internship candidate handbook 19-20...internship will be an intense and rigorous training experience...

SCHOOL PSYCHOLOGY PROGRAM

INTERNSHIP

CANDIDATE HANDBOOK

2019 - 2020

LOYOLA MARYMOUNT UNIVERSITY School Psychology Intern Handbook - 2

SCHOOL PSYCHOLOGY INTERNSHIP

Congratulations! You have worked hard for the last two years and have now arrived at your final year…Internship. This is a very rewarding portion of your training because during this year, you will further integrate what you KNOW with what you DO on a full-time basis. However, this year has the potential for pitfalls and problems. The keys are to be proactive and take responsibility for your own learning and keep me informed of your progress and activities so I can ensure that you receive a breadth of learning experiences and attain designated accomplishments in your field placement. I (as well as other SP faculty) are available to support your learning, so let’s work together so you will develop your confidence and demonstrate your competence as you become a top notch first year school psychologist! Completing Internship requires working full-time at an approved local educational agency (LEA) where you will again have 1 credentialed school psychologist as your "primary field mentor." Internship is organized training experience, not just work experience; therefore, you are required to complete an Intern Accomplishment Plan (IAP) and maintain a written log of your internship hours, which are both used, in part, to demonstrate your competency. The minimum number of hours you must log is 1,200 hours for the academic year, but remember: Credit for internship is NOT only based on an accumulation of hours, but on the extent to which you demonstrate knowledge, skills, and positive dispositions in order to accomplish domain-specific tasks to an acceptable level, as documented on your IAP.

This Internship Candidate Manual contains all the information regarding your internship. Please read this handbook carefully! In particular, I want to draw your attention to the following content:

1. Evaluation and Feedback procedures during Internship. (p.4)

2. Approximate timelines when you are expected to achieve specific accomplishments. (p.8) 3. Guidelines for semester site visitations. (p.10-11) 4. A list of Exit Activities, including directions for your Exit (Year 3) portfolio. (p.12-13) 5. Brian's list of Top 10 for a superior internship evaluation. (p.14) 6. A listing of possible accomplishments within each Domains. (p.18) 7. A Candidate Progress form to be used for regular feedback of your work. (p.23) There is much hard work ahead of you and I am eager to help you succeed. I wish you a most productive and rewarding internship year, with many significant accomplishments that you will proud of!

Brian P. Leung, Ph.D. Program Director Program Fieldwork Coordinator (310) 338-7313, [email protected]


Internship Mentoring/Supervision To help you become a competent school psychologist, you will again work under the direction of a credentialed school psychologist whom we have approved. Note: Any change of placement must be approved by the University Supervisor. While you will likely work with other psychologists within the school district, you must identify one "primary" Field Mentor1 (for each LEA you are placed) who will jointly develop your IAP, sign all your paperwork, and will be responsible to coordinate all your work in the district. This person will be considered our program’s primary contact person regarding your Internship experiences. Always keep this person informed of all your activities in the LEA.

Remember that your Field Mentor (FM) is generally very busy, and you must respect her/his time when you require assistance. This implies that you request their support in advance, come prepared, and be flexible in scheduling, etc. However, since s/he has made a commitment to support your growth and development, it is important that you take every opportunity to ask questions and seek assistance as needed. By the way, it is not unusual for mentors to assign an intern additional readings to assist your understanding of specific areas of work in your LEA. We require that you receive a minimum of 2 hours per week of supervision of your work and caseload from credentialed school psychologists2. Additional supervision time will depend on your own background and also the nature of the work involved. We will email a copy of the Field Mentor Manual which will explicitly state required supervision time and acquaint her/him of our program philosophy and requirements. However, it is your responsibility to make certain that you receive what you need to complete your internship. This may include, but is not limited to, scheduling supervision meetings, being proactive in requesting and seeking opportunities for accomplishments, which means seeking out others on a school campus, around the LEA, and in the community. Within the first 3 weeks of the start of your internship, you must complete the Internship Partnership Agreement and your Intern Accomplishment Plan (IAP) and return the former to your University Supervisor. Keep the IAP. Both documents serve to structure your work within the LEA. Your FM will be requested to provide regular feedback of your work, using the Monthly Candidate Progress Form (p. 23); as well as rate your progress on the Intern Accomplishment Plan (IAP) for each Domain at the semester visits. You should also informally ask for regular feedback of your work. Frequent and direct feedback will help you to refine your practice during your internship.

1 We use the term “Field Mentor” with the hope that s/he will provide supervision and guidance to you, AND also be

genuinely concerned about your development as a person and as a developing professional.

2 Supervision can come from any psychologists you work with. All supervision hours may be logged in Domain 10.

Tip: Since you will be working closely with your Field Mentor, good rapport with this person

will greatly enhance your enjoyment of your internship! Work hard to achieve this rapport,

which includes learning about them as a professional (e.g., their preferred style of work and

giving guidance) and as a person (e.g., their passion, interest, etc.)


Internship Evaluation and Feedback Procedures

Internship will be an intense and rigorous training experience for you, thus, careful monitoring and

timely evaluative feedback of your work assures optimum success. We strongly encourage regular

contact between the Field Mentor and University Supervisor throughout the internship year. You

will evaluated in 4 specific ways: (additional details in the Internship Seminar syllabus)

1. A 1-page Monthly Candidate Progress Form will be requested from your Field Mentor (see

page 16) during the months of October, November, February, and March for your work for

the previous month. These brief progress reports are intended for on-going feedback to you

and University Supervisor regarding your progress. It will be your responsibility to ask for

these forms. Your FM may complete additional progress forms as needed.

2. Each month during the entire internship year, you will be required to produce a pie chart

depicting your internship hours in each of the 10 Domains. The pie chart should be

initialed by your FM before turning it in to your University Supervisor. This visual view of

your work allows all stakeholders to determine the breadth of your work, which should be

adjusted as needed.

3. At mid-year and year-end, your FM will rate you in each accomplishment indicated in your

Intern Accomplishment Plan (IAP), which also includes disposition areas. Their overall

recommendation for your internship continuation and internship completion are also

needed. All accomplishments must be rated as least “Effective” at year-end for you to

graduate. See Internship Accomplishment section below.

4. Towards the end of each semester (fall and spring), program faculty will make site visits to

discuss with your Field Mentor regarding your progress, areas of strengths, and areas for

improvement. Details for the visitation are described on pages 10-11 of this Handbook.

Internship Accomplishments

Your internship work will be guided by your Intern Accomplishment Plan (IAP). Within the first 2 weeks of your Internship, make time to sit down with your Field Mentor to discuss your expected accomplishments (i.e., learning activities and experiences3) for your internship which should be written into your IAP. Typically, 3 – 5 accomplishments are required for each Domain to demonstrate your competence. Further directions can be found on the second page of the IAP. When all your IAP accomplishments are discussed and finalized, rate yourself in each of the accomplishments (LiveText Form 9). Your Field Mentor’s ratings on your IAP accomplishments are used as the basis of your progress during Internship. Just prior to each semester’s on-site visitation, if appropriate, ask your Field Mentor to rate your progress on all accomplishments listed in your IAP. Remind your Mentor to check with any other psychologists that you have worked with before completing the ratings. Then, your Mentor should review the ratings with you, and both of you should sign the IAP Verification page which may be collected during the site visit. Your progress on the IAP will be used to guide our conversation during the site visit. (Mid-year rating is LiveText Form 10 and Final rating is LiveText Form 11)

3 You may be asked to do duties not typical of a school psychologist but these can only be occasional and never a

routine part of your responsibilities. Examples: morning or lunch duty, run errands, organize files, etc.


Note: The IAP is intended as a dynamic document, thus, some accomplishments may be changed based on your changing needs during the course of the year, in consultation with your Field Mentor and University Supervisor. Please note the following 8 IAP Accomplishments must be included as “artifacts” in your e-folio: 1. Collaborating with a consultee to positive and measurable impact with a K-12 student’s academic or behavior challenge. (Domain 2)

2. Provide a 16-session (8-week) academic intervention to a K-12 student with positive and measurable impact. (Domain 3)

3. Provide a 6 to 8-week counseling session to a K-12 student with positive and measurable impact. (Domain 4)

4. Provide a workshop with parents with positive and measurable impact. (Domain 7) *The 4 accomplishments above require a 2 – 3 page impact case study, which are graded with a rubric. Format is found in your internship syllabus. 5. Complete a behavior support plan (BIP) based on an FBA. (Domain 6) 6. A tangible product from your work with a student organization. (Domain 5) 7. A campus climate survey with a client group. (Domain 5) 8. An Innovation Action-Research project. (Domain 9)

At least 20% of the students you work with must be culturally or linguistically diverse. Consult your internship university supervisor if this is not possible at your placement.

Professional Presentation and Disposition

You are not expected to log hours in this competency area, but a summary/reflection of your professional presence and disposition4 is to be included in your mid-year Self Evaluation and in your Year 3 (exit) Portfolio at the end of the academic year.

School psychologists typically assume a highly visible role at a school. Moreover, research and field anecdotes constantly show that a psychologist’s disposition contributes significantly to her/his success with clients. As such, you are expected to demonstrate positive disposition during your internship. In addition to the program’s 6 professional dispositions, be mindful of LMU-SOE Mission and Goals which directs an additional 4 dispositions, reflected in our SOE motto, REAL: We strive to be, and to educate professionals to be, educators who:

1. Respect and value all individuals and communities (Unit Outcome #1) 2. Educate by integrating theory and practice (Unit Outcome #2) 3. Advocate for access to a socially just education (Unit Outcome #2) 4. Lead in order to facilitate transformation (Unit Outcome #2)

4 You are only required to reflect on the 6 program disposition areas, and not the additional 4 SOE dispositions.

Tip: Be proactive and resourceful in seeking a variety of experiences in every Domain

so that you have a well-rounded internship with accomplishments in all domains!


In your day-to-day interaction with others, your presentation and behaviors must include, but are not limited to, the following: professional in appearance, acting with integrity and honesty, and the use of appropriate language. A rating of at least “Developed” leve l of a l l 6 program dispositions by your FM is a necessary part of your successful completion of, and to receive Credit, for Internship. Unless explicitly arranged with your Field Mentor and approved by the University Supervisor, all interns (regardless of compensation from the LEA) must maintain daily working schedule similar to a typical full-time school psychologist. Extended Internship If the University Supervisor, in consultation with the Field Mentor, determined that you do not demonstrate competency and/or unable to achieve all the accomplishments stated in your IAP at a minimum level of “Effective” within the typical one-year internship, you will be required to extend the Internship into the summer following the regular school year. The LEA placement for this extended internship will be determined jointly by you and the University Supervisor, in consultation with the Program Director. During the extended internship, you will be required to enroll for one academic unit per summer term until you complete all accomplishments to an “Effective” level. If you are unable to achieve accomplishments as stated in your IAP to at least an “Effective” level after an extended internship as described above, you may be allowed to continue in Internship up to one additional academic year. During this second year of Internship, you will be required to enroll in 2 academic units of Independent Study each semester and meet regularly with the University Supervisor. In the extreme case where you are still unable to demonstrate competence and achieve all accomplishments as stated in your IAP to at least to an “Effective” level, you will be required to meet with the University Supervisor and Program Director to discuss termination from the program. Appeals are possible and are based on University procedures for student appeals (see appeals procedures in LMU Pupil Handbook.


Internship Log

An Excel log of hours accumulated in each of the 10 Internship Domains is needed to document your Internship experience. A minimum of 1,200 hours must be logged in order for you to graduate. There is no maximum number of hours in each domain area, since different candidates will require more time and experiences for various accomplishments. Given the current role and function of most school psychologists, you will likely log more hours in Domains related to assessment. In order to help you engage in a broad range of experiences, each domain must have a minimum of 80 hours by the time you complete your Internship. Additionally, the maximum number of psycho-educational case studies for your intern year is approximately 40 (with a minimum of 25 complete cases—psychoeducational, FBA, ERMHS). We have asked for a limitation of case studies so that you will have sufficient time for other accomplishments as promoted by the NASP Practice Model.

Your log should be available for review as requested, and at least once per semester during visitation. If you are in doubt about whether a particular activity is "log-able", check with your University Supervisor before you log it; or simply log it and let the Supervisor make corrections. Activities should be logged to the nearest 1/2 hour. Make your log entries succinct to be efficient. The following are examples of log entries:

DATE ACTIVITIES HOURS 9/20 Interview gang prevention director 1.0 10/11 Tested (TJ) w/ WISC5, WJ4, Bender 6.5 10/12 Observed & interviewed teacher (TJ) 1.5 10/12 Report writing (TJ, SQ) 5.5 10/13 Parent conf & IEP (TJ) 4.5 11/16 Inservice to teachers - parenting 2.5 11/5 Counseling group - study skill, 6th grade 1.5 4/20 Met with PTA re: bullying program 2.0 5/1 Consulted with teacher (BT) 1.0 5/12 Met with interpreter to preview IEP meeting (AB) 1.0

You will use the SP Log (Excel) designed to help you track your activities and hours. The University Supervisor will keep track of your hours and activities through the monthly pie chart* (examples will be given in internship seminar).

* Each month, beginning in September, you must generate a pie chart from your spreadsheet log depicting your hours in the 10 Domains. These charts are to be reviewed with your Field Mentor to ensure that you are experiencing a breadth of experiences. The charts are due at the beginning of the following month and must be initialed by your Field Mentor and uploaded to BrightSpace.


Activities and Approximate Timelines The following are some expectations and accomplishments, with approximate timeline, that we believe will demonstrate your competence as a first-year psychologist prepared to handle the various demands and changing roles of a school psychologist. This list is clearly not meant to be exhaustive, but rather a guideline; and it is also included in the Field Mentor’s Manual. We, of course, recognize that restrictions placed on the role function of school psychologists by some LEAs may prevent you from experiencing certain activities or achieve accomplishments. If alternatives cannot be developed at the internship site, you must schedule time to achieve the required accomplishments outside your regular internship placement. Overall, you are expected to: 1) During the school year, have opportunities to provide a wide variety of services (i.e., follow the various NASP Domains) with both general and special education pupils. 2) During the school year, have concurrent elementary and high school (second placement must have a minimum of 200 hours) placements. Preschool and Middle School experiences are optional, and may be scheduled based on your career goals. We do NOT recommend more than 3 school placements in a week. 3) Every week have at least 1 regular school assignment (i.e., at one site on a weekly basis). You, as the intern, cannot be the only individual assigned to provide psychological services to ANY school site unless approved by the Program Director. Though recommended, you do not have to be on site at the same time as the assigned psychologist. 4) Every week set up your schedule such that you will attend at least one (1) school study team (SST) on a regular basis. 5) Throughout the school year, conduct progress monitoring of pupils following SST. Conduct progress check of at least half of the initial SpEd placements you made to ascertain the student’s performance on IEP goals. You may use any monitoring strategy of your choice, but these should be graphed and available for review. 6) By November, conduct a needs assessment which will support an innovation project. 7) By no later than December, present cases in their entirety at IEP meetings. 8) By Spring semester, assist in the development and monitoring of at least two 504 plans. 9) For Assessment experiences (psychoeducational or functional analysis):

a) By November, complete entire case studies from initial referral through assessment and report writing to (IEP) meeting by November. b) By May, you should have had experiences with assessment of a:

- culturally and linguistically diverse pupil (different from yourself), - preschooler, - pupil with severe disability,


- an elementary pupil - a secondary pupil

10) By December, be involved with at least 1 school-wide “prevention” program; and by Apri l , at least 1 school-wide “intervention” program. 11) For Intervention experiences and demonstrate impact (academic and behavioral):

a) By April, complete an academic case study with a student with an academic problem. b) By April, complete a counseling case study with a student with psychosocial problem. c )By April, complete a consultation case study with a teacher. Guidelines for these Incompact Case Studies are included in the Internship Seminar syllabus.

Note: You should plan to spend at least 20% of your total internship time with students who are

culturally and/or linguistically diverse. If this is not possible at your placement, consult your internship university supervisor.


Site Visitations

*Please fully complete the form on page 15 to prepare your spring visitation*

Purpose of Visitation

At least once each semester, you will be visited at your school placement(s). The purposes for this visit are to:

(1) Request feedback about your accomplishments to that point; (2) Assist in resolving any issues/conflicts, which may exist in the placement; (3) Observe you in the act of providing a service (spring); (4) Provide you with feedback about your performance; (5) Invite suggestions from your Field Mentor about our training program.

Since the university supervisor is looking for feedback to assist you, you need to provide three people, in addition to your primary Field Mentor, to be interviewed. They should have some knowledge of your work so that they can provide meaningful and substantive comments about you. You may give them a copy of the Progress Form to help them focus on areas which we will be inquiring about. Ask for no more than 3-5 minutes for each interview. Primary Field Mentor interview should be at least 20+ minutes. Preparation for Visitation

Fall semester (virtual) (1) Coordinate schedule between assigned University Supervisor and placement staff. One of the

three interviewees must be a teacher (special or general education), the second and third person to be your choice.

(2) Schedule a Zoom meeting. You can either walk around to each person or ask them to come to your office for the Zoom. In some cases, an on-side visit may be needed.

Spring semester (on-site) (1) Request individuals to be interviewed (5 min) during the visit. At least one of the three

interviewees must be a regular education teacher, one site administrator, and a third person of your choice. The university supervisor will also observe you conducting an IEP meeting.

(2) Complete the Visitation Form5, found in this Manual (p. 15). (3) Ask Field Mentor to complete ratings on your IAP prior to the visit, if appropriate.

Use the Visitation Form to plan your spring semester visit schedule. This form should be turned in several days prior to the visit, so that the University Supervisor can prepare for your visit. If there are special circumstances in your LEA/school that would impact our visit (e.g., special assemblies, personnel on strike, dedications, etc.), please let us know PRIOR to the scheduled visit. School schedules are always subject to change, and any prior notification is appreciated, but we will

5 Visitation form is primarily used for spring on-site visitation. No form is needed for fall (Zoom) visit.


accommodate changes as needed. We are not expecting you to guide us around, so please provide a school map with all visits identified. Meeting with your Field Mentor: 3-way conference

The key interviewee during our visit is your Field Mentor. Request at least 30 minutes from your Field Mentor to meet with me in a 3-way conference. During this conference, the university supervisor will ask your mentor to review the following:

(a) Your overall progress so far, including sharing sample(s) of your work; (b) Highlight your work/progress in the Domains and dispositions, guided by the IAP; (c) Describe areas of strengths and areas for improvement/refinement of your practice; (d) Discuss possible issues/problems/placement changes6 that should be addressed. You will be asked to: (a) Share your IAP and pie chart with us and talk about your own progress; (b) Share your thoughts about your assignments and case load; (c) Discuss any questions that you may have about your internship work.

During the visit, the University Supervisor will review your log, IAP, and collect the Verification page of the IAP if signed. Debriefing the Visit

We will debrief with you right after the meeting or through email/phone after your visit.

6 Any change of school placements must be approved by the university supervisor.


Exit Activities

When you think and plan for graduation, you should keep in mind the following activities which must be completed and properly documented. Each of these exit activities requires your active and conscious planning in order to complete them successfully and in a timely fashion. 1. Internship (Exit) Professional Portfolio (due 1 week BEFORE finals week) – to be completed on LiveText. Specific guidelines are found in Appendix 2. Your Exit Portfolio is simply additions to your Year 2 Portfolio on LiveText:

- Domain Reflection7 – Similar to what you have done before, reflect on your learning, performance, and growth in each of the 10 domains. Again, these do not have to be long, but they do have to be thoughtful.

- Evidence of Competency8 – Similar to what you have done before, you must attach evidence that demonstrates your competence: Artifacts (products you created, e.g., report) and Impact Evidence (result of your work, e.g., GAS).

- Professional Growth – Add at least 1 additional goal for growth for next year in each domain.

Ask any questions and be certain that you are absolutely clear about what to do with this portfolio. The rubric will be online in LiveText. * Your portfolio will be rated by an external person (e.g., an alumnus, PT faculty, Advisory Board member, practicing SP, Field Mentor, etc.) and an SP faculty. You will need to create a Visitor Pass to allow someone to view and rate your portfolio. You must pass a minimum score for the portfolio or you will have to make changes. Directions are in Appendix 3.

Tips: Work on this throughout the year, put bits and pieces in every month and the task will be made much simpler. Use the fall semester reflection paper from intern class to help with the Portfolio reflection. Remember: Thoughtfulness is key! 2. Written Exam9--Praxis (should be taken no later than November)

The Praxis-II (school psychology) exam must be taken before graduation. You must pass the NCSP score of 147 or you will need to retake the exam again. If you are unable to pass the PRAXIS twice, you may request a program designed comprehensive exit exam. We strongly encourage you to talk with previous cohorts about this test, and we will discuss the test during seminars.

- Find information at: http://www.ets.org/praxis/prxnasp.html - Information about NCSP: http://www.nasponline.org/certification/

7 Underline new reflections to distinguish them from last year’s reflection.

8 Do not attach anything that is not a product that YOU have created.


Tips: Take the exam early in the fall semester while your load is not as heavy, and allows you time to retake it, if needed. Study with your peers to improve motivation. Talk with grads for strategies. If you’re test-anxious or “not good at tests”, reviewing test-taking strategies would be well worth your time. You may do this by going to the ARC, meeting with faculty, or checking out such reference material at your local library. Remember: If you score at least 147 on this test, you will be qualified as a Nationally Certified School Psychologist (NCSP)! 3. Performance-Based Exit Review (scheduled early March)

This 1-hour Review is for you to demonstrate your knowledge and skill related to a real-world scenario involving a P-12 student. A panel of 2 school psychologists (no program faculty) will conduct this review, and ask you to respond to a series of questions related to a scenario. Afterwards, they will give you feedback on your responses including scenario rubric score and your overall communication skills. 4. Internship Completion Documentation10

You will need the following documentation of your internship experience: - A log of your internship activities totaling a minimum of 1,200 hours. Once your 1,200 hours are

approved, you won’t have to log anymore hours11. At least 200 hours in a second placement At least 60 hours in each Domain and NO more than 500 hours (40%) in Domain 1 for

psychoeducational assessment and reports. At least 80 hours of supervision

- Signed and completed Intern Accomplishment Plan indicating at least “Highly Effective” in 100% of all stated accomplishments in every Domain, and recommendation from your Field Mentor as “Ready for Graduation”.

Tips: As with your portfolio, ongoing work on these documentations will make this manageable. Plan to enter information in your log at a minimum EVERY week or you’ll likely forget what you’ve done previously. Use your IAP as “leverage” to get experiences that you want to broaden your experiences. Remember: One of your best chances for jobs next year is to demonstrate “breadth” of experience (since you don’t have the “depth” of veteran psychologists that you’ll be competing against)!

11 You might want to log “extra” hours (e.g. 20) in your log in case some hours do not count after review.


Brian's Top 10 for a "Superior" Evaluation

Every intern desires a superb evaluation. Working hard is not enough, you must work smart! Over the years, I have observed some behaviors that almost "guarantee" a superior evaluation in field placement. For your benefit, here is the list:

10. Get organized. Plan ahead. (surprises are best left for birthdays!) 9. Be punctual and be present. Arrange well in advance any needed time off.

8. Know, or have easy access to, legal do’s and don'ts (e.g., timelines, eligibility criteria, etc.).

7. Bounce back from mistakes graciously and quickly, and don’t do it again.

6. Do something each day or each week, at work, that energizes you.

5. Be visible around campus. Say hello and make sure everyone knows you.

4. Practice the 6 LMU dispositions, regardless of circumstances.

3. Keep mentors and supervisors informed of your progress, especially unusual circumstances. 2. Minimize distractions and keep your eyes on the Prize!

1. Keep me informed. Don’t wait until something becomes a problem to tell me.

Engaging in all 10 behaviors will always get you a superior evaluation...because these behaviors will create TRUSTWORTHINESS with everyone you work with! Trustworthiness Superior Evaluation


School Psychology Internship University Supervisor Site Visit

W Fall

W Spring

Intern: Cell #: Date of Visit: / /

Visitation Site(s): ___________________ Local Educational Agency: ____________________

Visitation Address: ____________________________________________________________

My Placement W Attach written detailed directions to your school.

W Best place for parking on the day of visit:

Interviews with Staff The following interviews have been scheduled: (school room map attached)

Time Name Title Room # 1. 2. 3.

4. Field Mentor

Observation of Performance (spring only) You can observe me providing a direct service at an IEP meeting:

When: __ Where:

Brief background of the student:

Debrief Visit

Debrief of visit will occur right after the visit or by appointment.


My Internship To-Do List

W Review Required Accomplishments on IAP with FM

W Self-rate on all Accomplishments on IAP

W Turn in Internship Partnership Agreement

W Complete District Profile on LiveText

W Complete Field Mentor Profile on LiveText

W Remind FM to complete Monthly Progress form and upload Pie Chart (Oct, Nov)

W Pass the Praxis

W Force myself to input information in Log at least weekly

W Complete NA and Literature Review for Innovation Project by Nov/Dec

W Schedule fall semester visit beginning in November

W Prepare Organization system and Log for review during visitation

WAsk FM to rate IAP mid-year items and sign Verification page

WAfter university supervisor reviews IAP ratings, give it to Cheryl for Livetext entry

WComplete Self-evaluation and Self-care reflections by end of semester

W W

Spring Semester W Review and plan for exit activities

W Review Required Accomplishments on IAP and modify them as needed

W Remind FM to complete Monthly Progress form and upload Pie Chart (Feb, Mar)

W Attend and pass Exit Review

WComplete Innovation Project by April

W Schedule semester visitation, by mid-March

W Ask Field Mentor to rate IAP items, and sign Verification page

W Prepare Log for review during visitation

W After university supervisor reviews IAP ratings, give it to Cheryl for Livetext entry

W Complete Exit Portfolio, Log, and all other paperwork

W Schedule University Graduation Check

W Order cap and gown (and invitations) for graduation

W W W W


Appendix 1: Possible Domain Accomplishments12 *bolded activities are strongly recommended*

Domain 1: Data-Based Decision-Making and Accountability:

1. Collect data on any type of school activity and function and use the data to support decision making.

2. Present assessment results (oral or written) in comprehensive, user-friendly, legally defensible manner.

3. Collect data from your own clients for feedback of services provided. Domain 2: Consultation and Collaboration: (Impact Evidence required)

1. Use knowledge of grade level academic content standards in your reports and for effective collaboration with teachers and parents.

2. Attend and contribute regularly at SST meetings. Domain 3: Interventions and Instructional Support to Develop Academic Skills: (Impact

Evidence required) 1. Assist high school student with career planning, using a career center. 2. Contribute in high school transition meetings. 3. Share knowledge of the core and supplemental reading program that is used at one of

your schools with parents and families at various settings (e.g., PTA, SST meetings).

Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills: (Impact Evidence required)

1. Assist with service delivery in a school-wide counseling and guidance program (e.g., conflict resolution, character ed, restorative justice) for students at different grade levels.

2. Conduct evaluation of a mental-health prevention or intervention program utilized at your schools.

3. Collect data on the effectiveness of your counseling caseload using goal attainment scaling, and share the results with appropriate clients.

Domain 5: School-Wide Practices to Promote Learning:

1. Participate in delivering instruction in various educational settings (RegEd, BilEd, SpEd, Remedial Ed, ASP, etc.).

2. Attend and contribute in school-based decision making group/committee. (e.g., PTA, school advisory committee, grade retention meeting).

3. Utilize data from statewide testing results (i.e., CASPP/CST score analysis) and prepare a brief user friendly summary to help guide school teams with long term goals and planning.

Domain 6: Preventive and Responsive Services:

1. Assist/create peer programs (e.g., conflict management, peer counseling, peer

12 “Accomplishments” are successful completion of tasks, usually resulting in a product or observable behavior.


tutoring). Assist can be training, debriefing, evaluation, etc. 2. Spend at least 30 hours of direct intervention with students identified with Autism Spectrum

Disorders (e.g., individual counseling, social skills group). 3. Delivers a workshop on promoting student resiliency and collect evaluation results.

Domain 7: Family–School Collaboration Services:

1. Contribute to planning home-school collaboration events and activities (e.g., back-to-school, open house, talent show, PTA events, etc.)

2. Have knowledge of specialized programs within district and within SELPA to share with teachers, parents, and families.

3. Create or contribute to a bulletin board focused on information for parents and families.

Domain 8: Diversity in Development and Learning:

1. Demonstrates advocacy within decision-making on behalf of students and families. 2. Assist in service delivery of student support activities for students with diverse

characteristics (e.g., cultural/ethnic, gender-related, sexual orientation). 3. Create/Update a list of community resources that support CLD families.

Domain 9: Research and Program Evaluation:

1. Disseminate at least 2 pieces of research, in summary format, relevant to clients’ needs. 2. Prepare and share written summaries of evaluation of your counseling caseload with

teachers, parents, and administrators. 3. Conduct triennial evaluations following IDEA97 & 04 requirements, and focus on program

effectiveness and changes needed (not only re-establishing eligibility). 4. Conduct analysis of group testing results at one of the schools you serve and

prepare a presentation of these results (this can be used as one of your workshops).

Domain 10: Legal, Ethical, and Professional Practice:

1. Active involvement with professional organization (e.g., attend or present at CASP or NASP conventions, write articles for newsletters).

2. Attend at least 2 professional development activities during internship. 3. Attend district psychologist meetings.

You must meet with your primary Field Mentor and/or other psychologists to receive guidance and feedback of your work (e.g. review cases, gain feedback regarding personal disposition). Minimum 2 hours/week. All hours are documented in D10. Note: You may count up to 30 hours in preparing your Log and Portfolio to document internship experiences in D10.


Appendix 2: Additional guidelines for Exit Portfolio The following contains the REQUIRED pages that will need to be changed or updated. After you finish, your Year 3 (exit) portfolio will contain a comprehensive collection of evidence from ALL 3 years of your work in the LMU SP program. C = To be changed, A = To be added to

Cover Page C: To reflect this page as your Exit Portfolio and in “partial fulfillment” of

your Ed.S. degree. You can use the same picture if you wish.

Resume A: Add an updated resume. Name the file as “Current Resume”. School Profiles A: Add new information about your Internship schools to your existing

Practicum schools.

FM Information A: Add a new section for your primary Internship FM(s) information to your

existing Practicum information. (LiveText Forms 12, 13)

REAL C: Edit as needed to reflect any new insights, or leave as is.

Courses Completed A: A complete list of all courses in the program.

Summary of Exp A: Add an overview narrative of your internship experiences. Include the approximate percentage of CLD students you worked with. (Form 14)

Impact Evidence A: Add new impact evidence in Domain 2,3,4. Domains A: Add new Reflections, at least 1 new evidence for each Domain and at least

1 area for growth to each Domain. - New reflection narratives should be underlined to distinguish from

last year’s narrative. - New evidence for Domains 2,3,4 must be 3 new Impact evidence5

(indirect-D2, academic-D3, behavioral-D4) and new artifacts in other domains.

Log A: Attach your Internship log to your existing Practicum log. Name

the file name as “Internship Log”.

Evaluation A: We will add your IAP mid-year evaluations (Form 10) and year-end

evaluations (Form 11).

5 Use the same format to describe your GAS, just as you did in your Practicum portfolio.


SCHOOL PSYCHOLOGY EXIT PORTFOLIO - Due Dates

Your Exit (year 3) Portfolio is an extension of your Practicum portfolio. Thus, you are adding content to your existing portfolio, for examples, new school information, new narratives, and new evidence of competence, new areas for growth, updated resume, etc. In order to distinguish clearly your new internship content within each Domain, please underline it so it stands out from your previous practicum content.

Portfolio Table of Content Headings

By Oct

By Jan

By April

Cover Page (picture and/or brief narrative) + School Profiles (ES and HS from internship) + Primary Field Mentor Information (add internship FM) + Overview of Internship Experience (brief) +

R.E.A.L. (edited as needed) + Domain 1: Reflection & Future Growth

Evidence – Artifact

+ +

Domain 2: Reflection & Future Growth

Evidence – GAS-Indirect

+ +


Evidence – GAS-Academic

+ +


Evidence – GAS-Behavioral

+ +


Evidence – Artifact

+ +


Evidence - Campus Climate Survey

+ +


Evidence - Artifact

+ +


Evidence - Artifact

+ +


Innovation proposal

+ +


Evidence - Artifact

+ +

Fieldwork Log (indicate Total Hours and Total CLD Hours in

narrative)

+

Evaluations (IAP self-ratings, from FM) +

Resume (updated) +


Appendix 3: Creating a Visitor Pass for your LiveText Portfolio

Your Exit Portfolio will be viewed and rated by 2 people – an external professional and an SP faculty, so you must submit it TWICE on Livetext (see picture below), but you only need 1 visitor pass for the external professional.

Note: If you need additional help with LiveText, attend one of the drop-in sessions to ask specific questions. If you cannot make ANY of the listed times, you may email [email protected] for answers.

Two Step Process – Create the Visitor's Pass & link it to a LiveText document. Create a Visitor's Pass 1. Click on the Tools tab. 2. Click on the Visitor Passes tab. 3. Click the New button. 4. Give your Visitor's Pass a unique title, usually the name of the visitor or description of the document. 5. Click the Save button. 6. You will see your Visitor's Pass listed with a code consisting of letters and numbers.

Link the Visitor's Pass to a LiveText Document: 1. From within the document, click the Share button. The Share button is located above the page title on the center left side. 2. Type in the title of the visitor pass (not the code), in the Search Viewer text box. 3. Select the name (title of visitor pass) to be shared by clicking on it. The name of the Visitors pass will be listed in the Current Viewer(s) area of the share button.

The visitors pass is now linked to the document. Send the visitors pass code to anyone you would like to view the document (e.g., employer). They will enter the visitors pass code in the visitor login area of the LiveText login screen (www.LiveText.com).


Loyola Marymount University School Psychology Program

Internship Placement Information

SP candidate: ________________________________________ Phone: _______________

Current home address: ________________________________________________________ Primary Field Mentor: _________________________________ District Placement(s): ________________________________________________________ School 1 Address City Zip Tel# On-site psychologist Name Tel# Email

School 2 Address City Zip Tel# On-site psychologist Name Tel# Email

School 3 Address City Zip Tel# On-site psychologist Name Tel# Email

Days and hours during the week that you will be at your schools:

hours Monday Tuesday Wednesday Thursday Friday

AM Hrs: ( )

PM Hrs: ( )


LOYOLA MARYMOUNT UNIVERSITY

SCHOOL PSYCHOLOGY PROGRAM

Intern Progress Form

Candidate: ___________________________ Field Mentor: _______________________________

This brief progress report provides the intern and the university supervisor your general impression of the

intern’s progress to date in 11 areas within Skill, Knowledge, and Disposition. THANK YOU!

Please circle: 3=Exemplary, 2=Proficient, 1=Adequate, 0=Inadequate, NO=no opportunity

1. Effective consultation with various consultees 3 2 1 0 NO

2. Effective assessment (data collection) skills 3 2 1 0 NO

3. Effective individual and group counseling skills 3 2 1 0 NO

4. Reports are written accurately & clearly with

timely submission

3 2 1 0 NO

Overall Demonstration of SKILL:

� Exemplary � Proficient � Adequate � Inadequate

5. Know influences on student learning (e.g.,

motivation, development, family background)

3 2 1 0 NO

6. Know EB academic & behavioral intervention

approaches & programs

3 2 1 0 NO

6. Know culturally responsive strategies with CLD

students & families

3 2 1 0 NO

Overall Demonstration of KNOWLEDGE:


7. Effective interpersonal communication 3 2 1 0 NO

8. Effective time management 3 2 1 0 NO

9. Takes initiative (not wait to be told) 3 2 1 0 NO

10. Responsible and dependable 3 2 1 0 NO

Overall Demonstration of DISPOSITION:


Overall Commendations and/or Suggestions: ____________________________________________

_______________________________________________________________________________

____________________________ ____________________________ _____________

Signature of Candidate Signature of Field Mentor Date

Month: _______

internship candidate handbook 19-20...internship will be an intense and rigorous training experience...

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