This portfolio follows guidelines from the University of Dayton School Psychology Handbook. (Here)
Domains of Professional Practice
The following domains are taken from the ideals set forth by the National Association of School Psychologists ( NASP).
A locally stored copy of the NASP Standards for the training and credentialing of school psychologists can be found here.
- Data-Based Decision-Making and Accountability. School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
- Consultation and Collaboration. School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and systems levels.
- Effective Instruction and Development of Cognitive / Academic Skills. School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
- Socialization and Development of Life Skills. School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students or varying ability, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
- Student Diversity in Development and Learning. School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
- School and Systems Organization, Policy Development, and Climate. School Psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other setting as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
- Prevention, Crisis Intervention, and Mental Health. School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
- Home/School/Community Collaboration. School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
- Research and Program Evaluation. School psychologists have knowledge of research, statistics and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
- School Psychology Practice and Development. School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
- Information Technology. School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
The above lettered domains are referenced in the portfolio items below.
Education Specialist Level Portfolio Items
Some items reference additional materials made available for the portfolio's presentation.
- Anger Management - a High School Group (Internship - Word Document)
- Domains Covered: B, D, E, & G.
- An anger management group comprised of 9-12 grade males and females met for one quarter at a high school. The students comprising the group had a history of violence, criminal records, suspensions or expulsions, varying degrees of drug use, and varying degrees of family dysfunction. In the end, the students reported benefiting from the group and using the anger thwarting techniques discussed in the sessions.
- Behavior Case Study (Internship - Word Document) BIP BSP
- Domains Covered: A, B, D, & K.
- The case study of "Gideon," a second grade boy with aggressive tendencies towards his classmates. Theories about the causes of his aggression and methods used to assist Gideon in resolving his outbursts are discussed. In addition to the write up, please see the above BIP (Behavior Intervention Planning Form) and BSP (Behavior Support Plan) for further information.
- Case Study in 1st Grade Reading Difficulties (Internship - Word Document)
- Domains Covered: A, B, C, D, & K.
- This case study involves a seven year old girl who struggled with severe reading difficulties despite academic and achievement scores within acceptable ranges. A research based intervention developed with instruction principles revealed necessary through hypothesis testing was used to support progress for the student.
- Case Study in Classroom Behavior (Internship - Word Document)
- Domains Covered: A, B & D.
- A class wide intervention was conducted using the Mystery Motivator program to assist a second grade teacher in having her students consistently follow the posted classroom rules. The intervention was nearly an immediate success and long term follow up has shown consistency in the positive results. The intervention was carried out as described in the attached write-up.
- CBM/DIBELS (Internship - Word Document)
- Domains Covered: A, C, I & K.
- A description of Kettering's use of DIBELS and CBMs.
- District Group Testing Plan (Internship - Word Document)
- Domains Covered: A, C & F.
- A description of Kettering's group testing plan.
- Evaluation of Internship (Internship - Word Document)
- Domains Covered: I.
- An evaluation of the internship experience based on field supervisor and intern contribution.
- ETRs for an MFE (Internship - Word Document)
- Domains Covered: A, B, D, E, H, J & K.
- An example MFE completed for internship (all names/locations/dates changed).
- Evaluation of Quality/Impact of Service (Internship - Word Document)
- Domains Covered: F & I.
- A summary of the results of the five RTI assignments. These assignments include the three case studies (individual academic, individual behavior, and classroom behavior), plus the individual and small-group counseling assignments.
- Goal Attainment Scaling Summary (Internship - Word Document)
- Domains Covered: I.
- Goal Attainment Scaling Summary for the academic case study, behavioral case study, classwide case study, and individual counseling assignment.
- Individual Problem Solving Counseling (Internship - Word Document)
- Domains Covered: B, D, & G.
- A 10th grade girl, “Shelly,” self-referred to the school psychologist with severe psychological anxiety concerning tests. Her anxiety was discussed and anxiety reducing habits were developed and successfully implemented.
- In-Service Write-up (Internship - Word Document)
- Domains Covered: A, B, F, J & K.
- An in-service covering popular behavior recording techniques and interventions, as well as using Intervention Central’s Chart Dog to create easy to read graphs for a variety of behavior and academic tracking needs was presented. Specific interventions covered included the Mystery Motivator intervention.
- Summary of Internship (Internship - Word Document)
- Domains Covered: I.
- This is a written description of my internship, sufficient to respond to a request by a board of education member or a newspaper reporter, such as “Describe your internship.”
- Thesis: Sexual Minority-Student Perceptions of the Approachability of High School Faculty (EDC 568, 572, 800)
- Domains Covered: D, E, F, G, & I.
- Follow the progression of a thesis project from conception to the final paper.
Abstract: Former high school students’ perceptions of their school personnel’s attitudes toward them were researched using interview methods. Participants were college students who reported on their recollections concerning their high school personnel. This research shows what qualities cause students to be willing to talk to various school personnel concerning personal matters and what qualities prevent students from being willing to talk to various school personnel.
Master's Level Portfolio Items
- Case Study in 1st Grade Reading Difficulties (EDC 514/515)
- Domains Covered: A, B, C, & D.
- A case study was conducted on an eight year old first grade boy who was struggling with reading accuracy. The study involved several steps including initial teacher consultation and classroom evaluation; error analysis; behavioral analysis; hypothesis testing; intervention planning including implementation and evaluation; and intervention outcomes.
- Case Studies in Individual and Classroom Behavior (EDC 610/611)
- Domains Covered: A, B, D & H.
- Two case studies in behavior were conducted. The first was with an individual first grade student of average academic functioning. He was reported by his teachers to be excessively hyper and impulsive, often pushing or moving peers out of his way due to being impatient. The second case study was on a "Kindervention" class. Teacher reports show that she felt the class, which had already attended a first year kindergarten class, was too unruly and immature. A "Mystery Motivator" intervention was implemented with great success for this class.
- Diversity / Exceptionality Power Point Presentation: HIV/AIDS in Adolescents: Preventions (EDC 541)
- Domains Covered: E, G, & K.
- Students with HIV or AIDS are unique and diverse members of the school population. This paper and Power Point presentation cover current (2001) CDC information on adolescents and adults with HIV and AIDS. School district policies concerning HIV/AIDS education and prevention programs that work are reviewed.
- Mental Health Power Point Presentation: Eating Disorders (EDC 538)
- Domains Covered: G & K.
- This presentation discusses the issues of teenage eating disorders, covering DSM criteria, what to watch for, what to do if there is a suspicion of an eating disorder, and what not to say to someone suspected of having an eating disorder. Myths and males eating disorder facts, as well as reasons for and methods of abuse are considered. Included is a Power Point presentation with separate Microsoft Word notes and lecturer notes as well as an extensive resource list.
- Multifactored Evaluations: ETRs for two MFEs (EDC 612/613)
- Domains Covered: A & J.
- Included are two full set of ETRs (Evaluation Team Reports, Part A). The first set is for an MFE for a fictitious student, Omer Poos. Omer qualifies for special services due to his reading disorder. The second is of a real-life student. However, this student does not qualify for any services.
- Reading Development Paper (EDC 541)
- Domains Covered: C, E, & K.
- This paper covers the expected benchmarks for students from grade two through graduation. Whole Language and Phonics and the best mix of the two are considered. Also, reading fluency, vocabulary mastery, teaching methods, traditional interventions, computer based intervention programs and student needs are reviewed.
- Systems Change: School Psychologist as a Change Agent (EDC 510)
- Domains Covered: F, G, H & K.
- A small city school psychologist was interviewed in depth concerning his work as an instigator of change. The interview covers the creation and 17 year evolution of a crisis intervention team. Discussed in detail are the importance of community relationships and intra-school relationships (including both administration and staff). Though the change was aligned with Havelock’s model, reality shows that sometimes providence and sheer determination are what is needed to make change work.
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