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School Psychology Handbook: Appendix E The following evaluation rubrics are included below: 1. Assessment Skills Competencies 2. Counseling Skills Competencies School
Psychology Program 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 student needs much more practice and supervision than the majority of students at this same level of training. 2 = Satisfactory: Meets expectations for level of training; it is understood that continued practice and supervision are recommended. 3 = Competent: Student demonstrates mastery, requiring little or no additional supervision. NOTE: This form is to be completed by the university supervisor and attached to a written summary of the evaluation of the report. _____ Report was completed in a timely manner. _____ Appropriate headings are employed throughout the report. _____ A confidentiality statement is provided at the top of the first page. _____ The report provides one or more clear referral questions. _____ The report uses proper language mechanics. The report uses effective language and keeps technical language and jargon to a minimum.
_____ Assessment methods are listed and scores are reported in an accurate and clear fashion that is understandable to parents, teachers, and others. _____ Assessment methods that are employed follow logically from the referrals question(s). _____ Multiple assessment methods, with demonstrated validity and reliability, are employed, including (where appropriate) review of records, standardized tests, rating scales, curriculum-based assessment, classroom observations, and interviews with teacher, parent, and child. _____ School record review covers: (1) prior grades, (2) group achievement test scores, (3) examination of notes to parents and records of parent-teacher, or parent-principal meetings, (4) health records (e.g., vision and screening results), (5) records of behavior, (6) previous evaluation reports, and (7) previous and existing interventions related to the referral. _____ Parent/guardian interview covers (1) age of onset of problems, (2) course/prognosis of problem, (3) etiology (as appropriate), (4) family psychiatric history, (5) child's educational history, and (6) social and emotional functioning. A semi-structured or structured interview format is used to assure that all pertinent areas are covered. _____ Teacher interview covers: (1) current classroom achievement in all pertinent areas (e.g., reading, mathematics), and (2) social and emotional functioning. Both strengths and weaknesses are identified. _____ The report presents a clear description of relevant behaviors of the child observed during testing. _____ The report presents a clear description of classroom behavior, using systematic methods of observation. Observed factors that contribute to the student's behavior (e.g., peers, instruction, etc.), and are relevant to the referral question(s), are highlighted. _____ The report presents data that are helpful to the multidisciplinary team in determining diagnosis and/or eligibility for special services and for developing interventions. _____ The report synthesizes and integrates information from multiple sources, including school records, interviews, and standardized and CBA measures of ability, achievement, and social and emotional functioning. Results are presented in a coherent and integrated fashion (e.g., test by test reporting is avoided). _____ Data are presented and interpreted in a clear, accurate, and integrated manner throughout the report. _____ The report offers multiple, specific, research-supported, and practical recommendations that address the referral question(s) and that may serve as the basis for developing an IEP or intervention plan, where appropriate.
School
Psychology Program
1
= Unsatisfactory: does not meet expectations for level
of training; the student needs much more practice and supervision
than the majority of students at this same level of training. CASE NOTES _____ History and Treatment Plan included
_____ Progress note (of session reviewed) included
_____ Termination documents included (if case completed; required for internship) VIDEOTAPE _____ Videotape of one or more sessions included
SELF-EVALUATION _____ Counselor Self-Critique completed
RESPONSE TO SUPERVISION _____ Supervision notes included
REVIEWER COMMENTS:
School
Psychology Program 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 student needs much more practice and supervision than the majority of students at this same level of training. 2 = Satisfactory: meets expectations for level of training; it is understood that continued practice and supervision are recommended. 3 = Competent: student demonstrates mastery,
requiring little or no additional supervision. Written Consultation Report ____ Presents brief overview of the case and description
of presenting problem ____ Accurately identifies strengths of interview 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) Research Review/Integration ____ Research related to the case is well integrated into
the report Intervention ____ Intervention is linked to results of formal and informal
methods of problem solving assessment. 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 Problem Analysis Interview ____ Questions/briefly reviews identified problem(s) Inclusion of Completed Interview and Self-Rating
Forms ____ Problem Identification Interview
Intern:
The case study report is evaluated on the following elements. Each numbered element will be rated as follows: 1 = Unsatisfactory: Element is either not present, not described fully, or does not represent good professional practice. 2 = Satisfactory: Element is adequately described and represents good professional practice. 3 = Superior: Element is very well described and represents outstanding professional practice.
Background Information
____ Special circumstances about the cases are explained, as appropriate (e.g., resistance, delays in project)
____ 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.)
School Psychology Program
1 = Unsatisfactory: Element is either not present, not described fully, or does not represent good professional practice. 2 = Satisfactory: Element is adequately described and represents good professional practice. 3 = Superior: Element is very well described and represents outstanding professional practice. 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 |
