CPSE 606Psycho-Educational Foundations

Winter Semester 2009Class time: Thursday 12:00 - 2:30Room: 341 MCKBInstructor: Melissa Allen Heath, Ph.D.Office: 340-K MCKB Office Hours: Monday & Wednesday 1:00 – 3:00

Thursday 2:30 - 4:30 Please call or e-mail to set up an appointment if my office hours are not convenient to your schedule.Office Phone: 422-1235 (my office) or 422-3857 (secretary)Home Phone: 491-8386 E-mail: Melissa_Allen@BYU.EDU

Course DescriptionThis course provides an overview of the expanding field of School Psychology, the advances in the role of the School Psychologist as a collaborative reflective decision-maker and data-oriented problem solver. This course reviews information and investigates numerous topics related to the profession of School Psychology including the historical development of the specialty; relationship to other specialties in psychology and education; graduate training and models of professional preparation; practical information related to licensure, certification, and accreditation; diversity of practice settings and job opportunities; diversity of client populations served; past and current publications related to education and pertinent research topics, internet resources and the growing role of technology with related school based intervention and practice; legal and ethical dilemmas facing school psychologists; and special education laws and policies relevant to the practice of school psychology. During this course, students investigate and discuss their observations of a variety of educational and psychological programs and practices. Additionally, this course investigates how the profession of School Psychology interfaces with organizations and systems, inclusive of the individual, family, school system, and community. Of particular importance, this course also focuses on special education law and how federal and state laws impact meeting the needs of students with disabilities.

Course ObjectivesDuring this course the students will:(1) Review the historical roots (educational and psychological) of School Psychology in order to develop anunderstanding of the current status of School Psychology.(2) Increase awareness of the major special education laws and ethical codes guiding the practice of School Psychology, in addition to understanding the common ethical dilemmas in school settings.(3) Develop a conceptual framework and understanding of how School Psychologists collaborate in reflective decision-making, meeting the needs of students, parents, teachers, schools, and communities.(4) Become familiar with the major licensing and certification standards regulating the practice of School Psychology.(5) Compare and evaluate the diversity of mental health practitioner settings.(6) Review research topics, publications, and internet resources related to the practice of school psychology.(7) Become aware of and sensitive to the diversity in populations served, including the range in abilities from mentally disabled to gifted, age diversity from preschool through adult learners, and consultative diversity among parents, teachers and school administrators.(8) Emergent technology: Develop list of internet resources to assist with school based interventions, particularly research-based handouts for parents and teachers on topics such as behavioral interventions, academic interventions, and strategies for improving social skills. (9) Develop a contact list of local, state, and/or national agencies/programs and professionals from which information can be easily and quickly gathered to assist with staff training, school wide prevention programs, program evaluation, and improving home-school and school-community partnerships. (10) Investigate disciplinary actions and the provision of alternative service delivery systems to meet student needs.

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(11) Organize portfolio work samples to demonstrate competency in the following domains: DOMAIN VI: School and Systems Organization, Policy Development, and Climate; DOMAIN X: School Psychology Practice and Development; and DOMAIN XI: Information Technology (refer to attached handout).

Course RequirementsThis course will be conducted as a seminar with specific readings assigned --aligned with course objectives. Students are expected to read the assigned material and complete assigned projects. Students are also expected to summarize their experiences observing school psychologists and other professionals in a public school/educational setting. Students will submit 4 reaction papers (approximately 1 to 2 typewritten pages per reaction paper) describing four of their school based experiences (see Reaction Paper handout). Based on reaction papers and learning experiences, students will participate on the class panel discussions focusing on specific topics, concerns, and insights.Class presentation: Students will select one topic from the course list and prepare a 20-minute class presentation summarizing the topic. The student will also prepare a 1-2 page handout summarizing their presentation and listing key websites and resources. Final Exam: Students are also required to complete a final examination, covering the topics addressed in the readings and class discussions. The exam will consist of multiple choice and essay questions. REQUIRED TEXT BOOKS AND READING

Thomas, A., & Grimes, J. (Eds.). (2008). Best Practices in School Psychology (5th ed.). Bethesda, MD: National Association of School Psychologists.

Yell, M. L. (2006). The Law and Special Education.

NASP Training Standards found on the web at: http://www.nasponline.org/certification/FinalStandards.pdf

The Professional Conduct for School Psychology (NASP ethical guidelines) http://www.nasponline.org/pdf/ProfessionalCond.pdf

Utah State Office of Education Website with Special Education forms & handbooks on important topicshttp://www.schools.utah.gov/sars/

SUPPLEMENTARY READING

Fagan, T.K., & Wise, P.S. (2000). School psychology: Past, present, and future, Second Edition. NewYork: Longman.

COURSE GRADING SYSTEM4.0 A 94 - 100 points (94 - 100%)3.7 A- 90 93.9 points (90 - 93%)3.4 B+ 87 - 89.9 points (87 - 89%)3.0 B 83 - 86.9 points (83 - 86%) 2.7 B- 80 - 82.9 points (80 - 82%)

POINTS ACTIVITY________________________ 20 Reading assigned material/summarizing readings 20 4 reaction papers (5 points per reaction paper)20 Final examination20 In-class presentation with accompanying 1-2 page handout summarizing presentation20 Portfolio/file of work samples/handouts

Evaluation of knowledge, skills, and disposition:

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Student performance, specifically in the areas of knowledge, skills, and professional disposition, will be assessed during the course. This information will be reviewed during the end-of-semester faculty evaluations of student progress. The student will receive feedback regarding their standing midway through the course and also at the end of the semester after all course assignments are graded. If a student’s performance is unsatisfactory in any of these three major areas (knowledge, skills, and disposition), the professor will set up an interview with the student to discuss a remediation plan. (1) Knowledge base: Students earning a semester total of less than 85% on their assigned readings, presentations, and reaction papers, and below 85% on their final exam score will be considered unsatisfactory in their knowledge base. Marginal performance will be designated to students earning 85%- 90% on the averaged score of their assignments or 85-90% on their final exam. (2) In order to assess skills, students will be provided with both peer and professor’s feedback on reaction papers and class presentations. Students will also self-evaluate their own work, noting strengths and weaknesses and setting goals for improvement. NOTE: During practicum and internship, students’ professional skills will continue to be evaluated.(3) Professional disposition will be assessed in terms of promptness to class; quality of preparation for class (completing readings and contributing to class discussion); sensitivity and responsiveness to ethical and legal matters; sensitivity to multicultural considerations and individual diversity; consistency of attention and interpersonal involvement in class; openness/responsiveness to professor and peer-feedback regarding professional disposition; and cooperation and collaboration in group learning activities. Note: Attending class and arriving on time reflects professional disposition. Those who miss class and/or are consistently late (late is defined as arriving 6 or more minutes late; consistently is defined as 3 or more times of being late) will receive a negative review during semester student evaluations. In-class behavior considered to be unprofessional includes responding to or making cell phone calls –except for emergency calls, reading the newspaper, sleeping, and engaging in distracting or off-task behaviors. Students missing more than 1 class will receive one full grade deduction for each additional class missed (except for extraordinary circumstances).Feedback to Students:Students will be apprised of their progress throughout the semester (grades on readings, presentations, and short papers, etc.) and will receive written feedback from the professor midway through the course and upon completing course assignments/requirements. Regarding their performance in this class, students will receive a written summary of information to be shared in faculty meeting at the end of the semester.Summary of Information Regarding Student Semester Evaluations:Students earning a grade below 85% on the final for the entire course (total points) will receive an “unsatisfactory” rating for the semester student evaluation of “knowledge.” Students receiving a grade below 90% on the final or the average of class assignments (total points) will receive a “marginal” rating in the area of “knowledge.”Students arriving late to class (6 or more minutes late) more than 3 times will receive a marginal rating on their faculty evaluation in the area of disposition.

POLICY: Late work Assignments turned in after the due date will receive a maximum of 70% of the possible points for the assignment. However, in situations involving a personal emergency, circumstances will be considered and appropriate accommodations made. Respecting OthersRespecting individual and group differences is not only a professional issue, it is a basic tenet of Brigham Young University’s honor code. Disrespect or discrimination will not be tolerated. Preventing Sexual HarassmentTitle IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity receiving federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.Accommodations for Students with Special Learning Needs or Identified DisabilitiesBrigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to

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complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students with disabilities who are appropriately identified through the university’s Center for Students with . Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. For assistance in resolving concerns, contact the Equal Employment Office at 422-5859, D-282 ASB.

GREAT WEBSITES:http://www.wrightslaw.com/pubs/ocr.harassment..pdfhttp://www.wrightslaw.com/http://www.yellowpagesforkids.com/

PANEL DISCUSSION AND TOPICS FOR REACTION PAPERS (1) Read an article, book chapter, information from the internet related to the topic. Select one activity listed under the topic. Prior to participating in your learning experience, list key questions or goals. What are you curious about or what you want to learn? (2) Discuss your experience with school-based professionals and members of the cohort. (3) Prior to the end of the semester, select 4 topics from panel discussion list and write a 1-2 pg single-spaced reaction paper about your learning experience. Turn in discussion paper on the day of the panel discussion.(4) Participate on the class panel discussion regarding your experience.--------------------------------------------------------------------------------------------------------------------------------------------

Class DiscussionsNOTE: All students participate in all class discussion panels. Select 4 panel discussion topics & write a brief reaction paper (due day of panel discussion)

(1) Roles and Functions of School Professionals:(2) Ethics and Law in Public Schools(3) Power in public schools: Who is in control of school policy?(4) Accomodations for Students in Public Schools: No Child Left Behind(5) What matters most in public schools?(6) Diversity: The big picture of schools: Who are the kids we serve? (7) Bring IEP paperwork (not filled in with info---blank)(8) LRE—Least Restrictive Environment(9) Procedural Safe Guards:(10) Discipline and supervision of students with challenging behaviors: (11) Community Resources:12 Alternative School Programs

Class Presentation Select a topic & prepare a 20 minute presentation. Prepare a 1-2 page handout to accompany your presentation.

Class Readings:All students must read:

(1) NASP training standards http://www.nasponline.org/certification/FinalStandards.pdf

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(2) The Professional Conduct for School Psychology (NASP ethical guidelines) http://www.nasponline.org/pdf/ProfessionalCond.pdf

Each class member is assigned readings from the NASP Best Practices book (listed in the chart of assignments) and also 1 historical reading (listed below).

(1) Read your assigned reading.(2) Make a 1 pg summary of the reading. (a) List the title and reference for the reading. (b) Summarize the reading (make a short abstract)---one page maximum. Bullet important information. (c) List important names or dates and a short summary associated with the name or date. (3) Give 10-15 minute review of your reading in class on the assigned day.

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READING LISTNOTE: Best Practice Chapters--listed on assignment grid/table Historical Readings: most are found on the following website:http://psychclassics.yorku.ca/author.htm

(1)Classics in the History of Psychology -- Witmer (1907) ... To illustrate the operation of the psychological clinic http://psychclassics.yorku.ca/Witmer/clinical.htm

(2) Classics in the History of Psychology – William James (1904c) Classics in the History of Psychology.

(3) Binet, Alfred. (1916). New methods for the diagnosis of the intellectual level of subnormals. In E. S. Kite (Trans.), The development of intelligence in children. Vineland, NJ: Publications of the Training School at Vineland. (Originally published 1905 in L'Année Psychologique, 12, 191-244.) [Description of Binet's approach in intelligence testing, and of the original version of the most influential of all intelligence tests.]

Introduction to Binet (1905/1916) by Henry L. Minton. Commentary on Binet (1905/1916) and Terman (1916) by Henry L. Minton

(4) Cattell, James McKeen. (1890). Mental tests and measurements. Mind, 15, 373-381. [An account of one of the first attempts at what we would now call intelligence testing.]

(5) Hall, G. Stanley. (1904). Adolescent girls and their education. From Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion, and education (Vol. 2, Chapter 17).

(6) Maslow, Abraham H. (1943). A theory of human motivation. Psychological Review, 50, 370-396. [The first published description of the "hierarchy of needs."]

(7) Skinner, B. F. (1950). Are theories of learning necessary? Psychological Review, 57, 193-216.

(8) Terman, Lewis M. (1930). Autobiography of Lewis M. Terman. In C. Murchison (Ed.), History of psychology in autobiography (Vol. 2, pp. 297-331). Worcester, MA: Clark University Press. [The great intelligence tester's own summary of his life's work.]

(9) Thorndike, Edward L. (1910). The contribution of psychology to education. Journal of Educational Psychology, 1, 5-12. [Early contribution to educational psychology.]

(10) Watson, John B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-177. [The classic manifesto of behaviorism.]

Introduction to Watson (1913) by Christopher D. Green

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Commentary on Watson (1913) by Robert H. Wozniak

(11) Henry Goddard (1912). The Kallikak Family (this demonstrates the pitfalls of retrospective investigitons)

(12) School Psychology: A Blueprint for Training and Practice IIIhttp://www.ispaweb.org/Documents/NASP%20Blueprint%20III.pdf

Grading Rubrics for 606 Activities

Points for class = 10020 Reading & summarizing readings: 5 points for HX reading, 5 points for NASP internet readings, 5

pts for Best Practices reading, & 5 pts Yell book readings 20 4 reaction papers (5 points per reaction paper)20 Final examination includes 40 questions (20 pts total –Equals 1/5 of total course pts)20 In-class presentation with accompanying 1-2 page handout summarizing presentation20 Portfolio/file of work samples/handouts

4.0 A 94 - 100 points 94 - 100%3.7 A- 90 - 93.9 points 90 - 93%3.4 B+ 87 - 89.9 points 87 - 89%3.0 B 83 - 86.9 points 83 - 86% 2.7 B- 80 - 82.9 points 80 - 82%

Readings0= Did not complete readings

10 = Partially completed readings (less than 75%), did not outline and bullet main points

15 = Completed readings & summarized readings in outline & bulleting main points

20 = Completed, summarized, outlined, bulleted, and highlighted main points of readings. Included readings in class discussion.

PAPERS5 pts per paper4 papers due 0 1 2 3 4 5 #1 Reaction Paper#2 Reaction Paper#3 Reaction Paper#4 Reaction Paper

TOTAL POINTS range = 0 - 20

SCORING PAPERS: 0= paper is not submitted 1 = minimal writing skill, minimal evidence of understanding & major points are not emphasized, disorganized; numerous typos; and poorly written. 2 = substandard organization; major points are not well developed; several typos and reflects basic writing skills. 3 = adequate writing skill –adequate development, major/important points are identified, but not well developed. 4 = demonstrates above average writing skill, attends to important points, well organized. 5 = exceptional writing skill, well written, information is well organized, points are succinctly and accurately expressed.

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CLASS PRESENTATION AND HANDOUT (20 pts total)0 2 4 6 8 10

In-Class Presentation (10 pts)

Did not participate in presentation

minimal presentation skills, minimal evidence of understanding, includes misinformation, major points are not emphasized, disorganized; and not adequately communicated. Substandard preparation is evident.

superficial preparation; minimal organization; major points not identified not well developed; and reflects few basic presentation skills

adequate presentation skill; major/important points are identified; not well developed; needs more preparation

sufficient preparation; demonstrates average presentation skill; attends to important points but not sufficiently organized nor fully developed

professionally presented (dress and skill in presenting are appropriate); points are clearly communicated & presentation holds interest of audience; extensive preparation is evident

Handout accompanying presentation(10 pts)

Did not prepare handout.

minimal writing skill; minimal evidence of understanding; major points are not emphasized; disorganized; numerous typos; poorly written & does not hold reader’s interest

substandard organization; major points are not well developed; several typos; reflects basic writing skills

adequate writing skill –adequate development; major/important points are identified but not well organized nor developed

demonstrates above average writing skill; attends to important points; well organized

exceptional writing skill; well written; information is well organized; points are succinctly and accurately expressed; holds reader’s interest; follows APA style

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READINGS AND ACTIVITIES FOR CPSE 606 Winter 2009

Date

The Law and Special Education

Author: Mitchell L. Yell (2006)

20 minute Presentation& 2 pg summary

Best Practices in School Psychology (5th ed.) Authors: A. Thomas & J. Grimes

(Eds.) (2008)HX Outside reading -current

events related to topic

Panel Discussion --- ALL

Reaction Paper: Select 4 topics & write a 1-2 page reaction paper

Chapter ChapterJan 8---introduction to course

Jan 15

Ch. 1Introduction to the American Legal System

Ch. 2 Legal Research

App. B

Relevant Sections of The U.S. Constitution

Jan 22 Ch. 3 Legal Research on

the Internet

Roles and functions of

school psychologists

1a, b Julia 1- Aimee Roles and functions of school psychologists

Jan 29 Ch. 4

The History of the Law And Children with Disabilities Ethics and law in

public schools 2a, b Janine 2 - Jeff Ethics and law in public schools

Ch. 5The Individuals with Disabilities Education Act

Feb 5

Ch. 6Section 504 Of the Rehabilitation Act of 1973

Power in public schools: Who is in control of school

policy?

3a, b Natasha 3 - Rachel Power in public schools: Who is in control of school policy?App.

AMajor Changes of IDEA 2004

Feb 12Ch. 7

The Americans with Disabilities Act

Accommodations for Students in Public SchoolsNo Child Left

Behind:

4a, b Sterling 4 - Jill Accommodations for Students in Public SchoolsNo Child Left Behind

Ch. 8 The No Child Left Behind Act

Feb 19 Ch. 9 Free Appropriate

Public Education

What matters most in public

schools?5a, b, c Jeff 5 - Casey What matters most in public schools?

FEB 26 NASP CONVENTION----No ClassMar

5 Ch. 10

Identification, Assessment, and Evaluation

Diversity: The big picture of schools: Who are the kids

we serve?

6a, b, c Rachel 6 - Natasha Diversity: The big picture of schools: Who are the kids we serve?

March 12

Ch. 11

The Individualized

Describe the process of

7 a, b, c Jill 7 - Sterling Describe the process of developing an IEP. Demonstrate a variety of IEP options.

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Education Program

developing an IEP. Demonstrate a variety of IEP options.

March 19 Ch.

12Least Restrictive Environment

Share examples of how local public schools ensure

LRE

8 a, b, c Wan-Ting 8 - Melissa Share examples of how local public schools ensure LRE

March 26 Ch.

13Procedural Safeguards

Bring examples of procedural

safeguards. What are the major

points?

9a, b, c Jenna 9 - Julia Bring examples of procedural safeguards. What are the major points?

April 2

Ch. 14

Disciplining Students with Disabilities

Discipline and supervision of students with challenging behaviors

10a, b Aimee 10 - Wan-Ting Discipline and supervision of students with challenging behaviors

April 9Ch. 15 Additional Issues

(1) Community resources(2) Alternative School Programs

11a, b Casey12a, b, c Melissa

11 --Janine 12 - Jenna Community resources & Alternative School Programs

April 17 FINAL EXAM 3:00-6:00

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2009 CPSE 606First Year School Psych Experiences

School-Based Experiences: Approximately 1.5 hours per week in school setting: Total 20 hours during semester Students will participate in specific activity, then write a one page reflection paper including their impressions: What they learned and questions they may have resulting from their observation/experience.Note: All activities preceded with XX are required activities.

_____Volunteer to assist with pre-school screenings (conducted weekly on Friday mornings in Nebo School District).

_____Visit and observe an alternative school placement setting. Interview a teacher or paraprofessional about their experiences at the school.

_____Observe a Manifestation Determination hearing in which a student identified with special needs is reviewed for disciplinary reasons. Review Utah’s Dispute Resolution System Overview: http://www.schools.utah.gov/sars/lawsregs/pdfs/overview.pdf

_____Review a second year SP student’s family project write-up and discuss this experience with the second year SP student.

_____Review a second year SP student’s FBA and discuss this experience with the second year student.

_____Review a second year SP student’s academic intervention project and discuss this experience with the teacher or Ellie

_____Review the latest national report on school safety. How do Utah schools compare with the national safety report? http://nces.ed.gov/pubs2009/2009306.pdf Write a one page summary, bullet points to highlight similarities and differences.

_____Visit a charter school. Investigate the reasons for a parent electing to send their children to charter school versus a public school. This will take a bit of research.

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_____Visit Utah Department of Education website and review their special education paperwork for identifying disabilities. Compare the state forms with those used in a local school. http://www.schools.utah.gov/sars/inforesource/disabilities.htmIndividualized Education Program (IEP) FormsTeam Summary Reports and Eligibility Determination          a. Autism - MS Word 2003 - pdf          b. Speech Language Impairment - MS Word 2003 - pdf          c. Deaf/Blindness - MS Word 2003 - pdf          d. Developmental Delay - MS Word 2003 - pdf          e. Emotional Disturbance - MS Word 2003 - pdf          f. Hearing Impairment/Deafness - MS Word 2003 - pdf          g. Intellectual Disability - MS Word 2003 - pdf          h. Multi-Disabilities - MS Word 2003 - pdf          i. Orthopedic Impairment - MS Word 2003 - pdf          j. Other Health Impairment - MS Word 2003 - pdf          k. Specific Learning Disabilities - MS Word 2003 - pdf          l. Traumatic Brain Injury - MS Word 2003 - pdf          m. Visual Impairment - MS Word 2003 - pdf

_____Visit Utah’s State Office of Education Special Education Services website: http://www.schools.utah.gov/sars/

_____Tutor students at Slate Canyon under direction of second year students

_____Observe different cluster programs in districts

_XX_Observe a student intervention team meeting (pre-referral and IEP meeting)

_XX__ Observe a resource team meeting

__XX_Observe a 504 meeting

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_XX__Observe a faculty meeting

______With your dyad partner conduct class observations in 2 general education settings. If you are in an elementary school, observe a primary classroom and an upper level classroom; if you are in a secondary setting observe two different kinds of classes, such as a vocational class, an English class, an honors class, etc. Conduct observations that will give you a variety of students and activities to observe.

__XX_Tutor two students (Elementary and Junior high/High School) preferably in reading. With the referring teacher setting goals for the tutoring sessions (Obtain parental persmission)

______Interview a classroom teacher regarding common behavioral concerns and strategies they use to address these behaviors.

______Observe/assist a teacher, school counselor or school psychologist with a series of three sequential classroom guidance lessons.

______Observe a structured group counseling session. Document the curriculum, activities, and evaluation of each session. (requires parent permission)

______Observe the administration of two intelligence tests other than the Wechsler series. (requires parent permsission)

______Review two test manuals for tests not included in your CPSE 647 class. Write a summary of the test’s purpose, usefulness, strengths and weaknesses.

__XX_ Offer to help supervise the lunchroom, buses, or hallways to gain insight into what other educators experience with these nonacademic activities.

_XX_Ride a special education bus. (needs permission from principal and bus driver)

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_____Ride a general education bus.

__XX Eat school lunch (yes, cafeteria food) and document the experience in your journal. Reflect on how this experience can help you be a better school psychologist.

_XX __Eat lunch (yes, cafeteria food) in the teachers’ workroom or lunch room. What was the general topic of conversation? Were individual students discussed? Why would it be important to each lunch with teachers? Why would it be important to avoid or not avoid the teachers’ workroom?

_____Attend a school board meeting (some are available on cable TV) and record your observations in your journal.

_XX _Observe the counseling office for a thirty minute time period. What did you learn? What was the general feel of the office? In what ways was the setting inviting to students, parents, teachers? What services seem to be a priority? What is the role of the secretary or other support staff? How is confidentiality maintained?

__XX_Observe the main office for a thirty minute time period. What did you learn? What seemed to be the most common reasons students came to the office? What were the roles of the administrators in responding to concerns? What were the roles of the secretaries in responding to concerns? If you could make one change in how the office functioned, what would you change?

__XX_Obtain permission and review a student’s cumulative (‘cum’) file and complete the review form found in Appendix B. Record in your journal what you learned from reviewing the students’ file.(Requires parent permission)

__XX_Observe your supervisor assess a student. Copy a blank protocol and co-score the testing on that protocol. Keep this protocol for your own use. (requires parent permission)

_XX__Read your supervisor’s report for this student (you observed assessment) . What are the strengths of the report? How will it help others better understand the child? (Requires parent permission)

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__XX_Attend an IEP meetings for a student. Write a summary, including your impressions of the IEP meetings. Discuss the IEP meeting with your dyad partner. What was similar or different about your observations and reflections about this meeting? Document this discussion in your journal. (Requires parent permission)

__XX_Attend an IEP meeting for a student classified as emotionally disturbed with behavioral issues. Write up your observations including the ways this IEP meeting differs from an IEP meeting conducted for a student’s Learning Disability. (Requires parent permission)

______Observe two individual counseling sessions with your supervisor or other school-based mental health professional. (Requires parent permission)

__XX_Observe and evaluate one developmental guidance activity. Record in journal. (If observing one student, requires parental permission)

______Observe 2 SEOPs and document your reactions in your journal.

_____Review the school’s approved comprehensive guidance plan and write a brief summary of the components and your evaluation and suggestions for the plan.

XX With your dyad partner, conduct interviews with a counselor, psychologist, building administrator and at least one SPED teacher regarding the roles and functions of the school psychologist. Complete written summaries for each interview and include in journal and portfolio. Interview questions are included in appendix C. Develop at least 2 additional questions for the interview. Discuss the interviews with your dyad partner. What did each of you learn during the interviews? How will these interviews influence your approach to specific courses or developing specific competencies while you are in school? How will these interviews help you to become a competent consultant?

_____Observe 2-3 different special population classes. With your partner discuss what you observed. How were your observations similar? Different?

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_____Observe sessions of occupational therapy, physical therapy, and speech therapy. Describe what you learned in a brief summary. Articulate the differences between OT, PT, and speech services. Ask the respective professionals to define a ‘related service’ and record your definition of a related service. Ask these therapists how their services differ from each other. Describe the differences between OT and PT and between speech services and language services. (If observing one student, obtain parental persmission)

__XX_Review a district special education manual, specifically noting procedures for special education. What do you think about these procedures? How do they protect students? How are they cumbersome? What would you change?

__XX_Ask the principal or other administrative person how she or he determines what is taught at each grade level? Are there state guidelines? (If so, find out where they are and review them by writing a one page summary.) Are there district guidelines? (If so, find out where they are and review them by writing a one page summary.)

______Go to the website of a local school district. What do you learn from their website? What are the strengths of the district? What strikes you as being distinct about this district? What kinds of diversity are represented in this district? (Can you find the percentage of students and teachers with diverse backgrounds?) Record this activity and your reflections in your journal.

_____Review a file and interview a supervisor on procedures specific to a special education category for which you are less familiar. (requires parent permission)

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