UMB Sch Psy Hdbk - University of Massachusetts Boston
UNIVERSITY OF MASSACHUSETTS BOSTON
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
HANDBOOK for the
SPECIALIST (Ed.S.) LEVEL
SCHOOL PSYCHOLOGY PROGRAM
Revised August 2011
Program Director Virginia Smith Harvey
Full Time Program Faculty Melissa Pearrow
Robin Codding
Terry Bontrager
Part Time Program Faculty Joan Struzziero
Deborah Curtiss
Barbara Miller
Jayne Boulos
Students matriculated in the University of Massachusetts School Psychology Program are responsible for reading and adhering to information contained in this handbook.
In addition to this handbook, matriculated students are also responsible for reading and adhering to additional university Requirements and Policies covered in the Graduate Studies at the
University of Massachusetts Boston: Catalog 2010-2012 , which stipulates all University rules and regulations regarding admissions requirements, tuition fees and payments, assistantships, and financial aid, general academic regulations, degree requirements, and students' rights and responsibilities.
Additional information is found in the Department of Counseling and School Psychology site http://www.umb.edu/academics/cehd/counseling/
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TABLE OF CONTENTS
S TUDENT C HARACTERISTICS ........................................................... 5
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A DVISING AND A SSISTANTSHIPS ......................................................... 11
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APPLYING TO THE SPECIALIST LEVEL SCHOOL PSYCHOLOGY PROGRAM .................................... 13
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) .............................................. 19
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S KILLS ......................................................... 33
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P ORTFOLIO AND L ICENSURE E NDORSEMENT ......................................................... 37
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APPENDICES
ADVISING: RECOMMENDED COURSE SEQUENCE FOR STUDENTS ENTERING FALL, 2011 ........... 39
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Program Overview
The Specialist Level School Psychology Program at the University of Massachusetts Boston
(UMass Boston) is designed to prepare professionals whose primary interests involve children, families, and the educational process. Training goals are founded on a respect for the dignity and worth of all people, with a commitment to appreciating and responding to human diversity.
Course work integrates theory and research in child and adolescent development. Empirically based intervention approaches for psychological services in schools are emphasized. An important mission of the Specialist Level School Psychology Program is the development of attitudes essential for professional problem-solving and life-long learning. The program is committed to a philosophy of social justice and inclusion compatible with the mission of the
College of Education and Human Development at UMass Boston (see http://www.umb.edu/giving/mission/ ).
The primary goal of the Specialist Level School Psychology Program at UMass Boston is to prepare practitioners who are able to provide psychological and educational services to children, adolescents, and their families as part of a school-based multi-disciplinary team. The role of a school psychologist is complex. School psychologists are called upon to perform a variety of tasks and assume many responsibilities, including that of assessment specialist, consultant, counselor, administrator, researcher, educational programmer, trainer of school staff personnel, preventive mental health agent, and liaison to community organizations. The UMass Boston
Specialist Level School Psychology Program is competency based, using a problem-solving, consultative model to train students to be effective in these multiple roles. Emphasis is placed on a holistic approach, requiring the consideration of multiple factors starting with biological and neuropsychological bases, individual strengths and needs, as well as family, teacher, classroom, school, neighborhood, community, social, and cultural considerations. Students are trained to support the development of children and adolescents by assessment and intervention at the systems level (family, school, and community) as well as at the individual level. The program fosters collaboration with other professionals and the integration of multiple perspectives.
Student Characteristics
The Specialist Level School Psychology Program consists of approximately 54 students with 18 students admitted each fall. Admission is competitive, since more candidates apply than can be admitted. A concerted effort is made to attract and recruit a diverse student body in terms of ethnicity, gender, and age. Many incoming students are already working in the related fields of education or mental health services when they enter the Specialist Level School Psychology
Program. As service providers, they bring an array of backgrounds and experiences that enrich classroom discussions and activities.
Available Licensure and Certification
The University of Massachusetts Boston Specialist Level (Ed.S.) School Psychology Program has full accreditation approval by the Commonwealth of Massachusetts Department of
Elementary and Secondary Education as well as by the National Association of School
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Psychologists (NASP). The program’s learning outcomes are organized to meet the training standards of these accrediting agencies. Students are expected to demonstrate competency in the domains of school psychology training and practice approved by NASP in July 2010. Graduates satisfy NASP requirements for national certification in school psychology (NCSP). At graduation, they are also eligible for initial licensure as school psychologists by the
Massachusetts State Department of Elementary and Secondary Education. With this credential, alumni can apply for licensure or certification as school psychologists in most other states. With three years of supervised/mentored experience, and record of passing scores on the Praxis, they are eligible for professional licensure by the Massachusetts State Department of Elementary and
Secondary Education and for licensure as educational psychologists by the Massachusetts Allied
Mental Health Professions.
Employment
Although there is no formal placement office, the faculty actively support students in their search for employment, and the employment prospects are excellent. The Program Director frequently receives notices of available positions and forwards these to recent graduates via email. In addition, state departments of education and state school psychology associations post job openings. Websites in Massachusetts are http://www.mspa-online.com
and http://www.doe.mass.edu/ .
Resources
Faculty
A major strength of the program lies in its faculty. The program has been extremely fortunate in attracting the expertise of exceptional scholars and professionals. The Specialist Level School
Psychology Program is housed in the Counseling and School Psychology Department http://www.umb.edu/academics/cehd/counseling/grad/school_psychology/ along with master’s level Counselor Training Programs. Starting in 2012, the department will also be offering a
Ph.D. with two specializations: Counseling Psychology and School Psychology.
All School Psychology Program faculty members have substantive experience as practitioners, have published articles on school psychology and related topics, and regularly present at state and national conferences. They have also been honored with state and national research and educator awards. Further, our faculty are active members and leaders of state and national professional school psychology organizations and serve on state and national boards. Full-time faculty with primary assignment and advising responsibilities to the school psychology program include:
Virginia Smith Harvey, Ph.D., Indiana University, Educational/School Psychology
M.S., Indiana University, Counseling and Guidance
18 years’ experience in P-12 schools as a school psychologist
Research interests: Professional development, self-regulation, and supervision
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Melissa Pearrow, Ph.D., Northeastern University, Counseling and School Psychology
M.Ed., University of Arkansas, School Psychology
10 years’ experience in P-12 schools as a school psychologist
2 years’ experience in P-12 schools as a special education teacher
Research interests: School-based mental health services and youth empowerment
Robin Codding, Ph.D., Syracuse University, School Psychology
3 years’ experience in P-12 schools as a school psychologist and consultant
Research interests: Data based decision-making, school-based interventions, and treatment integrity
Terry Bontrager, Ph.D., Texas A&M University, School Psychology
M.S., Texas A&M University, Counseling and Human Services
M.A., The University of Kansas, Teaching English as a Second Language
6 years’ experience in P-12 schools as a bilingual school psychologist
10 years’ experience in P-12 schools as an ESL teacher
Research interests: Multicultural issues, assessment of English learners, and Curriculum-
Based Measurement
Part-time faculty members who have contributed on a long-standing basis to the Specialist Level
School Psychology Program include:
Joan Struzziero, Ph.D., Northeastern University, Counseling and School Psychology
Employed as a school psychologist in Scituate, MA
20 years’ experience in P-12 schools as a school psychologist
Barbara Miller, Ph.D., McGill University, Clinical Psychology
34 years’ experience in P-12 schools as a school psychologist
Deborah Curtiss, CAGS, Boston College, School Psychology
Employed as a school psychologist in Billerica, MA
16 years’ experience in P-12 schools as a school psychologist
Jayne Boulos, Ph.D. Candidate, Capella University, School Psychology
M.S., University of Southern Maine, School Psychology
Employed as a school psychologist in Portland, ME
10 years’ experience in P-12 schools as a school psychologist
Additional full-time faculty members from the Department who contribute to the Specialist
Level School Psychology Program are listed below, along with their degrees and areas of research:
Kiran Shahreen Kaur Arora, Ph.D., Syracuse University, Family Therapy
Research interests: Multicultural family therapy, intergenerational trauma transmission, and therapy with Asian American families
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Gonzalo Bacigalupe, Ed.D., University of Massachusetts Amherst, Counseling Psychology
M.A., Pontifical Catholic University of Chile, Psychology
Research interests: Family health, eHealth, technology’s impact on families, and immigration
Alisa Beaver, Ph.D., University of Massachusetts Amherst, Counseling Psychology
M.Ed., University of Massachusetts Amherst, Counseling Psychology
Research interests: Bilingual and multicultural assessment, processing and therapy; commitment in diverse couples; trauma
Amy Cook, Ed.D., University of Rhode Island, Counselor Education
C.A.G.S. University of Massachusetts Boston, Mental Health Counseling
M.Ed., University of Massachusetts Boston, School Counseling
Research interests: Closing the achievement and health gaps; working with Latino youth
Lisa Cosgrove, Ph.D., Duquesne University, Clinical Psychology
M.A., Duquesne University, Clinical Psychology
Research interests: Informed consent, conflict of interest, and women's health
Laura Hayden, Ph.D. Counseling Psychology, Boston College
MA Educational and Developmental Psychology, Boston College
Research interests: Counselors’ use of technology and student-athlete functioning; underserved adolescents socio-emotional development, strength based programs and interventions
Sharon Horne, Ph.D., University of Georgia, Counseling Psychology
Research interests: Gender issues; gay, lesbian, bisexual and transgender issues; social justice and international psychology
Varda Konstam, Ph.D., Fordham University, School Psychology
Research interests: Emerging adulthood, clinical judgment, adaptation to chronic illness, and professional growth
Sharon Lamb, Ed.D., Harvard University, Human Development
Research interests: Child and adolescent sexual development, sex education and ethics, media representations, feminist theory, sexualization
Ilana Lehmann, Ph.D., Southern Illinois University Carbondale, Rehabilitation Counseling
Research interests: Employment for people with disabilities and the impact of technology on the world of work
Boaz Levy, Ph.D., University of Southern California, Clinical Psychology
Research interests: Dual diagnosis, addiction, and bipolar disorder
Esmaeil Mahdavi, Ed.D., Indiana University, Counseling Psychology
Research interests: Life skills, emotion, and personality
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Molly Tschopp, Ph.D., University of Wisconsin-Madison, Rehabilitation Psychology
Removing barriers, autonomy, and advocacy for individuals with disabilities
Felicia Wilczenski, Ed.D., University of Massachusetts Amherst, School Psychology
M.S., University of Massachusetts Amherst, Educational Psychology
C.A.E.S., Boston College, School Psychology
M.Ed., Boston University, School Counseling
Research interests: ethics, service learning, assessment for effective intervention
Professional Organizations
The UMass Boston Specialist Level School Psychology program has close affiliations with professional organizations. Students frequently attend state and national professional meetings.
Every year some students present at national conferences, either independently or as copresenters with faculty.
As a component of developing a professional identity as a school psychologist, Specialist Level
School Psychology Program students are required to become student members in the National
Association of School Psychologists (NASP; www.nasponline.org
) during their first semester in the program, while enrolled in SPY 601 Issues and Ethics in School Psychology.
Students are also encouraged to apply for student membership in their state school association such as the Massachusetts School Psychology Association ( http://www.mspa-online.com
).
The UMass Boston School Psychology Club is an active organization that provides collegial peer support for students. In addition to regular meetings, the club sponsors professional speakers. The club is affiliated with the Graduate Student Assembly, the student governing body to which all graduate students are eligible members.
The UMass Boston chapter of the Student Affiliates of School Psychology (SASP; student affiliates of Division 16 of the American Psychological Association) provides opportunities to become involved in a variety of issues that are important to the field of school psychology. It also enables our graduate students to reach out to students in different chapters across the country in order to gain information on issues and programs outside our own .
Faculty and students in the Department of Counseling and School Psychology Spanish Club meet regularly to provide students the opportunity to practice their oral skills in Spanish.
Students with more advanced linguistic abilities can focus on writing and presenting psychoeducational reports as well as reading academic materials in the language.
Leadership opportunities.
In addition to opportunities to become officers of the School
Psychology Club and the UMass Boston chapter of SASP, students have numerous opportunities to assume leadership roles and acquire leadership experience in professional groups. Students can serve as the student representative or liaison to the (1) National Association of School
Psychologists, (2) Massachusetts School Psychologists Association Board of Directors, (3)
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Department of Counseling and School Psychology Faculty Meetings, (4) Dean’s Advisory
Council, College of Education and Human Development, (5) Senate of the College of Education and Human Development. Interested students are encouraged to speak to their advisors regarding these opportunities.
Financial support.
Financial support for attending conferences can be attained through the
UMass Boston Graduate Student Assembly, or by serving as a volunteer for the sponsoring group. All professional organizations offer significantly reduced student membership rates.
Facilities
The holdings of UMass Boston's Healey Library ( http://www.umb.edu/library/ ) are entered in an on-line public access catalog, available via telecommunication outside the library. The services provide access to electronic databases, library catalogs, and academic resources throughout the world, making available to students and faculty a wide range of full text articles. In addition,
UMass Boston students may obtain borrowing privileges at more than 46 local colleges and universities. Whenever the library does not have a particular article or book, it can be obtained through interlibrary loan in a matter of days.
Public computer labs, open seven days a week, provide access to a large number of word processing, spreadsheet, database, statistical, and desktop publishing software packages. The
Graduate Student Computer Lab in the Healey Library, designated for graduate student use, includes various support services. In addition, the College of Education and Human
Development computer lab across the hall from the department suite has been equipped with computer-scoring software for the most commonly used standardized tests. It is reserved for use by school psychology students twice weekly.
The School Psychology Program at UMass Boston maintains an Assessment Library containing a number of test instruments for use by students enrolled in the assessment and intervention courses (SPY 602, SPY 603, SPY 604, SPY 607). Because of the limited number of test kits, it is vital that students recognize and respect their classmates' needs. To maximize utilization, the following guidelines apply:
Students enrolled in assessment courses have first priority at checking out materials being covered in their courses. Others may check out materials for a period of one week.
Only one instrument can be borrowed at a time unless the instructor directs otherwise.
Borrowers are responsible for returning instruments in the condition in which they were checked out. The University must be reimbursed to replace lost kits or parts thereof.
Academic Support, Disability, & Health Services
The University supplies academic support to graduate students in study and writing skills
( www.academicsupport.umb.edu
). In addition, the Ross Center for Disability Services
( www.rosscenter.umb.edu
) helps determine and provide appropriate accommodations for students with identified disabilities, such as a quiet location for test taking for those individuals who need it. The Ross Center also has software resources; for example, students who have difficulty writing can use Dragon Naturally Speaking and students who have difficulty reading
UMass Boston School Psychology Handbook 8/11 11 can use Kurzweil. The Healey Library also houses an Adaptive Computing Lab
( http://www.umb.edu/it/getting_services/computer_labs/adaptive_computer_lab/ ) for student use. As appropriate, for students with disabilities the Ross Center recommends a wide range of support services, including sign language interpretation, note taking, testing accommodation, advocacy, and counseling. However, students should note that the Ross Center does not share recommendations directly with faculty: eligible students must discuss class-related accommodations and recommendations with each professor. Finally, the UMass Boston’s Office for Disabilities ensures that the campus, university website, and resources are accessible to candidates and faculty with disabilities.
All students who have paid their health service fees are eligible to participate in the UMass
Boston Health Service Programs ( http://www.umb.edu/healthservices/ ). Services include general medicine, gynecology, dental, health promotion, drug and alcohol prevention, and mental health services. To promote good health, students are encouraged to take advantage of the Beacon
Fitness Center in the McCormack Building and facilities in the Clark Athletic Center, including the indoor pool.
School psychology students seeking mental health services are advised to specifically request an appointment with a UMass Boston Health Service staff clinician rather than a UMass Boston clinical psychology practicum student. This is because a therapeutic relationship with a fellow graduate student may lead to a dual relationship due to being, or potentially becoming, colleagues in classes or fieldwork.
Advising and Assistantships
Every student is assigned an advisor upon acceptance into the program. Advisors contact incoming students during the enrollment period to provide support and information. Advisors also meet with the students during orientation, throughout the program, and whenever questions arise.
Graduate Assistantships are available and awarded upon the recommendation of faculty and staff. Graduate Assistants typically assist faculty with research five hours per week in return for a stipend, tuition remission, and 25% reduction in the curriculum support fee. Interested students complete the “Graduate Assistantship Application” (found in the Appendices of this
Handbook ) and submit it to the department Administrative Assistant. Every year the program receives five assistantships (3 research assistantships, 1 administrative assistantship, and 1 teaching assistantship) through the office of Graduate Studies. In addition, several of our students are predictably hired as graduate assistants through (1) the Department of Counseling and School
Psychology, (2) the Institute for Community Inclusion ( www.communityinclusion.org
), (3) the
Center for Social Development and Education ( www.csde.umb.edu
), and (4) the Dean’s Office of the College of Education and Human Development.
Honors and Awards
Students graduating with the Ed.S. in School Psychology are eligible to be nominated by faculty to receive one of three awards. The Vincent Cristiani Award for Leadership in School
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Psychology recognizes the graduating school psychology student who has demonstrated outstanding leadership while in the program. The award is named in recognition of Dr. Vincent
Cristiani, who came to the University of Massachusetts Boston from Boston State College in 1982 and founded the School Psychology Program at that time. Under his leadership, the program was one of the first in the nation to attain approval by NASP. Dr. Cristiani was awarded the Lifetime
Achievement Award by the Massachusetts School Psychology Association in 1996. The Vincent
Cristiani Award for Applied Scholarship in School Psychology is awarded to the graduating school psychology student who has demonstrated the highest level of applied research scholarship while in the program. It is given in recognition of Dr. Cristiani's nurturing applied research in his roles as Program Director, Associate Dean, and Department Chair during his years at the University of Massachusetts Boston. Both of the Cristiani awards are supported by the Vincent Cristiani
Foundation, funded by friends, colleagues, and alumni upon his retirement in 1995. The
Book Award for Academic Excellence in School Psychology recognizes the graduating Specialist
Level School Psychology student who has demonstrated the highest academic achievement in the program and is financially supported by the Office of Graduate Studies.
Advisory Council and Program Changes
The program consistently strives to maintain high educational and professional standards as promulgated by NASP. It taps various sources to determine what changes should be made:
(1) The UMass Boston School Psychology Program Advisory Council is composed of current and former students, faculty, and practitioners who meet to discuss the program needs. The council meets 1 to 3 times per year, and members’ advice helps restructure the curriculum to meet changing needs of children and adolescents, parents, and schools. It also helps ensure that graduates are competent in areas essential for the thoughtful and responsive practice of school psychology.
(2) Students provide information regarding the effectiveness of courses and program components via: (a) anonymous course evaluations, (b) representation on the Advisory
Committee, (c) representation at the Department of Counseling and School Psychology
Faculty Meetings, (d) representation on the Dean’s Advisory Council, (e) representation on the Senate of the College of Education and Human Development. Alumni also provide feedback regarding the program; in addition to participation in the advisory council, recent alumni complete a “Program Evaluation” (see the Appendices of this Handbook ).
(3) Intern Field Supervisors’ opinions and suggestions regarding programmatic issues are solicited on the “Intern Evaluation” forms and reviewed by program faculty.
(4) Data regarding the attainment of knowledge, skills, and professional behaviors are gathered and reviewed in program meetings. These include scores on the Praxis exam and master’s comprehensive exams, course grades, Practicum Evaluations, Intern
Evaluations, grades on Portfolio components, case studies, and Program Evaluations.
(5) The Program Director and faculty stay in close contact with professional organizations to ensure compliance with current policies and standards.
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Applying to the Specialist Level School Psychology Program
Please see the general statement of admission requirements for all graduate studies programs in the “Admissions” section of Graduate Studies at the University of Massachusetts Boston:
Catalog 2010-2012 . Also, see the description of admission requirements listed under
“Professional Preparation Programs for Education” in the “Regulations, Procedures, and Degree
Requirements” section of the same publication.
The University of Massachusetts Boston is committed to equal opportunity and affirmative action. No student, employee, or applicant will be denied admission, employment, or access to programs and activities because of race, sex, religion, age, color, national origin, handicap/disability status, or sexual orientation/preference. The University policy is in concert with state and federal nondiscrimination laws. Inquiries concerning the University's administration of the nondiscrimination laws should be addressed to the University Director of
Affirmative Action.
Review of applications for fall admission into the Specialist Level School Psychology Program begins January 2nd . There is no admission to the spring semester. Since every year more candidates apply than can be admitted, admission is competitive. The School Psychology
Admissions Committee reviews all applications and recommends admission for those applicants who present evidence of their potential both to achieve graduate work with distinction and to become committed and effective school psychologists. The process is as follows:
1.
The candidate ensures that a completed application is submitted by January 2 nd . This includes: a.
Completed application form (available at www.umb.edu
) with accompanying fee. b.
Transcripts of all previous college work, undergraduate and graduate. Transcripts must be official (bear the college seal) and be from regionally accredited colleges or universities. Applicants must have completed at least a baccalaureate degree.
Undergraduate and graduate cumulative grade point averages (GPA) should be at least 3.0 overall, and 3.0 in psychology courses as well. c.
Prerequisite course work includes a minimum of five (5) psychology courses including introductory psychology, human development, and statistics. d.
Three letters of recommendation. At least one letter should address academic promise and ability to succeed in advanced graduate training, and at least one letter should address the ability to work with children and adolescents and the potential to develop into a thoughtful and responsive practitioner. e.
Scores from the Graduate Record Examination Combined Aptitude Test (GRE) or the Miller Analogies Test (MAT) (the GRE is preferred). Scores at the 50th percentile or above on those tests are expected. Candidates already possessing earned Master's, specialist level, or doctoral degrees are exempt from taking the
GRE or MAT exams if such degrees are in social sciences or a related field.
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International applicants are required to take either the Test of English as a Foreign
Language (TOEFL) or the International English Language Testing System exam
(IELTS) with a minimum of 6.0. Applicants who have received at least 4 years of education (including an undergraduate program) in Australia, Canada (except
Quebec), England, Ireland, Kenya, New Zealand, Scotland, Singapore, United
States, or Wales are exempt from submitting a TOEFL or IELTS score report. All others are required to submit official score reports. g.
Scores on the Communication & Literacy Skills (reading and writing) portions of the Massachusetts Test for Educator Licensure (MTEL; see www.doe.mass.edu/mtel/register.html
). Applicants who do not submit scores on the MTEL Communication & Literacy portions of the MTEL during the application process will be required to submit the scores prior to the end of their first semester after admission. (Note: passing scores must be attained prior to the start of the internship). h.
A letter of intent describing an understanding of school psychology practice and detailing personal career objectives.
8. Selected candidates are invited for interviews with the School Psychology Graduate
Admissions Committee in March. The interview takes about three hours and is composed of a group interview, an individual interview, a meeting with current students, writing a response to an article, and a campus tour.
9. After a successful interview, applicants currently employed full time in professional positions
(such as an adjustment counselor) will be asked to sign, and to have employers sign when relevant, the “Employer Agreement Form,” found in the Appendices of this
Handbook . This indicates that the applicant and employer both agree to release the applicant from current job responsibilities for fieldwork one day per week during the Practicum and full time during the internship.
10. Accepted students who already hold a master's or higher degree in a related field are eligible for waivers of some courses, if they have already completed an equivalent course at the graduate level. Their individual plans of study will be tentatively determined at the interview and formally determined after matriculation, following a faculty review of course descriptions and syllabi.
11. Accepted applicants will be informed of that decision by both email and USPS mail by April
1. In agreement with other programs and in respect for other applicants, accepted students are asked to confirm their program selection by April 15. They are also asked to adhere to their decision.
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School Psychology Program Goals and Requirements
Professional Knowledge and Skills
School psychology students at UMass Boston acquire the knowledge, skills, and dispositions necessary to be thoughtful and responsive practitioners. The school psychology curriculum at
UMass Boston is based on a problem-solving, consultative model informed by recent research and best practices recommended by NASP. The program addresses the knowledge bases of psychology and education. The program emphasizes data based decision-making and collaboration; school psychology students must demonstrate skill in delivering effective services that result in positive outcomes in K-12 student learning. Appreciation and sensitivity toward individual differences and cultural diversity are emphasized throughout course work and field experiences. The following objectives are addressed, assessed, and must be attained by students in the School Psychology Program at UMass Boston:
Demonstrate Knowledge and Skills in Data-based Decision Making and Accountability
Knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
Skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Demonstrate Knowledge and Skills in Consultation and Collaboration
Knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems to promote effective implementation of services.
Skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs as part of a systematic and comprehensive process of effective decision-making and problem solving that permeates all aspects of service delivery.
Demonstrate Knowledge and Skills in Interventions and Instructional Support to Develop
Academic Skills
Knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.
Skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
Demonstrate Knowledge and Skills in Interventions and Mental Health Services to Develop
Social and Life Skills
Knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidencebased strategies to promote social–emotional functioning and mental health.
Skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
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Demonstrate Knowledge and Skills in School-Wide Practices to Promote Learning
Knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
Skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
Demonstrate Knowledge and Skills in Preventive and Responsive Services
Knowledge of principles and research related to resilience and risk factors in learning and mental health; services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
Skills to promote services that enhance learning, mental health, safety, and physical wellbeing through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
Demonstrate Knowledge and Skills in Family–School Collaboration Services
Knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
Skills to design, implement, and evaluate services that respond to culture and context and to facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
Demonstrate Knowledge and Skills Regarding Diversity in Development and Learning
Knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
Skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning as well as advocacy for social justice are foundations of all aspects of service delivery.
Demonstrate Knowledge and Skills in Research and Program Evaluation
Knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
Skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, using various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Demonstrate Knowledge and Skills in Legal, Ethical, and Professional Practice
Knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
Skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other
UMass Boston School Psychology Handbook 8/11 17 professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
Professional Behaviors
School psychology students are expected to demonstrate appropriate professional behaviors throughout their training. These behaviors are described in “Professional Behaviors Rubric” found in the Appendices of this Handbook , and include:
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility: Consistency, perseverance, industry and initiative
Professional development and involvement: General attitude and interest in program and assignment.
Understanding and acceptance of diversity
Respect for school rules, policies, and norms
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Emotional control
Self-reflection, growth, and appropriate response to constructive criticism
Ethical behavior
Flexibility and adaptability
Throughout their training, students are also expected to comply with all legal and professional codes of ethics as well as state and national standards, including the codes of the American
Psychological Association ( http://www.apa.org/ethics ) and NASP
( http://www.nasponline.org/standards/ProfessionalCond.pdf
). In addition, students are expected to comply with the standards of academic propriety described in the Graduate Studies at the
University of Massachusetts Boston: Catalog 2010-2012 (see section entitled "Student Rights and Responsibilities", pp. 45-51). Failure to do so may result in referral to the Department,
College, and University Ethics Committees and ultimately in a grade of “F” and dismissal from the program.
Professional Behaviors are assessed using a number of methods throughout the program.
Students assess their own Professional Behaviors throughout the program (in SPY 601, practica, and internship) using the “Personal Statement Form” according to the “Professional Behaviors
Rubric.” Faculty respond to these self-assessments by writing comments on the same forms.
Faculty and Field Supervisors also assess the student on these qualities using the “Practicum
Student Evaluation” and the “Intern Evaluation” forms. All of these forms are found in the
Appendices of this Handbook .
If a student is observed to have significant difficulty with Professional Behaviors, faculty and
Field Supervisors meet with the student and attempt to help address the issue. If the student continues to have difficulty, the Program Director will be notified and a remediation plan developed in meeting(s) with the student.
UMass Boston School Psychology Handbook 8/11 18
Because appropriate professional behavior is critical for the effective practice of school psychology, extreme or ongoing deficiencies may result in dismissal from the program.
Academic Excellence
The School Psychology Program adheres to the grading practices and regulations mandated by the Department of Counseling and School Psychology as well as those described in Graduate
Studies at the University of Massachusetts Boston: Catalog 2010-2012 .
According to Department of Counseling and School Psychology policy set in academic year
2010-2011, students must obtain grades of B or better in all required courses. Furthermore, in accordance with university policy, students must maintain a grade point average of "B" (3.0) or better to continue in the program, to enroll in internship, and to graduate from the program. They also must acquire two consecutive semesters of grades of “B” or better in the internship.
Course and Academic Requirements
The program requires a minimum of 66 credits of graduate coursework (54 in courses and 12 in fieldwork). Required courses are listed on the “Advising Sheet” (found in the Appendices of this
Handbook ) and in the Graduate Studies at the University of Massachusetts Boston: Catalog
2010-2012 , which also contains course descriptions of required courses. In individual cases, the
Program Director may approve substitutions after consultation with the faculty.
Applicants who have completed graduate work at other accredited institutions may transfer toward the completion of a graduate degree at UMass Boston up to the equivalent of 6 credits from courses in which the applicant received a grade of B or higher, provided these courses have not been used to fulfill requirements for another degree, and were earned no more than seven years before the student's matriculation at UMass Boston. To obtain transfer credit for courses taken after admission, the student must submit an official transcript (sealed) indicating the course grade. The Program Director completes and signs the “Registrar Form: Transfer Credit
Approval” and forwards the transcript and form to the Registrar. Transfer credit is subject to the final approval of the Program Director and the Dean of Graduate Studies.
Candidates who enter with a master’s degree in a related field are exempt from obtaining the
M.Ed. in school psychology but must complete all programmatic courses and fieldwork requirements. At the discretion of the program faculty, credits in equivalent graduate level courses may be applied to waive specific requirements. A minimum of 30 credits are required, but most Ed.S. students must complete considerably more than 30 credits since all program requirements must be met, aside from the master’s comprehensive exam and the M.Ed. degree application. The program faculty as a group make final decisions on the applicability of graduate level courses taken previously.
Undergraduate courses cannot be used for waiver or transfer credit, or counted for credit for any required graduate course in the Program.
UMass Boston School Psychology Handbook 8/11 19
All candidates must pass the literacy portion of the Massachusetts Test of Educator Licensure.
All candidates are required to complete all requirements for Massachusetts State Department of
Elementary and Secondary Education initial licensure as a school psychologist. Certification standards are mandatory, with no exceptions permitted.
Program courses meet once a week and are offered in the late afternoon and evening, starting at 4
PM. Several required courses are available online on an optional basis. On occasion, some courses meet on Saturdays or only online.
Full-time students who carry 12 credits per semester can complete the entire specialist level program in six semesters and two summer sessions. The amount of time required for those students who enter having previously earned a master’s degree in a related field is highly variable, since it depends upon how many courses have been completed that are equivalent to required courses.
The university defines a full-time graduate student as enrolled in at least nine credits per semester. On occasion students may elect to take courses on a part time basis, but should take at least two courses (six credits) per semester in order to complete the program in a timely manner.
In addition, as are all students, part time students are required to become members of NASP and to engage in programmatic meetings each semester in order to have ample opportunities to develop collegial relationships with other students and to develop a professional identity as a school psychologist.
When a student is unable to enroll in continuous study and does not register for any course in a fall or spring semester, he/she must complete a Leave of Absence Application (see http://www.umb.edu/registrar/ ) and pay a Program Fee. Failure to obtain approval and pay the required fee will lead to administrative withdrawal from the program.
If a student is administratively withdrawn from the program, readmission is not automatic.
Readmission requires reapplication to and acceptance by the admissions committee. Further, it should be noted that if degree requirements have changed and differ from those in place when the student began the program, the student must meet the requirements in place at the time of readmission. This will likely result in an increase in required credits.
Fieldwork Requirements (1400 hours, 12 credits)
The program requires a minimum of 12 credits of graduate fieldwork. Required fieldwork includes:
Pre-practicum hours associated with specific courses,
SPY 685 Practicum in School Psychology I (100 hours, 3 credits) focusing on prevention and intervention;
SPY 686 Practicum in School Psychology II (100 hours, 3 credits) focusing on assessment; and
SPY 688 School Psychology Internship (1200 hours, 6 credits), taken for two semesters along with
SPY 691 Seminar. Students completing the Internship on a full-time basis enroll for 600 hours of fieldwork per semester for a total of 1200 hours over two semesters [6 credits].
UMass Boston School Psychology Handbook 8/11 20
While almost all students complete the internship in one year, it is possible to complete an internship on a half-time basis and take two years. Any student who anticipates requesting a part time internship should make an appointment with the Program Director to ensure that all requirements can be met. Students completing the Internship on a part-time basis enroll for 600 fieldwork hours distributed over two semesters. They accumulate at least 1200 clock hours of fieldwork [6 credits] over four semesters and enroll in SPY 691 Internship Seminar for the first two semesters.
It should be noted that the Internship is the equivalent of full time work for an entire K-12 public school year, which begins before, and ends after, the university academic year. In addition, in order to have time to meet with teachers, administrators, parents, as well as to complete paperwork in a timely manner, interns arrive before the start of the school day and stay after the school day ends. They should plan their work schedules with these requirements in mind.
Capstone Requirements
M.Ed.: Comprehensive Exam . Students earn the M.Ed. in School Psychology after having completed 36 credits and passing a written comprehensive exam. The comprehensive exam is usually given on the first Friday of December and the last Friday of April. Students taking the master’s comprehensive should have taken, or be currently enrolled in, SPY 601, SPY 602, SPY
603, SPY 604, SPY 611 (formerly COU 608), SPY 653 (formerly COU 653), COU 601, COU
614, COU 632. Students may sign up to take the exam via the departmental administrative assistant. Students who do not pass the comprehensive exam on the first attempt may retake all or part of the exam at the next scheduled exam period. The comprehensive exam is in two sections, each containing about 120 multiple-choice questions. It is deliberately designed to provide practice in taking an exam similar to the Praxis exam in school psychology. Students who already have obtained a master’s degree in a related field are exempt from having to take the master’s comprehensive exam.
Ed.S.: Praxis Exam in School Psychology. Students are required to pass the Praxis Exam
School Psychology as one capstone experience toward the Ed.S. in School Psychology. A passing score on the Praxis exam, currently set at 165, is also required for national certification by NASP, Massachusetts Department of Elementary and Secondary Education state licensure at the Professional Level, and licensure as an Educational Psychologist by the State Board of
Examiners in Mental Health and Allied Professionals. Students should request that their scores be submitted to UMass Boston (Code #R3924). They should also submit their official scores on the School Psychology Praxis exam to the Program Director.
Students are advised to take the Praxis exam in the spring or summer in which they complete coursework and prior to the internship. Students who do not pass the exam meet with advisors to note strengths and weaknesses and to write a plan to remediate areas in need of improvement. A student who fails the exam on the second attempt may file a written petition requesting that the faculty review his or her overall performance in the program and consider an alternative comprehensive exam rather than the Praxis exam as a condition of graduation. The school psychology faculty will work as a team to review and arrive at consensus on petitions to take an alternate comprehensive exam. Performance, in coursework and field experience, strongly influences whether a student's request for an alternate comprehensive exam is approved.
UMass Boston School Psychology Handbook 8/11 21
Recent graduates who have attained high scores on the Praxis exam recommend:
Study for and take the Praxis exam when course content is fresh.
Study for the comprehensive with the Praxis exam in mind and take them close together.
Make a binder of all class notes, handouts, and other useful information.
Develop a study group to meet on a regular basis, review materials, and work through sample test questions.
Review the following: o Notes from the coursework o Best Practices in School Psychology V (Thomas & Grimes, 2008) o Ethics and Law in School Psychology (Jacob & Hartshorne, 2011) o NASP Position Statements www.nasponline.org/about_nasp/position_paper.aspx
o Study guides found at www.ets.org
o Study guides found at www.nasponline.org/students/praxissuggestions.pdf
Consult other resources for additional helpful information, including: o Encyclopedia of School Psychology (Lee, 2005) o The School Psychology Licensure Exam Guide (Thompson, 2004) o PASS: Prepare, assist, survive, and succeed: A guide to passing the Praxis exam in school psychology (Williams, 2010)
Ed.S.: Portfolio in School Psychology . Students are required to submit a professional portfolio as part of the capstone experience toward attaining the Ed.S. in School Psychology. Components of the portfolio are completed throughout the internship, submitted to the Seminar Instructor for feedback and adherence to rubrics found in the Appendices of this Handbook , revised, resubmitted, graded, and accepted as “portfolio ready” by the Seminar Instructor before inclusion in the portfolio. Additional information regarding the portfolio is in the Fieldwork section of this
Handbook and in the syllabus for SPY688/SPY 691.
Attainment Measures
The UMass Boston School Psychology Program is competency-based. All students are expected to satisfactorily demonstrate the attainment of all Professional Competencies and Professional
Behaviors. Attainment is assessed via seven measures conducted by seven different sources:
1.
Content knowledge assessed by the Praxis in School Psychology, administered by ETS.
2.
Content knowledge as evaluated by departmental faculty and conveyed via course grades
3.
Knowledge and skills evidenced during two practica, as assessed on the “Practicum
Student Evaluation Form” found in the Appendices of this Handbook .
4.
Knowledge and skills evidenced during the internship, as assessed by Field Supervisors using the “Intern Evaluation Form” found in the Appendices of this Handbook .
5.
Knowledge and skills evidenced during the internship, as assessed by Seminar Instructors using the rubrics to grade required Portfolio components: two psychoeducational reports, two case studies, two assessment instrument reviews, in-service presentation, parent workshop, statements of personal growth, and site description.
6.
Proficiency in improving K-12 student learning, as assessed by the completion of two case studies, at least one with a PND (percent of non-overlapping data) of .51 or above.
7.
Knowledge and skills attained, as assessed by recent graduates using the “Program
Evaluation” found in the Appendices of this Handbook .
UMass Boston School Psychology Handbook 8/11 22
Table 1.
Skills and Knowledge: Addressed and Assessed by Domain
1.
KNOWLEDGE ASSESSED BY EXTERNAL
EXAMINATION: Praxis in School
Psychology
2.
KNOWLEDGE AND SKILLS ASSESSED
BY FACULTY IN COURSEWORK: Grades
SPY 601 Issues and Ethics in School Psychology
SPY 602 Cognitive and Educational Assessment and Intervention I
SPY 603 Cognitive and Educational Assessment and Intervention II
SPY 604 Social, Emotional, and Behavioral
Assessment and Intervention
SPY 607 Remedial and Preventive Individual and
Systems Intervention
SPY 610 Neuropsychological Theory and Practice in Education (prerequisite: SPY 611
Developmental Disorders: Diagnosis and
Treatment [formerly COU 608
Abnormal Psychology])
SPY 612 Learning Theories and Application to
Curricula
SPY 653 Cultural Competence for School
Practitioners (formerly COU 653)
COU 601 Research and Evaluation in Psychology
COU 632 Collaborative Consultation in Schools
COU 635 Behavioral Counseling
COU 650 Group Counseling for Children and
Adolescents (prerequisites: COU 614
Counseling Theories and Techniques I as well as COU 617 Child and Adolescent
Counseling)
EDU 646 Understanding Reading: Principles and
Practices 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
UMass Boston School Psychology Handbook 8/11 23
3.
KNOWLEDGE AND SKILLS ASSESSED
DURING PRACTICA: Practicum Student
Evaluation
SPY 685 Practicum in School Psychology I:
Prevention and Intervention
SPY 686 Practicum in School Psychology II:
Assessment
4.
KNOWLEDGE AND SKILLS ASSESSED
DURING INTERNSHIP BY FIELD
SUPERVISOR: Intern Evaluation
Intern Evaluation (mid-way; 600 hours)
Intern Evaluation (final; 1200 hours)
5.
KNOWLEDGE AND SKILLS ASSESSED
BY UNIVERSITY (SEMINAR) FACULTY:
Required Portfolio Components
Statements of Personal Growth
Site Description
Case Studies
Psychoeducational Reports
In-service presentation
Assessment tool reviews
Parent workshop presentation/
Parent satisfaction scales
6.
EFFECTS ON STUDENT LEARNING
ENVIRONMENTS AND/OR LEARNING:
Case Studies
7.
KNOWLEDGE AND SKILLS ASSESSED
BY STUDENTS AND RECENT
GRADUATES
Statements of Personal Growth (narratives)
Program Evaluation (600 hours) 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 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
UMass Boston School Psychology Handbook 8/11 24
Degrees
Students receive the Master’s in Education (M.Ed.) degree in School Psychology after:
Completing 36 credits of approved course work with grades of 3.0 in required courses,
Passing the written comprehensive examination, and
Submitting the Degree Application for the M.Ed.
Upon the recommendation of the faculty, students who already have earned a master’s degree in a related field may be exempted from earning the master’s degree.
Students receive the Educational Specialist Degree (Ed.S.) after:
Completing all required coursework with grades of 3.0 in required courses,
Completing two practica with ratings of at least 2.5 in Acceptability of Professional Skills and 3.0 in Professional Behaviors,
Passing the Praxis exam in school psychology with a minimum score of 165,
Submitting and receiving a grade on two case studies completed during the internship at least one of which has a PND (percent of non-overlapping data) at or above .51,
Completing the 1200-hour internship with ratings of at least 3.0 in terms of Acceptability and 2.5 in Competence in all Professional Skills and 3.0 or above in Acceptability of
Professional Behaviors,
Submitting an acceptable professional portfolio with grades of 3.0 on required components, and
Submitting the Degree Application for the Ed.S.
Graduation dates are: June, August, and December. Commencement ceremonies occur only in the spring. Whether or not they plan to attend commencement, students are responsible for procuring, completing and submitting to the Program Director a degree application packet by the deadline (February for June or August graduation). The degree application packet must include:
(1)
A completed “Registrar Form: Degree Application” form that lists ONLY courses that apply to the specific degree and have not been counted toward any other degree;
(2) A current transcript (informal, printed from WISER); and
(3) A check to cover the graduation fee for each degree.
The Program Director will conduct a "degree audit" and check the application, transcript, and plan of study to verify program completion. After signing, the Program Director forwards all materials to the registrar. Students must complete the “Registrar Form: Degree Application” for each degree by the deadline set by the registrar, and pay the degree application fee for each degree regardless whether they attend commencement.
Upon completion of the Ed.S. and verification on the official transcript, the university endorses the graduate for licensure as a school psychologist in Massachusetts. The candidate may also then apply for certification as a Nationally Certified School Psychologist (NCSP).
Fieldwork Overview
The University of Massachusetts Boston School Psychology Program offers a balance of theory and practical experience. Pre-practicum, practicum, and internship fieldwork provide opportunities to apply professional skills and knowledge in education-based fieldwork settings.
UMass Boston School Psychology Handbook 8/11 25
The following are fieldwork requirements: Pre-practica; two, one-semester Practica (each for at least one day per week); and Internship (five days per week for an entire school year). During field placements, students are expected to actively participate in the activities of a school psychologist. Expected professional competencies are measured via the “Practicum Student
Evaluation Form” and the “Intern Evaluation Form.” The following information pertains to all students in fieldwork:
Policies
Ethical Guidelines. All students in fieldwork are expected to become familiar with, and to be held accountable for, all existing rules, requirements, and regulations of the school system, department, or institution to which they are assigned. Students are required to comply with
NASP and APA ethical guidelines.
Attendance. Punctual attendance is required for all days of assignment and placement. Students must notify the appropriate supervisor on any given day when illnesses or other emergencies interfere with attendance at their assigned placement. Students are expected to attend all orientation sessions, staff meetings, evaluation sessions, day or evening schedules or meetings required by the school system or institution, with the exception of events conflicting with the required seminar. Students should also introduce themselves to school personnel and obtain information about the system’s organization and operation. Practicum and internship hours and vacations correspond to those of the school district rather than to those of the university. The
Internship is the equivalent of full time work for an entire K-12 public school year, which begins before, and ends after, the university academic year. In addition, in order to have time to meet with teachers, administrators, and parents, as well as to complete paperwork in a timely manner, interns arrive before the start of the school day and stay after the school day ends.
Liability Insurance.
All practicum and internship students are required to acquire professional liability insurance prior to their field placement and to keep it current. Insurance is available through NASP via Forest Jones ( www.ftj.com
) for a modest student rate. Failure to obtain such insurance will result in a student not being permitted to enroll or participate in the placement.
Practicum and Seminar Instructors must have a copy of the insurance verification.
CORI and TB tests. When required by the school district, pre-practicum students, practicum students, and interns must attain a Criminal Offender Record Inquiry (CORI) and/or a TB test.
Logs.
Logs are required in order to satisfy pre-practicum, practicum, and internship requirements. Logs list daily activities including conferences with the Field Supervisor as well as all forms of service delivery including meetings, counseling sessions, team evaluations, consultations with parents, teachers, children, and adolescents, and assessments of children and adolescents. The practicum and internship logs should be reviewed with the University
Supervisor during each visit.
Pre-practicum and practicum logs are kept on paper using the “Log: Pre-Practicum,” “Log:
Practicum” and “Log: Supervision” Forms. The hours are totaled at the bottom of each page and the Field Supervisor signs the log. The internship log is kept on an Excel spreadsheet (see “Log:
UMass Boston School Psychology Handbook 8/11 26
Intern”). At the end of each internship semester, Summary sheet(s) are printed, signed by the
Field Supervisor, and submitted to the Program Director for inclusion in the student’s permanent file. At the end of the internship, the Intern Log is included in its entirety in the Portfolio
Tuition Vouchers and Supervision Verification. For each student assigned to a full time internship, UMass Boston provides Field Supervisors with a tuition voucher good for three graduate credits of study through state supported courses at UMass Boston (excluding University
College, continuing education, and summer courses). The Field Supervisor can transfer the voucher to another individual. However, the voucher may not be transferred for use by the intern.
A copy of the vouchers can also be used to verify supervision for PDP credits toward NCSP recertification or Department of Elementary and Secondary Education re-licensure. Students and
University Supervisors are responsible for completing the “Tuition Voucher and Supervision
Verification Request Form” for Field Supervisors and submitting them during the first semester of the Internship.
Pre-Practica
The UMass Boston School Psychology Program incorporates 90 pre-practicum hours into various introductory courses. In all cases, the student arranges hours with the assistance of the course instructor and Program Director. Students are responsible for completing activity logs and obtaining verifying signatures to document the clock hours. The logs are submitted to the course instructor and kept in the student's permanent file in the Program office. Courses include:
SPY 601 Issues and Ethics in School Psychology requires observing a school psychologist performing a variety of activities involving assessment, direct intervention, and consultation; observing meetings with parents such as pre-referral or core meetings; and conducting interviews with school personnel.
SPY 602 Cognitive and Academic Assessment and Intervention I requires administering cognitive assessment instruments to volunteers.
SPY 603: Cognitive and Academic Assessment and Intervention II requires administering cognitive and academic assessment instruments to volunteers.
SPY 604 Social, Emotional, and Behavioral Assessment and Intervention requires administering social/emotional batteries with volunteers.
SPY 607 Remedial and Preventative Individual and Systems Interventions requires prepracticum hours applied to the interpretation of a functional behavior assessment.
SPY 612 Learning Theories Applied to Curriculum requires pre-practicum hours observing
K-12 classes and interviewing educational personnel.
COU 632 Collaborative Consultation in Schools requires interviewing a school-based consultant and observing others consulting.
UMass Boston School Psychology Handbook 8/11 27
EDU 646 Understanding Reading: Principles and Practices requires observing reading instruction and working with children to link assessment and instruction.
Practica
School psychology students are required to complete two, 100-hour practica in schools during the school day. Practicum activities are focused at the beginner level. Practicum supervision is closely provided by a University Supervisor (Practicum Instructor) and by licensed personnel at the school sites. Students are provided with weekly conferences in which they obtain constructive feedback about their performance and progress. In addition, Practicum Instructors conduct weekly seminars and are responsible for assigning the grade. The fieldwork policies regarding ethical practice, attendance, CORI checks, liability insurance, and logs described previously apply to all practicum students. Students apply for acceptance into the Practica by completing the “Practicum Application.”
SPY 685: Practicum in School Psychology I (Prevention and Intervention)
During this practicum, students participate in:
Collaborative consultation with school personnel and parents,
Assessment of academic skills using CBM
Participation in a prevention program
Participation in an academic or social/emotional intervention program
Completion of a case study involving monitoring student progress
Attending a policy-setting meeting (e.g., school board).
For this practicum, UMass Boston has partnerships with local school districts (currently Quincy).
Students should be aware that field placement sites might require CORI checks and/or TB tests.
Students must have satisfactorily completed prerequisites (SPY 601, SPY 602, COU 614) and are advised to take the following courses prior to or concurrently with the Practicum: SPY 603,
604, 607, 611, 653; EDC 646; COU 617, 632, 635, and 650. A cumulative graduate program
GPA of 3.0 is required. During the registration period prior to enrollment for SPY 685, each student must contact the Program Director to request enrollment. This course is not available through on-line registration. Student skills during this Practicum are assessed via the
“Observation Form” as well as the “Practicum Student Evaluation Form.”
SPY 686: Practicum in School Psychology II (Assessment)
During this practicum, students participate in activities focusing on the assessment, diagnosis, and intervention recommendation for children and adolescents. For this practicum, UMass
Boston has partnerships with local school districts (currently Boston). Students should be aware that field placement sites might require CORI checks and/or TB tests. Students are matched with a practicing school psychologist at least one day per week in order to apply assessment skills. In addition, the class seminar meets on campus weekly. A minimum of 100 clock hours of field experience are required in addition to the weekly seminar, and students are encouraged to accrue additional hours. Prerequisites include SPY 601, SPY 602, and COU 614. The following courses should be taken previously or concurrently: SPY 603, SPY 604. During the registration period prior to enrollment for SPY 685, each student must contact the Program Director to request enrollment. This course is not available through on-line registration. Student skills during
UMass Boston School Psychology Handbook 8/11 28
Practicum II are assessed via the “Observation Form” as well as the “Practicum Student
Evaluation Form.”
Alternate Sites
For SPY 685, Practicum in School Psychology I (Intervention) students who are employed in a school in a related capacity (such as a guidance counselor) may petition the Program Director to use employment activities to fulfill field requirements by attaching a descriptive letter to the
“Practicum Application.” This letter must detail the activities to be performed and be signed by relevant administrators and supervisors. For example, a person employed as a guidance counselor may use individual and group counseling sessions conducted in the course of his or her job to fulfill some intervention practicum requirements, and complete other requirements outside of the employment hours or setting.
For SPY 686, Practicum in School Psychology II (Assessment), students who are employed in a school in a related capacity (such as a special education teacher) may petition the Program
Director to use employment activities to fulfill some Practicum requirements by attaching a descriptive letter to the “Practicum Application.” This letter must detail the activities to be performed and be signed by relevant administrators and supervisors. For example, a person employed as a special education teacher may use academic assessments conducted in the course of the job to fulfill the academic assessment practicum requirement, and complete other requirements outside of the employment hours or setting.
SPY G 687Practicum in School Psychology III (elective additional course)
This Practicum is a continuation of Practicum I and II and integrates assessment and intervention services. It provides students with the opportunity to attain additional fieldwork hours prior to the 1200-hour internship. Students are assigned to a school site, with a supervising school psychologist, and complete 250 fieldwork hours over the course of a semester. Additionally, they meet with the University Supervisor/Seminar Instructor on a weekly basis after school hours.
The Field Supervisor assesses student performance on site via the "Practicum Student
Evaluation"; student skills in conducting psychoeducational evaluations and case studies are assessed by the University Supervisor/Seminar Instructor. This course can be repeated for credit.
[Note: The most common reason students elect to enroll in SPY 687 is to accrue additional practicum hours because they plan future employment in California, which requires at least 450 practicum hours prior to the internship].
Internship
The internship experience is extremely influential in determining whether an individual becomes an effective school psychologist. The UMass Boston School Psychology internship is designed to provide experiences that enable interns to develop competencies such that they can function successfully as a practicing school psychologist in any school district.
Two consecutive semesters with grades of B or better in SPY 688 Internship are required to complete the program. Students cannot enroll in internship more than three times.
UMass Boston School Psychology Handbook 8/11 29
It is strongly recommended that the internship be started in the fall and completed in the spring semester. While it is possible to start the internship in January and end in December, starting in
September provides a more natural and meaningful learning experience. It also provides improved employment opportunities upon completion. Similarly, while it is possible to complete the internship on a half time basis over two years, completing it on a full time basis in one year provides the best learning opportunities.
Applying for an Internship in School Psychology
Registration and Prerequisites
During the registration period prior to enrollment for both the first and second 600 hours of internship, each student must contact the Program Director to request enrollment in the appropriate courses (SPY 688 and SPY 691). These courses are not available through on-line registration. Prior to applying for enrollment in the internship, students must have: o Satisfactorily completed all coursework with grades of 3.0 or above; o A cumulative graduate program GPA of 3.0; o Obtained passing scores on the Communication & Literacy Skills (reading and writing) portions of the Massachusetts Test for Educator Licensure (MTEL; see www.doe.mass.edu/mtel/register.html
); o Passed the master’s comprehensive exam (for those earning the M.Ed.); o Completed SPY 685 Practicum in School Psychology I with scores of 2.5 or above in
Professional Skills and scores of 3.0 or above in Professional Behaviors; o Completed SPY 686 Practicum in School Psychology II with scores of 2.5 or above in
Professional Skills and scores of 3.0 or above in Professional Behaviors; o Submitted an Internship Application to the Program Director.
Steps in the Internship Application Process
I. In November, a year prior to the internship, the student reads the “Internship Contract” and this
Handbook thoroughly to become familiar with the requirements and expectations of being an intern in school psychology. The student completes the “Internship Application” and reviews it, along with the transcript, with his or her advisor to obtain confirmation of eligibility to proceed with an internship. The student must have completed all coursework, passed the MTEL, and be in good standing to proceed.
II. In December a year prior to the internship, the student attends the Internship Orientation meeting. During this meeting faculty discuss internship requirements and the Program Director shares a list of sites that frequently host our interns. Consistent with the University’s mission, the sites are primarily located in communities with diverse populations and have previously provided strong internship experiences and positive mentoring/supervision experiences for our students.
III. Over the semester break the student prepares a resume, sample cover letters, and sample report. Resumes should include:
Name and contact information (address, phone, email)
Education (list colleges, majors, and degrees, starting with the most recent)
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Honors (academic and other relevant awards)
Work experience (starting with the most recent)
Related volunteer experience (starting with the most recent)
Professional affiliations and organization memberships
Publications and presentations
Reference names and contact information
The student submits these materials via email to his or her advisor for review and suggestions.
During the break, the future intern investigates several possible internship sites on the internet.
IV. The student submits the completed and signed “Internship Application,” resume, and an unofficial transcript to the Program Director; also ensures passing MTEL scores are on file.
V. The student attends the Internship Meet and Greet during the first week in February in order to meet potential supervisors. The student sends application materials to chosen sites AFTER
FEBRUARY 1 st
.
VI. The student makes a follow-up phone call approximately one week after sending a resume to check that materials have been received and to explore whether an interview is possible. The student prepares for interviews by thinking about potential responses to:
Tell me about your background and experience.
What are your strengths and weaknesses?
Why are you interested in this school district?
How would you approach a typical referral?
What types of assessments are you able to conduct?
Describe a direct and/or indirect intervention you designed or implemented.
What do you hope to gain from your internship experience?
What questions do you have?
While remembering to:
Arrive on time and attend to professional attire and behaviors.
Identifying the interviewer’s and the site’s expectations of interns.
Be prepared to ask questions.
Give the potential Field Supervisor a copy of the “Intern Contract” to review.
VII. The site suggests a qualified Field Supervisor and school sites, which must satisfy
University, state and national licensing/certification standards. The student emails the Program
Director the name of the internship site, the names of your supervisor(s), and their email addresses in order to obtain approval of the site.
VIII. After all parties agree to the placement, the student completes the UMass Boston School
Psychology “Intern Contract,” has it signed by the Field Supervisor and School Administrator, and submits the original to the Program Director. The signed contract should be submitted by the end of the spring semester for internships starting in the fall.
IX. Follow-up.
After accepting an internship, the student informs other interview sites of the decision to accept a position elsewhere and thanks them for their time.
UMass Boston School Psychology Handbook 8/11 31
Internship Sites
Faculty recommend that students complete internships at collaborating sites that have provided strong and positive internships. Students interested in a site not on the list should contact the
Program Director. All sites must meet the training goals and objectives of the School
Psychology Program at UMass Boston as described in the “Internship Contract”. This includes at least two hours per week of supervision on site by an appropriately credentialed school psychologist, at least 10% of time at each level (elementary, middle, and secondary), and provision of a broad range of services. Students who wish to complete the internship within a current employment setting must present letters signed by school officials agreeing to the title of
School Psychology Intern, release time for broad-based activities, work at all three levels, and release time for supervision by an approved supervisor
(see “Employer Agreement”).
Every student's internship must encompass experiences at the elementary, middle school, and high school levels, at least 10% time at each level. The remaining 70% is determined through an agreement among the site, intern, and university. So that they have sufficient opportunities to gain experience across the domains of practice, interns should not be expected to complete more than 30 psychoeducational evaluations over the internship year.
It is expected that the Internship site will provide some time to complete paperwork during the school day, although it is also recognized that often school psychologists complete some paperwork at home and the same is true for interns. Because interns come prior to the start of the school day and stay beyond school hours, they typically devote more than the required 1200 onsite hours to the internship.
Interns must have the opportunity to observe and work with typically developing children and adolescents as well as those with disabilities. Interns should also have opportunities to work with diverse populations including children and adolescents who are at risk, bilingual or English
Language Learners, and those eligible for services under either Section 504 or IDEA 2004.
At least the first 600 hours of the internship must be in a school setting. Schools can be public, private, or parochial; they are defined as long-term placements that assign grades and lead eventually to graduation. They serve normally developing children and adolescents as well as those with disabilities. Neither a substantially separate school serving students with severe disabilities, nor a hospital-based assessment center, are schools according to this definition.
Almost all students complete the second 600 hours in a school setting as well as the first 600 hours. In unique circumstances, it is possible for those hours to be in non-school settings such as hospitals, clinics, and community mental health centers. However, these settings do not lend themselves to completing required assignments such as ecological psychoeducational assessments and case studies with on-going progress monitoring. Therefore, they are not encouraged and are extremely rare.
Most UMass Boston Specialist Level School Psychology students complete their internships in
Massachusetts. Students can request permission from the Program Director to complete the internship out of state. Permission is contingent upon program faculty feeling comfortable with
UMass Boston School Psychology Handbook 8/11 32 the student’s level of expertise and professional behaviors, as demonstrated by coursework and practicum experiences. If permission is granted and if the site is not easily accessible to UMass
Boston program faculty, the student bears the responsibility of locating an appropriate University
Supervisor willing to make on-site visits over the course of the internship, and UMass Boston hires this University Supervisor as an adjunct instructor. The Program Director can assist with this responsibility.
University Supervision
The University Supervisor contacts the Field Supervisor and intern at least monthly to monitor the internship experience. In addition, the University Supervisor conducts at least three field visits to each internship site. The first should occur during the first month of internship, the second during the last month of the first term, and the third during the last month of the internship. As required by Massachusetts regulations, these visits must be “three-way” and involve the University Supervisor, Field Supervisor, and student meeting together to review and discuss the student's performance and progress. In addition, during the course of the year the
University Supervisor should observe the intern conducting three of the following: providing direct intervention with a group of students (e.g., group counseling, classroom-based bullying prevention); conducting an individual assessment; providing a structured problem-solving consultation with educator(s); and/or participating in a meeting with a parent. The University
Supervisor takes notes during the observation, shares observations and comments with the intern, and sends a letter describing each visit to the Program Director and Seminar Instructor (see
“Observation Form”).
The University Supervisor periodically reviews the Intern Log, reports, and other work samples to ensure that appropriate practices are being observed. That person also monitors the appropriateness of the internship across grade levels, domains of practice, and workload.
Additionally, the University Supervisor collaborates with the Field Supervisor to make corrections as appropriate. The University Supervisor ensures that the intern is obtaining adequate field supervision, remains accessible to the intern and assists in problem solving. If problems occur that are not resolved, the University Supervisor notifies the Seminar Instructor and Program Director.
The University Supervisor also assists the intern in completing licensure applications and submitting verification of visits to the Licensure Officer using the “Commonwealth of
Massachusetts Department of Elementary and Secondary Education Preservice Performance
Assessment Cover Sheet.”
The University Supervisor, in conjunction with the Field Supervisor, completes the “Intern
Evaluation” to assess the progress of interns at the end of each semester. Although the Field
Supervisor provides considerable input, the University Supervisor is responsible for determining and assigning the internship grade. The final grade should indicate whether the intern has attained sufficient proficiency to merit licensure as a school psychologist. A grade of “B-” or below indicates unsatisfactory progress and the internship must be repeated.
UMass Boston School Psychology Handbook 8/11 33
Field Supervision
Qualified Field Supervisor(s) at the assigned internship schools conduct direct clinical and professional supervision. Interns are required to work under the direct supervision of a licensed/certified school psychologist (in schools) or a licensed psychologist (in non-school settings). The Field Supervisor(s) must have worked at least three years as a psychologist and have worked in the current setting at least one year.
The intern is assigned a primary internship supervisor for each semester. Primary supervisors assess the intern’s needs, coordinate the development of a training plan, evaluate the intern’s progress on an ongoing basis, and provide the intern with opportunities to practice new skills.
They also guide the intern in developing communication and interaction skills needed to effectively operate within a school system. As the internship progresses, the intern assumes a more independent role and supervision becomes less directive.
Often interns are assigned secondary supervisors as well, usually when working in more than one building. Secondary supervisors must carry the appropriate credential as a psychologist or school psychologist and work closely with the primary supervisors to ensure a coordinated internship experience.
Both primary and secondary intern Field Supervisors are expected to provide professional modeling, clinical supervision, systemic leadership, and administrative supervision, as described in the “Intern Contract”.
Professional Knowledge and Skills
Interns should have sufficient opportunities to engage in the full range of school psychology activities such that they are able to demonstrate up-to-date competencies at entry level across the domains of practice by the end of the internship. Upon completing the internship experience, the intern must demonstrate adequate skills in each domain of practice. Adequate professional skills are demonstrated by:
(1) Scores of at least 2.5 in both Competency and 3.0 in Acceptability on the Professional
Skills assessed on the final “Internship Evaluation” completed by the Field Supervisor, and of at least 3.0 in Acceptability of Professional Behaviors;
(2) Grades of at least 3.0 on required portfolio assignments graded by the Seminar Instructor;
(3) A PND (percent of non-overlapping data) of at least .51 on at least one case study completed during the internship
The intern should be proficient in the administration, scoring, and interpretation of individual intelligence tests, academic achievement tests, psychological process tests, personality tests, measures of adaptive behavior, and behavior rating scales. The intern should be skilled in the use of behavior observations in the classroom, functional behavioral assessment, interviewing children and adults to obtain relevant information, and reviewing school records for pertinent historical information. Skills in this area are assessed throughout the internship (see
“Observation Forms: Assessment & General,” “Parent Satisfaction Survey,” and
“Psychoeducational Report Rubric”). The number of psychoeducational reports completed
UMass Boston School Psychology Handbook 8/11 34 should be no more than 30 throughout the internship year. Assuming adequate competency is demonstrated, fewer are acceptable (NASP 2010 Domains 1, 3, and 4).
The intern should have the communication skills needed to establish and maintain a collaborative, consultative relationship with teachers and parents. These skills will be utilized throughout all activities and team meetings in particular. The intern should be proficient with written communication, be able to write an integrated psychoeducational report, and be skilled in making appropriate, evidence-based recommendations that assist teachers and parents in dealing with the academic and behavioral difficulties of students. These skills are assessed via the submission of case studies, psychoeducational reports, and site descriptions during the internship
(see “Case Study Plan,” “Case Study Rubric,” “Consultation Feedback Form,” “Parent Consent for Interventions/ Counseling by Intern,” “Psychoeducational Report Rubric,” and “Internship
Site Description Outline and Rubric”). (NASP 2010 Domains 1, 2, and 7).
Interns should also gain considerable experience in designing, monitoring, and providing interventions. This requires experience with applied behavior analysis, counseling, employing behavior management strategies for shaping appropriate classroom behaviors, and overseeing interventions for common learning problems. These include behavioral contracts, individual counseling, group counseling, classroom activities, crisis intervention, violence prevention, peer mediation, parent support groups, social skills or study skill instruction, and class-wide interventions that require collaboration with other school professionals. Typically, interventions employ the four-step consultation problem-solving model. Themes that may be addressed include study and organizational skills, social and interpersonal skills, anger management, grief, divorce, academic skills, and stress management. Setting goals and progress monitoring should accompany the provision of interventions. Counseling may be completed individually or in conjunction with a co-counselor. Interns are expected to carry a minimum counseling caseload of two clients (a group counts as one client). At the initiation of any intervention (including counseling), and before the second session, the intern develops an intervention plan. The intern develops a single group plan for groups. The duration of any intervention is determined by (a) the intervention plan, (b) progress toward goals, and (c) discussion with the intern’s supervisor.
Usually an intervention takes six to eight weeks per client/group. Intervention skills are assessed via case studies and ongoing supervision during the internship (see “Case Study Plan,” “Case
Study Rubric,” “Consultation Feedback Form,” “Counseling Case Notes,” “Counseling Plan,” and “Parent Consent for Interventions/Counseling by Intern,” and “Parent Satisfaction Survey”).
(NASP 2010 Domains 1, 2, 3, 4, 7, and 9).
The intern should be aware of the ways in which cultural, ethnic and socioeconomic factors affect the interactions between students and the school environment. Furthermore, the intern should be sensitive and responsive to how these factors affect gathering and interpreting data obtained in all areas of practice, including psychoeducational assessments. Skills in this area are assessed throughout the internship (see “Case Study Plan,” “Case Study Rubric,” “Consultation
Feedback Form,” “Counseling Case Notes,” “Counseling Plan,” “Parent Consent for
Interventions/Counseling by Intern,” “Parent Satisfaction Survey,” and “Psychoeducational
Report Rubric”). (NASP 2010 Domains 5, 7 and 8).
UMass Boston School Psychology Handbook 8/11 35
Interns should gain school-wide skills by helping to develop and implement practices and strategies that create and maintain effective and supportive learning environments for children; helping to promote services that enhance learning, mental health, safety, and physical well-being of all students through protective and adaptive factors; and by helping to implement effective crisis preparation, response, and recovery strategies. Skills in this area are assessed throughout the internship (see “Observation Forms: Assessment/General/Team Meeting,” “Consultation
Feedback Form,” and “Parent Satisfaction Survey”). (NASP 2010 Domains 5 and 6).
The intern should be aware of the ways in which cultural, ethnic and socioeconomic factors affect the interactions between students and the school environment. Furthermore, the intern should be sensitive and responsive to how these factors affect gathering and interpreting data obtained in all areas of practice, including psychoeducational assessments. Skills in this area are assessed throughout the internship (see “Case Study Plan,” “Case Study Rubric,” “Consultation
Feedback Form,” “Counseling Case Notes,” “Counseling Plan,” “Parent Consent for
Interventions/Counseling by Intern,” “Parent Satisfaction Survey,” and “Psychoeducational
Report Rubric”). (NASP 2010 Domains 5, 7 and 8).
Interns are also expected to gain experience in training others, for example, by conducting inservice programs for teachers, providing workshops for parents, or by providing behavior management training for paraprofessionals and other support staff. Skills in this area are assessed through presentations and case studies (see “Case Study Plan,” “Case Study Rubric,”
“Consultation Feedback Form,” and “Presentation Evaluations—Case Study/In-Service/Parent
Training/Participant Ratings/Participant Ratings Aggregated”). (NASP 2010 Domains 2, 5, and
10).
Finally, interns are expected to gain research experience by monitoring student progress over time or helping conduct a program evaluation. Case studies require at least an A-B quasiexperimental design with daily or weekly progress monitoring, using a measure sensitive to change, and tracked using Excel or another data-management system that produces graphic displays of progress. Interns must conduct one case study of student progress in academics and one in the socio/emotional/behavioral area. Research skills are assessed via the submission of case studies and presentations during the internship (see “Case Study Plan,” “Case Study
Rubric,” and “Presentation Evaluations—Assessment Instrument/Case Study/Helpful
Information”). Research skills in the case studies are also evaluated using the method of
Percentage of Non-overlapping Data (PND). At least one of the case studies the intern submits must have a PND of .51 or higher (NASP 2010 Domains 1 and 9).
Professional Behaviors
Interns are expected to demonstrate ethical and professional behaviors throughout the internship.
With the support of the supervisor, the intern should be proficient in managing and prioritizing the work, dividing time efficiently between assigned schools, and demonstrating organizational skills by maintaining records and completing cases in a timely manner. The intern should demonstrate prompt daily attendance, including arriving early to meetings or appointments to allow time to prepare for what will take place during the meeting. The intern should be familiar with the NASP Model for Comprehensive and Integrated School Psychological Services and the
UMass Boston School Psychology Handbook 8/11 36
NASP Principles for Professional Ethics , both available at www.nasponline.org
. The student,
Field Supervisors, and University Supervisor assess this area (see “Intern Evaluation,” “Personal
Statement Form,” “Observation Form: General,” and “Supervision Conference Questions”).
Upon completing the internship experience, the intern must demonstrate proficiency in each measured Professional Behavior, as demonstrated by scores of at least 3.0 in Acceptability on the final “Intern Evaluation” completed by the Field Supervisor;
Seminar
Interns must participate in SPY 691 Seminar in School Psychology concurrently with their SPY
688 internship. A weekly on-line seminar is available for students completing their internships out-of-state. Interns are required to attend the weekly seminar meetings as scheduled and are expected to schedule meetings and personal vacations at other times. Students are expected to review all pertinent and suggested literature, and maintain confidentiality regarding matters others discuss. All seminar students submit a weekly journal entry to the instructor via email, in which they share their experiences, ask questions, and request assistance.
During the seminar, interns discuss internship experiences, present case studies, model in-service presentations, and present assessment instruments. During the weekly seminar interns are: a) Provided the emotional support necessary for beginning practitioners; b) Provided opportunities to present cases for consultation with the instructor and peers; c) Encouraged to develop a “community of learners”; d) Exposed to additional resources, assessment tools, and other professional information.
Seminar Instructors are accessible to the interns and assist in problem solving. They notify the
Program Director, in a timely manner that enables problem solving, when problems occur.
Seminar Instructors collect and provide feedback on rough draft and completed portfolio assignments throughout the year. Seminar Instructors using the rubrics contained in this
Handbook evaluate portfolio assignments. While the University Supervisors periodically review the Logs (Intern and Supervision), through the journal entries, work submission, and seminar discussions the Seminar Instructor also ensures that appropriate practice is being observed. The
Seminar Instructor monitors the intern’s workload as well as the appropriateness of the internship across grade levels and domains of practice and collaborates with the University
Supervisor and Field Supervisor to make corrections as appropriate. The Seminar Instructor evaluates the intern’s portfolio components at the end of the year, submits the satisfactory portfolio to the Program Director, assists the intern in completing licensure applications, and assigns seminar grades. The final seminar grade indicates whether the intern has attained sufficient proficiency to merit licensure as a school psychologist.
Seminar Instructors should have at least three years’ experience as a licensed school psychologist and hold a current and valid license to practice school psychology.
UMass Boston School Psychology Handbook 8/11 37
Portfolio and Licensure Endorsement
A portfolio is a collection of multiple work samples, collected over time, which demonstrate competence. Throughout the internship, the student will be submitting portions of the portfolio to the Seminar Instructor for review, feedback, and revision. The Seminar Instructor assigns grades to portfolio components. In addition, program faculty review case studies to determine their efficacy; the percent of non-overlapping data (PND) is calculated to ensure that each intern has demonstrated proficiency in positively affecting student learning.
At the end of the internship, the intern formally submits a professional portfolio that is kept in the program office. However, students should permanently maintain a personal copy of the portfolio and all other work they generate because licensure bodies often request these. Students may also choose to share portfolio components with potential employers during interviews.
Because state or national accreditation team personnel may review them, portfolios are relatively public and are not appropriate places for confidential statements and opinions. Interns must take extreme care to protect information that might be confidential. All case studies and psychoeducational reports must use obvious pseudonyms for the students and disguise personally identifying information.
Most interns submit an electronic portfolio on a CD or flash drive. Alternatively, interns can submit a hard-copy portfolio in a three-ring binder. Since faculty must review the portfolios prior to grade submission, students must adhere to submission deadlines. Late submissions will receive lowered grades. At the minimum, portfolios include:
A. Identifying information: Student’s name and year of internship completion on the outside and available without opening the flash drive, CD, or binder.
B. Statement of personal growth demonstrating an understanding of professional behaviors, knowledge, and skills (NASP 2010 Domain 10). Interns submit the personal statement at the beginning of the internship. They include their goals for the internship and the evidence they anticipate presenting in their portfolios to support that they met their goals. They revise the personal statement at the end of the internship to re-assess goals and the supporting evidence.
C.
A description of the student’s internship placement demonstrating an understanding of school and school district organization and dynamics (NASP 2010 Domain 5) (see
“Internship Site Description Outline and Rubric”). Students who complete the entire internship in one school district complete one site description; those who change systems complete an additional.
D.
Evidence of skills in Data-Based Decision Making, Consultation and Collaboration,
Interventions and Instructional Support to Develop Academic Skills, and Interventions and Mental Health Services to Develop Social and Life Skills (NASP 2010 Domains 1, 2, 3,
4, and 7) (see “Case Study Rubric,” “Psychoeducational Report Rubric,” and “Counseling
Notes”)
UMass Boston School Psychology Handbook 8/11 38
E. Evidence of skills in research and training (NASP 2010 Domains 7 and 9) . (see
“Assessment Instrument Presentation Rubric,” “Case Study Rubric,”)
For both graduation and licensure endorsement, the following hard copy items must be in the permanent file held by the Program Director, separate from the Portfolio:
1) Passing scores on the reading and writing portions of the Massachusetts Test of
Educator Literacy (MTEL)
2)
“Practicum Student Evaluations” for SPY 685 and SPY 686
Ratings of 2.5 or better are required in each measured Professional
Skill.
Ratings of 3.0 or better are required in each measured Professional
Behavior.
3) Two “Intern Evaluations” (one mid-way through the internship, at the end of semester one; the other at the end of internship, at the end of semester two).
On the final Intern Evaluation, ratings of 3 or better are required in the level of Acceptability for each measured Professional Behavior.
On the final Intern Evaluation, ratings of 3 or better for Acceptability, and 2.5 or better regarding Competency, for each measured Professional
Skill.
4) Summary sheets from Internship Logs. These must:
Show a total of at least 1200 hours on site
Show at least 2 hours of supervision per week
Be signed by field the supervisor
5) Completed “Program Evaluation Form”
6) Completed “Site Impression: Internship Questions”
7) Praxis score sheet indicating a score of 165 or higher
8)
“Massachusetts DESE Preservice Performance Assessment” signed by the candidate (intern), Field Supervisor, and University Supervisor
A student seeking endorsement as a school psychologist, for licensure of any sort, from
Massachusetts or any other state, must complete steps for endorsement by the Licensure Officer of the University of Massachusetts Boston. It is STRONGLY recommended that all graduating students complete licensure applications as soon as eligible; licensing boards are notorious for changing requirements, and only those who are already licensed can be “grandfathered” into licensure without meeting additional requirements.
Upon graduation with the Ed.S., students are eligible for endorsement as a school psychologist at the initial level with the Massachusetts Department of Elementary and Secondary Education.
Students seeking licensure in another state must complete all steps required for endorsement for
Massachusetts licensure so that the Licensure Officer at UMass Boston can verify eligibility.
Graduates are also eligible for certification as Nationally Certified School Psychologists.
Requisite forms are available at www.nasponline.org
. The Field Supervisor, University
Supervisor, and Program Director must sign them. After working a few years as a practicing school psychologist, graduates are eligible for licensure as Educational Psychologists by the
Massachusetts Board of Allied Mental Health and at the Professional Level by the Massachusetts
Department of Elementary and Secondary Education.
UMass Boston School Psychology Handbook 8/11 39
Advising: Recommended Course Sequence for Students Entering Fall, 2011
Year Fall
1 COU 601 Research in
Psychology
SPY 601 Issues and Ethics in
School Psychology
SPY 602 Cognitive and
Academic Assessment and
Intervention I
SPY 611 Developmental
Disorders: Diagnosis and
Treatment (replaces COU
Spring
SPY 612
SPY 603
Learning Theories and Application to Curricula
Cognitive and
Academic Assessment and
Intervention II
SPY 604 Social, Emotional, and Behavioral Assessment and Intervention
SPY 653 Cultural
Competence for School
Practitioners (replaces COU
Summer
COU 614 Counseling
Theories and Practice I
COU 617 Child and
Adolescent Counseling
MTEL
2 COU 635 Behavioral
Counseling
COU 632 Collaborative
Consultation in Schools
SPY 610 Neuropsychological
Theory and Practice in
Education
SPY 685 Practicum in School
Psychology I: Prevention and
Intervention
OR
SPY 686 Practicum in School
Psychology II: Assessment
COU 650 Group Counseling for Children and Adolescents
EDU 646 Understanding
Reading: Principles and
Practices
SPY 607 Remedial and
Preventive Individual and
Systems Intervention
SPY 685 Practicum in School
Psychology I: Prevention and
Intervention
OR
SPY 686 Practicum in School
Psychology II: Assessment
Comprehensive Exam
Praxis exam
(code # R3924)
3 SPY 688 Internship in School
Psychology
SPY 691 Seminar in School
Psychology
SPY 688 Internship in School
Psychology
SPY 691 Seminar in School
Psychology
Note : Those studying on a part-time basis will follow the same sequence, completing the first year courses prior to the second year courses. They should:
Start the program by taking SPY 601 Issues and Ethics;
Take SPY 602 and SPY 603 just prior to SPY 686 Practicum
Take SPY 607 just prior to SPY 688 Internship
Consult with their advisors in order to develop a plan of study.
UMass Boston School Psychology Handbook 8/11 40
Advising Sheet
School Psychology Program
PROGRAM PREREQUISITES
Massachusetts Test of Educator Literacy
Course in Human Development: (if needed, recommend COU 620 Lifespan Development)
Statistics (if needed, recommend PSY 270 Intro to Psych Statistics)
REQUIRED COURSEWORK
SPY 601 Issues and Ethics in School Psychology
SPY 602 Cognitive and Educational Assessment and Intervention I
SPY 603 Cognitive and Educational Assessment and Intervention II (Prereq.: SPY 602)
SPY 604 Social, Emotional, and Behavioral Assessment and Intervention (Recommended prior: SPY 601, SPY 602, COU 614)
SPY 607 Remedial and Preventive Individual and Systems Interventions (Prereq: SPY 602,
604, COU 614)
SPY 610 Neuropsychology (Prerequisites: COU 608, SPY 602)
SPY 611 Child Diagnosis (replaces COU 608 Abnormal Psychology)
SPY 612 Learning and the Curriculum
SPY 653 Cultural Competence (replaces COU 653)
EDC 646 Reading Methods
COU 601 Research and Evaluation
COU 614 Counseling Theory and Practice I
COU 617 Child and Adolescent Therapy (Prerequisite: COU 614)
COU 632 Collaborative Consultation in Schools
COU 650 Group Counseling of Children and Adolescents (Prereq: COU 614 and COU 617)
COU 635 Behavioral Counseling (Prereq: COU 614 and COU 617)
FIELDWORK
SPY 685
SPY 686
Practicum in School Psychology I (Prereq: SPY 601, SPY 602, COU 614)
Practicum in School Psychology II (Prereq: SPY 601, SPY 602, COU 614)
SPY 687 Practicum in School Psychology III (Prereq: SPY 686) (elective)
SPY 688 Internship in School Psychology 1 st Semester (Prereq.: MTEL pass; Faculty approval, coursework completed)
SPY 691 Seminar in School Psychology 1 st Semester (Prerequisites: MTEL pass; Faculty approval, coursework completed)
SPY 688 Internship in School Psychology 2 nd Semester (Prereq. B or better in SPY 688)
SPY 691 Seminar in School Psychology 2 nd Semester (Prereq. B or better in SPY 691)
CAPSTONES
Semester or Date
M.Ed. Capstone Comprehensive exam (taken after SPY 601, SPY 602, SPY 603, SPY 604,
SPY 611, SPY 653, COU 601, COU 614, COU 632) (master’s only)
Ed.S. Capstone: Praxis exam (http://www.ets.org/praxis) Report to UMass Boston using
Code #R3924. Normally take in the summer after course completion, prior to internship. (Note: March is last exam for spring graduation)
STUDENT SIGNATURE _______________________ ADVISOR SIGNATURE _____________________ DATE ______
Name
Site and year
Attainment Grid: Seminar and Internship (2011-2012)
UMass Boston School Psychology Program
L E VE L A R E A N A S P D O M A I N
SEMINAR
A. Personal Growth Statements
1. Applicant (no grade)
2. Student (no grade)
3. Beginning intern
4. Graduating intern
B. Site Description
C. Professional skills
Case Study 1
Case Study 2 (includes FBA)
Psyched Rep 1
Psyched Rep 2
Parent satisfaction surveys
Counseling plan and notes
D. Training/Research
In-service:
Cog. Acad. Assessment tool:
Personality Assessment tool:
Parent Workshop:
Sharing four helpful tools:
UMass Boston School Psychology Handbook 8/11 42
Case study presentation
Journals semester 1
Journals semester 2
Portfolio Presentation/Label
Grade-seminar 1
Grade-seminar 2
INTERNSHIP
Initial meeting
Observation I
Observation II
Final Mtg/Obs III
Frequency totals
Eval 600 hour Comp
Eval 600 hour Acc
Mean 600 hr intern eval
Eval 1200 hour Comp
Eval 1200 hour Acc
Mean 1200 hr intern eval
Insurance
Praxis exam
MTEL
Internship hours
Supervision hours
Prog Eval in courses (self eval)
Prog Eval internship (self eval)
Dates grid sent:
Would hire
Site Impressions: Intern Q
0.0
0.0
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
#DIV/0!
0 0 0 0 0 0
#DIV/0!
#DIV/0!
0 0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
0
#DIV/0!
#DIV/0!
#DIV/0!
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Case Study Plan
UMass Boston School Psychology Program
Intern: Date :
Who: Case Study #: Name
Level: Pre-K/Primary (P-1) Intermediate (2-4)
Type: Academic Behavioral
Use an X to indicate the appropriateness of the report.
Middle (5-8) High (9-12)
Emotional ELL
What: Behavioral statement of the problem (Just 1, succinct sentence):
Why: Three or more hypotheses and the evidence needed to rule them out :
1. Hypothesis:
Evidence:
2. Hypothesis:
Evidence:
3. Hypothesis:
Evidence:
Intervention :
Who (Description of roles): o Interventionists: o Data Collectors: o Reward Providers: o Intervention Manager:
What (Intervention overview): Academic, Behavioral o Goal: (A number) o Activities: o Data to collect: o Pre-/Post-test (Optional) o Baseline (Same as Data to collect, above):
Number of data points before intervention:
Comparison group:
Where (Locations): o Intervention: o Rewards:
When (Frequency of data collection & duration of intervention/progress monitoring):
Why (References to support the plan as evidence-based):
Plan to monitor intervention integrity :
Who :
What :
When :
Contingency Plan if there is no progress:
Field supervisor signature of approval ___________________ Date _______________________
Seminar instructor signature of approval _________________ Date _______________________
UMass Boston School Psychology Handbook 8/11 44
Case Study Plan: Academic Sample
UMass Boston School Psychology Program
Intern : J. K. Rowling
Who : Thaddeus
Date : Recently this semester
Grade : 3
What: Behavioral statement of the problem (Just 1, succinct sentence): Thaddeus’ reading comprehension is belong grade level expectations.
Why: Three or more hypotheses and the evidence needed to rule them out :
1. Thaddeus' oral language and basic vocabulary are so deficient that they compromise his reading comprehension. Rule out by classroom observation, teacher report, and performance on the vocabulary and comprehension subtest of the WISC-IV.
2. Thaddeus' reading comprehension is compromised by a lack of practice. He has a performance deficit and does not complete reading assignments independently at home or in school. Rule out by classroom observation, teacher report, and parent report.
3. Thaddeus has phonemic skill deficits. Rule out by instruction and practice in analyzing a word’s parts and then blending them together.
Intervention :
Who (Description of roles): o Interventionists : Ms. Murai (classroom teacher) and J. K. Rowling o Data Collector : Ms. Murai o Reward Providers : Ms. Murai o Intervention Manager : Ms. Rowling
What (Intervention overview): Academic o Goal : Thaddeus will read an average (i.e., median) of 51 Words Read Correctly
(WRC) when given 3, 1-minute CBM probes of grade-level passages by the end of 6 weeks. o Activities : Assisted Reading Practice o Data to collect : Median WRC from 3 ORF CBM probes administered weekly o Pre-/Post-test (Optional): -- o Baseline (Same as Data to collect, above): Median WRC from 3 ORF CBM probes
Number of data points before intervention: 3 medians of 3 probes each collected on 3 separate days
Comparison group: Thaddeus’s classmates
Data for the comparison group: Benchmark data from this semester
Where (Locations): o Intervention : At school in the school psychology intern’s office o Rewards : In the classroom—Thaddeus’ teacher will allow him to play a readingrelated computer game for 5 minutes at the end of each day that he participates in
Assisted Reading Practice.
When (Frequency of data collection & duration of intervention/progress monitoring): o Frequency:
UMass Boston School Psychology Handbook 8/11 45
Assisted Reading Practice 3 times per week (Mon., Wed., & Thurs.)
ORF CBM: x1/week using 3 probes and recording only the median WRC o Intervention: 6 weeks
Why (References to support the plan as evidence-based):
Bursuck, B., & Blanks, B. (2010). Evidence-based early reading practice within a response to intervention system. Psychology in the Schools, 47(5), 421-431.
Reis, S.M., Eckert, R.D., McCoach, D.B., Jacobs, J.K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. The Journal of Educational Research, 101(5) , 299-314.
Shany, M.T. & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30 , 382-395.
Plan to monitor intervention integrity :
Who : J. K. Rowling
What : o Scheduled appointments in Ms. Rowling’s daily planner to remember the intervention sessions. o A protocol of steps for Ms. Rowling to use as she carries out the intervention o Notes for Thaddeus to take to Ms. Murai reminding her that he has earned the reward of working at the computer o Scheduled appointments in Ms. Rowling’s daily planner to email Ms. Murai reminding her to select a reading-level appropriate book for Thaddeus to work on
When : in intervention sessions the following week. o Scheduled appointments noted on Mondays, Wednesdays, and Thursdays o Protocol to be used each time Ms. Rowling meets with Thaddeus o Notes to Ms. Murai written at the end of each intervention session o Scheduled appointments each Friday for sending reminder emails
Contingency Plan if there is no progress, Ms. Rowling, in consultation with Ms. Murai and
Thaddeus’ mother, will weigh these options for intervention modification:
Increase the intervention frequency from 3 to 5 days a week or
Change the intervention to Repeated Reading
Intervention Central (2011). Repeated reading . Retrieved from http://www.interventioncentral.org/index.php/reading-fluency/110-repeatedreading
Field supervisor signature of approval ___________________ Date _______________________
Seminar instructor signature of approval _________________ Date _______________________
UMass Boston School Psychology Handbook 8/11 46
Case Study Rubric
University of Massachusetts School Psychology Program
Intern:
Assignment number and pseudonym: Case Study #: Name
Level: Pre-K/Primary (P-1) Intermediate (2-4) Middle (5-8) High (9-12)
Type: Academic Behavioral
Use an X to indicate the appropriateness of the report.
Emotional ELL
Relevant Domains: (Use a check mark ( ) to indicate the domains that are relevant to the case study)
Domain 1: Data-Based Decision Making and Accountability
Domain 2: Consultation and Collaboration
Domain 3: Interventions and Instructional Support to Develop Academic Skills
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services
Domain 7: Family–School Collaboration Services
Domain 8: Diversity in Development and Learning
Domain 9: Research & Program Evaluation
Domain 10: Legal, Ethical, and Professional Practice
Use an X to indicate the domains that are relevant to the report.
1: Problem Identification
Very Effective (4)
1.1
1.2
The student's behavior is
(a) operationally defined,
(b) measureable,
(c) in observable terms, AND
(d) described in the context of appropriate grade and/or peer expectations, e.g., local norms
The problem is
(a) collaboratively defined (for example, within a child study team) AND
(b) takes into consideration at
least 3 reasons for referral or areas of concern.
1.3 The behavior is operationally defined or quantified in terms of
(a) current AND
(b) desired levels of performance
(i.e., goal statements), AND
(c) the discrepancy between current and desired level of performance is explained
Effective (3)
(a) The student's behavior is operationally defined,
(b) measurable,
(c) in observable terms.
The problem is
(a)
(b) collaboratively defined
The behavior is operationally defined or quantified in terms of
(a) current AND
(b) desired levels of performance (i.e., goal statements).
(for example, within a child study team) AND takes into consideration at least 1 reason for referral or area of concern.
Note : Make the goal statements in 1.3.(c) agree with those in Rubric
3.1.(a).
1.4 Baseline includes
(a) the student behavior using
(a) A baseline for the student behavior is established using
Needs Development (2)
The student's behavior is identified but not operationally defined
The problem is not collaboratively defined
The behavior is not operationally defined or quantified.
A baseline for the student behavior is not
UMass Boston School Psychology Handbook 8/11 47
1.5 sufficient data AND
(b) peer/grade norms and expectations with computed trend lines if relevant.
The student behavior is
(a) identified as a skill, fluency, and/or performance deficit.
(b) defined within a context that includes at least 8 of the following: i.
File review ii.
Student observation iii.
Teacher interview iv.
Parent interview v.
Student interview vi.
Review of work samples vii.
Consideration of native language viii.
Consideration of previous evaluations ix.
Consideration of previous interventions x.
Educational history, including grade and attendance patterns xi.
Medical history, vision & hearing xii.
Social history xiii.
CBM data xiv.
Daily behavior report card
1.6 Parents/guardians, student(s), and teachers are involved in the problem-identification process. sufficient data (i.e. at least three data points for academic data, six for behavior)
The student behavior is
(a) identified as a skill, fluency, and/or performance deficit.
(b) defined within a context that includes at least 5 of the following: i.
File review ii.
Student observation iii.
Teacher interview iv.
Parent interview v.
Student interview vi.
Review of work samples vii.
Consideration of native language viii.
Consideration of previous evaluations ix.
Consideration of previous interventions x.
Educational history, including grade and attendance patterns xi.
Medical history, vision & hearing xii.
Social history xiii.
CBM data xiv.
Daily behavior report card
Parents/guardians, student(s), and/or teachers are involved in the problem-identification process.
2: Problem Analysis
Very Effective (4)
2.1 (a) Multiple, comprehensive, and measureable hypotheses are generated
(b) Through collaboration with teacher, student, and/or parent
(c) To identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed
(d) In two or more of the following areas: i.
Student factors, ii.
Curriculum,
Effective (3)
(a) One or more measureable hypotheses are developed to identify
(b)
(c) the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed
(d) in two or more of the following areas: i.
Student factors, ii.
Curriculum, iii.
Peers, established or has insufficient data
The student behavior is not identified as a skill, fluency, and/or performance deficit and context is insufficiently considered in problem identification.
Parents/guardians and teachers are not involved in the problemidentification process
Needs Development (2)
Hypotheses are not developed, hypotheses are developed in only one area and/or hypotheses are not measurable
UMass Boston School Psychology Handbook 8/11 48 iii.
Peers, iv.
Teacher, v.
Classroom, vi.
Home, and vii.
Neighborhood.
(e) The hypotheses are narrowed and
(f) The chosen hypotheses are explored using evidence-based research.
2.2 (a) There are multiple sources of systematic, multi-method, and appropriate data that
(b) Converge on each proposed hypothesis AND
(c) Appropriate data include one or more of the following: i.
Record review, ii.
Interview, iii.
Observation, iv.
Testing, and v.
Self-report
(d) The information is appropriately integrated and interpreted.
2.3 Hypotheses reflect an awareness of issues of diversity (e.g., physical, social, linguistic, racial/ethnic, disability , cultural) iv.
v.
vi.
Teacher,
Classroom,
Home
There is evidence that
(a)
(b)
(c) appropriate data are collected that confirm or reject the proposed hypotheses.
Appropriate data include one or more of the following: vi.
Record review, vii.
Interview, viii.
Observation, ix.
Testing, and x.
Self-report
Appropriate data are not collected to confirm or reject the hypotheses
Hypotheses do not reflect an awareness of issues related to diversity (e.g., physical, social, linguistic, racial/ethnic, disability , cultural)
Note : For native speakers write something like His/her
{classroom/English teacher} {guidance counselor} verified that
FN’s English proficiency is adequate for academic learning and assessment.
3: Intervention
Very Effective (4) Effective (3)
3.1 Intervention
(a) is linked to observable,
(c) measurable goal statement(s)
(see Rubric 1.3.b)
(b ) addresses concerns all aspects or includes a numeric goal for student performance
Intervention
(a) is linked to observable, measurable goal statement(s)
(see Rubric 1.3.b)
(b)
(c) includes a numeric goal for student performance
(d) addresses the baseline data
(d) addresses the baseline data and desired improvement
(e) includes a timeframe (usually 6-
8 weeks).
and desired improvement.
Note : Make the goal statements in 3.1.(a) agree with those in Rubric
Needs Development (2)
Intervention is not linked to observable, measurable goal statement(s).
UMass Boston School Psychology Handbook 8/11 49
1.3.(c)
3.2 Intervention(s) selection is based on data from problem analysis and hypothesis testing
3.3 (a) Intervention(s) is evidencebased (e.g., research literature, functional analysis, single case design analysis).
(b) Research sources supporting the intervention are correctly cited.
3.4 (a) Intervention(s) is developed collaboratively.
(b) The collaboration is described in detail, including frequency and participants (parents, teachers, para-professionals, community agencies.
(c) Follow-up procedures are described
(d) Parent-teacherparaprofessional training is described.
3.5 (a) Intervention(s) reflects sensitivity to individual differences, resources, classroom practices, and other system issues.
(b) Acceptability of intervention is verified, assessed and accommodations are made as appropriate.
3.6 Logistics of setting, time, resources and personnel are included in the intervention plan
3.7
3.8
Intervention selection considers unintended outcomes or limitations
(a) Intervention is monitored and data collected at least weekly.
(b) Data that ensure that the intervention is implemented as designed are gathered and presented.
(c) The monitoring processes and tools are fully described.
(d) The tools are attached as an appendix.
Intervention(s) is evidence-based
(e.g., research literature, functional analysis, single case design analysis).
Intervention(s) is developed collaboratively.
(a) Intervention(s) reflects sensitivity to individual differences, resources, classroom practices, and other system issues.
(b) Acceptability of intervention is verified .
(a) Intervention is monitored and data
(b) Data collected at least weekly.
that ensure that the intervention is implemented as designed are gathered and presented.
Intervention(s) selection is not based on data from problem analysis and hypothesis testing
Intervention(s) is not evidence-based (e.g., research literature, functional analysis, single case design analysis)
Intervention(s) is not developed collaboratively
(a) Intervention(s) does not reflect sensitivity to individual differences, resources, classroom practices, and other system issues.
(b) Acceptability of intervention not verified
Logistics of setting, time, resources and personnel are not included in the intervention plan
Intervention selection does not consider unintended outcomes or limitations
Treatment integrity is not monitored
UMass Boston School Psychology Handbook 8/11 50
Note : Both 3.8.(a) and (b) are about monitoring for intervention integrity.
4: Evaluation
Very Effective (4)
4.1 (a) Progress monitoring data are demonstrated on a chart
(b) The chart includes student
Effective (3)
Progress monitoring data are demonstrated on a chart
4.2 performance trend lines, and/or goal lines.
(c) The chart includes baseline data compared to outcome data.
Progress monitoring data are demonstrated to be effective when compared to data generated from multiple sources/settings
4.3 (a) Response to intervention data are used to inform problem solving and decision making.
(b) The type of single case design was specified (e.g., changing criterion, parametric, component analysis, multiple baseline, alternating treatment).
(c) A detailed plan for appropriately adjusting the intervention is described.
4.4 (a) Strategies for transfer/generalizing outcomes to other settings are addressed
AND
(b) documented as effective
Progress monitoring data are demonstrated to be effective when compared to baseline data
Data are used to inform further problem solving and decision making (i.e., continuation of intervention, modification of intervention, maintenance of intervention).
4.5 (a) Effectiveness of intervention is shared through collaboration with parents, teachers, and other personnel.
(b) Modifications for future interventions are considered based upon collaborative examination of effectiveness data.
Strategies for transfer/generalizing outcomes to other settings are addressed
Do not leave target in charge of generalizing. Make a plan for adults (e.g., parents, teachers) to use for generalizing to another setting (e.g., from school to home; from spelling to math, etc.)
Effectiveness of intervention is shared through collaboration with parents, teachers, and other personnel.
Shared: Mention how results were disseminated to parents, teachers, or others.
Modifications: Review the intervention collaboratively regarding how the team could do it differently in the future.
Needs Development (2)
Progress monitoring data are not demonstrated on a chart
Intervention is not demonstrated to be effective through data comparison
Data are not used to inform further problem solving and decision making
Strategies for transfer/generalizing outcomes to other settings are not addressed
Effectiveness of intervention is not shared or communicated
UMass Boston School Psychology Handbook 8/11 51
4.6 (a) Strategies for follow-up are developed and
(b) implemented
Suggestions for follow-up are developed (continued progress monitoring, transition planning)
5. Case Study Report Evaluation
5.1 Required appendixes:
Monitoring tool
References
5.2 Optional appendixes:
Support plan
Behavior plan/contract
Parent handouts
Educator handouts
5.3 Professional appearance (spelling, grammar, coherence, APA format for citations)
5.4 Clear writing: sensitively and clearly written for nonpsychologists
Summary of Strengths and Areas for Improvement :
Comments
Grade (points)
Rubric Score Rubric Score Rubric Score Rubric Score
1.1 2.1 3.1 4.1
1.2
1.3
1.4
1.5
2.2
2.3
3.2
3.3
3.4
3.5
4.2
4.3
4.4
4.5
1.6 3.6
3.7
3.8
4.6
Mean
Suggestions for follow-up are not developed
UMass Boston School Psychology Handbook 8/11 52
Consultation Feedback Form (Sample)
1.
I felt that my point of view was acknowledged.
No 1 2 3 4 5 Yes
2.
If felt that my point of view was taken into consideration.
No 1 2 3 4 5 Yes
3.
The consultant was interested in what I had to say.
No 1 2 3 4 5 Yes
4.
We worked together well.
No 1 2 3 4 5 Yes
5.
I felt that some of the suggestions made by the consultant were helpful.
No 1 2 3 4 5 Yes
6.
I will definitely use some of the recommendations we agreed upon.
No 1 2 3 4 5 Yes
7.
I would be interested in collaborating with this individual again.
No 1 2 3 4 5 Yes
Please indicate any suggestions that you might have to improve future collaborations.
UMass Boston School Psychology Handbook 8/11 53
Please complete the following for each child or adolescent who is being seen for individual and/or group counseling. Treatment plan should be completed prior to the second meeting with the student.
Counseling Plan (Sample)
Student Name: School:
Date of Initial Contact:
Check if: ( ) Individual ( ) Group
Briefly describe presenting concern:
Anticipated # of Sessions:
Briefly describe goal(s) of counseling:
Briefly describe techniques intended to achieve goal(s):
Date plan will be reviewed for effectiveness:
____________________________________ ____________________________________
School Psychology Intern Date Field Supervisor Date
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Counseling Case Notes (Sample)
Case notes should be completed for each child or adolescent who is being seen for individual and/or group counseling following each scheduled contact. If the student was unable to attend the regularly scheduled appointment, indicate, “No contact”.
Student Name: School:
Date of Contact: Check if: ( ) Individual ( ) Group
Briefly describe the session (i.e., techniques used, topics discussed, activity, etc.):
Briefly discuss the student’s level of participation and/or motivation during session:
Briefly describe the progress made toward achieving goal(s):
Briefly describe plan(s) for the next scheduled contact:
____________________________________ ____________________________________
School Psychology Intern Date Field Supervisor Date
UMass Boston School Psychology Handbook 8/11 54
Employer Agreement Form
University of Massachusetts School Psychology Program
The University of Massachusetts Boston School Psychology Program intends to train individuals who have a serious commitment to the field of school psychology and to becoming school psychologists. The
Employer Agreement Form is the vehicle whereby applicants who are already employed in professional positions (such as guidance counselors, adjustment counselors, behavior specialists, and school child study team leaders) demonstrate such a commitment. It also conveys employers’ willingness to support program requirements. In particular, the yearlong internship cannot be completed while a student carries another job title. An intern’s job title must be school psychology intern .
By their signatures, the undersigned indicate an understanding of the commitment entailed in entering the
University of Massachusetts Boston School Psychology Program. Initially, this involves release to attend classes in Boston that start at 4 PM and completing attendant requirements. It also requires fieldwork
(pre-practica and practica) in schools taking approximately one day per week. At the end of the program, it requires completing a full school year internship during which the job title is school psychology intern. Furthermore, the internship work must consist of: o A total of 1200 clock hours (a full academic year) supervised by a licensed school psychologist with at least three years of experience as a school psychologist. o At least the first 600 hours must be in schools that serve normally developing children and adolescents and lead to a diploma. They should also serve individuals with special education needs, those eligible for services under Section 504, those who are at risk, and those who are bilingual or
English Language Learners. o At least 10% of the time must be spent at each level: elementary, junior high/middle school, and high school.
This minimal distribution is required because the school psychology license awarded enables an individual to work with students in kindergarten through 12 th grade.
At each level, experience in the full range of school psychology activities covered by a license including: o Consultation (e.g., instructional consultation, behavioral consultation, pre-referral intervention, program development liaison to outside agencies, court cases). At least 20% of the time at each level in this area. o Intervention (e.g., individual counseling, group counseling, classroom activities, behavioral contracts, crisis intervention, violence prevention, peer mediation, parent support groups). At least
20% of the time at each level in this area. o Assessment (e.g., parent and student interviews, cognitive assessment, achievement testing, social and emotional assessment, functional behavioral assessment, curriculum-based assessment, report writing). Maximum of 30 psychoeducational reports. At least 20% time at each level in this area. o Training (i.e., conducting an in-service program for teachers and other school personnel, providing behavior management training for paraprofessionals), and o Research (i.e., completing case studies, assisting grant writing or program evaluation).
The school psychology internship cannot be completed while employed in another position.
Therefore, the undersigned verify that provisions will be made for completing the school psychology internship either through reassignment as a school psychology intern or via release/leave of absence.
______________________________________________________________________________
Supervisor Signature Printed name date
With my signature, I verify that I will either carry the title “School Psychology Intern” during my internship, or take a leave of absence from my current position in order to complete the internship in school psychology.
______________________________________________________________________________
Applicant Signature Printed name date
UMass Boston School Psychology Handbook 8/11 55
Graduate Assistant Application
Department of Counseling & School Psychology
College of Education and Human Development
University of Massachusetts at Boston
Applying for Academic Year: _____________
Student Name:___________________________ Social Security #: _______________
Mailing Address: ________________________ Home Phone: __________________
_______________________________________ E-mail: _______________________
Date of Birth: ___________________________
Degree Sought: ______________________ Anticipated Graduation Date: ___________
Student's Graduate Program: _______________________________________________
Indicate Program Concentration: (circle one)
Marriage & Family Mental Health
School Guidance/Adjustment School Psychology
Rehabilitation
3.
Have you received a graduate assistantship in the past? _________________________
If yes, which department did you work for? ___________________________________
How many semesters? ____________________________________________________
How many credits are you carrying for this period? _____________________________
1.
Please discuss your administrative skills. For example, any telephone experience, typing, word processing (indicate software programs), proofreading, photocopying, data entry, etc.
2. Describe any research experience you have had and the duties that you have performed.
For example, library skills, literature searches, software programs.
State what you expect to gain from a graduate assistantship.
Attach a resume to this application and return to: Department of Counseling and
School Psychology, College of Education and Human Development, University of
Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125-3393
UMass Boston School Psychology Handbook 8/11 56
INTERN CONTRACT
School Psychology Program
UNIVERSITY OF MASSACHUSETTS BOSTON
Student name: Email: _________________________
Home phone: ________________ Address: __________________________________________
Cell phone: __________________ Student ID # UMS__________________________________
Field Supervisor Name: Title:
Best mailing address:_____________________________________________________________
Email________________________ Best phone: _______________
District: _____________________________________________________________
DESE School Psychology licensure number: ______________Initial or professional?
Number of years work experience as a school psychologist: ______ Years in this district: _____
Race/ethnicity: _______________
If applicable: Second Field Supervisor Name: ________________________ Title: __________________
Best mailing address:_____________________________________________________________
Email________________________ Best phone: _______________
District: _____________________________________________________________
DESE School Psychology licensure number: _____________Initial or professional?
Number of years work experience as a school psychologist: ______ Years in this district: _____
Race/ethnicity: _______________
District Administrator Name and position
Best mailing address:_____________________________________________________________
Email_____________________ Best phone: _________________
University Supervisor Name
Best mailing address:____________________________________________________________
Email _____________________ Best phone: _________________
Seminar Instructor Name
Best mailing address:_____________________________________________________________
Email _____________________ Best phone: _________________
Program Director Name Virginia Harvey
Best mailing address: Wheatley Hall, CEHD, 100 Morrissey Blvd., Boston, MA 02125-3393
Email Virginia.harvey@umb.edu
Office phone: 617-287-7628
UMass Boston School Psychology Handbook 8/11 57
Internship duration: Hours per week: ________
Dates: _______, 20 ____ through _______, 20 ___.
Intern’s school assignments (at least 10% at each level)
Name of elementary school __________________________________________
Name of junior high/middle school ____________________________________
Name of high school ________________________________________________
Anticipated internship assignments in each domain (see www.nasponline.org
for more details)
Domain 1: Data-Based Decision Making and Accountability
Domain 2: Consultation and Collaboration
Domain 3: Interventions and Instructional Support to Develop Academic Skills
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services
Domain 7: Family–School Collaboration Services
Domain 8: Diversity in Development and Learning
Domain 9: Research & Program Evaluation
Domain 10: Legal, Ethical, and Professional Practice
By signing below, the undersigned indicate that they have read the entire seven (7) page contract describing the responsibilities of each participant and agree to meet their respective responsibilities:
___________________________ ________
Student date
___________________________ ________
District administrator date
___________________________ ________
Seminar Instructor date
___________________________ ________
University Supervisor date
___________________________ ________
Field supervisor date
___________________________ ________
2 nd Field supervisor date
UMass Boston School Psychology Handbook 8/11 58
INTERNSHIP RESPONSIBILITIES : STUDENT
By signing this Internship contract, the student ____________________________ indicates that he or she understands that this agreement is subject to final approval by the University Supervisor and Program
Director. The student also officially verifies that all prerequisite requirements have been satisfactorily completed, that a favorable interview has been completed, and that he or she has been accepted for assignment for the internship in school psychology. The student further agrees to:
1) Fulfill all requirements as specified for satisfactory completion of an Internship field experience in
School Psychology as stipulated by the University of Massachusetts Boston School Psychology
Program: at least 1200 clock hours of supervised placement, at least the first 600 in a school setting; to complete opportunities that demonstrate the full range of competencies required by the
Massachusetts State Department of Elementary and Secondary Education and the National
Association of School Psychologists certification standards; and to obtain the full range of experiences (K-12) across the domains of professional practice.
2) Abide by all rules, policies, regulations, and approved codes of conduct and behavior. These include local, state, and federal legal regulations; ethical standards of the National Association of School
Psychologists and the American Psychological Association; and all University, College, and
Department policies, regulations, and standards.
3) Maintain strict confidentiality of information obtained during the field experience.
4) Become familiar with and be held accountable for all existing rules, requirements, and regulations of the assigned site and to abide by the commitment made to the school district to complete the experience even if the hours are accrued before the district closes for the year.
5) Attend all days of assignment and placement. Only valid reasons for absences will be accepted. The
Field Supervisor will be notified on days when illness or other emergencies prevent attendance.
6) Attend all orientation sessions, staff meetings, and evaluation sessions (day or evening) as the school system or site requires.
7) Maintain an electronic daily log that lists activities and domains addressed. Each semester print out the summary page, have it signed by the Field Supervisor, and then submit it to the Program Director.
8) Develop an internship portfolio that contains evidence of competency in each of the NASP professional domains, have it approved by the Seminar Instructor, and submit it to the Program
Director.
9) Submit case studies that indicate an ability to positively affect student learning.
10) Attend and participate in weekly seminars.
11) Meet deadlines for assignments.
12) Dress appropriately in professional attire (no jeans, flip flops, spaghetti straps, T-shirts, overly revealing shirts or pants, etc.).
13) Take responsibility for making effective use of supervision, including being punctual, being willing to learn, developing skills, being open to receiving support, and preparing for supervision sessions by having an agenda or preparing notes or transcripts.
14) Obtain and maintain appropriate professional liability insurance through a professional organization.
15) Complete and submit all required paperwork to the University Supervisor and Seminar Instructor on time. This includes: the Portfolio, Internship Log, Supervision Log, Intern Evaluation Form, Field
Supervisor Tuition Voucher Application Form, and the Internship Site Impression.
16) Complete satisfactory work such that internship grades of B or above are earned for two consecutive semesters (or four semesters of part-time work) to complete internship requirements (note: a grade of
F is assigned if the student is dismissed from the Internship site for an ethical violation).
UMass Boston School Psychology Handbook 8/11 59
INTERNSHIP RESPONSIBILITIES: FIELD SUPERVISOR
By signing this Internship contract, the Field Supervisor(s) indicate that they understand that this agreement is subject to final approval by the University Supervisor and Program Director. The Field
Supervisor(s) also officially verifies that he or she has at least three years’ experience as a licensed school psychologist and holds a current and valid license to practice school psychology. The Field Supervisor(s) further indicates that the student has completed a favorable interview and has been accepted for assignment for an internship in school psychology. The Field Supervisor(s) agrees to provide professional modeling, clinical supervision, systemic leadership, and administrative supervision as follows:
When providing professional modeling , demonstrate patience, encouragement, genuine interest, professional example, and personal expertise that serve the intern’s learning needs and help to facilitate application of professional skills and competencies in a real life setting. To model and promote:
1) Professional ethics in accordance with NASP and APA standards,
2) Effective practice and continual professional development,
3) A strong work ethic,
4) Effective time management and organization, and
5) Constant improvement of professional and supervisory skills.
In providing clinical and professional supervision , Field Supervisors agree to:
6) Provide a minimum of two hours of scheduled , face-to-face supervision weekly, during the school day, and throughout the entire internship. More than two hours per week will be required during the initial internship period and as needed to provide feedback and constructive critiques of the intern’s performance and progress;
7) Protect the time and space for the above supervision by keeping to agreed appointments, time boundaries, privacy, and minimization of interruptions;
8) Introduce the intern to, and monitor the intern’s following, appropriate office procedures (e.g., language evaluations, maintaining testing logs, etc.);
9) Provide opportunities for the intern to grow in skills by initially observing, then collaborating in, and finally independently providing professional services including consultation, assessment, and the provision of interventions such that the intern eventually has responsibilities comparable to those expected of a professional school psychologist;
10)
Observe the intern’s administration of assessments and skills in meetings until achieving high levels of confidence and competence; as appropriate, complete “Observation Forms” to provide written as well as oral constructive feedback;
11) Use additional supervisory strategies as appropriate, such as process notes, session feedback, supervision plans, review of recordings, review of assessment protocols and reports, review of child/adolescent progress monitoring data, etc.;
12) Proof protocols and reports thoroughly; use “Psychoeducational Report Rubrics” to provide written as well as oral feedback; cosign all written reports completed by the intern;
13) Mentor the intern in how to respond to crisis situations;
14) Maintain telephone access at all times;
15) Hold confidential all information revealed in clinical supervision sessions, unless the intern is unwilling to address unsafe, unethical or illegal practice or repeatedly does not attend sessions;
16) Minimize the stress and anxiety inherent to a supervisory relationship by focusing on a reciprocal partnership, wherein the supervisor learns from the intern’s recent training while the intern learns from observing the supervising school psychologist’s experience;
17) Record times, dates, and content of supervision sessions;
18) Encourage ongoing professional development through attendance at MSPA, NASP, and other professional association meetings; and
19) Take ultimate responsible for the services provided by the intern.
UMass Boston School Psychology Handbook 8/11 60
In providing systemic leadership , Field Supervisors facilitate the intern’s successful functioning at the school and system level and agree to:
20) Prepare others (school personnel, clients, administrators) for the arrival of the intern;
21) Include the intern in orientation sessions, staff meetings, parent conferences, and critique and evaluation sessions required by the school system or institution as appropriate;
22) Facilitate appropriate desk space, equipment, and working facilities as applicable;
23) Emphasize the school psychologist’s role as part of a support team;
24) Limit expectations regarding the completion of psychoeducational reports by the intern (interns should not complete more than 30 psychoeducational evaluations over the internship year);
25) Facilitate selection of students and problems for case studies that include baseline and intervention outcome monitoring data, including obtaining parental permission;
26) Arrange for additional supervision in areas in which the Field Supervisor is not qualified (e. g., assignment to an adjustment counselor for supervision of counseling adolescents);
27) Coordinate with other school psychologists on staff who specialize in low incidence populations to provide the intern with opportunities to observe and participate in such settings;
28) Assist the intern in establishing opportunities for counseling, consultation, and presentations; and
29) Facilitate experiences across levels and roles such that the intern has opportunities to experience a variety of tasks that are not the primary assignment.
In providing administrative supervision , Field Supervisors actively facilitate the intern’s fulfillment of requirements, stipulated by the University of Massachusetts Boston School Psychology Program, for satisfactory completion of an internship in school psychology:
30) At least 1200 clock hours of supervised on-site placement, at least the first 600 in schools;
31) Opportunities to demonstrate the full range of competencies required by the Massachusetts State
Department of Elementary and Secondary Education and by the NASP standards;
32) Sufficient experience across grade levels to merit K-12 licensure (At least 10% of the time should be at the elementary, 10% at the middle school/junior high, and 10% high school level. The remaining
70% is a joint decision of the Field Supervisor, the school district, and the intern);
33) Sufficient opportunities to develop competency across the domains of school psychology practice as defined by the National Association of School Psychologists: at least 20% assessment, 20% direct interventions such as counseling, and 20% indirect interventions such as consultation.
34) Experience in the provision of in-service training, in providing or participating in prevention/early intervention programs, in providing a parent workshop, and in observing preschool programs;
35) Sufficient opportunities to complete at least two Case Studies during which the intern (a) collects background information and baseline data to facilitate problem identification and problem analysis;
(b) designs and implements evidence-based interventions, and (c) collects data to determine whether or not the interventions were effective;
36) Support in attending required seminar sessions to receive associated graduate credit;
37) Discuss evaluation criteria, as designated by the Intern Evaluation Form, with the intern and
University Supervisor at the onset of the internship and help develop a plan that covers requirements;
38) Review the Intern Evaluation form with the intern in the middle of each semester to provide a formative assessment;
39) Complete the Intern Evaluation Form at the end of each semester. Ideally the intern and Field
Supervisor first complete the form independently and then confer to complete a final evaluation. Midway through the internship the intern is rated on competencies and level of acceptability appropriate for the end of the first semester. A higher level of competency is expected at the end of the internship.
At each semester’s end the intern, Field Supervisor, and University Supervisor discuss the completed
Intern Evaluation and the acceptability of the intern’s performance in a three-way conference;
40) Meet with (district) administrators regularly to discuss the intern’s progress and select problemsolving strategies in resolving any difficulties.
41) Contact the University Supervisor whenever concerns arise.
UMass Boston School Psychology Handbook 8/11 61
INTERNSHIP RESPONSIBILITIES: UNIVERSITY SUPERVISOR
By signing the Internship contract, the University Supervisor indicates that he or she understands that this agreement is subject to final approval by the Program Director. The University Supervisor also officially verifies that he or she has at least three years of experience as a licensed school psychologist and holds a current and valid license to practice school psychology and agrees to:
1) Contact the Field Supervisor via telephone on a monthly basis to discuss the internship; monitor the appropriateness of the internship across grade levels, domains of practice, and work load and to collaborate with the Field Supervisor to make corrections as appropriate.
2) Contact the intern via telephone on a monthly basis to discuss the internship; remain accessible to the intern and to assist in problem solving; ensure that the intern is obtaining adequate field supervision.
3) Provide at least three on-site visits across the course of the 1200 clock hour internship. a) The first visit will occur during the first six weeks of the internship and will include a three-way meeting with the intern, Field Supervisor, and University Supervisor to clarify expectations and evaluation procedures (sign PPA form). b) The second visit will occur during the month before the end of the first 600 hours and will include a three-way meeting with the intern, Field Supervisor, and University Supervisor to complete the intern evaluation form (sign PPA form). c) The third visit will occur during the month before the end of the second 600 hours and will include a three-way meeting with the intern, Field Supervisor, and University Supervisor to complete the intern evaluation form (sign PPA form). d) Observations of the intern-at-work should occur during the three visits. These observations should be of the intern: (1) conducting an assessment, (2) providing an intervention to a group of students (e.g., class-wide bullying prevention program, group counseling), (3) conducting a problem-solving consultation meeting with others, or (4) participating in a meeting with a parent. e) Take notes of the observation and share a hard copy with the intern and Seminar Instructor.
4) Periodically review the Intern Log, Supervision Log, reports, and other work samples to ensure that appropriate practice is being observed.
5) Collaborate with the Field Supervisor(s) and intern in completing the intern evaluation form at the end of each semester.
6) Assign and record a grade for the internship (in the case of out-of-state interns, recommend a grade via a letter addressed to the seminar).
7) Assist the intern as he or she completes licensure applications. To submit verification of visits to the
Licensure Officer using the Commonwealth of Massachusetts Department of Elementary and
Secondary Education Preservice Performance Assessment Cover Sheet.
8) Review and approve the Internship Log, Supervision Log, Intern Evaluation Form, Field Supervisor
Tuition Voucher Application Form, and the Internship Site Impression.
9) Notify the Program Director, in a timely manner, if and when problems occur.
10) Assign internship grades (A through F). The final grade should indicate whether the intern has attained sufficient proficiency to merit licensure as a school psychologist; a grade of B- or lower indicates unsatisfactory progress and the internship must be repeated.
11) Document the intern’s field service on the appropriate forms when the program graduate applies for designation as a Nationally Certified School Psychologist.
UMass Boston School Psychology Handbook 8/11 62
INTERNSHIP RESPONSIBILITIES: SEMINAR INSTRUCTOR
By signing the Internship contract, the Seminar Instructor indicates that he or she understands that this agreement is subject to final approval by the Program Director. The Seminar Instructor also officially verifies that he or she has at least three years’ experience as a licensed school psychologist and holds a current and valid license to practice school psychology. The Seminar Instructor further agrees to:
1) Provide weekly seminar classes during which interns are: a.
Provided the emotional support necessary for beginning practitioners; b.
Provided opportunities to present cases for consultation with the instructor as well as peers; c.
Encouraged to develop a “community of learners” with peers; d.
Exposed to additional information, resources, assessment tools, and other professional information.
2) Collect and provide feedback on rough draft and completed portfolio assignments throughout the year.
3) Complete rubrics for assignments and return to the intern.
4) Collaborate with the Field Supervisor and University Supervisor.
5) Be accessible to the intern and to assist in problem solving.
6) Evaluate the interns’ portfolio at the end of the year and complete the portfolio scoring rubric.
7) Assist the intern in completing licensure applications.
8) Review the Intern Evaluation at mid-internship to determine areas of need.
9) Notify the Program Director, in a timely manner that enables problem-solving, if problems occur.
10) Assign seminar grades in a timely fashion. The final grade should indicate whether the intern has attained sufficient proficiency to merit licensure as a school psychologist.
INTERNSHIP RESPONSIBILITIES: PROGRAM DIRECTOR
1) Facilitate appropriate internship placements.
2) Collaborate with the University Supervisor and Seminar Instructor as appropriate.
3) Facilitate sending to the Field Supervisor(s) two UMass Boston tuition vouchers at the completion of the1200 hour internship, each (good for 3 graduate credits of study at UMass Boston with certain restrictions; it may be transferred to another professional, but the intern may not use it).
4) Maintain the internship portfolio, evaluation forms, and other information.
5) Maintain and aggregate accurate records regarding internships sufficiently to maintain NASP and
DESE program approval.
6) Facilitate the internship experience as much as possible.
7) Work together to facilitate in-depth reflection on issues affecting practice.
UMass Boston School Psychology Handbook 8/11 63
Intern Evaluation (2011)
School Psychology Program
UNIVERSITY OF MASSACHUSETTS BOSTON
Supervisee name: ___________ Email: _______________
Placement level: ___ 1 st
600 hour internship placement ___ 2 nd
600 hour internship placement
Evaluation Period to Date of evaluation:
Supervisor: _____________________________ Site: __________________________________
Street ______________________________________City_______________ Zip_____________
Phone: ___________________________________ Email: ______________________________
Please review this form at the beginning of the evaluation period with the intern (and
University Supervisor) and collaborate in developing a work plan at that time.
Please complete the form twice each evaluation period: once at mid-point, once at the end.
Share a copy with the intern (Students should send the original to the university.)
Please rate the domain-based items twice, once for competency and once for acceptability .
First indicate the extent to which the intern demonstrates competency for each domain:
1 Novice
2 Advanced Beginner
3 Competent
4 Proficient or Expert (not expected but occasionally seen)
Second, indicate the acceptability of the level of competency demonstrated:
1 Not acceptable
2 Marginally acceptable
3 Acceptable, at the expected level for the placement level
4 Exceeds expectations
If you have no basis for appraisal, please leave blank.
DEFINITIONS
Novices are rule bound, have simplistic and partial understandings, have difficulty understanding contextual issues, tend to be anxious, do not integrate well, and are highly motivated and dependent. They require close supervision and a high degree of structure.
Advanced beginners focus on the mastery of technical aspects, begin to perceive recurring situations, start considering context, and are more autonomous than novices. They have difficulty setting priorities and determining the relative importance of information.
Competent practitioners are better able to see relationships and patterns, balance skills and empathy, and plan and think ahead. They tend to feel responsible and analyze their own skills well. They still need access to a supervisor for ongoing consultation.
Proficient and expert practitioners recognize patterns and context, work successfully with very complex cases, have decreased reliance on guidelines, and utilize self-analysis.
UMass Boston School Psychology Handbook 8/11 64
CRITICAL PERSONAL QUALITIES
Acceptability
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility: Consistency, perseverance, industry and initiative
Professional development and involvement: General attitude and interest in program and assignment.
Understanding and acceptance of diversity
Respect for school rules, policies, and norms
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Emotional control
Self-reflection, growth, and appropriate response to constructive criticism
Ethical behavior
Flexibility and adaptability
DOMAIN 1: Data-based Decision Making and Accountability. The intern:
Competency Acceptability
Demonstrates knowledge of varied methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
Demonstrates skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 2: Consultation and Collaboration. The intern:
Competency Acceptability
Demonstrates knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems to promote effective implementation of services.
Demonstrates skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
UMass Boston School Psychology Handbook 8/11 65
_____________________________________________________________________________________
DOMAIN 3: Interventions and Instructional Support to Develop Academic Skills.
The intern:
Demonstrates knowledge of biological, cultural, and social
Competency Acceptability influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.
Demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 4: Interventions and Mental Health Services to Develop Social and Life Skills.
The intern:
Demonstrates knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based
Competency Acceptability strategies to promote social–emotional functioning and mental health.
Demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 5: School-Wide Practices to Promote Learning.
The intern:
Demonstrates knowledge of school and systems structure, organization, and theory; general and special education; technology
Competency Acceptability resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
Demonstrates skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 6: Preventive and Responsive Services.
The intern:
Demonstrates knowledge of principles and research related to
Competency Acceptability resilience and risk factors in learning and mental health; services in
UMass Boston School Psychology Handbook 8/11 66 schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
Demonstrates skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 7: Family–School Collaboration Services.
The intern:
Competency Acceptability
Demonstrates knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
Demonstrates skills to design, implement, and evaluate services that respond to culture and context and to facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 8: Diversity in Development and Learning.
The intern:
Demonstrates knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research
Competency Acceptability related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
Demonstrates skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning as well as advocacy for social justice are foundations of all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 9: Research and Program Evaluation. The intern:
Competency Acceptability
Demonstrates knowledge of research design, statistics,
UMass Boston School Psychology Handbook 8/11 67 measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
Demonstrates skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, using various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 10: Legal, Ethical, and Professional Practice . The intern :
Demonstrates knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional
Competency Acceptability identity and effective practice as school psychologists.
Demonstrates skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
Based on this past evaluation period, please comment on the intern’s opportunity to engage in:
Direct interventions, such as counseling:
______________________________________________________________________________
______________________________________________________________________________
Indirect interventions, such as consultation:
______________________________________________________________________________
______________________________________________________________________________
Assessment, including non-traditional methods:
______________________________________________________________________________
______________________________________________________________________________
Please give your impression of the overall performance of the school psychology intern to date:
Please give an example of how the intern’s presence has benefited children and adolescents with whom he/she has worked.
UMass Boston School Psychology Handbook 8/11 68
At this point, what would you describe as this intern’s greatest strengths?
What specific recommendations do you have for this intern’s future professional development?
What any concerns or comments do you have about the professional preparation of this intern?
Answer this question at the end of the internship:
If you were in the position to hire for your district and this intern were an applicant for full-time employment as a school psychologist, would you hire him or her?
Yes No Possibly ___
Field Supervisor’s Signature and Title
Intern’s Signature
Date
University Supervisor’s Signature and Title Date
Date
Thank you very much for your cooperation and participation!
UMass Boston School Psychology Handbook 8/11 69
INTERNSHIP APPLICATION
SCHOOL PSYCHOLOGY PROGRAM
UNIVERSITY OF MASSACHUSETTS BOSTON
Date: ________________
Student's Name: _______________________________________Email:_________________
Address: _______________________________________________________________
(city/town) (state) (Zip Code)
Phone #: _________________________ UMass Boston ID Number: ________________
Possible Internship Location(s): (1)________________(2)________________(3)____________
Semester of internship: Fall Spring, 20_____ Full time Part time
Advisor: _________________ Total program credits accrued: _______ Current GPA: ________
Pre-practicum hours completed ______ Practicum hours completed _____
Dates of SPY 685: F S 20___, SPY 686: F S 20___, and SPY 687: F S 20___
Courses yet to be completed and when you plan to take them:
______________________________________________________________________
______________________________________________________________________
I entered the program with a master’s degree in a related field.
I passed the Master’s Comprehensive Exam on _____/_______/20___
Please check (
) one.
Massachusetts Educators Literacy (Reading and Writing) Test passed on __________________.
(Attach copy of results) PLEASE BE ADVISED THAT INTERNSHIP CANNOT PROCEED
UNLESS MTEL HAS BEEN PASSED.
Praxis exam date (taken or planning to take): _____/_____/20___
_ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _
I have determined that the above named student is prepared to initiate the internship in School
Psychology and has successfully completed all necessary prerequisites.
Advisor’s signature: _________________________________ Date: _________________
Return this form to the Program Director and schedule a meeting to further discuss your possible
Internship assignment.
UMass Boston School Psychology Handbook 8/11 70
Internship Site Description Outline
1. Description of the Community
1.1. Geographic location
1.2. Industry
1.3. Composition
1.3.1. Ethnic
1.3.2. Socio-economic
1.3.3. Educational level of achievement
1.3.4. Community resources available to students and families
2. Description of the School District
2.1. Ethnic and socio-economic composition (if markedly different from 1.3. above)
2.2. Community schools
2.2.1. Preschool
2.2.2. Elementary
2.2.3. Middle/junior high
2.2.4. Secondary
2.2.5. Alternative programs available
2.2.6. Higher education programs available
2.2.7. Student-teacher ratio and enrollment figures
2.2.8. Qualifications and backgrounds of staff (what percent are highly qualified?)
2.3. Organization
2.3.1. Where school psychologists fit in the hierarchy (to whom do they report, do they report to the same person as the counselors, special education teachers, etc.)
2.3.2. Number of school psychologists and psychologist to student ratio
2.3.3. Additional support staff (i.e., counselors, ESL teachers)
2.3.4. Typical duties of school psychologists
3. Description of Your Assignment
3.1. Your assigned schools and your schedule (for example, Mondays at the HS)
3.1.1. Organization within each school
3.1.2. General curriculum in each school.
3.1.2.1. Does each school meet AYP (Annual Yearly Progress)?
3.1.2.2. What are the schools’ CAP (curriculum accommodation plans) describing the regular education initiatives that support learning for all students?
3.1.2.3. What special education services are available, both housed in your schools and available for your students across the district?
3.1.3. Your school’s prevention programs including early intervention, bullying prevention, and parent training programs, the role of school psychologists in those programs, and your anticipated role.
3.1.4. Crisis response procedures in your schools, especially those involving psychological issues such as bullying or suicide attempts, the role of school psychologists in those situations, and your anticipated role.
3.2. School Psychology Practice
3.2.1 Model of practice (e.g., overview of referral process, typical treatment techniques, diagnostic consultative methods, follow-up procedures employed, transitional programs utilized, and pertinent therapeutic and psychoeducational approaches utilized)
3.2.2 Specific duties
3.2.3 Populations you anticipate serving
3.2.3.1. Racial/linguistic
3.2.3.2. Socio-economic
3.2.3.3. Disabilities
3.2.3.3.1. Learning
3.2.3.3.2. Behavior
3.2.3.3.3. Physical
4. Conclusion statement of how this placement will stimulate your professional growth
5. References: In APA style list the sources of information that you cited in the narrative essay (note that personal communications are cited in the narrative but not in the References).
UMass Boston School Psychology Handbook 8/11 71
Log: Intern
(available on the program website as an electronic Excel spreadsheet)
University of Massachusetts Boston School Psychology Program
Name Week: _____ Week of:
___/___ to
___/___/20___
WEEKLY TOTALS: Total supervision: ___.___ Weekly time on site: ____.___
NASP Domains of Training & Practice
Date Activity
UMass Boston School Psychology Handbook 8/11 72
Log: Practicum
University of Massachusetts Boston School Psychology Program
Name__________________________________ School Site ______________________
Indicate Level (please check): _____Practicum I _____Practicum II _____ Practicum III
Key to Domains:
1: Data-Based Decision Making & Accountability
2: Consultation & Collaboration
3: Interventions & Instructional Support for Academic Skills
4: Interventions & Mental Health Services for Social & Life Skills
6: Preventive and Responsive Services
7: Family–School Collaboration Services
8: Diversity in Development and Learning
9: Research & Program Evaluation
10: Legal, Ethical, and Professional Practice 5: School-Wide Practices to Promote Learning
Day/Date Activity Hours NASP Domain
1 2 3 4 5 6 7 8 9 10
Page total _____ Cumulative hours at site ________
__________________________________________________________________________________
Signature of Field Supervisor Date Signature of University Supervisor Date
UMass Boston School Psychology Handbook 8/11 73
Log: Practicum (Sample)
University of Massachusetts Boston School Psychology Program
Name___Tawanda Clair___________________ School Site _____Springfield Elementary_______
Indicate Level (please check): _____Practicum I _____Practicum II __X___Practicum III
Complete separate pages for each school site. Indicate the date, the activities pursued, domains of training and practice addressed, and the number of hours in each activity. Obtain the supervisor’s signature.
Key to Domains:
1: Data-Based Decision Making & Accountability
2: Consultation & Collaboration
3: Interventions & Instructional Support for Academic Skills
4: Interventions & Mental Health Services for Social & Life Skills
5: School-Wide Practices to Promote Learning
Day/Date Activity NASP Domain
6: Preventive and Responsive Services
7: Family–School Collaboration Services
8: Diversity in Development and Learning
9: Research & Program Evaluation
10: Legal, Ethical, and Professional Practice
Hours
1 2 3 4 5 6 7 8 9 10
Mon 12/1 Met with school phobic child
Met with supervisor
Counseled anger management group
Observed student for FBA
Met with teacher to discuss FBA
Telephoned parent of school phobic
Lunch
.5
1
1
.5 x x
.5 x x x x x
.5 x x x
Administered psycho-ed battery
Consulted with sped teacher re dis.
Paperwork
Thu 12/4 Met with school phobic child
Met with supervisor
Met with two academic mentees
Observed student for acad. referral
Met with teacher to re above
Telephoned parent of school phobic
Lunch
Administered psycho-ed battery
2
.5 x
.5 x
1
.5 x
1.5 x
.5 x x
.5 x x
.5
2 x x x x x
Scored protocols with software
Mon 12/8 Met with school phobic child
Met with supervisor
Counseled anger management group
Telephoned parent of school phobic
Lunch
Planned program eval with staff
Paperwork and computer graphing
.5 x
.5 x
1
1 x x
.5 x x
2
1 x x
Page total 16 Cumulative hours at site 229
________ Alphonse Dupert ______ 12/11/10 ___________ Penelope Stress ______ 12/11/10 ____
Signature of Field Supervisor Date Signature of University Supervisor Date x x x
UMass Boston School Psychology Handbook 8/11 74
Log: Practicum Supervision
University of Massachusetts Boston School Psychology Program
Name_______________________________ ID #__________
School _____________________________ Term_________ Class _________
Directions: Record the number of clock hours of supervision received during the practicum.
Indicate the week number (e.g. week one of the term, week two, etc.). Under the day of the week, indicate the number of hours that you received supervision.
Week # Monday Tuesday Wednesday Thursday Friday
_______________________________________
Signature of agency supervisor
______________
Date
UMass Boston School Psychology Handbook 8/11 75
Log: Pre-Practicum
University of Massachusetts Boston
School Psychology Program
Name_______________________________ Student ID ________________
Instructor ________________Course __________ Term and Year _________
Directions: Indicate the date, the location, the activities pursued, domains of training and practice addressed, and the number of hours in each activity. Obtain the signature of an appropriate school employee or parent for each activity.
Key to Domains:
1: Data-Based Decision Making & Accountability
2: Consultation & Collaboration
3: Interventions & Instructional Support for Academic Skills
4: Interventions & Mental Health Services for Social & Life Skills
5: School-Wide Practices to Promote Learning
6: Preventive and Responsive Services
7: Family–School Collaboration Services
8: Diversity in Development and Learning
9: Research & Program Evaluation
10: Legal, Ethical, and Professional Practice
Date Location Activity Domains Hours Signature
Total hours ___________
UMass Boston School Psychology Handbook 8/11 76
Mental Measurements Yearbook Citations
For over 60 years the Buros Institute of Mental Measurements has worked to serve the public interest and advance the field of measurement. The cornerstone of the Buros Institute's publishing activities is the
Mental Measurements Yearbook (MMY) series. The MMY includes timely, consumer-oriented test reviews, providing evaluative information to promote and encourage informed test selection. Typical
MMY test entries include descriptive information, one or two professional reviews, and reviewer references. To be reviewed in the MMY a test must be commercially available, be published in the
English language, and be new, revised, or widely used since it last appeared in the MMY series.
When you cite a test in the Mental Measurements Yearbook in APA format, you will follow the format for an "Article or Chapter in an Edited Book, Two or More Editors." Cite the reviewer and the review, not the test author. You must include the names of the editors of the particular edition of the yearbook and the year of publication. You can access the following URL for a listing of all Mental Measurements
Yearbooks: http://www.unl.edu/buros/bimm/html/catalog.html#mmy; editors have been:
The Seventeenth Mental Measurements Yearbook Edited by Kurt F. Geisinger, Robert A. Spies, Janet F.
Carlson, and Barbara S. Plake, 2007.
The Sixteenth Mental Measurements Yearbook Edited by Robert A. Spies and Barbara S. Plake, 2005.
The Fifteenth Mental Measurements Yearbook Edited by Barbara S. Plake, James C. Impara, Robert A.
Spies, 2003.
The Fourteenth Mental Measurements Yearbook Edited by Barbara S. Plake and James C. Impara, 2001.
The Thirteenth Mental Measurements Yearbook Edited by James C. Impara and Barbara S. Plake, 1998.
The Twelfth Mental Measurements Yearbook Edited by Jane Close Conoley and James C. Impara, 1995.
The Eleventh Mental Measurements Yearbook Edited by Jack J. Kramer and Jane Close Conoley, 1992.
The Tenth Mental Measurements Yearbook Edited by Jane Close Conoley and Jack J. Kramer, 1989.
The Ninth Mental Measurement Yearbook Edited by James V. Mitchell, Jr., 1985.
Format:
Last name, first initial of review author. (Year of MMY publication).
[Review of name of test.] In name(s) of MMY editors, The __ edition mental measurements yearbook
Lincoln, NE: Buros Institute of Mental Measurements. Retrieved from Mental Measurements Yearbook database.
Examples:
Nitko, A. (1998). [Review of the California Achievement Tests, 5th ed.]. In J. C. Impara & B. S. Plake
(Eds.), The thirteenth mental measurements yearbook . Lincoln, NE: Buros Institute of Mental
Measurements. Retrieved from Mental Measurements Yearbook database.
Allen, N. L. (1992). [Review of the Comprehensive Assessment of School Environments]. In J. J. Kramer
& J. C. Conoley (Eds.), The eleventh mental measurements yearbook.
Lincoln, NE: Buros
Institute, University of Nebraska Press. Retrieved from Mental Measurements Yearbook database.
UMass Boston School Psychology Handbook 8/11 77
Observation Form: Assessment
School Psychology Program
University of Massachusetts Boston
Intern:
Student:
Date:
Instrument(s) Observed:
Observer:
Grade:
School:
Remediation
Required
Meets
Expectations
Exceeds
Expectations
Rapport with examinee
Organization of testing materials
Comfort level of test administration
Adherence to test directions according to test manuals
Adherence to appropriate scoring procedures
Use of stopwatch
Response to needs for breaks or redirection
Efficiency of time
An X indicates the rating for each criterion.
Specific Notes :
Date of Feedback Conference :
_____________________________ ___________________________________
Intern Signature Field or University Supervisor
Not
Applicable
UMass Boston School Psychology Handbook 8/11 78
Observation Form: General
School Psychology Program
University of Massachusetts Boston
Intern:
Location:
Activity:
Level :
Type of Case :
Elementary
Academic
Demonstrated PERSONAL QUALITIES
Middle
Behavioral
Notes
Observer:
Date:
Secondary
Emotional
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility: Consistency, perseverance, industry and initiative
Professional development and involvement: attitude and interest in program/assignment.
Understanding and acceptance of diversity
Respect for school rules, policies, and norms
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Emotional control
Self-reflection, growth, and ability to handle constructive criticism professionally
Ethical behavior
Flexibility and adaptability
Demonstrated knowledge and skills in:
1. Data Based Decision Making and Accountability
Notes
2. Consultation and Collaboration
3. Interventions and Instructional Support to Develop
Academic Skills
4. Interventions and Mental Health Services to
Develop Social & Life Skills
5. School-Wide Practices to Promote Learning
6. Preventive and Responsive Services
7. Family–School Collaboration Services
8. Diversity in Development and Learning
9. Research and Program Evaluation
10. Legal, Ethical, and Professional Practice
Observation narrative:
Suggestions and Comments:
Date of Feedback Conference:
_______________________________ ________________________________
Signature of Intern Field or University Supervisor
UMass Boston School Psychology Handbook 8/11 79
Observation Form: Team Meeting
School Psychology Program
University of Massachusetts Boston
Intern:
Date:
General
Arrived on time
Demonstrated good rapport with team members/parents
Had materials well organized
Answered questions knowledgeably
Solicited teacher input
Requested factual information
Used appropriate forms and procedures
Used language and terminology appropriate
for listeners
Spoke audibly
Summarized/paraphrased important points
Made suggestions for action or
arranged for further contact
Initial Meeting
Review of records
Completion of psychology referral form
Observer:
School:
Remediation
Required
Meets
Expectations
Explanation of proposed testing/checklists
Assessment Review
Explanation of tests administered
Explanation of report conclusions
Ability to talk about recommendations
Use an X to rate the activity or quality observed.
Specific Notes:
Exceeds
Expectations
N/A
Date of Feedback Conference:
_______________________________ ________________________________
Signature of Intern Field or University Supervisor
UMass Boston School Psychology Handbook 8/11 80
Online Tools
ADHD behaviors (tracking) www.trackadhd.com/accounts/login/?next=/accounts/dashboard/
American Counseling Association www.counseling.org
American Educational Research Association www.aera.net
American Institute for Research, (2001). Center for Effective Collaboration and Practice http://cecp.air.org
American Psychological Association www.apa.org
Behavior Checklists for positive behavior, multiplication tables, homework, bathroom hygiene www.printablechecklists.com
Behavior Management Forms www.teachervision.fen.com/classroom-management/teaching-methods/6283.html
Behavior Management Tips Archive www.education-world.com/a_curr/archives/behaviortips.shtml
Behavior Modification Charts for Home and School www.latitudes.org/behavioral_charts.html
Behavior rules and reports for parents and teachers www.parentcoachplan.com
Center for Social and Emotional Education www.csee.net
Center on the Social and Emotional Foundations for Early Learning. Retrieved from www.vanderbilt.edu/csefel/
Charts/Kids and Chores comfort4adhd.tripod.com/id38.html
Certificates and Rewards www.activityvillage.co.uk/free_printable_certificates.htm
Chore Chart/Chore Memory Match Game www.abcteach.com/Extras/chores.htm
Collaborative for Academic, Social, Emotional Learning www.casel.org
Council for Exceptional Children www.cec.sped.org
Council of Administrators of Special Education www.casecec.org
Curriculum-based assessment/Data-Based Decisions www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=instruction§ion=teachertools
Education Laws and Regulations. (n.d.)Massachusetts Special Department of Elementary and
Secondary Education. www.doe.mass.edu/lawsregs/
Emotion and Temperament Scales www.parentcoachplan.com
Family-School Partnerships http://fsp.unl.edu
Functional Behavior Assessment and other tools www.incredibleyears.com/index.asp
Functional Behavioral Assessment Tools www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=behavior§ion=teachertools
Future of School Psychology. (n.d). Retrieved from http://www.indiana.edu/~futures/resources.html
Hale, James (2008). Response to Intervention: Guidelines for Parents and Practitioners.
Retrieved from http://www.wrightslaw.com/idea/art/rti.hale.pdf
Institute Educational Sciences www.ed.gov/about/offices/list/ies/index.html
Intervention Central www.interventioncentral.org
UMass Boston School Psychology Handbook 8/11 81
Interventions, including demos http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-Network-
Homepage.cfm
Massachusetts School Psychologists Association www.mspa-online.com
Meers, D. T. (2008). Behavior Homepage, Retrieved from http:// www.state.ky.us/agencies/behave/homepage.html
NASP Position Papers available at www.nasponline.org/about_nasp/position_paper.aspx
National Alliance for the Mentally Ill www.nami.org
National Association of Bilingual Education www.nabe.org
National Association of School Psychologists www.nasponline.org
National Organization for Rare Disorders (n.d.). Retrieved from www.rarediseases.org
Positive Behavior Interventions and Supports www.pbis.org
Reward Charts www.easychild.com/parenting-privilege-level-chart.htm
Printable Resources for Teachers classroom.jc-schools.net/guidance/teachers.html
National Institute of Mental Health publications www.nimh.nih.gov/health/publications/index.shtml
SAMHSA’s National Registry of Evidence-based Programs and Practices: Find Programs. (n.d.)
Retrieved from http://nrepp.samhsa.gov/find.asp
School Psychology Resources online www.schoolpsychology.net
School psychology topics www.behavioralinstitute.org/FreeDownloads/Downloads.htm#Assessment
Sticker Charts and Classroom Management www.teacherhelp.org/classroommgnt.htm
Special Education Resources on the Net. (2001). Retrieved from http://www.seriweb.com/
The WWW School Psychology Homepage.(n.d.). Retrieved from http://facpub.stjohns.edu/~ortizs/spwww.html
U.S. Department of Education www.ed.gov
U.S. Office of Special Education Programs. (n.d.). National Technical Assistance Center on
Positive Behavioral Interventions and Supports (PBIS) www.pbis.org
U.S. Office of Special Education Programs. (n.d.).National Center on Student Progress
Monitoring www.studentprogress.org/news/spmnews_mar_06_vol6.htm
University of California, Los Angeles, School Mental Health Project. (1997). Center for Mental
Health in School. Retrieved from http://smhp.psych.ucla.edu
University of Minnesota, National Center on Secondary Education and Transition. (n.d.).
Research to Practice Briefs: Improving secondary education and transition services through research. http://www.ncset.org/publications/default.asp#research
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
Wright’s Law www.wrightslaw.com
UMass Boston School Psychology Handbook 8/11 82
Parent Consent for Interventions/Counseling by Intern
Procedure
University of Massachusetts School Psychology Program
When you and your supervisor have identified the student with whom you will be conducting and monitoring an intervention, including counseling cases and case studies, meet with the parent(s) and explain the process. Cover all of the following bullets in your discussion. Describe: o Types of background information you will be collecting, o The baseline data that you will collect, o The fact that you will be designing evidence-based interventions, and o How you will collect data to determine whether or not the intervention(s) worked.
In addition, explain that if and when you write up the case study to submit it to the university, all identifying information will be carefully disguised: o Names will be changed, and o Any information that might be identifiable will be deleted or fictionalized.
It is very important to also discuss the limitations that exist in regard to confidentiality. Explain: o Using disguised names, the case will be shared with your supervisors and classmates, o The case will become part of your portfolio housed at UMass Boston, o You cannot maintain confidentiality if you receive evidence of harm to the student or others.
Be sure to: o Express appreciation for the opportunity to work with their child, o Explain that this opportunity enhances your ability to learn which interventions are successful for particular types of difficulties, and that what you find out will benefit not only their child but other students whom you will work with in the future.
----------------------------------------------------------------------------------------------------------------
Parent Consent for Services Provided
Student Name
Parent/Guardian Name
Date of Birth
Address
Date
City, State Zip Code
School Name School Psychology Intern Field Supervisor
Services to be provided by the school psychology intern and goals:_____________________
_______________________________ _____________________________________
I am aware that all information will remain confidential within the limits of confidentiality that have been explained to me. I understand what information will be provided to me. I understand that services will be provided by a school psychology intern who is being supervised by the school psychologist. I am also aware that my child may withdraw from these services, either by my or his/her decision, at any time without consequence.
___ YES, I give permission for my child to participate in services provided by the school psychology intern.
___ NO, I do not give permission for my child to participate in services provided by the school psychology intern.
__________________________________
Signature of Parent or Legal Guardian Date
______________________
UMass Boston School Psychology Handbook 8/11 83
Parent Consent for Interventions or Counseling by Intern
Sample Letter
Dear Parents:
So we can provide better services to students with educational, social, emotional, or behavioral needs, we often nominate them for services provided by our school psychology intern under the supervision of our senior school psychologist. Your child has been nominated to receive services on an individual or group basis. We ask that you read this form before agreeing to your child’s participation.
Types of Services
Individual counseling . Students who have difficulty in either educational or social development often find school to be unpleasant. Individual counseling can help alleviate students’ stress so that they come to class ready to learn. If you agree to allow your child to participate, he or she will be provided an opportunity to meet regularly with our school psychology intern. The exact time, format, and content of counseling services will depend on your child’s needs. All students who receive individual counseling services will have a plan completed prior to the second counseling session. In addition, notes will be maintained throughout the process in order to illustrate growth of skills or identify changing needs.
Group counseling . Students referred for group counseling often have negative experiences in school for a variety of reasons, such as difficulty getting along with others. If you agree to allow your child to participate, he or she will be provided an opportunity to participate in a group focusing on common problems, led by a school psychology intern. The exact time, format, and content of group counseling services will depend on the needs of the students in the group. Each group will have goals identified prior to the second session, and notes will be maintained in order to identify growth or changing needs.
Individual behavior plan.
Students who have difficulty managing their behavior in school often benefit from participation in an individual behavior management plan. For example, a student who has difficulty focusing his attention on his school work might benefit from a program that gives him extra attention when he successfully attends to his work. If you agree to allow your child to participate, your school psychology intern will collaboratively develop your child’s behavior management plan with you, your child’s teacher, and the supervising school psychologist. The plan will be implemented in collaboration with you and your child’s teacher.
Academic coaching.
Students who have difficulty completing their academic work often benefit when the approach they take to complete work is monitored. If you agree to your child’s participation your child will meet with the school psychology intern on a regular basis for academic coaching sessions.
Confidentiality
Records of all services are confidential and available only to the intern and his or her supervisors.
You will be notified as soon as possible in the rare event that confidentiality must be waived.
Circumstances that require waiving confidentiality are if your child indicates a desire to harm himself or herself, a desire to harm another person, or abuse. Court orders might also result in confidentiality waiver.
As a parent, you have the right to discuss your child’s progress with the school psychology intern.
In such discussions, the intern will respond to your questions while preserving confidentiality. For example, though the intern may talk with you about your child’s progress during individual counseling, specific content and responses will be avoided.
Your decision to let your child participate is voluntary and you may withdraw your child from these services at any time. Your child may also discontinue participation and is not required to attend or answer questions he or she is uncomfortable answering. If you choose not to allow your child to participate, other services at the school may still be available. There is no penalty for not participating.
Should you have any questions now, or at any time during this process, feel free to contact the supervising school psychologist. You may also contact your school principal or guidance counselor.
Please sign and return the permission form to indicate whether you would like your child to receive these services.
UMass Boston School Psychology Handbook 8/11 84
Parent Satisfaction Survey
Sample Cover Letter
XXX SCHOOL
YY, MA
(508)
Fax: (508)
PPP, Principal VVV, Vice Principal
Date
Dear Parent/Guardian:
As a School Psychology Intern, I have the pleasure to work with your child on different activities, ranging from educational testing, to social skills groups, to individual counseling sessions. I want to gain as much experience in the field of education as I can.
One of my goals is to hone my collaboration techniques with the parents and families of the children I work with. To help me refine my skills in this area, please take the time to fill out the attached brief survey and send it back to me at the school. The information obtained will help me acquire the skills I need to better serve children and all comments will be appreciated!
Sincerely,
School Psychologist Intern
(phone) email@
UMass Boston School Psychology Handbook 8/11 85
Parent Satisfaction Survey
University of Massachusetts Boston
1. The Intern contacted me (my family) in a timely fashion.
Strongly Disagree Disagree Undecided Agree Strongly Agree
2. During our conversations, the Intern listened carefully to my thoughts and concerns regarding my child.
Strongly Disagree Disagree Undecided Agree Strongly Agree
3. The Intern was considerate of my thoughts and concerns regarding my child.
Strongly Disagree Disagree Undecided Agree Strongly Agree
4. The Intern was courteous and professional.
Strongly Disagree Disagree Undecided Agree
5. The Intern presented information in a way that was easy to understand.
Strongly Disagree Disagree Undecided Agree
Strongly Agree
Strongly Agree
6. The Intern presented information in a way that captured my child as a learner and a person.
Strongly Disagree Disagree Undecided Agree Strongly Agree
7. If there are ways the Intern could have handled situations better, please discuss them.
8. Please suggest additional ways the Intern could better accommodate parents’ needs in the future.
UMass Boston School Psychology Handbook 8/11 86
Personal Statement Form
UMass Boston School Psychology Program
Name: Date of Statement 1 (SPY 601): / /201
Date of Statement 2 (1 st Practicum): / /201
Date of Statement 3 (2 nd Practicum): / /201
Date of Statement 4 (Start of Internship): / /201
Date of Statement 5 (End of Internship): / /201
SUMMARY
Professor, Class, and
Date
Meets or exceeds all expectations independently
Meets expectations with extra guidance
(benefits from goal setting)
Does not meet expectations
Key
Unsatisfactory: needs revision due to being weak, not stated or unclear
Satisfactory: responds to components, goals describe general duties
Excellent/target: responds to components, goals are challenging and extend beyond general duties
Part I. Introduction
Introductory paragraph that describes professional experiences to date.
Student statements including date
SPY 601 instructor response, including name, course, and date.
Part II. Critical Professional Behaviors
Several thoughtful statements regarding the following (see “Professional Behaviors Rubric”):
1. Punctuality and attendance
Student statements including dates.
Faculty responses, including names, courses, and dates.
2. Participation in class, training, and supervisory sessions
Student statements including dates.
Faculty responses, including names, courses, and dates.
3. Professional appearance and demeanor, including speech and written language
Student statements including dates.
Faculty responses, including names, courses, and dates.
4. Professional responsibility: Consistency, perseverance, industry and initiative
Student statements including dates.
Faculty responses, including names, courses, and dates.
5. Professional development and involvement: General attitude and interest in program and assignment.
Student statements including dates.
Faculty responses, including names, courses, and dates.
6. Understanding and acceptance of diversity
UMass Boston School Psychology Handbook 8/11 87
Student statements including dates.
Faculty responses, including names, courses, and dates.
7. Respect for school rules, policies, and norms
Student statements including dates.
Faculty responses, including names, courses, and dates.
8. Collaborative skills: Poise, tactfulness, and rapport with staff and others
Student statements including dates.
Faculty responses, including names, courses, and dates.
9. Preparation and organization of material
Student statements including dates.
Faculty responses, including names, courses, and dates.
10. Emotional control
Student statements including dates.
Faculty responses, including names, courses, and dates.
11. Self-reflection, growth, and ability to handle constructive criticism professionally
Student statements including dates.
Faculty responses, including names, courses, and dates.
12. Ethical behavior
Student statements including dates.
Faculty responses, including names, courses, and dates.
13. Flexibility and adaptability
Student statements including dates.
Faculty responses, including names, courses, and dates.
Part III . Professional knowledge and skills
Domain 1. Data-Based Decision Making and Accountability
(NOT limited to assessment batteries).
A. Write several thoughtful statements regarding knowledge of
1) Varied methods of assessment and data collection for identifying strengths and needs,
2) Developing effective services and programs, and
3) Measuring progress and outcomes.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Write several thoughtful statements regarding skills to:
1) Use psychological and educational
a) Assessment,
b) Data collection strategies, and
c) Technology resources and
2) Apply results to:
a) Design,
b) Implement, and
c) Evaluate response to services and programs
As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Student statements including dates.
Faculty responses, including names, courses, and dates.
UMass Boston School Psychology Handbook 8/11 88
C.
Explicit and detailed goals that will demonstrate attainment for this domain.
Internship goal(s) with date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal(s). Also tell where in the portfolio you will store the evidence.)
Intern’s statements including dates.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Intern’s statements with date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Intern’s statements with date.
Faculty response, including name, course, and date.
Domain 2. Consultation & Collaboration
A. Several thoughtful statements regarding knowledge of
1) Varied methods of:
a) Consultation,
b) Collaboration, and
c) Communication
2) Applicable to:
a) Individuals,
b) Families,
c) Groups, and
d) Systems
3) To promote effective implementation of services.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Consult,
2) Collaborate, and
3) Communicate
With others during:
1) Design,
2) Implementation, and
3) Evaluation services and programs
As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
UMass Boston School Psychology Handbook 8/11 89
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 3. Interventions and Instructional Support to Develop Academic Skills
A. Several thoughtful statements regarding knowledge of
1) Biological, cultural, and social influences on academic skills;
2) Human learning, cognitive, and developmental processes; and
3) Evidence-based curriculum and instructional strategies.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Use assessment and data-collection methods and
2) Implement and evaluate services
That support cognitive and academic skills.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 4. Interventions & Mental Health Services to Develop Social & Life Skills
A. Several thoughtful statements regarding knowledge of
1) Biological, cultural, developmental, and social influences on behavior and mental health;
2) Behavioral and emotional impacts on learning and life skills; and
3) Evidence-based strategies to promote social–emotional functioning and mental health.
Student statements including dates.
Faculty responses, including names, courses, and dates.
UMass Boston School Psychology Handbook 8/11 90
B. Several thoughtful statements regarding skills to:
1) Use assessment and data-collection methods and
2) Implement and evaluate services
That support socialization, learning, and mental health.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 5. School-Wide Practices to Promote Learning.
A. Several thoughtful statements regarding knowledge of
1) School and systems structure, organization, and theory;
2) General and special education;
3) Technology resources; and
4) Evidence-based school practices
That promote academic outcomes, learning, social development, and mental health.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Develop and
2) Implement
Strategies to:
1) Create and
2) Maintain
Effective and supportive learning environments for children and others.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
UMass Boston School Psychology Handbook 8/11 91
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 6. Preventive and Responsive Services.
A. Several thoughtful statements regarding knowledge of:
1) Principles and research related to resilience and risk factors in learning and mental health,
2) Services in schools and communities to support multi-tiered prevention, and
3) Evidence-based strategies for effective crisis response.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Promote services that enhance learning, mental health, safety, and physical well being
Through protective and adaptive factors and
2) Implement effective crisis preparation, response, and recovery.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 7. Family–School Collaboration Services.
A. Several thoughtful statements regarding knowledge of:
1) Principles and research related to family systems, strengths, needs, and culture;
2) Evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and
3) Methods to develop collaboration between families and schools.
Student statements including dates.
Faculty responses, including names, courses, and dates.
UMass Boston School Psychology Handbook 8/11 92
B. Several thoughtful statements regarding skills to:
1) Design, implement, and evaluate services that respond to culture and context and to
2) Facilitate family and school partnership/interactions with community agencies
For enhancement of academic and social-behavioral outcomes for children.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 8. Diversity in Development and Learning.
A. Several thoughtful statements regarding knowledge of:
1) Individual differences, abilities, disabilities, and other diverse characteristics;
2) Principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and
3) Evidence-based strategies to enhance services and address potential influences related to diversity.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Provide professional services that promote effective functioning for individuals, families, and schools
a) With diverse characteristics, cultures, and backgrounds and
b) Across multiple contexts,
2) With recognition that
a) An understanding and respect for diversity in development and learning and
b) Advocacy for social justice
Are foundations of all aspects of service delivery.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also
UMass Boston School Psychology Handbook 8/11 93 tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 9. Research and Program Evaluation
A. Several thoughtful statements regarding knowledge of:
1) Research design, statistics, measurement, varied data collection and analysis techniques, and
2) Program evaluation methods
Sufficient for understanding research and interpreting data in applied settings.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Evaluate and apply research as a foundation for service delivery and, in collaboration with others,
2) Use various techniques and technology resources
For data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Domain 10. Legal, Ethical, and Professional Practice
A. Several thoughtful statements regarding knowledge of:
1) The history and foundations of school psychology;
UMass Boston School Psychology Handbook 8/11 94
2) Multiple service models and methods;
3) Ethical, legal, and professional standards; and
4) Other factors related to professional identity and effective practice as school psychologists.
Student statements including dates.
Faculty responses, including names, courses, and dates.
B. Several thoughtful statements regarding skills to:
1) Provide services consistent with ethical, legal, and professional standards;
2) Engage in responsive ethical and professional decision-making;
3) Collaborate with other professionals; and
4) Apply professional work characteristics needed for effective practice as school psychologists, including a) Respect for human diversity and social justice, b) Communication skills, c) Effective interpersonal skills, d) Responsibility, e) Adaptability, f) Initiative, g) Dependability, and h) Technology skills.
Student statements including dates.
Faculty responses, including names, courses, and dates.
C. Explicit and detailed goals that will demonstrate attainment for this domain.
Student goals including date.
Faculty response, including name, course, and date.
D.
Intended Evidence : (Explain what you will use to prove that you have met the goal. Also tell where in the portfolio you will store the evidence.)
Student statements including date.
Faculty response, including name, course, and date.
E.
Attainment: (Explain whether you met the goal. If you did not, explain what work you did instead.)
Student statement including date.
Faculty response, including name, course, and date.
F.
Portfolio Evidence : (Tell the reader where in the portfolio to look to find the evidence for having attained the goal or its replacement.)
Student statement including date.
Faculty response, including name, course, and date.
Part IV . Conclusion
Wrap up the paper in a paragraph that conveys a positive, problem-solving approach.
Student statements including date.
Faculty response, including name, course, and date
Part V . Evaluation (To be filled out by the Seminar Instructor)
1. Presentation . Appearance, readability, mechanics, and grammar.
2. APA style . Header left aligned with surname and section title in all uppercase letters; pagination right aligned; paragraph format.
UMass Boston School Psychology Handbook 8/11 95
PRACTICUM APPLICATION
SCHOOL PSYCHOLOGY PROGRAM
UNIVERSITY OF MASSACHUSETTS BOSTON
Please submit this form to the Program Director along with a copy of your resume
Please submit separate copies for each Practicum in which you wish to be enrolled
Application for the semester ______, 20___
Course (check one)
____ SPY685 Practicum I (prevention/intervention)
____ SPY686 Practicum II (assessment)
____ SPY 687 Practicum III (elective, extra hours)
Name: _____________________________ Student UMass Boston number: _________________
Email: ___________________________ Cell phone __________________________
Address: __________________________________________________
Please indicate the semesters in which you completed:
_______ SPY 601 Issues and Ethics in School Psychology
_______ SPY 602 Cognitive and Academic Assessment and Intervention I
_______ SPY 603 Cognitive and Academic Assessment and Intervention II
_______ SPY 604 Social, Emotional, and Behavioral Assessment and Intervention
_______ COU 614 Counseling Theories and Practice I
Do you have a car available to use to reach a practicum site? Yes No
If you are already employed in a school and wish to use that site to complete the onsite practicum requirements, along with participation in an online seminar, please indicate:
Location _____________________________________________
Your current position: _______________________________________________
Name of potential supervising school psychologist ________________________
Email of potential supervising school psychologist ________________________
Please note that each site can accept only a limited number of practicum students. Practicum students will be matched to placements by the Program Director and practicum site, based upon the student’s background in coursework and work experience, and enrolled by the Program Director.
Student signature: ____________________________ Date: _____________________
Please attach a copy of your resume.
UMass Boston School Psychology Handbook 8/11 96
Practicum Student Evaluation Form (2011)
School Psychology Program
UNIVERSITY OF MASSACHUSETTS BOSTON
Supervisee name:
Evaluation Period to
_______ Email:
Date of evaluation:
Supervisor:_________________________________ Site: _______________________________
Street ______________________________________ City_______________ Zip_____________
Phone: ___________________________________ Email:______________________________
Please review this form at the beginning and midpoint of the evaluation period with the practicum student and collaborate in developing a work plan at that time.
Please complete the form at the end of the evaluation period and place in the student file.
Indicate the acceptability of the level of competency demonstrated:
1 Not acceptable, at the expected level for the placement level
2 Marginally acceptable, at the expected level for the placement level
3 Acceptable, at the expected level for the placement level
4 Exceeds expectations, at the expected level for the placement level
NA Not applicable to this placement/no opportunity to observe
CRITICAL PERSONAL QUALITIES (Note: these comprise a majority of the grade)
Acceptability
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility: Consistency, perseverance, industry and initiative
Professional development and involvement: General attitude and interest in program and assignment.
Understanding and acceptance of diversity
Respect for school rules, policies, and norms
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Emotional control
Self-reflection, growth, and appropriate response to constructive criticism
Ethical behavior
Flexibility and adaptability
DOMAIN 1: Data-based Decision Making and Accountability
The practicum student:
Demonstrates emerging knowledge of varied methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
Rating
UMass Boston School Psychology Handbook 8/11 97
Demonstrates beginning skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 2: Consultation and Collaboration
The practicum student:
Rating
Demonstrates emerging knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems to promote effective implementation of services.
Demonstrates beginning skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 3: Interventions and Instructional Support to Develop Academic Skills
The practicum student:
Demonstrates emerging knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-
Rating based curriculum and instructional strategies.
Demonstrates beginning skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 4: Interventions and Mental Health Services to Develop Social and Life Skill
The practicum student:
Demonstrates emerging knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning
Rating and life skills; and evidence-based strategies to promote social–emotional functioning and mental health.
Demonstrates beginning skills to use assessment and data-collection methods and to
UMass Boston School Psychology Handbook 8/11 98 implement and evaluate services that support socialization, learning, and mental health.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 5: School-Wide Practices to Promote Learning
The practicum student:
Demonstrates emerging knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
Rating
Demonstrates beginning skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 6: Preventive and Responsive Services
The practicum student:
Demonstrates emerging knowledge of principles and research related to resilience and risk factors in learning and mental health; services in schools and communities to
Rating support multi-tiered prevention, and evidence-based strategies for effective crisis response.
Demonstrates beginning skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 7: Family–School Collaboration Services
The practicum student:
Demonstrates emerging knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
Rating
Demonstrates beginning skills to design, implement, and evaluate services that respond to culture and context and to facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
Please offer specific suggestions for growth in these areas: _____________________________________
UMass Boston School Psychology Handbook 8/11 99
_____________________________________________________________________________________
DOMAIN 8: Diversity in Development and Learning
The practicum student:
Demonstrates emerging knowledge of individual differences, abilities, disabilities, and
Rating other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
Demonstrates beginning skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning as well as advocacy for social justice are foundations of all aspects of service delivery.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 9: Research and Program Evaluation
The practicum student:
Demonstrates emerging knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for
Rating understanding research and interpreting data in applied settings.
Demonstrates beginning skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, using various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Please offer specific suggestions for growth in these areas: _____________________________________
_____________________________________________________________________________________
DOMAIN 10: Legal, Ethical, and Professional Practice
The practicum student :
Demonstrates emerging knowledge of the history and foundations of school psychology;
Rating multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
Demonstrates beginning skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility,
UMass Boston School Psychology Handbook 8/11 100 adaptability, initiative, dependability, and technology skills.
Please offer suggestions for growth in these specific areas: _____________________________________
_____________________________________________________________________________________
Please comment on the practicum student’s opportunity during this past evaluation period to engage in:
Direct interventions, such as counseling: ____________________________________________________
_____________________________________________________________________________________
Indirect interventions, such as consultation: _________________________________________________
_____________________________________________________________________________________
Assessment, including non-traditional methods: ______________________________________________
_____________________________________________________________________________________
Please give your impression of the overall general evaluation of the performance of the practicum student to date:
Please give an example of how the practicum student’s presence has benefited the children and adolescents with whom he/she has worked.
At this point, what would you describe as this practicum student’s greatest strengths?
What specific recommendations do you have for this practicum student’s future professional development?
What concerns/comments do you have about the professional preparation of this practicum student?
Thank you very much for your cooperation and participation!
Field Supervisor’s Signature and Title
University Supervisor’s Signature and Title
Practicum Student’s Signature
Date
Date
Date
UMass Boston School Psychology Handbook 8/11 101
Presentation Evaluation: Assessment Instrument
UMass Boston School Psychology Program
Presenter :
Instrument :
Date :
Required : Instrument presented must not have been taught in courses (e.g., SPY 603, 604, 607).
Submit:
Printout of slide show
Handout
Aggregated ratings from classmates
Relevant Domains : Use an X to identify relevant domains.
Instructor Portfolio
X
X
X
X
X
1. Data-Based Decision-Making and Accountability
2. Consultation and Collaboration
3. Interventions and Instructional Support to Develop Academic Skills
4. Interventions & Mental Health Services to Develop Social/Life Skills
5. School-Wide Practices to Promote Learning
6. Preventive and Responsive Services
7. Family-School Collaboration Services
8. Diversity in Development and Learning
9. Research and Program Evaluation
10. Legal, Ethical, and Professional Practice
HANDOUT
Instrument Identification
Full name of latest version
Information regarding previous versions
Purpose
ORAL
PRESENTATION
Age range
Administration time
Test areas
Cost of test
Publisher and where it can be purchased
Qualifications necessary to administer
Ratings are X (Meets the Standard) or
(Needs Improvement)
UMass Boston School Psychology Handbook 8/11 102
Presentation Evaluation: Assessment Instrument (Continued)
HANDOUT
Norming and Technical Adequacy
ORAL
PRESENTATION
Year normed
Year of census basis for stratification
Size of norming sample
Summary of reviews in Mental Measurement Yearbook
Brief sum of research studies of the instrument in PsycInfo
A general review of reliability by authors; by others
A general review of validity by authors; by others
Materials and Administration
List/Display and explanation
Number of forms
Anything unusual
Impressions
Strengths
Weaknesses
Anecdotal Comments
"Report ready" paragraph description of test
Other sources & tests/subtests to confirm or disconfirm results
References and sources of further information
OTHER QUALITIES
Presenter:
1. Makes eye contact.
2. Relates the information (vs. reading).
3. Uses audience-friendly language.
4. Speaks audibly.
5. Explains clearly.
6. Keeps the explanation succinct.
Comments:
Project Grade/Points:
PowerPoint:
7. Submitted ≥ 1 day early.
8. Is visually attractive.
9. Presents information clearly.
UMass Boston School Psychology Handbook 8/11 103
Presentation Evaluation: Case Study
UMass Boston School Psychology Program
Presenter :
Student :
Date :
Grade :
Level: Pre-K/Primary (P-1) Intermediate (2-4)
Type: Academic Behavioral
Use an X to indicate the appropriateness of the report.
Relevant Domains : Use an X to identify relevant domains.
Middle (5-8) High (9-12)
Emotional ELL
1. Data-Based Decision Making and Accountability
2. Consultation and Collaboration
3. Interventions and Instructional Support to Develop Academic Skills
4. Interventions & Mental Health Services to Develop Social/Life Skills
5. School-Wide Practices to Promote Learning
6. Preventive and Responsive Services
7. Family–School Collaboration Services
8. Diversity in Development and Learning
9. Research & Program Evaluation
10. Legal, Ethical, and Professional Practice
Use an X to indicate the domains that are relevant to the case study .
Organization of the Presentation
:
Clarity:
Speaking Spontaneously:
Graphs:
Helpful Suggestions for Others:
Overall:
Intern:
Date:
UMass Boston School Psychology Handbook 8/11 104
Presentation Evaluation: Helpful Information
Note: at least one should address crisis response
At least one should address prevention programs
Topic
1
2
3
4
Scale :
1 : Poor, unsatisfactory, does not meet expectations
2 : Fair, adequate, barely meets expectations
3 : Good, satisfactory, meets most expectations
4 : Excellent, complete, meets all expectations
5 : Superior, exceeds expectations
Comments :
UMass Boston School Psychology Handbook 8/11 105
Presentation Evaluation: In-Service/Parent Training
UMass Boston School Psychology Program
Presenter : Date :
Topic :
Required : In-service presentation must be original and not used in previous courses.
When possible, topics should reflect the needs of your site
Presentation must be given to at least five individuals in the schools
Submit:
PowerPoint Presentation
Handouts
Aggregated ratings from classmates and school personnel
Instructor Portfolio
X
X
X
X
X
Level: Pre-K/Primary (P-1) Intermediate (2-4)
Type: Academic Behavioral
Use an X to indicate the appropriateness of the presentation.
Middle (5-8) High (9-12)
Emotional ELL
Relevant Domains
:
Domain 1: Data-Based Decision Making and Accountability
Domain 2: Consultation and Collaboration
Domain 3: Interventions and Instructional Support to Develop Academic Skills
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services
Domain 7: Family–School Collaboration Services
Domain 8: Diversity in Development and Learning
Domain 9: Research & Program Evaluation
Domain 10: Legal, Ethical, and Professional Practice
Use an X to indicate the domains that are relevant to the presentation.
Narrative Comments
Organization :
Inclusive/Comprehensive :
Slides (Attractive, easy to read):
Handout :
Speaking Spontaneously :
Sources Cited Correctly :
Helpful Suggestions for Others :
Overall :
UMass Boston School Psychology Handbook 8/11 106
Presenter:
Topic:
Presentation Evaluation: Participant Ratings
University of Massachusetts Boston
Date:
Put an X to in the box that best summarizes your response to each statement below.
1.
The presenter was well organized.
Strongly Disagree Disagree Undecided Agree Strongly Agree
2. The presentation was useful.
Strongly Disagree Disagree Undecided Agree
3. The information was relevant to me and my work.
Strongly Disagree Disagree Undecided Agree
4. The presenter answered my questions.
Strongly Disagree Disagree Undecided Agree
Strongly Agree
Strongly Agree
Strongly Agree
5. The handouts were clear and useful.
Strongly Disagree Disagree Undecided Agree
6. The presentation met my needs.
Strongly Disagree Disagree Undecided Agree
7. I expect to use the information presented.
Strongly Disagree Disagree Undecided Agree
Comments:
Strongly Agree
Strongly Agree
Strongly Agree
UMass Boston School Psychology Handbook 8/11 107
Presentation Evaluation: Participant Rating Aggregation
University of Massachusetts Boston
Presenter:
Topic:
Presentation Dates
At the Seminar: //201_
At the Internship Site: //201_
Presentation Evaluation
Item: 1.
The presenter was well organized.
Rating Options: No—1 2 3 4 5—Yes
Seminar Ratings:
N Mean
Participant Ratings:
Totals:
Item: 2. The presentation was useful.
Rating Options:
Seminar Ratings:
Participant Ratings:
Totals:
No—1 2 3 4 5—Yes N Mean
Item: 3. The information was relevant to me and my work.
Rating Options: No—1 2 3 4 5—Yes
Seminar Ratings:
Participant Ratings:
Totals:
N Mean
Item: 4. The presenter answered my questions.
Rating Options: No—1 2 3 4 5—Yes N
Seminar Ratings:
Participant Ratings:
Totals:
Item: 5. The handouts were clear and useful.
Rating Options: No—1 2 3 4 5—Yes
Seminar Ratings:
Participant Ratings:
Totals:
Item: 6. The presentation met my needs.
Rating Options: No—1 2 3 4 5—Yes
Seminar Ratings:
Participant Ratings:
Totals:
N
N
Item: 7. I expect to use the information presented.
Rating Options: No—1 2 3 4 5—Yes N
Seminar Ratings:
Participant Ratings:
Totals:
Mean
Mean
Mean
Mean
UMass Boston School Psychology Handbook 8/11 108
Summary of Narrative Feedback:
Instructions:
A. Fill in your name as the Presenter.
B. Fill in the name of the topic you presented on.
C. Write in the dates that you presented—at the seminar, and at your internship site.
D. For Questions 1-7, follow these steps:
1. For Seminar Ratings, record the number of people who rated your presentation 1, 2, 3, 4, and 5. For example, you may have had an audience of 6 in the seminar. On the item in question, 2 people rated you 3, 1 rated you 4, and 3 rated you 5. You would fill in 0 in the columns for the ratings of 1 and 2, then 2 for the 3s, 1 for the 4s, and 3 for the 5s.
2. N is the number of people in the audience. In the example, that number is 6, so N = 6.
3. Multiply the ratings by the number of people who rated you that way. In the example, you would have (1 x 0), (2 x 0), (3 x 2), (4 x 1), and (5 x 3).
4. Find the sum of those products and divide by N. Record that answer as the Mean. In the example, 25/6 = 4.17.
5. Repeat Steps 1-4 for the participants and ratings from the internship site.
6. Find the sums of Columns 2-7
7. Repeat Step 4, above, for the Totals row to find the overall Mean.
E. Copy the comments onto the section “ Summary of Narrative Feedback.”
UMass Boston School Psychology Handbook 8/11 109
Commonwealth of Massachusetts
Department of Elementary and Secondary Education
350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3000
Preservice Performance Assessment Cover Sheet
Part I –To be completed by the applicant.
1. Legal Name: (print)__________________________________________2. SSN: _____________________
3. Address: _____________________________________________________________________________________________
4. Sponsoring Organization: ___________________________________________Program & Level: ____________________
5. Practicum/Equivalent Course Number: ______________________________Credit Hours: _________________________
Course Title: _______________________________________________________________________________________
6. Practicum/Equivalent Site: _________________________________________7: Grade Levels of Students: ____________
8. Total number of practicum hours: ____________Number of hours assumed full responsibility in the role: ___________
9. Other Massachusetts licenses held if any: __________________________________________________________________
10. Have any components of the approved program been waived? Yes _________No_________
Part II – To be completed by the Program Supervisor
Name: (print)___________________________________________Position/Title__________________
Applicant’s License Field: ___________________________________________Grade Level: __________________________
Part III – To be completed by the Supervising Practitioner
Name: (print)______________________________________________________Position: _____________________________
School System: __________________________________License: Initial (# yrs. experience): ______or Professional: _____
Massachusetts License #: _________________________________Field(s): ____________________
1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant.
Date: ________Applicant: _________________ Program Supervisor: ___________Supervising Practitioner: ___________
2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed.
Date: ________Applicant: _________________ Program Supervisor: ___________Supervising Practitioner: ___________
3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments.
Date: ________Applicant: _________________ Program Supervisor: ___________Supervising Practitioner: ___________
Part V
Candidate has successfully completed the Internship Yes: _____No: _____
Program Supervisor (sign): _____________________________________ Date: ________________
Supervising Practitioner (sign): __________________________________ Date: ________________
UMass Boston School Psychology Handbook 8/11 110
Professional Behaviors Rubric
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility:
Consistency, perseverance, industry and initiative
Professional development and involvement:
General attitude and interest in program and assignment.
Understanding and acceptance of diversity
Respect for school
1 2
Below Acceptability
Exhibits a pattern of absence and/or tardiness. Fails to contact instructor to make up missed work. Gives no reason for missing class. Sometimes disrupts class by arriving late.
Inattentive in class. Rarely participates in class discussions. May distract others in the class with behaviors or talking.
Frequently uses incorrect grammar in oral and/or written communications. May use slang, profanity, inappropriate vocabulary, or offensive language. Does not express ideas clearly. May display distracting language habits.
Does not accept responsibility for own actions and for helping students learn. Holds low expectations for the success of some students.
Frequently must be given an unusually high level of guidance.
Shows little interest in activities or events that promote professional development. Attends only when mandatory. Unaware of professional organizations, professional publications, or other educational resources.
Rejects those who are different in ability, race, gender, or ethnicity. Displays intolerant, disrespectful, and unresponsive behavior toward the ideas and views of others.
Interacts in an impolite or unprofessional manner with those perceived as different from self.
Unaware of school rules and
3
At Acceptability
Occasionally misses class and is rarely tardy. Usually notifies instructor if going to be absent or contacts instructor following absence with reason for absence.
Is attentive in class.
Attention is focused on class-related materials and activities. Responds appropriately when called on. Does not distract others in the classroom.
Usually uses correct grammar in oral and written communication. Generally uses language that is appropriate and not offensive. Can convey ideas accurately.
Accepts responsibility for own actions and for helping students learn. Usually holds high expectations for the success of all students.
Usually shows self-direction.
Occasionally participates in professional activities or events that promote professional development.
Aware of professional organizations, professional publications, and other educational resources.
Accepts others who are different in ability, race, gender, or ethnicity. Displays respectful and responsive behavior toward the ideas and views of others. Interacts with others in a polite and professional manner with those perceived as different from self.
Aware of school rules and
4 5
Target
Consistently attends class and is on time. Notifies instructor in advance if going to be absent. Gives reason for planned absence.
Actively engaged and interested in the class activities. Volunteers to respond to questions.
Participates in discussions.
Uses correct grammar in oral and/or written communication.
Communication is free of offensive or inappropriate language. Uses language to express ideas very effectively regardless of the age of the listener.
Accepts responsibility for own actions and for helping all students learn. Actively seeks self-improvement.
Consistently holds high expectations for the success of all students. Shows selfdirection.
Regularly and actively participates in professional activities or events that promote professional development. Makes use of information from professional organizations, professional publications, and educational resources.
Willingly works with others from different ability, race, gender, or ethnic groups.
Welcomes feedback and interaction with others.
Listens carefully to others and respects the views of those perceived as different from self.
Knows school rules and
UMass Boston School Psychology Handbook 8/11 111 rules, policies, and norms policies. Sometimes disregards known policies or restrictions. Wants exceptions to be made for self or tries to get around established rules of behavior, dress, etc. Thinks rules were made for others.
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Does not collaborate or consult with others. Shows little regard for people and their ideas. Does not relate well with others. Does not share information or ideas.
Work completed with little attention to quality. May be sloppy and/or contain errors.
Emphasis on getting work done rather than learning.
Assignments are sometimes late or missing. Comes unprepared to class (no text or class material, hasn’t read readings, etc.)
Emotional control Emotions are not under control. May lose temper and show outbursts of anger. Is disrespectful of peers and others. Does not take personal responsibility for emotions and behaviors. Blames others or outside circumstances for loss of emotional control.
Does not recognize personal Self-reflection, growth, and ability to handle constructive criticism professionally limitations or strengths. Does not accept suggestions and constructive criticism of others. Does not engage in critical thinking. Does not demonstrate ability to learn through self-reflection. policies. Usually follows them without being reminded by others. Accepts reminders for breaches of rules or policies, and does not attempt to circumvent them in patterns of behavior, dress, etc.
Collaborates and consults with others. Accepts ideas of others. Relates adequately with others. Shares information and ideas.
Assignments are completed correctly and with accuracy.
Work shows basic grasp of the assignment’s intent.
Meets assignment deadlines adequately. Is prepared for class most of the time.
Maintains basic control of emotions. May show emotional reaction, but does not lose temper or control. Is able to listen to the perspectives of others. Is responsible for emotions and behaviors. policies. Follows them consistently. Understands the purpose of regulations and respects their intent.
Accepts responsibility for personally following them in patterns of dress, behavior, etc.
Actively seeks out and incorporates ideas of others.
Willingly works with others. Demonstrates positive interpersonal skills.
Work is completed with attention to detail, is sequential, and is logical.
Shows evidence of thoughtful analysis of the assignment. Work shows that adequate time and planning were allocated.
Consistently comes to class well prepared.
Displays steady emotional temperament. Is receptive to viewpoints of others and their suggestions. Holds self accountable for emotions and behaviors. Displays a sense of humor and/or willingness to get along with others.
Recognizes personal
Ethical behavior
Flexibility and adaptability
Shows dishonest, deceitful, or unethical behavior. Fails to use discretion in keeping information confidential.
Cannot be counted on to keep word or to follow through as promised.
Excessively rigid: unable to adapt to reasonable schedule
Recognizes personal limitations and strengths.
Accepts suggestions and constructive criticism of others. Demonstrates ability to think critically.
Demonstrates ability to learn through self-reflection.
Is truthful and honest in dealing with others. Uses discretion in keeping personal or professional confidences. Generally ethical and trustworthy.
Demonstrates flexibility and adaptability to novel and limitations and strengths and uses them to best professional advantage.
Actively seeks suggestions and constructive criticism.
Regularly practices critical thinking. Regularly engages in learning through selfreflection.
Exhibits honest, ethical, and responsible behavior.
Follows APA and NASP ethical guidelines. Shows personal integrity.
Reacts to novel and unexpected situations with a or expectation changes unexpected situations problem-solving approach.
*Rubric adapted from Wayda, V, & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education; Teacher candidates may know their subject, but are they suited for the job? The Journal of Physical Education, Recreation, & Dance, 76 , p. 34.
UMass Boston School Psychology Handbook 8/11 112
Program Evaluation Form
School Psychology Program
University of Massachusetts Boston
Dates of attendance: ________ to _________ Degrees obtained: ___ MEd ___ Ed.S.
Rating Scale : 4 Very true 3 True 2 Not true 1 Very much not true
In the UMass Boston School Psychology Program, faculty and Field Supervisors modeled:
In UMass
Boston coursework
During my internship
Punctuality and attendance
Participation in class, training, and supervisory sessions
Professional appearance and demeanor, including speech and written language
Professional responsibility: Consistency, perseverance, industry and initiative
Professional development and involvement: General attitude and interest in program and assignment.
Understanding and acceptance of diversity
Respect for school rules, policies, and norms
Collaborative skills: Poise, tactfulness, and rapport with staff and others
Preparation and organization of material
Emotional control
Self-reflection, growth, and appropriate response to constructive criticism
Ethical behavior
Flexibility and adaptability
DOMAIN 1: Data-based Decision Making and Accountability. In UMass
Boston coursework
During my internship
I learned varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
I developed skills in using psychological and educational assessment, data collection strategies, and technology resources and applying results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
UMass Boston School Psychology Handbook 8/11 113
DOMAIN 2: Consultation and Collaboration.
In UMass
Boston coursework
During my internship
I learned varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.
I developed skills in consulting, collaborating, and communicating with others to design, implement, and evaluate services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 3: Interventions and Instructional Support to Develop
Academic Skills.
I learned about biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and
In UMass
Boston coursework
During my internship evidence-based curriculum and instructional strategies.
I developed skills in using assessment and data collection methods and in implementing and evaluating services that support cognitive and academic skills.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 4: Interventions and Mental Health Services to Develop In UMass During
Social and Life Skills.
Boston coursework my internship
I learned about biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social– emotional functioning and mental health.
I developed skills in using assessment and data collection methods and in implementing and evaluating services that support socialization, learning, and mental health.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
UMass Boston School Psychology Handbook 8/11 114
DOMAIN 5: School-Wide Practices to Promote Learning.
In UMass
Boston coursework
During my internship
I learned about schools and systems structures, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
I developed skills in developing and implementing practices and strategies that create and maintain effective and supportive learning environments for children and others.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 6: Preventive and Responsive Services.
I learned about principles and research related to resilience and risk factors in learning and mental health; services in schools and communities to
In UMass
Boston coursework
During my internship support multi-tiered prevention; and evidence-based strategies for effective crisis response.
I developed skills in promoting services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and in implementing effective crisis preparation, response, and recovery.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 7: Family–School Collaboration Services.
In UMass
Boston coursework
During my internship
I learned about principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
I developed skills in designing, implementing, and evaluating services that respond to culture and context and facilitating family and school partnership/ interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
UMass Boston School Psychology Handbook 8/11 115
DOMAIN 8: Diversity in Development and Learning.
In UMass
Boston coursework
During my internship
I learned about individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
I developed skills in providing professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery. Include skills in working with non-native
English speakers as well as varied disabilities.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 9: Research and Program Evaluation. In UMass
Boston
During my coursework internship
I learned about research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
I developed skills in evaluating and applying research as a foundation for service delivery and, in collaboration with others, using various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. Include individual, and possibility, group program evaluation as in case studies.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
DOMAIN 10: Legal, Ethical, and Professional Practice . In UMass
Boston coursework
During my internship
I learned about the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
I developed skills in providing services consistent with ethical, legal, and professional standards; engaging in responsive ethical and professional
UMass Boston School Psychology Handbook 8/11 116 decision-making; collaborating with other professionals; and applying professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
Please offer specific suggestions for program improvement in these areas:
_____________________________________________________________________________________
Please give your overall impression of the program:
Do you have any specific recommendations for the improvement of the coursework?
Do you have any recommendations for the improvement of the practicum?
Do you have any specific recommendations for the improvement of the internship placement process?
Do you have any recommendations for the improvement of the internship experience?
Do you feel prepared for employment as a school psychologist?
Do you plan to obtain work as a school psychologist?
How long do you expect to work as a school psychologist?
Do you have a position as a school psychologist for next year?
Optional:
Your name:
Your future place of employment:
Thank you very much!
UMass Boston School Psychology Handbook 8/11 117
Psychoeducational Report Rubric
University of Massachusetts Boston School Psychology Program
Student Name:
Assignment and number:
Level: Primary___ Intermediate____ Middle____ High School____
Type of Case: Academic____ Soc/Emot/Beh ______ Ethnically Diverse ______
Relevant Domains:
Domain 1: Data-Based Decision Making and Accountability
Domain 2: Consultation and Collaboration
Domain 3: Interventions and Instructional Support to Develop
Academic Skills
Domain 4: Interventions and Mental Health Services to
Develop Social and Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services
Domain 7: Family–School Collaboration Services
Domain 8: Diversity in Development and Learning
Domain 9: Research & Program Evaluation
Domain 10: Legal, Ethical, and Professional Practice
Category Criteria
1) Title
2) Identifying
Information
3) Reason for
Referral
4) Information
Sources
5) Background
Information
(Information from file review, interviews with teacher, and interviews with parents.)
6) Classroom
Observations
7) Assessment
Observations a. Psychoeducational Report b. CONFIDENTIAL a. Name b. Date of Birth and Chronological Age d. Grade e. School f. Examiner g. Date of Exam and Date of Report a. Referral type (initial, 3-yr, etc.) b. Concerns raised c. Referral questions posed a. Review of school records b. Interview(s) with parents, teachers, student c. Classroom observation d. Tools used listed a. Schools attended, length at present school, attendance patterns b. Past and present academic performance including patterns of strengths and weaknesses c. Previous assessment results d. Health, vision, hearing—past and current e. Family situation f. Social situation (friends, etc.) g. Interests and hobbies h. English language proficiency including language assessment results i. Description of educationally related cultural and linguistic factors a. Information from observation using time sampling tool (BOSS) b. Evaluation of the learning ecology/opportunities to learn a. Quality of rapport established b. Reliability & validity of assessment c. Test-taking behavior d. Methods used to minimize bias (nonverbal, cross-battery, short form)
UMass Boston School Psychology Handbook 8/11 118
8) Cognitive
Assessment
(note: a through c may be included as an appendix rather than in the body of the report)
9) Achievement
Assessment
(note: a through c may be included as an appendix rather than in the body of the report)
10) Social-
Emotional-
Behavioral
Assessment
(note: a through c may be included as an appendix rather than in the body of the report)
11) Functional
Behavioral
Assessment a. Description of instrument(s) including brief description of additional instruments referenced (e.g. WJ Cognitive administered by LD specialist)
b. Coverage of obtained scores
c. Identification of most representative score
i) Restated as percentile
ii) Confidence interval for the Score
iii) Score Descriptor
d. Strengths/Weaknesses
i) Described as abilities
ii) Made meaningful e. Comment on agreement of different sources of information a. Description of instruments or approach (if reading is referral problem, should have a narrow-band reading scale (e.g., WRMT) in addition to a broad-band achievement test (WJ Achievement ), and a survey level CBA reading assessment
b. Coverage of obtained scores
c. Identification of most representative score if available
i) Restated as percentile
ii) Confidence interval for the Score
iii) Score Descriptor
d. Strengths/Weaknesses
i) Described as abilities
ii) Made meaningful
iii) integrated across instruments e. Comment on agreement of measures and classroom academic functioning a. Description of instruments
b. Coverage of obtained scores
c. Identification of most representative score
i) Restated as percentile
ii) Confidence interval for the Score
iii) Score Descriptor
d. Strengths/Weaknesses
i) Described as abilities
ii) Made meaningful
iii) integrated across instruments e. Comment on agreement of various scales and functioning a. Results of interviews with teachers, parents, students, & other using (i)
Functional Assessment Interview (FAI) and/or (ii) Functional Assessment
Checklist for Teachers & Staff (FACTS-A & B) b. Clear description of problem behavior(s) in measurable, observable terms d. Multiple direct observations of student in a variety of settings to identify frequency, duration, intensity of behavior using frequency counts, momentary time sampling, latency and/or the Functional Assessment
Observation Form (General rule: at least 3 observations of problem behavior). e. Classroom and teacher observation data, including comparison children. f. Using triangulation of data, identification of antecedents (times, situations) that predict when the problem behaviors will and will not occur g. Using triangulation of data, identification of the maintaining consequences that support the repetition of problem behaviors h. Hypotheses regarding the function of the behavior
UMass Boston School Psychology Handbook 8/11 119
12) Summary and
Conclusions a. Restate referral questions b. List information sources c. Summarize results briefly d. Give the “Big Picture” and pull together the referral questions, the assessment tools, the student’s functioning, and the conclusions e. Answer the referral questions f. State opinion about eligibility for identification with a disability, including language that would be understandable in terms of DOE and/or DSM criteria
13) Recommendations: a.
Recommended interventions, all evidence-based, and each tied to both the referral question and assessment results (i.e., to facilitate reading fluency. .) b.
Specific recommended plans of action that are realistic and relevant
(for [functional] behavior assessment, the plan should include suggestions to reduce frequency/duration of problem behavior(s) by addressing antecedents and/or consequences) c.
Monitoring plan suggested for at least one recommendation (goals, data to collect, responsible persons, frequency of intervention, and anticipated duration of intervention)
14) Signatures a. Blanks for signatures of intern and supervisor b. Typed name of report writer and supervisor c. Titles and student identified as intern or student
15) Appendix:
References
16) Appendix: Data charts
(note: these may include tool descriptors and scores)
For recommendations given in (14) a. Title b. Abbreviations defined c. Columns & rows identified d. Headings underlined e. Subtests & composites aligned left f. Values defined (standard scores, percentile) g. Confidence interval for most representative score
17) Overall Comments a. Clarity for non-psychologists b. Appearance c. Grammar and mechanics d. Professional writing
UMass Boston School Psychology Handbook 8/11 120
REGISTRAR FORM: Change of Level
UNIVERSITY OF MASSACHUSETTS BOSTON
Students who are currently matriculated in a University of Massachusetts Boston graduate degree program, or who have completed a University of Massachusetts Boston graduate degree or certificate must complete this form. All other applicants must complete the graduate admissions application. This form must be submitted to the Office of Registrar with the required signatures one month prior to the beginning of classes for the semester indicated below.
APPLICATION FOR (enter program) PhD ____________________________
Master’s__________________________
Ed.S.____________________________
Certificate ________________________
Semester to Enroll __________ sem./yr.
Other ____________________________
Social Security Number _____________________________UMS#_______________
Name __________________________________________________________________ last first M.I. previous
Address ________________________________________________________________ street
________________________________________________________________________ city state zip code phone number
Check here if this address is different from when you last attended
Most recent U/Mass Boston degree received and date _________________________
Indicate program if currently enrolled and expected date of completion
_______________________________________________________________________
Student Signature _________________________________________________________
Graduate Program Director Approval Signature _________________________________
Registrar’s Office Signature/Date_____________________________/_______________
UMass Boston School Psychology Handbook 8/11 121
REGISTRAR FORM: Degree Application
UNIVERSITY OF MASSACHUSETTS BOSTON
Part I: To be completed by candidate
Student number:
Name:
(As you wish it to be printed on your diploma. Name must be the same on file.)
Diplomas will be mailed out to the address on file .
Program:
Degree: (Circle one) MA MS MEd Ed.S. PhD EdD
Anticipated degree date: May/June 20____ August 20____ December 20____
List only graduate courses to be counted towards your degree at UMass Boston.
DEPT/COURSE
NO.
COURSE
TITLE
SEM/YR
TAKEN
CREDIT
Transfer Credit: ON AND OFF CAMPUS
GRADE
INSTITUTION COURSE TITLE SEM/YR TAKEN CREDIT
For courses taken at another institution an official transcript must be on file before transfer credit will be granted.
To the best of my knowledge the information given above is correct and complete.
Signature of candidate: ______________________________ Date:
UMass Boston School Psychology Handbook 8/11 122
This completed form with the required signatures and the $150.00 commencement fee is due in the Registrar’s Office by the date indicated at: www.registrar.umb.edu/audits.html..
Part II (A-E) To be completed and signed by the Graduate Program Director (Indicate Dates)
A. Language Exam: (Indicate Language and Date)___________________________________
Passed __________ Failed __________ Not Applicable __________
B. Capstone Requirement: (Indicate Date)
Passed __________ Failed__________
Capstone requirement consisted of: (this will be notated on the student’s transcript)
Please circle type(s):
1. Thesis/Dissertation 2. Written Exam 3. Written Paper 4. Oral Presentation
5. Seminar 6. Project 7. Practicum/Internship 8. Curriculum Unit
9. Other ________________________________________________________________________
C. PhD/EdD Oral Exam: (Indicate Date) Passed ________Failed______Not Applicable________
D. Masters Thesis/Doctoral Dissertation Committee: Not Applicable _____
Thesis/Dissertation and binding fee must be submitted to the Office of Graduate Studies.
E.
Graduate Program Director’s Approval.
I recommend that _______________________________________________________ be awarded___________________________________________________degree/certificate in
May/June 20 __ August 20 __ December 20 __ . The information furnished by the above named candidate has been verified from my program’s records contingent upon: (Check if Applicable)
Current Semester Grade(s)
Comp Exam/General Master’s Exam
Capstone Requirement Thesis/Dissertation Defense
Thesis/Dissertation Binding
Comments:
Graduate Program Director’s Signature:
Date:
Make a copy of this document for your files.
UMass Boston School Psychology Handbook 8/11 123
REGISTRAR FORM: Graduation Date Change
UNIVERSITY OF MASSACHUSETTS BOSTON
NAME: ___________________________________________________________
STUDENT NUMBER: _______________________________________________
PROGRAM: _______________________________________________________
DEGREE: _________________________________________________________
ANTICIPATED DEGREE DATE:
May/June ______
year
August ______
year
Mail this form to: University of Massachusetts Boston
Graduate Student Registrar’s Office
100 Morrissey Blvd.
Boston, MA 02125-3393
December _______
year
UMass Boston School Psychology Handbook 8/11 124
REGISTRAR FORM: Incomplete (INC) Grade Contract
UNIVERSITY OF MASSACHUSETTS BOSTON
For use by faculty in graduate programs
Student’s Name:__________________________________ Student
ID#:______________
Course Dept. / Number:______________________ Semester and
Year:_______________
Instructor:______________________________________________________________
_
1. Date of conference (If for some reason a conference has not been possible, please explain why.)
2. Describe the work to be completed, and provide a plan and a timetable for completion of the work. Include the date that has been agreed upon for completion.
NOTE:
After a one-year period, if a grade is not submitted by the faculty member, a Failure will be recorded, turning the grade on the transcript to an IF. After the end of this period, the student must re-register for the course, pay for it again, and complete all its requirements in order to receive credit and a grade. Please note that individual programs may set more stringent rules on incompletes, and individual faculty members may set more stringent timetables for completion of course requirements than the general one-year deadline. The initiative in arranging for the removal of an “Incomplete” rests with the student.
It is the RESPONSIBILITY OF THE
STUDENT to ascertain that the instructor is satisfied that the work has been completed.
Signature of Instructor__________________________________
Date_______________
Signature of Student____________________________________ Date
_______________
UMass Boston School Psychology Handbook 8/11 125
Note: Students and faculty should retain a copy of this contract for their files. The original should be submitted to the Program Director and kept in the student's permanent record until the grade change is submitted.
UMass Boston School Psychology Handbook 8/11 126
REGISTRAR FORM: TRANSFER CREDIT APPROVAL FORM
UNIVERSITY OF MASSACHUSETTS BOSTON
(This form is to filled out and signed by the Graduate Program Director)
From: ______________________________________, Graduate Program Director
To: Registrar’s Office
This is to inform you that ____________________________ - __________________________ name student id # may transfer the following course(s), not to exceed 6 credits, from the indicated status below towards his/her graduate degree. I have made sure that these course(s) meet all the criteria regarding transfer credit as stated on the back of this form. For off-campus courses, this office must have an official transcript on file.
_____ U/Mass Boston non-degree graduate student
_____ U/Mass Boston undergraduate student
_____ Courses taken off-campus at: _______________________ ( list UMB equivalent below)
Dept. Course # Title Credits Sem./Yr. Taken UMB EQUIVALENT
1.
2.
Signature of Graduate Program Director: ______________________________________
Graduate Program: _______________________________________________________
Date: __________________________________________________________________
Notes: 1. Course(s) must be taken at an accredited institution.
2. Course(s) must be graduate level.
3. Grade must be “B” or better. Pass/Sat grades are unacceptable unless it is stated on the official transcript that the Pass/Sat notation is equivalent to “B” or better.
4. Course(s) were earned no more than seven (7) years prior to the student’s matriculation at U/Mass Boston.
5. Course(s) were not used for a previous degree.
6. Maximum amount of transfer credit is six (6).
7. An official transcript must be on file in this office for processing.
UMass Boston School Psychology Handbook 8/11 127
SEQUENCE OF INTERNSHIP EXPERIENCES
Throughout the internship, the intern should be considered a member of the psychological services staff. Interns observe the same work hours, code of conduct, and dress as staff. Interns will also notify the district office, internship supervisor, and assigned schools in case of absence due to illness or personal leave. Most internship experiences provide the following sequence of activities, although the pace may differ depending on the intern’s personal background and expertise. By the end of the internship, every intern should have received sufficient feedback and assistance such that they successfully complete the internship and master required professional skills and behaviors.
Pre-Internship Planning : During the planning period, the intern is assigned to a Field
Supervisor who will provide individual training and support throughout the internship. The intern meets staff members, begins learning about operating procedures of the department, attends meetings scheduled for psychologists, and accompanies the Field Supervisor to assigned schools to meet staff. Prior to the internship start the intern should read over department, school, district, and state procedures and polices. The interns should also read the UMass Boston
Specialist Level School Psychology Handbook to become familiar with assignments and rubrics.
Throughout the internship, as much as possible the Field Supervisor should complete a schedule for the intern in advance. The schedule should include designated time slots every week for supervision. Periodic meetings will also need to be scheduled with the University Supervisor. If the intern has more than one supervisor, all supervisors must collaborate in establishing the intern’s schedule. An intern’s typical weekly schedule might include four days working with students, teachers, administrators, and parents in two assigned schools and one day office time for scoring, report writing, making phone calls, observing low incidence programs and alternative/vocational schools, visiting community agencies, and attending professional development sessions.
Weeks 1-4: During the initial phase of internship, the intern will begin by shadowing the Field
Supervisor to observe the performance of daily tasks. In conjunction with various activities, the
Field Supervisor explains and clarifies tasks and the intern is encouraged to ask questions. Some of the intern’s experiences during this initial phase of internship will include: a) Meeting various school and district level personnel (principals, counselors, teachers, special education staff, etc.). b) Obtaining teacher rosters and school maps for assigned schools. c) Completing logs used to record daily activities. d) Becoming familiar with the policies and forms used within the school psychology and special education departments. e) Becoming familiar with the organizational structure of the school system, with particular attention being given to the special education department.
UMass Boston School Psychology Handbook 8/11 128 f) Observing the Field Supervisor participating in multidisciplinary team meetings; conferencing with teachers, parents, counselors; conducting classroom observations and individual evaluations; developing and implementing intervention strategies; counseling students; and participating in department committees. g) Reviewing selected student files to become familiar with case development, evaluation data, report format, and case disposition; completing case reviews by summarizing files. h) Administering tests under the direct observation of the Field Supervisor (see
“Observation Form”). i) Studying test instruments that were not included in the intern’s assessment courses. j) Conducting classroom observations and systematic (BOSS) student observations.
Weeks 4-11: During this stage of internship, the intern begins delivering services to students, teachers, and parents. The Field Supervisor assumes more of an observer role, providing advice and demonstrations as needed. By now, the intern and Field Supervisor will likely have a concept of the internship structure and the pace at which the internship will move as the school year progresses. Any special competencies which the intern wants to develop should be incorporated into the internship plan at this point. Activities during this phase include: a) Administering major tests routinely used in evaluations (initially under the direct observation of the Field Supervisor, then independently; see “Observation Form”); b) Conferring and consulting with teachers, counselors, and other educators to obtain case background information, develop intervention strategies, and share test results (initially under the direct observation of the Field Supervisor, then independently; see
“Observation Form”); c) Conferring and consulting with parents to obtain background information, interpreting test results, and developing intervention strategies, when appropriate (initially under the direct observation of the Field Supervisor, then independently; see “Observation Form”); d) Attending and participating in team meetings to work with parents and school staff to gather student data and develop intervention strategies (initially under the direct observation of the Field Supervisor, then independently; see “Observation Form”); e) Performing systematic student and classroom (BOSS) observations and having teachers complete behavior checklists, when necessary; f) Submitting all scored protocols to the Field Supervisor for scoring review prior to writing psychoeducational reports;
UMass Boston School Psychology Handbook 8/11 129 g) Submitting drafts of all reports to the Field Supervisor for proofreading and review (see
“Psychoeducational Report Rubric”). h) Revising psychoeducational reports and submitting to the supervisor for co-signing. i) Selecting, obtaining permission for, and designing an initial Case Study—with the guidance of the supervisor—that is feasible at this point in the internship.
Weeks 11-20: At this point in the internship, the intern will likely have demonstrated at least minimal competencies in areas such as test administration, conferring with teachers and parents, and developing intervention strategies for students. The Field Supervisor should be able to assign these activities to the intern to perform independently. Indirect supervision should be appropriate for many routine tasks performed by school psychologists. During this time of internship, the intern may also: a) Participate in team meetings with the Field Supervisor present. The intern will engage in the inquiry process when taking new referrals and relate test results to parents and teachers with assistance from the Field Supervisor. b) Continue visitations of community agencies, special education programs, and alternative/vocational schools. c) Begin performing assessments for more complex evaluation cases (e.g., social-emotional and English Language Learner cases). d) Select, obtain permission for, and design the second Case Study. e) Conduct an in-service presentation for at least five school district faculty and/or staff.
Such a workshop could address basic behavior management, an instructional technique, or some need unique to the school being served. This activity may be accomplished with the Field Supervisor as co-presenter. It should be appraised using the “Presentation
Evaluation” form and aggregated using the “Presentation Aggregated Data” form.
Near the end of this phase, the Field Supervisor will meet with the intern and complete the required Intern Evaluation. The evaluation will be reviewed during a three-way meeting with the
Field Supervisor, the intern, and the University Supervisor prior to submission to the Program
Director. During this meeting, the overarching plan for the remainder of the internship will also be discussed, taking care to ensure that all essential internship elements will be covered.
Weeks 20-40: Most interns will be displaying reasonable competence for many routine school psychology activities by this point in the internship. The relationship between the Field
Supervisor and intern approaches that of two colleagues on staff. The Field Supervisor continues to meet with the intern on a regularly scheduled basis, at least two hours per week, but the intern should not require a great deal of direct observation. Having established a solid foundation in the practice of school psychology, the intern will begin several new stages of the internship.
UMass Boston School Psychology Handbook 8/11 130 a) During the final half of internship, the intern will assume responsibility for delivering comprehensive services to one of the schools which has previously been shared with the
Field Supervisor. The intern will continue to meet with the supervisor weekly, and the supervisor will continue to make occasional visits to the school; however, the goal is to allow the intern to have an independent experience. The Field Supervisor will continue to attend all team meetings and co-sign all reports. b) The intern should be exposed to and participate in evaluations for students who have low incidence disabilities (i.e., autism, visually impaired, hearing impaired, physically impaired, severely language disabled, intellectually impaired). To accomplish this task, the intern will need to spend sufficient time observing and being instructed by a school psychologist assigned to one of these programs, if the Field Supervisor’s assignment is not. Ideally, the intern should be given enough experience in one specialized area to independently conduct evaluations of at least two or three children with low incidence disabilities. c) The intern should have the opportunity to spend at least one week with school psychologists assigned to the early childhood population. This experience may include observing/assisting with preschool evaluations, report writing, and observing team meetings. The regularly assigned Field Supervisor will assist in the scheduling of these activities, and review and sign off on any evaluation reports that the intern may generate. d) The intern should have opportunities to practice crisis intervention skills in response to traumatic events (often the death of a staff member or student or a suicide threat). e) The intern provides a workshop for at least five parents. Such a workshop could be a modification of the in-service workshop conducted during the first semester, and address basic behavior management, an instructional technique, or some need unique to the school being served. This activity may be accomplished with the Field Supervisor as copresenter. It should be appraised using the “Presentation Evaluation” form and aggregated using the “Presentation Aggregated Data” form.
Internship Closure: The last two weeks of the internship should be used for completing any cases and documentation that is left outstanding at that point. No new activities should be started.
The intern should concentrate on completing and correcting reports, completing portfolio documentation, and assembling this documentation for presentation to the Field Supervisor. The intern will obtain closure on the final cases, write all remaining reports, return all the tests and materials checked out, and complete and compile all the log data. The intern and Field
Supervisor work together on transferring any ongoing cases. Near the end of the internship, an evaluation conference is scheduled with the Field Supervisor, intern, and University Supervisor.
Prior to this meeting the Field Supervisor will complete the final evaluation required by the university. All aspects of the intern’s proficiency and readiness to practice school psychology are reviewed in this three-way conference. The internship closes with an informal evaluation session between the Field Supervisor and intern. The resulting exchange of ideas, constructive criticism, and positive feedback will hopefully benefit the Field Supervisor, the intern, and the program.
UMass Boston School Psychology Handbook 8/11 131
Site Impressions: Intern Questions
School Psychology Program
University of Massachusetts Boston
Developed by Christine Merman Woolf, Capella University; Used and adapted with permission
Intern:
Field Supervisor:
University Supervisor:
Date:
Site:
1.
What are your overall impressions of the field experience so far?
2.
Are there any concerns that you would like me to address with your Field Supervisor?
3.
Are you completing 40 hours of fieldwork each week?
4.
Are you participating in at least two hours of individual supervision each week? When does the individual supervision take place? (Goal is to have a consistent day and time for individual supervision.)
5.
Are you participating in group supervision? If so, what are the qualifications of the individual who is conducting the supervision? Also, describe the educational status of the other learners participating in the group supervision sessions? When does the group supervision take place?
6.
What are the ages of students with whom you are observing or working? (Goal is to work with students of various ages (i.e., Pre-K, Elementary, Middle, High School.) What are the plans for allowing you to gain the needed exposure to all age levels?
7.
To what extent are you observing or working with students of various disabilities ? Please identify some of the types of disability categories with which you have gained experience.
What are the plans for allowing you to gain the needed exposure to additional disability categories?
8.
To what extent are you observing or working with students of different ethnicities, cultures, and/or who speak languages other than English ? Please identify the groups with which you are gaining experience.
9.
To what extent are you observing or working with students of various economic levels ?
Please identify the economic groups with which you are interacting.
10.
To what extent are you exposed to a variety of School Psychological services (i.e., assessment, consultation, collaboration, intervention, and participation in team meetings) ? In the area of assessment, identify the instruments with which you are gaining experience. Describe your strengths and areas in need of development within these activities.
If you have not been exposed to certain roles, what are the plans for allowing you to gain the needed exposure?
11.
To what extent are you using data-based decision making to determine the most appropriate assessment, intervention, and monitoring strategies in the application of School
Psychological services? Please provide an example of your displaying this skill.
12.
To what extent are you using a variety of decision-making models when working within the field training setting (e.g., choosing for academic and behavior cases when to use collaboration, consultation, counseling, behavior management, individual, group, or schoolwide interventions)? Please provide an example of your displaying this skill.
13.
To what extent are you applying your knowledge of learning theory and processes in developing services to improve the academic and cognitive skills of those students with whom you work? Please provide an example of your displaying this skill.
UMass Boston School Psychology Handbook 8/11 132
14.
To what extent are you applying your knowledge of human development in creating and evaluating interventions to improve the behavioral, adaptive, and social skills of those students with whom you work? Please provide an example of your displaying this skill.
15.
To what extent are you gaining an understanding of the system of the schools within which you work? To what extent are you developing knowledge of the process within which the school system creates and maintains a safe and effective learning environment through conducting interviews, reading school system materials, and participating in school psychological activities?
16.
To what extent are you observing and/or participating in the use of crisis management ?
Field training supervisors determine the extent to which you are ready to put into practice your theoretical understanding of effective services within these situations. If possible, please provide an example of your exposure to these services.
17.
To what extent are you observing and/or participating in the use of mental health counseling interventions (e. g., conducting individual counseling, group counseling, social skills training, or implementing prevention programs) ? If possible, please provide an example of your displaying this skill. If you are not engaging in these activities, what are your supervisor’s plans for developing your skills in this area?
18.
To what extent are you applying your knowledge of family systems in your work within the school? To what extent are you engaging in collaboration with families and school personnel to ensure comprehensive service delivery? Please provide an example of your displaying this skill.
19.
To what extent are you applying your understanding of program evaluation (e.g., reviewing the use of curriculum, reviewing state mandated test scores, reviewing progress monitoring data, reviewing special education placement data, or reviewing prevention program results) within the setting? Please provide an example of your participating in this type of activity. If you are not engaging in this activity, what are the plans for you to develop skills in this area?
20.
In what professional development activities have you participated (e.g., faculty meetings, school psychology staff meetings, or workshops)? Please describe the topics of the meetings.
In what other activities are you going to be participating within the next few months?
21.
To what extent are you applying your knowledge of the ethics and standards that guide the field of School Psychology (e.g., reviewing consent forms and procedural safeguards with parents, reporting abuse or neglect, or maintaining confidentiality of information)? Please provide an example of your displaying this skill.
22.
Considering the amount of time you have been participating in internship, to what extent do you possess adequate writing skills ? Please identify some areas of strength in your writing and some areas in which you need further growth. What activities have been suggested to you to improve your writing? To what extent have you engaged in these suggested activities?
23.
To what extent do you possess adequate organization and time management skills (e.g., arriving on time for meetings, organizing materials, maintaining a schedule, or completing cases within required timelines)? Please provide some examples of your displaying these skills
24.
On a scale of 1-5 (with 5 as the highest rating), how desirable would you rate this internship site, considering the learning opportunities?
UMass Boston School Psychology Handbook 8/11 133
Site Conference: Supervisor Questions
Developed by Christine Merman Woolf, Capella University; Used and adapted with permission
Date:
Field Supervisor:
Learner:
University Instructor:
Time:
Course:
Phone Number:
1.
Is the learner completing 40 hours of fieldwork each week?
2.
Is the learner participating in at least two hours of individual supervision each week? When does the individual supervision take place? (Goal is to have a consistent day and time for individual supervision.)
3.
Is the learner participating in group supervision? If so, what are the qualifications of the individual who is conducting the supervision? Also, describe the educational status of the other learners participating in the group supervision sessions? When does the group supervision take place?
4.
What are the ages of students with whom the learner is observing or working? What are the plans for allowing the learner to gain the needed exposure to all age levels? (Goal is to work with students of various ages (i.e.,
Pre-K, Elementary, Middle, High school.)
5.
To what extent is the leaner observing or working with children of various disabilities ? Please identify some of the types of disability categories with which the learner has gained experience. What are the plans for allowing the learner to gain the needed exposure to additional disability categories?
6.
To what extent is the learner observing or working with children of different ethnicities, cultures, and/or who speak languages other than English ? Please identify the groups with which the learner is gaining experience.
7.
To what extent is the leaner observing or working with children of various economic levels ? Please identify the economic groups with which the learner is interacting.
8.
To what extent is the learner exposed to a variety of School Psychological services (i.e., assessment, consultation, collaboration, intervention, and participation in team meetings) ? Please describe the learner’s performance within these activities. In the area of assessment, be sure to identify the instruments with which the learner is gaining experience. If the learner has not been exposed to certain roles, what are your plans for allowing the learner to gain the needed exposure?
9.
To what extent does the learner observe the Field Supervisor use data-based decision making to determine the most appropriate assessment, intervention, and monitoring strategies in the application of services?
10.
To what extent does the learner show the supervisor that he/she can use data-based decision making to determine the most appropriate assessment, intervention, and monitoring strategies in the application of School
Psychological services? Please provide an example of the learner displaying this skill.
11.
To what extent does the learner observe the supervisor use a variety of decision making models (i.e., for academic and behavior cases choosing when to use collaboration, consultation, counseling, behavior management, individual, group, or school-wide interventions) when working within the field training setting?
12.
To what extent does the learner show the supervisor that he/she can use a variety of decision making models when working within the field training setting? Please provide an example of the learner displaying this skill.
13.
To what extent does the learner observe the supervisor apply knowledge of learning theory and processes in developing services to improve the academic and cognitive skills of students with whom he works?
14.
To what extent does the learner show the supervisor that he/she can apply knowledge of learning theory and processes in developing services to improve the academic and cognitive skills of those students with whom he/she works? Please provide an example of the learner displaying this skill.
UMass Boston School Psychology Handbook 8/11 134
15.
To what extent does the learner observe the supervisor apply knowledge of human development in creating and evaluating interventions to improve the behavioral, adaptive, and social skills of students?
16.
To what extent does the learner show the supervisor that he/she can a apply knowledge of human development in creating and evaluating interventions to improve the behavioral, adaptive, and social skills of those students with whom he/she works? Please provide an example of the learner displaying this skill.
17.
To what extent is the learner gaining an understanding of the system of the schools within which he/she works?
To what extent is he/she developing knowledge of the process within which the school system creates and maintains a safe and effective learning environment through conducting interviews, reading school system materials, and participating in school psychological activities?
18.
To what extent is the learner observing and/or participating in the use of crisis management ? Please provide an example of the learner’s exposure to these services.
19.
To what extent is the learner observing and/or participating in using mental health counseling interventions
(i.e., conducting individual counseling, group counseling, social skills training, or implementing prevention programs) ? If possible, please provide an example of the learner displaying this skill. If the learner is not engaging in these activities, what are your plans for allowing the learner to develop in this area?
20.
To what extent does the learner observe the supervisor apply knowledge of family systems in work within the school? To what extent does the learner observe the supervisor when engaged in collaboration with families and school personnel to ensure comprehensive service delivery?
21.
To what extent does the learner apply knowledge of family systems in work within the school? To what extent does the learner engage in collaboration with families and school personnel to ensure comprehensive service delivery? Please provide an example of the learner displaying this skill.
22.
To what extent does the learner observe the Field Supervisor apply an understanding of program evaluation
(i.e., reviewing the use of curriculum, reviewing state mandated test scores, reviewing progress monitoring data, reviewing special education placement data, or reviewing prevention program results) within the setting?
23.
To what extent does the learner apply understanding of program evaluation within the setting? Please provide an example of the learner participating in this type of activity. If the learner is not engaging in this activity, what are your plans for allowing the learner to develop skills in this area?
24.
In what professional development activities has the learner participated (i.e., faculty meetings, school psychology staff meetings, or workshops)? Please describe the topics of the meetings. In what other activities is the learner going to be participating within the next few months?
25.
To what extent does the learner observe the supervisor apply knowledge of ethics and professional standards ?
26.
To what extent does the learner apply knowledge of the ethics and standards (i.e., reviewing consent forms and procedural safeguards with parents, reporting abuse or neglect, or maintaining confidentiality) that guide the field of School Psychology? Please provide an example of the learner displaying this skill.
27.
Considering the amount of time the learner has been participating in internship, does this learner possess adequate writing skills ? Please identify some areas of strength in his/her writing and some areas in which the learner needs additional assistance. What activities have been suggested to the learner to improve writing skills?
To what extent has the learner engaged in these suggested activities?
28.
Does this learner possess adequate organization and time management skills (i.e., arriving on time for meetings, organizing materials, maintaining a schedule, or completing cases within required timelines)?
29.
Overall Comments :
UMass Boston School Psychology Handbook 8/11 135
Time Frame for Important Tasks
(Developed for full-time students: part time students should modify as appropriate)
PLEASE keep both hard and electronic copies of all paperwork in permanent files.
Note: if and when a grade of Incomplete becomes necessary, you MUST meet with the instructor to complete a “Registrar Form: Incomplete Contract.” Submit a signed copy to the Program Director, keep copy for your record, and adhere to the agreement.
Year 1: Summer o Take any incomplete program prerequisites such as Statistics (recommended: PSY 270), Human
Development (recommended: COU 620), or the literacy portion of the MTEL. o Read pp. 1-40 & 135-137 of this School Psychology Program Handbook and skim the rest!
Year 1: Fall Semester o Attend orientation, locate important places like the Graduate Student computer lab (4 th floor of
Healey Library), obtain student ID and library bar code. o Join School Psych Club and Student Affiliate of School Psychology (SASP). o [If you have a disability go to the Ross Center and establish accommodation needs.] o Adjust to graduate-level classes and Boston! o Learn word processing skills and APA style (5th edition of APA Publication Manual). o Join NASP and MSPA as a student member! o Meet with your advisor: o Confirm that passing MTEL scores are in your file. o Agree on and co-sign the Advising Sheet (If you already have a master’s degree and have received approval to waive classes, ensure they are noted on your signed Advising Sheet). o If you are transferring in classes, submit needed paperwork to the Program Director. o Submit initial Personal Statement to SPY 601 instructor (Fill out Parts I through III. For Part III, fill out Sections A & B). o Submit signed Pre-practicum Log for each relevant course. Keep copies for your records.
Year 1: Spring Semester o Attend the Practicum Orientation meeting in May. Submit separate completed Practicum Application
Forms to the Program Director for each practicum you will be taking the next academic year. o Submit signed Pre-practicum Log for each relevant course. Keep copies for your records.
Year 2: Summer o Complete Summer school courses. o Celebrate! You're halfway through the course work!
Year 2: Fall Semester
Complete practicum paperwork. o Apply for professional liability insurance (available at reasonable cost to NASP members via
Forest T. Jones, www.ftj.com
, 800-821-7303); submit receipt to Practicum instructor. o Submit updated Personal Statement to Practicum instructor: Add new comments to Parts I through III. For Part III, add to Sections A & B (filed with Program Director). o Submit signed Practicum Log to your instructor (filed with Program Director). o Submit signed Practicum Student Evaluation to your instructor/ Program Director. o Keep copies of all paperwork for your files.
Prepare for internship: o Attend the internship orientation meeting in December.
UMass Boston School Psychology Handbook 8/11 136 o Confirm with your advisor that you have met all internship prerequisites. o Create a resume and cover letter; seek feedback from faculty and peers. o Start to investigate possible internship sites. o [Meet individually with the Program Director if you are planning to go out of state.] o Submit a completed Internship Application Form to the Program Director.
Year 2: Spring Semester
Prepare for the Internship o Attend the Internship “Meet and Greet” the first week of February to meet potential supervisors. o Attend on-site interviews in February and March; give potential Field Supervisor(s) a copy of the complete seven (7) page Intern Contract to review. o As soon as you and a site have come to an agreement, email the Program Director the name of your internship site, the names of your supervisor(s), and their email address(es). o Obtain signatures of your Field Supervisor(s) and Administrator on the Internship Contract. Keep a copy for your records; give the original to the Program Director.
Prepare M.Ed. degree paperwork. A week before the register’s deadline, submit to the Program Director: o Completed and signed “Registrar Form: Degree Application” in February if you will earn the
M.Ed. degree in June or August. Even if you have taken more courses, list ONLY the first twelve
(12) courses that you have taken in the program. The rest will go toward your Ed.S. degree. Keep a copy for your files! o Attach check for the Graduation Fee. o Attach an informal transcript of the classes you have taken at UMass Boston.
Prepare for and take capstone exams: o By March 15, sign up for the Master’s Comprehensive Exam (administered in April). o Apply to take Praxis in School Psychology; BE SURE to have ETS send your scores to UMass
Boston and NASP. o Develop a study group to prepare for the exams. o Take the Master’s Comprehensive Exam in School Psychology in April. o Take the Praxis School Psychology Exam in spring or summer.
Complete practicum paperwork. o Apply for professional liability insurance (available at reasonable cost to NASP members via
Forest T. Jones, www.ftj.com
, 800-821-7303); submit receipt to instructor. o Submit updated Personal Statement to practicum instructor: Add new comments to Parts I through III. For Part III, add to Sections A & B (to be filed with Program Director). o At semester’s end submit signed Practicum Log and signed Practicum Student Evaluation to your instructor (to be filed with Program Director).
Year 3: Summer o Finish all course work before internship starts. o [If you do not graduate as expected, submit a “Graduation Date Change Form”]
Year 3: Fall Semester
Complete beginning internship paperwork. o Renew professional liability insurance (available at reasonable cost to NASP members via Forest
T. Jones, www.ftj.com
, 800-821-7303); submit receipt to instructor. o Submit updated Personal Statement to Seminar Instructor: Add new comments to Parts I through
III. For Part III, add to Sections A & B; complete Sections C & D. o Submit two Tuition Voucher Request Forms, one for fall and one for spring, to the CEHD
Student Services Office. If you have two supervisors they each get one. If you have one supervisor, he or she gets one for each semester.
UMass Boston School Psychology Handbook 8/11 137 o Complete forms and collect feedback from your Field Supervisor as you provide direct and indirect services (Consultation Feedback, Counseling Plans, Case Notes, Aggregated Presentation
Ratings, Aggregation of Parent Satisfaction Surveys). o Submit assignments according to the SPY688/SPY691 syllabus (weekly Journals, Site
Descriptor, Psychoed Report, Case Study Plan before you start to collect baseline data, Case
Study, Assessment Instrument Review, In-service Presentation).
Complete mid-internship (December) paperwork, keeping a copy for your files. o Submit summary sheet of your Internship Log, signed by your Field Supervisor, to your
University Supervisor (to be filed with Program Director). This log should indicate 600 on-site hours and two hours per week of supervision. o Submit signed Intern Evaluation to University Supervisor (to be filed with Program Director).
Year 3: Spring Semester
Prepare Ed.S. degree paperwork. A week before the register’s deadline, submit to the Program Director: o The completed and signed “Registrar Form: Degree Application” if you will earn the Ed.S. degree in June or August. List only courses that did NOT go toward your master’s degree or appear on your M.Ed. Degree Application. Keep a copy for your files! o Attach a check for the Graduation Fee. o Attach an informal transcript of your coursework at UMass Boston.
Submit Portfolio, by May 15 th for June graduation, that includes approved seminar assignments and evidence that you have attained the knowledge and skills required of beginning school psychologists.
It must have: o Final Personal Statement (including Parts II-IV. For Part III, Sections E & F only). o Two approved psychoeducational reports o Two case studies; at least one with Percentage of Non-overlapping Data of .51 or greater o Two Assessment Instrument reviews o In-service Presentation and Aggregated Presentation Ratings o Parent Workshop Presentation and Aggregated Presentation Ratings o Aggregation of Parent Satisfaction Surveys o Consultation Feedback, Counseling Plans, Case Notes, and other evidence of developed skills o Full Internship Log.
Submit licensure/certification eligibility paperwork o Begin the process of obtaining School Psychologist Licensure from Massachusetts DESE. o Send them an official undergraduate transcript(s). o Sign up, print out your receipt, and keep for your records. o At internship end: submit Commonwealth of Massachusetts PPA form, signed by you, your Field Supervisor, and your University Supervisor. o At internship end: submit Summary sheet of Internship Log, signed by your Field Supervisor, to the Program Director; must indicate at least 1200 on-site and two hours per week of supervision. o At internship end: submit signed, hard copy of the Intern Evaluation to your University
Supervisor and to the Program Director. o Attain National Certification as a School Psychologist (obtain signed Program Verification from
Program Director and Field Work form signed by supervisors) (see www.nasponline.org
). o At internship end: Submit completed Program Evaluation to the Program Director. o At internship end: Submit completed Site Impressions: Intern Questions (used to determine site appropriateness) to the Program Director.
If you do not graduate as expected: Meet with your Seminar Instructor to write and sign the “Registrar
Form: Incomplete Contract” AND submit a “Graduation Date Change Form” to the Registrar.
Year 4 CONGRATULATIONS! Begin professional career as a full–fledged School Psychologist!
UMass Boston School Psychology Handbook 8/11 138
Tuition Voucher and Supervision Verification Request Form
(To be completed by Field Supervisor)
Please return to Licensure Officer, CEHD Dean’s Office
Supervisor’s First Name
________________________
Supervisor’s Last Name
________________________
E-mail Address
________________________
Gender o Female o Male
Languages spoken at home
________________________
Race o American Indian/Alaskan Native o
Asian/Pacific Islander o Black (non-Hispanic) o Cape Verdean o Hispanic o
White (non-Hispanic) o
Other (please specify)
________________
License state
________________________
License number
________________________
Field Placement Name
Field Placement Address
__________________________
City, State and Zip Code
__________________________
Field Placement phone number
__________________________
Fax number
__________________________
Principal/Director’s name
__________________________
Principal/Director’s e-mail address
__________________________
Student’s Name
____________________________
Student’s UMS ID#
_________________________
Student’s program and teaching level
___________________________
Semester and Year of Field Placement
Internship Instructor Name: ______________
Completing practicum or internship hours? (circle one)
