1. Harold Abel School of Behavioral Sciences School Psychology Internship Orientation

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

3. Introductions Nicole Franklin Senior Clinical Training Associate
Harold Abel School of Social & Behavioral Sciences
Toll Free: CAPELLA

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

5. Supervisors
Name
Years in field
Summarize past supervision experience

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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