Disclaimer:  This portfolio sample is intended to be one example of how to organize and present information in the different required areas.  It is not the only way to organize and present the information.  You will have different experiences and content and you should write and present your portfolio in the way that most clearly covers all of the areas in a way that makes sense for you and your chair.  There are many other ways to provide supporting evidence in addition to the ones presented here.   Also, note that formatting may be "off" due to translating this portfolio into  different word processing programs and sending and receiving the document electronically.  Please consult your handbook and portfolio chair for formatting guidelines.

 
SPECIALIST DEGREE PORTFOLIO

 
_______________________

A Portfolio
Presented to the Graduate Faculty
Moorhead State University
_______________________

In Partial Fulfillment
of the Requirements for the Degree
Specialist
School Psychology
______________________

by
Jane A. Sample
September, 20_  _

 
ANNOUNCEMENT OF ORAL EXAMINATION

 
Name of Candidate: Jane A. Sample

Degree Program and Major: Specialist in School Psychology

Title: A Portfolio Presented to the Graduate Faculty at Moorhead State University

Time and Place: Month, date, year at (time) (place)

Examining Committee: Dr. (insert name), Chair
Dr. (insert name)
Dr. (insert name)
Dr. (insert name)

Abstract

The portfolio describes the knowledge and experience gained by this graduate student in the area of School Psychology throughout her completion of the Master's and Specialist degrees. Fulfillment of School Psychology Program objectives are discussed in the areas of psychological foundations, educational foundations, assessment and interpretation, research, interventions and counseling, consultation and interdisciplinary teams, multicultural issues, and ethics. The portfolio concludes with a summary and look to the future.

 
TABLE OF CONTENTS
(note:  formatting is likely not accurate on this page)

Chapter Page

I. Introduction 1

II. Reflective Analysis 3
               Knowledge of Psychological Foundations 3
               Knowledge of Educational Foundations 5
               Assessment and Interpretation 7
               Research 11
               Interventions and Counseling 13
               Consultation and Interdisciplinary Team 14
               Multicultural Issues 16
               Ethics 17
               (Note:   address ALL program objectives...See Handbook.  Objectives not specifically addressed here include knowledge of disabilities and use of technology)

III. Summary and Look to the Future 19

Appendices 21
(note:  List all appendices...appendices should appear in the order they are mentioned in the text.  All appendices need to be referred to in the text.)

CHAPTER I

 
INTRODUCTION

As I approach the culmination of Moorhead State University's School Psychology Training Program, I reflect on the experiences that have led me to this point. After completing the course requirements, 300 hours of practicum experience, and the thesis project for my Master's Degree, I began an internship in...(description of schools and populations served)
My primary responsibilities include the assessment and interpretation of intellectual, behavioral, and social-emotional measures. I also perform behavioral observations and functional assessments; collaborate with staff and parents regarding academic and behavioral interventions, serve on several teams, complete Attention Deficit/ Hyperactivity Disorder screenings, discuss the results of preschool screenings with parents, provide individual counseling services, coordinate and participate in writing the district's Section 504 plans, and perform various other duties. In completing my responsibilities, I use e-mail to communicate with other staff, score various tests using computer software programs, and type reports with the aid of a computer. I have also gathered information from reputable organizations by using the internet.
My experiences this past school year have been diverse, and my site supervisor has often stated that the situations I am encountering are providing me with a strong knowledge base
in a variety of areas. For example, I have worked extensively with a first grade boy who has been diagnosed with Separation Anxiety with School Refusal. I coordinated efforts with the superintendent and principals of Sample Area Schools and the Director of Special Education to begin the creation of a district-wide Section 504 procedures and guideline policy. I initiated the formation of a Student Assistance Team in the junior high school, and I collaborated with an area physician and the school nurse to modify existing Attention Deficit/Hyperactivity Disorder screening procedures.
I have fulfilled all of the internship and coursework requirements for the Specialist Degree in School Psychology. With the completion of this portfolio and the oral examination I will be have completed all requirements for the degree. In the reflective analysis that follows, I will discuss my experience in the areas of knowledge of education and psychology, assessment and interpretation, research, intervention and counseling, consultation and interdisciplinary teams, multicultural issues, and ethics. The portfolio concludes with a look to the future and a series of appendices that include my vita (Appendix A), transcripts (Appendix B), list of texts read (Appendix C..NOTE:  this is not necessary), national certification results (Appendix D), psychological reports (Appendix E), and behavioral intervention plan (Appendix F).

CHAPTER II

 
REFLECTIVE ANALYSIS

Knowledge of Psychological Foundations

My knowledge of various psychological theories and their application to the field of school psychology has developed throughout my graduate experience. I have taken numerous graduate and undergraduate courses in the areas of social psychology, abnormal psychology, child psychopathology, experimental psychology, developmental psychology, biopsychology, behavior modification, and learning and cognition. As part of the requirements for these courses, I have read numerous texts on a multitude of topics relevant to psychology and education (see Appendix C). These courses have provided me with different lenses with which to examine individual cases and conflict situations in the school setting.
In the fall of 1996, I enrolled in Biopsychology (PSY 513) and Foundations of School Psychology (PSY 601). A major focus of Biopsychology was the structure and function of the central nervous system. This course was especially useful in that it gave me an in-depth understanding of the manner in which certain medications, such as anti-depressants, produce their effects. The Foundations of School Psychology course introduced me to the field and provided me with knowledge of the historical origins and ethical issues associated with school psychology. Knowing the history of school psychology has provided me with an understanding of the current role of school psychologists and the drive to expand their service repertoire. A working knowledge of the ethical issues that were discussed in the foundations course are vital to the professional practice of school psychology.
In the spring of 1997, I completed Human Learning and Cognition (PSY 611). This course was taught in a seminar format, and during classes students presented recent research on a variety of topics relative to learning and cognition. The major paper I wrote and presented to the class was entitled Effects of Learned Helplessness and Attributional Style in Undergraduate Students. Also, I presented two journal reports; one reviewed findings on the use of humor in the elementary classroom and the other examined effects of early intervention for at-risk African-American students. Topics covered in this course that I have found especially useful include language development, particularly with reference to second language learners, and theories of intelligence.
During the fall of 1997, I enrolled in Developmental Psychology (PSY 615). This course discussed lifespan human development, from the early prenatal stages to the final stage of death. The major paper I wrote for this course was entitled Effects of Parental Divorce on Children's Academic Performance and included a methods section for a hypothetical study. An understanding of intellectual and social-emotional development of children and adolescents has proven integral in developing interventions for students and providing individual counseling services.
The most recent psychological foundations courses I completed were Personality and Psychology (PSY 617) and Social Psychology (PSY 619) in the spring of 1998. The Personality and Psychology course discussed in detail the theories of Freud, Skinner, and Rogers. Perhaps most relevant to my internship experience was the information presented on the Minnesota Multiphasic Personality Inventory (MMPI). There were instances in which I needed to understand the MMPI profiles of high school students who were administered the inventory by a licensed psychologist. The Social Psychology course covered various theories, such as attribution theory, social cognition, and cooperative learning. The major paper I composed for Social Psychology discussed Robert Sternberg's Triarchic Theory of Love. Cooperative learning is a topic that has surfaced frequently in my internship, and I especially appreciate the information on cooperative learning that was presented in this course.
Of course, my greatest strength in the area of psychological foundations is in the field of school psychology. My knowledge of developmental psychology is also strong, as my undergraduate minor was in child development and family science. The area in which I would most like to further my knowledge is the area of neuropsychology.

Knowledge of Educational Foundations

My knowledge in the educational arena has concentrated primarily on issues pertinent to special education. The focus of my training in this area has been on the assessment of specific categories under the umbrella of special education, such as developmental disabilities, autism, emotional/behavioral disorders (E/BD), specific learning disabilities, and other health impaired. Coursework in this area has also taught me about current trends in the field of special education, such as inclusion and transition to independent living. My internship has provided me with experience in assessment of various disabilities and the design of individual interventions appropriate to students with disabilities.
The Behavioral and Environmental Management course (SPED 571) focused on behavioral modification in the educational setting. Major topics included behavioral definition and measurement, single subject designs, increasing desirable behavior and decreasing undesirable behavior, and maintenance and generalization of positive behavior. In my internship I have consulted with teachers to develop a variety of behavioral interventions for elementary students. For example, I worked with a classroom teacher on a self-monitoring task for a fourth grade girl who demonstrated a high level of off-task behavior. A grid with the words "Am I paying attention?" was taped to her desk. Teacher reports indicated that the time on-task increased during the first two weeks, but then declined. Summer break began before another intervention could be developed for this school year.
The Consultation and Collaboration course (SPED 664) discussed consultation in the school setting. An especially interesting aspect of the course was writing essays in which I applied my current practicum experiences to issues in consultation. There was a strong focus on the practical application of consultative and collaborative theory to real-life events in the school setting.
The course Emotional/Behavioral Disorders (SPED 573) examined the federal and state definitions of E/BD, medical and psychosocial conceptual models, and various types of emotional and behavioral disorders. It involved a group presentation on different types personality disorders. Also, I visited an E/BD classroom and interviewed the teacher.
Current issues in the field of special education were discussed in Seminar: Trends in Special Education (SPED 690). Specific topics included transition, inclusion, and limited English proficiency. The major course requirement involved a thirty minute presentation on traumatic brain injuries.
My greatest strength in the area of educational foundations is my knowledge of individual and classroom behavior management, as well as issues relevant to special education assessment. The focus of my training has been in special education rather than in general education; thus, my knowledge of general education practices is less extensive. The area in which I would most like to further my knowledge is in general education teaching strategies and curricula issues.

Assessment and Interpretation

The basis of my knowledge in assessment and interpretation of psychological measures emerged from four consecutive courses: Assessment and Interpretation I (PSY 621), Assessment and Interpretation II (PSY 622), Assessment and Interpretation III (PSY 723), and Assessment and Interpretation IV (PSY 724). In Assessment and Interpretation I, instruction focused on behavioral assessment, functional analysis, adaptive behavior, curriculum based measurement, and goal setting and progress monitoring. Four portfolios were compiled that focused on behavioral and academic assessment completed in the practicum setting. Particularly useful in my internship was my knowledge of behavioral analysis and measurement; this allowed me to design and monitor behavioral interventions.
Next school year, I would like to use curriculum based measurement as one component of my assessments in order to provide staff with information relevant to academic interventions.
Through the Measurement course (PSY 620) I learned about the statistical bases underlying the interpretation of standardized test scores. In the concurrent lab, I learned to administer and interpret the following academic achievement tests: the Woodcock-Johnson Tests of Achievement--Revised, the Woodcock Reading Mastery, and the Peabody Picture Vocabulary Test--Third Edition. Later, as part of my thesis, I learned to administer and interpret the Expressive Vocabulary Test. Although I do not administer academic achievement tests at my site, my in-depth understanding of them has enabled me to explain achievement results and contribute relevant information at team meetings.
Intellectual assessment was the focus of the Assessment and Intervention II course. It was in this course that I learned to administer and interpret the Wechsler Intelligence Scale for Children--Third Edition, Woodcock Johnson Tests of Cognitive Ability, the Stanford-Binet--Fourth Edition, and the Differential Ability Scales. Later, in my internship, I learned to administer and interpret the Wechsler Adult Intelligence Scale--Third Edition and the Kauffman Brief Intelligence Test. Intellectual assessment is a key component of my role as a school psychologist. It is vital that I not only engage in appropriate administration and scoring procedures, but also that I accurately explain assessment results to staff and parents in a manner free of jargon and relate assessment results to interventions as appropriate. The skills I learned in Assessment and Intervention II are instrumental to my effectiveness as a school psychologist.
In Assessment and Intervention III, early childhood assessment and intervention issues were discussed. Measurement instruments that I learned to administer and interpret include the following: the Bayley Scales of Infant Development--Second Edition, the Wechsler Preschool and Primary Scale of Intelligence--Revised, and the Scales of Independent Behavior--Revised. The class also participated in a Transdisciplinary Play-Based Assessment, which involved the assessment of a variety of domains by several team members. The skills I acquired in working with young children have served me well when administering standardized tests to kindergarten students, participating in preschool screenings, and counseling kindergarten students.
Assessment and Intervention IV focused on social-emotional assessment and intervention and multicultural issues. During the concurrent practicum, I participated in a group counseling experience for students with emotional/behavioral disorders. Behavioral and social-emotional assessment instruments that I administered as part of this course include the following: the Achenbach Child Behavior Checklist, the Behavior Assessment System for Children, and the Burk's Behavior Rating Scales. In the concurrent practicum, I administered the Minnesota Multiphasic Personality Inventory for Adolescents and the Personality Inventory for Youth. During my internship, I regularly administered and interpreted behavioral assessment measures, especially the Achenbach Child Behavior Checklist, the Behavior Assessment System for Children, and the Reynold's Adolescent Depression Scale. I provided individual counseling services for students in grades kindergarten through twelve who presented with a variety of issues, including depression, physical aggression, fear of abandonment, social skills, anxiety, suicide, and noncompliance with authority figures.
The majority of the assessments that I have conducted in my internship have been for the purposes of determining initial eligibility for special education services or complying with federally mandated three-year reevaluations for special education. I have conducted assessments for children who received special education services under a variety of special education categories, including emotional/behavioral disorders, learning disabilities, and developmental disabilities. In addition to special education assessments, I have conducted ADHD screenings that have been used by area physicians in diagnosing ADHD.
In my internship, I interpreted the results of preschool screenings, explained those results to parents, and provided suggestions as appropriate. Decisions to refer children for further assessment was in part left to my discretion. After screenings had been conducted, I participated in screening team meetings to discuss individual results and initiate additional assessment procedures.
I have experience in the administration and interpretation of a variety of intellectual, achievement, behavioral, socio-emotional, adaptive, and ADHD measures. My knowledge of interpretation continues to develop as I gain more experience. In addition to knowing the hand scoring procedures for these tests, I have also learned through internship experiences how to use compuscore programs for several intellectual and behavioral instruments.
My knowledge of instrument interpretation has emerged primarily through practicum and internship experiences, as well as through careful review of instrument manuals and supplemental materials. I believe that I have much to learn about the intricacies of interpretation and that I will grow more proficient as I gain further experience. My site supervisor has provided me with guidance in the integrated interpretation of a variety of measures.
My strengths in the area of assessment and interpretation are in my knowledge of standardized administration procedures and appropriate instrument selection. My weakest area is in interpretation, which I will improve upon through experience, further reading, and consultation with colleagues. I wish to expand the number of instruments with which I am familiar, including a selected few utilized by professionals from other disciplines.

Research

I have completed graduate and undergraduate coursework in research methodology, statistics, and advanced research methods. These courses have given me an understanding of the foundations of a sound research study and the knowledge to conduct my own research. I am able to more carefully scrutinize consumable research as a result of the knowledge gained from these courses, which I believe is a strength for me in this area. I am less comfortable with my ability to design and implement a research study.
The Methods of Research course (ED 603) discussed different types of research designs, forming hypotheses, ethical issues in research, sampling methods, and evaluating research. My paper, which was entitled Learned Helplessness in Undergraduate Students Across Cognitive, Behavioral, and Affective Domains, involved the development of a methods section and speculation of the results and discussions sections. The Advanced Statistical Methods course (PSY 632) served as a forum for discussing our thesis projects. We discussed the hypotheses, participants, ethical issues, materials, and procedures for each of our theses projects. Descriptive and inferential statistics were also discussed, and I gave a formal presentation on my completed methods paper.
As an undergraduate, I served as a research assistant for two research projects. The purpose of the first study was to investigate behavioral tics displayed by participants in situations of varying degrees of stress. The second study examined the effectiveness of a child abduction prevention program for preschool children.
As a graduate student, I was fortunate to participate in the data collection for the American Indian Language and Culture Education Project in Moorhead Public Schools. In my position as Project Coordinator, I supervised several first-year graduate students in the administration of standardized achievement tests. I then utilized a portion of the data for my thesis project, which was entitled "...." Through the completion of my thesis project, I was able to apply my knowledge of research methodology and statistics that I had learned through formal coursework.

Intervention and Counseling

The Assessment and Intervention I-IV courses provided a basis for my understanding of academic and behavioral interventions, while Behavioral and Environmental Management (SPED 571) provided me with more in-depth knowledge of behavioral interventions applicable to individuals or groups. The course Basic Counseling Skills (CNSA 520) introduced me to counseling skills, and I applied such skills in an elementary social skills group through my practicum. In my internship, I have learned a great deal about individual and family counseling from the elementary school social workers.
In addition to the assessment responsibilities of my internship, there is much opportunity to work individually with a number of students on a multitude of problems. Frequently, I assist teachers and other staff in the development, implementation and evaluation of academic and behavioral interventions. My first challenge came on the first day of school when a first grade boy, who has been diagnosed with Separation Anxiety with School Refusal, exhibited severe behaviors in response to separation from his parents. Eventually, the school social worker and I developed a plan in which the boy's mother attended school with him in gradually decreasing increments of time (see Appendix F). He has been attending school on his own since February of this year. Despite occasional setbacks, he continues to attend school without his mother and appears to enjoy school immensely.
The students I work with in my internship present with a range of issues. I worked with a first grade boy who was not allowed to go outside for recess due to his physically aggressive behavior toward other children. I also met regularly with a fourth grade boy to teach him relaxation techniques and discuss self-esteem issues. A school social worker and I met weekly for several months with a family to discuss issues centering around their second grade son's negative behaviors. We are presently working on altering the antecedents and consequences for the aversive behaviors.
I am a member of each school's crisis team, which convenes in the event of a tragedy involving school personnel or students. Crisis team members are responsible for organizing and providing emergency counseling services to students and staff who seek them. I am contacted on an as-needed basis to provide crisis counseling services at the high school. I have met with students to discuss issues such as suicide, depression, family conflict, and a variety of personal issues.

Consultation and Interdisciplinary Team
The Consultation and Collaboration in Special Education (SPED 664) course prepared me to provide consultation services to staff and to effectively collaborate with other team members. There are many types of teams in the school district in which I participate. I am a member of Student Assistance Teams at three of the schools. These teams consist of building principals, the school psychologist, counselors, the school nurse, school social workers, and local law enforcement. These teams meet to discuss the situations of students who are believed to be at-risk.  Intervention by one or more of the team members is arranged, and outcomes are discussed at the next meeting.
I am also a member of an elementary school's Teacher Assistance Team. The team serves to screen referrals for special education and develop alternative interventions for academic and behavior problems. Outside of the Teacher Assistance Team, I consult with staff on a frequent basis to develop or refine plans to alleviate academic or behavioral concerns.
As a member of an interdisciplinary team, I present assessment results and offer recommendations to other staff and parents as part of the child study process for special education evaluation. I consulted with a local psychologist to develop an intervention plan for a boy with severe anxiety. Also, I worked with an area physician and the school nurse in revising our district's ADHD screening procedures. Through feedback from the physician, the school nurse and I became aware that different physicians may be seeking different types of information in the assessment of ADHD. We discussed with the physician, who is regarded as a local "expert" in ADHD, what types of information he sought. Since then the school nurse and I tailor each screening to what the child's physician would find useful.
To provide information to district employees, I sent a memo to staff to clarify issues and procedures regarding Section 504 plans. Due to a high number of students referred for ADHD screenings, I sent a handout to elementary staff regarding behaviors that may look like ADHD but actually be due to other factors. Recently, I obtained a series of handouts from the National Association of School Psychologists (NASP) that will enable me to provide concise information to staff and parents on a wide variety of topics.

Multicultural Issues

My knowledge regarding multicultural issues is based on the information presented in Assessment and Intervention IV and Issues in School Psychology (PSY 701) and the readings assigned for those courses. I have also gained a broader understanding of multicultural issues through my thesis project. The project provided me with a wealth of information on American Indian culture. I also learned a great deal about the limitations of standardized testing with minority populations.
Most of the students in the Sample Area School District are of majority culture. The district does serve a number of Hispanic students, and I have done additional reading on issues specific to Hispanic culture to better prepare myself to serve Hispanic students and their families.
I have participated in initial special education assessments for Hispanic students whose presenting problems were of an academic nature. The Sample Educational Cooperative has guidelines for the assessment of students with limited English proficiency. Using these guidelines in the assessment process, I have become more knowledgeable of assessment issues relevant to minority populations.
With increasing cultural diversity in schools, there will be a greater need for staff and students to have an understanding of tolerance and multicultural issues. An English-As-A-Second Language teacher and I have discussed possibly presenting an inservice to staff regarding issues specific to students whose first language is a language other than English. I will continually strive to educate other staff on multicultural issues and to learn more about multicultural issues myself by remaining current with best practices.

Ethics

My knowledge of ethics is based on the ethical standards and principles put forth by NASP and the American Psychological Association (APA). The Foundations of School Psychology course introduced me to ethical principles in the practice of school psychology, and the Issues in School Psychology course provided a forum for the discussion of ethically questionable situations. As a member of the Minnesota School Psychologists Association (MSPA) and NASP, I have access to advisory boards if a situation arises in which ethical issues are not clearly defined by existing principles and standards.
I have encountered situations in my internship which have called question to my ethical obligations. Perhaps the most serious ethical situation involved the assessment of a student with limited English proficiency. During an assessment summary meeting for an Hispanic student whose academic difficulties were believed to be due to a lack of English skills, a team member suggested that we override the assessment results and provide special education services for the student. I stated that I could not support an override decision based on ethical concerns; providing special education services to the student would be stating that he had a disability when his difficulties appeared to be due inadequate English skills.

I believe that I have a strong grasp of the ethical principles and standards in their written form. However, application of ethical principles is often not clear and straightforward. I will continue to apply ethical principles and standards as dictated by NASP and APA, and will consult professionals when uncertain of the proper manner in which to proceed.

CHAPTER III

 
SUMMARY AND LOOK TO THE FUTURE

 
I believe that I have successfully met the requirements for Moorhead State University's School Psychology Training Program and am deserving of the Specialist Degree in School Psychology. Coursework in the areas of education and psychology, assessment and interpretation, research, intervention and counseling, ethics, consultation and interdisciplinary teams, and multicultural issues has provided me with a sound foundation in school psychology. Practicum and internship experiences have allowed me to apply what I have learned through coursework and to further my knowledge through experience and colleague consultation.
Immediate goals include completing my Specialist Degree and obtaining full licensure in the state of Minnesota. Maintaining active membership in the Minnesota School Psychologists Association and the National Association of School Psychologists is also an important priority. I also plan to acquire and maintain status as a Nationally Certified School Psychologist. Recently I attended a workshop on the assessment of Autism Spectrum disorders, and I will continue to further my education by gaining information through workshops and seminars whenever possible.
I plan to continue my position at Sample Area Schools for the 20??-20?? school year. Important issues that I will be concerned with next school year include the implementation of the Section 504 annual review, the continuation and refinement of the junior high student assistance team meetings, and using curriculum based measurement. After serving as a practicing school
psychologist for ten to fifteen years, I might consider pursuing a doctoral degree in child or clinical psychology.  At the present time I would like to gain further experience and develop expertise in working with children and families in the school setting.

APPENDIX A

Vita

(etc...Appendix B Transcripts, Appendix C....)

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