SCHOOL PSYCHOLOGY PRE-INTERNSHIP PERFORMANCE …



School Psychology Pre-internship Performance-based AssessmentRevised 12-4-17TABLE OF CONTENTS TOC \o "1-3" SCHOOL PSYCHOLOGY PRE-INTERNSHIP PERFORMANCE-BASED ASSESSMENT PAGEREF _Toc498372485 \h 3I. Admissions PAGEREF _Toc498372486 \h 3II. Course work PAGEREF _Toc498372487 \h 3III. Annual Portfolio Review PAGEREF _Toc498372488 \h 3IV. Final Review of Portfolio PAGEREF _Toc498372489 \h 3PRE-INTERNSHIP PORTFOLIO PAGEREF _Toc498372490 \h 3I. Overview PAGEREF _Toc498372491 \h 3II. Purpose PAGEREF _Toc498372492 \h 4III. Format PAGEREF _Toc498372493 \h 4IV. Contents PAGEREF _Toc498372494 \h 4V. Benchmark Artifacts from Waived Courses PAGEREF _Toc498372495 \h 5PRE-INTERNSHIP PORTFOLIO ANNUAL REVIEW PROCESS AND TIMELINE PAGEREF _Toc498372496 \h 5I. Annual Submission PAGEREF _Toc498372497 \h 5II. Annual Evaluation PAGEREF _Toc498372498 \h 5III. Annual Review Timeline PAGEREF _Toc498372499 \h 6IV. Final Submission PAGEREF _Toc498372500 \h 6V. Final Evaluation PAGEREF _Toc498372501 \h 6VI. Final Review Timeline PAGEREF _Toc498372502 \h 6APPENDIX A: Tables of Alignment of Pre-Internship Portfolio Artifacts with NASP Standards, APA Standards, and Program Competencies PAGEREF _Toc498372503 \h 7Table 1. MA/6th Year Pre-internship Products PAGEREF _Toc498372504 \h 8Table 2. PhD Pre-internship Products PAGEREF _Toc498372505 \h 10Table 3. Pre-Internship Portfolio Benchmark Artifacts by Program Competencies PAGEREF _Toc498372506 \h 12APPENDIX B: Alignment of Pre-Internship Portfolio Benchmark Artifacts and Portfolio Section for MS/6th Year Students PAGEREF _Toc498372507 \h 14APPENDIX C: Alignment of Pre-Internship Portfolio Products and Portfolio Section for PhD Students PAGEREF _Toc498372508 \h 16APPENDIX D: Benchmark Artifact Coversheet PAGEREF _Toc498372509 \h 18APPENDIX E: Annual Review of Student Progress Form PAGEREF _Toc498372510 \h 20APPENDIX F: School Psychology Program Competencies29SCHOOL PSYCHOLOGY PRE-INTERNSHIP PERFORMANCE-BASED ASSESSMENTI. AdmissionsMultiple admissions criteria employed in the selection of students include Graduate Record Examination test scores, undergraduate or previous graduate course performance, letters of recommendation, previous relevant work experience, and personal interview data. II. Course workCourse grades represents the overall quality of student work during the semester, and the University of Connecticut Graduate School Catalog defines a uniform scale to interpret the meaning of these grades: the letter A signifies work of distinction; the letter B represents work of good quality, as expected of any successful graduate student; and the letter C represents work below the standard expected of graduate students in their area of study. Per program policy, a grade of a B or better is required for students in the School Psychology Program to meet the minimal competency level for professional practice. Should a student earn a grade lower than a B, the professor and student (and possibly the student’s major advisor) will meet to develop an action plan, which may include re-taking the course.Should a student earn a grade of D or F in a course, that course will not be allowed to remain on the plan of study, and the faculty will meet with the student to review the program plan. Additionally, the student will be referred to the Graduate School advisory committee as outlined in the Graduate School catalog.In accordance with the Graduate School’s policy, students must maintain a cumulative grade point average of 3.00 at all times while enrolled in the program. Grade point average is calculated using the following scale:A+ = 4.3A– = 3.7B = 3.0C+ = 2.3D+ = 1.3C– = 1.7F = 0A = 4.0B+ = 3.3B– = 2.7C = 2.0D = 1.0D– = 0.7III. Annual Portfolio Review School psychology faculty members meet annually to review all students. Evaluation is formative, however, and questions or concerns may be initiated at any time during the year. Before the annual review, each student provides the major advisor with the portfolio. The faculty review includes evaluation of (a) progress through the program (b) professional knowledge; and (c) clinical skill. Each major advisor will conduct an initial review of their advisees’ portfolios before presenting them to the rest of the school psychology faculty. The school psychology faculty will then review each portfolio together and come to consensus regarding portfolio ratings. After the faculty meets, students are provided with information about their progress to help them take advantage of strengths and/or to remediate weaknesses in academic, professional, and/or personal arenas. IV. Final Review of PortfolioIn the spring of their final year of coursework, all students will submit the final portfolio to their major advisor. This review will serve as the final review of the Pre-Internship Portfolio. Students must pass all portfolio requirements prior to proceeding to internship. If the faculty has significant concerns about the students’ portfolio that may result in a student not continuing to internship, a meeting with the faculty and the student will be scheduled as soon as practicable. At this meeting, an action plan will be developed.PRE-INTERNSHIP PORTFOLIOI. OverviewThroughout the course of their coursework, students are required to develop pre-internship portfolios. The portfolio consists of work samples completed throughout the program, professional documents, as well as some documents that will be created specifically for inclusion in the portfolio. Students begin collecting and creating these items during their first semester in the program, and will meet with their faculty advisor at least annually to review the development of the portfolio. The artifacts included in the portfolio are aligned with program competencies as well as NASP and APA training standards (see Appendix A).II. PurposeThe portfolio provides students with a means for purposeful self-appraisal of professional knowledge, clinical skills, and professional dispositions as they progress through the program. The portfolio allows faculty to provide each student with feedback at least annually regarding attainment of competencies and dispositions necessary to be a school psychologist. Through self-reflection and faculty feedback, students will know in which areas they are doing well, and in which areas further experience or skill development may be needed. Finally, the school psychology program faculty use portfolios to assess the effectiveness of the training program. Results of portfolio reviews are summarized and analyzed annually and data are used to inform program improvements. III. FormatPortfolio materials should be placed in a hard-cover, three-ring binder, with each section clearly labeled. The first entry should be a Table of Contents. A labeled tab in its appropriate place in the portfolio should represent each topic in the Table of Contents. All identifying information should be removed from portfolio artifacts, or the entire portfolio will be returned to you for correction prior to review. Please do not put each sheet/document in a sheet protector.IV. ContentsTable of ContentsSection I: Progress through the ProgramStatement of Professional GoalsCVTranscriptUnofficial – retrievable from Student Administration systemProjected Course SequenceThis should illustrate the courses taken and planned for upcoming years based on the Course Sequence in the handbook (MA/6th Year or PhD) was admitted under. (Note: the course sequence may be revised by the faculty while you are in the program to meet organizational or accreditation requirements)Updated Program Timeline documentStudent Checklist – Practica RequirementsSection II: Knowledge Development Benchmark Artifacts with CoversheetsBenchmark Artifacts: MA/6th Year students: see Appendix B for list of artifacts, the competency each addresses, and the section of the portfolio in which the product should be placed. PhD students: see Appendix C for list of artifacts, the competency each addresses, and the section of the portfolio in which the product should be placed.Coversheets: You must include a coversheet for each artifact; please use the template provided in Appendix D. On the coversheet, explain what you believe to be areas of strength and areas that could be improved upon for the benchmark product. Section III: Clinical Skill Development Benchmark Artifacts with CoversheetsBenchmark Artifacts: MA/6th Year students: see Appendix B for list of artifacts, the competency each addresses, and the section of the portfolio in which the product should be placed. PhD students: see Appendix C for list of artifacts, the competency each addresses, and the section of the portfolio in which the product should be placed.Coversheets: You must include a coversheet for each artifact; please use the template provided in Appendix D. On the coversheet, explain what you believe to be areas of strength and areas that could be improved upon for the benchmark product. Practicum Supervisor EvaluationsPlace practicum supervisor evaluations in reverse chronological order such that the most recent evaluation is on top. Practicum Self-EvaluationsPlace practicum self-evaluations in reverse chronological order such that the most recent evaluation is on top. V. Benchmark Artifacts from Waived CoursesA student who earned graduate credits prior to matriculation in the UConn program and obtained a written waiver from the school psychology faculty following the policy and process outlined in the School Psychology Program Policy Handbook, must provide a copy of the waiver in lieu of the artifacts from that course.PRE-INTERNSHIP PORTFOLIO ANNUAL REVIEW PROCESS AND TIMELINEI. Annual SubmissionBy the first Thursday of January or before, students will submit their portfolio to their major advisor by placing the portfolio in their advisor’s mailbox and alerting the faculty via email. II. Annual EvaluationEach major advisor will conduct an initial review of their advisees’ portfolios using the Annual Review of Student Progress Form (see Appendix E). This form includes four parts: Part 1: Constitutes the majority of the evaluation and includes rating artifacts that demonstrate: (1) progress through the program (possible ratings: Absent or Present), (2) knowledge development (possible ratings: Absent, Developing, Proficient, or Exemplary), and (3) clinical skill development (Absent, Developing, Proficient, or Exemplary; practicum supervisor and self-evaluations: Never, Rarely, Sometimes, or Always). Part 2: Includes overall ratings of the student’s professionalism during program-related activities across the past year. Part 3: Includes overall ratings of the student’s progress through the program, knowledge development, clinical skill development, practicum experience, professionalism in the program, and professionalism in assistantship/ research opportunities (if applicable), and the overall portfolio. Part 4: Provides a determination of the school psychology faculty recommended actions based on the review that is signed by all faculty upon review and, upon major advisor review with the student, is signed by the student and major advisor. Once all faculty have reviewed their major advisees’ portfolios, the school psychology faculty meet. At this meeting, each major advisor presents each of their advisees’ portfolios. The school psychology faculty then review each portfolio together and come to consensus regarding final ratings and feedback. Students may also be required to, or may choose to, revise and re-submit an artifact based on faculty ratings and feedback. This feedback may be required by the next year’s annual review, or, at the faculty’s discretion, may be requested within a shorter timeframe. Once all portfolios are reviewed, students will receive detailed feedback on their portfolio in a meeting with their advisors, and any other faculty member who requests to be present, at which time the Annual Review of Student Progress Form ratings, feedback, and recommended actions will be discussed.III. Annual Review TimelineBy first Thursday in JanuaryStudent submits portfolio to Major AdvisorDuring JanuaryMajor advisors review portfoliosProgram faculty review portfoliosBy March 1Student and major advisor meet to review portfolio feedbackStudent and advisor sign Annual Review of Student Progress FormAdvisor files signed Annual Review of Student Progress form in student’s EPSY file and returns portfolio to student. IV. Final SubmissionBy the end of finals week, in the spring prior to internship, each student will submit the portfolio to the major advisor by placing the portfolio in their advisor’s mailbox and alerting the faculty via email. NOTE: Given the timing of the final submission, faculty understand the final semester’s spring practicum evaluations may not be available to be included. Students are responsible for emailing the final semester’s spring practicum evaluation reports to their advisor as soon as they become available. V. Final EvaluationAs in the previous annual reviews, major advisors will conduct initial reviews of their advisees’ portfolios, and the faculty will review each portfolio together and come to consensus regarding their ratings. Any artifact that (a) receives a rating of Absent or Developing, or (b) has feedback indicating a need for revision from faculty must be revised and resubmitted at the timeline specified by the major advisor, but generally within two weeks. If, after review by the faculty, the revised submission still (a) does not meet the criteria for a rating of Proficient or Exemplary, or (b) requires further revision based on faculty feedback, the student is considered to have failed the portfolio requirement, and will not proceed to internship. This is a highly unlikely event, given that portfolios are reviewed annually, which allows revision of components as needed before the final evaluation.VI. Final Review TimelineBy the end of finals week in the spring prior to internshipStudent submits portfolio to Major AdvisorDuring MayMajor advisors review portfoliosProgram faculty review portfoliosBy May 1Student and major advisor meet to review portfolio feedbackStudent and advisor sign Annual Review of Student Progress FormAdvisor files signed Annual Review of Student Progress form in student’s EPSY file and returns portfolio to student. If any new or revised submission does not meet the criteria for a passing score.Student submits revised or new materials to major advisor, generally within two weeks of meeting with advisorAPPENDIX A: Tables of Alignment of Pre-Internship Portfolio Artifacts with NASP Standards, APA Standards, and Program CompetenciesTable 1. MA/6th Year Pre-internship Benchmark Artifacts NASP Standards, APA Standards, and Program CompetenciesTable 2. PhD Pre-internship Benchmark Artifacts aligned with NASP Standards, APA Standards, and Program CompetenciesTable 3. Pre-Internship Portfolio Benchmark Artifacts by Program CompetenciesTable 1. MA/6th Year Pre-internship ProductsAlignment of Pre-Internship Portfolio Products with NASP Standards (2010), APA Standards, and Program CompetenciesTentative SemesterCourseBenchmark artifacts Standards & CompetenciesNASP 201012348567910---APAVIIXVIIVIIIIIIIIVIIIIVVSchool Psychology Competencies12349567101181212Year 1 – Fall Roles & FunctionsMapping the system XXXBrief research paper X Child PsychopathologyPaper on disorder and intervention review XXPracticum 1Practicum evaluations (supervisor & self)XXXXXXXXXXXXXYear 1 - SpringPupil BehaviorFull evaluation with recommendations*XXSingle Subject Research Case Study XIntellectual AssessmentIntellectual assessment reportXPracticum 1Paper on supervision models XPracticum evaluations (supervisor & self)XXXXXXXXXXXXXYear 2 – Fall EthicsEthical/ legal case studyXBehavior InterventionTier 1 & 2 case studyXXTier 3 case study XConsultation Case studyXXIssues of Cultural DiversityPaper for publication on cultural diversityXPracticum 2Practicum evaluations (supervisor & self)XXXXXXXXXXXXXYear 2 – SpringCounseling in School Psych PracticeCase studyXXAcademic AssessmentAcademic assessment report with recommendationsXXAcademic InterventionAcademic Intervention Case studyXXPracticum 21 integrated psychoeducational report*XSystems consultation case study XXReflection paper on supervision modelXPracticum evaluations (supervisor & self)XXXXXXXXXXXXXBy Year 2 - SpringProfessional Activities outside CoursesPREPaRE Certification (Workshops 1 & 2)XEvidence of research or other scholarly activitiesXEvidence of dissemination of research or other scholarly activity via professional publication XEvidence of dissemination of research or other scholarly activity via presentationXFaculty ratings in annual reviewXXTable 2. PhD Pre-internship Products Alignment of Pre-Internship Portfolio Products with NASP Standards (2010), APA Standards, and Program CompetenciesTentative SemesterCourseBenchmark artifacts Standards & CompetenciesNASP 201012348567910----APAVIIXVIIVIIIIIIIIVIIIIVVDSKSchool Psychology Competencies1234956710118121213Year 1 – FallRoles & FunctionsMapping the systemXXXChild PsychopathologyPaper on disorder and intervention review XXPracticum 1Practicum evaluations (supervisor & self)XXXXXXXXXXXXXYear 1 - SpringPupil BehaviorFull evaluation with recommendationsXXSingle Subject Research Case StudyXIntellectual AssessmentIntellectual assessment reportXPracticum 1Paper on supervision models XPracticum evaluations (supervisor & self)XXXXXXXXXXXXXYear 2 – FallEthicsEthical/ legal case studyXBehavior InterventionTier 1 & 2 case studyXXTier 3 case study XConsultation Case studyXXIssues of Cultural DiversityPaper for publication on cultural diversityXPracticum 2Practicum evaluations (supervisor & self)XXXXXXXXXXXXXYear 2 - SpringCounseling in School Psych PracticeCase studyXXAcademic AssessmentAcademic assessment report with recommendationsXXAcademic InterventionAcademic Intervention Case studyXXPracticum 21 integrated psychoeducational report*XSystems consultation case study XXReflection paper on supervision modelXPracticum evaluations (supervisor & self)XXXXXXXXXXXXXYears 3-4Practicum 2Supervision activityXHistoryPaper integrating the history of psychology across current profession-wide competencies XYears 1-4Professional Activities outside CoursesPREPaRE Certification (Workshops 1 & 2)XEvidence of research or other scholarly activitiesXEvidence of dissemination of research or other scholarly activity via peer-reviewed professional publication XEvidence of dissemination of research or other scholarly activity via peer-reviewed presentationXDissertation proposal XFaculty ratings in annual reviewXXTable 3. Pre-Internship Portfolio Benchmark Artifacts by Program CompetenciesNote: Items under “Clinical” that are not in italics will be evaluated using a developmental rubric. Items in italics are ratings provided by field-supervisors or program faculty. 1: Assessment and Data-based Decision MakingKnowledge -ClinicalPupil Behavior – Full social-emotional-behavioral evaluation with recommendations (1.A, 1.B)Academic Assessment- Academic assessment report with recommendations (1-A, 1.B)Intellectual Assessment—intellectual assessment report (1.A-1.B)Practicum 2- Integrated psychoeducational report (1.A- 1.B)Practicum 1 & 2—evaluations (1.A,1.B, 1.C)2: Consultation and CollaborationKnowledgeRoles & Functions—Mapping the system (2.A)ClinicalConsultation—Case study (2.B, 2.C)Counseling—Case study (2.B, 2.C)Practicum2—Systems consultation case study (2.A-C)Practicum 1 & 2—evaluations (2.A-C)3. Interventions and Instructional Support to Develop Academic SkillsKnowledge -ClinicalAcademic Assessment—Academic assessment report with recommendations (3.A-F)Academic Intervention—Academic intervention case study (3.A, 3.D, 3.F)Practicum 1 & 2—evaluations (3.A-F)4: Interventions and Mental Health Services to Develop Social and Life SkillsKnowledgeChild Psychopathology—Paper on disorder and intervention review (4.D)ClinicalPupil Behavior – Full social-emotional-behavioral evaluation with recommendations (4.A-F)Behavioral Intervention—Tiers 1 & 2 case study (4.B, 4.D, 4. E, 4.F)Behavioral Intervention—Tier 3 case study (4.B, 4.D, 4. E, 4.F)Consultation—Case study (4.A-F)Practicum 1 & 2—evaluations (4.A-F)5: School-wide Practices to Promote LearningKnowledgeRoles & Functions—Mapping the system (2.B)ClinicalAcademic Intervention—Academic intervention case study (5.A-C)Practicum 1 & 2—evaluations (5.A-C)6: Preventive and Responsive ServicesKnowledgePREPaRE certification (6.C)ClinicalBehavioral Intervention—Tiers 1 & 2 case study (6.A-B)Practicum2—Systems consultation case study (2.A-C)Practicum 1 & 2—evaluations (6.A-C)7: Family-School Collaboration ServicesKnowledgeRoles & Functions—Mapping the system (7.A)ClinicalPracticum 1 & 2—evaluations (7.A-B)8: SupervisionKnowledgePracticum 1—paper on supervision models (8.A)Practicum 2—Reflection paper on supervision model (8.A)Practicum 2—Supervision activity (8.A)ClinicalPracticum 1 & 2—evaluations (8.A)9: Diversity in Development and LearningKnowledgeIssues of Cultural Diversity—Cultural immersion experience (9.A-C)Issues of Cultural Diversity—Paper for publication on cultural diversity (9.A-C)ClinicalPracticum 1 & 2—evaluations (9.A-C)10: Research and Program EvaluationKnowledgeChild Psychopathology—Paper on disorder and intervention review (10.A)Single Subject Design—Case study (10.A-B)Evidence of research or other scholarly activities (10.A-C)Evidence of dissemination of research via publication (10.C)Evidence of dissemination of research via presentation (10.C)Doctoral students only: Dissertation proposal (10.A)ClinicalPracticum 1 & 2—evaluations (10.A-C)11: Legal and Ethical PracticeKnowledgeEthics—Ethical/Legal Case Study (11.A)ClinicalPracticum 1 & 2—evaluations (11.A-C)12: ProfessionalismPracticum 1 & 2—evaluations (12.A-I)Faculty Ratings in Annual review (12 A-I)13. Discipline-Specific Knowledge (PhD Students only)Paper integrating history of psychology across competencies (13.A)Course grades (13.A-F) APPENDIX B: Alignment of Pre-Internship Portfolio Benchmark Artifacts and Portfolio Section for MS/6th Year StudentsTentative SemesterCourseBenchmark artifacts Section of PortfolioII: Knowledge DevelopmentIII: Clinical Skill DevelopmentYear 1 – Fall Roles & FunctionsMapping the system XBrief research paperXChild PsychopathologyPaper on disorder and intervention review XPracticum 1Practicum evaluations XYear 1 - SpringPupil BehaviorFull evaluation with recommendations*XSingle Subject Research Case Study XIntellectual AssessmentIntellectual assessment reportXPracticum 1Paper on supervision models XPracticum evaluations (supervisor & self)XYear 2 – Fall EthicsEthical/ legal case studyXBehavior InterventionTier 1 & 2 case studyXTier 3 case study XConsultation Case studyXIssues of Cultural DiversityPaper for publication on cultural diversityXPracticum 2Practicum evaluations (supervisor & self)XYear 2 – SpringCounseling in School Psych PracticeCase studyXAcademic AssessmentAcademic assessment report with recommendationsXAcademic InterventionAcademic Intervention Case studyXPracticum 21 integrated psychoeducational report*XSystems consultation case study XReflection paper on supervision modelXPracticum evaluations (supervisor & self)XBy Year 2 - SpringProfessional Activities outside CoursesPREPaRE Certification (Workshops 1 & 2)XEvidence of research or other scholarly activitiesXEvidence of dissemination of research or other scholarly activity via professional publication XEvidence of dissemination of research or other scholarly activity via presentationXAPPENDIX C: Alignment of Pre-Internship Portfolio Products and Portfolio Section for PhD StudentsTentative SemesterCoursePre-internship products Section of PortfolioII: Knowledge DevelopmentIII: Clinical Skill DevelopmentYear 1 – Fall Roles & FunctionsMapping the system XBrief research paperXChild PsychopathologyPaper on disorder and intervention review XPracticum 1Practicum evaluations XYear 1 - SpringPupil BehaviorFull evaluation with recommendations*XSingle Subject Research Case Study XIntellectual AssessmentIntellectual assessment reportXPracticum 1Paper on supervision models XPracticum evaluations (supervisor & self)XYear 2 – Fall EthicsEthical/ legal case studyXBehavior InterventionTier 1 & 2 case studyXTier 3 case study XConsultation Case studyXIssues of Cultural DiversityPaper for publication on cultural diversityXPracticum 2Practicum evaluations (supervisor & self)XYear 2 – SpringCounseling in School Psych PracticeCase studyXAcademic AssessmentAcademic assessment report with recommendationsXAcademic InterventionAcademic Intervention Case studyXPracticum 21 integrated psychoeducational report*XSystems consultation case study XReflection paper on supervision modelXPracticum evaluations (supervisor & self)XYears 3-4Practicum 2Supervision activityXHistoryPaper integrating the history of psychology across current profession-wide competencies XYears 1-4Professional Activities outside CoursesPREPaRE Certification (Workshops 1 & 2)XEvidence of research or other scholarly activitiesXEvidence of dissemination of research or other scholarly activity via professional publication XEvidence of dissemination of research or other scholarly activity via presentationXDissertation ProposalXAPPENDIX D: Benchmark Artifact CoversheetSchool Psychology Pre-internship Portfolio Benchmark Artifact CoversheetName: Benchmark artifact:Portfolio Section (check one): II. Knowledge DevelopmentIII. Clinical Skill DevelopmentPlease describe how this artifact demonstrates your strengths in related program competencies Please describe how this artifact demonstrates areas for improvement in related program competencies: APPENDIX E: Annual Review of Student Progress FormAnnual Review of Student Progress FormSchool Psychology ProgramUniversity of ConnecticutName of student:Major advisor:Date of advisor review:Faculty present for review:Date of faculty review:Degree program: ____ MA/6th Year____ PhDYear in program: 1234567PART ONE: RATINGS OF PORTFOLIO CONTENTSSECTION I: Progress through the ProgramProgress toward Professional GoalsArtifactAbsentPresentComments1. Statement of Professional Goals 2. CV3. Transcript4. Projected Course Sequence5. Program Timeline6. Student Checklist – Practica RequirementsDoctoral Student StatusActionCompletedTo be CompletedComments: Doctoral committee establishedDissertation proposedDissertation defendedSECTION II: KNOWLEDGE DEVELOPMENTCourse WaivedCourses & Benchmark Artifacts for Pre-Internship PortfolioDate submitted0AbsentNo artifact submitted.1DevelopingLack of evidence of mastery.2ProficientSufficientevidence of mastery.3ExemplaryExceptional evidence of mastery.NA*Roles & FunctionsMapping the systemBrief research paperChild PsychopathologyPaper on disorder and intervention review Single Subject Research Case studyPracticum 1Paper on supervision models EthicsEthical/ legal case studyIssues of Cultural DiversityCultural immersion experiencePaper for publication on cultural diversityPracticum 2 Reflection paper on supervision modelSupervision activity (PhD only)History of Psychology Paper integrating the history of psychology across current profession-wide competencies (PhD only)Professional Activities outside CoursesPREPaRE Certification (Workshops 1 & 2)Evidence of research or other scholarly activitiesEvidence of dissemination of research or other scholarly activity via peer-reviewed professional publication Evidence of dissemination of research or other scholarly activity via peer-reviewed presentationDissertation proposal (PhD only)*NA rating provided for “PhD only” artifacts when rating MS/6th Year students.SECTION III: CLINICAL SKILL DEVELOPMENT1. Benchmark ArtifactsCourse WaivedCourses & Benchmark Artifacts for Pre-Internship PortfolioDate submitted0AbsentNo artifact submitted.1DevelopingLack of evidence of mastery.2ProficientSufficientevidence of mastery.3ExemplaryExceptional evidence of mastery.Pupil BehaviorFull evaluation with recommendationsBehavior InterventionTier 1 & 2 case studyTier 3 case study Consultation Case studyCounseling in School Psych PracticeCase studyAcademic AssessmentAcademic assessment report with recommendationsAcademic InterventionAcademic Intervention Case studyPracticum 2 1 integrated psychoeducational report*Consultation case study (systems)2. Practicum Supervisor EvaluationsDiversity of setting, client ages, & client demographics Demonstration of Skill AttainmentOpportunities to Develop Competencies0Never1Rarely2Sometimes3Always0Absent1Developing2Proficient3Exemplary0Absent1Developing2Proficient3ExemplaryNo occasions for work with diverse settings and clients indicatedOccasions for work with diverse settings and clients indicated rarelySome occasions for work with diverse settings and client indicatedOn-going occasions for work with diverse settings and clients indicated. Ratings indicate declining skill levelRatings indicate stagnant or minimally improving skillRatings indicate improving skillRatings indicate high levels of skillRatings indicate opportunities across few (<30%) competenciesRatings demonstrate opportunities across few (30-50%) competenciesRatings demonstrate opportunities across the majority (>50%) of competenciesRatings demonstrate opportunities across all or nearly all competenciesPracticum 1Year 1-Fall Year 1-SpringPracticum 2Year 2-Fall Year 2-SpringYear 3-Fall Year 3-SpringYear 4-Fall Year 4-SpringYear 5-Fall Year 5-Spring3. Practicum Self-Evaluations0Absent1Developing2Proficient3ExemplaryNot provided/completed or greater than 2 point difference between student’s overall rating and supervisor’s overall rating1-2 point difference between student’s overall rating and supervisor’s overall rating Student’s overall rating within 1 point of supervisor’s overall rating Student’s overall rating matches supervisor’s overall rating exactly Practicum 1Year 1-Fall Year 1-SpringPracticum 2Year 2-Fall Year 2-SpringYear 3-Fall Year 3-SpringYear 4-Fall Year 4-SpringYear 5-Fall Year 5-SpringPART TWO: SUMMARY OF PROFESSIONALISM RATINGSBelow is the rating key used to evaluate each aspect of Professionalism1NeverCharacteristic is not evident 2RarelyCharacteristic is evident and demonstrated with little to no consistency3SometimesCharacteristic is evident and demonstrated at times4OftenCharacteristic is evident and demonstrated the majority of opportunities 5AlwaysCharacteristics is evident and consistently demonstratedNONot ObservedThere were no opportunities for the characteristic to be demonstrated Overall RatingThese items align with the UConn School Psychology Program Competencies under Objective 12Year 1Year 2Year 3Year 4Year 5Year 6Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others (APA). Engages in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness (APA). Actively seeks and demonstrates openness and responsiveness to feedback and supervision (APA)Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training (APA). Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services (APA)Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts (APA). Demonstrates effective interpersonal skills and the ability to manage difficult communication well (APA). Demonstrates consistent punctuality and attendance across all activities at which you represent the graduate program.Practices consistent self-care, maintain well-being, and demonstrate professional appearance and demeanor across all activities at which you represent the graduate program.PART THREE: OVERALL RATINGSYesNoCommentsA. Progress through the programB. Progress regarding program knowledge competenciesC. Progress regarding clinical skill competenciesD. Adequate practicum experiences E. Appropriate professionalism in the programD. Professionalism in assistantship/ research opportunities. Overall Portfolio0Unsatisfactory1Basic2Proficient3DistinguishedNo portfolio presentedMaterials are incompletePoorly organized and poor appearance Written communication is unclearContent lacks essential informationMaterials generally completeProfessional appearance and organizationClearly writtenAppropriate contentMaterials completeExceptional appearance and organizationWell-written and clearComplete and detailed contents Congratulations should be noted regarding work and progress in the following areas:Part Four: Actions Recommended from this Review?Appropriate progress is indicated from this review and the student is to be informed by conference with his/her faculty advisor.?A conference with the student and his/her faculty advisor, and other appropriate faculty, will be held to discuss areas of identified weaknesses.?A plan to remediate the identified problem areas will be developed by the faculty. Specific suggestions:?Increase supervision, either with the same or different faculty advisor.?Change the format, emphasis, and/or focus of supervision.?Increase field work experience.?Reduce the student’s clinical or other workload and/or require specific academic course work.?Recommend and/or require personal therapy.?Recommend a leave of absence and/or additional semester of practicum.?The identified problems are severe enough to warrant a leave of absence from the program.?The identified problems are severe enough to warrant dismissal from the program.Upon Completion of Annual Review:_______________________________Name of Faculty Member_______________________________Signature ________________________Date_______________________________Name of Faculty Member_______________________________Signature ________________________Date_______________________________Name of Faculty Member_______________________________Signature ________________________Date_______________________________Name of Faculty Member_______________________________Signature ________________________Date_______________________________Name of Faculty Member_______________________________Signature ________________________DateUpon Review of Form with Student:_________________________________________________________Signature of Student*____________________________Date_________________________________________________________Signature of Major Advisor____________________________Date*Student signature indicates only that the student has had the opportunity to review the findings with his/her faculty advisor, and the program director if desired.APPENDIX F: School Psychology Program CompetenciesThe goal of the school psychology program is to prepare competent school psychologists who can deliver effective, evidence-based services to students, educators, and families. Successful students will demonstrate the following competencies: 1: Assessment and Data-based Decision Making. Students will demonstrate knowledge and skills related to assessment, use of data in assessment and evaluation to develop effective services and programs, and measurement of response to services and programs. (NASP 2.1)Students will demonstrate the ability to: Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective for those that are objective. Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences. 2: Consultation and Collaboration. Students will demonstrate knowledge and skills related to methods of consultation, collaboration, and communication applicable to students, educators, families, communities, and systems that are used to promote effective service delivery. (NASP 2.2)Students will demonstrate: Knowledge of varied models of consultation in psychology and education applicable to students, educators, families, communities, and systems. Effective consultation and collaboration skills at the student, educator, family, and systems levels to design, implement, and evaluate services. Knowledge and respect for the roles and perspectives of other professions.?3: Interventions and Instructional Support to Develop Academic Skills. Students will demonstrate knowledge and skills related to developing, implementing, and evaluating direct and indirect services that support students’ cognitive and academic skills. (NASP 2.3)Students will demonstrate the ability to: establish and maintain effective relationships with the recipients of (school) psychological services (APA)develop evidence-based intervention plans specific to the service delivery goals (APA).?implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables (APA).?demonstrate the ability to apply the relevant research literature to clinical decision making (APA).?modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking (APA),?evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation (APA).?4: Interventions and Mental Health Services to Develop Social and Life Skills. Students will demonstrate knowledge and skills related to developing, implementing, and evaluating direct and indirect services that promote students’ social, emotional, and behavioral health and well-being. (NASP 2.4)Students will demonstrate the ability to: establish and maintain effective relationships with the recipients of (school) psychological services (APA)develop evidence-based intervention plans specific to the service delivery goals (APA).?implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables (APA).?demonstrate the ability to apply the relevant research literature to clinical decision making (APA).?modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking (APA),?evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation (APA).?5: School-wide Practices to Promote Learning. Students will demonstrate knowledge and skills related to school-wide practices to promote learning including preventive and responsive services. (NASP 2.5)Students will demonstrate an understanding of the past and present role and function of school psychologists in relation to the administration of schools, other school personnel, and state and local agencies.demonstrate knowledge of school and systems structure, school organization, general education, special education, and alternative education services across diverse settings.collaborate with others to develop and implement practices and strategies to create and maintain effective and supportive learning environments.6: Preventive and Responsive Services. Students will demonstrate knowledge and skills related to multi-tiered systems of support in schools that support prevention and evidence-based strategies for effective crisis response. (NASP 2.6)demonstrate knowledge of principles and research related to risk and resilience factors in learning and social, emotional, and behavioral health and well-being.demonstrate knowledge and skills related to multi-tiered prevention strategies (i.e., universal, selected, and indicated) related to learning and social, emotional, and behavioral health and well-being. demonstrate knowledge and skills related to evidence-based strategies for effective crisis prevention, preparation, and response.7: Family-School Collaboration Services. Students will demonstrate knowledge and skills related to family-school collaboration. (NASP 2.7)demonstrate knowledge of strategies to promote collaboration among family members, guardians, educators, and community agencies (as appropriate) to improve outcomes for children. demonstrate knowledge and skills related to implementing and evaluating evidence-based practices that support positive family functioning and promote children’s development (e.g., conjoint behavioral consultation, home-school collaboration).8: Supervision. Students will demonstrate knowledge and skills related to the provision of clinical supervision. (APA Domain B.3.c)Students will demonstrate knowledge of supervision models and practices (APA). 9: Diversity in Development and Learning. Students will demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics and skills to provide culturally responsive, effective services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, across multiple contexts. (NASP 2.8)Students will demonstrate: an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves (APA);knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/ consultation, and service (APA); the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own (APA).10: Research and Program Evaluation. Students will demonstrate knowledge and application of measurement, assessment, evaluation and research design, and statistics sufficient for understanding research and interpreting data. (NASP 2.9)Students will demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base (APA). Conduct research or other scholarly activities (APA). Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level (APA). 11: Legal and Ethical Practice. Students will develop an understanding of, and demonstrate commitment to ethical and legal principles regarding the practice of professional psychology. (NASP 2.10)Be knowledgeable of and act in accordance with each of the following areas: The current version of the APA Ethical Principles of Psychologists and Code of Conduct (APA);Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels (APA); andRelevant professional standards and guidelines (NASP Principles for Professional Ethics) (APA). Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas (APA)Conduct self in an ethical manner in all professional activities (APA). 12: Professionalism. Students will develop professional values and work characteristics needed for effective practice as a school psychologist.Students will: Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others (APA). Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness (APA). Actively seek and demonstrate openness and responsiveness to feedback and supervision (APA)Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training (APA). Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services (APA)Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts (APA). Demonstrate effective interpersonal skills and the ability to manage difficult communication well (APA). Demonstrate consistent punctuality and attendance across all activities at which you represent the graduate program.Practice consistent self-care, maintain well-being, and demonstrate professional appearance and demeanor across all activities at which you represent the graduate program.13. Discipline-Specific Knowledge (PhD Students only). Students will acquire a general knowledge base in the field of psychology, broadly construed, to serve as a foundation for further training in the practice of health service psychology. Doctoral students will acquire a foundational understanding of the origins and development of major ideas in the discipline of psychology (History and Systems of Psychology). Doctoral students will acquire a foundational understanding of the affective aspects of behavior.Doctoral students will acquire a foundational understanding of the biological aspects of behavior. Doctoral students will acquire a foundational understanding of the cognitive aspects of behavior. Doctoral students will acquire a foundational understanding of human development across the lifespan. Doctoral students will acquire a foundational understanding of the social aspects of behavior. Doctoral students will demonstrate the ability to integrate multiple (at least 2) basic discipline-specific content areas (i.e., affective, biological, cognitive, social, or developmental aspects of behavior). ................
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