Get the latest information about Standard 4: Assessment
The program provides candidates with the knowledge of current theories and methods
of assessment data to support data-based decision making for the purpose of understanding,
evaluating, and promoting positive pupil performance, program outcomes, and school
climate. Candidates develop an understanding of the influence of multiple factors
on pupil achievement. The program requires candidates to analyze assessment information
in a manner that produces valid inferences when evaluating the needs of individual
pupils and assessing the effectiveness of educational programs.
1. Professional Standards
All candidates know and can apply established professional standards for the legal
and ethical use of tests and other measures of assessment. Prior to being accepted
into the Program, candidates must complete Psychology 149, Psychological Testing
to support their graduate training. While in the Program, candidates must complete
the following courses where they learn about Standards for Educational and Psychological
Testing including issues at the federal and state levels, measurement trends affecting
validity, testing individuals with disabilities or different linguistic backgrounds,
as well as new types of tests.
Psychology 277 - Role and Function of the School Psychologist
o Legal Issues- Session 20
o Special Education Case Law- Session 21
o Special Education Law- Session 22
o Special Education Law- Session 23
o Ethical Issues- Session 24
*Psychology 284 - Assessment of Intellectual Abilities
o Learning Objectives 1-8
o Course Description- Pg, 1
o Standards & Ethics- Session 3
o Statistics Review- Session 4
o Issues in Assessment- Session 5
o Adaptive functioning - Session 24
o Adaptive Behavior Scale- Session 25
o MR eligibility- Session 26
o Processing, RTI, and SLD BP 17,41- Session 27
o Preschool Assessment- Session 28
*Psychology 285 - Assessment of Learning & Developmental Problems
o Review of Legal and Ethical Considerations in Assessment- Session 3
o Special Education Eligibility- Session 5
2. Assessment Theories, Models, and Methods
As a prerequisite to admission to the School Psychology Program every candidate must
complete Psychology 149, Psychological Testing. This course covers theories of psychological
testing stressing the logic and limits of measurement. Emphasis is on individual
and technical tests. A candidate who has been accepted to the School Psychology Program
is required to complete:
Psychology 282 - Cognitive and Behavior Therapy
o Behavior Assessment System for Children- Session 3
Psychology 286 - Instructional Consultation and Intervention
o Goal 4
o Direct Assessment of Academic Skills- Session 5
*Psychology 284 - Assessment of Intellectual Abilities - entire course
o Learning Objective- 1
o Historical Overview- Session 2 o Standards & Ethics - Session 3
o Statistics Review- Session 4
o Issues in Assessment- Session 5
*Psychology 285 - Assessment of Learning & Developmental Problems
o Entire Course
Psychology 270T-2 - Working with Diverse Students and Families
o Assessment and Eligibility of Linguistically Diverse Students - Section 4-session
4
In addition, candidates are required to complete Psychology 288, Applied Behavior
Analysis for understanding, evaluating and promoting positive pupil performance,
and program outcomes.
3. Using Assessment Data to Support Decision Making
All candidates learn to use assessment data to support decision-making and result-based
accountability for the purpose of understanding, evaluating, and promoting positive
pupil performance, program outcomes and school climate. Candidates must complete:
Psychology 278, Intervention and Prevention
o Learning Objectives - 4,5,6
o Observations System - Pg. 4
o Single-case Design in school/Data Collection/ Graphing- Session 4
o Intervention Selection/Empirical Supported Interventions- Sessions 5
o Behavior Intervention Case Manager (BICM) Training-Lecture 1 Functional Analysis/Hughes
Bill/FBA- Session 6
*Psychology 286 - Instructional Consultation and Intervention
o Goal 4
o Instructional environment and Direct Assessment of Academic Skills- Session 3
o Direct Assessment of Academic Skills - Session 5
o Reading Comprehension - Session 14
o Functional Reports - Session 18
Psychology 284 - Assessment of Intellectual Abilities
o Learning Objectives 1-8
o Report Writing - Session 9
o Assignments - Test Observations - Pg. 4
o Test Videotapes - Pg. 4
o Reports - Pg. 5
*Psychology 285 - Assessment of Learning & Developmental Problems
o Special Education Eligibility- Session 5
o Making instructional and accountability-Session 27
Psychology 288 – data collection and graphing – Ch 6-7
4. Technology for Data Collection and Analysis
All candidates learn to use technology to collect and analyze data in assessment
courses and data based decision making courses including:
Psychology 282 - Cognitive and Behavior Therapy
o Learning Objective- 6
Psychology 286 - Instructional Consultation and Intervention
o Goal 7
o Progress Monitoring, Setting Goals - Session 6
o Computer-Based Reading Intervention Programs - Session 13
Psychology 284 - Assessment of Intellectual Abilities
o DAS-2 and computer scoring- Sessions 17
Psychology 288 - Analyzing Behavior Change - Ch. 13
5. Assessment for Monitoring Pupil Progress
All candidates learn to monitor pupil progress through coursework in:
*Psychology 278 - Intervention and Prevention
o Learning Objectives- 4,5,6
o Observation System, Functional Behavior Assessment - FBA, Consultation and Intervention
Project- Pg, 4
o Intervention/ Integrity/Intervention Evaluation- Session 3
o Single-case Design in school/Data Collection/Graphing- Session 4
o Intervention Selection/ Empirically Supported Interventions-Session 5
*Psychology 286 - Instructional Consultation and Intervention
o Goal 6
o Progress Monitoring, Setting Goals - Session 6
Psychology 285 - Assessment of Learning & Developmental Problems
o RTI and Tier 1 - Session 24
o RTI and Tier 2 & 3 - Session 26
o Making instructional and accountability Decisions - Sessions 27
Psychology 288 – Observing and measuring behavior – Ch 8-9
6. Assessment for the Purposes of Planning
All candidates learn to use appropriate methods of assessment for the purposes of
planning student programs through coursework in:
*Psychology 278 - Intervention and Prevention
o Learning Objectives - 4,5,6
o Functional Behavior Assessment - Pg, 4
o Single-case Design in school/Data Collection/Graphing- Session 4
o Intervention Selection/ Empirically Supported Interventions-Session 5
o Behavior Intervention Case Manager (BICM) Training-Lecture 1 Functional Analysis/Hughes
Bill/FBA- Session 6
Psychology 279 - Consultation and Supervision
o Consultation in School Setting/Communication Skills/Problem Solving Model - Session
3
Psychology 285 - Assessment of Learning & Developmental Problems
o RTI and Tier 1 - Session 24
o RTI and Tier 2 & 3 - Session 26
*Psychology 286 - Instructional Consultation and Intervention
o Goal-5
o Direct Assessment of Academic Skills - Session 5
o Functional Reports - Session 18
7. Interpretation and Communication of Results
Candidates learn to interpret and communicate results of assessment information
to parents, school staff and the community through the following courses:
Psychology 279 - Consultation and Supervision
o Consultation in School Setting/Communication Skills/ Problem Solving Model- Session
3
o Behavior Consultation/ Consultation Stages- Session 6
*Psychology 287 – Practicum in School Psychology
Diversity: Services at your site for culturally and linguistically diverse students
Case Presentations - Session 12- 1st Year/ Fall Semester
o Outcomes and Goals- 1-10- 1st Year/ Spring Semester
o Eligibility Review: Mental Retardation - Session 8
o Eligibility Review: Specific Learning Disability - Session 9
o Eligibility Review: Emotional Disorder - Session 12
o Site Discussions
o Preparing for Practicum in Year 2 - Session 16
o Low incidence sites; Best Practices V-Chapter 76 - Session 7 -
2nd Year/ Fall Semester
o Low incidence- Read either BP 114 (Deaf/HOH) or 115 (Visual Impaired) - Session
9
o IEP Meetings - Session 11
o Facilitating meetings with families: Read Best Practices V- Chapter 59 - Session
15
o Outcome and Goals- 1-10- 2nd Year/ Spring Semester
Discussion of observation; SST Team experience discussion
- Session 8
RTI in real life - Session 13
o Writing a conference proposal- Session 14
Psychology 286 - Instructional Consultation and Intervention Teacher and Student Interviews –
Session 2
o Research into Practice- Session 28
Psychology 284 - Assessment of Intellectual Abilities
o Reports- Pg. 5
o Report Writing- Session 9
Psychology 285 - Assessment of Learning & Developmental Problems
o Learning Objectives 2-5
o Gray Oral Reading Tests-Fourth Edition (GORT-4)- Session 9
o Norm-reference Comprehensive Academic Achievement Test – Session 10,11,12
*Psychology 267 - Internship in School Psychology
o Goal 5,12,14 - Fall Semester
o Goal 5,12,14 - Spring Semester
o Topic: Continuing Professional Development and NCSP discussion - Session 21
o Topic: Trends in the field :CASP & NASP Sharing, Futures discussions - Session
24
o Topic: All present intervention cases - Session 35
Psychology 278 - Intervention and Consultation
o Learning Objectives - 5, 6
o Functional Behavior Assessment - Pg. 4
o Home-school Collaboration/Home Interventions - Session 9
8. Assessment of School Climate
Candidates learn to use different instruments and procedures to assess school climate
for the purpose of promoting a supportive learning environment in the school through
coursework in:
*Psychology 278 - Intervention and Prevention
o Learning Objectives - 2,3
o School Wide 3-Tier Intervention/ Peer Mediation - Session 10
o Three -Tier Model for Social Skills/Bullying/GLBT Awareness -
Session 12
o Three -Tier Model for School Violence/ Gangs/Resiliency Model - Session 14
Psychology 279 - Consultation and Supervision Psych_279
o System Consultation-Session 23, 24
o Examinations and Major Assignments- Part 3, Pg, 7
Psychology 285 - Assessment of Learning & Developmental Problems
o Assessment in context: assessment in an ecological model- Session 2
o Course requirement: RTI interview presentation
9. Cultural and Linguistic Factors
Candidates demonstrate knowledge of the influence of cultural and linguistic factors
on the validity and appropriate interpretation of assessment instruments in the following
courses:
*Psychology 270T-2 - Working with Diverse Students and Families
o Non-discriminatory Assessment- Section 4- Session 1
o To Assess or Not: Language Acquisition, Stereotypes, Teacher Expectations, and
Referrals- Section 4- Session 2
o Assessment and Eligibility of Linguistically Diverse Students -
Section 4 - Session 4
Psychology 282 - Cognitive and Behavior Therapy
o Working with Families and Students of Diverse Backgrounds -
Session 4
Psychology 286 - Instructional Consultation and Intervention
o Goal 2
o Reading Interventions with ESL Students - Sessions 26, 27
Psychology 284 - Assessment of Intellectual Abilities Psych_284
o Learning Objective- 1-8
o Issues in Assessment- Session 5
o Ethnic Minority Students/ELL – Session 18
Psychology 285 - Assessment of Learning and Developmental Problems
o Earning Objectives 1,3
o Nondiscriminatory assessment and assessment of students with limited English -
Session 21,22
10. Medical and Emotional Disorders
All candidates are required to take Psychology 36, Biological Psychology or Psychology
125, Behavioral Neuroscience as a prerequisite to the program. Candidates in the
Program must exhibit knowledge of the influence of medical and emotional disorders
and the impact of pharmacological interventions on individual and group assessments
in:
*Psychology 225T - Psychobiological Bases of Behavior
o Learning Objective - 4
o Attention Deficit Hyperactivity Disorder - Session 10
o Chapter 18 - Schizophrenia - Session 12
o Chapter 16 - Affective Disorder - Session 17
o Discussion-presentations(Schizophrenia) - Session 18
o Chapter 17 - Anxiety Disorders- Session 19
o Discussion - presentations( Anxiety Disorders) - Session 20
Psychology 282 - Cognitive and Behavior Therapy
o Learning Objectives- 1,4
o Emotional Disturbance and Educational Diagnoses - Session 5
o Attention - Deficit Hyperactivity Disorder - Session 6
o Childhood Depression - Session 7
o Post-traumatic Stress Disorder - Session 9
o Pervasive Development Disorder - Session 12
o Eating Disorders - Session 14
o Other Disorders of Infancy, Childhood, or Adolescence - Session 15