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2015-2016 Revised August 2015
2015-2016
Revised August 2015
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RIT INTERNSHIP HANDBOOK TABLE OF CONTENTS
Introduction/Program Description 2 RIT School Psychology Program Goals and Objectives 3 Overview of Internship Guidelines 4 Securing an Internship 4 Site Selection
Supervisory Responsibilities of the District Supervisory Personnel Mid-Year Intern Evaluation 7 Internship Requirements 7-10
Internship Agreement Core Internship Plan and Site-Specific Activities
Daily/Weekly Logs Cumulative Summary of Activities Formative Evaluations (2) Evaluation of Supervisor (2) Praxis Exam (pass) Internship Seminar and Reflections Intern Products (Assessment, Counseling, Case Study, Inservice) Application for Graduation 1200 hour Certification Form
Finishing the Internship Year 10 Becoming Certified as a School Psychologist 10 APPENDIX 12 A. Formative Evaluation of Interns 13 B. Internship Agreement 14 C. Core Internship Plan 16 D. NASP Blueprint Domains 22 E. Weekly Hour Log 24 F. Monthly Intervention Log 25 G. Supervisor Evaluation of Intern 26 H. Student Evaluation of Internship Site and Supervisor 34 I. Intern Case Study: Portfolio Part II 35 J. Inservice Evaluation Rubric 39 M. 1200 Hour Certification Form 40
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THE SCHOOL PSYCHOLOGY INTERNSHIP A Handbook of Guidelines and Procedures
School Psychology Program
Rochester Institute of Technology Rochester, NY 14623
The purpose of this handbook is to provide guidelines for persons participating in the school psychology internship experience at Rochester Institute of Technology, including students, field supervisors, and school site administrators. Introduction: Program Description The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for the preparation of students to become professional school psychologists. The scientist-practitioner school psychologist is a professional who has developed an empirical understanding of human behavior in order to apply a wide breadth of knowledge in assessment, intervention, cultural diversity, research, curriculum and instruction, technology, and ecological influences on child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has a thorough understanding of educational and psychological research and practice and is capable of independent decision making, serves as an advocate for children and families, and uses strength-based solution-focused problem solving in order to help children succeed in their school environment. All students are expected to demonstrate high standards of competence in their professional interactions with children, parents, and school personnel. The School Psychology Program stresses that interventions with and evaluations of children and youth emerge from a comprehensive, flexible, ecological perspective that draws form fields of study such as psychology, biology, education, and sociology. From a multicultural perspective, the program stresses the understanding of, respect for, and responsiveness to the unique needs of children and their families. The RIT school psychology program’s training model incorporates a reciprocal relationship between coursework and fieldwork whereby theories, techniques, and relevant literature presented in courses are supplemented by field experiences. As students gain greater depth of knowledge of school psychology through the course curriculum, field experiences become increasingly comprehensive. During their first year of study, students learn a variety of methods of gathering reliable and valid data (e.g., observations, interviews, standardized assessment, report writing) and practice gathering data in their field experiences using these methods. Concurrently, first year students interact with a variety of school personnel in their field placements to experience the operations and organizations of school systems and the role and function of the school psychologist. During their second year of study, students learn how to use collected data to develop, implement, and evaluate interventions. Second-year field experiences provide students with opportunities to apply and evaluate academic and behavioral interventions, consult with teachers and parents, counsel children and adolescents, and conduct psychoeducational evaluations, all under close supervision. During their third year of study (internship year), students continue to develop their professional skills, maintaining a scientific orientation while adhering to a high level of professional and ethical standards in order to function as an independent school psychologist.
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RIT School Psychology Program Goals Goal 1: Students will develop a professional identity as a school psychologist whose conduct is consistent with NASP and APA ethics codes, and Best Practices.
a. Students will demonstrate professional and interpersonal characteristics known to foster the trust and respect of those with whom the student encounters in his or her professional roles.
b. Students will consider the influence of individual differences and cultural diversity factors on development, behavior, and functioning in all areas of practice.
c. Students will demonstrate relevant knowledge and provide services consistent with legal regulations and ethical standards in school psychology.
d. Students will participate in the activities related to state and/or national professional organizations (e.g., NASP, NYASP, CEC, etc.)
Goal 2: Students will develop competency in the application of the scientific method and its resultant body of knowledge.
a. Students will demonstrate competence in the critical review and evaluation of the psychological and educational research literature.
b. Students will apply principles of research design, data analysis and data interpretation to school-related problems and original research.
c. Students will acquire content knowledge of psychological foundations relevant to children’s development and schooling.
Goal 3: Students will develop competency in data-based decision making and accountability.
a. Students will have knowledge of varied methods of assessment in education (e.g., norm-referenced, curriculum-based, direct behavior, ecological) and the psychometric properties for various purposes (e.g., screening, intervention development, progress monitoring).
b. Students will develop competency in selecting, administering, scoring, interpreting, and integrating psychological assessment data in response to a defined referral concern.
c. Students will become skilled at translating assessment and data collection to conceptualizing and evaluating the implementation of and response to interventions.
Goal 4: Students will develop competency in collaborating with families and school professionals in providing effective academic and mental health services to children at individual and systemic levels.
a. Students will participate meaningfully on teams charged with developing and implementing effective school-wide practices that promote academic success and mental health in children.
b. Students will engage parents in ongoing collaboration with the school in providing effective services to their child(ren).
c. Students will contribute meaningfully to the development, implementation, and evaluation of effective interventions for students identified as needing additional academic support.
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d. Students will contribute meaningfully to the development, implementation, and evaluation of effective interventions for students identified as needing additional behavioral and/or social-emotional support.
Overview of Internship Guidelines The Internship in School Psychology is the part of the training program providing students and supervisors a chance to evaluate a student's knowledge and skills in a controlled but applied setting. It is an opportunity for the school psychology candidate to develop a professional identity and sensitivity to working with culturally diverse students as the candidate moves toward assumption of full responsibilities as a school psychologist. The internship is an integration of all previous training experiences by means of practical application in schools and, in some cases, additional educational and mental health settings. By the end of the internship experience, students will have provided evidence of entry-level competency in the program objectives listed above. Competency in program objectives will be achieved by engaging supervised activities as outlined in the Core Internship Plan (CIP; see Appendix) and additional activities developed by the student and field supervisor. As per NASP guidelines, the internship is provided at the end of the formal training period and occurs on a full-time basis over a period of one academic year (10 months; minimum 1200 hours with at least 600 hours in a school setting). Six (6) graduate credits are awarded upon completion of the internship. The internship experience is a cooperative venture among several agencies. However, primary responsibilities rest with Rochester Institute of Technology’s training program and the public schools. Other cooperating participants may be from a variety of field agencies. Open lines of communication among all those involved in the internship are essential to provide maximum benefit to interns. It is expected that the internship will be comprehensive and well balanced in roles and functions in school psychology.
Securing an Internship RIT school psychology students have primary responsibility for securing their own internship placements. As soon as the student has accepted the internship the student notifies the university based internship coordinator of his/her internship selection. The student will request that the school district sign the Internship contract and then faculty will sign the contract and return a copy to the school district. RIT policy is that once the student has committed to an internship site the student must not break the contract with the school district. RIT faculty will assist prospective interns in securing their placements in several ways, including but not limited to:
1. Holding a joint meeting between second-year practicum students and current interns
during the fall semester to discuss strategies for securing a quality internship.
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2. Requiring second-year students to develop a portfolio of their academic and professional work, including a current resume and personal statement. Faculty will review portfolio items submitted during students’ second year of study.
3. Providing information with respect to past and current internship positions held by
RIT students. This information can be found in a binder in the School Psychology Student Lounge.
4. Forwarding current internship postings to all prospective interns on an ongoing basis. 5. Providing information about out-of-state internships for students interested in
relocating.
6. Consulting with students who are having difficulty procuring an internship placement. Students must be willing to relocate when the internship sites are not available in the Greater Rochester area.
A. Site Selection
The primary consideration in intern placement is the adequacy of a school system as an intern training site, although the needs of the local system must also be taken into consideration. The RIT internship program should not be seen as a primary means for the local district to gain assistance with psychometric work.
The following considerations provide general criteria for intern placement.
1 . There should be one individual in the school district who is directly responsible for
the supervision of the intern. The on-site supervisor shall be responsible for no more than two (2) interns at any given time. The on-site supervisor should be a state-certified school psychologist or a licensed psychologist, and preferably hold National Certification in School Psychology (NCSP). Psychiatrists, social workers, counselors, or psychologists may assist with the supervision in the case of agency placements. The expertise and experience of the supervisor will be an important consideration in intern site selection.
2. Adequate facilities for supervisors and interns are important, to ensure maximum
efficiency in testing, interviewing, and other intern activities. Office, secretarial, and other professional support must be provided. The school system should provide professional materials and reimburse the intern for mileage and other professional expenses. RIT policy requires that all interns be given a stipend by their employing school district.
B. Specific Supervision Responsibilities of Local Districts
It is assumed that the most highly qualified person available will serve in the capacity of supervisor. The supervising school psychologist must have, at minimum, a masters + 30 credit equivalent (or the Ed.S.), Ph.D., Psy.D. , or Ed. D. degree and three years of
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experience. The supervisor is seen as an exceedingly important professional model, as well as one who is responsible for the administrative welfare of the intern.
The intern is believed to provide a sufficient amount of service to the school district to justify the release of two hours per week of an internally employed supervisor from regular duties or case load. If a qualified internal supervisor is not available from the school district, the program director will assist in locating a qualified supervisor who could be employed by the school district for that specific purpose. However, it is the school district's responsibility to obtain a supervisor acceptable to the program faculty. Any fees for supervision must be paid by the school district.
C. Supervisory Personnel
Two persons have primary responsibility for internship supervision. They are the RIT Internship Coordinator (the school psychology trainer) and the field supervisor (the on-site supervising school psychologist).
1. The Internship Coordinator is the field representative of the School Psychology
program at RIT. This person is the liaison between schools and agencies, the School Psychology Program Director, and other School Psychology Program faculty members. The responsibilities of the Internship Coordinator include the following:
a. Provide internship guidelines for both the intern and the supervising
psychologist and ensure that these arrangements are mutually agreeable to the supervisor, the intern, and the School Psychology program faculty.
b. Discuss the intern's work with the supervising psychologist and other
appropriate persons in the school district or agency.
c. Plan visits in advance and inform the intern and supervising psychologist of the nature and extent of the planned visit. At least one visit per year will be made by the Internship Coordinator. For internship sites outside of reasonable driving distance from RIT, a telephone conference will be arranged in lieu of an in-person visit.
d. Designate the final grade for the internship experience for university records.
This grade should be determined by mutual agreement with the supervising psychologist at the internship site. See the Supervisor Evaluation of Intern form located in the Appendix, p. 26.
e. Critically evaluate the professional logs of the intern. If areas of student
improvement are needed, it is the responsibility of the coordinator to attempt implementation of these improvements with the student and the supervisor.
f. If questions of professional ethics arise, the coordinator is expected to respond
appropriately and, if necessary, to seek the advice of School Psychology Program colleagues.
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2. The Field Supervisor approved by the RIT School Psychology Program faculty must be certified as a School Psychologist (or licensed as a Psychologist) in the state where the student is seeking to be placed as an intern. Other personnel may work in a supervisory capacity for internship settings other than that of school systems (e.g., psychiatric social workers, psychiatrists, clinical psychologists, special educators) but they must be members in good standing with their respective professional organizations and certified by approving state agencies. The supervising specialist who assumes the responsibility for directing and supervising the school psychology trainee should be an individual of proven excellence in this field. He/she should be capable of guiding the graduate student successfully through the internship experience.
The Field Supervisor is expected to fulfill the following responsibilities:
a. Coordinate the internship program with the public school administrators or
agency directors and the RIT program.
b. Provide an orientation period for interns at the beginning of an intern experience.
c. Hold a minimum of two (2) hours per week of evaluative conferences with each intern.
d. Field Supervisors should provide interns with as many activities described as are essential for an effective internship experience.
e. Release intern to participate in university-based supervision once a month for
four hours.
Grade evaluation of the intern is a joint effort between the internship coordinator and the field supervisor, and is based on competency in activities listed, effectiveness in relating to school staff, and development toward independence as a professional school psychologist. The supervisor will be asked to complete written evaluations of the intern at the end of each RIT Semester. The supervisor’s recommendation is weighted heavily in determining the intern’s grade for the Semester and year.
Mid-Year Intern Evaluation Each intern’s progress will be reviewed formally by the RIT School Psychology Program faculty at the end of the fall semester. Interns will be evaluated using the Formative Evaluation of Interns Rubric (see Appendix A, p.13).
Internship Requirements
1. Internship Agreement
Upon program approval of the internship site and the school psychology student’s eligibility to commence an internship, the intern and school district will complete an Internship Agreement. The forms are located in Appendix B, p. 14 of this handbook.
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This agreement outlines the terms and conditions of the relationship between the intern, the school district, and the RIT program. The school district must fill in the stipend amount and name and address of the district. The contract should then be signed by the school administrator responsible for hiring school psychology interns (often the Pupil Personnel Services director), the field supervisor, and the intern. Once this is complete, the intern must obtain signatures from the RIT School Psychology Program director and the Internship Coordinator. One copy of the Agreement must be in the student’s RIT file. It is recommended that the interns keep a copy for themselves and provide a copy for the school district. The Internship Agreement must be on file prior to the commencement of internship duties.
2. Core Internship Plan (CIP) and Site-Specific Activities
During September, interns will consult with field supervisors and develop site-specific activities further addressing training goals. A copy of the entire plan is due to the Internship Coordinator no later than the beginning of October, and should include the following information:
A cover page that includes the intern’s and field supervisor’s name, credentials, address
and contact information, and a signature page that the intern, field supervisor, and internship coordinator will sign.
A schedule of the intern’s employment hours and exact building assignments, and the school district calendar including vacation days, inservice meetings, etc.
A general overview of the intern’s role and responsibilities. Ideally, the intern would
gain some experience at each level of the school system from preschool (if available) to high school.
Required activities for CIP (see Appendix C, p.18). Additional site-specific activities (written behaviorally) to address the unique experiences
and opportunities offered by the particular internship site. Each site-specific activity should be accompanied by a list of NASP domains it addresses (see Appendix D, p. 22).
3. Daily Logs
Each intern will maintain a log which reflects the intern’s daily schedule of appointments and activities (see Appendix E, p. 24). Times and activities (assessment, consultation, counseling, meetings, etc.) need to be listed clearly. The log is intended to summarize, in brief, the intern’s day-to-day activities. Field supervisors should review and initial the logs each month. Interns will turn in their logs of the previous month at each class meeting. It is suggested that interns keep logs in loose leaf notebooks that can be supplemented from month to month. The log will be reviewed by supervisors for evaluation and planning purposes, by the intern as a self-evaluation and planning tool, and by the Internship Coordinator for accountability purposes.
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NOTE: Interns must log all hours spent in internship-related activities throughout the contracted internship period, even after the required 1200 hour minimum has been achieved.
4. Monthly Intervention Log
Interns will document their professional activities, including assessment, counseling, and intervention on an ongoing basis. A form for documenting these activities can be found in Appendix F on p. 25. These updated forms are to be turned in monthly to the RIT Internship Coordinator.
5. Semester Formative Evaluations
Interns and supervisors will complete evaluations and submit them to the Internship Coordinator prior to the end of each RIT academic Semester. Evaluations will include: a. Summary of IPP goals and objectives achieved to date. b. Supervisor evaluation of intern. c. Intern evaluation of supervisor and internship site.
6. Site Visits
The Internship Coordinator will meet with the intern and the site supervisor at least once over the course of the year. Site visits for long-distance internships may be conducted via telephone. Additional site visits may be requested by the intern, the field supervisor or the Internship Coordinator as needed.
7. Praxis School Psychology Exam
Interns need to sit for the Praxis School Psychology subject exam before the end of the internship year. This exam is required by NASP for the National School Psychology Certification (NCSP). Interns should provide a copy of the score report to the School Psychology Program office as evidence of having taken the exam.
8. Internship Seminar
An important component of university supervision, students on internship will attend one Internship Seminar class per month. During this 4-hour meeting, students will share internship experiences and complete assignments developed to enhance the learning experience of the internship. Additional course requirements are outlined in the syllabus.
9. Intern Products
Interns will need to update their portfolios with a case study. The case study is an extensive project the intern will undertake during the year. This project will be developed in collaboration with, and approved by, the intern’s academic advisor. See Appendix I, p. 35 for evaluation rubric for the case study.
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In addition to the case study, interns will submit written products throughout the year to demonstrate their evolving competency in key school psychology roles. Products may include assessment reports, counseling summaries, intervention reports, and/or inservice materials and evaluation. Further details on required intern products will be given on the first day of the Internship Seminar. See Appendix J, K and L, p. 39, 40, 41 respectively for evaluation rubrics of the products.
10. Dignity for All Students Act (this is not an internship requirement but is needed to
become NYS Certified)
“In June 2012, the Legislature enacted Chapter 102 of the Laws of 2012, which amended the Dignity Act to include a requirement that school professionals applying for a certificate or license on or after July 1, 2013 complete training on the social patterns of harassment, bullying and discrimination. The New York State Board of Regents approved the guidelines and curriculum for this training at their May 2013 meeting. School psychologists seeking certification after July 1, 2013 will be required to take a six hour training course on “Harassment, Bullying, and Discrimination Prevention.” Three hours of this course may be taken via online presentation and three hours must be taken in a face-to-face presentation”. For more information, please visit: http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html
Finishing the Internship Year In addition to all required items outlined above and in the Internship Seminar Syllabus (e.g., logs, evaluation forms, journal articles), interns need to submit the following items to the School Psychology Program office prior to graduation.
• Application for Graduation – separate forms to be completed for each degree expected (M.S., A.C.), and given to the School Psychology Program secretary no later than the end of January of the graduation year.
• 1200 Hour Certification Form – interns must complete this form as soon as they have
logged 1200 internship hours. This form must be signed by the field supervisor and returned to the School Psychology Program office. Degrees will not be certified by RIT without this form. Please see Appendix M, p. 44 for a copy of the form.
Completion of the required 1200 hours does not automatically terminate the intern’s obligation to their site. Most internships will involve more than 1200 hours. Interns are bound to fulfill their contracted obligations to their sites by continuing to perform their internship duties until the last day of the school district’s calendar as specified on the internship contract. It is RIT program policy not to allow interns to request early termination of their contract in order to commence employment outside of their internship district. It is permissible, however, for the internship district to request early termination for the purpose of employing the student as a regular salaried school psychologist, after the intern has completed 1200 hours and prior to the end of the contracted internship period.
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Becoming Certified as a School Psychologist RIT School Psychology Program graduates are eligible for certification at the national and state levels. NYS certification is required to perform the duties of a school psychologist employed by a school district or agency in New York. National Certification is optional in New York State, but may render a job candidate more attractive to prospective employers. For New York State certification, apply online through the New York State Teacher Certification website (http://www.highered.nysed.gov/tcert/teach/index.html). Interns can open their files toward the end of the internship year. The application will be processed when RIT certifies that all degree requirements have been met. This typically occurs in mid-July. Graduates wishing to seek employment outside of New York State must research the certification requirements for the state in which they seek certification. The Internship Coordinator is available to assist graduates in locating such information if needed. To become a Nationally Certified School Psychologist (NCSP), download the application packet from the NASP website (http://www.nasponline.org) and follow the application instructions. After completing their 1200 hours, interns will receive a letter from the School Psychology Program director certifying their completion of program requirements and anticipated graduation. This letter may be included with employment application materials as proof of employment eligibility while interns await their state certification forms.
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APPENDIX
A. Formative Evaluation of Interns 13
B. Internship Agreement 14
C. Core Internship Plan 16
D. NASP Blueprint Domains 22
E. Weekly Hour Log 24
F. Monthly Intervention Log 25
G. Supervisor Evaluation of Intern 26
H. Student Evaluation of Internship Site and Supervisor 34
I. Intern Case Study: Portfolio Part II 35
J. Inservice Evaluation Rubric 39
K. 1200 Hour Certification Form 40
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RIT School Psychology Program Formative Intern Review
The School Psychology Program faculty reviewed your progress toward competence as an independent school psychologist. Based on your products and evaluations submitted thus far, we have assigned ratings in the following areas: Student Name: _______________________ Graduation Year: ______ Date: __________ Area Rating Needs Improvement
(1) Adequate (2) Outstanding (3)
Completion of Internship Activities
Is not on target for completing all required activities during the year
Is on target for completing all required internship activities this year
Is likely to complete all expectations ahead of schedule
Comprehensiveness of Internship Experience
Activities are limited to few roles and/or student populations
Adequate balance of roles and student populations
Rich experience in a diversity of roles and student populations
Supervision Requirements and Participation
Inconsistent attendance at meetings and/or in managing course requirements
Satisfactory attendance at meetings, self-reliant in managing course requirements
Exemplary contributions to supervision, shows passion in sharing resources with classmates
Taken the Praxis II?
Has not registered for the Praxis II or has not achieved a score of 660
Registered for the exam or taken it and are awaiting results
Taken and passed the exam
Field Supervisor Input
Received ratings of 1 or 2 from supervisor
Received adequate ratings (3 or better) from supervisor,
Received highest ratings from supervisor
Thesis Insufficient progress toward thesis completion
Consistent progress toward thesis completion
Thesis completed
Case Study
Insufficient progress toward case study completion
Self-initiated consistent progress toward case study completion
Case study completed
Strengths: Areas to address:
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INTERNSHIP AGREEMENT
AGREEMENT BETWEEN DESIGNATED SCHOOL DISTRICT AND THE GRADUATE PROGRAM IN SCHOOL PSYCHOLOGY AT ROCHESTER INSTITUTE OF TECHNOLOGY
The School Psychology Program at Rochester Institute of Technology considers field instruction to be a vital component of the student's education. RIT seeks to meet the National Association of School Psychologists (NASP) Standards in its contract with school districts, and recognizes the important contribution made by school districts in which our interns are placed. As stated in Standard 6.5 of NASP Standards for Training and Credentialing in School Psychology "At least 600 clock hours of the 1200 hour internship experience shall occur in a school setting and shall provide a balanced exposure to regular and special education programs". In order to maintain the educational excellence desired by both parties in this joint endeavor, specific statements of the responsibilities of both parties are outlined below: Responsibilities of School Psychology Program at Rochester Institute of Technology The RIT School Psychology Program will have primary responsibility for the following: 1. Assuring that all students meet the highest standards of ethical and legal practice. 2. Adhering to the Standards for Training and Credentialing in School Psychology prepared by the National
Association of School Psychologists. 3. Selecting and screening of school districts and field-based supervisors for each placement. 4. Selecting and screening of students to be placed in the field, and determining the appropriateness of
specific placements for specific students. 5. Developing an integrative seminar for all interns. 6. Making contact with field placement supervisors at least twice during the school year and making on-site
visits if necessary. 7. Evaluating the school district as an appropriate internship placement. 8. Providing evaluation forms and Institute calendar to the field placement supervisor. 9. Determining the Semester grade for the student, based on the evaluation of the field placement
supervisor, the student's performance in the seminar, submission of daily logs, and an evaluation conference between the field supervisor and the collegiate supervisor.
10. Terminating the student's internship placement when either the student or the school district is in gross violation of responsibility for the internship.
Responsibilities of the School District Participating school districts, through their assigned field placement supervisors, will have primary responsibility for the following: 1. Ascertaining that the field-based internship supervisor is responsible for no more than two interns at any
one time. 2. Assuring that the intern participates in the full range of tasks and activities of the school psychologist. 3. Meeting with the student during the initial two weeks of the placement to draw up a plan addressing the
goals of the internship. This plan should include the following: a. a general overview of the role and responsibilities of the intern
b. needs of the district to be met by the intern in areas of assessment, counseling, consultation, participation in staffings, etc.
c. schedules including the district calendar (vacation days, in-service meetings, etc.), and the intern's daily schedule (hours, school building assignments, etc.)
4. Identification of the field placement supervisor prior to accepting an internship student. Field-based internship supervisors must hold a valid credential in school psychology.
5. Provision of at least two hours per week of direct supervision for each intern with the field-based
internship supervisor. 6. Designation of work space for the internship student before the field placement begins. 7. Provision of a formal orientation of the intern to the school district, its goals, policies and functions.
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8. Assistance of students in their integration of knowledge, skills and attitudes learned in the classroom with field-based practices.
9. Close supervision of the internship student to insure that educational objectives are being met. 10. Immediate contact with the RIT faculty member responsible for the internship when there are problems in
student adjustment or performance. 11. Preparation of a written Semester evaluation of student learning and performance. Field-based internship
supervisors must share evaluations with the intern prior to submission to the faculty at RIT. Both parties recognize the interdependence of the School Psychology Program at Rochester Institute of Technology and the local school district, and recognize that each will derive the greatest benefit by promoting the interests of both. Each of the parties is therefore entering into this cooperative educational effort and agrees to interpret the provisions stated above in such a manner as to best promote the interests of the profession of school psychology, the school district, the children, adolescents and families whom we serve, and the larger community. This agreement will be reviewed yearly and may be altered or modified by mutual consent. Dates of Service: The internship period shall be September through June and shall follow the calendar of the school district of employment. During this period the intern will be in the field placement five days each week. The school district will allow the student to attend half or full day on-campus seminars once per month from September to May. Vacation periods will follow the local school calendar. Payment for Services: A Stipend of $__________ will be paid to the intern by the local school district. In the event of termination of the placement, the intern shall be paid an amount proportional to the amount of time spent in the placement. PLEASE PRINT INFORMATION REQUESTED BELOW: ________________________________ (School District Name) ________________________________ (School District Street Address) ________________________________ (School District City, State, Zip) ________________________________ (School District Phone #) ___________________________________ _____________________________ Director of Pupil Personnel Services Signature/date ___________________________________ _____________________________ (Field-based Internship Supervisor) Signature/date ___________________________________ _____________________________ (Student Intern) Signature/date Suzanne Bamonto Graney, Ph.D. _____________________________ Director, School Psychology Program Signature/date ___________________________________ _____________________________ Internship Coordinator Signature/date Date agreement is completed/filed: _____________________________ 20__-20__ Academic Year
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Core Internship Plan (name of student) (school district)
(student contact information)
(Supervisor’s name and credentials) (supervisor contact information: address, phone number, email)
I have reviewed the following plan: ____________________________ School Psychology Intern ____________________________ Field Supervisor ____________________________ RIT Internship Coordinator
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I. Schedule of Employment and Building Assignments II. Overview of Roles and Responsibilities
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III. Core (Required) Activities NASP COMPETENCIES ICS – Interpersonal and Collaborative Skills DA – Diversity Awareness and Sensitive Service Delivery TA – Technological Applications R – Professional, Legal, Ethical, and Social Responsibility DB – Data-based Decision Making and Accountability SB – Systems-based Service Delivery CAS – Enhancing the Development of Cognitive and Academic Skills WSL – Enhancing the Development of Wellness, Social Skills, and Life Competencies LEVEL – Level of Intervention… circle when completed
(1 – Universal, 2 – Targeted, 3 – Intensive)
Done Activity
RIT Program Goal 1: Professional Identity ICS DA TA R DB SB CAS WSL Lev
Be a regular, contributing member of the Instructional Support Team (or its equivalent)
X X X
Be a regular, contributing member of the school’s crisis team
X X X
Articulate how cultural factors affect the education of individual students and the learning environment in the district
X X X
Attend at least 4 faculty meetings X X Attend all psychology department
meetings or alternative X X
Attend at least one Board of Education meeting
X X
Attend at least one PTA (or equivalent) meeting
X X
Know the full continuum of special education and mental health services available within the district
X X X
Read the faculty handbook and become aware of the school’s crisis intervention plan
X X
Know what mental health services are available to students and their families in the local community
X X
Attend at least one extracurricular school function (e.g., sporting event, plays, concerts)
X X
Attend an Open House in at least one school
X X
Maintain membership in NASP X
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Create a pamphlet for parents and students about the role of a school psychologist
X X X
Utilize site-specific e-mail and calendar programs
X X
Utilize site-specific information management systems, e.g., SchoolTool, MarcoPolo, PowerSchool, IEP Direct, AIMSweb
X X
RIT Program Goal 2: Research-Based Practice
ICS DA TA R DB SB CAS WSL Lev
Conduct at least one in-service, workshop, or information meeting for school personnel or parents
X
Attend at least one in-service or workshop offered by the district
X
Observe highly skilled regular education and special education teachers, write a summary of observation to discuss with supervisor
X X
Research effective interventions at least once per Semester
X X
Write at least one article related to child or adolescent well-being and disseminate through web page or school newsletter
X X
Participate in school-wide initiatives to promote positive social behavior such as character education and PBIS
X X
Read at least 3 scholarly articles related to school psychology practice
X
Develop a method for monitoring the effectiveness of at least one program offered in the district
X X
Attend at least one conference and/or workshop designed for school psychologists and related professionals
X
RIT Program Goal 3: Assessment ICS DA TA R DB SB CAS WSL Lev
Complete at least 10 comprehensive evaluations, at least 5 of which are initial referrals.
X X
Conduct at least 5 Functional Behavior Assessments
X X
Complete structured classroom observations as components of evaluations
X X
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Conduct interviews with parents, teachers, students, or others as part of the evaluation process
X
Administer curriculum based measures to elementary- or middle- school students (possibly develop local norms)
X X
Research and disseminate information about the validity and reliability of tests currently used in the district
X X
RIT Program Goal 4: Interventions ICS DA TA R DB SB CAS WSL Lev
Create at least 5 Behavior Intervention Plans
X X
Collaborate individually with teachers regarding academic and/or behavioral issues
X X
Participate in the creation of 504 Accommodation Plans
X X
Participate in the development of IEPs X X Create a series of social skills lessons
and teach at least one lesson in a classroom
X X X
Conduct individual counseling with at least 5 students
X X
Facilitate or co-facilitate at least one counseling group (minimum 6 sessions)
X X
Develop at least one intervention plan with parents that involves a strong school to home collaboration
X X
Routinely collect baseline and progress monitoring data to determine the effectiveness of academic and behavioral interventions
X X X
Develop academic interventions X X X
Participate in team meetings/planning X X
21
Additional Activities (site-specific) Develop additional goals and objectives related to your specific school district and role. Identify which NASP domains are addressed by performing these additional activities. Use additional paper if necessary.
Done Activity ICS DA TA R DB SB CAS WSL Lev
22
NASP Domains and Descriptions Interpersonal and Collaborative Skills:
School psychologists must show the ability to work constructively and collaboratively with diverse individuals and agencies, to communicate well and to disseminate information clearly to others, and to recognize the fact that soliciting input from others may be as important as imparting knowledge or sharing expertise.
Diversity Awareness and Sensitive Service Delivery: School psychologists must have the ability to recognize when, where, and how issues of diversity are manifest and operating within a wide variety of levels, to adapt their practices in response to the needs of those being served, and to become aware of their own personal world views and biases. School psychologists must use this recognition and knowledge to help schools effectively embrace and address issues of diversity.
Technological Applications: School psychologists must have the ability to help students, parents, and teachers know how and where to access technology, and how to evaluate its safety and value, as well as how to use it to enhance classroom learning. School psychologists must also be able to use technology to communicate, and to increase efficiency with data gathering and storage, progress-monitoring, assessment, and record keeping.
Professional, Legal, Ethical, and Social Responsibility:
School psychologists must practice in a manner that meets all professional and legal standards in order to enhance the quality of services and protect the rights of all parties. Not only does this include issues involving students directly, but it demands that school psychologists continue their education through professional development activities and should be aware of, and not exceed, the limits of their personal competency.
Data-based Decision Making and Accountability:
School psychologists must be good problem solvers who collect information that is relevant for understanding problems, make decisions about appropriate interventions, assess educational outcomes, and help others become accountable for the decisions they make both at the student and the system level. School psychologists must be well-versed in a variety of assessment methods that relate to both prevention and intervention.
Systems-based Service Delivery:
School psychologists must understand how systems work, and must use this understanding to help organize schools and classrooms in ways that promote learning and prevent problems. School psychologists must provide leadership in developing schools as safe, civil, caring, inviting places where there is a sense of community, respect, and high expectations of excellence for all. School psychologists must also realize that interventions become more effective when parents and other primary caregivers are partners in intervention design and implementation.
23
Enhancing the Development of Cognitive and Academic Skills: School psychologists must participate in the development of challenging, but achievable, cognitive and academic goals for all students, and must recognize the need to adjust expectations and avenues of assessment for individual students. School psychologists must also be able to apply learning theory and cognitive strategies to the instructional process, to communicate these effective strategies to students, parents, and other school personnel, and to help monitor the integrity of interventions and instructional practices.
Enhancing the Development of Wellness, Social Skills, and Life Competencies
School psychologists must help schools attend to the general health, mental health, and welfare of students in order to ensure effective academic development. They can accomplish this by helping to design prevention and intervention programs that promote wellness and resiliency. Also, school psychologists must have minimal competency in a variety of crisis situations, and must know where and how to access further resources if they are needed. Finally, school psychologists must participate in the development of challenging, but achievable behavioral, affective, and adaptive goals for all students to encourage conflict-resolution and pro-social behavior
24 RIT School Psychology Weekly Hour Log Name:__________________________ Dates:__________________________ Monday Tuesday Wednesday Thursday Friday Total Area I. Professionalism
Supervision with Field Supervisor Supervision with University Supervisor Professional Development CSE Meeting IEP Meeting 504 Meeting Faculty Meeting PTA School Board Meeting Administrative Other: Area II. Consultation
Consultation w/ Teachers Consultation w/ Administrative Staff Consultation w/ Other School Staff Child Study/Pre-referral meetings Parent consultation Classroom Observations Inservice Presentation Other: Area III. Assessment
Child Interview Parent Interview Teacher Interview Pre-Assessment Observation Review of Records Test Administration and/or Scoring Report writing CBM Functional Behavior Assessment Other: Area IV. Intervention
Individual Counseling Group Counseling Crisis Intervention Counseling Planning Classroom Observations Behavior Intervention Plan Other: Total Daily Hours P Total=____________ Total Weely Hours: E Total =__________ Hours This Month: M Total=__________ Hours This Year: H Total=__________ P=Preschool Intern Initals: E= Elementary Supervisor Initals: M=Middle School H=High School Comments:
25
Stud
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26
RIT SCHOOL PSYCHOLOGY PROGRAM SUPERVISOR EVALUATION OF INTERN
Name of Student:_____________________________________________ Date:_________________________ Internship Semester: _____________________ District:__________________________________________ Supervisor:______________________________ Supervisor’s Title:__________________________________ This evaluation contains two parts. The first part is an assessment of the intern’s professional work characteristics, and the second is an evaluation of specific competencies gained over the internship experience. Please evaluate the intern according to the rating scales provided for each section. Section 1: Professional Work Characteristics Evaluation Please rate the intern’s demonstration of the qualities below using the following rubric. Please add clarifying comments below each item. 1 – Rarely or never demonstrates attribute. A rating of 1 reflects serious concerns about the intern’s effectiveness in this area, and indicates the need for competency plan addressing the characteristic(s) in question. 2 – Occasionally demonstrates attribute. Intern is in the beginning stages of developing competence in this area, but further supervised experience is needed to develop this characteristic. 3 – Consistently demonstrates attribute at a novice level. Intern demonstrates the characteristic at the expected level with minimal supervision. 4 – Exemplary demonstration of attribute. Intern demonstrates the characteristic at an independent level. N/A – Insufficient opportunity to observe _____________________________________________________________________________________________ Respect for Human Diversity 1 2 3 4 N/A Commitment to child advocacy Avoids group or class attributions Inspires, rather than admires, diversity Comments: Communication Skills (one-way) 1 2 3 4 N/A Sensitive to nonverbal communication Listens, reframes, clarifies Elicits and utilizes feedback Comments:
27
Effective Interpersonal Relations (two-way) 1 2 3 4 N/A Shows interest in others Avoids divisive statements or actions Actively seeks resolution Comments: Ethical Responsibility 1 2 3 4 N/A Employs an outcomes orientation Uses evidence-based practices Adheres to NASP/APA Ethical Guidelines Comments: Adaptability 1 2 3 4 N/A Handles crises well Is resourceful and persistent Accepts new challenges Comments: Initiative 1 2 3 4 N/A Expresses divergent views Assumes leadership Actively engages in professional discourse Comments: Dependability 1 2 3 4 N/A Follows through with commitments Stable performance and time management Concerned with quality; avoids short-cuts Comments:
28
Section 2: Intern Competency Evaluation for Training and Professional Practice Please rate the intern’s demonstration of the skills and competencies below using the following rubric. Please add clarifying comments below each performance area. 1 – Minimal or No Competence. A rating of 1 reflects serious concerns about the intern’s effectiveness in this area, and indicates the need for a plan addressing the skill(s) in question. 2 – Adequate Competence with Supervision. Intern is in the beginning stages of developing competence in this area, but further supervised experience is needed to develop this skill. Acceptable level for practicum student or beginning intern. Below expectations for advanced intern or novice school psychologist. 3 – Novice-Level Competence. Intern demonstrates the skill at a level expected of an entry-level school psychologist. 4 – Independent Competence. Intern demonstrates the skill in an exemplary manner, or at a level expected of an experienced school psychologist. N/A – Insufficient opportunity to observe _____________________________________________________________________________________________ Performance Area 1: Interpersonal and Collaborative Skills Demonstrates good judgment and common sense
1 2 3 4 N/A
Meets difficult situations with self-control
1 2 3 4 N/A
Communicates and listens effectively
1 2 3 4 N/A
Disseminates information clearly and professionally
1 2 3 4 N/A
Relates well to students
1 2 3 4 N/A
Establishes effective collaborative relationships with parents
1 2 3 4 N/A
Establishes effective collaborative relationships with teachers and other school personnel
1 2 3 4 N/A
Shows concern, sensitivity and respect for all school professionals, parents, and students
1 2 3 4 N/A
Demonstrates enthusiasm for work
1 2 3 4 N/A
Approaches others in a warm, outgoing manner
1 3 3 4 N/A
Is receptive to constructive feedback
1 2 3 4 N/A
Appropriately mediates and resolves conflicts
1 2 3 4 N/A
Is adaptive and flexible
1 2 3 4 N/A
Comments:
29
Performance Area 2: Diversity Awareness and Sensitive Service Delivery Demonstrates an awareness of own worldviews and biases
1 2 3 4 N/A
Seeks culturally relevant information when working with students and families
1 2 3 4 N/A
Actively seeks to learn about different cultures
1 2 3 4 N/A
Shows acceptance of others’ values and viewpoints
1 2 3 4 N/A
Shows concern, respect, and sensitivity for individual differences
1 2 3 4 N/A
Assists in the integration of all students into instructional programs
1 2 3 4 N/A
Keeps families’ cultures, backgrounds and individual learning characteristics in mind when developing interventions
1 2 3 4 N/A
Is sensitive to sources of bias when selecting and administering assessment measures
1 2 3 4 N/A
Achieves comfortable interactions with students, families, staff, and other professionals of differing cultural backgrounds
1 2 3 4 N/A
Works effectively with interpreters
1 3 3 4 N/A
Comments: Performance Area 3: Technological Applications Uses computer scoring programs effectively
1 2 3 4 N/A
Uses AIMSweb or other programs to participate in progress monitoring
1 2 3 4 N/A
Uses assistive devices and appropriate systems in communicating with students and families (when warranted)
1 2 3 4 N/A
Uses internet resources effectively
1 2 3 4 N/A
Uses technology to maximize the effectiveness of inservice presentations
1 2 3 4 N/A
Assists teachers and other staff in using technology to perform relevant tasks
1 2 3 4 N/A
Is able to apply technology creatively in solving problems (e.g., information dissemination, data display, development of forms and observational procedures, use of Excel in making data-based decisions)
1 2 3 4 N/A
30
Comments: Performance Area 4: Professional, Legal, Ethical, and Social Responsibility Observes scheduled hours and appointments in a punctual manner
1 2 3 4 N/A
Is prompt in meeting requests, and follows through when additional action is needed
1 2 3 4 N/A
Keeps records reliably and accurately
1 2 3 4 N/A
Completes work in a thorough and accurate way
1 2 3 4 N/A
Written and verbal reports are accurate
1 2 3 4 N/A
Manages time effectively
1 2 3 4 N/A
Keeps supervisor(s) informed of unusual events and activities, as well as routine matters in their school(s)
1 2 3 4 N/A
Uses information from supervisor appropriately
1 2 3 4 N/A
Does not accept responsibilities beyond own competency level
1 2 3 4 N/A
Articulates own strengths and weaknesses
1 2 3 4 N/A
Shows evidence of continued self-evaluation
1 2 3 4 N/A
Follows standardized procedures when administering standardized tests
1 3 3 4 N/A
Maintains confidentiality when appropriate
1 2 3 4 N/A
Makes up time missed due to illness or other conflicts
1 2 3 4 N/A
Comments:
31
Performance Area 5: Data-Based Decision Making and Accountability Systematically collects information to identify the problem and determine strengths and needs
1 2 3 4 N/A
Utilizes assessment information to plan services and make decisions
1 2 3 4 N/A
Utilizes data to evaluate the outcomes of services and interventions
1 2 3 4 N/A
Demonstrates understanding of, and fluency with, the problem-solving process
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, observations, and interviews) to evaluate student cognitive functioning
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, curriculum-based procedures, observations, interviews, and permanent product reviews) to evaluate student academic competence in relation to grade-level expectations
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, observations, interviews, and permanent product reviews) to evaluate student social-emotional functioning and behavioral adjustment
1 2 3 4 N/A
Using a variety of procedures, routinely includes an evaluation of the environment in which the student is experiencing difficulty
1 2 3 4 N/A
Is able to discuss the student’s performance in relevant areas thoroughly, reflecting understanding of how relevant student characteristics are interacting with the environmental demands of the school
1 2 3 4 N/A
Is able to tie together the results of multi-method assessments resulting in appropriate recommendations and intervention strategies for the student
1 2 3 4 N/A
Comments: Performance Area 6: Systems-Based Service Delivery Is knowledgeable of the range of services offered to students within the district
1 2 3 4 N/A
Routinely interacts and collaborates with professionals across the range of services from general education to the most restrictive special education placements
1 2 3 4 N/A
Demonstrates understanding of how services are provided to students, and how students access services within the district
1 2 3 4 N/A
Seeks to overcome barriers to best practice as appropriate 1 2 3 4 N/A
32
Comments: Performance Area 7: Enhancing the Development of Cognitive and Academic Skills Links assessment data to the development of instructional interventions
1 2 3 4 N/A
Uses empirically-demonstrated instructional methods/interventions
1 2 3 4 N/A
Assesses likelihood of intervention implementation
1 2 3 4 N/A
Clearly describes the goals of interventions
1 2 3 4 N/A
Collects data to evaluate the outcomes of interventions
1 2 3 4 N/A
Utilizes intervention data to guide instructional decisions
1 2 3 4 N/A
Assess the integrity of intervention implementation
1 2 3 4 N/A
Comments: Performance Area 8: Enhancing the Development of Wellness, Social Skills, and Life Competencies Links assessment data to the development of social-emotional or behavioral interventions
1 2 3 4 N/A
Utilizes an ecological approach when developing social-emotional or behavioral interventions
1 2 3 4 N/A
Uses strengths and evidence-based interventions
1 2 3 4 N/A
Clearly describes the goals of social-emotional or behavioral interventions
1 2 3 4 N/A
Uses data to evaluate the outcomes of the interventions
1 2 3 4 N/A
Uses outcome data to adjust the interventions as appropriate
1 2 3 4 N/A
Deals effectively with crisis situations
1 2 3 4 N/A
Demonstrates skill in utilizing individual counseling techniques 1 2 3 4 N/A Demonstrates skill in utilizing group counseling techniques 1 2 3 4 N/A
33
Evaluates the likelihood of intervention implementation
1 3 3 4 N/A
Assesses fidelity of implementation of social-emotional, behavioral, or adaptive interventions
1 2 3 4 N/A
Participates appropriately in school-wide prevention programs (e.g., PBIS, crisis prevention, etc.)
1 2 3 4 N/A
Comments: Goals: Given the above ratings of the intern’s current skills, please list three areas of strength and three goals for continued professional training, in the order of their importance. Strengths Goals 1._________________________________ 1.___________________________________ ___________________________________ _____________________________________ 2.__________________________________ 2.____________________________________ ____________________________________ _____________________________________ 3.__________________________________ 3.____________________________________ ____________________________________ ______________________________________ Spring Semester: In your opinion, is this student ready for entry-level work as a school psychologist? Y N Supervisor’s signature:______________________________ Date:________________________ Student’s signature:________________________________ Date:________________________ (The student’s signature indicates only that the evaluation has been discussed with student.)
34
Student Evaluation of Internship Placement and Supervisor Name of Supervisor: Name of District / Agency: Name of Intern: FALL _________ Spring__________ In the space provided, please enter the number of the response that best describes your Internship experience. Please feel free to expand on any item by writing on the reverse side of this form. Strongly Agree = 5 Agree = 4 Unsure = 3 Disagree = 2 Strongly Disagree = 1
My supervisor and I meet individually at least two hours per week. ____
My supervisor is accessible. ____
The quality of supervision is excellent. ____
My supervisor is interested in my meeting RIT program requirements. ____
My supervisor is interested in my development of professional skills. ____
My supervisor is interested in my providing services to the district/agency. ____
My supervisor allows me the freedom to try out new strategies and skills. ____
My course work at RIT prepared me for this field of placement. ____
My field supervisor offers me skill development beyond the skills available through coursework.
____
I would recommend my field supervisor and this setting to other graduate students. ____
Overall what is your assessment of your current field supervisor and placement?
How can the RIT faculty help you meet your goals in your internship placement?
12. Any additional comments (use reverse if necessary).
35
Name:______________________ Graduation Year:______________ Date:_____________
RIT School Psychology: Portfolio Part II / INTERN CASE STUDY
NASP Standards require that all school psychologist candidates demonstrate the professional skills necessary to deliver effective services that result in positive, measurable outcomes for clients. Fulfillment of this performance-based requirement is met through the successful completion of the Intern Case Study. The case study will describe an actual case that has been completed by the intern using systematic and structured problem-solving procedures. The following rubric will be used to evaluate the submitted case study.
Section 1: Problem Identification
1.5
The student behavior is
identified as a skill and/or performance deficit
The student’s performance
is not identified as a skill and/or performance deficit
1.6
Parents/guardians and teachers are involved in the problem-identification process
Parents/guardians and
teachers are not involved in the problem-identification process
Very Effective Effective Needs Development
1.1 The student’s behavior is
defined in the context of appropriate grade and/or peer expectations, e.g. local norms
The student’s behavior is
operationally defined
The student’s behavior is
identified, but not operationally defined
1.2
The problem is
collaboratively defined
The problem is not
collaboratively defined
1.3 The discrepancy between
current and desired level of performance is explained
The behavior is operationally
defined or quantified in terms of both current and desired levels pf performance
The behavior is not
operationally defined in terms of both current and desired levels of performance
1.4 Baselines includes the
student behavior and peer/grade norms and expectations with computed trend lines
A baseline for the student
behavior is established using sufficient data
A baseline for the student
behavior is not established or has insufficient data
36
Section 2: Problem Analysis
Very Effective Effective Needs Development
2.1 Hypotheses are generated
through collaboration with teacher and/or parent
One or more hypotheses are
developed to identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home
Hypotheses are not
developed, hypotheses are developed in only one area and/or hypotheses are not measurable
2.2
There are multiple sources
of data that converge on each proposed hypothesis
There is evidence that
appropriate data are collected to confirm or reject the proposed hypotheses. Appropriate data include one or more of the following: record review, interview, observation, testing, and self report
Appropriate data are not
collected to confirm or reject the hypotheses
2.3
Hypotheses reflect an
awareness of issues of diversity (e.g. physical, social, linguistic, cultural)
Hypotheses do not reflect an
awareness of issues related to diversity (e.g. physical, social, linguistic, cultural)
Section 3: Intervention
Very Effective Effective Needs Development
3.1
Intervention is linked to
observable, measurable goal statement(s)
Intervention is not linked to
observable, measurable goal statement(s)
3.2
Intervention(s) selection is based on data from problem analysis and hypothesis testing
Intervention(s) selection is
not based on data from problem analysis and hypothesis testing
3.3
Intervention(s) is evidence-based (e.g., research literature, functional analysis, single case design analysis)
Intervention(s) is not
evidence-based (e.g., research literature, functional analysis, single
37
case design analysis)
3.4
Intervention(s) is developed
collaboratively
Intervention(s) is not
developed collaboratively
3.5
Intervention(s) reflects
sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is verified
Intervention(s) does not
reflect sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is verified
3.6
Logistics of setting, time,
resources and personnel are included in the intervention plan
Logistics of setting, time,
resources and personnel are not included in the intervention plan
3.7
Intervention selection considers unintended outcomes or limitations
Intervention selection does
not consider unintended outcomes or limitations
3.8
Intervention is monitored and data are provided to ensure that it is implemented as designed
Treatment integrity is not
monitored
Section 4: Evaluation
Very Effective Effective Needs Development
4.1
Charting includes student performance trend lines, and/or goal lines
Progress monitoring data are
demonstrated on a chart
Progress monitoring data
are not demonstrated on a chart
4.2 Progress monitoring data
are demonstrated to be effective when compared to data generated from multiple sources/settings
Progress monitoring data are
demonstrated to be effective when compared to baseline data
Intervention is not
demonstrated to be effective through data comparison
38
4.3
Response to intervention
data are used to inform problem solving and decision making. Single case design was specified (e.g., changing criterion, parametric, component analysis, multiple baseline, alternating treatment)
Data are used to inform
further problem solving and decision making (i.e., continuation of intervention, modification of intervention, maintenance of intervention)
Data are not used to inform
further problem solving and decision making
4.4
Strategies for
transfer/generalizing outcomes to other settings are documented as effective
Strategies for
transfer/generalizing outcomes to other settings are addressed
Strategies for
transfer/generalizing outcomes to other settings are not addressed
4.5
Modifications for future
interventions are considered based upon collaborative examination of effectiveness data
Effectiveness of intervention
is shared through collaboration with parents, teachers, and other personnel
Effectiveness of
intervention is not shared or communicated
4.6
Strategies for follow-up are
developed and implemented
Suggestions for follow-up are
developed (e.g., continued progress monitoring, transition planning)
Suggestions for follow-up
are not developed
39
RIT School Psychology INTERNSHIP Inservice Evaluation
Student Name: _______________________ Date: __________ Area Rating Needs Improvement
(1) Adequate (2) Outstanding (3)
Description Inconsistent and Inadequate description of inservice details
Date, Duration, Place, Description and number of Attendees, described concisely
Materials Inconsistent, poorly presented materials
Adequate documentation of Outline of inservice, and practical handouts for attendees
Resources and materials go above and beyond.
Well organized, practical and empirically based
Self- Evaluation Insufficient or unrealistic or incomplete description
A realistic description of what you did well and what areas you would change
In addition to a realistic description of #2, a specific plan for how you will address both what you did well and the areas of change.
Attendees’ Evaluation
Insufficient documentation of attendee’s evaluation of inservice
Adequate evaluation form developed, and completed by attendees
Evaluation form developed, completed and formally analyzed (graphed)
Presentation to class
Disorganized/ Inefficient and ineffective use of time
Clear, organized, good time management, not rushed yet concise, highlighted materials and process.
In addition to #2, exemplary presentation style, animated and engaging.
Comments:
40
Certification of 1200 Hours Completed Name of Student: ________________________________________ Name of Field Supervisor: ___________________________________ Internship Placement: ______________________________________ Internship Dates: Starting: ___________ Ending: _______________ This is to certify that the above named student has completed a total of 1200 clock hours in a internship under my supervision in accordance with requirements of the School Psychology Program at Rochester Institute of Technology and the National Association of School Psychologists. ___________________________ (signature of supervisor) __________________ (date)
