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
20
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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TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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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TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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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TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
EngagementinPracticaExperiencesinPreparationforInternship
PracticaStudent:Supervisor:DateCompleted:Atthefirstmeetingbetweenthestudentandsupervisor,thisshouldbeusedasaplanningguideforthesemesterintermsofexperiencestoplan/offer.Atthestartofthesecondsemester,Practicastudentsaretoindicatetheirexperiencelevelforthefollowingactivitiesbyplacingacheckintheboxcorrespondingtotheirrating.Then,thesupervisorandpracticastudentshoulduseitasaguidetoplanpracticaactivitiesforthesemester.Ifthereareactivitiesyouwishtoadd,pleasedosounder“Other.”Oncecomplete,provideacopytotheUniversityPracticaSupervisor.
Noexpe
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Limite
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awaren
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expe
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Someapplied,
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expe
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expe
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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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TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
PracticaCaseDocumentationPracticaStudent: DateCompleted: Casedescription(Goalof4
interventionand2evaluationcases)Projectedstartdate
Actualstartdate
Completiondate
1stcase(description):
2ndcase(description):
3rdcase(description):
4thcase(description):
5thcase(description):
6thcase(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
20
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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:
21
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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
22
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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.
24
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
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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?
28
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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:
29
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
ChildFeedbackForm
Directions:Readthequestionstothechild,rewordingappropriatelyforchild’slevelofunderstandingandforthetypeofintervention.Recordanswersinsummaryformbelow.
The(intervention)helpedmedowhatbetter/improvewhat?How/why?Ilikedthe(intervention).(Agree/disagree)Doyouwanttodoitagain/more/somethingelselikethis?Howdidyoufeelduring(theactualinterventionactivity)?
30
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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).
InternKnowledgeandSkillCompetency RatingandMethod
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).
InternKnowledgeandSkillCompetency RatingandMethod
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
35
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
SiteSupervisorEvaluationofPracticaExperience Student_________________ Supervisor:__________________________Datecompleted:________________Wewouldliketoknowyourthoughtsregardingthepracticaexperience.Thankyouforhelpingustoimprovethistrainingexperienceforourstudents!
Disagree
Neu
tral
Agree
ThePracticaManualprovidedmewithenoughinformationtounderstandstudentneeds&expectations.
ThePracticaManualprovidedmewithenoughinformationtounderstandUniversityexpectations.
Theuniversitysupervisorwasavailabletoclarifyanyquestionsregardingthefieldexperience.
AlthoughIwasprovidedwithguidelinesfortheexperience,IfeelIwasalsogivensomeautonomytocarrythemoutasappropriateinmyworksetting.
Overall,Ifeelthepracticawasapositiveexperienceforthestudent.
Overall,Ifeelsupervisingthepracticawasapositiveexperienceforme.
Iwouldbeinterestedinbeingapracticasupervisorinthefuture.
Comments?Howcanweimproveyourexperience?
36
TheUniversityofToledoCollegeofHealthandHumanServicesSchoolofInterventionandWellness
SpecialistLevelPrograminSchoolPsychologyProgram
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)