Table of Contents. Program Mission. Page 2. Program Goals Page 3 Background and History of the RIT School Psychology Program...

Transcription

1 Table of Contents Program Mission. Page Program Goals Page Background and History of the RIT School Psychology Program... Page 4 RIT School Psychology Faculty. Page 4 What Exactly is Practicum?... Page 5 Practicum Sequence Page 5 Field-Based Practicum Supervisor Responsibilities... Page 6 University-Based Practicum Supervisor Responsibilities.. Page 7 Practicum Student Responsibilities Page 8 Assessment for Practicum Students Page 8 RIT School Psychology Proposed Plan of Study... Appendix A Optional Activities for RIT Practicum Students. Appendix B NASP Competencies & Levels of Intervention.. Appendix C Field Experience I Plan and Evaluation.. Field Experience II Plan and Evaluation... Advanced Practicum I Plan and Evaluation.. Appendix D Appendix E Appendix F Advanced Practicum II Plan and Evaluation.. Appendix G Student Evaluation of Practicum Placement and Supervisor. University Evaluation of Student... Appendix H Appendix I Practicum Log/Timesheet... Appendix J Practicum Agreement. Appendix K Reciprocity Agreement... Appendix L

2 Page Welcome Thank you for assisting in a crucial part of RIT s school psychology program! As a practicum supervisor, you provide a School Psychology graduate student with unforgettable experiences with children, parents, and teachers. This service is invaluable, and one of the reasons why students choose our program. The practicum experience has been designed to provide our graduate students with skills consistent with our mission and program philosophy, and is consistent with the domains of the School Psychology Blueprint for Training and Practice III (See Appendix C). The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for the preparation of students to become professional school psychologists. The scientist-practitioner school psychologist is a professional who has developed an empirical understanding of human behavior in order to apply a wide breadth of knowledge in assessment, intervention, cultural diversity, research, curriculum and instruction, technology, and ecological influences on child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has a thorough understanding of educational and psychological research and practice and is capable of independent decision making, serves as an advocate for children and families, and uses strength-based solutionfocused problem solving in order to help children succeed in their school environment. All students are expected to demonstrate high standards of competence in their professional interactions with children, parents, and school personnel. The School Psychology Program stresses that interventions with and evaluations of children and youth emerge from a comprehensive, flexible, ecological perspective that draws form fields of study such as psychology, biology, education, and sociology. From a multicultural perspective, the program stresses the understanding of, respect for, and responsiveness to the unique needs of children and their families. The RIT school psychology program s training model incorporates a reciprocal relationship between coursework and fieldwork whereby theories, techniques, and relevant literature presented in courses are supplemented by field experiences. As students gain greater depth of knowledge of school psychology through the course curriculum, field experiences become increasingly comprehensive. During their first year of study, students learn a variety of methods of gathering reliable and valid data (e.g., observations, interviews, standardized assessment, report writing) and practice gathering data in their field experiences using these methods. Concurrently, first year students interact with a variety of school personnel in their field placements to experience the operations and organizations of school systems and the role and function of the school psychologist. During their second year of study, students learn how to use collected data to develop, implement, and evaluate interventions. Second-year field experiences provide students with opportunities to apply and evaluate academic and behavioral interventions, consult with teachers and parents, counsel children and adolescents, and conduct psychoeducational evaluations, all under close supervision. During their third year of study (internship year), students continue to develop their professional skills, maintaining a scientific orientation while adhering to a high level of professional and ethical standards in order to function as an independent school psychologist. Revised 8/05

3 Page RIT School Psychology Goals Goal : Students will develop a professional identity as a school psychologist whose conduct is consistent with NASP and APA ethics codes, and Best Practices. a. Students will demonstrate professional and interpersonal characteristics known to foster the trust and respect of those with whom the student encounters in his or her professional roles. b. Students will consider the influence of individual differences and cultural diversity factors on development, behavior, and functioning in all areas of practice. c. Students will demonstrate relevant knowledge and provide services consistent with legal regulations and ethical standards in school psychology. d. Students will participate in the activities related to state and/or national professional organizations (e.g., NASP, NYASP, CEC, etc.) Goal : Students will develop competency in the application of the scientific method and its resultant body of knowledge. a. Students will demonstrate competence in the critical review and evaluation of the psychological and educational research literature. b. Students will apply principles of research design, data analysis and data interpretation to school-related problems and original research. c. Students will acquire content knowledge of psychological foundations relevant to children s development and schooling. Goal : Students will develop competency in data-based decision making and accountability. a. Students will have knowledge of varied methods of assessment in education (e.g., normreferenced, curriculum-based, direct behavior, ecological) and the psychometric properties for various purposes (e.g., screening, intervention development, progress monitoring). b. Students will develop competency in selecting, administering, scoring, interpreting, and integrating psychological assessment data in response to a defined referral concern. c. Students will become skilled at translating assessment and data collection to conceptualizing and evaluating the implementation of and response to interventions. Goal 4: Students will develop competency in collaborating with families and school professionals in providing effective academic and mental health services to children at individual and systemic levels. a. Students will participate meaningfully on teams charged with developing and implementing effective school-wide practices that promote academic success and mental health in children. b. Students will engage parents in ongoing collaboration with the school in providing effective services to their child(ren). c. Students will contribute meaningfully to the development, implementation, and evaluation of effective interventions for students identified as needing additional academic support. d. Students will contribute meaningfully to the development, implementation, and evaluation of effective interventions for students identified as needing additional behavioral and/or social-emotional support. Revised 8/05

4 Page 4 Program Background The Rochester Institute of Technology (RIT) offers a three-year program of graduate study in school psychology at the specialist level. The program is 66 semester credits and culminates in a Master of Science degree and an Advanced Certificate. The RIT school psychology program is fully accredited through the New York State Department of Education and approved by the National Association of School Psychologists. Upon graduation from the school psychology program, students receive provisional certification by the New York State Department of Education. A Master of Science degree in school psychology through the College of Liberal Arts was first established at RIT in 986, as it was deemed consistent with RIT s mission of providing educational programs for career development. By 994, the school psychology program became fully approved by the National Association of School Psychologists. Presently, the school psychology program is housed within the Department of Psychology in the College of Liberal Arts. RIT School Psychology Faculty Suzanne Bamonto, Ph.D., Paula Chase, M.S., A.C. Scott P. Merydith, Ph.D. Jennifer Lukomski, Ph.D., NCSP Vincent Pandolfi, Ph.D. Associate Professor Graduate Program Director, Psychology Department Lecturer Practicum and Internship Coordinator Professor Professor Associate Professor Revised 8/05

5 Page 5 What Exactly is Practicum? Practicum is an opportunity for RIT s school psychology students to gain hands-on experience in the schools as they progress through their coursework at RIT. From the first day of classes, students are assigned field supervisors who are school psychologists in local school districts or agency settings. Through practicum, students learn how schools function as organizations, the various roles of school psychologists and other school personnel, the issues and needs of children and their families, how research and theory learned in class applies to the practice of school psychology, and most important, students apply what they are learning. This field experience is part of what makes RIT s school psychology program unique, as many training programs only offer one or two semesters of direct experience in schools. Students are expected to spend one full school day (6 hours) per week at their practicum site (a total of 5 days per semester). When a student is unable to attend on a scheduled day, the student notifies the field placement supervisor in advance and schedules a make-up day. In addition, the RIT School Psychology program requires that students attend weekly on campus seminars, online discussions, and practicum lectures. Typically the first-year Field Experience students will be placed in a different setting each semester. It is expected that second-year Advanced Practicum students will spend the entire year in the same placement. Therefore, each student should experience three different field settings during their first two years of study. Over the course of the two year period, great care and consideration is made in placing students in a variety of settings (i.e., rural, urban, suburban ), with a range of ages (i.e., preschool, elementary, middle school, and high school students), as well as with a continuum of services (regular education, resource, self-contained, hospital, residential). Fortunately, the Rochester and Western New York area offers an excellent range of school settings for practica experiences. In the course of training, RIT students gain experience at all educational levels with a diverse pupil population relative to cultural-ethnic background, disability, and SES. RIT practica students rotate through these placements and emerge with a better sense of problem solving opportunities, and the challenges facing today s educational system. Practicum Sequence Field Experience I: Professional School Psychology Foundations In their first semester of practicum, students become acquainted with how school systems are organized and operate. They observe the school psychologist's many roles and functions. Most students in the first rotation are placed in a suburban or rural school district. The activities they become involved in correspond with their fall coursework. Over the first year, students conduct classroom observations and, tutor students, participate in pre-referral strategies, conduct limited assessments (e.g., achievement testing and selected cognitive subtests), and consult with teachers. Revised 8/05

6 Page 6 Field Experience II: Professional School Psychology Foundations In their second semester of practicum, students broaden their hands-on experiences and deepen their skills. They are encouraged to be proactive and take initiative. Corresponding with more advanced coursework, students begin to do Curriculum Based Measurement, prevention programming, functional behavior analyses and more comprehensive evaluations using a variety of assessment techniques. They are also able to compare and contrast their first semester experience with their second semester experience. Advanced Practicum I and II: Issues in Diversity The second year of practicum is the culminating field experience prior to the student s internship year. This is where students apply their knowledge and skills to the field in a more integrative, as well as independent level. The two overriding expectations for this experience are for students to take initiative and for them to become more independent. Under the supervision of the field supervisor, students will deepen the level of their assessment skills and their role in direct-indirect interventions. Sensitivity to the diverse cultural student populations that we have in the Greater Rochester Area is crucial. Many of the students in this third practicum will be working with inner city youth of Rochester, as well as with special programs administered by BOCES personnel. For this advanced practicum experience students can administer, score, and interpret (with supervision) a wide range of tests (cognitive, achievement, and social-emotional). They are also able to do curriculum based measurement and progress monitoring. The program expects that students do one or the other form of assessment (e.g., Standardized or CBM), or a combination of both during their Practicum Three experience. Students will also present students performance to parents, and/or multidisciplinary teams and be more actively involved in home/school collaboration. In addition, students will be expected to conduct a FBA and BIP, and independently implement other interventions (academic as well as social emotional). Students are expected to counsel (individual or group) and facilitate small group lessons (skill streaming or academic activities). Another expectation is for students to conduct a mini inservice on a related topic either to the school team, teachers, staff (e.g., bus drivers, cafeteria workers, student aides), parents, or PTA. Field-Based Practicum Supervisor Responsibilities The main responsibility of a field-based practicum supervisor is to oversee all site related activities that the practicum student performs. The Practicum Agreement (See Appendix K) needs to be signed at the beginning of each semester by your practicum student and you, and reviewed by the two of you together. This means both of you need to read, understand, and agree on it before you sign. Activities a practicum student engages in depend on his or her level within the school psychology program. For example, a second year student will be more adept with testing materials than a Revised 8/05

7 Page 7 beginning first year student. Knowing RIT s school psychology Proposed Plan of Study (See Appendix A) will help you become familiar with what students may have covered in classes. Please review the Optional Activities for RIT Practicum Students (See Appendix B), as well as the activities listed on each practicum experience s practicum plan (See Appendices D, E, F, G). You will find that practicum students become more independent over the three rotations as their skills and knowledge develop, from shadowing you and doing classroom observations, to administering tests, consulting, and counseling students under supervision. During the first two weeks of each semester, you and your practicum student will discuss the potential activities the student will experience. The student will then fill out the designated Practicum Plan (See Appendices D, E, F, G). Students may add to the Practicum Plan throughout the semester. It is important for you as the practicum supervisor to know that class assignments are not the student s reason for being placed at a practicum site. If a conflict arises and a class assignment cannot be completed at the practicum site, please inform the student and he or she is responsible for making other arrangements. At the end of each semester, an evaluation form regarding your practicum student's performance (See Appendices D, E, F, G) needs to be completed. This evaluation gives us the chance to gain information about the student s skills as a psychologist in-training, and any other information that you deem important for us to know. In addition, the Practicum Plan should be reviewed and signed, and the completed activities initialized. University-based practicum supervisors are available at all times. Please feel free to contact the university practicum supervisor if you have any questions, concerns, or positive experiences regarding your practicum student. We do realize it takes your energy, dedication, time, and commitment to provide a truly beneficial practicum experience for our graduate students. With this in mind, RIT would like to offer you a tuition waiver to acknowledge your commitment and devotion to school psychology training and the community at large. We offer practicum supervisors eligibility to have tuition waived for a course at RIT within one year from the date of termination of the practicum student supervision (See Appendix K for details). University-Based Practicum Supervisor Responsibilities The two primary responsibilities of the university-based practicum supervisor are to provide the necessary support for the field-based practicum supervisor and the practicum student, ensuring a positive experience for both, and to formally evaluate the practicum student s progress. Through reading the student's weekly journals, contacting the field supervisor, monitoring the student's logs, and providing group supervision during the weekly seminar, the university supervisor is kept abreast of practicum experiences. Even when minor concerns arise regarding the practicum student s conduct, the university-based supervisor appreciates receiving a phone call or an . When necessary, the university-based Revised 8/05

8 Page 8 supervisor will meet with the field supervisor to problem solve regarding helping the student benefit from the practicum experience. Through evaluation forms completed each semester, the university-based practicum supervisor is kept abreast of the field-based supervisor s impressions of the student s competencies. Faculty members are especially eager to hear how the practicum student is doing with professional conduct and personal presentation. Site visits are optional and are made on an individual basis. The university-based practicum supervisor will contact the field-based supervisor to see if he or she desires a site visit. The university-based practicum supervisor is also responsible for developing practicum sites and placing students in their sites. Student Responsibilities Practicum students are required to keep a weekly log of their practicum hours (See Appendix I), documenting what they did while at their sites. This is our way of ensuring that their experience is valuable. The log needs to be reviewed and signed by you each time a student attends practicum to ensure its validity and to make sure the student is keeping accurate records. In addition, students write weekly reflection papers highlighting their experiences. At the end of each placement, students also fill out an evaluation form rating their practicum site and supervisor (See Appendix G). Practicum students are responsible for keeping track of all required paperwork and providing you with the necessary forms. The student will sit down with you to discuss the Practicum Plan for the semester and to review this plan at the end of the semester. Policy on Assessment for Practicum Students We realize that assessment is an integral component of the training process for a school psychologist. We do not expect all settings to offer assessment exposure. However, if you have an opportunity, we encourage you to expose your practicum student to the assessment process in your setting. We do not require, nor expect, practicum supervisors to provide our students with individual testing cases. Students do have course requirements to test typically developing children, and can do so in the practicum setting with permission. In some school districts, our practicum students find children to test by contacting teachers or other school personnel who offer their own children for that purpose. Other school districts have allowed students to write a letter of consent home to parents (with an attached notice of consent from the school district) asking for willing participants. However, these are not expectations that we make of practicum supervisors and school districts, and we work with our students to find alternative testing arrangements if necessary. First-year practicum students are not prepared to conduct initial assessments. If an assessment is conducted as part of an instructional program for the purposes of progress monitoring, however, and will not be used for classification or change of placement decisions, then students in Field Revised 8/05

9 Page 9 Experience II may be suitable assessors, as long as the students coursework has prepared them for that particular measure. We do believe that students who have completed all of the assessment courses (typically concluded after the fall semester of the second year) are capable of conducting full evaluations under close supervision from their practicum supervisor. It is our policy, however, that the assessment activities be restricted to reevaluations with no more than two reevaluations per semester. Additionally, parental consent needs to be obtained permitting a school psychology student in training to conduct the evaluation. Advanced Practicum students are also available to conduct curriculum based evaluations for intervention purposes, as well as to develop and evaluate short-term academic interventions. We hope this provides you with some clarification on the role of practicum students regarding testing. If you have additional questions, please call us ( ). Revised 8/05

10 Page 0 Appendix A: RIT School Psychology Proposed Plan of Study Fall First Year Field Experience I: Professional School SPSY 600 Psychology Foundations Advanced Developmental Psychology SPSY 60 Interpersonal Intervention Skills SPSY 60 Academic Assessment SPSY 60 Statistics SPSY 640 Spring Field Experience II: Professional School SPSY 60 Psychology Foundations Cognitive Assessment SPSY 6 Social-Emotional Assessment SPSY 6 Applied Behavior Analysis SPSY 650 Academic Intervention SPSY 7 Fall Second Year Advanced Counseling SPSY 7 Advanced Practicum I: Issues in Diversity SPSY 70 Developmental Psychopathology SPSY 70 Advanced Consultation SPSY 70 Comprehensive Assessment Integration SPSY 70 Spring Ethical and Legal Issues SPSY 60 Biopsychology SPSY 6 Advanced Practicum II: Issues in Diversity SPSY 70 Systems and Organizational Interventions SPSY 7 Research Methods SPSY 64 Third Year School Psychology Internship SPSY 750 Revised 8/05

11 Page Appendix B: Optional Activities for RIT Practicum Students. Meet the buses and escort children. Shadow a student for a day (high school). Attend home visits 4. Become a Big Brother/ Big Sister 5. Observe and practice rapport building 6. Facilitate an anti-bullying group Child Classroom. Acquire an understanding of curriculum at each grade level. Observe social skills and behavioral interactions within the classroom. Observe and note effective classroom management and effective teaching variables 4. Volunteer in the resource room 5. Observe and compare different classroom situations a. Grades b. Inclusion c. Learning styles d. Teaching styles e. Behavior management/modification f. Students approach to a given task g. Team teaching 6. Help a teacher plan a lesson/day 7. Team teach a lesson (with preparation) 8. Perform/observe non-traditional roles (e.g. supporting intramural activities) 9. Attend a field trip 0. Make note of strategies encountered in a journal for future reference. Act as a classroom helper Building. Attend faculty meetings. Attend parent-teacher conferences. Attend parent-psychologist conferences 4. Attend open house 5. Attend extra-curricular events 6. Read building newsletter 7. Understand student health issues and precautions (e.g. how to deal with bodily fluids, such as blood, etc.) 8. Learn about professional turf issues Revised 8/05

12 Page District. Attend Board of Education meetings. Attend meetings of the district psychologists. Assist in the development of district research policies 4. Learn about transportation requirements/policies 5. Learn about budgeting and financial issues 6. Observe grade level meetings a. Curriculum development b. Needs assessment c. Mental health needs 7. Attend Staff Development Day 8. Study District Initiatives 9. Read the district newsletter 0. Attend TCI, LSCI, or SKIP training Community. Attend home visits. Attend special events that relate to the community. Investigate sources of student support 4. Visit community agencies and out-of-district placements that provide services to the district a. Meet the service providers b. Observe/interview c. Observe students receiving services 5. Understand the services provided by community agencies 6. Attuned programs designed for professional development 7. Go to popular hangouts to find out about student life outside of school 8. Acquire an understanding of cultural/ethnic issues through: a. Reading b. Observation c. Interviewing 9. Acquire an understanding of safety issues related to the school community 0. Attend SETRC training. Perform out-reach to children who are hospitalized. Attend conferences. Attend parent support groups district and city 4. Work with teen mothers 5. Learn process of referral to community agencies Revised 8/05

13 Page NASP COMPETENCIES: Appendix C: NASP Competencies and Levels of Intervention Interpersonal and Collaborative Skills: School psychologists must show the ability to work constructively and collaboratively with diverse individuals and agencies, to communicate well and to disseminate information clearly to others, and to recognize the fact that soliciting input from others may be as important as imparting knowledge or sharing expertise. Diversity Awareness and Sensitive Service Delivery: School psychologists must have the ability to recognize when, where, and how issues of diversity are manifest and operating within a wide variety of levels, to adapt their practices in response to the needs of those being served, and to become aware of their own personal world views and biases. School psychologists must use this recognition and knowledge to help schools effectively embrace and address issues of diversity. Technological Applications: School psychologists must have the ability to help students, parents, and teachers know how and where to access technology, and how to evaluate its safety and value, as well as how to use it to enhance classroom learning. School psychologists must also be able to use technology to communicate, and to increase efficiency with data gathering and storage, progress-monitoring, assessment, and record keeping. Professional, Legal, Ethical, and Social Responsibility: School psychologists must practice in a manner that meets all professional and legal standards in order to enhance the quality of services and protect the rights of all parties. Not only does this include issues involving students directly, but it demands that school psychologists continue their education through professional development activities and should be aware of, and not exceed, the limits of their personal competency. Data-based Decision Making and Accountability: School psychologists must be good problem solvers who collect information that is relevant for understanding problems, make decisions about appropriate interventions, assess educational outcomes, and help others become accountable for the decisions they make both at the student and the system level. School psychologists must be well-versed in a variety of assessment methods that relate to both prevention and intervention. Systems-based Service Delivery: School psychologists must understand how systems work, and must use this understanding to help organize schools and classrooms in ways that promote learning and prevent problems. School psychologists must provide leadership in developing schools as safe, civil, caring, inviting places where there is a sense of community, respect, and high expectations of excellence for all. School psychologists must also realize that interventions Revised 8/05

14 Page 4 become more effective when parents and other primary caregivers are partners in intervention design and implementation. Enhancing the Development of Cognitive and Academic Skills: School psychologists must participate in the development of challenging, but achievable, cognitive and academic goals for all students, and must recognize the need to adjust expectations and avenues of assessment for individual students. School psychologists must also be able to apply learning theory and cognitive strategies to the instructional process, to communicate these effective strategies to students, parents, and other school personnel, and to help monitor the integrity of interventions and instructional practices. Enhancing the Development of Wellness, Social Skills, and Life Competencies School psychologists must help schools attend to the general health, mental health, and welfare of students in order to ensure effective academic development. They can accomplish this by helping to design prevention and intervention programs that promote wellness and resiliency. Also, school psychologists must have minimal competency in a variety of crisis situations, and must know where and how to access further resources if they are needed. Finally, school psychologists must participate in the development of challenging, but achievable behavioral, affective, and adaptive goals for all students to encourage conflict-resolution and pro-social behavior. LEVELS OF INTERVENTION: Universal Systems-level programs directed at all and designed to meet the academic and socialemotional needs of the vast majority of students. These include, for example, the use of evidence-based approaches to reading and math instruction or the implementation of positive school-wide discipline program to reduce problems with behavior management. Targeted Address specific academic or social-emotional skill or performance deficits. This may include a Title I reading intervention to supplement classroom reading instruction, or redesigning environments to help coach students in social interactions. Intensive Used with children who have chronic or more severe difficulties. This may incorporate an interagency component that brings home, school, and community together to address more challenging needs. Revised 8/05

15 Page 5 Appendix D: Field Experience I Plan and Evaluation Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM FIELD EXPERIENCE I PLAN Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: FIELD EXPERIENCE I PLAN NASP COMPETENCIES ICS Interpersonal and Collaborative Skills DA Diversity Awareness and Sensitive Service Delivery TA Technological Applications R Professional, Legal, Ethical, and Social Responsibility DB Data-based Decision Making and Accountability SB Systems-based Service Delivery CAS Enhancing the Development of Cognitive and Academic Skills WSL Enhancing the Development of Wellness, Social Skills, and Life Competencies LEVEL Level of Intervention circle when completed ( Universal, Targeted, Intensive) DONE Description of Activity ICS DA TA R DB SB CAS WSL LEVEL. Tour school building X X. Observe and interview related service professionals and school principal. Curriculum Based Measurement (e.g. DIBELS) and/or progress monitoring 4. Observe/co-facilitate group or individual counseling sessions X X X X X X X X X Revised 8/05

16 Page 6 5. Administer Achievement (I) and Cognitive (II) subtests with direct supervision 6. Develop age/grade norms through observations and interviews with students 7. Perform record reviews and discuss record content with supervisor 8. Perform classroom observations and present to supervisor 9. Attend CSE, IST, PPS, and/or parent meetings 0. Visit alternative placement locations X X X X X X X X X X X X X X. Attend PTA meeting X X X. Review school s crisis plan X X X Other activities: Supervisor s Initial Review Supervisor s Final Review Approval Date Approval Date Revised 8/05

17 Page 7 Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM FIELD EXPERIENCE I EVALUATION Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: FIELD EXPERIENCE I STUDENT EVALUATION Please use the following rating scale in evaluating the student at a novice level on characteristics listed below. N/A Not applicable or not observed: Not an appropriate item for a practicum student at this setting. Unsatisfactory: Student s skill reflects insufficient mastery in this area. Student needs additional development of this skill. Needs Improvement: Plans should be made to assure student gains extra practice in this area. Satisfactory: Student s skill in this area is adequate at a novice level. Student should continue to practice this skill under professional supervision. 4 Competent at a novice level: Student is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 4. Presents with a professional appearance. Demonstrates good judgment and common sense. Communicates and listens effectively 4. Relates well to students 5. Establishes effective collaborative relationships with teachers and other school personnel 6. Shows respect for all school professionals, parents, Revised 8/05

18 Page 8 and students 7. Demonstrates enthusiasm 8. Approaches others in a warm, outgoing manner 9. Displays initiative and resourcefulness 0. Is receptive to constructive feedback. Articulates own strengths and weaknesses. Actively engages in professional discourse. Is concerned with quality of work 4. Is adaptive and flexible 5. Shows evidence of continued self-evaluation Diversity Awareness and Sensitive Service Delivery N/A 4. Achieves comfortable interactions with students, families, staff, and other professionals of differing ethnic backgrounds. Seeks culturally relevant information when working with students and families. Demonstrates active learning about different cultures 4. Demonstrates acceptance for others values and viewpoints 5. Shows concern, respect, and sensitivity for the needs of students 6. Demonstrates an awareness of own world views and biases 7. Shows sensitivity to sources of bias when selecting and administering assessment measures Professional, Legal, Ethical, & Social Responsibility N/A 4. Observes scheduled hours and appointments in a punctual manner. Is prompt in meeting requests, and follows through when additional action is needed Revised 8/05

19 Page 9. Completes work in a neat, thorough, and accurate way 4. Manages time efficiently 5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s) 6. Uses information from supervisor in an appropriate manner 7. Demonstrates an awareness of competency level, and does not accept responsibilities beyond this level 8. Follows standardized procedures when administering assessment measures 9. Maintains confidentiality when appropriate 0. Understands and follows district policies. Adheres to the NASP Standards for Professional Ethics. Makes up missed time due to illness or other conflicts Technology N/A 4. Uses computer scoring programs effectively, with supervision. Uses assistive devices and appropriate systems in order to communicate with students and families. Uses internet resources effectively Assessment (Formal, CBM) N/A 4. Understands the nature of a referral and the purpose of assessment. Follows standardized procedures when administering subtests. Performs record reviews and classroom observations appropriately 4. Discusses student performance in a meaningful and thorough manner reflecting understanding 5. Discusses possible recommendations and intervention strategies that follow from assessment results Revised 8/05

20 Page 0 Intervention (Academic, Social, & Emotional) N/A 4. Discusses the goals of interventions. Tutors students in effective, appropriate manner Please provide comments regarding the student s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: Other comments: The signature of the field supervisor below attests to the fact that the student has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. Practicum Student Signature Field Supervisor Signature University Supervisor Signature Revised 8/05

21 Page Appendix E: Field Experience II Plan and Evaluation Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM FIELD EXPERIENCE II PLAN Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: FIELD EXPERIENCE II PLAN NASP COMPETENCIES ICS Interpersonal and Collaborative Skills DA Diversity Awareness and Sensitive Service Delivery TA Technological Applications R Professional, Legal, Ethical, and Social Responsibility DB Data-based Decision Making and Accountability SB Systems-based Service Delivery CAS Enhancing the Development of Cognitive and Academic Skills WSL Enhancing the Development of Wellness, Social Skills, and Life Competencies LEVEL Level of Intervention circle when completed ( Universal, Targeted, Intensive) DONE Description of Activity ICS DA TA R DB SB CAS WSL LEVEL. Assist with evaluations, administering cognitive and achievement measures under close supervision. Curriculum Based Measurement (e.g. DIBELS) and/or progress monitoring. Utilize curriculum-based assessment procedures in decision making X X X X X X X X X X X 4. Conduct FBA and develop BIP X X X 5. Conduct formal consultation with a teacher regarding X X X X X Revised 8/05

22 Page behavior and/or academic interventions 6. Develop a data-based academic intervention plan for an individual student 7. Consult with teachers regarding behavioral interventions 8. Consult with teachers regarding academic interventions 9. Observe and interview related service professionals 0. Participate in CSE meetings and/or parent informing sessions. Perform record reviews and structured class observations. Visit alternative placement locations. Participate in problem-solving team 4. Tour school, review school policies and procedures X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 5. Attend at least one PTA meeting X X X 6. Examine school crisis plan and interview a member of the crisis team X X X Other activities: Revised 8/05

23 Page Supervisor s Initial Review Supervisor s Final Review Approval Date Approval Date Revised 8/05

24 Page 4 Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM FIELD EXPERIENCE II EVALUATION Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: FIELD EXPERIENCE II STUDENT EVALUATION Please use the following rating scale in evaluating the student at a novice level on characteristics listed below: N/A Not applicable or not observed: Not an appropriate item for a practicum student in this setting Unsatisfactory: Student s skill reflects insufficient mastery in this area. Student needs additional development of this skill Needs Improvement: Plans should be made to assure student gains extra practice in this area. Satisfactory: Student s skill in this area is adequate at a novice level. Student should continue to practice this skill under professional supervision. 4 Competent at a novice level: Student is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 4. Presents with a professional appearance. Meets difficult situations with self-control. Demonstrates good judgment and common sense 4. Communicates and listens effectively 5. Disseminates information clearly 6. Relates well to students 7. Establishes effective collaborative relationships and communicates well with parents 8. Establishes effective collaborative relationships with teachers and other school personnel 9. Approaches others in a warm, outgoing manner 0. Displays initiative and resourcefulness Revised 8/05

25 Page 5. Is receptive to constructive feedback. Articulates own strengths and weaknesses. Initiates changes when appropriate Diversity Awareness and Sensitive Service Delivery N/A 4. Achieves comfortable interactions with students, families, staff, and other professionals of differing cultural backgrounds. Seeks culturally relevant information when working with students and families. Demonstrates active learning about different cultures 4. Demonstrates an understanding of working with interpreters 5. Demonstrates an awareness of own worldviews and biases 6. Shows sensitivity to sources of bias when selecting and administering assessments Professional, Legal, Ethical, and Social Responsibility N/A 4. Observes scheduled hours and appointments in a punctual manner. Is prompt in meeting requests, and follows through when additional action is needed. Completes work in a neat, thorough, and accurate way 4. Manages time efficiently 5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s) 6. Uses information from supervisor in an appropriate manner 7. Demonstrates an awareness of own competency level, and does not accept responsibilities beyond this level 8. Follows standardized procedures when administering assessments 9. Maintains confidentiality when appropriate 0. Understands and follows district policies. Adheres to the NASP Standards for Professional Ethics. Makes up time missed due to illness or other conflicts Technology N/A 4. Uses computer scoring programs effectively Revised 8/05

26 Page 6. Uses assistive devices and appropriate systems in communicating with students and families (when necessary). Uses Internet resources effectively Assessment N/A 4. Identifies the nature of a referral and the purpose for assessment. Accurately completes record reviews and preconsultation interviews. Identifies a variety of appropriate assessment tools and/or strategies for use with particular cases (tests, observations, interviews, rating scales, curriculumbased procedures, etc.) 4. Uses an ecological approach to assessment 5. Discusses student performance in a meaningful and thorough manner, reflecting understanding of the student within the context of the setting or situation of concern 6. Discusses appropriate intervention strategies that follow from assessment results Intervention (Academic, Social/Emotional) N/A 4. Clearly describes goals of interventions. Selects interventions based on child needs and known efficacy. When co-leading groups, demonstrates skill in utilizing group counseling techniques 4. Demonstrates skill in utilizing individual counseling techniques 5. Uses effective instructional techniques when tutoring or providing skill development (academic or social) 6. Uses effective instructional techniques in facilitating small group lessons 7. Uses appropriate assessment techniques to monitor intervention effectiveness and adjusts the interventions accordingly 8. Participates in crisis interventions appropriately Revised 8/05

27 Page 7 Please provide comments regarding the student s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses: Other comments: The signature of the field supervisor below attests to the fact that the student has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point. Practicum Student Signature Field Supervisor Signature University Supervisor Signature Revised 8/05

28 Page 8 Appendix F: Advanced Practicum I Plan and Student Evaluations Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM ADVANCED PRACTICUM I PLAN Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: ADVANCED PRACTICUM I PLAN NASP COMPETENCIES ICS Interpersonal and Collaborative Skills DA Diversity Awareness and Sensitive Service Delivery TA Technological Applications R Professional, Legal, Ethical, and Social Responsibility DB Data-based Decision Making and Accountability SB Systems-based Service Delivery CAS Enhancing the Development of Cognitive and Academic Skills WSL Enhancing the Development of Wellness, Social Skills, and Life Competencies LEVEL Level of Intervention circle when completed ( Universal, Targeted, Intensive) DONE Description of Activity ICS DA TA R DB SB CAS WSL LEVEL 7. Assist with evaluations, administering cognitive, achievement, and socioemotional measures under close supervision 8. Curriculum Based Measurement (e.g. DIBELS) and/or progress X X X X X X X monitoring 9. Present test results to parents X X X 0. Consult with teachers regarding behavioral and academic interventions X X X X Revised 8/05

29 Page 9. Facilitate small group lesson X X X. Observe and interview related service professionals. Conduct or assist with at least one FBA 4. Participate in CSE meetings and/or parent informing sessions 5. Perform record reviews and structured class observations 6. Visit alternative placement locations 7. Participate in problem-solving team (e.g. IST/PAT/SSS 8. Tour school, review school policies and procedures X X X X X X X X X X X X X X X X X X X X X X X 9. Attend at least one PTA meeting X X X 0. Examine school crisis plan and interview a member of the crisis team. Participate in and review crisis interventions with supervisor (as they occur) X X X X X X Other activities: Revised 8/05

30 Page 0 Supervisor s Initial Review Supervisor s Final Review Approval Date Approval Date Revised 8/05

31 Page Name: Practicum Site: RIT SCHOOL PSYCHOLOGY MS/AGC PROGRAM ADVANCED PRACTICUM I EVALUATION Grade Range: Circle: Rural Suburban Urban Special Population School Psychologist/Student Ratio: Supervisor: ADVANCED PRACTICUM I STUDENT EVALUATION Please use the following rating scale in evaluating the student at a novice level on characteristics listed below. N/A Not applicable or not observed: Not an appropriate item for a practicum student at this setting. Unsatisfactory: Student s skill reflects insufficient mastery in this area. Student needs additional development of this skill. Needs Improvement: Plans should be made to assure student gains extra practice in this area. Satisfactory: Student s skill in this area is adequate at a novice level. Student should continue to practice this skill under professional supervision. 4 Competent at a novice level: Student is relatively independent in this skill. Interpersonal and Collaborative Skills N/A 4. Presents with a professional appearance. Meets difficult situations with self-control. Demonstrates good judgment and common sense 4. Communicates and listens effectively 5. Disseminates information clearly to stakeholders 6. Relates well to students 7. Establishes effective collaborative relationships and communicates well with parents 8. Establishes effective collaborative relationships with teachers and other school personnel 9. Shows respect for all school professionals, parents, and students Revised 8/05

32 Page 0. Demonstrates enthusiasm. Approaches others in a warm, outgoing manner. Displays initiative and resourcefulness. Is receptive to constructive feedback 4. Articulates own strengths and weaknesses 5. Actively engages in professional discourse 6. Concerned with quality of work 7. Is adaptive and flexible 8. Shows evidence of continued self-evaluation Diversity Awareness and Sensitive Service Delivery N/A 4. Achieves comfortable interactions with students, families, staff, and other professionals of differing cultural backgrounds. Seeks culturally relevant information when working with students and families. Demonstrates active learning about different cultures 4. Demonstrates acceptance for others values and viewpoints 5. Shows concern, respect, and sensitivity for individual differences 6. Demonstrates an understanding of working with interpreters 7. Demonstrates an awareness of own world views and biases 8. Shows sensitivity to sources of bias when selecting and administering assessment measures Professional, Legal, Ethical, & Social Responsibility N/A 4. Observes scheduled hours and appointments in a punctual manner. Is prompt in meeting requests, and follows through when additional action is needed. Completes work in a neat, thorough, and accurate way 4. Manages time efficiently 5. Keeps supervisors informed of unusual events and activities, as well as routine matter in their school(s) 6. Uses information from supervisor in an appropriate manner 7. Demonstrates an awareness of competency level, and does not accept responsibilities beyond this level Revised 8/05

33 Page 8. Follows standardized procedures when administering assessment measures 9. Maintains confidentiality when appropriate 0. Understands and follows district policies. Adheres to the NASP Standards for Professional Ethics. Makes up missed time due to illness or other conflicts Technology N/A 4. Uses computer scoring programs effectively. Uses AIMSweb or other programs to participate in progress-monitoring. Uses assistive devices and appropriate systems in order to communicate with students and families 4. Uses internet resources effectively Assessment (Formal, CBM, FBA/BIP) N/A 4. Identifies the nature of a referral and the purpose for assessment. Identifies appropriate assessment tools for use with particular cases. Uses an ecological approach toward assessment 4. Discusses student performance in a meaningful and thorough manner reflecting understanding 5. Discusses appropriate recommendations and intervention strategies that follow from assessment results Intervention (Academic, Social, & Emotional) N/A 4. Clearly describes the goals of interventions. Uses strengths and evidence-based interventions. When co-leading groups, demonstrates skill in utilizing group counseling techniques 4. Demonstrates skill in utilizing individual counseling techniques 5. Tutors students in effective, appropriate manner 6. Demonstrates skill in facilitating small group lessons 7. Follows the PBIS model 8. Uses progress monitoring for interventions 9. Participates in crisis interventions appropriately Revised 8/05