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Table of Contents

Program Mission…………………………………………………………. Page 2

Program Goals…………………………………………………………… Page 3 Background and History of the RIT School Psychology Program………………………………………...

Page 4

RIT School Psychology Faculty…………………………………………. Page 4

What Exactly is Practicum?........................................................................ Page 5

Practicum Sequence……………………………………………………… Page 5

Field-Based Practicum Supervisor Responsibilities……………………... Page 6

University-Based Practicum Supervisor Responsibilities……………….. Page 7 Practicum Candidate Responsibilities……………………………………… Page 8 Assessment for Practicum Candidates……………………………………… Page 8

RIT School Psychology Proposed Plan of Study..………………………. Appendix A Optional Activities for RIT Practicum Candidates…………………………. Appendix B

NASP Competencies & Levels of Intervention………………………….. Appendix C

Field Experience I Plan and Evaluation…….…………………………. Appendix D

Field Experience II Plan and Evaluation…………................................ Appendix E

Advanced Practicum I Plan and Evaluation…………………………….. Appendix F

Advanced Practicum II Plan and Evaluation…………………………….. Appendix G Candidate Evaluation of Practicum Placement and Supervisor……………. Appendix H University Evaluation of Candidate………………………………………... Appendix I

Practicum Log/Timesheet………………………………………………... Appendix J

Practicum Agreement……………………………………………………. Appendix K

Reciprocity Agreement…………………………………………………... Appendix L

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Welcome Thank you for assisting in a crucial part of RIT’s school psychology program! As a practicum supervisor, you provide a School Psychology graduate candidate with unforgettable experiences with children, parents, and teachers. This service is invaluable, and one of the reasons why candidates choose our program. The practicum experience has been designed to provide our graduate candidates with skills consistent with our mission and program philosophy, and is consistent with the domains of the School Psychology Blueprint for Training and Practice III (See Appendix C). The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for the preparation of candidates to become professional school psychologists. The scientist-practitioner school psychologist is a professional who has developed an empirical understanding of human behavior in order to apply a wide breadth of knowledge in assessment, intervention, cultural diversity, research, curriculum and instruction, technology, and ecological influences on child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has a thorough understanding of educational and psychological research and practice and is capable of independent decision making, serves as an advocate for children and families, and uses strength-based solution-focused problem solving in order to help children succeed in their school environment. All candidates are expected to demonstrate high standards of competence in their professional interactions with children, parents, and school personnel. The School Psychology Program stresses that interventions with and evaluations of children and youth emerge from a comprehensive, flexible, ecological perspective that draws form fields of study such as psychology, biology, education, and sociology. From a multicultural perspective, the program stresses the understanding of, respect for, and responsiveness to the unique needs of children and their families. The RIT school psychology program’s training model incorporates a reciprocal relationship between coursework and fieldwork whereby theories, techniques, and relevant literature presented in courses are supplemented by field experiences. As candidates gain greater depth of knowledge of school psychology through the course curriculum, field experiences become increasingly comprehensive. During their first year of study, candidates learn a variety of methods of gathering reliable and valid data (e.g., observations, interviews, standardized assessment, report writing) and practice gathering data in their field experiences using these methods. Concurrently, first year candidates interact with a variety of school personnel in their field placements to experience the operations and organizations of school systems and the role and function of the school psychologist. During their second year of study, candidates learn how to use collected data to develop, implement, and evaluate interventions. Second-year field experiences provide candidates with opportunities to apply and evaluate academic and behavioral interventions, consult with teachers and parents, counsel children and adolescents, and conduct psychoeducational evaluations, all under close supervision. During their third year of study (internship year), candidates continue to develop their professional skills, maintaining a scientific orientation while adhering to a high level of professional and ethical standards in order to function as an independent school psychologist.

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RIT School Psychology Program Goals Goal 1: Candidates will develop a professional identity as a school psychologist whose conduct is consistent with NASP and APA ethics codes, and Best Practices.

a. Candidates will demonstrate professional and interpersonal characteristics known to foster the trust and respect of those with whom the candidate encounters in his or her professional roles.

b. Candidates will consider the influence of individual differences and cultural diversity factors on development, behavior, and functioning in all areas of practice.

c. Candidates will demonstrate relevant knowledge and provide services consistent with legal regulations and ethical standards in school psychology.

d. Candidates will participate in the activities related to state and/or national professional organizations (e.g., NASP, NYASP, CEC, etc.)

Goal 2: Candidates will develop competency in the application of the scientific method and its resultant body of knowledge.

a. Candidates will demonstrate competence in the critical review and evaluation of the psychological and educational research literature.

b. Candidates will apply principles of research design, data analysis and data interpretation to school-related problems and original research.

c. Candidates will acquire content knowledge of psychological foundations relevant to children’s development and schooling.

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

a. Candidates will have knowledge of varied methods of assessment in education (e.g., norm-referenced, curriculum-based, direct behavior, ecological) and the psychometric properties for various purposes (e.g., screening, intervention development, progress monitoring).

b. Candidates will develop competency in selecting, administering, scoring, interpreting, and integrating psychological assessment data in response to a defined referral concern.

c. Candidates will become skilled at translating assessment and data collection to conceptualizing and evaluating the implementation of and response to interventions.

Goal 4: Candidates will develop competency in collaborating with families and school professionals in providing effective academic and mental health services to children at individual and systemic levels.

a. Candidates will participate meaningfully on teams charged with developing and implementing effective school-wide practices that promote academic success and mental health in children.

b. Candidates will engage parents in ongoing collaboration with the school in providing effective services to their child(ren).

c. Candidates will contribute meaningfully to the development, implementation, and evaluation of effective interventions for candidates identified as needing additional academic support.

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d. Candidates will contribute meaningfully to the development, implementation, and evaluation of effective interventions for candidates identified as needing additional behavioral and/or social-emotional support.

e. Candidates will promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.

Program Background The Rochester Institute of Technology (RIT) offers a three-year program of graduate study in school psychology at the specialist level. The program is 66 semester credits and culminates in a Master of Science degree and an Advanced Certificate. The RIT school psychology program is fully accredited through the New York State Department of Education and approved by the National Association of School Psychologists. Upon graduation from the school psychology program, candidates receive provisional certification by the New York State Department of Education. A Master of Science degree in school psychology through the College of Liberal Arts was first established at RIT in 1986, as it was deemed consistent with RIT’s mission of providing educational programs for career development. By 1994, the school psychology program became fully approved by the National Association of School Psychologists. Presently, the school psychology program is housed within the Department of Psychology in the College of Liberal Arts.

RIT School Psychology Faculty

Suzanne Bamonto, Ph.D., Associate Professor

Graduate Program Director, Psychology Department

Paula Schneider, M.S., A.C. Lecturer Practicum and Internship Coordinator Scott P. Merydith, Ph.D. Professor Jennifer Lukomski, Ph.D., NCSP Professor Vincent Pandolfi, Ph.D. Associate Professor

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What Exactly is Practicum?

Practicum is an opportunity for RIT’s school psychology candidates to gain hands-on experience in the schools as they progress through their coursework at RIT. From the first day of classes, candidates are assigned field supervisors who are school psychologists in local school districts or agency settings. Through practicum, candidates learn how schools function as organizations, the various roles of school psychologists and other school personnel, the issues and needs of children and their families, how research and theory learned in class applies to the practice of school psychology, and most important, candidates apply what they are learning. This field experience is part of what makes RIT’s school psychology program unique, as many training programs offer only one or two semesters of direct experience in schools. Candidates are expected to spend one full school day (6 hours) per week at their practicum site (a total of 15 days per semester). When a candidate is unable to attend on a scheduled day, the candidate notifies the field placement supervisor in advance and schedules a make-up day. In addition, the RIT School Psychology program requires that candidates attend weekly on-campus seminars, online discussions, and practicum lectures. Typically the first-year Field Experience candidates will be placed in a different setting each semester. It is expected that second-year Advanced Practicum candidates will spend the entire year in the same placement. Therefore, each candidate should experience three different field settings during their first two years of study. Over the course of the two year period, great care and consideration is made in placing candidates in a variety of settings (i.e., rural, urban, suburban ), with a range of ages (i.e., preschool, elementary, middle school, and high school candidates), as well as with a continuum of services (regular education, resource, self-contained, hospital, residential). Fortunately, the Rochester and Western New York area offers an excellent range of school settings for practicum experiences. In the course of training, RIT candidates gain experience at all educational levels with a diverse pupil population relative to cultural-ethnic background, disability, and SES. RIT practicum students rotate through these placements and emerge with a better sense of problem solving opportunities, and the challenges facing today’s educational system.

Practicum Sequence Field Experience I: Professional School Psychology Foundations

In their first semester of practicum, candidates become acquainted with how school systems are organized and operate. They observe the school psychologist's many roles and functions. Most candidates in the first rotation are placed in a suburban or rural school district. The activities they become involved in correspond with their fall coursework. Over the first year, candidates conduct classroom observations and, tutor candidates, participate in pre-referral strategies, conduct limited assessments (e.g., achievement testing and selected cognitive subtests), and consult with teachers.

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Field Experience II: Professional School Psychology Foundations In their second semester of practicum, candidates broaden their hands-on experiences and deepen their skills. They are encouraged to be proactive and take initiative. Corresponding with more advanced coursework, candidates begin to do Curriculum Based Measurement, prevention programming, functional behavior analyses and more comprehensive evaluations using a variety of assessment techniques. They are also able to compare and contrast their first semester experience with their second semester experience. Advanced Practicum I and II: Issues in Diversity The second year of practicum is the culminating field experience prior to the candidate’s internship year. This is where candidates apply their knowledge and skills to the field in a more integrative, as well as independent level. The two overriding expectations for this experience are for candidates to take initiative and for them to become more independent. Under the supervision of the field supervisor, candidates’ will deepen the level of their assessment skills and their role in direct-indirect interventions. Sensitivity to the diverse cultural populations that we have in the Greater Rochester Area is crucial. Many of the candidates in this third practicum will be working with inner city youth of Rochester, as well as with special programs administered by BOCES personnel. For this advanced practicum experience candidates can administer, score, and interpret (with supervision) a wide range of tests (cognitive, achievement, and social-emotional). They are also able to do curriculum based measurement and progress monitoring. The program expects that candidates do one or the other form of assessment (e.g., Standardized or CBM), or a combination of both during their Practicum Three experience. Candidates will also present candidates’ performance to parents, and/or multidisciplinary teams and be more actively involved in home/school collaboration. In addition, candidates will be expected to conduct a FBA and BIP, and independently implement other interventions (academic as well as social emotional). Candidates are expected to counsel (individual or group) and facilitate small group lessons (skill streaming or academic activities). Another expectation is for candidates to conduct a mini inservice on a related topic either to the school team, teachers, staff (e.g., bus drivers, cafeteria workers, candidate aides), parents, or PTA.

Field-Based Practicum Supervisor Responsibilities

The main responsibility of a field-based practicum supervisor is to oversee all site related activities that the practicum candidate performs. The Practicum Agreement (See Appendix K) needs to be signed at the beginning of each semester by your practicum candidate and you, and reviewed by the two of you together. This means both of you need to read, understand, and agree on it before you sign.

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Activities a practicum candidate engages in depend on his or her level within the school psychology program. For example, a second year candidate will be more adept with testing materials than a beginning first year candidate. Knowing RIT’s school psychology Proposed Plan of Study (See Appendix A) will help you become familiar with what candidates may have covered in classes. Please review the Optional Activities for RIT Practicum Candidates (See Appendix B), as well as the activities listed on each practicum experience’s practicum plan (See Appendices D, E, F, G). You will find that practicum candidates become more independent over the three rotations as their skills and knowledge develop, from shadowing you and doing classroom observations, to administering tests, consulting, and counseling candidates under supervision. During the first two weeks of each semester, you and your practicum candidate will discuss the potential activities the candidate will experience. The candidate will then fill out the designated Practicum Plan (See Appendices D, E, F, G). Candidates may add to the Practicum Plan throughout the semester. It is important for you as the practicum supervisor to know that class assignments are not the candidate’s reason for being placed at a practicum site. If a conflict arises and a class assignment cannot be completed at the practicum site, please inform the candidate and he or she is responsible for making other arrangements. At the end of each semester, an evaluation form regarding your practicum candidate's performance (See Appendices D, E, F, G) needs to be completed. This evaluation gives us the chance to gain information about the candidate’s skills as a psychologist in-training, and any other information that you deem important for us to know. In addition, the Practicum Plan should be reviewed and signed, and the completed activities initialized. University-based practicum supervisors are available at all times. Please feel free to contact the university practicum supervisor if you have any questions, concerns, or positive experiences regarding your practicum candidate. We do realize it takes your energy, dedication, time, and commitment to provide a truly beneficial practicum experience for our graduate students. With this in mind, RIT would like to offer you a tuition waiver to acknowledge your commitment and devotion to school psychology training and the community at large. We offer practicum supervisors eligibility to have tuition waived for a course at RIT within one year from the date of termination of the practicum candidate supervision (See Appendix K for details).

University-Based Practicum Supervisor Responsibilities

The two primary responsibilities of the university-based practicum supervisor are to provide the necessary support for the field-based practicum supervisor and the practicum candidate, ensuring a positive experience for both, and to formally evaluate the practicum candidate’s progress. Through reading the candidate's weekly journals, contacting the field supervisor, monitoring the candidate's logs, and providing group supervision during the weekly seminar, the university supervisor is kept abreast of practicum experiences.

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Even when minor concerns arise regarding the practicum candidate’s conduct, the university-based supervisor appreciates receiving a phone call or an e-mail. When necessary, the university-based supervisor will meet with the field supervisor to problem solve regarding helping the candidate benefit from the practicum experience. Through evaluation forms completed each semester, the university-based practicum supervisor is kept abreast of the field-based supervisor’s impressions of the candidate’s competencies. Faculty members are especially eager to hear how the practicum candidate is doing with professional conduct and personal presentation. Site visits are optional and are made on an individual basis. The university-based practicum supervisor will contact the field-based supervisor to see if he or she desires a site visit. The university-based practicum supervisor is also responsible for developing practicum sites and placing candidates in their sites.

Candidate Responsibilities

Practicum candidates are required to keep a weekly log of their practicum hours (See Appendix I), documenting what they did while at their sites. This is our way of ensuring that their experience is valuable. The log needs to be reviewed and signed by you each time a candidate attends practicum to ensure its validity and to make sure the candidate is keeping accurate records. In addition, candidates write weekly reflection papers highlighting their experiences. At the end of each placement, candidates also fill out an evaluation form rating their practicum site and supervisor (See Appendix G). Practicum candidates are responsible for keeping track of all required paperwork and providing you with the necessary forms. The candidate will sit down with you to discuss the Practicum Plan for the semester and to review this plan at the end of the semester.

Policy on Assessment for Practicum Candidates

We realize that assessment is an integral component of the training process for a school psychologist. We do not expect all settings to offer assessment exposure. However, if you have an opportunity, we encourage you to expose your practicum candidate to the assessment process in your setting.

We do not require, nor expect, practicum supervisors to provide our candidates with individual testing cases. Candidates do have course requirements to test typically developing children, and can do so in the practicum setting with permission. In some school districts, our practicum candidates find children to test by contacting teachers or other school personnel who offer their own children for that purpose. Other school districts have allowed candidates to write a letter of consent home to parents (with an attached notice of consent from the school district) asking for willing participants. However, these are not expectations that we make of practicum supervisors and school districts, and we work with our candidates to find alternative testing arrangements if necessary. First-year practicum candidates are not prepared to conduct initial assessments. If an assessment is conducted as part of an instructional program for the purposes of progress monitoring, however, and

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will not be used for classification or change of placement decisions, then candidates in Field Experience II may be suitable assessors, as long as the candidates’ coursework has prepared them for that particular measure.

We do believe that candidates who have completed all of the assessment courses (typically concluded after the fall semester of the second year) are capable of conducting full evaluations under close supervision from their practicum supervisor. It is our policy, however, that the assessment activities be restricted to reevaluations with no more than two reevaluations per semester. Additionally, parental consent needs to be obtained permitting a school psychology candidate in training to conduct the evaluation. Advanced Practicum candidates are also available to conduct curriculum based evaluations for intervention purposes, as well as to develop and evaluate short-term academic interventions. We hope this provides you with some clarification on the role of practicum candidates regarding testing. If you have additional questions, please call us (585-475-6701).

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Appendix A: RIT School Psychology Proposed Plan of Study

First Year Fall Field Experience I: Professional School SPSY 600 Psychology Foundations Advanced Developmental Psychology SPSY 610 Interpersonal Intervention Skills SPSY 620 Academic Assessment SPSY 630 Statistics SPSY 640 Spring Field Experience II: Professional School SPSY 601 Psychology Foundations Cognitive Assessment SPSY 631 Social-Emotional Assessment SPSY 632 Applied Behavior Analysis SPSY 650 Academic Intervention SPSY 721

Second Year Fall

Advanced Counseling SPSY 722 Ethical and Legal Issues SPSY 603 Advanced Practicum I: Issues in Diversity SPSY 701 Developmental Psychopathology SPSY 710 Comprehensive Assessment Integration SPSY 730 Spring Advanced Consultation SPSY 720 Biopsychology SPSY 611

Advanced Practicum II: Issues in Diversity SPSY 702 Systems and Organizational Interventions SPSY 723

Research Methods SPSY 641

Third Year School Psychology Internship SPSY 750

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Appendix B: Optional Activities for RIT Practicum Candidates

Child

1. Meet the buses and escort children 2. Shadow a student for a day (high school) 3. Attend home visits 4. Become a Big Brother/ Big Sister 5. Observe and practice rapport building 6. Facilitate an anti-bullying group

Classroom

1. Acquire an understanding of curriculum at each grade level 2. Observe social skills and behavioral interactions within the classroom 3. Observe and note effective classroom management and effective teaching variables 4. Volunteer in the resource room 5. Observe and compare different classroom situations

a. Grades b. Inclusion c. Learning styles d. Teaching styles e. Behavior management/modification f. Candidates approach to a given task g. Team teaching

6. Help a teacher plan a lesson/day 7. Team teach a lesson (with preparation) 8. Perform/observe non-traditional roles (e.g. supporting intramural activities) 9. Attend a field trip 10. Make note of strategies encountered in a journal for future reference 11. Act as a classroom helper

Building

1. Attend faculty meetings 2. Attend parent-teacher conferences 3. Attend parent-psychologist conferences 4. Attend open house 5. Attend extra-curricular events 6. Read building newsletter 7. Understand candidate health issues and precautions (e.g. how to deal with bodily fluids,

such as blood, etc.) 8. Learn about professional turf issues

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District

1. Attend Board of Education meetings 2. Attend meetings of the district psychologists 3. Assist in the development of district research policies 4. Learn about transportation requirements/policies 5. Learn about budgeting and financial issues 6. Observe grade level meetings

a. Curriculum development b. Needs assessment c. Mental health needs

7. Attend Staff Development Day 8. Study District Initiatives 9. Read the district newsletter 10. Attend TCI, LSCI, or SKIP training

Community

1. Attend home visits 2. Attend special events that relate to the community 3. Investigate sources of student support 4. Visit community agencies and out-of-district placements that provide services to the district

a. Meet the service providers b. Observe/interview c. Observe students receiving services

5. Understand the services provided by community agencies 6. Attend programs designed for professional development 7. Go to popular “hangouts” to find out about student life outside of school 8. Acquire an understanding of cultural/ethnic issues through:

a. Reading b. Observation c. Interviewing

9. Acquire an understanding of safety issues related to the school community 10. Attend SETRC training 11. Perform outreach to children who are hospitalized 12. Attend conferences 13. Attend parent support groups – district and city 14. Work with teen mothers 15. Learn process of referral to community agencies

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Appendix C: NASP Competencies and Levels of Intervention

NASP COMPETENCIES: 2.1 Data-Based Decision Making and Accountability School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2.2 Consultation and Collaboration School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 2.3 Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health. 2.5 School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.

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School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 2.6 Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 2.7 Family–School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children. 2.8 Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. 2.9 Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.

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2.10 Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. LEVELS OF INTERVENTION: Universal

Systems-level programs directed at all and designed to meet the academic and social-emotional needs of the vast majority of students. These include, for example, the use of evidence-based approaches to reading and math instruction or the implementation of positive school-wide discipline program to reduce problems with behavior management.

Targeted

Address specific academic or social-emotional skill or performance deficits. This may include a Title I reading intervention to supplement classroom reading instruction, or redesigning environments to help coach students in social interactions.

Intensive

Used with children who have chronic or more severe difficulties. This may incorporate an interagency component that brings home, school, and community together to address more challenging needs.

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Appendix D: Field Experience I Plan and Evaluation

Name: _____________________________________ Practicum Site: ______________________________ Grade Range: _________ Circle: Rural Suburban Urban Special Population ______________ School Psychologist/Student Ratio: _____________ Supervisor: _________________________________

FIELD EXPERIENCE I PLAN

NASP COMPETENCIES DBD – Data-Based Decision Making and Accountability CON – Consultation and Collaboration ACA – Interventions and Instructional Support to Develop Academic Skills SOC – Interventions and Mental Health Services to Develop Social and Life Skills SWP – School-Wide Practices to Promote Learning PRS – Preventative and Responsive Services FSC – Family-School Collaboration Services DIV – Diversity in Development and Learning RPE – Research and Program Evaluation LEP – Legal, Ethical, and Professional Practice LEVEL – Level of Intervention… circle when completed

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

DONE Description of Activity

DBD CON ACA SOC SWP PRS FSC DIV RPE LEP LVL

1. Tour school building

X X 1 2 3

2. Observe and interview related service professionals and school principal

X X X 1 2 3

3. Curriculum Based Measurement (e.g. DIBELS) and/or progress monitoring

X X X 1 2 3

RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM

FIELD EXPERIENCE I PLAN

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4. Observe/co-facilitate group or individual counseling sessions

X X X 1 2 3

5. Administer Achievement (I) and Cognitive (II) subtests with direct supervision

X X 1 2 3

6. Develop age/grade norms through observations and interviews with students

X X 1 2 3

7. Perform record reviews and discuss record content with supervisor

X X X 1 2 3

8. Perform classroom observations and present to supervisor

X X X 1 2 3

9. Attend CSE, IST, PPS, and/or parent meetings

X X X 1 2 3

10. Visit alternative placement locations

X X X 1 2 3

11. Attend PTA meeting

X X X X 1 2 3

12. Review school’s crisis plan

X X 1 2 3

Other activities: 1 2 3

1 2 3

1 2 3

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1 2 3

1 2 3

1 2 3

Supervisor’s Initial Review Approval ___________________________ Date ______ Supervisor’s Final Review Approval ___________________________ Date ______

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FIELD EXPERIENCE I CANDIDATE EVALUATION

Please use the following rating scale in evaluating the candidate at a novice level on characteristics listed below. N/A – Not applicable or not observed: Not an appropriate item for a practicum candidate at this

setting. 1 – Unsatisfactory: Candidate’s skill reflects insufficient mastery in this area. Candidate needs

additional development of this skill. 2 – Needs Improvement: Plans should be made to assure candidate gains extra practice in this area. 3 – Satisfactory: Candidate’s skill in this area is adequate at a novice level. Candidate should continue to practice this skill under professional supervision. 4 – Competent at a novice level: Candidate is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 1 2 3 4

1. Presents with a professional appearance

2. Demonstrates good judgment and common sense

3. Communicates and listens effectively

4. Relates well to students

5. Establishes effective collaborative relationships with teachers and other school personnel

6. Shows respect for all school professionals, parents, and students

7. Demonstrates enthusiasm


FIELD EXPERIENCE I EVALUATION

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8. Approaches others in a warm, outgoing manner

9. Displays initiative and resourcefulness

10. Is receptive to constructive feedback

11. Articulates own strengths and weaknesses

12. Actively engages in professional discourse

13. Is concerned with quality of work

14. Is adaptive and flexible

15. Shows evidence of continued self-evaluation

Diversity Awareness and Sensitive Service Delivery N/A 1 2 3 4

1. Achieves comfortable interactions with students, families, staff, and other professionals of differing ethnic backgrounds

2. Seeks culturally relevant information when working with students and families

3. Demonstrates active learning about different cultures

4. Demonstrates acceptance for others’ values and viewpoints

5. Shows concern, respect, and sensitivity for the needs of students

6. Demonstrates an awareness of own world views and biases

7. Shows sensitivity to sources of bias when selecting and administering assessment measures

Professional, Legal, Ethical, & Social Responsibility N/A 1 2 3 4

1. Observes scheduled hours and appointments in a punctual manner

2. Is prompt in meeting requests, and follows through when additional action is needed

3. Completes work in a neat, thorough, and accurate way

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4. Manages time efficiently

5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s)

6. Uses information from supervisor in an appropriate manner

7. Demonstrates an awareness of competency level, and does not accept responsibilities beyond this level

8. Follows standardized procedures when administering assessment measures

9. Maintains confidentiality when appropriate

10. Understands and follows district policies

11. Adheres to the NASP Standards for Professional Ethics

12. Makes up missed time due to illness or other conflicts

Technology N/A 1 2 3 4

1. Uses computer scoring programs effectively, with supervision

2. Uses assistive devices and appropriate systems in order to communicate with students and families

3. Uses internet resources effectively

Assessment (Formal, CBM) N/A 1 2 3 4

1. Understands the nature of a referral and the purpose of assessment

2. Follows standardized procedures when administering subtests

3. Performs record reviews and classroom observations appropriately

4. Discusses student performance in a meaningful and thorough manner – reflecting understanding

5. Discusses possible recommendations and intervention strategies that follow from assessment results

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

1. Discusses the goals of interventions

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2. Tutors students in effective, appropriate manner

Please provide comments regarding the candidate’s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Other comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The signature of the field supervisor below attests to the fact that the candidate has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. _________________________________ Practicum Candidate Signature _________________________________ Field Supervisor Signature _________________________________ University Supervisor Signature

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Appendix E: Field Experience II Plan and Evaluation


FIELD EXPERIENCE II PLAN Name: _____________________________________ Practicum Site: ______________________________ Grade Range: _________ Circle: Rural Suburban Urban Special Population ______________ School Psychologist/Student Ratio: _____________ Supervisor: _________________________________

FIELD EXPERIENCE II PLAN





1. Assist with evaluations, administering cognitive and achievement measures under close supervision

X X X 1 2 3


X X X 1 2 3

3. Utilize curriculum-based assessment

X X 1 2 3

Revised 8/2016

procedures in decision making

4. Conduct FBA and develop BIP

X X X X X X X 1 2 3

5. Conduct formal consultation with a teacher regarding behavior and/or academic interventions

X X X X 1 2 3

6. Develop a data-based academic intervention plan for an individual student

X X X X 1 2 3

7. Consult with teachers regarding behavioral interventions

X X X 1 2 3

8. Consult with teachers regarding academic interventions

X X X 1 2 3

9. Observe and interview related service professionals

X X X 1 2 3

10. Participate in CSE meetings and/or parent informing sessions

X X X X X X X 1 2 3

11. Perform record reviews and structured class observations

X X X 1 2 3


X X X 1 2 3

13. Participate in problem-solving team

X X X X 1 2 3

Revised 8/2016

14. Tour school, review school policies and procedures

X X X 1 2 3

15. Attend at least one PTA meeting

X X X X 1 2 3

16. Examine school crisis plan and interview a member of the crisis team

X X X 1 2 3


1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


Revised 8/2016

Name: _____________________________________

Practicum Site: ______________________________ Grade Range: _________ Circle: Rural Suburban Urban Special Population ______________ School Psychologist/Student Ratio: _____________ Supervisor: _________________________________

FIELD EXPERIENCE II CANDIDATE EVALUATION

Please use the following rating scale in evaluating the candidate at a novice level on characteristics listed below: N/A – Not applicable or not observed: Not an appropriate item for a practicum candidate in this

setting 1 – Unsatisfactory: Candidate’s skill reflects insufficient mastery in this area. Candidate needs

additional development of this skill 2 – Needs Improvement: Plans should be made to assure candidate gains extra practice in this area. 3 – Satisfactory: Candidate’s skill in this area is adequate at a novice level. Candidate should

continue to practice this skill under professional supervision. 4 – Competent at a novice level: Candidate is relatively independent in this skill.

Interpersonal and Collaborative Skills N/A 1 2 3 4 1. Presents with a professional appearance

2. Meets difficult situations with self-control



5. Disseminates information clearly


7. Establishes effective collaborative relationships and communicates well with parents





FIELD EXPERIENCE II EVALUATION

Revised 8/2016



13. Initiates changes when appropriate

Diversity Awareness and Sensitive Service Delivery N/A 1 2 3 4 1. Achieves comfortable interactions with students,

families, staff, and other professionals of differing cultural backgrounds



4. Demonstrates an understanding of working with interpreters

5. Demonstrates an awareness of own worldviews and biases

6. Shows sensitivity to sources of bias when selecting and administering assessments

Professional, Legal, Ethical, and Social Responsibility N/A 1 2 3 4





5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s)


7. Demonstrates an awareness of own competency level, and does not accept responsibilities beyond this level

8. Follows standardized procedures when administering assessments

9. Maintains confidentiality when appropriate

10. Understands and follows district policies

11. Adheres to the NASP Standards for Professional Ethics

12. Makes up time missed due to illness or other conflicts

Technology N/A 1 2 3 4

1. Uses computer scoring programs effectively

Revised 8/2016

2. Uses assistive devices and appropriate systems in communicating with students and families (when necessary)

3. Uses Internet resources effectively

Assessment N/A 1 2 3 4

1. Identifies the nature of a referral and the purpose for assessment

2. Accurately completes record reviews and pre-consultation interviews

3. Identifies a variety of appropriate assessment tools and/or strategies for use with particular cases (tests, observations, interviews, rating scales, curriculum-based procedures, etc.)

4. Uses an ecological approach to assessment

5. Discusses student performance in a meaningful and thorough manner, reflecting understanding of the student within the context of the setting or situation of concern

6. Discusses appropriate intervention strategies that follow from assessment results

Intervention (Academic, Social/Emotional) N/A 1 2 3 4

1. Clearly describes goals of interventions

2. Selects interventions based on child needs and known efficacy

3. When co-leading groups, demonstrates skill in utilizing group counseling techniques

4. Demonstrates skill in utilizing individual counseling techniques

5. Uses effective instructional techniques when tutoring or providing skill development (academic or social)

6. Uses effective instructional techniques in facilitating small group lessons

7. Uses appropriate assessment techniques to monitor intervention effectiveness and adjusts the interventions accordingly

8. Participates in crisis interventions appropriately

Revised 8/2016

Please provide comments regarding the candidate’s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Other comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The signature of the field supervisor below attests to the fact that the candidate has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. _________________________________ Practicum Candidate Signature _________________________________ Field Supervisor Signature _________________________________ University Supervisor Signature

Revised 8/2016

Appendix F: Advanced Practicum I Plan and Candidate Evaluations

RIT SCHOOL PSYCHOLOGY

MS/AGC PROGRAM ADVANCED PRACTICUM I PLAN


ADVANCED PRACTICUM I PLAN





17. Assist with evaluations, administering cognitive, achievement, and socio-emotional measures under close supervision

X X X X X 1 2 3


X X X 1 2 3

Revised 8/2016

19. Present test results to parents

X X X 1 2 3

20. Consult with teachers regarding behavioral and academic interventions

X X X X 1 2 3

21. Facilitate small group lesson

X X X X X 1 2 3


X X X 1 2 3

23. Conduct or assist with at least one FBA

X X X X X X 1 2 3


X X X X 1 2 3


X X X 1 2 3


X X X 1 2 3

27. Participate in problem-solving team (e.g. IST/PAT/SSS

X X X X X 1 2 3


X X 1 2 3


X X X X 1 2 3


X X 1 2 3

Revised 8/2016

31. Participate in and review crisis interventions with supervisor (as they occur)

X X X 1 2 3


1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


Revised 8/2016


ADVANCED PRACTICUM I CANDIDATE EVALUATION



additional development of this skill. 2 – Needs Improvement: Plans should be made to assure candidate gains extra practice in this area. 3 – Satisfactory: Candidate’s skill in this area is adequate at a novice level. Candidate should continue to practice this skill under professional supervision. 4 – Competent at a novice level: Candidate is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 1 2 3 4 1. Presents with a professional appearance




5. Disseminates information clearly to stakeholders






ADVANCED PRACTICUM I EVALUATION

Revised 8/2016







16. Concerned with quality of work








5. Shows concern, respect, and sensitivity for individual differences









5. Keeps supervisors informed of unusual events and activities, as well as routine matter in their school(s)



Revised 8/2016


9. Maintains confidentiality when appropriate 10. Understands and follows district policies 11. Adheres to the NASP Standards for Professional

Ethics

12. Makes up missed time due to illness or other conflicts Technology N/A 1 2 3 4 1. Uses computer scoring programs effectively

2. Uses AIMSweb or other programs to participate in progress-monitoring


4. Uses internet resources effectively

Assessment (Formal, CBM, FBA/BIP) N/A 1 2 3 4 1. Identifies the nature of a referral and the purpose for

assessment

2. Identifies appropriate assessment tools for use with particular cases

3. Uses an ecological approach toward assessment 4. Discusses student performance in a meaningful and

thorough manner – reflecting understanding

5. Discusses appropriate recommendations and intervention strategies that follow from assessment results

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4 1. Clearly describes the goals of interventions

2. Uses strengths and evidence-based interventions




6. Demonstrates skill in facilitating small group lessons

7. Follows the PBIS model

8. Uses progress monitoring for interventions


Revised 8/2016

Please provide comments regarding the candidate’s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________

Comments: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________

The signature of the field supervisor below attests to the fact that the candidate has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. _________________________________ Practicum Candidate Signature _________________________________ Field Supervisor Signature _________________________________ University Supervisor Signature

Revised 8/2016

Appendix G: Advanced Practicum II Plan and Candidate Evaluations


ADVANCED PRACTICUM II PLAN Name: _____________________________________ Practicum Site: ______________________________ Grade Range: _________ Circle: Rural Suburban Urban Special Population ______________ School Psychologist/Student Ratio: _____________ Supervisor: _________________________________

ADVANCED PRACTICUM II PLAN





32. Administer, score, and interpret full battery of tests-reevaluations

X X X X X X X 1 2 3


X X X 1 2 3

34. Present test results to parents

X X X 1 2 3

Revised 8/2016

35. Counsel students individually and/or in groups

X X X 1 2 3

36. Consult with teachers regarding behavioral and academic interventions

X X X X 1 2 3

37. Inservice to teachers/parents or staff and/or write school psychology related topic for school newsletter

X X X X 1 2 3

38. Facilitate small group lesson

X X X X 1 2 3


X X X 1 2 3

40. Conduct or assist with at least one FBA

X X X X X X 1 2 3


X X X X 1 2 3


X X X 1 2 3


X X X 1 2 3

44. Participate in problem-solving team (e.g. IST/PAT/SSS)

X X X X X 1 2 3


X X 1 2 3

Revised 8/2016


X X X X 1 2 3


X X 1 2 3


1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3


Revised 8/2016

Name: _____________________________________ Practicum Site: ______________________________ Grade Range: _________ Circle: Rural Suburban Urban Special Population ______________ School Psychologist/Student Ratio: _____________ Highest Degree: (Circle One)

Masters Masters/Advanced Certificate

Supervisor: _________________________________ Ed.S Ph.D Psy.D

ADVANCED PRACTICUM II CANDIDATE EVALUATION



additional development of this skill. 2 – Needs Improvement: Plans should be made to assure candidate gains extra practice in this area. 3 – Satisfactory: Candidate’s skill in this area is adequate at a novice level. Candidate should continue to practice this skill under professional supervision. 4 – Competent at a novice level: Candidate is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 1 2 3 4 1. Presents with a professional appearance




5. Disseminates information clearly to stakeholders





ADVANCED PRACTICUM II EVALUATION

Revised 8/2016








16. Concerned with quality of work








5. Shows concern, respect, and sensitivity for individual differences









5. Keeps supervisors informed of unusual events and activities, as well as routine matter in their school(s)


Revised 8/2016



9. Maintains confidentiality when appropriate 10. Understands and follows district policies 11. Adheres to the NASP Standards for Professional

Ethics

12. Makes up missed time due to illness or other conflicts Technology N/A 1 2 3 4 1. Uses computer scoring programs effectively

2. Uses AIMSweb or other programs to participate in progress-monitoring


4. Uses internet resources effectively 5.

Assessment (Formal, CBM, FBA/BIP) N/A 1 2 3 4 1. Identifies the nature of a referral and the purpose for

assessment

2. Identifies appropriate assessment tools for use with particular cases

3. Uses an ecological approach toward assessment 4. Discusses student performance in a meaningful and

thorough manner – reflecting understanding

5. Discusses appropriate recommendations and intervention strategies that follow from assessment results

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4 1. Clearly describes the goals of interventions

2. Uses strengths and evidence-based interventions




6. Demonstrates skill in facilitating small group lessons

7. Follows the PBIS model

8. Uses progress monitoring for interventions


Revised 8/2016

10. Demonstrates a theoretical orientation that incorporates an ecological, solution-focused, and CBT orientation.

Inservice Topic: __________________________

N/A 1 2 3 4

1. Presentation Style 2. Presentation Format 3. Presentation Content The ultimate goal of the practicum experience is to (a) prepare the candidate for the realities of practice in school psychology, and (b) prepare the candidate for the internship experience. The candidate is currently making progress towards these goals.

Please provide comments regarding the candidate’s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________

Overall is the candidate ready for internship (circle)? YES NO Comments: ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________

The signature of the field supervisor below attests to the fact that the candidate has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. ________________________________________________ Practicum Candidate Signature Date ________________________________________________ Field Supervisor Signature Date ________________________________________________ University Supervisor Signature Date

Revised 8/2016

Appendix H: Candidate Evaluation of Practicum Placement and Supervisor

Candidate Evaluation of Practicum Placement and Supervisor

Name of Supervisor: ______________________________________________________ Name of District/Agency: __________________________________________________ Name of Candidate: ________________________________________________________ Field Experience I II OR Advanced Practicum I II In the space provided enter the number of the response which best describes your internship experience. Please feel free to expand on any item by writing on the reverse side of this form. STRONGLY AGREE = 5 AGREE = 4 UNSURE = 3 DISAGREE = 2 STRONGLY DISAGREE = 1

1. My supervisor and I meet individually at least one hour per week. ___________

2. My supervisor is very accessible. ___________

3. The quality of supervision is excellent. ___________

4. My supervisor is interested in my meeting RIT program requirements. ___________

5. My supervisor is interested in my development of professional skills. ___________

6. My supervisor is interested in my providing services to the district/agency. ___________

7. My supervisor allows me the freedom to try out new strategies and skills. ___________

8. My coursework at RIT prepared me for practicum. ___________

9. My practicum supervisor offers me skill development beyond the skills available through coursework. ___________

10. I would recommend my practicum supervisor and this setting to other graduate candidates.

___________


EVALUATION

Revised 8/2016

11. Supervisor Strengths:

12. Supervisor Areas of Need:

13. Indicate additional experiences that you will need in order to progress toward your goals this semester.

14. How can the RIT faculty help you meet your goals in your field placement?

15. How well have you met your goals to date?

Comments:

Revised 8/2016


Note: Candidates and supervisors should refer to Standards for Training and Field Placement Programs in School Psychology (NASP).

Appendix I: University Based Practicum Evaluation of Candidate

UNIVERSITY BASED PRACTICUM EVALUATION OF CANDIDATE

Name of candidate: ______________________ Field Experience: I II Advanced Practicum: I II University Based Supervisor: ______________________ Date: _______________ Review of Field Supervisor’s observations/evaluations: Review of class participation/journals: Review of openness to learning opportunities and motivation: Review of Competencies as demonstrated in Practicum: 1 2 3 4

Data-Based Decision Making and Accountability Consultation and Collaboration

Interventions and Instructional Support to Develop Academic Skills

Interventions and Mental Health Services to Develop Social and Life Skills

School-Wide Practices to Promote Learning

Preventative and Responsive Services

Family-School Collaboration Services

Diversity in Development and Learning

Research and Program Evaluation

Legal, Ethical, and Professional Practice

1 – Unsatisfactory 2 – Needs Improvement 3 – Satisfactory 4 – Competent

Revised 8/2016

Areas of Strength: Areas of Need: Completion of Practicum Plan:

Revised 8/2016

Appendix J: Practicum Log/Timesheet

Rochester Institute of Technology

Professional Practice Log

Candidate Name: ____________________________________ Date: _______________ Practicum Site: ______________________________________ Signature(s) of Field Supervisor(s): __________________________________________ Date

Description of Activity

Client hours

Supervisor hours

Total hours

TOTALS:

Practicum: _______ Week Total: _______

Semester Total: ______

Revised 8/2016

Appendix K: Practicum Agreement

PRACTICUM AGREEMENT

SCHOOL PSYCHOLOGY PROGRAM ROCHESTER INSTITUTE OF TECHNOLOGY

The School Psychology Program at Rochester Institute of Technology considers field instruction to be a vital component of the candidate’s education. Practica are provided over the two year period which precede the Internship. RIT seeks to meet the National Association of School Psychologists (NASP) Standards in its contract with school districts and agencies, and recognizes the important contributions which field placements make in the preparation of practicum candidates. In order to maintain the educational excellence desired by both field placements and university program in this joint endeavor, specific statements of the responsibilities of both parties are outlined below:

Responsibilities of School Psychology Program at Rochester Institute of Technology The RIT School Psychology Program will have primary responsibility for the following:

Limiting the RIT supervisor’s practicum seminar sections to no more than ten candidates. Assuring that all candidates meet the highest standards of ethical and legal practice. Adhering to the Standards for Training and Credentialing in School Psychology prepared by the National

Association of School Psychologists. Selecting and screening of school districts, agencies and field-based supervisors for each placement. Selecting and screening of candidates to be placed in the field, and determining the appropriateness of specific

placements for specific candidates. Developing an integrative seminar class to be held on campus for all practicum candidates. Arranging on-site visits between the collegiate supervisor and the field placement supervisor at least twice during

the school year. Additional on-site visits will be made as individual needs dictate. Evaluating the school district or agency as an appropriate practicum placement. Providing evaluation forms and Institute calendar to the field placement supervisor. Determining the candidate’s grade for the three hours of practicum credit, based on the evaluation of the field

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

Terminating the candidate’s practicum placement when either the candidate or placement is in gross violation of responsibility for the practicum.

Responsibilities of the School District and/or Agencies

Participating school districts and agencies, through their assigned field placement supervisors, will have primary responsibility for the following: 1. Ascertaining that the field-based practicum supervisor is responsible for no more than three practicum

candidates at any one time. 2. Assuring that the practicum candidate observes the full range of tasks and activities of the school psychologist,

and participates in those activities as appropriate. 3. Meeting with the candidate during the initial two weeks of the placement to draw up a plan addressing the

goals of the practicum. This plan should include the following: a. observation/learning opportunities available at the placement b. a general overview of the role and responsibilities of the practicum candidate c. needs of the placement that may be met by the practicum candidate d. schedules including the placement calendar (vacation days, in-service meetings, etc.), and the

candidate’s daily schedule (hours, assignments, etc.) 4. Identification of the field placement supervisor prior to accepting a practicum candidate. Field-based

supervisors must hold a valid credential in school psychology or a credential appropriate to the setting. 5. Provision of at least one hour of supervision per six hour period for each practicum candidate with the field-

based practicum supervisor.

Revised 8/2016

6. Designation of workspace for the practicum candidate before the field placement begins. 7. Provision of a formal orientation of the practicum candidate to the school district, or agency, its goals, policies

and functions. 8. Assistance of candidates in their integration of knowledge, skills and attitudes learned in the classroom with

field-based practices. 9. Close supervision of the practicum candidate to insure that the educational objectives are being met. 10. Immediate contact with the RIT faculty member responsible for the practicum when there are problems in

candidate adjustment or performance. 11. Preparation of a written evaluation of candidate learning and performance once per semester. Field-based

supervisors must share evaluations with the candidate prior to submission to the faculty at RIT. Both parties recognize the interdependence of the School Psychology Program at Rochester Institute of Technology and the local school district, and recognize that each will derive the greatest benefit by promoting the interests of both. Each of the parties is therefore entering into this cooperative educational effort and agrees to interpret the provisions stated above in such a manner as to best promote the interests of the profession of school psychology, the school district, the children and adolescents whom we serve, and the larger community. This agreement will be reviewed regularly and may be altered or modified by mutual consent. PLEASE PRINT INFORMATION REQUESTED BELOW: _______________________________ (School District Name) _______________________________ (School District Street Address) _______________________________ (School District City, State, Zip) _______________________________ (School District Phone Number) Dates of Service: The Practicum period shall be (check all that apply): I_____ II____ III____ IV____ (Fall) (Spring) (Fall) (Spring) Dates: From:____________________ Until:____________________ During this period the candidate will be in the practicum placement one full day each week. Vacation periods will follow the local school calendar. ______________________________ ______________________________ ____________________ Building or District Administrator Signature Date ______________________________ ______________________________ ____________________ Field-based Practicum Supervisor Signature Date ______________________________ ______________________________ ____________________ Practicum Candidate Signature Date ______________________________ ______________________________ ____________________ University Supervisor Signature Date

Revised 8/2016

Appendix L: Reciprocity Agreement

TUTION WAIVER FOR SCHOOL PSYCHOLOGY INTERNSHIP AND PRACTICUM SUPERVISORS

In recognition of services as an Internship or Practicum Supervisor for the School Psychology

Program, Rochester Institute of Technology agrees to waive tuition for three (3) semester credits in

any given graduate or undergraduate course(s) at RIT. All courses taken as a form of reciprocity are

subject to course prerequisites, enrollment, and other restrictions, and are subject to state and federal

income taxes.

The waiver must be used by the Internship or Practicum Supervisor or another school district employee within the school system listed below as designated by the Pupil Personnel Services Director. Date: Waiver Expiration Date: Field Supervisor Name: School Name: Address: City, State, Zip: SIGNATURES/APPROVALS: _____________________________________ Suzanne M. Bamonto, Ph.D. Graduate Program Director, Psychology Department Student Name: ____________________________ SS#: _____________________ (School district employee authorized to use waiver) To be completed by registration: Term: ______________ Credit Hours:_________ Course Title:___________________________ Course #:___________________________ Distribution Bursar Office Human Resources Office School Psychology Dept. Candidate *Please contact Sue Powell, Administrative Assistant, Psychology Department (585-475-7265) when you are ready to use your waiver.

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