John Carroll University School Psychology Program Internship...

John Carroll University

School Psychology Program

Internship Handbook

Department of Education & Allied Studies


School Psychology Internship Handbook

Contents

2

Page

Internship Description 3

Internship Commitment 3

Internship Prerequisites 4

Registration Information 4

Application for Internship 4

Internship Paperwork to be Completed by Student 5

Student Responsibilities & Requirements 7

Internship Performance Evaluation 8

Portfolio Requirements 8

Praxis Requirement 9

Portfolio Evaluation Rubric 10

Internship Technology Requirements 11

JCU Activity and Supervision Log 12

Suggestions for a Successful Internship Experience 13

Successful Internship Completion 13

Employment Searching 14

Training Site Approval Requirements 15

Appendix

Request for Internship Placement A

Checklist of Application Materials B

Checklist of Eligibility Requirements C

Intern Statements of Understanding and Agreement D

Internship Planning & Evaluation Protocol E

Intern Case Log F

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INTERNSHIP DESCRIPTION

The John Carroll University School Psychology Program culminates in a one year, full-time, 1400

clock hour state paid internship in a public school setting following successful completion of all specified

coursework, the master’s degree, and the practicum supervisors’ and program coordinator’s recommendation for

an internship experience. The latter recommendations will be based on performance and dispositions evaluations.

During the internship year, the school psychology intern is provided with a wide range of experiences

working with diverse populations to practice skills, integrate previously learned knowledge, and further develop

professional characteristics and skills. The program’s training model and objectives are closely aligned with

national standards, as are the established competency areas for the internship year. Under the close supervision of

an experienced, highly trained practicing school psychologist with a minimum of three years experience, the intern

is provided the structure and guidance needed to fulfill the expectations of the internship training experience.

Approaching the internship year with a favorable work ethic, desire to succeed, positive attitude, and strong skills

bodes well for a successful year and conclusion to the internship.

Internship sites are carefully chosen so as to provide our students with the best possible training

experiences. Each school district must be approved by the Ohio Department of Education, Office of Exceptional

Children and the university to assure a comprehensive range of experiences in both regular and special education

in grades preschool through twelve. Critical to site approval is the district’s ability to provide the intern with strong

intervention-based experiences following an RTI model that operates effectively to foster positive academic,

behavioral, and emotional outcomes for children. An explanation of the site approval process can be located

elsewhere in this document (Appendix E). Districts must also agree in writing to provide a minimum of 2 hours

per week face-to-face supervision.

All internship placements are arranged by the School Psychology Program Coordinator. To optimize the

intern’s training experience and eliminate any possible conflict concerning role perceptions, the internship

placement cannot be the student’s place of employment. Student preferences are obtained during the first semester

of the year prior to internship. While consideration is given to these preferences, placement in a preferred district is

not guaranteed. Similarly, a paid internship placement cannot be guaranteed due to the nature of the funding and

the district’s right not to extend an internship placement offer. In the event the district refuses to offer the student

an internship placement, the university coordinator will review reasons for denial of the placement with the

prospective intern and attempt to seek another placement if the problem appears correctable or stemmed from a

mismatch of a minor nature. The university is under no obligation to pursue additional placements if, in the

judgment of the School Psychology Program Coordinator and faculty, the reasons for a placement denial warrant

significant corrective actions (behavioral, attitudinal, and/or skill) on the part of the student. The student will be

informed of reasons for placement denials as communicated by the school district and recommendations will be

forthcoming.

If a student is offered a placement, the university coordinator assists the student in processing the

appropriate paperwork. Details of this process are provided in the following sections. Once the placement is

secured, the university, intern, and supervising district enter into an agreement to facilitate development of

essential skills and competencies for the professional practice of school psychology. Following approval for the

internship placement, students must enroll in ED597 A (fall semester) and ED597 B (spring semester) “Supervised

Experience in School Psychology.” Additionally, students are required to participate in concurrent seminars

which meet monthly on-campus and online. Enrollment in ED593 “Seminar in School Psychology” in the fall is

required. Seminars continue throughout the year, but students only enroll once in the fall. Registration for the

internship and seminar courses should occur no later than July 15.

INTERNSHIP COMMITMENT

Students are expected to complete their program according to the timeline specified in the plan of study

(School Psychology Schedule completed at the onset of the program with a faculty advisor).

If a student is unable to accept the internship as scheduled in his or her plan of study, it is the student’s

responsibility to notify the Program Coordinator IN WRITING by the conclusion of the first year in the

program or sooner with an explanation for the need to defer the internship. Under no circumstances can

the internship be deferred more than one year and the university is under no obligation to seek or provide

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an internship experience beyond the one year approved deferment. The program must be successfully

completed within a maximum four consecutive year period.

It is understood that occasionally unexpected, serious events preclude beginning the internship as scheduled.

However, if the student is unable to begin the internship at the time it was scheduled, the internship “slot” is

not transferable to the next year. The university is only entitled to a specific number of internship slots which

are reserved each year for a specific cohort group. The Program Coordinator may request from the state an

additional placement the following year if the student presented a compelling reason for the need to delay the

internship by one year. Other factors to be considered will be the student’s dispositions assessments, JCU

graduate academic record, class attendance patterns, program involvement (e.g., contacts with the advisor on a

semester basis, extent of class participation & demonstrated level of interest, quality of interaction with the

cohort group, any history of excessive special requests or behaviors indicative of scheduling and/or

motivational problems (e.g., assignment extensions, dropped courses, incomplete or “in-progress” course

grades), and faculty load. Deciding to “slow down” the courseload to part-time status will not be regarded as

an acceptable reason for a deferment request. Under no circumstances can the internship be deferred for

more than one year. If an additional slot is sought or obtained the following year and the student again

reneges on this internship commitment, no further internship opportunities will be sought. This situation

will result in a recommendation for the student’s dismissal from the program.

Students understand that the internship is at minimum a 1400 hour , full-time experience in an approved

public school setting. The student functions under a temporary child study certificate and becomes a

temporary employee of the school district. The intern is expected to fulfill this obligation in a manner

consistent with ethical guidelines and professional codes of conduct.

INTERNSHIP PREREQUISITES

All specified coursework (consult the Program Handbook or School Psychology Curriculum Contract) with

the exception of ED593 “Seminar in School Psychology” must be satisfactorily completed (A or B grades

only) prior to internship. ED593 “Seminar in School Psychology” is taken concurrent with the internship

experience (ED597A&B). The student must also hold the master’s degree. Any coursework to be transferred

from another university must have been academically petitioned and granted. Students must also receive a

recommendation from the program faculty and practicum supervisor to proceed to the internship experience.

Failure to meet any or all of the aforementioned requirements for internship may result in a lost internship

opportunity.

REGISTRATION INFORMATION

By July 15, students should register for ED597A and ED593. By late November, students should register for

ED597B. Students also need to enroll in the ED597 online Blackboard courses. Most course materials,

including the syllabus, may be found on the Blackboard class site.

APPLICATION FOR INTERNSHIP

The following information details the sequencing of events leading to an internship placement. Forms are

provided in the appendices of this document.

1. Students must request in writing the opportunity to participate in the school psychology internship

and agree to the conditions set forth on the “Request for Internship Placement”form (Appendix A:

Request for Internship Placement form).

2. A group meeting of the following year’s internship class is held at the university during the first

semester of the year prior to internship. The purpose of this meeting is to review the information

contained herein, distribute materials, and obtain student preferences for an internship placement.

Preferences are provided on the “Request for Internship Placement form (Appendix A). District

preferences are typically initially based on geographic proximity to the preintern’s place of residence,

but also must include the district’s ability to be approved by meeting the established guidelines.

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3. The Program faculty consider student preferences, the number of qualified available placement

locations, characteristics of the student and potential supervisor(s), and other variables prior to

rendering a decision regarding the “best fit” placement. The student is contacted either by phone, in

person, or by email regarding the faculty’s decision and the Program Coordinator contacts a district

on the student’s behalf. An internship placement is solely the Program’s decision and responsibility.

Students are not to contact districts to investigate receptivity to serving as an internship training

site. The preintern understands that he or she must accept an internship when and where offered.

4. If the district is receptive to having an intern, the student is contacted by the Program Coordinator to

call the Pupil Services Director to arrange an interview. Typically, the interview involves one or more

school psychologists and the Pupil Services Director.

5. Student preparation for the interview:

A resume (no longer than two pages) should be taken to the interview. Use the sample provided

as a guide.

Samples of your best work should also be taken to the interview. Good choices would be a

functional behavior analysis and an RTI case.

Polish the website you developed during practicum and provide the Pupil Services Director with

your website address prior to your interview. As a reminder, do not put your address and phone

number on the website for security reasons. You can include an alternate , nonprimary email

address.

Be prepared to discuss the following:

Description of practicum experiences

Previous work experiences

List of assessment methods and instruments studied in your training program. Be sure to

include your intervention-based assessment experiences, CBM norming and Kindergarten

screening experiences.

Your understanding of the IAT process, the collaborative problem solving model, and a data-

driven model.

Your understanding of and experience with an RTI approach

Special interests (SLD, autism, parent education, group counseling, etc.)

Counseling courses

Technology experiences and skills (refer to the program’s technology requirements (located in

the program handbook)

Internship expectations

- Experiences with different disabilities and ages

- RTI experiences

- Group and individual counseling

- Experience with a data-based decision making team approach

- Experience with special populations (class visits, etc.)

- Opportunity to deliver an inservice to teachers and workshop for parents

6. Once the district contacts the Program Coordinator, the student is contacted and informed of the

decision. Students must not contact the district to obtain the district’s decision. At this juncture,

communications only occur between the district and university. If an offer is made, the student

immediately initiates the following paperwork process (Appendix A: Internship forms). If

Cuyahoga County will serve as the fiscal agent, you also need to contact the county pupil services

director for an interview (216.524.3000).

7. Students need to read the following:

Unemployment compensation memorandum

Directions for completing fingerprint cards and the application for the temporary license

Sample Guide for the Checklist of Application Materials

INTERNSHIP PAPERWORK TO BE COMPLETED BY STUDENT

Once your internship assignment for next year is confirmed (a successful interview with the district, placement

offer, and conversation with the Program Coordinator), you will need to complete 1-8 below and submit by

June 1.

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Items 1-6 are to be submitted to the Program Coordinator in the white envelope by JUNE 1. YOU MUST

RETAIN A COPY OF ALL MATERIALS! (Do not seal the white envelope)

(1) Temporary License Application and Fee

Complete the Child Study Application, using the enclosed directions. Deliver to the supervisor of the

school psychologists in the district where you will be interning and request that the application be

signed by the superintendent of the employing school district and returned to you promptly,

UNLESS THE ESC IS SERVING AS THE FISCAL AGENT. IN WHICH CASE, you will need to

direct the application to the ESC superintendent. For the Cuyahoga County ESC, direct this

application to: Steve Roganski, 5700 West Canal Rd., Valley View, OH 44125

(2) Obtain a $12.00 money order, made payable to Ohio TEC to accompany the application.

(3) Official Transcripts

Obtain (during the second semester) a current official transcript showing all your graduate

coursework.

(4) The Checklist of Application Materials for Temporary License

Complete as you are packaging the materials. Be sure to complete the boxed areas at the top.

(5) Checklist of Eligibility Requirements for Supervised Experience

Make any necessary changes or additions to the “COURSE NUMBER” boxed areas. For example,

you may have taken additional courses, transferred courses from another university, or substituted

courses.

(6) Intern Statements of Understanding and Agreement

IMPORTANT! Please read and sign this agreement. To receive a state funded internship, you

must agree in writing to provide at least one year of service as a school psychologist in the state of

Ohio following your internship.

(7) Supervised Experience in School Psychology Internship Plan and Evaluation Protocol (which

includes the Plan for Attaining Goals, Goals Related to the Operating Standards for Ohio’s

Schools Serving Children with Disabilities, & Training Statement)

(8) Retain a copy of the “Supervised Experience…Protocol and email a copy to your internship

supervisor.

Fingerprints and Fee

You are encouraged to have your fingerprints taken electronically to expedite the FBI and

BCI clearances.

Bureau of Criminal Identification and Investigation

P.O. Box 365

London, Ohio 43140

PLEASE MAKE A COPY OF THE FINGERPRINT CARDS AND MONEY ORDERS.

Students need to have the following forms completed by APR 30:

Person To Complete and/or Sign Form to be Completed and/or Signed Pupil Services Director Internship Plan and Evaluation Protocol

(p. 1 – signature & complete bottom)

(p. 3 - complete)

Field Facilitator Internship Plan and Evaluation Protocol (p. 1 – signature )

(p. 4 - signature)

University Supervisor Internship Plan and Evaluation Protocol (p. 1 – signature )

(p. 4 - signature)

Checklist of Eligibility Requirements (p. 34 – signature)

Preintern Request for Internship Placement

(p. 35 – signature)

Intern Statements of Understanding & Agreement (p. 35 – signature)

Checklist of Application Materials for Temporary License (p. 30 –complete once all forms are complete)

Checklist of Eligibility Requirements (p. 33 – complete using sample as your guide which is located on pp 31-31)

Temporary License application

(complete)

ALSO: You need to pick up fingerprint cards (BCI and FBI) from Rhonda Harrison, make

arrangements to be fingerprinted and have the cards completed, and mail them with payment to the

address on the cards

Superintendent (fiscal agent site only) Temporary License application (signature)

STUDENT RESPONSIBILITIES AND REQUIREMENTS DURING THE INTERNSHIP YEAR

Develop competencies to the satisfactory or mastery level as outlined in the “Internship Plan and

Evaluation Protocol.” (Appendix C)

Assemble an Internship Portfolio (Appendix D: Portfolio requirements). This documentation is to

be maintained in a three-ring binder and periodically updated. It will be reviewed at each on-site

supervisory meeting. Refer to the syllabi for specific products due each semester to be evaluated by

your university internship supervisor.

Coordinate on-site supervisory meetings following contact by the university supervisor.

Check your email at least once a day for any communications from the university supervisor and/or

notification of Blackboard postings.

Utilize the Blackboard course site for communications with classmates, file exchanges, posting and

answering questions, notifications of information useful to other interns and supervisors, and

preparing for the Praxis . As part of the learning experience during the internship year, it is important

that you establish and maintain regular contact with fellow interns in other districts to learn from their

experiences and to share yours. The Blackboard site will be periodically monitored for this activity as

a measure of your use of this technology.

Attend one or both of the OSPA conferences.

Attend the mandatory Internship Conference sponsored by the ODE Office of Exceptional Children,

Interuniversity Council of School Psychology Trainers, and the Ohio School Psychologist

Association

Keep your supervisor(s) apprised of your activities on a daily basis. They should always know where

you are and what professional activities you have planned for the day. Know where to reach them

and provide them with numbers where they can reach you. Be sure they review your work prior to

the final distribution of copies.

In the event of illness or other unforeseen emergencies/responsibilities that prevent you from working

on a particular day, please notify your supervisor as soon as possible. Ask your supervisor how and

when (evening or early morning) he or she should be contacted.

INTERNSHIP PERFORMANCE EVALUATION

Performance evaluations are conducted at six intervals during the internship year. They are as follows:

I. (Aug.-Sept.) Student self-evaluation of pre-internship levels of competency. At the onset of the internship

experience, students complete a self-evaluation of their perceived competency levels for all areas specified on

the Internship Plan and Evaluation Protocol. During the Sept. on-site visit, all areas on the Internship Plan

and Evaluation Protocol are reviewed and the student’s self evaluation is discussed. Initial recommendations

are provided, identifying competencies/skills and corresponding activities to be emphasized during the early

months of the internship.

II. (Late Nov.-Early Dec.) Progress evaluation conducted on site with the intern by the field and university

supervisors. Competency ratings are provided using the Internship Plan and Evaluation Protocol for progress

to date . The Internship Portfolio is due Dec. 10 (see ED597A syllabus for requirements).

III. (Dec) Summative evaluation for the first half of the internship. Based on feedback from the field

supervisor, competency ratings, and portfolio appraisal, a grade is assigned by the university supervisor for

ED597A. A grade of B will require additional recommendations for improvement to be specified on the

Internship Plan and Evaluation Protocol and performances will be monitored closely second semester. A

grade of INC (incomplete) or C will require the development of a remediation plan targeting the areas of

concern at the time of the December site visit. A grade of F will result in a recommendation for immediate

discontinuance of the internship experience and removal from the School Psychology Program, unless there is

compelling evidence of extenuating circumstances beyond the intern’s control and evidence that the

circumstances will not be present for the remainder of the internship year. As such, the supervisors and

employers, in consultation with the ODE Office of Exceptional Children, will consider the circumstances and

prognosis for improvement in the time remaining and render a decision as to whether to permit continuance.

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IV. (Early Feb.) Progress evaluation conducted on site with the intern by the field and university supervisors.

Competency ratings are provided using the Internship Plan and Evaluation Protocol for progress to date. Midterm recommendations are provided, specifying the competencies/skills and corresponding activities that

should be emphasized during the next phase of the internship.

V. (Late Apr-Early May) This summative evaluation is conducted on-site with the intern by the university

and field supervisors. Competency ratings are provided using the Internship Plan and Evaluation Protocol for

progress since the last review and the Internship Portfolio will be evaluated as either exemplary, satisfactory, or unsatisfactory at this time. Ratings of “3” or “4” for all competencies are required to receive the university and

field supervisors’ written certification that the intern has completed all activities and experiences planned for the

School Psychology Internship at a satisfactory level of performance.

VI. (May) Summative evaluation for the latter half of the internship. Based on feedback from the field

supervisor, competency ratings, and portfolio appraisal, a grade is assigned by the university supervisor for

ED597B. Another internship experience will not be an option if the student receives lower than a B grade for ED597B. A grade of C (if this is the 2nd C earned in the program), D, or F will result in a recommendation for

removal from the School Psychology Program. The Internship Portfolio is due May 15 (see ED597B syllabus for

requirements).

INTERNSHIP PORTFOLIO REQUIREMENTS

The Internship Portfolio represents the student’s work throughout the internship year. It serves

to document the indicators of competency attainment, aligned with program goals and national

standards. Serving as an accountability tool, the “Portfolio” provides evidence of the intern’s

work and service to the assigned district. The Portfolio is evaluated by the university supervisor.

The JCU School Psychology Intern is required to compile an organized, cross-referenced

“Portfolio” in accordance with the competencies as outlined in the “Internship Plan and

Evaluation Protocol.” Labeled tab dividers in a large 3 ring binder should be used to create

sections for documentation of competencies aligned with NASP Standards 2.1 through 2.11.

During the on-site planning and evaluation meetings, the intern will discuss activities with his or

her supervisors that can be planned to assist with the attainment of competencies. Additional

activities and opportunities planned by the intern and his or her field supervisor should occur

throughout the year. These activities should be documented in the applicable sections of the

Portfolio.

All identifying information should be concealed. First names are permissible.

The Internship Portfolio is to be presented to the field and university supervisors during each on-site

planning and evaluation meeting. It is to be completed according to the assignment guidelines set

forth in the ED597A and ED597B syllabi. They are are follows:

The internship portfolio with products that address each NASP standard are to be submitted

by Dec. 1 and June 10. One product may address more than one standard. For example,

the required six intervention cases can be used to document how you addressed Standards

2.1 , 2.2, 2.3, and 2.5, but you need to include a brief explanation for how the product

addresses each of those standards. Divide your folder into sections according to the type of

professional activity. For example, one section may be labeled “Interventions.” In your

Table of Contents, specify the activity in the left column and in the right column, identify

the NASP standards addressed. A scoring rubric will be used by your university supervisor

to grade your work. Please be sure to submit your “best practice” efforts.

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The “Portfolio” should also include the following: Documentation of:

1. Comprehensive assessment services

Documentation: evaluation team report(s), logs, data-based assessment plans delineating assessments

chosen, rationale, and scores (identifying information concealed)

Due: Minimum of one ETR by 12/1

2. Individual or group counseling services

Documentation: plans for each counseling session of at least one student with a disability and in an IEP

when counseling is provided as a related service

Due: 12/1

3. Intervention/consultation services

Documentation: conference summaries, intervention plans, and progress monitoring results (either as part

of a team or on a one-to-one basis)

Due: 12/1, 6/10, and throughout year

4. Counseling or training to parents of children with disabilities

Documentation: plans for the counseling or parent training activities

Due: 6/10

5. Professional development activities designed for teachers

Documentation: inservice prepared and presented to teachers –inclusive of agenda, PowerPoint

presentation, inservice evaluation, handouts)

Due: 6/10

6. Program/project evaluation or research project

Documentation: instrument used or developed, results of evaluation

Due 6/10

7. Method used to determine the effectiveness of services s/he provided

Documentation: application of the method for at least one service.

Due: 6/10

8. A written evaluation of the training experience

Due 6/10

9. A minimum of three behavioral and three academic cases at each of the service delivery tiers inclusive of

(a) problem definition, (b) intervention description, (c) charts showing baseline and intervention phase data,

(d) PND or Effect Size calculated, (e) treatment integrity checks, and (e) written interpretation.

You will need to complete at least one intervention in each of the six categories of Ohio’s Integrated

Systems Model (see intern packet B for specific details – follow Steps #1-#3) according to the time

schedule below. Select intervention cases that (a) show evidence of instructional objectives of learning

RTI for eventual leadership roles, and (b) demonstrate discrete skills across the RTI/OISM model.

Intervention cases should be technically adequate and include (a) a discernible evidence-based

instructional program or intervention, (b) progress monitoring data, (c) effectiveness date, and (d)

intervention integrity data.

o Dates Due: 2 cases by each of the following dates – 12/1, 2/1, and 6/10

Praxis Requirement: During the internship year (either in the fall or spring), all interns are required to take the

Praxis II exam. To successfully complete the program and be recommended by state licensure in school

psychology, a minimum score of 630 is required. To be eligible for the NCSP, students must receive a

minimum score of 660.

Internship Portfolio Evaluation Rubric – Part A

Evaluation Period - circle one: End of 1st Semester End of 2

nd Semester

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A. Organization,

Assembly, &

NASP Domain

Representation

RATING:

Exceptional attention

to basic organization

& assembly

Table of Contents lists

all work products

contained within the

portfolio with

Attention to basic

organization &

assembly

Table of Contents

lists all work

products

contained within

Reflects any or all of the

following:

Insufficient attention to

basic organization and

presentation

Table of Contents fails to

align work products with

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corresponding NASP

standard indicated

the portfolio with

corresponding

NASP standard

indicated

corresponding NASP

standards

B. Standards

Addressed 2.6 ___

2.1 ___ 2.7 ___

2.2 ___ 2.8 ___

2.3 ___ 2.9 ___

2.4 ___ 2.10 ___

2.5 ___ 2.11 ___

Best exemplars of

work to date; work

products represent

best practice

procedures and

competent

performance

Exceeds typical

expectations in terms

of quality and

quantity of

experiences and

outcomes

Work products

demonstrate at

least minimum

competency

Products reflects

good preparation

and adherence to

ethical and legal

guidelines

Meets minimum

expectations in

terms of quality

and quantity of

experiences and

outcomes

Work products do not

adequately demonstrate

competency and/or fail to

clearly connect to the standard

TOTAL SCORE: Max. Score Possible = 66 Min. Passing Score = 44

Scoring Guide for Selected Internship Portfolio Products

Internship Portfolio Evaluation Rubric – Part B

Evaluation Period - Circle one: End of 1st Semester End of 2nd Semester

Selected Services # of products

submitted

% demonstrating positive

outcome

NASP domains

addressed

Comprehensive intervention

cases

Teacher inservice

Teacher individual

consultation

Individual and group

counseling

Other

SCORING : Percentage of products submitted in each category demonstrating effective service delivery

(qualitative and/or quantitative data)

Pass: Min. of 75%

Pass w/recommendation: 65% - 74%

Fail: 64% or lower

SCORE:

*Based on evidence of effectiveness submitted by intern (e.g., Effect Size or PND or GAS for intervention

cases, inservice overall evaluation rating and/or qualitative feedback, teacher questionnaires regarding

quality of services offered by intern, counseling systematic observational data or rating scale data)

INTERNSHIP TECHNOLOGY REQUIREMENT

Technology will become increasing important in your work with teachers, principals, parents, and other

support personnel. As an integral component of your training program, you have learned ways to use

technology to enhance your professional functioning in the schools. To continue to strengthen your

technology competencies, the following activities are required during the internship year.

Check email on a daily basis for any university communications or Blackboard posting

announcements.

Post announcements using the same mechanism as for posting questions. These may include

announcements of workshops, new websites, interventions, assessment information, etc.

Use the file exchange feature within your Discussion Group to help you prepare as a group for the

Praxis.

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Use Excel, SPSS-PC, or ChartDog to present visual representations of all direct assessment results

(systematic behavior observations, CBM data). Remember that only ChartDog will calculate the effect

size and PND.

Use PowerPoint to present your teacher inservice and any other presentations.

Use word processing to prepare all written work.

Continue to update your website with evidence-based interventions, suggestions for teachers and

parents, and summaries of information gleaned from professional, refereed publications. Strive to

make your website interesting, inviting, and easy to use. Provide evidence of sharing your website

address with teachers (document in your weekly logs). Obtain feedback from teachers about your

website and solicit their preferences for additional information you can include.

Use computer scoring programs if available to help you score tests.

Submit your weekly internship activity and supervision logs and case logs via email to your university

supervisor and to the Blackboard Dropbox . Signed logs are to be brought to seminar each month.

Establish a free, secondary email account and subscribe to the OSPA and NASP listserves to help you

remain abreast of issues and new information in the field.

Performance indicators of the technology competencies should be included in the “Internship

Portfolio” under section 2.11.

JCU Activity and Supervision Log *Supervision Codes:

Name: O = Observation of Supervisor

Date: Obs = Observation by Supervisor

Week of: W = Written review/critique

E = Instructional email

D = Discussion re. professional

activity

Date

EX. 10/8

Activity Description

Discussed case of 4th gr. student

Observed 5th gr. Student

Visited Juvenile Detention Ctr.

Scored protocols

Checked professional email

Time

Spent (in

minutes)

30

45

180

30

15

Type of

Supervision

(use code or

blank if

none) D

D

D

E

Amt.of

Supervision

Time (in

minutes)

30

60

10

5

Mon.

Tues.

Wed.

Th.

Fri.

*NOTE: Interns are to receive a minimum of 2 hours of supervision each week.

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SUGGESTIONS FOR A SUCCESSFUL INTERNSHIP EXPERIENCE

Currently, school psychologists in Ohio enjoy a favorable job market. However, the competitiveness of

positions behooves the newly trained intern to establish a strong performance profile. To accomplish this, it is

suggested you strive to develop and demonstrate the following characteristics:

1. Positive Interpersonal Skills: Cheerful, positive, and flexible individuals will be more

favorably regarded, respected, and remembered.

2. Caring Attitude: Demonstrating a sincere concern for the welfare of those served will engender

positive feelings that can lead to trust, credibility, and positive regard. A thank you note to a teacher

who has worked with you to help a student during her lunch or preparation periods communicates a

meaningful message of appreciation.

3. Professionalism: Ranging from appropriate attire to proper conduct and a solid work

ethic, professionalism can best be demonstrated by a mature, confident demeaner, work visibility,

and respect for colleagues and superiors. A professional remains flexible and yields to compromise

when in the best interests of the child, but does not always “go with the crowd” on all issues that may

be at odds with a child advocacy position. Confidence in one’s training and knowledge develops over

time. Body positioning, eye contact, facial expressions, tone of voice, rate of speech, and the quality

of spontaneous verbal contributions represent some of the salient variables contributing to establishing

credibility and boosting self-confidence. Self-centered behaviors, such as inflexible scheduling and

placing one’s own priorities over work responsibilities when “on the job,” will seldom produce

favorable outcomes. Similarly, evidence of chronic fatigue on the job, delinquent arrivals, early

departures, missed meetings, and scheduling rigidity with team members will not lead to positive

recommendations.

4. Competency: Acquiring skill proficiency in all areas outlined on the Internship Plan and

Evaluation Protocol will contribute to a personal sense of confidence and others confidence in you.

Sharing performance indicators of competency attainment with your supervisor (s) will help him or

her remain current with your skill, attitude, and knowledge development. The quarterly self-critique

will help you better learn to reflect on your professional strengths and weaknesses and set short-term

goals with planned, corresponding experiences. This process will also help you establish a pattern of

accountability for the services you provide and demonstrate to others a respect for their opinions, your

desire to provide them with quality services, and an openness for self-improvement.

SUCCESSFUL INTERNSHIP COMPLETION

A letter grade is given both semesters for the internship. To complete the program and be recommended for

state licensure as a school psychologist in the State of Ohio, the following requirements must be met:

1. Receive a passing grade of A or B for ED597A, ED597B, and ED593.

2. Achieve a satisfactory or mastery rating for all competency areas specified on the “Internship Plan

and Evaluation Protocol.”

3. Complete all program coursework and receive approval for any coursework petitions

4. Possess the master’s degree

5. Receive the recommendation for state licensure from the university and field supervisors (last

page of Planning and Evaluation form) and Chair of the Dept. of Education and Allied Studies

6. Receive at minimum a satisfactory rating for the Internship Portfolio.

7. Meet all technology competencies for the internship.

8. Timely completion and submission of weekly activity and supervision logs and case logs to the

University Supervisor via the Blackboard Dropbox.

9. Meet preparation requirements for site visits (updated Internship Portfolio, Internship Plan and

Evaluation Protocol updates if applicable, and the initial self-evaluation).

10. Attendance at all university seminars.

11. Professional behavior that consistently meets the ethical guidelines of the National Association of

School Psychologists (NASP)

12. Timely (by due dates) submission of all required documentation and assignments

13. A state required passing score on the National School Psychology Examination offered by the

Educational Testing Service.

15

EMPLOYMENT SEARCHING

When? In late Spring, districts may have some idea if they have positions open. This is a good time to polish

your resume, professional website, and select your strongest works from the Internship Portfolio. If you

become aware of an opening or possible opening, send your resume with your website clearly indicated.

Sometimes positions open early in the year.

How To Begin? First, put some time and effort into your resume and website. Have your supervisors review

them and make suggestions. It goes without saying that you want to present yourself and your credentials in

the best possible light. It is helpful for potential employers if you provide them with your philosophy, some

sense of who you are, and what experiences you have had. Remember, they are looking for an individual

who can interact effectively with positive interpersonal skills, but also one who can competently handle all

facets of the job. How will you distinguish yourself from others?

Where To Search? OSPA and NASP post job announcements on their webpage. Ask other school

psychologists and pupil service directors if they are aware of any positions. Check to see if ODE might list

some positions.

Reference Letters? It is not advisable to secure reference letters to be copied as needed. Obtain reference

letters when you have located a specific job you are interested in pursuing. It is preferable to obtain a fresh

reference letter tailored to the position on district or university letterhead. Be sure to give individuals writing

letters of reference for you ample time to complete them.

UNIVERSITY SUPERVISORS’ CONTACT INFORMATION

Jeanne E. Jenkins, Ph.D., Program Coordinator Ryan Allen, Ph.D.

Dept. of Education & Allied Studies Dept. of Education & Allied Studies

John Carroll University John Carroll University

N. Park Blvd. N. Park Blvd.

University Hts., OH 44118 University Hts., OH 44118

[email protected] [email protected]

Emergency or urgent: call Dept. of Education

and Allied Studies to have your message

conveyed immediately to Dr. Jenkins or

Dr. Allen

SCHOOL DISTRICT INTERN TRAINING SITE REQUIREMENTS

Purpose: The purpose of the internship is to provide a process for integrating, applying, and expanding competencies, attitudes, and values

under the direction of a supportive mentor which leads to the provision of comprehensive school psychological services. Such

services must provide a systematic and ecological problem solving approach for meeting the diverse educational, psychological, and

behavioral needs of all children and youth, as well as offer relevant intervention assistance to their parents and educators.

Policy: All school districts need to recognize that interns are placed in a district for training experience and the following provisions will need to be made for each intern: (a) Each intern will need to receive a written contract with at least minimum intern salary (master’s

level), plus medical benefits. (b) Availability of time for inservice meetings, university seminars, university and district visitation

activities, or appointments. (c) Release time for attendance at the Ohio School Psychologists Association (OSPA) Continuing

education conferences; Fall, State Intern, and Spring.

mailto:[email protected]

mailto:[email protected]

16

(d) Reimbursement for the Fall, State Intern, and Spring OSPA conferences. (e) Adequate support for secretarial assistance, equipment, materials, and access to a telephone for

confidential conversations. (f) Adequate office facilities, and (g) Release time for the assigned field supervisors to work with intern. Compensation from Office of Exceptional Children: Each school district that agrees to be a training site for an intern school psychologist shall receive from the State Department of Education the reimbursement for each intern. In order for a school district to be approved as a School Psychology internship training site, the following additional conditions must be met. These conditions are set forth by the National Council for Accreditation of Teacher Education, State Department of Education, and the Ohio Interuniversity Council for School Psychology Trainers.

17

SITE APPROVAL CHECKLIST

Please return to: School Psychology Program Coordinator John Carroll University Department of Education and Allied Studies University Heights, OH 44118

District’s Compliance with IUC Guidelines: Yes No Does the district operate an Intervention Based Assessment model? Yes No Will the intern have experience wih the IBA model? Yes No Will the intern be provided with the experience of a data-based process to

determine the effectiveness of school psychological services? Yes No Will the intern be working in buildings with IAT or some other method of

collaborative problem-solving? Yes No Does the district have a comprehensive program of school psychological services? (Check services the district offers.)

___Counseling ___Consultation ___Counseling parents of handicapped children ___Participation in screening programs ___Serving as consultation for inservices ___Psychoeducational assessments

Supervising Psychologist of Intern: Yes No Has at least 2 years of full-time experience as school psychologist, one of which in

present district? Name # years experience # years in district

Yes No Will be given released time for supervision? (A minimum of 2 hours direct

supervision) Yes No Does the school psychologist have other administrative duties other than intern

supervision? Other School Psychologists that the Intern May Work With: Name: Years Experience: Buildings assigned: Elementary School Middle School High School

18

Other School Psychologists that the Intern May Work With: (continued) Name: Years Experience: Buildings assigned: Elementary School Middle School High School Name: Years Experience: Buildings assigned: Elementary School Middle School High School Name: Years Experience: Buildings assigned: Elementary School Middle School High School Check which of the following special education categories the intern will be able to obtain experience with:

Special Education Category Preschool Elementary Middle High School

MR

SLD

ED

OH

MH

VH

HH

Gifted & Talented

Other:

Agreements Yes No The school district can and will provide learning experiences specified on the

intern’s outline of behavioral objectives and planned experiences including attendance at the OSPA conference.

Yes No The superintendent will write a letter to the Office of Exceptional Children

requesting approval of the school district as a training site. Yes No The school district will maintain throughout the approval period the supervising

staff and program at least at the same level as before the intern was assigned. Yes No The school district will notify the supervising university and the Office of

Exceptional Children of any reductions in the number of school psychologists employed by their district.

Yes No The district can and will provide comprehensive and reasonably balanced learning

experiences for the intern across age levels, service delivery areas, and disability categories.

Yes No The district will include the field facilitator designated to supervise the intern during the placement interview conducted by the district with an intern candidate as per Guidelines for Ohio’s Internship Program (draft).

Yes No The school district will employ at least one more full-time school psychologist than the number of interns assigned to the district.

19

SCHOOL DISTRICT SITE APPRAISAL SUMMARY _____________________ School district has been evaluated as a potential center for provision of the supervised experience in school psychology. It is recommended that the district be: Recommended for approval Number of students recommended for district supervision Recommended for approval under the following special condition: Not recommended at this time. The following components need to be strengthened: Signature of University Trainer Date

20

APPENDIX A

JOHN CARROLL UNIVERSITY

SCHOOL PSYCHOLOGY PROGRAM

REQUEST FOR INTERNSHIP PLACEMENT

The School Psychology Internship at John Carroll University is conducted in accordance with guidelines

established by the State of Ohio DOE Office of Exceptional Children, Interuniversity Council of School

Psychology Trainers, and the National Association of School Psychologists. Internships are allocated

annually among participating universities in the State of Ohio. Both the total number of internships available

in the state and the portion of that number allocated to John Carroll University can vary from year to year,

and the number of internships is not within the control of the University. In addition, the location of

internships is only partially within the control of the University, being subject to negotiation with other

universities serving the area. The operation of the JCU School Psychology Program is affected by these

practical general limitations.

Terms of Application

Recognizing these limitations and the more specific guidelines and restrictions set forth below, I wish to make

formal application for placement as an intern in school psychology. I understand that failure to work within

the guidelines and limitations may lead to dismissal from the internship or from the JCU School Psychology

Program. I further understand that failure to sign and submit this application constitutes sufficient cause for

the University’s refusal to place me in an internship.

1. A student seeking placement as an intern must have fully completed all required coursework by the

onset of the internship year. I will have fully completed my required coursework by the

commencement of my internship year.

2. I understand that a student seeking placement as an intern must agree to complete at least one year of

service as a school psychologist in Ohio following successful completion of the program.

3. A student seeking placement in an internship has the opportunity to indicate a preference regarding

location of the internship experience, but the University makes the final assignment. The University

will, whenever possible and consistent with its similar obligations to others in the program, attempt to

meet the student’s placement preferences if deemed a good match. However, it is not always possible

to do so. I understand that the University will consider my preferences, but makes the final internship

assignment.

4. I understand that a paid internship placement is not guaranteed and may not be available at the

time it is scheduled in my plan of study. 5. Salaries vary considerably among internships, and are not within the control of the University. The

internship salary may represent a substantial reduction from what an intern might have received in a

former position. I understand that my salary as an intern may be less than a salary I made elsewhere

and different from other intern salaries. I further understand that the University has no control over

salaries. . John Carroll University is under no obligation to inform me of or seek a higher paying

internship position for me. 6. I understand that a prospective intern must not contact school systems on his or her own initiative

seeking an internship, but must work within the internship placement process.

7. I understand that a refusal by a prospective intern of a firm offer of an internship placement by a

school district will terminate the University’s responsibility for placement in the current year and

future years. The University may seek an alternative placement if presented with a compelling reason,

but is under no obligation to do so.

My signature on this form denotes a willingness to accept an internship when and where offered.

____________________________________________________________________________

Signature/Date

____________________________________________________________________________

Printed Name

21

Name ______________________________________________________

Address ______________________________________________________

Phone (Hm) ______________________________________________________

Phone (Wk) ______________________________________________________

Email ______________________________________________________

INTERNSHIP PREFERENCES (List 3 choices & rationale in order of preference)

District Reason for Choice

#1

#2

#3

Additional factors which the University should be aware of in deciding placement:

22

APPENDIX B

CHECKLIST OF APPLICATION MATERIALS FOR TEMPORARY LICENSE FOR SCHOOL PSYCHOLOGY INTERNS

UNIVERSITY_________________________COORDINATOR____________________

STUDENT DISTRICT

Item Attached Required Material to be collected by Coordinator of Internship

______Yes ______No 1. The completed Application for the Temporary License signed by the superintendent of the employing district; only page 1 of

the application is necessary (not Form T-2 or T-3) ______Yes ______No 2. A twelve-dollar ($12.00) check or money order, made

payable to Ohio TEC ______Yes ______No 3. An up-to-date official copy of the student’s

transcripts; ALL transcripts where graduate work is applied must be included

______Yes ______No 4. Coursework grid listing courses for all ODE and University’s eligibility requirements; summer coursework should be clearly listed

in the “scheduled” column ______Yes ______No 5. Statements of understanding and agreement signed by interns. ______Yes ______No 6. The plan for supervision by the approved training institution, specifically indicating the number of contact hours in the school district and at the university ______Yes ______No 7. Letter on university letterhead signed by program coordinator

certifying completion of requirements and readiness for internship ______Yes ______No 8. Written plan for attainment of internship competencies (university-

specific plan) Required Material to be submitted to BCI or FBI *Fingerprint card must be sent directly to BCI or FBI along with check or money order.

Note: All items must be received before the applicant’s materials can be processed.

REV 01/07

Name

DOB

SS#

LANGUAGES

ROUTE: Teacher Alternate

NAME

COUNTY

ADMINISTRATOR

FIELD FACILITATOR

FISCAL AGENT DISTRICT

___________

23

APPENDIX C


Checklist of Eligibility Requirements for Supervised Experience for _______________

I. 60 semester hours of graduate coursework

well distributed over the following:

A. Educational Foundations

1. Possession of a valid

Ohio Teacher License ATTACH LICENSE/CERTIFICATE

OR

2. Satisfactory completion of

the following coursework

a. The curriculum and

instructional techniques,

including education of

exceptional learners

b. The organization and

operation of schools

c. Field- based

experiences including

at least 120 hrs. in a

school setting in a

variety of grade levels

B. Psychological Foundations

1. Human diversity, human

exceptionalities, and human

learning

2. Normal and abnormal child

and adolescent development;

and

3. Biological, emotional, and

social bases of behavior.

COURSE NAME AND

NUMBER

Credit

Hours

DATE

___________________

Completed Scheduled

24

C. Assessment and Intervention

1. Diagnosis and remediation of basic academic areas.

2. Psychoeducational assessment. Preparation shall include a planned sequence in psychoeducational assessment of children and adolescents with both criterion-referenced and norm-referenced methods. Culturally, racially,

socioeconomically diverse populations, and all exceptionalities, shall be addressed.

3. Intervention methods. Preparation shall address implications of the assessment results and other data for classroom management, instructional materials, teaching methodologies, and related services including:

a. behavior management;

b. consultation and interview techniques; and

c. counseling theory and practice.

4. Practicum. Supervised practice in the use and interpretation of a broad range of assessment devices and methods and in the integration of assessment results with appropriate intervention strategies.

D. Statistics and Research Design

E. School Psychology Foundations

1. History of School Psychology

2. Legal and ethical issues; and

3. Role and function of the school psychologist.

II. A Master’s Degree -- Date granted or anticipated:

University trainer’s signature indicating courses listed meet requirements described:

COURSE NUMBER

Credit

Hours

DATE

___________________

Completed Scheduled

25

APPENDIX D

INTERN STATEMENTS OF UNDERSTANDING AND AGREEMENT

I plan to provide at least one year service as a school psychologist in the schools of Ohio subsequent to the successful completion of the supervised experience.

______________________________________

Signature

______________________________________

Date

I am aware of the decision of the Court of Appeals of Ohio, Sixth District (C.A. No. L-83-063) regarding unemployment compensation.

______________________________________

Signature

__________________________________

Date

I am aware that the school district is employing me for purposes of providing necessary training required for school psychology certification.

a) I am aware that the school district has no obligation to employ me subsequent to the year of supervised experience.

b) In the event that I am unable to satisfactorily complete internship requirements, I am aware that the university can discontinue my internship thereby relieving the school district of any obligation to maintain any contractual agreements with me.

_______________________________________

Signature

______________________________________Date

APPENDIX E

John Carroll University Supervised Experience in School Psychology

Internship Planning and Evaluation Protocol

Name Signature

University Supervisors: Ryan Allen, Ph.D.

________________

Jeanne E. Jenkins, Ph.D.

________________

________________

District/Agency:

______________

Administrator:

District Field Facilitator(s):

Intern:

This Internship Plan and Evaluation Protocol provides an outline of competencies to be attained by the close of the

full time, 1400 hour internship year, including a time line for experiences intended to facilitate competency

attainment. It includes the competencies appearing in the Training Standards (2000) of the National Association of

School Psychologists. This document provides a structured protocol for evaluating the intern's progress toward the

development of competencies. It is to be reviewed during evaluation conferences by all parties to monitor progress,

discuss experiences provided or needed to achieve goals, and establish/revise dates for projected competency

attainment.

All parties agree to cooperate in the internship experience, and to comply with guidelines of the Ohio IUC for

School Psychology, Rules for the Education of Children with Disabilities (including Model Policies and

Procedures), and the Plan for Attaining Goals Related to Implementing Proposed K-12 Standards. It is further

agreed that the training experience is to be comprehensive across the age range of students served, high and low

incidence disability conditions, regular and special education, and school psychological services.

The intern will serve as a member of the teams that are utilizing an intervention-based model in the following

regularly assigned school(s):

School(s) Assigned Days per Week



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28

Conditions for Supervision

The university supervisor will conduct on-site observation of the intern and review conferences with the field

facilitator and intern at least twice per academic term. Additional site visits will occur as deemed necessary by the

intern, field facilitator, and/or university supervisor. The university supervisor(s) will conduct periodic seminars (4-5

each semester) held on-campus for purposes of supervision, instruction, and evaluation of progress. A schedule of

these on-campus seminars will be provided to the intern and to the supervising school district at the beginning of

each academic term.

Field facilitators will provide individual, face-to-face supervision to the intern for at least 2 hours per week

throughout the internship year, with additional supervision time provided as the need arises. At least once each

academic term, the field facilitator will assess progress toward the attainment of objectives using this protocol prior

to the scheduled on-site meeting . This protocol serves to provide the intern with feedback on at minimum a semi-

annual basis from both the field facilitator and university supervisor.

The intern will maintain a log of internship activities reflecting progress toward the attainment of objectives and

competencies, which will be made available for evaluation purposes and submitted electronically on a weekly basis

to the university supervisor (via the Blackboard Dropbox). These logs are also to be provided to the field facilitator

on a weekly basis for supervision and accountability purposes. Signed logs will be submitted to the university

supervisors at the monthly seminar meetings. The intern will attend scheduled seminars held on-campus for

purposes of supervision, instruction, and evaluation of progress. The intern will complete and submit additional

documentation of internship activities as directed by the university supervisor(s).

TRAINING SITE AGREEMENTS Purpose: The purpose of the internship is to provide a process for integrating, applying, and expanding competencies, attitudes, and values

under the direction of a supportive mentor which leads to the provision of comprehensive school psychological services. Such

services must provide a systematic and ecological problem solving approach for meeting the diverse educational, psychological, and

behavioral needs of all children and youth, as well as offer relevant intervention assistance to their parents and educators.

Policy: The school district serving as the internship training site needs to recognize that interns are placed in a district for training experience. Accordingly, the following provisions will need to be made for the intern: (a) Each intern will need to receive a written contract with at least the minimum state teacher’s salary. (b) Availability of time for inservice meetings, university seminars, university and district visitation

activities, or appointments. (c) Release time for attendance at the Ohio School Psychologists Association (OSPA) continuing

education conferences held in the fall or spring as well as the State Intern Conference. (d) Reimbursement for the fall or spring OSPA conference and the State Intern Conference (typically

held concurrent with the OSPA fall conference). (e) Adequate support for secretarial assistance, equipment, materials, and access to a telephone for

confidential conversations. (f) Adequate office facilities, and (g) Release time for the assigned field supervisors to work with the intern. Compensation from Office of Exceptional Children: Each school district agreeing to be a training site for an intern school psychologist or the agency serving as the fiscal agent shall receive from the State Department of Education the reimbursement for each intern.

29

29

Agreements

The supervising school psychologist(s) agrees to provide experiences leading to competency

development and attainment as listed in the plan herein and to provide at least 4 hours per week supervision.

_____________________________________ _________________________________________

Field Supervisor Signature/Date Field Supervisor Signature/Date

The district agrees to comply with the training site agreements previously specified.

_____________________________________

District Pupil Services Director

Plan for Attaining Goals

Related to Implementing the Operating Standards for Ohio’s Schools Serving

Children with Disabilities

DIRECTIONS: Please submit this plan along with the student’s outline of planned experience.

A. Name the buildings that are employing Intervention Assistance Teams (IAT) or some other system of team-based, collaborative problem-solving. Will the intern be assigned

to provide services in these buildings?

Service Name of Building(s) Yes No

1. IAT or some other system of

collaborative problem-solving

B. If the intern will not be assigned to these buildings, please explain the reason and

describe the plan formulated to ensure that the intern will gain the skills and knowledge required to implement team-based collaborative problem-solving.

C. How does the district determine the effectiveness of the school psychological services

provided to students and their parents and teachers?

D. If the district does not have a data-based process in place to determine the extent to which school psychological services have made a difference toward attaining desired

goals, how will the intern be provided the opportunity to assess the impact of school psychological services on desired goals?

REV 03/04

30

30

Goals Related to the Operating Standards for Ohio’s Schools Serving


DIRECTIONS: In an effort to prepare students for serving learners under the Operating Standards for Ohio’s Schools Serving Children with Disabilities, university and field

supervisors are asked to include goals similar to those listed below in the intern’s training. Please incorporate within or attach the developed goals to the student’s outline of planned experience.

Goal: Each intern will develop the skills and knowledge necessary to implement services in

a manner consistent with the Operating Standards for Ohio’s Schools Serving Children with Disabilities.

Goal: Each intern will develop the skills and knowledge necessary to make educational

decisions, including eligibility for special education services, using an intervention-

based assessment process.

Goal: Each intern will use a data-based process to determine the effectiveness of the services provided either independently or as a part of a team.

_________________________________________ Field Facilitator Date

_________________________________________ School District

_________________________________________

University Coordinator Date _________________________________________

University

REV 03/04

31

31

Procedures for Evaluation

The method for evaluation will include on-site visits by the university supervisor twice per academic term. Site

visits will include conferences with the field facilitator and intern to review activities, progress toward the

attainment of competencies, and overall performance. Interns will complete a written evaluation of the internship

experience at the conclusion of the internship year. The final evaluation will include an assessment of the nature,

depth, and scope of experiences provided by the local education agency (placement site), the quality of field

supervision, outcomes for the intern, completeness of the intern's preparation for the internship experience, and the

suitability of the placement site for future internship placements. Should problems arise during the course of the

internship, it is the responsibility of the university supervisor(s), field facilitators, and intern to communicate about

such problems and cooperate in efforts to resolve such problems. In such instances, it is the responsibility of the

university supervisor(s) to initiate and lead a "best practices" problem-solving intervention. The intern will be

provided with a copy of the John Carroll University School Psychology Program Handbook, which includes a

description of due process procedures.

Evaluation Key

4 = Demonstrated: Mastery The intern has demonstrated strong skill or

characteristic/disposition development and can

independently perform the task with no supervision.

3 = Demonstrated: Satisfactory The intern has competently demonstrated the

characteristic/disposition or ability to perform the task.

More experience may be beneficial but is not needed for

competency attainment.

2 = Demonstrated: Developing The intern has demonstrated aspects of the skill or

characteristic/disposition, or has demonstrated the skill

but on a limited basis with more opportunities needed to

develop consistency or assure competency. Close

supervision may continue to be needed to perform the

task or demonstrate the characteristic.

1 = Demonstrated: Unsatisfactory

The intern has not demonstrated the

characteristic/dispositoin or ability to perform the task

when provided with experience and supervision and is in

need of more intense direct supervised assistance and

additional planned activities.

N/O Not yet demonstrated The intern has not demonstrated the characteristic or

ability to perform the task due to no or insufficient

opportunity. Planned activities need to be revised and

specific timelines scheduled.

Progress Monitoring and Evaluation Time Periods: August – September (self-evaluation)

November – December

February – March

April - May

Prescribed Activities/Documentation: The skill, knowledge, and professional characteristic competencies to be met

are subsumed under each NASP standard. In the boxed area beneath each standard, identify the activities/tasks to

meet each standard. Competency indicators/activities should be planned in conjunction with the university and field

supervisors. Also consult your Bb internship classroom for ideas of ways to meet and document each standard. If

more room is needed, enlarge the boxed area or record the additional activities on the back page.

32

32

Portfolio Requirement

Students are required to maintain a comprehensive internship portfolio (in a large three-ring binder) providing

documentation of the competencies contained herein. The portfolio is to be organized according to the NASP

Standards. You may select as many examples as you wish that demonstrates how you met each standard. These

will have already recorded in the boxed areas on this competency form. This portfolio will be reviewed during each

site visit by the university and district supervisor and is due June 10.

2.1 Data-Based Decision-Making and Accountability

The intern is able to define current problem areas, strengths, and needs (at the individual,

group, and system level) through assessment, and measure the effects of the decisions that

result from the problem solving process.

Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date Eval Dec Mar May

Specific Skills: a) Select and apply appropriate assessment methods:

- Test administration and interpretation (norm-referenced,

criterion-referenced)

Prescribed Activities/Documentation

- Behavioral assessment: Interviewing; systematic direct observation;

functional assessment/analysis


- Curriculum-based assessment:


- Ecological/environmental assessment (home, classroom, school,

community):


34

34

2.1 Data-Based Decision-Making and Accountability (cont.)

Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May

- Assessment of student characteristics (cognitive, emotional, and

motivational factors affecting performance)


- Assessment of components of instructional environment that

facilitate/impede learning/ behavior change


- Permanent products inspection (e.g., work products, school records)


- Integrates assessment results in written reports

-


b) Understanding and using assessment in a problem-solving context:

- Use data to demonstrate student problems/needs

Comments: __________________

__________________ _____

- Use data to demonstrate student outcomes

Comments: __________________

__________________ _____

35

35

2.1 Data-Based Decision-Making and Accountability (cont.)


c) Understanding and using assessment in an accountability context:

- Use data to demonstrate student outcomes (e.g., classwide

intervention-based assessment; classroom, school, and/or district

needs assessment; assessment to improve parent-school communi-

cation; assessment used more effectively for team problem-solving &

intervention planning w/less reliance on traditional comprehensive

testing)

Comments:

Overall Rating

2.2 Interpersonal Communication, Collaboration, and Consultation The intern must be able to listen well, participate in discussions, convey information, and

work together with others at an individual, group, and systems level


Specific Skills: a) Displays appropriate interpersonal communication skills

- Listens attentively to others

- Displays appropriate empathy

- Paraphrases, summarizes, and questions appropriately

- Participates in group discussions

- Displays appropriate communication with educational personnel

and parents

Comments:


b) Conveys information accurately and effectively Writes clearly, coherently, and effectively

- Speaks clearly, coherently, and effectively

Comments:

36

36

2.2 Interpersonal Communication, Collaboration, and Consultation (cont.)


c) Works collaboratively with others

- Solicits and considers the viewpoints of others

- Establishes trust in relationships; is reliable

- Promotes collaboration through modeling and facilitative skills

Comments:

d) Displays knowledge and skill in consultative problem solving

- Models support for problem solving initiatives at individual, school,

and system levels by applying a complete and systematic problem

solving process that includes:

Identification and clarification of problem situation, & Models

support for problem solving initiatives at individual, school,

and system levels by applying a complete and systematic problem

solving process that includes:

Implementation and monitoring of interventions

Evaluation of outcomes and follow-up

Comments:

2.3 Effective Instruction and Development of Cognitive/Academic Skills The intern is able to develop challenging but achievable cognitive and academic goals for

all students, provide information about ways in which students can achieve these goals,

and monitor student progress toward these goals.


Specific Skills: a) Interprets, recommends, and supports accountability standards

and procedures

- Is familiar with federal, state, and local accountability standards and

procedures (e.g., proficiency testing; standardized group testing

program; “handicapped count”, SIR)

- Recommends and assists with appropriate procedures for demon-

strating attainment of standards

Comments:

b) Knows when and how to use empirically validated academic

intervention strategies

- Knows empirically validated components of effective academic

intervention (e.g., immediate feedback, opportunities to respond,

contingencies for accuracy)

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37

2.3 Effective Instruction and Development of Cognitive/Academic Skills (cont.)


- Knows empirically validated instructional interventions

(e.g., peer-assisted learning, listening previewing, practice

strategies)

Comments:

2.4 Socialization and Development of Life Competencies

The intern is able to develop challenging but achievable behavioral, affective, or adaptive

goals for all students, provide information about ways in which students can achieve

these goals, and monitor student progress toward these goals.


Specific Skills:

a) Knows when and how to use empirically validated behavioral

intervention strategies

- Knows empirically validated components of effective behavioral

intervention (e.g., cueing, reinforcement, desensitization,

skill-training) - Knows empirically validated behavioral interventions

(e.g., reinforcement plans, shaping procedures, self-regulation,

problem-solving, contingency plans, routines)

Comments:

b) Knows when and how to use one or more short-term

counseling approaches

- Develops and implements appropriate counseling plans for

individual students

- Develops and implements appropriate counseling plans for

groups of students

- Develops a counseling plan for a student with a disability. This

should be documented in the IEP when counseling is pro-

vided as a related service. Counseling plan should include an

explanation for the service, separate plans for each counseling

session, time parameters, and counseling objectives and goals.

Comments:

c) Suggests and is able to apply appropriate intervention

monitoring methods

- Understands intervention acceptability as a factor influencing use

of interventions

- Supports intervention integrity through development of appropriate

monitoring techniques (data collection procedures that are

appropriate to the nature of the intervention, its goals, and

relevant child and environmental factors)

Comments:

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2.5 Student Diversity in Development and Learning

The intern is aware of, appreciates, and works with individuals and groups with a variety of strengths and needs from

a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.


- Possesses adequate knowledge base regarding age, race, ethnicity,

gender, disability, sexual orientation, and culture-related issues

- Demonstrates respect for diversity and awareness of own biases and

their impact on one's own behavior

- Able to identify needs and appropriate modifications related to

student diversity

Comments:

2.6 School Structure, Organization, and Climate

The intern has the ability to understand the school as a system and work with individuals

and groups to facilitate structures and policies that create and maintain schools as safe,

caring, and inviting places for members of the school community


Specific Skills: a) Knows components of effective problem-solving team structure

and operation

- Is familiar with components and operating procedures characteristic

of effective school based teams (membership, agenda, observing

time limits, written record, action plans, frequency/length of meetings)

- Demonstrates effective "process" skills in team activities (inviting,

re-directing, conflict management, summarizing, eliciting agreements,

role assignments)

Comments:

b) Able to conceptualize change-related phenomena (resistance,

crisis, etc.) in "systems" terms, and to recommend/implement

corresponding and effective strategic responses

- Avoids "joining" resistance (blaming, giving up, fault-finding);

maintains professional objectivity

- Describes behavioral phenomena in "system terms" (power

relationships, healthy/unhealthy resistance, crisis response, etc.)

- Suggests/implements strategies to respond to change-related

systems phenomena.

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2.6 School Structure, Organization, and Climate (cont.)

The intern has the ability to understand the school as a system and work with individuals

and groups to facilitate structures and policies that create and maintain schools as safe,

caring, and inviting places for members of the school community


c) Consults with teachers to implement group strategies that

foster emotionally healthy, supportive classroom environ-

ments

d) Conducts training activities for professional staff and

parents/caregivers - Assesses potential training needs

- Develops training plan

- Conducts/assists with training, working toward an effective

presentational style

- Evaluates training impact/outcomes

Comments:

d) Facilitates the development of attitudes and practices that foster

a positive school climate

- Demonstrates knowledge of effective disciplinary policies and

practices (classwide;schoolwide)

- Demonstrates knowledge of institutional practices that foster

positive school climate (shared decision-making, frequent

communication, parent involvement, high standards, etc.)

- Participates, when feasible, in activities and programs to foster

positive school climate

Comments: __________________

2.7 Prevention, Wellness Promotion, and Crisis Intervention

The intern has knowledge of child development and psychopathology in order to develop

and implement prevention and intervention programs for students with a wide range of

needs and disorders.


- Knows and recognizes behaviors and personal risk factors that are

precursors to conduct and other disorders or threats to wellness

- Familiar with prevention and risk-reduction programs and activities

- Knows and is able to apply principles for responding to crises

(suicide, death, natural disaster, murder, violence, sexual harassment)

- Assembles crisis intervention reference materials for frequent

review & rapid access

Comments: __________________

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2.8 Home/School/Community Collaboration

The intern has knowledge of family influences that affect students' wellness, learning, and

achievement, and are able to form partnerships between parents, educators, and community.


- Knows how family characteristics and practices affect patterns of

attitudes, feelings, and behavior

- Accommodates parent/caregiver needs, preferences, values, and

cultural characteristics

- Promotes home-school collaboration through effective communica-

tion with parents/caregivers

- Assesses potential parent/caregiver training needs; develops/imple-

ments/evaluates training program

- Creates and strengthens linkages with community-based agencies

and resources

Comments: __________________

__________________ _____

2.9 Research and Program Evaluation

The intern knows current literature on various aspects of education and child

development, is able to translate research into practice, and understands research

design and statistics in sufficient depth to conduct investigations relevant to own work


- Knows basic principles of research design, including single-subject

designs

- Accurately distinguishes between good and inadequate research

- Understands measurement practices and outcomes to be able to

recommend and explain them to others (teachers, parents)

- Designs and implements an evaluation of own professional practices

Comments: __________________

__________________ _____

2.10 School Psychology Practices and Professional Development

The intern takes responsibility for developing as a professional and practicing in ways

that meet all appropriate ethical, professional, and legal standards to enhance the

quality of services, and to protect the rights of all parties.


Specific Skills: a) Knows and applies laws and regulations governing special

education identification and placement activities

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2.10 School Psychology Practices and Professional Development (cont.)

The intern takes responsibility for developing as a professional and practicing in ways

that meet all appropriate ethical, professional, and legal standards to enhance the

quality of services, and to protect the rights of all parties.


- Is familiar with special education eligibility criteria under IDEA

and Ohio Model Policies and Procedures for the Education of


- Is familiar with parent and child rights under IDEA and Ohio P&P

- Is familiar with due process and procedural safeguards provisions

of IDEA and Ohio P&P

- Is familiar with requirements related to evaluation activities

and IEP development per IDEA and Ohio P&P

Comments:

b) Knows and applies pertinent legal and ethical standards in

professional activities

- Familiar with/observes the codes of ethics of state and national

professional associations

- Familiar with/observes laws pertaining to the delivery of profess-

ional services (e.g.,child abuse reporting, status offenses,

confidentiality, informed consent, etc.)

Comments:

c) Participates in appropriate professional development activities

(e.g., state and local professional association meetings;

conferences)

- Attends conferences, meetings, etc.

- Engages in continuous learning (readings, class participation,

seminars, etc.)

Comments:

d) Applies methods to routinely evaluate own knowledge

and outcomes of services provided.

(e) Displays appropriate attitudes and behaviors related to

professional and employment status (denote with * areas

below for which the general rating does not apply w/explanation)

- Identifies own strengths/weaknesses

- Recognizes own limitations; seeks advice and information as

circumstances dictate

- Accepts responsibility for own behavior (acknowledges errors;

works toward improvement)

- Accepts and responds constructively to criticism and suggestions

- Cooperates with directives of Field Facilitator

- Shows respect for the expertise/contributions of other professionals

- Respects authority of Field Facilitator, school administrators, etc.

- Keeps supervisor apprised of professional activities

- Persists in completing assigned tasks with minimal oversight (locates

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2.10 School Psychology Practices and Professional Development (cont.)


and obtains needed information and materials; follows through on

tasks/needs without reminders; etc.)

- Employs effective organizational strategies (calendar, caseload

tracking and management, prioritizing, time management)

- Flexible in altering routines to meet novel demands

- Returns telephone calls and responds to communication promptly

- Adheres to district policies and procedures (Attendance and

punctuality; dress and personal hygiene; policies, procedures,

forms related to student cases; policies, procedures, forms related

to employee status, reports, mtg.attendance, etc.)

Comments:

2.11 Information Technology

The intern has knowledge of information sources and technology relevant to own work. Information sources and

technology are accessed, evaluated, and utilized in ways that safeguard or enhance the quality of services to children,

educators, and families.


Specific Skills: a) Knows how to utilize electronic resources to access information

Utilizes software programs, professional websites, & databases

to obtain valid, reliable information for use with parents, educators,

& children.

Comments: ___________________

b) Uses technology for analysis and information dissemination

purposes - Prepares reports using Microsoft Word

- Analyzes intervention-based data with spreadsheet or statistical

analysis programs (e.g. Excel, SPSS-PC)

- Presents graphic representations of data with computer software

Applications

- Uses email communications effectively and responsibly

(nonintrusive, timely, professional manner)

2.11 Information Technology (cont.)

.


b) Uses technology for analysis and information dissemination

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purposes (cont.)

- Utilizes PowerPoint for professional presentations (e.g.,

inservices, team meetings)

Comments: ___________________

___________________

Documentation of Involvement with Diverse Populations

Timeline Evaluation

(1st, 2

nd, (Key: 1= Exposed

Bldg./Site 3rd

, or or Observed;

4th

quarter) 2 = Served)

By age/grade level:

- Early childhood (Age 0-4)

- Primary (Grade K - 3)

- Intermediate (Grade 4 - 6)

- Junior High (Grade 7 - 9)

- Secondary (Grade 10 - 12)

By population:

- Regular (general) education

- Developmentally delayed

- Emotionally disturbed

- Learning disabled

- Multiple disabilities

- Sensory impaired (vision,

hearing)

- Orthopedic/health impaired

- Gifted/talented

- Low incidence (autism,

TBI, etc.)

- Other:

Initial Recommendations for the Internship Experience

Results of this evaluation, completed on , suggest that the following competencies/skills/activities

should be emphasized during the early months of the internship:

Midterm Recommendations for the Internship Experience

Results of this evaluation, completed on , suggest that the following competencies/skills/activities

should be emphasized during the next phase of the internship:

Certification of Satisfactory Completion of School Psychology Internship

It is the professional judgment of the University Supervisor and the designated Field Facilitator

that has completed the activities and experiences planned for the School

Psychology Internship, and that s/he has achieved a satisfactory level of performance in the skills and competencies specified herein.

University Supervisor Date Field Facilitator Date

Field Facilitator Date Other Date

APPENDIX F

Intern Case Log

2008-2009

(Note: Data needs to be transferred to Excel spreadsheet pg. 3 by June 10)

Intern: Month:

Student

(Initials)

Gr Sch.

Code

Reason

For

Referral

Initial/

Re-eval

Tier R Disability ED LEP G Intervention

Description

Intervention

Attainment

Level

Intervention

Outcome

Level of

Intern

Involvement

With case

Key:

Student: Insert initials of student

Gr.: Record number of grade level

Sch. Code: Specify code for school (you create)

Reason For Referral: Specify A (Academic), B (Behavioral), S (Social), E (Emotional)

Initial/ Re-Evaluation: Specify I (Initial) R (Re-Evaluation) Tier: Specify 1,2,or3

Tier 1 services (Universal Services, such as, developing local norms using CBM/DIBELS, school-wide or grade level-wide Positive Behavior Supports)

Tier 2 services (Targeted Services, such as, group interventions for academic concerns, group interventions for social & behavioral concerns) Tier 3 services (Individual Services, such as, intervention planning and implementation, crisis counseling, assessment & evaluation)

For Tier 2 & 3 ONLY (transferred to Excel Sheet 3 by June 10)

R (Race/Ethnicity) AA(African-American), AI (American Indian), AS(Asian/), H (Hispanic), MR (Multi-Racial),W (White)

Disability (Special Education Eligibility) SLD, CD, MH, ED, OHI, TBI, HI, VI ED (Economically Disadv) Y (Yes) or N (No)

LEP (Limited English Prof) Y (Yes) or N (No) G (Gender) M (Male) F (Female)

Intervention Description: A (Academic), B (Behavioral), C (Classwide), S (Systemwide), IC (Individual Counseling)

Attainment Level: -2 (much less than expected), -1 (somewhat less than expected), 0 (expected level of outcome), +1 (somewhat more than expected), +2 (much more than expected)

Intervention outcome: 1( Objectives Met), 2 ( Redesign intervention with progress monitoring) 3 (Conduct additional assessment) [can indicate #2 and/or #3 together]

Level of Involvement: 1 (Actively involved in design and progress monitoring of intervention) 2 ( Peripherally involved in design and progress monitoring of intervention)

To be completed monthly and submitted to university supervisor via email & deposited in Dropbox . Students also need to retain an electronic copy. This data will need to be

summarized in June. Please be as accurate as possible.

The summarized data inclusive of June activity needs to be submitted to fulfill requirements for program completion and licensure recommendations

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