Specialist Level Program in School Psychology Practica Manual 1st edition: August 2003 Revised: August 2016

College of Health and Human Services School of Intervention and Wellness 2801 W. Bancroft Street Mail Stop #119 Toledo, Ohio 43606-3390 Telephone: 419-530-2718 Fax: 419-530-7879 Approved by The National Association of School Psychologists (NASP) The State of Ohio Department of Education Accredited by The National Council for the Accreditation of Teacher Education (NCATE)

Program Philosophy and Objectives The School Psychology Program is committed to training and preparing professionals who have expertise in education and psychology, who function as both mental health specialist and instructional specialist, and who provide data-driven, evidence-based, and culturally-responsive services to children and their families. This is accomplished using a scientistpractitioner model with an ecological orientation emphasizing prevention and early intervention through a collaborative problem solving approach that is guided by data-based decision making. After successfully completing the program, students will be expected to: Objective 1: Demonstrate respect for human diversity and individual differences in their practice as school psychologists. Objective 2: Deliver a full range of school psychological services from indirect to direct evidence-based interventions, to standardized and curriculum based assessment, to evaluation of system-level programs and services. Objective 3: Function using a scientist-practitioner ecological problem-solving model that is guided by data-based decision making. Objective 4: Adhere to legal and ethical guidelines in their professional practice. Overview of Goal and Purpose of Practica In accordance with Standards for Graduate Preparation of School Psychologists (2010), The University of Toledo school psychology field experiences are intended to provide field-based training experiences leading to the development of competent, ethical school psychologists. The purpose of Practica is to provide school psychology students with experiences, which broadly sample comprehensive service delivery system. During the experience, students are expected to obtain practice in using an ecological problem-solving process to plan for six cases consisting of four tiered intervention cases (1 academic, 1 behavior), and two reevaluation cases in collaboration with the supervisor using standardized and direct assessment and intervention design with school-age children within the structure of a school setting. Practica students must complete at least 250 hours of experience during the total practica (excluding university supervision). Objectives of Practica Experience At the completion of the Practica, students will be able to do the following: 1. Apply the problem solving procedure in a school situation, while maintaining sensitivity to diversity issues (NASP 2.1, 2.8). 2. Select and apply assessment methods appropriate for the individual (NASP 2.1, 2.8). 3. Collaboratively consult teachers and parents to develop academic and behavioral interventions appropriate for students with various needs (NASP 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8). 4. Implement and evaluate evidence-based interventions using culturally responsive practices (NASP 2.1, 2.3, 2.4, 2.8, 2.10). 5. Synthesize data into a meaningful, consumer-driven report (NASP 2.1, 2.5, 2.8, 2.9). 6. Gain additional understanding of legal and ethical issues related to intervention and special education evaluations (NASP 2.10). 7. Communicate effectively using word processing and internet technology (NASP 2.5).

Practica Expectations To the extent possible assigned intervention cases should include 4 intervention cases two targeting academic concerns, and two targeting behavior concerns. The Practica student must also be involved in 2 re-evaluation cases completed in collaboration with the Practica supervisor. In addition, the Practica student should observe a minimum of 3 initial evaluations conducted by the supervisor from start (i.e., signing for permission) to evaluation to ETR meeting to finish (i.e., IEP meeting). It is expected that each student will have two cases complete and two in identified by the end of the first semester. Cases shall include a case write up that follows the problem solving process. Upon completion of the cases, students will submit their cases in an ecological comprehensive report. Any reevaluations should be documented as complete on the case documentation form. Students are required to ask for feedback from teachers and parents regarding services provided by having them complete rating scales. For credit, students must complete at least 250 hours of experience during the total practica, and provide case reports in the assigned format. Please be aware of the following: • • • • • •

The Practica may only be completed during a full time residency of two consecutive semesters, fall preceding spring. Students may not enroll in the Practica until all Prepractica requirements are completed. Students with a remediation plan may be required to delay entry into the Practica until the remediation plan requirements are satisfied. There are no “alternative” experiences for practica. It is the philosophy of this program that students only learn to be a school psychologist through working in the school setting, during school hours, within a context similar to that of the typical school psychologist. Students who are already employed in a school may not complete practica in that setting. It is not realistic to expect other employees to regard the student in a different role (as required by the practica experience), and may actually place students in a “dual relationship” position. If a student is asked to leave a site, the cause for the removal will be reviewed and the student may receive a failing grade for the class for that semester. Supervision

Two persons have primary responsibility for practica field experience supervision. They are the practica supervisor (the on-site supervising specialist in school psychology) and the university supervisor (the school psychology trainer). The university supervisor is a school psychologist and holds a faculty position in the School of Intervention and WEllness. The university supervisor works with students to arrange for appropriate sites. The university supervisor maintains up-to-date records of potential sites and supervisors, and reviews and revises this Manual as needed. The university supervisor provides seminars and individual supervision and guidance for cases in terms of ensuring appropriate use of the problem solving process and is responsible for maintaining regular communication and conducting evaluation procedures with Practica students and their Site Supervisors. The university supervisor collects evaluations and documentation of field experiences forms, and conducts one onsite meeting with the student and practica supervisor in October of the first semester of practica. The Practica Field Experience Supervisor is selected by the university supervisor from area school psychologists expressing interest in supervising. Practica Supervisors must have at least 2 years of experience. Preference in all categories will be given to those who have professional credentialing and affiliations, have obtained current and appropriate professional development in the field, and whose practice is consistent with the program’s philosophy. The practica supervisor who assumes the responsibility for directing and supervising the student should be an individual of demonstrated excellence in the field of school psychology. The Supervisor should be capable of guiding the student successfully through the Practica experience. The Supervisor will be expected to fulfill the following responsibilities:

1. Coordinate the Practica experience with school administrator and university supervisor. 2. Provide 6 cases for each practica student. 3. Provide a comprehensive school site and educational agency orientation for the Practica student at the beginning of the experience. 4. Provide opportunities for students to fulfill other university requirements within the practica experience (i.e., participating in an in-service). 5. Provide supervised learning experiences for at least 200 of the 250 practica hours. 6. Provide 1 hour of direct weekly supervision to discuss cases, and other aspects of the experience. 7. Provide explanatory and contextual information to the student regarding the on-site experiences. 8. Model the problem solving process and teacher consultation. 9. Arrange for appropriate experiential activities, to meet the objectives for the Practica. 10. Complete the Evaluation form at the conclusion of each semester of the experience. Beginning the Practica Experience Once students are placed they should make contact with their assigned supervisor. Because Practica students will work directly with children, a background check will be necessary. The Practica supervisor will advise the student if the check must be completed within the district or the student may complete it via the UT police department or another facility. The student should aim to have the background check complete before the first week of the fall semester. At the first Practica meeting the student and supervisor should complete the following activities: 1. Discuss the requirements for the experience and review the case documentation. Begin a discussion regarding options for the six cases. 2. Begin a discussion about observing and/or participating in an initial evaluation. 3. Determine how the weekly minimum of 1 hour of supervision will be provided. 4. Begin to review all forms used to document the Practica experience (e.g., case summary format, permission forms, log, etc.,) 5. Identify a method for weekly communication as well as for communicating any time the supervisor or student is not able to attend a scheduled observation/activity. It should also be clear who the student should contact if he or she is to be absent. 6. Determine if the student will have a regular weekly time for the Practica experience or whether it will be depend on scheduled activities. 7. Confirm the goal of at completing between 80-100 hours by end of fall semester. 8. Complete the practica supervisor Information form, the Field Experience Policy for Practica Students form and the Practica Site Agreement and return to University practica supervisor no later than September 15. Guidelines for Selecting Practica Cases Identifying tiered cases 1. May be a Tier 2 (small group 4-6 students) or Tier 3 (1 or 2 students) 2. For all intervention cases, children selected must be children for whom at the onset of the assignment, it is believed there is a high probability that the intervention will be implemented and monitored for a minimum of 6 weeks. 3. Children selected for the practica student should have mild learning and behavior problems. Practica students are students in training and are not to the point that they are prepared to deal with students with a history of behavior problems. 4. For the first case, the practica supervisor should attend the problem solving meetings and either model consultation or co-consult with the practica student. 5. The expectation is that the practica student will function as a consultant in that they will provide indirect services (i.e., engage in problem solving with the teacher, collect baseline data, provide support needed for implementation and monitoring of the intervention and treatment integrity, graph progress monitoring data, and make recommendations for intervention changes based on data and with teacher collaboration). It is not

expected they will receive a case and, other than identifying the problem collaboratively with the teacher, take responsibility for all aspects of the intervention development, implementation, and monitoring. 6. For Tier 2 interventions, practica students will either recommend implementation of the intervention (number of times per week and number of minutes per day) based on the published research for the selected intervention or based on expert recommendations from the literature of 3-5 times per week for 20-60 minutes. Similarly for Tier 3 interventions, students will either recommend implementation per the research or expert recommendations of 30-60 minutes per week 5 times per week. If the building has its own guidelines for the intensity and frequency of tier 2 or 3 interventions, the practica student will follow these guidelines. 7. Consultees may be classroom teachers, parents, and/or other staff persons, and the consultee must be willing to function at least part of the time as the interventionist. Practica students may implement the intervention 1-2 times per week but the expectation is that they will not be solely responsible for implementation. Identifying reevaluation cases 1. Students are to participate in two reevaluations, and following the case from start (planning meeting) to finish (IEP meeting). If the planning meetings all occurred in the previous school year, please review how a reevaluation planning meeting is carried out in your district. As an assistant for completion of the reevaluation, Practica students may be responsible for academic assessment, record reviews, classroom observations, and if the practica supervisor so chooses, adaptive functioning or behavioral assessments such as rating scales. Practica students should not be assigned any parts of the planned assessment that are being completed because the planning team questions the child’s strengths or weaknesses based on existing data or data from the last evaluation. Under no circumstances are practica students permitted to administer individual cognitive tests as the practica students are not qualified to do so at this time (i.e., have not completed their pre-internship training and do not hold a license). For reevaluations, students will require assistance and feedback with any report writing and also assistance if they are asked to share information/go over results at the ETR meetings. Finally, before a student is permitted to assist with a reevaluation, the parent must be informed that the student is a practica student/student in training and the parent must give permission/informed consent for the practica student’s participation. 2. Practica students should also observe an initial evaluation from start to finish. This would include the planning meeting, eligibility meeting, and IEP meeting. Because practica students hold no license and the evaluation is for initial eligibility, if you choose to have them participate in data collection, practica students should conduct only observations or record reviews. The recommendation of the program faculty would be that the practica student only participates as an observer, but the final decision is left to the planning team and the parent. Again, if the practica student is to collect any data, parents must be informed the student is a student in training/practica student and the parent has the right to refuse the practica student’s participation. Suggested structure of ecological problem solving meetings with consultees Problem solving process/steps  Step 1- Problem Definition  Step 2- Problem Analysis  Step 3- Generate Hypotheses  Step 4- Development of Intervention Plan  Step 5- Monitor Intervention Implementation and Treatment Integrity  Step 6: Evaluation of Intervention Meeting 1 (Week 1) Goal is to agree on a problem, chart baseline data or decide how to collect baseline data, ask questions to gather information on the nature of the problem (problem analysis), and begin to generate hypotheses. Meeting 2 (Week 2-3) Goal is to review baseline data, generate hypotheses and possible interventions, identify intervention plan, ensure social acceptability, and problem solve possible issues related to treatment integrity issues. (If baseline data are

available, proceed. If data are reviewed at this meeting, it will be necessary to schedule a Meeting 3 to discuss intervention ideas and develop a plan for implementation. Implementation (Week 3-10) Goal is to implement the intervention and chart progress monitoring data. Information should be shared each time data are collected. Meeting 3 (Week 11) Based on intervention progress, and building requirements, decide whether to continue, modify, or discontinue the intervention. Evaluation Practica students shall be evaluated by their university supervisor by the quality of their consultation services, intervention materials, and written reports. Practica students shall also receive informal feedback from their supervisors throughout the year, and a written evaluation from their supervisor at the end of each semester. Although this written evaluation is not a numerical part of the grade, it may indicate the need for intervention with the student. Possible interventions include a conference with program faculty, a remediation plan, additional field hours, or retaking the class. Students with a remediation plan could be required to delay entry into Internship until the remediation plan requirements are satisfied. School Psychology Program Contact Information School Psychology Program Director and Internship Coordinator Wendy S. Cochrane, Ph.D, NCSP [email protected] Office HH 3100G; Phone: 419-530-2013 School Psychology Prepractica and Practica Coordinator Jennifer L. Reynolds, Ph.D., NCSP [email protected] Office HH 3100F, Phone: 419-530-4301 Department Secretary Sue Martin [email protected] Office HH 3100; Phone: 419-530-2718 Department Fax: 419-530-7879

Section A: Practica Field Supervisor Information Form The University of Toledo School of Intervention and Wellness School Psychology Program Name______________________________________

Highest Degree_______________

Office Address____________________________________________________________ City, State, Zip____________________________________________________________ Telephone__________________________ Email ________________________________ School(s) Placement Information School Name_____________________________________________________________ School Name___________________________________________________________ School Name ____________________________________________________________ Licensure Information* Yes No Yes No Yes No

State Department of Education License NCSP Licensed School Psychologist or Psychologist (Board of Psychology)

Affiliations Information Yes No NASP Yes No OSPA Yes No MVSPA Other __________________________________________ Recent School Psychology Professional Development* ________________________________________________________________________ ________________________________________________________________________ Student Name________________________________

Semester/year________________

Section B: Field Experience Policy for Students The University of Toledo School of Intervention and Wellness School Psychology Program Following Site Policies. You need to be especially aware of and sensitive to the policies and procedures of each site so that you do not violate the expectations of the organization. If you are unclear about the relevant policies, please check with your site supervisor. Confidentiality. Given that you may have access to confidential information, it is critical that you follow all appropriate legal and ethical standards relative to the release, storage, and sharing of information. It is also important to use good judgment and caution in electronic transmission of information (e.g., email). Release Forms. Before beginning any service, you must be sure to complete the appropriate paperwork. In particular, be sure that you are clear regarding the necessary permission forms that must be completed. You should provide the consent form to your supervisor for approval. You are expected to have these forms in hand before meeting with teachers or working with students. Ultimately, students are responsible for obtaining the appropriate release forms when working directly with clients. Timeliness. Students are expected to be punctual for all meetings including supervision. A pattern of tardiness to meetings or other obligations (such as initiation of consultation activities, evaluations, etc.) can result in a reduction of points in a grade or dismissal from a site. Only under extreme circumstances should you miss appointments of any kind, and if you do need to miss an appointment, it becomes your responsibility to reschedule the appointment in a timely manner. Concerns with Site Supervisor. If you have a concern with any site supervisor, please address these directly with that supervisor. Developing conflict management skills with persons in authority is an essential professional skill. However, if you do not feel that the conflict can be resolved, please see your university field supervisor in order to discuss options. Professional & Ethical Behavior. Students are expected to behave as professionals, in a manner demonstrating both selfrespect and respect for others. Your current behavior will be regarded by others as an indication of future performance. Furthermore, students are expected to follow all legal and ethical guidelines of NASP, OSPA, ODE, and the school district in which they are training. Respect and Value for Diversity: Students shall under all circumstances demonstrate respect and value for cultural and individual differences. Mistakes, conflicts, or misunderstandings. If you get into any problematic situations, notify your site supervisor and your university supervisor without delay. They may be able to head off a potentially explosive situation, help you determine the best way to correct an error, or deal with a difficult parent or teacher.

Appropriate dress. You are expected to be aware of the expectations of dress for each site. Please discuss appropriate dress with each site supervisor and when unsure about the expectations, please err on the side of dressing conservatively and professionally. This document addresses a number of professional issues, and by signing this document, you are stating that you have read and fully understand the professional and academic responsibilities outlined here. Ignorance will not be a valid excuse for violating any of the program policies, procedures or expectations provided for students in written or verbal form. Violations may result in consequences ranging from a conference with program faculty to dismissal from the program.

_______________________ Student’s Printed Name

_________________________ Student’s Signature

________ Date

Section C: Practica Site Agreement The University of Toledo School of Intervention and Wellness School Psychology Program UT contributions Each practica student will: 1. Provide consultation services with the teachers of students identified for intervention. 2. Implement the problem solving procedure. 3. Develop quality and evidence-based interventions. 4. Assist with the implementation of the interventions. 5. Collect data regarding treatment integrity. 6. Make recommendations (as part of the team) as to further directions for the child. 7. Participate in special education evaluation process. 8. Follow all relevant ethical and legal guidelines. 9. Provide quality services in a timely manner. 10. Respect staff in the building and act in accordance with appropriate procedures at the practica site 11. Confirm with school persons that parent consent is obtained before providing any assistance. 12. Communicate any concerns to the supervisor. 13. Maintain appropriate logs and case notes. School contributions 1. The practica students will be supervised by an appropriately licensed on site school psychologist with input from off-site UT personnel. On-site supervisors must have at least 2 years of experience. 2. The supervisor will be responsible for providing 6 cases for each practica student. 3. The practica supervisor may select appropriate cases for the students; however, the UT supervisor reserves the right to request a different case be assigned if s/he deems the assignment inappropriate for the practica experience. 4. Practica supervisors will provide at least 1 hour of direct supervision per week. 5. Cases should be selected so that practica students may be involved as nearly as possible from the initial request for assistance, through intervention design, implementation, progress monitoring, and finally analysis of results. 6. The school will ascertain that the child’s guardians are aware of the student status of the practica students and that guardian permission is obtained before initiation of services (practica students will provide appropriate release forms). 7. The teacher(s) of the selected children must be available and open to consultation with the students. 8. The teacher(s) must be willing to make reasonable accommodations for interventions for the selected children.

Student name

Student Signature

Date

Practica supervisor name

Practica supervisor signature

Date

University supervisor name

University supervisor signature

Date

Section D: Practica Materials Checklist

Signed practica site agreement

Due Third class period

Signed student field experience policy

Third class period

Completed supervisor information form

Third class period

Liability insurance documentation

Third class period

Completed case documentation form

Sixth class period

Received signed August log Received signed September log

First Friday in September First Friday in October

Received signed October log

First Friday in November

Received signed November log

First Friday in December

Received 1st tiered case report

First Friday in November

Received 1st tiered case report self evaluation (SE)

First Friday in November

UT supervisor received fall supervisor evaluation

Fall - Last class period

Student received fall supervisor evaluation (paper/electronic)

Fall - Last class period

Received signed December log

Second Friday in January

Received signed January log

First Friday in February

Received signed February log

First Friday in March

Received signed March log

First Friday in April

Received signed April log

First Friday in May

Received signed May log*

First Friday in June

Received signed Total Hours log page

First Friday in May

Received summary of initial evaluation case

Spring - Last class period

Received remaining tiered case reports

Spring - Last class period

Received remaining tiered case reports SE

Spring - Last class period

Received a teacher feedback form

Spring - Last class period

Received a student feedback form

Spring - Last class period

Received supervisor evaluation of experience

Spring - Last class period

Received student evaluation of practica experience

Spring - Last class period

UT supervisor received spring supervisor evaluation

Spring - Last class period

Student received spring supervisor evaluation (paper/electronic)

Spring - Last class period

*Most students won’t have this

Date submitted

Section E: Case Documentation for Practica Practica Case Documentation School of Intervention and Wellness School Psychology Program Practica Student: Date Completed: Case description

Projected start date

st

1 case (description): nd

2 case (description): rd

3 case (description): th

4 case (description): th

5 case (description): th

6 case (description): Completion of 125 hrs. Completion of 250 hrs. Other planned activities:

Student name

Student Signature

Date

Practica supervisor name

Practica supervisor signature

Date

University supervisor name

University supervisor signature

Date

Actual start date

Completion date

Section F: Parent/Guardian Consent The University of Toledo School of Intervention and Wellness School Psychology Program I agree to permit ___________________________ (name of student) to meet with my child, ________________________ (name of child) for the purposes of gaining experience in ecological problem solving. I understand that the student will consult with my child’s teachers and will use a problem-solving process to help identify an intervention to help my child who is experiencing academic and/or behavioral problems. I understand that the following types of assessment may be completed: Review of school records, interviews with teachers, parents, classroom observations, curriculum-based and norm-referenced tests. I also understand that I will need to participate in providing information about my child’s academics or behavior. I understand that the student is enrolled currently as a graduate student in the School Psychology Program at The University of Toledo and enrolled in SPSY 7330: Practica in School Psychology. I am aware that because the student is a student in training, s/he will receive supervision. I understand that all information collected will remain confidential. I also understand that the student as part of the course assignments will be required to write a brief intervention report upon the completion of practica. I reserve the right to request a copy of this summary. I understand that if I have any questions, I may contact the student’s field supervisor, ____________________________________ at ____________________ or the university supervisor, Dr. Jennifer Reynolds at (419) 530-4301. I hereby certify that I have read and fully understand the above and give my consent. Date: _________ ____________________________ Parent Name

________________________ Parent Signature

____________________________ Student Name

________________________ Student Signature

____________________________ Practica supervisor Name

________________________ Supervisor Signature

Section G: Guidelines for Field Experience Log Logging Practica Hours You will record your hours each week in an Excel spreadsheet. You are to submit your log to the University Coordinator for practica monthly Week of Attending meetings (SPED, GENED, consultation, etc) Paper work on-site (report writing, prepare case materials, completing ETR paperwork, etc) Off-site activities (report writing, prepare case materials, completing ETR paperwork, etc; attending conference) Intervention implementation direct (working directly with a student(s) to provide academic, behavior, or mental health services) Intervention implementation indirect (working with a consultant to provide academic, behavior, or mental health services to a student) Assessment direct individualized (administering assessment materials directly to a student) Assessment indirect individualized (completing evaluation components that do not require direct contact with student; interviews, record reviews) Assessment direct school-wide (administering school wide assessments) Assessment indirect school-wide (scoring or interpreting school wide assessment results) Research, program evaluation, teacher or parent training Individual supervision with field supervisors (should be 1 hour a week) Other (e.g., informal conversations with school staff) Total hours

17Aug

24Aug

31Aug

Total 0 0 0

0

0 0

0 0 0 0 0 0 0

0

0 0

Student Signature

Date

Supervisor Signature

Date

Section H: Format for Tiered Intervention Summary Report Child Name: Grade/Age: Problem Definition: Reason for tiered intervention (problem and need for intervention) with baseline Problem Analysis: Ecological with hypothesis; here collect information on needs (weaknesses as well as strengths). Development of Intervention Plan: Description of intervention, length, intensity, frequency and duration (and social acceptability) Include measurement of treatment integrity Method and frequency of progress monitoring Evaluation of Intervention: Include summary of outcomes, data on treatment integrity, changes in the intervention Include if moved to less intense or more intense tier or referral for special education. Include a graph with your case- Should include baseline, progress monitoring data, goal line, trendline, title, x and y labeled. Include GAS Include consumer feedback reports (as separate documents) Description of Educational Need: Summary of child strengths (to help be successful in general education setting) Summary of child needs (where they are now functioning) Need for intervention if they are to close the gap- specify academic and behavior needs Implications for Instruction and Progress Monitoring: Tie to the tier, if special education should be weekly monitoring as with Tier 3 Also use the criteria for tier 3 (30-60 minutes, 5 days a week). Include need for immediate feedback and reinforcement. Need is evidence based intervention for specific skill deficits with explicit instruction & feedback. May suggest combination interventions instead of just specific skills.

Section I: Tiered Case Evaluation Form The University of Toledo College of Health and Human Services School of Intervention and Wellness Tiered Case Evaluation Form Student:

Date self-assessment completed:

Faculty:

Date assessment completed:

For each critical element of the tiered intervention problem solving process, a “yes” indicates that you found written evidence of it within your case summary report. Submit the self-assessment at the same time you submit your summary report. PROBLEM IDENTIFICATION PHASE ELEMENTS The problem is operational defined in specific, measureable, observable terms.

Student Yes

Student comments

Faculty Yes

No

No. Revision required.

The behavior is quantified in terms of both current and desired levels of performance.

Yes

Yes

No

No. Revision required.

The discrepancy between current and desired level of performance is explained

Yes

Yes

No

No. Revision required.

Baseline data for the child behavior is established using sufficient data and includes the child behavior and peer/grade norms and expectations.

Yes

Yes

No

No. Revision required.

The child’s behavior is explained as a skill Yes or performance deficit. No

Yes

Collaboration with teacher and or parent

Yes

Yes

No. Revision required.

Faculty comments

is evident.

No

No. Revision required.

PROBLEM ANALYSIS PHASE ELEMENTS One or more hypotheses are developed to identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home

Student Yes

Student comments

Faculty Yes

No

No. Revision required.

There is evidence that appropriate data are collected to confirm or reject the proposed hypotheses. Appropriate data include one or more of the following: record review, interview, observation, testing, and self-report.

Yes

Yes

No

No. Revision required.

Hypotheses reflect an awareness of issues of diversity (e.g., physical, social, linguistic, cultural).

Yes

Yes

No

No. Revision required.

Goal statement written and agreed upon prior to the intervention phase.

Yes

Yes

No

No. Revision required.

Collaboration with teacher and/or parent is evident.

Yes

Yes

No

No. Revision required.

Faculty comments

INTERVENTION PLAN DEVELOPMENT AND MONITORING PHASE ELEMENTS Intervention is linked to observable, measurable goal statement(s)

Student Yes

Student comments

Faculty Yes

No

No. Revision required.

Intervention selection is based on data from problem analysis and hypothesis testing

Yes

Yes

No

No. Revision required.

Intervention is evidence-based

Yes

Yes

No

No. Revision required.

Intervention reflects sensitivity to individual differences, resources, classroom practices, etc.,

Yes

Yes

No

No. Revision required.

Acceptability of intervention is verified.

Yes

Yes

No

No. Revision required.

Logistics of setting, time, resources and personnel are included in the intervention plan.

Yes

Yes

No

No. Revision required.

Method(s) for assessing treatment integrity is identified.

Yes

Yes

No

No. Revision required.

Intervention data are collected and student response to intervention is monitored at least biweekly.

Yes

Yes

No

No. Revision required.

Treatment integrity data are collected at least once per week to ensure that it is implemented as designed.

Yes

Yes

No

No. Revision required.

Faculty comments

EVALUATION Treatment integrity data are reviewed and found to be 80% or greater.

Student Yes No

Student comments

Faculty Yes No. Revision required.

Student data are charted in a easy to read, well labeled graph and it includes child performance trend lines and goal line. Treatment integrity data and student data are used to inform problem solving and decision making for next steps.

Yes

Yes

No

No. Revision required.

Yes

Yes

No

No. Revision required.

Effectiveness of the intervention is explained by GAS, effect size or IRD).

Yes

Yes

No

No. Revision required.

Strategies for transfer/generalizing outcomes to other settings are documented as appropriate.

Yes

Yes

No

No. Revision required.

Next step in terms of continuing, modifying or phasing out of intervention are clearly described.

Yes

Yes

No

No. Revision required.

Modifications for future interventions are considered based upon collaborative examination of effectiveness data.

Yes

Yes

No

No. Revision required.

Faculty comments

Decision initial intervention report Approved – All elements present

Decision 1st resubmission intervention report Approved – All elements present

Decision 2nd resubmission intervention report Approved – All elements present

Not Approved – Revise and resubmit.

Not Approved – Revise and resubmit.

Not Approved – Revise and resubmit.

Summary of Strengths (Based on the rubric):

Summary of Strengths (Based on the rubric):

Summary of Strengths (Based on the rubric):

Summary of Areas for Improvement (Based on the rubric):

Summary of Areas for Improvement (Based on the rubric):

Summary of Areas for Improvement (Based on the rubric):

Review Signature:

Review Signature:

Review Signature:

Date:

Date:

Date:

Section J: Step-by-Step Guide to Goal Attainment Scaling STEP 1 Specify the Expected Level of Outcome for the Goal As part of the problem-solving process, you will develop a goal statement that that is observable, measurable, and specific.  Goals should be based on baseline data.  Goals should be realistically ambitious, based upon what the student will likely achieve by the end of the intervention.  Goals should take into consideration the usual outcomes of this intervention, the resources of the student, the amount of time planned for intervention, and the skills of the intervention specialist/change agent.  Goals should be socially valid (i.e., acceptable to teachers, parents, and the student).  Goals should be stated in the positive (i.e., promoting replacement behaviors) STEP 2 Review the Expected Level of Outcome given the following considerations  Relevance: Is the goal relevant to the student’s present situation?  Availability of Services: Are the intervention services necessary to attain this goal available?  Scale Realism: Is the expected level of outcome realistic for this student at this time with this intervention? STEP 3 Specify the Worse and Improved Levels of Outcome for the Goal  Provide observable, measurable descriptions of outcomes that are more or less favorable than the expected outcomes in the boxes immediately below and immediately above, respectively.  These descriptions are less likely to occur for this student, but still represent reasonably attainable outcomes. STEP 4 Specify the Much Improved and Much Worse Levels of Outcome  Complete the extreme levels of the scale with descriptions of the indicators that are “much more” and “much less” favorable outcomes that can be realistically envisioned for the student.  Each extreme level represents the outcome that might be expected to occur in 5% to 10% of similar at-risk students.

GOAL ATTAINMENT SCALING FORM Student:_________________ Student: _____________________ Site: ________

Goal: LEVEL OF ATTAINMENT Target date: -2 Much Worse (describe what this would be ) -1 Worse (describe what this would be )

No change 0

+1 Improved (describe what this would be 

Goal:

Goal:

Target date:

Target date:

+2 Much Improved (describe what this would be ) Each extreme level (-2, +2) represents the outcome that might be expected to occur in 5% to 10% of similar at-risk students.

Section K: Step-by-Step Guide for Calculating Percentage of Non-overlapping Data and Effect Size For an intervention designed to increase the target behavior, determine the percentage of the intervention data points that fall above the highest baseline data point. In the example that follows, all but the first intervention data point are above the highest baseline data point. Therefore 9 of the 10 intervention data points do not overlap the baseline. The PND = 90%.

Baseline

Intervention

For an intervention designed to decrease the target behavior, determine the percentage of the intervention data points that below above the lowest baseline data point. In the example that follows, the first four intervention data points are above the lowest baseline data point. Therefore, 6 of the 10 intervention data points do not overlap the baseline. The PND = 60%. Baseline

Intervention

Considerations When Using PND • •

PND should not be used if there are extreme scores, such as a 0 in the baseline for a target behavior you want to decrease or an extremely high value in the baseline for a target behavior you want to increase. PND scores above 85% indicate the intervention is highly effective; scores between 65% and 85% show moderate intervention effects. PND scores between 50% and 65%, or below, would be considered of questionable effectiveness.

STEP 1 Calculate the mean of the baseline data points. In the example below, the mean of the three baseline data points (18, 6, 12) is 12.0. STEP 2 Calculate the mean of the intervention data points. In the example below, the mean of the ten intervention data points (4, 3, 3, 3, 5, 5, 6, 6, 3, 2) is 4.0. STEP 3 Calculate the standard deviation of the baseline data points. In the example below, the standard deviation of the three baseline data points (18, 6, 12) is 6.0. STEP 4 Calculate the difference between the mean of the intervention data and the mean of the baseline data and divide that by the standard deviation of the baseline data. ES = mean of the intervention data – mean of the baseline data standard deviation of baseline data In the example below, ES = 4.0 – 12.0 = -1.0

Baseline

Intervention

Considerations When Using ES • • •

ES should not be used if the baseline data are limited (one or two points only). ES should not be used if there is no variability in the baseline data (SD = 0) An ES of +.80 or greater is considered large; an ES of +.50-.79 is considered moderate; an ES of +.20-.49 is considered small.

Section L: Site Supervisor Evaluation of Practica Student

Site Supervisor Evaluation of Practica Student The University of Toledo School of Intervention and Wellness School Psychology Program Practica student: Supervisor: Site: Date: Please rate the student’s knowledge and/or skills relative to where they should be at this point in their training program (i.e., second year in training program). Ratings should be based on expectations for a school psychology student who is in the first year of their applied field experience. For the fall semester rating please type FA into the box where you are rating the student. For the spring semester please type a SP into the box where you are rating the student. Please use the last column NO (not observered) sparingly, only 2 across the whole rating form. Please save this file and email back to Jennifer Reynolds at [email protected].

Scoring criteria: 1

Specific skill requires remediation

2-3

Adequate progress

4-5 6-7

Novice mastery Advanced novice mastery

Immediate action to be taken with a plan written, implemented, and monitored. Student is developing/demonstrating the specific skill and progressing satisfactorily towards novice mastery. Student has mastered satisfactorily the specific skill at a level expected for entry into profession. Intern has demonstrated exceptional mastery of the specific skill by repeatedly exceeding the level expected for entry into profession.

Domain 2.1 Data-based Decision Making and Accountability

Domain 2.2 Consultation and Collaboration

Domain 2.3 Interventions and Instructional Support to Develop Academic Skills

Specific knowledge and skills 1. Demonstrates use of scientific methods of assessment and data collection (e.g., norm-referenced, observation, CBA) 2. Demonstrates ability to develop interventions based on data collected 3. Demonstrates ability to progress monitor and modify interventions 4. Demonstrates ability to evaluate interventions outcomes. 5. Demonstrates ability to make empirically-based educational decisions

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2

3

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5

6

7

NO

Specific knowledge and skills 1. Listens attentively to others 2. Asks appropriate questions 3. Demonstrates patience in difficult situations 4. Demonstrates use of systematic problem solving process 5. Addresses consultee resistance appropriately 6. Collaborates effectively with teachers, parents, and other school staff

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2

3

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7

NO

Specific knowledge and skills 1. Demonstrates knowledge and application of appropriate cognitive and academic methods of assessment 2. Demonstrates knowledge and application of effective instructional techniques 3. Demonstrates knowledge and application of learning theory and cognitive strategies 4. Develops appropriate academic goals for students based on individual needs 5. Develops, implements, and monitors academic interventions 6. Assesses treatment integrity of academic interventions

1

2

3

4

5

6

7

NO

Domain 2.4 Interventions and Mental Health Services to Develop Social and Life Skills

Specific knowledge and skills 1. Demonstrates ability to set appropriate behavior, affective, and adaptive goals 2. Demonstrates knowledge of human development 3. Demonstrates knowledge of behavior management 4. Demonstrates knowledge and use of counseling techniques 5. Demonstrates application of appropriate methods of assessing affective, social and adaptive behaviors 6. Demonstrates ability to assess the classroom environment

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2

3

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5

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7

NO

3

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5

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7

NO

4

5

6

7

NO

7. Links assessment results to behavioral and social interventions

Domain 2.5 School-Wide Practices to Promote Learning

Domain 2.6 Preventive and Responsive Services

Specific knowledge and skills 1. Demonstrates knowledge of regular education 2. Demonstrates knowledge of special education 3. Demonstrates knowledge and use of technology resources 4. Demonstrates knowledge of how to design, implement and evaluate school policies and practices in areas such as discipline, problem-solving, and home-school partnership

Specific knowledge and skills 1. Demonstrates knowledge of child development 2. Demonstrates knowledge of developmental psychopathology 3. Demonstrates knowledge of crisis intervention 4. Demonstrate knowledge of prevention strategies 5. Develops, implements, and evaluates tiered interventions based to foster resilience and address factors that lead to academic and behavioral difficulties 6. Collaborates with other professionals to promote good mental health for children

1

1

2

2

3

Domain 2.7 Family-School Collaboration Services

Specific knowledge and skills 1. Demonstrates knowledge of family systems and impact on students 2. Demonstrates knowledge of evidence-based methods for integrating family, school and community resources to improve outcomes for children

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2

3

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7

NO

Specific knowledge and skills 1. Demonstrates understanding of individual differences, abilities, disabilities, and other diverse characteristics. 2. Demonstrates strategies for addressing diversity factors when selecting methods for assessment 3. Demonstrates strategies for addressing diversity factors when designing, implementing and evaluating interventions.

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2

3

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5

6

7

NO

Specific knowledge and skills 1. Demonstrates ability to design, conduct, and analyze research

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2

3

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5

6

7

NO

3. Establishes relationships with families and involves them in instructional decision-making processes for the child 4. Promotes and provides comprehensive services for the child

Domain 2.8 Diversity in Development and Learning

Domain 2.9 Research and Program Evaluation

2. Demonstrates ability to review body of research and identify findings for effective service delivery 3. Provides assistance in interpreting research information in applied settings

Domain 2.10

Legal, Ethical and Professional Practice

Specific knowledge and skills 1. Demonstrates knowledge of history and foundations of school psychology

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7

NO

2. Demonstrates knowledge of school psychology service models 3. Demonstrates knowledge and application of ethical and legal practice 4. Exhibits involvement in professional organizations in order to foster professional identity 5. Demonstrates a commitment to career-long development of skills through professional development

Specific behaviors and dispositions 1. Quality of services provided 2. Appropriate use of supervision and professional judgment Program Expectations & Professional Dispositions

3. Sensitivity for diversity 4. Respect for confidentiality 5. Working with peers, supervisors and other professionals 6. Following site procedures and policies 7. Completing assigned tasks/forms in a timely manner 8. Making/keeping appointments 9. Appropriate dress 10. Ethical behavior/academic integrity

Needs Development

1

2

Effective

3

4

Very Effective

5

6

7

Practica student strengths:

Practica student areas of improvement:

Supervisor name: Date:

Section M: Site Supervisor Evaluation of Practica Experience The University of Toledo School of Intervention and Wellness School Psychology Program Student_________________

Supervisor:__________________________

Date completed: ________________

The Practica Manual provided me with enough information to understand student needs & expectations. The Practica Manual provided me with enough information to understand University expectations. The university supervisor was available to clarify any questions regarding the field experience. Although I was provided with guidelines for the experience, I feel I was also given some autonomy to carry them out as appropriate in my work setting. Overall, I feel the practica was a positive experience for the student. Overall, I feel supervising the practica was a positive experience for me. I would be interested in being a practica supervisor in the future. Comments? How can we improve your experience?

Agree

Neutral

Disagree

We would like to know your thoughts regarding the practica experience. Thank you for helping us to improve this training experience for our students!

Section N: Student Evaluation of Practica Experience

Practica Site: _______________________

Supervisor’s Name: ______________

Support from Site and Site Supervisor Quality of the practica experience Quality of feedback from site supervisor Amount of supervision provided by site supervisor Opportunities for independent work Diversity within the training experience Initial orientation and welcome from site Explanation of rules, procedures, and policies at the practica site Support from University Training Program Quality of Practica Manual Communication with University supervisor Quality of On-site visitations Clarity of expectations for experience Preparation through Coursework Assessment of behavioral problems Assessment of academic problems Assessment of instructional environment Addressing issues of diversity in the assessment process Consultation (problem-solving process) Legal and Ethical issues Intervention development Intervention implementation and monitoring Intervention evaluation (integrity and outcomes) Direct interventions (counseling, direct instruction, groups) Understanding of regular education Understanding of special education Would you recommend this site in the future? (If no, please elaborate)

Exceptional

Date completed: _________________

Adequate

Student: ____________________________

Needs improvement

The University of Toledo School of Intervention and Wellness School Psychology Program

Section O: Teacher Feedback Form The University of Toledo School of Intervention and Wellness School Psychology Program Teacher Name______________________ Child assisted__________________

Practica Student_______________

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Directions for teacher: Thank you very much for working with us this year! In order to assist us with our program, please complete the following and return to the student’s practica supervisor.

1 The practica student helped clarify my concerns regarding the child.

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5

2 The practica student made recommendations based on data.

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5

3 I felt that I was an active participant in the process.

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5

4 The practica student treated me with respect.

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5

5 The practica student regarded the child with respect.

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5

6 I felt that my concerns were addressed.

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5

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5

8 The intervention was realistic to implement in my classroom.

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5

9 My concerns were addressed in a timely manner.

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5

10 Materials provided were sufficient for implementation.

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5

11 Training/explanation provided was sufficient for implementation.

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5

12 I felt that the process resulted in improvement in my student.

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5

13 I felt that the process enhanced my skills at individualizing instruction.

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5

14 I would be willing to work with this practica student in the future.

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5

15 Overall, I was satisfied with my experience.

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7

The practica student was responsive to the need for intervention modification (if none needed, do not respond)

Please elaborate on any negative answers: Would you be willing to work with another school psychology student in the future?

Section P: Parent Feedback Form The University of Toledo School of Intervention and Wellness School Psychology Program

Child assisted___________________________

Parent Name__________________

Practica Student________________________

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Parent: Thank you very much for working with us this year! In order to assist us with our program, please complete the following and return to ___________________________. You may add any comments at the bottom.

1 I understood why the practica student began working with my child.

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5

2 I was informed about my child’s progress during the intervention..

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5

3 I was informed about the results of my child’s intervention.

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5

4 I was satisfied with the services my child received.

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5

5 I saw an improvement in my child’s performance.

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5

Comments:

Section Q: Child Feedback Form The University of Toledo School of Intervention and Wellness School Psychology Program Directions: Read the questions to the child, rewording appropriately for child’s level of understanding and for the type of intervention. Record answers in summary form below. The (intervention) helped me do what better/improve what?

How/why?

I liked the (intervention). (Agree/disagree)

Do you want to do it again/more/something else like this?

How did you feel during (the actual intervention activity)?