School Psychology

Ed.S.

Internship

Handbook

Department of Psychology Florida A & M University

Tallahassee, Florida 2010

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TABLE OF CONTENTS

Introduction Conceptual Framework Eligibility for School Psychology Internship Preparation for Internship Interviews Preparation for Internship Contractual Agreement between university and district Intern’s Responsibilities and Obligations Department of Psychology’s Rights, Responsibilities and Obligations District’s Rights, Responsibilities, and Obligations Description of Internship Goals of Course Specific Behavioral Objectives Assignments Communication Forms and Evaluation Instruments

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Florida A & M University School Psychology Ed.S. Program

INTRODUCTION

This handbook is intended to familiarize school psychology students with the component parts, the roles, and the expectations for those students undertaking the school psychology internship training program at FAMU. Clinical field experience typically occurs following completion of all course work and at the beginning of the third year of the program. This is considered transition point 5. Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K)

Understand diverse backgrounds of individuals.

F: 5,6,7

I: 3

CF: 1.2 (S,D)

Acquire the skills & dispositions to understand & support diverse student learning.

F: 5,7

I: 3,8

CF: 1.3 (S,D)

Accept and foster diversity.

F: 5,6

I: 3,8

CF: 1.4 (S)

Practice strategies such as: acceptance, tolerance, mediation & resolution.

F: 5,6

I: 3

CF: 1.5 (K, S)

Establish a comfortable environment in which all students can learn.

F: 5, 7, 9, 10

I: 5

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TECHNOLOGY •CF 2 •Through this focal area, the FAMU professional education candidate will:

CF: 2.1 (S)

Use available technology and software to support student learning.

F: 4,12

I: 6

CF: 2.2 (S)

Use technology to manage, evaluate and improve instruction.

F: 1,4,10 12

I: 6,7

CF: 2.3 (K)

Know fundamental concepts in technology.

F: 12

I: 1,6

CF: 2.4 (K)

Understand fundamental concepts in technology.

F: 2,12

I: 6

CF: 2.5 (S)

Use fundamental concepts in technology.

F: 12

I: 6

VALUES •CF3 •Through this focal area, the FAMU professional education candidate will:

CF: 3.1 (S)

Work with colleagues in a professional manner.

F: 6

I: 2,5

CF: 3.2 (S)

Interact with students, families and other stakeholders in a manner that reflects ethical and moral standards.

F:11,6

I: 9,10

CF: 3.3 (S,D)

Show respect for varied (groups) talents and perspectives.

F: 5,6

I: 3

CF: 3.4(D) Be committed to individual excellence. F: 3,9 I: 5,9 CF: 3.5(D)

Recognize the importance of peer relationships in establishing a climate for learning.

F: 7,2

I: 5,10

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will:

CF: 4.1 (K)

Understand a variety of instructional/professional strategies to encourage student development of critical thinking and performance.

F:4,7

I: 4

CF: 4.2 (S)

Use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance.

F:2,7

I: 4

CF: 4.3 (D)

Values critical thinking and self-directed learning as habits of mind.

F: 4

I: 1,4

CF: 4.4 (K)

Acquire performance assessment techniques and strategies that measure higher order thinking skills of students.

F:1,4

I: 1,8

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8

I: 4

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PROFESSIONALISM • CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K) Know the content F: 8 I: 1 CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F:7,9

I: 7

CF: 5.3 (D)

Demonstrate commitment to professional growth & development.

F:3,7

I: 9

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development of children and adults.

F: 7

I: 2

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2

I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respectful behavior.

F: 9

I:5,9

C.F: 5.8 (K,S)

Know and use student personnel services

F:5,10,12

I: 2,10

URBAN/RURAL EDUCATION •CF6 •Through this focal area, the FAMU professional education candidate will:

CF: 6.1 (S)

Be able to work in school settings with varied levels of human and material resources.

F: 9, 10, 11

I: 10

CF: 6.2 (S,D)

Be able to work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide.

F: 11

I: 3

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11

I: 2,3

CF: 6.4 (S)

Communicate effectively with students’ parents and the community.

F: 5,11

I: 6

6 Eligibility for School Psychology Internship A year prior to the internship year (fall semester), those preparing for internship will meet with the university supervisor for school psychology interns and declare their interest in interning by completing an internship declaration form. To be eligible, the student must have successfully done the following:

• completed the equivalent of three semesters of coursework; • completed at least one semester of practicum; or • be currently enrolled in the first semester of practicum and show adequate progress

during the semester; and • have an electronic portfolio that is current.

Students will be notified as to whether they are eligible or ineligible to apply for internship and what their deficiencies are if ineligible. This determination will be made by the school psychology committee and/or the school psychology internship supervisor. Preparation for Internship Interviews In preparation for the competitive internship interview process which typically occurs January and February preceding fall internships, a series of events have been developed that are intended to increase the probability that students will obtain their desired placement and, it is hoped, an internship that provides financial remuneration. Students will be expected to do the following during the fourth and fifth semesters of their program: Fourth Semester

• Receive internship interview study questions • Participate in mock internship interview sessions with peers • Attend a “Preparing for Internship Interviews” workshop (to be scheduled by the university

internship supervisor) Fifth Semester

• Participate in mock internship interviews with faculty • By January 1, submit a list of sites where the student intends to apply and interview for

internship (note: The intern will be notified if a site is considered unacceptable.) • Officially notify the university internship supervisor via email which field placement/internship

they have accepted • Thoroughly complete the Internship Information Sheet by May 1(available on school psychology

internship blackboard site) which is necessary in order for contracts to be developed between the university and the district.

• Complete level 2 background check • By June 1 of the year that the students expect to begin their internship, successfully complete the

General Knowledge section of Florida Teacher Certification Examination

7 Preparation for Internship During the summer prior to fall/spring internship, students are required to attend a 3 to 6 week seminar. The seminar is conducted by the university supervisor of school psychology interns, an individual who is part of the school psychology faculty. The seminar covers topics that are intended to help prepare the intern for field placement. Failure to attend this seminar regularly may result in a lack of support of internship placement in the coming year. Contractual Agreement between university and district A contractual agreement between the university and district that has been approved by the Florida Agricultural and Mechanical University Office of the General Counsel should be signed by appropriate signatories for both parties involved during the summer prior to the start of the internship. The contract is generated by the university supervisor, and provided to the district personnel responsible for committing the district. University signatures are then obtained. Occasionally districts will have separate contract that also requires signatures. The university contract is under separate cover and is not contained here. However, the university contract usually contains but is not limited to the following:

• Beginning and ending dates on contractual agreement between intern and district (a separate document)

• Entity responsible for liability coverage • Remuneration amount • Name and credentials of primary supervisor • Mechanism for continued cooperation, review, or termination of agreement • Confidentiality statement • How disputes should be resolved

Specific responsibilities of intern, field supervisor, and university supervisor as indicated in the contract are below: INTERN’S RESPONSIBILITIES AND OBLIGATIONS

A. Interns shall adhere to the personnel policies of the District. The Intern shall be required to adhere to policies regarding acknowledgement and understanding of confidentiality requirements.

B. Interns are advised to carry individual health insurance policies during fieldwork

placement. C. Interns will be informed that they may need, any or all of the following prior to starting

the internship: 1) a criminal background check, 2) personal health insurance, 3) immunization records, 4) driver license, and 5) drug screening. The Intern will be advised by the District which costs will be the responsibility of the intern.

III. DEPARTMENT OF PSYCHOLOGY’S RIGHTS, RESPONSIBILITIES AND OBLIGATIONS

A. The department shall provide all forms regarding Internship Education and instructions for completing the forms to the Intern and to the Field supervisor as needed.

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B. The University Supervisor will maintain regular contact with the intern and field supervisor via any of the follow means: visitation, telephone, email, or meeting at professional conferences. At least two such contacts per semester are required. C. The university supervisor will supply the district with a course syllabus, Incremental

Evaluation Form and other documents that establish the requirements of the internship and document the experience of the intern.

D. Professional Liability Insurance for the Intern is provided under the university policy in addition to coverage that may be provided by the District.

IV. DISTRICT’S RIGHTS, REPSONSIBILITIES, AND OBLIGATIONS

A. The District agrees to structure the internship experience as needed to meet the needs of the district as well as the goals and objectives of the internship course. The District will require the field supervisor to review the course syllabus and the evaluation form for assistance in structuring the internship experience. The District further agrees to evaluate the intern using the Incremental Evaluation form supplied by the university supervisor and submit these in according with the dates stipulated in the course syllabus. If there is an Internship training manual, the District will supply the university supervisor with a copy so that the university supervisor is knowledgeable of standard training procedures in the district.

B Consistent with standards of the National Association of School Psychologists,

the primary District supervisor of record must have a master’s, education specialist or doctorate in school psychology with at least three years of experience in the field. Additional credentials (years of experience, number of years as a supervisor, coursework in supervision, workshops on supervision, clinical educator training, etc.) should also be listed in the contract. It is understood that additional supervisors may be added as needed for training purposes.

C. Personnel policies of the District shall be given to the Interns. The District has the right

to refuse its facilities and services to any faculty member or Intern whose conduct or work is not in full accord with the District’s standards of performance.

D. The District shall request and receive assistance from the DOP university supervisor

should a problem arise requiring assistance. The District representative/supervisor will be notified regarding name and contact information of the university supervisor prior to the commencement of the internship experience.

E. The District representative will advise the intern, prior to the beginning of the internship,

which of the following are required by the District: 1) a criminal background check, 2) personal health insurance, 3) immunization records, 4) driver license, and 5) drug screening. The Intern will be advised by the District which costs will be the responsibility of the intern.

F. The University and the District will mutually agree upon the duration of the educational

experience and on the number of Interns to be assigned prior to the placement. The required number of internship hours (inclusive of at least two hours per week of field

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supervision and client contacts) to satisfy the university course requirements for internship is 600 hours across two semesters (if the individual is full time - 40 hour week) for a total of 1200 hours. In addition, the District representative will have the Intern sign a separate contract corresponding to the beginning and ending of the contract year for the school district. Included in the 1200 hours are also supervisory hours with the university supervisor, workshops, and professional development trainings.

G. District library, computer and other resources typically available to employees will also

be available to the Intern while assigned to the District. H. If consistent with district policy, the District agrees to provide the intern with

reimbursement for job-related travel to school sites they serve during the internship, in the same way as staff school psychologists.

I. The District may also agree to remunerations to the intern at an agreed upon rate or may

advertise as an unpaid placement site. II. J. The District agrees to provide the Intern with a supportive environment and the adequate

supplies, space, and materials to carry out the functions of an Intern.

K. The field supervisor agrees to maintain contact with the university supervisor particularly regarding any limitations that the intern may have. The field supervisor agrees to collaborate with the university supervisor in addressing any conflicts that may arise or limitations that need to be addressed regarding the intern.

Description of Internship The school psychology internship is supervised practical experience in the institutional setting (clinical field experience). The pre-degree internship is a collaboration between the university and field placement sites that have shown a commitment to training school psychology interns. The internship experience is planned and structured such that the intern can acquire the necessary skills/experiences that will enable him/her to secure the Education Specialist in School Psychology degree and to qualify for State of Florida Certification as a Specialist in School Psychology.

The internship consists of a minimum of 1,200 clinical field clock hours scheduled across two semesters (fall and spring) although district contracts with interns usually extend beyond the fall and spring academic calendar of the university. The School Psychology Intern will work a 40-hour workweek during the course of each semester or term and engage in professional development preparation at the public school site and/or the university. For some internship, a less than full time placement can be arranged if the district is amenable.

Goals of the Course

A. The school psychology intern will utilize the knowledge base of theoretical and psychological foundations, principles, and concepts in professional role functions.

B. The school psychology intern will provide interventions at the appropriate levels in meeting the needs of students in regular education and special education.

10 C. The school psychology intern will utilize the appropriate knowledge base in the application of direct and indirect consultation and intervention services in professional role functions.

D. The school psychology intern will select and administer appropriate psycho-educational assessment instruments to school-age and pre-school age children in making decisions for recommending treatment options.

E. The school psychology intern will utilize the knowledge base of research, program evaluation, and follow-up skills to meet the needs of children, and educational/organizational programs.

F. The school psychology intern will engage in professional development, in-service training, and workshops. The intern may also provide a professional development in-service for teachers, parents, and/or the school psychology staff.

G. The school psychology intern will follow the leadership of his/her supervisor regarding the application of clinical skills and will use the Field Supervising School Psychologist as a model for service delivery.

H. The school psychology intern will perform duties and responsibilities as an intern at or above average performance on the intern evaluation form. Specific Behavioral Objectives 1. The intern will act as a consultant to school personnel and parents in identifying and referring students who have significant learning, emotional and/or behavioral problems or who may have specific instructional needs. This may include (but is not limited to):

a. collecting/analyzing data for response to intervention and participation in appropriately tiered

interventions for students

b. being familiar with the school referral procedures; and

c. assisting Child Study Teams or other school professionals in deciding which students

should be referred for further evaluation

2. The intern will perform intake procedures to gather background information and/or social developmental history or review previously collected historical information about the referred student’s background prior to the psycho-educational assessment. This will enable the intern to develop social assessment skills beyond the use of standardized instruments and may entail the following:

a. reviewing cumulative academic records;

b. conferring with parents, teachers, counselors, and others involved with the student;

c. gathering/analyzing observation data from classroom, cafeteria, playground, and/or

the home setting; and

d. obtaining/reviewing response to intervention data.

3. The intern will evaluate students with an assessment battery of instruments in order to determine the student’s strengths and weaknesses using cultural sensitivity and nondiscriminatory practices. The assessment should culminate in the following:

a. utilization of cognitive/intellectual, achievement, personality, and/or adaptive behavioral checklist assessment measures; and

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b. development of a written comprehensive psycho-educational report describing the developmental history, observation(s), assessment measures, and findings that can lead to classification and/or diagnostic conclusions, and recommendations.

4. The school psychology intern will analyze, synthesize, and present the assessment, diagnostic, prescription results and observations meaningfully to the multidisciplinary team which could consist of any of the following: parents, teacher, social worker, special educator, school administrator, the supervising school psychologist, and other personnel as deemed necessary.

5. The school psychology intern will use the assessment results constructively in making recommendations and/or classroom prescriptions that are both appropriate and pragmatic for home and school.

6. The school psychology intern will become familiar with the most recent policies at the federal, state and district levels where their internship is located relative to the following programs (as well as any others that may not be listed):

1. Remedial Reading Program;

2. Gifted Program;

3. Speech and Language Impaired Program;

4. Visually Impaired Program

5. Physically Impaired Program;

6. Hearing Impaired Program;

7. Specific Learning Disabilities Program;

8. Mentally Handicapped Program; and

9. Other handicapping placements.

7. The school psychology intern will periodically follow-up on classroom prescriptions and special placements as a consultant to verify whether the recommendations were appropriate to meet the students’ needs and, if necessary, make appropriate adjustments to the recommendations.

8. When possible, the school psychology intern will function as a multicultural consultant to the school staff and to the parents regarding affective, cognitive, educational, social adaptive, behavioral and curricular needs of the students. In order to achieve this, the intern should:

a. keeps abreast of current practices and research in school psychology via membership

in the National Association of School Psychologists (NASP) or the American Psychological

Association (APA) - Division 16 for relevant school psychology information;

b. keeps abreast of current practices and research in multicultural issues by such activities

as attendance at conferences, membership, and/or reading professional publications of

the Association of Black Psychologists (ABPsi) or other relevant organizations.

c. conduct at least one in-service training program for teachers or other school

personnel;

d. assists teachers and parents in understanding the individual needs and differences of

children, human development factors, learning theory, group processes, management

techniques, problem solving techniques, etc.; and

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e. provides behavioral management services where applicable.

9. The school psychology intern will provide individual and group counseling to students. To fulfill this responsibility the experience will include the opportunity for each intern to:

a. counsel at least one group of students who may have similar needs;

b. help students understand themselves better by discussing assessment findings with

students who can profit from it; and

c. promotes effective interpersonal relationships by cultivating a climate of respect, confidence and cooperation.

10. The school psychology intern will function as a meaningful contributor and visible member of the school staff through his/her participation as follows:

a. The intern should suggest desirable changes to administrators (i.e., suggest new and

different learning, management and mental health techniques and services);

b. The intern should help develop objectives and goals for the Individual

Education Plan (IEP);

c. The intern should collaborate with the curriculum specialists to improve the learning of the individual and groups of children;

d. The intern should help school personnel utilize standardized group test results;

e. The intern should collaborate with other members of the pupil personnel team to assist in Child Study Team decisions; and

f. The intern should attend occasional faculty meetings and at least one school board meeting.

11. The school psychology intern will function as a liaison between parents and school. In order to do this, the intern should:

a. is familiar with the socioeconomic conditions of the neighborhood serving the school;

b. make at least one home visit (if accompanied by professional staff and the opportunity is available) to observe and to talk with parents whose children may be in need of intervention;

c. attend occasional community based functions that can improve the intern’s knowledge

regarding the community from which students come.

d. attend parent—teacher conferences/meetings on occasion; and

e. demonstrates knowledge of community service agencies by making appropriate referrals when necessary.

12. The school psychology intern will perform school related research or program evaluation by engaging in any of the following:

a. initiates or become a participant in an ongoing research or evaluation project;

b. organizes discussions designed to improve psychological tools and data gathering techniques;

c assist school staff in collecting and interpreting data relative to school programs; and

d. makes presentations to staff regarding current research findings which may impact upon the learning and development of students.

13 13. The school psychology intern will demonstrate a high level of professional ethics (consistent with guidelines provided by the Association of Black Psychologists, American Psychological Association, and the National Association of School Psychology) when interacting with parents, students, teachers, administrators, and other members of the psycho-educational team and school unit. These may include but are not limited to any of the following:

a. participates in discussions with other staff personnel regarding legal and ethical issues affecting the practice of psychology;

b. maintains positive self-conduct and positive regard for the self-worth of others;

c. follows specific guidelines for the delivery of services by school psychologists;

d. adheres to the rules and regulations for the Implementation of the Individual with Disabilities Education Act (IDEA);

e. act in accordance with the Health Insurance Portability and Accountability Act (HIPPA).

14. The school psychology intern will make appropriate use of technology in assessment, data- based decision making, program evaluation and other school related activities that promote student learning.

15. The school psychology intern will engage in continuous improvement. Related activities may include but are not limited to the following:

a. participation in local, state, national and/or international conferences and workshops

b. presentation of training sessions/workshops at local, state or national levels

c. active participation in supervision sessions with field supervisor and other designated school

psychology staff

d. active participation in supervision sessions with university supervisor. Assignments

1. The school psychology intern will help identify pre-school age, and school-age, children/young adults who may need interventions and/or special services through administration and interpretation of an array of norm-referenced assessment instruments ( e.g., WJIII, WPPSI-R, SBIV). Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF4; I8.12; N2.1, F1,4,8; FTCE 2,3,4)

2. The school psychology intern will participate in child study teams, individual education plan meetings, and eligibility staffings by applying federal, state, and district guidelines in order to assist in identifying student needs and making appropriate recommendations for interventions and/or evaluation. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor and acceptable rating of performance by the university supervisor on the related Reflection Paper. The Reflection Paper should include a description of the meeting; the school psychologist’s role; the school psychology intern’s role; recommendations, interventions, consultation provided by the school psychology intern and the school psychologist; discussion of how the intern will incorporate the new experience and link it to familiar knowledge; and discussion of how the intern used , should have used or might utilize in the future professional literature, colleagues, supervisors, and other resources to address the issue/challenge. The Reflection Paper should be no more than three pages in length and submitted to the university supervisor through Taskstream (Team Meetings/staffing/InterventionsCF5; I3.12; N2.2,2.3,2.6,2.8; F1,2,3,7,10; FTCE 2,3,4,7,8)

14 3. The school psychology intern will gather background and ancillary information from various sources(e.g., parent/teacher /other interviews, cumulative folder review, observational data from home/school/other) in order to develop a more comprehensive view of the student in academic and non-academic settings. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor. (CF4; N2.1; F1; FTCE 2,5,6) 4. The school psychology intern will select instruments for administration that address the student’s strengths and weaknesses, are culturally appropriate/sensitive, and that address referral questions. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor and by the university supervisor.(CF15,6,7; I3.11, 3.12; N2.5; F4,5; FTCE 1,2,4,6) 5. The school psychology intern will complete comprehensive psycho-educational reports containing developmental history, observations, response to intervention, scores and interpretation of assessment instruments that can lead to appropriate placement and service recommendations for the student. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by the field supervisor and the university supervisor.(CF4; I8.13; F1,2,8; FTCE 2,3,8) 6. The school psychology intern will present assessment data to the multidisciplinary team (which may include teachers, staffing specialists, parent, supervising school psychologist, school administrator and others) in a way that is meaningful and informative. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF4; I2.13, 8.12, 8.13; F2,8; FTCE 1,3,6) 7. Based on assessment data, the school psychology intern will make recommendations for evidence based interventions to be utilized in home and school settings that are appropriate and pragmatic. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF3, 4; I 4.21, 5.14; N 2.1, 2.2, 2.3, 2.4, 2.7; F 8, 9, 10; FTCE 2, 3, 4, 5, 6, 8) 8. The school psychology intern will be familiar with current state of Florida and district Exceptional Student Education policies. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF 5; I 3.12; N 2.6; FTCE, 4, 7) 9. The school psychology intern will use data-based response to intervention, recommending appropriately tiered interventions, and providing consultation services and following up on classroom prescriptions and recommendations to determine their effectiveness and to modify/add recommendations as needed. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor. (CF 5; I 5.14; N 2.1, 2.4; F 3, 9; FTCE 2, 5, 8) 10. The school psychology intern will be a multicultural consultant for school staff and parents in such aspects as group process, behavior management, and social/human development. In service to this objective, the intern will keep abreast of relevant NASP, APA and ABPsi standards relative to multicultural issues; keep abreast of multicultural research/ issues through readings, conference and workshop attendance; and conduct one in-service training module on any topic including multicultural implications of the topic. Completion of this assignment will be evidenced by acceptable ratings of

15 performance in this area on the Incremental Evaluation Form by field supervisor. (CF 1; I 5.14; N 2.2, 2.3, 2.4, 2.5; F 5, 9; FTCE 5, 6, 8, 9) 11. The school psychology intern will contribute to the educational environment by seeking opportunities to increase his/her knowledge of the environment through attendance of faculty meetings/ school board meetings; participation in review of school wide group standardized test results; participation in curricular and school-wide behavior management when possible. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF 4; I 8.13; N 2.2, 2.6, 2.9; F, 9; FTCE, 9) 12. The school psychology intern will become familiar with the community around the schools served through community involvement, participation in teacher/parent conferences, and obtaining a community based services resource book for referral and service utilization purposes when available. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor.(CF 6; N 2.8; F 11) 13. The school psychology intern will become involved with research and/or program evaluation through direct data collection, and/or participation in program reviews when possible. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor. (CF 4; I 8.12, 8.13; N 2.6, 2.7, 2.9; F 9; FTCE, 1) 14. The school psychology intern will use technology in assessment data collection, scoring, interpretation and/or program evaluation/research as needed. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor. (CF 2; N 2.11; F 4, 12) 15. The school psychology intern will demonstrate appropriate ethical conduct in interaction with students, parents, school personnel and others. The intern will demonstrate knowledge of APA, NASP, ABPsi, HIPPA rules, and IDEA guidelines through ethical behavior and discussion of ethical/legal issues with others. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor. (CF 3; I 10.35; N 2.10; F 6; FTCE 10) 16. The school psychology intern will participate as a learner and presenter in continuing education. This can occur through attendance at or presentations at workshops, professional development sessions and professional conferences (i.e., NASP, FASP, ABPsi, APA conferences, etc.). Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the Incremental Evaluation Form by field supervisor and university supervisor. (CF 5; I 1.11, 9.32; N 2.7, F 3) 17. The school psychology intern will participate in monthly seminars/professional development sessions with the university supervisor in order to enhance skill development, develop strategies to address internship challenges, and discuss internship progress. The intern should actively share information and solicit feedback in order to benefit maximally from the experience. Completion of this assignment will be evidenced by acceptable ratings of performance in this area on the university supervisor’s evaluation of the intern. (CF3; I 1.11, 9.32, 9.33; F 3) 18. The school psychology intern will submit monthly logs reflecting internship related activities and a summary of hours acquired in internship related activities each month. The intern will also submit a 1-2 page narrative Reflection Paper highlighting major learning opportunities, new experiences, as well as challenges experienced during each month. The paper should include: a brief narrative description of

16 activities reflected in the monthly log; more involved discussion of one or two points/experiences/challenges; discussion of how the intern will incorporate the new experience and link it to familiar knowledge; and discussion of how the intern used , should have used or might utilize in the future professional literature, colleagues, supervisors, and other resources to address the issue/challenge. The Reflection Paper should be submitted to the supervisor through Taskstream three days prior to the monthly seminar so that some of the issues may be addressed during seminar. Completion of this assignment will be evidenced by acceptable ratings of performance in this area by the university supervisor and acceptable ratings of the Reflection Paper in Taskstream.(F 3) Legend: CF = Conceptual Framework; I = INTASC; N = NASP; F = FEAP; FTCE = Florida Teacher Certification Examination Communication Official method of communication for the internship is by email and telephone. All interns should provide an operational email address and phone number to the internship supervisor. If this email address or phone number should change during the course of the internship year, the intern is responsible for notifying the university supervisor as soon as possible and supplying the university supervisor with a functioning email address and or phone number. Responses to communication from the university supervisor often require a prompt turnaround of information that is requested so please check emails and voicemails daily and respond promptly. Monthly seminars/meetings (as well as other oral communication) with the university supervisor require computer access, a blackboard account and a telephone number for audible conference calls. The conference call number will be provided prior to the meeting or established at the beginning of the internship year. You will be notified if this number changes. A calendar containing dates and times assignments are due is contained in the syllabus. Seminars will also occur via computers (with speakers) in an Elluminate program utilized by the university. The intern should also notify the university supervisor via email as to information regarding names and contact information (mailing address, email, phone number) for all field supervisors. The intern is responsible for emailing the university supervisor when there is a change in field supervisors. All interns must have Taskstream accounts in order to submit information to the electronic portfolio for assessment. This is the only method by which documents will be evaluated for completion of the internship. If you have not already purchased and set up a Taskstream account, please go to www.taskstream.com and purchase an account. Your account should be available to you for at least 12 months. Please submit all documents in Microsoft word format 97-03 or 2007. Forms and Evaluation Instruments Forms and evaluation instruments that have been referred to in this document are on the following pages. They can be printed and used by the appropriate parties. Questions/Comments If there are questions or comments regarding this document, please contact Jackie Collins Robinson, Ph.D., associate professor, school psychology advisor, Ed.S. program, Department of Psychology, 501 Orr Dr., GEC-C Room 302, Florida A & M University, Tallahassee, Fl, 32307, jackie.robinson@famu.edu, 850 412-7827.

17

Florida A & M University Department of Psychology

School Psychology Internship Information Sheet

Intern Name ______________________________ student ID __________________________ Email address _______________________________ phone ____________________________ Internship site/district: __________________________________________________________ Site contact person/coordinator of school psychology__________________________________ Phone _______________________ Address: _______________________________________ Name, title, email address of individual signing contract for district: ___________________________ __________________________________________________________________________________ Start & end date of internship _______________________ Contract salary for year_____________ Approximate date that you will leave Tallahassee__________________________________________ Topics you would like to have covered in Internship seminar: ________________________________ __________________________________________________________________________________ FTCE STATUS: Comprehensive Exam Status Have you passed the following areas yet? Yes No Date Subject area examination _____ ______ Successfully completed_______ Professional Education test _____ ______ General Knowledge Retake Required _________ Mathematics _____ ______ Reading _____ ______ Success on retake _________ English Language Skills _____ ______ Essay _____ ______ Once you have completed all parts of the FTCE, please send a copy of your results. I recommend that you obtain a graduation application before you leave town. If you change any contact information (email, ph) during the year, please let the internship supervisor know. Do not allow your mailbox to become full such that you cannot receive emails. The internship supervisor must be able to maintain contact with you as some emails will require a quick response from you. Send all documents (including blackboard and taskstream documents) in Microsoft word 2007 or adobe. The university supervisor must be able to open documents for review and grading purposes.

18 School Psychology interns in the Ed.S. program at Florida A & M University should use this document to familiarize themselves with the areas in which they will be evaluated by their field supervisors. The intern is rated in each area by the field supervisor using the following likert scale: 0 = no opportunity; 1=unacceptable; 2= marginal; 3 = acceptable; 4 = favorable.

Internship Areas of Evaluation

I. PROFESSIONAL PRACTICE RULES, LAWS, REGULATIONS AND

ETHICAL STANDARDS

(FEAP - #2 Communication, #6 Ethics, #8 Knowledge of Subject Matter; NASP – 2.10 School Psychology Practice and Development)

A. Exhibits professionalism in presentation and appearance (i.e., dress, speech,

conduct, etc.) B. Shows punctuality in appointments and completion of assignments

C. Exhibits sensitivity and flexibility when relating to individuals from varied cultural backgrounds and various social situations

D. Manifests appropriate interpersonal skills when relating to parents and professionals

E. Models appropriate professional behavior and is helpful to others F. Accepts feedback well and profits from self-evaluation

G. Follows school/agency procedures, regulations, and the instructions of field supervisors and/or administrators

H. Develops and maintains effective communication with students, professionals and parents

I. Accurately reports educational and psychological findings without distortion or bias

J. Applies knowledge of relevant federal, state and county laws/guidelines

governing exceptional student education (such as IDEA, 504) K. Understands and follows ethical standards and practices that are consistent

with the American Psychological Association, the National Association of School Psychologists, and the Association of Black Psychologists

L. Demonstrates ethical behaviors consistent with the Health Insurance Portability and Accountability Act

II. CONSULTATION AND INTERVENTION (DIRECT AND INDIRECT) SKILLS

19

(FEAP - #2 Communication, #3 Continuous Improvement, #4 Critical Thinking, #6 Ethics, #8 Knowledge of Subject Matter; NASP – 2.2 Consultation and Collaboration, 2.7 Prevention, Crisis Intervention, and Mental Health) A. Develops effective rapport with students, parents, teachers, staff, colleagues and administrators B. Collects relevant data from parents, school personnel, cumulative folder, and from the student C. Observes students in educational environment to collect direct objective and subjective data D. Understands and assists others in implementing basic principles of behavioral management and

classroom management E. Accurately identifies student needs and makes appropriate recommendations based on available

data F.. Consults with school personnel (and family members when available) in providing evidence-

based interventions for children G. Follows up on recommended interventions to determine their effectiveness and the need for

modifications or additional interventions H. Intervenes when preventative or crisis intervention skills are needed to stabilize the school

environment or meet the needs of an individual within the school I. Becomes familiar with the community around the schools served through community

involvement, or participation in teacher/parent conferences and/or obtaining community resources books that identify community services

J. Supports other school personnel through their continuous improvement process K. Is knowledgeable of multicultural issues and is able to consult with others on cultural or ethnic

issues when relevant III. PSYCHOEDUCATIONAL ASSESSMENT SKILLS AND REPORT WRITING

(FEAP - #1 Assessment, #2 Communication, #4 Critical Thinking, #5 Diversity, #6 Ethics #7 Human Development/Learning, #8 Knowledge of Subject Matter, #10 Planning, #12 Technology; NASP – 2.1 Data-Based Decision-Making and Accountability, 2.3 Effective Instruction and Development of Cognitive/Academic Skills, 2.4 Socialization and Development of Life Skills,2.5 Student Diversity in Development and Learning, 2.11 Information Technology) A. Psycho-educational reports are organized appropriately relative to the following

items: a. Identifying data b. Referral information

c. Social background/developmental history

d. Behavioral observation e. Tests administered f. Test results g. Test interpretation h. Clinical impressions i. Summary and recommendations

20 B. Reports are clear, concise, organized, and accurate. C. Is able to integrate assessment findings into a well-written report. D. Reports provide accurate and meaningful interpretations of objective assessment

results with respect to normative data E. Reports provide accurate and thorough explanations of the child’s affective,

cognitive, and psychomotor domains of functioning F. Reports reflect awareness of pragmatic and theoretically sound issues relative to the

evaluation of culturally diverse populations G. Reports contribute to the accurate identification of learning and behavioral needs

and inform others as to the interventions/special services that will be necessary H. Reports are based on an array of available sources that may include (but are not

limited to) school personnel/parent interviews, cumulative folder review, observation data, and individual/group test data.

I. Evaluations are based on selection of instruments for administration that address the student’s strengths and weaknesses, are culturally and developmentally appropriate/sensitive, and that address the referral question(s)

J. Assessment data presented to multidisciplinary team (which may include teachers, staffing specialists, parent, supervising school psychologist, school administrators and others) in a way that is meaningful and informative

K. Uses technology in data collection, scoring, and interpretation as needed IV. PROFESSIONAL EDUCATIONAL, PSYCHOLOGICAL, AND RESEARCH EVALUATION SKILLS

(FEAP - #1 Assessment, #5 Diversity, #7 Human Development/Learning, #8 Knowledge of Subject Matter, #9 Learning Environment,#10 Planning, #12 Technology; NASP – 2.3 Effective Instruction and Development of Cognitive/Academic Skills, 2.4 Socialization and Development of Life Skills,2.5 Student Diversity in Development and Learning, 2.9 Research and Program Evaluation,) A. Is aware of educational philosophy and contemporary methods for regular and

special education programming. B. Applies knowledge of multicultural education. C. Applies knowledge of normal, pathological and exceptional child development D. Uses technology in data collection, scoring, and interpretation as needed E. Exhibits knowledge of normal, pathological and exceptional child development F. Exhibits knowledge of grade level competencies for mathematics, reading, and

writing for the regular education curriculum G. Knows and applies behavioral management techniques such as observing and

recording behavior, and implementing behavioral change strategies within the school setting

H. Understands and applies measurement principles in psycho-educational data collection and interpretation

I. Applies research, statistics, and evaluation skills in addressing individual and

21

programmatic needs when applicable V. PLANNING, ORGANIZATION, AND GOAL ORIENTATION (FEAP - #1 Assessment, #2 Communication, #5 Diversity, #7 Human

Development/Learning, , #8 Knowledge of Subject Matter; #10 Planning, #11 Role of Teacher/School Psychologist; NASP – 2.6 School and Systems Organization, Policy Development, and Climate

A. Gathers sufficient background information to develop a comprehensive view of the

student and plans appropriate interventions accordingly B. Obtains knowledge of the school environment through attendance of school board

meetings, faculty meetings, or other informational meetings so that contributions to the educational environment can be enhanced

C. Organizes data into an effective plan for intervention, and prescriptions D. Makes effective and efficient use of skills and time E. Becomes involved in program reviews and program evaluation when possible F. Successfully completes referrals, logs, reports, and other assignments in a timely

manner. G. Is cognizant of own strengths and weaknesses and actively seeks to improve and

remove deficits in skills H. Takes initiative in seeking new responsibilities I. Is genuinely interested in the program goals beyond normal time expectations J. Regularly attends staff and team meetings

22

Florida A & M University College of Arts and Sciences Department of Psychology

School Psychology Internship Student Professional Dispositions

Date:_______________ Intern Name:________________________________________Student ID:_____________________ Evaluator’s Name:____________________________________Position:________________________________ The university supervisor works closely with the school psychology intern in helping to develop skills and dispositions that are conducive to the practice of school psychology in the schools. Dispositions are the professional attitudes, and work related behaviors that facilitate work completion and good working relationships. This form is intended to capture some of the expected dispositions of school psychology interns. Scoring Rubric/Criteria for Rating

Favorable Acceptable Marginal Unacceptable 4 3 2 1

The intern consistently/ thoroughly demonstrates indicators of performance (meets requirements)

The intern usually and extensively demonstrates indicators of performance (meets requirements)

The intern sometimes (but not the majority of the time) demonstrates indicators of performance (does not meet requirements)

The intern rarely or never and inappropriately or superficially demonstrates indicators of performance (does not meet requirements)

Professionalism: The school psychology intern demonstrates Professionalism (please indicate performance level with “x”)

F 4

A 3

M 2

U 1

Punctuality ‐ Does not exceed one absence per semester for

attendance at seminars

‐ In seminar at or before specified time ‐ Completes assignments on or before due dates

Engagement in learning ‐ Actively participates in didactic seminars ‐ Actively participates in case discussions/reflections ‐ Demonstrates problem solving/critical thinking skills

Emotional Management o Problem solves emotionally laden content

appropriately

o Reacts reasonably to situations o Expresses emotions appropriately

Effective Communication: The school psychology candidate demonstrates effective communication skills

‐ Uses standard English language in most settings ‐ Uses appropriate tone of voice for setting ‐ Clearly articulates concepts (e.g., avoids words such as

“you know”, um, uh-uh, and similar terms)

‐ Maintains respectful communication with others (as reflected in tone of voice, non-verbal communication, verbal content)

23

‐ Avoids confrontational behavior ‐ Articulates concerns/issues well to facilitate resolution

2 Scoring Rubric/Criteria for Rating

Favorable Acceptable Marginal Unacceptable 4 3 2 1

The intern consistently and thoroughly demonstrates indicators of performance (meets requirements)

The intern usually and extensively demonstrates indicators of performance (meets requirements)

The intern sometimes (less than half of the time) demonstrates indicators of performance (does not meet requirements)

The intern rarely or never and inappropriately or superficially demonstrates indicators of performance (does not meet requirements)

Respectful Behavior: The school psychology intern demonstrates respectful behavior (please indicate performance level with “x”)

F 4

A 3

M 2

U 1

‐ Considers impact of opinions and actions on others ‐ Listens and gives helpful feedback ‐ Reacts reasonably to situations (e.g., avoids verbal

confrontational behavior)

Ethical Behavior: The school psychology intern demonstrates ethical behavior

‐ Demonstrates academic honesty - Follows ethical code of conduct for profession

‐ Protects confidentiality of students/clients Reflective Behavior: the school psychology intern demonstrates reflective behavior

‐ Accepts feedback and suggestions, and incorporates in subsequent practice in various settings

‐ Demonstrates accurate self-analysis regardings strengths and weaknesses

Response to supervision: the school psychology intern acts in ways that will allow for maximum benefit from supervision

‐ Flexible in establishing meeting times and making arrangements to meet with supervisor

‐ Follows established protocol and procedures ‐ Responds appropriately to directives and supervision ‐ Seeks supervision beyond established times when

needed

24

Florida A & M University

School Psychology Internship Log

Intern ________________________________________ District_______________________________ (please print) Field Supervisor(s)____________________________________________________________________ (please print) School Assignment_______________________________(see below to provide information regarding school) Date _______ Numbers of Activity Intern’s Supervisor’s Yr_20____ Hours Signature Signature

Name of School______________________________grades ______________ category: urban________ suburban____ rural____ Percentage of students on free or reduced lunch ________________________ Racial make-up: %White______%Black______ %Hispanic________ % other (label)_______________ Exceptionalities served _________________ ________________ ____________________________

25

Add a page if more than one school

Florida A&M University School Psychology Clinical Training

Incremental Progress Evaluation Form

Name of Candidate:______________________________________________________________ Last First M.I. Title/Position: School Psychology Internship Student_____________________________________ Name of School/Agency:__________________________________________________________ Internship Progress Evaluation 1_2__3__4 Fall A____ Fall B____ Spring A___ Spring B______ (circle one) (check Semester)

Clinical Field Observation Time Period Covered: From__________ To____________________

INSTRUCTIONS The School Psychology Progressive Evaluation Form is designed to assess the Intern’s skills and

competencies practiced in a clinical setting. The practical experiences during this 1-year experience

should reflect professional standards as outlined by the National Association of School Psychologists

(NASP), professional competencies, and educator accomplished practices as provided by the

Department of Education (DOE). Skills and competencies addressed include data-based decision

making, consultation and collaboration, knowledge of the development of cognitive/academic skills,

socialization, life skills, awareness of diversity in development and learning, systems organization,

assessment, prevention and intervention, and mental health. Professional competencies are evaluated

four times (i.e., two times per semester) during the internship. It is recommended that initially the Field

Supervisor and student intern complete the form independently and complete a final form in a

conference together. Effective utilization of this evaluation form requires evaluation of the intern

relative to what would be expected of a trainee at that point in their training. All four of the completed

evaluation forms are to be returned to the university’s supervisor of school psychology interns at each

designated point. The four designated points are October 15, November 29, February 28, and April

20.

26 Please use the following rating scale to assess the intern in the areas below: 0-No Opportunity -The intern candidate had no chance to perform this competency adequately.

1-Unacceptable-The intern candidate performed well below average in this competency and/or skill.

2-Marginal- The intern candidate performed below average in this competency.

3-Acceptable- The intern candidate performed this competency satisfactorily and/or skill lacks experiential background.

4- Favorable- The intern candidate performed the competency and skill above expectation.

KEY TO RATINGS

0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL

3 – ACCEPTABLE 4 – FAVORABLE

I. PROFESSIONAL PRACTICE RULES, LAWS, REGULATIONS AND ETHICAL

STANDARDS

(FEAP - #2 Communication, #6 Ethics, #8 Knowledge of Subject Matter; NASP – 2.10 School Psychology Practice and Development) A. Exhibits professionalism in presentation and appearance (i.e., dress, speech,

conduct, etc.)

B. Shows punctuality in appointments and completion of assignments C. Exhibits sensitivity and flexibility when relating to individuals from varied cultural

backgrounds and various social situations

D. Manifests appropriate interpersonal skills when relating to parents and professionals

E. Models appropriate professional behavior and is helpful to others F. Accepts feedback well and profits from self-evaluation G. Follows school/agency procedures, regulations, and the instructions of field

supervisors and/or administrators

H. Develops and maintains effective communication with students, professionals and parents

I. Accurately reports educational and psychological findings without distortion or bias

J. Applies knowledge of relevant federal, state and county laws/guidelines governing exceptional student education (such as IDEA, 504)

K. Understands and follows ethical standards and practices that are consistent with the American Psychological Association, the National Association of School Psychologists, and the Association of Black Psychologists

L. Demonstrates ethical behaviors consistent with the Health Insurance Portability and Accountability Act

27

KEY TO RATINGS

0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL

3 – ACCEPTABLE 4 – FAVORABLE

II. CONSULTATION AND INTERVENTION (DIRECT AND INDIRECT) SKILLS

(FEAP - #2 Communication, #3 Continuous Improvement, #4 Critical Thinking, #6 Ethics, #8 Knowledge of Subject Matter; NASP – 2.2 Consultation and Collaboration, 2.7 Prevention, Crisis Intervention, and Mental Health) A. Develops effective rapport with students, parents, teachers, staff, colleagues and

administrators

B. Collects relevant data from parents, school personnel, cumulative folder, and from the student

C. Observes students in educational environment to collect direct objective and subjective data

D. Understands and assists others in implementing basic principles of behavioral management and classroom management

E. Accurately identifies student needs and makes appropriate recommendations based on available data

F.. Consults with school personnel (and family members when available) in providing evidence-based interventions for children

G. Follows up on recommended interventions to determine their effectiveness and the need for modifications or additional interventions

H. Intervenes when preventative or crisis intervention skills are needed to stabilize the school environment or meet the needs of an individual within the school

I. Becomes familiar with the community around the schools served through community involvement, or participation in teacher/parent conferences and/or obtaining community resources books that identify community services

J. Supports other school personnel through their continuous improvement process

K. Is knowledgeable of multicultural issues and is able to consult with others on cultural or ethnic issues when relevant

28 KEY TO RATINGS

0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL

3 – ACCEPTABLE 4 – FAVORABLE

III. PSYCHOEDUCATIONAL ASSESSMENT SKILLS AND REPORT WRITING

(FEAP - #1 Assessment, #2 Communication, #4 Critical Thinking, #5 Diversity, #6 Ethics #7 Human Development/Learning, #8 Knowledge of Subject Matter, #10 Planning, #12 Technology; NASP – 2.1 Data-Based Decision-Making and Accountability, 2.3 Effective Instruction and Development of Cognitive/Academic Skills, 2.4 Socialization and Development of Life Skills,2.5 Student Diversity in Development and Learning, 2.11 Information Technology) A. Psycho-educational reports are organized appropriately relative to the following

items:

a. Identifying data b. Referral information

c. Social background/developmental history

d. Behavioral observation e. Tests administered f. Test results g. Test interpretation h. Clinical impressions i. Summary and recommendations

B. Reports are clear, concise, organized, and accurate. C. Is able to integrate assessment findings into a well-written report. D. Reports provide accurate and meaningful interpretations of objective assessment

results with respect to normative data

E. Reports provide accurate and thorough explanations of the child’s affective, cognitive, and psychomotor domains of functioning

F. Reports reflect awareness of pragmatic and theoretically sound issues relative to the evaluation of culturally diverse populations

G. Reports contribute to the accurate identification of learning and behavioral needs and inform others as to the interventions/special services that will be necessary

H. Reports are based on an array of available sources that may include (but are not limited to) school personnel/parent interviews, cumulative folder review, observation data, and individual/group test data.

I. Evaluations are based on selection of instruments for administration that address the student’s strengths and weaknesses, are culturally and developmentally appropriate/sensitive, and that address the referral question(s)

J. Assessment data presented to multidisciplinary team (which may include teachers, staffing specialists, parent, supervising school psychologist, school administrators and others) in a way that is meaningful and informative

K. Uses technology in data collection, scoring, and interpretation as needed

29 KEY TO RATINGS

0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL

3 – ACCEPTABLE 4 – FAVORABLE

IV. PROFESSIONAL EDUCATIONAL, PSYCHOLOGICAL, AND RESEARCH EVALUATION SKILLS

(FEAP - #1 Assessment, #5 Diversity, #7 Human Development/Learning, #8 Knowledge of Subject Matter, #9 Learning Environment,#10 Planning, #12 Technology; NASP – 2.3 Effective Instruction and Development of Cognitive/Academic Skills, 2.4 Socialization and Development of Life Skills,2.5 Student Diversity in Development and Learning, 2.9 Research and Program Evaluation,) A. Is aware of educational philosophy and contemporary methods for regular and

special education programming.

B. Applies knowledge of multicultural education.

C. Supports learning in all children by applying knowledge of normal, pathological and exceptional child development

D. Uses technology in data collection, scoring, and interpretation as needed

E. Exhibits knowledge of normal, pathological and exceptional child development

F. Exhibits knowledge of grade level competencies for mathematics, reading, and writing for the regular education curriculum

G. Knows and applies behavioral management techniques such as observing and recording behavior, and implementing behavioral change strategies within the school setting

H. Understands and applies measurement principles in psycho-educational data collection and interpretation

I. Applies research, statistics, and evaluation skills in addressing individual and programmatic needs when applicable

30 KEY TO RATINGS

0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL

3 – ACCEPTABLE 4 – FAVORABLE

V. PLANNING, ORGANIZATION, AND GOAL ORIENTATION

(FEAP - #1 Assessment, #2 Communication, #5 Diversity, #7 Human Development/Learning, , #8 Knowledge of Subject Matter; #10 Planning, #11 Role of Teacher/School Psychologist; NASP – 2.6 School and Systems Organization, Policy Development, and Climate A. Gathers sufficient background information to develop a comprehensive view of the

student and plans appropriate interventions accordingly

B. Obtains knowledge of the school environment through attendance of school board meetings, faculty meetings, or other informational meetings so that contributions to the educational environment can be enhanced

C. Organizes data into an effective plan for intervention, and prescriptions

D. Makes effective and efficient use of skills and time

E. Becomes involved in program reviews and program evaluation when possible

F. Successfully completes referrals, logs, reports, and other assignments in a timely manner.

G. Is cognizant of own strengths and weaknesses and actively seeks to improve and remove deficits in skills

H. Takes initiative in seeking new responsibilities

I. Is genuinely interested in the program goals beyond normal time expectations

J. Regularly attends staff and team meetings

31 KEY TO RATINGS 0 – NO OPPORTUNITY 1 – UNACCEPTABLE 2 – MARGINAL 3 – ACCEPTABLE 4 – FAVORABLE

VI. PROFESSIONAL DEVELOPMENT

(FEAP - #3 Continuous Improvement, #5 Diversity, #8 Knowledge of Subject Matter, #10 Planning, #11 Role of School Psychologist; NASP School and Systems Organization, Policy Development, and Climate) A. Is a member of a professional psychological organization related to school

psychology.

B. Attends and participates in local organizational meetings if available

C. Engages in professional development relative to the latest psychological trends noted in research journals and other training resources

D. Provides an in-service seminar to parents, educators, or a staff development workshop on a relevant topic, noting the multicultural aspect of the topic

Comments: _________________________________/________ ____________________________/________ Field Supervising School Psychologist Date Intern Date ___________________________________/_________ _______________________________/________ School/Agency Administrator Date University Supervising School Psychologist Date