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At Â鶹ӰԺ we use CALIPSO (Clinical Assessment of Learning Inventory of Performance Streamlined Office Operations), a web-based a program that manages graduate student clinical records.  All supervisors must register for Calipso with Â鶹ӰԺ State, even if they have an account through another university or used it as a student themselves.

If you have not yet registered for Calipso, please contact  Erin Kolonich, William Bolden or Connie Kunkle with a copy of your ASHA number to initiate the process.   You will then receive an auto generated email from Calipso with a registration link and a temporary PIN.

You can read our instructions on how to approve clockhours, and complete midterm/final performance evaluations.

Grading Description and Grading Scales

Student skills are scored s on a scale of 1-5.   A student receiving a score of 3, 4 or 5 on a skill indicates that basic competency is met.  Scores of 1 or 2 indicate that basic competency is not yet met, and the student will need to remediate in that area before graduating.

Please note a 5 does not indicate a fully skilled therapist, but just that they’re independent with that skill 91% of the time.
A score of 4 indicates that student is meeting minimal competency and demonstrates the skill 76-90% of the time.
A score of 3 indicates the student is meeting minimal competency and demonstrates the skill 51-75% of the time.
A score of 2 indicates that the student is not meeting minimal competency, and demonstrates the skill less than 50% of the time.
If a student is performing up to expectations but there has been a lack of opportunity in a particular area for the student, they should be scored based on their demonstrated skills and not penalized due to lack of opportunity.  Remember, that all students will likely require some level of support, given that they are still in training.   
If you have any questions or concerns about a student meeting competency (e.g. scores below a 3), please immediately contact your liaison for assistance. 
 

Description of Clinical Rating Scales for Grading Purposes:

1 Not evident: Skill not evident most of the time. Student requires direct instruction to modify behavior
and is unaware of need to change. Supervisor must model behavior and implement the skill required for
client to receive optimal care. Supervisor provides numerous instructions and frequent modeling. Student
needs consistent guidance. (skill is present <25% of the time).

2 Inconsistent: Skill may be emerging but is inconsistent or inadequate given the student’s level of training
and experience. Student may show awareness of need to change behavior. Supervisor provides instructions
and support for all aspects of case management and services. Student needs more than an average amount
of guidance. (skill is present < 50% of the time).

3 Acceptable: Skill is present and needs further development, refinement, or consistency. Student is aware
of need to modify behavior, but does not do this independently. Student may not have had enough
exposure or opportunity to demonstrate skill. Supervisor provides on-going monitoring and feedback;
focuses on increasing student’s critical thinking on how/when to improve skill. Student needs an average
amount of guidance. (skill is present 51-75% of the time).

4 Satisfactory: Skill is developed/implemented most of the time and needs continued refinement or
consistency. Student is aware and can modify behavior in-session, and can self-evaluate. Problem-solving
is independent. Student needs less than an average amount of guidance. Supervisor acts as a
collaborator to plan and suggest possible alternatives. (skill is present 76-90% of the time).

5 Consistent: Skill is consistent and well developed. Student can modify own behavior as needed and is an
independent problem-solver. Student can maintain skills with other clients, and in other settings, when
appropriate. Student shows independence in providing services. Supervisor serves as consultant in areas
where student has less experience; provides guidance on ideas initiated by student. (skill is present >90%
of the time).

Grading Scales

All individual scores are averaged together to determine the final grade.  Graduate students are required to receive a minimum of a B to pass. Please see our sections on Enrichment, Extern, Student Teaching, and our FAQs for further details on grading students

Part Time Enrichment Students' Grading Scale

Full Time Externship Students' Grading Scale

Full Time Student Teachers' Grading Scale

Definitions for the "Big 9" Areas to Grade

Speech Sound Production

Speech sound production, to encompass articulation, motor planning and execution, phonology and accent modification

Fluency and fluency disorders

 A fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms.

Voice

 Voice and Resonance, including respiration and phonation.

Language

 Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication (e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing

Hearing

Hearing, including the impact on speech and language.

Swallowing

Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions.

Cognition

 Cognitive aspects of communication including attention, memory, sequencing, problem-solving, and executive functioning

Social Aspects

Social aspects of communication, including challenging behavior, ineffective social skills, lack of communication opportunities

Augmentative and Alternative Communication Modalities

 Communication modalities (including oral, manual, augmentative and alternative communication techniques and assistive technologies)