EdS School Psych Practicum Manual

PRACTICUM MANUAL GDPC654

Ed.S. in School Psychology 2012-2013

Table of Contents The Programs in School Psychology 1 Statement of Philosophy 1 Practicum 2 Checklist of Procedures 3 Practicum Activities 4-12 Who’s Who in the Department 13 Form A Application for Practicum 14 Form B Practicum Activity Log 15 Form C Evaluation of Practicum 16-19 Form D Exit Interview 20 Practicum Agreement 21-23

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The Programs in School Psychology The Department of Graduate Psychology and Counseling offers a program in School Psychology. This program leads to preliminary certification, or the granting of an EdS or EdD degree. Satisfactory completion of the program allows the student to be certified as a School Psychologist by the State of Michigan. School Psychology is an applied psychological discipline based on principles from general psychology, human development, learning, measurement and personality theory. Specialized training is designed to provide expertise in meeting the challenges of educational, emotional, and behavioral problems of preschool and school age children. School psychologists function as child advocates, assessment diagnosticians, consultants, administrators, educators and in private practice. Graduates of the EdS in School Psychology and the EdD in Educational Psychology with a school psychology focus will most often seek employment within schools as a school psychologist, or in related areas of pupil personnel services or educational research or program evaluation; in child guidance, and psycho-educational clinics; in the children’s unit of various hospital or community mental health settings; or, in university settings involved in the training of school psychologists, teachers or counselors.

Statement of Philosophy

The School Psychology program at Andrews University is designed to prepare professional school psychologists who are committed to excellence and service in the areas of consultation, diagnosis, intervention and prevention for school systems and students. Andrews graduates will work with teachers, students, parents, administrators, and other professionals to improve learning environments and enhance individual student potential. The program strives to augment the traditional assessment approach by contemporary research-based models of school psychology services and utilizes “Best Practices of School Psychology” as the guiding standards for training and practice. Training is provided in the context of a Christian worldview and philosophy that promotes a balanced development of an individual’s the mental, physical, social, and spiritual facets.

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Practicum GDPC 654 - Practicum in Educational/School Psychology (3 credits) GDPC654 is the culminating practicum experience it consists of supervised experience in school psychology or applied areas of educational psychology. A minimum of 55 clock hours of experience is required for 1 credit. Prerequisites: The completion of 21 credits in educational or school psychology and permission of supervisor one semester in advance of registration. All School Psychology students must register for 3 semester credits of this special practicum experience. Two of the three credits must be spent in a school setting. The practicum must be completed satisfactorily before the internship experience. Prior to beginning of this practicum experience, several hours of other practicum experience need to be completed in pre-requisite classes including: GDPC 525 – 25 hours, GDPC 618 – 25 hours, GDPC 651 & GDPC 652 – 100 hours combined. The following courses are prerequisites: GDPC 525: Psychology and Education of Exceptional Children or GDPC540: Behavioral and Emotional Problems of Children, GDPC 618: Issues in School Psychology, GDPC 651: Cognitive Assessments, GDPC 652: Behavioral and Educational Assessments, and GDPC 635: Theories and Techniques of Counseling. The following courses should be taken concurrently with the practicum: GDPC 672: Psychoeducational Consultation and GDPC753: Assessment III: Advanced Interpretive and Processing Applications. Practicum Objectives Students completing the practicum are expected to demonstrate: 1. Knowledge of various roles and functions of a School Psychologist.

2. Knowledge and use of ethical standards for the profession of School Psychology.

3. Knowledge of various roles and functions of school resource personnel such as school social workers, speech and language personnel and teacher consultants.

4. Knowledge of various special education categories including instructional strategies.

5. Knowledge of the organization and administration of school district and other local and state agencies and their services to school age students.

6. Problem solving skills with reference to assessment and intervention.

7. Skills in conducting assessments and writing reports.

8. The ability to engage in consultation with parents, teachers, and other professionals.

9. The ability to participate in a multi-disciplinary team and have an awareness of the dynamics and outcomes of team meetings.

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Checklist of Procedures Prior to Practicum _____ 1. The student must have completed the background check and fingerprinting required prior to

all field placements. See the EdS Program Handbook for additional information. _____ 2. The Application for Practicum form should be signed by your advisor and submitted to the

AU Practicum Coordinator the semester before the student wishes to register for the practicum. Example, if a student plans to take GDPC654 during the Fall semester, the Application for Practicum (Form A) should be submitted to the AU Practicum Coordinator during the Summer Session.

_____ 3. The Practicum Coordinator will contact the ISDs or schools requested in order of preference

on the application, until an agency or school agrees to interview the student. Then, the coordinator will contact the student.

_____ 4. The student then calls the ISD or school for an interview. _____ 5. If the ISD or School places the student for practicum, then the student will discuss with the

ISD or school the possible starting and ending dates, the learning activities expected, and provide them with a copy of the Practicum Manual. The student informs the AU Practicum Coordinator of the same.

______ 6. Secure a signed agreement with the school district. During Practicum the Practicum Student Will: _____ 1. Complete all required and one optional (as agreed upon with on-site supervisor) activities as

outlined in this manual. _____ 2. Meet with on-site practicum supervisor once every two weeks. _____ 3. Meet with AU Practicum Coordinator monthly. _____ 4. The AU Practicum Coordinator arranges a final evaluation meeting with the on-site supervisor

during the last week of the semester to discuss the on-site supervisor's written evaluation of the student's performance. The Evaluation of Practicum (Form C) will be completed and signed by the on-site supervisor.

_____ 5. The Practicum Coordinator arranges an exit interview with the student at the end of the

practicum (Form D). _____ 6. A total of 165 hours have been completed and summary log (Form B) has been turned in to

the practicum coordinator.

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Practicum Activities

Activity 1 (Required) Plan (Week 1) Completed _____________ Goal: To establish goals and time lines for the practicum experience in collaboration with your practicum supervisor. Activity: With your supervising school psychologist, complete the following: 1. Outline a plan for this practicum experience. 2. Review the required and optional activities for practicum and decide which match the activities

in your practicum site. Consider what unique opportunities for learning are available at your site and how you could best take advantage of them.

3. Identify any prerequisite skills that are needed for the specific tasks you have identified. 4. Write a plan for acquiring any needed prerequisite skills. 5. Create a time line for accomplishing these tasks within the semester.

Output: A completed plan sheet that includes the above five points as well as the following:

Student's Signature, telephone number, and e-mail address, Supervising School Psychologist's Signature, telephone number, and e-mail address. This is to be given to the University supervisor at the beginning of the second week of the semester.

Activity 2 (Required) Completed _____________ Log (Continuous) Goal: To understand the different activities school psychologists carry out. Activity: Keep a daily log of the days you work, hours you work, and tasks that you were involved in. The log does not have to be extensive, nor does it have to be retyped. It can be a working document. Make sure you list the district name and your supervisor’s name. (Conferences and conventions count as Practicum attendance hours). Highlight all meetings you attend.

An example of the log might be: 1. Wednesday, February 10 Met with supervisor to complete the yearly goals: 8-10 Did a record review of a child: 10:15-11:30 Observed children at lunch recess: 12:10-12:45 District School Psych Meeting: 1:00-4:00

Output: The daily log.

Activity 3 (Required) Site Meetings Completed__________ Goal: To establish an understanding between the student and the university practicum supervisor regarding the details under which the assignments are being completed.

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Activity: Two site visits may be scheduled with you, your practicum supervisor, and your university supervisor. The objective of these visits is to discuss your practicum activities and goals and any arising difficulties in reaching these goals. Two visits are usually scheduled for all students, except for students who are placed at long distances from the university. Additional site visits will be provided as needed.

Activity 4 - (Effective Instruction and Development of Cognitive/Academic Skills) Special Education Record Review Completed___________ (Required) Goal: To review the record of a special education student. Activity: Review and summarize the cumulative and special education file of a special education student. Output: A written summary combining information that you learned from the review. The summary should include the following components: academic history, medical history, and a summary of past test results, both individual and group. Additionally you need to include a summary of special education history, current IEP services, and current IEP goals. Typically, these summaries are no more than two pages long.

Activity 5 – (School Psychology Practice and Development) Observation of School Psychologist Supervisor and One Other School Psychologist for a Day Completed ________ (Required) Goal: Follow your school psychologist supervisor and one other school psychologist for a day. Activity: Keep notes about your observations. Talk with the school psychologist about your perceptions and ask for clarifications. Output: A written summary of your discussions

Activity 6 – (Socialization and Development of Life Skills) Structured Classroom Observation Completed ___________ (Required) Goal: To complete a structured classroom observation Activity: Utilize the behavior observation system used in your School District to observe a student’s classroom behavior. Compare this behavior to other students in the class as well as observe the teacher’s behaviors within the classroom. Output: A completed protocol with all percentages configured and a description of the behaviors observed. Include at least three hypotheses regarding the student’s behavior and then reflect upon what you would do next to prove or disprove each hypothesis. This cannot be a student used for any other activity. Do not use the child’s full name or other identifying information (e.g. address, phone number).

Activity 7- (School and Systems Organization, Policy, Development, and Climate) Team Meetings Attendance and Reflection Completed ___________ (Required)

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Goal: To develop an understanding of group dynamics in team meetings. Activity: The school psychologist attends numerous team meetings. As a practicum student you should take every opportunity to attend meetings, even when you are not a participant. Attend as many different types of meetings as you can. Keep a log of the meetings. (This could be the same log as your daily log, but you will need to highlight the team meeting information in some way). Select five of the meetings and reflect upon the dynamics of the meetings. Some of the dynamics you might want to reflect upon include:

What kind of support was provided for the parents? What was the goal of the meeting? Who is the leader of the meeting? Is this person facilitating the meeting or being directive? Is there a “hidden” leader? Did each member of the team receive an opportunity to participate? Did the meeting “flow?” Do you agree with the outcome of the meeting? Was the time at the meeting spent productively? How would you have handled something differently if given the opportunity? What would you change about the dynamics of the team if you could? Why?

Output:

1. Your log 2. An overall summary stating what types of meetings you have attended, not just the meetings

you are reflecting upon. What was the purpose of each type of meetings? Were different types of meetings structured differently? etc.

3. Written summary of five meetings that includes the above reflections on your observations of these meetings.

Activity 8 – (Consultation & Collaboration, Socialization and Development of Life Skills) Positive Behavioral Support Collaboration and Functional Behavioral Assessment (FBA) Completed ___________ (Required) Goal: Positive Behavioral Supports (PBS) are often utilized at the classroom and building level in schools. Collaboration/Consultation in the area of Positive Behavioral Supports is an important role for psychologists in the public schools. Your goal is to explore that role by developing a collaborative relationship with a teacher or building principal in order to provide a PBS plan at the classroom or building level. Activity: Provide ongoing collaboration/consultation to a classroom teacher/building principal regarding the issue of student behavior through the implementation of positive behavioral supports at a classroom or building level. The following are some examples of the types of instances which could be used for this activity:

1. Adapting the instructional environment for a student in an attempt to avoid the need to refer that student for special education evaluation.

2. Mainstreaming a special education student into a new or challenging class or activity. 3. Maintaining a special education student who is having difficulty in a placement so that a move

to a more restrictive placement could be averted. 4. Supporting a teacher with a problematic student in his/her classroom. 5. Helping a building develop PBS model of intervention. 6. Your services should not be any "pull out" counseling or other individual treatment removing

the child from the classroom milieu (teachers may have a hard time with this). You should observe frequently enough to identify the dimensions of the problem. Then, you will discuss multiple alternative solutions with the classroom teacher and work with the teacher in selecting

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one problem to focus on. You will assist the teacher as necessary in implementing the solution (this might include modeling techniques for working with the child, cueing the teacher in using a new strategy, and/or providing feedback to the teacher as he or she tries the strategy). It will include taking data on the effectiveness of the intervention. It will include meeting with the teacher and seeking an evaluation from the teacher on the effectiveness and relative value of the intervention.

If you are working at a building level, then the consultation/collaboration will be at a committee or building principal level. You will still need to obtain the same type of data. Handouts for teachers are expected to be part of this activity. Outcome: Prepare a paper in which you identify the nature of the collaboration/consultation problem, the strategies considered, the strategies actually used, and data collected both before and after the intervention. The final product should contain the following information:

Background Initial Interview(s) & Observations Problem Definition Baseline Data Hypothesis Generation Function of the behaviors Replacement behaviors Intervention implemented Handouts given to the teacher Post Intervention data Conclusions Future Recommendations Assessment of the effectiveness of the collaboration/consultation What might have been done differently to strengthen the intervention? The original signature of your supervisor (You will not receive credit for the activity if this

signature is not present)

Activity 9 – (Data-based Decision Making & Accountability) Pre-referral problem solving model using Curriculum Based Assessment (CBA) (Required) Completed ___________ Goal: To be a consultant and/or team member in the pre-referral process. Activity: Choose a model or use the model that is preferred in your school system and either be a consultant or be part of the pre-referral assistance team in a classroom. Complete Curriculum Based Assessment (CBA) in the academic areas of reading, arithmetic, spelling and writing. The results from the above assessments will define your baseline data. Based on these results, choose either one academic area OR behavioral area to focus on in developing your intervention. Develop and implement an intervention. The intervention should go across approximately five weeks and include no less than two data points per week (a minimum of 10 data points). You must chart the student data (including baseline (four baseline data points) and student progress data). The intervention can be classroom based with the teacher providing the intervention, or you can be an integral part of the intervention (e.g. Direct Service). The aim is to provide suggestions to the teacher, to accommodate the student=s academic and behavioral needs and to assist the teacher with the referral process if necessary. Model the following guidelines: 1. Present and review summary information about students from your prereferral form or notes 2. Identify the primary concern and describe interventions you and other teachers have tried. 3. Brainstorm and evaluate ideas for potentially solving the problem 4. Select a goal to address the problem and identify objectives and procedures for solving it.

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5. Discuss suggestions with the classroom teacher and further refine your classroom intervention plan.

6. Develop a means of measuring the success of the intervention plan. 7. Establish a date and time for a 15-minute follow-up meeting to evaluate the effectiveness of the

plan. Output:

A. Create a form for prereferral of special education services follow these guidelines:

1. Make a section at the top of the sheet for directions. The directions could read something similar to this “Directions: Please complete all sections of this form. This form should be sent to the Teacher Assistance Team. Complete and provide specific information that will assist the team in providing as much assistance as possible. Use behavioral descriptions whenever possible. “

2. Make a spot for the name of the teacher, grade/class, date, student, and age. For example: Teacher ___________, Grade/Class __________, etc.

3. Ask specific questions for the person filling out the prereferral form to answer include the following questions: Describe what you would like the student to be able to do that he or she does not presently

do. Describe what the student does (strengths) and what he or she does not do (difficulties). Describe what you have done to help the student cope with this problem. Provide background information and/or previous assessment data relevant to the problem.

B. Write a summary of your activity, including aspects from each of the seven activity guidelines.

Activity 10 – (Data-based Decision Making & Accountability) Two Traditional Case Study Evaluations (CSE)/Multidisciplinary Staff Conferences (MSC) Completed ___________ (Required) (To be completed in conjunction with GDPC 753) Goal: To follow two cases through to the point at which decisions are made using the evaluation data. These must be traditional case study evaluations utilizing standardized tests. Activity: Identify two appropriate case study evaluations with your cooperating psychologist. These may be either initial case studies or re-evaluations. Determine which evaluation activities and instruments you will use for each evaluation with your cooperating school psychologist. (Note: you may not be allowed to do all the psychological components and should do only the components for which you are competent). Your participation must include at least one classroom observation for each case. Your reports should integrate educational implications with the assessment data. You must also participate in the multidisciplinary staff conference and the IEP meeting. Outcomes: 1. The case study evaluation report(s) from your setting (same as the report in GDPC753). 2. A summary sheet for each evaluation that includes the following information (if the information is

addressed in the included district report then indicate that the information is in the report): a. Referral Question(s) in behavioral terms. What answers was the team looking for through the assessment? b. Summary of findings in reference to the referral question(s). c. Recommendations for strategies and interventions to address identified student needs. d. What was your role in the CSE process? (Soc History, Medical History, interviewed parent,

observation, etc.?)

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e. What role did other support staff play in the CSE process? f. What assessment procedures did you use? (List all procedure: record review, observations,

normed testing, interviews, criterion referenced testing, CBM, etc). g. What assessment procedures did your cooperating psychologist use? h. Dates of Observation, Testing, and Meetings. (You MUST do an observation and include a

written summary of the observation in this summary sheet if it was not included in the report). i. Record review and academic history summary. j. Vision and Hearing screening results. k. Social history summary. l. Medical History summary. m. If standardized test scores were not listed in the report, list them in the summary. This must

include subtest and factor scores as standard scores. n. How did you integrate and interpret the data in order to arrive at the recommended educational

strategies and interventions? o. Reflection on reporting out the results at the MDC/IEP. p. What educational strategies and interventions did you take to the MDC/IEP? q. What determinations were made at the MDC/IEP? r. What suggestions did you make at the MDC/IEP meeting? s. What goals, objectives, benchmarks and accommodations were finally put into the student's

IEP? Your supervisor needs to sign off on the copy of the report stating that you completed the CSE and attended the MDC/IEP meeting. If this is not an original signature then you will not receive credit for this activity.

Activity 11- (Prevention, Crisis Intervention, & Mental Health) Counseling Practicum Completed ___________ (In conjunction with GDPC 650) (Required) Goal: To develop individual counseling skills. Activity: Students will participate in a supervised counseling practicum in Andrews Community Counseling Center. Output: See GDPC 650: Practicum in Counseling course outline

Activity 12 – (Home/School/Community Collaboration) Database of Community Resources Completed __________ (Optional) Goal: To create a starter database of referral and support resources within the community. Activity: Compile a list of local community resources that you can use for support and referrals. These can include parent support groups, teacher support groups, student support groups, local agencies, private practitioners, etc.

The information you will need for each resource is: Name: Address: Phone Number: A sentence about what type of support the resource provides: Provides culturally sensitive comprehensive services for battered women and children in the Asian community Category: ex: Domestic Violence Contact Person: if available

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Activity 13 – (School & Systems Organization, Policy Development, & Climate) Mandated Reporting Completed __________ (Optional) Goal: To become familiar with district policies and procedures dealing with Mandated Reporting. Activity: Review the district Policy/Procedure documents for Mandated Reporting. Discuss the policy with your supervisor. Output: A short summary of the district policy/procedure for mandated reporting and your discussion with your supervisor. What steps are you required and/or expected to take when you suspect abuse? Is there an unwritten policy or procedure in the district? What experiences has your supervisor had with mandated reporting?

Activity 14 – (Prevention, Crisis Intervention, & Mental Health) Crisis Intervention Policy Completed __________ (Optional) Goal: To become familiar with the district’s Crisis Intervention Policy/Plan Activity: Review the district’s crisis Intervention Policy/Plan. Based upon what you know of best practices, critique the plan. Output: A written summary of the plan that also includes the district’s definition of what a crisis is and your analysis of whether all appropriate components are covered in the plan. You will need to cite a minimum of 4 sources that helped you determine what best practice is in crisis intervention.

Activity 15 (optional) Completed _________________ Complete an Adaptive Behavior Assessment and/or an Interest Inventory in Order to Participate in a Transition Planning Meeting for a High School Age Student. Goal: To develop an understanding of the school psychologist’s role in transition planning. Activity: Transition plans should be an integral part of IEP for a high school student receiving special education services. In helping to plan for the student’s post high school future, school psychologists are often involved in part of the assessment process. With the help of your supervising psychologist, find out how to develop a transition plan for a student at your school. Become involved in some aspect of the assessment process either through administering adaptive behavior assessments; interest inventories; classroom observations; job site observations; interviews with the student, the student’s parents, job coach, and teachers, etc. Let your supervising psychologist guide you in this process. Outcome: A written report that will aid in the transition planning for a student sixteen and older. The report should include the age of the student, disability, services currently provided, a list of the participants in the meeting and the agencies they are associated with. Attend the IEP meeting where your assessment results are shared. A summary should be written following the meeting addressing whether you felt the students long range vocational needs were being met through the transition plan that was developed or added to at the meeting.

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Activity 16 – (Prevention, Crisis Intervention, & Mental Health) Crisis Intervention Completed ___________ (Optional) Goal: To be involved in a crisis intervention. Activity: This could be any type of crisis (suicide identification, death, shooting). Your involvement could be as an observer or you could be part of the intervention team based upon your supervisor’s discretion. Outcome: A paper reflecting on the crisis intervention: what you saw, what your involvement was, how you felt and reacted, any support provided for the intervention team, etc. Points are determined based upon your involvement and the situation. Tell me what you think the experience was worth. The determination and approval for this activity should be obtained via email from the instructor and you should include that information when you hand in the activity.

Activity 17 (optional) Completed ___________

Developmental Counseling Program Goal: To facilitate a Developmental Counseling Program in one classroom throughout the semester. Activity: Some school districts have implemented a developmental counseling program in which the school psychologist, school counselor, or school social worker go into the general education classrooms on a monthly basis (each class gets one group per month) and implements a developmentally appropriate counseling program (e.g., 2nd grade, lesson on tattle-tailing, lesson on how to be a good friend). The program is usually prepackaged and sequenced with each grade receiving 8 to 9 lessons in a year. If your school district has such a program, you may wish to become a member of this team for a semester. Outcome: List of dates and topics discussed. Progress notes for each session. Reflections on what it is like to deal with a whole class of students.

Activity 18 (optional) Completed ___________

Peer-Tutoring Goal: Be involved in a peer-tutoring program. Activity: Help to implement a peer-tutoring program by being involved in the training of the peer tutors as well as supporting the tutors throughout the program. Outcome: A description of how the peer-tutoring program was structured and your role in the program. Include dates and topics of any meetings, as well as handouts for students.

Activity 19 (optional)

Completed___________ Attend a Manifestation Determination Review Meeting Goal: To experience a Manifestation Determination Meeting as an observer.

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Activity: With the re-authorization of IDEA, schools are experiencing an increase in Manifestation Determination Meetings. As a practicing school psychologist you will become an integral part of these meetings. Write a summary of the manifestation meeting in which you include:

The age of the student. The student’s grade. The student’s disability. Current placement and services that the student is receiving. The offense committed. Was support provided for the parents? How the meeting was structured? Who is appointed leader of the meeting? Is this person facilitating the meeting or being directive? Is there a hidden leader? Did the team review the student’s current IEP and its appropriateness? Was there a behavior intervention plan in place? Was the child’s current placement appropriate? Did the team discuss how the student’s disability might impact upon his/her behavior? Did each member of the team receive an opportunity to actively participate? Did the meeting flow or seem disjointed? Do you agree with the outcome of the meeting? What was done well? What could have been done differently?

Outcome: A written summary of your observations

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WHO’S WHO IN THE DEPARTMENT OF GRADUATE PSYCHOLOGY AND COUNSELING

School of Education 800. 471. 6210

Graduate Psychology and Counseling Main Office 269. 471. 3473

Dean, School of Education Jim Jeffery

Executive Assistant Vicki Wiley 3481

Graduate Services Coordinator Anna Piskozub 3109

Department Chair Rudi Bailey 3346

Assistant to the Chair Karen Benjamin 3473

Administrative Assistant Heidi Magesa 3113

Program Coordinators

MA School Counseling Brad Hinman 3466

MA Clinical Mental Health Counseling Nancy Carbonell 3472

MA/EdD/PhD Educational Psychology Jimmy Kijai 6240

PhD Counseling Psychology Carole Woolford-Hunt 6074

EdS School Psychology Elizabeth Lundy 6251

Research/Statistics Consultants Jimmy Kijai 6240

Tevni Grajales 3476

Fieldwork/Internship Coordinators

Clinical Mental Health Counseling Dennis Waite 3136

School Counseling Dennis Waite 3136

School Psychology Internship Jeannie Montagano 3567

Counseling Psychology Carole WoolfordHunt 6074

Educational/School Psychology Practicum Rudi Bailey 3346

OTHER PEOPLE YOU SHOULD KNOW Dean, School of Education Jim Jeffery Executive Secretary, School of Education Vicki Wiley Graduate Services Coordinator Anna Piskozub

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Form A

ANDREWS UNIVERSITY

Department of Graduate Psychology and Counseling School Psychology

APPLICATION FOR PRACTICUM

Student:________________________________________________________ Advisor:_________________________________________________________ Projected Practicum Semester: Starting:______________________ Ending:___________________ Readiness Approved by Advisor? yes___ no____ _________________________ (Advisor Signature) Desired Practicum Placement Intermediate School Districts--in order of preference 1st choice________________________________________________________________ 2nd choice________________________________________________________________ 3rd choice________________________________________________________________ ________________________________________ ______________________ Signature of Student Date Note: A total of 165 clock hours is required for the Practicum experience.

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Form B

ANDREWS UNIVERSITY

Department of Graduate Psychology and Counseling PRACTICUM ACTIVITY LOG SUMMARY SHEET

DATE

TIME

ACTIVITIES HOURS

SIGNATURE

______________________________________________________ Student ____________________________________________ On-Site Practicum Supervisor

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Form C

ANDREWS UNIVERSITY

Department of Graduate Psychology and Counseling EVALUATION OF GDPC654: PRACTICUM IN SCHOOL PSYCHOLOGY

EVALUATION of PRACTICUM

Student _______________________________ Date of Report ________________________

Domain

Exceptional (5 pts)

Proficient (4 pts)

Satisfactory (3 pts)

Emerging (2 pts)

Unsatisfactory (1 pt)

Data-based Decision Making and Accountability CF 2 CF 2 CF 3.1

Can intake referral, generate questions and arrange for assessment

Can organize psychoeducational evaluations with supervision

Can select appropriate instruments to use

Is aware of many test instruments

Is aware of a few test instruments

Independently learns and administers assessment tools for students

Is competent at administering most psychological tests

Is competent at administrating some psychological tests

Can administer assessment instruments upon request with some assistance

Needs extensive guidance with administrating assessment instruments

Competent in synthesizing test data, observation data, making recommendation-ns, & reporting results

Uses assessment data to make recommendation for interventions

Synthesizes test and observations to make disability decisions

Shows beginning skills in synthesizing test data and observations

Completes classroom observations

CF 3.1

Implements response to intervention procedure for individual

Knows strategies for monitoring students’ progress

Is able to monitor student progress to evaluate response to intervention

Understands the concepts involved in RTI

Recognizing the term Response to Intervention

Consultation and Collaboration with Home School Community CF 3.1 CF 4.1

Independently leads and actively participates in case conferences

Leads and actively participates in case conferences with supervision

Independently presents case as a member of a team

Emerging participation in meetings and conferences; presents cases with supervision

Attends meetings, assessment conferences, and parent teacher conferences

Writes reports that include appropriate recommendations

Includes strengths and weaknesses of student

Writes reports with good organization

Writes reports with appropriate content

Writes reports using complete sentences, proper spelling, punctuation

Effective Instruction and

Makes recommendation

Makes recommendation

Able to identify the issues

Shows current knowledge of

Shows emerging awareness of

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Development of Cognitive/ Academic Skills CF 2.2

based on knowledge of learning theories and learning disabilities

based on knowledge of learning theories and learning disabilities after consultation with supervisor

concerning learning theories and learning disabilities that are relevant to making recommendations

learning theories and theories of disabilities

theories of learning and learning disabilities

Socialization and Development of Life Skills CF3.1 CF 2.2

Develops IEPs with a team

Participates with supervisor in developing IEP plans

Competent at observations and data collection

Can identify the issues that need to be targeted by the IEP plan

Knows about IEPs

Monitors intervention process

Helps teacher to figure out the process of implementation

Identify appropriate intervention without supervision

Identify appropriate interventions with supervision

Knows many interventions

Student Diversity in Development and Learning CF 3.2

Works well with people from diverse backgrounds

Needs direction in working with people from diverse backgrounds

Shows knowledge of important factors related to specific diverse backgrounds of students

Shows some knowledge of different aspects of diverse populations

Shows little awareness that students from diverse populations should be treated differently

School and Systems Organization, Policy Development, and Climate CF 3

Can work through the school structure and accomplish goals without supervision

Can work through the school structure and accomplish goals with supervision

Follows procedure for school visitation

Knows procedures for school visitation

Knows school hierarchical system

Prevention, Crisis Intervention, and Mental Health CF 3.4

Could participate in prevention programs if called upon

Knows roles of various school employees with respect to prevention programs

Shows knowledge of resources in school systems with regards to prevention programs

Shows knowledge of prevention program

Is aware that prevention programs can happen in schools

Could participate in crisis intervention if called upon

Knows roles of various school employees with respect to crisis interventions

Shows knowledge of crisis intervention techniques

Shows knowledge of available resources in school and community

Demonstrates some knowledge of various health and safety issues for schools

Research and Program Evaluation CF 5

Consults with others in developing and evaluating intervention or research plans

Evaluates school-based interventions and programs to determine effectiveness

Researches or evaluates specific interventions or school programs with supervision

Observes on research based practice in schools

Knows that research based practices can be applied in schools

School Psychology

Is able to participate in discussions about

Has high level of knowledge of legal and ethical

Has some knowledge of ethical standards

Has little knowledge of ethical standards

Knows that ethical behavior is required in the

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Practice and Development CF6.2

ethical practice issues regarding the practice of school psychology

and laws regarding the practice of schoolpsychology

regarding the practice of school psychology

practice of school psychology

CF 6.2

Models ethical behavior and promotes ethical practice to other school employees

Solve ethical dilemmas independently

Consults with supervisor about ethical dilemmas

Identify ethical issues

Observes on ethical practice concerns in school

Information Technology CF4.2

Shows expert knowledge and understanding of technologies related to the field

Shows competence in using technology and available devices to improve precision and efficiency in practice

Has some knowledge of technology and uses basic technological devices in professional work

Has little comfort in using technology available for practice

Shows limited knowledge in using technology available for practice

General

CF 6.3

Shows initiative and can function independently

Is able to function independently

Able to perform several activities independently

Needs supervision and seeks it

Needs supervision for most activities

CF 2.2 Solves problems routinely

Uses problem solving model(s) to solve problems

Shows some understanding of problem solving model(s)

Needs assistance to solve work related problems

Can conceptualize a work related problem.

CF 6.2

Consistently dresses in an appropriate and professional manner

Usually dresses in an appropriate and professional manner

Sometimes dresses in an appropriate and professional manner

Occasionally dresses in an appropriate and professional manner

Does not dress appropriately

CF 6.2 Consistently open to supervision

Usually open to supervision

Shows some openness to supervision

Tends to use own ideas only; not always open to supervision

Resists supervision

CF 6 Always works well with others; establishes good rapport

Typically works well with others; establishes good rapport

sometimes has difficulties working with others

Has difficulties working with others

Does not recognize and has difficulties working with others

CF 6.3

Always able to handle stress and demonstrate appropriate emotional stability

Usually able to handle stress and demonstrate appropriate emotional stability

Sometimes able to handle stress and demonstrate appropriate emotional stability

Shows difficulties handling stress and demonstrating appropriate emotional stability

Is emotionally unstable

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Please list other noteworthy strengths and weaknesses: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Additional Comments: __________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Supervisor’s Signature: _______________________________ Date: ____________________

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Form D

ANDREWS UNIVERSITY

Department of Graduate Psychology and Counseling EXIT INTERVIEW - GDPC65: PRACTICUM IN SCHOOL PSYCHOLOGY

EXIT INTERVIEW

Exit Interview Notes: _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Student Response to Evaluation: _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Recommendations: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _____________________________ __________________ Signature of Practicum Coordinator Date _____________________________ __________________ Signature of Student Date

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Andrews University

GDPC 654 Practicum in School Psychology PRACTICUM AGREEMENT

Student: _____________________________________________________________________ School District: _______________________________________________________________ The Department of Graduate Psychology and Counseling of Andrews University’s program in School Psychology is designed to meet the criteria for state certification as established by the Department of Education in the State of Michigan and meet the guidelines from the National Association of School Psychologists. The student is required to complete a supervised practicum which meets the following standards:

A. The Agency provides the psychologist in training the opportunity to complete not

more than 165 hours of supervised training. B. The student will receive appropriate individual supervision by a designated on-

site school psychologist who serves as Field Instructor.

C. The student keeps a daily practicum log that documents participation in activities. This log is signed by the on-site supervisor and submitted by the practicum student to the Andrews University Practicum Coordinator at the end of the experience.

D. The University Practicum Coordinator is available to students and supervisors throughout the practicum for consultation and assistance. The student's performance is formally evaluated by the on-site supervisor and shared with the University Practicum Coordinator two times during the practicum.

E. The Agency agrees to provide the practicum student the opportunity to participate in the required activities as outlined in the practicum manual.

Activity 1: Plan - week 1

Activity 2: Log - Throughout the semester

Activity 3: Site meetings

Activity 4: Special education record review

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Activity 5. Observation of School Psychologist supervisor for a day

Activity 6: Structured classroom observation

Activity 7: Team meetings attendance and reflection

Activity 8: Functional Behavior Assessment and Positive Behavioral Support Collaboration

Activity 9: Pre-referral problem solving model using CBM.

Activity 10: Two Case study evaluations - to be completed in conjunction with GDPC633

F. The Agency agrees to provide students with the opportunity to do at least one

optional activity and/or to substitute activities as agreed upon between the on-site supervisor, the University Practicum Coordinator and the practicum student.

Practicum Student _____________________________ Phone ____________________ ________________________________________________________________________ (Address) ________________________________________________________________________ (E-mail address) ________________________________________________________________________ (Signature) Field Instructor (On-site Supervisor) __________________Phone ________________ _______________________________________________________________________ (Address) _______________________________________________________________________ (E-mail address) ______________________________________________________________________ (Signature) School District Representative _______________________ Phone _______________ ________________________________________________________________________

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(Address) ________________________________________________________________________ (E-mail address) _______________________________________________________________________ (Signature) Andrews Practicum Coordinator _____________________Phone_________________ _______________________________________________________________________ (Address) _______________________________________________________________________ (E-mail address)

________________________________________________________________________ (Signature)