SCHOOL PSYCHOLOGY HANDBOOK
2008 EDITION
[1]
Contents
SECTION 1. PROGRAM DESCRIPTION ............................................................................................... 4
Training Philosophy ................................................................................................................................ 5
School of Education and Allied Professions Outcome Goals ............................................................. 6
National Association of School Psychologists Domains of Professional Practice ............................. 6
Integrated Goals and Domains ............................................................................................................ 9
School Psychology Program ................................................................................................................. 10
Full Time Schedule ........................................................................................................................... 11
Part Time Schedule ........................................................................................................................... 11
Course Completion Checklist ........................................................................................................... 12
Highlighted Strands .......................................................................................................................... 13
Matrix of Courses by NASP Domain ............................................................................................... 15
Application Information........................................................................................................................ 16
Timeline ............................................................................................................................................ 16
Documents ........................................................................................................................................ 16
Procedures ......................................................................................................................................... 16
School Psychology Program Notes ....................................................................................................... 17
SECTION 2. PRACTICA GUIDE ........................................................................................................... 19
Description ............................................................................................................................................ 20
Guidelines for Practicum Logs ............................................................................................................. 24
School Psychology Practicum Log ................................................................................................... 25
Practica Evaluations .............................................................................................................................. 26
Requirements .................................................................................................................................... 26
Evaluation for School-Based Practicum ........................................................................................... 27
Problem-solving Consultation Evaluation ........................................................................................ 28
Case Study Rubric............................................................................................................................. 30
Accountability Evaluation ................................................................................................................ 36
SECTION 3. INTERNSHIP MANUAL ................................................................................................... 38
Internship Description ........................................................................................................................... 39
Internship Training Time Line .......................................................................................................... 39
Internship Assignments and Due Dates ............................................................................................ 40
Internship Training Time Line (Sample) .......................................................................................... 41
Memorandum of Agreement for Internship ...................................................................................... 43
[2]
Outline of Objectives, Experiences & Competencies for School Psychology Internship ................ 46
Intern Assignments and Due Dates ................................................................................................... 58
Guidelines for Intern Daily Logs ...................................................................................................... 59
Sample Intern Daily Log ................................................................................................................... 60
Sample Intern Case Log .................................................................................................................... 61
General Intern Evaluation of Internship ........................................................................................... 62
Specific Intern Evaluation of Internship ........................................................................................... 63
Intern Temporary License Application Documents .......................................................................... 69
SECTION IV: EVALUATION ................................................................................................................ 70
Level 1 Assessment: Admission Process .............................................................................................. 71
Level 2 Assessment: Formative Assessment ........................................................................................ 71
Level 3 Assessment: Summative Evaluation/Comprehensive Exam for Master of Science Degree ... 72
Level 4 Assessment: Summative Evaluation for Educational Specialist Degree ................................. 72
School Psychology Portfolio ................................................................................................................ 74
Guidelines for Preparing and Submitting a Master’s Thesis ................................................................ 79
Thesis Proposal Approval ................................................................................................................. 80
Preliminary Pages ............................................................................................................................. 81
The Text ............................................................................................................................................ 82
Reference Materials .......................................................................................................................... 83
Preparation of Document .................................................................................................................. 83
APPENDICES .................................................................................................................................. 85
Program Accountability ........................................................................................................................ 93
[3]
SECTION 1. PROGRAM DESCRIPTION
[4]
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 four sections to this handbook: Program Description, Practica Guidelines, Internship, and Evaluation
and Thesis Preparation. Each section was developed so that candidates and field supervisors could easily access
one section without the other three 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.
[5]
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.
[6]
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.
[7]
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.
[8]
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
Domain 6: School and Systems Organization,
Policy Development, and Climate
Domain 8: Home/School/Community
[9]
Building 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.
[10]
Full Time Schedule
YEAR
FALL
SPRING
SUMMER 1
SUMMER 2
3
1
2
3
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 583
EDC 512 (Z)
EDC 513 (Z)
3
3
1
EDC 516 (Z)
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
EDC 539
3
2
EDC 575
EDC 635
EDC 710
5
EDC 711
5
EDC 712
5
(EDUCATIONAL
SPECIALIST
DEGREE)
(MASTER’S
DEGREE)
3
3
Part Time Schedule
YEAR
1
2
FALL
SPRING
SUMMER 1
SUMMER 2
EDC 510
EDC 511
EDC 517
EDC 572
3
1
1
3
EDC 541/ 508
EDC 538/571
EDC 542
3
3
2
EDC 583
3
EDC 635
3
EDC 543
EDC 573
EDC 568
3
1
3
EDC 541/508
EDC 514
EDC 515
3
3
1
EDC 512 (Z)
EDC 513 (Z)
3
1
EDC 516 (Z)
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
EDC 539
3
2
4
EDC 710
5
EDC 711
5
EDC 712
5
[11]
(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
Admin of Pupil Personnel Services
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
Marriage & Family Counseling
Internship in School Psych
Internship in School Psych
Internship in School Psych
Thesis
[12]
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.
[13]
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.
[14]
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
[15]
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
[16]
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
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.
[17]
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 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 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, and Thesis Approval. Forms and detailed
descriptions of these points may be found in the Evaluation and Thesis Preparation Section of this
handbook.
[18]
SECTION 2. PRACTICA GUIDE
[19]
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 generate approximately 40 clock hours, to
accumulate a minimum of 240 clock hours.
[20]
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.
[21]
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
[22]
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
[23]
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.
[24]
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
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 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.
[25]
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
[26]
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:
[27]
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
[28]
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
[29]
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 provided class-wide
behavioral and/or academic goals and a target
date to accomplish the class-wide goals
[ ] Teacher consultation provided classwide behavioral and/or academic 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 class-wide 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
[ ] Local norms were available and used
[ ] Local norms were underdeveloped
[ ] Data from Tier One were used to
identify Tier Two students
[ ] Data from Tier One were Not used to
identify Tier Two students
[ ] Data from Tier Two were used to
identify Tier Three students
[ ] Data from Tier Two were NOT used to
identify Tier Three students
1.3
(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.)
1.4
[ ] Data from Tier One were used to identify
Tier Two students; AND Tier Two students
received more intensive intervention
1.5
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
[30]
[ ] Threshold Development:
Some components in the
competent category are
checked
[ ] Needs Development:
Multiple components in the
needs development category
are checked
Stage 2.
investigated
Problem Identification: The at-risk student and academic/behavioral concern(s) are
Outstanding
2.1
[ ] The at-risk student's academic and/or
behavioral concern(s) was identified AND
operationally defined using class goals AND
local norms
Competent
Needs Development
[ ] 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)
[ ] A baseline for the at-risk student was
NOT established or was inappropriate
[ ] Skill analysis was conducted and
included one or more of the following:
[ ] No skill analysis was conducted, or
analysis was inappropriate for the
identified concern(s)
2.2
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
2.4
[ ] Error analysis,
[ ] Direct observation of skill,
[ ] Criteria-based assessment, OR
curriculum-based assessment
[ ] Performance analysis was conducted and
included all of the following:
[ ] 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, adult/teacher support,
cultural issues)
[ ] Direct observation (e.g., on-task)
[ ] Parent interview
[ ] 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,
cultural issues)
[ ] Direct observation (e.g., on-task)
[ ] Parent interview
[ ] No performance analysis was
conducted, or analysis was inappropriate
for the identified concern(s)
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
[31]
[ ] 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 with empirically sound
interventions
Outstanding
Competent
Needs Development
[ ] Hypotheses were generated through
collaboration with teacher and/or parent
[ ] 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
[ ] 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:
[ ] One hypothesis was tested to confirm
the cause or source of the problem using
one or more of the following methods:
[ ] Hypothesis testing did not occur
3.1
3.2
3.3
[
[
[
[
[
]
]
]
]
]
Direct observation,
Analogue assessment,
Functional assessment,
Self-monitoring assessment,
Other
[
[
[
[
[
]
]
]
]
]
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)
[ ] 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
3.5
[ ] Support was provided to justify the use of
the intervention as evidence-based practice (
research literature) that linked to the targeted
problem
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
[32]
[ ] 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
4.1
[ ] Goal Attainment Scale was developed
prior to intervention implementation using
appropriate methods
Competent
Needs Development
[ ] 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 NOT developed
collaboratively
4.3
[ ] Intervention(s) logically linked to all of
the following:
[ ] Intervention(s)did NOT logically linked
to all of the following:
[ ] referral question
[ ] accepted hypothesis
[ ] goal statement
4.4
4
[ ] Treatment integrity checklist was
developed prior to intervention
implementation
[ ] referral question
[ ] accepted hypothesis
[ ] goal statement
[ ] 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
[ ] 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] 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] Intervention was monitored and data
were used to determine implementation
integrity
[ ] Intervention(s) implementation was
monitored
[ ] Intervention(s) implementation was
NOT monitored
4
4.5
4.6
4.7
Rating for 4.0
[ ] 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 5.0
Evaluation: Data were gathered and documented to demonstrate efficacy of
intervention.
Outstanding
5
5.1
Competent
Needs Development
[ ] Progress monitoring data were plotted
on a graph or chart
[ ] Progress monitoring data were NOT
plotted on a graph or chart
[ ] Data indicated measurable, positive
impact toward stated goal
[ ] A measureable, positive improvement
was not apparent
[ ] Single-case design was implied by
graphed data (e.g., changing criterion,
withdrawal, multiple baseline, alternating
treatments) to prove efficacy of
intervention
[ ] Single-case design was NOT apparent
[ ] Current technologies were used to
present data
[ ] Current technologies were NOT used
to present data
[ ] Data were evaluated through one or
more appropriate methods and were
presented in support of student's progress:
[ ] No evidence was provided in support
of student's progress or methods were
inappropriate
5
5.2
5.3
5
[ 5] Single-case design was specified (e.g.,
changing criterion, withdrawal, multiple
baseline, alternating treatments) to prove
efficacy of intervention
5
5.4
5.5
[ 5] 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
5
5.6
5.7
[ 5] Strategies for changes in intervention
and/or follow-up were implemented and data
were provided. Intervention limitations or
side effects were described.
[
[
[
[
[
]
]
]
]
]
Visual analysis
Magnitude of change statistic(s)
Goal Attainment Scaling
Intervention integrity
Other
[ ] Effectiveness of intervention was
examined collaboratively
[ ] Effectiveness of intervention was
examined collaboratively
[ ] 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
[34]
[ ] Threshold Development:
Some components in the
competent category are
checked
[ ] Needs Development:
Multiple components in the
needs development category
are checked
Overall Case Study Rating
[ ] 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
Comments:
Evaluator: ___________________________________________________ Date _______________
[35]
Accountability Evaluation
Graduate Candidate: _______________________________
Student:
_______________________________________
Assessment Area
Feedback
General Intelligence (Cognitive)
Academic Performance
Vision Ability
Hearing Ability
Communication Status
Fine Motor Skills
Gross Motor Skills
Classroom Observation
Social-Emotional Status
[36]
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
[37]
Meets or
Exceeds
Expectations
SECTION 3. INTERNSHIP MANUAL
[38]
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.
Internship Description
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.
Internship Training Time Line
[39]
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.
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
[40]
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

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













October
November and
December
January and
February
March and April
[41]
May and June

Plan, start, finish and write assignments

Finish, write, present and submit assignments

Produce portfolio
[42]
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.
[43]
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.
[44]
The district will release the intern to attend monthly, on-campus intern seminars conducted by
university faculty.
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
[45]
Outline of Objectives, Experiences & Competencies for School Psychology Internship
Name
Signature
University Internship Supervisor: ___James H. Evans, Ed.D.__________
Phone (937) 212.8554, e-mail james.evans@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
[46]
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
[47]
OUTLINE OF OBJECTIVES, COMPETENCIES, EXPERIENCES & ASIGNMENTS 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
[48]
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
[49]
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
[50]
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
[51]
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,
[52]
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
[53]
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,
[54]
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).
[55]
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:
[56]
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
[57]
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
[58]
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.
[59]
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:
[60]
Sample Intern Case Log
Student
(1st name only)
Sch
Gr
G
R
E
Purpose/
Type of
Referral
Tier
Date
Initiated
Initial/
Reeval
Assessments
Conducted
Sp Ed
Elig
Intrvntn
Description
Key
G = Gender
E = Economically Disadvantaged: Y or N
Intervention Description
A (Academic)
B (Behavioral)
C (Class-wide)
IC (Individual Counseling)
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
Tier Service Descriptions:
-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 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
[61]
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
3
3
3
3
3
3
Excellent
4
5
4
5
4
5
4
5
4
5
4
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
Excellent
4
5
4
5
4
5
4
5
4
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
[62]
2
2
2
2
2
2
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
[63]
- 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)
[64]
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
[65]
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
[66]
- 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
[67]
[68]
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)
[69]
SECTION IV: EVALUATION
[70]
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.
[71]
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
are encouraged to achieve the national certification passing score of 660, as determined by the
National Association of School Psychologists.
[72]
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.
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.
[73]
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 630
-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
[74]
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 630
-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 630
-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 630
-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
[75]
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 630
-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 630
-Passed comprehensive examination
1 - One or more
requirements is
incomplete or needs
revision
Demonstration of skills
-*Satisfactory Systems Change Project Evaluation/Program
Evaluation
-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 630
-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
[76]
2 - Has attained all of
the requirements
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 630
-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 630
-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 630
-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
[77]
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 630
-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
[78]
Guidelines for Preparing and Submitting a Master’s Thesis
This document is intended to help the candidates in the School of Education and Allied Professions present the
results of their work in a scholarly fashion. The guidelines presented are consistent with the University’s
guidelines for the preparation of graduate theses.
Candidates are expected to present their theses in the editorial style prescribed in the Publication Manual of the
American Psychological Association (5th 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.
[79]
Thesis Proposal Approval
THE PROPOSAL FOR THESIS RESEARCH SUBMITTED BY:
ENTITLED:
HAS BEEN APPROVED BY
Chair
Date
Member
Date
Member
Date
Member
Date
[80]
Preliminary Pages
Although not all of these preliminary pages are required parts of the document, specifications are
given for their preparation. Optional pages are identified as such. Samples of each kind of page have
been included in the appendices and are referred to below. Each element is given in the order in which
it is to appear in the document. Preliminary pages are paginated at the bottom, center of the page with
lower case Roman numerals.
Title page
Copyright page (if applicable)
Approval page
Abstract
Dedication/Acknowledgments (optional)
Table of Contents
List of Tables/Figures
List of Symbols/Abbreviations/Nomenclatures
Title Page (see Appendix A)
The title should be a meaningful description of the substance of the document.
Copyright Page (see Appendix B)
If the candidate desires to have the thesis copyrighted, a page with a copyright notice centered
on the page, without punctuation, should be completed. Applications for registration of a claim for
copyright are available in the Office of Graduate Studies, Room 200, St. Mary’s Hall.
Note: The copyright page is not given a page number or counted as a page.
Approval Page (see Appendix C)
The approval page contains the signatures of the thesis committee chair, committee members,
and the department chair or his/her designate.
Abstract (see Appendix D)
As a brief summary of the candidate’s principal research findings, the abstract should state the
problem being investigated and outline the method of investigation, the results obtained, and the
conclusions reached. Specific format directions are included in Appendix D.
Dedication/Acknowledgments (see Appendixes E and F)
A dedication is optional. If used, the dedication must be brief and centered on the page. See
sample, Appendix E. Acknowledgments are similarly optional. This page is a record of the author’s
indebtedness and includes notice of permission to use previously copyrighted materials that appear
extensively in the text. See sample, Appendix F.
[81]
Table of Contents (see Appendix G)
The table of contents is a required part of the thesis. The heading TABLE OF CONTENTS is
centered without punctuation two inches from the top of the page; the listing begins at the left margin
four spaces below the heading. The titles of all parts, sections, or chapters and chapter numbers are
listed and must be worded exactly as they appear in the body of the document.
Lists of Tables/Figures
Lists of tables and figures are required if these kinds of illustrations appear in the thesis. The
heading LIST OF TABLES or LIST OF FIGURES is centered without punctuation two inches from the top
of the page; the listing begins at the left margin four spaces below the heading. Tables and figures
should be identified by the same numbers and captions in their respective lists as they have been
assigned in the document.
Lists of Symbols, Abbreviations, Nomenclatures
Lists of symbols, abbreviations, and nomenclatures should be included if they are essential to
understanding the document. If used, such lists appear after the lists of tables and figures in the
preliminary pages.
The Text
The committee, considering the nature of the thesis, determines the organization of the text
into chapters, groups of chapters, or other schemes of exposition. Punctuation, spelling, and general
form should be consistent throughout the text.
Chapters
In addition to general chapter titles such as CHAPTER I, the chapters need substantively
descriptive titles as well. In establishing this feature of the document, the author should think of the
reader attempting to understand the research problem, study procedures, and the like.
Introduction
The introduction of the thesis may precede the first chapter, 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; any supplementary title appears centered on the
next line, in uppercase and lowercase letters; the text begins four spaces below.
If the introduction is the first chapter, the heading CHAPTER I in all caps is centered two inches
from the top of the page; the word INTRODUCTION is centered two spaces below. Generally, in this
arrangement, the introduction does not have a title. The text begins four spaces below.
Remaining Chapters
The remaining chapters are numbered consecutively in Roman numerals and caps (e.g.,
CHAPTER II, CHAPTER III, etc.).
Quoting Copyrighted Material
[82]
The author of a thesis is fully responsible for the use of any copyrighted material in the thesis.
Generally, permission to use copyrighted material should be sought from the author or publisher
holding the copyright when a direct quotation of more than 150 words is used.
Reference Materials
Reference materials consist of appendices, which are optional, and a list of references, which is
required.
Appendices
Tables, charts, and other addenda which are not absolutely necessary to the text are often
grouped in an appendix or appendices. The appendix follows the last chapter of the text. The reference
list, however, may precede the appendix. Each appendix is identified as A, B, C, etc. Each appendix with
its title must be listed separately in the Table of Contents as a subdivision under the heading
APPENDICES.
References
Any document citing works either in direct quotation or by reference must contain a listing of
these sources. The reference list format guidelines can be obtained from the Publication Manual of the
American Psychological Association (5th ed.). The heading REFERENCES is centered without punctuation
two inches from the top of the page; the list begins four spaces below
See pp. 271-281 of the APA Manual, 5th ed., for internet reference citation examples.
Publishers’ Locations
Give the city and state for U.S. publishers and country for publishers outside of the United States. If the
publisher is a university and the name of the state (or province) is included in the name of the
university, do not repeat the name in the publisher location. The names of U.S. states and territories
are abbreviated in the reference list using the official two-letter U.S. Postal Service abbreviations. The
following locations can be listed without a state abbreviation or country: Baltimore, Boston, Chicago,
Los Angeles, New York, Philadelphia, San Francisco; Amsterdam, Jerusalem, London, Milan, Moscow,
Paris, Rome, Stockholm, Tokyo, Vienna.
Spacing and Punctuation
Space once after all punctuation as follows: commas, colons, semicolons; after punctuation marks at
the ends of sentences; after periods that separate parts of a reference citation; and periods of the
initials in personal names (e.g., J. R. Zhang).
Exception: Do not space after internal periods (e.g.,)
Preparation of Document
[83]
Spacing
The abstract and body of the dissertation must be double spaced.
Margins
Margins must be at least one inch wide on the upper, lower, and right sides and one and onehalf 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 left at the top of the page. The last word on a page may not be
hyphenated. If there is insufficient space at the right margin to accommodate the full word, the entire
word is to be typed on the following page.
Pagination
For the preliminary pages, small Roman numerals (e.g., i, ii, iii, 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 pagination for all preliminary
material:
Approval page ii
Copyright page (no number and is not counted)
Abstract iii
Acknowledgments iv (if used)
Table of Contents v
List of Tables vi
For the remainder of the thesis, Arabic numbers are used. Number all pages with Arabic numbers
placed at the upper right hand corner of the page, with the exception of those pages with a major
heading (e.g., the first page of a chapter, of the reference list, etc.). Place the page number for those
pages at the bottom center. Begin the number of the main body of the paper with 1 and run
consecutively to the end.
Table Titles – Should be italicized
Binding the Thesis
Once the thesis has been accepted, a minimum of three copies, printed on paper that is of at
least 20# quality, should be taken to the Graduate Program Advisor in the office of the dean, School of
Education and Allied Professions. The three copies of the thesis will be distributed as follows: one to
the University of Dayton Library; one to the School of Education and Allied Professions Curriculum
Materials Center; and one to the candidate. There is no fee for binding these three copies.
The candidate may wish to order additional copies for personal use. The fee for additional
copies is to be prepaid by the candidate.
A candidate desiring to formally register for a copyright on the thesis must pay the copyright
registration fee. Copyright registration forms are available in the office of the Graduate School, Room
200, St. Mary’s Hall.
[84]
APPENDICES
[85]
APPENDIX A – Title page
THESIS TITLE
(TITLES MORE THAN ONE
LINE SHOULD BE
TRIANGULAR)
THESIS
SUBMITTED TO
The School of Education and Allied Professions
THE UNIVERSITY OF DAYTON
In Partial Fulfillment of the Requirements for
the Degree
Master of Science in (Department)
by
First, Middle, Last Name
UNIVERSITY OF DAYTON
Dayton, Ohio
Year
[86]
APPENDIX B – Copyright Page
© Copyright by
First Middle Last Name
All rights reserved
Year
Copyright Information
Copyright provides protection for the thesis. Publication of parts of the thesis in an uncopyrighted
journal may void later literary rights to that portion of the work and may preclude copyright of the
thesis.
[87]
APPENDIX C – Approval Page
Title of Document - Centered
APPROVED BY:
________________________________________________
(Typed Name) Committee Chair
Date
________________________________________________
(Typed Name) Committee Member
Date
________________________________________________
(Typed Name) Committee Member
Date
_______________________________________________
(Typed Name) Department Chair
Date
Note: Each committee member’s name and degree as well as the department chair’s name and degree
should be placed under the signature line after the typed name.
[88]
APPENDIX D – Abstract
TITLE OF THESIS
by
First and Last Name
The University of Dayton, Year
Name of Committee Chair
Begin typing the abstract here, double-spaced. Do not exceed 350 words. (In an average abstract, there
will be about 70 characters per line with a maximum of 35 lines).
NOTE: The title of the abstract should begin two inches from the top of the page; the abstract begins
four spaces below the committee chair’s name. The abstract page should be numbered Roman
numeral iii, centered at the bottom of the page.
[89]
APPENDIX E – Dedication Page
To my parents who sacrificed much that I might have the opportunity to attend school and to develop
my abilities.
[90]
APPENDIX F – Acknowledgment Page
ACKNOWLEDGMENTS
I express sincere appreciation to the members of my committee who worked patiently with me to
complete this study and to Daniel Lortie whose research served as a model for this inquiry.
[91]
APPENDIX G – Table of Contents
CHAPTER
I.
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Significance of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Purpose of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II.
2
3
4
5
REVIEW OF RELATED RESEARCH AND LITERATURE . . . . 6
The International Student and the University . . . . . . . . . . . . . . . . . 7
The Social World of the International Student . . . . . . . . . . . . . . . . 35
III.
STUDY PROCEDURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Development of Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Data Gathering Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
IV.
REPORT OF FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
The International Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
The Student and the University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
The Student and the Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
V.
CONCLUSIONS AND RECOMMENDATIONS . . . . . . . . . . . . . 109
APPENDICES
A. Exact Title of Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
B. Exact Title of Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
[92]
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)
[93]
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.
[94]