Practicum Evaluation Results for the School Psychology Program for Spring 2013

Practicum Evaluation Results for the School Psychology Program for Spring 2013

May 2013

During the spring semester of the 2012-2013 school year,School Psychology students participated in their practicum. An online application system (i.e., Checkbox) was used by supervisors to complete theevaluations. Results aggregated across 22 individuals were obtained by analyzing the supervisors’ responses on the practicum evaluation form. The quantitative results have been analyzed and the qualitative responses are reproduced verbatim, although students’ names have been omitted. The purpose of this report is to display the overall results.

Doctoral students received an overall rating of 4.9 (on a 1-5 scale), and Master’s/6th year students received an overall rating of 4.4.

Practicum students received mean ratings greater than4.0on the following characteristics:

• Interpretation and Reporting of Test Results;
• Feedback of Test Results;
• Consultation Skills;
• Professional Responsibilities;
• Personal Characteristics, and
• Other School Related Activities

There are a few specific skills that practicum students can improve. Specifically these include:

• Selects appropriate initial test instruments based on referral concern, age of subject, and sensitivity to sources of test bias;
• Adheres to standardized directions and test procedures, and
• Demonstrates skill in utilizing group counseling techniques

Supervisors highly appreciated practicum students’professional responsibilitiescharacteristicsfor demonstrating interest in current issues and best practices in the field of school psychology and showing concern,respect, and sensitivity for the needs of staff and students.The appendices to this report include disaggregated data, summarized by degree/certification sought. Appendix A displays results for Master’s/6th Year Students. Appendix B features results for Doctoral Students.

Please indicate thedegree/certification that this student seeks (21 Responses):

Answer / Count / Percent
Master's / 5 / 23.81%
6th Year / 5 / 23.81%
Doctorate / 11 / 52.38%

Practicum Setting(21 Responses):

Answer
Willington Public Schools
Ashford School
Manchester Regional Academy
Project PRIME-Elementary schools
Northeast School, Vernon, ct
Windham Middle school
Goodwin Elementary
Vinson Elementary School
GHR Intermediate School
NVS, Wheeler Clinic
Coventry Grammar School
Vinton Elementary School
Maple Street School
Center Road School
Elementary school
Vinton School
Middle School
GHR Intermediate-Coventry
LIGHT HOUSE

Please rate your practicum student on the following competencies and dispositions:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Demonstrates awareness of and sensitivity to issues of diversity and individual differences in initial contract with interviewing and interpretation of background information. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 3
(13.64%) / 15
(68.18%) / 2
(9.09%) / 4.7
Is knowledgeable about procedures for obtaining information regarding a client from schools and outside agencies and to effectively incorporate the information so derived. / 1
(4.55%) / 0
(0.00%) / 5
(22.73%) / 2
(9.09%) / 8
(36.36%) / 6
(27.27%) / 4
Demonstrates independence in organizing existing information concerning the client and in formulating hypotheses and developing assessment plans prior to initial contact with client. / 1
(4.55%) / 0
(0.00%) / 1
(4.55%) / 8
(36.36%) / 7
(31.82%) / 5
(22.73%) / 4.2
Selects appropriate initial test instruments based on referral concern, age of subject, and sensitivity to sources of test bias. / 0
(0.00%) / 0
(0.00%) / 3
(14.29%) / 3
(14.29%) / 2
(9.52%) / 13
(61.90%) / 3.9
Uses appropriate communication skills in making initial contacts with parents and/or other referral agencies. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 4
(18.18%) / 6
(27.27%) / 11
(50.00%) / 4.5
Conducts intake independently. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 2
(9.09%) / 9
(40.91%) / 10
(45.45%) / 4.7
Explains evaluation and testing procedures/purpose to parents without the use of jargon, etc. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 2
(9.09%) / 4
(18.18%) / 15
(68.18%) / 4.4

Test Administration and Techniques as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Conducts testing sessions independently. / 0
(0.00%) / 0
(0.00%) / 3
(14.29%) / 2
(9.52%) / 6
(28.57%) / 10
(47.62%) / 4.3
Demonstrates familiarity with test instruments exhibiting smoothness of administration, preparedness, etc. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 3
(13.64%) / 3
(13.64%) / 14
(63.64%) / 4
Adheres to standardized directions and test procedures. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 4
(18.18%) / 2
(9.09%) / 14
(63.64%) / 3.9
Retains rapport with student. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 3
(13.64%) / 8
(36.36%) / 9
(40.91%) / 4.5
Scores instruments accurately. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 5
(22.73%) / 4
(18.18%) / 11
(50.00%) / 4.1
Employs informal testing techniques when necessary. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 0
(0.00%) / 8
(36.36%) / 13
(59.09%) / 4.8
Observes relevant behavior of the student and is able to determine the validity of the results of the assessment period. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 2
(9.09%) / 9
(40.91%) / 9
(40.91%) / 4.5

Interpretation and Reporting of Test Results as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Completes reports in a timely fashion. / 0
(0.00%) / 1
(4.76%) / 2
(9.52%) / 3
(14.29%) / 7
(33.33%) / 8
(38.10%) / 4.2
Analyzes and interprets test results in a meaningful and thorough fashion. / 1
(4.76%) / 0
(0.00%) / 2
(9.52%) / 3
(14.29%) / 6
(28.57%) / 9
(42.86%) / 4.1
Relates testing interpretation to reason for referral. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 5
(23.81%) / 12
(57.14%) / 4.4
Organizes data appropriately in written form. / 0
(0.00%) / 0
(0.00%) / 2
(9.52%) / 4
(19.05%) / 7
(33.33%) / 8
(38.10%) / 4.4
Integrates data appropriately in written form. / 0
(0.00%) / 1
(4.76%) / 1
(4.76%) / 4
(19.05%) / 7
(33.33%) / 8
(38.10%) / 4.3
Interprets testing results in light of research knowledge about the possibility of test bias and differential validity for some groups. / 0
(0.00%) / 1
(4.76%) / 2
(9.52%) / 2
(9.52%) / 4
(19.05%) / 12
(57.14%) / 4
Uses assessment information to help in determination of eligibility for special services under IDEA and Article 7. / 0
(0.00%) / 1
(4.76%) / 1
(4.76%) / 1
(4.76%) / 3
(14.29%) / 15
(71.43%) / 4
Employs proper grammatical formulation including sentence structure, tense agreement, etc. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 2
(9.52%) / 10
(47.62%) / 8
(38.10%) / 4.7
Proof reads for punctuation, spelling, etc. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 2
(9.52%) / 9
(42.86%) / 9
(42.86%) / 4.7
Formulates meaningful recommendations based on test, observational, and interview data while relating them to referral question. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 4
(19.05%) / 4
(19.05%) / 12
(57.14%) / 4.3

Feedback of Test Results as defined by the following:

1
Below Average / 2 / 3
Average / 4 / 5
Above
Average / N/A / Mean Rating
Provides feedback in such a way as to demonstrate sensitivity to varying groups and cultures. / 0
(0.00%) / 0
(0.00%) / 2
(9.52%) / 2
(9.52%) / 6
(28.57%) / 11
(52.38%) / 4.4
Demonstrates tact in opening interview and establishing rapport. / 0
(0.00%) / 0
(0.00%) / 2
(9.52%) / 3
(14.29%) / 10
(47.62%) / 6
(28.57%) / 4.5
Exhibits good listening and questioning skills. / 0
(0.00%) / 2
(9.52%) / 1
(4.76%) / 1
(4.76%) / 12
(57.14%) / 5
(23.81%) / 4.4
Employs vocabulary level appropriate to participant; avoids jargon or condescension. / 0
(0.00%) / 0
(0.00%) / 2
(9.52%) / 2
(9.52%) / 11
(52.38%) / 6
(28.57%) / 4.6
Demonstrates skill in clearly communicating test results and recommendations. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 8
(38.10%) / 9
(42.86%) / 4.6
Solicits questions from teachers and/or parents and responds to questions appropriately. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(14.29%) / 7
(33.33%) / 11
(52.38%) / 4.7
Solicits information from other professionals. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 5
(23.81%) / 12
(57.14%) / 4.4
Exercises independence from other professionals. / 0
(0.00%) / 1
(4.76%) / 1
(4.76%) / 3
(14.29%) / 9
(42.86%) / 7
(33.33%) / 4.4

Consultation Skills as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Demonstrates positive regards for teachers, parents, staff, and students with varying disabilities and from diverse ethnic and social groups. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 3
(13.64%) / 17
(77.27%) / 0
(0.00%) / 4.7
Establishes effective collaborative relationships with teachers and other school personnel. / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 8
(36.36%) / 11
(50.00%) / 0
(0.00%) / 4.4
Participates in multidisciplinary teams/case conferences. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 5
(22.73%) / 7
(31.82%) / 8
(36.36%) / 4.4
Engages in systematic observation of behaviors in a classroom setting. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 5
(22.73%) / 14
(63.64%) / 1
(4.55%) / 4.6
Serves effectively as a liaison for school and parents. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 19
(86.36%) / 5
Evaluates students with regard to progress within the regular curriculum (CBA). / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 19
(86.36%) / 5
Evaluates effectiveness of consultation strategies used. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 7
(31.82%) / 13
(59.09%) / 4.7

Intervention Skills as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Demonstrates skill in utilizing behavior modification and classroom management techniques. / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 2
(9.52%) / 8
(38.10%) / 7
(33.33%) / 4.2
Uses intervention strategies that are directly related to the assessed problem. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 8
(38.10%) / 9
(42.86%) / 4.6
Demonstrates ability to develop and pilot instructional strategies for possible use in child's regular placement setting. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 3
(14.29%) / 4
(19.05%) / 13
(61.90%) / 4.4
Clearly delineates goals of intervention. / 0
(0.00%) / 0
(0.00%) / 1
(4.76%) / 2
(9.52%) / 6
(28.57%) / 12
(57.14%) / 4.6
Engages in follow-up and monitoring to evaluate effectiveness of intervention techniques used. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 2
(9.52%) / 7
(33.33%) / 12
(57.14%) / 4.8
Demonstrates skill in utilizing individual counseling techniques. / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 5
(22.73%) / 6
(27.27%) / 8
(36.36%) / 4.2
Demonstrates skill in utilizing group counseling techniques. / 1
(4.55%) / 0
(0.00%) / 2
(9.09%) / 4
(18.18%) / 4
(18.18%) / 11
(50.00%) / 3.9

Professional Responsibilities as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Performs in ethical and professional manner, demonstrating appropriate protocol as well as protecting the rights of the student. / 1
(4.55%) / 0
(0.00%) / 1
(4.55%) / 0
(0.00%) / 20
(90.91%) / 0
(0.00%) / 4.7
Attends and participates in clinic and practicum activities. / 0
(0.00%) / 1
(4.76%) / 0
(0.00%) / 4
(19.05%) / 8
(38.10%) / 8
(38.10%) / 4.5
Is prompt in meeting deadlines, responding to referrals, and completing written reports. / 0
(0.00%) / 1
(4.76%) / 1
(4.76%) / 4
(19.05%) / 8
(38.10%) / 7
(33.33%) / 4.4
Exhibits willingness to accept and benefit from constructive criticism in a mature rather than defensive manner. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 2
(9.09%) / 17
(77.27%) / 1
(4.55%) / 4.7
Consistently follows through when additional action is needed. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 0
(0.00%) / 20
(90.91%) / 0
(0.00%) / 4.8
Demonstrates an awareness of competency level and doesn't accept responsibilities that exceed this level. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 1
(4.55%) / 18
(81.82%) / 1
(4.55%) / 4.7
Demonstrates interest in and awareness of current issues and best practices in the field of school psychology by attendance at professional meetings and reading of current periodicals. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 1
(4.55%) / 15
(68.18%) / 4
(18.18%) / 4.7

Personal Characteristics as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Achieves comfortable interactions with staff, students, parents, etc. of different gender, racial, ethnic, and socioeconomic groups. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 2
(9.09%) / 17
(77.27%) / 1
(4.55%) / 4.7
Presents appropriate professional appearance. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 4
(18.18%) / 16
(72.73%) / 0
(0.00%) / 4.6
Demonstrates dependability. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 2
(9.09%) / 18
(81.82%) / 0
(0.00%) / 4.7
Demonstrates good judgment and common sense. / 1
(4.55%) / 1
(4.55%) / 0
(0.00%) / 1
(4.55%) / 19
(86.36%) / 0
(0.00%) / 4.6
Communicates and listens effectively. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 1
(4.55%) / 19
(86.36%) / 0
(0.00%) / 4.8
Shows concern, respect, and sensitivity for the needs of staff and students of varying ethnic groups and backgrounds. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 19
(86.36%) / 1
(4.55%) / 4.9
Works well with staff and other practicum students regardless of ethnic background, gender, or sexual orientation. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 0
(0.00%) / 18
(81.82%) / 2
(9.09%) / 4.8
Relates well to children of various ages, ethnic, and social backgrounds. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 2
(9.09%) / 16
(72.73%) / 2
(9.09%) / 4.7
Utilizes constructive criticism. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 1
(4.55%) / 18
(81.82%) / 1
(4.55%) / 4.8
Displays initiative and resourcefulness. / 1
(4.55%) / 1
(4.55%) / 0
(0.00%) / 3
(13.64%) / 17
(77.27%) / 0
(0.00%) / 4.5
Demonstrates tolerance for other's values and viewpoints. / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 2
(9.09%) / 18
(81.82%) / 0
(0.00%) / 4.7
Shows evidence of continued self-evaluation. / 0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 1
(4.55%) / 19
(86.36%) / 0
(0.00%) / 4.7

Other School Related Activities as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Demonstrates the ability to organize and provide in-service programming to school personnel and/or presentation for parent groups. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 21
(95.45%) / 5
Participates in child study team and provides information for the team's consideration. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 3
(13.64%) / 16
(72.73%) / 4.5
Participates in a multidisciplinary team evaluation meeting and integrates information from other specialists. / 0
(0.00%) / 0
(0.00%) / 1
(4.55%) / 4
(18.18%) / 2
(9.09%) / 15
(68.18%) / 4.1
Assists the multidisciplinary team in the generation of educational recommendations. / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 2
(9.09%) / 3
(13.64%) / 17
(77.27%) / 4.6
Participates in annual review of students enrolled in programs for exceptional children. / 0
(0.00%) / 0
(0.00%) / 3
(13.64%) / 2
(9.09%) / 4
(18.18%) / 13
(59.09%) / 4.1

What are this candidate's strengths?

Answer
Student has a fantastic ability to form meaningful relationships with students, parents and coworkers.
Relates well to the students
Has a great, easy way of relating to students. Has a good general understanding of people and can pick up on nonverbal cues quickly. Has great communication skills.
Personable, knowledgeable, dependable
Even though Student has had a limited practicum experience here, she has gone above and beyond expectations. She has done a professional job with behavioral assessments, using the BOSS and the BASC-2 and integrating her findings with other observations. She is well respected by the administration and staff members here. She volunteered to lead 4 classroom lessons during our SRBI day and spent a great deal of time planning the activities. She already demonstrates competence and confidence in the tasks she had completed and I believe that she possesses the abilities and motivation to develop into a superb professional.
Student is a knowledgeable and caring individual. She presented herself in a professional manner and was interested in all aspects of school psychology. In addition, Student seemed to enjoy the elementary age kids.
Student is very bright.
Student has a way about her that draws people to her; she has been very well received by our educational and clinical staff and established herself as a clinical presence for her students. She is warm, caring, extremely interested in information/strategies/interventions, open to feedback, and consistently evaluates her own performance and strives to learn and increase her skills. She has readily employed evidence-based practices, including TF-CBT skills and Social Thinking curriculum. She also is very receptive and respectful in supervision--seeking feedback and working immediately to make changes as needed.
Student is very personable. She is able to establish rapport with the students. She has made great observations of students and asks thoughtful questions.
Student is a committed and enthusiastic graduate student. He genuinely enjoys the students, is a positive person and thoughtful regarding student needs. Student’s greatest strength is his eagerness and willingness to perform all the aspects of a school psychologist's job.
Student has a natural ability to connect with students. He is well-liked and valued by students and staff. Student has demonstrated superior independence, initiative and follow through. His counseling skills are exceptional. Student is also very competent with his testing skills. It is my opinion that even in the short time that I have supervised Student, he will make an amazing school psychologist.
Student is a very bright and motivated young woman. She is respectful to both the School's staff and students. The students enjoy spending time with her and she shows she truly cares about them. Student is knowledge in the field of school psychology and is eager to learn more. She impressed me with her confidence and is willing to try new things. Student has been a great addition to the School and I would love to continue working with her.
Student is dependable and demonstrates a mature level of professionalism. We have not worked together at length yet. I look forward to working with her moving forward.
Student is a bright, articulate, and professional young woman. She will be a very competent school psychologist.
Student has a sincere interest in learning about what will be involved in becoming a school psychologist. She asks pertinent questions and listens well. She has interacted well with staff and students that she has encountered. She is well received by students and has a caring attitude.
Student is highly organized, she is able to comfortably participate in multidisciplinary teams. She presents information to other professionals and is able to work effectively with teams.
organization, follow-through, technology skills

Where does this candidate need to grow?

Answer
Time management
In this placement Student did not do evaluations, in-depth behavioral analysis and planning, family/agency contact, and all of the things checked as n/a above. .
Has not received critical components of school psychology practicum
Student just needs more experience with the duties of a school psychologist. She has met and exceeded the goals of her current practicum.
Student needs more experience with counseling and in whole group settings. I wasn't able to give her enough of these experiences. I think Student a bit nervous in those situations, but she will be fine once she has more opportunities to perform those duties.
Student’s evaluation was negatively impacted by her poor decision with regard to an ethical violation when she shared student confidential information when submitting psychological reports for her required coursework despite her class training and our discussions. In addition, Student did not appear to display initiative to seek out new opportunities for learning inthe school environment. For example, I encouraged her to spend time in classrooms as much as possible and provided her with a curriculum to lead a small counseling group. However, while she did participate in ongoing activities, she did not avail herself of these opportunities. In addition, while I recognize she has a challenging schedule, with the exception of attending an after school faculty meeting, Student was unable to manage her schedule to allow for her participation in the school day other than during her 12:30-3 times on Tuesdays and Thursdays. This does not allow for full exposure to the school environment.
In our setting, Student’s testing skills are being compared to clinical psychologists. Her case assignments were carefully selected so as to match her training and experience. She has been involved in group supervision and, through this, exposed to considerable information regarding more projective techniques, including the Rorschach. However, given that she does not have the necessary course work in this area, she has not directly administered or interpreted some of these tests. Despite her success in this practicum experience, she still needs to grow in her confidence, especially in facilitating groups with special needs children--maintaining their interest, keeping their attention, and managing behavioral problems.
Student did not do any evaluations at our school. It is hard for me to evaluate her on this aspect. Obviously she is beginning to learn these and will continue to grow in this area. At times I think she lacks some self-confidence. I think she will need to make sure she presents to teachers and parents in a clear and confident manner. I would love to continue to work with Student. She has great potential as a school psychologist.
Student needs more practice and experience. He has the makings of an excellent school psychologist.
Student has not yet had much opportunity to consult with teachers and parents. I would like for him to be able to present evaluation findings at PPT's and participate in SRBI meetings.
I think Student would benefit from counseling classes so she can participate in individual and group counseling with our students.
I haven't worked with her long enough to know yet.
Student is in a good place considering that she is in her first year of grad school. A believe that she will be fine once she has more experience administering assessments and spending more time in schools doing things independently.
Student tends to rely on jargon when talking with other professionals and this can lead to an elitist feeling in the conversations, she will need to work on being able to speak with less jargon and in a more down to earth way.
Practicum should be much more comprehensive, a minimum of 20 hours a week

Overall Rating of Practicum Student

1
Below Average / 2 / 3
Average / 4 / 5
Above
Average / Mean
Rating
0
(0.00%) / 1
(4.55%) / 1
(4.55%) / 3
(13.64%) / 17
(77.27%) / 4.6

Appendix A: Master’s/6th Year Student Results

Please indicate thedegree/certification that this student seeks (10 Responses):

Answer / Count / Percent
Master's / 5 / 50.00%
6th Year / 5 / 50.00%

Please rate your practicum student on the following competencies and dispositions:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Demonstrates awareness of and sensitivity to issues of diversity and individual differences in initial contract with interviewing and interpretation of background information. / 0
(0.00%) / 0
(0.00%) / 2
(18.18%) / 2
(18.18%) / 7
(63.64%) / 0
(0.00%) / 4.5
Is knowledgeable about procedures for obtaining information regarding a client from schools and outside agencies and to effectively incorporate the information so derived. / 1
(9.09%) / 0
(0.00%) / 4
(36.36%) / 0
(0.00%) / 3
(27.27%) / 3
(27.27%) / 3.5
Demonstrates independence in organizing existing information concerning the client and in formulating hypotheses and developing assessment plans prior to initial contact with client. / 1
(9.09%) / 0
(0.00%) / 1
(9.09%) / 4
(36.36%) / 3
(27.27%) / 2
(18.18%) / 3.9
Selects appropriate initial test instruments based on referral concern, age of subject, and sensitivity to sources of test bias. / 0
(0.00%) / 0
(0.00%) / 3
(30.00%) / 0
(0.00%) / 2
(20.00%) / 5
(50.00%) / 3.8
Uses appropriate communication skills in making initial contacts with parents and/or other referral agencies. / 0
(0.00%) / 0
(0.00%) / 1
(9.09%) / 3
(27.27%) / 1
(9.09%) / 6
(54.55%) / 4
Conducts intake independently. / 0
(0.00%) / 0
(0.00%) / 1
(9.09%) / 1
(9.09%) / 6
(54.55%) / 3
(27.27%) / 4.6
Explains evaluation and testing procedures/purpose to parents without the use of jargon, etc. / 0
(0.00%) / 0
(0.00%) / 1
(9.09%) / 0
(0.00%) / 2
(18.18%) / 8
(72.73%) / 4.3
Clearly states to child/client the reason for the evaluation. Establishes rapport with child/client naturally. / 0
(0.00%) / 0
(0.00%) / 2
(18.18%) / 0
(0.00%) / 5
(45.45%) / 4
(36.36%) / 4.4

Test Administration and Techniques as defined by the following:

1
Below Average / 2 / 3 Average / 4 / 5
Above
Average / N/A / Mean Rating
Conducts testing sessions independently. / 0
(0.00%) / 0
(0.00%) / 3
(30.00%) / 1
(10.00%) / 3
(30.00%) / 3
(30.00%) / 4
Demonstrates familiarity with test instruments exhibiting smoothness of administration, preparedness, etc. / 0
(0.00%) / 1
(9.09%) / 1
(9.09%) / 2
(18.18%) / 1
(9.09%) / 6
(54.55%) / 3.6
Adheres to standardized directions and test procedures. / 0
(0.00%) / 1
(9.09%) / 1
(9.09%) / 1
(9.09%) / 2
(18.18%) / 6
(54.55%) / 3.8
Retains rapport with student. / 0
(0.00%) / 0
(0.00%) / 2
(18.18%) / 1
(9.09%) / 5
(45.45%) / 3
(27.27%) / 4.4
Scores instruments accurately. / 0
(0.00%) / 1
(9.09%) / 1
(9.09%) / 2
(18.18%) / 3
(27.27%) / 4
(36.36%) / 4
Employs informal testing techniques when necessary. / 0
(0.00%) / 0
(0.00%) / 1
(9.09%) / 0
(0.00%) / 4
(36.36%) / 6
(54.55%) / 4.6
Observes relevant behavior of the student and is able to determine the validity of the results of the assessment period. / 0
(0.00%) / 0
(0.00%) / 2
(18.18%) / 2
(18.18%) / 4
(36.36%) / 3
(27.27%) / 4.3

Interpretation and Reporting of Test Results as defined by the following: