Rationale or justification for artifact(s) No rationale is included or the rationale provided is judged as having no connection to knowledge, dispositions, or performance of the domain. Rationale is included but connection to the knowledge, dispositions, or performance indicators of the domain is unclear to the reviewer. Rationale provides a general connection to the knowledge, dispositions, or performance indicators of the domain. Rationale represents domain and is presented so that there is a clear connection to the knowledge, dispositions, or performance indicators of the domain. Reflective Statements No reflective statement presented Student writing lacks independent and original thought or expression of personal tone. Student writes in a personal tone that is somewhat reflective of independent and original thought. Student writes in a personal tone that is reflective of independent and original thought.
Practicum Portfolio: Summary of Evaluation Feedback Student: Faculty Reviewer: Date: To be completed by the faculty supervisors Domain Requirements to syllabus for specific details) Reviewer’s Comments Overall Rating 0, 1, 2, 3 Domain I: Data-Based and Accountability Domain summary sheet & documentation of work samples Domain II: Consultation and Collaboration Domain summary sheet & documentation of work samples Domain III: Interventions and Instruction Support to Develop Academic Skills Domain summary sheet & documentation of work samples Domain IV: Interventions and Mental Health Services to Develop Social and Life Skills Domain summary sheet & documentation of work samples Domain V: School-Wide Practices to Promote Learning Domain summary sheet & documentation of work samples Domain VI: Preventative and Responsive Services Domain summary sheet & documentation of work samples Domain VII: Family-School Collaboration Services Domain summary sheet & documentation of work samples Domain VIII: Diversity in Development and Learning Domain summary sheet & documentation of work samples Domain IX: Research and Program Evaluation Domain summary sheet & documentation of work samples Domain X: Legal, Ethical, and Professional Practice Domain summary sheet & documentation of work samples Example: PRACTICUM GOAL SETTING CHART Goal Plan for: ___________________________________ Date: __________
Objective Activities Indications of Success Projected date of completion 1.0 Demonstrate proficiency in using the problem solving process to respond to student, teacher, and parent concerns about student’s learning or behavior. With your supervisor, identify a student which has behavioral or academic concerns. Complete the problem solving process worksheet with your supervisor and professionals or parents as is appropriate. Review of problem problem-solving process in your journal. Record feedback from supervisor in journal. Record personal observations of process in your journal. Include problem-solving process worksheet in your portfolio. March 10, 2012 1.1 Demonstrate proficiency maintaining the problem-solving process through initial intervention, assessment, and monitoring interventions. Maintain progress assessment plans, and intervention summaries which document the effectiveness of intervention and assessment. Progress notes. Reflections in journal. March 10. 2012 1.2 Demonstrate proficiency in administering standardized Observe supervisor administer WISC Observe professional administer a measure of academic performance Notes in internship log Discussion with supervisor December 15, 2012 Co-score standardized tests (list specific tests) with supervisor or other professional Protocols from activity 1.3 Demonstrate proficiency in qualitatively reviewing assessment procedures After co-scoring protocols discuss with supervisor the significance of test results Record highlights of discussion in journal December 15, 2012 Read two psychological reports and evaluate the usefulness of the information in developing interventions and informing the reader about quantitative results Report reactions in journal Draft a psychological report that contains qualitative information about assessment procedures Psychological report 1.4 Demonstrate proficiency in developing interventions from assessment Develop interventions based on assessment. Write recommendations based on assessment. Recommendations have evidence of efficacy and efficiency. December 15, 2012 Have a peer review recommendations and incorporate appropriate feedback into report Peer notes and second draft of report. Draft a psychological report and submit to instructor for review Final draft of a psychological report that presents assessment data which leads to effective and efficient interventions. Demonstrate Competency in Data-Based Decision-Making and Accountability Practicum Goal Setting Chart Practicum Plan for: __________________________________________________ Date: __________ NASP Domain Objective Activities Indications of Success Projected date of completion
Objective Activities Indications of Success Projected date of completion 1.0 Demonstrate proficiency in using the problem solving process to respond to student, teacher, and parent concerns about student’s learning or behavior. With your supervisor, identify a student which has behavioral or academic concerns. Complete the problem solving process worksheet with your supervisor and other professionals or parents as is appropriate. Review of problem problem-solving process in your journal. Record feedback from supervisor in journal. Record personal observations of process in your journal. Include problem-solving process worksheet in your portfolio. 10, 2012 1.1 Demonstrate proficiency maintaining the problem-solving process through initial intervention, assessment, and monitoring interventions. Maintain progress assessment plans, and intervention summaries which document the effectiveness of intervention and assessment. Progress notes. Reflections in journal. March 10. 2012 1.2 Demonstrate proficiency in administering standardized tests Observe supervisor administer WISC Observe professional administer a measure of academic performance in internship log Discussion with supervisor December 15, 2012 standardized tests (list specific tests) with supervisor or other professional Protocols from activity 1.3 Demonstrate proficiency in qualitatively reviewing assessment procedures After co-scoring protocols discuss with supervisor the significance of test results Record highlights of discussion in journal December 15, 2012 Read two psychological reports and evaluate the usefulness of the information in developing interventions and informing the reader about quantitative results Report reactions in journal Draft a psychological report that contains qualitative information about assessment procedures Psychological report 1.4 Demonstrate proficiency in developing interventions from assessment Develop interventions on assessment. Write recommendations based on assessment. Recommendations have evidence of efficacy and efficiency. December 15, 2012 Have a peer review recommendations and incorporate appropriate feedback into report Peer notes and second draft of report. Draft a psychological report and submit to instructor for review Final draft of a psychological report that presents assessment data which leads to effective and efficient interventions. Demonstrate Competency in Data-Based Decision-Making and Accountability Intern Goal Setting Chart Internship Plan for: __________________________________________________ Date: __________ NASP Domain Objective Activities Indications of Success Projected date of completion
Copied from the following NASP website: NCSP application for non-approved programs: web pages 27-31 NCSP Case Rubric Section 1: Problem Identification Very Effective Effective Needs Development 1.1 The student’s behavior is defined in the context of appropriate 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 norms and expectations with computed trend lines A baseline for the student behavior is established using sufficient data A baseline for the student behavior is not established or has insufficient data 1.5 The student behavior is identified as a skill and/or performance deficit The student behavior is not identified as a skill and/or performance deficit 1.6 Parents/guardians and teachers are involved in the process Parents/guardians and teachers are not involved in the problem-identification process
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 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 (e.g. research literature, functional analysis, single case design analysis 3.4 Intervention(s) is developed collaboratively Intervention(s) is not developed collaboratively 3.5 Intervention (s) reflects sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is verified Intervention(s) does not reflect sensitivity to individual differences, resources, classroom practices, and other system issues. Acceptability of intervention is not verified 3.6 Logistics of setting, time, resources and personnel are included in the intervention plan Logistics of setting, time, resources and personnel are not included in the intervention plan 3.7 Intervention selection considers unintended outcomes or limitations Intervention selection does not consider unintended outcomes of limitations 3.8 Intervention is monitored and data are provided to ensure that it is implemented as designed Treatment integrity is not monitored Summary Section 4: Evaluation Very Effective Effective Needs Development
4.1 Charting includes student performance trend lines, and/or goal lines Progress monitoring data are demonstrated on a 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 Data are used to inform further problem solving and decision making (i.e., continuation of intervention, modification of intervention, maintenance of intervention) Data are not used to inform further problem solving and decision making 4.4 Strategies for transfer/generalizing outcomes to other settings are documented as effective Strategies for transfer/generalizing outcomes to other settings are addressed Strategies for transfer/generalizing outcomes to other settings are not addressed 4.5 Modifications for future interventions are considered based upon collaborative examination of effectiveness data Effectiveness of intervention is shared through collaboration with parents, teachers, and other personnel Effectiveness of intervention is not shared or communicated 4.6 Strategies for follow-up are developed and implemented Suggestions for follow-up are developed (e.g., continued progress monitoring, transition planning) Suggestions for follow-up are not developed Summary
Intern Summary of Portfolio Evaluation Feedback Intern: Faculty Reviewer: 0 = Unsatisfactory 1 = Basic 2 = Proficient 3 = Distinguished Domain Requirements (Refer to syllabus for specific details) Reviewer’s Comments Rating 0, 1, 2, 3 Domain I: Data-Based Decision-Making and Accountability Domain summary sheet & documentation of work samples Domain II: Consultation and Collaboration Domain summary sheet & documentation of work samples Domain III: Interventions and Instructional Support to Develop Academic Skills Domain summary sheet & documentation of work samples Domain IV: Interventions and Mental Health Services to Develop Social and Life Skills Domain summary sheet& documentation of work samples Domain V: School-Wide Practices to Promote Learning Domain summary sheet & documentation of work samples Domain VI: Preventative and Responsive Services Domain summary sheet & documentation of work samples Domain VII: Family-School Collaboration Services Domain summary sheet & documentation of work samples Domain VIII: Diversity in Development and Learning Domain summary sheet & documentation of work samples Domain IX: Research and Program Evaluation Domain summary sheet & documentation of work samples DOMAIN X: Legal, Ethical, and Professional Practice Domain summary sheet & documentation of work samples On-Site Supervisor’s Evaluation of School Psychology Interns Brigham Young University School Psychology Program
Date: Report Name (pseudo name of child): Faculty Reviewing Report: Graduate Student Writing Report: RATING SCALE: 1= Needs Development: Competency not yet demonstrated. Minimal detail and information included. Explanation is unclear or incorrect. Conclusions based on limited information. Tone and presentation does not demonstrate professionalism and sensitivity to diversity and/or unique situations. Writing skills do not reflect graduate level proficiencies. 2= Effective: Sufficient of competency demonstrated. Skills reflect what is necessary for an entry-level school psychologist. Sufficient detail and information included. Explanation is clear and accurate. Conclusions are based on sufficient information and reflect an adequate synthesis of background information and important assessment results. Tone and presentation demonstrate professional attitudes and sensitivity to diversity and/or unique situations. Writing skills reflect graduate level proficiencies. 3= Very Effective: Competency exceeds expectation for an school psychologist. Information and history provided a thorough and concise review. Explanations are succinct, clear, and accurate. Conclusions reflect excellent synthesis and integration of background and assessment results. Professional demeanor and sensitivity to diversity and/or unique situations are demonstrated throughout the report. Writing skills demonstrate excellence throughout. Information is understandable to teachers and parents. STRUCTURE AND ORGANIZATION 1- Development 2- Effective 3- Very Effective Report Section SCORE COMMENTS Report written in this sequence: Identifying Information Reason for Referral Assessment Procedures (e.g. list of tests) Review of Records Interviews Observations Test Results Summary Recommendations Signatures Data Summary Handout for parent/teacher (optional) OVERALL SCORE: OVERALL COMMENTS: Identifying Information 1- Needs Development 2- Effective 3- Very Effective Score Comments States name, date of birth, current grade and school Includes results and dates of vision/hearing screenings Indicates names were changes to ensure confidentiality Includes the of parents or teaches as appropriate Other OVERALL SCORE: OVERALL COMMENTS: REASON FOR REFERRAL 1- Needs Development 2- Effective 3- Very Effective SCORE COMMENTS States purpose of referral States who (name and position) initiated the referral Describes referral concerns in observable and measurable