Revised June 2013

Transcription

1 Revised June

2 1 RIT INTERNSHIP HANDBOOK TABLE OF CONTENTS Introduction/Program Description 2 RIT School Psychology Program Goals and Objectives 3 Overview of Internship Guidelines 4 Securing an Internship 4 Site Selection Supervisory Responsibilities of the District Supervisory Personnel Mid-Year Intern Evaluation 7 Internship Requirements 7-10 Internship Agreement Core Internship Plan and Site-Specific Activities Daily/Weekly Logs Cumulative Summary of Activities Formative Evaluations (2) Evaluation of Supervisor (2) Praxis Exam (pass) Internship Seminar and Reflections Intern Products (Assessment, Counseling, Case Study, Inservice) Application for Graduation 1200 hour Certification Form Finishing the Internship Year 10 Becoming Certified as a School Psychologist 10 APPENDIX 12 A. Formative Evaluation of Interns 13 B. Internship Agreement 14 C. Core Internship Plan 16 D. NASP Blueprint Domains 22 E. Weekly Hour Log 24 F. Monthly Intervention Log 25 G. Supervisor Evaluation of Intern 26 H. Student Evaluation of Internship Site and Supervisor 34 I. Intern Case Study: Portfolio Part II 35 J. Inservice Evaluation Rubric 39 M Hour Certification Form 40

3 2 THE SCHOOL PSYCHOLOGY INTERNSHIP A Handbook of Guidelines and Procedures School Psychology Program Rochester Institute of Technology Rochester, NY The purpose of this handbook is to provide guidelines for persons participating in the school psychology internship experience at Rochester Institute of Technology, including students, field supervisors, and school site administrators. Introduction: Program Description The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for the preparation of students to become professional school psychologists. The scientistpractitioner school psychologist is a professional who has developed an empirical understanding of human behavior in order to apply a wide breadth of knowledge in assessment, intervention, cultural diversity, research, curriculum and instruction, technology, and ecological influences on child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has a thorough understanding of educational and psychological research and practice and is capable of independent decision making, serves as an advocate for children and families, and uses strength-based solution-focused problem solving in order to help children succeed in their school environment. All 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.

4 3 RIT School Psychology Program Goals Goal 1: 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 2: 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 3: 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.

5 4 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. Overview of Internship Guidelines The Internship in School Psychology is the part of the training program providing students and supervisors a chance to evaluate a student's knowledge and skills in a controlled but applied setting. It is an opportunity for the school psychology candidate to develop a professional identity and sensitivity to working with culturally diverse students as the candidate moves toward assumption of full responsibilities as a school psychologist. The internship is an integration of all previous training experiences by means of practical application in schools and, in some cases, additional educational and mental health settings. By the end of the internship experience, students will have provided evidence of entry-level competency in the program objectives listed above. Competency in program objectives will be achieved by engaging supervised activities as outlined in the Core Internship Plan (CIP; see Appendix) and additional activities developed by the student and field supervisor. As per NASP guidelines, the internship is provided at the end of the formal training period and occurs on a full-time basis over a period of one academic year (10 months; minimum 1200 hours with at least 600 hours in a school setting). Six (6) graduate credits are awarded upon completion of the internship. The internship experience is a cooperative venture among several agencies. However, primary responsibilities rest with Rochester Institute of Technology s training program and the public schools. Other cooperating participants may be from a variety of field agencies. Open lines of communication among all those involved in the internship are essential to provide maximum benefit to interns. It is expected that the internship will be comprehensive and well balanced in roles and functions in school psychology. Securing an Internship RIT school psychology students have primary responsibility for securing their own internship placements. As soon as the student has accepted the internship the student notifies the university based internship coordinator of his/her internship selection. The student will request that the school district sign the Internship contract and then faculty will sign the contract and return a copy to the school district. RIT policy is that once the student has committed to an internship site the student must not break the contract with the school district. RIT faculty will assist prospective interns in securing their placements in several ways, including but not limited to: 1. Holding a joint meeting between second-year practicum students and current interns during the fall semester to discuss strategies for securing a quality internship.

6 5 2. Requiring second-year students to develop a portfolio of their academic and professional work, including a current resume and personal statement. Faculty will review portfolio items submitted during students second year of study. 3. Providing information with respect to past and current internship positions held by RIT students. This information can be found in a binder in the School Psychology Student Lounge. 4. Forwarding current internship postings to all prospective interns on an ongoing basis. 5. Providing information about out-of-state internships for students interested in relocating. 6. Consulting with students who are having difficulty procuring an internship placement. Students must be willing to relocate when the internship sites are not available in the Greater Rochester area. A. Site Selection The primary consideration in intern placement is the adequacy of a school system as an intern training site, although the needs of the local system must also be taken into consideration. The RIT internship program should not be seen as a primary means for the local district to gain assistance with psychometric work. The following considerations provide general criteria for intern placement. 1. There should be one individual in the school district who is directly responsible for the supervision of the intern. The on-site supervisor shall be responsible for no more than two (2) interns at any given time. The on-site supervisor should be a statecertified school psychologist or a licensed psychologist, and preferably hold National Certification in School Psychology (NCSP). Psychiatrists, social workers, counselors, or psychologists may assist with the supervision in the case of agency placements. The expertise and experience of the supervisor will be an important consideration in intern site selection. 2. Adequate facilities for supervisors and interns are important, to ensure maximum efficiency in testing, interviewing, and other intern activities. Office, secretarial, and other professional support must be provided. The school system should provide professional materials and reimburse the intern for mileage and other professional expenses. RIT policy requires that all interns be given a stipend by their employing school district. B. Specific Supervision Responsibilities of Local Districts It is assumed that the most highly qualified person available will serve in the capacity of supervisor. The supervising school psychologist must have, at minimum, a masters + 30 credit equivalent (or the Ed.S.), Ph.D., Psy.D., or Ed. D. degree and three years of

7 6 experience. The supervisor is seen as an exceedingly important professional model, as well as one who is responsible for the administrative welfare of the intern. The intern is believed to provide a sufficient amount of service to the school district to justify the release of two hours per week of an internally employed supervisor from regular duties or case load. If a qualified internal supervisor is not available from the school district, the program director will assist in locating a qualified supervisor who could be employed by the school district for that specific purpose. However, it is the school district's responsibility to obtain a supervisor acceptable to the program faculty. Any fees for supervision must be paid by the school district. C. Supervisory Personnel Two persons have primary responsibility for internship supervision. They are the RIT Internship Coordinator (the school psychology trainer) and the field supervisor (the on-site supervising school psychologist). 1. The Internship Coordinator is the field representative of the School Psychology program at RIT. This person is the liaison between schools and agencies, the School Psychology Program Director, and other School Psychology Program faculty members. The responsibilities of the Internship Coordinator include the following: a. Provide internship guidelines for both the intern and the supervising psychologist and ensure that these arrangements are mutually agreeable to the supervisor, the intern, and the School Psychology program faculty. b. Discuss the intern's work with the supervising psychologist and other appropriate persons in the school district or agency. c. Plan visits in advance and inform the intern and supervising psychologist of the nature and extent of the planned visit. At least one visit per year will be made by the Internship Coordinator. For internship sites outside of reasonable driving distance from RIT, a telephone conference will be arranged in lieu of an in-person visit. d. Designate the final grade for the internship experience for university records. This grade should be determined by mutual agreement with the supervising psychologist at the internship site. See the Supervisor Evaluation of Intern form located in the Appendix, p. 26. e. Critically evaluate the professional logs of the intern. If areas of student improvement are needed, it is the responsibility of the coordinator to attempt implementation of these improvements with the student and the supervisor. f. If questions of professional ethics arise, the coordinator is expected to respond appropriately and, if necessary, to seek the advice of School Psychology Program colleagues.

8 2. The Field Supervisor approved by the RIT School Psychology Program faculty must be certified as a School Psychologist (or licensed as a Psychologist) in the state where the student is seeking to be placed as an intern. Other personnel may work in a supervisory capacity for internship settings other than that of school systems (e.g., psychiatric social workers, psychiatrists, clinical psychologists, special educators) but they must be members in good standing with their respective professional organizations and certified by approving state agencies. The supervising specialist who assumes the responsibility for directing and supervising the school psychology trainee should be an individual of proven excellence in this field. He/she should be capable of guiding the graduate student successfully through the internship experience. The Field Supervisor is expected to fulfill the following responsibilities: a. Coordinate the internship program with the public school administrators or agency directors and the RIT program. b. Provide an orientation period for interns at the beginning of an intern experience. c. Hold a minimum of two (2) hours per week of evaluative conferences with each intern. d. Field Supervisors should provide interns with as many activities described as are essential for an effective internship experience. e. Release intern to participate in university-based supervision once a month for four hours. Grade evaluation of the intern is a joint effort between the internship coordinator and the field supervisor, and is based on competency in activities listed, effectiveness in relating to school staff, and development toward independence as a professional school psychologist. The supervisor will be asked to complete written evaluations of the intern at the end of each RIT Semester. The supervisor s recommendation is weighted heavily in determining the intern s grade for the Semester and year. Mid-Year Intern Evaluation Each intern s progress will be reviewed formally by the RIT School Psychology Program faculty at the end of the fall semester. Interns will be evaluated using the Formative Evaluation of Interns Rubric (see Appendix A, p.13). Internship Requirements 1. Internship Agreement Upon program approval of the internship site and the school psychology student s eligibility to commence an internship, the intern and school district will complete an Internship Agreement. The forms are located in Appendix B, p. 14 of this handbook. 7

9 This agreement outlines the terms and conditions of the relationship between the intern, the school district, and the RIT program. The school district must fill in the stipend amount and name and address of the district. The contract should then be signed by the school administrator responsible for hiring school psychology interns (often the Pupil Personnel Services director), the field supervisor, and the intern. Once this is complete, the intern must obtain signatures from the RIT School Psychology Program director and the Internship Coordinator. One copy of the Agreement must be in the student s RIT file. It is recommended that the interns keep a copy for themselves and provide a copy for the school district. The Internship Agreement must be on file prior to the commencement of internship duties. 2. Core Internship Plan (CIP) and Site-Specific Activities During September, interns will consult with field supervisors and develop site-specific activities further addressing training goals. A copy of the entire plan is due to the Internship Coordinator no later than the beginning of October, and should include the following information: A cover page that includes the intern s and field supervisor s name, credentials, address and contact information, and a signature page that the intern, field supervisor, and internship coordinator will sign. A schedule of the intern s employment hours and exact building assignments, and the school district calendar including vacation days, inservice meetings, etc. A general overview of the intern s role and responsibilities. Ideally, the intern would gain some experience at each level of the school system from preschool (if available) to high school. Required activities for CIP (see Appendix C, p.18). Additional site-specific activities (written behaviorally) to address the unique experiences and opportunities offered by the particular internship site. Each site-specific activity should be accompanied by a list of NASP domains it addresses (see Appendix D, p. 22). 3. Daily Logs Each intern will maintain a log which reflects the intern s daily schedule of appointments and activities (see Appendix E, p. 24). Times and activities (assessment, consultation, counseling, meetings, etc.) need to be listed clearly. The log is intended to summarize, in brief, the intern s day-to-day activities. Field supervisors should review and initial the logs each month. Interns will turn in their logs of the previous month at each class meeting. It is suggested that interns keep logs in loose leaf notebooks that can be supplemented from month to month. The log will be reviewed by supervisors for evaluation and planning purposes, by the intern as a self-evaluation and planning tool, and by the Internship Coordinator for accountability purposes. 8

10 9 NOTE: Interns must log all hours spent in internship-related activities throughout the contracted internship period, even after the required 1200 hour minimum has been achieved. 4. Monthly Intervention Log Interns will document their professional activities, including assessment, counseling, and intervention on an ongoing basis. A form for documenting these activities can be found in Appendix F on p. 25. These updated forms are to be turned in monthly to the RIT Internship Coordinator. 5. Semester Formative Evaluations Interns and supervisors will complete evaluations and submit them to the Internship Coordinator prior to the end of each RIT academic Semester. Evaluations will include: a. Summary of IPP goals and objectives achieved to date. b. Supervisor evaluation of intern. c. Intern evaluation of supervisor and internship site. 6. Site Visits The Internship Coordinator will meet with the intern and the site supervisor at least once over the course of the year. Site visits for long-distance internships may be conducted via telephone. Additional site visits may be requested by the intern, the field supervisor or the Internship Coordinator as needed. 7. Praxis School Psychology Exam Interns need to sit for the Praxis School Psychology subject exam before the end of the internship year. This exam is required by NASP for the National School Psychology Certification (NCSP). Interns should provide a copy of the score report to the School Psychology Program office as evidence of having taken the exam. 8. Internship Seminar An important component of university supervision, students on internship will attend one Internship Seminar class per month. During this 4-hour meeting, students will share internship experiences and complete assignments developed to enhance the learning experience of the internship. Additional course requirements are outlined in the syllabus. 9. Intern Products Interns will need to update their portfolios with a case study. The case study is an extensive project the intern will undertake during the year. This project will be developed in collaboration with, and approved by, the intern s academic advisor. See Appendix I, p. 35 for evaluation rubric for the case study.

11 10 In addition to the case study, interns will submit written products throughout the year to demonstrate their evolving competency in key school psychology roles. Products may include assessment reports, counseling summaries, intervention reports, and/or inservice materials and evaluation. Further details on required intern products will be given on the first day of the Internship Seminar. See Appendix J, K and L, p. 39, 40, 41 respectively for evaluation rubrics of the products. 10. Child Abuse, S.A.V.E. Courses and Harassment, Bullying, and Discrimination Prevention ( this is not an internship requirement) To satisfy NYS certification Interns will need to complete the Child Abuse Reporting and S.A.V.E. courses. Interns will provide a copy of the certification to the School Psychology Office. Approved training providers for these certifications can be found at and respectively. School psychologists seeking certification after July 1, 2013 will be required to take a six hour training course on Harassment, Bullying, and Discrimination Prevention. Three hours of this course may be taken via online presentation and three hours must be taken in a face-to-face presentation Finishing the Internship Year In addition to all required items outlined above and in the Internship Seminar Syllabus (e.g., logs, evaluation forms, journal articles), interns need to submit the following items to the School Psychology Program office prior to graduation. Application for Graduation separate forms to be completed for each degree expected (M.S., A.C.), and given to the School Psychology Program secretary no later than the end of January of the graduation year Hour Certification Form interns must complete this form as soon as they have logged 1200 internship hours. This form must be signed by the field supervisor and returned to the School Psychology Program office. Degrees will not be certified by RIT without this form. Please see Appendix M, p. 44 for a copy of the form. Completion of the required 1200 hours does not automatically terminate the intern s obligation to their site. Most internships will involve more than 1200 hours. Interns are bound to fulfill their contracted obligations to their sites by continuing to perform their internship duties until the last day of the school district s calendar as specified on the internship contract. It is RIT program policy not to allow interns to request early termination of their contract in order to commence employment outside of their internship district. It is permissible, however, for the internship district to request early termination for the purpose of employing the student as a regular salaried school psychologist, after the intern has completed 1200 hours and prior to the end of the contracted internship period.

12 11 Becoming Certified as a School Psychologist RIT School Psychology Program graduates are eligible for certification at the national and state levels. NYS certification is required to perform the duties of a school psychologist employed by a school district or agency in New York. National Certification is optional in New York State, but may render a job candidate more attractive to prospective employers. For New York State certification, apply online through the New York State Teacher Certification website ( Interns can open their files toward the end of the internship year. The application will be processed when RIT certifies that all degree requirements have been met. This typically occurs in mid-july. Graduates wishing to seek employment outside of New York State must research the certification requirements for the state in which they seek certification. The Internship Coordinator is available to assist graduates in locating such information if needed. To become a Nationally Certified School Psychologist (NCSP), download the application packet from the NASP website ( and follow the application instructions. After completing their 1200 hours, interns will receive a letter from the School Psychology Program director certifying their completion of program requirements and anticipated graduation. This letter may be included with employment application materials as proof of employment eligibility while interns await their state certification forms.

13 12 APPENDIX A. Formative Evaluation of Interns 13 B. Internship Agreement 14 C. Core Internship Plan 16 D. NASP Blueprint Domains 22 E. Weekly Hour Log 24 F. Monthly Intervention Log 25 G. Supervisor Evaluation of Intern 26 H. Student Evaluation of Internship Site and Supervisor 34 I. Intern Case Study: Portfolio Part II 35 J. Inservice Evaluation Rubric 39 K Hour Certification Form 40

14 13 RIT School Psychology Program Formative Intern Review The School Psychology Program faculty reviewed your progress toward competence as an independent school psychologist. Based on your products and evaluations submitted thus far, we have assigned ratings in the following areas: Student Name: Graduation Year: Date: Area Rating Needs Improvement (1) Completion of Is not on target for Internship completing all required Activities activities during the Comprehensiven ess of Internship Experience Supervision Requirements and Participation Taken the Praxis II? Field Supervisor Input Thesis Case Study year Activities are limited to few roles and/or student populations Inconsistent attendance at meetings and/or in managing course requirements Has not registered for the Praxis II or has not achieved a score of 660 Received ratings of 1 or 2 from supervisor Insufficient progress toward thesis completion Insufficient progress toward case study completion Adequate (2) Outstanding (3) Is on target for completing all required internship activities this year Adequate balance of roles and student populations Satisfactory attendance at meetings, self-reliant in managing course requirements Registered for the exam or taken it and are awaiting results Received adequate ratings (3 or better) from supervisor, Consistent progress toward thesis completion Self-initiated consistent progress toward case study completion Is likely to complete all expectations ahead of schedule Rich experience in a diversity of roles and student populations Exemplary contributions to supervision, shows passion in sharing resources with classmates Taken and passed the exam Received highest ratings from supervisor Thesis completed Case study completed Strengths: Areas to address:

15 14 INTERNSHIP AGREEMENT AGREEMENT BETWEEN DESIGNATED SCHOOL DISTRICT AND THE GRADUATE PROGRAM IN SCHOOL PSYCHOLOGY AT ROCHESTER INSTITUTE OF TECHNOLOGY The School Psychology Program at Rochester Institute of Technology considers field instruction to be a vital component of the student's education. RIT seeks to meet the National Association of School Psychologists (NASP) Standards in its contract with school districts, and recognizes the important contribution made by school districts in which our interns are placed. As stated in Standard 6.5 of NASP Standards for Training and Credentialing in School Psychology "At least 600 clock hours of the 1200 hour internship experience shall occur in a school setting and shall provide a balanced exposure to regular and special education programs". In order to maintain the educational excellence desired by both parties in this joint endeavor, specific statements of the responsibilities of both parties are outlined below: Responsibilities of School Psychology Program at Rochester Institute of Technology The RIT School Psychology Program will have primary responsibility for the following: 1. Assuring that all students meet the highest standards of ethical and legal practice. 2. Adhering to the Standards for Training and Credentialing in School Psychology prepared by the National Association of School Psychologists. 3. Selecting and screening of school districts and field-based supervisors for each placement. 4. Selecting and screening of students to be placed in the field, and determining the appropriateness of specific placements for specific students. 5. Developing an integrative seminar for all interns. 6. Making contact with field placement supervisors at least twice during the school year and making on-site visits if necessary. 7. Evaluating the school district as an appropriate internship placement. 8. Providing evaluation forms and Institute calendar to the field placement supervisor. 9. Determining the Semester grade for the student, based on the evaluation of the field placement supervisor, the student's performance in the seminar, submission of daily logs, and an evaluation conference between the field supervisor and the collegiate supervisor. 10. Terminating the student's internship placement when either the student or the school district is in gross violation of responsibility for the internship. Responsibilities of the School District Participating school districts, through their assigned field placement supervisors, will have primary responsibility for the following: 1. Ascertaining that the field-based internship supervisor is responsible for no more than two interns at any one time. 2. Assuring that the intern participates in the full range of tasks and activities of the school psychologist. 3. Meeting with the student during the initial two weeks of the placement to draw up a plan addressing the goals of the internship. This plan should include the following: a. a general overview of the role and responsibilities of the intern b. needs of the district to be met by the intern in areas of assessment, counseling, consultation, participation in staffings, etc. c. schedules including the district calendar (vacation days, in-service meetings, etc.), and the intern's daily schedule (hours, school building assignments, etc.) 4. Identification of the field placement supervisor prior to accepting an internship student. Field-based internship supervisors must hold a valid credential in school psychology. 5. Provision of at least two hours per week of direct supervision for each intern with the field-based internship supervisor. 6. Designation of work space for the internship student before the field placement begins. 7. Provision of a formal orientation of the intern to the school district, its goals, policies and functions.

16 15 8. Assistance of students in their integration of knowledge, skills and attitudes learned in the classroom with field-based practices. 9. Close supervision of the internship student to insure that educational objectives are being met. 10. Immediate contact with the RIT faculty member responsible for the internship when there are problems in student adjustment or performance. 11. Preparation of a written Semester evaluation of student learning and performance. Field-based internship supervisors must share evaluations with the intern prior to submission to the faculty at RIT. Both parties recognize the interdependence of the School Psychology Program at Rochester Institute of Technology and the local school district, and recognize that each will derive the greatest benefit by promoting the interests of both. Each of the parties is therefore entering into this cooperative educational effort and agrees to interpret the provisions stated above in such a manner as to best promote the interests of the profession of school psychology, the school district, the children, adolescents and families whom we serve, and the larger community. This agreement will be reviewed yearly and may be altered or modified by mutual consent. Dates of Service: The internship period shall be September through June and shall follow the calendar of the school district of employment. During this period the intern will be in the field placement five days each week. The school district will allow the student to attend half or full day on-campus seminars once per month from September to May. Vacation periods will follow the local school calendar. Payment for Services: A Stipend of $ will be paid to the intern by the local school district. In the event of termination of the placement, the intern shall be paid an amount proportional to the amount of time spent in the placement. PLEASE PRINT INFORMATION REQUESTED BELOW: (School District Name) (School District Street Address) (School District City, State, Zip) (School District Phone #) Director of Pupil Personnel Services (Field-based Internship Supervisor) (Student Intern) Suzanne Bamonto Graney, Ph.D. Director, School Psychology Program Internship Coordinator Date agreement is completed/filed: Academic Year Signature/date Signature/date Signature/date Signature/date Signature/date

17 16 Core Internship Plan (name of student) (school district) (student contact information) (Supervisor s name and credentials) (supervisor contact information: address, phone number, ) I have reviewed the following plan: School Psychology Intern Field Supervisor RIT Internship Coordinator

18 17 I. Schedule of Employment and Building Assignments II. Overview of Roles and Responsibilities

19 18 III. Core (Required) Activities 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 (1 Universal, 2 Targeted, 3 Intensive) Done Activity RIT Program Goal 1: Professional Identity ICS DA TA R DB SB CAS WSL Lev Be a regular, contributing member of X X X the Instructional Support Team (or its equivalent) Be a regular, contributing member of X X X the school s crisis team Articulate how cultural factors affect X X X the education of individual students and the learning environment in the district Attend at least 4 faculty meetings X X Attend all psychology department X X meetings or alternative Attend at least one Board of Education X X meeting Attend at least one PTA (or equivalent) X X meeting Know the full continuum of special X X X education and mental health services available within the district Read the faculty handbook and become X X aware of the school s crisis intervention plan Know what mental health services are X X available to students and their families in the local community Attend at least one extracurricular X X school function (e.g., sporting event, plays, concerts) Attend an Open House in at least one X X school Maintain membership in NASP X

20 19 Create a pamphlet for parents and students about the role of a school psychologist Utilize site-specific and calendar programs Utilize site-specific information management systems, e.g., SchoolTool, MarcoPolo, PowerSchool, IEP Direct, AIMSweb RIT Program Goal 2: Research-Based Practice X X X X X X X ICS DA TA R DB SB CAS WSL Lev Conduct at least one in-service, X workshop, or information meeting for school personnel or parents Attend at least one in-service or X workshop offered by the district Observe highly skilled regular X X education and special education teachers, write a summary of observation to discuss with supervisor Research effective interventions at least X X once per Semester Write at least one article related to child X X or adolescent well-being and disseminate through web page or school newsletter Participate in school-wide initiatives to X X promote positive social behavior such as character education and PBIS Read at least 3 scholarly articles related X to school psychology practice Develop a method for monitoring the X X effectiveness of at least one program offered in the district Attend at least one conference and/or X workshop designed for school psychologists and related professionals RIT Program Goal 3: Assessment ICS DA TA R DB SB CAS WSL Lev Complete at least 10 comprehensive X X evaluations, at least 5 of which are initial referrals. Conduct at least 5 Functional Behavior X X Assessments Complete structured classroom observations as components of evaluations X X

21 20 Conduct interviews with parents, X teachers, students, or others as part of the evaluation process Administer curriculum based measures X X to elementary- or middle- school students (possibly develop local norms) Research and disseminate information X X about the validity and reliability of tests currently used in the district RIT Program Goal 4: Interventions ICS DA TA R DB SB CAS WSL Lev Create at least 5 Behavior Intervention X X Plans Collaborate individually with teachers X X regarding academic and/or behavioral issues Participate in the creation of 504 X X Accommodation Plans Participate in the development of IEPs X X Create a series of social skills lessons X X X and teach at least one lesson in a classroom Conduct individual counseling with at X X least 5 students Facilitate or co-facilitate at least one X X counseling group (minimum 6 sessions) Develop at least one intervention plan X X with parents that involves a strong school to home collaboration Routinely collect baseline and progress X X X monitoring data to determine the effectiveness of academic and behavioral interventions Develop academic interventions X X X Participate in team meetings/planning X X

22 21 Additional Activities (site-specific) Develop additional goals and objectives related to your specific school district and role. Identify which NASP domains are addressed by performing these additional activities. Use additional paper if necessary. Done Activity ICS DA TA R DB SB CAS WSL Lev

23 22 NASP Domains and Descriptions 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 become more effective when parents and other primary caregivers are partners in intervention design and implementation.

24 23 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

25 RIT School Psychology Weekly Hour Log Name: Dates: Monday Tuesday Wednesday Thursday Friday Total Area I. Professionalism Supervision with Field Supervisor Supervision with University Supervisor Professional Development CSE Meeting IEP Meeting 504 Meeting Faculty Meeting PTA School Board Meeting Administrative Other: Area II. Consultation Consultation w/ Teachers Consultation w/ Administrative Staff Consultation w/ Other School Staff Child Study/Pre-referral meetings Parent consultation Classroom Observations Inservice Presentation Other: Area III. Assessment Child Interview Parent Interview Teacher Interview Pre-Assessment Observation Review of Records Test Administration and/or Scoring Report writing CBM Functional Behavior Assessment Other: Area IV. Intervention Individual Counseling Group Counseling Crisis Intervention Counseling Planning Classroom Observations Behavior Intervention Plan Other: Total Daily Hours P Total= E Total = M Total= H Total= P=Preschool Intern Initals: E= Elementary Supervisor Initals: Comments: M=Middle School H=High School Total Weely Hours: Hours This Month: Hours This Year: 24

26 Student Age Consent Received Plan Record Review Observ -ation Area of Concern Type of Intervention Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Crisis IEP Non- mandated Counsel. Individual Counseling Group Counseling Appendix F. Monthly Intervention Log Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Initial Referral Eval. Reevaluation Academic Behavioral Social skills Class Progress Monitoring Parent Mtg./ Contact Outcome 25

27 26 RIT SCHOOL PSYCHOLOGY PROGRAM SUPERVISOR EVALUATION OF INTERN Name of Student: Date: Internship Semester: Supervisor: District: Supervisor s Title: This evaluation contains two parts. The first part is an assessment of the intern s professional work characteristics, and the second is an evaluation of specific competencies gained over the internship experience. Please evaluate the intern according to the rating scales provided for each section. Section 1: Professional Work Characteristics Evaluation Please rate the intern s demonstration of the qualities below using the following rubric. Please add clarifying comments below each item. 1 Rarely or never demonstrates attribute. A rating of 1 reflects serious concerns about the intern s effectiveness in this area, and indicates the need for competency plan addressing the characteristic(s) in question. 2 Occasionally demonstrates attribute. Intern is in the beginning stages of developing competence in this area, but further supervised experience is needed to develop this characteristic. 3 Consistently demonstrates attribute at a novice level. Intern demonstrates the characteristic at the expected level with minimal supervision. 4 Exemplary demonstration of attribute. Intern demonstrates the characteristic at an independent level. N/A Insufficient opportunity to observe Respect for Human Diversity Commitment to child advocacy Avoids group or class attributions Inspires, rather than admires, diversity Comments: Communication Skills (one-way) Sensitive to nonverbal communication Listens, reframes, clarifies Elicits and utilizes feedback Comments:

28 27 Effective Interpersonal Relations (two-way) Shows interest in others Avoids divisive statements or actions Actively seeks resolution Comments: Ethical Responsibility Employs an outcomes orientation Uses evidence-based practices Adheres to NASP/APA Ethical Guidelines Comments: Adaptability Handles crises well Is resourceful and persistent Accepts new challenges Comments: Initiative Expresses divergent views Assumes leadership Actively engages in professional discourse Comments: Dependability Follows through with commitments Stable performance and time management Concerned with quality; avoids short-cuts Comments:

29 28 Section 2: Intern Competency Evaluation for Training and Professional Practice Please rate the intern s demonstration of the skills and competencies below using the following rubric. Please add clarifying comments below each performance area. 1 Minimal or No Competence. A rating of 1 reflects serious concerns about the intern s effectiveness in this area, and indicates the need for a plan addressing the skill(s) in question. 2 Adequate Competence with Supervision. Intern is in the beginning stages of developing competence in this area, but further supervised experience is needed to develop this skill. Acceptable level for practicum student or beginning intern. Below expectations for advanced intern or novice school psychologist. 3 Novice-Level Competence. Intern demonstrates the skill at a level expected of an entry-level school psychologist. 4 Independent Competence. Intern demonstrates the skill in an exemplary manner, or at a level expected of an experienced school psychologist. N/A Insufficient opportunity to observe Performance Area 1: Interpersonal and Collaborative Skills Demonstrates good judgment and common sense Meets difficult situations with self-control Communicates and listens effectively Disseminates information clearly and professionally Relates well to students Establishes effective collaborative relationships with parents Establishes effective collaborative relationships with teachers and other school personnel Shows concern, sensitivity and respect for all school professionals, parents, and students Demonstrates enthusiasm for work Approaches others in a warm, outgoing manner N/A Is receptive to constructive feedback Appropriately mediates and resolves conflicts Is adaptive and flexible Comments: