Department website: http://MinotStateU.edu/schpsych/
(701) 858-3145/ 1(800) 777-0750 ext.3145
Department of Addiction Studies, Psychology and Social Work Graduate Faculty
Department Interim Chairperson: Dr. Vicki Michels
Director School Psychology Program: Dr. Penny Craven
Overview
The Education Specialist Program in School Psychology prepares students for national certification as School Psychologists and meets ESPB standards to practice in North Dakota (please check with your state licensing board for specific criteria for locations outside North Dakota). Graduate students participate in a rigorous three-year program. The program emphasizes hands-on experiences culminating in a one year, 1,200-hour internship. The program also emphasizes rural school psychology in the coursework.
The program provides students with the theoretical and practical skills to be effective school psychologists. The curriculum emphasizes assessment, intervention techniques, collaborative frameworks, and consultative strategies through practicums and rural outreach opportunities. The program trains practitioners who are culturally competent service providers and explores social justice issues in North Dakota with emphasis on American Indian populations.
The School Psychology Program is approved by the National Association of School Psychologists (NASP) through February 2025.
Program Philosophy
The theme of Preparing Leaders who are Reflective Decision Makers is a guide to the mission of the School Psychology Program at MiSU. This theme prepares students to become competent leaders in the field of school psychology with the knowledge, skills, and dispositions to make effective professional decisions via reflective decision-making.
The conceptual framework that supports the theme of "Reflective Decision Making + Leadership" includes the following thematic strands:
- Professional and Content Standards
- Diversity
- Technology Integration
- Community Partnerships
- Learning Environments
Underlying the conceptual framework is the belief that preparation for all professional educators must be aligned with state, national, and professional standards. This includes the following: a strong emphasis on the development of the student's knowledge, skills, and dispositions, inclusion of all learning environments, focus on diversity and technology integration, and the development and enhancement of community partnerships.
Decision-making is viewed as an on-going interactive process in which a myriad of factors must be understood and balanced in making sound professional decisions. Using the scientist-practitioner approach, students are trained to consider input from a variety of sources, synthesize the information after reflection, and make data-based decisions, which result in positive changes for children. Also inherent in the theme are teamwork and promoting collaboration with the community and school-based professionals; this prepares students to become professional leaders who are Reflective Decision-Makers.
Program Goals and Objectives
The School Psychology Program at MiSU utilizes a scientist-practitioner model. Upon graduation students will possess the knowledge base, necessary clinical skills, and dispositions to serve the educational and mental health needs of children from diverse backgrounds. They will have the skills to function as leaders within educational systems and promote problem solving through teamwork and collaboration.
Graduates of the school psychology program are prepared to provide direct and indirect school psychological services for children, parents, teachers, related school personnel, administrators, and community agencies.
Anchored in the mission, philosophy, and goals stated above, the program subscribes to the following objectives for students enrolled in the MiSU School Psychology Program:
- Students will be proficient in data-based decision making.
- Students will be proficient in varied models and strategies of consultation, collaboration, and communication.
- Students will be proficient in providing interventions and instructional support to develop academic skills of students.
- Students will understand the biological, cultural, developmental, and social influences on mental and behavioral health and its impact on learning.
- Students will understand and implement school-wide practices to promote learning.
- Students will understand and implement services to promote safe and supportive school environments.
- Students will understand principles, strategies and research related to family systems, strengths, needs and cultures. They will use this knowledge to facilitate collaboration between families, schools, and community agencies.
- Students will learn about equitable practices for diverse student populations and how to implement these practices in their role as a school psychologist.
- Students will have knowledge of research design, statistics, and data collection in order to understand research interpret data and evaluate programs in applied settings.
- Students will know and apply legal, ethical, and professional practices standards outlined for school psychology by the National Association of School Psychologists, American Psychological Association, and other pertinent entities.
Student Learning Outcomes:
Minot State University adheres to NASP's model of comprehensive and integrated school psychological services and is guided by the NASP 2020 Domains of Practice. Therefore, students graduating from the School Psychology Program shall demonstrate an understanding of and competence in the 10 NASP 2020 Domains of Practice and be prepared to enter the workforce as competent early career School Psychologists. The NASP 2020 Domains of Practice include the following:
- Domain 1: Data-Based Decision Making - School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
- Domain 2: Consultation and Collaboration - School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
- Domain 3: Academic Interventions and Instructional Supports - School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children.
- Domain 4: Mental and Behavioral Health Services and Interventions - School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
- Domain 5: School-Wide Practices to Promote Learning - School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
- Domain 6: Services to Promote Safe and Supportive Schools - School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.
- Domain 7: Family, School, and Community Collaboration - School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.
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Domain 8: Equitable Practices in Diverse Student Populations - School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.
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Domain 9: Research and Evidence-Based Practice - School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.
- Domain 10: Legal, Ethical, and Professional Practice - School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.
Performance-Based Assessment
The MiSU School Psychology Program in accordance with the NASP Standards for Graduate Preparation of School Psychologists (NASP, 2010) employs a comprehensive, performance-based system to evaluate program quality. The twofold purpose of comprehensive systematic assessment of candidate performance is to ensure that candidates at the completion of their training demonstrate professional competencies which reflect the knowledge, skills, and dispositions that early career School Psychologists should possess and to use the resulting information to monitor candidate progression as well as to evaluate and improve program quality. Assessment data are aggregated and reviewed by the School Psychology faculty on a regular basis to determine program strengths and weaknesses. The School Psychology faculty meet on a regular basis to discuss findings and at the conclusion of the fall and spring semesters each year. Each year, student progress in the program and professional dispositions are carefully monitored and evaluated by the School Psychology faculty, using the Student Progress Evaluation Form for Ed.S. and Professional Dispositions Assessment.
First Year
Toward the end of the Spring semester (late March early April) in the first year, students sit for the Written Preliminary Examination. The Written Preliminary Examination consists of four essay questions that are designed to assess the student’s school psychological knowledge base and their ability to write in a coherent, organized manner. Written Preliminary Examinations are scored by the School Psychology faculty.
In the first year, following completion of the first semester students are assessed using the Professional Disposition Assessment. Input is solicited from all the student’s instructors. School Psychology faculty complete the Professional Disposition Assessment and meet with students to go over the results of the assessment, point out student strengths, and address areas of student weakness. If warranted, specific recommendations for improvement are documented and a written remediation plan is developed.
Second Year
During the second year, professional disposition is assessed through the School Psychology Practicum Evaluation Form. At the end of the fall semester, students are assessed on professional disposition and the first six of the 2020 NASP Practice Domains. At the end of the spring semester students are assessed on professional disposition and all 10 of the 2020 NASP Practice Domains. The University instructor/supervisor meets with students and reviews their field-based supervisor’s evaluations in the fall and spring.
Students take the Written Comprehensive Examination in the spring of their second year (late March early April). The Written Comprehensive Examination incorporates core and supporting area coursework. The exam consists of four essay questions and case vignettes. Students who fail their Comprehensive Written Examination or pass with conditions will meet with the School Psychology Committee to discuss results and develop a remediation plan. A written notification of results is sent to students.
Third Year
During the third year, internship takes place over a period of the entire academic year. The Internship Evaluation Form-Site Supervisor's is completed by the site supervisor on two separate occasions. The first evaluation occurs approximately halfway through the internship, preferably during the last week of the first semester. The final evaluation occurs at or near the end of the internship. The University instructor/supervisor reviews the field-based supervisor’s evaluation of the intern, interviews the field-based supervisor, and meets with the student to review their evaluation and address areas of needed improvement.
Students are also required to develop a Portfolio to document a full range of professional competencies. The guidelines for developing Portfolio are included in the Internship Guidelines. The Portfolio is to be turned in near the end of the internship year and is scored by the internship instructor/supervisor and the School Psychology Program Director using the NASP Portfolio Rubric.
In addition to the Portfolio, each student is required to submit two case studies to their supervising faculty member (one during fall semester and one during spring semester). Although there is often overlap between behavioral and academic difficulties, students are required to submit one behavioral and one academic focused case study. The purpose of the case study is to demonstrate the ability to integrate knowledge from NASP Domains of Practice and apply it to real world applications. Further, the case study serves as an opportunity to document measurable positive impacts on student learning and behavior. The case studies are then reviewed by core school psychology faculty and rated using the NASP Case Study Rubric. To pass the case study requirements for internship, students must meet expectations for all areas assessed. If the student does not meet expectations the candidate must first meet with the University instructor/supervisor. If this is not successful, the candidate is required to schedule an oral defense for each section(s) rated as “needs improvement” with the school psychology graduate faculty.
All students must take the Praxis II exam and obtain a passing score (155) for graduation. Students are strongly encouraged to take the exam during the first semester of internship or the summer prior to internship to avoid unnecessary delay in graduation.
Departmental Admission Standards
The School Psychology Program is committed to broadening diversity within the program. Students from diverse backgrounds are encouraged to apply. Students with permanent residence in North Dakota will receive priority consideration.
Prospective students must have/consider the following:
- Completion of a bachelor’s degree with a minimum GPA of 3.0.
- Completion of Graduate Record Exam (GRE).
- Three letters of recommendation must be submitted as part of the application packet.
- Students who apply to the School Psychology program should have a strong background either in education or psychology and preferably in both. Students with backgrounds from related fields will also be considered.
- Completion of all admission requirements of the Graduate School at Minot State University. Students who have applied for admission by April 16, for the next academic year, will be given priority consideration. Students may also apply for a secondary deadline of May 1, pending availability of spots within the program.
Academic Honesty
Academic honesty is at the core of any graduate program. Any behavior deemed as academically dishonest by the department will result in dismissal from the program. Academic dishonesty would include, but is not limited to, the following types of behaviors:
- Misrepresenting another individual’s work as one’s own, e.g., plagiarism.
- Copying from another student during an exam.
- Altering one’s exam after grading for the purpose of enhancing one’s grade.
- Submitting the same paper to more than one class.
- Use of any material not approved by the instructor during an exam.
- Turning in reports intended to be based on field collection data but, in fact, is not.
- Failure to respect the confidentiality of persons served or studied and to maintain the professional standards for ethical conduct as set forth in The Handbook of School Psychology published by the National Association of School Psychologists.
Academic Honesty Appeal Policy
Dismissal for academic dishonesty can be appealed. A student who wishes to appeal his/her dismissal should follow the appeal process established by the Graduate School and listed in this catalog under Graduate School Policies and Regulations.
Grading Policy
Students are advised that a grade of “C” in a required course for the Education Specialist in School Psychology degree is considered a failing grade.
Grade Appeal Policy
The process and conditions for a grade appeal follow the definitions and schedules of the Graduate School. All requests for review of a grade must be submitted according to the timelines established by the Graduate School for this process.
Written Qualifying Comprehensive Exams
Students will demonstrate their knowledge of school psychology through written qualifying and comprehensive exams. These exams will be taken in the fall of the student’s first year of graduate work and in the spring of the students second year.
Required Courses (70 SH Minimum)
ED 540 | Reading: Advance Diag & Remed | 2 |
ED 541 | Clinical Practice Remedial Read | 2 |
SPED 561 | Classroom Management and Positive Behavior Support | 3 |
SPED 572 | -Methods Of Teaching the Learning Disabled | 3 |
PSY 503 | Statistics I | 3 |
PSY 511 | Human Growth and Development | 3 |
PSY 512 | Research Design and Measurement | 4 |
PSY 514 | Individual Cognitive Assessment | 4 |
PSY 515 | Academic Assessment | 4 |
PSY 518 | Psychopathology Of Children | 3 |
PSY 525 | Role and Function Of School Psychologist | 3 |
PSY 533 | Social and Behavioral Interventions In School | 3 |
PSY 584 | School Psychology Practicum I | 3 |
PSY 585 | School Psychology Practicum II | 3 |
PSY 586 | Clinical Experience | 3 |
PSY 590 | Counseling Skills | 3 |
PSY 592 | Special Topics (Diversity in the Schools) | 3 |
PSY 593 | School Safety, Crisis Preparation, and Crisis Response | 3 |
PSY 594 | Consultation and Collaboration | 3 |
PSY 597 | Thesis (optional) | 3 |
PSY 598 | Internship | 6 |
PSY 599 | Internship | 6 |
Total Hours | 70 |