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

(1)

Program Goals……… Page 3 Background and History of the

RIT School Psychology Program………... Page 4

RIT School Psychology Faculty………. Page 4

What Exactly is Practicum?... Page 5

Practicum Sequence……… Page 5

Field-Based Practicum Supervisor Responsibilities………... Page 6

University-Based Practicum Supervisor Responsibilities……….. Page 7

Practicum Student Responsibilities……… Page 8

Assessment for Practicum Students……… Page 8

RIT School Psychology Proposed Plan of Study..………. Appendix A

Optional Activities for RIT Practicum Students………. Appendix B

NASP Competencies & Levels of Intervention……….. Appendix C

Field Experience I Plan and Evaluation…….………. Appendix D

Field Experience II Plan and Evaluation…………... Appendix E

Advanced Practicum I Plan and Evaluation……….. Appendix F

Advanced Practicum II Plan and Evaluation……….. Appendix G

Student Evaluation of Practicum Placement and Supervisor………. Appendix H

University Evaluation of Student………... Appendix I

Practicum Log/Timesheet………... Appendix J

Practicum Agreement………. Appendix K

(2)

Welcome

Thank you for assisting in a crucial part of RIT’s school psychology program! As a practicum supervisor, you provide a School Psychology graduate student with unforgettable experiences with children, parents, and teachers. This service is invaluable, and one of the reasons why students choose our program.

The practicum experience has been designed to provide our graduate students with skills consistent with our mission and program philosophy, and is consistent with the domains of the School

Psychology Blueprint for Training and Practice III (See Appendix C).

The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for the preparation of students to become professional school psychologists. The scientist-practitioner school psychologist is a professional who has developed an empirical understanding of human behavior in order to apply a wide breadth of knowledge in assessment, intervention, cultural diversity, research, curriculum and instruction, technology, and ecological influences on child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has a thorough understanding of educational and psychological research and practice and is capable of independent decision making, serves as an advocate for children and families, and uses strength-based solution-focused problem solving in order to help children succeed in their school environment. All students are expected to demonstrate high standards of competence in their professional interactions with children, parents, and school personnel. The School Psychology Program stresses that interventions with and evaluations of children and youth emerge from a comprehensive, flexible, ecological perspective that draws form fields of study such as psychology, biology, education, and sociology. From a multicultural perspective, the program stresses the understanding of, respect for, and responsiveness to the unique needs of children and their families.

The RIT school psychology program’s training model incorporates a reciprocal relationship between coursework and fieldwork whereby theories, techniques, and relevant literature presented in courses are supplemented by field experiences. As students gain greater depth of knowledge of school psychology through the course curriculum, field experiences become increasingly

comprehensive. During their first year of study, students learn a variety of methods of gathering reliable and valid data (e.g., observations, interviews, standardized assessment, report writing) and practice gathering data in their field experiences using these methods. Concurrently, first year students interact with a variety of school personnel in their field placements to experience the

operations and organizations of school systems and the role and function of the school psychologist. During their second year of study, students learn how to use collected data to develop, implement, and evaluate interventions. Second-year field experiences provide students with opportunities to apply and evaluate academic and behavioral interventions, consult with teachers and parents, counsel children and adolescents, and conduct psychoeducational evaluations, all under close supervision. During their third year of study (internship year), students continue to develop their professional skills, maintaining a scientific orientation while adhering to a high level of

(3)

Goal 1: Students will develop a professional identity as a school psychologist whose conduct is consistent with NASP and APA ethics codes, and Best Practices.

a. Students will demonstrate professional and interpersonal characteristics known to foster the trust and respect of those with whom the student encounters in his or her professional roles. b. Students will consider the influence of individual differences and cultural diversity factors

on development, behavior, and functioning in all areas of practice.

c. Students will demonstrate relevant knowledge and provide services consistent with legal regulations and ethical standards in school psychology.

d. Students will participate in the activities related to state and/or national professional organizations (e.g., NASP, NYASP, CEC, etc.)

Goal 2: Students will develop competency in the application of the scientific method and its resultant body of knowledge.

a. Students will demonstrate competence in the critical review and evaluation of the psychological and educational research literature.

b. Students will apply principles of research design, data analysis and data interpretation to school-related problems and original research.

c. Students will acquire content knowledge of psychological foundations relevant to children’s development and schooling.

Goal 3: Students will develop competency in data-based decision making and accountability.

a. Students will have knowledge of varied methods of assessment in education (e.g., norm-referenced, curriculum-based, direct behavior, ecological) and the psychometric properties for various purposes (e.g., screening, intervention development, progress monitoring). b. Students will develop competency in selecting, administering, scoring, interpreting, and

integrating psychological assessment data in response to a defined referral concern.

c. Students will become skilled at translating assessment and data collection to conceptualizing and evaluating the implementation of and response to interventions.

Goal 4: Students will develop competency in collaborating with families and school professionals in providing effective academic and mental health services to children at individual and systemic levels.

a. Students will participate meaningfully on teams charged with developing and implementing effective school-wide practices that promote academic success and mental health in

children.

b. Students will engage parents in ongoing collaboration with the school in providing effective services to their child(ren).

c. Students will contribute meaningfully to the development, implementation, and evaluation of effective interventions for students identified as needing additional academic support. d. Students will contribute meaningfully to the development, implementation, and evaluation

of effective interventions for students identified as needing additional behavioral and/or social-emotional support.

(4)

Program Background

The Rochester Institute of Technology (RIT) offers a three-year program of graduate study in school psychology at the specialist level. The program is 66 semester credits and culminates in a Master of Science degree and an Advanced Certificate. The RIT school psychology program is fully accredited through the New York State Department of Education and approved by the National Association of School Psychologists. Upon graduation from the school psychology

program, students receive provisional certification by the New York State Department of Education.

A Master of Science degree in school psychology through the College of Liberal Arts was first established at RIT in 1986, as it was deemed consistent with RIT’s mission of providing educational programs for career development. By 1994, the school psychology program became fully approved by the National Association of School Psychologists. Presently, the school psychology program is housed within the Department of Psychology in the College of Liberal Arts.

RIT School Psychology Faculty

Suzanne Bamonto, Ph.D., Associate Professor

Graduate Program Director, Psychology Department

Paula Chase, M.S., A.C. Lecturer

Practicum and Internship Coordinator

Scott P. Merydith, Ph.D. Professor

Jennifer Lukomski, Ph.D., NCSP Professor

(5)

Practicum is an opportunity for RIT’s school psychology students to gain hands-on experience in the schools as they progress through their coursework at RIT. From the first day of classes, students are assigned field supervisors who are school psychologists in local school districts or agency settings. Through practicum, students learn how schools function as organizations, the various roles of school psychologists and other school personnel, the issues and needs of children and their families, how research and theory learned in class applies to the practice of school psychology, and most important, students apply what they are learning. This field experience is part of what makes RIT’s school psychology program unique, as many training programs only offer one or two semesters of direct experience in schools.

Students are expected to spend one full school day (6 hours) per week at their practicum site (a total of 15 days per semester). When a student is unable to attend on a scheduled day, the student notifies the field placement supervisor in advance and schedules a make-up day. In addition, the RIT School Psychology program requires that students attend weekly on campus seminars, online discussions, and practicum lectures.

Typically the first-year Field Experience students will be placed in a different setting each semester. It is expected that second-year Advanced Practicum students will spend the entire year in the same placement. Therefore, each student should experience three different field settings during their first two years of study.

Over the course of the two year period, great care and consideration is made in placing students in a variety of settings (i.e., rural, urban, suburban ), with a range of ages (i.e., preschool, elementary, middle school, and high school students), as well as with a continuum of services (regular

education, resource, self-contained, hospital, residential).

Fortunately, the Rochester and Western New York area offers an excellent range of school settings for practica experiences. In the course of training, RIT students gain experience at all educational levels with a diverse pupil population relative to cultural-ethnic background, disability, and SES. RIT practica students rotate through these placements and emerge with a better sense of problem solving opportunities, and the challenges facing today’s educational system.

Practicum Sequence

Field Experience I: Professional School Psychology Foundations

In their first semester of practicum, students become acquainted with how school systems are organized and operate. They observe the school psychologist's many roles and functions. Most students in the first rotation are placed in a suburban or rural school district. The activities they become involved in correspond with their fall coursework. Over the first year, students conduct classroom observations and, tutor students, participate in pre-referral strategies, conduct limited assessments (e.g., achievement testing and selected cognitive subtests), and consult with teachers.

(6)

Field Experience II: Professional School Psychology Foundations

In their second semester of practicum, students broaden their hands-on experiences and deepen their skills. They are encouraged to be proactive and take initiative. Corresponding with more advanced coursework, students begin to do Curriculum Based Measurement, prevention programming, functional behavior analyses and more comprehensive evaluations using a variety of assessment techniques. They are also able to compare and contrast their first semester experience with their second semester experience.

Advanced Practicum I and II: Issues in Diversity

The second year of practicum is the culminating field experience prior to the student’s internship year. This is where students apply their knowledge and skills to the field in a more integrative, as well as independent level. The two overriding expectations for this experience are for students to take initiative and for them to become more independent. Under the supervision of the field supervisor, students’ will deepen the level of their assessment skills and their role in direct-indirect interventions.

Sensitivity to the diverse cultural student populations that we have in the Greater Rochester Area is crucial. Many of the students in this third practicum will be working with inner city youth of Rochester, as well as with special programs administered by BOCES personnel.

For this advanced practicum experience students can administer, score, and interpret (with supervision) a wide range of tests (cognitive, achievement, and social-emotional). They are also able to do curriculum based measurement and progress monitoring. The program expects that students do one or the other form of assessment (e.g., Standardized or CBM), or a combination of both during their Practicum Three experience. Students will also present students’ performance to parents, and/or multidisciplinary teams and be more actively involved in home/school collaboration.

In addition, students will be expected to conduct a FBA and BIP, and independently implement other interventions (academic as well as social emotional). Students are expected to counsel (individual or group) and facilitate small group lessons (skill streaming or academic activities).

Another expectation is for students to conduct a mini inservice on a related topic either to the school team, teachers, staff (e.g., bus drivers, cafeteria workers, student aides), parents, or PTA.

Field-Based Practicum Supervisor Responsibilities

The main responsibility of a field-based practicum supervisor is to oversee all site related activities that the practicum student performs.

The Practicum Agreement (See Appendix K) needs to be signed at the beginning of each semester by your practicum student and you, and reviewed by the two of you together. This means both of you need to read, understand, and agree on it before you sign.

(7)

review the Optional Activities for RIT Practicum Students (See Appendix B), as well as the activities listed on each practicum experience’s practicum plan (See Appendices D, E, F, G). You will find that practicum students become more independent over the three rotations as their skills and knowledge develop, from shadowing you and doing classroom observations, to administering tests, consulting, and counseling students under supervision.

During the first two weeks of each semester, you and your practicum student will discuss the potential activities the student will experience. The student will then fill out the designated Practicum Plan (See Appendices D, E, F, G). Students may add to the Practicum Plan throughout the semester.

It is important for you as the practicum supervisor to know that class assignments are not the student’s reason for being placed at a practicum site. If a conflict arises and a class assignment cannot be completed at the practicum site, please inform the student and he or she is responsible for making other arrangements.

At the end of each semester, an evaluation form regarding your practicum student's performance (See Appendices D, E, F, G) needs to be completed. This evaluation gives us the chance to gain information about the student’s skills as a psychologist in-training, and any other information that you deem important for us to know. In addition, the Practicum Plan should be reviewed and signed, and the completed activities initialized.

University-based practicum supervisors are available at all times. Please feel free to contact the university practicum supervisor if you have any questions, concerns, or positive experiences regarding your practicum student.

We do realize it takes your energy, dedication, time, and commitment to provide a truly beneficial practicum experience for our graduate students. With this in mind, RIT would like to offer you a tuition waiver to acknowledge your commitment and devotion to school psychology training and the community at large. We offer practicum supervisors eligibility to have tuition waived for a course at RIT within one year from the date of termination of the practicum student supervision (See Appendix K for details).

University-Based Practicum Supervisor Responsibilities

The two primary responsibilities of the university-based practicum supervisor are to provide the necessary support for the field-based practicum supervisor and the practicum student, ensuring a positive experience for both, and to formally evaluate the practicum student’s progress. Through reading the student's weekly journals, contacting the field supervisor, monitoring the student's logs, and providing group supervision during the weekly seminar, the university supervisor is kept abreast of practicum experiences.

Even when minor concerns arise regarding the practicum student’s conduct, the university-based supervisor appreciates receiving a phone call or an e-mail. When necessary, the university-based

(8)

supervisor will meet with the field supervisor to problem solve regarding helping the student benefit from the practicum experience.

Through evaluation forms completed each semester, the university-based practicum supervisor is kept abreast of the field-based supervisor’s impressions of the student’s competencies. Faculty members are especially eager to hear how the practicum student is doing with professional conduct and personal presentation. Site visits are optional and are made on an individual basis. The

university-based practicum supervisor will contact the field-based supervisor to see if he or she desires a site visit.

The university-based practicum supervisor is also responsible for developing practicum sites and placing students in their sites.

Student Responsibilities

Practicum students are required to keep a weekly log of their practicum hours (See Appendix I), documenting what they did while at their sites. This is our way of ensuring that their experience is valuable. The log needs to be reviewed and signed by you each time a student attends practicum to ensure its validity and to make sure the student is keeping accurate records.

In addition, students write weekly reflection papers highlighting their experiences. At the end of each placement, students also fill out an evaluation form rating their practicum site and supervisor (See Appendix G).

Practicum students are responsible for keeping track of all required paperwork and providing you with the necessary forms. The student will sit down with you to discuss the Practicum Plan for the semester and to review this plan at the end of the semester.

Policy on Assessment for Practicum Students

We realize that assessment is an integral component of the training process for a school

psychologist. We do not expect all settings to offer assessment exposure. However, if you have an opportunity, we encourage you to expose your practicum student to the assessment process in your setting.

We do not require, nor expect, practicum supervisors to provide our students with individual testing cases. Students do have course requirements to test typically developing children, and can do so in the practicum setting with permission. In some school districts, our practicum students find children to test by contacting teachers or other school personnel who offer their own children for that purpose. Other school districts have allowed students to write a letter of consent home to parents (with an attached notice of consent from the school district) asking for willing participants. However, these are not expectations that we make of practicum supervisors and school districts, and we work with our students to find alternative testing arrangements if necessary.

First-year practicum students are not prepared to conduct initial assessments. If an assessment is conducted as part of an instructional program for the purposes of progress monitoring, however, and

(9)

We do believe that students who have completed all of the assessment courses (typically concluded after the fall semester of the second year) are capable of conducting full evaluations under close supervision from their practicum supervisor. It is our policy, however, that the assessment activities be restricted to reevaluations with no more than two reevaluations per semester. Additionally, parental consent needs to be obtained permitting a school psychology student in training to conduct the evaluation.

Advanced Practicum students are also available to conduct curriculum based evaluations for intervention purposes, as well as to develop and evaluate short-term academic interventions.

We hope this provides you with some clarification on the role of practicum students regarding testing. If you have additional questions, please call us (585-475-6701).

(10)

Appendix A:RIT School Psychology Proposed Plan of Study

First Year

Fall

Field Experience I: Professional School SPSY 600 Psychology Foundations

Advanced Developmental Psychology SPSY 610 Interpersonal Intervention Skills SPSY 620 Academic Assessment SPSY 630

Statistics SPSY 640

Spring

Field Experience II: Professional School SPSY 601 Psychology Foundations

Cognitive Assessment SPSY 631 Social-Emotional Assessment SPSY 632 Applied Behavior Analysis SPSY 650 Academic Intervention SPSY 721

Second Year

Fall

Advanced Counseling SPSY 722 Advanced Practicum I: Issues in Diversity SPSY 701 Developmental Psychopathology SPSY 710 Advanced Consultation SPSY 720 Comprehensive Assessment Integration SPSY 730

Spring

Ethical and Legal Issues SPSY 603 Biopsychology SPSY 611 Advanced Practicum II: Issues in Diversity SPSY 702

Systems and Organizational Interventions SPSY 723 Research Methods SPSY 641

Third Year

(11)

Child

1. Meet the buses and escort children 2. Shadow a student for a day (high school) 3. Attend home visits

4. Become a Big Brother/ Big Sister 5. Observe and practice rapport building 6. Facilitate an anti-bullying group

Classroom

1. Acquire an understanding of curriculum at each grade level

2. Observe social skills and behavioral interactions within the classroom

3. Observe and note effective classroom management and effective teaching variables 4. Volunteer in the resource room

5. Observe and compare different classroom situations a. Grades

b. Inclusion c. Learning styles d. Teaching styles

e. Behavior management/modification f. Students approach to a given task g. Team teaching

6. Help a teacher plan a lesson/day 7. Team teach a lesson (with preparation)

8. Perform/observe non-traditional roles (e.g. supporting intramural activities) 9. Attend a field trip

10. Make note of strategies encountered in a journal for future reference 11. Act as a classroom helper

Building

1. Attend faculty meetings

2. Attend parent-teacher conferences 3. Attend parent-psychologist conferences 4. Attend open house

5. Attend extra-curricular events 6. Read building newsletter

7. Understand student health issues and precautions (e.g. how to deal with bodily fluids, such as blood, etc.)

(12)

District

1. Attend Board of Education meetings

2. Attend meetings of the district psychologists

3. Assist in the development of district research policies 4. Learn about transportation requirements/policies 5. Learn about budgeting and financial issues 6. Observe grade level meetings

a. Curriculum development b. Needs assessment

c. Mental health needs

7. Attend Staff Development Day 8. Study District Initiatives 9. Read the district newsletter

10. Attend TCI, LSCI, or SKIP training

Community

1. Attend home visits

2. Attend special events that relate to the community 3. Investigate sources of student support

4. Visit community agencies and out-of-district placements that provide services to the district a. Meet the service providers

b. Observe/interview

c. Observe students receiving services

5. Understand the services provided by community agencies 6. Attuned programs designed for professional development

7. Go to popular “hangouts” to find out about student life outside of school 8. Acquire an understanding of cultural/ethnic issues through:

a. Reading b. Observation c. Interviewing

9. Acquire an understanding of safety issues related to the school community 10. Attend SETRC training

11. Perform out-reach to children who are hospitalized 12. Attend conferences

13. Attend parent support groups – district and city 14. Work with teen mothers

(13)

Appendix C: NASP Competencies and Levels of Intervention

NASP COMPETENCIES:

Interpersonal and Collaborative Skills:

School psychologists must show the ability to work constructively and collaboratively with diverse individuals and agencies, to communicate well and to disseminate information clearly to others, and to recognize the fact that soliciting input from others may be as important as imparting knowledge or sharing expertise.

Diversity Awareness and Sensitive Service Delivery:

School psychologists must have the ability to recognize when, where, and how issues of diversity are manifest and operating within a wide variety of levels, to adapt their practices in response to the needs of those being served, and to become aware of their own personal world views and biases. School psychologists must use this recognition and knowledge to help schools effectively embrace and address issues of diversity.

Technological Applications:

School psychologists must have the ability to help students, parents, and teachers know how and where to access technology, and how to evaluate its safety and value, as well as how to use it to enhance classroom learning. School psychologists must also be able to use

technology to communicate, and to increase efficiency with data gathering and storage, progress-monitoring, assessment, and record keeping.

Professional, Legal, Ethical, and Social Responsibility:

School psychologists must practice in a manner that meets all professional and legal

standards in order to enhance the quality of services and protect the rights of all parties. Not only does this include issues involving students directly, but it demands that school

psychologists continue their education through professional development activities and should be aware of, and not exceed, the limits of their personal competency.

Data-based Decision Making and Accountability:

School psychologists must be good problem solvers who collect information that is relevant for understanding problems, make decisions about appropriate interventions, assess

educational outcomes, and help others become accountable for the decisions they make both at the student and the system level. School psychologists must be well-versed in a variety of assessment methods that relate to both prevention and intervention.

Systems-based Service Delivery:

School psychologists must understand how systems work, and must use this understanding to help organize schools and classrooms in ways that promote learning and prevent

problems. School psychologists must provide leadership in developing schools as safe, civil, caring, inviting places where there is a sense of community, respect, and high

(14)

become more effective when parents and other primary caregivers are partners in intervention design and implementation.

Enhancing the Development of Cognitive and Academic Skills:

School psychologists must participate in the development of challenging, but achievable, cognitive and academic goals for all students, and must recognize the need to adjust

expectations and avenues of assessment for individual students. School psychologists must also be able to apply learning theory and cognitive strategies to the instructional process, to communicate these effective strategies to students, parents, and other school personnel, and to help monitor the integrity of interventions and instructional practices.

Enhancing the Development of Wellness, Social Skills, and Life Competencies

School psychologists must help schools attend to the general health, mental health, and welfare of students in order to ensure effective academic development. They can accomplish this by helping to design prevention and intervention programs that promote wellness and resiliency. Also, school psychologists must have minimal competency in a variety of crisis situations, and must know where and how to access further resources if they are needed. Finally, school psychologists must participate in the development of

challenging, but achievable behavioral, affective, and adaptive goals for all students to encourage conflict-resolution and pro-social behavior.

LEVELS OF INTERVENTION:

Universal

Systems-level programs directed at all and designed to meet the academic and social-emotional needs of the vast majority of students. These include, for example, the use of evidence-based approaches to reading and math instruction or the implementation of positive school-wide discipline program to reduce problems with behavior management.

Targeted

Address specific academic or social-emotional skill or performance deficits. This may include a Title I reading intervention to supplement classroom reading instruction, or redesigning environments to help coach students in social interactions.

Intensive

Used with children who have chronic or more severe difficulties. This may incorporate an interagency component that brings home, school, and community together to address more challenging needs.

(15)

Appendix D: Field Experience I Plan and Evaluation

Name: _____________________________________

Practicum Site: ______________________________ Grade Range: _________

Circle: Rural Suburban Urban Special Population ______________

School Psychologist/Student Ratio: _____________

Supervisor: _________________________________

FIELD EXPERIENCE I PLAN

NASP COMPETENCIES

ICS – Interpersonal and Collaborative Skills

DA – Diversity Awareness and Sensitive Service Delivery TA – Technological Applications

R – Professional, Legal, Ethical, and Social Responsibility DB – Data-based Decision Making and Accountability SB – Systems-based Service Delivery

CAS – Enhancing the Development of Cognitive and Academic Skills

WSL – Enhancing the Development of Wellness, Social Skills, and Life Competencies

LEVEL – Level of Intervention… circle when completed (1 – Universal, 2 – Targeted, 3 – Intensive)

DONE Description of Activity ICS DA TA R DB SB CAS WSL LEVEL

1. Tour school building X X 1

2 3 2. Observe and interview related

service professionals and school principal

X X 1

2 3 3. Curriculum Based Measurement

(e.g. DIBELS) and/or progress monitoring

X X X X 1

2 3 4. Observe/co-facilitate group or

individual counseling sessions

X X X 1

2 3 RITSCHOOL PSYCHOLOGY

MS/AGCPROGRAM FIELD EXPERIENCE IPLAN

(16)

5. Administer Achievement (I) and Cognitive (II) subtests with direct supervision

1 2 3 6. Develop age/grade norms

through observations and interviews with students

X X 1

2 3 7. Perform record reviews and

discuss record content with supervisor

X X X 1

2 3 8. Perform classroom observations

and present to supervisor

X X X 1

2 3 9. Attend CSE, IST, PPS, and/or

parent meetings

X X X X 1

2 3 10. Visit alternative placement

locations

X X 1

2 3

11. Attend PTA meeting X X X 1

2 3

12. Review school’s crisis plan X X X 1

2 3 Other activities: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

Supervisor’s Initial Review Approval ___________________________ Date ______

(17)

Name: _____________________________________

Supervisor: _________________________________

FIELD EXPERIENCE I STUDENT EVALUATION

Please use the following rating scale in evaluating the student at a novice level on characteristics listed below.

N/A – Not applicable or not observed: Not an appropriate item for a practicum student at this setting.

1 – Unsatisfactory: Student’s skill reflects insufficient mastery in this area. Student needs additional development of this skill.

2 – Needs Improvement: Plans should be made to assure student gains extra practice in this area.

3 – Satisfactory: Student’s skill in this area is adequate at a novice level. Student should continue to practice this skill under professional supervision.

4 – Competent at a novice level: Student is relatively independent in this skill.

Interpersonal and Collaborative Skills N/A 1 2 3 4

1. Presents with a professional appearance

2. Demonstrates good judgment and common sense

3. Communicates and listens effectively

4. Relates well to students

5. Establishes effective collaborative relationships with teachers and other school personnel

6. Shows respect for all school professionals, parents,

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM FIELD EXPERIENCE IEVALUATION

(18)

and students

7. Demonstrates enthusiasm

8. Approaches others in a warm, outgoing manner

9. Displays initiative and resourcefulness

10. Is receptive to constructive feedback

11. Articulates own strengths and weaknesses

12. Actively engages in professional discourse

13. Is concerned with quality of work

14. Is adaptive and flexible

15. Shows evidence of continued self-evaluation

Diversity Awareness and Sensitive Service Delivery N/A 1 2 3 4 1. Achieves comfortable interactions with students,

families, staff, and other professionals of differing ethnic backgrounds

2. Seeks culturally relevant information when working with students and families

3. Demonstrates active learning about different cultures

4. Demonstrates acceptance for others’ values and viewpoints

5. Shows concern, respect, and sensitivity for the needs of students

6. Demonstrates an awareness of own world views and biases

7. Shows sensitivity to sources of bias when selecting and administering assessment measures

Professional, Legal, Ethical, & Social Responsibility N/A 1 2 3 4

1. Observes scheduled hours and appointments in a punctual manner

(19)

4. Manages time efficiently

5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s) 6. Uses information from supervisor in an appropriate

manner

7. Demonstrates an awareness of competency level, and does not accept responsibilities beyond this level 8. Follows standardized procedures when administering

assessment measures

9. Maintains confidentiality when appropriate

10. Understands and follows district policies

11. Adheres to the NASP Standards for Professional Ethics

12. Makes up missed time due to illness or other conflicts

Technology N/A 1 2 3 4

1. Uses computer scoring programs effectively, with supervision

2. Uses assistive devices and appropriate systems in order to communicate with students and families 3. Uses internet resources effectively

Assessment (Formal, CBM) N/A 1 2 3 4

1. Understands the nature of a referral and the purpose of assessment

2. Follows standardized procedures when administering subtests

3. Performs record reviews and classroom observations appropriately

4. Discusses student performance in a meaningful and thorough manner – reflecting understanding

5. Discusses possible recommendations and

intervention strategies that follow from assessment results

(20)

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

1. Discusses the goals of interventions

2. Tutors students in effective, appropriate manner

Please provide comments regarding the student’s strengths and weaknesses, and descriptions of how to strengthen the areas where there are weaknesses:

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________ Other comments: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________

The signature of the field supervisor below attests to the fact that the student has completed all assigned cases as appropriate and has completed the practicum according to all guidelines and requirements at this point.

_________________________________ Practicum Student Signature

_________________________________ Field Supervisor Signature

(21)

Appendix E: Field Experience II Plan and Evaluation

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM FIELD EXPERIENCE IIPLAN Name: _____________________________________

Supervisor: _________________________________

FIELD EXPERIENCE II PLAN

DONE _{Description of Activity} ICS DA TA R DB SB CAS WSL LEVEL 1. Assist with evaluations,

administering cognitive and achievement measures under close supervision

X X X 1

2 3

2. Curriculum Based Measurement (e.g. DIBELS) and/or progress monitoring X X X X 1 2 3 3. Utilize curriculum-based assessment procedures in decision making X X X X 1 2 3

4. Conduct FBA and develop BIP X X X 1

2 3 5. Conduct formal consultation

with a teacher regarding

X X X X X 1

(22)

behavior and/or academic interventions

3 6. Develop a data-based academic

intervention plan for an individual student

X X X X 1

2 3 7. Consult with teachers regarding

behavioral interventions

X X X X 1

academic interventions

X X X X 1

service professionals

X X X 1

2 3 10. Participate in CSE meetings

and/or parent informing sessions

X X X X 1

structured class observations

X X X 1

locations X X X 1 2 3 13. Participate in problem-solving team X X X X 1 2 3 14. Tour school, review school

policies and procedures

X X 1

2 3

15. Attend at least one PTA meeting X X X 1

2 3 16. Examine school crisis plan and

interview a member of the crisis team X X X 1 2 3 Other activities: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1

(23)

1 2 3 1 2 3 1 2 3

Supervisor’s Initial Review Approval _____________________ Date

(24)

Name: _____________________________________

Supervisor: _________________________________

FIELD EXPERIENCE II STUDENT EVALUATION

Please use the following rating scale in evaluating the student at a novice level on characteristics listed below:

N/A – Not applicable or not observed: Not an appropriate item for a practicum student in this setting

1 – Unsatisfactory: Student’s skill reflects insufficient mastery in this area. Student needs additional development of this skill

Interpersonal and Collaborative Skills N/A 1 2 3 4

1. Presents with a professional appearance 2. Meets difficult situations with self-control 3. Demonstrates good judgment and common sense 4. Communicates and listens effectively

5. Disseminates information clearly 6. Relates well to students

7. Establishes effective collaborative relationships and communicates well with parents

9. Approaches others in a warm, outgoing manner

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM FIELD EXPERIENCE IIEVALUATION

(25)

13. Initiates changes when appropriate

Diversity Awareness and Sensitive Service Delivery N/A 1 2 3 4

1. Achieves comfortable interactions with students, families, staff, and other professionals of differing cultural backgrounds

3. Demonstrates active learning about different cultures 4. Demonstrates an understanding of working with

interpreters

5. Demonstrates an awareness of own worldviews and biases

6. Shows sensitivity to sources of bias when selecting and administering assessments

Professional, Legal, Ethical, and Social Responsibility N/A 1 2 3 4

1. Observes scheduled hours and appointments in a punctual manner

2. Is prompt in meeting requests, and follows through when additional action is needed

3. Completes work in a neat, thorough, and accurate way 4. Manages time efficiently

5. Keeps supervisors informed of unusual events and activities, as well as routine matters in their school(s) 6. Uses information from supervisor in an appropriate

manner

7. Demonstrates an awareness of own competency level, and does not accept responsibilities beyond this level 8. Follows standardized procedures when administering

assessments

9. Maintains confidentiality when appropriate 10. Understands and follows district policies

11. Adheres to the NASP Standards for Professional Ethics 12. Makes up time missed due to illness or other conflicts

Technology N/A 1 2 3 4

(26)

2. Uses assistive devices and appropriate systems in communicating with students and families (when necessary)

3. Uses Internet resources effectively

Assessment N/A 1 2 3 4

1. Identifies the nature of a referral and the purpose for assessment

2. Accurately completes record reviews and pre-consultation interviews

3. Identifies a variety of appropriate assessment tools and/or strategies for use with particular cases (tests, observations, interviews, rating scales, curriculum-based procedures, etc.)

4. Uses an ecological approach to assessment

5. Discusses student performance in a meaningful and thorough manner, reflecting understanding of the student within the context of the setting or situation of concern

6. Discusses appropriate intervention strategies that follow from assessment results

Intervention (Academic, Social/Emotional) N/A 1 2 3 4

1. Clearly describes goals of interventions

2. Selects interventions based on child needs and known efficacy

3. When co-leading groups, demonstrates skill in utilizing group counseling techniques

4. Demonstrates skill in utilizing individual counseling techniques

5. Uses effective instructional techniques when tutoring or providing skill development (academic or social) 6. Uses effective instructional techniques in facilitating

small group lessons

7. Uses appropriate assessment techniques to monitor intervention effectiveness and adjusts the interventions accordingly

(27)

to strengthen the areas where there are weaknesses: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________ Other comments: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________

_________________________________ University Supervisor Signature

(28)

Appendix F: AdvancedPracticum I Plan and Student Evaluations

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM ADVANCED PRACTICUM IPLAN Name: _____________________________________

Supervisor: _________________________________

ADVANCED PRACTICUM I PLAN

DONE _{Description of Activity} ICS DA TA R DB SB CAS WSL LEVEL 17. Assist with evaluations,

administering cognitive, achievement, and

socio-emotional measures under close supervision

X X X 1

2 3

18. Curriculum Based Measurement (e.g. DIBELS) and/or progress monitoring

X X X X 1

2 3

19. Present test results to parents X X X 1

behavioral and academic interventions

X X X X 1

2 3

(29)

22. Observe and interview related service professionals

X X X 1

2 3 23. Conduct or assist with at least

one FBA

X X X X 1

X X X 1

locations

X X X 1

2 3 27. Participate in problem-solving

team (e.g. IST/PAT/SSS

X X X X 1

2 3 28. Tour school, review school

X X 1

2 3

interview a member of the crisis team

X X X 1

2 3 31. Participate in and review crisis

interventions with supervisor (as they occur) X X X 1 2 3 Other activities: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

(30)

1 2 3 1 2 3 1 2 3 1 2 3

Supervisor’s Initial Review Approval _____________________ Date

(31)

Name: _____________________________________

Supervisor: _________________________________

ADVANCED PRACTICUM I STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

5. Disseminates information clearly to stakeholders 6. Relates well to students

9. Shows respect for all school professionals, parents, and students

(32)

11. Approaches others in a warm, outgoing manner 12. Displays initiative and resourcefulness

13. Is receptive to constructive feedback 14. Articulates own strengths and weaknesses 15. Actively engages in professional discourse 16. Concerned with quality of work

families, staff, and other professionals of differing cultural backgrounds

3. Demonstrates active learning about different cultures 4. Demonstrates acceptance for others’ values and

viewpoints

5. Shows concern, respect, and sensitivity for individual differences

6. Demonstrates an understanding of working with interpreters

Professional, Legal, Ethical, & Social Responsibility N/A 1 2 3 4 1. Observes scheduled hours and appointments in a

punctual manner

5. Keeps supervisors informed of unusual events and activities, as well as routine matter in their school(s) 6. Uses information from supervisor in an appropriate

(33)

Technology N/A 1 2 3 4

1. Uses computer scoring programs effectively 2. Uses AIMSweb or other programs to participate in

progress-monitoring

Assessment (Formal, CBM, FBA/BIP) N/A 1 2 3 4

2. Identifies appropriate assessment tools for use with particular cases

3. Uses an ecological approach toward assessment 4. Discusses student performance in a meaningful and

thorough manner – reflecting understanding 5. Discusses appropriate recommendations and

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

1. Clearly describes the goals of interventions 2. Uses strengths and evidence-based interventions 3. When co-leading groups, demonstrates skill in

utilizing group counseling techniques

5. Tutors students in effective, appropriate manner 6. Demonstrates skill in facilitating small group lessons 7. Follows the PBIS model

8. Uses progress monitoring for interventions 9. Participates in crisis interventions appropriately

(34)

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________ Comments: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________

_________________________________ University Supervisor Signature

(35)

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM ADVANCED PRACTICUM IIPLAN Name: _____________________________________

Supervisor: _________________________________

ADVANCED PRACTICUM II PLAN

DONE _{Description of Activity} ICS DA TA R DB SB CAS WSL LEVEL 32. Administer, score, and interpret

full battery of tests-reevaluations

X X X X 1

2 3 33. Curriculum Based Measurement

(e.g. DIBELS) and/or progress monitoring

X X X X 1

2 3

34. Present test results to parents X X X 1

2 3 35. Counsel students individually

and/or in groups

X X X X 1

behavioral and academic interventions

X X X X 1

2 3

(36)

37. Inservice to teachers/parents or staff and/or write school psychology related topic for school newsletter

X X 1

2 3

38. Facilitate small group lesson X X 1

service professionals

X X X 1

2 3 40. Conduct or assist with at least

one FBA

X X X X 1

X X X 1

locations

X X X 1

2 3 44. Participate in problem-solving

team (e.g. IST/PAT/SSS)

X X X X 1

2 3 45. Tour school, review school

X X 1

2 3

interview a member of the crisis team X X X 1 2 3 Other activities: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2

(37)

1 2 3 1 2 3 1 2 3

Supervisor’s Initial Review Approval _____________________ Date

(38)

Name: _____________________________________

School Psychologist/Student Ratio: _____________ Highest Degree: (Circle One) Masters

Masters/Advanced Certificate Supervisor: _________________________________ Ed.S

Ph.D Psy.D

ADVANCED PRACTICUM II STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

5. Disseminates information clearly to stakeholders 6. Relates well to students

8. Establishes effective collaborative relationships with

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM ADVANCED PRACTICUM IIEVALUATION

(39)

11. Approaches others in a warm, outgoing manner 12. Displays initiative and resourcefulness

13. Is receptive to constructive feedback 14. Articulates own strengths and weaknesses 15. Actively engages in professional discourse 16. Concerned with quality of work

families, staff, and other professionals of differing cultural backgrounds

3. Demonstrates active learning about different cultures

4. Demonstrates acceptance for others’ values and viewpoints

5. Shows concern, respect, and sensitivity for individual differences

6. Demonstrates an understanding of working with interpreters

Professional, Legal, Ethical, & Social Responsibility N/A 1 2 3 4 1. Observes scheduled hours and appointments in a

punctual manner

5. Keeps supervisors informed of unusual events and activities, as well as routine matter in their school(s) 6. Uses information from supervisor in an appropriate

(40)

7. Demonstrates an awareness of competency level, and does not accept responsibilities beyond this level 8. Follows standardized procedures when administering

assessment measures

Technology N/A 1 2 3 4

1. Uses computer scoring programs effectively 2. Uses AIMSweb or other programs to participate in

progress-monitoring

5.

Assessment (Formal, CBM, FBA/BIP) N/A 1 2 3 4

2. Identifies appropriate assessment tools for use with particular cases

3. Uses an ecological approach toward assessment 4. Discusses student performance in a meaningful and

thorough manner – reflecting understanding 5. Discusses appropriate recommendations and

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

1. Clearly describes the goals of interventions 2. Uses strengths and evidence-based interventions 3. When co-leading groups, demonstrates skill in

utilizing group counseling techniques

5. Tutors students in effective, appropriate manner 6. Demonstrates skill in facilitating small group lessons 7. Follows the PBIS model

(41)

orientation. Inservice Topic: __________________________ N/A 1 2 3 4 1. Presentation Style 2. Presentation Format 3. Presentation Content

The ultimate goal of the practicum experience is to (a) prepare the student for the realities of practice in school psychology, and (b) prepare the student for the internship experience. The student is currently making progress towards these goals.

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________

Overall is the student ready for internship (circle)? YES NO

Comments:

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________

________________________________________________ Practicum Student Signature Date

________________________________________________ Field Supervisor Signature Date

________________________________________________ University Supervisor Signature Date

(42)

Appendix H: Student Evaluation of Practicum Placement and Supervisor

Student Evaluation of Practicum Placement and Supervisor

Name of Supervisor: ______________________________________________________

Name of District/Agency: __________________________________________________

Name of Student: ________________________________________________________

Field Experience I II OR Advanced Practicum I II

In the space provided enter the number of the response which best describes your internship experience. Please feel free to expand on any item by writing on the reverse side of this form.

STRONGLY AGREE = 5

AGREE = 4

UNSURE = 3

DISAGREE = 2

STRONGLY DISAGREE = 1

1. My supervisor and I meet individually at least one hour per week. ___________

2. My supervisor is very accessible. ___________

3. The quality of supervision is excellent. ___________

4. My supervisor is interested in my meeting RIT program requirements. ___________

5. My supervisor is interested in my development of professional skills. ___________

6. My supervisor is interested in my providing services to the district/agency. ___________

7. My supervisor allows me the freedom to try out new strategies and skills. ___________

8. My coursework at RIT prepared me for practicum. ___________

9. My practicum supervisor offers me skill development beyond the skills available through coursework. ___________

10. I would recommend my practicum supervisor and this setting to other graduate students.

___________

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM

(43)

12. Supervisor Areas of Need:

13. Indicate additional experiences that you will need in order to progress toward your goals this semester.

14. How can the RIT faculty help you meet your goals in your field placement?

15. How well have you met your goals to date?

Comments:

Note: Students and supervisors should refer to Standards for Training and Field Placement Programs in School Psychology (NASP).

(44)

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM Appendix I: University Based Practicum Evaluation of Student

UNIVERSITY BASED PRACTICUM EVALUATION OF STUDENT

Name of student: ______________________ Field Experience: I II

Advanced Practicum: I II

University Based Supervisor: ______________________ Date: _______________

Review of Field Supervisor’s observations/evaluations:

Review of class participation/journals:

Review of openness to learning opportunities and motivation:

Review of Competencies as demonstrated in Practicum: 1 2 3 4

Interpersonal and Collaborative Skills

Diversity Awareness and Sensitive Service Delivery Technical Applications

Professional, Legal, Ethical, and Social Responsibility Data-based Decision Making and Accountability Systems-based Serv

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

Welcome

Goal 1: Students will develop a professional identity as a school psychologist whose conduct is consistent with NASP and APA ethics codes, and Best Practices.

Goal 2: Students will develop competency in the application of the scientific method and its resultant body of knowledge.

Goal 4: Students will develop competency in collaborating with families and school professionals in providing effective academic and mental health services to children at individual and systemic levels.

Program Background

Practicum Sequence

Field-Based Practicum Supervisor Responsibilities

University-Based Practicum Supervisor Responsibilities

Student Responsibilities

First Year

Second Year

NASP COMPETENCIES:

Interpersonal and Collaborative Skills:

Professional, Legal, Ethical, and Social Responsibility:

Systems-based Service Delivery:

Enhancing the Development of Wellness, Social Skills, and Life Competencies

LEVELS OF INTERVENTION:

Universal

FIELD EXPERIENCE I PLAN

DONE Description of Activity ICS DA TA R DB SB CAS WSL LEVEL

2 3 RITSCHOOL PSYCHOLOGY

MS/AGCPROGRAM FIELD EXPERIENCE IPLAN

2 3 Other activities: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

FIELD EXPERIENCE I STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM FIELD EXPERIENCE IEVALUATION

Professional, Legal, Ethical, & Social Responsibility N/A 1 2 3 4

Technology N/A 1 2 3 4

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

FIELD EXPERIENCE II PLAN

Supervisor’s Initial Review Approval ___________________________ Date ______

FIELD EXPERIENCE II STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM FIELD EXPERIENCE IIEVALUATION

Professional, Legal, Ethical, and Social Responsibility N/A 1 2 3 4

Technology N/A 1 2 3 4

Intervention (Academic, Social/Emotional) N/A 1 2 3 4

ADVANCED PRACTICUM I PLAN

Supervisor’s Initial Review Approval ___________________________ Date ______

ADVANCED PRACTICUM I STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

Technology N/A 1 2 3 4

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

ADVANCED PRACTICUM II PLAN

Supervisor’s Initial Review Approval ___________________________ Date ______

ADVANCED PRACTICUM II STUDENT EVALUATION

Interpersonal and Collaborative Skills N/A 1 2 3 4

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM ADVANCED PRACTICUM IIEVALUATION

Technology N/A 1 2 3 4

Intervention (Academic, Social, & Emotional) N/A 1 2 3 4

STRONGLY AGREE = 5

RITSCHOOL PSYCHOLOGY MS/AGCPROGRAM

UNIVERSITY BASED PRACTICUM EVALUATION OF STUDENT

Name of student: ______________________ Field Experience: I II

Supervisor’s Initial Review Approval _____________________ Date

Supervisor’s Initial Review Approval _____________________ Date

Supervisor’s Initial Review Approval _____________________ Date