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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)

27

• 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

29

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.

36

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.

37

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.

52

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:

53

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