school program handbook - university of nebraska …2019‐2020 school psychology program handbook 4...

2019‐2020SchoolPsychologyProgramHandbook 1 Revised9/20/19

SchoolPsychologyProgramHandbook

2019‐2020

DepartmentofPsychology6001DodgeStreet

Omaha,NE68182‐0274Phone:402‐554‐2592Fax:402‐554‐2556

UNOSchoolPsychologyHomepage


SchoolPsychologyProgramCommittee2019‐2020

Faculty

LisaKelly‐Vance,SchoolPsychology,ProgramDirectorBrianMcKevitt,SchoolPsychologyAdamWeaver,SchoolPsychology

BrigetteRyalls,DevelopmentalPsychology,DepartmentChair

MarkShriver,MunroeMeyerInstitute,AppliedBehaviorAnalysisProgramDirector

StudentOfficersKaitlinCloonan,President,3rdyearstudent

JoseySvoboda,VicePresident,2ndyearstudentAprilMinor,Secretary,1styearstudent


FacultyLisaKelly‐Vance,Ph.D.(IndianaUniversity),ProgramDirectorDr.Kelly‐VancehasprovidedschoolpsychologyservicestodistrictsinIndiana,Michigan,andIowa.PriortocomingtoUNOin1995,sheworkedforAreaEducationAgency13(nowGreenHillsAreaEducationAgency)inCouncilBluffs,IA.There,sheworkedwithchildrenwhorangedinagefromBirthto21.ShealsoservedastheLeadPsychologistandthePresidentoftheIowaSchoolPsychologistsAssociation.Dr.Kelly‐VanceiscertifiedasaSchoolPsychologistinIowa.SheisamemberoftheNationalAssociationofSchoolPsychologistsandservesontheBoardofDirectorsasthePast‐President.SheisalsoamemberoftheNebraskaSchoolPsychologistsAssociationandservedasPresident,UniversityConnectionsChairandWebpageEditor.Inaddition,Dr.Kelly‐Vanceisthefacultysponsoroftheannualsummerreadingprogram.HerundergraduatedegreeisfromPurdueUniversityandshehasaMSandPhDfromIndianaUniversity.Coursestaught:EarlyChildhoodAssessment,PsychologyofExceptionalChildren,FamilyAnalysisandTreatment,PracticuminSchoolPsychology,Internship,AdvancedEducationalandPsychologicalConsultationResearchinterests:Playassessmentandinterventioninearlychildhood;summerreadingprograms;animalassistedreadinginterventions;andEnglishLanguageLearners.Contactinformation:(402)554‐3563;lkelly‐[email protected],Ph.D.(UniversityofWisconsin‐Madison)Dr.McKevittservedasaschoolpsychologistinHeartlandAreaEducationAgency11IowaforsixyearsbeforecomingtoUNOin2006.There,heprovidedthefullspectrumofschoolpsychologyservicesforchildreningradeskindergartenthrougheighth,supervisedschoolpsychologypracticumstudentsandinterns,andcoordinatedtheimplementationofschool‐widepositivebehaviorsupportinover30schoolsincentralIowa.HereinNebraska,Dr.McKevittinaregionaltrainerandconsultantforschool‐widepositivebehaviorsupportsandhasworkedwithseverallocalschooldistrictsandtheNebraskaDepartmentofEducationonthiswork.HeisaNationallyCertifiedSchoolPsychologist,acertifiedSchoolPsychologistinIowaandNebraska,amemberofNASPandtheNebraskaSchoolPsychologistsAssociation(NSPA),andtheNebraskaDelegateforNASP.Coursestaught:Professional,Legal,andEthicalFoundationsofSchoolPsychology,SchoolAgeAssessment,AdvancedEducationalandPsychologicalConsultation,EducationalPsychology,andPsychologyintheSchoolsResearchinterests:School‐widepositivebehaviorsupport;evidence‐basedsocial,emotional,andbehavioralinterventions;testingaccommodations;reliabilityandvalidityinassessmentContactinformation:(402)554‐2498;[email protected],Ph.D.(MississippiStateUniversity)Dr.WeaverearnedhisPhDinSchoolPsychologyfromMississippiStateUniversity.HeisacertifiedschoolpsychologistinIowaandworkedasaschoolpsychologistforGreenHillsAreaEducationAgencyfornineyearsbeforecomingtoUNOin2013.Inthisrole,Dr.WeaverworkedinseveralruralschooldistrictsinsouthwestIowa,servedonagencylevel


committees,andsupervisedpracticumstudents.Dr.WeaverhasservedasachallengingbehaviorconsultantandmetrequirementsforadvancedleveltraininginfunctionalanalysisfromtheIowaDepartmentofEducationandtheCenterforDisabilitiesandDevelopmentattheUniversityofIowa.Coursestaught:BehaviorAnalysisandIntervention,FoundationsofAssessment,PsychologicalandEducationalTesting,PsychotherapeuticInterventions,SmallnResearchDesignsResearchinterests:School‐basedappliedbehavioralassessmentandintervention,emotionallaboramongeducators,andIEPTeammeetings.Contactinformation:(402)554‐3848;[email protected]

ContributingandAdjunctFaculty

TheseindividualsteachcoursesintheSchoolPsychologyProgramand/orserveontheSchoolPsychologyProgramCommittee:

JuanCasas,Ph.D.,UNOPsychologyDepartmentKristyFeden,Ed.D.,NeMTSSRegionalFacilitator,ESU3JoleneJohnson,Ed.D.,UNMCMunroe‐MeyerInstituteZacharyLaBrot,Ph.D.,BCBA‐D.,UNMCMunroe‐MeyerInstituteSarahKupzyk,Ph.D.,BCBA‐D.,UNOPsychologyDepartmentHollyRoberts,Ph.D.,MunroeMeyerInstituteBrigetteRyalls,Ph.D.,UNOPsychologyDepartment,DepartmentChairMarkD.Shriver,Ph.D.,MunroeMeyerInstituteSuzanneSollars,Ph.D.,UNOPsychologyDepartment


SchoolPsychologyProgramUniversityofNebraskaatOmaha

ThecontentsofthishandbookareintendedtohelpcurrentandprospectivestudentsunderstandthestructuralandproceduraloperationsoftheUNOSchoolPsychologyGraduateTrainingProgram.Inadditiontoprograminformation,thishandbookreviewsrelevantdepartmentalandgraduateschoolpoliciesfortheprogram.TheSchoolPsychologyProgramCommitteewillregularlyreviewhandbookcontentsandnotifystudentsofanychangeinprogramoperations.

ProgramDescriptionTheUNOSchoolPsychologyProgrampreparesstudentstoserveasspecialistsinSchoolPsychologyprovidingawiderangeofservices,includingconsultation,assessment,andintervention.TheprogramisoneofsixgraduateprogramsinthePsychologyDepartmentintheCollegeofArtsandSciences.StudentsalsotakecoursesintheCollegeofEducation.Theprogramhasthreefull‐timefacultywhohavedegreesinSchoolPsychologyandisalsosupportedbyaffiliatedfacultyfromrelatedfields.PractitionersfromtheOmahametropolitanareaschoolsworkcloselywiththeprogramtoprovidefieldsupervision,collaborateonresearchprojects,andgivefeedbackaboutthetrainingprogram.Studentsearna36credit‐hourMasterofScience(M.S.)degreeinPsychology,withanemphasisinSchoolPsychology,priortothe36credit‐hourSpecialistinEducation(Ed.S.)degreeinSchoolPsychology.TheM.S.consistsoftwoyearsofcourseworkincludingfieldexperiencesandpracticumandtheEd.S.requiresanadditionalyearofcoursework,alsoincludingfieldexperiencesandpracticum,followedbyayear‐longinternship.StudentswhograduatewithanEd.S.degreeareeligibleforcertificationasaSchoolPsychologistinallstatesandcanprovidepsychologicalservicesinschools.TheUNOSchoolPsychologyprogramisapprovedbytheNationalAssociationofSchoolPsychologists(NASP).

ProgramPhilosophyConsistentwiththemissionoftheUniversityofNebraskaatOmaha(UNO),theUNOSchoolPsychologyProgram’smissionistograduatestudentswhohavemethighlevelsofacademicexcellencerelevanttotheknowledgeandskillsintheprofessionofschoolpsychologyandhaveengagedinandarecommittedtothecommunity.Theprogramisdesignedtopreparegraduatestofunctionasscientist‐practitionersinservicetochildrenandtheirfamilies,schools,andcommunities.Theprogramemphasizesanindirectservicedeliveryapproachthatisorientedindata‐basedproblem‐solvingandisresponsivetoculturalandecologicalcontextstoaddresschildren’semotional,social,andacademicdevelopment.Ourdatadrivenproblem‐solvingmodelisbasedonbehavioralprinciples,systemslevelthinking,andpsychologicalandeducationalresearch.Althoughindirectapproachesareemphasized(e.g.,consultation,assessment,prevention,andearlyintervention),graduatesarepreparedtoapplydirectpsychologicalservices(e.g.,individual,group,andsystemslevelinterventions)whenconditionswarrant.


Theprogramhasastrongorientationtowardsutilizingcommunityresourcesaspartnersintraining,whichallowsformeaningfulanddiversecommunityservicelearningandfieldexperiencesthatareintegratedthroughoutmostcoreschoolpsychologycourses.Thediversemetropolitancommunityofschoolsservesasatraininggroundforstudentsineachyearoftheprogram.Anexpandeddefinitionofdiversity,whichincludesrespectforindividualsfromallaspectsofculture,ethnicity,sexualorientation,religiouspreferences,andsocioeconomicbackground,isvaluedintheprogram.UNOisametropolitanuniversitythatvaluesthedynamicandculturallyrichnatureofthecommunity,andtheprogramisdedicatedtotrainingstudentsintheimportanceofvaluingandservingdiverseindividualsandgroups.TheuniversityandtheSchoolPsychologyProgramadheretoapplyingthesevaluestoadmissions,training,evaluation,research,andthecommunitythroughservicelearningactivities.Inthiscapacity,theprogramprovideseducationalleadershipandcommunitydevelopmenttoitsconstituents.Thesequentialandcomprehensivenatureofthecurriculumprovidesstudentswithaprogramthatbuildsfromyeartoyear,culminatingwithayear‐longinternship.Fieldexperiencesareintegratedwiththeoreticalfoundationsthroughoutthetrainingexperience.Theprogrambuildsonstudentstrengthsthroughcloseworkingpartnershipsbetweenfacultyandstudentsinallfacetsofprofessionalpreparation,includingprofessionaldevelopmentgoals,individualizedsupervision,andannualprogressreviews.Studentshaveasolidvoiceinprogramdecisions.Programfacultyengageinreflectivepracticesandcontinuousimprovement.Thisongoingassessmentofindividualandprogrameffectivenessallowstheprogramanditsgraduatestotrackprogresstowardtheprogram’strainingobjectives.TheprogrammeetstheStandardsforGraduatePreparationofSchoolPsychologistssetforthbytheNationalAssociationofSchoolPsychologists(NASP,2010)andviewsthesestandardsasanintegratedpartoftheprogram’sgeneraltrainingobjectives.Thesestandardsinclude:1)data‐baseddecisionmakingandaccountability;2)consultationandcollaboration;3)interventionsandinstructionalsupporttodevelopacademicskills;4)interventionsandmentalhealthservicestodevelopsocialandlifeskills;5)school‐widepracticestopromotelearning;6)preventiveandresponsiveservices;7)family‐schoolcollaborationservices;8)diversityindevelopmentandlearning;9)researchandprogramevaluation;and10)legal,ethical,andprofessionalpractice.


TrainingObjectivesAsnotedabove,theUNOSchoolPsychologyProgramadherestothe10domainsoftrainingandpracticesetforthbytheNationalAssociationofSchoolPsychologists(NASP,2010).Therefore,the10NASPstandardsoftrainingandpracticehavebeenadoptedastheprogram’scoretrainingobjectives,withanadditionalobjectiveaddedthatfocusesonprofessionalworkcharacteristics.WhilethesestandardsaresharedbyallNASP‐approvedgraduatetrainingprograms,ourprogramhasseveraluniquefeaturesthatenhancestudents’abilitytomeettheseobjectives.First,ourprogramemphasizescommunity‐basedfieldexperiencestomeetthetrainingobjectives.WehavenumeroustiestothegreaterOmahametropolitancommunityandusethosetiestoenhancestudents’experienceswithcoursework,research,fieldwork,andotherappliedexperiences.Second,thecommunityexposesourstudentstochildrenandfamilieswithagreatdealofdiversecharacteristics—race,ethnicity,SES,gender,religious,sexualorientation,disability,etc.Finally,ourprogram’ssequentialcourseworkgraduallymovesstudentsfromcloselysupervisedexperiencestomoreindependentpracticumworkoverthecourseofthetrainingprogram.Ourtrainingobjectivesareintegratedintoeveryaspectofourtrainingprogram.Eachcoursedelineatesthespecificobjectivesthataremetbythecourse,recognizingthattopicsandfieldexperiencesembeddedintoeachcourseoftenaddressmultipleobjectives.Assuch,theinterrelatednatureofthetrainingobjectivesisclearlyunderstoodandarticulatedbyprogramfacultyinstudentsupervisionandcoursework.Objective1:DatabaseddecisionmakingandaccountabilityStudentshaveknowledgeofvariedmodelsandmethodsofassessmentthatyieldinformationusefulinidentifyingstrengthsandneeds,inunderstandingproblems,andinmeasuringprogressandoutcomes.Aspartofasystematicandcomprehensiveprocessofeffectivedecisionmakingandproblemsolvingthatpermeatesallaspectsofservicedelivery,studentsdemonstrateskillstousepsychologicalandeducationalassessment,datacollectionstrategies,andtechnologyresourcesandapplyresultstodesign,implement,andevaluateresponsetoservicesandprograms.Objective2:ConsultationandCollaborationStudentshaveknowledgeofvariedmethodsofconsultation,collaboration,andcommunicationapplicabletoindividuals,families,groups,andsystemsandusedtopromoteeffectiveimplementationofservices.Aspartofasystematicandcomprehensiveprocessofeffectivedecisionmakingandproblemsolvingthatpermeatesallaspectsofservicedelivery,studentsdemonstrateskillstoconsult,collaborate,andcommunicateeffectivelywithothers.Objective3:InterventionsandInstructionalSupporttoDevelopAcademicSkillsStudentshaveknowledgeofbiological,cultural,andsocialinfluencesonacademicskills;humanlearning,cognitive,anddevelopmentalprocesses;andevidence‐basedcurriculumandinstructionalstrategies.Students,incollaborationwithothers,demonstrateskillstouseassessmentanddatacollectionmethodsandtoimplementandevaluateservicesthatsupportcognitiveandacademicskills.


Objective4:InterventionsandMentalHealthServicestoDevelopSocialandLifeSkillsStudentshaveknowledgeofbiological,cultural,developmental,andsocialinfluencesonbehaviorandmentalhealth;behavioralandemotionalimpactsonlearningandlifeskills;andevidence‐basedstrategiestopromotesocial–emotionalfunctioningandmentalhealth.Students,incollaborationwithothers,demonstrateskillstouseassessmentanddata‐collectionmethodsandtoimplementandevaluateservicesthatsupportsocialization,learning,andmentalhealth.Objective5:School‐widePracticestoPromoteLearningStudentshaveknowledgeofschoolandsystemsstructure,organization,andtheory;generalandspecialeducation;technologyresources;andevidence‐basedschoolpracticesthatpromotelearningandmentalandbehavioralhealth.Students,incollaborationwithothers,demonstrateskillstodevelopandimplementpracticesandstrategiestocreateandmaintaineffectiveandsupportivelearningenvironmentsforchildrenandothers.Objective6:PreventiveandResponsiveServicesStudentshaveknowledgeofprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandmentalhealth,servicesinschoolsandcommunitiestosupportmultitieredprevention,andevidence‐basedstrategiesforeffectivecrisisresponse.Students,incollaborationwithothers,demonstrateskillstopromoteservicesthatenhancelearning,mentalandbehavioralhealth,safety,andphysicalwell‐beingthroughprotectiveandadaptivefactorsandtoimplementeffectivecrisispreparation,response,andrecovery.Objective7:Home/School/CommunityCollaborationStudentshaveknowledgeofprinciplesandresearchrelatedtofamilysystems,strengths,needs,andculture;evidence‐basedstrategiestosupportfamilyinfluencesonchildren’slearning,socialization,andmentalhealth;andmethodstodevelopcollaborationbetweenfamiliesandschools.Students,incollaborationwithothers,demonstrateskillstodesign,implement,andevaluateservicesthatrespondtocultureandcontextandfacilitatefamilyandschoolpartnership/interactionswithcommunityagenciesforenhancementofacademicandsocial–behavioraloutcomesforchildren.Objective8:DiversityinDevelopmentandLearningStudentshaveknowledgeofindividualdifferences,abilities,disabilities,andotherdiversecharacteristics;principlesandresearchrelatedtodiversityfactorsforchildren,families,andschools,includingfactorsrelatedtoculture,context,andindividualandroledifferences;andevidence‐basedstrategiestoenhanceservicesandaddresspotentialinfluencesrelatedtodiversity.Studentsprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgroundsacrossmultiplecontexts.Understandingandrespectfordiversityindevelopmentandlearning,andadvocacyforsocialjustice,arefoundationsforallaspectsofservicedelivery.


Objective9:ResearchandProgramEvaluationStudentshaveknowledgeofresearchdesign,statistics,measurement,varieddatacollectionandanalysistechniques,andprogramevaluationmethodssufficientforunderstandingresearchandinterpretingdatainappliedsettings.Studentsdemonstrateskillstoevaluateandapplyresearchasafoundationforservicedeliveryand,incollaborationwithothers,usevarioustechniquesandtechnologyresourcesfordatacollection,measurement,andanalysistosupporteffectivepracticesattheindividual,group,and/orsystemslevels.Objective10:Legal,Ethical,andProfessionalPracticeStudentshaveknowledgeofthehistoryandfoundationsofschoolpsychology;multipleservicemodelsandmethods;ethical,legal,andprofessionalstandards;andotherfactorsrelatedtoprofessionalidentityandeffectivepracticeasschoolpsychologists.Studentsdemonstrateskillstoprovideservicesconsistentwithethical,legal,andprofessionalstandards;engageinresponsiveethicalandprofessionaldecision‐making;collaboratewithotherprofessionals;andapplyprofessionalworkcharacteristicsneededforeffectivepracticeasschoolpsychologists,includingrespectforhumandiversityandsocialjustice,communicationskills,effectiveinterpersonalskills,responsibility,adaptability,initiative,dependability,andtechnologyskills.Objective11:ProfessionalWorkCharacteristicsStudentsdevelopgoodrapportwithstudents,teachers,staffmembers,parents,andsitesupervisors.Theyengageinprofessionalbehaviorsthatenablethemtodeveloppositiverelationships(e.g.,enthusiasm,dependability,cooperation)andtheyarereflectivepractitionerswhousefeedbacktoimproveperformance.Theyparticipateintheprogram’sstudentorganizationandattendandcontributetolocal,state,andnationalconferences.


UNOSchoolPsychologyProgramEvaluation

TheUNOSchoolPsychologyProgramstrivestoprovideexemplarytrainingconsistentwithourprogrammissionandnationalstandardssetforthbyNASP(2010).Ourgoalofpreparinggraduatestoprovidehighqualityservicetochildren,families,andschoolsrequirescontinuousimprovement.Thus,theprogramengagesinsystematicreflectivepracticeandseeksdeliberatefeedbackasameansformonitoringprogramquality.Specifically,thedatawereflectuponcomefromavarietyofsources,whichisdescribedbelow.InternalSources

Studentevaluationsofcourses:Theseincludestandardizedend‐of‐courseevaluationsandperiodicqualitativeevaluationsconductedasthecourseisinprogress.Individualfacultyusethesedataasgeneralindicatorsofinstructionaleffectivenessandtoinformcourserevisions.Theywillalsoservetoinformourexaminationofcross‐coursecontentscopeandsequence.

Interventioncaseresults:Interventionoutcomesassociatedwithrelevantfieldexperiencesandpracticaareevaluated.Thisprovidestheprogramwithdatareflectingtrainingeffectivenessonimprovementsforchildren.

Practicaandinternshipslogsandportfolios Practicaandinternshipevaluations:Datafromfieldsupervisorratingsofpractica

studentsaresummarizedandusedasgeneralindicatorsofpreparationrelativetospecificnationaltrainingdomainsandprogramtraininggoals.

Studentevaluationofpracticaandinternshipsettings Ed.S.appliedresearchprojects Transcriptsofgraduatework Comprehensiveportfolioevaluations

ExternalSources

NASPProgramApproval:ThisreflectsperiodicconfirmationofhowwellourprogrammeetsnationaltrainingstandardssetbytheNationalAssociationofSchoolPsychologists

CoreandSubjectPRAXISresults NEDepartmentofEducationaccreditation Surveysofalumniandpractitioners Informalsurveysofinternandpracticumsupervisors Feedbackfromadvisoryboardmembers:Ouradvisoryboardiscomprisedoflocal

practitioners,alumni,andadministratorsandprovidesfeedbackaboutprogrampoliciesandprocedures


AdmissionsPoliciesandRequirementsMasterofScience(M.S.)Thefirstlevelofevaluationoccurswhenstudentsinitiallyapplyforadmission.Applicantsareacceptedbasedondemonstratedevidenceofsuccessinpastcareerdevelopmentactivities,thepotentialforsuccessingraduateschool,andpersonalcommitmenttoacareerinSchoolPsychology.AllGraduateCollegeandDepartmentaladmissionrequirementsareprerequisiteforadmissiontotheUNOSchoolPsychologyTrainingProgram.Aminimumof15undergraduatesemesterhoursortheequivalentofpsychologycoursesincludingbasicstatisticsandanupperlevellaboratorycourseemphasizingtheexperimentalmethod,datacollection,statisticalanalysis,andreportwritingarerequired.Aminimumundergraduategradepointaverage(GPA)of3.0isalsorequired.Applicantsmustearnabachelor’sdegreetobegincourseworkintheSchoolPsychologyProgram.ThefollowinginformationisrequiredforeveryindividualapplyingtothegraduateprograminSchoolPsychology.TheSchoolPsychologyProgramCommitteeconsidersallmaterialsforevidenceofpotentialforsuccessingraduatestudyaswellasamatchwithprogramphilosophy.

GraduateRecordExamination(GRE)DateofExamandScores UndergraduateandGraduate(ifapplicable)gradepointaverage(GPA) 3LettersofRecommendation StatementofPurpose SeniorAuthoredWritingSample(PDF) Vita/Resume OfficialTranscripts Interview

SpecialistinEducation(Ed.S.)StudentsalsoareevaluatedwhentheyapplyfortheEd.S.program.TheSchoolPsychologyProgramCommitteeconsiderstheirprogressintheTrainingObjectives.StudentsnotmakingadequateprogressaredeniedadmissiontotheEd.S.program.StudentsmustearnaMaster’sdegreeinSchoolPsychologypriortoadmittanceintotheEd.S.program.SomeoftheEd.S.levelcourseworkwillbetakenconcurrentlywiththeMaster’scoursework.TheapplicationfortheEd.S.degreeprogramshouldoccurduringthesecondyearoftheMaster’sdegreeprogram.AdmissiontotheSpecialistprogramwillbecontingentuponsuccessfulcompletionofaMaster'sprogramandSchoolPsychologyProgramCommitteereviewandacceptance.AllapplicantsmustsubmitanapplicationtotheOfficeofGraduateStudiesatUNObyDecember15.TheOfficeofGraduateStudieswebsiteis:http://www.unomaha.edu/graduate‐studies/.


StudentExpectationsandCodeofConduct

BackgroundCheckPoliciesandProceduresAllschoolpsychologygraduatestudentsarerequiredtocompleteabackgroundcheckpriortoanyschool‐basedexperienceorclinic‐relatedpractica(includesclassroomobservations,participationinassessment,schoolandclinicpractica)associatedwiththeirgraduateprogram.Thepurposeofthischeckistoevaluatethebackgroundofstudentswithregardtotheirabilitytocompleteschool‐basedcourseandprogramrequirementsandbeeligibleforstatecertificationand/orlicensure.Thebackgroundcheckwillbeconducted:

byavendorselectedbytheuniversity priortothestudent’sparticipationinanypublicorprivate,PK‐12,school‐based

experience(thismayincludeactivitiesparticipatedinduringthesummerpriortoenrollment)

Studentswillberesponsiblefor:

completingtheonlineprocessrequiredtoinitiatethebackgroundcheck completingthecheckwithenoughtimetoprocessresultsbeforeanyschool‐based

experience(atleastonemonth) printing/completing/signing/submittingnecessaryforms payingthefeedirectlytothevendor

Aspartoftheprocess,studentswillbeaskedtoaccessthevendor’swebsitewheretheywillprovideinformationregardingcurrent/previousaddresses(forthepast20years),current/previousminorswhohaveresidedwiththem,socialsecuritynumber,birthdate,previousnames/aliases,driver’slicensenumber,telephonenumber,andemailaddress.Thesedatawillbestoredinasecuredservermaintainedbythevendor.Oncethedatabasesearchesarecompleted,thevendorwillforwardeachstudent’sbackgroundcheckreporttothedesignatedfacultymember(s)inthePsychologyDepartment(currentlyBrianMcKevitt).Toensurethesafetyandconfidentialityofallstudents,thereportswillbemaintainedinasecuremannerbythePsychologyDepartment.ThePsychologyDepartment(andgraduateprogramswithin)willNOTsharespecificbackgroundcheckresultswithpartiesoutsidetheUniversityofNebraskasystemorNebraskaDepartmentofEducation(forcertificationpurposes).However,becausethecontentsofthebackgroundcheckarepublicrecord,PsychologyDepartmentfacultymayreport(toaschooldistrict,forexample)thatastudent“passed”thebackgroundcheck,alongwithadisclosureofwhatwaschecked.Atthetimeitisdeterminedareportisnolongerneeded,itwillbedestroyedfollowingUniversityofNebraskaguidelines.


SchoolPsychologyfacultymemberswillscreenallbackgroundcheckreports.Itispossiblethatduringthisprocess,thescreeningmayrevealinformationthatwouldmakeastudentineligibletocompleteschool‐basedexperiencesorclinicpractica,orobtaincertificationasaschoolpsychologist.TheSchoolPsychologyProgram’sscreeningcriteriaaredeterminedbythestandardssetbytheNebraskaDepartmentofEducationinRule#20and#21andareoutlinedbelow:SchoolPsychologygraduatestudentswhohaveanoffensewhichmayprecludethemfromparticipatinginschool‐basedexperiences,clinicpractica,and/orreceivingaNebraskaTeachingCertificatewillbe:

contactedimmediatelybyaSchoolPsychologyfacultymember askedtomeetwithstaffmembersintheCollegeofEducationStudentServicesOffice

and/orthePsychologyDepartmenttodiscussthebackgroundreport allowedtoreviewthereport askedtoprovidedocumentationoftheincidenttokeeponfilewiththeCollegeof

EducationStudentServicesOfficeand/orthePsychologyDepartmentInmostcases,sufficientdocumentationofcourtproceedingsrelevanttotheissuewillberequiredtoallowastudenttobeeligibleforschool‐basedexperiencesandcertification.SuchdocumentationwillbesubmittedwithcertificationpaperworkbytheCollegeofEducation’sCertificationOfficer.Ifastudenthasafelonyonhisorherrecord,thestudentmustworkwiththeCollegeofEducation’sCertificationOfficertodeterminetheappropriatecourseofactionforfilinganappealtobeeligibleforcertification.Ifanappealisnotpossible,thenthestudentwillnotbeeligibleforschool‐basedexperiences,practica,orcertificationandwillbedismissedfromtheprogram.Atanytimeduringtheirtimeintheprogram,studentsmaybeaskedtocompleteanadditionalbackgroundcheck.StudentsshouldreportANYmisdemeanororfelonychargethatoccurswhileenrolledinanygraduateprogramIMMEDIATELYtoprogramfacultymembers,uponwhichtimethestepsdescribedabovewillbefollowed.PleaseseeBackgroundCheckProceduresatendofhandbookfordirectionsonhowtocompletethebackgroundcheck.


AcademicIntegrity(SchoolPsychologyProgramPolicy)

Theprofessionofschoolpsychologyrequiresconstantcollaborationandteamworkwithotherprofessionals.Assuch,theschoolpsychologyprogramatUNOstrivestocreateaclimateofcollaborationandsupportamongfacultyandstudents.Studentsareencouragedtoaskquestionsoffacultyandotherstudentstogaininput,seekclarification,andenhanceunderstandingrelatedtocoursecontentandotherprofessionalexperiences.Specificquestionsregardingassignmentexpectations,formatting,APAstyle,etc.shouldgodirectlytofaculty.Studentsshouldnotshareclass‐relatedassignments,exams,projects,reports,etc.withotherstudentswithoutexplicitpermissionfromthecourseinstructor.Doingsowoulddetractfromthestudent’sabilitytodemonstratehisorherownunderstandingofcoursecontentandwouldlimitthefaculty’sabilitytoobtainavalidevaluationofastudent’sknowledgeandskills.Additionally,classcontentandrequirementsmaychangefromyeartoyear,makingpreviousyears’assignmentsirrelevant.Thus,itisthepolicyoftheprogramthatstudentsrefrainfromsharinganyphysicalorelectroniccopiesofcoursematerials(e.g.,assignments,exams,projects,papers,reports)withotherstudents.Ininstanceswhereitisevidentthatmaterialshavebeenshared,studentswillfaceconsequencesinaccordancewiththeuniversity’sacademicdishonestypolicy.

AcademicIntegrity(UniversityPolicy)

Incaseswhereafacultymemberfindsthatastudenthascommittedanyformofacademicdishonesty,thefacultymembermay,intheexerciseofhisorherprofessionaljudgment,imposeanacademicsanctionassevereasgivingthestudentafailinggradeinthecourse.Incasesinvolvinganacademicsanction,thefacultymembershallinitiatethefollowingprocedures,startingatStep1andcontinuingonlyasnecessarytoSteps2or3.

Step1:DeterminationandReportingofOffenseandSanctions

Thefacultymembershalldiscussthematterwiththestudenteitherinpersonorthroughe‐mail,andshall:

1. Explaintothestudentthebasisforthesuspicionofacademicdishonesty;and2. Givethestudentareasonableopportunitytoexplainthematter.

Ifthestudentoffersanunsatisfactoryexplanation,doesnotrespondwithinsevenschooldaysafterfirstbeingnotified(inpersonorthroughe‐mail)ofthesuspectedacademicdishonesty,orifthefacultymemberotherwiseconcludesthatthestudenthasviolatedtheacademicintegritypolicy,thefacultymembershallnotifythestudentofanysanctionfortheoffensethroughaletterore‐mail.Thefacultymembershallexplaintothestudenthisorherrightstomediation,asdescribedinstep2,andappeal,asdescribedinstep3.

Anysanctionimposedbythefacultymember,suchasretakingatestorrewritingapaper,orfailureintheentirecourse,shallbelimitedtothecourse.Ifthestudentdoesnotrespondormakearequestformediationorappealwithintenschooldaysafterthedateoffirst


beingnotifiedinwritingofanysanctionforacademicdishonesty,thenthestudentisconsideredtohaveacceptedthesanction,andthefacultymembershallmakeawrittenreportofthefactsofthecase,includinganypertinentmaterialsrelatedtotheacademicdishonesty.Thisreportshallberetainedbythefacultymemberforoneyearfollowingthelastdayofthesemesterofthecourseinwhichthesanctionforacademicdishonestywasimposed,inkeepingwiththerecordspolicyoftheNUBoardofRegentsreferencedbelow.

Wheneveranacademicsanctionisimposedthatdirectlyresultsinagradeof‘F’intheentirecourse,thefacultymember’sreportshallbeconveyedtothedepartmentchairanddeanofthecollegeinwhichthecourseisoffered,andtotheUNOOfficeofStudentConduct&CommunityStandards,andthefacultymembershallinformthestudentinwritingthatareporthasbeenmade.Studentconductproceedingsshallbeinitiated,andstudentsmaybesubjecttodisciplinaryactionuptoandincludingexpulsionundertheUNOStudentCodeofConduct.Studentsshallbeinformedoftheirrighttoappeal,inaccordancewiththeproceduresestablishedbytheUNOStudentCodeofConduct.InkeepingwithBoardofRegentspolicy,recordsofcasesresultinginexpulsionorsuspensionshallberetainedindefinitely,andrecordsofothercasesshallberetainedforsixyears.Upongraduationoraftertwoyearsofseparationfromtheuniversity,studentsmayrequestthatrecordsofanycasesnotresultinginexpulsionorsuspensionbeexpunged.

Casesinvolvinglessersanctionsthatdonotresultinagradeof‘F’intheentirecourse,suchasretakingaquizorrewritingapaper,maybereportedatthediscretionofthefacultymember.However,ifafacultymemberreportsanysanctionimposedforacademicdishonestytothedepartmentchairordeanofthecollegeinwhichthecourseisoffered,ortotheOfficeofStudentConduct&CommunityStandards,thenthefacultymembershallinformthestudentinwritingthatareporthasbeenmade.

TheOfficeofStudentConduct&CommunityStandardsshallmaintainarecordofstudentswhoarereportedtohaveviolatedthepolicyonAcademicIntegrity.StudentconductproceedingsshallbeinitiatedwheneverastudentisreportedforviolatingthepolicyonAcademicIntegrityinmorethanonecourse.Ifastudentisfoundnotresponsibleforviolatingtheacademicintegritypolicyaftermediation(Step2)orappeal(Step3),anyrecordsrelatedtotheincidentshallbedestroyed.

Whenacademicdishonestyoccursincoursesthataretaughtforalearningcommunity,suchastheHonorsProgramorascholarship‐basedlearningcommunity,thefacultymembermayconveythereportofanysanctiontothatlearningcommunity’sdirectororacademicadviser,andifso,thefacultymembershallinformthestudentinwritingthatareporthasbeenmade.

Step2:Mediation

Ifthefacultymemberandstudentcannotreachagreementastothematterofanallegedincidentofacademicdishonesty,theneitherpartymayrequestthedepartmentalchairorUNOOmbudspersontoserveasaconfidentialmediator,exploringthestudent'sintentions,thegravityofthesuspectedoffense,andtheappropriatenessofthesanction.Thisrequest


mustbemadewithintenschooldaysafterthedateofthefirstnotification,eitherinpersonorviae‐mail,ofanyformofsanctionimposedforacademicdishonesty.Ifthematterissatisfactorilyresolvedamongthesethreeparties,thenawrittenrecordoftheresolutionshallbepreparedbythemediator,communicatedtoboththefacultymemberandstudent,andretainedbythefacultymemberforoneyearfollowingtheendofthecourse,inkeepingwiththeBoardofRegentspolicyonrecordsretention.Anyformofsanctionagreedtoinmediationthatdirectlyresultsinagradeof‘F’intheentirecourseshallbereportedtotheOfficeofStudentConduct&CommunityStandardsasdescribedinStep1,andthemediatorshallinformthestudentinwritingthatareporthasbeenmade.Lessersanctionsshallnotbereportedfurther.

Step3:AppealwithintheCollege

Ifthematterofanallegedincidentofacademicdishonestycannotberesolvedsatisfactorilythroughmediation(Step2),orifeitherthefacultymemberorthestudentdonotwishthedepartmentalchairtomediate,theneitherpartymayrequestthedeanofthecollegetoconveneanappropriatecollegestandingcommitteewithstudentrepresentationorimpanelacommitteewithstudentrepresentationtoconsiderthematteroftheallegedacademicdishonesty.Therequestforappealshallbemadewithintenschooldaysafterthedateofthefirstnotificationofanyformofsanctionforacademicdishonestyor,ifStep2ispursued,withintenschooldaysafterthedateofanyunsuccessfulattempttoresolvetheissuethroughmediation.Themembershipofthecollegecommitteeshallbedrawnfromthecollegeinwhichthecourseistaught.ThecollegecommitteeshallfunctioninaccordancewiththeproceduralguaranteesprovidedinSection5.4oftheBylawsoftheBoardofRegentsoftheUniversityofNebraska.

IfthecommitteefindsthestudentdidnotviolatetheUNOacademicintegritypolicy,thefacultymembershallawardagradeforthestudent'sworkandcoursewithoutprejudice,andallrecordsrelatedtotheincident,apartfromthosenormallyretainedforgradingpurposes,shallbedestroyed.Thisincludesanyreportoftheincidentwhichhadbeenconveyed(seeStep1)tothedepartmentchair,deanofthecollegeinwhichthecourseisoffered,OfficeofStudentConduct&CommunityStandards,orlearningcommunityforwhichthecourseisoffered.

Ifthecommitteefindsthatthestudenthasviolatedthepolicy,itshallupholdthefacultymember'ssanction.Thedeanshallconveyareportoftheincident,includingthesanctionandthecommittee’sdecisionthatthestudenthasviolatedthepolicy,totheOfficeofStudentConduct&CommunityStandards,thestudent,andthefacultymember.Thedeanshallretaintheevidenceandrecordsofthecommittee’sproceedingsinaccordancewiththepoliciesoftheBoardofRegentsandUNOontheretentionofdisciplinaryrecords.

Pleasevisithttps://www.unomaha.edu/student‐life/student‐conduct‐and‐community‐standards/policies/academic‐integrity.phpforfulldetails.

ThemaintenanceofacademichonestyandintegrityisavitalconcernoftheUniversitycommunity.AnystudentfoundresponsibleforviolatingthepolicyonAcademicIntegrity


shallbesubjecttobothacademicanddisciplinarysanctions.ViolationsofthepolicyonAcademicIntegrityinclude,butarenotlimitedto,thefollowing:

1. CheatingCopyingorattemptingtocopyfromanacademictestorexaminationofanotherstudent;usingorattemptingtouseunauthorizedmaterials,information,notes,studyaidsorotherdevicesforanacademictest,examinationorexercise;engagingorattemptingtoengagetheassistanceofanotherindividualinmisrepresentingtheacademicperformanceofastudent;orcommunicatinginformationinanunauthorizedmannertoanotherpersonforanacademictest,examinationorexercise.

2. FabricationandFalsificationFalsifyingorfabricatinganyinformationorcitationinanyacademicexercise,work,speech,testorexamination.Falsificationisthealterationofinformation,whilefabricationistheinventionorcounterfeitingofinformation.

3. PlagiarismPresentingtheworkofanotherasone'sown(i.e.,withoutproperacknowledgmentofthesource)andsubmittingexaminations,theses,reports,speeches,drawings,laboratorynotesorotheracademicworkinwholeorinpartasone'sownwhensuchworkhasbeenpreparedbyanotherpersonorcopiedfromanotherperson.Materialscoveredbythisprohibitioninclude,butarenotlimitedto,text,video,audio,images,photographs,websites,electronicandonlinematerials,andotherintellectualproperty.

4. AbuseofAcademicMaterialsand/orEquipmentDestroying,defacing,stealing,ormakinginaccessiblelibraryorotheracademicresourcematerial.

5. ComplicityinAcademicDishonestyHelpingorattemptingtohelpanotherstudenttocommitanactofacademicdishonesty.

6. FalsifyingGradeReportsChangingordestroyinggrades,scoresormarkingsonanexaminationorinaninstructor'srecords.

7. MisrepresentationtoAvoidAcademicWorkMisrepresentationbyfabricatinganotherwisejustifiableexcusesuchasillness,injury,accident,etc.,inordertoavoidtimelysubmissionofacademicworkortoavoidordelaythetakingofatestorexamination.

8. OriginalityMisrepresentingworkasnewlycreatedoriginalwork,whentheworkalreadyhasbeensubmittedforanotherassignmentorcoursewithoutsubstantialrevision.

9. OtherAcademicunitsandmembersofthefacultymayprescribeandgivestudentspriornoticeofadditionalstandardsofconductforacademichonestyinaparticularcourse,andviolationofanysuchstandardofconductshallconstituteviolationofthispolicy.


GraduateSchoolPolicies

Below,youwillfindexcerptsfromUNO’sgraduateschoolpoliciesthatarerelevanttotheSchoolPsychologyProgram.Formoreinformationonpoliciesthatwerenotincludedinthishandbook,forwhichyouarestillresponsible,visithttp://www.unomaha.edu/graduate‐studies/Gradepointaverage:StudentsmustmaintainanoverallGPAof"B"(3.0)inallgraduatecourseworktakenasapartoftheirdegree/certificatecourseofstudy.Gradesof"C‐"orbelowresultindismissalfromGraduateStudiesandmaynotbeusedonagraduateplanofstudy.Ifastudentpre‐registersforacoursetoimprovehisorhergrade,heorshemustworkwiththeRegistrar'sOfficetonotethisonhisorhertranscript.TimeLimit:Thedegree,certificate,orEd.S.programmustbecompletedwithintenconsecutiveyears.Courseworkthatisover10yearsold(30consecutiveterms)atthecompletionofthedegreeprogram(asdefinedbytheplanofstudyandincludinganynecessarycomprehensiveexams)cannotbeusedforaMaster’sorEd.S.degree.Thefirstdayofclassoftheearliestcoursewhichappearsonthestudent’splanofstudyisthebeginningofthestudent’sgraduateeducation.TransferofGraduateCredit:Approvaloftransferofgraduatecreditforcourseworktakenatanotherregionallyaccrediteduniversity(includingextensioncreditbutnotincludingcorrespondencecourses)ismadeatthetimeaChangeinPlanofStudyformissubmittedtotheOfficeofGraduateStudies.Gradesreceivedincoursesfortransferofcreditmustbetheequivalentof"B"(3.0onascaleof4.0)orhigher.Transferofgraduatecreditsfromacoursetakenwithapass/failoptionmustberecommendedbythecognizantGraduateProgramCommittee,supportedbyawrittenevaluationfromtheinstructorandapprovedbytheDeanforGraduateStudies.Allworkacceptedfortransferofcreditmusthavebeentakenwithintheprescribedtimelimitsforgraduatedegreesandissubjecttorestrictionifpreviouslyusedtosatisfyrequirementsforanothergraduatedegree.TheonlycourseworkfromotherinstitutionspostedontheUNOtranscriptwillbethoseusedontheapprovedplanofstudy.TransferofCreditsTakenOutsidetheUniversityofNebraska:Uptoone‐thirdofthecourseworkrequiredforagraduatedegreeprogrammaybeacceptedfromanaccreditedinstitutionotherthanaunitoftheUniversityofNebraskawhenthetransferissupportedbythestudent'sadviserandtheappropriateGraduateProgramCommittee.FinalapprovalwillbemadebytheUNODeanforGraduateStudies.Allotherpoliciesregardinggraduateprogramswillapply.AnofficialtranscriptmustbeforwardedtotheOfficeofGraduateStudiesdocumentingthecourse(s)weretakenforgraduatecredit.TransferofCreditsTakenattheUniversityofNebraska:TherearenopriorlimitsonthetransferandapplicabilityofcreditsearnedinoneprogramoftheUniversityofNebraskatowardmeetingdegreerequirementsinanothersuchprogram,exceptastheyareusedtoearndistinctdegrees.However,suchcreditsmustbeindividuallyevaluatedand


approvedbytheappropriateGraduateProgramCommitteeandcampusDeanforGraduateStudiesbeforetheycanactuallybetransferred.UNOstudentswhowishtotakecoursesattheUniversityofNebraska‐Lincoln,theUniversityofNebraskaMedicalCenter,ortheUniversityofNebraskaatKearneyfortransferofcreditshouldcompletetheintercampusapplicationprocess.SpecialPerformanceQualityRule(PsychologyDepartment):Ifatanytimetwogradesof"C+"orbelow,(2.33ona4.0scale)ingraduatecoursesbecomeamatterofrecord,agraduatestudentintheDepartmentofPsychologywillbeplacedondepartmentalprobation.Anunexcusedgradeof"W"inaproseminarcoursewillbeconsideredequivalenttoagradeof"C+"forpurposesofthispolicy.Anexcused"W"mustbeapprovedbythechairofthedepartmentofpsychology.Studentsplacedonthisprobationwillforfeitanydepartmentalgraduateassistantshiptheymayhaveandanyapprovedprogramsofstudywillbesubjecttore‐evaluationandchange.Beforeregisteringforadditionalcourses,astudentplacedonprobationmust,withtheassistanceandapprovalofhis/heradvisor,submitaplanforremediationofhis/heracademicproblems,andhavethatplanapprovedbytheGraduateProgramCommittee.TheGraduateProgramCommitteewillreviewand,ifappropriate,modifytheplan.Further,anyenrollmentingraduatecoursesmustbeapprovedbytheGraduateProgramCommittee.ThestudentwillremainondepartmentalprobationuntiltheGraduateProgramCommitteeapprovesterminationofprobationstatus.IfastudentreceivesagradeofCorC+inanycourseofhis/herProgramofStudy,thiscoursemustberetakenandagradeofB‐orbetterisnecessarytoreceivecredittowarddegreecompletion.IfthestudentwantstotakethecourseatadifferentUniversityorreplacethecoursewithadifferentcourse,thestudentmustmakeapetitiontotheSchoolPsychologyProgramCommitteeforapproval.


AccessibilityServicesCenter(ASC)

Studentswithdisabilities,whoqualify,areprovidedwithvolunteernotetakers,testingaccommodations,interpreters,tapedorelectronictextbooks,andotheraccommodationsnecessarytoallowfullaccesstotheeducationalopportunitiesofferedatUNO.StudentsareencouragedtomeetwiththeCoordinatorofAccessibilityServicesinadvancetobegintheaccommodationplanningprocessandmakearrangementstosecureservices.HowtoRegister&RequestAccommodationsAdmittedstudentswhohaveadisabilityareencouragedtoregisterwithDisabilityServicesbyfollowingthestepslistedbelow.Onceeligibilityisestablishedandthestudentcompletestheregistrationprocess,he/shemayrequestreasonableaccommodationstoensureequalaccesstoUniversityprogramsandactivities.Throughouttheregistrationprocess,questionsareexpectedandwelcome.Thefivestepsforbecomingregisteredaredescribedbelow.1.StartEarly‐Toensurethatthenecessaryaccommodationsareinplacewhenclassesbegin,studentsarestronglyencouragedtobegintheregistrationprocesslistedhereasearlyaspossible.2.RequestDocumentationofaDisability‐UNOhasestablisheddocumentationguidelinestodescribewhatinformationtheUniversityneedsinordertomakedisabilityandaccommodationdeterminations.Documentationshouldbesubmittedbyfaxoremail.StudentswhoareunsureaboutwhatinformationtosubmitarestronglyencouragedtotalkwiththeAccessibilityServicesstaffabouttheirspecificdisabilitybeforepursuinganynewdocumentsorreports.3.AccommodationInterview‐Onceyourdocumentationisreceived,anappointmenttomeetwiththestaffwillbemadetodiscusstheaccommodationrequest.Atthistime,studentswilllearnaboutdepartmentalpoliciesandprocedures.Followingthemeeting,studentswillreceivealetterconfirmingtheirregistrationandapprovedaccommodation.Ifyoudonotreceiveconfirmationofreceiptwithinthreebusinessdays,callAccessibilityServicestoconfirmdelivery.ToQualify:

QualifyingforanaccommodationfromAccessibilityServicesrequiresstudentstosubmitacurrent,signedanddated,assessment(s)onofficialletterhead.Recentdocumentationisrecommendedbutitdependsonthefactsandcircumstancesofanindividual'scondition.

AllinformationsubmittedtoUniversityofNebraskaatOmaha’sAccessibilityServicesremainwithintheAccessibilityServicesoffice.Thesedocumentareseparatefromastudent’sacademicrecords.

IMPORTANT:StudentsmustcompleteallfourofthesestepstoberegisteredwithAcceptabilityServices.Whentheregistrationprocessiscomplete,thestudentwillreceivewrittennotificationoftheirregisteredstatus.


AcademicSupports

ThefacultyoftheSchoolPsychologyProgramarecommittedtohelpingeachstudentadequatelyprogressthroughallcourseworkandpracticumexperiencesintheM.S.andEd.S.programs.PerGraduateStudiespolicy,studentsmustmaintainanaverageGPAof3.0inallcoursework.Furthermore,perPsychologyDepartmentpolicy,studentsmaynotreceiveanygradelowerthanaB‐tomeetdegreerequirements.Shouldastudentfailtomeettheseexpectations,facultywillworkwiththestudenttodevelopandimplementaplanforremediation.Ifastudentisexperiencingdifficultyinaclassandisconcernedabouthisorhergrade,thestudentshouldfirstcontacttheinstructortodiscussthesourceofdifficulty.Incollaborationwiththeinstructor,thestudentshoulddevelopawrittenplantoimproveperformance.IfagradebelowaB‐becomesamatterofrecord,thestudentshouldsubmitaplantotheSchoolPsychologyProgramCommittee,inwriting,forhowheorsheplanstoremediatethegradeandcontinuetomakeadequateprogress.SuchremediationplanmaybedevelopedjointlywithfacultybutmustbeapprovedbytheSchoolPsychologyProgramCommittee.IfastudentisplacedonacademicprobationinaccordancewithPsychologyDepartmentPolicyduetotwogradesofC+orC,awrittenplanforimprovementmustbesubmittedtotheGraduateProgramCommitteepriortoregisteringforfutureclasses.ThestudentshoulddeveloptheplanwithhisorheradvisorandtheplanmustbeapprovedbytheGraduateProgramCommittee.AgradeofC‐orbelowresultsindismissalfromGraduateStudies.Whilestudentsarehighlyencouragedtocontactcourseinstructorsatthefirstsignofdifficulty,thereareseveralothersourcesforsupportlistedbelow:

TheWritingCenter(https://www.unomaha.edu/college‐of‐arts‐and‐sciences/writing‐center/index.php)

TheAcademicandCareerDevelopmentCenter(https://www.unomaha.edu/student‐life/achievement/academic‐and‐career‐development‐center/)

CounselingandPsychologicalServices(https://www.unomaha.edu/student‐life/wellness/counseling‐and‐psychological‐services/index.php)

GradeAppeals

AsindicatedintheGraduateStudiescatalog,anappealofgradesingraduate‐levelcoursesshallbemadethroughthegraduatestudentgradeappealproceduresforthecampusthroughwhichthegradewasawarded.Studentswhobelievetheirevaluationinacoursehasbeenprejudicedorcapriciousmustfirstattempttoresolvethematterwiththecourseinstructorandthenthedepartmentthroughwhichthecoursewasoffered.


TheinitiationoftheappealinwritingbythestudentmustbefiledwithinsixweeksfollowingreceiptofthegradefromtheOfficeoftheUniversityRegistrar.

Incaseswhereagradelowerthana"C"willresultindismissalfromthegraduatestudent'sprogram,thedeanforGraduateStudieswillnotifytheGraduateProgramCommitteechairandstudentthatthestudentwillbeautomaticallydismissedfromtheirgraduateprogram.Thestudentwillhaveatwo‐weekgraceperiodfromthedateofthedismissalnotificationtothedateoftherequesttotheRegistrarfordis‐enrollmentinallgraduatecoursework.Thistwo‐weekperiodallowsthestudentanopportunitytopresenthis/hercaseinformallytothecourseinstructorand,ifnecessary,tothechairoftheGraduateProgramCommitteebeforebeingterminatedfromtheprogramanddisenrolledfromcourses.Astudentwhohasbeendismissedfromagraduateprogramanddisenrolledfromcourseworkisprohibitedfromtakinggraduatecourses.

Ifthematterisnotresolved,thestudentmayfileanappealinwritingtothecampusdeanforGraduateStudies,whoshallinformthestudentofthegradeappealproceduresapprovedbythegraduatefacultyorbytheirdulyelectedrepresentativegraduatecouncilforthatcampus,andshallforwardtheappealtothestudent‐facultycommitteeorcouncilthathasbeendesignatedtoheargraduate‐levelcoursegradeappealsonthatcampus.Sinceawardinggradesincoursesoccursattheindividualcampuslevel,thedecisionofthecampuscommitteeorcouncildesignatedtohearthecaseonbehalfofthecampusgraduatefacultyshallbefinalandisnotsubjecttofurtherappeal.


SchoolPsychologyatUNO(SPUNO)

SPUNOisthestudentorganizationoftheSchoolPsychologygraduateprogram.ThisorganizationwasoriginallydevelopedbytwograduatestudentswhobelievedthatitwasimportantforthestudentstoobtainmoreinformationontopicsoutsideoftheclassroomthatrelatedtothefieldofSchoolPsychology.Today,SPUNOservesasaresourcewherestudentscanlearnaboutvariouscommunityorganizations,developandstrengthentheirleadershipskills,discusscurrentissuesinthefield,andreceiveprogramupdates.Theorganizationfunctionstopromotecohesionamongstudentsandfaculty,andoffersopportunitiesforprofessionaldevelopmentbeyondtheclassroom.Meetingagendasincludeofficerandcommitteeupdatesanddiscussionsaboutopportunitiesforresearchinvolvement,currenttrendsinthefield,guestspeakers,volunteerandemploymentopportunities,andparticipationatconferences.SPUNOalsoconsistsofvariouscommittees(seebelow).

Eachyear,themembersofSPUNOelectofficerswhotakeonleadershiproleswithintheSchoolPsychologyprogram.Therearevariouswaysinwhichstudentscanbecomeinvolvedintheseroles.Eachclassisrepresentedbyoneofficerposition.TheseofficerpositionsincludePresident,Vice‐President,andSecretaryallofwhomattendtheSchoolPsychologyProgramCommittee’smonthlymeetings.(Note:Ifanofficercannotattendthecommitteemeeting,theywillfindanotherpersonfromthatclasstoattend.)TheSchoolPsychologyProgramCommitteeisthegoverningbodyoftheprogramandthepurposeofthesemeetingsistomakedecisionsfortheprogram.Studentsareanintegralpartofthedecisionsandtogethertheycanvoteonnon‐studentissues,suchascurriculummodificationsandchangesinrequirements.Theircombinedvoicecountsasonevote.

LeadershipandCommittees

SPUNOOfficers:OfficersmeetmonthlywiththefacultysponsortoplanSPUNOmeetingsandaddressanyprogramconcerns.Theofficersareresponsiblefordisseminatingprogramupdatestotheirrespectivecohortsandcollectinginformationfromthemwhenrequested.

President:Third‐yearstudent,spokespersonforSPUNO,presidesovermeetingsVice‐President:Second‐yearstudent,servesasActingPresidentinabsenceof

PresidentSecretary:First‐yearstudent,recordsminutesofmeetings,maintainsrecords

MentoringThepurposeofthementoringcommitteeistoprovidesupporttoallfirstyearschoolpsychologystudentsintheirtransitionintotheprogramaswellasthroughouttheirfirstyear.Suchactivitiesincludemeetingwithnewstudentsoverthesummer,helpingwiththeNewStudentOrientation,andmeetingregularlywithfirstyearstudents.Thecommitteecoordinatesthestudentportionoftheinterviewprocessinthespringsemester,conductsaQuestionandAnswersessionforSchoolPsychologyapplicantsandinterestedstudents,andpromotesSchoolPsychologyAwarenessweekinNovember.


Philanthropic/SocialCommitteeThephilanthropic/socialcommitteeorganizessocialandcommunityactivitiesfortheacademicyear.Thestudentgroupofferssupporttothecommunity,whilealsoprovidingbeneficialsocialinteractionsduringgraduateschool.Treasurer/FundRaisingThetreasurerhasaccesstotheSPUNOaccountisresponsibleforallbankingactivities.Anyofficerormemberneedingfundsneedsofficerapprovalandthetreasurerwillthenmakethetransaction.Thetreasureralsoorganizesandparticipatesinfundraisingactivities.Belowistheprocessforrequestingfunds:

1. Emailtreasurerregardingtheproposedpurchaseandincludethefollowinginformation:

a. Whattherequestisforb. Howmuchmoneyitwillcostc. Whothecheckwillbemadeoutto

2. Approval(pleaseallowoneweekforapprovalbyemail)a. Purchasesunder$25willneedtobeapprovedbythetreasurerandProgram

Director.b. Purchasesover$25willbevotedonbySPUNOmembers.

i. Ananonymouspollwillbetakenii. Votesnotcastwillbecountedasa“Yes”

c. Purchasescannotbeapprovediftheymaketheaccountdropbelowthe$50fundraisingbudget.

3. Onceyoureceiveapproval,youmaymakethepurchase.4. Providethereceipttothetreasurers.5. PickupthereimbursementcheckfromMavCardServicesOfficeoneweekafterthe

receiptissubmitted.CampUNO:SummerReadingProgramStudentswithintheprogramdevelopedaCampUNOSummerReadingProgramwheretheyvolunteertheirtimetoprovidereadingservicesatalocalparochialgradeschool.Thiscommitteestrivestofightthe“summerreadinggap”inwhichstudentslosetheirskillsthroughoutthesummerbyprovidingajumpstarttostructuredreadingbeforetheinitiationoftheschoolyear.Studentleadersareactivelyinvolvedindevelopingandimplementingplansforthesummerprogram,includingdirectskillsassessment,progressmonitoring,largeandsmallgrouplessonplans,andeducationalgamesandactivitiesinvolvingreading.Dataarecollectedtodetermineprogrameffectiveness.ThecommitteeleaderoftheCampUNOSummerReadingPrograminitiativeisanappointedposition.WellnessThiscommitteewascreatedtoimprovegraduatestudents’experiencewithintheSchoolPsychologyprogramatUNObyprovidinginformationresourcesandasupportivecultureofwellness.Inadditionthiscommitteepromoteshealthandwellnessamonggraduatestudentsbyprovidinghealthinformation,relaxationtips,andworkoutgroups.


SocialMediaThiscommitteeprovideseducationalresourcesandpromotesourprogramandtheprofessionthroughsocialmediasitessuchasFacebook,Instagram,andTwitter.ProfessionalAssociationRepresentatives:NASP&NSPATheNSPARepresentativeservesontheNebraskaSchoolPsychologyAssociationboard,assistswithconferencepreparations,attendsboardmeetings,andwritesaregularcolumnfortheNewsletter.TheNASPRepresentativeprovidesstudent‐directedcommunicationsfromNASP,promotestheassociation’sactivities,andattendsstudentleadershipmeetingsattheNASPannualconference.DiversityThiscommitteeaimstoincreasegraduatestudents'multiculturalcompetencebyprovidinginformationonresources,oncampus/communityevents,andcoordinatingactivitiesthatadvocateforandsupportmarginalizedgroups.


SPUNOOfficersandCommitteeChairs,2019‐2020

FacultyLisaKelly‐Vance,BrianMcKevitt,&AdamWeaver

StudentOfficers

President:KaitlinCloonan,VicePresident:JoseySvobodaSecretary:AprilMinor

Treasurer

Treasurer:VinceWinklerMembers:DesmondOchieng

ProfessionalAssociationRepresentatives:NASP/NSPA

Chair:LauraDilley,Co‐chair:MariaJimenezMembers:GabbyFoxx,AprilMinor

Mentoring

Chair:LauraDilley,Co‐chair:TaraDeschaineMembers:BriJensen

Philanthropy&Social

Chairs:MandyCormaci&HaleyFerguson,Co‐chair:ReaganGaynorMembers:MariBappe,GabbyFoxx,SydneyLooper

CampUNO:SummerReadingProgram

Chair:LexKastanekCo‐chairs:MariaJimenezMembers:SarahBuckner,KeshiaGreve,BriJensen,DesmondOchieng

SocialMedia

Chair:AnnaWelsh,Co‐chair:JoseySvobodaMembers:MariBappe,MaddieGage

Wellness

Chair:JaredTorell,Co‐chair:VeronicaBottsMembers:BirdieMiramontes,BretMorrison,MadisonHaug

Diversity

Chair:YeseniaRodriguez,Co‐Chair:AvyZhengMembers:KeshiaGreve,AprilMinor,BirdieMiramontes,BretMorrison


SchoolPsychologyOrganizationsNationalAssociationofSchoolPsychologists(NASP)www.nasponline.org/https://www.facebook.com/nasponline/Thenationalorganizationprovidesnumerousresourcestomembersandnonmembers.Theannualconventionisanopportunityforstudentsandfacultytopresentresearchandlearnaboutcurrenttrendsinthefield.Informationaboutmembership,resourcesandconventionupdatescanbefoundonline. NebraskaSchoolPsychologistsAssociation(NSPA)https://nspa.wildapricot.org/https://www.facebook.com/Nebraska‐School‐Psychologists‐Association‐161206993906039/NSPAprovidesmemberswithregularnewslettersandopportunitiesforprofessionaldevelopment.AnOutstandingStudentfromeachtrainingprogramisrecognizedatthefallconference.TheUNOstudentisselectedbytheSchoolPsychologyProgramCommittee.


Coursework(forthoseentering2016andearlier*)MasterofScienceinPsychologyProseminarsPSYC9230: Proseminar:BehavioralNeurosciencePSYC9440: Proseminar:SocialPsychologyPSYC9560: Proseminar:DevelopmentalPsychologyPSYC9130: AppliedStatisticsSchoolPsychologyCoreCourseworkPSYC8000: TheProfessionofPsychology(nocredit)PSYC8500: Professional,Legal,andEthicalFoundationsofSchoolPsychologyPSYC8520: FoundationsofAssessmentPSYC8530: EarlyChildhoodAssessmentPSYC8540: SchoolAgeAssessmentPSYC8576: BehaviorAnalysisandInterventionsPSYC8590: PsychologyofExceptionalChildrenPSYC8970: Master’sLevelPracticuminSchoolPsychologyMulticulturalEducationcourse(ListavailablefromProgramDirector)TotalCreditHours:36*Modificationstotherequirementsmayberequested.Ifinterested,pleaseseetheprogramdirectortodiscusstheprocess.SpecialistinEducationinSchoolPsychology(SuccessfulcompletionofMaster’sDegreecoursesisrequired.)PSYC8250: FamilyAnalysisandTreatmentPSYC8550: PsychotherapeuticInterventionsPSYC9320: SeminarinProgramEvaluationPSYC9780: AdvancedEducationalandPsychologicalConsultationPSYC9940: SchoolPsychologyAppliedResearchProject(6credithours)PSYC9970: Ed.S.LevelPracticuminSchoolPsychology(6credithours)PSYC9980: InternshipinSchoolPsychology(6credithours)COUN8280: CrisisInterventionStrategiesandTechniques(3credithours)Electives: GraduatecourseinPsychologyorEducation(3credithours)

ElectivecoursemustbeapprovedbySchoolPsychologyProgramCommittee.StudentsmustsubmitawrittenjustificationtotheProgramDirectorstatinghowtheproposedelectivecoursefitsintotheirPlanofStudy.Includethecoursetitle,number,instructorandcatalogdescriptioninthejustification.

TotalCreditHours:36


Coursework(forthoseentering2017andlater)MasterofScienceinPsychologyProseminarsPSYC9230: Proseminar:BehavioralNeurosciencePSYC9040/MMI904:Proseminar:LearningPSYC9560: Proseminar:DevelopmentalPsychologyPSYC9130/MMI913:AppliedStatisticsSchoolPsychologyCoreCourseworkPSYC8000: TheProfessionofPsychology(nocredit)PSYC8500: Professional,Legal,andEthicalFoundationsofSchoolPsychologyPSYC8520: FoundationsofAssessmentPSYC8530: EarlyChildhoodAssessmentPSYC8540: SchoolAgeAssessmentPSYC8576: BehaviorAnalysisandInterventionsPSYC8590: PsychologyofExceptionalChildrenPSYC8970: Master’sLevelPracticuminSchoolPsychologyMulticulturalEducationcourse(ListavailablefromProgramDirector)TotalCreditHours:36SpecialistinEducationinSchoolPsychology(SuccessfulcompletionofMaster’sDegreecoursesisrequired.)PSYC8250: FamilyAnalysisandTreatmentPSYC8550: PsychotherapeuticInterventionsPSYC9100: SmallNResearchDesignsPSYC9320: SeminarinProgramEvaluationPSYC9780: AdvancedEducationalandPsychologicalConsultationPSYC9940: SchoolPsychologyAppliedResearchProject(3credithours)PSYC9970: Ed.S.LevelPracticuminSchoolPsychology(6credithours)PSYC9980: InternshipinSchoolPsychology(6credithours)COUN8280: CrisisInterventionStrategiesandTechniques(3credithours)Electives: GraduatecourseinPsychologyorEducation(3credithours)

ElectivecoursemustbeapprovedbySchoolPsychologyProgramCommittee.StudentsmustsubmitawrittenjustificationtotheProgramDirectorstatinghowtheproposedelectivecoursefitsintotheirPlanofStudy.Includethecoursetitle,number,instructorandcatalogdescriptioninthejustification.

TotalCreditHours:36


ProgramofStudy(forthoseentering2016andearlier)FIRSTYEARFallPSYC8000: TheProfessionofPsychology(nocredit)PSYC8500: Professional,Legal,andEthicalFoundationsofSchoolPsychology(3)PSYC8520: FoundationsofAssessment(3)PSYC9560: Proseminar:DevelopmentalPsychology(3)SpringPSYC8540: SchoolAgeAssessment(3)PSYC8590: PsychologyofExceptionalChildren(3)PSYC9130: AppliedStatistics(3)SummerMulticulturalCourse(listofcourseoptionsavailablefromprogramdirector)SECONDYEARFallPSYC8530: EarlyChildhoodAssessment(3)PSYC8576: BehaviorAnalysisandIntervention(3)PSYC8970: Master’sLevelPracticuminSchoolPsychology(1)PSYC9440: Proseminar:SocialPsychology(3)SpringPSYC8550: PsychotherapeuticInterventions;Ed.S.levelcourse(3)PSYC8970: Master’sLevelPracticuminSchoolPsychology(2)PSYC9230: Proseminar:BehavioralNeuroscience(3)PSYC9780: AdvancedEducationalandPsychologicalConsultation;Ed.S.levelcourse(3)SummerGraduatecourseinEducation;mustbeapprovedbySchoolPsychologyProgramCommittee(3)(Mayalsobetakenduringthesummerbetweenthefirstandsecondyear)PSYC9940: SchoolPsychologyAppliedResearchProject(3)(cantakeall6creditsinfallof3rdyrinstead)THIRDYEARFallPSYC9320: SeminarinProgramEvaluation(3)PSYC9970: Ed.S.LevelPracticuminSchoolPsychology(3)PSYC9940: SchoolPsychologyAppliedResearchProject(3)SpringPSYC8250: FamilyAnalysisandTreatment(3)PSYC9970: Ed.S.LevelPracticuminSchoolPsychology(3)COUN8280: CrisisInterventionStrategiesandTechniques(3)


FOURTHYEARFallPSYC9980: InternshipinSchoolPsychology(3)SpringPSYC9980: InternshipinSchoolPsychology(3)


ProgramofStudy(forthoseentering2017andlater)FIRSTYEARFallPSYC8000: TheProfessionofPsychology(nocredit)PSYC8500: Professional,Legal,andEthicalFoundationsofSchoolPsychology(3credits)PSYC8520: FoundationsofAssessment(3)PSYC9040/MMI904:Proseminar:Learning(3)SpringPSYC8540: SchoolAgeAssessment(3)PSYC8590: PsychologyofExceptionalChildren(3)PSYC9130/MMI913:AppliedStatistics(3)PSYC9100: SmallNResearchDesigns;Ed.S.levelcourse(3)SummerMulticulturalCourse(3)(listofcourseoptionsavailablefromprogramdirector)SECONDYEARFallPSYC8530: EarlyChildhoodAssessment(3)PSYC8576: BehaviorAnalysisandIntervention(3)PSYC8970: Master’sLevelPracticuminSchoolPsychology(1)PSYC9560: Proseminar:DevelopmentalPsychology(3)SpringPSYC8550: PsychotherapeuticInterventions;Ed.S.levelcourse(3)PSYC8970: Master’sLevelPracticuminSchoolPsychology(2)PSYC9230: Proseminar:BehavioralNeuroscience(3)PSYC9780: AdvancedEducationalandPsychologicalConsultation;Ed.S.levelcourse(3)SummerGraduatecourseinEducation;mustbeapprovedbySchoolPsychologyProgramCommittee(3)(Mayalsobetakenduringthesummerbetweenthefirstandsecondyear)THIRDYEARFallPSYC9320: SeminarinProgramEvaluation(3)PSYC9970: Ed.S.LevelPracticuminSchoolPsychology(3)PSYC9940: SchoolPsychologyAppliedResearchProject(3)


SpringPSYC9970: Ed.S.LevelPracticuminSchoolPsychology(3)COUN8280: CrisisInterventionStrategiesandTechniques(3)PSYC8250: FamilyAnalysisandTreatment(3)

FOURTHYEARFallPSYC9980: InternshipinSchoolPsychology(3)SpringPSYC9980: InternshipinSchoolPsychology(3)


AppliedExperiences

Course‐basedExperiences ServiceLearning:(PSYC8590:PsychologyofExceptionalChildren) TheservicelearningexperiencetakesplaceatalocalparochialschoolinOmaha.Becausethestudentsattendaprivateparochialschool,theydonotreceivedirectspecialeducationservices;however,somewouldmeetthecriteriaforexceptionalitiessuchasLearningDisability.Studentsareassignedoneortwostudentswhohavebeenreferredbytheirteacher.Studentsworkindividuallywiththechildandconsultwiththechild’steacherandparent(s).Studentsgainin‐depthknowledgeofclassrooms,curriculum,instructionalproceduresandinterventionsforstudentswhomayhavelearningand/orbehavioralproblems.Thegraduatestudentdevelopsaninterventionplanfollowingtheproblem‐solvingprocess.ServiceLearning:(PSYC8530:EarlyChildhoodAssessment)Studentsgainexperienceworkingwiththeearlychildhoodpopulationthroughregularpreschoolvisits.Studentscollectplayassessmentdataandconsultwithclassroomteacherstodeterminewhichchildrenwouldbenefitfromplayorsocialskillsinterventions.Thestudentsworkwithchildrenindividuallyorinsmalltoaddressaneed.ServiceLearning:(PSYC8576:BehaviorAnalysisandIntervention)Studentsarematchedwithschoolpsychologistsandclassroomteachersfromlocalschoolstopracticebehavioralassessmenttechniques,consultwitheducatorsaboutbehavior,andrecommendpossiblechangestobehaviorsupportplans.OrganizationalConsultationProject;(PSYC9780:AdvancedEducationalandPsychologicalConsultation)Studentsworkwithalocalschooldistricttocollect,analyze,andsummarizeschool‐ordistrict‐widedatarelatingtoacademicorbehavioralperformanceofstudents.Projectsvarypersemester,buttypicallyinvolvepresentingfindingstoschooldistrictstaffandmakingrecommendationstostaffbasedonthosefindings.AdditionalOpportunitiesforAppliedExperiences:

NormingDataCollectiono Studentsareencouragedtoparticipateinnormingandscreeningdata

collection,suchasthroughtheuseofCurriculumBasedMeasurements,inlocalschools.TheseopportunitiesoftenbecomeavailablethroughPracticum


students’needsattheirsites,throughfacultyresearchandthroughHolyNameElementary.

SummerReadingProgram(CampUNO)o TheUNOstudentsleadanannualsummerreadingprogramatalocalschool

wheretheyworkwithschool‐agedstudentstoimprovereadingskillsandexperiences.Readingdataiscollectedtomonitorstudentprogressthroughouttheprogram.

Practicum Master’sLevelInadditiontocourse‐basedappliedexperiences,studentswillalsocompleteaMaster’sLevelPracticumduringtheirsecondyear.DescriptionandSettingTheMaster’spracticumisayear‐long150‐hoursupervisedexperiencethroughtheAcademicEvaluationandInterventionClinicattheUniversityofNebraskaMedicalCenter’sMunroe‐MeyerInstitute(MMI)whichinvolvesapplyingbasicacademicassessment,interventiondesign,andconsultationskills.Studentsprovideassessmentandconsultationservicestostudents,parents,andschoolsseekinginterventionassistanceforeducationalproblems.RequirementsDuringtheirsecondyear,studentsregisterfortheMaster’slevelpracticum(PSYC8970)andcompletetheminimum150clockhoursacrosstheentireyearbutregisterfor1creditintheFalland2creditsintheSpring.Oneeveningaweek,studentsarerequiredtoworkwithclients,providepeersupervision,andattendaclinicpeer‐facultyreviewseminar.Studentsarealsorequiredtomaintaincasemanagementrecordsconsistentwithethicalprinciplesfortheprofessionofpsychology.SupervisionandStudentEvaluationStudentsaresupervisedbyadvancedgraduatestudentsandfacultyfromMMIandareevaluatedbasedontheirprofessionalcasemanagementskills,applicationofacademicassessment,interventiondesign,andbasicconsultationskills.Thesupervisorcompletesanevaluationofeachstudent.Studentsarealsoevaluatedontheirparticipationduringregularmeetingswiththecourseinstructor.SpecialistinEducationLevelSchool‐BasedPracticumDescriptionandSetting


Thepurposeoftheschool‐basedpracticumisforstudentstointegrateandapplytheirknowledgeandskillstothedeliveryofschoolpsychologyservicesinthepublicschoolsinayear‐longexperience.Theschool‐basedpracticumcanpotentiallyencompasstheBirth–21continuumandthespectrumofschoolpsychologyservices.PlacementsareintheOmahaMetroareaandstudentsparticipateinactivitiesthatpreparethemforinternship.Practicumplacementsareselectedbytheuniversitypracticumsupervisorwithinputfromotherfaculty.RequirementsTheschool‐basedpracticumisaminimumof400hourscompletedduringtheUNOacademicyearinconsecutivesemesters.StudentsregisterforPSYC9970inthefallandspringsemesters(3creditspersemester)anddevelopanindividualizedplanthatincludesasetofspecificandambitiousgoalsreflectingeachoftheProgramObjectives.Thestudentdevelopstheplancollaborativelywiththesitesupervisor,anditisapprovedbytheuniversitysupervisor.Thepracticumstudentshallmaintainalogofactivitiesandsupervisionreceived.Studentsenrolledinpracticumwillreceiveaseparatepracticumhandbookwithmoredetailedinformationaboutpracticumexpectations.SupervisionThepracticumstudentisassignedtooneormoreschoolpsychologist(s)whoisresponsibleforevaluatingandmonitoringhis/heractivities.Thesupervisingpsychologistmusthaveaminimumoftwoyearsexperienceasaschoolpsychologistandholdvalidcertification.Studentsarerequiredtoreceiveaminimumofonehourofindividual,face‐to‐facesupervisionperweekfromthesupervisor.Inaddition,thestudentisrequiredtoattendweeklyuniversitysupervisionmeetings.Throughoutthepracticumyear,theon‐sitesupervisorandtheuniversitysupervisorshallmaintainclosecoordinationofandcommunicationaboutthepracticumstudent'sperformance.

InternshipEligibilityStudentsareeligibletoapplyforaninternshipwhentheircourseworkisnearcompletion,andtheyhaveapprovalfromtheProgramDirector.TheEd.S.AppliedResearchProjectmustbesuccessfullydefendedandsubmittedtothegraduateofficeandProQuestbeforethestudentmayapplyforinternship.AninternshipplacementanditsconditionsrequireapprovalfromtheProgramDirector.Inordertostarttheinternship,studentsmusthaveallrequiredcourseworkcompletedexceptthe6hoursofinternshipcredit.Thissitemaybeinanyschooldistrictorotherapprovedsitewheretheinternshipandsupervisionrequirementscanbemet.ApplicationProcess


Theapplicationprocessvariesbyschooldistrict.Studentsshouldcallthepersonnelofficeinthedistrictwheretheyareconsideringapplyingandaskforanapplication.Atthattimetheycanalsoaskifthereareanyinternshipopeningsprojected.Studentsshouldalsoupdatetheirvitaanddevelopanapplicationportfoliototaketointerviewsthatprovidessamplesoftheirwork.TheProgramDirectorwriteslettersofrecommendationforallstudentswhoareapplyingforinternship,statingthatthestudentiseligibleforcertification.Otherlettersofrecommendationshouldbesolicitedfromprofessorsandsupervisors.Eachyear,theProgramDirectormeetswiththosestudentsapplyingforinternshiptodiscusstheapplicationprocess,interviewing,anddevelopingportfolios.TheNASPwebsitealsohasnumerousresourcesforjobseekers.RequirementsAninternshipofatleast1,200clockhoursmustbecompleted.Theinternshipexperiencemustbefull‐timeandcontinuousovertwoconsecutivesemesters.Withspecialapproval,itispotentiallypossibletodotheinternshiponahalf‐timebasisoverfourconsecutivesemesters.Thestudentshallreceivethreecredithoursforeachofthetwosemesters.TofulfilltheEd.S.degreeprogramrequirements,agradeof"B‐"orbettermustbeearnedinbothsemestersoftheinternship.AnyendorsementforfullcertificationbytheUniversityrequiresbeingawardedtheEd.S.degree.Aninternorientationmeetingisheldattheendofthespringsemesterandallrequirementsarereviewedatthatmeeting.Internsarerequiredtoreceivetwohoursperweekofface‐to‐facesupervisionfromanon‐sitesupervisor,aswellasmonthlysupervisionfromtheuniversitysupervisorandotherfaculty.On‐sitesupervisorsmustbeappropriatelycredentialedschoolpsychologistswithaminimumofthreeyearsofexperience.Theinternshallmaintainalogofactivities(includingtechniques,instruments,methodsandstrategiesused,theservicerecipients,andtimerequired)andsupervisionreceivedthroughouttheentireschoolcontract.Thecontentofsupervisionshouldbespecifiedinthelog.Allidentifyinginformationshouldberemovedfromlogs.Theinternwillsubmitlogs,viaemail,totheuniversitysupervisoronascheduledeterminedbytheuniversitysupervisor.Theuniversitysupervisorwillreviewthelogsandprovidefeedback.Internswillbeprovidedwithaseparateinternshiphandbookthatdetailsallinternshiprequirements.SettingStudentsareresponsible,withtheassistanceoftheprogramfaculty,forsecuringtheirowninternshipsite.Thissitemaybeinanyschooldistrictorotherapprovedsitewheretheinternshipandsupervisionrequirementscanbemet.Aminimumof600hoursmustbeinaschoolsetting,butall1,200clockhoursmustinvolveschoolpsychologyservices.Studentswhowishtospendaportionoftheirhoursinanon‐schoolsettingmustreceiveapprovalfromtheSchoolPsychologyProgramCommittee.


StudentResearch

Thescientist‐practitionermodelemphasizestheimportanceofutilizingempirically‐basedpractices.Tothisend,theUNOSchoolPsychologyProgramtrainsstudentstobecriticalthinkerswhenreadingresearchandtobeabletoconductindependentresearchprojects.AlongwithreviewingresearchincourseworkandcarryingoutastudyintheProgramEvaluationcourse,studentsarerequiredtoparticipateinresearchandconductanindependentappliedresearchproject.

ResearchParticipationSchoolPsychologystudentsarerequiredtoparticipateinresearchactivitiesledbyaUNOSchoolPsychologyfacultymemberand/orothergraduatestudentsthroughouttheirgraduatestudies.Itisthefacultymember’sresponsibilitytoensurethattheexperiencesincludeabalanceofreadingandinvolvement,withenoughbreadthanddepthforthestudenttomeettheobjective(i.e.,developcriticalthinkingskillsinresearch,conductindependentresearchproject)ofresearchparticipation.Announcementsaboutresearchparticipationopportunitieswillbedistributedregularly.Researchactivitiesmayinclude:readingabouttheresearchprocess,reviewingliterature,collectingdata,enteringdata,analyzingdata,writingmanuscripts,preparingand/orgivingpresentations,anddiscussingfindings.Whilehoursvary,studentsshouldexpecttocontributeaminimumof50hourspersemester.Fivetotenhourspersemestershouldbespentassistingothergraduatestudentswiththeirresearch.StudentslogtheiractivitiesandhoursandincludethelogintheirComprehensivePortfolio.StudentshavetheoptionofregisteringforresearchcreditunderPSYC9960–ResearchOtherThanThesis(1creditforevery50hours).ResearchAdvisingFacultywillassignstudentsaresearchadvisorduringthefirstsemesteroftheM.S.program.Onceassignedtoanadvisor,thestudentworkswiththatfacultymembertocompletetheEd.S.AppliedResearchProject(describedbelow).Inaddition,adviseescontinuetoassistthefacultyandothergraduatestudentsontheirownresearch.Ed.S.AppliedResearchProject

TheEd.S.appliedresearchprojectconcernstopicsofinteresttoschoolpsychologists(e.g.,assessmenttechniques,interventionstrategies,classroommanagement,etc.)anddemonstratesthestudent’scapacitytoconductanindependentstudyorresearchproject.Theworkwillnotnecessarilybeoriginalresearch,butitmaybeanewapplicationofideas.

InordertocompletetheEd.S.projectrequirements,SchoolPsychologystudentswillberequiredtocompletevariousactivities.Ataminimum,SchoolPsychologystudentswillberequiredto:(a)developandcompleteanoriginalprojectthatisapprovedbythestudent's


advisorandothercommitteemembers;(b)obtainapproval(ifneeded)fromtheInstitutionalReviewBoard(IRB)toconducttheresearch;(c)collectandanalyzedataobtainedintheresearch;(d)orallydefendthefinalwrittendraftoftheEd.S.researchprojecttothestudent'sadvisorandcommitteemembers;and(e)submitamanuscripttothegraduateoffice(usingtheProQuestsystem).Withtheadvisor’sapproval,studentsmayalsosubmitthemanuscripttoaprofessionaljournal.Studentsalsoarehighlyencouragedtopresenttheirresearchataprofessionalconference.

TheEd.S.projectisarequirementthatSchoolPsychologystudentsareresponsibletocompleteoutsideofnormalcoursework.Althoughstudentswillbegiven3credithours(PSYC9940)forcompletionoftheEd.S.project,nospecificclasstimeisprovidedfortheactivities.Individualfacultymay,however,establisharegularmeetingschedulewithadviseestoensuretimelyprojectcompletion.Studentsregisterfor3creditsforPSYC9940duringtheFallSemesterofthethirdyear.

ProjectOptionsThetopicandsubstanceforastudent’sprojectmayberelatedtofacultymembers’activitiesorastudentmaychooseaprojectrelatedtopracticum,workexperience,communityneeds,orfacultysuggestions.ProjectDevelopmentandProposalStudentswilldeveloptheirprojectunderthesupervisionoftheiradvisor.Atthepointthatthestudentisclearabouttheresearchquestion(s),literaturebase,andmethodology,s/hewillpresenttheproposedprojecttotheircommittee.Ataminimumofoneweekpriortotheproposal,studentsprovidetheircommitteewithathoroughreviewoftherelevantliteratureandadetaileddescriptionoftheproposedmethodology.Attheproposal,studentspresentaPowerPointdetailingtherationaleforthestudy,literaturesupport,researchquestions,andmethodology.CommitteeswillconsistofaminimumoftwoPsychologyfaculty(MMIorUNO)andafacultymemberfromadepartmentotherthanPsychology.Allcommitteemembersmusthavegraduatefacultystatusattheiruniversity.Committeemembersmustbeapprovedbythestudent’sadvisorpriortoinvitation.Outsidemembersareselectedbasedonexpertiseandinterestintheresearchtopic.Uponapprovaloftheproposedproject,thecommitteememberswillsigntheprojectproposalapprovalform,whichservesasthestudent’scontractforthemethodology.Anychangesmustbeapprovedbythecommittee.ThecommitteewillalsosigntheSupervisoryCommitteeForm.ProjectProposalApprovalForm:http://www.unomaha.edu/graduate‐studies/_files/thesis‐proposal‐approval‐form.pdfSupervisoryCommitteeForm:


http://www.unomaha.edu/graduate‐studies/_files/supervisory‐committee‐form.pdfProposalTimelineToensuretimelycompletionoftheEd.S.project,therearerequireddeadlinesstudentsmustmeet.Ifforanyreasonadeadlineisnotmet,thestudentmustsubmitanexplanationforthedelayinwritingtotheSchoolPsychologyProgramCommitteeandrequestanextension.Pleasemeetwithyouradvisorregularlytoensureadequateprogress.

ProposaltopicsmustbesubmittedtothefacultyadvisorbyDecember1stofthefirstsemester.Ashortpaperdescribingthetopicandresearchquestionsshouldbesubmitted.Eachadvisorwillreviewexpectationsforthispaperwithadvisees.

AnoutlineoftheliteraturereviewmustbesubmittedtothefacultyadvisorbyFebruary10thofthesecondsemester.

AcompleteliteraturereviewmustbesubmittedtothefacultyadvisorbyApril1stofthesecondsemester.StudentsareencouragedtodevelopthisliteraturereviewinconjunctionwithrequirementsforPSYC9100,SmallnResearchDesign.

BetweenApril1standtheendofthe2ndsemester,studentsshouldmeetwiththefacultyadvisortoreviewtheliteraturereviewandplanthemethodologyoftheproposedstudy.Studentsshouldworkindependentlyonwritingthecompleteproposaloverthesummer.

Acompletefirstdraftoftheproposal,includingtheliteraturereviewandmethodsectionsmustbesubmittedtotheadvisorbyAugust25thofthethirdsemester.Studentsshouldplantogothroughseveralmoredraftswiththeadvisorbeforetheproposalisreadytobepresentedtothecommittee.

ThefinalandcompleteproposalmustbesubmittedtoandapprovedbytheadvisorbyOctober1stofthethirdsemester.Withapprovalfromtheadvisor,thestudentmayscheduletheproposalmeetingwiththecommittee.

AllprojectsmustbeproposedtothefullcommitteenolaterthanNovember1stofthethirdsemester.

ProjectCompletionOncedataarecollectedandanalyzed,studentswriteuptheirprojectinmanuscript‐readyformat,utilizingtheGuidelinesforAuthorsinanyofthecoreschoolpsychologyjournals.Studentsprovidetheirmanuscripttotheircommittee,presenttheresultsinthetraditionaldefenseformat,and,uponcompletion,submittheirprojecttothegraduateschool.Studentsmayalsosubmitthemanuscripttoaprofessionaljournalwiththeadvisor’sapproval.StudentsareresponsibleforbringingahardcopyoftheReportonCompletionofDegreeformfortheircommitteetosign.ReportonCompletionofDegreeFormhttp://www.unomaha.edu/graduate‐studies/_files/report‐completion‐degree‐form.pdf


Submissionofthecompletedprojecttothegraduateschoolconsistsofseveralsteps.Initialsubmission(throughProQuest)ismadefollowingasuccessfuldefenseandcompletionofanychangesrequestedbythecommitteeandapprovedbytheadvisor.Theformatofthemanuscriptmustfollowgraduateschoolguidelines.Followingsubmission,studentswillreceiveaconfirmationemailthatthesubmissionwasreceivedandispendingapprovalfromGraduateStudies.Pleaseforwardthisconfirmationemailtoyouradvisor.Youmaynotapplyforinternshipuntilyouhavesubmittedyourprojectandforwardedthisemailtoyouradvisor.GraduateStudieswillthenreviewtheProQuestsubmission.Ifformattingchangesareneeded,theofficewillcontactthestudenttorequestthosechanges.Ifnoformattingchangesareneeded,thestudentwillreceiveanemailfromGraduateStudies(senderis“ETDAdministrator”)statingthesubmissionhasclearedallthenecessarychecksandwillbesubmittedtoProQuestforpublishing.ThisemailisyourfinalapprovalandshouldbeforwardedtotheProgramDirectorandyouradvisor.Youcannotgraduatewithouthavingthefinalsubmissionapprovedbythegraduateoffice.Themanuscriptshouldfollowtheformatrequiredforthegraduateschoolhttp://www.unomaha.edu/graduate‐studies/current‐students/thesis‐format.phpInstructionsandlinkstoProQuestcanbefoundat:http://www.unomaha.edu/graduate‐studies/current‐students/thesis‐submit.phpDefenseTimelineDatacollectionandanalysisshouldoccurduringthefourthsemesterandsummerfollowingthe2ndyear.Asnotedabove,studentsregisterfor3creditsofPSYC9940intheFallsemesterofthe3rdyear.StudentsshouldusethisallocatedtimetocompletetheEd.S.project.Thisincludesanyremainingdatacollection,writingupresultsanddiscussion,anddefendingtheprojecttothecommittee.Liketheproposal,studentsshouldpreparetogothroughseveraldraftsofthedefensepaperpriortopresentingittothecommittee.TheEd.S.projectmustbedefendedtothecommitteepriortotheendofthefifthsemester(firstsemesterof3rdyear)toearnagradeinPSYC9940.AgradeofIncompletewillbegivenforPSYC9940onlyinrareandunusualcircumstancesthatmustbecommunicatedtotheadvisorpriortotheendofthefifthsemester.EligibilitytoApplyforInternshipStudents’eligibilitytoapplyforinternshipiscontingentuponsuccessfulcompletionoftheEdSProject.Studentsmaynotapplyforinternshipuntiltheprojecthasbeendefended,revised(whenapplicable),andsubmittedtothegraduateoffice(ProQuest).Eachofthefollowingstepsmustbecompletedpriortoapplyingtoanyinternshipposition:___EdSProjectdefendedbeforetheendofthefifthsemester(3rdyear,1stsemester)___Revisionsmadeandapprovedbyadvisor(ifapplicable)


___FinalmanuscriptsubmittedtoProQuest(andcopysenttoadvisor)___ConfirmationemaildocumentingProQuestsubmissionwasreceivedandforwardedtoadvisorUponcompletionofthosefoursteps,theadvisorwillnotifyotherfacultymembersthatthestudentisnoweligibletoapplyforinternshippositions.StudentsshouldkeepinmindthattheProQuestsubmissionisnotcompleteuntilthefinalapprovalemail(asnotedabove)hasbeenreceivedfromthegraduateofficeandforwardedtotheProgramDirectorandresearchadvisor.


Ed.S.ResearchProjectTimelineNote:Individualprojectsmaydeviatesomewhatfromthisschedule,butyourprojectmustbecompletedanddefendedpriortoapplyingforaninternshipposition.ConsulttheGeneralManuscriptGuidelines,andEd.S.Project:FinalEvaluation.1STSEMESTER(engageinaminimumof50hours)ExploreResearchOpportunities

ReviewSchoolPsychologyandrelatedfieldjournals. AskcurrentSchoolPsychologystudentsabouttheirresearchprojectsand

experiences. Talkwithfacultyabouttheirresearch. AttendNSPAFallConference.

GainResearchExperience Participateinresearchactivities. TakeonlineIRBcourseforCITItraining(http://www.unmc.edu/irb/). Reviewliteratureforresearchtopicofinterest. ListentoNASPpodcastsrelatedtoyourresearchinterests. Assistotherstudentswiththeirprojects. Readabouttheresearchprocessandmethods. Generatetopicideasandmeetwithadvisortoexploreideas Submittopicandresearchquestion(s)toadvisorbyDecember1st.

2NDSEMESTER(engageinaminimumof50hours)GainAdditionalResearchExperience(minimum50hours)

Continuewiththeactivitiesfrom1stsemester. Committoworking2‐5hoursperweekdevelopingyourproject,assistingothers

withtheirresearch,andparticipatinginresearchmeetings. AttendtheNASPAnnualConvention,ifpossible.

FocusyourProjectandDevelopyourProposal Workwithyourassignedadvisor. Identifyhypothesesanddiscussthemwithyouradvisor. Searchtheliteratureandreviewallrelatedwork. DevelopyouroutlineandsubmittoyouradvisorbyFebruary10th WriteyourliteraturereviewandsubmittoyouradvisorbyApril1st.Developyour

literaturereviewinconjunctionwithrequirementsofPSYC9910,SmallnResearchDesign.

Workwithadvisortodeterminebestmethodologytoanswerresearchquestions. Workwithyouradvisortocontactpotentialstudysitestoensurethatyourproject

isrealistic.Ifpossibleandwhenappropriate,formalorinformalapprovalfromthestudysiteisencouragedpriortotheproposal.CCyouradvisoronanycorrespondencewithpotentialresearchsites.

3RDSEMESTERContinueProposalDevelopment


Developyourmethod. SubmitfirstdraftofproposaltoyouradvisorbyAugust25th. Continuetomakerevisionsandincorporatefeedbackfromyouradvisoruntilyour

advisorsaysthatyouarereadytopropose. FinaldraftmustbecompletedbyOctober1st.

ProposalPreparationandPresentation

PrepareyourPowerPointpresentation Selectcommitteemembers. Committeemembersshouldhaveaninterestinyourprojectandbeableto

contributetotheimprovementofyourstudy. Youmusthave,ataminimum,youradvisor,1additionalmemberfromthe

psychologydepartment(thisincludesMMI)and1outsidemember(e.g.,education,socialwork,etc.).

Ifyouareweakinstatisticsandhaveacomplicateddesign,youmaywishtoselectamemberwhocouldassistyouinthisarea.

Discussyourselectionwithyouradvisorandobtainapprovalbeforeaskinganyonetobeacommitteemember.

Discusstheprojectwitheachmemberindividuallypriortothemeetingandaskiftheywouldbeavailabletoserveasacommitteemember.Iftheyareunavailable,askiftheyhavesuggestionsofotherfacultymemberswhomaybeinterested.BesuretoCCyouradvisoronanycorrespondencewithpotentialcommitteemembers.

Afteryouhaveselectedyourcommittee,callthegraduateofficetomakesureyourselectionsqualifyasacompletecommittee.

Distributeyourproposaltoyourcommitteeaminimumof1weekpriortomeeting. Arrangetheproposalmeeting

Establishatimeinwhichallmemberscanattend. Signupforaroomwiththedepartmentsecretary. Notifyyourcommitteemembersofthetimeandlocation.

ProposalmeetingsmustbecompletedbyNovember1st. BringtheThesis/Thesis‐EquivalentProposalApprovalFormandProposedSupervisory

CommitteeFormtotheproposalmeeting.TheyarebothavailableontheGraduateSchool’swebsite:http://www.unomaha.edu/graduate‐studies/current‐students/forms‐resources.php

Presentthestudytoyourcommitteeinaprofessionalmanner,andacceptquestionsandfeedback.Rememberthatyouknowtheresearch.Beconfident!

Meetingsgenerallylastfor1hour. Aftercommitteemembershaveaskedquestionsandprovidedfeedback,youwillbe

askedtoleavetheroom.Whenyoureturn,youwillbeinformedastowhetheryoupassed,passedwithrevisions,ordidnotpassandanotherproposalmeetingwillbenecessary.

Obtainsignaturesonthetwoforms,makeacopyforyourrecords,getGraduateProgramChair’ssignature,andsubmittothePsychologyDepartmentsecretaryforgraduateprograms.


Post‐MeetingActivities Discussallrevisionswithyouradvisortoensurecommonunderstanding. WriteandsubmityourIRBapplication.Formsandproceduresareavailableonlineat

http://www.unmc.edu/irb/.YoucannotbeginanydatacollectionuntilyouhaveobtainedIRBapproval.Ifusingexistingdata,checkwithyouradvisortoseeifIRBhasbeencompleted.Itmaystillbeneededforarchivaldata. StepsinIRBprocess(donotwaituntilthelastminuteifhavingothersreviewit):

ObtainanonlineIRBaccountathttps://net.unmc.edu/rss/. Reviewexistingapplications,availablefromfaculty,advisor,orfellowstudents. Obtainletterofsupport/permissionfromanyoff‐campusstudysites. Writeapplication,permissionforms,coverletters,etc. Haveyouradvisorreviewtheapplicationandprovidefeedback. EmailDepartmentChairforreviewandelectronicsignaturewhenready. Afterobtainingelectronicsignatures,submitapplicationonlineat

https://net.unmc.edu/rss/. Receivefeedbackandmakerevisions,ifnecessary. Uponapproval,youmayuseyourpermissionforms. CopyadvisoronanycorrespondencefromtheIRBoffice

Note:Withadvisorpermission,youmaysubmityourIRBapplicationpriortotheproposalmeeting.

4THor5THSEMESTER(orsummerinbetween)DataCollection/Analysis Recruitvolunteerstohelpwithdatacollection,ifnecessary(volunteersmustbe

includedonyourIRB). Meetwithstudysitepersonneltodetermineamutuallyagreedupontimeline. Collectyourdataandkeepyouradvisorupdatedonprogress. MakeNOchangesinyourmethodology,includingnumberofparticipants,without

writtenapprovalfromyouradvisorandcommitteemembers. Analyzedata.Rememberthatthisisyourresponsibility.Youwillbeexpectedto

understandyourstatisticsthoroughly.Seekassistanceifnecessarybutdonothiresomeoneelsetodoyourstatisticsforyou.Youmay,however,hireastatisticalconsultant.Ph.D.studentsareoftengoodresources.

5THSEMESTERWrite Manuscript ReviewGeneralManuscriptGuidelinesandrubricforTechnicalandMechanicalwriting

rubrics. Writeprojectinmanuscript‐readyformat Seegradingrubricoffinalproject. AdheretoAPAstyle.


Whenyouhavecompletedyourbestattemptatafinaldraft,submitanelectronicandpaperversion(ifrequested)toyouradvisor.Youradvisorwillmostlikelyreviewseveraldraftsofthewrite‐up.Itishelpfulifyouprovideacopyofthemostrecentlyrevieweddraftalongwithyourrevisedversion.Thefastertheturn‐aroundtimeonyourpart,thefasteryouradvisorcanprovidefeedback.Itismucheasiertoreadaversionafterhavingseenthemanuscriptacoupleofweeksearlierthanwaitingacoupleofmonths.Whenyouradvisorsaysthatyouarereadytodefend,schedulethemeeting.

FinalDefense Oncethedraftisapprovedbyadvisor,scheduleyourfinaldefensemeetinginthesame

mannerthatyoudidforyourproposalmeeting.Apracticedefenseishighlyrecommended.

Submityourprojecttoyourcommittee1‐2weekspriortoyourdefense. Yourfinaldefenseformatwillbesimilartoyourproposalmeetingwithafew

exceptions.BrieflyreviewtheIntroductionandfocusmoretimeonyourMethod,ResultsandDiscussion.Questionsandfeedbackwilloccurinthesameformat.Theadvisorwillwithholdhis/hersignatureuntildiscussedrevisionshavebeenmade.

ReviewtheGraduateOfficerequirementsandbringoneprintedcopyoftheReportonCompletionofDegreeFormtothemeeting:http://www.unomaha.edu/graduate‐studies/current‐students/forms‐resources.php.TheadvisorwilladaptformtomeettheSchoolPsychologyrequirements.

Completedefensemeetingbytheendofthefifthsemester(thesemesterduringwhichyoutake3creditsofPSYC9940)

Post‐MeetingActivities Maketherevisionsandhaveyouradvisorreviewthem. Onceapproved,submityourcompletedprojecttothegraduateofficeaccordingto

theirguidelines.Seehttp://www.unomaha.edu/graduate‐studies/current‐students/thesis‐masters.php

CreateProQuestaccounttouploadapprovedPDFfileofproject,seehttp://dissertations2.umi.com/unomaha/

Assistancecanbeobtainedforformattinghttp://www.unomaha.edu/graduate‐studies/current‐students/thesis‐format.phpandsubmissionhttp://www.unomaha.edu/graduate‐studies/current‐students/thesis‐submit.php

Submityourmanuscripttoajournal(ifapplicable)andsendanelectroniccopytoyouradvisor. CCorforwardallcorrespondencewithProQuestandjournaleditorstoyouradvisor

andtheprogramdirector.

Ed.S.ProjectTips Makesurealldraftsareproofedandareyourbestwork.Don’tfrustrateyouradvisor.

Acceptfeedbackpositively.Thisisalearningexperience.Youwillreceivemanywrittencommentsonyourdrafts.Don’tbeshockedwhenyouseeit.Appreciatethetimeandeffortyouradvisorputsintoyourreview.


Youmaywanttoscheduleregularmeetingswithyouradvisor.Thishelpsyoumakeconsistentforwardprogress.

KeepyouradvisorupdatedoneverystageoftheprojectandCCherorhimonanycorrespondencewithresearchsitesorcommitteemembersconcerningyourproject.

Important:Alloftheworkthatrequiresyouradvisorwilloccurduringtheacademicyear(oneweekpriortothestartofclassesthroughoneweekafterclassesarecompletedfortheyear).Youradvisorisnotoncontractduringthesummer.Therefore,noformalEd.S.projectwork(i.e.,reviewingdrafts,preparingPowerPoints)willoccuroverthesummer.

ResearchSupportOfficeofSponsoredProgramsandResearch(SPR)FundsmaybeavailableforstudentresearchthroughtheGraduateResearchandCreativeActivity(GRACA)andtheUniversityCommitteeonResearchandCreativeActivity(UCRCA).TheapplicationdeadlineforGRACAisNovember1whiletheUCRCAacceptsapplicationsthefirstworkingdayofeachmonth(by11:59pm)OctoberthroughMarch.FormoredetailsregardingtheapplicationprocessreadtheproposalguidelinesandcompletetheapplicationfoundontheOfficeofResearchandCreativeActivitystudentwebsite: http://www.unomaha.edu/office‐of‐research‐and‐creative‐activity/students/index.phpHaasFoundationFundsarealsoavailabletosupportEd.S.appliedresearchprojectsthroughthegenerouscontributionsfromtheHaasfamily.TheyhavedesignatedthesefundsforUNOSchoolPsychologystudentswhoneedfinancialassistanceincompletingtheirEd.S.researchprojects.FirstapplytotheOfficeofSponsoredProgramsandResearchandthentotheHaasFoundation.Thefollowingguidelineswillassiststudentsintheirapplications:1) Theprojectproposalmusthavefullapprovalbythecommitteepriortosubmittingthe

application.2) Ifavailable,studentsmustfirstapplytoOfficeofSponsoredProgramsand

Research(SPR)forfunding.StudentsshouldcontactSPRearlyintheacademicyeartoinquireaboutfundingavailability.DocumentationoftheapplicationtoSPRorlackoffundsshouldbeprovidedwiththeHaasapplication.If,intimesofbudgetcut‐backs,fundsarenotavailablethroughSPR,thiswillnotbearequirement.

3) IFSPRfundsareavailable,studentswillsubmitthesameSPRapplicationtotheSchoolPsychologyProgramCommitteeforreview.IfSPRfundingisnotavailablestudentswillprovidethefollowinginformationtotheSchoolPsychologyProgramCommittee:

a. Titleofprojectb. StatusofSPRfundsandcontactsc. Advisord. Briefbackgroundoftheproject(1‐2paragraphs)e. Summaryofmethodology(1‐2paragraphs)


f. Itemizedbudgetwithjustificationforeachitem4) ProposalsareduetotheProgramDirectorbyFebruary28.Applicationswillbe

reviewedattheMarchcommitteemeeting.5) TheamountoffundingwillvaryannuallyandtheSchoolPsychologyProgram

Committeewillensurethatqualityprojectswillreceiveafairshareofthefundsavailableforthatyear.

6) Fundingcanberetroactive.Allreceiptsmustbesubmittedforreimbursement.7) Iffunded,writeathank‐younotetotheHaasfamily.Thisisrequiredbeforeyouwillbe

awardedthefunds.

GeneralManuscriptGuidelines I. IntroductionandStatementoftheProblem

A. ReasonwhythestudyisimportantB. HowthestudywillcontributetothefieldofschoolpsychologyC. Setthestageforyouliteraturereview

II. LiteratureReview(justificationofyourresearchquestions)

A. Relatedresearch1. Useheadings–theseshouldreflectthemaintopicsofyourpaperthat

includeallrelatedresearchandtheory2. Operationallydefineallyourvariables(willprobablyusethesevariablesas

yourheadings)3. Organizeyourliteraturereviewbymainideas,notbypreviousstudies.

Previousstudiesareusedtosupportyourmainideas.B. Summary/Conclusion

1. Provideasummarythatpullstogetherallthemainpointsofyourliteraturereview

2. Statewhy/howyourstudywillmakeauniquecontributiontoourknowledgebaseintheproposedareaofstudy

C. CurrentStudy1. Brieflystatewhatyouwilldointhisstudy(i.e.,methodology)2. Stateyouresearchquestion(s)3. Stateyourhypothesis/hypotheses,supportedbyliteraturereview

III. Method(usedtoansweryourresearchquestions)

A. Participants1. Samplesize2. Selectioncriteria3. Participantrecruitmentprocedures4. Age,grade,gender,ethnicity(whenapplicable)5. Incomelevel

B. SettingC. Materials/Measures/Instruments(useonlythetermsthatapplytoyour

research)‐quantitativemeasureofyourvariable(s)


1. Descriptionofthemeasure2. Rationaleforincludingthismeasure3. Descriptionofthescoresreportedfromthemeasure4. Reliabilityandvalidityofthemeasureandjustificationthattheyare

sufficientD. Procedures–designofthestudy

1. Groupsusedinthestudy2. Howgroupswereformed3. Experimentalandmeasurementproceduresgiventoeachgroup(bevery

specificsotheprocedurescouldbereplicated)4. Sequentialorderofprocedures5. Howproceduresrelatetoresearchquestion(s)6. Arationalefortheproceduresusedintermsoftheresearchquestions

E. Analysis–howyouoperationalizedtheresearchquestionasastatisticalanalysis.1. Thenameanddescriptionofthestatisticalanalysisused2. Clearexplicationoftheindependentanddependentvariables

IV. Results(findings–answertoyourresearchquestions)

A. OrganizedaccordingtoresearchquestionB. PresentdescriptivedatafirstC. Usetablesforlargeramountsofdata

V. Discussion(themeaningofthefindings)

A.Generalsummaryoffindings(1paragraph)B.Interpretationsoffindings

‐Organizebyresearchquestions‐Emphasizemainpointsor“takehome”messages‐Relatefindingstoyourliteraturereview(usecitations)

C.ImplicationsforSchoolPsychologistsD.LimitationsandSuggestionsforFutureResearch

E.Conclusion*YourpapersmuststrictlyadheretoAPAstyle.Technicalwritingisimportant.Resourcesareavailabletoassistyouwithbothoftheserequirements.


StudentEvaluationMaster’sLevelEvaluation

Courseassessments(e.g.,grades,specificrubrics,papers,andotheroutcomemeasures)

Extra‐curricularproducts(professionalpresentations,grantandconferenceproposals)

Interactionswithfaculty,students,andotherprofessionals Progressofcaseconsultationsinpracticumandotherfieldexperiencesettings Ed.S.AppliedResearchProjectprogress(e.g.,literaturereview,proposal,data

collection) Master’sComprehensivePortfolioevaluation(Seebelow) SchoolPsychologyProgram:AnnualReview(Facultyevaluations)

Master’sDegreeComprehensivePortfolioDescriptionStudentsarerequiredtosubmitaComprehensivePortfolio(CP)towardtheendoftheirMaster’swork.Aportfolioisasystematicandpurposefulcollectionofworkthatdocumentsastudent’sprofessionalcompetencieswithintheprogram’strainingobjectives.TheCPmeetsthegraduateschool’sMaster’slevelcomprehensiveexaminationrequirement.Theportfolioisintendedtorepresentthestudent’sprogresstowardsmeetingprogramoutcomesandhisorherabilitytoeffectpositivechangeforchildren,schools,andfamilies.Thus,itisaformativeandsummativeevaluationofstudentprogressthroughtheprogram’strainingobjectives.Asaformativeassessment,theportfolioenablesthestudenttoidentifyareasofstrengthsandweaknessesthatcanbetargetedforimprovementinsubsequentyearsoftheprogram.Asasummativeassessment,theportfoliodemonstratesattainmentofthecompetenciessetforthbytheprogramforcompletionoftheMaster’sDegree.Purpose

1. Todemonstratethestudent’sprogresstowardsandaccomplishmentoftheprogram’strainingobjectives

2. Toallowthestudenttoself‐reflectonhisorherprogresstowardsmeetingtheprogram’strainingobjectives

3. Toprovidethestudentwithfeedbackabouthisorherperformancerelativetotheprogram’strainingobjectives

4. Toallowfacultytoevaluatetheeffectivenessoftheprogramandtouseinformationfromportfoliostomakepositiveprogrammaticchanges


ContentTheportfolioconsistsmostlyoforiginaldocumentscreatedbythestudentforthepurposeofdemonstratingcompetencywiththeprogram’strainingobjectives.Thesedocuments,aswellasadditionalcontents,aredescribedbelow:

1. CurriculumVitaAcurriculumvitaisanextendedresumethatdetailsyourprofessionalaccomplishments,includingeducation,employment,researchexperience,presentationsandpublications,service,andprofessionalaffiliations.

2. ReflectiononPersonalStrengthsandNeedsforImprovement

Evaluateyourstrengthsandweaknessesrelativetoeachofthe11programobjectives.Withregardtoeachobjective,indicatewhatyourskillsareandhowyoudevelopedthoseskills.Statewhatyouarecompetentinandwhatareasyouneedtocontinuetoworkon.Yourreflectionstatementshouldbenomorethan5pages.

3. SamplesofYourBestWorkTodemonstrateyourcompetenciesasadevelopingschoolpsychologist,chooseuptothreesamplesofwhatyouconsideryourbestworkuptothispoint(otherthanassessment/interventionreports).Considerincludingitemsthatshowcompetenceinseveraldomains.Includeanintroductorystatementexplainingwhattheworksampleis,whyyouchoseit,andwhattrainingobjectivesitaddresses.

4. Assessment/InterventionReportsSubmitonereporteachfromPSYC8530,PSYC8590,andclinicpracticum.Thereportshoulddocumentbothyourassessmentandinterventionproceduresandoutcomes.Selectyourbestreportfromeachclass.

5. Self‐ratingofCompetenceUsingtheAnnualReviewofStudentProgressform,evaluateyourselfonthecontentsofeachtrainingdomain.Turninyourratingsaspartofyourportfolio.

6. GoalsforSchool‐basedPracticumIdentifyspecificgoalsyouhavesetforyourselfforyourschool‐basedpracticumyear.Youshouldidentify2‐3goalswithineachtrainingobjective.

7. PracticumPlacementFormIncludethePracticumPlacementFormonwhichyouindicatepreferencesforschool‐basedpracticum.

8. ResearchHoursIncludethefallandspringsemesterlogofyourfirstyearresearchactivities.

9. PraxisScores


TheofficialPraxisICorescoresheetreflectingpassingscoresinreading,arithmetic,andwritingarepartofyourportfolio.

Evaluation Personnel:

CoreSchoolPsychologyFaculty EvaluationSteps:

1. Studentswillpresenttheportfoliotothefacultyevaluationcommitteeonthedatedesignatedbelow.StudentsshouldprovideoneelectroniccopytoaspecifiedBoxfolder.

2. Facultywillreviewtheportfolios.

3. Evaluationwillbebasedontheportfolio’scontents,aswellasknowledge

aboutthestudent’sperformancefromcoursework,research,andotherexperiences.Basedontheirevaluations,facultywillgeneratequestionsordiscussionpointstowhichthestudentwillrespondinanoraldefensemeeting.Thepurposeofthequestionsistoallowfacultymemberstorequestadditionalinformationrelatedtotheobjectivesand/ortoengagethestudentinmorein‐depthdiscussionaboutatopic.

4. Studentswillrespondtofacultyquestions/discussionpointsinfrontof

theevaluationcommitteeduringapre‐specifiedportfoliodefensemeetingtime.Duringthistime,studentswillalsoobtainfeedbackabouttheirperformanceanddiscussstrengths,weaknesses,andplansofaction.

5. Oralfeedbackwillbeprovidedtothestudentbyacommitteemembers

duringthedefense.

Criteria:

EvaluationofportfoliosiscompletedusingtheSchoolPsychologyEvaluation/AnnualReviewFormMaster’sstudentsmustreceiveanaverageof3.0orhigheroneachtrainingobjective.Anyscorebelow3.0willnecessitateremediation.Thestudentandcommitteewilldeveloptheremediationplan.

Timeline April1:Submitportfoliotocommittee April10‐20:Portfoliodefenses May1:Remediationplandueinwriting


Ed.S.LevelEvaluation

Practicumandinternshipsitesupervisors’evaluationso ConsultantEffectivenessScaleo ProfessionalWorkCharacteristicso SchoolPsychologyFieldEvaluation(completedbyschool‐basedpracticum

andinternshipsupervisor Courseevaluation(e.g.,grades,specificrubrics),papers,andotheroutcome

measures) Extra‐curricularproducts(professionalpresentations,grantandconference

proposals) Interactionswithfaculty,students,andotherprofessionals Progressofcaseconsultationsinpracticumandotherfieldexperiencesettings SuccessfuldefenseofEd.S.AppliedResearchProjecttoCommittee SchoolPsychologyProgram:AnnualReview(Facultyevaluations) Ed.S.LevelPracticumportfolioandInternshipportfolio

*StudentsarerequiredtocompleteaportfoliotoevaluatetheirperformanceattheendoftheSpringsemesterduringtheEd.S.levelpracticumandattheendofinternship.SpecificrequirementsfortheseportfoliosmaybefoundinthePracticumandInternshipHandbooksavailablefromtheProgramDirector.


StateandNationalExams/Certification

Exams:PRAXIS:CoreAcademicSkillsforEducatorsThePraxisCoremeasuresacademicskillsinreading,writing,andmathematics.AllstudentsmusttakethePraxisCoreexamandincludetheirscoresintheircomprehensiveMaster’sportfolio.Thisassessmentshouldbetakenduringthespringsemesterof1styearintheprogram.ThePraxiscanbetakenoncampusintheTestingCenter;dateswhentheexamisopenareavailableonline.StudentscanregisterforthePraxisonlineatthefollowinglink:https://www.ets.org/praxis/register.MoreinformationaboutthePraxisSeriesexamscanbefoundathttps://www.ets.org/s/praxis/pdf/praxis_information_bulletin.pdfandattheendofthishandbook.InNebraska,thoseapplyingforteachercertification(thisincludesschoolpsychologists)musthaveapassingscoreoneachmeasureofthePraxisCoreexam.Passingscoresareasfollows:Reading‐156,Mathematics‐150,andWriting‐162.MoreinformationonobtainingNebraskateachingcertificationcanbefoundintheNebraskaCertificationManualat:https://www.education.ne.gov/tcert/pdfs/Manual%20web‐5.pdfPRAXIS:SubjectAssessmentUNOSchoolPsychologystudentsarerequiredtotakeandpassthePRAXISSubjectAssessmentinSchoolPsychology.ThePRAXISSchoolPsychologistassessmentisalsorequiredforfullcertificationinNebraska.Thisassessmentshouldbetakenduringthespringsemesterof3rdyearintheprogram.Apassingscoreof147satisfiestheprogram,state,andnational(NationallyCertifiedSchoolPsychologist)requirements.NationallyCertifiedSchoolPsychologist(NCSP)NASPstatesontheirwebsite:

GraduatesofNASP‐ApprovedschoolpsychologygraduateprogramsqualifyfortheNCSPcredentialwhenapplyingwithin10yearsofcompletingtheprogram(effectiveJanuary,2016).Applicantsmustcompleteandsubmittheapplicationandallnecessaryforms,submitanofficialcopyofgraduatetranscripts,andregisterforandcompletethePraxisSchoolPsychologistExamadministeredbytheEducationalTestingService(ETS).Thecurrentpassingscoreis147.Whenregisteringfortheexam,listNASPasascorerecipientbyusingthecode“1549.”IfyoudonotlistNASPasascorerecipientwhenyoutaketheexam,anadditionalfeewillbechargedbyETStohavethescoresenttoNASP.

AdditionalinformationonNationalCertificationcanbefoundontheNASPwebsiteathttp://www.nasponline.org/standards‐and‐certification/national‐certification.AdditionalInformationaboutthePraxisSchoolPsychologistexaminationcanbefoundathttp://www.ets.org/s/praxis/pdf/5402.pdf.


Certification: Nebraska: Teaching Endorsement -006.50 School Psychologist: This endorsement requires at least 60 graduate semester hours beyond the baccalaureate degree, in which at least 54 are exclusive of credit for the supervised internship. Requires a minimum of 1,200 clock hours of internship experience, supervised by a Standard Institution of Higher Education, 600 of which must be in a school setting. Applicants who have completed 600 hours of supervised experience in school settings prior to the internship as part of their doctoral training program in school psychology may complete all 1,200 hours of their supervised internship in a setting that provides psychological services to children, birth to age 21. Nebraska teacher education institutions offering this endorsement must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement. Effective September 1, 2015, an applicant will be required to submit a passing score as set forth in Appendix C for the applicable content test for the first-time placement of this endorsement on a Nebraska certificate or permit. Alternative Program Teaching Permit (provisional endorsement): The alternative program teaching permit allows school psychologists to work temporarily while completing a graduate preparation program in school psychology. Applying for Certification: For all state certification, students will initially contact the UNO Certification Department. Nebraska: https://www.unomaha.edu/college-of-education/student-services/certification/checklist.php


GraduationPoliciesDuringwhatisexpectedtobethesemesterofgraduationandpriortotheposteddeadline,studentsshouldapplyfortheconferralofthedegreeintheOfficeoftheRegistrarorthroughMavlink.GraduationdeadlinesareavailablethroughtheOfficeofGraduateStudies.SeeGraduationChecklist:http://www.unomaha.edu/graduate‐studies/current‐students/graduation‐checklist.php

Deadlinestoapplyforgraduationonline:.

ThelastdaytofileaMaygraduationapplicationisMarch13,2020. ThelastdaytofileanAugustgraduationapplicationbuttowalkintheMay

ceremonyisMarch13,2020. ThelastdaytosubmittherequirementslistedbelowisApril20,2020. ThelastdaytofileanAugustgraduationapplicationisJuly10,2020.

Thefollowingrequirementsaredue12workingdayspriortocommencement:

ComprehensiveExaminationResults(ComprehensivePortfolioresults) "Incompletes"and"NR"gradesfromaprevioustermmustberemovedsothatthe

gradewillbeintheOfficeofGraduateStudies. Deliverallcopiesofthesis,thesisequivalentprojectorEd.S.fieldprojecttothe

OfficeofGraduateStudiesforfinalapproval. Payallfees/finesandsatisfyallobligationstotheUniversity.

Forstudentscurrentlyenrolledincoursesthatareapartoftheirplanofstudy,enrollmentmustbemaintainedtobeeligibleforgraduation.AgradeforanycurrentenrollmentmustbereceivedbytheRegistrar'sOfficenolaterthanthecloseofbusinessonthefifteenthworkingdayfollowingthedateofcommencement.

***IMPORTANT:Ed.S.GraduatesareonlyeligibleforAugustgraduation,butmaychoosetoattendtheMaycommencementceremony,asthereisnoAugustceremony.TheprogramdirectorwillprocessthenecessarypaperworkforthosewhowanttoattendtheMayceremony.

***IfyouhavequestionsaboutmissingrequirementsonMavLink,pleasecontacttheProgramDirectorNOTthegraduateoffice.


PlanofStudyChecklist(forthoseentering2016andearlier)M.S.________PSYC8000:TheProfessionofPsychology(nocredit)________MulticulturalEducationcourse__________________________________________PSYC8500:Professional,Legal,andEthicalFoundationsofSchoolPsychology________PSYC8520:FoundationsofAssessment________PSYC8530:EarlyChildhoodAssessment________PSYC8540:SchoolAgeAssessment________PSYC8576:BehaviorAnalysisandIntervention________PSYC8590:PsychologyofExceptionalChildren________PSYC8970:Master’sLevelPracticuminSchoolPsychology________PSYC9130:AppliedStatistics________PSYC9230:Proseminar:BehavioralNeuroscience________PSYC9440:Proseminar:SocialPsychology________PSYC9560:Proseminar:DevelopmentalPsychology________Master’sLevelPortfolio________PraxisCoreExam

Ed.S.

________PSYC8250:FamilyAnalysisandTreatment________PSYC8550:PsychotherapeuticInterventions________PSYC9320:SeminarinProgramEvaluation________PSYC9780:AdvancedEducationalandPsychologicalConsultation________PSYC9940:SchoolPsychologyAppliedResearchProject(6credithours)________PSYC9970:Ed.S.LevelPracticuminSchoolPsychology(6credithours)________PSYC9980:InternshipinSchoolPsychology(6credithours)________GraduatecourseinEducation____________________________________COUN8280:CrisisInterventionStrategiesandTechniques________PraxisSchoolPsychologistExam________InternshipPortfolio________PREPaREWorkshop1(CrisisPreventionandPreparedness:ComprehensiveSchool Safety

Planning)________PREPaREWorkshop2(CrisisInterventionandRecovery:TheRolesoftheSchool‐Based MentalHealthProfessional)


PlanofStudyChecklist(forthoseentering2017andlater)M.S.________PSYC8000:TheProfessionofPsychology(nocredit)________MulticulturalEducation___________________________________PSYC8500:Professional,Legal,andEthicalFoundationsofSchoolPsychology________PSYC8520:FoundationsofAssessment________PSYC8530:EarlyChildhoodAssessment________PSYC8540:SchoolAgeAssessment________PSYC8576:BehaviorAnalysisandIntervention________PSYC8590:PsychologyofExceptionalChildren________PSYC8970:Master’sLevelPracticuminSchoolPsychology________PSYC9130/MMI913:AppliedStatistics________PSYC9230:Proseminar:BehavioralNeuroscience________PSYC9040/MMI904:Proseminar:Learning________PSYC9560:Proseminar:DevelopmentalPsychology________Master’sLevelPortfolio________PraxisCoreExam

Ed.S.

________PSYC8250:FamilyAnalysisandTreatment________PSYC8550:PsychotherapeuticInterventions________PSYC9100:SmallnResearchDesign________PSYC9320:SeminarinProgramEvaluation________PSYC9780:AdvancedEducationalandPsychologicalConsultation________PSYC9940:SchoolPsychologyAppliedResearchProject(3credithours)________PSYC9970:Ed.S.LevelPracticuminSchoolPsychology(6credithours)________PSYC9980:InternshipinSchoolPsychology(6credithours)________GraduatecourseinEducation____________________________________COUN8280:CrisisInterventionStrategiesandTechniques________PraxisSchoolPsychologistExam________InternshipPortfolio________PREPaREWorkshop1(CrisisPreventionandPreparedness:ComprehensiveSchoolSafety

Planning)________PREPaREWorkshop2(CrisisInterventionandRecovery:TheRolesoftheSchool‐Based MentalHealthProfessional)


UNOTrainingObjectivesRepresentedinCourses

COURSES DOMAINSSCHOOLPSYCHOLOGYCOURSES 1 2 3 4 5 6 7 8 9 10 11

PSYC8250:FamilyAnalysisandTreatment X X X X X X X X XPSYC8500:Professional,Legal,andEthicalFoundationsofSchoolPsychology X X X X X X X X X X

X

PSYC8520:FoundationsofAssessment X X X X X X PSYC8530:EarlyChildhoodAssessment X X X X X X X X X XPSYC8540:SchoolAgeAssessment X X X X X X XPSYC8550:PsychotherapeuticInterventions X X X X X X X X X X PSYC8576:BehaviorAnalysisandIntervention X X X X X X X X XPSYC8590:PsychologyofExceptionalChildren X X X X X XPSYC8970:Master’sPracticuminSchoolPsychology X X X X X X X X X X XPSYC9100:SmallnResearchDesign X X X X X PSYC9780:AdvancedEducationalandPsychologicalConsultation X X X X X X X X X X XPSYC9940:SchoolPsychologyAppliedResearchProject X X XPSYC9970:Ed.S.PracticuminSchoolPsychology X X X X X X X X X X XPSYC9980:Internship X X X X X X X X X X X

PROSEMINARS 1 2 3 4 5 6 7 8 9 10 11PSYC9130/MMI913:AppliedStatistics X X PSYC9040/MMI904:Learning X X X X X X X PSYC9230:BehavioralNeuroscience X X X PSYC9440:SocialPsychology X X X PSYC9560:DevelopmentalPsychology X X X

OTHERREQUIREDCOURSES 1 2 3 4 5 6 7 8 9 10 11PSYC8000:TheProfessionofPsychology X XPSYC9320:SeminarinProgramEvaluation X X X X TED8210:MulticulturalEducation X X X SPED8556:SpecialNeedsStudentsfromDiverseCommunities X X X COUN8280:CrisisInterventionStrategiesandTechniques X X X X

*EducationElective *Exactdomainsaddressedbythesecoursesdependonthecoursetopics.


ClassParticipation Name:_______________________

Excellent Average BelowAverageAmount Balancedamountof

talking‐nottoomuchortoolittle‐makesseveralcommentsthroughoutentireclassperiod

Balancedamountoftalking‐nottoomuchortoolittle‐makesseveralcommentsatonepointinclassperiod

Talkstoomuch,toolittle,ornotatall

Content Asksinsightfulquestions;commentsincludesupportingevidencefromreadingsand/orexperience

Demonstratesanunderstandingofthematerialthroughcomments

Incorrectorirrelevantstatements

Facilitation Discussionfrequentlygeneratescommentsfromclassmates

Discussionsometimesgeneratecommentsfromclassmates

Discussiondoesnotgeneratecommentsfromclassmates

ComplexityandApplication

Commentsalwaysreflecthigher‐orderthinkingskillssuchasintegrationandapplication

Commentsfrequentlyreflecthigher‐orderthinkingskillssuchasintegrationandapplication

Commentsrarelyreflecthigher‐orderthinkingskillssuchasintegrationapplication

Integration Commentsoftenrelatecurrentdiscussionstoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion

Commentsoccasionallyrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion

Commentsrarelyrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion


JournalofCriticalReflection Name:_______________________

Excellent Average BelowAverageLength Papermeetslength

requirementPaperisapproximately¼to½pagetooshort

Paperisover½pagetooshort

Content Asksseveralinsightfulquestions;commentsalwaysincludesupportingevidencefromreadingand/orexperiences;demonstratesthatallmaterialwasread;doesnotsimplysummarizereadings

Askssomeinsightfulquestions;commentsusuallyincludesupportingevidencefromreadingsand/orexperiences;demonstratesthatallmaterialwasread;doesnotsimplysummarizereadings

Reiterates/summarizesreadings;incorrectorirrelevantstatements;Asksveryfewinsightfulquestions;commentsdonotincludesupportingevidenceformreadingsand/orexperiences


Statementsalwaysreflecthigher‐orderthinkingskillssuchasintegrationandapplication

Statementsfrequentlyreflecthigher‐orderthinkingskillssuchasintegrationandapplication

Statementsrarelyreflecthigher‐orderthinkingskillssuchasintegrationandapplication

Integration Statementsoftenrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion

Statementsoccasionallyrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion

Statementsrarelyrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activities,ordiscussion


ProblemSolvingApproach Name:_______________________

CompletenessProblemDefinition 1=Targetbehaviorisidentified,butnotdescribed(i.e.,names

referralproblemwithnodescription;statestheprobleminverygeneralterms).2=Targetbehaviorisidentifiedanddescribedgenerally.3=Targetbehaviorisidentified;standsuptostrangertest;noexamplesornonexamples;examplesandnon‐examplesthatdonotmatchthetargetbehavior.4=Targetbehaviorisidentified;standsuptostrangertest;includeseitherexamplesornon‐examples(butnotboth)5=Targetbehaviorisclearlyidentified;standsuptostrangertest;andincludesexamplesandnonexamplesthatdirectlyrelatedtothetargetbehavior.

ProblemAnalysis 1=Nopossiblereasonchosenorproblemanalysis.2=Somepossiblereasonsareconsidered,butnonearechosenoronereasonischosenbutproblemanalysiswasn’tevident.3=Onechangeablereasonischosenandmatchestheintervention,butotherpossiblereasonsarenotlisted.PossiblereasonsaretestedthroughapplicablecomponentsofRIOT.4=Someofthereasonsareconsideredandonechangeablereasonischosenthatmatchestheintervention.PossiblereasonsaretestedthroughapplicablecomponentsofRIOT.5=Allpossiblereasonsareconsidered:conditions(antecedents&consequences);environmental;expectations,resources,physical,&studentcharacteristics.‐‐Onechangeablereasonischosenthatmatchestheintervention;indicatedbyusingahypothesisstatement.‐‐PossiblereasonsaretestedthroughapplicablecomponentsofRIOT.

DataCollectionProceduresforBaselineandProgressMonitoring

1=Measurementstrategynotdefinedorbaselineandprogressmonitoringproceduresdon’tmatch2=Meets1ofthe4criterialistedbelow.3=Meets2ofthe4criterialistedbelow.4=Meets3ofthe4criterialistedbelow.5=Measurementstrategyclearlydefined.Includesinformationregarding:a)howbehaviorwillbemeasuredb)whowillmeasurec)whatwillbeusedtomeasurethebehaviord)wheremeasurementwilloccur


BaselineData 1=Nobaselinedata.2=Estimatesorgeneraldescriptiveinformationaboutstudent’sbehaviorused.3=Fewerthan3datapointsreported.4=Atleastthreesamplesofbehaviorinthenaturalsettingarereported,buttheyarenotstable.5=Aminimumofatleastthreestablesamplesofdirectmeasuresofstudentbehaviorinthenaturalsettingarereported(e.g.,threebaselineprobesinreading).

Goal 1=Nospecificgoalorobjectiveisidentified.2=Ageneralgoalisidentifiedbutnootherinformationisprovided(e.g.,“readingratewillincrease”).3=Goalhasbeenidentified,behaviordescribed,criterionhasbeenset,conditionsarenotlisted,butgoaldateismissing.4=Thedesiredgoalortargetbehaviorhasbeenestablishedwithaspecific,clearlystatedcriterionlevel(howmuchandwhen),conditions(setting,timeframe,goaldate,stimulitoelicitbehavior),anddescriptionofthebehaviortobemeasured.5=Thedesiredgoalortargetbehaviorhasbeenestablishedwithaspecific,clearlystatedcriterionlevel(howmuchandwhen),conditions(setting,timeframe,goaldate,stimulitoelicitbehavior),anddescriptionofthebehaviortobemeasured.Rationaleforgoalselectionisdescribed(i.e.,howperformancestandardwasselected).

InterventionDevelopment(front‐loading)

1=Nosystematicinterventionplan.2=Vague,generalinformationaboutinterventions.3=Aplanofactionisdevisedinresponsetoahypothesizedreasonforbehavior,butnotallspecificsareprovided.4=Aplanofactionisdevisedinresponsetoahypothesizedreasonforbehaviorwhichlistsinstructionalprocedures,materials,arrangements,time,andmotivationalstrategiesused.5=Aplanofactionisdevisedinresponsetoahypothesizedreasonforbehaviorwhichspecificallyaddressesinstructionalprocedures,materialsused,arrangementsmadewithstudentandstaff,timeframe,andmotivationalstrategiesused.Theselectedinterventionisempirically‐basedandevidenceisprovided.


TreatmentIntegrity 1=Noinformationabouttreatmentintegrityisprovided.2=Vague,generalstatementabouttheintegrityoftheinterventionisprovided(e.g.,anassertionthattheinterventionoccurred).3=Integritymonitored,dataprovidedaboutintegrity,butnoevidencegiven(e.g.,nomeetingsheld).4=Dataabouttheintegrityoftheinterventionareprovided,(e.g.,regularmeetingswithtreatmentproviderwereheldtoestablishtreatmentintegrity).5=Integritymonitoredanddocumentedregularlybysomeoneotherthanpersondeliveringtheintervention,dataandfeedbackprovided,andwhennecessary,integrityimproves.

ProgressMonitoringofResponsetoIntervention

1=Nocomparisonismadebetweenthestudent’spostinterventionperformanceandbaselinedataorthereisadescriptionofstudentresponsetointervention,butdatacollectedarenotquantifiable.Resultsarenotgraphed.2=Somequantifiabledataarereportedandgraphedaboutthestudent’sresponsetointervention.3=Comparisonmadetobaseline,resultscharted(graph),trendlinebutnoaimlinepresent,oraimlinebutnotrendlinepresent.4=Evaluationoftheinterventionisconductedbyreviewingthechartedresultsoftheintervention(e.g.,evidenceofagraphwithatrendline)andcomparingthesewiththebaseline(e.g.,baselineandaimlineongraph).5=Evaluationoftheinterventionisconductedbyreviewingthechartedresultsoftheintervention(e.g.,evidenceofagraphwithatrendline)andcomparingthesewiththebaseline(e.g.,baselineandaimlineongraph).Percentofnon‐overlappingdataandeffectsizescalculatedandreported.

Decision‐MakingPlan

(pre‐intervention)

1=Noplanorplanwasunclearandnochangesweremadewhendataindicatedforit(e.g.threeorfourdatapointrule:threeorfourconsecutivedatapointsabovegoal–raisegoal;threeorfourconsecutivedatapointsbelowgoal–changeintervention)2=Planwasclear,butnochangesweremadewhendataindicatedforitorchangesweremadebutplanwasn’tclear.3=Changesweremade,butnotinresponsetoplanordata.4=Planwasclear,changesweremadeinresponsetodata.5=Planwasclear,changesweremadeinresponsetodata.Changesareclearlydepictedongraph.


Comments:

StudentOutcome 1=Overallthereisevidencethatthestudenthasregressedsignificantlyfrombaselineoroverallstudentfluctuatedbetweenregressingandstayingthesame,butdidnotprogress.2=Overallthereisevidencethestudent’sperformancehasremainedatapproximatelythesamelevelasbaseline.3=Overallstudentfluctuatedbetweenstayingthesameandprogressing.4=Overallstudentmadeslowbutconsistentimprovementinperformance5=Overallstudentperformanceimprovedsignificantlyfrombaseline.


Presentations Name:_______________________ Excellent Adequate NeedsImprovementAppropriatenesstoTargetAudience

Allcontentwashighlyrelevanttothedesignatedaudience

Mostofthecontentwashighlyrelevanttothedesignatedaudience

Partofthecontentwashighlyrelevanttothedesignatedaudience

Organization

Audiencecouldclearlyunderstandthemainpointsofthepresentation;presenterintroducedthecontentatthebeginningandsummarizeditattheend;3mainpointswerethefocusofthepresentation

Audiencecouldusuallyunderstandthemainpointsofthepresentation;presenterintroducedthecontentatthebeginningandsummarizeditattheend

Mainpointswerenotclear

Content

Presenterdidnottrytocovertoomuchortoolittle;mainpointswerehighlightedthroughoutthepresentationsotheywerealwaysintheforefrontofimportance;allcontentwasclearlyrelatedtothemainpoints

Presenterdidnottrytocovertoomuchortoolittle;mainpointswerehighlighted

Presentercoveredtoomuchortoolittle;mainpointswerenothighlighted

UseofVoiceandBodyLanguage

Duringtheentirepresentation,thepresentercouldbeeasilyunderstood;appropriateinflectionswereused;bodylanguageincludedmovementwithoutpacing,eyecontactwithaudience,andprofessionalposture

Duringmostofthepresentation,thepresentercouldbeeasilyunderstood;appropriateinflectionswereused;bodylanguageincludedmovementwithoutpacing,eyecontactwithaudience,andprofessionalposture

Inconsistentlythroughoutthepresentation,thepresentercouldbeeasilyunderstood;appropriateinflectionswereused;bodylanguageincludedmovementwithoutpacing,eyecontactwithaudience,andprofessionalposture

Pacing

Allofthepresentationwaseasytofollowandpresentedataratewhereaudiencememberscouldfollowbutnotgetbored

Mostofthepresentationwaseasytofollowandpresentedataratewhereaudiencememberscouldfollowbutnotgetbored

Thepresentationwasnoteasytofollowandwasnotpresentedataratewhereaudiencememberscouldfollowbutnotgetbored


Materials/Handouts

Allhandoutswererelevanttothetopicandusefultohelpclarifypoints.Writtendocumentationofthemainpointsofthepresentationwasprovidedanddirectlyfollowedthepresentationsequence.Additionalinformationwasprovidedtohighlightthepointsofthepresentation.Participantscouldtakethehandouthomeandclearlyrememberthemainandsupplementalpointsofthepresentation.

Handoutswererelevanttothetopicandusefultohelpclarifypoints.Writtendocumentationofthemainpointsofthepresentationwasprovidedanddirectlyfollowedthepresentationsequence.

Handoutswereincompleteanddidnotfacilitatethepresentation.Materialswerenotclearlyrelatedtothepresentation.

UseofTechnology

Technologyfacilitatedandaddedtotheinformationprovidedbythepresenter;waseasytosee;clearlyrelatedtothemainpoints;technologyworked

Technologyfacilitatedthepresentation;waseasytosee

Technologydidnotassistinthepresentationandmayinterfere.Presenterdidnotcheckequipmentpriortothepresentation

Comments:______________________________________________________________


Videos:(checktheappropriatebox) Name:_______________________ NoErrors AFewErrors

(Didn’timpactchild’sscore)

Errors(Couldordidimpact

child’sscore)AdherencetoStandardization

Scoring‐Accuracy

AdministrationofSubtests/Items

Excellent Good NeedsImprovement

Rapport

Examiner’sbehaviorallowedchildtobeveryrelaxedandengagedinthetestingprocess.Interactionswereageappropriateforthechild.

Examinerinteractedappropriatelywithchild;introducedthetestingtothechild;usedageappropriatelanguage;goodeyecontactandengagementwiththechild.

Examinerdidnotinteractwiththechildinamannerthatfacilitatedthetestadministration.

PaceofAdministration

Paceissmoothandreflectsthattheexaminerishighlyfamiliarwiththetestmaterials.Rarelyreferstomanual.

Pacekeepsthechild’sattentionbutdoesnotmovetooquickly.Examinerisfamiliarenoughwithtesttomovesmoothlybetweenitems.

Pacewastoofastortooslow;examinerwasnotfamiliarenoughwithtestmaterialsandneededtorefertomanualtoooftenorfortoolong.

UseofVoice

Voiceisanimatedandvarieswhenneededtokeepchild’sattention.Demonstratesthattheexaminerisrespondingtotheneedsofchild.

Appropriatetoneandintonation.Voiceisunderstandabletochildandfacilitatesthetestingprocess.

Tooloudortoosoft;wasnotalwaysunderstandablebychild.

Comments/suggestions:(additionalcommentsmaybefoundonbackofform)PASS_________RESUMBIT_________POINTSEARNED____________


Reports Name:_______________________ Excellent Adequate NeedsImprovementParent‐friendlyLanguage(also

appliestoanynon‐schoolpsychologistreadingthisreport)

Parentscouldreadthereportandcomprehenditinitsentirety.Therationaleforthereportandassessments,andtheinterventionisclearlystated.Thereportprovidesinformationabouttheassessmentresultsandinterventionrecommendations.Italsomakestheprocess(e.g.,SAT,SpecialEducation)explicit.

Noorminimaljargonused.Ifused,termsareexplained.Thereportprovidesinformationabouttheassessmentresultsandinterventionrecommendations.

Alltermsthatmaynotbeeasilyunderstoodbyparentsandteachersareonlypartiallyornotatallexplained.Mostlytechnicallanguageandjargonareused.Writingisnotreader‐friendly.

Organized

Organizedbyreferralconcernandischildfocused;reporthasaclearpattern;paragraphsareorganizedbytopicsentence.Theorganizationmakestheprocess(e.g.,SAT,SpecialEducation)explicit.

Organizedbyreferralconcernandischildfocused;reporthasaclearpattern;paragraphsareorganizedbytopicsentence.

Organizationislackinginanypartofthereport.

AppropriateContent

Thoroughbackgroundpresented.Morediscussionofinterventionsthantests;interventionscompriseapproximately75%ofthereport;assessmentdatafocusedonreasonforreferralandleadstointerventions.

Thoroughbackgroundpresented.Morediscussionofinterventionsthantests;interventionscompriseapproximatelyhalfofthereport;assessmentdatafocusedonreasonforreferralandleadstointerventions.

Morediscussionoftheassessmentprocessthaninterventiondesign.Notallareas,suchasbackground,provideenoughinformation.

ParentFriendlyProcedures

Parentsareprovidedwiththereportandthepsychologistdiscussesitwiththempriortotheschool/groupmeeting.

Parentsareprovidedwiththereportpriortothemeetingorthepsychologistmeetswiththeparentstodiscussthefindingspriortothemeeting.

Parentsreceivethereportandthecontentsarediscussedfirstattheschoolmeeting.


Comments:

IntegrationofAssessmentData

Assessmenttechniquesaredescribedandintegratedintothereferralquestionandleaddirectlytointerventiondesign.Assessmenttechniquesarenotthemainfocusofthereport.Educationalimplicationsofassessmentsaredescribed.

Assessmenttechniquesarenotdiscussedinisolationbutareintegratedandrelatedtoareasofstrengthandneed.

Assessmentdatastandsaloneinthereport.Thefocusisontheassessmenttechniquesthatwereused.

BehavioralExamplesProvided

Ampleevidenceprovidedforallgeneralstatementsmadeaboutachild’sbehavior.Behaviorsaredescribedinenoughdetailtobereadilyrecognized.

Ampleevidenceprovidedforallgeneralstatementsmadeaboutachild’sbehavior.

Generalizationsaremadeaboutthechild’sbehaviorwithoutspecificbehavioralexamplesorsupport.

InterventionsareDescribed

Interventionsaredescribedindetailandimplementationcanbeginwithconsultation.

Detailedsuggestionsforinterventionsaremadeandrelatetotheassessmentresults.Enoughdetailisprovidedforimplementation.

Generalrecommendationsforinterventionsarepresented.

ChildFocused

Thechild’sstrengths,areasofneedandhowthetwoaretiedtogetheristhecompletefocusofthereport.Statewhatthechildcando(notwhats/hecan’t)andcompareperformancetoappropriatestandard.

Thechildasthefocusofthereport,nottests;strengthsandareasofneedaredescribedindetail.Strengthsaredescribedastheyrelatetotheintervention.

Focusvariesbetweenchildandassessmenttools.Childweaknessesreceivemoreattentionthanotherinformation.


PrimaryTraitScoringRubricforTechnicalWriting Name:_______________

Trait Exceptional Acceptable Amateur UnsatisfactoryContent Writingis

purposefulwithlogicmaintainedthroughout.

Maintainsclearlogicalsubject/position.

Subject/positionisvaguewithnounifyingstatement.Driftsorhaslapsesinlogic.Paperconsistsofrepetitionsandredundancies.

Insufficientwritingtoshowthatcriteriaaremet.

Support Allmajorpointsfullydevelopedandsupportedevenlybyspecificdetailthroughoutthepaper(e.g.explanation,evidence,examples,figures,tablesand/orgraphs).Supportingevidenceisunderstandableandwell‐organized.

Allkeypointsdevelopedandsupportedbyspecificdetail;somekeypointsmaybelessdevelopedthanothers(notevenorbalanced).Supportingevidenceillustratesthekeypointsbutlacksdepth.

Somekeypointsaredevelopedbyspecificdetail;somemaybegeneralandsomemaylackdepth.Supportingevidenceisminimaland/ornoteasilyinterpreted.

Insufficientorrepetitiouswritingthatfailstodevelopkeypoints.Lackssupportingevidenceand/orsupportingevidenceisunrelatedtokeypoints.

Organization Structureisclear,appropriateandeffective.Allparagraphsareappropriateandpurposeful.Coherence(paragraphtoparagraph)andcohesion(sentencetosentence)areeffectivelydemonstratedthroughoutpaper.Allpointsarelogicallypresentedandinterrelated.

Structureisclearandappropriatetopurpose.Mostmajorpointsareappropriatelyparagraphed.Coherence(paragraphtoparagraph)andcohesion(sentencetosentence)aredemonstratedwithappropriatetransitions.Mostpointslogicallypresentedandorganized.

Structureisevident.Mayhaveinappropriateorintrusivetransitionsthatdisrupttheprogressionofideas.Somemajorpointsappropriatelyparagraphed.Hascoherence(paragraphtoparagraph)butlackscohesion(sentencetosentence)orviceversa.Mayhaveoneormoreminordigressions.

Structureismissingorattemptedbutnotobvioustothereader.Limitedevidenceofappropriateparagraphing.Littlestructurewithinparagraphs.Mayhaveoneormoremajordigressions.

Focus(appliestotheses,termpapersandessays)

Clearlysetspurposeofpaperthroughintroductionoroverview.Effectiveconclusionthatrelatestointroductionandunifiesthewriting.

Clearlysetspurposeofpaperthroughintroductionoroverview.Clearconclusion.

Subject/positionidentifiedbyonlyabrief,generalintroductorystatement.Conclusionisabsentoronlyaverbatimreiterationoftheintroduction.

Subject/position(orissue)isunclear.


PrimaryTraitScoringRubricforWritingMechanicsName:_____________

Trait Exceptional Acceptable Amateur UnsatisfactorySentences

andParagraphs

Usageofsophisticatedsentencepatterns.Paragraphsindicateshiftinthoughtandareusedtomakesequenceofeventsclear.

Simpleandsomecomplexsentencesareused.Someparagraphingtoshowsequenceofevents/ideas.

Sentencestructureisusuallycorrect.Simplesentencesareused.Littleattemptmadetoparagraphwriting.

Sentencesdonotmakesense.Noparagraphing.

WordChoice

Wordsareusedcorrectlyandprecisely.

Acceptablevocabulary.Wordsaretechnologicallyappropriate.

Simplevocabulary. Incorrectvocabulary.

Spelling Spellingiscorrect,includingcomplexandirregularwords.

Spellingisgenerallyaccurate.

Frequentspellingerrors.

Spellingerrorsinterferewithunderstanding.

Punctuation Arangeofpunctuationincludingcommas,apostrophes,colonsandsemicolonsisusedaccuratelyandeffectively.

Periodsandcapitalsareusedcorrectlyandpunctuationisbeginningtobeusedwithinthesentence.

Frequentpunctuationerrors.

Insufficientorlackspunctuation.Incorrectuseofcapitalletters.


CanvasPostingScoringGuidelines Name:______________________ Excellent Average BelowAverageQuestioncontent Asksinsightful

question;commentsincludesupportingevidencefromreadingand/orexperiences;demonstratesthatmaterialwasread

Asksinsightfulquestion

Questionisnotbasedoncurrentreading


Questionandresponsesreflectshigher‐orderthinkingskillssuchasintegrationandapplicationtoahighdegree

Questionandresponsesreflectshigher‐orderthinkingskillssuchasintegrationandapplicationtoanadequatedegree

Questionandresponsesminimallyreflectshigher‐orderthinkingskillssuchasintegrationandapplication

Integration Questionandresponsesrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activitiesordiscussiontoahighdegree

Questionsandresponsesrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activitiesordiscussiontoanadequatedegree

Questionsandresponsesrarelyrelatecurrentdiscussiontoothertopicsalreadyaddressedincoursereadings,activitiesordiscussion

ContentofResponses

Allresponsesincludesupportingevidencefromreadingand/orexperiences;demonstratesthatmaterialwasread

Mostresponsesincludesupportingevidencefromreadingand/orexperiences;demonstratesthatmaterialwasread

Fewresponsesincludesupportingevidencefromreadingand/orexperiences;demonstratesthatmaterialwasread

Requirements Postedquestionandresponsetoeveryotherquestionontime

Postedquestionandresponsetoeveryotherquestionontime

Didnotmeetpostingrequirement


PracticumPortfolio Name:_______________________ Excellent Adequate NeedsImprovement

GoalDevelopment

Numerous,highlyambitious,andhighlycreativegoalsthatgobeyondthetypicalpracticumgoals;studentselectedgoalsthatwouldchallengetheirlevelofcomfortandprovideexposuretomanynewlearningopportunities.

Ambitious,relevantgoals.Developedwithsupervisor.

Goalswerenotwelldeveloped;didnotreflectambitiouslearningopportunities.

GoalAttainment

Wentbeyondthegoalsfortheclassandthegoalsdevelopedandaddednewlearningopportunities.Wentbeyondexpectationsofthecourse.

Metallgoalsthatwereavailable;ifagoalwasn’tmetitwasbecausethatlearningopportunitywasnotavailable(e.g.,observingacrisis).

Notallgoalsweremet;studentchangesgoalsperiodicallythroughoutsemesterinarandommanner;justificationfornotmeetinggoalswasnotprovidedinportfolio.

DiversityofActivities

Eachtrainingobjectivehad1‐2learningopportunitiesthatwerechallengingandinformative(e.g.,notsimplyobservinginaclassroombutinteractingwithstudents,staff,teachers,etc.).

Representsalltrainingobjectivedomainswithsomedomainsbeingrepresentedmorethanothers.

Mostbutnotalltrainingobjectiveswererepresented.

Logs

Logsprovidedhighlydescriptiveinformationabouthowtimewasspent.Supervisionhoursweredocumented.Logwaswritteninajournalingstyleandincludedstudentreflectionsandquestionsrelatedtotheactivities.Noidentifyinginformationwasincluded.Logwassubmittedontime.

Submittedontime.Contentwascompleteandinformative.Noidentifyinginformation.Supervisionhoursandcontentdocumented.

Logswerenotalwayssubmittedontimeandtheinformationwasincompleteorinaccurate.

PracticumRequirements

Wentbeyondspecificrequirementsandmayhaveaddedcases,orotheractivitiesreflectingthesyllabusgoals.

Metallrequirementsinsyllabusandexecutedathighlevelofquality.

Partiallymetordidnotmeetsyllabusrequirements.


ProfessionalandEthicalBehavior

Ratingsandreportsofprofessionalbehaviorwereconsistentlyinthehighestcategoryofrating.Behaviorswerebeyondthelevelofthetypicalpracticumstudentintermsofindependence,competence,interactionstyle,andcourteousness.

Allareasratedaboveaveragebyfieldsupervisor.Universitysupervisor’sobservationswereconsistent.

Someoralloftheareaswereratedbelowaveragebythefieldsupervisor.Concernsweredocumented.

FieldSupervision

Washighlypreparedforsupervisionmeetings.Activelysoughtoutsupervision.Askedquestionsandbroughtcases,issues,materialstomeetings.Incorporatedfeedbackandrespondedbychangingbehaviorandaskingforadditionalfeedback.Soughtopportunitiesforfieldsupervisortoobserve.

Waspreparedforsupervisionbybringingcasesandissues.Askedquestionsinsupervision.Incorporatedfeedbackandrespondedbychangingbehavior.

Respondedtobutdidnotactivelyengageinsupervisionand/ordidnotchangebehaviorinresponsetosupervisorfeedback.

UniversitySupervision

Washighlypreparedforsupervisionmeetings.Activelysoughtoutsupervision.Askedquestionsandbroughtcases,issues,materialstomeetings.Incorporatedfeedbackandrespondedbychangingbehaviorandaskingforadditionalfeedback.Soughtopportunitiesforuniversitysupervisortoobserve.

Waspreparedforsupervisionbybringingcasesandissues.Askedquestionsinsupervision.Incorporatedfeedbackandrespondedbychangingbehavior.

Respondedtobutdidnotactivelyengageinsupervisionand/ordidnotchangebehaviorinresponsetosupervisorfeedback.

AcademicInterventions

Documentationofinterventioniscomplete(see

Documentationofinterventioniscomplete(see

Documentationwasunclearorincomplete.


attachedPSAform)forallinterventions,andallthestepswerefollowedforeveryintervention.Ifdifferentformswererequiredfortheschooldistrict,thosewereincludedalso.Theinterventionsresultedinbehavioralchangefortheclient.Modificationsweremadewhenneeded.

attachedPSAform)forallinterventions.Mostofthestepswerefollowedforeveryintervention.Resultsinbehavioralchangefortheclient.Modificationsweremadewhenneeded.Ifdifferentformswererequiredfortheschooldistrict,thosewereincludedalso.

BehavioralInterventions

Documentationofinterventioniscompleteforallinterventions,andallthestepswerefollowedforeveryintervention.Ifdifferentformswererequiredfortheschooldistrict,thosewereincludedalso.Theinterventionsresultedinbehavioralchangefortheclient.Modificationsweremadewhenneeded.

Documentationofinterventioniscompleteforallinterventions.Mostofthestepswerefollowedforeveryintervention.Resultsinbehavioralchangefortheclient.Modificationsweremadewhenneeded.Ifdifferentformswererequiredfortheschooldistrict,thosewereincludedalso.


SmallGroupInterventions

Documentationofuseofproblemsolvingprocessforsmallgroups.Thegroupsresultedinpositivechangeinskillsforsomebutnotallgroupmembers.

Documentationofuseofproblemsolvingprocessforsmallgroups.Thegroupsresultedinpositivechangeinskillsforsomebutnotallgroupmembers.


CounselingSessions

Documentationofuseofproblemsolvingprocessiscompleteforcounselingcases.Thecounselingresultedinclientchange.

Documentationofuseofproblemsolvingprocessiscompleteforcounselingcases.Thecounselingresultedinsomeclientchange.


EligibilityAssessments/Report

Allassessmentsfollowedtheschooldistrictrequirements

Psychometricallysoundassessmentsthatwereappropriate

Assessmentsprovidedminimalinformationand


butalsoincludeddocumentationoftheuseofaResponsetoInterventionprocess.Reportswereinformativeandofhighquality(seerubric).

forthereferralwereadministered.SomeoftheassessmentsincludedaResponsetoInterventionprocess.Reportswereinformativeandofhighquality(seerubric).

reportswereincomplete.

SchoolWide,GeneralEducation

Activity

Theactivityappliedtotheentiregeneraleducationpopulation,wasbasedonaneedandutilizeddata.

Theactivitywasbasedonneedandutilizeddata.

Nodatawereincluded.

Reflection Activitiesarerelatedtotheprogramphilosophyandtrainingobjectivesandthestudent’smodelofprofessionalpractice.Incorporatespriorexperienceandtraininganddevelopsgoalsforfuture.

Activitiesarerelatedtotheprogramphilosophyandtrainingobjectivesandthestudent’smodelofprofessionalpractice.

Activitiesaregenerallydescribed.

Evaluations Allevaluationswereabovewhatisexpectedforapracticumstudent.

Allevaluationswereratedasadequateforapracticumstudent.

Someorallevaluationswerebelowexpectationforapracticumstudent.

PosterSession Posterrepresentedthestudent’sbestworkanditwasachallengingcase.Presentationwashighlyprofessionalandthestudentengagedwithattendeesbyrespondingtoquestionsandgivingadditionalinformation.

Posterrepresentedthestudent’sbestwork,wasprofessionalandthestudentengagedwithattendeesbyrespondingtoquestionsandgivingadditionalinformation.

Posterrepresentedthestudent’sworkbutwasnotprofessionallypresented.

HoursRequirement Exceededhours Metrequirement Didnotmeetrequirement

Comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


INTERNSHIP PORTFOLIO

Name: ________________________________ Year:____________ Excellent Adequate Needs Improvement

Goal Development

Numerous, highly ambitious, and highly creative goals that go beyond the typical intern goals; student selected goals that would challenge their level of comfort and provide exposure to many new learning opportunities.

Ambitious, relevant goals. Developed with supervisor.

Goals were not well developed; did not reflect ambitious learning opportunities.

Goal Attainment

Went beyond the goals for the class and the goals developed and added new learning opportunities. Went beyond expectations of the course.

Met all goals that were available; if a goal wasn’t met it was because that learning opportunity was not available (e.g., observing a crisis).

Not all goals were met; student changed goals periodically throughout semester in a random manner; justification for not meeting goals was not provided in portfolio.

Diversity of Activities

Each Training domain had 1-2 learning opportunities that were challenging and informative (e.g., not simply observing in a classroom but interacting with students, staff, teachers, etc.).

Represents all Training domains with some domains being represented more than others.

Most but not all Training domains were represented.

Logs

Logs provided highly descriptive information about how time was spent. Supervision hours were documented. Log was written in a journaling style and included student reflections and questions related to the activities.

Submitted on time. Content was complete and informative. No identifying information. Supervision hours and content documented.

Logs were not always submitted on time and the information was incomplete or inaccurate.

Professional Behavior

Ratings and reports of professional behavior were consistently in the highest category of

All areas rated above average by field supervisor. University supervisor’s

Some or all of the areas were rated below average by the field


rating. Behaviors were beyond the level of the typical intern in terms of independence, competence, interaction style, and courteousness.

observations were consistent.

supervisor. Concerns were documented.

Participation in and Responsiveness to Field Supervision

Was highly prepared for supervision meetings. Actively sought out supervision. Asked questions and brought cases, issues, materials to meetings. Incorporated feedback and responded by changing behavior and asking for additional feedback. Sought opportunities for field supervisor to observe.

Was prepared for supervision by bringing cases and issues. Asked questions in supervision. Incorporated feedback and responded by changing behavior.

Responded to but did not actively engage in supervision and/or did not change behavior in response to supervisor feedback.

Participation in University

Supervision

Was highly prepared for supervision meetings. Actively sought out supervision. Asked questions and brought cases, issues, materials to meetings. Incorporated feedback and responded by changing behavior and asking for additional feedback. Sought opportunities for university supervisor to observe.

Was prepared for supervision by bringing cases and issues. Asked questions in supervision. Incorporated feedback and responded by changing behavior.

Responded to but did not actively engage in supervision and/or did not change behavior in response to supervisor feedback.

Consultation

Documentation of completing the problem solving process through consultative indirect service delivery is complete. The results are evaluated and effectiveness is reported.

Documentation is missing steps in the problem solving process.

Documentation is unclear or incomplete.

Academic Interventions

Documentation of intervention is complete (see PSA form) for all interventions and all the

Documentation of intervention is complete (see PSA form) for all interventions. Most of

Documentation was unclear or incomplete.


steps were followed for every intervention. If different forms were required for the school district, those were included also. The interventions resulted in behavioral change for the client. Modifications were made when needed. PND and ES are reported.

the steps were followed for every intervention. Results in behavioral change for the client. Modifications were made when needed. If different forms were required for the school district, those were included also.

Behavioral

Interventions

Documentation of intervention is complete (see PSA form) for all interventions and all the steps were followed for every intervention. If different forms were required for the school district, those were included also. The interventions resulted in behavioral change for the client. Modifications were made when needed. PND and ES are reported.

Documentation of intervention is complete (see PSA form) for all interventions. Most of the steps were followed for every intervention. Results in behavioral change for the client. Modifications were made when needed. If different forms were required for the school district, those were included also.

Documentation was unclear or incomplete.

Small Group or Classroom

Intervention or Skills Training

Documentation includes summary report, plan, outcome summary and effectiveness data. Group intervention resulted in behavior change.

Documentation includes summary report, plan, outcome summary but missing effectiveness data or no behavior change resulted.

Incomplete description of activities.

Counseling Case

Documentationofuseofproblemsolvingprocessiscompleteforcounselingcases.Thecounselingresultedinclientchange.

Documentationofuseofproblemsolvingprocessiscompleteforcounselingcases.Thecounselingresultedinsomeclientchange.


Quality of Assessments

All assessments follow the school district requirements but also

Psychometrically sound assessments that are appropriate for the

Assessments provide minimal information


include documentation of the use of a Response to Intervention process. Reports are informative and of high quality (see rubric).

referral were administered. Some of the assessments include a Response to Intervention process. Reports are informative and of high quality (see rubric).

and reports are incomplete.

Professional Development Activity

Summary of activity contains evidence of using best practices in delivery of professional development including plan to evaluate and follow up. Evaluation data included.

Summary of activity contains evidence of some elements of best practices in delivery of professional development including pant to evaluate and follow up. No evaluation data included.

No evidence provided of following best practice in delivering professional development. No evaluation data included.

Personal Professional Development

Documentation includes thorough description of activities as well as reflection of how activities promoted professional growth.

Documentation includes description of activities.

Minimal documentation of activities.

Reflection Activities are related to the program philosophy and training objectives and the student’s model of professional practice. Incorporates prior experience and training and develops goals for future.

Activities are related to the program philosophy and training objectives and the student’s model of professional practice.

Activities are generally described.

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Ed.S.AppliedResearchProjectName:_______________________

Excellent Adequate NeedsImprovementRelevanceofResearchQuestion

Studyistheresponsetoanissueinthefield,ishighlyappliedinnatureandisjustifiedandsupportedwithresearchfromathoroughliteraturereview.

Applicationtofieldofschoolpsychologyandeducation;studyisadequatelyjustifiedandsupportedwithresearchfromathoroughliteraturereview.

Applicationtoschoolpsychologyisnotreadilyapparent.Studyisnotadequatelyjustifiednorsupportedwithresearchfromathoroughliteraturereview.

UniqueContributionoftheStudy

Highlycreativestudythatisuniquetothefield.Minimalresearchisavailableintheareaofstudy.

Studyprovidesnewinformationtothefield;canbeareplicationorcasestudy.

Studyprovideslittlenewinformationtothefield;cannotbereplicated.

LiteratureReview

Thoroughreviewincludingdiversereferencesthatcompletelyreflecteveryvariableinthestudy;studiesreviewedaredescribedincompletedetailsothereaderunderstandstheirrelevancetocurrentstudyandtheinclusionofthevariables.

Thoroughreviewincludingdiversereferences;studiesreviewedaredescribedinadequatedetailsothereaderunderstandstheirrelevancetocurrentstudy.

Literaturereviewprovidesmarginaljustificationforthestudyandomitsrelevantcitations.

Organization(alsoseeTechnicalWritingrubric)

Theentirepaper(intro,literaturereview,method,results,anddiscussion)isorganizedandthestructureallowsforthereadertoseehowpointsareinterrelated.

Effectivestructure;pointsarelogicallypresentedandinterrelated;writingstylefacilitatesthereader’sunderstandingofthestudy;headingsareused.

Structureisnotconsistentlyorganizednorwritteninastylethatfacilitatesthereader’sunderstandingofthestudy.

Clarity

Termsarecompletelyoperationalized;writingstyleiseffectiveinconveyingmeaningandcouldbeunderstoodbyothersoutsidethefieldofschoolpsychology.

Termsareoperationalized;writingstyleiseffectiveinconveyingmeaning.

Termsaresometimesoperationalized;writingstyleisnotalwayseffectiveinconveyingmeaning.

OralDefense Presentationisclearandengaging;Powerpointeffectivelyguidesthepresentation;studentisabletoaddressquestions.

Presentationandpowerpointareclear;studentaddressesmostquestions

Studentisunabletoeffectivelyconveythemainpointsofthestudyinthepresentationandcannotanswerthecommitteemember’squestions.


DataCollectionandAnalysisProcedures(Method)

Datacollectionreflectsahighlevelofcreativityandknowledgeofdatacollectionprocedures.Samplesizeandcharacteristicsareappropriateforstudy;proceduresaresoundandjustified;instrumentsarepsychometricallysound;methodsincludeenoughdetailthatthestudycouldbereplicated.

Samplesizeandcharacteristicsareappropriateforstudy;proceduresaresoundandjustified;instrumentsarepsychometricallysound;methodsaredescribedinenoughdetailthatthestudycouldbereplicated.

Oneormoreareasofdatacollectionwerelessthanadequate(i.e.,participants,procedures,instruments,dataanalysis).

DiscussionofFindings

Unifiesthepaper;resultsarethoroughlycomparedtomethodologyofstudiesdescribedinliteraturereview.Findingsarerelatedtotheliteraturereview;claimsdonotgobeyondthedata;implicationsforpractitionersareexplainedandaredirectlyrelatedtothefindingofthestudy;limitationsareexplained;futureresearchissuggested;appropriateconclusionsaredrawn.

Findingsarerelatedtotheliteraturereview;claimsdonotgobeyondthedata;implicationsforpractitionersareexplainedandaredirectlyrelatedtothefindingofthestudy;limitationsareexplained;futureresearchissuggested;appropriateconclusionsaredrawn.

Discussionoffindingsisincompleteandmayinconsistentlyberelatedtoliteraturereview;sectionsofthediscussionmaybeomittedorincomplete.

TechnicalWritingandAdherencetoAPAStyle(refertoTechnical

Writingrubric)

WritingstyleadherestotheprinciplesoftechnicalwritingandallAPAstandardsarefollowed.

AllAPAstandardsarefollowedandtechnicalwritingisadequate.

APAstandardsareviolatedand/orprinciplesoftechnicalwritingwerenotfollowed.

ContributiontotheField

Studywasacceptedasajournalpublicationand/orpresentationatanationalconference.

Studywassubmittedtoajournalorforapresentationatanationalconferencebutwasnotaccepted.Studywasacceptedatastateconference.

Studywasnotsubmittedforpublicationinajournal,nortoaconference.

Comments:


ConsultantEffectivenessScale

NameofPersonBeingEvaluated:_______________________ Date___________

Pleaseratetheschoolpsychologist’sskills,knowledge,andprofessionalpracticeaccordingtothefollowingscale: 1=NotAtAll 2=ToASlightDegree 3=ToAConsiderableDegree 4=ToALargeDegree 5=ToAVeryLargeDegree1) Skillful 12345

2) Empathetic 12345

3) ExpressAffection(WasSupportive) 12345

4) Interested(Concerned) 12345

5) Trustworthy 12345

6) EncouragesVentilation 12345

7) SkilledinQuestioning 12345

8) AbletoOvercomeResistance 12345

9) Open‐Minded 12345

10) Tolerant 12345

11) Attentive 12345

12) Accepting(Non‐Judgmental) 12345

13) ShowsRespectfortheConsultee 12345

14) Pleasant 12345

15) Tactful 12345

16) Warm 12345

17) AnActiveListener 12345

18) AnEfficientUserofTime 12345

19) GiveClear,UnderstandableDirections 12345

20) HaveaClearSenseofIdentity 12345

21) EmotionallyWell‐Adjusted/Stable 12345

22) Collaborative(ShareResponsibility) 12345

23) Encouraging 12345

24) GivesandReceivesFeedback 12345

25) ATeamPlayer 12345


26) DocumentforClearCommunication 12345

27) AnAstuteObserver/Perceptive 12345

28) EffectiveatEstablishingRapport 12345

29) WillingtoGetInvolved 12345

30) ClarifiesHis/HerRole 12345

31) ReviewClientRecords 12345

32) Specific 12345

33) Active 12345

34) Maintainan“I’mOK‐You’reOK”Position 12345

35) Flexible 12345

36) AGoodFacilitator 12345

37) Approachable 12345

38) SkilledinConflictResolution 12345

39) GoodatProblem‐Solving 12345

40) HaveaPositiveAttitude 12345

41) PracticeinanEthicalManner 12345

42) MaintainConfidentiality 12345

43) HaveFeelingsandBehaviorsthatwereConsistent 12345

44) Self‐Disclose 12345

45) AnticipatePossibleConsequences 12345

46) EmployAppropriatePersonalDistance 12345

47) TakeRisks/WillingtoExperiment 12345

48) IdentifyClearGoals 12345

49) Evaluate/FocusIdeas 12345

50) SpecifytheContract(Time,Effort,Cost) 12345

51) AwareofRelationshipIssues 12345

52) PursuesIssues/FollowsThrough 12345


ProfessionalWorkCharacteristicsStudent________________________________________________________Supervisor_____________________________________________________FieldExperience(circleone) M.S. Ed.S. InternshipDate____________________________________________________Pleaseratethestudentonthefollowingprofessionalworkcharacteristicsusingthisscale:1 2 3 4 5Poor Belowaverage Average Aboveaverage Outstanding(SpecificexamplesofthesebehaviorscanbeprovidedintheCommentssection.)

Characteristic Rating

1. Cooperative/collaborative 12345

2. Warmandfriendly 12345

3. Listenstoothers 12345

4. Facilitatesdiscussions 12345

5. Expandsonthepreviousideasofothers 12345

6. Providesconstructivefeedbacktoconsultees

12345

7. Useseffectivecommunicationskills 12345

8. Appropriatelyassertive(notaggressive) 12345

9. Considersmultipleperspectives 12345

10. Openandnon‐judgmental 12345

11. Awareoffeelingsofothers 12345

12. Displaysasincereinterestinpeople 12345

13. Sensitivetovaluesofothers 12345

14.

Socialawarenessofownbehavior

12345


15.16.17.18.19.20.21.22.23.24.25.26.27.28.

Ethicalbehavior

RespectshumandiversityEnthusiasticDependablePromptTakesinitiativeProductiveCreativeFlexible/adaptablePositiverapportwithstudentsPositiverapportwithteachersPositiverapportwithstaffPositiverapportwithadministratorsPositiverapportwithparents

1234512345123451234512345123451234512345123451234512345123451234512345

Comments:


UniversityofNebraskaOmahaSchool Psychology Evaluation

Student:_______________________________Year in Program: 1 2 3 4

Date of Evaluation: ___________________

Please provide your feedback regarding the student’s level of performance, with respect to provision of psychological services. Your ratings should be based on actual observation and/or reports of performance received from instructors, school personnel, parents, and other individuals that are directly associated with the student’s educational and practicum experiences. 1. = Competence/performance considered to be in need of significant further training and/or

to require additional growth, maturation, and change on the part of the student in order for him/her to be effective in the various skill areas; student should not be allowed to function independently.

2. = Competence/performancecurrentlyconsideredtobeinneedoffurthertrainingbut

which,withfurthersupervisionandexperience,isexpectedtodevelopsatisfactorily;independentfunctioningnotrecommendedandclosesupervisionisrequired.(Expectedattheendofthe1styear:Readyforclinicalpracticum.)

3. = Competence/performanceatleastattheminimallevelnecessaryforfunctioning

withmoderatesupervisionrequired.(Expectedattheendofthe2ndyear:Readyforschool‐basedpracticum.)

4. = Competence/performanceassessedtobeatalevelwhenthestudentcanfunction

independentlywithperiodicneedforsupervision.(Expectedattheendofthe3rdyear:Readyforinternship.)

5. = Competence/performanceassessedtobeverydeveloped,andstudentcanfunction

independentlywithlittleornosupervisionrequired. N/A This area of competency was NOT APPLICABLE. (An extensive number of items

checked with N/A indicates that the student may not be receiving a full spectrum of experiences.)

Please include comments after each Domain.


I. DATA-BASED DECISION MAKING AND ACCOUNTABILITY

Domain Description: SchoolPsychologistshaveknowledgeofvariedmodelsandmethodsofassessmentthatyieldinformationusefulinidentifyingstrengthsandneeds,inunderstandingproblems,andinmeasuringprogressandoutcomes.Aspartofasystematicandcomprehensiveprocessofeffectivedecisionmakingandproblemsolvingthatpermeatesallaspectsofservicedelivery,schoolpsychologistsdemonstrateskillstousepsychologicalandeducationalassessment,datacollectionstrategies,andtechnologyresourcesandapplyresultstodesign,implement,andevaluateresponsetoservicesandprograms.

a. Selects and applies appropriate assessment method: Selection of appropriate assessment tools designed to answer the referral question

1 2 3 4 5 N/A

Test administration, scoring, and interpretation (norm referenced, criterion referenced) 1 2 3 4 5 N/A

Behavioral assessment: interviewing, systematic direct observation, functional assessment/analysis, descriptive analysis

1 2 3 4 5 N/A

Curriculum-based assessment, curriculum-based measurement, and curriculum-based evaluation

1 2 3 4 5 N/A

Ecological/environmental assessment (home/classroom/school, community) 1 2 3 4 5 N/A

Permanent product (e.g., work products, school records)

1 2 3 4 5 N/A

Integration of assessment results into written report

1 2 3 4 5 N/A

b. Understands and uses data in the problem solving process: Ability to operationally define problems and analyze the reason for the problem

1 2 3 4 5 N/A

Use of data to demonstrate student problems/needs

1 2 3 4 5 N/A

Use of assessment data to guide intervention/instruction

1 2 3 4 5 N/A

Ability to graph data

1 2 3 4 5 N/A

Use of data to demonstrate outcomes

1 2 3 4 5 N/A

Ability to evaluate the effectiveness of a treatment (e.g., effect size, percent of nonoverlapping data)

1 2 3 4 5 N/A

c. Understands and uses assessment in an accountability context: Use of assessment to identify systems level needs (e.g., classwide intervention, improved parent-school communication, more effective problem solving team functioning, less reliance on testing)

1 2 3 4 5 N/A

Use of assessment information to make decisions regarding student needs (e.g., Tier 2 level supports, special education eligibility, talented and gifted program eligibility)

1 2 3 4 5 N/A

Use of assessment to identify outcomes of systems level practices, activities, and projects

1 2 3 4 5 N/A

Comments:


II. CONSULTATION AND COLLABORATION

Domain Description: SchoolPsychologistshaveknowledgeofvariedmethodsofconsultation,collaboration,andcommunicationapplicabletoindividuals,families,groups,andsystemsandusedtopromoteeffectiveimplementationofservices.Aspartofasystematicandcomprehensiveprocessofeffectivedecisionmakingandproblemsolvingthatpermeatesallaspectsofservicedelivery,schoolpsychologistsdemonstrateskillstoconsult,collaborate,andcommunicateeffectivelywithothers.

a. Displays appropriate interpersonal communication skills Listens attentively to others

1 2 3 4 5 N/A

Displays appropriate empathy, genuineness, and positive regard

1 2 3 4 5 N/A

Paraphrases, summarizes, and questions appropriately

1 2 3 4 5 N/A

Participates in group discussions

1 2 3 4 5 N/A

Displays appropriate communication with educational personnel and parents 1 2 3 4 5 N/A

Develops rapport with students as appropriate.

1 2 3 4 5 N/A

b. Conveys information accurately and effectively

Writes clearly, coherently, and effectively

1 2 3 4 5 N/A

Speaks clearly, coherently, and effectively

1 2 3 4 5 N/A

c. Works collaboratively with others

Solicits and considers the viewpoints of others

1 2 3 4 5 N/A

Establishes trust in relationships; is reliable

1 2 3 4 5 N/A

Promotes collaboration through modeling and facilitative skills

1 2 3 4 5 N/A

Handles disagreements appropriately

1 2 3 4 5 N/A

d. Displays knowledge and skill in consultative problem solving

Models support for problem solving initiatives at the individual level

1 2 3 4 5 N/A

Models support for problem solving initiatives at the small group and/or classroom level

1 2 3 4 5 N/A

Models support for problem solving initiatives at the whole school/systems level

1 2 3 4 5 N/A

Applies a complete and systematic problem solving process that includes: 1 2 3 4 5 N/A

-identification and clarification of the problem situation

1 2 3 4 5 N/A


-analysis of factors related to the problem

1 2 3 4 5 N/A

-implementation and monitoring of interventions

1 2 3 4 5 N/A

-evaluation of outcomes and follow-up

1 2 3 4 5 N/A

Comments:


III.INTERVENTIONSANDINSTRUCTIONALSUPPORTTODEVELOPACADEMICSKILLS

Domain Description: Schoolpsychologistshaveknowledgeofbiological,cultural,andsocialinfluencesonacademicskills;humanlearning,cognitive,anddevelopmentalprocesses;andevidence‐basedcurriculumandinstructionalstrategies.Schoolpsychologists,incollaborationwithothers,demonstrateskillstouseassessmentanddatacollectionmethodsandtoimplementandevaluateservicesthatsupportcognitiveandacademicskills.

a. Interprets, recommends, and supports accountability standards and procedures Is familiar with federal, state, and local accountability standards and procedures 1 2 3 4 5 N/A

Recommends and assists with appropriate procedures for demonstrating attainment of standards

1 2 3 4 5 N/A

b. Knows when and how to use empirically validated academic intervention strategies

Knows empirically validated components of effective academic interventions 1 2 3 4 5 N/A

Uses school wide academic assessment data to plan targeted interventions for students

1 2 3 4 5 N/A

Promotes the use of instructional and intervention strategies for diverse learners.

1 2 3 4 5 N/A

c. Suggests and is able to apply appropriate cognitive/academic intervention

monitoring methods Understands intervention acceptability as a factor influencing use of interventions 1 2 3 4 5 N/A

Establishes reasonable goals based on appropriate expectations or standards

1 2 3 4 5 N/A

Supports intervention integrity through development of appropriate monitoring techniques

1 2 3 4 5 N/A

Assists in designing and implementing data collection procedures that are appropriate to the nature of the intervention, its goals, and relevant child and environmental factors

1 2 3 4 5 N/A

Comments:


IV. INTERVENTIONS AND MENTAL HEALTH SERVICES TO DEVELOP SOCIAL AND LIFE SKILLS

Domain Description: Schoolpsychologistshaveknowledgeofbiological,cultural,developmental,andsocialinfluencesonbehaviorandmentalhealth;behavioralandemotionalimpactsonlearningandlifeskills;andevidence‐basedstrategiestopromotesocial–emotionalfunctioningandmentalhealth.Schoolpsychologists,incollaborationwithothers,demonstrateskillstouseassessmentanddata‐collectionmethodsandtoimplementandevaluateservicesthatsupportsocialization,learning,andmentalhealth.

a. Knows when and how to use empirically validated behavioral intervention strategies Uses data to select appropriate behavioral interventions for students 1 2 3 4 5 N/A

Is able to identify sources for empirically supported interventions

1 2 3 4 5 N/A

a. Knows when and how to use short-term counseling approach Develops and implements appropriate counseling plans that are empirically validated 1 2 3 4 5 N/A

Uses data to monitor the effectiveness of counseling services

1 2 3 4 5 N/A

b. Knows when and how to use small group skill-development training Develops and implements appropriate small group interventions that are empirically validated

1 2 3 4 5 N/A

Uses data to monitor the effectiveness of the skill-development program

1 2 3 4 5 N/A

c. Suggests and is able to apply appropriate intervention monitoring methods Understands intervention acceptability as a factor influencing use of interventions 1 2 3 4 5 N/A

Establishes reasonable goals based on appropriate expectations or standards

1 2 3 4 5 N/A

Supports intervention integrity through development of appropriate monitoring techniques

1 2 3 4 5 N/A

Assists in designing and implementing data collection procedures that are appropriate to the nature of the intervention, its goals, and relevant child and environmental factors

1 2 3 4 5 N/A

Comments:


V. SCHOOL WIDE PRACTICES TO PROMOTE LEARNING

Domain Description: Schoolpsychologistshaveknowledgeofschoolandsystemsstructure,organization,andtheory;generalandspecialeducation;technologyresources;andevidence‐basedschoolpracticesthatpromotelearningandmentalandbehavioralhealth.Schoolpsychologists,incollaborationwithothers,demonstrateskillstodevelopandimplementpracticesandstrategiestocreateandmaintaineffectiveandsupportivelearningenvironmentsforchildrenandothers.

a. Knows the components of effective problem solving team structure and operation Is familiar with the components of effective problem solving team structure and operation

1 2 3 4 5 N/A

Demonstrates effective “process” skills in team activities (inviting, redirecting, conflict management, summarizing, eliciting agreements, role assignments)

1 2 3 4 5 N/A

b. Is able to conceptualize change-related phenomena (resistance, crisis, etc. ) in “systems” terms, and

to recommend/implement corresponding and effective strategic responses Maintains professional objectivity

1 2 3 4 5 N/A

Suggests/implements strategies to respond to change-related system phenomena 1 2 3 4 5 N/A

c. Conducts training activities for professional staff and parents/caregivers

Assesses potential training needs

1 2 3 4 5 N/A

Develops a training plan

1 2 3 4 5 N/A

Conducts/assists with training(s) using best practices in professional development

1 2 3 4 5 N/A

Evaluates training impact/outcomes

1 2 3 4 5 N/A

d. Facilitates the development of attitudes and practices that foster a positive school climate

Demonstrates knowledge of effective disciplinary polices and practices

1 2 3 4 5 N/A

Participates in activities and programs to foster a positive school climate 1 2 3 4 5 N/A

e. Demonstrates knowledge and skill of a multi-tiered system of support (MTSS) service delivery model

Uses knowledge of universal screening programs to identify students in need of instructional and behavioral support services.

1 2 3 4 5 N/A

Evaluates effectiveness of core instruction for academics and behavior 1 2 3 4 5 N/A

Monitors student progress when given evidence-based instruction and intervention and uses decision rules to determine when instructional changes are necessary

1 2 3 4 5 N/A

Monitors and reports fidelity of intervention delivery.

1 2 3 4 5 N/A

Comments:


VI. PREVENTIVE AND RESPONSIVE SERVICES

Domain Description: Schoolpsychologistshaveknowledgeofprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandmentalhealth,servicesinschoolsandcommunitiestosupportmultitieredprevention,andevidence‐basedstrategiesforeffectivecrisisresponse.Schoolpsychologists,incollaborationwithothers,demonstrateskillstopromoteservicesthatenhancelearning,mentalandbehavioralhealth,safety,andphysicalwell‐beingthroughprotectiveandadaptivefactorsandtoimplementeffectivecrisispreparation,response,andrecovery.

Uses knowledge of risk and protective factors to address problems such as school completion, truancy, bullying, youth suicide, and school violence.

1 2 3 4 5 N/A

Provides or contributes to prevention and intervention programs that promote learning, mental health and physical well being of students.

1 2 3 4 5 N/A

Knows and is able to apply principles for responding to crises (e.g., suicide, death, natural disaster, violence, sexual harassment).

1 2 3 4 5 N/A

Participates in and evaluates programs that promote safe and violence-free schools and communities.

1 2 3 4 5 N/A

Comments:


VII. HOME/SCHOOL/COMMUNITY COLLABORATION Domain Description: Schoolpsychologistshaveknowledgeofprinciplesandresearchrelatedtofamilysystems,strengths,needs,andculture;evidence‐basedstrategiestosupportfamilyinfluencesonchildren’slearning,socialization,andmentalhealth;andmethodstodevelopcollaborationbetweenfamiliesandschools.Schoolpsychologists,incollaborationwithothers,demonstrateskillstodesign,implement,andevaluateservicesthatrespondtocultureandcontextandfacilitatefamilyandschoolpartnership/interactionswithcommunityagenciesforenhancementofacademicandsocial–behavioraloutcomesforchildren.

Maintains visibility and accessibility in the school. 1 2 3 4 5 N/A

Knows how family characteristics and practices affect patterns of attitudes, feelings and behavior.

1 2 3 4 5 N/A

Promotes home-school collaboration through effective communication with parents/caregivers.

1 2 3 4 5 N/A

Works to inform parents of their rights, explain eligibility criteria, and invite parent participation throughout the special education evaluation process

1 2 3 4 5 N/A

Collaborates with community-based agencies, resources and other professionals. 1 2 3 4 5 N/A

Comments:


VIII. DIVERSITY IN DEVELOPMENT AND LEARNING Domain Description: Schoolpsychologistshaveknowledgeofindividualdifferences,abilities,disabilities,andotherdiversecharacteristics;principlesandresearchrelatedtodiversityfactorsforchildren,families,andschools,includingfactorsrelatedtoculture,context,andindividualandroledifferences;andevidence‐basedstrategiestoenhanceservicesandaddresspotentialinfluencesrelatedtodiversity.Schoolpsychologistsprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgroundsacrossmultiplecontexts.Understandingandrespectfordiversityindevelopmentandlearning,andadvocacyforsocialjustice,arefoundationsforallaspectsofservicedelivery.

Understands potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related and linguistic factors in development and learning.

1 2 3 4 5 N/A

Possesses an adequate knowledge base regarding age, race, ethnicity, gender, disability, sexual orientation, and culture-related issues

1 2 3 4 5 N/A

Is able to identify needs and appropriate modifications related to student diversity.

1 2 3 4 5 N/A

Demonstrates sensitivity in working with individuals of diverse characteristics

1 2 3 4 5 N/A

Demonstrates skill in working with individuals of diverse characteristics

1 2 3 4 5 N/A

Understands influence of own culture, value, and belief systems

1 2 3 4 5 N/A

Recognizes limits of own cultural knowledge, awareness and skills

1 2 3 4 5 N/A

Promotes fairness and social justice in school policies and programs

1 2 3 4 5 N/A

Comments:


IX. RESEARCH AND PROGRAM EVALUATION Domain Description: Schoolpsychologistshaveknowledgeofresearchdesign,statistics,measurement,varieddatacollectionandanalysistechniques,andprogramevaluationmethodssufficientforunderstandingresearchandinterpretingdatainappliedsettings.Schoolpsychologistsdemonstrateskillstoevaluateandapplyresearchasafoundationforservicedeliveryand,incollaborationwithothers,usevarioustechniquesandtechnologyresourcesfordatacollection,measurement,andanalysistosupporteffectivepracticesattheindividual,group,and/orsystemslevels.

Uses research findings as the foundation for effective service delivery

1 2 3 4 5 N/A

Uses data to evaluate services at the individual, group, and systems level

1 2 3 4 5 N/A

Assists teachers in collecting meaningful student data

1 2 3 4 5 N/A

Applies knowledge of evidence-based interventions to evaluate the fidelity and effectiveness of school-based intervention plans

1 2 3 4 5 N/A

Comments:


X. LEGAL, ETHICAL, AND PROFESSIONAL PRACTICE Domain Description: Schoolpsychologistshaveknowledgeofthehistoryandfoundationsofschoolpsychology;multipleservicemodelsandmethods;ethical,legal,andprofessionalstandards;andotherfactorsrelatedtoprofessionalidentityandeffectivepracticeasschoolpsychologists.Schoolpsychologistsdemonstrateskillstoprovideservicesconsistentwithethical,legal,andprofessionalstandards;engageinresponsiveethicalandprofessionaldecision‐making;collaboratewithotherprofessionals;andapplyprofessionalworkcharacteristicsneededforeffectivepracticeasschoolpsychologists,includingrespectforhumandiversityandsocialjustice,communicationskills,effectiveinterpersonalskills,responsibility,adaptability,initiative,dependability,andtechnologyskills.

a. Knows and applies laws and regulations governing special education identification and placement activities.

Demonstrates fluent knowledge regarding special education eligibility criteria, procedural safeguards, and parent and student rights

1 2 3 4 5 N/A

Is familiar with requirements related to evaluation activities and IEP development 1 2 3 4 5 N/A

b. Knows and applies pertinent legal and ethical standards in professional activities Observes the codes of ethics of state and national professional associations 1 2 3 4 5 N/A

Observes laws pertaining to the delivery of professional services (e.g., child abuse reporting, status offenses, confidentiality, informed consent)

1 2 3 4 5 N/A

Observes laws, regulations, and ethical guidelines regarding student discipline (e.g., seclusion and restraint)

1 2 3 4 5 N/A

c. Participates in appropriate professional development activities Attends conferences, workshops, trainings, etc.

1 2 3 4 5 N/A

Engages in continuous learning (readings, webinars, etc)

1 2 3 4 5 N/A

Participates in and contributes to the school psychology student organization. 1 2 3 4 5 N/A

d. Displays appropriate attitudes and behavior related to professional and employment status

Adheres to district policies and procedures

1 2 3 4 5 N/A

Accepts and responds constructively to feedback and suggestions (e.g., acknowledges errors, works toward improvement)

1 2 3 4 5 N/A

Respectfully cooperates with directives from supervisor, school administrators, etc.

1 2 3 4 5 N/A

Shows respect for the expertise and contributions of other professionals

1 2 3 4 5 N/A

Employs effective organizational strategies (calendar, caseload tracking and management, prioritizing, time management)

1 2 3 4 5 N/A

Recognizes limitations and seeks advice and information as circumstances dictate 1 2 3 4 5 N/A


Demonstrates knowledge of information sources and technology relevant to the practice of school psychology.

1 2 3 4 5 N/A

Comments:


XI. PROFESSIONAL WORK CHARACTERISTICS

DomainDescription: Students develop good rapport with students, teachers, staff members, parents, and site supervisors. They engage in professional behaviors that enable them to develop positive relationships (e.g., enthusiasm, dependability, cooperation) and they are reflective practitioners who use feedback to improve performance. They participate in the program’s student organization and attend and contribute to local, state, and national conferences. (5ishigh/positive;1islow/negative)

Rapportwith: Students 54321NoData Teachers 54321NoData Administrators 54321NoData Staff 54321NoData Parents 54321NoData Sitesupervisor 54321NoDataGeneralperformancecharacteristics Respectfordiversity 54321NoData Takesinitiative 54321NoData Reflective 54321NoData Openandnonjudgmental 54321NoData

Enthusiastic 54321NoData Dependable 54321NoData Prompt 54321NoData Productive 54321NoData Creative 54321NoData Adaptable/flexible 54321NoData Cooperative 54321NoData Collaborative 54321NoData Independent 54321NoData Motivated 54321NoData Ethical 54321NoData Professionalself‐image 54321NoData

Comments: Overall Impressions:


BackgroundCheckCompletionInstructions

Tobegin,pleasevisitthewebsite,http://www.onesourcebackground.com/.Instructions1.Atthetopofthepage,clickonthelinkthatsays“Tools”thenselect“Students.”2.ClickonthelinkforUniversityofNebraska‐Omaha.3.Clickonthelinkthatsays“PsychologyDepartment”thenclickontheredlinkfor“BackgroundCheck│PsychologyDepartment.”4.Anewwindowwillopenforyoutobeginyourcheck.ReadtheE‐signActdisclosurestatement.5.Therearetwopartstothebackgroundcheck,theNebraskaAbuseRegistrysearchandtheOneSourcesearch.Youmustcompletebothchecks.6.PleasereadallinstructionsforcompletingtheonlineformfortheOneSourceportionofthecheck.Followthedirectionsandcompletetheappropriatepersonalandpaymentinformation.NOTE:Donotenteranyinformationinthe“Department/Position”field.7.Whenfinished,click“EnterOrder”atthebottomofthepage.8.Youwillthenbeinstructedtoreadande‐signadisclosureandauthorizationform.Pleasereadthisformandifyouagreetotheterms,click“IAgree”followedby“EnterOrder.”Pleasenotethatselecting“IAgree”servesasyoursignatureandyouareagreeingtothereleaseofinformation,paymentterms,etc.9.OnceyousubmityourOneSourcebackgroundcheck,youwillreceiveasupplementalemaildirectlyfromDHHS.CFSCR@nebraska.govtocompleteyourNebraskaAdultandChildAbuseregistrycheck.Pleasefollowdirectionsinthisemailtocompletethischeck.10.Onceyouhavecompletedtheonlinesubmissionforbothsearches,youhavecompletedthebackgroundcheck.Ifyouhavequestions,[email protected],402‐554‐2498,orOneSourceat402‐933‐9999or1‐800‐608‐3645.


PraxisCOREInformation

PraxisI‐COREAcademicSkillsforEducatorsAllUNOSchoolPsychologystudentsarerequiredtotakethePraxisI‐COREAcademicSkillsforEducatorsinthespringsemesterofthefirstyear.Thisassessmentmeasuresbasicproficiencyinreading,writing,andmathematicsandisrequiredofallindividualsseekingteachercertificationinthestateofNebraska,whichincludesSchoolPsychologists.Competencyisdemonstratedbytheperson'sabilitytoachieveaqualifyingscoreontheassessment.StudentsmustprovidetheirscorestotheProgramDirectorandincludethemintheirMaster’sPortfolio.Cost:TheCombinedTestischeaperthantakingthethreecontentareatestsseparately.ThePraxistestsareadministeredbycomputeratatestcenter.$150forCombinedtest Ifyoutakethetestsseparately,theyare$90eachContinuoustestingdatesareavailable.WebsiteLink:Ets.org/praxis/RegisterGoonlinetothePraxiswebsiteathttp://www.ets.org/praxistoregister.AcomputerizedversionofthePraxisI‐COREAcademicSkillsforEducatorsisavailable.SelectaTestingCenterWhenregisteringonlineforthePraxis,youwillchooseyourtestingcenterlocation.ThefollowingareOmahaTestingCentersthatadministerthePraxis:• TestingCenteratKayserHall,Room522,402‐554‐4800.(Code=7577)• PrometricTestingCenterat15606ElmStreet,Suite104,402‐614‐4343.(Locatedone

blocksouthof156th&CenterStreet)Costs/PaymentPaymentisrequiredatthetimeofregistration.Costsvarydependingonwhichversionandsectionsofthetestaretaken.ContacttheTestingCenterorcheckwiththeETSwebsiteforcurrentcosts.NOCASHpaymentscanbeaccepted.Paymentmustbebycheck,moneyorder,orcreditcard(Mastercard,Visa,orAmericanExpress).PassingScoresUNO'sminimumpassingscores,onascaleof100‐200,are:• READING156(31outofpossible50rawscore)• MATH150(29outofpossible50rawscore)• WRITING162(44outofpossible70rawscore)


IfastudenthaspassedoneormoresectionsbyAugust1,thecurrentstandardswillapplyforothersection(s).DesignatingRecipientsforyourScoreReportsWhenregisteringforthePraxis,designateyourscoresbesenttotheUniversityofNebraskaatOmaha(RA6420)ANDtheNebraskaDepartmentofEducation(R7643).PleaseincludeanaccuratesocialsecuritynumberthisiswhatNDEusestotrackindividualscores.TimelineAllow4‐6weeksforthetestresultstobereturned.ViewingYourScores• Youwillneedtoaccessthescoresonlineat:http://www.ets.org/praxis/scores/get/

(scrolldownto"online"andcreatea"MyPraxisAccount").• Onlinescoresaredownloadableforonly45days;afterthattimea$40feeischargedper

scorereportrequest.• PrintoffandkeepapersonalcopyofyourscoresasETSonlyretainsscoresfornine(9)

years.Notes:• PhotoIDisrequiredonthedayofthetest.SeethePraxiswebsiteforacceptablephoto

IDs.TestPreparationInformationResourcesareavailabletoassistyouinpreparingforthetest. StudyguidesbyArco,Barron’s,CliffNotes,andREA(ResearchandEducation Association) TheUNOLibraryhasPraxisI,sampletests.Informationisavailableat http://libguides.unomaha.edu/education/praxis On‐linecoursesareavailableforeachsectionofthetestthroughMetropolitan

CommunityCollege.(EDUC0090,0091and0092)ChecktheMCCWebsite for information.

Testinformationandquestionscanbefoundon‐lineat: http://www.studyguidezone.com/praxis.htm ETSStoreforPraxis(searchforPraxisCORE)

school program handbook - university of nebraska …2019‐2020 school psychology program handbook 4...

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