School Psychologypracticum Evaluation: Overall Results and by Degree

School PsychologyPracticum Evaluation: Overall Results and by Degree

Spring 2011

During the spring semester of the 2010-2011 school year, School Psychology students participated in theirpracticum. An online application system (i.e., Checkbox) was used by supervisors to complete the evaluations. Results aggregated across 22 individuals were obtained by analyzing the supervisors’ responses on the School Psychologypracticumevaluation form. This purpose of this report is to display the overall results. The quantitative results have been analyzed and the qualitative responses are reproduced verbatim, although students’ nameshave been omitted. This report contains three sections(Overall ,Masters/6th Year, and Doctorate), one for each type of degree sought by the student.

Overall

Please rate your practicum student on the following competencies and dispositions.
(22 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 1 / (4.55%)
/ 2 / (9.09%)
/ 8 / (36.36%)
/ 10 / (45.45%)
/ 4.64
Is knowledgeable about procedures for obtaining information regarding a client from schools and outside agencies and to effectively incorporate the information so derived. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 4 / (18.18%)
/ 6 / (27.27%)
/ 11 / (50.00%)
/ 4.45
Demonstrates independence in organizing existing information concerning the client and in formulating hypotheses and developing assessment plans prior to initial contact with client. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 3 / (13.64%)
/ 6 / (27.27%)
/ 11 / (50.00%)
/ 4.36
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%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 5 / (22.73%)
/ 14 / (63.64%)
/ 4.71
Uses appropriate communication skills in making initial contacts with parents and/or other referral agencies. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 3 / (13.64%)
/ 5 / (22.73%)
/ 12 / (54.55%)
/ 4.44
Conducts intake independently. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 6 / (27.27%)
/ 14 / (63.64%)
/ 4.86
Explains evaluation and testing procedures/purpose to parents without the use of jargon, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 1 / (4.55%)
/ 4 / (18.18%)
/ 15 / (68.18%)
/ 4.50
Clearly states to child/client the reason for the evaluation. Establishes rapport with child/client naturally. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 2 / (9.09%)
/ 6 / (27.27%)
/ 13 / (59.09%)
/ 4.56
Test Administration and Techniques as defined by the following:
(22 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Conducts testing sessions independently. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (13.64%)
/ 7 / (31.82%)
/ 12 / (54.55%)
/ 4.70
Demonstrates familiarity with test instruments exhibiting smoothness of administration, preparedness, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 3 / (13.64%)
/ 6 / (27.27%)
/ 12 / (54.55%)
/ 4.50
Adheres to standardized directions and test procedures. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 8 / (36.36%)
/ 12 / (54.55%)
/ 4.80
Retains rapport with student. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 2 / (9.09%)
/ 7 / (31.82%)
/ 12 / (54.55%)
/ 4.60
Scores instruments accurately. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 8 / (36.36%)
/ 12 / (54.55%)
/ 4.80
Employs informal testing techniques when necessary. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 0 / (0.00%)
/ 6 / (27.27%)
/ 14 / (63.64%)
/ 4.71
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%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 7 / (31.82%)
/ 12 / (54.55%)
/ 4.78
Interpretation and Reporting of Test Results as defined by the following:
(22 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Completes reports in a timely fashion. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (13.64%)
/ 10 / (45.45%)
/ 9 / (40.91%)
/ 4.77
Analyzes and interprets test results in a meaningful and thorough fashion. / 0 / (0.00%)
/ 1 / (4.55%)
/ 0 / (0.00%)
/ 6 / (27.27%)
/ 6 / (27.27%)
/ 8 / (36.36%)
/ 4.31
Relates testing interpretation to reason for referral. / 0 / (0.00%)
/ 1 / (4.55%)
/ 0 / (0.00%)
/ 3 / (13.64%)
/ 5 / (22.73%)
/ 13 / (59.09%)
/ 4.33
Organizes data appropriately in written form. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 4 / (18.18%)
/ 9 / (40.91%)
/ 8 / (36.36%)
/ 4.57
Integrates data appropriately in written form. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 5 / (22.73%)
/ 8 / (36.36%)
/ 8 / (36.36%)
/ 4.50
Interprets testing results in light of research knowledge about the possibility of test bias and differential validity for some groups. / 0 / (0.00%)
/ 1 / (4.55%)
/ 1 / (4.55%)
/ 2 / (9.09%)
/ 6 / (27.27%)
/ 12 / (54.55%)
/ 4.30
Uses assessment information to help in determination of eligibility for special services under IDEA and Article 7. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 5 / (22.73%)
/ 15 / (68.18%)
/ 4.83
Employs proper grammatical formulation including sentence structure, tense agreement, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 2 / (9.09%)
/ 10 / (45.45%)
/ 9 / (40.91%)
/ 4.69
Proof reads for punctuation, spelling, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 3 / (13.64%)
/ 7 / (31.82%)
/ 8 / (36.36%)
/ 4.55
Formulates meaningful recommendations based on test, observational, and interview data while relating them to referral question. / 1 / (4.55%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (18.18%)
/ 3 / (13.64%)
/ 14 / (63.64%)
/ 4.00
Feedback of Test Results as defined by the following:
(21 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Provides feedback in such a way as to demonstrate sensitivity to varying groups and cultures. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 9 / (42.86%)
/ 11 / (52.38%)
/ 4.90
Demonstrates tact in opening interview and establishing rapport. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 7 / (33.33%)
/ 12 / (57.14%)
/ 4.78
Exhibits good listening and questioning skills. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 9 / (42.86%)
/ 10 / (47.62%)
/ 4.82
Employs vocabulary level appropriate to participant; avoids jargon or condescension. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 11 / (52.38%)
/ 9 / (42.86%)
/ 4.92
Demonstrates skill in clearly communicating test results and recommendations. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 1 / (4.76%)
/ 6 / (28.57%)
/ 13 / (61.90%)
/ 4.63
Solicits questions from teachers and/or parents and responds to questions appropriately. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 6 / (28.57%)
/ 13 / (61.90%)
/ 4.75
Solicits information from other professionals. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (14.29%)
/ 9 / (42.86%)
/ 9 / (42.86%)
/ 4.75
Exercises independence from other professionals. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 10 / (47.62%)
/ 9 / (42.86%)
/ 4.83
Consultation Skills as defined by the following:
(22 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 4 / (18.18%)
/ 10 / (45.45%)
/ 6 / (27.27%)
/ 4.50
Establishes effective collaborative relationships with teachers and other school personnel. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 3 / (13.64%)
/ 11 / (50.00%)
/ 6 / (27.27%)
/ 4.56
Participates in multidisciplinary teams/case conferences. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 1 / (4.55%)
/ 7 / (31.82%)
/ 13 / (59.09%)
/ 4.67
Engages in systematic observation of behaviors in a classroom setting. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 4 / (18.18%)
/ 6 / (27.27%)
/ 11 / (50.00%)
/ 4.45
Serves effectively as a liaison for school and parents. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 3 / (13.64%)
/ 4 / (18.18%)
/ 13 / (59.09%)
/ 4.38
Evaluates students with regard to progress within the regular curriculum (CBA). / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.55%)
/ 0 / (0.00%)
/ 6 / (27.27%)
/ 14 / (63.64%)
/ 4.71
Evaluates effectiveness of consultation strategies used. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.09%)
/ 5 / (22.73%)
/ 14 / (63.64%)
/ 4.71
Intervention Skills as defined by the following:
(21 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Demonstrates skill in utilizing behavior modification and classroom management techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 1 / (4.76%)
/ 5 / (23.81%)
/ 13 / (61.90%)
/ 4.38
Uses intervention strategies that are directly related to the assessed problem. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 3 / (14.29%)
/ 5 / (23.81%)
/ 11 / (52.38%)
/ 4.30
Demonstrates ability to develop and pilot instructional strategies for possible use in child's regular placement setting. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 1 / (4.76%)
/ 6 / (28.57%)
/ 12 / (57.14%)
/ 4.44
Clearly delineates goals of intervention. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 1 / (4.76%)
/ 5 / (23.81%)
/ 13 / (61.90%)
/ 4.38
Engages in follow-up and monitoring to evaluate effectiveness of intervention techniques used. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 2 / (9.52%)
/ 5 / (23.81%)
/ 12 / (57.14%)
/ 4.50
Demonstrates skill in utilizing individual counseling techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 1 / (4.76%)
/ 6 / (28.57%)
/ 13 / (61.90%)
/ 4.63
Demonstrates skill in utilizing group counseling techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 6 / (28.57%)
/ 12 / (57.14%)
/ 4.75
Professional Responsibilities as defined by the following:
(20 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Performs in ethical and professional manner, demonstrating appropriate protocol as well as protecting the rights of the student. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (5.00%)
/ 5 / (25.00%)
/ 14 / (70.00%)
/ 0 / (0.00%)
/ 4.65
Attends and participates in clinic and practicum activities. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (5.00%)
/ 3 / (15.00%)
/ 10 / (50.00%)
/ 5 / (25.00%)
/ 4.64
Is prompt in meeting deadlines, responding to referrals, and completing written reports. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (5.00%)
/ 4 / (20.00%)
/ 13 / (65.00%)
/ 2 / (10.00%)
/ 4.67
Exhibits willingness to accept and benefit from constructive criticism in a mature rather than defensive manner. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (5.00%)
/ 4 / (20.00%)
/ 15 / (75.00%)
/ 0 / (0.00%)
/ 4.70
Consistently follows through when additional action is needed. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (5.00%)
/ 4 / (20.00%)
/ 14 / (70.00%)
/ 1 / (5.00%)
/ 4.68
Demonstrates an awareness of competency level and doesn't accept responsibilities that exceed this level. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (10.00%)
/ 7 / (35.00%)
/ 11 / (55.00%)
/ 0 / (0.00%)
/ 4.45
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%)
/ 0 / (0.00%)
/ 2 / (10.00%)
/ 4 / (20.00%)
/ 10 / (50.00%)
/ 4 / (20.00%)
/ 4.50
Personal Characteristics as defined by the following:
(21 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Achieves comfortable interactions with staff, students, parents, etc. of different gender, racial, ethnic, and socioeconomic groups. / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (14.29%)
/ 8 / (38.10%)
/ 10 / (47.62%)
/ 0 / (0.00%)
/ 4.33
Presents appropriate professional appearance. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 10 / (47.62%)
/ 10 / (47.62%)
/ 0 / (0.00%)
/ 4.43
Demonstrates dependability. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 6 / (28.57%)
/ 14 / (66.67%)
/ 0 / (0.00%)
/ 4.62
Demonstrates good judgment and common sense. / 0 / (0.00%)
/ 1 / (4.76%)
/ 0 / (0.00%)
/ 7 / (33.33%)
/ 13 / (61.90%)
/ 0 / (0.00%)
/ 4.52
Communicates and listens effectively. / 0 / (0.00%)
/ 1 / (4.76%)
/ 2 / (9.52%)
/ 6 / (28.57%)
/ 12 / (57.14%)
/ 0 / (0.00%)
/ 4.38
Shows concern, respect, and sensitivity for the needs of staff and students of varying ethnic groups and backgrounds. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 6 / (28.57%)
/ 11 / (52.38%)
/ 2 / (9.52%)
/ 4.47
Works well with staff and other practicum students regardless of ethnic background, gender, or sexual orientation. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 5 / (23.81%)
/ 12 / (57.14%)
/ 2 / (9.52%)
/ 4.53
Relates well to children of various ages, ethnic, and social backgrounds. / 0 / (0.00%)
/ 1 / (4.76%)
/ 1 / (4.76%)
/ 3 / (14.29%)
/ 12 / (57.14%)
/ 4 / (19.05%)
/ 4.53
Utilizes constructive criticism. / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (14.29%)
/ 6 / (28.57%)
/ 11 / (52.38%)
/ 0 / (0.00%)
/ 4.40
Displays initiative and resourcefulness. / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (14.29%)
/ 4 / (19.05%)
/ 13 / (61.90%)
/ 0 / (0.00%)
/ 4.50
Demonstrates tolerance for other's values and viewpoints. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (4.76%)
/ 4 / (19.05%)
/ 13 / (61.90%)
/ 2 / (9.52%)
/ 4.67
Shows evidence of continued self-evaluation. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (9.52%)
/ 4 / (19.05%)
/ 12 / (57.14%)
/ 2 / (9.52%)
/ 4.56
Other School Related Activities as defined by the following:
(20 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 1 / (5.00%)
/ 0 / (0.00%)
/ 7 / (35.00%)
/ 12 / (60.00%)
/ 4.75
Participates in child study team and provides information for the team's consideration. / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (15.00%)
/ 0 / (0.00%)
/ 4 / (20.00%)
/ 13 / (65.00%)
/ 4.14
Participates in a multidisciplinary team evaluation meeting and integrates information from other specialists. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (10.00%)
/ 0 / (0.00%)
/ 7 / (35.00%)
/ 11 / (55.00%)
/ 4.56
Assists the multidisciplinary team in the generation of educational recommendations. / 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (15.00%)
/ 2 / (10.00%)
/ 4 / (20.00%)
/ 11 / (55.00%)
/ 4.11
Participates in annual review of students enrolled in programs for exceptional children. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (10.00%)
/ 0 / (0.00%)
/ 5 / (25.00%)
/ 13 / (65.00%)
/ 4.43
What are this candidate's strengths?
(17 Responses)
The student is exceptionally capable of taking an assigned task and completing it independently
organization
The student is a great listener and observer and her genuine concern for children is evident in her professional work. Her rapport with the boys in our fifth grade boys' lunch bunch group is excellent and they feel welcome and accepted in her presence. She is able to analyze and process group interactions and discuss a plan regarding how to adapt future sessions. Additionally, her ability to consult with teachers is noteworthy, since she has developed working relationships with a few teachers.
The student is very patient and caring when working with our students. She maintains data collection as needed and has accepted all constructive criticism and had made adjustments. She is outstanding with explaining tasks and working side by side with our students. Overall, she is doing a fantastic job!
The student is very knowledgeable about children with special needs. She makes insightful observations and is able to use those observations to create and carry out lessons and activities that interest and benefit her students. She is able to work successfully with a wide variety of students and always presents herself in a mature and professional manner. I have enjoyed working with the student for the past two years and feel that she will become an asset to any school system she works for.
The student l always arrives early, follows the lesson plans and behavior plans that are in place.
The student is intelligent and self starting. He can integrate information well from a variety of sources. He has excellent interpersonal skills. His work production is timely and accurate. Written reports are excellent. He does a superior job with behavioral consultations.
Detail orientation and pleasant disposition
Intelligent, highly organized, competent, great social skills with staff and children, willing to go the extra mile, meets deadlines, writes well.
The student has worked as CBER GA under my supervision, and I consider her overall skills as excellent. In particular, I've appreciated her enthusiasm, willingness to try new things, excellent task completion, and professional behaviors, in general.
The student has developed an above average base of assessment skills. She is eager to learn and motivated to assist others. Functional behavior assessments, behavior observations, and monitoring student's behavior progress are strengths. The student is very positive and this is reflected in her interactions with students, parents, and staff members. It was a pleasure to have her as a student this year. I am very confident that she will be successful next year and in the future.
The student just started working with me in January and has done a remarkable job. I could not have gotten through the year without her. She is efficient, capable, organized and highly responsible. She has not yet had opportunities to run groups and is just beginning to present reports at team meetings but with more opportunities, I have confidence in her ability to do both well.
The student has become extremely skilled in interacting and leading young elementary school students. He successfully facilitates a playgroup for children ages 2-4. He is professional, responsible, and creative.
The student is a personable, organized, and smart woman whom I have enjoyed working with greatly. She is incredibly compassionate and able to connect with people, making them comfortable to share with her. She is great at finding resources and networking to help further the work she does.
The student has really grown in her 1st year in this practicum. She organized and developed her first proposal for a grant and she will now serve as a graduate student representative for the American Educational Research Association. She has furthermore identified ELL as her general area for her dissertation. Next year she will focus on the review of literature on ELL and hopefully have more specificity as she develops what she will investigate.
The student's self-assessment was that this year he undertook too much. I would concur. Despite this, with flexibility, he always come through on the projects that he worked on. It was pleasant and rewarding to have him for the last two years. He will be greatly missed. Upon his completion of the comps and the dissertation, he was shine in a full time position as a tenure-track faculty member. I will look back and say ... "I knew him as a grad student and look at where he is now!"
The student started this semester. His jovial personality makes him a part of our "team." He was rated as this was his first practicum. He know has a solid base and I am interested in him growing next year.
Where does this candidate need to grow?
(10 Responses)
creative solutions for professional problems
As the student indicated that she was looking for an educational placement where she could observe a school psychologist, she mostly observed me and other professionals in a middle school setting. As a result, her pre-assessment and assessment skills are still emerging and requires more opportunities to develop these skills.
Sometimes the student can give the appearance of being stern and serious, and that can turn students off but given a chance she usually wind the students over they appreciate her dry sense of humor.
The student will benefit from continued experience at PPTs, presenting results and offering recommendations.
Confidence in oral presentation to large groups
Because of scheduling conflicts between practicum and graduate school, the student has not been able to attend team meetings,which are held on a day she is not in school. Consequently, she has had very few opportunities to present evaluation results to the team or to parents (1 or 2 times at most). She needs more opportunities to do this to strengthen her skills and gain experience in presenting test results to parents. Hopefully now that UConn classes are ending she will be able to do this as she will have more availability. I have tremendous confidence in her ability to develop this skill.
The student needs more experience presenting at multidisciplinary team meetings. Increased confidence will come with more practice. She also needs more experience linking assessment with intervention. The student did not have much opportunity to develop CBM and interpretation skills in regard to the SRBI process.
As she gains confidence and experience, I would like to see her participate more fully in team meetings with special ed staff. However, at this point, it is appropriate for her to be an observer rather than an active participant.
As is true for all, this student will benefit from continued experience in the field.
The student struggles with discipline, flexibility and creativity with regard to daily activities.
Overall Rating of Practicum Student
(21 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (14.29%)
/ 5 / (23.81%)
/ 13 / (61.90%)
/ 0 / (0.00%)
/ 4.48

Masters/6th Year

Please rate your practicum student on the following competencies and dispositions.
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 4.25
Is knowledgeable about procedures for obtaining information regarding a client from schools and outside agencies and to effectively incorporate the information so derived. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.00
Demonstrates independence in organizing existing information concerning the client and in formulating hypotheses and developing assessment plans prior to initial contact with client. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.00
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%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 9 / (90.00%)
/ 4.00
Uses appropriate communication skills in making initial contacts with parents and/or other referral agencies. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 7 / (70.00%)
/ 3.67
Conducts intake independently. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 9 / (90.00%)
/ 4.00
Explains evaluation and testing procedures/purpose to parents without the use of jargon, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 10 / (100.00%)
/ 0.00
Clearly states to child/client the reason for the evaluation. Establishes rapport with child/client naturally. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Test Administration and Techniques as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Conducts testing sessions independently. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Demonstrates familiarity with test instruments exhibiting smoothness of administration, preparedness, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Adheres to standardized directions and test procedures. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 8 / (80.00%)
/ 5.00
Retains rapport with student. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 8 / (80.00%)
/ 5.00
Scores instruments accurately. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 8 / (80.00%)
/ 5.00
Employs informal testing techniques when necessary. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 9 / (90.00%)
/ 5.00
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%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Interpretation and Reporting of Test Results as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Completes reports in a timely fashion. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 4.50
Analyzes and interprets test results in a meaningful and thorough fashion. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 4 / (40.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4.20
Relates testing interpretation to reason for referral. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 8 / (80.00%)
/ 4.00
Organizes data appropriately in written form. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.25
Integrates data appropriately in written form. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 3 / (30.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.25
Interprets testing results in light of research knowledge about the possibility of test bias and differential validity for some groups. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Uses assessment information to help in determination of eligibility for special services under IDEA and Article 7. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 10 / (100.00%)
/ 0.00
Employs proper grammatical formulation including sentence structure, tense agreement, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 4.50
Proof reads for punctuation, spelling, etc. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4.33
Formulates meaningful recommendations based on test, observational, and interview data while relating them to referral question. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 9 / (90.00%)
/ 4.00
Feedback of Test Results as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Provides feedback in such a way as to demonstrate sensitivity to varying groups and cultures. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Demonstrates tact in opening interview and establishing rapport. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Exhibits good listening and questioning skills. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 4.67
Employs vocabulary level appropriate to participant; avoids jargon or condescension. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 4.75
Demonstrates skill in clearly communicating test results and recommendations. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Solicits questions from teachers and/or parents and responds to questions appropriately. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.50
Solicits information from other professionals. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 4.50
Exercises independence from other professionals. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 6 / (60.00%)
/ 4.75
Consultation Skills as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 4.20
Establishes effective collaborative relationships with teachers and other school personnel. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 4.33
Participates in multidisciplinary teams/case conferences. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 9 / (90.00%)
/ 5.00
Engages in systematic observation of behaviors in a classroom setting. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
/ 6 / (60.00%)
/ 3.75
Serves effectively as a liaison for school and parents. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 8 / (80.00%)
/ 4.00
Evaluates students with regard to progress within the regular curriculum (CBA). / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 9 / (90.00%)
/ 5.00
Evaluates effectiveness of consultation strategies used. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 10 / (100.00%)
/ 0.00
Intervention Skills as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Demonstrates skill in utilizing behavior modification and classroom management techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 4.00
Uses intervention strategies that are directly related to the assessed problem. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.00
Demonstrates ability to develop and pilot instructional strategies for possible use in child's regular placement setting. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 6 / (60.00%)
/ 4.25
Clearly delineates goals of intervention. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 4.00
Engages in follow-up and monitoring to evaluate effectiveness of intervention techniques used. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 4.00
Demonstrates skill in utilizing individual counseling techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 9 / (90.00%)
/ 5.00
Demonstrates skill in utilizing group counseling techniques. / 0 / (0.00%)
/ 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 4.50
Professional Responsibilities as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Performs in ethical and professional manner, demonstrating appropriate protocol as well as protecting the rights of the student. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
/ 4.30
Attends and participates in clinic and practicum activities. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4.20
Is prompt in meeting deadlines, responding to referrals, and completing written reports. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 2 / (20.00%)
/ 4.38
Exhibits willingness to accept and benefit from constructive criticism in a mature rather than defensive manner. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 5 / (50.00%)
/ 0 / (0.00%)
/ 4.40
Consistently follows through when additional action is needed. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 5 / (50.00%)
/ 1 / (10.00%)
/ 4.44
Demonstrates an awareness of competency level and doesn't accept responsibilities that exceed this level. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
/ 4.10
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%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4.17
Personal Characteristics as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
Achieves comfortable interactions with staff, students, parents, etc. of different gender, racial, ethnic, and socioeconomic groups. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 4.10
Presents appropriate professional appearance. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 2 / (20.00%)
/ 0 / (0.00%)
/ 4.10
Demonstrates dependability. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 5 / (50.00%)
/ 0 / (0.00%)
/ 4.40
Demonstrates good judgment and common sense. / 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 5 / (50.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
/ 4.20
Communicates and listens effectively. / 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 5 / (50.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
/ 4.00
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 / (10.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 4.25
Works well with staff and other practicum students regardless of ethnic background, gender, or sexual orientation. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 4 / (40.00%)
/ 3 / (30.00%)
/ 2 / (20.00%)
/ 4.25
Relates well to children of various ages, ethnic, and social backgrounds. / 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 3 / (30.00%)
/ 4 / (40.00%)
/ 4.17
Utilizes constructive criticism. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 6 / (60.00%)
/ 3 / (30.00%)
/ 0 / (0.00%)
/ 4.20
Displays initiative and resourcefulness. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
/ 4.20
Demonstrates tolerance for other's values and viewpoints. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 2 / (20.00%)
/ 5 / (50.00%)
/ 2 / (20.00%)
/ 4.50
Shows evidence of continued self-evaluation. / 0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 2 / (20.00%)
/ 4.25
Other School Related Activities as defined by the following:
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average 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%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 4.33
Participates in child study team and provides information for the team's consideration. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 8 / (80.00%)
/ 4.00
Participates in a multidisciplinary team evaluation meeting and integrates information from other specialists. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 4.33
Assists the multidisciplinary team in the generation of educational recommendations. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 1 / (10.00%)
/ 7 / (70.00%)
/ 4.00
Participates in annual review of students enrolled in programs for exceptional children. / 0 / (0.00%)
/ 0 / (0.00%)
/ 1 / (10.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 7 / (70.00%)
/ 4.33
What are this candidate's strengths?
(7 Responses)
The student is exceptionally capable of taking an assigned task and completing it independently
organization
The student is a great listener and observer and her genuine concern for children is evident in her professional work. Her rapport with the boys in our fifth grade boys' lunch bunch group is excellent and they feel welcome and accepted in her presence. She is able to analyze and process group interactions and discuss a plan regarding how to adapt future sessions. Additionally, her ability to consult with teachers is noteworthy, since she has developed working relationships with a few teachers.
The student is very patient and caring when working with our students. She maintains data collection as needed and has accepted all constructive criticism and had made adjustments. She is outstanding with explaining tasks and working side by side with our students. Overall, she is doing a fantastic job!
The student is very knowledgeable about children with special needs. She makes insightful observations and is able to use those observations to create and carry out lessons and activities that interest and benefit her students. She is able to work successfully with a wide variety of students and always presents herself in a mature and professional manner. I have enjoyed working with the student for the past two years and feel that she will become an asset to any school system she works for.
The student l always arrives early, follows the lesson plans and behavior plans that are in place.
The student started this semester. His jovial personality makes him a part of our "team." He was rated as this was his first practicum. He know has a solid base and I am interested in him growing next year.
Where does this candidate need to grow?
(4 Responses)
creative solutions for professional problems
As the student indicated that she was looking for an educational placement where she could observe a school psychologist, she mostly observed me and other professionals in a middle school setting. As a result, her pre-assessment and assessment skills are still emerging and requires more opportunities to develop these skills.
Sometimes the student can give the appearance of being stern and serious, and that can turn students off but given a chance she usually wind the students over they appreciate her dry sense of humor.
The student struggles with discipline, flexibility and creativity with regard to daily activities.
Overall Rating of Practicum Student
(10 Responses)
1 / 2 / 3 / 4 / 5 / Other / Average Rating
0 / (0.00%)
/ 0 / (0.00%)
/ 2 / (20.00%)
/ 4 / (40.00%)
/ 4 / (40.00%)
/ 0 / (0.00%)
/ 4.20

Doctorate