Revised: August, 2010 - National University...syllabus may need to be reviewed. If the course waiver is approved, the candidate is exempt from the course. Revised: August, 2010 9 With

Revised: August, 2010

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NATIONAL UNIVERSITY

MASTERS IN SCHOOL PSYCHOLOGY DEGREE

with PUPIL PERSONNEL SERVICES CREDENTIAL

School Psychology Program Handbook


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Table of Contents

Part I: Program Overview 5

Introduction 5

School Psychology Mission Statement 5

School Psychology Curriculum 6

Undergraduate Pre-requisites 6

Transfer of Credits/Units 7

Waivers 7

Course Descriptions 8

Advising 12

Graduate School Policies 12

Independent Studies 12

Candidates with Disabilities 12

Advancement to Candidacy 13

National University Dispositions Form 14

Candidate Improvement Plan A Form 16

Candidate Improvement Plan B Form 18

Program Assessment Plan 20

Practicum 21

Field Experience/Internship 21

Part II: Standards 23

NASP Standards 23

California CTC Standards 25

Part III: Practicum 30

Practicum Course 30

Practicum Requirements and Evaluation 30

Practicum Placement Process 31

Practicum Activities 31

Part IV: Practicum Evaluation Forms 33

Candidate Practicum Information 34

Log of Practicum Hours 35

Summary Log of Practicum Hours 37

Evaluation of Supervision 39

Practicum Evaluation 41

School Site Supervisor Practicum Guide 43


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Part V: Portfolio 45

Professional Portfolio 45

Organizing the portfolio 45

NASP Standards for Portfolio 47

School Psychology Portfolio 51

Portfolio Rubric 53

Part VI: Case Studies 56

NCSP Case Study Guidelines 56

NCSP Case Study Rubric 59

Part VII: Clinical Practice 62

Field Experience/Internship Courses 62

Field Experience/Internship Requirements

and Evaluation

62

Field Experience/Internship Placement

Process

63

Field Experience/Internship Activities 65

Concerted Activities 68

Attendance 68

Grades 68

Candidate Assistance 68

Candidates Needing Assistance 70

Appeals Process 70

Notification of Needs to Improve Form 71

Assistance/Dismissal of Candidate 73

Limitations of Candidates 76

Part VIII: Field Experience/Internship

Evaluation Forms

77

Candidate Field Experience/Internship

Information

78

Log of Field Experience/Internship Hours 81

Summary Log of Field

Experience/Internship Hours

83

Field Experience/Internship Visitation

Record

84

Evaluation of Supervision 85

University Supervisor Evaluation of Intern 87

Field Experience/Internship Evaluation 89

Honorarium Form 118

Part IX: Field Experience/Internship 119


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Credential

Purpose of Field Experience/Internship

Credential

119

Requirements of Field

Experience/Internship Credential

119

Participating Districts 121

Part X: Theses/Action Research 122

Institutional Review Board 122

Part XI: Exit Process 123

National Praxis Exam 123

Content Description of National Praxis

Exam

123

Exit Interview 124

Final Paperwork 124

Exit Checklist 125

Program Evaluation Form 126


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Part I: PROGRAM OVERVIEW

Introduction

National University’s Masters of Science in School Psychology and Pupil Personnel Services

Credential in School Psychology program are committed to training School Psychology

candidates to the ―best practices‖ of psychological services in educational settings. Toward this

end, the curriculum revolves around basic coursework in psychological and educational

foundations, as well as the development of skills in assessment, intervention, consultation, and

research. Field experiences, including practicum and School Psychology Field

Experience/Internship with experienced supervisors, are a central component of the training

School Psychology candidates receive and allow School Psychology candidates to apply

acquired knowledge and professional skills in field-based settings.

School Psychology Mission Statement

The Mission of the School Psychology Program is to prepare future school psychologists to be

effective leaders in promoting mental health, academic development, and student diversity.

School Psychology candidates will be trained in the implementation of data-based decision

making, prevention, and intervention through proactive home, school, and community

collaboration and consultation.


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School Psychology Curriculum

Undergraduate Pre-requisites

These courses are taken at the undergraduate level. However, none of these courses maybe used

to fulfill degree requirements, and they will not count toward the minimum graduate units

required in the School Psychology Program. Only Faculty Advisors can waive undergraduate

pre-requisites (not Academic Advisors).

Abnormal Psychology (e.g. PSY 430)

Candidates must take a basic abnormal psychology course. Candidates who have already

taken an undergraduate level abnormal psychology course may waive an equivalent

course from another institution.

Basic Statistics/Research (e.g. Math 210)

Candidates must take a basic statistics course. Candidates who have already taken an

undergraduate level statistics course may waive an equivalent course from another

institution.

Child/Adolescent Development (e.g. PSY 301)

Candidates must take an introductory child development course. Candidates who have

already taken an undergraduate level child development course may waive an equivalent

course from another institution.

Teaching Children with Special Needs (e.g. TED 430)

Candidates must take a course that provides as overview of various special education

exceptionalities. Candidates who have already taken a course of this nature waive an

equivalent course from another institution.

REQUIRED COURSEWORK UNITS

PED 504 Orientation in School Psychology (open to

undergraduate/graduate candidates)

1.5

PED 665 Tests and Measurements 4.5

PED 666 Human Neuropsychology 4.5

PED 652 Psychopharmacology 4.5

PED 680 Roles, Issues and Ethics in School Psychology 4.5

CHECKPOINT with Faculty Advisor (Advancement to Candidacy)

PED 670 Social Psychology in Educational Settings 4.5

PED 667 Advance Child Psychopathology 4.5

PED 683 Program Evaluation 4.5

CED 601 Consultation in the Schools 4.5

CED 610 Advanced Counseling Theories & Methods 4.5

PED 671 Assessment of Cognitive Abilities 4.5

PED 672 Advanced Psycho-educational Assessment 4.5

PED 673 Emotional/Behavioral Assessment for Children and Adolescents 4.5


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PED 674 Special Populations Assessment 4.5

PED 675 Alternative Assessment 4.5

PED 676 Introduction to Applied Behavior Analysis 4.5

PED 677 Graduate Seminar in Curriculum Assessment and Intervention 1.5

CHECKPOINT with Faculty Advisor

Practicum (450 HOURS)

PED 678 Practicum in School Psychology 3.0

ILD 625 Research in Education 4.5

PED 637 School Psychology Action Research 4.5

CHECKPOINT with Faculty Advisor

School Psychology Field Experience/Internship (1200 HOURS/2 levels)

PED 685 Best Practices in School Psychology 3.0

The following courses below PED 687-690 represent sections of the School

Psychology Field Experience/Internship experience. They do not require

meeting in a formal course.

PED 687 School Psychology School Psychology Field Experience/Internship

Part I (300 hours)

4.5


Part II (300 hours)

4.5


Part III (300 hours)

4.5


Part IV (300 hours)

4.5

EXIT with Faculty Advisor and/or University Supervisor

Transfer of Credits/Units

Candidates may be able to transfer comparable graduate level coursework up 49.5 units (11

courses) if completed within the past seven years from a regionally accredited institution.

Coursework that is more than seven years old cannot be transferred into the credential or degree

programs. The following courses cannot be transferred under any circumstances: PED 504

(Orientation course), PED 671-PED 675 (assessment courses), PED 678 (practicum course),

PED 685 (School Psychology Field Experience/Internship course). All graduate level courses

can only be approved for transfer by a Faculty Advisor, not an Admissions Advisor.

Waivers

To apply for course waiver to substitute for a required course, the candidate must meet with the

Faculty Advisor (not an Admissions Advisor). Candidates must bring copies of transcripts

referring to the course they wish to waiver. In some cases, the course description on the

transcript may not be clear, and necessitate reviewing the graduate catalog description. In rare

cases, if the catalog description is not available or still not descriptive enough, the course

syllabus may need to be reviewed. If the course waiver is approved, the candidate is exempt

from the course.


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With an interest in keeping the assessment requirements current and consistent with accreditation

standards, the following policy is established: None of the assessment courses are waived, nor

are any of the practicum or School Psychology Field Experience/Internship courses.

Course Descriptions

CED 601-Consultation in the Schools

(Prerequisites: PED 504, CED 610)

This course introduces School Psychology candidates to collaborative consultation techniques

and models, including communication and interpersonal skills necessary toward effective

consultation at the individual, group, and systems level.

CED 610-Counseling Theories & Methods

(Prerequisites: PED 504)

An examination of the major theories of individual counseling and the application is for school

counselors and school psychologists. Focus is on building the theoretical knowledge and

practical skills required for competent counseling. Issues of social and cultural diversity in the

context of helping relationships are addressed.

PED 504-School Psychology Orientation

Explores the field of School Psychology and it’s suitability as a personal career choice. The

multiple roles of school psychologists, field experiences, oral and written communications as

well as observational skills are stressed. The NASP national School Psychology Standards are

examined. Note: CED 604 cannot be taken in place of this course.

PED 652-Child Psychopharmacology


A study of the effects, patterns of use and delivery of psychopharmacological products.

Evaluates and lists the primary medications in use today; critiques pertinent research in

psychiatric intervention as it relates to psychotherapy; analyzes selected issues in resolving

possible conflict in treatment goals. School Psychology candidates learn to recognize signs and

symptoms that might be amenable to medication. Many disorders are discussed.

PED 637-Action Research

(Prerequisite: PED 504, ILD 625)

This course will provide knowledge and skills required to generate and evaluate research

relevant to School Psychology. School Psychology candidates prepare a research proposal,

obtain appropriate approval, conduct the study and prepare an oral and written report. Maximum

length of time is 12 months.

PED 665-Test and Measurements

(Prerequisite: PED 504 )

Educational/psychological tests and measurements, and supporting statistical concepts; Coverage

of validity, reliability, norms, item analysis, and standardization; selection, administration and

interpretation of published educational/psychological tests;


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development of measurable goals by decision makers for various evaluation purposes, and the

development and/or selection of tests, and collection of data.

PED 666-Human Neuropsychology


Focuses on brain-behavior relationships and how the brain mediates cognition, emotions, and

behaviors. Emphasis is on child neurological disorders, and the impact on development and

learning. Topics include neuroanatomy and neurophysiology, development of function,

hemispheric asymmetry, motor control, sensation, language, memory, and emotions, as well as

neuropsychological assessment.

PED 667-Developmental Psychopathology


Examines the developmental, biological, psychosocial, and cultural variables of childhood

disorders. School Psychology candidates will become familiar with characteristics, classification

and diagnosis of childhood disorders through review of DSM-IV, case studies, related research

and audio-visual examples of various disorders.

PED 670-Advanced Social Psychology

(Prerequisite: PED 504, Advancement to Candidacy)

Focuses on how individuals are affected by, and in turn affect social processes. Topics include

social cognition; social influences on beliefs, attitudes, attributions and identity; conformity,

obedience and persuasion; culture and gender; small group influences and processes;

stereotyping, prejudice, conflict, aggression and genocide; interpersonal attraction and love.

PED 671-Cognitive Assessment

(Prerequisites: PED 504, Advancement to Candidacy, PED 665)

Practice in administration, interpretation and communication of results from the assessment of

cognitive abilities. Emphasis is placed on interviewing, behavioral observation, interpretation,

and integrating results into case studies, as well as implementing interventions and evaluating

outcomes.

PED 672-Psycho-Academic Assessment

(Prerequisite: PED 504, Advancement to Candidacy, PED 671)

Introduces School Psychology candidates to the administration, interpretation, and

communication of results from psycho-academic tests. Focus is on achievement and process

measures, as well as the development of curriculum-based assessment. Continued emphasis on

interviewing, behavioral observation, interpretation, integration of results, implementing

interventions, and follow-up.

PED 673-Emotional/Behavioral Assessment

(Prerequisite: PED 504, Advancement to Candidacy, PED 671, PED 672)

This course will support understanding in the knowledge and competencies that are required for

proper administration and interpretation of standardized measures and other research-based

evaluations of emotional and behavioral conditions.


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PED 674-Special Populations Assessment

(Prerequisite: PED 504, Advancement to Candidacy, PED 671, PED 672, PED 673)

Emphasizes eligibility for special education that includes assessment of preschool children,

diagnosis of disabling conditions, remediation and IEP development. The course provides an

introduction to the assessment of low incidence populations such as Visually Impaired, Deaf and

Hard of Hearing, Autistic Spectrum Disorders, Physically Impaired, Traumatic Brain Injured and

Dual Sensory Impaired.

PED 675-Alternative Assessment

(Prerequisite: PED 504, Advancement to Candidacy, PED 671, PED 672, PED 673, PED 674)

Course focuses on alternative assessment techniques, diagnosis of disabling conditions, and

eligibility for special education, remediation and IEP development. School Psychology

candidates will discuss the role of primary language and socio-cultural variables on cognitive

development, the implications of assessment on placement and integrating assessment materials

for the purpose of writing psychological test reports.

PED 676- Introduction to Applied Behavior Analysis

(Prerequisites: PED 504, Advancement to Candidacy)

Applied Behavior Analysis is a scientific based method of understanding human behavior and

using that understanding to change socially significant behaviors. This course provides an

overview of the major components – philosophical as well as applied – of Applied Behavior

Analysis, including assessment and intervention design.

PED 677-Curriculum Interventions

(Prerequisites: PED 504, Advancement to Candidacy)

The focus of this class is to introduce School Psychology School Psychology candidates to a

conceptual framework for assessing and evaluating a wide range of academic concerns within a

problem solving approach using nontraditional academic assessment techniques and an RTI

model.

PED 678-Practicum in School Psychology

(Prerequisites: PED 504, All Assessment Courses: PED 671, PED 672, PED 673, PED 674, PED

675, PED 676 and PED 677)

The purpose of the school-based practicum is to provide School Psychology candidates with an

orientation to school and community professionals as well as to clarify the role of the school

psychologist. Candidates are placed in a school setting and attend a university-based seminar.

Placement consists of 450 hours.

PED 680-Roles, Issues and Ethics

(Prerequisite: PED 504)

Introduction to professional, ethical, legal, theoretical, and practical aspects of School

Psychology. School Psychology candidates will examine the roles and responsibilities of school

psychologists, professional organizations, and associations. Historical and social context along


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with emerging professional issues and directions are included. National Standards and ethical

guidelines for practice are examined.

PED 683-Program Evaluation

(Prerequisites: PED 504, Advancement to Candidacy, PED 680)

This course focuses on history and foundations of program evaluation, to perform a needs

assessment, variety of program evaluation methodologies, and evaluation of current empirically-

based programs that address student needs. School Psychology candidates will learn skills

necessary to implement a program to meet the needs of the schools they are servicing.

PED 685-School Psychology Field Experience/Internship Seminar

(Prerequisites: PED 504, Advancement to Candidacy, All Assessment courses: PED 671, PED

672, PED 673, PED 674, PED 675, PED 676 and PED 677). Also, a record is needed of a

passing score on the CBEST and approval of School Psychology candidate’s coordinator (San

Diego) or Lead faculty (other locations). Candidates must have completed all program

prerequisites, completed all PED coursework, 450 hours of practicum and have permission of the

Faculty Advisor).

School Psychology candidates will review the knowledge, skills, and standards of the graduate

program in School Psychology in final preparation for their employment as professional school

psychologists. Student will prepare for the ETS Praxis examination, complete their program

portfolios, and present their school project as part of this course.

PED 687-School Psychology School Psychology Field Experience/Internship I,

PED 688-School Psychology School Psychology Field Experience/Internship II,

PED 689-School Psychology School Psychology Field Experience/Internship III,

PED 690-School Psychology School Psychology Field Experience/Internship IV

(Prerequisites: a record of a passing score on the CBEST, completion of all program

prerequisites, completion of all PED/CED courses, 450 hours of practicum, have permission of

Faculty Advisor and approval of School Psychology Field Experience/Internship site by

Placement Specialist.)

School Psychology candidates are placed in a school setting and expected to perform a variety of

School Psychology related activities for a minimum of 1200 hours.

PED 694-Thesis (Only required if not taking PED 637)

(Prerequisites: PED 504, Advancement to Candidacy, ILD 625 and successful completion of an

undergraduate or graduate statistics course. School Psychology candidates must have written

permission of lead faculty to enroll in the course).This course is a supervised experience

culminating in the completion of a thesis. The student prepares a research proposal, obtains

Institutional Review Board (IRB) approval, conducts the study and prepares the written thesis.

Note: The requirements, expectations, and length of time to complete this course differ

significantly (e.g.; take longer to complete) from PED 637.

Advising

At the time of admission, School Psychology candidates are considered ―candidates‖ and will be

assigned to a School Psychology Faculty Advisor. Candidates are encouraged to meet with their


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Faculty Advisors prior to enrolling to discuss the necessary sequence of courses and projected

timelines for matriculating through the program. Only the Faculty Advisor (not Academic

Advisor) can waive undergraduate prerequisite or any graduate courses previously taken. Due to

the highly structured and intensive nature of the M.S. in School Psychology degree program, it is

essential that candidates maintain regular communication with their Faculty Advisors. This is

especially critical for candidates entering the program with transfer credits or who plan to attend

part-time. Once admitted, candidates must graduate within seven years following completion of

the first course used toward the degree.

Graduate School Policies

All candidates in the M. S. in School Psychology degree program must comply with all National

University and School of Education student policies as detailed in the Graduate Handbook.

Pertinent policies include maintaining an overall 3.0 GPA in the program, maintaining

continuous enrollment, completion of all graduation requirements within seven years, and

satisfying the university residency requirement of at least 50 of the 108 hours used toward the M.

S. degree completed at National University.

Independent Studies

The School Psychology degree program delivers courses in the ―on ground‖ format only. It does

not allow courses to be taken in a ―distance learning‖ or ―independent study‖ format, both of

which are lacking in the essential interaction (e.g., group activities, feedback) among peers.

Neither course syllabi nor course outlines have been designed or approved by accrediting bodies

(e.g., CTC and WASC) for these types of course delivery.

Candidates with Disabilities

The School Psychology Program welcomes candidates from diverse backgrounds including

individuals with disabilities. Prospective candidates should be aware of the essential abilities that

are required in order to work as a school psychologist. Prospective candidates with questions or

concerns about their potential to meet the degree and certification requirements are encouraged

to discuss this issue with a faculty member upon admission and prior to enrolling in the Master’s

in School Psychology degree program.

Upon admission to the School Psychology Program, candidates with disabilities should contact

Student Services at 858-642-8185 or at [email protected]. Please note the following from

the published ―ADA Accommodations Fact Sheet.‖

1. School Psychology candidates seeking special accommodations due to a disability must

submit an application with supporting documentation to the Office of Scholarships and

Special Services. Accommodations can include, but are not limited to, extended testing

time, note taker, use of a tape recorder, excused from formal presentations like individual

or group presentations and American Sign Language interpreters.

2. The committee for School Psychology candidates with Disabilities, which meets

monthly, considers all materials and will afford qualifying individuals with appropriate

accommodations.

mailto:[email protected]


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3. Once a student is approved to receive special accommodations, the Coordinator of

Scholarships and Special Services will provide an accommodation letter to the student.

It is the student’s responsibility to his/her instructor on the first night of class (a student

may or may not elect to use the accommodation).

4. A letter is also sent to the instructor telling him/her that a student enrolled in their class

may approach them with an approved accommodation(s). The letter will not identify the

student. It is just a notification that a student may approach him/her with the request. If

a student does not approach the faculty member, they have elected to not request the

accommodation(s). Again, a student may elect to not use the accommodation. This

happens regularly as School Psychology candidates often decide after reviewing the

syllabus if they think they will need it.

5. If there is a physical accommodation required (like a separate testing room for an onsite

class or a special seat) a letter will also be sent to the Academic Center. The student is

responsible for arranging this with the Academic Center and Student Services will pay

for a proctor for an exam which is usually the Center Assistant.

6. Under no circumstances should a faculty member allow a student any type of

accommodations without a letter typed on National University letterhead.

Advancement to Candidacy

Advancement to Candidacy (see Professional Dispositions Form on the following page) is a

process and is one of several evaluative steps to help ensure that program objectives are met and

that candidate outcomes are attained.

To qualify for candidacy, a candidate must:

Complete prerequisite coursework or equivalent (MTH 210, PSY 430, PSY 301, and

TED 430)

Complete PED 504, first four graduate PED courses with a grade no lower than a B.

If a candidate earns less than 3.0 GPA upon completion of the above courses, the

candidate will not Advance to Candidacy. The candidate will be required to meet with

Faculty Advisor. A plan for remediation or possible dismissal from the program will be

considered.


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School Psychology Professional Dispositions Form

Candidate’s Name: ________________________ Program Stage: Beginning Midpoint Pre-Clinical Exit

Completed by (your name): ____________________________________________Date:_________________

Completed by (please circle): Candidate Supervisor Peer Course Instructor

Please rate the student on each item using the scale below. Comments on any particular strength or weakness and

recommendations, if any, may be written at the end of the form.

Rating Scale

NYO = Not yet observed

1 = (Unacceptable): Needs improvement to be at level appropriate for year in program OR level of successful entry level

practitioner (if applicable)

2 = (Acceptable): Exhibits level appropriate for year in program OR successful entry level practitioner (if applicable)

3 = (Target): Exhibits level above average for year in program OR successful entry level practitioner (if applicable)

Characteristic

Initiative: initiates activities when appropriate; does not wait to be

asked or told when to begin an anticipated task.

NYO 1 2 3

Dependability: can be counted on to follow through on a task once a

commitment to it has been made; reliably completes assignments in

a timely manner.

NYO 1 2 3

Time Management/Work /Organization: organizes work and

manages time effectively.

NYO 1 2 3

Problem-Solving/Critical Thinking: thinks critically; effectively

analyzes problem situations and conceptualizes alternative

approaches and solutions.

NYO 1

2

3

Fairness: holds the belief that all children are capable of learning as

evidenced in written work and/or class participation; written work

indicates that candidate uses multiple strategies and applies

modifications to address the needs of all learners

NYO 1 2 3

Respect for Human Diversity: respects racial, cultural,

socioeconomic, religious, gender, sexual orientation and other

human differences; demonstrates sensitivity and skills needed to

work with diverse populations

NYO 1 2 3

Oral Communication: expresses self in an organized, clear, and

professional manner.

NYO 1 2 3

Written Communication: writes in an organized, clear,

grammatically correct and professional manner.

NYO 1 2 3

Attending/Listening Skills: attends to important communications;

listens attentively.

NYO 1 2 3

Effective Interpersonal Relations: relates effectively to colleagues,

faculty, supervisors, and clients.

NYO 1 2 3

Collaboration/Teamwork: works effectively with others on

assignments/projects; evidence of the ability to compromise and to

respect others’ opinions during group work; the candidate

consistently uses appropriate strategies for conflict resolution

NYO 1 2 3

Adaptability/Flexibility: adapts effectively to the demands of a

situation; is sufficiently flexible to deal with change.

NYO 1 2 3

Responsiveness to Feedback: is open to supervisor or peer feedback

and responds to such appropriately.

NYO 1 2 3

Self-Awareness: shows realistic awareness of personal strengths and

weaknesses and impact this has on professional functioning and

relationships with others.

NYO 1 2 3

Professional Identity/Lifelong Learning: appears to identify with the

profession; conducts oneself as a professional; engages in ongoing

activities to ensure professional growth.

NYO 1 2 3

Independent Functioning: functions with minimal supervision or

independent, when appropriate.

NYO 1 2 3


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Data-Based Case Conceptualization: able to use data/information to

conceptualize cases and generate hypotheses and possible solutions;

uses evidence to evaluate outcomes.

NYO 1 2 3

Systems Orientation: understands that schools, families, and

organizations are systems; recognizes and effectively utilizes rules,

policies, and other characteristics of systems.

NYO 1 2 3

Ethical: the candidate maintains confidentiality; there has been

evidence of ethical decision making; demonstrates appropriate

standards of conduct in all interactions within and beyond the

university or P-12 community.

NYO 1 2 3

Community Outreach: effectively networks within the community;

develops relationships; understands outside resources for

development of self, program, and P-12 students.

NYO 1 2 3

Reflection: Reflects on actions and interactions and adjusts to

improve

NYO 1 2 3

Comments/Recommendations


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SCHOOL OF EDUCATION

11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • www.nu.edu

CANDIDATE IMPROVEMENT PLAN A (replaces 61A)

The Candidate Improvement Plan A is completed to identify areas of concern regarding the

candidate’s performance, including dispositions during course work and or clinical practice.

Areas for candidate improvement are supported with a plan to be completed by a due date.

Candidate Student ID ____________

Phone ____________________________

Academic Center ___

Course _______ Date ____

Multiple Subject Grade Single Subject: Grade

Special Education: Mild/ Moderate Pupil Personnel Services

Special Education: Moderate/ Severe Education Administration

http://www.nu.edu/


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Areas for Candidate Improvement

Lesson or Unit Format or Content

Academics

o Reading skills

o Writing Skills

o Oral Communication Skills

o Math Skills

Student diagnosis, achievement and evaluation

Professional responsibilities

Interpersonal relationships

Plan for Improvement

(Continue on back if needed)

Review Date:

Candidate’s Signature Date

Lead Faculty Signature Date

Chair’s Signature Date Jul’10


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SCHOOL OF EDUCATION

11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724• www.nu.edu

CANDIDATE IMPROVEMENT PLAN B (replaces 61b)

The Candidate Improvement Plan B is completed when concerns continue when there is a failure

to successfully complete Plan A. Several options are available.

Candidate Student ID_____________

Phone ______________________

Academic Center ___________

Course ______ Date _____

Multiple Subject Grade Single Subject: Grade

Special Education: Mild/Moderate Special Education:

Moderate/Severe

Pupil Personnel Services Education Administration

Candidate Improvement Options: Circle option chosen.

Option A: The candidate has the potential to become a successful educator. It is recommended

that the candidate remain in the Program and repeat this grading period. Areas of

improvement and the Improvement Plan are found on page 2 of this document.

Option B: The candidate is committed to being a successful educator and requires additional

time and/or experiences in specified areas to become competent. A grade of

Unsatisfactory is assigned for the grading period. It is recommended that the

candidate be temporarily dismissed from the Program while completing the Plan for

Improvement found on page 2 of this document. Upon successful review of the Plan,

the candidate may re-enroll and repeat the unsuccessful grading period.

Option C: It is recommended that the candidate be permanently dismissed from the program.


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Candidate’s Signature Date

Lead Faculty Signature Date

Chair’s Signature Date

The Appeals Process is included in the current National University catalogue.


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School Psychology Program Assessment Plan and Evaluation Rubric

The School Psychology program at National University utilizes a multifaceted assessment plan

that yields formative and summative data regarding individual candidate progress and program

efficacy. Assessment of the various learning objectives at the course and candidate level is

carried out via homework assignments, quizzes, term papers, class presentations, written reports

and candidate portfolios. In addition the 11 NASP Standards described have been identified in

each course to provide samples of learner outcomes across the curriculum. These assessments

serve as artifacts for candidate portfolios and provide formative data regarding the 11 NASP

standards. Summative evaluation required for graduation and collected for each candidate

includes the Praxis II National School Psychology Examination, Professional Portfolio, and

research project.

In addition the School Psychology Program has developed a rubric that is used for evaluation of

candidate work and performance. A rubric is an evaluation tool with specific criteria that are

typically judged on a graduated continuum. Rubrics have several advantages including clarifying

standards to learners, describing a range of quality from poor to outstanding, facilitating a

learner’s self-appraisal of work or performance, and increasing the responsibility a learner

assumes for work and performance. Finally, rubrics provide a common tool that faculty and

supervisors may use for evaluation across different types of courses, work products, and

professional performance.

The School Psychology Program uses a 4-point rubric with the following descriptors:

Exemplary demonstrates the highest level of

knowledge and understanding that

clearly exceed expectations of a graduate

student

Proficient exhibits evidence of well developed

knowledge and understanding that meet

program expectations for graduate level

work

Adequate displays evidence of minimally

acceptable knowledge and understanding

expected of graduate level work

Insufficient Provides insufficient evidence of

graduate level knowledge and

understanding expected of a graduate

student

Candidates will quickly become familiar with this rubric because as it applies to evaluation of

assignments and products in most courses and to evaluation of performance in both practicum

courses and the School Psychology Field Experience/Internship. Importantly, the School


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Psychology Program expects candidates to meet standards consistent with a level of ―Proficient.‖

Graduate training in the School Psychology Program is predicated on meeting standards beyond

those consistent with adequate professional work. Rather, candidates should strive to meet high

levels of work quality and professional performance.

Practicum

Starting with the practicum and continuing to the School Psychology Field

Experience/Internship, a candidate is expected to gradually assume increasing levels of

responsibility in the field of School Psychology. The purpose of the practicum is to expose

School Psychology candidates to the culture and operation of schools, and to familiarize them

with the roles and functions of a school psychologist.

This is accomplished gradually. Initially, School Psychology candidates may observe

classrooms, team meetings, parent conferences, teacher consultations, individual assessments,

group and individual counseling, and administrative meetings. A student may begin

participating more directly as deemed appropriate by the course instructors and Site Supervisors

During the second year of the program, School Psychology candidates enroll in PED 678,

―Practicum in School Psychology.‖ The practicum requires a minimum of 450 hours in a school

setting, under the supervision of a credentialed school psychologist. When School Psychology

candidates begin the practicum course, they will have completed courses in conjunction with

ongoing coursework in assessment, intervention, consultation, human exceptionalities, behavior

management, professional issues, and childhood emotional disorders.

The final aim of the practicum course is for School Psychology candidates to increasingly

perform the roles and functions of a school psychologist, as they further develop skills in

assessment, intervention, and consultation under careful supervision. School Psychology

candidates are exposed to both regular and special education settings, and are expected to

develop an awareness of the special needs of persons with exceptionalities. Every effort is made

for School Psychology candidates to have experiences with children of different racial, linguistic,

cultural, and socioeconomic backgrounds.

During the PED 678 practicum course, School Psychology candidates also become familiar with

the roles, responsibilities, and functions of other pupil service staff, and are oriented into the

organization and operation of multidisciplinary teams and schools.

Field Experience/Internship

At least sixty (60) days prior to the proposed time for starting their School Psychology Field

Experience/Internship, School Psychology candidates should complete a School Psychology

Field Experience/Internship Application form and send to the placement coordinator. The

placement coordinator will review their status and assign a University Supervisor to their School

Psychology Field Experience/Internship.


23

The Practicum/School Psychology Field Experience/Internship Coordinator (San Diego) or

Faculty Advisor (other locations) will assist the student in finding School Psychology Field

Experience/Internship placements. School Psychology Field Experience/Internship sites must be

approved by the Practicum/School Psychology Field Experience/Internship Coordinator (San

Diego) or Faculty Advisor (other locations). Approval is contingent upon the site’s capacity to

adequately provide the full range of experiences necessary to meet the objectives for the School

Psychology Field Experience/Internship student, and not have more than two School Psychology

candidates at that placement during the same time period. School Psychology Field

Experience/Internships are typically completed in a school setting under the supervision of a PPS

credentialed school psychologist, but one the four School Psychology Field

Experience/Internships may be completed in an alternative setting. This is a 1200 hour full-time

School Psychology Field Experience/Internship experience. The School Psychology Field

Experience/Internship is seen as a capstone experience during which the student begins to

function independently as a school psychologist as he/she demonstrates increasing competency

in assessment, intervention, and consultation over a wide range of situations.

Upon approval of the site by the Practicum/School Psychology Field Experience/Internship

Coordinator (San Diego) or Faculty Advisor (other locations), the student will enroll in PED

687/688/689/690 entitled ―School Psychology School Psychology Field Experience/Internship.‖

Each course represents 300 of the 1200 hours of School Psychology Field Experience/Internship

experience. Progress toward achieving the objectives is assessed through subsequent site visits

by their University Supervisor.

The Field Experience/Internship plan is a means by which the School Psychology Field

Experience/Internship student and the University Supervisor collaboratively determine and

monitor the student’s training goals. Progress toward achieving the training goals is assessed at

the mid-point and year-end site visits. Each of the site visits during the School Psychology Field

Experience/Internship includes the student, Site Supervisor and the University Supervisor. The

School Psychology Field Experience/Internship plan also provides the basis for the student’s

evaluation of the experiences.

Upon completion of the School Psychology Field Experience/Internship and the program

requirements, School Psychology candidates will be eligible for the Pupil Personnel Services-

School Psychology credential as a school psychologist in California. School Psychology

candidates must meet all other provisions established by the California Commission on Teacher

Credentialing for certification.


24

PART II: STANDARDS

NATIONAL STANDARDS

National Association of School Psychologists

(NASP)

The M. S. curriculum is designed in accordance with the following 10 NASP Domains:

Domain 1 Data based Decision-making and Accountability

Demonstrates 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; 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.

Domain 2 Consultation and Collaboration

Demonstrates knowledge of varied methods of consultation, collaboration, and communication

applicable to individuals, families, groups, and systems and used to promote effective

implementation of services; demonstrates skills to consult, collaborate, and communicate with

others during design, implementation, and evaluation of services and programs.

Domain 3 Interventions and Instructional Support to Develop Academic Skills

Demonstrates knowledge of biological, cultural, and social influences on academic skills; human

learning, cognitive, and developmental processes, and evidence-based curriculum and

instructional strategies; demonstrate skills to use assessment and data-collection methods and to

implement and evaluate services that support cognitive and academic skills.

Domain 4 Interventions and Mental Health Services to Develop Life Skills

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 strategies to promote social-emotional functioning and mental health;

demonstrate skills to use implement and evaluate services that support socialization, learning,

and mental health.

Domain 5 School-Wide Practices to Promote Learning

Demonstrates 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; demonstrates skills to

develop and implement practices and strategies to create and maintain effective and supportive

learning environments for children and others.


25

Domain 6 Preventive and Responsive Services

Demonstrates 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; 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.

Domain 7 Family-School Collaboration

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 facilitates family and school partnership/interactions with community agencies

for enhancement of academic and social-behavioral outcomes for children.

Domain 8 Diversity in Development and Learning

Demonstrates 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; demonstrate sills to provide professional services that promote effective functioning

for individuals, families, and schools with diverse characteristics, cultures and backgrounds and

across multiple context, 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.

Domain 9 Research and Program Evaluation

Demonstrates 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; demonstrates skills to evaluate and apply research as a

foundation for service delivery and, in collaboration with others, use various techniques and

technology resources for data collection, measurement, analysis, and program evaluation to

support effective practice4s at the individual, group, and/or systems levels.

Domain 10 Legal, Ethical and Professional Practice

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 identity and effective practice as school psychologists; demonstrates skills to

provide services consistent with ethical, legal, and professional standards; engage in responsible

ethical and professional decision-making; collaborate with other professionals; and apply


26

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.

CALIFORNIA STANDARDS – CTC

School Psychology Specialization Standards

The M. S. curriculum is also designed in accordance with the following ten California School

Psychology Specialization Standards:

Standard 17 Psychological Foundations

The program provides candidates with a strong foundation in the knowledge base for the

discipline of psychology in order to facilitate the individual development of all pupils. This

knowledge base includes biological foundations of behavior, human learning, social and cultural

bases of behavior, child and adolescent development, and the diversity of individual differences

in development and learning.

Standard 18 Educational Foundations

The program provides candidates with a foundation in the knowledge base of education

concerning the organization and operation of schools, school and community-based resources, as

well as alternative service delivery systems. The program requires candidates to be prepared to

help design and operate programs to promote school-family interactions. The program requires

candidates to be knowledgeable about: (a) family influences on pupil cognitive, motivational,

and social characteristics that affect classroom performance; (b) family involvement in

education; (c) ways to promote partnerships between parents and educators to improve outcomes

for pupils; (d) cultural issues that impact home-school collaboration; and (e) methods to facilitate

safe and caring school communities.

Standard 19 Legal, Ethical, and Professional Foundations

The program provides candidates with the knowledge base specific to the professional specialty

of School Psychology. This knowledge base includes (a) the history and foundations of School

Psychology, (b) legal and ethical issues, (c) professional issues and standards, (d) alternative

models for the delivery of school psychological services, (e) emergent technologies, and (f) the

roles and functions of the school psychologist. The program requires candidates to understand

the diverse values that influence the lives of people, and to be prepared to practice in schools in

ways that meet all appropriate ethical, professional, and legal standards both to enhance the

quality of services and to protect the rights of all parties.


27

Standard 20 Collaborations and Consultation

Candidates have positive interpersonal skills with which to facilitate communication for the

purposes of consultation and collaboration with teachers, teams of school personnel, community

professionals, agencies, and families. Candidates are prepared to listen, adapt, deal with

ambiguity, and be patient in difficult situations. Candidates are able to clearly present and

exchange information in a variety of contexts with diverse audiences such as families, teachers,

school boards, policy makers, business leaders, and fellow school pupil service providers.

Standard 21 Wellness Promotion, Crisis Intervention, and Counseling

Candidates are prepared to help design, implement, and evaluate wellness, prevention,

intervention and other mental health programs at the individual, group, and system levels. They

are knowledgeable about academic, behavioral, and serious personal difficulties. As primary

mental health service providers, candidates are able to recognize the behaviors and contexts that

are precursors to the development of School Psychology candidates internalizing disorders,

externalizing disorders, and dropping out of school. Candidates can design programs and

implement prevention, intervention, and treatment services across the hierarchy of pupils’

development needs. Candidates can work with school personnel, pupils, parents, and the general

community in the aftermath of personal, school, and community crises.

Standard 22 Individual Evaluation and Assessment

Candidates are well versed in a variety of assessment methods, including formal and informal

test administration, behavioral assessment, interview, ecological or environmental assessment, as

well as assessment methodologies to define a student’s problems and needs, to assess current

status, and to measure the effect of the problem-solving process. Candidates also understand

contextual influences on outcomes, such as (a) personal attributes of the pupil; (b) types of

aptitude; and (c) community, cultural, gender and language influences, and (d) classroom climate

and instructional practices. Candidates understand how to use assessment information in a

problem solving process and are able to convey findings in an articulate way to a diverse

audience. Candidates are able to use data based decision making to improve outcomes for

instruction, development of cognitive and academic skills, and the development of life

competencies. Candidates also demonstrate an understanding of the process and procedures

identified in federal and state laws related to special education services, such as the Individuals

with Disabilities Education Act (IDEA).

Standard 23 Program Planning and Evaluation

Candidates understand the school as a system. Candidates work with individuals and groups to

facilitate organizational structures and policies that create and maintain safe school environments

that promote learning and enhance positive educational outcomes for pupils. Candidates utilize

data-based decision making skills to (a) assist in the development of challenging but achievable

goals for all pupils; (b) provide information about ways in which pupils can achieve these goals;

and, (c) monitor pupil progress toward these goals. Candidates are skillful in evaluating local

school programs and in interpreting findings to other educators to the public.


28

Standard 24 Research Measurement and Technology

Candidates know basic principles of research design. This includes traditional experimental

design as well as qualitative and single-subject designs. Candidates are able to differentiate high

quality from inadequate research, and understand measurement and statistics in sufficient depth

to evaluate published research and conduct investigations relevant to their work. Candidates

understand and utilize computer technology and attendant technological applications.

Standard 25 Practicum

Candidates are provided the opportunity to engage in field-based activities in all areas of

professional training. Specifically, candidates are provided with practicum experiences in the

areas of (a) collaboration and consultation, (b) wellness promotion, (c) counseling and crisis

intervention, (d) individual assessment, (e) educational planning and evaluation, (f) program

planning and evaluation, (g) and research and measurement. Candidates demonstrate the ability

to select and apply core knowledge regarding psychological foundations, educational

foundations, and legal, ethical, and professional foundations in their work in schools.

Practicum consists of a series of supervised experiences that occur prior to the School

Psychology Field Experience/Internship experience, and are conducted in field-based settings.

They provide for the application of knowledge and the master of distinct skills. There must be a

systematic means of evaluating the practicum experiences that seeks to ensure the acquisition of

desired skills by pupils.

A minimum of 450 clock hours of practicum is required according the following standards and

guidelines:

1. A minimum of three hundred (300) clock hours in a preschool to grade 12 school

setting providing direct and indirect pupil services.

2. Up to 150 hours of experience may be offered through on-campus agencies (for

example, psychology clinic, relevant educational research or evaluation

activities), or community agencies (for example, private schools or community

mental health centers).

3. The supervision and principle responsibility for the practicum experience

typically remains with the Site Supervisor, in coordination with the instructor of

PED 678 (Practicum course). Whether provided by faculty or a field-based

professional, practicum supervision must be provided by an experienced

(minimum of two years) professional who possess background, training, and

credentials appropriate to the practicum experience.

4. Practicum is part of a course (PED 678) for which a candidate receives credit.

However organized, the experience is a direct extension of program training goals

and objectives, and concurrent instruction is provided as a part of the experience.


29

5. All practicum experiences are evaluated, are school-based, and must be supervised by

a licensed School Psychologist at that site. Evaluations of the practicum experience

seek to clarify the utility of the experience in terms of setting, supervision, and

appropriateness of experiences. In this manner, the evaluation process is twofold,

evaluating both the candidate’s progress and the suitability of the various

characteristics of the basic filed experience settings for school psychologists, which

include (a) preschool, (b) elementary, (c) middle school/junior high and (d) high

school. It is expected that candidates will complete a total of 450 clock hours of

practicum and 1200 clock hours of culminating field experience (Field

Experience/Internship). Although candidates are encouraged to obtain diverse field

experiences, it is recognized that many candidates will accrue most of their 1650

clock hours of field experience in one primary setting. To ensure that candidates have

a breadth of field experience, it is recommended that candidates complete a minimum

of 200 clock hours across a second, third, or fourth field experience setting.

Standard 26 Culminating Field Experience (Field Experience/Internship)

During the culminating field experience, candidates have the opportunity to demonstrate the full

range of skills acquired during formal training, and to acquire additional knowledge and skills

most appropriately gained through supervised professional experience. Under the supervision of

a credential school psychologist, candidates provide direct and indirect services to pupils,

parents, and school staff in all areas of training.

A minimum of twelve hundred (1200) clock hours of field experience is required according to

the following standards and guidelines:

1. The field experience is typically completed within one (1) academic year but shall be

completed within no more than two (2) consecutive academic years.

2. The field experience must include hours in a preschool through grade 12 school setting

that provides direct and indirect services to pupils.

3. Other acceptable Field Experience/Internship experiences (no more than 200 hours) may

be acquired in (a) private, state-approved educational programs; (b) other appropriate

mental health-related program settings involved in the education of pupils; or (c) relevant

educational research or evaluation activities.

4. Supervision and principle responsibility for the School Psychology Field

Experience/Internship experience typically is the responsibility of the off-campus

educational agency, although training program faculty provides indirect supervision.

5. The Site Supervisor must hold a current and valid Pupil Personnel Services credential

authorizing service as a school psychologist provides School Psychology candidates

supervision. The primary supervisor must have at least the equivalent of two (2) years of

full-time experience as a school psychologist. A field experience placement site is


30

approved by the candidate’s credential-granting institution and provides experiences that

are consistent with the credential-granting institution’s training objectives.

6. A written plan for the School Psychology Field Experience/Internship experience is

prepared and agreed upon by representatives of the local educational agency, the School

Psychology Field Experience/Internship supervisor(s) and training program University

Supervisor. The School Psychology Field Experience/Internship plan is completed early

in the School Psychology Field Experience/Internship and periodically reviewed and

revised. The plan identifies the School Psychology Field Experience/Internship objectives

across settings, and outlines the evaluation plan for determining the achievement of each

objective. The plan also delineates the responsibilities of both the University and the local

supervisory personnel.

7. Candidates receive academic credit for the School Psychology Field

Experience/Internship experience, and the experience is recognized primarily as a

training activity with appropriate supervision by the cooperating school district.

The four basic field experience settings for school psychologists include (a) preschool, (b)

elementary, (c) middle school or junior high, and (d) high school. It is expected that candidates

will complete a total of 450 clock hours of practicum and 1200 clock hours of culminating field

experience. Although candidates are encouraged to obtain diverse field experiences, it is

recognized that many candidates will accrue most of their 1650 clock hours of field experience

in one primary setting. To ensure that candidates have a breadth of experience, candidates are

required to complete a minimum of 200 clock hours across a second, third, or fourth School

Psychology Field Experience/Internship setting.

Standard 27 Determination of Candidate Competence

Prior to recommending candidates for a School Psychology credential, one or more persons who

are responsible for the program determine that candidates have satisfied each professional

standard. This determination is based on thorough documentation and written verification by at

least one site supervisor and one university supervisor.


31

PART III: PRACTICUM

Practicum Course

The program requires one practicum course: PED 678 - School Psychology Practicum. The

practicum consists of 450 clock hours (required by the State of California). The majority of these

hours are spent participating in the delivery of psychological services in a school setting under the

direct supervision of a certified School Psychology professional with three years of experience. The

practicum course is offered in the second year of the program as part of a planned sequence of

courses that draw upon existing knowledge gained from the first year of study. Successful

completion of all coursework (3.0 GPA or better) is required to continue to PED 678.

These experiences gradually acquaint the candidate with the roles and functions of the school

psychologist, school community resources, and support staff that will be encountered in the field.

The experiences will develop competency in skills introduced in theory and assessment classes;

they include skills in interviewing, assessment, intervention, counseling, consultation, and team

functioning. The hours are to be logged, typed and submitted via Microsoft Word attachment

document file (no handwritten logs will be accepted) and verified by the Site Supervisor. All

Practicum hours must be completed prior to beginning the School Psychology Field

Experience/Internship.

Practicum Requirements and Evaluation

General requirements for PED 678 include the following:

450 clocks hours in a school setting

• Identification of candidate practicum goals

• Individual supervision with field-based Site Supervisor

• Submission of psycho educational or consultation sample reports (varies by site)

• Maintenance of a detailed activity log detailing time spent in various activities

The general requirements are supplemented with additional readings and assignments specified by

the instructor during group supervision sessions. A grade of ―3.0 GPA‖ or better in PED 678 is

required to enroll.

The requirements in which the School Psychologist Practicum candidate will participate include,

but are not limited to, the following: reviewing school records and writing a case study,

attendance at IEP meetings and counseling sessions, participating in school organizational and

other activities which assist the candidate in learning organizational skills, and becoming

oriented to the school environment and culture.

The student’s performance in PED 678 will be evaluated by the following:

1. Site Supervisor’s evaluation(s)


32

2. Course Instructor

3. Professional portfolio

A grade of ―S‖, ―U‖, ―I‖ may be earned. An Unsatisfactory grade may be given if the student

does not satisfactorily complete the 450 Practicum hours or if the folder is not acceptably

completed. The PED 678 course instructor may ask the student to repeat some hours to assure

there is an adequate understanding of the necessary concepts and skills. At that time, the grade

may be changed to Satisfactory.

The student is responsible for distributing the School Site Supervisor Practicum Guide to the site

supervisor. At the mid-point and at the culmination of the Practicum hours, the Site Supervisor

will complete the forms and send copies DIRECTLY to the course instructor (PED 678) and the

Practicum/School Psychology Field Experience/Internship Coordinator (San Diego) or Faculty

Advisor (other locations).

Practicum Placement Process

School Psychology candidates are placed by the program into a practicum school site, which includes

assignment to a school district and field-based Site Supervisor. For several years, the program has

maintained partnerships with the California Public Schools, which provides services to school

districts throughout California. In consultation with National University School Psychology Program

faculty, the placements are determined based on the geographic preferences and learning needs of

each practicum candidate. Practicum candidates are notified of their placements as soon as these are

known. We hope to expand our practicum and School Psychology Field Experience/Internship

placements and encourage candidates to discuss their professional interests with faculty members to

help develop new placement arrangements.

Practicum Activities

The program expects candidates to engage in an appropriate array of professional activities

throughout the practicum. Research has indicated that the major categories of a school psychologist’s

role include: psychological assessment, intervention, prevention, consultation, education, program

development, child advocacy, and research. Realistically, practicum candidates are not expected to

engage in all of these activities. However, they are expected to experience a diverse range of

activities.

Site Supervisors understand the need to expose practicum candidates to a broad range of activities

and attempt to do so. Early in the practicum experience, supervisors will introduce candidates to their

schools and may have candidates observe different types of professional work—for example,

consultations with teachers, intervention team meetings, and psychological assessments. However,

because the first year of the program provides basic training in assessment and intervention,

supervisors will allow candidates to begin participating in these activities. Inevitably, candidates are

not able to engage extensively in each of the aforementioned professional activities, and the degree to

which candidates have experience in each will vary, based upon the casework of the supervisor. The

goal of the practicum courses, however, is to gradually expose candidates to a comprehensive-service

delivery model of psychological services, and this involves having candidates observe and participate

in a wide-range of professional activities.


33

Because practicum courses represent the initial clinical training of candidates, supervision is

extensive. As noted previously, candidates will be assigned to a Site Supervisor. Candidates work

closely with their Site Supervisors during their entire practicum.

As a candidate develops and refines clinical skills, the Site Supervisor gradually increases the

degree of autonomy for the practicum candidate. Nevertheless, the degree of practicum-based

supervision is greater for the practicum candidate than for School Psychology candidates. On-

campus supervision primarily involves weekly group supervision with other practicum

candidates.

Practicum candidates must be aware that the campus-based and field-based supervisors will

provide positive and corrective feedback about a candidate’s progress. This feedback is given to

promote competent, ethical practice. All practicum Site Supervisors share in the goal of

developing strong and successful school psychologists.


34

PART IV: PRACTICUM EVALUATION FORMS

Assessment of candidate performance is an integral part of the School Psychology program.

Candidates will be assessed through the use of formative and summative assessment. At the end

of the Practicum class, the following must be completed and distributed as indicated:

Note: All of the evaluation forms can be downloaded from School Psychology Handbook

on the National University website www.nu.edu under the Department of School

Psychology.

NAME OF FORM WHO SUBMITS IT? WHERE DOES IT

GO?

WHEN IS IT

SUBMITTED?

Candidate Practicum

Information

Candidate 1)PED 678 instructor

and

2)Training/Field

Experience/Internship

Coordinator (San

Diego) or Faculty

Advisor (other

locations)

Before PED 678 class

begins

Practicum

Application Form

Candidate Credential Program

Specialist

Before PED 678 class

Daily Log of

Practicum Hours

Candidate (in

attachment format)

1) Site Supervisor

2) PED 678 Instructor

Weekly

Summary Log of

Practicum Hours

Candidate (in

attachment format)

1) Site Supervisor

2) PED 678 Instructor

3)Training/Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of 450 hour

practicum

Evaluation of

Supervision (Site

Supervisor)

Candidate

1)Training/Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of Practicum

Notification of Need

to Improve (if needed)

Site Supervisor 1) PED 678 Instructor

2) Training Coordinator

(San Diego) or Faculty

Advisor (other

locations)

During the 450 hour of

Practicum

Candidate Practicum

Evaluation Form

Site Supervisor 1) PED 678 Instructor

2) Training Coordinator

(San Diego) or Faculty

Advisor (other

End of 450 hour

practicum

http://www.nu.edu/


35

locations)

Professional

Portfolio

Candidate PED 678 Instructor End of Practicum


36

NATIONAL UNIVERSITY

School Psychology Program

Candidate Practicum Information Form

(To be submitted to PED 678 instructor)

Name: __________________________________________________ID # _________________

Phone: (Home)_______________________(Cell)_______________Work) ________________

School District:

_____________________________________________________________________________

School Site:

_____________________________________________________________________________

School Address:

_____________________________________________________________________________

School Phone:

_____________________________________________________________________________

Site Supervisor:

_____________________________________________________________________________

Supervisor’s Contact Number:

____________________________________________________________________________

Supervisor’s E-Mail:__________________________________________________________

Degrees/Institution:

___________________________________________________________________________

Licenses/Certifications Held:

___________________________________________________________________________

Years of Experience:

___________________________________________________________________________

Send copy of completed form to Training/Field Experience/Internship Coordinator (San

Diego) and Faculty Advisor (other locations).


37

NATIONAL UNIVERSITY


Summary Log of Practicum Hours

______________________________________________________________________________

Signature of Candidate Date Signature of Site Supervisor

Date

Dates

Total

ASSESSMENT

Interviews

Behavior Observations

Academic Achievement

Curriculum-Based Measurement

Cognitive Ability

Social-Emotional Behavior

Adaptive Behavior

Functional Behavior Assessment

Scoring/Interpreting Results

CONSULTATION

SST Teams

RTI Teams

Teacher Consultation

Administrative Consultation

Parent Consultation

INTERVENTIONS

Academic Interventions

Behavior Management

Positive Behavior Support

Social Skills/Anger Management

Individual Counseling

Group or Family Counseling

Other Interventions

SUPPORT ACTIVITIES

Record Reviews

Record Keeping/Paperwork

Record Keeping (University)

Case Consultation

(w/Colleagues)


38

Report Writing

Eligibility and IEP Meetings

Info Sharing with Peers

Staff/Psychologist Meetings

RESEARCH/EDUCATION

Literature Review

Program Development & Eval.

Applied Research

Intervention Development

Workshops/In-services

(Attended)

Other Research/Education

SUPERVISION

Individual Face-to-Face

(Margaret)

Individual Face-to-Face (Site)

Group Supervision (Site)

Supervision (University)

Other Supervision

Summary Total:


39

NATIONAL UNIVERSITY


Evaluation of Supervision (To be completed by Candidate)

Circle One: Practicum Supervisor Site Supervisor University Supervisor

Course: PED 678 PED 687 PED 688 PED 689 PED 690

Candidate:

Please evaluate the supervision you received based on the following scale. There is space

provided for additional comments.

1=Needs improvement 2=Adequate 3=Good 4=Excellent N=No opportunity to observe

Completed a pre/post conference plan.

Comments:

1 2 3 4 N

Explains his/her criteria for evaluating fairly my

performance.

Comments:

1 2 3 4 N

Helps me to devise and achieve specific concrete goals

during the Field Experience/Internship experience.

Comments:

1 2 3 4 N

Gives time and energy in observing and supervising my

work.

Comments:

1 2 3 4 N

Demonstrate understanding, support and openness.

Comments:

1 2 3 4 N

Provides helpful and constructive feedback.

Comments:

1 2 3 4 N

Maintains confidentiality in regard to material discussed in

supervision.

Comments:

1 2 3 4 N

Helps me define and maintain ethical behavior.

Comments:

1 2 3 4 N

Helps me understand and integrate my theoretical approach

while providing me the freedom to develop a flexible and 1 2 3 4 N


40

effective style.

Comments:

Pays attention to both my concerns and my students’

concerns.

Comments:

1 2 3 4 N

Helps me with specific questions regarding students.

Comments:

1 2 3 4 N

Provides me opportunities to participate in a variety of

leadership experiences.

Comments:

1 2 3 4 N

Provides suggestions for improving my School Psychology

skills.

Comments:

1 2 3 4 N

Recognizes and encourages further development my

strengths and abilities.

Comments:

1 2 3 4 N

Helps me to apply knowledge and techniques.

Comments:

1 2 3 4 N

Keeps us with current research and trends in School

Psychology.

Comments:

1 2 3 4 N

Helps me to assess cultural and diversity issues that I

encounter with students.

Comments:

1 2 3 4 N

Overall, how would you rate the supervision that you

received?

Comments:

1 2 3 4 N


41

NATIONAL UNIVERSITY School Psychology Program

Practicum Evaluation Form

To be completed by the school Site Supervisor and sent to Practicum/School Psychology Field

Experience/Internship Coordinator (San Diego) or Faculty Advisor (other locations) and to PED 678

Course instructor upon completion of 450 hours.

Student:

_______________________________________________________________Date:__________

School District: ___________________________________

Practicum Site Supervisor: ________________Phone #: ______

Please rate the candidate in the following areas using the rubric below:

The questions below are intended to evaluate the current knowledge, skills, and professional dispositions

of School Psychology practicum School Psychology candidates relative to where they are expected to be

at the conclusion of practicum. Accurate information regarding individual strengths and areas in need of

improvement is needed to facilitate readiness and success next year on School Psychology Field


Please briefly describe your supervisory relationship and contact with the student over the past

semester (e.g., frequency and duration of supervision, dependence vs. independence, response to

supervision, etc.). Please refer to following scale when rating items 1-20 below:

(4) Exemplary – functions at a level of competence expected of a first year school psychologist

(3) Proficient - displays competence that meets expectations for the beginning of School

Psychology Field Experience/Internship

(2) Adequate - performs at a level of competence expected for the first semester of practicum

(1) Insufficient – demonstrates competence below expectations at the beginning of practicum

N=Not observed

Competency 1 2 3 4 N

1. Demonstrates sound diagnostic reasoning and decision-

making skills based on the formulation and testing of

preliminary hypotheses with appropriate procedures and

data-based decision making.

1 2 3 4 N

2. Observation Skills 1 2 3 4 N

3. Interviewing Skills 1 2 3 4 N

4. Develops a broadly conceived plan of assessment, to include

important contextual factors and selection of most appropriate

evaluation methods for gathering relevant data.

1 2 3 4 N


42

6. Report Writing Skills 1 2 3 4 N

7. Develops and implements interventions that are

consistent with and grounded in a diagnostic problem-

solving and assessment process.

1 2 3 4 N

8. Therapy/Counseling Techniques and Skills 1 2 3 4 N

9. Consultation Skills 1 2 3 4 N

10. Demonstrates ability to interpret assessment and

intervention results to clients, colleagues, and/or parents at

referral conferences/eligibility determination meetings, etc.

1 2 3 4 N

11. Demonstrates effective interpersonal skills when

functioning as a professional school psychologist.

1 2 3 4 N

12. Knows limits of personal and professional competencies

and responds accordingly to supervision.

1 2 3 4 N

13. Is sensitive to cultural differences, diversity of values,

and community standards.

1 2 3 4 N

14. Identifies and applies relevant legal standards. 1 2 3 4 N

15. Identifies and applies relevant ethical considerations

and standards

1 2 3 4 N

16. Demonstrates knowledge of school policies and

procedures.

1 2 3 4 N

17. Shows evidence of professional growth during

practicum/School Psychology Field Experience/Internship.

1 2 3 4 N

18. Overall Strengths:

19. Overall Areas in Need of Improvement:

1. Overall Evaluation: INSUFFICIENT ADEQUATE PROFICIENT EXEMPLARY

(1) (2) (3) (4)

Site Supervisor Signature: __________________________Date:________________________

Candidate Signature: _______________________________Date:_______________________

Instructor Signature: ______________________________Date:_______________________

Adapted from the University of Kentucky School Psychology Program***Practicum Student Performance Evaluation


43


44


School Site Supervisor Practicum Guide

The purpose of the Practicum is to expose School Psychology candidates to the culture and

operation of schools, and familiarize them with the roles and functions of a school psychologist.

The Practicum requires a total of 450 clock hours for completion.

School Psychology candidates may observe classrooms, IEP team meetings, parent conferences,

teacher consultations, individual assessments, group and individual counseling, and

administrative meetings. A student will begin participating more directly when deemed

appropriate by the Site Supervisors. By the conclusion of the Practicum, School Psychology

candidates, under direct supervision, must complete all activities based on the NASP Domains.

The final aim of the Practicum is for School Psychology candidates to increasingly perform the

roles and functions of a school psychologist, as they further develop skills in assessment,

intervention, and consultation under careful supervision. School Psychology candidates should

be exposed to both regular and special education settings, and are expected to develop an

awareness of the special needs of persons with exceptionalities. Every effort should be made to

have School Psychology candidates experience children of different racial, linguistic, cultural,

and socioeconomic backgrounds.

The student under supervision will log his/her Practicum experience hours using a daily log.

Please be sure to sign the daily log and verify that all activities were completed as reported.

School Psychology candidates should gain experience in the domains, identified by NASP, and

listed below:

1. Data-based Decision Making and Accountability

2. Consultation and Collaboration

3. Interventions and Instructional Support to Develop Academic Skills

4. Interventions and Mental Health Services to Develop Social and 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

If the student is not acquiring knowledge at a pace you feel is acceptable, please discuss the

problem issues with the student. If no improvement is made over a reasonable

amount of time, notify the instructor for PED 678 and complete the Notification of Need to

Improve Form. The form is to be mailed DIRECTLY to the PED 678 course instructor,

Practicum/Practicum/School Psychology Field Experience/Internship Coordinator (San

Diego), and a copy to the Faculty Advisor.


45

At the end of the student’s practicum, please complete the Final Evaluation of Practicum form

provided in this packet and mail DIRECTLY to the PED 678 course instructor,

Practicum/Practicum/School Psychology Field Experience/Internship Coordinator (San

Diego), and a copy to the Faculty Advisor.

We, at National University, are committed to our School Psychology candidates becoming

leaders in their field. Thank you for helping our School Psychology candidates, and in turn our

communities, realize excellence.

Instructor E-Mail/Phone

Address

Faculty Advisor E-Mail/Phone

Address


46

PART V: PORTFOLIO

Professional Portfolio

The portfolio will represent work the candidate completed during their practicum and School

Psychology Field Experience/Internship hours and will be more aligned with activities and

accomplishments which represent professional development.

The portfolio is a graduation requirement that provides a comprehensive assessment of candidate

learning outcomes across all NASP domains. Portfolios are to be developed and submitted online

via electronically and will be evaluated by the PED 685 course instructor using the attached,

National University School Psychology Portfolio Rubric.

If applicable, select a few exemplary pieces of work from this portfolio for your professional

portfolio.

Organizing the portfolio

Depending on your professional orientation or career goals, you might choose to organize your

portfolio differently. Keep your audience in mind when completing your portfolio. What

information would a Practicum/School Psychology Field Experience/Internship Coordinator or

Director of Psychological Services find useful? Some School Psychology candidates choose to

organize by a specific conceptual framework, whereas others use specific school psychological

services as an organizational guide. Regardless of the order or framework you choose for your

portfolio, be sure that all materials are copy edited and free from spelling and grammar errors

and typos.

Resume or Curriculum Vitae (C.V.)

o Highlight information relevant to School Psychology and your graduate

education. Determine if it is useful to include all relevant professional

information.

o Decide on what order will best highlight your experiences: chronological or

functional.

o Clearly list identifying information including: name, address, phone numbers, and

email address.

o List your education, all the degrees that you have as well as the expected

completion date for your current degree; some School Psychology candidates

include their GPA as well as titles or topics of independent research.

o Include information about the field placements you have had, including type of

experience, client populations, and skills practiced.

o Professional work experience: What graduate or research assistantships have you

held while in graduate school? What professional experiences did you have prior

to the beginning of graduate school? Think about the skills that you want to

highlight and the positions you have held to develop or showcase skills.

o Include any honors or awards that you have received, including fellowships. This

information will serve Include any honors or awards that you have received,


47

including fellowships. This information will serve to set you apart from other

applicants who likely have similar educational and fieldwork background.

o List the professional organizations to which you belong. If relevant include

professional development experiences you attended, including national and local

conventions.

o Include any publications or presentations, if any, as well as their full titles, dates,

and names of co-writers/presenters.

o List any certification, licensure, accreditation you currently possess.

o Mention any foreign language competency or other special skills.

o Include a list of the individuals you have contacted for references at the end of

your resume.

Sample Psychological Assessment Report(s):

o This should be a copy of an actual report that you submitted during a practicum

assignment or field placement.

o Choose a report that reflects a wide range of assessment skills and shows a clear

link between referral question, assessment theory, and

conclusions/recommendations.

o This assessment report should abide by current NASP standards of practice and

include sound data-based decision making. Remove all identifying information

about the child and school.

Sample Consultation/Intervention Report(s):

o These could include reports of consultation or intervention cases that you actually

wrote for your school, if available, or written exclusively for your portfolio.

o Remove all identifying information regarding the client, consultee, or school.

o If relevant, include handouts or materials you created related to this case.

Other items to include:

o Workshops you developed or implemented; representative samples of

research/publications; materials you developed for interventions; graduate

transcripts; samples of communications to stakeholders (i.e., newsletter articles,

media communications, etc). Be creative and highlight those activities and the

work which represents you best. If you are currently at the beginning of your

training, think about additional ways that you might become involved in the field

of School Psychology that might set you apart from other applicants.

o It is highly recommended and often required to list all assessment measures that

you have experience administering.

Presentation:

o Be sure that your information is printed on a quality printer and is clearly legible.

Many School Psychology candidates choose to print their resume or vita on high

quality paper, whereas the remainder of items is printed on standard copy paper.

o Depending on the size of your portfolio, you may decide to bind it in a plastic

cover with tabs separating particular sections or types of items. Be sure that it is

organized in such a way that your interviewers can easily locate your work.

o Consider creating electronic versions of your portfolio materials that will be easy

to update, store, transport and post for potential employers. The NASP Career

Center currently allows NASP members to post their application materials online.

Go to http://jobs.naspcareercenter.org/search.cfm for more information.


48

Get input from others:

o Contact School Psychology candidates currently on School Psychology Field

Experience/Internship or recent graduates of your program and ask to view their

professional portfolio. This will give you an idea of what to include in or how to

organize a successful professional portfolio.

o Have your portfolio reviewed by a faculty member familiar with your work and

professional strengths to solicit their suggestions on improving your portfolio.

Choosing your best work:

o While it may be a natural tendency to include samples of all the work you have

done, this is not a realistic option. A potential employer is not likely to read

through an overwhelming number of samples. Therefore, it is important for you to

go through your past work and pick a few items that represent not only best

practice, but also your best work.

o Be sure that you review the specifics of the case(s) in case your interviewers ask

for more information or explanations.

(NASP Student Development Workgroup and other NASP leaders.)

©2004, National Association of School Psychologists 4340 East West Highway, Suite 402, Bethesda, MD)

NASP Standards for Portfolio

NASP Standards require that School Psychology candidates demonstrate competency in each of the

following domains of professional practice. Competency requires evidence of both knowledge and

skills.

1. Data-based Decision-Making and Accountability

2. Consultation and Collaboration









The portfolio that you are submitting provides evidence of knowledge and professional competency

in each of the 10 domains. The portfolio includes both documentation of formal preparation and

work samples/products that demonstrate professional competency in School Psychology.

Candidates must demonstrate at least ―adequate‖ evidence of knowledge and competency for

each domain as a condition for graduation. Each candidate will create and revise his/her portfolio

throughout the program and will be discussed in classes, but School Psychology candidates are

expected to follow the NASP portfolio template and guidelines (see previously mentioned NASP

Portfolio Instructions and Developing Your Portfolio).


49

Aside from professional documents such as a resume, graduate transcripts, and Praxis test results, the

bulk of the portfolio will address the following:

each of the 10 domains via a one to two page reflection that demonstrates knowledge and

understanding of the domain

two or three artifacts/work samples that provide performance based evidence of competency

in that domain

one to two paragraphs that highlight how the selected artifacts demonstrate competency in

the ability to apply knowledge.

1. Data-Based Decision-Making and Accountability

Student will:

a. Review ALL appropriate records (as available) for an individual student.

i. Cumulative file

ii. District and STAR data

iii. Discipline file

iv. Special Education file

v. Speech/language file

vi. Vision/hearing results

vii. Health/Medical records

viii. Records from any current/previous service provider(s)

b. Interview student

c. Interview teacher(s)

d. Interview parent

e. Interview service provider(s)/Special Education team members (as appropriate)

f. Observe student

g. Administer standardized tests, as appropriate

h. Evaluate student with non-standardized measures, as appropriate

i. Develop a case study file for the student which includes information from the

above sources

j. Write a complete, comprehensive, and accurate psycho-educational report under

the guidance of Site Supervisor

k. Use assessment data to develop effective academic intervention(s).

2. Consultation and collaboration with school personnel

Student will:

a. attend and participate in a SST meeting

b. attend and participate in an IEP meeting observe a student and write a 2-3 page

narrative describing the consultative skills you will use when discussing the case

with the school staff, parents, and student.


Student will:

a. Participate in the development, implementation, and evaluation of a behavior or

affective intervention for a student on an IEP plan

b. Participate in the development, implementation, and evaluation of an academic or

adaptive intervention for a student on a Section 504 plan


50

c. Write a 4-5 page paper relating the District/School’s development of a RTI

program

i. Model being used

ii. Assessment tools being used

iii. Intervention strategies.


Student will:

a. Conduct a Functional Analysis Assessment and write a Functional Analysis

Assessment report for a student whose behavior warrants this type of intervention.

All pertinent data and documentation should be included.


Student will:

a. Observe a student of a different culture, socioeconomic background, or ability

level and write a 4-5 page paper describing the challenging issues of the student

and how a school psychologist might intervene to help the student become more

successful academically and/or behaviorally in the school setting.


Student will:

a. attend at least one school site meeting (such as, grade level, curriculum,

disciplinary, School Site Council meeting) and write a 2-3 page paper describing

the meeting and its outcome

b. Attend at least one school board meeting and write a 2-3 page paper describing

the meeting and its outcome.


Student will:

a. observe a student participating in a counseling session supervised by school staff

and write a 1 page summary

b. gather a copy of the District’s crisis team handbook

c. meet with County Mental Health agency staff and review procedures for AB

referrals.


Student will:

a. participate in a parent conference in which a student’s academic, behavior, or

affective issues are discussed and write a 1 page summary

b. investigate and develop a community resource guide which includes services for

special needs students which can be used by School Psychology

candidates/parents.


51


Student will:

a. review and analyze the most current Comprehensive Compliance Review (CCR)

for a District. Write a 4-5 page paper describing a plan YOU developed for

corrective action(s).


Student will:

a. read NASP Blueprint III (www.nasponline) and write a 4-5 page reaction paper.

http://www.nasponline/


52

School Psychology Portfolio

Candidate: _______________________________________Date:____________________

Evaluator: _____________Date:___________________

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

Exemplary – demonstrations the highest level of knowledge and/or skills

that exceed expectations of a beginning school psychologist.

Proficient – exhibits evidence of minimally acceptable knowledge and/or

skills expected of a beginning school psychologist.

Adequate – provides evidence of minimally acceptable knowledge and/or

skills expected of a beginning school psychologist.

Insufficient – presents insufficient evidence of the knowledge and/or skills

expected of a beginning school psychologist.

1 2 3 4 NASP Standards/Domains

Domain 1 – Data-Based Decision-Making and Accountability: School psychologists have 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.

a. Evidence of Knowledge (Reflection)

b. Evidence of Competency (Artifacts)

Domain 2- Consultation and Collaboration: School psychologists have knowledge of varied methods

of consultation, collaboration, and communication applicable to individuals, families, groups, and

systems and used to promote effective implementation of services. School psychologists demonstrate

skills to consult, collaborate, and communicate with others during design, implementation, and evaluation

of services and programs.



Domain 3 – Interventions and Instructional Support to Develop Academic Skills: School

psychologists have knowledge of biological, cultural, and social influences on academic skills; human

learning, cognitive, and developmental processes; and evidence-based curriculum and instructional

strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and

data-collection methods and to implement and evaluate services that support cognitive and academic

skills.



Domain 4 – Interventions and Mental Health Services to Develop Social and Life Skills: School

psychologists have 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

strategies to promote social-emotional functioning and mental health. School psychologists, in

collaboration with others, demonstrate skills to use assessment and data-collection methods and to

implement and evaluate services that support socialization, learning, and mental health.



Domain 5 – School-Wide Practices to Promote Learning: School psychologists have 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. School psychologists, in collaboration with others, demonstrate skills to


53

develop and implement practices and strategies to create and maintain effective and supportive learning

environments for children and others.



Domain 6 – Preventive and Responsive Services: School psychologists have 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. School psychologists, in collaboration with others, demonstrate 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.



Domain 7 – Family-School Collaboration Services: School psychologists have knowledge of

principles and research related 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. School psychologists, in collaboration with others,

demonstrate skills to design, implement, and evaluate services that respond to culture and context and

facilitate family and school partnership/interactions with community agencies for enhancement of

academic and social-behavioral outcomes for children.



Domain 8 – Diversity in Development and Learning: School psychologists have 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. School psychologists demonstrate 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 and advocacy for social justice are

foundations of all aspects of service delivery.



Domain 9 – Research and Program Evaluation: School psychologists have knowledge or research

design, statistics, measurement, varied data collection and analysis techniques, and program evaluation

methods sufficient for understanding research and interpreting data in applied settings. School

psychologists demonstrate skills to evaluate and apply research as a foundation fo5r service delivery and,

in collaboration with others, 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.



Domain 10 – Legal, Ethical, and Professional Practice: School psychologists have 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. School psychologists demonstrate 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 effectiv3e practice as

school psychologists, including respect for human diversity and social justice, communication skills,

effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.



54

b. Evidence of Competency (Artifacts) Overall Organization of Portfolio Writing Mechanics

Adapted from the University of Missouri, School Psychology Program Manual


55

School Psychology Portfolio Rubric

Criteria Insufficient Adequate Proficient Exemplary 1 2 3 4

Reflections No reflections

identify and

describe growth

goals for

continued

learning.

No reflections

illustrate the

ability to

effectively

critique work or

provide

suggestions for

constructive

practical

alternatives

A few reflections

identify and

describe growth

goals for

continued

learning

A few reflections

illustrate the

ability to

effectively

critique work and

provide

suggestions for

constructive

practical

alternatives

Most of the

reflections identify

and describe

growth goals for

continued learning.

Most of the

reflections

illustrate the

ability to

effectively critique

work and provide

suggestions for

constructive

practical

alternatives

All reflections clearly identify

and describe achievement of

growth goals and include goals

for continued learning.

All reflections illustrate the

ability to effectively critique

work and provide suggestions

for constructive practical

alternatives

Artifacts Most artifacts

and work

samples are

unrelated to the

purpose of the

portfolio.

Few artifacts and

work samples are

related to the

purpose of

portfolio.

Most artifacts and

work samples are

related the purpose

of the portfolio.

All artifacts and work samples

are clearly and directly related

to the purpose of the portfolio.

Organization The portfolio is

difficult to read.

Fonts, point size,

bullets, italics,

bold, and

indentations for

headings and

sub-headings do

not enhance the

presentation.

Many formatting

tools are under

or over-utilized.

Horizontal and

vertical white

space is used

inappropriately

so that the

content appears

cluttered.

Background and

colors are

distracting or

diminish

readability of

text.

The portfolio is

often difficult to

read. Fonts, point

size, bullets,

italics, bold, and

indentations for

headings and sub-

headings do not

always enhance

the presentation.

Some formatting

tools are under or

over-utilized.

Horizontal and

vertical white

space is used

inappropriately in

some places.

Background and

colors are

distracting in

some places and

somewhat

diminish

readability of text.

The portfolio is

generally easy to

read. Fonts, point

size, bullets,

italics, bold, and

indentations for

headings and sub-

headings enhance

the presentation.

A few minor

format changes

would enhance the

presentation.

Horizontal and

vertical white

space is used

appropriately in

most places.

Background and

colors generally

enhance the

readability of the

text.

The portfolio is easy to read.

Fonts, point size, bullets,

italics, bold, and indentations

for headings and sub-headings

enhance the presentation.

Horizontal and vertical white

space is always used

appropriately.

Background and colors

enhance the readability and

aesthetic quality of the text.


56

Writing

Mechanics

The text has six

or more errors in

spelling,

grammar,

capitalization or

punctuation that

requires major

editing and

revision.

The text has four

or more errors in

spelling,

grammar,

capitalization or

punctuation that

requires editing

and revision.

The text has few

errors in spelling,

grammar,

capitalization or

punctuation. Only

minor editing and

revision is needed.

The text has no errors in

spelling, grammar,

capitalization or punctuation.


57

PART VI: CASE STUDIES (Included in the Portfolio)

While the School Psychology Program assessment courses require the candidates to complete

and submit case studies in a variety of formats, it also requires the candidate to complete and

submit one problem solving case study utilizing the NCSP format (can be accessed on the NASP

website). This case study involves (a) the problem-solving model, (b) thorough assessment

processes that include functional behavioral assessments, (c) an evidence-based interventions,

and (d) outcomes via multiple sources including objective measures of treatment effectiveness,

data on treatment integrity, and feedback from participants (e.g., teacher, parents, and student).

The NCSP format case study must be submitted in the PED 685 Field Experience/Internship

Seminar course.

The requirements for the case studies are designed to mirror the NCSP case study requirement

and are evaluated using the NCSP scoring rubric (see attached NCSP Case Study Guidelines and

Case Study Scoring Rubric).

NCSP Case Study Guidelines

1) As you choose your case study, remember that this is an interventions/problem-solving

case study. Case studies that involve psycho educational assessment for eligibility

generally are not acceptable unless one or more academic and/or behavior interventions are

the focus.

2) Follow the directions in the NCSP application booklet carefully available on the NASP

website.

3) Use the four headings from the NCSP scoring rubric to organize your paper (Problem

Identification, Problem Analysis, Intervention and Evaluation).

4) As you address each of the four areas, be sure to provide data and discussion about the

subparts listed for several of the areas.

5) Carefully proof read and spell check your case study. Be thorough, yet concise enough to

stay within the 10 page limit.

6) Please ensure that all graphs, tables or figures are properly labeled and professionally

generated (i.e., not hand drawn).

7) Please note the following recommendations and descriptions that are designed to

accompany the NCSP scoring rubric:

A. Background and context

1) In the psycho educational assessment report it is important to focus on describing the

presenting problem or referral question.

2) Describe problem behavior(s) in observable, measurable terms and note whether it appears

to be a skill (can’t do) or performance (won’t do) deficit.

3) Briefly describe the current level of performance and how it compares with normative

expectations and/or local norms (i.e., expected levels). Depending on the referral question,

the expected level can be determined through consultation with the teacher, observations of

typical children, discussions with administrators, etc.


58

4) You must provide baseline data with a minimum of three data points directly related to the

identified problem. These data must be collected in a reasonable manner along relevant

dimensions. Remember that you will be comparing your outcome data to the baseline data

at the end of the intervention.

B. Description and Analysis

1) Summarize the assessment methods used. Remember that these should be geared to

providing additional, clarifying information about the identified problem and should be

directly related to seeking answers to the identified problem.

2) Discuss your hypotheses as the possible reasons for the problem and its occurrence

Identify and discuss the data you have that provide hypotheses as to "why" the

behavior is occurring as well as considers factors contributing to the problem.

Interventions cannot be identified until hypotheses are developed.

C. Link data with goals

1) Using your data and hypotheses, develop goals for the intervention (think data-based

decision making). Goals and subsequent interventions should be planned so that they can

be implemented and have a high probability of success. The areas of intervention and goals

must be consistent results of your problem analysis. Problems and goals need to be stated

in explicit, measurable terms, and all interventions should have an identifiable and research

base.

D. Specific description of the intervention

1) Specify how, when and for how long the interventions were implemented for each

goal. Appropriate interventions can be direct or indirect, just be sure that all components

of the intervention(s) are explained in sufficient detail that they can be replicated. The

intervention steps must be manageable and realistic given the available resources. A

description of how the intervention is being monitored, both in terms of treatment

acceptability and integrity, also should be reported. Generally speaking a minimum of six

weeks of intervention data should be collected.

E. Collaborative efforts

1) Information should describe how relevant members of the student(s) environment

were included in the various steps of the project. Describe the role each participant

played and what supports were provided for them. If attempts at collaboration were

partially successful or unsuccessful, there should be an explanation of the attempts made

and the potential effects.

F. Outcome data and discussion of results


59

1) Data should be provided to illustrate the success of the intervention(s) in addressing

each goal. Data need to be collected and presented to demonstrate the change in behavior

or skills from baseline to post-intervention. Effect sizes and percent non-overlapping data

points associated with the intervention should be calculated and used to assist in the

evaluation of treatment impact. Progress towards meeting goals should also be discussed.

Describe the progress, how it was monitored, and factors that may have impeded progress.

Address whether the initial problem has been solved or requires continued intervention.

Please conclude with specific recommendations to facilitate generalization to other settings

and suggestions for future modifications and interventions.

NASP Standards require that all school psychologist candidates demonstrate the professional

skills necessary to deliver effective services that result in positive, measurable outcomes for

clients. Fulfillment of this performance-based requirement is met through the successful

completion of the Case Study, using the NCSP case study format. The case studies will describe

an actual case that has been completed by the applicant using systematic and structured problem-

solving procedures. The following rubric is adapted directly from the NCSP scoring rubric and

will be used to evaluate the submitted case study. Therefore, it is advisable to organize the report

to follow Sections 1-4 below using a 12 point, Times New Roman font that does not exceed 10

pages (including charts and graphs). Case Studies that do not meet these specifications will

not be reviewed.

(Adapted from: “Preparing your Case Study for the NCSP: Application Tips for Applicants”)


60

NCSP CASE STUDY RUBRIC

NOTE: Modified to meet National University School Psychology 4 - pt rubric scoring system

(Insufficient category added).

Section 1: Problem Identification

Exemplary/Very

Effective

(4)

Proficient/Effective

(3)

Adequate/Needs

Development

(2)

Insufficient

(1)

1.1 The student’s behavior is

defined in the context of

appropriate grade and/or

peer expectations, e.g.,

local norms

The student’s behavior is

operationally defined

The student’s behavior is

identified but not

operationally defined

Not addressed

1.2 The problem is

collaboratively defined

The problem is not

collaboratively defined

Not addressed

1.3 The discrepancy between

current and desired level

of performance is

explained

The behavior is

operationally defined or

quantified in terms of

both current and desired

levels of performance

The behavior is

operationally defined in

terms of both current and

desired levels of

performance

Not addressed

1.4 Baseline includes the

student behavior and

peer/grade norms and

expectations with

computed trend lines

A baseline for the student

behavior is established

using sufficient data

A baseline for the student

behavior is established or

has insufficient data

Not addressed

1.5 The student behavior is

identified as a skill and/or

performance deficit

The student behavior is not

identified as a skill and/or

performance deficit

Not addressed

1.6 Parents/guardians and

teachers are involved in

the problem-identification

process

Parents/guardians and

teachers are not involved in

the problem- identification

process

Not addressed

Section 2: Problem Analysis

Exemplary/Very

Effective

(4)


(3)

Adequate/Needs

Development

(2)

Insufficient

(1)

2.1 Hypotheses are

generated through

collaboration with

teacher and/or parent

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

Hypotheses are not

developed, hypotheses are

developed in only one area

and/or hypotheses are not

measurable

Not addressed

2.2 There are multiple

sources of data that

converge on each

There is evidence that

appropriate data are

collected to confirm or

Appropriate data are not

collected or confirm or

reject the hypotheses

Not addressed


61

proposed hypothesis reject the proposed

hypotheses. Appropriate

data include one or more

of the following: record

review, interview,

observation, testing, and

self report

2.3 Hypotheses reflect an

awareness of issue of

diversity (e.g., physical,

social, linguistic, cultural)

Hypotheses do not reflect

an awareness of issue of

diversity (e.g., physical,

social, linguistic, cultural)

Not addressed

Section 3: Intervention

Exemplary/Very

Effective

(4)


(3)

Adequate/Needs

Development

(2)

Insufficient

(1)

3.1 Intervention is linked to

observable, measurable

goal statement(s)

Intervention is not linked

to observable, measurable

goal statement(s)

Not addressed

3.2 Intervention(s) selection

is based on data from

problem analysis and

hypothesis testing

Intervention(s) selection is

based on data from

problem analysis and

hypothesis testing

Not addressed

3.3 Intervention(s) is

evidence- based (e.g.,

research literature,

functional analysis, single

case design analysis)

Intervention(s) is not

evidence-based (e.g.,

research literature,

functional analysis, single

case design analysis)

Not addressed

3.4 Intervention(s) is

developed collaboratively

Intervention(s) is not

developed collaboratively

Not addressed

3.5 Interventions(s) reflect

sensitivity to individual

differences, resources,

classroom practices, and

other system issues.

Acceptability of

intervention is verified.

Interventions(s) do not

reflect sensitivity to

individual differences,

resources, classroom

practices, and other system

issues. Acceptability of

intervention is not verified.

Not addressed

3.6 Logistics of setting, time,

resources and personnel

are included in the

intervention plan

Logistics of setting, time,

resources and personnel

are not included in the

intervention plan

Not addressed

3.7 Intervention selection

considers unintended

outcomes or limitations

Intervention selection does

not consider unintended

outcomes or limitations

Not addressed

3.8 Intervention is monitored

and data are provided to

ensure that it is

implemented as designed

Treatment integrity is not

monitored

Not addressed

Section 4: Evaluation


62

Exemplary/Very

Effective

(4)


(3)

Adequate/Needs

Development

(2)

Insufficient

(1)

4.1 Charting includes student

performance trend lines,

and/or goal lines

Progress monitoring data

are demonstrated on a

chart


are not demonstrated on a

chart

Not addressed

4.2 Progress monitoring data

are demonstrated to be

effective when compared

to data generated from

multiple sources/settings


are demonstrated to be

effective when compared

to baseline data

Intervention is not

demonstrated to be

effective through data

comparison

Not addressed

4.3 Response to intervention

data are used to inform

problem solving and

decision making. Single

case design was specified

(e.g., changing criterion,

parametric, component

analysis, multiple

baseline, alternating

treatment)

Data are used to inform

further problem solving

and decision making (i.e.,

continuation of

intervention, modification

of intervention,

maintenance of

intervention)

Data are not used to inform

further problem solving

and decision making

Not addressed

4.4 Strategies for

transfer/generalizing

outcomes to other

settings are documented

as effective

Strategies for


outcomes to other settings

are addressed

Strategies for


outcomes to other settings

are not addressed

Not addressed

4.5 Modification for future

interventions are

considered based upon

collaborative examination

of effectiveness data

Effectiveness of

intervention is shared

through collaboration

with parents, teachers,

and other personnel

Effectiveness of

intervention is not shared

or communicated

Not addressed

4.6 Strategies for follow-up

are developed and

implemented

Suggestions for

follow-up are developed

(e.g., continued progress

monitoring, transition

planning)

Suggestions for follow-up

are not developed

Not addressed


63

PART VII: CLINICAL PRACTICE

Each candidate is required to complete a School Psychology Field Experience/Internship, which

serves as a capstone, applied experience in the program. This section provides basic information

on the School Psychology Field Experience/Internship. School Psychology candidates have the

opportunities to demonstrate, under conditions of appropriate supervision, the ability to apply

their knowledge, develop specific skills needed for effective school psychological service

delivery, and to integrate competencies that address the domains of professional preparation and

practice outlined in these standards and the goals and objectives of their training program.

Similar to the practicum experience, candidates are expected to engage in a wide range of activities

associated with the delivery of psychological services. However, unlike the practicum experience,

School Psychology candidates are expected to perform at level that enables them to have greater

depth of experience in service delivery activities, apply knowledge and skills at an increasingly

independent level of practice from their supervisor, and develop increasing autonomy as the School

Psychology Field Experience/Internship progresses. Identification of professional goals is a critical

part of maximizing the School Psychology Field Experience/Internship experience. Working in

conjunction with program faculty and their field-based supervisors from the practicum courses and

School Psychology Field Experience/Internship, School Psychology candidates must identify areas of

practice they with which they wish to have additional experience. The identification of School

Psychology Field Experience/Internship goals is completed in conjunction with the campus-based

supervisor and the School Psychology Field Experience/Internship supervisor. Working together, the

supervisors facilitate the School Psychology candidate’s identification of goals and work toward their

implementation.

Field Experience/Internship Courses

Each candidate must enroll in PED 685, School Psychology Field Experience/Internship

Seminar, which requires regular meetings. Candidates must also enroll in PED 687 (School

Psychology Field Experience/Internship Part 1), PED 688 (School Psychology Field

Experience/Internship Part 2), PED 689 (School Psychology Field Experience/Internship Part 3)

and PED 690 (School Psychology Field Experience/Internship Part 4), which does not require

class meeting time.

Field Experience/Internship Requirements and Evaluation

General requirements for the 1200 hour Field Experience/Internship include the following:

Enroll in first 300 hour section of Field Experience/Internship (PED 687)

Enroll in second 300 hour section of Field Experience/Internship (PED 688)

Enroll in third 300 hour section of Field Experience/Internship (PED 689)

Enroll in fourth 300 hour section of Field Experience/Internship (PED 690)


64

Identification of School Psychology Field Experience/Internship goals should be completed for each

level of Field Experience/Internship

• Individual supervision with Site Supervisor (minimum two hours weekly individual supervision)

• Completion of two problem-solving cases studies (one academic, one behavior)

• Submission of four psycho educational or consultation reports

• Maintenance of a detailed activity log detailing time spent in various activities

• Oral and written evaluations by both Site Supervisor and University Supervisor regarding the

candidate’s performance

The general requirements are supplemented with additional reading and assignments specified by the

university-based faculty for the Field Experience/Internship course (PED 685) along with group

discussion/supervision.

National University provides a School Psychologist program in which the candidate must

complete 1200 hours of School Psychology Field Experience/Internship in at least two different

levels (i.e., elementary, secondary), as required by the State of California. The School

Psychology Field Experience/Internship is seen as a culminating experience during which the

student begins to function independently as a school psychologist as he/she demonstrates

increasing competency in assessment, intervention, and consultation over a wide range of

situations.

An on-site credentialed school psychologist is responsible for supervising the candidate;

however, the candidate is given greater responsibilities than during the Practicum. The School

Psychology Field Experience/Internship offers the candidate experiences for integrating

knowledge and skills from across all areas of the NASP domains.

The student is required to enroll in PED 685 (Field Experience/Internship Seminar) at the

beginning of the Field Experience/Internship. A grade of ―S‖, ―U‖, or ―I‖ may be given for the

course.

Field Experience/Internship Placement Process

All pre-requisites and class work must be successfully completed prior to enrollment in the

School Psychology Field Experience/Internship program. These include the following:

Provide proof of Certificate of Clearance

Provide verification of a TB Clearance

Complete 450 hours of logged, approved practicum

Submit results of CBEST indicating a passing score

Submit School Psychology Field Experience/Internship application (completed with Field

Experience/Internship Coordinator (San Diego) approval or Faculty Advisor’s approval

(other locations) to the School Psychology /Placement Specialist and a copy to the Lead

Faculty. Student will be assigned a University Supervisor (see details below).


65

It is expected the student will complete the School Psychology Field Experience/Internship hours

within a one-year period unless there is PRIOR APPROVAL by the University Supervisor/Lead

Faculty. The School Psychology Field Experience/Internship may not be more than 2

consecutive years in completion.

At least forty-five (45) days prior to the proposed time for starting the School Psychology Field

Experience/Internship, the candidate meets with the Field Experience/Internship Coordinator

(San Diego) or Faculty Advisor (other locations) to discuss the School Psychology Field

Experience/Internship and completes the School Psychology Field Experience/Internship

Application form. The form is given to the Placement Specialist/Practicum/School Psychology

Field Experience/Internship Coordinator and enrolls the student in the appropriate classes (687,

688, 689, and 690). Each course represents 300 of the 1200 hours of School Psychology Field

Experience/Internship experience. Progress toward achieving the objectives are assessed through

subsequent site visits by the University Supervisor, Site Supervisor evaluations, and the student’s

Self-Evaluation of Competencies.

School Psychology Field Experience/Internships are typically completed in a school setting (K-

12 public school: pre-school, elementary, middle school, high school) under the supervision of a

PPS credentialed school psychologist, but up to 400 hours may be completed in an alternative

setting. Acceptable alternative School Psychology Field Experience/Internship experiences may

be acquired in (a) private, state-approved educational programs; (b) other appropriate mental

health-related program settings involved in the education of pupils; or (c) relevant educational

research or evaluation activities. This is expected to be a 1200-hour, full-time School Psychology

Field Experience/Internship experience.

The Field Experience/Internship Coordinator (San Diego) or Lead Faculty (other locations) must

approve School Psychology Field Experience/Internship sites. Approval is contingent upon the

site’s capacity to adequately provide the full range of experiences necessary to meet the

objectives for the School Psychology Field Experience/Internship student. School Psychology

Field Experience/Internship sites may not be in a school in which the student ―is currently or has

recently been employed. Dual roles and relationships will be prohibited.‖ (National University

catalogue)

After site and site supervisor have been selected, the University supervisor, site supervisor and

student meet and develop the School Psychology Field Experience/Internship Training Plan. The

plan is a means by which the School Psychology Field Experience/Internship student, site

supervisor, and University supervisor collaboratively determine and monitor the student’s

training goals. Progress toward achieving the training goals is assessed twice during each School

Psychology Field Experience/Internship section. Each of the site visits during the School

Psychology Field Experience/Internship includes the student, site supervisor, and University

supervisor. The School Psychology Field Experience/Internship Plan also provides the basis for

the student’s evaluation of the experience. It is the responsibility of the Site Supervisor to meet

face-to-face with the School Psychology candidates a minimum of 2 hours per week.


66

Similar to the practicum course, the Practicum/Field Experience/Internship Coordinator (San

Diego) or Faculty Advisor (other locations) arranges candidate placements in collaboration with

a school district. Concurrently, the program must approve the site and does so by using the

following criteria.

School Psychology Field Experience/Internship sites must enable the candidate to

complete a full academic year which involves 1200 hours.

At least 800 hours must be completed in a pre-school -grade 12 school setting providing

direct and indirect services to pupils.

Up to four hundred (400) hours of field experience may be acquired in other settings.

Other acceptable field experiences may be acquired in

o private, state-approved educational programs;

o other appropriate mental health related program settings involved in the education

of pupils;

o relevant educational research or evaluation activities.

The School Psychology Field Experience/Internship application process typically begins six to

seven months prior to a Field Experience/Internship start date. Most School Psychology Field

Experience/Internships are not a paid experience, and any negotiation about School Psychology

Field Experience/Internship salary and benefits is between the prospective School Psychology

candidates and the school district.

Field Experience/Internship Activities

The School Psychology Field Experience/Internship offers the School Psychology candidates a

well-supervised experience for integrating knowledge and skills from across all areas of the CTC

and NASP training domains. The student should complete the activities outlined in each

objective/domain below. (The activities encompass all of the NASP Domains but may not be

itemized in the same manner.) Documentation of the selected activities should be placed in the

Professional Portfolio to reflect competencies in the area.

Objective 1 Each candidate will deliver psychological services demonstrating knowledge and

skill in individual assessment, individual intervention, individual educational program

evaluation, consultation, group assessment, supervision and working with community agencies.

(CTC Standards 20, 22, 23, 24)

Competencies:

Compare the educational and/or emotional development of School Psychology

candidates at different grade age, and/or educational levels.

Review student cumulative and academic records using this information to facilitate

assessment planning.

Counsel with School Psychology candidates who are having learning difficulties.

Participate in Student Study Team (SST) process.

Develop an assessment plan.

Meet with parent(s) to review assessment plan.

Do classroom and ethnographic observations.


67

Conduct a full assessment using assessment plan.

Meet with SST to review findings and make recommendations.

Met with IEP team.

Observe School Psychology candidates who have been evaluated, in classroom

setting to evaluate efficacy of recommendations/interventions.

Objective 2 Each candidate demonstrates skills in applying psychological theory, legal

principles, ethical principles, and education and psychological research in their School

Psychology Field Experience/Internship assignments. (CTC Standards 19, 24)

Competencies:

Conduct individual counseling sessions with at least ten (10) School Psychology

candidates who are either culturally linguistically, or ethnically different from

yourself.

Participate in counseling sessions where one of the major social concerns is the focus.

Develop an awareness of the pertinent and culturally, linguistically, or ethnically

appropriate referral sources that are available to help School Psychology candidates

with their issues.

Participate in a referral/follow-up to a community agency.

Participate in a Child Protective Services referral.

Participate with Assistant Principal/Counselor on a case involving legal and ethical

principles.

Objective 3 Each candidate will conduct culturally, linguistically, or ethnically

appropriate and effective individual assessments of diverse pupils including those with

low incidence disabilities. (CTC Standards 22, 24)

Competencies:

Develop a working knowledge of curriculum and academic offerings of the school

program for the School Psychology candidates.

Conduct a visitation to a program for at-risk School Psychology candidates.

Conduct culturally, linguistically, or ethnically appropriate individual assessments.

Participate in the group assessment process at the school site.

Objective 4 Each candidate will develop individual and group interventions for

children and (CTC Standards 21, 22)

Competencies:

Conduct individual counseling sessions under the direction of the site supervisor.

Interview and counsel with School Psychology candidates regarding academic and

personal problems.

Develop an individual and group intervention from discussions with school staff and

observation of the SST process.

Participate in the development of behavioral intervention plan.


68

Review student cumulative and academic records with them using this information to

facilitate the student’s behavioral plan.

Participate in the development of a functional analysis.

Objective 5 Each candidate demonstrates the ability to consult with and to contribute

to the professional development of teachers and other school personnel and to collaborate

with parents and community helpers (CTC Standards 20, 23)

Competencies:

Conduct parent, student, and teacher conferences.

Participate in a series of group counseling sessions under the direction of the site

supervisor and/or agent of an outside community-based agency.

Create a list of areas of expertise that you might uniquely have and could share with

the staff.

Participate in conferences with community helpers.

Develop an awareness of the culturally, linguistically, or ethnically appropriate issue

in group work.

Objective 6 Each candidate will develop consultation, crisis intervention and conflict

resolution skills. (CTC Standards 21)

Competencies:

Conduct interviews with school psychologist.

Conduct consultations regarding individual School Psychology candidates.

Consult with teachers regarding individual School Psychology candidates.

Seek out opportunities to work with the assistant principal or district counselor in

highly charged conflict situations.

Develop an awareness of the pertinent referral sources that are available to School

Psychology candidates and personnel in the district.

Counsel School Psychology candidates with discipline and attendance difficulties.

Work with School Psychology candidates who need to develop decision-making

skills.

Objective 7 Each candidate will develop knowledge of legal, ethical, and professional

issues as they affect the practice of School Psychology. (CTC Standards 17, 18, 19)

Competencies:

Conduct interviews with school psychologists and school administrators regarding

one or more legal, ethical and professional issues.

Conduct psychologist to counselor consultations regarding legal, ethical, and

professional issues regarding individual School Psychology candidates.

Consult with teachers regarding individual pupils keeping mind the limitations of

confidentiality and privilege.

Seek out opportunities to work with the assistant principal or district counselor in

highly charged conflict situations.


69

Record incidences in which a professional issue influenced the psychology services

provided.

Objective 8 Each candidate will become acquainted with the use of computers in the

school site setting. (CTC Standards 24, 26)

Competencies:

Develop a working knowledge of the computer system being used at the school site.

Concerted Activities

School Psychology candidates do not participate in school strikes, nor will School Psychology

candidates initiate a concerted activity. In a strike situation, candidates will be placed in a new

School Psychology Field Experience/Internship assignment.

Attendance

A School Psychology candidate has the same responsibility for good attendance and punctuality

as that of a regularly employed school psychologist. School Psychology candidates are expected

to attend the school regularly each day they are assigned at a school site. Occasionally,

circumstances arise such as illness, accident, or travel difficulties, which delay or prevent the

timely arrival of a School Psychology candidate at school. Should this occur, it is the School

Psychology candidates’ responsibility to inform the Site Supervisor.

Grades

To verify the completion of PED687, PED688, PED689, and PED690, the University Supervisor

submits the grade S (satisfactory) or U (unsatisfactory) at the end of each School Psychology

Field Experience/Internship course. If the grade of Unsatisfactory was received, that portion of

School Psychology Field Experience/Internship must be repeated until a grade of Satisfactory is

achieved. If the 300 hours are not completed within the designated time period for the course, a

grade of incomplete (―I‖) will be submitted to the registrar. Upon completion of the hours, a

grade will be recorded as recommended by the University Supervisor.

Candidate Assistance

National University is committed to maintaining high standards of quality throughout its School

Psychology Program, and recommending to California Teacher Credentialing (CTC) competent

School Psychology candidates who will add to the stature of the School Psychology profession.

School Psychology candidates are supported prior to their School Psychology Field

Experience/Internship experience in the following ways:

1. School Psychology candidates interviews


70

School Psychology candidates will meet with the Field Experience/Internship

Coordinator (San Diego) or faculty advisor (other locations) prior to the School

Psychology practicum and School Psychology Field Experience/Internship placements.

During their meeting, School Psychology candidates are assessed on their readiness as

well as professional values and dispositions.

2. Coursework

Demonstrated competencies are required in each course. School Psychology candidates

are supported during their School Psychology Field Experience/Internship experiences.

National University works closely with competent and professional site supervisors and

university supervisors, and integrates the PED685—Field Experience/Internship Seminar

for School Psychology into their School Psychology Field Experience/Internship

experience.

To ensure School Psychology candidates success, the site and university supervisors conduct

regular visits and assessments. These visits provide valuable information in monitoring School

Psychology candidate’s progress and determining future goals. There may be times when a

supervisor determines that a School Psychology candidate is struggling to meet expectations

during School Psychology Field Experience/Internship. It is the School Psychology candidates’

responsibility to work with their supervisor addressing these concerns in an agreed upon manner.

a) If a School Psychology candidate is not fulfilling their responsibilities during their

School Psychology Field Experience/Internship, the university supervisor and site

supervisor will complete a Notification of Need to Improve Form identifying the

areas of concern. The School Psychology candidates are given specific directions

and opportunities to learn and show improvement within a specified time period,

and when the areas of concern will be reviewed again.

b) If the areas of concern are not corrected, or if the host school requests that the

School Psychology candidates be removed from his/her placement, the School

Psychology candidates earns a grade of ―unsatisfactory‖ and will be given an

Identification, Assistance, and Dismissal of School Psychology candidates

Enrolled in the Field Experiences Form in a formal meeting. The School

Psychology candidates are removed from the practicum or School Psychology

Field Experience/Internship program and are given assignments that specifically

address the areas of concern. If the assignments are completed successfully, the

School Psychology candidates are re-admitted to the program. If a School

Psychology candidate earns an unsatisfactory grade for the second time in their

School Psychology Field Experience/Internship, the School Psychology

candidates may be permanently dismissed from the program. The hearing and

appellate process is outlined in the Policies and Procedures section of the National

University General Catalog.


71

Candidates Needing Assistance

When a site supervisor becomes aware, or is made aware by the candidate, that the PPS

candidate is having difficulty in performing the usual duties of a school psychologist, a meeting

will be held with the candidate, the university supervisor, and the site supervisor.

National University is committed to maintaining quality standards throughout its credential and

masters programs and to graduating competent professional educators. As required by the

California Commission on Teacher Credentialing (CTC), National University identifies and

assists School Psychology candidates who need special assistance, and retains in its programs

only those School Psychology candidates who are suited for entry to and advancement in the

education profession. The CTC is charged by the state with evaluating the moral character and

fitness of all persons who wish to teach or perform certified services in California public schools.

Every person who is an applicant for, or who now holds, any credential, certificate, permit, or

license authorizing service in California public schools is answerable to the CTC and the

Committee on Credentials for his/her related conduct California’s Laws and Rules Pertaining to

the Discipline of Professional Certificated Personnel (2002), available on the CTC website at

www.ctc.ca.gov, address legal, ethical, and behavioral standards to which all such persons must

adhere.

When a candidate has been identified as not meeting with success in a School Psychology Field

Experience/Internship, the university supervisor and site supervisory will complete a Notification

of Need to Improve identifying areas of concern. If the areas of concern are not corrected or the

candidate earns an ―unsatisfactory‖, a formal meeting is held with the university supervisor, site

supervisor, and lead faculty as part of the Faculty Assistance Team, the candidate is then given

an Assistance and/or Dismissal Form. The faculty/Supervisor Assistance Team provides

suggestions or specific assignments, which must be met before the candidate can continue in the

program.

If the candidate is allowed to continue in the program and receives a second unsatisfactory grade

after the candidate assistance plan has been completed, the candidate may be recommended for

permanent dismissal from the program.

Appeals Process

Any appeal of a dismissal decision must first be communicated by the candidate to his/her

university supervisor, preferably during a personal conference, or in writing. All appeals must be

submitted first to the university supervisor of record within ten (10) calendar days following

receipt of one of the above forms. It is the responsibility of the student appealing to justify the

need for a reconsideration of the circumstances.

If this initial inquiry does not result in resolution of the appeal, then the student is to present the

reasons for continuing the appeal to the PPS lead faculty in writing. If the appeal cannot be

resolved through the initial procedures listed above and the candidate wishes to pursue the

matter, refer to the Academic Appeals Committee information in the current National University

General Catalog.

http://www.ctc.ca.gov/


72

NATIONAL UNIVERSITY


Notification of Needs to Improve

For Candidates Enrolled in School Psychology Field Experience/Internship

(To be completed by the Site Supervisor and the University Supervisor)

Student: Phone: _____

Student’s ID#:

Site Supervisor: Phone:

School/District: Date:

University Supervisor: Phone:______

Faculty Advisor: Phone:

The candidate needs to improve in the following circled areas(s):

Part I: KNOWLEDGE and SKILLS

1 Demonstrates understanding of the basic theories of psychology

2 Demonstrates knowledge and skill in individual assessment and individual

intervention

3 Demonstrates knowledge of individual educational program (IEP) development

4 Demonstrates knowledge of consultation, group assessment, supervision, and

working with community agencies

5 Demonstrates knowledge of legal, ethical, and professional issues

6 Demonstrates skills in consultation, crisis intervention, and conflict resolution

7 Demonstrates ability to conduct appropriate individual and group assessments of

diverse pupils, including those with low incidence disabilities

8 Demonstrates knowledge of individual educational program evaluation

9 Demonstrates familiarity with assessment in the school setting

10 Understands the use of technology in the field of School Psychology


73

Part II: PROFESSIONAL ATTRIBUTES

____Attendance ____Self Awareness ____Oral expressions

____Punctuality ____Able to work

independently

____Written expression

____Responsibility ____Demonstrates

initiative

____Professional ethics

____Judgment ____Confidentiality

respected/upheld

____Professional

demeanor

____Flexibility ____Desire to improve

performance

____Response to

supervision

____Empathy ____Positive attitude

toward

potential

____Response to feedback

____Tact ____Tolerance of

ambiguity

____Broad limits of tolerance

____Risk taking ____Assertive ____Rapport with School Psychology

candidates

Part III: OTHER CONCERNS

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STEPS FOR REMEDIATION:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Signature of Candidate Date Signature of Site Supervisor Date


74

NATIONAL UNIVERSITY


Assistance and/or Dismissal of Candidate

Enrolled in School Psychology Field Experience/Internship (To be completed by the University Supervisor and the Faculty Advisor)

Center: Date: ____________

Course: PED 687 PED 688 PED 689 PED 690

Student: Phone:_________________________ ______

Student’s ID#: ________________________

University Supervisor__________________Phone: ______________________________

Site Supervisor: ______Phone: ______________________________

Faculty Advisor: Phone: _________________________

Form 62B is completed and submitted when the candidate receives a grade of U (an overall

average score of under 2.0 in their first School Psychology Field Experience/Internship or 2.5 in

a subsequent School Psychology Field Experience/Internship as measure by the School

Psychology Field Experience/Internship Evaluation Form) or some other unusual

circumstance occurs.

Discuss the contents during a conference with the candidate, the university supervisor, and the

lead faculty. Make a decision choosing one of the following options:

_____A. The candidate has the potential to become a successful school psychologist and

should remain in the program, and the School Psychology Field

Experience/Internship in which the unsatisfactory grade was received must

be repeated. For areas(s) requiring improvement and recommended remediation

steps, refer to Page 2 of this document.

_____B. The candidate is committed to being a successful school psychologist, but

requires additional time and/or experiences to become competent. The candidate

is temporarily dismissed from the program. Upon successful completion of

recommended activities/programs and attainment of remediation steps included

on Page 2 of this document, the candidate may re-enroll. The School Psychology

Field Experience/Internship in which the unsatisfactory grade was received

must be repeated.


75

_____C. It is recommended that this candidate be permanently dismissed from the

program. This candidate has been identified as unsuited to be a school

psychologist and unlikely to become competent.

The candidate needs to improve in the following checked areas(s):

Part I: KNOWLEDGE and SKILLS

_____1. Demonstrates understanding the basic theories of psychology

_____2. Demonstrates knowledge and skill in individual assessment and individual

intervention

_____3. Demonstrates knowledge of individual educational program (IEP) development

_____4. Demonstrates knowledge of consultation, group assessment, supervision, and

working with community agencies

_____5. Demonstrates knowledge of legal, ethical, and professional issues

_____6. Demonstrates skills in consultation, crisis intervention, and conflict resolution

_____7. Demonstrates ability to conduct appropriate individual and group assessments of

diverse pupils, including those with low incidence disabilities

_____8. Demonstrates knowledge of individual educational program evaluation

_____9. Demonstrates familiarity with assessment in the school setting

_____10. Understand the use of technology in the field of School Psychology

Part II: PROFESSIONAL ATTRIBUTES

____Attendance ____Self Awareness ____Oral expressions

____Punctuality ____Able to work

Independently

____Written expression

____Responsibility ____Demonstrates initiative ____Professional ethics

____Judgment ____Confidentiality

respected/upheld

____Professional

demeanor

____Flexibility ____Desire to improve

Performance

____Response to

supervision

____Empathy ____Positive attitude

toward Potential

____Response to feedback

____Tact ____Tolerance of ambiguity ____Broad limits of tolerance

____Risk taking ____Assertive ____Rapport with School Psychology candidates


76

Part III:

OTHER CONCERNS _________________________________________

_______________________________________________________________________

STEPS FOR REMEDIATION:

______

________________________________________________________________________

______________________________________________________________________________

__________

Signature of Candidate Date

___________

Signature of Site Supervisor Date

_________________

Signature of University Supervisor Date

______________________________________________________________________________

Signature of Faculty Advisor Date


77

Limitations of Candidates

School Psychology candidates are not yet credentialed as school psychologists, and must not be

used as:

Substitute teachers

Credentialed school psychologists

Coaches

Supervisors for playgrounds, halls, dances, or sports events

Transporters of students


78

PART VIII: FIELD EXPERIENCE/INTERNSHIP EVALUATION FORMS

Assessment of candidate performance is an integral part of the School Psychology program.

Candidates will be assessed through the use of formative and summative assessment. At the end

of each School Psychology Field Experience/Internship class, the following must be completed

and distributed as indicated.

Note: All of the evaluation forms can be downloaded from School Psychology Handbook

on the National University website www.nu.edu under the Department of School

Psychology.

NAME OF FORM WHO SUBMITS IT? WHERE DOES IT

GO?

WHEN IS IT

SUBMITTED?

Candidate Field


Information

Candidate 1) University

Supervisor

2) Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

Before the beginning

of PED 687 (Field


Part I)

Daily Log of School

Psychology Field


hours

Candidate (in

attachment format)

University Supervisor

Weekly

Summary Log of

School Psychology

Field


hours

Candidate (in

attachment format)

1) University

Supervisor

2) Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of Field


Evaluation of

Supervision (Site

Supervisor)

Candidate

1) University

Supervisor

2) Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of Field


Evaluation of Candidate Field End of Field

http://www.nu.edu/


79

Supervision

(University

Supervisor)


Coordinator (San

Diego) or Faculty

Advisor (other

locations)


Field


Candidate Evaluation

Form

Site Supervisor

1) University

Supervisor

2) Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of PED 688 (end

of 600 hours Field

Experience/Internship)

and PED 690 (end of

1200 hours Field


University Supervisor

Evaluation of Intern

University Supervisor Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

End of PED 690 (1200

hours of Field


Notification of Needs

to Improve (if needed)

1) Site Supervisor

2) University

Supervisor

Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

During the 1200 hours

of Field


Honorarium University Supervisor 1)Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

2)Credentials

End of Field


Professional Portfolio Candidate PED 685 Instructor

End of Field


NCSP Case Study Candidate PED 685 Instructor End of Field


PRAXIS Exam Candidate 1)Credentials

2)Faculty Advisor

Upon receipt PRAXIS

exam scores

School Psychology

Program Evaluation

Candidate 1) Field


Coordinator (San

Diego) or Faculty

Advisor (other

locations)

2) Credentials

Completion of

program


80

3) Department Chair

or Program Lead

Faculty

Exit Checklist University

Supervisor/Faculty

Advisor

Credentials Completion of the

program


81


Candidate Field Experience/Internship Information Form

(To be submitted to University Supervisor)

Name: ___________________________________________ID # ____________________

Phone: (Home)_______________________(Cell)____________Work) ______________

School District: ___________________________________________________________

School Site: ______________________________________________________________

School Address: __________________________________________________________

School Phone: ____________________________________________________________

Site Supervisor: __________________________________________________________

Supervisor’s Contact Number: _____________________________________________

Supervisor’s E-Mail:______________________________________________________

Degrees/Institution: _______________________________________________________

Licenses/Certifications Held: _______________________________________________

Years of Experience: ______________________________________________________

Send copy of completed form to Field Experience/Internship Coordinator (San Diego) and

Faculty Advisor (other locations).


82

NATIONAL UNIVERSITY


Log of Field Experience/Internship Hours

________________________________________________________________________


Dates

Total

ASSESSMENT

Interviews

Behavior Observations

Academic Achievement

Curriculum-Based Measurement

Cognitive Ability

Social-Emotional Behavior

Adaptive Behavior

Functional Behavior Assessment

Scoring/Interpreting Results

CONSULTATION

SST Teams

RTI Teams

Teacher Consultation

Administrative Consultation

Parent Consultation

INTERVENTIONS

Academic Interventions

Behavior Management

Positive Behavior Support

Social Skills/Anger Management

Individual Counseling

Group or Family Counseling

Other Interventions

SUPPORT ACTIVITIES

Record Reviews

Record Keeping/Paperwork

Record Keeping (University)

Case Consultation

(w/Colleagues)

Report Writing

Eligibility and IEP Meetings


83

Info Sharing with Peers

Staff/Psychologist Meetings

RESEARCH/EDUCATION

Literature Review

Program Development & Eval.

Applied Research

Intervention Development

Workshops/In-services

(Attended)

Other Research/Education

SUPERVISION

Individual Face-to-Face

(Margaret)

Individual Face-to-Face (Site)

Group Supervision (Site)

Supervision (University)

Other Supervision

Summary Total:


84

National University


Summary Log of Field Experience/Internship Hours

______________________________________________________________________________


PED 687 School Psychology Field Experience/Internship site: Date: from_______ to________

PED 688 School Psychology Field Experience/Internship site: Date: from _______ to ________

PED 689 School Psychology Field Experience/Internship site: Date: from _______ to ________

PED 690 School Psychology Field Experience/Internship site: Date: from ____to ________

DOMAIN OF PRACTICE PED 687

HOURS

PED 688

HOURS

PED 689

HOURS

PED 690

HOURS

TOTAL

HOURS

1.Data-based Decision Making

and Accountability

2.Consultation and

Collaboration

3.Interventions and

Instructional Support to

Develop Academic Skills

4.Interventions and Mental

Health Services to Develop

Social and 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


85

NATIONAL UNIVERSITY


Field Experience/Internship Visitation Record (To be completed by University Supervisor)

Candidate’s name _____ Student ID# ______

School Site

_____________________________________________________________________________

Date__________________________________________________________________________

Circle: PED687 PED688 PED689 PED690

Purpose of

Visit:_________________________________________________________________________

_____________________________________________________________________________

NASP Domains

Reviewed:_____________________________________________________________________

______________________________________________________________________________

NASP Domains

Observed:_____________________________________________________________________

______________________________________________________________________________

Additional Comments (if

any):_________________________________________________________________________

_____________________________________________________________________________

___

Signature of Candidate Signature of University Supervisor

____________________________________ ____________________________

Signature of Site Supervisor Signature of Site Supervisor


86

NATIONAL UNIVERSITY


Evaluation of Supervision (To be completed by Candidate)

Circle One: Practicum Supervisor Site Supervisor University Supervisor

Course: PED 678 PED 687 PED 688 PED 689 PED 690

Candidate:

Please evaluate the supervision you received based on the following scale. There is space

provided for additional comments.

1=Needs improvement 2=Adequate 3=Good 4=Excellent N=No opportunity to observe

Completed a pre/post conference plan.

Comments:

1 2 3 4 N

Explains his/her criteria for evaluating fairly my

performance.

Comments:

1 2 3 4 N

Helps me to devise and achieve specific concrete goals

during the Field Experience/Internship experience.

Comments:

1 2 3 4 N

Gives time and energy in observing and supervising my

work.

Comments:

1 2 3 4 N

Demonstrate understanding, support and openness.

Comments:

1 2 3 4 N

Provides helpful and constructive feedback.

Comments:

1 2 3 4 N

Maintains confidentiality in regard to material discussed in

supervision.

Comments:

1 2 3 4 N

Helps me define and maintain ethical behavior.

Comments:

1 2 3 4 N

Helps me understand and integrate my theoretical approach

while providing me the freedom to develop a flexible and

effective style.

1 2 3 4 N


87

Comments:

Pays attention to both my concerns and my students’

concerns.

Comments:

1 2 3 4 N

Helps me with specific questions regarding students.

Comments:

1 2 3 4 N

Provides me opportunities to participate in a variety of

leadership experiences.

Comments:

1 2 3 4 N

Provides suggestions for improving my School Psychology

skills.

Comments:

1 2 3 4 N

Recognizes and encourages further development my

strengths and abilities.

Comments:

1 2 3 4 N

Helps me to apply knowledge and techniques.

Comments:

1 2 3 4 N

Keeps us with current research and trends in School

Psychology.

Comments:

1 2 3 4 N

Helps me to assess cultural and diversity issues that I

encounter with students.

Comments:

1 2 3 4 N

Overall, how would you rate the supervision that you

received?

Comments:

1 2 3 4 N


88

NATIONAL UNIVERSITY


University Supervisor Evaluation of Intern (To be completed by University Supervisor)

University

Supervisor________________________________Date________________________________

Circle Course: PED 688(end of 600 hours) PED 690 (end of 1200 hours)

Candidate:

Please evaluate the intern candidate on each item using the scale below. Comments on any

particular strength or weakness and recommendations, if any, may be written at the end of the

form.

(4) Exemplary – demonstrations the highest level of knowledge and/or skills that exceed

expectations of a beginning school psychologist.

(3) Proficient – exhibits evidence of minimally acceptable knowledge and/or skills expected of a

beginning school psychologist.

(2) Adequate – provides evidence of minimally acceptable knowledge and/or skills expected of a


(1) Insufficient – presents insufficient evidence of the knowledge and/or skills expected of a


N - No Opportunity to Observe

1. Intake/assessment interview with students, parents, teachers,

and/or staff

1 2 3 4 N

2. Rapport building with students 1 2 3 4 N

3. Selects appropriate assessment tools 1 2 3 4 N

4. consultation with teachers, parents, staff on cases/during

SST/IEP process

1 2 3 4 N

5. Administers and scores tests with accuracy 1 2 3 4 N

6. Ability to conduct functional behavioral assessments and/or

curriculum-based assessments when appropriate

1 2 3 4 N

7. Report is written in a clear, accurate, and concise manner 1 2 3 4 N

8. Analysis and interpretation assessment data 1 2 3 4 N

9. Integrates assessment results 1 2 3 4 N


89

10. Links assessment to intervention 1 2 3 4 N

11. considers appropriateness of intervention recommendations 1 2 3 4 N

12. Communicates effectively with school personnel, families,

and children

1 2 3 4 N

13. Demonstrates professionalism 1 2 3 4 N

14. Demonstrates understanding of ethics and laws 1 2 3 4 N

15. Awareness and sensitivity to diversity 1 2 3 4 N

16. Seeks opportunities to learn for Site Supervisor 1 2 3 4 N

17. Ability to articulate clinical information 1 2 3 4 N

18. Students’ work results in positive outcomes for

children/students

1 2 3 4 N

19. Overall functioning as a School Psychology Intern 1 2 3 4 N

Additional comments:

(Intern Evaluation Form adapted from University of Missouri, St. Louis on the following page.)


90

Field Experience/Internship Evaluation Form

Intern School Psychologist Site Supervising School Psychologist

In accordance with NASP

Standards, the following

identify competencies

expected of the Intern

School Psychologists at

the conclusion of the Field


year. The intent of these

indicators is to provide

guidelines regarding

specific skill areas for

professional development

at this stage of training.

(4) Exemplary functions

at a level of competence

expected of an

experienced school

psychologist

(3) Proficient displays

entry level competence of

a first year school

psychologist

(2) Adequate performs at

a level of competence

expected of a first

semester intern

(1) Insufficient demonstrates competence

below expectations at the

beginning of Field


Formative

Evaluation


Plan of Achievement

(Completed with the Site

Supervisor at the beginning of the

Field Experience/Internship)

Summative Evaluation

Intern Self-Rating

Scale

Pre-Field


Level of Competency

Site Supervisor Rating

Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities

may be

listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 1 – Data-

Based Decision Making

and Accountability

The competent school

psychologists have

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.

Performance Indicators:

1. Applies child

development, learning

theory, diversity, and the

relationship of curriculum

to data-based decision


91

making.

2. Collects assessment

results and other data to

identify student learning

needs, establish goals,

align and modify

curriculum and

instruction, and design

intervention strategies.

3. Uses data to evaluate

outcomes of services and

to facilitate

accountability.

4. Uses environmental

data (e.g., data from

home, school,

community) to plan

interventions.

5. Applies psychometric

theory to the evaluation of

assessment materials and

techniques.

6. Applies knowledge of

research findings and

methodology to the

evaluation of curricula

and other instructional

materials.

7. Uses

nondiscriminatory

evaluation procedures.

8. Analyzes group

performance to design

interventions that meet

learners’ needs.

9. Uses technology to

monitor programs and to

assist in the assessment of

individual, group, and

system-wide

interventions.

10. Uses technology to

administer, score, and

interpret psychological

assessment techniques in

professionally appropriate

and ethical manner.

11. Prepares clearly

written reports that

address referral questions

appropriately, report data

accurately, and provide

guidance for

interventions.

12. Articulates

assessment findings in a

manner that is

understandable for the

intended audience.

13. Uses data to identify

factors that influence


92

learning and behavior at

the classroom, or building

levels.

14. Assists school

personnel and other

agency administrators

with the interpretation of

data to evaluate

classroom, and/or

building level programs.

15. Follows legal,

regulatory, and ethical

parameters in data-based

decision making and

record keeping.


93

In accordance with

NASP Standards, the

following identify

competencies expected of

the Intern School

Psychologists at the

conclusion of the Field










expected of an

experienced school

psychologist



a first year school

psychologist



expected of a first

semester intern



beginning of Field


Formative

Evaluation


Plan of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities

may be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 2 –

Consultation and

Collaboration


psychologist has

knowledge of varied

methods of consultation,

collaboration, and

communication

applicable to individuals,

families, groups, and

systems and used to

promote effective

implementation of

services. School

psychologists

demonstrate skills to

consult, collaborate, and

communicate with others

during design,

implementation, and

evaluation of services

and programs.

Performance

Indicators:


94


consultation and

collaboration skills

Consultation

On-site

supervision

an

2. Uses knowledge and

skills in consultation and

collaboration to promote

change at the individual,

classroom, and building.

District and/or other

agency levels.

Attend team

meetings

Facilitate

grand

rounds

process

3. Initiates collaboration

to enhance student

learning.

Bulletin

board

notices

Staff in-

service

4. Participates in

collaborative decision

making and problem

solving with other

professionals to achieve

student success.

Attend SST

meetings

Attend IEP

meetings

5. Demonstrates positive

interpersonal skills and

shows patience in

difficult situations

through use of active

listening, conflict

resolution and group

facilitation skills.

Group

counseling

Participate in

team

meetings

6. Uses effective

collaboration skills with

individuals of diverse

cultural, racial, and

ethnic backgrounds.

Reflective

supervision

Review of

pertinent

information

regarding

particular

ethnic groups

7. Communicates clearly

with diverse audiences

(e.g., parents, teachers,

school boards, policy

makers, community

leaders, colleagues).

Observations

8. Promotes and models

ethical practices of

confidential

communication with

others.

Observations

9. Uses a variety of

communication modes

(e.g., written, verbal,

nonverbal, visual,

technological) to

communicate effectively

with a diverse

constituency.

Observations

10. Use technological

resources to access,

manage, and disseminate

information to enhance

the consultation process.

Internet and

Library

research


95


96

In accordance with

NASP Standards, the

following identify


the Intern School












expected of an

experienced school

psychologist


entry level competence

of a first year school

psychologist

(2) Adequate performs


expected of a first

semester intern



beginning of Field


Formative

Evaluation

Field Experience/Internship Plan

of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities

may be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 3 –

Interventions and

Instructional Support

to Develop Academic

Skills


psychologist has

knowledge of biological,

cultural, and social

influences on academic

skills; human learning,

cognitive, and

developmental processes;

and evidence-based

curriculum and

instructional strategies.

School psychologists,

demonstrates skills to use

assessment and data-

collection methods and to

implement and evaluate

services that support


97

cognitive and academic

skills.

Performance

Indicators:

1. Works effectively

with school personnel to

promote supportive

learning environments

SST team

meetings

Classroom

observations

Consultation

with

classroom

teachers

2. Assists school

personnel in developing

cognitive and academic

goals for all students.

Attend SST

Team

meetings

Attend IEP

meetings

3. Supports schools’

efforts to use evaluation

techniques that measure

genitive and academic

progress of all students.

Gifted

assessment

4. Uses formal and

informal assessment

techniques to evaluate

the performance and

progress of students.

Assessment

Structured

clinical tasks

Observations

5. Uses assessment

results to identify

student-learning needs,

develop instructional

strategies, and contribute

to eligibility and

placement

recommendations.

Evaluations

Chairing

eligibility

conferences

Attending IEP

meetings

Gifted

assessment

6. Participates in the

development and

implementation of

instructional strategies

and interventions to

promote learning in

students at different

stages of development

and from diverse

backgrounds.

Develop

instructional

plan

Develop

intervention

strategies

7. Develops intervention

plans consistent with

curriculum, learner

diversity, and learning

theory.

Participates in

IEP and 504

meetings

8. Considers

instructional methods and

materials, student

interests, and career

needs when planning

interventions.

Post high-

school

assessment

Transition

planning

9. Uses intervention

strategies and resources

that encourage students’

development of critical

thinking, problem

Attend 504

and IEP

meetings


98

solving, and performance

skills.

10. Monitors and adjusts

interventions in response

to feedback.

Consultation

with teachers,

staff, and

administration

11. Identifies and uses

community resources to

enhance student learning

and to provide

opportunities for students

to explore career

alternatives.

Attend

community

action team

meetings

12. Accesses current

information and research

regarding advances in

curriculum and

instruction and shares

this information and

research with others.

Parent

training

Teacher in-

service

Participation

in SST

Consultation

13. Collaborates with

school personnel to

develop appropriate

academic goals and

interventions for all

students who do not meet

academic

standards/expectations as

established by the state or

local school district.

Access to

Curriculum

statements for

non-disabled

children

Consultation

SST team

meetings


99

In accordance with

NASP Standards, the

following identify

competencies expected

of the Intern School








professional

development at this

stage of training.



expected of an

experienced school

psychologist




psychologist



expected of a first

semester intern

(1) Insufficient demonstrates

competence below

expectations at the

beginning of Field


Formative

Evaluation


of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities may

be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 4 –

Interventions and

Mental Health Services

to Develop Social and

Life Skills


psychologists has

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

strategies to promote

social-emotional

functioning and mental

health. The competent

school psychologist

demonstrates skills to

use assessment and


100

evaluate services that

support socialization,

learning, and mental

health.

Performance

Indicators:

1. Applies the principles

of behavior change

through the provision of

consultation, behavioral

assessment and

intervention, and

counseling services to

enhance student

behavior.

Individual and

group

counseling

2. Develops methods to

assist teachers and

families in teaching pro-

social behavior to

students.

Parent training

Teacher in-

service

Consultation

Becoming

familiar with

school’s pro-

social

behavior plan

3. Applies the

principles of

generalization and

transfer of training to the

development of

interventions.

Implementing

behavior

modification

techniques

4. Assists parents and

other caregivers with the

development and

implementation of

behavior change

programs in the home in

order to facilitate the

learning and

development of their

children.

Resource

materials for

parents

Interaction

with parents

during pre-

evaluation,

eligibility, and

IEP meetings

5. Indentifies factors

that lead to successful

interventions.

Functional

Behavior

Assessments

6. Facilitates the

implementation of

strategies to improve

instructional

environments, and

maximizes students’

academic learning time.

Access to

curriculum

statements

Observations

Consultation

7. Develops classroom

management

interventions.

Observations

Consultations

8. Develops intervention

programs to facilitate

successful transitions of

students from one

environment to another

(e.g., program to

program, early

childhood to school,

school to work).

Post high-

school and

early

childhood

assessments

Transition

planning


101

9. Links assessment

information to the

development of

strategies that address

individual student’s

goals.

Developing

access to

curriculum

Attending IEP

meetings


102

In accordance with

NASP Standards, the

following identify


the Intern School












expected of an

experienced school

psychologist




psychologist



expected of a first

semester intern



beginning of Field


Formative

Evaluation


Plan of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency

Site SupervisorRating

Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities

may be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 5 – School-

Wide Practices to

Promote Learning


psychologist has

knowledge of school and

systems structure,

organization, and the

theory; general and

special education;

technology resources;

and evidence-based

school practices that

promote academic

outcomes, learning,

social development, and

mental health.

Competent school

psychologists in

collaboration with others,

demonstrate skills to

develop and implement


103

practices and strategies to

create and maintain

effective and supportive

learning environments

for children and others.

Performance

Indicators:

1. Contributes to the

development of practices

that provide beneficial

programs and services

for studet6ns and their

family.

Participating

in district

wide plan to

identify

adolescents

with

emotional

disturbance

Implement

Best Practices

strategies that

are

recommended

by NASP

2. Promotes learning,

prevention, and

intervention by helping

to create climates that

foster mutual respect and

caring for all students

and their

families/guardians.

Work with

LEA school

psychologist

Attend team

meetings and

staff meetings

3. Participates in

decision making that

promotes effective

services for students and

their families/guardians.

Attend team

meetings


104

In accordance with

NASP Standards, the

following identify










professional

development at this

stage of training.



expected of an

experienced school

psychologist




psychologist



expected of a first

semester intern


competence below

expectations at the

beginning of Field


Formative

Evaluation


of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities may

be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 6 –

Preventive and

Responsive Services


psychologist has

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. The

competent school

psychologists, in

collaboration with

others, demonstrate

skills to promote

services that enhance


105

learning, mental health,

safety, and physical

well-being through

protective and adaptive

factors and to implement

effective crisis

preparation, response,

and recovery.

Performance

Indicators:

1. Identifies and

recognizes behaviors

that are precursors to

academic, behavioral,

and personal difficulties

(e.g., conduct disorders,

internalizing disorders,

drug and alcohol abuse).

Assessment

process

Consultation

SST team

meetings

2. Reviews crisis

intervention plans

utilized in schools.

Assessment

process

Consultation

SST team

meetings

3. Promotes mental

health in the schools and

other agencies.

Individual and

group

counseling

4. Addresses, through

prevention programs,

diverse health issues

(e.g., diet, eating

disorders, teenage

pregnancy, AIDS

prevention, and stress

management).

Participates in

in-services

Group

counseling

Participates in

risk

assessments

5. Collaborate with

other health care

professionals to promote

behaviors that lead to

good health.

6. Uses resources to

address a wide variety of

cognitive, social-

emotional, and physical

problems.

Consultation

7. Empowers students,

their families/guardians,

educators, and others to

gain access to and

effectively use school

and community

resources.

In-service

programs

Provision of

resource

materials for

parents

8. Analyzes educational

environments to develop

strategies that encourage

motivation and

engagement in

productive work through

mutual respect and

cooperation.

Observations

Consultations

9. Works effectively

within the school and

community to

Consultation


106

create/enhance

supportive learning

environments.

10. Analyzes individual

and group performance

in order to design

interventions that are

consistent with the

learner’s cognitive,

social, emotional, and

physical developmental

levels and with relevant

ethical

principles/practices.

Assessment

process

FBA


107

In accordance with NASP

Standards, the following

identify competencies

expected of the Intern

School Psychologists at

the conclusion of the Field










expected of an

experienced school

psychologist



a first year school

psychologist



expected of a first

semester intern



beginning of Field


Formative

Evaluation


Plan of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities

may be

listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standards 7 – Family-

School Collaboration

Services


psychologist has

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. The

competent school

psychologists

demonstrates sills to

design, implement, and

evaluate services that

respond to culture and

context and facilitate

family and school


108

partnership/interactions

with community agencies

for enhancement of

academic and social-

behavioral outcomes for

children.

Performance Indicators:

1. Designs, implements,

monitors, and evaluates

programs that promote

school, family, and/or

community partnerships

and enhance academic and

behavioral outcomes for

students

Develop

instructional

plans

Problem-

solving

model

2. Facilitates

collaboration between

schools and

parents/guardians by

designing educational

interventions.

Develop

instructional

plans

3. Identifies resources

and facilitates

communication between

schools,

families/guardians, and

community agencies.

Consultation

Attend

truancy court


109

In accordance with

NASP Standards, the

following identify










professional

development at this

stage of training.

(4) Exemplary functions at a level of

competence expected of

an experienced school

psychologist




psychologist



expected of a first

semester intern


competence below

expectations at the

beginning of Field


Formative

Evaluation


of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities may

be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standard 8 –Diversity

in Development and

Learning


psychologist has

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


110

potential influences

related to diversity. The

competent school

psychologist


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 and advocacy

for social justice are

foundations of all

aspects of service

delivery.

Performance

Indicators:

1.Recognizes the subtle

racial, class, gender,

cultural, and other biases

and the ways in which

these biases influence

decision making,

instruction, behavior,

and long-term outcomes

for students.

Site

conferences

2. Demonstrates

sensitivity and other

skills needed to work

with families, students,

and staff with diverse

characteristics

Reflective

supervision

3.Demonstrates respect

for cultural diversity.

Interact with

on-site

supervisor

4. Promotes practices

that help students and

families of all

backgrounds feel

welcome and

appreciated in the school

and community

Consult with

social workers

Family

workshops

5. Assists with

acknowledging,

supporting, and

integrating the activities

and talents of all

students into

instructional programs

and other settings.

Evaluation of

low-incidence

child

6.Facilitates learning

communities in which

individual differences

are respected.

Support

teachers and

administration

through SST

teams, etc.


111

7.Practices gender

equity and non sex role

stereotyping.

Reflective

supervision

8.Develops strategies to

promote an

understanding of the role

of cultural barriers on

educational outcomes.

Develop

intervention

strategies

Problem-

solving

intervention

9.Uses strategies to

mediate cross-cultural

conflicts and to teach

interpersonal skills.

Group

counseling

10.Integrates students’

cultural, racial and

ethnic diversity to enrich

educational experiences.

Consultation

11.Recognizes that

experiential and

linguistic differences

can result in learning

difficulties and apparent

disabilities for students.

In-services

Reflective

supervision

Evaluations

12.Incorporates

information about

students, families,

cultures, and

communities in

assessments,

interventions, and

evaluations of progress.

Attending SST

team meetings

Conducting

evaluations

and analyzing

and

incorporating

information

into the report.

13. Designs assessments

and intervention

strategies appropriate to

each student’s gender,

culture, stage of

development, learning

style, exceptionality,

strengths and needs.

Case studies

14. Considers student’s

abilities in their primary

and secondary languages

and the effects of second

language learning when

designing assessments

and planning

interventions.

Case studies

Developing

instructional

plans

Reflective

supervision

15.Develops academic

and social/behavioral

interventions that reflect

knowledge and

understanding of

students’ and families’

culture, background, and

individual learning

characteristics.

Develop

intervention

plans

16. Identifies when and

how to access and/or

make referrals for

additional services or

Consultation

with

administrators

and social


112

resources to assist

students with diverse

learning needs.

workers

Provide

resource

materials to

parents

Crisis

intervention

and crisis

planning

17. Participates in

professional continuing

education to minimize

biases and to enhance

training and expertise

NASP

ISPA

CASP

Other in-

services


113

In accordance with

NASP Standards, the

following identify










professional

development at this

stage of training.




psychologist




psychologist



expected of a first

semester intern


competence below

expectations at the

beginning of Field


Formative

Evaluation


of Achievement





Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities may

be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standard 9 –

Research and

Program Evaluation


psychologist has

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. The

competent school

psychologists


evaluate and apply

research as a foundation

for service delivery and

uses various techniques

and technology


114

resources for data

collection, measurement,

analysis, and program

evaluation to support

effective practices at the

individual, group and/or

systems levels.

Performance

Indicators:

1. Applies research

design and data analysis

techniques when

conducting and

evaluating research.

Reflective

supervision

2. Evaluate

psychometric properties

when selecting

assessment methods.

Reflective

supervision

Selecting

assessment

materials for

evaluations


professional literature

and research findings to

all aspects of

professional practice

including service

delivery improvements.

Implementing

Best Practices

strategies that

are

recommended

by NASP

Review of

literature


intervention research in

designing psycho-

educational and mental

health programs for

children.

Develops

instructional

plan

Treatment

plans for

therapy

Assessment

process

5. Provides information

about relevant research

findings to school

personnel, parents, and

the public.

SST meetings,

pre-evaluation

conferences

and eligibility

conferences

Consultation


115

In accordance with

NASP Standards, the

following identify






year. The intent of

these indicators is to

provide guidelines

regarding specific skill

areas for professional

development at this

stage of training.




psychologist




psychologist


at a level of


a first semester intern


competence below

expectations at the

beginning of Field


Formative

Evaluation


of Achievement

(Completed with the Site Supervisor

at the beginning of the Field



Intern Self-Rating

Scale

Pre-Field


Level of Competency


Scale

Field


Level of Competency

Attained

PED 688 PED 690

Nee

ds

to L

earn

Dev

elo

pin

g S

kil

ls

Co

mp

eten

t

Time Frame

Expectancy for

Competency

Level

Accomplishment

(Indicate Month

& Yr)

Prescribed

Activities

(Additional

Activities may

be listed)

Insu

ffic

ien

t

Ad

equ

ate

Pro

fici

ent

Ex

emp

lary

No

t O

bse

rved

Standard 10 – Legal,

Ethical, and

Professional Practice


psychologist has

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.


psychologist


provide services


116

consistent with ethical,

legal, and professional

standards; engages in

responsive ethical and

professional decision-

making; collaborates

with other

professionals; and

applies professional

work characteristics

needed for5 effective

practice3 as school

psychologists,

including respect for

human diversity and

social justice,

communication skills,

effective interpersonal

skills, responsibility,

adaptability, initiative,

dependability, and

technology skills.

Performance

Indicators:

1. Practices in full

accordance with NASP

Principles for

Professional Ethics.

Reflective

supervision

Review NASP

ethical

standards

2. Provides school

psychological services

consistent with

prevailing legal, ethical,

and professional

standards (e.g., NASP

Guidelines for the

Provision of School

Psychological

Services).

Reflective

supervision

On-site

supervision

Implementing

Best Practices

according to

NASP

guidelines

3. Maintains accepted

standards in

assessment,

consultation,

intervention, and

general professional

practice.

Reflective

supervision

4. Complies with legal

requirements for

professional practice.

Reflective

supervision

Review federal,

state laws

regarding

special

education

5. Participates in

personal continuing

professional

development

6. Shares professional

resources with teachers,

parents or others to

enhance and/or provide

services to students.

Consultation

SST team

meetings

IEP, 504 and

eligibility


117

conferences

7. Maintains useful and

accurate records and

communicates

information

responsibility to

families/guardians,

students, colleagues,

and community

members as

appropriate.

Maintaining and

following IDEA

regulations

regarding

assessment

Following Best

Practices

8.Practices ethical,

legal, and socially

responsible behavior

when using technology

and computer software

Maintaining

confidentiality

of records

Ethical use of

software and

computers

9.Adheres to copyright

laws and guidelines in

the access and use of

information from

various technologies

Sensitivity and

awareness of

copyright laws

10.Uses technology

(e.g. CD/DVD ROM,

the World Wide Web,

e-mail, interactive

video, distance

learning) to acquire

information, and

current research

findings.

On-site

supervision

Internet

research

PowerPoint

presentations

11.Uses current

technology resources

when designing,

implementing, and

evaluating instructional

programs or

interventions for

children.

Use of NASP,

ISPA, and

CASP websites

to gain

information

Evaluating the

effectiveness of

new software

programs (FBA)

12.Uses technology-

based productivity tools

(e.g., word processing,

data base, spread

sheets, test scoring

programs) to function

more effectively and

efficiently.

Write reports

Use test-scoring

programs

13. Uses multimedia

resources to support

and deliver oral

presentations.

PowerPoint

presentations

14. Demonstrates

awareness of resources

for adaptive/assistive

devices for students

with special needs

Reflective

supervision

15. Uses technology in

communicating, and

conducting research.

Use of e-mail

and fax

machines

Searching

Internet for


118

research

information

E-mailing report

Complete

research paper

16. Maintains useful

and accurate records

and communicates

information responsibly

to families/guardians,

students, colleagues,

and community as

appropriate

Maintenance of

files

Communication

of assessment

interpretation

Maintenance of

confidentiality

of records

Participates in

eligibility

conferences


119


120


121

PART IX: FIELD EXPERIENCE/INTERNSHIP CREDENTIAL

The University and the District, as a training program, offer the

School Psychology Field Experience/Internship Program

collaboratively for School Psychology candidates for the Pupil

Personnel Services Credential. School Psychology candidates

function as employees of the school district, and it is important that

the school district ensures that the program is operating in a manner

that furthers the educational goals of the district.

To obtain a School Psychology Field Experience/Internship Credential, a School

Psychology candidate must be offered a school psychologist position by the district and

be accepted into a PPS credential preparation program at National University.

The candidate is expected to develop the knowledge, skills, and dispositions appropriate

to the PPS Credential area, in a manner that can be readily validated by practitioners, and

based on the requirements for service in the PPS Credential area.

Purpose of Field Experience/Internship Credential

The Commission defines a School Psychology candidate as a person who (1) is enrolled

in a CTC-approved School Psychology Field Experience/Internship program, and (2) is

serving with a School Psychology Field Experience/Internship Credential that has been

issued on the recommendation of the University. Following the completion of a School

Psychology Field Experience/Internship program, the successful School Psychology

candidates may qualify for a credential to serve in a professional capacity in California

public schools.

The major differences between the School Psychology Field Experience/Internship

Program and the conventional program are: (1) the School Psychology candidates is

contracted for service; (2) the School Psychology candidates becomes responsible for the

duties related to the PPS Credential at an accelerated pace; (3) the program is developed

and implemented as a cooperative relationship between the University and the District;

and (4) the School Psychology Field Experience/Internship is specifically designed to be

a blend of theory and practice so that the School Psychology candidates can expeditiously

acquire the skills that underlie effective professional practice.

It is understood that the School Psychology candidates may serve in areas of critical need

in which fully credentialed persons are not available.

Requirements of Field Experience/Internship Credential

3.1.1 The University and the District certify that School Psychology candidates shall

not displace certificated employees in the District. Assurance is given by the


122

District that no person with the appropriate credential is available and/or

interested (per written statement) in the position being established by the District.

3.1.2 The University stipulates that the School Psychology Field Experience/Internship

program is being implemented in order to provide the School Psychology

candidates with the opportunity to gain field practice experience on a paid basis.

If the School Psychology Field Experience/Internship is being developed to meet

an employment shortage, the District agrees to provide a statement about the

availability of qualified certificated persons holding the credential. The exclusive

representative of certificated employees in the credential area is encouraged to

submit a written statement to the Commission agreeing or disagreeing with the

justification given.

3.1.3 The School Psychology Field Experience/Internship must be developed and

implemented cooperatively by the University and District.

3.1.4 Candidates admitted to the School Psychology Field Experience/Internship

program must hold a baccalaureate degree or higher degree from a regionally

accredited institution of higher education, and must have demonstrated subject

matter competence.

3.1.5 The School Psychology Field Experience/Internship program must meet the same

requirements as the ―regular‖ credential program. The University authorizes the

School Psychology candidates to assume the functions that are authorized by the

regular standard credential.

3.1.6 The School Psychology Field Experience/Internship may be as long as two years,

and the credential may be renewed for good cause.

3.1.7 The School Psychology candidates must receive the assistance, support, and

evaluation of the University and District.

3.1.8 The salary paid to the School Psychology candidates is to be determined by the

school District.

3.1.9 The University and the District are required to allocate sufficient resources to the

School Psychology Field Experience/Internship program.

3.1.10 Each candidate must have passed the Comprehensive Basic Educational Skills

Test (CBEST).

3.1.11 An Advisory Council (AC) has to represent equally the University, the District,

and the bargaining unit.

3.1.12 The School Psychology candidates must be evaluated and graduates of the

program must be surveyed in the same fashion as candidates and graduates of

other credential programs


123

3.1.13 The coordination of the program will include the University, the District, and the

exclusive representative (if one exists) that represent persons who hold the PPS

Credential in the District.

3.1.14 When evaluating the qualifications of a candidate for a School Psychology Field

Experience/Internship, the program’s admissions criteria will account for the

increased responsibilities that are encountered in the School Psychology Field


3.1.15 The School Psychology Field Experience/Internship is to include a preparation

program that the credential candidate undergoes prior to assuming School

Psychology candidates responsibilities. Additional or pre-employment

preparation that may be identified as contributing significantly to the ability of the

School Psychology candidates to be successful is to be included in the program.

The program will provide awareness level instruction in all Candidate

Competence and Performance Areas (Standard Category V or guideline Category

B).

3.1.16 The District agrees to provide supervision for the School Psychology candidates.

3.1.17 The University stipulates that the School Psychology candidate’s services meet

the instructional or service needs of the District.

3.1.18 The University and the District certify that the School Psychology candidates do

not displace certificated employees in the District.

Candidates must comply with the requirements of the CTC’s approved PPS School

Psychology Field Experience/Internship Credential Program and collaborate in the

implementation of the School Psychology Field Experience/Internship Program.

Participating Districts

Only public school districts or county offices of education may participate in the PPS

School Psychology candidates Program. The School Psychology Field

Experience/Internship Contract Agreement specifically identifies the public school

districts or county offices of education participating in the School Psychology Field

Experience/Internship Credential Program. The Agreement is kept as part of the student

file in the Credentials office. The application for the PPS School Psychology candidates

Credential is sent to the California Commission at the time of application.


124

PART X: THESIS/ACTION RESEARCH PROJECT

All candidates pursuing a Master’s degree must complete an independent research

project. This may culminate in a thesis or action research project.

All candidates must enroll in ILD 625: Research in Education in which a thesis or action

research proposal is completed.

PED 694: Thesis provides supervised experience culminating in the completion of a

thesis project that was designed in ILD 625. The research is based upon a hypothetical

problem, literature review, and problem solution.

PED 637: School Psychology Action Research is designed to include relevant aspects of

professional writing while remaining focused on the practical needs of educators. The

research is based upon a practical problem (usually located within the school setting) that

culminates in an analysis of data that is gathered on-site.

This course may be taken concurrently with PED 687-690.

The course instructor must approve the thesis or action research project.

The Institutional Review Board

Prior to collecting any data and/or interaction with human subjects, a proposal must first

be submitted to and approved by the National University Institutional Review Board.

Current procedures are detailed at www.IRB.net .

http://www.irb.net/


125

PART XI: EXIT PROCESS

National Praxis Exam

Upon completion of coursework and successful completion of a 1200-hour School

Psychology Field Experience/Internship, candidates must apply to take the national ETS

Praxis examination (#10401) in School Psychology (also referred to as the National

School Psychology Examination).

Application for the examination is made and a fee is paid directly to ETS. This fee is

payable to the Educational Testing Service in order to register for the National School

Psychology Examination. ETS will send the results of the examination directly to NASP

upon request of the test applicant. Candidates must have their scores sent directly to our

registrar and a copy to the Faculty Advisor. It is recommended that the candidate make

copies of their scores and have them available at the time of their exit interview (to be

included in Portfolio). The National University School Psychology Program requires a

PRAXIS score of 148 or above in order to apply for the PPS Credential and Master’s

degree.

Test registration materials for the National School Psychology Examination (ETS/Praxis

#10401) are available through the Educational Testing Service. Registration materials

are contained in the document entitled Bulletin of Information. ETS may be reached at

800-772-9476 Monday through Friday. The ETS mailing address is P.O. Box 6051,

Princeton, NJ 08541-6051. The examination is administered five (5) times each year in

the United States. Schedules of test administration are contained in the ETS registration

materials. You may also receive this information and register online:

www.ets.org/praxis.

School Psychology candidates must earn a score of 165 or higher on the Praxis

Examination to meet the partial requirements for recognition as a Nationally Certified

School Psychologist (NCSP). While application for the NCSP is not a program

requirement, school psychologists with this credential are widely recognized as meeting

high standards for training and continued professional development. More information

on applying for the NCSP can be found on the NASP website at

http://www.nasponline.org/pdf/Application.pdf.

Content Description of the National Praxis Examination

Candidates will be required to answer the 120 multiple-choice test questions on content

and process issues that are relevant to the school setting. The five content areas are:

1) Diagnosis and Fact Finding (25%)

2) Prevention and Intervention (25%)

3) Applied Psychological Foundations (20%)

4) Applied Educational Foundations (12%)

5) Ethical and Legal Considerations (18%)

http://www.ets.org/praxis

http://www.nasponline.org/pdf/Application.pdf


126

Exit Interview

Each School Psychology candidate must complete an oral exit interview and present

his/her professional portfolio and research project/action research project to complete the

program. A thesis/action research project is not required for ―Credential only‖ School

Psychology candidates. The candidate is interviewed by the PPS Faculty Advisor and

other faculty (when possible) to determine that the competencies have been satisfactorily

met. The Faculty Advisor will sign off that the student has successfully completed the

following:

All prerequisites and coursework completed satisfactorily

All School Psychology Field Experience/Internship logs, summaries and

evaluations reviewed and approved

Portfolio completed and approved

Thesis/action research project completed and approved

Program Exit Evaluations submitted

All test materials returned and verified

Verification PRAXIS has been passed.

At the time of the Exit Interview, student must submit a completed Exit Evaluation form.

Final Paperwork

The Faculty Advisor submits a copy of the completed Exit Interview form to the

Credential Specialist. The School Psychology candidates will meet with Credential

Department personnel to finalize paperwork. The School Psychology candidate will

submit the appropriate forms to CTC in Sacramento for the PPS credential.


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NATIONAL UNIVERSITY


Exit Checklist

After successfully completing School Psychology Field Experience/Internship

experiences has participated in the National University

credential exit interview.

Interviewer Initials

1. All prerequisites and coursework completed

2. All School Psychology Field Experience/Internship logs, summaries and

evaluations reviewed and approved

3. Portfolio reviewed and approved

4. Thesis/Action research project approved

5. Program exit evaluations submitted

6. National University testing materials returned and

verified (if applicable) ______

7. Results of PRAXIS

8. Portfolio on CD ______

This candidate has/has not successfully completed the National University credential

program and is/is not permitted to submit an application for the credential to the

California Commission on Teacher Credentialing.

Signature of University Supervisor Date

Signature of Faculty Advisor Date

After candidates have completed the Exit Checklist, they should contact a Credential

Program Specialist to submit their application for the credential.


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NATIONAL UNIVERSITY


Program Evaluation Form (To be completed by Candidate)

Candidate Date

Center _________________________________________________________________

Congratulations on completing our credential program with National University. Please

help our continuous, ongoing efforts to improve our program and to serve the needs of

National University School Psychology candidates better. We appreciate your input.

Please note the extent to which you agree or disagree with each of the following

statements by using the following scale:

(Think about the admissions process you went through at your campus and the services you received at

your campus ONLY as you respond.)

Admissions Strongly

Agree

5

Agree

4

Neutral

3

Disagree

2

Strongly

Disagree

1

1. Orientation (PED 504) information

sessions met my needs.

2. The admissions advisors helped facilitate

the admission process.

Advising 1. My Faculty Advisor effectively met my

academic advising needs.

2. The academic advisors provided relevant

advising information.

3. The University Supervisor met my

professional advising needs during my

School Psychology Field

Experience/Internship assignments.

Student Services 1. The book ordering process thoroughly met

my academic advising needs.

2. Information provided about financial aid

met my needs.

3. I was satisfied with the facilities provided

for the instruction and meeting with

faculty/staff.

4. Assistance with placement has been

satisfactory.

Course Content and Professional

Education

Strongly

Agree

5

Agree

4 Neutral

3 Disagree

2 Strongly

Disagree

1


129

1. Biological basis of learning and behavior

disorders. (PED 666)

2. Human learning especially as it affects

classroom instructors. (PED 676, PED 677,

CED 600)

3. Social and cultural bases of behavior.(PED

670)

4. Child and adolescent development.

(CED 600)

5. Individual differences. (PED 670) 6. Referral of children and adolescents for

specialized help. (PED 671-PED 677)

7. Coordination efforts with resource

persons, specialists, businesses, and agencies

outside the school to promote program

objectives. (Practicum, Field


8. Methods of integration of interventions

into the total school curriculum. (PED 676,

PED 677)

9. Promotion of the use of counseling and

guidance activities and programs by the total

school community to enhance a positive

school climate.(Practicum, Field


10. Methods of planning and presenting

guidance-related educational programs for

school personnel and parents. (PED 683,

CED 601, Practicum, Field


11. Use of surveys, interviews, and needs

assessments. (PED 683, PED 637, Practicum,


12. Design, implementation, and evaluation

of a comprehensive, developmental school

program. (PED 683, Practicum, Field


13. Implementation and evaluation of

specific strategies were designed to meet

program goals and objectives. (PED 683,

Practicum, Field Experience/Internship)

14. Preparation of a counseling schedule

reflecting appropriate time commitments and

priorities in a developmental School

Psychology Program. (CED 610, Practicum,


15. Individual and group counseling and

guidance approaches appropriate for the

developmental stage and needs of children

and adolescents. (CED 610, Practicum, Field


16. Group guidance approaches that are

systematically designed to assist children and

adolescents with developmental tasks.

(Practicum, Field Experience/Internship)


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17. Issues which may affect the development

and functioning of children and adolescents

(e.g., abuse, eating disorders, attention deficit

hyperactivity disorder). (CED 600, PED 652,

PED 667, PED 671-PED 677, Practicum,


18. Developmental approaches to assist

School Psychology candidates and parents at

points of educational transition (e.g., post-

secondary education, vocational and career

options). (CED 601, Practicum, Field


19. Methods of enhancing teamwork within

the school community. (CED 601, Practicum,


20. Methods of consulting with parents,

teachers, administrators, support staff, and

community agency personnel. (CED 601,

PED 683, Practicum, Field


Overall Assessment

1. What were the strongest areas of the credential program?

2. What were the weakest areas of the credential program that need the greatest

attention?

3. Overall, on a scale of 1-4, how would you rate the School Psychology credential

program at National University?

Excellent

4

Good

3

Adequate

2

Needs

improvement

1

1. Overall quality of coursework 2. Overall quality of instructors 3. Overall quality of School

Psychology Field

Experience/Internship experience

4. Overall quality of advisement and

scheduling

5. Overall quality of preparation for a

job

6. Overall quality of PPS program

Comments:


131

Documents

Revised: August, 2010 - National University...syllabus may need to be reviewed. If the course waiver is approved, the candidate is exempt from the course. Revised: August, 2010 9 With