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Revised August 2017
2017-2018
1
RIT INTERNSHIP HANDBOOK
TABLE OF CONTENTS
Introduction/Program Description 2
RIT School Psychology Program Goals and Objectives 3
Overview of Internship Guidelines 4
Securing an Internship 4
Site Selection
Supervisory Responsibilities of the District
Supervisory Personnel
Mid-Year Intern Evaluation 7
Internship Requirements 7-10
Internship Agreement
Core Internship Plan and Site-Specific Activities
Daily/Weekly Logs
Cumulative Summary of Activities
Formative Evaluations (2)
Evaluation of Supervisor (2)
Praxis Exam (pass)
Internship Seminar and Reflections
Intern Products (Assessment, Counseling, Case Study, Inservice)
Application for Graduation
1200 hour Certification Form
Finishing the Internship Year 10
Becoming Certified as a School Psychologist 11
APPENDIX 12
A. Formative Evaluation of Interns 13
B. Internship Agreement 14
C. Core Internship Plan 17
D. NASP Blueprint Domains 23
E. Weekly Hour Log 25
F. Monthly Intervention Log 26
G. Supervisor Evaluation of Intern 27
H. Candidate Evaluation of Internship Site and Supervisor 35
I. Intern Case Study: Portfolio Part II
J. Assessment Evaluation Presentation Rubric
K. Counseling Case Rubric
36
40
41
L. Inservice Evaluation Rubric 42
M. 1200 Hour Certification Form 43
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THE SCHOOL PSYCHOLOGY INTERNSHIP
A Handbook of Guidelines and Procedures
School Psychology Program
Rochester Institute of Technology
Rochester, NY 14623
The purpose of this handbook is to provide guidelines for persons participating in the school
psychology internship experience at Rochester Institute of Technology, including candidates,
field supervisors, and school site administrators.
Introduction: Program Description
The RIT School Psychology MS/AC program embraces the scientist-practitioner framework for
the preparation of candidates to become professional school psychologists. The scientist-
practitioner school psychologist is a professional who has developed an empirical understanding
of human behavior in order to apply a wide breadth of knowledge in assessment, intervention,
cultural diversity, research, curriculum and instruction, technology, and ecological influences on
child and adolescent behavior. The scientific basis results in a highly skilled practitioner who has
a thorough understanding of educational and psychological research and practice and is capable
of independent decision making, serves as an advocate for children and families, and uses
strength-based solution-focused problem solving in order to help children succeed in their school
environment. All candidates are expected to demonstrate high standards of competence in their
professional interactions with children, parents, and school personnel. The School Psychology
Program stresses that interventions with and evaluations of children and youth emerge from a
comprehensive, flexible, ecological perspective that draws form fields of study such as
psychology, biology, education, and sociology. From a multicultural perspective, the program
stresses the understanding of, respect for, and responsiveness to the unique needs of children and
their families.
The RIT school psychology program’s training model incorporates a reciprocal relationship
between coursework and fieldwork whereby theories, techniques, and relevant literature
presented in courses are supplemented by field experiences. As candidates gain greater depth of
knowledge of school psychology through the course curriculum, field experiences become
increasingly comprehensive. During their first year of study, candidates learn a variety of
methods of gathering reliable and valid data (e.g., observations, interviews, standardized
assessment, report writing) and practice gathering data in their field experiences using these
methods. Concurrently, first year candidates interact with a variety of school personnel in their
field placements to experience the operations and organizations of school systems and the role
and function of the school psychologist. During their second year of study, candidates learn how
to use collected data to develop, implement, and evaluate interventions. Second-year field
experiences provide candidates with opportunities to apply and evaluate academic and
behavioral interventions, consult with teachers and parents, counsel children and adolescents,
and conduct psychoeducational evaluations, all under close supervision. During their third year
of study (internship year), candidates continue to develop their professional skills, maintaining a
scientific orientation while adhering to a high level of professional and ethical standards in order
to function as an independent school psychologist.
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RIT School Psychology Program Goals
Goal 1: Candidates will develop a professional identity as a school psychologist whose
conduct is consistent with NASP and APA ethics codes, and Best Practices.
a. Candidates will demonstrate professional and interpersonal characteristics known to
foster the trust and respect of those with whom the candidate encounters in his or her
professional roles.
b. Candidates will consider the influence of individual differences and cultural diversity
factors on development, behavior, and functioning in all areas of practice.
c. Candidates will demonstrate relevant knowledge and provide services consistent with
legal regulations and ethical standards in school psychology.
d. Candidates will participate in the activities related to state and/or national professional
organizations (e.g., NASP, NYASP, CEC, etc.)
Goal 2: Candidates will develop competency in the application of the scientific method and
its resultant body of knowledge.
a. Candidates will demonstrate competence in the critical review and evaluation of the
psychological and educational research literature.
b. Candidates will apply principles of research design, data analysis and data interpretation
to school-related problems and original research.
c. Candidates will acquire content knowledge of psychological foundations relevant to
children’s development and schooling.
Goal 3: Candidates will develop competency in data-based decision making and
accountability.
a. Candidates will have knowledge of varied methods of assessment in education (e.g.,
norm-referenced, curriculum-based, direct behavior, ecological) and the psychometric
properties for various purposes (e.g., screening, intervention development, progress
monitoring).
b. Candidates will develop competency in selecting, administering, scoring, interpreting,
and integrating psychological assessment data in response to a defined referral concern.
c. Candidates will become skilled at translating assessment and data collection to
conceptualizing and evaluating the implementation of and response to interventions.
Goal 4: Candidates will develop competency in collaborating with families and school
professionals in providing effective academic and mental health services to children at
individual and systemic levels.
a. Candidates will participate meaningfully on teams charged with developing and
implementing effective school-wide practices that promote academic success and mental
health in children.
b. Candidates will engage parents in ongoing collaboration with the school in providing
effective services to their child(ren).
c. Candidates will contribute meaningfully to the development, implementation, and
evaluation of effective interventions for candidates identified as needing additional
academic support.
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d. Candidates will contribute meaningfully to the development, implementation, and
evaluation of effective interventions for candidates identified as needing additional
behavioral and/or social-emotional support.
e. Candidates will promote services that enhance learning, mental health, safety, and
physical well-being through protective and adaptive factors and to implement effective
crisis preparation, response, and recovery.
Overview of Internship Guidelines
The Internship in School Psychology is the part of the training program providing candidates and
supervisors a chance to evaluate a candidate's knowledge and skills in a controlled but applied
setting. It is an opportunity for the school psychology candidate to develop a professional
identity and sensitivity to working with culturally diverse students as the candidate moves
toward assumption of full responsibilities as a school psychologist. The internship is an
integration of all previous training experiences by means of practical application in schools and,
in some cases, additional educational and mental health settings.
By the end of the internship experience, candidates will have provided evidence of entry-level
competency in the program objectives listed above. Competency in program objectives will be
achieved by engaging supervised activities as outlined in the Core Internship Plan (CIP; see
Appendix) and additional activities developed by the candidate and field supervisor.
As per NASP guidelines, the internship is provided at the end of the formal training period and
occurs on a full-time basis over a period of one academic year (10 months; minimum 1200 hours
with at least 600 hours in a school setting). Six (6) graduate credits are awarded upon completion
of the internship.
The internship experience is a cooperative venture among several agencies. However, primary
responsibilities rest with Rochester Institute of Technology’s training program and the public
schools. Other cooperating participants may be from a variety of field agencies. Open lines of
communication among all those involved in the internship are essential to provide maximum
benefit to interns. It is expected that the internship will be comprehensive and well balanced in
roles and functions in school psychology.
Securing an Internship
RIT school psychology candidates have primary responsibility for securing their own internship
placements. As soon as the candidate has accepted the internship the candidate notifies the
university based internship coordinator of his/her internship selection. The candidate will request
that the school district sign the Internship contract and then faculty will sign the contract and
return a copy to the school district. RIT policy is that once the candidate has committed to an
internship site he or she must not break the contract with the school district.
RIT faculty will assist prospective interns in securing their placements in several ways, including
but not limited to:
1. Holding a joint meeting between second-year practicum students and current interns
during the fall semester to discuss strategies for securing a quality internship.
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2. Requiring second-year students to develop a portfolio of their academic and
professional work, including a current resume and personal statement. Faculty will
review portfolio items submitted during candidates’ second year of study.
3. Providing information with respect to past and current internship positions held by
RIT candidates. This information can be found in a binder in the School Psychology
Student Lounge.
4. Forwarding current internship postings to all prospective interns on an ongoing basis.
5. Providing information about out-of-state internships for candidates interested in
relocating.
6. Consulting with candidates who are having difficulty procuring an internship
placement. Candidates must be willing to relocate when the internship sites are not
available in the Greater Rochester area.
A. Site Selection
The primary consideration in intern placement is the adequacy of a school system as an
intern training site, although the needs of the local system must also be taken into
consideration. The RIT internship program must not be seen as a primary means for the
local district to gain assistance with psychometric work.
The following considerations provide general criteria for intern placement.
1 . There must be one individual in the school district who is directly responsible for the
supervision of the intern. The on-site supervisor shall be responsible for no more than
two (2) interns at any given time. The on-site supervisor should be a state-certified
school psychologist or a licensed psychologist, and preferably hold National
Certification in School Psychology (NCSP). Psychiatrists, social workers, counselors,
or psychologists may assist with the supervision in the case of agency placements.
The expertise and experience of the supervisor will be an important consideration in
intern site selection.
2. Adequate facilities for supervisors and interns are important, to ensure maximum
efficiency in testing, interviewing, and other intern activities. Office, secretarial, and
other professional support must be provided. The school system should provide
professional materials and reimburse the intern for mileage and other professional
expenses. RIT policy requires that all interns be given a stipend by their employing
school district.
B. Specific Supervision Responsibilities of Local Districts
It is assumed that the most highly qualified person available will serve in the capacity of
supervisor. The supervising school psychologist must have, at minimum, a masters + 30
credit equivalent (or the Ed.S.), Ph.D., Psy.D. , or Ed. D. degree and three years of
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experience. The supervisor is seen as an exceedingly important professional model, as
well as one who is responsible for the administrative welfare of the intern.
The intern is believed to provide a sufficient amount of service to the school district to
justify the release of two hours per week of an internally employed supervisor from
regular duties or case load. If a qualified internal supervisor is not available from the
school district, the program director will assist in locating a qualified supervisor who
could be employed by the school district for that specific purpose. However, it is the
school district's responsibility to obtain a supervisor acceptable to the program faculty.
Any fees for supervision must be paid by the school district.
C. Supervisory Personnel
Two persons have primary responsibility for internship supervision. They are the RIT
Internship Coordinator (the school psychology trainer) and the field supervisor (the
on-site supervising school psychologist).
1. The Internship Coordinator is the field representative of the School Psychology
program at RIT. This person is the liaison between schools and agencies, the
School Psychology Program Director, and other School Psychology Program
faculty members. The responsibilities of the Internship Coordinator include the
following:
a. Provide internship guidelines for both the intern and the supervising
psychologist and ensure that these arrangements are mutually agreeable to the
supervisor, the intern, and the School Psychology program faculty.
b. Discuss the intern's work with the supervising psychologist and other
appropriate persons in the school district or agency.
c. Plan visits in advance and inform the intern and supervising psychologist of
the nature and extent of the planned visit. At least one visit per year will be
made by the Internship Coordinator. For internship sites outside of reasonable
driving distance from RIT, a telephone conference will be arranged in lieu of
an in-person visit.
d. Designate the final grade for the internship experience for university records.
This grade should be determined by mutual agreement with the supervising
psychologist at the internship site. See the Supervisor Evaluation of Intern
form located in the Appendix, p. 26.
e. Critically evaluate the professional logs of the intern. If areas of candidate
improvement are needed, it is the responsibility of the coordinator to attempt
implementation of these improvements with the candidate and the supervisor.
f. If questions of professional ethics arise, the coordinator is expected to respond
appropriately and, if necessary, to seek the advice of School Psychology
Program colleagues.
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2. The Field Supervisor approved by the RIT School Psychology Program faculty
must be certified as a School Psychologist (or licensed as a Psychologist) in the
state where the candidate is seeking to be placed as an intern. Other personnel
may work in a supervisory capacity for internship settings other than that of
school systems (e.g., psychiatric social workers, psychiatrists, clinical
psychologists, special educators) but they must be members in good standing with
their respective professional organizations and certified by approving state
agencies. The supervising specialist who assumes the responsibility for directing
and supervising the school psychology trainee should be an individual of proven
excellence in this field. He/she should be capable of guiding the candidate
successfully through the internship experience.
The Field Supervisor is expected to fulfill the following responsibilities:
a. Coordinate the internship program with the public school administrators or
agency directors and the RIT program.
b. Provide an orientation period for interns at the beginning of an intern
experience.
c. Hold a minimum of two (2) hours per week of evaluative conferences with
each intern.
d. Field Supervisors should provide interns with as many activities described as
are essential for an effective internship experience.
e. Release intern to participate in university-based supervision once a month for
four hours.
Grade evaluation of the intern is a joint effort between the internship coordinator and the
field supervisor, and is based on competency in activities listed, effectiveness in relating
to school staff, and development toward independence as a professional school
psychologist. The supervisor will be asked to complete written evaluations of the intern at
the end of each RIT Semester. The supervisor’s recommendation is weighted heavily in
determining the intern’s grade for the Semester and year.
Mid-Year Intern Evaluation
Each intern’s progress will be reviewed formally by the RIT School Psychology Program
faculty at the end of the fall semester. Interns will be evaluated using the Formative
Evaluation of Interns Rubric (see Appendix A, p.13).
Internship Requirements
1. Internship Agreement
Upon program approval of the internship site and the school psychology candidate’s
eligibility to commence an internship, the intern and school district will complete an
Internship Agreement. The forms are located in Appendix B, p. 14 of this handbook. This
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agreement outlines the terms and conditions of the relationship between the intern, the
school district, and the RIT program. The school district must fill in the stipend amount
and name and address of the district. The contract should then be signed by the school
administrator responsible for hiring school psychology interns (often the Pupil Personnel
Services director), the field supervisor, and the intern. Once this is complete, the intern
must obtain signatures from the RIT School Psychology Program director and the
Internship Coordinator. One copy of the Agreement must be in the candidate’s RIT file. It
is recommended that the interns keep a copy for themselves and provide a copy for the
school district. The Internship Agreement must be on file prior to the commencement of
internship duties.
2. Core Internship Plan (CIP) and Site-Specific Activities
During September, interns will consult with field supervisors and develop site-specific
activities further addressing training goals. A copy of the entire plan is due to the
Internship Coordinator no later than the beginning of October, and should include the
following information:
A cover page that includes the intern’s and field supervisor’s name, credentials, address
and contact information, and a signature page that the intern, field supervisor, and
internship coordinator will sign.
A schedule of the intern’s employment hours and exact building assignments, and the
school district calendar including vacation days, inservice meetings, etc.
A general overview of the intern’s role and responsibilities. Ideally, the intern would gain
some experience at each level of the school system from preschool (if available) to high
school.
Required activities for CIP (see Appendix C, p.18).
Additional site-specific activities (written behaviorally) to address the unique experiences
and opportunities offered by the particular internship site. Each site-specific activity
should be accompanied by a list of NASP domains it addresses (see Appendix D, p. 22).
3. Daily Logs
Each intern will maintain a log which reflects the intern’s daily schedule of appointments
and activities (see Appendix E, p. 24). Times and activities (assessment, consultation,
counseling, meetings, etc.) need to be listed clearly. The log is intended to summarize, in
brief, the intern’s day-to-day activities. Field supervisors should review and initial the
logs each month. Interns will turn in their logs of the previous month at each class
meeting. It is suggested that interns keep logs in loose leaf notebooks that can be
supplemented from month to month. The log will be reviewed by supervisors for
evaluation and planning purposes, by the intern as a self-evaluation and planning tool,
and by the Internship Coordinator for accountability purposes.
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NOTE: Interns must log all hours spent in internship-related activities throughout the
contracted internship period, even after the required 1200 hour minimum has been
achieved.
4. Monthly Intervention Log
Interns will document their professional activities, including assessment, counseling, and
intervention on an ongoing basis. A form for documenting these activities can be found in
Appendix F on p. 25. These updated forms are to be turned in monthly to the RIT
Internship Coordinator.
5. Semester Formative Evaluations
Interns and supervisors will complete evaluations and submit them to the Internship
Coordinator prior to the end of each RIT academic Semester. Evaluations will include:
a. Summary of IPP goals and objectives achieved to date.
b. Supervisor evaluation of intern.
c. Intern evaluation of supervisor and internship site.
6. Site Visits
The Internship Coordinator will meet with the intern and the site supervisor at least once
over the course of the year. Site visits for long-distance internships may be conducted via
telephone. Additional site visits may be requested by the intern, the field supervisor or the
Internship Coordinator as needed.
7. Praxis School Psychology Exam
Candidates need to sit for the Praxis School Psychology subject exam before the end of
the internship year. This exam is required by NASP for the National School Psychology
Certification (NCSP). Interns must provide a copy of the score report to the School
Psychology Program office as evidence of having taken the exam.
8. Internship Seminar
An important component of university supervision, candidates on internship will attend
one Internship Seminar class per month. During this 4-hour meeting, candidates will
share internship experiences and complete assignments developed to enhance the learning
experience of the internship. Additional course requirements are outlined in the syllabus.
9. Intern Products
Interns will need to update their portfolios with a case study. The case study is an
extensive project the intern will undertake during the year. This project will be developed
in collaboration with, and approved by, the intern’s academic advisor. See Appendix I, p.
35 for evaluation rubric for the case study.
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In addition to the case study, interns will submit written products throughout the year to
demonstrate their evolving competency in key school psychology roles. Products may
include assessment reports, counseling summaries, intervention reports, and/or inservice
materials and evaluation. Further details on required intern products will be given on the
first day of the Internship Seminar. See Appendix J, K and L, p. 39, 40, 41 respectively
for evaluation rubrics of the products.
10. Dignity for All Students Act (this is not an internship requirement but is needed to
become NYS Certified)
“In June 2012, the Legislature enacted Chapter 102 of the Laws of 2012, which amended the Dignity Act to include a requirement that school professionals applying for a certificate or license on or after July 1, 2013 complete training on the social patterns of harassment, bullying and discrimination. The New York State Board of Regents approved the guidelines and curriculum for this training at their May 2013 meeting. School psychologists seeking certification after July 1, 2013 will be required to take a six hour training course on “Harassment, Bullying, and Discrimination Prevention.” Three hours of this course may be taken via online presentation and three hours must be taken in a face-to-face presentation”. For more information, please visit: http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html
Finishing the Internship Year
In addition to all required items outlined above and in the Internship Seminar Syllabus (e.g.,
logs, evaluation forms, journal articles), interns need to submit the following items to the School
Psychology Program office prior to graduation.
Application for Graduation – separate forms to be completed for each degree expected
(M.S., A.C.), and given to the School Psychology Program secretary no later than the
end of January of the graduation year.
1200 Hour Certification Form – interns must complete this form as soon as they have
logged 1200 internship hours. This form must be signed by the field supervisor and
returned to the School Psychology Program office. Degrees will not be certified by
RIT without this form. Please see Appendix M, p. 44 for a copy of the form.
Completion of the required 1200 hours does not automatically terminate the intern’s obligation
to their site. Most internships will involve more than 1200 hours. Interns are bound to fulfill their
contracted obligations to their sites by continuing to perform their internship duties until the last
day of the school district’s calendar as specified on the internship contract. It is RIT program
policy not to allow interns to request early termination of their contract in order to commence
employment outside of their internship district. It is permissible, however, for the internship
district to request early termination for the purpose of employing the candidate as a regular
salaried school psychologist, after the intern has completed 1200 hours and prior to the end of
the contracted internship period.
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Becoming Certified as a School Psychologist
RIT School Psychology Program graduates are eligible for certification at the national and state
levels. NYS certification is required to perform the duties of a school psychologist employed by
a school district or agency in New York. National Certification is optional in New York State,
but may render a job candidate more attractive to prospective employers.
For New York State certification, apply online through the New York State Teacher Certification
website (http://www.highered.nysed.gov/tcert/teach/index.html). Interns can open their files
toward the end of the internship year. The application will be processed when RIT certifies that
all degree requirements have been met. This typically occurs in mid-July.
Graduates wishing to seek employment outside of New York State must research the
certification requirements for the state in which they seek certification. The Internship
Coordinator is available to assist graduates in locating such information if needed.
To become a Nationally Certified School Psychologist (NCSP), download the application packet
from the NASP website (http://www.nasponline.org) and follow the application instructions.
After completing their 1200 hours, interns will receive a letter from the School Psychology
Program director certifying their completion of program requirements and anticipated
graduation. This letter may be included with employment application materials as proof of
employment eligibility while interns await their state certification forms.
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APPENDIX
A. Formative Evaluation of Interns 13
B. Internship Agreement 14
C. Core Internship Plan 17
D. NASP Blueprint Domains 23
E. Weekly Hour Log 25
F. Monthly Intervention Log 26
G. Supervisor Evaluation of Intern 27
H. Candidate Evaluation of Internship Site and Supervisor 35
I. Intern Case Study: Portfolio Part II 36
J. Assessment Evaluation Presentation Rubric
K. Counseling Case Rubric
L. Inservice Evaluation Rubric
40
41
42
M. 1200 Hour Certification Form 43
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RIT School Psychology Program Candidate Formative Evaluation: Year Three (Internship)
The School Psychology Program faculty reviewed your progress toward competence as an independent
school psychologist. Based on your products and evaluations submitted thus far, we have assigned ratings
in the following areas:
Student Name: _______________________ Graduation Year: ______ Date: __________
Area Rating Needs
Improvement (1)
Adequate (2) Outstanding (3)
Completion of
Internship
Activities
Is not on target for
completing all
required activities
during the year
Is on target for
completing all
required internship
activities this year
Is likely to complete
all expectations
ahead of schedule
Comprehensive
ness of
Internship
Experience
Activities are limited
to few roles and/or
student populations
Adequate balance of
roles and student
populations
Rich experience in a
diversity of roles and
student populations
Supervision
Requirements
and
Participation
Inconsistent
attendance at
meetings and/or in
managing course
requirements
Satisfactory
attendance at
meetings, self-reliant
in managing course
requirements
Exemplary
contributions to
supervision, shows
passion in sharing
resources with
classmates
Praxis II Has not registered
for the Praxis II or
has not achieved a
passing score as
defined by NASP
Registered for the
exam or taken it and
awaiting results
Taken and passed
the exam
Field
Supervisor
Evaluation
Received ratings of 1
or 2 from supervisor
Received adequate
ratings (3 or better)
from supervisor in
all areas
Received highest
ratings from
supervisor in most or
all areas
Case Study
Insufficient progress
toward case study
completion
Self-initiated
consistent progress
toward case study
completion
Case study
completed
Professional
Engagement
Not a member of a
related professional
organization and has
not attended any
outside workshops or
conferences this
year.
Active membership
in a related
professional
organization (e.g.,
NASP, NYASP,
APA, CEC, etc.).
Active membership
in a related
professional
organization AND
has presented at a
conference or
symposium this year.
Strengths:
Areas to address:
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INTERNSHIP AGREEMENT
AGREEMENT BETWEEN DESIGNATED SCHOOL DISTRICT AND THE GRADUATE PROGRAM IN SCHOOL PSYCHOLOGY AT ROCHESTER INSTITUTE OF TECHNOLOGY
The School Psychology Program at Rochester Institute of Technology considers field instruction to be a vital component of the candidate's education. RIT seeks to meet the National Association of School Psychologists (NASP) Standards in its contract with school districts, and recognizes the important contribution made by school districts in which our interns are placed. As stated in Standard 6.5 of NASP Standards for Training and Credentialing in School Psychology "At least 600 clock hours of the 1200 hour internship experience shall occur in a school setting and shall provide a balanced exposure to regular and special education programs". In order to maintain the educational excellence desired by both parties in this joint endeavor, specific statements of the responsibilities of both parties are outlined below: Responsibilities of School Psychology Program at Rochester Institute of Technology The RIT School Psychology Program will have primary responsibility for the following: 1. Assuring that all candidates meet the highest standards of ethical and legal practice. 2. Adhering to the Standards for Training and Credentialing in School Psychology prepared by the National
Association of School Psychologists. 3. Selecting and screening of school districts and field-based supervisors for each placement. 4. Selecting and screening of candidates to be placed in the field, and determining the appropriateness of
specific placements for specific candidates. 5. Developing an integrative seminar for all interns. 6. Making contact with field placement supervisors at least twice during the school year and making on-site
visits if necessary. 7. Evaluating the school district as an appropriate internship placement. 8. Providing evaluation forms and Institute calendar to the field placement supervisor. 9. Determining the Semester grade for the candidate, based on the evaluation of the field placement
supervisor, the candidate's performance in the seminar, submission of daily logs, and an evaluation conference between the field supervisor and the collegiate supervisor.
10. Terminating the candidate's internship placement when either the candidate or the school district is in gross violation of responsibility for the internship.
Responsibilities of the School District Participating school districts, through their assigned field placement supervisors, will have primary responsibility for the following: 1. Ascertaining that the field-based internship supervisor is responsible for no more than two interns at any
one time. 2. Assuring that the intern participates in the full range of tasks and activities of the school psychologist. 3. Meeting with the candidate during the initial two weeks of the placement to draw up a plan addressing the
goals of the internship. This plan should include the following: a. a general overview of the role and responsibilities of the intern
b. needs of the district to be met by the intern in areas of assessment, counseling, consultation, participation in staffings, etc.
c. schedules including the district calendar (vacation days, in-service meetings, etc.), and the intern's daily schedule (hours, school building assignments, etc.)
4. Identification of the field placement supervisor prior to accepting an internship candidate. Field-based internship supervisors must hold a valid credential in school psychology.
5. Provision of at least two hours per week of direct supervision for each intern with the field-based internship supervisor.
6. Designation of work space for the internship candidate before the field placement begins. 7. Provision of a formal orientation of the intern to the school district, its goals, policies and functions.
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8. Assistance of candidates in their integration of knowledge, skills and attitudes learned in the classroom with field-based practices.
9. Close supervision of the internship candidate to insure that educational objectives are being met. 10. Immediate contact with the RIT faculty member responsible for the internship when there are problems in
candidate adjustment or performance. 11. Preparation of a written Semester evaluation of candidate learning and performance. Field-based
internship supervisors must share evaluations with the intern prior to submission to the faculty at RIT. Both parties recognize the interdependence of the School Psychology Program at Rochester Institute of Technology and the local school district, and recognize that each will derive the greatest benefit by promoting the interests of both. Each of the parties is therefore entering into this cooperative educational effort and agrees to interpret the provisions stated above in such a manner as to best promote the interests of the profession of school psychology, the school district, the children, adolescents and families whom we serve, and the larger community. This agreement will be reviewed yearly and may be altered or modified by mutual consent. Dates of Service: The internship period shall be September through June and shall follow the calendar of the school district of employment. During this period the intern will be in the field placement five days each week. The school district will allow the candidate to attend half or full day on-campus seminars once per month from September to May. Vacation periods will follow the local school calendar. Payment for Services: A Stipend of $__________ will be paid to the intern by the local school district. In the event of termination of the placement, the intern shall be paid an amount proportional to the amount of time spent in the placement. PLEASE PRINT INFORMATION REQUESTED BELOW: ________________________________ (School District Name) ________________________________ (School District Street Address) ________________________________ (School District City, State, Zip) ________________________________ (School District Phone #) ___________________________________ _____________________________ Director of Pupil Personnel Services Signature/date ___________________________________ _____________________________ (Field-based Internship Supervisor) Signature/date ___________________________________ _____________________________ (Candidate Intern) Signature/date Suzanne Bamonto, Ph.D. _____________________________ Director, School Psychology Program Signature/date ___________________________________ _____________________________ Internship Coordinator Signature/date Date agreement is completed/filed: _____________________________ 20__-20__ Academic Year
16
Core Internship Plan
(name of candidate)
(school district)
(candidate contact information)
(Supervisor’s name and credentials)
(supervisor contact information: address, phone number, email)
I have reviewed the following plan:
____________________________
School Psychology Intern
____________________________
Field Supervisor
____________________________
RIT Internship Coordinator
17
I. Schedule of Employment and Building Assignments
II. Overview of Roles and Responsibilities
18
III. Core (Required) Activities
NASP COMPETENCIES
DBD – Data-Based Decision Making and Accountability
CON – Consultation and Collaboration
ACA – Interventions and Instructional Support to Develop Academic Skills
SOC – Interventions and Mental Health Services to Develop Social and Life Skills
SWP – School-Wide Practices to Promote Learning
PRS – Preventative and Responsive Services
FSC – Family-School Collaboration Services
DIV – Diversity in Development and Learning
RPE – Research and Program Evaluation
LEP – Legal, Ethical, and Professional Practice
LEVEL – Level of Intervention… circle when completed
(1 – Universal, 2 – Targeted, 3 – Intensive)
Done Activity
RIT Program Goal 1:
Professional Identity
DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev
Be a regular, contributing
member of the
Instructional Support
Team (or its equivalent)
X X X X
Be a regular, contributing
member of the school’s
crisis team
X X
Articulate how cultural
factors affect the
education of individual
students and the learning
environment in the
district
X X X
Attend at least 4 faculty
meetings
X X
Attend all psychology
department meetings or
alternative
X X
Attend at least one Board
of Education meeting
X X X
Attend at least one PTA
(or equivalent) meeting
X X X
Know the full continuum
of special education and
mental health services
available within the
district
X X X X
19
Read the faculty
handbook and become
aware of the school’s
crisis intervention plan
X X X
Know what mental health
services are available to
students and their families
in the local community
X X X X
Attend at least one
extracurricular school
function (e.g., sporting
event, plays, concerts)
X
Attend an Open House in
at least one school
X X
Maintain membership in
NASP
X
Create a pamphlet for
parents and students
about the role of a school
psychologist
X X
Utilize site-specific e-
mail and calendar
programs
X
Utilize site-specific
information management
systems, e.g., SchoolTool,
MarcoPolo, PowerSchool,
IEP Direct, AIMSweb
X X X
RIT Program Goal 2: Research-
Based Practice
DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev
Conduct at least one in-
service, workshop, or
information meeting for
school personnel or
parents
X X X
Attend at least one in-
service or workshop
offered by the district
X X
Observe highly skilled
regular education and
special education
teachers, write a summary
of observation to discuss
with supervisor
X X X
20
Research effective
interventions at least once
per Semester
X X X X
Write at least one article
related to child or
adolescent well-being and
disseminate through web
page or school newsletter
X X X
Participate in school-wide
initiatives to promote
positive social behavior
such as character
education and PBIS
X X
Read at least 3 scholarly
articles related to school
psychology practice
X
Develop a method for
monitoring the
effectiveness of at least
one program offered in
the district
X X
Attend at least one
conference and/or
workshop designed for
school psychologists and
related professionals
X
RIT Program Goal 3:
Assessment
DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev
Complete at least 10
comprehensive
evaluations, at least 5 of
which are initial referrals.
X
Conduct at least 5
Functional Behavior
Assessments
X X
Complete structured
classroom observations as
components of
evaluations
X
Conduct interviews with
students, or others as part
of the evaluation process
X X X X
Administer curriculum
based measures to
elementary- or middle-
X X X
21
school students (possibly
develop local norms)
Research and disseminate
information about the
validity and reliability of
tests currently used in the
district
X X
RIT Program Goal 4:
Interventions
DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev
Create at least 5 Behavior
Intervention Plans
X X X
Collaborate individually
with teachers regarding
academic and/or
behavioral issues
X X X
Participate in the creation
of 504 Accommodation
Plans
X X X X
Participate in the
development of IEPs
X X X X X X
Create a series of social
skills lessons and teach at
least one lesson in a
classroom
X
Conduct individual
counseling with at least 5
students
X X X X
Facilitate or co-facilitate
at least one counseling
group (minimum 6
sessions)
X X X X
Develop at least one
intervention plan with
parents that involves a
strong school to home
collaboration
X X
Routinely collect baseline
and progress monitoring
data to determine the
effectiveness of academic
and behavioral
interventions
X X X
Develop academic
interventions
X
Participate in team
meetings/planning
X
22
Additional Activities (site-specific)
Develop additional goals and objectives related to your specific school district and role. Identify
which NASP domains are addressed by performing these additional activities. Use additional
paper if necessary.
Done Activity DBD CON ACA SOC SWP PRS FSC DIV RPE LEP Lev
23
24
NASP Domains and Descriptions
2.1 Data-Based Decision Making and Accountability
School psychologists have knowledge of varied methods of assessment and data
collection methods for identifying strengths and needs, developing effective services and
programs, and measuring progress and outcomes.
As part of a systematic and comprehensive process of effective decision making and
problem solving that permeates all aspects of service delivery, school psychologists
demonstrate skills to use psychological and educational assessment, data collection
strategies, and technology resources and apply results to design, implement, and evaluate
response to services and programs.
2.2 Consultation and Collaboration
School psychologists have knowledge of varied methods of consultation, collaboration,
and communication applicable to individuals, families, groups, and systems and used to
promote effective implementation of services.
As part of a systematic and comprehensive process of effective decision making and
problem solving that permeates all aspects of service delivery, school psychologists
demonstrate skills to consult, collaborate, and communicate with others during design,
implementation, and evaluation of services and programs.
2.3 Interventions and Instructional Support to Develop Academic Skills
School psychologists have knowledge of biological, cultural, and social influences on
academic skills; human learning, cognitive, and developmental processes; and evidence-
based curriculum and instructional strategies.
School psychologists, in collaboration with others, demonstrate skills to use assessment
and data-collection methods and to implement and evaluate services that support
cognitive and academic skills.
2.4 Interventions and Mental Health Services to Develop Social and Life Skills
School psychologists have knowledge of biological, cultural, developmental, and social
influences on behavior and mental health; behavioral and emotional impacts on learning
and life skills; and evidence-based strategies to promote social–emotional functioning
and mental health.
School psychologists, in collaboration with others, demonstrate skills to use assessment
and data-collection methods and to implement and evaluate services that support
socialization, learning, and mental health.
25
2.5 School-Wide Practices to Promote Learning
School psychologists have knowledge of school and systems structure, organization, and
theory; general and special education; technology resources; and evidence-based school
practices that promote academic outcomes, learning, social development, and mental
health.
School psychologists, in collaboration with others, demonstrate skills to develop and
implement practices and strategies to create and maintain effective and supportive
learning environments for children and others.
2.6 Preventive and Responsive Services
School psychologists have knowledge of principles and research related to resilience and
risk factors in learning and mental health, services in schools and communities to support
multi-tiered prevention, and evidence-based strategies for effective crisis response.
School psychologists, in collaboration with others, demonstrate skills to promote services
that enhance learning, mental health, safety, and physical well-being through protective
and adaptive factors and to implement effective crisis preparation, response, and
recovery.
2.7 Family–School Collaboration Services
School psychologists have knowledge of principles and research related to family
systems, strengths, needs, and culture; evidence-based strategies to support family
influences on children’s learning, socialization, and mental health; and methods to
develop collaboration between families and schools.
School psychologists, in collaboration with others, demonstrate skills to design,
implement, and evaluate services that respond to culture and context and facilitate family
and school partnership/ interactions with community agencies for enhancement of
academic and social–behavioral outcomes for children.
2.8 Diversity in Development and Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and
other diverse characteristics; principles and research related to diversity factors for
children, families, and schools, including factors related to culture, context, and
individual and role differences; and evidence-based strategies to enhance services and
address potential influences related to diversity.
School psychologists demonstrate skills to provide professional services that promote
effective functioning for individuals, families, and schools with diverse characteristics,
26
cultures, and backgrounds and across multiple contexts, with recognition that an
understanding and respect for diversity in development and learning and advocacy for
social justice are foundations of all aspects of service delivery.
2.9 Research and Program Evaluation
School psychologists have knowledge of research design, statistics, measurement, varied
data collection and analysis techniques, and program evaluation methods sufficient for
understanding research and interpreting data in applied settings.
School psychologists demonstrate skills to evaluate and apply research as a foundation
for service delivery and, in collaboration with others, use various techniques and
technology resources for data collection, measurement, analysis, and program evaluation
to support effective practices at the individual, group,
and/or systems levels.
2.10 Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school
psychology; multiple service models and methods; ethical, legal, and professional
standards; and other factors related to professional identity and effective practice as
school psychologists.
School psychologists demonstrate skills to provide services consistent with ethical, legal,
and professional standards; engage in responsive ethical and professional decision-
making; collaborate with other professionals; and apply professional work characteristics
needed for effective practice as school psychologists, including respect for human
diversity and social justice, communication skills, effective interpersonal skills,
responsibility, adaptability, initiative, dependability, and technology skills.
27
RIT School Psychology Weekly Hour Log Name:__________________________
Dates:__________________________ Monday Tuesday Wednesday Thursday Friday Total
Area I. Professionalism
Supervision with Field Supervisor
Supervision with University Supervisor
Professional Development
CSE Meeting
IEP Meeting
504 Meeting
Faculty Meeting
PTA
School Board Meeting
Administrative
Other: Area II. Consultation
Consultation w/ Teachers
Consultation w/ Administrative Staff
Consultation w/ Other School Staff
Child Study/Pre-referral meetings
Parent consultation
Classroom Observations
Inservice Presentation
Other: Area III. Assessment
Child Interview
Parent Interview
Teacher Interview
Pre-Assessment Observation
Review of Records
Test Administration and/or Scoring
Report writing
CBM
Functional Behavior Assessment
Other: Area IV. Intervention
Individual Counseling
Group Counseling
Crisis Intervention
Counseling Planning
Classroom Observations
Behavior Intervention Plan
Other:
Total Daily Hours
P Total=____________ Total Weely Hours:
E Total =__________ Hours This Month:
M Total=__________ Hours This Year:
H Total=__________
P=Preschool Intern Initals:
E= Elementary Supervisor Initals: M=Middle School H=High School
Comments:
28
Student Name: Month:
Student Age Area(s) of Concern Type(s) of Intervention RTI Level
PM Tool PM Freq.
Goal (Objective)
Outcome Meeting Involvement
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
Academic
Social/Emotional/Behavioral
Externalizing
Internalizing
Mixed
Social Skills
Mental Health
Crisis Academic Int.
IEP Behavioral
Consultation FBA
Non-Mandated Couns. BSP
Individual Couns. Social Skills Class
Group Couns. Other:__________
Initial Referral Eval
Reevaluation
CBM
Student Rating
Teacher Rating
Attend. Record
Discipline Ref.
Other:________
No Improvement
Progress Made
Goal Met
Parent
PST
IEP
504
Other:_________
Continue
Discontinue
29
RIT SCHOOL PSYCHOLOGY PROGRAM
SUPERVISOR EVALUATION OF INTERN
Name of Candidate:_____________________________________________ Date:_________________________
Internship Semester: _____________________ District:__________________________________________
Supervisor:______________________________ Supervisor’s Title:__________________________________
This evaluation contains two parts. The first part is an assessment of the intern’s professional work characteristics,
and the second is an evaluation of specific competencies gained over the internship experience. Please evaluate the
intern according to the rating scales provided for each section.
Section 1: Professional Work Characteristics Evaluation
Please rate the intern’s demonstration of the qualities below using the following rubric. Please add clarifying
comments below each item.
1 – Rarely or never demonstrates attribute. A rating of 1 reflects serious concerns about the intern’s effectiveness
in this area, and indicates the need for competency plan addressing the characteristic(s) in question.
2 – Occasionally demonstrates attribute. Intern is in the beginning stages of developing competence in this area,
but further supervised experience is needed to develop this characteristic.
3 – Consistently demonstrates attribute at a novice level. Intern demonstrates the characteristic at the expected
level with minimal supervision.
4 – Exemplary demonstration of attribute. Intern demonstrates the characteristic at an independent level.
N/A – Insufficient opportunity to observe
_____________________________________________________________________________________________
Respect for Human Diversity 1 2 3 4 N/A
Commitment to child advocacy
Avoids group or class attributions
Inspires, rather than admires, diversity
Comments:
Communication Skills (one-way) 1 2 3 4 N/A
Sensitive to nonverbal communication
Listens, reframes, clarifies
Elicits and utilizes feedback
Comments:
30
Effective Interpersonal Relations (two-way) 1 2 3 4 N/A
Shows interest in others
Avoids divisive statements or actions
Actively seeks resolution
Comments:
Ethical Responsibility 1 2 3 4 N/A
Employs an outcomes orientation
Uses evidence-based practices
Adheres to NASP/APA Ethical Guidelines
Comments:
Adaptability 1 2 3 4 N/A
Handles crises well
Is resourceful and persistent
Accepts new challenges
Comments:
Initiative 1 2 3 4 N/A
Expresses divergent views
Assumes leadership
Actively engages in professional discourse
Comments:
Dependability 1 2 3 4 N/A
Follows through with commitments
Stable performance and time management
Concerned with quality; avoids short-cuts
Comments:
31
Section 2: Intern Competency Evaluation for Training and Professional Practice
Please rate the intern’s demonstration of the skills and competencies below using the following rubric. Please add
clarifying comments below each performance area.
1 – Minimal or No Competence. A rating of 1 reflects serious concerns about the intern’s effectiveness in this area,
and indicates the need for a plan addressing the skill(s) in question.
2 – Adequate Competence with Supervision. Intern is in the beginning stages of developing competence in this
area, but further supervised experience is needed to develop this skill. Acceptable level for practicum candidate or
beginning intern. Below expectations for advanced intern or novice school psychologist.
3 – Novice-Level Competence. Intern demonstrates the skill at a level expected of an entry-level school
psychologist.
4 – Independent Competence. Intern demonstrates the skill in an exemplary manner, or at a level expected of an
experienced school psychologist.
N/A – Insufficient opportunity to observe
_____________________________________________________________________________________________
Performance Area 1: Interpersonal and Collaborative Skills
Demonstrates good judgment and common sense
1 2 3 4 N/A
Meets difficult situations with self-control
1 2 3 4 N/A
Communicates and listens effectively
1 2 3 4 N/A
Disseminates information clearly and professionally
1 2 3 4 N/A
Relates well to students
1 2 3 4 N/A
Establishes effective collaborative relationships with parents
1 2 3 4 N/A
Establishes effective collaborative relationships with teachers and other
school personnel
1 2 3 4 N/A
Shows concern, sensitivity and respect for all school professionals, parents,
and students
1 2 3 4 N/A
Demonstrates enthusiasm for work
1 2 3 4 N/A
Approaches others in a warm, outgoing manner
1 3 3 4 N/A
Is receptive to constructive feedback
1 2 3 4 N/A
Appropriately mediates and resolves conflicts
1 2 3 4 N/A
Is adaptive and flexible
1 2 3 4 N/A
Comments:
32
Performance Area 2: Diversity Awareness and Sensitive Service Delivery
Demonstrates an awareness of own worldviews and biases
1 2 3 4 N/A
Seeks culturally relevant information when working with students and
families
1 2 3 4 N/A
Actively seeks to learn about different cultures
1 2 3 4 N/A
Shows acceptance of others’ values and viewpoints
1 2 3 4 N/A
Shows concern, respect, and sensitivity for individual differences
1 2 3 4 N/A
Assists in the integration of all students into instructional programs
1 2 3 4 N/A
Keeps families’ cultures, backgrounds and individual learning
characteristics in mind when developing interventions
1 2 3 4 N/A
Is sensitive to sources of bias when selecting and administering assessment
measures
1 2 3 4 N/A
Achieves comfortable interactions with students, families, staff, and other
professionals of differing cultural backgrounds
1 2 3 4 N/A
Works effectively with interpreters
1 3 3 4 N/A
Comments:
Performance Area 3: Technological Applications
Uses computer scoring programs effectively
1 2 3 4 N/A
Uses AIMSweb or other programs to participate in progress monitoring
1 2 3 4 N/A
Uses assistive devices and appropriate systems in communicating with
students and families (when warranted)
1 2 3 4 N/A
Uses internet resources effectively
1 2 3 4 N/A
Uses technology to maximize the effectiveness of inservice presentations
1 2 3 4 N/A
Assists teachers and other staff in using technology to perform relevant
tasks
1 2 3 4 N/A
Is able to apply technology creatively in solving problems (e.g.,
information dissemination, data display, development of forms and
observational procedures, use of Excel in making data-based decisions)
1 2 3 4 N/A
33
Comments:
Performance Area 4: Professional, Legal, Ethical, and Social Responsibility
Observes scheduled hours and appointments in a punctual manner
1 2 3 4 N/A
Is prompt in meeting requests, and follows through when additional action
is needed
1 2 3 4 N/A
Keeps records reliably and accurately
1 2 3 4 N/A
Completes work in a thorough and accurate way
1 2 3 4 N/A
Written and verbal reports are accurate
1 2 3 4 N/A
Manages time effectively
1 2 3 4 N/A
Keeps supervisor(s) informed of unusual events and activities, as well as
routine matters in their school(s)
1 2 3 4 N/A
Uses information from supervisor appropriately
1 2 3 4 N/A
Does not accept responsibilities beyond own competency level
1 2 3 4 N/A
Articulates own strengths and weaknesses
1 2 3 4 N/A
Shows evidence of continued self-evaluation
1 2 3 4 N/A
Follows standardized procedures when administering standardized tests
1 3 3 4 N/A
Maintains confidentiality when appropriate
1 2 3 4 N/A
Makes up time missed due to illness or other conflicts
1 2 3 4 N/A
Comments:
34
Performance Area 5: Data-Based Decision Making and Accountability
Systematically collects information to identify the problem and determine
strengths and needs
1 2 3 4 N/A
Utilizes assessment information to plan services and make decisions
1 2 3 4 N/A
Utilizes data to evaluate the outcomes of services and interventions
1 2 3 4 N/A
Demonstrates understanding of, and fluency with, the problem-solving
process
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, observations, and
interviews) to evaluate student cognitive functioning
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, curriculum-based
procedures, observations, interviews, and permanent product reviews) to
evaluate student academic competence in relation to grade-level
expectations
1 2 3 4 N/A
Is able to use a variety of procedures (including tests, observations,
interviews, and permanent product reviews) to evaluate student social-
emotional functioning and behavioral adjustment
1 2 3 4 N/A
Using a variety of procedures, routinely includes an evaluation of the
environment in which the student is experiencing difficulty
1 2 3 4 N/A
Is able to discuss the student’s performance in relevant areas thoroughly,
reflecting understanding of how relevant candidate characteristics are
interacting with the environmental demands of the school
1 2 3 4 N/A
Is able to tie together the results of multi-method assessments resulting in
appropriate recommendations and intervention strategies for the student
1 2 3 4 N/A
Comments:
Performance Area 6: Systems-Based Service Delivery
Is knowledgeable of the range of services offered to students within the
district
1 2 3 4 N/A
Routinely interacts and collaborates with professionals across the range of
services from general education to the most restrictive special education
placements
1 2 3 4 N/A
Demonstrates understanding of how services are provided to students, and
how students access services within the district
1 2 3 4 N/A
Seeks to overcome barriers to best practice as appropriate 1 2 3 4 N/A
35
Comments:
Performance Area 7: Enhancing the Development of Cognitive and Academic Skills
Links assessment data to the development of instructional interventions
1 2 3 4 N/A
Uses empirically-demonstrated instructional methods/interventions
1 2 3 4 N/A
Assesses likelihood of intervention implementation
1 2 3 4 N/A
Clearly describes the goals of interventions
1 2 3 4 N/A
Collects data to evaluate the outcomes of interventions
1 2 3 4 N/A
Utilizes intervention data to guide instructional decisions
1 2 3 4 N/A
Assess the integrity of intervention implementation
1 2 3 4 N/A
Comments:
Performance Area 8: Enhancing the Development of Wellness, Social Skills, and Life Competencies
Links assessment data to the development of social-emotional or
behavioral interventions
1 2 3 4 N/A
Utilizes an ecological approach when developing social-emotional or
behavioral interventions
1 2 3 4 N/A
Uses strengths and evidence-based interventions
1 2 3 4 N/A
Clearly describes the goals of social-emotional or behavioral interventions
1 2 3 4 N/A
Uses data to evaluate the outcomes of the interventions
1 2 3 4 N/A
Uses outcome data to adjust the interventions as appropriate
1 2 3 4 N/A
Deals effectively with crisis situations
1 2 3 4 N/A
Demonstrates skill in utilizing individual counseling techniques 1 2 3 4 N/A
Demonstrates skill in utilizing group counseling techniques 1 2 3 4 N/A
36
Evaluates the likelihood of intervention implementation
1 3 3 4 N/A
Assesses fidelity of implementation of social-emotional, behavioral, or
adaptive interventions
1 2 3 4 N/A
Participates appropriately in school-wide prevention programs (e.g., PBIS,
crisis prevention, etc.)
1 2 3 4 N/A
Comments:
Goals:
Given the above ratings of the intern’s current skills, please list three areas of strength and three goals for continued
professional training, in the order of their importance.
Strengths Goals
1._________________________________ 1.___________________________________
___________________________________ _____________________________________
2.__________________________________ 2.____________________________________
____________________________________ _____________________________________
3.__________________________________ 3.____________________________________
____________________________________ ______________________________________
Spring Semester: In your opinion, is this candidate ready for entry-level work as a school psychologist? Y N
Supervisor’s signature:______________________________ Date:________________________
Candidate’s signature:________________________________ Date:________________________
(The candidate’s signature indicates only that the evaluation has been discussed with candidate.)
37
Candidate Evaluation of Internship Placement and Supervisor
Name of Supervisor:
Name of District / Agency:
Name of Intern:
FALL _________ Spring__________
In the space provided, please enter the number of the response that best describes your Internship
experience. Please feel free to expand on any item by writing on the reverse side of this form.
Strongly Agree = 5
Agree = 4
Unsure = 3
Disagree = 2
Strongly Disagree = 1
My supervisor and I meet individually at least two hours per week. ____
My supervisor is accessible. ____
The quality of supervision is excellent. ____
My supervisor is interested in my meeting RIT program requirements. ____
My supervisor is interested in my development of professional skills. ____
My supervisor is interested in my providing services to the district/agency. ____
My supervisor allows me the freedom to try out new strategies and skills. ____
My course work at RIT prepared me for this field of placement. ____
My field supervisor offers me skill development beyond the skills available through coursework.
____
I would recommend my field supervisor and this setting to other graduate candidates. ____
Overall what is your assessment of your current field supervisor and placement?
How can the RIT faculty help you meet your goals in your internship placement?
12. Any additional comments (use reverse if necessary).
38
Appendix VIII: Portfolio Case Study Rubric
Name:______________________ Graduation Year:______________ Date:_____________
RIT School Psychology: INTERN CASE STUDY
NASP Standards require that all school psychologist candidates demonstrate the professional skills necessary to
deliver effective services that result in positive, measurable outcomes for clients. Fulfillment of this performance-
based requirement is met through the successful completion of the Intern Case Study. The case study will describe
an actual case that has been completed by the intern using systematic and structured problem-solving procedures.
The following rubric will be used to evaluate the submitted case study.
Section 1: Problem Identification
Very Effective Effective Needs Development
1.1
The student’s behavior is
defined in the context of
appropriate grade and/or peer
expectations, e.g. local norms
The student e’s behavior is
operationally defined
The student’s behavior
is identified, but not
operationally defined
1.2
The problem is
collaboratively defined
including the student, parent(s),
teacher(s) and other
professional(s)
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’s behavior is
identified as a skill and/or
performance deficit and an
appropriate rationale is
provided.
The student behavior is
identified as a skill and/or
performance deficit
The student’s
performance is not
identified as a skill and/or
performance deficit
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Section 2: Problem Analysis
Very Effective Effective Needs Development
2.1
Testable hypotheses are
generated through collaboration
with the student’s education
team, including the student’s
parents or primary caretakers.
One or more testable
hypotheses are developed to
identify the functions that the
behavior serves and/or the
conditions under which the
behavior is occurring or has
developed (e.g., child,
contextual, home/community
factors)
Testable hypotheses are
not developed.
2.2
There are multiple sources of
data that converge on each
proposed hypothesis
There is evidence that
appropriate data are collected to
support the proposed
hypotheses. Appropriate data
include both direct and indirect
observation data.
Appropriate data are not
collected to support the
hypotheses; direct
observation data not
collected.
2.3
All salient child factors,
contextual factors, and
home/community factors were
assessed in collaboration with
the student’s education team
and parents or primary
caretakers.
All salient child, contextual,
and home/community factors
were assessed in collaboration
with the student’s education
team.
One or more salient
child, contextual, or
home/community factors
were not assessed.
Section 3: Intervention
Very Effective Effective Needs Development
3.1
Intervention is linked to
observable, measurable goal
statement(s) reflecting validated
data collection procedures
Intervention is linked to
observable, measureable goal
statement (s)
Intervention is not
linked to observable,
measurable goal statement
(s)
3.2
Intervention(s) selection
addresses ALL problems
identified in the problem
analysis.
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 is evidence-
based (i.e., has validated
positive outcomes when used
under similar conditions).
Intervention (s) is research-
based (e.g., research literature,
functional analysis, single case
design analysis)
Intervention (s) is not
research or evidence-based
(e.g., research literature,
functional analysis, single
case design analysis)
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3.4
Intervention development
includes the student, parent(s),
teacher(s) and other
professional(s)
Intervention (s) is developed
collaboratively
Intervention (s) is not
developed collaboratively
3.5
Intervention(s) reflects
sensitivity to all of the
following: Individual
differences, resources,
classroom practices, and other
system issues.
Intervention (s) reflects
sensitivity to most of the
following: Individual
differences, resources,
classroom practices, and other
system issues.
Intervention (s) does not
reflect sensitivity to
individual differences,
resources, classroom
practices, and other system
issues.
3.6
Acceptability of intervention
is verified from all involved
parties.
Acceptability of intervention
is verified from one or more
affected parties.
Acceptability of
intervention is not verified
3.7
Intervention plan is spelled
out clearly enough to be
replicated.
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
3.8
Intervention selection
considered unintended
outcomes AND limitations.
Intervention selection
considers unintended outcomes
or limitations
Intervention selection
does not consider
unintended outcomes or
limitation
3.9
Intervention is monitored and
data are provided to ensure that
it is implemented as designed
Intervention includes a
treatment integrity plan that is
monitored but data are not
provided.
Treatment integrity is
not monitored
Section 4: Evaluation
Very Effective Effective Needs Development
4.1
Charting includes student
performance trend lines and/or
goal
Progress monitoring data are
demonstrated on a chart
Progress monitoring
data are not demonstrated
on a chart
4.2
Intervention effectiveness is
evaluated by comparing
progress monitoring data to data
generated from multiple
sources/settings
Intervention effectiveness is
evaluated by comparing
progress monitoring data to
baseline data. At least 3
baseline and 3 intervention data
points are provided.
Intervention
effectiveness is not
evaluated through data
comparison
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4.3
Unambiguous data support
the conclusion that the
intervention is effective.
Some evidence supports the
conclusion that the intervention
is effective, but some data may
be ambiguous.
Intervention is not
demonstrated to be
effective.
4.4
Response to intervention data
are used to inform problem
solving and decision making.
Single case design was
specified (e.g., changing
criterion, parametric,
component analysis, multiple
baseline, alternating treatment).
Data are used to inform
further problem solving and
decision making (i.e.,
continuation of intervention,
modification of intervention,
maintenance of intervention)
Data are not used to
inform further problem
solving and decision
making
4.5
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
4.6
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
4.7
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
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RIT School Psychology Internship
Academic Intervention Case Presentation
Intern Name: __________________ Date:_____________________
Area Rating Needs Development (1) Effective(2) Very Effective (3)
Referral Problem is stated in
general terms
Problem definition is
objective, clear and
complete.
Definition is
unambiguous that it could
be read, repeated, and
paraphrased by observers
Goals Not measurable, not
relevant or unrealistic
Measurable goals
relevant to the presenting
problem, and realistic.
DATA collected to define
the goals
Goals are defined in the
context of appropriate
developmental
expectations
Background
Not thorough, no case
conceptualization,
repetitive
Clear relevant
information included
Diversity issues
addressed
Several hypotheses,
thorough, clear and
relevant. Cultural and
developmental issues
addressed
Intervention Intervention is not linked
to observable measurable
goals
Intervention is linked to
observable measurable
goals and is
developmentally
appropriate and
individualized.
Progress is monitored
using evidence-based
methods.
All of #2 and materials
developed and created
that are well designed and
evidence based.
Post
Intervention
Summary
Insufficient and poorly
written summary
Concisely documented
the essential and specific
progress toward goals
including graph of pre
and post evaluation data.
Recommendations Insufficient and vague
recommendations
Clear, reasonable
recommendations based
on examination of all data
In addition to #2 specific
resources, names of
providers, or websites
and strategies for follow-
up are developed and
implemented
Presentation
only: Qualitative
Evaluation
Not completed Thoughtful self
evaluation of what you
learned
Self-evaluation linked to
future work.
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School Psychology Internship
Behavioral/Social-Emotional Intervention Case Presentation
Intern Name: __________________ Date:_____________________
Area Rating Needs Development (1) Effective(2) Very Effective (3)
Referral Problem behavior is
stated in general terms
Problem behavior is
objective, clear and
complete.
Definition is
unambiguous that it could
be read, repeated, and
paraphrased by observers
And includes both
examples and non
examples of the behavior
Goals Not measurable, not
relevant or unrealistic
Measurable behavioral
goals relevant to the
presenting problem, and
realistic. DATA collected
to define the goals
Goals are defined in the
context of appropriate
developmental
expectations
Background
Not thorough, no case
conceptualization,
repetitive
Clear relevant
information included
Diversity issues
addressed
Several hypotheses,
thorough, clear and
relevant. Cultural and
developmental issues
addressed
Intervention Intervention is not linked
to observable measurable
goals
Intervention is linked to
observable measurable
goals and is
developmentally
appropriate and
individualized.
Progress monitoring
where applicable
All of #2 and materials
developed and created
that are well designed and
empirically based.
Post
Intervention
Summary
Insufficient and poorly
written summary
Concisely documented
the essential and specific
progress toward goals
including graph of pre
and post evaluation data.
Discusses counseling
relationship
Recommendations Insufficient and vague
recommendations
Clear, reasonable
recommendations based
on examination of all data
In addition to #2 specific
resources, names of
providers, or websites
and strategies for follow-
up are developed and
implemented
Presentation
only: Qualitative
Evaluation
Not completed “Client” reports of what
he/she liked best, and
what he/she learned and
your self evaluation of
what you learned
Self-evaluation is linked
to future work.
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RIT School Psychology Internship
Inservice Presentation Evaluation
Candidate Name: _______________________ Date: ___________________
Area Rating Needs Improvement
(1)
Adequate (2) Outstanding (3)
Description Inconsistent and
Inadequate description
of inservice details
Date, duration, place,
description, and
number of attendees
described
concisely
Materials Inconsistent, poorly
presented materials
Adequate
documentation of
outline of inservice,
and practical handouts
for attendees
Resources and
materials go above and
beyond expectation.
Well organized,
practical and
empirically based
Self- Evaluation Insufficient or
unrealistic
or incomplete
description
A realistic description
of what you did well
and what areas you
would change
In addition to a
realistic description of
#2, a specific plan for
how you will address
both what you did well
and the areas of
change.
Attendees’
Evaluation
Insufficient
documentation of
attendee’s evaluation
of inservice
Adequate evaluation
form developed, and
completed by attendees
Evaluation form
developed, completed
and formally analyzed
(graphed)
Presentation to
class
Disorganized/
Inefficient and
ineffective use of time
Clear, organized, good
time management, not
rushed yet concise,
highlighted materials
and process.
In addition to #2,
exemplary presentation
style, animated and
engaging.
Comments:
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Certification of 1200 Hours Completed
Name of Candidate: ________________________________________
Name of Field Supervisor: ___________________________________
Internship Placement: ______________________________________
Internship Dates: Starting: ___________ Ending: _______________
This is to certify that the above named candidate has completed a total of 1200 clock hours in a
internship under my supervision in accordance with requirements of the School Psychology
Program at Rochester Institute of Technology and the National Association of School
Psychologists.
___________________________
(signature of supervisor)
__________________
(date)
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