THE SCHOOL PSYCHOLOGY INTERNSHIP · RIT School Psychology Program Goals and Objectives 3 Overview...

Revised August 2017

2017-2018

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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 11

APPENDIX 12

A. Formative Evaluation of Interns 13

B. Internship Agreement 14

C. Core Internship Plan 17

D. NASP Blueprint Domains 23

E. Weekly Hour Log 25

F. Monthly Intervention Log 26

G. Supervisor Evaluation of Intern 27

H. Candidate Evaluation of Internship Site and Supervisor 35

I. Intern Case Study: Portfolio Part II

J. Assessment Evaluation Presentation Rubric

K. Counseling Case Rubric

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40

41

L. Inservice Evaluation Rubric 42

M. 1200 Hour Certification Form 43

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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 candidates,

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 candidates 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 candidates 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 candidates gain greater depth of

knowledge of school psychology through the course curriculum, field experiences become

increasingly comprehensive. During their first year of study, candidates 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 candidates 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, candidates learn how

to use collected data to develop, implement, and evaluate interventions. Second-year field

experiences provide candidates 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), candidates 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: Candidates will develop a professional identity as a school psychologist whose

conduct is consistent with NASP and APA ethics codes, and Best Practices.

a. Candidates will demonstrate professional and interpersonal characteristics known to

foster the trust and respect of those with whom the candidate encounters in his or her

professional roles.

b. Candidates will consider the influence of individual differences and cultural diversity

factors on development, behavior, and functioning in all areas of practice.

c. Candidates will demonstrate relevant knowledge and provide services consistent with

legal regulations and ethical standards in school psychology.

d. Candidates will participate in the activities related to state and/or national professional

organizations (e.g., NASP, NYASP, CEC, etc.)

Goal 2: Candidates will develop competency in the application of the scientific method and

its resultant body of knowledge.

a. Candidates will demonstrate competence in the critical review and evaluation of the

psychological and educational research literature.

b. Candidates will apply principles of research design, data analysis and data interpretation

to school-related problems and original research.

c. Candidates will acquire content knowledge of psychological foundations relevant to

children’s development and schooling.

Goal 3: Candidates will develop competency in data-based decision making and

accountability.

a. Candidates 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. Candidates will develop competency in selecting, administering, scoring, interpreting,

and integrating psychological assessment data in response to a defined referral concern.

c. Candidates will become skilled at translating assessment and data collection to

conceptualizing and evaluating the implementation of and response to interventions.

Goal 4: Candidates 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. Candidates will participate meaningfully on teams charged with developing and

implementing effective school-wide practices that promote academic success and mental

health in children.

b. Candidates will engage parents in ongoing collaboration with the school in providing

effective services to their child(ren).

c. Candidates will contribute meaningfully to the development, implementation, and

evaluation of effective interventions for candidates identified as needing additional

academic support.

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d. Candidates will contribute meaningfully to the development, implementation, and

evaluation of effective interventions for candidates identified as needing additional

behavioral and/or social-emotional support.

e. Candidates will promote services that enhance learning, mental health, safety, and

physical well-being through protective and adaptive factors and to implement effective

crisis preparation, response, and recovery.

Overview of Internship Guidelines

The Internship in School Psychology is the part of the training program providing candidates and

supervisors a chance to evaluate a candidate'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, candidates 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 candidate 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 candidates have primary responsibility for securing their own internship

placements. As soon as the candidate has accepted the internship the candidate notifies the

university based internship coordinator of his/her internship selection. The candidate 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 candidate has committed to an

internship site he or she 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 candidates’ second year of study.

3. Providing information with respect to past and current internship positions held by

RIT candidates. 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 candidates interested in

relocating.

6. Consulting with candidates who are having difficulty procuring an internship

placement. Candidates 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 must 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 must 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 candidate

improvement are needed, it is the responsibility of the coordinator to attempt

implementation of these improvements with the candidate 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 candidate 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 candidate

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 candidate’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. This

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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 candidate’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

Candidates 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 must 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, candidates on internship will attend

one Internship Seminar class per month. During this 4-hour meeting, candidates 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 candidate 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.

http://www.highered.nysed.gov/tcert/teach/index.html

http://www.nasponline.org/

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APPENDIX

A. Formative Evaluation of Interns 13

B. Internship Agreement 14

C. Core Internship Plan 17

D. NASP Blueprint Domains 23

E. Weekly Hour Log 25

F. Monthly Intervention Log 26

G. Supervisor Evaluation of Intern 27

H. Candidate Evaluation of Internship Site and Supervisor 35

I. Intern Case Study: Portfolio Part II 36

J. Assessment Evaluation Presentation Rubric

K. Counseling Case Rubric

L. Inservice Evaluation Rubric

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41

42

M. 1200 Hour Certification Form 43

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RIT School Psychology Program Candidate Formative Evaluation: Year Three (Internship)

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

Comprehensive

ness 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

Praxis II Has not registered

for the Praxis II or

has not achieved a

passing score as

defined by NASP

Registered for the

exam or taken it and

awaiting results

Taken and passed

the exam

Field

Supervisor

Evaluation

Received ratings of 1

or 2 from supervisor

Received adequate

ratings (3 or better)

from supervisor in

all areas

Received highest

ratings from

supervisor in most or

all areas

Case Study

Insufficient progress

toward case study

completion

Self-initiated

consistent progress

toward case study

completion

Case study

completed

Professional

Engagement

Not a member of a

related professional

organization and has

not attended any

outside workshops or

conferences this

year.

Active membership

in a related

professional

organization (e.g.,

NASP, NYASP,

APA, CEC, etc.).

Active membership

in a related

professional

organization AND

has presented at a

conference or

symposium this year.

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 candidate'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 candidates 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 candidates to be placed in the field, and determining the appropriateness of

specific placements for specific candidates. 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 candidate, based on the evaluation of the field placement

supervisor, the candidate's performance in the seminar, submission of daily logs, and an evaluation conference between the field supervisor and the collegiate supervisor.

10. Terminating the candidate's internship placement when either the candidate 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 candidate 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 candidate. 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 candidate 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 candidates in their integration of knowledge, skills and attitudes learned in the classroom with field-based practices.

9. Close supervision of the internship candidate 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

candidate adjustment or performance. 11. Preparation of a written Semester evaluation of candidate 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 candidate 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 ___________________________________ _____________________________ (Candidate Intern) Signature/date Suzanne Bamonto, Ph.D. _____________________________ Director, School Psychology Program Signature/date ___________________________________ _____________________________ Internship Coordinator Signature/date Date agreement is completed/filed: _____________________________ 20__-20__ Academic Year

16

Core Internship Plan

(name of candidate)

(school district)

(candidate 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

17

I. Schedule of Employment and Building Assignments

II. Overview of Roles and Responsibilities

18

III. Core (Required) Activities

NASP COMPETENCIES

DBD – Data-Based Decision Making and Accountability

CON – Consultation and Collaboration

ACA – Interventions and Instructional Support to Develop Academic Skills

SOC – Interventions and Mental Health Services to Develop Social and Life Skills

SWP – School-Wide Practices to Promote Learning

PRS – Preventative and Responsive Services

FSC – Family-School Collaboration Services

DIV – Diversity in Development and Learning

RPE – Research and Program Evaluation

LEP – Legal, Ethical, and Professional Practice

LEVEL – Level of Intervention… circle when completed

(1 – Universal, 2 – Targeted, 3 – Intensive)

Done Activity

RIT Program Goal 1:

Professional Identity

DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev

Be a regular, contributing

member of the

Instructional Support

Team (or its equivalent)

X X X X

Be a regular, contributing

member of the school’s

crisis team

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 X

Attend at least one PTA

(or equivalent) meeting

X X X

Know the full continuum

of special education and

mental health services

available within the

district

X X X X

19

Read the faculty

handbook and become

aware of the school’s

crisis intervention plan

X X X

Know what mental health

services are available to

students and their families

in the local community

X X X X

Attend at least one

extracurricular school

function (e.g., sporting

event, plays, concerts)

X

Attend an Open House in

at least one school

X X

Maintain membership in

NASP

X

Create a pamphlet for

parents and students

about the role of a school

psychologist

X X

Utilize site-specific e-

mail and calendar

programs

X

Utilize site-specific

information management

systems, e.g., SchoolTool,

MarcoPolo, PowerSchool,

IEP Direct, AIMSweb

X X X

RIT Program Goal 2: Research-

Based Practice


Conduct at least one in-

service, workshop, or

information meeting for

school personnel or

parents

X X X

Attend at least one in-

service or workshop

offered by the district

X X

Observe highly skilled

regular education and

special education

teachers, write a summary

of observation to discuss

with supervisor

X X X

20

Research effective

interventions at least once

per Semester

X X X X

Write at least one article

related to child or

adolescent well-being and

disseminate through web

page or school newsletter

X 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


Complete at least 10

comprehensive

evaluations, at least 5 of

which are initial referrals.

X

Conduct at least 5

Functional Behavior

Assessments

X X

Complete structured

classroom observations as

components of

evaluations

X

Conduct interviews with

students, or others as part

of the evaluation process

X X X X

Administer curriculum

based measures to

elementary- or middle-

X X X

21

school students (possibly

develop local norms)

Research and disseminate

information about the

validity and reliability of

tests currently used in the

district

X X

RIT Program Goal 4:

Interventions


Create at least 5 Behavior

Intervention Plans

X X X

Collaborate individually

with teachers regarding

academic and/or

behavioral issues

X X X

Participate in the creation

of 504 Accommodation

Plans

X X X X

Participate in the

development of IEPs

X X X X X X

Create a series of social

skills lessons and teach at

least one lesson in a

classroom

X

Conduct individual

counseling with at least 5

students

X X X X

Facilitate or co-facilitate

at least one counseling

group (minimum 6

sessions)

X X 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

Participate in team

meetings/planning

X

22

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 DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev

23

24

NASP Domains and Descriptions

2.1 Data-Based Decision Making and Accountability

School psychologists have knowledge of varied methods of assessment and data

collection methods for identifying strengths and needs, developing effective services and

programs, and measuring progress and outcomes.

As part of a systematic and comprehensive process of effective decision making and

problem solving that permeates all aspects of service delivery, school psychologists

demonstrate skills to use psychological and educational assessment, data collection

strategies, and technology resources and apply results to design, implement, and evaluate

response to services and programs.

2.2 Consultation and Collaboration

School psychologists have knowledge of varied methods of consultation, collaboration,

and communication applicable to individuals, families, groups, and systems and used to

promote effective implementation of services.

As part of a systematic and comprehensive process of effective decision making and

problem solving that permeates all aspects of service delivery, school psychologists

demonstrate skills to consult, collaborate, and communicate with others during design,

implementation, and evaluation of services and programs.

2.3 Interventions and Instructional Support to Develop Academic Skills

School psychologists have knowledge of biological, cultural, and social influences on

academic skills; human learning, cognitive, and developmental processes; and evidence-

based curriculum and instructional strategies.

School psychologists, in collaboration with others, demonstrate skills to use assessment

and data-collection methods and to implement and evaluate services that support

cognitive and academic skills.

2.4 Interventions and Mental Health Services to Develop Social and Life Skills

School psychologists have knowledge of biological, cultural, developmental, and social

influences on behavior and mental health; behavioral and emotional impacts on learning

and life skills; and evidence-based strategies to promote social–emotional functioning

and mental health.

School psychologists, in collaboration with others, demonstrate skills to use assessment

and data-collection methods and to implement and evaluate services that support

socialization, learning, and mental health.

25

2.5 School-Wide Practices to Promote Learning

School psychologists have knowledge of school and systems structure, organization, and

theory; general and special education; technology resources; and evidence-based school

practices that promote academic outcomes, learning, social development, and mental

health.

School psychologists, in collaboration with others, demonstrate skills to develop and

implement practices and strategies to create and maintain effective and supportive

learning environments for children and others.

2.6 Preventive and Responsive Services

School psychologists have knowledge of principles and research related to resilience and

risk factors in learning and mental health, services in schools and communities to support

multi-tiered prevention, and evidence-based strategies for effective crisis response.

School psychologists, in collaboration with others, demonstrate skills to promote services

that enhance learning, mental health, safety, and physical well-being through protective

and adaptive factors and to implement effective crisis preparation, response, and

recovery.

2.7 Family–School Collaboration Services

School psychologists have knowledge of principles and research related to family

systems, strengths, needs, and culture; evidence-based strategies to support family

influences on children’s learning, socialization, and mental health; and methods to

develop collaboration between families and schools.

School psychologists, in collaboration with others, demonstrate skills to design,

implement, and evaluate services that respond to culture and context and facilitate family

and school partnership/ interactions with community agencies for enhancement of

academic and social–behavioral outcomes for children.

2.8 Diversity in Development and Learning

School psychologists have knowledge of individual differences, abilities, disabilities, and

other diverse characteristics; principles and research related to diversity factors for

children, families, and schools, including factors related to culture, context, and

individual and role differences; and evidence-based strategies to enhance services and

address potential influences related to diversity.

School psychologists demonstrate skills to provide professional services that promote

effective functioning for individuals, families, and schools with diverse characteristics,

26

cultures, and backgrounds and across multiple contexts, with recognition that an

understanding and respect for diversity in development and learning and advocacy for

social justice are foundations of all aspects of service delivery.

2.9 Research and Program Evaluation

School psychologists have knowledge of research design, statistics, measurement, varied

data collection and analysis techniques, and program evaluation methods sufficient for

understanding research and interpreting data in applied settings.

School psychologists demonstrate skills to evaluate and apply research as a foundation

for service delivery and, in collaboration with others, use various techniques and

technology resources for data collection, measurement, analysis, and program evaluation

to support effective practices at the individual, group,

and/or systems levels.

2.10 Legal, Ethical, and Professional Practice

School psychologists have knowledge of the history and foundations of school

psychology; multiple service models and methods; ethical, legal, and professional

standards; and other factors related to professional identity and effective practice as

school psychologists.

School psychologists demonstrate skills to provide services consistent with ethical, legal,

and professional standards; engage in responsive ethical and professional decision-

making; collaborate with other professionals; and apply professional work characteristics

needed for effective practice as school psychologists, including respect for human

diversity and social justice, communication skills, effective interpersonal skills,

responsibility, adaptability, initiative, dependability, and technology skills.

27

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:

28

Student Name: Month:

Student Age Area(s) of Concern Type(s) of Intervention RTI Level

PM Tool PM Freq.

Goal (Objective)

Outcome Meeting Involvement

Academic

Social/Emotional/Behavioral

Externalizing

Internalizing

Mixed

Social Skills

Mental Health

Crisis Academic Int.

IEP Behavioral

Consultation FBA

Non-Mandated Couns. BSP

Individual Couns. Social Skills Class

Group Couns. Other:__________

Initial Referral Eval

Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

Academic


Externalizing

Internalizing

Mixed

Social Skills

Mental Health


IEP Behavioral

Consultation FBA





Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

Academic


Externalizing

Internalizing

Mixed

Social Skills

Mental Health


IEP Behavioral

Consultation FBA





Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

Academic


Externalizing

Internalizing

Mixed

Social Skills

Mental Health


IEP Behavioral

Consultation FBA





Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

Academic


Externalizing

Internalizing

Mixed

Social Skills

Mental Health


IEP Behavioral

Consultation FBA





Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

Academic


Externalizing

Internalizing

Mixed

Social Skills

Mental Health


IEP Behavioral

Consultation FBA





Reevaluation

CBM

Student Rating

Teacher Rating

Attend. Record

Discipline Ref.

Other:________

No Improvement

Progress Made

Goal Met

Parent

PST

IEP

504

Other:_________

Continue

Discontinue

29

RIT SCHOOL PSYCHOLOGY PROGRAM

SUPERVISOR EVALUATION OF INTERN

Name of Candidate:_____________________________________________ 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:

30

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:

31

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 candidate 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:

32

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

33

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:

34

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 candidate 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

35

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

36

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 candidate ready for entry-level work as a school psychologist? Y N

Supervisor’s signature:______________________________ Date:________________________

Candidate’s signature:________________________________ Date:________________________

(The candidate’s signature indicates only that the evaluation has been discussed with candidate.)

37

Candidate 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 candidates. ____

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).

38

Appendix VIII: Portfolio Case Study Rubric

Name:______________________ Graduation Year:______________ Date:_____________

RIT School Psychology: 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

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 e’s behavior is

operationally defined

The student’s behavior

is identified, but not

operationally defined

1.2

The problem is

collaboratively defined

including the student, parent(s),

teacher(s) and other

professional(s)

The problem is


The problem is not


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

of performance

The behavior is not

operationally defined in

terms of both current and

desired levels of

performance.

1.4

Baseline 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

1.5

The student’s behavior is

identified as a skill and/or

performance deficit and an

appropriate rationale is

provided.

The student behavior is


performance deficit

The student’s

performance is not


performance deficit

39

Section 2: Problem Analysis


2.1

Testable hypotheses are

generated through collaboration

with the student’s education

team, including the student’s

parents or primary caretakers.

One or more testable

hypotheses are developed to

identify the functions that the

behavior serves and/or the

conditions under which the

behavior is occurring or has

developed (e.g., child,

contextual, home/community

factors)

Testable hypotheses are

not developed.

2.2

There are multiple sources of

data that converge on each

proposed hypothesis

There is evidence that

appropriate data are collected to

support the proposed

hypotheses. Appropriate data

include both direct and indirect

observation data.

Appropriate data are not

collected to support the

hypotheses; direct

observation data not

collected.

2.3

All salient child factors,

contextual factors, and

home/community factors were

assessed in collaboration with

the student’s education team

and parents or primary

caretakers.

All salient child, contextual,

and home/community factors

were assessed in collaboration

with the student’s education

team.

One or more salient

child, contextual, or

home/community factors

were not assessed.

Section 3: Intervention


3.1

Intervention is linked to

observable, measurable goal

statement(s) reflecting validated

data collection procedures


observable, measureable goal

statement (s)

Intervention is not

linked to observable,

measurable goal statement

(s)

3.2

Intervention(s) selection

addresses ALL problems

identified in the problem

analysis.

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 is evidence-

based (i.e., has validated

positive outcomes when used

under similar conditions).

Intervention (s) is research-

based (e.g., research literature,

functional analysis, single case

design analysis)

Intervention (s) is not

research or evidence-based

(e.g., research literature,

functional analysis, single

case design analysis)

40

3.4

Intervention development

includes the student, parent(s),

teacher(s) and other

professional(s)

Intervention (s) is developed

collaboratively

Intervention (s) is not

developed collaboratively

3.5

Intervention(s) reflects

sensitivity to all of the

following: Individual

differences, resources,

classroom practices, and other

system issues.

Intervention (s) reflects

sensitivity to most of the

following: Individual

differences, resources,

classroom practices, and other

system issues.

Intervention (s) does not

reflect sensitivity to

individual differences,

resources, classroom

practices, and other system

issues.

3.6

Acceptability of intervention

is verified from all involved

parties.

Acceptability of intervention

is verified from one or more

affected parties.

Acceptability of

intervention is not verified

3.7

Intervention plan is spelled

out clearly enough to be

replicated.

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

3.8

Intervention selection

considered unintended

outcomes AND limitations.


considers unintended outcomes

or limitations


does not consider

unintended outcomes or

limitation

3.9

Intervention is monitored and

data are provided to ensure that

it is implemented as designed

Intervention includes a

treatment integrity plan that is

monitored but data are not

provided.

Treatment integrity is

not monitored

Section 4: Evaluation


4.1

Charting includes student

performance trend lines and/or

goal

Progress monitoring data are

demonstrated on a chart

Progress monitoring

data are not demonstrated

on a chart

4.2

Intervention effectiveness is

evaluated by comparing

progress monitoring data to data

generated from multiple

sources/settings

Intervention effectiveness is

evaluated by comparing

progress monitoring data to

baseline data. At least 3

baseline and 3 intervention data

points are provided.

Intervention

effectiveness is not

evaluated through data

comparison

41

4.3

Unambiguous data support

the conclusion that the

intervention is effective.

Some evidence supports the

conclusion that the intervention

is effective, but some data may

be ambiguous.

Intervention is not

demonstrated to be

effective.

4.4

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

4.5

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

4.6

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

4.7

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

42

RIT School Psychology Internship

Academic Intervention Case Presentation

Intern Name: __________________ Date:_____________________

Area Rating Needs Development (1) Effective(2) Very Effective (3)

Referral Problem is stated in

general terms

Problem definition is

objective, clear and

complete.

Definition is

unambiguous that it could

be read, repeated, and

paraphrased by observers

Goals Not measurable, not

relevant or unrealistic

Measurable goals

relevant to the presenting

problem, and realistic.

DATA collected to define

the goals

Goals are defined in the

context of appropriate

developmental

expectations

Background

Not thorough, no case

conceptualization,

repetitive

Clear relevant

information included

Diversity issues

addressed

Several hypotheses,

thorough, clear and

relevant. Cultural and

developmental issues

addressed

Intervention Intervention is not linked

to observable measurable

goals


observable measurable

goals and is

developmentally

appropriate and

individualized.

Progress is monitored

using evidence-based

methods.

All of #2 and materials

developed and created

that are well designed and

evidence based.

Post

Intervention

Summary

Insufficient and poorly

written summary

Concisely documented

the essential and specific

progress toward goals

including graph of pre

and post evaluation data.

Recommendations Insufficient and vague

recommendations

Clear, reasonable

recommendations based

on examination of all data

In addition to #2 specific

resources, names of

providers, or websites

and strategies for follow-

up are developed and

implemented

Presentation

only: Qualitative

Evaluation

Not completed Thoughtful self

evaluation of what you

learned

Self-evaluation linked to

future work.

43

School Psychology Internship

Behavioral/Social-Emotional Intervention Case Presentation

Intern Name: __________________ Date:_____________________

Area Rating Needs Development (1) Effective(2) Very Effective (3)

Referral Problem behavior is

stated in general terms

Problem behavior is

objective, clear and

complete.

Definition is

unambiguous that it could

be read, repeated, and

paraphrased by observers

And includes both

examples and non

examples of the behavior

Goals Not measurable, not

relevant or unrealistic

Measurable behavioral

goals relevant to the

presenting problem, and

realistic. DATA collected

to define the goals

Goals are defined in the

context of appropriate

developmental

expectations

Background

Not thorough, no case

conceptualization,

repetitive

Clear relevant

information included

Diversity issues

addressed

Several hypotheses,

thorough, clear and

relevant. Cultural and

developmental issues

addressed

Intervention Intervention is not linked

to observable measurable

goals


observable measurable

goals and is

developmentally

appropriate and

individualized.

Progress monitoring

where applicable

All of #2 and materials

developed and created

that are well designed and

empirically based.

Post

Intervention

Summary

Insufficient and poorly

written summary

Concisely documented

the essential and specific

progress toward goals

including graph of pre

and post evaluation data.

Discusses counseling

relationship

Recommendations Insufficient and vague

recommendations

Clear, reasonable

recommendations based

on examination of all data

In addition to #2 specific

resources, names of

providers, or websites

and strategies for follow-

up are developed and

implemented

Presentation

only: Qualitative

Evaluation

Not completed “Client” reports of what

he/she liked best, and

what he/she learned and

your self evaluation of

what you learned

Self-evaluation is linked

to future work.

44

RIT School Psychology Internship

Inservice Presentation Evaluation

Candidate 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 expectation.

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:

45

Certification of 1200 Hours Completed

Name of Candidate: ________________________________________

Name of Field Supervisor: ___________________________________

Internship Placement: ______________________________________

Internship Dates: Starting: ___________ Ending: _______________

This is to certify that the above named candidate 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)

Date post:	22-May-2018
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