John Carroll University School Psychology Program Internship...
Transcript of John Carroll University School Psychology Program Internship...
John Carroll University
School Psychology Program
Internship Handbook
Department of Education & Allied Studies
John Carroll University
School Psychology Internship Handbook
Contents
2
Page
Internship Description 3
Internship Commitment 3
Internship Prerequisites 4
Registration Information 4
Application for Internship 4
Internship Paperwork to be Completed by Student 5
Student Responsibilities & Requirements 7
Internship Performance Evaluation 8
Portfolio Requirements 8
Praxis Requirement 9
Portfolio Evaluation Rubric 10
Internship Technology Requirements 11
JCU Activity and Supervision Log 12
Suggestions for a Successful Internship Experience 13
Successful Internship Completion 13
Employment Searching 14
Training Site Approval Requirements 15
Appendix
Request for Internship Placement A
Checklist of Application Materials B
Checklist of Eligibility Requirements C
Intern Statements of Understanding and Agreement D
Internship Planning & Evaluation Protocol E
Intern Case Log F
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INTERNSHIP DESCRIPTION
The John Carroll University School Psychology Program culminates in a one year, full-time, 1400
clock hour state paid internship in a public school setting following successful completion of all specified
coursework, the master’s degree, and the practicum supervisors’ and program coordinator’s recommendation for
an internship experience. The latter recommendations will be based on performance and dispositions evaluations.
During the internship year, the school psychology intern is provided with a wide range of experiences
working with diverse populations to practice skills, integrate previously learned knowledge, and further develop
professional characteristics and skills. The program’s training model and objectives are closely aligned with
national standards, as are the established competency areas for the internship year. Under the close supervision of
an experienced, highly trained practicing school psychologist with a minimum of three years experience, the intern
is provided the structure and guidance needed to fulfill the expectations of the internship training experience.
Approaching the internship year with a favorable work ethic, desire to succeed, positive attitude, and strong skills
bodes well for a successful year and conclusion to the internship.
Internship sites are carefully chosen so as to provide our students with the best possible training
experiences. Each school district must be approved by the Ohio Department of Education, Office of Exceptional
Children and the university to assure a comprehensive range of experiences in both regular and special education
in grades preschool through twelve. Critical to site approval is the district’s ability to provide the intern with strong
intervention-based experiences following an RTI model that operates effectively to foster positive academic,
behavioral, and emotional outcomes for children. An explanation of the site approval process can be located
elsewhere in this document (Appendix E). Districts must also agree in writing to provide a minimum of 2 hours
per week face-to-face supervision.
All internship placements are arranged by the School Psychology Program Coordinator. To optimize the
intern’s training experience and eliminate any possible conflict concerning role perceptions, the internship
placement cannot be the student’s place of employment. Student preferences are obtained during the first semester
of the year prior to internship. While consideration is given to these preferences, placement in a preferred district is
not guaranteed. Similarly, a paid internship placement cannot be guaranteed due to the nature of the funding and
the district’s right not to extend an internship placement offer. In the event the district refuses to offer the student
an internship placement, the university coordinator will review reasons for denial of the placement with the
prospective intern and attempt to seek another placement if the problem appears correctable or stemmed from a
mismatch of a minor nature. The university is under no obligation to pursue additional placements if, in the
judgment of the School Psychology Program Coordinator and faculty, the reasons for a placement denial warrant
significant corrective actions (behavioral, attitudinal, and/or skill) on the part of the student. The student will be
informed of reasons for placement denials as communicated by the school district and recommendations will be
forthcoming.
If a student is offered a placement, the university coordinator assists the student in processing the
appropriate paperwork. Details of this process are provided in the following sections. Once the placement is
secured, the university, intern, and supervising district enter into an agreement to facilitate development of
essential skills and competencies for the professional practice of school psychology. Following approval for the
internship placement, students must enroll in ED597 A (fall semester) and ED597 B (spring semester) “Supervised
Experience in School Psychology.” Additionally, students are required to participate in concurrent seminars
which meet monthly on-campus and online. Enrollment in ED593 “Seminar in School Psychology” in the fall is
required. Seminars continue throughout the year, but students only enroll once in the fall. Registration for the
internship and seminar courses should occur no later than July 15.
INTERNSHIP COMMITMENT
Students are expected to complete their program according to the timeline specified in the plan of study
(School Psychology Schedule completed at the onset of the program with a faculty advisor).
If a student is unable to accept the internship as scheduled in his or her plan of study, it is the student’s
responsibility to notify the Program Coordinator IN WRITING by the conclusion of the first year in the
program or sooner with an explanation for the need to defer the internship. Under no circumstances can
the internship be deferred more than one year and the university is under no obligation to seek or provide
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an internship experience beyond the one year approved deferment. The program must be successfully
completed within a maximum four consecutive year period.
It is understood that occasionally unexpected, serious events preclude beginning the internship as scheduled.
However, if the student is unable to begin the internship at the time it was scheduled, the internship “slot” is
not transferable to the next year. The university is only entitled to a specific number of internship slots which
are reserved each year for a specific cohort group. The Program Coordinator may request from the state an
additional placement the following year if the student presented a compelling reason for the need to delay the
internship by one year. Other factors to be considered will be the student’s dispositions assessments, JCU
graduate academic record, class attendance patterns, program involvement (e.g., contacts with the advisor on a
semester basis, extent of class participation & demonstrated level of interest, quality of interaction with the
cohort group, any history of excessive special requests or behaviors indicative of scheduling and/or
motivational problems (e.g., assignment extensions, dropped courses, incomplete or “in-progress” course
grades), and faculty load. Deciding to “slow down” the courseload to part-time status will not be regarded as
an acceptable reason for a deferment request. Under no circumstances can the internship be deferred for
more than one year. If an additional slot is sought or obtained the following year and the student again
reneges on this internship commitment, no further internship opportunities will be sought. This situation
will result in a recommendation for the student’s dismissal from the program.
Students understand that the internship is at minimum a 1400 hour , full-time experience in an approved
public school setting. The student functions under a temporary child study certificate and becomes a
temporary employee of the school district. The intern is expected to fulfill this obligation in a manner
consistent with ethical guidelines and professional codes of conduct.
INTERNSHIP PREREQUISITES
All specified coursework (consult the Program Handbook or School Psychology Curriculum Contract) with
the exception of ED593 “Seminar in School Psychology” must be satisfactorily completed (A or B grades
only) prior to internship. ED593 “Seminar in School Psychology” is taken concurrent with the internship
experience (ED597A&B). The student must also hold the master’s degree. Any coursework to be transferred
from another university must have been academically petitioned and granted. Students must also receive a
recommendation from the program faculty and practicum supervisor to proceed to the internship experience.
Failure to meet any or all of the aforementioned requirements for internship may result in a lost internship
opportunity.
REGISTRATION INFORMATION
By July 15, students should register for ED597A and ED593. By late November, students should register for
ED597B. Students also need to enroll in the ED597 online Blackboard courses. Most course materials,
including the syllabus, may be found on the Blackboard class site.
APPLICATION FOR INTERNSHIP
The following information details the sequencing of events leading to an internship placement. Forms are
provided in the appendices of this document.
1. Students must request in writing the opportunity to participate in the school psychology internship
and agree to the conditions set forth on the “Request for Internship Placement”form (Appendix A:
Request for Internship Placement form).
2. A group meeting of the following year’s internship class is held at the university during the first
semester of the year prior to internship. The purpose of this meeting is to review the information
contained herein, distribute materials, and obtain student preferences for an internship placement.
Preferences are provided on the “Request for Internship Placement form (Appendix A). District
preferences are typically initially based on geographic proximity to the preintern’s place of residence,
but also must include the district’s ability to be approved by meeting the established guidelines.
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3. The Program faculty consider student preferences, the number of qualified available placement
locations, characteristics of the student and potential supervisor(s), and other variables prior to
rendering a decision regarding the “best fit” placement. The student is contacted either by phone, in
person, or by email regarding the faculty’s decision and the Program Coordinator contacts a district
on the student’s behalf. An internship placement is solely the Program’s decision and responsibility.
Students are not to contact districts to investigate receptivity to serving as an internship training
site. The preintern understands that he or she must accept an internship when and where offered.
4. If the district is receptive to having an intern, the student is contacted by the Program Coordinator to
call the Pupil Services Director to arrange an interview. Typically, the interview involves one or more
school psychologists and the Pupil Services Director.
5. Student preparation for the interview:
A resume (no longer than two pages) should be taken to the interview. Use the sample provided
as a guide.
Samples of your best work should also be taken to the interview. Good choices would be a
functional behavior analysis and an RTI case.
Polish the website you developed during practicum and provide the Pupil Services Director with
your website address prior to your interview. As a reminder, do not put your address and phone
number on the website for security reasons. You can include an alternate , nonprimary email
address.
Be prepared to discuss the following:
Description of practicum experiences
Previous work experiences
List of assessment methods and instruments studied in your training program. Be sure to
include your intervention-based assessment experiences, CBM norming and Kindergarten
screening experiences.
Your understanding of the IAT process, the collaborative problem solving model, and a data-
driven model.
Your understanding of and experience with an RTI approach
Special interests (SLD, autism, parent education, group counseling, etc.)
Counseling courses
Technology experiences and skills (refer to the program’s technology requirements (located in
the program handbook)
Internship expectations
- Experiences with different disabilities and ages
- RTI experiences
- Group and individual counseling
- Experience with a data-based decision making team approach
- Experience with special populations (class visits, etc.)
- Opportunity to deliver an inservice to teachers and workshop for parents
6. Once the district contacts the Program Coordinator, the student is contacted and informed of the
decision. Students must not contact the district to obtain the district’s decision. At this juncture,
communications only occur between the district and university. If an offer is made, the student
immediately initiates the following paperwork process (Appendix A: Internship forms). If
Cuyahoga County will serve as the fiscal agent, you also need to contact the county pupil services
director for an interview (216.524.3000).
7. Students need to read the following:
Unemployment compensation memorandum
Directions for completing fingerprint cards and the application for the temporary license
Sample Guide for the Checklist of Application Materials
INTERNSHIP PAPERWORK TO BE COMPLETED BY STUDENT
Once your internship assignment for next year is confirmed (a successful interview with the district, placement
offer, and conversation with the Program Coordinator), you will need to complete 1-8 below and submit by
June 1.
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Items 1-6 are to be submitted to the Program Coordinator in the white envelope by JUNE 1. YOU MUST
RETAIN A COPY OF ALL MATERIALS! (Do not seal the white envelope)
(1) Temporary License Application and Fee
Complete the Child Study Application, using the enclosed directions. Deliver to the supervisor of the
school psychologists in the district where you will be interning and request that the application be
signed by the superintendent of the employing school district and returned to you promptly,
UNLESS THE ESC IS SERVING AS THE FISCAL AGENT. IN WHICH CASE, you will need to
direct the application to the ESC superintendent. For the Cuyahoga County ESC, direct this
application to: Steve Roganski, 5700 West Canal Rd., Valley View, OH 44125
(2) Obtain a $12.00 money order, made payable to Ohio TEC to accompany the application.
(3) Official Transcripts
Obtain (during the second semester) a current official transcript showing all your graduate
coursework.
(4) The Checklist of Application Materials for Temporary License
Complete as you are packaging the materials. Be sure to complete the boxed areas at the top.
(5) Checklist of Eligibility Requirements for Supervised Experience
Make any necessary changes or additions to the “COURSE NUMBER” boxed areas. For example,
you may have taken additional courses, transferred courses from another university, or substituted
courses.
(6) Intern Statements of Understanding and Agreement
IMPORTANT! Please read and sign this agreement. To receive a state funded internship, you
must agree in writing to provide at least one year of service as a school psychologist in the state of
Ohio following your internship.
(7) Supervised Experience in School Psychology Internship Plan and Evaluation Protocol (which
includes the Plan for Attaining Goals, Goals Related to the Operating Standards for Ohio’s
Schools Serving Children with Disabilities, & Training Statement)
(8) Retain a copy of the “Supervised Experience…Protocol and email a copy to your internship
supervisor.
Fingerprints and Fee
You are encouraged to have your fingerprints taken electronically to expedite the FBI and
BCI clearances.
Bureau of Criminal Identification and Investigation
P.O. Box 365
London, Ohio 43140
PLEASE MAKE A COPY OF THE FINGERPRINT CARDS AND MONEY ORDERS.
Students need to have the following forms completed by APR 30:
Person To Complete and/or Sign Form to be Completed and/or Signed Pupil Services Director Internship Plan and Evaluation Protocol
(p. 1 – signature & complete bottom)
(p. 3 - complete)
Field Facilitator Internship Plan and Evaluation Protocol (p. 1 – signature )
(p. 4 - signature)
University Supervisor Internship Plan and Evaluation Protocol (p. 1 – signature )
(p. 4 - signature)
Checklist of Eligibility Requirements (p. 34 – signature)
Preintern Request for Internship Placement
(p. 35 – signature)
Intern Statements of Understanding & Agreement (p. 35 – signature)
Checklist of Application Materials for Temporary License (p. 30 –complete once all forms are complete)
Checklist of Eligibility Requirements (p. 33 – complete using sample as your guide which is located on pp 31-31)
Temporary License application
(complete)
ALSO: You need to pick up fingerprint cards (BCI and FBI) from Rhonda Harrison, make
arrangements to be fingerprinted and have the cards completed, and mail them with payment to the
address on the cards
Superintendent (fiscal agent site only) Temporary License application (signature)
STUDENT RESPONSIBILITIES AND REQUIREMENTS DURING THE INTERNSHIP YEAR
Develop competencies to the satisfactory or mastery level as outlined in the “Internship Plan and
Evaluation Protocol.” (Appendix C)
Assemble an Internship Portfolio (Appendix D: Portfolio requirements). This documentation is to
be maintained in a three-ring binder and periodically updated. It will be reviewed at each on-site
supervisory meeting. Refer to the syllabi for specific products due each semester to be evaluated by
your university internship supervisor.
Coordinate on-site supervisory meetings following contact by the university supervisor.
Check your email at least once a day for any communications from the university supervisor and/or
notification of Blackboard postings.
Utilize the Blackboard course site for communications with classmates, file exchanges, posting and
answering questions, notifications of information useful to other interns and supervisors, and
preparing for the Praxis . As part of the learning experience during the internship year, it is important
that you establish and maintain regular contact with fellow interns in other districts to learn from their
experiences and to share yours. The Blackboard site will be periodically monitored for this activity as
a measure of your use of this technology.
Attend one or both of the OSPA conferences.
Attend the mandatory Internship Conference sponsored by the ODE Office of Exceptional Children,
Interuniversity Council of School Psychology Trainers, and the Ohio School Psychologist
Association
Keep your supervisor(s) apprised of your activities on a daily basis. They should always know where
you are and what professional activities you have planned for the day. Know where to reach them
and provide them with numbers where they can reach you. Be sure they review your work prior to
the final distribution of copies.
In the event of illness or other unforeseen emergencies/responsibilities that prevent you from working
on a particular day, please notify your supervisor as soon as possible. Ask your supervisor how and
when (evening or early morning) he or she should be contacted.
INTERNSHIP PERFORMANCE EVALUATION
Performance evaluations are conducted at six intervals during the internship year. They are as follows:
I. (Aug.-Sept.) Student self-evaluation of pre-internship levels of competency. At the onset of the internship
experience, students complete a self-evaluation of their perceived competency levels for all areas specified on
the Internship Plan and Evaluation Protocol. During the Sept. on-site visit, all areas on the Internship Plan
and Evaluation Protocol are reviewed and the student’s self evaluation is discussed. Initial recommendations
are provided, identifying competencies/skills and corresponding activities to be emphasized during the early
months of the internship.
II. (Late Nov.-Early Dec.) Progress evaluation conducted on site with the intern by the field and university
supervisors. Competency ratings are provided using the Internship Plan and Evaluation Protocol for progress
to date . The Internship Portfolio is due Dec. 10 (see ED597A syllabus for requirements).
III. (Dec) Summative evaluation for the first half of the internship. Based on feedback from the field
supervisor, competency ratings, and portfolio appraisal, a grade is assigned by the university supervisor for
ED597A. A grade of B will require additional recommendations for improvement to be specified on the
Internship Plan and Evaluation Protocol and performances will be monitored closely second semester. A
grade of INC (incomplete) or C will require the development of a remediation plan targeting the areas of
concern at the time of the December site visit. A grade of F will result in a recommendation for immediate
discontinuance of the internship experience and removal from the School Psychology Program, unless there is
compelling evidence of extenuating circumstances beyond the intern’s control and evidence that the
circumstances will not be present for the remainder of the internship year. As such, the supervisors and
employers, in consultation with the ODE Office of Exceptional Children, will consider the circumstances and
prognosis for improvement in the time remaining and render a decision as to whether to permit continuance.
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IV. (Early Feb.) Progress evaluation conducted on site with the intern by the field and university supervisors.
Competency ratings are provided using the Internship Plan and Evaluation Protocol for progress to date. Midterm recommendations are provided, specifying the competencies/skills and corresponding activities that
should be emphasized during the next phase of the internship.
V. (Late Apr-Early May) This summative evaluation is conducted on-site with the intern by the university
and field supervisors. Competency ratings are provided using the Internship Plan and Evaluation Protocol for
progress since the last review and the Internship Portfolio will be evaluated as either exemplary, satisfactory, or unsatisfactory at this time. Ratings of “3” or “4” for all competencies are required to receive the university and
field supervisors’ written certification that the intern has completed all activities and experiences planned for the
School Psychology Internship at a satisfactory level of performance.
VI. (May) Summative evaluation for the latter half of the internship. Based on feedback from the field
supervisor, competency ratings, and portfolio appraisal, a grade is assigned by the university supervisor for
ED597B. Another internship experience will not be an option if the student receives lower than a B grade for ED597B. A grade of C (if this is the 2nd C earned in the program), D, or F will result in a recommendation for
removal from the School Psychology Program. The Internship Portfolio is due May 15 (see ED597B syllabus for
requirements).
INTERNSHIP PORTFOLIO REQUIREMENTS
The Internship Portfolio represents the student’s work throughout the internship year. It serves
to document the indicators of competency attainment, aligned with program goals and national
standards. Serving as an accountability tool, the “Portfolio” provides evidence of the intern’s
work and service to the assigned district. The Portfolio is evaluated by the university supervisor.
The JCU School Psychology Intern is required to compile an organized, cross-referenced
“Portfolio” in accordance with the competencies as outlined in the “Internship Plan and
Evaluation Protocol.” Labeled tab dividers in a large 3 ring binder should be used to create
sections for documentation of competencies aligned with NASP Standards 2.1 through 2.11.
During the on-site planning and evaluation meetings, the intern will discuss activities with his or
her supervisors that can be planned to assist with the attainment of competencies. Additional
activities and opportunities planned by the intern and his or her field supervisor should occur
throughout the year. These activities should be documented in the applicable sections of the
Portfolio.
All identifying information should be concealed. First names are permissible.
The Internship Portfolio is to be presented to the field and university supervisors during each on-site
planning and evaluation meeting. It is to be completed according to the assignment guidelines set
forth in the ED597A and ED597B syllabi. They are are follows:
The internship portfolio with products that address each NASP standard are to be submitted
by Dec. 1 and June 10. One product may address more than one standard. For example,
the required six intervention cases can be used to document how you addressed Standards
2.1 , 2.2, 2.3, and 2.5, but you need to include a brief explanation for how the product
addresses each of those standards. Divide your folder into sections according to the type of
professional activity. For example, one section may be labeled “Interventions.” In your
Table of Contents, specify the activity in the left column and in the right column, identify
the NASP standards addressed. A scoring rubric will be used by your university supervisor
to grade your work. Please be sure to submit your “best practice” efforts.
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The “Portfolio” should also include the following: Documentation of:
1. Comprehensive assessment services
Documentation: evaluation team report(s), logs, data-based assessment plans delineating assessments
chosen, rationale, and scores (identifying information concealed)
Due: Minimum of one ETR by 12/1
2. Individual or group counseling services
Documentation: plans for each counseling session of at least one student with a disability and in an IEP
when counseling is provided as a related service
Due: 12/1
3. Intervention/consultation services
Documentation: conference summaries, intervention plans, and progress monitoring results (either as part
of a team or on a one-to-one basis)
Due: 12/1, 6/10, and throughout year
4. Counseling or training to parents of children with disabilities
Documentation: plans for the counseling or parent training activities
Due: 6/10
5. Professional development activities designed for teachers
Documentation: inservice prepared and presented to teachers –inclusive of agenda, PowerPoint
presentation, inservice evaluation, handouts)
Due: 6/10
6. Program/project evaluation or research project
Documentation: instrument used or developed, results of evaluation
Due 6/10
7. Method used to determine the effectiveness of services s/he provided
Documentation: application of the method for at least one service.
Due: 6/10
8. A written evaluation of the training experience
Due 6/10
9. A minimum of three behavioral and three academic cases at each of the service delivery tiers inclusive of
(a) problem definition, (b) intervention description, (c) charts showing baseline and intervention phase data,
(d) PND or Effect Size calculated, (e) treatment integrity checks, and (e) written interpretation.
You will need to complete at least one intervention in each of the six categories of Ohio’s Integrated
Systems Model (see intern packet B for specific details – follow Steps #1-#3) according to the time
schedule below. Select intervention cases that (a) show evidence of instructional objectives of learning
RTI for eventual leadership roles, and (b) demonstrate discrete skills across the RTI/OISM model.
Intervention cases should be technically adequate and include (a) a discernible evidence-based
instructional program or intervention, (b) progress monitoring data, (c) effectiveness date, and (d)
intervention integrity data.
o Dates Due: 2 cases by each of the following dates – 12/1, 2/1, and 6/10
Praxis Requirement: During the internship year (either in the fall or spring), all interns are required to take the
Praxis II exam. To successfully complete the program and be recommended by state licensure in school
psychology, a minimum score of 630 is required. To be eligible for the NCSP, students must receive a
minimum score of 660.
Internship Portfolio Evaluation Rubric – Part A
Evaluation Period - circle one: End of 1st Semester End of 2
nd Semester
RRaattiinngg:: EExxeemmppllaarryy
33 RRaattiinngg:: SSaattiissffaaccttoorryy
22 RRaattiinngg:: UUnnssaattiissffaaccttoorryy
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A. Organization,
Assembly, &
NASP Domain
Representation
RATING:
Exceptional attention
to basic organization
& assembly
Table of Contents lists
all work products
contained within the
portfolio with
Attention to basic
organization &
assembly
Table of Contents
lists all work
products
contained within
Reflects any or all of the
following:
Insufficient attention to
basic organization and
presentation
Table of Contents fails to
align work products with
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corresponding NASP
standard indicated
the portfolio with
corresponding
NASP standard
indicated
corresponding NASP
standards
B. Standards
Addressed 2.6 ___
2.1 ___ 2.7 ___
2.2 ___ 2.8 ___
2.3 ___ 2.9 ___
2.4 ___ 2.10 ___
2.5 ___ 2.11 ___
Best exemplars of
work to date; work
products represent
best practice
procedures and
competent
performance
Exceeds typical
expectations in terms
of quality and
quantity of
experiences and
outcomes
Work products
demonstrate at
least minimum
competency
Products reflects
good preparation
and adherence to
ethical and legal
guidelines
Meets minimum
expectations in
terms of quality
and quantity of
experiences and
outcomes
Work products do not
adequately demonstrate
competency and/or fail to
clearly connect to the standard
TOTAL SCORE: Max. Score Possible = 66 Min. Passing Score = 44
Scoring Guide for Selected Internship Portfolio Products
Internship Portfolio Evaluation Rubric – Part B
Evaluation Period - Circle one: End of 1st Semester End of 2nd Semester
Selected Services # of products
submitted
% demonstrating positive
outcome
NASP domains
addressed
Comprehensive intervention
cases
Teacher inservice
Teacher individual
consultation
Individual and group
counseling
Other
SCORING : Percentage of products submitted in each category demonstrating effective service delivery
(qualitative and/or quantitative data)
Pass: Min. of 75%
Pass w/recommendation: 65% - 74%
Fail: 64% or lower
SCORE:
*Based on evidence of effectiveness submitted by intern (e.g., Effect Size or PND or GAS for intervention
cases, inservice overall evaluation rating and/or qualitative feedback, teacher questionnaires regarding
quality of services offered by intern, counseling systematic observational data or rating scale data)
INTERNSHIP TECHNOLOGY REQUIREMENT
Technology will become increasing important in your work with teachers, principals, parents, and other
support personnel. As an integral component of your training program, you have learned ways to use
technology to enhance your professional functioning in the schools. To continue to strengthen your
technology competencies, the following activities are required during the internship year.
Check email on a daily basis for any university communications or Blackboard posting
announcements.
Post announcements using the same mechanism as for posting questions. These may include
announcements of workshops, new websites, interventions, assessment information, etc.
Use the file exchange feature within your Discussion Group to help you prepare as a group for the
Praxis.
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Use Excel, SPSS-PC, or ChartDog to present visual representations of all direct assessment results
(systematic behavior observations, CBM data). Remember that only ChartDog will calculate the effect
size and PND.
Use PowerPoint to present your teacher inservice and any other presentations.
Use word processing to prepare all written work.
Continue to update your website with evidence-based interventions, suggestions for teachers and
parents, and summaries of information gleaned from professional, refereed publications. Strive to
make your website interesting, inviting, and easy to use. Provide evidence of sharing your website
address with teachers (document in your weekly logs). Obtain feedback from teachers about your
website and solicit their preferences for additional information you can include.
Use computer scoring programs if available to help you score tests.
Submit your weekly internship activity and supervision logs and case logs via email to your university
supervisor and to the Blackboard Dropbox . Signed logs are to be brought to seminar each month.
Establish a free, secondary email account and subscribe to the OSPA and NASP listserves to help you
remain abreast of issues and new information in the field.
Performance indicators of the technology competencies should be included in the “Internship
Portfolio” under section 2.11.
JCU Activity and Supervision Log *Supervision Codes:
Name: O = Observation of Supervisor
Date: Obs = Observation by Supervisor
Week of: W = Written review/critique
E = Instructional email
D = Discussion re. professional
activity
Date
EX. 10/8
Activity Description
Discussed case of 4th gr. student
Observed 5th gr. Student
Visited Juvenile Detention Ctr.
Scored protocols
Checked professional email
Time
Spent (in
minutes)
30
45
180
30
15
Type of
Supervision
(use code or
blank if
none) D
D
D
E
Amt.of
Supervision
Time (in
minutes)
30
60
10
5
Mon.
Tues.
Wed.
Th.
Fri.
*NOTE: Interns are to receive a minimum of 2 hours of supervision each week.
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SUGGESTIONS FOR A SUCCESSFUL INTERNSHIP EXPERIENCE
Currently, school psychologists in Ohio enjoy a favorable job market. However, the competitiveness of
positions behooves the newly trained intern to establish a strong performance profile. To accomplish this, it is
suggested you strive to develop and demonstrate the following characteristics:
1. Positive Interpersonal Skills: Cheerful, positive, and flexible individuals will be more
favorably regarded, respected, and remembered.
2. Caring Attitude: Demonstrating a sincere concern for the welfare of those served will engender
positive feelings that can lead to trust, credibility, and positive regard. A thank you note to a teacher
who has worked with you to help a student during her lunch or preparation periods communicates a
meaningful message of appreciation.
3. Professionalism: Ranging from appropriate attire to proper conduct and a solid work
ethic, professionalism can best be demonstrated by a mature, confident demeaner, work visibility,
and respect for colleagues and superiors. A professional remains flexible and yields to compromise
when in the best interests of the child, but does not always “go with the crowd” on all issues that may
be at odds with a child advocacy position. Confidence in one’s training and knowledge develops over
time. Body positioning, eye contact, facial expressions, tone of voice, rate of speech, and the quality
of spontaneous verbal contributions represent some of the salient variables contributing to establishing
credibility and boosting self-confidence. Self-centered behaviors, such as inflexible scheduling and
placing one’s own priorities over work responsibilities when “on the job,” will seldom produce
favorable outcomes. Similarly, evidence of chronic fatigue on the job, delinquent arrivals, early
departures, missed meetings, and scheduling rigidity with team members will not lead to positive
recommendations.
4. Competency: Acquiring skill proficiency in all areas outlined on the Internship Plan and
Evaluation Protocol will contribute to a personal sense of confidence and others confidence in you.
Sharing performance indicators of competency attainment with your supervisor (s) will help him or
her remain current with your skill, attitude, and knowledge development. The quarterly self-critique
will help you better learn to reflect on your professional strengths and weaknesses and set short-term
goals with planned, corresponding experiences. This process will also help you establish a pattern of
accountability for the services you provide and demonstrate to others a respect for their opinions, your
desire to provide them with quality services, and an openness for self-improvement.
SUCCESSFUL INTERNSHIP COMPLETION
A letter grade is given both semesters for the internship. To complete the program and be recommended for
state licensure as a school psychologist in the State of Ohio, the following requirements must be met:
1. Receive a passing grade of A or B for ED597A, ED597B, and ED593.
2. Achieve a satisfactory or mastery rating for all competency areas specified on the “Internship Plan
and Evaluation Protocol.”
3. Complete all program coursework and receive approval for any coursework petitions
4. Possess the master’s degree
5. Receive the recommendation for state licensure from the university and field supervisors (last
page of Planning and Evaluation form) and Chair of the Dept. of Education and Allied Studies
6. Receive at minimum a satisfactory rating for the Internship Portfolio.
7. Meet all technology competencies for the internship.
8. Timely completion and submission of weekly activity and supervision logs and case logs to the
University Supervisor via the Blackboard Dropbox.
9. Meet preparation requirements for site visits (updated Internship Portfolio, Internship Plan and
Evaluation Protocol updates if applicable, and the initial self-evaluation).
10. Attendance at all university seminars.
11. Professional behavior that consistently meets the ethical guidelines of the National Association of
School Psychologists (NASP)
12. Timely (by due dates) submission of all required documentation and assignments
13. A state required passing score on the National School Psychology Examination offered by the
Educational Testing Service.
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EMPLOYMENT SEARCHING
When? In late Spring, districts may have some idea if they have positions open. This is a good time to polish
your resume, professional website, and select your strongest works from the Internship Portfolio. If you
become aware of an opening or possible opening, send your resume with your website clearly indicated.
Sometimes positions open early in the year.
How To Begin? First, put some time and effort into your resume and website. Have your supervisors review
them and make suggestions. It goes without saying that you want to present yourself and your credentials in
the best possible light. It is helpful for potential employers if you provide them with your philosophy, some
sense of who you are, and what experiences you have had. Remember, they are looking for an individual
who can interact effectively with positive interpersonal skills, but also one who can competently handle all
facets of the job. How will you distinguish yourself from others?
Where To Search? OSPA and NASP post job announcements on their webpage. Ask other school
psychologists and pupil service directors if they are aware of any positions. Check to see if ODE might list
some positions.
Reference Letters? It is not advisable to secure reference letters to be copied as needed. Obtain reference
letters when you have located a specific job you are interested in pursuing. It is preferable to obtain a fresh
reference letter tailored to the position on district or university letterhead. Be sure to give individuals writing
letters of reference for you ample time to complete them.
UNIVERSITY SUPERVISORS’ CONTACT INFORMATION
Jeanne E. Jenkins, Ph.D., Program Coordinator Ryan Allen, Ph.D.
Dept. of Education & Allied Studies Dept. of Education & Allied Studies
John Carroll University John Carroll University
N. Park Blvd. N. Park Blvd.
University Hts., OH 44118 University Hts., OH 44118
[email protected] [email protected]
Emergency or urgent: call Dept. of Education
and Allied Studies to have your message
conveyed immediately to Dr. Jenkins or
Dr. Allen
SCHOOL DISTRICT INTERN TRAINING SITE REQUIREMENTS
Purpose: The purpose of the internship is to provide a process for integrating, applying, and expanding competencies, attitudes, and values
under the direction of a supportive mentor which leads to the provision of comprehensive school psychological services. Such
services must provide a systematic and ecological problem solving approach for meeting the diverse educational, psychological, and
behavioral needs of all children and youth, as well as offer relevant intervention assistance to their parents and educators.
Policy: All school districts need to recognize that interns are placed in a district for training experience and the following provisions will need to be made for each intern: (a) Each intern will need to receive a written contract with at least minimum intern salary (master’s
level), plus medical benefits. (b) Availability of time for inservice meetings, university seminars, university and district visitation
activities, or appointments. (c) Release time for attendance at the Ohio School Psychologists Association (OSPA) Continuing
education conferences; Fall, State Intern, and Spring.
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(d) Reimbursement for the Fall, State Intern, and Spring OSPA conferences. (e) Adequate support for secretarial assistance, equipment, materials, and access to a telephone for
confidential conversations. (f) Adequate office facilities, and (g) Release time for the assigned field supervisors to work with intern. Compensation from Office of Exceptional Children: Each school district that agrees to be a training site for an intern school psychologist shall receive from the State Department of Education the reimbursement for each intern. In order for a school district to be approved as a School Psychology internship training site, the following additional conditions must be met. These conditions are set forth by the National Council for Accreditation of Teacher Education, State Department of Education, and the Ohio Interuniversity Council for School Psychology Trainers.
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SITE APPROVAL CHECKLIST
Please return to: School Psychology Program Coordinator John Carroll University Department of Education and Allied Studies University Heights, OH 44118
District’s Compliance with IUC Guidelines: Yes No Does the district operate an Intervention Based Assessment model? Yes No Will the intern have experience wih the IBA model? Yes No Will the intern be provided with the experience of a data-based process to
determine the effectiveness of school psychological services? Yes No Will the intern be working in buildings with IAT or some other method of
collaborative problem-solving? Yes No Does the district have a comprehensive program of school psychological services? (Check services the district offers.)
___Counseling ___Consultation ___Counseling parents of handicapped children ___Participation in screening programs ___Serving as consultation for inservices ___Psychoeducational assessments
Supervising Psychologist of Intern: Yes No Has at least 2 years of full-time experience as school psychologist, one of which in
present district? Name # years experience # years in district
Yes No Will be given released time for supervision? (A minimum of 2 hours direct
supervision) Yes No Does the school psychologist have other administrative duties other than intern
supervision? Other School Psychologists that the Intern May Work With: Name: Years Experience: Buildings assigned: Elementary School Middle School High School
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Other School Psychologists that the Intern May Work With: (continued) Name: Years Experience: Buildings assigned: Elementary School Middle School High School Name: Years Experience: Buildings assigned: Elementary School Middle School High School Name: Years Experience: Buildings assigned: Elementary School Middle School High School Check which of the following special education categories the intern will be able to obtain experience with:
Special Education Category Preschool Elementary Middle High School
MR
SLD
ED
OH
MH
VH
HH
Gifted & Talented
Other:
Agreements Yes No The school district can and will provide learning experiences specified on the
intern’s outline of behavioral objectives and planned experiences including attendance at the OSPA conference.
Yes No The superintendent will write a letter to the Office of Exceptional Children
requesting approval of the school district as a training site. Yes No The school district will maintain throughout the approval period the supervising
staff and program at least at the same level as before the intern was assigned. Yes No The school district will notify the supervising university and the Office of
Exceptional Children of any reductions in the number of school psychologists employed by their district.
Yes No The district can and will provide comprehensive and reasonably balanced learning
experiences for the intern across age levels, service delivery areas, and disability categories.
Yes No The district will include the field facilitator designated to supervise the intern during the placement interview conducted by the district with an intern candidate as per Guidelines for Ohio’s Internship Program (draft).
Yes No The school district will employ at least one more full-time school psychologist than the number of interns assigned to the district.
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SCHOOL DISTRICT SITE APPRAISAL SUMMARY _____________________ School district has been evaluated as a potential center for provision of the supervised experience in school psychology. It is recommended that the district be: Recommended for approval Number of students recommended for district supervision Recommended for approval under the following special condition: Not recommended at this time. The following components need to be strengthened: Signature of University Trainer Date
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APPENDIX A
JOHN CARROLL UNIVERSITY
SCHOOL PSYCHOLOGY PROGRAM
REQUEST FOR INTERNSHIP PLACEMENT
The School Psychology Internship at John Carroll University is conducted in accordance with guidelines
established by the State of Ohio DOE Office of Exceptional Children, Interuniversity Council of School
Psychology Trainers, and the National Association of School Psychologists. Internships are allocated
annually among participating universities in the State of Ohio. Both the total number of internships available
in the state and the portion of that number allocated to John Carroll University can vary from year to year,
and the number of internships is not within the control of the University. In addition, the location of
internships is only partially within the control of the University, being subject to negotiation with other
universities serving the area. The operation of the JCU School Psychology Program is affected by these
practical general limitations.
Terms of Application
Recognizing these limitations and the more specific guidelines and restrictions set forth below, I wish to make
formal application for placement as an intern in school psychology. I understand that failure to work within
the guidelines and limitations may lead to dismissal from the internship or from the JCU School Psychology
Program. I further understand that failure to sign and submit this application constitutes sufficient cause for
the University’s refusal to place me in an internship.
1. A student seeking placement as an intern must have fully completed all required coursework by the
onset of the internship year. I will have fully completed my required coursework by the
commencement of my internship year.
2. I understand that a student seeking placement as an intern must agree to complete at least one year of
service as a school psychologist in Ohio following successful completion of the program.
3. A student seeking placement in an internship has the opportunity to indicate a preference regarding
location of the internship experience, but the University makes the final assignment. The University
will, whenever possible and consistent with its similar obligations to others in the program, attempt to
meet the student’s placement preferences if deemed a good match. However, it is not always possible
to do so. I understand that the University will consider my preferences, but makes the final internship
assignment.
4. I understand that a paid internship placement is not guaranteed and may not be available at the
time it is scheduled in my plan of study. 5. Salaries vary considerably among internships, and are not within the control of the University. The
internship salary may represent a substantial reduction from what an intern might have received in a
former position. I understand that my salary as an intern may be less than a salary I made elsewhere
and different from other intern salaries. I further understand that the University has no control over
salaries. . John Carroll University is under no obligation to inform me of or seek a higher paying
internship position for me. 6. I understand that a prospective intern must not contact school systems on his or her own initiative
seeking an internship, but must work within the internship placement process.
7. I understand that a refusal by a prospective intern of a firm offer of an internship placement by a
school district will terminate the University’s responsibility for placement in the current year and
future years. The University may seek an alternative placement if presented with a compelling reason,
but is under no obligation to do so.
My signature on this form denotes a willingness to accept an internship when and where offered.
____________________________________________________________________________
Signature/Date
____________________________________________________________________________
Printed Name
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Name ______________________________________________________
Address ______________________________________________________
Phone (Hm) ______________________________________________________
Phone (Wk) ______________________________________________________
Email ______________________________________________________
INTERNSHIP PREFERENCES (List 3 choices & rationale in order of preference)
District Reason for Choice
#1
#2
#3
Additional factors which the University should be aware of in deciding placement:
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APPENDIX B
CHECKLIST OF APPLICATION MATERIALS FOR TEMPORARY LICENSE FOR SCHOOL PSYCHOLOGY INTERNS
UNIVERSITY_________________________COORDINATOR____________________
STUDENT DISTRICT
Item Attached Required Material to be collected by Coordinator of Internship
______Yes ______No 1. The completed Application for the Temporary License signed by the superintendent of the employing district; only page 1 of
the application is necessary (not Form T-2 or T-3) ______Yes ______No 2. A twelve-dollar ($12.00) check or money order, made
payable to Ohio TEC ______Yes ______No 3. An up-to-date official copy of the student’s
transcripts; ALL transcripts where graduate work is applied must be included
______Yes ______No 4. Coursework grid listing courses for all ODE and University’s eligibility requirements; summer coursework should be clearly listed
in the “scheduled” column ______Yes ______No 5. Statements of understanding and agreement signed by interns. ______Yes ______No 6. The plan for supervision by the approved training institution, specifically indicating the number of contact hours in the school district and at the university ______Yes ______No 7. Letter on university letterhead signed by program coordinator
certifying completion of requirements and readiness for internship ______Yes ______No 8. Written plan for attainment of internship competencies (university-
specific plan) Required Material to be submitted to BCI or FBI *Fingerprint card must be sent directly to BCI or FBI along with check or money order.
Note: All items must be received before the applicant’s materials can be processed.
REV 01/07
Name
DOB
SS#
LANGUAGES
ROUTE: Teacher Alternate
NAME
COUNTY
ADMINISTRATOR
FIELD FACILITATOR
FISCAL AGENT DISTRICT
___________
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APPENDIX C
John Carroll University
Checklist of Eligibility Requirements for Supervised Experience for _______________
I. 60 semester hours of graduate coursework
well distributed over the following:
A. Educational Foundations
1. Possession of a valid
Ohio Teacher License ATTACH LICENSE/CERTIFICATE
OR
2. Satisfactory completion of
the following coursework
a. The curriculum and
instructional techniques,
including education of
exceptional learners
b. The organization and
operation of schools
c. Field- based
experiences including
at least 120 hrs. in a
school setting in a
variety of grade levels
B. Psychological Foundations
1. Human diversity, human
exceptionalities, and human
learning
2. Normal and abnormal child
and adolescent development;
and
3. Biological, emotional, and
social bases of behavior.
COURSE NAME AND
NUMBER
Credit
Hours
DATE
___________________
Completed Scheduled
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C. Assessment and Intervention
1. Diagnosis and remediation of basic academic areas.
2. Psychoeducational assessment. Preparation shall include a planned sequence in psychoeducational assessment of children and adolescents with both criterion-referenced and norm-referenced methods. Culturally, racially,
socioeconomically diverse populations, and all exceptionalities, shall be addressed.
3. Intervention methods. Preparation shall address implications of the assessment results and other data for classroom management, instructional materials, teaching methodologies, and related services including:
a. behavior management;
b. consultation and interview techniques; and
c. counseling theory and practice.
4. Practicum. Supervised practice in the use and interpretation of a broad range of assessment devices and methods and in the integration of assessment results with appropriate intervention strategies.
D. Statistics and Research Design
E. School Psychology Foundations
1. History of School Psychology
2. Legal and ethical issues; and
3. Role and function of the school psychologist.
II. A Master’s Degree -- Date granted or anticipated:
University trainer’s signature indicating courses listed meet requirements described:
COURSE NUMBER
Credit
Hours
DATE
___________________
Completed Scheduled
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APPENDIX D
INTERN STATEMENTS OF UNDERSTANDING AND AGREEMENT
I plan to provide at least one year service as a school psychologist in the schools of Ohio subsequent to the successful completion of the supervised experience.
______________________________________
Signature
______________________________________
Date
I am aware of the decision of the Court of Appeals of Ohio, Sixth District (C.A. No. L-83-063) regarding unemployment compensation.
______________________________________
Signature
__________________________________
Date
I am aware that the school district is employing me for purposes of providing necessary training required for school psychology certification.
a) I am aware that the school district has no obligation to employ me subsequent to the year of supervised experience.
b) In the event that I am unable to satisfactorily complete internship requirements, I am aware that the university can discontinue my internship thereby relieving the school district of any obligation to maintain any contractual agreements with me.
_______________________________________
Signature
______________________________________Date
APPENDIX E
John Carroll University Supervised Experience in School Psychology
Internship Planning and Evaluation Protocol
Name Signature
University Supervisors: Ryan Allen, Ph.D.
________________
Jeanne E. Jenkins, Ph.D.
________________
________________
District/Agency:
______________
Administrator:
District Field Facilitator(s):
Intern:
This Internship Plan and Evaluation Protocol provides an outline of competencies to be attained by the close of the
full time, 1400 hour internship year, including a time line for experiences intended to facilitate competency
attainment. It includes the competencies appearing in the Training Standards (2000) of the National Association of
School Psychologists. This document provides a structured protocol for evaluating the intern's progress toward the
development of competencies. It is to be reviewed during evaluation conferences by all parties to monitor progress,
discuss experiences provided or needed to achieve goals, and establish/revise dates for projected competency
attainment.
All parties agree to cooperate in the internship experience, and to comply with guidelines of the Ohio IUC for
School Psychology, Rules for the Education of Children with Disabilities (including Model Policies and
Procedures), and the Plan for Attaining Goals Related to Implementing Proposed K-12 Standards. It is further
agreed that the training experience is to be comprehensive across the age range of students served, high and low
incidence disability conditions, regular and special education, and school psychological services.
The intern will serve as a member of the teams that are utilizing an intervention-based model in the following
regularly assigned school(s):
School(s) Assigned Days per Week
School(s) Assigned Days per Week
School(s) Assigned Days per Week
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Conditions for Supervision
The university supervisor will conduct on-site observation of the intern and review conferences with the field
facilitator and intern at least twice per academic term. Additional site visits will occur as deemed necessary by the
intern, field facilitator, and/or university supervisor. The university supervisor(s) will conduct periodic seminars (4-5
each semester) 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
each academic term.
Field facilitators will provide individual, face-to-face supervision to the intern for at least 2 hours per week
throughout the internship year, with additional supervision time provided as the need arises. At least once each
academic term, the field facilitator will assess progress toward the attainment of objectives using this protocol prior
to the scheduled on-site meeting . This protocol serves to provide the intern with feedback on at minimum a semi-
annual basis from both the field facilitator and university supervisor.
The intern will maintain a log of internship activities reflecting progress toward the attainment of objectives and
competencies, which will be made available for evaluation purposes and submitted electronically on a weekly basis
to the university supervisor (via the Blackboard Dropbox). These logs are also to be provided to the field facilitator
on a weekly basis for supervision and accountability purposes. Signed logs will be submitted to the university
supervisors at the monthly seminar meetings. The intern will attend scheduled seminars held on-campus for
purposes of supervision, instruction, and evaluation of progress. The intern will complete and submit additional
documentation of internship activities as directed by the university supervisor(s).
TRAINING SITE AGREEMENTS Purpose: The purpose of the internship is to provide a process for integrating, applying, and expanding competencies, attitudes, and values
under the direction of a supportive mentor which leads to the provision of comprehensive school psychological services. Such
services must provide a systematic and ecological problem solving approach for meeting the diverse educational, psychological, and
behavioral needs of all children and youth, as well as offer relevant intervention assistance to their parents and educators.
Policy: The school district serving as the internship training site needs to recognize that interns are placed in a district for training experience. Accordingly, the following provisions will need to be made for the intern: (a) Each intern will need to receive a written contract with at least the minimum state teacher’s salary. (b) Availability of time for inservice meetings, university seminars, university and district visitation
activities, or appointments. (c) Release time for attendance at the Ohio School Psychologists Association (OSPA) continuing
education conferences held in the fall or spring as well as the State Intern Conference. (d) Reimbursement for the fall or spring OSPA conference and the State Intern Conference (typically
held concurrent with the OSPA fall conference). (e) Adequate support for secretarial assistance, equipment, materials, and access to a telephone for
confidential conversations. (f) Adequate office facilities, and (g) Release time for the assigned field supervisors to work with the intern. Compensation from Office of Exceptional Children: Each school district agreeing to be a training site for an intern school psychologist or the agency serving as the fiscal agent shall receive from the State Department of Education the reimbursement for each intern.
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Agreements
The supervising school psychologist(s) agrees to provide experiences leading to competency
development and attainment as listed in the plan herein and to provide at least 4 hours per week supervision.
_____________________________________ _________________________________________
Field Supervisor Signature/Date Field Supervisor Signature/Date
The district agrees to comply with the training site agreements previously specified.
_____________________________________
District Pupil Services Director
Plan for Attaining Goals
Related to Implementing the Operating Standards for Ohio’s Schools Serving
Children with Disabilities
DIRECTIONS: Please submit this plan along with the student’s outline of planned experience.
A. Name the buildings that are employing Intervention Assistance Teams (IAT) or some other system of team-based, collaborative problem-solving. Will the intern be assigned
to provide services in these buildings?
Service Name of Building(s) Yes No
1. IAT or some other system of
collaborative problem-solving
B. If the intern will not be assigned to these buildings, please explain the reason and
describe the plan formulated to ensure that the intern will gain the skills and knowledge required to implement team-based collaborative problem-solving.
C. How does the district determine the effectiveness of the school psychological services
provided to students and their parents and teachers?
D. If the district does not have a data-based process in place to determine the extent to which school psychological services have made a difference toward attaining desired
goals, how will the intern be provided the opportunity to assess the impact of school psychological services on desired goals?
REV 03/04
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Goals Related to the Operating Standards for Ohio’s Schools Serving
Children with Disabilities
DIRECTIONS: In an effort to prepare students for serving learners under the Operating Standards for Ohio’s Schools Serving Children with Disabilities, university and field
supervisors are asked to include goals similar to those listed below in the intern’s training. Please incorporate within or attach the developed goals to the student’s outline of planned experience.
Goal: Each intern will develop the skills and knowledge necessary to implement services in
a manner consistent with the Operating Standards for Ohio’s Schools Serving Children with Disabilities.
Goal: Each intern will develop the skills and knowledge necessary to make educational
decisions, including eligibility for special education services, using an intervention-
based assessment process.
Goal: Each intern will use a data-based process to determine the effectiveness of the services provided either independently or as a part of a team.
_________________________________________ Field Facilitator Date
_________________________________________ School District
_________________________________________
University Coordinator Date _________________________________________
University
REV 03/04
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Procedures for Evaluation
The method for evaluation will include on-site visits by the university supervisor twice per academic term. Site
visits will include conferences with the field facilitator and intern to review activities, progress toward the
attainment of competencies, and overall 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,
depth, and scope of experiences provided by the local education agency (placement 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(s), field facilitators, 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(s) to initiate and lead a "best practices" problem-solving intervention. The intern will be
provided with a copy of the John Carroll University School Psychology Program Handbook, which includes a
description of due process procedures.
Evaluation Key
4 = Demonstrated: Mastery The intern has demonstrated strong skill or
characteristic/disposition development and can
independently perform the task with no supervision.
3 = Demonstrated: Satisfactory The intern has competently demonstrated the
characteristic/disposition or ability to perform the task.
More experience may be beneficial but is not needed for
competency attainment.
2 = Demonstrated: Developing The intern has demonstrated aspects of the skill or
characteristic/disposition, or has demonstrated the skill
but on a limited basis with more opportunities needed to
develop consistency or assure competency. Close
supervision may continue to be needed to perform the
task or demonstrate the characteristic.
1 = Demonstrated: Unsatisfactory
The intern has not demonstrated the
characteristic/dispositoin or ability to perform the task
when provided with experience and supervision and is in
need of more intense direct supervised assistance and
additional planned activities.
N/O Not yet demonstrated The intern has not demonstrated the characteristic or
ability to perform the task due to no or insufficient
opportunity. Planned activities need to be revised and
specific timelines scheduled.
Progress Monitoring and Evaluation Time Periods: August – September (self-evaluation)
November – December
February – March
April - May
Prescribed Activities/Documentation: The skill, knowledge, and professional characteristic competencies to be met
are subsumed under each NASP standard. In the boxed area beneath each standard, identify the activities/tasks to
meet each standard. Competency indicators/activities should be planned in conjunction with the university and field
supervisors. Also consult your Bb internship classroom for ideas of ways to meet and document each standard. If
more room is needed, enlarge the boxed area or record the additional activities on the back page.
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Portfolio Requirement
Students are required to maintain a comprehensive internship portfolio (in a large three-ring binder) providing
documentation of the competencies contained herein. The portfolio is to be organized according to the NASP
Standards. You may select as many examples as you wish that demonstrates how you met each standard. These
will have already recorded in the boxed areas on this competency form. This portfolio will be reviewed during each
site visit by the university and district supervisor and is due June 10.
2.1 Data-Based Decision-Making and Accountability
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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date Eval Dec Mar May
Specific Skills: a) Select and apply appropriate assessment methods:
- Test administration and interpretation (norm-referenced,
criterion-referenced)
Prescribed Activities/Documentation
- Behavioral assessment: Interviewing; systematic direct observation;
functional assessment/analysis
Prescribed Activities/Documentation
- Curriculum-based assessment:
Prescribed Activities/Documentation
- Ecological/environmental assessment (home, classroom, school,
community):
Prescribed Activities/Documentation
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34
2.1 Data-Based Decision-Making and Accountability (cont.)
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- Assessment of student characteristics (cognitive, emotional, and
motivational factors affecting performance)
Prescribed Activities/Documentation
- Assessment of components of instructional environment that
facilitate/impede learning/ behavior change
Prescribed Activities/Documentation
- Permanent products inspection (e.g., work products, school records)
Prescribed Activities/Documentation
- Integrates assessment results in written reports
-
Prescribed Activities/Documentation
b) Understanding and using assessment in a problem-solving context:
- Use data to demonstrate student problems/needs
Comments: __________________
__________________ _____
- Use data to demonstrate student outcomes
Comments: __________________
__________________ _____
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35
2.1 Data-Based Decision-Making and Accountability (cont.)
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
c) Understanding and using assessment in an accountability context:
- Use data to demonstrate student outcomes (e.g., classwide
intervention-based assessment; classroom, school, and/or district
needs assessment; assessment to improve parent-school communi-
cation; assessment used more effectively for team problem-solving &
intervention planning w/less reliance on traditional comprehensive
testing)
Comments:
Overall Rating
2.2 Interpersonal Communication, Collaboration, and Consultation 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
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific Skills: a) Displays appropriate interpersonal communication skills
- Listens attentively to others
- Displays appropriate empathy
- Paraphrases, summarizes, and questions appropriately
- Participates in group discussions
- Displays appropriate communication with educational personnel
and parents
Comments:
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
b) Conveys information accurately and effectively Writes clearly, coherently, and effectively
- Speaks clearly, coherently, and effectively
Comments:
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36
2.2 Interpersonal Communication, Collaboration, and Consultation (cont.)
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
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
Comments:
d) Displays knowledge and skill in consultative problem solving
- Models support for problem solving initiatives at individual, school,
and system levels by applying a complete and systematic problem
solving process that includes:
Identification and clarification of problem situation, & Models
support for problem solving initiatives at individual, school,
and system levels by applying a complete and systematic problem
solving process that includes:
Implementation and monitoring of interventions
Evaluation of outcomes and follow-up
Comments:
2.3 Effective Instruction and Development of Cognitive/Academic Skills 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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific 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 demon-
strating attainment of standards
Comments:
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)
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2.3 Effective Instruction and Development of Cognitive/Academic Skills (cont.)
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- Knows empirically validated instructional interventions
(e.g., peer-assisted learning, listening previewing, practice
strategies)
Comments:
2.4 Socialization and Development of Life Competencies
The intern is able to develop challenging but achievable behavioral, 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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific 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, desensitization,
skill-training) - Knows empirically validated behavioral interventions
(e.g., reinforcement plans, shaping procedures, self-regulation,
problem-solving, contingency plans, routines)
Comments:
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
- Develops a counseling plan for a student with a disability. This
should be documented in the IEP when counseling is pro-
vided as a related service. Counseling plan should include an
explanation for the service, separate plans for each counseling
session, time parameters, and counseling objectives and goals.
Comments:
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 (data collection procedures that are
appropriate to the nature of the intervention, its goals, and
relevant child and environmental factors)
Comments:
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2.5 Student Diversity in Development and Learning
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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- 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
Comments:
2.6 School Structure, Organization, and Climate
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
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific Skills: 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)
Comments:
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
systems phenomena.
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2.6 School Structure, Organization, and Climate (cont.)
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
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
c) Consults with teachers to implement group strategies that
foster emotionally healthy, supportive classroom environ-
ments
d) 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
Comments:
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
Comments: __________________
2.7 Prevention, Wellness Promotion, and Crisis Intervention
The intern has knowledge of child development and psychopathology in order to develop
and implement prevention and intervention programs for students with a wide range of
needs and disorders.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- 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)
- Assembles crisis intervention reference materials for frequent
review & rapid access
Comments: __________________
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2.8 Home/School/Community Collaboration
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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- 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 communica-
tion with parents/caregivers
- Assesses potential parent/caregiver training needs; develops/imple-
ments/evaluates training program
- Creates and strengthens linkages with community-based agencies
and resources
Comments: __________________
__________________ _____
2.9 Research and Program Evaluation
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 relevant to own work
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- 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)
- Designs and implements an evaluation of own professional practices
Comments: __________________
__________________ _____
2.10 School Psychology Practices and Professional Development
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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific Skills: a) Knows and applies laws and regulations governing special
education identification and placement activities
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2.10 School Psychology Practices and Professional Development (cont.)
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.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
- Is familiar with special education eligibility criteria under IDEA
and Ohio Model Policies and Procedures for the Education of
Children with Disabilities
- Is familiar with parent and child rights under IDEA and Ohio P&P
- Is familiar with due process and procedural safeguards provisions
of IDEA and Ohio P&P
- Is familiar with requirements related to evaluation activities
and IEP development per IDEA and Ohio P&P
Comments:
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
- Familiar with/observes laws pertaining to the delivery of profess-
ional services (e.g.,child abuse reporting, status offenses,
confidentiality, informed consent, etc.)
Comments:
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.)
Comments:
d) Applies methods to routinely evaluate own knowledge
and outcomes of services provided.
(e) Displays appropriate attitudes and behaviors related to
professional and employment status (denote with * areas
below for which the general rating does not apply w/explanation)
- Identifies own strengths/weaknesses
- Recognizes own limitations; seeks advice and information as
circumstances dictate
- Accepts responsibility for own behavior (acknowledges errors;
works toward improvement)
- Accepts and responds constructively to criticism and suggestions
- Cooperates with directives of Field Facilitator
- Shows respect for the expertise/contributions of other professionals
- Respects authority of Field Facilitator, school administrators, etc.
- Keeps supervisor apprised of professional activities
- Persists in completing assigned tasks with minimal oversight (locates
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2.10 School Psychology Practices and Professional Development (cont.)
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
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 responds to communication promptly
- Adheres to district policies and procedures (Attendance and
punctuality; dress and personal hygiene; policies, procedures,
forms related to student cases; policies, procedures, forms related
to employee status, reports, mtg.attendance, etc.)
Comments:
2.11 Information Technology
The intern has knowledge of information sources and technology relevant to own work. Information sources and
technology are accessed, evaluated, and utilized in ways that safeguard or enhance the quality of services to children,
educators, and families.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
Specific Skills: a) Knows how to utilize electronic resources to access information
Utilizes software programs, professional websites, & databases
to obtain valid, reliable information for use with parents, educators,
& children.
Comments: ___________________
b) Uses technology for analysis and information dissemination
purposes - Prepares reports using Microsoft Word
- Analyzes intervention-based data with spreadsheet or statistical
analysis programs (e.g. Excel, SPSS-PC)
- Presents graphic representations of data with computer software
Applications
- Uses email communications effectively and responsibly
(nonintrusive, timely, professional manner)
2.11 Information Technology (cont.)
.
Initiation Self- Nov/ Feb/ Apr/ Competency/Skill/Activity Date (Sept) Eval Dec Mar May
b) Uses technology for analysis and information dissemination
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purposes (cont.)
- Utilizes PowerPoint for professional presentations (e.g.,
inservices, team meetings)
Comments: ___________________
___________________
Documentation of Involvement with Diverse Populations
Timeline Evaluation
(1st, 2
nd, (Key: 1= Exposed
Bldg./Site 3rd
, or or Observed;
4th
quarter) 2 = Served)
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:
Initial Recommendations for the Internship Experience
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 Completion of School Psychology Internship
It is the professional judgment of the University Supervisor and the designated Field Facilitator
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 Facilitator Date
Field Facilitator Date Other Date
APPENDIX F
Intern Case Log
2008-2009
(Note: Data needs to be transferred to Excel spreadsheet pg. 3 by June 10)
Intern: Month:
Student
(Initials)
Gr Sch.
Code
Reason
For
Referral
Initial/
Re-eval
Tier R Disability ED LEP G Intervention
Description
Intervention
Attainment
Level
Intervention
Outcome
Level of
Intern
Involvement
With case
Key:
Student: Insert initials of student
Gr.: Record number of grade level
Sch. Code: Specify code for school (you create)
Reason For Referral: Specify A (Academic), B (Behavioral), S (Social), E (Emotional)
Initial/ Re-Evaluation: Specify I (Initial) R (Re-Evaluation) Tier: Specify 1,2,or3
Tier 1 services (Universal Services, such as, developing local norms using CBM/DIBELS, school-wide or grade level-wide Positive Behavior Supports)
Tier 2 services (Targeted Services, such as, group interventions for academic concerns, group interventions for social & behavioral concerns) Tier 3 services (Individual Services, such as, intervention planning and implementation, crisis counseling, assessment & evaluation)
For Tier 2 & 3 ONLY (transferred to Excel Sheet 3 by June 10)
R (Race/Ethnicity) AA(African-American), AI (American Indian), AS(Asian/), H (Hispanic), MR (Multi-Racial),W (White)
Disability (Special Education Eligibility) SLD, CD, MH, ED, OHI, TBI, HI, VI ED (Economically Disadv) Y (Yes) or N (No)
LEP (Limited English Prof) Y (Yes) or N (No) G (Gender) M (Male) F (Female)
Intervention Description: A (Academic), B (Behavioral), C (Classwide), S (Systemwide), IC (Individual Counseling)
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)
Intervention outcome: 1( Objectives Met), 2 ( Redesign intervention with progress monitoring) 3 (Conduct additional assessment) [can indicate #2 and/or #3 together]
Level of Involvement: 1 (Actively involved in design and progress monitoring of intervention) 2 ( Peripherally involved in design and progress monitoring of intervention)
To be completed monthly and submitted to university supervisor via email & deposited in Dropbox . Students also need to retain an electronic copy. This data will need to be
summarized in June. Please be as accurate as possible.
The summarized data inclusive of June activity needs to be submitted to fulfill requirements for program completion and licensure recommendations