Harold Abel School of Behavioral Sciences School Psychology Internship Orientation

1. Harold Abel School of Behavioral SciencesSchool Psychology Internship Orientation

2. Introductions • Irene Abrego Nicolet, Ph.D., NCSP • Director of Clinical Training for the School Psychology Specialization- Internship • Capella University • Harold Abel School of Social and Behavioral Sciences • Irene.nicolet@Capella.edu • Phone 612-581-2015 (CST) • Fax 612-81-2015

3. Introductions • Nicole Franklin • Senior Clinical Training Associate • Harold Abel School of Social & Behavioral Sciences • Toll Free: 1-888-CAPELLA • E-mail: SchoolPsy_Clinical_Training@capella.edu

4. Learner • Name • Briefly identify where completing internship • Briefly identify where completed practicum

5. Supervisors • Name • Years in field • Summarize past supervision experience

6. Capella University Information Capella University Information General information: check www.capella.edu One week sample course accessed on the home page http://www.capella.edu/online_learning/online_seminar.aspx Capella History and Statistics Incorporated 1991 Accredited by the North Central Association for Colleges and Schools, Higher Learning Commission since 1997 Enrollment nearly 31,000 learners Five schools 34 degree programs 122 graduate and undergraduate specializations 15 certificate programs

7. Background Information School Psychology Program Approvals State of Arizona, Department of Education Approval State of Minnesota, Board of Education Approval National Council for the Accreditation of Teacher Education (NCATE) Since 2010 National Association of School Psychologists (NASP) Program Approval with Conditions Since 2009

8. Overview • Internship is a 1200 hour experience • 40 hours per week in internship setting • 2 hours per week of individual face-to-face supervision • 600 hours of direct service • 600 hours indirect service • Minimum of 2 conferences each quarter with learner and supervisor • 3 quarters of internship

9. Site visit • Generally occurs during Internship I or early II • Conducted by School Psychology Faculty Member • Meet with supervisor and learner on-site • 30-minute observation of learner engaging in school psychology related activity- • Administering assessment • Conducting counseling • Running team meeting • Or similar activity

10. Site visit • Focus on NASP/NCATE standards • Identify areas of strength • Identify plans for growth • Social activity

11. Background Information • School Psychology and the Professional Education Unit • The School Psychology Program is also a part of the Capella University Professional Education Unit (PEU). • Joins 13 other programs which prepare individuals to serve in the P-12 environment as teachers, administrators, counselors, and psychologists • 15 PEU Outcomes, to which the School Psychology program outcomes are aligned

12. Background Information • School Psychology and the Professional Education Unit • The Conceptual Framework – Definition • The Capella University PEU Conceptual Framework is the undergirding vision, mission, and philosophy which is either directly or indirectly aligned with institutional expectations, program-level specialization outcomes, state licensure standards, and the national standards of NCATE, specialized professional associations (SPAs), and CACREP, the national accrediting agency for school counseling programs.

13. Background Information • School Psychology and the Professional Education Unit • The Conceptual Framework – Highlights • Shared Assumptions About Learners • Adult learners need meaningful, relevant, and collaborative learning contexts • Learners bring a wealth of experiences to the learning community • Learners are members of many diverse communities of practice • Shared Assumptions About the Learning Process • Constructivist principles of learning support the development of reflective practice • Integration of theory and practice leads to best practices that can have an immediate impact on learners • Competency-based learning supports the development of reflective practice • Reflective practice is a means for personal and professional growth.

14. Background Information • School Psychology and the Professional Education Unit • The Conceptual Framework – Highlights • Unit Outcome Examples • PEU Outcome 6, Diversity Competencies – The School Psychology candidate, as part of the Capella University Professional Education Unit: • Has the knowledge, skills, and dispositions (i.e., competencies) to work successfully with diverse learners, their families, and other professionals who differ in ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area

15. Background Information • School Psychology and the Professional Education Unit • The Conceptual Framework – Highlights • Unit Outcome Examples • PEU Outcome 14, Professional Dispositions – The School Psychology candidate, as part of the Capella University Professional Education Unit: • …are expected to develop the following seven professional attitudes, values, and beliefs that support student learning and development, and they are expected to demonstrate these seven unit-level professional dispositions in their interactions with students, families, colleagues, and communities:

16. Background Information • School Psychology and the Professional Education Unit • The Conceptual Framework – Highlights • Unit Outcome Examples • PEU Outcome 14, Professional Dispositions – …con’t • 1. Is committed to fairness • 2. Is committed to personal and professional conduct that is both ethical and respectful the rights of others • 3. Believes that all children can learn at high levels • 4. Persists in helping students from diverse populations achieve success by applying different approaches until they achieve that success • 5. Is willing to explore and use technology in the classroom • 6. Recognizes when one’s own dispositions may need to be adjusted • 7. Is committed to reflective practice, professional development, and life-long learning.

17. NASP/NCATE Standards • Entire internship focuses on standards of the field www.NASPonline.org • Require learners to have diverse experiences

18. NASP Focus • Use data-based decision making to determine the most appropriate assessment, intervention, and monitoring strategies in the application of school psychological services. • Use a variety of decision making models when collaborating and consulting within the clinical training setting.

19. NASP Focus • Apply their knowledge of learning theory and processes in developing services to improve the academic and cognitive skills of those students with whom they work. • Apply their knowledge of human development in creating and evaluating interventions to improve the behavioral, adaptive, and social skills of those students with whom they work.

20. NASP Focus • Gain an understanding of the system of the schools within which they work. They develop a knowledge of the process within which the school system creates and maintains a safe and effective learning environment. • Observe and participate, to the extent possible, in the use of crisis management and mental health counseling interventions. Clinical training supervisors determine the extent to which learners are ready to put into practice their theoretical understanding of effective services within these situations.

21. NASP Focus • Apply their knowledge of family systems in their work within the school. Learners are engaged in collaboration with families and school personnel to ensure comprehensive service delivery. • Apply their understanding of program evaluation to the extent possible within their setting.

22. NASP Focus • Engage in professional development activities at the site. • Apply their knowledge of the ethics and standards that guide the field of school psychology. • Use technology, to the extent possible, in the implementation of their services.

23. Forms • Many forms to gather data related to the NASP/NCATE requirements • Same forms as practicum • Learner responsible for completing most forms and reviewing them with supervisor • Learner responsible for due dates • Learner maintains original forms • Learner responsible for proper organization of the forms in the eportfolio

24. EPortfolio • Learners submit an eportfolio to the course instructor at the end of each quarter • Forms uploaded to the eportfolio must be scanned copies of signed documents • Learner maintains original signed forms for their records while the final eportfolio is maintained through the university online system of submission

25. EPortfolio • Course room clarifies what materials are to be put in the eportfolio • Supervisors’ signatures document that activities have been completed • Supervisors’ ratings inform us of learner’s level of skill and are reviewed carefully by faculty and accrediting bodies as aggregate data

26. Conferences • Learner responsible to arrange dates and times with input from supervisors and faculty member one week prior to the due date • Usually takes between 30 to 45 minutes with all three parties on the line (intern, university supervisor, field supervisor) • Supervisors and learners can request additional conferences at any time throughout the quarter • Supervisors and learners call and e-mail Capella staff as needed

27. Course room • Learners actively involved in course room each week • Share information related to site and literature • Interact with faculty member/peers • Activities are known the first week of course so learner has time to arrange to engage in the variety of activities required in a timely manner

28. Praxis • Required to submit scores by Internship II • Recommend take in Internship I • Must pass to complete internship with a 165 or better

29. CBM case • Signed acknowledgement • One child who is enrolled in grades 1-6 • Intervention must be designed to improve Oral Reading Fluency and be based on literature • Track the student for at least five weeks • Measure impact of intervention • Due Internship II

30. Behavior case • Behavioral concern regarding an individual student, a group of students, a classroom, or a school • Assessment conducted- can be FBA • Intervention based on the literature • Data related to case and monitoring plans • Due Internship III

31. Goals • Work closely with learners and supervisors throughout experience • Prepare learner for entry-level independent practice • Expect learner to be more independent as move through internship

32. Thanks • We could not meet our goals without quality supervisors • We appreciate the time you put into training an intern • We know it takes dedication and commitment to be a supervisor • Additional Questions