Goal 1: To train specialist-level school psychologists who practice data-based decision making.
A. Students will demonstrate an understanding of foundational principles of research and
B. Students will demonstrate the ability to make decisions regarding assessment and
intervention based on valid and reliable data collected from multiple sources.
C. Students will be familiar with empirically-supported assessment techniques and
interventions and be able to use technology to access these in the literature.
D. Students will be able to apply research principles to the evaluation of programs and/or
larger scale interventions.
Goal 2: To train specialist-level school psychologists who have a foundation of knowledge in both education and psychology.
A. Students have a strong foundation of knowledge in psychology (including, but not
limited to, human development, biological bases of behavior, and social psychology) and are able to apply these principles to their work this students, families and school
B. Students have a strong foundation of knowledge in education (including learning,
cognition, and effective instruction) and are able to apply these principles to their work with students, families, and school personnel.
Goal 3: To train specialist-level school psychologist who are ethical decision-makers.
A. Students will demonstrate an understanding of NASP’s Principles for Professional Ethics.
B. Students will be able to apply a problem-solving model in making ethical decisions.
C. Students will be familiar with the benefits and challenges of practicing school
psychology in rural areas.
D. Students will develop the necessary skills to work in a rural environment (e.g. students
will have the skills to access resources using technology).
Goal 4: To train school psychologists who have expert skills as indicated by the school psychology literature.
A. Students will demonstrate the knowledge and skills associated with effective
B. Students will demonstrate the knowledge and skills necessary to develop, implement,
and evaluate empirically supported interventions.
C. Students will demonstrate the knowledge and skills necessary to work with school
personnel to identify and solve individual, group, and systems level problems
D. Students will demonstrate the skills and knowledge necessary to work with families to
increase a student’s success.
Goal 5: To train specialist-level school psychologists who understand, consider, and respect
differences in gender, culture, ethnicity, language, socioeconomic status, and sexual orientation and who will promote a safe and respectful school environment for all individuals.
A. Students will demonstrate an understanding of individual differences and apply this
knowledge to decisions regarding assessment and intervention.
B. Students will develop an understanding of the social, cultural, socioeconomic, and
experiential factors that effect the development and behavior of an individual.
C. Students will have the knowledge and skills necessary to access information about
individual differences through the use of technology and consultation with colleagues.
Goal 6: To train specialist-level school psychologists who engage in reflective practice.
A. Students will understand the importance of ongoing professional development to
maintain the knowledge and skills to effectively practice in a changing field.
B. Students will demonstrate an understanding of the field of school psychology in terms of historical development, trends in roles and practice, and current issues.
C. Students will develop an understanding of the state and national issues that effect the
education of children and the practice of school psychology.