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CSULBSchoolPsychologyProgramHandbook
2017-2018
BrandonGamble,Ed.D.,NCSP,AssociateProfessor&ProgramCoordinatorKristiHagans,Ph.D.,NCSP,Professor
KristinPowers,Ph.D.,NCSP,Professor&CommunityClinicDirector
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Rev.8/30/17CSULBSchoolPsychologyProgram
TheCSULBSchoolPsychologyprogramisaccreditedbytheNationalAssociationofSchoolPsychologists(NASP),CommissiononTeacherCredentialing(CTC),andtheNationalCouncilfortheAccreditationofTeacherEducation(NCATE).StudentscompletingthisprogramareemployedinPre-kindergarten-12thgradeeducationalsettingsandprovidedirectandindirectpsychologicalandacademicsupporttostudents.TheEducationalSpecialistdegree(Ed.S,)isbasedon60unitsofcoursework(plus6prerequisites),andincludes4-unitsofpracticumand6-unitsoffieldwork/internship.StudentsintheEd.S.inSchoolPsychologyprogramconcurrentlyfulfillrequirementsforthePupilPersonnelServicesCredentialinSchoolPsychology(PPS/SP).ThePPS/SPisrequiredbytheCaliforniaCommissiononTeacherCredentialing(CTC)forpersonsemployedinpublicschoolsasaSchoolPsychologist.Inadditiontosatisfactorilycompletingcourseworkandfieldexperienceswhilemaintaininga3.0GPA,candidatesareexpectedtodemonstratepersonalcompetenciesandprofessionalworkcharacteristicsnecessaryforasuccessfulandeffectivecareerineducation(seeCSULBSchoolPsychologyPersonalCompetenciesReviewformintheAppendix).Aculminatingactivity(e.g.,thesisorcomprehensiveexam)isrequired,aswellassatisfactorycompletionoftheInternshipPortfolio.Finally,allcandidatesarerequiredtotaketheNationalSchoolPsychologyExamination(PRAXISII#0401)priortocompletionoftheprogram.TrainingPhilosophy
TheCSULBSchoolPsychologyprogramisbasedonanecologicaltheoreticalperspective(Brofenbrenner,1979).Bypromotinganecologicalmodel,candidateslearntounderstandthatstudentachievementandbehavioraldifficultiesresultfromadiscrepancybetweenthedevelopingcapabilitiesofthestudentandthemultipledemandsofhis/herenvironment(Ogbu,1981;Sroufe,1979).Accordingly,candidatesarewell-versedinthevariedconditionsofriskandsourcesofresiliencethatimpactchilddevelopment,withaparticularemphasisonmaniputableratherthanstaticconditions(Wang,Haertal,&Walberg,1993).Forexample,beginningatthecenterofanecologicalsystemwiththechild,theprogramteachesfutureschoolpsychologiststoassessastudent’spriorlearning,andcognitive,social,emotional,andbehavioralskillstomakerecommendationsforaccommodations,interventions,andservices(Gresham,&Noell,1999;Kamphaus,Reschly,1997;Reynolds,&Imperato-McCammon,1999).Additionally,theprogrampreparesfutureschoolpsychologiststoassistindevelopingpersonalcompetenciessuchasconfidence,perseverance,conflictresolution,andorganizationforstudentsat-riskofschoolfailure(Bernard,2000).Anecologicalmodeldoesnotsolelyfocusonthelearner.Recognizingthatlearningisatransactionalprocessinwhichthelearnerisaffectedandaffectsthelearningenvironmentandthelearningprocess,theprogramemphasizestheproximalanddistalenvironmentalinfluencesofthefamily,home-schoolrelationship,peers,neighborhoods,andcommunities,worldofwork,publicpolicies,andculture.Forexample,degreeofhome-schoolcollaborationisrelatedtostudentacademiccompetence,self-concept,behavior,attendance,academicengagement,andsuspensionrates(Christenson,Rounds,Gorney,1992;Comer,1984).CSULBcandidatesreceiveextensivepreparationinconsultingandcollaboratingwithparentsandteachersonmodifyingthelearningenvironmentsothattheeffectivenessofbothparentsandteachersismaximized(Gutkin&Curtis,1999;Zins&Erchul,1995).Recognizingthatteacherpreparationandcompetencyisasinfluentialonstudentoutcomesashomeenvironmentandstudentcharacteristics(Darling-Hammond,1997),theprogramteachesfutureschoolpsychologiststoidentifyandpromotebestpracticesininstructionandcurriculumforallstudents,includingthosewithexceptionalneEd.S.(Gersten&Baker,2000;Rosenshine,1997;Swanson,2000).Schoolpsychologistsareoftencalledonduringtimesofcrises.Therefore,ourprogramtrainscandidatestorespondtocrisesaccordingtobestpractices(Poland,Pitcher&Lazarus,1995),andmoreimportantly,tobeactivelyinvolvedincrisispreventionprograms(Domitrovich&Greenberg,2000;Meyers&Nastasi,
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1999).Trainingincrisispreventionandinterventionisbasedonthetheoreticaltenetsdescribedabove–increasingpersonalcompetencyandresiliencyamongstudents,forgingstrongschool/home/communitypartnerships,andpreparingteacherstorespondtostudentneed.Additionally,candidatesaretaughtwithinascientist-practitionermodeltoapplyevidence-basedpractices,currentlegalmandates,andestablishedstandardsofethicalpractice(e.g.,AmericanEducationResearchAssociation,AmericanPsychologicalAssociation,NationalAssociationofSchoolPsychologists)inmakingdecisionsaboutassessment,intervention,andpreventionforstudentswithandwithoutdisabilities.Insummary,theprogramreliesonavarietyofknowledgebasestopreparecandidatesfortheever-changingroleoftheschoolpsychologist.
ProgramGoals
ThefollowinggoalsoftheschoolpsychologyprogramarebasedonthePhilosophy,ValuesandBeliefsstatementpresentedabove,andsupporttheThemeandMissionStatementoftheCollegeofEducation.Theschoolpsychologyprogramisdesignedto:
1. providecompetentinstructioninallareasrelatedtothepracticeofschoolpsychology;2. advancetheknowledgebaseinschoolpsychologythroughcandidateresearch,andtheresearch
andwritingoffaculty;3. developinschoolpsychologycandidatesasenseofthenecessityforlife-longindependentstudy
aswellasanappreciationofthevalueofcollaborativeinteractions;4. servetheneedsofthecommunitybytrainingschoolpsychologycandidatestoprovide
professionalservicestostudents,schoolsandthecommunity;5. prepareschoolpsychologycandidatestomeetallentry-levelandcontinuingeducation
standardsforcredentialingandlicensureappropriatetotheirfutureworksettings.
CandidateOutcomes
TheprogramisdesignedtofosterthefollowingcandidateoutcomesbasedontheNationalAssociationofSchoolPsychologists’StandardsforGraduatePreparationofSchoolPsychologists(NASP,2010)andtheNASPPracticeModel(http://www.nasponline.org/standards/practice-model/).PleaseseetheAppendixforanillustrationofhowcourseworkmapsontotheNASPdomains(“MatrixofCoursesbyNASPDomain”).1.Data-BasedDecisionMakingandAccountability:Schoolpsychologistshaveknowledgeofvariedmethodsofassessmentanddatacollectionmethodsforidentifyingstrengthsandneeds,developingeffectiveservicesandprograms,andmeasuringprogressandoutcomes.2.ConsultationandCollaboration:Schoolpsychologistshaveknowledgeofvariedmethodsofconsultation,collaboration,andcommunicationapplicabletoindividuals,families,groups,andsystemsandusedtopromoteeffectiveimplementationofservices.3.InterventionsandInstructionalSupporttoDevelopAcademicSkills:Schoolpsychologistshaveknowledgeofbiological,cultural,andsocialinfluencesonacademicskills;humanlearning,cognitive,anddevelopmentalprocesses;andevidence-basedcurriculumandinstructionalstrategies.4.InterventionsandMentalHealthServicestoDevelopSocialandLifeSkills:Schoolpsychologistshaveknowledgeofbiological,cultural,developmental,andsocialinfluencesonbehaviorandmentalhealth;behavioralandemotionalimpactsonlearningandlifeskills;andevidence-basedstrategiestopromotesocial–emotionalfunctioningandmentalhealth.
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5.DiversityinDevelopmentandLearning:Schoolpsychologistshaveknowledgeofindividualdifferences,abilities,disabilities,andotherdiversecharacteristics;principlesandresearchrelatedtodiversityfactorsforchildren,families,andschools,includingfactorsrelatedtoculture,context,andindividualandroledifferences;andevidence-basedstrategiestoenhanceservicesandaddresspotentialinfluencesrelatedtodiversity.6.School-WidePracticestoPromoteLearning:Schoolpsychologistshaveknowledgeofschoolandsystemsstructure,organization,andtheory;generalandspecialeducation;technologyresources;andevidence-basedschoolpracticesthatpromoteacademicoutcomes,learning,socialdevelopment,andmentalhealth.
7.PreventiveandResponsiveServices:Schoolpsychologistshaveknowledgeofprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandmentalhealth,servicesinschoolsandcommunitiestosupportmulti-tieredprevention,andevidence-basedstrategiesforeffectivecrisisresponse.
8.Family-SchoolCollaborationServices:Schoolpsychologistshaveknowledgeofprinciplesandresearchrelatedtofamilysystems,strengths,needs,andculture;evidence-basedstrategiestosupportfamilyinfluencesonchildren’slearning,socialization,andmentalhealth;andmethodstodevelopcollaborationbetweenfamiliesandschools.9.ResearchandProgramEvaluation:Schoolpsychologistshaveknowledgeofresearchdesign,statistics,measurement,varieddatacollectionandanalysistechniques,andprogramevaluationmethodssufficientforunderstandingresearchandinterpretingdatainappliedsettings.10.Legal,Ethical,andProfessionalPractice:Schoolpsychologistshaveknowledgeofthehistoryandfoundationsofschoolpsychology;multipleservicemodelsandmethods;ethical,legal,andprofessionalstandards;andotherfactorsrelatedtoprofessionalidentityandeffectivepracticeasschoolpsychologists.PROGRAMREQUIREMENTS
Thefollowingdetailsinformationregardingrequiredcoursework,fieldexperiences,personalcompetencies,andculminatinginternshipactivity.
Coursework
TheSchoolPsychologyprogramatCSULBisa60-unitcourseofstudythatleadstoanadvancedterminaldegree(Ed.S.)andthePupilPersonnelServices(PPS)CredentialinSchoolPsychology.StudentsenteringtheEd.S.programwithanearnedmaster’sdegreeinabehavioralsciencefromanaccrediteduniversitytypicallyuseupto9-unitsfromtheirmaster’sdegreefortheSchoolPsychologyspecialization.Uptoanadditional9unitsmaybewaivedforcoursestakenatanotheruniversitythatareconsideredequivalent,uponapprovaloftheAssociateDean.Table1belowsummarizestheEd.S.courserequirements.
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Table1:Ed.S.inSchoolPsychologyCourseworkRequirementsPREREQUISITES
EDPCourse Units CourseTitle
301/302 3 Child(orAdolescent)developmentandlearning.405 3 Positivestrategiesforclassroommanagement
SCHOOLPSYCHOLOGYCORECOURSEWORK
419 3 Educationalstatistics517 3 Seminarinschoolcounseling518 3 SchoolCrisisResponse520 3 Researchmethodsineducation524A 3 PsychoeducationalAssessmentI-Seminar524B 2 PsychoeducationalAssessmentI-Lab524C 2 PsychoeducationaldiagnosisinmulticulturalsettingsII-Lab527 3 Advancedassessmentforintervention528 3 Orientationtoprofessionalschoolpsychology536 3 Collaborativeconsultationintheschools560 3 Behavioralanalysisandpositivebehavioralinterventions579 4 Curriculum-basedacademicassessmentsandinterventions603 3 DevelopmentalRisk&Resilience643 3 SystemicApproachestoInterventionsinSchools641A/641B 2/2 Schoolpsychologypracticum642A/642B 3/3 Schoolpsychologyfieldwork/internship
SCHOOLPSYCHOLOGYSPECIALIZATIONANDCULMINATINGACTIVITY
AllstudentsComprehensiveExamandInternshipPortfolioOR
ThesisandInternshipPortfolioStudentswithoutexistingMA/MS:
Choose3coursesofthefollowing:EDP519,541,595,596,604,605PLUSComprehensiveExamandInternshipPortfolioOR
Choose1from:EDP595or519PLUSThesis(and6unitsofEDP698)andInternshipPortfolio
StudentswithPriorMaster’sStudy:
Use9unitsinarelatedfieldofstudyfromexistingMA/MS(i.e.,specializationarea)withComprehensiveExamandInternshipPortfolioORThesisandInternshipPortfolio
InthetablebelowistherecommendedcoursesequencefortheEd.S.program.Pleasenotethatmanycourseshaveprerequisites;ifstudentsdeviatefromthisscheduleanddonotcompletearequiredprerequisite,theywilllikelynotbeabletotakethenextcourseinasequence.Alsonotethatmostcourseslistedbelowarenotofferedeverysemester,withmostcoursesofferedonceperyear.Additionally,coursesarescheduledsoastonotconflictwithothercoursestypicallytakenthatyearandsemesterintheprogram(i.e.,first-yearcoursesarescheduledsoastonotconflictwithotherfirst-yearcourses,etc.).Studentsplanningtocompleteafirst-yearrecommendedcourseintheirsecondyearmayexperienceacourseconflictintheirsecondyear.
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Table2.Ed.S.inSchoolPsychologyProgramRecommendedCourseSequenceSemester Year1 Year2 Year3Fall 301/302(ifnotwaived)
405419524A/B528Units:11-14
517or536579641A519or596or595(comps)or 519or595and698(thesis)Units:12-14
642A643Units:6
Spring 560520524C603604(comps)Units:11-14
517or536527641B596or595(comps)or698(thesis)Units:12
642B518Units:6
Registerandconfirmyourclassscheduleatwww.MyCSULB.edu.Donotwaittoregister.Classeswithlowenrollmentwillbecancelled.YoumustbeadmittedasagraduatestudenttotheUniversitypriortoregisteringforcourses.OncetheUniversityhasadmittedyou,youwillreceiveinformationonregisteringviaMyCSULB.edu.PleasebeadvisedthatcandidatesmaynotchoosetheCredit/NoCreditgradingoptionforrequiredprogramcoursework.
Forinformationonpetitioningforcourseequivalency,pleasegotohttps://www.ced.csulb.edu/graduate/petition-course-equivalency.AllapprovedpetitionsforcourseequivalencymustbeonfileintheGraduateStudiesOfficeandtheCredentialCenter.PerUniversitypolicy,amaximumof30%ofthetotalunitsforthedegree,notincludingprerequisitecourses,maybeapprovedascourseequivalencies.Pleasenote:four-quarterunitsareequalto2.67semesterunits.Previouscourseworksubmittedforcourseequivalencymustbetakenwithinthelast7yearstobeconsideredasanequivalentcourse.Fieldwork
CTCandNASPrequireschoolpsychologycandidatestocompletetwofieldexperiences:practica(2ndyear;450hours)andfieldwork/internship(3rdyear;1200hours).Generalrequirementsforallfieldworkexperiencesaswellasspecificrequirementsforeachexperienceareoutlinedbelow.
GeneralFieldWorkRequirements1. ProofofBasicSkillsProficiency:CaliforniaEducationCodeandTitleVRegulationsspecifythat
applicantsforacredentialtoserveinpublicschoolsmustverifybasicskillsproficiencybeforethecredentialwillbeissued.OptionsforsatisfyingbasicskillsrequirementincludepassingtheCBESTorCSUEarlyAssessmentProgramortheCSUPlacementExaminations,achieveaqualifyingscoreontheSATorACTorCollegeBoardAdvancedPlacement(AP)Examination.Fordetailedinformation,pleasegotohttps://www.ced.csulb.edu/credential-center/general-requirements#Basic%20Skills
2. CertificateofClearance:CandidatesmustobtainaCertificateofClearancefromCTCpriortobeginninganyschool-basedactivities,includingpractica,fieldwork/internship,andcourseworkactivities.YouwillberequiredtoshowproofoffilingforaCertificateofClearancepriortobeginning
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practicumactivities.Forinformationregardingapplyingforacertificateofclearance,pleasegotohttps://www.ced.csulb.edu/credential-center/general-requirements#Certificate%20of%20Clearance
3. School-basedSupervision:field-basedsupervisorsareprofessionalswhopossessthebackground,trainingandcredentialsappropriatetothefieldworkexperienceandhaveatleasttwoyearsofschoolpsychologicalexperienceinthesettingandspecificsiteinwhichtheyaresupervisingtheschoolpsychologypracticastudentorintern.
4. UniversitySupervision:candidatesmeetweeklyasagroupwiththeirUniversitysupervisor(i.e.,instructorofEDP641A/B,EDP642A/B)forsupervision,andcompletespecificassignmentsattheirpracticaorinternshipsite(s)basedontheNASPstandardsfortrainingandpractice.Inaddition,candidateskeepweeklylogsoftheiractivitiesandsubmitthese(signedbytheirsitesupervisor)totheirUniversitysupervisor.Aweeklyreflectionalsoisdue.
5. SecuringFieldworkPlacements:althoughprogramfacultymustapproveallfieldworkexperiencespriortocandidatesaccruinghours,candidatesarerequiredtofindtheirownfieldworksite(s).PriorstudentevaluationsofpracticaandinternshipsupervisorsarelocatedintheClinicianRoomacrossfromtheCommunityClinicinalockedfiledrawer.StudentsseekingpracticaorinternplacementsmayasktheGraduateAssistant,ClinicCoordinatororanyschoolpsychologyfacultymembertounlockthedrawertoreviewtheevaluations,whicharefiledbydistrict.Inadditiontotheprogramcoordinatordisseminatinginformationregardingfieldworkopportunitiesthroughtheschoolyear,theSchoolPsychologyStudentAssociation(SPSA)hostsaFridayafternoonmeetinginFebruary-Marchfordistrictswhoareinterestedinsecuringpracticastudentsand/orinternsthefollowingfall.Thisisagreatopportunityforstudentstomeetwithpotentialfieldworksupervisorsandobtaininformationregardinguniquetrainingexperiences.
6. ExpectedActivities:engageinanarrayofactivitiesbasedontheNASPStandardsforTrainingandPracticefoundathttp://www.nasponline.org/standards/practice-model/witharangeofpopulationsbasedonage,race,ethnicity,linguisticproficiency,socioeconomicstatus,genderidentity,andability.
PracticaCandidatesmustcompleteapracticumexperienceunderthesupervisionofacredentialedandexperienced(>2years)schoolpsychologist.CandidatesarerequiredbyCTCandNASPtocompleteaminimumof450practicahourspriortobeginningfieldwork/internship.Atleast100practicahoursmustbeinaschoolsettingthatincludesatleast50%ethnically,culturally,racially,economically,and/orlinguisticallydiversestudents.CSULBschoolpsychologycandidatescomplete111practicahoursinaclinicsetting(EDP524B,524C,579,527,517);43hoursinaschoolsettingthatsupplementacourse(EDP528,517,536);and300hoursinaschoolsettingsupervisedbyauniversitypracticainstructor(EDP641A&B)foratotalof454practicahours.Candidatesarerequiredtokeepalogofallactivitiesandthenumberofpracticahoursengagedeachsemester.The2016-2017practicapolicyandcoursesthatincludethecompletionofpracticahoursissummarizedbelow.Table3.SummaryofPracticaHoursandActivitiesCourse Hours Activities517 15hrs.
(clinic)15hrs.(school)
Engageinindividualcounselinginclinic;conductgroupcounselingataschoolsite;consultwithparent,teacher(s),andadministrator(s)regardingstudentneedsandprogress.
524B 10hrs.(clinic)
Administrationofpublished,norm-referencedassessmentsinclinic;reportwriting.
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524C 20hrs.(clinic)
Administrationofpublished,norm-referencedassessmentsinclinic;reportwriting;consultationwithparent.
528 8hrs.(school)
ShadowaschoolpsychologistanddiscussobservationsastheyrelatetotheNASPdomainsoftrainingandpractice;observefor2hoursinatleasttwodifferentspecialeducationprogramsonaschoolcampus.
536 20hrs.(school)
Consultwithschoolstaffregardingtheacademicandbehavioralneedsofstudents;consultontheimplementationofaninterventionbasedontheidentifiedneedsofanindividual,group,orclass.
527 25hrs.(clinic)
Administrationofadevelopmentalassessmentandearlychildhoodcurriculum-basedassessmentsintheclinic;reportwriting.Engageintransitionassessmentandplanningwithasecondarystudentwithdisabilitiesintheclinic;reportwriting.
579 41hrs.(clinic)
Providedirectacademicinterventionservices(10wksx2timesperweek@60min=20hrs)inclinic;preparelessonplansandkeeplogsregardingresults(15hrs);writeinterventionplanandsummaryreports(6hrs).
641A&B
300hrs.(school)
150hourseachsemester
Total 111hrs.343hrs.454hrs.
ClinicPreK-12publicschoolTotalHours
WiththeexceptionofEDP641AandEDP641B,theinstructorofeachcourselistedaboveprimarilyprovidessupervisionofpracticaactivities.Candidateperformanceisevaluatedthroughthecompletionofschool-basedandclinic-relatedcourserequirements.Universityinstructorsensurethatcandidatesmeetcourseobjectivesbyexaminingcandidatework(permanentproducts),watchingcandidates’recordedperformanceviavideorecordings,andobservingthroughtheone-waywindowsintheCommunityClinicforCounselingandEducationalServices.Inadditiontoprogramfaculty,afield-basedschoolpsychologistsupervisescandidatescompletingthePracticumcourses(EDP641A&B).ThreehundredpracticahoursaremetbycompletingEDP641A&Bfortwounitseach.Candidateswhoconcurrentlyworkinpublicschoolsmaycompletethefirst150hoursofEDP641Awhileworkingattheirschoolsite,engagedinschoolpsychology-relatedactivitiesunderthesupervisionoftheirsiteschoolpsychologist.Theremaining150hoursmustbecompletedinaformalizedpracticumwhereinthecandidatecommitsconsiderabletimetolearningtheprofessionfromanexperiencedschoolpsychologist.These150hourscannotbecompletedintheschoolinwhichthecandidatehasworkedoriscurrentlyworking.Toensurethatthisplacementprovidessufficientconsistencytoallowthecandidatetomanagecases,runcounselinggroups,etc.thecontiguousplacementmustinclude:
• Aminimumofonefullday(~8hours)andamaximumof5fulldaysperweek.• Aminimumof10weeksandamaximumof1year.• Nomorethantwositesortwosupervisors.
Additionalactivitiesthatenhancestudents’practicaexperiencesbutarenotrequiredinclude,butarenotlimitedto:
• Providedirectacademicintervention(s)toastudentorgroupofstudents• Co-facilitateaparenteducationgroup• Participateinyourschool’sSST,grade-levelmeetings,and/orretention/promotionmeetings
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• Providestaffdevelopmenttrainingsonclass-widebehaviormanagement,academicinterventions,specialeducationreferralpolicy,etc.
• DraftapaperforsubmissionandpublicationtoCASPTodayortheCommuniqué,apaperorposterpresentationproposaltoCASP(CaliforniaAssociationofSchoolPsychologists)and/orNASP(NationalAssociationofSchoolPsychologists)annualconventions.
Documentationandevaluationofeachoftheaboverequired(andenhancing)activitiesandassignmentswillbemaintainedbyyouandyourUniversity-basedsupervisor(e.g.,EDP641A/Binstructor).School-sitesupervisorsalsowillevaluatepracticacandidatesbasedontheNASPDomainsforTrainingandPractice.Candidateswhodonotshowevidenceofsuccessfulcompletionofrequiredpracticaactivitiesand/orexperiences,orwhodonotdemonstrateprofessionalandpersonalcompetenciesasoutlinedintheCSULBSchoolPsychologyPersonalCompetenciesEvaluation(seebelowformoreinformation),mayberequiredtocompleteadditionalpracticahours,repeatasemesterofpractica,and/ormaynotberecommendedforinternship.Fieldwork/InternshipTheschoolpsychologyprogram,CTC,andNASPrequirecandidatestocompleteaminimumof1200hoursofinternshiptodemonstratecompetencyasacandidateforthePPSSchoolPsychologyCredential.CTCrequiresatleast800hoursbeaccruedinasettingprovidingdirectandindirectservicestostudentsinaschoolsetting(PreK-12),andallowsremaininghourstobeacquiredinanothersettingsuchasaprivateschool,communityagencyservingschool-agechildrenandyouth,orengagementinrelevantresearchandevaluationexperiences.TheCSULBSchoolPsychologyprogramrequiresthatatleast600hoursbeaccruedinaschoolsettingthatincludesatleast50%ethnically,culturally,racially,economically,and/orlinguisticallydiversestudents.CandidateswhodonotshowevidenceofsuccessfulcompletionoftheinternshipbasedonUniversityand/orfieldworksupervisorobservations,completionofcourseandprogramrequirements,and/orevaluationsofprofessionalandpersonalcompetenciesmaybeaskedtocompleteadditionalhours,repeatasemesteroffieldwork,ormaynotberecommendedforthePPSCredential.Toenrollinfieldwork/internship(EDP642AandEDP642B),studentsmustsubmitacompletedapplicationforfieldworktotheGraduateStudiesOfficebyMarch1stoftheyearinternshipwillbecompleted.PleasenotethatstudentsmustcompleteEDP642A(fallenrollmentonly)priortoenrollinginEDP642B(springenrollmentonly).Forinformationandanapplication,pleasegotohttps://www.ced.csulb.edu/graduate/fieldwork-application.Allschoolpsychologycandidatesmustcomplete6unitsofinternshipcredits(EDP642A=3units;EDP642B=3units).However,candidatesmaychoosetocompletetheirinternshipovertwoconsecutiveyears(600hourseachyear).Insodoing,candidatesmustregisterfor1-2unitsofEDP642A(fall)and/orEDP642B(spring)eachsemesterandyeartheyareengagedinfieldwork/internshipforatotalofsixunitsoffieldwork/internship.Thatis,studentscompletingtheirfieldwork/internshipovertwoyears(maximumtimeallowable),enrollinbothEDP642Aand642Bforamaximumof3unitseachovertwoyears.CTCrequiresschoolpsychologyinternstohaveexperienceinatleasttwolevelsofschooling.Thelevelsreferredtoarepreschool(ages3-5);elementary(gradesK-6);middleorjuniorhigh(grades6-8,7-8,or7-8-9);andseniorhigh(grades9-12).Anytwoofthosefourlevelsareacceptableaslongasatleast200hoursaredocumentedinatleastoneotherlevelduringeitherpracticumorinternship.PleaseseeInternshipGuidelinesforField-BasedSchoolPsychologySupervisorsintheAppendixforadditionalinternshiprequirements.ADistrict-UniversityInternship/FieldworkAgreementmustbeagreeduponandsignedbyallinvolvedparties(i.e.,DistrictSupervisor,UniversitySupervisor,Intern)beforeacandidatebeginstheirinternship.Additionally,internsarerequiredtocompletetheInternship/FieldworkTrainingPlanwiththeirfieldsupervisoratthebeginningofEDP642A(fall)andB(spring)toensurecandidatesreceivetrainingand
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experienceineachoftheNASPdomains.PriorstudentevaluationsofinternsupervisorsarelocatedintheClinicianRoomacrossfromtheCommunityClinicinalockedfiledrawer.StudentsseekinginternplacementsmayasktheGraduateAssistant,ClinicCoordinatororanyschoolpsychologyfacultymembertounlockthedrawertoreviewtheevaluations,whicharefiledbydistrict.Internsmaycompleteupto400hoursinanon-schoolsettingunderthesupervisionofanappropriatelycredentialed/licensedpsychologistforthatsetting.Non-schoolbasedinternshipsettingsandsupervisormustbeapprovedbytheEDP642A/BUniversityinstructorand/orprogramcoordinator.SomecandidatesmayberequiredtoobtainanInternshipCredentialifthedistrictinwhichtheyarecompletingtheirfieldworkhoursisofferingapaidinternshipexperience.InternCredentialsaredistrict-specificandareawardedtothedistrictinwhichthecandidatewillbecompletinghis/herinternship.InternCredentialsareprocessedthroughtheCollegeofEducationCredentialOffice.ForinformationonhowtoobtainanInternshipCredential,pleasegotohttps://www.ced.csulb.edu/credential-center/university-internships.Toensureoptimaltrainingexperiences,theCSULBSchoolPsychologytrainingprogramhasestablishedthefollowinggeneralguidelinesforanystudentcompletinganinternship.
1. Paid/UnderPaidinternships.Currently,thereisapaucityofpaidinternships.Ithasbecomemorecommonforstudentstocompletethefieldworkrequirementasunpaidorunderpaid1,yetmanyofthedemandsplacedonthemhaveremainedthesame.Toprovideun/underpaidinternstimetocompleteclassassignments,reflect,andpossiblyobtainpaidemploymentelsewhere,theynowhavetheoptiontowork4daysaweekattheirinternshipsites.
2. RestrictedNumberofSchoolSites.Internswillbeassignedtonomorethan2sitespersemester.Internsshouldhaveanopportunitytodevelopmeaningfulconnectionswithasmallnumberofschoolstaff,programsandstudentsbyfocusingononeortwoschoolspersemester.Itinerantassignmentsatmorethantwoschoolsareinappropriateforinterns.
3. ProgramRequirementsTakePrecedence.Completingthefieldwork/internshipisoneofmanyprogramrequirements.Attendingclass,completingassignments,andparticipatinginprogrameventsalsoareimportantrequirementsandshouldbesupportedandaccommodatedbyfieldwork/internshipsites.
4. DiverseTrainingExperiences.Theinternshouldbeprovidedopportunitiestodevelopabroadanddiverserole,includingdevelopmentofprofessionalcompetencein,forexample,assessment,intervention,counseling,consultation,research,andin-service,anddevelopprofessionalcompetencieswithabroadrangeofprogramsandpopulations,includingbutnotlimitedtogeneraleducation,specialeducation,bilingualeducation,age,disabilities,andcultures.Theinternisnottodevotemorethan40%ofhis/hertimetoonetypeofactivitysuchaspsychoeducationalevaluationsorcounselingservices.
5. QualitySupervision.Theintern’sprimarysupervisorshouldserveasamodelschoolpsychologistengaginginbroadanddiverseservicedelivery.Thedesignationofacredentialedschoolpsychologistastheintern'sprimarysitesupervisorissubjecttotheapprovaloftheUniversityprogramfaculty.
6. OngoingCommunication.Trainingprogramsandschooldistrictsmustworktogethertomutuallyenhanceeachother’swork.Regularcommunicationabouttrainingprogrampoliciesanddistrictpracticesshouldoccursothatthebestcollaborationcanoccurinsupportoftrainingpractices.
1Underpaidisdefinedhereaslessthan$12,331basedonthe2015FederalRegister’sdefinitionofthepovertyrateforasingleperson
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TheSchoolPsychologyProgramadherestothefollowingout-of-areafieldworkpolicy:
TheSchoolPsychologyProgramisaface-to-faceprogramforitsentireduration.Studentsareexpectedtoattendallclassesinperson.StudentsareexpectedtocompletetheirfieldworkandinternshipexperienceatapprovedsitesforwhichCSULBhasaffiliationagreementsthatarelocatedwithinLosAngelesandOrangeCounties.StudentswhowishtocompletefieldworkexperiencesoutsideofthesetwocountiesmustcompletetheCollegeofEducationpetitionforOut-of-AreaFieldwork.PleaseseetheAppendixfortheofficialpolicystatement.
InternshipPortfolio
AsagraduatestudentintheNASP-approvedCSULBSchoolPsychologyprogram,internsarerequiredtocompleteandsubmitanInternshipPortfolioattheconclusionoftheirinternshipexperience.ThePortfolioincludesworksamplescompletedattheinternshipsite(s)thatmeetspecificcriteriaoutlinedbytheSchoolPsychologyfacultyandNASPstandardsfortrainingandpractice.ThePortfolioservesasanopportunityforfacultytoreview,analyze,andaggregateculminatingstudentdataforprogramimprovementwhilealsoprovidinggraduatestudentsstructuredfeedbackontheattainmentofskillscriticaltoeffectivepracticeintheschools.PleaseseeInternshipPortfolioDescriptioninAppendix.
PersonalCompetenciesCandidatesmustdemonstratespecificprofessionalandpersonalcompetenciestoensureschoolpsychologycandidatespossesstheknowledge,skills,anddispositionsrequiredforsuccessfulcareersineducation.CTC-andNASP-approvedprogramsarerequiredto“employasystematic,validprocesstoensurethatallcandidates,priortotheconclusionoftheinternshipexperience,areabletointegratedomainsofknowledgeandapplyprofessionalskillsindeliveringacomprehensiverangeofservicesevidencedbymeasurablepositiveimpactonchildren,youth,families,andotherconsumers”(NASPTrainingStandard4.3).Programfacultymeeteachmonthandadesignatedtimeisdevotedtodiscussingstudentissuesorconcerns.Atthattime,facultyconsiderwhetheranevaluationofastudent’scompetenciesiswarranted.Ifastudentcompetencyevaluationiswarranted,thecandidatewillbeimmediatelynotifiedandrequestedtomeetwiththeprogramdirectorand/orfaculty,andhis/heradvisor.PleaseseeAppendixforacopyoftheCSULBSchoolPsychologyPersonalCompetenciesEvaluation.Ifacandidateisrateda‘2’(minimal)orlowerinanyarea,orreceivesatotalscoreof24orless(minimalorunsatisfactory),aninterventionplanandtimelineforremediationwillbedeveloped.PleaseseeAppendixforCSULBSchoolPsychologyCandidateInterventionPlan.Pleasebeadvisedthatcandidateswhofailtwoormoretimestoachievesatisfactoryratingsonapersonalcompetencyreview,despitethedevelopment,agreement,andimplementationofaCandidateInterventionPlan,maynotberecommendedforinternshipand/orthePPSSchoolPsychologycredential.FacultyAdvising
Allcandidatesarerequiredtomeetwiththeiradvisorinthespringorsummerpriortobeginningtheprograminfall.Inthismeetinga2-to3-yearscheduleofcourseswillbedrafted(seeInitialAdvisementFormintheAppendix).EveryNovember,allcandidatesreceiveanemailfromtheprogramdirectorregardingfallmandatoryadvising.Candidatesarerequiredtocompleteandsubmitacourse-takingplan(i.e.,CalyxMemo;emailedbyprogramcoordinatortoallcandidates)totheiradvisorbeforetheThanksgivingholiday.AdvisorswillreviewtheMemo,whichdetailsthecandidate’splanforcourses,practicum,andfieldwork/internship,andaddressanycandidatequestionsorconcerns.Advisorswillrespondtothecandidateviae-mailifthereareanyconcernsorquestionsthatneedaddressing,andmayrequestanin-personmeetingwiththecandidate.Candidatesmayrequestanin-personmeeting
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withtheiradvisoratanytime.Advisorsareavailabletomeetduringscheduledofficehoursorbyappointment.PleaseseeCalyxMemointheAppendix.
COLLEGEANDUNIVERSITYREQUIREMENTS
ThefollowingisasummaryofactivitiesrequiredofgraduatestudentsintheCollegeofEducationandCaliforniaStateUniversity,LongBeach.
AdvancementtoCandidacy
AllcandidatesmustfileforAdvancementtoCandidacythatrepresentstheformulationofanofficialprogramofstudyforamaster’sdegreeintheCollegeofEducation.Itistheprocessthatestablishescandidates’catalogrightsandformsthebasisofyourdegreeauditwhenyouarereadytograduate.Whilethereisnospecificdeadlinetoadvancetocandidacy,itisimportanttoadvancetocandidacyassoonaspossible.Priortohavingadvancedtocandidacy,studentsaresubjecttoanynewCSULBCatalogrequirementsthatmaygointoeffectwhileenrolled.Advancementtocandidacyisaprerequisitetoenrollinginthesiscoursework(EDP698)orapplyingforcomprehensiveexams,andmustoccuratleastonesemesterpriortothesemesterinwhichyouenrollinEDP698orcompletecomprehensiveexams.Advancementisalsorequiredpriortoapplyingforfieldwork/internship.ApplicationsforAdvancementtoCandidacymaybefoundathttp://www.ced.csulb.edu/graduate/advancement-candidacy-information-and-forms
CulminatingActivity:ThesisorComprehensiveExams
Allstudentsmustcompleteaculminatingdegreeactivityofeitherthesisorcomprehensiveexam.Thecomprehensiveexamincludesawritten,in-houseexam(administeredinearlyspringofthefinalprogramyear)andapassingscoreontheNationalSchoolPsychologyExamination(PraxisIIExam#5402),typicallytakeninlatefallorspringofthelastyearintheprogram.AlthoughallSchoolPsychologycandidatesmusttaketheNationalSchoolPsychologyExaminationpriortocompletingtheprogram,studentswhoopttotakecomprehensiveexamsmustobtainapassingscoreontheexam,aswellaspassthewritten,in-houseexamtosuccessfullymeettherequirementsoftheculminatingactivity.ApassingscoreontheNationalSchoolPsychologyExaminationallowscandidatestoobtaincertificationasaNationallyCertifiedSchoolPsychologist(NCSP).ForadditionalinformationregardingtheNationalSchoolPsychologyExamination,pleasegotohttp://www.ets.org/praxis/nasp/requirements.CandidatesmustsubmitarequesttotakecomprehensiveexamstotheGraduateStudiesOfficebyOctober1stpriortosittingfortheexaminspring.ApplicationsandadditionalinformationregardingcomprehensiveexamsmaybefoundontheGraduateStudiesOfficewebsiteathttps://www.ced.csulb.edu/graduate/comprehensive-examination-information-and-forms.TheCEDpolicyoncomprehensiveexamscanbefoundathttps://www.ced.csulb.edu/documents/comprehensive-examination-policy.
Thesecondoptionforcompletingtheculminatingactivityisthesis,awrittendocumentofanindependentresearchstudy.Athesiscommitteeisformedbythecandidatewhichincludesa“Chair”(full-time,tenuredortenure-trackCEDfaculty)and2-3“Readers,”facultymembersintheprogram,department,CollegeorUniversity.Athirdreadermaybeamemberofthecommunitywithrelevantknowledgeandexperienceofthethesistopic.Candidatestypicallyenrollinthesisunits(EDP698)inbothfallandspring(3unitseach=6unitstotal)oftheirsecondyear;however,solidifyingathesistopicandreviewingtheliteratureshouldoccurinthespringandsummerpriortoenrollinginthesisunits.PleasenotethatfinalapprovalofChapters1-3byyourThesisChairaswellasdatacollectionmustbecompletedpriortogoingoninternship.CandidateswhohaveDrs.Powers,GambleorHagansastheirThesisChairarerequiredtoattendCollegeofEducationThesisandProjectSeminars,whichmeettwiceamonthforanentireyear,includingsummer.Failuretoattendtheseminarswillresultinbeing
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discontinuedfromcompletingathesisbyyourThesisChair.CandidatesmustsubmitarequesttocompleteathesistotheGraduateStudiesOfficebyMarch1stpriortoenrollinginthesisunits(EDP698)thefollowingfall.ApplicationsandadditionalinformationregardingthesismaybefoundonthewebsiteoftheGraduateStudiesOfficeathttps://www.ced.csulb.edu/graduate/ced-thesis-and-project-information-and-forms.CompletionandsubmissionofthePraxisexamisarequirementforthedegree;thus,thesisstudentsmusttakethePraxisIIexamtobeeligibletoreceivetheEd.S.however,theyarenotrequiredtopasstheexamtoreceivetheirdegreeandberecommendedforthecredential.
DistrictAffiliationAgreements
Duetothepotentialforinjurytothestudent,aswellaspropertydamageandliabilityexposurefortheUniversity,anAffiliationAgreementmustbeinplaceatthedistrict,communityagency,orinstitutioninwhichthecandidateiscompletingafieldexperience.Priortoaccruingfieldhours,anAffiliationAgreementmustbeinwritingandspecifyminimuminsurancerequirementsapplicabletothecontractingpartiesandincludeappropriateholdharmlessprovisionsbasedupontheneedsofthecontractingparties.AgreementsarelegallybindingdocumentsthatcommittheUniversityandthedistricttoexplicittermsandconditionsandthus,mustbereviewedforlegalrequirements.AlthoughmostlocaldistrictshaveacurrentAffiliationAgreementwithCSULB,smallerdistrictsorthoselocatedontheedgesofLosAngelesandOrangeCountryareasmaynot.Agreementstypicallyrequirethewrittenconsentofadistrict’sBoardofEducationaswellastheUniversity’sOfficeofRiskManagement;thus,itisimperativethatcandidatescontacttheSchoolPsychologyprogramdirectorthesemesterpriortobeginningtheirfieldexperienceoftheirintenttocompleteafieldexperienceinasmallerorremotedistrict.OpeningaFileattheCredentialCenter
ToberecommendedtoreceivethePPSSchoolPsychologyCredential,candidatesmustopenafileattheCredentialOffice.Pleasegotohttp://www.ced.csulb.edu/documents/school-psychology-credential-evaluation-requestforrequireddocumentationandanapplication.Openingafileshouldbecompletedimmediatelyfollowingadvancementtocandidacy.DonotwaituntilyouhavealmostcompletedtheEd.S.degreetoopenafile.OnceyoubeginafilewiththeCredentialCenter,theCenterperiodicallygeneratesandsendstothecandidateandprogramdirectorindividualcandidateprogressreportsindicatingcourseandotherrequirementsthathavebeenfulfilled,andthosethatneedtobecompleted.Allrequirementsforcompletionoftheschoolpsychologyprogram(includingapprovedcoursewaivers,successfulcompletionofthesisorcomprehensiveexams,Praxisexamresults)mustbereceivedbytheCredentialCenterbeforeacandidateisrecommendedforthePPSCredentialinSchoolPsychology.
GraduateWritingAssessmentRequirement(GWAR)
Graduatestudentswhowere(1)awardedanundergraduateorgraduatedegreefromanaccreditedcollegeoruniversityintheUnitedStates;or(2)awardedanundergraduateorgraduatedegreefromanaccreditednon-USinstitutionlocatedinacountrywhereEnglishisaprimarylanguageofcommunication;or(3)attainedascoreof4orhigherontheanalyticalwritingtestoftheGREorGMATareexemptfromtheGWARPlacementExam(GPE).EnrollmentServiceswilldetermineatthetimeofadmissionwhetherstudentsareexemptfromtheGPEandwillindicatetheirexemptstatusonthestudent’sTestScoreSummaryinMyCSULB.
ImportantCollegeandUniversityPolicies,Regulations,andResources
PolicyonCheatingandPlagiarismhttp://www.csulb.edu/divisions/aa/catalog/current/academic_information/cheating_plagiarism.html
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ClassAttendancehttp://www.csulb.edu/divisions/aa/catalog/current/academic_information/class_attendance.htmlUniversityRegulationsGoverningtheMaster’sDegreehttp://www.csulb.edu/divisions/aa/catalog/current/graduate_information/university_regulations_masters.htmlFinalComprehensiveExaminationhttp://www.csulb.edu/divisions/aa/catalog/current/graduate_information/comprehensive_examination.htmlThesishttp://web.csulb.edu/divisions/aa/catalog/current/graduate_information/theses_projects.htmlAcademicProbationandDisqualificationhttp://www.csulb.edu/divisions/aa/catalog/current/graduate_information/academic_probation.htmlAcademicCredithttp://www.csulb.edu/divisions/aa/catalog/current/graduate_information/academic_credit.htmlCollegeofEducationNewStudentResourceshttps://www.ced.csulb.edu/graduate/welcome-newly-admitted-studentsCollegeofEducationGraduateCultureInitiativehttps://www.ced.csulb.edu/graduate/graduate-culture-initiativeCollegeofEducationGraduateStudentAwardsandResearchCompetitionshttps://www.ced.csulb.edu/graduate/graduate-student-awards-and-research-competitions-0CollegeofEducationApplicationsandFormshttps://www.ced.csulb.edu/graduate/current-students-1ApplyingforthePPSSchoolPsychologyCredentialhttps://www.ced.csulb.edu/credential-center/applying-your-service-or-specialist-credentialAdditionalRequirements
• Tomaintainyourenrollmentintheuniversityandprogram,allcandidatesarerequiredtotakeaminimumofoneprerequisiteorcoreprogramcoursepersemester(excludingsummer).Exceptionsaremadeformedicalorpersonalleave.Candidatesrequestingaleavemustfilea“leaveofabsence”withUniversityEnrollmentServices(BH-101)andtheCollegeGraduateStudiesOffice(EED-7),andnotifytheirschoolpsychologyadvisorandtheprogramcoordinator.CandidateswhofailtofilealeaveofabsencewillbedroppedfromtheUniversityandtheprogramandwillneedtore-applyiftheyplantoreturntotheprogram.Informationregardingfilingforaleaveofabsencemaybefoundathttp://www.ced.csulb.edu/graduate/university-forms-leave-absence-and-graduation.
• Candidatesmaycompletetheprogramonafull-orpart-timebasis.InaccordancewithUniversityregulationsgoverningMaster’sdegreeprograms,theschoolpsychologyprogrammustbecompletedwithinsevenyearsofthedatethecandidate’sprogramwasinitiated.
• Allcandidatesmustmaintaina3.0GPAtoremainingoodstandingintheprogram.Failuretodosomayplacethecandidateonacademicprobation.
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GENERALINFORMATION
KnowledgeofthefollowinginformationwillensureyoursuccessfulandtimelycompletionoftheCSULBEd.S.degreeandreceiptofthePPSCredentialinSchoolPsychology.
CommunicationProgramannouncementsandrequirements,jobopportunities,professionaldevelopmentopportunities,andothercommuniquésthroughouttheyeararesentviaemailbytheprogramcoordinator.Universitypolicyrecognizese-mailasanofficialformofcommunication;thus,mostinformationisdisseminatedelectronicallyandNOTthroughtheU.S.mail.Candidatesareresponsibleforcheckingtheire-mailregularlyandinformingtheprogramcoordinatorregardingchangestotheire-mailaddress.IndividualinstructorcourseannouncementsandnotificationsaretypicallysentthroughBeachBoardandthus,aresenttotheemailaddresslistedonMyCSULB.Itisthecandidate’sresponsibilitytoensurethatthecontactinformationonMyCSULBiscurrent.Candidatesareeligiblefor,butarenotrequiredtohave,aCSULBemailaccount.Inaddition,itisimportantthattheGraduateStudiesOffice(EED-7)andtheCredentialOffice(EED-42)haveyourcurrentemailandmailingaddresses.Ifyoumove,alertUniversityAdmissions,CollegeofEducationGraduateStudiesOffice,andtheCredentialOffice.
CEDCredentialCenterhttp://www.ced.csulb.edu/credentials/TheCredentialCenter,locatedinEED-42,evaluatesandprocessesrecordsforfulfillmentofcredentialrequirementsandrecommendscandidatesfortheinternand/orfullPPSSchoolPsychologycredentialstoCTC.CEDGraduateStudiesOffice https://www.ced.csulb.edu/graduate/welcome-newly-admitted-studentsLocatedinEED-7,theGraduateStudiesOfficeassistsprospectiveandcurrentstudentswithquestionsaboutgraduateprogramapplicationsandadmissions,petitionforcourseequivalencies,graduatecultureinitiativeactivitiesandevents,advancementtocandidacy,programchanges,applicationforthesisorcomprehensiveexaminations,applicationforfieldwork,maintainingcontinuousenrollmentintheprogramthroughGS700D,applyingforaleaveofabsence,andcompletinguniversitygraduationrequirementsandfilingforgraduation.CSULBGraduateStudiesResourceCenter(GSRC)http://www.csulb.edu/graduate-studies-resource-centerTheGSRCoffersawidearrayofinformationandresourcesforcurrentandprospectivegraduatestudents.Locatedonthe5thfloorofthelibrary,theGRSCprovideinformationregardingcampusevents,workshops,researchopportunities,andfunding.
TheWriter’sResourceLab(WRL)http://www.cla.csulb.edu/departments/english/wrl/TheWRLprovidesongoingwritinginstructiontoanycurrentlyenrolledCSULBstudentviaone-on-onetutorials.Asanintegralpartofwriting-across-the-curriculumprogramatCSULB,theWRLexiststohelpstudentsbecomemoreeffectiveandindependentwriters.Informationonschedulinganappointmentcanbefoundathttp://www.cla.csulb.edu/departments/english/wrl/drop-in-appointment-policy/ThesisandDissertationOfficehttp://web.csulb.edu/library/guide/serv/Locatedonthe5thflooroftheLibrary,theThesisandDissertationOfficehelpsstudentspreparemanuscriptsusingproperUniversityformatguidelinesandthestyleguideapprovedbyindividualdepartments.
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CenterforScholarshipInformation(CSI)
http://web.csulb.edu/divisions/students/scholarships/students/graduate.htmCSIisthemainsourceforinformationregardingon-andoff-campusscholarshipsatCSULB.InformationonGraduateAssistantshipsandFellowshipsalsoareavailable.CommunityClinicforCounselingandEducationalServiceshttp://www.ced.csulb.edu/clinicCandidatesprovideassessmentandinterventionservicestopreschool,elementary,secondary,andpost-secondarystudentsintheCommunityClinicaspartoftheircourseworkintheprogram.TheCSULBCommunityClinicisatrainingfacilitythatincludes24individualclientroomswithone-waymirroredwindowswithspeakerandheadphonecapability.Videorecordingandplayback,andextensiveassessmentandinterventionmaterialsalsoareavailable.Theschoolpsychologyprogramusestheclinicfacilitiesforfourofitscourses:EDP517,524B,525B,527,and579.
NationallyCertifiedSchoolPsychologist(NCSP)http://www.nasponline.org/certification/becomeNCSP.aspxCandidatesareencouragedtopursuetheNCSPcredentialthroughNASP.Thiscredentialcanfacilitateobtaininglicensureinotherstates,andsomedistricts/statesofferanadditionalstipendforschoolpsychologistswhoholdtheNCSP.
MembershipsinProfessionalAssociations
Joiningthefollowingprofessionalorganizationsishighlyrecommended:NationalAssociationofSchoolPsychologists(http://www.nasponline.org/);CaliforniaAssociationofSchoolPsychologists(http://www.casponline.org);CouncilforExceptionalChildren(http://www.cec.sped.org),andAmericanEducationalResearchAssociation(http://www.aera.net).Studentmembershipsareveryeconomicalanditisnevertooearlytobegintobuildyourprofessionallibrary.Inaddition,localassociationssuchastheGreaterLongBeachAssociationofSchoolPsychologists(GLBASP;http://www.glbasp.com/Welcome.html)andtheOrangeCountyAssociationofSchoolPsychologists(OCASP;http://ocasp.net/)providecandidateswithusefullocalnetworkingandleadershipopportunities.Candidatesarestronglyencouragedtoattendstateandnationalconferencesheldbytheseandrelatedprofessionalorganizations.
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APPENDIX
Form Procedure
ASECDepartmentCodeofCivility(pg.19)
Readpriortobeginningcoursework
Ed.S.NewStudentAdvising(pg.20)
Completedwithyouradvisoruponbeginningtheprogram;updatedasneeded
Ed.S.CalyxMemo(pg.21-22) CompletedeveryNovemberandreturnedtoyouradvisorbeforeThanksgivingforapproval
PersonalCompetenciesReviewForm(pg.23-24)
Completedasneededbytheprogramdirectorandfacultyonidentifiedcandidates.
CandidateInterventionPlan(pg.25)
Actionplantoremediatearea(s)ofconcernasnotedonthePersonalCompetenciesform
InternshipPortfolioDescription(pg.26-27)
Completedthroughouttheinternshipyeartoshowattainmentofcriticalcompetenciesrequiredofschoolpsychologypractitioners
InternshipGuidelinesforField-BasedSchoolPsychologySupervisors(pg.28-31)
InformationregardinginternshiprequirementsforSchoolPsychologyFieldSupervisorswhoaresupervisinginterns
SchoolPsychologyProgram-DistrictFieldwork/InternshipAgreement(pg.32-36)
ContractagreeduponandsignedbyInternandSupervisingSchoolPsychologist.UniversitySupervisorprovidesfinalapproval
SchoolPsychologyProgramFieldworkandInternshipPolicy(pg.37)
Fieldwork/internshippolicyregardinglocationofapprovedfieldworksites
Fieldwork/InternshipTrainingPlan(pg.38-39)
Trainingplancompletedatthebeginningofeachsemesteroffieldwork/internshipwithsupervisingfield-basedsupervisor
EvaluationofFieldworkSupervisor(pg.40)
Evaluationofsupervisionreceivedfromthefield-basedsupervisortothepracticastudentorintern;completedattheendofthefieldexperience
EvaluationofFieldworker/Intern(pg.41-45)
Evaluationofactivitiesandperformanceofthefieldworker/internbytheirfieldworksupervisor;completedattheendofeachsemester
EvaluationofPracticaStudent(pg.46-50)
Evaluationofactivitiesandperformanceofthepracticastudentbytheirfieldworksupervisor;completedattheendofeachsemester
WeeklyInternLog(pg.51-52)
Weeklylogofinternactivities,experiences,andnumberofhoursatfieldworksite,andreflectionofexperiences
WeeklyPracticaLog(pg.53-54) Weeklylogofpracticaactivities,experiences,andnumberofhoursatfieldworksite,andreflectionofexperiences
MonthlyActivityReport-SummaryofInternshipActivities(pg.55)
Monthlylogoffieldwork/internactivitiesandhoursbyfieldwork/internsiteandsupervisor;documentationofsupervisorqualifications
UniversitySupervisorInternObservationandInterviewSummary(pg.57)
Eachsemesterofinternship,universitysupervisorobservestheinternattheirsiteengagedinaschool-psychologyrelatedactivity,andinterviewsthefieldworksupervisorregardingtheintern’sactivities
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andperformanceMatrixofCoursesbyNASPDomain(pg.58)
CourseworkbyNASPDomainsforTrainingandPractice
BenchmarksforEd.S.Degree(pg.59-60)
Listofkeyrequirementsanddeadlines
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CALIFORNIASTATEUNIVERSITY,LONGBEACH
COLLEGEOFEDUCATIONAdvancedStudiesinEducationandCounselingDepartment
CodeofCivility:
OurDepartmentvaluesrespect,responsibility,preparation,involvement,andworkethic.
Weexpectthefollowing:Facultyandstudentswillcometoclasspreparedtolearn,teachandcollaborativelyengagewitheachother.Studentsandfacultywillactivelyservetheeducationalcommunity.Studentsandfacultywilldisplayprofessionalethicalbehaviorandacademichonesty(i.e.,noplagiarism).Studentswillcometoclassontimeandpreparedtolearnwithorganizedcoursematerialsandassignments.Facultywilleffectivelymanageclasstimebybeginningandendingtheclassontime.Studentswillhonorandadheretodeadlinesbycompletingassignedreadingsandsubmittingassignmentsaslistedinthecoursesyllabus.Facultywillhonordeadlinesbyreturningassignmentswithconstructivefeedbackwithinareasonabletimeperiod(generally1-2weeks)ofassignmentsubmission.Faculty,students,andstaffwillhonoreachother’sperspectives,respecteachother,anddisplaycommoncourtesy.
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FALL2017NEWSTUDENTADVISING
EducationalSpecialistDegreePrograminSchoolPsychology
Name:__________________________ Advisor:___________________Dateofentryintoschoolpsychologyprogram_______________Dateofexpectedcompletionoftheprogram_________________Phone:______________________E-mail:_______________________Date:_______
Courses WaivedOrSum
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Fall17 Spring18 Fall18 Spring19
EDP301/302ChildorAdolDev EDP405ClassroomManagement EDP419EducationalStatistics EDP517Counseling EDP520ResearchMethods EDP524APsychoedAssessment EDP524B(2units)PsychoedLabI EDP524C(2units)PsychoedLabII EDP527AdvancedAssmtforInterv EDP528IntrotoSchoolPsychology EDP536Consultation EDP560BehaviorAssmt&Interv EDP579CBM-Intervention(4units) EDP518CrisisResponse EDP603Risk&Resilience EDP641A/B(2unitseach)Practica EDP642A/B(3unitseach)Internship
EDP643SystemicApproaches EDP519(comps/thesiselective) CT EDP541(compselective) EDP595(comps/thesiselective) CT2EDP604(compselective) C OrCEDP605(compselective) EDP596(compselective) C OrCEDP698(6units;thesisrequirement)
T T
2CompsandThesisstudentstake519or595–notboth.
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2017CALYXMEMO
MandatorySchoolPsychologyAdvisementSurvey
PleasecompletebothpagesandreturntoyouradvisorbyThanksgiving.Name:__________________________Advisor:___________________Date:_______Dateofexpectedcompletionoftheprogram:_________________Phone:________________________E-mail:_______________________Coursecodeandabbreviation Completed Waived Currently
EnrolledFall2017
PlantotakeSpring18
PlantotakeAY2018-19(Fall-‘F’;Spring–‘S’)
EDP301/302ChildorAdolDev EDP405ClassroomManagement EDP419EducationalStatistics EDP517Counseling EDP520ResearchMethods EDP524APsychoedAssessment EDP524B(2units)PsychoedLabI EDP524C(2units)PsychoedLabII EDP527AdvancedAssmtforInterv EDP528IntrotoSchoolPsychology EDP536Consultation EDP560BehaviorAssmt&Interv EDP579CBM-Intervention(4units) EDP518CrisisResponse EDP603Risk&Resilience EDP641A/B(2unitseach)Practica EDP642A/B(3unitseach)Internship EDP643SystemicApproaches CulminatingActivity
StudentswithMA:Checkboxhere[]• Use9unitsforspecializationPLUSComprehensiveExamandInternshipPortfolioOR• Oneelectivefrombeloworequivalent,6unitsofEDP698PLUSThesisandInternshipPortfolioStudentswithoutMA:Checkboxhere[]• ThreeelectivesfrombelowPLUSComprehensiveExamandInternshipPortfolioOR• Oneelectivefrombelow,6unitsofEDP698PLUSThesisandInternshipPortfolioUse9unitsfromMACircleOne:YESNO
EDP519(comps/thesiselective) EDP541(compselective) EDP595(thesiselective) EDP604(compselective) EDP596(compselective) EDP698(6units;thesisrequirement)
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I_____have/______havenotpassedtheCBESTorequivalent.I_____have/_______havenotobtainedacertificateofclearancefromthestate.Checkone:
Iplanto: Takecomprehensiveexams_______ TestDate:Spring20____
orWriteathesis_______ DefenseDate:Fall/Spring/Sum20____orI’mundecided_______
Practicum:YearyouplantobeginEDP641A:______________YearyouplantocompleteEDP641B:____________Plan(potentialdistrictsorsettings;experiencesyouwouldliketoobtain,etc.):Fieldwork/Internship:YearyouplantobeginEDP642A:____________________________YearyouplantocompleteEDP642B:________________________________Plan(potentialdistrictsorsettings;experiencesyouwouldliketoobtain,etc.):Whatcomments,concernsorquestionsdoyouhaveatthistimeregardingyourprogressintheschoolpsychologyprogram?Advisorcomments:AdvisorSignature:_________________________________Date:________
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CSULBSchoolPsychologyProgramPersonalCompetenciesReview
Candidate:_______________________________________ Date:_______________ Raters:__________________________
ReviewPeriod: Ratings:� <30unitsand/orpriortopracticum 1=Unsatisfactory;rarelydemonstratescompetency� Completionofpracticaandpriortointernship 2=Minimal;occasionallydemonstratescompetency� Mid-internshiporconclusionofinternship 3=Satisfactory;usuallydemonstratescompetency� Other______________________________ 4=Proficient;consistentlydemonstratescompetency
Competency Unsatisfactory Minimal Satisfactory Proficient Points
1 2 3 4Attendance Numeroustardies/earlydepartures
OR4+absences.Severaltardies/earlydeparturesOR3absences.
Fewtardies/earlydeparturesOR2absences.
Timelyandconsistentpresenceinclass/supervision.
Preparedness Rarely,ifever,wellpreparedforclass/supervision,e.g.,evidenceofreading&assignmentcompletion;notetaking;contributingtoclassdiscussion;askingquestions.
Occasionallywell-preparedforclass/supervision;e.g.,evidenceofreading&assignmentcompletion;notetaking;contributingtoclassdiscussion;askingquestions.
Usuallywell-preparedforclass/supervision;e.g.,evidenceofreading&assignmentcompletion;notetaking;contributingtoclassdiscussion;askingquestions.
Consistentlywell-preparedforclass/supervision;e.g.,evidenceofreading&assignmentcompletion;notetaking;contributingtoclassdiscussion;askingquestions.
ContinuousLearning
Rarely,ifever,demonstratescuriosity,creativity,&flexibilityregardingcoursecontent,processesandtasks;setshighexpectations.
Occasionallydemonstratescuriosity,creativity&flexibilityregardingcoursecontent,processes&tasks;setshighexpectations.
Usuallydemonstratescuriosity,creativity&flexibilityregardingcoursecontent,processes&tasks;setshighexpectations.
Consistentlydemonstratescuriosity,creativity&flexibilityregardingcoursecontent,processes&tasks;setshighexpectations.
PositiveClimate
Rarely,ifever,viewsfeedback&situationsmaturely;analyzesfeedback&makesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenviron.
Occasionallyviewsfeedback&situationsmaturely;analyzesfeedback&makesadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Usuallyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Consistentlyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
UsedwithpermissionfromtheUniversityofWisconsin-StoutSchoolPsychologyprogram,2007.
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Competency
Unsatisfactory Minimal Satisfactory Proficient Points1 2 3 4
Reflective Rarely,ifever,willingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
Occasionallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,generateseffective/productiveoptions,makesreasoneddecisions,makesconnectionstopreviousreading,courses,experiences.
Usuallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
Consistentlywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
Thoughtful&ResponsiveListener
Rarely,ifever,demonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizespoints)
Occasionallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,etc.)
Usuallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs.,andconcerns(e.g.,askquestions,summarizepoints)
Consistentlydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs.,andconcerns(e.g.,asksquestions,summarizepoints)
Cooperative&Collaborative
Rarely,ifever,workstokeepgroupontask,maximizesindividualtalents,evenlydistributesresponsibility,etc.
Occasionallyworkstokeepgroupontask,maximizesindividualtalents,evenlydistributesresponsibility,etc
Usuallyworkstokeepgroupontask,maximizesindividualtalents,evenlydistributesresponsibility,etc
Consistentlyworkstokeepgroupontask,maximizesindividualtalents,evenlydistributesresponsibility,etc
Respectful
Rarely,ifever,showscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Occasionallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Usuallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Consistentlyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
ProgramParticipation
Rarely,ifever,participatesinprogramretreats/orientations;completesadvisingmemos;seeksadvisorinputwhenappropriate;followsprogramhandbook&catalogue(e.g.,takescoursesinsequence,completesfieldworkhoursinrequiredsettings,etc.).
Occasionallyparticipatesinprogramretreats/orientations;completesadvisingmemos;seeksadvisorinputwhenappropriate;followsprogramhandbook&catalogue(e.g.,takescoursesinsequence,completesfieldworkhoursinrequiredsettings,etc.).
Usuallyparticipatesinprogramretreats/orientations;completesadvisingmemos;seeksadvisorinputwhenappropriate;followsprogramhandbook&catalogue(e.g.,takescoursesinsequence,completesfieldworkhoursinrequiredsettings,etc.).
Participatesinprogramretreats/orientations;completesadvisingmemos;seeksadvisorinputwhenappropriate;followsprogramhandbook&catalogue(e.g.,takescoursesinsequence,completesfieldworkhoursinrequiredsettings,etc.).
UnsatisfactoryLevel: 8-15points TotalScore:_______MinimalLevel: 16-23pointsSatisfactoryLevel: 24-31pointsProficientLevel: 32points
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CSULBSchoolPsychologyCandidateInterventionPlan
Candidate:
Date:
Faculty:Areaofconcern:
� Attendance� Preparedness� Continuouslearning� Positiveclimate� Reflective� Thoughtful&responsive
listening� Cooperative/collaborative� Respectful� Other
Identifyanddescribethespecificcompetencythatinitiatedtheconcern:
CandidateInput:candidateresponse/actionrelatedtoidentifiedarea(s)ofconcern.1.2.3.4.Intervention:courseofaction,person(s)responsible,andtimelinetobeaccomplished.1.
Date:
2.
Date:
3.
Date:
4.
Date:
Approval:Allpartiesagreetothecourseofactionoutlinedaboveandagreetofulfillstatedresponsibilities.Candidate’sSignature:
Date:
ProgramDirector’sSignature:
Date:
FacultySignature(s):
Date:
Other:
Date:
Nextreviewscheduledfor:
26
CSULBSchoolPsychologyProgramINTERNSHIPPORTFOLIO
AsagraduatestudentintheNASP-approvedCSULBSchoolPsychologyprogram,youarerequiredtocompleteandsubmitanInternshipPortfolioattheconclusionofyourinternshipexperience.ThePortfoliowillincludeworksamplescompletedatyourinternshipsite(s)thatmeetspecificcriteriaoutlinedbytheSchoolPsychologyfacultyandNASPstandardsfortrainingandpractice.ThepurposeofthePortfolioistoprovideSchoolPsychologyfacultyanopportunitytoprovidegraduatestudentsstructuredfeedbackontheattainmentofskillscriticaltoeffectivepracticeintheschools.Facultyalsowillreview,analyze,andaggregatePortfoliodataforprogramimprovement.ThePortfolioalsoprovidesanopportunityforgraduatestudentstoself-reflectandevaluatethemyriadofskillslearnedthroughouttheprogram.TheInternshipPortfolioissubmittedtotheinstructorofEDP642BinonePDFdocument.AdraftInternshipPortfolio,includingallrequireddocuments,isduetotheinstructorofEDP642BnolaterthanMarch1st.ThefinalInternshipPortfolioisduetotheinstructorofEDP642BbyMay1st.AtleastonecompleteCaseStudy(behaviororacademic)andresumeorCVareduetotheEDP642Ainstructorbytheendofthefallsemester(specificdatetobeannouncedbytheinstructor).REQUIREDDOCUMENTS1. TitlePage2. TableofContents3. CurrentResume/CV4. BehavioralInterventionCaseStudy,including
• 5-7pageCaseStudyreportorganizedbyNCSPRubric,includingthefollowingheaders:ProblemIdentification,ProblemAnalysis,InterventionandEvaluation
• BaselineandinterventiondatainanExcelspreadsheet,includingo Cohen’sdeffectsizecalculationo PercentNon-Overlapping(PNOD)effectsizecalculation
5. AcademicInterventionCaseStudy,including• 5-7pageCaseStudyreportorganizedbyNCSPRubric,includingthefollowingheaders:
ProblemIdentification,ProblemAnalysis,InterventionandEvaluation• BaselineandinterventiondatainanExcelspreadsheet,including
o Cohen’sdeffectsizecalculationo PercentNon-Overlapping(PNOD)effectsizecalculation
6. FinalReflectionandProfessionalDevelopmentPlanFORMATINGREQUIREMENTSTheportfolioshouldbewrittenandsubmittedasfollows:• SubmitinonePDFdocument• APAstyle• 12-pointfont• Double-spaced(exceptresume/CV)
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• Nogrammarandspellingerrors• Allidentifyinginformationredacted• CaseStudyreportsshouldbenolongerthan7pages• ProfessionalDevelopmentPlanshouldbebasedontheFinalReflection.Together,they
shouldnotexceed4pages• ResumeorCVshouldnotexceed3pagesEVALUATIONCRITERIATheInternshipPortfolioisreviewedandevaluatedbytheinstructorsofEDP642Baseither“Pass”or“NoPass.”Toobtainapassingscore,thefollowingcriteriamustbemet:
1. PassingscoreonboththeAcademicandBehaviorCaseStudies(seeNCSPCaseStudyRubricforcriteria).
2. AttainatleastamediumeffectsizeoneithertheAcademicorBehaviorCaseStudyusingCohen’sd(.30-2.80)orPNOD(46%-98%).
3. ResumeorCV4. ReflectionandProfessionalDevelopmentPlan5. Adherencetoformattingrequirements(e.g.,pagelimit,inclusiveofallrequired
documents,errorfree,etc.)Portfoliosratedas“NoPass”willbeevaluatedbyanadditionalschoolpsychologyfacultymember.Studentswhoreceiveasecond“NoPass”ratingonthePortfoliowillberequiredtoresubmitanyportionofthePortfolionotmeetingtheminimumcriteriadescribedabove.
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CALIFORNIASTATEUNIVERSITY,LONGBEACH
CollegeofEducationDepartmentofAdvancedStudiesinEducationandCounseling
SchoolPsychologyProgramRevised,2016
INTERNSHIPGUIDELINES
California’sCommissiononTeacherCredentialing(CTC)andtheNationalAssociationofSchoolPsychologists(NASP)specifiesthatallprogramsofprofessionalpreparationfortheschoolpsychologycredentialrequirefieldexperiencethatincludesaminimumof1200hoursoffieldwork/internship.Programcandidatesmayfulfilltheirfieldexperiencerequirementthrougheitheranunpaidorpaidinternship.Candidateswhoarepaidlessthan$12,0001peryearcanonlycommittoengaginginanyinternshiprelated-activitiesforuptofourdaysperweek.Candidatesmayelecttocompletetheirinternshipover2years(600hourseachyear).Allfieldwork/internshipexperiencesmustincludeparticipationinanarrayofschoolpsychology-relatedactivities(e.g.,consultation,counseling,academic/behavioralintervention,etc.)withdiversestudentpopulations,andbesupervisedbyaPPSschoolpsychologycredentialholderwithatleast2yearsofexperienceasaschoolpsychologistathis/hersite(s).Candidatesmaycompleteupto600internshiphoursinanon-schoolsetting.Candidateswhowishtocompleteupto600internshiphoursinanon-schoolsettingmustbesupervisedbyanappropriatelycredentialed/licensedpsychologistforthatsetting.Internshiphourscompletedinanon-schoolsetting,aswellasthecandidate’ssupervisor,mustbeapprovedbytheEDP642A/BUniversityinstructor.TheCSULBFieldwork/InternshipEvaluationformmustbecompletedattheendofeachsemesterthecandidateengagesinfieldwork/internshipbythefieldsupervisor(s)andreturnedtotheUniversityfieldworksupervisor.Inadditiontoevaluatingtheintern’sprofessionalactivities,theCSULBFieldwork/InternshipEvaluationformalsoprovidesanevaluationofthecandidate’sinterpersonalandprofessionalskillse.g.,responsibility,timeliness,professionalism.EligibilityforInternshipToengageinfieldwork/internship,acandidatemustbeenrolledintheprogramandsuccessfullycompletedwithagradeofCorbetterinallcoursesexceptEDP518,536,643and642A/B,whichmaybetakenduringthefieldworkyear.Insomeinstances,onlywithapprovalfromtheprogramcoordinator,candidatesmayenterfieldwork/internshipwithadditionalcourseworkinneedofcompletion.ThesisstudentsmusthavefinalapprovalofChapters1-3bytheirThesisChairanddatacollectionmustbecompletedpriortogoingoninternship.EDP642AandBarefieldworksupervisioncourses.Fieldworkistakentwice(2semesters)for3unitseachsemester.Studentscompletingfieldworkover2yearsmustbeenrolledineitherEDP642AorBeachsemesterhe/sheisengagedinfieldworkbutshouldnotenrollinunitsthatexceedthe6unitrequirement.Thus,part-timeinternsmayenrollin1unitofEDP642Ainfalloftheirfirstyearofinternship,and2unitsthefollowingspringsemester.Similarunitenrollmentwouldoccurthesecondyearofinternship.Theinternshipcredentialmaybeawardediftheinternhasbeenofferedapositionbyadistrictrequiringtheinternshipcredential.Pleasenotethattheinternshipcredentialisissuedtoaspecificdistricton
1 Underpaidisdefinedhereaslessthan$12,331basedonthe2015FederalRegister’sdefinitionofthepovertyrateforasingleperson
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behalfofthestudentandisprovideduponreceiptofaletterfromthedistrictorcountyofficeaffirmingtheirdesiretohiretheintern.AllinternshipcredentialsareprocessedthroughtheCSULBCredentialOffice(https://www.ced.csulb.edu/credential-center),andarevalidforamaximumoftwoyears.Requestsforinternshipcredentialsaremadetotheprogramcoordinatorafteraplacementhasbeenofferedtothecandidatebythedistrict.Aninterncannotbehiredtoreplacealaid-offor“RIFFED”(ReductioninForce)schoolpsychologist.CTCspecificallyprohibitstraininginstitutionsfromissuinginterncredentialsfordistrictsorcountyofficesthatplantohireaninterntotaketheplaceofalaid-offpermanentemployee.Candidateswhoarerequiredtoobtainaninterncredentialfromapotentialinternshipsite(e.g.,district)shouldconfirmthattheyarenotreplacingaRIFFEDschoolpriortointerviewingwithprospectivedistricts.Toensureanoptimaltrainingexperience,theCSULBschoolpsychologyprogramestablishedthefollowinggeneralguidelinesforanystudentcompletinganinternship.
1. Paid/UnderPaidinternships.Studentswhoplantocompletethefieldworkrequirementasanunpaidorunderpaidinternmayonlycommittotraining4daysperweek.Thefifthweekdayshouldtobeusedforeithercompletingprogramdemands(i.e.,studyingforcompsorcompletingreadings)orearningsupplementaryincome.
2. RestrictedNumberofSchoolSites.Internsaretobeassignedtonomorethan2sitespersemester.Internsneedtohaveanopportunitytodevelopmeaningfulconnectionswithasmallnumberofschoolstaff,programsandstudentsbyfocusingononeortwoschoolspersemester.Itinerantassignmentsatmorethantwoschoolsareinappropriateforinterns.
3. ProgramRequirementsTakePrecedence.Completingthefieldwork/internshipisoneofmanyprogramrequirements.Attendingclass,completingassignments,andparticipatinginprogrameventsalsoareimportantrequirementsandshouldbesupportedandaccommodatedbyfieldwork/internshipsites.
4. DiverseTrainingExperiences.Theinternshouldbeprovidedopportunitiestodevelopabroadanddiverserole,includingdevelopmentofprofessionalcompetencein,forexample,assessment,intervention,counseling,consultation,research,andprovidingprofessionaldevelopment,aswellasdevelopingprofessionalcompetencieswithabroadrangeofprogramsandpopulations,includingbutnotlimitedtogeneraleducation,specialeducation,bilingualeducation,age,disabilities,andcultures.Theinternisnottodevotemorethan40%ofhis/hertimetoonetypeofactivitysuchaspsychoeducationalevaluationsorcounselingservices.
5. QualitySupervision.Theintern’sprimarysupervisorshouldserveasamodelschoolpsychologistengaginginbroadanddiverseservicedelivery.Thedesignationofacredentialedschoolpsychologistastheintern'sprimarysitesupervisorissubjecttotheapprovaloftheUniversityprogramfaculty.SupervisorswhoparticipateinCSULB/SPECmeetings/trainingswillbegivenpriority.Inconsultationwiththeprogramcoordinator,theUniversitySupervisormayinformthecandidatethathe/sheisnotmeetingthetrainingstandardsasspecifiedandthecandidatemustfindanewplacement/supervisortocontinueinternship.
6. OngoingCommunication.Trainingprogramsandschooldistrictsmustworktogethertomutuallyenhanceeachother’swork.Regularcommunicationabouttrainingprogrampoliciesanddistrictpracticesshouldoccursothatthebestcollaborationcanoccurinsupportoftrainingpractices.
DistrictResponsibilitiesItisrequiredthatcandidatesreceiveon-sitesupervisionfromapersonwhocurrentlyholds,andhasheldforaleast2years,aStateofCaliforniaSchoolPsychologistCredential.Thesupervisorisrequiredtohave2yearsofexperienceatthesite.Supervisionmustoccuraminimumof2hoursperweekwhichmayincludementoring,teaching,advising,coaching,providingfeedback,modelingandreinforcing.The
30
supervisorandtheinterndevelopacloseworkingrelationshipwhereinthesupervisorisawareofalltheactivitiesoftheintern,assignsresponsibilities,checkstheaccuracyandvalueoftheintern’swork,andmonitorsadherencetoaccreditationstandards.Duringtheearlypartofthefieldexperience,thefieldworksupervisorshouldbeindailycontactwiththeintern.Astimegoesbyandastheinterndemonstrateshis/hergrowingcompetence,dailyinteractionmaybereplacedwithtwice-weeklyandthen(atleast)weeklymeetingsforthedurationofthefieldexperience.Thesemeetingsshouldbeface-to-faceorbyphone,andmustaverageatleasttwohoursperweek.Duringthefirstfewweeksoffieldwork,thecandidatemustprovideacopyofthefollowingtotheirfieldworksupervisor:(1)CSULBSchoolPsychologyFieldwork/InternshipGuidelines;(2)District-UniversityInternship/FieldworkAgreement;(3)CSULBFieldwork/InternshipEvaluation.(4)InternshipTrainingPlanItisexpectedthatthefieldworksupervisorreadstheabovedocumentsand,ifhe/sheagreestotheconditionsdescribedinthedocuments,signtheDistrict-UniversityInternship/FieldworkAgreementandreturnittotheintern.Bythethirdweekofthesemester,theinternanddistrictsupervisorwillbeexpectedtodraftanInternTrainingPlan,asdescribedinfieldwork/internshipsupervisionseminar,EDP642A.Eachparticipantinthetrainingplan(e.g.,intern,districtsitesupervisor,universitysupervisor)willsigntheplanandreturnittotheuniversitysupervisortokeeponfile.ItistheDistrict’sresponsibilitytoensurethattheinternisprovidedtheappropriatesupportfortheinternshipexperience,including(a)awrittenagreementspecifyingtheperiodofappointmentandanytermsofcompensation;(b)ascheduleofappointments,expensereimbursement,asafeandsecureworkenvironment,adequateofficespace,andsupportservicesconsistentwiththataffordeddistrictschoolpsychologists;(c)provisionforparticipationincontinuingprofessionaldevelopmentactivities;(d)releasetimeforinternshipsupervisionandothertrainingprogramactivities;and(e)acommitmenttotheinternshipasadiversifiedtrainingexperience.Webelieveinternsshouldmakemeaningfulcontributionstostudents,teachers,administrators,andparentsassoonaspossible.Atthesametime,wewouldcautionagainstexpectinginternstohandledifficultcasesandcomplicatedconsultationsearlyintheirplacementswithouttheactivesupportoftheirsupervisor.Sinceeachsupervisor-internrelationshipissomewhatdifferent,dependingonthepartiesandsituationsinvolved,itisdifficulttobeveryspecificaboutwhencertainexpectationsmustbemet.Internsvaryintheirspeedoflearning,backgroundexperiences,andalsointheamountoftimetheyareworkinginthefieldthatmayvaryfromtwodaysaweektofull-time.Nonetheless,internsareexpectedtomeetthestandardsfortrainingandpracticeasoutlinedbyNASPandCTC.Standardsnotmetduringthefirstsemestershouldbemetduringthesecondsemester.FieldworksupervisorsarerequiredtocompletetheCSULBFieldwork/InternshipEvaluationformattheendofeachsemester.Theuniversitysupervisorwillmeetwithonedistrictsupervisorpercandidateaminimumofoncepersemestertodiscusstheintern’sprogress.ResultsofthissitevisitmayincludesuggestionsforrevisingtheInternTrainingPlansothateveryopportunityisaffordedtheinterntodevelopcompetenciesineachoftheNASPDomainsofTrainingandPractice.NASPStandardsforGraduatePreparationofSchoolPsychologists(NASP,2010)areasfollows:(1)Data-basedDecisionMaking(2)ConsultationandCollaboration(3)InterventionsandInstructionalSupporttoDevelopAcademicSkills(4)InterventionsandMentalHealthServicestoDevelopSocialandLifeSkills
31
(5)DiversityinDevelopmentandLearning(6)School-WidePracticestoPromoteLearning(7)PreventiveandResponsiveServices(8)Family-SchoolCollaborationServices(9)ResearchandProgramEvaluation(10)Legal,Ethical,andProfessionalPracticeExperienceatDifferentGradeLevelsCTCrequirescandidatestogainfieldexperienceinatleasttwolevelsofschooling.Thelevelsreferredtoarepreschoolorelementary(PreK-5/6),middleorjuniorhigh(7-8,or7-8-9),andseniorhigh/transition.Anytwoofthosethreeareacceptable,aslongasatleast200hoursaredocumentedineachofthetwolevels.ExperiencewithStudentswhoareCulturally,Ethnically,Racially,andLinguisticallyDiverseArequirementoftheCSULBSchoolPsychologyprogram,andconsistentwithCTCandNASPstandardsforprofessionaldevelopment,isthatatleast600fieldworkhoursmustbeinaschoolsettingthatincludesatleast50%ethnically,culturally,racially,economically,and/orlinguisticallydiversestudents.RoleoftheUniversitySupervisorTheuniversitysupervisorensuresthatcandidatesmeetuniversity,program,CTCandNASPrequirements.Theuniversitysupervisorwillvisiteachinternenrolledinhis/hersupervisionclass.Thevisitwillincludeobservingtheinternengagedinaschoolpsychology-relatedactivityandinterviewingtheschool-basedsupervisor.Theuniversitysupervisorwillprovidefeedbackregardingtheintern’sperformanceandprofessionalbehavior.Inaddition,theuniversitysupervisormonitorscompletionoffieldworkandsupervisionhours,aswellasfieldactivitiestoensurethecandidateisengagedinawidevarietyofactivitiesrelatedtotrainingstandards;facilitatesthedistributionandcollectionoffieldworksupervisorevaluations;servesastheliaisonbetweentheuniversityanddistrict;problem-solvesanyintern-relatedissues;andconductsbi-monthlyfieldworksupervisionseminars.Record-KeepingItisimportantthatpersonsenteringtheprofessionareawareofandaccountableforhowtheyareusingtheirtime.Thus,candidatesareexpectedto(1)completeaweeklyrecordorlogoftheiractivitiesbyNASPDomain,(2)obtainapprovalfromtheirsitesupervisorviasignature,and(3)returnthelogtotheiruniversitysupervisoronabi-monthlybasis.PleasenotethatNASPrequiresaccreditedschoolpsychologytrainingprogramstoreportinternactivities,numberofhoursspentineachNASPDomain,numberofsupervisionhours,andfieldworksupervisornameandhis/hercredentials.AdditionalRequirementsInternsarerequiredtocompletethreeassignmentstocompletetheircourseworkandculminatingportfolio(e.g.,InternshipPortfolio):(1)problem-solvingcasestudyforabehavioralconcern,(2)problem-solvingcasestudyforanacademicconcern,and(3)anethicalcasestudy.Allidentifyinginformationmustberedactedfromthereports.Forfurtherinformationregardingtheseactivities,pleasecontactthecoordinatoroftheCSULBschoolpsychologyprogram.ForadditionalinformationregardingtheNASPDomainsandexamplesofhowtheymaybeimplementedinthefield,pleasegotohttp://www.nasponline.org/standards/practice-model/.Forquestionsorconcernsaboutthisinformation,oraboutanyaspectofthefieldwork/internshipexperienceforCSULBschoolpsychologycandidates,pleasedonothesitatetocalloremailtheprogramcoordinator:BrandonGamble,Ed.D.,NCSP,AssociateProfessor,SchoolPsychologyProgramCoordinator,(562)985-2527,Brandon.Gamble@csulb.edu
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33
CALIFORNIASTATEUNIVERSITY,LONGBEACH
SCHOOLPSYCHOLOGYPROGRAM-DISTRICTINTERNSHIPAGREEMENTUNIVERSITYCONTACT:BrandonGamble,SchoolPsychologyProgramCoordinatorEMAIL:Brandon.Gamble@csulb.eduPHONE:562-985-2527ADDRESS:CaliforniaStateUniversity,LongBeachCollegeofEducationDepartmentofAdvancedStudiesinEducationandCounseling1250N.BellflowerBoulevard.LongBeach,CA90840-2201ThefollowingareagreementsbetweentheschoolpsychologyprogramatCaliforniaStateUniversity,LongBeach(UNIVERSITY),schooldistrict/internshipsiteandsupervisor(DISTRICT);andschoolpsychologygraduatestudent/intern(INTERN)forcompletionoftheschoolpsychologyinternship/fieldworkexperience(INTERNSHIP).TheDISTRICTwillprovidesupervisedfieldexperiencestotheINTERNinaccordancetotheINTERNSHIPrequirementssetforthbytheCaliforniaCommissiononTeacherCredentialing(CTC)leadingtothePupilPersonnelServicesCredentialinSchoolPsychology. Insodoing,theUNIVERSITY,DISTRICT,andINTERNagreetothefollowing:
RESPONSIBILITIESOFTHEUNIVERSITY1. TheUNIVERSITYshalldesignateinwritingafacultymember(i.e.,“UniversitySupervisor”)to
collaboratewiththeDISTRICTincoordinatingtheINTERNSHIPexperience.2. TheUNIVERSITYshallcompleteperiodicevaluationsoftheINTERNwhileengagedininternship-
relatedactivitiesattheDISTRICT(e.g.,observationsandinterviews)or,ifasitevisitisprecludedduetoexcessivedistance,asarrangedbytheUNIVERSITYandDISTRICT.AlternateevaluationsoftheINTERNmaybeconductedviaphone,email,orotherweb-basedcommunication.UNIVERSITYpriorityhowever,ison-siteobservationoftheINTERNandin-personinterviewwiththeDISTRICT.
3. TheUNIVERSITYshallprovide,ataminimum,four(4)hoursofface-to-facesupervisionpermonthtotheINTERN.
4. TheUNIVERSITYwillassurethattheINTERNshallbeeligibleforINTERNSHIPasevidencedbyrecommendationoftheUNIVERSITY.
5. TheUNIVERSITYandDISTRICTexpecttheINTERNtoparticipateininternship-relatedactivitiesat
theDISTRICTforthedurationoftheacademicorschoolyear.
6. TheUNIVERSITYandtheINTERNSHIPSITEagreethatINTERNselectionandplacementshallnotbeforreasonsofsex,race,color,religion,nationalorigin,ethnicgroup,maritalorparentalstatus,ancestry,age,sexualorientation,orphysicalormentaldisabilityortheperceptionofoneormoreofsuchcharacteristics.
34
7.TheUniversitymay,upongoodcause,withdrawfromfieldworkatanytimeanystudentoftheUNIVERSITYassignedtofieldworkintheINTERNSHIPSITE.
RESPONSIBILITIESOFTHEINTERN
1. IftheInternshipCredentialisrequiredforemploymentwiththeDISTRICT,theINTERNwillnotifythe
CSULBschoolpsychologyprogramdirectorregardinghis/hereligibilitytoobtaintheInternshipCredential.Thereafter,itistheresponsibilityoftheINTERNandDISTRICTtocontacttheCSULBCredentialOfficeregardingobtainingtheInternshipCredentialfromCTC,theissueroftheInternshipCredential.
2. TheINTERNwillconformtotheadministrativepolicies,standards,andpracticesoftheDISTRICT,as
wellastheethicalandlegalstandardsoftheschoolpsychologyprofession.3. Inbothwrittenandverbalforms,theINTERNshallidentifyhimself/herselftothepublic(i.e.,school
personnel,students,parents,communityagencies,etc.)as"SchoolPsychologyIntern."4. TheINTERNwillprovidehis/herowntransportationtoandfromtheDISTRICT.5. TheINTERNwillobtainpriorwrittenapprovalfromtheDISTRICTandtheUNIVERSITYbefore
publishinganymaterialsrelatingtoINTERNSHIP.
6. PriortothestartofINTERNSHIP,theINTERN,incollaborationwiththeDISTRICTandUNIVERSITY,willestablishINTERNSHIP(a)datesandlocations,(b)responsibilities,and(c)anticipatedactivitiesinaccordancetotheNationalAssociationofSchoolPsychologistsStandardsforTrainingandPractice.
7. TheINTERN,incollaborationwiththesupervisingDISTRICTschoolpsychologistandUNIVERSITYsupervisor,willengageinspecificcourseworkactivitiesattheDISTRICTunderthesupervisionoftheUniversitySupervisorandDISTRICT.
8. TheINTERNwillobtainwrittenevaluationofperformancefromtheDISTRICTsupervisor(s)atleast
onceeachsemesterandsubmitthatwrittenevaluationaccordingtothepaperworkandscheduleestablishedbytheUNIVERSITYsupervisor.Thiswrittenevaluationisrequiredpriortopostingagradefortheinternshipcourse.
9. TheINTERNwillnotifytheDISTRICTofillness,accident,oranyothersituationthatwouldpreclude
theINTERNfromparticipatinginagreeduponINTERNSHIPactivitiesattheDISTRICT.10. TheINTERNwillinformtheUNIVERSITYofanychangestodates,times,andlocationsofthe
INTERNSHIP.
RESPONSIBILITIESOFTHEINTERNSHIPSITE(DISTRICT)1. TheDISTRICTwillprovideopportunitiesfortheINTERNtodevelopabroadanddiverserole,
includingdevelopmentofprofessionalcompetencein,forexample,assessment,intervention,counseling,consultation,andresearch.
2. TheDISTRICTwillprovideopportunitiesfortheINTERNtodevelopprofessionalcompetenciesina
broadrangeofprogramsandpopulations,includingbutnotlimitedtogeneraleducation,special
35
education,bilingualeducation,migranteducation,ages,disabilities,cultures,languages,socioeconomic,andethnicities.
3. TheDISTRICTwilladvisetheUNIVERSITYofanypersonalsafetyissues,concernsorrequirements
thatarepertinenttothelocationorspecificareainwhichtheINTERNwillbeassigned.4. TheDISTRICTwillacceptnomoreINTERNSorgraduatestudentsthanDISTRICTstaff,space,and
programpermit;andexceptinpre-negotiatedcircumstances,anyonesupervisorwillprovideconcurrentsupervisionfornomorethantwoINTERNSorgraduatestudents.
5. TheDISTRICTwillprovidetheINTERNwithathoroughorientationtoDISTRICTadministrative
policies,standards,andpractices.6. TheDISTRICTwillassurethattheINTERNwillbefreetoparticipateinUNIVERSITYactivitiesand
spendatleastoneday(20%)eachweektopursueindividualprofessionalgoalsanddevelopment.Thismaybewaivedinthecaseofinternsreceivingsalaryandbenefitscommensuratewithaprofessionalsupportserviceprovider.
7. TheDISTRICTwilldesignateuptotwoschoolpsychologistswhohaveatleasttwoyearsexperience
asschoolpsychologiststoserveastheINTERN’ssupervisors.Afterthefirstfewmonths,theINTERNmayalsoworkwithotherexperiencedschoolpsychologistsforspecificactivities.
8. TheDISTRICTwillassurethatthedesignatedsupervisorwillserveasamodelschoolpsychologist
engaginginbroadanddiverseservicedelivery.9. DISTRICTacknowledgesthatthesupervisingschoolpsychologist(s)willnotreceivecompensation
forsupervisingtheINTERN.10. TheDISTRICTagreesthatthedesignationoftheschoolpsychologistsupervisor(s)issubjecttothe
approvaloftheUNIVERSITY.11. TheDISTRICTsupervisor(s)willevaluateINTERNcompetencies,overseeallINTERNprofessional
activitiesinthedistrict,andprovideguidancethroughouttheINTERN’sprofessionalgrowthanddevelopment.Allpsychologicalorpsycho-educationalreportsmustbeco-signedbythesupervisingschoolpsychologistthroughouttheinternshipyear.
12. TheDISTRICTsupervisor(s),incollaborationwiththeUNIVERSITY,willcompleteperiodicwritten
evaluationsoftheINTERN’sperformance.ThewrittenevaluationformwillbeprovidedbytheINTERNtotheDISTRICTattheendofeachuniversitysemester.
13. TheDISTRICTassuresthattheINTERNwillreceiveface-to-facesupervisionforaminimumoftwo
hoursaweek;however,asmanyasfourhoursaweekmaybeneeded,especiallyatthebeginningoftheinternshipexperience.
14. TheDISTRICTassuresthattheworkloadoftheINTERNwillnotexceedseventy-fivepercent(75%)
ofthatwhichacredentialedschoolpsychologistwouldwork,andthattheINTERNshallservenomorethantwoschoolsandpossiblyonespecialprogram.ItispresumedthattheINTERNwillmaintainhis/herassignedschoolplacement(s)forthefullacademicschoolyear.AnydeviationfromthisshouldbemadebycooperativeagreementbetweentheDISTRICTsupervisororadministratorandtheUNIVERSITYsupervisor.
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15. TheDISTRICTassuresthattheINTERNwilldevotenotmorethanfortypercent(40%)ofhis/her
timetopsycho-educationalevaluationsandrelatedactivities.TheDISTRICTassuresthattheINTERNwillbegivenmultipleopportunitiestopreparetoassumeaschoolpsychologistsrolethefollowingyear,includingcompletinginitialandtriennialassessmentsfrombeginningtoend.
16. TheDISTRICTassuresthattheINTERNwillbetreatedbytheDISTRICTaspartoftheprofessional
staff;providedsalaryandbenefits(ifapplicable)asspecifiedintheDISTRICTcontractorinanattachedaddendum;providedasupportiveworkenvironment,adequatesupplies,counselingandtestmaterials,andaccesstocomputer,internet,ande-mail;encouragedtoparticipateinDISTRICT,SELPA,orcountycommittees;andprovidedreleasetimetoattendprofessionaldevelopmentopportunities,andprofessionalassociationmeetingsandconferences.
17.TheDISTRICTwillnotifytheUNIVERISTYinwritingthedesiretoterminateorcancelanyINTERNSHIP
agreementwhenperformancebytheINTERNisunsatisfactory,orINTERNpersonalcompetenciesarebelowthoseacceptablebytheDISTRICT,orINTERNhealthstatusisadetrimenttohis/hersuccessfulcompletionoftheINTERNSHIP.Priortocancellationortermination,theDISTRICTandUNIVERSITYwillconsultabouttheproposedaction.
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UNIVERSITY-DISTRICT-INTERNAGREEMENT
ParticipatingSchoolDistrict________________________________________________________Intern___________________________________________________________________________TimeofAppointment:_______________________to______________________________
SupervisingDistrictSchoolPsychologistSignature________________________________Name(print)_____________________________Date____________________________________AddressforCommunication_________________
____________________________________________________________________
Phone(s)_________________________________E-Mail___________________________________
ParticipatingSchoolSiteSchool________________________________Address_____________________________________________________________________Phone_________________________________
SupervisingDistrictSchoolPsychologist
Signature________________________________Name(print)_____________________________Date____________________________________AddressforCommunication_________________________________________________________________________________________________Phone(s)_________________________________E-Mail__________________________________
ParticipatingSchoolSiteSchool__________________________________Address_______________________________________________________________________
Phone___________________________________
Intern UniversitySupervisorSignature________________________________ Signature____________________________Name(print)_____________________________ Name(print)_________________________Date____________________________________ Date________________________________
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CALIFORNIASTATEUNIVERSITY,LONGBEACH
COLLEGEOFEDUCATION
AdvancedStudiesinEducationandCounselingDepartment
SchoolPsychologyProgramFieldworkandInternshipPolicy
TheSchoolPsychologyProgramisaface-to-faceprogramforitsentireduration.Studentsareexpectedtoattendallclassesinperson.StudentsareexpectedtocompletetheirfieldworkandinternshipexperienceatapprovedsitesforwhichCSULBhasaffiliationagreementsthatarelocatedwithinLosAngelesandOrangeCounties.StudentswhowishtocompletefieldworkexperiencesoutsideofthesetwocountiesmustcompletetheCollegeofEducationpetitionforOut-of-AreaFieldwork.StudentsmaycontacttheSchoolPsychologyProgramCoordinator,Dr.BrandonGamble,foralistingofapprovedfieldworksites.
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EDP642Fieldwork-InternshipTrainingPlanName:_______________________________ Date:_____________________Directions:Pleasewriteatleasttwoactivitiesforeachdomainthatyouwouldlikeand/orneedadditionalexperience/supervision.Thisshouldnotbeanexhaustivelistofeveryactivityyouwilldo.NASPDomain TargetedActivitiesfortheFallData-BasedDecisionMaking&Accountability
Collaborationandconsultation
Interventionandinstructionalsupporttodevelopacademicskills
Diversityindevelopmentandlearning
School-widepracticestopromotelearning
Preventiveandresponsiveservices
Family-schoolcollaborationservices
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Researchandprogramevaluation
Legal,ethicalpracticeandprofessionalpractice
Comments:Site1:DistrictFieldworkSupervisor:_____________________________________________ Date:__________Dayandtimewemeetforsupervision:____________________________________________Site2:DistrictFieldworkSupervisor:_____________________________________________ Date:__________Dayandtimewemeetforsupervision:____________________________________________UniversityFieldworkSupervisor:________________________________________________ Date:__________Dayandtimewemeetforsupervision:____________________________________________Intern:_____________________________________________________________________ Date:__________
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COMPLETEONEPERSUPERVISOR
CSULBSchoolPsychologyProgram
EvaluationofFieldworkSupervisor
Student: Date: _________CircleOne: EDP641B EDP642BFieldworkSite&District: ____Supervisor: ______________Numberofsupervisors(excludingUniversityfaculty):_________Pleaserateyoursupervisor’sperformanceonthefollowingitemsusingascaleof1-4:(1=needsimprovement;2=acceptable;3=good;4=excellent;NA=notapplicable)
Pleasewriteconfidentialcommentsbelowand/orontheback:
1.Availableforadditionalconsultationbeyondscheduledsupervisionmeetings 1 2 3 4 NA2.Receptivetomyfeelingsandopinions 1 2 3 4 NA3.Providedcorrectivefeedbackinasensitiveandappropriatemanner 1 2 3 4 NA4.Offereduseful,practicalsuggestions 1 2 3 4 NA5.Provideddirectsupervisiononceaweek 1 2 3 4 NA6.Sharedresources 1 2 3 4 NA7.Engagedinbestpractices 1 2 3 4 NA8.Assignedmetoavarietyofactivities(i.e.,notjusttesting) 1 2 3 4 NA9.Providedmewithagoodbalanceofassistanceandautonomy 1 2 3 4 NA10.Appearedveryfocusedonprovidingmewithagoodtrainingexperience 1 2 3 4 NA11.Didnotappearoverlyfocusedonusingmetohelpgettheworkdone 1 2 3 4 NA12.Extenttowhichyouengagedinthefullrangeofpracticeatthisplacement 1 2 3 4 NA13.Rateyoursupervisoronascale1-10:1=neverplaceanotherCSULBstudentwiththissupervisor5=adequatesupervision10=exceptionalineveryway
1 2 3 4 5678910
14.Overall,Ifeltwell-supportedbythesupervisorsinthedistrictIworked. StronglyAgreeAgreeDisagreeStronglyDisagree
15.Whichtypeofsupervisionmodelmostaccuratelydescribesthewayinwhichyoursupervisororganizedandstructuredyoursupervisionwithhim/her?
PsychodynamicClient-Centered Behavioral DevelopmentalIntegrated
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CSULBSchoolPsychologyProgram
FieldSupervisorEvaluationofINTERN
NameofIntern:____________________________________________________NameofFieldworkSupervisor:__________________________________________________FieldworkSchoolSiteandDistrict:_______________________________________________CircleOne:642A642B Year_______***************************************************************************Thefollowingsectionliststhe10skilldomainsidentifiedintheNASPStandardsforTrainingandFieldPlacement(July,2010)andsomespecificsub-skillsourprogramisinterestedintracking.PleaseratethedegreetowhichtheINTERNsuccessfullyengagesintheseactivitiesincollaborationwithothers.Foreachskill,selectoneofthefollowingresponseoptions:1-Minimally=theINTERNdoesnoteffectivelyengageinthisactivityand/orrequiresconsiderablesupervision.2-Developing=theINTERNisoccasionallyeffectivewhenengaginginthisactivityandrequiressomesupervision.3-Well-developed=theINTERNisfrequentlyeffectivewhenengaginginthisactivityandrequiresminimalsupervision.4-Outstanding=theINTERNisconsistentlyeffectivewhenengagingintheseactivities.Littletonodirectsupervisionisrequiredforthestudenttoindependentlyengageinthisactivity.N/O-NoOpportunity=fieldsupervisorhasnothadtheopportunitytoevaluatetheINTERN’Slevelofperformancewhileengagedinthisactivity.Data-BasedDecisionMakingandAccountability 1 2 3 4 N/O
• Recordsreview:clearlyandsuccinctlysummarizesimportantinformationfromallrelevantstudentrecords
1 2 3 4 N/O
• Observation:conductssystematicobservationsinrelevantsettingsandmeaningfullysummarizesdata
1 2 3 4 N/O
• Interviewing:gathersrelevantandfunctionalinformationonanidentifiedproblemfromteachers,parents,administrators,outsideserviceproviders,etc.
1 2 3 4 N/O
• Choosesmeasurementtoolsrelevanttothepurposeoftheassessment,e.g.,screening,interventionplanningandevaluation,eligibilitydetermination
1 2 3 4 N/O
• Administers,scores,andinterpretsassessmentdatainaccordancetostandardizationrequirements
1 2 3 4 N/O
• Interpretsandsynthesizesassessmentdatainamannerunderstoodbyeducatorsandparents
1 2 3 4 N/O
• Interpretsdatainconsiderationofsensory,motor,language,andculturaldifferences
1 2 3 4 N/O
• Linksassessmentresultstothedesign,implementation,andevaluationofevidenced-based
1 2 3 4 N/O
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interventionsConsultationandCollaboration 1 2 3 4 N/O
• Utilizeseffectiveconsultationstrategiesacrosssituations,contexts,anddiverseaudiences
1 2 3 4 N/O
• Effectivelycollaboratestoplan,implement,problem-solve,andmakedecisionsregardinginstruction,interventions,andservices
1 2 3 4 N/O
• Effectivelycommunicatesinformation(oralandwritten)todiverseaudiences(e.g.,teachers,parents,community,etc.)
1 2 3 4 N/O
InterventionsandInstructionalSupporttoDevelop
AcademicSkills
1 2 3 4 N/O
• Knowledgeofeffectiveinstructionaldesign,e.g.,scaffolding,modeling,correctivefeedback,opportunitiestorespond,flexiblegrouping
1 2 3 4 N/O
• Usesprogressmonitoringdatatoinforminstruction 1 2 3 4 N/O• Knowledgeofevidence-basedacademicprograms,
e.g.,standardprotocolinterventions1 2 3 4 N/O
• Implementsandevaluatesevidence-basedacademicinstructionandprograms
1 2 3 4 N/O
InterventionsandMentalHealthServicestoDevelop
SocialandLifeSkills
1 2 3 4 N/O
• Considersvariousinfluencesonmentalhealth(social,cultural,developmental,etc)inaproblem-solvingmodel
1 2 3 4 N/O
• Usesevidence-basedcounselingtechniques 1 2 3 4 N/O• Usesevidence-basedinterventionstosupportstudents
social-emotionalfunctioning1 2 3 4 N/O
• Accessesappropriatementalhealthservicesforstudents
1 2 3 4 N/O
• Usesfunctionalbehaviorassessmentmethodologiesinresponsetoanidentifiedconcern,anddevelopsandmonitorsbehaviorsupportplansforindividualstudents
1 2 3 4 N/O
• Usesprinciplesofpositivebehaviorsupportatthegroup,class,andschool-widelevels
1 2 3 4 N/O
DiversityinDevelopmentandLearning 1 2 3 4 N/O
Effectivelyengagesinavarietyofactivitieswiththefollowingpopulations:• Englishlanguagelearners 1 2 3 4 N/O• Racial/ethnicminorities 1 2 3 4 N/O• Studentswithdisabilities 1 2 3 4 N/O• GLBTQyouth 1 2 3 4 N/O• Studentsraisedinpoverty 1 2 3 4 N/OSchool-WidePracticestoPromoteLearning 1 2 3 4 N/O
• Knowledgeofgeneral,special,andalternativeeducationprograms
1 2 3 4 N/O
• Knowledgeoflocal,state,andfederalpoliciesandregulations
1 2 3 4 N/O
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• Knowledgeofevidence-basedschool-wideinterventionstopreventproblems,promotepositiveschoolclimate,andtargetanidentifiedneed
1 2 3 4 N/O
PreventiveandResponsiveServices 1 2 3 4 N/O• Knowledgeofpreventionandinterventionprogramsandservicestopromotethelearningandmentalhealthofchildrenandfamilies
1 2 3 4 N/O
• Knowledgeofevidence-basedcrisisprevention,response,andrecoverytechniquesattheindividualandschool-widelevel
1 2 3 4 N/O
Family-SchoolCollaborationServices 1 2 3 4 N/O
• Demonstratespositiveandrespectfulcommunicationwithparent(s);non-judgmental
1 2 3 4 N/O
• Ensuresmeaningfulparticipationoffamiliesindecision-making
1 2 3 4 N/O
• Recognizesandpromotestheneedtoaddressconcernsacrossenvironments
1 2 3 4 N/O
• Providesdirectservicestoparentstopromotesuccessacrosscontexts
1 2 3 4 N/O
ResearchandProgramEvaluation 1 2 3 4 N/O• Utilizesknowledgeofstatisticsandmeasurementappropriateforschoolsettings
1 2 3 4 N/O
• Utilizesknowledgeofdatacollectionandanalysisapplicabletoschoolsettings
1 2 3 4 N/O
• Accessesandaccuratelyinterpretsresearchliteraturetoinformhis/herpractice
1 2 3 4 N/O
Legal,Ethical,andProfessionalPractice 1 2 3 4 N/O• Demonstratesknowledgeofmultipleschoolpsychologyservicedeliverymodelsandmethods
1 2 3 4 N/O
• Demonstratesprofessionalworkcharacteristicssuchasrespectforhumandiversityandsocialjustice,effectiveinterpersonalskills,responsibility,adaptability,initiative,anddependability
1 2 3 4 N/O
• Providesservicesconsistentwithlegalandethicalstandardsandregulations
1 2 3 4 N/O
• Utilizessupervisionandmentoringforeffectiveschoolpsychologypractice
1 2 3 4 N/O
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PleaseratetheINTERNinthefollowingareasbyselectingoneoftheresponseoptionsforeach
competencyarea:1.Unsatisfactory=Rarelydemonstratescompetency2.Minimal=Occasionallydemonstratescompetency3.Satisfactory=Usuallydemonstratescompetency4.Proficient=Consistentlydemonstratescompetency
Competency Unsatisfactory Minimal Satisfactory Proficient
1 2 3 4
Attendance Numeroustardies/earlydeparturesOR4+absences.
Severaltardies/earlydeparturesOR3absences.
Fewtardies/earlydeparturesOR2absences.
Timelyandconsistentpresenceinclass/supervision.
Preparedness Rarely,ifever,wellpreparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Occasionallywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Usuallywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Consistentlywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Continuous
Learning
Rarely,ifever,demonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Occasionallydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Usuallydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Consistentlydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Positive
Climate
Rarely,ifever,viewsfeedback&situationsmaturely;analyzesfeedback&makesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Occasionallyviewsfeedback&situationsmaturely;analyzesfeedback&makesadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Usuallyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Consistentlyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Reflective Rarely,ifever,willingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Occasionallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Usuallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Consistentlywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
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generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
generateseffective/productiveoptions,makesreasoneddecisions,makesconnectionstopreviousreading,courses,experiences.
generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
Thoughtful&
Responsive
Listener
Rarely,ifever,demonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizespoints,etc.)
Occasionallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizepoints,etc.)
Usuallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,askquestions,summarizepoints,etc.)
Consistentlydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizepoints,etc.)
Respectful
Rarely,ifever,showscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Occasionallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Usuallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Consistentlyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
WouldyourecommendthisINTERNcontinuetosecondsemesterofinternship(endoffallonly)orforaschoolpsychologistposition(endofspringonly)? __Yes__NoCommentsI____have____havenotsharedtheresultsofthisevaluationwiththeintern.FieldworkSupervisorSignature:_________________________ Date:___________FieldworkSupervisorPhoneNumberorEmail:_______________________________________InternSignature:___________________________________ Date:____________UniversitySupervisorSignature:__________________________ Date:____________Thankyouforcompletingthisevaluation.Ifyouhavenotsharedtheresultsoftheevaluationwiththe
intern,theUniversitySupervisorwillsharetheseresultswiththem.
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CSULBSchoolPsychologyProgram
FieldSupervisorEvaluationofPRACTICAStudent
NameofPracticaStudent:____________________________________________________NameofFieldworkSupervisor:__________________________________________________FieldworkSchoolSiteandDistrict:_______________________________________________CircleOne:641A641B Year_______***************************************************************************Thefollowingsectionliststhe10skilldomainsidentifiedintheNASPStandardsforTrainingandFieldPlacement(July,2010)andsomespecificsub-skillsourprogramisinterestedintracking.PleaseratethedegreetowhichthePRACTICAstudentsuccessfullyengagesintheseactivitiesincollaborationwith
others.Foreachskill,selectoneofthefollowingresponseoptions:1-Minimally=thePRACTICAstudentdoesnoteffectivelyengageinthisactivityand/orrequiresconsiderablesupervision.2-Developing=thePRACTICAstudentisoccasionallyeffectivewhenengaginginthisactivityandrequiressomesupervision.3-Well-developed=thePRACTICAstudentisfrequentlyeffectivewhenengaginginthisactivityandrequiresminimalsupervision.4-Outstanding=thePRACTICAstudentisconsistentlyeffectivewhenengagingintheseactivities.Littletonodirectsupervisionisrequiredforthestudenttoindependentlyengageinthisactivity.N/O-NoOpportunity=fieldsupervisorhasnothadtheopportunitytoevaluatethePRACTICAstudent’slevelofperformancewhileengagedinthisactivity.Data-BasedDecisionMakingandAccountability 1 2 3 4 N/O
• Recordsreview:clearlyandsuccinctlysummarizesimportantinformationfromallrelevantstudentrecords
1 2 3 4 N/O
• Observation:conductssystematicobservationsinrelevantsettingsandmeaningfullysummarizesdata
1 2 3 4 N/O
• Interviewing:gathersrelevantandfunctionalinformationonanidentifiedproblemfromteachers,parents,administrators,outsideserviceproviders,etc.
1 2 3 4 N/O
• Choosesmeasurementtoolsrelevanttothepurposeoftheassessment,e.g.,screening,interventionplanningandevaluation,eligibilitydetermination
1 2 3 4 N/O
• Administers,scores,andinterpretsassessmentdatainaccordancetostandardizationrequirements
1 2 3 4 N/O
• Interpretsandsynthesizesassessmentdatainamannerunderstoodbyeducatorsandparents
1 2 3 4 N/O
• Interpretsdatainconsiderationofsensory,motor,language,andculturaldifferences
1 2 3 4 N/O
• Linksassessmentresultstothedesign,implementation,andevaluationofevidenced-basedinterventions
1 2 3 4 N/O
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ConsultationandCollaboration 1 2 3 4 N/O
• Utilizeseffectiveconsultationstrategiesacrosssituations,contexts,anddiverseaudiences
1 2 3 4 N/O
• Effectivelycollaboratestoplan,implement,problem-solve,andmakedecisionsregardinginstruction,interventions,andservices
1 2 3 4 N/O
• Effectivelycommunicatesinformation(oralandwritten)todiverseaudiences(e.g.,teachers,parents,community,etc.)
1 2 3 4 N/O
InterventionsandInstructionalSupporttoDevelop
AcademicSkills
1 2 3 4 N/O
• Knowledgeofeffectiveinstructionaldesign,e.g.,scaffolding,modeling,correctivefeedback,opportunitiestorespond,flexiblegrouping
1 2 3 4 N/O
• Usesprogressmonitoringdatatoinforminstruction 1 2 3 4 N/O• Knowledgeofevidence-basedacademicprograms,
e.g.,standardprotocolinterventions1 2 3 4 N/O
• Implementsandevaluatesevidence-basedacademicinstructionandprograms
1 2 3 4 N/O
InterventionsandMentalHealthServicestoDevelop
SocialandLifeSkills
1 2 3 4 N/O
• Considersvariousinfluencesonmentalhealth(social,cultural,developmental,etc.)inaproblem-solvingmodel
1 2 3 4 N/O
• Usesevidence-basedcounselingtechniques 1 2 3 4 N/O• Usesevidence-basedinterventionstosupportstudents
social-emotionalfunctioning1 2 3 4 N/O
• Accessesappropriatementalhealthservicesforstudents
1 2 3 4 N/O
• Usesfunctionalbehaviorassessmentmethodologiesinresponsetoanidentifiedconcern,anddevelopsandmonitorsbehaviorsupportplansforindividualstudents
1 2 3 4 N/O
• Usesprinciplesofpositivebehaviorsupportatthegroup,class,andschool-widelevels
1 2 3 4 N/O
DiversityinDevelopmentandLearning 1 2 3 4 N/O
Effectivelyengagesinavarietyofactivitieswiththefollowingpopulations:• Englishlanguagelearners 1 2 3 4 N/O• Racial/ethnicminorities 1 2 3 4 N/O• Studentswithdisabilities 1 2 3 4 N/O• GLBTQyouth 1 2 3 4 N/O• Studentsraisedinpoverty 1 2 3 4 N/OSchool-WidePracticestoPromoteLearning 1 2 3 4 N/O
• Knowledgeofgeneral,special,andalternativeeducationprograms
1 2 3 4 N/O
• Knowledgeoflocal,state,andfederalpoliciesandregulations
1 2 3 4 N/O
• Knowledgeofevidence-basedschool-wide 1 2 3 4 N/O
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interventionstopreventproblems,promotepositiveschoolclimate,andtargetanidentifiedneed
PreventiveandResponsiveServices 1 2 3 4 N/O• Knowledgeofpreventionandinterventionprogramsandservicestopromotethelearningandmentalhealthofchildrenandfamilies
1 2 3 4 N/O
• Knowledgeofevidence-basedcrisisprevention,response,andrecoverytechniquesattheindividualandschool-widelevel
1 2 3 4 N/O
Family-SchoolCollaborationServices 1 2 3 4 N/O
• Demonstratespositiveandrespectfulcommunicationwithparent(s);non-judgmental
1 2 3 4 N/O
• Ensuresmeaningfulparticipationoffamiliesindecision-making
1 2 3 4 N/O
• Recognizesandpromotestheneedtoaddressconcernsacrossenvironments
1 2 3 4 N/O
• Providesdirectservicestoparentstopromotesuccessacrosscontexts
1 2 3 4 N/O
ResearchandProgramEvaluation 1 2 3 4 N/O• Utilizesknowledgeofstatisticsandmeasurementappropriateforschoolsettings
1 2 3 4 N/O
• Utilizesknowledgeofdatacollectionandanalysisapplicabletoschoolsettings
1 2 3 4 N/O
• Accessesandaccuratelyinterpretsresearchliteraturetoinformhis/herpractice
1 2 3 4 N/O
Legal,Ethical,andProfessionalPractice 1 2 3 4 N/O• Demonstratesknowledgeofmultipleschoolpsychologyservicedeliverymodelsandmethods
1 2 3 4 N/O
• Demonstratesprofessionalworkcharacteristicssuchasrespectforhumandiversityandsocialjustice,effectiveinterpersonalskills,responsibility,adaptability,initiative,anddependability
1 2 3 4 N/O
• Providesservicesconsistentwithlegalandethicalstandardsandregulations
1 2 3 4 N/O
• Utilizessupervisionandmentoringforeffectiveschoolpsychologypractice
1 2 3 4 N/O
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PleaseratethePRACTICAstudentinthefollowingareasbyselectingoneoftheresponseoptionsfor
eachcompetencyarea:1.Unsatisfactory=Rarelydemonstratescompetency2.Minimal=Occasionallydemonstratescompetency3.Satisfactory=Usuallydemonstratescompetency4.Proficient=Consistentlydemonstratescompetency
Competency Unsatisfactory Minimal Satisfactory Proficient
1 2 3 4
Attendance Numeroustardies/earlydeparturesOR4+absences.
Severaltardies/earlydeparturesOR3absences.
Fewtardies/earlydeparturesOR2absences.
Timelyandconsistentpresenceinclass/supervision.
Preparedness Rarely,ifever,wellpreparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Occasionallywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Usuallywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Consistentlywell-preparedforsupervision/meetings,e.g.,evidenceofnotetaking;contributingtodiscussion;askingquestions.
Continuous
Learning
Rarely,ifever,demonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Occasionallydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Usuallydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Consistentlydemonstratescuriosity,creativity&flexibility,processes&tasks;setshighexpectations,receptivetonewinformation.
Positive
Climate
Rarely,ifever,viewsfeedback&situationsmaturely;analyzesfeedback&makesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Occasionallyviewsfeedback&situationsmaturely;analyzesfeedback&makesadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Usuallyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Consistentlyviewsfeedback&situationsmaturely;analyzesfeedbackandmakesappropriateadjustmentstoenhancepersonalgrowth&learning;analyzescomments&interactionstomakeadjustmentstopromoteapositivelearningenvironment.
Reflective Rarely,ifever,willingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Occasionallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Usuallywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
Consistentlywillingtosuspendinitialjudgments,receptivetocriticalexaminationofmultipleperspectives,
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generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
generateseffective/productiveoptions,makesreasoneddecisions,makesconnectionstopreviousreading,courses,experiences.
generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
generateseffective/productiveoptions,makesreasoneddecisionswithsupportingevidence,makesconnectionstopreviousreading,courses,and/orexperiences.
Thoughtful&
Responsive
Listener
Rarely,ifever,demonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizespoints,etc.)
Occasionallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizepoints,etc.)
Usuallydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,askquestions,summarizepoints,etc.)
Consistentlydemonstratesabilitytothoughtfullylistenandrespondtopeople’sinsights,needs,andconcerns(e.g.,asksquestions,summarizepoints,etc.)
Respectful
Rarely,ifever,showscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Occasionallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Usuallyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
Consistentlyshowscourtesy&considerationforpeople&ideas;demonstratessensitivitywithrespecttoappropriateuseoflanguage.
WouldyourecommendthisPRACTICAstudentcontinuetosecondsemesterofpractica(endoffallonly)orforinternship(endofspringonly)?__Yes__NoComments:I____have____havenotsharedtheresultsofthisevaluationwiththepracticastudent.FieldworkSupervisorSignature:_________________________ Date:____________FieldworkSupervisorPhoneNumberorEmail:______________________________________PracticaStudentSignature:_____________________________ Date:____________UniversitySupervisorSignature:_________________________ Date:____________Thankyouforcompletingthisevaluation.Ifyouhavenotsharedtheresultsoftheevaluationwiththepracticastudent,theUniversitySupervisorwillsharetheseresultswiththem.
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CSULBSCHOOLPSYCHOLOGYPROGRAMWEEKLYINTERNSHIPLOGName:_____________________________ Weekof__________to___________District:____________________SchoolSite:________________________ SchoolSite:_____________________ ActivityCodes: AS–AssessmentActivities(e.g.,observations,PNRTs,CBM/CBA,recordreviews,interviews,FBA,universalscreening,progressmonitoring,otherrelatedactivities).DI–DirectInterventionActivities(e.g.,individual/groupcounseling,parenteducation,academic/behaviorintervention,evaluatingtreatmentfidelity,evaluatinginterventioneffectiveness).CC–ConsultationandCollaboration(e.g.,problem-solvingwithteachers,parents,administrators,schoolordistrictteams,orcommunitymembers;facilitatingcommunicationbetweenindividuals,groups,andinstitutions,etc.;receivinginformalsupervisionfrommentorsandfellowpsychologists).PD–ProfessionalGrowthandDevelopment(e.g.,workshops,conferences,universitysupervision,professionalmeetings,etc.).RE–ResearchandProgramEvaluation(e.g.,planningandconductingresearch,consumingresearch,sharingresearch,evaluatingprogramsandsystems,etc.).SO–SchoolOrganization/Policy/Climate(e.g.,attendingstaffordistrictmeetings/in-services,providingin-services,readingpolicyandproceduresmanual;advocatingforindividuals,groups,policies,andpractices,etc.).SU–Supervision(e.g.,supervisiontimewithprimaryschoolpsychologysupervisor).MO–Miscellaneousotheractivities(e.g.,drivingtimebetweenschools,clerical/organizationalactivities,reportwriting).
Monday Site Hrs Evening TotalHours:
Tuesday Site Hrs Evening TotalHours:
Wednesday Site Hrs Evening TotalHours:
Thursday Site Hrs Evening TotalHours:
Friday Site Hrs Evening TotalHours:
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Didyoureceive2hoursofsupervisionthisweek?YesNo WeeklyTotalHours:________________Ifnot,explain.____________________________________________________________Supervisor’sSignature: ____________________________________________________ Date:______________________DescriptionofMajorActivitiesbySite ExperienceswithDiverseIndividualsbySiteReflection
54
CSULBSCHOOLPSYCHOLOGYPROGRAMWEEKLYPRACTICALOGName:_____________________________ Weekof__________to___________District:____________________SchoolSite:________________________ SchoolSite:_____________________ ActivityCodes: AS–AssessmentActivities(e.g.,observations,PNRTs,CBM/CBA,recordreviews,interviews,FBA,universalscreening,progressmonitoring,otherrelatedactivities).DI–DirectInterventionActivities(e.g.,individual/groupcounseling,parenteducation,academic/behaviorintervention,evaluatingtreatmentfidelity,evaluatinginterventioneffectiveness).CC–ConsultationandCollaboration(e.g.,problem-solvingwithteachers,parents,administrators,schoolordistrictteams,orcommunitymembers;facilitatingcommunicationbetweenindividuals,groups,andinstitutions,etc.;receivinginformalsupervisionfrommentorsandfellowpsychologists).PD–ProfessionalGrowthandDevelopment(e.g.,workshops,conferences,universitysupervision,professionalmeetings,etc.).RE–ResearchandProgramEvaluation(e.g.,planningandconductingresearch,consumingresearch,sharingresearch,evaluatingprogramsandsystems,etc.).SO–SchoolOrganization/Policy/Climate(e.g.,attendingstaffordistrictmeetings/in-services,providingin-services,readingpolicyandproceduresmanual;advocatingforindividuals,groups,policies,andpractices,etc.).SU–Supervision(e.g.,supervisiontimewithprimaryschoolpsychologysupervisor).MO–Miscellaneousotheractivities(e.g.,drivingtimebetweenschools,clerical/organizationalactivities,reportwriting).
Monday Site Hrs Evening TotalHours:
Tuesday Site Hrs Evening TotalHours:
Wednesday Site Hrs Evening TotalHours:
Thursday
Site Hrs
Evening TotalHours:
Friday Site Hrs Evening TotalHours:
55
Didyoureceive2hoursofsupervisionthisweek?YesNo WeeklyTotalHours:________________Ifnot,explain.____________________________________________________________Supervisor’sSignature: ____________________________________________________ Date:______________________DescriptionofMajorActivitiesbySite ExperienceswithDiverseIndividualsbySiteReflection
56
MONTHLYACTIVITYREPORT-SUMMARYOFINTENSHIPACTIVITIES2017-18
Name:______________________________________ SchoolSite/District:________________________________Directions:Foreachschoolsite,pleasespecifythetotalhourspermonthspentineachcategory.
Month
Assessment
Direct
Intervention
ConsultationandCollaboration
ProfessionalDevelopment
Researchand
ProgramEvaluation
SchoolOrganization,PolicyandClimate
Supervision
Misc.
August
September
October
November
December
January
February
March
April
May
June
YearlyTotals
57
EDP642A/BUniversitySupervisorObservationandInterviewSummary
DateofObservation:____________ Location:______________________________DateofSummary:______________Intern:_______________________ SupervisorInterviewed:___________________Summaryoftheactivityobserved:DescriptionofFieldworker/Intern’sperformanceand/orcontributionstotheactivity,includingstrengthsandareasinofimprovement:Summaryoftheinterview,includingstrengthsandareasinneedofimprovement:RecommendedchangestotheFieldwork/InternIndividualizedTrainingPlan.UniversitySupervisorSignature:______________________________Date:_________Fieldworker/InternSignature:_________________________________Date:_________
58
MatrixofCoursesbyNASPDomain
EDPCourse
NASPDOMAIN(1)
Data-BasedDecision
MakingandAccountability
(2)Consultation
andCollaboration
(3)InterventionandInstructionalSupporttoDevelop
AcademicSkills
(4)InterventionandMentalHealth
ServicestoDevelopSocialandLifeSkills
(5)DiversityinDevelopmentandLearning
(6)School-Wide
Practicesto
PromoteLearning
(7)Preventive
andResponsiveServices
(8)Family-SchoolCollaboration
Services
(9)Research
andProgramEvaluation
(10)Legal,
Ethical,andProfessionalPractice
301/302
X X X
419 X 405 X X X X 517 X X X X X X520 X 524A/B X X524C X X X X527 X X X X X X528 X X X X X X X X X X536 X X X X X 560 X X X X X X X579 X X X X518 X X X 603 X X X 641A/B X X X X X642A/B X X X X X643 X X X X X X
59
BENCHMARKSFORED.SDEGREEINSCHOOLPSYCHOLOGY
The2017-2018CSULBUniversityCatalog(http://www.csulb.edu/divisions/aa/catalog/current/index.html)andCSULBSchoolPsychologyProgramStudentHandbookcontainadditionalinformationregardinggraduatestudyandtheschoolpsychologyprogramatCSULB.Studentsareresponsibleforknowingthecontentsofthesetwodocuments.
Deadline Activity Document/ResourcePriortoenrollment Meetwithassignedadvisortoschedulefirstyearof
courses(atminimum)CSULBSchoolPsychologyStudentHandbookpg.20
YEAR1Fall PetitionforCourseEquivalencies(ifany) http://www.ced.csulb.edu/graduate/petition-course-
equivalencyFall ObtainCertificateofClearancefromCTC http://www.ced.csulb.edu/credential-center/general-
requirementsNovember CompleteandreturnCalyxMemo CSULBSchoolPsychologyStudentHandbookpgs.21-22February1st* AdvancementtoCandidacy(ifthesis) http://www.ced.csulb.edu/graduate/advancement-
candidacy-information-and-formsMarch1st* ApplyforThesis(ifapplicable) http://www.ced.csulb.edu/graduate/ced-thesis-and-
project-information-and-formsSpring SecurePracticaPlacement CSULBSchoolPsychologyStudentHandbookpgs.6-8
YEAR2March1st ApplyforFieldwork/Internship http://www.ced.csulb.edu/graduate/fieldwork-applicationSpring SecureFieldwork/InternshipPlacement CSULBSchoolPsychologyStudentHandbookpgs.8-10;
28-31;32-36February1st+ AdvancementtoCandidacy(ifcomps) http://www.ced.csulb.edu/graduate/advancement-
candidacy-information-and-formsMarch1st+ ApplyforThesis(ifapplicable) http://www.ced.csulb.edu/graduate/ced-thesis-and-
project-information-and-formsSpring^ AdvancementtoCandidacy(ifcomps) http://www.ced.csulb.edu/graduate/advancement-
candidacy-information-and-forms
60
YEAR3October1st^ ApplyforComprehensiveExam(ifapplicable) https://www.ced.csulb.edu/graduate/comprehensive-
examination-information-and-formsOctober15th ApplyforGraduation http://www.csulb.edu/registration-and-records/apply-
graduate-graduate-studentsFall/Spring TakePraxisIIExam http://www.ets.org/praxis/nasp?WT.ac=praxishome_state
s_121126Fall/Spring DefendThesis(ifapplicable) Spring^ TakeComprehensiveExam(ifapplicable) *IfenrollinginEDP698Year2+IfenrollinginEDP698Year3^Iftakingcomprehensiveexams