sax, Mary Yakimowski, Lisa M. Hagermoser-Sanetti P ERSPECTIVES OF I N -S ERVICE S CHOOL P SYCHOLOGY S TUDENTS ON NASP S TANDARDS AND N EEDS OF ELL S AND D ISABILITIES 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 Purpose 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) Literature Review Results. 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 Methods 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. NASP Standards% Yes 1. Personal Characteristics98.61 2. Professional Responsibilities97.62 3. Consultation Skills76.19 4. Feedback of Test Results76.04 5. Interpretation/Reporting of Test Results 61.67 6. Test Administration and Techniques59.52 7. Pre-testing Procedures54.17 8. Other School Related Activities53.33 9. Intervention Skills48.81 Elements of “Feedback of Test Results” NASP StandardYesNoDK 4a. Provide feedback in such a way as to demonstrate sensitivity to varying groups and cultures. 7 (58.33%) 1 (8.33%)4 (33.33%) 4b. Demonstrate tact in opening interview and establishing rapport. 9 (75.00%)1(8.33%)2 (16.67%) 4c. Exhibit good listening and questioning skills. 11 (91.67%)1 (8.33%)0 (0.00%) 4d. Employ vocabulary level appropriate to participant; avoid jargon or condescension. 11 (91.67%)1 (8.33%)0 (0.00%) 4e. Demonstrate skill in clearly communicating test results and recommendations. 6 (50.00%)3 (33.33%)2 (16.67%) 4f. Solicit questions from teachers and/or parents and responds to questions appropriately. 10 (83.33%)1 (8.33%) 4g. Solicit information from other professionals. 10 (83.33%)1 (8.33%) 4h. Exercise independence from other professionals. 9 (75.00%)2 (16.67%)1 (8.33%) 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? Findings/ Implications Intended Focus of Students David M. Sax, M.A. Mary E. Yakimowski, Ph.D. Lisa M. Hagermoser-Sanetti, Ph.D. October 2011 David M. Sax, M.A. Mary E. Yakimowski, Ph.D. Lisa M. Hagermoser-Sanetti, Ph.D. October 2011