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School Psychology Pre-internship Performance-based Assessment

Revised 12-4-17

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TABLE OF CONTENTS

SCHOOL PSYCHOLOGY PRE-INTERNSHIP PERFORMANCE-BASED ASSESSMENT.....................3I. Admissions........................................................................................................................................................... 3II. Course work....................................................................................................................................................... 3III. Annual Portfolio Review.............................................................................................................................3IV. Final Review of Portfolio............................................................................................................................ 3

PRE-INTERNSHIP PORTFOLIO............................................................................................................................3I. Overview............................................................................................................................................................... 3II. Purpose................................................................................................................................................................ 4III. Format................................................................................................................................................................ 4IV. Contents............................................................................................................................................................. 4V. Benchmark Artifacts from Waived Courses.........................................................................................5

PRE-INTERNSHIP PORTFOLIO ANNUAL REVIEW PROCESS AND TIMELINE...............................5I. Annual Submission........................................................................................................................................... 5II. Annual Evaluation........................................................................................................................................... 5III. Annual Review Timeline.............................................................................................................................6IV. Final Submission............................................................................................................................................ 6V. Final Evaluation................................................................................................................................................ 6VI. Final Review Timeline................................................................................................................................. 6

APPENDIX A: Tables of Alignment of Pre-Internship Portfolio Artifacts with NASP Standards, APA Standards, and Program Competencies.........................................................................7

Table 1. MA/6th Year Pre-internship Products..................................................................................8Table 2. PhD Pre-internship Products.................................................................................................10Table 3. Pre-Internship Portfolio Benchmark Artifacts by Program Competencies.......12

APPENDIX B: Alignment of Pre-Internship Portfolio Benchmark Artifacts and Portfolio Section for MS/6th Year Students.....................................................................................................................14APPENDIX C: Alignment of Pre-Internship Portfolio Products and Portfolio Section for PhD Students....................................................................................................................................................................... 16APPENDIX D: Benchmark Artifact Coversheet..........................................................................................18APPENDIX E: Annual Review of Student Progress Form......................................................................20APPENDIX F: School Psychology Program Competencies...................................................................29

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SCHOOL PSYCHOLOGY PRE-INTERNSHIP PERFORMANCE-BASED ASSESSMENT

I. AdmissionsMultiple admissions criteria employed in the selection of students include Graduate Record Examination test scores, undergraduate or previous graduate course performance, letters of recommendation, previous relevant work experience, and personal interview data.

II. Course workCourse grades represents the overall quality of student work during the semester, and the University of Connecticut Graduate School Catalog defines a uniform scale to interpret the meaning of these grades: the letter A signifies work of distinction; the letter B represents work of good quality, as expected of any successful graduate student; and the letter C represents work below the standard expected of graduate students in their area of study. Per program policy, a grade of a B or better is required for students in the School Psychology Program to meet the minimal competency level for professional practice. Should a student earn a grade lower than a B, the professor and student (and possibly the student’s major advisor) will meet to develop an action plan, which may include re-taking the course.

Should a student earn a grade of D or F in a course, that course will not be allowed to remain on the plan of study, and the faculty will meet with the student to review the program plan. Additionally, the student will be referred to the Graduate School advisory committee as outlined in the Graduate School catalog.

In accordance with the Graduate School’s policy, students must maintain a cumulative grade point average of 3.00 at all times while enrolled in the program. Grade point average is calculated using the following scale:

A+ = 4.3 A– = 3.7 B = 3.0 C+ = 2.3 D+ = 1.3 C– = 1.7 F = 0

A = 4.0 B+ = 3.3 B– = 2.7 C = 2.0 D = 1.0 D– = 0.7

III. Annual Portfolio Review School psychology faculty members meet annually to review all students. Evaluation is formative, however, and questions or concerns may be initiated at any time during the year. Before the annual review, each student provides the major advisor with the portfolio. The faculty review includes evaluation of (a) progress through the program (b) professional knowledge; and (c) clinical skill. Each major advisor will conduct an initial review of their advisees’ portfolios before presenting them to the rest of the school psychology faculty. The school psychology faculty will then review each portfolio together and come to consensus regarding portfolio ratings. After the faculty meets, students are provided with information about their progress to help them take advantage of strengths and/or to remediate weaknesses in academic, professional, and/or personal arenas.

IV. Final Review of PortfolioIn the spring of their final year of coursework, all students will submit the final portfolio to their major advisor. This review will serve as the final review of the Pre-Internship Portfolio. Students must pass all portfolio requirements prior to proceeding to internship. If the faculty has significant concerns about the students’ portfolio that may result in a student not continuing to internship, a meeting with the faculty and the student will be scheduled as soon as practicable. At this meeting, an action plan will be developed.

PRE-INTERNSHIP PORTFOLIO

I. OverviewThroughout the course of their coursework, students are required to develop pre-internship portfolios. The portfolio consists of work samples completed throughout the program, professional documents, as well as some documents that will be created specifically for inclusion in the portfolio. Students begin collecting and

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creating these items during their first semester in the program, and will meet with their faculty advisor at least annually to review the development of the portfolio. The artifacts included in the portfolio are aligned with program competencies as well as NASP and APA training standards (see Appendix A).

II. PurposeThe portfolio provides students with a means for purposeful self-appraisal of professional knowledge, clinical skills, and professional dispositions as they progress through the program. The portfolio allows faculty to provide each student with feedback at least annually regarding attainment of competencies and dispositions necessary to be a school psychologist. Through self-reflection and faculty feedback, students will know in which areas they are doing well, and in which areas further experience or skill development may be needed. Finally, the school psychology program faculty use portfolios to assess the effectiveness of the training program. Results of portfolio reviews are summarized and analyzed annually and data are used to inform program improvements.

III. FormatPortfolio materials should be placed in a hard-cover, three-ring binder, with each section clearly labeled. The first entry should be a Table of Contents. A labeled tab in its appropriate place in the portfolio should represent each topic in the Table of Contents. All identifying information should be removed from portfolio artifacts, or the entire portfolio will be returned to you for correction prior to review. Please do not put each sheet/document in a sheet protector.

IV. ContentsTable of Contents

Section I: Progress through the Program1. Statement of Professional Goals2. CV3. Transcript

Unofficial – retrievable from Student Administration system4. Projected Course Sequence

This should illustrate the courses taken and planned for upcoming years based on the Course Sequence in the handbook (MA/6th Year or PhD) was admitted under. (Note: the course sequence may be revised by the faculty while you are in the program to meet organizational or accreditation requirements)

5. Updated Program Timeline document6. Student Checklist – Practica Requirements

Section II: Knowledge Development 1. Benchmark Artifacts with Coversheets

Benchmark Artifacts: o MA/6 th Year students: see Appendix B for list of artifacts, the competency each

addresses, and the section of the portfolio in which the product should be placed. o PhD students: see Appendix C for list of artifacts, the competency each addresses,

and the section of the portfolio in which the product should be placed. Coversheets:

o You must include a coversheet for each artifact; please use the template provided in Appendix D. On the coversheet, explain what you believe to be areas of strength and areas that could be improved upon for the benchmark product.

Section III: Clinical Skill Development 1. Benchmark Artifacts with Coversheets

Benchmark Artifacts: o MA/6 th Year students: see Appendix B for list of artifacts, the competency each

addresses, and the section of the portfolio in which the product should be placed.

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o PhD students: see Appendix C for list of artifacts, the competency each addresses, and the section of the portfolio in which the product should be placed.

Coversheets: o You must include a coversheet for each artifact; please use the template provided in

Appendix D. On the coversheet, explain what you believe to be areas of strength and areas that could be improved upon for the benchmark product.

2. Practicum Supervisor Evaluations Place practicum supervisor evaluations in reverse chronological order such that the

most recent evaluation is on top. 3. Practicum Self-Evaluations

Place practicum self-evaluations in reverse chronological order such that the most recent evaluation is on top.

V. Benchmark Artifacts from Waived CoursesA student who earned graduate credits prior to matriculation in the UConn program and obtained a written waiver from the school psychology faculty following the policy and process outlined in the School Psychology Program Policy Handbook, must provide a copy of the waiver in lieu of the artifacts from that course.

PRE-INTERNSHIP PORTFOLIO ANNUAL REVIEW PROCESS AND TIMELINE

I. Annual SubmissionBy the first Thursday of January or before, students will submit their portfolio to their major advisor by placing the portfolio in their advisor’s mailbox and alerting the faculty via email.

II. Annual EvaluationEach major advisor will conduct an initial review of their advisees’ portfolios using the Annual Review of Student Progress Form (see Appendix E). This form includes four parts:

Part 1: Constitutes the majority of the evaluation and includes rating artifacts that demonstrate: (1) progress through the program (possible ratings: Absent or Present), (2) knowledge development (possible ratings: Absent, Developing, Proficient, or Exemplary), and (3) clinical skill development (Absent, Developing, Proficient, or Exemplary; practicum supervisor and self-evaluations: Never, Rarely, Sometimes, or Always).

Part 2: Includes overall ratings of the student’s professionalism during program-related activities across the past year.

Part 3: Includes overall ratings of the student’s progress through the program, knowledge development, clinical skill development, practicum experience, professionalism in the program, and professionalism in assistantship/ research opportunities (if applicable), and the overall portfolio.

Part 4: Provides a determination of the school psychology faculty recommended actions based on the review that is signed by all faculty upon review and, upon major advisor review with the student, is signed by the student and major advisor.

Once all faculty have reviewed their major advisees’ portfolios, the school psychology faculty meet. At this meeting, each major advisor presents each of their advisees’ portfolios. The school psychology faculty then review each portfolio together and come to consensus regarding final ratings and feedback. Students may also be required to, or may choose to, revise and re-submit an artifact based on faculty ratings and feedback. This feedback may be required by the next year’s annual review, or, at the faculty’s discretion, may be requested within a shorter timeframe.

Once all portfolios are reviewed, students will receive detailed feedback on their portfolio in a meeting with their advisors, and any other faculty member who requests to be present, at which time the Annual Review of Student Progress Form ratings, feedback, and recommended actions will be discussed.

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III. Annual Review TimelineBy first Thursday in January Student submits portfolio to Major Advisor

During January Major advisors review portfolios Program faculty review portfolios

By March 1

Student and major advisor meet to review portfolio feedback Student and advisor sign Annual Review of Student Progress

Form Advisor files signed Annual Review of Student Progress form

in student’s EPSY file and returns portfolio to student.

IV. Final SubmissionBy the end of finals week, in the spring prior to internship, each student will submit the portfolio to the major advisor by placing the portfolio in their advisor’s mailbox and alerting the faculty via email. NOTE: Given the timing of the final submission, faculty understand the final semester’s spring practicum evaluations may not be available to be included. Students are responsible for emailing the final semester’s spring practicum evaluation reports to their advisor as soon as they become available.

V. Final EvaluationAs in the previous annual reviews, major advisors will conduct initial reviews of their advisees’ portfolios, and the faculty will review each portfolio together and come to consensus regarding their ratings. Any artifact that (a) receives a rating of Absent or Developing, or (b) has feedback indicating a need for revision from faculty must be revised and resubmitted at the timeline specified by the major advisor, but generally within two weeks. If, after review by the faculty, the revised submission still (a) does not meet the criteria for a rating of Proficient or Exemplary, or (b) requires further revision based on faculty feedback, the student is considered to have failed the portfolio requirement, and will not proceed to internship. This is a highly unlikely event, given that portfolios are reviewed annually, which allows revision of components as needed before the final evaluation.

VI. Final Review TimelineBy the end of finals week in the spring prior to internship

Student submits portfolio to Major Advisor

During May Major advisors review portfolios Program faculty review portfolios

By May 1 Student and major advisor meet to review portfolio feedback Student and advisor sign Annual Review of Student Progress

Form Advisor files signed Annual Review of Student Progress form

in student’s EPSY file and returns portfolio to student. If any new or revised submission does not meet the criteria for a passing score.

Student submits revised or new materials to major advisor, generally within two weeks of meeting with advisor

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APPENDIX A: Tables of Alignment of Pre-Internship Portfolio Artifacts with NASP Standards, APA Standards, and Program Competencies

Table 1. MA/6th Year Pre-internship Benchmark Artifacts NASP Standards, APA Standards, and Program Competencies

Table 2. PhD Pre-internship Benchmark Artifacts aligned with NASP Standards, APA Standards, and Program Competencies

Table 3. Pre-Internship Portfolio Benchmark Artifacts by Program Competencies

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Table 1. MA/6th Year Pre-internship Products

Alignment of Pre-Internship Portfolio Products with NASP Standards (2010), APA Standards, and Program CompetenciesT

enta

tive

Se

mes

ter Course

Benchmark artifacts Standards & Competencies

NASP 2010 1 2 3 4 8 5 6 7 9 10 - - -APA VI IX VII VII III I II VIII IV V

School Psychology Competencies 1 2 3 4 9 5 6 7 10 11 8 12 12

Year

1 –

Fal

l

Roles & Functions Mapping the system X X X

Brief research paper X

Child Psychopathology

Paper on disorder and intervention review X X

Practicum 1

Practicum evaluations (supervisor & self) X X X X X X X X X X X X X

Year

1 -

Spri

ng

Pupil Behavior

Full evaluation with recommendations* X X

Single Subject Research

Case Study X

Intellectual Assessment

Intellectual assessment report X

Practicum 1

Paper on supervision models X


Year

2 –

Fal

l

Ethics

Ethical/ legal case study X

Behavior Intervention

Tier 1 & 2 case study X X

Tier 3 case study X

Consultation

8

Ten

tati

ve

Sem

este

r Course Benchmark artifacts Standards & Competencies

NASP 2010 1 2 3 4 8 5 6 7 9 10 - - -APA VI IX VII VII III I II VIII IV V

School Psychology Competencies 1 2 3 4 9 5 6 7 10 11 8 12 12 Case study X X

Issues of Cultural Diversity

Paper for publication on cultural diversity X

Practicum 2


Year

2 –

Spr

ing

Counseling in School Psych Practice

Case study X XAcademic Assessment

Academic assessment report with recommendations

X X

Academic Intervention

Academic Intervention Case study X XPracticum 2

1 integrated psychoeducational report* X Systems consultation case study X X

Reflection paper on supervision model X


By

Year

2 -

Spri

ng Professional Activities outside Courses

PREPaRE Certification (Workshops 1 & 2) X Evidence of research or other scholarly activities X Evidence of dissemination of research or other

scholarly activity via professional publication X

Evidence of dissemination of research or other scholarly activity via presentation

X

Faculty ratings in annual review X X

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Table 2. PhD Pre-internship Products

Alignment of Pre-Internship Portfolio Products with NASP Standards (2010), APA Standards, and Program CompetenciesT

enta

tive

Se

mes

ter

Course Benchmark artifacts

Standards & Competencies

NASP 2010 1 2 3 4 8 5 6 7 9 10 - - - -APA VI IX VII VII III I II VII

IIV V DSK

School Psychology Competencies 1 2 3 4 9 5 6 7 10 11 8 12 12 13

Year

1 –

Fal

l

Roles & Functions

Mapping the system X X X


Paper on disorder and intervention review X X

Practicum 1


Year

1 -

Spri

ng

Pupil Behavior

Full evaluation with recommendations X X


Case Study X



Practicum 1



Year

2 –

Fal

l

Ethics



Tier 1 & 2 case study X X

Tier 3 case study X

Consultation

Case study X X


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Ten

tati

ve

Sem

este

r


Standards & Competencies

NASP 2010 1 2 3 4 8 5 6 7 9 10 - - - -APA

VI IX VII VII III I IIVII

IIV V DSK

School Psychology Competencies 1 2 3 4 9 5 6 7 10 11 8 12 12 13 Paper for publication on cultural diversity X

Practicum 2


Year

2 -

Spri

ng


Case study X X

Academic Assessment

Academic assessment report with recommendations

X X

Academic Intervention

Academic Intervention Case study X XPracticum 2

1 integrated psychoeducational report* X Systems consultation case study X X



Year

s 3-

4

Practicum 2 Supervision activity X

History Paper integrating the history of psychology across

current profession-wide competencies X

Year

s 1-

4

Professional Activities outside Courses


scholarly activity via peer-reviewed professional publication

X

Evidence of dissemination of research or other scholarly activity via peer-reviewed presentation

X

Dissertation proposal XFaculty ratings in annual review X X

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Table 3. Pre-Internship Portfolio Benchmark Artifacts by Program Competencies

Note: Items under “Clinical” that are not in italics will be evaluated using a developmental rubric. Items in italics are ratings provided by field-supervisors or program faculty.

1: Assessment and Data-based Decision MakingKnowledge -ClinicalPupil Behavior – Full social-emotional-behavioral evaluation with recommendations (1.A, 1.B)Academic Assessment- Academic assessment report with recommendations (1-A, 1.B)Intellectual Assessment—intellectual assessment report (1.A-1.B)Practicum 2- Integrated psychoeducational report (1.A- 1.B)Practicum 1 & 2—evaluations (1.A,1.B, 1.C)

2: Consultation and CollaborationKnowledgeRoles & Functions—Mapping the system (2.A)

ClinicalConsultation—Case study (2.B, 2.C)Counseling—Case study (2.B, 2.C)Practicum2—Systems consultation case study (2.A-C)Practicum 1 & 2—evaluations (2.A-C)

3. Interventions and Instructional Support to Develop Academic SkillsKnowledge -ClinicalAcademic Assessment—Academic assessment report with recommendations (3.A-F)Academic Intervention—Academic intervention case study (3.A, 3.D, 3.F)Practicum 1 & 2—evaluations (3.A-F)

4: Interventions and Mental Health Services to Develop Social and Life SkillsKnowledgeChild Psychopathology—Paper on disorder and intervention review (4.D)

ClinicalPupil Behavior – Full social-emotional-behavioral evaluation with recommendations (4.A-F)Behavioral Intervention—Tiers 1 & 2 case study (4.B, 4.D, 4. E, 4.F)Behavioral Intervention—Tier 3 case study (4.B, 4.D, 4. E, 4.F)Consultation—Case study (4.A-F)Practicum 1 & 2—evaluations (4.A-F)

5: School-wide Practices to Promote LearningKnowledgeRoles & Functions—Mapping the system (2.B)

ClinicalAcademic Intervention—Academic intervention case study (5.A-C)Practicum 1 & 2—evaluations (5.A-C)

6: Preventive and Responsive ServicesKnowledgePREPaRE certification (6.C)

ClinicalBehavioral Intervention—Tiers 1 & 2 case study (6.A-B)Practicum2—Systems consultation case study (2.A-C)Practicum 1 & 2—evaluations (6.A-C)

7: Family-School Collaboration Services

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KnowledgeRoles & Functions—Mapping the system (7.A)

ClinicalPracticum 1 & 2—evaluations (7.A-B)

8: SupervisionKnowledgePracticum 1—paper on supervision models (8.A)Practicum 2—Reflection paper on supervision model (8.A)Practicum 2—Supervision activity (8.A)

ClinicalPracticum 1 & 2—evaluations (8.A)

9: Diversity in Development and LearningKnowledgeIssues of Cultural Diversity—Cultural immersion experience (9.A-C)Issues of Cultural Diversity—Paper for publication on cultural diversity (9.A-C)

ClinicalPracticum 1 & 2—evaluations (9.A-C)

10: Research and Program EvaluationKnowledgeChild Psychopathology—Paper on disorder and intervention review (10.A)Single Subject Design—Case study (10.A-B)Evidence of research or other scholarly activities (10.A-C)Evidence of dissemination of research via publication (10.C)Evidence of dissemination of research via presentation (10.C)Doctoral students only: Dissertation proposal (10.A)


11: Legal and Ethical PracticeKnowledgeEthics—Ethical/Legal Case Study (11.A)


12: ProfessionalismPracticum 1 & 2—evaluations (12.A-I)Faculty Ratings in Annual review (12 A-I)

13. Discipline-Specific Knowledge (PhD Students only)Paper integrating history of psychology across competencies (13.A)Course grades (13.A-F)

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APPENDIX B: Alignment of Pre-Internship Portfolio Benchmark Artifacts and Portfolio Section for MS/6th Year Students

Ten

tati

ve

Sem

este

r


Section of Portfolio

II: Knowledge Development

III: Clinical Skill Development

Year

1 –

Fal

l

Roles & Functions Mapping the system X

Brief research paper X


Paper on disorder and intervention review X

Practicum 1

Practicum evaluations X

Year

1 -

Spri

ng

Pupil Behavior

Full evaluation with recommendations* X


Case Study X



Practicum 1


Practicum evaluations (supervisor & self) X

Year

2 –

Fal

l

Ethics



Tier 1 & 2 case study X

Tier 3 case study X

Consultation

Case study X


Paper for publication on cultural diversity X

Practicum 2


Year

2 –

Spr

ing


Case study XAcademic Assessment

Academic assessment report with recommendations XAcademic Intervention

Academic Intervention Case study XPracticum 2

1 integrated psychoeducational report* X

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Ten

tati

ve

Sem

este

rCourse

Benchmark artifacts


II: Knowledge Development

III: Clinical Skill Development

Systems consultation case study X



By

Year

2 -

Spri

ng Professional Activities outside Courses


scholarly activity via professional publication X


X

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APPENDIX C: Alignment of Pre-Internship Portfolio Products and Portfolio Section for PhD StudentsT

enta

tive

Se

mes

ter

Course Pre-internship products


II: Knowledge

Development

III: Clinical Skill

Development

Year

1 –

Fal

l

Roles & Functions Mapping the system X Brief research paper X


Paper on disorder and intervention review XPracticum 1

Practicum evaluations X

Year

1 -

Spri

ng

Pupil Behavior Full evaluation with recommendations* X

Single Subject Research Case Study X

Intellectual Assessment Intellectual assessment report X

Practicum 1 Paper on supervision models X Practicum evaluations (supervisor & self) X

Year

2 –

Fal

l

Ethics

Ethical/ legal case study XBehavior Intervention

Tier 1 & 2 case study X Tier 3 case study X

Consultation

Case study XIssues of Cultural Diversity

Paper for publication on cultural diversity XPracticum 2


Year

2 –

Spr

ing

Counseling in School Psych Practice Case study X

Academic Assessment Academic assessment report with

recommendationsX

Academic Intervention Academic Intervention Case study X

Practicum 2 1 integrated psychoeducational report* X

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Ten

tati

ve

Sem

este

rCourse

Pre-internship products


II: Knowledge

Development

III: Clinical Skill

Development

Systems consultation case study X Reflection paper on supervision model X Practicum evaluations (supervisor & self) X

Year

s 3-

4

Practicum 2

Supervision activity X

History Paper integrating the history of psychology

across current profession-wide competencies X

Year

s 1-

4

Professional Activities outside Courses PREPaRE Certification (Workshops 1 & 2) X Evidence of research or other scholarly

activitiesX

Evidence of dissemination of research or other scholarly activity via professional publication

X


X

Dissertation Proposal X

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APPENDIX D: Benchmark Artifact Coversheet

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School Psychology Pre-internship Portfolio Benchmark Artifact Coversheet

Name: Benchmark artifact:Portfolio Section (check one): II. Knowledge Development III. Clinical Skill Development

Please describe how this artifact demonstrates your strengths in related program competencies

Please describe how this artifact demonstrates areas for improvement in related program competencies:

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APPENDIX E: Annual Review of Student Progress Form

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Annual Review of Student Progress FormSchool Psychology Program

University of Connecticut

Name of student:

Major advisor: Date of advisor review:

Faculty present for review: Date of faculty review:

Degree program:

____ MA/6th Year ____ PhD

Year in program:

1 2 3 4 5 6 7

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PART ONE: RATINGS OF PORTFOLIO CONTENTS

SECTION I: Progress through the Program

Progress toward Professional GoalsArtifact Absent Present Comments

1. Statement of Professional Goals

2. CV

3. Transcript

4. Projected Course Sequence

5. Program Timeline

6. Student Checklist – Practica Requirements

Doctoral Student StatusAction Completed To be Completed Comments:

Doctoral committee establishedDissertation proposed

Dissertation defended

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SECTION II: KNOWLEDGE DEVELOPMENT

Course Waive

dCourses & Benchmark Artifacts for Pre-Internship Portfolio

Date submitted

0Absent

No artifact submitted.

1Developing

Lack of evidence of

mastery.

2ProficientSufficient

evidence of mastery.

3ExemplaryExceptional evidence of

mastery.

NA*

Roles & Functions Mapping the system Brief research paper

Child Psychopathology Paper on disorder and intervention review

Single Subject Research Case study

Practicum 1 Paper on supervision models

Ethics Ethical/ legal case study

Issues of Cultural Diversity Cultural immersion experience Paper for publication on cultural diversity

Practicum 2 Reflection paper on supervision model Supervision activity (PhD only)

History of Psychology Paper integrating the history of psychology across

current profession-wide competencies (PhD only)Professional Activities outside Courses

PREPaRE Certification (Workshops 1 & 2) Evidence of research or other scholarly activities

Evidence of dissemination of research or other scholarly activity via peer-reviewed professional publication

Evidence of dissemination of research or other scholarly activity via peer-reviewed presentation

Dissertation proposal (PhD only)

*NA rating provided for “PhD only” artifacts when rating MS/6th Year students.

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SECTION III: CLINICAL SKILL DEVELOPMENT

1. Benchmark Artifacts

Course Waive

dCourses & Benchmark Artifacts for Pre-Internship Portfolio

Date submitted

0Absent

No artifact submitted.

1Developing

Lack of evidence of

mastery.

2ProficientSufficient

evidence of mastery.

3ExemplaryExceptional evidence of

mastery.Pupil Behavior

Full evaluation with recommendationsBehavior Intervention

Tier 1 & 2 case study Tier 3 case study

Consultation Case study

Counseling in School Psych Practice Case study

Academic Assessment Academic assessment report with recommendations

Academic Intervention Academic Intervention Case study

Practicum 2 1 integrated psychoeducational report* Consultation case study (systems)

2. Practicum Supervisor Evaluations

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Diversity of setting, client ages, & client demographics

Demonstration of Skill Attainment Opportunities to Develop Competencies

0Never

1Rarely

2Sometimes

3Always

0Absent

1Developin

g

2Proficient

3Exemplary

0Absent

1Developing

2Proficient

3Exemplary

No occasions for work

with diverse settings

and clients indicated

Occasions for work


and clients

indicated rarely

Some occasions for work

with diverse settings and

client indicated

On-going occasions for work


and clients indicated.

Ratings indicate

declining skill level

Ratings indicate stagnant

or minimally improving

skill

Ratings indicate

improving skill

Ratings indicate

high levels of skill

Ratings indicate

opportunities across few

(<30%) competencie

s

Ratings demonstrate opportunities across few

(30-50%) competencie

s

Ratings demonstrate opportunities across the

majority (>50%) of

competencies

Ratings demonstrate opportunities across all

or nearly all competencie

s

Practicum 1

Year 1-Fall

Year 1-Spring

Practicum 2Year 2-Fall

Year 2-Spring

Year 3-Fall

Year 3-Spring

Year 4-Fall

Year 4-Spring

Year 5-Fall

Year 5-Spring

3. Practicum Self-Evaluations0

Absent1

Developing2

Proficient3

Exemplary Not provided/completed or greater than 2 point

difference between student’s overall rating and supervisor’s overall rating

1-2 point difference between student’s overall rating and supervisor’s overall rating

Student’s overall rating within 1 point of supervisor’s overall

rating

Student’s overall rating matches supervisor’s overall rating

exactly Practicum 1

Year 1-Fall Year 1-SpringPracticum 2

Year 2-Fall Year 2-Spring



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PART TWO: SUMMARY OF PROFESSIONALISM RATINGS

Below is the rating key used to evaluate each aspect of Professionalism

1 Never Characteristic is not evident 2 Rarely Characteristic is evident and demonstrated with little to no consistency3 Sometimes Characteristic is evident and demonstrated at times4 Often Characteristic is evident and demonstrated the majority of opportunities 5 Always Characteristics is evident and consistently demonstrated

NO Not Observed There were no opportunities for the characteristic to be demonstrated

Overall Rating

These items align with the UConn School Psychology Program Competencies under Objective 12

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

1. Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others (APA).

2. Engages in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness (APA).

3. Actively seeks and demonstrates openness and responsiveness to feedback and supervision (APA)

4. Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training (APA).

5. Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services (APA)

6. Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts (APA).

7. Demonstrates effective interpersonal skills and the ability to manage difficult communication well (APA).

8. Demonstrates consistent punctuality and attendance across all activities at which you represent the graduate program.

9. Practices consistent self-care, maintain well-being, and demonstrate professional appearance and demeanor across all activities at which you represent the graduate program.

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PART THREE: OVERALL RATINGS

Yes No Comments

A. Progress through the program

B. Progress regarding program knowledge competenciesC. Progress regarding clinical skill competencies

D. Adequate practicum experiences

E. Appropriate professionalism in the program

D. Professionalism in assistantship/ research opportunities.

Overall Portfolio

0Unsatisfactory

1Basic

2Proficient

3Distinguished

No portfolio presented

Materials are incomplete Poorly organized and poor

appearance Written communication is

unclear Content lacks essential

information

Materials generally complete Professional appearance and

organization Clearly written Appropriate content

Materials complete Exceptional appearance and

organization Well-written and clear Complete and detailed

contents

Congratulations should be noted regarding work and progress in the following areas:

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Part Four: Actions Recommended from this Review

⧠ Appropriate progress is indicated from this review and the student is to be informed by conference with his/her faculty advisor.

⧠ A conference with the student and his/her faculty advisor, and other appropriate faculty, will be held to discuss areas of identified weaknesses.

⧠ A plan to remediate the identified problem areas will be developed by the faculty. Specific suggestions:

⧠ Increase supervision, either with the same or different faculty advisor.⧠ Change the format, emphasis, and/or focus of supervision.⧠ Increase field work experience.

⧠ Reduce the student’s clinical or other workload and/or require specific academic course work.

⧠ Recommend and/or require personal therapy.⧠ Recommend a leave of absence and/or additional semester of practicum.⧠ The identified problems are severe enough to warrant a leave of absence from the program.⧠ The identified problems are severe enough to warrant dismissal from the program.

Upon Completion of Annual Review:

_______________________________Name of Faculty Member

_______________________________Signature

________________________Date


_______________________________Signature

________________________Date


_______________________________Signature

________________________Date


_______________________________Signature

________________________Date


_______________________________Signature

________________________Date

Upon Review of Form with Student:

_________________________________________________________Signature of Student*

____________________________Date

_________________________________________________________Signature of Major Advisor

____________________________Date

*Student signature indicates only that the student has had the opportunity to review the findings with his/her faculty advisor, and the program director if desired.

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APPENDIX F: School Psychology Program Competencies

The goal of the school psychology program is to prepare competent school psychologists who can deliver effective, evidence-based services to students, educators, and families. Successful students will demonstrate the following competencies:

1: Assessment and Data-based Decision Making. Students will demonstrate knowledge and skills related to assessment, use of data in assessment and evaluation to develop effective services and programs, and measurement of response to services and programs. (NASP 2.1)Students will demonstrate the ability to:

A. Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

B. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective for those that are objective.

C. Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

2: Consultation and Collaboration. Students will demonstrate knowledge and skills related to methods of consultation, collaboration, and communication applicable to students, educators, families, communities, and systems that are used to promote effective service delivery. (NASP 2.2)Students will demonstrate:

A. Knowledge of varied models of consultation in psychology and education applicable to students, educators, families, communities, and systems.

B. Effective consultation and collaboration skills at the student, educator, family, and systems levels to design, implement, and evaluate services.

C. Knowledge and respect for the roles and perspectives of other professions.

3: Interventions and Instructional Support to Develop Academic Skills. Students will demonstrate knowledge and skills related to developing, implementing, and evaluating direct and indirect services that support students’ cognitive and academic skills. (NASP 2.3)Students will demonstrate the ability to:

A. establish and maintain effective relationships with the recipients of (school) psychological services (APA)B. develop evidence-based intervention plans specific to the service delivery goals (APA). C. implement interventions informed by the current scientific literature, assessment findings, diversity

characteristics, and contextual variables (APA). D. demonstrate the ability to apply the relevant research literature to clinical decision making (APA). E. modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking (APA), F. evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing

evaluation (APA).

4: Interventions and Mental Health Services to Develop Social and Life Skills. Students will demonstrate knowledge and skills related to developing, implementing, and evaluating direct and indirect services that promote students’ social, emotional, and behavioral health and well-being. (NASP 2.4)Students will demonstrate the ability to:

A. establish and maintain effective relationships with the recipients of (school) psychological services (APA)B. develop evidence-based intervention plans specific to the service delivery goals (APA). C. implement interventions informed by the current scientific literature, assessment findings, diversity

characteristics, and contextual variables (APA). D. demonstrate the ability to apply the relevant research literature to clinical decision making (APA). E. modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking (APA), F. evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing

evaluation (APA).

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5: School-wide Practices to Promote Learning. Students will demonstrate knowledge and skills related to school-wide practices to promote learning including preventive and responsive services. (NASP 2.5)Students will

A. demonstrate an understanding of the past and present role and function of school psychologists in relation to the administration of schools, other school personnel, and state and local agencies.

B. demonstrate knowledge of school and systems structure, school organization, general education, special education, and alternative education services across diverse settings.

C. collaborate with others to develop and implement practices and strategies to create and maintain effective and supportive learning environments.

6: Preventive and Responsive Services. Students will demonstrate knowledge and skills related to multi-tiered systems of support in schools that support prevention and evidence-based strategies for effective crisis response. (NASP 2.6)

A. demonstrate knowledge of principles and research related to risk and resilience factors in learning and social, emotional, and behavioral health and well-being.

B. demonstrate knowledge and skills related to multi-tiered prevention strategies (i.e., universal, selected, and indicated) related to learning and social, emotional, and behavioral health and well-being.

C. demonstrate knowledge and skills related to evidence-based strategies for effective crisis prevention, preparation, and response.

7: Family-School Collaboration Services. Students will demonstrate knowledge and skills related to family-school collaboration. (NASP 2.7)

A. demonstrate knowledge of strategies to promote collaboration among family members, guardians, educators, and community agencies (as appropriate) to improve outcomes for children.

B. demonstrate knowledge and skills related to implementing and evaluating evidence-based practices that support positive family functioning and promote children’s development (e.g., conjoint behavioral consultation, home-school collaboration).

8: Supervision. Students will demonstrate knowledge and skills related to the provision of clinical supervision. (APA Domain B.3.c)

A. Students will demonstrate knowledge of supervision models and practices (APA).

9: Diversity in Development and Learning. Students will demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics and skills to provide culturally responsive, effective services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, across multiple contexts. (NASP 2.8)Students will demonstrate:

A. an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves (APA);

B. knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/ consultation, and service (APA);

C. the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own (APA).

10: Research and Program Evaluation. Students will demonstrate knowledge and application of measurement, assessment, evaluation and research design, and statistics sufficient for understanding research and interpreting data. (NASP 2.9)

A. Students will demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base (APA).

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B. Conduct research or other scholarly activities (APA). C. Critically evaluate and disseminate research or other scholarly activity via professional publication and

presentation at the local (including the host institution), regional, or national level (APA).

11: Legal and Ethical Practice. Students will develop an understanding of, and demonstrate commitment to ethical and legal principles regarding the practice of professional psychology. (NASP 2.10)

A. Be knowledgeable of and act in accordance with each of the following areas: a. The current version of the APA Ethical Principles of Psychologists and Code of Conduct (APA);b. Relevant laws, regulations, rules, and policies governing health service psychology at the

organizational, local, state, regional, and federal levels (APA); andc. Relevant professional standards and guidelines (NASP Principles for Professional Ethics) (APA).

B. Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas (APA)

C. Conduct self in an ethical manner in all professional activities (APA).

12: Professionalism. Students will develop professional values and work characteristics needed for effective practice as a school psychologist.Students will:

A. Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others (APA).

B. Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness (APA).

C. Actively seek and demonstrate openness and responsiveness to feedback and supervision (APA)D. Respond professionally in increasingly complex situations with a greater degree of independence as they

progress across levels of training (APA). E. Develop and maintain effective relationships with a wide range of individuals, including colleagues,

communities, organizations, supervisors, supervisees, and those receiving professional services (APA)F. Produce and comprehend oral, nonverbal, and written communications that are informative and well-

integrated; demonstrate a thorough grasp of professional language and concepts (APA). G. Demonstrate effective interpersonal skills and the ability to manage difficult communication well (APA). H. Demonstrate consistent punctuality and attendance across all activities at which you represent the graduate

program.I. Practice consistent self-care, maintain well-being, and demonstrate professional appearance and demeanor

across all activities at which you represent the graduate program.

13. Discipline-Specific Knowledge (PhD Students only). Students will acquire a general knowledge base in the field of psychology, broadly construed, to serve as a foundation for further training in the practice of health service psychology.

A. Doctoral students will acquire a foundational understanding of the origins and development of major ideas in the discipline of psychology (History and Systems of Psychology).

B. Doctoral students will acquire a foundational understanding of the affective aspects of behavior.C. Doctoral students will acquire a foundational understanding of the biological aspects of behavior. D. Doctoral students will acquire a foundational understanding of the cognitive aspects of behavior. E. Doctoral students will acquire a foundational understanding of human development across the lifespan. F. Doctoral students will acquire a foundational understanding of the social aspects of behavior. G. Doctoral students will demonstrate the ability to integrate multiple (at least 2) basic discipline-specific content

areas (i.e., affective, biological, cognitive, social, or developmental aspects of behavior).

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