2022-23-cu-denver-school-psychology-program-handbook.pdf

2023-2024

 
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Table of Contents 
CHAPTER 1: PROGRAM OVERVIEW ................................................................................... 1 
Program Philosophy ....................................................................................................................... 1 
Program Aims and Student Learning Outcomes ............................................................................. 2 
School Psychology Faculty ............................................................................................................ 3 
Diverse Student Population ............................................................................................................ 3 
Professional Organizations ............................................................................................................. 3 
Student Affiliates in School Psychology (SASP) ........................................................................... 4 
Global Majority Collective (GMC) ................................................................................................ 5 
CHAPTER 2: GETTING STARTED ......................................................................................... 6 
Admissions Requirements .............................................................................................................. 6 
University Residency Requirement ................................................................................................ 6 
Time Limits for Degree Completion .............................................................................................. 7 
Graduate Assistantships.................................................................................................................. 7 
Financial Aid .................................................................................................................................. 7 
Mental Health and Counseling Resources ...................................................................................... 8 
CU Denver Student and Community Counseling Center ................................................................ 8 
CHAPTER 3: PROGRAM INFORMATION AND POLICIES ............................................. 10 
Advising Notes ............................................................................................................................. 10 
Program Requirements Checklist ................................................................................................. 11 
Required Coursework ................................................................................................................... 13 
School Psychology PsyD (100 Credit Hours) ............................................................................... 19 
Required Master’s Degree in School Psychology en route to PsyD ............................................. 22 
Bilingual School Psychologist Concentration Area ...................................................................... 22 
Optional Graduate Credential in Neurosequential Model in Education ........................................ 24 
Grading Policies and Grade Appeals ............................................................................................ 25 
SPSY Late Work Policy ............................................................................................................... 26 
When Instruction in a Program Course is Unsatisfactory ............................................................. 26 
Personal/Professional Dispositions ............................................................................................... 27 
Annual Student Progress Review ................................................................................................. 27 
Student Review and Retention Policy .......................................................................................... 27 
TEE Licensure and Student Employment in School Psychology.................................................. 28 
Licensure as a School Psychologist .............................................................................................. 28 
Licensure as a Psychologist .......................................................................................................... 28 
Maintaining a credentials file ....................................................................................................... 29 
Leave of Absence ......................................................................................................................... 29 
CHAPTER 4: SUPERVISED EXPERIENCES ....................................................................... 30 
General Guidelines for Supervised Experiences ........................................................................... 30 

 
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Practicum in School Psychology .................................................................................................. 33 
Clinical Externship ....................................................................................................................... 39 
Doctoral Internship in School Psychology ................................................................................... 40 
Professional Practice Competency Case Study ............................................................................. 43 
Other Policies ............................................................................................................................... 45 
CHAPTER 5: COMPREHENSIVE EXAMINATION ............................................................ 48 
Praxis® School Psychologist Exam ............................................................................................. 48 
Comprehensive Exam Case Studies ............................................................................................. 48 
CHAPTER 6: CAPSTONE PROJECT .................................................................................... 49 
Capstone Project Committee ........................................................................................................ 50 
Capstone Project Schedule ........................................................................................................... 50 
Suggested Capstone Project Formats ............................................................................................ 50 
Applied Research Project/Program Evaluation ............................................................................. 51 
Capstone Research Project Outline............................................................................................... 51 
CHAPTER 7: APPENDICES .................................................................................................... 53 
Appendix A: Student Responsibility Contract .............................................................................. 54 
Appendix B: Course Waiver Form ............................................................................................... 56 
Appendix C: Student Academic Appeals Procedure..................................................................... 60 
Appendix D: Annual Student Progress Review & Forms ............................................................. 66 
Appendix E: Practicum, Externship, & Internship Field Experience Log..................................... 71 
Appendix F: Practicum Evaluation Form ..................................................................................... 73 
Appendix G: Clinical Externship Proposal Form ....................................................................... 110 
Appendix H: Externship Evaluation Form ................................................................................. 112 
Appendix I: Comprehensive Exam Case Study Scoring Rubrics................................................ 117 
Appendix J: Legal/Ethical Case Study Evaluation Form ............................................................ 124 
Appendix K: Internship Agreement ............................................................................................ 126 
Appendix L: Internship Plan Template ....................................................................................... 131 
Appendix M: Internship Evaluation Form .................................................................................. 135 
Appendix N: Professional Practice Case Study Evaluation Form ............................................... 141 
Appendix O: Capstone Project Topic Information Form ............................................................ 145 
Appendix P: Capstone Evaluation Form..................................................................................... 147 
Appendix Q: SEHD Student Honor Code .................................................................................. 152 
Appendix R: Graduate School Academic Grievance and Appeals Process ................................ 157 
Appendix S: Non-Discrimination Policy .................................................................................... 161 
   

Chapter 1: Program Overview

The Doctorate of Psychology (PsyD) degree program in School Psychology at the University of

Colorado Denver (CU Denver) prepares Health Service Psychologists (HSP) in the practice area

of School Psychology. The degree leads to licensure in School Psychology by the Colorado State

Department of Education. Additionally, students completing the program are eligible to apply for

National Certification in School Psychology administered by the National School Psychology

Certification Board, as well as for psychologist licensure by the Colorado State Board of

Psychologist Examiners and licensure in most other states. Our 100 graduate semester-hour

program generally admits students only on a full-time basis, though exception requests will be

considered on a case-by case basis.

Program Philosophy

The CU Denver School Psychology Program, guided by the belief that all children can learn, is

dedicated to providing both breadth and depth of professional training in a theoretically-

integrated, research-based learning environment. Consistent with a practitioner-scholar model, the

PsyD Program in School Psychology prepares professional school psychologists through rigorous

academic study integrated with intensive supervised clinical practice. The program includes an

emphasis on prevention and the ecological influences on behavior, as well as respect for all

aspects of diversity. Students also receive substantial training regarding working in diverse, urban

environments and the program infuses promoting advocacy and social justice throughout training

experiences.

The program is based on the Accreditation Domains and Standards of the American

Psychological Association (APA) and the Model for Comprehensive and Integrated School

Psychological Services endorsed by the National Association of School Psychologists (NASP).

This model and these standards promote the following domains of psychology: data-based

decision-making and accountability; consultation and collaboration; direct psychological

interventions and mental health services to develop social and life skills; school-wide practices to

promote learning; preventative and responses services; family-school collaboration services;

diversity and individual differences in development and learning; social and physiological bases

of behavior; research and program evaluation; and legal, ethical and professional practice.

Currently, the program is accredited by APA and is NASP approved.

Information about APA accreditation can be found at:

Commission on Accreditation

Office of Program Consultation and Accreditation

American Psychological Association

750 1st St. NE

Washington, DC 20002

Phone: (202)336-5979

Email: apaacred@apa.org

https://accreditation.apa.org/

Program Aims and Student Learning Outcomes

Specific PsyD Program aims and competencies include the following:

Aim 1: To train health service psychologists (HSPs) to deliver school psychological services.

▪ Ethical and Legal Standards Competency: Students must be knowledgeable of and act in

accordance with relevant professional standards, and legal and ethical guidelines.

▪ Individual and Cultural Diversity Competency: Students must demonstrate knowledge,

awareness, sensitivity, and skills when working with diverse individuals and

communities.

▪ Professional Values, Attitudes, and Behaviors Competency: Students must behave in

ways that reflect the values and attitudes of health service psychology, including

integrity, professional identity, accountability, lifelong learning, and concern for the

welfare of others.

▪ Communication and Interpersonal Skills Competency: Student must maintain effective

professional relationships, including demonstrating effective communication skills.

▪ Assessment Competency: Students must demonstrate competence in conducting evidence-

based assessments consistent with the scope of Health Service Psychology.

▪ Intervention Competency: Students must demonstrate competence in evidence-based

interventions consistent with the scope of Health Service Psychology.

▪ Supervision Competency: Students must demonstrate knowledge of supervision models

and practices.

▪ Consultation and interprofessional/interdisciplinary Skills Competency: Students must

demonstrate knowledge of consultation models and practices, and respect for the roles

and perspectives of other professions.

Aim 2: To train leaders in the field who promote evidence-based practices (EBPs) appropriate for

the particular context in which psychology is being practiced.

▪ Research Competency: Students must demonstrate knowledge, skills, and competence

sufficient to contribute to and disseminate research that is appropriate for the scope and

expectations of the practice context.

▪ Research Competency: Students must critically evaluate and use existing knowledge

within the practice of health service psychology.

▪

Program Specific Competencies:

•

Demonstrates knowledge of general education, special education, educational

and related services, including how the system works as a whole.

•

Demonstrates skill in identifying individuals or groups, ages birth to twenty-

one, who may benefit from targeted interventions, instructional supports,

and psychological services, using screening, progress monitoring, and other

tools.

•

Demonstrates the ability to plan and implement interventions at different

levels (e.g., individual, group, classroom, and systems level), including

positive behavioral supports (e.g., classroom accommodations, FBAs, etc.).

•

Demonstrates an understanding of school-based crisis intervention strategies

(e.g., suicide risk assessment, threat assessment, crisis response, etc.) and

provides crisis intervention as needed.

School Psychology Faculty

 Franci Crepeau-Hobson, Ph.D., Professor, Program Director and Director of the

Neurosequential Model of Education Credential program

(University of Northern Colorado, 1996).

Phone: 303-315-6315. Email: franci.crepeau-hobson@ucdenver.edu.

Areas of interest and research: School safety, Crisis response and intervention, youth suicide

prevention and intervention, psychological assessment, school law and ethics.

 Bryn Harris, Ph.D., Professor and Director of the Bilingual School Psychology program

(Indiana University, 2008).

Phone: 303-315-3899. Email: bryn.harris@ucdenver.edu.

Areas of interest and research: Culturally responsive assessment and intervention;

assessment of autism within bilingual populations; disproportionality of bilingual in special

education; acculturation and immigration.

 Rachel Stein, PhD., Assistant Clinical Professor

(University of California, Santa Barbara, 2016).

Phone: 303-315-0255. Email: rachel.m.stein@ucdenver.edu

Areas of interest and research: Promotion of students’ healthy psychological development

through early prevention and intervention; children’s social-emotional development,

educational considerations of English Language Learners, and school policy.

We also have a group of knowledgeable, skilled practitioners who serve as honorarium instructors

and are employed as psychologists, school psychologists, or administrators.

Diverse Student Population

A strength of our program is that we enroll students from diverse professional and educational

backgrounds. The School Psychology program at the University of Colorado Denver strives to

ensure equitable access to, and participation in, the program by individuals with disabilities, and

those from minoritized backgrounds who are underrepresented in the profession of School

Psychology. Approximately 13% of our students come from racially/ethnically diverse

backgrounds. Many students in the program have been previously employed as special and

regular education teachers, school counselors, school administrators, mental health counselors,

social workers, or vocational rehabilitation counselors.

Professional Organizations

Today, leadership in School Psychology emerges from two prominent national professional

associations: the National Association of School Psychologists (NASP), and Division 16 (School

Psychology) of the American Psychological Association (APA). These organizations have

established training guidelines, accreditation standards, ethical guidelines, and numerous

publications. In addition, they have been involved in intense lobbying efforts promoting

children's educational and psychological needs, as well as professional concerns in School

Psychology. In addition, we enjoy one of the strongest state school psychology associations in the

nation: the Colorado Society of School Psychologists (CSSP).

CU Denver school psychology students are REQUIRED to join NASP and CSSP as student

members. We encourage students to join APA and APA Division 16 as well.

The National Association of School Psychologists recognizes all licensed school psychologists as

full members. The association has over 24,000 members currently and publishes the peer-review

journal School Psychology Review as well as a newsletter, the Communiqué. The NASP Model

for Comprehensive and Integrated School Psychological Services also known as the NASP

Practice Model, which represents NASP’s official policy regarding the delivery of school

psychological services. Policy statements developed by NASP include the Standards for the

Provision of School Psychological Services, and Ethical Standards for the Practice of School

Psychology. Additionally, NASP has released numerous position papers addressing such topics as

ability grouping, racism, early intervention services, AIDS, and the use of corporal punishment in

schools, just to name a few. In addition, NASP administers the National School Psychology

Certification Board to which practitioners may apply for national certification (NCSP). NASP

hosts an annual convention each spring, sponsoring presentations of peer-reviewed papers,

invited addresses by prominent scholars, and workshops on practices and skills relevant to the

practice of School Psychology.

Locally, the Colorado Society of School Psychologists (CSSP) is a state-affiliate of NASP and

accepts any Colorado-licensed school psychologists as a full member. Additionally, affiliate

memberships are available to interested professionals from related fields and student

memberships for persons engaged in graduate study in School Psychology. CSSP hosts an annual

convention each fall, incorporating invited speakers, submitted papers, and at least one full-day

workshop on important skills or issues in School Psychology. CSSP also monitors state

legislative issues for members, publishes a state newsletter, and sponsors continuing education

opportunities around the state.

Division 16 (School Psychology) of the American Psychological Association recognizes all

doctoral level psychologists as full members. The division has approximately 2,000 members and

publishes the peer-reviewed journal School Psychology as well as the newsletter The School

Psychologist. Policy statements developed by Division 16 include Specialty Guidelines for School

Psychological Services; the American Psychological Association's Standards for Psychologists,

Standards for Educational and Psychological Tests and Measures, and Standards for the Use of

Computers. The American Psychological Association hosts an annual convention each summer.

Similar to that of NASP, APA's convention includes presentations of peer-reviewed papers,

invited addresses by prominent scholars, and workshops on practices and skills. Because the

convention incorporates all APA specialty areas, presentations are more diverse and incorporate

those relevant to the practice of School Psychology and to the practice of other fields of

psychology.

Student Affiliates in School Psychology (SASP)

Student Affiliates in School Psychology (SASP) is a student led organization of the American

Psychological Association (APA), Division 16. The goals of the CU Denver SASP chapter

include keeping graduate students apprised of issues pertaining to school psychology, holding

events or bringing in speakers to increase student engagement and learning, as well as

participating in outreach activities that will strengthen the field of school psychology and the

program at CU Denver. To participate in SASP, members are not required to join the American

Psychological Association or APA's Division of School Psychology (Division 16). However,

members interested in becoming associated with the national SASP organization are encouraged

to join Division 16.

SASP serves as a forum for collaborating with professors, supporting students, and advocating for

program enhancement. Concerns and feedback for faculty to know about, relating to the program

can be emailed to the SASP officers so that it can be shared anonymously. SASP officers will meet

with the program faculty on an as-needed basis to anonymously share concerns and feedback with

faculty.

SASP welcomes new members at any time and provides a Mentor Program for new SPSY

students. All first year students are assigned a mentor. Beginning second year, all students are

expected to mentor a more junior student.

Please email cu.denver.[email protected] with interests, questions, or concerns. In addition,

please email SASP if you would like to be or have a mentor, provide school contact information,

or utilize our database of school connections.

Global Majority Collective (GMC)

The Global Majority Collective (GMC) is a student-led organization that aims to empower

students from racial or ethnic minoritized groups during the four years of the SPSY doctoral

program where structural forces shape students’ experiences differently than persons from

dominant cultures.

By fostering a social connection and designating a safe space to share with like peers, GMC

leadership hopes diverse students will feel less isolated and more connected with the program as a

whole. The group also focuses on providing a more equitable future for attendees of our program

by collectively promoting initiatives to assist the SPSY program faculty in the same goals. GMC

leaders meet regularly with faculty, as well as the Program Director to share information and

foster a safe climate and social justice initiatives.

A special note for our allies

The formation of this group is not to create barriers between us and our allies. Meetings and

events that include our allies are in the works. However, in order to be a member, you must

identify from a racial or ethnic minoritized group. The rationale behind this is to provide a much-

needed safe space for students in our program to validate and be validated by like others.

Please email globalmajoritycollect[email protected] if you are interested in joining or if you

have questions.

Chapter 2: Getting Started

Admissions Requirements

Requirements for admission are competitive and based on the following information: (a)

undergraduate GPA, (b) previous graduate GPA, if applicable, (c) match between the applicant's

goals and objectives of the program, and (d) letters of reference. GRE scores are no longer

required.

Although the program does not have strict cut-off scores, applicants with lower than 3.2

undergraduate GPA typically will not be considered for admission, though we do consider the

entire application. Applicants are selected on a competitive basis from those meeting minimum

requirements. The program typically accepts around 15% of applicants, depending on the size and

characteristics of the applicant pool. These parameters vary somewhat from year to year.

Undergraduate GPAs of accepted students average around 3.64, typically ranging from about 3.0

to 4.0. Psychology is the predominant undergraduate major of accepted applicants although we

welcome applicants with diverse undergraduate majors.

Prerequisite Courses

Two courses are required as prerequisites to the PsyD degree program in School Psychology.

These are:

 An undergraduate or graduate course in Measurement Concepts

 An undergraduate or graduate course in Child Development

Students may be admitted to the PsyD program in School Psychology without first completing

these prerequisites; however, in such a case, these courses must be completed during the first year

of study.

Enrolling in Courses Prior to Admission

Students who choose to begin coursework for the PsyD in School Psychology prior to gaining

admission to the program must enroll as a non-degree seeking student. Up to 9 credit hours can be

transferred to your School Psychology program if you are subsequently admitted. Information

about enrolling in courses as a non-degree student can be found at:

https://www.ucdenver.edu/admissions/non-degree-admissions. There is no guarantee that

applicants who complete program courses beforehand will be admitted to the program.

University Residency Requirement

To meet the university “residency requirement” of the School of Education & Human

Development graduate programs, as well as APA, students are required to establish that they are

full-time students with the university for at least two consecutive semesters prior to internship

while completing their program of study. This residency requirement allows students to establish

that they are an integral part of the university community. To be considered “full time”, a student

must carry the equivalent of no fewer than five semester hours of work in graduate courses for

two consecutive semesters. Students who are noticeably deficient in their general training, or in

the specific preparation indicated by each department as prerequisite to graduate work, cannot

expect to obtain a degree in the minimum time specified.

Time Limits for Degree Completion

The School of Education & Human Development allows a maximum of eight (8) years for

completion of the Doctor of Psychology degree in School Psychology.

Graduate Assistantships

There are a limited number of graduate assistantships positions available across campus each

year. You are allowed to work up to 20 hours per week in exchange for a stipend. These are

mainly grant-funded opportunities and vary greatly from year to year. As they become available,

these position announcements will be posted on the School of Education and Human

Development website and will be emailed to all students via the School Psychology listserv.

Financial Aid

The Financial Aid & Scholarship Office (https://www.ucdenver.edu/tuition-cost/financial-aid; 303-

315-5969) administers federal, state, and institutional financial aid programs. These programs are

designed to supplement a student's resources in meeting the expenses of acquiring a college

degree. To be considered for financial aid, students must either be U.S. citizens or be an eligible

non-citizen. The assistance may include scholarships, grants, loans, and/or work-study. Financial

aid is limited to students enrolled in degree programs.

Students receiving financial aid must meet the Satisfactory Progress Policy for Financial Aid by

completing a specified number of credit hours each term and maintaining a minimum cumulative

grade-point average. Graduate students must complete five hours per semester for Fall and Spring

semesters and three hours during the summer semester. Finally, there is a maximum limit to the

number of terms a student may receive financial aid.

The following types of financial aid are available to graduate students:

• Scholarships: Information on privately funded scholarships is available from the Auraria

Library and the CU Denver Scholarship Office. In addition, the SEHD offers some

scholarships as well. These scholarship opportunities will be disseminated to students when

they become available. Students can view scholarships for which they are eligible in their

student portal.

• Grants: The Colorado Graduate Grant is based on financial need and available for the Fall

and Spring semesters. Summer semester disbursement is dependent on remaining funds.

• Loans: There are three different types of loans available for graduate students; the Perkins,

the Stafford, or the Supplemental Loan for Students (SLS). All loan repayments begin six

months after the student ceases part-time enrollment.

• Work Study: Part-time positions may be available (15 - 20 hours/week) both on and off

campus. Off campus positions must be with non-profit organizations. There are no full-time

positions available.

• Short Term Emergency Loan Assistance: Short term loans are available within four to five

working days to students in need. Repayment is due 30 days after receipt of loan.

Mental Health and Counseling Resources

CU Denver Student and Community Counseling Center

The CU Denver Student and Community Counseling Center

(https://www.ucdenver.edu/counseling-center) provides mental health counseling services to

CU Denver Students as well as the Denver Metro community. CU Denver students

receive counseling sessions at no cost as part of student fees. Students are able to attend free,

unlimited groups offered each semester. Because SPSY students complete a practicum at the

Counseling Center, SPSY students interested in receiving support from the Counseling Center are

encouraged to call the Counseling Center Director, Dr. Frank Kim at 303-315-7277 to explore

options to ensure their privacy.

While SPSY does not require students seek counseling as part of program requirements, there are

a number of resources beyond the CU Denver Counseling Center that offer affordable mental

health support:

• Maria Droste Counseling Center, 1355 S. Colorado Blvd Ste. C-100 Denver, CO 80222,

303-756-9052, http://www.mariadroste.org/

Fees associated with level of expertise of counselor. Has interns through licensed

practitioners available.

• Flourish Counseling, W. 38th Ave, Denver, CO 80211, 303.455.3767,

http://flourishcounseling.com/

Fees associated with level of expertise of counselor. Has interns through licensed

practitioners available and offers scholarships for those who would not otherwise be able to

access a private psychotherapist.

• Denver Family Institute, 303-756-3340, www.denverfamilyinstitute.org

7200 East Hampden Avenue Suite 301, Denver, 80024 Also 4891 Independence Ave.,

Suite 165, Wheatridge, CO 80333 (I70 and Kipling)

Counseling for Children, Adolescents, families, couples and Individuals.

Sliding scale fee based on ability to pay - $15 - $50 for 50 minute session. No insurance.

Accepts only cash or check

• People House, 303-480-5130, 3035 W 25th Ave, Denver, CO 80211, www.peoplehouse.org

Counseling for Spiritual and Personal growth, depression, anxiety, anger, grief, self-esteem,

relationships, trauma recovery, sexual abuse, substance addiction, eating disorders, career

counseling, and conflict resolution.

Educational classes, workshops and groups are also offered. Sliding scale: Intern $15-$40 or

senior professionals $45- $125

• Professional Psychology Ctr. At University of Denver, 303-871-3626, 2460 Vine St.,

Denver, CO 80208

http://www.du.edu/professional-psychology-center/index.html

Child, Adolescent, Family/Couples, Adult counseling, Testing, Court ordered evaluations,

Psychiatrist available for established clients. Sliding Scale fee of $10-50 a session

• Shepherds Gate Counseling Services at Denver Seminary, 303-762-6987, 6399 S. Santa

Fe Drive, Littleton, CO 80120

www.denverseminary.edu/friend/index.php

Training program for graduate students. Serve clients without major mental illnesses.

Treating adults, adolescents, children, families. Sliding scale from free to $15 per session

based on household income; No insurance accepted.

• Open Path Collective, https://openpathcollective.org/

Low cost option designed for those without insurance or those with insurance that does not

fully cover mental health services. One-time “lifetime” fee gets you access to private practice

providers who provide individual therapy for $30-60 a session and couples/family therapy for

$30-80 a session.

Chapter 3: Program Information and Policies

Each student is assigned a faculty advisor upon admission to the Doctor of Psychology degree

program in School Psychology. Working together, the student and advisor will develop a plan of

study based on the student's prior academic program(s), experience, specific interests, and the

program requirements. Successful completion of all requirements for the PsyD degree requires a

minimum of 100 graduate semester hours, including 75 credit hours of coursework, 7 credit hours

of practica (500+ hours in the field), 6 credit hours of externship (500 clock hours in the field), 8

credit hours of internship (>1500 clock hours in the field), and 4 capstone project credit hours.

Advising Notes

Your graduate program will keep you busy. There are many things to learn and quite a few tasks

and responsibilities to keep track of for yourself. You are expected to be responsible for

deadlines, required forms/paperwork, etc. Keep a file folder with all of your transcripts, your

program advising sheet, and notes from each advising session. Make sure update your address

and/or phone number(s) in your UCDAccess student portal when changes occur. Students will

automatically receive an email account when they become a student at the University of Colorado

Denver, this email address is the official mode of communication and other email addresses will

not be utilized. Although we try to post important dates on listservs and announce them in classes,

make sure that you also monitor your own timelines (e.g., graduation paperwork, comps due

dates, etc.) so that you aren’t delayed in your program. Use a yearly program planner to track

your progress through the program and consult your advisor regularly.

Your professional development should be demonstrated through appropriate dress, attitudes,

promptness and the quality of your written work. Be insightful about your own agenda, needs and

motivations so that you can structure your professional life to meet the high standards of the

School Psychology program as well as your own. If you need special accommodations for your

written, verbal, or quantitative tasks, please let your advisor know early in your program. Also

note that there are two services available on campus. The Learning Resource Center

(https://www.ucdenver.edu/learning-resources-center/tutoring; 303-315-3531) can support

students in study skills, English as a new language, tutoring, etc. The Disability Resources and

Services Office (https://www.ucdenver.edu/offices/disability-resources-and-services; 303-315-

3510) can provide qualified students with disability accommodations such as priority registration,

assistance in note taking, alternative testing, etc. You will also be expected to inform your

instructors if you are in need of accommodations.

Program Requirements Checklist

______ A. Read the School Psychology Program Handbook by your first individual advising

session. At this time, you will be expected to sign the Student Responsibility

Contract (see Appendix A) indicating your knowledge of program policies,

procedures, and requirements.

______ B. Make a written request to waive program pre-requisites based on prior coursework

as soon as possible after being admitted to the program and no later than by the

beginning of your first semester.

______ C. Make a written request to substitute coursework or transfer graduate credits into

the PsyD program by May 1

of your first year in the program.

______ D. Meet with your advisor each semester or more often as needed.

______ F. Complete the Annual Student Progress Review form and upload it into Livetext

each spring semester.

______ G. Pass comprehensive exam during first semester of your third year in the program.

______ H. In the year prior to your internship, interview for and secure an intern position.

______ I. Obtain an Intern Authorization/License through your university intern supervisor

and turn in to CDE (required for internships in Colorado public schools).

______ J. Upon completion of your internship and courses, apply for graduation in the first

couple of weeks of the semester you plan to graduate. Your capstone project must

be submitted to the university by the posted deadline. Your Professional Practice

Case Study is due by March 1 (see Chapter 5).

Substituting Prior Graduate Work for Program Requirements

Students having completed graduate degrees in related fields prior to entering the program have

frequently met some of the SPSY course requirements. Accordingly, they may request that a

course requirement be waived or transferred for their program. Waived courses are NOT

considered part of your program and do not “count” toward your degree; as such students must

take a “substitute” course to make up the credit hours. Courses that are transferred in appear on

your transcript. For students pursuing a PsyD degree, if you have a Master’s degree in a related

field, you must take a minimum of 50 credit hours. If you do not have your Masters, a maximum

of 9 credits may be transferred.

Waiver and transfer requests are most likely to be approved if: (a) the student has successfully

completed a very similar course and can document that the course content was essentially the

same as the course required for School Psychology licensure; (b) the course was for graduate

credit; (c) the course was completed within the past seven years; and (d) the student earned a

grade of B or better in the course. Courses graded as Pass/Fail cannot be transferred in.

Exceptions to these requirements can be made on a case by case basis as described in Graduate

School policy.

To apply for a course transfer, students need to complete the Request for Course Transfer form

available on the SEHD website: https://education.ucdenver.edu/academic-services/student-

resources/graduate

To apply for a course transfer, students complete the Course Waiver form (See Appendix B) and

attach to it the following materials:

A written statement (approximately one page) in which the student justifies why this course

requirement ought to be waived.

A copy of the transcript showing the course and course grade. (Student copies are sufficient.)

Highlight the particular course or courses on the transcript. When requesting multiple

waivers, attach a separate copy of a transcript to each waiver request as they will be reviewed

by different faculty.

Documentation of the content of the course. For courses covering any of the APA Domain

Specific Knowledges (DSK) or Profession-Wide Competencies (PWC), a syllabus from the

course is required. For other courses, documentation may also include a syllabus, a catalog

description, information about and/or table of contents from the textbook used, work samples

from the class, or any other information that clearly describes what was taught.

The completed form and all accompanying information are given to the student's advisor. The

transfer or waiver request is first given to the professor who typically teaches the course for

consideration and then returned to your advisor for his or her consideration. In some cases, the

student may be asked to document his/her knowledge of the course content by completing a

special project or the final examination for the course. Your advisor will determine the courses

that are approved for waiver in collaboration with other School Psychology and School of

Education & Human Development faculty. Copies of all approved waivers should be kept in the

student's personal records, as they will not appear on the official transcript.

Not all requests for course transfers or waivers are approved. Requests are only approved when it

has been documented, to the satisfaction of both your advisor and course instructor, that all

course content has been reviewed and mastered.

NOTE: Transfer and waiver requests should be submitted to your faculty advisor by the

end of your first academic year in the program.

Required Coursework

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

LDFS 6320

Mind, Brain, and

Education

An introductory survey into contemporary theory and

research in developmental cognitive neurosciences and

their potential applications to education, aiming to

explore how the brain learns, and what it means for

learning and development.

RSEM 5100

Basic Statistics

A first-level course on the use and interpretation of

descriptive and inferential statistics. Topics covered

include: frequency distributions, measures of central

tendency and measures of variability; shapes of

distributions; standard scores; scattergrams,

correlation and regression; and t-tests.

RSEM 7110

RSEM 7080

Methods of Qualitative

Inquiry

Prepares graduate students to conduct field research

employing qualitative methods and perspectives.

Students become familiar with evolving theoretical

and methodological perspectives in qualitative

research drawn from anthropology, clinical

psychology, etc.

RSEM 7050

Methods of Survey

Research

Covers the purposes and methods of survey research.

Topics included are: goals and uses of survey research,

data collection methods, questionnaire and interview

protocol design, reliability and validity of data

collection methods, sampling, ways to reduce bias.

SPSY 6700

RSEM 7110

Intermediate Statistics

Builds upon basic statistics covering more advanced

methods of analyzing data with an emphasis on the use

and interpretation of inferential techniques. Topics

covered are one-way and two-way analysis of

variance, power, multiple comparisons, factorial

designs and factorial ANOVA, partial correlation,

multiple correlation and regressions, ANCOVA, and

selected use of packaged statistical programs (SPSS).

SPSY 6700

(can be taken

concurrently)

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

RSEM 7120

Program Evaluation

This course covers models and methods of evaluating

programs and persons in education and related fields.

Emphasis is given to the topics of formative and

summative evaluations, frameworks for program

evaluation and associated measurement and design

problems.

SPSY 6930

SPSY 5600

Functional Behavior

Assessment and Planning

Prepares educational professionals in functional

behavior assessment as it applies to the development

of behavioral support plans. Students will gain

knowledge and experience in working collaboratively

with others to design strategies that help students with

challenging behaviors to be more successful in school.

These strategies include the implementation of

environmental supports and skills training, as well as

behavioral interventions.

SPSY 6911

SPSY 6170

Applied Development

Science & Assessment

Prerequisite: SPSY 6150,

course in child

development.

Examines theories and research in developmental

psychology to provide a foundation for clinical

services to children and families in applied settings.

Includes coverage of developmental assessments and

services for infants/toddlers.

SPSY 6911

(can be taken

concurrently)

SPSY 6100

Professional and Legal

Issues in School

Psychology

Prerequisite: Admission to

SPSY program

A seminar course in current topics related to the

practice of school psychology both past and present,

including timely legal, ethical & professional and

ethical issues, new strategies for the delivery of school

psychological services, current assessment procedures

and tools, and research and theoretical advances that

support effective school mental health programs.

SPSY 6150

SPSY 5010

Introduction to

Counseling in School

Psychology

Provides an overview of the counseling theories

relevant to the practice of school psychology and an

understanding of the role of theory in practice.

Includes consideration of legal/ethical issues and both

the cultural and developmental context of the major

theories.

SPSY 6350

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

SPSY 6350

School-Based

Interventions: Children,

Youth & Families

Prerequisite: SPSY 5010,

LDFS 6200 or equivalent.

Provides theoretical and practice-oriented introduction

to theories of personality and child counseling in

schools. It weaves together skills and techniques

essential to theory and implementation of

psychotherapeutic techniques. Course activities will

complement the systemic group-based interventions

examined in SPSY 6400.

SPSY 6911

(can be taken

concurrently)

SPSY 6500

Affective Bases of

Behavior and

Psychopathology

This course provides students with advanced

concentrated study of the affective bases of behavior,

including affect, mood, and emotion. This course also

includes coverage of psychopathology and the

diagnosis of mental disorders.

SPSY 6917

SPSY 5900

School-Based

Multicultural

Interventions

This course focuses on developing the skills to meet

the educational, academic and mental health needs of

students from diverse cultural backgrounds.

SPSY 6930

SPSY 6150

Psychoeducational

Assessment I

Prerequisites: RSEM 5110

or equivalent.

This course focuses on the psychoeducational

assessment of cognitive development in children and

adolescents. Primary emphasis is directed toward

cognitive/intellectual evaluation in clinical and school

settings. Topics include the selection, administration,

and interpretation of individual ability tests; and

introduction to psychological report writing, and

historical, theoretical, and psychometric issues with

intelligence. Test administration is required.

SPSY 6160

SPSY 6911

SPSY 6160

Psychoeducational

Assessment II

Prerequisites: LDFS 6200

or equivalent, SPSY 6150.

In-depth study of the major techniques of formal and

informal assessment and their applicability to

problems found in psychoeducational settings.

Administration and interpretation of special ability,

personality, and achievement tests with attention to

case study integration is required.

SPSY 6911

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

SPSY 6550

Academic Interventions

in School Psychology

Prerequisites: SPSY 6150

Provides training in knowledge and skills for the use

of educational intervention practices in school

psychology, including the development,

implementation, and evaluation of academic

interventions in the areas of reading, math and written

language; curriculum-based measurement and progress

monitoring.

SPSY 6150

SPSY 6700

Advanced Seminar in

School Psychology

Prerequisite: SPSY 6911

Designed for students beginning doctoral work,

explores conceptual and practical bases for doing and

evaluating educational research. The chain of

reasoning linking the conceptualization of a research

problem, the posing of questions in a social process

SPSY 6930

SPSY 8980

SPSY 7980

Clinical Supervision and

Administration of

Psychological Services

This course prepares school psychologists to function

in supervisory and administrative capacities in

delivering mental health services in schools and other

settings. Students will develop an understanding of the

current body of knowledge related to clinical

supervision including theories, models, and

techniques. Students will also develop knowledge and

skills to be prepared for administrative roles, as well as

an understanding of relevant organizations from a

systems perspective.

SPSY 6918

SPSY 6410

Psychoeducational

Assessment of Culturally

and Linguistically

Diverse Students

Prerequisites: SPSY 6150

Prepares students to provide current best practices in

cognitive assessment and psychotherapeutic services

for students who are linguistically diverse. Attention

will be paid to differentiating between students with

language disorders and students in the process of

acquiring English as a second language. Service

recommendations will be grounded in an

understanding of the unique psychological and

educational needs of linguistically diverse students and

the legal and ethical standards governing their

education.

SPSY 6911

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

SPSY 6450

School Based

Consultation for Mental

Health Professionals

This course covers a wide range of traditional and

emerging consultation models emphasizing practical

application of empirically-supported approaches to

advance the social & academic competence of

students, classrooms & schools. Hands-on consultation

experiences will supplement the course content as

students practice and refine their consultation skills.

In-class review of videotaped consultation sessions

will be utilized.

SPSY 6930

SPSY 6400

School-Based

Interventions: Groups,

Classrooms, Systems

Prerequisites: SPSY 6350

This course provides students with advanced study of

research on and techniques of school psychological

interventions, whole classroom and small group

intervention strategies, and systemic, school-wide

interventions. Also includes instruction on the

evaluation of intervention effectiveness.

SPSY 6930

PSYC 7511/SPSY 5800

Historical and

Philosophical

Foundations of

Psychology

Prerequisite: Admission to

the School Psychology

PsyD program or

permission of instructor.

Philosophical and historical antecedents to

contemporary psychology, with particular emphasis on

clinical psychology

SPSY 7500

Biological and

Neuropsychological

Bases of Behavior

Prerequisite: SPSY 6150;

SPSY 5600

Examines the biological basis of behavior emphasizing

the relationship between the functions and structures

of the brain including neuroanatomy, brain

development, neurophysiology, neurochemistry, and

psychopharmacology; and neuropsychological

assessment principles.

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

PSYC 8550

Advanced Social

Psychology

Prerequisite: Admission to

the School Psychology

PsyD program or

permission of instructor.

This is a graduate level seminar that broadly covers

the social bases of behavior from a social

psychological perspective. It includes discussion of

topics such as group processes, attribution theory,

discrimination, and perspectives on attitudes

SPSY 6911

School Psychology

Practicum

(500 Clock Hours)

Prerequisites: SPSY 5600,

SPSY 6100, SPSY 6150,

SPSY 6160, SPSY 6300

and consent of instructor.

The School Psychology practicum allows students to

integrate theory with school psychological practice.

Students apply a set of discrete skills in the actual

school setting under the supervision of a licensed

School Psychologist.

SPSY 6930

SPSY 6917

Advanced Practicum in

Psychological Assessment

Prerequisites: SPSY 6100,

SPSY 6150, SPSY 6160,

and consent of instructor

Provide psychological assessment services to clients at

the CU Denver Counseling Center under faculty

supervision.

SPSY 6930

SPSY 6918

Clinical Externship

(500 clock hours)

Supervised practice in providing comprehensive

psychological services to children, youth and families

in grades. Students are placed in clinical settings and

supervised by practicing, licensed psychologists or

school psychologists.

SPSY 6911

REQUIRED COURSEWORK FOR DOCTOR OF PSYCHOLOGY DEGREE

IN SCHOOL PSYCHOLOGY

Course

Course Description

Credits

Prerequisite

for:

SPSY 6930

School Psychology

Internship

(1500 Clock Hours)

Prerequisites: SPSY 6911,

SPSY 6217, SPSY 6918,

instructor consent.

Students must also have

passed comprehensive

exam

The internship stresses the professional practice of

School Psychology. Students complete 1500 clock

hours of School Psychological under supervision.

At least 600 hours of internship must be completed in

a school setting.

SPSY 8980

Capstone Project

The Capstone Project is a culminating component of

the program. Production of a scholarly project that

illustrates the student’s understanding of relevant

topics in school psychology, the scope of

contemporary practice, and the various roles of the

professional school psychologist.

School Psychology PsyD (100 Credit Hours)

COURSE

NUMBER

TITLE

Prerequisite

A course in Measurement Concepts

Prerequisite

A course in Child Development

LDFS 6320

Mind, Brain, & Education

RSEM 5100

Basic Statistics

RSEM 7050

Methods of Survey Research

RSEM 7080

Methods of Qualitative Inquiry

RSEM 7110

Intermediate Statistics

RSEM 7210

Program Evaluation

PSYC 7511/

SPSY 5800

Historical and Philosophical Foundations of Psychology

PSYC 8550/

SPSY 5800

Advanced Social Psychology

SPSY 5010

Introduction to Counseling in School Psychology

SPSY 5600

Behavior Analysis and Intervention

SPSY 5900

School-Based Multicultural Interventions

SPSY 6100

Professional & Legal Foundations in School Psychology

SPSY 6150

Psychoeducational Assessment I

SPSY 6160

Psychoeducational Assessment II

SPSY 6170

Applied Developmental Science and Assessment

SPSY 6350

School-Based Interventions: Children, Youth, and Families

SPSY 6400

School-Based Interventions: Groups, Classrooms, and Systems

SPSY 6410

Psychoeducational Assessment of Culturally & Linguistically Diverse Students

SPSY 6420

Crisis Prevention, Intervention & Planning

SPSY 6450

School-Based Consultation for Mental Health Professionals

SPSY 6500

Affective Bases of Behavior and Psychopathology

SPSY 6550

Academic Interventions in School Psychology

SPSY 6700

Advanced Seminar in School Psychology

SPSY 6911

Practicum in School Psychology

SPSY 6917

Advanced Practicum in Psychological Assessment

SPSY 6918

Clinical Externship

SPSY 7980

Clinical Supervision and Administration of Psychological Services

SPSY 8980

Capstone Project

SPSY 6930

Internship in School Psychology

Example Course Sequence

Year 1 (30-33 credits)

Fall

Spring

Summer

RSEM 5110 (3) - if

prerequisite has not been met

SPSY 6160 (3)

SPSY 6420 (3)

SPSY 6100 (3)

SPSY 6500 (3)

SPSY 5010 (3)

RSEM 7080 (3)

SPSY 6150 (3)

SPSY 5600 (3)

LDFS 6320 (3)

RSEM 5100 (3)

Year 2 (31 credits)

Fall

Spring

Summer

SPSY 6911 (3)

SPSY 6917 (1)

SPSY 6350 (3)

SPSY 6410 (3)

RSEM 7050 (3)

SPSY 5900 (3)

SPSY 6400 (3)

SPSY 6170 (3)

SPSY 6450 (3)

SPSY 6550 (3)

Year 3 (27 credits)

Fall

Spring

Summer

SPSY 6918 (3)

SPSY 7980 (3)

SPSY 6700 (3)

RSEM 7210 (3)

PSYC 7511/SPSY 5800 (3)

SPSY 7500 (3)

RSEM 7110 (3)

PSYC 8550 (3)

Year 4 (12 credits)

Fall

Spring

Summer

SPSY 6930 - Internship (4)

SPSY 6930 – Internship

(depends on internship site)

SPSY 8980 – Capstone

Project (2)

SPSY 8980 – Capstone

Project (2)

SAMPLE SCHEDULE

Year 1

Semester 1

Semester 2

Summer

Introduction to Measurement - if

prerequisite has not been met

Psychoeducational Assessment II

Crisis Prevention, Intervention &

Planning

Professional & Legal Foundations in

School Psychology

Affective Bases of Behavior and

Psychopathology

Introduction to Counseling

Methods of Qualitative Inquiry

Psychoeducational Assessment I

Behavior Analysis and Intervention

Mind, Brain & Education

Basic Statistics

Year 2

Semester 1

Semester 2

Summer

School Psychology Practicum

Applied Developmental Science and

Assessment

School-Based Interventions:

Children, Youth, and Families

School-Based Interventions: Groups,

Classrooms, and Systems

Methods of Survey Research

Multicultural Interventions

Academic Interventions

Advanced Assessment Practicum

(may be fall or spring of 2

year)

Mental Health Consultation

Psychoeducational Assessment of

Culturally and Linguistically Students

Year 3

Semester 1

Semester 2

Summer

Clinical Externship

Clinical Supervision &

Administration of Psych Services

History of Psychology

Program Evaluation

Intermediate Statistics

Biological & Neuropsychological

Bases

Adv. Seminar in School Psychology

Advanced Social Psychology

Year 4

Semester 1

Semester 2

Summer

Internship

Internship (depends on internship site)

Capstone Project

*Note: Summer Classes are typically offered during the day.

*Note: SPSY 6917 can be taken any semester once prerequisites have been met and should be taken during the 2

year

(summer-spring).

Required Master’s Degree in School Psychology en route to PsyD

All students who do not already have a graduate degree in school psychology will obtain a Master

of Arts (M.A.) degree in School Psychology while pursuing the PsyD. Requirements for the M.A.

include completion of at least 60 credits hours in the PsyD program and a passing score on the

comprehensive exam. There are no costs or other requirements to completing the M.A.

This M.A. can be a benefit to some internship and externship sites in particular. Please reach out

to your advisor with any questions about the M.A. in School Psychology requirement.

Early in the semester in which students will complete at least 60 credits and take the

comprehensive exam, students must apply for graduation (degree conferral) with the M.A. via

their UCDAccess student portal no later than Census Date (available on the Academic Calendar).

Please note students will only be allowed to participate in the commencement ceremony when

they complete the PsyD.

Bilingual School Psychologist Concentration Area

The optional Bilingual (Spanish-English) School Psychologist concentration area provides school

psychology students with the knowledge and skills to effectively serve culturally and

linguistically minoritized bilingual learners in the school setting. Furthermore, the concentration

area consists of language proficiency assessments to ensure that school psychologists are

adequately proficient in the Spanish language to provide psychoeducational services. Although

the demographics in the United States are becoming increasingly diverse, there is a well-

documented shortage of bilingual school personnel that can effectively evaluate and work with

bilingual learners.

School psychologists need to be aware of the various cultural, language, and systemic factors that

uniquely influence performance in the school-setting and be prepared to work with this growing

population. At the completion of the concentration area, students will be able to:

• Evaluate and identify flexible, appropriate psychoeducational evaluation strategies to identify

strengths and areas of need within culturally and linguistically minoritized populations

• Collaborate with school professionals and families on best practice when assessing and

intervening with culturally and linguistically minoritized students

• Have knowledge in appropriate psychotherapeutic, psychoeducational, and academic

interventions appropriate for culturally and linguistically minoritized populations and be able

to evaluate current methods for appropriateness and effectiveness

• Have adequate language abilities to conduct meetings, write psychoeducational report

summaries in Spanish, and conduct academic and psychological assessment and intervention

effectively in Spanish.

This is a 9-hour program consisting of the following courses:

Psychoeducational Assessment of Culturally and Linguistically Diverse Students - SPSY 6410

Covers psychological assessment, language acquisition, educational models for bilingual

students, and school staff and parental consultation/collaboration.

School-Based Interventions for Culturally and Linguistically Diverse Students - SPSY 5900

Covers psychoeducational, psychotherapeutic, and academic interventions in the school

setting with an emphasis on providing these services to diverse students. Racial/ethnic

development, acculturation, racism, oppression and other factors influencing the

educational and mental health services of culturally and linguistically minoritized

students will be covered.

Practicum with Culturally and Linguistically Diverse Students - SPSY 6915

This course is a practicum course that requires a student spend at least 250 hours of supervised

experience with culturally and linguistically minoritized students. There are supervision topics

and questions that are discussed with your supervisor over the course of the semester. You will be

required to complete bilingual (Spanish and English) psychoeducational evaluations and services

under the supervision of a bilingual school psychologist and submit a form to Dr. Harris that is

signed by your supervisor stating you have conducted all or some of these hours. This course can

be taken either during your second year or your third year of the program. Please note that this

course does not replace other practicum courses you must take.

Please note that the first two SPSY courses (6410 & 5900) are requirements for all PsyD students

and are offered each year. These are to be taken during the second year of the PsyD program.

Additional requirements include:

• Artifacts: Students will be required to complete various artifacts demonstrating bilingual

competencies in SPSY 6410, SPSY 5900, and SPSY 6915. Some of these artifacts will be

beyond what is expected of other students in the course who are not enrolled in this

concentration program. Information about these artifacts will be provided to you with the

syllabus for the class at the beginning of the semester.

• Language Proficiency Evaluation: Students are required to complete and pass a

language proficiency evaluation given Spanish. The evaluation covers oral, listening,

reading, comprehension, and writing skills specially surrounding activities you will be

doing as a bilingual school psychologist. Students are required to take the language

proficiency evaluation before December 1

of their third year in the program; however,

students are encouraged to take this evaluation earlier in the program if possible. Students

are allowed to retake this evaluation up to two times. Please contact Dr. Harris when you

are ready to take this evaluation.

• Final Artifact: students are to submit a final artifact that demonstrates competencies as a

bilingual school psychologist. This may be an assessment or intervention. You will need

to include a summary of this artifact and discuss how you provided this service in a

bilingual fashion and how your artifact demonstrates competencies as a bilingual school

psychologist.

Additional Information:

• If you know you want to pursue the bilingual concentration, please submit a letter of

intent (sent out by Dr. Harris) by May 1

of your first year in the program. This gives the

professors enough time to find you a practicum placement with a bilingual school

psychologist.

• SPSY 6915 is taken as an independent study course. Dr. Harris will be professor for this

course.

• You may take SPSY 6915 during the third year of the program in an effort to help

students for financial aid reasons or for other extenuating circumstances. Please discuss

your situation with Dr. Harris.

• We cannot guarantee that students will receive externship placements where they will use

their bilingual abilities. It is easier to find practicum and internship placements where this

can occur. We will do our best to find an externship where you can use your bilingual

skills if this is important for you.

• It is recommended that only students entering the PsyD program with intermediate to

advanced abilities in Spanish pursue the bilingual program. It is unrealistic to expect that

a student will achieve advanced Spanish language proficiency solely during their time in

the PsyD program.

Optional Graduate Credential in Neurosequential Model in Education

The optional Neurosequential Model in Education

(NME) credential provides school

psychologists and other school personnel with knowledge of basic concepts of neurosequential

development and the skills to apply this knowledge in educational contexts. This Credential

Program uses everyday classroom challenges with real children to introduce emerging concepts

related to brain functioning, brain development and traumatology in everyday educational

settings.

Developed by Dr. Bruce Perry, the Neurosequential Model is an evidence-based framework

useful for individual clinical problem solving and program outcomes evaluation and modification.

The model draws on core concepts from many disciplines including the neurosciences,

anthropology, developmental psychology and sociology, The NME brings this

neurodevelopmental and trauma-informed approach to the classroom. The NME is not a specific

“program” or “intervention.” It includes a “capacity-building” process that provides an

introduction to important concepts related to how we learn by focusing on how the brain works,

develops, changes, and is impacted by developmental adversity including trauma. This is what

makes this program unique.

The University of Colorado Denver’s NME credential will equip school psychologists and other

school personnel with research-based and neurodevelopmentally- and trauma-informed

knowledge and strategies to foster a positive school climate, meet children's developmental

needs, and enhance student learning, safety, and well-being. Such an approach can also be used as

an alternative to exclusionary disciplinary practices.

This the only one of two universities in the U.S. that offers both gradate credit as well as a

certificate in NME issued through the Neurosequential Network. Students interested in pursuing

this optional credential, should contact the Director of the Credential, Dr. Franci Crepeau-

Hobson.

At the completion of the concentration area, students will be able to:

• Explain basic brain structure and organization and the stress response system.

• Explain how NME concepts can be applied in the classroom.

This is a 6-hour program consisting of the following courses:

Introduction to the Neurosequential Model in Education- SPSY 5100

Introduction to the core concepts of the Neurosequential Model

(NM) that impact learning.

Core concepts include basics of brain organization, brain development, understanding state-

dependent learning, the stress response systems, and the impact of trauma and neglect on

children.

Application of Neurosequential Model in Education- SPSY 5200

Focuses on helping school psychologist and other school personnel better understand and support

challenging children by offering practical strategies and classroom practices related to structuring

classroom schedules, activities and interactions that can help all children (not just children

impacted by trauma and adversity) learn in an optimal way.

Grading Policies and Grade Appeals

Within the School of Education & Human Development (SEHD), the grading system includes the

following letter grades and grades for incomplete work.

A = Superior/Excellent: 4 credit points per credit hour

A- = 3.7 credit points per credit hour

B+ = 3.3 credit points per credit hour

B = Good/Better than Average: 3 credit points per credit hour

B- = 2.7 credit points per credit hour

C+ = 2.3 credit points per credit hour

C = Average: 2.0 credit points per credit hour.

C- = According to School of Education policy a grade of C- or below cannot be applied

toward requirements of a graduate program

D+, D, D- = Grades of D may be assigned but do not count for credit

F = Failing

W = Withdrawal from course after Census Date

I = Incomplete. If a grade of I is not resolved within 1 calendar year, the grade automatically

becomes an F

An Incomplete ("I" grade) is approved only when students, for reasons beyond their control, have

been unable to complete course requirements. A substantial amount of work must have been

satisfactorily completed before approval for such a grade is given. The instructor who assigns an

"I" sets the conditions under which the course work can be completed and the time limit for its

completion. The student is expected to complete the requirements within the established deadline

and not retake the entire course. At the end of one year, "I" grades for courses that are not

completed or repeated are changed to an "F". The Application for Incomplete Grade is available

at https://education.ucdenver.edu/academic-services/student-resources/graduate.

Grade point averages are calculated by multiplying the credit hours for the course by the points

for the letter grade, totaling all the credit points and dividing the number of semester hours

included. Pass grades and no-credit courses are not included in your GPA. Graduate students

must maintain a 3.0 GPA to remain in good standing. Students whose GPA falls below a 3.0 are

subject to academic probation or suspension. In addition, school psychology students must obtain

a grade of B- or better in all required school psychology courses or the course must be repeated.

A grade below a B- in any course will result in the course not counting towards the PsyD degree

and the student may have to take additional coursework to make up for it.

Students wishing to appeal a grade should follow the SEHD student appeals procedure,

summarized in Appendix C. Students wishing to make other appeals, including appealing

dismissal from the program should follow university procedures, summarized in Appendix R of

this handbook.

SPSY Late Work Policy

Assignments turned in late will not be accepted unless there are extenuating circumstances that

have been discussed in advance with a professor (exceptions may include death of family member

or serious illness). Note: late work may result in a lower grade.

When Instruction in a Program Course is Unsatisfactory

After assessing the situation over three sessions of class, students should meet as a group to

define the problem, come to a consensus, and appoint 2-3 people to represent the class when

approaching the professor with the problem. They should then call to set up a time to meet with

the professor at his/her convenience, preferably not immediately before class. All students must

agree that the quality of the course is being compromised by the materials provided or the

presentation of the curriculum. Issues must fall under the role and responsibility of the professor

(i.e. not an issue with the bookstore) and must be resolvable.

The selected representatives should use good problem resolution skills when meeting with the

professor, including being soft on the person—not on the problem, understanding the other

person’s perspective, understanding the emotions—theirs and yours, using active listening,

focusing on the point of interest rather than positions, and coming up with options for mutual

gain.

If meeting with the professor does not create a reasonable solution to the problem, the

representatives should take the problem to the Student Advisory Council and the School

Psychology Program Director. If the conflict still continues without resolution, the next level will

involve assistance from the SEHD Associate Dean of Teaching.

Personal/Professional Dispositions

In addition to completing educational qualifications and practitioner competencies required for

licensure in School Psychology, the adequacy of students’ personal and professional

characteristics will also be evaluated as part of the Annual Student Progress Review (see

below) using the Personal/Professional Dispositions Rating Form (See Appendix D). This

evaluation examines a student's adaptability, communication skills, conscientiousness,

cooperation, independence, productivity, professional ethics, ability to deal with conflict, and

sensitivity to diversity. These rating forms will be distributed to faculty at the end of each

semester (with instructions to complete on only those students with whom they have concerns).

Students will complete their own self-rating as part of the Annual Student Progress Review. In

addition, program faculty will review students throughout the year using this form as necessary.

This rating form is built into the practicum evaluation so all students will be evaluated again at

the point of their practicum. If there are concerns, students will receive feedback and meet with

their advisor to develop a support plan around these concerns.

Annual Student Progress Review

During each spring semester, School Psychology students will be asked to participate in an

annual review of their progress in the program. This review will require students to complete a

personal progress evaluation (See Appendix D) After receiving each student's evaluation, School

Psychology program faculty will review the student's self-evaluation and will rate the overall

progress of the student in the program. Student progress will be evaluated based on faculty

feedback of class performance, progress towards graduation, involvement in professional

development opportunities, and examination of personal characteristics and feedback from all

course instructors. After the faculty review of the data, students will be sent a summary form of

their annual review (See Appendix D).

Student Review and Retention Policy

Successful completion of a program of study in School Psychology is based on the demonstration

of effectiveness in academic, professional and personal areas as they relate to a student’s

professional objectives. The faculty of the School Psychology program has a professional

responsibility to evaluate these aspects of students in the training program.

If, in the professional judgment of the program faculty, a student’s behavior is deemed

substandard, unethical, illegal, and/or professional unbecoming at any time during the course of

training (including coursework, practica, externship, and internships) the following actions may

be taken:

1. Remediation: The student will be placed on a remediation plan that will be developed by

the student and the advisor with the approval of other necessary School Psychology

faculty.

2. Voluntary Resignation: Recommend the student resign from the program.

3. Dismissal from the Program: If a student has failed to attain the behavioral goals

specified in his or her remediation plan, and there is no expectation that the student can

reasonably attain them in the near future, a recommendation of dismissal from the

program will be made.

4. Immediate Dismissal: If a student’s unacceptable professional and personal behaviors are

deemed severe enough by the program faculty, an immediate dismissal recommend will

be made without opportunity for a remediation plan.

TEE Licensure and Student Employment in School Psychology

Students engaging in and receiving remuneration for school psychological services before being

certified/licensed, and/or cleared for internship, will be considered by faculty as engaging in

unethical behavior. Any student wishing to pursue employment as a school psychologist must

petition the faculty before accepting employment. Under no circumstances will students who

have not completed SPSY 6911 School Psychology Practicum be allowed to accept employment

as a School Psychologist and/or obtain a Temporary Educator Eligibility Authorization (TEE) for

such employment.

Licensure as a School Psychologist

The PsyD in School Psychology program at CU Denver prepares students for licensure as school

psychologists through the Colorado Department of Education (CDE). To obtain this license,

graduates must meet the requirements outlined by the CDE

(https://www.cde.state.co.us/cdeprof/checklist-initialspecialserviceprovider;

http://www.dora.state.co.us/). This includes earning a graduate degree in school psychology,

completing practicum and internship, and passing the national school psychology exam.

Licensure as a Psychologist

The PsyD in School Psychology program at CU Denver prepares students for licensure as

psychologists through the Colorado Department of Regulatory Agencies (DORA) State Board of

Psychologist Examiners. To obtain this license, graduates must meet the requirements outlined by

DORA (http://www.dora.state.co.us/). Once the doctoral degree in school psychology has been

earned, graduates can apply to DORA to become a licensed psychologist. This process requires

additional hours of post-doctorate supervised practice and a passing score on the Examination for

the Profession Practice of Psychology (EPPP). Additionally, the candidate must pass a state

jurisprudence exam.

National Certification in School Psychology (NCSP)

National Certification in School Psychology (NCSP) is administered by the National School

Psychology Certification Board (NSPCB), a division of the National Association of School

Psychology. Requirements include completion of a NASP approved program in School

Psychology or its equivalent, completion of a 1500 hour internship in School Psychology, and a

passing score on the specialty area test in School Psychology administered by Praxis

Although the NCSP is not a requirement for Colorado licensure in School Psychology, the NCSP

may prove advantageous both for students stay in Colorado and those who eventually want to

work as School Psychologists in other states. In Colorado, school psychologists with the NCSP

are eligible for a stipend through the Colorado Department of Education. Moreover, national

certification requirements have established a national standard for professional preparation in

School Psychology, and holding the NCSP identifies the student as a person who met that

standard. School districts recruiting from out of state are better able to judge a student's training

when they have satisfied these national criteria. Thirty-three states automatically grant state

licensure to nationally licensed School Psychologists, and other states modeled their licensure

requirements after those of the national licensure. As such, the NCSP often makes getting the

school psychologist credential in other states much easier.

Maintaining a credentials file

Students are advised to maintain a personal credentials file documenting their professional

training including:

 Course syllabi for all graduate courses

 Course waiver/transfer documentation for any waived requirement and transfer requests

 Written plan, hours log, and final evaluation for all internship/practicum/externship

placements

 Comprehensive exam and case study evaluation forms

SEHD policy requires that all student files be purged five years after a student graduates. Without

personal records, students could find it difficult to document their professional training to any

State Department of Education, licensing board, or professional credentialing agency. At a

minimum, students should keep copies of syllabi and practicum, externship and internship logs.

Leave of Absence

Students who need to leave a the PsyD program in School Psychology for a period of time should

determine in consultation with their Program Director whether a petition for leave of absence is

required for up to one (1) year. Approved leaves of absence do not automatically extend the time

limits for earning a degree or certificate, but they may be cited as supporting documentation to

request an extension if needed. Requests for leaves of absence that exceed one (1) year will not be

approved unless the Program Director provides the Dean with a compelling justification why

such action should be approved. Students who are absent for longer than one (1) year will be

considered to have withdrawn from the Program and will be required to reapply for admission.

Students who discontinue coursework for more than a year without arranging for a leave of

absence will need to reapply to the program, in competition with all other new applicants. The

Request for Leave of Absence can be found at https://graduateschool.ucdenver.edu/forms-

resources/resources.

Chapter 4: Supervised Experiences

Requirements for licensure in School Psychology include 2400 hours of supervised experience,

including 7 graduate semester hours of supervised practicum (500+ hours), 6 graduate semester

hours of externship (500 clock hours), and an 8 graduate semester hour internship (1500 clock

hours). The practicum in School Psychology is intended to be the first opportunity for students to

practice the use of school psychological skills in an applied setting under the supervision of a

licensed, practicing School Psychologist and the university practicum supervisor. The Advanced

Practicum in Psychological Assessment is supervised by a licensed psychologist and provides

students with the opportunity to complete at least one comprehensive psychological evaluation of

a Counseling Center client. Externship involves supervised practice in providing comprehensive

psychological services to children, youth and families in clinical settings and is supervised by

practicing mental health providers, licensed psychologists or school psychologists. The internship

in School Psychology is intended to be an opportunity for students to progressively assume the

professional role of a School Psychologist with supervision. Interns spend >1500 clock hours

practicing as a School Psychologist under the supervision of a licensed psychologist. The

practica, externship, and internship provide opportunities for students to integrate discrete skills

acquired through academic coursework to address real problems in actual settings.

General Guidelines for Supervised Experiences

Responsibilities of the Student. Students who enter into supervised experiences as part of

their university training program are practicing under the licensure and authority of their Site and

University Supervisors. It is imperative that the student’s work never threaten the integrity of the

supervisors’ credentials. To ensure that this is the case, students are expected to meet the

following responsibilities:

1. Students will maintain a standard of professional behavior that includes being prepared,

punctual, accurate, appropriately maintaining client records and materials, maintaining a

professional appearance while in the field setting, respecting the legal and ethical

confidentiality of clients and colleagues, and utilizing appropriate sensitivity and concern

with colleagues.

2. Students will assume primary responsibility for developing and monitoring the practicum or

internship written plan governing their supervised experience. All practicum and internship

plans should be approved by the site and university supervisors and submitted within 2

weeks after the start of the placement.

3. Students will meet with Site and University Supervisors as required.

4. Students will attend supervisory meetings with the University Supervisor as scheduled

during the term for supervision and to review the placement experience.

5. Students will maintain an accurate log of all hours spent in placement-related activities, and

will review this log with the on-site supervisor at appropriate times, and will submit this log

to the university supervisor monthly. (See Appendix E)

6. Students will incorporate representative work products, after first blacking out identifying

information to preserve client confidentiality for case studies.

7. Students will sign all reports with a title that clearly represents their training status, such as

“Practicum Student in School Psychology”, School Psychology Extern”, or “School

Psychology Intern.” Reports of practicum students should always be co-signed by the

supervising Psychologist/School Psychologist; in some cases, districts or agencies may also

require interns reports be co-signed.

8. Students will follow the schedule of the school district/agency in which they complete their

placement unless an alternative schedule is specified in their written plan.

9. Students will participate actively in professional supervision, keeping their supervisors

informed of all activities they engage in, including requesting additional supervision as

required, participating in self-evaluation activities, and participating actively in group

discussions that are held during regularly scheduled practicum or internship class meetings.

10. According to the University attorney, the extent of liability coverage for public employees in

Colorado is $150,000 per incident or $400,000 for multiple incidents. Students are required

to get their own malpractice insurance when enrolled in field experience classes (practicum,

externship, and internship). This can be obtained at a fairly low cost through the National

Association of School Psychologists or the American Psychological Association.

11.

Responsibilities of the Site Supervisor. Practicing school psychologists. licensed mental

health professionals, or psychologists who assume the role of supervisor for a student-in-training

are committing to three different roles: (1) that of the student’s mentor, providing personal

support and professional guidance as the student adapts to the professional demands of School

Psychology; (2) that of the student’s critic, carefully evaluating the adequacy of the student’s

skills and his or her suitability for the professional role of school psychologist and (3) that of the

student’s instructor, providing direct instruction in skills that cannot be acquired outside of the

applied setting or recommending additional instruction through the university program when that

is appropriate. Satisfying these sometimes contradictory roles requires considerable reflection and

careful decision making. Specific responsibilities of the Supervisor include:

 Site Supervisors will review, critique, and contribute to the student’s written practicum or

internship plan for the placement experience so that it realistically reflects the opportunities

available to the student in the placement site.

 Site Supervisors will direct the implementation of the placement plan through case

assignment, incorporating the student into ongoing site activities, and monitoring student

participation in the supervisor’s own activities.

 Site Supervisors will supervise the student’s daily activities by preparing the student for

unfamiliar situations, guiding the student through new activities, and reviewing and

discussing completed activities with the student.

 Site Supervisors will provide at least two hours of individual, face-to-face supervision per

week except when a student works less than 10 hours per week, in which case, the supervisor

should provide at least 1 hour of face-to-face supervision.

 Site Supervisors will immediately inform the University Supervisor of any student behavior

that interferes with the student’s effective professional practice in the placement site.

 Site Supervisors will evaluate the student’s demonstrated skills through review, discussion,

direct observation, feedback from other school personnel, and review the student’s work

products including written reports, case notes, and related documents. As part of this

evaluation, the Site Supervisor will complete a mid-placement and final written evaluation of

the student’s performance in the placement site.

 Site Supervisors will review the student’s log of hours, require modifications as needed, and

attesting to the accuracy of the final log.

 Site Supervisors will ensure that the student’s practice is consistent with current legal-ethical

guidelines of the profession including the NASP Principles for Professional Ethics and Ethical

Conduct and Professional Practices (NASP), and the Ethical Principles of Psychologists and

Code of Conduct (APA).

Responsibilities of the University Supervisor. The ultimate responsibility for the student's

training rests with the University Supervisor. The University Supervisor is responsible for the

following:

 The University Supervisor will recruit placement sites and certify that these meet the

program standards, as specified elsewhere in this manual.

 The University Supervisor will guide the assignment of students to placement sites and

coordinate the student’s application to Site Supervisors for establishing placements.

 The University Supervisor will evaluate the adequacy of the practicum or internship plan for

supervised experience as written by the student with consultation from the Site Supervisor as

needed to assist with planning and evaluation.

 The University Supervisor will visit the site supervisors as needed during the placement,

making at least 2 evaluative visits per year (start of the experience and an end-of-year site

visit / evaluation).

 The University Supervisor will supplement the Site Supervision by directing class meetings

of students.

 The University Supervisor will review progress made by the student and is responsible for

assigning the student’s final grade for the placement.

 The University Supervisor will ensure that all of the student’s supervised placements are

coordinated so that they represent a diversity of experiences, with opportunities to address a

broad spectrum of professional problems, with ethnically diverse children, and with diverse

age ranges.

Log of contact hours. Students are expected to maintain a detailed electronic log of all the

hours spent in the supervised experience. For each recorded date, the log should specify the

number of hours spent in the supervised placement, the activities engaged in, and the nature and

extent of any supervision received. Students may choose to use the Time2Track hours-tracking

tool or other time tracking tool to track field experience hours; however there is often a fee associated

with these tools. Students can also use the form provided in Appendix E. The Site Supervisor will

review the final log to attest to its accuracy. The placement is not considered complete until the

reviewed log has been submitted to the University Supervisor.

A limited number of off-site activities may be included in the student’s log of hours in the

placement. These include:

 Up to 10% of the total recorded hours may be spent in preparation for activities at the

placement site, including scoring and interpreting test protocols, preparing materials or plans

for individual or group interventions, writing reports or case notes, reading related to

placement activities, and other preparatory activities deemed appropriate by the Site

Supervisor.

 Up to 8 hours per day may be recorded for attending the Colorado Society of School

Psychologists fall convention, the convention of the National Association of School

Psychologists, the APA Annual Convention, or similar conventions as approved by the

University Supervisor.

 Actual clock hours may be recorded for the time spent in practicum, externship, or internship

class meetings held with the University Supervisor. The student may not use these contact

hours as supervision hours.

Practicum in School Psychology

Definition of Practicum. The practicum in School Psychology is a 6 graduate

semester hour experience intended to prepare students for the diverse roles and responsibilities

they will be asked to perform during the clinical externship and internship in School Psychology.

A minimum of 500 clock hours of practicum must be completed over the course of the academic

year. This averages to about 2-3 days a week at the practicum site. Students must first complete

prerequisite courses. The practicum provides students with their first opportunity to apply discrete

school psychological skills in a public school setting under the supervision of a practicing school

psychologist and the university practicum supervisor.

Prerequisite Courses for the Practicum. School Psychology students must earn a grade of

B- or better in the following prerequisite courses prior to enrolling in the practicum:

• SPSY 6100: Professional and Legal Issues in School Psychology

• SPSY 6150: Psychoeducational Assessment I

• SPSY 6160 Psychoeducational Assessment II

• SPSY 5600: Functional Behavior Assessment and Planning

If a student has had these courses at another institution and the credits were approved for transfer

or waiver, the prerequisite courses are considered to be met.

Applying for the School Psychology Practicum

Practicum application “season” typically happens in the late winter or early spring once districts

have completed internship placements. At that time the university practicum supervisor reaches

out to districts to determine whether they plan to take practicum students and the application

process they plan on using. This information is then compiled and disseminated to students who

are applying to practicum. Students are typically advised to apply to approximately two districts,

based on their training goals, professional needs, geography, etc. Both the university practicum

supervisor and faculty advisors are available to support students in determining where to apply.

Once students know where they will be applying, they need to follow the district’s process (which

the university coordinator will relay as mentioned above) to apply. Most districts ask students to

submit a letter of interest and a CV. Some districts may ask students to complete an informal

interview before making decisions. Both the university supervisor and faculty advisors are

available to support students in preparing and reviewing materials. Students are advised to consult

with either their faculty advisor and/or the university supervisor before accepting or turning down

offers. Once a student has accepted a placement the district will ask them to complete the district

HR process. Students also need to inform the university supervisor about their placement, their

supervisor’s name, and their supervisor’s contact information. Students should ensure that they

know how to reach their supervisor and have a start plan before supervisors and students are out

of contact for summer break. Students are expected to start practicum when the school district

staff begin their year, which is often before the university is back in session.

Requirements for practicum settings

School Psychology practicum sites must provide appropriate school psychology experience and

adequate supervision from a credentialed and experienced school psychologist. To provide

appropriate school psychology experience, a site must be in a school setting. The primary role of

the School Psychology student in all settings should be the provision of preventative and remedial

mental health services to pre-school or school-aged children and youth. Practicum settings should

provide services to a diverse group of students including students with and without disabilities,

and from families of differing ethnic, cultural, and economic backgrounds.

Regular supervision must be available from a credentialed School Psychologist. The Site

Supervisor should have been employed by the agency for a minimum of two years, and where an

agency serves multiple sites, should have been serving the placement site for at least a year.

Scheduling should permit the supervisor to provide two hours of face-to-face supervision per

week or one hour of weekly face-to-face supervision for students spending less than 10 hours

weekly at the placement site. The Site Supervisor should have the flexibility to schedule this

supervision at a convenient time. If the site supervisor is not licensed as a psychologist, the

university supervisor will be available to provide additional weekly supervision.

Required Activities for Practicum

Practicum students are required to demonstrate that they have successfully practiced school

psychological skills in an applied setting prior to beginning the internship. Specific objectives

have been developed by the program faculty for the fulfillment of the School Psychology

practicum. These objectives will be individually revised to meet the needs of each university and

field supervisor and the student. Specifically, students will be expected to demonstrate that they

have met the following practicum objectives:

1. Observe the organization and administration of school settings. This may include

activities such as:

a) Attend faculty and/or other building staff meetings, as appropriate and/or necessary. You

may do this regularly or when you are presenting an in-service to the faculty, etc.

b) Become familiar with the record keeping procedures in your school(s) and how to

facilitate the transfer of records between schools and/or districts.

c) Attend a district board meeting and/or Parent-Teacher Association meeting.

d) Attend special services/student services team meetings as often as is appropriate and/or

necessary.

e) Attend pre-referral/child-study/RtI/care and concern meetings as appropriate and/or

necessary.

f) Participate in IEP meetings (student should move from attending to facilitating by the

end of practicum). This activity is required.

2. Conduct and report the results of comprehensive psychoeducational evaluations of

cognitive abilities and social emotional functioning for at least one PreK-12 student.

All practicum students are required to administer, score, and write up the results of at least

one cognitive, social-emotional, and adaptive assessment.

Practicum students are required to complete at least one evaluation with a child from a

culturally diverse background as well. This activity is required as part of SPSY 6410.

Ideally, clients should represent a wide range of linguistic and cultural backgrounds and

should present with a range from mild/moderate to severe cognitive and emotional/behavioral

needs. Activities described above will most likely (though certainly not always) occur in an

integrated, holistic manner in which the needs of the whole child and their immersion in

problem-situations are considered.

3. Conduct an assessment and intervention focused on social-emotional/behavioral

functioning AND an assessment and intervention focused on academic functioning. This

activity is required. These activities may take place in collaboration/consultation with

another professional. You should include the following activities:

a) Observe child behavior, teacher practices and the classroom/ecological context.

b) Identify target behaviors and/or other areas that require intervention

c) Collect data appropriate to the referral questions and other concerns which may emerge

d) Develop an intervention plan appropriate to the referral questions and other concerns

which may have emerged

e) Implement the plan, monitor progress, document your observations, adjust intervention

plan as appropriate, and provide appropriate feedback and consultation

f) Evaluate intervention outcomes

4. Provide individual counseling to a student regarding a personal, social or emotional

problem. Experience with a counseling case is required for SPSY 6350, but you should

also gain additional experience with counseling, including the following activities:

a) Maintain regular session notes on all contact with the student(s)

b) Establish case objectives

c) Monitor progress towards those objectives

d) Review the progress of the counseling case with a supervisor after each session.

5. Provide systematic consultation to a teacher, administrator or parent regarding a

student’s personal, social, academic, or emotional needs. This is required as part of SPSY

6450 and should include the following activities:

a) Maintain regular session notes on all contact with consultees

b) Establish objectives appropriate to the referral questions and other concerns that may

emerge

c) Monitor progress towards those objectives

d) Review the progress of the counseling case with a supervisor after each session.

6. Serve as a co-facilitator or facilitator of a small group intervention for children or

adolescents. This is required as part of SPSY 6400, although more group facilitation is

encouraged, including the following activities:

a) Participate in planning the group

b) Participate in securing approval for the group

c) Conduct library research on the topic as needed

d) Plan topics and evaluation procedures

e) Implement the group plan and evaluate student progress and/or success of the intervention

Your independent group facilitation may appropriately occur when you and your site

supervisor(s) concur that your skills have developed to a degree sufficient to facilitate your

own small group experience.

7. Provide a classroom based affective education intervention for children or adolescents

including the following activities:

a) participate in planning the group

b) participate in securing approval for the group

c) conduct library research on the topic as needed

d) plan topics and evaluation procedure

e) implement group plan and evaluation

8. Participate in a professional development experience, such as the annual conference of

the Colorado Society of School Psychologists or other professional conference(s) (relevant

to school mental health practices). No more than 10% of your hours may come from

conferences or professional development experiences.

9. Attendance of (monthly) practicum meetings. Students may miss one meeting a semester.

Please remember, you are expected to construct a role for yourself that meets the needs of

your particular practicum site and is consistent with your previous experiences and your

contemporary interests and concerns. The objectives written above are meant to guide you in

the process of tailoring a meaningful, well-balanced practicum experience. Beyond such

requirements and suggestions, it is your responsibility (with support from university and

district supervisors) to construct a role which is unique, and tailored to your professional

needs and interests.

Behavioral Competencies for Practicum

In addition to required assignments and activities, described above, there are a number of competencies that

students are expected to have by the end of practicum year. These are objectives that students and supervisors

should have in mind throughout the year and be working towards.

By the end of practicum, you should be able to:

▪ Assessment

o Independently administer a range of assessment tools (a minimum of one independently

administered cognitive assessment, one social emotional, one behavioral, and one adaptive

measure.)

o Score all assessments with very few errors

o Write a school-based special education evaluation report with minimal input from supervisor

o Share assessment findings during an IEP meeting

▪ Data

o Collect a range of types of student data relevant to all areas of functioning, via both formal

measures (e.g., cognitive assessment, curriculum based measures, standardized social-emotional

tools), as well as informal measures (e.g., interviews, observations, etc.).

o Monitor student progress (pertaining to intervention effectiveness and IEP goals) using data

o Graph and describe data to families and school professionals

▪ Intervention

o Design an intervention plan to address a common student need (e.g., social skills, anxiety)

o Gather and consider information from multiple sources to conceptualize a student’s challenges

o Modify intervention strategies based on progress monitoring data

▪ Consultation

o Provide support to a school professional and/or primary caregiver using consultative approaches for

a high frequency student problem (e.g., behavior, attention, engagement)

▪ Special Education

o Recognize eligibility criteria for different special education categories and differentiate between

them

o Identify all parts of an IEP document and what information is included

o Have experience writing, or helping write, an IEP document (e.g., present levels, IEP goals)

▪ Individual and Cultural Diversity

o Through individual reflection and supervision activities, identify individual biases and stereotypes

and how these may impact the provision of school psychology services

o Research and explore the needs of the school populations and the community services that may

support these needs (e.g., unhoused population, food insecurity, policing). This can be done through

such activities as supervision, internet searches, attending community meetings, reviewing parent

satisfaction surveys, and contacting community partners)

▪ General

o Know how to access student record information and be familiar with what is typically found in a

student record

o Demonstrate developing understanding of professional growth and self-reflection through

practicum goals, planning, supervision, seeking support when appropriate, and self-reflection.

o Recognize legal and ethical considerations for service provision and seek information or support

commensurate with the situation

The Written Practicum Plan

A written plan for the practicum must be approved early in the student’s practicum experience. Your practicum

plan is an opportunity for you and your on-site supervisor to discuss your individual goals and determine what

experiences you would like to have during the year, both those that are required and additional areas of interest and

growth. While writing this plan is primarily the student’s responsibility, the final plan must be reviewed and

approved by both the School-Based Supervisor and the University Supervisor

The practicum plan should describe the following details of the practicum experience:

 The number of practicum hours to be completed and the students anticipated schedule.

 The name and credentials of the district supervisor(s).

 The number of hours of individual and group supervision that will be provided.

 The goals the student aims to complete at the practicum site.

 Specific activities the student plans to complete to work towards their goals and required

competencies

 Signatures of student, District Supervisor, and University supervisor

Additional Responsibilities

1. Throughout the duration of your practicum it is critical that you identify yourself as a "Practicum Student in School

Psychology" when engaged in professional activities. Use this title on all official reports and correspondences.

2. All written reports must be reviewed and co-signed by your on-site supervisor. These may be reviewed periodically with

the district and university supervisor(s).

Practicum Supervision

Practicum students in School Psychology will have completed formal course instruction in the skills to be performed at the

practicum site but will not have significant applied experience. As a result, they will need close supervision when working in

their practicum site. Early practicum experiences would appropriately consist of observations and working alongside the

experienced supervisor; by the end of the practicum, students should be able to perform many school psychological services

independently while subsequently reporting to the supervisor. In most cases, it is inappropriate for students to provide direct

services while an appropriate supervisor is not in the District. The goal of practicum supervision, then, is to move the student

from observation of the supervisor to guided practice in the presence of a supervisor to independent practice with backup

from a supervisor immediately available.

Evaluation of Student Performance on Practicum

Grades for a student's School Psychology Practicum are assigned by the University Supervisor. They are based upon three

criteria: the evaluation provided by the Site Supervisor, evaluation by the University Supervisor of any written products of

the practicum, and the extent to which the student met formal requirements for the practicum including planning and

evaluation exercises and participation in individual and group supervision.

The Site Supervisor's written evaluation of a student's applied school psychological skills is required before a practicum

grade will be submitted. Site Supervisors will generally evaluate students using a standard evaluation questionnaire,

supplemented with any additional comments that may be written in the margins. (See Appendix F for a copy of the

Practicum Evaluation Form.) If minor deviations from this procedure are requested by the District Supervisor these should be

incorporated into the practicum plan. Passing grades (B- or better) will be given by the University Practicum Supervisor

when the work products and District Supervisor's evaluations document that the student is demonstrating adequate progress

in acquiring skills needed to practice independently in the School Psychology Clinical Externship and Internship. Grades

below a B- will be given when student evaluations document that the student's skills are not sufficient for independent

practice in the Clinical Externship or Internship.

Written products of the practicum will be submitted to the University Supervisor. These may include written psychological

reports, case notes, intervention plans, consultation notes, or other written documents. In every case, students should black

out all identifying information before submitting these materials. Criteria for evaluating these materials will be established by

the University Supervisor and will be described to students during the practicum class meetings.

Clinical Externship

Definition and requirements. Externship allows for further development and refinement of previously learned skills and

development of more specialized skills occurs at an advanced level. This placement is completed in a clinical setting such as

a hospital, clinic, day treatment center, or center-based program during the student’s third year, and entails a commitment of

approximately 2 full days/week for two semesters, accumulating approximately 500 clock hours. This is completed under on-

site individual supervision along with on-campus individual and group supervision. Students continue to engage in daily

reflective practice. Evaluation of students at this level is based on site supervisor evaluations (using a competency-based

rating scale designed specifically for that experience), supervision participation, and completion of all assignments. These

formal evaluations are completed twice each year (once per semester).

Prerequisite courses for externship.

All students must have completed SPSY 6911 School Psychology Practicum and related requirements.

Applying for the clinical externship.

Arranging for appropriate externship varies from site to site. Most have formal application procedures and some require

interviews. Letters of recommendation may be required. Students should meet with their advisor the fall before Externship to

explore placement options. Once a Clinical Externship is accepted, the student must complete and submit an Externship

Proposal Form to the University Externship Supervisor (See Appendix G).

Requirements for externship sites. Clinical externship sites must provide appropriate psychological experiences and

adequate supervision from a credentialed and experienced licensed mental health professional, psychologist or school

psychologist. To provide appropriate experience, a site must clinical in nature. For example, a hospital, clinic, day treatment

center or school-based center program. The primary role of the School Psychology student should be the provision of

preventative and remedial mental health services to pre-school or school-aged children and youth. Ideally, these settings

should provide services to a diverse group of students including students with and without disabilities, and from families of

differing ethnic, cultural, and economic backgrounds.

Regular supervision must be available from a licensed mental health professional, Psychologist or School Psychologist.

Ideally, the Site Supervisor will have been employed by the agency for a minimum of one year. Scheduling should permit the

supervisor to provide two hours of face-to-face supervision per week or one hour of weekly face-to-face supervision for

students spending less than 10 hours weekly at the placement site. The Site Supervisor should have the flexibility to schedule

this supervision at a convenient time. If the Site Supervisor is not a licensed psychologist, the University Supervisor will be

available for weekly supervision as needed.

Externship supervision. School Psychology Externs will have completed formal course instruction in the skills to be

performed at the externship site but may not have significant applied experience specific to the requirements of the

externship site. As a result, they will need close supervision when working in their externship site. Early experiences would

appropriately consist of observations and working alongside the experienced supervisor; by the end of the externship, they

should be able to perform many psychological services independently while subsequently reporting to the supervisor. In

some cases, it is inappropriate for students to provide direct services while an appropriate supervisor is not onsite. The goal

of externship supervision, then, is to move the student from observation of the supervisor to guided practice in the presence

of a supervisor to independent practice with backup from a supervisor immediately available.

Evaluation Student Performance on Externship. Grades for a student's School Psychology Externship are assigned

by the University Supervisor. They are based upon two criteria: the evaluation provided by the Site Supervisor and the extent

to which the student met formal requirements for the externship exercises and participation in individual and group

supervision.

The Site Supervisor's written evaluation of a student's applied school psychological skills is required before an externship

grade will be submitted. Site Supervisors will evaluate students using either an evaluation questionnaire designed specifically

for the particular externship site and experiences or the form provided in Appendix H.

Doctoral Internship in School Psychology

Definition of the internship. The required 1500 clock hour internship in the School Psychology PsyD Program is a

culminating experience in the program’s course of study that is completed for academic credit. The internship is intended to

provide training and professional competency development that aligns with the School Psychology specialty as outlined by the

APA Commission on Accreditation. All internship sites must include a primary emphasis on providing breadth and quality of

experiences, attainment of comprehensive school psychology competencies, and integration and application of the full range

of domains of school psychology. Via the 1500 clock-hour internship, the integration of professional competencies is practiced,

and students are prepared to function as independent school psychologists. Unlike the practicum and clinical externship, where

students practiced specified skills under supervision, the intern should assume the full and established role of school

psychologist in the placement site with appropriate supervision. Additionally, the internship is administered primarily by the

internship setting although internship supervision remains the joint responsibility of the university and the internship setting.

Consistent with requirement by the National Association of School Psychologists (NASP) and the Colorado Department of

Education (CDE), the CU Denver PsyD program requires that at least 600 hours of the 1500 clock hour internship be

completed in the school setting. A ‘‘school setting’’ is one in which the primary goal is the education of students of diverse

backgrounds, characteristics, abilities, disabilities, and needs. Generally, a school setting includes students who are enrolled

in Grades pre-K–12 and has both general education and special education services. The school setting has available an

internal or external pupil services unit that includes at least one state credentialed school psychologist and provides a full

range of school psychology services (NASP, 2020).

Prerequisites for the internship. Interns in school psychology have typically completed all or nearly all formal course

instruction in the School Psychology program. The one exception is the credit hours for Capstone (SPSY 8980). With

approval of the student's University Supervisor and advisor, students may be permitted to enroll in one course per term

(providing that the course is not a core School Psychology course) simultaneous with the internship. Students will be

expected to clear all grades of Incomplete on their academic record prior to enrolling in the internship. Interns in School

Psychology must have successfully completed their School Psychology practicum and externship wherein they practiced the

most essential school psychological skills independently, passed comprehensive exams, been admitted to Candidacy by the

Graduate School, and completed their Capstone proposal. Students should confirm with their faculty advisor that they have

meet all prerequisites for internship.

Requirements for internship settings. All internship sites, including those in the school setting, must be a collaboration

between the school psychology program and internship placement agency that is consistent with program goals and assures

attainment of competencies by interns. The internship setting should be one in which psychological services are provided to

children and adolescents. At least 600 hours of the internship must be completed in a school (school-based Externship hours

may be used for this purpose although must be approved by the program for this purpose), but approval may be requested for

completion of the remaining 900 hours in a clinic, hospital, or other appropriate setting. All approved settings must provide

opportunities for the intern to: engage in a full range of professional activities as defined below; serve a diverse range of clients

including those with and without disabilities from families of varying ethnic, cultural, and economic backgrounds; and receive

appropriate supervision from a credentialed psychologist employed by the agency.

Potential internship placements.

Option 1: Students are

STRONGLY ENCOURAGED

to do this option. The student applies to and is accepted for

an internship accredited by the American Psychological Association and/or the Association of Psychology

Postdoctoral and Internship Centers. Because the number of APA-accredited or APPIC approved internships in the

greater Denver area are extremely limited and don’t always accept doctoral students in school psychology, this option

usually requires relocation for one year. Deadlines for applications are in the fall (November). Placements are usually

announced by the last Monday in February for approximately a July 1 start date. Please consult with the Doctoral

Internship Coordinator in preparing an application. If the APPIC site does not include a school-based rotation, the

student will need to complete the required 600 school-based hours at another site (e.g., local school district) that meets

all requirements as outlined above and in the Internship Agreement (Appendix K).

Option 2: The student applies for and is admitted to an internship in a school and/or non-school setting in the

Colorado. This option is recommended for students who want to supplement their training and experience as a

psychologist in school settings with training and experience as a psychologist in non-school settings. The School

Psychology program must approve the internship site and plan. Option 2 internships must meet the guidelines of the

Council of Directors of School Psychology Programs (CDSPP) for program approval. The internship should consist

of an organized sequence of activities that meet current DORA regulations for licensure as a psychologist in the state

of Colorado. Licensed psychologists must provide the internship supervision. An Internship Agreement must be

completed and signed by the Field Supervisor, the intern, and the University Internship Supervisor (Appendix K)

Applying for the internship. During the student’s practicum and externship, students will revise their curriculum vita,

receive information about potential internship sites and learn about the procedures they will be required to complete in

securing a placement. APPIC internships tend to have relatively early deadlines, some as early as November 1. Students

interested in Association of Psychology Postdoctoral and Internship Centers (APPIC) internships are encouraged to explore

various internship options and procedures on the APPIC site (http://www.appic.org/). The CU Denver School Psychology

program is an APPIC Doctoral Program Associate and our students have access to all APPIC resources (use DPA #498).

Most school districts in Colorado have application deadlines in late January or early February for internships beginning the

following fall. Information regarding application requirements and procedures for school-based internships will be emailed

out to the student listserv by the Program Director as this information becomes available.

In order to be cleared for enrollment in a school psychology internship, PsyD students are to have completed all coursework

and passed their comprehensive exams. In rare cases, students may be allowed to take one course per semester concurrent

with their internship. These may not be core SPSY courses.

Internship Acceptance Policy. Students who participate in the APPIC match are reminded that the match is

binding – in other words, once matched, the intern is expected to complete their internship at that site. Students

who interview for non-APPIC internships are not to accept an internship offer until approval is given by the Program

Director or Director of Clinical Training. Verbal acceptance of an internship is considered binding by program faculty

and breaking such an agreement will be considered by the faculty to be unethical and unprofessional. In extenuating

circumstances students can petition the faculty for permission to change internship sites. Once an internship is accepted, the

student must complete and submit an Internship Plan to the University Internship Coordinator (See Appendix J).

Applying for the Internship License/Authorization. Students who obtain an approved school-based internship in

Colorado must apply for an Intern Authorization or TEE from CDE prior to beginning internship. You are allowed to

practice for one year under an Intern license and are eligible to receive pay with this license. This license formalizes your

position as an intern both with CDE and with your district. Forms are available from CDE or your university supervisor.

Students who complete internship out of state will need to comply with relevant state licensure statutes.

Requirements for internship settings. The internship setting should be one in which psychological services are provided

to children and adolescents. At least 600 hours of the internship must be completed in a school (school-based Externship hours

may be used for this purpose as long as all requirements are met as outlined in the internship agreement), but approval may be

requested for completion of the remaining 900 hours in a clinic, hospital, or other appropriate setting. All approved settings

must provide opportunities for the intern to: engage in a full range of professional activities as defined below; serve a diverse

range of clients including those with and without disabilities; from families of varying ethnic, cultural, and economic

backgrounds; and receive appropriate supervision from a credentialed psychologist employed by the agency. All internship

sites must meet requirements outlined in the Internship Agreement (Appendix K).

Credit for prior internships: For those students who come into the program with a graduate degree in School

Psychology, the 600 clock-hour school-based internship requirement may be waived. Such waivers will only be

approved if the internship was preceded by appropriate graduate coursework and practica and included a range of

activities consistent with both program goals and NASP standards. In addition, documentation of internship and

associated supervision must be provided (this can be in the form of the NCSP or licensure as a school psychologist

by the Colorado Dept. of Education), as well as evidence that the student has continued to utilize the resulting

knowledge and skills on a continuous basis since the time of the internship.

Internship activities. During the internship experience, students must demonstrate the Profession-Wide

Competencies as described in the APA Standards of Accreditation to begin effective practice as psychologists.

Additionally, consistent with requirements of NASP, interns must also demonstrate effective school psychology

service delivery evidenced by direct, measurable, positive impact on children, families, schools, and other

consumers. This impact is demonstrated via the required Professional Practice Case Study completed by the student

during internship (see information below).

As such, your internship site must provide a variety of opportunities such that you are able to develop the beginning

level competencies expected of a School Psychologist and as outlined in the School Psychology Internship

Evaluation Form (see Appendix M). In brief, a student's plan of internship activities should meet the following

standards:

a) Provide for training in a range of psychological service activities. Specifically, the intern should spend at least 10% and

no more than 50% in each of these activities: assessment, direct psychological intervention, and consultation.

b) Provide for training in services to children and youth of various ages, cultural backgrounds, and various presenting

problems. Services to children and youth with disabilities should incorporate children having various handicapping

conditions.

c) Involve the intern in all major professional functions provided by psychologists employed at that site.

d) Incorporate scheduled and unscheduled opportunities to interact with other professionals in at the site.

e) Assign at least 25% of the intern’s time to direct client contact.

f) Provide the intern with opportunities to engage in regularly scheduled training activities with other interns and

professionals, including didactic seminars, inservice programs, grand rounds, attendance at professional conventions,

and meetings with other professionals.

g) Assign at least two hours per week to scheduled individual supervision with a licensed psychologists and at least two

other hours of supervision per week (individual or group) with a mental health professional appropriately credentialled

for the site.

Written Internship Plan. Interns at non-APPIC sites must develop a written plan for the internship to be approved

within the first two weeks of the internship placement. In their plan, students are expected to describe a role that fits both the

program requirements and the particular internship site. While writing this plan is primarily the student's responsibility, the

final plan must be reviewed and approved by both the Site Supervisor and the University Supervisor. The Internship Plan

template included in Appendix L should be used to develop the internship plan.

Internship Supervision. The internship is a culminating training experience that occurs only after successful completion

of all core coursework and of required supervised practica and externship. Internships are designed to be sequential,

cumulative, and graduated in complexity. As such, there will be increased expectations for the interns’ performance in the

core competencies as their knowledge, experience, and expertise grow and develop. As the year progresses, interns will be

assigned more difficult and complex tasks based upon their level of competency. Initially working under close supervision

of experienced and skilled staff members, students will be expected to work with increasing independence as they develop

individual competencies.

Internship supervision in the school setting is typically provided by a doctoral level school psychologist who holds a license

in School Psychology from the Colorado Department of Education, is licensed as a psychologist by the state board as

required by the Colorado State Board of Psychologist Examiners, has at least 3 years of experience as a school psychologist,

and employed at the site for at least one year. Students completing internship in other states must be supervised by

appropriately credentialed school psychologists and psychologists. If the student is completing a portion of the internship in a

non-school setting, the site supervisor must be a Licensed Psychologist. If supervision will be provided by more than one

school psychologist/psychologist, one person should be identified as the primary supervisor who will be responsible for the

overall integrity and quality of the internship experience and who will certify that immediate access to a supervisor is always

available. This person should be a licensed psychologist.

Interns should receive at least 2 hours of individual supervision (face-to-face or telesupervision) from a licensed psychologist

each week of the internship. In addition, the intern should be provided with at least 2 hours of additional supervision (group

or individual) by appropriately credentialed mental health professionals, as well as regularly scheduled learning activities

(e.g., case conferences, seminars, grand rounds) per week.

University Supervision. School Psychology Intern will also have a University Supervisor who will consult with the Site

Supervisor and intern at least three times over the course of the academic year. Typically, site visits will take place at the

beginning, middle and end of the internship year and phone and/or email contact will occur in-between. Additionally, interns

at non-APPIC sites will meet monthly with the instructor of the School Psychology Internship seminar course. These

seminars may be be in person or virtual.

Evaluation of the internship. Grades for the internship are assigned by the University Supervisor and are based upon the

Site Supervisor’s evaluation of the student’s performance indicating that the student is ready for independent practice, as well

completion of course requirements (submission of logs, completion of the Professional Practice Case study. For non-APPIC

sites, the Site Supervisor will evaluate students using the evaluation form found in Appendix M, supplemented with written

comments. Internship is graded with a letter grade.

Professional Practice Competency Case Study

The School Psychology Program requires candidates to complete and submit a problem-solving case studies that align with

the Nationally Certified School Psychologist (NCSP) requirements. The Case Study is a comprehensive treatment project

that (a) use the problem-solving model, (b) involve thorough assessment processes, (c) implement evidence-based

interventions, and (d) evaluate outcomes via multiple sources including objective measures of treatment effectiveness, data

on treatment integrity, and feedback from participants (e.g., teacher, parents, student). The Professional Practice Case Study

reflects the School Psychology Program’s professional values, particularly the emphases on data-based decision making and

educational/psychological treatment outcomes.

The case study is a requirement of Internship. The case study must focus on a child or youth who exhibits social-emotional

challenges. The requirements for the Professional Practice Case Study are designed to mirror the NCSP case study

requirement and is evaluated using the NCSP scoring rubric (see Appendix N). The Case Study must be submitted via

LiveText no later than March 1 of internship year of the program. The case study should be no more than 10-15 pages long

including charts and graphs. Students who pursue their internships in hospital or other non-school settings should complete

their case study during their 600 hours of school-based internship.

Case Study Guidelines

See application guide at: http://www.nasponline.org/standards-and-certification/national-certification/apply-for-the-ncsp

a. As you choose your Case Study, remember that this is an interventions/problem solving case study. Case studies that

focus on a traditional psychoeducational assessment for eligibility generally are not good choices unless you have

put an intervention into place.

b. To aid in reviewing your case study, it is helpful if you divide your paper into the four key areas listed below.

Labeling these sections also is helpful.

c. As you address each of the required areas, be sure to include discussion about the subparts listed for several of the

areas.

d. Be sure to proof read and spell check your case study.

e. Be sure that any graphs tables or figures are labeled.

Section 1: Provide a brief description of the student(s), the context, and the presenting issue. In this description, define the

problem clearly and present data on how the observed performance differs from the norm as well as from the expected level

of performance (if different than the norm). Include a baseline graph of your observations. You will also want to include a

description of who you are working with on this issue and your process for working together. Although this is not a specific

section that you will write up, you will be evaluated on the degree to which your plans reflect legal, ethical, and best

practices. Additionally, you will receive a rating on the degree to which your plans reflect a professional product (e.g.,

spelling, grammar, and organization).

Section 2: In this section, you will want to describe your hypothesis for why the student is performing in the manner

described and incorporate all points of data that lead you and your team to this conclusion. In your hypothesis, be sure to

include a consideration of diversity issues (e.g., ability, culture, SES) that might be playing a role in the identified concern.

Section 3: This section provides a description of the selected interventions, including a thorough description of why they

were selected. That is, how did the data lead you toward the selection of these interventions and how do these interventions

relate to your expected outcomes? You will also want to address whether these interventions are evidence-based. That is, is

there research available to suggest that these approaches are effective in remediating the presenting issue? Other aspects to

consider in your presentation of the selected intervention is the process you used to decide on these interventions and how

you were sensitive to individual differences, resources, etc. in your selection and implementation of these interventions.

Finally, you’ll want to be sure to address the logistics of implementing your plan as well as your process for measuring

whether the plan was implemented as intended.

Section 4: This section reflects your evaluation of your plan. It is expected that you will present graphs that compare the

performance of the student before implementing your plan as well as after implementation. You will also need to include a

single-case statistic (for example, PND or PEM) to measure your intervention’s results. In your evaluation, you will want to

address whether your plan was effective, what leads you to this conclusion, and what you and your collaborative team will do

based on the data. In your presentation, discuss how the plan will be generalize to other settings and how you shared the

outcomes of your intervention.

The rubric in Appendix N will be used to evaluate your case study. It can also serve as an additional guide as you are

developing it. The case study should be no more than 10-15 pages including charts and graphs. There are 26 elements for the

case study (total possible points thus is 26) and you should score at least 21 pts or better (at least 80% or better) for each case

study in order to pass this assignment and demonstrate that your intervention efforts and plan had a positive effect on student

learning and behavior.

Other Policies

Completing Supervised Experiences in Current Worksites. Students occasionally ask to fulfill part or all of their

practicum, externship, or internship requirement by working for a school district or mental health agency in which they are

already employed. Such arrangements are discouraged because objective supervision and appropriate learning experiences

are frequently compromised when a former employee is cast into the role of intern with the joint goals of both learning and

service delivery. Students wishing to complete a practicum, externship, or internship in a setting in which they are or have

been employed must demonstrate to the satisfaction of the School Psychology faculty that they will be functioning in the role

of a trainee.

In order to establish that an experience at an employing agency is essentially one of training, students will need to meet the

following criteria:

1. Use a title on all official reports and correspondence that identifies the students as a practicum

student, extern, or intern in School Psychology for the duration of the supervised work experience.

2. Receive a minimum of two hours per week of supervision from a supervising School

Psychologist//Psychologist/Licensed mental health professional.

3. Have as a supervisor a school psychologist/psychologist (or licensed mental health professional

when appropriate) who meets the experience and credentialing requirements of the university

program.

4. Spend a minimum of two hours per week in scheduled training activities including seminars,

inservice programs, observation of other units, attendance at professional conventions, and meeting

with other professionals.

5. If the student wants to complete both the practicum, externship, or internship in the setting as their

employment, the student needs to clearly define and differentiate practicum, externship, or

internship activities. This is typically accomplished by changing schools, work assignments, or

supervisors. (see note below)

Moreover, the practicum, externship or internship must satisfy all other training requirements of the program including those

listed under “Practicum Objectives”, “Externship Requirements”, and “Internship Activities.” Finally, students will not

typically be permitted to complete the practicum, clinical externship, and the internship except as described above. Despite

the conditions of the internship, the faculty of the School Psychology program is under no requirement to approve internship

placement in a student’s employing agency, and may choose to disallow these on grounds other than those listed above.

Schools Where Family Members are Employed. Students completing supervised placements in School Psychology

will not be allowed to complete their practicum or internship experiences in schools where family members or relatives are

employed. This type of placement may not allow for a neutral learning environment for the student and places the on-site

supervisor in a potential dual role. If the student is inadvertently placed in a school where a family member is employed, it is

the student’s responsibility to notify the university supervisor at once.

Absences and Withdrawals. The completion of supervised placements in Colorado school districts falls under Colorado

Administrative Rules governing student teaching. Once they have committed to a supervised placement, they are considered

to be a member of the staff of the placement site and are subject to the same administrative rules and professional

expectations that would be imposed upon an employee.

Students who are unable to be at their site on a day when they are scheduled to be in their placement must notify their Site

Supervisor as soon as possible, and prior to their first scheduled meeting or activity. Absences cannot count towards the

student’s clock hour requirements; in most cases, students will need to schedule additional days in the district to meet their

practicum or internship requirement.

Absences are considered justified in cases of family emergencies, religious holiday, or serious illness. Absences other than

for these reasons must be approved in advance by the student’s Site Supervisor and the University Supervisor. In most cases,

however, students will be expected to follow the schedule of hours set forth in their written plan for the placement. Students

who have excessive unapproved absences from their placement site will be withdrawn from the placement. The decision to

terminate a placement due to excessive or unexcused absences is the responsibility of the University Supervisor. This

decision is made in close collaboration with the student’s university program advisor and the Site Supervisor.

Technically, students have the right to drop a course early in a given term, and the course will not appear on the student’s

permanent record. However, because of the special nature of supervised placements, and the commitment they represent to

the placement site, students must notify the University Supervisor before withdrawing from a placement. At that point, a

joint meeting of the student, the Site Supervisor, and the University Supervisor will be convened and an end to the placement

will be negotiated. Students are expected to observe all professional and ethical standards in terminating their placement

responsibilities, and any such responsibilities will be specifically described during this meeting. Students who withdraw from

placement without negotiating a withdrawal from their placements responsibilities in this manner will be considered to be

unjustifiably absent from the placement and will fall under the above rules governing unapproved absences.

Unsuccessful Experiences. Students who are unsuccessful during their first practicum, clinical externship, or internship

placement will be given a grade that reflects that lack of success. They may request a second placement assignment and that

request may be approved or denied. Decisions to grant second placement assignments will be based upon the student’s

personal, written statement describing the first placement and the student’s understanding of why it was unsuccessful; and on

a discussion by the student and supervisors of the specific factors that contributed to the student's lack of success. In the

event that a second placement is necessary, students will be responsible for registering for the 2

internship and paying all

fees and tuition due.

A student's request for a second placement assignment will be reviewed by the University Supervisor, the Site Supervisor,

and the student's faculty advisor. This group may deny the student's request, approve the student's request with a modified

plan for remediation, or approve the student's request as written. Students will not be placed in second supervised placements

without intervention to assure that the same concerns are not present in subsequent assignments. Students who are

unsuccessful in two placements will not be permitted to enroll in a third placement, except in highly unusual circumstances;

rather, they will be asked to withdraw from the PsyD program in School Psychology.

Legal Status of Students in Colorado Placements. Students' practice during supervised placements is covered for liability

under the Colorado Governmental Immunity Act. Colorado law states, as part of the "Cooperative Teacher Education Act of

1973" (as amended in 1975):

1. Any student teacher, during the time that each student is assigned to a field experience within a public school, shall be

deemed to be a public employee of the school district within the meaning of the “Colorado Governmental Immunity Act.”

The duties and responsibilities of the student teacher shall be determined by mutual agreement between the school district

and the authorized representative of the college.

2. The student teacher, during his/her field experience, shall be deemed an employee of the school district pursuant to the

provisions of sections 81-2-2 and 81-2-2, C.R.S., 1963, for the purpose of workmen’s compensation and liability

insurance as provided for other district employees.” The student teacher is responsible for his/her own acts unless the

University or public school personnel are materially negligent in defining and supervising the student teacher’s school

activities.

Chapter 5: Comprehensive Examination

The Praxis

School Psychologist Exam, an assessment case study, a direct intervention case study, and an ethical case study

meet the university’s comprehensive examination requirement for the PsyD degree. Consequently, university policies

relating to the graduate comprehensive examination apply to these program components. Comprehensive exams must be

completed and submitted via LiveText by September 1

tst

of the student’s third year in the program. If your materials are

judged to be ‘not passing’, you will be allowed to resubmit revised materials for review. However, the university policies

only permit comprehensive examinations to be attempted twice.

Students must submit an Admission to Candidacy Application to the Graduate School once they pass their comprehensive

exams. The Application to Candidacy application is available at: https://graduateschool.ucdenver.edu/forms-

resources/resources.

Praxis® School Psychologist Exam

The Praxis

School Psychologist Exam is administered by the Educational Testing Service. Students must take the exam

during the summer or early fall of their third year must achieve a passing score. Students may retake the exam one time if a

passing score is not obtained initially. Students are encouraged to access the Praxis

School Psychologist Exam Prep

Session through NASP’s Online Learning Center to prepare for the exam. This archived webinar provides valuable

information about the blueprint of the Praxis

School Psychologist Exam, test-taking strategies, and reviews of 18 practice

questions from the ETS Study Guide. Presented by representatives of NASP and ETS, this session will also provide

information about how to navigate the Praxis™ website (including registration) and access available Praxis

test prep

resources. The Praxis

School Psychologist Exam, code 5402, is administered through the Praxis Series of Educational

Testing Service. Please email your score report to the Program Director as soon as you receive it.

Comprehensive Exam Case Studies

Students prepare three Case Studies for this requirement that is reflective of their training and practice. The Case Studies

include:

(1) An assessment case that focuses primarily on an individual assessment, such as early identification of learning and/

or behavior problems; assessment of social, cognitive, or emotional development; evaluation of cognitive strategies

for learning school subjects; and development and implementation of proposals for assessing learning outcomes.

(2) A direct intervention case (individual counseling , not a group or academic intervention) which focuses on direct

intervention with an individual (e.g., developmental, psychodynamic, cognitive-behavioral, or other intervention

used to facilitate social, cognitive, or emotional development).

(3) A law and ethics case should be selected, in consultation with your advisor and second-year practicum instructor,

which is of interest and relevance to the research and practice of school psychology. Students will need to present a

strong rationale for the importance of the ethical dilemma within current school psychology scholarship. Students

must analyze the dilemma with reference to both NASP and APA codes of ethics as well as relevant law.

Conclusions must be based on an integrated analysis of the law and ethics using an ethical-decision making model.

Finally, students must discuss implications for research and practice that are revealed by your analysis. Sources and

theorists are cited and referenced in APA style.

Case Study Guidelines

(4) Students must submit the written Comprehensive Exam Case Studies via LiveText by September 1st of the third year

(externship year) of the program.

(5) Each Comprehensive Exam Case Study should be no more than ten double-spaced pages and align with APA

formatting. Students may attach a written report as an appendix. The cover page, references, and appendices do not

count towards the total number of pages. See Appendix I for the Comprehensive Exam Evaluation Rubrics.

(6) The written assessment and intervention case studies should include the following components:

a. The presenting problem

b. The theoretical or clinical rationale for the professional activities performed

c. Relevant case history

d. A brief review/understanding of the research supporting the professional activities undertaken

e. The assessment and/or intervention procedures used

f. The ethical, legal and professional issues involved in the professional activity

g. References.

(7) All three case studies should reflect:

a. A depth and breadth of knowledge from the full range of foundations of psychology (affective, biological,

cognitive, developmental, socio-cultural);

b. Strategies for effectively diagnosing/identifying learning and emotional needs and facilitating growth;

c. The ability to engage in multidimensional case conceptualization based on the major foundations of behavior

Chapter 6: Capstone Project

The Capstone Project is a culminating component of the academic program. This requirement entails production of a

scholarly project that illustrates the student’s ability to independently conduct research, understanding of relevant topics in

school psychology, the scope of contemporary practice, and the various roles of the professional school psychologist. The

student selects a topic of school psychology practice that has emerged as a particular area of interest. Doctoral capstone

project work promotes the integration, expansion and consolidation of previously established research and/or investigation

competencies.

The Capstone Project will be completed in the 3

or 4

year of the PsyD program. The topic of the capstone project will be

selected by the student in conjunction with the student’s faculty advisor, and the student’s externship or internship site if

appropriate. The faculty advisor will meet periodically with the student to mentor the project.

The Capstone Project Topic Information Form must be completed by the student in the spring semester of the 3

year of the

PsyD program (Due March 30, see Appendix O). If the student chooses to do an applied research project at an externship or

internship site, there must be agreement among the site supervisor, the student, and University faculty members regarding the

focus of the project, methods to gather information, and techniques to explain project findings. In addition, the student may

be required to complete Human Subjects Approval at the University and/or district levels.

By the end of the spring semester of the 3rd year of the PsyD program, the student must produce a written document

concerning the project (see outline below). After the written product is presented to the faculty advisor, the core faculty

members must agree that the project demonstrates competency with respect completing an applied or general research

project. Ideally the project will examine a problem of practice and offer location-specific, evidence-based implications for

the field site.

Capstone Project Committee

The Capstone Project committee includes at least 3 individuals: the faculty advisor who serves as primary advisor, another

core SPSY faculty member, and another core SPSY faculty member, OR a professional from the field with expertise related

to the focus problem, OR a full- or part-time SEHD faculty member. All members of capstone project committees must hold

graduate faculty status. Students will submit the final capstone project to LiveText for review and evaluation. Students will

also upload a completed Thesis Approval Form in LiveText.

The doctoral committee will evaluate the capstone via the Capstone Evaluation Form (See Appendix P).

Once the student has received a passing evaluation of their capstone, the committee will sign the Thesis Approval form and

the primary faculty advisor will submit it to document successful completion. An electronic copy of the capstone project

must be submitted for formatting review ([email protected]) by the date listed on the deadline calendar for the

initial format review.

The student is also required to disseminate the project and its findings. Appropriate forums for presentation include: the

annual SPSY Research Symposium, faculty meeting, school board meeting, mental health staff meeting at the field site

where the project was completed; professional conference (e.g., CSSP, NASP, APA). Capstone research must also be

disseminated via publication in ProQuest, a professional journal, and/or newsletter*.

Capstone Project Schedule

• Fall or Spring of Externship:

o Topic selection and approval by faculty adviser and submission of Capstone Project Topic Information Form

o Proposal (first three chapters: introduction, literature review, methods). Due date: May 15

• Fall or Spring of internship year:

o Final doctoral project (final version of above, plus results and discussion)

o Submission of project to the ProQuest for digital publication

o Colloquium (public presentation of project and/or submission for publication*)

o Presentation of project at the SPSY Research Symposium during internship year

Suggested Capstone Project Formats

(Please see Style and Policy Manual for Theses and Dissertations for specific requirements and additional information):

https://graduateschool.ucdenver.edu/forms-resources/resources). All capstone projects should follow the APA Publication Manual,

Ed.

Applied Research Project/Program Evaluation

1. Chapter 1: Introduction/Background of the Problem

a. Background of the problem at the location: describe location and nature of the problem

2. Chapter 2: Review of relevant literature

a. Methods/Techniques Used to Examine the Problem

b. Explain the steps and techniques used to examine the problem

3. Chapter 3: Methods/Results/Findings

a. Findings are presented through the narrative, tables, and figures

4. Chapter 4: Discussion and Implications

a. Discuss the findings of the project in greater detail

b. Implications for the field site

c. Discuss similarities or dissimilarities with the professional literature

d. Discuss any limitations when interpreting the site-specific findings

e. Provide site-specific, evidence-based recommendations as appropriate

5. References

Capstone Research Project Outline

1. Chapter 1: Introduction

a. Statement of the Problem

b. Significance of the Problem (and historical background)

c. Purpose

d. Research Questions

2. Chapter 2: Literature Review (and analysis of previous research)

3. Chapter 3: Method

a. Description of Research Design and Procedures Used

b. Sources of Data

c. Sampling Procedures

d. Methods and Instruments of Data Gathering

4. Chapter 4: Results

a. text with appropriate tables and figures

5. Chapter 5: Summary and Conclusions

6. References

*NOTE: All students are required to publish their capstone in Proquest Dissertations & Theses at University of Colorado

Denver database, as well as disseminate their findings via a presentation. Students are encouraged to submit their

capstone project for publication in other outlets as well.

Students should refer to the Graduate School’s document entitled “Format Guidelines for Theses and

Dissertations” when writing their Capstone.

Chapter 7: Appendices

Appendix A: Student Responsibility Contract

SCHOOL PSYCHOLOGY PROGRAM

STUDENT RESPONSIBILITY CONTRACT

I, _____________________________ (student name), verify that I have read Student Handbook from the

School Psychology program at the University of Colorado Denver. I understand the official policies,

procedures, and requirements as stated in the handbook and agree to fulfill the requirements as stated and to

abide by the policies set forth. I also understand that I am responsible for reviewing and following the policies,

procedures and requirements detailed in this handbook and that any questions I may have about the contents

of this handbook I will address with my academic advisor.

I further agree that the Faculty of the School Psychology program at the University of Colorado Denver has

the right and responsibility to monitor my academic progress, my professional ethical behavior, and my

personal characteristics. If, in the opinion of the faculty, any or all of these are in question, I agree to

participate in creating and following a remediation/support plan as designed by myself and my advisor. If

these efforts are not successful and there continue to be concerns, I agree to abide by the faculty’s decision

as to whether or not I will continue in the program.

________________________________

Signature of Student

________________________________

Date

Please give this completed form to your faculty advisor. Your advisor will sign the form and keep an

electronic copy.

________________________________

Faculty Advisor

______________________________________

Date

Appendix B: Course Waiver Form

Procedures To Transfer a Course

CU Denver

School of Education & Human Development

Documentation and Conditions:

1. An education course, completed within the past five (5) years, with the same or similar title

to a required course, may be accepted by the student’s advisor without the completion of a

waiver form. The advisor will generally question the student regarding the course content

and may request further documentation. The student must have at least a “B” grade in the

course.

2. Students must complete a Course Waiver Form for courses that are 5-10 years old. This

waiver must be approved by a regular faculty member who teaches the course and the

student’s advisor. In addition to the course syllabus, the student may be asked to discuss

the course and demonstrate mastery for the course content.

3. Courses which are older than 10 years will not generally be waived. Students who feel

they have strong supporting evidence should submit a waiver request for consideration.

4. Waived courses do NOT count towards the PsyD degree and as such, students must take

a substitute course to make up for the credit hours of the waived course.

Procedures:

1. Complete a Course Waiver Form and attach required documentation, including an official

grade slip or transcript indicating the grade received in the course.

2. Meet with your faculty advisor and request permission to waive the course. Bring your

waiver request form and support materials.

3. Your advisor will give the waiver request to the regular faculty member who typically

teaches the course you are requesting be waived and ask that he or she review your request.

Additional documentation or evidence of mastery may be requested by the faculty member

who first reviews your request.

4. Following the typical course instructors decision your advisor will review the waiver

request and inform you of the decision.

Course Substitution(s) and/or Waiver(s) Information

Course waivers refer to degree requirements that are waived based on previous

classes that students have taken which meet the requirement, including courses

transferred from another institution. A waived course does not mean a reduction

in credit hours required, unless credits are transferrable to your CU Denver

degree program. To apply for a transfer of credits in addition to a course waiver,

you must submit a separate Request for Transfer of Credit form available from

Advising Services and should consult with faculty regarding approval of transfer

credits.

Course substitutions

refer to replacing a CU Denver course that is required for

a degree with another CU Denver course or a course taken at another CU

campus (Anschutz, Boulder, or Colorado Springs), generally because of a

situation beyond the student’s control.

All course waivers and/or substitutions must be approved by faculty. It is

recommended that students request course waivers and/or substitutions and wait

for approval BEFORE registering for an equivalent course. Courses approved for

waiver and/or substitution must be passed with the minimum grade requirements

of the students’ academic program.

To Student:

To request a course waiver and/or substitution, you must submit a

Course Substitution and/or Waiver Form for each CU Denver course you wish to

waive and/or substitute and provide all necessary documentation (syllabus,

course description, transcript, etc.) to your faculty advisor for review. Your faculty

advisor may require additional documentation. Faculty can approve or deny your

request. Once the form is signed by your faculty advisor, the form must be

submitted to Academic Services to be retained in your student file. If you have

questions about course waiver and/or substitution approval or denial, please

contact your faculty advisor directly.

To Faculty Advisor:

When a student requests a course waiver and/or

substitution, you should use the documentation (syllabus, course description,

transcript, etc.) they provide to approve or deny the request. You may require the

student to provide additional documentation to aid your decision. Use the Course

Substitution and/or Waiver Form to document your approval or denial and return

it to the student.

If you have any questions about the process for requesting a course waiver and/or

substitution, please contact your academic advisor or Academic Services at

academics[email protected].

Course Substitution(s) and/or Waiver(s) Information

Name_____________________________ Student ID #______________

Program Degree

USE THIS SECTION TO REQUEST A COURSE WAIVER

CU Denver Course to Waive:

Course # Course Title Credit Hours

Replacement Course (If no credit has been transferred):

Course # Course Title Credit Hours

USE THIS SECTION TO REQUEST A COURSE SUBSTITUTION

CU Denver Required Course:

Course # Course Title Credit Hours

CU Denver Substitution Course:

Course # Course Title Credit Hours

I understand that if the above course is accepted as a waiver and/or substitution that it must

be/have been completed with the minimum grade requirements of my program. I also

understand that completing this form does NOT constitute a transfer of credit.

Student Signature Date

***********************************************************************************************************

The request to waive and/or substitute the above course is:

 Approved  Denied - Reason for denial is: ___________

___________________________________________________________________________

Faculty Advisor's Signature _____________________________________Date ____

Last Updated 04/18/2019

Appendix C: Student Academic Appeals

Procedure

STUDENT COMMITTEE APPEALS PROCESS

Purposes

One purpose of the Student Committee (SC) is to review students' academic appeals regarding

academic matters such as grade appeal, academic dishonesty, or honor code issues. The

committee assumes an impartial and unbiased stance toward all participants in the academic

appeal process, and focuses on adherence to university policy and basic standards of fairness and

professionalism. Appeals are heard by this committee at the written request of an SEHD student.

Appeals may originate from students in any degree or licensure program in the SEHD to which

the student has been admitted. The SC’s decision will be communicated to the student, faculty

involved in the decision under appeal, the Associate Dean who oversees the program, and the

Dean. The SC’s decision will be considered final unless the student chooses to appeal directly to

the Dean according to the procedures outlined below.

Committee Composition

The committee is composed of faculty members from multiple SEHD programs and one SEHD

staff representative. Typically, faculty members serve for two years, with the possibility of

continuing to serve longer. Each year a committee chair is elected from the members of the SC.

The chair directs regular SC meetings and, in conjunction with the Director of Academic Services

and/or his/her designee, advises students and faculty on SC policies and procedures and schedules

the committee for appeal hearings.

Student Academic Appeals

• The School Psychology PsyD program is under the rules of graduate education, so please

contact [email protected] regarding appeals related to dismissal from the

degree program and those related to comprehensive examinations or activities and

qualifying examinations or activities

The SEHD SC hears SPSY student appeals that relate to:

• grade appeals and problems related to course grades;

• appeals academic honor code issues.

The SC might refer non-academic appeals to other avenues of appeal, including, but not limited

to:

• sexual harassment or discrimination of any kind - CU Denver Civil Rights Officer;

• financial concerns - Bursar's Office or Financial Aid;

• student conduct - Student Code of Conduct;

• licensure - Colorado Department of Education;

• other, or more general concerns - CU Denver Ombuds Office.

When appeals are reviewed by the committee, only materials directly relevant to the appeal will

be considered. The student and the faculty member or members involved in the appeal should

keep documentation of and materials related to the appeal for a period of five years from the

beginning of the semester in which the issue(s) relevant to the appeal began. An official file of all

materials will be kept by the SEHD (see "Retention of Academic Appeals Materials" below).

Faculty Participants in Student Academic Appeals

Faculty participants in the academic appeal process are those faculty members who have been

part of the decision making process under appeal, witness(es) to student/faculty discussions,

administrators and other CU Denver officials as required for purposes of clarity, safety and

procedural propriety. Other examples of participants include a course instructor or instructors,

program area faculty, internship supervisors, and program teams.

Student Participants in the Student Academic Appeals Process

Student participants in the academic appeals process are the student who has filed an appeal for

the SC to review and another person to accompany the grievant to Appeal Level 3(if applicable).

The other person may be a friend, colleague, classmate or faculty member, but not a member of

the SEHD staff.

Academic Appeal Procedures

Appeal Level One--Initial Decision

1. The first step in an appeal is for the student to meet with the faculty member or members

who made the decision the student wishes to contest. Issues pertaining to the student's

grade or performance, evaluation criteria for decision making or differences of opinion

that exist should be discussed in an attempt to work through the disagreement. This first

step of meeting with faculty member(s) should take place as soon as possible after the

precipitating decision and in no case later than 30 days after the end of the term in which

this decision took place. All such initial meetings should be attended by at least one

additional (neutral) CU Denver faculty member or administrator who will serve as

observer and note-taker.

Appeal Level Two--Student Committee Review

2. If the issue remains unresolved after the student/faculty member meeting, the student

may appeal to the SC through a written request submitted to the chair of the SEHD SC

within 30 days after the meeting with faculty member(s) outlined in Appeal Level 1

above. Academic Services may offer advice to the student regarding how to compose and

file the appeal. The written appeal must be in the form of a letter submitted by the student

to the SC Chair describing the complaint in detail. The letter should answer these

questions:

a. What is the term/year you are appealing? Note: Appeals should be submitted within

one semester following the occurrence of the academic issue being appealed. See number

4 below.

b. What, exactly, is being appealed? Clearly provide the course number and title for a

grade appeal or honor code appeal.

c. What are your specific objections to the decision under appeal? Refer to specifics on

the course syllabus or to specific program or SEHD policies and procedures, handbooks,

forms and signed documents.

d. What is the rationale for your objections? Provide a succinct narrative which clearly

indicates why you believe the decision under appeal was not appropriate. Refer to the

available materials (e.g. syllabi, policies and procedures documents) as appropriate in

providing your rationale. Focus specifically on your individual appeal and refrain from

referring to other students or faculty.

e. What changes do you request and what are your specific reasons to support your

request? Indicate clearly what you believe would be a fair resolution to the issue under

appeal.

3. As noted above, the letter of appeal should be submitted within 30 days following the

meeting with the faculty member or members outlined in the first level of the appeal

process. The SC chair will review the appeal letter and request further information if

necessary, and, if he/she deems the appeal to be within the purview of the committee, will

forward the letter to SC committee members and the Associate Dean responsible for the

program to which the student was admitted. If the letter is submitted between the end of

the spring and the beginning of the fall semester, the letter will be reviewed at the first SC

meeting in the fall semester. Academic appeals will be reviewed and responded to during

the months of September through November and February until the first week in May.

4. The faculty member or members named in the student’s appeal will be notified of the

student’s appeal and provided with a copy of the student’s appeal letter. The faculty

member or members will respond to the appeal in a written statement to the SC within 14

days of their receipt of the notification of appeal. Exceptions to this 14-day limit may be

allowed in special circumstances if the SC deems appropriate. Additionally, all parties

involved in the appeal may receive copies of all submitted documentation pertaining to

this case on a need-to-know basis as determined by the SC chair.

5. The student's written appeal request (containing all required information) and faculty

response will be reviewed by the SC at their next regularly scheduled meeting. The SC

chair may ask for additional materials as needed.

6. If students or faculty member/members fail to provide requested information in writing,

the SC will proceed based on the available evidence.

7. The SC will reach a decision based on the documentation. The SC’s decision will be

communicated in writing to the student, faculty member/members, and Dean within 14

days of the SC decision. If deemed appropriate by the SC, a formal appeal hearing may

be scheduled for the next regular meeting time of the SC. A majority vote of the SC is

necessary in order to schedule a formal appeal hearing

Appeal Level Three--Student Committee Formal Hearing

8. At the appeal hearing, the student and the faculty member/members both have the

opportunity to make a 20-minute (maximum) oral presentation.

9. During the appeal hearing, SC members may request further information or ask

questions.

10. The student and faculty member/members may bring one advocate to the appeal hearing.

This individual may listen, take notes and advise the student but may not present to the

committee. Advocates may be faculty, classmates, students or friends, but may not be

staff members of SEHD. In addition, the SC may also request the presence of any

administrators and/or other university officials as required for purposes of clarity, safety

and procedural propriety.

11. The SC will review all information and render a timely decision. In most cases, and

depending on their scheduled meetings, the SC will reach a decision within 40 days after

the appeal hearing. Neither the student nor the faculty member or members involved in

the appeal may be present, or consulted by, the SC during these deliberations.

12. The student and faculty member or members will be notified by letter within 45 days of

the concluding decision of the SC. A copy of this decision will be forwarded to the Dean

of the SEHD.

Appeal Level Four--Dean, School of Education & Human Development

The student or faculty member’s next level of appeal is the Dean of the SEHD. Appeals materials

provided to the SC will be shared with the Dean. The Dean may also request additional

information as needed. This appeal to the Dean must occur within 30 days of the SC decision.

Student Committee composition for formal appeal hearings

• A SEHD Associate Dean serves as the non-voting committee convener during the formal

appeal hearing.

• A majority of voting members or their appointed substitutes must be present for the formal

appeal hearing.

• The student, the faculty member/members and the SC may each have one non-voting

representative at the appeal hearing. This representative may listen and advise but not

participate in the presentations to the committee. The representative may not be a staff

member of SEHD. In addition, the SC may request the presence of any administrators and/or

other university officials as required for purposes of clarity, safety and procedural propriety.

• Both the involved faculty member/members and the student may be present during the entire

appeal hearing.

• If a SC member has extensive knowledge of the case or the student (e.g. is a member of the

decision team which is being appealed or is the student’s advisor) he or she will be asked to

recues him or herself from the appeal hearing.

• Appeal hearings may be video or audio taped only if all parties at the hearing agree to this

procedure. Requests for video or audio taping must be made in writing, addressed to the SC

committee chair and received at least one week before a hearing is scheduled. The chair will

contact participants for a yes or no vote and alert all participants of the outcome of the vote

prior to the meeting.

Retention of Academic Appeal Materials

SEHD responsibilities

All materials related to an academic appeal, including written statements from students and

faculty, written decisions by the SC and requests for materials from the Dean of the SEHD and

the CU Denver Graduate School will be housed in a secure confidential file in the Academic

Services Office. This official file will be maintained under the name of the student originating the

appeal. The official file will be retained for at least five years.

Student responsibilities

The student is responsible for keeping copies of all written materials submitted to both the faculty

member and members and those submitted to the SC. It would be appropriate for the student to

keep records of times, dates, content of conversations and suggested solutions discussed during

the process of trying to resolve the problem.

Faculty responsibilities

The faculty member or members should keep copies of all written materials related to student

appeal. This would include student letters, responses, and course or program documents related to

the appeal. It is also recommended that faculty members keep records of times, dates, content of

conversations and suggested solutions discussed during the process of trying to resolve the

problem with a student.

Appendix D: Annual Student Progress

Review & Forms

SCHOOL PSYCHOLOGY PROGRAM

Annual Student Progress Review

Student Self-Report

Submit your completed review in LiveText by: February 28.

Please also attach an updated (electronic) vita for your program file.

Name: ______________________________________________________

Date: ______________

Student Number: ______________________________________

Current Cumulative GPA: _____

CSSP username: ____________ Membership current? ___Y ___N

NASP student membership #________ Membership current? ___Y ___N

Other current professional memberships: __________________________________

Please provide the dates on which you completed the following:

• Date NCSP Exam Passed:____________ Score: _______

• Date Application for Candidacy Filed with Graduate School:__________

• Date Written Comprehensive Exams Passed (Case Study and Advocacy Project):

___________

• Date Capstone Topic Proposal Form Submitted:___________

• Date Capstone Proposal (first 3 chapters) Submitted: __________

Date Capstone Passed: __________

• Date Professional Case Study Passed:______________

• School Psychology Practicum:

o Date started:________________

o Date completed: ________________

o Name of school: _______________________________________________________

o Name of school district:_________________________________________________

o Name of supervisor(s):__________________________________________________

• School Psychology Externship:

o Date started:________________

o Date completed: ________________

o Externship site: ________________________________________________

o Name of supervisor(s): _____________________________________________

• School Psychology Internship:

o Did you apply for an APPIC internship ___Y ___N

▪ Did you match? ___Y ___N

▪ If yes, is site APA-accredited? ___Y ___N

Please answer the following questions based on the summer, fall, and spring semester of the

previous year:

• Number of workshops, oral presentations, and/or poster presentations at professional

meetings in which you were an author or co-author: ____________________

• Number of books, book chapters, and/or articles in peer reviewed professional/scientific

journals in which you were an author or co-author: ___________________

• Involved in grant-supported research? ___Y ___N

• Involved in other types of research? ___Y ___N

• Involved in teaching at the college level (includes guest lecturer)? ___Y ___N

• Involved in a leadership role or activities in a professional organization? ___Y

___N

• Receive an Assistantship? ___Y ___N

• If yes, where did you complete the assistantship (e.g., Assessment library; C-PEER)?

________________________________________________________

• If yes, how many hours per week did you work? _________________

• If yes, what was your total stipend?__________

• Present on a psychological topic to a lay or community audience? ___Y___N

• Topic(s)___________________________________________________

• (Site(s)____________________________________________________

Personal/Professional Development (maximum 2 typed pages total):

1. Describe three significant areas of personal/professional development in which you have

grown during this academic year.

2. From the feedback you have received from instructors, supervisors, and your faculty advisor,

what aspect(s) of your training program have been the most challenging to you? How have you

used the feedback you’ve received?

3. Describe three personal/professional goals you have for the upcoming year.

School Psychology Program

University of Colorado Denver

PERSONAL/PROFESSIONAL DISPOSITIONS REVIEW FORM

NAME OF STUDENT ____________________ DATE _______________________

APA and NASP standards require that criteria be met in three professional competency areas to obtain

licensure in School Psychology: personal characteristics, educational qualifications, and practitioner

competencies. The following rating form has been designed to assess personal and professional

characteristics of our students. Faculty who have had a School Psychology student in at least one academic

course will assist in completing this form by circling the number that best reflects the student's status (5

indicates excellence, 3 adequate, and 1 concerns). This information will only be shared with supervising

faculty and only on an as needed basis.

Adaptability Inflexible

5 3 1

Strong Communication Skills Weak Communication Skills

5 3 1

Cooperative Competitive

5 3 1

Positive Negative

5 3 1

Independent Needs a lot of Direction

5 3 1

Responsible Blames Others

5 3 1

Willing to accept and use feedback Unwilling to accept and use feedback

5 3 1

Ability to deal with conflict Not able to deal with conflict

5 3 1

Attends to Professional Ethics Fails to consider Professional Ethics

5 3 1

Meets deadlines/ demonstrates follow through Lacks follow through _

5 3 1

Work reflects sensitivity to diversity Insensitive to diversity

5 3 1

CU DENVER SCHOOL PSYCHOLOGY PROGRAM

Faculty Summary Evaluation of Student’s Progress

Annual Student Review

Student Name: __________________ Academic Year: _________ Faculty Advisor:_____________

Unsatisfactory/

Major

Concerns*

Satisfactory

Exemplary

N/A

Ratings on personal &

professional

characteristics review

form(s)

Academic

Performance/GPA

Resolution of

Incomplete grades

Completion of Waiver

Requests

Interpersonal and

professional behaviors

Performance on

Practicum/Externship

Contributions to the

Field

Progress in Program

Current CSSP and

NASP memberships

Annual Review Self-

Report Form

*warrants the development of a professional/remediation plan

Appendix E: Practicum, Externship, & Internship

Field Experience Log

Practicum/Internship Hours Documentation Site: ___________________________________________ Semester/Year: ____________________

Student Name: ______________________________________________ Supervisor's name: __________________________________________________

Practicum/Internship Hours School Year week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of week of

Total Hours

1.Direct Intervention Experience

A. Individual Counseling/Therapy

2. Adolescents (13-17) 0.0

3. School-Age (6-12) 0.0

4. Pre-School Age (3-5) 0.0

5. Infants/Toddlers (0-2) 0.0

B. Group Counseling/Therapy

1. Adolescents (13-17) 0.0

2. Children (12 and under) 0.0

D. Other Intervention Related Activities

1. Treatnent Planning 0.0

2. Writing Progress Notes 0.0

3. Affective Education 0.0

TOTAL DIRECT INTERVENTION 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

2. Indirect Intervention (Consulation)

1. School/Teacher

0.0

2. Parent

0.0

3. Community-Based

0.0

4. Other

0.0

TOTAL INDIRECT INTERVENTION

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

3. Psychological Assessment

1. Screening actitivities

0.0

2. Functional Behavior Assessment

0.0

3. Test administration and scoring

0.0

4. Report Writing

0.0

5. Assessment Feedback Session 0.0

6. Observations 0.0

TOTAL INTERVENTION/ASSESSMENT 1(a-e)

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

4. Research and Program Evaluation

1. Outcome Assessment/Program Evaulation

0.0

2. Research-Related activities

0.0

TOTAL RESEARCH/PROGRAM EVAL

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

5. Systems-Related Activities

1. Staff/Faculty Meetings 0.0

2. School Board Meetings 0.0

3. Other Meetings 0.0

4. Policy-Related Activities

0.0

5. Other 0.0

TOTAL SYSTEMS ACTIVITIES 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

6. Professional Development Activities

1. Inservices

0.0

2. Conferences

0.0

3. Other 0.0

TOTAL PROFESSIONAL DEVEL. 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

3. Supervision Received

A. One-on-One 0.0

B. Group Supervision 0.0

TOTAL SUPERVISION 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

TOTAL PRACTICUM HOURS 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Appendix F: Practicum Evaluation Form

104

UNIVERSITY OF COLORADO DENVER

School Psychology Program

Practicum Performance Evaluation

Student Name: ____________________________________________________________________

Supervisor Name: __________________________________________________________________

Supervisor Phone: ______________ Supervisor E-mail: ___________________________________

Placement Site: ______________________________________  Practicum  Internship

Date of Midterm Evaluation: ________________ Date of Final Evaluation: ________________

Directions: This performance evaluation is designed to promote ongoing constructive evaluation of critical

professional competencies and to provide formative feedback to facilitate the development of our students’

mastery of critical professional skills and competencies. This evaluation form is broken into two parts. In Part I,

please circle the rating number associated with your trainee’s current behavior. If you want to elaborate on a

specific area, please feel free to write comments at the end of each section. There are no sharply defined lines

between these ratings and assigned grades since professional development and growth is a continuous process.

Thus, students at any specific level may have ratings both above and below average on critical performance skills.

In Part II, please add your open-ended comments to each evaluation item and provide specific behavioral

examples to support your comments.

Which of the following activities have you performed as a supervisor (or has your supervisor provided)?

 Direct observation (REQUIRED)

 Listening or viewing session tapes

 Review of assessments and written case reports

 Case discussion

 Other (please specify)

Which of the following activities has the student performed (or have you performed)?

 Assessment (Formal/Informal)  Family Collaboration/ Intervention

 Observation in Natural Environments  In-service or Other Presentations

 Counseling (Individual/Group)  Research/Program Evaluation

 Academic Intervention (Individual/Class)  Teaming & Consultation

 Behavioral Intervention/Prevention  Interagency Case Management

 Crisis Intervention/Prevention  Administrative Activities

 System-wide Intervention/Prevention  Other: (describe below)

105

Field Placement Performance Evaluation – Part I

Part I Directions: Please use the following four-point rating scale to evaluate your Practicum/Internship

student’s skill development. Circle or highlight the rating for each item. For those areas where you have had no

opportunity to observe or the skill is not applicable to the setting, check the NO column.

NOTE: WHITE rating area is for your MID-TERM evaluation

GREY rating area is for your FINAL evaluation

STUDENT IS RESPONSIBILE FOR RETAINING THIS FORM

0 - Inadequate. Student fails to exhibit the competency adequately given their level of training. Student is

unresponsive to supervision or requires inordinate amounts of supervision.

1 - Emerging. Student exhibits the competency at an emerging level that is characteristic of novices in early stages

of training. Student demonstrates growing knowledge and skills in response to typical levels of supervision.

2 - Developing. Student exhibits the competency at a developing level that aligns with expectations for advanced

practicum training. Student demonstrates increasing effectiveness in response to typical levels of supervision.

3 - Internship Ready. Student exhibits the competency at a level that is on par with expectations for predoctoral

internship readiness. Student is consistently effective and responsive to typical levels of supervision.

4 - Exemplary. Student exhibits the competency at an exemplary level that exceeds expectations for predoctoral

internship readiness and is more characteristic of interns or independent practitioners. Student practices

effectively with minimal supervision.

NO - No Opportunity to observe student in this area or Not Applicable to this site placement

NOTE: The final expected level of achievement for a practicum student is a rating of 3 or higher on all

items.

Competency 1: FOUNDATION IN BASIC TENETS OF

PSYCHOLOGY (affective, biological, cognitive, & social bases of

behavior, human development)

Inadequate

Exemplary

1. Is knowledgeable of typical human development and understands the impact of

biology on child behavior.

0 1 2 3 4

2. Is knowledgeable of known biological correlates of common childhood

problems.

0 1 2 3 4

3. Effectively selects assessment instruments, interprets results, and makes

recommendations given known or suspected medical/psychiatric conditions.

0 1 2 3 4

4. Demonstrates an understanding of typical vs. atypical development (cognitive,

emotional and social) to guide one’s intervention approach (plans and

implements developmentally appropriate interventions).

0 1 2 3 4

5. Has a working knowledge of the theories and relevant research underlying the

affective, biological, cognitive, and social bases of behavior, and utilizes this

information to inform their practice and develop appropriate interventions.

0 1 2 3 4

6. Demonstrates an understanding of the social psychological variables

influencing the development and maintenance of behavior in school-age

children and adolescents.

0 1 2 3 4

Competency 2: ASSESSMENT (data-based decision-making)

Inadequate

Exemplary

7. Clearly identifies issues, problems, and concerns to be addressed by assessment.

0 1 2 3 4

8. Considers entire ecology (e.g., family, peers, school, community) when

assessing students/clients.

0 1 2 3 4

9. Utilizes a systematic approach to data gathering in order to inform

clinical/professional decision-making.

0 1 2 3 4

10. Collects and utilizes data for decision making through a variety of assessment

methods (tests, interviews, observation, rating scales, etc…).

0 1 2 3 4

106

11. Accurately selects, administers, scores, and interprets psychological

/psychoeducational tests.

0 1 2 3 4

12. Demonstrates the ability to interpret and integrate data from different

sources for a variety of purposes. (e.g. manifestation meetings, school attendance

issues, efficacy of interventions).

0 1 2 3 4

13. Appropriately applies and interprets formal and informal, observational,

behavioral, curriculum-based, environmental, and other forms of assessment to

assess a range of domains (e.g., cognitive, behavior, social-emotional, academic,

etc.).

0 1 2 3 4

14. Accurately interprets assessment data within the context of home,

community and school environments and personal student characteristics.

0 1 2 3 4

15. Writes psychological reports in a clear, accurate, and concise manner

0 1 2 3 4

16. Integrates own assessment data with that of others to generate and support

reasonable hypotheses.

0 1 2 3 4

17. Directly relates assessment summaries to the designated reason for referral.

0 1 2 3 4

18. Utilizes assessment results to develop appropriate academic, behavioral, and

social emotional intervention recommendations.

0 1 2 3 4

19. Clearly communicates assessment results to diverse audiences (e.g. other

professionals, parents, clients).

0 1 2 3 4

20. Demonstrates the ability to use ongoing assessments/progress monitoring to

modify interventions as appropriate.

0 1 2 3 4

21. Uses data to assess treatment integrity.

0 1 2 3 4

22. Facilitates team and staff decision-making regarding accountability and

outcomes.

0 1 2 3 4

Other (please specify):

0 1 2 3 4

Competency 3: COLLABORATIVE AND CONSULTATIVE

INTERVENTIONS

Inadequate

Exemplary

23. Employs effective consultation approaches with teachers, administrators,

and school or community agency personnel.

0 1 2 3 4

24. Employs effective consultation approaches with parents and other family

members.

0 1 2 3 4

25. Demonstrates the ability to establish and maintain rapport with consultees

(e.g. school personnel, parents).

0 1 2 3 4

26. Maintains objectivity and a problem-solving focus during consultation.

0 1 2 3 4

27. Skillfully employs effective consultation and collaboration skills across a

variety of settings and situations.

0 1 2 3 4

28. Recognizes that school psychologists provide a continuum of consultations

services and applies the level of consultation appropriate for individual,

classroom and school-wide change.

0 1 2 3 4

29. Evaluates the effectiveness of consultation.

0 1 2 3 4

30. Collaborates effectively with others in planning and decision-making

processes at the individual, group and systems level.

0 1 2 3 4

Other (please specify):

0 1 2 3 4

Competency 4: INTERVENTIONS, MENTAL HEALTH

SERVICES, & INSTRUCTIONAL SUPPORTS

Inadequate

Exemplary

31. In collaboration with others, designs and implements effective academic

interventions that assist students in becoming self-regulated learners (e.g.

study skills, self-monitoring, organization, time management, etc.).

0 1 2 3 4

107

32. Recognizes the connection between academic skills/performance and social-

emotional factors.

0 1 2 3 4

33. Designs instruction and interventions that reflect understanding of school

systems.

0 1 2 3 4

34. Demonstrates skill in identifying individuals or groups who may benefit from

targeted interventions, instructional supports, and school psychological

services, using screening, progress monitoring, and other tools.

0 1 2 3 4

35. Demonstrates the ability to plan and implement interventions at different

levels, (e.g. individual, group, classroom, and systems level).

0 1 2 3 4

36. Uses a variety of intervention approaches that are empirically supported and

directly address objectives.

0 1 2 3 4

37. Identifies clear and realistic treatment goals/objectives when providing

intervention services.

0 1 2 3 4

38. In collaboration with others, develops and uses, ecological and behavioral

approaches for positive behavioral supports (e.g. classroom

accommodations, FBAs, etc.).

0 1 2 3 4

39. In collaboration with others, formulates useful, routines-based instructional

and intervention accommodations.

0 1 2 3 4

40. Models desired behaviors, skills, and intervention or instructional strategies.

0 1 2 3 4

41. Recognizes when the student needs more intensive intervention within the

system.

0 1 2 3 4

42. Assesses and monitors treatment integrity, intervention progress and

outcomes, and makes appropriate modifications when needed.

0 1 2 3 4

43. Recognizes a student’s/family’s need for outside or alternative referral.

0 1 2 3 4

44. Provides crisis intervention as needed.

0 1 2 3 4

Other (please specify):

0 1 2 3 4

Competency 5: APPLICATION OF RESEARCH TO

PROFESSIONAL PRACTICE

Inadequate

Exemplary

45. Demonstrates the ability to critically evaluate evidence-based behavioral and

social- emotional intervention research and effectively utilize these data to

guide treatment.

0 1 2 3 4

46. Assists schools and agencies in the evaluation of current prevention,

intervention, and crisis intervention policies and practices.

0 1 2 3 4

Other (please specify):

0 1 2 3 4

Competency 6: CULTURALLY RESPONSIVE, LEGAL,

ETHICAL AND PROFESSIONAL PRACTICE

Inadequate

Exemplary

47. Recognizes and understands the factors that contribute to individual

differences, including ability, culture, SES, sexual orientation, and language.

0 1 2 3 4

48. Demonstrates skill in culturally responsive practice across the range of

professional school psychological practices (e.g. consultation, assessment,

and intervention).

0 1 2 3 4

49. Considers and incorporates dimensions of diversity as reference points in

designing, implementing, and evaluating school psychological services and

programs.

0 1 2 3 4

50. Demonstrates effective interpersonal and communication skills when

interacting with individuals from diverse backgrounds.

0 1 2 3 4

51. Is aware of potential bias (including cultural and linguistic) when selecting

tools for data collections/assessment and interventions.

0 1 2 3 4

52. Utilizes translations and interpretation services appropriately.

0 1 2 3 4

108

53. Designs instruction and interventions that reflect understanding of diverse

family systems, culture, routines and backgrounds.

0 1 2 3 4

54. Communicates with and about families in a positive way that honors

personal and cultural beliefs and acknowledges family strengths, resources,

and assets.

0 1 2 3 4

55. Demonstrates knowledge of general education, special education, and other

educational and related services and how the system works as a whole.

0 1 2 3 4

56. Adheres to district policies, Federal and state guidelines regarding due

process, informed consent, privacy rights and confidentiality.

0 1 2 3 4

57. Maintains, distributes and stores records in compliance with district policies

and legal requirements.

0 1 2 3 4

58. Makes decisions based upon ethical guidelines, legal standards and

professional principles.

0 1 2 3 4

Professional Practice and Work Characteristics

Below Standard

Outstanding

59. Skillfully communicates and presents information at various meetings.

0 1 2 3 4

60. Demonstrates strong interpersonal and communication skills; includes the

ability to listen, adapt, clarify ambiguity, remain patient in difficult situations.

0 1 2 3 4

61. Develops cooperative and productive working relationships with school

personnel, students, and families.

0 1 2 3 4

62. Is assertive in problem-solving when needed/appropriate.

0 1 2 3 4

63. Adapts to difficult and changing situations.

0 1 2 3 4

64. Displays initiative, motivation, and resourcefulness.

0 1 2 3 4

65. Is dependable, punctual, and prepared.

0 1 2 3 4

66. Employs effective organizational strategies (time management, scheduling,

prioritizing, case management).

0 1 2 3 4

67. Has a clear sense of own limitations, biases and professional expertise and

seeks consultation when necessary.

0 1 2 3 4

68. Is open to and accepts constructive feedback and works to incorporate it

into practice.

0 1 2 3 4

69. Follows through on assigned tasks and requests.

0 1 2 3 4

70. Shows good judgment and common sense.

0 1 2 3 4

71. Works to protect self against burnout.

0 1 2 3 4

72. Presents professionally in terms of appearance and demeanor.

0 1 2 3 4

73. Is competent with required technology.

0 1 2 3 4

74. Demonstrates awareness of resources and adaptive/ assistive technology.

0 1 2 3 4

75. Accesses and utilizes information resources and technology to enhance

services.

0 1 2 3 4

76. Is committed to continual learning and ongoing professional development.

0 1 2 3 4

77. Participates in supervision at appropriate levels.

0 1 2 3 4

Other (please specify):

0 1 2 3 4

109

Field Placement Performance Evaluation – Part II

Part II Directions: Please elaborate on each item and provide specific behavioral examples.

1. Major accomplishments/achievements in the areas of assessment, consultation, intervention, and

personal/professional development.

Midterm:

Final:

2. Areas of demonstrated strength.

Midterm:

Final:

3. Areas needing improvement or enhancement.

Midterm:

Final:

4. Specific steps, actions, and/or experiences that will be taken to further address areas in need of

improvement or enhancement.

Midterm:

Final:

Mid-term Evaluation Signatures

Final Evaluation Signatures

Field Supervisor Date

School Psychology Student Date

University Supervisor Date

110

Appendix G: Clinical Externship Proposal Form

111

CU Denver Clinical Externship

Proposal Form

School Psychology Program

SCHOOL OF EDUCATION & HUMAN DEVELOPMENT

UNIVERISTY OF COLORADO DENVER

STUDENT NAME:

ADDRESS:

TELEPHONE:

EMAIL:

SITE:

ADDRESS:

SUPERVISOR NAME:

DEGREE/LICENSURE:

PHONE:

EMAIL:

Externship Term:

STARTING DATE:

ENDING DATE:

APPROVED BY:

_________________________________

UNIVERSITY EXTERNSHIP SUPERVISOR

112

Appendix H: Externship Evaluation Form

113

UNIVERSITY OF COLOADO DENVER

School Psychology Program

Clinical Externship Evaluation Form

Student Name:____________________________________________________________ Date:_________________

Externship Site:_____________________________________________________________________________________

Supervisor Name & Credentials:_________________________________________________________________

PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS

MIDTERM

FINAL

N 1 2 3 4 5

1. Behaves in ways that reflect the values and attitudes of

psychology, including integrity, deportment, professional

identity, accountability, lifelong learning, and concern for the

welfare of others

N 1 2 3 4 5

2. Engages in self-reflection regarding one’s personal and

professional functioning; engages in activities to maintain and

improve performance, well-being, and professional

effectiveness

N 1 2 3 4 5

3. Actively seeks and demonstrates openness and responsiveness

to feedback and supervision

N 1 2 3 4 5

4. Responds professionally in increasingly complex situations with

a greater degree of independence as they progress across levels

of training

N 1 2 3 4 5

CULTURAL AND INDIVIDUAL DIVERSITY

MIDTERM

FINAL

N 1 2 3 4 5

5. Demonstrates an understanding of how their own

personal/cultural history, attitudes, and biases may affect how

they understand and interact with people different from

themselves

N 1 2 3 4 5

6. Demonstrates knowledge of the current theoretical and

empirical knowledge base as it relates to diversity as it relates

to addressing diversity in all professional activities including

research, training, supervision/consultation, and service

N 1 2 3 4 5

7. Integrates knowledge of individual and cultural differences in

the conduct of professional roles

N 1 2 3 4 5

Directions: Evaluation should be based on current level of progress and competence in the externship. Each

Externship evaluation must be based in part on direct observation of the candidate and his/her developing

skills (either live or by video recording). Such observation must occur at least once per semester and need not

encompass all competency areas at any given time.

Directions: Circle the number that best describes the student’s competence as given in the description below.

Please rate each category independently.

The minimum level of achievement (MLA) expected at the end of internship is a rating of “3” on all elements.

-1- Extern is in need of further training and/or requires additional growth, maturation, and change in order to be

effective in the various skill areas; extern should not be allowed to function independently.

-2- Competence is below average but, with further supervision and experience, is expected to develop

satisfactorily; independent functioning is no recommended and close supervision is required.

-3- Competence is at least at the minimal level necessary for functioning with moderate supervision required

-4- Competence is above average; extern can function independently with periodic supervision.

-5- Competence is well developed and extern can function independently with little or no supervision required.

-N- Insufficient data to rate at this time/Not Applicable to site

114

N 1 2 3 4 5

8. Demonstrates the ability to independently apply their

knowledge and approach in working effectively with the range

of diverse individuals and groups encountered during

externship

N 1 2 3 4 5

COMMUNICATION, INTERPERSONAL, INTERPROFESSIONAL & SKILLS

MIDTERM

FINAL

N 1 2 3 4 5

9. Demonstrates knowledge and respect for the roles and

perspectives of other professions

N 1 2 3 4 5

10. Develops and maintains effective relationships with a wide

range of individuals, including colleagues, communities,

organizations, supervisors, supervisees, and those receiving

professional services

N 1 2 3 4 5

11. Communicates effectively (direct, clear appropriately) with

clients, supervisors and peers

N 1 2 3 4 5

12. Works effectively with significant others (family members,

relevant professionals, etc.) to meet client needs

N 1 2 3 4 5

13. Clearly presents and disseminates information to diverse

audiences including clients, parents/families, and other

professionals

N 1 2 3 4 5

14. Produces and comprehends oral, nonverbal, and written

communications that are informative and well-integrated;

demonstrates a thorough grasp of professional language and

concepts

N 1 2 3 4 5

USE OF SUPERVISION

MIDTERM

FINAL

N 1 2 3 4 5

15. Supervisory Involvement – actively sought supervision,

discussed concerns and ideas,

N 1 2 3 4 5

16. Openness to feedback – non defensive, accepts responsibility

within one’s ability level

N 1 2 3 4 5

17. Demonstrated ability to integrate feedback and used

suggestions to improve practice

N 1 2 3 4 5

18. Shows evidence of continued self-evaluation

N 1 2 3 4 5

ETHICAL AND LEGAL STANDARDS

MIDTERM

FINAL

N 1 2 3 4 5

19. Demonstrates knowledge of and acts in accordance with the

APA Ethical Principles and Code of Conduct

N 1 2 3 4 5

20. Follows through with tasks and responsibilities in a prompt,

well-organized manner

N 1 2 3 4 5

21. Demonstrates knowledge of and acts in accordance with all

organizational, local, state, and federal laws, regulations,

rules, and policies relevant to health service psychologists

N 1 2 3 4 5

22. Demonstrates understanding of and conformed to ethical

principles and legal requirements in professional work and

practice

N 1 2 3 4 5

115

N 1 2 3 4 5

23. Recognizes ethical dilemmas as they arise and applies ethical

decision-making processes in order to resolve them

N 1 2 3 4 5

24. Recognizes ethical dilemmas as they arise and applies ethical

decision-making processes in order to resolve them

N 1 2 3 4 5

25. Conducts self in an ethical manner in all professional

activities

N 1 2 3 4 5

ASSESSMENT SKILLS

MIDTERM

FINAL

N 1 2 3 4 5

26. Demonstrates current knowledge of diagnostic classification

systems, functional and dysfunctional behaviors, including

consideration of client strengths and psychopathology

N 1 2 3 4 5

27. Demonstrates understanding of human behavior within its

context (e.g., family, social, societal, and cultural)

N 1 2 3 4 5

28. Demonstrates the ability to apply the knowledge of functional

and dysfunctional behaviors including context to the

assessment and/or diagnostic process)

N 1 2 3 4 5

29. Selects and applies assessment methods that draw from the

best available empirical literature and that reflect the science

of measurement and psychometrics

N 1 2 3 4 5

30. Uses assessment methods that collect relevant data using

multiple sources and methods appropriate to the identified

goals and questions of the assessment

N 1 2 3 4 5

31. Clearly identifies the nature of the referral problem and the

purpose of the assessment

N 1 2 3 4 5

32. Considers cultural and linguistic diversity and other relevant

diversity characteristics of the service recipient when

choosing assessment tools and strategies

N 1 2 3 4 5

33. Interprets assessment results, following current research and

professional standards and guidelines, to inform case

conceptualization, classification, and recommendations, while

guarding against decision-making biases, distinguishing the

aspects of assessment that are subjective from those that are

objective.

N 1 2 3 4 5

34. Demonstrates diagnostic skills (i.e., knowledge of the DSM;

use of multiple sources of data to inform diagnosis, etc.)

N 1 2 3 4 5

35. Writes assessment reports that are clear, comprehensive, and

accurate

N 1 2 3 4 5

36. Develops appropriate recommendations based on assessment

results that are designed to build on client strengths and meet

their needs

N 1 2 3 4 5

37. Communicates findings in an accurate and effective manner

sensitive to a range of audiences

N 1 2 3 4 5

DIRECT INTERVENTIONS

MIDTERM

BASIC THERAPEUTIC SKILLS

FINAL

N 1 2 3 4 5

38. Initiating Sessions

N 1 2 3 4 5

39. Non-verbal attending (voice, body posture, proximity, content

congruent)

N 1 2 3 4 5

40. Conveying accurate empathy and warmth

N 1 2 3 4 5

116

N 1 2 3 4 5

41. Paraphrasing

N 1 2 3 4 5

42. Reflecting feelings

N 1 2 3 4 5

43. Clarification

N 1 2 3 4 5

44. Use of probes/questions

N 1 2 3 4 5

45. Summarizing

N 1 2 3 4 5

46. Appropriate self-disclosure

N 1 2 3 4 5

47. Immediacy

N 1 2 3 4 5

48. Confrontation

N 1 2 3 4 5

49. Interpretation

N 1 2 3 4 5

50. Information gathering

N 1 2 3 4 5

51. Concreteness

N 1 2 3 4 5

52. Ending sessions smoothly

N 1 2 3 4 5

53. Termination

N 1 2 3 4 5

MIDTERM

INTERVENTION COMPETENCIES & SKILLS

FINAL

N 1 2 3 4 5

54. Establishes and maintains effective relationships with the

recipients of psychological services

N 1 2 3 4 5

55. Develops evidence-based intervention plans specific to

service delivery goals

N 1 2 3 4 5

56. Demonstrates basic knowledge about the value of evidence-

based practice

N 1 2 3 4 5

57. Implements interventions informed by the current scientific

literature, assessment findings, diversity characteristics, and

contextual variables

N 1 2 3 4 5

58. Recognized and handled crisis situations skillfully

N 1 2 3 4 5

59. Individual counseling skills

N 1 2 3 4 5

60. Group counseling skills

N 1 2 3 4 5

CASE CONCEPTUALIZATION SKILLS

N 1 2 3 4 5

61. Can conceptualize clients concerns within a coherent and

empirically supported theoretical/treatment model

N 1 2 3 4 5

62. Uses clinical understanding of the client’s concerns for

treatment planning

N 1 2 3 4 5

EVALUATION OF INTERVENTIONS

N 1 2 3 4 5

63. Modifies and adapts evidence-based approaches effectively

when a clear evidence-base is lacking

N 1 2 3 4 5

64. Evaluates client progress towards treatment goals at the end

of treatment

N 1 2 3 4 5

Comments:

___________________________________________________________________________________________________________________________________

SIGNATURES: This evaluation will be kept in the student extern’s file. These signatures attest that the

signers have reviewed this evaluation and externship supervisor attests that the trainee has completed

all of the responsibilities for this externship and that the evaluation was based at least in part on direct

observation.

Student: _____________________________________________________________________ Date: ________________

Site Supervisor: ____________________________________________________________ Date: ________________

Faculty Supervisor: ________________________________________________________ Date: ________________

117

Appendix I: Comprehensive Exam Case Study

Scoring Rubrics

118

Comprehensive Exam: Assessment Case Study Rubric

Student Name:________________________________________ Date:___________

Reason For

Referral

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

The client's area(s) of need is

clearly defined.

The initial reason for referral is

operationalized through

collaborative efforts [e.g., with

referral source(s)]

The client's area(s) of need is clearly

defined -There is some evidence that

initial referral is collaboratively defined

The client's area of need is not

clearly defined.

Assessment

Planning

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Assessments were purposeful and

directly addressed specific

questions about client;

Selection of assessment tools

included examinee factors (e.g.,

age, cultural, language

considerations)

Multiple sources of data

were considered (e.g., standardized

measures, interviews, work

samples, progress monitoring data,

etc.) that would allow the examiner

to address all aspects of the referral

concern

Assessments were purposeful and

directly addressed specific questions

about client;

Several sources of data were considered

There is some indication that

consideration was given to relevant

examinee factors

There is limited or no evidence

that appropriate instruments and

procedures were used

History/

Background

Information

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete 0 pts

All relevant biographical

information is clearly stated and

accurate.

Biographical information/history is

comprehensive and

includes development, family,

education, social support, medical,

and anything else that seems

pertinent to that client's life history

Some biographical information is

included, however lacks breadth and

depth.

There is some diversity in the areas of

the client's life that are discussed.

Some biographical information

is included, but information that

is pertinent to the client’s life is

missing.

Conceptualization

– Developmental

Aspects of

Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete 0

Details all relevant developmental

aspects of behavior such as

transitions, growth, developmental

stage;

Interprets the client's functioning

from a developmental frame of

reference

Consideration is given to some relevant

developmental aspects of behavior

Considerable difficulty

identifying relevant

developmental aspects of

behavior

And/Or

There is minimal information

regarding relevant

developmental aspects of

behavior

Conceptualization

– Affective

Aspects of

Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Details relevant affective aspects of

behavior such as affect, mood, and

emotions

Consideration is given to some relevant

affective aspects of behavior

Considerable difficulty

identifying relevant affective

aspects of behavior.

And/Or

There is minimal information

regarding relevant affective

aspects of behavior

119

Conceptualization

– Biological

Aspects of

Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Details identifies relevant multiple

biological underpinnings of

behavior, such as neural,

physiological, anatomical, and

genetic aspects of behavior, as well

as current health status,

medications, and substance

use/abuse.

Consideration is given to some relevant

biological aspects of behavior

Considerable difficulty

identifying relevant biological

aspects of behavior.

And/Or

There is minimal information

regarding relevant biological

aspects of behavior

Conceptualization

– Social Aspects

of Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Details relevant social-cultural

aspects of behaviors such as group

processes, attributions,

discrimination, and attitudes, as

well as linguistic and cultural

diversity

Consideration is given to some relevant

social-cultural aspects of behavior

Considerable difficulty

identifying relevant social

aspects of behavior.

And/Or

There is minimal information

regarding relevant social aspects

of behavior

Conceptualization

– Cognitive

Aspects of

Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Details relevant cognitive aspects

of behavior such as learning,

cognitive ability, memory,

cognitive processes, and executive

functioning.

Consideration is given to some relevant

cognitive aspects of behavior

Considerable difficulty

identifying relevant cognitive

aspects of behavior.

And/Or

There is minimal information

regarding relevant cognitive

aspects of behavior

Conceptualization

– integration of

data

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Assessment and understanding of

client in terms of current status,

presenting problems, and strengths

are organized meaningfully in

terms of multidimensional

functioning.

Conceptualization demonstrates the

ability to integrate hard and soft

data related to various aspects of

behavior.

Current status and presenting problems

consider multidimensional functioning

Data from various sources are integrated

into a coherent picture of the client.

There is no evidence of data

integration

Conceptualization

– integration of

aspects of

behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

-Conceptualization integrates

relevant information from multiple

aspects of behavior (biological,

cognitive, affective, developmental,

social and cultural);

Offers a functional understanding

of and insights into the client

beyond behavioral descriptions

Conceptualization integrates relevant

information from at least two aspects of

behavior (biological, cognitive,

affective, developmental, social and

cultural);

Provides some insight into the client

beyond behavioral descriptions

Conceptualization does not

include integration of aspects of

behavior

Strengths/

Needs

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Accurately identifies both the

strengths and needs of client

including relevant cultural,

developmental, and environmental

factors.

Identification of strengths and needs of

client may neglect a few relevant

cultural, developmental and

environmental factors.

Minimal or no identification of

strengths/needs of client;

includes few relevant cultural,

developmental, and

environmental factors.

Treatment/

Educational

Planning &

Recommendation

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

Recommendations and

interventions resulting from the

assessment are clearly linked to the

issues/concerns identified by the

referral question and assessment

Recommendations and interventions

resulting from the assessment are

clearly linked to the issues/concerns

identified by the referral question and

assessment results.

Recommendations and

interventions resulting from the

assessment are not clearly

linked to the issues/concerns

identified by the referral

120

results.

Recommendations adequately and

appropriately address all areas of

concern identified

question and assessment results.

Legal

Considerations

Proficient: 1

Unsatisfactory/

Incomplete: 0

All aspects of the assessment complied

with applicable legal requirements

Assessment does not comply

with all applicable legal

requirements

Ethical

Considerations

Proficient: 1

Unsatisfactory/

Incomplete: 0

All aspects of the assessment complied

with applicable ethical and professional

guidelines

Assessment did not comply with

applicable ethical and

professional guidelines

Quality of

Written Product

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

The written case study is

essentially free of grammatical and

typographical errors,

Written case study clearly

demonstrates the ability to

communicate using appropriate

professional writing (e.g., APA

Style)

The written case study has a few

grammatical and/or typographical

errors;

Writing is generally consistent with

professional standards (e.g., APA Style)

The written case study has

multiple grammatical and

typographical errors;

Written product lacks a

professional voice

Numerous violations of APA

Style

Overall

Evaluation of

Assessment Case

Study

Distinguished:

Proficient:

Unsatisfactory/

Incomplete

Pass – Majority of rubric elements

rated as distinguished.

Pass – All elements rated as

distinguished or proficient.

No Pass – One or more

rubric elements rated as

unsatisfactory or

incomplete.

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Comprehensive Exam: Intervention Case Study Rubric

Student:_____________________________________ Date:_____________

Reason for Referral/Problem

Identification

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- The client's behavior is

clearly identified and the

impact on current

functioning is clearly

described

- The client’s need(s) is

clearly defined within the

context of collaborative

relationships

- The student behavior is

clearly identified

- There is some evidence that

the client’s need(s) is

collaboratively defined

-The client's need(s) is not

clearly identified.

Problem Analysis –

Hypothesis Generation

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- Multiple hypotheses

regarding client challenges/

behavior are generated

- Hypotheses consider all

aspects of behavior

(biological, cognitive,

affective, developmental,

social/cultural)

-Some hypotheses are generated

regarding client challenges/

behavior

-Hypotheses consider several

aspects of behavior (biological,

cognitive, affective,

developmental, social/ cultural)

- Hypotheses are not generated or

lack depth/breadth

Problem Analysis – Data

Collection

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- Multiple sources of data are

used to inform the problem

analysis;

- Assessment data is used to

support or rule out hypotheses

-More than one source of data

was considered;

-Appropriate data are collected to

confirm or reject the proposed

hypotheses. Appropriate data

include one or more of the

following: record review,

interview, observation, testing,

and self-report

- There is limited or no evidence

that data was

collected/considered in problem

analysis

Conceptualization – Major

Bases of Behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- Conceptualization includes

consideration of all major bases

of behavior (developmental,

affective, biological, social,

cultural, and cognitive)

- Conceptualization includes

consideration of some major

bases of behavior

(developmental, affective,

biological, social, cultural, and

cognitive)

-Minimal information about or

conceptualization lacks

consideration of major bases of

behavior (developmental,

affective, biological, social,

cultural, and cognitive)

Conceptualization –

integration of data and

aspects of behavior

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- Understanding of client in

terms of current status,

presenting problems, and

strengths are organized

meaningfully in terms of

multidimensional functioning.

-Conceptualization includes

integration of major bases of

behavior

- Basic understanding of client

conceptualization is

demonstrated but integration

lacks depth and breadth

-Conceptualization does not

include an integration of major

bases of behavior

Treatment Planning – Data

Proficient: 1

Unsatisfactory/

Incomplete: 0

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Based Decision-making

-Intervention(s) selection is

based on data from problem

analysis and hypothesis

testing

- Treatment goals are

connected to the data

-- Treatment goals are stated

in observable and

measurable terms;

- Intervention(s) selection is not

based on data from problem

analysis and hypothesis testing

-Goals are not stated in

observable and measurable

terms

Treatment Planning –

Empirical Support

Proficient: 1

Unsatisfactory/

Incomplete: 0

Intervention(s) is technically

sound and demonstrates

knowledge of relevant evidence

based interventions and

programs.

Intervention(s) is not evidence-

based (e.g., research literature,

functional analysis, single case

design analysis)

Treatment Planning –

Other Considerations

Proficient: 1

Unsatisfactory/

Incomplete: 0

-Intervention(s) reflects

sensitivity to individual

differences, resources,

classroom practices, and other

system issues;

- Consideration of logistics

(e.g., setting, time, resources,

personnel) is included in the

intervention plan

-Intervention(s) does not appear

to consider individual

differences, resources,

classroom practices, and other

system issues;

- There appears to be no

consideration of logistics (e.g.,

setting, time, resources,

personnel) in the intervention

plan

Intervention

Evaluation – Progress

Monitoring

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

- Progress monitoring data are

charted and include student

performance trend lines, and/or

goal lines

- Intervention is monitored and

data are provided to ensure that

it is implemented as designed

- No progress monitoring data

provided

Intervention

Evaluation – Outcome

Data

Proficient: 1

Unsatisfactory/

Incomplete: 0

-Outcome data related to

progress towards treatment

goals are presented

-No outcome data are

presented

Intervention Follow-

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0 pts

- Modifications for future

interventions are considered

based upon collaborative

examination of effectiveness

data

- Strategies for follow-up are

developed and implemented

- Suggestions for follow-up are

developed (e.g., continued

progress monitoring, transition

planning)

- Suggestions for follow-up are

not developed

Legal Considerations

Proficient: 1

Unsatisfactory/

Incomplete: 0

123

- All aspects of the

assessment complied with

applicable legal

requirements

- Assessment does not

comply with all applicable

legal requirements

Ethical Considerations

Proficient: 1

Unsatisfactory/

Incomplete 0

- All aspects of the assessment

complied with applicable

ethical and professional

guidelines

- Assessment did not comply

with applicable ethical and

professional guidelines

Quality of Written Product

Distinguished: 2

Proficient: 1

Unsatisfactory/

Incomplete: 0

-The written case study is

essentially free of

grammatical and

typographical errors,

- Written case study clearly

demonstrates the ability to

communicate using

appropriate professional

writing

- The written case study has a

few grammatical and/or

typographical errors;

- Writing is generally consistent

with professional standards

- The written case study has

multiple grammatical and

typographical error;

- Written product lacks a

professional voice

Overall Evaluation of

Intervention Case Study

Pass – Majority of rubric

elements rated as distinguished.

Pass – All elements rated as

distinguished or proficient.

No Pass – One or more

rubric elements rated as

unsatisfactory or

incomplete.

124

Appendix J: Legal/Ethical Case Study Evaluation

Form

125

Comprehensive Exam: Law and Ethics

Case Study Rubric

Minimum Level of Achievement: Score of Proficient/Good on all elements

Excellent

Proficient/Good

Unsatisfactory

Dilemma &

Rationale

An ethical dilemma in school

psychology was effectively

presented (included all

pertinent details, facts and

information) with a strong

rationale

Clear ethical dilemma was

presented with adequate

rationale.

Case was not a clear ethical

dilemma

APA ethical

standards

All relevant APA ethical

standards were reviewed

within the context of this

dilemma

Most relevant APA ethical

standards were reviewed

within the context of this

dilemma

A substantial number of APA

ethical standards were not

reviewed within the context

of this dilemma

NASP ethical

standards

All relevant NASP ethical

standards were reviewed

within the context of this

dilemma

Most relevant NASP ethical

standards were reviewed

within the context of this

dilemma

A substantial number of

NASP ethical standards were

not reviewed within the

context of this dilemma

Decision Making

Model

An ethical decision- making

model was clearly described

and applied

An ethical decision- making

model was applied

It was not clear that an

ethical decision- making

model was applied

Laws/Legal

Considerations

All relevant laws were

referenced and applied

Most relevant laws were

referenced and applied

A substantial number of

relevant laws were not

referenced and applied

Conclusions

Conclusions were based on

an integrated analysis of law

and ethics; includes a

describes of how decision

maximizes the benefit and

minimizes the risk for

everyone involved

Conclusions were based on

consideration of relevant

laws and ethical standards

No clear connection between

conclusions and law and

ethics was presented

Implications

Implications for both

research and practice are

discussed

Implications for practice are

discussed

Implications not adequately

addressed

Quality of

Written

Product

The written case study is

essentially free of

grammatical and

typographical errors; Written

case study clearly

demonstrates the ability

to communicate using

appropriate professional

writing (e.g., APA Style)

The written case study is

essentially free of

grammatical and

typographical errors,

Writing is generally

consistent with

professional standards

(e.g., APA Style)

The written case study has

multiple grammatical and

typographical errors; and/or

Written product lacks a

professional voice;

Numerous violations of

APA Style

Overall Rating

Pass with Distinction: The

majority of elements rated as

Excellent

Pass: All elements rated as

Good or Excellent

No Pass: One or more

elements rated as

Unsatisfactory

126

Appendix K: Internship Agreement

127

University of Colorado Denver

School of Education & Human Development

Downtown Denver Campus

Campus Box 106, P.O. Box 173364

Denver, Colorado 80217-3364

Phone: (303) 315-6315, Fax: (303) 315-6349

DOCTORAL SCHOOL PSYCHOLOGY INTERNSHIP AGREEMENT

As the primary supervisor of _________________________________________________ (name of the UNIVERSITY

OF COLORADO DENVER doctoral intern),

I _______________________________________________________________________ (name of primary supervisor),

agree to provide a doctoral psychology internship training experience for the intern at the following internship site:

NAME OF SITE: _______________________________________________________

ADDRESS OF SITE: _____________________________________________________

_____________________________________________________

PRIMARY SUPERVISOR PHONE: ________________________________________

PRIMARY SUPERVISOR EMAIL ADDRESS: ____________________________________

The term of this contract shall be from ___________________________ (mo/day/yr) to

_____________________________________(mo/day/yr) unless terminated by either party with reasonable and

advance notice to the other.

The purpose of this internship experience is to socialize the intern with respect to professional psychology, and develop

intern knowledge, skills, and dispositions in order to practice independently as a psychologist. Internships are designed

to be sequential, cumulative, and graduated in complexity. As such, there will be increased expectations for

the interns’ performance in the core competencies as their knowledge, experience, and expertise grow and

develop. This internship experience is also intended to further develop intern knowledge and skills associated with the

School Psychology Program competencies of Ethical and Legal Standards; Individual and Cultural Diversity;

Professional Values, Attitudes, and Behaviors; Communication and Interpersonal Skills; Assessment; Intervention;

Consultation and Interprofessional/Interdisciplinary Skills; Supervision; and Research (as applied to practice). By

meeting the guidelines below, this internship also meets the “Guidelines for Defining an Internship or Organized Health

Service Training Program in Psychology” according to the National Register of Health Service Providers in Psychology.

If the Site is not able to provide the Intern with the training experience agreed to below, the Site will notify the

University Internship Supervisor.

The Internship Site and Supervisor Agrees:

1. The internship is an organized program of training that is sequential, cumulative, and graduated in complexity

and is characterized by greater breadth and depth than the practicum experience designed to meet the needs of the Intern,

and providing an extension of education and supervised training from the university program.

2. The internship agency employs a clearly designated doctoral-level psychologist, who:

(a) is currently licensed by the state regulatory board of psychologist examiners to practice at the independent level;

(b) has at least three years of experience as a psychologist and has been employed with the agency/district for at least one

year prior to assuming supervisory responsibilities for an intern is required; and

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3. The internship agency has at least two psychologists on staff available as supervisors, at least one of whom is actively

licensed as a psychologist by the state regulatory board of psychologist examiners. However, internship agencies such as

school districts that have the capacity for only one staff psychologist may meet the spirit of this criterion (breadth of

training experience) by entering into consortium agreements with other agencies, such as other school districts or

university doctoral programs. For example, a district with only one licensed psychologist on staff may partner with

another district or community agency that has licensed psychologists for this purpose. Such consortium agreements must

ensure supervision of the intern by two or more school psychologists, one of whom is actively licensed to practice at the

independent level by the state regulatory board of psychology and who provides at least half of the required internship

supervision.

4. The internship consists of a range of activities including assessment, evidence-based intervention, consultation,

program development and program evaluation, counseling, applied research designed to meet the psychological,

educational, and health needs of the clients, prevention and development of system supports and increasing capacity with

culturally and linguistically diverse populations. Interns are expected to participate in tasks appropriate to the completion

of the internship training plan. The intern will not be asked to serve in any capacity other that for which she or he was

appointed.

5. The internship includes a minimum of 1,500 hours in activities described above.

6. The internship includes at least 600 hours in a school setting, as required by NASP and the Colorado Department of

Education. This requirement is waived for Interns who are credentialed school psychologists or who have previously

completed 600 supervised internship hours in a school-based site under the supervision of a doctoral level school

psychologist.

7. The intern, whether full-time or part-time, spends at least 25% of his or her time in providing direct (face-to-face)

psychological services to clients, patients or consultees, such as teachers or other mental health service providers, which

translates to a minimum of 375 hours out of 1500 doctoral internship hours.

8. The full-time internship includes at least two hours per week of regularly scheduled individual supervision by a

doctoral level psychologist licensed for practice at the independent level with the specific intent of evaluating the

psychological services rendered directly by the intern and supporting the intern in the role of psychological service

provider.

9. In addition to the individual supervision, the intern spends at least two additional hours per week in scheduled group

or individual supervision, conducted by an appropriate credentialed school psychologist or other mental health

professional.

10. Intern supervision is provided by staff members of the internship agency or by qualified affiliates of the agency who

carry clinical responsibility for the cases being supervised.

11. The internship agency provides a dated written statement, brochure, or website that describes the goals and content of

the doctoral internship program, states clear expectations for the quality of Interns’ work, training, and supervision, and

is made available in advance to prospective interns.

12. The internship agency provides a written statement outlining the agency expectations regarding the quantity and

quality of the Intern’s work and that includes information regarding salary, benefits, reimbursable travel, holidays, and

other relevant data.

Internship compensation/stipend: $_____________________

Benefits: _____________________________________________________________

Reimbursable travel: ___________________________________________________

Holidays: _____________________________________________________________

Other relevant data: ____________________________________________________

129

13. Interns receive a formal, written evaluation minimally at the end of each university semester using the form provided

by the University of Colorado Denver School Psychology Program.

14. Communication between doctoral training programs and internship programs is of critical importance to the overall

development of competent psychologists. Therefore, intern performance is discussed among the training partners: the

internship site and the university.

15. Due process procedures for interns are made available to interns prior to the beginning of the training period. If due

process procedures are initiated, the University of Colorado Denver Program Director will be notified by the site

supervisor.

16. Full-time internships are completed in no less than 10 months and part-time internships extend to no more than 24

months.

17. Internship agencies and the intern’s university training program jointly issue to the intern written documentation

(e.g., a certificate, letter, or “Certificate of Completion”) reflecting successful completion of the psychology doctoral

internship.

18. The intern engages in research activity, such as the evaluation of services delivered and the effectiveness of the

intern’s own training.

19. The internship agency has two or more interns engaged in training at the same time. However, agencies having the

capacity for only one intern may meet the spirit of this criterion (i.e., socialization of doctoral-level psychology interns)

by having regularly scheduled and documented training activities with psychology interns at other sites in the

immediate geographic area or, when internship sites are at a significant distance from each other, by making

arrangements for regularly scheduled meetings of interns for several hours on a monthly basis.

20. The intern has regularly scheduled, supervised, and documented training activities with other doctoral psychology

interns/trainees such as professional development/inservice training; case conferences involving a case in which an intern

is actively involved; seminars dealing with professional issues; or observing delivery of health, educational, and/or

child/adolescent services.

21. Internship supervision may be provided through synchronous audio and video format where the supervisor is not in

the same physical facility as the intern. Programs utilizing any form of telesupervision should have a formal policy that

includes procedures to address issues of non-scheduled consultation, crisis coverage, and handling of privacy and

confidentiality. These policies and procedures are established in advance and shared among the training program, the

internship site, and the intern(s). Internships using telesupervision adhere to best practices and ethical, legal, and

professional guidelines.

22. Reports and documents prepared by the doctoral intern for consumers, other agency or school personnel, or other

relevant publics are co-signed by the licensed supervisor for the intern.

23. The Intern has a title such as “intern,” “resident,” or other designation of Intern status.

24. To inform the University of changes in internship Site policies, procedures and

staffing that might affect the internship experience.

25. That the supervisor and intern will follow all legal and ethical codes of the profession as outlined by APA and NASP.

26. Consistent with the availability of resources to employed staff, the intern is provided adequate supplies and materials

to carry out the functions of the internship. An appropriate work environment should include adequate privacy of office

facilities, and access to administrative assistance, telephone services, office equipment and copying machines.

The University Agrees To:

130

1. Be actively involved in coordinating supervisory experiences during the internship. The university will maintain

contact with the intern and the Site to ensure that duties and responsibilities are being met. As such, the University and

its designated representative will be involved in any problems that arise between the intern and the internship Site. The

University shall be notified immediately when a problem occurs, and the University shall work in conjunction with the

internship agency in any subsequent decisions that affect the intern.

2. The University will also maintain a General Liability insurance policy that will include Professional Liability of the

Intern.

3. University supervisors will act as a liaison between the Site and the University and will provide at least three field-

based contacts during the internship experience.

The Intern Agrees To:

1. Act in accordance with the professional ethical codes of APA and NASP. Additionally, the intern is expected to

comply with all policies and procedures of the internship Site and is expected to maintain confidentiality of all records

and client information.

2. Obtain professional liability insurance prior to starting internship.

3. Develop an internship plan to be approved by the University internship supervisor. It is expected the plan will be

consistent with program aims and guidelines as contained in the Program Handbook and with the internship training

standards of outlined in this agreement.

4. Prepare a log of professional experiences that is reviewed by the Site supervisor on a weekly basis, and is submitted

electronically for review by the University supervisor on a monthly basis.

5. Complete one behavioral case studies that align with NCSP requirements.

6. Initiate contact with the Site or university supervisors as required or needed.

7. Participate in the University-based internship seminar on a monthly basis.

APPROVAL:

Signatures:

Intern Date

Field/Site Supervisor Date

University Supervisor (or Designee) Date

131

Appendix L: Internship Plan Template

132

UNIVERSITY OF COLORADO DENVER

School Psychology Program

Doctoral Internship Plan

All interns placed in non-accredited internship sites must develop an internship plan in cooperation

with their internship supervisor at the start of the internship experience. The intern, site supervisor,

and university supervisor must all approve this plan. Interns who are not completing an internship in

a traditional school setting must identify internship goals and activities that address the program

aims and competencies as it applies to the internship setting. Internship plans must be submitted for

approval within the first two weeks of the start of internship.

Intern Name: ___________________________________________Date Form Completed:__________

CU Denver Doctoral Internship Coordinator: ___________________________License #: _________

Email: ________________________________________________________ Phone #: ______________

INTERNSHIP INFORMATION

Primary Internship Site Name & Address:

___________________________________________________________________________________

Secondary Internship Site Name & Address:

___________________________________________________________________________________

Please adjust your internship plan according to whether you have one or two sites.

SUPERVISION

Primary Site Supervisor: _____________________________________________ License #: ________

Secondary Site Supervisor: ____________________________________________License #: ________

Additional Site Supervisor:____________________________________________ License #: ________

For the following section, verify that each requirement will be met. Note: These must all be checked in order for the

internship opportunity to meet requirements of approved sites.

For every 40 hours of Internship Experience:

____ At least 2 hours of individual supervision by a licensed psychologist (face-to-face or tele-supervision)

____ At least 2 hours of Other Types of Supervision (e.g., individual or group supervision)

____ Regularly scheduled learning activities such as didactic seminars, inservices, grand rounds, etc.

____ At least 25% of the internship experience is direct client contact

____ At least 50% of supervision is provided by licensed psychologist(s) with at least 3 years post-licensure experience.

____ Direct observation of the intern as a means of evaluating performance and guiding supervision at least once per

evaluation period

133

Topics to be covered in supervision include:

____Discussion of services provided by the student;

____Selection of service or intervention plans for and review of cases or work units of the student;

____Discussion of and instruction in the use of progress monitoring and outcome data to inform decision-making

____Discussion of and instruction in theoretical concepts underlying the work;

____Discussion of and instruction in relevant psychological foundations underlying the work;

____Discussion of the management of professional practice and other administrative or

business issues;

____Evaluation of the supervisory process by the student and the supervisor;

____Discussion of coordination of services among the professionals involved in the particular

cases or work units;

____Discussion of relevant state laws and rules;

____Discussion of ethical principles including principles applicable to the work;

____Review of standards for providers of school psychological services; and

____Discussion of reading materials relevant to cases, ethical issues and the supervisory

process.

Schedule of Doctoral Internship

Year(s) of Internship Placement: __________________________________________________________

Internship Schedule Site #1 (Days & Hours): ________________________________________________

Start Date: __________________________Anticipated End Date: _________________________

Minimum Number of Hours to be On-Site per Week: ____________________________________

Paid? YES NO (circle) If paid, amount:___________________________

Internship Schedule Site #2 (Days & Hours): ________________________________________________

Start Date: __________________________Anticipated End Date: _________________________

Minimum Number of Hours to be On-Site per Week: ____________________________________

Paid? YES NO (circle) If paid, amount: __________________________

GOALS OF TRAINING (Attach additional sheet(s):

• You need to highlight the organized sequence of your internship program.

• Discuss how the internship is going to gradually increase and build upon your foundational

knowledge and skill set over the course of the training year.

• Please outline all the duties you will be expected to do throughout the internship training, clearly

indicating the nature of the activities and any related training. The table below may be helpful in this regard.

• It is recommended that you use the CU Denver Internship Evaluation Form to inform the writing of your goals. It might

also be helpful to review brochures from internship sites of interest to you. Information from school-based sites can be

particularly helpful. The APPIC website is a good resource (https://www.appic.org/). Once you find a site, look for their

program brochure and use that as a model. The information below should also be considered.

The following are considered integral to the practice of school psychology. They are the skills the intern is

learning to coordinate, manage and improve as they become independent. There should be opportunity to

participate in ALL of the areas, with at least 10% and no more than 50% of the intern time in either

134

Assessment, Intervention, or Consultation. Services to children and youth should include various ages,

cultural backgrounds and presenting problems/disabilities.

Assessment (formal/informal)

Family collaboration/intervention

Observation in natural environments

Inservice or other presentations

Counseling (individual/group)

Research/program evaluation

Academic intervention/Instructional consultation

Mental health consultation

Behavior analysis and intervention

Interagency case management

Crisis intervention/prevention

Educational/treatment planning

System-level prevention/intervention

Other:

The intern’s competencies in each of the following areas will be assessed:

• Foundation in basic tenets of psychology (affective biological, cognitive, & social bases of behavior,

human development)

• Assessment & data-based decision making

• Collaborative and consultative interventions

• Direct interventions, mental health services, and instructional supports

• Application of research to professional practices

• Culturally responsive, legal, ethical and professional practice

• Communication and interpersonal skills

• Professional values, attitudes, and behaviors

All parties have read and understand the agreement outlined in this student’s doctoral internship plan.

The signatures below indicate that each party has agrees with the proposed internship plan.

Then you need to sign and have all supervisors sign the last page of your internship plan:

Intern Signature _____________________________________________________________Date______

Primary Site Supervisor Signature _______________________________________________Date______

Secondary Site Supervisor Signature _____________________________________________Date______

Additional Site Supervisor: ____________________________________________________Date______

CU Denver Internship Coordinator Signature ______________________________________ Date______

135

Appendix M: Internship Evaluation Form

136

UNIVERSITY OF COLORADO DENVER

School Psychology Program

Intern Performance Evaluation

Student Name: ______________________________________________________________________

Primary Supervisor Name: _____________________________________________________________

Supervisor Phone: ______________ Supervisor Email: ______________________________________

Placement Site: ______________________________________________________________________

Secondary Supervisor Name: ___________________________________________________________

Supervisor Phone: ______________ Supervisor Email: ______________________________________

Additional Placement Site (if applicable): _________________________________________________

Date of Midterm Evaluation: ________________ Date of Final Evaluation: ________________

Directions: This performance evaluation is designed to promote ongoing constructive evaluation of critical

professional competencies and to provide formative feedback to facilitate the development of our students’ mastery of

critical professional skills and competencies. This evaluation form is broken into two parts. In Part I, please circle the

rating number associated with your trainee’s current behavior. If you want to elaborate on a specific area, please feel free

to write comments at the end of each section. There are no sharply defined lines between these ratings and assigned

grades since professional development and growth is a continuous process. Thus, students at any specific level may have

ratings both above and below average on critical performance skills. In Part II, please add your open-ended comments

to each evaluation item and provide specific behavioral examples to support your comments.

Methods used in evaluating competency (check all that apply):

Direct Observation (

required)

Review of Audio/Video Case Presentation

Documentation Review ____Supervision Comments from other staff/faculty

Part I Directions: Please use the following four-point rating scale to evaluate the Internship student’s skill

development. Circle or highlight the rating for each item. For those areas where you have had no opportunity to observe

or the skill is not applicable to the setting, circle NO (option for Mid-term Evaluation Only).

NOTE: WHITE rating area is for your MID-TERM evaluation

GREY rating area is for your FINAL evaluation

STUDENT IS RESPONSIBILE FOR RETAINING THIS FORM

4 – Proficient/Expert: Demonstrates exceptional skills in this area; similar to a seasoned practitioner

3 - Competent: Demonstrates independence in this area; ready for independent practice.

2 – Advanced Beginner: Beginning to demonstrate independence in task completion with supervision.

1 - Novice: Needs substantial improvement in this area; requires close supervision in this area

NO - No Opportunity to observe student in this area (option for mid-term only)

As indicated above, “3” is anchored as “Competent”, i.e., the level expected at the end of internship and that of

beginning professional psychologists, so students are expected to be ranked at a 3 or 4 in all areas by the end of

internship. At mid-term, the MLA is a 2.

NOTE: This form is designed to provide interns with comprehensive, formal feedback on strengths and areas for

growth. A score less than 2 at midterm will trigger the development of remediation Plan.

A score of less than 3 on an individual learning element or broad competency on the final evaluation will initiate

the program's Due Process procedures. Interns must receive a rating of 3 or higher on all learning elements and

broad competencies to demonstrate that they are prepared for entry level independent practice and licensure, and

to successfully complete internship.

137

APA Profession Wide Competencies

Competency Area: Intervention

Rating (circle)

Establishes and maintains effective relationships with the recipients of

psychological services

1 2 3 4 NO N/A

Develops evidence-based intervention plans specific to service delivery goals

1 2 3 4 NO N/A

Implements interventions informed by the current scientific literature, assessment

findings, diversity characteristics, and contextual variables

1 2 3 4 NO N/A

Demonstrates the ability to apply the relevant research literature to clinical

decision making

1 2 3 4 NO N/A

Modifies and adapts evidence-based approaches effectively when a clear evidence-

base is lacking

1 2 3 4 NO N/A

Evaluates intervention effectiveness and adapts intervention goals and methods

consistent with ongoing evaluation

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

1 2 3 4

Comments:

Competency Area: Assessment

Demonstrates current knowledge of diagnostic classification systems, functional

and dysfunctional behaviors, including consideration of client strengths and

psychopathology

1 2 3 4 NO N/A

Demonstrates understanding of human behavior within its context (e.g., family,

social, societal, and cultural)

1 2 3 4 NO N/A

Demonstrates the ability to apply the knowledge of functional and dysfunctional

behaviors including context to the assessment and/or diagnostic process

1 2 3 4 NO N/A

Selects and applies assessment methods that draw from the best available empirical

literature and that reflect the science of measurement and psychometrics; collect

relevant data using multiple sources and methods appropriate to the identified

goals and questions of the assessment as well as relevant diversity characteristics of

the service recipient

1 2 3 4 NO N/A

Interprets assessment results, following current research and professional

standards and guidelines, to inform case conceptualization, classification, and

recommendations, while guarding against decision-making biases, distinguishing

the aspects of assessment that are subjective from those that are objective

1 2 3 4 NO N/A

Communicates findings in an accurate and effective manner sensitive to a range of

audiences

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

1 2 3 4

Comments:

Competency Area: Ethical and Legal Standards

Demonstrates knowledge of and acts in accordance with the APA Ethical Principles

and Code of Conduct

1 2 3 4 NO N/A

Demonstrates knowledge of and acts in accordance with all organizational, local,

state, and federal laws, regulations, rules, and policies relevant to health service

psychologists

1 2 3 4 NO N/A

138

Demonstrates knowledge of and acts in accordance with all professional standards

and guidelines

1 2 3 4 NO N/A

Recognizes ethical dilemmas as they arise and applies ethical decision-making

processes in order to resolve them

1 2 3 4 NO N/A

Conducts self in an ethical manner in all professional activities

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

Comments:

Competency Area: Cultural and Individual Diversity

Rating (circle)

Demonstrates an understanding of how their own personal/cultural history,

attitudes, and biases may affect how they understand and interact with people

different from themselves

1 2 3 4 NO N/A

Demonstrates knowledge of the current theoretical and empirical knowledge base

as it relates to diversity as it relates to addressing diversity in all professional

activities including research, training, supervision/consultation, and service

1 2 3 4 NO N/A

Integrates knowledge of individual and cultural differences in the conduct of

professional roles

1 2 3 4 NO N/A

Demonstrates the ability to independently apply their knowledge and approach in

working effectively with the range of diverse individuals and groups encountered

during internship

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

Comments:

Competency Area: Professional Values, Attitudes, and Behaviors

Rating (circle)

Behaves in ways that reflect the values and attitudes of psychology, including

integrity, deportment, professional identity, accountability, lifelong learning, and

concern for the welfare of others

1 2 3 4 NO N/A

Engages in self-reflection regarding one’s personal and professional functioning;

engages in activities to maintain and improve performance, well-being, and

professional effectiveness

1 2 3 4 NO N/A

Actively seeks and demonstrates openness and responsiveness to feedback and

supervision

1 2 3 4 NO N/A

Responds professionally in increasingly complex situations with a greater degree of

independence as they progress across levels of training

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

Comments:

Competency Area: Consultation and Interprofessional / Interdisciplinary

Skills

Rating (circle)

Demonstrates knowledge and respect for the roles and perspectives of other

professions

1 2 3 4 NO N/A

Applies knowledge about consultation in direct or simulated (e.g. role played)

consultation

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

Comments:

139

Competency Area: Communication and Interpersonal Skills

Develops and maintains effective relationships with a wide range of individuals,

including colleagues, communities, organizations, supervisors, supervisees, and

those receiving professional services

1 2 3 4 NO N/A

Produces and comprehends oral, nonverbal, and written communications that are

informative and well-integrated; demonstrates a thorough grasp of professional

language and concepts

1 2 3 4 NO N/A

Demonstrates effective interpersonal skills and the ability to manage difficult

communication well

1 2 3 4 NO N/A

AVERAGE SCORE FOR BROAD AREA OF COMPETENCE:

1 2 3 4 NO N/A

Comments:

Supervision

Apply knowledge of supervision models and practices in direct or simulated

practice with psychology trainees, or other health professionals. Examples of direct

or simulated practice examples of supervision include, but are not limited to, role-

played supervision with others, and peer supervision with other trainees

1 2 3 4 NO N/A

1 2 3 4

Comments:

Research

Demonstrates the substantially independent ability to critically evaluate and

disseminate research or other scholarly activities (e.g., case conference,

presentation, publications) at the local (including the host institution), regional, or

national level

1 2 3 4 NO N/A

1 2 3 4

Comments:

Program Specific Competencies

Demonstrates knowledge of general education, special education, educational

and related services, including how the system works as a whole

1 2 3 4 NO N/A

Demonstrates skill in identifying individuals or groups, ages birth to

twenty-one, who may benefit from targeted interventions, instructional

supports, and psychological services, using screening, progress monitoring,

and other tools.

1 2 3 4 NO N/A

Demonstrates the ability to plan and implement interventions at different

level (e.g. individual, group, classroom, and systems level), including

positive behavioral supports (e.g. classroom accommodations, FBAs, etc.).

1 2 3 4 NO N/A

Demonstrates an understanding of school-based crisis intervention strategies

(e.g., suicide risk assessment, threat assessment, crisis response, etc.) and

provides crisis intervention as needed.

1 2 3 4 NO N/A

140

Intern Performance Evaluation – Part II

Part II Directions: Please elaborate on each item and provide specific behavioral examples.

2. Major accomplishments/achievements in the areas of assessment, consultation, intervention, and

personal/professional development.

Midterm:

Final:

2. Areas of demonstrated strength.

Midterm:

Final:

3. Areas needing improvement or enhancement.

Midterm:

Final:

4. Specific steps, actions, and/or experiences that will be taken to further address areas in need of

improvement or enhancement.

Midterm:

Final:

I acknowledge that my supervisor has reviewed this evaluation with me.

Intern Signature

Date

Supervisor's Signature Date

141

Appendix N: Professional Practice Case Study

Evaluation Form

142

Professional Practice Case Study Rubric

Scoring Criteria

Standard

Effective (1 point)

Needs Development (0 points)

Client

Demographics

1.1

Demographics of the case are

adequately described (e.g., age, type of

class/school, grade, SES, disability,

etc.).

Demographic information does not include

sufficient information.

Consideration of

Client Unique

Characteristics 1.2

Assessment, intervention, and/or

consultation practices consider unique

individual characteristics.

Needs Development - Assessment,

intervention, and/or consultation practices do

not consider unique individual

characteristics

Collaboration 1.3

Collaboration with relevant stakeholders

(e.g., parents, teachers, and other

professionals) is evident throughout the

process.

Decisions regarding problem identification

and intervention are made without consultation

with relevant stakeholders.

Problem Solving

Process 1.4

Steps of the problem-solving process

are implemented coherently (i.e.,

sequential, goal directed, and flow

logically based on evidence).

The steps of the problem-solving process are

not followed.

Professional

Writing 1.5

Professional practices of writing style,

formatting, and graphing are present in

the case study (i.e., clear succinct and

well written text with clearly labeled

graphs).

Errors in writing convention, style, and

graphing interfere with readability and

interpretation of data.

Protection of

Client Privacy 1.6

Personal identifying information of the

case study subject is redacted from the

report.

Personal identifying information is not

redacted from the report.

Problem

Identification, 2.1

Information is gathered from multiple

sources (e.g., Record review, Interview,

Observation, and Testing [RIOT]).

Data are not gathered from multiple sources.

Problem

Identification, 2.2

The problem is operationally defined in

observable, measurable terms (i.e., the

referral concern is restated as an

observable, measurable dependent

variable).

The problem is not operationally defined.

(e.g., it is reported as a categorical/

descriptive cause such as Autism,

Depression, ADHD; or terms such as

aggression, anxiety or hyperactivity).

Problem

Identification, 2.3

Expectations for the identified behavior

are stated based upon an appropriate

source for comparison (e.g., grade level

standards, peer performance, normative

data, etc.).

Expected performance is not based on an

appropriate source for comparison or is not

included OR The difference between actual

and expected levels of performance is not

explicitly stated

Problem

Identification, 2.4

Adequate baseline data are graphed to

depict the discrepancy between the case's

performance relative to an appropriate

comparison.

Baseline data are not graphed

Baseline data include fewer than three data

points

Expected level of performance is not included

in the graph (i.e., aimline or goal line).

143

Problem Analysis,

3.1

The problem behavior is hypothesized as

a skill or performance deficit

AND

Data are used to test the hypothesis.

There is no hypothesis regarding skill or

performance deficit.

Data are not used to test the hypothesis

Problem Analysis,

3.2

Multiple hypotheses are formulated to

address the problem across one or more

of the following areas: curriculum,

instruction, and environment.

Multiple hypotheses are not developed

Hypotheses are untestable

Problem Analysis,

3.3

Each hypothesis is stated in

observable/measureable terms.

Hypotheses are not stated in

observable/measurable terms

Problem Analysis,

3.4

Hypotheses empirically tested and/or

other sources of data are used to confirm

or reject each hypothesis.

Hypotheses are not tested or appropriate

sources of data are not used to confirm or

reject each hypothesis

Problem Analysis,

3.5

A conclusive statement following

hypothesis testing and/or data collection

is provided that formally describes the

cause of the problem and informs

intervention(s).

A conclusive statement formally describing

the cause of the problem is not included

Does not lead to a logical intervention.

Intervention, 4.1

A single evidence-based intervention is

implemented and linked to preceding

sections.

Intervention is not evidence-based.

Is not linked to preceding sections

Multiple interventions are implemented

simultaneously.

Intervention, 4.2

Acceptability of the intervention by

relevant stakeholders (e.g., caregivers,

teachers, etc.) is verified.

Acceptability of the intervention by one or

more stakeholders is not verified

Intervention, 4.3

The intervention is replicable:

Intervention components are clearly

described (i.e., independent variable)

AND

Logistics are reported (e.g., who will

implement, setting, duration and

frequency of sessions, etc.)

The intervention is not replicable:

Intervention components are not described

(i.e., independent variable)

Logistics are missing (e.g., who will

implement, setting, duration and frequency of

sessions, etc.)

Intervention, 4.4

Skill or performance goals are:

Described using the same metric as the

dependent variables

AND

Achievable based on research or other

data.

Skill or performance goals are:

Described using a different metric as the

dependent variables

Not achievable or not linked to research or

other data.

Intervention, 4.5

Progress is monitored and graphed for

data based decision making (formative

evaluation).

Progress is not monitored.

Progress data are not graphed.

Intervention, 4.6

Treatment integrity/fidelity data are:

Collected and reported

AND

Used in the interpretation of intervention

efficacy.

Treatment integrity/fidelity data are not:

Collected or reported

Used to describe intervention efficacy

Evaluation, 5.1

A single graph is depicted for the target

behavior and includes the following

elements:

Baseline data

AND

A single target behavior is presented on

multiple graphs or relevant graphs are not

included.

The following components are not included in

the graph:

144

Goal/Target indicator or aim line

AND

Treatment/progress monitoring data with

a trend line.

Baseline data

Goal/Target indicator or aim line

Treatment/progress monitoring data with a

trend line.

Evaluation, 5.2

Adequate intervention data (i.e., typically

7 data points) are collected to

demonstrate level and/or trend under

intervention conditions.

Insufficient data are collected to meaningfully

interpret the results of the intervention

Evaluation, 5.3

Visual analysis of the level, trend and

variability and/or statistical analyses

(e.g., effect size) demonstrate that the

intervention was effective.

Visual or statistical analyses were not used

The Intervention was ineffective

Evaluation, 5.4

Strategies for generalizing outcomes to

other settings are described.

Strategies for generalizing outcomes to other

settings are not described.

Evaluation, 5.5

Strategies for follow-up are developed.

Strategies for follow-up are not developed.

Overall

Evaluation

Case study meets the minimum level of

achievement (MLA) required to

demonstrate competency (80% or 21/26

points)

.Case study does not meet MLA of at least

80% of above elements

Comments:

______________________________________________________________________________

Total points __________/26

(Students must achieve a minimum of 21 (at least 80%) indicating overall proficiency. If you do not meet

this level of proficiency, your case will be returned to you and you will need to make revisions until it is

acceptable. If elements are missing that cannot be added (e.g., no baseline data collected), you will need

to complete a new case.

145

Appendix O: Capstone Project Topic Information

Form

146

149

Capstone Project Topic Information Form

Student’s Name: _______________________________________________________

Capstone Project Topic: _________________________________________________

Capstone Project Summary:

Research Questions:

Plans for Dissemination of findings (both a presentation and publication are required): -

____________________________________________________

The following faculty member will act as the lead supervisor of the Capstone Project listed

above:

Faculty Member’s Name: __________________________________

Signature: ______________________________________________

Date: _________________

I acknowledge that IRB procedures may be required for this Capstone Project and, if

necessary, I take responsibility for their complete and accurate implementation.

Capstone Project Student: ___________________________________

Signature: _______________________________________________

Date: __________________

Program Director’s Initials: ______

147

Appendix P: Capstone Evaluation Form

148

Doctor of Psychology in School Psychology

Capstone Evaluation Form

Student's Name: ______________________________________________________________

Title of Capstone: ______________________________________________________________

Committee Chair: ______________________________________________________________

Committee Members: ___________________________________________

_____________________________________________________________

The following rubric is to be used for evaluation of the quality of School Psychology PsyD

Capstones. Each chapter of the capstone, to be meet the minimum level of achievement, must

achieve, or be rated at Performance Level 3 or 4. Failure to meet these standards requires

rewrites until the standards are met.

Chapter 1/

Introduction:

Articulation

and originality

of a question of

interest/

Problem

statement

4-Advanced

3-Proficient

2-Developing

1-Beginner

The problem

statement is

presented and

articulated clearly

and uniquely, and its

importance to the

profession/field is

demonstrated. •

Meaningful

relationships

between concepts

and/or variables

under study are

analyzed and add a

new perspective on

previous research

regarding the topic. •

A credible argument

that the study will

uniquely and

significantly

contribute to

knowledge in the

field/profession is

presented.

The problem

statement is

presented and

articulated in a clear

and unique way. •

The importance of

the research is

presented and

relationships

between concepts

and/or variables

under study are

examined. • A new

perspective on

previous research is

presented.

The problem

statement is

presented and begins

to describe the topic

of study. • Shows

limited

distinctiveness in the

area of study. • The

importance of the

research is

minimally presented

The problem

statement lacks

articulation and does

not describe the

issue under study. •

The problem

statement mimics

previous work and

lacks uniqueness

149

Chapter 2/

Literature

Review

4-Advanced

3-Proficient

2-Developing

1-Beginner

Literature review

presents in an

accurate and

comprehensive

manner the status of

current research

literature on the topic

under study. •

Literature review is

synthesized into a

research topic or

question that has the

potential to

contribute to

knowledge in the

field/profession. •

Identifies gaps where

further research is

needed. • Establishes

a theoretical

framework for

investigating those

gaps and questions

Literature review

presents status of

current research

literature on the topic

under study. •

Begins to describe a

research topic,

question, or

hypothesis that has

the potential to

contribute to

knowledge in the

field/profession. •

Begins to establish a

theoretical

framework for the

current research

questions and gaps in

literature.

Limited discussion

of status and gaps in

current research

literature on the

topic. • Limited

establishment of

theoretical

framework for

current research. •

Topic, question, or

hypothesis is simply

stated.

Does not discuss

status or gaps in

current research

literature. •

Literature review

does not establish a

theoretical

framework.

Chapter 3/

Methodology

4-Advanced

3-Proficient

2-Developing

1-Beginner

An understanding of

the methodology’s

suitability to the

dissertation as

contribution to

knowledge is

demonstrated. •

Presents and assesses

the suitability of the

methodology to the

topic

Presents a

methodology

suitable and

systematic for the

topic.

Limited discussion

of suitability of

methodology for

collection of data.

Does not discuss a

methodology for

collection of data or

developing a

product.

Chapter 4/

Results

4-Advanced

3-Proficient

2-Developing

1-Beginner

Results of the data

collection are

presented in an

objective manner. •

Results of the data

analyses use

techniques that

describe the data and

reveal meaningful

relationships that

exist in the data. •

The results are

interpreted, which

allows for a

speculation on

Results are presented

in an objective

manner. • Results of

the data analyses are

described limitedly

to reveal meaningful

relationships that

exist in the data.

Results are simply

stated in an objective

manner.

Does not present

results of the data

analyses.

150

new/hidden

relationships.

Chapter 5/

Discussion &

Implications

4-Advanced

3-Proficient

2-Developing

1-Beginner

Complete discussion

of analysis of results

from many different

perspectives in a

scholarly and

objective manner. •

Conclusions clearly

follow from results,

are accurately

described in detail in

terms of data

analysis, and show

methodological and

conceptual rigor. •

Fully accounts for

the study’s clinical,

professional, and

academic

implications.

Understand the place

of the study in

history and meanings

associated with

research on topic. Is

capable of using the

current study as a

platform for

discussion of the

topic globally and

historically. • Fully

describes possible

limitations to

research

methodology,

alternatives for

operational

definitions of

constructs, and

possible researcher

influences. Connects

these limitations

clearly to outcomes

and results. Designs

changes to study that

would account for

the above-mentioned

limitations

Results are analyzed

in an objective

manner, employing

several different

perspectives on the

same data. •

Conclusions follow

from results and are

explained in terms of

the analysis of the

data, which shows

methodological and

conceptual rigor. •

Addresses at least

two of the following

areas: Clinical,

professional, or

academic

implications. • Can

describe the

significance of the

study within the

contextual history of

research on the topic.

• Discusses possible

limitations in

research

methodology.

Connects these

limitations to results

and possible

implications of

results. • Makes only

a limited attempt to

describe changes

which would

strengthen the study

Conclusions follow

from the results and

are explained in

terms of the analysis

of the data. •

Addresses only one

of the following

areas: Clinical,

professional, or

academic

implications. •

Shows limited

awareness of the

study’s applicability

to the topic. • Shows

a lack of awareness

of at least one major

area of limitation in

the research

methodology and/or

findings. • Cannot or

does not recognize

how the current

study may be

improved.

An analysis of the

results is not present.

• Conclusions do not

clearly follow from

the results. • Does

not discuss either the

clinical,

professional, or

academic

implications. Shows

no awareness of

place of current

study in the body of

knowledge on the

topic. • Does not

discuss either the

limitations of

research

methodology,

findings, or

implications of these

limitations with

regard to the study’s

efficacy and value.

References &

Appendices

3-Proficient

2-Developing

1-Beginner

Uses in-text

Missing some in-text

Multiple problems

151

citations; all

references cited on

reference page;

strong research

sources; appendices

include all

instruments and

protocols (if

necessary).

citations; some

references omitted

on reference page;

mediocre research

sources (e.g.

websites instead of

published articles);

appendices lack

instruments,

protocols or

permission letters

with citations and

references and/or

multiple missing

appendix items.

Academic

Writing

3-Proficient

2-Developing

1-Beginner

Uses own words for

clear description;

concise style;

sentence structure,

word choice and

professional

tone/style are used

consistently.

Grammar, spelling,

punctuation and

organization are

flawless, appropriate

use of quotations;

Headings logical and

well labeled; spacing

& paragraphs

appropriate; page

numbering accurate;

uses appropriate

font; APA (6th

edition) format is

consistent and

correct throughout

entire paper

Style is inconsistent,

relies too much on

quotes and/or lacks

clarity; uses

colloquial language;

word choice and

style not

professional; Minor

corrections in

grammar, spelling,

punctuation, and/or

typographical errors;

minor syntax or

quotation flaws;

Minor lapses in

format of the paper,

including spacing,

paragraph use, page

number and font; A

few errors in APA

format and/or

citation style.

Does not achieve a

coherent,

professional style;

uses too much

colloquial language;

too wordy and/or

unclear; Multiple

errors in grammar,

spelling,

punctuation, quoting

and/or syntax;

Significant problems

with headings,

spacing, paragraphs

pagination or font;

Significant errors in

APA format, or

inconsistent

application of APA

format.

Dissemination

of Findings

Presentation

Publication

Additional Comments:

152

Appendix Q: SEHD Student Honor Code

153

SCHOOL OF EDUCATION & HUMAN DEVELOPMENT STUDENT HONOR CODE

The School of Education & Human Development is committed to the Honor Code of the University of

Colorado Denver.

A university's reputation is built on a standing tradition of excellence and scholastic integrity. As

members of the CU Denver academic community, faculty and students accept the responsibility to

maintain the highest standards of intellectual honesty and ethical conduct in completing all forms of

academic work and internships associated with the University.

SEHD Student Honor Code

Education at CU Denver is conducted under the honor system. All students entering an academic program

should have developed the qualities of honesty and integrity, and each student should apply these

principles to his or her academic and subsequent professional career. All students are expected to achieve

a level of maturity which is reflected by appropriate conduct at all times. The type of conduct which

violates the School of Education & Human Developments Student Honor Code may include but is not

limited to the following:

Academic Dishonesty

1. Plagiarism

2. Cheating

3. Fabrication, falsification and deception

4. Multiple submissions

5. Misuse of academic materials

6. Complicity

Violation of any University of Colorado Denver or School of Education & Human Development

policy

7. Intoxication

8. Unprofessionalism

9. Disruptive or disorderly conduct or any violation of the Student Code of Conduct

Academic Dishonesty

Students are expected to know, understand, and comply with the ethical standards of the University. In

addition, students have an obligation to inform the appropriate official of any acts of academic dishonesty

by other students of the University. Academic dishonesty is defined as a student's use of unauthorized

assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the

student’s work in meeting course and degree requirements.

Plagiarism

Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. The

incorporation of another person’s work into one’s own required appropriate identification and

acknowledgment, regardless of the means of appropriation. The following are considered to be forms of

plagiarism when the source is not noted:

154

1. Word-for-word copying of another person's ideas or words.

2. The mosaic (the interspersing of one’s own words here and there while, in essence, copying

another's work).

3. The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or theory).

4. Fabrication of references (inventing or counterfeiting sources).

5. Submission of another’s work as one's own.

6. Neglecting quotation marks on material that is otherwise acknowledged.

Acknowledgment is not necessary when the material used is common knowledge.

Cheating

Cheating involves the possession, communication, or use of information, materials, notes, study aids or

other devices not authorized by the instructor in an academic exercise, or communication with another

person during such an exercise. Some examples of cheating include:

1. Copying from another's paper or receiving unauthorized assistance from another during an

academic exercise or in the submission of academic material;

2. Using any electronic, or digital, or technological or other device when its use has been

disallowed;

3. Collaborating with another student or students during an academic exercise without the consent

of the instructor.

Fabrication, Falsification and Deception

Fabrication involves inventing or counterfeiting information, e.g., creating results not obtained in a study

or research. Falsification, on the other hand, involves deliberately altering or changing results to suit one’s

needs in an experiment or other academic exercise. Deception is providing false information or

knowingly withholding information.

Multiple Submissions

This is the submission of academic work for which academic credit has already been earned, when such

submission is made without instructor authorization.

Misuse of Academic Materials

The misuse of academic materials includes, but is not limited to, the following:

1. Stealing or destroying library or reference materials or computer programs;

2. Stealing or destroying another student’s notes or materials, or having such materials in one’s

possession without the owner’s permission;

3. Receiving assistance in locating or using sources of information in an assignment when such

assistance has been forbidden by the instructor;

4. Illegitimate possession, disposition, or use of examinations or answer keys to examinations.

5. Unauthorized alteration, forgery, or falsification;

6. Unauthorized sale or purchase of examinations, papers, or assignments.

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Complicity in Academic Dishonesty

Complicity involves knowingly contributing to another’s acts of academic dishonesty.

Intoxication

This is defined as being under the influence of drugs or alcohol in any University setting, classroom

setting, practicum/internship, professional development school/site, computer lab or shared student space

that compromises the student’s ability to learn and participate in educational activities, interferes with the

learning process of other students and/or customers and clients of the School of Education & Human

Development. Students who have difficulties with alcohol and/or other substances may seek assistance

from services available on campus such as the CU Denver Student/Community Counseling Center.

Unprofessional Behavior

Any conduct including electronic communications, both on and off campus, that interfere with the

student’s ability to maintain professional standards as defined in program handbooks, professional codes

of ethics, University policies or procedures or reflects poorly on the student, School of Education &

Human Development or University is prohibited.

Disruptive or Disorderly Conduct

Disruptive or disorderly conduct in any University setting or partner setting, such as the disregard of

rights of faculty, staff, administration and peers, threatening behaviors in any medium of communication

and sexual harassment are examples of disruptive and disorderly conduct and a violation of the University

Code of Student Conduct is prohibited. The Code of Student Conduct can be found by visiting the Office

of Community Standards and Wellness website at https://www.ucdenver.edu/student/health-wellness/student-

conduct.

All proceedings concerned with academic dishonesty are confidential to the extent permitted by law.

A student accused of academic dishonesty has the right to:

• admit to the charges and accept the penalty imposed by the instructor. If the student admits to the

charges, the faculty member will invoke an appropriate penalty, which could include the issuance

of a failing grade in the course. If the faculty member believes further action is warranted, then

the faculty member may request a hearing of the Academic Ethics Committee, which will

determine if further action is necessary;

• dispute the charges or the penalty by following the Student Academic Appeal process.

Procedures for faculty encountering academic dishonesty

In order to facilitate the accusation process, it is suggested that faculty members include in their syllabi a statement

concerning their policy on matters of academic dishonesty.

A. A faculty member who suspects that a student may be guilty of academic dishonesty should react

quickly. S/he should gather as much evidence as possible as rapidly as possible: e.g. gathering

names of and impressions from potential witnesses, listing potential references that may have

been plagiarized, or retaining any hard copies of evidence, such as "cheat sheets" or tests that

might have been copied and/or copied from. S/he should commit as many details of the incident

to writing as quickly as possible as details regarding an incident can be quickly forgotten.

B. When a faculty member has evidence suggesting that a student is guilty of academic dishonesty,

the student should be confronted with the evidence at a meeting, preferably held in the faculty

member's office within five (5) working days of the discovery of the alleged incident.

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C. After the meeting described above, the faculty member should determine the appropriate penalty

for the act of dishonesty. This penalty, as determined by the faculty member, may be a failing or

zero grade for the assignment in question or a failing grade in the course. The penalty should be

consistent with any information published in the faculty member's syllabus. If the faculty member

feels that issuance of a failing grade is an insufficient penalty, then the faculty member may

request a formal meeting the Associate Dean over SEHD academic program.

D. After determining the appropriate penalty, the faculty member should present the student with a

written letter describing the alleged violation. Copies of this letter should be given to the student’s

faculty advisor, the Associate Dean of academic programs and a copy should be place in the

student’s file housed within the Student Services Center.

This letter must include:

o a detailed description of the incident that resulted in the allegation of academic

dishonesty;

o a statement of the penalty that will be imposed on the student;

o attachment: The SEHD Student Academic Appeal Process

Procedures for faculty that encounter violations of policies other than academic dishonesty

Violations of the student honor code that are unrelated to academic dishonesty should also be considered

serious and reported to the School of Education & Human Development Associate Dean for Academics.

The appropriate offices including campus police, CU Denver Office of Community Standards and

Wellness and other appropriate offices may be contacted to report the violation. Consequences and

outcomes will be determined by the appropriate parties given the severity of the offense.

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Appendix R: Graduate School Academic

Grievance and Appeals Process

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THE GRADUATE SCHOOL

ACADEMIC GRIEVANCE AND APPEALS PROCESS

The following procedures address those student appeals and grievances arising from suspension,

termination/dismissal, or denial of progression based on unsatisfactory academic performances

from the Graduate School or its programs.

The intent of the academic appeal procedure is to assure fairness and due process to all involved

parties. Good faith efforts should always be made by students, faculty, and administration to

settle all appeals, complaints, and grievances on an informal basis. These efforts will include

conferences between the persons directly involved and others whom these persons believe to be

able to help solve the problems.

Definitions

Students may find themselves terminated from a graduate program for a number of reasons.

Sometimes the language and policies behind the termination can be confusing. These definitions

are provided to shed some light on the nuances between terms.

• Suspension – Removal of the student from the graduate program for a defined period of

time and/or the specification that a student must fulfill certain requirements before

readmission or re-instatement will be considered. While suspended the student is not

entitled to attend classes, use University facilities, participate in University activities, or

be employed by the University. Special conditions may be stipulated for reinstatement at

the conclusion of the period of reinstatement of the period of suspension. The student is

not in good standing with the University during the term of the suspension.

• Termination/dismissal – Terms used synonymously to refer to a student being withdrawn

from a graduate program and Graduate School. Official notification is sent to students by

email and US mail. Students terminated have the right to appeal their dismissal in writing

within one week per this policy. As with a suspension, the student is no longer entitled to

attend classes, use University facilities, participate in University activities, or be

employed by the University as a student.

• Denial of Progress – Students failing to meet program progression criteria, with course

failures, too many incomplete grades, or some other programmatic issue, would fall into

this category. Students in this category are may be suspended or terminated/dismissed

and be defined by the corresponding criteria above.

Graduate programs and students should have an open communication with one another.

Graduate programs have developed programmatic handbooks to assist students through

their graduate studies. Students are responsible for following the policies and procedures

as outlined 2 in the Graduate School and program handbooks and Rules. Ignorance of the

guidelines and procedures will not constitute an affirmative defense in an appeals

process.

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General Procedures

1. The student should be informed in writing by the relevant instructor, faculty

committee, Program Director, or administrator (e.g., Dean or Assistant Dean) that he/she

is not meeting the academic requirements to continue in the graduate program. Written

notices of course failures, unsatisfactory program progress, and intent to request

dismissal or suspension from the Graduate School are distributed to the involved student,

the student's academic advisor, the Program Director, the program progression’s

committee (if present), and the Assistant Dean of the Graduate School.

2. Should the student disagree with the decision made by the faculty, committee, Program

Director, or administrator regarding course failure or intent to terminate progression in

the program based on unsatisfactory academic performance, the student should initiate a

conference with the involved person(s) to determine if the disagreement can be resolved

within 2 weeks.

3. If the results of the first conference are not acceptable to the student, the student

informs the involved faculty within 1 week and requests a conference with the involved

faculty and Program Director or school administrator. NOTE: This step is required only

in situations in which the Program Director and/or school administrator have not already

approved or concurred with the initial notice of failure or intent to terminate.

4. If the consensus of the program is still that the student should be terminated/dismissed

or suspended, the Program Director or Chairperson notifies the Graduate School

Assistant Dean and recommends the student’s dismissal or suspension. The email or

letter outlines the reason for the dismissal or suspension and steps taken to date. If

suspension is recommended, the recommendation also includes specific criteria for term

of the suspension and requirements for reinstatement.

5. The Assistant Dean will review the student’s academic record and submitted

information from the program to ensure that the student has received due process. If the

student’s academic record and/or submitted information support termination/dismissal,

the student will be dismissed from the program and the Graduate School. If suspension is

recommended and supported by the academic record and submitted information, the

student will be suspended per the request. The student will be notified by email and US

mail. The program will be notified by email.

Written Appeal Procedure

1. Should the student wish to appeal the Assistant Dean’s decision, the student should

submit a written response to the Dean within 1 week of receiving the written notice of

suspension or termination/dismissal. The appeal should include rationale for the appeal 3

and desired outcome. The student also may request a personal interview with the Dean to

discuss the situation after they have submitted their written appeal.

2. The final decision rests with the Dean of the Graduate School. At the Dean's

discretion, he/she may discuss the Assistant Dean’s decision with the involved faculty

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and student’s program, as well as any other persons affected by the recommended

resolutions.

3. The Dean will notify the student of her/his decision by email and certified U.S. mail

within 5 working days of submission of the appeal or interview with the student

(whichever falls last). The decision of the Dean is final.

4. If the student is suspended, terminated/dismissed, or otherwise unable to continue his

or her academic studies either temporarily or permanently because of disciplinary or

other action, the Dean shall notify the appropriate CU Registrar of the change in the

student's academic status and order the Registrar to suspend the student's registration.

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Appendix S: Non-Discrimination Policy

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Non-Discrimination

The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age,

disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political

affiliation, or political philosophy in admission and access to, and treatment and employment in, its

educational programs and activities. The university takes action to increase ethnic, cultural, and gender

diversity, to employ qualified disabled individuals, and to provide equal opportunity to all students and

employees.

Qualification for the position and institutional need shall be the sole bases for hiring employees, and the

criteria for retaining employees shall be related to performance evaluation, assessment of institutional

need, fiscal constraints, and/or, in the case of exempt professionals, the rational exercise of administrative

prerogative.

All students shall have the same fundamental rights to equal respect, due process, and judgment of them

based solely on factors demonstrably related to performance and expectations as students. All students

share equally the obligations to perform their duties and exercise judgments of others in accordance with

the basic standards of fairness, equity, and inquiry that should always guide education.

History: Amended November 8, 2001; September 17, 2013; April 17, 2015, November 6, 2015.

(Law of the Regents, Article 5D)

Title IX Notice of Non-Discrimination

The University of Colorado Denver | Anschutz Medical Campus (“the University”) is committed to

maintaining a positive learning, working and living environment. The University prohibits discrimination

on the basis of race, color, national origin, sex, age, disability, pregnancy, creed, religion, sexual

orientation, veteran status, gender identity, gender expression, political philosophy or political affiliation

in admission and access to, and treatment and employment in, its educational programs and activities.

The University prohibition against any act of sexual misconduct or related retaliation applies to all

students, faculty, staff, contractors, patients, volunteers, affiliated entities, and other third parties and

applies to conduct that occurs on campus and off-campus conduct, including on-line or electronic conduct

as noted in the University policy. Violations may be subject to disciplinary action. The University will

consider what appropriate potential actions should be taken.

The University employs trained staff members who have responsibility for Title IX compliance. The Title

IX Coordinator oversees the development, implementation, and evaluation of Title IX policies,

procedures, and training efforts and will refer all reports to a trained Title IX Investigator.

To submit a concern, please fill out the online form at

https://www1.ucdenver.edu/offices/equity/resolutions/make-a-report, or to ask further questions about

Title IX, please contact the University Title IX Coordinator:

Karey Krohnfeldt, Title IX Coordinator

Lawrence Street Center, 1380 Lawrence Street, 12

Floor, Denver, CO 80204

Phone: 303-315-2567

Email: [email protected]