Practicum Manual

School Psychology ProgramThe Chicago School of Professional Psychology

Table of Contents

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Contact Information ………………………………………………………………………………3

Overview …………………………………………………………………………………………,4

Important Training Dates.................................................................................................................5

Introduction......................................................................................................................................6

Practicum Eligibility .......................................................................................................................6

Application and Placement Process for Practicum ……………………………………………….7

Practicum Site Requirements...........................................................................................................8

Practicum Requirements..................................................................................................................9

School Psychology Coursework/Additional Activities.................................................................10

Documentation of Practicum Hours……………………………………………………………...10

Practicum Evaluation…………………………………………………………………………….10

Professional Comportment Expectations……………………………………………………...…11

Conflict Resolution in Practicum ………………………………………………………………..12

Appendixes

A: NASP Domains of Professional Practice......................................................................14B: Practicum Information Form.........................................................................................16C: Frequently Asked Questions ........................................................................................17D: Problem-Solving Case Study........................................................................................19E: Practicum Proposal .......................................................................................................23F: Assessment List.............................................................................................................24G: Website Resource..........................................................................................................26

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Applied Professional Practice (APP)

For training-related questions or concerns, contact:

Kristy K. Kelly, Ph.D. Director of APP-School Psychologykkohler@thechicagoschool.edu312-467-2318

Heather Sheets, Psy.D.Director of APP-Chicago CampusHeatherSheets@thechicagoschool.edu312-467-2381

For questions about deadline online submission of documents, contact:

Katie Bowes, M.M.Department ManagerApplied Professional Practicekbowes@thechicagoschool.edu312.329.6607

To Reset APP Database Password

Helpdesk TCSPP312-467-8600HelpDesk@tcsedsystem.com

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OVERVIEW

The Chicago School of Professional Psychology (TCSPP) prepares students to become practitioners in the field of school psychology. Graduates of the Ed.S. program will demonstrate the knowledge, skills, and dispositions consistent with those recognized by the National Council for Accreditation of Teacher Education (NCATE), and the knowledge and performance bases defined as the critical skills for school psychology professionals by the State of Illinois and the National Association of School Psychologists (NASP). The curriculum and training opportunities are based on the practitioner-scholar model which specifies a competency-based approach and is integrated with a standards-based approach to learning.

School Psychology practicum placements are developed by the director of Applied Professional Practice (APP) in the department. All fieldwork is completed under the supervision of an experienced, certified school psychologist in a school setting. Students receive academic credits for off-site training experiences. Field experiences are designed to promote the development and application of knowledge in promoting the healthy development of academic, social, and emotional competence of children, youth, and families. Further, experiences are developed to broaden student understanding and competence of working with individual and cultural differences.

This handbook is intended to familiarize students and field supervisors with the Practicum in School Psychology at The Chicago School of Professional Psychology (TCSPP). Each student is responsible for standards and policies set forth by TCSPP in addition to the materials contained in this Practicum Manual.

Students are responsible for being aware of policies, procedures and requirements contained in this handbook. While faculty and staff are willing to assist students in their field work activities, each student is accountable for completing the graduate program in a professional and timely fashion.

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IMPORTANT TRAINING DATES

May-JulySubmit all Practicum Paperwork to APP and District Make contact and arrangements with field supervisorRegister for Practicum Seminar

August/September Practicum beginsSubmit Practicum Proposal to the APP databaseBegin to document all internship hours in Excel spreadsheet on APP database

OctoberISPA Fall Conference

NovemberBegin search for Internship1st site Visit conducted by end of November

DecemberFall term practicum ends with the school district breakAll documentation submitted to TCS by end of term on APP database

JanuarySpring term practicum beginsISPA Conference and Job Fair

FebruaryNASP Conference

MarchInternship Acceptance Date: March 15Site Observation conducted by end of March

AprilAll documentation submitted to TCS by end of term on APP database

May/JuneSpring term practicum ends with the district calendar

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INTRODUCTION

Field experiences in school psychology lead to the achievement of the final goal of becoming a school psychologist. Practicum I and II (SP498/499) are opportunities for school psychology students to apply the skills they have learned in their training. The course is designed to provide candidates both field experiences in school settings and didactic training through a weekly seminar. Practicum provides school psychology students the opportunity to practice school-based skills in real situations under direct supervision. Upon successful completion of the two semester practicum sequence, candidates are required to complete a 1200 hour professional internship (SP 612) to complete the degree and meet the standards to an Illinois certified school psychologist and a National Certified School Psychologist (NCSP) from the National Association of School Psychologists (NASP).

All practicum experiences are under the supervision of TCS faculty and practicum field-based supervisors. Students work closely with a certified field practitioner in a supervisory relationship. Students are required to work two full-time days per week observing and performing the role of the practicing school psychologist under supervision in order to develop professional competence. Practicum is designed for students to gain knowledge and skills related to the ten competency domains delineated by NASP. It is assumed that field-based supervisors will facilitate opportunities for students to observe and participate in activities relevant to all domains of professional practice. A detailed description of these domains can be found in Appendix A.

Practicum placements are made by The Chicago School Applied Professional Practice (APP) faculty in collaboration with districts. Candidates are not to directly contact school psychologists or district personnel to solicit a practicum without consultation with the APP Director. In addition, candidates are expected to address any questions regarding placement to the APP Director. If a student is terminated from a practicum site, this is an automatic referral to the Student Affairs Committee for a review of professional comportment. Additionally, if a student’s professional comportment while interviewing at a practicum site is deemed unprofessional by the site, then this will also result in an automatic referral to the Student Affairs Committee.

PRACTICUM ELIGIBILITY

The School Psychology program is a three-year course of study, requiring 66 graduate hours and a full-time internship, which takes place in the final year of the program. The program has several major performance-based evaluation points, in addition to formal evaluations completed through course work and informal evaluations communicated during the course of advising. These ongoing evaluation points assess professional development, including knowledge, skills, professional dispositions and professional commitment. The following requirements must be met in order for students to become eligible for practicum:

Good Academic Standing. Candidates must be in good standing and complete a total of 30 credits, including the courses listed below, prior to practicum. Grades of “A” or “B” in core school psychology courses (marked with an *) are also required:

SP 415: Professional Development Group 1 for School Psychology (1)

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SP 501: Behavioral Assessment* (3)SP 430: Clinical and Diagnostic Skills (3)*SP 466: Ethics and Law in School Psychology (2)*SP 521: Principles of Tests and Measurements (3)*SP 509: Educational Assessment (3)*SP 416 Professional Development II (1)SP 532 Psycho-Educational Assessment I (3)*SP 528 Diversity in Clinical Practice (3)SP 564 Advanced Measurement and Principles (2)SP 449 Biological Bases of Behavior (3)SP Psycho-Educational Assessment II (3)*

Illinois Basic Skills Exam. Prior to practicum, candidates must present evidence they have passed the Illinois Basic Skills Examination.

Adequate Professional Comportment. Candidates must receive a total dispositional rating of “3” or higher in the spring review of candidates. The faculty review of candidates typically takes place in spring of the first year. Dispositional ratings are completed by faculty and reflect behavioral, academic and professional development competencies felt to be important to candidate’s entrance to the field of professional school psychology. Students receiving a rating below a 3 will need to address any issues with comportment through the development of an Academic Development Plan (ADP).

APPLICATION AND PLACEMENT PROCESS FOR PRACTICUM

Candidates are required to submit an application through the APP database to be considered for a practicum placement during their first or second (blended) year in the program. Students are required to complete the online application under the forms tab of the database, as well as upload a Curriculum Vita (CV) on the student detail page. Applications must be submitted by the 1st day of the spring semester. Please visit the Career Services Center or their website for instructions and advice when completing your Curriculum Vita.

The Director of APP facilitates all practicum placements in the School Psychology Department. Students are not allowed to directly coordinate placements without permission and communication with the Director of APP. Consideration of several factors is given in determining placements for individual students, including, but not limited to, student progress in the program, training goals, location and availability of sites. The placement process begins at the beginning of the spring term and continues through the fall of the following academic year. The Director of APP will contact each student individually about his or her placement. Each student should meet individually with his or her supervisor after receiving placement information to discuss and confirm the practicum for the following year. A few districts request that students participate in a formal interview before offering a placement at the site. Students will be notified if they should prepare for a formal interview and selection process. Placement may be delayed or terminated for any student placed on or completing an ADP or referred to the Student Affairs Committee (SAC) at any time during the placement process.

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Practicum placements through APP in School Psychology are considered final unless there is a significant concern about the fit of placement for the student, supervisor or other personnel involved. Any such concerns should be directed to the Director of APP. Students are required to submit any request for a placement change in writing and include the following information: (1) reason for request, (2) evidence supporting documented reason, and (3) any potential considerations for resolution of the issue. The Director of APP will review any requests with other faculty from the School Psychology Department and make a decision regarding the placement. Students may choose to appeal this decision with the Department Chair of the School Psychology Program if unsatisfied with the result. Placement for the student will be resolved following these procedures.

PRACTICUM SITE REQUIREMENTS

The School Psychology Practicum is completed in public schools under the direct supervision of certified school psychologists. Training sites and supervisors work in collaboration with APP faculty to provide the types of experiences and supervision required in the Ed.S. Program. Sites may include public grade schools, preschools, high schools, middle schools, alternative schools or special education cooperatives. Training at individual sites may include assessments of individuals or groups, counseling, data-based decision-making, response to intervention (RtI), traditional psychological assessment, consultation, specialized support (e.g. low incidence populations) and/or implementation of evidence-based interventions. The practicum training experience must include the following:

1) Opportunity for the practicum candidate to engage in a minimum of 550 hours over the course of the academic year, with a 250 hour minimum in any one semester.

2) Opportunity for the practicum candidate to attend the site for two full district school days per week.

3) Placement at one or two sites over the course of the district school year.

4) Supervision from a certified school psychologist who is able to facilitate the syllabus requirements.

School Psychology Candidates may be withheld from the process, at any time, by the Director of APP and/or the Department Chair for any of the following reasons:

1) The candidate does not meet the eligibility requirements described above.

2) The candidate is not in good academic standing.

3) There is a significant concern about the professional development and/or ability to meet the demands of practicum training.Please see the manual section on “Conflict Resolution” for further information about procedures related to this point.

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PRACTICUM REQUIREMENTS

Each site individually determines the start and end dates for their practicum training, however, TCSPP does not allow students to begin their practicum training year prior to the August of the semester they are enrolled in SP498. TCSPP provides liability insurance to all students involved in practicum training. The policy for each training year goes into effect on July 1st. If you begin seeing clients prior to that date, you will not have liability insurance. Students are not allowed to engage in clinical activities without liability insurance; even though you are working under your supervisor’s license, and thus, their liability plan. Students must maintain their own liability insurance through the school. It is possible that students may begin orientation or didactic trainings before July 1st as long as they are not directly providing clinical services.

To get a copy of the professional liability policy for the 12-13 year, please go to APP database.

Prior to the start of practicum training, some sites may require that you pass a background check, TB test, and provide fingerprints to the district. It is not uncommon for sites to require this information. The screens are usually completed after an offer is made and accepted and before training commences. More often than not, sites will financially arrange for these screens, however, some sites will ask that students cover the expense of the background check or other activities. Please note that your placement at the site is tentative until you pass these screens. If you do not pass the background check or other screens the site reserves the right to rescind their offer. Should you have questions and/or concerns about these screens please contact Dr. Kelly immediately.

Specific course requirements are outlined in detail in the syllabi for SP498 and SP499. Basic yearly requirements include the following:

1) Completion of 550 hours of field experience 2) Completion of a practicum proposal with site supervisor (one per term)3) Daily log of hours and activities; submitted each semester to APP database4) Submission of FBA and BIP reports (components in fall; full in spring semester)5) Submission of 2 psychoeducational evaluations (one each semester)6) Submission of a Problem-Solving Case Study (spring semester)7) TCS site visit (fall semester) and observation of candidate in field (spring semester)8) Formal evaluation from the field supervisor (once each term)9) Participation in career development activities (on-campus)

Practicum candidates are required to follow the district calendar for vacation days or breaks. A “term” is defined as the period of study at The Chicago School. Candidates may begin practicum prior to the start of TCS fall term and continue through the district year beyond the close of spring term. Candidates may not terminate their practicum prior to the end of the district term, unless otherwise negotiated with the APP department and the site supervisor. Candidates may not make up time or request their site supervisors to make up time by working three days a week without prior approval by APP faculty.

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SCHOOL PSYCHOLOGY COURSEWORK/ADDITIONAL ACTIVITIES

Individual course instructors may request use of the practicum site for completion of course requirements in the School Psychology Program. All candidates will be responsible for a therapeutic treatment plan (SP 579) in the fall and consultation activities (SP 410 and 469) and a social/emotional case study (SP 423) in the spring. While these activities may be completed at the practicum site, candidates may choose to complete them elsewhere. Not every district is able to provide these experiences and they are not a part of practicum requirements.

DOCUMENTATION OF PRACTICUM HOURSCandidates are responsible for completing a time log to document their practicum hours. Candidates log 8 hours per day for a full school day. Workshops, in-service presentations, and other site-related activities in a school district or other professional school organization will count toward logged hours. Candidates are required to keep and submit documentation of internship hours using the excel spreadsheet on the APP database. Candidates are encouraged to complete logs daily and to share them with the on-site supervisor regularly. The excel spreadsheet should be submitted electronically on the candidate’s site detail page (APP database) at the end of each semester. The supervising site supervisor will “sign off” on completed hours in the candidate’s semester evaluations. A minimum of 250 hours much be documented and approved by the close of the fall term, with a cumulative total of 550 hours by the close of spring term. Logs that are not kept current will affect the pass/fail status of candidates.

Practicum requirements call for a minimum of 16 hours per week with a total of 250 hours required in any one semester (550 total for two semesters). In addition, in-school hours should be completed in half-day or full-day increments (i.e., this requirement can not be met by spending an hour or two per day several days per week). Candidates may log up to 8 hours each day if the school district day is shorter (e.g, 6.5 hours) and the candidate engages in outside activities (e.g., report writing). Otherwise, all hours should be logged exactly as they are spent in specified activities.

Candidates are expected to keep the same hours as their supervisors. If a candidate must arrive or leave more than one hour after school commences or one hour prior to the end of the school day, the candidate may log only a half day attendance. Inform your site supervisor of any need to arrive late or leave early as soon as you become aware of the need. Activities completed off-site (report writing, research, etc.) do not count toward practicum hours (with the exception of the 8 hour rule explained above). It is the candidate’s responsibility to keep track of the hours that he/she has completed in practicum and to provide field supervisors with access to this information.

PRACTICUM EVALUATION

Evaluation and feedback are ongoing throughout the practicum experience and beyond. Candidates are advised to request frequent feedback on all areas of competence, including how they relate to staff, students, administration, and students as well as core competencies in school

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psychology. Formal evaluation by field and TCS supervisors is provided at the close of each term. Evaluation forms are found on the TCS APP database.

PROFESSIONAL COMPORTMENT EXPECTATIONS

School Psychologists are considered leadership personnel in schools and therefore candidates are expected to conduct themselves in a manner appropriate to their profession. Ethical behavior, promise as a practicing professional, and emotional maturity and stability are expected in addition to competency in course work. Problems may occur prior to or in practicum which may affect the candidate’s ability to continue in the program. These may include but are not limited to: inflexibility, hostility, resistance to feedback, inability to take responsibility for APP or district referral issues, or problems dealing with authority. Issues related to candidate comportment may be addressed by any member of faculty and brought to the attention of APP faculty. Candidate requests to bring other candidates, family members or other individuals to discussions of comportment issues, is not appropriate. Candidate challenges that occur prior to practicum will be discussed with the candidate’s advisor and TCS supervisor. Problems in practicum will be discussed with the site and/or TCS supervisor in collaboration with the APP Director. If problems are not successfully resolved, a remediation plan will be implemented through APP. Circumstances may warrant that a candidate be referred to The Chicago School Student Affairs –Professional Comportment Committee for review (see Student Handbook).

Candidates represent not only themselves, but The Chicago School and the wider population of professional psychology graduate students and school psychology practicum candidates. Positive impressions are important for a variety of reasons. Negative impressions undermine the candidate’s reputation within the school psychology community as well as the reputation of The Chicago School. Therefore, we recommend, but do not limit the following professional etiquette:

1) Arriving to schools on time and prepared to work 2) Working with all individuals involved in your training in a polite and professional

manner in all forms of communication (verbal or written)3) Keeping well organized and attending all conferences, observations, and activities as

planned4) Complying with NASP and APA ethical guidelines5) Responding promptly and professionally to requests for information or additional

contact/ consultation6) Maintaining professional boundaries with site supervisors, school staff, students and

families

Confidentiality of students in schools is to be of primary importance to practicum candidates. Candidates will not submit reports that contain identifying information to TCS supervisors or they will be returned. Candidates discuss student concerns or progress with individuals who are on a “need to know” basis only, using professional language, while in private locations. The Chicago School Ed.S. candidates conduct themselves in a manner that is respectful of student rights and confidentiality. There are no exceptions to these standards. Candidates who violate ethical and legal guidelines will be placed on an ADP or referred to SAC, depending on the severity of the issue and resources required for resolution of the problem.

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CONFLICT RESOLUTION IN PRACTICUM

Site APP Evaluation and Identification of Problems

School Psychology practicum training sites are rigorously evaluated by APP to ensure quality training and that the sites provide experiences consistent with the goals and philosophies of the program. Information for this on-going assessment is derived from interactions between APP and site staff and supervisors, as well as from feedback from seminar leaders and the students about their practica experiences. Additionally, sites are required to review and update their site information on an annual basis.

There may be times when difficulties arise on your practicum despite the evaluation by APP. In general, the best solution occurs immediately following the identification of a problem and resolved through informal means. Therefore, APP Directors will only directly intervene with a site after reasonable attempts have been made by the student to resolve the problem at hand. However, APP staff is available to consult with students on an ongoing basis while they attempt informal resolution. If you encounter anything at your practicum site that is outside of requirements outlined under the practicum time commitment section of this manual, unusual or problematic situations/behaviors, and/or if you have any questions regarding your training, immediately contact your APP Director.

If you feel that you are being harassed at your practicum site please meet with your APP Director to discuss the harassment. Also, please review your site’s grievance and HR policy regarding harassment prior to your meeting with your APP Director.

Supervisor’s Concerns

When supervisors have concerns about a TCSPP student, they are expected to clearly and directly communicate their concerns with the student, develop specific and effective remediation plans to address the problem in question, and involve APP as necessary and appropriate. In the event that any informal (e.g., verbally discussed) or formal (e.g., documented) remediation efforts or plans are put into place while you are on practicum, you are expected to notify your seminar instructor promptly.

Students may be referred to the SAC depending on the concerns brought forth by the site. SAC will review information presented by student, site, and/or seminar to determine an appropriate resolution. Possible outcomes include referral to the department for further advisement, creation of an ADP, additional training requirements, dismissal from theprogram, or termination of the practicum placement.

A site may opt to terminate a student’s placement if all attempts at remediation have failed. In this case, the site supervisor will be asked to provide documentation regarding the nature and progression of the concerns, the feedback provided to the student, the actions taken to intervene, and the student’s response or lack thereof to the interventions. This written account will be forwarded to SAC for review.

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Conflict Resolution

The earlier APP is aware of any training related difficulties the greater the opportunity to attempt to resolve the matter in a timely manner. Our approach to conflict resolution is multi-tiered.The three tiered approach allows students to work toward a higher level of professionalism, offers sites the ability to manage problems in a manner consistent with their training philosophy and TCSPP expectations, and provides additional support as needed. Students and sites are always encouraged to contact APP when problems arise so that they can be managed in a timely and appropriate manner.

Tier 1: The first tier of our conflict resolution model encourages students to think introspectively in regards to their concerns. After doing so, students may feel quite comfortable to address their concerns directly and thoughtfully with their supervisors

Tier 2: If issues continue to persist and/or a student feels uncomfortable to address a concern, at that time, students move onto the second tier of conflict resolution, which may include consulting with APP, faculty, or their Practicum Seminar leader. During this level of intervention, APP assists students to identify the problem, clarify expectations, as well as introduce, teach, and role-play skills for handling the conflict. After doing so, it is hoped that students will feel empowered to address conflicts in a professional manner.

Tier 3: Some situations might require APP to become more immediately and actively involved in the conflict resolution process. This is considered the third tier of intervention. At this point, APP helps to develop and implement a plan that likely involves ongoing consultation with the site, practicum seminar leader, and/or other faculty, as well as advisement of the student. Students are actively informed of the steps in this process, and ongoing dialogue and collaboration is encouraged and expected.

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Appendix ANASP Domains of Professional Practice

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.

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.

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.

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.

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.

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

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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.

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.

Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

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.

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.

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Appendix B

SITE INFORMATION FORM

Please print and complete all lines

Student InformationStudent/Intern:

Address:

Phone:

Email:

Site InformationDistrict:

School:

Address:

Internship Site Supervisor:

Supervisor Phone:

Supervisor Email:

Comments: (please provide any information than might be helpful when trying to contact or schedule appointments with your or your supervisor)

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Appendix CFrequently Asked Questions

Can I choose my own practicum site?

Candidates need to contact APP faculty to discuss potential practicum sites. Candidates may not contact or interview with school districts without permission from The Chicago School.

Do I need a car for practicum?

Practicum sites are located throughout the Chicagoland area and bordering states in order to accommodate candidate needs. Access to a car for the two days of practicum allows candidates to have opportunities not available if sites are chosen by proximity alone. Even within the city, public transportation commute time may take up to 2 hours. Candidates are responsible for their own transportation to and from sites.

I have a CPS school near where I live. May I call them to see if they will accept me as a practicum student?

The CPS system has strict policies and procedures in place for soliciting psychologists for potential supervisors. It is the agreed responsibility of CPS to determine appropriate sites and supervisors and is part of our collaborative effort to provide diverse field-based experiences to candidates who may not solicit CPS school psychologists or schools.

My mentor told me my participation at my site would negatively impact my ability to get a good internship. What should I do?

Mentors and fellow candidates share valuable information and resources, but candidates are expected to address concerns or questions regarding sites and supervisors to APP faculty.

I am concerned my site supervisor is administering a test in a way I do not understand. Do I report them to my university supervisor?

Always discuss concerns directly with your site supervisor. Address assessment issues comprehensively prior to reporting concerns to the university supervisor. Serious ethical breaches must be brought to the attention of DCFS, NASP or other bodies which address legal or ethical concerns, so consultation with supervisors is very important.

I have been asked by my site to come in for an interview. Why am I being asked to interview?

Practicum sites and supervisors have the right to screen and select the practicum candidate. You may be asked to interview. Some interviews are primarily opportunities to meet the supervisor and learn of the assessments used plus any additional expectations for practicum. Sites reserve the right to choose a practicum candidate. If the site does not appear to be a good fit, the site will

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inform APP faculty, who will contact the site and may arrange for a different placement for the candidate. This does not affect the status of the candidate.

How and when do I apply for internship?

The internship process begins in late fall when candidates informally investigate districts via the web, speak with current interns or access information through the ISPA website. TCS will have an informal meeting between interns and practicum candidates in December. Letters of Inquiry to districts are typically sent in December or January, with interviews in January and February. You may also interview with some districts at the ISPA conference in February. Districts may offer, but internship candidates may not accept, an internship in Illinois prior to March 15th. Note, however, that a number of excellent internship sites make intern selections as late as June through August.

It is the end of March and I have completed my hours. May I terminate at my site?

Candidates may not leave their site before the end of the district calendar unless it has been permitted by the TCS Director of APP and the site supervisor. This permission must be requested in writing and discussed with all parties involved in the practicum experience.

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Appendix DProblem-Solving Case Study Evaluation Rubric

Section 1 Problem IdentificationOutstanding Competent 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’s behavior is operationally defined

□ The student’s behavior is identified but not operationally defined

1.2 □ The problem is collaboratively defined

□ The problem is not collaboratively defined

1.3 □ The discrepancy between current and desired level of performance is explained

□ The behavior is operationally defined or quantified in terms of both current and desired levels of performance

□ The behavior is not operationally defined in terms of both current and desired levels of performance

1.4 □ Baseline includes the student behavior and peer/grade norms and expectations with computed trend lines

□ A baseline for the student behavior is established using sufficient data

□ A baseline for the student behavior is not established or has insufficient data

1.5 □ The student behavior is identified as a skill and/or performance deficit

□ The student behavior is not identified as a skill and/or performance deficit

1.6 □ Parent/guardians and teachers are involved in the problem-identification process

□ Parent/guardians and teachers are not involved in the problem-identification process

Rating for Section 1□ Outstanding: All components in the Competent and Outstanding categories are checked

□ Substantially Developed: All components in the Competent category plus some components in the Outstanding category are checked

□ Competent: All components in the competent category are checked

□ Threshold Development: Some components in the competent category are checked

□ Needs Development: Only components in the Needs Development category are checked

Section 2 Problem Analysis Outstanding Competent Needs Development

2.1 □ Hypotheses are generated through collaboration with teacher and/or parent

□ One or more hypotheses are developed to identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed in two or more of the following

□ Hypotheses are not developed, hypotheses are developed in only one area and/or hypotheses are not measurable

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areas: child factors, curriculum, peers, teacher, classroom, home

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

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

□ Appropriate data are not collected to confirm or reject the hypotheses

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

□ Hypotheses do not reflect an awareness of issues related to diversity (e.g., physical, social, linguistic, cultural)

Rating for Section 2□ Outstanding: All components in the Competent and Outstanding categories are checked

□ Substantially Developed: All components in the Competent category plus one component in the Outstanding category are checked

□ Competent: All components in the competent category are checked

□ Threshold Development: Some components in the competent category are checked

□ Needs Development: Only components in the Needs Development category are checked

Section 3 InterventionOutstanding Competent Needs Development

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

□ Intervention is not linked to observable, measurable goal statement(s)

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

□ Intervention(s) selection is not based on data from problem analysis and hypothesis testing

3.3 □ Intervention(s) is evidence-based (e.g., research literature, functional analysis, single case design analysis)

□ Intervention(s) is not evidence-based (e.g., research literature, functional analysis, single case design analysis)

3.4 □ Intervention(s) is developed collaboratively

□ Intervention(s) is not developed collaboratively

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3.5 □ Intervention(s) reflects sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is verified

□ Intervention(s) reflects sensitivity to 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. Acceptability of intervention is not verified

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

□ Logistics of setting, time, resources and personnel are not included in the intervention plan

3.7 □ Intervention selection considers unintended outcomes or limitations

□ Intervention selection does not consider unintended outcomes or limitations

3.8 □ Tool is developed to monitor treatment integrity and data is analyzed and discussed collaboratively

□ Intervention is monitored and data are provided to ensure that it is implemented as designed

□ Treatment integrity is not monitored

Rating for Section 3□ Outstanding: All components in the Competent and Outstanding categories are checked

□ Substantially Developed: All components in the Competent category plus one component in the Outstanding category are checked

□ Competent: All components in the competent category are checked

□ Threshold Development: Some components in the competent category are checked

□ Needs Development: Only components in the Needs Development category are checked

Section 4 Evaluation and RecommendationOutstanding Competent Needs Development

4.1 □ Charting includes student performance trend lines, and/or goal lines

□ Progress monitoring data are demonstrated on a chart

□ Progress monitoring data are not demonstrated on a chart

4.2 □ Progress monitoring data are demonstrated to be effective when compared to data generated from multiple sources/settings

□ Progress monitoring data are demonstrated to be effective when compared to baseline data

□ Intervention is not demonstrated to be effective through data comparison

4.3 □ Response to intervention data are used to inform problem solving and decision making. Single case design was specified (e.g., changing criterion, parametric, component analysis,

□ Data are used to inform further problem solving and decision making (i.e., continuation of intervention, modification of intervention,

□ Data are not used to inform further problem solving and decision making

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multiple baseline, alternating treatment)

maintenance of intervention)

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

□ Strategies for transfer/generalizing outcomes to other settings are addressed

□ Strategies for transfer/generalizing outcomes to other settings are not addressed

4.5 □ Intervention quality and integrity were monitored with a formal measure

□ Intervention quality and integrity were monitored but the formal measure was not clearly specified

□ Intervention quality and integrity were not monitored

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

□ Effectiveness of intervention is shared through collaboration with parent, teachers, and other personnel

□ Effectiveness of intervention is not shared or communicated

4.7 □ Goal Attainment Follow-up Guide was developed prior to initiation of intervention.□ Level of goal attainment was determined□ Changes in intervention and/or follow-up recommendations were made, as indicated by Follow-up Guide

□ Level of goal attainment was determined□ Changes in intervention and/or follow-up recommendations were made

□ Level of goal attainment was not determined

4.8 □ 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

4.9 □ Level of treatment effect was calculated in one of the following ways:

Effect Size Trend Line Analysis Percent Non-

overlapping Data (PND)AND demonstrated a positive, measurable outcome.

□ Level of treatment effect was calculated in one of the following ways:

Effect Size Trend Line

Analysis Percent Non-

overlapping Data (PND)

□ Level of treatment effect was not calculated

EFFECT SIZE: _____________________________(NUMERIC VALUE)

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Appendix EPracticum Proposal

The Chicago School of Professional PsychologySchool Psychology Program

Student: Date:

Practicum Supervisor:

Practicum Site:

Identify a Plan for the Completion of Practicum Requirements (including timelines, resources, and persons involved):

Identify Professional Goals for the Practicum Experience:

Respectfully Submitted,

___________________________________ ________________Candidate’s name, Ed.S. Candidate Date

___________________________________ ________________Supervising School Psychologist’s name Date

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Appendix FAssessment List

The following assessment instruments represent tools utilized by different supervisors at practicum sites. A particular candidate would not be expected to know how to administer, score and interpret all the following assessments, but it is important for candidates to familiarize themselves with those used most often at their practicum site(s).

Cognitive

Wechsler Intelligence Scale for Children-Fourth Edition (Integrated) (WISC-IV-)Universal Non-verbal Intelligence Test (UNIT)Woodcock-Johnson Tests of Cognitive Ability-3rd Edition (WJ-III Cog)Cognitive Assessment System (CAS)Stanford-Binet Intelligence Scales - 5th Edition (SB-V)Wechsler Preschool and Primary Scale of Intelligence (WPPSI)Differential Abilities Scales- 2nd Edition (DAS-II)Wechsler Adult Intelligence Scale – 3rd Edition (WAIS III) Reynolds Intellectual Assessment Scales (RIAS)Woodcock-McGrew-Werder Mini Battery (MBA)Kaufman Brief Intelligence Test (K-BIT) Test of Nonverbal Intelligence- 3rd Edition (TONI-3)Kaufman Assessment of Behavior and Cognition (K-ABC)Wechsler Abbreviated Sales of Intelligence (WASI)

Academic

BriganceTAPSIKaufman Survey of Early Academic and Language Skills (K-SEALS)Kaufman Test of Educational Achievement (KTEA)Wide Range Achievement Test (WRAT) Wechsler Individual Achievement Test-2nd Edition (WIAT-II)Woodcock-Johnson Tests of Achievement- 3rd Edition (WJ-III Ach)Test of Reading Comprehension- 3rd Edition (TORC-3)Qualitative Reading Inventory- 4th Edition (QRI-4)Test of Written Language- 3rd Edition (TOWL-3)Oral and Written Language Scales (OWLS)—Written Language Subtest OnlyKeyMath-3d EditionBracken Basic ConceptsTest of Word Reading Efficiency (TOWRE)Gray Oral Reading Test-  4th Edition (GORT-4)Comprehensive Test of Phonological Processing (CTOPP)The Phonological Awareness Test (PAT)Process Assessment of Learning – 2nd edition (PAL-2 Reading & Writing, PAL-2 Math)DIBELS

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Social-Emotional

House-Tree-Person Projective DrawingsScale for Assessing Emotional Disturbance (SAED) Devereaux Early Childhood Assessment Behavioral Observation of Students in Schools (BOSS)RIAS-Sentence CompletionVineland- 2nd EditionAdaptive Behavior Assessment Scale (ABAS)Children’s Depression Scale (CDI)Multidimensional Sentence Completion Test by Bruce Bracken Attention Deficit Disorder ScalesAttention Deficit Disorders Evaluation Scales- 2nd Edition (ADDES-2)Behavior Rating Inventory of Executive Functioning (BRIEF) Behavior Assessment Scale for Children- 2nd Edition (BASC-2): Parent, Teacher, Self Connors Rating Scales-3rd Edition: Parent, Teacher, Self FormsConnors Comprehensive Rating Scales (CBRS): Parent, Teacher, Self FormsBehavior Disorders Identification Scale- 2nd Edition (BDIS-2)Behavior Evaluation Scale (BES)

Autism

Childhood Autism Rating Scale (CARS) Asperger Syndrome Diagnostic Scale (ASDS)Gilliam Autism Rating Scale- 2nd Edition (GARS-2)Autism Diagnostic Observation System (ADOS)

Memory

Wide Range Assessment of Learning and Memory (WRAML-2)The Children’s Memory Scale (CMS)California Verbal Learning Test – 2nd Edition (CVLT-2)WISC IV IntegratedNEPSY 2

Others

The Beery-Buktenica Developmental Test of: Visual-Motor Integration (VMI)Bender-GestaltNEPSY 2Delis-Kaplan Executive Functioning Scales (D-KEFSDean-Woodcock Tests of Sensory–Motor FunctioningTest of Everyday Attention – Children (TEA-Ch)

                                                         

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Appendix GWebsite Resources

READINGhttp://ggg.umn.edu/http://reading.uoregon.edu/assessment/trial_assess_index.phphttps://dibels.uoregon.edu/http://www.bookshare.org/web/Welcome.htmlhttp://www.magickeys.com/books/http://www.fcrr.org/http://www.icdlbooks.org/http://www.abcteach.com/directory/basics/abc_activities/http://www.readingquest.org/http://www.pitt.edu/~dash/folktexts.htmlhttp://www.starfall.com/http://www.pics4learning.com/http://www.theschoolhouse.us/http://www.centeroninstruction.org/index.cfmhttp://teenspace.cincinnatilibrary.org/books/http://www.texasreading.org/utcrla/

VOCABULARY AND BACKGROUNDhttp://www.pdictionary.com/http://www.kidsclick.org/http://www.indiana.edu/~reading/ieo/bibs/vocabele.htmlhttp://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.htmlhttp://www.literacymatters.org/content/readandwrite/vocab.htmhttp://vocabulary.co.il/index_main.phphttp://www.lesn.appstate.edu/fryeem/vocabulary_instruction.htmhttp://www.ascd.org/portal/site/ascd/menuitem.5023a36b4016a775d775fe10e3108a0c/http://www.readingrockets.org/article/c38/http://www.scoe.org/content.php?PageId=169http://reading.uoregon.edu/voc/voc_types.phphttp://content.scholastic.com/browse/article.jsp?id=4511http://www.benchmarkeducation.com/educational-leader/reading/vocabulary-instruction.htmlhttp://www.readwritethink.org/lessons/lesson_view.asp?id=946http://buddies.org/articles/Voc1.html#tophttp://community-webtv.net/GUIDEDREADING/ROBUSTVOCABULARY/page4.htmlhttp://www.centeroninstruction.org/index.cfmhttp://www.readingrockets.org/http://literacymatrix.com/http://falcon.jmu.edu/~ramseyil/critical.htm

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WRITINGhttp://www.poetry4kids.com/http://www.homeworkspot.com/http://www.k8accesscenter.org/training_resources/languagearts.asphttp://www.cyberspaces.net/6traits/http://www.schoolexpress.com/http://www.spellingcity.com/

MATHhttp://www.mathfactcafe.com/http://aplusmath.com/http://www.theschoolhouse.us/http://www.coolmath4kids.com/http://www.centeroninstruction.org/index.cfmhttp://www.bced.gov.bc.ca/numeracy/http://www.curriculumsupport.education.nsw.gov.au/countmein/learn_frame.htmhttp://www.aaamath.com/http://www.apples4theteacher.com/math.htmlhttp://arcytech.org/java/http://www.c3.lanl.gov/mega-math/http://www.coolmath.com/http://www.cut-the-knot.org/index.shtmlhttp://www.figurethis.org/challenges/c27/challenge.htmhttp://www.forlessonplans.com/http://www.funbrain.com/http://www.gigglepotz.com/math.htmhttp://www.homeschoolmath.net/http://www.homeworkspot.com/http://illuminations.nctm.org/http://www.internet4classrooms.com/math_elem.htmhttp://www.internet4classrooms.com/math_sec.htmhttp://www.kidzone.ws/math/index.htmhttp://www.mathcats.com/http://www.mathgoodies.com/http://www.schoolexpress.com/http://www.mathforum.org/http://www.mathplayground.com/index.htmlhttp://www.mathisfun.com/http://school.discoveryeducation.com/lessonplans/math.htmlhttp://www.shodor.org/interactivate/http://www.sitesforteachers.com/resources_sharp/math/math.htmlhttp://www.syvum.com/http://math.rice.edu/~lanius/Lessons/http://www.algebrahelp.com/http://www.free.ed.gov/subjects.cfm?subject_id=33

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http://www.mathscribe.com/

Number Words and NumeralsCounting Forward and Backward (Beginning Level)http://www.juliasrainbowcorner.com/html/numbers.htmlColorful, voiced site has several interactive games including rocket blast off, count the kids on the bus, count the ants, etc.

One Green Frog Story and Printable Bookhttp://www.kizclub.com/frogstory/frog1.htmlTurn the page electronically and hear the story of one lonely frog, who is joined by another to make 2 frogs, and so on. Printable book available.

Interactive Number Linehttp://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a (click on 10 digit number line activity) Interactive numeral track allows you set up a counting situation for individual or whole class. You can hide specific numbers or as many numbers as desired. Student can practice forward counting by 1s, 2s, 5s, 10s, etc. starting at 1 or any other number you choose.

Numberlineshttp://www.amblesideprimary.com/ambleweb/mentalmaths/numberlines.htmlYou can create preset or random number lines on screen by using a selection of buttons to choose start number and increment number. Numbers can be hidden or revealed using the mouse.

Counting Machinehttp://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a Select display number sequencesChoose a starting number and large number displays count in steps of 1s, 2s, 5s, etc. Next number can be hidden until student names it or next number can be shown to support student’s counting.

Super Sequencerhttp://www.amblesideprimary.com/ambleweb/mentalmaths/supersequencer.htmlThis one allows you to chose the beginning number and the interval and then counts fast, medium or slow. This would be a good setting to practice decade crossovers. Can the student name the next number before it pops on the screen?

Big Counthttp://www.amblesideprimary.com/ambleweb/mentalmaths/bigcount.htmlLarge screen shows forward sequence of numbers in one second intervals. Counts by 1,2,5,10s.

Sequencing Number Mazes (Beginning Learners)http://www.edhelper.com/math/math_preschool_mazes210.htmFollowing mazes, young students can sequence numbers in the 1-15 range. Sample activities are shown – enough to give ideas about how to create your own pages.

Numeral Track (NWB-NWA)http://www.curriculumsupport.education.nsw.gov.au/countmein/teachideas_frame.htm

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This activity encourages students to state the number before or after a given number without having to count from one to find the answer.

Sorting Saucershttp://www.ictgames.com/saucerSorter.htmlThis is a game that can be played whole class or in pairs at the computer station. Choose a sequence ( by 1s, 2s, 3s, etc.) and a starting number ( 1 – 115). Then mix up the flying saucers with those numbers on them and have partner put them in correct sequence – OR – use start to cover a number and have partner identify the missing number in the sequence.

Estimating on a Number Linehttp://www.oswego.org/ocsd-web/games/Estimate/estimate.htmlSelect an appropriate number line range ( 1-10, 1-100, 0-1, etc, or enter own end values) then locate a number on that number line using a pointer. Press reveal to display the answer to see how close you came. You can adjust the size of the pointer and can add or subtract the increment marks at the bottom of the number line

BEHAVIORhttp://bsisd.esc18.net/SpecialEd/SESS/sped/TBSI.htm#Introductionhttp://www.ccbd.net/http://www.behavioradvisor.com/http://www.pbis.org/english/Functional_Assessment_of_Behavior.htmhttp://rrtcpbs.fmhi.usf.edu/http://www.swis.org/http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.phphttp://www.casel.org/home/index.phphttp://www.pbis.org/english/handouts.htmhttp://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.htmlhttp://www.nea.org/tips/content/spelling.htmlhttp://www.sandbox-learning.com/http://www.lehigh.edu/projectreach/http://www.dushkin.com/connectext/psy/ch10/facex.mhtmlhttp://ici.umn.edu/checkandconnect/model/default.htmlhttp://www.nea.org/classmanagement/archive.htmlhttp://www.flowing-thought.com/http://smhp.psych.ucla.edu/

ELLhttp://www.centeroninstruction.org/index.cfmhttp://www.scoe.org/?PageId=164http://www.nccrest.org/about.html

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RTIhttp://www.aimsweb.com/http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.phphttp://www.ed.gov/nclb/methods/whatworks/edpicks.jhtml?src=lnhttp://www.ed.gov/nclb/methods/whatworks/edpicks.jhtml?src=lnhttp://www.studentprogress.org/http://www.rtinetwork.org/http://www.floridarti.usf.eduhttp://www.nasde.orghttp://www.k12spectrum.comhttp://aea.11.k12.ia.us/idm/cohortsabcday1/islandsofexcellence.pdfhttp://www4.scoe.net/rti/programs.cfm? (menu choice 3- presentations on rti)http://smhp.psych.ucla.edu/

ACCOMMODATIONShttp://cehd.umn.edu/NCEO/AccomStudMethods.htm

PEhttp://www.pecentral.org/http://www.pecentral.org/adapted/adaptedmenu.html

SCHOOL PSYCHOLOGIST RESOURCEShttp://alpha.fdu.edu/psychology/http://www.ilispa.org/http://web.mac.com/markshinn/Site/Welcome.htmlhttp://iirc.niu.edu/http://www.schoolpsychology.net/http://www.wrightslaw.com/_http://www.tinsnips.org/http://www.measuredeffects.com/index.php?id=23http://nasdse.org/http://lianro.googlepages.com/recommendationshttp://www.reading.org/resources/issues/positions_minorities.htmlhttp://priorywoods.middlesbrough.sch.uk/resources/restop.htmhttp://www.surveymonkey.com/http://www.theschoolbell.com/http://www.buildabear.com/play/default.aspx?sc_hpan=tabs&sc_hpdr=tabs_play#Gameshttp://www.awesomelibrary.org/http://www.atozteacherstuff.com/index.shtmlhttp://www.eduref.org/http://www.forlessonplans.com/http://www.lessonplanspage.com/LA.htm

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http://web.mac.com/markshinn/Site/Welcome.html

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