SCHOOL PSYCHOLOGY PROGRAM
PRACTICUM REQUIREMENTS
ADVANCED PRACTICUM IN SCHOOL PSYCHOLOGY
PSYCH 970
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
PITTSBURG, KANSAS
REVISED FALL 2009
PRACTICUM REQUIREMENTS
The objective of the Practicum in School Psychology is to provide each student with
opportunities to integrate and apply skills acquired in Professional School Psychology.
Students accepted into the Ed.S. School Psychology Program who have completed the
necessary prerequisites (see below) will be considered by Faculty for Practicum
placement. The application timeline requires students to apply for practicum midway
through the semester prior to Practicum placement. All field placements are considered
by a placement committee consisting of the Psychology and Counseling faculty who
coordinate practitioner training programs.
By definition, the Practicum is a training experience, and the service role is subservient to
the skills training aspects of the experience. The overall responsibility for practicum rests
with the University Supervisor, however, day-to-day supervision rests with the certified
School Psychologist agreeing to serve as the Field Supervisor. The University and field
supervision will conduct ongoing evaluation (see Evaluation Section) of the practicum
experience.
Role of the Field Supervisor:
The role of the Field Supervisor is central to quality field experience for the School
Psychology Practicum Student. Although the Practicum Student may work under more
than one person, the designated Field Supervisor will act as a contact. The Field
Supervisor agrees to:
-
be available daily for consultation
assist the Practicum Student in organizing activities and working with school
professionals
review all work/documents and countersign reports
provide feedback at mid-semester and end of semester to the University
Supervisor and Practicum Student regarding the Practicum Student’s skill levels
help the Practicum student and University Supervisor regarding the Practicum
Student’s skill level
help the Practicum Student organize his/her time and activities to complete PSU
Practicum requirements
Role of the University Supervisor:
The University Supervisor does not always have day to day contact with the practicum
Student.
The University Supervisor does, however, fill a direct contact role in supervision by:
-
weekly supervision contacts with the Practicum Student in formal campus classes
on-site visits to the Practicum site once per semester
-
ongoing availability to the Practicum Student or Supervisor for consultation via
office visits, telephone, and e-mail
gather evaluation and conduct feedback sessions with the Practicum Student
regarding performance at mid and end semester evaluations
meet with the Field Supervisor to evaluate progress and provide feedback to the
Practicum Student
Role of the Practicum Student:
The Practicum Student is expected to assume a major role in monitoring progress towards
completions of the Practicum requirements. Additionally, the Practicum Student agrees
to:
-
conduct him/herself in an appropriate, ethical, and professional manner including
professional dress and grooming
provide his/her own transportation to and from training sites as assigned
consult with the Field or University Supervisor as appropriate when in doubt
attend weekly supervision sessions at the University
keep a time/activity log to demonstrate an organized approach to scheduling and
completing Practicum activities.
Participate in evaluation activities in a constructive disposition
Prerequisites:
The following are prerequisites for Advanced Practicum in School Psychology
1. Completion of a Masters Degree
2. Having approved Ed.S Candidacy papers; and
3. Completion of the following courses:
a. PSYCH 741 – Behavior Modification
b. PSYCH 781 – Psychology of Exceptional Children (or SSLS 510)
c. PSYCH 803 – Intellectual Assessment
d. PSYCH 818 – Theories of Counseling and Psychotherapy
e. PSYCH 819 – Techniques of Counseling and Psychotherapy
f. PSYCH 835 – Assessment of Early Childhood Handicapped
g. PSYCH 837 – Intervention with Early Childhood Handicapped
h. PSYCH 821 – Family Counseling
i. PSYCH 845 – Practice of Marriage and Family Therapy (School Psych)
j. PSYCH 870 – Practicum (School Psychology)
Ratings:
Where applicable, the Supervisor will rate the performance or product of the Practicum
Student. Activity/product ratings are from zero to three. Each instance of a zero rating
must be accompanied by a correction plan (see addendum). This correction plan will be
highly individualized and decided upon by collaboration among the Field Supervisor,
University Supervisor, and the Practicum Student. Corrective plans may range from
repeating an activity to being required to audit a course. The 970 Practicum is not
complete without a minimum rating of one for all Practicum Requirements
‘0’-- A rating of zero indicates that in the opinion of the Supervisor the Practicum
Student’s skills are below acceptable standards in that area or the product is
inadequate. Even with supervision, the student is not ready to enter the field because
that skill set is so poorly developed.
‘1’-- A rating of one indicates that in the opinion of the Supervisor the Practicum
Student demonstrated acceptable skills or an acceptable product, and should be able
to enter the profession in a closely supervised capacity.
‘2’-- A rating of two indicates that in the opinion of the Supervisor the Practicum
Student demonstrates skills that predict success in professional school psychology
and a thorough familiarity/mastery of requirements for that specific Practicum
Requirement.
‘3’-- A rating of three indicates that in the opinion of the Supervisor, the Practicum
Student demonstrates an exemplary skill or product and evidences a high level of
proficiency.
Requirements:
A. The student will keep a daily electronic log accounting for the time (in hours) and
activities performed in completing of Advanced Practicum. A minimum of 450
hours will be documented, and all of the activities designated in this document
must be completed. This document and time log will be handed in to the
University Supervisor.
Documentation: Activity and time Log
B. Each student must conduct psycho-educational evaluations as a part of the
Practicum experience. These will be conducted under the direction of the Field
Supervisor, who must be a Certified School Psychologist, with at least two years
of experience in her/his current placement. The student will be responsible for
completing a representative case study which will be presented to the University
Supervisor. This presentation will include the following information: (1) reason
for referral; (2) parent interview/teacher interview; (3) classroom observation
(behavioral observation); (4) testing: major IQ tests, education evaluation, other
tests as assigned results and interpretations of tests; (5) a summary of case; (6)
Recommendations and remediation suggestions; (7) follow-up activities. This
will be a graded activity, and the student must be prepared to defend the case
study presented to Practicum.
Documentation: Copy of the report (personally identifying data deleted)
C. The Practicum student will participate in alternative assessment or response to
intervention activities. This will include curriculum assessment and interventions
as well as behavioral assessment and interventions as assigned by the Field
Supervisor.
Documentation: Summary of student response to intervention.
D. Participate in Functional Behavioral Assessment. This will include information
gathering, framing of hypothesis, formulating interventions, data collections, and
follow-up through a fidelity to treatment data analysis.
Documentation: copy of intervention plan and outcome data. This may overlap
with Activity ‘C’ above.
E. Each student must demonstrate efficiency in individualizing and implementing
behavior management principles. Each Practicum student will be required to
formulate and implement an individualized behavior management system that
consists of at least the following: (1) a summary of information and description of
the target behavior (this will include a justification for utilizing a behavior
management intervention); (2) a clearly defined target behavior; (3) a quantifying
record of the behavior to establish a baseline; (4) a clearly defined intervention
and a record of the implementation; (5) a fidelity to treatment analysis, including
a graph of the results of the project; (6) a plan to maintain the behavior once
established. A copy of the behavioral Response to Intervention program will be
submitted to the University Supervisor.
Documentation: copy of intervention plan data (personally identifying data
deleted) and a graph demonstrating fidelity to treatment
F. The Practicum student must conduct at least one in-service session at the school
site. The program must be of at least 45 minutes duration, and have at least five
people in attendance. The University Supervisor must be notified at least one
week in advance. In addition, the student must show evidence of at least one
multi-tiered or class-wide intervention.
Documentation: copy of PowerPoint or notes and copy of Inservice Evaluation.
G. The student must participate in the multidisciplinary team process, writing IEP’s
no fewer than five times. All grade levels should be represented. The field
supervisor should insure that the student has substantial experience in chairing
IEP meetings.
Documentation: copies of IEP’s (personally identifying data deleted)
H. The student will attend interagency meetings during the Practicum. It is not
necessary to attend away from the school setting as meetings which have several
agencies represented would meet the intent of this requirement.
Documentation: Reaction report
I. The student will attend a minimum of one early intervention (student support)
team meeting during the Practicum.
Documentation: copy of intervention plan and subsequent data on outcomes used
to identify fidelity to treatment (personally identifying data deleted)
J. The student will meet weekly as scheduled with the University Supervisor. The
purpose of these meetings will be to provide ongoing training with the Practicum
experience. The University Supervisor will visit the Practicum site at least once
during the semester.
Documentation: dates of meetings in Student’s activity log
K. The student will conduct two Informal (Diagnostic) Reading Inventories with a
Reading Specialist or participate in RTI (phonemic processing) to measure
reading skills.
Documentation: copies of the IRIs
L. The students will document having participated in at least four of the following or
similar interventions:
*Social Skills Training
Cognitive-Behavioral Interventions
* Crisis Response
Mediation Between Students and Teachers
Anger Control Training
Family Consultation
Peer Tutoring
Positive Behavior Change
Cooperative Learning Groups
Classroom Discipline
Conflict Management/Resolution
Mandt Training
Team Teaching
*Required Areas
This list is intended to be representative, not exclusive. Other areas of
interventions supported by the Field or University Supervisors are completely
acceptable. Documentation: activity log, notes, other data as is appropriate
M. The students will conduct counseling sessions, supervised by the Field Supervisor,
School Counselor, or a School Crisis Intervention Planning Social Worker. The
Practicum student will document a minimum of ten hours in counseling sessions.
Documentation: activity log notes
N. The student will be responsible for the following areas which permeate all aspects
of the Practicum experience: multicultural issues- The Practicum student must be
aware of levels of cultural pluralism. These must be accepted and enhanced, as
they contribute to the cultural enrichment of the entire system. Ethnic and
cultural bias will be avoided. This included the practices of racism, sexism,
prejudice, stereotypes, and inequality. Ethical guidelines of NASP, APA and
AACD will be followed in the delivery of psychological service.
Documentation: evaluation by field supervisor
O. The Practicum student will participate in at least two transitional planning
sessions for secondary level students.
Documentation: copy of plan (personally identifying data deleted)
P. Practicum evaluation will be conducted each semester, typically during the on-site
visit from the University Supervisor. A copy of the Practicum student’s
evaluation of the Practicum experience will be forwarded to the agency providing
the supervision.
Documentation: copy of evaluation
Q. The Practicum Student will develop a Professional Development Plan. This plan
will begin with the student’s general philosophy about school psychology services
and the outline a plan as described in the Professional Development Plan
document available in the Department, from Advisors, or online. It will address
student plans to remediate weaknesses as well as general professional
development. (see addendum)
Documentation: Written 2 page (min.) document turned in with the Practicum
Folio at the end of 970 Advanced Practicum.
R. Student will develop a vita appropriate for a beginning Ed.S. School Psychologist
This document will be an accurate reflection of the student’s training and
accomplishments. It is common for students to use the PSU Career Center in
developing the Vita.
Documentation: Document
Early Childhood Requirements
S. The Student will keep a separate log of hours and activities dedicated to early
childhood.
Documentation: activity log
T. The candidate demonstrates knowledge of the domains of typical and atypical
development of children, especially those of preschool age.
Documentation: copy of assessments from 837 course.
U. The candidate is knowledgeable in selecting assessment instruments based on
psychometric properties, utility or fit, and alignment with the referral question that has
been posed.
Documentation: copy of assessments from 837 course.
V. The candidate will demonstrate knowledge of qualification criteria for early
childhood special education services at the birth to 3 and 3 to 5 levels.
Documentation: copy of assessments from 837 course.
W. The candidate clearly communicates findings from early childhood assessment and
evaluations in reports that include recommendations for evidence-based interventions
targeted at delays or deficiencies noted. For at least one case, the candidate will track the
fidelity to treatment of an intervention he/she has recommended (graph of intervention
results required).
Documentation: Candidate is to file relevant documents from items below in 970
Portfolio.
X. The candidate demonstrates the ability to administer, score, and interpret in written form
a minimum of 4 of the following assessments (or other scales which have demonstrated
reasonable psychometric properties. Minimum requirements for Satisfactory rating are 2
reports and administration of 4 instruments.
Documentation: Candidate is to file copies of protocols in 970 Portfolio.
a. Kaufman Assessment Battery for Children (Revised) (KABC-R)
b. Assessment Evaluation and Programming System (AEPS)
c. Battelle Developmental Inventory –Third Edition (BDI-3)
d. Universal Nonverbal Intelligence Scale (UNIT)
e. Ages and Stages Questionnaire
f. Mullen Scales of Early Development
g. Bracken Basic Concept Scale, 3rd Ed.
Y. Candidate demonstrates ability to administer, score, and interpret in verbal form
the following screening instruments (or other scales which have demonstrated
reasonable psychometric properties). Minimum requirements for the Satisfactory
rating are 2 reports and administration of 2 instruments
Documentation: Candidate is to file documents in 970 Portfolio.
a. Diagnostic Indicators for the Assessment of Learning-Third Edition
(DIAL-3)
b. Preschool Child Observation Record (COR)
c. Early Screening Profile (ESP)
d. Kaufman Survey of Early Academic and Language Seals (KSEALS)
Z. Candidate demonstrates ability to administer and score a screening instrument
developed through the use of local norms.
Documentation: Candidate is to keep copy of protocol in 970 Portfolio.
AA. Candidate demonstrates knowledge of transition issues from Infant/Toddler to ECSE to
school age programs by directing at least one transition meeting for Infant \ Toddler
(Part C to Part B), and one meeting for ECSE to Kindergarten (minimum standards for
satisfactory rating).
Documentation: Reports or meeting minutes to be kept in 970 Portfolio for
evidence.
Student Evaluates Practicum 970
To the Practicum Student:
Please evaluate our Practicum experience. This information will be considered to
implement program changes, coursework requirements, site changes, etc. Please
comment on the following:
Practicum Supervision (university and school)
Practicum Site
Preparation/Readiness for Practicum
Most useful aspect of Practicum
What Practicum Requirement would you change?
Other Comments
970 PRACTICUM PERFORMANCE SUMMARY
The rating scale is zero to three.
‘0’-- A rating of zero indicates that in the opinion of the Supervisor the Practicum
Student’s skills are below acceptable standards in that area or the product is
inadequate. Even with supervision, the student is not ready to enter the field
because that skill set is so poorly developed.
‘1’-- A rating of one indicates that in the opinion of the Supervisor the Practicum
Student demonstrated acceptable skills or an acceptable product, and should be
able to enter the profession in a closely supervised capacity.
‘2’-- A rating of two indicates that in the opinion of the Supervisor the Practicum
Student demonstrates skills that predict success in professional school psychology
and a thorough familiarity/mastery of skills for that specific Practicum
Requirement.
‘3’-- A rating of three indicates that in the opinion of the Supervisor, the Practicum
Student demonstrates an exemplary skill or product and evidences a high level of
proficiency.
A. Student Keeps Acc. Doc.
( ) ok by Univ. Spvsr
B. Case Study Completed:
Spvsr
0 1 2 3
( ) ok by Univ.
C. RTI or Alt. Assessments
0 1 2 3
( ) ok by Field Spvsr
D. Functional Assessment
0 1 2 3
( ) ok by Field Spvsr
E. Behavior Management
Spvsr
Program Completed
0 1 2 3
( ) ok by Univ.
F. Student Conducts In-service
0 1 2 3
( ) ok by Field Spvsr
G. Student Participated in IEP
0 1 2 3
( ) ok by Field Spvsr
H. Interagency Meeting
01 2 3
( ) ok by Field Spvsr
I. Student Support/504 Team Meeting
0 1 2 3
( ) ok by Field Spvsr
J. Student Attends weekly Supervision
Spvsr
0 1 2 3
( ) ok by Univ.
K. Conducts Reading or RTI Assessment
0 1 2 3
( ) ok by Field Spvsr
L. Student Documents Four Interventions
0 1 2 3
( ) ok by Field Spvsr
M. Student Counseling
0 1 2 3
( ) ok by Field Spvsr
N. Student Awareness of Ethics and
Cultural Pluralism
0 1 2 3
( ) ok by Field Spvsr
O. Transitional Planning
0 1 2 3
( ) ok by Field. Spvsr
P. Participates in Pract. Evaluation Events
Spvsr
0 1 2 3
( ) ok by Univ.
Q. Professional Development Plan
Spvsr
0 1 2 3
( ) ok by Univ.
R. Practicum Student develops Vita
Spvsr
0 1 2 3
( ) ok by Univ.
1.
2.
3.
4.
ECSE Requirements
S. Separate activity log for Early Childhood
( ) ok by Univ. Spvsr
T. Child Devel. Knowledge
0 1 2 3
( ) ok by Univ. Spvsr
U. Assess. Knowledge
0 1 2 3
( ) ok by Univ. Spvsr
V. Eligibility Knowledge
0 1 2 3
( ) ok by Univ. Spvsr
W. Eval/Interv. Report Samples
0 1 2 3
( ) ok by Field Spvsr
X. Assessments:
0 1 2 3
( ) ok by Field Spvsr
BDI-II
________
UNIT_____
K-ABC-II ________
ASQ _____
Leiter Int. ________
Mullen_____
BBCS-III ________
Assmt. Eval. & Pgm. Syst._______
Battelle
________
Y. Screening Instruments
0 1 2 3
Dial-III ________
KSEALS________
PCOR
________
ASQ _____
ESP
________
Z. Locally Normed Screening Instrument
0 1 2 3
( ) ok by Field Spvsr.
( ) ok by Field Spvsr.
AA. Early Ch. Transition Meeting(s)
0 1 2 3
( ) ok by Field Spvsr.
ADDENDUM: School Psychologist Professional Development Statement
In a broad sense, professional development may include formal types of vocational education
leading to qualification or credential required to obtain or retain employment. Professional
development may also come in the form of pre-service or in-service professional development
programs intended to enhance or acquire professional skills. The format of these training
programs may be formal, informal, group, individualized, or online. Individuals may pursue
professional development independently, or programs may be offered by human resource
departments or professional organizations. Professional development on the job may develop or
enhance process skills, sometimes referred to as leadership skills, as well as developing or
acquiring clinical skills. Professional development opportunities can range from a single
workshop to a semester-long academic course, to services offered by a medley of different
professional development providers and varying widely with respect to the philosophy, content,
and format of the learning experiences. Some examples of approaches to professional
development include:








Case Study Method - The case method is an approach that consists of presenting a
topical case, being in the role of a decision maker facing a problem
Consultation - to assist an individual or group of individuals to clarify and address
immediate concerns by following a systematic problem-solving process.
Coaching - to enhance a person’s competencies in a specific skill area by providing a
process of observation, reflection, and action.
Communities of Practice - to improve professional practice by engaging in shared
inquiry and learning with people who have a common goal
Lesson Study - to solve practical dilemmas related to intervention or instruction through
participation with other professionals in systematically examining practice
Mentoring - to promote an individual’s awareness and refinement of his or her own
professional development by providing and recommending structured opportunities for
reflection and observation
Reflective Supervision - to support, develop, and ultimately evaluate the performance of
employees through a process of inquiry that encourages their understanding and
articulation of the rationale for their own practices
Technical Assistance - to assist individuals and their organization to improve by offering
resources and information, supporting networking and change efforts
Professional development is a broad term, encompassing a range of people, interests and
approaches beyond those referenced here.. Those who engage in professional development share
a common purpose of enhancing their ability to do their work. At the heart of professional
development is the individual's interest in lifelong learning and increasing their own skills and
knowledge. The 21st century has seen a significant growth in online professional development.
(adapted from Wikipedia)
The PSU School Psychologist is expected to develop a professional development statement as
part of the final Practicum Folio. The intent of this statement will be to correct weaknesses as
identified on the Field Experience Evaluation and Supervisor feedback, as well as express the
student’s intent to develop personal/professional strengths and interests using (but not limited to)
the approaches listed above.
The document should reflect awareness of personal and professional strengths and weaknesses
considering career direction and possible threats to development trajectory. The plan should
outline activities for the next year or more.
It is not intended that the plan cannot change or develop. Students are encouraged to keep a
reflective diary regarding their progress toward the stated goals. This activity will summarize
knowledge base and clinical skills acquired and provide a framework for ongoing personal
management of professional development.
ADDENDUM:
INSERVICE RATING FORM
Practicum Student______________________________________
Title of Session:_________________________ Date:_______
1 = “Unprepared or Low Skill”
3 = “Acceptable Skill”
a. Voice projection
_____
b. Body language
_____
c. Grammar and pronunciation_____
d. Organization
_____
e. PowerPnt or AV Presentation____
f. Technical quality
g. Aesthetics
h. Grammar and spelling
_____
_____
_____
i. written products
_____
j. Grammar and spelling
k. Organization
_____
_____
l. Surprise, novelty _____
m. Technical quality _____
n. Design
_____
2 = “acquiring Skill”
4 = “Accomplished”
o. Effectiveness
p. Creativity
_____
_____
q. Match of appeal to audience_____
r. Organization & sequence _____
s. Data gathering and analysis_____
t. Inferences made
_____
1. Were you motivated and interested in the in-service?
2. Was the in-service too easy, too difficult?
3. Were there other skills you needed in order to fully benefit or participate in
this in-service?
4. Did the presenter encounter any problems? If so, how could they be
overcome?