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1 UNIVERSITY OF LA VERNE College of Education and Organizational Leadership School Psychology Preparation Program Course Syllabus for EDUCATION 589A and 589B SUPSERVISED FIELDWORK (INTERNSHIP)- LEVELS I & II Dr. Jackie M. Allen , ext Office hours from 1:30-4p.m. on M, T, W, & Th 4 Units- 2 units for each level (Graduate Level Only) Prerequisites for Field Work: Education 502, 535, 547, 548, 577, 578, 579, 586 A & B. Education 574 and 579 are taken concurrently. Prerequisites for Internship: Education 501, 502, 503, 504, 535, 547, 548, 549, 550, 564, 571, 572, 573, 574, 577, 578, 586A, and 586B. Education 567, 579, and 598 are taken concurrently. California Commission on Teacher Credentialing Standards for Pupil Personnel Services Credential This course meets or partially meets Standard 3 Socio-Cultural Competence, Standard 4 Assessment, Standard 5 Comprehensive Prevention and Early Intervention for Achievement, Standard 6 Professional Ethics and Legal Mandates, Standard 7 Family-School Collaboration, Standard 8 Self-esteem and Personal and Social Responsibility, Standard 9 School Safety and Violence Prevention, Standard 10 Consultation, Standard 11 Learning Theory and Educational Psychology, Standard 12 Professional Leadership Development, Standard 13 Collaboration and Coordination of Pupil Support Systems, Standard 14 Human Relations, Standard 15 Technological Literacy, Standard 16 Supervision and Mentoring, Specialization Standard 19 Legal, Ethical and Professional Foundations, Specialization Standard 20 Collaborative Consultation, Specialization Standard 21 Wellness Promotion, Crisis 1

2 Intervention and Counseling, Specialization Standard 22 Individual Evaluation and Assessment, Specialization Standard 23 Program Planning and Evaluation, Specialization Standard 26 Culminating Field Experience, and Specialization Standard 27 Determination of Candidate Competence. Course Description: (This course cannot be challenged) This course provides school psychology candidates with 1,200 hours of supervised field work in school and/or community settings. This course emphasizes collaboration and consultation, wellness promotion, counseling and crisis intervention, individual assessment, educational planning and evaluation, program planning and evaluation, and research and measurement. Evidence of Learning Outcomes: Students will: 1. Become familiar with, and practice, the day-to-day service delivery skills and procedures used by school psychologists in the field, especially in a multi-cultural environment. 2. Apply classroom learning in carrying out the responsibilities of a credentialed school psychologist. 3. Develop and demonstrate competence in required experience/skill areas necessary for the delivery of professional school psychology services: individual assessment and evaluation; wellness promotion; crisis prevention and intervention; psychological counseling; diagnosis of learning disabilities; consultation; collaboration; program planning and evaluation; legal and ethical issues; and research, measurement, and technology. 4. Demonstrate skills in assessing and working with students, parents, and families from diverse backgrounds. 5. Develop and demonstrate the ability to work effectively and professionally with other school staff, parents, community members, and other groups to carry out the mission of the school site/district. 6. Demonstrate socio-cultural competence by (a) acceptance and respect for differences; (b) ongoing assessment of one s own and the organizations culture; (c) attention to the dynamics of difference; (d) continuous expansion of socio-cultural knowledge and resources; (e) using culturally appropriate assessment and evaluation methods; (f) using culturally appropriate intervention strategies and/or (g) the adaptation of one s values and behaviors. 7. Develop, practice, and demonstrate personal values, attitudes, and behaviors, which promote the healthy cognitive, emotional, physical, and social development of children and adolescents. 8. Develop and monitor individual and group interventions using data-based decision-making skills of students for a variety of academic and personalsocial concerns. 2

3 9. Demonstrate the ability to use outside resources and make appropriate referrals 10. Demonstrate ability to use communication skills to facilitate pupils efforts to learn and develop positive learning behaviors in student study and IEP meetings, and in consultation with staff and parents. 11. Demonstrate knowledge of the current literature and practices regarding assessment, legal and ethical issues, program planning and evaluation, special education eligibility and rules and regulations, crisis prevention and intervention, student support models, and professional growth and development in preparation for the future role as supervisor. 12. Gain appreciation for the vital role that site supervisors play in the professional training of candidates in a school psychology preparation program. 13. Plan, organize, and evaluate suicide and crisis prevention, intervention, and postvention (aftermath) programs to enable students and school staff to acquire attitudes and interpersonal skills that help them understand and respect themselves and others, understand and develop safety and survival skills, and collaborate on school wide implementation of violence prevention programs. 14. Solicit professional feedback on their performance from supervisors and co-workers, and respond constructively to suggestions for improvement and growth. 15. Demonstrate and document, with the assistance of the university Supervisor of Fieldwork Experience and Site Level Supervisors, the professional standards for the Pupil Personnel Services credential required by the California Commission on Teacher Credentialing. 16. Demonstrate the ability to select appropriate assessment methods, especially with multicultural and language minority students and students with low incidence disabilities to evaluate student cognitive ability, learning potential, academic performance, behavior, and emotional development. 17. Apply knowledge of cognitive, academic, psycho-educational processing, behavioral, emotional, and adaptive behavior assessment methods and procedures in the diagnosis of learning disabilities and other handicapping conditions. 18. Demonstrate the ability to collaborate in the development and monitoring of individual education programs (IEPs) and behavior intervention plans for students from diverse backgrounds and with different abilities from preschool through high school. 19. Demonstrate skills in organizing and implementing inservice education programs for school staff focused on the issues related to school psychology. 20. Demonstrate an ability to identify learning, emotional, physical, and behavioral problems early and develop effective intervention strategies within a variety of school, community, and family environments. 3

4 Course Outline: The fieldwork seminar activities focus on the practical application of competencies developed in prior school psychology preparation program courses and the continuing development of knowledge and skills addressed under Evidence of Learning Outcomes enumerated above. Time will be scheduled on a regular basis to deal with problems encountered during the fieldwork experience and to integrate theory into practice. NOTE: Since the demographics of California public schools are continually changing, it is the policy of the School Psychology Preparation Program that socio-cultural competence be appropriately addressed in all courses. Sociocultural competence is defined as involving school psychology trainees in the continual development of attitude/beliefs, knowledge, and skills related to: (a) awareness of one s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2001)]. COURSE SCHEDULE, OUTLINE, AND ACTIVITIES- Each semester of Supervised Fieldwork students meet at least once a month and discuss experiences, perspectives, concerns, and issues from their fieldwork. Students complete Supervised Field-work-Level I when they log 600 hours and complete Supervised Fieldwork-Level II when they log an additional 600 hours. Students will enroll each semester in Supervised Field Work until they complete a total of 1,200 hours and/or the second semester ends. Students in paid Internship programs are also required to attend Supervised Field Work Classes. Discussion content is determined by student field experience needs and concerns and selected readings from the text Best Practices in School Psychology V. Activities of Participant: Student will: 1. Actively engage in group discussions 2. Actively listen to presentations of the instructor and visiting lecturers 3. Present psycho-educational assessment report(s) and a staff inservice 4. Regularly log field work activities and self-evaluate progress 5. Solicit feedback for the improvement of school psychology skills 6. Perform as a professional in carrying out the duties assigned by the University of Field Work Experience and the On-Site Supervisor Examples of Student Fieldwork(Internship) Activities May Include: Students will: 1. Review student records, interview students, teachers, and parents 4

5 2. Observe individual students in regular education and special education classrooms 3. Use assessment data to develop effective academic or behavioral interventions 4. Use school or district outcome data for the purpose of evaluating a specialized program or student placement 5. Participate in SST and IEP site meetings 6. Work with parents and school staff to design interventions to improve students academic achievement and school adjustment 7. Participate in interdisciplinary team program planning 8. Collaborate with community mental health agencies 9. Provide inservice trainings 10. Individual and group counseling 11. Crisis counseling 12. Aftermath program development and coordination 13. Home visits, phone calls, and letters to parents 14. Writing school newsletter articles 15. Develop parent education material and presentation 16. Link students and families to community resources 17. Make referrals to community mental health providers and County Mental Health Agencies 18. Assess personal, classroom, school site, and community factors that support or impede student learning 19. Assessment of at-risk behaviors (academic, behavioral, affective, adaptive) 20. Develop academic, behavioral, affective, adaptive, and social goals on IEP, ITP, and Section 504 plans 21. Develop behavior support plans 22. Participate in IEP, ITP, and Section 504 plan meetings 23. Screen and assess individual students for cognitive, academic, affective, adaptive, and behavioral development 24. Conduct Functional Behavior Assessment and analysis 25. Write assessment results in psychoeducational reports 26. Report results of assessments 27. Design, implement and evaluate prevention, intervention, and other mental health program 28. Evaluate local school programs to improve student learning and adjustment 29. Work with students of different cultural and socioeconomic backgrounds 30. Work with students of different language backgrounds 31. Work with students of different ability levels 32. Work with students with different learning styles 33. Investigate and use school, district, or state data sources 34. Develop research designs 35. Evaluate published research 36. Develop self-esteem and personal/social responsibility in self and students 37. Provide leadership and advocacy 38. Practice legal and ethical principles of school psychology 39. Attend staff and district meetings 40. Participate in school/district committees 5

6 41. Attend professional development workshops/conferences 42. Join a professional association 43. Evaluate self progress and incorporate feedback into practice. Assessment Plan: 1. Each semester the On-site Supervisor will complete an evaluation of student progress in all competency areas and submit to the University Supervisor. 2. Each semester the school psychology candidate will complete a Self Evaluation of Competencies and turn into the University Supervisor. 3. In addition, part of the evaluation in the course shall include the following documents to be turned in to the instructor at the conclusion of the course- Levels I and II: a. Evidence of how and to what extent knowledge, experiences, and/or skills under each learning outcome contained in the course outline was met by the student. b. Statement of self-reflection on expectations/needs for future growth under each of the learning outcomes in the course. If none is needed under a specific learning outcome, the student should write not applicable. c. Students are to be specific and detailed under 4a and 4b above. After being critiqued by the instructor, these documents are to be signed, dated, and returned to the student in order that they can be placed in the student s Professional Growth Portfolio for School Psychology Candidates. 4. A Credit grade will be granted upon completion of the following: a. Completion of all supervised field experience hours and in-class activities scheduled for the course. b. Completion of Evidence of Meeting Learning Outcomes Contained in Course Syllabus. c. Receipt by the University Supervisor of Field Work Experience of a signed Field Experience Agreement and Competency Evaluation Rating Form completed by the On-Site Supervisor at each site used during the course(s). d. At the end of the year a rating of 3 (Competent) or higher on all competency areas identified on the Competency Rating Form(s). e. Completion and verified Field Experience Logs, Summary Log covering all hours accomplished during the course. NOTE: A student receiving a substandard rating of 2 (Emerging) in a given competency area may subsequently demonstrate competency in that area at the same or a different site. 6

7 NOTES: 1. Students are reminded of the University of La Verne policies on academic honesty which appear in the ULV Catalogue. Academic dishonesty will be viewed as a serious offense. 2. Because this course centers around discussions and presentations, class participation is given a high priority. Anticipated problems with attendance should be discussed in advance with the instructor. Any class that is missed will need to be made up. 3. The instructor reserves the right to change the class requirements as appropriate. Texts, Materials, and Resources: TEXTS Allen, J. (2008). Professional portfolios for school psychology candidates. La Verne, CA: University of La Verne. Thomas, A. & Grimes, J. (2008). Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists (selected readings). Supplemental Reading: Allen, J. (2008). Handbook for school psychology trainees. La Verne, CA: University of La Verne. Allen, J. (2008). Handbook for internship programs. La Verne: CA: University of La Verne. Reynolds, C. & Gutkin, T. The handbook of school psychology, latest ed. New York, NY: John Wiley & Sons, Inc. Wilens, T. Straight talk about psychiatric medications for kids, latest ed. New York, NY: The Guilford Press. Research Journals: 1. The School Psychology Review 2. The California School Psychologist 3. Journal of Counseling Psychology 4. Journal of Educational Psychology 5. The Counseling Psychologist 6. Educational Psychologist 7. Child Development 8. Adolescent Psychology 9. Learning Disability Quarterly 10. Journal of Special Education 7

8 11. Exceptional Children Internet Resources: 1. Proquest Direct 2. EBSCO Host (Downloadable professional journal articles, many in full text). 3. School psychology resources on the Web. 4. Special Education Programs: A Composite of Laws Database NOTE: It is mandatory for students to have access to the Internet in this course. 8

9 Supervised Fieldwork (Internship) in School Psychology Dr. Jackie M. Allen EDUC 589A Fall 2009 SESSION DATE CLASS SCHEDULE AND ASSIGNMENTS TOPIC ASSIGNMENTS DUE #1 8/31/09 Introduction Sign Up for Article Critiques Professional Portfolios Fieldwork (Internship) Documents Class Assignments #2 9/14/08 Discussion of Site Placements- Field Experience Agreement 9/21/09 Questions and Concerns Planning Document Article Critiques Student Data Sheet BP V- Chs. 10, 17, 20, 41 #3 9/28/09 Discussion of Field Experience Article Critique 10/05/09 Article Critique BP V- Chs. 31, 33, 34, 96 #4 10/12/09 Praxis Overview Article Critique 10/19/09 Discussion of Field Experience BP V- Chs. 37, 76, 95, 114, 115 #5 10/26/09 Praxis Review Article Critique 11/02/09 Discussion of Field Experience Summary of Assessment Workshop BP V- Chs. 42, 86, 91, 92 #6 11/16/09 Praxis Review Self Evaluation of Competencies 11/30/09 Discussion of Field Experience BP V- Chs. 120, 121, 122 #7 12/14/09 Discussion of Field Experience Check Out of Level I- 600 hrs., Holiday Celebration Logs & Summary Sheet, School Letter All students are expected to attend all 7 sessions of Field Work. If a student is unable to attend their assigned session, he/she must arrange a make-up session with the instructor. Discussion of Readings from Thomas and Grimes-Best Practices in School Psychology V. 9

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