School Psychology Handbook: Appendix E

The following evaluation rubrics are included below:

1. Assessment Skills Competencies

2. Counseling Skills Competencies

3. Consultation Competencies

4. Comprehensive Case Study

5. Special Project Rubric

School Psychology Program
Assessment Skills Competencies
Portfolio Evaluation Rubric

Intern: _____________________ Date: _______________________
University supervisor: _____________________________________
Child assessed: (pseudo-name, or initials): ______________________________

The following ratings will be used to indicate the quality of the element of the report:

1 = Unsatisfactory: does not meet expectations for level of training; the candidate needs much more practice and supervision than the majority of candidates at this same level of training.

2 = Adequate Emerging Competence: meets expectations for level of training (i.e., 1st, 2nd, or 3rd year) and it is understood that continued practice and on-going supervision are recommended.

3 = Advanced Emerging Competence: competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended.

4 = Competent: student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required.

NOTE: This form is to be completed by the university supervisor and attached to a written summary of the evaluation of the report.

School Psychology Program
Counseling Skills Competencies
Evaluation Rubric

The reviewer will note whether each component is present and rate the quality of the required elements according to the following scale:

1 = Unsatisfactory: does not meet expectations for level of training; the candidate needs much more practice and supervision than the majority of candidates at this same level of training.

2 = Adequate Emerging Competence: meets expectations for level of training (i.e., 1st, 2nd, or 3rd year) and it is understood that continued practice and on-going supervision are recommended.

3 = Advanced Emerging Competence: competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended.

4 = Competent: student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required.

CASE NOTES
_____ History and Treatment Plan included
_____ RELEVANT background presented
_____ Brief description of presenting problem (including client's perceptions)
_____ Goals stated
_____ Proposed evaluation of progress methods explained
_____ Theoretical approach and techniques planned are outlined
_____ Progress note (of session reviewed) included
_____ Note is dated and signed
_____ Objective language used throughout
_____ Errors in record are noted by single line strike out and initialed
_____ Goal for session is stated
_____ Brief overview of client's current status is presented
_____ Brief review of session content
_____ Evaluation of progress in session is noted
_____ Plan for next session is stated
_____ Termination documents included (if case completed; required for internship)
VIDEOTAPE
_____ Videotape of one or more sessions included
_____ Counselor conveys warmth and acceptance of client
_____ Counselor uses basic listening and communication skills effectively (e.g., reflection, paraphrases, summarizations)
_____ Counselor implements appropriate interventions during the session (e.g., reframes, externalizing the problem, cognitive restructuring)
_____ Counselor demonstrates proper pacing and timing in the session (e.g., starts and stops on time, sets limits as appropriate)
_____ Counselor closes session appropriately (e.g., includes plans for next session, reviews between session activities that have been planned)
SELF-EVALUATION
_____ Counselor Self-Critique completed
_____ Counselor accurately identified strengths of the session
_____ Counselor accurately identified areas of needed improvement in the session
_____ Counselor made appropriate plans for improvement
RESPONSE TO SUPERVISION
_____ Supervision notes included
_____ Counselor demonstrated understanding of feedback through paraphrasing or summarizing supervisor comments
_____ Counselor was non-defensive
_____ Counselor adequately explained therapeutic choices made in the session when questioned
REVIEWER COMMENTS:

NOTE: For purposes of the internship portfolio, ALL elements described above are expected to be present (i.e., the case must be appropriately terminated) and adequate for entry level into the profession (i.e., rated at least as satisfactory). If any element is missing or unsatisfactory, the reviewer will return the portfolio submission to the student for revision. 

School Psychology Program
Consultation Competencies
Evaluation Rubric

The reviewer will note whether each component is present and rate the quality of the required elements according to the following scale.

1 = Unsatisfactory: does not meet expectations for level of training; the candidate needs much more practice and supervision than the majority of candidates at this same level of training.

2 = Adequate Emerging Competence: meets expectations for level of training (i.e., 1st, 2nd, or 3rd year) and it is understood that continued practice and on-going supervision are recommended.

3 = Advanced Emerging Competence: competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended.

4 = Competent: student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required.

Written Consultation Report

Background information presented (1-2 paragraphs)
____ Presents brief overview of the case and description of presenting problem
____ Presents brief background history of the client
____ Addresses any unusual circumstances that need to be explained (e.g., teacher's absences, resistance)

Review and critique of problem solving interview(s)
____ Accurately identifies strengths of interview
____ Accurately identifies weaknesses of interview
____ Suggests ways that identified weaknesses might have been avoided and/or addressed in next interview
____ In general, report is well written (i.e., qualities of excellent writing are demonstrated, such or organization, clarity, grammar, etc.)
Additional Sections of Written Report (as appropriate for requirements of EDUC 830, NOT for internship. Note that Recommendations concern Project I, whereas the Research and Intervention sections concern Project II):
Recommendations
____ Recommended interventions are presented that are likely to help address the problem(s) 
____ Recommended interventions are likely to be acceptable to consultee and child
Research Review/Integration
____ Research related to the case is well integrated into the report
____ Research reviewed applies directly to the case, helping to explain or understand factors related to the case or providing guidance to intervention
____ Research reviewed is drawn from a variety of sources
____ Research reviewed is supported by recent studies and/or theory
Intervention
____ Intervention is linked to results of formal and informal methods of problem solving assessment.
____ Intervention addresses the referral question
____ Intervention is supported by theory and/or research
____ Data are collected and analyzed correctly
____ Collaboration is provided by consultee (as appropriate)
Skills Demonstrated, as Presented on Consultation Tape:
Problem Identification Interview
____ Presents opening statements that summarize the purpose of interview and what the consultee should expect 
____ Elicits general examples of the behavior(s) of concern 
____ Identifies specific targeted behavior(s) and elicits examples thereof (as appropriate)
____ Elicits estimate of behavior’s strength 
____ Tentatively defines goals/expectations for behavior improvement
____ Summarizes and validates above information (as appropriate)
____ Specifies situational context and tentatively explores various environmental and intra individual factors 
____ Tentatively explores factors outside of the situational context 
____ Summarizes and validates contributing factors (as appropriate)
____ Explores existing interventions
____ Tentatively identifies replacement behaviors (and goal, as appropriate)
____ Summarizes procedures and replacement behaviors (as appropriate)
____ Determines recording procedures 
____ Summarizes and clarifies recording procedures 
____ Schedules/plans for follow-up 
____ Demonstrates appropriate level of interpersonal/problem solving skills, as evaluated with Interpersonal and Problem Solving Skills Checklist
Problem Analysis Interview 
(note: this would be completed only if you turn in a PA interview and not a PI interview tape)
____ Questions/briefly reviews identified problem(s) 
____ Questions/explores current behavior and goals for change
____ Analyses contributing factors 
____ Summarizes above (as appropriate)
____ Links contributing factors to possible interventions
____ Collaboratively develops intervention plan 
____ Collaboratively plans intervention tactics 
____ Summarizes plan and tactics 
____ Encourages questions, offers assistance and follow-up
____ Schedules follow-up/next meeting
Inclusion of Completed Interview and Self-Rating Forms 
(checked if included)
____ Problem Identification Interview 
____ Problem Identification Interview Self-Rating Form
____ Problem Analysis and Intervention Planning Interview
____ Problem Analysis and Intervention Planning Interview Self-Rating Form 
____ Interpersonal and Problem Solving Skills Checklist

Intern: 
School Psychology Program
Comprehensive Case Study 
Evaluation Rubric

The case study report is evaluated on the following elements. Each numbered element will be rated as follows:

2 = Adequate Emerging Competence: meets expectations for level of training (i.e., 1st, 2nd, or 3rd year) and it is understood that continued practice and on-going supervision are recommended.

3 = Advanced Emerging Competence: competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended.

4 = Competent: student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required.

Background Information

____ Background history of the student is clearly reviewed and relevant to the problem (including diagnosis and previous interventions, as appropriate)
____ Special circumstances about the cases are explained, as appropriate (e.g., resistance, delays in project)

Problem Solving Process and Intervention

____ Problem behavior(s) is clearly identified and described in observable, measurable terms.
____ Problem behaviors are appropriately assessed, including the collection of baseline data and the use of functional behavioral assessment, where appropriate.
____ Problem behaviors are analyzed clearly and sufficiently (i.e., proximal and distal factors that contribute to the behavior are explored)
____ Hypotheses linked to assessment are generated
____ Problem solving process is collaborative
____ Goals for intervention are clear, measurable, linked to assessment and problem analysis, and appropriate for the case
____ Each component of the intervention is clearly described such that the intervention could be replicated by others
____ Intervention is linked to results of formal and informal methods of problem solving assessment
____ Intervention is linked directly to intervention goals
____ Intervention is supported by theory and/or research
____ Intervention is evaluated with appropriate methods
____ Collaboration is seen in the intervention
____ Positive outcomes are linked to the intervention and are clearly described and graphed (if applicable).
____ Suggestions for improving the intervention and for follow-up are discussed and appropriate to the case (e.g., possible modifications are described; discussion of whether the problem has been solved or requires further or different intervention)
____ In general, report is well written (i.e., qualities of excellent writing are demonstrated, such or organization, clarity, grammar, etc.)

Additional Comments:




_____ Approved

_____ Not Approved

School Psychology Program
Special Project
Evaluation Rubric

The evaluation of your special project is based on a review of the PowerPoint slides that you will present (in a poster format) at the Supervisors’ Luncheon. The special project is evaluated on the following elements. Each element below will be rated as follows:

 1 = Unsatisfactory: does not meet expectations for level of training; the candidate needs much more practice and supervision than the majority of candidates at this same level of training.

2 = Adequate Emerging Competence: meets expectations for level of training (i.e., 1st, 2nd, or 3rd year) and it is understood that continued practice and on-going supervision are recommended.

3 = Advanced Emerging Competence: competence beyond that expected for a candidate at current level of training and it is understood that continued practice and on-going supervision are recommended.

4 = Competent: student demonstrates level of mastery expected of a beginning certified school psychologist and minimal or no supervision for the given skill is required.

Specific Competencies
___ Project is of importance to the school building or district.
___ Rationale for the project is clear.
___ The goals of the project are clear.
___ Implementation of the project (what, whom, when, and how) is well described.
___ A collaborative problem solving process is applied throughout the project’s development, implementation, and evaluation.
___ Interventions and/or methods are linked directly to the goals of the project.
___ Appropriate statistical or evaluative techniques are employed.
___ Results of the project are clearly presented.
___ Limitations of the project are presented, as appropriate.
___ Implications for practice and/or future research are delineated.
___ Implications/recommendations are supported by research.
___ PowerPoint slides are well organized, clear, and appropriate for the given project.

General Competencies Addressed
Based on your PowerPoint presentation but also on consultation/discussion with your university supervisor, the project required general competencies related to each of the general domains of the practice of school. Where appropriate, each domain is rated using the following scale. Note that it is understood that because projects are developed to meet the needs of individual schools, not all of the following domains apply and the skills within each domain are expect to vary (thus, specific competencies are not delineated).
1 = Unsatisfactory: Skills within this domain apply, but competencies were not exhibited.
2 = Satisfactory: Skills within this domain apply, and competencies required exhibited reflect good professional practice.
3 = Superior: Skills within this domain apply, and competencies required reflect outstanding professional practice.
NA = Not Applicable
___ Data-based decision-making and accountability. For example, data were systematically collected, analyzed, and translated into practical interventions or recommendations.
___ Consultation and collaboration. For example, you collaborated effectively with teachers, administrators, families, or others in the planning and decision-making process.
___ Instructional, cognitive, or academic intervention, curriculum development, and/or evaluation. For example, you developed appropriate cognitive and academic goals for students or evaluated effectiveness of academic interventions.
___ Behavioral, social, or emotional intervention, curriculum development, and/or evaluation. For example, you developed a new social skills curriculum that you implemented and evaluated.
___ Student diversity. Your project included a diverse population of students (and collaborators, where appropriate), and you demonstrated sensitivity and skills needed to address their individual differences.
___ School and systems organization, policy development, and climate. You demonstrated an understanding of schools as systems, while helping to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments.
___ Prevention, crisis intervention, and mental health. For example, you were effective in help develop, implement, and evaluate a prevention program to promote the mental health of students.
___ Home/school/community collaboration. Your project required joint collaboration between two or more of these components and you collaborated effectively with others to promote comprehensive services to children and families.
___ Research and program evaluation. This should apply to all projects. You demonstrated appropriate application of research and evaluation methods for improvement of services.
___ Ethical, professional, and legal dispositions and standards. You consistently demonstrated critical interpersonal, ethical, and legal competencies.
___ Information technology. You used information technology in multiple ways throughout your project. This includes, but is not limited to: PowerPoint, e-mail, information searches using the Web, and data management.
Additional Comments:

_____ Approved
_____ Not Approved