specialist level program in school psychology practica manual practica manual-sch psych...5....

SpecialistLevelPrograminSchoolPsychologyPracticaManual

1stedition:August2003Revised:August2018

CollegeofHealthandHumanServicesSchoolofInterventionandWellness

2801W.BancroftStreetMailStop#119

Toledo,Ohio43606-3390Telephone:419-530-2718

Fax:419-530-7879

ApprovedbyTheNationalAssociationofSchoolPsychologists(NASP)

TheStateofOhioDepartmentofEducation

AccreditedbyCouncilfortheAccreditationofEducatorPreparation(CAEP)

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TableofContents

ProgramPhilosophyandGoals 3

OverviewandPurposeofPractica 4

ObjectivesforPracticaExperience 4

PracticaExpectations 4

Supervision 5

BeginningthePracticaExperience 6

GuidelinesforSelectingPracticaCases 7

Evaluation 9

SchoolPsychologyProgramContactInformation 10

Forms

PracticaFieldSupervisorInformation 11

FieldExperiencePolicyforStudents 12

PracticaSiteAgreement 14

EngagementinPracticaExperiencesinPreparationforInternship 16

PracticaCaseDocumentation 18

GuidelinesforFieldExperienceLog 19

EvaluationofCommunicationandParticipationskillsforUTPracticaStudent

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Parent/GuardianConsent 21

TieredInterventionSummaryRubric 22

Step-by-StepGuideforGoalAttainmentScaling 24

Step-by-StepGuideforCalculatingEffectSize 26

TeacherFeedback 27

ParentFeedback 28

ChildFeedback 29

SiteSupervisorEvaluationofPracticaStudent 30

SiteSupervisorEvaluationofPracticaExperience 35

PracticaStudentEvaluationofExperience 36

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ProgramPhilosophyandGoalsTheSchoolPsychologyProgramiscommittedtotrainingandpreparingprofessionalswhohaveexpertiseineducationandpsychology,whofunctionasbothmentalhealthspecialistandinstructionalspecialist,andwhoprovidedata-driven,evidence-based,andculturally-responsiveservicestochildrenandtheirfamilies.Thisisaccomplishedusingascientist-practitionermodelwithanecologicalorientationemphasizingpreventionandearlyinterventionthroughacollaborativeproblem-solvingapproachthatisguidedbydata-baseddecisionmaking.Aftersuccessfullycompletingtheprogram,studentswillbeexpectedto:ProgramGoal1:Demonstratessatisfactoryknowledgeandskilltofunctionandengageinculturallyresponsivepractices;exhibitssatisfactoryinterpersonalandcommunicationskills;developscollaborativerelationshipsinordertoprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgrounds;showsrespectfordiversityindevelopmentandlearningandknowledgeoftheresearchrelatedtofamilysystemsandevidenced-basedstrategiestosupportandinvolvefamilies;possessessatisfactoryconflictresolutionskillsthatfacilitateandenhancerelationshipswithothers(NASP2.2,2.7,2.8).ProgramGoal2:Demonstratessatisfactoryknowledgeandskillstofunctionasaninstructionalconsultant;understandsecologicalinfluencesonacademicskills,learning,cognition,anddevelopment;identifies,implementsandevaluatesevidence-basedinterventionsandinstructionalstrategies;selects,administersandinterpretsacademicandcognitiveassessmentinformation;andengagesecologicalproblemsolvingguidedbydata-baseddecisionmakingtoaddresstheinstructionalneedsofallstudents(NASP2.1,2.2,2.3).ProgramGoal3:Demonstratessatisfactoryknowledgeandskillstofunctionasamentalhealthconsultant;understandsbiological,developmentalandsocialinfluencesonbehaviorandmentalhealth;identifies,implementsandevaluatesevidence-basedinterventionsthatpromotehealthysocial-emotionalfunctioning;selects,administers,andinterpretsassessmentinformationforbehaviorandadaptivefunctioning;andengagesinsystematicproblemsolvingguidedbydata-baseddecisionmakingtosupportandimprovethesocialization,learning,andmentalhealthofallstudents(NASP2.1,2.2,2.4).ProgramGoal4:Demonstratessatisfactoryknowledgeandskillstofunctionasasystem-levelconsultant;understandsprinciplesandresearchinsystemchangeandgeneralandspecialeducation;understandsprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandappliesknowledgetomaintainandimproveevidence-basedpracticesandprogramslinkingschoolsandcommunities;develops,implements,andevaluatesatthesystem-levelpracticesandstrategiesthatcreateandmaintainsafeandsupportiveschools,includinganevidence-basedcrisispreventionandresponsesystem(NASP2.5,2.6,2.9).ProgramGoal5:Demonstratessatisfactoryprofessionaldispositionsanddevelopmentofprofessionalidentityasaschoolpsychologist;engagesinpracticesthatfollowethicalandlegal

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guidelinesandpolicies;pursuesongoingprofessionaldevelopment;andengagesinresearchtoinformservicesdeliverysuchthatitimprovesoutcomesforchildren,families,andschoolsandthefield(NASP2.8,2.9,2.10).

OverviewandPurposeofPracticaInaccordancewithStandardsforGraduatePreparationofSchoolPsychologists(2010),TheUniversityofToledoschoolpsychologyfieldexperiencesareintendedtoprovidefield-basedtrainingexperiencesleadingtothedevelopmentofcompetent,ethicalschoolpsychologists.ThepurposeofPracticaistoprovideschoolpsychologystudentswithexperiences,whichbroadlysamplecomprehensiveservicedeliverysystem.Duringtheexperience,studentsareexpectedtoobtainpracticeinusinganecologicalproblem-solvingprocessforatleastsixcasestieredinterventioncaseswithacombinationoffocusonacademicand/orbehavior,andatleasttworeevaluationcasescompletedincollaborationwiththeirsupervisorandusingstandardizedanddirectassessmentandinterventiondesignwithschool-agechildrenwithinthestructureofaschoolsetting.Practicastudentsmustcompleteatleast400hoursofexperienceduringthetotalpractica,with300completedonsite,and100offsiteandincludeupto10hoursofprofessionaldevelopmentpersemester.

ObjectivesofPracticaExperienceAtthecompletionofthePractica,studentswillbeabletodothefollowing:

1. Applytheproblem-solvingprocedureinaschoolsituation,whilemaintainingsensitivitytodiversityissues(NASP2.1,2.8).

2. Selectandapplyassessmentmethodsappropriatefortheindividual(NASP2.1,2.8).3. Collaborativelyconsultteachersandparentstodevelopacademicandbehavioral

interventionsappropriateforstudentswithvariousneeds(NASP2.1,2.2,2.3,2.4,2.6,2.7,2.8).

4. Implementandevaluateevidence-basedinterventionsusingculturallyresponsivepractices(NASP2.1,2.3,2.4,2.8,2.10).

5. Synthesizedataintoameaningful,consumer-drivenreport(NASP2.1,2.5,2.8,2.9).6. Gainadditionalunderstandingoflegalandethicalissuesrelatedtointerventionand

specialeducationevaluations(NASP2.10).7. Communicateeffectivelyusingwordprocessingandinternettechnology(NASP2.5).

PracticaExpectations

Thereareseveralexpectedactivitiesandassignmentstobecompletedoverthetwosemesterpracticaexperience.

• Assignedcasesmaytargetanytierofinterventionandshouldincludecombinationofbothacademicandbehaviorconcerns.Casesshallincludeacasewriteupthatfollowstheproblem-solvingprocess.Uponcompletionofthecases,studentswillsubmittheircasesinanecologicalcomprehensivereport.

• ThePracticastudentalsomustbeinvolvedinevaluationcasescompletedin

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collaborationwiththePracticasupervisor.Evaluationsmayincluderecordreviews,observations,developmentalhistoryinterviews,standardizednorm-referencedassessmentofacademic,adaptivefunctioningand/orbehavior/social-emotionalfunctioning.Anyevaluationsshouldbedocumentedascompleteonthecasedocumentationformandatleastoneevaluationchecklistpersemestersubmittedforagrade.

• ThePracticastudentshouldobserveallpartsoftheinitialevaluationprocessfromstart(i.e.,signingforpermission)toevaluationtoETRmeetingtofinish(i.e.,IEPmeeting).Whileidealtoobservetheinitialevaluationforonestudentstarttofinish,itmaynotbepossibleduetoschedulingconflicts.

• Itisexpectedthateachstudentwillhaveataminimumtwocasescompletedandfouridentifiedbytheendofthefirstsemester.

• Studentsarerequiredtoaskforfeedbackfromteachersandparentsandstudents(ifappropriate)regardingservicesprovidedbyhavingthemcompleteratingscales(foundinpracticamanual).

• Forcredit,studentsmustcompleteatleast400hoursofexperienceduringthetotalpracticaandprovidecasereportsintheassignedformat.Pleasebeawareofthefollowing:

o ThePracticamayonlybecompletedduringafull-timeresidencyoftwoconsecutivesemesters,fallprecedingspring.

o StudentsmaynotenrollinthePracticauntilallPrepracticarequirementsarecompleted.

o StudentswitharemediationplanmayberequiredtodelayentryintothePracticauntiltheremediationplanrequirementsaresatisfied.

o Thereareno“alternative”experiencesforpractica.Itisthephilosophyofthisprogramthatstudentsonlylearntobeaschoolpsychologistthroughworkingintheschoolsetting,duringschoolhours,withinacontextlikethatofthetypicalschoolpsychologist.

o Studentswhoarealreadyemployedinaschoolmaynotcompletepracticainthatsetting.Itisnotrealistictoexpectotheremployeestoregardthestudentinadifferentrole(asrequiredbythepracticaexperience)andmayactuallyplacestudentsina“dualrelationship”position.

o Ifastudentisaskedtoleaveasite,thecausefortheremovalwillbereviewedandthestudentmayreceiveafailinggradefortheclassforthatsemester.

Supervision

Twopersonshaveprimaryresponsibilityforpracticafieldexperiencesupervision.Theyarethepracticasupervisor(theon-sitesupervisingspecialistinschoolpsychology)andtheuniversitysupervisor(theschoolpsychologytrainer).TheuniversitysupervisorisaschoolpsychologistandholdsafacultypositionintheSchoolofInterventionandWellness.Theuniversitysupervisorworkswithstudentstoarrangeforappropriatesites.Theuniversitysupervisormaintainsup-to-daterecordsofpotentialsites

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andsupervisors,andreviewsandrevisesthisManualasneeded.Theuniversitysupervisorprovidesseminarsandindividualsupervisionandguidanceforcasesintermsofensuringappropriateuseoftheproblem-solvingprocessandisresponsibleformaintainingregularcommunicationandconductingevaluationprocedureswithPracticastudentsandtheirSiteSupervisors.Theuniversitysupervisorcollectsevaluationsanddocumentationoffieldexperiencesforms,andconductsoneon-sitemeetingwiththestudentandpracticasupervisorinOctoberofthefirstsemesterofpracticaandinJanuaryofthesecondsemester.ThePracticaFieldExperienceSupervisorisselectedbytheuniversitysupervisorfromareaschoolpsychologistsexpressinginterestinsupervising.PracticaSupervisorsmusthaveatleast2yearsofexperience.Preferenceinallcategorieswillbegiventothosewhohaveprofessionalcredentialingandaffiliations,haveobtainedcurrentandappropriateprofessionaldevelopmentinthefield,andwhosepracticeisconsistentwiththeprogram’sphilosophy.Thepracticasupervisorwhoassumestheresponsibilityfordirectingandsupervisingthestudentshouldbeanindividualofdemonstratedexcellenceinthefieldofschoolpsychology.TheSupervisorshouldbecapableofguidingthestudentsuccessfullythroughthePracticaexperience.TheSupervisorwillbeexpectedtofulfillthefollowingresponsibilities:

• CoordinatethePracticaexperiencewithschooladministratoranduniversitysupervisor.• Providecasesforeachpracticastudent.• ProvideacomprehensiveschoolsiteandeducationalagencyorientationforthePractica

studentatthebeginningoftheexperience.• Provideopportunitiesforstudentstofulfillotheruniversityrequirementswithinthe

practicaexperience(i.e.,participatinginanin-service).• Providesupervisedlearningexperiencesforatleast300ofthe400practicahours.• Provide1hourofdirectweeklysupervisiontodiscusscases,andotheraspectsofthe

experience.• Provideexplanatoryandcontextualinformationtothestudentregardingtheon-site

experiences.• Modeltheproblem-solvingprocessandteacherconsultation.• Arrangeforappropriateexperientialactivities,tomeettheobjectivesforthePractica.• Providefeedbackonpracticastudentcommunicationskillsasobservedduring

meetings.• CompletetheEvaluationformattheconclusionofeachsemesteroftheexperience.

BeginningthePracticaExperience

Oncestudentsareplacedtheyshouldcontacttheirassignedsupervisor.BecausePracticastudentswillworkdirectlywithchildren,abackgroundcheckwillbenecessary.ThePracticasupervisorwilladvisethestudentifthecheckmustbecompletedwithinthedistrictorthe

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studentmaycompleteitviatheUTpolicedepartmentoranotherfacility.Thestudentshouldaimtohavethebackgroundcheckcompletebeforethefirstweekofthefallsemester.AtthefirstPracticameetingthestudentandsupervisorshouldcompletethefollowingactivities:

1. Discusstherequirementsfortheexperienceandreviewthecasedocumentationformandengagementform.Beginadiscussionregardingoptionsfortheeightcases.

2. Beginadiscussionaboutobservingand/orparticipatinginaninitialevaluation.3. Determinehowtheweeklyminimumof1hourofsupervisionwillbeprovided.4. BegintoreviewallformsusedtodocumentthePracticaexperience(e.g.,tieredcase

report,permissionforms,log,etc.,)5. Identifyamethodforweeklycommunicationaswellasforcommunicatinganytimethe

supervisororstudentisnotabletoattendascheduledobservation/activity.Itshouldalsobeclearwhothestudentshouldcontactifheorsheistobeabsent.

6. Itisstronglyadvisedthatatleastonedayaweekbethesameandtheseconddayorhalfdaybeflexible.

7. Confirmthegoalofatcompleting175-200hoursbyendoffallsemester.8. CompletethepracticasupervisorInformationform,theFieldExperiencePolicyfor

PracticaStudentsformandthePracticaSiteAgreementuploadtotheBbsitebythedateindicatedinthepracticaseminarsyllabus.

GuidelinesforSelectingPracticaCases

Identifyingtieredcases

1. MaybeaTier1(classroomwide),Tier2(smallgroup4-6students)orTier3(1or2students)

2. Forallinterventioncases,childrenselectedmustbechildrenforwhomattheonsetoftheassignment,itisbelievedthereisahighprobabilitythattheinterventionwillbeimplementedandmonitoredforaminimumof5weeks.

3. Childrenselectedforthepracticastudentshouldhavemildlearningandbehaviorproblems.Practicastudentsarestudentsintrainingandarenottothepointthattheyarepreparedtodealwithstudentswithahistoryofbehaviorproblems.

4. Forthefirstcase,thepracticasupervisorshouldattendtheproblemsolvingmeetingsandmodelconsultationwiththepracticastudent.Forthesecondcase,thepracticasupervisormayco-consultwiththeteacher.Ifpossible/permitted,theUniversitypracticasupervisormayfunctioninthisroleaswell.

5. Theidealexpectationisthatthepracticastudentwillfunctionasaconsultantinthattheywillprovideindirectservices(i.e.,engageinproblemsolvingwiththeteacher,collectbaselinedata,providesupportneededforimplementationandmonitoringoftheinterventionandtreatmentintegrity,graphprogressmonitoringdata,andmakerecommendationsforinterventionchangesbasedondataandwithteachercollaboration).Practicastudentsmayimplementtheintervention1-2timesperweekbuttheexpectationisthattheywillnotbesolelyresponsibleforimplementation.However,itisnotexpectedtheywillreceiveacase,and,otherthanidentifyingthe

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problemcollaborativelywiththeteacher,takeresponsibilityforallaspectsoftheinterventiondevelopment,implementation,andmonitoring.Ifthisbecomes,thecase,aconsultationwiththeUniversitypracticasupervisorwilloccur.

6. Fortieredinterventions,practicastudentswillrecommendimplementationoftheintervention(numberoftimesperweekandnumberofminutesperday)basedonthepublishedresearchfortheselectedinterventionorbasedonexpertrecommendationsfromtheliterature.ForTier1interventions,2-3timesperweekfor20-30minutes,forTier2interventions,3-5timesperweekfor20-60minutes,andforTier3interventions,30-60minutesperweek5timesperweek.Ifthebuildinghasitsownguidelinesfortheintensityandfrequencyoftieredinterventions,thepracticastudentwillfollowtheseguidelines.

7. Consulteesmaybeclassroomteachers,parents,and/orotherstaffpersons,andtheconsulteemustbewillingtofunctionatleastpartofthetimeastheinterventionist.Practicastudentsmayimplementtheintervention1-2timesperweekbuttheexpectationisthattheywillnotbesolelyresponsibleforimplementation.

Suggestedstructureofecologicalproblem-solvingmeetingswithconsultees

Problemsolvingprocess/steps§ Step1-ProblemDefinition§ Step2-ProblemAnalysis§ Step3-GenerateHypotheses§ Step4-DevelopmentofInterventionPlan§ Step5-MonitorInterventionImplementationandTreatmentIntegrity§ Step6:EvaluationofIntervention

Meeting1(Week1)Goalistoagreeonaproblem,chartbaselinedataordecidehowtocollectbaselinedata,askquestionstogatherinformationonthenatureoftheproblem(problemanalysis),andbegintogeneratehypotheses.Meeting2(Week2-3)Goalistoreviewbaselinedata,generatehypothesesandpossibleinterventions,identifyinterventionplan,ensuresocialacceptability,andproblemsolvepossibleissuesrelatedtotreatmentintegrityissues.(Ifbaselinedataareavailable,proceed.Ifdataarereviewedatthismeeting,itwillbenecessarytoscheduleaMeeting3todiscussinterventionideasanddevelopaplanforimplementation.Implementation(Week3-8/9)Goalistoimplementtheinterventionandchartprogressmonitoringdata.Informationshouldbesharedeachtimedataarecollected.Meeting3(Week9/10)Basedoninterventionprogress,andbuildingrequirements,decidewhethertocontinue,

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modify,ordiscontinuetheintervention.Identifyingreevaluationcases

1. Studentsaretoparticipateintwoevaluations,andtothedegreepossible,followthecasefromstart(planningmeeting)tofinish(IEPmeeting).Iftheplanningmeetingsoccurredinthepreviousschoolyear,thesupervisorisaskedreviewhowareevaluationplanningmeetingiscarriedoutinthedistrict.Practicastudentsmayberesponsibleforacademicassessment,recordreviews,classroomobservations,andifthepracticasupervisorsochooses,adaptivefunctioningorbehavioralassessmentssuchasratingscales.Practicastudentsshouldnotbeassignedanypartsoftheplannedassessmentthatarebeingcompletedbecausetheplanningteamquestionsthechild’sstrengthsorweaknessesbasedonexistingdataordatafromthelastevaluation.Undernocircumstancesarepracticastudentspermittedtoadministerindividualcognitivetestsasthepracticastudentsarenotqualifiedtodosoatthistime(i.e.,havenotcompletedtheirpre-internshiptraininganddonotholdalicense).Forevaluations,studentswillrequirefeedbackwithanyreportwritingandalsoassistanceiftheyareaskedtoshareinformation/gooverresultsattheETRmeetings.Finally,beforeastudentispermittedtoassistwithanevaluation,theparentmustbeinformedthatthestudentisapracticastudent/studentintrainingandtheparentmustgivepermission/informedconsentforthepracticastudent’sparticipation.

2. Practicastudentsshouldalsoobserveaninitialevaluationfromstarttofinish.Thiswouldincludetheplanningmeeting,eligibilitymeeting,andIEPmeeting.Becausepracticastudentsholdnolicenseandtheevaluationisforinitialeligibility,ifyouchoosetohavethemparticipateindatacollection,parentsmustbeinformedthestudentisastudentintraining/practicastudentandtheparenthastherighttorefusethepracticastudent’sparticipation.

Evaluation

Practicastudentsshallbeevaluatedbytheiruniversitysupervisorbythequalityoftheirconsultationservices,interventionmaterials,andwrittenreports.Practicastudentsshallalsoreceiveinformalfeedbackfromtheirsupervisorsthroughouttheyear,andawrittenevaluationfromtheirsupervisoronceinthefallsemesterandtwiceinthespringsemester.Althoughthiswrittenevaluationisnotanumericalpartofthegrade,itmayindicatetheneedforinterventionwiththestudent.Possibleinterventionsincludeaconferencewithprogramfaculty,aremediationplan,additionalfieldhours,orretakingtheclass.StudentswitharemediationplancouldberequiredtodelayentryintoInternshipuntiltheremediationplanrequirementsaresatisfied.

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SchoolPsychologyProgramContactInformation

AssociateProfessor,SchoolPsychologyProgramDirectorandInternshipCoordinatorJenniferL.Reynolds,Ph.D.,[email protected]

OfficeHH3100F,Phone:419-530-4301AssociateProfessor,SchoolPsychologyPracticaCoordinator

WendyS.Cochrane,Ph.D,[email protected];Phone:419-530-2013

SchoolSecretary

[email protected];Phone:419-530-2718

SchoolFax:419-530-7879

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TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness

SpecialistLevelPrograminSchoolPsychologyProgram

PracticaFieldSupervisorInformationName______________________________________ HighestDegree_______________OfficeAddress____________________________________________________________City,State,Zip____________________________________________________________Telephone__________________________Email________________________________School(s)PlacementInformationSchoolName(s)_______________________________________________________________________________________________________________________________________LicensureInformation*YesNoOhioorMichiganDepartmentofEducationLicenseYesNoNCSPYesNoOhioStateBoardofPsychology,LicensedSchoolPsychologistAffiliationsInformationYesNoNASPYesNoOSPAorMASPYesNoMVSPAorMIregionalschoolpsychologyassociationOther__________________________________________RecentSchoolPsychologyProfessionalDevelopment*________________________________________________________________________________________________________________________________________________StudentName________________________________Semester/year________________

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FieldExperiencePolicyforStudents

Attendance:StudentsareexpectedtodiscusstheUniversitycalendarincomparisontothedistrictofplacementcalendarandreconcileanydifferencessoexpectationsforattendanceareclearlyunderstoodbythestudentandsupervisor.Studentsarestronglyencouragedtoendthefallsemesterofpracticanearthelastdayforstudentsintheirdistrictandresumethepracticaexperienceonthefirstdaystudentsreturnschoolinthedistrict.Studentsarenotexpectedtocontinuethepracticaexperiencebeyondthelastdayofspringsemesterunlessagreeduponinadvancewiththeiruniversitysupervisor.FollowingSitePolicies.Youneedtobeespeciallyawareofandsensitivetothepoliciesandproceduresofeachsitesothatyoudonotviolatetheexpectationsoftheorganization.Ifyouareunclearabouttherelevantpolicies,pleasecheckwithyoursitesupervisor.Confidentiality.Giventhatyoumayhaveaccesstoconfidentialinformation,itiscriticalthatyoufollowallappropriatelegalandethicalstandardsrelativetotherelease,storage,andsharingofinformation.Itisalsoimportanttousegoodjudgmentandcautioninelectronictransmissionofinformation(e.g.,email).ReleaseForms.Beforebeginninganyservice,youmustbesuretocompletetheappropriatepaperwork.Inparticular,besurethatyouareclearregardingthenecessarypermissionformsthatmustbecompleted.Youshouldprovidetheconsentformtoyoursupervisorforapproval.Youareexpectedtohavetheseformsinhandbeforemeetingwithteachersorworkingwithstudents.Ultimately,studentsareresponsibleforobtainingtheappropriatereleaseformswhenworkingdirectlywithclients.Timeliness.Studentsareexpectedtobepunctualforallmeetingsincludingsupervision.Apatternoftardinesstomeetingsorotherobligations(suchasinitiationofconsultationactivities,evaluations,etc.)canresultinareductionofpointsinagradeordismissalfromasite.Onlyunderextremecircumstancesshouldyoumissappointmentsofanykind,andifyoudoneedtomissanappointment,itbecomesyourresponsibilitytorescheduletheappointmentinatimelymanner.ConcernswithSiteSupervisor.Ifyouhaveaconcernwithanysitesupervisor,pleaseaddressthesedirectlywiththatsupervisor.Developingconflictmanagementskillswithpersonsinauthorityisanessentialprofessionalskill.However,ifyoudonotfeelthattheconflictcanberesolved,pleaseseeyouruniversityfieldsupervisortodiscussoptions.

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Professional&EthicalBehavior.Studentsareexpectedtobehaveasprofessionals,inamannerdemonstratingbothself-respectandrespectforothers.Yourcurrentbehaviorwillberegardedbyothersasanindicationoffutureperformance.Furthermore,studentsareexpectedtofollowalllegalandethicalguidelinesofNASP,OSPA,ODE,andtheschooldistrictinwhichtheyaretraining.RespectandValueforDiversity:Studentsshallunderallcircumstancesdemonstraterespectandvalueforculturalandindividualdifferences.Mistakes,conflicts,ormisunderstandings.Ifyougetintoanyproblematicsituations,notifyyoursitesupervisorandyouruniversitysupervisorwithoutdelay.Theymaybeabletoheadoffapotentiallyexplosivesituation,helpyoudeterminethebestwaytocorrectanerror,ordealwithadifficultparentorteacher.Appropriatedress.Youareexpectedtobeawareoftheexpectationsofdressforeachsite.Pleasediscussappropriatedresswitheachsitesupervisorandwhenunsureabouttheexpectations,pleaseerronthesideofdressingconservativelyandprofessionally.Thisdocumentaddressesseveralprofessionalissues,andbysigningthisdocument,youarestatingthatyouhavereadandfullyunderstandtheprofessionalandacademicresponsibilitiesoutlinedhere.Ignorancewillnotbeavalidexcuseforviolatinganyoftheprogrampolicies,proceduresorexpectationsprovidedforstudentsinwrittenorverbalform.Violationsmayresultinconsequencesrangingfromaconferencewithprogramfacultytodismissalfromtheprogram._______________________ _________________________________Student’sPrintedName Student’sSignatureDate

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PracticaSiteAgreement

UTPracticaStudentResponsibilities:

• Provideconsultationserviceswiththeteachersofstudentsidentifiedforintervention.• Implementtheproblem-solvingproceduretodevelopqualityandevidence-based

interventions,andmonitortreatmentintegrityandinterventionoutcomes.• Assistwiththeimplementationoftheinterventions.• Makerecommendations(aspartoftheteam)astofurtherdirectionsforthechild.• Participateinspecialeducationevaluationprocess.• Followallrelevantethicalandlegalguidelines.• Providequalityservicesinatimelymanner.• Respectstaffinthebuildingandactinaccordancewithproceduresatthepracticasite• Confirmwithschoolpersonsthatparentconsentisobtainedbeforeprovidingany

assistance.• Communicateanyconcernstothesupervisor.• Maintainappropriatelogsandcasenotes.

SupervisorResponsibilities:

• ThepracticastudentswillbesupervisedbyanappropriatelylicensedonsiteschoolpsychologistwithinputfromtheUTsupervisor.On-sitesupervisorsmusthaveatleast2yearsofexperience.

• Thesupervisorwillberesponsibleforidentifyingcasesforeachpracticastudent.• Thepracticasupervisormayselectappropriatecasesforthestudents.However,theUT

supervisorreservestherighttorequestadifferentcasebeassignedifs/hedeemstheassignmentinappropriateforthepracticaexperience.

• Practicasupervisorswillprovideatleast1hourofdirectsupervisionperweek.• Casesshouldbeselectedsothatpracticastudentsmaybeinvolvedfromtheinitial

requestforassistance(ifpossible),throughinterventiondesign,implementation,progressmonitoring,andevaluationofoutcomes.

• Theschoolwillascertainthatthechild’sguardiansareawareofthestudentstatusofthepracticastudentsandthatguardianpermissionisobtainedbeforeinitiationofservices(practicastudentswillprovideappropriatereleaseforms).

• Theteacher(s)oftheselectedchildrenmustbeavailableandopentoconsultationwiththestudentsbewillingtomakereasonableaccommodationsforinterventionsfortheselectedchildren.

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Studentname StudentSignature Date Practicasupervisorname Practicasupervisorsignature Date Universitysupervisorname Universitysupervisorsignature Date

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EngagementinPracticaExperiencesinPreparationforInternship

PracticaStudent:Supervisor:DateCompleted:Atthefirstmeetingbetweenthestudentandsupervisor,thisshouldbeusedasaplanningguideforthesemesterintermsofexperiencestoplan/offer.Atthestartofthesecondsemester,Practicastudentsaretoindicatetheirexperiencelevelforthefollowingactivitiesbyplacingacheckintheboxcorrespondingtotheirrating.Then,thesupervisorandpracticastudentshoulduseitasaguidetoplanpracticaactivitiesforthesemester.Ifthereareactivitiesyouwishtoadd,pleasedosounder“Other.”Oncecomplete,provideacopytotheUniversityPracticaSupervisor.

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RIOTSReviewofrecords-preschool Reviewofrecords-elementary Reviewofrecords-secondary Structuredclassroomobservation Parentinterview(developmentalhistory,adaptivefunctioning,behavior)

Teacherinterview(instructionalhistory,adaptivefunctioning,behavior)

Interviewwithotherstafftogatherinformationrelatedtochildofconcern

Studentinterview(forinterventionorevaluation)

Academicachievementtesting Behaviortesting(ratingscales)

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Adaptivefunctioningtesting RTI/PBISSchoolbenchmarkmeeting(reviewingbenchmarkdataanddeterminingneedfortieredinterventions)

Problemsolving(identification,analysis)withteacherand/orparent

Developmentandimplementationofinterventionplanwithteacherand/orparent

Evaluationofinterventionprogresswithteacherand/orparent

Participationinschool,tieredintervention,teamproblem-solvingmeeting

SpecialEducationPlanningmeetingforreevaluation Planningmeetingforinitial Assistwithdatacollectionforaninitialorreevaluation

Writingresultsofassessmentsforteamreport Sharingofresultsatteameligibilitymeeting Participation(andthismaybeobservation)inmeetingtowriteanIEP

Other

Other

Other

Other

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PracticaCaseDocumentationPracticaStudent: DateCompleted: Casedescription(Goalof4

interventionand2evaluationcases)Projectedstartdate

Actualstartdate

Completiondate

1stcase(description):

2ndcase(description):

3rdcase(description):

4thcase(description):



Completionof200hrs.

Completionof400hrs.

Studentname StudentSignature Date Practicasupervisorname Practicasupervisorsignature Date Universitysupervisorname Universitysupervisorsignature Date

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GuidelinesforFieldExperienceLogLoggingPracticaHoursYouwillrecordyourhourseachweekinanExcelspreadsheet.YouaretosubmityourlogtotheUniversityCoordinatorpertheseminarschedule.

WeekofAug27

MonthlyTotal

Notes&Comments

ON-SITEHOURS AttendingMeetings(SPED,GENED,consultation,etc) Paperwork(On-Site)(reportwriting,preparecasematerials,completingETRpaperwork,etc)

InterventionImplementation:Direct(workingdirectlywithstudent(s)toprovideacademic,behavior,ormentalhealthservices)

InterventionImplementation:Indirect(workingwithaconsultanttoprovideacademic,behavior,ormentalhealthservicestoastudent)

X

Assessment:Direct-Individualized(administeringassessmentmaterialsdirectlytoastudent)

X

Assessment:Indirect-Individualized(completingevaluationcomponentsthatdonotrequiredirectcontactwithstudent;interviews,recordreviews)

X

Assessment:Direct-School-Wide(administeringschoolwideassessments)

Assessment:Indirect-School-Wide(scoringorinterpretingschoolwideassessmentresults)

X

ProfessionalDevelopment/Conferences(maycountupto10hoursfallsemesterand10hoursspringsemester)

IndividualSupervisionwithFieldSupervisors(shouldbe1houraweek)

X

Other(e.g.,informalconversationswithschoolstaff) Timearrivals/departures M9:00-4:00

W12:00-3:00

TotalHours 10 OFF-SITEHOURS Seminar/SupervisionwithUTFaculty X Off-SiteActivities(reportwriting,preparecasematerials,completingETRpaperwork,etc;)

X

TotalHours 6 CumulativeOn-SiteHours 10 CumulativeOff-SiteHours 6 CumulativeTotalHours 16 EnterDateReviewedwithSupervisor 8/30/2018

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EvaluationofCommunicationandParticipationskillsforUTPracticaStudent

PleasetakeafewmomentstoevaluatethecommunicationandparticipationskillsduringthismeetingfortheUTschoolpsychologystudent-in-training.Indicateyourratingbyplacingan“X”inthebox.Student-in-trainingisusedpurposefullyasareminderthatthisstudentispreparingtobeaschoolpsychologistandworkingtodevelopnoviceskillsandentry-levelconfident/competence.Ifyouratethestudent-in-trainingasneedsimprovement,pleaseprovidewrittenfeedbackexplainingyourrating.Toassistyou,theratingsaredefinedasfollows:

Ø Needsimprovement-Observedtobeanareaofconcern/weakness.Ø Developing/Demonstrating-Observedtodemonstratetheskill,butimprovementis

needed.Byprovidingadditionalopportunitiestopractice,thisstudentisverylikelytoreacharatingofacceptable/good.

Ø Acceptable/Good-Observedtohaveacceptableskillsforastudent-in-training.Ø Excellent-Observedtobeanareaofstrength.

Needs

Improvem

ent

Developing-

Demon

stratin

g

Acceptab

le-

Goo

d

Excellent

1. Whenverballysharinginformation,Iwasabletounderstandthestudent-in-training.Comments:

2. Whensharinginformation,thestudent-in-trainingappearedconfident.Comments:

3. Asopportunitiespresented,thestudent-in-trainingactivelyparticipatedinthediscussionbysharingideasandcommentingontheideasofothers.Comments:

4. Duringthediscussion,thestudent-in-trainingappearedengagedbytakingnotes,non-verbalaffirmations(headnods),orshortverbalaffirmations(yes,right).Comments:

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Parent/GuardianConsent

Iagreetopermit___________________________(nameofstudent)tomeetwithmychild,________________________(nameofchild)forthepurposesofgainingexperienceinecologicalproblemsolving.Iunderstandthatthestudentwillconsultwithmychild’steachersandwilluseaproblem-solvingprocesstohelpidentifyaninterventiontohelpmychildwhoisexperiencingacademicand/orbehavioralproblems.Iunderstandthatthefollowingtypesofassessmentmaybecompleted:Reviewofschoolrecords,interviewswithteachers,parents,classroomobservations,curriculum-basedandnorm-referencedtests.IalsounderstandthatIwillneedtoparticipateinprovidinginformationaboutmychild’sacademicsorbehavior.IunderstandthatthestudentisenrolledcurrentlyasagraduatestudentintheSchoolPsychologyProgramatTheUniversityofToledoandenrolledinSPSY7330:PracticainSchoolPsychology.Iamawarethatbecausethestudentisastudentintraining,s/hewillreceivesupervision.Iunderstandthatallinformationcollectedwillremainconfidential.Ialsounderstandthatthestudentaspartofthecourseassignmentswillberequiredtowriteabriefinterventionreportuponthecompletionofpractica.Ireservetherighttorequestacopyofthissummary.IunderstandthatifIhaveanyquestions,Imaycontactthestudent’sfieldsupervisor,____________________________________at____________________ortheuniversitysupervisor,Dr.WendyCochraneat(419)530-2013.IherebycertifythatIhavereadandfullyunderstandtheaboveandgivemyconsent.Date:_____________________________________ ________________________ParentName ParentSignature____________________________ ________________________StudentName StudentSignature____________________________ ________________________PracticasupervisorName SupervisorSignature

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TieredInterventionReportRubricStudent: School/Grade/Teacher: Consultant: Consultee: DateofReport: Thisreportassignmentisdesignedtoprovideformativeandsummativefeedback,andtohelpguidetieredinterventionreportwritingforcasescompletedduringpractica(7330)andinternship(7940).Studentsaretowritetheirreportinthespacesprovidedbyrespondingtothequestionsinthefirstcolumn.Reponsesmustaddressallpartsofthequestion;butbewrittenconciselyusingsatisfactorywritingmechanics.ProblemIdentificationMrs.TeacherrequestedinterventionassistanceforKiddobecauseofconcerns.Discussrelevantbackgroundinformation.Thiswillincludebackgroundfortheacademicconcernandbehaviorconcern.Discusswhatinformationwasobtained(teacherinterview,observations,recordreviews)todefinetheprobleminMOStermsandthebaselinedatacollectedthatvalidatesitisaconcernandthatdiffersfromsomebenchmark.YoushouldstatethebehaviorforchangeinMOSterms,baseline/currentleveloffunctioning,howitcomparedtothepeers,andreferencedatagraph(seeappendixx)ProblemAnalysisDiscussthepossiblehypotheses/besteducatedguessesastowhystudent’sacademicsorbehavioraredifferentfromthebenchmark.Youmaybullettheareasandthenindicatewhatdatawerecollectedtoconfirmorrefute.Isitateacher,curriculum,school,family,peerorstudent(cultural)?Ifitisstudenthypothesis,isitaperformanceorskilldeficit?Statethegoalforthestudentinwhatperiodoftime.Planforinterventionandimplementation

23

Restatethegoalandhypothesisselected.Youmayincludealistofinterventionsconsideredandthenstatetheinterventionselectedanddatatosupportitisevidencebased.Youmayrefertoanappendixorpagewhichhasthedetailedscriptfortheintervention.Youshouldbulletorlist(rememberreplication)thespecificsoftheintervention.Itiseasierforthereadertounderstandalistratherthanaparagraph.Youshouldincludewhere,when,howoften,whowillimplement,usingwhatmaterials.Youalsomustincludeaplanforprogressmonitoring(who,howoften),howdatawillbegraphed,andaplanformonitoringtreatmentintegrity(method,howoftenbywhom).Planshouldalsoincludewhendatawillbereviewedforstudentandtreatmentintegrityandhowfeedbackwillbeprovidedtoteacher.PlanshouldincludeGASandaplanforgeneralization.PlanEvaluationStatewhendatawerereviewed,startingwithtreatmentintegrityoutcomes.Statestudentoutcomescomparedtobaselineandgoal.IncludeESandGAS.Statenextsteps/modify,continue,phaseout.

UNIVERSITYFIELDSUPERVISOREVALUATIONOFTIEREDINTERVENTIONREPORT Content

ReportisrejectedandrequiresMAJORrevisionsandameetingwithyouruniversityfieldsupervisor.Asis,thestudentwillnotpassthekeyassessment.

Reportismarginallyacceptable,butrequiresMAJORrevision.Thestudentislikelytopassthekeyassessment/casewithrevisions.Ameetingwithyouruniversityfieldsupervisorisstronglyencouraged,butnotrequired.

Reportisalmostacceptable,butrequiresMINORrevision.Thestudentislikelytopassthekeyassessment/casewithMINORrevisions.

Writing WritingmechanicsareverypoorandrequireMAJORrevisionsandameetingwith

youruniversityfieldsupervisor.Asis,thestudentwillnotpassthekeyassessment.

Writingmechanicsaremarginallyacceptable,butrequireMAJORrevision.Thestudentislikelytopassthekeyassessment/casewithrevisions.Ameetingwithyouruniversityfieldsupervisorisstronglyencouraged,butnotrequired.

Reportisalmostacceptable,butrequiresMINORrevision.Thestudentislikelytopassthekeyassessment/casewithrevisions.

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Step-by-StepGuidetoGoalAttainmentScaling

STEP1SpecifytheExpectedLevelofOutcomefortheGoal

Aspartoftheproblem-solvingprocess,youwilldevelopagoalstatementthatthatisobservable,measurable,andspecific.

§ Goalsshouldbebasedonbaselinedata.§ Goalsshouldberealisticallyambitious,baseduponwhatthestudentwilllikely

achievebytheendoftheintervention.§ Goalsshouldtakeintoconsiderationtheusualoutcomesofthisintervention,the

resourcesofthestudent,theamountoftimeplannedforintervention,andtheskillsoftheinterventionspecialist/changeagent.

§ Goalsshouldbesociallyvalid(i.e.,acceptabletoteachers,parents,andthestudent).

§ Goalsshouldbestatedinthepositive(i.e.,promotingreplacementbehaviors)

STEP2ReviewtheExpectedLevelofOutcomegiventhefollowingconsiderations

§ Relevance:Isthegoalrelevanttothestudent’spresentsituation?§ AvailabilityofServices:Aretheinterventionservicesnecessarytoattainthisgoal

available?§ ScaleRealism:Istheexpectedlevelofoutcomerealisticforthisstudentatthistime

withthisintervention?STEP3SpecifytheWorseandImprovedLevelsofOutcomefortheGoal

§ Provideobservable,measurabledescriptionsofoutcomesthataremoreorlessfavorablethantheexpectedoutcomesintheboxesimmediatelybelowandimmediatelyabove,respectively.

§ Thesedescriptionsarelesslikelytooccurforthisstudent,butstillrepresentreasonablyattainableoutcomes.

STEP4SpecifytheMuchImprovedandMuchWorseLevelsofOutcome

§ Completetheextremelevelsofthescalewithdescriptionsoftheindicatorsthatare“muchmore”and“muchless”favorableoutcomesthatcanberealisticallyenvisionedforthestudent.

§ Eachextremelevelrepresentstheoutcomethatmightbeexpectedtooccurin5%to10%ofsimilarat-riskstudents.

25

GOALATTAINMENTSCALINGFORMStudent:_________________Student:_____________________Site:________

LEVELOFATTAINMENT

Goal:Targetdate:

Goal:Targetdate:

Goal:Targetdate:

-2

MuchWorse(describewhatthiswouldbe¦)

-1

Worse

(describewhatthiswouldbe¦)

Nochange0

+1

Improved

(describewhatthiswouldbe¦

+2

MuchImproved

(describewhatthiswouldbe¦)

Eachextremelevel(-2,+2)representstheoutcomethatmightbeexpectedtooccurin5%to10%ofsimilarat-riskstudents.

26

Step-by-StepGuideforCalculatingEffectSizeSTEP1Calculatethemeanofthebaselinedatapoints.Intheexamplebelow,themeanofthethreebaselinedatapoints(18,6,12)is12.0.STEP2Calculatethemeanoftheinterventiondatapoints.Intheexamplebelow,themeanoftheteninterventiondatapoints(4,3,3,3,5,5,6,6,3,2)is4.0.STEP3Calculatethestandarddeviationofthebaselinedatapoints.Intheexamplebelow,thestandarddeviationofthethreebaselinedatapoints(18,6,12)is6.0.STEP4Calculatethedifferencebetweenthemeanoftheinterventiondataandthemeanofthebaselinedataanddividethatbythestandarddeviationofthebaselinedata.

ES=meanoftheinterventiondata–meanofthebaselinedatastandarddeviationofbaselinedataIntheexamplebelow,ES=4.0–12.0=-1.0

ConsiderationsWhenUsingES

• ESshouldnotbeusedifthebaselinedataarelimited(oneortwopointsonly).• ESshouldnotbeusedifthereisnovariabilityinthebaselinedata(SD=0)• AnESof+.80orgreaterisconsideredlarge;anESof+.50-.79isconsideredmoderate;

anESof+.20-.49isconsideredsmall.

Baseline Intervention

27



TeacherFeedbackForm

TeacherName______________________Childassisted__________________PracticaStudent_______________Directionsforteacher:Thankyouverymuchforworkingwithusthisyear!Inordertoassistuswithourprogram,pleasecompletethefollowingandreturntothestudent’spracticasupervisor.

Strongly

Disagree

Disagree

Neu

tral

Agree

Strongly

Agree

1 Thepracticastudenthelpedclarifymyconcernsregardingthechild. 1 2 3 4 5

2 Thepracticastudentmaderecommendationsbasedondata. 1 2 3 4 5

3 IfeltthatIwasanactiveparticipantintheprocess. 1 2 3 4 5

4 Thepracticastudenttreatedmewithrespect. 1 2 3 4 5

5 Thepracticastudentregardedthechildwithrespect. 1 2 3 4 5

6 Ifeltthatmyconcernswereaddressed. 1 2 3 4 5

7 Thepracticastudentwasresponsivetotheneedforinterventionmodification(ifnoneneeded,donotrespond) 1 2 3 4 5

8 Theinterventionwasrealistictoimplementinmyclassroom. 1 2 3 4 5

9 Myconcernswereaddressedinatimelymanner. 1 2 3 4 5

10 Materialsprovidedweresufficientforimplementation. 1 2 3 4 5

11 Training/explanationprovidedwassufficientforimplementation. 1 2 3 4 5

12 Ifeltthattheprocessresultedinimprovementinmystudent. 1 2 3 4 5

13 Ifeltthattheprocessenhancedmyskillsatindividualizinginstruction. 1 2 3 4 5

14 Iwouldbewillingtoworkwiththispracticastudentinthefuture. 1 2 3 4 5

15 Overall,Iwassatisfiedwithmyexperience. 1 2 3 4 5Pleaseelaborateonanynegativeanswers:Wouldyoubewillingtoworkwithanotherschoolpsychologystudentinthefuture?

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ParentFeedbackForm

Childassisted___________________________ParentName__________________PracticaStudent________________________Parent:Thankyouverymuchforworkingwithusthisyear!Inordertoassistuswithourprogram,pleasecompletethefollowingandreturnto___________________________.Youmayaddanycommentsatthebottom.

StronglyDisa

gree

Disagree

Neu

tral

Agree

StronglyAgree

1 Iunderstoodwhythepracticastudentbeganworkingwithmychild. 1 2 3 4 5

2 Iwasinformedaboutmychild’sprogressduringtheintervention.. 1 2 3 4 5

3 Iwasinformedabouttheresultsofmychild’sintervention. 1 2 3 4 5

4 Iwassatisfiedwiththeservicesmychildreceived. 1 2 3 4 5

5 Isawanimprovementinmychild’sperformance. 1 2 3 4 5Comments:

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ChildFeedbackForm

Directions:Readthequestionstothechild,rewordingappropriatelyforchild’slevelofunderstandingandforthetypeofintervention.Recordanswersinsummaryformbelow.

The(intervention)helpedmedowhatbetter/improvewhat?How/why?Ilikedthe(intervention).(Agree/disagree)Doyouwanttodoitagain/more/somethingelselikethis?Howdidyoufeelduring(theactualinterventionactivity)?

30



SupervisorEvaluationofPracticaStudent-2017-2018

Practicastudent: Supervisor/Site: Ratingsshouldbebasedonexpectationsforaschoolpsychologystudentwhoisinthefirstyearoftheirappliedfieldexperience.Pleaseenterthenumberthatcorrespondswiththeratingdescriptionthatdescribesthestudent’sproficiencywiththegivenskill.Pleasedonotenter3-4typeratings.Entersingle,wholenumbersonlybytypingthenumberinthecolumnforthecurrentmonthofthepracticaexperience.Pleasesavethefile,reviewitwithyoursupervisorandemailacopytotheuniversitypracticasupervisor,[email protected] RatingforMay/EndofpracticaexperienceN-Notenoughinformation/datatoolimitedtoassessskillatthistime.

N-Notenoughinformation/datatoolimitedtoassessskillatthistime.

1-Needsremediation;Skilldeficit 1-Continuestoneedremediation;Skilldeficit2-BeginningDevelopmentofskillwithguidedsupervision

2-BeginningDevelopmentofskillwithguidedsupervision;Ratingmaysuggestneedformorethantypicalguidedsupervisionduringinternshipinorderfortheskilltobeeffective.

3-IntermediateDevelopmentofskill; 3-IntermediateDevelopmentofskill;Ratingmaysuggestneedforslightlymorethantypicalguidedsupervisionduringinternshipinorderfortheskilltobeeffective.

4-AdequateDemonstrationofskill; 4-Demonstrationofskill;Ratingmaysuggestneedfortypicalsupervisionduringinternshipinorderfortheskilltobeeffective.

5-MorethanAdequateDemonstrationofskill;

5-Demonstrationofskill;Ratingmaysuggestneedforslightlylessthantypicalguidedsupervisionduringinternshipinorderfortheskilltobeeffective.

6-AdvancedDemonstrationofskillwithnearindependentfunctioning;

6-AdvancedDemonstrationofskillwithnearindependentfunctioning;Ratingmaystronglylessthantypicalguidedsupervisionduringinternshipinorderfortheskilltobeeffective.

7-VeryAdvancedDemonstrationofskillwithindependentfunctioning

7-VeryAdvancedDemonstrationofskillwithindependentfunctioning;Ratingmayverystronglysuggestlessthantypicalguidedsupervisionduringinternshipinorderfortheskilltobeeffective.

Method(s)usedtoassesspracticastudent’sknowledgeandskillcompetency

S=SupervisionSessionW=WrittenWorkO=OralPresentation/Meeting

ExampleRatingofPracticaStudent’sKnowledgeandSkillCompetencyandMethodsUsedPracticaKnowledgeandSkillCompetency RatingandMethod

Nov Jan MayDemonstratesknowledgeofevidence-basedmethodsforintegrating 2/WO 3/SW 4/WO

31

family,schoolandcommunityresourcestoimproveoutcomesforchildreninwrittenandoralcommunication(NASP2.7)

ProgramGoal1:Demonstratessatisfactoryknowledgeandskilltofunctionandengageinculturallyresponsivepractices;exhibitssatisfactoryinterpersonalandcommunicationskills;developscollaborativerelationshipsinordertoprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgrounds;showsrespectfordiversityindevelopmentandlearningandknowledgeoftheresearchrelatedtofamilysystemsandevidenced-basedstrategiestosupportandinvolvefamilies;possessessatisfactoryconflictresolutionskillsthatfacilitateandenhancerelationshipswithothers(NASP2.2,2.7,2.8).

KnowledgeandSkillCompetency RatingandMethod

Nov Jan MayDemonstratesunderstandingandsensitivitytoindividualdifferences,abilities,disabilities,andotherdiversecharacteristicsasevidencedinwriting,communicationandinterpersonalrelationships(2.8).

Demonstratesstrategiesforaddressingdiversityfactorswhenselecting,administeringandinterpretingassessments(2.8)

Demonstratesstrategiesforaddressingdiversityfactorswhendesigning,implementingandevaluatinginterventionsforacademicand/orbehaviorconcerns(2.8)

Demonstratesactive,attentivelisteningwithothersinactivitiessuchasmeetings,supervisionsessions,parentinterviews,andconsultations(2.2,2.7)

Collaborateseffectivelywithteachers,parents,andotherschoolstaffduringmeetingsandotherschoolactivities(2.2,2.7)

Asksappropriatequestionsatmeetingsandduringsupervision(2.2)

Demonstratespatienceindifficultsituationsandaddressesconsulteeresistanceappropriately(2.2)

ProgramGoal2:Demonstratessatisfactoryknowledgeandskillstofunctionasaninstructionalconsultant;understandsecologicalinfluencesonacademicskills,learning,cognition,anddevelopment;identifies,implementsandevaluatesevidencebasedinterventionsandinstructionalstrategies;selects,administersandinterpretsacademicandcognitiveassessmentinformation;andengagesindata-baseddecisionmakingtoaddresstheinstructionalneedsofstudents(NASP2.1,2.2,2.3).

KnowledgeandSkillCompetency RatingandMethod

Nov Jan MayDemonstratesknowledgeandskillinselectingandadministeringvariedassessmentmethodsforacademicassessment(2.3)

32

Demonstratesknowledgeandskillininterpretingacademicassessmentdatainordertoidentifyappropriateacademicgoalsbasedindividualneeds(2.3)

Demonstratesknowledgeandskillatinterpretingacademicassessmentinformationandmakingempiricallybasededucationaldecisionsforinstructionalinterventionsingeneraleducationsettingand/orspecialeducationsetting(2.3)

Demonstratesabilitytouseasystematicproblemsolvingprocesstodevelop,monitor(i.e.,studentandinterventionintegrity)andevaluateacademicinterventionsbasedondatacollected(2,.1)

Demonstratesknowledgeandapplicationofeffectiveinstructionalstrategies(e.g.,literacyinstruction,peertutoring,organization,teacher-directedinstruction)andappliestointervention(2.3)

Demonstratesknowledgeofecologicalinfluencesoftheclassroomandhomeonstudentacademicskills,learning,andcognitionandappliestoassessmentandintervention(2.1.,2.3)

ProgramGoal3:Demonstratessatisfactoryknowledgeandskillstofunctionasamentalhealthconsultant;understandsbiological,developmentalandsocialinfluencesonbehaviorandmentalhealth;identifies,implementsandevaluatesevidence-basedinterventionsthatpromotehealthysocial-emotionalfunctioning;selects,administers,andinterpretsassessmentinformationforbehaviorandadaptivefunctioning;andengagesinsystematicproblemsolvingguidedbydata-baseddecisionmakingtosupportandimprovethesocialization,learning,andmentalhealthofallstudents(NASP2.1,2.2,2.4).

InternKnowledgeandSkillCompetency RatingandMethod

Nov Jan MayDemonstratesknowledgeandskillinselectingandadministeringvariedassessmentsforbehavior/social-emotional,affective,andadaptivefunctioning(2.4)

Demonstratesknowledgeoftypicalandatypical(psychopathology)childdevelopment(2.4)

Demonstratesknowledgeandskillininterpretingbehavior/social-emotional,affectiveandadaptivefunctioningdatainordertoidentifyappropriategoalsbasedonindividualneeds(2.1,2.2,2.4).

Demonstratesknowledgeofbehaviormanagementandskilltoassesstheclassroomenvironmentandlinktoclassroombehaviorinterventions(2.4)

Demonstratesabilitytouseasystematicproblemsolvingprocesstodevelop,monitor(i.e.,studentandinterventionintegrity),andevaluatebehaviorinterventionsbasedondatacollected(2.1,2.4).

Demonstratesunderstandingofbiological,developmentalandsocialinfluencesonbehaviorandmentalhealth,andimplicationsforclassroommanagementandinstruction(2.4).

33

Demonstratesknowledgeofconceptsfromappliedbehavioranalysisandskillinconductingfunctionalassessmentandanalysistodevelopinterventionplans(2.4).

ProgramGoal4:Demonstratessatisfactoryknowledgeandskillstofunctionasasystem-levelconsultant;understandsschoolsassystemsinordertopromotepositiveacademicandmentalhealthoutcomes;understandsgeneraleducationandspecialeducation;utilizestechnologyresourcesandevidence-basedschoolpracticestopromoteacademicoutcomes,learning,socialdevelopment,andmentalhealth;developsandimplementspracticesandstrategiestocreateandmaintaineffectiveandsupportivelearningenvironmentsforchildrenandothers;appliesunderstandingofprinciplesandresearchrelatedtoresilienceandriskfactorsandusedtoinformuseofservicesinschoolsandcommunitiesthatsupportamulti-tiered,evidencebasedcrisispreventionandresponsesystem(NASP2.5,2.6,2.9).


Nov Jan MayDemonstratesskillindesigning,implementing,andevaluatinguniversalinterventionstocreateandmaintaineffectiveandsupportivelearningenvironments(2.5,2.9)

Demonstratesknowledgeofschoolsystemorganizationalstructure,generaleducation,specialeducation,andstateandfederallawsandpolicyforschoolaccountabilityforacademics(2.5)

Demonstratesknowledgeofschoolsystemorganizationalstructure,generaleducation,specialeducation,andstateandfederallawsandpolicyforschoolaccountabilityforbehavior(2.5)

ProgramGoal5:Demonstratessatisfactoryprofessionaldispositionsanddevelopmentofprofessionalidentityasaschoolpsychologist;engagesinpracticesthatfollowethicalandlegalguidelinesandpolicies;pursuesongoingprofessionaldevelopment;andengagesinresearchinordertoinformservicesdeliverysuchthatitimprovesoutcomesforchildren,families,andschoolsandthefield(NASP2.8,2.9,2.10).


Nov Jan MayUnderstandsone’sidentifyasaschoolpsychologistandfunctionsappropriatelyintheworksetting(2.10)

Demonstratesknowledgeofethicalandlegalpoliciesandproceduresandsatisfactoryprofessionaljudgmentanddecisionmaking(2.10)

Demonstratesuseoftechnologyinassessment,intervention,andpresentationofinformation(2.9)

34

Demonstratesabilitytofunctionasscientist-practitionerbydesigningandconductingsinglecaseandsmallgroupresearchandtoanalyzeoutcomestoinformpracticesandservices(2.9)

Demonstratesrespectforhumandiversityandsocialjusticeevidencedbyappropriateprofessionalandpersonalinteractionswithsupervisors,staff,andfamiliesatfieldplacements(2.8,2.10)

Demonstratessatisfactorycommunicationskillsbothoralandwritten(e.g.,professionalandnonprofessional)tobeapractitionerasevidencedinpresentations,reportwriting,conversationswithsupervisorsandstaff,andemailcorrespondence(2.10)

Demonstratesdependabilityandorganizationasevidencedbycompletingtasksaccordingtoinstructionswithminimalguidance,arrivingtoworkandmeetingsontime,andconsistentlyrespondingtoemailsinatimelymanner(2.10)

Demonstrateseffectiveinterpersonalskillsasevidencedbyusingappropriateprofessionalsocialskillsandbuildingrelationshipswithstaffandcollaboratingwithotherstogetthejobdone(2.10)

Demonstratesinitiativeandgrowthtowardsindependentfunctioningasapractitionerasevidencedbyusingsupervisionappropriatelytoadvancedevelopment,includingmeetingwithsupervisorsforanappropriateamountoftimeandaskingquestionsthatreflectdevelopmentallevelwithinprogram(2.10)

GeneralcommentsregardingInternPerformance/Progress:NovRating

JanRating

MayRating

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SiteSupervisorEvaluationofPracticaExperience Student_________________ Supervisor:__________________________Datecompleted:________________Wewouldliketoknowyourthoughtsregardingthepracticaexperience.Thankyouforhelpingustoimprovethistrainingexperienceforourstudents!

Disagree

Neu

tral

Agree

ThePracticaManualprovidedmewithenoughinformationtounderstandstudentneeds&expectations.

ThePracticaManualprovidedmewithenoughinformationtounderstandUniversityexpectations.

Theuniversitysupervisorwasavailabletoclarifyanyquestionsregardingthefieldexperience.

AlthoughIwasprovidedwithguidelinesfortheexperience,IfeelIwasalsogivensomeautonomytocarrythemoutasappropriateinmyworksetting.

Overall,Ifeelthepracticawasapositiveexperienceforthestudent.

Overall,Ifeelsupervisingthepracticawasapositiveexperienceforme.

Iwouldbeinterestedinbeingapracticasupervisorinthefuture.

Comments?Howcanweimproveyourexperience?

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PracticaStudentEvaluationofExperienceStudent:____________________________Datecompleted:_________________PracticaSite:_______________________ Supervisor’sName:______________SupportfromSiteandSiteSupervisor

Nee

ds

improv

emen

t

Adeq

uate

Exceptiona

l

Qualityofthepracticaexperience Qualityoffeedbackfromsitesupervisor Amountofsupervisionprovidedbysitesupervisor Opportunitiesforindependentwork Diversitywithinthetrainingexperience Initialorientationandwelcomefromsite Explanationofrules,procedures,andpoliciesatthepracticasite SupportfromUniversityTrainingProgramQualityofPracticaManual CommunicationwithUniversitysupervisor QualityofOn-sitevisitations Clarityofexpectationsforexperience PreparationthroughCourseworkAssessmentofbehavioralproblems Assessmentofacademicproblems Assessmentofinstructionalenvironment Addressingissuesofdiversityintheassessmentprocess Consultation(problem-solvingprocess) LegalandEthicalissues Interventiondevelopment Interventionimplementationandmonitoring Interventionevaluation(integrityandoutcomes) Directinterventions(counseling,directinstruction,groups) Understandingofregulareducation Understandingofspecialeducation Wouldyourecommendthissiteinthefuture?(Ifno,pleaseelaborate)

specialist level program in school psychology practica manual practica manual-sch psych...5....

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