INTERNSHIP PROGRAM DESCRIPTION

Transcription

1 BROWARD COUNTY PUBLIC SCHOOLS Exceptional Student Education & Support Services INTERNSHIP PROGRAM DESCRIPTION Joaquin Eljaua, Ed.S. Director, Support Services Mary Claire Mucenic, Ph.D. District Coordinator, Psychological Services Rhonda W. Said, Ed.S. District Coordinator, Psychological Services Ciro Valdeon, Ed.S. Internship Coordinator, Psychological Services Psychological Services/Revised: October 2013

2 ADMINISTRATIVE AND SUPPORT STAFF Psychological Services District Coordinators Mary Claire Mucenic, Ph.D. Rhonda W. Said, Ed.S. District Team Leaders Les Baker, Ph.D. Emily Goldstein, Ed.S. Barbara Prelak, C.A.G.S. Matt Zeis, Ed.S. Internship Coordinator Ciro Valdeon, Ed.S. Psychological Services Arthur Ashe Center 1701 NW 23 rd Ave. Fort Lauderdale, FL Contact: Ciro Valdeon Ed.S. Phone (754)

3 School Psychology Internship Program General Description Psychological Services in the Broward County Public Schools (BCPS) offers a School Psychology Internship Program for specialist level and doctoral students enrolled in accredited school psychology training programs. The BCPS School Psychology Internship Program provides prospective school psychologists with an opportunity to integrate knowledge acquired through coursework and practica into a coherent set of professional competencies. The program is designed to meet the internship standards of the National Association of School Psychologists (NASP) (see Appendix A) and the certification requirements of the Florida Department of Education. The internship requirement is one academic year of full-time work. The program adheres to a rotation training model in which interns have experiences with students across a wide range of ages, grade levels, and educational programs. Interns spend their first rotation with school staff and populations usually seen in the context of typical school psychologist assignments. Additional rotations provide experiences with specialized populations (e.g., low incidence disabilities, alternative education, bilingual programs, preschool, etc.). The breadth of training and the varied work experiences of our staff psychologists provide unique opportunities for interns to receive supervision from professionals with a variety of theoretical orientations. In addition to field-based experiences and individual supervision, the program provides opportunities for interns to participate in a group seminar and to benefit from a variety of professional development activities. The number of interns accepted for the program is limited (maximum 10) in order to provide quality supervision and training experiences. The department views the internship program as helping fulfill its responsibility to contribute to the school psychology profession; not as a means of supplementing existing staff. Broward County Public Schools The Broward County Public Schools is a district with an elected school board governance structure. It is the sixth largest system in the nation serving approximately 250,000 prekindergarten through 12 th grade students. A unique feature of the district is its culturally diverse student body and staff. Psychological Services The district employs more than 140 school psychologists. Most psychologists are responsible for serving approximately 2-3 schools. In August 1990, Psychological Services received the APA Division 16/NASP Excellence in School Psychological Services Award. The department was recognized for its comprehensiveness of service delivery and its emphasis on planning, development, and evaluation. In 2002, Psychological Services received the Florida Association of School Psychologists (FASP) award 1

4 for Innovative Program in the Practice of School Psychology. The department was recognized for violence prevention initiatives and threat assessment training. Internship Sites All internship sites are school-based. To take advantage of the broad range of educational programs available in the Broward Schools, interns work with a number of school psychologists in a variety of settings within the rotation model. Settings include elementary and secondary schools, preschool centers, alternative education programs, bilingual programs, and programs for students with severe emotional difficulties or intellectual delays. Interns Qualifications of Interns Students applying for the internship program should have a university training program director who will certify the student s eligibility for internship. Candidates for internship should possess entry level knowledge and competencies in: Assessment: The intern should be proficient in the administration, scoring, and interpretation of individual measures of intelligence, academic achievement, cognitive processing, personality (including projective techniques), adaptive behavior, and behavior rating scales. The intern should be familiar with the principles and techniques of curriculumbased assessment (CBA), and functional behavior assessment (FBA). In addition, the intern should be able to conduct informal assessments, observations, clinical interviews, and record reviews. Report Writing: The intern should be able to write integrated diagnostic reports, including recommendations for parents, teachers, and other allied professionals. Intervention Planning and Consultation: The intern should have the knowledge base and communication skills necessary for conducting consultations with school personnel and parents, as well as the basic problem analysis skills needed for participation in the development of classroom and home interventions. The intern should be familiar with the principles associated with effective operation of collaborative problem-solving (CPS) teams and RtI. Professional Standards and Ethical Principles: The intern should be familiar with the NASP Standards for the Provision of School Psychological Services and the NASP Principles of Professional Ethics. Awareness of School Organization: The intern should possess a basic understanding of the organizational structure of schools and the roles of key school personnel. Knowledge of Student Problems and Exceptional Student Education: The intern should have knowledge of common learning and school adjustment problems presented by preschool and school-age students, and of exceptional student education services available for preschool and school-age stu- 2

5 dents. This knowledge should include a basic understanding of the Individuals with Disabilities Education Improvement Act (IDEIA) and Section 504 of the Rehabilitation Act of Knowledge of Cultural, Ethnic, and Socioeconomic Factors: The intern should have knowledge of the impact cultural, ethnic, socioeconomic factors and alternate lifestyles have on interactions between students and the school environment. Further, the intern should be sensitive to the possible impact of these factors on the accuracy of data obtained via typical psycho-educational assessment techniques and instruments. Application and Selection Students interested in the internship program must submit the following as part of their application packet: A letter of interest A current resume Student copies of all academic transcripts At least two letters of reference from his/her program director or full-time school psychology faculty members; and At least two sample psychological reports These materials should be submitted to: Ciro Valdeon, Ed.S. Psychological Services, Broward County Public Schools, Arthur Ashe Center NW 23 rd Ave. Ft. Lauderdale, Fl The application deadline is January 31 st of the year prior to the internship year. Internship candidates are interviewed and selected in February. Notification of acceptance into the internship program is generally provided to the candidate in the first week of March, in accordance with the Internship Standardization Guidelines of the Florida Association of School Psychologists (FASP). Internship Supervisors The intern is assigned a primary supervisor who oversees the total training experience. The supervisor assesses the intern s needs, coordinates the development of a training plan, and evaluates the intern s progress. As the internship progresses, the intern assumes a more independent role and supervision becomes less directive. Each supervisor is responsible for only one intern; others may also assist with supervision as needed. Qualifications of Supervisors In order to serve as an internship supervisor, the individual must: be a full-time employee of the Broward County Public Schools; possess a valid Florida Department of Education Certificate in School Psychology and/or State of Florida licensure in school psychology or psychology; have a minimum of three years experience as a school psychologist; have completed or be enrolled in the State of Florida s Clinical Educator Training (CET); and be recommended by her/his immediate supervisor. 3

6 Requirements of the Internship Program All interns are required to serve an internship of one academic year. The work calendar provides enough days for the intern to amass as many as 1500 hours of supervised training, with a minimum of 1200 hours required. The intern is expected to work during normal school operating hours (7.5 hours per day). Internship Orientation All interns are required to attend orientation meetings prior to the beginning of the school year. Topics to be addressed during orientation include, but are not limited to: internship program procedures, Broward County Public Schools' governance structure, office procedures, educational programs, Exceptional Student Education procedures, and state and federal laws. Interns are provided with a school district identification badge and a basic battery of assessment instruments during the orientation period. Types of Experiences in Internship Interns are provided a variety of experiences with diverse student populations. They gain experience in the following areas: Direct Service: The intern provides direct student services, including individual psycho-educational evaluations, report writing, individual, and group counseling. Consultation: The consultation rotation sequence is designed to provide the intern with experience in a collaborative problem solving service delivery model. This training sequence meets the needs of students, schools and addresses the broader training experiences of school psychology interns. The consultation paradigm expands the role of the school psychologist from provider of traditional assessment to provider of functional assessment and interventionist. While traditional assessment focuses on identifying and determining eligibility for programs, the goal of collaborative problem solving is to design, implement, and evaluate interventions. The focus of this model is to address children s needs and to enhance children s competence through development of environmental or instructional modifications (RtI). One of the essential features of the problem-solving model is collaboration among all participants from professionals to parents, as well as the student, when appropriate. It includes all those whose knowledge of the student is critical to the development of effective interventions. This model provides the intern with the opportunity to collaborate with the school-based problem-solving team and others in completing systematic plans and decision-making steps. However, the authority to decide which interventions are to be implemented rests on the person responsible for carrying out the interventions. The consultation rotation enables the intern to develop an appreciation of the teacher s perspective on instructional and behavioral management issues. Evaluating outcomes to determine 4

7 what modifications are required for successful interventions is also a collaborative endeavor. The evaluation of outcomes ensures that decisions about service delivery are based on data. It is important for interns to recognize that these data are essential to the assessment process. The consultation sequence is integrated into the full internship experience and conducted at the intern s assigned anchor school(s). Prior to orientation, interns receive a collaborative problem-solving packet that includes a calendar of meetings, list of competencies, intervention record forms, consultation booklet, and problem clarification interview guide. In addition, a number of articles are provided to each intern to be read before the initial orientation and training day. Over the course of the 1200 hours of internship, each intern is expected to complete at least three full consultation experiences (minimum of one experience that includes addressing a group or whole class problem). Supervision of the consultation sequence is provided by district psychologists, as well as the intern s immediate supervisor. The intent is to provide accountability and feedback, as well as to monitor assigned activities in a timely manner. Indirect Service: The intern presents at least one workshop or inservice program and engages in school-based collaborative consultations. in-service workshops. Monthly seminars for interns are held with Psychological Services staff members as facilitators. Topics include, but are not limited to, clinical skills, best practice issues, and current information on new programs and timely topics. Supervision: The intern receives regular individual and group supervision. Research: Interns may be involved in a departmental research project or conduct research as part of a thesis or dissertation requirement. Intern candidates with a research requirement to fulfill, and who expect to collect data at the internship site, should have a proposal available for review at the interview. The Broward Public Schools has established procedures for screening and approval of proposed research projects. Stipends At present, the district provides a maximum of 10 internship stipends. Interns are paid each day they serve in the district, up to a maximum of 190 days. Though subject to change due to district budget considerations, the current stipends are $ per day for doctoral and specialist level interns; a total of approximately $20,900 for the full 190-day work calendar. Training: Throughout the internship year, interns are afforded opportunities to attend relevant 5

8 Appendix A National Association of School Psychologists (NASP) Internship Standard and School Psychology Internship Program Requirements Standard 4.0 Internship: A comprehensive internship experience is provided through which all students are required to demonstrate, under supervision, their ability to integrate knowledge and skills in providing a broad range of school psychological services. The internship is conceptualized as the culminating component in school psychology graduate education. It affords the student the opportunity to work with diverse client populations, a range of problems, and different types of human service programs, using varied intervention methodologies. NASP Standard: Internship Characteristics The internship experience is provided at or near the end of the formal training period. The internship experience occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive academic years. The internship experience is designed according to a written plan that provides the student opportunities to gain experience in the delivery of a broad range of school psychological services. Services include, but are not limited to assessment, intervention, counseling, behavior management, and consultation. The internship experience occurs in a setting appropriate to the specific training objectives of the program. The internship experience is provided appropriate recognition through the awarding of academic credit. The internship experience occurs under conditions of appropriate supervision. Field-based internship supervisors hold a valid credential as a school psychologist for that portion of the internship that is in a school setting. That portion of the internship that appropriately may be in a non-school setting requires supervision by an appropriately credentialed psychologist. Field-based internship supervisors are responsible for no more than two interns at a given time. University internship supervisors are responsible for no more than twelve interns at any given time. Field-based supervisors provide, an average, at least two hours per week of direct supervision for each intern. Broward County Public Schools: School Psychology Internship Program The program requires academic transcripts and university director certification of completion of the majority of the formal training. The internship experience occurs on a full-time basis over a period of one academic year. A minimum of 1200 hours is required (150 school days). The internship experience is delineated in the Psychological Services Internship Program Description. Interns are given opportunities to provide assessment, intervention, counseling, behavior management, and consultation services. All internship experiences are school-based. University coordinators certify that academic credit is awarded to the intern. All field-based supervisors hold a valid credential as a school psychologist in the state of Florida and/or state of Florida licensure in school psychology or psychology. Field-based supervisors are responsible for only one intern at a given time. University supervisors certify that they are responsible for no more than twelve interns at any given time. Field-based supervisors are required to provide a minimum of two hours per week of direct supervision for each intern and are available to interns daily. 6

9 NASP Standard: Internship Characteristics The internship is based on a positive working relationship between the university program and field-based supervisors to provide an effective learning experience for the student. University internship supervisors provide at least one on-site contact per semester with each intern and supervisor. The internship placement agency provides appropriate support for the internship experience including: a written contractual agreement specifying the period of appointment and the terms of compensation, a schedule of appointments consistent with that of agency school psychologists. (e.g., calendar, in-service meetings, etc.), provision for participation in continuing professional development activities, Broward County Public Schools: School Psychology Internship Program All interns must have a sponsor university that commits to the supervisory relationship between the university and the field-based supervisors. University internship supervisors agree to provide at least one on-site contact per semester with each intern and supervisor. The department enters into agreements with university training programs using their contract formats. See calendar. See calendar. expense reimbursement consistent with policies pertaining to agency school psychologists, an appropriate work environment including adequate supplies, materials, secretarial services, and office space, release time for internship supervisors, a commitment to the internship training experience. The quality of the internship experience is systematically evaluated in a manner consistent with the specific training objectives of the program. The internship experience is conducted in a manner consistent with the current legal-ethical standards of the profession. Interns share work environments with supervisors and have access to secretarial services. Each intern is provided with a basic battery of assessment instruments. See Internship Supervisors in Internship Program Description. See university training program evaluation forms, Post Rotation Evaluations, and Internship Experience Evaluation. Intern and supervisors are expected to follow legalethical guidelines. These are reviewed at the beginning of the internship year. Source: The Appendices were adapted from documents shared by the Psychological Services Department of the Dade County Public Schools 7

10 Appendix B Sample Work Calendar for Psychologists and Interns 8

11 Appendix C Calendar of Internship Seminar Meetings Day Date Time * Topic/Speaker September 13 Group Counseling / Crisis Responding Dr. Gary Matloff Dr. Les Baker October 04 Section 504 Ms. Caroline Hejia November 15 Report Writing Ms. Barbara Prelak December 20 Projective Testing I Dr. Paula Williams Dr. Julie Franzese January 10 Projective Testing II Dr. Paula Williams Dr. Julie Franzese February 07 Bilingual/ESOL I Dr. Barbara Diaz Ms. Deborah Baran March 07 Bilingual/ESOL II Dr. Barbara Diaz Ms. Deborah Baran April 11 May 16 Technology Ms. Tara Rodger Ms. Debbie Boles Year-end Reflections 9

12 Appendix D BROWARD COUNTY INTERNSHIP COMPETENCIES Intern: Supervisor: Eval: Mid-Year End of Year Scale: P = Proficient /A= Acceptable Progress / L = Limited Progress / NO = No Opportunity P A L NO COMPETENCIES FOR EVALUATION PROCEDURES A. Interaction with Student 1. Provides appropriate physical environment 2. Establishes rapport 3. Uses appropriate interview format and interviewing techniques 4. Provides appropriate encouragement 5. Maintains behavior control B. Instrument Selection and Use 1. Selects tests appropriate to identified problem 2. Uses proper form for age level 3. Sequences tests logically 4. Paces presentation of instruments appropriately C. Test Administration Skills 1. Follows all manual directions in performing standardized administration 2. Uses examples properly 3. Questions appropriately 4. Paces presentation appropriately 5. Presents performance items dexterously 6. Uses accurate timing procedures 7. Records responses accurately and completely 8. Adheres to basal and ceiling requirements 9. Notes significant behaviors of student D. Scoring 1. Scores items correctly 2. Calculates accurately 3. Makes proper use of scoring tables/manuals / software 4. Shows familiarity with test statistics reporting Comments on Evaluation Competencies: 10

13 P A L NO COMPETENCIES FOR REPORT WRITING 1. Provides accurate demographic data 2. Presents an accurate statement of reason for referral (related to student functioning) 3. Provides appropriate background information 4. Provides sensory screening information (when necessary) 5. Provides accurate behavioral description of student 6. Provides comprehensive, organized, properly sequenced explanation of evaluation results 7. Interprets results and relates to reason for referral 8. Makes interpretations that are consistent with current research and practice 9. Provides a grammatically correct report with wording which is suitable and meaningful to the reader (educational personnel, parents, mental health professionals, physicians, etc.) 10. Provides recommendations which are related to the problem and usable by the consumer 11. Provides reasons for inconsistencies in findings Comments on Report Writing Competencies: P A L NO COMPETENCIES FOR INSERVICE/PARENT EDUCATION A. Planning 1. Establishes clear goals and objectives 2. Outlines content/topics 3. Plans instructional procedures with attention to time constraints B. Delivery of Instruction 1. Establishes rapport 2. Communicates content clearly 3. Makes effective use of activities, materials, and different modes of presentation C. Evaluation 1. Conducts an evaluation related to goals and objectives 2. Provides quantitative and qualitative information Comments on Inservice Competencies: 11

14 P A L NO COMPETENCIES FOR FUNCTIONAL ASSESSMENT A. Curriculum Based Assessment 1. Completes inservice sequence (if necessary ) 2. Selects appropriate probes for the target student 3. Administers probes and records data in a systematic manner 4. Translates findings into information helpful to teachers oral and written communication (when indicated) 5. Helps teachers develop procedures for monitoring intervention outcomes B. Behavioral Assessment 1. Completes inservice sequence (if necessary) 2. Selects appropriate observation formats for the target student 3. Conducts observations and records data in a systematic manner 4. Translates findings into information helpful to teachers - oral and written communication (when indicated) 5. Helps teachers develop procedures for monitoring intervention outcomes Comments on Functional Assessment Competencies: P A L NO COMPETENCIES FOR TIME MANAGEMENT/PRIORITIES 1. Uses a time scheduling system 2. Assigns priority rankings to job assignments 3. Allocates time to tasks appropriately 4. Tracks work in progress 5. Completes reports/work products in a timely manner Comments on Time Management Competencies: P A L NO COMPETENCIES FOR OBSERVATION 1. Selects observation formats appropriate to the presenting problems 2. Accurately describes observed behavior 3. Interprets observed behavior meaningfully 4. Incorporates observation data in intervention development Comments on Observation Competencies: 12

15 P A L NO COMPETENCIES FOR CASE STAFFINGS / PARENT CONFS. A. Oral Communication of Assessment Findings 1. Sets a pace which is appropriate for the situation 2. Maintains focus on purpose of the conference 3. Obtains helpful information from parents/participants 4. Provides helpful information to participants 5. Uses language which is meaningful to participants 6. Integrates findings with data from other disciplines 7. Uses and explains classification labels 8. Inquires to determine whether consumers are comprehending messages B. Recommendations/Interventions 1. Makes recommendations related to the problem identified 2. Makes recommendations which are usable by consumer 3. Helps to identify resources that might facilitate implementation of recommendations Comments on Staffings/Conferences Competencies: P A L NO COMPETENCIES FOR CPS TEAMS / CONSULTATIONS 1. Establishes a collaborative relationship ( problem partnership ) 2. Uses the problem clarification interview guide to produce the problem clarification summary 3. Integrates data from multiple sources into the problem clarification summary 4. Writes clear summary statements for the essential problem/intervention elements 5. Assists teachers in the development of practical data collection approaches 6. Assists teachers in analysis of data collected (including interpretation of graphs, when needed) 7. Assists teachers in setting realistic goals for behavioral improvement 8. Generates intervention ideas and assists teachers with setting up implementation 9. Collects and analyzes intervention outcome data (including accurate graphing of student progress) 10. Analyzes support team strengths and weaknesses 11. Models case management skills 12. Demonstrates an understanding of the school community 13. Coordinates the application of other resources to address problems Comments on CPS/Consultation Competencies: 13

16 P A L NO COMPETENCIES FOR COUNSELING A. Rapport Building and Maintenance 1. Shows respect to those with differing opinions 2. Shows concern for issues B. Problem Identification 1. Helps clarify the nature of the problem 2. Uses appropriate questions 3. Uses assessment data meaningfully 4. States problem clearly 5. States problem in behavioral terms C. Intervention Procedures 1. Facilitates identification of appropriate, specific behavioral goals 2. Selects appropriate procedures relative to the problem identified 3. Uses a systematic strategy 4. Seeks consultation when needed D. Outcome Assessment 1. Uses an objective means of assessment related to goals 2. Includes assessment of problem identification phase and outcomes Comments On Competencies for Counseling: Intern s Signature Intern Supervisor s Signature District Coordinator s Signature Date 14

17 The School Board of Broward County, Florida Laurie Rich Levinson, Chair Patricia Good, Vice Chair Robin Bartleman Donna P. Korn Ann Murray Katherine M. Leach Abby Freedman Dr. Rosalind Osgood Nora Rupert Robert Runcie Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure which results in discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Director of Equal Educational Opportunities at or Teletype Machine TTY Individuals with disabilities requesting accommodations under the Americans with Disabilities Act (ADA) may call Equal Educational Opportunities (EEO) at or Teletype Machine TTY