SCHOOL PSYCHOLOGY HANDBOOK
2009 EDITION
[1]
Contents
SECTION 1. PROGRAM DESCRIPTION ............................................................................................... 6
Training Philosophy ................................................................................................................................ 7
School of Education and Allied Professions Outcome Goals ............................................................. 8
National Association of School Psychologists Domains of Professional Practice ............................. 8
Integrated Goals and Domains .......................................................................................................... 10
School Psychology Program ................................................................................................................. 11
Full Time Schedule ........................................................................................................................... 12
Part Time Schedule ........................................................................................................................... 12
Course Completion Checklist ........................................................................................................... 13
Highlighted Strands .......................................................................................................................... 14
Matrix of Courses by NASP Domain ............................................................................................... 16
Application Information........................................................................................................................ 17
Timeline ............................................................................................................................................ 17
Documents ........................................................................................................................................ 17
Procedures ......................................................................................................................................... 17
School Psychology Program Notes ....................................................................................................... 18
Experience in Schools ....................................................................................................................... 18
Transfer Credits ................................................................................................................................ 18
Respecialization ................................................................................................................................ 18
Residency .......................................................................................................................................... 18
Internship .......................................................................................................................................... 18
Tuition and Fees ................................................................................................................................ 19
Financial Aid .................................................................................................................................... 19
Job Market ........................................................................................................................................ 19
Interrupted Matriculation .................................................................................................................. 19
Investigation of Criminal Record...................................................................................................... 19
Thesis ................................................................................................................................................ 20
SECTION 2. PRACTICA GUIDE ........................................................................................................... 21
Description ............................................................................................................................................ 22
Guidelines for Practicum Logs ............................................................................................................. 26
School Psychology Practicum Log .................................................................................................. 27
Practica Evaluations .............................................................................................................................. 28
Requirements .................................................................................................................................... 28
[2]
Evaluation for School-Based Practicum ........................................................................................... 29
Problem-solving Consultation Evaluation ........................................................................................ 30
Case Study Rubric ............................................................................................................................ 32
Accountability Evaluation ................................................................................................................ 41
SECTION 3. INTERNSHIP MANUAL ................................................................................................... 43
Internship Description ........................................................................................................................ 44
Internship Training Time Line ....................................................................................................... 45
Internship Assignments and Due Dates ........................................................................................ 46
Internship Training Time Line (Sample)....................................................................................... 46
Memorandum of Agreement for Internship...................................................................................... 48
Intern ................................................................................................................................................ 48
Supervisor ........................................................................................................................................ 49
School District .................................................................................................................................. 49
University of Dayton ....................................................................................................................... 50
Outline of Objectives, Experiences & Competencies for School Psychology Internship ............... 51
Intern Assignments and Due Dates................................................................................................ 63
Guidelines for Intern Daily Logs .................................................................................................... 64
Sample Intern Daily Log.................................................................................................................. 65
Sample Intern Case Log................................................................................................................... 66
General Intern Evaluation of Internship ....................................................................................... 67
Specific Intern Evaluation of Internship ....................................................................................... 68
Assignment Written Report Components ..................................................................................... 75
Specific Guidelines for Assignments .................................................................................................. 76
Overview of the Guidelines for Gathering Impact Data ................................................................... 76
Which Intervention Cases Should Be Included? .............................................................................. 76
Intervention ....................................................................................................................................... 76
Outcome Measures for Demonstrating Impact ................................................................................. 77
Developing Goals and Using Goal Attainment Scaling ..................................................................... 78
Goal Attainment Scaling Form ............................................................................................................. 79
Calculating Non-overlapping Data for Behavior Cases.................................................................... 80
Calculating Effect Sizes (g-index & d-index) ................................................................................... 81
Description of Non-RTI Assignments .................................................................................................. 83
Selected Helpful Chapters in Interventions Text .............................................................................. 86
Criteria for Classification of Interventions as Evidence-Based ........................................................ 87
[3]
Format for RtI Assignment Write-ups (Assignments A1 - A6) ........................................................ 88
Generic Evaluation Form for RtI Intervention...................................................................................... 89
RTI Case Study Rubric ......................................................................................................................... 90
Sample* Evaluation of Individual Counseling ..................................................................................... 95
Evaluation of Small-Group Counseling ................................................................................................ 96
Evaluation of Inservice Presentation .................................................................................................... 97
Evaluation of Evaluation Team Report................................................................................................. 98
Sample Treatment Acceptability Questionnaire – for Academic Interventions (A1-A3)* .................. 99
Sample Treatment Acceptability Questionnaire – for Behavior Interventions (A4 – A6)* ............... 100
Sample Treatment Integrity Checklist – for Academic Intervention (Paired Reading)...................... 101
Sample Treatment Integrity Checklist – for Behavioral Intervention ................................................ 102
Sample Parent Permission Letter for Assignments Where Such Permission is Needed .................... 103
SECTION 4. THESIS ............................................................................................................................. 104
General Procedures ........................................................................................................................... 105
Preparation of the Thesis ................................................................................................................. 105
Parts of the Thesis ............................................................................................................................. 105
A. Preliminaries (numbered ii, iii, iv…) ............................................................................................ 105
B. The Text ...................................................................................................................................... 106
C. References .................................................................................................................................. 107
D. Vita .............................................................................................................................................. 107
Preparing the Manuscript ................................................................................................................. 107
Margins........................................................................................................................................... 108
Pagination ...................................................................................................................................... 108
Tables, Illustrations, Computer Print-Outs ................................................................................. 109
The Bibliography ........................................................................................................................... 109
Appendices..................................................................................................................................... 109
Quotation of Copyrighted Material .............................................................................................. 109
Samples .......................................................................................................................................... 109
Thesis Proposal Approval ................................................................................................................. 110
SECTION IV: EVALUATION .............................................................................................................. 111
Level 1 Assessment: Admission Process ......................................................................................... 112
Level 2 Assessment: Formative Assessment................................................................................... 112
Level 3 Assessment: Summative Evaluation/Comprehensive Exam for Master of Science Degree
............................................................................................................................................................. 113
[4]
Master's calendar .......................................................................................................................... 113
Level 4 Assessment: Summative Evaluation for Educational Specialist Degree .......................... 113
Retention Standards.......................................................................................................................... 115
Definition of Impairment .............................................................................................................. 116
Due Process: General Guidelines ..................................................................................................... 117
School Psychology Portfolio ............................................................................................................. 119
Program Accountability .................................................................................................................... 124
[5]
SECTION 1. PROGRAM DESCRIPTION
[6]
The School Psychology Program is a graduate training program in the Department of Counselor Education and
Human Services in the School of Education and Allied Professions at the University of Dayton. The School
Psychology Program at the University of Dayton offers the Master of Science in Education Degree and the
Educational Specialist Degree in School Psychology. Completion of both levels of training is required for practice
as a school psychologist.
Candidates who have successfully completed the program requirements and have passed the school
psychologist portion of the Praxis II examination qualify for a license to practice in schools from the Ohio
Department of Education. The National Certificate in School Psychology (NCSP) is available from the National
Association of School Psychologists (NASP) and can be used to obtain school psychologist credentials in many
other states. A license to engage in the independent practice of school psychology is available from the Ohio
State Board of Psychology for graduates who have worked in the schools for three years, passed the Praxis
examination, and passed a written and oral examination.
The University of Dayton School Psychology Program provides a curriculum that is comprehensive, integrated,
and sequential. It is approved by the Ohio Board of Regents, the National Association of School Psychologists
(NASP), and the National Council for the Accreditation of Teacher Education (NCATE).
There are five sections to this handbook: Program Description, Practica Guidelines, Internship Manual, Thesis
Preparation and Evaluation. Each section was developed so that candidates and field supervisors could easily
access one section without the other four sections. In addition, the Internship section is supplemented with the
Ohio Internship Manual. This manual describes the requirements and the supports that must be in place for
each internship site to be approved by the Inter-University Council for School Psychology Training Programs in
Ohio.
Training Philosophy
The School Psychology Program at the University of Dayton is based upon the scientist-practitioner model of
service delivery. Within this model, school psychology candidates become competent researchers, contributors
to the school psychology knowledge base, and practitioners who apply their knowledge and skills through a
problem-solving process to improve the education and mental health of children and youth in schools. Courses
reflect current advances in the field of school psychology and education, and the program is committed to
implementation and integration of the most current technology applications.
The mission of the School Psychology Program is to provide a comprehensive, integrated and sequential
program of study that prepares competent school psychologists whose services will positively impact children,
youth, teachers, families, schools and other consumers. The Program is committed to providing training that is
delivered in the Marianist Tradition of educating the whole person, and to linking learning and scholarship with
leadership and service. Diversity in thought, religious belief, social, cultural, ethnic, and economic background is
valued. Consistent with the themes of the School of Education and Allied Professions and the Department of
Counselor Education and Human Services, the School Psychology Program endeavors to build learning
communities through critical reflection and to facilitate the development of human service practitioners who
work to support individual and community growth.
[7]
School of Education and Allied Professions Outcome Goals
The University of Dayton’s School of Education and Allied Professions (SOEAP) has established four primary goals
for all program graduates. These goals are based on the institution’s Marianist Heritage which values learning
that results in graduates who :
(1)
(2)
(3)
(4)
embrace diversity for the promotion of social justice;
are scholar practitioners;
use critical reflection in their daily professional decision-making; and
work to build community.
National Association of School Psychologists Domains of
Professional Practice
The School Psychology Program at the University of Dayton integrates the following Standards for Training and
Field Placement Programs in School Psychology set forth by the National Association of School Psychologists into
courses, practica and internship. The program is designed to ensure that graduates demonstrate entry-level
competency in each of the following domains of professional practice. Competency requires both knowledge
and skills. It is intended that graduates possess a foundation in the knowledge base for psychology and
education, including theories, models, empirical findings, and techniques in each domain. Graduates should be
able to demonstrate the professional skills necessary to deliver effective services that result in positive
outcomes in each domain. The domains below are not mutually exclusive, and are fully integrated into graduate
level curricula, practica, and internship.
A. Data-Based Decision-Making and Accountability
School psychologists have knowledge of varied models and methods of assessment that yield information useful
in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments.
School psychologists use such models and methods as part of a systematic process to collect data and other
information, translate assessment results into empirically-based decisions about service delivery, and evaluate
the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
B. Consultation and Collaboration
School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation
models and methods and of their application to particular situations. School psychologists collaborate
effectively with others in planning and decision-making processes at the individual, group, and systems levels.
C. Effective Instruction and Development of Cognitive / Academic Skills
School psychologists have knowledge of human learning processes, techniques to assess these processes, and
direct and indirect services applicable to the development of cognitive and academic skills. School
psychologists, in collaboration with others, develop appropriate cognitive and academic goals for candidates
with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and
evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional
interventions and consultation.
[8]
D. Socialization and Development of Life Skills
School psychologists have knowledge of human developmental processes, techniques to assess these processes,
and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social
skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive,
and social goals for candidates or varying ability, disabilities, strengths, and needs; implement interventions to
achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not
limited to, consultation, behavioral assessment/intervention, and counseling.
E. Student Diversity in Development and Learning
School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential
influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors
in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with
individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual
characteristics, strengths, and needs.
F. School and Systems Organization, Policy Development, and Climate
School Psychologists have knowledge of general education, special education, and other educational and related services. Th
understand schools and other setting as systems. School psychologists work with individuals and groups to facilitate policies
practices that create and maintain safe, supportive, and effective learning environments for children and others.
G. Prevention, Crisis Intervention, and Mental Health
School psychologists have knowledge of human development and psychopathology and of associated biological,
cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and
intervention programs that promote the mental health and physical well-being of candidates.
H. Home/School/Community Collaboration
School psychologists have knowledge of family systems, including family strengths and influences on student
development, learning, and behavior, and of methods to involve families in education and service delivery.
School psychologists work effectively with families, educators, and others in the community to promote and
provide comprehensive services to children and families.
I. Research and Program Evaluation
School psychologists have knowledge of research, statistics and evaluation methods. School psychologists
evaluate research, translate research into practice, and understand research design and statistics in sufficient
depth to plan and conduct investigations and program evaluations for improvement of services.
J. School Psychology Practice and Development
School psychologists have knowledge of the history and foundations of their profession; of various service
models and methods; of public policy development applicable to services to children and families; of ethical,
professional, and legal standards. School psychologists practice in ways that are consistent with applicable
standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long
professional development.
[9]
K. Information Technology
School psychologists have knowledge of information sources and technology relevant to their work. School
psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or
enhance the quality of services.
Integrated Goals and Domains
The School Psychology Program integrates the 4 SOEAP goals with the 11 National Association of School
Psychologists (NASP) domains of professional practice to ensure that graduates are prepared according to
national standards, but also in accordance with the basic philosophy characteristic of the SOEAP in the
University of Dayton. The connections outlined in the following chart are made through a series of courses and
field experiences that include content related to both the goals and domains. In addition, assessments
document attainment of knowledge and professional skills for each area. It is important to note that although
these comparisons are emphasized in the program, the goals and domains overlap in other ways that are not
captured in this chart.
SOEAP Goals
NASP Domains
Domain 5: Student Diversity in Development
and Learning
Embrace Diversity for the Promotion of Social
Justice
Domain 7: Prevention, Crisis Intervention, and
Mental Health
Domain 2: Consultation and Collaboration
Critical Reflection
Domain 9: Research and Program Evaluation
Domain 1: Data-Based Decision Making and
Accountability
Domain 3: Effective Instruction and
Development of Cognitive/Academic Skills
Scholar Practitioner
Domain 4: Socialization and Development of
Life Competencies
Domain 9: Research and Program Evaluation
Domain 10: School Psychology Practice and
Professional Development
Domain 11: Technology
Domain 2: Consultation and Collaboration
[10]
Domain 6: School and Systems Organization,
Policy Development, and Climate
Building Community
Domain 8: Home/School/Community
Collaboration
School Psychology Program
The School Psychology Program is structured to include coursework and experiences that provide
candidates with a foundation for the development of knowledge and skills described in the program
philosophy. Course content is frequently accompanied by appropriate field experiences. Practica
experiences are designed to provide candidates with opportunities to practice skills that are required
in professional practice while under direct supervision. Practica occur in conjunction with specific
courses and are individualized in terms of setting and field supervisor. Internship is a culminating
activity that provides candidates with the opportunity to develop professional competency while under
supervision. The internship is completed on a full-time basis for one school year in a school district,
with supervision provided by appropriately credentialed school psychologists.
Candidates who successfully complete 33 semester credits of coursework and the comprehensive
examination are awarded the Master’s Degree in Education with a concentration in school psychology.
An additional 49 semester credits, for a total of 82 credits, including internship and a thesis, are
required for program completion and the awarding of the Educational Specialist Degree in school
psychology. Candidates must also pass the PRAXIS II examination in school psychology for licensure in
the State of Ohio and certification by the National Association of School Psychologists (NASP).
Candidates can matriculate as either full or part time students. The following schedules ensure that the
candidates will follow the sequential plan and be fully integrated within the program.
[11]
Full Time Schedule
YEAR
1
2
3
FALL
SPRING
SUMMER 1
SUMMER 2
EDC 510
EDC 511
EDC 517
EDC 572
EDC 543
EDC 573
3
1
1
3
3
1
EDC 514
EDC 515
EDC 538/571
EDC 541/508
EDC 542
3
1
3
3
2
EDC 512 (Z)
EDC 513 (Z)
EDC 516 (Z)
3
1
3
EDC 583
EDC 610
EDC 611
EDC 568
EDC 537
3
1
3
3
EDC 612
EDC 613
EDC 538/571
EDC 541/508
EDC 800
3
1
3
3
2
EDC 615 (Z)
EDC 539 (Z)
3
2
EDC 575
EDC 635
EDC 710
5
EDC 711
5
EDC 712
5
(EDUCATIONAL
SPECIALIST
DEGREE)
3
(MASTER’S
DEGREE)
3
3
Part Time Schedule
YEAR
1
2
FALL
SPRING
SUMMER 1
EDC 510
EDC 511
EDC 517
EDC 572
3
1
1
3
EDC 541/ 508
EDC 538/571
EDC 542
3
3
2
EDC 543
EDC 573
EDC 568
3
1
3
EDC 541/508
EDC 514
EDC 515
3
3
1
EDC 516 (Z)
EDC 512 (Z)
EDC 513 (Z)
SUMMER 2
3
3
1
EDC 583
EDC 635
3
3
EDC 575
3
(MASTER’S
DEGREE)
3
EDC 610
EDC 611
EDC 537
3
1
3
EDC 612
EDC 613
EDC 538/571
EDC 800
3
1
3
2
EDC 615 (Z)
EDC 539 (Z)
3
2
4
EDC 710
5
EDC 711
5
EDC 712
5
[12]
(EDUCATIONAL
SPECIALIST
DEGREE)
Course Completion Checklist
NAME_________________________________________________________
_____Master of Science Degree in Education – Concentration: School Psychology
_____Successful completion of 33 credit hours
_____Successful completion of comprehensive examination
_____Educational Specialist Degree in School Psychology
_____Successful completion of 49 credit hours for a total of 82 credit hours
_____Successful completion of internship
_____Approval of professional portfolio
_____Successful completion of thesis
COURSE
EDC
508
510
511
512
513
514
515
516
517
537
538
539
541
542
543
568
571
572
573
575
583
610
611
612
613
615
635
710
711
712
800
CREDIT
HOURS
3
3
1
3
1
3
1
3
1
3
3
2
3
2
3
3
3
3
1
3
3
3
1
3
1
3
3
5
5
5
2
COURSE TITLE
COMPLETED
Theories of Learning & Human Development
Consultation in the Schools
School Psychology Practicum: Consultation
Cognitive Assessment
School Psychology Practicum: Cog Assessment
Academic Assessment for Intervention
Sch Psy Pract: Acad Asmnt for Intervention
Academic and Behavioral Assessment Instruments
School Psychology Practicum: Shadowing
Statistics
Child & Adolescent Psychopathology
Organization and Administration of School Systems
Curriculum & Instruction for Diverse Learners
Crisis Intervention and Prevention in Educational Settings
Theories & Tech of Counseling
Research & Evaluation in Human Services
Biological Basis of Behavior
Role & Function of the School Psychologist
Orientation to the School Process
Teach & Counseling Multicultural Populations
Theory and Techniques of Group Counseling
Social/Behavioral Assessment for Intervention
Sch Psy Pract: Soc/Beh Asmnt for Intervention
Assessment for Intervention & Accountability
Sch Psy Pract: Asmnt for Inter & Accountability
Culminating Seminar
Couples & Family Counseling
Internship in School Psych
Internship in School Psych
Internship in School Psych
Thesis
[13]
Highlighted Strands
Assessment for Intervention Strand
A primary goal of the School Psychology Program at the University of Dayton is to train school
psychologists to be competent scientist-practitioners. Competent scientist-practitioners are those who
demonstrate the knowledge and skills necessary to implement the Response to Intervention Model
which links assessment to intervention at multiple levels: school-wide, class-wide, small group, and
individual.
A series of Assessment for Intervention courses is offered as a core component in the program. Four
content areas are emphasized in this strand including consultation, academic, social/behavioral, and
accountability. Each Assessment for Intervention course is supported by its related practicum. The
Internship is a capstone experience in which all assessment for intervention knowledge and skills are
integrated into supervised practice.
Course
EDC510: Consultation in
Schools
EDC511: Practicum
EDC514: Academic
Assessment for Intervention
EDC515: Practicum
EDC610: Social / Behavioral
Assessment for Intervention
EDC611: Practicum
EDC612: Assessment for
Intervention and
Accountability
Topics / Competencies
Communication skills, problem-solving process, data-based decision
making, organizational development, systems change
Response to Intervention Tier 3 Case Study, single-case design
methodology, curriculum-based assessment, error analysis, hypothesis
testing, academic intervention, and data-based decision making
Methods of behavior observation/data collection, defining target
behaviors, functional behavioral assessment, and behavioral
intervention planning
Program evaluation, special education decision making, and professional
accountability
EDC613: Practicum
Research and Program Evaluation Strand
The School Psychology Program at the University of Dayton values research as a critical component in
the development of scientist-practitioner school psychologists. Training in research is accomplished
through a comprehensive, systematic approach that is integrated throughout the School Psychology
Program. The purpose of this learning strand is to prepare candidates to be competent consumers and
producers of research and to be collaborative members of research teams. Empirical support for
intervention selection is emphasized. A thesis is completed as one of the culminating experiences at
the end of the Educational Specialist degree. A faculty advisor, chosen by the student, provides
support and guidance for the thesis from inception to completion.
[14]
Course
EDC572: Role & Function of the School
Psychologist
EDC 517: Practicum
EDC537: Statistics
Topics / Competencies
Introduction to research
EDC568:Research and Evaluation in Human
Services
EDC 514: Academic Assessment for
Intervention
Applied Statistics for single case, parametric and nonparametric procedures
Qualitative and quantitative methods for conducting
research
Response to Intervention applications to group and case
studies
EDC 515: Practicum
EDC610: Social / Behavioral Assessment for
Intervention
Response to Intervention applications to group and case
studies
EDC 611: Practicum
EDC612: Assessment for Intervention and
Accountability
Program evaluation, special education decision making,
and professional accountability
EDC 613: Practicum
EDC 800: Thesis
Thesis
Although the program emphasizes these 2 strands, there is a recognition that candidates must be
prepared for entering the field under a variety of conditions. Candidates are prepared to fill traditional
as well as innovative school psychologist positions. Their training is grounded by the NASP domains so
that they are effective as change agents with individual students, in small groups, in classrooms and at
the system-wide level. The Matrix of Courses by Domain provides a synopsis of the integration of
courses with the NASP requirements.
[15]
Matrix of Courses by NASP Domain
EDC
508
510
511
512
513
514
515
516
517
537
538
539
541
542
543
568
571
572
573
575
583
610
611
612
613
615
635
710
711
712
800
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
A
B
X
X
X
X
X
X
X
X
X
X
X
C
D
E
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
F
G
H
I
J
K
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Data-Based Decision-Making and Accountability
Consultation and Collaboration
Effective Instruction and Development of Cognitive / Academic Skills
Socialization and Development of Life Skills
Student Diversity in Development and Learning
School and Systems Organization, Policy Development, and Climate
Prevention, Crisis Intervention, and Mental Health
Home / School / Community Collaboration
Research and Program Evaluation
School Psychology Practice and Development
Information Technology
[16]
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Application Information
Timeline
February 1
February 15
March 1
March 30
Candidate application materials are due
Interview invitations are sent to applicants
Interviews are completed
Letters of acceptance are sent
Documents





Application forms are available on the program web page:
http://www.udayton.edu/~gradsch/main.htm
Official transcripts of all previous undergraduate and graduate courses, mailed to the address
shown on the application web page
Three references.
Results of the Graduate Records Examination (GRE), mailed directly from the testing service to
the University of Dayton Graduate School. Applications to take the GRE may be obtained from
the from the Graduate Record Examination web site. The web site also identifies locations and
times available to take the examination.
Two-page typed statement of your current perception of, and interest in the role of the school
psychologist.
Procedures
Application materials should be reviewed carefully before submission. In addition to the admission
documents required for other graduate programs in the School of Education (positive references and
undergraduate grade point average of at least 2.75). School psychology applicants will also be required
to take the Graduate Records Examination (G.R.E.), to submit a typed statement of their interest in and
current perception of the role of the school psychologist, and to appear for an interview with program
faculty and for an extemporaneous writing exercise.
Admission procedures for the school psychology program are somewhat different from those for other
department programs. For example, all applicants must submit GRE scores. GRE scores must be sent
directly to the University of Dayton from the testing agency. In order to be accepted into the school
psychology program, candidates must (a) possess a valid Ohio teaching license, or (b) possess a degree
in psychology or another human service related major. Questions regarding the application process
may be e-mailed to Dr. Hunley or Dr. Gfroerer at the following addresses.
Dr. Sawyer Hunley, Sawyer.Hunley@notes.udayton.edu
Dr. Susan Gfroerer, gfroersd@notes.udayton.edu
[17]
School Psychology Program Notes
Experience in Schools
Applicants who do not have experience working in schools are strongly encouraged to complete at
least one year of full-time experience (or its equivalent) as a school psychology aide or assistant, a
substitute teacher, a special education tutor or teacher’s aide, or a volunteer in a K-12 classroom
setting. Graduate courses in the school psychology program may be taken while completing this
employment or volunteer experience, during which graduate candidates will be gaining invaluable
experience in schools upon which they will draw when they become school psychologists.
Transfer Credits
Upon acceptance into the school psychology program, transcripts of past courses may be reviewed in
order to determine the possible need to add or substitute courses. Such a review must result in a
course plan totaling 82 graduate semester hours, covering the program content areas. Candidates may
transfer toward the master’s degree in school psychology up to six semester hours of graduate courses
in other programs, if such coursework has been completed within five years prior to acceptance into
the school psychology program and the grade quality is "B" or better. An additional six graduate
credits may be applied toward the specialist degree. The program does not accept credit from
undergraduate coursework.
Respecialization
The school psychology program is open to applications from candidates who have already completed
training in a related field and who may wish to complete a modified program of study resulting in state
licensure for the practice of school psychology. Respecialization applicants who already possess a
doctoral degree and licensure in a related field must complete the same application procedures as all
other applicants. Upon acceptance into the school psychology program, transcripts of past courses will
be reviewed in order to determine which courses may be applied toward meeting NASP’s training and
State licensure requirements. The content of such courses must be comparable, and the grade quality
must be “B” or better. All such candidates must complete an additional minimum of 54-semester
hours, excluding those credits taken during their full year (1200 clock hours) internship in a school
setting.
Residency
All school psychology candidates must meet a residency requirement by enrolling in coursework on a
full-time basis (9 or more credits) for at least two terms.
Internship
Candidates seeking Ohio school psychology licensure who wish to intern in Ohio will be required to
sign a statement of intent to work in Ohio as a school psychologist for at least one year following
internship. The required State funding limits the number of internships in Ohio each year to
[18]
approximately 100. Of this number, U.D. receives at least seven internship slots per year. For
candidates not intending to work in Ohio following internship, internship arrangements may be made
in another state.
Tuition and Fees
All graduate education courses are offered on a semester credit system. Most courses are three
semester credits.
Financial Aid
Financial aid from university sources is available to a limited number of full-time candidates. (Full time
status requires registration for a minimum of 9 credits per term.) Guaranteed student loans are
available to candidates who register for at least three credit hours per term, if the student's financial
ability meets eligibility criteria. The granting of financial aid requires that the student first be admitted
into a graduate program. A financial aid information package may be obtained from the university’s
Financial Aid Office (937-229-4311).
A limited number of graduate assistantships is available. Each pays some tuition costs plus a stipend,
and requires 20 hours of work per week. An annual total of fifteen semester hours of tuition remission
is available to graduate assistants for Fall and Spring semesters.
A number of educational agencies hire special education tutors, teacher aides, and substitute teachers,
at hourly, daily, or yearly rates. Such employment offers financial support for living expenses and
tuition payments, as well as excellent experience in preparation for the role of school psychologist.
Job Market
Both national and state surveys reveal a shortage of school psychologists and an excellent job market,
especially for persons who are able to move to locations where the job shortages are greatest. Job
hunting may be more uncertain for persons who are unable to move.
Interrupted Matriculation
Candidates are required to maintain sequential and uninterrupted matriculation through the pattern of
courses outlined at the beginning of their programs. Uninterrupted matriculation occurs when
candidates complete at least one course per semester, including fall, spring and summer terms. If this
pattern is altered, it may become necessary for candidates to complete additional requirements in
order to insure their readiness to resume or to complete their programs. Candidates should alter their
program pattern only through consultation with program faculty.
Investigation of Criminal Record
School psychology candidates should be aware that the State of Ohio will require them to undergo a
fingerprint check to determine if they have a criminal record. In order to be granted the one-year
temporary child study license required for internship, such check(s) will be conducted during the
[19]
summer prior to the internship year by the Ohio Bureau of Criminal Investigation (BCI), and the FBI (for
persons who have not been Ohio residents for the past five years).
Thesis
Each student will complete a thesis as part of the requirements for earning the Educational Specialist
Degree. The specific phases of thesis preparation may be found in the Research and Evaluation
Highlighted Strand sections of this Program Description. Key procedural points in the thesis process
include Committee Approval, Proposal Approval, UD Internal Review Board Approval, and Thesis
Approval. Forms and detailed descriptions of these points may be found in the Thesis Preparation
Section of this handbook.
[20]
SECTION 2. PRACTICA GUIDE
[21]
Practica experiences are designed to provide students opportunities to use professional practice skills
while under direct supervision. Experiences focus on the development and evaluation of specific skills.
Integration and application of the full range of school psychology competencies and domains, is
expected to occur in the final year of training during internship after completing all practica.
This section of the handbook describes the practica experiences, provides letters, guidelines, and some
evaluation forms for use during these experiences. Refer to this document for resources needed during
practica courses.
Description
Practica experiences are individualized in terms of setting and field supervisor. Students complete a
minimum of 240 clock hours in school settings across all practica courses. There are six practica courses
in the school psychology program. The series of courses begins with an introduction to school
psychology and requires the student to follow or shadow a practicing school psychologist in a school
and gain other school experiences in diverse school settings. One practicum experience occurs in
conjunction with the consultation course and prepares students for working with others in the school
settings. Four practica experiences occur in conjunction with courses that focus on the development
of skills necessary for conducting assessments, program evaluations, and developing interventions for
children and adolescents in school. Each of the practica courses generate approximately 40 clock
hours, to accumulate a minimum of 240 clock hours.
[22]
Dear Practicum Supervisor:
The faculty of the Department of Counselor Education and Human Services wish to thank you for
participating in the school psychology field experience for this student. Practica experiences are
distinct from the internship experience and are designated as field-based introductions to the practice
of school psychology. Practica experiences are unique opportunities for school psychology students to
practice their skills under the supervision of field- and university-based supervisors.
We hope that the following information will help to clarify any questions that you might have about
expectations for the students and for you as the field-supervisor.
The practica experiences for the School Psychology Program at the University of Dayton are designed
to provide students with opportunities to develop specific skills. Practica lead to integration and
application of the full range of school psychology competencies and knowledge in the final year of
training in the context of the internship.
General training objectives are described in the course syllabus and should be provided for you by the
student whom you are supervising. However, each student has unique strengths and needs. It would
be helpful to have an initial meeting to discuss both of your expectations and plan accordingly, and
then to have regularly scheduled meetings to review the student’s progress, provide field supervision,
and to problem-solve any issues that might come up. An average of one hour per week of supervision
from you is needed. Students are not required to set a weekly schedule, but are expected to complete
their assignments by the due dates listed on the syllabus. It will be important that sufficient time is
allotted for the completion of the assigned tasks. This will require some planning.
Assessment results obtained by practicum students are to be used only for practice or intervention
development. Ohio regulations state that assessment results obtained by practicum students may not
be used for special education eligibility determination.
Students are required to keep a log of their practicum experiences. You will be asked to verify and sign
the activity log. The log is an excellent way to discuss your student’s experience, and will aid both you
and the university faculty in evaluating the scope of the experiences. In addition, you will be asked to
complete an evaluation of your practicum student.
If at any time you have questions or concerns, please feel free to contact the faculty at the University
of Dayton. Again thank you for your willingness to participate in the training of a future school
psychologist.
[23]
Your signature on this form indicates your willingness to participate as a field supervisor for a school
psychology practicum student from the University of Dayton. Please keep a copy and have the
practicum student submit a copy to the university supervisor for this course.
Thank you,
Dr. Sawyer Hunley
University of Dayton
Dr. Susan Gfroerer
University of Dayton
sawyer.hunley@notes.udayton.edu
gfroersd@notes.udayton.edu
University of Dayton School Psychology Practicum Student
School-based School Psychology Supervisor
Are you a licensed/certified school psychologist in the State of Ohio?
School District
School
Telephone
Email
[24]
YES
NO
To the parent(s) of
Date
_____________
The faculty members of the Department of Counselor Education and Human Services of the University of Dayton
request your help in the training of school psychologists. An important part of this training requires the
graduate student to work with students in schools.
With your permission, the graduate student
will work with your child and the classroom teacher, under the supervision of the school’s school psychologist
, to identify a specific academic or behavior area with
which your child may need help. As a result of this assessment, the graduate student will provide
recommendations and in some cases carry out these recommendations with your child.
Assessment may include the administration of tests, record review, classroom observations, rating scales and
interviews with you, the classroom teacher, and your child. Feel free to ask the graduate student any questions
you may have about these procedures.
You can be assured that the test results will remain confidential. Should you wish to be informed of the
outcomes of the assessment, the graduate student will furnish you with a general description of the results,
after the field supervisor and the course instructor have reviewed the results. Keep in mind that the results of
assessment conducted during graduate training are not considered valid or reliable for use in making any
educational decisions.
Please sign this consent form, which indicates your agreement to participate in this training.
If you have any questions about these procedures, you at the may contact the University of Dayton. Thank you
for your willingness to support our efforts.
Sincerely,
Dr. Sawyer Hunley
University of Dayton
Dr. Susan Gfroerer.
University of Dayton
sawyer.hunley@notes.udayton.edu
gfroersd@notes.udayton.edu
I give my permission for the school psychology student to work with my child as described above.
Parent Signature
Date
[25]
Guidelines for Practicum Logs
Practicum logs serve to demonstrate the amount and diversity of your practicum experience. They act
as verification of your experience for your credentialing as a school psychologist. They are an
important part of your field experience.
Logs should be completed from the very first day of your practicum, including those times when the
university is not in session.
In general, record all of your professional activity on site, except for lunch, breaks, within district travel,
etc. However, whenever you talk with a staff member about a student, record it under the appropriate
category. Time spent at home writing reports can be counted, within reason
Discuss your weekly log summary with your field supervisor during supervision visits. This will provide
an excellent opportunity to evaluate the nature of your practicum experience.
Logs should be tabulated with a running summary of your time by activity and should total
approximately 40 clock hours per practicum course. You are required to complete a minimum of 240
clock hours across all 6 practica courses in the school psychology program. All 6 signed logs are to be
included in your portfolio. Number of clock hours should be totaled.
[26]
School Psychology Practicum Log
Student’s Name:
Field Supervisor(s):
Field Supervisor(s) Signature(s):
Date
Location
School District:
Activity
Number
of Hours
Total Hours
Cumulative Hours
Activities may include, but not be limited to assessment and information gathering; intervention;
monitoring, measuring, and evaluating student behavior; report writing; case consultation;
supervision; other.
Record all activities to the nearest quarter hour using decimals: 15 min. = .25; 45 min. = .75. Identify
student by first name or initials only. Use a 1 or two word description of activity (e.g., WJ-R, observ.,
record review, parent interview, etc.). Be sure rows and columns are totaled before handing in logs.
[27]
Practica Evaluations
Students will be evaluated at the conclusion of each of the practicum experiences.
The completed General Student Practicum Evaluation should be completed by the field supervisor in
collaboration with the student when required. If the practicum experience does not occur in the
context of a school, the course instructor will complete the evaluation in collaboration with the
student.
Some of the required practica evaluations are included in this handbook. Practica courses may have
additional evaluations that will be completed as evidence that the student has developed the
knowledge and skills related to that content area. All of these evaluations are required to be
completed successfully to pass the course. The evaluations also must be included in the final portfolio
that is presented at the conclusion of the school psychology program, prior to awarding of the Ed.S.
degree.
Requirements
EDC 511: School Psychology Practicum: Consultation
Problem-solving Consultation Evaluation
EDC 513: School Psychology Practicum: Cognitive Assessment
Cognitive Evaluation Checklist
EDC 515: Academic Assessment for Intervention Practicum
Evaluation for School-Based Practicum
Case Study Evaluation Rubric
EDC 517: School Psychology Practicum: Shadowing
Shadowing Log
EDC 611: Social/Behavioral AFI Practicum
Evaluation for School-Based Practicum
Case Study Evaluation Rubric
Case Study Evaluation Rubric: Class-wide
EDC 613: AFI & Accountability Practicum
Accountability Evaluation
Program Evaluation Project Checklist
[28]
Evaluation for School-Based Practicum
Student’s Name:
Practicum Site:
Supervising Psychologist:
Please rate the student in the following areas:
Unsatisfactory
Needs
Improvement
Satisfactory
Competent
Not
Observed
Cooperates and collaborates well with others at the
individual, group and systems level
Makes appropriate efforts to maintain schedules,
routines, policies, and procedures of the practicum
setting
Listens well
Participates effectively in discussions
Conveys information clearly
Understands the roles and functions of the school
psychologist
Demonstrates sensitivity, knowledge, and skills
needed to work with diverse individuals and groups
Establishes rapport with students and staff and
fosters positive interactions through verbal and
nonverbal communication
Meets difficult situations with self control
Demonstrates good professional judgment and
common sense
Displays initiative and resourcefulness
Accepts and utilizes supervisory feedback
Professional Goals:
Given the above ratings of the student’s current professional skills, please list the three most important goals which should
be established as professional training continues.
1.
2.
3.
Evaluator’s Signature:
Date:
Student’s Signature:
Date:
[29]
Problem-solving Consultation Evaluation
Consultant
Evaluator
Type of Consultation: Face-to-face
Consultation Components
Computer-mediated
Consultation Content
Observed
or Not
Comments
Observed
(Circle one)
Ratings
(circle one)
C: Competent
B: Basic
N: Novice
I. Opening
An opening salutation was given.
The consultee introduced and
described the problem.
C B N
O N/O
O N/O
II. Problem identification
Objectives were established in
observable, measurable terms.
Performance measures were
selected.
Data were collected and reported.
The discrepancy between current and
desired performance was
determined.
O N/O
C B N
O N/O
O N/O
O N/O
III. Analysis
Analysis procedures were clarified.
The analysis was conducted.
Results of the analysis were collected
and reported.
O N/O
O N/O
O N/O
C B N
IV. Intervention
An intervention plan was developed.
Procedures to monitor and evaluate
intervention success were described.
O N/O
O N/O
C B N
O N/O
C B N
V. Consultation conclusion
Date and time for the next
consultation were established.
A closing salutation was given.
O N/O
Overall Rating of Consultation
Content
C B N
[30]
Message Process and Communication Skills
Observed
Consultation Components
or Not
Comments
Observed
(Circle one)
Ratings
(circle one)
C: Competent
B: Basic
N: Novice
I. Interpersonal Relationship
The conversation was collaborative and
demonstrated an attitude of equality. The
consultee did not give advice as an "expert".
The consultee talked more than the consultant,
and the consultant served mainly as a facilitator
for the consultee.
O N/O
C B N
O N/O
There appeared to be a sense of trust.
Confidentiality was addressed.
O N/O
O N/O
Both the consultant and consultee actively
participated in the consultation and both were
expected to take some responsibility for
problem-solving.
O N/O
II. Problem Identification and Analysis
The consultant asked more open-ended
questions than closed (e.g., yes/no)
questions.
The consultant used information gathering
questions and clarification questions
appropriately.
The problem was clearly identified and
defined.
O N/O
C B N
O N/O
O N/O
III. Intervention
Intervention alternatives were generated
by both consultant and consultee.
Intervention alternatives were evaluated
by both consultant and consultee and
resulted in a strategy selection.
Responsibilities for implementing the
strategy were specified.
Responsibilities for gathering data,
monitoring, and evaluating the results of
the intervention were specified.
O N/O
O N/O
C B N
O N/O
O N/O
IV. Communication Skills
The consultant listened more than talked.
Questioning was effective.
The consultant kept track of the comments
made by the consultee, and efficiently
integrated, paraphrased, and summarized
the consultee's thoughts and concerns.
Appropriate affect was displayed by the
consultant through empathy and
validation.
O N/O
O N/O
C B N
O N/O
O N/O
Overall Rating of Message Process
and Communication Skills
C B N
[31]
Case Study Rubric
Consultant
Student
Stage 1.0. Local Norms: Local norms and outcome goals are established for class.
Outstanding
Competent
Needs Development
1.1
Teacher consultation
Teacher consultation
provided class-wide behavioral provided class-wide
and/or academic goals and a
behavioral and/or academic
target date to accomplish the
goals
class-wide goals
Teacher consultation
did not occur
1.2
The class goal statement(s)
was written in observable,
measurable terms, and was
based on the all of the
following:
Review of curriculum
for academic goals,
Task analysis for
academic and/or
behavioral target goals,
Description of classwide instructional
methods to address the
academic and/or
behavioral target goals
The class goal
statement(s) was written in
observable, measurable
terms
The class goal
statement(s) was NOT
written in observable,
measurable terms
Local norms were
established
(Classes that do not have
established local norms will
need to have at least 3
administrations of each
measure conducted over a
several week period to
determine average rate of
change per week, level, or
variability/stability for class.)
Local norms were
available and used
Local norms were
underdeveloped
1.3
1.4
Data from Tier One were
Data from Tier One were
[32]
Data from Tier One
used to identify Tier Two
students; AND Tier Two
students received more
intensive intervention
used to identify Tier Two
students
were Not used to identify
Tier Two students
Rating for 1.0
Outstanding:
All components
in the
outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Competent:
All components
in the competent
category are
checked
[33]
Threshold
Development:
Some
components in the
competent
category are
checked
Needs
Development:
Multiple
components in the
needs
development
category are
checked
Stage 2. Problem Identification: The at-risk student and academic/behavioral concern(s)
are investigated
Outstanding
Competent
Needs Development
The at-risk student's
academic and/or behavioral
concern(s) was identified AND
operationally defined using
class goals AND local norms
The at-risk student's
academic and/or behavioral
concern(s) was identified
AND operationally defined
using class goals OR local
norms
The at-risk student's
academic and/or
behavioral concern(s) was
identified but NOT
operationally defined
A baseline for the at-risk
student was established for the
concern(s), and included 7 or
more data points
A baseline for the at-risk
student was established for
the concern(s)
A baseline for the atrisk student was NOT
established or was
inappropriate
2.3
Skill analysis was
conducted and included all of
the following:
Error analysis,
Direct observation of
skill,
Criteria-based
assessment, OR
curriculum-based
assessment
Skill analysis was
conducted and included one
or more of the following:
Error analysis,
Direct observation of
skill,
Criteria-based
assessment, OR
curriculum-based
assessment
No skill analysis was
conducted, or analysis
was inappropriate for the
identified concern(s)
2.4
Performance analysis was
conducted and included all of
the following:
Record review for
historical
documentation of
pertinent information,
Student interview,
Ecological or
situational analysis of
concern (e.g., routines,
expectation-skill
match, relationships,
classroom
environment,
adult/teacher support,
Performance analysis was
conducted and included one
or more of the following:
Record review for
historical
documentation of
pertinent information,
Student interview,
Ecological or
situational analysis of
concern (e.g.,
routines,
expectation-skill
match, relationships,
classroom
environment,
No performance
analysis was conducted,
or analysis was
inappropriate for the
identified concern(s)
2.1
2.2
[34]
cultural issues)
Direct observation
(e.g., on-task)
Parent interview
adult/teacher support,
cultural issues)
Direct observation
(e.g., on-task)
Parent interview
Rating for 2.0
Outstanding:
All components
in the
outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Competent:
All components
in the competent
category are
checked
[35]
Threshold
Development:
Some
components in the
competent
category are
checked
Needs
Development:
Multiple
components in the
needs
development
category are
checked
Stage 3.0
Problem Analysis: Hypotheses are developed and tested
Outstanding
Competent
Needs Development
3.1
Hypotheses were generated
Hypotheses were generated
Hypotheses were
through team collaboration
through collaboration with
NOT generated through
with teacher, parent, and other teacher and/or parent
collaboration with
relevant parties
teacher and/or parent
3.2
Multiple hypotheses were
A hypothesis was
developed to identify the cause developed to identify the cause
or source of each problem
or source of each problem
No hypotheses were
developed
Each of the multiple
hypotheses was tested and
data were used to confirm the
cause or source of the problem
using one or more of the
following methods:
Direct observation,
Analogue assessment,
Functional assessment,
Self-monitoring
assessment,
Other
Hypothesis testing did
not occur
3.3
One hypothesis was tested
to confirm the cause or source
of the problem using one or
more of the following
methods:
Direct observation,
Analogue assessment,
Functional assessment,
Self-monitoring
assessment,
Other
3.4
The hypothesis reflected
The hypothesis reflected
awareness of individual
awareness of individual
differences (e.g., biological,
differences (e.g., biological,
social, linguistic, cultural), and social, linguistic, cultural)
the intervention acceptability
for hypothesis was verified for
acceptability
The hypothesis did
NOT reflect awareness
of individual differences
(e.g., biological, social,
linguistic, cultural)
3.5
Support was provided to
justify the use of the
intervention as evidence-based
practice ( research literature)
that linked to the targeted
problem
Hypothesis testing linked
Hypothesis testing did
the academic and/or behavioral NOT link the academic
problem(s) with the
and/or behavioral
intervention
problem(s) with the
intervention
[36]
Rating for 3.0
Outstanding:
All components
in the
outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Competent:
All components
in the competent
category are
checked
[37]
Threshold
Development:
Some
components in the
competent
category are
checked
Needs
Development:
Multiple
components in the
needs
development
category are
checked
Stage 4. Intervention: Intervention is implemented and monitored
Outstanding
Competent
Needs Development
4.1
Goal Attainment Scale
was developed prior to
intervention implementation
using appropriate methods
Goal statement(s) was
written in observable,
measurable terms
Goal statement was
NOT written in
observable, measurable
terms
4.2
Intervention(s) was
developed collaboratively
Intervention(s) was
developed collaboratively
Intervention(s) was
NOT developed
collaboratively
4.3
Intervention(s) logically
linked to all of the following:
Intervention(s) logically
linked to one or more of the
following:
Intervention(s) did
NOT logically link to all
of the following:
referral question
accepted hypothesis
goal statement
referral question
accepted
hypothesis
goal statement
referral question
accepted hypothesis
goal statement
44.4
Treatment integrity
checklist was developed prior
to intervention
implementation
Logistics of setting, time,
resources and personnel
required for intervention and
data gathering were defined
and implemented
Intervention(s) was
NOT described in
enough detail to ensure
appropriate
implementation
4.5
Intervention(s) was
implemented with integrity
Intervention(s) was
implemented
Intervention(s) was
limited to determination
of eligibility for special
education services or
referral for services
external to the school
and/or the home
4.6
Acceptability of
intervention by teacher, parent
and child was verified
Intervention reflected
sensitivity to individual
differences, resources,
classroom practices, and other
system issues
Intervention did NOT
reflect sensitivity to
individual differences,
resources, classroom
practices, and other
system issues
4.7
Intervention was monitored
Intervention(s)
[38]
Intervention(s)
and data were used to
determine implementation
integrity
implementation was
monitored
implementation was
NOT monitored
Rating for 4.0
Outstanding:
All components
in the
outstanding
category are
checked
Stage 5.0
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Competent:
All components
in the competent
category are
checked
Threshold
Development:
Some
components in the
competent
category are
checked
Needs
Development:
Multiple
components in the
needs
development
category are
checked
Evaluation: Data were gathered, documented and evaluated
Outstanding
Competent
Needs Development
5.1
Graphed data indicated
measurable, positive impact
toward stated goal
Progress monitoring data
were plotted on a graph or
chart
5.2
Single-case design was
specified (e.g., changing
criterion, withdrawal, multiple
baseline, alternating
treatments) to prove efficacy
of intervention
Single-case design was
Single-case design
implied by graphed data (e.g., was NOT apparent
changing criterion, withdrawal,
multiple baseline, alternating
treatments) to prove efficacy
of intervention
5.3
Data were evaluated
through all appropriate
methods and were presented
in support of student's
progress:
Visual analysis
Magnitude of change
statistic(s)
Goal Attainment
Scaling
Intervention integrity
Data were evaluated
through one or more methods
and were presented in support
of student's progress:
Visual analysis
Magnitude of change
statistic(s)
Goal Attainment
Scaling
Intervention integrity
Other
[39]
Progress monitoring
data were NOT plotted
on a graph or chart
No evidence was
provided in support of
student's progress or
methods were
inappropriate
Other
5.4e
Effectiveness of
intervention, case study
fidelity and intervention
integrity were examined
collaboratively
Effectiveness of
intervention was examined
collaboratively
Effectiveness of
intervention was not
examined
collaboratively
5.5
Strategies for changes in
intervention and/or follow-up
were implemented and data
were provided. Intervention
limitations or side effects
were described.
Suggestions for changes in
intervention and/or follow-up
were provided
Suggestions for
changes in intervention
and/or follow-up were
NOT provided
Rating for 5.0
Outstanding:
All components
in the
outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Competent:
All components
in the competent
category are
checked
Threshold
Development:
Some
components in the
competent
category are
checked
Needs
Development:
Multiple
components in the
needs
development
category are
checked
Overall Rating for Case Study
Outstanding:
Case Study is
rated outstanding
in all five
sections
Substantially
Developed:
Case Study is
rated competent
or higher for all
sections and
substantially
developed or
higher
in one or more
sections
Competent:
All five sections
of the Case Study
are rated
competent
[40]
Threshold
Development:
Some but not all
sections are rated
competent or
higher
Needs
Development:
Multiple sections
are rated needs
development
Accountability Evaluation
Graduate Candidate: _______________________________
Assessment Area
Student: ________________________________
Feedback
General Intelligence (Cognitive)
Academic Performance
Vision Ability
Hearing Ability
Communication Status
Fine Motor Skills
Gross Motor Skills
Classroom Observation
Social-Emotional Status
[41]
Points
Other Required Elements of the Evaluation Team Report:




Cover Page
Referral for Evaluation (PR-04)
School-Age Planning Form: Initial
Consent for Evaluation (PR-05)
Needs Improvement/Comments
Process Skills
Plans assessments for referred eligibility
determination in light of intervention
outcomes.
Selects assessment procedures for eligibility
determination in light of intervention
outcomes.
Provides summary interpretation for each
area assessed.
Includes instructional implications in the
assessment summaries for each area
assessed.
Use clear and concise language throughout
the report.
Practicum Supervisor: ________________________________________ Date
[42]
Meets or
Exceeds
Expectations
SECTION 3. INTERNSHIP MANUAL
[43]
Internship Description
The internship is a culminating experience that provides the school psychology student the opportunity
to develop professional competency through the integration of knowledge and application of skills,
while under supervision. Interns are expected to demonstrate educational and mental health practices
that lead to the resolution of individual, group, and system-level problems in schools, and to work
toward positive educational outcomes for children and adolescents.
The internship experience is guided by a written plan, based upon NASP’s eleven Domains of
Professional Practice, that specifies internship objectives and activities and the responsibilities of, and
expected collaboration between, the training program and the internship site. The plan specifies the
methods for provision of supervision, intern support, and both formative and summative performancebased evaluation of interns.
The internship is completed on a full-time basis over one year and consists of a minimum of 1200 clock
hours, at least one-half of which is in a school setting. Interns receive at least two hours of field-based
supervision per full-time week from a practicing school psychologist, who is responsible for no more
than two interns at any given time. They are also expected to attend periodic internship supervision
meetings at the University of Dayton campus and to participate in the annual Ohio Internship
convention.
The school-based internship experience is provided in a local educational agency. While the provision
of internship credit and grades rests with the university faculty, primary responsibility for intern
supervision rests with appropriately credentialed local educational agency personnel. University
faculty supervisors are responsible for providing appropriate orientation and support to non-university
supervisors and interns.
Local supervision is provided by (a) person(s) holding a valid credential as a school psychologist in the
local educational agency and who has held such employment for a minimum of one school year in that
setting, prior to undertaking supervisory responsibilities.
The internship placement agency provides appropriate support for the internship experiences
including: (a) a written agreement specifying the period of appointment and terms of compensation;
(b) a schedule of appointment, expense reimbursement, work environment, office space, and support
services consistent with that afforded agency school psychologists; (c) provision for participation in
continuing professional development activities; (d) release time for internship supervision; and (e) a
commitment to the internship as a training experience.
The school psychology internship is a 1200 clock hour developmental skill sequence that typically
corresponds to the school calendar (usually beginning in late August and ending mid-June. The
internship is completed under a temporary license, which cannot extend past June 30 of the internship
year. All Ohio interns receiving a paid stipend through the Ohio Internship Program can receive a
[44]
stipend for only one academic year. Arrangements for dealing with illness and other unforeseen
circumstances that arise during the internship will be handled through the discretion of the supervising
university working in collaboration with the intern, school district, and the Ohio Department of
Education. Key considerations in making alternate plans include (a) adhering to the NASP requirement
for 1200 total hours and (b) assuring that all competencies and skills can be met.
Candidates that know prior to entering an internship that they will be unable to complete an
uninterrupted 1200 clock hour internship might be advised to wait one year or complete it at a time
when they can successfully fulfill the internship requirement without interruption. During the
internship year, candidates need to demonstrate competence across the NASP standards and complete
various year long projects. Candidates, who are absent for more than six weeks, may not be able to
adequately fulfill these requirements or be exposed to the developmental skills that are required
across the four time periods, fall, winter, spring, and summer. A discussion will be held with each
candidate eligible for an internship who presents circumstances that require extended absenteeism
with school psychology faculty and coordinator. The final decision for internship assignment will rest
with the coordinator of the school psychology program after consulting with school psychology faculty.
The decision will be based on whether faculties believe that the candidate will be able to successfully
complete the requirements of the internship.
Internship Training Time Line
The National Association of School Psychologists Training Standards require that a training plan be
developed for all interns. The training plan outlines in detail the process that the field supervisor will
use for supervision of skills. It also identifies the process that will be taken to ensure completion of all
appropriate activities designated by the University of Dayton on the Outline of Objectives, Experiences
& Competencies.
The University of Dayton recommends that the training plan use a successive approximation approach,
wherein the intern sequentially progresses through four steps for each selected skill. The four steps
are (1) observation, (2) guided practice, (3) review, and (4) monitoring. In application this means that
the intern first will observe the field supervisor performing the skill. Then the intern is given direct
instruction and feedback while performing the skill. When the intern is proficient to independently
perform the skill, the field supervisor does a review or debriefing. As the intern moves toward skill
mastery, the field supervisor becomes a readily available consultant.
The plan will designate an initial plan for accomplishing the items listed in the Outline of Objectives,
Experiences & Competencies. The plan should be revisited periodically and revised as needed. Items
are to be initialed and dated by the supervisor upon completion. Completion of the items is expected
by the end of the internship year.
[45]
Internship Assignments and Due Dates
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
Assignments
Academic RTI - Tier 1
Academic RTI - Tier 2
Academic RTI - Tier 3
Positive Behavior Support RTI - Tier 1
Positive Behavior Support RTI - Tier 2
Positive Behavior Support RTI - Tier 3
Individual Counseling
Small-Group Counseling
In-service Presentation
Evaluation Team Reports
By-Domain summary description and
evaluation of internship, including a
summary of ratings on Outline of
Objectives and ratings on two Intern
Evaluations of Internship. Reference D3,
D4, and three domain documents
Due Dates
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March site visit or earlier
May site visit or earlier
March site visitor or earlier
March site visit or earlier
Portfolio presentation in June
Grading Term
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter
Winter
Summer-1
Internship Training Time Line (Sample)
Intern:
Supervisor(s):
School District:
Month
August and
September
School Year:






Experiences
Develop internship training timeline
Clarify work days, hours and length of experience (school calendar) including time for supervisory conferences
Obtain office space, mailbox and other supplies
Become familiar with the school’s clerical system (e.g., filing system, access to files, report preparation)
Introduction to staff and orientation to the school/district (e.g., maps, tour)
Set guidelines for activities that require direct supervision and approval
Establish evaluation procedures (e.g., dates for evaluation, names and numbers of assessments conducted,
descriptions and evaluations of counseling activities, summary of consultation activities, summary of other
responsibilities and professional development activities, narrative summary of internship experience)
Obtain lists of school psychologists and school staff with room numbers, phone numbers, and email addresses
Become familiar with district curriculum, policies and procedures, and forms, test materials, procedures and norms
Clarify and resolve any issues that may arise due to multiple supervisors, and multiple school expectations
Obtain information regarding special education population and programs
Identify community resources that are available for children and families
Become familiar with the special education referral process and the role of the school psychologist (e.g., parental
permission for intern participation, time lines, determining test instruments, sharing results, report writing)
Plan, start assignments
Meet with university supervisor and attend intern seminars
Practice test administration
Conduct record reviews, attend team meetings
Participate in preschool screenings
Participate in assessment activities


Observe supervisor administer standardized assessments
Conduct standardized assessments under supervisor observation













October
[46]
November and
December
January and
February
March and April
May and June

Conduct student observations

Conduct teacher, parent and student interviews

CBM data gathering

Conduct a Functional Behavioral Analysis


Participate in intervention activities
Plan, start and finish assignments




Present data from MFE in team meeting
Take responsibility for one school with weekly supervisory meetings
Plan, start, finish assignments
Observe and/or take part in evaluation of students with disabilities that have not yet been included in internship
(e.g., low incidence handicaps, high school, preschool)

Complete thesis/research project

Attend board of education meeting


Plan, start, finish and write assignments
Finish, write, present and submit assignments

Produce portfolio
[47]
Memorandum of Agreement for Internship
The University of Dayton (UD) School Psychology Program hereby enters into
an agreement with
(an intern),
and
(the local education unit),
pursuant to a school psychology internship. The purpose of this agreement is to set forth the
conditions of the internship and to clarify the responsibilities of the parties to this agreement.
Intern
The intern has completed all program coursework
In conjunction with the supervisor, the intern will develop a training timeline during the first week on
the job. The intern will retain a copy of the plan and follow it as specified. The intern will submit a
copy of the plan to the University of Dayton upon completion.
The intern is responsible for notifying the university supervisor of any concerns regarding the
internship that cannot be resolved in the placement setting.
The intern keeps a daily log of activities, totaling a minimum of 1200 hours, and a record of the number
of hours of supervision per week. The supervision hours must average 2 hours per week
The intern keeps a case log.
The intern appropriately completes the portfolio requirements and submits it to the university
supervisor before the conclusion of internship.
The intern in collaboration with the supervisor takes the appropriate initiative to engage in and
document all experiences designated in the Outline of Objectives, Experiences & Competencies.
The intern completes an evaluation of the internship experience.
The intern works with the psychological services staff, school personnel, students and families in
activities that are consistent with school and district policies and consistent with internship
requirements.
The intern will attend monthly, on-campus, intern seminars conducted by university faculty.
The intern will complete a thesis.
[48]
Supervisor
The supervisor must be an appropriately credentialed school psychologist in the state in which the
training experience is offered.
The supervisor must have three years’ experience as a school psychologist, with one of those years in
the school setting in which the supervision will occur.
No more than two supervisors will provide supervision for the intern at any given time.
In conjunction with the intern, the supervisor will develop a training plan during the intern’s first week
on the job. The supervisor will maintain a copy of the plan and monitor its implementation.
The supervisor will meet, on average, two hours per week with the intern during school time.
The supervisor provides opportunities for the intern to engage in and document all experiences
designated in the Outline of Objectives, Experiences & Competencies.
The supervisor has the responsibility of expeditiously notifying the university supervisor of any
concerns about the intern’s performance that cannot be resolved in the placement setting.
The supervisor will submit mid-year and final evaluations of the intern’s performance to the University
of Dayton.
School District
The school district will provide adequate, well-lighted office space that ensures confidentiality for
consultation and assessment.
The school district will provide a lockable cabinet or other secure place for keeping confidential
information.
The school district will provide all necessary assessment and intervention materials, including test
scoring and report preparation resources comparable to those provided for certified/licensed school
psychologists in the district.
The school district will enable the intern to meet internship-training requirements including
attendance at out-of-district meetings.
The school district will enter into formal contract with the intern and the University of Dayton school
psychology program, pursuant to compensation, services to be rendered, and the time frame for the
services.
The district will release the intern to attend monthly, on-campus intern seminars conducted by
university faculty.
[49]
The district will provide the intern with sufficient released time to present a research project to a
professional association conference, and to attend the annual Ohio intern conference.
University of Dayton
The University of Dayton will provide the school district and the intern with the Internship Manual.
The University of Dayton faculty supervisor will make periodic on-site visits during the academic year.
Visits will be scheduled on a routine basis with additional visits upon request from the intern or field
supervisor.
The University of Dayton faculty supervisor will assist the intern and the field supervisor in problem
solving when the intern or the field supervisor reports an unresolved issue.
The University of Dayton faculty supervisor is responsible for assigning internship grades.
University faculty members will conduct monthly, half-day, on-campus intern seminars.
University faculty will assist the intern in completing a thesis.
It is understood and agreed that the parties to this arrangement may revise or modify this agreement
or the written plan for the field experience by written amendment upon mutual agreement to such
amendments. This agreement shall be effective when executed by all parties.
By:
Date:
U. D. School Psychology Internship Supervisor
By:
Date:
Field- Based Supervisor
By:
Date:
U. D. School Psychology Intern
[50]
Outline of Objectives, Experiences & Competencies for School Psychology Internship
Name
Signature
University Internship Supervisor: ___James H. Evans, Ed.D. or Susan D. Gfroerer,
Ed.D__________
Phone (937) 212.8554, e-mail james.evans@notes.udayton.edu
(937)229-3652, email gfroersd@notes.udayton.edu
Univ. Supervisor Signature : ____________________________________
District Name: _______________________________________________
District Field Supervisor Name: _________________________________
Field Supervisor Signature: _____________________________________
Intern Name: _________________________________________________
Intern Signature: ______________________________________________
Check version:
_____Pre-internship Self-assessment (due by September 15)
_____Mid-year evaluation (due by December 15)
_____Year-end evaluation (due by June 1)
This Outline of Objectives, Experiences & Competencies for School Psychology Internship provides an
outline of competencies to be attained by the close of the internship, including a time line for
experiences intended to facilitate competency attainment. It includes the competencies appearing in
the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000). This
document includes a protocol for evaluating the intern's progress toward the development of
competencies, and can be used by all parties to facilitate discussion during evaluation conferences.
All parties agree to cooperate in the internship experience, and to comply with guidelines of the InterUniversity Council (IUC) and Rules for the Education of Children with Disabilities. It is further agreed
that the training experience will be comprehensive across the age range of students served, high and
low incidence disability conditions, and school psychological services.
Conditions for Supervision
The university supervisor will conduct on-site review conferences with the field supervisor(s) and
intern at least three and usually four times during the school year. Additional site visits will occur as
[51]
deemed necessary by the intern, intern supervisor, and/or university supervisor. The university
supervisor will conduct periodic seminars held on-campus for purposes of supervision, instruction, and
evaluation of progress. A schedule of these on-campus seminars will be provided to the intern and to
the supervising school district at the beginning of the academic year.
Field supervisors will provide individual, face-to-face supervision to the intern for an average of at least
two hours per week throughout the internship year, with additional supervision time provided as the
need arises. At least once each academic term, the field supervisor will assess progress toward the
attainment of objectives and complete an evaluation of the intern's performance. The intern will
receive feedback on a semi-annual basis from both the field supervisor and university supervisor.
The intern will maintain daily and case logs reflecting internship activities reflecting progress toward
the attainment of objectives and competencies, which will be made available for evaluation purposes
and site visits by the university supervisor. The intern will attend scheduled seminars held on-campus
for purposes of supervision, instruction, and evaluation of progress. The intern will complete and
submit documentation of internship activities as directed by the university supervisor(s).
Procedures for Evaluation
Field supervisors will complete evaluations of the intern's performance. Interns will complete a written
evaluation of the internship experience at the conclusion of the internship year. The final evaluation
will include an assessment of the nature and scope of experiences provided by the internship site, the
quality of field supervision, outcomes for the intern, completeness of the intern's preparation for the
internship experience, and the suitability of the placement site for future internship placements.
Should problems arise during the course of the internship, it is the responsibility of the university
supervisor, field supervisor, and intern to communicate about such problems and cooperate in efforts
to resolve such problems. In such instances, it is the responsibility of the university supervisor to
initiate and lead a "best practices" problem-solving intervention. Interns and supervisors should enter
one of the following ratings in the left margin of the following pages, in front of the dashes.
Evaluation Key
4 = Demonstrated: Mastery
3 = Demonstrated: Satisfactory
2 = Demonstrated: Developing
1 = Demonstrated: Unsatisfactory
N/O = Not Yet Demonstrated:
No/inadequate opportunity
[52]
Outline of Objectives, Competencies, Experiences and Assignments by NASP’s Eleven
Domains of Professional Practice
1. Data-Based Decision-Making and Accountability (SOEAP: Scholar Practitioner)
The intern is able to define current problem areas, strengths, and needs (at the individual, group, and system level)
through assessment, and measure the effects of the decisions that result from the problem-solving process.
Initiated by end of
Fall
Spring
Competency/Skill/Activity
Entry
Evaluation
Midterm
Final
Overall rating and comment: ____________________________________________________________________
______________________________________________________________________________________________
Sep
Dec
Jun
Specific Skills:
a) Select and apply appropriate assessment methods:
Comments:
- Test administration and interpretation (norm-referenced, criterion-referenced)
-
Behavioral assessment: Interviewing; systematic direct observation; functional assessment/analysis
- Curriculum-based assessment
- Ecological/environmental assessment (home, classroom, school, community)
- Assessment of student characteristics (cognitive, emotional, and motivational factors affecting performance)
- Assessment of components of instructional environment that facilitate/impede learning/behavior change
- Permanent products inspection (e.g., work products, school records)
- Integrates assessment results in written reports
  
b) Understanding and using assessments in a problem-solving context:
Comments:
- Use data to demonstrate student problems/needs
- Use data to demonstrate student outcomes
c) Understanding and using assessment in an accountability context:
Comments:
- Use assessment to identify system-level needs (e.g., classwide intervention; improved parent/school
comunication; more effective problem-solving team functioning; less reliance on testing)
- Use assessment to identify outcomes of system-level practices, activities, and projects
- Use assessment information to make decisions regarding special education eligibility determination
[53]
RELATED WRITTEN ASSIGNMENTS A1 – A6, A10
2. Interpersonal Communication, Consultation and Collaboration (SOEAP: Critical Reflection)
The intern must be able to listen well, participate in discussions, convey information, and work together with others
at an individual, group, and systems level.
Evaluation
Competency/Skill/Activity
Entry
Midterm
Final
Overall rating and comment:
_____
_________________________________________________________________________________________
Sep
Dec
Jun
Specific Skills:
a) Displays appropriate interpersonal communication skills
Comments:
- Listens attentively to others
- Displays appropriate empathy
- Paraphrases, summarizes, and questions appropriately
- Participates in group discussions
- Displays appropriate communication with educational personnel and parents
b) Conveys information accurately and effectively
Comments:
- Writes clearly, coherently, and effectively
- Speaks clearly, coherently, and effectively
c) Works collaboratively with others
Comments:
- Solicits and considers the viewpoints of others
- Establishes trust in relationships; is reliable
- Promotes collaboration through modeling and facilitative skills
  
d)
Displays knowledge and skill in consultative problem solving
Comments:
- Models support for problem solving initiatives at individual, school, and system levels
- Applies a complete and systematic problem solving process that includes:
- Identification and clarification of problem situation
- Analysis of factors related to the problem
- Implementation and monitoring of interventions
- Evaluation of outcomes and follow-up
[54]
RELATED WRITTEN ASSIGNMENTS A1 – A6, A10
3. Effective Instruction and Development of Cognitive/Academic Skills (SOEAP: Scholar Practitioner)
The intern is able to develop challenging but achievable cognitive and academic goals for all students, provide
information about ways in which students can achieve these goals, and monitor student progress toward these goals.
Initiated by end of
Fall
Spring
Evaluation
Competency/Skill/Activity
Entry
Midterm
Overall rating and comment:
_____
_______
Final
_____
_____________________________________________________________________________________________
Sep
Dec
Jun
Specific Skills:
a) Interprets, recommends, and supports accountability standards and procedures
Comments:
- Is familiar with federal, state, and local accountability standards and procedures (e.g., proficiency testing;
standardized group testing program; “handicapped count”, SIR)
- Recommends and assists with appropriate procedures for demonstrating attainment of standards
b) Knows when and how to use empirically validated academic intervention strategies
Comments: ____________________________________________________________________
  
- Knows empirically validated components of effective academic intervention (e.g., immediate feedback,
opportunities to respond, contingencies for accuracy)
- Knows empirically validated instructional interventions (e.g., peer-assisted learning, listening previewing,
practice strategies)
c) Suggests and is able to apply appropriate intervention monitoring methods
Comments: ______________________________________________________________________
- Understands intervention acceptability as a factor influencing use of interventions
- Supports intervention integrity through development of appropriate monitoring techniques
- Assists in designing and implementing data collection procedures that are appropriate to the nature of the
intervention, its goals, and relevant child and environmental factors
RELATED WRITTEN ASSIGNMENTS A1 – A6, A10
4. Socialization and Development of Life Competencies (SOEAP: Scholar Practitioner)
The intern is able to develop challenging but achievable behavioral and affective or adaptive goals for all students,
provide information about ways in which students can achieve these goals, and monitor student progress toward
these goals
Initiated by end of
Fall
Spring
[55]
Competency/Skill/Activity
Entry
Evalluation
Midterm
Overall rating and comment:
Sep

Dec
Final
______
Jun
 
Specific Skills:
a) Knows when and how to use empirically-validated behavioral intervention strategies
Comments: _____________________________________________________________________
- Knows empirically-validated components of effective behavioral intervention (e.g., cueing, reinforcement,
skill-training)
- Knows empirically validated behavioral interventions (e.g., reinforcement plans, self-regulation, problemsolving routines)
b) Knows when and how to use one or more short-term counseling approaches
Comments:
- Develops and implements appropriate counseling plans for individual students
- Develops and implements appropriate counseling plans for groups of students
c) Suggests and is able to apply appropriate intervention-monitoring methods
Comments:

 
- Understands intervention acceptability as a factor influencing use of interventions
- Supports intervention integrity through development of appropriate monitoring techniques
- Assists in designing and implementing data collection procedures that are appropriate to the nature of the
intervention, its goals, and relevant child- and environmental factors
RELATED WRITTEN ASSIGNMENTS A1 – A8, A10
5. Student Diversity in Development and Learning (SOEAP: Embrace Diversity for Promoting Social Justice)
The intern is aware of, appreciates, and works with individuals and groups with a variety of strengths and needs
from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Final
_____
_______________________________________________________________________________________________
Sep
Dec
Jun
-
Possesses adequate knowledge base regarding age, race, ethnicity, gender, disability, sexual
orientation, and
culture-related issues
-
Demonstrates respect for diversity and awareness of own biases and their impact on one's own behavior
Able to identify needs and appropriate modifications related to student diversity
[56]
6. School and Systems Organization, Policy Development, and Climate (SOEAP: Building Community)
The intern has the ability to understand the school as a system and work with individuals and groups to facilitate
structures and policies that create and maintain schools as safe, caring, and inviting places for members of the
school community.
Initiated by end of
Fall
Spring
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
______
Jun
Specific Skills:
a) Knows components of effective problem-solving team structure and operation
Comments:
- Is familiar with components and operating procedures characteristic of effective school based teams (membership,
agenda, observing time limits, written record, action plans, frequency/length of meetings)
- Demonstrates effective "process" skills in team activities (inviting, re-directing, conflict management,
summarizing, eliciting agreements, role assignments)
b) Able to conceptualize change-related phenomena (resistance, crisis, etc.) in "systems" terms, and to
recommend/implement corresponding and effective strategic responses
Comments:
- Avoids "joining" resistance (blaming, giving up, fault-finding); maintains professional objectivity
- Describes behavioral phenomena in "system terms" (power relationships, healthy/unhealthy resistance, crisis
response, etc.)
- Suggests/implements strategies to respond to change-related system phenomena (e.g., enhancing ownership,
demonstrating need/results, "just do it")
  
c)
Conducts training activities for professional staff and parents/caregivers
Comments: _________________________________________________________________
____________________________________________________________________________
- Assesses potential training needs
- Develops training plan
- Conducts/assists with training, working toward an effective presentational style
- Evaluates training impact/outcomes
d) Facilitates the development of attitudes and practices that foster a positive school climate
Comments:
- Demonstrates knowledge of effective disciplinary policies and practices (classwide; schoolwide)
- Demonstrates knowledge of institutional practices that foster positive school climate (shared decision-making,
[57]
frequent communication, parent involvement, high standards, etc.)
- Participates, when feasible, in activities and programs to foster positive school climate
RELATED WRITTEN ASSIGNMENTS A1 – A10
7. Prevention, Wellness Promotion, & Crisis Intervention (SOEAP: Embrace Diversity for Social Justice)
The intern has knowledge of human development and psychopathology in order to develop and implement
prevention and intervention programs for students with a wide range of needs and disorders.
Initiated by end of
Fall
Spring
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
______
Jun
- Knows and recognizes behaviors and personal risk factors that are precursors to conduct and other disorders or
threats to wellness
-
Familiar with prevention and risk-reduction programs and activities
Knows and is able to apply principles for responding to crises (suicide, death, natural disaster, murder, violence,
sexual harassment)
RELATED WRITTEN ASSIGNMENT A4, A9
8. Home/School/Community Collaboration (SOEAP: Build Community)
The intern has knowledge of family influences that affect students’ wellness, learning, and achievement, and are
able to form partnerships between parents, educators, and community.
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
______
Jun
-
Knows how family characteristics and practices affect patterns of attitudes, feelings, and behavior
-
Accommodates parent/caregiver needs, preferences, values, and cultural characteristics
-
Promotes home-school collaboration through effective communication with parents/caregivers
-
Assesses potential parent/caregiver training needs; develops/implements/evaluates training program
-
Creates and strengthens linkages with community-based agencies and resources
[58]
9. Research and Program Evaluation (SOEAP: Scholar Practitioner)
The intern knows current literature on various aspects of education and child development, is able to
translate research into practice, and understands research design and statistics in sufficient depth to conduct
investigations and program evaluations relevant to own work.
Initiated by end of
Fall
Spring
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
_____
Jun
-
Knows basic principles of research design, including single-subject designs
-
Accurately distinguishes between good and inadequate research
-
Understands measurement practices and outcomes & can recommend and explain them to others (teachers, parents)
-
Able to design an evaluation or investigation relevant to own work
RELATED WRITTEN ASSIGNMENTS A1 - A6
10. Legal/Ethical Practices and Professional Development (SOEAP: Scholar Practitioner)
The intern takes responsibility for developing as a professional and practicing in ways that meet all appropriate
ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all
parties.
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
______
Jun
Specific Skills:
a) Knows and applies law and regulations governing special education identification and placement activities
Comments: __________________________________________________________________________
-
Is familiar with special education eligibility criteria under IDEA and Ohio Operating Standards for the Education
of Children with Disabilities (OS).
-
Is familiar with parent and child rights under IDEA and Ohio OS.
-
Is familiar with due process and procedural safeguards provisions of IDEA and Ohio OS.
-
Is familiar with requirements related to evaluation activities and IEP development per IDEA and Ohio OS.
b) Knows and applies pertinent legal and ethical standards in professional activities
Comments:
-
Is familiar with/observes the codes of ethics of state and national professional associations
-
Is familiar with/observes laws pertaining to the delivery of professional services (e.g., child abuse reporting,
[59]
status offenses, confidentiality, informed consent, etc.)
Sep
Dec
Jun
c) Participates in appropriate professional development activities (e.g., state and local professional association
meetings; conferences)
Comments:
Attends conferences, meetings, etc.
-
Engages in continuous learning (readings, class participation, seminars, etc.)
d) Displays appropriate attitudes and behavior related to professional and employment status
Comments:
-
Identifies own strengths/weaknesses
-
Shows respect for the expertise/contributions of other professionals
-
Accepts responsibility for own behavior (acknowledges errors; works toward improvement)
-
Accepts and responds constructively to criticism and suggestions
-
Cooperates with directives of intern supervisor
-
Persists in completing assigned tasks with minimal oversight (locates and obtains needed information and
materials; follows through on tasks/needs without reminders; etc.)
-
Employs effective organizational strategies (calendar, caseload tracking and management, prioritizing, time
management)
-
Flexible in altering routines to meet novel demands
-
Returns telephone calls and e-mail messages, and responds to communication promptly
-
Recognizes own limitations; seeks advice and information as circumstances dictate
-
Respects authority of Intern supervisor, school administrators, etc.
-
Adheres to district policies and procedures (attendance and punctuality; dress and personal hygiene; caserelated policies/procedures; employment-related policies/procedures)
RELATED WRITTEN ASSIGNMENT A1 – A8
11. Information Technology (SOEAP: Scholar Practitioner)
The intern has knowledge of information sources and technology relevant to the practice of School
Psychology and is able to access, evaluate, and utilize information sources and technology in ways
that safeguard and enhance the quality of services.
Competency/Skill/Activity
Entry
Evaluation
Midterm
Overall rating and comment:
Sep
Dec
Final
______
Jun
-
Is familiar with electronic information resources available via the internet and world wide web.
-
Knows how to use electronic technology for communication purposes, and to access information relevant
to professional practice.
-
Knows how to locate, evaluate, and make appropriate use of software supporting professional activities
(e.g., test scoring, statistical analysis, reporting, computer-assisted instruction).
[60]
RELATED WRITTEN ASSIGNMENTS A1 – A6, A9, A10
Documentation of Involvement with Diverse Populations
Bldg./Site
Sep
Dec
Jun
By age/grade level:
- Early childhood (Age 0-4)
- Primary (Grade K - 3)
- Intermediate (Grade 4 - 6)
- Junior High (Grade 7 - 9)
- Secondary (Grade 10 - 12)
By population:
- Regular (general) education
- Developmentally delayed
- Emotionally disturbed
- Learning disabled
- Multiple disabilities
- Sensory impaired (vision,
hearing)
- Orthopedic/health impaired
- Gifted/talented
- Low incidence (autism,
TBI, etc.)
- Other:
[61]
Timeline
Evaluation
(Key: 1= Exposed or
Observed; 2 = Served)
Initial Recommendations for the Internship Experience
Results of this evaluation, completed on
, suggest that the following
competencies/skills/activities should be emphasized during the early months of the internship:
Midterm Recommendations for the Internship Experience
Results of this evaluation, completed on
, suggest that the following
competencies/skills/activities should be emphasized during the next phase of the internship:
Certification of Satisfactory Completion
of School Psychology Internship
It is the professional judgment of the University Supervisor and the Field Supervisor that
has completed the activities and experiences planned for the
School Psychology Internship, and that s/he has achieved a satisfactory level of performance in the skills and competencies
specified herein.
University Supervisor
Date
Field Supervisor
Date
Intern
Date
Field Supervisor
Date
[62]
Intern Assignments and Due Dates
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
Assignments
Academic RTI - Tier 1
Academic RTI - Tier 2
Academic RTI - Tier 3
Positive Behavior Support RTI - Tier 1
Positive Behavior Support RTI - Tier 2
Positive Behavior Support RTI - Tier 3
Individual Counseling
Small-Group Counseling
In-service Presentation
Evaluation Team Reports
By-Domain summary description and
evaluation of internship, including a
summary of ratings on Outline of
Objectives and ratings on two Intern
Evaluations of Internship. Reference D3,
D4, and three domain documents
Due Dates
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March site visit or earlier
May site visit or earlier
March site visitor or earlier
March site visit or earlier
Portfolio presentation in June
Repeat of Six Objectives for End-of-Year Ohio Intern Impact Report
Understands & uses assessment in a problem-solving context
Displays knowledge & skill in consultative problem solving
Knows when and how to use empirically validated academic intervention
strategies
Knows when and how to use empirically validated behavioral intervention
strategies
Uses data to monitor progress (average)
Conducts training activities for professional staff and parents/caregivers
[63]
Grading Term
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter
Winter
Summer-1
No.
1B
2D
3B
4A
3C,4C
6C
Rating
Guidelines for Intern Daily Logs
Logs serve to demonstrate the amount and diversity of your intern experience. They act as verification
of your experience for your credentialing as a school psychologist. They are an important part of your
field experience.
Logs should be completed from the very first day of your internship, including those times when the
university is not in session. Submit your logs at the conclusion of your internship.
In general, record all of your professional activity on site, except for lunch and breaks. However, if at
these times you talk with a staff member about a student, record it under the appropriate category.
Time spent at home writing reports can be counted, within reason.
Logs will be tabulated with a running summary of your time by activity. You are to discuss this
summary with your field supervisor monthly; this will provide an excellent opportunity to evaluate the
nature of your internship experience.
Keep all logs in your portfolio. Logs may be kept electronically (e.g., palm pilot, lap top, or desk top
computer), but copies should be available for viewing by supervisors during supervision visits.
[64]
Sample Intern Daily Log
Day
Date
Place
Number of Supervision hours
Number of contact hours ______
Summary of activities:
Day
Date
Place
Number of Supervision hours
Number of contact hours ______
Summary of activities:
Day
Date
Place
Number of Supervision hours
Number of contact hours ______
Summary of activities:
Day
Date
Place
Number of Supervision hours
Number of contact hours ______
Summary of activities:
Day
Date
Place
Number of Supervision hours
Number of contact hours ______
Summary of activities:
[65]
Sample Intern Case Log
Student
(1st name only)
Sch
Gr
G
R
E
Purpose/
Type of
Referral
Tier
Key
G = Gender
E = Economically Disadvantaged: Y or N
Intervention Description
A (Academic)
B (Behavioral)
C (Class-wide)
IC (Individual Counseling)
Date
Initiated
Initial/
Reeval
Assessments
Conducted
Sp Ed
Elig
Intrvntn
Description
R = Race
AI/AN (American Indian/Alaskan Native)
API (Asian/Pacific Islander)
BNH (Black, Non-Hispanic)
HISP (Hispanic)
WNH (WhiteNon-Hispanic)
MR (Multi-Racial)
Attainment Level
-2 (much less than expected)
-1 (somewhat less than expected)
Tier I - Universal Services, such as,
0 (expected level of outcome)
developing local norms using CBM/DIBELS, school- +1 (somewhat more than expected)
wide or
+2 (much more than expected)
grade level-wide Positive Behavior Supports
Tier Service Descriptions
Tier II - Targeted Services, such as, group
interventions for academic concerns, group
interventions for social & behavioral
Tier III - Individual Services, such as,
intervention planning and implementation, crisis
counseling, assessment & evaluation
[66]
Interventn
Level of
Attainment
General Intern Evaluation of Internship
Please rate the following domains of the internship experience. Any comments that you add to
explicate your ratings will be appreciated.
Preparation for Internship through Course Work
Assessment
Consultation
Educational Foundations
Psychological Foundations
Legal and Ethical
Intervention
Inadequate
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
Excellent
5
5
5
5
5
5
Availability and Support from the University Supervisor
Materials and forms found in the Field-Experience Manual
Communication
On-site visits
Clarity of expectations
Emotional support from the university supervisor
Inadequate
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
Excellent
5
5
5
5
5
Assessment of Field Supervision
Quality of the training plan
Level of supervision
Opportunity for independent work
Range and diversity of training
Inadequate
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
Excellent
5
5
5
5
Support from Host School(s)
Initial orientation and welcome
Explanation of rules, procedures, and policies
Office space and access to support materials
Access to secretarial support
Opportunity for in-service training
Coordination of activities, if more than one school
Inadequate
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
Excellent
5
5
5
5
5
5
Comments
Intern
Date
[67]
Specific Intern Evaluation of Internship
\
(School District)
(Internship Year)
(Intern)
INSTRUCTIONS: Using the key below, in front of the dashes in the left margin of these pages, please provide your responses
to the following items, in evaluation of the degree of opportunity you had to successfully complete the objectives of your
internship. Indicate those portions of an objective that may not have been experienced during the internship by drawing a
line through the relevant wording, or indicate those portions that were experienced by underlining the relevant wording.
Opportunity Ratings
N = None
L = Limited
S = Sufficient
E = Excellent
1. Data-Based Decision-Making and Accountability (SOEAP: Scholar Practitioner)
The intern is able assess of strengths and needs toward understanding problems, measure progress and accomplishments,
translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of
services.
a) Select and apply appropriate assessment methods:
- Test administration and interpretation (norm-referenced, criterion-referenced)
- Behavioral assessment: Interviewing; systematic direct observation; functional assessment/analysis
- Curriculum-based assessment
- Ecological/environmental assessment (home, classroom, school, community):
- Assessment of student characteristics (cognitive, emotional, and motivational factors affecting performance)
- Permanent products inspection (e.g., work products, school records)
- Integrates assessment results in written reports
b) Understanding and using assessment in a problem-solving context:
- Use data to demonstrate student problems/needs
- Use data to demonstrate student outcomes
c) Understanding and using assessment in an accountability context:
- Use assessment to identify system-level needs (e.g., classwide intervention; improved parent/school communication;
more effective problem-solving team functioning; less reliance on testing)
- Use assessment to identify outcomes of system-level practices, activities, and projects
2. Consultation and Collaboration (SOEAP: Critical Reflection)
The intern is able to listen well, participate in discussions, convey information, and work together with others at an
individual, group, and systems level. The intern has knowledge of behavioral, mental health, collaborative, and/or other
consultation models and methods and of their application to particular situations.
a) Displays appropriate interpersonal communication skills
- Listens attentively to others
- Displays appropriate empathy
[68]
- Paraphrases, summarizes, and questions appropriately
- Participates in group discussions
- Displays appropriate communication with educational personnel and parents
b) Conveys information accurately and effectively
- Writes clearly, coherently, and effectively
- Speaks clearly, coherently, and effectively
c) Works collaboratively with others
- Solicits and considers the viewpoints of others
- Establishes trust in relationships; is reliable
- Promotes collaboration through modeling and facilitative skills
d) Displays knowledge and skill in consultative problem solving
- Models support for problem solving initiatives at individual, school, and system levels
- Applies a complete and systematic problem solving process that includes:
- Identification and clarification of problem situation
- Analysis of factors related to the problem
- Implementation and monitoring of interventions
- Evaluation of outcomes and follow-up
3. Effective Instruction and Development of Cognitive/Academic Skills (SOEAP: Scholar Practitioner)
The intern has knowledge of human learning processes, techniques to assess these processes, and direct and
indirect services applicable to the development of cognitive and academic skills
a) Interprets, recommends, and supports accountability standards and procedures
- Is familiar with federal, state, and local accountability standards and procedures (e.g., proficiency testing; standardized
group testing program; “handicapped count”, SIR)
- Recommends and assists with appropriate procedures for demonstrating attainment of standards
b) Knows when and how to use empirically validated academic intervention strategies
- Knows empirically validated components of effective academic intervention (e.g., immediate feedback, opportunities
to respond, contingencies for accuracy)
- Knows empirically validated instructional interventions (e.g., peer-assisted learning,listening previewing, practice
strategies)
c) Suggests and is able to apply appropriate intervention monitoring methods
- Understands intervention acceptability as a factor influencing use of interventions
- Supports intervention integrity through development of appropriate monitoring techniques
- Assists in designing and implementing data collection procedures that are appropriate to the nature of the
intervention, its goals, and relevant child and environmental factors
4. Socialization and Development of Life Competencies (SOEAP: Scholar Practitioner)
The intern has knowledge of human developmental processes, techniques to assess these processes, and direct and indirect
services applicable to the development of behavioral, affective, adaptive, and social skills.
a) Knows when and how to use empirically validated behavioral intervention strategies
- Knows empirically validated components of effective behavioral intervention (e.g., cueing, reinforcement, skill-training)
- Knows empirically validated behavioral interventions (e.g., reinforcement plans, self-regulation, problem-solving
routines)
[69]
b) Knows when and how to use one or more short-term counseling approaches
- Develops and implements appropriate counseling plans for individual students
- Develops and implements appropriate counseling plans for groups of students
c) Suggests and is able to apply appropriate intervention monitoring methods
- Understands intervention acceptability as a factor influencing use of interventions
- Supports intervention integrity through development of appropriate monitoring techniques
- Assists in designing and implementing data collection procedures that are appropriate to the nature of the
intervention, its goals, and relevant child- and environmental factors
5. Student Diversity in Development and Learning (SOEAP: Embrace Diversity for Promotion of Social Justice)
The intern has knowledge of individual differences, abilities, and disabilities and of the potential influence of
biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in
development and learning. The intern evidences sensitivity and the ability to work effectively with a wide
variety of people.
- Possesses adequate knowledge base regarding age, race, ethnicity, gender, disability, sexual orientation, and culturerelated issues
- Demonstrates respect for diversity and awareness of own biases and their impact on one's own behavior
- Able to identify needs and appropriate modifications related to student diversity
6. School and Systems Organization, Policy Development, and Climate (SOEAP: Building Community)
The intern has knowledge of general education, special education, and other educational and related services, as well as an
understanding of schools. The intern collaborates to facilitate policies and practices that create an maintain safe, supportive,
and effective learning environments for children and others.
a) Knows components of effective problem-solving team structure and operation
- Is familiar with components and operating procedures characteristic of effective school based teams (membership,
agenda, observing time limits, written record, action plans, frequency/length of meetings)
- Demonstrates effective "process" skills in team activities (inviting, re-directing, conflict management, summarizing,
eliciting agreements, role assignments)
b) Able to conceptualize change-related phenomena (resistance, crisis, etc.) in "systems" terms, and to
recommend/implement corresponding and effective strategic responses
- Avoids "joining" resistance (blaming, giving up, fault-finding); maintains professional objectivity
- Describes behavioral phenomena in "system terms" (power relationships, healthy/unhealthy resistance, crisis
response, etc.)
- Suggests/implements strategies to respond to change-related system phenomena (e.g., enhancing ownership,
demonstrating need/results, "just do it")
c) Conducts training activities for professional staff and parents/caregivers
- Assesses potential training needs
- Develops training plan
- Conducts/assists with training, working toward an effective presentational style
- Evaluates training impact/outcomes
d) Facilitates the development of attitudes and practices that foster a positive school climate
- Demonstrates knowledge of effective disciplinary policies and practices (classwide; schoolwide)
- Demonstrates knowledge of institutional practices that foster positive school climate (shared decision-making,
frequent communication, parent involvement, high standards, etc.)
- Participates, when feasible, in activities and programs to foster positive school climate
[70]
7. Prevention, Crisis Intervention, and Mental Health (SOEAP: Embrace Diversity for Promotion of Social Justice)
The intern has knowledge of human development and psychopathology and of associated biological, cultural, and social
influences on human behavior. The intern contributes to prevention and intervention programs that promote the
mental health and physical well-being of students.
- Knows and recognizes behaviors and personal risk factors that are precursors to conduct and other disorders or threats
to wellness
- Familiar with prevention and risk-reduction programs and activities
- Knows and is able to apply principles for responding to crises (suicide, death, natural disaster, murder, violence, sexual
harassment)
8. Home/School/Community Collaboration (SOEAP: Build Community)
The intern has knowledge of family systems, including family strengths and influences on student
development, learning, and behavior, and of methods to involve families in education and service delivery. The intern
works effectively with families, educators, and others in the community to promote and provide comprehensive services to
children and families.
-
Knows how family characteristics and practices affect patterns of attitudes, feelings, and behavior
Accommodates parent/caregiver needs, preferences, values, and cultural characteristics
Promotes home-school collaboration through effective communication with parents/caregivers
Assesses potential parent/caregiver training needs; develops/implements/evaluates training program
Creates and strengthens linkages with community-based agencies and resources
9. Research and Program Evaluation (SOEAP: Scholar Practitioner)
The intern knows current literature on various aspects of education and child development, is able to translate research
into practice, and understands research design and statistics in sufficient depth to conduct investigations and program
evaluations for improvement of services.
- Knows basic principles of research design, including single-subject designs
- Accurately distinguishes between good and inadequate research
- Understands measurement practices and outcomes to be able to recommend and explain them to others (teachers,
parents)
- Able to design an evaluation or investigation relevant to own work
10. School Psychology Practice and Professional Development (SOEAP: Scholar Practitioner)
The intern takes responsibility for developing as a professional and practicing in ways that meet all appropriate ethical,
professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.
a) Knows and applies law and regulations governing special education identification and placement activities
- Is familiar with special education eligibility criteria under IDEA and Ohio Operating Standards for the Education of
Children with Disabilities (OS).
- Is familiar with parent and child rights under IDEA and Ohio OS.
- Is familiar with due process and procedural safeguards provisions of IDEA and Ohio OS.
- Is familiar with requirements related to evaluation activities and IEP development per IDEA and Ohio OS
b) Knows and applies pertinent legal and ethical standards in professional activities
- Familiar with/observes the codes of ethics of state and national professional associations
[71]
- Familiar with/observes laws pertaining to the delivery of professional services (e.g., child abuse reporting, status
offenses, confidentiality, informed consent, etc.)
c) Participates in appropriate professional development activities (e.g., state and local professional association
meetings; conferences)
- Attends conferences, meetings, etc.
- Engages in continuous learning (readings, class participation, seminars, etc.)
d) Displays appropriate attitudes and behavior related to professional and employment status
- Identifies own strengths/weaknesses
- Shows respect for the expertise/contributions of other professionals
- Accepts responsibility for own behavior (acknowledges errors; works toward improvement)
- Accepts and responds constructively to criticism and suggestions
- Cooperates with directives of intern supervisor
- Persists in completing assigned tasks with minimal oversight (locates and obtains needed information and materials;
follows through on tasks/needs without reminders; etc.)
- Employs effective organizational strategies (calendar, caseload tracking and management, prioritizing, time
management)
- Flexible in altering routines to meet novel demands
- Returns telephone calls and e-mail messages, and responds to communication promptly
- Recognizes own limitations; seeks advice and information as circumstances dictate
- Respects authority of Intern supervisor, school administrators, etc.
- Adheres to district policies and procedures (attendance and punctuality; dress and personal hygiene; case-related
policies/procedures; employment-related policies/procedures)
11. Information Technology (SOEAP: Scholar Practitioner)
The intern has knowledge of information sources and technology relevant to the practice of School Psychology and is able
to access, evaluate, and utilize information sources and technology in ways that safeguard and enhance the quality of
services.
- Is familiar with electronic information resources available via the internet and world wide web
- Knows how to use electronic technology for communication purposes, and to access information relevant to
professional practice.
- Knows how to locate, evaluate, and make appropriate use of software supporting professional activities (e.g., test
scoring, statistical analysis, reporting, computer-assisted instruction).
Documentation of Involvement with Diverse Populations
By age/grade level:
- Early childhood (Age 0-4)
- Primary (Grade K - 3)
- Intermediate (Grade 4 - 6)
- Junior High (Grade 7 - 9)
- Secondary (Grade 10 - 12)
By population:
- Regular (general) education
- Developmentally delayed
- Emotionally disturbed
- Learning disabled
- Multiple disabilities
- Sensory impaired (vision, hearing)
- Orthopedic/health impaired
- Gifted/talented
- Low incidence (autism, TBI, etc.)
- Other
[72]
[73]
Intern Temporary License Application Documents
Required for Ohio Department of Education
Completed “Application for the Temporary License”
Money order in appropriate amount
Up-to-date official copy of intern transcripts
Checklist indicating that intern meets State and university eligibility requirements for Internship
Coursework checksheet demonstrating that intern has completed all coursework required by university
training program
Statements of understanding and agreements signed by intern
 Plan to provide at least one year of service as an Ohio school psychologist
 Intern is not eligible for workman’s compensation if s/he does not obtain employment
following internship
 School district has no obligation to employ the intern subsequent to the internship year
 In the event that the intern is unable to satisfactorily complete internship requirements, the
university can discontinue the internship, thereby relieving the school district of any obligation
to maintain contractual agreements with the intern
University supervision plan
Fingerprint record
Copy of current standard teaching certificate or license (for interns who hold a teaching credential)
[74]
Internship Assignment Guide
Intern Assignments and Due Dates
A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
Assignments
Academic RtI- Tier 1
Academic RtI- Tier 2
Academic RtI- Tier 3
Positive Behavior Support RtI- Tier 1
Positive Behavior Support RtI- Tier 2
Positive Behavior Support RtI- Tier 3
Individual Counseling
Small-Group Counseling
In-service Presentation
Evaluation Team Reports
Summary description and evaluation of internship,
including
- a brief narrative summary of internship,
- a summary of ratings on Outline of Objectives, and
- a summary of ratings on two Intern Evaluations of
Internship (General & Specific).
Due Dates
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March or May site visit or earlier
March site visit or earlier
May site visit or earlier
March site visitor or earlier
March site visit or earlier
Portfolio presentation datin June
Grading Term
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter or Summer-1
Winter
Winter
Summer-1
Assignment Written Report Components
Components
Address target audience (5 W + H)
Include assignment components shown on supervisor
evaluation
Use report format for A1 – A6
Use supervisor scale for A1, A2, A4, A5, A7-A10
Use supervisor rubric for A3 & A6 (Tier III)
Assess intervention/treatment acceptability/validity
Assess treatment/intervention integrity/validity
Include graph/progress-monitoring chart
Include evidence-based references
Describe results of visual inspection of graph
Show and interpret Goal Attainment Scaling (GAS) (A1-A6)
Show and interpret % of non-overlapping data points (PND)
Show & interpret effect size (ES) calc (A1-A6):g-& d-indices
A1
12
A2
12
A3
12
A4
12
A5
12
A6
12
16
16
16
16
16
16
16
16
16
16
27
29
8
15
8
7
8
9/10
27
29
8
15
8
7
8
9/10
28
29
8
15
8
7
8
9/10
28
29
8
15
8
7
8
9/1
18
27
29
8
15
8
7
8
9/10
A7
12
23
A8
12
24
A9
12
25
18
28
29
8
15
8
7
8
9/10
Internship Documents and Due Dates
Documents
D1
D2
D3
D4
Portfolio
D5
D6
D7
Daily Log
Case Log
D8
Internship Training Timeline
Outline of Objectives
Intern Evaluations of Internship
General
Specific
End-of-Year Ohio Intern Impact
Intern Informed Consent
Demographic Report
Form for reporting GAS, ES & PND on
Six RtI Assignments
Ratings on Six Objectives from Outline
of Objectives
Anonymous Course Evaluation
Due Date(s)
Grading Term
June
August-Sept site visit
September, December, June
June, as part of portfolio
Summer-1
Fall
Fall, Winter, Summer-1
Summer-1
December, March & May site visits
December, March & May site visits
June, as part of Portfolio
Fall, Winter, Summer-1
Fall, Winter, Summer-1
Summer-1
June, as part of portfolio presentation
At end of third term
[75]
A10
12
26
A11
12
Specific Guidelines for Assignments
Assignments A1 – A6 (RtI)
(Impact Data for the end-of-year Ohio Internship Evaluation Report for ODE)
Overview of the Guidelines for Gathering Impact Data
These guidelines are designed to enable the reliable and valid collection of impact data across all
nine Ohio university training programs. The following six pages detail the types of summary statistics
that are being sought and provide a step-by-step guideline for calculating each step. Decision rules are
also provided for assisting Intern School Psychologists in gathering data that most accurately represent
their impact on school-age students during their Internship year. These data will be summarized statewide for the evaluation, but may also be used by training programs for NASP and other accreditation
functions. Interns should also be encouraged to gather and summarize these types of data in the future as
measures of their professional accountability.
Which Intervention Cases Should Be Included?
All Ohio Intern School Psychologists will complete at least one intervention in each of five
categories of Ohio’s Integrated Systems Model (OISM) for which they will submit outcome data (see
diagram below). Interns should select intervention cases that (a) show evidence of instructional
objectives of learningRtIfor eventual leadership roles, and (b) demonstrate discrete skills across the
RtI/OISM model. In order to be included in the statewide impact evaluation, intervention cases should
include (a) a discernible evidence-based instructional program or intervention, (b) progress monitoring
data, and (c) intervention integrity data. That is, if an Intern implemented a small group intervention but
progress was not monitored, there were no adherence checks, and/or the program was not evidencebased, impact data should not be reported.
Academic
Intervention
Positive Behavioral
Supports
Tier III
(intensive)
Required
(A3)
Required
(A6)
Tier II
(targeted)
Required
(A2)
Required
(A5)
Tier I
(universal)
Required
(A1)
Required
(A4)
Description of Interventions for Each Required OISM Category
[76]
A1. Academic RtI - Tier I: (a) prevention or positive instructional managerial interventions that are class-wide;
or (b) defined as typical managerial, that is, what a master teacher might do within his or her role that has a
research base (e.g., more productive practice time, differential attention, contracts to increase academic
performance, etc.) to help one or more students in a classroom. Past interns have assisted a teacher in conducting
an academic needs assessment, co-taught a skill shown to be weak in the pre-assessment, and monitored progress.
A2. Academic RtI– Tier II: (a) small group or (b) embedded and scripted instruction to increase productive
practice time (e.g., reciprocal teaching). If you have multiple groups, select ONE group with parent permissions
for portfolio use, or the group having the most permissions returned. All data paths in a group would be
summarized. For example, if you have 10 children in a group, and 6 parents return permission, you would report a
60% return rate & summing up (GAS, ES, PND) for the 6 students only.
A3. Academic RtI– Tier III: intensive & individualized (e.g., an academic case study using cover-copy-compare
to learn sight words or number facts). Interventions would meet all of the data requirements for technical
adequacy (i.e., measurement & progress monitoring, decision rule use, evidence-based intervention, InterObserver Agreement (IOA) checks, adherence checks, etc). If entry includes eligibility decision making, legal
checks would also be evident.
A4. Positive Behavior Support RtI- Tier I: (a) prevention or positive instructional managerial interventions that
are class-wide; or (b) defined as typical managerial, that is, what a master teacher might do within his or her role
that has a research base (e.g., more productive practice time, differential attention, behavioral contract, mystery
motivator, etc.) to help one or more students in a class.
A5. Positive Behavior Support RtI– Tier II: (a) small group (e.g., social behaviors) or (b) embedded instruction to
increase positive practice time (e.g., scripted incidental teaching of social behaviors). If you have multiple
groups, select ONE group with parent permission for portfolio use, or the group having the most permissions
returned. All data paths in a group would be summarized. For example, if you have 10 children in a group, and 6
parents return permission, you would report a 60% return rate & summing up (GAS, ES, PND) for the 6 students
only.
A6. Positive Behavior Support RtI– Tier III: intensive & individualized (e.g., a behavioral case study using a
behavioral contract and response cost lottery to increase time on task). Interventions would meet all of the data
requirements for technical adequacy (i.e., measurement & progress monitoring, decision rule use, evidence-based
intervention, (IOA) checks, adherence checks, etc). If entry includes eligibility considerations, legal checks would
also be evident.
Outcome Measures for Demonstrating Impact
All Ohio Interns will submit Goal Attainment Scaling (GAS) data. A step-by-step guide and a form for GAS are
provided on the next page. In addition to reporting GAS data, interns are also asked to provide either Percentage
of Non-overlapping data (PND) and/or Effect Size (ES) data for each intervention entry. Step-by-step guidelines
for PND and ES are also provided in this document. PND calculations should be completed for behavior cases
only.
[77]
Developing Goals and Using Goal Attainment Scaling
Step-by-Step Guide to Developing Goals and Using Goal Attainment Scaling
Ohio School Psychology Internship Program
STEP 1
Specify the Expected Level of Outcome for the Goal
As part of the problem-solving process, you will develop a goal statement that that is observable,
measurable, and specific.
 Goals should be based on baseline data.
 Goals should be realistically ambitious, based upon what the student will likely achieve by
the end of the intervention.
 Goals should take into consideration the usual outcomes of this intervention, the resources of
the student, the amount of time planned for intervention, and the skills of the intervention
specialist/change agent.
 Goals should be socially valid (i.e., acceptable to teachers, parents, and the student).
 Goals should be stated in the positive (i.e., promoting replacement behaviors)
STEP 2
Review the Expected Level of Outcome given the following considerations
 Relevance: Is the goal relevant to the student’s present situation?
 Availability of Services: Are the intervention services necessary to attain this goal available?
 Scale Realism: Is the expected level of outcome realistic for this student at this time with this
intervention?
STEP 3
Specify the Somewhat More and Somewhat Less Than Expected Levels of Outcome for the Goal
 Provide observable, measurable descriptions of outcomes that are more or less favorable than
the expected outcomes in the boxes immediately below and immediately above, respectively.
 These descriptions are less likely to occur for this student, but still represent reasonably
attainable outcomes.
STEP 4
Specify the Much More and Much Less Than Expected Levels of Outcome
 Complete the extreme levels of the scale with descriptions of the indicators that are “much
more” and “much less” favorable outcomes that can be realistically envisioned for the
student.
 Each extreme level represents the outcome that might be expected to occur in 5% to 10% of
similar at-risk students.
[78]
Goal Attainment Scaling Form
OHIO INTERNSHIP EVALUATION
GOAL ATTAINMENT SCALING FORM, 2008-09
UNIVERSITY OF DAYTON
Intern: ________________________
LEVEL OF
ATTAINMENT
School District: ___________________________
(A1)
Academic
Intervention
(A2)
Academic
Intervention
(A3)
Academic
Intervention
Tier I
Tier II
Tier III
Much worse
Than
expected
-2*
Slightly
worse than
expected
-1
No change
0
Slightly
improved
Over
expectation
+1
[79]
(A4)
Positive
Behavioral
Support
Tier I
(A5)
Positive
Behavioral
Support
Tier II
(A6)
Positive
Behavioral
Support
Tier III
Much
Improved
Over
expectation
+2*
*Each extreme level (-2, +2) represents the outcome that might be expected to occur in 5% to 10% of similar at-risk students.
Use a separate form for each assignment.
Use bold font to identify the content of the cell that corresponds to the level actually attained.
In the cell that corresponds to the level actually attained, also enter ES and/or PND (for behavior cases only).
Calculating Non-overlapping Data for Behavior Cases
Step-by-Step Guide for Calculating Percentage of Non-overlapping Data for Behavior Cases
Ohio School Psychology Internship Program
For an intervention designed to increase the target behavior, determine the percentage of the intervention data
points that fall above the highest baseline data point. In the example that follows, all but the first intervention data
point are above the highest baseline data point. Nine of the 10 intervention data points do not overlap the baseline
and 2 of the 3 baseline data points do not overlap with the intervention data. Therefore, 11 of the 13 data points do
not overlap giving us PND = 85%.
Baseline
Intervention
For an intervention designed to decrease the target behavior, determine the percentage of the intervention data
points that below above the lowest baseline data point. In the example that follows, the first four intervention data
points are above the lowest baseline data point. Therefore, 6 of the 10 intervention data points do not overlap the
baseline, and 1 of the 3 baseline data points do not overlap the intervention data points. The PND = 7/13 = 54%.
[80]
Baseline
Intervention
Considerations When Using PND
 PND should not be used if there are extreme scores, such as a 0 in the baseline for a target behavior you
want to decrease or an extremely high value in the baseline for a target behavior you want to increase.
 PND scores above 85% indicate the intervention is highly effective; scores between 65% and 85% show
moderate intervention effects. PND scores between 50% and 65%, or below, would be considered of
questionable effectiveness.
Calculating Effect Sizes (g-index & d-index)
Step-by-Step Guide for Calculating Effect Sizes (g-index & d-index)
Ohio School Psychology Internship Program
Calculating the g-index for Academic Interventions¹
The g-index effect size method uses the baseline trend line to determine the proportion of scores
above or below the line in each of the phases. A primary assumption in the use of the g-index is that the
student’s deficit is skill-based versus performance-based, that the intervention will result in student
learning, and is, therefore, not likely to revert to baseline level if the intervention is withdrawn. If the
goal is to increase the behavior, the proportion of the scores above the trend line is the focus of analysis.
The reverse is true when the goal is to reduce the problem behavior. The g-index does not take into
account the numeric values of the scores. Like the PND, it considers only whether scores are above or
below the line.
Interpretation of the g-index is based on the concept that a greater amount of change in the
desired direction during intervention than during baseline is an indication of success. A larger g-index
indicates a larger magnitude of effect. The direction of the change as determined by the sign of the gindex (positive or negative) reveals whether improvement or deterioration occurred from baseline to
intervention phases. A positive g-index indicates improvement, and a negative g-index indicates
deterioration.
If the data suggest that a student is making progress and visual analysis of the graph for both
baseline and intervention phases reveals upward trends, but it is not clear whether the skill was
positively impacted by the intervention, a calculation of the magnitude of improvement using a g-index
will reveal whether the intervention is needed.
[81]
When the g-index calculation produces a value with a negative sign, a deterioration in the
intervention phase is revealed. Such an intervention should either be modified or eliminated because it
has not improved the rate of increase in scores beyond the rate predicted by baseline data prior to
intervention.
The g-index is calculated using the following procedure:
1.
Plot the baseline trend line on the graph and extend it into the intervention phase.
2.
Calculate the proportion of scores in the baseline phase (PB) that are located on the side of the
trend line consistent with the desired change.
PB = Number of baseline scores above trend line
Total number of baseline scores
3.
Calculate the proportion of scores in the intervention phase (PI) that are located on the side of the
trend line consistent with the desired change.
PI = Number of intervention scores above trend line
Total number of intervention scores
4.
Compute the g-index using the following formula:
g-index = PI – PB
¹ Adapted from Hunley, S., & McNamara, K. (2009). Tier 3 of the RTI Model: Problem Solving
Through a Case Study Approach. Thousand Oaks, CA: Corwin, Chapter 8.
Calculating the d-index for Behavior Interventions¹
The magnitude of a change in level when the data do not reveal a trend, or when the behavior is
hypothesized to be performance-based versus skill-based (i.e., likely to revert to baseline level if the
intervention is withdrawn), can be calculated using the d-index or the percent of non-overlapping data
points (PND). The methods differ in that the former method takes into account the actual score for each
data point, and the latter does not. Both should be calculated when possible. If the behavior is
hypothesized to be skill-based (i.e., likely to benefit from learning and unlikely to revert to baseline
level if the intervention is withdrawn), the g-index should be calculated.
The d-index calculates the standard mean difference in scores across phases. A larger difference
in the desired direction indicates a greater impact. If the data have changed in the desired direction from
baseline to intervention phases (either upward or downward, depending
on the goal), then the effect size is reported as a positive change. Interpretation of effect size for this
method is based on Cohen’s (1977) recommendation to use .2, .5, and .8, as rough guidelines for
estimating a small, moderate, and large impact. Effect size interpretation based on Cohen’s
recommendation has been challenged in recent years. We suggest that the d-index be considered with
caution and in conjunction with visual analysis.
Four steps are required to calculate the d-index:
1.
Calculate the means for each phase, and insert level lines on the graph.
1.
Determine whether levels represent change in the desired direction.
2.
Calculate the standard deviation for all data.
3.
Compute the effect size using the following formula:
d-index =
Intervention mean – Baseline mean
Standard Deviation of all data
[82]
Considerations When Using the d-index



Should not be used if the baseline data are limited (one or two points only).
Should not be used if there is no variability in the baseline data (SD = 0)
A d-index +.80 or greater is considered large; of +.50-.79 is considered moderate; of +.20-.49 is
considered small.
¹ Adapted from Hunley, S., & McNamara, K. (2009). Tier 3 of the RTI Model: Problem Solving
Through a Case Study Approach. Thousand Oaks, CA: Corwin, Chapter 8.
Description of Non-RTI Assignments
Assignment A7 (Individual Counseling)
Submit a description of your implementation of individual counseling, using either the problem-solving
model taught in your counseling lab course, the solution-focused counseling model taught during your
intern seminars, or an approach you develop. See field-supervisor evaluation tool on page 23.
Assignment A8 (Small-Group Counseling)
Submit a description of your implementation of small-group counseling or co-counseling, using a
curriculum designed to deal with a specific pupil problem, such as divorce, social skills, anger
management, study skills, or self-esteem. See field-supervisor evaluation tool on page 24.
Assignment A9 (In-service Presentation)
Submit a description of an in-service presentation for which you were a primary developer and
presenter. Include copies of PowerPoint slides and handouts, and the results of an evaluation of the inservice by the audience members. Ideally, the in-service planning should include a needs assessment.
See field-supervisor evaluation tool on page 25.
Assignment A10 (Evaluation Team Reports)
Submit blinded copies of two ETRs for initial MFEs for which you were the primary evaluator and
report preparer. See field-supervisor evaluation tool on page 26.
Assignment A11 (Written Internship Summary Description and Evaluation)
Submit a by-Domain summary description and evaluation of internship, including a summary of ratings
on Outline of Objectives and ratings on two Intern Evaluations of Internship. Reference D3, D4, and
three domain documents contained in your Portfolio Guide.
[83]
Insuring/Assessing Treatment/Intervention Acceptability/Social Validity





include implementers and other stake holders
should not be limited to including these persons in intervention planning
include something more formal than simply orally asking paRtIcipants their opinions
rating scale is preferred
ratings methods could include the following techniques:
1. ratings of ease of implementation,
2. ratings of the degree to which intervention is perceived as positive (e.g., modeling, coaching)
versus punitive or aversive,
3. ratings of perceived effectiveness of intervention (degree to which the interventionist
believes that the treatment is likely to address the identified concern), and/or
4. ratings or considerations of the match between intervention and its setting (e.g., minimally
disruptive to classroom ecology, minimally punishing to teachers’ efforts to maintain the
treatment, availability of interventions in setting, training required of interventionist, degree
of effort required given the severity of child’s problem).
Insuring/Assessing Treatment/Intervention Integrity/Validity












choose interventions that focus on keystone behaviors
choose interventions that have empirical support
choose interventions that are easy to implement
choose interventions that are positive
choose interventions that match the treatment setting
employ an intervention script or treatment manual
provide guided practice and feedback
employ treatment integrity checks (intervention monitoring)
employ a written treatment integrity plan
employ a plan that involves at least one other person/colleague/team member beside the
intervention implementer
employ a plan that gathers objective intervention integrity data
methods could include the following techniques:
1. direct observation (A person observes the intervention while it is being implemented.
The observer records for each step of the intervention plan if the step occurred or did not
occur. At the end of the observation, it is possible to calculate a treatment integrity
percentage, the more the intervention was implemented with integrity. Direct
observation is the most reliable and valid method for assessing treatment integrity.)
2. rating scale (A person observes the intervention while the teacher is implementing it. At
the end of the observation period, the person rates each step of the intervention in terms
of whether he or she perceives that it was implemented by the teacher with a high level of
integrity or as intended, or with low level of integrity, meaning it was not implemented as
all.)
3. self-report (The teacher implementing the intervention is asked to complete a self-report
form after the period when the intervention was implemented. Each step of the
[84]
intervention is listed, and the teacher indicates for each step if he or she believes the step
was implemented with a high or low level of integrity.)
4. interview (A person interviews the teacher responsible for implementing the intervention.
For each step of the intervention plan, the interviewer asks if the steps were implemented
as intended and records the teacher’s answers.)
Insuring/Assessing Treatment Effectiveness



regular and frequent monitoring and charting of progress compared to baseline,
apply decision rules for changing interventions as needed, based on analysis of progressmonitoring data
Could include
teacher tallies,
self-monitoring tallies,
teacher or parent tallies,
behavioral ratings for target behaviors,
review of work products,
CBM measures of academic fluency,
progress monitored toward achievement of PPOs, skills, rubric, etc.,
evidence of increase in correct answers or decrease of errors in fixed time period
evidence of frequency of desired behavior (increase or decrease), or of replacement
behaviors
where progress-monitoring data are available, should include visual analysis of
charted data, plus calculations of effect size, percentage of non-overlapping data points, and
Goal Attainment Scaling
Intended Audience for Written Reports of Assignments
You should assume that you are preparing your assignments in response to an inquiry by a board of
education member or a newspaper reporter. (Be sure to protect the confidentiality of any personallyidentifiable content.) Imagine that these persons have asked you for a description of each assignment,
including its results and their interpretation. Assume that the content to be addressed for each
assignment is, “Describe your __________ assignment, including the results.” As you know, such
descriptions should address “who, what, why, where, when, and how” elements, as appropriate.
[85]
Selected Helpful Chapters in Interventions Text
Shinn, M. R., Walker, H. M, & Stoner, G. (2002). Interventions for academic and behavior problems II:
Preventive and remedial approaches. Bethesda, MD: NASP.
6.
Using Curriculum-Based Measurement in General Education Classrooms to Promote
Reading Success
9.
Evaluation Strategies for Preventing and Remediating Basic Skill Deficits
10.
Selecting and Evaluating Classroom Interventions
12.
Behaviorally Effective School Environments
16.
Self-Monitoring Procedures for Children and Adolescents
20.
Building, Implementing, and Sustaining a Beginning Reading Improvement Model: Lessons
Learned School by School
21.
Promoting Mathematics Achievement
23.
Classwide Peer Tutoring Programs
24.
Interventions for Improving Study Skills
26.
Remedial Interventions for Students With Reading Decoding Problems
27.
Interventions for Students With Reading Comprehension Problems
28.
Adapting Challenging Textbooks to Improve Content Area Learning
33.
Interventions for Attention Problems
[86]
Criteria for Classification of Interventions as Evidence-Based
A. At least two between-group design studies, with a minimum of 30 subjects across studies receiving
the same treatment for the same target problem, and with prospective design and random assignment of
subjects to conditions. Findings must show the treatment to be (a) better than the control or comparison
groups or (b) equivalent to an already-established evidence-based treatment (EBT).
OR
B. At least two within-group or single-case design studies, with a minimum of 30 subjects across
studies receiving the same treatment for the same target problem, and with prospective design and
random assignment of subjects to conditions. Findings must show the treatment to be better than the
control or comparison conditions, following establishment of a reliable baseline.
OR
C. A combination of one or more between-group and one or more within-group or single-subject
studies, with a minimum of 30 subjects across studies receiving the same treatment for the same target
problem. Studies must meet the appropriate criteria notes in A and B.
AND
D. The majority of applicable studies must support the treatment.
E. The treatment procedures must show acceptable adherence to the treatment program.
Adapted from Elliott, S. H., Kratochwill, T. R., & Callan-Stoiber, K. (2002) Selecting and evaluating
classroom interventions. In M. A. Shinn, M. R., Walker, H. M, & G. Stoner (Eds.) Interventions for
academic and behavior problems II: Preventive and remedial approaches, (p. 251), Bethesda, MD:
NASP.
[87]
Format for RtI Assignment Write-ups (Assignments A1 - A6)
Tier (1, 2 or 3):
Focus (Acad or Beh):
Title of Intervention:
Intervention Target:
GAS:
ES:
PND (Beh only):
___________________________________________________________
Context Definition
Problem Analysis
Norm
Baseline
Hypothesis Testing
Intervention
Design/description/progress
Social validity/treatment acceptability
Treatment/implementation integrity/validity
Alterations in interventions as indicated by progress-monitoring data
Evaluation
Progress monitoring chart
Visual inspection of chart
GAS
Effect Size
Percent of non-overlapping data points (PND) (for behavior cases)
Case study rubric or rating tool (where indicated)
References
[88]
Generic Evaluation Form for RtI Intervention
ASSIGNMENT (A1, A2, A4 or A5): _________
Teacher __________________ School _______________Grade _____ Date Completed _________
(Indicate ratings by printing or typing an “X” in the appropriate parentheses.)
Component
Not
Needs
Completed
Completed Development
1
2
3
Context defined
()
()
()
Problem analysis included classroom norms
()
()
()
()
()
()
()
()
()
()
()
()
Social validity/treatment acceptability assessed prior to
beginning intervention. Intervention revised if
acceptability less than 80%
Treatment/intervention integrity/validity assessed & %
of integrity calculated
Alternate intervention implemented (if needed),
based on progress-monitoring data
Progress monitoring chart completed, including values
of data points
Evaluation of visual inspection of chart described
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
Effect size (g index for academic & d index for
behavior) calculated & described
PND calculated & described for behavior cases
()
()
()
()
()
()
GAS form completed, including entries of ES & PND
(for behavior cases)
()
()
()
Problem analysis included baseline data gathered
(at least three data points)
Hypotheses formulated & tested using “because . . .” &
“therefore, if . . .” statements
Intervention design & intervention progress described
Supervisor Completing Rating _______________________________ Date of Rating ______________
Supervisor Comments:
[89]
RTI Case Study Rubric
Intern _______________________________
Assignment (A3 or A6) __________
Stage 1.0. Local Norms: Local norms and outcome goals are established for class.
Outstanding
Competent
Needs Development
1.1
Teacher consultation
Teacher consultation
Teacher consultation did
provided class-wide behavioral
provided class-wide behavioral not occur
and/or academic goals and a
and/or academic goals
target date to accomplish the
class-wide goals
1.2
The class goal statement(s)
The class goal statement(s)
The class goal
was written in observable,
was written in observable,
statement(s) was NOT written
measurable terms, and was based measurable terms
in observable, measurable
on the all of the following:
terms
Review of curriculum
for academic goals,
Task analysis for
academic and/or
behavioral target goals,
Description of classwide instructional
methods to address the
academic and/or
behavioral target goals
1.3
Local norms were established
Local norms were available
Local norms were
(Classes that do not have
and used
underdeveloped
established local norms will need
to have at least 3 administrations
of each measure conducted over a
several week period to determine
average rate of change per week,
level, or variability/stability for
class.)
1.4
Data from Tier One were
Data from Tier One were
Data from Tier One were
used to identify Tier Two
used to identify Tier Two
Not used to identify Tier Two
students; AND Tier Two
students
students
students received more intensive
intervention
Rating for 1.0
Outstanding:
Substantially
Competent:
Threshold
Needs
All components in Developed:
All components in
Development:
Development:
the outstanding
Components in
the competent
Some components
Multiple
category are
the competent
category are
in the competent
components in the
checked
and outstanding
checked
category are
needs development
categories are
checked
category a re
checked
checked
[90]
Stage 2. Problem Identification: The at-risk student and academic/behavioral concern(s) are investigated
Outstanding
Competent
Needs
Development
2.1
The at-risk student's academic
The at-risk student's academic and/or
The at-risk
and/or behavioral concern(s) was behavioral concern(s) was identified
student's academic
identified AND operationally
AND operationally defined using class
and/or behavioral
defined using class goals AND
goals OR local norms
concern(s) was
local norms
identified but NOT
operationally
defined
2.2
A baseline for the at-risk
A baseline for the at-risk student was
A baseline for
student was established for the
established for the concern(s)
the at-risk student
concern(s), and included 7 or
was NOT
more data points
established or was
inappropriate
2.3
Skill analysis was conducted
Skill analysis was conducted and
No skill
and included all of the following: included one or more of the following:
analysis was
Error analysis,
Error analysis,
conducted, or
Direct observation of
Direct observation of skill,
analysis was
skill,
Criteria-based assessment, OR
inappropriate for
Criteria-based assmnt OR
curriculum-based
the identified
curriculum-based assmnt
assessment
concern(s)
2.4
Performance analysis was
Performance analysis was conducted
No
conducted and included all of the and included one or more of the
performance
following:
following:
analysis was
Record review for hisRecord review for historical
conducted, or
torical documentation of
documentation of pertinent
analysis was
pertinent information,
information,
inappropriate for
Student interview,
Student interview,
the identified
Ecological or situ- ational
Ecological or situational analysis concern(s)
analysis of concern (e.g.,
of concern (e.g., routines,
routines, expectation/skill
expectation-skill match,
match, relationships,
relationships, classroom
classroom environment,
environment, adult/teacher
adult/teacher support,
support,
cultural issues)
cultural issues)
Direct observation
Direct observation (e.g., on-task)
(e.g., on-task)
Parent interview
Parent interview
Rating for 2.0
Outstanding:
Substantially
Competent: All
Threshold
Needs
All components in Developed:
components in the
Development:
Development:
the outstanding
Components in
competent category Some components
Multiple
category are
the competent
are checked
in the competent
components in the
checked
and outstanding
category are
needs development
categories are
checked
category are
checked
checked
Stage 3.0
Problem Analysis: Hypotheses are developed and tested
[91]
3.1
3.2
Outstanding
Hypotheses were generated
through team collaboration with
teacher, parent, and other
relevant parties
Competent
Hypotheses were generated
through collaboration with
teacher and/or parent
Needs Development
Hypotheses were NOT
generated through
collaboration with teacher
and/or parent
Multiple hypotheses were
developed to identify the cause or
source of each problem
A hypothesis was developed
to identify the cause or source of
each problem
No hypotheses were
developed
One hypothesis was tested to
confirm the cause or source of the
problem using one or more of the
following methods:
Direct observation,
Analogue assessment,
Functional assessment,
Self-monitoring
assessment,
Other
Hypothesis testing did
not occur
The hypothesis reflected
awareness of individual
differences (e.g., biological,
social, linguistic, cultural)
The hypothesis did NOT
reflect awareness of
individual differences (e.g.,
biological, social,
linguistic, cultural)
Hypothesis testing linked the
academic and/or behavioral
problem(s) with the intervention
Hypothesis testing did
NOT link the academic
and/or behavioral
problem(s) with the
intervention
3.3
Each of the multiple
hypotheses was tested and data
were used to confirm the cause or
source of the problem using one
or more of the following
methods:
Direct observation,
Analogue assessment,
Functional assessment,
Self-monitoring
assessment,
Other
3.4
The hypothesis reflected
awareness of individual
differences (e.g., biological,
social, linguistic, cultural), and
the intervention acceptability for
hypothesis was verified for
acceptability
3.5
Support was provided to
justify the use of the intervention
as evidence-based practice (
research literature) that linked to
the targeted problem
Outstanding:
All components in
the outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Rating for 3.0
Competent: All
Threshold
components in the
Development:
competent category Some components
are checked
in the competent
category are
checked
Needs
Development:
Multiple
components in the
needs development
category are
checked
Stage 4. Intervention: Intervention is implemented and monitored
[92]
4.1
4.2
Outstanding
Competent
Goal Attainment Scale was
Goal statement(s) was
developed prior to intervention
written in observable, measurable
implementation using appropriate terms
methods
Intervention(s) was
Intervention(s) was
developed collaboratively
developed collaboratively
4.3
Intervention(s) logically
linked to all of the following:
referral question
accepted hypothesis
goal statement
Intervention(s) logically
linked to one or more of the
following:
referral question
accepted hypothesis
goal statement
4.4
Treatment integrity checklist
was developed prior to
intervention implementation
4.5
Intervention(s) was
implemented with integrity
Logistics of setting, time,
resources and personnel required
for intervention and data
gathering were defined and
implemented
Intervention(s) was
implemented
4.6
Acceptability of intervention
by teacher, parent and child was
verified
Intervention reflected
sensitivity to individual
differences, resources, classroom
practices, and other system issues
4.7
Intervention was monitored
and data were used to determine
implementation integrity
Intervention(s)
implementation was monitored
Outstanding:
All components in
the outstanding
category are
checked
Substantially
Developed:
Components in
the competent
and outstanding
categories are
checked
Rating for 4.0
Competent: All
components in the
competent category
are checked
[93]
Needs Development
Goal statement was
NOT written in observable,
measurable terms
Intervention(s) was
NOT developed
collaboratively
Intervention(s) did
NOT logically link to all of
the following:
referral question
accepted
hypothesis
goal statement
Intervention(s) was NOT
described in enough detail
to ensure appropriate
implementation
Intervention(s) was
limited to determination of
eligibility for special
education services or
referral for services
external to the school
and/or the home
Intervention did NOT
reflect sensitivity to
individual differences,
resources, classroom
practices, and other system
issues
Intervention(s)
implementation was NOT
monitored
Threshold
Development:
Some components
in the competent
category are
checked
Needs
Development:
Multiple
components in the
needs development
category are
checked
Stage 5.0
5.1
5.2
5.3
5.4
5.5
Evaluation: Data were gathered, documented and evaluated
Outstanding
Graphed data indicated
measurable, positive impact
toward stated goal
Single-case design was
specified (e.g., changing
criterion, withdrawal, multiple
baseline, alternating treatments)
to prove efficacy of intervention
Data were evaluated through
all appropriate methods and
were presented in support of
student's progress:
Visual analysis
Magnitude of change
statistic(s)
Goal Attainment Scaling
Intervention integrity
Other
Effectiveness of intervention,
case study fidelity and
intervention integrity were
examined collaboratively
Strategies for changes in
intervention and/or follow-up
were implemented and data were
provided. Intervention
limitations or side effects were
described.
Outstanding:
All components in
the outstanding
category are
checked
Outstanding:
Case Study is
rated outstanding
in all five sections
Competent
Progress monitoring data were
plotted on a graph or chart
Single-case design was implied
by graphed data (e.g., changing
criterion, withdrawal, multiple
baseline, alternating treatments)
to prove efficacy of intervention
Data were evaluated through
one or more methods and were
presented in support of student's
progress:
Visual analysis
Magnitude of change
statistic(s)
Goal Attainment Scaling
Intervention integrity
Other
Effectiveness of intervention
was examined collaboratively
Suggestions for changes in
intervention and/or follow-up
were provided
Needs Development
Progress monitoring
data were NOT plotted on
a graph or chart
Single-case design was
NOT apparent
No evidence was
provided in support of
student's progress or
methods were
inappropriate
Effectiveness of
intervention was not
examined collaboratively
Suggestions for changes
in intervention and/or
follow-up were NOT
provided
Rating for 5.0
Substantially
Competent: All
Threshold
Needs
Developed:
components in the
Development:
Development:
Components in
competent category Some components
Multiple
the competent
are checked
in the competent
components in the
and outstanding
category are
needs development
categories are
checked
category are
checked
checked
Overall Rating for Case Study
Substantially Developed:
Competent:
Threshold
Needs
Case Study is rated
All five sections
Development:
Development:
competent or higher for all
of the Case Study Some but not all Multiple
sections and substantially
are rated
sections are rated sections are
developed or higher
competent
competent or
rated needs
in one or more sections
higher
development
Field Supervisor_______________________________
[94]
Date ________________
Sample* Evaluation of Individual Counseling
Assignment A7
(Intern ___________________________)
Pupil __________________ School ___________ Age ___ Grade ___ Date Completed _________
(Pseudonym)
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
Not Completed
1
Needs Development
2
Completed
3
()
()
()
()
()
()
Leads pupil in exploration
of problem
()
()
()
Confirms identification of
problem with pupil
()
()
()
Establishes baseline,
where appropriate
()
()
()
Leads pupil in exploration
of possible solutions
()
()
()
()
()
()
()
()
()
Assists pupil in designing
solution plan
()
()
()
Obtains pupil commitment
to plan
()
()
()
()
()
()
()
()
()
()
()
()
Obtains permission
for counseling
following receiving
referral
Builds rapport
Leads pupil in evaluating
pros and cons of each
possible solution
Assists pupil in selection
of solution to try
Assists pupil in
monitoring plan
implementation
Assists pupil in evaluating
plan effectiveness
Conducts follow-up
evaluation
* Interns may develop a different evaluation tool for this assignment, depending on what counseling approach they adopt.
Supervisor Signature _________________________
[95]
Date of Rating ______________
Evaluation of Small-Group Counseling
Assignment A8
(Intern ___________________________)
School __________________ Ages ___ Grades ___ Date Completed _________
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
Not Completed
1
()
Needs Development
2
()
Completed
3
()
Establishes purpose/goal
of counseling
Obtains permission for
counseling
Participates in pupil
selection
Plans counseling
()
()
()
()
()
()
()
()
()
()
()
()
Convenes group
()
()
()
Establishes baseline
()
()
()
Implements counseling
sessions
Monitors progress
()
()
()
()
()
()
Evaluates counseling
effectiveness
Conducts follow-up
evaluation
()
()
()
()
()
()
Participates in needs
assessment
Supervisor Signature _______________________________
Date of Rating ______________
[96]
Evaluation of Inservice Presentation
Assignment A9
(Intern ___________________________)
School __________________ Topic__________________ Date Completed _________
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
Not Completed
Completed
1
Needs
Development
2
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
Conducts evaluation of
inservice
()
()
()
Summarizes results of
evaluation
()
()
()
Collaborates in
brainstorming
possible needs for
inservice
3
Designs needs assessment
Conducts needs
assessment
Plans inservice
Prepares inservice
Prepares evaluation tool
Delivers inservice
Supervisor Signature _______________________________
Date of Rating ______________
[97]
Evaluation of Evaluation Team Report
Assignment A10
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
Not Completed
Completed
1
Needs
Development
2
()
()
()
()
()
()
()
()
()
Provides summary
interpretation for each
assessment procedure.
()
()
()
Includes instructional
implications in the assessment
summaries for each procedure.
()
()
()
()
()
()
()
()
()
()
()
()
Plans assessments for referred
eligibility determination.
Selects assessment procedures
for given eligibility
determination and student
characteristics.
Describes each assessment
procedures (area).
Provides integrated summary
of multifactored assessment.
Provides instructional
implications drawn from
integrated multifactored
assessment results.
Use clear and concise language
throughout the report.
Supervisor Signature _______________________________
Date of Rating ______________
[98]
3
Sample Treatment Acceptability Questionnaire – for Academic Interventions (A1-A3)*
Respondent _________________ Date ____________
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
1
2
3
4
5
6
7
8
9
10
11
12
This is an acceptable intervention for the child’s
achievement behavior.
Most teachers would find this intervention appropriate for
the child’s achievement problem.
The intervention should prove effective in changing the
child’s problem behavior.
I would suggest the use of this intervention to other
teachers.
The child’s behavior problem is severe enough to warrant
use of this intervention.
I would be willing to use this intervention in the
classroom setting.
I believe I have sufficient understanding of the
intervention.
The intervention would not result in negative side-effects
for the child.
The intervention would not result in negative effects for
other children in the child’s classroom.
The intervention would be appropriate for a variety of
children.
The intervention is consistent with those I have used in
classroom settings.
I am confident in my ability to use this intervention
Strongly
Disagree
1
()
Disagree
Agree
2
()
Slightly
Disagree
3
()
4
()
Strongly
Agree
5
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
The intervention is a fair way to handle the child’s
()
()
()
()
()
achievement problem.
14 The intervention is reasonable for the achievement
()
()
()
()
()
problem described.
15 The intervention would improve the child’s achievement
to the point that it would not noticeably deviate from
()
()
()
()
()
other classmates’ behavior.
16 Soon after using the intervention, the teacher would
()
()
()
()
()
notice a positive change in the achievement problem.
17 The child’s achievement will remain at an improved level
()
()
()
()
()
even after the intervention is discontinued.
18 Using the intervention should not only improve the
child’s achievement in the classroom, but also elsewhere
()
()
()
()
()
(e.g., other classrooms, home).
19 The intervention should produce enough improvement in
()
()
()
()
()
the child’s achievement so that it no longer is a problem
in the classroom.
20 Other skills related to the achievement problem also are
()
()
()
()
()
likely to be improved by the intervention.
* Adapted from Kratochwill, T. R., Elliott, S. N., & Callan-Stoiber, K. (2002). Best practices in school-based problemsolving consultation. In A. Thomas & J. Grimes (Eds.) Best practice in School Psychology IV, (pp. 603-604), Bethesda, MD:
NASP.
13
[99]
Sample Treatment Acceptability Questionnaire – for Behavior Interventions (A4 – A6)*
Respondent ________________ Date _________
[Please indicate ratings by printing or typing an “X” in the appropriate parentheses.]
1
2
3
4
5
6
7
8
11
12
This is an acceptable intervention for the class problem
behavior.
Most teachers would find this intervention appropriate for
the class behavior problem.
The intervention should prove effective in changing the
class problem behavior.
I would suggest the use of this intervention to other
teachers.
The class behavior problem is severe enough to warrant
use of this intervention.
I would be willing to use this intervention in the
classroom setting.
I believe I have sufficient understanding of the
intervention.
The intervention would not result in negative side-effects
for the class.
The intervention is consistent with those I have used in
classroom settings.
I am confident in my ability to use this intervention
13
Strongly
Disagree
1
()
Disagree
Agree
2
()
Slightly
Disagree
3
()
4
()
Strongly
Agree
5
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
()
The intervention is a fair way to handle the class behavior
()
()
()
()
()
problem.
14 The intervention is reasonable for the behavior problem
()
()
()
()
()
described.
15 The intervention would improve the child’s behavior to
the point that it would not noticeably deviate from other
()
()
()
()
()
classmates’ behavior.
16 Soon after using the intervention, the teacher would
()
()
()
()
()
notice a positive change in the problem behavior.
17 The child’s behavior will remain at an improved level
()
()
()
()
()
even after the intervention is discontinued.
18 Using the intervention should not only improve the
child’s behavior in the classroom, but also elsewhere
()
()
()
()
()
(e.g., other classrooms, home).
19 The intervention should produce enough improvement in
the child’s behavior so the behavior no longer is a
()
()
()
()
()
problem in the classroom.
20 Other behaviors related to the problem behavior also are
()
()
()
()
()
likely to be improved by the intervention.
*Adapted from Kratochwill, T. R., Elliott, S. N., & Callan-Stoiber, K. (2002). Best practices in school-based problem-solving
consultation. In A. Thomas & J. Grimes (Eds.) Best practice in School Psychology IV, (pp. 603-604), Bethesda, MD: NASP.
[100]
Sample Treatment Integrity Checklist – for Academic Intervention (Paired Reading)
Peer Tutoring Observation Form
Tutor ______________________ Tutee ___________Observer ________________
Date _________ Location ____________ Start Time _______ End Time ________
1. Use of praise. The tutor praised the student _______ times during the observation.
2. Strategies to Build Reading Fluency: Use the rating items below that match the reading fluency strategy used
by your peer tutors (i.e., Paired Reading or ‘Listening While Reading’).
Paired-reading skills. When using paired reading, the tutor:
· Y N Read in unison with the tutee for at least part of the observation.
· Y N Stopped reading aloud when given signal by tutee.
· Y N Responded to reading errors/hesitations by supplying the correct word and having the student repeat the
word before continuing with reading.
· Y N Waited at least 5 seconds before supplying the correct word to a hesitant or struggling reader.
‘Listening While Reading’ skills. When using ‘listening while reading’, the tutor:
· Y N Read aloud from the book for 2 minutes at a time while the tutee silently followed along in the text.
· Y N Had the tutee read the same passage aloud independently while the tutor silently followed along in the text.
· Y N Responded to reading errors/hesitations by supplying the correct word and having the student repeat the
word before continuing with reading.
3. Amount of reading. During the observation, about what percentage of time do you estimate that the tutee was
actively reading aloud? Circle that percentage:
Less than 50%……..51-60%……..61-70%……..71-80%……..81-90%……..91-100%
4. Tutor behaviors. Did the tutor behave appropriately during the observed session? Y N
If not, what problem behavior(s) did you observe?
________________________________________________________________________
________________________________________________________________________
5. Tutee behaviors. Did the tutee behave appropriately during the observed session?
YN
If not, what problem behavior(s) did you observe?
________________________________________________________________________
________________________________________________________________________
6. Additional observations. Please note other noteworthy details about the observation (e.g., noise level of the
tutoring location, degree of student motivation, unexpected interruptions).
________________________________________________________________________
________________________________________________________________________
Kids As Reading Helpers: A Peer Tutor Training Manual 2002 by Jim Wright www.interventioncentral.org
[101]
Sample Treatment Integrity Checklist – for Behavioral Intervention
Consultee ______________________ Date __________ Consultant ____________________
Response Cost Lottery
Strongly
Strongly
Disagree
Agree
__________________________
1
2
3
4
5
1.
Described system to students.
()
()
()
()
()
2.
Displayed and described reinforcers.
()
()
()
()
()
3.
Placed 3 x 5 card on students’ desks.
()
()
()
()
()
4.
Card taped on 3 sides.
()
()
()
()
()
5.
4 slips of colored paper inserted (different colors
for each student).
()
()
()
()
()
6.
Lottery in effect for ___ hour.
()
()
()
()
()
7.
Slips removed contingent on rule violations.
()
()
()
()
()
8.
Teacher restates rule contingent on violation.
()
()
()
()
()
9.
Remaining slips placed in box.
()
()
()
()
()
10.
Drawing occurs on Friday.
()
()
()
()
()
11.
Winner selects reinforcer on Friday.
()
()
()
()
()
____________________________________________________________________________
From “Assessment of Treatment Integrity in School Consultation and Prereferral Intervention” by F. M. Gresham, 1989,
School Psychology Review, 18. Copyright 1989 by School Psychology Review.
[102]
Sample Parent Permission Letter for Assignments Where Such Permission is Needed
While it is rare that district administrators or field supervisors will require parent permission for interns
to conduct activities necessary to complete assignments, the following sample letter soliciting such
permission is offered.
SCHOOL DISTRICT LETTERHEAD
October 15, 2009
Dear Mr. and Mrs. Case:
Please accept this request for permission for your son, Justin, to participate in one of my University of
Dayton internship assignments. I am employed by the Punxsutawney City School District as an intern
school psychologist, and am in my final year of training to earn a license as a school psychologist from
the Ohio Department of Education. I work under the supervision of Ima Gonner and Sharon Sharalike,
two of Punxsutawney’s licensed school psychologists, as well as the supervision of Dr. James Evans, a
faculty member in the School Psychology Program at the University of Dayton.
One of my required internship assignments is to conduct an academic case study. Justin’s teacher, Mrs.
Ida Liesya, has expressed her wish for help in improving Justin’s reading skills. The study involves
gathering some information about Justin’s reading by interviewing Justin and his teacher, by observing
Justin in class, and by asking him to demonstrate his reading skills to me during some reading exercises
I will administer to him. This information will be used to design some different ways to teach Justin in
order to improve his reading. The effectiveness of the methods will be monitored and changed as
needed to make them better. You will receive progress reports, and a final report after the teaching
methods have been used.
Please feel free to ask questions of any of the following people at any time.
Ms. Ann Chovie: (937) 416-1111 or AnnChovie@pboe.org
Ms. Ida Liesya: (937) 416-2222 or IdaLyesya@pboe.org
Ms Ima Gonner: (937) 416-3333 or ImaGonner@pboe.org
Dr. James Evans: (937) 212-8554 or James.Evans@notes.udayton.edu
Sincerely,
Ann Chovie
Intern School Psychologist
Please sign one copy of this letter below to indicate whether you grant or refuse permission, and return it
to me at the above address Keep the other copy for your records.
_________________________
Signature to Grant Permission
__________________________
Signature to Refuse Permission
[103]
__________
Date
SECTION 4. THESIS
[104]
General Procedures
The following procedures are for all graduate candidates writing theses at the University of Dayton. The original
and two copies of the approved thesis containing the required signatures must be presented in the Office of
Graduate Applications and Records and be accepted by that office as being in proper form at least 16 days before
graduation. An individual whose thesis is not in acceptable form by that date will graduate at a later date. An
official receipt of deposit will be given to the student.
There is no fee for binding the original and two copies of the thesis. After binding, these copies are distributed as
follows: one to the University Archives, one to the Library, and one to the Department or School. Additional
copies are required in some schools and departments, or the candidate may wish to order additional copies for
personal use. The fee for additional copies is to be prepaid by the candidate. The candidate should consult the
advisor for the required number of copies.
Candidates are expected to present their theses in the editorial style prescribed in the Publication Manual of the
American Psychological Association (6th ed.). APA guidelines are also to be followed on questions that are
unaddressed in this document. If a discrepancy in style appears between this document and the APA Manual, this
document is to be followed.
An abstract is required as part of the thesis. It should be a concise description of the subject of study, the methods
or procedures used in its investigation, the results obtained, and conclusions reached. The abstract provides a
brief, clear, summary of the research completed. It should be limited to 350 words. Each student submits a
separate abstract to be published in Master’s Abstracts International. UMI/ProQuest Information and Learning
requires that this separate abstract not exceed 350 words. The heading ABSTRACT is centered on the page
without punctuation and is positioned two inches from the top of the page. Text begins four spaces below the
heading. 1
Preparation of the Thesis
Since theses are digitized, microfilmed, and xerographically reproduced exactly as they are submitted, without
further proofreading, it is imperative that they be free of error, properly margined, arranged, and neatly typed. The
typist selected should be well acquainted with the proper form of a thesis.
Parts of the Thesis
In general, a thesis consists of three main parts: the preliminaries, the text, and the references.
A. Preliminaries (numbered ii, iii, iv…)
1. Title page. The title of the thesis begins two inches from the top of the page and should be a meaningful
description of the substance of the document. Information retrieval systems consulted by scholars to locate the
sources use key words in the title for identification. Therefore, avoid ambiguous or cryptic titles. It is
recommended that word substitutes be used for formulas, symbols, superscripts, subscripts, Greek letters, and
other similar material. The title page also containing the candidate’s full legal name and the degree being sought
(see sample title page).
[105]
2. Approval page. Contains the signatures that may be required by some schools and departments (see sample
page). All copies of the approval page must have original signatures.
3. Copyright notice. If the candidate desires to have the thesis copyrighted, a page with a copyright notice
centered on the page, without punctuation, should be completed. Further information about copyright can be
obtained from the Copyright Office in Washington D.C. (See IX: “Quotation of Copyrighted Material”).
Application for registration of a claim for copyright is available in the Office for Graduate Studies (see sample for
form of copyright page). NOTE: Copyright page is not given a page number or counted as a page.
4. Abstract. Is a brief statement of the problem, methods and procedures, and results and conclusions. It should be
limited to 350 words. It has the same general specifications as the text. The heading ABSTRACT is centered,
without punctuation, two inches from the top of the page. The text begins four spaces below the heading (see
sample page).
5. Acknowledgements. Page is optional. The acknowledgement is a summary statement of the author’s
indebtedness to individuals involved in the research and preparation of the thesis. The heading
ACKNOWLEDGEMENTS appears centered without punctuation two inches from the top of the page. The text
begins four spaces below the heading (see sample page).
6. Preface. Is optional. Generally, a preface is included in instances where the genesis of the research is important
for understanding of it, or when the method or procedure of investigation is so unusual as to require prefatory
explanation (see sample page).
7. Table of Contents. Is required. Headings of all chapters, subdivisions of chapters, and all other parts of the
thesis are listed exactly as they appear in the text. Page numbers on which parts of the text begin are listed in the
table. The heading TABLE OF CONTENTS is centered on the page without punctuation and positioned two
inches from the top of the page. The text begins four spaces below the heading (see sample pages).
8. List of Illustrations (or Figures). If needed, with titles and page references; the heading LIST OF
ILLUSTRATIONS is centered without punctuation and positions two inches from the top of the page. The list
begins four spaces below the heading (see sample page).
9. List of Tables. With titles and page references, the heading LIST OF TABLES is centered without punctuation
and positioned two inches from the top of the page. The list begins four spaces below the heading (see sample
page).
10. List of Symbols, Abbreviations, and Special Nomenclature. A list of these should be provided if they are
necessary to acquaint the reader with them, and when they are essential to the work. When used, these lists
generally can take any form acceptable to the discipline. The heading LIST OF SYMBOLS or LIST OF
ABBREVIATIONS appears without punctuation two inches from the top of the page. List begins four spaces
below the heading.
B. The Text
The nature of the thesis determines the organization of the body or main text into chapters, groups of chapters, or
other pertinent schemes of exposition. These divisions are dictated by the APA manual. Punctuation, spelling, and
general form should be consistent throughout the text.
[106]
1. Introduction. The style of the introduction should be appropriate to the discipline. The introduction may
precede the first chapter (or division), or it may be the first chapter. If the introduction precedes the first chapter,
the heading, INTRODUCTION is centered without punctuation two inches from the top of the page. A
supplementary descriptive title, where used, is positioned on the next line either all capitals or capital and lower
case letters. The text begins four spaces below. In this arrangement, the next division of the text following the
introduction is Chapter I, which may or may not have a title of its own. If the introduction is the first chapter, the
heading CHAPTER I all in capitals is centered two inches from the top of the page; the word INTRODUCTION
is placed two spaces below it. Generally, in this arrangement, the introduction does not have a descriptive title.
The text begins four spaces below. (See SAMPLE page.)
2. The Text. All proper divisions and subdivisions of the text of the thesis are identified by suitable headings or
are numbered consecutively in Roman numerals and capital letters, thus: CHAPTER I, CHAPTER II, etc.
C. References
The reference material consists of appendices, which are optional, and a bibliography or list of references, which
is required.
1. Appendices. Reference materials such as tables, figures, charts, illustrations, abbreviations, and other addenda,
which are not placed in the text, are grouped in an appendix or appendices. When used, an appendix generally
follows the last chapter of the text. The bibliography may precede the appendix.
(a) If information to be appended is grouped in more than a single appendix, the multiple appendices are
numbered thus: APPENDIX A, APPENDIX B, etc. They appear centered without punctuation two inches from
the top of the page. The text begins four spaces below the heading.
(b) Each appendix with its title and page number is listed in the Table Of Contents as a subdivision under
the heading Appendices.
(c) Illustrations, figures, and tables, appearing in the appendices are identified in the same manner as
those in the text; that is they are identified as illustrations, figures, and tables, and are numbered consecutively
with those in the text, and appear in the list of illustrations, figures, or tables in the preliminary pages.
2. Bibliography (References) A bibliography listing of sources used is required. Bibliographic form guidelines are
in the form acceptable to the discipline. The heading REFERENCES is centered without punctuation two inches
from the top of the page.
D. Vita
Vita is optional. It is a short biography of the candidate and includes the data and place of birth, institutions
attended, degrees and honors, titles of publications, teaching or professional experience, fields of study, and other
pertinent information. The heading VITA is centered on the page without punctuation and positioned two inches
from the top of the page. Text begins four spaces below the heading. The Vita is given an Arabic number
following the numbers assigned to the text and reference pages (see sample).
Preparing the Manuscript
Your manuscript must be prepared on a computer. The following important reminders should be observed in all
cases.
A. Your graduate school’s requirement always supersedes UMI/ProQuest Information and Learning requirements.
[107]
B. Type or print your manuscript on high-quality 20# white paper, 81/2” x 11” in size. Please do not use erasable
papers.
C. All textual materials should be double-spaced. Long quotations and footnotes may be single-spaced.
D. Because the manuscript will be reduced in size on microfilm, we recommend that you select font sizes 10
through 12 in Arial, Helvetica, or Century Gothic fonts.
E. The print should be letter quality (letter-quality printer) with dark black characters that are consistently clear
and dense.
F. Computer printouts with small and indistinct print and/or very narrow margins may be illegible in microform.
G. Photocopies made from poor quality originals cannot be properly reproduced. These poor quality copies tend
to occur most frequently in manuscript appendices.
H. Make corrections with care, since manuscript changes are unlikely to reproduce clearly on microfilm.
Correction fluid and correcting tape should not be used, since they cover up errors and can bleed or flake away
from the paper, exposing the uncorrected type.
Margins
Margins must be at least one inch wide on the upper, lower, and right sides and one and one-half inches on the left
side. These measurements must be rigidly adhered to in order to properly microfilm and bind copies of the thesis.
On pages carrying a major heading, such as the first page of a chapter, a two-inch margin should be at the top of
the page. In general, all typing, including the page number, should have a one inch margin on all sides. A new
paragraph at the bottom of a page must have at least two full lines of type before the page is completed. If there is
not sufficient room to accommodate the two lines, the entire paragraph should begin on the following page. The
last word on a page is not hyphenated. If there is insufficient space at the right hand margin to accommodate the
full word, the entire word is typed on the following page.
Pagination
A. For the preliminary pages, small Roman numerals (ii, iii, iv, etc.) are placed at the bottom center of the page.
The title page is counted but is not numbered. If the copyright page is used, it is not counted and not numbered.
Accordingly, here is the order and the pagination for all preliminary material.
1. Approval Page ii Copyright Page (no number & does not count)
2. Abstract iii
3. Acknowledgements iv
4. Preface v
5. Table of Contents vi
6. List of illustrations, copyrighted photographs, or graphs vii
7. List of Tables viii
8. List of Symbols, etc. ix
B. For the remainder of the thesis, Arabic numbers are used. Number all remaining pages, including text,
appendices, bibliography, and vita with Arabic numerals placed at the upper right hand corner of the page on the
fifth line below the edge, except that on every page with a major heading (e.g. the first page of a chapter, of the
bibliography, etc.) place the number at the foot of the page, centered on the fifth line above the edge. Begin the
numbering of the main body of the paper with “1” and run consecutively to the end.
[108]
Tables, Illustrations, Computer Print-Outs
It is important that tables, figures, and computer printout pages conform to the page format guidelines described
earlier. All items such as drawings, graphs, and symbols must be done in opaque black ink. All copyrighted
photographs, illustrations, or graphs should be called out in the text. Photographic processes may be used to
reduce or enlarge the originals to fit the 6 x 9 inch frame on 8 ½ x 11 paper. On microfilm, colors will appear as
varying shades of gray. Therefore, identification of various lines must be made by line symbols. Ordinarily,
computer print-out sheets should be put in the appendix as tables. Again, care must be taken to fit the format
guidelines, and the paper must be 8 ½ x 11. Tables (tabulated numerical data) must bear captions (titles) and
numbers. Use, in sequence Arabic numerals (1,2,3). These numbers run consecutively throughout the entire
document, including the appendices. Tables may appear in the text or as appendices. Copyrighted photographs,
figures, illustrations, or graphs must bear captions and be numbered in sequential order. The number of the
illustration or figure, for example, and its caption are placed two spaces below the last line or bottom edge of the
illustration or figure. The style of caption for tables and illustrations should be consistent throughout the text. If
the description of a table or an illustration is too long to be placed below it, it should be placed slightly above the
center on the preceding page, accompanied by the appropriate number of the table or illustration.
The Bibliography
All other published work used in the thesis, either in direct quotation or by reference, should be listed in the
bibliography and based on the APA guidelines.
Appendices
Appendices may not be necessary. If they are, they are labeled with capital letters or Arabic numbers
Quotation of Copyrighted Material
The author of a thesis is fully responsible for the use of any copyrighted material in the manuscript. Generally,
permission to use copyrighted material should be sought when a direct quotation of more than 150 words or an
illustration is used. Permission is sought from the author or publisher holding the copyright. Generally,
permission is granted on condition that proper acknowledgement is made. However, in some cases, copyright
owners require payment. Necessary clearance for copyrighted material must be obtained before presenting the
thesis. As the author of the manuscript, UMI will ask you to certify that any previously copyrighted material used
in your work beyond “fair use” is with the written permission of the copyright owner. In addition, copies of
permission letters from copyright owners must be attached to the UMI Agreement Form. These permission letters
must state that the copyright owner is aware the UMI may supply single copies on demand. If permissions are not
supplied, publication may be delayed. Please refer to Copyright Law & Graduate Research: New Media, New
Rights and Your New Dissertation by Dr. Kenneth Crews for explanations of fair use, how to request permission
and examples of permission letters. This booklet is available at no charge from UMI. Ask your graduate school
office to request paper copies or visit the UMI website at http://www.umi.com/hp/Support/Dservices/copyright/
for the latest digital version.
Samples
Samples of title pages, approval pages, copyright page, abstract page, acknowledgements page, preface, table of
contents, list of illustrations, list of tables, chapter page, vita, and a page of various headings are available at:
http://gradschool.udayton.edu/initiative/guidelines.pdf
[109]
Thesis Proposal Approval
THE PROPOSAL FOR THESIS RESEARCH SUBMITTED BY:
ENTITLED:
HAS BEEN APPROVED BY
Chair
Date
Member
Date
Member
Date
Member
Date
[110]
SECTION IV: EVALUATION
[111]
The School Psychology Program at the University of Dayton has established a comprehensive
evaluation procedure to ensure that each student has attained the knowledge and skills necessary to
serve as a professional school psychologist. Evaluation procedures are embedded throughout the
program and include assessments that are both formative and summative. Student assessment begins
upon entry into the program, continues through the internship, and culminates with the completion of
the program. Candidates must meet specific criteria in order to earn both the Master of Science
Degree in Education with the School Psychology Concentration and the Educational Specialist Degree in
School Psychology.
Level 1 Assessment: Admission Process
The initial step for evaluating applicant potential for success as a student and a school psychology
practitioner is through the selection process for admission to the program. Potential candidates are
screened for admission based upon their GRE scores, undergraduate grade point average, references,
and written products. Personal interviews and extemporaneous writing exercises are conducted for
those candidates who have met the initial criteria. Those who demonstrate the potential for academic
and professional success are then offered admission to the program.
Level 2 Assessment: Formative Assessment
Assessment of knowledge occurs in each course and results in grades that measure student success.
Grades are based on demonstration of knowledge through written examinations, oral presentations,
written products, and similar methods. Candidates are expected to attain grades of B or better in all
course work. If a student obtains a grade of C or below, the student is required to either retake the
course, or may be counseled to leave the program.
Candidates are required to demonstrate skills that indicate their ability to apply their knowledge and
skills to result in measurable, positive changes in the clients that they serve. Toward this end, multiple
methods of assessment of professional practice skills are incorporated into the program. The primary
contexts for assessing student skills are in case studies, practica evaluations and internship evaluations.
At the conclusion of the practica experiences, program faculty and/or field supervisors conduct student
evaluations regarding the level of skill attained. Practica evaluation forms can be found in the Practica
section of this handbook. Within each evaluation tool, professional goals are included in order for
candidates to plan for their own developmental process. Importantly, in those practica experiences
that employ the case study format for demonstrating professional skills, candidates are evaluated on
their ability to demonstrate measurable, positive changes for the group, child or youth who is served
within the context of the case study. The case study evaluations are similar to the format developed
for School Psychologist Certification by the National Association of School Psychologists. These
evaluations are conducted by the university instructor and/or the field based supervisor, as
appropriate. Similar evaluations occur during internship to ensure competence. These experiences
are documented and evaluated in the Outline of Objectives, Experiences & Competencies for School
Psychological Internship, which can be found in the Internship section of this handbook.
[112]
Level 3 Assessment: Summative Evaluation/Comprehensive Exam for Master
of Science Degree
The Master of Science Degree in Education is awarded to candidates after the successful completion of
the specified coursework, including practica experiences, and an examination of knowledge. The
comprehensive examination occurs during the term prior to the proposed date for awarding the
Master’s degree. Examinations are evaluated by program faculty. Candidates who do not have
adequate performance on the examination have the opportunity to participate in an oral examination.
Candidates are informed whether they have achieved the level of success necessary for continuing in
the program with one of four ratings: recommendation for graduation and program continuation;
recommendation for graduation and program continuation on probation; recommendation for
graduation but not program continuation; or not recommended for graduation.
Candidates who receive the recommendation for continuation or recommendation for continuation on
probation will complete and submit the following documents: (1) application for admission to the Ed.S.
School Psychology program, (2) application for graduation. Candidates who graduate in August are
eligible to participate in graduation ceremonies in December.
Because many school districts award salary increases based upon post-masters credit hours, it is crucial
that students apply to the Educational Specialist program immediately upon finishing the Masters
Degree. This will ensure the accrual of a sufficient number of post-maters hours and will allow students
to be placed at the appropriate level on school district salary pay scales.
Master's calendar
June
July
July
Student completes and submits M.S. graduation application
And
Student completes and submits application for admission to Ed.S. program
Student takes the comprehensive examination
Oral examination is completed for candidates with inadequate comprehensive examination
results
Note: Candidates who graduate in summer attend December graduation ceremonies.
Level 4 Assessment: Summative Evaluation for Educational Specialist Degree
The Educational Specialist Degree in School Psychology is awarded to candidates who successfully
complete the specified coursework, comprehensive examination, internship, thesis, Praxis II, and a
portfolio-based examination of their skills.
Candidates are required to take and pass the School Psychology component of the Praxis II at a level
consistent with Ohio’s passing score for licensure by the State Department of Education. Candidates
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are encouraged to achieve the national certification passing score of 175 , as determined by the
National Association of School Psychologists.
Each student will complete a thesis as part of the requirements for earning the Educational Specialist
Degree. Key procedural points in the thesis process include Thesis Committee Approval, Thesis
Proposal Approval, Approval from the Committee for the Protection of Human Subjects, and Thesis
Approval.
Policy for Addressing Concerns about Student Performance or Functioning
Graduate programs that prepare professional school psychologists have an obligation to
protect the public and the profession. This obligation requires the UD school
psychology training program to (a) establish criteria and methods through which aspects
of competence other than, and in addition to, a student-trainee’s knowledge or skills may
be assessed (including, but not limited to, emotional stability and well being,
interpersonal skills, professional development, and personal fitness for practice; and (b)
ensure—insofar as possible—that the student-trainees who complete their programs are
competent to manage future relationships (e.g., client, collegial, professional, public,
scholarly, supervisory, teaching) in an effective and appropriate manner. Because of this
commitment, the UD school psychology training program strives not to advance,
recommend, or graduate students or trainees with demonstrable problems (e.g., cognitive,
emotional, psychological, interpersonal, technical, and ethical) that may interfere with
professional competence to other programs, the profession, employers, or the public at
large.
This commitment obligates the school psychology program faculty to continually assess
the progress of each graduate student in a variety of area of academic and applied
settings. The primary purpose of this assessment is to facilitate professional and personal
growth. It is important that there are regular contacts and close working relationships
between graduate students and program faculty so that these guidelines and procedures
can be implemented in a way that maximizes student growth and development.
The training program also recognizes that developmental stressors are inherent both in
the transition from undergraduate to graduate school, as well as during the course of the
training program. During graduate school, higher academic expectation is frequently
encountered. In addition, when clinical work begins there is stress inherent in being a
member of a helping profession. Further, supervision is more intensive, concentrated, and
frequent during the graduate program, which may increase the student’s sense of personal
and professional vulnerability.
Because graduate students make significant developmental transitions during their
graduate training and may need special assistance during this time, it is the responsibility
of the training program to provide recommendations, activities, procedures and
opportunities that can facilitate growth and minimize stress. Such measures include, but
are not limited to: orientation meetings, individualized programs, clear and realistic
[114]
expectations, clear and timely evaluations that may result in suggestions for positive
change, and contact with support individuals (e.g., supervisors) and/or groups (e.g., other
graduate trainees, former students).
Retention Standards
The UD School Psychology Graduate Program requires the following for students to
maintain academic good standing in the program:
1. Because Licensure as a school psychologist by the Ohio Department of
Education requires a background check and documented absence of potentially
relevant legal difficulties, retention in the program requires that students have no
record of such difficulties.
2. Students must maintain a minimum of 3.0 average in all academic work
completed.
3. Students who earn a grade of "C" (or lower) in any required
courses will be required to meet with their advisor to evaluate the impact of that
performance on the overall course of study and to identify an appropriate
response, which may include a faculty-approved remedial plan to develop and
demonstrate mastery of essential competencies.
Coursework includes both academic and skill-related training (e.g., diagnostic
assessment, intervention, report writing). In addition to traditional academic and skill-related
growth in graduate professional training, personal and professional growth is
critical for future effective functioning as a school psychologist. The following exemplars
illustrate professional dispositions that are considered critical for adequate progress and
performance in the program:
Professionally related interpersonal/professional skills included the following:
Ethics
• Demonstration of knowledge/application of APA/NASP Ethical Guidelines.
• Demonstration of knowledge/application of other statutes regulating professional
practice.
• Demonstration of concern for client welfare.
• Demonstration of appropriate client-school psychologist relationships.
Professional Deportment
• Appropriate manifestation of professional identity, as demonstrated by attire and
behavior judged by practica, internship, and other field-based partners to be
appropriate for educational settings.
• Appropriate involvement in professional development activities (e.g., professional
associations)
• Appropriate interaction with peers, colleagues, staff, trainees, etc.
• Awareness of impact on colleagues (faculty and students).
[115]
• Completion of assigned tasks in a timely fashion and in an acceptable format.
Sensitivity to Client Issues. Acknowledgment and effective interactions with:
• children
• parents
• teachers
• school administrators
• other school staff (e.g., social workers, counselors, therapists, etc.)
• sensitivity to the needs, resources and priorities for individuals from different
cultural backgrounds (including differences in SES, gender, age, disability, sexual
orientation, race, etc.)
Use of Supervision
• Appropriate preparation.
• Accepts responsibility for learning.
• Openness to feedback/suggestions.
• Application of learning to practice.
• Willingness to self-disclose and/or explore a personal issue which affects
professional functioning.
• Appropriately self-reliant.
• Appropriately self-critical.
Other Training Issues
• Effective management of personal stress.
• Lack of professional interference because of own adjustment problems and/or
emotional responses, as reflected by ability to maintain appropriate level of
concentration, focus, and commitment to graduate study and professional
demeanor in academic, social, and field-based settings.
• Formulation of realistic professional goals for self.
• Appropriate self-initiated professional development (e.g., self-initiated study).
Definition of Impairment
For purposes of this document, impairment is defined broadly as an interference in
professional functioning which is reflected in one or more of the following ways:
An inability and/or unwillingness...
• to acquire and integrate professional standards into one’s repertoire of
professional behavior,
• to acquire professional skills in order to reach an acceptance level of competency,
and/or
• to control personal stress, and/or excessive emotional reactions which interfere
with professional functioning.
[116]
It is a professional judgment as to when a graduate student’s behavior becomes severe
enough to be considered impaired rather than just problematic. For purposes of this
document a problem refers to a trainee’s behavior or attitude, which, while of concern
and requiring redemption, is perceived not to be unexpected nor excessive for
professionals in training. Problems become identified as impairments when they include
one or more of the following characteristics:
• the student does not acknowledge, understand, or address the problem when it is
identified,
• the problem is not merely a reflection of a skill-deficit which can be reflected by
academic or didactic training,
• the quality of services delivered by the student is sufficiently negatively affected,
• a disproportionate amount of attention by training personnel is required, and/or,
• the trainee’s behavior does not change as a function of feedback, remediation
efforts, and/or time.
Due Process: General Guidelines
Due process ensures that decisions made by program faculty about graduate students are
not arbitrary or personally biased, requires that programs identify specific evaluative
procedures which are applied to all trainees, and have appropriate appeal procedures
available to the student so he/she may challenge the program’s action.
General due process guidelines include:
1. presenting graduate students, in writing, with the program’s expectations related
to professional functioning,
2. stipulating the procedures for evaluation, including when and how evaluations
will be conducted (such evaluations should occur at meaningful intervals),
3. articulating the various procedures and actions involved in making decisions
regarding impairment,
4. instituting a remediation plan for identified inadequacies, including a time frame
for expected remediation and consequences of not rectifying the inadequacies,
5. providing a written procedures to the graduate student which describes how the
graduate student may appeal the program’s action,
6. ensuring that the graduate student has sufficient time to respond to any action
taken by the program,
7. using input from multiple professional sources when making decisions or
recommendations regarding the graduate student’s performance, and,
8. documenting, in writing and to all relevant parties, the action taken by the
program and its rationale.
[117]
Taken in part from the Comprehensive Evaluation of Student Trainee Competence in
Professional Psychology Programs, developed by the Student Competence Task Force of
the Council of Chairs of Training Councils, March 25, 2004
Revised Editions approved by Program Faculty, May 13, 1999; February 19, 2004;
October 7, 2004; April 20, 2006, and endorsed by the Executive Committee of the Student
Affiliates in School Psychology, February, 2004, October 26, 2004, and May 4, 2006
The portfolio is the last component to be completed prior to the awarding of the Ed.S. degree. The
contents of the portfolio are described in the Portfolio Checklist. A formal presentation of the portfolio
to faculty and candidates takes place at the conclusion of the internship. Candidates must successfully
complete coursework, the comprehensive examination, internship, thesis, and Praxis II prior to
submission of the portfolio. The school psychology faculty will evaluate the contents of the folio, and
make recommendations for improvement. At the conclusion of the formal presentation the school
psychology faculty will make one of the following recommendations: recommendation for graduation
and licensure; recommended for licensure but not graduation; or not recommended for graduation
and licensure.
[118]
School Psychology Portfolio
Student
Date of Submission
*Note: Candidates must provide an additional copy of this component.
Informational Components
Complete
Informational Components
Y/N
Title Page
Introduction
Table of Contents
Professional Material File List
Narrative Summary of Internship
Student Evaluations of Internship
*General
*Specific
*Transcript
*Check Sheet for School Psychology
Program Completion
*Ohio application for school psychology
licensure
Resume
Practica Logs (cumulative total of 240 hours)
Internship Logs
Daily Logs(cumulative total of 1200 hours)
(average of 2 hours of supervision per week)
Case Logs
Comprehensive examination results
Domain
SOEAP Domain
Develop as a scholar
practitioner
Program Domain
I.) Data-based
Decision Making and
Accountability
Complete
Y/N
*Praxis II results
*Approval page from Thesis
Student Requirement
Introduction to explain how student has accomplished
competency in this domain
Rating
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-*Satisfactory case study rubric
-*Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
0 - One or more
requirements is
missing or
unacceptable
[119]
SOEAP Domain
Engage in critical
reflection, and
building community
Program Domain
2) Consultation and
Collaboration
SOEAP Domain
Develop as a scholar
practitioner
Program Domain
3) Effective
Instruction and
Development of
Cognitive/Academic
Skills
SOEAP Domain
Develop as a scholar
practitioner
Program Domain
4) Socialization and
Development of Life
Skills
Introduction to explain how student has accomplished
competency in this domain
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory case study
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory case study rubric
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
-*Satisfactory Cognitive Evaluation
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory case study rubric
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
0 - One or more
requirements is
missing or
unacceptable
[120]
2 - Has attained all of
the requirements
SOEAP Domain
Embrace diversity
for the promotion of
social justice
Program Domain
5) Student Diversity
in Development and
Learning
SOEAP Domain
Engage in building
community
Program Domain
6) School and
Systems
Organization Policy
Development and
Climate
SOEAP Domain
Embrace diversity
for the promotion of
social justice
Program Domain
7) Prevention, Crisis
Intervention, and
Mental Health
Introduction to explain how student has accomplished
competency in this domain
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory case study
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-*Satisfactory classwide prevention, intervention, or mental
health project (e.g., case study, evaluation of classwide
intervention, counseling intervention)
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
0 - One or more
requirements is
missing or
unacceptable
[121]
SOEAP Domain
Engage in building
community
Program Domain
8) Home/School/
Community
Collaboration
SOEAP Domain
Develop as a scholar
practitioner, and
engage in critical
reflection
Introduction to explain how student has accomplished
competency in this domain
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory case study
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Approved thesis
-*Satisfactory program evaluation project checklist
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
Introduction to explain how student has accomplished
competency in this domain
0 - One or more
requirements is
missing or
unacceptable
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
0 - One or more
requirements is
missing or
unacceptable
Program Domain
9) Research and
Program Evaluation
SOEAP Domain
Develop as a scholar
practitioner
Program Domain
10) School
Psychology Practice
and Development
[122]
2 - Has attained all of
the requirements
SOEAP Domain
Develop as a scholar
practitioner
Program Domain
11) Information
Technology
Introduction to explain how student has accomplished
competency in this domain
2 - Has attained all of
the requirements
Demonstration of content knowledge
-Transcript grades of B or better
-Praxis II score of 175
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-Satisfactory Internship Outline of Objectives, Experiences &
Competencies Rubric
0 - One or more
requirements is
missing or
unacceptable
To be completed at the conclusion of the portfolio presentation:
Recommended for Graduation and Licensure (score of 22)
(Note: To receive the Ed.S. degree, candidates must have completed an approved thesis.)
Recommended for Licensure, but not Graduation (score of 18-21)
Not Recommended for Graduation and Licensure (score below 18)
Student Signature
Date
Faculty Signatures
[123]
Program Accountability
The School Psychology Program at the University of Dayton is dedicated to providing high quality
training for its candidates. The program subscribes to the philosophy of the National Association of
School Psychologists in its belief statement that: “Systematic evaluation of coursework, practica,
internship experiences, faculty, supervisors, and institutional resources is essential for monitoring and
improving program quality. It is essential that programs also demonstrate accountability with regard
to the overall effectiveness of the total curriculum. That accountability is demonstrated through the
ability of the program’s graduates to provide school psychological services that effectively respond to
the educational and mental health needs of children and youth, their families and the educational and
mental health agencies that serve them.” Toward this end, the School Psychology Program has
developed a performance-based program evaluation procedure that is a comprehensive system of
assessment, accountability, and program development.
Program evaluation information comes from two general sources. Data gathered from both external
and internal sources are analyzed and evaluated periodically. External sources provide information
that is summative in nature and serves to review the quality of the program and student
competencies. These external sources include but are not limited to:
1.
2.
3.
4.
5.
6.
National Association of School Psychologists (NASP)
National Council for Accreditation of Teacher Education (NCATE)
North Central Association
PRAXIS II Examination
Ohio Department of Education
Surveys of alumni
Internal sources of program evaluation are both summative and formative in nature and provide
evaluative feedback from and about student competencies and specific program components. These
internal sources include but are not limited to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student evaluations of courses
Student theses
Case study results
Student Practica and Internship logs
Student performance evaluations (Practica and Internship)
Student transcripts
Student portfolio reviews
Student evaluation of internship
Comprehensive examination (Master’s level)
Formal documentation of the analysis is completed on an annual basis and accompanied by an action
plan for improvement. Evaluation of the results of the action plan is conducted periodically and
annually on a formal basis.
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