Specialist in School Psychology - LSU Shreveport · This handbook is intended to provide you, a candidate in the Specialist in School Psychology Program at LSUS, with all information

LSUS Specialist in School Psychology Program Student Handbook 1

Specialist in School Psychology

Louisiana State University in Shreveport

Student Handbook

Spring 2010

Specialist in School Psychology Program Department of Psychology

Louisiana State University in Shreveport, One University Place,

Shreveport, Louisiana 71115


INTRODUCTION This handbook is designed to help you understand program requirements, plan your program of study, and monitor your progress through the program. This handbook presents the philosophy, goals, objectives, and assessment methods utilized by the program. It outlines course work, practicum and internship requirements, and describes the comprehensive exam. The information contained in this handbook supercedes more general information for graduate students contained in the Louisiana State University in Shreveport Catalog and LSUS Graduate Student Handbook. You need to be familiar with all three documents while making program decisions. Every effort has been made to ensure that this handbook is current and accurate; however, this handbook is not a substitute for frequent, regular faculty advisement. You are strongly encouraged to make use of faculty guidance throughout your graduate career.

You should familiarize yourself with this handbook by reading it in its entirety no later than the second week of your first semester. After reading the handbook, please print, sign the affirmation sheet documenting that you have read and are familiar with this entire handbook, and give the signed affirmation to the Specialist in School Psychology (SSP) Program Director.

Specialist in School Psychology Program Core Faculty

Kevin Jones, Ph.D., Program Director

Rebecca Nolan, Ph.D.

Michael Welch, SSP

Katherine Wickstrom, Ph.D.

School Psychology Training Committee

Program Core Faculty and the following members:

Yong Dai, Ph.D.

Gary Jones, Ph.D., Chair, Department of Psychology, ex officio

Mary Margaret Lusk, Ph.D.

Meredith Nelson, Ph.D., MSCP Program Director

Barzanna White, Ph.D., School Psychologist, Caddo Parish School Board

Barbara Felsher, M. Ed., Pupil Appraisal Director, Caddo Parish School Board

Patricia Stanley, Ph.D.

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TABLE OF CONTENTS

INTRODUCTION ..................................................................................................................... 2

OVERVIEW AND TRAINING MODEL ........................................................................................ 5

SCHOOL PSYCHOLOGY TRAINING COMMITTEE ....................................................................... 7

ADMISSION ........................................................................................................................... 7

TIME LIMITS AND RESIDENCY REQUIREMENTS ....................................................................... 9

PROGRAM ADVISEMENT ....................................................................................................... 9

ASSISTANTSHIPS .................................................................................................................... 9

MODEL PROGRAM OF STUDY .............................................................................................. 10

GRADE POLICY ..................................................................................................................... 11

COMPREHENSIVE EXAMINATION ......................................................................................... 11

PRAXIS II SCHOOL PSYCHOLOGY EXAM ................................................................................ 12

FIELD EXPERIENCES: PRACTICA AND INTERNSHIP ................................................................. 13

SSP PROGRAM PERFORMANCE-BASED ASSESSMENT PLAN .................................................. 16

GRADUATION REQUIREMENTS ............................................................................................ 19

PROGRAM AND DEPARTMENT FACULTY .............................................................................. 20

PROFESSIONAL DEVELOPMENT ............................................................................................ 20

APPENDIX A: COURSE/DOMAIN ARTICULATION ................................................................... 21

APPENDIX B: COMPREHENSIVE EXAM RUBRIC ..................................................................... 23

APPENDIX C: PSYC 710 FIELD ACTIVITIES CHECKLIST ............................................................. 24

APPENDIX D: PSYC 754 PACTICUM II GUIDE FOR STUDENTS AND FIELD SUPERVISORS .......... 25

APPENDIX E: CASE STUDY EVALUATION RUBRIC ................................................................... 26

APPENDIX F: INTERNSHIP TRAINING AGREEMENT ................................................................ 30

APPENDIX G: INTERN COMPETENCY EVALUATION ............................................................... 31

APPENDIX H: STUDENT ASSESSMENT RECORD ..................................................................... 36

APPENDIX I: PROFESSIONAL WORK CHARACTERISTICS EVALUATION FORM .......................... 37

APPENDIX J: SAMPLE ANNUAL STUDENT REVIEW LETTER ..................................................... 38

APPENDIX K: PORTFOLIO EVLAUATION RUBRIC .................................................................... 39


Certification of Handbook Receipt

I _____________________________________________________ hereby certify that I have received,

fully read, and have completely reviewed all parts of the Specialist in School Psychology Program

Handbook (this document). Please print this page, sign this sheet in the space below, and give it to the

SSP Program Director within the first two weeks of your matriculation.

______________________________________ Date: ____________ Student Signature

______________________________________ Date: ____________ SSP Program Director


OVERVIEW AND TRAINING MODEL

Program Overview

This handbook is intended to provide you, a candidate in the Specialist in School Psychology Program at LSUS, with all information needed to work successfully toward your state (and national) certification as a school psychologist. The SSP program at LSUS is a three-year, 72-hour full-time course of academic study, practicum experiences, and internship leading to certification as a school psychologist. During the first year, candidates develop content knowledge and applied foundations. During the second year, candidates develop advanced content knowledge and apply skills in practicum settings. During this period, the program augments classroom training with closely supervised field experiences in which students engage in various elements of professional practice. The final year is spent in a full-time (1,200 hours) internship in an approved setting. During internship, both on-site and university-based supervisors closely monitor candidate performance as they continue to develop entry-level applied skills.

The Commission on Colleges of the Southern Association of Colleges and Schools (“SACS”) accredits LSUS to award baccalaureate and master’s level degrees. The College of Business, Education, and Human Development is recognized by the National Council for Accreditation of Teacher Education (NCATE) and the Specialist in School Psychology Program is fully approved by the National Association of School Psychologists (NASP). Upon graduation, you will qualify for certification as a school psychologist in Louisiana. In addition, students who achieve a passing score on the NTS Praxis II examination in School Psychology qualify for the Nationally Certified School Psychologist (NCSP) credential and reciprocal certification across many other states.

Training Model

American educators face diverse and significant challenges meeting the academic and developmental needs of all their students. More and more, school psychologists are called upon to participate in developing solutions to meet these challenges. As a result, school psychology training is changing to accommodate a more proactive role for school psychologists. Today, school psychologists increasingly provide indirect services such as the evaluation of individual, group, or class-wide interventions, designing prevention or crisis management plans, conducting research and program evaluation, and other activities related to strengthening school-wide service delivery for all children. In the appropriate context, school psychologists may also engage in more traditional, direct services such as individualized assessment and counseling.

Education policy increasingly requires the application of scientific principles to academic programs and instruction. Data-based decision making permeates all professional services, and school psychologists emphasize empirically based accountability when approaching decisions related to problem identification, problem analysis, progress monitoring, and problem certification. The Specialist in School Psychology Program at Louisiana State University Shreveport is organized to prepare entry-level school psychologists who demonstrate competency in all domains recommended in both the Standards for Training and Field Placement Programs (NASP, 2000) and School Psychology: A Blueprint for Training and Practice II (Ysseldyke, Dawson, Lehr, Reschly, Reynolds, &Telzrow, 1997).

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Domains of Training

A Data-Based Decision Making model features eleven important domains of competency for which a school psychologist should be prepared. As described in Standards for Training and Field Placement Programs in School Psychology (2000) and School Psychology: A Blueprint for Training and Practice II (1997), these domains include the following:

1. Data-Based Decision Making and Accountability

2. Consultation and Collaboration

3. Effective Instruction and Development of Cognitive/Academic Skills

4. Socialization and Development of Life Skills

5. Student Diversity in Development and Learning

6. School and Systems Organization, Policy Development, and Climate

7. Prevention, Crisis Intervention, and Mental Health

8. Home/School/Community Collaboration

9. Research and Program Evaluation

10. School Psychology Practice and Development

11. Information Technology

The articulation of these domains of training and practice onto the program curricula is provided in Appendix A.

Program Goals

The mission of the SSP program within the LSUS College of Business, Education, and Human Development is cultivating responsible professionals who are committed to diversity, critical thinking, and pedagogy.

Based on these domains, the School Psychology Training Committee has established the following training goals. At the completion of the Specialist in School Psychology degree, graduates must be able to:

a. Define current problem areas, strengths, and needs through assessment, and measure the results of decisions based on those evaluations.

b. Facilitate communication and collaboration among students, school personnel, community professionals, agencies, and families/schools.

c. Assist in the development of achievable academic goals for students and provide teachers with appropriate methods of reaching those goals.

d. Understand child development and psychopathology in order to implement interventions for children with a wide variety of needs and disorders.


e. Work with a variety of people of differing abilities and with a diversity of ethnic, racial, experiential, and linguistic backgrounds.

f. Understand the school as a system and work with individuals to assist in maintaining them as safe and caring places for the community.

g. Work with school personnel, students, parents, and community in crisis prevention.

h. Have knowledge of family influences that effect children’s wellness, learning, and achievement.

i. Have knowledge of current literature on various aspects of education and child development; be able to translate research into practice; and understand research design and statistics to evaluate measurable outcomes for student, educators, and families, as well as to enable investigations relevant to their own work.

j. Meet all ethical, professional, and legal standards to enhance the quality of their services, and protect the rights of all parties.

k. Utilize information sources and technology relevant to the work of school psychologists.

The articulation of these goals into the program curricula is also provided in Appendix A.

SCHOOL PSYCHOLOGY TRAINING COMMITTEE The School Psychology Training Committee (SPTC), under the direction of the SSP Program Director, is responsible for the development, guidance, and growth of the Specialist in School Psychology Training Program and each student enrolled in the program. This interdisciplinary committee, composed of core program faculty, department faculty, and community-based practitioners, serves both advisory and administrative functions. The Program Director and SPTC are charged by the Department of Psychology to formulate policy recommendations for departmental approval. This model has been selected to ensure that the vision, mission, and goals of the School Psychology Program reflect the overall vision, mission, and goals of the profession, the Department of Psychology, the College of Business, Education, and Human Development, and the University. Typical advisory duties of the Director and the Committee may include, but are not limited to: (a) student recruitment, (b) program development including review and revision of curriculum, (c) review of student progress, and (d) administrative program policy. These duties also include deciding candidacy issues, advising students, conducting student evaluations, evaluating student progress or remediation, performing program evaluation, conducting program level due process hearings, and enforcing program administrative policy. The SPTC provides a forum for concerns of faculty and field supervisors regarding student performance and progress toward the fulfillment of requirements to become an effectively functioning entry-level school psychologist. Finally, the faculty members on the SPTC are committed to supporting on-going professional development for regional practitioners through collaborative planning and execution of training plans with regional educational leaders.

ADMISSION Admission to the Specialist in School Psychology Program is a two-part, two-application process. Applicants must apply to both the Office of Graduate Studies (http://www.lsus.edu/graduate) and to the

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Specialist in School Psychology Program (http://www.lsus/edu/ehd/ssp). You are encouraged to submit both applications simultaneously to the Office of Graduate Studies and the Department of Psychology. When the Dean of Graduate Studies notifies the SSP Program Director that you have met the LSUS minimum admission criteria and have been admitted to graduate studies at LSUS, the SSP Program Director shall initiate a review of your program application for possible acceptance into the SSP Program. Acceptance by the LSUS Office of Graduate Studies does not mean that you have been admitted to the SSP program. You may be admitted to the SSP program only after the program director and training committee recommend your admission. The Program Director will notify you regarding the admission decision and provide instructions for initial advising. All application materials (program application, professional references, and GRE scores) must be received prior to June 30 for entry in the fall semester. Although spring and summer entry into the program of study is possible, only a limited number of courses can be taken and the program of study will exceed three years. Applications missing any materials by the June 30 deadline will be considered incomplete. It should be noted that although the June 30 is the final deadline set by LSUS Graduate Studies, the program begins reviewing applications and strives to complete admission decisions by April 15. It is critical to finalize your application as early as possible, as only 8-10 candidates are admitted per year.

Admission to Graduate Study

Graduates of colleges or universities accredited by the proper regional accrediting association may apply for admission to graduate study at LSU Shreveport. Admission is restricted to include only those students whose records indicate they can successfully undertake graduate work in the proposed area. Admission criteria are described in the University Catalog. Admission to graduate studies does not automatically admit you to the SSP program. You must also process a program application and receive an admission decision from the SSP program. In general, only students formally admitted to the graduate program are eligible to enroll in SSP graduate courses. Applications and inquiries regarding admission to Graduate Studies should be addressed to:

Office of Admissions and Records LSU Shreveport

One University Place Shreveport, Louisiana 71115 Office Phone: (318) 797-5247

Admission to Specialist in School Psychology Program

The School Psychology Training Committee will consider program applications from individuals admitted to graduate studies at LSUS and who meet the minimum SSP program admission requirements. The committee notifies the Dean of Graduate Studies of those students accepted into the SSP program. Application forms are available in the Psychology Department Office, via email request to the program director ([email protected]), or can be obtained online at http://www.lsus.edu/ehd/ssp. Completed applications should be addressed to:

Specialist in School Psychology Program Director Department of Psychology

Louisiana State University in Shreveport One University Place

Shreveport, Louisiana 71115 Office Phone: (318) 797-5043

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In addition to the requirements for admission to graduate studies, which includes an undergraduate GPA of at least 2.5 (on a 4.0 point scale), the program requires a combined verbal and quantitative Graduate Record Examination (GRE) score of at least 800. GRE scores must be no older than five years at the date of application. Individuals with older scores or whose scores do not meet the minimum requirement are encouraged to retake the exam. Applicants may be required to undergo and pay for a legal background investigation prior to being admitted into the program. A similar check is a routine part of school employment procedures and a significant problem in legal history will in most cases preclude employment. In addition, a face-to-face or phone interview is a part of the application process.

Students who have completed graduate work at another institution must meet all stated minimum application requirements. Graduate students may be permitted to apply up to 12 hours of transfer credit at the discretion of the School Psychology Training Committee and the Chairman of the Psychology Department. Finally, admission to another area of graduate study at LSUS does not guarantee that a student may transfer into the SSP program, and such transfers will be evaluated using the same procedure as someone applying for the first time.

TIME LIMITS AND RESIDENCY REQUIREMENTS The SSP degree requires a minimum of three years of full-time study beyond the baccalaureate degree. Generally, two years of that commitment are in full-time academic coursework and one year in a minimum 1200-hour program-approved internship experience. It is the University’s policy that all work credited toward the degree must have begun no earlier than eight years prior to completion of the degree requirements. Extension of time limits may be granted only on conditions beyond the control of the student and after appeal to the program and the LSUS Graduate Council. A formal request outlining the conditions upon which the extension of time is made should be addressed to the Dean of Graduate Studies.

Although the University sets no minimum number of hours enrolled per term, aside from financial-aid requirements, the School Psychology Training Committee expects students to maintain full-time enrollment of 12 semester hours per regular semester and 6 hours during summer terms. All students are expected to affiliate with program faculty, other students, and the profession through service opportunities, memberships in associations, attendance at conferences, and research.

PROGRAM ADVISEMENT The Director of the School Psychology Program serves as your program advisor to handle your actual course and semester advisement, create your advisement record, and release you for registration. The Program Director will ensure that you have the information needed to make informed decisions about your program of study and career matters. You must consult your advisor each term prior to registration and before making any adjustments to your program of study. Of course, our entire program faculty is interested in your progress and welfare, and you are encouraged to visit with any faculty member to discuss specific professional or personal issues.

ASSISTANTSHIPS A limited number of full and part-time assistantships are available to students who are enrolled full-time in the Specialist in School Psychology Program. In exchange for working 20 hours per week, full-time


assistantships receive full tuition remission on approved courses, as well as a stipend. In exchange for working 10 hours per week, part-time assistantships receive a maximum of 6 hours of tuition remission on approved courses, as well as a modified stipend. Applications for assistantships may be obtained from the Psychology Department office or online at the Program web site. Assistantships are awarded per semester, and candidates interested in continuing their assistantship must submit a new application prior to each semester. Assistantships are renewed based on student performance and fulfillment of expectations. Under no circumstances should a graduate assistant assume that they will maintain their position from one semester to the next, or from Year One to Year Two in the program.

MODEL PROGRAM OF STUDY The model curriculum for fall entry, full-time enrollment is listed by year and term of study below.

Year One Fall PSYC 710 Introduction to School Psychology 3 hrs PSYC 716 Intermediate Statistics 3 hrs PSYC 751 Psychological Assessment I 3 hrs PSYC 755 Applied Behavior Analysis 3 hrs

Year One Spring PSYC 609 Psychology of Exceptionality 3 hrs PSYC 718 Introduction to Methodology and Research Design 3 hrs PSYC 723 Counseling Methods & Techniques 3 hrs PSYC 752 Psychological Assessment II 3 hrs

Year One Summer PSYC 601 Child and Adolescent Psychopathology 3 hrs PSYC 706 Principles and Theories of Learning 3 hrs

Year Two Fall PSYC 732 Social and Cultural Foundations in Counseling 3 hrs PSYC 749 Alternative Assessment Techniques and Interventions 3 hrs PSYC 753 Psychological Assessment Practicum I 3 hrs PSYC 760 Behavioral Assessment and Intervention 3 hrs

Year Two Spring PSYC 695 Behavioral Pediatrics 3 hrs PSYC 719 Physiological Psychology and Behavioral Neuroscience 3 hrs PSYC 754 Psychological Assessment Practicum II 3 hrs PSYC 780 Consultation in Human Development Settings 3 hrs Summer PSYC 691 Applied Field Experience 3 hrs PSYC 748 Ethics and Law for School Psychologists 3 hrs

Year Three Fall PSYC 788 Internship in School Psychology I 6 hrs Spring PSYC 789 Internship in School Psychology II 6 hrs Total 72 hrs

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Part-time Enrollment:

Part-time enrollment for candidates who enter the program during spring is limited to three “pre-sequence” introductory courses: PSYC 601, PSYC 609, and PSYC 723.

Prerequisites:

Prerequisites for admission into the program are (a) a Psychology Degree from an accredited institution or (b) twelve hours of psychology courses, including psychological statistics. Courses that are remedial or taken to meet prerequisite requirements for the following curriculum do not receive credit in the program.

GRADE POLICY The School Psychology Training Committee expects you to maintain a minimum of a 3.00 grade point average in graduate courses at all times. In graduate school, a grade of “C” is considered to be below an acceptable level of performance (e.g., unacceptable). Students are allowed no more than one grade of “C” in graduate classes. A second grade of “C” in graduate coursework requires remediation, which will consist of repeating the course and obtaining a grade of B or higher. A third grade of C in all graduate coursework, including courses that are retaken, will result in automatic dismissal from both the program and the University. Any grade of D or lower in graduate coursework will also result in dismissal from the program and University.

This policy is different for the assessment sequence: PSYC 751, 752, 753, 754, and 788/789. If you receive a grade of “C“ in any of these courses, you will be required to repeat that course before moving on to the next course in the sequence. If you earn a grade of “C” in either of the internship courses (PSYC 788 or 789), you are required to retake the entire internship sequence. If a grade of “C” or lower is earned in any course that is retaken, you will be dismissed from the program.

You will be placed on probation if you earn a “C” in any graduate level coursework. You may also be placed on probation at any time if the School Psychology Training Committee determines that your development of professional work characteristics does not meet expectations. Students placed on probation must obtain a 3.00 GPA during the next regular term (fall or spring) semester and meet expectations in all areas of professional work characteristics, and well as meet any specific conditions and remediation specified in writing when you are placed on probation. The terms of probation will be reviewed by the SPTC at the beginning of every semester to evaluate whether the terms of the probation have been met and resolved or if the probation will be continued. Failure to resolve the terms of probation in the opinion of the SPTC will result in dismissal from the program.

COMPREHENSIVE EXAMINATION You must pass a Comprehensive Examination prior to entering into Internship training. The comprehensive exam is scheduled during the spring term of Year Two, typically on the Monday following spring break. You will receive notification of the examination date, format, and learning objectives by November of the prior semester. The Comprehensive Examination is a written exam that may consist of multiple choice, short answer, and essay questions covering coursework in the content areas listed below.


Data-Based Decision Making Problem identification

Assessment/Problem analysis Assessment considerations for special populations Research, statistics, and program evaluation

Research-based Academic Practices Effective instruction Issues related to academic success/failure Academic interventions

Research-based Behavioral and Mental Health Practices

Primary, secondary, and tertiary preventative strategies School-based intervention skills/techniques Crisis prevention/intervention/response Child and adolescent psychopathology

Consultation and Collaboration Models and methods of consultation School and system organization and policy development Home/school/community collaboration

Applied Psychological Foundations Knowledge of general psychological principles, theories, and major research findings Knowledge of measurement theory and principles

Ethical, Legal and Professional Foundations

Ethical principles and standards for practice Legal issues related to the practice of school psychology Professional Foundations

Each domain area is evaluated blindly by three faculty members in the Department of Psychology who taught the courses most closely associated with the domain. A question is considered passed when a majority of readers score it a "pass." Each response is evaluated for (a) adequacy of the knowledge base, (b) familiarity and use of research findings, (c) order and logic of thinking and presentation, and (d) synthesis and integration of material and ideas. The scoring rubric used by the committee is provided in Appendix B. Final decisions concerning successful completion of the exam are made by the School Psychology Training Committee based on the pass/fail recommendations of the instructors reading the responses to the questions. If a candidate does not pass one or more areas of the comprehensive exam, he or she will retake that/those area(s) upon re-examination, which is scheduled approximately one month following the first administration. The re-examination is an alternate form of the original examination, and is scored in an identical manner. If a candidate does not pass all areas of the exam during the second administration, he or she will not be allowed to enroll in internship during the subsequent academic year.

Upon successful completion of the exam, students are eligible and must apply for provisional certification as a school psychologist in preparation for their internship.

PRAXIS II SCHOOL PSYCHOLOGY EXAM No later than the spring semester of your internship year, you are required to take the PRAXIS School Psychologist Exam (0401). Information on exam content, scheduling, and registration is available at http://www.ets.org. A passing score is required for completion of the SSP degree at LSU Shreveport, and is also required for national certification. You will not graduate and receive your diploma until you have included an official record of passing the Praxis II to the PSYC 788/789 university supervisor.

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FIELD EXPERIENCES: PRACTICA AND INTERNSHIP Practica and internship experiences are designed to provide structured and supervised periods of professional growth during which domain knowledge is applied to practical situations to develop skilled entry-level school psychology practitioners. Practicum experiences begin with the first course (PSYC 710) and occur throughout the program. All field experiences occur in educational settings under appropriate university and field supervision. All students are advised of, and must strictly adhere to, APA/NASP legal and ethical practices before engaging in practicum activities for each course.

Liability Insurance

Prior to beginning practicum and internship courses (PSYC 754, 788, 789), candidates must secure professional liability insurance. Failure to do so will preclude participation in these courses. Candidates must carry professional liability insurance during the internship placement. Candidate insurance may be obtained through professional associations (e.g., National Association of School Psychologists) at a very reasonable cost. Application information may be obtained from the program director.

Year One

PSYC 710 - Introduction to School Psychology

During this first year course, students complete a 20-hour observational practicum. This experience familiarizes students with the organization/environment of the schools, the roles of the personnel who work in or are associated with the schools, the problem-solving process, basic information gathering, and a brief overview of the evaluation process. Students are also introduced to the diversity of student populations and shown how technology is utilized in school psychological practice. These experiences are integrated into the course material in PSYC 710 so that students get an overall perspective of the practice of school psychology. A list of expected activities is provided in Appendix C.

Year Two

PSYC 753 – Psychological Assessment Practicum I

PSYC 753 is a closely supervised intervention experience that is conducted in one or more local school or clinical settings. Students are required to demonstrate the ability to administer, score, and interpret a variety of assessment and intervention strategies. The total time commitment is 60 contact hours. In order to register for PSYC 753, you must earn a B or higher in both PSYC 751 and PSYC 752.

PSYC 754 - Psychological Assessment Practicum II

PSYC 754 is a school-based 200-hour practicum experience that allows students to apply their academic knowledge to professional skills development. Working with direct supervision from a certified school psychologist and a licensed university trainer, students perform a variety of tasks (see Appendix D) selected to increase their readiness to work as entry-level school psychologists. Students engage in experiences that foster skilled performance of a) administrative and consultative activities, b) intervention and assessment tasks, c) application of technology, and d) written and oral communication with other professionals, parents, and others. Experiences include work with culturally diverse populations and individuals representing the range of educational exceptionalities.

During this practicum, you will coordinate and delivery comprehensive intervention services for one academic case and one behavior case. These cases will be evaluated by the instructor using a


standardized rubric adapted from the NASP Report on Case Study Evaluation Rubric (see Appendix E). These case studies are an important indication of your preparation, and a passing score is necessary for proceeding to internship.

Field supervisors, in concert with university trainers, carefully scaffold each student’s experiences fostering skill development within a system of professional services. Students are permitted greater autonomy as they demonstrate proficiency. In order to register for PSYC 754, you must earn a B or higher in PSYC 753.

Candidates are evaluated at the conclusion of the school-based practicum by their field supervisors. The PSYC 754 Practicum Supervisor Evaluation is derived directly from NASP domains of professional practice. A candidate must demonstrate entry-level skills in all domains (i.e., prepared to enter employment as an intern school psychologist) in order to proceed to internship.

Year Three

PSYC 788/789 - Internship

The internship is the culminating experience for the candidate for the Specialist in School Psychology degree. It is a 1200 hour, full-time training experience, at least 600 hours of which is completed in a public school setting, providing an opportunity to become a competent entry level school psychologist practitioner. All students must complete internship in an approved public school setting or a nationally accredited internship consortium. During internship, students utilize the skills acquired during their classroom training and previous field experiences in a supervised period of professional development. Evidence of mastery is the demonstration of a high level of competence in areas that include, but are not limited to, individual assessment, individual and group counseling, consultation, behavioral and educational intervention, in-service training, and research. The internship experience typically includes both elementary and secondary levels, and both general and special education settings.

Approved Internship Site Requirements

An intern is a trainee as well as a service provider. Internship requires a commitment by both the administration and the pupil appraisal staff of the employing school system. This commitment implies recognition of the unique status of interns and the obligation to provide you with a setting that supports the training process. All internship sites must be approved by the SPTC and program director. Requirements for an approved internship site include the following:

1. The internship site will ensure that students are afforded the opportunity to meet the prescribed 1200 hours of training. This requirement is documented in the internship agreement letter.

2. The internship site must provide sufficient exposure to a varied student population of general and special education students to guarantee the interns exposure to a wide variety of educational, psychological, and behavioral problems. In addition, the internship site must provide exposure to a culturally and socio-economically diverse student population.

3. The internship site must provide direct and personal supervision by a field supervisor. A minimum of two hours per week of face-to-face supervision must be provided by a state credentialed school psychologist in a school setting or an appropriately credentialed


psychologist in a non-school setting. Field-based supervisors shall not be responsible for more than two interns simultaneously and shall be given release time by their employer to conduct this supervision. It is the responsibility of both the intern and the supervisor to assure that the internship experience will be conducted in accordance with the ethical and legal standards of the profession.

4. The employing school system and the intern must enter into a written contractual agreement (see Appendix F). Normally the length of the contract is one academic year, a minimum of nine months, and involves a minimum of 1200 “formal contractual” internship hours. Any continued employment of the individual by the system is at the discretion of both parties once the internship is completed.

5. The intern is expected to attend an annual conference of a professional school psychology association, usually the state or national association meeting, and to be given the opportunity to participate in other relevant professional development activities.

6. The intern must be reimbursed for travel and other related expenses consistent with system policies for school psychologists. The school system must insure that the intern has access to adequate office, clerical, and professional supplies, and to the equipment essential to work effectively as a school psychology intern.

7. The internship site must be approved by the SPTC.

Students apply directly to school systems for internship positions during the fall, spring, or summer of their second year, and it is the student’s responsibility to interview only for internship positions that have been pre-approved by the SPTC. These internship positions may be in Louisiana or other states. The School Psychology Training Committee, the Director of the School Psychology program, and the Internship Supervisor will assist the student in locating sites. The Department of Psychology maintains a listing of all parishes in the state of Louisiana requesting interns and this information is available on a web-based page for school psychology students. Under no circumstances should you initiate formal contact with a school district or prospective internship site without prior consultation and permission from the Internship Supervisor or program director.

General objectives for the school psychology internship include the following:

1. The intern will demonstrate knowledge of school system organization, operation, and administrative structure.

2. The intern will become familiar with the variety of roles and functions demonstrated by the school psychologist in both educational and non-educational settings. In addition, the intern will become familiar with the roles of other multi-disciplinary team members.

3. The intern will demonstrate knowledge of and the ability to utilize available community resources.

4. The intern will demonstrate skills in psychological, educational, and behavioral assessment, and related intervention strategies.

5. The intern will demonstrate effective communication and consultation skills, as well as the ability to engage in multidisciplinary team efforts.


6. The intern will demonstrate adequate individual and group counseling skills.

7. The intern will demonstrate the ability to engage in research relevant to the field of school psychology, and the ability to provide in-service training within the school setting.

8. The intern will demonstrate an awareness of ethical and legal issues in school psychology.

9. The intern will demonstrate the ability to act as a liaison between the school, community, and home.

10. The intern will successfully interact with a diverse range of school personnel, children, and parents.

Pursuant to the above goals, a written internship plan is developed for each intern through the cooperative efforts of the intern and the field supervisor with input from the university supervisor. The plan includes (a) goals and objectives for the internship, (b) specific ways of accomplishing the goals and objectives, and (c) realistic methods of evaluating both the intern's progress, and the effectiveness of the plan. The internship plan is not considered a static document, but rather, a dynamic method of documenting ongoing experiences.

Candidates are evaluated three times per year by their field supervisors. The Internship Supervisor Evaluation (see Appendix G) is derived directly from NASP domains of professional practice.

SSP PROGRAM PERFORMANCE-BASED ASSESSMENT PLAN The School Psychology Training Committee has established multiple methods for periodic assessment of student learning and performance progress. The program emphasizes both formative and summative assessment. Our assessment plan is guided by the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000), section IV, and NASP's Guidelines for Performance Based Assessment and Program Accountability and Development (2006). The goal of the assessment plan is to help the School Psychology Training Committee select, train, and graduate professional school psychologists who possess both the knowledge and practical skills needed to work in a broad variety of school and education settings and to make programmatic adjustments if the data indicate a need for modification or change. Such periodic assessment also provides you with formative feedback on your work products, which will assist you in further refining your applied skills.

Student Assessment

Student assessment is a continuous process that begins with your application to the program and continues through your first years working in the profession. Formal student assessment occurs at five portals: 1) Program Entry, 2) Pre-Practicum Foundations, 3) Pre-Internship, 4) Internship, and 5) Program Completion. All students are required to maintain a personal portfolio, which contains evidence of their developing knowledge and skills. Required and suggested contents of this portfolio are described for each domain of professional practice in Appendix H.


Program Entry

The initial assessment of every student takes place upon program entry. At this time, the School Psychology Training Committee will review your application and make recommendations for admission. Documents considered in this review include your application, previous transcripts (course content and GPA), GRE Scores, recommendation letters, personal interviews, and the results of a background investigation. Admission is typically limited to the top 8 to 10 students meeting criterion in the current University Catalog and Specialist in School Psychology Program Handbook. Upon admission to the program you will place a copy of your program application, transcripts, GRE scores, and acceptance letter in your individual folio.

Pre-Practicum

Pre-practicum assessment takes place at the beginning of the second year during fall semester. At this point, you have typically completed one year of coursework in theoretical and conceptual foundations. This review evaluates your academic performance and knowledge. The assessment is based upon your course grades and course embedded assessments such as exams, quizzes, papers, presentations, and faculty observations from classroom performance. It is important that you maintain copies of all research papers and presentations so these artifacts can be included in your professional portfolio. You will be provided with formal, written feedback on your progress in the program prior to any practica. The SPTC will meet and discuss your current performance in terms of academic competencies and the development of professional dispositions.

Academic performance will be evaluated in terms of your cumulative GPA in the program. Also, the SPTC will formally evaluate your development of professional dispositions. Appendix I displays the program’s evaluation form for monitoring your progress toward development of professional dispositions. Written feedback will be provided to you in a letter from the program director (see sample letter in Appendix J). Students who satisfactorily complete all theoretical-foundational courses and do not demonstrate any significant concerns in professional dispositions may proceed into practicum field courses in the spring of their second year.

Pre-Internship

Pre-Internship assessment takes place at the end of the second year during the spring term, and upon completion of the Comprehensive Exam. This review is based on your individual portfolio products corresponding to this period of training, including course products, field-based casework, practicum activity log, practicum supervisor evaluations, and comprehensive exam outcomes. When you have satisfactorily completed all applied courses, demonstrated intermediate skills on assigned case studies, and successfully completed comprehensive exams, you are then permitted to proceed with interviews to obtain an internship beginning the fall of your third year. A copy of your notification of successful completion of the comprehensive examination and a copy of your state-supplied provisional school psychologist certification are required in the folio before entry into internship experiences.

Internship

Assessment takes place throughout your 1200-hour internship experience during the third year. Your internship performance is evaluated, in part, through your field supervisor’s ratings and


comments on each domain of professional practice, your meeting expected deadlines for major internship requirements, as well as required comprehensive case studies. The university supervisor also makes a site visit to each intern and supervisor in the local area at least twice a year.

Program Completion

Research Project. During or prior to your internship experience, you will complete either an approved research project under the guidance of your faculty internship supervisor, or a thesis under the guidance of your committee chair. If the research project option is selected, the School Psychology Training Committee must review the final paper six weeks prior to graduation and rate it as either (a) below criteria, (b) meeting criteria, or (c) exceeding criterion. Any paper rated below criterion must be revised and rated as at least “meets criterion” in order to graduate.

Praxis Examination: Students must also complete and report passing scores on the Praxis II School Psychology Examination. Student scores on the Praxis II exam are included in their folio. Once these items are assessed as satisfactory, the student may be recommended for graduation. Portfolio Evaluation: A cumulative collection of evidence demonstrating your competencies will be reviewed by the School Psychology Training Committee once per year. Throughout your training, you will assemble evidence within each NASP domain that the competency area has been assessed (i.e., performance indicators you have developed or were used by supervisors), and attained (quantitative or qualitative evidence of competency). Your portfolio will include the “best” evidence that you are competent in all domains of professional practice. The best evidence for each domain will change from semester to semester, so your professional portfolio will also change. For example, a class paper on treating behavior disorders may be the best evidence of Domain 4: Socialization and Development of Life Skills early in the program, but an effective case study during practicum may represent the best evidence by the end of your second year. The portfolio scoring rubric used by the School Psychology Training Committee at each annual review, including the final review at the conclusion of internship, is provided in Appendix K.

Faculty/Program Assessment

The School Psychology Training Committee believes in the importance of assessing not only the quality and performance of the students in the program, but also the effectiveness of faculty members, field supervisors, and program outcomes. As a result, the program provides the following methods for assessment in those areas.

Student Exit Interview

Graduate students complete an exit interview upon the completion of their second year in the training program and before their internship. Students are invited to meet with the Chair of the Psychology Department. During this meeting, students are asked for their opinion concerning the quality of the program in a number of areas including:


(1) Advising

(2) Course requirements

(3) Practicum Experiences

(4) Faculty

(5) Facilities and resources

Students are also asked to provide feedback on those courses and areas of the program they feel were highly effective, the areas in need of improvement, and areas where their greatest needs in graduate school were, or were not, met. General feedback from the exit interviews are compiled in an appropriate format by the Department Chair and provided to the Program Director and SPTC prior to the next academic year.

Survey of graduates

On the completion of their internship year and again after three years of practice in the field, graduates of the program are asked to complete surveys concerning the effectiveness of the training program in meeting the demands made upon them by the educational or other system in which they work. Included in this survey are questions concerning the appropriateness of course work and practicum experiences, the usefulness of required courses, suggestions on courses that need revision, and opinions on how the program could be improved to meet student’s needs.

Survey of Pupil Appraisal Directors

After three years in the field, pupil appraisal directors who have employed our graduates are asked to complete a survey concerning the effectiveness of our graduates in meeting the demands of the system in which they are working. Included in this survey are questions concerning graduate’s abilities to assess skills and abilities, appropriate application of interventions, skill in consultation with school personnel including wellness, and crisis intervention and planning, knowledge of current literature and research, and ability to work with a diverse population of students.

GRADUATION REQUIREMENTS You must meet all the requirements of a graduate degree outlined in the issue of the University Catalog corresponding to your year of first matriculation. Any catalog in force during your residence at the University may be elected, provided the residence is continuous. If your residence is interrupted for 12 consecutive months, you may not elect a catalog earlier than your point of re-entry.

In addition to the graduation requirements outlined in the LSUS University Catalog, you must: ( 1) successfully pass all required coursework, (2) pass your Comprehensive Exam, (3) pass the PRAXIS II Exam, (4) meet all stated program expectations, (5) be in “good standing” (resolve any probationary status), (6) demonstrate entry-level ratings by intern field supervisors during internship, and (7) achieve an overall “effective” evaluation of your portfolio before you will be nominated for graduation.


PROGRAM AND DEPARTMENT FACULTY The School Psychology Program faculty is comprised of four school psychologists, three terminally degreed, all dedicated to program and student development. Practicum and Internship field supervisors are all certified school psychologists and/or are appropriately certified or licensed for the setting in which they work. A brief biographical sketch of each core SSP faculty is provided below.

Kevin Jones, Ph.D., is an Associate Professor and director of the School Psychology Program. Dr. Jones received his Ph.D. (School Psychology) from Louisiana State University in December, 1996. His teaching responsibilities include psychological assessment, applied behavior analysis, child exceptionality, and several practicum courses. Dr. Jones’ research interests primarily involve innovative strategies for assessing children with ADHD and learning disabilities, including response-to-intervention (RTI) service delivery models.

Rebecca F. Nolan, Ph.D., M.P, received an M.S. in Psychometrics from the University of Louisiana in Monroe and later a PhD from Texas A&M University in College Station with an emphasis in School Psychology. In 2002, she received a post-doctoral M.S. in Clinical Psychopharmacology from the California School of Professional Psychology. Courses currently taught in the SSP program are Child and Adolescent Abnormal Psychology and Personality Assessment. Dr. Nolan’s research interests include depression, self-esteem, and use of medication in the treatment of mental health problems.

Michael Welch, S.S.P., N.C.S.P., is an Assistant Professor in the Department of Psychology. Mr. Welch received his S.S.P. from Louisiana State University Shreveport in 1999. He has diverse professional experiences as a school psychologist in Louisiana and Department of Defense schools, and as a member of a multidisciplinary child-study team at a large teaching hospital. He is a member of the National Certification Board of the National Association of School Psychologists. Mr. Welch’s research and service interests include preventing academic failure through problem solving service delivery models and improving supports for positive behavior in schools.

Katherine Wickstrom, Ph.D., is an Assistant Professor in the Department of Psychology. Dr. Wickstrom received her Ph.D. (School Psychology) from Louisiana State University in December, 1997. Her teaching responsibilities include behavioral assessment and intervention, ethics and law, introduction to school psychology, and the internship sequence. Dr. Wickstrom’s research interests primarily involve behavioral consultation and school-wide service delivery models.

PROFESSIONAL DEVELOPMENT The School Psychology Training Committee encourages your participation in professional organizations. Applications for membership in relevant organizations can be obtained from their respective websites. Participation in professional organizations offers you opportunities to meet members of your new profession, learn about the broad variety of skills and services our profession offers, keep current with the latest news, develop professional skills, and attend an annual conference.


APPENDIX A COURSE/DOMAIN ARTICULATION

Course Training Component

NASP Domain(s)

Program Objectives

Competencies Format Assessment Requirements

PSYC 751 Psychological Assessment I – Cognitive

Assessment & Intervention

2.1, 2.3, 2.5 A, C, E Knowledge of standardized assessment

Lecture/Discussion Simulations

Quizzes Written exam Administration rubric

PSYC 710 Intro to School Psychology Professional School Psychology/ Foundations

2.5, 2.6, 2.7, 2.8, 2.10, 2.11

E, F, G, H, J, K

Awareness of professional practice

Lecture/Discussion Observation

Quizzes Written exam Professional Presentation Supervisor Evaluation

PSYC 716 Intermediate Statistics Research & Program Evaluation

2.1, 2.9 A, I Demonstration of statistical methods

Lecture/Discussion

Quizzes Written exam

PSYC 755 Applied Behavior Analysis Assessment & Intervention

2.1, 2.3, 2.4, 2.9, 2.11

A, C, D, I, K Knowledge and demonstration of applied behavior analysis

Lecture/Discussion Demonstrations

Quizzes Written exam Research Proposal Rubric

PSYC 609 Psychology of Exceptionality Foundations 2.4, 2.5 D, E Knowledge of classification systems

Lecture/Discussion

Quizzes Written exam Professional Presentation

PSYC 723 Counseling Methods & Techniques

Counseling intervention

2.4, 2.7 D, G Demonstration of counseling skills



PSYC 752 Psychological Assessment II - Personality


2.1, 2.4, 2.5, 2.11

A, D, E, K Knowledge of personality assessment



PSYC 718 Introduction to Methodology & Research Design

Research & Program Evaluation

2.1, 2.9 A, I Demonstration of research methods

Lecture/Discussion


PSYC 706 Principles & Theories of Learning Foundations 2.3; 2.5 C, E Knowledge of learning theories and human cognition


Quizzes Journals Research Protocol Written exam

PSYC 748 Ethics & Law for School Psychologists

Professional School Psychology

2.6, 2.10 J Knowledge of policy and practice


Quizzes Written exam Professional Presentation

PSYC 601 Child & Adolescent Psychopathology

Foundations 2.4, 2.5, 2.7 D, E, G Knowledge of classification criteria

Lecture/Discussion


PSYC 749 Alternate Assessment Techniques and Intervention


2.1, 2.3, 2.11 A, C, K Curriculum-based measurement and evaluation

Lecture/Discussion Presentations Applied experience under supervision


PSYC 732 Social & Cultural Foundations in Counseling

Counseling intervention

2.4, 2.5, 2.7 D, E, G Awareness and sensitivity to individual




differences

PSYC 760 Behavioral Assessment & Intervention


2.1, 2.3, 2.7 A, C, G Knowledge and demonstration of behavioral interventions


Quizzes Written exam Case study rubric Professional Presentation Evidence Based Practice Entry

PSYC 753 Psychological Assessment I – Practicum


2.1, 2.2,, 2.3, 2.4, 2.5, 2.7

A, C, E Demonstration of evidence-based practices

Observation Case Study

Case study rubric

PSYC 780 Consultation in Human Development Settings

Consultation, Systems, & Communication

2.2, 2.6, 2.7, 2.8, 2.11

A, B, E, F, G, K

Knowledge and demonstration of collaboration and teaming

Lecture/Discussion Simulations Presentations

Written Exams Professional Presentation Observations

PSYC 695 Behavioral Pediatrics Assessment & Intervention

2.3, 2.4 D Knowledge and demonstration of child-centered therapy

Lecture/Discussion Demonstrations Simulations

Quizzes Written exam Evidence Based Practice Entry

PSYC 719 Physiological Psychology & Behavioral Neuroscience

Foundations 2.3, 2.4 C, D Knowledge of biological and neurological factors

Lecture/Discussion


PSYC 754 Psychological Assessment Practicum II

Supervised Practicum Experience

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.10

A, B, C, D, E, F, G, H, J

Demonstration of professional practice

Observation Applied experience under supervision

Supervisor Evaluation Case study rubric

PSYC 691 Applied Field Experience Assessment & Intervention

2.1, 2.3, 2.4,2.8 Demonstration of fluency in professional practice

Applied experience under supervision

Supervisor Evaluation

PSYC 788 Internship in School Psychology I Supervised Internship Experience

All A-K Demonstration of fluency in professional practice


Supervisor Evaluation Portfolio Evaluation Praxis II Exam

PSYC 789 Internship in School Psychology II Supervised Internship Experience

All A-K Demonstration of fluency in professional practice


Supervisor Evaluation Portfolio Evaluation Praxis II Exam


APPENDIX B

COMPREHENSIVE EXAM RUBRIC From: Chair, School Psychology Training Committee

To: Graduate Faculty

Psychology Department

Re: Comprehensive Examination: Essay

*******************************************************************************************

Attached you will find the Specialist in School Psychology Comprehensive Examination written by Candidate # ______ on ____/_____/_____. Please rate each question in the area(s) checked below. Consider the following descriptors when evaluating the candidate’s response. Please provide comments to the candidate to communicate areas of strength and weakness.

Rating

Pass Plus (P+) Excellent knowledge base and familiarity with empirical findings and concepts. Response is organized and comprehensive, and reflects a synthesis and integration of information and ideas.

Pass Adequate knowledge and familiarity with empirical findings. Response is organized but may be incomplete.

Fail Inadequate knowledge and little familiarity with critical empirical findings or concepts. Response is poorly organized and does not fully address one or more essential elements.

Criteria Rating Comments 1. Data Based Decision Making

2. Research-based Academic Practices

3. Research-based Behavioral and

Mental Health Practices

4. Consultation and Collaboration

5. Applied Psychological Foundations

6. Ethical, Legal, and Professional

Foundations


APPENDIX C

PSYCHOLOGY 710 INTRODUCTION TO SCHOOL PSYCHOLOGY

ACTIVITIES CHECKLIST

Introduction to School Psychology, Psychology 710, includes a brief field experience. You are required to complete a 20-hour practicum experience, which will introduce you to professional activities and practices in school psychology. You will accompany field-based school psychologists as they conduct their daily activities. During this experience you will be introduced to a diverse population of students in the public school system. You will also observe the use of technology in the field. As the activities are completed, please check them off the list. If some of the activities are not available to you with your assigned field supervisor, please ask your field supervisor to schedule those activities with another school psychologist or professional. In order for you to receive credit for the activities your supervising field school psychologist must sign this form. ____1. Observation in a regular classroom at the elementary, middle school, or high school level (One hour minimum - written summary of observation required). ____2. Observation in a special education classroom at the elementary, middle school, or high school

level (One hour minimum -written summary of observation required). ____3. Observation of an interview/consultation with school personnel. ____4. Observation of a parental conference. ____5. Observation of a student conference. ____6. Observation of a problem solving committee meeting. ____7. Observation of administration of an assessment instrument. Introduction to computer

scoring/interpretation of programs. ____8. Observation of an IEP meeting. ____9. Introduction to student records/computer tracking of students, etc. ___10. Introduction to the referral process and case management procedures. ___11. Introduction to coordination of home/school/community resources. ___________________________________________ _________________ Supervising School Psychologist Date ___________________________________________ ________________ Student Date


APPENDIX D

PSYC 754: Psychological Assessment Practicum II Activities Checklist for Practicum Students – A Guide for Field Supervisors

Practicum students will monitor the breadth and depth of their experience in terms of the following checklist. It is not expected that every placement will accomplish 100% of these objectives, however, it is important to use these planned objectives for structuring the semester. I. Tier 1 Services ____ 1. Become familiar with Louisiana’s school accountability. Be able to interpret the state’s School

Report Card. ____ 2. Participate in school-wide screening (progress monitoring, kindergarten screening,

developmental). ____ 3. Participate in pre-referral problem solving teaming (e.g., SBLC). ____ 4. Deliver and monitor progress for pre-referral or pre-eligibility interventions. ____ 5. Become familiar with prevention programs and school/community referral networks.

II. Tier 2 Services

____ 6. Deliver and monitor progress for targeted group interventions. ____ 7. Become familiar with Title 1 services. ____ 8. Become familiar with computerized student records. ____ 9. Participate in 504 Evaluation. III. Tier 3 Services

____ 10. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for Specific Learning Disability ____ 11. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for Mental Disability ____ 12. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for Emotional Disturbance ____ 13. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for Gifted/Talented ____ 14. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for a case that is sensitive to cultural or SES factors ____ 15. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for a case that is sensitive to language factors (ELL, speech or language impairment, nonverbal) IV. Professional Practice and Communication ____ 16. Report writing, including the use of computer scoring/interpretation programs ____ 17. Interpret evaluation results to parents and teachers ____ 18. Present information pertaining to cases during multidisciplinary team staffing ____ 19. Participate in an IEP meeting ____ 20. Attend a staff inservice program.


APPENDIX E SSP Case Study Rubric (Adapted from NASP NCSP Case Study Rubric)

Date of Review:

Student:

Faculty Member:

Very Effective Effective Needs Development

Section 1 Problem Identification Section 2 Problem Analysis

Section 3 Intervention Plan & Implementation Section 4 Problem Evaluation

Comments:

Section 1: Problem Identification


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

1.2

The problem is collaboratively defined

The problem is not

collaboratively defined

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 not

operationally defined in terms of both current and desired levels of performance

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 not established or has insufficient data

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

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

Rating for 1.0: Problem Identification Section Score _________

Comments:


Section 2: Problem Analysis


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

2.2

There are multiple sources of data that converge on each proposed hypothesis

There is evidence that

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

Appropriate data are not

collected to confirm or reject the hypotheses

2.3

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

Hypotheses do not reflect

an awareness of issues related to diversity (e.g., physical, social, linguistic, cultural)

Rating for 2.0: Problem Analysis Section Score _________

Comments:

Section 3: Intervention


3.1

Intervention is linked to observable, measurable goal statement(s)

Intervention is not linked to

observable, measurable goal statement(s)

3.2

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

Intervention(s) selection is not

based on data from problem analysis and hypothesis testing


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)

3.4

Intervention(s) is developed collaboratively

Intervention(s) is not

developed collaboratively

3.5

Intervention(s) reflects

sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is verified

Intervention(s) does not

reflect sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is not verified

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

3.7

Intervention selection

considers unintended outcomes or limitations

Intervention selection does

not consider unintended outcomes or limitations

3.8

Intervention is monitored and

data are provided to ensure that it is implemented as designed

Treatment integrity is not

monitored

Rating for 3.0: Intervention Section Score _________

Comment:

Section 4: Evaluation


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

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


4.3

Response to intervention data is

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

4.4

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

Strategies for

transfer/generalizing outcomes to other settings are addressed

Strategies for

transfer/generalizing outcomes to other settings are not addressed

4.5

Modifications 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

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

Rating for 4.0: Evaluation Section Score _________

Comments:


APPENDIX F

INTERNSHIP TRAINING AGREEMENT BETWEEN

LOUISIANA STATE UNIVERSITY – SHREVEPORT DEPARTMENT OF PSYCHOLOGY

AND ________________________ PARISH/County SCHOOL SYSTEM PUPIL APPRAISAL

This agreement is entered into by ___________________________________, Pupil Appraisal Supervisor, an employee or consultant to the _________________________________Parish/County School System and the Specialist in School Psychology Training Program at LSUS represented by ______________________________ the On-Campus Internship Supervisor for and on behalf of, the following named School Psychology Intern: _____________________________________________. The ________________________________ Parish / County system will provide an appropriate school psychology internship experience meeting, as a minimum, the Internship Guidelines set forth in the Standards for Training and Field Placement Programs in School Psychology (NASP, 2000), Section III, a copy of which is provided by LSUS Department of Psychology. This experience shall be at least 1200 total hours in a school setting and supervised by a State certified School Psychologist. The internship must provide a diverse student population involving a wide range of experiences common to the practice and profession of school psychologists within your work environment. Interns must receive an average of at least 2-hours of face-to-face field-based supervision per week from an appropriately credentialed school psychologist. Under this agreement, ____________________________ Parish / County Pupil Appraisal accepts this student as Intern in School Psychology for the 20XX_-_20XX_ school year beginning on ______________ and ending on ____________. Nothing in this agreement is intended to be contrary to State or Federal laws. In addition, the internship supervisor will fully and promptly inform the campus internship supervisor of any ethical, professional, or legal concerns about this intern, regardless of any internal organizational policy on confidentiality, as it is understood that such concerns are a central part of evaluating the professional development of this intern. ______________________________________________________________ ______________ Pupil Appraisal Supervisor Date ______________________________________________________________ ______________ Internship Supervisor at LSUS Date Name of Field Based Supervisor ____________________________________ State Credentialing ________________ Credential Number __________


APPENDIX G INTERN COMPETENCY EVALUATION

Intern:________________________SID:____________Internship Year: 20__ - 20__

Field Supervisor:________________________School System:____________________

Directions: The ratings of interns should be based on actual observation and/or reports of performance received from staff, students, and appropriate others. Please evaluate your intern on his/her current level of progress and competence in the internship setting. Circle the number of the scale that best describes the intern's competence as given in the descriptions below. Rate each category independently. A description of the scale points is provided below. 1 - Competence considered to be not adequate for the internship level. Individual can only function

as an assistant to the supervising psychologist in regard to this area. 2 - Competence considered to be below the expected level of an intern but individual can function

with continuous on-going supervision. 3 - Competence currently considered to be adequate and allows for functioning without direct

supervision (without being directly observed or without engaging in co-led activities); competence that would expected of a beginning pre-service intern: requires minimal on-going supervision.

4 - Competence assessed to be at the level expected of a beginning certified school psychologist and requires only occasional supervision.

5 - Competence assessed to be well developed that reflects capability for independent functioning with little or no supervision required.

ND - Data is insufficient to make a rating at this time. Signatures: The signatures below attest only to the fact that the signers have seen the evaluation and reviewed its contents. A practicum student's signature on this document does not in any way indicate that he/she agrees or disagrees with the contents - only that the evaluation's contents were seen and reviewed. Candidate_______________________________________________ Date ___/___/___ Field Supervisor__________________________________________ Date ___/___/___ University Supervisor ______________________________________ Date ___/___/___


Rating

I. Data Based Decision Making and Accountability: 1. Ability to assess situations to inform interventions 1 2 3 4 5 ND 2. Knowledge/skills in behavioral assessment 1 2 3 4 5 ND 3. Knowledge/skills in alternative assessment methods (CBA) 1 2 3 4 5 ND 4. Knowledge/skills in psychoeducational special education 1 2 3 4 5 ND evaluations 5. Ability to conduct direct observations in classroom settings 1 2 3 4 5 ND 6. Effective oral communication of assessment/evaluation results 1 2 3 4 5 ND 7. Effective written communication of assessment/evaluation results 1 2 3 4 5 ND 8. Knowledge of technology in a variety of assessment and 1 2 3 4 5 ND intervention tasks (i.e., scoring/interpretation programs, internet sources) 9.Overall knowledge/skills provided in this area 1 2 3 4 5 ND II. Interpersonal Communication, Collaboration, Consultation 1. Use results of the assessment process to collaborate with 1 2 3 4 5 ND others in developing interventions 2. Ability to effectively conduct problem identification 1 2 3 4 5 ND interview with teacher 3. Ability to effectively conduct problem identification 1 2 3 4 5 ND interview with parent 4. Ability to effectively conduct a problem analysis interview 1 2 3 4 5 ND and collect baseline data 5. Ability to effectively consult with teacher regarding 1 2 3 4 5 ND intervention plan 6. Ability to effectively consult with parent regarding 1 2 3 4 5 ND intervention plan 7. Ability to consult effectively with classroom teachers 1 2 3 4 5 ND 8. Ability to effectively communicate in writing and verbally the results of the consultation process to appropriate school 1 2 3 4 5 ND personnel 9. Ability to communicate effectively with community 1 2 3 4 5 ND professionals 10. Ability to show concern, respect, & sensitivity to others 1 2 3 4 5 ND 11. Ability to mediate and resolve conflicts 1 2 3 4 5 ND 12. Overall knowledge/skills provided in this area 1 2 3 4 5 ND III. Effective Instruction and Development of Cognitive/Academic Skills 1. Ability to link assessment data to development of 1 2 3 4 5 ND


instructional interventions 2. Ability to utilize empirically based instructional 1 2 3 4 5 ND methods/interventions 3. Ability to assess acceptability of intervention ideas 1 2 3 4 5 ND 4. Ability to utilize intervention data to guide instructional 1 2 3 4 5 ND decisions 5. Selects or develops interventions based on the 1 2 3 4 5 ND characteristics, strengths, and needs of students 6. Overall knowledge/skills provided in this area 1 2 3 4 5 ND IV. Socialization and Development of Life Competencies 1. Ability to apply principles of human development in 1 2 3 4 5 ND service delivery 2. Ability to apply biological bases of behavior to service 1 2 3 4 5 ND delivery 3. Ability to apply principles of learning and cognition to 1 2 3 4 5 ND service delivery 4. Overall knowledge/skills provided in this area 1 2 3 4 5 ND V. Student Diversity in Development and Learning 1. Ability to understand the influence of own culture, values, 1 2 3 4 5 ND belief systems 2. Ability to keep families’ cultures, backgrounds, and 1 2 3 4 5 ND individual learning characteristics in mind when developing interventions 3. Ability to recognize limits of own cultural and linguistic 1 2 3 4 5 ND competencies 4. Overall knowledge/skills provided in this area 1 2 3 4 5 ND VI. School Structure, Organization, and Climate 1. Ability to understand school as a system and culture 1 2 3 4 5 ND 2. Ability to understand legal and educational basis for special 1 2 3 4 5 ND education programs 3. Ability to understand legal and educational basis for bilingual 1 2 3 4 5 ND educational programs 4. Ability to apply principles of systems theory to promote 1 2 3 4 5 ND learning, prevent problems, and create effective learning environments 5. Overall knowledge/skills provided in this area 1 2 3 4 5 ND VII. Prevention, Wellness, Promotion, and Crisis Intervention 1. Knowledge of current theory and research about 1 2 3 4 5 ND


child/adolescent development, psychopathology, societal stressors, crises in schools 2. Recognition of necessity to review the disciplinary 1 2 3 4 5 ND policies, prevention programs, and crisis response plans of the school and district 3. Ability to effectively collaborate with school personnel, 1 2 3 4 5 ND parents, and community in the aftermath of crises 4. Overall knowledge/skills provided in this area 1 2 3 4 5 ND VIII. Home/School/Community Collaboration 1. Ability to understand family influences that effect 1 2 3 4 5 ND children’s learning 2. Ability to recognize the effects of poverty, nutrition, 1 2 3 4 5 ND neglect, history of family mental health on children’s learning/achievement 3. Overall knowledge/skills provided in this area 1 2 3 4 5 ND IX. Research and Program Evaluation 1. Stays abreast of research and translates it into practice 1 2 3 4 5 ND 2. Uses the principles of measurement and psychometric 1 2 3 4 5 ND standards in the selection and use of assessment techniques 3. Critically evaluates the professional literature in the 1 2 3 4 5 ND selection of assessment and intervention strategies 4. Uses single-subject research designs in the evaluation 1 2 3 4 5 ND of interventions 5. Designs and implements a research project that is 1 2 3 4 5 ND Useful and acceptable to the school system and field Supervisor X. Legal, Ethical Practice and Professional Development 1. Knowledge/practice of appropriate legal/ethical 1 2 3 4 5 ND guidelines 2. Knowledge of the importance of professional development 1 2 3 4 5 ND 3. Overall knowledge/skills provided in this area 1 2 3 4 5 ND XI. Professional Work Characteristics 1. Initiates activities when appropriate 1 2 3 4 5 ND 2. Can be counted on to follow through on a task once 1 2 3 4 5 ND a commitment to it has been made; reliably completes assignments in a timely manner 3. Thinks critically; effectively analyzes problem situations 1 2 3 4 5 ND


and conceptualizes alternative approaches and solutions 4. Respects racial, cultural, socioeconomic, religious, 1 2 3 4 5 ND gender-related, sexual orientation, and other human differences; demonstrates the sensitivity and skills needed to work with diverse populations 5. Attends to important communications; listens attentively 1 2 3 4 5 ND 6. Relates effectively to colleagues, faculty, supervisors, 1 2 3 4 5 ND and clients 7. Works well with others; collaborates effectively with others 1 2 3 4 5 ND on assignments/projects 8. Adapts effectively to the demands of a situation; is sufficiently 1 2 3 4 5 ND flexible to deal with change 9. Is open to supervision/feedback and responds to such 1 2 3 4 5 ND Appropriately 10. Shows a realistic awareness of personal strengths and 1 2 3 4 5 ND weaknesses and impact this has on professional functioning and relationships with others 11. Appears to identify with the profession of school psychology; 1 2 3 4 5 ND conducts oneself as a professional; concerned with own professional growth. 12. Overall skills in this area 1 2 3 4 5 ND


APPENDIX H

Student Assessment

Core faculty members will review each student portfolio once per year. Below is a checklist of key indicators of competency that will be reviewed at each interval. Program Entry Date Included Transcripts

• GPA (undergraduate) ≥ 2.50 • GRE ≥ 800 (Verbal 400, Quantitative 400) • Pre-Requisite Courses Complete • Letter of Intent

Pre-Practicum Annual Student Review Letter Student Group Membership/Activities Community, State, Professional Volunteerism Professional Memberships PSYC 751 Case Report(s) PSYC 752 Case Report(s) PSYC 609 Legal and Ethical Presentation

Pre-Internship PSYC 753 Oral Reading Fluency Case PSYC 753 Positive Behavior Support Case PSYC 754 Academic Intervention PSYC 754 Counseling intervention PSYC 754 Supervisor Evaluation PSYC 760 Comprehensive Case Study PSYC 695 Intervention Almanac Entry PSYC 760 Intervention Almanac Entry Annual Student Review Letter Comprehensive Exam Feedback Letter Provisional Certification Application/Certificate PSYC 691 Case Report

Internship PSYC 788/789 Internship Plan PSYC 788/789 Academic Case Study PSYC 788/789 Behavior Case Study PSYC 788/789 Counseling Case Study PSYC 788/789 Field Supervisor Evaluations

Program Completion

Portfolio Passed Technology Checklist Research Paper/Thesis PRAXIS Exam Passing Scores


APPENDIX I


APPENDIX J

Annual Student Review – Sample Letter

Dear Mark Jackson:

Recently, the school psychology program faculty met to discuss each student’s progress in the areas of coursework and professional dispositions. This letter is intended to provide you with a formal acknowledgment of your accomplishments and, if needed, to raise awareness of any potential area in which progress has been unsatisfactory. A copy of this letter will be placed in your department file for review during future advising sessions. If you have any questions at this time, however, you are encouraged to contact me at your earliest convenience.

In the area of coursework, the committee judged your progress as meeting expectations. Your performance in this area suggests that you are prepared to meet the demands and challenges you will experience next year.

In the area of professional dispositions, the committee viewed your progress as not meeting expectations. Specific areas of strengths and weaknesses were noted, and it is important that you arrange a meeting with me to develop ambitious goals in this area.

Thank you for reviewing this letter. Each year the program (and the field) brings its own unique set of experiences. With each new challenge, please remember that the school psychology program and the entire department are committed to your professional growth.

Sincerely,

_____________________________

Kevin M. Jones, PhD

Director, LSU-Shreveport School Psychology Program


APPENDIX K

PORTFOLIO EVALUATION RUBRIC

Candidates in the Specialist program are required to demonstrate their mastery of the basic practice areas in School Psychology. They must document proficiency in at least 10 of the 11 competency areas identified as program goals. The documentation will consist of samples of their work developed in classroom assignments, practica, and internship. The exception is Domain 9 which only requires your research project. These documents are selected by the candidate and should represent your best work. Submissions will be evaluated as meeting standard, or below standard for a beginning psychologist. Documentation should be arranged by domain. All documentation must be submitted by each candidate in the final semester of your internship year.

NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS NATIONALLY CERTIFIED SCHOOL PSYCHOLOGIST (NCSP)

PORTFOLIO REVIEW FORM (Modified)

Reviewer:

Date of Review:

Name of Candidate:

__

Decision on Portfolio:

___ Approved

___ Needs Development

___ Not Approved

Standards Met:

Standards That Need Development:

Standards Not Met


Domain Descriptors Adequately Addressed

Yes/No

Documented Evidence

Domain 1: Data-Based Decision-Making and Accountability

Knowledge of varied models and methods of assessment that yield information useful in identifying a student’s strengths and needs, in understanding problems, and in measuring progress and accomplishments.

Use of varied models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services.

Domain 2: Consultation and Collaboration

Knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations.

Evidence of effective collaboration with others in planning and decision-making processes at the individual, group, and systems levels.

Domain 3: Effective Instruction and Development of Cognitive / Academic Skills

Knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills.

Evidence of ability to: • Develop appropriate

cognitive and academic goals for students with different abilities, disabilities, strengths, and needs.


• Implement interventions (e.g. instructional interventions and consultation) to achieve those goals.

• Evaluate the effectiveness of interventions.

Domain 4: Socialization and Development of Life Skills

Knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills.

Evidence of ability to: • Develop appropriate

behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs.

• Implement interventions (e.g. consultation, behavioral assessment/intervention, and counseling) to achieve those goals

• Evaluate the effectiveness of interventions.

Domain 5: Student Diversity in Development and Learning

Knowledge of individual differences, abilities, and disabilities and knowledge of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning.


Demonstrates sensitivity and skills needed to work with individuals of diverse characteristics.

Evidence of ability to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.

Domain 6: School and Systems Organization, Policy Development, and Climate

Demonstrates knowledge of general education, special education, and other educational and related services

Demonstrates knowledge of schools and other settings as systems

Evidence of ability to work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.

Domain 7: Prevention, Crisis Intervention, and Mental Health

Demonstrates knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior.

Demonstrates ability to provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.

Domain 8: Home / School / Community Collaboration

Knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery.


Demonstrates applied ability to work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.

Domain 9: Research and Program Evaluation

Demonstrates knowledge of research, statistics and evaluation methods.

Demonstrates applied ability to evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.

Domain 10: School Psychology Practice and Development

Knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; of ethical, professional, and legal standards.

Domain 11: Information Technology

Knowledge of information sources and technology relevant to their work.

Demonstrates applied ability to access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.


School Psychology Teaching Faculty

Kevin Jones, Ph.D. Louisiana State University Rebecca Nolan, Ph.D. Texas A&M University Michael Welch, S.S.P. Louisiana State University – Shreveport Katherine Wickstrom, Ph.D. Louisiana State University

Additional Faculty on School Psychology Training Committee

Yong Dai, Ph.D. Brigham Young University Gary Jones, Ph.D. (Chair, Department of Psychology) Bowling Green State University Mary Margaret Lusk, Ph.D. Mississippi State University Meredith Nelson, Ph.D. Director, Masters in Counseling Program University of New Orleans Barzanna White, Ph.D. Lead School Psychologist, Caddo Parish School Board University of Tennessee

Barbara Felsher, M.Ed. Pupil Appraisal Director, Caddo Parish School Board Patricia Stanley, Ph.D. Retired, Licensed Psychologist