School Psychology Program
Student Handbook
Educational Specialist in Psychology
Department of Psychology
California State University, Fresno
School Psychology Program Handbook
California State University, Fresno
College of Science and Mathematics
Department of Psychology
2576 E. San Ramon Avenue M/S ST 11
Fresno, CA 93740
(559) 278-2691
(559) 278-7910 (FAX)
Dear School Psychology Student:
Welcome to the School Psychology Program at California State University,
Fresno. School psychology is a dynamic field and graduates are in demand nationally.
School psychologists work with children, families, teachers, and school systems to
make a difference. This handbook contains a description of the courses and
requirements for the Educational Specialist's degree program in School Psychology.
The Educational Specialist (Ed.S) program with an emphasis in School
Psychology requires a minimum of 71 semester hours over three years. During the
first two years students are engaged in coursework and applying their newly
acquired skills on practicum. During the third year of the program candidates are
engaged in a fulltime internship at a school site with weekly university for
supervision classes.
The handbook is designed to provide an overview of the goals of the
program, course requirements, and necessary forms. Please keep it handy for
reference.
Sincerely,
Marilyn S. Wilson, Ph.D., NCSP Hong Ni, Ph.D., NCSP
Professor Professor
Program Coordinator (559) 278-1726
(559) 278-5129 [email protected]
Sruthi Swami
Assistant Professor
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School Psychology Program Handbook
TABLE OF CONTENTS
School Psychology Program Overview 4
School Psychology Program Requirements 6
Admission Procedures 8
Program Goals and Objective 9
Linking CCTC and NASP Standards to Courses 11
Student Advising 16
School Psychology Resources 16
Financial Aid 17
Professional Organizations 19
Ethics and Standards 20
Academic Probation and Disqualification 20
Program Sequence 22
Practica 24
Internship 27
Degree Requirements Established by the Division of
Graduate Studies and the Department of Psychology 29
Advancement to Candidacy 29
Thesis or Project 30
Program Completion 31
School Psychology Program Checklist 33
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School Psychology Program Handbook
APPENDICES
Appendix A: Advisee Record
Appendix B: NASP Requirements
Appendix C: Practicum Log and Field Hours
Appendix D: Faculty Evaluation of Students
Appendix E: Practicum Student Evaluation
Appendix F: Student Evaluation of Field Based Supervisor
Appendix G: School Psychology Program Remediation Plan
Appendix H: Internship Agreement
Appendix I: Master’s Thesis (299) Committee Assignment
Appendix J: Internship Log and Monthly Summary
Appendix K: Internship Field Supervisor Evaluation
Appendix L: Parent Evaluation Form
Appendix M: Teacher /Administrator Evaluation of Intern
Appendix N: Petition of Advancement to Candidacy
Appendix O: Change in Thesis Committee Form
Appendix P: Human Subjects and IRB Forms
Students will be expected to save and copy school psychology program forms for use
on practicum, internship, and throughout the program. Most university forms are
available online through the Division of Graduate Studies.
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School Psychology Program Handbook
SCHOOL PSYCHOLOGY PROGRAM OVERVIEW
Mission
The School Psychology Program at California State University, Fresno is dedicated to
preparing highly competent professional psychologists according to the scientist
practitioner model. Graduates, as a result of their broad-based training, are prepared
to make significant contributions to this challenging field through professional
practice.
The following statement reflects the philosophy and purpose of the School
Psychology Program at California State University, Fresno:
Psychologists respect the dignity and worth of the individual and strive for the
preservation and protection of fundamental human rights. They are committed
to increasing knowledge of human behavior and of people’s understanding of
themselves and others and to the utilization of such knowledge for the
promotion of human welfare. While pursuing these objectives, they make
every effort to protect research participants that may be the object of study.
They use their skills only for the purposes consistent with these values and do
not knowingly permit their misuse by others. While demanding for themselves
freedom of inquiry and communication, psychologists accept the
responsibility of this freedom which requires: competence, objectivity in the
application of skills, and concern for the best interests of clients, colleagues,
students, research participants, and society at all times.
The School Psychology Program is founded in the principles summarized above,
taken from the Preamble of the APA Ethical Principles of Psychologists, and strives
to prepare school psychologists who will model these ideals.
The Educational Specialist (Ed.S) program provides future school psychologists
(candidates) with a solid professional and academic foundation reflecting depth and
diversity in both psychology and education. All students develop an understanding,
respect for, and responsiveness to culture and individual differences. The program
emphasizes the importance of delivering school psychological services from a
consultation framework to prevent and remediate learning and adjustment problems
experienced by children and adolescents. Candidates are taught to link assessment
methodologies to the development of empirically-based interventions. They learn to
view problems from a systems/ecological perspective focusing on the child, the
family, the school, and the community, and to use a scientific problem-solving
approach in their work. Both the theoretical and the empirical bases of professional
practice are emphasized, in a diverse range of settings including inner city, suburban,
and rural. Furthermore, the program provides future school psychologists with a solid
professional and academic foundation reflecting depth and diversity in both
psychology and education. The Program fosters special sensitivity to cultural
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School Psychology Program Handbook
diversity of all people and respect for the uniqueness and human dignity of each
person. Self-awareness, regard for others, and respect for cultural and individual
differences are actively cultivated and expected of all candidates.
Professional preparation also concentrates on specific skill development in a number
of service function areas, but the major emphasis of the Program is the preparation of
the school psychologist as a highly competent problem solver. Thus, rather than being
trained to respond to specific problems in specific ways, candidates are prepared to
draw upon a personal foundation in psychology and education to effectively develop,
implement, and evaluate strategies for preventing or resolving problems as they
occur. Additionally, candidates learn to collaborate with other helping professionals
and with parents in serving the mental health and educational needs of all children
and youth.
The Educational Specialist (Ed.S) program in Psychology with an emphasis in School
Psychology is a three-year full-time minimum 71 credit unit program that prepares
candidates for practice as school psychologists. At program completion candidates
earn the Ed.S. degree in School Psychology, are given institutional recommendations
for the Pupil Personnel Services Credential with Advanced Specialization in School
Psychology and are eligible to apply for National Certification in School Psychology
(NCSP). Nine undergraduate courses are recommended as prerequisites; all courses
for the Ed.S program in school psychology are at the graduate level. Credit is not
given for undergraduate classes, remedial classes, or coursework designed to remove
deficiencies. A minimum of 450 to 600 clock hours of supervised practicum
experience is required during the first two years of coursework. During the third year
of the Program, students complete one full year of supervised internship experience
consisting of a minimum of 1200 clock hours, at least 600 of which must be in a
school setting. This information is further delineated throughout this handbook.
The School Psychology Program at California State University, Fresno is a specialist
level program fully approved by the National Association of School Psychologists
(NASP) and accredited by the California Commission on Teacher Credentialing
(CCTC).
This program handbook describes the elements of graduate study in School
Psychology including training objectives, coursework requirements, evaluation plans,
procedural issues, and timelines.
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School Psychology Program Handbook
SCHOOL PSYCHOLOGY PROGRAM REQUIREMENTS
Admission
Admission to the graduate program in psychology is based on the evaluation of an
applicant’s capacity to successfully complete graduate level work. The department
graduate committee uses multiple criteria to assess an applicant’s qualifications
including coursework completed, grades, test scores, essays, previous experiences,
and letters of recommendation. In addition, an applicant’s professional interests and
goals are evaluated in terms of the interests of the faculty and resources of the
Department of Psychology. Although many applicants meet our minimum admission
requirements, we are limited in the number of positions available and some qualified
students may not be offered admission.
Prerequisites for the School Psychology Program
Applicants to the School Psychology Program should take the following classes or
equivalent courses at another university as undergraduates or prior to admittance to
the program. These classes may be taken as a part of the Undergraduate Major where
applicable. In some cases work experience may substitute for coursework.
Critical Courses and/or Knowledge
(One course in each area is preferred)
Suggested Fresno State Courses – Similar courses
from other universities are acceptable
Learning and/or Memory
Psych 136 – Human Learning & Behavior
Psych 121 – Learning & Memory
Psych 128 – Cognitive Psychology
Child Development
Psych 155 – Developmental Psych
Psych101/ CFS 39 – Child Development
Psych 102 – Adolescent Development
Statistics
Psych 42 - Introduction to Statistics
Research Design
Psych 144 - Research Methods
Abnormal Psychology
Psych 166 - Abnormal Psychology
Applied Behavior Analysis
Psych 172 - Applied Behavior Analysis
Tests and Measurement
Psych 149 - Psychological Testing
Recommended Courses and/or Knowledge
Suggested Fresno State Courses – Similar courses
from other universities are acceptable
Biological Basis of Behavior
Psych 36 or 125 – Psychopharmacology,
Neuropsychology
Counseling
Psych 174 - Introduction to Counseling
Psych 175 – Family Counseling
Exceptional Children
Psych 169 – Psych of Disability
SPED 120 – Intro to Special Education
Recommended Experiences
*Shadow and/or interview at least one school psychologist
*Research the field online via www.nasponline.org
Volunteer or work experience with children, such as working with afterschool programs or summer
recreation programs, as a special education aide, behavior therapist, or group home counselor, tutoring,
substitute or fulltime teaching experience
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School Psychology Program Handbook
Research experience with a professor or graduate student
Talk to current graduate students in the school psychology program
Attend recruitment events
Meet the school psychology faculty
Courses Completed at Other Institutions
The Graduate Committee of the Department of Psychology carefully evaluates all transcripts
submitted from other institutions. The Graduate Committee reserves the right to request
documentation of coursework from applicants to determine that course’s equivalency to CSU,
Fresno Psychology courses. The following materials may be requested by the Graduate
Committee:
1. A catalog description of the course containing the course content.
2. A course syllabus or outline.
3. A copy of the textbook(s) or a complete bibliographic citation of the text(s).
4. Copies of work completed in the course (e.g., examinations, papers).
Requirements
GRADE POINT AVERAGE (GPA)
A four-year undergraduate degree from a regionally accredited college or university is
required for acceptance as a graduate student. A GPA of 3.0 or better in psychology
undergraduate courses as well as a 3.0 overall undergraduate GPA are typically minimal
expectations for successful applicants. One official copy of transcripts of all previous
undergraduate and graduate work is required, to be sent to the University’s Graduate
Admissions Office.
International Students
In addition to fulfilling the above requirements, International Students must possess
the equivalent of a four year U.S. degree, must present TOEFL scores of at least 79-80
(paper-based=550), and must have adequate financial support. Please refer to the webpage
http://www.csufresno.edu/issp/ for more information.
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School Psychology Program Handbook
ADMISSION PROCEDURES
Deadlines
Applications are only accepted one time per year for the School Psychology
Program. All application materials must be received by February 1
st
for fall entry.
Please note that the Psychology Departmental application deadlines differ (they are
earlier) from the University application deadlines; contact the Graduate Admissions
office for more information at 559-278-4073.
UNIVERSITY AND DEPARTMENT APPLICATIONS
All applicants are required to complete applications for both the University Graduate
Admissions Office and the Department of Psychology. The applications are combined at
www.calstate.apply.
CONTACT INFORMATION
Graduate Programs Graduate Admissions Office
Department of Psychology CSU, Fresno
CSU, Fresno 5150 N. Maple Ave JA 57
2576 E. San Ramon ST 11 Fresno, CA 93740-8026
Fresno, CA 93740-8039 (559) 278-4073
(559) 278-2691 www.csufresno.edu
psych.csufresno.edu
At least three letters of recommendation are required from individuals familiar with the
applicant’s previous academic work. Letters of recommendation for applicants to the School
Psychology Program should also include comments related to the applicant’s ability to work
closely with people in the human services area. Recommenders will submit their letters
online as part of the calstate.apply system.
No standardized tests are now required. Successful applicants will document the
Basic Skills Requirement that was formerly met with the California Basic Skills Test
(CBEST) by a grade of B in identified undergraduate courses. The GRE is not
required.
Personal Interviews
Complete application packages are screened by the Psychology Graduate Committee.
Selected applicants are invited to participate in either personal or zoom interviews before
final selection of candidates is complete. Interviews are held on campus, or via zoom if an
on-campus interview is not convenient for candidates. Selected applicants will be
interviewed by a panel of faculty and practitioners in March. Applicants will be notified of
admission decisions by April 1.
TYPES OF ADMISSION
Classified Standing
Applicants to the Ed.S. degree program in School Psychology are evaluated and granted
classified standing by the members of the Department of Psychology Graduate Committee.
Admission to the Program is a competitive process and students are selected from the
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School Psychology Program Handbook
applicant pool based on the strength of their application materials and personal interviews.
Classified standing enables the student to pursue all scholarly and professional requirements
for the completion of a graduate degree. An average of 10 -12 students are admitted each
year.
GOALS and STUDENT LEARNING OUTCOMES
FOR ALL GRADUATE STUDENTS IN PSYCHOLOGY
Goal 1: Data
Students will gain in-depth knowledge of statistical analysis, interpretation, and application.
● Learning Outcome 1: Students can evaluate the appropriate use of various data
analytic techniques for addressing different types of questions and hypotheses.
● Learning Outcome 2: Students can enter and analyze data using a computer
statistical package and interpret basic descriptive and inferential statistics.
Goal 2: Research
Students will learn to investigate relevant questions and hypotheses and evaluate findings.
● Learning Outcome 3: Students can use the library, data-bases, and the internet to
locate relevant research, theory, and information necessary to interpret results of
research studies and plan research and interventions.
Goal 3: Written Communication
Students will learn APA style and develop graduate level writing skills.
● Learning Outcome 4: Students can produce well-organized papers and essays
without grammatical errors.
STUDENT LEARNING OUTCOMES
FOR SCHOOL PSYCHOLOGY
Goal 4: Professional Knowledge.
Students will develop knowledge of schools and systems, legal and ethical issues, and
interventions.
● Learning Outcome 8: Students will demonstrate knowledge of professional practice,
educational systems, and direct and indirect services (e.g., assessment, intervention,
mental health, and prevention/intervention).
Goal 5: Professional Skills
Students will develop increasing professional skills throughout the program. They will
demonstrate caring and tact to all those with whom they interact.
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School Psychology Program Handbook
● Learning Outcome 5: Professional Characteristics. Students demonstrate industry,
punctuality, and responsibility in class and fieldwork
● Learning Outcome 6: Students demonstrate understanding of, respect for, and
responsiveness to cultural and individual differences by describing the perspectives
of those of other ages, abilities, gender, or ethnicities.
● Learning Outcome 7: Students will demonstrate empirically based skills in
assessment, intervention, counseling, and prevention/intervention.
SCHOOL PSYCHOLOGY PROGRAM OBJECTIVES
The California State University, Fresno School Psychology Program has adopted a
scientist–practitioner model with an emphasis on problem-solving. At the completion to the
program candidates are expected to be able to:
● Operate within a scientist-practitioner framework by using the scientific method
and research to guide practice and demonstrate accountability.
● Demonstrate respect for and sensitivity to cultural and individual differences.
● Deliver school psychological services from a consultation framework with an
emphasis on problem-solving to prevent and remediate learning and adjustment
problems experienced by children and youth.
● Link assessment methodologies to the development, implementation, and
evaluation of research-based interventions.
● View problems from a systems/ecological perspective focusing on the child,
family, school, and community.
● Demonstrate a theoretical and empirical basis for professional practice.
● Engage in evaluation of individual practice and school-based and/or community
based programs.
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LINKING California Commission on Teacher Credentialing (CCTC) and National Association
of School Psychologists (NASP) STANDARDS TO COURSES
The following table describes the linkage of accreditation domains and courses.
CTC School Psychology
Performance Expectations
NASP Standards
Courses
Data-Based Decision-Making
and Accountability – SPPE 1
Candidates have knowledge of
varied models and methods of
assessment and data collection
for identifying strengths and
needs, developing effective
services and programs, and
measuring progress and
outcomes. As part of a systematic
and comprehensive process of
effective decision making and
problem solving that permeates
all aspects of service delivery,
candidates demonstrate skills to
use psychological and
educational assessment, data
collection strategies, and
technology resources and apply
results to design, implement, and
evaluate response to services,
programs, and interventions.
Data-Based Decision-Making
and Accountability – Standard 2
School psychologists have
knowledge of varied models and
methods of assessment and data
collection for identifying
strengths and needs, developing
effective services and programs,
and measuring progress and
outcomes. As part of a systematic
and comprehensive process of
effective decision making and
problem solving that permeates
all aspects of service delivery,
school psychologists demonstrate
skills to use psychological and
educational assessment, data
collection strategies, and
technology resources and apply
results to design, implement, and
evaluate response to services and
programs.
Psychology 267: Internship in
School Psychology
Psychology 278: Intervention and
Prevention in School Psychology
Psychology 284: Assessment of
Intellectual Abilities
Psychology 285: Assessment of
Learning and Developmental
Problems
Psychology 286: Instructional
Consultation
Psychology 288: Applied
Behavior Analysis
Psychology 287: Practicum
Consultation and Collaboration
– SPPE 2
Candidates have knowledge of
varied models and strategies of
consultation, collaboration, and
communication applicable to
individuals, families, groups,
school staff, and community
agencies across academic,
behavioral and
social/emotional domains.
Candidates promote effective
coordination and implementation
of services. As part of a
systematic and comprehensive
process of effective decision
making and problem solving that
permeates all aspects of service
Consultation and Collaboration
–
Standard 3
School psychologists have
knowledge of varied models and
strategies of consultation,
collaboration, and communication
applicable to individuals, families,
groups, and systems and methods
to promote effective
implementation of services.
As part of a systematic and
comprehensive process of
effective decision making and
problem solving that permeates
all aspects of service delivery,
school psychologists demonstrate
Psychology 267: Internship in
School Psychology
Psychology 277: Roles and
Functions of the School
Psychologist
Psychology 279: Consultation
and Supervision in School
Psychology
Psychology 286: Instructional
Consultation
Psychology 278: Intervention and
Prevention
11
delivery, school psychologists
demonstrate skills to consult,
collaborate, and communicate
with others during design,
implementation, and evaluation
of services and programs.
Candidates engage in
multi-disciplinary teams
(including children, teachers,
parents, other school
professionals, and outside
service providers) to develop
and implement academic,
interventions, promoting
student engagement and
positive school climate.
skills to consult, collaborate, and
communicate with others during
design, implementation, and
evaluation of services and
programs.
Behavior Interventions and
Mental Health Services to
Develop Social and Life
Skills-Element – SPPE 4
Candidates have knowledge of
direct interventions that focus
on behavioral, and
social/emotional interventions
for children and families.
Candidates engage
multi-disciplinary teams
(including students, teachers,
parents, other school
professionals, and outside
service providers) to develop
and implement mental health
interventions. Candidates have
knowledge of biological, cultural,
developmental, and social
influences on behavior and mental
health, behavioral and emotional
impacts on learning and life skills,
and evidence-based strategies to
promote social–emotional
functioning and mental health.
Candidates, in collaboration with
others, demonstrate skills to use
assessment and data-collection
methods (e.g., California School
Dashboard) and to implement
and evaluate services that
Interventions and Mental Health
Services to Develop Social and
Life Skills - Element 4.2
School psychologists have
knowledge of biological, cultural,
developmental, and social
influences on behavior and mental
health, behavioral and emotional
impacts on learning and life skills,
and evidence-based strategies to
promote social–emotional
functioning and mental health.
School psychologists, in
collaboration with others,
demonstrate skills to use
assessment and data-collection
methods and to implement and
evaluate services that support
socialization, learning, and
mental health.
Psychology 204: Dev.
Psychopathology Psychology
Psychology 267: Internship in
School Psychology
Psychology 277: Roles and
Functions of the School
Psychologist
Psychology 278: Intervention and
Prevention
Psychology 279: Consultation
and Supervision in School
Psychology
Psychology 282: Cognitive and
Behavioral Therapy
Psychology 281: Group
Counseling
Psychology 288: Applied
Behavior Analysis
Psychology 280: Seminar in
Counseling Techniques
12
support socialization, learning,
and mental health.
Direct and Indirect Services -
School-Wide Practices to
Promote Learning – SPPE 5
Candidates have knowledge of
direct and indirect services that
focus on knowledge of school
and systems structure, and
preventative and responsive
services. Candidates have
knowledge of dual language
learner needs in promoting
learning and social skills
development. Candidates
implement school-wide
multi-tiered systems of support
to promote learning.
Candidates have knowledge of
schools as organizations, and the
role of the school psychologist as
change agents within these
environments. Candidates have
knowledge of general and special
education; technology resources;
and evidence-based school
practices that promote academic
outcomes, learning, social
development, and mental health.
Candidates, in collaboration with
others, demonstrate skills to
develop and implement practices
and strategies to create and
maintain effective and supportive
learning environments for
children and others.
School-Wide Practices to
Promote Learning – Element 5.1
School psychologists have
knowledge of school and systems
structure, organization, and
theory; general and special
education; technology resources;
and evidence-based school
practices that promote learning
and mental health. School
psychologists, in collaboration
with others, demonstrate skills
to develop and implement
practices and strategies to create
and maintain effective and
supportive learning environments
for children and others.
Psychology 267: Internship in
School Psychology
Psychology 277: Role and
Function of the School
Psychologist
Psychology 286: Instructional
Consultation
Psychology 287: Practicum in
School Psychology
School-wide Practices to
Promote Behavioral and Mental
Health – SPPE 6
Candidates have knowledge of
principles and research related to
resilience and risk factors, mental
health services in schools and
communities, school response
and recovery, and discipline
policies to support multi-tiered
Prevention, and Responsive
Services – Element 5.2
School psychologists have
knowledge of principles and
research related to resilience and
risk factors in learning and
mental health, services in schools
and communities to support
multitiered prevention, and
evidence-based strategies for
effective crisis response. School
Psychology 267: Internship in
School Psychology
Psychology 278: Intervention and
Prevention
Psychology 282: Cognitive and
Behavior Therapy
Psychology 281: Group
Counseling
13
prevention. Candidates have
knowledge of evidence-based
strategies for effective crisis
response including threat and
risk assessments. to support
multitiered prevention, and
evidence-based strategies for
effective crisis response.
Candidates, in collaboration with
others, demonstrate skills to
promote services that enhance
learning, mental health, safety,
and physical well-being through
protective and adaptive factors
and to implement effective crisis
preparation, response, and
recovery.
psychologists, in collaboration
with others, demonstrate skills to
promote services that enhance
learning, mental health, safety,
and physical well-being through
protective and adaptive factors
and to implement effective crisis
preparation, response, and
recovery.
Psychology 280: Seminar in
Counseling Techniques
Family - School Collaborative
Services– Standard 6
Candidates have knowledge of
principles and research related to
family systems, strengths, needs,
and culture; evidence-based
strategies to support family
influences on children’s learning,
socialization, and mental health.
Candidates utilize effective
methods to develop collaboration
between families and schools.
Candidates, in collaboration
with others, demonstrate skills to
design, implement, and evaluate
services that respond to culture
and context and facilitate family
and school partner- ship/
interactions with community
agencies for enhancement of
academic and social–behavioral
outcomes for children.
Family - School Collaborative
Services– Standard 6
School psychologists have
knowledge of principles and
research related to family systems,
strengths, needs, and culture;
evidence-based strategies to
support family influences on
children’s learning and mental
health; and strategies to develop
collaboration between families
and schools. School psychologists,
in collaboration with others,
demonstrate skills to design,
implement, and evaluate services
that respond to culture and
context and facilitate family and
school partner- ship/ interactions
with community agencies for
enhancement of academic and
social–behavioral outcomes for
children.
267: Internship in School
Psychology
Psychology 277: Roles and
Functions of the School
Psychologist
Psychology 278: Intervention and
Prevention
Psychology 279: Consultation
and Supervision in School
Psychology
Psychology 287: Practicum in
School Psychology
Human Diversity -SPPE 8
Candidates have knowledge of
individual differences and
research related to diversity
factors for children and identify
evidence-based strategies to
enhance services and address
potential influences related to
diversity
.
Candidates
Student Diversity in
Development and Learning –
Standard 7
School psychologists have
knowledge of individual
differences, abilities, disabilities,
and other diverse student
characteristics; principles and
research related to diversity
Psychology 204: Dev.
Psychopathology
Psychology 267: Internship in
School Psychology
Psychology 274S: Multicultural
Psychology
14
demonstrate skills to provide
professional services that
promote effective functioning for
individuals, families, and schools
with diverse characteristics,
cultures, and backgrounds and
across multiple contexts.
Candidates respect diversity in
child-development and advocacy
for social justice and equity in all
aspects of service delivery.
factors for children, families, and
schools, including factors related
to culture, context, and individual
and role difference; and
evidence-based strategies to
enhance services and address
potential influences related to
diversity. School psychologists
demonstrate skills to provide
professional services that
promote effective functioning for
individuals, families, and schools
with diverse characteristics,
cultures, and backgrounds and
across multiple contexts, with
recognition that an
understanding and respect for
diversity in development and
learning and advocacy for social
justice are foundations of all
aspects of service delivery.
Psychology 277: Roles and
Functions of the School
Psychologist
Psychology 284: Assessment of
Intellectual Abilities
Psychology 285: Assessment of
Learning and Developmental
Problems
Psychology 287: Practicum
Research and Program
Evaluation -SPPE 9
Candidates have core
foundational knowledge and
experiences to implement
practices and strategies in
research and program
evaluation. Candidates have
knowledge of research design,
statistics, measurement, varied
data collection and analysis
techniques, and program
evaluation sufficient for
understanding research and
interpreting data in applied
settings.
Candidates demonstrate skills to
evaluate and apply research as a
foundation for service delivery
and, in collaboration with others,
use various techniques and
technology resources for data
collection, measurement,
analysis, and program evaluation
to support effective practices at
Research and Program
Evaluation – Element 8.1
School psychologists have
knowledge of research design,
statistics, measurement, varied
data collection and analysis
techniques, and program
evaluation sufficient for
understanding research and
interpreting data in applied
settings.
School psychologists demonstrate
skills to evaluate and apply
research as a foundation for
service delivery and, in
collaboration with others, use
various techniques and
technology resources for data
collection, measurement,
analysis, and program evaluation
to support effective practices at
the individual, group, and/or
systems levels.
Psychology 244A: Seminar in
Research Methods and
Theoretical Issues
Psychology 267: Internship in
School Psychology
Psychology 278: Intervention and
Prevention
Psychology 286: Instructional
Consultation
Psychology 284: Assessment of
Intellectual Abilities
Psychology 285: Assessment of
Learning and Developmental
Problems
15
the individual, group, and/or
systems levels.
Legal, Ethical, and Professional
Practice & Disposition – SPPE
10
Candidates have core foundational
knowledge and experiences to
implement best practices and
strategies in legal, ethical, and
professional practice. Candidates
have knowledge of the history and
foundations of school psychology;
multiple service models and
methods; ethical, legal, and
professional standards; and other
factors related to professional
identity and effective practice as
school psychologists,
demonstrating professional
disposition, responsibility,
adaptability, initiative, and
self-care.
Legal, Ethical, and Professional
Practice – Element 8.2
School psychologists have
knowledge of the history and
foundations of school psychology;
multiple service models and
methods; ethical, legal, and
professional standards; and other
factors related to professional
identity and effective practice as
school psychologists. School
psychologists demonstrate skills
to provide services consistent
with ethical, legal, and
professional standards; engage in
responsive ethical and
professional decision-making;
collaborate with other
professionals; and apply
professional work characteristics
needed for effective practice as
school psychologists, including
respect for human diversity and
social justice, communication
skills, effective interpersonal
skills, responsibility, adaptability,
initiative, dependability, and
technology skills.
Psychology 267: Internship in
School Psychology
Psychology 277: Roles and
Functions of the School
Psychologist
Psychology 279: Consultation
and Supervision in School
Psychology
Psychology 287: Practicum in
School Psychology
STUDENT ADVISING
Model of Advising
The School Psychology Program emphasizes a model of student advising that requires candidates to
take responsibility for decisions regarding their program and progress while the School Psychology
Program Coordinator, who serves as the primary advisor, and program faculty members, assists
candidates in the decision-making process. The Program follows a cohort model wherein the majority
of the students in each cohort take all courses together and are encouraged to support their peers.
Contents and Timelines of Advising
All candidates meet with the School Psychology Program faculty members for orientation.
Requirements of the Program are explained at that time. Students meet individually with Program
faculty once at the end of each semester to plan coursework, discuss practicum/internship, and to
review and update Advisee Record (see Appendix A). The Advisee Record specifies the candidate’s
practicum experience and site, training experiences, skills level, thesis ideas, skills in progress, and
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semester goals. Candidates are expected to provide the faculty members with any other evaluative
material deemed helpful in their semi-annual evaluation. The content of these meetings is evaluative
in terms of candidate experiences and competencies to date. The evaluation is formative in nature
(e.g., the evaluation is designed to improve the candidate’s skills).
SCHOOL PSYCHOLOGY RESOURCES AVAILABLE
The Test Library located within the Department of Psychology has numerous resources available for
candidates in the School Psychology Program to check out. The resources include professional books
and journals, testing kits, and instructional materials. These materials can be checked out through the
test librarian during his/her regular office hours.
FINANCIAL AID
Graduate Student Research Awards
Limited awards of $750 are available each semester on a competitive basis to candidates in the form of
grants for special merit and quality scholarship of graduate student research proposals associated with
a thesis. For further information, contact the Division of Research and Graduate Studies, (559)
278-2448. Application materials are available on their website.
Graduate Student Travel Grants
Travel grants are available to candidates who have had papers and/or posters accepted for presentation
at major, professional conferences or society meetings. For further information, contact the Division
of Research and Graduate Studies, (559) 278-2448. Travel funds may also be available through the
College of Science and Mathematics.
California Graduate Equity Fellowship Program
Fellowships ranging in amounts of up to $4,500 are available for underrepresented graduate students
who qualify. The California Graduate Equity Fellowship Program seeks to increase the diversity of
students completing graduate degree programs at California State University, Fresno and encourages
continuation to doctoral programs and consideration of university faculty careers. It provides
fellowships for economically disadvantaged graduate students (especially those from groups that are
underrepresented among graduate degree recipients in their areas of study) and promotes faculty
mentoring and research opportunities. Filing deadlines are in the spring for funding in the following
academic year. For further information, contact the Division of Graduate Studies (559)-278-2448.
State Graduate Fellowship
The Student Aid Commission administers the State Graduate Fellowship Program for tuition assistance
for Master’s students. To apply, students must complete the Free Application for Federal Student Aid
(FAFSA) and return it by March 1. In addition, students must complete and mail the Student Aid
Commission GPA Verification Form to the Commission by March 1. These forms are available at the
Financial Aid Office (Joyal Administration, Room 262).
California Pre-Doctoral Program for Graduate Students
The California Pre-Doctoral Program is designed to increase the pool of potential faculty by supporting
the doctoral aspirations of California State University students who have experienced economic and
educational disadvantages. The program provides travel funds for qualified students to visit
institutions that grant the doctorate and/or attend professional meetings with a faculty sponsor.
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Students in the program may also be considered to participate in a summer research program at a UC
or CSU campus. Additional information can be obtained through the Division of Graduate Studies,
(559) 278-2448.
University Scholarships for Graduate Students
Graduate students may apply for scholarships through the Scholarship Office (Joyal
Administration, Room 274) between September 1 and November 19 each academic year. Such
an application is necessary to complete for award monies available from the University and from
Departmental resources.
In addition, each year California State University, Fresno, also awards entering graduate students two
President’s Graduate Scholar Fellowships of $3,500 each and one Leon S. Peters Scholarship of $1,000
to continuing graduate students. President’s Graduate Scholars may obtain a second year of funding if
satisfactory progress is maintained. Nominations for the Peters awards originate from the Graduate
degree Program Directors.
College and Department Support
(www.studentaffairs.csufresno.edu/scholarships/science_math)
Roger Bailey Memorial Scholarship
This goes to an outstanding continuing graduate student through an endowment fund
established by the family and friends of Roger Bailey. One scholarship (approximately $500) is
awarded to a graduate student who is pursuing a degree in Psychology or Counseling.
Pickford Memorial Fund
Established from the estate of Vivian I. Pickford, this scholarship (approximately $1000) is
awarded to 10-12 psychology students per academic year. Scholarships are awarded to both
undergraduate and graduate students.
Lee J. Cronbach Scholarship
This award goes to a full-time undergraduate or graduate student. The student must have a
cumulative minimum GPA of 3.5 earned over the last two years of academic instruction and
must demonstrate a strong interest and ability in research involving psychological measurement
methods used in psychological research.
The John Thomas Memorial Scholarship
This award goes to a continuing full-time graduate student in school psychology through an
endowment fund established by the family and friends of John Thomas, a graduate of this
program. One scholarship is awarded to a student who has demonstrated a commitment to
service to children and an exemplary work ethic.
The Michael Herrera Memorial Scholarship
This award goes to a continuing full-time graduate student in school psychology through an
endowment fund established by the family and friends of Michael Herrera, a graduate of this
program. One scholarship is awarded to a student who has demonstrated a commitment to
service with children and families from underrepresented groups.
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Departmental Teaching Assistantships
The Department of Psychology offers several teaching and graduate assistantships each year.
Approximately 6-8 graduate students are given teaching assistantships for PSYCH 144
(students work 5 hours per lab: 3 hrs. teaching; 1 office hour; 1 hour prep). Six graduate
assistantships are available for assisting instructors with PSYCH 10. These students are
required to work 10 hours per week; the flexible schedule makes this assistantship more
appropriate for interested school psychology students.
School Psychology Program
Limited assistantships are available to second year students in the program. The test librarian
position manages the test library and is a TA for school psychology faculty (5 hrs/week). One
or two students are hired as TAs for Psych 284, the cognitive testing course.
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PROFESSIONAL ORGANIZATIONS
National Association of School Psychologists (NASP)
Membership in the NASP provides opportunities for professional and career enhancement.
Networking with school psychologists from across the nation, conventions providing professional
development, employment opportunities, and professional publications are offered through NASP
membership.
California Association of School Psychologists (CASP)
The CASP also offers professional growth opportunities for the student of school psychology. Issues
pertinent to the state are addressed by CASP and the organization operates as an advocate for school
psychologists in California. An annual convention is held and students are encouraged to attend.
Students are required to join NASP and CASP each year of enrollment in the program and will be
required to provide a copy of their membership card to the Coordinator of the School Psychology
Program.
Other Professional Organizations
School psychology students are encouraged to join CVA-CASP. This is the local (Central Valley
Affiliate) organization of our state organization, CASP. Meetings are held approximately twice per
year and offer opportunities for professional development as well as meeting students from other
programs and local school psychologists.
Other professional organizations focusing on psychology and children with disabilities may be of
interest. While you are a student is an excellent time to explore what these organizations have to offer
regarding publications and conferences, as student dues are much less expensive than those for
professionals. One is Council for Exceptional Children (CEC) - http://www.cec.sped.org. CEC
publishes a research journal and one that is more practitioner oriented. There are also subdivisions for
specific interests such as learning disabilities, behavior disorders, and developmental disabilities. The
American Psychological Association (APA) has a student organization; Division 16 is for school
psychologists, http://www.apa.org/about/division/div16.html and publishes School Psychology
Quarterly. The Journal of Applied Behavior Analysis is an excellent resource
http://seab.envmed.rochester.edu/jaba/index.html. The California Association of Applied Behavior
Analysis, http://www.calaba.org/ holds a conference every year.
International School Psychology Association (ISPA)
The ISPA is an international organization of psychologists providing services to students in schools.
An annual convention is held in July, generally in a foreign country. Countries that have hosted the
convention in recent years include China, Great Britain, Greece, Sweden, and South Africa.
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ETHICS AND STANDARDS
Violation of Ethics and Standards
1. Violations of university policy (e.g., cheating, plagiarism, and sexual harassment) will be
reported to the Department Chair and referred to the appropriate University Committee. Other
violations will be reported to the Psychology Department Chair and to the Department of
Psychology Graduate Committee. In case of other (department, non-university wide) violations
of ethics and standards, the Department Graduate Committee will discuss the alleged violation
and make a recommendation for dismissal of charges, remediation, or disciplinary action.
2. A copy of the Graduate Committee recommendation will be sent to the student and the
Department Chair and placed in the student’s file.
3. If the student wishes to appeal the decision or recommendation, the case will be presented to an
independent committee composed of members of the department graduate faculty group.
Members will be selected to avoid any conflicts of interest.
4. The student will present his/her case to the independent committee which will then make a
decision and recommend dismissal of charges, a remedial plan, or disciplinary action.
5. The next level of appeal for the student would be to the Dean of Student Affairs.
ACADEMIC PROBATION AND DISQUALIFICATION
University Policy on Academic Probation
Students enrolled in graduate programs may be placed on Administrative Academic Probation for
the following reasons:
1. Failure to maintain a minimum GPA of 3.0 by Title 5, California State Education Code;
2. Withdrawal from a substantial portion of a program in two successive terms or in any three
terms;
3. Repeated failure to make progress toward the Master’s degree; and
4. Failure to comply with an academic requirement or regulation that is routine for all students or
for a defined group of students.
Upon report of any of the above, a Graduate Evaluator will notify the graduate coordinator that a
permanent note of probation will be placed on the student’s transcript unless the coordinator asks in
writing, by the specified due date, that the student instead be granted “informal probation.” The
department will be asked to monitor the student’s progress in meeting the requisite goals for continuing
achievement toward the degree.
University Policy on Disqualification
Students enrolled in graduate programs are required to maintain a minimum 3.0 post baccalaureate
cumulative grade point average (GPA) prior to advancement to candidacy. Once students have
advanced to candidacy, they must maintain a minimum 3.0 program GPA, which includes only
coursework listed on the Petition for Advancement to Candidacy.
Students who do not meet the above criteria will be placed on Administrative Academic Probation
(AAP). Effective Fall 2007, students who are on AAP will be disqualified if they do not raise their
respective GPA to 3.0 by the completion of the second regular semester following the semester that
their GPA fell below the 3.0 minimum. In addition, students will be disqualified if their semester GPA
falls below 3.0 in any two terms.
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Program Policy – Academic
A student will be disqualified from the Educational Specialist Program in School Psychology if at any
time he/she has accumulated two grades of “D” or below in required coursework. A student may
retake one course in which he/she has obtained a grade of D or F in an attempt to raise the grade.
However, there is no grade replacement in graduate coursework and if a student earns another D in any
required coursework he/she will be automatically disqualified from the Program.
Program Policy – Field Supervision
1. If a student receives a total of 3 or more ratings of 1 (on a rubric or scale of 1=unacceptable,
2=needs improvement, 3=average (meets program expectations), and 4=exemplary) on
practicum or internship evaluation forms during one semester, a plan detailing remediation of
deficiencies of the student must be developed.
2. If the student receives any ratings of 1 the subesquent semester he/she will be placed on
probation.
3. If at any time in the Program a student accrues two semesters of 3 or more ratings of 1, or at
any time in the Program the student has accumulated 6 or more ratings of 1, he/she will be
recommended for disqualification from the Program.
Appeals and Petitions
Graduate candidates wishing to request substitutions or modifications in the Department’s degree
requirements should initiate their request through the Department’s Graduate Committee. Requests for
exceptions to established university policies governing graduate study may be addressed to the Dean,
Division of Graduate Studies and also to the University Graduate Committee. Grade protests must be
submitted to the Student Academic Petitions Committee through the Director of Advising Services
according to university policy. Information concerning grade protest procedures and dispute resolution
is available in the Office of the Dean of Student Affairs (Joyal Administration, Room 262).
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PUPIL PERSONNEL SERVICES CREDENTIAL WITH
ADVANCED SPECIALIZATION IN SCHOOL PSYCHOLOGY
AND EDUCATIONAL SPECIALIST DEGREE
FIRST YEAR: FALL SEMESTER
PSYCH 244A Research Methods 4
PSYCH 277 Role and Function of the School Psychologist 4
PSYCH 274S Multicultural Psychology 4
PSYCH 287 Practicum in School Psychology 1
PSYCH 288 Advanced Applied Behavior Analysis 4
1 DAY PER WEEK PRACTICUM
Total 17
FIRST YEAR: SPRING SEMESTER
PSYCH 279 Consultation and Supervision in School Psychology 4
PSYCH 284 Assessment of Intellectual Abilities 4
PSYCH 287 Practicum in School Psychology 1
PYSCH 204 Developmental Psychopathology 3
Coun 234D Psychopharmacology 2
1 DAY PER WEEK PRACTICUM
Total 14
COUNSELING COURSES
(may be taken during regular semesters or summer if available)
*Coun 234D may be taken semester 2, 3, or 4
SECOND YEAR: FALL SEMESTER
PSYCH 278 Intervention & Prevention in School Psychology 4
PSYCH 285 Assessment of Learning and
Developmental Problems 4
PSYCH 287 Practicum in School Psychology 2
PSYCH 280 Intro to Counseling for School Psychologists 3
Elective** (3-4)
1½ DAYS PER WEEK PRACTICUM
Total 16
Apply for Advancement to Candidacy fall semester.
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SECOND YEAR: SPRING SEMESTER
PSYCH 286: Instructional Consultation 4
PSYCH 282 Cognitive and Behavior Therapy 4
PSYCH 287 Practicum in School Psychology 2
PSYCH 281 Group Counseling 2
Elective** (3-4)
1½ DAYS PER WEEK PRACTICUM
Total 12-16
** 3 units of elective (Counseling or ABA course) required if Comprehensive Exam option. This
can be taken Fall or Spring Year 2
Take NCSP PRAXIS II Exam (January recommended)
Apply for Internship Credential (June-July)
THIRD YEAR: FALL SEMESTER
PSYCH 267 Internship in School Psychology 6
PSYCH 299/298 Thesis or Project (If chose that option) 3-6
Total 6 - 9
THIRD YEAR: SPRING SEMESTER
PSYCH 267 Internship in School Psychology 6
Total 6
TOTAL UNITS: 71 minimum
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PRACTICA
The practicum is designed to:
1. provide the candidate with experiences that facilitate the integration of coursework and theory
with the practical aspects of applied practice; and
2. provide a framework for the gradual shaping of the candidate’s skills, allowing the candidate to
evolve to an independently functioning professional.
Along with courses in basic concepts and theory and specialized techniques, candidates participate in
practicum experiences that provide supervised applications of their skills. All candidates must
complete supervised practice of 600-clock hours of practica prior to internship.
The practicum process involves four stages:
1. observation
2. assisting the field-based credentialed school psychologist
3. performing with assistance from the field-based credentialed school psychologist
4. working independently
Candidates are placed on practicum each semester of the first two years in the program by the Program
Coordinator; sites will rotate for each of the four semesters to ensure diverse experiences. Candidates
receive field supervision from their assigned local school psychologist. University supervision is
provided by the California State University, Fresno, School Psychology Program Faculty through
practicum class, Psychology 287. Candidates register for practicum (PSYCH 287) each semester of
Years 1 and 2.
School Psychology Program Courses
The following courses have practicum requirements:
Psychology 277: Role and Function of the School Psychologist
Psychology 278: Intervention and Prevention in School Psychology
Psychology 279: Consultation and Supervision in School Psychology
Psychology 282: Cognitive and Behavior Therapy
Psychology 285: Assessment of Learning and Developmental Problems
Psychology 286: Instructional Consultation
Psychology 287: Practicum in School Psychology
Psychology 274S: Multicultural Psychology – Service Learning Practicum
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Candidates are assigned to practicum placements for one day per week (or two half days) during the
first year and 2 days per week during the second year. A day is considered at least 8 hours per week in
the schools for a minimum of 120 hours for the semester during the first year and 180 hours per
semester during the second year. Total practicum hours for the program = minimum of 600. First year
students will have two practicum sites in the fall; one will be with a school psychologist and the other
at a service-learning site. Combined practicum time from the two sites will equal or exceed 120 hours
per semester. Second year students will typically be placed with one school psychologist for the two
days of practicum per week. Practicum logs will be maintained each week and summarized each
semester.
Practicum Placement
The faculty members in the School Psychology Program assign candidates to their practicum sites.
Students will be given the opportunity to request districts for practicum. Field-based credentialed
school psychologists serve as site supervisors. Candidates are assigned to specific site supervisors
based on their progress in the program, their interests, the needs of the candidate as judged by the
faculty members, and the appropriateness of the field-based site. The Central Valley of California is a
large area, and car travel is a necessity. Appropriate dress is expected for practicum; no cleavage or
short short skirts, no visible tattoos, no hair dyed an unnatural color, and no visible body piercing
except earrings for females. Jeans are not acceptable unless recommended by your field supervisor. If
you have questions, please discuss with your university and field supervisors.
Evaluation of Practicum and Program Progress
Candidate performance of practicum is evaluated twice each year using multiple products. Five
products constitute the evaluation material:
1. All candidates must maintain a daily log of their practicum activities. The Practicum Log form
is in Appendix C of this document. Time, activities, and student contacts are recorded.
2. Candidates are evaluated by the Program Faculty within the context of the competencies
specified on the School Psychology Faculty Evaluation of Students. The form is located in
Appendix D of this document.
3. Candidates are evaluated by the field-based credentialed school psychologist each semester
using the School Psychology Practicum Student Evaluation (see Appendix E). The candidate
is responsible for insuring that the evaluation form is returned to the Coordinator of the School
Psychology Program prior to finals week of each semester.
4. Candidates complete the Student Evaluation of Field-Based Supervisor form located in
Appendix F.
5. Candidate performance is reviewed on the Advisee Record (see Appendix A) by the faculty
members each semester. The Program faculty meet with each candidate to review the practicum
logs, the School Psychology Practicum Student Evaluation Year 1 or Year 2, and the Student
Evaluation of Field-Based Supervisor. The Advisee Record form is completed with the faculty
and candidate at that time. Specific areas of strength and areas for improvement are outlined for
the candidate.
Remediation Plans Related to Practica Experience
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Should there be areas of weakness or concern in a Practicum student’s skills, knowledge, social skills,
dress, punctuality, and/or other competency areas, the student and the Program Faculty are responsible
for developing a Remediation Plan (see Appendix G). The Plan may include more on-campus
supervised activity, coursework, or additional practicum hours. See page 31 of this handbook for
information on Program disqualification.
Sources of Practicum Evaluation Data
Sources of Data
Timeline
Person Responsible
Practicum Log
(Appendix C)
Each Week and
End of Each Semester
Student
School Psychology Practicum
Student Evaluation Form
(Appendix E)
End of Each Semester
Student and On-site
Supervisor
Faculty Rating (See
Appendix D)
End of Each Semester
Program Faculty
Depending on the course for which the student has practicum assignments, results of the products will
be evaluated by the faculty member of record for the course and be considered during the evaluation
with the student. These evaluations occur during finals week of each semester.
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INTERNSHIP
Commensurate with the National Association of School Psychologists requirement, candidates
complete an internship of a minimum of 1200 hours. This requirement can be completed on a
full-time basis for 1 year or on a half-time basis for 2 years. School-based internships are typically 10
months in duration. The internship is a collaboration between the School Psychology Program and the
field site that assures the completion of activities consistent with the goals of the Program. A written
plan specifies the responsibilities of the Program and the internship site in providing supervision,
support, and evaluation of intern performance (see Appendix H). In addition, interns receive a
minimum of two hours of field-based supervision each week from a credentialed school psychologist
with a minimum of three years of experience. The internship site provides appropriate support for the
internship experience including:
a) a written agreement specifying the period of appointment and any terms of compensation;
b) a schedule of appointments, expense reimbursement, a safe and secure work environment,
adequate office space, and support services consistent with that afforded agency school
psychologists;
c) provision for participation in continuing professional development activities;
d) release time for internship supervision; and
e) a commitment to the internship as a diversified training experience.
(NASP, Training Standards, 2010)
Procedure for Applying for an Internship
Before beginning internship, the student must:
a) Be advanced to candidacy
a. 3.0 GPA
b. "B" or above in Psychology 244A
b) Have taken the PRAXIS II Exam; student must retake if not passed at NCSP criteria
a. Submit scores to the School Psychology Program Coordinator
c) Have completed all required coursework with grade of "C" or better
d) Have applied for the Commission on Teaching Credentialing Internship Credential in School
Psychology for internships in California
Internship positions are competitive. Individual interviews and internship offers are arranged by
districts and often advertised on EDJOIN. Students and districts are encouraged to consult with School
Psychology Program Faculty members to facilitate appropriate internship placements.
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Internship Goals
The internship experience is intended to ensure that students achieve proficiency in the following
general areas: (1) assessment and data-based decision making; (2) consultation and collaboration; (3)
interventions and instructional support to develop academic skills; (4) interventions and mental health
services to develop social and life skills; (5) school-wide practices to promote learning, (6) preventive
and responsive services, (7) family-school collaboration services, (8) diversity in development and
learning, (9) research and program evaluation, (10) legal and ethical practice, and (11) professional
dispositions including communications and interpersonal skills.
Internship Evaluation
Candidate performance of Internship is evaluated during the internship year using multiple products.
Five products constitute the evaluation material:
1. All candidates must maintain a log of their internship activities. The Internship Log form is in
Appendix J of this document. Each intern is also responsible for turning in daily logs and the
Monthly Summary of Internship Log.
2. Candidate progress is reviewed on the Advisee Record (see Appendix A) by the faculty
members each semester.
3. Candidates are evaluated by the field-based credentialed school psychologist each semester
using the Field Supervisor/Administrator Form (all field supervisors must submit forms for
each student and one must be submitted from a site administrator) (see Appendices K & M),
the School Psychology Intern Evaluation Parent Form (one must be submitted (see Appendix
L), and the School Psychology Intern Evaluation Teacher Form (two must be submitted (see
Appendix M). The candidate is responsible for ensuring that these evaluation forms are
returned to the University Internship Class Instructor and Coordinator of the School
Psychology Program, prior to finals week of each semester.
4. Interns are enrolled in Internship class each semester. The class meets weekly; 2/3 are in
person and 1/3 online.
5. Interns complete the activities to document attainment of NASP standards for internship class.
See NASP Standards (Appendix B).
At the end of each semester, the Program faculty review the evaluations and meet with each candidate
to discuss the internship logs, and the School Psychology Intern Evaluation Forms. The Advisee
Record form is completed with the faculty and candidate at that time. Specific areas of strength and
areas for improvement are outlined for the candidate.
Remediation Plans Related to Internship Experience
Should there be areas of weakness or concern in an Internship student's skills, knowledge, social skills,
dress, punctuality, and/or other competency areas, the student and the Program Faculty are responsible
for developing a Remediation Plan (see Appendix G). The Plan may include more on-campus
supervised activity, coursework, or additional internship hours. See page 31 of this handbook for
information on Program disqualification.
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MASTER’S DEGREE REQUIREMENTS ESTABLISHED BY THE DIVISION
OF RESEARCH AND GRADUATE STUDIES
1. Time Limit: A period of five years is allowed for the completion of all requirements for the
Master’s degree.
2. Continuous Enrollment: University policy requires graduate students to be continuously enrolled
at the University (1) while completing a grade of SP in either thesis or project or grade of SP or I in
any other course; (2) while preparing to take a comprehensive examination; or (3) during the
semester in which an application for the degree to be granted is filed.
3. Credit by examination may not apply toward the Master’s degree.
4. Units taken as part of an undergraduate program may not apply toward the Master’s Degree
Program.
5. No courses used to obtain another Master’s degree in this or any other department may be included
in the Program.
6. You must attain Advancement to Candidacy prior to the semester in which you register for thesis
units.
7. Required minimum GPA of 3.0 for good standing in the Graduate Program, for Advancement to
Candidacy, and for Graduation.
PSYCHOLOGY DEPARTMENT REQUIREMENTS
1. Standardized Test Requirements: Includes the C-BEST, GRE, NCSP PRAXIS II.
2. Completion of a B or higher in Psychology 244A
3. Thesis, Project, or Comprehensive Exam + Elective course
ADVANCEMENT TO CANDIDACY
Advancement to candidacy gives a candidate permission to proceed toward qualifying for the degree
and provides the candidate with a program of study that has been officially reviewed and approved by
both the candidate’s faculty and by the Graduate Dean. This important step confers on the candidate
the status of candidate for the degree and represents a commitment both on the part of the candidate
and the degree program to complete the degree within a specified time limit according to requirements
published in a specific university catalog year. Advancement to candidacy is essential to the candidate
in planning and registering for courses. (The Advancement to Candidacy Form can be found in
Appendix N.)
Advancement to candidacy must be attained no later than the semester preceding the semester in which
the candidate applies for the Master’s degree. Campus policy requires a candidate to petition for
advancement to candidacy as soon as he/she becomes eligible to do so. Compliance with this policy is
necessary for a potential candidate to remain in good standing. All potential candidates must also
demonstrate a satisfactory level of scholastic, professional, and ethical competence as determined by
program faculty to be eligible to continue in the graduate program. Eligibility requirements for
advancement to candidacy included the following:
1. Classified graduate standing.
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2. A minimum GPA of 3.0 (both overall and at CSU, Fresno) on all graduate coursework
beginning from date of embarking on the first course of the Master’s degree.
3. Completion of Psychology 244A, Seminar in Research Methods and Theoretical Issues, with a
grade of B or higher.
4. Pass the Graduate Writing Requirement
5. At least 58 of the 71 units must be taken at CSU, Fresno. No more than 13 units of transfer
may be included in the Program.
6. All courses for the Educational Specialist degree must be 200 level (graduate). Undergraduate
coursework will not count toward the graduate degree.
7. Courses may not be included on the Advancement to Candidacy form if they do not fall within
the 5 year limit for the completion of all Master’s degree requirements.
8. Department recommendation for advancement to candidacy. In making this recommendation,
the Psychology Department Graduate Committee takes into account professional and personal
standards as well as scholastic achievement.
THESIS or PROJECT
(Optional for EdS Students; you may choose the Exam option + extra coursework)
The Department of Psychology, School Psychology Program requires that M.A. candidates
complete a Master’s thesis or project. This is an option for Ed.S. candidates. Ed.S. candidates may
also choose the comprehensive exam option. The Instructor of Record for the thesis/project must issue
a letter grade on the Master’s Degree Clearance form through the Division of Graduate Studies.
When preparing a thesis/project it should be noted that quality of work accomplished is a major
consideration in judging acceptability. The finished thesis/project must evidence originality,
appropriate organization, clarity of purpose, critical analysis, and accuracy and completeness of
documentation where needed. Critical and independent thinking must characterize the thesis. Mere
description, cataloguing, compilation, and other superficial procedures are not adequate.
The quality of writing, format, and documentation must meet standards of the American
Psychological Association’s publication style, consistent with scholarly journals in the field.
All forms are available on the Division of Graduate Studies website.
Students are encouraged to visit the Division of Graduate Studies website often for the most
recent information on thesis and graduation requirements. All forms and policies can be found
there. www.csufresno.edu/gradstudies
A. Requirements for Thesis/Project Enrollment (Psych 299/298)
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1. Advancement to candidacy by the Division of Graduate Studies. Students must be advanced to
candidacy at least four weeks before the start of the semester in which they plan to register for
thesis/project units (Psychology 299/298).
2. Maintain a GPA of 3.0 overall on all coursework completed in the Program
3. Select a committee chair and committee members; obtain approval of thesis proposal by the
committee during the Thesis Proposal meeting.
4. Submit to the Division of Graduate Studies the Graduate Studies Thesis Committee
Assignment Form with appropriate signatures.
5. Approval of thesis proposal by Psychology Human Subjects Committee (this can take two to
three weeks). Guidelines and forms can be obtained from the Department of Psychology office.
If conducting the thesis with children or engaging in data collection considered to be at-risk,
approval of the thesis proposal from the University Committee on Protection of Human
Subjects (CPHS)/Institutional Review Board (IRB) prior to data collection (this can take up to
four months).
B. Enrollment in Thesis/Project Units
Enrollment in thesis/project units may be processed any semester after the requirements listed above
have been met; school psychology students typically enroll during the internship year. A student
planning to register for thesis after a break in regular session attendance must be readmitted to the
University.
If work in 299/298 is not completed at the end of the term of registration, but the student is progressing
satisfactorily, an SP (Satisfactory Progress) grade is recorded. If the SP grade is not replaced every
two years by a letter grade, the department may require the student to re-register for the course.
Students who do not complete their thesis/project concurrently with coursework will be required
to register for 0-6 units for each semester until completion. This does not include summers unless
graduation is planned for summer.
PROGRAM COMPLETION
Time Limits
Students must complete their graduate degree five years from the semester that they begin the
Program. If the deadline is missed, students will be required to re-take coursework. A maximum
of 10 units may be reinstated.
Graduation Requirements
All graduate students will be held to the scholarship standards listed under Academic Regulations
in the University Catalog. The following provisions also apply:
32
a) A student admitted to the Ed.S Degree Program in classified standing is required to
maintain a minimum GPA of 3.0 on all work taken subsequent to admission to the
Program
b) No course with a grade below C may apply on any approved program for the Master’s
degree.
c) To be eligible for advancement to candidacy, a student must have earned at least a B
average (overall, and California State University, Fresno) on all coursework completed
after the date of embarking on the first course to be included in the Master’s Degree
Program.
d) To be eligible for enrollment in thesis units, a student must have been advanced to
candidacy and must have maintained a minimum overall GPA of 3.0 and a program
GPA of 3.0.
e) To be eligible for the granting of the Ed.S. Degree, a student must have maintained a B
average on his/her complete approved program as well as on all courses taken,
beginning with the first term listed on the Petition of Advancement to Candidacy.
f) To be eligible to receive the Ed.S. Degree with Distinction, a student must have earned
at least a 3.9 GPA on all coursework taken from the first semester of the approved
Master’s Degree Program. A minimum GPA of 3.9 must also be attained on the
approved program to qualify.
Application for the Degree to be Granted
An application for the Ed.S Degree to be granted (which includes the graduation fee payable at the
Cashier’s Window in the Joyal Administration Building) must be filed within the first two weeks of
the semester in which the work is to be completed. In addition, applicants must be enrolled.
Graduation application forms are available in the Division of Graduate Studies Office and on the
Division of Graduate Studies website. Prior to filing a request for the Ed.S Degree to be granted,
the candidate should check with the Program Advisor to ensure that all requirements have been, or
will soon be, completed.
Once all requirements for the Degree to be granted have been met, it is the candidate’s
responsibility to ensure that all necessary paperwork, including the Ed.S Degree Clearance form is
submitted to the Division of Graduate Studies by the published deadlines. Diplomas for those
completing degree requirements will be awarded approximately two to four months after the end of
the semester.
Failure to complete requirements for the degree during the sequence of the application necessitates
the filing of a new application, including a reapplication fee, for the term of actual completion.
Such reapplication is subject to the same time schedule as the original application.
Procedure for Graduation
A. File Application for Graduation form during the first two weeks of the semester in which
you plan to graduate. Forms and information are available online at the Division of Graduate
Studies website.
33
B. If doing a thesis, final draft of thesis (approved by your thesis committee) must be turned in to
the Thesis consultant in the Division of Graduate Studies by approximately the 9
th
week of
instruction. Check the Division of Graduate Studies website for exact dates.
C. For Projects (298) – optional for Ed.S. candidates, the deadline is May 1
st
.
D. File clearance for Ed.S Degree from with the Division of Graduate Studies. The form is
available online and must be submitted by the last day of the semester.
NOTE: GRADUATE STUDENTS ARE RESPONSIBLE FOR OBTAINING NECESSARY
FACULTY SIGNATURES ON ALL FORMS AND SUBMITTING THEM TO THE
APPROPRIATE OFFICE BY THE DEADLINES STATED IN THE SCHEDULE OF
COURSES. DEADLINES ARE ALSO AVAILABLE ONLINE AT THE DIVISION OF
GRADUATE STUDIES WEBSITE.
http://www.csufresno.edu/gradstudies/requirements/deadline.htm
34
SCHOOL PSYCHOLOGY PROGRAM CHECKLIST
General
€ Join CASP and NASP – maintain membership each year throughout the program
€ Attend one professional workshop each semester
Year 1 - Fall
€ August - Obtain Certificate of Clearance for practicum (May need to repeat fingerprints for
some practicum placements) (Save Certificate of Clearance for credential)
€ August - Attend program graduate orientation
€ August/September - Fill out paperwork for practicum placement site
€ August/September - TB test evidence (within last 12 months) if required by practicum district
€ Attend a plagiarism workshop; submit certificate (through Psych 244A).
€ December - Pass Graduate Writing Requirement (GWR) (administered in Psych 244A)
Year 1 - Spring
€ Repeat practicum placement paperwork (fingerprints, volunteer form, TB test) as required by
new placement
€ Complete thesis/project proposal if doing that option.
€ Complete Institutional Review Board (IRB) training for thesis.
Year 2 - Fall
€ Repeat practicum placement paperwork (fingerprints, volunteer form, TB test) as required by
new placement
€ Complete Advancement to Candidacy Form (Available on Division of Graduate Studies
website)
€ Document coursework needed to demonstrate Basic Skill Requirement if you do not have
passing CBEST scores; this will be needed for the internship credential
€ Form a thesis/project committee –if doing that option
€ Defend thesis/project proposal - if doing that option
€ Submit Thesis Committee Form – if doing thesis
€ Submit proposal for Humans Subjects and IRB approval – if doing thesis
€ Register for NCSP/PRAXIS II exam (Take in January)
Year 2 - Spring
€ Repeat practicum placement paperwork (fingerprints, volunteer form, TB test) as required by
new placement
€ Take NCSP/PRAXIS II exam
€ Print PRAXIS scores immediately when received online!! Submit scores to program
coordinator
€ Thesis/project proposal must be successfully defended (if applicable)
€ Develop resume and internship portfolio
€ Interview for internships
35
€ Obtain signatures on CSUF internship agreement and District internship contract.
€ Submit materials for PPS internship credential following grade posting for spring semester
€ All required coursework except internship supervision class must be completed prior to
internship; electives are allowed during internship.
Year 3 - Fall
€ Register for Internship class (Psych 267) and thesis/project (Psych 299/298) if option.
€ View a thesis formatting webinar through Division of Graduate Studies if option.
Year 3 – Spring
€ If thesis/project was not defended in fall, sign up for thesis (Psych 299/298)
€ Apply for graduation at beginning of semester of graduation
€ Thesis must be completed and defended by mid-March for spring graduation
€ Projects may be completed up to May 1st.
€ If finishing in summer or fall, apply for graduation then. Continue to sign up for 299/298 each
semester until graduation
€ Initiate Program Clearance form in month prior to graduation
€ Following completion of internship, submit paperwork for PPS credential. Program completion
data will be submitted to credential analyst by the Program Coordinator after grades are
posted and all logs (May and June) are received.
€ Upon graduation and completion of internship hours, you should apply for the NCSP. Have
paperwork signed by field supervisor and university program coordinator. Form is available on
the NASP website.
36
APPENDIX A
This will be completed each semester to document your evaluation meeting.
37
Fresno State School Psychology Program
Advisee Record
Name: ____________________________
Semester: __________________ Date: ______________
Faculty: _______________________________________
District: ________________ Site: ________Grade:______
Supervisor: __________________________________
Skills in progress:
Faculty Comments:
______________________________________________
Candidate Comments:
38
______________________________________________
APPENDIX B
39
California State University, Fresno
Department of Psychology
School Psychology Program NASP Internship Requirements
NASP STANDARD
DESCRIPTION
ACTIVITY &
DOCUMENTATION
2. Data based decision
making and accountability
Use assessment and data collection results to design,
implement, and evaluate response to services and programs
Assessment reports
Intervention cases
3. Consultation and
Collaboration
Demonstrate skills to consult, collaborate, and communicate
with others during design, implementation, and evaluation of
services and programs.
Intervention cases
4.1. Interventions and
Instructional Support to
Develop Academic Skills
Use assessment and data collection methods to implement and
evaluate services that support cognitive and academic skills
Academic Intervention
4.2. Interventions and
Mental Health Services to
Develop Social and Life
Skills
Use assessment and data collection methods to implement and
evaluate services that support socialization, learning, and
mental health
Behavioral Intervention
Mental Health
Interventions
5. 1. School-Wide Practices
to Promote Learning
Ability to work with individuals and groups to develop and
implement practices to create and maintain effective and
supportive learning environments for children and others.
Faculty ratings
5.2. Preventive and
Responsive Services
In collaboration with others, demonstrate skills to promote
services that enhance learning, mental health, safety, and
physical well-being through protective and adaptive factors and
to implement effective crisis preparation, response, and
recovery
Presentations/in-services
(trauma)
[Syllabus]
6. Family-School
Collaborative Services
In collaboration with others, demonstrate skills to design,
implement, and evaluate services that respond to culture and
context and facilitate family and school partnership /
interactions with community agencies for enhancement of
academic and social-behavioral outcomes for children
Parental input on
assessments (Reports)
Community resources
[Syllabus)
7. Diversity in
Development and Learning
Demonstrate skills to provide professional services that
promote effective functioning for individuals, families, and
schools with diverse characteristics, cultures, and backgrounds,
with respect for diversity in development and learning and
advocacy for social justice.
Diversity in assessments;
consideration of culture
in interventions [Syllabus]
8.1. Research and Program
Evaluation
Demonstrate skills to evaluate and apply research, for service
delivery; use various techniques and technology resources for
data collection, measurement, analysis, and program evaluation
to support effective practices at the individual, group, and/or
systems levels
Program Evaluation
Single Subject design in
interventions, graphing
See Interventions
8.2. Legal, Ethical, and
Professional Practice
Provide services consistent with ethical, legal, and professional
standards, engage in ethical and professional decision-making,
collaborate with other professionals, apply professional work
characteristics (e.g., respect for diversity and social justice,
communication skills, interpersonal skills, responsibility,
adaptability, initiate, dependability, and technology skills),
Legal/ethical assignments
[Syllabus]
School Psychology Program NASP Requirements Years 1 & 2
40
NASP STANDARD
DESCRIPTION
ACTIVITY &
DOCUMENTATION
2. Data based decision
making and accountability
Use assessment and data collection results to design,
implement, and evaluate response to services and programs
Assessment reports (287)
Intervention cases (278,286)
3. Consultation and
Collaboration
Demonstrate skills to consult, collaborate, and communicate
with others during design, implementation, and evaluation of
services and programs.
Intervention cases (279,
278, 286)
4.1. Interventions and
Instructional Support to
Develop Academic Skills
Use assessment and data collection methods to implement and
evaluate services that support cognitive and academic skills
Academic Intervention (286)
4.2. Interventions and
Mental Health Services to
Develop Social and Life
Skills
Use assessment and data collection methods to implement and
evaluate services that support socialization, learning, and
mental health
Behavioral Intervention
(279, 278)
Mental Health Interventions
(282)
5. 1. School-Wide Practices
to Promote Learning
Ability to work with individuals and groups to develop and
implement practices to create and maintain effective and
supportive learning environments for children and others.
Faculty ratings (each
semester)
5.2. Preventive and
Responsive Services
In collaboration with others, demonstrate skills to promote
services that enhance learning, mental health, safety, and
physical well-being through protective and adaptive factors and
to implement effective crisis preparation, response, and
recovery
Presentations/in-services
(277, 278, 204, 286)
6. Family-School
Collaborative Services
In collaboration with others, demonstrate skills to design,
implement, and evaluate services that respond to culture and
context and facilitate family and school partnership /
interactions with community agencies for enhancement of
academic and social-behavioral outcomes for children
Parental input on
assessments (Reports) (287)
Collaboration (279)
7. Diversity in
Development and Learning
Demonstrate skills to provide professional services that
promote effective functioning for individuals, families, and
schools with diverse characteristics, cultures, and backgrounds,
with respect for diversity in development and learning and
advocacy for social justice.
Diversity in assessments
(284, 285); 274S
8.1. Research and Program
Evaluation
Demonstrate skills to evaluate and apply research, for service
delivery; use various techniques and technology resources for
data collection, measurement, analysis, and program evaluation
to support effective practices at the individual, group, and/or
systems levels
288, 244A
8.2. Legal, Ethical, and
Professional Practice
Provide services consistent with ethical, legal, and professional
standards, engage in ethical and professional decision-making,
collaborate with other professionals, apply professional work
characteristics (e.g., respect for diversity and social justice,
communication skills, interpersonal skills, responsibility,
adaptability, initiate, dependability, and technology skills),
277
41
APPENDIX C
Logs are to be turned in each week; summaries each semester.
42
NAME _________________________ DATE ___________
Field Supervisor Signature: ______________________________
PRACTICUM LOG
SCHOOL PSYCHOLOGY PROGRAM
California State University, Fresno
TIME
SITE/AGENCY
TASK/ACTIVITY
Activity
Code
POPULATION*
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
*CODE: (1) W=Caucasian, H=Hispanic, AA=African American, A=Asian (Cambodian, Lao, Hmong, Japanese,
Chinese, Indian); NA = Native American. Use O for other, or add your own code. (2) Grade or age of student
HOURS TODAY_________SEMESTER HOURS ________ YEAR TO DATE _____________
43
Practicum Log Summary
DATE
DATE
add
columns
Total
CODE
ACTIVITY
1a
Cognitive
Assessment
1b
Social emotional
Assessment
1c
Academic
Assessment
1d
CBA/DIBELS
2
File review
3a
Interview - teacher
3b
Interview - parent
4
Report writing
5
IEP meetings
6
Behavioral
observations
7a
Consultation/SST -
teacher
7b
Consultation/SST -
family
8
Intervention
9a
Individual
counseling
9b
Group counseling
10
Professional
development
13a
Supervision (field -
formal)
13b
Supervision -
informal
14
Travel
15
Other
Total
44
APPENDIX D
School psychology faculty will complete this each semester and review at your
evaluation meeting.
45
SCHOOL PSYCHOLOGY STUDENT EVALUATION
Students should be prepared in terms of these characteristics prior to internship (from NASP Standards).
Student _________ _____Rater __________ ____Date/Semester _______________________
Please rate the student according to the following scale: 5=excellent, 4=good, 3=average,
2=needs improvement, l= unacceptable, NA= not applicable
Characteristic
Rating
Anecdotal or Data-Based Evidence
ADAPTABILITY
(e.g., to changes in schedule or placement)
COMMUNICATION SKILLS
(Written and oral, presentations, diplomatic in
stating problems & presenting information,
sensitive to cultural and linguistic diversity)
CONSCIENTIOUSNESS
(Neatness, accuracy, work is completed on
time, organized)
COOPERATION
(With peers, faculty, staff, field supervisors,
teachers, parents, students)
ETHICAL CONDUCT
(In class & practicum/internship, respects
confidentiality)
INDEPENDENCE
(Initiative, problem solving, thesis on
schedule)
KNOWLEDGE OF THE FIELD
(School psychology, special education,
assessment, consultation, intervention)
MATURITY
(Life experience, empathy, decision making)
MOTIVATION
(Curiosity, interest in the field, desire to learn
and to work, takes advantage of professional
development opportunities)
PERSONAL STABILITY
(Receptive to feedback, emotional
well-being)
PROFESSIONAL CONDUCT
(Appropriate dress and behavior, pleasant,
cooperative, courteous)
PROFESSIONAL JUDGMENT
(Use of knowledge, class and practicum
attendance)
PROFESSIONAL SKILLS
(Application of knowledge in evaluation,
prevention, intervention, report writing)
RESPONSIBILITY
(Punctual, keeps up with coursework, makes
appointments, notification of change in plans)
General Comments:
46
APPENDIX E
To be copied and distributed to your field supervisor(s) each semester.
47
SCHOOL PSYCHOLOGY PRACTICUM STUDENT EVALUATION – YR 1
CALIFORNIA STATE UNIVERSITY, FRESNO
Field Supervisor Form
Practicum student: __________________________________ Date: ____________________
Field Supervisor: __________________________________________________________
Placement: _______________________________________________________________
Circle the number corresponding to the observed behaviors according to the following scale:
3. Accomplished
Exhibits evidence of knowledge and competence that exceed expectations for a beginning
practicum student.
2. Emerging
Beginning to function more independently.
1. Not Met
Competence below the level expected of a practicum student
NA. Not applicable or observed
Consultation and Behavioral Intervention Skills
1.
Practicum student works with teacher as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2)
1 2 3 NA
2.
Practicum student works with parent/family to support individual student goals.
(NASP Standard 3, 4.1, 4.2, 6)
1 2 3 NA
3.
Practicum student considers culture when developing interventions.
(NASP Standard 7)
1 2 3 NA
4.
Practicum student works with consultee to analyze baseline data, develop
intervention plan, and helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2)
1 2 3 NA
6.
Practicum student displays skills in using technology to monitor progress and graph
results.
(NASP Standard, 8.1)
1 2 3 NA
7.
Practicum student utilizes data for intervention evaluation.
(NASP Standard 2, 4.1, 4.2, 8.1)
1 2 3 NA
8.
Practicum student displays knowledge of biological, cultural, developmental, and
social influences on behavior and mental health.
(NASP Standard 4.2, 7)
1 2 3 NA
9.
Practicum student displays knowledge of empirically based behavioral interventions
and techniques.
(NASP Standard 4.2)
1 2 3 NA
10
.
Practicum student effectively interviews teachers, parents, and students.
(NASP Standard 2, 3, 6)
1 2 3 NA
Assessment and Academic Interventions
11.
Practicum student displays knowledge of biological, cultural, developmental, and
social influences on development and learning.
(NASP 4.1, 7)
1 2 3 NA
12
.
Practicum student displays knowledge of learning principles (e.g., reinforcement,
repetition) and how these can be used to support students.
(NASP 4.1, 4.2)
1 2 3 NA
48
13
.
Practicum student displays skills in observations of students.
(NASP Standard 2)
1 2 3 NA
14
.
Practicum student participates in system-wide academic data collection (e.g.,
DIBELS).
(NASP Standard 2, 5.1)
1 2 3 NA
Therapeutic Skills
15
.
Practicum student establishes rapport with students.
(NASP Standard 3, 5.2)
1 2 3 NA
16
.
Practicum student displays skills in conducting groups.
(NASP Standard 4.2, 5.2)
1 2 3 NA
17
.
Practicum student is sensitive to cultural and linguistic diversity of students and
families.
(NASP Standard 7)
1 2 3 NA
Legal , Ethical, and Professional Behaviors
18
.
Practicum students displays knowledge of legal procedures.
(NASP Standard 8.2)
1 2 3
19
.
Practicum student report sections are thorough and well written.
(NASP Standard 8.2)
1 2 3 NA
20
.
Practicum student demonstrates understanding of school culture and systems.
(NASP Standard 5.1)
1 2 3 NA
21
.
Practicum student contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2)
1 2 3 NA
22
.
Practicum student demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2)
1 2 3 NA
23
.
Practicum student engages in appropriate actions when confronted with an ethical
dilemma.
(NASP Standard 8.2)
1 2 3
Professional Characteristics
a.
Interactions with staff in terms of pleasantness, cooperation, courtesy.
1 2 3 4
b.
Assertive and tactful in stating concerns and asking questions.
1 2 3 4
c.
Initiative and enthusiasm for the field.
1 2 3 4
d.
Rapport and respect with students.
1 2 3 4
e.
Professional dress.
1 2 3 4
f.
Responds appropriately to feedback
1 2 3 4
g.
Organization, reliability, punctuality, responsibility.
1 2 3 4
4 = Exemplary; 3 = Average; 2 = Needs Improvement; 1 = Unacceptable
49
SCHOOL PSYCHOLOGY PRACTICUM STUDENT EVALUATION – YR 2
CALIFORNIA STATE UNIVERSITY, FRESNO
Field Supervisor Form
Practicum student: __________________________________ Date: ____________________
Field Supervisor: __________________________________________________________
Placement: _______________________________________________________________
Circle the number corresponding to the observed behaviors according to the following scale:
3. Accomplished
Exhibits evidence of knowledge and competence that exceed expectations for a beginning
practicum student.
2. Emerging
Beginning to function more independently.
1. Not Met
Competence below the level expected of a practicum student.
NA. Not applicable or observed
Consultation and Behavioral Intervention Skills
1.
Practicum student effectively communicates and collaborates with teachers,
parents, and other school professionals.
(NASP Standard 3)
1 2 3 NA
2.
Practicum student works with teacher/parent as consultee to identify target
problem.
(NASP Standard 3 & 6)
1 2 3 NA
3.
Practicum student considers culture in consultation process, e.g., identifying and
analyzing problems and developing interventions.
(NASP Standard 3 & 7)
1 2 3 NA
4.
Practicum student works with consultee to analyze baseline and progress
monitoring data, develop intervention plan, and helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2)
1 2 3 NA
6.
Practicum student displays skills in using technology to monitor progress and graph
results.
(NASP Standard, 8.1)
1 2 3 NA
7.
Practicum student utilizes data for intervention evaluation and intervention integrity.
(NASP Standard 2, 4.1, 4.2, 8.1)
1 2 3 NA
8.
Practicum student displays knowledge of biological, cultural, developmental, and
social influences on behavior and mental health.
(NASP Standard 4.2, 7)
1 2 3 NA
9.
Practicum student displays knowledge of empirically based behavioral interventions
and techniques.
(NASP Standard 4.2)
1 2 3 NA
10
.
Practicum student displays knowledge in systems level consultation and
intervention, e.g., classroom, grade level, and school-level.
(NASP Standard 3, 5.1, 6)
1 2 3 NA
11.
Practicum student effectively interviews teachers, parents, and students.
(NASP Standard 2, 3, 6)
1 2 3 NA
50
Assessment and Academic Interventions
12
.
Practicum student displays knowledge of biological, cultural, developmental, and
social influences on development and learning.
(NASP 4.1, 7)
1 2 3 NA
13
.
Practicum student displays knowledge of learning principles (e.g., reinforcement,
repetition) and how these can be used to support students.
(NASP 4.1, 4.2)
1 2 3 NA
14
.
Practicum student displays skills in systematic observations of students.
(NASP Standard 2)
1 2 3 NA
15
.
Practicum student displays knowledge in selecting appropriate assessment
measures for the purpose of identifying educational strengths and needs, and
special education eligibility.
(NASP Standard 2, 8.2)
1 2 3 NA
16
.
Practicum student conducts valid and reliable assessments for the purpose of
identifying student’s eligibility for special education services and/or intervention.
(NASP Standard 2, 8.2)
1 2 3 NA
17
.
Practicum student displays knowledge in synthesizing assessment information for
intervention development in evaluating student’s eligibility for special education
services and other educational services.
(NASP Standard 4.1, 4.2)
1 2 3 NA
18
.
Practicum student participates in system-wide data collection (e.g., DIBELS).
(NASP Standard 5.1)
1 2 3 NA
Therapeutic Skills
19
.
Practicum student establishes rapport with students.
(NASP Standard 3, 5.2)
1 2 3 NA
20
.
Practicum student displays effective skills in individual counseling.
(NASP Standard 5.2)
1 2 3 NA
21
.
Practicum student integrates behavioral support and mental health services with
academic and learning goals for students.
(NASP Standard 5.2, 6)
1 2 3 NA
22
.
Practicum student facilitates the design and delivery of interventions to help
students to develop effective social and life skills.
(NASP Standard 4.2, 5.2)
1 2 3 NA
23
.
Practicum student displays skills in conducting groups.
(NASP Standard 4.2, 5.2)
1 2 3 NA
24
.
Practicum student displays knowledge and/or skills in counseling culturally and
linguistically diverse students and families.
(NASP Standard 6, 7)
1 2 3 NA
Legal , Ethical, and Professional Behaviors
25.
Practicum student displays knowledge of legal procedures.
(NASP Standard 8.2)
1 2 3
26.
Practicum student report sections are thorough and well written.
(NASP Standard 8.2)
1 2 3
27.
Practicum student demonstrates understanding of school culture and systems.
(NASP Standard 5.1)
1 2 3
28.
Practicum student contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2)
1 2 3
29.
Practicum student demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2)
1 2 3 NA
30.
Practicum student engages in appropriate actions when confronted with an ethical
dilemma. (NASP Standard 8.2
1 2 3
51
52
4 =Exemplary; 3=Average; 2 = Needs Improvement; 1 = Unacceptable
Professional Characteristics
a.
Interactions with staff in terms of pleasantness, cooperation, courtesy.
1 2 3 4
b.
Assertive and tactful in stating concerns and asking questions.
1 2 3 4
c.
Displayed initiative and enthusiasm for the field.
1 2 3 4
d.
Rapport and respect with students.
1 2 3 4
e.
Professional dress.
1 2 3 4
f.
Responds appropriately to feedback
1 2 3 4
g.
Organization, reliability, punctuality, responsibility.
1 2 3 4
What would you consider to be the practicum student’s major strengths?
In what areas could the practicum student show improvement?
In what area(s) has progress been most marked during practicum?
Other comments relevant to evaluation of this student’s practicum experience
______________________________________ _______________________________________
(Supervisor) (Date) (Practicum student) (Date)
53
APPENDIX F
To be completed by practicum student each semester.
54
STUDENT EVALUATION OF FIELD-BASED SUPERVISOR
Student: _________________________Supervisor: __________________________
Semester: _______________________ Date: _______________________________
Please rate the performance according to the following scale: 5=excellent, 4=good,
3=average, 2=needs improvement, 1=unacceptable, NA = not applicable
Professional Behavior
Professional behavior with you, the student: was receptive to your questions,
diplomatic in assisting you, pleasant, cooperative, and courteous.
Professional behavior with school staff (administrators, teachers): receptive to
your questions, diplomatic in working with others, modeled ‘best practice.’
Good working relationship with administrative assistants.
Was on time; notified you of change in plans, adaptable to your schedule.
Interested in the field, eager to work with students, motivated to attend
workshops and other professional development opportunities.
Professional image: clean, neat, appropriate dress.
Good work ethic.
Respects children and your rights and confidentiality.
Communication
Demonstrated sensitivity to cultural and linguistic diversity.
Made appropriate comments during meetings and acted in a professional
manner in all meetings.
Information was presented with tact and diplomacy.
Organized and well prepared.
Skills
Demonstrated good to excellent knowledge of the field and modeled best
practices.
Conducted behavioral observations on a regular basis.
Demonstrated problem-solving skills focusing on assessment and intervention of
learning and behavior problems.
Assessment tools were appropriate and administered properly.
Demonstrated individual and group counseling skills.
55
Please add any additional comments on the back.
APPENDIX G
Used by school psychology faculty as needed.
56
SCHOOL PSYCHOLOGY PROGRAM
REMEDIATION PLAN
Student: _______________________________________Date: _________________
Faculty Members: _____________________________________________________
Area(s) in Need of Remediation:
Remediation Plan:
Date of Plan Review: __________________________________________________
_______________________________ _____________________________________
(student) (faculty)
_______________________________ _____________________________________
(faculty) (faculty)
57
APPENDIX H
58
SCHOOL PSYCHOLOGY PROGRAM
DEPARTMENT OF PSYCHOLOGY
CALIFORNIA STATE UNIVERSITY, FRESNO
FRESNO, CA 93740-8019
INTERNSHIP AGREEMENT
Intern: ___________________________________________________________
District: ___________________________________________________
University Supervisor: ___________ __________________ Year: ___________
1. The above named intern has agreed to work a minimum of 32 hours per week on
average for a total of 600 hours per semester. A total of 1200 clock hours over the full
academic year are required for program completion. NOTE: CSUF internship
supervision classes are held on Fridays and are mandatory.
2. The district must provide the intern with a minimum of two hours of supervision each
week.
a. Intern supervisors must have a minimum of three years’ full-time experience as a
credentialed school psychologist.
b. Field supervisors are not assigned to supervise more than two interns unless given
release time to do so.
3. The Intern, the Field Based Supervisor, and the University Supervisor will meet at
least once each semester at the school site if feasible.
4. The Intern will meet three hours per week with the CSU, Fresno University Supervisor
including class time, online communication, and individual supervision. Additional
supervision will be scheduled as needed.
5. The School District and Field Based Supervisor will ensure that the Intern is provided:
a. A written agreement from the School District specifying the terms of compensation;
b. A written agreement from the School District specifying the terms of the internship
(hours, duties, benefits, and supervision)
c. Expense reimbursements;
d. A safe and secure work environment and adequate office space;
e. Support services consistent with that afforded agency school psychologists;
f. Provisions for participating in continuing professional development activities;
59
g. Release time for internship supervision; and
h. A commitment to the internship as a diversified training experience (see #6).
60
6. It has been agreed by the undersigned parties that the Intern will gain experience in
the following areas:
a. Psycho-educational assessment
b. IEP meetings & related paperwork
c. Report writing
TOTAL TRADITONAL ASSESSMENT TIME = MAXIMUM 40%
d. Consultation/Student Study Team Meetings
e. Intervention Design, Implementation, Evaluation
f. Individual Counseling (Special & General Education Students)
g. Group Counseling, Social Skills Training, etc.
h. Classroom Observations
i. Alternative assessments (CBM, RTI)
TOTAL PROBLEM SOLVING TIME = MINIMUM 25%
j. Continuing Professional Development (workshops, conventions, research)
k. Supervision (Field and University)
TOTAL PROFESSIONAL DEVELOPMENT = MINIMUM 15%
8. The signing of the internship agreement by the three parties demonstrates each
individual’s commitment to pursuing the objectives of the School Psychology Program.
At the completion of the program, students are expected to be able to:
a. Operate within a scientist-practitioner framework by using problem-solving
methods that stem from the scientific method and research to guide practice.
The end result also leads to accountability;
b. Demonstrate respect for and sensitivity to cultural and individual differences;
c. Deliver school psychological services from a consultation framework with an
emphasis on problem-solving to prevent and remediate learning and adjustment
problems experienced by children and youth;
d. Link assessment methodologies to the development of research-based
interventions;
e. View problems from a systems/ecological perspective focusing on the child, the
family, the school, and the community, and to use a scientific problem-solving
approach in their work; and
f. Engage in evaluation of individual practice and school-based or
community-based programs.
If at any time during the year the Internship School District should fail to live up to the
terms of the internship placement this agreement may be terminated.
If the Intern does not perform his or her duties satisfactorily, this agreement may be
terminated.
61
__________________________________________ ________________________
(Intern) (Date)
__________________________________________ ________________________
(District Representative) (Date)
__________________________________________ ________________________
(University Supervisor) (Date)
APPENDIX I
(Sample only:
Please see Division of Graduate Studies Website to fill in this form.
(Only for students doing the thesis for the culminating event)
62
California State University, Fresno
Division of Graduate Studies
MASTER'S THESIS (299) COMMITTEE ASSIGNMENT
Candidate Date
Local Phone Number ( ) ID #
E-mail address Estimated graduation date
Semester/Term Year
The above student has been officially ADVANCED TO CANDIDACY, is in good graduate standing,
and is recommended for Thesis 299 assignment.
Student and thesis committee members have read the attached Thesis Committee Guidelines
and approve the following proposed Thesis 299 topic:
Human Subjects Clearance has been obtained: Yes ☐ No ☐ Not Applicable ☐
Animal Subjects Clearance has been obtained: Yes ☐ No ☐ Not Applicable ☐
Thesis 299 Committee:
o Typed/Printed Name Department Signature of
Approval
o Chair
o Member
o Member
Review and Approval of Assignment and Planned Thesis Topic:
Signature Date
Graduate Program Coordinator/Director or Dept. Chair
Signature Date
College Dean (for Agricultural Sci. & Tech.; Arts and Humanities;
Science and Mathematics)
Review Signature Date
Thesis Consultant (for Dean, Division of Graduate Studies)
63
Note: Changes in committee membership or topic require submitting a CHANGE IN MASTER'S
THESIS (299) COMMITTEE AND/OR TOPIC form.
Final Thesis Clearance Date
Thesis Consultant
Attachment DGS/rev. 09/03
64
Thesis/Dissertation Committees
Thesis/dissertation committees have an established place in the academic world and play a vital role in the
guidance and direction of graduate student research. One member of the committee, the chairperson, has a
more formal administrative relationship with the student because of the way the university recognizes the
chairperson's responsibilities. On occasion, the roles of the chairperson and the committee members
require clarification.
1.0 Thesis/Dissertation Committee Structure
The Psychology Department uses the same committee structure for projects (298).
1.1 Number of Members
1.11 Each master’s thesis and doctoral dissertation committee shall be composed of a
minimum of three members.
1.12. Under extenuating circumstances (e.g., member’s death or sudden leave), to be noted
by the graduate program coordinator
*
in a letter to the graduate dean, an individual
1
student in the final stages of the thesis/dissertation may request to have fewer than
three members on the committee.
1.13 A fourth and/or fifth member may be added to the committee when deemed
appropriate/necessary to provide required expertise.
1.2 Committee Membership
1.21 Two of the three required committee members, including the chair, shall be members
of the Master's Graduate Faculty Group of the student’s degree program. Only
members of this group are allowed to chair a thesis. In order for a member to chair a
thesis, he/she must have previously served as a second or third member of a thesis
committee (per APM 226-2, III. Criteria for Membership in a Master's Graduate
Faculty Group, par. 3).
The Graduate Group in the program, with the approval of the department, may invite
their Faculty Early Retirement Program (FERP) faculty members to participate on
thesis/dissertation committees as second or third readers, with the stipulation that they
demonstrate a personal commitment to function in this capacity and that they have
been appointed as members of the consultative body. Graduate faculty members
whose status has been terminated due to retirement or who are in FERP status may
complete outstanding examining committee, thesis committee, and advising
assignments as chair if they wish to do so, but they may not accept new assignments
to chair such committees (see APM 226-3, III. Criteria for Membership in a Master's
1*
The terms Program coordinator and Program director are interchangeable in this document.
65
Graduate Faculty Group, par. 8). Note: In order for the thesis/dissertation committee
to function as required, the program must appoint FERP faculty serving on these
committees as adjunct faculty during each of the academic terms in which they have
inactive status.
1.22 An individual who possesses requisite expertise, but who is not a member of the
department faculty in the student’s program, may serve as a third reader on a thesis or
dissertation committee with the approval of the department chair. This may include
part-time and adjunct faculty, retired program faculty, faculty from other programs or
universities, and community professionals. In such cases, a curriculum vita of the
individual concerned must accompany the submitted Master’s Thesis (299)
Committee Assignment form.
1.23 Each graduate program committee may establish additional procedures for the
appointment of thesis committee members. It is recommended that these procedures
be published and be made available to incoming graduate students and new faculty
members.
1.24 The committee chair shall be a faculty member of the graduate faculty from the
student’s program. A faculty member from another department may assume the role
of committee chair only if eligible for and appropriately appointed as program
graduate faculty (see APM 226) in the student’s degree program.
1.25 For the doctorate degree, the committee chair must be a member of the Doctoral
Graduate Faculty Group, and possess requisite knowledge and experience in
discipline-based research theory and methodologies at the doctoral level, knowledge
of the requirements for doctoral dissertations in the discipline, and a demonstrated
ability to successfully direct others in research activities. The first time an individual
is being considered as a chair of a doctoral dissertation committee, supporting
documentation must accompany the recommendation through all levels of review (per
APM 227-2, III. Criteria for Membership in a Doctoral Graduate Faculty Group, par.
6c).
1.26 Each graduate program’s graduate group should establish a reasonable maximum for
the number of theses an individual faculty member may supervise.
1.27 The department chair should ensure that work of the thesis or dissertation committee
chair is calculated as part of the faculty’s required regular workload.
66
APPENDIX J
Samples only; the internship logs will be completed electronically and
submitted monthly.
67
NAME __________________ Date ________
TIME
SITE/
AGENCY
TASK/ACTIVITY
POPULA-
TION*
HOURS
CODE
7 or <
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
LATER
68
TOTAL HOURS FOR DAY
*CODE: (1) W=Caucasian, H=Hispanic, AA=African American, A= Asian (Cambodian, Lao, Hmong, Japanese, Chinese, Indian); NA
= Native American. Use O for other, or add your own code. (2) Grade or age of student
INTERNSHIP LOG CODING
CODE
ACTIVITY
DESCRIPTION
1
Psychoeducational Assessment
(Traditional)
Any norm-referenced testing: preparing, administering,
and scoring
2
File review, interviews
Background information for special education
evaluation, record reviews, interviews, phone calls
3
Report writing
At work or at home
4
Behavioral observations for
assessment
Structured and anecdotal observations for assessment:
classroom, home, recess, etc.
5
IEP meetings
Time prepping for and at meeting
TRADITIONAL ASSESSMENT
TIME
Maximum of 50%
6
Behavioral observations
Structured and anecdotal observations for intervention:
classroom, home, recess, etc.
7
CBA/DIBELS
Data collection, recording, and/or graphing for
norming, assessment, intervention, progress
monitoring, evaluation
DATA COLLECTION TIME
For Assessment or Intervention
8
Consultation/SST
Interviews for intervention; SST meetings
9
Individual or Small Group
Intervention
Research for intervention, designing the intervention,
implementation, progress monitoring, evaluation
10
System-Wide Intervention
(e.g., RTI, PBIS, crisis) Research, training, collaboration
meetings, data collection, implementation, evaluation
11
Individual counseling
Counseling with either special education (DIS) or
general education students (prep time and direct
contact)
12
Group counseling
Groups: e.g., social skills, anger management, grief
(prep time and direct contact)
PROBLEM SOLVING
Recommended Minimum 25% Problem Solving and
Data Collection
13
Professional development
Workshops, professional meetings (e.g., CVA-CASP,
CASP, NASP, ABA), district in-services and other
training
14
Alternative activities
Webinars (e.g., IRIS modules) (Submit documentation)
15
Supervision (University)
University supervision including internship class, prep
for internship class, on line activities for class
16
Supervision (Field)
School based field supervision – individual or group;
one hour in person, also code phone and email contacts
(NASP requires minimum 2 hrs/wk)
PROFESSIONAL
DEVELOPMENT
Recommended Minimum 5 hours/week
17
Travel
Between school sites + 30 minutes commute time
18
Other
E.g., lunch, coding logs
69
19
Home contact
E.g., Talking with or interviewing parents in person or
phone. This will overlap with another category (e.g.,
interviews -#2, SST - #8)
TOTAL
Average at least 35 hours/week;
140-150 hours for 4 week month.
Minimum 36 weeks = minimum 1200 hours
70
APPENDIX K
To be distributed to field supervisor(s) each semester.
71
SCHOOL PSYCHOLOGY INTERN EVALUATION
CALIFORNIA STATE UNIVERSITY, FRESNO
Field Supervisor Form
Intern: _________________________________________ Date: ____________________
Field Supervisor: __________________________________________________________
Placement: _______________________________________________________________
Circle the number corresponding to the observed behaviors according to the following scale:
4. Exemplary
Demonstrates the highest level of knowledge, competence, and understanding that
clearly exceeds the independent expectations of an intern and can function with minimal
supervision required.
3. Accomplished
Exhibits evidence of knowledge, competence, understanding that exceeds expectations for a
beginning pre-service intern, but not yet able to practice without occasional or more on-going
supervision.
2. Emerging
Displays competence that meets expectations for a beginning pre-service intern but not yet at an
initial professional level and still requires on-going supervision.
1. Not Met
Competence below the level expected of an intern, or minimal or no competence noted
NA – No opportunity
Consultation and Behavioral Intervention Skills
1.
Intern works with teacher as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2)
1 2 3 4 NA
2.
Intern works with parent/family as consultee to identify target problem.
(NASP Standard 3, 4.1, 4.2, 6)
1 2 3 4 NA
3.
Intern considers culture when developing interventions.
(NASP Standard 7)
1 2 3 4 NA
4.
Intern works with consultee to analyze baseline data, develop intervention plan and
helps obtain necessary materials.
(NASP Standard 3, 4.1, 4.2)
1 2 3 4 NA
5.
Intern follows up on progress of intervention regularly; modifies as needed.
(NASP Standard 4.2)
1 2 3 4 NA
6.
Intern displays skills in using technology to monitor progress and graph results.
(NASP Standard, 8.1)
1 2 3 4 NA
7.
Intern utilizes data for intervention evaluation; makes plans for maintenance and
generalization.
(NASP Standard 2, 4.1, 4.2, 8.1)
1 2 3 4 NA
8.
Intern displays knowledge of biological, cultural, developmental, and social
influences on behavior.
(NASP Standard 4.2, 7)
1 2 3 4 NA
9.
Intern displays knowledge of behavioral assessment and techniques.
(NASP Standard 2, 4.2)
1 2 3 4 NA
10.
Intern implements and evaluates prevention programs.
(NASP Standard 5.2, 8.1)
1 2 3 4 NA
72
11.
Intern is involved with school-wide multi-tier behavior support models.
(NASP Standard 5.2)
1 2 3 4 NA
Assessment and Academic Interventions
12.
Intern displays knowledge of biological, cultural, developmental, and social
influences on development and learning.
(NASP 4.1, 7)
1 2 3 4 NA
13.
Intern selects appropriate assessment measures.
(NASP Standard 2)
1 2 3 4 NA
14.
Intern is skilled in individual assessment (e.g., cognitive, academic, memory).
(NASP Standard 2)
1 2 3 4 NA
15.
Intern displays appropriate use and interpretation of adaptive and behavior rating
scales.
(NASP Standard 2, 4.1)
1 2 3 4 NA
16.
Intern incorporates assessment of the instructional environment.
(NASP Standard 2, 4.1, 5.1)
1 2 3 4 NA
17.
Intern is skilled in observations of students.
(NASP Standard 2)
1 2 3 4 NA
18.
Intern displays ability to integrate information and make recommendations.
(NASP Standard 2, 4.1)
1 2 3 4 NA
19.
Intern uses data to develop academic interventions.
(NASP Standard 2, 4.1)
1 2 3 4 NA
20.
Intern follows up on progress of intervention and modifies as needed.
(NASP Standard 4.1)
1 2 3 4 NA
21.
Intern participates in system-wide academic data collection and development, and/or
evaluation of academic intervention programs.
(NASP Standard 5.1, 8.1)
1 2 3 4 NA
Therapeutic Skills
22.
Intern is skilled in assessment of social and emotional development.
(NASP Standard 2, 4.2)
1 2 3 4 NA
23.
Intern selects appropriate counseling techniques.
(NASP Standard 5.2)
1 2 3 4 NA
24.
Intern establishes clear communication with parents and teachers about counseling
process.
(NASP Standard 3, 5.2, 6)
1 2 3 4 NA
25.
Intern establishes rapport with students.
(NASP Standard 3, 5.2)
1 2 3 4 NA
26.
Intern develops goals and objectives for counseling and evaluates progress.
(NASP Standard 2, 5.2, 8.1)
1 2 3 4 NA
27.
Intern displays skills in conducting groups.
(NASP Standard 4.2, 5.2)
1 2 3 4 NA
28.
Intern is sensitive to cultural and linguistic diversity of students and families.
(NASP Standard 7)
1 2 3 4 NA
29.
Intern is utilizes school and community resources to aid students and families.
(NASP Standard 5.2, 6)
1 2 3 4 NA
30.
Intern participates in threat assessments and crisis interventions.
(NASP Standard 5.2)
1 2 3 4 NA
Legal , Ethical, and Professional Behaviors
73
31.
Interns displays knowledge of legal procedures and proper forms.
(NASP Standard 8.2)
1 2 3 4
32.
Intern reports are completed ahead of time, thorough and well organized.
(NASP Standard 8.2)
1 2 3 4
33.
Intern contributes to staffing conferences and IEP meetings.
(NASP Standard 3, 8.2)
1 2 3 4
34.
Intern demonstrates confidentiality and ethical behavior in counseling.
(NASP Standard 8.2)
1 2 3 4
Professional Characteristics
a.
Interactions with staff in terms of pleasantness, cooperation, courtesy.
1 2 3 4
b.
Working relationship with administrators and other professionals.
1 2 3 4
c.
Communication with parents.
1 2 3 4
d.
Rapport and respect with students.
1 2 3 4
e.
Professional dress.
1 2 3 4
f.
Responds appropriately to feedback
1 2 3 4
g.
Organization, reliability, punctuality, responsibility.
1 2 3 4
4=Exemplary; 3=Average; 2 = Needs Improvement; 1 = Unacceptable
What would you consider to be the intern’s major strengths?
In what areas could the intern show most improvement?
In what area(s) has progress been most marked during internship?
Other comments relevant to evaluation of this student’s internship experience.
74
____________________________________________ ___________________________
(Supervisor) (Date)
_____________________________________________ ___________________________
(Intern) (Date)
APPENDIX L
75
SCHOOL PSYCHOLOGY INTERN EVALUATION (Parent)
CALIFORNIA STATE UNIVERSITY, FRESNO
Intern Name: ___________________________________________ Year: ___________
Parent Name: ______________________ School: __________________________
Based on your interactions, please evaluate the School Psychology Intern according to
this scale:
5 Excellent 2 Needs Improvement
4 Good 1 Unacceptable
3 Average NA Not applicable/not observed
1. ______ Contact with you was courteous and convenient (phone, written, or
personal).
2. ______ The intern communicated information to you clearly and answered
questions.
3. ______ The intern demonstrated flexibility and sensitivity to your needs and those
of your child.
4. _____ The intern prepared you for interviews, assessment procedures, and
meetings by explaining why this was necessary and what would happen.
5. _____ The intern appeared competent and knowledgeable of assessment
procedures in interviews, assessment, and written and oral reports.
6. ______ The recommendations made were clear, appropriate, and manageable.
7. ______ The intern was reliable and punctual regarding appointments and any
material promised.
8. ______ The intern appeared to have a cooperative and professional relationship
with teachers and other school personnel.
9. ______ The intern obtained information regarding resources that would assist you
in helping your child succeed in school.
10. _____ The intern assisted you in setting up a behavior management plan,
homework schedule, or other intervention at home.
Other Comments:
76
APPENDIX M
77
SCHOOL PSYCHOLOGY INTERN EVALUATION
(Teacher/Administrator)
CALIFORNIA STATE UNIVERSITY, FRESNO
Intern: ___________________________________________ Date: ___________
Name / Position of Evaluator: ______________________________________________
School: ___________________________________________________________
Directions: The ratings of the intern should be based on observations and/or reports
from staff, parents, and students. Please use the rating guide below:
5 Excellent 2 Needs Improvement
4 Good 1 Unacceptable
3 Average NA Not applicable/not observed
1. _____ Respects student rights and confidentiality.
2. _____ Has a pleasant cooperative working relationship with other professionals.
3. _____ Dresses appropriately.
4. _____ Displays rapport and respect with students.
5. _____ Demonstrates ability to put parents at ease, using terms that are appropriate
and not threatening or unclear.
6. _____ Accepts feedback and suggestions for change.
7. _____ Respects teacher and class schedules; arranges meetings and observations in
advance and at teacher convenience.
8. _____ Keeps appointments, is punctual and reliable.
9. _____ Materials and written work are delivered when promised.
10. ____ During staffing and parent meetings the intern presents information in a clear,
well organized, and thoughtful manner.
11. ____ Demonstrates adequate preparation for assessment procedures.
12. ____ Is knowledgeable of intervention techniques.
13. ____ Makes recommendations that are clear, appropriate, and manageable.
Other Comments:
78
APPENDIX N
Sample only; see Division of Graduate Studies for current form
which will be completed electronically.
79
Guidelines for the Completion of the
Advancement to Candidacy Petition
This information is provided to assist you in the completion of the Petition of Advancement to Candidacy form. It will be
necessary for you to make an appointment with your graduate adviser, and, if needed, obtain a copy of your California State
University, Fresno transcript from the University Records Office to refer to when filling out the advancement petition.
Complete both sides of the attached petition. If more space for listing coursework is needed, attach an additional
advancement petition with the required signatures as a second page to this form. Return the petition to the Division of
Graduate Studies office, Thomas Administration Building, room 132. You will receive a written response of approval or
denial from one of the evaluators in the Division of Graduate Studies within six to eight weeks after submission of the
petition.
Filing Deadline
Advancement to candidacy gives a student permission to proceed toward qualifying for the master’s degree and should be
accomplished as soon as you are eligible. Your Petition of Advancement to Candidacy must be received in the Division of
Graduate Studies no later than the sixth week of the semester prior to the semester in which you register for the
culminating experience (thesis, project, or comprehensive exam) or apply for the master’s degree to be granted. Check the
Academic Calendar in the current California State University, Fresno General Catalog for exact deadlines.
Eligibility
In order to be eligible for advancement to candidacy you must have accomplished the following: attained classified
standing; completed at least 9 units at Fresno State toward your proposed program; achieved a minimum grade point
average of 3.0 in all coursework listed on the Petition of Advancement to Candidacy; fulfilled the Graduate Writing Skills
Requirement; passed the Subject GRE (if required); passed the Department Qualifying Examination (if required); and
completed the foreign language requirement (if required).
Degree Title
List the official degree title and designated option (if applicable) of your graduate program.
Classified Graduate Standing
If you were admitted to your program with conditionally classified graduate standing, you will need to attain classified
graduate standing. You may do so by contacting your graduate coordinator and requesting the submission of the Classified
Graduate Standing Request form to the Division of Graduate Studies. Please note that no more than 10 units (including
transfer and postbaccalaureate credit) completed before achieving classified graduate standing may be listed on the Petition
of Advancement to Candidacy.
Graduate Writing Skills Requirement
In keeping with the university’s graduate-level writing proficiency requirement, all graduate students must demonstrate
their competence with regard to writing skills prior to advancement to candidacy. Each graduate program has a different
method for fulfilling the writing requirement. Consult with your graduate adviser to determine how this requirement is met,
and indicate the date this requirement was completed in the appropriate section of the advancement petition.
Subject GRE
The Subject GRE is required prior to advancement to candidacy by the following programs: Physics and Psychology. List
the exact date the Subject GRE was taken on the advancement petition. Please note that the Subject GRE is not the same as
the General GRE that is required prior to admission to a graduate program.
Departmental Qualifying Examination (DQE)
The DQE is required prior to advancement to candidacy by the following programs: Art, Civil Engineering, Computer
Science, Kinesiology, Linguistics, Mathematics, Plant Science, and Viticulture and Enology. List the exact date the DQE
was passed on the advancement petition.
80
Foreign Language Examination
The Foreign Language Exam is required prior to advancement to candidacy by the following programs: Creative Writing,
English, and Music (only if completing the Performance option with an emphasis in Vocal Performance or Choral
Conducting). List the exact date the foreign language requirement was met on the advancement petition.
Substitutions
If your proposed program of study departs from the department's master's degree program description in the current
California State University, Fresno General Catalog, your graduate coordinator must note all substitutions of required
coursework on the front of the advancement petition under the Approved Substitutions for Required Courses section.
Catalog Year
Usually students are advanced to candidacy under the departmental requirements listed in the current California State
University, Fresno General Catalog. If your graduate adviser has recommended that you be permitted to follow the
requirements from a previous catalog, please indicate the catalog year used in the space provided on the reverse side of the
advancement petition.
Time Limit
A maximum time limit of five years is allowed for completion of master’s degree requirements. The five years begins with
the earliest course listed on the advancement petition. Courses older than five years may not be listed on your advancement
petition. Your time limit will be noted by an evaluator in the space provided on the petition upon approval of your
advancement.
Course Listings
Type or print (in ink) a list of your master's program coursework (courses already taken and those anticipated) in
chronological order, beginning with the earliest course taken. It is important to list all course prefixes, numbers, titles,
institutions, terms and years when taken, unit values, and grades for those courses completed. All of this information, with
the exception of grades, should also be listed for courses you plan to take at a later date.
Transfer Work
Transfer work includes courses taken from other accredited institutions and/or coursework taken through Continuing and
Global Education (Extension and/or Open University) at Fresno State. If you have included coursework from another
institution on the advancement petition, you must attach xerographic copies from the other institution's catalog of the
following: course description; master's degree program description to demonstrate that the course could have been used
toward the master's degree at the other institution; the course numbering and grading systems; and information clarifying
whether the institution used the semester or quarter system. Official transcripts of transfer work must be on file in the
Office of Admissions and Records at Fresno State. Please note that the amount of transfer work listed on the advancement
petition may not exceed 9 units on a 30-unit program, or 18 units on a 60-unit program.
Grade Point Average
Graduate students must maintain a minimum program grade point average of 3.0 to be eligible for advancement to
candidacy. The program GPA includes only those courses listed on the Petition of Advancement to Candidacy.
Signatures
Check with your graduate coordinator to determine which signatures are required on your advancement petition. It is also
important for you to sign the petition! Faculty and student signatures indicate an agreement that approved requirements
will be completed within the five-year program time limit.
Questions
Many questions regarding advancement to candidacy may be answered by consulting the California State University,
Fresno General Catalog, and by accessing our Web site, www.csufresno.edu/gradstudies/. For an interpretation of
requirements for advancement to candidacy, see your graduate adviser.
81
NOTE: If you need to make changes to the attached advancement petition after it has been approved by the dean of the Division of
Graduate Studies, you must file an approved Program Adjustment Request form in the Division of Graduate Studies.
DGS/9-06
82
California State University, Fresno
Division of Graduate Studies
Thomas Administration Building, Room 132
5241 North Maple Avenue M/S TA51
Fresno, CA 93740-8027
PETITION OF ADVANCEMENT TO CANDIDACY
FOR THE MASTER'S DEGREE
Type or print in ink
NAME
last first middle previous
ADDRESS TELEPHONE
street city state zip
STUDENT ID# SS# ☐ MALE ☐FEMALE
OFFICIAL DEGREE TITLE MS in Psychology
DEPARTMENTAL/UNIVERSITY REQUIREMENTS (complete as required)
Classified Graduate Standing Attained
Term/Year
Graduate Writing Skills Requirement (writing component of PSYCH 244) has been met:
Date completed
Subject GRE: ☒not required
Departmental Qualifying Examination: ☒not required
Foreign Language Examination: ☒not required
SUBSTITUTIONS FOR REQUIRED COURSES
for
course prefix number title term/year taken units course prefix & number
for
course prefix number title term/year taken units course prefix & number
for
course prefix number title term/year taken units course prefix & number
for
course prefix number title term/year taken units course prefix & number
for
course prefix number title term/year taken units course prefix & number
Complete the reverse side of this petition.
, #
Proposed Program of Courses for the Master’s Degree
83
Note: Be sure to list a complete program of study below, including all other remaining electives
and/or required coursework (excluding prerequisites).
University Catalog Year Used 2018-2019 Time Limit for Completion of Degree Requirements
COURSE PREFIX, NUMBER, TITLE INSTITUTION TERM/YEAR UNITS GRADE OFFICE USE
ONLY
PSYCH 204, Developmental Psychopathology Fresno State / 3
COUN 234D Psychopharmacology Fresno State / 2
PSYCH 281 Group Counseling in Schools Fresno State / 2 CR/NC only
PSYCH 244A, Sem. in Research Methods and Theoretical Issues Fresno State / 4 A or B required
PSYCH 288, Advanced Applied Behavior Analysis Fresno State / 4
PSYCH 267, Internship in School Psychology Fresno State / 6
PSYCH 267, Internship in School Psychology Fresno State / 6
PSYCH 274S, Multicultural Psychology Fresno State / 4
PSYCH 280, Counseling Techniques for School Psychologists Fresno State / 3
PSYCH 277, Role and Function of the School Psychologist Fresno State / 4
PSYCH 278, Intervention and Prevention in School Psychology Fresno State / 4
PSYCH 279, Consultation and Supervision Fresno State / 4
PSYCH 282, Cognitive and Behavior Therapy Fresno State / 4
PSYCH 284, Assessment of Intellectual Abilities Fresno State / 4
PSYCH 285, Assess. of Learning and Developmental Problems Fresno State / 4
PSYCH 286, Instructional Consultation and Intervention Fresno State / 4
PSYCH 287, Practicum in School Psychology Fresno State / 1 CR/NC only
PSYCH 287, Practicum in School Psychology Fresno State / 1 CR/NC only
PSYCH 287, Practicum in School Psychology Fresno State / 1 CR/NC only
PSYCH 287, Practicum in School Psychology Fresno State / 1 CR/NC only
/
/
/
/
Culminating Experience:
Choose one Fresno State /
RECOMMENDED BY: and
Graduate Program Adviser (if required) Date Graduate Program Coordinator/Director Date
APPROVED BY:
Department Chair (if required) Date Student Date
APPROVED BY: APPROVED BY UNIVERSITY GRADUATE COMMITTEE
College/School Dean (if required) Date
Dean, Division of Graduate Studies Date
Evaluator’s Comments
DGS/5-07 atc-psych-ms0708.doc
84
APPENDIX O
(Only for candidates completing the thesis option)
85
California State University, Fresno
Division of Graduate Studies
CHANGE IN MASTER'S THESIS (299) COMMITTEE AND/OR TOPIC
Candidate Name Phone Number ( ) ID#
Date
This represents a change in ☐topic ☐committee.
Thesis 299 new topic:
Thesis 299 Committee Notification and Acceptance of Revision:
o Continuing/New Committee Former Committee
(for committee changes only)
o
Signature of Agreement Initial of
o Name Dept to Serve on
Committee Name acceptance
o Chair Chair
o Member Member
o Member Member
The justification for this committee substitution is as follows:
Approval Signatures: Date
Graduate Program Coordinator
Date
Department Chair
Date
Thesis Consultant (for Dean, Division of Graduate Studies)
Final Thesis Clearance Date
Thesis Consultant (DGS)
Attachment rev 9/03
86
Thesis/Dissertation Committees
Thesis/dissertation committees have an established place in the academic world and play a vital role in the guidance and
direction of graduate student research. One member of the committee, the chairperson, has a more formal administrative
relationship with the student because of the way the university recognizes the chairperson's responsibilities. On occasion,
the roles of the chairperson and the committee members require clarification.
1.0 Thesis/Dissertation Committee Structure
1.1 Number of Members
1.11 Each master’s thesis and doctoral dissertation committee shall be composed of a minimum of three
members.
1.12. Under extenuating circumstances (e.g., member’s death or sudden leave), to be noted by the graduate
program coordinator
*
in a letter to the graduate dean, an individual student in the final stages of the
2
thesis/dissertation may request to have fewer than three members on the committee.
1.13 A fourth and/or fifth member may be added to the committee when deemed appropriate/necessary to
provide required expertise.
1.2 Committee Membership
1.21 Two of the three required committee members, including the chair, shall be members of the Master's
Graduate Faculty Group of the student’s degree program. Only members of this group are allowed
to chair a thesis. In order for a member to chair a thesis, he/she must have previously served as a
second or third member of a thesis committee (per APM 226-2, III. Criteria for Membership in a
Master's Graduate Faculty Group, par. 3).
The Graduate Group in the program, with the approval of the department, may invite their Faculty Early
Retirement Program (FERP) faculty members to participate on thesis/dissertation committees as
second or third readers, with the stipulation that they demonstrate a personal commitment to function
in this capacity and that they have been appointed as members of the consultative body. Graduate
faculty members whose status has been terminated due to retirement or who are in FERP status may
complete outstanding examining committee, thesis committee, and advising assignments as chair if
they wish to do so, but they may not accept new assignments to chair such committees (see APM
226-3, III. Criteria for Membership in a Master's Graduate Faculty Group, par. 8). Note: In order
for the thesis/dissertation committee to function as required, the program must appoint FERP faculty
serving on these committees as adjunct faculty during each of the academic terms in which they have
inactive status.
2*
The terms Program coordinator and Program director are interchangeable in this document.
87
1.22 An individual who possesses requisite expertise, but who is not a member of the department faculty
in the student’s program, may serve as a third reader on a thesis or dissertation committee with the
approval of the department chair. This may include part-time and adjunct faculty, retired program
faculty, faculty from other programs or universities, and community professionals. In such cases, a
curriculum vita of the individual concerned must accompany the submitted Master’s Thesis (299)
Committee Assignment form.
1.23 Each graduate program committee may establish additional procedures for the appointment of thesis
committee members. It is recommended that these procedures be published and be made available to
incoming graduate students and new faculty members.
1.24 The committee chair shall be a faculty member of the graduate faculty from the student’s program. A
faculty member from another department may assume the role of committee chair only if eligible for
and appropriately appointed as program graduate faculty (see APM 226) in the student’s degree
program.
1.25 For the doctorate degree, the committee chair must be a member of the Doctoral Graduate Faculty
Group, and possess requisite knowledge and experience in discipline-based research theory and
methodologies at the doctoral level, knowledge of the requirements for doctoral dissertations in the
discipline, and a demonstrated ability to successfully direct others in research activities. The first
time an individual is being considered as a chair of a doctoral dissertation committee, supporting
documentation must accompany the recommendation through all levels of review (per APM 227-2,
III. Criteria for Membership in a Doctoral Graduate Faculty Group, par. 6c).
1.26 Each graduate program’s graduate group should establish a reasonable maximum for the number of
theses an individual faculty member may supervise.
1.27 The department chair should ensure that work of the thesis or dissertation committee chair is
calculated as part of the faculty’s required regular workload.
88
APPENDIX P
89
APPENDIX 5.1
Application Form for
UNFUNDED RESEARCH—CALIFORNIA STATE UNIVERSITY, FRESNO
COMMITTEE ON THE PROTECTION OF HUMAN SUBJECTS
Please type
PRINCIPAL INVESTIGATOR
Name
Department (unit)
Mail Stop
Telephone Number
Dept Telephone Number
Student’s Name or collaborator(s)
(if applicable) (if a graduate school thesis, so indicate) (affiliation if collaborative research)
Telephone Number
Telephone Number
TITLE
The Principal Investigator is responsible for fully understanding the Policy and Procedures of the CPHS. Below indicate
your judgment as Principal Investigator as to the RISK category of the present study. (See definitions on the reverse of
this sheet.) (If exempt see 3.52)
Minimal Risk ☐
PROCEDURES
1. Attach your protocol and submit to your
department chair for review by your
human subjects committee.
2. Your departmental committee will
review the protocol status and if it agrees
with the determination of “minimal risk”
status (see Appendix 5.3), then
3. Your department chair will keep the
forms for 5 years.
4. Your responsibilities have been satisfied.
HOWEVER,
(If the departmental review changes the
determination to “At Risk,” follow the
procedure to the right of this page.)
At Risk ☐
PROCEDURES
1. Attach your protocol and submit to
your department chair for review by
your human subjects committee. (A
sample informed consent must be
included.)
2. Submit the department review
form(s) with this form to the CPHS.
90
3. Transmit all reviews and ten (10)
copies of the protocol to the CPHS
for review. Send one additional
copy to the Dean.
4. Allow two weeks during the school
year for your response from the
CPHS.
91
School Psychology Program Handbook
"Exempt" Research.
If "exempt", see Section 3.5.2.
"Minimal Risk" Research.
Research IN WHICH THE RISKS OF HARM ANTICIPATED ARE NOT
GREATER, PROBABILITY AND MAGNITUDE, THAN THOSE ORDINARILY
ENCOUNTERED IN DAILY LIFE OR DURING THE PERFORMANCE OF
ROUTINE PHYSICAL OR PSYCHOLOGICAL EXAMINATIONS OR TESTS. No
research involving any item listed as being "at risk" can be determined to be minimal
risk. A department or other unit review committee may determine that a research
proposal submitted, in the judgment of the principal investigator as "minimal risk," is
actually "AT RISK."
"At Risk" Research.
"A subject is considered to be 'at risk' if he/she is exposed to the possibility of harm-
physical, psychological, sociological, or other as a consequence of any activity that
goes beyond the application of those established and accepted methods necessary to
meet his/her needs. The determination of when an individual is 'at risk' requires
application of sound professional judgment of the activity in question and the ethical
principles contained herein. Responsibility for this determination resides at all levels
of institutional and departmental review.”
(The Institutional Guide to DHEW Policy on Protection of Human Subjects,
Washington, D.C., 1971, p.2.)
An illustrative, but not inclusive, list of "at risk" procedures would include
experiments involving any aspect, degree, quality, or amount of any of the following:
Deception, mental stress, including subjection to public embarrassment, humiliation,
discomfort, irritation, or harassment, hypnosis, sensory deprivation, sleep deprivation,
normally ingested or inhaled materials in excess or less than normal amounts, injection,
ingestion or inhalation of toxic materials, including all drugs, alcohol or placebos; strenuous
physical exertion; use of physical stimuli in abnormal amounts (e.g., noise, vibration, shock,
heat, magnetic fields, radiation); violation of anonymity or confidentiality of subjects and
data; OBSERVATIONS RECORDED ABOUT THE INDIVIDUAL WHICH, IF THEY
BECAME KNOWN OUTSIDE THE RESEARCH, COULD MAKE THE SUBJECT
LIABLE TO CRIMINAL OR CIVIL ACTION OR DAMAGE THE SUBJECT'S
FINANCIAL OR EMPLOYMENT STATUS; OR ABROGATION OF ANY CIVIL RIGHT.
92
