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SCHOOL PSYCHOLOGY HANDBOOK

2009 EDITION

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Contents

SECTION 1. PROGRAM DESCRIPTION................................................................................................6Training Philosophy.................................................................................................................................7

School of Education and Allied Professions Outcome Goals.............................................................8National Association of School Psychologists Domains of Professional Practice..............................8Integrated Goals and Domains...........................................................................................................10

School Psychology Program..................................................................................................................11Full Time Schedule............................................................................................................................12Part Time Schedule............................................................................................................................12Course Completion Checklist............................................................................................................13Highlighted Strands...........................................................................................................................14Matrix of Courses by NASP Domain................................................................................................16

Application Information........................................................................................................................17Timeline.............................................................................................................................................17Documents.........................................................................................................................................17Procedures..........................................................................................................................................17

School Psychology Program Notes........................................................................................................18Experience in Schools........................................................................................................................18Transfer Credits.................................................................................................................................18Respecialization.................................................................................................................................18Residency...........................................................................................................................................18Internship...........................................................................................................................................18Tuition and Fees................................................................................................................................19Financial Aid.....................................................................................................................................19Job Market.........................................................................................................................................19Interrupted Matriculation...................................................................................................................19Investigation of Criminal Record......................................................................................................19Thesis.................................................................................................................................................20

SECTION 2. PRACTICA GUIDE............................................................................................................21Description.............................................................................................................................................22Guidelines for Practicum Logs..............................................................................................................26

School Psychology Practicum Log..................................................................................................27Practica Evaluations...............................................................................................................................28

Requirements.....................................................................................................................................28

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Evaluation for School-Based Practicum............................................................................................29Problem-solving Consultation Evaluation.........................................................................................30Case Study Rubric.............................................................................................................................32Accountability Evaluation.................................................................................................................41

SECTION 3. INTERNSHIP MANUAL....................................................................................................43Internship Description.........................................................................................................................44

Internship Training Time Line........................................................................................................45Internship Assignments and Due Dates.........................................................................................46Internship Training Time Line (Sample).......................................................................................46

Memorandum of Agreement for Internship......................................................................................48Intern.................................................................................................................................................48Supervisor.........................................................................................................................................49School District..................................................................................................................................49University of Dayton........................................................................................................................50

Outline of Objectives, Experiences & Competencies for School Psychology Internship................51Intern Assignments and Due Dates................................................................................................63Guidelines for Intern Daily Logs.....................................................................................................64Sample Intern Daily Log..................................................................................................................65Sample Intern Case Log...................................................................................................................66General Intern Evaluation of Internship........................................................................................67Specific Intern Evaluation of Internship........................................................................................68Assignment Written Report Components......................................................................................74

Specific Guidelines for Assignments...................................................................................................75Overview of the Guidelines for Gathering Impact Data....................................................................75Which Intervention Cases Should Be Included?...............................................................................75Intervention........................................................................................................................................75Outcome Measures for Demonstrating Impact..................................................................................76

Developing Goals and Using Goal Attainment Scaling......................................................................77Goal Attainment Scaling Form..............................................................................................................78

Calculating Non-overlapping Data for Behavior Cases....................................................................79Calculating Effect Sizes (g-index & d-index)...................................................................................80

Description of Non-RTI Assignments...................................................................................................82Selected Helpful Chapters in Interventions Text...............................................................................85Criteria for Classification of Interventions as Evidence-Based.........................................................86

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Format for RtI Assignment Write-ups (Assignments A1 - A6)........................................................87Generic Evaluation Form for RtI Intervention......................................................................................88RTI Case Study Rubric..........................................................................................................................89Sample* Evaluation of Individual Counseling......................................................................................94Evaluation of Small-Group Counseling.................................................................................................95Evaluation of Inservice Presentation.....................................................................................................96Evaluation of Evaluation Team Report.................................................................................................97Sample Treatment Acceptability Questionnaire – for Academic Interventions (A1-A3)*...................98Sample Treatment Acceptability Questionnaire – for Behavior Interventions (A4 – A6)*..................99Sample Treatment Integrity Checklist – for Academic Intervention (Paired Reading)......................100Sample Treatment Integrity Checklist – for Behavioral Intervention.................................................101Sample Parent Permission Letter for Assignments Where Such Permission is Needed.....................102

SECTION 4. THESIS..............................................................................................................................103General Procedures............................................................................................................................104Preparation of the Thesis..................................................................................................................104Parts of the Thesis..............................................................................................................................104

A. Preliminaries (numbered ii, iii, iv…).............................................................................................104

B. The Text.......................................................................................................................................105

C. References...................................................................................................................................106

D. Vita...............................................................................................................................................106

Preparing the Manuscript..................................................................................................................106Margins...........................................................................................................................................107Pagination.......................................................................................................................................107Tables, Illustrations, Computer Print-Outs..................................................................................107The Bibliography............................................................................................................................108Appendices.....................................................................................................................................108Quotation of Copyrighted Material...............................................................................................108Samples...........................................................................................................................................108

Thesis Proposal Approval..................................................................................................................109SECTION IV: EVALUATION...............................................................................................................110

Level 1 Assessment: Admission Process..........................................................................................111Level 2 Assessment: Formative Assessment...................................................................................111Level 3 Assessment: Summative Evaluation/Comprehensive Exam for Master of Science Degree.............................................................................................................................................................112

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Master's calendar...........................................................................................................................112Level 4 Assessment: Summative Evaluation for Educational Specialist Degree..........................112Retention Standards..........................................................................................................................114

Definition of Impairment...............................................................................................................115Due Process: General Guidelines......................................................................................................116School Psychology Portfolio..............................................................................................................118Program Accountability.....................................................................................................................123

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SECTION 1. PROGRAM DESCRIPTION

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The School Psychology Program is a graduate training program in the Department of Counselor Education and Human Services in the School of Education and Allied Professions at the University of Dayton. The School Psychology Program at the University of Dayton offers the Master of Science in Education Degree and the Educational Specialist Degree in School Psychology. Completion of both levels of training is required for practice as a school psychologist.

Candidates who have successfully completed the program requirements and have passed the school psychologist portion of the Praxis II examination qualify for a license to practice in schools from the Ohio Department of Education. The National Certificate in School Psychology (NCSP) is available from the National Association of School Psychologists (NASP) and can be used to obtain school psychologist credentials in many other states. A license to engage in the independent practice of school psychology is available from the Ohio State Board of Psychology for graduates who have worked in the schools for three years, passed the Praxis examination, and passed a written and oral examination.

The University of Dayton School Psychology Program provides a curriculum that is comprehensive, integrated, and sequential. It is approved by the Ohio Board of Regents, the National Association of School Psychologists (NASP), and the National Council for the Accreditation of Teacher Education (NCATE).

There are five sections to this handbook: Program Description, Practica Guidelines, Internship Manual, Thesis Preparation and Evaluation. Each section was developed so that candidates and field supervisors could easily access one section without the other four sections. In addition, the Internship section is supplemented with the Ohio Internship Manual. This manual describes the requirements and the supports that must be in place for each internship site to be approved by the Inter-University Council for School Psychology Training Programs in Ohio.

Training Philosophy The School Psychology Program at the University of Dayton is based upon the scientist-practitioner model of service delivery. Within this model, school psychology candidates become competent researchers, contributors to the school psychology knowledge base, and practitioners who apply their knowledge and skills through a problem-solving process to improve the education and mental health of children and youth in schools. Courses reflect current advances in the field of school psychology and education, and the program is committed to implementation and integration of the most current technology applications.

The mission of the School Psychology Program is to provide a comprehensive, integrated and sequential program of study that prepares competent school psychologists whose services will positively impact children, youth, teachers, families, schools and other consumers. The Program is committed to providing training that is delivered in the Marianist Tradition of educating the whole person, and to linking learning and scholarship with leadership and service. Diversity in thought, religious belief, social, cultural, ethnic, and economic background is valued. Consistent with the themes of the School of Education and Allied Professions and the Department of Counselor Education and Human Services, the School Psychology Program endeavors to build learning communities through critical reflection and to facilitate the development of human service practitioners who work to support individual and community growth.

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School of Education and Allied Professions Outcome Goals

The University of Dayton’s School of Education and Allied Professions (SOEAP) has established four primary goals for all program graduates. These goals are based on the institution’s Marianist Heritage which values learning that results in graduates who :

(1) embrace diversity for the promotion of social justice; (2) are scholar practitioners; (3) use critical reflection in their daily professional decision-making; and(4) work to build community.

National Association of School Psychologists Domains of Professional Practice

The School Psychology Program at the University of Dayton integrates the following Standards for Training and Field Placement Programs in School Psychology set forth by the National Association of School Psychologists into courses, practica and internship. The program is designed to ensure that graduates demonstrate entry-level competency in each of the following domains of professional practice. Competency requires both knowledge and skills. It is intended that graduates possess a foundation in the knowledge base for psychology and education, including theories, models, empirical findings, and techniques in each domain. Graduates should be able to demonstrate the professional skills necessary to deliver effective services that result in positive outcomes in each domain. The domains below are not mutually exclusive, and are fully integrated into graduate level curricula, practica, and internship.

A. Data-Based Decision-Making and Accountability School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.

B. Consultation and Collaboration School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and systems levels.

C. Effective Instruction and Development of Cognitive / Academic Skills School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for candidates with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.

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D. Socialization and Development of Life Skills School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for candidates or varying ability, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.

E. Student Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.

F. School and Systems Organization, Policy Development, and Climate School Psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other setting as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

G. Prevention, Crisis Intervention, and Mental Health School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of candidates.

H. Home/School/Community Collaboration School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

I. Research and Program Evaluation School psychologists have knowledge of research, statistics and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.

J. School Psychology Practice and Development School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.

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K. Information Technology School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

Integrated Goals and Domains

The School Psychology Program integrates the 4 SOEAP goals with the 11 National Association of School Psychologists (NASP) domains of professional practice to ensure that graduates are prepared according to national standards, but also in accordance with the basic philosophy characteristic of the SOEAP in the University of Dayton. The connections outlined in the following chart are made through a series of courses and field experiences that include content related to both the goals and domains. In addition, assessments document attainment of knowledge and professional skills for each area. It is important to note that although these comparisons are emphasized in the program, the goals and domains overlap in other ways that are not captured in this chart.

SOEAP Goals NASP Domains

Embrace Diversity for the Promotion of Social Justice

Domain 5: Student Diversity in Development and Learning

Domain 7: Prevention, Crisis Intervention, and Mental Health

Critical Reflection

Domain 2: Consultation and Collaboration

Domain 9: Research and Program Evaluation

Scholar Practitioner

Domain 1: Data-Based Decision Making and Accountability

Domain 3: Effective Instruction and Development of Cognitive/Academic Skills

Domain 4: Socialization and Development of Life Competencies

Domain 9: Research and Program Evaluation

Domain 10: School Psychology Practice and Professional Development

Domain 11: Technology

Domain 2: Consultation and Collaboration

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Building Community

Domain 6: School and Systems Organization, Policy Development, and Climate

Domain 8: Home/School/Community Collaboration

School Psychology Program The School Psychology Program is structured to include coursework and experiences that provide candidates with a foundation for the development of knowledge and skills described in the program philosophy. Course content is frequently accompanied by appropriate field experiences. Practica experiences are designed to provide candidates with opportunities to practice skills that are required in professional practice while under direct supervision. Practica occur in conjunction with specific courses and are individualized in terms of setting and field supervisor. Internship is a culminating activity that provides candidates with the opportunity to develop professional competency while under supervision. The internship is completed on a full-time basis for one school year in a school district, with supervision provided by appropriately credentialed school psychologists.

Candidates who successfully complete 33 semester credits of coursework and the comprehensive examination are awarded the Master’s Degree in Education with a concentration in school psychology. An additional 49 semester credits, for a total of 82 credits, including internship and a thesis, are required for program completion and the awarding of the Educational Specialist Degree in school psychology. Candidates must also pass the PRAXIS II examination in school psychology for licensure in the State of Ohio and certification by the National Association of School Psychologists (NASP). Candidates can matriculate as either full or part time students. The following schedules ensure that the candidates will follow the sequential plan and be fully integrated within the program.

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Full Time Schedule

YEAR FALL SPRING SUMMER 1 SUMMER 2

1

EDC 510EDC 511EDC 517 EDC 572EDC 543EDC 573

311331

EDC 514EDC 515EDC 538/571EDC 541/508EDC 542

31332

EDC 512 (Z)EDC 513 (Z)EDC 516 (Z)

313

EDC 583

(MASTER’S DEGREE)

3

2EDC 610EDC 611EDC 568EDC 537

3133

EDC 612EDC 613EDC 538/571EDC 541/508EDC 800

31332

EDC 615 (Z)EDC 539 (Z)

32

EDC 575EDC 635

33

3 EDC 710 5 EDC 711 5 EDC 712 5(EDUCATIONAL SPECIALIST DEGREE)

Part Time Schedule

YEAR FALL SPRING SUMMER 1 SUMMER 2

1EDC 510EDC 511EDC 517 EDC 572

3113

EDC 541/ 508 EDC 538/571 EDC 542

332

EDC 516 (Z)EDC 512 (Z)EDC 513 (Z)

33 1

2

EDC 543EDC 573EDC 568

313

EDC 541/508 EDC 514 EDC 515

(MASTER’S DEGREE)

331

EDC 583EDC 635

3 3

3EDC 610EDC 611EDC 537

313

EDC 612EDC 613EDC 538/571EDC 800

3132

EDC 615 (Z)EDC 539 (Z)

32

EDC 575 3

4 EDC 710 5 EDC 711 5 EDC 712 5(EDUCATIONAL SPECIALIST DEGREE)

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soe, 08/24/09,

Is this correct? I have a slightly different summer schedule for part time students. (583 summer1 first year, 635 summer 2 first year, 512 and 513 summer 1 second year, 516 summer 2 second year)

Course Completion Checklist

NAME_________________________________________________________

_____Master of Science Degree in Education – Concentration: School Psychology_____Successful completion of 33 credit hours_____Successful completion of comprehensive examination

_____Educational Specialist Degree in School Psychology_____Successful completion of 49 credit hours for a total of 82 credit hours_____Successful completion of internship_____Approval of professional portfolio_____Successful completion of thesis

COURSEEDC

CREDIT HOURS

COURSE TITLE COMPLETED

508 3 Theories of Learning & Human Development510 3 Consultation in the Schools511 1 School Psychology Practicum: Consultation512 3 Cognitive Assessment513 1 School Psychology Practicum: Cog Assessment 514 3 Academic Assessment for Intervention515 1 Sch Psy Pract: Acad Asmnt for Intervention516 3 Academic and Behavioral Assessment Instruments517 1 School Psychology Practicum: Shadowing537 3 Statistics538 3 Child & Adolescent Psychopathology539 2 Organization and Administration of School Systems541 3 Curriculum & Instruction for Diverse Learners542 2 Crisis Intervention and Prevention in Educational Settings 543 3 Theories & Tech of Counseling 568 3 Research & Evaluation in Human Services571 3 Biological Basis of Behavior572 3 Role & Function of the School Psychologist573 1 Orientation to the School Process575 3 Teach & Counseling Multicultural Populations583 3 Theory and Techniques of Group Counseling610 3 Social/Behavioral Assessment for Intervention611 1 Sch Psy Pract: Soc/Beh Asmnt for Intervention612 3 Assessment for Intervention & Accountability 613 1 Sch Psy Pract: Asmnt for Inter & Accountability615 3 Culminating Seminar635 3 Couples & Family Counseling710 5 Internship in School Psych 711 5 Internship in School Psych712 5 Internship in School Psych 800 2 Thesis

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soe, 08/24/09,

Was this changed to couples and family counseling?

soe, 08/24/09,

We officially changed the name last year

Highlighted Strands

Assessment for Intervention StrandA primary goal of the School Psychology Program at the University of Dayton is to train school psychologists to be competent scientist-practitioners. Competent scientist-practitioners are those who demonstrate the knowledge and skills necessary to implement the Response to Intervention Model which links assessment to intervention at multiple levels: school-wide, class-wide, small group, and individual.

A series of Assessment for Intervention courses is offered as a core component in the program. Four content areas are emphasized in this strand including consultation, academic, social/behavioral, and accountability. Each Assessment for Intervention course is supported by its related practicum. The Internship is a capstone experience in which all assessment for intervention knowledge and skills are integrated into supervised practice.

Course Topics / CompetenciesEDC510: Consultation in Schools

EDC511: Practicum

Communication skills, problem-solving process, data-based decision making, organizational development, systems change

EDC514: Academic Assessment for Intervention

EDC515: Practicum

Response to Intervention Tier 3 Case Study, single-case design methodology, curriculum-based assessment, error analysis, hypothesis testing, academic intervention, and data-based decision making

EDC610: Social / Behavioral Assessment for Intervention

EDC611: Practicum

Methods of behavior observation/data collection, defining target behaviors, functional behavioral assessment, and behavioral intervention planning

EDC612: Assessment for Intervention and Accountability

EDC613: Practicum

Program evaluation, special education decision making, and professional accountability

Research and Program Evaluation StrandThe School Psychology Program at the University of Dayton values research as a critical component in the development of scientist-practitioner school psychologists. Training in research is accomplished through a comprehensive, systematic approach that is integrated throughout the School Psychology Program. The purpose of this learning strand is to prepare candidates to be competent consumers and producers of research and to be collaborative members of research teams. Empirical support for intervention selection is emphasized. A thesis is completed as one of the culminating experiences at the end of the Educational Specialist degree. A faculty advisor, chosen by the student, provides support and guidance for the thesis from inception to completion.

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Course Topics / CompetenciesEDC572: Role & Function of the School Psychologist

EDC 517: Practicum

Introduction to research

EDC537: Statistics Applied Statistics for single case, parametric and non-parametric procedures

EDC568:Research and Evaluation in Human Services

Qualitative and quantitative methods for conducting research

EDC 514: Academic Assessment for Intervention

EDC 515: Practicum

Response to Intervention applications to group and case studies

EDC610: Social / Behavioral Assessment for Intervention

EDC 611: Practicum

Response to Intervention applications to group and case studies

EDC612: Assessment for Intervention and Accountability

EDC 613: Practicum

Program evaluation, special education decision making, and professional accountability

EDC 800: Thesis Thesis

Although the program emphasizes these 2 strands, there is a recognition that candidates must be prepared for entering the field under a variety of conditions. Candidates are prepared to fill traditional as well as innovative school psychologist positions. Their training is grounded by the NASP domains so that they are effective as change agents with individual students, in small groups, in classrooms and at the system-wide level. The Matrix of Courses by Domain provides a synopsis of the integration of courses with the NASP requirements.

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Matrix of Courses by NASP Domain

A B C D E F G H I J KEDC508 X X X X510 X X X X X X X X X X X511 X X X X X X X X X X X512 X X X X X513 X X X X X514 X X X X X515 X X X X X516 X X X X517 X X X X X X X X X X537 X X538 X X X X X539 X541 X X X X X542 X X X X X X543 X X X568 X X571 X X572 X X X X X X X X X X573 X575 X X583 X X X610 X X X611 X X X612 X X X X X X X X613 X X X X X X X X615 X X X X X X X X635 X X X X X X X710 X X X X X X X X X X X711 X X X X X X X X X X X712 X X X X X X X X X X X800 X X X

A. Data-Based Decision-Making and AccountabilityB. Consultation and CollaborationC. Effective Instruction and Development of Cognitive / Academic SkillsD. Socialization and Development of Life SkillsE. Student Diversity in Development and LearningF. School and Systems Organization, Policy Development, and ClimateG. Prevention, Crisis Intervention, and Mental HealthH. Home / School / Community CollaborationI. Research and Program EvaluationJ. School Psychology Practice and DevelopmentK. Information Technology

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Application Information Timeline

February 1 Candidate application materials are due February 15 Interview invitations are sent to applicants March 1 Interviews are completedMarch 30 Letters of acceptance are sent

Documents

Application forms are available on the program web page: http://www.udayton.edu/~gradsch/main.htm

Official transcripts of all previous undergraduate and graduate courses, mailed to the address shown on the application web page

Three references. Results of the Graduate Records Examination (GRE), mailed directly from the testing service to

the University of Dayton Graduate School. Applications to take the GRE may be obtained from the from the Graduate Record Examination web site. The web site also identifies locations and times available to take the examination.

Two-page typed statement of your current perception of, and interest in the role of the school psychologist.

Procedures

Application materials should be reviewed carefully before submission. In addition to the admission documents required for other graduate programs in the School of Education (positive references and undergraduate grade point average of at least 2.75). School psychology applicants will also be required to take the Graduate Records Examination (G.R.E.), to submit a typed statement of their interest in and current perception of the role of the school psychologist, and to appear for an interview with program faculty and for an extemporaneous writing exercise.

Admission procedures for the school psychology program are somewhat different from those for other department programs. For example, all applicants must submit GRE scores. GRE scores must be sent directly to the University of Dayton from the testing agency. In order to be accepted into the school psychology program, candidates must (a) possess a valid Ohio teaching license, or (b) possess a degree in psychology or another human service related major. Questions regarding the application process may be e-mailed to Dr. Hunley or Dr. Gfroerer at the following addresses.

Dr. Sawyer Hunley, [email protected]. Susan Gfroerer, [email protected]

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mailto:[email protected]


http://www.udayton.edu/~gradsch/main.htm

School Psychology Program Notes Experience in Schools

Applicants who do not have experience working in schools are strongly encouraged to complete at least one year of full-time experience (or its equivalent) as a school psychology aide or assistant, a substitute teacher, a special education tutor or teacher’s aide, or a volunteer in a K-12 classroom setting. Graduate courses in the school psychology program may be taken while completing this employment or volunteer experience, during which graduate candidates will be gaining invaluable experience in schools upon which they will draw when they become school psychologists.

Transfer Credits Upon acceptance into the school psychology program, transcripts of past courses may be reviewed in order to determine the possible need to add or substitute courses. Such a review must result in a course plan totaling 82 graduate semester hours, covering the program content areas. Candidates may transfer toward the master’s degree in school psychology up to six semester hours of graduate courses in other programs, if such coursework has been completed within five years prior to acceptance into the school psychology program and the grade quality is "B" or better. An additional six graduate credits may be applied toward the specialist degree. The program does not accept credit from undergraduate coursework.

RespecializationThe school psychology program is open to applications from candidates who have already completed training in a related field and who may wish to complete a modified program of study resulting in state licensure for the practice of school psychology. Respecialization applicants who already possess a doctoral degree and licensure in a related field must complete the same application procedures as all other applicants. Upon acceptance into the school psychology program, transcripts of past courses will be reviewed in order to determine which courses may be applied toward meeting NASP’s training and State licensure requirements. The content of such courses must be comparable, and the grade quality must be “B” or better. All such candidates must complete an additional minimum of 54-semester hours, excluding those credits taken during their full year (1200 clock hours) internship in a school setting.

ResidencyAll school psychology candidates must meet a residency requirement by enrolling in coursework on a full-time basis (9 or more credits) for at least two terms.

InternshipCandidates seeking Ohio school psychology licensure who wish to intern in Ohio will be required to sign a statement of intent to work in Ohio as a school psychologist for at least one year following internship. The required State funding limits the number of internships in Ohio each year to

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approximately 100. Of this number, U.D. receives at least seven internship slots per year. For candidates not intending to work in Ohio following internship, internship arrangements may be made in another state.

Tuition and FeesAll graduate education courses are offered on a semester credit system. Most courses are three semester credits.

Financial AidFinancial aid from university sources is available to a limited number of full-time candidates. (Full time status requires registration for a minimum of 9 credits per term.) Guaranteed student loans are available to candidates who register for at least three credit hours per term, if the student's financial ability meets eligibility criteria. The granting of financial aid requires that the student first be admitted into a graduate program. A financial aid information package may be obtained from the university’s Financial Aid Office (937-229-4311).

A limited number of graduate assistantships is available. Each pays some tuition costs plus a stipend, and requires 20 hours of work per week. An annual total of fifteen semester hours of tuition remission is available to graduate assistants for Fall and Spring semesters.

A number of educational agencies hire special education tutors, teacher aides, and substitute teachers, at hourly, daily, or yearly rates. Such employment offers financial support for living expenses and tuition payments, as well as excellent experience in preparation for the role of school psychologist.

Job MarketBoth national and state surveys reveal a shortage of school psychologists and an excellent job market, especially for persons who are able to move to locations where the job shortages are greatest. Job hunting may be more uncertain for persons who are unable to move.

Interrupted MatriculationCandidates are required to maintain sequential and uninterrupted matriculation through the pattern of courses outlined at the beginning of their programs. Uninterrupted matriculation occurs when candidates complete at least one course per semester, including fall, spring and summer terms. If this pattern is altered, it may become necessary for candidates to complete additional requirements in order to insure their readiness to resume or to complete their programs. Candidates should alter their program pattern only through consultation with program faculty.

Investigation of Criminal RecordSchool psychology candidates should be aware that the State of Ohio will require them to undergo a fingerprint check to determine if they have a criminal record. In order to be granted the one-year temporary child study license required for internship, such check(s) will be conducted during the

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summer prior to the internship year by the Ohio Bureau of Criminal Investigation (BCI), and the FBI (for persons who have not been Ohio residents for the past five years).

ThesisEach student will complete a thesis as part of the requirements for earning the Educational Specialist Degree. The specific phases of thesis preparation may be found in the Research and Evaluation Highlighted Strand sections of this Program Description. Key procedural points in the thesis process include Committee Approval, Proposal Approval, UD Internal Review Board Approval, and Thesis Approval. Forms and detailed descriptions of these points may be found in the Thesis Preparation Section of this handbook.

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SECTION 2. PRACTICA GUIDE

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Practica experiences are designed to provide students opportunities to use professional practice skills while under direct supervision. Experiences focus on the development and evaluation of specific skills. Integration and application of the full range of school psychology competencies and domains, is expected to occur in the final year of training during internship after completing all practica.

This section of the handbook describes the practica experiences, provides letters, guidelines, and some evaluation forms for use during these experiences. Refer to this document for resources needed during practica courses.

Description

Practica experiences are individualized in terms of setting and field supervisor. Students complete a minimum of 240 clock hours in school settings across all practica courses. There are six practica courses in the school psychology program. The series of courses begins with an introduction to school psychology and requires the student to follow or shadow a practicing school psychologist in a school and gain other school experiences in diverse school settings. One practicum experience occurs in conjunction with the consultation course and prepares students for working with others in the school settings. Four practica experiences occur in conjunction with courses that focus on the development of skills necessary for conducting assessments, program evaluations, and developing interventions for children and adolescents in school. Each of the practica courses generate approximately 40 clock hours, to accumulate a minimum of 240 clock hours.

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Dear Practicum Supervisor:

The faculty of the Department of Counselor Education and Human Services wish to thank you for participating in the school psychology field experience for this student. Practica experiences are distinct from the internship experience and are designated as field-based introductions to the practice of school psychology. Practica experiences are unique opportunities for school psychology students to practice their skills under the supervision of field- and university-based supervisors.

We hope that the following information will help to clarify any questions that you might have about expectations for the students and for you as the field-supervisor.

The practica experiences for the School Psychology Program at the University of Dayton are designed to provide students with opportunities to develop specific skills. Practica lead to integration and application of the full range of school psychology competencies and knowledge in the final year of training in the context of the internship.

General training objectives are described in the course syllabus and should be provided for you by the student whom you are supervising. However, each student has unique strengths and needs. It would be helpful to have an initial meeting to discuss both of your expectations and plan accordingly, and then to have regularly scheduled meetings to review the student’s progress, provide field supervision, and to problem-solve any issues that might come up. An average of one hour per week of supervision from you is needed. Students are not required to set a weekly schedule, but are expected to complete their assignments by the due dates listed on the syllabus. It will be important that sufficient time is allotted for the completion of the assigned tasks. This will require some planning.

Assessment results obtained by practicum students are to be used only for practice or intervention development. Ohio regulations state that assessment results obtained by practicum students may not be used for special education eligibility determination. Students are required to keep a log of their practicum experiences. You will be asked to verify and sign the activity log. The log is an excellent way to discuss your student’s experience, and will aid both you and the university faculty in evaluating the scope of the experiences. In addition, you will be asked to complete an evaluation of your practicum student.

If at any time you have questions or concerns, please feel free to contact the faculty at the University of Dayton. Again thank you for your willingness to participate in the training of a future school psychologist.

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Your signature on this form indicates your willingness to participate as a field supervisor for a school psychology practicum student from the University of Dayton. Please keep a copy and have the practicum student submit a copy to the university supervisor for this course.

Thank you,

Dr. Sawyer Hunley Dr. Susan GfroererUniversity of Dayton University of Dayton

[email protected] [email protected]

University of Dayton School Psychology Practicum Student

School-based School Psychology Supervisor

Are you a licensed/certified school psychologist in the State of Ohio? YES NO

School District School

Telephone

Email

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To the parent(s) of

Date _____________

The faculty members of the Department of Counselor Education and Human Services of the University of Dayton request your help in the training of school psychologists. An important part of this training requires the graduate student to work with students in schools.

With your permission, the graduate student will work with your child and the classroom teacher, under the supervision of the school’s school psychologist , to identify a specific academic or behavior area with which your child may need help. As a result of this assessment, the graduate student will provide recommendations and in some cases carry out these recommendations with your child.

Assessment may include the administration of tests, record review, classroom observations, rating scales and interviews with you, the classroom teacher, and your child. Feel free to ask the graduate student any questions you may have about these procedures.

You can be assured that the test results will remain confidential. Should you wish to be informed of the outcomes of the assessment, the graduate student will furnish you with a general description of the results, after the field supervisor and the course instructor have reviewed the results. Keep in mind that the results of assessment conducted during graduate training are not considered valid or reliable for use in making any educational decisions.

Please sign this consent form, which indicates your agreement to participate in this training.

If you have any questions about these procedures, you at the may contact the University of Dayton. Thank you for your willingness to support our efforts.

Sincerely,

Dr. Sawyer Hunley Dr. Susan Gfroerer.University of Dayton University of Dayton

[email protected] [email protected]

I give my permission for the school psychology student to work with my child as described above.

Parent Signature Date

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Guidelines for Practicum Logs Practicum logs serve to demonstrate the amount and diversity of your practicum experience. They act as verification of your experience for your credentialing as a school psychologist. They are an important part of your field experience.

Logs should be completed from the very first day of your practicum, including those times when the university is not in session.

In general, record all of your professional activity on site, except for lunch, breaks, within district travel, etc. However, whenever you talk with a staff member about a student, record it under the appropriate category. Time spent at home writing reports can be counted, within reason

Discuss your weekly log summary with your field supervisor during supervision visits. This will provide an excellent opportunity to evaluate the nature of your practicum experience.

Logs should be tabulated with a running summary of your time by activity and should total approximately 40 clock hours per practicum course. You are required to complete a minimum of 240 clock hours across all 6 practica courses in the school psychology program. All 6 signed logs are to be included in your portfolio. Number of clock hours should be totaled.

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School Psychology Practicum Log

Student’s Name: School District: Field Supervisor(s): Field Supervisor(s) Signature(s):

Date Location Activity Number of Hours

Total Hours Cumulative Hours

Activities may include, but not be limited to assessment and information gathering; intervention; monitoring, measuring, and evaluating student behavior; report writing; case consultation; supervision; other.

Record all activities to the nearest quarter hour using decimals: 15 min. = .25; 45 min. = .75. Identify student by first name or initials only. Use a 1 or two word description of activity (e.g., WJ-R, observ., record review, parent interview, etc.). Be sure rows and columns are totaled before handing in logs.

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soe, 08/24/09,

Add a space for a cumulative total of hours

Practica Evaluations Students will be evaluated at the conclusion of each of the practicum experiences.

The completed General Student Practicum Evaluation should be completed by the field supervisor in collaboration with the student when required. If the practicum experience does not occur in the context of a school, the course instructor will complete the evaluation in collaboration with the student.

Some of the required practica evaluations are included in this handbook. Practica courses may have additional evaluations that will be completed as evidence that the student has developed the knowledge and skills related to that content area. All of these evaluations are required to be completed successfully to pass the course. The evaluations also must be included in the final portfolio that is presented at the conclusion of the school psychology program, prior to awarding of the Ed.S. degree.

Requirements

EDC 511: School Psychology Practicum: Consultation Problem-solving Consultation Evaluation

EDC 513: School Psychology Practicum: Cognitive Assessment Cognitive Evaluation Checklist

EDC 515: Academic Assessment for Intervention Practicum Evaluation for School-Based PracticumCase Study Evaluation Rubric

EDC 517: School Psychology Practicum: Shadowing Shadowing Log

EDC 611: Social/Behavioral AFI Practicum Evaluation for School-Based PracticumCase Study Evaluation RubricCase Study Evaluation Rubric: Class-wide

EDC 613: AFI & Accountability Practicum Accountability EvaluationProgram Evaluation Project Checklist

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Evaluation for School-Based Practicum

Student’s Name: Practicum Site: Supervising Psychologist:

Please rate the student in the following areas:

UnsatisfactoryNeeds

Improvement Satisfactory CompetentNot

ObservedCooperates and collaborates well with others at the individual, group and systems levelMakes appropriate efforts to maintain schedules, routines, policies, and procedures of the practicum settingListens wellParticipates effectively in discussionsConveys information clearlyUnderstands the roles and functions of the school psychologist Demonstrates sensitivity, knowledge, and skills needed to work with diverse individuals and groups Establishes rapport with students and staff and fosters positive interactions through verbal and nonverbal communicationMeets difficult situations with self controlDemonstrates good professional judgment and common senseDisplays initiative and resourcefulnessAccepts and utilizes supervisory feedback

Professional Goals:

Given the above ratings of the student’s current professional skills, please list the three most important goals which should be established as professional training continues.1.

2.

3.

Evaluator’s Signature: Date:

Student’s Signature: Date:

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Problem-solving Consultation Evaluation

Consultant

Evaluator

Type of Consultation: Face-to-face Computer-mediated

Consultation Content

Consultation ComponentsObserved

or Not Observed

(Circle one)

CommentsRatings (circle one)

C: CompetentB: BasicN: Novice

I. OpeningC B NAn opening salutation was given. O N/O

The consultee introduced and described the problem.

O N/O

II. Problem identification

C B NObjectives were established in observable, measurable terms.

O N/O

Performance measures were selected.

O N/O

Data were collected and reported. O N/OThe discrepancy between current and desired performance was determined.

O N/O

III. Analysis

C B NAnalysis procedures were clarified. O N/OThe analysis was conducted. O N/OResults of the analysis were collected and reported.

O N/O

IV. Intervention

C B NAn intervention plan was developed. O N/OProcedures to monitor and evaluate intervention success were described.

O N/O

V. Consultation conclusionC B NDate and time for the next

consultation were established.O N/O

A closing salutation was given. O N/OOverall Rating of Consultation Content

C B N

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Message Process and Communication Skills

Consultation ComponentsObserved

or Not Observed

(Circle one)

CommentsRatings (circle one)

C: CompetentB: BasicN: Novice

I. Interpersonal Relationship

C B N

The conversation was collaborative and demonstrated an attitude of equality. The consultee did not give advice as an "expert".

O N/O

The consultee talked more than the consultant, and the consultant served mainly as a facilitator for the consultee.

O N/O

There appeared to be a sense of trust. O N/OConfidentiality was addressed. O N/OBoth the consultant and consultee actively participated in the consultation and both were expected to take some responsibility for problem-solving.

O N/O

II. Problem Identification and Analysis

C B N

The consultant asked more open-ended questions than closed (e.g., yes/no) questions.

O N/O

The consultant used information gathering questions and clarification questions appropriately.

O N/O

The problem was clearly identified and defined.

O N/O

III. Intervention

C B N

Intervention alternatives were generated by both consultant and consultee.

O N/O

Intervention alternatives were evaluated by both consultant and consultee and resulted in a strategy selection.

O N/O

Responsibilities for implementing the strategy were specified.

O N/O

Responsibilities for gathering data, monitoring, and evaluating the results of the intervention were specified.

O N/O

IV. Communication Skills

C B N

The consultant listened more than talked. O N/OQuestioning was effective. O N/OThe consultant kept track of the comments made by the consultee, and efficiently integrated, paraphrased, and summarized the consultee's thoughts and concerns.

O N/O

Appropriate affect was displayed by the consultant through empathy and validation.

O N/O

Overall Rating of Message Process and Communication Skills C B N

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Case Study Rubric

Consultant Student

Stage 1.0. Local Norms: Local norms and outcome goals are established for class.

Outstanding Competent Needs Development

1.1 Teacher consultation provided class-wide behavioral and/or academic goals and a target date to accomplish the class-wide goals

Teacher consultation provided class-wide behavioral and/or academic goals

Teacher consultation did not occur

1.2 The class goal statement(s) was written in observable, measurable terms, and was based on the all of the following: Review of curriculum for academic goals, Task analysis for academic and/or behavioral target goals, Description of class- wide instructional methods to address the academic and/or behavioral target goals

The class goal statement(s) was written in observable, measurable terms

The class goal statement(s) was NOT written in observable, measurable terms

1.3 Local norms were

established (Classes that do not have established local norms will need to have at least 3 administrations of each measure conducted over a several week period to determine average rate of change per week, level, or variability/stability for class.)

Local norms were available and used

Local norms were underdeveloped

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1.4 Data from Tier One were used to identify Tier Two students; AND Tier Two students received more intensive intervention

Data from Tier One were used to identify Tier Two students

Data from Tier One were Not used to identify Tier Two students

Rating for 1.0

Outstanding:All components in the outstanding category are checked

Substantially Developed: Components in the competent and outstanding categories are checked

Competent: All components in the competent category are checked

Threshold Development: Some components in the competent category are checked

Needs Development: Multiple components in the needs development category are checked

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Stage 2. Problem Identification: The at-risk student and academic/behavioral concern(s)

are investigated


2.1 The at-risk student's academic and/or behavioral concern(s) was identified AND operationally defined using class goals AND local norms

The at-risk student's academic and/or behavioral concern(s) was identified AND operationally defined using class goals OR local norms

The at-risk student's academic and/or behavioral concern(s) was identified but NOT operationally defined

2.2 A baseline for the at-risk

student was established for the concern(s), and included 7 or more data points

A baseline for the at-risk student was established for the concern(s)

A baseline for the at-risk student was NOT established or was inappropriate

2.3 Skill analysis was conducted and included all of the following: Error analysis, Direct observation of skill, Criteria-based assessment, OR curriculum-based assessment

Skill analysis was conducted and included one or more of the following: Error analysis, Direct observation of skill, Criteria-based assessment, OR curriculum-based assessment

No skill analysis was conducted, or analysis was inappropriate for the identified concern(s)

2.4 Performance analysis was conducted and included all of the following: Record review for historical documentation of pertinent information, Student interview, Ecological or situational analysis of concern (e.g., routines, expectation-skill match, relationships,

Performance analysis was conducted and included one or more of the following: Record review for historical documentation of pertinent information, Student interview, Ecological or situational analysis of concern (e.g., routines, expectation-skill

No performance analysis was conducted, or analysis was inappropriate for the identified concern(s)

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classroom environment, adult/teacher support, cultural issues) Direct observation (e.g., on-task) Parent interview

match, relationships, classroom environment, adult/teacher support, cultural issues) Direct observation (e.g., on-task) Parent interview

Rating for 2.0






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Stage 3.0 Problem Analysis: Hypotheses are developed and tested


3.1 Hypotheses were generated through team collaboration with teacher, parent, and other relevant parties

Hypotheses were generated through collaboration with teacher and/or parent

Hypotheses were NOT generated through collaboration with teacher and/or parent

3.2 Multiple hypotheses were developed to identify the cause or source of each problem

A hypothesis was developed to identify the cause or source of each problem

No hypotheses were developed

3.3 Each of the multiple

hypotheses was tested and data were used to confirm the cause or source of the problem using one or more of the following methods: Direct observation, Analogue assessment, Functional assessment, Self-monitoring assessment, Other

One hypothesis was tested to confirm the cause or source of the problem using one or more of the following methods: Direct observation, Analogue assessment, Functional assessment, Self-monitoring assessment, Other

Hypothesis testing did not occur

3.4 The hypothesis reflected

awareness of individual differences (e.g., biological, social, linguistic, cultural), and the intervention acceptability for hypothesis was verified for acceptability

The hypothesis reflected awareness of individual differences (e.g., biological, social, linguistic, cultural)

The hypothesis did NOT reflect awareness of individual differences (e.g., biological, social, linguistic, cultural)

3.5 Support was provided to

justify the use of the intervention as evidence-based practice ( research literature) that linked to the targeted problem

Hypothesis testing linked the academic and/or behavioral problem(s) with the intervention

Hypothesis testing did NOT link the academic and/or behavioral problem(s) with the intervention

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Rating for 3.0






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Stage 4. Intervention: Intervention is implemented and monitored


4.1 Goal Attainment Scale was developed prior to intervention implementation using appropriate methods

Goal statement(s) was written in observable, measurable terms

Goal statement was NOT written in observable, measurable terms

4.2 Intervention(s) was developed collaboratively

Intervention(s) was developed collaboratively

Intervention(s) was NOT developed collaboratively

4.3 Intervention(s) logically linked to all of the following: referral question accepted hypothesis goal statement

Intervention(s) logically linked to one or more of the following: referral question accepted hypothesis goal statement

Intervention(s) did NOT logically link to all of the following: referral question accepted hypothesis goal statement

44.4 Treatment integrity

checklist was developed prior to intervention implementation

Logistics of setting, time, resources and personnel required for intervention and data gathering were defined and implemented

Intervention(s) was NOT described in enough detail to ensure appropriate implementation

4.5 Intervention(s) was implemented with integrity

Intervention(s) was implemented

Intervention(s) was limited to determination of eligibility for special education services or referral for services external to the school and/or the home

4.6 Acceptability of intervention by teacher, parent and child was verified

Intervention reflected sensitivity to individual differences, resources, classroom practices, and other system issues

Intervention did NOT reflect sensitivity to individual differences, resources, classroom practices, and other

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system issues

4.7 Intervention was monitored and data were used to determine implementation integrity

Intervention(s) implementation was monitored

Intervention(s) implementation was NOT monitored

Rating for 4.0






Stage 5.0 Evaluation: Data were gathered, documented and evaluated


5.1 Graphed data indicated measurable, positive impact toward stated goal

Progress monitoring data were plotted on a graph or chart

Progress monitoring data were NOT plotted on a graph or chart

5.2 Single-case design was specified (e.g., changing criterion, withdrawal, multiple baseline, alternating treatments) to prove efficacy of intervention

Single-case design was implied by graphed data (e.g., changing criterion, withdrawal, multiple baseline, alternating treatments) to prove efficacy of intervention

Single-case design was NOT apparent

5.3 Data were evaluated through all appropriate methods and were presented in support of student's progress: Visual analysis

Data were evaluated through one or more methods and were presented in support of student's progress: Visual analysis Magnitude of change

No evidence was provided in support of student's progress or methods were inappropriate

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Magnitude of change statistic(s) Goal Attainment Scaling Intervention integrity Other

statistic(s) Goal Attainment Scaling Intervention integrity Other

5.4e Effectiveness of intervention, case study fidelity and intervention integrity were examined collaboratively

Effectiveness of intervention was examined collaboratively

Effectiveness of intervention was not examined collaboratively

5.5 Strategies for changes in intervention and/or follow-up were implemented and data were provided. Intervention limitations or side effects were described.

Suggestions for changes in intervention and/or follow-up were provided

Suggestions for changes in intervention and/or follow-up were NOT provided

Rating for 5.0






Overall Rating for Case Study

Outstanding:Case Study is rated outstanding in all five sections

Substantially Developed: Case Study is rated competent or higher for all sections and substantially

Competent: All five sections of the Case Study are rated competent

Threshold Development: Some but not all sections are rated competent or higher

Needs Development: Multiple sections are rated needs development

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developed or higher in one or more sections

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Accountability Evaluation

Graduate Candidate: _______________________________ Student: ________________________________

Assessment Area Feedback Points

General Intelligence (Cognitive)

Academic Performance

Vision Ability

Hearing Ability

Communication Status

Fine Motor Skills

Gross Motor Skills

Classroom Observation

Social-Emotional Status

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Other Required Elements of the Evaluation Team Report:

¨ Cover Page¨ Referral for Evaluation (PR-04)¨ School-Age Planning Form: Initial¨ Consent for Evaluation (PR-05)

Process SkillsNeeds Improvement/Comments Meets or

Exceeds Expectations

Plans assessments for referred eligibility determination in light of intervention outcomes.

Selects assessment procedures for eligibility determination in light of intervention outcomes.

Provides summary interpretation for each area assessed.

Includes instructional implications in the assessment summaries for each area assessed.

Use clear and concise language throughout the report.

Practicum Supervisor: ________________________________________ Date

[43]

SECTION 3. INTERNSHIP MANUAL

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Internship Description

The internship is a culminating experience that provides the school psychology student the opportunity to develop professional competency through the integration of knowledge and application of skills, while under supervision. Interns are expected to demonstrate educational and mental health practices that lead to the resolution of individual, group, and system-level problems in schools, and to work toward positive educational outcomes for children and adolescents.

The internship experience is guided by a written plan, based upon NASP’s eleven Domains of Professional Practice, that specifies internship objectives and activities and the responsibilities of, and expected collaboration between, the training program and the internship site. The plan specifies the methods for provision of supervision, intern support, and both formative and summative performance-based evaluation of interns.

The internship is completed on a full-time basis over one year and consists of a minimum of 1200 clock hours, at least one-half of which is in a school setting. Interns receive at least two hours of field-based supervision per full-time week from a practicing school psychologist, who is responsible for no more than two interns at any given time. They are also expected to attend periodic internship supervision meetings at the University of Dayton campus and to participate in the annual Ohio Internship convention.

The school-based internship experience is provided in a local educational agency. While the provision of internship credit and grades rests with the university faculty, primary responsibility for intern supervision rests with appropriately credentialed local educational agency personnel. University faculty supervisors are responsible for providing appropriate orientation and support to non-university supervisors and interns.

Local supervision is provided by (a) person(s) holding a valid credential as a school psychologist in the local educational agency and who has held such employment for a minimum of one school year in that setting, prior to undertaking supervisory responsibilities.

The internship placement agency provides appropriate support for the internship experiences including: (a) a written agreement specifying the period of appointment and terms of compensation; (b) a schedule of appointment, expense reimbursement, work environment, office space, and support services consistent with that afforded agency school psychologists; (c) provision for participation in continuing professional development activities; (d) release time for internship supervision; and (e) a commitment to the internship as a training experience.

The school psychology internship is a 1200 clock hour developmental skill sequence that typically corresponds to the school calendar (usually beginning in late August and ending mid-June. The internship is completed under a temporary license, which cannot extend past June 30 of the internship year. All Ohio interns receiving a paid stipend through the Ohio Internship Program can receive a

[45]

stipend for only one academic year. Arrangements for dealing with illness and other unforeseen circumstances that arise during the internship will be handled through the discretion of the supervising university working in collaboration with the intern, school district, and the Ohio Department of Education. Key considerations in making alternate plans include (a) adhering to the NASP requirement for 1200 total hours and (b) assuring that all competencies and skills can be met.

Candidates that know prior to entering an internship that they will be unable to complete an uninterrupted 1200 clock hour internship might be advised to wait one year or complete it at a time when they can successfully fulfill the internship requirement without interruption. During the internship year, candidates need to demonstrate competence across the NASP standards and complete various year long projects. Candidates, who are absent for more than six weeks, may not be able to adequately fulfill these requirements or be exposed to the developmental skills that are required across the four time periods, fall, winter, spring, and summer. A discussion will be held with each candidate eligible for an internship who presents circumstances that require extended absenteeism with school psychology faculty and coordinator. The final decision for internship assignment will rest with the coordinator of the school psychology program after consulting with school psychology faculty. The decision will be based on whether faculties believe that the candidate will be able to successfully complete the requirements of the internship.

Internship Training Time LineThe National Association of School Psychologists Training Standards require that a training plan be developed for all interns. The training plan outlines in detail the process that the field supervisor will use for supervision of skills. It also identifies the process that will be taken to ensure completion of all appropriate activities designated by the University of Dayton on the Outline of Objectives, Experiences & Competencies.

The University of Dayton recommends that the training plan use a successive approximation approach, wherein the intern sequentially progresses through four steps for each selected skill. The four steps are (1) observation, (2) guided practice, (3) review, and (4) monitoring. In application this means that the intern first will observe the field supervisor performing the skill. Then the intern is given direct instruction and feedback while performing the skill. When the intern is proficient to independently perform the skill, the field supervisor does a review or debriefing. As the intern moves toward skill mastery, the field supervisor becomes a readily available consultant.

The plan will designate an initial plan for accomplishing the items listed in the Outline of Objectives, Experiences & Competencies. The plan should be revisited periodically and revised as needed. Items are to be initialed and dated by the supervisor upon completion. Completion of the items is expected by the end of the internship year.

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Internship Assignments and Due Dates

Assignments Due Dates Grading TermA1 Academic RTI - Tier 1 March or May site visit or earlier Winter or Summer-1A2 Academic RTI - Tier 2 March or May site visit or earlier Winter or Summer-1A3 Academic RTI - Tier 3 March or May site visit or earlier Winter or Summer-1A4 Positive Behavior Support RTI - Tier 1 March or May site visit or earlier Winter or Summer-1A5 Positive Behavior Support RTI - Tier 2 March or May site visit or earlier Winter or Summer-1A6 Positive Behavior Support RTI - Tier 3 March or May site visit or earlier Winter or Summer-1A7 Individual Counseling March site visit or earlier Winter or Summer-1A8 Small-Group Counseling May site visit or earlier Winter or Summer-1A9 In-service Presentation March site visitor or earlier WinterA10 Evaluation Team Reports March site visit or earlier WinterA11 By-Domain summary description and

evaluation of internship, including a summary of ratings on Outline of Objectives and ratings on two Intern Evaluations of Internship. Reference D3, D4, and three domain documents

Portfolio presentation in June Summer-1

Internship Training Time Line (Sample)Intern: School Year: Supervisor(s): School District:

Month ExperiencesAugust and September

Develop internship training timeline Clarify work days, hours and length of experience (school calendar) including time for supervisory conferences Obtain office space, mailbox and other supplies Become familiar with the school’s clerical system (e.g., filing system, access to files, report preparation) Introduction to staff and orientation to the school/district (e.g., maps, tour) Set guidelines for activities that require direct supervision and approval Establish evaluation procedures (e.g., dates for evaluation, names and numbers of assessments conducted,

descriptions and evaluations of counseling activities, summary of consultation activities, summary of other responsibilities and professional development activities, narrative summary of internship experience)

Obtain lists of school psychologists and school staff with room numbers, phone numbers, and email addresses Become familiar with district curriculum, policies and procedures, and forms, test materials, procedures and norms Clarify and resolve any issues that may arise due to multiple supervisors, and multiple school expectations Obtain information regarding special education population and programs Identify community resources that are available for children and families Become familiar with the special education referral process and the role of the school psychologist (e.g., parental

permission for intern participation, time lines, determining test instruments, sharing results, report writing) Plan, start assignments Meet with university supervisor and attend intern seminars Practice test administration Conduct record reviews, attend team meetings Participate in preschool screenings

October Participate in assessment activities Observe supervisor administer standardized assessments Conduct standardized assessments under supervisor observation Conduct student observations Conduct teacher, parent and student interviews CBM data gathering

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Conduct a Functional Behavioral Analysis Participate in intervention activities

November and December

Plan, start and finish assignments

January and February

Present data from MFE in team meeting Take responsibility for one school with weekly supervisory meetings Plan, start, finish assignments

March and April Observe and/or take part in evaluation of students with disabilities that have not yet been included in internship (e.g., low incidence handicaps, high school, preschool)

Complete thesis/research project Attend board of education meeting Plan, start, finish and write assignments

May and June Finish, write, present and submit assignments Produce portfolio

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Memorandum of Agreement for Internship

The University of Dayton (UD) School Psychology Program hereby enters into an agreement with (an intern), and (the local education unit), pursuant to a school psychology internship. The purpose of this agreement is to set forth the conditions of the internship and to clarify the responsibilities of the parties to this agreement.

InternThe intern has completed all program coursework

In conjunction with the supervisor, the intern will develop a training timeline during the first week on the job. The intern will retain a copy of the plan and follow it as specified. The intern will submit a copy of the plan to the University of Dayton upon completion.

The intern is responsible for notifying the university supervisor of any concerns regarding the internship that cannot be resolved in the placement setting.

The intern keeps a daily log of activities, totaling a minimum of 1200 hours, and a record of the number of hours of supervision per week. The supervision hours must average 2 hours per week

The intern keeps a case log.

The intern appropriately completes the portfolio requirements and submits it to the university supervisor before the conclusion of internship.

The intern in collaboration with the supervisor takes the appropriate initiative to engage in and document all experiences designated in the Outline of Objectives, Experiences & Competencies.

The intern completes an evaluation of the internship experience.

The intern works with the psychological services staff, school personnel, students and families in activities that are consistent with school and district policies and consistent with internship requirements.

The intern will attend monthly, on-campus, intern seminars conducted by university faculty.

The intern will complete a thesis.

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SupervisorThe supervisor must be an appropriately credentialed school psychologist in the state in which the training experience is offered.

The supervisor must have three years’ experience as a school psychologist, with one of those years in the school setting in which the supervision will occur.

No more than two supervisors will provide supervision for the intern at any given time.

In conjunction with the intern, the supervisor will develop a training plan during the intern’s first week on the job. The supervisor will maintain a copy of the plan and monitor its implementation.

The supervisor will meet, on average, two hours per week with the intern during school time.

The supervisor provides opportunities for the intern to engage in and document all experiences designated in the Outline of Objectives, Experiences & Competencies.

The supervisor has the responsibility of expeditiously notifying the university supervisor of any concerns about the intern’s performance that cannot be resolved in the placement setting.

The supervisor will submit mid-year and final evaluations of the intern’s performance to the University of Dayton.

School DistrictThe school district will provide adequate, well-lighted office space that ensures confidentiality for consultation and assessment.

The school district will provide a lockable cabinet or other secure place for keeping confidential information.

The school district will provide all necessary assessment and intervention materials, including test scoring and report preparation resources comparable to those provided for certified/licensed school psychologists in the district.

The school district will enable the intern to meet internship-training requirements including attendance at out-of-district meetings.

The school district will enter into formal contract with the intern and the University of Dayton school psychology program, pursuant to compensation, services to be rendered, and the time frame for the services.

The district will release the intern to attend monthly, on-campus intern seminars conducted by university faculty.

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The district will provide the intern with sufficient released time to present a research project to a professional association conference, and to attend the annual Ohio intern conference.

University of DaytonThe University of Dayton will provide the school district and the intern with the Internship Manual.

The University of Dayton faculty supervisor will make periodic on-site visits during the academic year. Visits will be scheduled on a routine basis with additional visits upon request from the intern or field supervisor.

The University of Dayton faculty supervisor will assist the intern and the field supervisor in problem solving when the intern or the field supervisor reports an unresolved issue.

The University of Dayton faculty supervisor is responsible for assigning internship grades.

University faculty members will conduct monthly, half-day, on-campus intern seminars.

University faculty will assist the intern in completing a thesis.

It is understood and agreed that the parties to this arrangement may revise or modify this agreement or the written plan for the field experience by written amendment upon mutual agreement to such amendments. This agreement shall be effective when executed by all parties.

By: Date: U. D. School Psychology Internship Supervisor

By: Date: Field- Based Supervisor

By: Date: U. D. School Psychology Intern

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Outline of Objectives, Experiences & Competencies for School Psychology Internship

Name Signature

University Internship Supervisor: ___James H. Evans, Ed.D. or Susan D. Gfroerer, Ed.D__________ Phone (937) 212.8554, e-mail [email protected](937)229-3652, email [email protected]

Univ. Supervisor Signature : ____________________________________

District Name: _______________________________________________

District Field Supervisor Name: _________________________________

Field Supervisor Signature: _____________________________________

Intern Name: _________________________________________________

Intern Signature: ______________________________________________

Check version:_____Pre-internship Self-assessment (due by September 15)_____Mid-year evaluation (due by December 15)_____Year-end evaluation (due by June 1)

This Outline of Objectives, Experiences & Competencies for School Psychology Internship provides an outline of competencies to be attained by the close of the internship, including a time line for experiences intended to facilitate competency attainment. It includes the competencies appearing in the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000). This document includes a protocol for evaluating the intern's progress toward the development of competencies, and can be used by all parties to facilitate discussion during evaluation conferences.

All parties agree to cooperate in the internship experience, and to comply with guidelines of the Inter-University Council (IUC) and Rules for the Education of Children with Disabilities. It is further agreed that the training experience will be comprehensive across the age range of students served, high and low incidence disability conditions, and school psychological services.

Conditions for Supervision

The university supervisor will conduct on-site review conferences with the field supervisor(s) and intern at least three and usually four times during the school year. Additional site visits will occur as deemed necessary by the intern, intern supervisor, and/or university supervisor. The university

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supervisor will conduct periodic seminars held on-campus for purposes of supervision, instruction, and evaluation of progress. A schedule of these on-campus seminars will be provided to the intern and to the supervising school district at the beginning of the academic year.Field supervisors will provide individual, face-to-face supervision to the intern for an average of at least two hours per week throughout the internship year, with additional supervision time provided as the need arises. At least once each academic term, the field supervisor will assess progress toward the attainment of objectives and complete an evaluation of the intern's performance. The intern will receive feedback on a semi-annual basis from both the field supervisor and university supervisor.

The intern will maintain daily and case logs reflecting internship activities reflecting progress toward the attainment of objectives and competencies, which will be made available for evaluation purposes and site visits by the university supervisor. The intern will attend scheduled seminars held on-campus for purposes of supervision, instruction, and evaluation of progress. The intern will complete and submit documentation of internship activities as directed by the university supervisor(s).

Procedures for Evaluation

Field supervisors will complete evaluations of the intern's performance. Interns will complete a written evaluation of the internship experience at the conclusion of the internship year. The final evaluation will include an assessment of the nature and scope of experiences provided by the internship site, the quality of field supervision, outcomes for the intern, completeness of the intern's preparation for the internship experience, and the suitability of the placement site for future internship placements. Should problems arise during the course of the internship, it is the responsibility of the university supervisor, field supervisor, and intern to communicate about such problems and cooperate in efforts to resolve such problems. In such instances, it is the responsibility of the university supervisor to initiate and lead a "best practices" problem-solving intervention. Interns and supervisors should enter one of the following ratings in the left margin of the following pages, in front of the dashes.

Evaluation Key

4 = Demonstrated: Mastery 1 = Demonstrated: Unsatisfactory3 = Demonstrated: Satisfactory N/O = Not Yet Demonstrated: 2 = Demonstrated: Developing No/inadequate opportunity

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Outline of Objectives, Competencies, Experiences and Assignments by NASP’s Eleven Domains of Professional Practice

1. Data-Based Decision-Making and Accountability (SOEAP: Scholar Practitioner) The intern is able to define current problem areas, strengths, and needs (at the individual, group, and system level) through assessment, and measure the effects of the decisions that result from the problem-solving process.

Initiated by end of Fall Spring

Evaluation Competency/Skill/Activity Entry Midterm Final

Overall rating and comment: ____________________________________________________________________

_____________________________________________________________________________________

_________Sep Dec Jun

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

Comments:

- Test administration and interpretation (norm-referenced, criterion-referenced)

- Behavioral assessment: Interviewing; systematic direct observation; functional assessment/analysis

- Curriculum-based assessment

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

- Assessment of student characteristics (cognitive, emotional, and motivational factors affecting performance)

- Assessment of components of instructional environment that facilitate/impede learning/behavior change

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

- Integrates assessment results in written reports

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

Comments:

- Use data to demonstrate student problems/needs

- Use data to demonstrate student outcomes

c) Understanding and using assessment in an accountability context:

Comments:

- Use assessment to identify system-level needs (e.g., classwide intervention; improved parent/school

comunication; more effective problem-solving team functioning; less reliance on testing)

- Use assessment to identify outcomes of system-level practices, activities, and projects

- Use assessment information to make decisions regarding special education eligibility determination

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RELATED WRITTEN ASSIGNMENTS A1 – A6, A10

2. Interpersonal Communication, Consultation and Collaboration (SOEAP: Critical Reflection) The intern must be able to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level. EvaluationCompetency/Skill/Activity Entry Midterm Final

Overall rating and comment: _____

_________________________________________________________________________________________

Sep Dec JunSpecific Skills:

a) Displays appropriate interpersonal communication skills

Comments:

- Listens attentively to others

- Displays appropriate empathy

- Paraphrases, summarizes, and questions appropriately

- Participates in group discussions

- Displays appropriate communication with educational personnel and parents

b) Conveys information accurately and effectively

Comments:

- Writes clearly, coherently, and effectively

- Speaks clearly, coherently, and effectively

c) Works collaboratively with others

Comments:

- Solicits and considers the viewpoints of others

- Establishes trust in relationships; is reliable

- Promotes collaboration through modeling and facilitative skills

d) Displays knowledge and skill in consultative problem solving

Comments:

- Models support for problem solving initiatives at individual, school, and system levels

- Applies a complete and systematic problem solving process that includes:

- Identification and clarification of problem situation

- Analysis of factors related to the problem

- Implementation and monitoring of interventions

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- Evaluation of outcomes and follow-up


3. Effective Instruction and Development of Cognitive/Academic Skills (SOEAP: Scholar Practitioner) The intern is able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals.


EvaluationCompetency/Skill/Activity Entry Midterm Final

Overall rating and comment: _____ _______ _____

_____________________________________________________________________________________

________Sep Dec Jun

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

Comments:

- Is familiar with federal, state, and local accountability standards and procedures (e.g., proficiency testing;

standardized group testing program; “handicapped count”, SIR)

- Recommends and assists with appropriate procedures for demonstrating attainment of standards

b) Knows when and how to use empirically validated academic intervention strategies

Comments: ____________________________________________________________________

- Knows empirically validated components of effective academic intervention (e.g., immediate feedback,

opportunities to respond, contingencies for accuracy)

- Knows empirically validated instructional interventions (e.g., peer-assisted learning, listening previewing,

practice strategies)

c) Suggests and is able to apply appropriate intervention monitoring methods

Comments: ______________________________________________________________________

- Understands intervention acceptability as a factor influencing use of interventions

- Supports intervention integrity through development of appropriate monitoring techniques

- Assists in designing and implementing data collection procedures that are appropriate to the nature of the

intervention, its goals, and relevant child and environmental factors


4. Socialization and Development of Life Competencies (SOEAP: Scholar Practitioner) The intern is able to develop challenging but achievable behavioral and affective or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals

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EvalluationCompetency/Skill/Activity Entry Midterm Final

Overall rating and comment: ______


a) Knows when and how to use empirically-validated behavioral intervention strategies

Comments: _____________________________________________________________________

- Knows empirically-validated components of effective behavioral intervention (e.g., cueing, reinforcement,

skill-training)

- Knows empirically validated behavioral interventions (e.g., reinforcement plans, self-regulation, problem-

solving routines)

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

Comments:

- Develops and implements appropriate counseling plans for individual students

- Develops and implements appropriate counseling plans for groups of students

c) Suggests and is able to apply appropriate intervention-monitoring methods

Comments:

- Understands intervention acceptability as a factor influencing use of interventions

- Supports intervention integrity through development of appropriate monitoring techniques

- Assists in designing and implementing data collection procedures that are appropriate to the nature of the

intervention, its goals, and relevant child- and environmental factors


5. Student Diversity in Development and Learning (SOEAP: Embrace Diversity for Promoting Social Justice) The intern is aware of, appreciates, and works with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.



_______________________________________________________________________________________________

Sep Dec Jun- Possesses adequate knowledge base regarding age, race, ethnicity, gender, disability, sexual orientation, and

culture-related issues

- Demonstrates respect for diversity and awareness of own biases and their impact on one's own behavior

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- Able to identify needs and appropriate modifications related to student diversity

6. School and Systems Organization, Policy Development, and Climate (SOEAP: Building Community) The intern has the ability to understand the school as a system and work with individuals and groups to facilitate structures and policies that create and maintain schools as safe, caring, and inviting places for members of the school community.





a) Knows components of effective problem-solving team structure and operation

Comments:

- Is familiar with components and operating procedures characteristic of effective school based teams (membership,

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

- Demonstrates effective "process" skills in team activities (inviting, re-directing, conflict management,

summarizing, eliciting agreements, role assignments)

b) Able to conceptualize change-related phenomena (resistance, crisis, etc.) in "systems" terms, and to recommend/implement corresponding and effective strategic responses

Comments:

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

- Describes behavioral phenomena in "system terms" (power relationships, healthy/unhealthy resistance, crisis

response, etc.)

- Suggests/implements strategies to respond to change-related system phenomena (e.g., enhancing ownership,

demonstrating need/results, "just do it")

c) Conducts training activities for professional staff and parents/caregivers

Comments: _________________________________________________________________

____________________________________________________________________________

- Assesses potential training needs

- Develops training plan

- Conducts/assists with training, working toward an effective presentational style

- Evaluates training impact/outcomes

d) Facilitates the development of attitudes and practices that foster a positive school climate

Comments:

- Demonstrates knowledge of effective disciplinary policies and practices (classwide; schoolwide)

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- Demonstrates knowledge of institutional practices that foster positive school climate (shared decision-making,

frequent communication, parent involvement, high standards, etc.)

- Participates, when feasible, in activities and programs to foster positive school climate

RELATED WRITTEN ASSIGNMENTS A1 – A10

7. Prevention, Wellness Promotion, & Crisis Intervention (SOEAP: Embrace Diversity for Social Justice) The intern has knowledge of human development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders.




Sep Dec Jun- Knows and recognizes behaviors and personal risk factors that are precursors to conduct and other disorders or

threats to wellness

- Familiar with prevention and risk-reduction programs and activities

- Knows and is able to apply principles for responding to crises (suicide, death, natural disaster, murder, violence,

sexual harassment)

RELATED WRITTEN ASSIGNMENT A4, A9

8. Home/School/Community Collaboration (SOEAP: Build Community) The intern has knowledge of family influences that affect students’ wellness, learning, and achievement, and are able to form partnerships between parents, educators, and community.



Sep Dec Jun- Knows how family characteristics and practices affect patterns of attitudes, feelings, and behavior

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

- Promotes home-school collaboration through effective communication with parents/caregivers

- Assesses potential parent/caregiver training needs; develops/implements/evaluates training program

- Creates and strengthens linkages with community-based agencies and resources

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9. Research and Program Evaluation (SOEAP: Scholar Practitioner) The intern knows current literature on various aspects of education and child development, is able to translate research into practice, and understands research design and statistics in sufficient depth to conduct investigations and program evaluations relevant to own work.




Sep Dec Jun- Knows basic principles of research design, including single-subject designs

- Accurately distinguishes between good and inadequate research

- Understands measurement practices and outcomes & can recommend and explain them to others (teachers, parents)

- Able to design an evaluation or investigation relevant to own work

RELATED WRITTEN ASSIGNMENTS A1 - A6

10. Legal/Ethical Practices and Professional Development (SOEAP: Scholar Practitioner) The intern takes responsibility for developing as a professional and practicing in ways that meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.



Sep Dec JunSpecific Skills: a) Knows and applies law and regulations governing special education identification and placement activities Comments: __________________________________________________________________________

- Is familiar with special education eligibility criteria under IDEA and Ohio Operating Standards for the Education

of Children with Disabilities (OS).

- Is familiar with parent and child rights under IDEA and Ohio OS.

- Is familiar with due process and procedural safeguards provisions of IDEA and Ohio OS.

- Is familiar with requirements related to evaluation activities and IEP development per IDEA and Ohio OS.

b) Knows and applies pertinent legal and ethical standards in professional activities Comments:

- Is familiar with/observes the codes of ethics of state and national professional associations

- Is familiar with/observes laws pertaining to the delivery of professional services (e.g., child abuse reporting,

status offenses, confidentiality, informed consent, etc.)

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Sep Dec Jun

c) Participates in appropriate professional development activities (e.g., state and local professional association meetings; conferences) Comments: - Attends conferences, meetings, etc.

- Engages in continuous learning (readings, class participation, seminars, etc.)

d) Displays appropriate attitudes and behavior related to professional and employment status Comments:

- Identifies own strengths/weaknesses

- Shows respect for the expertise/contributions of other professionals

- Accepts responsibility for own behavior (acknowledges errors; works toward improvement)

- Accepts and responds constructively to criticism and suggestions

- Cooperates with directives of intern supervisor

- Persists in completing assigned tasks with minimal oversight (locates and obtains needed information and

materials; follows through on tasks/needs without reminders; etc.)

- Employs effective organizational strategies (calendar, caseload tracking and management, prioritizing, time

management)

- Flexible in altering routines to meet novel demands

- Returns telephone calls and e-mail messages, and responds to communication promptly

- Recognizes own limitations; seeks advice and information as circumstances dictate

- Respects authority of Intern supervisor, school administrators, etc.

- Adheres to district policies and procedures (attendance and punctuality; dress and personal hygiene; case-

related policies/procedures; employment-related policies/procedures)

RELATED WRITTEN ASSIGNMENT A1 – A8

11. Information Technology (SOEAP: Scholar Practitioner) The intern has knowledge of information sources and technology relevant to the practice of School Psychology and is able to access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services.



Sep Dec Jun- Is familiar with electronic information resources available via the internet and world wide web.

- Knows how to use electronic technology for communication purposes, and to access information relevant

to professional practice.

- Knows how to locate, evaluate, and make appropriate use of software supporting professional activities

(e.g., test scoring, statistical analysis, reporting, computer-assisted instruction).

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RELATED WRITTEN ASSIGNMENTS A1 – A6, A9, A10

Documentation of Involvement with Diverse Populations

Evaluation (Key: 1= Exposed or

Bldg./Site Timeline Observed; 2 = Served)

Sep Dec JunBy age/grade level:

- Early childhood (Age 0-4)

- Primary (Grade K - 3)

- Intermediate (Grade 4 - 6)

- Junior High (Grade 7 - 9)

- Secondary (Grade 10 - 12)

By population:

- Regular (general) education

- Developmentally delayed

- Emotionally disturbed

- Learning disabled

- Multiple disabilities

- Sensory impaired (vision,

hearing)

- Orthopedic/health impaired

- Gifted/talented

- Low incidence (autism,

TBI, etc.)

- Other:

Initial Recommendations for the Internship Experience

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Results of this evaluation, completed on , suggest that the following competencies/skills/activities should be emphasized during the early months of the internship:

Midterm Recommendations for the Internship Experience

Results of this evaluation, completed on , suggest that the following competencies/skills/activities should be emphasized during the next phase of the internship:

Certification of Satisfactory Completionof School Psychology Internship

It is the professional judgment of the University Supervisor and the Field Supervisor that has completed the activities and experiences planned for the School Psychology Internship, and that s/he has achieved a satisfactory level of performance in the skills and competencies specified herein.

University Supervisor Date Field Supervisor Date

Intern Date Field Supervisor Date

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Intern Assignments and Due Dates

Assignments Due Dates Grading TermA1 Academic RTI - Tier 1 March or May site visit or earlier Winter or Summer-1A2 Academic RTI - Tier 2 March or May site visit or earlier Winter or Summer-1A3 Academic RTI - Tier 3 March or May site visit or earlier Winter or Summer-1A4 Positive Behavior Support RTI - Tier 1 March or May site visit or earlier Winter or Summer-1A5 Positive Behavior Support RTI - Tier 2 March or May site visit or earlier Winter or Summer-1A6 Positive Behavior Support RTI - Tier 3 March or May site visit or earlier Winter or Summer-1A7 Individual Counseling March site visit or earlier Winter or Summer-1A8 Small-Group Counseling May site visit or earlier Winter or Summer-1A9 In-service Presentation March site visitor or earlier Winter

A10 Evaluation Team Reports March site visit or earlier WinterA11 By-Domain summary description and

evaluation of internship, including a summary of ratings on Outline of Objectives and ratings on two Intern Evaluations of Internship. Reference D3, D4, and three domain documents

Portfolio presentation in June Summer-1

Repeat of Six Objectives for End-of-Year Ohio Intern Impact Report No. Rating

Understands & uses assessment in a problem-solving context 1BDisplays knowledge & skill in consultative problem solving 2DKnows when and how to use empirically validated academic intervention strategies 3BKnows when and how to use empirically validated behavioral intervention strategies 4AUses data to monitor progress (average) 3C,4CConducts training activities for professional staff and parents/caregivers 6C

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Guidelines for Intern Daily Logs

Logs serve to demonstrate the amount and diversity of your intern experience. They act as verification of your experience for your credentialing as a school psychologist. They are an important part of your field experience.

Logs should be completed from the very first day of your internship, including those times when the university is not in session. Submit your logs at the conclusion of your internship.

In general, record all of your professional activity on site, except for lunch and breaks. However, if at these times you talk with a staff member about a student, record it under the appropriate category. Time spent at home writing reports can be counted, within reason.

Logs will be tabulated with a running summary of your time by activity. You are to discuss this summary with your field supervisor monthly; this will provide an excellent opportunity to evaluate the nature of your internship experience.

Keep all logs in your portfolio. Logs may be kept electronically (e.g., palm pilot, lap top, or desk top computer), but copies should be available for viewing by supervisors during supervision visits.

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Sample Intern Daily Log

Day Place Date Number of Supervision hours

Number of contact hours ______Summary of activities:








Number of contact hours ______

Summary of activities:

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Sample Intern Case Log

Student(1st name only)

Sch Gr G R E Purpose/Type of Referral

Tier Date Initiated

Initial/Reeval

Assessments Conducted

Sp EdElig

IntrvntnDescription

InterventnLevel of

Attainment

KeyG = Gender R = Race

AI/AN (American Indian/Alaskan Native) API (Asian/Pacific Islander) BNH (Black, Non-Hispanic) HISP (Hispanic) WNH (WhiteNon-Hispanic) MR (Multi-Racial)

E = Economically Disadvantaged: Y or N

Intervention Description A (Academic) B (Behavioral) C (Class-wide) IC (Individual Counseling)

Tier Service Descriptions Tier I - Universal Services, such as, developing local norms using CBM/DIBELS, school-wide or grade level-wide Positive Behavior Supports

Tier II - Targeted Services, such as, group interventions for academic concerns, group interventions for social & behavioral

Tier III - Individual Services, such as, intervention planning and implementation, crisis counseling, assessment & evaluation

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

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General Intern Evaluation of InternshipPlease rate the following domains of the internship experience. Any comments that you add to explicate your ratings will be appreciated.

Preparation for Internship through Course Work Inadequate ExcellentAssessment 1 2 3 4 5Consultation 1 2 3 4 5Educational Foundations 1 2 3 4 5Psychological Foundations 1 2 3 4 5Legal and Ethical 1 2 3 4 5Intervention 1 2 3 4 5

Availability and Support from the University Supervisor Inadequate ExcellentMaterials and forms found in the Field-Experience Manual 1 2 3 4 5Communication 1 2 3 4 5On-site visits 1 2 3 4 5Clarity of expectations 1 2 3 4 5Emotional support from the university supervisor 1 2 3 4 5

Assessment of Field Supervision Inadequate ExcellentQuality of the training plan 1 2 3 4 5Level of supervision 1 2 3 4 5Opportunity for independent work 1 2 3 4 5Range and diversity of training 1 2 3 4 5

Support from Host School(s) Inadequate ExcellentInitial orientation and welcome 1 2 3 4 5Explanation of rules, procedures, and policies 1 2 3 4 5Office space and access to support materials 1 2 3 4 5Access to secretarial support 1 2 3 4 5Opportunity for in-service training 1 2 3 4 5Coordination of activities, if more than one school 1 2 3 4 5

Comments

Intern Date

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Specific Intern Evaluation of Internship

\ (School District) (Internship Year) (Intern)

INSTRUCTIONS: Using the key below, in front of the dashes in the left margin of these pages, please provide your responses to the following items, in evaluation of the degree of opportunity you had to successfully complete the objectives of your internship. Indicate those portions of an objective that may not have been experienced during the internship by drawing a line through the relevant wording, or indicate those portions that were experienced by underlining the relevant wording.

Opportunity Ratings

N = None L = Limited S = Sufficient E = Excellent

1. Data-Based Decision-Making and Accountability (SOEAP: Scholar Practitioner)

The intern is able assess of strengths and needs toward understanding problems, measure progress and accomplishments, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.

a) Select and apply appropriate assessment methods: - Test administration and interpretation (norm-referenced, criterion-referenced)

- Behavioral assessment: Interviewing; systematic direct observation; functional assessment/analysis- Curriculum-based assessment- Ecological/environmental assessment (home, classroom, school, community):- Assessment of student characteristics (cognitive, emotional, and motivational factors affecting performance)- Permanent products inspection (e.g., work products, school records)- Integrates assessment results in written reports

b) Understanding and using assessment in a problem-solving context:- Use data to demonstrate student problems/needs- Use data to demonstrate student outcomes

c) Understanding and using assessment in an accountability context:- Use assessment to identify system-level needs (e.g., classwide intervention; improved parent/school communication;

more effective problem-solving team functioning; less reliance on testing)- Use assessment to identify outcomes of system-level practices, activities, and projects

2. Consultation and Collaboration (SOEAP: Critical Reflection)

The intern is able to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level. The intern has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations.

a) Displays appropriate interpersonal communication skills- Listens attentively to others- Displays appropriate empathy

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- Paraphrases, summarizes, and questions appropriately- Participates in group discussions- Displays appropriate communication with educational personnel and parents

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

c) Works collaboratively with others- Solicits and considers the viewpoints of others- Establishes trust in relationships; is reliable- Promotes collaboration through modeling and facilitative skills

d) Displays knowledge and skill in consultative problem solving- Models support for problem solving initiatives at individual, school, and system levels- Applies a complete and systematic problem solving process that includes:

- Identification and clarification of problem situation- Analysis of factors related to the problem- Implementation and monitoring of interventions

- Evaluation of outcomes and follow-up

3. Effective Instruction and Development of Cognitive/Academic Skills (SOEAP: Scholar Practitioner)

The intern has knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills

a) Interprets, recommends, and supports accountability standards and procedures - Is familiar with federal, state, and local accountability standards and procedures (e.g., proficiency testing; standardized

group testing program; “handicapped count”, SIR)- Recommends and assists with appropriate procedures for demonstrating attainment of standards

b) Knows when and how to use empirically validated academic intervention strategies- Knows empirically validated components of effective academic intervention (e.g., immediate feedback, opportunities

to respond, contingencies for accuracy)- Knows empirically validated instructional interventions (e.g., peer-assisted learning,listening previewing, practice

strategies)

c) Suggests and is able to apply appropriate intervention monitoring methods- Understands intervention acceptability as a factor influencing use of interventions- Supports intervention integrity through development of appropriate monitoring techniques- Assists in designing and implementing data collection procedures that are appropriate to the nature of the

intervention, its goals, and relevant child and environmental factors

4. Socialization and Development of Life Competencies (SOEAP: Scholar Practitioner)

The intern has knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. a) Knows when and how to use empirically validated behavioral intervention strategies

- Knows empirically validated components of effective behavioral intervention (e.g., cueing, reinforcement, skill-training)- Knows empirically validated behavioral interventions (e.g., reinforcement plans, self-regulation, problem-solving routines)

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b) Knows when and how to use one or more short-term counseling approaches- Develops and implements appropriate counseling plans for individual students- Develops and implements appropriate counseling plans for groups of students

c) Suggests and is able to apply appropriate intervention monitoring methods- Understands intervention acceptability as a factor influencing use of interventions- Supports intervention integrity through development of appropriate monitoring techniques- Assists in designing and implementing data collection procedures that are appropriate to the nature of the

intervention, its goals, and relevant child- and environmental factors

5. Student Diversity in Development and Learning (SOEAP: Embrace Diversity for Promotion of Social Justice)

The intern has knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. The intern evidences sensitivity and the ability to work effectively with a wide variety of people.

- Possesses adequate knowledge base regarding age, race, ethnicity, gender, disability, sexual orientation, and culture-related issues

- Demonstrates respect for diversity and awareness of own biases and their impact on one's own behavior- Able to identify needs and appropriate modifications related to student diversity-

6. School and Systems Organization, Policy Development, and Climate (SOEAP: Building Community)

The intern has knowledge of general education, special education, and other educational and related services, as well as an understanding of schools. The intern collaborates to facilitate policies and practices that create an maintain safe, supportive, and effective learning environments for children and others.

a) Knows components of effective problem-solving team structure and operation- Is familiar with components and operating procedures characteristic of effective school based teams (membership,

agenda, observing time limits, written record, action plans, frequency/length of meetings)- Demonstrates effective "process" skills in team activities (inviting, re-directing, conflict management, summarizing,

eliciting agreements, role assignments) b) Able to conceptualize change-related phenomena (resistance, crisis, etc.) in "systems" terms, and to recommend/implement corresponding and effective strategic responses

- Avoids "joining" resistance (blaming, giving up, fault-finding); maintains professional objectivity- Describes behavioral phenomena in "system terms" (power relationships, healthy/unhealthy resistance, crisis

response, etc.)- Suggests/implements strategies to respond to change-related system phenomena (e.g., enhancing ownership,

demonstrating need/results, "just do it")

c) Conducts training activities for professional staff and parents/caregivers- Assesses potential training needs- Develops training plan- Conducts/assists with training, working toward an effective presentational style- Evaluates training impact/outcomes

d) Facilitates the development of attitudes and practices that foster a positive school climate- Demonstrates knowledge of effective disciplinary policies and practices (classwide; schoolwide)- Demonstrates knowledge of institutional practices that foster positive school climate (shared decision-making,

frequent communication, parent involvement, high standards, etc.)- Participates, when feasible, in activities and programs to foster positive school climate

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7. Prevention, Crisis Intervention, and Mental Health (SOEAP: Embrace Diversity for Promotion of Social Justice)

The intern has knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. The intern contributes to prevention and intervention programs that promote the mental health and physical well-being of students. -

- Knows and recognizes behaviors and personal risk factors that are precursors to conduct and other disorders or threats to wellness

- Familiar with prevention and risk-reduction programs and activities- Knows and is able to apply principles for responding to crises (suicide, death, natural disaster, murder, violence, sexual

harassment)

8. Home/School/Community Collaboration (SOEAP: Build Community)

The intern has knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. The intern works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

- Knows how family characteristics and practices affect patterns of attitudes, feelings, and behavior- Accommodates parent/caregiver needs, preferences, values, and cultural characteristics- Promotes home-school collaboration through effective communication with parents/caregivers- Assesses potential parent/caregiver training needs; develops/implements/evaluates training program- Creates and strengthens linkages with community-based agencies and resources

9. Research and Program Evaluation (SOEAP: Scholar Practitioner)

The intern knows current literature on various aspects of education and child development, is able to translate research into practice, and understands research design and statistics in sufficient depth to conduct investigations and program evaluations for improvement of services.

- Knows basic principles of research design, including single-subject designs- Accurately distinguishes between good and inadequate research- Understands measurement practices and outcomes to be able to recommend and explain them to others (teachers,

parents)- Able to design an evaluation or investigation relevant to own work-

10. School Psychology Practice and Professional Development (SOEAP: Scholar Practitioner)

The intern takes responsibility for developing as a professional and practicing in ways that meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.

a) Knows and applies law and regulations governing special education identification and placement activities- Is familiar with special education eligibility criteria under IDEA and Ohio Operating Standards for the Education of Children with Disabilities (OS).- Is familiar with parent and child rights under IDEA and Ohio OS.- Is familiar with due process and procedural safeguards provisions of IDEA and Ohio OS.- Is familiar with requirements related to evaluation activities and IEP development per IDEA and Ohio OS

b) Knows and applies pertinent legal and ethical standards in professional activities- Familiar with/observes the codes of ethics of state and national professional associations

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- Familiar with/observes laws pertaining to the delivery of professional services (e.g., child abuse reporting, status offenses, confidentiality, informed consent, etc.)

c) Participates in appropriate professional development activities (e.g., state and local professional association meetings; conferences)

- Attends conferences, meetings, etc.- Engages in continuous learning (readings, class participation, seminars, etc.)

d) Displays appropriate attitudes and behavior related to professional and employment status - Identifies own strengths/weaknesses- Shows respect for the expertise/contributions of other professionals- Accepts responsibility for own behavior (acknowledges errors; works toward improvement)- Accepts and responds constructively to criticism and suggestions- Cooperates with directives of intern supervisor- Persists in completing assigned tasks with minimal oversight (locates and obtains needed information and materials;

follows through on tasks/needs without reminders; etc.)- Employs effective organizational strategies (calendar, caseload tracking and management, prioritizing, time

management)- Flexible in altering routines to meet novel demands- Returns telephone calls and e-mail messages, and responds to communication promptly- Recognizes own limitations; seeks advice and information as circumstances dictate- Respects authority of Intern supervisor, school administrators, etc.- Adheres to district policies and procedures (attendance and punctuality; dress and personal hygiene; case-related policies/procedures; employment-related policies/procedures)

11. Information Technology (SOEAP: Scholar Practitioner)

The intern has knowledge of information sources and technology relevant to the practice of School Psychology and is able to access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services.

- Is familiar with electronic information resources available via the internet and world wide web- Knows how to use electronic technology for communication purposes, and to access information relevant to

professional practice.- Knows how to locate, evaluate, and make appropriate use of software supporting professional activities (e.g., test

scoring, statistical analysis, reporting, computer-assisted instruction).

Documentation of Involvement with Diverse Populations

By age/grade level:- Early childhood (Age 0-4)- Primary (Grade K - 3)- Intermediate (Grade 4 - 6)- Junior High (Grade 7 - 9)- Secondary (Grade 10 - 12)

By population:- Regular (general) education- Developmentally delayed- Emotionally disturbed- Learning disabled- Multiple disabilities- Sensory impaired (vision, hearing)- Orthopedic/health impaired- Gifted/talented- Low incidence (autism, TBI, etc.)- Other

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Intern Temporary License Application DocumentsRequired for Ohio Department of Education

Completed “Application for the Temporary License”Money order in appropriate amount Up-to-date official copy of intern transcriptsChecklist indicating that intern meets State and university eligibility requirements for InternshipCoursework checksheet demonstrating that intern has completed all coursework required by university

training programStatements of understanding and agreements signed by intern

Plan to provide at least one year of service as an Ohio school psychologist Intern is not eligible for workman’s compensation if s/he does not obtain employment

following internship School district has no obligation to employ the intern subsequent to the internship year In the event that the intern is unable to satisfactorily complete internship requirements, the

university can discontinue the internship, thereby relieving the school district of any obligation to maintain contractual agreements with the intern

University supervision planFingerprint recordCopy of current standard teaching certificate or license (for interns who hold a teaching credential)

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Internship Assignment GuideIntern Assignments and Due Dates

Assignments Due Dates Grading TermA1 Academic RtI- Tier 1 March or May site visit or earlier Winter or Summer-1A2 Academic RtI- Tier 2 March or May site visit or earlier Winter or Summer-1A3 Academic RtI- Tier 3 March or May site visit or earlier Winter or Summer-1A4 Positive Behavior Support RtI- Tier 1 March or May site visit or earlier Winter or Summer-1A5 Positive Behavior Support RtI- Tier 2 March or May site visit or earlier Winter or Summer-1A6 Positive Behavior Support RtI- Tier 3 March or May site visit or earlier Winter or Summer-1A7 Individual Counseling March site visit or earlier Winter or Summer-1A8 Small-Group Counseling May site visit or earlier Winter or Summer-1A9 In-service Presentation March site visitor or earlier WinterA10 Evaluation Team Reports March site visit or earlier WinterA11 Summary description and evaluation of internship,

including - a brief narrative summary of internship,- a summary of ratings on Outline of Objectives, and- a summary of ratings on two Intern Evaluations of Internship (General & Specific).

Portfolio presentation datin June Summer-1

Assignment Written Report ComponentsComponents A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11

Address target audience (5 W + H) 12 12 12 12 12 12 12 12 12 12 12Include assignment components shown on supervisor evaluation

23 24 25 26

Use report format for A1 – A6 16 16 16 16 16 16Use supervisor scale for A1, A2, A4, A5, A7-A10 16 16 16 16Use supervisor rubric for A3 & A6 (Tier III) 18 18Assess intervention/treatment acceptability/validity 27 27 27 28 28 28Assess treatment/intervention integrity/validity 29 29 29 29 29 29Include graph/progress-monitoring chart 8 8 8 8 8 8Include evidence-based references 15 15 15 15 15 15Describe results of visual inspection of graph 8 8 8 8 8 8Show and interpret Goal Attainment Scaling (GAS) (A1-A6) 7 7 7 7 7 7Show and interpret % of non-overlapping data points (PND) 8 8 8 8 8 8Show & interpret effect size (ES) calc (A1-A6):g-& d-indices 9/10 9/10 9/10 9/10 9/1 9/10

Internship Documents and Due Dates

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Spec ific

Guidelines for Assignments

Assignments A1 – A6 (RtI) (Impact Data for the end-of-year Ohio Internship Evaluation Report for ODE)

Overview of the Guidelines for Gathering Impact DataThese guidelines are designed to enable the reliable and valid collection of impact data across all

nine Ohio university training programs. The following six pages detail the types of summary statistics that are being sought and provide a step-by-step guideline for calculating each step. Decision rules are also provided for assisting Intern School Psychologists in gathering data that most accurately represent their impact on school-age students during their Internship year. These data will be summarized state-wide for the evaluation, but may also be used by training programs for NASP and other accreditation functions. Interns should also be encouraged to gather and summarize these types of data in the future as measures of their professional accountability.

Which Intervention Cases Should Be Included?All Ohio Intern School Psychologists will complete at least one intervention in each of five

categories of Ohio’s Integrated Systems Model (OISM) for which they will submit outcome data (see diagram below). Interns should select intervention cases that (a) show evidence of instructional objectives of learningRtIfor eventual leadership roles, and (b) demonstrate discrete skills across the RtI/OISM model. In order to be included in the statewide impact evaluation, intervention cases should include (a) a discernible evidence-based instructional program or intervention, (b) progress monitoring data, and (c) intervention integrity data. That is, if an Intern implemented a small group intervention but progress was not monitored, there were no adherence checks, and/or the program was not evidence-based, impact data should not be reported.

AcademicIntervention

Positive Behavioral Supports

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Documents Due Date(s) Grading TermD1 Portfolio June Summer-1D2 Internship Training Timeline August-Sept site visit FallD3 Outline of Objectives September, December, June Fall, Winter, Summer-1D4 Intern Evaluations of Internship

General Specific

June, as part of portfolio Summer-1

D5 Daily Log December, March & May site visits Fall, Winter, Summer-1D6 Case Log December, March & May site visits Fall, Winter, Summer-1D7 End-of-Year Ohio Intern Impact

Intern Informed Consent Demographic Report Form for reporting GAS, ES & PND on Six RtI Assignments Ratings on Six Objectives from Outline of Objectives

June, as part of Portfolio Summer-1

D8 Anonymous Course Evaluation June, as part of portfolio presentation At end of third term

Tier III(intensive)

Required(A3)

Required(A6)

Tier II(targeted)

Required(A2)

Required(A5)

Tier I(universal)

Required(A1)

Required(A4)

Description of Interventions for Each Required OISM Category

A1. Academic RtI - Tier I: (a) prevention or positive instructional managerial interventions that are class-wide; or (b) defined as typical managerial, that is, what a master teacher might do within his or her role that has a research base (e.g., more productive practice time, differential attention, contracts to increase academic performance, etc.) to help one or more students in a classroom. Past interns have assisted a teacher in conducting an academic needs assessment, co-taught a skill shown to be weak in the pre-assessment, and monitored progress.

A2. Academic RtI– Tier II: (a) small group or (b) embedded and scripted instruction to increase productive practice time (e.g., reciprocal teaching). If you have multiple groups, select ONE group with parent permissions for portfolio use, or the group having the most permissions returned. All data paths in a group would be summarized. For example, if you have 10 children in a group, and 6 parents return permission, you would report a 60% return rate & summing up (GAS, ES, PND) for the 6 students only.

A3. Academic RtI– Tier III: intensive & individualized (e.g., an academic case study using cover-copy-compare to learn sight words or number facts). Interventions would meet all of the data requirements for technical adequacy (i.e., measurement & progress monitoring, decision rule use, evidence-based intervention, Inter-Observer Agreement (IOA) checks, adherence checks, etc). If entry includes eligibility decision making, legal checks would also be evident.

A4. Positive Behavior Support RtI- Tier I: (a) prevention or positive instructional managerial interventions that are class-wide; or (b) defined as typical managerial, that is, what a master teacher might do within his or her role that has a research base (e.g., more productive practice time, differential attention, behavioral contract, mystery motivator, etc.) to help one or more students in a class.

A5. Positive Behavior Support RtI– Tier II: (a) small group (e.g., social behaviors) or (b) embedded instruction to increase positive practice time (e.g., scripted incidental teaching of social behaviors). If you have multiple groups, select ONE group with parent permission for portfolio use, or the group having the most permissions returned. All data paths in a group would be summarized. For example, if you have 10 children in a group, and 6 parents return permission, you would report a 60% return rate & summing up (GAS, ES, PND) for the 6 students only.

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A6. Positive Behavior Support RtI– Tier III: intensive & individualized (e.g., a behavioral case study using a behavioral contract and response cost lottery to increase time on task). Interventions would meet all of the data requirements for technical adequacy (i.e., measurement & progress monitoring, decision rule use, evidence-based intervention, (IOA) checks, adherence checks, etc). If entry includes eligibility considerations, legal checks would also be evident.

Outcome Measures for Demonstrating ImpactAll Ohio Interns will submit Goal Attainment Scaling (GAS) data. A step-by-step guide and a form for GAS are provided on the next page. In addition to reporting GAS data, interns are also asked to provide either Percentage of Non-overlapping data (PND) and/or Effect Size (ES) data for each intervention entry. Step-by-step guidelines for PND and ES are also provided in this document. PND calculations should be completed for behavior cases only.

Developing Goals and Using Goal Attainment Scaling

Step-by-Step Guide to Developing Goals and Using Goal Attainment ScalingOhio School Psychology Internship Program

STEP 1Specify the Expected Level of Outcome for the Goal

As part of the problem-solving process, you will develop a goal statement that that is observable, measurable, and specific.

Goals should be based on baseline data. Goals should be realistically ambitious, based upon what the student will likely achieve by

the end of the intervention. Goals should take into consideration the usual outcomes of this intervention, the resources of

the student, the amount of time planned for intervention, and the skills of the intervention specialist/change agent.

Goals should be socially valid (i.e., acceptable to teachers, parents, and the student). Goals should be stated in the positive (i.e., promoting replacement behaviors)

STEP 2Review the Expected Level of Outcome given the following considerations

Relevance: Is the goal relevant to the student’s present situation? Availability of Services: Are the intervention services necessary to attain this goal available? Scale Realism: Is the expected level of outcome realistic for this student at this time with this

intervention?

STEP 3Specify the Somewhat More and Somewhat Less Than Expected Levels of Outcome for the Goal

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Provide observable, measurable descriptions of outcomes that are more or less favorable than the expected outcomes in the boxes immediately below and immediately above, respectively.

These descriptions are less likely to occur for this student, but still represent reasonably attainable outcomes.

STEP 4Specify the Much More and Much Less Than Expected Levels of Outcome

Complete the extreme levels of the scale with descriptions of the indicators that are “much more” and “much less” favorable outcomes that can be realistically envisioned for the student.

Each extreme level represents the outcome that might be expected to occur in 5% to 10% of similar at-risk students.

Goal Attainment Scaling Form OHIO INTERNSHIP EVALUATION

GOAL ATTAINMENT SCALING FORM, 2008-09UNIVERSITY OF DAYTON

Intern: ________________________ School District: ___________________________LEVEL OF ATTAINMENT

(A1)Academic Intervention

Tier I


Tier II


Tier III

(A4)Positive Behavioral SupportTier I

(A5)Positive Behavioral Support Tier II

(A6)Positive Behavioral Support Tier III

Much worseThan

expected-2*

Slightly worse than expected

-1

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No change0

Slightly improved

Overexpectation

+1

Much Improved

Over expectation

+2*

*Each extreme level (-2, +2) represents the outcome that might be expected to occur in 5% to 10% of similar at-risk students.Use a separate form for each assignment.Use bold font to identify the content of the cell that corresponds to the level actually attained.In the cell that corresponds to the level actually attained, also enter ES and/or PND (for behavior cases only).

Calculating Non-overlapping Data for Behavior Cases

Step-by-Step Guide for Calculating Percentage of Non-overlapping Data for Behavior CasesOhio School Psychology Internship Program

For an intervention designed to increase the target behavior, determine the percentage of the intervention data points that fall above the highest baseline data point. In the example that follows, all but the first intervention data point are above the highest baseline data point. Nine of the 10 intervention data points do not overlap the baseline and 2 of the 3 baseline data points do not overlap with the intervention data. Therefore, 11 of the 13 data points do not overlap giving us PND = 85%.

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For an intervention designed to decrease the target behavior, determine the percentage of the intervention data points that below above the lowest baseline data point. In the example that follows, the first four intervention data points are above the lowest baseline data point. Therefore, 6 of the 10 intervention data points do not overlap the baseline, and 1 of the 3 baseline data points do not overlap the intervention data points. The PND = 7/13 = 54%.

Considerations When Using PND PND should not be used if there are extreme scores, such as a 0 in the baseline for a target behavior you

want to decrease or an extremely high value in the baseline for a target behavior you want to increase. PND scores above 85% indicate the intervention is highly effective; scores between 65% and 85% show

moderate intervention effects. PND scores between 50% and 65%, or below, would be considered of questionable effectiveness.

Calculating Effect Sizes (g-index & d-index)Step-by-Step Guide for Calculating Effect Sizes (g-index & d-index)

Ohio School Psychology Internship Program

Calculating the g-index for Academic Interventions¹

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Baseline Intervention

Baseline Intervention

The g-index effect size method uses the baseline trend line to determine the proportion of scores above or below the line in each of the phases. A primary assumption in the use of the g-index is that the student’s deficit is skill-based versus performance-based, that the intervention will result in student learning, and is, therefore, not likely to revert to baseline level if the intervention is withdrawn. If the goal is to increase the behavior, the proportion of the scores above the trend line is the focus of analysis. The reverse is true when the goal is to reduce the problem behavior. The g-index does not take into account the numeric values of the scores. Like the PND, it considers only whether scores are above or below the line.

Interpretation of the g-index is based on the concept that a greater amount of change in the desired direction during intervention than during baseline is an indication of success. A larger g-index indicates a larger magnitude of effect. The direction of the change as determined by the sign of the g-index (positive or negative) reveals whether improvement or deterioration occurred from baseline to intervention phases. A positive g-index indicates improvement, and a negative g-index indicates deterioration.

If the data suggest that a student is making progress and visual analysis of the graph for both baseline and intervention phases reveals upward trends, but it is not clear whether the skill was positively impacted by the intervention, a calculation of the magnitude of improvement using a g-index will reveal whether the intervention is needed.

When the g-index calculation produces a value with a negative sign, a deterioration in the intervention phase is revealed. Such an intervention should either be modified or eliminated because it has not improved the rate of increase in scores beyond the rate predicted by baseline data prior to intervention.

The g-index is calculated using the following procedure:1. Plot the baseline trend line on the graph and extend it into the intervention phase. 2. Calculate the proportion of scores in the baseline phase (PB) that are located on the side of the

trend line consistent with the desired change. PB = Number of baseline scores above trend line Total number of baseline scores

3. Calculate the proportion of scores in the intervention phase (PI) that are located on the side of the trend line consistent with the desired change.PI = Number of intervention scores above trend line Total number of intervention scores

4. Compute the g-index using the following formula:g-index = PI – PB

¹ Adapted from Hunley, S., & McNamara, K. (2009). Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach. Thousand Oaks, CA: Corwin, Chapter 8.

Calculating the d-index for Behavior Interventions¹

The magnitude of a change in level when the data do not reveal a trend, or when the behavior is hypothesized to be performance-based versus skill-based (i.e., likely to revert to baseline level if the intervention is withdrawn), can be calculated using the d-index or the percent of non-overlapping data points (PND). The methods differ in that the former method takes into account the actual score for each

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data point, and the latter does not. Both should be calculated when possible. If the behavior is hypothesized to be skill-based (i.e., likely to benefit from learning and unlikely to revert to baseline level if the intervention is withdrawn), the g-index should be calculated.

The d-index calculates the standard mean difference in scores across phases. A larger difference in the desired direction indicates a greater impact. If the data have changed in the desired direction from baseline to intervention phases (either upward or downward, depending on the goal), then the effect size is reported as a positive change. Interpretation of effect size for this method is based on Cohen’s (1977) recommendation to use .2, .5, and .8, as rough guidelines for estimating a small, moderate, and large impact. Effect size interpretation based on Cohen’s recommendation has been challenged in recent years. We suggest that the d-index be considered with caution and in conjunction with visual analysis.

Four steps are required to calculate the d-index:1. Calculate the means for each phase, and insert level lines on the graph.1. Determine whether levels represent change in the desired direction.2. Calculate the standard deviation for all data.3. Compute the effect size using the following formula:

d-index = Intervention mean – Baseline mean Standard Deviation of all data

Considerations When Using the d-index Should not be used if the baseline data are limited (one or two points only). Should not be used if there is no variability in the baseline data (SD = 0) A d-index +.80 or greater is considered large; of +.50-.79 is considered moderate; of +.20-.49 is

considered small.

¹ Adapted from Hunley, S., & McNamara, K. (2009). Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach. Thousand Oaks, CA: Corwin, Chapter 8.

Description of Non-RTI Assignments Assignment A7 (Individual Counseling)

Submit a description of your implementation of individual counseling, using either the problem-solving model taught in your counseling lab course, the solution-focused counseling model taught during your intern seminars, or an approach you develop. See field-supervisor evaluation tool on page 23.

Assignment A8 (Small-Group Counseling)

Submit a description of your implementation of small-group counseling or co-counseling, using a curriculum designed to deal with a specific pupil problem, such as divorce, social skills, anger management, study skills, or self-esteem. See field-supervisor evaluation tool on page 24.

Assignment A9 (In-service Presentation)

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Submit a description of an in-service presentation for which you were a primary developer and presenter. Include copies of PowerPoint slides and handouts, and the results of an evaluation of the in-service by the audience members. Ideally, the in-service planning should include a needs assessment. See field-supervisor evaluation tool on page 25.

Assignment A10 (Evaluation Team Reports)

Submit blinded copies of two ETRs for initial MFEs for which you were the primary evaluator and report preparer. See field-supervisor evaluation tool on page 26.

Assignment A11 (Written Internship Summary Description and Evaluation)

Submit a by-Domain summary description and evaluation of internship, including a summary of ratings on Outline of Objectives and ratings on two Intern Evaluations of Internship. Reference D3, D4, and three domain documents contained in your Portfolio Guide.

Insuring/Assessing Treatment/Intervention Acceptability/Social Validity

include implementers and other stake holders should not be limited to including these persons in intervention planning include something more formal than simply orally asking paRtIcipants their opinions rating scale is preferred ratings methods could include the following techniques:

1. ratings of ease of implementation,2. ratings of the degree to which intervention is perceived as positive (e.g., modeling, coaching)

versus punitive or aversive, 3. ratings of perceived effectiveness of intervention (degree to which the interventionist

believes that the treatment is likely to address the identified concern), and/or 4. ratings or considerations of the match between intervention and its setting (e.g., minimally

disruptive to classroom ecology, minimally punishing to teachers’ efforts to maintain the treatment, availability of interventions in setting, training required of interventionist, degree of effort required given the severity of child’s problem).

Insuring/Assessing Treatment/Intervention Integrity/Validity

choose interventions that focus on keystone behaviors choose interventions that have empirical support choose interventions that are easy to implement choose interventions that are positive choose interventions that match the treatment setting employ an intervention script or treatment manual provide guided practice and feedback employ treatment integrity checks (intervention monitoring) employ a written treatment integrity plan

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employ a plan that involves at least one other person/colleague/team member beside the intervention implementer

employ a plan that gathers objective intervention integrity data methods could include the following techniques:

1. direct observation (A person observes the intervention while it is being implemented. The observer records for each step of the intervention plan if the step occurred or did not occur. At the end of the observation, it is possible to calculate a treatment integrity percentage, the more the intervention was implemented with integrity. Direct observation is the most reliable and valid method for assessing treatment integrity.)

2. rating scale (A person observes the intervention while the teacher is implementing it. At the end of the observation period, the person rates each step of the intervention in terms of whether he or she perceives that it was implemented by the teacher with a high level of integrity or as intended, or with low level of integrity, meaning it was not implemented as all.)

3. self-report (The teacher implementing the intervention is asked to complete a self-report form after the period when the intervention was implemented. Each step of the intervention is listed, and the teacher indicates for each step if he or she believes the step was implemented with a high or low level of integrity.)

4. interview (A person interviews the teacher responsible for implementing the intervention. For each step of the intervention plan, the interviewer asks if the steps were implemented as intended and records the teacher’s answers.)

Insuring/Assessing Treatment Effectiveness

regular and frequent monitoring and charting of progress compared to baseline, apply decision rules for changing interventions as needed, based on analysis of progress-

monitoring data Could include

teacher tallies, self-monitoring tallies, teacher or parent tallies, behavioral ratings for target behaviors, review of work products, CBM measures of academic fluency, progress monitored toward achievement of PPOs, skills, rubric, etc.,

evidence of increase in correct answers or decrease of errors in fixed time period evidence of frequency of desired behavior (increase or decrease), or of replacement behaviors

where progress-monitoring data are available, should include visual analysis of charted data, plus calculations of effect size, percentage of non-overlapping data points, and Goal Attainment Scaling

Intended Audience for Written Reports of Assignments

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You should assume that you are preparing your assignments in response to an inquiry by a board of education member or a newspaper reporter. (Be sure to protect the confidentiality of any personally-identifiable content.) Imagine that these persons have asked you for a description of each assignment, including its results and their interpretation. Assume that the content to be addressed for each assignment is, “Describe your __________ assignment, including the results.” As you know, such descriptions should address “who, what, why, where, when, and how” elements, as appropriate.

Selected Helpful Chapters in Interventions Text

Shinn, M. R., Walker, H. M, & Stoner, G. (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. Bethesda, MD: NASP.

6. Using Curriculum-Based Measurement in General Education Classrooms to Promote Reading Success

9. Evaluation Strategies for Preventing and Remediating Basic Skill Deficits

10. Selecting and Evaluating Classroom Interventions

12. Behaviorally Effective School Environments

16. Self-Monitoring Procedures for Children and Adolescents

20. Building, Implementing, and Sustaining a Beginning Reading Improvement Model: Lessons Learned School by School

21. Promoting Mathematics Achievement

23. Classwide Peer Tutoring Programs

24. Interventions for Improving Study Skills

26. Remedial Interventions for Students With Reading Decoding Problems

27. Interventions for Students With Reading Comprehension Problems

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28. Adapting Challenging Textbooks to Improve Content Area Learning

33. Interventions for Attention Problems

Criteria for Classification of Interventions as Evidence-Based

A. At least two between-group design studies, with a minimum of 30 subjects across studies receiving the same treatment for the same target problem, and with prospective design and random assignment of subjects to conditions. Findings must show the treatment to be (a) better than the control or comparison groups or (b) equivalent to an already-established evidence-based treatment (EBT).

OR

B. At least two within-group or single-case design studies, with a minimum of 30 subjects across studies receiving the same treatment for the same target problem, and with prospective design and random assignment of subjects to conditions. Findings must show the treatment to be better than the control or comparison conditions, following establishment of a reliable baseline.

OR

C. A combination of one or more between-group and one or more within-group or single-subject studies, with a minimum of 30 subjects across studies receiving the same treatment for the same target problem. Studies must meet the appropriate criteria notes in A and B.

AND

D. The majority of applicable studies must support the treatment.

E. The treatment procedures must show acceptable adherence to the treatment program.

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Adapted from Elliott, S. H., Kratochwill, T. R., & Callan-Stoiber, K. (2002) Selecting and evaluating classroom interventions. In M. A. Shinn, M. R., Walker, H. M, & G. Stoner (Eds.) Interventions for academic and behavior problems II: Preventive and remedial approaches, (p. 251), Bethesda, MD: NASP.

Format for RtI Assignment Write-ups (Assignments A1 - A6)

Tier (1, 2 or 3): Focus (Acad or Beh): Title of Intervention: Intervention Target: GAS: ES: PND (Beh only):___________________________________________________________

Context DefinitionProblem Analysis

Norm

BaselineHypothesis Testing

InterventionDesign/description/progress

Social validity/treatment acceptability

Treatment/implementation integrity/validity

Alterations in interventions as indicated by progress-monitoring dataEvaluation

Progress monitoring chart

Visual inspection of chart

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GAS

Effect Size

Percent of non-overlapping data points (PND) (for behavior cases)

Case study rubric or rating tool (where indicated)References

Generic Evaluation Form for RtI Intervention

ASSIGNMENT (A1, A2, A4 or A5): _________

Teacher __________________ School _______________Grade _____ Date Completed _________

(Indicate ratings by printing or typing an “X” in the appropriate parentheses.)Component Not

CompletedNeeds

DevelopmentCompleted

1 2 3Context defined ( ) ( ) ( )

Problem analysis included classroom norms ( ) ( ) ( )

Problem analysis included baseline data gathered (at least three data points) ( ) ( ) ( )Hypotheses formulated & tested using “because . . .” & “therefore, if . . .” statements

( ) ( ) ( )

Intervention design & intervention progress described ( ) ( ) ( )

Social validity/treatment acceptability assessed prior to beginning intervention. Intervention revised if acceptability less than 80%

( ) ( ) ( )

Treatment/intervention integrity/validity assessed & % of integrity calculated

( ) ( ) ( )

Alternate intervention implemented (if needed), based on progress-monitoring data

( ) ( ) ( )

Progress monitoring chart completed, including values of data points

( ) ( ) ( )

Evaluation of visual inspection of chart described ( ) ( ) ( )

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Effect size (g index for academic & d index for behavior) calculated & described

( ) ( ) ( )

PND calculated & described for behavior cases ( ) ( ) ( )

GAS form completed, including entries of ES & PND (for behavior cases)

( ) ( ) ( )

Supervisor Completing Rating _______________________________ Date of Rating ______________

Supervisor Comments:

RTI Case Study Rubric Intern _______________________________ Assignment (A3 or A6) __________Stage 1.0. Local Norms: Local norms and outcome goals are established for class.

Outstanding Competent Needs Development1.1 Teacher consultation provided

class-wide behavioral and/or academic goals and a target date to accomplish the class-wide goals

Teacher consultation provided class-wide behavioral and/or academic goals

Teacher consultation did not occur

1.2 The class goal statement(s) was written in observable, measurable terms, and was based on the all of the following: Review of curriculum for academic goals, Task analysis for academic and/or behavioral target goals, Description of class- wide instructional methods to address the academic and/or behavioral target goals

The class goal statement(s) was written in observable, measurable terms

The class goal statement(s) was NOT written in observable, measurable terms

1.3 Local norms were established (Classes that do not have established local norms will need to have at least 3 administrations

Local norms were available and used

Local norms were underdeveloped

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of each measure conducted over a several week period to determine average rate of change per week, level, or variability/stability for class.)

1.4 Data from Tier One were used to identify Tier Two students; AND Tier Two students received more intensive intervention

Data from Tier One were used to identify Tier Two students

Data from Tier One were Not used to identify Tier Two students

Rating for 1.0Outstanding:All components in the outstanding category are checked




Needs Development: Multiple components in the needs development category a re checked

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Stage 2. Problem Identification: The at-risk student and academic/behavioral concern(s) are investigatedOutstanding Competent Needs

Development2.1 The at-risk student's academic

and/or behavioral concern(s) was identified AND operationally defined using class goals AND local norms

The at-risk student's academic and/or behavioral concern(s) was identified AND operationally defined using class goals OR local norms

The at-risk student's academic and/or behavioral concern(s) was identified but NOT operationally defined

2.2 A baseline for the at-risk student was established for the concern(s), and included 7 or more data points

A baseline for the at-risk student was established for the concern(s)

A baseline for the at-risk student was NOT established or was inappropriate

2.3 Skill analysis was conducted and included all of the following: Error analysis, Direct observation of skill, Criteria-based assmnt OR curriculum-based assmnt

Skill analysis was conducted and included one or more of the following: Error analysis, Direct observation of skill, Criteria-based assessment, OR curriculum-based assessment

No skill analysis was conducted, or analysis was inappropriate for the identified concern(s)

2.4 Performance analysis was conducted and included all of the following: Record review for historical documentation of pertinent information, Student interview, Ecological or situational analysis of concern (e.g., routines, expectation/skill match, relationships, classroom environment, adult/teacher support, cultural issues) Direct observation (e.g., on-task) Parent interview

Performance analysis was conducted and included one or more of the following: Record review for historical documentation of pertinent information, Student interview, Ecological or situational analysis of concern (e.g., routines, expectation-skill match, relationships, classroom environment, adult/teacher support, cultural issues) Direct observation (e.g., on-task) Parent interview

No performance analysis was conducted, or analysis was inappropriate for the identified concern(s)

Rating for 2.0 Outstanding: All

components in the outstanding category are checked

Substantially Developed: Components in the competent and outstanding


Threshold Development: Some components in the competent category are

Needs Development: Multiple components in the needs development

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categories are checked

checked category are checked

Stage 3.0 Problem Analysis: Hypotheses are developed and tested

Outstanding Competent Needs Development3.1 Hypotheses were generated

through team collaboration with teacher, parent, and other relevant parties

Hypotheses were generated through collaboration with teacher and/or parent

Hypotheses were NOT generated through collaboration with teacher and/or parent

3.2 Multiple hypotheses were developed to identify the cause or source of each problem

A hypothesis was developed to identify the cause or source of each problem

No hypotheses were developed

3.3 Each of the multiple hypotheses was tested and data were used to confirm the cause or source of the problem using one or more of the following methods: Direct observation, Analogue assessment, Functional assessment, Self-monitoring assessment, Other

One hypothesis was tested to confirm the cause or source of the problem using one or more of the following methods: Direct observation, Analogue assessment, Functional assessment, Self-monitoring assessment, Other

Hypothesis testing did not occur

3.4 The hypothesis reflected awareness of individual differences (e.g., biological, social, linguistic, cultural), and the intervention acceptability for hypothesis was verified for acceptability

The hypothesis reflected awareness of individual differences (e.g., biological, social, linguistic, cultural)

The hypothesis did NOT reflect awareness of individual differences (e.g., biological, social, linguistic, cultural)

3.5 Support was provided to justify the use of the intervention as evidence-based practice ( research literature) that linked to the targeted problem

Hypothesis testing linked the academic and/or behavioral problem(s) with the intervention

Hypothesis testing did NOT link the academic and/or behavioral problem(s) with the intervention

Rating for 3.0 Outstanding:

All components in the outstanding category are checked

Substantially Developed: Components in the competent and outstanding


Threshold Development: Some components in the competent category are

Needs Development: Multiple components in the needs development

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categories are checked

checked category are checked

Stage 4. Intervention: Intervention is implemented and monitored

Outstanding Competent Needs Development4.1 Goal Attainment Scale was

developed prior to intervention implementation using appropriate methods

Goal statement(s) was written in observable, measurable terms

Goal statement was NOT written in observable, measurable terms

4.2 Intervention(s) was developed collaboratively

Intervention(s) was developed collaboratively

Intervention(s) was NOT developed collaboratively

4.3 Intervention(s) logically linked to all of the following: referral question accepted hypothesis goal statement

Intervention(s) logically linked to one or more of the following: referral question accepted hypothesis goal statement

Intervention(s) did NOT logically link to all of the following: referral question accepted hypothesis goal statement

4.4 Treatment integrity checklist was developed prior to intervention implementation

Logistics of setting, time, resources and personnel required for intervention and data gathering were defined and implemented

Intervention(s) was NOT described in enough detail to ensure appropriate implementation

4.5 Intervention(s) was implemented with integrity

Intervention(s) was implemented

Intervention(s) was limited to determination of eligibility for special education services or referral for services external to the school and/or the home

4.6 Acceptability of intervention by teacher, parent and child was verified

Intervention reflected sensitivity to individual differences, resources, classroom practices, and other system issues

Intervention did NOT reflect sensitivity to individual differences, resources, classroom practices, and other system issues

4.7 Intervention was monitored and data were used to determine implementation integrity

Intervention(s) implementation was monitored

Intervention(s) implementation was NOT monitored

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Rating for 4.0 Outstanding:

All components in the outstanding category are checked





Stage 5.0 Evaluation: Data were gathered, documented and evaluated

Outstanding Competent Needs Development5.1 Graphed data indicated

measurable, positive impact toward stated goal

Progress monitoring data were plotted on a graph or chart

Progress monitoring data were NOT plotted on a graph or chart

5.2 Single-case design was specified (e.g., changing criterion, withdrawal, multiple baseline, alternating treatments) to prove efficacy of intervention

Single-case design was implied by graphed data (e.g., changing criterion, withdrawal, multiple baseline, alternating treatments) to prove efficacy of intervention

Single-case design was NOT apparent

5.3 Data were evaluated through all appropriate methods and were presented in support of student's progress: Visual analysis Magnitude of change statistic(s) Goal Attainment Scaling Intervention integrity Other

Data were evaluated through one or more methods and were presented in support of student's progress: Visual analysis Magnitude of change statistic(s) Goal Attainment Scaling Intervention integrity Other

No evidence was provided in support of student's progress or methods were inappropriate

5.4 Effectiveness of intervention, case study fidelity and intervention integrity were examined collaboratively

Effectiveness of intervention was examined collaboratively

Effectiveness of intervention was not examined collaboratively

5.5 Strategies for changes in intervention and/or follow-up were implemented and data were provided. Intervention limitations or side effects were described.

Suggestions for changes in intervention and/or follow-up were provided

Suggestions for changes in intervention and/or follow-up were NOT provided

Rating for 5.0

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Overall Rating for Case Study Outstanding:

Case Study is rated outstanding in all five sections

Substantially Developed: Case Study is rated competent or higher for all sections and substantially developed or higher in one or more sections

Competent: All five sections of the Case Study are rated competent

Threshold Development: Some but not all sections are rated competent or higher

Needs Development: Multiple sections are rated needs development

Field Supervisor_______________________________ Date ________________

Sample* Evaluation of Individual Counseling Assignment A7

(Intern ___________________________)

Pupil __________________ School ___________ Age ___ Grade ___ Date Completed _________ (Pseudonym) [Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]

Not Completed Needs Development Completed1 2 3

Obtains permission for counseling following receiving referral

( ) ( ) ( )

Builds rapport ( ) ( ) ( )

Leads pupil in exploration of problem ( ) ( ) ( )

Confirms identification of problem with pupil ( ) ( ) ( )

Establishes baseline, where appropriate ( ) ( ) ( )

Leads pupil in exploration of possible solutions ( ) ( ) ( )

Leads pupil in evaluating pros and cons of each possible solution

( ) ( ) ( )

Assists pupil in selection of solution to try ( ) ( ) ( )

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Assists pupil in designing solution plan ( ) ( ) ( )

Obtains pupil commitment to plan ( ) ( ) ( )

Assists pupil in monitoring plan implementation

( ) ( ) ( )

Assists pupil in evaluating plan effectiveness ( ) ( ) ( )

Conducts follow-up evaluation ( ) ( ) ( )

* Interns may develop a different evaluation tool for this assignment, depending on what counseling approach they adopt.

Supervisor Signature _________________________ Date of Rating ______________

Evaluation of Small-Group Counseling Assignment A8

(Intern ___________________________)

School __________________ Ages ___ Grades ___ Date Completed _________

[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]Not Completed Needs Development Completed

1 2 3Participates in needs assessment

( ) ( ) ( )

Establishes purpose/goal of counseling

( ) ( ) ( )

Obtains permission for counseling

( ) ( ) ( )

Participates in pupil selection

( ) ( ) ( )

Plans counseling ( ) ( ) ( )

Convenes group ( ) ( ) ( )

Establishes baseline ( ) ( ) ( )

Implements counseling sessions

( ) ( ) ( )

Monitors progress ( ) ( ) ( )

Evaluates counseling effectiveness

( ) ( ) ( )

Conducts follow-up evaluation

( ) ( ) ( )

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Supervisor Signature _______________________________

Date of Rating ______________

Evaluation of Inservice Presentation Assignment A9

(Intern ___________________________)

School __________________ Topic__________________ Date Completed _________

[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]Not Completed Needs


1 2 3Collaborates in brainstorming possible needs for inservice

( ) ( ) ( )

Designs needs assessment( ) ( ) ( )

Conducts needs assessment ( ) ( ) ( )

Plans inservice( ) ( ) ( )

Prepares inservice( ) ( ) ( )

Prepares evaluation tool( ) ( ) ( )

Delivers inservice( ) ( ) ( )

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Conducts evaluation of inservice ( ) ( ) ( )

Summarizes results of evaluation ( ) ( ) ( )



Evaluation of Evaluation Team Report Assignment A10

[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]Not Completed Needs


1 2 3Plans assessments for referred eligibility determination. ( ) ( ) ( )

Selects assessment procedures for given eligibility determination and student characteristics.

( ) ( ) ( )

Describes each assessment procedures (area). ( ) ( ) ( )

Provides summary interpretation for each assessment procedure.

( ) ( ) ( )

Includes instructional implications in the assessment summaries for each procedure.

( ) ( ) ( )

Provides integrated summary of multifactored assessment. ( ) ( ) ( )

Provides instructional implications drawn from ( ) ( ) ( )

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integrated multifactored assessment results.Use clear and concise language throughout the report. ( ) ( ) ( )



Sample Treatment Acceptability Questionnaire – for Academic Interventions (A1-A3)* Respondent _________________ Date ____________ [Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]

Strongly Disagree

Disagree Slightly Disagree

Agree Strongly Agree

1 2 3 4 51 This is an acceptable intervention for the child’s

achievement behavior.( ) ( ) ( ) ( ) ( )

2 Most teachers would find this intervention appropriate for the child’s achievement problem.

( ) ( ) ( ) ( ) ( )

3 The intervention should prove effective in changing the child’s problem behavior.

( ) ( ) ( ) ( ) ( )

4 I would suggest the use of this intervention to other teachers.

( ) ( ) ( ) ( ) ( )

5 The child’s behavior problem is severe enough to warrant use of this intervention.

( ) ( ) ( ) ( ) ( )

6 I would be willing to use this intervention in the classroom setting.

( ) ( ) ( ) ( ) ( )

7 I believe I have sufficient understanding of the intervention.

( ) ( ) ( ) ( ) ( )

8 The intervention would not result in negative side-effects for the child.

( ) ( ) ( ) ( ) ( )

9 The intervention would not result in negative effects for other children in the child’s classroom.

( ) ( ) ( ) ( ) ( )

10 The intervention would be appropriate for a variety of children.

( ) ( ) ( ) ( ) ( )

11 The intervention is consistent with those I have used in classroom settings.

( ) ( ) ( ) ( ) ( )

12 I am confident in my ability to use this intervention ( ) ( ) ( ) ( ) ( )

13 The intervention is a fair way to handle the child’s achievement problem.

( ) ( ) ( ) ( ) ( )

14 The intervention is reasonable for the achievement ( ) ( ) ( ) ( ) ( )

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problem described.15 The intervention would improve the child’s achievement

to the point that it would not noticeably deviate from other classmates’ behavior.

( ) ( ) ( ) ( ) ( )

16 Soon after using the intervention, the teacher would notice a positive change in the achievement problem.

( ) ( ) ( ) ( ) ( )

17 The child’s achievement will remain at an improved level even after the intervention is discontinued.

( ) ( ) ( ) ( ) ( )

18 Using the intervention should not only improve the child’s achievement in the classroom, but also elsewhere (e.g., other classrooms, home).

( ) ( ) ( ) ( ) ( )

19 The intervention should produce enough improvement in the child’s achievement so that it no longer is a problem in the classroom.

( ) ( ) ( ) ( ) ( )

20 Other skills related to the achievement problem also are likely to be improved by the intervention.

( ) ( ) ( ) ( ) ( )

* Adapted from Kratochwill, T. R., Elliott, S. N., & Callan-Stoiber, K. (2002). Best practices in school-based problem-solving consultation. In A. Thomas & J. Grimes (Eds.) Best practice in School Psychology IV, (pp. 603-604), Bethesda, MD: NASP.

Sample Treatment Acceptability Questionnaire – for Behavior Interventions (A4 – A6)* Respondent ________________ Date _________

[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]Strongly Disagree

Disagree Slightly Disagree

Agree Strongly Agree

1 2 3 4 51 This is an acceptable intervention for the class problem

behavior.( ) ( ) ( ) ( ) ( )

2 Most teachers would find this intervention appropriate for the class behavior problem.

( ) ( ) ( ) ( ) ( )

3 The intervention should prove effective in changing the class problem behavior.

( ) ( ) ( ) ( ) ( )

4 I would suggest the use of this intervention to other teachers.

( ) ( ) ( ) ( ) ( )

5 The class behavior problem is severe enough to warrant use of this intervention.

( ) ( ) ( ) ( ) ( )

6 I would be willing to use this intervention in the classroom setting.

( ) ( ) ( ) ( ) ( )

7 I believe I have sufficient understanding of the intervention.

( ) ( ) ( ) ( ) ( )

8 The intervention would not result in negative side-effects for the class.

( ) ( ) ( ) ( ) ( )

11 The intervention is consistent with those I have used in classroom settings.

( ) ( ) ( ) ( ) ( )

12 I am confident in my ability to use this intervention ( ) ( ) ( ) ( ) ( )

13 The intervention is a fair way to handle the class behavior problem.

( ) ( ) ( ) ( ) ( )

14 The intervention is reasonable for the behavior problem described.

( ) ( ) ( ) ( ) ( )

15 The intervention would improve the child’s behavior to the point that it would not noticeably deviate from other classmates’ behavior.

( ) ( ) ( ) ( ) ( )

16 Soon after using the intervention, the teacher would ( ) ( ) ( ) ( ) ( )

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notice a positive change in the problem behavior.17 The child’s behavior will remain at an improved level

even after the intervention is discontinued.( ) ( ) ( ) ( ) ( )

18 Using the intervention should not only improve the child’s behavior in the classroom, but also elsewhere (e.g., other classrooms, home).

( ) ( ) ( ) ( ) ( )

19 The intervention should produce enough improvement in the child’s behavior so the behavior no longer is a problem in the classroom.

( ) ( ) ( ) ( ) ( )

20 Other behaviors related to the problem behavior also are likely to be improved by the intervention.

( ) ( ) ( ) ( ) ( )

*Adapted from Kratochwill, T. R., Elliott, S. N., & Callan-Stoiber, K. (2002). Best practices in school-based problem-solving consultation. In A. Thomas & J. Grimes (Eds.) Best practice in School Psychology IV, (pp. 603-604), Bethesda, MD: NASP.

Sample Treatment Integrity Checklist – for Academic Intervention (Paired Reading)

Peer Tutoring Observation FormTutor ______________________ Tutee ___________Observer ________________Date _________ Location ____________ Start Time _______ End Time ________

1. Use of praise. The tutor praised the student _______ times during the observation.

2. Strategies to Build Reading Fluency: Use the rating items below that match the reading fluency strategy used by your peer tutors (i.e., Paired Reading or ‘Listening While Reading’).Paired-reading skills. When using paired reading, the tutor:· Y N Read in unison with the tutee for at least part of the observation.· Y N Stopped reading aloud when given signal by tutee.· Y N Responded to reading errors/hesitations by supplying the correct word and having the student repeat the word before continuing with reading.· Y N Waited at least 5 seconds before supplying the correct word to a hesitant or struggling reader.‘Listening While Reading’ skills. When using ‘listening while reading’, the tutor:· Y N Read aloud from the book for 2 minutes at a time while the tutee silently followed along in the text.· Y N Had the tutee read the same passage aloud independently while the tutor silently followed along in the text.· Y N Responded to reading errors/hesitations by supplying the correct word and having the student repeat the word before continuing with reading.

3. Amount of reading. During the observation, about what percentage of time do you estimate that the tutee was actively reading aloud? Circle that percentage:Less than 50%……..51-60%……..61-70%……..71-80%……..81-90%……..91-100%

4. Tutor behaviors. Did the tutor behave appropriately during the observed session? Y NIf not, what problem behavior(s) did you observe?________________________________________________________________________________________________________________________________________________

5. Tutee behaviors. Did the tutee behave appropriately during the observed session? Y N

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If not, what problem behavior(s) did you observe?________________________________________________________________________________________________________________________________________________

6. Additional observations. Please note other noteworthy details about the observation (e.g., noise level of the tutoring location, degree of student motivation, unexpected interruptions).________________________________________________________________________________________________________________________________________________

Kids As Reading Helpers: A Peer Tutor Training Manual 2002 by Jim Wright www.interventioncentral.org

Sample Treatment Integrity Checklist – for Behavioral Intervention

Consultee ______________________ Date __________ Consultant ____________________

Response Cost Lottery

Strongly StronglyDisagree Agree__________________________

1 2 3 4 5

1. Described system to students. ( ) ( ) ( ) ( ) ( )

2. Displayed and described reinforcers. ( ) ( ) ( ) ( ) ( )

3. Placed 3 x 5 card on students’ desks. ( ) ( ) ( ) ( ) ( )

4. Card taped on 3 sides. ( ) ( ) ( ) ( ) ( )

5. 4 slips of colored paper inserted (different colors ( ) ( ) ( ) ( ) ( )for each student).

6. Lottery in effect for ___ hour. ( ) ( ) ( ) ( ) ( )

7. Slips removed contingent on rule violations. ( ) ( ) ( ) ( ) ( )

8. Teacher restates rule contingent on violation. ( ) ( ) ( ) ( ) ( )

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9. Remaining slips placed in box. ( ) ( ) ( ) ( ) ( )

10. Drawing occurs on Friday. ( ) ( ) ( ) ( ) ( )

11. Winner selects reinforcer on Friday. ( ) ( ) ( ) ( ) ( )____________________________________________________________________________From “Assessment of Treatment Integrity in School Consultation and Prereferral Intervention” by F. M. Gresham, 1989, School Psychology Review, 18. Copyright 1989 by School Psychology Review.

Sample Parent Permission Letter for Assignments Where Such Permission is Needed

While it is rare that district administrators or field supervisors will require parent permission for interns to conduct activities necessary to complete assignments, the following sample letter soliciting such permission is offered.

SCHOOL DISTRICT LETTERHEAD

October 15, 2009

Dear Mr. and Mrs. Case:

Please accept this request for permission for your son, Justin, to participate in one of my University of Dayton internship assignments. I am employed by the Punxsutawney City School District as an intern school psychologist, and am in my final year of training to earn a license as a school psychologist from the Ohio Department of Education. I work under the supervision of Ima Gonner and Sharon Sharalike, two of Punxsutawney’s licensed school psychologists, as well as the supervision of Dr. James Evans, a faculty member in the School Psychology Program at the University of Dayton.

One of my required internship assignments is to conduct an academic case study. Justin’s teacher, Mrs. Ida Liesya, has expressed her wish for help in improving Justin’s reading skills. The study involves gathering some information about Justin’s reading by interviewing Justin and his teacher, by observing Justin in class, and by asking him to demonstrate his reading skills to me during some reading exercises I will administer to him. This information will be used to design some different ways to teach Justin in order to improve his reading. The effectiveness of the methods will be monitored and changed as needed to make them better. You will receive progress reports, and a final report after the teaching methods have been used.

Please feel free to ask questions of any of the following people at any time.

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Ms. Ann Chovie: (937) 416-1111 or [email protected] Ms. Ida Liesya: (937) 416-2222 or IdaLyesya @pboe.org Ms Ima Gonner: (937) 416-3333 or [email protected]. James Evans: (937) 212-8554 or [email protected]

Sincerely,

Ann ChovieIntern School Psychologist

Please sign one copy of this letter below to indicate whether you grant or refuse permission, and return it to me at the above address Keep the other copy for your records.

_________________________ __________________________ __________Signature to Grant Permission Signature to Refuse Permission Date

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SECTION 4. THESIS

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General Procedures

The following procedures are for all graduate candidates writing theses at the University of Dayton. The original and two copies of the approved thesis containing the required signatures must be presented in the Office of Graduate Applications and Records and be accepted by that office as being in proper form at least 16 days before graduation. An individual whose thesis is not in acceptable form by that date will graduate at a later date. An official receipt of deposit will be given to the student.

There is no fee for binding the original and two copies of the thesis. After binding, these copies are distributed as follows: one to the University Archives, one to the Library, and one to the Department or School. Additional copies are required in some schools and departments, or the candidate may wish to order additional copies for personal use. The fee for additional copies is to be prepaid by the candidate. The candidate should consult the advisor for the required number of copies.

Candidates are expected to present their theses in the editorial style prescribed in the Publication Manual of the American Psychological Association (6th ed.). APA guidelines are also to be followed on questions that are unaddressed in this document. If a discrepancy in style appears between this document and the APA Manual, this document is to be followed.

An abstract is required as part of the thesis. It should be a concise description of the subject of study, the methods or procedures used in its investigation, the results obtained, and conclusions reached. The abstract provides a brief, clear, summary of the research completed. It should be limited to 350 words. Each student submits a separate abstract to be published in Master’s Abstracts International. UMI/ProQuest Information and Learning requires that this separate abstract not exceed 350 words. The heading ABSTRACT is centered on the page without punctuation and is positioned two inches from the top of the page. Text begins four spaces below the heading. 1

Preparation of the Thesis

Since theses are digitized, microfilmed, and xerographically reproduced exactly as they are submitted, without further proofreading, it is imperative that they be free of error, properly margined, arranged, and neatly typed. The typist selected should be well acquainted with the proper form of a thesis.

Parts of the Thesis

In general, a thesis consists of three main parts: the preliminaries, the text, and the references.

A. Preliminaries (numbered ii, iii, iv…)

1. Title page. The title of the thesis begins two inches from the top of the page and should be a meaningful description of the substance of the document. Information retrieval systems consulted by scholars to locate the sources use key words in the title for identification. Therefore, avoid ambiguous or cryptic titles. It is recommended that word substitutes be used for formulas, symbols, superscripts, subscripts, Greek letters, and other similar material. The title page also containing the candidate’s full legal name and the degree being sought (see sample title page).

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2. Approval page. Contains the signatures that may be required by some schools and departments (see sample page). All copies of the approval page must have original signatures.

3. Copyright notice. If the candidate desires to have the thesis copyrighted, a page with a copyright notice centered on the page, without punctuation, should be completed. Further information about copyright can be obtained from the Copyright Office in Washington D.C. (See IX: “Quotation of Copyrighted Material”). Application for registration of a claim for copyright is available in the Office for Graduate Studies (see sample for form of copyright page). NOTE: Copyright page is not given a page number or counted as a page.

4. Abstract. Is a brief statement of the problem, methods and procedures, and results and conclusions. It should be limited to 350 words. It has the same general specifications as the text. The heading ABSTRACT is centered, without punctuation, two inches from the top of the page. The text begins four spaces below the heading (see sample page).

5. Acknowledgements. Page is optional. The acknowledgement is a summary statement of the author’s indebtedness to individuals involved in the research and preparation of the thesis. The heading ACKNOWLEDGEMENTS appears centered without punctuation two inches from the top of the page. The text begins four spaces below the heading (see sample page).

6. Preface. Is optional. Generally, a preface is included in instances where the genesis of the research is important for understanding of it, or when the method or procedure of investigation is so unusual as to require prefatory explanation (see sample page).

7. Table of Contents. Is required. Headings of all chapters, subdivisions of chapters, and all other parts of the thesis are listed exactly as they appear in the text. Page numbers on which parts of the text begin are listed in the table. The heading TABLE OF CONTENTS is centered on the page without punctuation and positioned two inches from the top of the page. The text begins four spaces below the heading (see sample pages).

8. List of Illustrations (or Figures). If needed, with titles and page references; the heading LIST OF ILLUSTRATIONS is centered without punctuation and positions two inches from the top of the page. The list begins four spaces below the heading (see sample page).

9. List of Tables. With titles and page references, the heading LIST OF TABLES is centered without punctuation and positioned two inches from the top of the page. The list begins four spaces below the heading (see sample page).

10. List of Symbols, Abbreviations, and Special Nomenclature. A list of these should be provided if they are necessary to acquaint the reader with them, and when they are essential to the work. When used, these lists generally can take any form acceptable to the discipline. The heading LIST OF SYMBOLS or LIST OF ABBREVIATIONS appears without punctuation two inches from the top of the page. List begins four spaces below the heading.

B. The Text

The nature of the thesis determines the organization of the body or main text into chapters, groups of chapters, or other pertinent schemes of exposition. These divisions are dictated by the APA manual. Punctuation, spelling, and general form should be consistent throughout the text.

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1. Introduction. The style of the introduction should be appropriate to the discipline. The introduction may precede the first chapter (or division), or it may be the first chapter. If the introduction precedes the first chapter, the heading, INTRODUCTION is centered without punctuation two inches from the top of the page. A supplementary descriptive title, where used, is positioned on the next line either all capitals or capital and lower case letters. The text begins four spaces below. In this arrangement, the next division of the text following the introduction is Chapter I, which may or may not have a title of its own. If the introduction is the first chapter, the heading CHAPTER I all in capitals is centered two inches from the top of the page; the word INTRODUCTION is placed two spaces below it. Generally, in this arrangement, the introduction does not have a descriptive title. The text begins four spaces below. (See SAMPLE page.)

2. The Text. All proper divisions and subdivisions of the text of the thesis are identified by suitable headings or are numbered consecutively in Roman numerals and capital letters, thus: CHAPTER I, CHAPTER II, etc.

C. References

The reference material consists of appendices, which are optional, and a bibliography or list of references, which is required.

1. Appendices. Reference materials such as tables, figures, charts, illustrations, abbreviations, and other addenda, which are not placed in the text, are grouped in an appendix or appendices. When used, an appendix generally follows the last chapter of the text. The bibliography may precede the appendix.

(a) If information to be appended is grouped in more than a single appendix, the multiple appendices are numbered thus: APPENDIX A, APPENDIX B, etc. They appear centered without punctuation two inches from the top of the page. The text begins four spaces below the heading.

(b) Each appendix with its title and page number is listed in the Table Of Contents as a subdivision under the heading Appendices.

(c) Illustrations, figures, and tables, appearing in the appendices are identified in the same manner as those in the text; that is they are identified as illustrations, figures, and tables, and are numbered consecutively with those in the text, and appear in the list of illustrations, figures, or tables in the preliminary pages.

2. Bibliography (References) A bibliography listing of sources used is required. Bibliographic form guidelines are in the form acceptable to the discipline. The heading REFERENCES is centered without punctuation two inches from the top of the page.

D. Vita

Vita is optional. It is a short biography of the candidate and includes the data and place of birth, institutions attended, degrees and honors, titles of publications, teaching or professional experience, fields of study, and other pertinent information. The heading VITA is centered on the page without punctuation and positioned two inches from the top of the page. Text begins four spaces below the heading. The Vita is given an Arabic number following the numbers assigned to the text and reference pages (see sample).

Preparing the Manuscript

Your manuscript must be prepared on a computer. The following important reminders should be observed in all cases.

A. Your graduate school’s requirement always supersedes UMI/ProQuest Information and Learning requirements.

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B. Type or print your manuscript on high-quality 20# white paper, 81/2” x 11” in size. Please do not use erasable papers.

C. All textual materials should be double-spaced. Long quotations and footnotes may be single-spaced.

D. Because the manuscript will be reduced in size on microfilm, we recommend that you select font sizes 10 through 12 in Arial, Helvetica, or Century Gothic fonts.

E. The print should be letter quality (letter-quality printer) with dark black characters that are consistently clear and dense.

F. Computer printouts with small and indistinct print and/or very narrow margins may be illegible in microform.

G. Photocopies made from poor quality originals cannot be properly reproduced. These poor quality copies tend to occur most frequently in manuscript appendices.

H. Make corrections with care, since manuscript changes are unlikely to reproduce clearly on microfilm. Correction fluid and correcting tape should not be used, since they cover up errors and can bleed or flake away from the paper, exposing the uncorrected type.

MarginsMargins must be at least one inch wide on the upper, lower, and right sides and one and one-half inches on the left side. These measurements must be rigidly adhered to in order to properly microfilm and bind copies of the thesis. On pages carrying a major heading, such as the first page of a chapter, a two-inch margin should be at the top of the page. In general, all typing, including the page number, should have a one inch margin on all sides. A new paragraph at the bottom of a page must have at least two full lines of type before the page is completed. If there is not sufficient room to accommodate the two lines, the entire paragraph should begin on the following page. The last word on a page is not hyphenated. If there is insufficient space at the right hand margin to accommodate the full word, the entire word is typed on the following page.

PaginationA. For the preliminary pages, small Roman numerals (ii, iii, iv, etc.) are placed at the bottom center of the page. The title page is counted but is not numbered. If the copyright page is used, it is not counted and not numbered. Accordingly, here is the order and the pagination for all preliminary material.

1. Approval Page ii Copyright Page (no number & does not count)2. Abstract iii3. Acknowledgements iv4. Preface v5. Table of Contents vi6. List of illustrations, copyrighted photographs, or graphs vii7. List of Tables viii8. List of Symbols, etc. ix

B. For the remainder of the thesis, Arabic numbers are used. Number all remaining pages, including text, appendices, bibliography, and vita with Arabic numerals placed at the upper right hand corner of the page on the fifth line below the edge, except that on every page with a major heading (e.g. the first page of a chapter, of the bibliography, etc.) place the number at the foot of the page, centered on the fifth line above the edge. Begin the numbering of the main body of the paper with “1” and run consecutively to the end.

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Tables, Illustrations, Computer Print-Outs It is important that tables, figures, and computer printout pages conform to the page format guidelines described earlier. All items such as drawings, graphs, and symbols must be done in opaque black ink. All copyrighted photographs, illustrations, or graphs should be called out in the text. Photographic processes may be used to reduce or enlarge the originals to fit the 6 x 9 inch frame on 8 ½ x 11 paper. On microfilm, colors will appear as varying shades of gray. Therefore, identification of various lines must be made by line symbols. Ordinarily, computer print-out sheets should be put in the appendix as tables. Again, care must be taken to fit the format guidelines, and the paper must be 8 ½ x 11. Tables (tabulated numerical data) must bear captions (titles) and numbers. Use, in sequence Arabic numerals (1,2,3). These numbers run consecutively throughout the entire document, including the appendices. Tables may appear in the text or as appendices. Copyrighted photographs, figures, illustrations, or graphs must bear captions and be numbered in sequential order. The number of the illustration or figure, for example, and its caption are placed two spaces below the last line or bottom edge of the illustration or figure. The style of caption for tables and illustrations should be consistent throughout the text. If the description of a table or an illustration is too long to be placed below it, it should be placed slightly above the center on the preceding page, accompanied by the appropriate number of the table or illustration.

The BibliographyAll other published work used in the thesis, either in direct quotation or by reference, should be listed in the bibliography and based on the APA guidelines.

Appendices Appendices may not be necessary. If they are, they are labeled with capital letters or Arabic numbers

Quotation of Copyrighted MaterialThe author of a thesis is fully responsible for the use of any copyrighted material in the manuscript. Generally, permission to use copyrighted material should be sought when a direct quotation of more than 150 words or an illustration is used. Permission is sought from the author or publisher holding the copyright. Generally, permission is granted on condition that proper acknowledgement is made. However, in some cases, copyright owners require payment. Necessary clearance for copyrighted material must be obtained before presenting the thesis. As the author of the manuscript, UMI will ask you to certify that any previously copyrighted material used in your work beyond “fair use” is with the written permission of the copyright owner. In addition, copies of permission letters from copyright owners must be attached to the UMI Agreement Form. These permission letters must state that the copyright owner is aware the UMI may supply single copies on demand. If permissions are not supplied, publication may be delayed. Please refer to Copyright Law & Graduate Research: New Media, New Rights and Your New Dissertation by Dr. Kenneth Crews for explanations of fair use, how to request permission and examples of permission letters. This booklet is available at no charge from UMI. Ask your graduate school office to request paper copies or visit the UMI website at http://www.umi.com/hp/Support/Dservices/copyright/ for the latest digital version.

SamplesSamples of title pages, approval pages, copyright page, abstract page, acknowledgements page, preface, table of contents, list of illustrations, list of tables, chapter page, vita, and a page of various headings are available at:

http://gradschool.udayton.edu/initiative/guidelines.pdf

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http://gradschool.udayton.edu/initiative/guidelines.pdf

Thesis Proposal Approval

THE PROPOSAL FOR THESIS RESEARCH SUBMITTED BY:

ENTITLED:

HAS BEEN APPROVED BY

Chair Date

Member Date

Member Date

Member Date

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SECTION IV: EVALUATION

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The School Psychology Program at the University of Dayton has established a comprehensive evaluation procedure to ensure that each student has attained the knowledge and skills necessary to serve as a professional school psychologist. Evaluation procedures are embedded throughout the program and include assessments that are both formative and summative. Student assessment begins upon entry into the program, continues through the internship, and culminates with the completion of the program. Candidates must meet specific criteria in order to earn both the Master of Science Degree in Education with the School Psychology Concentration and the Educational Specialist Degree in School Psychology.

Level 1 Assessment: Admission ProcessThe initial step for evaluating applicant potential for success as a student and a school psychology practitioner is through the selection process for admission to the program. Potential candidates are screened for admission based upon their GRE scores, undergraduate grade point average, references, and written products. Personal interviews and extemporaneous writing exercises are conducted for those candidates who have met the initial criteria. Those who demonstrate the potential for academic and professional success are then offered admission to the program.

Level 2 Assessment: Formative AssessmentAssessment of knowledge occurs in each course and results in grades that measure student success. Grades are based on demonstration of knowledge through written examinations, oral presentations, written products, and similar methods. Candidates are expected to attain grades of B or better in all course work. If a student obtains a grade of C or below, the student is required to either retake the course, or may be counseled to leave the program.

Candidates are required to demonstrate skills that indicate their ability to apply their knowledge and skills to result in measurable, positive changes in the clients that they serve. Toward this end, multiple methods of assessment of professional practice skills are incorporated into the program. The primary contexts for assessing student skills are in case studies, practica evaluations and internship evaluations.

At the conclusion of the practica experiences, program faculty and/or field supervisors conduct student evaluations regarding the level of skill attained. Practica evaluation forms can be found in the Practica section of this handbook. Within each evaluation tool, professional goals are included in order for candidates to plan for their own developmental process. Importantly, in those practica experiences that employ the case study format for demonstrating professional skills, candidates are evaluated on their ability to demonstrate measurable, positive changes for the group, child or youth who is served within the context of the case study. The case study evaluations are similar to the format developed for School Psychologist Certification by the National Association of School Psychologists. These evaluations are conducted by the university instructor and/or the field based supervisor, as appropriate. Similar evaluations occur during internship to ensure competence. These experiences are documented and evaluated in the Outline of Objectives, Experiences & Competencies for School Psychological Internship, which can be found in the Internship section of this handbook.

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Level 3 Assessment: Summative Evaluation/Comprehensive Exam for Master of Science Degree

The Master of Science Degree in Education is awarded to candidates after the successful completion of the specified coursework, including practica experiences, and an examination of knowledge. The comprehensive examination occurs during the term prior to the proposed date for awarding the Master’s degree. Examinations are evaluated by program faculty. Candidates who do not have adequate performance on the examination have the opportunity to participate in an oral examination.

Candidates are informed whether they have achieved the level of success necessary for continuing in the program with one of four ratings: recommendation for graduation and program continuation; recommendation for graduation and program continuation on probation; recommendation for graduation but not program continuation; or not recommended for graduation.

Candidates who receive the recommendation for continuation or recommendation for continuation on probation will complete and submit the following documents: (1) application for admission to the Ed.S. School Psychology program, (2) application for graduation. Candidates who graduate in August are eligible to participate in graduation ceremonies in December.

Because many school districts award salary increases based upon post-masters credit hours, it is crucial that students apply to the Educational Specialist program immediately upon finishing the Masters Degree. This will ensure the accrual of a sufficient number of post-maters hours and will allow students to be placed at the appropriate level on school district salary pay scales.

Master's calendar

June Student completes and submits M.S. graduation application AndStudent completes and submits application for admission to Ed.S. program

July Student takes the comprehensive examinationJuly Oral examination is completed for candidates with inadequate comprehensive examination

results

Note: Candidates who graduate in summer attend December graduation ceremonies.

Level 4 Assessment: Summative Evaluation for Educational Specialist Degree

The Educational Specialist Degree in School Psychology is awarded to candidates who successfully complete the specified coursework, comprehensive examination, internship, thesis, Praxis II, and a portfolio-based examination of their skills.

Candidates are required to take and pass the School Psychology component of the Praxis II at a level consistent with Ohio’s passing score for licensure by the State Department of Education. Candidates

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are encouraged to achieve the national certification passing score of 175 , as determined by the National Association of School Psychologists.

Each student will complete a thesis as part of the requirements for earning the Educational Specialist Degree. Key procedural points in the thesis process include Thesis Committee Approval, Thesis Proposal Approval, Approval from the Committee for the Protection of Human Subjects, and Thesis Approval.

Policy for Addressing Concerns about Student Performance or Functioning

Graduate programs that prepare professional school psychologists have an obligation toprotect the public and the profession. This obligation requires the UD schoolpsychology training program to (a) establish criteria and methods through which aspectsof competence other than, and in addition to, a student-trainee’s knowledge or skills maybe assessed (including, but not limited to, emotional stability and well being,interpersonal skills, professional development, and personal fitness for practice; and (b)ensure—insofar as possible—that the student-trainees who complete their programs arecompetent to manage future relationships (e.g., client, collegial, professional, public,scholarly, supervisory, teaching) in an effective and appropriate manner. Because of thiscommitment, the UD school psychology training program strives not to advance,recommend, or graduate students or trainees with demonstrable problems (e.g., cognitive,emotional, psychological, interpersonal, technical, and ethical) that may interfere withprofessional competence to other programs, the profession, employers, or the public atlarge.

This commitment obligates the school psychology program faculty to continually assessthe progress of each graduate student in a variety of area of academic and appliedsettings. The primary purpose of this assessment is to facilitate professional and personalgrowth. It is important that there are regular contacts and close working relationshipsbetween graduate students and program faculty so that these guidelines and procedurescan be implemented in a way that maximizes student growth and development.The training program also recognizes that developmental stressors are inherent both inthe transition from undergraduate to graduate school, as well as during the course of thetraining program. During graduate school, higher academic expectation is frequentlyencountered. In addition, when clinical work begins there is stress inherent in being amember of a helping profession. Further, supervision is more intensive, concentrated, andfrequent during the graduate program, which may increase the student’s sense of personaland professional vulnerability.

Because graduate students make significant developmental transitions during theirgraduate training and may need special assistance during this time, it is the responsibilityof the training program to provide recommendations, activities, procedures andopportunities that can facilitate growth and minimize stress. Such measures include, butare not limited to: orientation meetings, individualized programs, clear and realistic

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expectations, clear and timely evaluations that may result in suggestions for positivechange, and contact with support individuals (e.g., supervisors) and/or groups (e.g., othergraduate trainees, former students).

Retention StandardsThe UD School Psychology Graduate Program requires the following for students tomaintain academic good standing in the program:

1. Because Licensure as a school psychologist by the Ohio Department ofEducation requires a background check and documented absence of potentiallyrelevant legal difficulties, retention in the program requires that students have norecord of such difficulties.

2. Students must maintain a minimum of 3.0 average in all academic workcompleted.

3. Students who earn a grade of "C" (or lower) in any requiredcourses will be required to meet with their advisor to evaluate the impact of thatperformance on the overall course of study and to identify an appropriateresponse, which may include a faculty-approved remedial plan to develop anddemonstrate mastery of essential competencies.

Coursework includes both academic and skill-related training (e.g., diagnosticassessment, intervention, report writing). In addition to traditional academic and skill-relatedgrowth in graduate professional training, personal and professional growth iscritical for future effective functioning as a school psychologist. The following exemplarsillustrate professional dispositions that are considered critical for adequate progress andperformance in the program:

Professionally related interpersonal/professional skills included the following:Ethics• Demonstration of knowledge/application of APA/NASP Ethical Guidelines.• Demonstration of knowledge/application of other statutes regulating professionalpractice.• Demonstration of concern for client welfare.• Demonstration of appropriate client-school psychologist relationships.Professional Deportment• Appropriate manifestation of professional identity, as demonstrated by attire andbehavior judged by practica, internship, and other field-based partners to beappropriate for educational settings.• Appropriate involvement in professional development activities (e.g., professionalassociations)• Appropriate interaction with peers, colleagues, staff, trainees, etc.• Awareness of impact on colleagues (faculty and students).

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• Completion of assigned tasks in a timely fashion and in an acceptable format.

Sensitivity to Client Issues. Acknowledgment and effective interactions with:• children• parents• teachers• school administrators• other school staff (e.g., social workers, counselors, therapists, etc.)• sensitivity to the needs, resources and priorities for individuals from differentcultural backgrounds (including differences in SES, gender, age, disability, sexualorientation, race, etc.)

Use of Supervision• Appropriate preparation.• Accepts responsibility for learning.• Openness to feedback/suggestions.• Application of learning to practice.• Willingness to self-disclose and/or explore a personal issue which affectsprofessional functioning.• Appropriately self-reliant.• Appropriately self-critical.

Other Training Issues• Effective management of personal stress.• Lack of professional interference because of own adjustment problems and/oremotional responses, as reflected by ability to maintain appropriate level ofconcentration, focus, and commitment to graduate study and professionaldemeanor in academic, social, and field-based settings.• Formulation of realistic professional goals for self.• Appropriate self-initiated professional development (e.g., self-initiated study).

Definition of ImpairmentFor purposes of this document, impairment is defined broadly as an interference inprofessional functioning which is reflected in one or more of the following ways:

An inability and/or unwillingness...• to acquire and integrate professional standards into one’s repertoire ofprofessional behavior,• to acquire professional skills in order to reach an acceptance level of competency,and/or• to control personal stress, and/or excessive emotional reactions which interferewith professional functioning.

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It is a professional judgment as to when a graduate student’s behavior becomes severeenough to be considered impaired rather than just problematic. For purposes of thisdocument a problem refers to a trainee’s behavior or attitude, which, while of concernand requiring redemption, is perceived not to be unexpected nor excessive forprofessionals in training. Problems become identified as impairments when they includeone or more of the following characteristics:

• the student does not acknowledge, understand, or address the problem when it isidentified,• the problem is not merely a reflection of a skill-deficit which can be reflected byacademic or didactic training,• the quality of services delivered by the student is sufficiently negatively affected,• a disproportionate amount of attention by training personnel is required, and/or,• the trainee’s behavior does not change as a function of feedback, remediationefforts, and/or time.

Due Process: General GuidelinesDue process ensures that decisions made by program faculty about graduate students arenot arbitrary or personally biased, requires that programs identify specific evaluativeprocedures which are applied to all trainees, and have appropriate appeal proceduresavailable to the student so he/she may challenge the program’s action.

General due process guidelines include:

1. presenting graduate students, in writing, with the program’s expectations relatedto professional functioning,2. stipulating the procedures for evaluation, including when and how evaluationswill be conducted (such evaluations should occur at meaningful intervals),3. articulating the various procedures and actions involved in making decisionsregarding impairment,4. instituting a remediation plan for identified inadequacies, including a time framefor expected remediation and consequences of not rectifying the inadequacies,5. providing a written procedures to the graduate student which describes how thegraduate student may appeal the program’s action,6. ensuring that the graduate student has sufficient time to respond to any actiontaken by the program,7. using input from multiple professional sources when making decisions orrecommendations regarding the graduate student’s performance, and,8. documenting, in writing and to all relevant parties, the action taken by theprogram and its rationale.

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Taken in part from the Comprehensive Evaluation of Student Trainee Competence inProfessional Psychology Programs, developed by the Student Competence Task Force ofthe Council of Chairs of Training Councils, March 25, 2004Revised Editions approved by Program Faculty, May 13, 1999; February 19, 2004;October 7, 2004; April 20, 2006, and endorsed by the Executive Committee of the StudentAffiliates in School Psychology, February, 2004, October 26, 2004, and May 4, 2006

The portfolio is the last component to be completed prior to the awarding of the Ed.S. degree. The contents of the portfolio are described in the Portfolio Checklist. A formal presentation of the portfolio to faculty and candidates takes place at the conclusion of the internship. Candidates must successfully complete coursework, the comprehensive examination, internship, thesis, and Praxis II prior to submission of the portfolio. The school psychology faculty will evaluate the contents of the folio, and make recommendations for improvement. At the conclusion of the formal presentation the school psychology faculty will make one of the following recommendations: recommendation for graduation and licensure; recommended for licensure but not graduation; or not recommended for graduation and licensure.

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School Psychology Portfolio

Student Date of Submission

*Note: Candidates must provide an additional copy of this component.

Informational Components CompleteY/N

Informational Components CompleteY/N

Title Page Professional Material File ListIntroduction Narrative Summary of InternshipTable of Contents Student Evaluations of Internship

*General *Specific

Resume *TranscriptPractica Logs (cumulative total of 240 hours) *Check Sheet for School Psychology

Program CompletionInternship Logs Daily Logs(cumulative total of 1200 hours) (average of 2 hours of supervision per week)

*Ohio application for school psychology licensure

Case Logs *Praxis II resultsComprehensive examination results *Approval page from Thesis

Domain Student Requirement RatingSOEAP Domain

Develop as a scholar practitioner

Program Domain

I.) Data-based Decision Making and Accountability

Introduction to explain how student has accomplished competency in this domain

Demonstration of content knowledge-Transcript grades of B or better-Praxis II score of 175 -Passed comprehensive examination

Demonstration of skills-*Satisfactory case study rubric -*Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric

2 - Has attained all of the requirements

1 - One or more requirements is incomplete or needs revision

0 - One or more requirements is missing or unacceptable

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SOEAP Domain

Engage in critical reflection, and building community

Program Domain

2) Consultation and Collaboration


Demonstration of content knowledge-Transcript grades of B or better-Praxis II score of 175-Passed comprehensive examination

Demonstration of skills-Satisfactory case study -Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric




SOEAP Domain


Program Domain

3) Effective Instruction and Development of Cognitive/Academic Skills



Demonstration of skills -Satisfactory case study rubric -Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric-*Satisfactory Cognitive Evaluation




SOEAP Domain


Program Domain

4) Socialization and Development of Life Skills



Demonstration of skills-Satisfactory case study rubric -Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric




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soe, 08/24/09,

Or should we call it an ETR?

SOEAP Domain

Embrace diversity for the promotion of social justice

Program Domain

5) Student Diversity in Development and Learning







SOEAP Domain

Engage in building community

Program Domain

6) School and Systems Organization Policy Development and Climate



Demonstration of skills-Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric




SOEAP Domain

Embrace diversity for the promotion of social justice

Program Domain

7) Prevention, Crisis Intervention, and Mental Health



Demonstration of skills -*Satisfactory classwide prevention, intervention, or mental health project (e.g., case study, evaluation of classwide intervention, counseling intervention)-Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric




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SOEAP Domain

Engage in building community

Program Domain

8) Home/School/Community Collaboration







SOEAP Domain

Develop as a scholar practitioner, and engage in critical reflection

Program Domain

9) Research and Program Evaluation



Demonstration of skills-Approved thesis-*Satisfactory program evaluation project checklist-Satisfactory Internship Outline of Objectives, Experiences & Competencies Rubric




SOEAP Domain


Program Domain

10) School Psychology Practice and Development







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SOEAP Domain


Program Domain

11) Information Technology







To be completed at the conclusion of the portfolio presentation:

Recommended for Graduation and Licensure (score of 22)(Note: To receive the Ed.S. degree, candidates must have completed an approved thesis.)

Recommended for Licensure, but not Graduation (score of 18-21)

Not Recommended for Graduation and Licensure (score below 18)

Student Signature

Date

Faculty Signatures

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Program AccountabilityThe School Psychology Program at the University of Dayton is dedicated to providing high quality training for its candidates. The program subscribes to the philosophy of the National Association of School Psychologists in its belief statement that: “Systematic evaluation of coursework, practica, internship experiences, faculty, supervisors, and institutional resources is essential for monitoring and improving program quality. It is essential that programs also demonstrate accountability with regard to the overall effectiveness of the total curriculum. That accountability is demonstrated through the ability of the program’s graduates to provide school psychological services that effectively respond to the educational and mental health needs of children and youth, their families and the educational and mental health agencies that serve them.” Toward this end, the School Psychology Program has developed a performance-based program evaluation procedure that is a comprehensive system of assessment, accountability, and program development.

Program evaluation information comes from two general sources. Data gathered from both external and internal sources are analyzed and evaluated periodically. External sources provide information that is summative in nature and serves to review the quality of the program and student competencies. These external sources include but are not limited to:

1. National Association of School Psychologists (NASP)2. National Council for Accreditation of Teacher Education (NCATE)3. North Central Association4. PRAXIS II Examination 5. Ohio Department of Education6. Surveys of alumni

Internal sources of program evaluation are both summative and formative in nature and provide evaluative feedback from and about student competencies and specific program components. These internal sources include but are not limited to:

1. Student evaluations of courses2. Student theses3. Case study results4. Student Practica and Internship logs5. Student performance evaluations (Practica and Internship)6. Student transcripts7. Student portfolio reviews8. Student evaluation of internship9. Comprehensive examination (Master’s level)

Formal documentation of the analysis is completed on an annual basis and accompanied by an action plan for improvement. Evaluation of the results of the action plan is conducted periodically and annually on a formal basis.

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