Department of Psychology
Ed.S. in School Psychology
COLLEGE OF SCIENCE AND MATHEMATICS
  1. Mission Statement

The School Psychology Program at California State University, Fresno is dedicated to preparing highly competent professional psychologists according to the scientist practitioner model. Graduates, as a result of their broad-based training, are prepared to make significant contributions to this challenging field through professional practice.
  1. Goals and Student Learning Outcomes

The Goals and Student Learning Outcomes for the General/Experimental Master’s Option are applicable to the students in the Ed.S. in School Psychology program. The School Psychology Program has additional goals and outcomes specific to school psychology.

GOALS and STUDENT LEARNING OUTCOMES

FOR ALL GRADUATE STUDENTS IN PSYCHOLOGY

Goal 1: Data

Students will gain in-depth knowledge of statistical analysis, interpretation, and application.

Learning Outcome 1:Students can evaluate the appropriate use of various data analytic techniques for addressing different types of questions and hypotheses.

Learning Outcome 2:Students can enter and analyze data using a computer statistical package and interpret basic descriptive and inferential statistics.

Goal 2: Research

Students will learn to investigate relevant questions and hypotheses and evaluate findings.

Learning Outcome 3: Students can use the library, data-bases, and the internet to locate relevant research, theory, and information necessary to interpret results of research studies and plan research and interventions.

Goal 3: Written Communication

Students will learn APA style and develop graduate level writing skills.

Learning Outcome 4:Students can produce well-organized papers and essays without grammatical errors.

STUDENT LEARNING OUTCOMES

FOR SCHOOL PSYCHOLOGY

Goal 4: Professional Skills

Students will develop increasing professional skills throughout the program. They will demonstrate caring and tact to all those with whom they interact.

Learning Outcome 5: Professional Characteristics. Students demonstrate industry, punctuality, and responsibility in class and fieldwork

Learning Outcome 6: Students demonstrate understanding of, respect for, and responsiveness to cultural and individual differences by describing the perspectives of those of other ages, abilities, gender, or ethnicities.

Learning Outcome 7: Students will demonstrate empirically based skills in assessment, intervention, counseling, and prevention/intervention.

Goal 5: Professional Knowledge.

Students will develop knowledge of schools and systems, legal and ethical issues, and interventions.

Learning Outcome 8: Students will demonstrate knowledge of professional practice, educational systems, and direct and indirect services (e.g.,assessment, intervention, counseling, and prevention/intervention).

  1. Curriculum Map (Matrix of Courses X Learning Outcomes)

Table 3. COURSE BY NASP TRAINING STANDARDS

1. Data analysis / 2. Data Interpretation / 3. Research / 4. Written Communication / 5. Professional Characteristics / 6. Diversity / 7. Professional Skills / 8. Professional Knowledge
Psych 204 / I / A
Couns 234D / I
Psych 244A / A / A / I
Psych 267 / A / A / A / A / A
Psych 274S / A / I / R
Psych 277 / R / I / I / I / I
Psych 278 / R / R / A / A
Psych 279 / R / I / R / R / R
Psych 282 / R / R / A / A
Psych 283 / R
Psych 284 / R / R / R / R
Psych 285 / R / R / R / R
Psych 286 / R / R / R / R / A
Psych 287 / R / I, R / R / A
Psych 288 / I / A / I
Psych 299/298 / A / A / A / A
Couns 200 / I / I

I =Introduced; R = Reinforced; A = Advanced

Psychology 204: Developmental Psychopathology

Counseling 234D: Psychobiological Bases of Behavior

Psychology 244A: Seminar in Research Methods and Theoretical Issues

Psychology 267: Internship in School Psychology

Psychology 274S: Multicultural School Psychology

Psychology 277: Role and Function of the School Psychologist

Psychology 278: Intervention and Prevention in School Psychology

Psychology 279: Consultation and Supervision in School Psychology

Psychology 282: Cognitive and Behavior Therapy

Psychology 283: Group Counseling

Psychology 284: Assessment of Intellectual Abilities

Psychology 285: Assessment of Learning and Behavior Problems

Psychology 286: Instructional Consultation and Intervention

Psychology 287: Practicum in School Psychology

Psychology 288: Advanced Applied Behavior Analysis

Psychology 299: Thesis

Counseling 200: Seminar in Counseling Techniques

  1. Assessment Methods

  1. Direct Measures (at least three)

  1. Field Evaluations (Practicum and Internship Supervisor Evaluations). These are administered each semester. In addition interns obtain evaluations from two teachers, a parents, and an administrator each semester. (See attached evaluation forms).The skills standard is 2 (Emerging) for practicum. Interns have a 4 points scale with 4 = Exemplary. For interns the skills goal is 3 (Accomplished). For all cohorts the section on Professional Characteristics is a 1-4 rating with 1 = Unacceptable, 2 = Needs Improvement, 3 = Average, and 4 = Exemplary. The Professional Characteristics standard is a rating of 3 (Average).

  1. Embedded Assessment (FBA): Second year students conduct a Functional Behavior Assessment that is scored on a rubric. (See attached)The rubric is rated on a scale is 1 – 24. Professional passing standard is 17.

  1. Intervention Case Studies: Students develop, implement, and evaluate 5 projects over the course of the program. (1) consultation (Psych 279); (2) two behavioral interventions (Psych 278 and Psych 267); (3)two academic interventions (Psych 286 and Psych 267). Data from each of the 5 interventions is calculated to determine Percent of Nonoverlapping Data Points (PND) and that data is used for program evaluation. 90% is considered highly effective, 70-90 moderately effective, 50-70 questionably effective, and <50 ineffective. The goal is 70%.
  2. PRAXIS Exam: The students take the PRAXIS exam mid-second year. This is the exam developed as criteria to become a Nationally Certified School Psychologist. Domain and overall scores are utilized for program evaluation. The goal is passing at the national standard score of 147.
  3. Embedded questions (Psych 244): Embedded questions in the final course exam are used to assess knowledge of data analysis, data interpretation, and presentation of data in an APA table. Although no standards for these are set, it is generally expected that students will obtain 75% correct.
  4. Thesis/Project Rubric: All theses and projects are evaluated by the committee members. The rubric asks raters to rank the various components (i.e., Introduction, Literature Review, Method, etc.) on a 4-point scale (1 = Inadequate; 2 = Adequate; 3 = Good; 4 = Excellent).The standard is all theses and projects will be rated with 3s on each of the rubric questions, for a mean of 3.0.

  1. Indirect Measures

  1. Alumni Survey / Needs Survey: This is administered every three years to determine current strengths and needs of the program and for future curricular planning.
  2. NCATE (CAEP) Exit Survey: This is administered in the spring to graduating students in credential programs. It assesses program preparation, characteristics, and values. The goal is “More than adequate preparation.”

  1. Student Learning Outcomes X Assessment Methods Matrix

Table 5. Learning Outcomes X Assessment Methods Matrix
1. Data analysis / 2. Data Interpretation / 3. Research / 4. Written Communication / 5. Professional Characteristics / 6. Diversity / 7. Professional Skills / 8. Professional Knowledge
Embedded Questions / X / x / x
Thesis /Project Rubric / x / x / x
Field Evaluations / x / x / x / x
Intervention Case Studies
(PND) / X / x / x
FBA / X / x / x
PRAXIS / x
Alumni /Needs Survey / x / x / x
NCATE Exit Survey / x / x / x
  1. Timeline for Implementation of Assessment Methods and Summary Evaluations

2015-2016 / 2016-2017 / 2017-2018 / 2018-2019 / 2019-2020 / 2020-2021 / 2021-2022 / 2022-2023
Embedded Questions / x / x / x / x / x / x / x / x
Thesis /Project Rubric / x / x / x
Field Evaluations / xx / xx / xx / xx / xx / xx / xx / xx
Intervention Case Studies
(PND) / x / x / x / x / x / x / x / x
FBA / x / x / x / x / x / x / x / x
PRAXIS / x / x / x / x / x / x / x / x
Alumni /Needs Survey / x / x
NCATE Exit Survey / x / x / x / x
  1. Closing the Loop - Summary Evaluation, Curriculum Adjustment, and Reporting

  1. Field Evaluation Data are collected each semester. The school psychology faculty review all field evaluations to determine any individual student needs and programmatic weaknesses. We consider the need for change in curriculum or possibly the evaluation form. Overall ratings have been very positive.
  2. The Functional Behavior Assessment is a professional rubric. Students’ assessment must obtain the required score on the assessment. Data are reviewed by the course instructor and program coordinator. Virtually all students have passed at the level required for practitioners, indicating mastery of the skill.
  3. Intervention Case Studies. These are evaluated each semester by the course instructors and the program coordinator. Programmatic weaknesses have been noted, such as failure to indicate the hypothesis and to plan for maintenance and generalization. Emphasis on these elements has been incorporated into the course. Overall interventions are successful in making positive changes for children. .
  4. PRAXIS. This is a nationally normed exam for school psychology practitioners. The data are required as part of our NASP/NCATE program review. Data are collected each year and evaluated for overall strength of student performance (95% - 100% pass the first time) and weaknesses in any domain. No consistent curriculum deficiencies have been noted.
  5. Embedded Questions. These are given to all first year graduate students in Psychology as part of the Psych 244A exam each fall. The questions tap a range of statistical and design knowledge. The data are collated by the MA Coordinator. Results are analyzed by the Psychology Department Graduate Committee and recommendations made. Data are shared with all faculty.Data have resulted in increased emphasis on interpretation of statistics.
  6. Thesis/Project Rubric.All completed theses and projects are evaluated by members of their committee. Data are aggregated by the MA Coordinator and shared with the Dept. Graduate Committee and faculty. Data analyses and writing results have been identified as areas of potential growth.
  7. Alumni/Needs Surveys. These are distributed periodically to the program alumni, employers, advisory board, and field supervisors. Items assess how well the program is meeting the NASP domains and matching actual demands in the field. The last NASP domain survey indicated the program met or exceeded expectations in all areas. A recent survey evaluated the courses in the curriculum and their value re theory and practice. Suggestions for new courses or course content were solicited. Based on feedback, we changed the developmental course content and added child/adolescent counseling to our CBT course. Additional survey information was used to update the cognitive assessment course.
  8. NCATE Exit Survey.This assesses satisfaction with overall training for the credential. It is administered to graduating students. Ratings have been between “More than adequate preparation” to “Excellent Preparation on all items.”

1.FIELD EVALUATIONS

SCHOOL PSYCHOLOGY PRACTICUM STUDENT EVALUATION – YR 1

CALIFORNIA STATE UNIVERSITY, FRESNO

Field Supervisor Form

Practicum student: ______Date: ______

Field Supervisor: ______

Placement: ______

Circle the number corresponding to the observed behaviors according to the following scale:

  1. Accomplished

Exhibits evidence of knowledge and competence that exceed expectations for a beginning practicum student.

  1. Emerging

Beginning to function more independently.

  1. Not Met

Competence below the level expected of apracticum student1

NA. Not applicable or observed

Consultation and Behavioral Intervention Skills
1. / Practicum student works with teacher as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2) / 1 2 3 NA
2. / Practicum student works with parent/family to support individual student goals.
(NASP Standard 3, 4.1, 4.2, 6) / 1 2 3 NA
3. / Practicum student considers culture when developing interventions.
(NASP Standard 7) / 1 2 3 NA
4. / Practicum student works with consultee to analyze baseline data, develop intervention plan, and helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2) / 1 2 3 NA
6. / Practicum student displays skills in using technology to monitor progress and graph results.
(NASP Standard, 8.1) / 1 2 3 NA
7. / Practicum student utilizes data for intervention evaluation.
(NASP Standard 2, 4.1, 4.2, 8.1) / 1 2 3 NA
8. / Practicum student displays knowledge of biological, cultural, developmental, and social influences on behavior and mental health.
(NASP Standard 4.2, 7) / 1 2 3 NA
9. / Practicum student displays knowledge of empirically based behavioral interventions and techniques.
(NASP Standard 4.2) / 1 2 3 NA
10. / Practicum student effectively interviews teachers, parents, and students.
(NASP Standard 2, 3, 6) / 1 2 3 NA
Assessment and Academic Interventions
11. / Practicum student displays knowledge of biological, cultural, developmental, and social influences on development and learning.
(NASP 4.1, 7) / 1 2 3 NA
12. / Practicum student displays knowledge of learning principles (e.g., reinforcement, repetition) and how these can be used to support students.
(NASP 4.1, 4.2) / 1 2 3 NA
13. / Practicum student displays skills in observations of students.
(NASP Standard 2) / 1 2 3 NA
14. / Practicum student participates in system-wide academic data collection (e.g., DIBELS).
(NASP Standard 2,5.1) / 1 2 3 NA
Therapeutic Skills
15. / Practicum student establishes rapport with students.
(NASP Standard 3, 5.2) / 1 2 3 NA
16. / Practicum student displays skills in conducting groups.
(NASP Standard 4.2, 5.2) / 1 2 3 NA
17. / Practicum student is sensitive to cultural and linguistic diversity of students and families.
(NASP Standard 7) / 1 2 3 NA
Legal , Ethical, and Professional Behaviors
18. / Practicum students displays knowledge of legal procedures.
(NASP Standard 8.2) / 1 2 3 NA
19. / Practicum student report sections are thorough and well written.
(NASP Standard 8.2) / 1 2 3 NA
20. / Practicum student demonstrates understanding of school culture and systems.
(NASP Standard 5.1) / 1 2 3 NA
21. / Practicum student contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2) / 1 2 3 NA
22. / Practicum student demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2) / 1 2 3 NA
23. / Practicum studentengages in appropriate actions when confronted with an ethical dilemma.
(NASP Standard 8.2) / 1 2 3 NA
Professional Characteristics
a. / Interactions with staff in terms of pleasantness, cooperation, courtesy. / 1 2 3 4
b. / Assertive and tactful in stating concerns and asking questions. / 1 2 3 4
c. / Initiative and enthusiasm for the field. / 1 2 3 4
d. / Rapport and respect with students. / 1 2 3 4
e. / Professional dress. / 1 2 3 4
f. / Responds appropriately to feedback / 1 2 3 4
g. / Organization, reliability, punctuality, responsibility. / 1 2 3 4

SCHOOL PSYCHOLOGY PRACTICUM STUDENT EVALUATION – YR 2

CALIFORNIA STATE UNIVERSITY, FRESNO

Field Supervisor Form

Practicum student: ______Date: ______

Field Supervisor: ______

Placement: ______

Circle the number corresponding to the observed behaviors according to the following scale:

  1. Accomplished

Exhibits evidence of knowledge and competence that exceed expectations for a beginning practicum student.

  1. Emerging

Beginning to function more independently.

  1. Not Met

Competence below the level expected of apracticum student.

NA. Not applicable or observed

Consultation and Behavioral Intervention Skills
1. / Practicum student effectively communicates and collaborates with teachers, parents, and other school professionals.
(NASP Standard 3) / 1 2 3 NA
2. / Practicum student works with teacher/parent as consultee to identify target problem.
(NASP Standard 3 & 6) / 1 2 3 NA
3. / Practicum student considers culture in consultation process, e.g., identifying and analyzing problems and developing interventions.
(NASP Standard 3 & 7) / 1 2 3 NA
4. / Practicum student works with consultee to analyze baseline and progress monitoring data, develop intervention plan, and helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2) / 1 2 3 NA
6. / Practicum student displays skills in using technology to monitor progress and graph results.
(NASP Standard, 8.1) / 1 2 3 NA
7. / Practicum student utilizes data for intervention evaluation and intervention integrity.
(NASP Standard 2, 4.1, 4.2, 8.1) / 1 2 3 NA
8. / Practicum student displays knowledge of biological, cultural, developmental, and social influences on behavior and mental health.
(NASP Standard 4.2, 7) / 1 2 3 NA
9. / Practicum student displays knowledge of empirically based behavioral interventions and techniques.
(NASP Standard 4.2) / 1 2 3 NA
10. / Practicum student displays knowledge in systems level consultation and intervention, e.g., classroom, grade level, and school-level.
(NASP Standard 3, 5.1, 6) / 1 2 3 NA
11. / Practicum student effectively interviews teachers, parents, and students.
(NASP Standard 2, 3, 6) / 1 2 3 NA
Assessment and Academic Interventions
12. / Practicum student displays knowledge of biological, cultural, developmental, and social influences on development and learning.
(NASP 4.1, 7) / 1 2 3 NA
13. / Practicum student displays knowledge of learning principles (e.g., reinforcement, repetition) and how these can be used to support students.
(NASP 4.1, 4.2) / 1 2 3 NA
14. / Practicum student displays skills in systematic observations of students.
(NASP Standard 2) / 1 2 3 NA
15. / Practicum student displays knowledge in selecting appropriate assessment measures for the purpose of identifying educational strengths and needs, and special education eligibility.
(NASP Standard 2, 8.2) / 1 2 3 NA
16. / Practicum student conducts valid and reliable assessments for the purpose of identifying student’s eligibility for special education services and/or intervention.
(NASP Standard 2, 8.2) / 1 2 3 NA
17. / Practicum student displays knowledge in synthesizing assessment information for intervention development in evaluating student’s eligibility for special education services and other educational services.
(NASP Standard 4.1, 4.2) / 1 2 3 NA
18. / Practicum student participates in system-wide data collection (e.g., DIBELS).
(NASP Standard 5.1) / 1 2 3 NA
Therapeutic Skills
19. / Practicum student establishes rapport with students.
(NASP Standard 3, 5.2) / 1 2 3 NA
20. / Practicum student displays effective skills in individual counseling.
(NASP Standard 5.2) / 1 2 3 NA
21. / Practicum student integrates behavioral support and mental health services with academic and learning goals for students.
(NASP Standard 5.2, 6) / 1 2 3 NA
22. / Practicum student facilitates the design and delivery of interventions to help students to develop effective social and life skills.
(NASP Standard 4.2, 5.2) / 1 2 3 NA
23. / Practicum student displays skills in conducting groups.
(NASP Standard 4.2, 5.2) / 1 2 3 NA
24. / Practicum student displays knowledge and/or skills in counseling culturally and linguistically diverse students and families.
(NASP Standard 6, 7) / 1 2 3 NA
Legal , Ethical, and Professional Behaviors
25. / Practicum student displays knowledge of legal procedures.
(NASP Standard 8.2) / 1 2 3 NA
26. / Practicum student report sections are thorough and well written.
(NASP Standard 8.2) / 1 2 3 NA
27. / Practicum student demonstrates understanding of school culture and systems.
(NASP Standard 5.1) / 1 2 3 NA
28. / Practicum student contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2) / 1 2 3 NA
29. / Practicum student demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2) / 1 2 3 NA
30. / Practicum studentengages in appropriate actions when confronted with an ethical dilemma. (NASP Standard 8.2 / 1 2 3 NA
4 =Exemplary; 3=Average; 2 = Needs Improvement; 1 = Unacceptable
Professional Characteristics
a. / Interactions with staff in terms of pleasantness, cooperation, courtesy. / 1 2 3 4
b. / Assertive and tactful in stating concerns and asking questions. / 1 2 3 4
c. / Displayed initiative and enthusiasm for the field. / 1 2 3 4
d. / Rapport and respect with students. / 1 2 3 4
e. / Professional dress. / 1 2 3 4
f. / Responds appropriately to feedback / 1 2 3 4
g. / Organization, reliability, punctuality, responsibility. / 1 2 3 4

What would you consider to be the practicum student’s major strengths?

In what areas could the practicum student show improvement?

In what area(s) has progress been most marked during practicum?

Other comments relevant to evaluation of this student’s practicum experience?

SCHOOL PSYCHOLOGY INTERN EVALUATION

CALIFORNIA STATE UNIVERSITY, FRESNO

Field Supervisor Form

Intern: ______Date: ______

Field Supervisor: ______

Placement: ______

Circle the number corresponding to the observed behaviors according to the following scale:

  1. Exemplary

Demonstrates the highest level of knowledge, competence, and understanding that clearly exceeds the independent expectations of an intern and can function with minimal supervision required.

  1. Accomplished

Exhibits evidence of knowledge, competence, understanding that exceeds expectations for a beginning pre-service intern, but not yet able to practice without occasional or more on-going supervision.

  1. Emerging

Displays competence that meets expectations for a beginning pre-service intern but not yet at an initial professional level and still requires on-going supervision.

  1. Not Met

Competence below the level expected of an intern, or minimal or no competence noted

Consultation and Behavioral Intervention Skills
1. / Intern works with teacher as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2) / 1 2 3 4
2. / Intern works with parent/family as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2, 6) / 1 2 3 4
3. / Intern considers culture when developing interventions.
(NASP Standard 7) / 1 2 3 4
4. / Intern works with consultee to analyze baseline data, develop intervention plan and helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2) / 1 2 3 4
5. / Intern follows up on progress of intervention regularly; modifies as needed.
(NASP Standard 4.2) / 1 2 3 4
6. / Intern displays skills in using technology to monitor progress and graph results.
(NASP Standard, 8.1) / 1 2 3 4
7. / Intern utilizes data for intervention evaluation; makes plans for maintenance and generalization.
(NASP Standard 2, 4.1, 4.2, 8.1) / 1 2 3 4
8. / Intern displays knowledge of biological, cultural, developmental, and social influences on behavior.
(NASP Standard 4.2, 7) / 1 2 3 4
9. / Intern displays knowledge of behavioral assessment and techniques.
(NASP Standard 2, 4.2) / 1 2 3 4
10. / Intern implementsand evaluates prevention programs.
(NASP Standard 5.2, 8.1) / 1 2 3 4
11. / Intern is involved with school-wide multi-tier behavior support models.
(NASP Standard 5.2) / 1 2 3 4
Assessment and Academic Interventions
12. / Intern displays knowledge of biological, cultural, developmental, and social influences on development and learning.
(NASP 4.1, 7) / 1 2 3 4
13. / Intern selects appropriate assessment measures.
(NASP Standard 2) / 1 2 3 4
14. / Intern is skilled in individual assessment (e.g., cognitive, academic, memory).
(NASP Standard 2) / 1 2 3 4
15. / Intern displays appropriate use and interpretation of adaptive and behavior rating scales.
(NASP Standard 2, 4.1) / 1 2 3 4
16. / Intern incorporates assessment of the instructional environment.
(NASP Standard 2, 4.1, 5.1) / 1 2 3 4
17. / Intern is skilled in observations of students.
(NASP Standard 2) / 1 2 3 4
18. / Intern displays ability to integrate information and make recommendations.
(NASP Standard 2, 4.1) / 1 2 3 4
19. / Intern uses data to develop academic interventions.
(NASP Standard 2, 4.1) / 1 2 3 4
20. / Intern follows up on progress of intervention and modifies as needed.
(NASP Standard 4.1) / 1 2 3 4
21. / Intern participates in system-wide academic data collection and development, and/or evaluation of academic intervention programs.
(NASP Standard 5.1, 8.1) / 1 2 3 4
Therapeutic Skills
22. / Intern is skilled in assessment of social and emotional development.
(NASP Standard 2, 4.2) / 1 2 3 4
23. / Intern selects appropriate counseling techniques.
(NASP Standard 5.2) / 1 2 3 4
24. / Intern establishes clear communication with parents and teachers about counseling process.
(NASP Standard 3, 5.2, 6) / 1 2 3 4
25. / Intern establishes rapport with students.
(NASP Standard 3, 5.2) / 1 2 3 4
26. / Intern develops goals and objectives for counseling and evaluates progress.
(NASP Standard 2, 5.2, 8.1) / 1 2 3 4
27. / Intern displays skills in conducting groups.
(NASP Standard 4.2, 5.2) / 1 2 3 4
28. / Intern is sensitive to cultural and linguistic diversity of students and families.
(NASP Standard 7) / 1 2 3 4
29. / Intern is utilizes school and community resources to aid students and families.
(NASP Standard 5.2, 6) / 1 2 3 4
30. / Intern participates in threat assessments and crisis interventions.
(NASP Standard 5.2) / 1 2 3 4
Legal , Ethical, and Professional Behaviors
31. / Interns displays knowledge of legal procedures and proper forms.
(NASP Standard 8.2) / 1 2 3 4
32. / Intern reports are completed ahead of time, thorough and well organized.
(NASP Standard 8.2) / 1 2 3 4
33. / Intern contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2) / 1 2 3 4
34. / Intern demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2) / 1 2 3 4
Professional Characteristics
a. / Interactions with staff in terms of pleasantness, cooperation, courtesy. / 1 2 3 4
b. / Working relationship with administrators and other professionals. / 1 2 3 4
c. / Communication with parents. / 1 2 3 4
d. / Rapport and respect with students. / 1 2 3 4
e. / Professional dress. / 1 2 3 4
f. / Responds appropriately to feedback / 1 2 3 4
g. / Organization, reliability, punctuality, responsibility. / 1 2 3 4

4=Exemplary; 3=Average; 2 = Needs Improvement; 1 = Unacceptable