Internship Seminar in School Psychology SPS 7931 - Educator ...

Internship Seminar in School Psychology
SPS 7931
Instructor: Tina Smith‐Bonahue, Ph.D., Licensed Psychologist (FL 5574)
Email: tsmith@coe.ufl.edu
Phone: (352) 273‐4289
Office Hours for Fall, 2011: Mondays, 8:15 – 9:15, 11:30 – 1:30
Purpose of the Course
This course is taken simultaneously with one’s internship placement. Its “official” goals include
providing university‐based supervision, a requirement of the National Association of School
Psychologists and the American Psychological Association, and addressing Florida Accomplished
Practices, a requirement of the FL Department of Education for certification as a School
Psychologist.
I hope the course does a great deal more than meeting these requirements. It’s designed to
help you bridge the gap between graduate school and professional practice. To that end, we’ll
work toward the following learning objectives:
1) Gaining an understanding of the nature of duties and context of your own as well as
others’ internship settings;
2) Address professional, legal, and ethical issues relevant to current internship settings,
and hone strategies for coping with similar issues as they come up in your professional
life;
3) Present and discuss clinical cases, so that you can further your own understanding of
your cases, as well as benefitting from the learning experiences of others;
4) Become familiar with certification and licensing requirements in different states, and
begin to prepare for application for licensure and / or certification in the state in which
you will reside;
5) Become familiar with possible employment options both for Ed.S. and Ph.D. level
psychologists, and the requirements associated with each; and
6) Develop reflective practice and lifelong learning skills.
7) Issues identified by course members
Class Structure and Participation
The majority of the course will be presented and accessed online. All students are expected to
participate by logging into the course regularly, responding promptly to discussion and activity
requests, and engaging with other students and the instructor in a constructive and
professional manner. To accomplish our learning goals and objectives, we must create a
positive learning community. To that end, the majority of your grade for the course will be
based on the quality of your responses to discussion topics.

As a learning community, the success of this course depends on the extent to which we learn
from each other. For this class, these discussions will be the primary way in which we share and
learn from one another – therefore, this is a critical part of the course. For us to be a learning
community, we have to engage in exploration of our field together, at roughly the same time.
This means that, although the topics, readings, and other resources will be posted in advance,
the discussion questions cannot be answered until the Friday before the week in which the
topics are assigned.
In addition to the online component, EDS students will be required to return campus for 1 fullday
(8:00 – 4:00) meeting per semester. This meeting will be scheduled in consultation with
interns and their supervisors; however, please note that it may not be possible to
accommodate all interns’ schedules and preferences. Purposes of the on‐campus meeting
include the following:
1) Provide program faculty with an update on your progress toward completion of
program requirements other than internship (e.g., Ed.S. portfolios).
2) Provide a support network and opportunity for face‐to‐face group supervision to
address the following.
a. Professional issues that have arisen during internship.
b. Discussion of the context and challenges associated with the practice of school
psychology in different settings.
c. Presentation and discussion of clinical cases.
Because EDS. students complete their portfolios during the internship year, and because the
nature of the EDS internship is such that group supervision of the sort we provide on campus is
extremely rare, the SPP faculty believe that it is important for all EDS students to return to
campus to participate in at least one face‐to‐face supervision session per semester.
COURSE ASSIGNMENTS
Weekly Discussion Forum (50%)
Most weeks, you should participate in one or more discussion forums. For the first few weeks,
topics and the corresponding readings and discussion questions will be posed by myself and
other faculty. Later in the semester, each of you will have a turn to identify a topic of interest
and lead the discussion. (More on this under the assignment, “Discussion Leader.”) Similarly,
each person will present a case they’re working on. (More on this under Case Presentation.)
Each student will be responsible for presenting both a topic and a case over the course of the
Fall and Spring Semesters. Please see the sign‐up sheet under “Getting Started.”
Your responses to the discussion questions will be graded each week based on the following 5
criteria: 1) quality of the information you provide, 2) the extent and quality of resources (your
own and those from course materials) you reference, 3) evidence of critical thinking, 4) the
extent to which you facilitate the group’s consideration of the issues, and 5) the clarity of your

written response. These are generally described below. (Please see Rubric for Discussion for
specific information about how these posts will be graded.) For each forum, you can earn up to
100 points for your participation in the discussion. For our purposes, Weeks run from Monday
to Monday. With the exception of Week 1: Getting to Know You (Again) (which opens on the
first day of class and closes the following Monday), materials will become available and
discussions will “open” on the Friday prior, and “close” at midnight the following Sunday. (I
know this is confusing – it’s outlined on the Course Calendar and makes more sense when you
see it that way.) Your first post must be made by midnight the Thursday of the week for which
the topic is assigned. I hope you’ll make more posts than one, but if you don’t post at least one
response by Thursday, I will not be able to grade your discussion for that week. In assigning a
grade, I’ll consider all posts that you make before Sunday at midnight; posts made after that
will not be graded.
I’ll drop the lowest grade for Discussion Participation
Grading Criteria for Discussion Questions
Quality of Information
For this, I’m looking for the extent to which you address the topic of discussion in a meaningful
way. The question I’ll ask myself is, “Does this responder engage with the topic at hand, or go
off on a tangent?” For some units, discussions are based on an experiential component – that
is, you’ll be asked to “do something” and react to the outcome. In these cases, it’ll be important
to clearly describe your experience with the activity as part of your post.
Quality of Resources Referenced
In order for this to be a meaningful class that influences your practice, I consider your personal
and professional experiences to be a kind of “resource” – you have important ideas based on
your own work to share with the group. So I want to hear about your own professional
experience, both in terms of experiences you’ve already had and ways new information can
shape your future practice. It’s also important to include references to reading and other
course materials – in an academic endeavor, it’s critical to support our views with scholarly
information.
Evidence of Critical Thinking
Discussions are designed to push you to think critically, in a new and more sophisticated way,
about issues related to assessment and measurement in early childhood. In this section, I’ll be
looking for evidence of thoughtful reflection, and the big question I’ll ask myself in making
these evaluations is, “To what extent did the responder think for her‐ or himself about his topic,
and to what extent is s/he merely parroting the book or classmates?”
Group Facilitation
“Discussing” is interaction, and involves responding to the comments of others, helping other
learners, asking provocative questions, being involved and debating. It’s important to connect
your responses both to the question posed by the facilitator, as well as the comments of those
who’ve already responded. Ask yourself the following: “Do I tend to respond first? Do I always

espond last?” Everyone can’t be a “first responder,” but no one should always be the “last
responder.” If you do respond first, do you state your views and then drop out of the
discussion? It’s important to “hear” what your classmates have to say – each member of the
class is an important “resource” in our community of learners.
Writing Clarity
No matter how interesting, well‐informed, or innovative your ideas, if they’re not expressed
clearly, using professional language, we won’t be able to fully appreciate what you have to
offer. Please edit your response before posting to make sure it conveys what you mean and
reflects an amount of professionalism appropriate to a class in a graduate program.
Discussion Leader (20%): Either Topic or Case (Remember: Whichever you don’t choose this
semester you have to choose next semester)
Topic Leader
Step 1: Identify a topic of interest that is pertinent to you in your current work and get it
approved by the instructor. Topics can include current events related to the practice of school
psychology, special populations (e.g., early childhood, children with low incidence disabilities,
ADHD), ethical or legal dilemmas, service provision models (e.g., RtI implementation,
implications of managed care for mental health services), etc. Please note that topics must be
approved by the instructor. Topic discussions can be facilitated individually or with a partner.
Cases are presented individually.
Step 2: Identify a reading to share with the class. In keeping with Course Policies, all readings
should be made available to student no later than the Friday prior to week during which it will
be considered and discussed.
Step 3: Post at least 2 questions for consideration to get the Discussion Forum started. As
discussion leader, you’re also responsible for facilitating the discussion, so you should plan to
log in every day or so during the week you’re leading the discussion.
(Please see Discussion Rubric under “Getting Started.”)
Case Presentations:
BOTH EdS and PhD cases should include the following sections: Reason for Referral,
Background, Procedures Used (for assessment cases, list all instruments and techniques used;
for intervention and consultation, describe the approach in enough detail that the reader could
replicate), Results (for tests, include scores and synopsis; for intervention and consultation,
include brief session notes); Summary and Recommendations.
Ph.D. students will present their cases online. A report, with all HIPPA‐protected information
removed, should be provided. The presenter should also provide at least one scholarly article
that addresses the issues in the case. The presenter will also develop 2‐3 discussion questions
for the class to consider.

EdS. students will present their cases during the on‐campus meeting. Each presentation should
last approximately 20 minutes and include a powerpoint presentation. Presenters should
prepare 2‐3 discussion questions for the group.
Organizational Overview: School Psychology Service Delivery System Revisited (10%)
For this assignment, think back to one of the first courses you took in the SPP, SPS 6052: Issues
and Problems in School Psychology. In that class, you either described a service delivery system
or created an ideal one. We’re going to replicate that assignment, with a few modifications,
using the program in which you’re interning.
One very interesting change between then and now it that for this assignment, you’re actually
working for the agency, district, or program you’re describing. The old saying about “biting the
hand” comes to mind… Your project should be descriptive but diplomatic and NOT evaluative.
This is particularly important given the next change since SPS 6052.
You’ll be sharing your projects with each other as well as first year students who are taking SPS
6052. The goal of this assignment is to help you all discover different kinds of settings that
employ school psychologists as you begin to, or continue to, consider the types of jobs you’ll
seek when you finish up. You’ll have the opportunity to ask each other questions, and the
students in 6052 will be invited to ask you questions as well. In the spirit of a professional
learning community, I hope this will provide an opportunity for mentoring on your part as well
as resource sharing.
Your project should include the following information:
1. Introductory Information
a. Name of program
b. What name best describes the type of agency (e.g., independent school district,
consortium, public hospital, etc.)
2. Needs Assessment (The next couple sections will probably look familiar!)
a. Describe the physical (region, climate, rural, urban, etc.) and sociological (SES,
distinctive racial or ethnic groups, political leaning, etc.) of the area, as well as
other noteworthy characteristics (e.g., high instances of unemployment, crime,
drug use)
b. For School Districts: Describe the number and types of school and estimate the
number of children per school. For other agencies: How large is the organization
in terms of employees and clients served? Is it part of a larger organization or
stand alone?
c. Describe the current psychological service delivery system in terms of
“demographics” including number of psychologists, ratio of psychologist to
client. To what extent do the demographic characteristics of the psychologists
match the clients? For example, do they tend to live in the same kinds of
neighborhoods, speak the same language, etc.?

d. Describe the psychological and educational needs of the children your agency
serves. What sorts of referral questions are most common among your clients?
Does your agency purport to have a specialization? Is it known for excellence in
any areas?
3. Service Delivery
a. Describe all the types of psychological services provided by your agency. If you’re
not in a traditional school district, what other services are provided by your
agency?
b. What percentage of time do psychologists typically spend in each type of
service? Among the psychologists employed by your agency, are there specialists
(e.g., neuropsychologists, crisis specialists, low incidence disabilities, etc.), or do
all psychologists perform the same functions?
c. What qualifications are necessary to work as a psychologist in the agency? For
example, what level (EdS, PhD, PsyD) and type of degrees do psychologists hold?
Is extra training or specialization required for some or all of the psychologists?
What types of ongoing professional development (e.g., coursework, attending
conferences, district‐sponsored workshops, etc.) do psychologists in your agency
participate in?
d. How would you describe the service delivery model employed by your agency?
(See ___ .) Why did you choose the model you chose? In what ways does your
agency deviate from the way the model is typically implemented?
e. Provide an organizational chart showing where psychological services appear in
the overall structure of the organization or district.
4. Accountability and Evaluation
a. List your agency’s primary stakeholders. Be inclusive, and consider, literally, all
the people who have a stake in the services provided by your agency. It may be a
long list, and it likely includes people with different kinds of stakes in your
agency. For example, families are almost certainly one stakeholder, also whoever
pays the bills (e.g., taxpayers, insurance companies).
b. What “products” does your agency provide? By products, I mean something that
can be counted, although they’re not always tangible. Think broadly – they might
include reports, billable hours, eligibility determinations, etc. How are these
things used in the evaluation of your agency?
c. There is a strong movement in education to demonstrate the impact of every
employee on student outcome. Think about the types of services provided by
your agency. How does the agency determine if the services you provide have an
impact on client outcome?
Grading for Organizational Overview
Project
Each section of your project will be graded based on the thoroughness and the quality of
the information shared. In considering quality, I’ll take into account the extent to which

your descriptions are reflective, objective, and fair. (Remember, it’s really important to be
descriptive and detailed without being evaluative.)
Participation and Facilitation
In addition to completing the project, you’ll present it to your classmates as well as 6052
students. You’ll be graded on the quality of your participation and facilitation for this
project using the same rubric we use in grading Discussion participation.
Journal of Your Professional Journey (20%)
This assignment is designed to encourage you to reflect on your own professional development.
Journal entries will vary in length over the course of the year (I have in mind an average of
around 150 words) and most can include anything that’s on your mind that relates to your own
professional development. I’ll read your entries, and sometimes may comment on them, but
these entries will remain confidential between the two of us to the extent allowed by law.
Although the topic of almost all of your entries is your choice, in the first entry, please include
information about your goals for internship, areas in which you’re confident, and areas in which
you feel less well‐prepared. Of course, your first entry can include anything else you’d like to
include as well. Similarly, your last entry for the semester should revisit your first and address
the extent to which you feel you’re reaching your goals. If you’re not reaching your goals,
what’s standing in the way?
Grades
Course grades are S / U. > 80% of total points is required for S.
Accommodations for Students with Disabilities:
Students with disabilities are encouraged to inform the instructor of accommodation needs. To
acquire accommodations for practicum seminar and/or field placement site work register with
the Dean of Students Office. The Dean of Students Office will provide documentation to give to
the Instructor with recommended accommodations. Additional information on disability
services at UF and student rights are available at: (352) 392‐8565, accessuf@dso.ufl.edu,
http://www.dso.ufl.edu/drc
Policy Concerning Honesty
As a result of completing the registration form at the University of Florida, every student has
signed the following statement: "I understand that the University of Florida expects its students
to be honest in all their academic work. I agree to adhere to this commitment to academic
honesty and understand that my failure to comply with this commitment may result in
disciplinary action up to and including expulsion from the University” (Student Handbook).
Evaluation Based On Florida Accomplished Practices.
The State of Florida has established an Educator Assessment System. It requires of all entrylevel
educators, including school psychologists, to master the knowledge, skills and dispositions
of twelve accomplished practices intended to promote the development of qualities considered

to be essential in the preparation of professionals who work in schools. Each professional
program must document that its students demonstrate desired qualities. As a result, course
syllabi must include an (1) overview of the Educator Assessment System and accomplished
practices, (2) specific accomplished practices addressed in the course, (3) specific Educator
Assessment System indicators addressed in course, (4) description of assessment tasks used to
evaluate accomplished practices/indicators, and (5) a rating guide for each assessment task and
indicator.
Because it accompanies a capstone experience for our program, this course includes a number
of the Florida Accomplished Practices (described below) and is designed to ensure that you
have an opportunity to attain a level of proficiency appropriate to a beginning school
psychologist. Many of the assignments also are connected to the portfolio. Over the course of
the Fall and Spring semesters, I will be attending to these practices. Students will be rated on
each task/indicator as either having met, met with weakness, or not met each indicator. If rated
as met with weakness or not met, remediation plans must be specified for the student.
Program faculty will discuss student ratings on the assessment tasks for each course the end of
each academic year during the annual review of student progress. The instructor will enter all
student ratings into the Educator Assessment System each May.
Your mastery of each indicator will be measured by your work on a key task. To pass this course
you must successfully complete all these tasks and receive a rating of either met, or met with
weakness. No exceptions will be made to this policy.
Students who receive a not‐met rating will be offered an opportunity to redo the key tasks.
Students who do not complete their makeup work satisfactorily (with a met‐with‐weakness or
higher rating) will receive either an incomplete or a failing grade at the discretion of the
instructor.
Accomplished Practices Addressed in SPS 7931
(1) Assessment: The preprofessional student services specialist collects and uses data gathered
from a variety of sources, including the use of both traditional and non‐traditional assessment
strategies. Further, this specialist is able to identify and match the service plan(s) for the
student(s) with the students’ cognitive, social, linguistic, cultural, emotional, and physical
needs.
(4) Critical Thinking: The preprofessional student services specialist acquires use of assessment
techniques and strategies that measure cognitive skills and affective characteristics in students
and builds a repertoire of realistic student service(s) delivery techniques and problem‐solving
activities designed to assist all students to demonstrate appropriate levels of academic
performance.
(5) Diversity: The preprofessional student services specialist establishes a comfortable
environment that accepts and fosters diversity. This specialist must demonstrate knowledge
and awareness of varied cultures and linguistic backgrounds. The student services specialist
creates a climate of openness, inquiry, and support by practicing such strategies as acceptance,
tolerance, resolution, and mediation.

(7) Human Development and Learning: The preprofessional student services specialist plans
student service(s) activities that draw upon well‐established human development/
learning theories and concepts and a variety of information about students.
(8) Knowledge of Subject Matter: The preprofessional student services specialist has a basic
understanding of a particular student service profession and is beginning to understand how
student services are linked to other disciplines and activities in the school. The student services
specialist’s repertoire of professional skills includes a variety of means to assist students’
development, learning, and/or behavior change.
(10) Planning: The preprofessional student services specialist recognizes the importance of
setting high expectations for all students, and works with other professionals to design learning
experiences that meet students' needs and interests. The student services specialist candidate
seeks advice, information, and/or feedback from appropriate resources, interprets the
information, and modifies her/his plans appropriately. Planned student service(s) activities
incorporate a creative environment and utilize varied and motivational strategies and multiple
resources for providing effective student service(s) for all students. Upon reflection, the student
services specialist continuously refines outcome assessment and student services activities and
experiences.
Key Task/Assignment #1: Portfolio Assessment Case and Reflection Paper
The purpose of the assessment case study is to demonstrate that school psychology candidates
possess the knowledge and professional skills needed to collaborate with teachers, school
professionals, and families in designing, completing, and reporting comprehensive assessments
that respond effectively to the educational and mental health needs of children and youth.
The comprehensive assessment must respond appropriately to an identified referral question,
illustrate use of reliable and valid assessment instruments and techniques, demonstrate an
ability to integrate assessment data and other student and family information for the purposes
of identifying student needs, and inform the provision of appropriate educational services and
interventions.
Case studies included in the school psychology professional portfolio represent comprehensive
assessments that address an academic and/or behavioral concern that significantly impacts a
student’s educational performance and/or progress.
Psychological reports should:
•
List assessment procedures used that are appropriate to the referral concern
•
State the reason for the referral
•
Provide student background information
•
Present and discuss assessment data
•

Provide educational recommendations that inform the selection of interventions and other
educational services
The Portfolio also must include a reflection paper for each assessment case study. The purpose
of each paper is to consider the comprehensiveness of the evaluation and the actions and
decisions made during the assessment process. The papers should demonstrate an
understanding of a theoretical orientation and reliance on empirically based research and other
forms of professional scholarship. Additionally, each candidate should demonstrate an ability to
critique his or her own professional decisions and practices and thus demonstrate continuing
professional growth and development.
Each assessment case study included in the portfolio must address the following issues and
questions in the reflection paper.
1.
Based on the referral question, describe the purpose of this evaluation (diagnosis, program
planning, intervention development, eligibility determination).
2.
Describe how the referral question guided the assessment process.
3.
Discuss the extent to which the techniques selected adequately address the referral question
and child’s needs.
4.
Discuss what you would do differently in terms of selection of techniques.
5.
Discuss any legal and/or ethical considerations that may have influenced the selection of
measures and other techniques used in the evaluation (e.g. issues related to special education
services and supports and/or issues related to the reliability and validity).
6.
Discuss theoretical or empirical bases used in the interpretation of findings, including the extent
to which the conclusions in the report supported these bases.
7.
Discuss the link between assessment and possible interventions, including the extent to which
this report provide evidence for the development and evaluation of intervention strategies. If
you find the report inadequate in this regard, describe how you would change the assessment
process to improve the link between assessment and intervention.
SPS 7931 Page 5
Indicators and Rating Guide #1:
Indicator
Number
& Description
MET
MET WITH
WEAKNESS
NOT MET

1.2
Employs a
variety of
assessment
strategies
congruent with
student
service(s) goals
to determine
PK‐12 students’
behavior
change.
1.4
Modifies
student
service(s)
strategies
based on
assessed
student
characteristics
and abilities in
relation to
student’s
needs.
The candidate
employs a variety
of cognitive,
academic, and
social/emotional
assessment
strategies that are
reliable and valid
for their selected
use and consistent
with the student’s
identified referral
concerns.
The candidate
appropriately
modifies the
selection,
administration,
and/or
interpretation of
assessment
strategies and
results based on
relevant
information about
student
characteristics
and educational
or mental health
needs.
The candidate
employs a limited
range of cognitive,
academic, and
social/emotional
assessment
strategies that are
reliable and valid
for their selected
use and generally
consistent with
the presented
referral concerns.
The candidate
demonstrates the
ability to
appropriately
modify some
aspect of the
selection,
administration,
and/or
interpretation of
assessment
strategies and
results based on
relevant
information about
student
characteristics.
The candidate
employs
inappropriate
assessment
strategies that
are limited in
scope, lack
sufficient
reliability and
validity for their
selected use,
and/or are not
consistent with
the presented
referral concerns.
The candidate
fails to
demonstrate an
ability to modify
the selection,
administration,
and/or
interpretation of
assessment
strategies and
results. Relevant
information
about student
characteristics
and educational
or mental health
needs is not
considered in the
assessment
process.

SPS 7931 Page 6
10.2
Develops
engaging
student
service(s)
activities and
practices that
contribute to
the student’s
achievement of
local, state,
and national
educational
standards.
developmental
level, and result
in positive
academic
outcomes.
10.3
Includes multiple
resources and
strategies in
planning student
service(s)
practices that
contribute to the
student’s
achievement of
local, state, and
national
educational
standards.
Through the
assessment
process and
recommended
educational
interventions the
candidate
demonstrates an
ability to plan and
implement
activities that
actively engage
students at an
appropriate
level.
When planning
assessment
strategies and
evaluating
assessment data
for the purpose
of intervention
planning, the
candidate
demonstrates
collaboration
with and use of
multiple sources
of data and
resources
provided by
teachers,
parents, and
other
professionals.
Through the
assessment
process and
recommended
educational
interventions the
candidate
demonstrates an
ability to plan and
implement
activities that
engage students
at an appropriate
developmental
When planning
assessment
strategies and
evaluating
assessment data
for the purpose
of intervention
planning, the
candidate
demonstrates
limited
collaboration
with or use of
data and
resources
provided by
teachers,
parents, and
other
professionals.
Through the
assessment
process and
recommended
educational
interventions the
candidate fails to
demonstrate an
ability to plan
and/or
implement
activities that
actively engage
students at an
appropriate
developmental
level and result in
positive academic
outcomes.
When planning
assessment
strategies and
evaluating
assessment data
for the purpose
of intervention
planning, the
candidate fails to
demonstrate
collaboration
with or use of
data and
resources
provided by
teachers,
parents, and
other
professionals.

7.1
Knows
established
human
development/lea
rning theories
and concepts
(including first
and second
language
acquisition)
The candidate
demonstrates
comprehensive
and accurate
knowledge of
development/lea
rning theories
and concepts
through analysis
and presentation
of student
educational and
developmental
history and
relationship to
academic
performance.
The candidate
demonstrates
accurate, but
limited
knowledge of
development/lea
rning theories
and concepts
through analysis
and presentation
of student
educational and
developmental
history and
relationship to
academic
performance.
The candidate
demonstrates
inaccurate
knowledge of
development/lea
rning theories
and concepts
through analysis
and presentation
of student
educational and
developmental
history and/or
fails to
demonstrate
relationship to
academic
performance.
Key Task/Assignment #2: Portfolio Intervention Case Study and Reflection Paper
The purpose of the intervention case study is to demonstrate that school psychology
candidates possess the knowledge and professional skills to collaborate with families, school,
and community‐based professionals in designing, implementing, and evaluating interventions
that effectively respond to the educational and mental health needs of
children and youth. The candidate is able to integrate knowledge and skills in delivering a
comprehensive range of psychological services that result in measurable positive outcomes for
children and youth.
The case study must focus on direct (behavioral intervention, counseling) or indirect
(consultation) interventions for which the candidate was responsible, including its
development, implementation, and evaluation. Case studies may involve academic and/or
behavioral/social issues and may reflect interventions conducted in a home, school, or
community setting. Candidates consult with their supervisor to determine the cases that are
best suited for inclusion in the portfolio.
Case studies included in the school psychology professional portfolio must demonstrate
measurable positive outcomes for children, youth, or families who are the recipients of
intervention services. The case study should address the following areas:
1. Describe the Background and Context of the Referral
•
Identify the problem in observable, measurable terms
•
Describe present and expected level of performance
•
Provide baseline data

2. Describe and Analyze the Problem
•
Describe assessment procedures
•
Discuss hypotheses
•
Present specific goals for the intervention
3. Design & Implement Intervention
•
Describe the intervention
•
Describe the phases/steps in implementing the intervention
•
Discuss qualities that influenced the design and implementation of the intervention
•
Discuss collaboration efforts with family, school and/or community‐based individuals
•
Include a sample of all relevant intervention materials
4. Evaluate Intervention Outcomes
•
Provide outcome data and discuss results
•
Include a graphic presentation of data
•
Discuss progress toward established goals
•
Discuss future needs for intervention/support.
The portfolio also must include a reflection paper for each intervention case study. The purpose
of each paper is to consider the actions and decisions made during the intervention process.
The papers should demonstrate an understanding of a theoretical orientation and reliance on
empirically based research and other scholarly literature. Additionally, each candidate should
demonstrate the ability to critique her or his own professional decisions and practices and thus
demonstrate continuing professional growth and development.
SPS 7931 Page 8
Each case study included in the portfolio must address the following issues and questions in the
reflection paper.
1.
Identify and discuss the primary theoretical orientation or model that was selected to

guide the intervention process. Provide a rationale for the selected theoretical orientation or
model. Discuss how the selected orientation or model may have affected the methods,
decisions, and outcomes of this intervention.
2.
Identify the type of intervention used as either direct (behavioral intervention,
counseling) or indirect (consultation) and explain the rationale for this selection. Discuss the
benefits and limitations of the selected type of intervention given the primary concerns in the
case. Upon reflection, discuss whether you would choose a different type of intervention for a
case like this in the future.
3. Discuss the empirical bases for the selected intervention. Identify other interventions you
considered. Provide a rationale for why the selected intervention was appropriate based on the
assessment data, the needs of the client, and the professional literature.
4. Discuss the extent did the intervention result in measurable positive changes for the client,
whether the change was sufficient, and the primary factors that contributed to a positive or
negative change.
Indicators and Rating Guide #2:
Indicator
Number
& Description
4.3
Alters/varies
student
services(s)
activities to
accommodate
student’s
cognitive, social,
linguistic,
cultural,
emotional
and/or physical
needs.
5.2
Demonstrates a
repertoire of
student
service(s)
techniques and
strategies
including
MET
Candidate
appropriately
modifies the
intervention
program and
educational
supports in
response to
student
characteristics,
including
cognitive,
behavioral,
linguistic, and
cultural needs.
Candidate
develops,
implements and
evaluates an
intervention
program that
demonstrates
MET
WITH WEAKNESS
Candidate
modifies the
intervention
program and
educational
supports in
response to a
limited number of
student
characteristics,
including
cognitive,
behavioral,
linguistic, and
cultural needs.
Candidate
develops,
implements and
evaluates an
intervention
program that
demonstrates
NOT MET
Candidate fails to
modify the
intervention
program and
educational
supports in
response to
student
characteristics,
including
cognitive,
behavioral,
linguistic, and
cultural needs.
Candidate fails to
develop,
implement,
and/or evaluate
an intervention
program that

materials
SPS 7931 Page 9
selection, to provide
student services
effectively to all PK‐
12 students
responsiveness
to student
diversity
characteristics
and results in
positive
measurable
impact on
student
achievement
and/or
adjustment
responsiveness
to selected
student
diversity
characteristics
and results in
some positive
change to
student
achievement
and/or
adjustment
demonstrates
responsiveness
to student
diversity
characteristics.
The results of
the intervention
program are
not
documented or
fail to
demonstrate
positive change
to student
achievement
and/or
adjustment

SPS 7931 Page 10
7.2
Correctly identifies
students’
developmental levels
and implements
student service(s)
activities consistent
with established
human
development/learnin
g theories
7.3
Bases student
service(s) activities
on established
human
development/learnin
g theories and
concepts
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate
appropriately
considers the
student’s
developmental
needs and
modifies the
intervention
appropriately.
In the case
reflection
paper, the
candidate
discusses and
appropriately
applies relevant
theories in
human
development
and learning
consistent with
the student’s
identified
educational
needs.
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate
appropriately
considers the
student’s
developmental
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate
appropriately
considers the
student’s
developmental
needs. Limited
evidence is
presented to
demonstrate
appropriate
modification of
the
intervention. In
the case
reflection
paper, the
candidate
discusses
relevant
theories in
human
development
and learning.
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate
appropriately
considers the
student’s
developmental
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate fails
to appropriately
consider the
student’s
developmental
needs. No
evidence is
presented to
demonstrate
appropriate
modification of
the
intervention. In
the case
reflection
paper, the
candidate fails
to discuss
relevant
theories in
human
development
and learning.
As part of
intervention
planning,
implementation
, and
evaluation, the
candidate fails
to appropriately
consider the
student’s
developmental

needs and
modifies the
intervention
appropriately.
In the case
reflection
paper, the
candidate
discusses and
appropriately
applies relevant
theories in
human
development
and learning
consistent with
the student’s
identified
educational
needs.
8.3
Connects
student
service(s)
practices to
knowledge of
students’
backgrounds
and students’
academic
performance
and adjustment
needs. Limited evidence is presented
to demonstrate appropriate
modification of the intervention. In
the case reflection paper, the
candidate discusses relevant theories
in human development and learning.
As a part of
intervention
planning,
implementation,
and modification
based on
evaluative data,
the candidate
collects and
demonstrates use
of student
background
and academic
performance
information. In
the case
reflection paper
the candidate
explains the
effect of student
information on
intervention
development and
outcomes.
As a part of
intervention
planning, and
implementation,
the candidate
collects student
background
and academic
performance
information. In
the case
reflection paper
the candidate
identifies a
connection
between student
information and
intervention
development and
outcomes.
needs. No
evidence is
presented to
demonstrate
appropriate
modification of
the intervention.
In the case
reflection paper,
the candidate fails
to discuss
relevant theories
in human
development and
learning.
As a part of
intervention
planning, and
implementation,
the candidate fails
to collect or use
relevant
information about
student
background
and academic
performance. In
the case
reflection paper
the candidate fails
to connect or
explain the effect
of student
information and
intervention
development and
outcomes.