Evaluation

To demonstrate accomplishment of project objectives, the Ed.S. portfolio requires trainees to identify how permanent products resulting from their internship experiences demonstrate their mastery of the competencies identified for students who successfully complete the Ed.S. program. As such, the products reflected in the portfolio should be selected as representative of the skills attained across competencies.

During both practica and internship experiences, trainees will maintain an annotated log of activities and reflections on the experiences. These logs will be used to identify issues to be addressed during the seminars and/or in individual supervision, and will be incorporated in the trainees' RtI portfolios.

Specific for this project, each trainee will develop in addition, a portfolio of products and accomplishments demonstrating project competencies. As a culminating activity, trainees will develop training videos illustrating the application of components of the RtI process. These videos will be produced in consultation with the co-PIs and site supervisors, and made available publicly through the project website. Examples of types of products to be included in the portfolios include:

• Results of universal screenings, sample "screening and intervention record forms (SIRF)" used by data analysis teams
• Records kept by the problem solving teams
• Descriptions of recommended interventions used in tiers 2 and 3
• Case study reports (academic and behavior concerns)
• Individual evaluation reports
• Self-reflection logs
• Reports of outcomes of students referred for special education
• Training videos

Extensive supervision of the practicum and internship experiences will occur through several mechanisms.

1. First, on-site supervision for school-based activities will be provided by a school district staff in whose RtI model the trainees are placed. Trainees will be assigned to a site-based school psychologist who has been trained in and is implementing RtI procedures.
   
   
2. Second, the project will employ a field supervisor who will be a fully certified school psychologist with experience implementing an RtI model.
   
   
3. Third, university faculty who have specialized training in assessment and intervention within an RtI process will make on-site visits to project trainees approximately every eight weeks. All trainees will meet weekly through the topical seminars with the project co-PIs. Site-based supervisors and co-PIs will meet twice a semester to review and discuss the trainees' activities.