Seattle University College Of Education SCHOOL PSYCHOLOGY PRACTICUM HANDBOOK

Seattle University College Of Education SCHOOL PSYCHOLOGY PRACTICUM HANDBOOK 2013 2014 1

Table of Contents Document Name Introduction to Practicum Sequence: Foreword Prerequisite Checklist NASP Training Standards & Domains of Competence SU School Psychology Training Goals Page(s) 3 3 3 4-5 6 Student Input Form 7-8 Information for Practicum Supervisors 9-11 570 School Psychology Practicum I Syllabus * 12-38 571 School Psychology Practicum II Syllabus * 39-62 571 School Psychology Practicum III Syllabus * 63-85 Supervisor's Assessment of Practicum Performance 86-93 PLEASE NOTE: SYLLABI WILL BE REVISED PRIOR TO THE START OF EACH QUARTER 2

INTRODUCTION School Psychology Practicum Sequence: SPSY 570 School Psychology Practicum I (Fall Quarter), SPSY 571 School Psychology Practicum II (Winter Quarter), SPSY 572 School Psychology Practicum III FOREWORD Congratulations on your readiness to begin your practicum sequence in school psychology at Seattle University! This handbook has been prepared to assist you in preparing to begin your practicum and to respond to the many questions you may have concerning it. Please supplement this material with a thorough reading of the relevant sections of the Seattle University School Psychology Student Handbook. The three practicum experiences in consultation/intervention (Fall), counseling (Winter), and psychoeducational assessment (Spring) are distinct from the internship and are designed as a field-based orientation to school psychology. They serve to orient students to the culture of the public school, to general and special education, and to the specific role and functions of the school psychologist. The practicum is a developmental experience that begins with indirect experiences (e.g., shadowing and observing the site supervisor deliver school psychological services). By the end of each practicum, the experience includes the direct delivery of school psychological services under supervision, i.e., a consultation case, a counseling case, and two psychoeducational assessments. PREREQUISITES CHECKLIST: 1. Check with your program advisor to verify conditional approval to start your practicum Candidacy Form completed and in file Minimum of 3.0 GPA Grades of B or higher in all assessment courses Successful completion of SPED 545 (prior to SPSY 570 in fall) Successful completion of SPED 543 & SPSY 502 (prior to SPSY 571 in winter) Successful completion of SPSY 563, 564, 566, & 567 (prior to SPSY 572 in spring) 2. Attend the Practicum Orientation Meeting in Winter Quarter. 3. Submit State Patrol fingerprint/background check forms to Pat Witkowski (COE Records & Certification Office) ASAP. Because the process takes several weeks, you should initiate the security check through the College of Education Records and Certification Office, Loyola 503 (206-296-5774) early in the quarter prior to your practicum. 4. RECOMMENDED: Arrange to take Child Abuse Course (through local ESD; required prior to internship). Submit copy of certificate of attendance to SP Administrative Assistant. 3

NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS STANDARDS FOR TRAINING AND FIELD PLACEMENT PROGRAM IN SCHOOL PSYCHOLOGY Seattle University s School Psychology Program is an Educational Specialist degree program approved by the National Association of School Psychologists. The mission of the National Association of School Psychologists (NASP) is to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning. The 2010 NASP Standards for Training and Field Placement Programs in School Psychology contribute to the development of effective services through the identification of critical training experiences and competencies needed by candidates preparing for careers in school psychology. These Standards have served to guide the design of all courses in Seattle University s School Psychology Program. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE 2.1 Data-Based Decision Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2.2 Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 2.3 Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health. 2.5 School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 4

2.6 Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 2.7 Family School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 2.8 Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. 2.9 Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 2.10 Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. WASHINGTON STATE STANDARDS FOR RESIDENCY-LEVEL ESA CERTIFICATION: SCHOOL PSYCHOLOGISTS The 2012 revised Washington State Residency-level standards are aligned to the ten NASP standards (above) and include the following additional standard: Standard 11. Emerging and Assistive Technologies: School psychologists have knowledge of information sources and technology relevant to their work; technology resources for children, adolescents, and professionals including instructional software and adaptive technology for 5

individuals with disabilities; and, ethical, legal and access issues related to the use of technology in order to ensure responsible use. School psychologists demonstrate skills to access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services; and, to utilize available technologies to improve assessed individual student learning needs. Seattle University School Psychology Program Goals Dedicated to a scientist-practitioner model, the program is designed to provide students with a solid grounding in research-based practices that will equip them with the knowledge, skills and dispositions to be effective school psychologists. With the overarching vision of preparing knowledgeable, ethical and reflective school psychologists for leadership and quality service in diverse communities, the following program goals guide the preparation of all students: Students will: 1. Practice in accordance with professional, ethical, and legal standards. 2. Demonstrate knowledge, skills, and dispositions to advocate for services responsive to the needs of diverse learners at all systems levels and the promotion of justice for underserved populations. 3. Apply knowledge of theory and practice to promote cognitive, academic, social and emotional competence for youth at all school systems levels. 4. Apply knowledge and skills to make data-based decisions that produce positive educational outcomes for youth. 5. Demonstrate effective interpersonal, consultation and collaboration skills to promote competence for all youth and to build the capacity of systems. 6. Use self-reflection to guide their work with youth, families, and professional colleagues. 7. Demonstrate knowledge and skills to promote programs that make schools more safe, compassionate, and responsive to the academic and mental health needs of youth. 8. Use technology to enhance and safeguard their work, promote positive educational outcomes for youth, and advocate for equitable access to technology within educational settings. 6

STUDENT INPUT FORM STUDENT Phone Email SPSY 570: School Psychology Practicum I, Fall Quarter Supervised school psychological practicum in a school (pre-k to 12). School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation) under supervision. Class meetings involve group supervision and critical discussion of field experiences and current professional issues. The first in a sequence of three courses, 3 quarter credits each, with a total of 9 quarter credits. Prerequisites: SPED 545. Graded CR/F. SPSY 571: School Psychology Practicum II, Winter Quarter Supervised school psychological practicum in a school (pre-k to 12). School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation) under supervision. Class meetings involve group supervision and critical discussion of field experiences and current professional issues. The second in a sequence of three courses, 3 quarter credits each, with a total of 9 quarter credits. Prerequisites: SPSY 502 and SPED 545. Graded CR/F. SPSY 572: School Psychology Practicum III, Spring Quarter Supervised school psychological practicum in a school (pre-k to 12). School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation) under supervision. Class meetings involve group supervision and critical discussion of field experiences and current professional issues. The third in a sequence of three courses, 3 quarter credits each, with a total of 12 quarter credits. Prerequisites: SPSY 564, 566, 567. Graded CR/F. There is a lab fee for this course. Field experiences: In each course, students will spend approximately 70 hours (or one day per week) working with a school psychologist in a school setting. The assigned site supervisor will plan your activities which will include shadowing the psychologist as s/he performs the role, attending staffings and IEP meetings, observing in general and special education classrooms, and reviewing school records and curricula. Students will have one placement with one supervisor throughout the year, unless an alternative arrangement is necessary. Class sessions: Each class will meet on-campus for approximately two hours, fifteen minutes and for five sessions, unless otherwise arranged by the instructor. Class time will be structured in a seminar format. Consultations, case presentations, simulations, written reflections, and readings will be used as a basis for class activities. Placement: We have ongoing agreements with Edmonds, Seattle, and Bellevue School Districts. To facilitate a practicum placement that meets your needs, please indicate below your preferences for districts listed above. If you would like a placement in another district or region, please indicate your preferences (and this will require some additional planning on your part). If you have made prior contacts with specific districts and/or psychologists, please indicate below and include their contact information (name, school, district, phone #, email). Please submit your input to Kay Beisse s mailbox in Loyola 218 as soon as possible. THANK YOU FOR YOUR INPUT! 7

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SCHOOL PSYCHOLOGY PRACTICUM: INFORMATION FOR SUPERVISORS The Seattle University (SU) School Psychology Program faculty thank you for participating in the first field experience for our school psychology students. The year-long practicum is distinct from the internship and is designed as a field-based orientation to school psychology practice, public school culture, general and special education, and the specific role and functions of the school psychologist. REQUIREMENTS AND EXPECTATIONS The practicum schedule follows both Seattle University s academic calendar i.e. the 10-week quarter system, with breaks in December and March and the academic calendars of local school districts. Students are expected to attend the practicum site one day a week for a total of 70 hours per quarter, or 210 total hours for the year. Students entering the practicum have completed two courses in educational assessment (two additional assessment courses will be taken concurrently), two courses in behavioral interventions, one course in consultation, and at least one counseling course. They are familiar with, and are expected to conform to, NASP ethical and professional standards. In addition, they have completed many of their core psychological foundations courses. They will be enrolled in a seminar at SU as part of their practicum. The practicum is designed to be an assessment, consultation/intervention, counseling, and observational experience for the student. Initially, we recommend that the student be allowed to "shadow" you through the normal course of your daily activities. Other initial activities include: observations of general education classes of all types and at all grade levels in your school; becoming familiar with all the types of records available on children (school cumulative file; health; Special Ed/IEP; psychological, etc.); visiting all special education classes; etc. In addition, they will be expected to complete one consultation case (either academic or behavioral) (fall quarter), one counseling case (winter), and two comprehensive evaluations (spring). Students may assist with portions of assessments throughout the year as long as they have completed the relevant coursework beforehand. Although this experience begins as largely observational, a main goal is to confer a sense of professionalism on our students, and to have them present themselves as such. Please assist by introducing the student to school staff as an advanced graduate student, and ensuring that he/she is perceived as a capable professional. In particular, the student should be granted access to professional meetings, cases and activities; confidentiality should not be used as a reason to exclude the student, but rather as an opportunity for the student to learn from more challenging professional situations and issues. The following is a list of practicum goals and required activities: 1. Become familiar with the role of the school psychologist as consultant, 9

interventionist, assessor, and counselor as delineated in the 11 domains of practice: a. shadowing and observing the supervisor in service activities, e.g., consulting, assessing, etc b. attending pre-referral staffings, evaluation team meetings and IEP meetings; 2. Become familiar with both general education and special education: a. observe in both general and special education classrooms; b. observe in resource and self-contained special education classrooms to become familiar with types of students served, and curricula and instructional techniques used in special education programs; c. interview specialists on a prereferral team (e.g. speech and language pathologist, school nurse) to learn about services provided by each discipline; d. become familiar with state and federal laws and how your school implements them. 3. Delivering school psychological services as demonstrated by the completion of one consultation case (fall), one counseling case (winter), and two comprehensive evaluations (spring). The student is expected to collaborate with others in the school while being supervised by the school psychology supervisor. The cases will follow these steps: a. identify and define the problem; b. analyze the problem; c. develop an intervention for the problem; d. evaluate the intervention; e. prepare a written report; f. present the results to school staff, parents, and students (as appropriate). FIELD SUPERVISOR RESPONSIBLITIES: SUPERVISION 1. Provide opportunities for the student to perform the functions listed above. 2. Provide at least one hour per week of direct supervision to review the student's experience and to supervise cases that have been assigned. 3. Observe the student and allow the student to observe you. 4. Review the student s reports and provide feedback. 5. Complete brief evaluation/feedback forms on the student s performance at the end of each quarter. UNIVERSITY SUPERVISOR RESPONSIBLITIES: 1. Be available to the student to discuss practicum experiences. 2. Maintain phone/email contact with the field supervisor to monitor the student's progress. 3. Review the student s reports (evaluation and consultation) and provide feedback to the student. 10

4. At the student s or supervisor s request, provide additional supervision of assessment and consultation activities, including direct observation of a testing session, consultations, review of test protocols etc. I hope that this information is helpful to you. If you have any questions, please feel free to call me at 206-296-6267 or email me at beissek@seattleu.edu. Sincerely yours, Kay Beisse, Ph.D. Associate Professor Field Placement Coordinator School Psychology Program Seattle University 11

SEATTLE UNIVERSITY College of Education 901 12 th Ave. Seattle, WA 98122 School Psychology Program Fall, 2013 The College of Education's Organizing Theme: Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities The School Psychology Program s Organizing Theme Dedicated to a scientist-practitioner training model, prepares ethical and reflective professionals for quality service in diverse communities COURSE INFORMATION SPSY 570: School Psychology Practicum I 3 credits Time: 4:15-6:30pm Room: CHDN 145 Meets five times during term 9/30/13 through 12/9/12 (see course schedule) INSTRUCTOR Kay Beisse, Ph.D. 208 Loyola Hall Office Phone: (206) 296-6267 E-Mail: beissek@seattleu.edu Office Hours: By appointment REQUIRED TEXT: Thomas, A. & Grimes, J. (Eds.) (2008). Best practices in school psychology-v. Bethesda, MD: NASP. RECOMMENDED READINGS: NASP (2010). Principles for professional ethics. Bethesda, MD: National Association of School Psychologists. Available: http://www.nasponline.org/standards/ethics/ethical-conductprofessional-practices.aspx Washington administrative code chapter 392-172: Rules for the provision of special education. (July, 2007). Olympia: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/pubdocs/wac/wac_392_172a.pdf Washington association of school psychologists professional practice standards. (2000-2001). Olympia, WA: Washington State Association of School Psychologists. Available: www.wsasp.org Using Response to Intervention (RTI) for Washington s Students. (June, 2006): Olympia, WA: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/rti COURSE DESCRIPTION Graduate Bulletin Description: Supervised school psychological practicum in a school (pre-k to 12). School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation) under supervision. Class meetings involve group supervision and critical discussion of field experiences and current professional issues. The first in a sequence of three courses, 3 12

quarter credits each, with a total of 9 quarter credits. Prerequisites: SPED 545. Graded CR/F. Course Purpose/Goals: This course is designed to integrate knowledge and skills gained from three previous consultation and intervention courses in the School Psychology core curriculum: SPSY 563 (Linking Assessment to Instruction), SPED 545 (School Consultation and Intervention), and SPSY 505 (Advanced Application of Research and Statistics). The course is a practicum and, as such, focuses on the practical application of consultation models and skills as students partner with teachers and parents to serve the educational needs of children in P-12 settings. Students will apply their knowledge and skills by gathering data via observations and interviews, working with parents and teachers to respond to referral questions, design interventions based on evidence-based practices, monitor intervention implementation, and assess positive impact on students in the school setting. The class prepares advanced School Psychology students for their three-quarter internship in the schools. It is also designed to provide students with continuing experience applying consultation and intervention skills needed to operate within a response to intervention model in school settings. The course provides an orientation to the ten NASP domains (and Washington State residency benchmarks) for school psychology practice. Students are expected to shadow and observe their supervisors perform a variety of services across multiple domains of practice. Course Rationale: As with other courses in the School Psychology program, this course emphasizes ethical practice of the school psychologist, prepares students to be reflective professionals and to work in diverse communities. In order for students to become competent professionals, they are given opportunity in this course to work with diverse clients in the school setting. Students have ample opportunity to reflect upon their work with P-12 students through use of reflection logs that document their field experiences. An on-site field supervisor and a university supervisor closely supervise student interactions with children in the field placement school to ensure that ethical and professional standards are met. Case studies, class discussions, as well as on-site supervision, are designed to provide the best possible opportunity for students to integrate skills and knowledge learned in previous coursework in preparation for the yearlong internship COURSE OBJECTIVES By the completion of this course, the student will demonstrate: 1. Ability to approach teachers, parents, and youth in a manner that encourages the formation of a trusting and cooperative relationship and which allows others to feel comfortable with the practicum student throughout the consultation and intervention process (NASP 2.2, 2.7). 2. A habit of promptness and predictability in all aspects of the field placement. This includes keeping regular hours at the practicum site, being prepared, and meeting timelines (NASP 2.2). 3. Understanding of cultural, ethnic, and/or linguistic diversity and cultural-sensitivity in working with diverse teachers, students, and families (NASP 2.8). 4. Knowledge of the provisions of the Individuals with Disabilities Education Act (IDEA 2004) and the Washington Administrative Code (WAC) relevant to early intervention, 13

scientifically-based research practices, and response to intervention (NASP 2.10). 5. Skills in effectively collaborating with teachers, parents, and others to address the academic needs of students in school and home settings (NASP 2.2, 2.3, 2.7). 6. Skills in using consultation models during collaboration with diverse groups of teachers and parents in K-12 settings. Knowledge of a variety of consultation models and the consultation and collaboration process at the group and system levels (NASP 2.2, 2.5, 2.6). 7. Skills in using data gathered through observation, interview, and direct assessment (e.g. curriculum-based assessment) to design, implement, and monitor interventions. At all phases of the consultation and intervention process, students will use data-based decision making to assess the positive impact of interventions on children in K-12 schools (NASP 2.1, 2.2, 2.9). 8. Knowledge of the characteristics of effective, evidence-based instruction at the universal, targeted, and individual levels. (NASP 2.6, 2.9). 9. Knowledge of evidence-based prevention models that promote cognitive academic development at the individual, group, and schoolwide levels (NASP 2.3, 2.9). 10. Skills in using computer-based tools for compiling and analyzing data to design and evaluate the positive impact of academic and behavioral interventions for students in K- 12 schools (NASP 2.9). COURSE INSTRUCTIONAL METHODS Because this course is a practicum, the focus of instruction is field-based in the school setting. On-campus class time is less formal than in most courses and structured in a seminar format. Case consultations and presentations, professional practice consultations, written reflection logs, and readings are used as a basis for class discussions. Students are encouraged to schedule individual sessions with the instructor to obtain feedback and assistance with cases. COURSE REQUIREMENTS 1. Attendance and participation in all scheduled classes and practicum experiences. Students are required to attend five (5) two-hour, 15-minute class sessions and spend seven (7) hours per week at practicum school sites (70 hours total). Students are expected to be at their practicum sites for a total of ten (10) weeks. The course instructor will contact practicum site supervisors during the quarter to monitor students' experiences and performance in the practicum. Additionally, each student is encouraged to schedule one individual or small group meeting with the course instructor during the quarter. Note: There is no class on November 11 (Veterans Day Holiday) and November 25. The instructor will be available for individual and small group meetings during class time on those two Mondays. 2. Reflection logs. Participation in practicum experiences is documented in four reflection logs. The logs should be a maximum length of two doubled spaced, typed pages, and should record the student's practicum activities and reflections on his/her. Reflections should include thoughts and feelings in response to both field experiences and course readings. Reflection logs are due no later than noon on the day of class (starting class #2; no reflection is due prior to class #1). (See Reflection Log form in syllabus Appendix.) 3. Consultation case study. Students will complete one case study during the quarter. Based on consultation with a teacher, parent, or team, students will collaborate to design, implement, and evaluate an intervention with a child or group of children. A written summary 14

of the consultation will include the following sections which are described in detail in the Consultation Case Study Rubric found in the syllabus Appendix: 1) Research-based Consultation Model; 2) Consultation Goals and Activities; 3) Collaboration; 4) Evaluation of Impact; and, 5) Overall assessment. Students should obtain written permission to consult (see the Permission for Consultation & Intervention form in Appendix). Note: The written case study summary must be submitted on TaskStream. 4. Consultation self-evaluation. Based on one consultation session with a parent, teacher, or team, students will complete a self-evaluation reflecting upon of their use of effective consultation skills. Self-evaluations should include strengths and areas to improve. (See the Self-Evaluation of Consultation Skills form in the syllabus Appendix). 5. Practicum supervisor s assessment of practicum performance. Students are required to obtain the practicum site supervisor s feedback on his/her performance using the Assessment of Practicum Performance form (Note: The form is found in the Appendix, but ratings will be submitted on TaskStream. Students will log on to TaskStream to facilitate their supervisor entering ratings online. Then, the form must be printed, signed by the student and field supervisor, and submitted to the course instructor at the end of the quarter). 6. In-class activities/requirements. a. School profile. As an initial orientation to the practicum site, the student is expected to study the school s website and school report card (http://reportcard.ospi.k12.wa.us/summary.aspx?year=2010-11) noting pertinent information about the school s mission, demographics, academic performance, special programs, and other relevant information. Be prepared to discuss your school s profile in the first class session (no written report is required). b. Professional practice consultation. This activity is an opportunity for each student to consult with a small group of peers on questions or issues related to the 10 domains of practice in school psychology. Each student will present one question as a part of class discussion, using the format described in this syllabus. (See Professional Practice Consultation Suggested Format in the syllabus Appendix.) c. Case consultation. Each student will informally present his/her case-in-progress to a small group of classmates. This requirement is intended to allow peers to provide supportive guidance and suggestions to students in various stages of the consultation and intervention process. d. Case presentation. One formal case presentation is required during the last class session. Students prepare a presentation of their consultation case. This requirement is intended to provide an opportunity for all students to share their case with the larger group and receive feedback. NOTE: To protect the confidentiality of subjects, all materials submitted for this class (reports, reflections, case presentation handouts) must not contain the student s name or other identifying information. GRADING: CR (credit) or F (fail). To obtain a grade of CR, the student must receive ratings of Satisfactory on all course requirements and an overall rating of 2 Emerging or higher on the Assessment of Practicum Performance form completed by the practicum site supervisor. Core Assignments Seattle U. Program Goals NASP Domains of Practice 15

Reflection Log Program Goals 1-8 NASP Domains 2.1 through 2.10 Supervisor s Assessment of Practicum Performance Consultation Case Study Consultation Self- Program Goals 1-8 NASP Domains 2.1 through 2.10 Program Goals 1, 2, and 4 NASP Domains 2.1, 2.2, 2.4 or 2.5, 2.6 Program Goals 1-6 NASP Domains 2.2 Evaluation Case Presentation Program Goals 1, 2, and 4 NASP Domains 2.1, 2.2, 2.4 or 2.5, and 2.10 SCHEDULE OF COURSE ACTIVITIES (subject to change) Session #1 September 30: Intro to School Psychology Practicum I All Students Course Overview Students share information about their school placements. Course groups and schedule Consultation models Assignments due: Review school profile online and prepare to share in class For Next Class: Investigate opportunities and procedures for case consultations (academic or behavioral) at site. Identify a case for the consultation case study. Session #2: Small Group Sharing and Support for Practicum Experiences Group A Oct. 7 Group B Oct. 14 Consultation case study rubric Professional practice consultations Assignments due: Reflection log #1 posted on Angel before class. Review example case study posted on Angel. For Next Class: Review evaluation form with supervisor. Identify a consultation case study, if you have not done so already. Session #3: Small Group Sharing and Support for Practicum Experiences Group A Oct. 21 Methods for assessing positive impact of consultations Professional practice consultations Case consultations Assignments due: Reflection log #2 posted on Angel before class Group B Oct. 28 Session #4: Small Group Sharing and Support for Practicum Experiences Group A Nov. 4 Group B Nov.18 Professional practice consultations Case consultations Session #5 Final class meeting For Next Class: Complete self-evaluation of consultation skills. Assignments due: Reflection log #3 posted on Angel before class; self-evaluation of consultation skills For Next Class: Ask supervisor to complete evaluation form 16

Group A Dec 2 Group B Dec 9 Case presentations Assignments due: Reflection log #4 and consultation case study posted on Angel before class; case presentation; supervisor's assessment of practicum performance (electronic ratings posted on Taskstream; signed paper copy submitted in class) UNIVERSITY POLICIES NOTICE to STUDENTS concerning TWO Important Student Academic Resources Lemieux Library and McGoldrick Learning Commons (including such resources as: Learning Assistance Programs, Research [Library] Services, Writing Center, Math Lab) can be accessed on the internet at: http://www.seattleu.edu/learningcommons Academic Integrity Tutorial: accessible both on ANGEL and on SUONLINE in the Student Menu using the following hotlink: Academic Integrity Tutorial which contains the URL: <https://www.seattleu.edu/academicintegrity> NOTICE to STUDENTS concerning DISABILITIES If you have, or think you may have, a disability (including an invisible disability such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740. NOTICE to STUDENTS concerning Seattle University s ACADEMIC INTEGRITY POLICY which includes the issue of plagiarism The Academic Integrity policy and procedures (academic honesty) of the university define what the university considers academic dishonesty, what penalties can be imposed for violations of academic integrity, and the appeal process if a student is found to have violated academic integrity. The Academic Integrity policy and procedures can be downloaded at the following URL: https://www.seattleu.edu/workarea/downloadasset.aspx?id=78679 Academic Grading Grievance - Procedure for Challenging Course Grades This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to challenge a final course grade. The academic grading grievance policy and procedure document can downloaded using the following URL: https://www.seattleu.edu/workarea//downloadasset.aspx?id=78678 Professional Conduct Policy The purpose of this policy is to define the appeal policies and processes related to the following professional program decisions that are related to professional 17

conduct/behavior/dispositions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate. The Professional Conduct policy can be downloaded at the following URL: https://www.seattleu.edu/workarea//downloadasset.aspx?id=78690 National Association of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 Seattle University s School Psychology Program is an Educational Specialist degree program approved by the National Association of School Psychologists. The mission of the National Association of School Psychologists (NASP) is to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning. The NASP Standards for Training and Field Placement Programs in School Psychology contribute to the development of effective services through the identification of critical training experiences and competencies needed by candidates preparing for careers in school psychology. These Standards have served to guide the design of all courses in Seattle University s School Psychology Program. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE 1. Data-Based Decision Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2. Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 3. Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 4. Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health. 18

5. School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 6. Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 7. Family School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 8. Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. 9. Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 10. Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. PLEASE NOTE: The 2012 revised Washington State Residency-level standards are aligned to the ten NASP standards (above) and include the following additional standard: 11. Emerging and Assistive Technologies: School psychologists have knowledge of information sources and technology relevant to their work; technology resources for children, adolescents, and professionals including instructional software and adaptive technology for individuals with disabilities; and, ethical, legal and access issues related to the use of technology in order to ensure responsible use. School psychologists 19

demonstrate skills to access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services; and, to utilize available technologies to improve assessed individual student learning needs. Seattle University School Psychology Program Goals Dedicated to a scientist-practitioner model, the program is designed to provide students with a solid grounding in research-based practices that will equip them with the knowledge, skills and dispositions to be effective school psychologists. With the overarching vision of preparing knowledgeable, ethical and reflective school psychologists for leadership and quality service in diverse communities, the following program goals guide the preparation of all students: Students will: 1. Practice in accordance with professional, ethical, and legal standards. 2. Demonstrate knowledge, skills, and dispositions to advocate for services responsive to the needs of diverse learners at all systems levels and the promotion of justice for underserved populations. 3. Apply knowledge of theory and practice to promote cognitive, academic, social and emotional competence for youth at all school systems levels. 4. Apply knowledge and skills to make data-based decisions that produce positive educational outcomes for youth. 5. Demonstrate effective interpersonal, consultation and collaboration skills to promote competence for all youth and to build the capacity of systems. 6. Use self-reflection to guide their work with youth, families, and professional colleagues. 7. Demonstrate knowledge and skills to promote programs that make schools more safe, compassionate, and responsive to the academic and mental health needs of youth. 8. Use technology to enhance and safeguard their work, promote positive educational outcomes for youth, and advocate for equitable access to technology within educational settings. REFERENCES RTI Overview Deno, S. L. (2005). Problem-solving assessment. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 10-40). New York: Guilford Press. Deno, S. L. (2002). Problem solving as best practice. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 37-55). Bethesda, MD: The National Association of School Psychologists. Fuchs, D., & Deshler, D.D. (2007). What we need to know about responsiveness to intervention (and shouldn t be afraid to ask). Learning Disabilities Research & Practice, 22(2), 129-136. Fuchs, D., & Fuchs, L.S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. TEACHING Exceptional Children, 38(1), 57-61. Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171. McIntosh, K, Chard, D.J., Boland, J.B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146-154. Mellard, D.F., Byrd, S.E., Johnson, E., Tollefson, J.M., & Boesche, L. (2004). Foundations and research on identifying model responsiveness to intervention sites. Learning Disability Quarterly, 27, 243-256. 20

Lyon, G. R., Shaywitz, S. E., Shaywitz, B. A., & Chhabra, V. (2005). Evidence-based reading policy in the United States: How scientific research informs instructional practices. Brookings Papers on Educational Policy, 1, 209-215. Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 3-20). Bethesda, MD: The National Association of School Psychologists. RTI and Identification of Learning Disabilities Batsche, G. M., Kavale, K.A., & Kovaleski, J. F. (2006). Competing views: A dialogue on response to intervention. Assessment for effective intervention, 32(1), 6-19. Case, L. P., Speece, D. L., & Molloy, D. E. (2003). The validity of response-to-intervention paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review, 32, 557-582. Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approach to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304-331. Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D.L. Hallahan (Eds.). Identification of learning disabilities: Research to practice (pp. 467-519. Mahwah, NJ: Erlbaum. Kavale, K.A., Kaufman, A.S., Naglieri, J.A., & Hale, J.B. (2005). Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 16-25. Lyon, G.R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgesen, J.K., Wood, F., et al. (2001). Rethinking learning disabilities. In C.E. Finn Jr., A.J. Rotherham, & C.R., Hokanson, Jr. (Eds.)., Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas B. Fordham Foundation. Marston, D. Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38(6), 539-544. Mastropieri, M. A., & Scruggs, T. E. (2005). Feasibility and consequences of response to intervention: Examination of the issues and scientific evidence as a model for the identification of individuals with learning disabilities. Journal of Learning Disabilities, 38(6), 525-531. McNamara, K., & Hollinger, C. (2003). Intervention-based assessment: Evaluation rates and eligibility findings. Exceptional Children, 69(2), 181-193. O Malley, K. J. Francis, D. J., Foorman, B. R., Fletcher, J. M., & Swank, P. R. (2002). Growth in precursor and reading-related skills: Do low-achieving and IQ-discrepant readers develop differently? Learning Disabilities Research and Practice, 17, 19-35. Siegel, L. (2003). IQ-discrepancy definitions and the diagnosis of LD. Journal of Learning Disabilities, 36, 2-4. Scruggs, T.E., & Mastropieri, M.A. (2006). Response to competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32(1), 62-64. Vaughn, S, & Fuchs, L.S. (2006). A response to competing views: A dialogue on response to intervention. Assessment for Effective Intervention, 32(1), 58-61. Curriculum-Based Measurement Good, R. H., Gruba, J., & Kaminski, R. A. (2002). Best practices in using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 699-720). Bethesda, MD: The National Association of School Psychologists. Good, R., H., Simmons, D.C., & Kame enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third grade high-stakes outcomes. Scientific Studies in Reading, 5, 257-288. Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press. Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 671-698). Bethesda, MD: The National Association of School Psychologists. 21

RTI Technical Issues Barnett, D.W., Elliot, N., Graden, J., Ihlo, T., Macmann, G., Nantais, M. et al. (2006). Technical adequacy for response to intervention practices. Assessment for effective intervention, 32(1), 20-31. Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186. Griffiths, A., VanDerHeyden, A.M., Parson, L.B., & Burns, M.K. (2006). Assessment for effective intervention, 32(1), 50-57. VanDerHeyden, A.M., Witt, J. C., & Barnett, D.W. (2005). The emergence and possible futures of response to intervention. Journal of Psychoeducational Assessment, 23, 339-361. Solution-Focused Report Writing Brown-Chidsey, R., & Steege, M. W. (2005). Solution-focused psychoeducational reports. In R. Brown- Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 267-290). New York: Guilford Press. Integrity/Fidelity Issues Gresham, F. M. (1991). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18, 37-50. Gresham, J. M, MacMillan, D. L, Beebe-Frankenberger, M. E., Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15(4), 198-206. Lane, K. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An essentialbut often forgotten-component of school-based interventions. Preventing School Failure, 48(3), 36-43. Sanetti, L. H., & Kratochwill, T. R. (2005). Treatment integrity assessment within a problem-solving model. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 304-325). New York: Guilford Press. Telzrow, C. F., & Beebe, J. J. (2002). Best practice in facilitating intervention adherence and integrity. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 503-516). Bethesda, MD: The National Association of School Psychologists. Telzrow, C.F., McNamara, K., & Hollinger, C.L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29(3), 443-461. Intervention Decision Making Berninger, V. W. (2002). Best practices in reading, writing, and math assessment-intervention links: A system approach for schools, classrooms, and individuals. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 851-865). Bethesda, MD: The National Association of School Psychologists. Greenwood, C. R., & Maheady, L. (2001). Are future teachers aware of the gap between research and practice and what should they know? Teacher Education and Special Education, 24(4), 333-347. Horner, R H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. Joseph, L. M. (2002). Best practices in planning interventions for students with reading problems. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 803-816). Bethesda, MD: The National Association of School Psychologists. Kratochwill, T.R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. Kratochwill, T.R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: Conceptual foundations of the procedural and coding manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341-389. Shinn, M. R. (2005). Identifying and validating academic problems in a problem-solving model. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 219-246). New York: Guilford Press. 22

Steege, M., Brown-Chidsey, R., & Mace, F. C. (2002). Best practices in evaluating interventions. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 517-534). Bethesda, MD: The National Association of School Psychologists. Stewart, L. H., & Kaminski, R. (2002). Best practices in developing local norms for academic problemsolving. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 737-752). Bethesda, MD: The National Association of School Psychologists. Upah, K. F., & Tilly, W. D. (2002). Best practices in designing, implementing, and evaluating quality interventions. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 483-501). Bethesda, MD: The National Association of School Psychologists. Reading Interventions Browder, D.M., Wakeman, S.Y., Spooner, F. Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392-408. Casey, A., & Howe, K. (2002). Best practices in early literacy skills. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV (pp. 721-736). Bethesda, MD: The National Association of School Psychologists. Torgesen, J. K. (2001). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26. Mathematics & RTI Burns, M.K., VanDerHeyden, A. J., & Jiban, C.L. (2006) Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35(3), 401-418. Fuchs, L. S., Compton, D.L., Fuchs, D., Paulsen, K., Bryant, J., & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. TEACHING Exceptional Children, 37(4), 60-63. Crawford, D., & Snider, V. E. (2000). Effective mathematics instruction: The importance of curriculum. Education and Treatment of Children, 23, 122-142. Fuchs et al. (2006). Extending responsiveness to intervention to math problem-solving at third grade. Teaching Exceptional Children, 38, 59-63. Fuchs et al. (2004). Enhancing mathematical problem-solving among third grade students with schemabased instruction. Journal of Educational Psychology, 96(4), 635-647. Fuchs et al. (2003). Enhancing third-grade students' mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306-315. Fuchs et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95, 293-304. Writing & RTI Jewell, J., & Malecki, C. K. (2005). The utility of CBM written language indices: An investigation of production-dependent, production-independent, and accurate-production scores. School Psychology Review, 34, 27-44. Glaser, C., & Brunstein, J. C. (2007). Improving Fourth-Grade Students' Composition Skills. Journal of Educational Psychology. 99(2), 297-310. Saddler, B., Behforooz, B., & Asaro, K. (2008, Fall2008). The Effects of Sentence-Combining Instruction on the Writing of Fourth-Grade Students With Writing Difficulties. Journal of Special Education, 42(2), 79-90. Retrieved July 23, 2008, from Academic Search Complete database. Mayfield, K., Glenn, I., & Vollmer, T. (2008, September). Teaching Spelling Through Prompting and Review Procedures Using Computer-Based Instruction. Journal of Behavioral Education, 17(3), 303-312. Amtmann, D., Abbott, R., & Berninger, V. (2008, May). Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction During Independent Composing. Journal of Learning Disabilities, 41(3), 218-234. Savage, R., Pillay, V., & Melidona, S. (2008, May). Rapid Serial Naming Is a Unique Predictor of Spelling in Children. Journal of Learning Disabilities, 41(3), 235-250. Secondary Students 23

Carnine, D., & Carnine, L. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading and Writing Quarterly, 20, 203-219. English Language Learners Klingner, J. K., & Artiles, A. J. (2003). When should bilingual students be in special education? Educational Leadership, 61(2), 66-71. Lindsey, K. A., Manis, F.R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95(3), 482-494. Vaughn, S., Mathes, P.G., Linan-Thompson, S. & Francis, D.J. (2005). Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research & Practice, 20(1), 38-67. Professional Development Issues Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and state-of-the-art analysis. Educational Leadership, 45(3), 77-87. Early Intervention VanDerHeyden, A.M. (2005). Intervention-driven assessment practices in early childhood/early intervention: Measuring what is possible rather than what is present. Journal of Early Intervention, 28(1), 28-33. Capacity Building Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198-223. Grimes, J., Kurns, S., & Tilly, W. D. (2006). Sustainability: An enduring commitment to success. School Psychology Review, 35, 224-244. Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practices: Using public health models to enhance systems capacity of schools. School Psychology Review, 35, 167-180. RECOMMENDED BOOKS Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2006). Response to intervention: Policy considerations and implementation. (4 th ed.). Alexandria, VA: National Association of State Directors of Special Education. Bender, W. N., & Shores, C. (2007). Response to Intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press. Brown-Chidsey, R. (2005). Assessment for intervention: A problem-solving approach. NY: Guilford Press. Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. New York: Guilford Press. Daly, E.J., Chafouleas, S., & Skinner, C.H. (2005). Interventions for reading problems. NY: Guilford Press. Fletcher, J.M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. NY: Guilford Press. Haager, D., Klingner, J., & Vaughn, S. (2007). Evidence-based reading practices for response to intervention. Baltimore, MD: Paul H. Brookes Publishing Co. Hall, S. L. (2006). I ve DIBEL d, now what? Designing interventions with DIBELS data. Longmont, CO: Sopris West. Heath, M. A., & Sheen, D. (2005). School-based crisis intervention: Preparing all personnel to assist. NY: Guilford Press. Lane, K. L., & Beebe-Frankenberger, M. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Pearson. Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. NY: Guilford Press. Witt, J., & Beck, R. (1999). One-minute academic functional assessment and interventions: Can t do it or won t do it? Longmont, CO: Sopris West. Wright, J. (2007). RTI toolkit: A practical guide for schools. Port Chester, NY: Dude Publishing. 24

SPSY 570 School Psychology Practicum I APPENDIX Page 15 Course requirements tracking sheet 16 Practicum reflection log 17 Professional practice consultation 18 Requirements for consultation case study 19-20 Consultation case study evaluation rubric 21 Consent for consultation form 22-24 Self-evaluation of consultation skills 25-32 Supervisor's assessment of practicum performance 25

SPSY 570 School Psychology Practicum I COURSE REQUIREMENTS TRACKING SHEET STUDENT: Group 1. Attendance: #1 #2 #3 #4 #5 2. Written Reflection Log 1 2 3 4 Format (typed, 2 pages, date, hours, activities) Reflections (integrating field experiences and readings) 3. Prof Practice Consult Date Rating 4. Case Consultation Date Rating 5. Case Presentation Date: Session #5 Rating 6. Case Study Date Rating 7. Self-Evaluation Date Rating 8. Site supervisor s assessment of practicum performance: Date Rating Faculty signature 26

School Psychology Practicum Practicum Reflection Log Student: School: Dates on site: # of hours on site: Practicum Supervisor: Hourly Log Activities Hours Practice Domains /Standards (Check all that apply) 1 2 3 4 5 6 7 8 9 10 11 Reflections: (Include reactions field experiences and selected readings; be sure to cite references.) 27

PROFESSIONAL PRACTICE CONSULTATION SUGGESTED FORMAT 1. Introduction. The student introduces a question or issue and links it to one or more of the 10 NASP domains of school psychology practice. The student describes contextual factors, including school demographics, on-site observations and/or interview data, that clarifies the importance of the question or issue to his/her practicum experiences. 2. Clarification of question/issue. Group members respond by clarifying as many dimensions of the issue as needed to increase their understanding of the question, its context, and significance. 3. Best Practices reading. The student presents a summary of readings relevant to the issue or question. The student provides copies of a summary from at least one chapter in Best Practices in School Psychology V. 4. Group discussion. The student facilitates discussion of relevant information from the chapter, encouraging questions and exchange of information and diverse viewpoints. 5. Closure. Group debriefs with additional comments, as appropriate. 28

Requirements for Consultation Case Study Students will consult with a teacher, parent, or team to develop and evaluate one academic or behavioral intervention case. Cases must follow these problem-solving steps: a. Problem identification; b. Problem Analysis; c. Intervention; d. Evaluation. (1) The intervention must be delivered through a case-centered consultation model that results in the evaluation of an intervention, e.g., behavioral, conjoint behavioral, problem solving, collaborative, or ecological consultation with a consultee (teacher and/or parent) or a team (SST, pre-referral). The intervention must address an academic or a behavioral concern and may address concerns resulting from either skill deficits or performance (i.e. motivational) deficits. (2) Students are expected to conduct all work under the supervision of their field supervisor (on-site school psychologist) through scheduled supervision meetings. (3) Students are expected to be proactive. They should prepare for the case by researching concerns and interventions in advance, knowing which step of consultation/ intervention they are engaged in; and having an idea of what to do next. (4) Consultation models and interventions must have empirical support for their use with children and school personnel. (5) In consultations, at least 3 interviews/ meetings are conducted with the consultee(s): (a) Problem/Needs Identification Interview (What s the problem?); (b) Problem/Needs Analysis Interview (What s the solution?); (c) Treatment/Intervention Evaluation (Did it work?). (6) A report will be written for each case, using the format required by the school district (if required); and, following the format for this course, see Consultation Case Study rubric. 29

CONSULTATION CASE STUDY EVALUATION RUBRIC Note: Ratings will be entered via Task Stream Section 1: Research-Based Consultation Model (7) Component Needs Development (0) Effective (1) Very Effective (2) Points Consultation theory/ researchbased model Overall Rating for Section: Not identified or poorly identified and/ or no evidence to support selected model Some evidence to support identified model, with at least one citation from literature Extensive evidence to support selected model with multiple citations from literature /2 Section 2: Consultation Goals and Activities (8) Component Needs Development (0) Effective (1) Very Effective (2) Points Consultation goals Description of consultation activities Overall Rating for Section: Missing or do not reflect selected model Missing or inadequate Reflect general features Adequate; of model includes summary of at least one consultation session Reflect specific elements of model Excellent; includes summaries of at least two consultation sessions /2 Section 3: Collaboration (9) Component Needs Development (0) Effective (1) Very Effective (2) Points Collaboration Minimal or no evidence of collaboration with consultee Adequate evidence of collaboration with consultee Clear description of collaborative involvement of consultee (and others, when appropriate) 30

Overall Rating for Section: /2 31

Section 4: Evaluation of Impact (10) Component Needs Development (0) Effective (1) Very Effective (2) Points Evaluation No evidence of evaluation Reflects selected model and goals. Goal attainment data (e.g. GAS) are presented and analyzed Reflects selected model and goals. Analysis of goal attainment data shows positive outcomes of consultation Overall Rating for Section: /2 Section 5: Overall Assessment (11) Component Needs Development (0) Effective (1) Very Effective (2) Points Reflective thinking & critical analysis Self- Awareness Demonstrates little or no awareness of skills and strategies acquired/used in the activities Areas of strength and areas to improve are not identified, or poorly identified Demonstrates thoughtful analysis of skills/strategies acquired/used in the activities Areas of strength and areas for improvement are identified Demonstrates exceptional insight and understanding of skills/strategies acquired/used in the activities Areas of strength and areas for improvement are identified, with a specific plans for improvement Overall Rating for Section: /2 This case study included family-school collaboration: Yes No TOTAL Points: / 10 Faculty signature 32

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SPSY 570 School Psychology Practicum I School Psychology Program Seattle University Consent for Consultation I, (teacher or parent/guardian) consent to participate in consultation with the graduate student named below. The graduate student is an advanced school psychologist-in-training and is being supervised by a certified school psychologist assigned to the school. I understand that my participation is entirely voluntary. I understand that, as part of the training process, the University instructor named below may examine the written summary of the consultation process with all identifying information deleted or changed. Graduate student: University instructor: Kay Beisse, Ph.D. (email: beissek@seattleu.edu; phone: (206)296-6267) Teacher or Parent/legal guardian: (signature) Date: 34

Self-Evaluation of Consultation Skills Consultant: Date: Consultee: Role: Type of Interview: Problem Identification/ Problem Analysis/ Evaluation (Circle One) Scale: 1 = Poor 2 = Satisfactory 3= Excellent X = No Opportunity to Observe* Directions: Review the audiotape (or detailed notes) of the consultation session and self-assess all items relevant to the interview with the consultee. It is not expected that one interview would cover all items on the checklist Beginning the Interview 1 2 3 X Interview is conducted in a quiet area free from distractions 1 2 3 X Establishes rapport with consultee 1 2 3 X The cultural background of the consultee is considered 1 2 3 X Consultant- consultee roles and expectations are clarified Identification of Concerns 1 2 3 X Begins with open ended questions, e.g. Tell me about your concerns. 1 2 3 X Inquires as to the strengths and interests of the target 1 2 3 X Demonstrates empathic listening skills (e.g. attending, paraphrasing, reflecting) 1 2 3 X Summarizes consultee s concerns for the target Prioritization of Concerns 1 2 3 X Moves from broad to specific questions 1 2 3 X Asks consultee to prioritize most salient concerns for the target 1 2 3 X Translates any vague descriptors into concrete, observable terms 1 2 3 X Identifies one or two prioritized skill(s)/ behavior(s) to target for consultation Generating Hypotheses 1 2 3 X Considers external-student factors (e.g. environment, curriculum, instruction) 1 2 3 X Considers internal-student factors (e.g. skill deficits, medical conditions, disability) 1 2 3 X Identifies the antecedents and consequences for the target behavior(s) or skill(s) 1 2 3 X Reviews any existing data or permanent products 35

Developing an Intervention Plan 1 2 3 X Explores existing interventions and supports and their outcomes 1 2 3 X Works with consultee to develop a plan to address the skill(s)/ behavior(s) 1 2 3 X Works with consultee to develop data-based goal(s)/ expectations for improvement 1 2 3 X The acceptability of the plan is assessed with the consultee Developing an Assessment Plan 1 2 3 X Determines what skill(s)/ behavior(s) will be assessed 1 2 3 X Develops a plan for when and how data will be gathered (e.g. baseline/ intervention) 1 2 3 X The plan clearly establishes who is responsible for data collection and implementation 1 2 3 X The plan includes strategies for assessing implementation fidelity Developing a Follow-up Plan 1 2 3 X Timeline for intervention evaluation is established 1 2 3 X Date for timely follow-up with consultee is scheduled (e.g. one week after interview) 1 2 3 X Summarizes interview and plan 1 2 3 X Clarifies any questions from the consultee Evaluation of Intervention Outcomes 1 2 3 X Data reviewed (including implementation data) to determine if goal(s) was met 1 2 3 X Agreement is reached regarding the need to continue, modify, or terminate the plan 1 2 3 X Social validity of the intervention results were addressed 1 2 3 X Generalization of acquired behavior(s)/ skill(s) is discussed Directions: Rate your consultation micro-skills below. Attach a one page written description that describes one example of each the following skills. Consultation Micro-skills Needs Development (0) Satisfactory (1) Excellent (2) Rapport with the consultee Reflecting Paraphrasing Clarifying Summarizing Collaborative problem solving SUMMARY: List at least three strengths and three areas to improve your consultation skills. 36

Strengths Areas for improvement 37

SCHOOL PSYCHOLOGY PROGRAM SUPERVISOR'S ASSESSMENT OF PRACTICUM PERFORMANCE SEE PAGE 86 OF THIS HANDBOOK 38

MASTER SYLLABUS (subject to change) SCHOOL PSYCHOLOGY PROGRAM WINTER QUARTER Seattle University College Of Education 901 12 th Avenue Seattle, WA 98122 The College of Education's Organizing Theme Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities The School Psychology Program's Organizing Theme Dedicated to a scientist- practitioner training model, prepares ethical and reflective professionals for quality service in diverse communities. COURSE INFORMATION SPSY 571: School Psychology Practicum II, 3 credits Class meets 5 times for 2 hrs and 15 min INSTRUCTOR Samuel Song, Ph.D., NCSP Loyola 205 Instructor phone: 206-398-4585 Admin. Assistant phone: 206-296-5750 Office hours: By appointment FAX: 206-296-1892 Email: songs@seattleu.edu TEXT and MATERIALS Required: 1. Thomas, A. & Grimes, J. (Eds.) (2008). Best practices in school psychology V: Bethesda, MD: National Association of School Psychologists. 2. Washington association of school psychologists professional practice standards (2000-2001). Olympia, WA: Washington State Association of School Psychologists. Available: www.wsasp.org 3. Professional Standards Revision Committee (2000). Principles for Professional Ethics: Guidelines for the Provision of School Psychological Services. Bethesda, MD: NASP. Available: http://www.nasponline.org/standards/professionalcond.pdf 4. Washington administrative code chapter 392-172A: Rules for the provision of special education (July, 2007). Olympia: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/pubdocs/wac/wac_392_172a.pdf 5. Using Response to Intervention (RTI) for Washington s Students (June, 2006): Olympia, WA: Special Education, OSPI. Available:http://www.k12.wa.us/SpecialEd/RTI Recommended: 1. Identification of students with specific learning disabilities: State of Washington severe discrepancy tables WAC 392-172-130 (December, 2007) Olympia: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/pubdocs/sld_guide.pdf 2. Jenson, W. R., Rhode, G., & Reavis, H. K. (2000). Tough kid tool box. Longmont, CO: Sopris West. 39

3. Rhode, G., Jenson, W. R., Reavis, H. K. (1992). Tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West. 4. Sheridan, S. (2001). Tough kid social skills book. Longmont, CO: Sopris West. 5. **Rathvon, N. (2007). Effective school interventions: Strategies for enhancing academic and social competence, 2 nd Edition. Guilford Press: New York. 6. **Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation in applied settings: An individual guide. New York, NY: Plenum Press. 7. Sheridan, S. M., Kratochwill, T.R., & Bergan, J. R. (2008). Conjoint behavioral consultation: A procedural guide. New York: Plenum. 8. Doll (2004). Resilient Classrooms: Class Maps Consultation. NY, Guilford. COURSE DESCRIPTION Graduate Bulletin Description: Involves school psychology students in field-based counseling and intervention activities to address the social, emotional, and behavioral challenges of pre-k-12 students. The following skills will be applied in field settings: counseling, interviewing, data gathering, intervention design and implementation, and assessment of positive impact. Graded CR/F. Course Purpose/Goals: This course is designed to integrate knowledge and skills gained from five courses in the School Psychology core curriculum: SPSY 502 (Counseling Theories and Skills for School Psychologists), COUN 561 (Child and Adolescent Counseling), SPED 546 (Advanced Behavioral Intervention), SPSY 562 (Family and School Collaboration), and SPSY 563 (Linking Assessment to Intervention). The course is a practicum and, as such, focuses on the practical application of developing solutions (interventions) to school related concerns through direct client contact as well as through collaboration with school personnel. Various counseling and intervention models and skills relevant for school practice will be emphasized. The class prepares advanced School Psychology students for their three-quarter internship in the schools. The course provides an orientation to the eleven domains of school psychology practice (see section below). Students are expected to observe and interview their supervisors to gain understanding of the variety of services they provide across the eleven NASP domains of practice. Course Rationale: As with other courses in the School Psychology program, this course emphasizes ethical practice of the school psychologist, prepares students to be reflective professionals and to work in diverse communities. In order for students to become competent professionals, they are given opportunity in this course to work with diverse clients in the school setting. Students have ample opportunity to reflect upon their work with P-12 students through use of reflection logs that document their field experiences. An on-site field supervisor and a university supervisor closely supervise student interactions with children in the field placement school to ensure that ethical and professional standards are met. Case studies, class discussions, as well as on-site supervision, are designed to provide the best possible opportunity for students to integrate skills and knowledge learned in previous coursework in preparation for the year-long internship. National Association of School Psychologists Standards for Graduate Preparation of School Psychologists 2010 Seattle University s School Psychology Program is an Educational Specialist degree program approved by the National Association of School Psychologists. The mission of the National Association of School Psychologists (NASP) is to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning. The NASP Standards for Training and Field Placement Programs in School Psychology contribute to the development of effective services through the identification of critical training experiences and competencies needed by candidates preparing for careers in school psychology. These Standards have served to guide the design of all courses in Seattle University s School Psychology Program. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE 40

2.1 Data-Based Decision Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2.2 Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 2.3 Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and datacollection methods and to implement and evaluate services that support socialization, learning, and mental health. 2.5 School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 2.6 Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 2.7 Family School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 2.8 Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidencebased strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. 2.9 Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate 41

and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 2.10 Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. Seattle University School Psychology Program Goals Dedicated to a scientist-practitioner model, the program is designed to provide students with a solid grounding in research-based practices that will equip them with the knowledge, skills and dispositions to be effective school psychologists. With the overarching vision of preparing knowledgeable, ethical and reflective school psychologists for leadership and quality service in diverse communities, the following program goals guide the preparation of all students: Students will: 1. Practice in accordance with professional, ethical, and legal standards. 2. Demonstrate knowledge, skills, and dispositions to advocate for services responsive to the needs of diverse learners at all systems levels and the promotion of justice for underserved populations. 3. Apply knowledge of theory and practice to promote cognitive, academic, social and emotional competence for youth at all school systems levels. 4. Apply knowledge and skills to make data-based decisions that produce positive educational outcomes for youth. 5. Demonstrate effective interpersonal, consultation and collaboration skills to promote competence for all youth and to build the capacity of systems. 6. Use self-reflection to guide their work with youth, families, and professional colleagues. 7. Demonstrate knowledge and skills to promote programs that make schools more safe, compassionate, and responsive to the academic and mental health needs of youth. 8. Use technology to enhance and safeguard their work, promote positive educational outcomes for youth, and advocate for equitable access to technology within educational settings. COURSE OBJECTIVES By the completion of this course, the student will demonstrate: 1. Ability to approach teachers, parents, and youth in a manner that encourages the formation of a trusting and cooperative relationship and which allows others to feel comfortable with the practicum student throughout the consultation and intervention process (NASP 2.2, 2.7). 2. A habit of promptness and predictability in all aspects of the field placement. This includes keeping regular hours at the practicum site, being prepared, and meeting timelines (NASP 2.2). 3. Understanding of cultural, ethnic, and/or linguistic diversity and cultural-sensitivity in working with diverse teachers, students, and families (NASP 2.8). 4. Knowledge of the provisions of the Individuals with Disabilities Education Act (IDEA 2004) and the Washington Administrative Code (WAC) relevant to early intervention, scientifically-based research practices, and response to intervention (NASP 2.10). 5. Skills in effectively collaborating with teachers, parents, and others to address the mental health and behavioral needs of students in school and home settings (NASP 2.2, 2.4 2.7). 42

6. Skills in using consultation models during collaboration with diverse groups of teachers and parents in K-12 settings. Knowledge of a variety of consultation models and the consultation and collaboration process at the group and system levels (NASP 2.2, 2.5, 2.6). 7. Skills in using data gathered through observation, interview, and direct assessment (e.g. curriculumbased assessment) to design, implement, and monitor academic interventions. At all phases of the consultation and intervention process, students will use data-based decision making to assess the positive impact of academic interventions on children in K-12 schools (NASP 2.1, 2.2, 2.9). 8. Knowledge of the characteristics of effective, evidence-based instruction at the universal, targeted, and individual levels. (NASP 2.6, 2.9). 9. Knowledge of evidence-based prevention models that promote mental health and social development at the individual, group, and schoolwide levels (NASP 2.4, 2.6, 2.9). 10. Skills in using computer-based tools for compiling and analyzing data to design and evaluate the positive impact of academic and behavioral interventions for students in K-12 schools (NASP 2.9). COURSE INSTRUCTIONAL METHODS: Because this course is a practicum, the focus of instruction is fieldbased in the school setting. On-campus class time is less formal than in most courses and structured in a seminar format. Case presentations, professional practice questions, written reflection logs, consultation reports, and readings are used as a basis for class discussions. Students are encouraged to schedule individual sessions with the instructor to obtain feedback and assistance with the consultation process and report writing. COURSE REQUIREMENTS: 1. Professionalism, attendance, and participation in all scheduled classes and practicum experiences. As school psychologists-in-training, students are expected to display professional demeanor and behaviors in class and in the field. Students are required to attend five (5) class sessions and spend seven (7) hours per week at practicum school sites (70 hours total). Students are expected to be at their practicum sites beginning the first week of January through the third week of March for a total of ten (10) weeks. If any practicum days are missed, students are expected to make up those days by going on site more than once per week. Students are expected to make up the hours if they choose to observe the SU spring break vacation: Note that schools have a different spring break week, which should be accounted for in your calculation of hours. Finally, students are expected to be punctual, organized, and proactive with their work in class and in the field. 2. Required Professional Practicum Activities: 1. Become familiar with activities of the school psychologist in the 11 NASP domains of practice: Shadow the supervisor as s/he does his/her job; attend pre-referral meetings, consultations, evaluation team meetings and IEP meetings; observe individual and/or group counseling; and, observe the supervisor in testing sessions. 2. Become familiar with both general education and special education: Observe in both general and special education classrooms; observe in resource and self-contained special education classrooms to become familiar with types of students served and curricula and instructional techniques used in special education programs; interview specialists on an evaluation team (e.g. speech and language pathologist, school nurse) to learn about assessments and services provided by each discipline; become familiar with state and federal laws and how your school implements them. 3. A counseling intervention case is required with a written case study report. The counseling case focuses on direct client contact as the means through which interventions are implemented. It may be an individual or group counseling case (e.g., anger management group, social skills group). In the case, the student is expected to collaborate with the client to: a. identify and define the problem; b. analyze the problem; c. develop an intervention for the problem; d. evaluate the intervention; e. prepare a written evaluation report; 43

f. present the results to school staff, parents, and students (as appropriate). ** The student may also elect to conduct a behavioral intervention instead. However, it should be noted that another behavioral intervention case will need to be completed during internship the following year according to NASP requirements. The behavioral intervention may focus on a particular student or group of students (e.g., classroom, recess) in collaboration with relevant stakeholders (school personnel and/or the parent/guardian). It may be a preventative ecological intervention or in response to a behavioral concern. It should address the same objectives listed above under the counseling intervention case study. 4. Weekly logs and reflections. The students participation in practicum experiences is documented in weekly practicum logs. The logs should be typewritten, double-spaced, a maximum length of two (2) pages for each week, and should record the date, total hours, activities, and the student's reflections (see number 4 below). Reflections should include thoughts, feelings, and questions in response to on-site activities, observations, interviews with the practicum supervisor, and selected readings. During the quarter the student is expected to observe the supervisor s activities and/or interview the supervisor about his/her activities in each of the 11 NASP domains. Record the reflections on the log form provided in this syllabus and submit the logs weekly online via ANGEL. 5. Readings from required text and other materials. The course instructor will assign some readings. Other readings are student-selected from Best Practices in School Psychology-V and the WSASP professional practice standards, according to each student s interests, needs, and field experiences. Students are expected to document their self-selected readings on their reflection logs and integrate readings with their field experiences in both written reflections and class discussion. 6. School profile. As an initial orientation to the practicum site, the student is expected to study the school s website and record information about the school s mission, demographics (features of the school s population, e.g. size, ethic and socioeconomic composition), academic performance (e.g. WASL data), special programs, and other relevant information. Bring to the first class session a two-page (maximum) double-spaced written summary of your school s profile and be prepared to share the information in class. You may use the same assignment for SPSY 570 if you are at the same school. 7. Audiotape transcription of a counseling session. The student is required to submit an audiotape of a session conducted at the practicum site, a typed transcription of the session, along with a written self-evaluation of the session. Turn in the audiotape transcription and self-evaluation as soon as possible, but no later than class #5 Written parent permission for the audiotaping must be obtained (see attached permission form). 8. Case presentation. One formal case presentation is required during the quarter. Students prepare a formal presentation of one of their counseling case, delivered in a format that simulates a student support team meeting. The presentation provides practice in communicating counseling results and recommendations to parents and colleagues. During the presentation, other students in the class role-play participants in a team meeting. Students are evaluated on the quality of the presentation and their professionalism. (See case presentation format and evaluation criteria) 9. Case study Written Report. For the counseling intervention case, students will write a report that meet the evaluation criteria on the rubrics for this course. To meet the needs of the school, students may need to edit this report into a School Version and/or fill out relevant school forms: Discuss whether this is needed with your on-site field supervisor. NOTE: The written case report must be rated as "meets expectations" to pass the practicum (i.e. a total score of five out of ten possible points); however, if the report receives a rating of needs development on any performance criteria on the evaluation rubric, the case study must be repeated during the internship year. (This does not apply to the behavioral case study. As mentioned previously, the behavioral case must be completed during the internship year; therefore, if a student chooses to complete a behavioral case, then another one must be completed during the internship.) 44

10. Practicum supervisor s assessment of practicum performance. The student is required to obtain the practicum site supervisor s feedback on his/her performance using the Assessment of Practicum Performance form (see attached). This completed form should be submitted in class #5. NOTE: To protect the confidentiality of test subjects, all materials submitted for this class (reports, reflections, case presentation handouts, and test protocols) must not contain the student s name or other identifying information. ADDITIONAL COMMENTS: 1. Students should obtain written teacher and/or parent/guardian permission to provide counseling and intervention at their practicum school sites (see Permission for Counseling form). 2. Students should obtain written teacher and/or parent/guardian permission for audiotaping of a session (see Permission to Audiotape a Counseling Session form). 4. The course instructors will contact practicum site supervisors during the quarter to monitor the students' experiences and performance in the practicum. 5. Students are encouraged to schedule individual sessions with the instructor to receive feedback on rough drafts of reports and/or to discuss practicum experiences, as needed. 6. Students are expected to submit weekly reflection logs (one log per week) on the ANGEL website. GRADING: CR (credit) or F (fail). To obtain a grade of CR, the student must receive ratings of Satisfactory on all course requirements and an overall rating of 2 Emerging or higher on the Assessment of Practicum Performance completed by the practicum site supervisor. Core Assignments Seattle U. Program Goals NASP Domains of Practice Reflection Log Program Goals 1-8 NASP Domains 2.1 through 2.11 Supervisor s Assessment of Practicum Performance Program Goals 1-8 Counseling Case Study Program Goals 1, 2, and 4 Behavioral Intervention Case Study Counseling Self- Evaluation Program Goals 1, 2, and 4 Program Goals 1-6 NASP Domains 2.1, 2.2, 2.3, 2.5, 2.7, 2.8, 2.9, 2.10, 2.11 NASP Domains 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, and 2.10 NASP Domains 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, and 2.10 NASP Domains 2.1, 2.2, 2.4, 2.5, 2.6, 2.7, and 2.10 Case Presentation Program Goals 1, 2, and 4 NASP Domains 2.1, 2.5, and 2.10 School Profile NASP Domain 2.6 45

COURSE SCHEDULE MEETING ACTIVITIES ASSIGNMENTS DUE Session 1 Orientation to the practicum Students share information about their sites (School Profile) Issues of confidentiality, privacy, and personal safety in schools Schedule for case presentations DUE: School Profile (same as Consultation Practicum) HW: 1) Learn about safety and CPS reporting procedures at practicum site; 2) Review WACs Session 2 Share practicum experiences Share safety and CPS reporting procedures Support for Case Studies HW: Examine your school s process for delivering interventions to school personnel (e.g., SST, preferral team). Interview supervisor and a teacher to find out how it works and how well it works; and, bring any relevant forms (FBA, PBS, consultation). Post your findings on Angel DB before class. Be prepared to share your findings in class. Session 3 Share practicum experiences Share HW on intervention & consultation process Case Presentation (1-2) Support for Case Studies DUE: Case Presentation (CP): HW: Read self-selected BP5 chapter or WSASP practice standards (include in reflection logs) Session 4 Share practicum experiences Case Presentation (1-2) Support for Case Studies DUE: First Case Study Report DUE: Case Presentation (CP): HW: Read self-selected BP5 chapter or WSASP practice standards (include in reflection logs) Session 5 Finals Week Share practicum experiences Case Presentation (1-2) Course Evaluations CELEBRATION! DUE: Second Case Study Report; Supervisor s Evaluation of Competencies 46

NOTICE to STUDENTS concerning DISABILITIES: If you have, or think you may have, a disability (including an invisible disability such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740. NOTICE to STUDENTS concerning Seattle University s ACADEMIC HONESTY POLICY which includes the issue of plagiarism: The Academic Honesty Policy of the university is available in the Seattle University Student Handbook which can be found on the web site of the Division of Student Development at the following URL: http://www.seattleu.edu/studentdevelopment/ NOTICE to STUDENTS concerning Grading Grievance - Procedure for Challenging Course Grades: This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to grieve a final course grade. A copy of this grading grievance policy and procedure document can be found in the SU Student Handbook, pp. 24-7, and it is available for download as a "pdf" file if you choose the Student Handbook hotlink from the left navigation area at the following URL: http://www.seattleu.edu/studentdevelopment/ The following URL directly downloads the policy document in pdf format: http://www.seattleu.edu/studentdevelopment/filelib/1010.pdf NOTICE to STUDENTS concerning Fair Process Policy for the College of Education: The purpose of this policy is to define the appeal policies and processes related to the following decisions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an practicum, or student teaching; or recommending a student for a professional certificate. A copy of the fair process policy can be found in the SU Student Handbook, pp. 27-30, and it is available for download as a pdf file from the following URL: http://www.seattleu.edu/studentdevelopment/ The following URL directly downloads the policy document in a text format: http://www.seattleu.edu/registrar/page.aspx?id=185 NOTICE TO STUDENTS CONCERNING CODES OF ETHICS: All students in all school psychology courses are expected to read, understand, and follow the code of ethics of the National Association of School Psychologists: http://www.nasponline.org/pdf/professionalcond.pdf ADDITIONAL RESOURCES Highly recommended for school psychologists: Mennuti, R. B., Freeman, A., & Christner, R. W. (Editors; 2006). Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice. New York, NY: Routledge Sklare, G. B. (2004). Brief Counseling that Works: A Solution-Focused Approach for School Counselors and Administrators (Second Edition). Thousand Oaks, CA: Corwin Press. 47

Kotlowitz, A. (1991). There Are No Children Here: The Story of Two Boys Growing Up in The Other America. NY: First Anchor Books. Ledley, D. R., Marks, B. P., & Heimberg, R. G. (2005). Making Cognitive-Behavioral Therapy Work: Clinical Process for New Practitioners. New York, NY: The Guildford Press. (~ $25) Shapiro, J. P., Friedberg, R. D., & Bardestein, K. K. (2006). Child & Adolescent Therapy: Science and Art. Hoboken, NJ: John Wiley & Sons, Inc. (~ $68) Friedberg, R. D. & McClure, J. M. (2002). Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts. New York, NY: The Guilford Press. (~ $42) Others on Counseling: Arehart-Treichel, J. (2004, March 19). Experts describe when analysis ready to end. Psychiatric News, p. 11. Bromfield, R. (2005). Teens in therapy. New York: W.W. Norton. Conyne, R. K, & Cook, E. P. (Eds.) (2004). Ecological counseling. Alexandria, VA: American Counseling Association. Cooper, Z., Fairburn, C.G., & Hawked, D.M. (2003). An overview of the theory and treatment. Cognitive-behavioral treatment for obesity: A clinician s guide (pp. 6-14). New York: The Guilford Press. Corey, G. (2005). Case approach to counseling and psychotherapy. Crespi, T.D., & Generali, M.M. (1995). Constructivist developmental theory and therapy: Implications for counseling adolescents. Adolescence, 30, 735-743. Dewan, M. J., Steenbarger, B. N., & Greenberg, R. P. (2004). The art and science of brief psychotherapies: A practitioner s guide. Washington, DC: American Psychiatric Publishing. Dougherty, A.M. (2004). Psychological Consultation and Collaboration in School and Community Settings (4th ed.) Dryden, W., DiGuiseppe, & Neena, M. (2003). A primer on Rational Emotive Behavior Therapy (2 nd ed.). Champaign, IL: Research Press. Fineman, J.A.B., & Soloman, B. (2004, March). Psychoanalytic and psychosocial aspects of female development. Psychiatric Times, pp. 67-68. Gallo-Lopez, L., & Schaefer, C.E. (Eds.) (2005). Play therapy with adolescents. Lanham, MD: Jason Aronson. Gregory, R.J., Schwer Canning, S., Lee, T.W., & Wise, J.C. (2004). Cognitive bibliotherapy for depression: A meta-analysis. Professional Psychology: Research and Practice, 35(3), 275-280. Halbur, D., & Vess Kalbur, K. (2006). Developing your theoretical orientation in counseling and psychotherapy. Upper Saddle River, NJ: Pearson. Hayes, S., Follette, V. M., & Linehan, M. M. (Eds.) (2004). Mindfulness and acceptance. New York: Guilford. Hoffman, L. (2005, August 5). Freud s theories about sex as relevant as ever. Psychiatric News, pp. 18, 32. Jacobs, M. (2004). Psychodynamic counseling in action (3 rd ed.). London: Sage. Kahn, B.B. (1999). Art therapy with adolescents: Making it work for school counselors. Professional School Counseling, 2, 291-298. Kauffman, K., & New, C. (2004). Co-counselling: The theory and practice of re-evaluation counselling. East Sussex: Brunner-Routledge. Kirshenbaum, H., & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered approach. Psychotherapy: Theory, Research, Practice, Training, 42, 37-51. Levenson, H., Butler, S. F., Powers, T. A., & Beitman, B. D. (2002). Concise guide to dynamic and interpersonal therapy (2 nd ed.). Washington, DC: American Psychiatric Publishing. Littrell, J.M., Zink, K., Nesselhuf, D., & Yorke, C. (1997). Integrating brief counseling and adolescents needs. Canadian Journal of Counselling, 31, 99-110. McCullough, J. P, Jr. (2000). Treatment for chronic depression. New York: The Guilford Press. 48

Miller, W. R., & Rollnick, S. (2002). Motivational interviewing (2 nd ed.). New York: Guildford. Mufson, L., Moreau, D., Weissman, M. M., & Klerman, G. L. (2003). Interpersonal psychotherapy for depressed adolescents (2 nd ed.). New York: The Guilford Press. Murphy, J.J. (2006). Solution-focused counseling in middle and high schools. Upper Saddle River, NJ: Pearson. Norcross, J. (2003). A primer on psychotherapy integration. In J.C. Norcross & M.R. Goldfried (Eds.), Handbook on psychotherapy integration (2 nd ed.). (pp. 3-23). New York: Oxford Press. Petersen, S. (2005). Reality therapy and individual or Adlerian psychology: A comparison. International Journal of Reality Therapy, 24, 11-14. Raimy, V. (2004). Misconceptions and the cognitive therapies. In A. Freeman, M.J. Mahoney, P. Devito, & D. Martin (Eds.), Cognition and Psychotherapy (2 nd ed.) (pp. 165-184). New York: Springer Publishing Co. Reinecke, M.A., Dattilio, F.M., & Freeman, A. (Eds.). (2003). Cognitive therapy with children and adolescents. New York: Guilford Shaughnessy, M. F., & Mahan, V. (2002). An interview with Albert Ellis about Rational Emotive Behavior Therapy. North American Journal of Psychology, 4, 355-367. Sprouse, D.S., Ogletree, S.L., Comsudes, M.M., Granville, H.G., & Kern, R.M. (2005). An Adlerian model for alliance building. Journal of Individual Psychology, 61, 137-148. Trevatt, D. (2005). Adolescents in mind. Journal of Child Psychotherapy, 31, 221-2038. Vernon, A. (2004). Counseling children and adolescents (3 rd ed.). Denver: Love Publishing. Weinrach, S. G., Dryden, W., DeMattia, D. J., Doyle, K. A., Maclaren, C., O Kelly, M., & Malkinson, R. (2004). Post-September 11 th perspectives on religion, spirituality, and philosophy in the personal and professional lives of selected REBT cognoscenti. Journal of Counseling & Development, 82, 426-438. White, V.E., & Murray, M.A. (2002). Passing notes: The use of therapeutic letter writing in counseling adolescents. Journal of Mental Health Counseling, 24, 1040-1051. Echterling, L.G, Cowan, E., Evans, W.F., Staton, A. R., Viere, G., Mc Kee, J. E., Presury, J., & Stewart, A. L. (2002). Thriving! A manual for students in the helping professions. Boston, MA: Lahaska Press. Ellis, A. (1997). Using rational emotive behavior therapy techniques to cope with disability. Professional Psychology: Research & Practice, 28, 17-23. Erdman, P. & Lampe, R. (1996). Adapting basic skills to counseling children. Journal of Counseling & Development, 74, 374-377. France, M. H., & Edward, A. G. (1997). Using art: A gestalt counseling strategy for working with disruptive clients. Guidance & Counseling, 12, 24-27. Ivey, A. E.,& Ivey M. B. (2003). Intentional interviewing & counseling: Facilitating client development in a multicultural society (5th ed.). Pacific Grove, CA: Brooks/Cole. James, R. K., & Gilliland, B. E. (2005). Crisis intervention strategies (5th ed.). Belmont, CA: Brooks/Cole. LeGoff, D. B. (2004). Use of LEGO as a therapeutic medium for improving social competence. Journal of Autism & Developmental Disorders, 34, 557-572. Livneh, H., & Sherwood, A. (1991). Application of personality theory and counseling strategies to clients with physical disabilities. Journal of Counseling & Development, 69, 525-539. Matthews, L., & Marwit, S. (2004). Complicated grief and the trend toward cognitive-behavioral therapy. Death Studies, 28, 849-864. Perls, L. (1992). Concepts and misconceptions of gestalt therapy. Journal of Humanistic Psychology, 32, 50-57. Ridley, C. R., & Nielsen S. L. (2000). Religiously sensitive rational emotive behavior therapy: Theory, techniques, and brief excerpts from a case. Professional Psychology: Research & Practice, 31, 21-29. Rothschhild. B. (1999). A humanistic understanding of anger. Humanist, 59, 36-39. Scorzelli, J. F., & Gold, J. (1999). The mutual storytelling writing game. Journal of Mental Health Counseling, 21, 113-123. Seligman, L. (2004). Technical and conceptual skills for mental health professionals. Upper Saddle River, NJ: Merrill. Sheldon, N. M., & Arthur, N. (2001). Adding adventure to therapy. Guidance & Counseling, 16, 67-73. Soper, B. & Von Bergen, C. W. (2001). Employment counseling and life stressors: Coping through expressive writing. Journal of Employment Counseling, 38, 150-161. 49

Thompson, C. L., Rudolph, L. B., & Henderson, D. (2004). Counseling children (6th ed.). Belmont, CA: Brooks/Cole. Van Velsor, P. (2004). Revisiting basic counseling skills with children. Journal of Counseling & Development, 82, 313-318. Weinrach, S. G., Ellis, A., MacLaren, C., DiGiuseppe, R., Vernon, A., Wolfe, J., Malkinson, R., & Backx, W. (2001). Rational emotive behavior therapy successes and failures: Eight personal perspectives. Journal of Counseling & Development, 79, 259-269. Wilkinson, L., Buboltz, W. C., & Seemann, E. (2001). Using breathing techniques to ease test anxiety. Guidance & Counseling, 16, 76-80. Young, M. E. (2005). Learning the art of helping: Building blocks and techniques (3rd ed.). Upper Saddle River, NJ: Merr 50

School Psychology Program Seattle University SPSY 571 School Psychology Counseling & Intervention Practicum Consent for Counseling and Intervention I, (teacher or parent/guardian) consent to allow my son/daughter to participate in counseling and intervention development with the graduate student named below. I understand that my participation is entirely voluntary. I understand that, as part of the training process, the University instructor named below may examine the written summary of the counseling and intervention process. Graduate student: University instructors: Samuel Song, Ph.D. Teacher or Parent/legal guardian: (Signature) Date: 51

School Psychology Program Seattle University Permission for Counseling Permission to Audiotape Counseling Sessions I, (teacher or parent/legal guardian) give my permission for the Seattle University graduate student named below to audiotape the counseling and intervention process for training purposes. As a part of the training process, the University instructor will REVIEW AN AUDIOTAPE of the test session. I DO / DO NOT (CIRCLE ONE) give permission for a consultation session to be audiotaped and reviewed by the University practicum instructor, as described above. Teacher or Parent/legal guardian: Date: 52

Student Date CASE PRESENTATION FORMAT AND EVALUATION CRITERIA 1) Provide copies of pertinent counseling and/or intervention data to use during the simulation (e.g. background information, referral concern, consultation model, intervention description, graphic display of results). 2) Prior to the simulation, set the stage by describing the case and identify the key members of the evaluation team and assign roles to classmates 3) Begin the simulation with a clear statement of purpose; invite the participation and input of all team members. 4) Communicate information clearly and concisely using language that is understandable, unambiguous, and jargon-free. 5) Include pertinent background information, data obtained from behavioral observations, interviews, rating scales, and norm-referenced tests. 6) Close with a clear statement summarizing information that is most relevant to the team s decision-making process. 7) Respond to questions raised by the group. Responses should reflect depth of knowledge about the student and issues pertinent to the presenting problems. 9) Demonstrate ethical standards of the profession (e.g. knowledge of interventions used in the assessment, use of tests that are valid, reliable and appropriate to the client and referral question(s), client confidentiality, respect for the student, parent and other team members) Rating: Satisfactory / Unsatisfactory Instructor s signature 53

Requirements for Counseling & Intervention Case Study Students will develop and evaluate a counseling intervention case. Cases must follow these problem-solving steps learned in courses on counseling: a. identify and define the problem; b. analyze the problem; c. develop an intervention for the problem; d. evaluate the intervention; e. prepare a written evaluation report (case study); f. present the results to school staff, parents, and students (as appropriate). (1) Counseling Case: One intervention must be delivered through a counseling relationship that focuses on helping a student(s) with a presenting concern (academic, behavioral, or social-emotional). Group counseling approaches may also be conducted with a co-facilitator. (2) Students are expected to conduct all work under the direct supervision of their field supervisor (on site school psychologist) through scheduled supervision meetings. (3) Students are expected to be proactive: Students should prepare individually for each case by researching concerns and interventions in advance; knowing which step of consultation/intervention they are engaged in; and having an idea of what to do next. (4) Students are expected to collaboratively develop and evaluate these interventions evidenced by joint decision making with appropriate school personnel and/or parents. (5) Consultation models and interventions must have empirical support for their use with children and school personnel. (6) In consultation, at least 3 interviews/meetings must be conducted with the consultee(s): (a) Problem/Needs Identification Interview (What s the problem?); (b) Problem/Needs Analysis Interview (What s the solution?); (c) Treatment/Intervention Evaluation (Did it work?). (7) A report will be written for each case, using the format required by the school district; and, following the format for this course, see next page. (8) Written Case Studies may be turned in at anytime during the quarter. Due dates for reports are: Session 4 and 5 (report 1 and 2 respectively). 54

Name Date Section 1: Problem Identification COUNSELING CASE STUDY Evaluation Rubric Component Needs Development (0) Effective (1) Very Effective (2) Points Problem Definition Problem Verification The presenting problem is not well defined Data to verify presenting problem is absent or incomplete Overall Rating for Section: The presenting problem is operationally defined Data are presented to verify presenting problem The presenting problem is operationally defined and impact on school performance or adjustment is described. Multiple, systematic data are presented to verify problem /2 Section 2: Problem Analysis Component Needs Development (0) Effective (1) Very Effective (2) Points Individual and contextual factors Counseling Theory/ Model Counseling Goals The presenting problem is not analyzed; Individual characteristics (e.g. disability, age) and contextual factors (e.g. family, school, peer group) are not considered A counseling theory/model is not identified Counseling goals are absent, vague or not measurable; or goals do not link to problem analysis Overall Rating for Section: The presenting problem is analyzed; Individual and contextual factors are reviewed Identified counseling theory/model is reflected in at least one element of problem analysis Counseling goals are linked to problem analysis and defined on a goal attainment scale. Analyses include thorough consideration of individual and contextual factors, hypotheses to explain presenting problem Identified counseling theory/ model is well articulated in multiple elements of problem analysis Counseling goals are clear, measurable, and link closely to hypotheses; Defined on a goal attainment scale. /2 55

Section 3. Intervention/Method Component Needs Development (0) Effective (1) Very Effective (2) Points Counseling methods/ strategies Description of intervention or method is missing or inadequate Intervention/method is adequately described; summary of at least one counseling session is included Intervention/method is well described; summaries of at least two counseling sessions are included Counseling model /goals Intervention(s) does not reflect identified counseling theory/model or goals Intervention(s) links well to identified counseling model or goals Intervention(s) links well to both identified counseling model and goals Evidencebased interventions No research evidence is cited to support selected intervention(s) Some evidence is cited to support selected intervention(s), with at least one citation from research literature Extensive evidence is cited to support selected intervention(s), with multiple citations from research literature Overall Rating for Section: /2 Section 4. Evaluation Component Needs Development (0) Effective (1) Very Effective (2) Points Positive Impact Progress monitoring data indicate no improvement (0 or -1 GAS) or data related to progress are not presented Progress monitoring data indicate improvement (+1 GAS) Progress monitoring data indicate more than expected improvement (+2 GAS) and goals are attained Data-based decision making Data are not used to inform decision-making Data are used to inform decisionmaking (e.g. continuation, modification of intervention) Data are used to inform decision-making resulting in continued improvement or modification of intervention leading to improvement Overall Rating for Section: /2 56

Section 5: Overall Assessment Component Needs Development (0) Satisfactory (1) Excellent (2) Points Reflective thinking & critical analysis Demonstrates little or no awareness of skills and strategies acquired/used in the activities Demonstrates thoughtful analysis of skills/strategies acquired/used in the activities Demonstrates exceptional insight and understanding of skills/strategies acquired/used in the activities Awareness of personal strengths/ weakness Areas of strength and areas to improve are not identified, or poorly identified Areas of strength and areas for improvement are identified Areas of strength and areas for improvement are identified, with a specific plans for improvement Collaboration Collaboration with others is not utilized in most phases of the case study Collaboration with others is used in most phases of the case study Collaboration with others is well described in the problem identification, analysis, intervention, and evaluation phases. Diversity Case study reflects awareness of issues related to diversity (e.g. physical, social, linguistic, cultural factors) Case study reflects awareness of issues related to diversity (e.g. physical, social, linguistic, cultural factors) Approach utilized is supported by thoughtful analyses of how issues related to diversity impact student s behavior Overall Rating for Section: /2 This case study included family-school collaboration: Yes No TOTAL POINTS: / 10 Faculty signature 57

Name Date Section 1: Problem Identification BEHAVIORAL INTERVENTION CASE STUDY Evaluation Rubric Component Needs Development (0) Satisfactory (1) Excellent (2) Points Problem definition Comparison data Overall Rating for Section: Problem is not defined operationally Problem is not defined in terms of both current and desired levels of performance Problem is operationally defined Problem is defined in terms of both current and desired levels of performance Problem is defined operationally and comparisons are made to age/grade level expectations (e.g. local norms). The discrepancy between the current and desired level of performance is described and explained well /2 Section 2: Problem Analysis Component Needs Development (0) Satisfactory (1) Excellent (2) Points Function or type of deficit Data-based decisionmaking Goals Overall Rating for Section: Problem is not identified as a skill and/or performance deficit Appropriate data are not collected to confirm or reject the hypotheses Goals are absent or are not measurable Problem is identified as a skill and/or performance deficit and a testable hypothesis about the function or nature of concern is presented Appropriate data are collected to confirm or reject the hypotheses from multiple sources (e.g. parent, teacher, self report, records reviews) Goals are present and are measurable Testable hypotheses about the function of student s problem consider multiple factors (e.g. instruction, curriculum, environment, learner-icel) Data obtained from multiple methods (e.g. observations, direct/ indirect methods) and sources converge to either confirm or reject proposed hypotheses Measurable goals are clear and supported by data obtained from multiple methods and sources /2 58

Section 3: Intervention Component Needs Development (0) Satisfactory (1) Excellent (2) Points Intervention selection/plan Evidencebased intervention(s) Treatment integrity No intervention is described Overall Rating for Section: Selected intervention is not evidence-based The intervention plan does not address treatment integrity Intervention is adequately described and links to problemanalysis/measurable goals Intervention is adequately described and evidence-based; description includes a clear rationale for selection & at least one citation from literature The intervention plan addressed treatment integrity Intervention is described well and links well to problem analysis/ measurable goals Intervention is thoroughly described and evidencebased, with a clear rationale for selection & at least two citations from literature The intervention plan includes a thorough analysis of factors affecting treatment integrity /2 Section 4: Evaluation Component Needs Development (0) Satisfactory (1) Excellent (2) Points Progress monitoring Positive impact Data-based decision making Generalization Progress monitoring data are absent or are not presented on a chart Did not analyze data to assess positive impact on student outcomes Data are not used to inform decision-making Strategies for generalizing outcomes to other settings are not addressed Progress monitoring data are presented on a chart Positive impact on student outcome was evaluated (e.g. PND or GAS). Data are used to inform decisionmaking (e.g. continuation or modification) Strategies for generalizing outcomes to other settings are addressed Progress monitoring chart includes student performance and comparison data (e.g. trend line, goal line, bar graph). Data indicate there was a positive impact on student outcomes. Data-based decision making leads to continuation or increased positive impact on student outcomes. Strategies for generalizing outcomes to other settings are documented as effective Overall Rating for Section: /2 59

Section 5: Overall Assessment Component Needs Development (0) Satisfactory (1) Excellent (2) Points Reflective thinking & critical analysis Demonstrates little or no awareness of skills and strategies acquired/used in the activities Demonstrates thoughtful analysis of skills/strategies acquired/used in the activities Demonstrates exceptional insight and understanding of skills/strategies acquired/used in the activities Awareness of personal strengths/ weakness Areas of strength and areas to improve are not identified, or poorly identified Areas of strength and areas for improvement are identified Areas of strength and areas for improvement are identified, with a specific plans for improvement Collaboration Collaboration with others is not utilized in most phases of the intervention and/ or acceptability of the intervention is not addressed. Collaboration with others is used in most phases of the intervention and the acceptability of the intervention is addressed. Collaboration with others is well described in the problem identification, analysis, intervention, and evaluation phases. Acceptability of the intervention is thoroughly addressed. Diversity Case study does not reflect awareness of issues related to diversity (e.g. physical, social, linguistic, cultural factors) Case study reflects awareness of issues related to diversity (e.g. physical, social, linguistic, cultural factors) Case study is supported by thoughtful analyses of how issues related to diversity impact student s behavior Use of technology Technology is not used to develop graph(s) Technology is used to develop graph(s) of baseline performance and progress monitoring data Technology is used to develop graphs of baseline and progress monitoring data that include additional features (e.g. trend lines, goal lines, peer performance, grade level expectations) Overall Rating for Section: /2 This case study included family-school collaboration: Yes No TOTAL POINTS: /10 Faculty signature 60

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Student COURSE REQUIREMENT CHECK OFF SHEET 1. Attendance #1 #2 #3 #4 #5 2. Weekly Log Week 1 2 3 4 5 6 7 8 9 10 Format (typed, 2 pages, date, hours, activities) Reflections (integrating field experiences and readings) 3. Audiotape Transcription Date Permission secured 4. Case Study Presentation Date Rating 5. Case Study report Date Rating (by session #4) 6. Case Study report Date Rating (by session #5) 7. Site supervisor s assessment of practicum performance: Date Rating 62

SPSY 571: School Psychology Counseling & Intervention Practicum Weekly Practicum Reflection Log Student: School Site: From: To: Section: Practicum Supervisor: Hours: Hourly Log Activities Hours NASP Domains (Circle all that apply) 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 Reflections: (Include reactions to selected readings; Be sure to cite chapter number and title) 63

MASTER SYLLABUS (TO BE REVISED SPRING, 2014) SEATTLE UNIVERSITY College of Education 901 12 th Ave. Seattle, WA 98122 School Psychology Program Quarter, Year The College of Education's Organizing Theme Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities The School Psychology Program's Organizing Theme Dedicated to a scientist- practitioner training model, prepares ethical and reflective professionals for quality service in diverse communities. COURSE INFORMATION SPSY 572 School Psychology Practicum III 3 credits Dates Location INSTRUCTOR Judy Barton, Ph.D. Loyola 201 Phone: 360-961-2275 Dept. phone: 206-296-5750 Office hours: TBD FAX: 206-296-1892 Email: judybarton3@comcast.net REQUIRED TEXT AND READINGS: Thomas, A. & Grimes, J. (Eds.) (2008). Best practices in school psychology-v. Bethesda, MD: NASP. Washington administrative code chapter 392-172A: Rules for the provision of special education (July, 2007). Olympia: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/pubdocs/wac_392-172a.pdf Identification of students with specific learning disabilities: State of Washington severe discrepancy tables WAC 392-172A-03055-03080 (December, 2011) Olympia: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/pubdocs/sld_guide.pdf 64

Washington association of school psychologists professional practice standards (2000-2001). Olympia, WA: Washington State Association of School Psychologists. Available: www.wsasp.org Using Response to Intervention (RTI) for Washington s Students (June, 2006): Olympia, WA: Special Education, OSPI. Available: http://www.k12.wa.us/specialed/rti Tests and test manuals available in test inventory (Loyola 200) COURSE DESCRIPTION Graduate Bulletin Description: Involves school psychology students in field-based activities to address the educational needs of pre-k-12 students. The following skills will be applied in field settings: psychoeducational assessment, test administration and interpretation, report writing, application of special education regulations, and data-based entitlement decisions. Prerequisites: SPSY 564, 566, 567. Graded CR/F. There is a lab fee for this course. Course Purpose/Goals: This course is designed to integrate knowledge and skills gained from three previous assessment courses in the School Psychology core curriculum: SPSY 566 (Individual Intelligence Assessment), SPSY 564 (Individual Educational Assessment), and SPSY 567 (Personality & Behavior Assessment). The course is a practicum and, as such, focuses on the practical application of norm-referenced assessment techniques, alternative assessment techniques, including curriculum-based and criterion referenced measures, and ecological assessment procedures in the school setting. The class prepares advanced School Psychology students for their three-quarter internship in the schools. It is also designed to provide students with continuing experience in selection, administration, and interpretation of assessment instruments in order to meet IDEA and WAC requirements for special education eligibility and placement decision-making. Finally, the course provides an orientation to the eleven domains of school psychology practice (see section below). Students are expected to observe and interview their supervisors to gain understanding of the variety of services they provide across the eleven NASP domains of practice. Course Rationale: As with other courses in the School Psychology program, this course emphasizes ethical practice of the school psychologist, prepares students to be reflective professionals and to work in diverse communities. In order for students to become competent professionals, they are given opportunity in this course to work with diverse students in the school setting. Students have ample opportunity to reflect upon their work with P-12 students through use of reflection logs that document their field experiences. An on-site field supervisor and a university supervisor closely supervise student interactions with children in the field placement school to ensure that ethical and professional standards are met. Case studies, class discussions, as well as on-site supervision, are designed to provide the best possible opportunity for students to integrate skills and knowledge learned in previous coursework in preparation for the year-long internship. 65

National Association of School Psychologists Standards for Training and Field Placement Program in School Psychology Seattle University s School Psychology Program is an Educational Specialist degree program approved by the National Association of School Psychologists. The mission of the National Association of School Psychologists (NASP) is to promote educationally and psychologically healthy environments for all children and youth by implementing research-based, effective programs that prevent problems, enhance independence, and promote optimal learning. The NASP Standards for Training and Field Placement Programs in School Psychology contribute to the development of effective services through the identification of critical training experiences and competencies needed by candidates preparing for careers in school psychology. These Standards have served to guide the design of all courses in Seattle University s School Psychology Program. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE Graduates of the Seattle University School Psychology program demonstrate entry-level competency in each of the following domains of professional practice. Competency requires both knowledge and skills. The SU School Psychology Program ensures that graduates have a foundation in the knowledge-base for psychology and education, including theories, models, empirical findings, and techniques in each domain, and demonstrate professional skills necessary to deliver effective services that result in positive outcomes in each domain. The domains below are not mutually exclusive and are integrated into course curricula throughout the program, including the practicum and internship. DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE (2010 Standards) 2.1 Data-Based Decision Making and Accountability School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. 2.2 Consultation and Collaboration School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs. 2.3 Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. 66

School psychologists, in collaboration with others, demonstrate skills to use assessment and datacollection methods and to implement and evaluate services that support cognitive and academic skills. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and datacollection methods and to implement and evaluate services that support socialization, learning, and mental health. 2.5 School-Wide Practices to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. 2.6 Preventive and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 2.7 Family School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 2.8 Diversity in Development and Learning School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. 2.9 Research and Program Evaluation School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 2.10 Legal, Ethical, and Professional Practice School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. 67

School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. See Appendix 1. for the Washington State standards and benchmarks aligned to the NASP standards. Seattle University School Psychology Program Goals Dedicated to a scientist-practitioner model, the program is designed to provide students with a solid grounding in research-based practices that will equip them with the knowledge, skills and dispositions to be effective school psychologists. With the overarching vision of preparing knowledgeable, ethical and reflective school psychologists for leadership and quality service in diverse communities, the following program goals guide the preparation of all students: Students will: 9. Practice in accordance with professional, ethical, and legal standards. 10. Demonstrate knowledge, skills, and dispositions to advocate for services responsive to the needs of diverse learners at all systems levels and the promotion of justice for underserved populations. 11. Apply knowledge of theory and practice to promote cognitive, academic, social and emotional competence for youth at all school systems levels. 12. Apply knowledge and skills to make data-based decisions that produce positive educational outcomes for youth. 13. Demonstrate effective interpersonal, consultation and collaboration skills to promote competence for all youth and to build the capacity of systems. 14. Use self-reflection to guide their work with youth, families, and professional colleagues. 15. Demonstrate knowledge and skills to promote programs that make schools more safe, compassionate, and responsive to the academic and mental health needs of youth. 16. Use technology to enhance and safeguard their work, promote positive educational outcomes for youth, and advocate for equitable access to technology within educational settings. COURSE OBJECTIVES By the completion of this course, the student will demonstrate: 1. Knowledge of the provisions of the Individuals with Disabilities Education Act (IDEIA 2004) and the Washington Administrative Code (WAC) relevant to assessment processes. The current IDEA reauthorization, WAC requirements for evaluations and reevaluations and eligibility criteria for disability categories, WSASP professional practice standards and NASP position statements will be emphasized (NASP domains 2.1 and 2.10). 2. Ability to approach each child in a manner that encourages the formation of a trusting and cooperative relationship and which allows the child to feel comfortable with the 68

practicum student and perform optimally in the evaluation process (NASP domain 2.8; 2.10). 3. Ability to select appropriate assessment methods (norm-referenced, curriculum-based, ecological) to evaluate children with a variety of disabilities and/or presenting problems. This competency includes ability to apply statistical concepts related to measurement and appropriate use of assessment instruments in the school setting (NASP domains 2.1 and 2.9). 4. Ability to administer and accurately score a variety of diagnostic measures that may apply to prevention, intervention, and/or referral problems (NASP domains 2.1, 2.3, 2.4). 5. Ability to interpret assessment results to parents and teachers in a clear, yet sensitive, manner. This competency includes the ability to communicate at the examinee s level of understanding, and to recommend practical interventions (NASP domains 2.1, 2.2, 2.3 and 2.4). 6. Understanding of the impact of cultural, ethnic, and/or linguistic differences and how these differences affect assessment choice and outcome (NASP domain 2.1 and 2.8). 7. Ability to analyze problems from an ecological perspective, collecting data that applies directly to intervention and/or prevention strategies that may be used with a student, teacher, or parent (NASP domains 2.1, 2.3, 2.4, 2.7, 2.8). 8. Ability to perform in an ethical and professional manner in the process of test selection, administration, scoring, data collection, and communication of assessment results (NASP domain 2.10). 9. A habit of promptness and predictability in all aspects of the field placement. This includes keeping regular hours at the practicum site, being prepared for evaluation sessions, and having evaluation reports prepared at the scheduled time for school feedback sessions (NASP domains 2.2 and 2.10). 10. Ability to consult with school team members regarding data-based prevention/ intervention strategies for students (NASP domains 2.2, 2.3 and 2.4). COURSE INSTRUCTIONAL METHODS Because this course is a practicum, the focus of instruction is field-based in the school setting. On-campus class time is less formal than in most courses and structured in a seminar format. Case presentations, professional practice questions, written reflection logs, evaluation reports, and readings are used as a basis for class discussions. Students are encouraged to schedule individual sessions with the instructor to obtain feedback and assistance with test interpretation and report writing. COURSE REQUIREMENTS 69

1. Attendance and participation in all scheduled classes and practicum experiences. Students are required to attend five (5) two-hour class sessions and spend seven (7) hours per week at practicum school sites (70 hours total). Students are expected to be at their practicum sites for a total of ten (10) weeks. The first week of the spring quarter is vacation for many schools. The following is a list of required practicum activities: Become familiar with activities of the school psychologist in the NASP domains of practice: Shadow the supervisor as s/he does his/her job; attend pre-referral staffings, consultations, evaluation team meetings and IEP meetings; observe the supervisor in testing sessions; observe individual and/or group counseling (if available). Become familiar with both general education and special education: Observe in both general and special education classrooms; observe in resource and self-contained special education classrooms to become familiar with types of students served and curricula and instructional techniques used in special education programs; interview specialists on an evaluation team (e.g. speech and language pathologist, school nurse) to learn about assessments and services provided by each discipline; become familiar with state and federal laws and how your school implements them. Conduct two comprehensive psycho-educational assessments. One may be a reevaluation of a student receiving special education services. For each evaluation, the student is expected to: a. clarify the referral question(s), b. select appropriate tests to address the referral, c. accurately administer and score a variety of assessment instruments, and d. accurately interpret evaluation findings, e. prepare a written evaluation report, and f. present the results to school staff, parents, and students (as appropriate). 2. Weekly logs and reflections. The students participation in practicum experiences is documented in biweekly practicum logs. The logs should be typewritten, double-spaced, a maximum length of two (2) pages for each two-week period, and should record the dates, total hours, activities, and the student's reflections. Reflections should include thoughts, feelings, and questions in response to on-site activities, observations, interviews with the practicum supervisor, and selected readings. During the quarter the student is expected to observe the supervisor s activities and/or interview the supervisor about his/her activities in each of the NASP domains. Record the reflections on the log form provided in this syllabus and submit the logs biweekly online via ANGEL. 3. Readings from required text and other materials, including test manuals, as required for selecting and administering tests. The course instructor will assign some readings. Other readings are student-selected from Best practices in school psychology-v and the WSASP professional practice standards, according to each student s interests, needs, and field experiences. Students are expected to document their self-selected 70

readings on their reflection logs and integrate readings with their field experiences in both written reflections and class discussion. 4. Observation (or audiotape) of a standardized test session. Each student is required to schedule a direct observation of a test session by the practicum supervisor and submit a testing observation form completed by the practicum supervisor (See Checklist for Testing Observation form). The test session should involve administration of a normreferenced intellectual or achievement test. In the event that a testing observation cannot be scheduled during the quarter, the student is required to submit an audiotape of a test session (a standardized intellectual or achievement test) conducted at the practicum site, along with a written self-evaluation of the test session (a self-evaluation form will be provided). Turn in the test observation form or audiotape and self-evaluation as soon as possible, but no later than class #5. Written parent permission for the audiotaping must be obtained (see attached permission form). 5. Professional practice consultation. This assignment is an opportunity for students to consult with peers and the course instructor on questions or issues relevant to the practice of school psychology. In this assignment, the student is expected to identify an issue or question relevant to practice in one of the NASP domains, read a relevant chapter in Best Practices in School Psychology V, and present the question or issue and a summary of the chapter in class using the format described in this syllabus. (See professional practice consultation format and evaluation criteria.) 6. Case presentation. One formal case presentation is required during the quarter. Students prepare a formal presentation of one of their assessments, delivered in a format that simulates an evaluation team meeting. The presentation provides practice in communicating assessment results and recommendations to parents and colleagues. During the presentation, other students in the class will role play participants in a team meeting. Students received feedback on the quality of the presentation and their professionalism. (See case presentation format and evaluation criteria) 7. Two comprehensive evaluations. Each student is expected to complete evaluations of two (2) P-12 students at the practicum school site. These evaluations involve following each referred student from the beginning of the referral when questions are formulated, through the evaluation process, completion of a written evaluation report, culminating in a feedback conference with parents and/or school staff. Each evaluation should include a variety of assessment procedures (see comprehensive evaluation requirements and evaluation criteria). 8. Test protocols: For each evaluation, the student must have all test protocols reviewed for scoring accuracy. Review can be conducted by the practicum site supervisor, or by the course instructor with assistance from the course grader. Test protocols should be submitted to the course instructor or the practicum supervisor as soon as possible; all test protocols must be checked for accuracy before the evaluation report is completed. In the event of errors, it is the student s responsibility to make all corrections and submit final test protocols to the practicum supervisor completely free of error. 71

9. Evaluation reports: All reports will follow the report format used at the practicum school site. Evaluation reports should be completed and approved by the site supervisor prior to the on-site feedback staffing. Evaluation reports can be submitted to the course instructor at any time during the quarter. However, the suggested due date for the first report is session #4. The second report should be submitted in session #5 (with prior approval, may be submitted one week following class #5). 10. Practicum supervisor s evaluation of competencies. The student is required to obtain the practicum site supervisor s feedback on his/her performance using the Supervisor's Evaluation of Competencies form (see attached). This completed form should be submitted in class #5 (with prior approval, may be submitted one week following class #5). Please note: The supervisor s ratings must be submitted electronically via TaskStream (www.taskstream.com). If you need instructions on submitting work, contact Kaelen Burton in the SPSY Program Office at (206) 296-5750 or burtonk@seattleu.edu. NOTE: To protect the confidentiality of test subjects, all materials submitted for this class (reports, reflections, case presentation handouts, and test protocols) must not contain the student s name or other identifying information. Core Assignments Seattle U. Program Goals NASP Domains of Practice Reflection Log Program Goals 1-8 NASP Domains 2.1 through 2.11 Supervisor s Assessment of Practicum Performance Evaluation Reports Case Presentation Professional Practice Consultation Program Goals 1-8 NASP Domains 2.1 through 2.11 1. Professional, ethical, legal standards 2. Diversity 4. Data-based decisions 1. Professional, ethical, legal standards 2. Diversity 4. Data-based decisions 1. Professional, ethical, legal standards 6. Self-reflection to guide work 2.1 Data based decision making 2.8 Diversity 2.10 School psychology practice 2.1 Data based decision making 2.8 Diversity 2.10 School psychology practice 2.10 School psychology practice GRADING: CR (credit) or F (fail). To obtain a grade of CR, the student must receive ratings of Satisfactory on all course requirements and an overall rating of 2 Meets Expectations or higher on the Assessment of Practicum Performance completed by the practicum site supervisor. SCHEDULE OF COURSE ACTIVITIES Class # Date Topic/ Activity Assignments 72

1 4/4 All students 2 A: 4/18 B: 4/25 3 A: 5/2 B: 5/9 4 A: 5/16 B: 5/23 5 A: 5/30 B: 6/6 Course overview Ethical issues in the assessment process Form Groups A and B Schedule class activities Share practicum experiences Professional practice consultations Review WAC evaluation procedures and disability categories Share practicum experiences Professional practice consultations Case presentations Share practicum experiences Professional practice consultations Case presentations Share practicum experiences Professional practice consultations Case presentations CELEBRATION! For next class: Review WAC disability categories and evaluation/re-evaluation procedures For next class: Examine special education forms (i.e. IEP and evaluation reports) and 504 plans at practicum site. Read self-selected BP5 chapter or WSASP practice standards (include in reflection logs) For next class: Read self-selected BP5 chapter or WSASP practice standards (include in reflection logs) Due: First evaluation report For next class: Read self-selected BP5 chapter or WSASP practice standards (include in reflection logs) *Due: Second evaluation report; Supervisor s evaluation of competencies (submitted to Taskstream) *Group A: Final evaluation report and supervisor s evaluation must be submitted no later than Thursday, June 6 *Group B: Final evaluation report and supervisor s evaluation must be submitted no later than Thursday, June 13 ADDITIONAL COMMENTS 1. Students should obtain written parent/guardian permission to administer tests to students at their practicum school sites using district procedures and permission forms. No need to submit the permission form to the instructor. 2. Students should obtain written parent/guardian and student permission for audiotaping of a test session (see Permission to Observe or Audiotape a Test Session form). 3. Before beginning to test, students are encouraged to complete the "Preparing to Test" checklist (see "Preparing to Test"). 4. The course instructor will contact practicum site supervisors during the quarter to monitor the students' experiences and performance in the practicum. 73

5. Students are encouraged to schedule individual sessions with the instructor to receive feedback on rough drafts of evaluation reports and/or to discuss practicum experiences, as needed. 6. Students are expected to submit biweekly activity and reflection logs on the Angel website. NOTICE to STUDENTS concerning DISABILITIES If you have, or think you may have, a disability (including an invisible disability such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740. NOTICE to STUDENTS concerning Seattle University s ACADEMIC HONESTY POLICY which includes the issue of plagiarism The Academic Honesty Policy of the university is available from the Registrar s web site at the following URL which opens a pdf document: http://www.seattleu.edu/registrar/filelib/3451.pdf NOTICE TO STUDENTS concerning CODES OF ETHICS: All students in school psychology courses are expected to read, understand and follow the Principles of Professional Ethics (2010) of the National Association of School Psychologists (NASP): www.nasponline.org/standards/2010standards.pdf NOTICE to STUDENTS concerning Grading Grievance - Procedure for Challenging Course Grades This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to grieve a final course grade. A copy of this grading grievance policy and procedure document can be found at the following URL: http://www.seattleu.edu/registrar/page.aspx?id=194 NOTICE to STUDENTS concerning Fair Process Policy for the Colleges of Education, Arts & Sciences, and Nursing The purpose of this policy is to define the appeal policies and processes related to the following decisions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate. A copy of the fair process policy can be found using the following URL which directly opens the policy found on one of the web pages of the Registrar s Office: http://www.seattleu.edu/registrar/page.aspx?id=185 74

REFERENCES Barkley, R. (1990). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. NY: Guilford Press. Breen, M.J., & Fiedler, C.R. (Eds.) (1996). Behavioral approach to assessment of youth with emotional/behavioral disorders. TX: Pro-Ed. Canter, A., & Carroll, S. (Eds.) (1998). Helping children at home and school: Handouts from your school psychologist. Maryland: NASP. DuPaul, G., & Stoner, G. (1994). ADHD in the schools: Assessment and intervention strategies. NY: Guilford Press. Fuchs, L.S., & Fuchs, D. (1991). Curriculum-based measurements: Current applications and future directions. Preventing School Failure, 35 (3), 6-11. Gibbs, J.T., & Huang, L.N. (1998). Children of color: Psychological interventions with culturally diverse youth. San Francisco: Jossey-Bass. Hughes, J.N. and Baker, D.B. (1990). The clinical child interview. New York: Guilford Press. McCarney, S. (1993). The prereferral intervention manual (2nd edition), Columbia, Missouri: Hawthorne Press. Murphy, J.J. and Duncan, B.L. (1997). Brief intervention for school problems: collaborating for practical solutions. New York: Guilford Press. Reynolds, C.R. and Gutkin, T.B.(Eds.) (1999). The handbook of school psychology. NY: John Wiley Salvia, J., & Hughes, C. (1990). Curriculum- based assessment: Testing what is taught. NY: Macmillan Publishing. Sattler, J. (1998). Clinical and forensic interviewing of children and families. San Diego: Jerome M. Sattler. Shapiro, E.S. (1996). Academic skills problems: Direct assessment and intervention. NY: Guilford Press. Shinn, M.R. (Ed.). (1999). Advanced applications of curriculum-based measurement. NY: Guilford Press. Shinn, M. R. (1998). Administration and scoring of curriculum-based measurement. Eugene, OR: University of Oregon. Shinn, M.R., Walker, H.M. & Stoner, G. (Eds.) (2002). Interventions for academic and behavior problems II: Preventive and remedial approaches. Bethesda, MD: NASP. Smallwood, D.L. (Ed.) (1997). Attention disorders in children: resource for school psychologists. Washington, D.C.: NASP. Stoner, G., Shinn, M.R., & Walker, H.M. (1991). Interventions for achievement and behavior problems. MD: NASP Thomas, A. & Grimes, J. (Eds.). (2008). Best practices in school psychology -V. Washington, D. C.: NASP. 75

STUDENT COURSE REQUIREMENT CHECK OFF SHEET 9. Attendance #1 #2 #3 #4 #5 #6 10. Biweekly Log 1 2 3 4 5 6 Format (typed, 2 pages, date, hours, activities) Reflections (integrating field experiences and readings) 11. Test observation Date Permission secured 12. PPC Date Rating 13. Case Presentation Date Rating 14. Evaluation report #1 Date Rating (by session #4) 7. Evaluation report #2 Date Rating (by session #5) 8. Site supervisor s assessment of practicum performance: Date Rating 76

School Psychology Practicum Weekly Practicum Reflection Log Student: Dates: Practicum Supervisor: School Site: Section: Hours: Activities Hours NASP Domains (Circle or highlight all that apply) 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 5.11* * 5.11 Emerging and Assistive Technologies (a WA state standard; there is no equivalent NASP domain). Reflections: (Include reactions to selected readings; be sure to cite chapter number and title.) 77

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PROFESSIONAL PRACTICE CONSULTATION FORMAT 1. Introduction. The student introduces a question or issue and links it to one or more of the 11 NASP domains of school psychology practice. The student describes contextual factors, including school demographics, on-site observations and/or interview data, that clarifies the importance of the question or issue to his/her practicum experiences. 2. Clarification of question/issue. Group members respond by clarifying as many dimensions of the issue as needed to increase their understanding of the question, its context, and significance. 3. Best Practices reading. The student presents a summary of readings relevant to the issue or question. The student provides copies of a summary from at least one chapter in Best Practices in School Psychology V. 4. Group discussion. The student facilitates discussion of relevant information from the chapter, encouraging questions and exchange of information and diverse viewpoints. 5. Closure. Group debriefs with additional comments, as appropriate. EVALUATION Student follows the suggested format described above. Student clearly and concisely articulates the question/issue, describes contextual information, and clearly links the question to one or more domains of school psychology practice. Student provides copies of a relevant chapter summary from Best Practices in School Psychology V and clearly and concisely presents information to address the issue. Student s presentation reflects knowledge and understanding of issues relevant to school psychology practice. Rating: Satisfactory / Unsatisfactory Instructor s signature 79

School Psychology Program Seattle University Permission to Administer Tests Permission to Audiotape a Test Session I, (parent/legal guardian) give my permission for (child) to be tested by the graduate student named below. I give my permission for the Seattle University student named below to administer the following tests to my child as part of his/her graduate training. I understand that, as part of the training process, the University instructor named below may examine the test protocols. Graduate student: University instructors: Test(s) to be administered: I understand that the test session will be observed or audiotaped for training purposes. As a part of the training process, the University instructor will OBSERVE / REVIEW AN AUDIOTAPE of the test session (CIRCLE ONE). I DO / DO NOT (CIRCLE ONE) give permission for the test session to be observed or audiotaped and reviewed by the University practicum instructor, as described above. Parent/legal guardian: Date: 80

PREPARING TO TEST I have reviewed the referral question(s) and have consulted with my supervisor, teachers, parents, and school records sufficiently to clarify the purpose of the evaluation. I have selected the tests and procedures for the evaluation with my practicum supervisor. I have observed the student in at least one setting before scheduling the initial testing session. I have obtained written parent/guardian permission to administer the tests I will use in the evaluation If audiotaping or videotaping the session, I have obtained written permission from parent/guardian and student. I have scheduled the testing time with the child, the teacher, and anyone else who needs to know where the student is at this time. I have scheduled testing times around lunch, recess, field trips, assemblies, or other school activities. I have reserved a quiet and comfortable place to work with the student. The furniture in the room is appropriate for testing. I have a "Testing- Do Not Disturb" sign prepared for the door to ensure that we are not interrupted. I have prepared for the testing session by having all necessary testing materials (protocols, pencils, stop watch, etc), as well as ice breakers, toys or games (for breaks). I have reviewed the administration procedures for the instrument(s) sufficiently to ensure that I will follow standardized testing procedures. If there are behavioral, health, or special concerns, I know what to do to prevent a problem. If a problem occurs, I know how to manage it. I know with whom I need to consult. My supervisor knows when and where I am working with the student. 81

Checklist for General Test Administration Practices Examiner: Date: Examinee: Age: Observer: Test administered: Scale: 1 = Poor 2 = Satisfactory 3= Excellent X = No Opportunity to Observe Circle One Physical arrangements 1 2 3 X Arranged test environment to minimize distractions 1 2 3 X Had necessary materials present and organized 1 2 3 X Placed test manual so that the student could not read 1 2 3 X Placed test protocol so that student could not read responses recorded 1 2 3 X Arranged materials so that student could not review test items other than one(s) in use 1 2 3 X Manipulated test materials with ease and confidence Responsiveness to examinee 1 2 3 X Established rapport before beginning the test 1 2 3 X Prepared student for the examination 1 2 3 X Showed interest in student 1 2 3 X Gave student ample encouragement and support 1 2 3 X Appeared open and accepting of student s feelings 1 2 3 X Seemed at ease with student 1 2 3 X Maintained frequent eye contact with student 1 2 3 X Paced the examination to suit student s needs and temperament 1 2 3 X Used developmentally appropriate vocabulary 82

1 2 3 X Showed awareness of signs of fatigue 1 2 3 X Handled fatigue appropriately 1 2 3 X Took needed breaks 1 2 3 X Handled student s attempts to manipulate the situation 1 2 3 X Handled disruptions adequately Adherence to standardization 1 2 3 X Read all directions verbatim 1 2 3 X Used accurate timing procedures 1 2 3 X Used unobtrusive timing procedures 1 2 3 X Recorded responses in the record booklet 1 2 3 X Gave appropriate explanations or clarifications 1 2 3 X Used standardized queries when appropriate 1 2 3 X Used additional questions to clarify, not to improve, the student s answers 1 2 3 X Praised the student appropriately (e.g., did not praise correct answers, praised effort) 1 2 3 X Responded to student s questions in ways consistent with the test instructions Other 1 2 3 X Appeared professional - neither too stiff or robotic nor too casual 1 2 3 X Ended the session appropriately SUMMARY: Strengths Areas for improvement 83

Requirements for Comprehensive Evaluations Students will use the following types of assessment techniques for each of two comprehensive evaluations they complete during the practicum experience: 1. At least one observation of the student in a classroom or other school setting, using structured direct observation techniques introduced in SPSY 567 Personality and Behavior Assessment. The student is expected to select and/or design the observation method to reflect best practices and to specifically address the referral question(s). Students assigned to the same district are encouraged to work together in both designing and conducting observations in order to assess inter-observer reliability and to improve their observation skills. 2. At least one intelligence measure practiced in SPSY 566 Individual Intelligence Assessment. 3. One or more behavior rating scales, completed by the student's teacher and/or parent using instruments introduced in SPSY 567 Personality and Behavior Assessment. 4. One interview with the student's parent and/or teacher, using interview formats reviewed in SPSY 567 Personality and Behavior Assessment. An interview with the parent/guardian of a middle school or high school student is optional. 5. One interview with each student, using interview formats introduced in SPSY 567 Personality and Behavior Assessment. 6. A norm-referenced standardized academic assessment using an instrument practiced in SPSY 564 Individual Educational Assessment. 7. A report will be written for each evaluation, using the format required by the school district. 8. Each student will schedule and attend a feedback session to communicate the evaluation results and recommendations to school personnel, parents, and/or the child (when developmentally appropriate). 9. The two comprehensive evaluations will be assessed using the criteria on the next page. Evaluation reports and test protocols may be turned in at any time during the quarter. Test protocols must be checked for accuracy before writing the evaluation report. Due dates for reports are: First evaluation: Session #4 Second evaluation: Session #5 84

Student Date COMPREHENSIVE EVALUATION AND REPORT - FEEDBACK TEST PROTOCOLS ARE COMPLETE AND SCORED ACCURATELY. (signature / date) THE EVALUATION IS COMPREHENSIVE. direct observation(s) intelligence measure curriculum-based measure(s) norm-referenced achievement test behavior rating scale(s) interviews THE REPORT IS COMPLETE. referral and background information description of procedures and tests used behavioral observations scores and explanation of what summary/interpretations of results the scores mean and recommendations THE REPORT IS WELL WRITTEN. contains proper grammar, spelling, and punctuation uses language understandable to all readers communicates concisely information is well-organized and follows suggested format INTERPRETATIONS ARE DATA-BASED. interpretations are accurate and substantiated with test results or behavioral observations avoids generalizations and ambiguous language THE REPORT CONVEYS RESPECT FOR THE STUDENT. maintains confidentiality Rating: Satisfactory / Unsatisfactory describes student s strengths as well as weaknesses Instructor s signature 85

Student Date CASE PRESENTATION FORMAT AND EVALUATION CRITERIA 1) Provide copies of pertinent assessment data to use during the simulation (e.g. evaluation report, score summary, graphic display of results). 2) Prior to the simulation, set the stage by describing the referral (the student, the school context e.g. relevant demographics, the referral question(s), and relevant issues). Identify the key members of the evaluation team and assign roles to classmates 3) Begin the simulation with a clear statement of purpose; invite the participation and input of all team members. 4) Communicate information clearly and concisely using language that is understandable, unambiguous, and jargon-free. 5) Include pertinent background information, data obtained from behavioral observations, interviews, rating scales, and norm-referenced tests. 6) Interpret results accurately and make recommendations that are data-based and tailored to the needs of the child. 7) Close with a clear statement summarizing information that is most relevant to the team s decision-making process. 8) Respond to questions raised by the group. Responses should reflect depth of knowledge about the student and issues pertinent to the presenting problems. 9) Demonstrate ethical standards of the profession (e.g. knowledge of tests used in the assessment, use of tests that are valid, reliable and appropriate to the student and referral question(s), student confidentiality, respect for the student, parent and other team members) Rating: Satisfactory / Unsatisfactory Instructor s signature 86

SCHOOL PSYCHOLOGY PROGRAM SUPERVISOR'S ASSESSMENT OF PRACTICUM PERFORMANCE The College of Education prepares ethical and reflective professionals for service in diverse communities. *Ratings will be entered via TaskStream at the end of each quarter PERFORMANCE-BASED PRACTICUM COMPETENCIES Practicum Goals (1) To demonstrate ability to integrate school psychology knowledge and skills in providing a broad range of school psychology services; (2) To work with diverse populations, a range of problems, and different types of human service programs, using varied intervention methodologies; (3) To acquire new knowledge and skills related to providing a broad range of school psychology services; The School Psychology practicum student must demonstrate the following competencies, grouped in eleven Washington State standards and ten NASP domains. For successful completion of each practicum, all competencies must be rated as 2 Emerging or higher. For each competency, the distinctions in skills and knowledge candidates demonstrate are: 1. Unsatisfactory Unable to perform under supervision. 2. Emerging Application of knowledge and skills under supervision is emerging. 3. Competent - Adequate in applying knowledge and skills under supervision. 4. Exemplary Exemplary in applying knowledge and skills under supervision Standard 1. Data-Based Decision Making and Accountability (NASP Domain 2.1) Practicum Competencies Fall Rating Winter Rating Demonstrates knowledge of 1.1 Varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes; 1.2 Common core standards and state assessments Spring Rating 1.3 The role and duties of the school psychologist as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery. In collaboration with others, demonstrates skills to 1.4 Implement a systematic and comprehensive process of 87

effective decision making and problem solving that permeates all aspects of service delivery; 1.5 Use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs; 1.6 Apply knowledge of the impact of family background, cultural and linguistic diversity, early life experiences, and disabilities on learning and performance in order to inform decision making. Standard 2. Consultation and Collaboration (NASP Domain 5.2) Practicum Competencies 2.1 Demonstrates knowledge of a variety of models, strategies and methods related to consultation, collaboration, and communication applicable to individuals, families, groups, and systems to promote effective implementation of services. 2.2 Demonstrates skills to consult, collaborate, and communicate effectively with consideration to diverse family backgrounds, early life experiences, and cultural and linguistic diversity; 2.3 Demonstrates skills to recognize the impact these experiences have on the delivery of services. Fall Rating Winter Rating Spring Rating Standard 3. Interventions and Instructional Support to Develop Academic Skills (NASP Domain 5.3) NOTE: Evaluate performance in Standard 3 in fall quarter only if consultation addresses an ACADEMIC concern Practicum Competencies Demonstrates knowledge of 3.1 Influence of biological, cultural, linguistic, and early life experiences on academic skills; 3.2 Human learning, cognitive, and developmental processes; 3.3 Evidence-based curricula, instructional strategies, and differentiation to meet the needs of the learner. In collaboration with others, demonstrates skills to 3.4 Use a variety of culturally and developmentally appropriate assessment and data collection methods; 3.5 Implement and evaluate services that contribute to measurable impact on academic achievement; 3.6 Access, implement, and assess services at universal, targeted, and intensive levels for positive impact on student learning. Fall Rating Winter Rating Spring Rating 88

Standard 4. Socialization and Development of Life Skills (NASP Domain 2.4) NOTE: Evaluate competencies in Standard 4 in fall quarter only if consultation case addresses a BEHAVIORAL concern Practicum Competencies Demonstrates knowledge of 4.1 Biological, cultural, developmental, and social influences on behavior and mental health; 4.2 Behavioral and emotional impacts on learning and life skills; and 4.3 Evidence-based strategies to promote social emotional functioning and mental health. Fall Rating Winter Rating Spring Rating In collaboration with others, demonstrates skills to 4.4 Use assessment and data-collection methods; 4.5 Implement and evaluate services that support socialization, cultural competence, learning, and mental health; 4.6 Access, implement, and assess services at universal, targeted, and intensive levels for positive impact on student learning. Standard 5. School-Wide Practices to Promote Learning (NASP Domain 2.5) Practicum Competencies Fall Rating Demonstrates knowledge of 5.1 School and systems structure, organization, and theory; Winter Rating Spring Rating 5.2 General and special education; 5.3 Technology resources; 5.4 Equity pedagogy; and 5.5 Evidence-based school practices that promote learning and mental health. In collaboration with others, demonstrates skills to 5.6 Develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others; 5.7 Plan and measure positive impact on student learning at universal, targeted, and intensive levels. Standard 6. Prevention and Responsive Services (NASP Domain 2.6) 89

Practicum Competencies Demonstrates knowledge of 6.1 Principles and research related to resilience and risk factors in learning and mental health across cultures; 6.2 Services in schools and communities to support multi-tiered prevention; and 6.3 Evidence-based strategies for effective crisis response. In collaboration with others, demonstrates skills to 6.4 Promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors; 6.5 Implement effective crisis preparation, response, and recovery. Fall Rating Winter Rating Spring Rating Standard 7. School Collaboration Services (NASP Domain 2.7) Practicum Competencies Demonstrates knowledge of 7.1 Principles and research related to family systems inclusive of family, economic and social strengths and needs, cultural norms, and linguistic development; 7.2 Evidence-based strategies to support family influences on children s learning and mental health and can identify and employ strategies to develop successful collaboration models between families and schools. In collaboration with others, demonstrates skills to 7.3 Design, implement, and evaluate services that respond to culture, linguistic background, and context; and 7.4 Facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social behavioral outcomes for children. Fall Rating Winter Rating Spring Rating Standard 8. Home Diversity in Development and Learning (NASP Domain 2.8) Practicum Competencies Fall Rating Demonstrates knowledge of 8.1 The diverse nature of characteristics related to individuals abilities and disabilities; 8.2 Principles and research related to culture, linguistic development, context, individual and role differences; 8.3 Evidence-based strategies designed to enhance services and address potential influences related to diversity. Demonstrates skills that 8.4 Provide effective professional services across multiple contexts that promote effective functioning for individuals, Winter Rating Spring Rating 90

families, and schools with diverse characteristics, cultures, and backgrounds; 8.5 Recognize, understand and respect that advocacy for social justice is essential for children, families and schools and affect all aspects of service delivery. Standard 9. Research and Program Evaluation (NASP Domain 2.9) Practicum Competencies Demonstrates knowledge of 9.1 Research design, statistics, measurement, varied data collection and analysis techniques; and 9.2 Program evaluation sufficient for understanding research and interpreting data in applied settings. Demonstrates skills to 9.3 Use data and school accountability requirements to identify program and system strengths and needs and to monitor program effectiveness; 9.4 Evaluate and apply research as a foundation for service delivery: and 9.5 In collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels. Fall Rating Winter Rating Spring Rating Standard 10. Legal, Ethical, and Professional Practice (NASP Domain 2.10) Practicum Competencies Fall Rating Demonstrates knowledge of 10.1 The history and foundations of school psychology; Winter Rating Spring Rating 10.2 Multiple service models and methods; 10.3 Ethical, legal, and professional standards; 10.4 The impact of one s own culture and linguistic background in practice; 10.5 State and federal accountability legislation. Demonstrates skills to 10.6 Provide services consistent with ethical, legal, and professional standards; 10.7 Engage in responsive ethical and professional decisionmaking; and 10.8 Apply professional work characteristics. 91

Standard 11. Emerging and Assistive Technologies Practicum Competencies Demonstrates knowledge of 11.1 Information sources and technology relevant to their work; 11.2 Technology resources for children, adolescents, and professionals including instructional software and adaptive technology for individuals with disabilities; 11.3 Ethical, legal and access issues related to the use of technology in order to ensure responsible use. Demonstrates skills to 11.4 Access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of services; 11.5 Utilize available technologies to improve assessed individual student learning needs. Fall Rating Winter Rating Spring Rating PROFESSIONAL BEHAVIORS AND DISPOSITIONS Please evaluate the practicum student's professional behaviors according to the following criteria: 1. Unsatisfactory: Student does not display the required behaviors to the degree necessary for successful performance in schools at this time. 2.Emerging: Student has the necessary behaviors in his/her repertoire but is inconsistent in employing them in the school setting. 3. Satisfactory: Student has the necessary behaviors and employs them appropriately in school situations. 4. Exemplary: Student not only has the necessary behaviors but engages in exemplary conduct appropriate for modeling by other professionals. 1. Solicitation of feedback from others regarding his/her work Fall Winter Spring 2. Reaction to feedback concerning his/her work 3. Acceptance of responsibility for tasks/assignments and ability to follow through in a timely fashion 4. Management of professional interpersonal relationships 92

5. Ability to assume leadership roles 6. Progress toward independence as a school psychologist Please evaluate the practicum student's professional dispositions according to the following criteria: 1 = Very Low 2 = Low 3 = Moderate 4 = High 5 = Very High 1. Commitment to knowing, understanding, and applying the professional standards and ethics of the profession 2. Commitment to advocating and making professional decisions based on the best interests of those being served (students, etc.) 3. Commitment to reflecting on, learning from, and/or integrating newly acquired knowledge, developing professional skills, and analysis of professional experience into professional practice 4. Commitment to meeting the highest professional standards Fall Winter Spring 5. Commitment to serving students/clients according to the highest professional standards 6. Value and respect for the intrinsic worth and diverse contributions of each person 7. Belief in the fundamental potential of every individual to grow and learn 8. Commitment to the belief that all students can learn 9. Commitment to positively impacting the learning of all students 93

COMMENTS: (include specific expectations/goals for improvement): 94

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