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UMass Boston School Psychology Program Handbook 2014-15

UNIVERSITY OF MASSACHUSETTS BOSTON

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

HANDBOOK

for theSPECIALIST PROGRAM inSCHOOL PSYCHOLOGY

(MEd and EdS Levels)Revised August 18, 2014

Program Director: Terry Bontrager

Full Time Program Faculty: Terry BontragerRobin CoddingMelissa Collier-MeekAdam FeinbergScott MetheMelissa Pearrow

Part Time Program Faculty: Jayne BoulosBarbara MillerJoan Struzziero

Students matriculated in the University of Massachusetts School Psychology Program are responsible for reading and adhering to information contained in this Program Handbook.

In addition to this handbook, matriculated students are also responsible for reading and adhering to university Requirements and Policies covered in the Graduate Studies at the University of Massachusetts Boston: Catalog 2014-2016, which stipulates all University rules and regulations regarding admissions requirements, tuition fees and payments, assistantships, and financial aid, general academic regulations, degree requirements, and students' rights and responsibilities.

Additional information is found in the Department of Counseling and School Psychology site http://www.umb.edu/academics/cehd/counseling/

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Table of Contents

Program Overview............................................................................................................................... 3Student Characteristics................................................................................................................................. 3Licensure and Certification.......................................................................................................................... 4Employment...................................................................................................................................................... 4

Resources................................................................................................................................................ 4Faculty................................................................................................................................................................. 4Advising.............................................................................................................................................................. 7Student Organizations................................................................................................................................... 7Professional Organizations.......................................................................................................................... 8University Facilities and Resources.......................................................................................................... 8Academic Support and Accommodations................................................................................................9Disability Resources....................................................................................................................................... 9School Psychology Assessment Library...................................................................................................9Computer Scoring Facility............................................................................................................................ 9Health Service Programs...............................................................................................................................9Graduate Assistantships............................................................................................................................. 10Honors and Awards...................................................................................................................................... 10Program Changes.......................................................................................................................................... 11

Applying to the Specialist Level School Psychology Program.............................................11

School Psychology Program Goals and Requirements..........................................................13Professional Knowledge and Skills.........................................................................................................13Professional Behavior................................................................................................................................. 15Academic Excellence.................................................................................................................................... 16Course and Academic Requirements......................................................................................................17

Part-time Study................................................................................................................................................................ 17Transfer Credit................................................................................................................................................................. 17The EdS Level..................................................................................................................................................................18Leave of Absence............................................................................................................................................................18Annual Review.................................................................................................................................................................18Exit from Program.......................................................................................................................................................... 18

Fieldwork Requirements..................................................................................................................19Part-time Internship........................................................................................................................................................19

Capstone Requirements.............................................................................................................................. 19MEd: Comprehensive Exam........................................................................................................................................19EdS Capstone 1: Praxis II Exam................................................................................................................................20EdS Capstone 2: Portfolio............................................................................................................................................21

Attainment Measures.................................................................................................................................. 21Degrees............................................................................................................................................................. 25

Candidate........................................................................................................................................................................... 25Application for Graduation..........................................................................................................................................25Licensure............................................................................................................................................................................ 26

APPENDICES........................................................................................................................................ 27

Advising Sheet.................................................................................................................................... 28

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Recommended Course Sequence for Full-Time Students.....................................................29

Log for Pre-Practicum...................................................................................................................... 30

Critical Personal Qualities Rubric................................................................................................ 31

Time Frame for Important Tasks................................................................................................. 33

Program Overview

The School Psychology Program at the University of Massachusetts Boston (UMass Boston) is designed to prepare professionals whose primary interests involve children, families, and the educational process. Training goals are founded on a respect for the dignity and worth of all people, with a commitment to appreciating and responding to human diversity. Coursework integrates theory and research in child and adolescent development. It emphasizes evidence-based intervention approaches for psychological services in schools. An important mission of the School Psychology Program is the development of character as a professional with positive attitudes essential for independent problem-solving and life-long learning.

The School Psychology Program is committed to a philosophy of social justice and inclusion compatible with the mission of the College of Education and Human Development at UMass Boston (see www.umb.edu/academics/cehd/about/).

The primary goal of the School Psychology Program at UMass Boston is to prepare practitioners who are able to provide psychological and educational services to children, adolescents, and their families as part of a school-based multi-disciplinary team. The role of a school psychologist is complex. School psychologists are called upon to perform a variety of tasks and assume many responsibilities, including that of assessment specialist, consultant, counselor, administrator, researcher, educational programmer, trainer of school staff personnel, agent for preventive mental health, and liaison to community organizations.

The UMass Boston School Psychology Program is competency based, using a problem-solving, consultative model to train students to be effective in the school psychologist’s multiple roles. The program places emphasis on a holistic approach, requiring the consideration of multiple factors starting with biological and neuropsychological bases, individual strengths and needs as well as consideration of family, teacher, classroom, school, neighborhood, community, society, and culture. Students learn to support the development of children and adolescents by assessment and intervention at the systems levels (relational, family, school, and community) as well as at the individual level. The interdisciplinary program fosters collaboration with other professionals and the integration of multiple perspectives.

Student Characteristics

The Specialist Level School Psychology Program consists of approximately 50 students with about 15 students admitted each fall into the program at either the Master of Education (MEd) or the Education Specialist (EdS) level. Admission is competitive since far more candidates apply

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than can be admitted. The faculty make a concerted effort to attract and recruit a student body that reflects diversity in terms of race/ethnicity, gender, socio-economic background, and ability. Many students are already professionals in related fields of mental health services when they enter the School Psychology Program. As service providers, they bring an array of backgrounds and experiences that enrich classroom discussions and activities.

Licensure and Certification

The school psychology program (encompassing both the MEd and EdS levels) has full accreditation approval from both the Commonwealth of Massachusetts Department of Elementary and Secondary Education (DESE) and the National Association of School Psychologists (NASP). Both levels of the program have learning outcomes organized to meet the training standards of these accrediting agencies. Students are expected to demonstrate competency in the NASP 2010 domains of school psychology training and practice. Graduates satisfy the Coursework, Internship, and Examination requirements to become Nationally Certified School Psychologists (NCSP). At graduation they are also eligible for licensure as school psychologists by DESE. With additional work experience, program graduates are eligible for licensure as educational psychologists by the Massachusetts Allied Mental Health Professions. One or both of these credentials make program graduates eligible for licensure or certification as school psychologists in many other states as well.

Employment

Employment prospects for school psychologists are excellent. Although there is no formal placement office, faculty actively support students in their search for employment, and employment prospects are strong. Furthermore, the Department of Counseling and School Psychology frequently receives notices of available positions. These are posted on distribution lists that go out to current students and recent graduates. In addition, MSPA, the state school psychology association, posts job openings as does DESE www.doe.mass.gov

Resources

Faculty

A major strength of the program lies in its faculty. The program has been extremely fortunate in attracting the expertise and teaching of exceptional scholars and professionals. The School Psychology Program is housed in the Counseling and School Psychology Department together with counselor training programs in Family Therapy, Mental Health, and School Counseling. A doctoral program is also housed in the department. It has specializations in Counseling Psychology and School Psychology

All faculty members have substantive experience as practicing psychologists. Faculty members have published articles on topics related to school psychology and regularly present papers at state and national conferences, professional workshops, and symposia. They have also been honored with state and national research and educator awards. Further, the faculty are active

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members and leaders of state and national professional organizations and serve on state and national boards.

School Psychology Core Program Faculty are full-time faculty with primary assignment and advising responsibilities in the school psychology program. They are:

Terry Bontrager, Ph.D., Texas A&M University, School PsychologyM.S., Texas A&M University, Counseling and Human ServicesM.A., The University of Kansas, Teaching English as a Second Language6 years’ experience in P-12 schools as a bilingual school psychologist10 years’ experience in P-12 schools as an ESL teacher Research interests: Multicultural issues, assessment of English learners, Curriculum-

Based Measurement

Robin Codding, Ph.D., Syracuse University, School Psychology3 years’ experience in P-12 schools as a school psychologist and consultantResearch interests: Progress monitoring, data-based decision making, school-based

academic and behavioral interventions, treatment integrity

Melissa A. Collier-Meek, Ph.D., University of Connecticut M.S., University of Connecticut 2 years experience as an educational and behavioral consultant Research interests: Treatment integrity, evidence-based practice, consultation, school

teams, implementation in varied settings (e.g., homes, afterschool programs)

Adam Feinberg, Ph.D., BCBA-D, Lehigh University, School Psychology6 years’ experience as a school psychologist and an educational consultant6 years’ experience as a Director of Positive Behavior Intervention & Supports (PBIS) and an internship supervisor in School PsychologyResearch Interests: School-wide PBIS; Training and coaching practices for effective

implementation of behavior supports in schools.

Scott Methe, Ph.D., University of Massachusetts Amherst, School PsychologyM.Ed./CAGS School Psychology, University of Massachusetts Amherst3 years’ experience as a school psychologist and director of special educationResearch interests: Curriculum-Based Measurement, psychometrics, test development,

early mathematics assessment and intervention, data-based decision making, meta-analysis

Melissa Pearrow, Ph.D., Northeastern University, Counseling and School PsychologyM.Ed., University of Central Arkansas, School Psychology10 years’ experience in P-12 schools as a school psychologist2 years’ experience in P-12 schools as a special education teacherResearch interests: School-based mental health services and youth empowerment

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Part-time faculty members who have been contributing on a long-standing basis to the functioning of the School Psychology Program are listed below, along with their degrees and areas of research:

Jayne Boulos, Psy. D. Candidate, University of Southern Maine, M.S., University of Southern Maine, School PsychologyEmployed as a school psychologist in Falmouth, ME14 years’ experience in P-12 schools as a school psychologist

Research Interests: Reading interventions, Autism and ADHD

Barbara Miller, Ph.D., McGill University, Clinical Psychology 34 years’ experience in P-12 schools as a school psychologistResearch Interests: Evidence based mental health interventions

Joan Struzziero, Ph.D., Northeastern University, Counseling and School Psychology Employed as a school psychologist in Scituate, MA20 years’ experience in P-12 schools as a school psychologistResearch interests: Supervision, bipolar disorder

Additional full-time faculty members from the Department of Counseling and School Psychology who contribute to the functioning of the School Psychology Program are listed below, along with their degrees and areas of research:

Gonzalo Bacigalupe, Ed.D., University of Massachusetts Amherst, Counseling Psychology

M.A., Pontifical Catholic University of Chile, PsychologyResearch interests: Family health, eHealth, technology’s impact on families, and

immigration

Amy Cook, Ed.D., University of Connecticut, Counselor EducationC.A.G.S. University of Massachusetts Boston, Mental Health CounselingM.Ed., University of Massachusetts Boston, School CounselingResearch interests: Closing the achievement and health gaps; working with Latino youth

Lisa Cosgrove, Ph.D., Duquesne University, Clinical PsychologyM.A., Duquesne University, Clinical PsychologyResearch interests: Informed consent, conflict of interest, and women's health

Laura Hayden, Ph.D. Counseling Psychology, Boston UniversityMA Educational and Developmental Psychology, Boston CollegeResearch interests: Counselors’ use of technology and student-athlete functioning;

underserved adolescents socio-emotional development, strength based programs and interventions

Sharon Horne, Ph.D., University of Georgia, Counseling Psychology

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Research interests: Gender issues; gay, lesbian, bisexual and transgender issues; social justice and international psychology

Sharon Lamb, Ed.D., Harvard University, Human DevelopmentResearch interests: Child and adolescent sexual development, sex education and ethics,

media representations, feminist theory, sexualization

Boaz Levy, Ph.D., University of Southern California, Clinical PsychologyResearch interests: Dual diagnosis, addiction, and bipolar disorder

Esmaeil Mahdavi, Ed.D., Indiana University, Counseling PsychologyResearch interests: Life skills, emotion, and personality

Takuya Minami, Ph.D., University of Wisconsin-Madison, Counseling PsychologyM.A., Michigan State University, CounselingResearch interests: treatment evaluation and applied statistics

Timothy A. Poynton, Ed.D., Boston University, Human Development & EducationMS/CAS, State University of New York at Albany, Counseling/School CounselingResearch interests: Postsecondary transition, school counselor attitudes and beliefs,

technology applications, career development

Steven D Vannoy, Ph.D., University of Wisconsin Madison, Counseling PsychologyMPH, University of WashingtonResearch interests: Suicide prevention, mental health services

Advising

Students are assigned a Faculty Advisor upon entry into the Program. Yet they often find little need for formal advisement. This is partly because there is only one course elective (SPY 687 Practicum III). Moreover, when they have questions, students often approach faculty members with whom they have close associations. Faculty Advisor assignments are made according to the initial letter of the student’s surname:

Table 1. Faculty Advisor Assignments by Student Surname

Student Surname

Faculty Advisor

A-E Terry BontragerF-J Robin CoddingK-N Mel Collier-MeekO-R Adam FeinbergS-V Scott MetheW-Z Melissa Pearrow

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Student Organizations

School Psychology Club. The UMass Boston School Psychology Club is an organization that provides peer support for students. Its purpose is primarily social, facilitating contact among students on a commuter campus. In addition, it is the connection between UMass Boston and other organizations including other student organizations within the department as well as to MSPA and NASP. The club is affiliated with the Graduate Student Assembly (see www.gsa.umb.edu), the student governing body to which all graduate students are eligible members.

The UMass Boston chapter of the Student Affiliates of School Psychology (SASP; SASP) provides opportunities to become involved in a variety of issues that are important to the field of school psychology. It also enables our graduate students to reach out to students in different chapters across the country in order to gain information on issues and programs outside our own.

Professional Organizations

The School Psychology Program requires students to join at least one professional organization as a component of developing a professional identity as a school psychologist. During their first semester in the program, their professor in SPY 601 Issues and Ethics in School Psychology requires them to become student members in either the National Association of School Psychologists (NASP; www.nasponline.org) or the American Psychological Association (APA; APA). Students are also encouraged to join a state association such as the Massachusetts School Psychologists Association (MSPA; MSPA). Student membership rates for these professional organizations are significantly reduced.

Leadership opportunities. In addition to opportunities to become officers of the School Psychology Club and the UMass Boston chapter of SASP, students have numerous opportunities to assume leadership roles and acquire leadership experience in professional groups. Students can serve as the student representative or liaison to the

National Association of School Psychologists, Massachusetts School Psychologists Association Board of Directors, Department of Counseling and School Psychology Faculty Meetings, Dean’s Advisory Council, College of Education and Human Development, Senate of the College of Education and Human Development.

Interested students are encouraged to speak to their advisors regarding these opportunities.

Financial support. Students frequently attend state and national professional meetings. Every year some students present at national conferences, either independently or as co-presenters with faculty. The UMass Boston Graduate Student Assembly provides financial support for attending conferences. Students can also qualify for financial advantage by serving as volunteers for the sponsoring groups.

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University Facilities and Resources

The University's Library holdings are entered in an on-line public access catalog, available via telecommunication outside the library. The services provide access to databases, library catalogs, and academic resources throughout the world. In addition, UMass Boston students may obtain borrowing privileges at more than 46 local colleges and universities.

Public computer labs, open seven days a week, provide access to a large number of word processing, spread-sheet, database, statistical, and desktop publishing software packages.

Academic Support and Accommodations

The University supplies academic support to graduate students in study skills, writing, and English as a second language (ESL).

Disability Resources The Ross Center for Disability Services provides related support services for students

with identified disabilities. Recommended support services can include sign language interpretation, note taking, testing accommodation, advocacy, and counseling. Eligible students must contact the Ross Center directly to arrange for modifications and accommodations in the classroom and with their professors.

The Adaptive Computing Lab contains adapted computer equipment for student use.

School Psychology Assessment Library

The School Psychology Program at UMass Boston has a number of test instruments for use by students enrolled in the assessment and intervention courses (SPY 602, SPY 603, SPY 604, and SPY 607). Because of the limited number of test kits, it is vital that students recognize and respect their classmates' needs. To maximize utilization, the following guidelines apply:

Students enrolled in assessment courses have first priority at checking out materials being covered in their courses. Others may check out materials for a period of one week.

Materials in the Assessment Library are available through the course instructors and their graduate assistants.

Only one instrument can be borrowed at a time unless the instructor directs otherwise. Borrowers are responsible for returning instruments in the condition in which they were

checked out. They must reimburse the University for the replacement costs of lost assessment kits or missing parts of kits.

Computer Scoring Facility

The Smart Classroom (W/2/209) is a computer lab that contains software for scoring assessment tools. It is reserved for school psychology students from 3-4 PM on days that their assessment courses meet.

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Health Service Programs

All students who have paid their health service fees are eligible to participate in the UMass Boston Health Service Programs. Services include general medicine, gynecology, dental, health promotion, drug and alcohol prevention, and mental health services.

Caution: Students from the Department of Counseling and School Psychology seeking mental health services should specifically request an appointment with a UMass Boston Health Service staff clinician. They should not agree to working with a clinical psychology practicum student. A therapeutic relationship with a clinical psychology practicum student now may lead to an ethical conflict later on because of dual relationships. That is, the DCSP student and the clinical psychology practicum student may at a future time become fellow students in a class or colleagues in community work.

Graduate Assistantships

Graduate Assistantships are not available in the 2014-2015 academic year. Students are encouraged to apply for assistantships in other programs, centers, and institutes. The Institute for Community Inclusion and the Center for Social Development and Education often hire our students as graduate assistants as well. Other campus groups have their own application forms and procedures. Information about assistantships can be found at about assistantships. Assistantship openings are posted online at the Employment Opportunities website .

Honors and Awards

Students graduating with the EdS in School Psychology are eligible to be nominated by faculty to receive one of three awards.

The Book Award for Academic Excellence in School Psychology recognizes the graduating school psychology student who has demonstrated the highest academic achievement in the program. The Office of Graduate Studies supports the award.

The Vincent Cristiani Awards. These awards are named in recognition of Dr. Vincent Cristiani who came to the University of Massachusetts Boston from Boston State College in 1982 and founded the School Psychology Program at that time. Under his leadership the program was one of the first in the nation to attain approval by the National Association of School Psychologists. Dr. Cristiani was awarded the Lifetime Achievement Award by the Massachusetts School Psychology Association in 1996. Both of the Cristiani awards are supported by the Vincent Cristiani Foundation, which was funded by grateful friends, colleagues, and alumni upon his retirement in 1995.

The Vincent Cristiani Award for Leadership in School Psychology recognizes the school psychology student graduating with the EdS degree who has demonstrated outstanding leadership while in the program.

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The Vincent Cristiani Award for Applied Scholarship in School Psychology is awarded to the school psychology student graduating with the EdS degree who has demonstrated the highest level of applied research scholarship while in the program.

The Vincent Cristiani Internship Scholarship is given to a school psychology student graduating with the MEd degree who is going to an unpaid internship.

Program Changes

The program consistently strives to maintain high educational and professional standards as promulgated by the National Association of School Psychologists (NASP). Advances in the field call for changes in training prospective professionals. The School Psychology Program at UMass Boston uses a variety of sources of information to achieve this goal.

Advisory Council. The UMass Boston School Psychology Program Advisory Council is composed of current and former students, faculty, and practitioners from the greater Boston area who meet to discuss the program needs. The council’s advice helps to better serve the diverse student population as well as to structure the curriculum to meet the needs of children and adolescents in multicultural urban settings. It also ensures that graduates are competent in areas essential for the thoughtful and responsive practice of school psychology.

Feedback. The program uses feedback from its students and alumni to inform program decisions. The program solicits student input regularly and often, particularly through course evaluations. The Intern Evaluation Form asks internship field supervisors for opinions and suggestions regarding programmatic changes. Upon graduation from the program, new alumni complete a Program Evaluation Form, which indicates programmatic strengths and weaknesses.

Data Collection. Scores on the Praxis II exam and the master’s comprehensive exam provide a wealth of data regarding the attainment of knowledge and skills. Practicum and Intern Evaluations provide more of the same but add information about the Critical Personal Qualities. Other data sources are course grades, evaluations of Portfolio components, case studies, and Program Evaluations. The program faculty review the collected data and make changes in the program as called for.

Current Policies and Standards. The Program Director and faculty stay in close contact with professional organizations to ensure compliance with current policies and standards. Periodic accreditation reviews ensure self-assessment through data collection and analysis.

Applying to the Specialist Level School Psychology Program

Please see the general statement of admission requirements for all graduate studies programs in the “Admissions” section of Graduate Studies at the University of Massachusetts Boston: Catalog 2014-2016. Also, see the description of admission requirements listed under “Professional Preparation Programs for Education” in the “Regulations, Procedures, and Degree Requirements” section of the same publication.

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The University of Massachusetts Boston is committed to equal opportunity and affirmative action. No student, employee, or applicant will be denied admission, employment, or access to programs and activities because of race, gender, religion, age, color, national origin, handicap/disability status, or sexual orientation/preference. The University policy is in concert with state and federal nondiscrimination laws. Inquiries concerning the University's administration of the nondiscrimination laws should be addressed to the University Director of Affirmative Action.

Review of applications for fall admission into the Specialist Level School Psychology Program begins January 2nd, with interviews in March and decisions typically made by mid-April. There is no admission to the spring semester. Since every year more candidates apply than can be admitted, admission is competitive. The School Psychology Admissions Committee reviews only complete applications received by the January 2 deadline. The Committee recommends admission for those applicants who present evidence of their potential both to achieve graduate work with distinction and to become committed and effective school psychologists. The process is as follows:

1. The candidate ensures that a completed application is submitted by January 2nd. This includes:1.1. Completed Online Application form.

1.2. Application fee.

1.3. Transcripts of all previous college work, undergraduate and graduate. Transcripts must be official (bear the college seal) and be from regionally accredited colleges or universities. Applicants must have completed at least a baccalaureate degree. Undergraduate and graduate cumulative grade point averages (GPA) should be at least 3.0 overall, and 3.0 in psychology courses as well.

1.4. Prerequisite course work includes a minimum of five (5) psychology courses including general psychology, human development, and statistics. Prerequisite courses can be undergraduate level.

1.5. Three letters of recommendation. At least one letter should address academic promise and ability to succeed in advanced graduate training. Another letter should address the ability to work with children and adolescents. It should include comments about the potential to develop into a thoughtful and responsive practitioner.

1.6. Scores from the Graduate Record Examination Combined Aptitude Test (GRE) or the Miller Analogies Test (MAT) (the GRE is preferred). Scores at the 50th percentile or above on those tests are expected. Candidates already possessing earned Master's, specialist level, or doctoral degrees are exempt from taking the GRE or MAT exams if such degrees are in the social sciences or a related field.

1.7. International applicants are required to take either the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System exam

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(IELTS) with a minimum score of 6.0. Applicants who have received at least 4 years of education (including an undergraduate program) in Australia, Canada (except Quebec), England, Ireland, Kenya, New Zealand, Scotland, Singapore, the United States, or Wales are exempt from submitting a TOEFL or IELTS score report. All others are required to submit official score reports.

1.8. Scores on the Communication & Literacy Skills (reading and writing) portions of the Massachusetts Test for Educator Licensure (MTEL; see www.doe.mass.edu/mtel/register.html). Applicants who do not submit scores on the MTEL Communication & Literacy portions of the MTEL during the application process will be required to submit the scores prior to the end of their first semester after admission. (Note: Passing scores must be attained prior to the start of the internship).

1.9. A letter of intent describing an understanding of school psychology practice and detailing personal career objectives.

2. The Admissions Committee invites selected candidates for interviews in March. Each interview session takes about three hours and is composed of a group interview, an individual interview, a meeting with current students, providing a writing sample, and a campus tour. The Admissions Committee notifies other candidates that their application review has come to an end.

3. Accepted students who already hold a master's or higher degree in a related field are eligible for waivers of some courses if they have already completed equivalent courses at the graduate level. Their individual plans of study will be formally determined after matriculation following a faculty review of course descriptions and syllabi.

4. The Admissions Committee informs candidates of their status—accepted, rejected, or placed on a wait list—by both email and United States Postal Service by April 1. In agreement with other programs and in respect for applicants on the wait list, accepted students are asked to confirm their program selection by April 15. They are also asked to adhere to their decision. (Note that the April 1 and 15 dates are set by NASP and APA but not by the university. Applicants originally placed on the wait list and later accepted need not conform to those dates.)

School Psychology Program Goals and Requirements

Professional Knowledge and Skills

School psychology students at UMass Boston acquire the knowledge, skills, and critical personal qualities necessary to be thoughtful and responsive practitioners. The school psychology curriculum at UMass Boston is based on a problem-solving, consultative model informed by recent research and best practices recommended by NASP. The program addresses the knowledge bases of psychology and education. The program emphasizes data based decision-making and collaboration. Students must demonstrate skill in delivering effective services that

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result in positive outcomes in K-12 student learning. Course work and field experience emphasize appreciation and sensitivity toward individual differences and cultural diversity.

The NASP Model for Comprehensive and Integrated School Psychological Services is also known as the NASP Practice Model. That model guides the curricula of the School Psychology Program at UMass Boston. Faculty address the domains in the courses they teach and fieldwork they supervise. They assess student growth in all 10 domains at key points in the program. Students must demonstrate themselves to be competent in the model as a requirement for graduation.

Practices That Permeate All Aspects of Service Delivery

Domain 1: Data-Based Decision Making and AccountabilitySchool 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.

Domain 2: Consultation and CollaborationSchool psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems as well as methods to promote effective implementation of services.

Direct and Indirect Services for Children, Families, and Schools Student-Level Services

Domain 3: Interventions and Instructional Support to Develop Academic SkillsSchool psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.

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Domain 4: Interventions and Mental Health Services to Develop Social and Life SkillsSchool 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.

System-Level Services

Domain 5: School-Wide Practices to Promote LearningSchool 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.

Domain 6: Preventive and Responsive ServicesSchool psychologists have knowledge of principles and research related to resilience and risk factors in learning in mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.

Domain 7: Family-School Collaboration ServicesSchool 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.

Foundations of School Psychological Service Delivery

Domain 8: Diversity in Development and LearningSchool psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.

Domain 9: Research and Program EvaluationSchool psychologists have knowledge of research design, statistics, measurement, varied data collection, analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.

Domain 10: Legal, Ethical, and Professional PracticeSchool 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.

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Professional Behavior

Throughout their training, students are expected to comply with all legal and professional codes of ethics as well as state and national standards, including the codes of the American Psychological Association and the National Association of School Psychologists. In addition, students are expected to comply with the standards of academic propriety described in the UMass Boston Graduate Studies Catalog (see section entitled "Student Rights and Responsibilities"). Failure to do so may result in referral to the Department, College, and University Ethics Committees and ultimately in a grade of F and dismissal from the program.

Skills in professional behavior are essential to the profession. The program refers to them as Critical Personal Qualities and assesses them at key points in the training. During the final internship semester, students must earn a minimum rating of Competent (i.e., 3) on the Critical Personal Qualities. Those specific skills are:

Punctuality and attendance Participation in class, training, and supervisory sessions Professional appearance and demeanor, including speech and written language Professional responsibility: Consistency, perseverance, industry, and initiative Professional development and involvement: General attitude and interest in the program

and the assignment Understanding and acceptance of diversity Respect for school rules, policies, and norms Collaborative skills: Poise, tactfulness, and rapport with staff and others Preparation and organization of materials Emotional control Self-reflection, growth, and appropriate response to constructive criticism Flexibility and adaptability Ethical behavior

Individual students and the faculty assess Critical Personal Qualities repeatedly using a number of methods throughout the program. Students assess their own Critical Personal Qualities as in-coming students (in SPY 601) as well as during practica and internship. Faculty and Field Supervisors also assess the student on these qualities using the Practicum Student Evaluation and the Intern Evaluation forms. These forms are found in the Appendices of the Fieldwork Handbook.

Faculty and Field Supervisors meet with any student observed to have significant difficulty with Critical Personal Qualities and attempt to address the issues. If the student continues to have difficulty, the Program Director works with the student to develop a remediation plan. Because appropriate critical personal qualities are essential for the effective practice of school psychology, extreme or ongoing deficiencies may result in dismissal from the program.

Academic Excellence

The School Psychology Program adheres to the grading practices and regulations mandated by the Department of Counseling and School Psychology as well as those described in Graduate Studies at the University of Massachusetts Boston: Catalog 2014-2016. Students must maintain a

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grade-point average of B (3.0) or better to continue in the program and to enroll in internship. In addition, they must have earned minimum ratings of 3.0 (Acceptable) in Critical Personal Qualities and 2.5 (an average mid-way between Acceptable and Marginally Acceptable) in Professional Skills on the Practicum Student Evaluation form for Practicum I (SPY G 685), Practicum II (SPY G 686), and the optional Practicum III (SPY G 687).

Course and Academic Requirements

The program requires a minimum of 66 credits of graduate coursework (54 in courses and 12 in fieldwork). Required courses are listed on the “Advising Sheet” (found in the Appendices of this Program Handbook) and in the Graduate Studies at the University of Massachusetts Boston: Catalog 2014-2016, which also contains course descriptions of required courses. This information is also available at http://www.umb.edu/academics/course_catalog. In individual cases, the Program Director may approve substitutions after consultation with the faculty.

Program courses meet once a week and are offered in the late afternoon and evening. Classes begin at 4:00 and 7:00 pm. Several required courses are available online as well.

All program students must pass the literacy portion of the Massachusetts Test of Educator Licensure (MTEL). Students are required to complete all the coursework and other academic requirements for licensure by Massachusetts Department of Elementary and Secondary Education (DESE). Each student must also meet the standards to be recognized as a Nationally Certified School Psychologist (NCSP). Licensure and certification standards are mandatory with no exceptions permitted.

The university defines a full-time graduate student as one who is enrolled in at least nine credits per semester. Full-time students who carry 12 credits per semester can complete the entire specialist level program (i.e., both MEd and EdS levels) in six semesters and two summer sessions. The amount of time required for those students who enter having previously earned a master’s degree in a related field is highly variable since it depends upon how many equivalent courses have been completed previously.

Part-time Study. Students may elect to study on a part time basis, but they should take at least two courses (six credits) per semester in order to complete the program in a timely manner. In addition, part-time students are required (as are all students) to become members of NASP and to engage in programmatic meetings each semester in order to have ample opportunities to develop collegial relationships with other students and to develop a professional identity as a school psychologist.

Transfer Credit. Applicants who have completed graduate work at other accredited institutions may transfer up to the equivalent of 6 credits toward the completion of a graduate degree at UMass Boston. The courses must meet these specifications:

The applicant received a grade of B or higher,

17

http://www.umb.edu/academics/course_catalog


The courses have not been used to fulfill requirements for another degree, and The applicant earned credit no more than 6 years before matriculation at UMass Boston.

Undergraduate courses cannot be used for waiver or transfer credit nor can they be counted for credit for any required graduate course in the Program. They can count, however, toward the prerequisites to the program itself. That is, toward the five psychology courses required before matriculation, including human development and statistics.

To obtain transfer credit, the student must submit to the Program Director

An official, sealed transcript indicating the course grade and The Transfer Credit Approval form

Transfer credit is subject to the final approval of the Program Director and the Dean of Graduate Studies.

The EdS Level. Students who enter the Program with a master’s degree in a related field (e.g., Counseling or Special Education) are exempt from obtaining the MEd in school psychology, but they must complete all programmatic courses and fieldwork requirements. At the discretion of the program faculty, credits in equivalent graduate level courses may be applied to waive specific requirements. A minimum of 30 credits is required, but most students who enter the program at the EdS level must complete considerably more than 30 credits. The program faculty as a group make final decisions on the applicability of graduate level courses taken previously.

Leave of Absence. When extenuating circumstances prevent continuous study each semester, the student must take action to hold a place in the program. For each semester not enrolled in a course, the student must complete a Leave of Absence Application and pay a Program Continuation Fee. Failure to obtain approval and pay the fee will lead to administrative withdrawal from the program.

If a student is administratively withdrawn from the program, readmission is not automatic. Readmission requires reapplication to and acceptance by the admissions committee. Further, if degree requirements have changed and differ from those in place when the student began the program, the student must meet the requirements in place at the time of readmission. This will likely result in an increase in required credits.

Annual Review. The school psychology faculty members review student grades and performance annually to determine eligibility for continuation, need for corrective attention, or disciplinary action. The program director shares information with the student about the review if any action needs to be taken. Departmental policy requires that students maintain an overall 3.0 GPA, with grades of B or better in each course, to remain eligible to continue in the program. Students must pay for and retake any course with a grade below a B.

Exit from Program. Requirements for continuation in and graduation from the Program include attainment of an overall GPA of at least 3.0 in all graduate coursework, with no single course grade below a letter grade of B. Moreover, students, program faculty, and fieldwork supervisors

18

http://cdn.umb.edu/images/registrar/GraduateTransferCreditApprovalFormSM11.pdf


rate Critical Personal Qualities to evaluate student professional work characteristics (i.e. dispositions). They also use the NASP Domains of Training and Practice to rate Professional Skills on the Practicum Student Evaluation form and the Intern Evaluation form. Minimum standards at the practicum level are 3.0 (Acceptable) in Critical Personal Qualities and 2.5 (an average mid-way between Acceptable and Marginally Acceptable) in Professional Skills. The minimum standard remains the same at the internship level for Critical Personal Qualities (i.e., 3.0). Professional Knowledge and Skills must be rated no less than 2.5 (an average rating mid-way between Advanced Beginner and Competent) in Competency and 3.0 (Competent) in Acceptability.

Table 2. Minimum Standards for Satisfactory Progress

Criterion LevelAll

Practicum Internship

Grade Point Average 3.0 3.0 3.0Critical Personal Qualities -- 3.0 3.0Professional Skills -- 2.5 -- Competency -- -- 2.5 Acceptability -- -- 3.0

Faculty and, where relevant, fieldwork supervisors meet with any student observed to have significant difficulty meeting program expectations in an attempt to address the issues. If the student continues to have difficulty, the Program Director works with the student to develop a remediation plan. Lack of progress in the plan as well as extreme or ongoing deficiencies may result in dismissal from the program.

Fieldwork Requirements (1450 hours, 12 credits) The program requires a minimum of 12 credits of graduate fieldwork. Required fieldwork includes:

Pre-practicum hours associated with specific courses, SPY 685 Practicum in School Psychology I (125 hours, 3 credits), SPY 686 Practicum in School Psychology II (125 hours, 3 credits), and SPY 688 School Psychology Internship (1200 hours, 6 credits), taken for two semesters together

with SPY 691 Internship Seminar. Students completing the Internship on a full-time basis enroll for 600 hours of fieldwork per semester for a total of 1200 hours over two semesters (6 credits).

The Internship is the equivalent of full-time work for an entire K-12 public school academic year. That is, it begins before and ends after the university academic year. In addition, in order to have time to meet with teachers, administrators, parents, as well as to complete paperwork in a timely manner, interns arrive before the start of the school day and stay after the school day ends. They should plan their work schedules with these requirements in mind.

Part-time Internship. Whereas almost all students complete the internship in one year, it is possible to complete an internship on a half-time basis over two years. Any student who anticipates requesting a part time internship should make an appointment with the Program

19


Director to ensure that all requirements can be met. Students completing the Internship on a part-time basis enroll for 600 fieldwork hours distributed over two semesters. They accumulate at least 1200 clock hours of fieldwork [6 credits] over four semesters and enroll in SPY 691 Internship Seminar for the first two semesters. Capstone Requirements

MEd: Comprehensive Exam. All students enrolled in the School Psychology program at the MEd level must take and pass a written comprehensive exam in order to satisfy university master's degree requirements. Students who enter the program at the EdS level are exempt from having to take the written exam. Comprehensive exams are usually offered on the first Friday of November and the third Friday in April. Students taking the master’s comprehensive should have taken or be currently enrolled in SPY 601, 602, 603, 604, 607, 653, COUNSL 601, 614, 632, 653, and two additional courses from the program of study for a total of 36 credits. Students may sign up with the Program Director to take the exam. Student exams are coded by number and scored anonymously. Students who do not pass the comprehensive exam on the first attempt must retake portions of the exam found to be deficient.

EdS Capstone 1: Praxis II Exam in School Psychology. A passing score on the Praxis II School Psychologist Examination (Praxis II) is required for:

National certification by the National Association of School Psychologists (NASP) as a Nationally Certified School Psychologist,

Professional licensure in school psychology by the Massachusetts Department of Elementary and Secondary Education, and

Licensure as an Educational Psychologist by the State Board of Examiners in Mental Health and Allied Professionals.

Students take the Praxis II exam as a university capstone for the EdS in School Psychology. Students are encouraged to take the Praxis II before or during the first semester of the internship year. See <http://ets.org/praxis> for more information. Students must submit copies of their official score reports on the School Psychology Praxis II exam to the Program Director.

Recent graduates who have attained high scores on the Praxis II exam recommend: Studying for and taking the Praxis II exam when course content is fresh. Studying for the master’s comprehensive exam with the Praxis II in mind and take them

close together. Making a binder of all class notes, handouts, and other useful information. Developing a study group to meet on a regular basis, review materials, and work through

sample test questions. Reviewing the following:

o Notes from the courseworko The latest edition of Best Practices in School Psychology o Ethics and Law in School Psychology (Jacob & Hartshorne, 2011)o NASP Position Statements www.nasponline.org/about_nasp/position_paper.aspxo Study guides found at www.ets.org o Study guides found at www.nasponline.org/students/praxissuggestions.pdf

20

http://www.nasponline.org/students/praxissuggestions.pdf

http://www.ets.org/

http://www.nasponline.org/about_nasp/position_paper.aspx


Consulting other resources for additional helpful information, including:o Encyclopedia of School Psychology (Lee, 2005)o The School Psychology Licensure Exam Guide (Thompson, 2004)o PASS: Prepare, assist, survive, and succeed: A guide to passing the Praxis exam in

school psychology (Williams, 2010)

Students who do not pass the exam meet with advisors to note strengths and weaknesses and to write a plan to remediate areas in need of improvement. A student who fails the exam on the second attempt may file a written petition requesting that the faculty review his or her overall performance in the program and consider an alternative comprehensive exam rather than the Praxis II exam as a condition of graduation. The school psychology faculty will work as a team to review and arrive at consensus on petitions to take an alternate comprehensive exam. Performance in coursework and field experiences strongly influence whether a student's request for an alternate comprehensive exam is approved.

EdS Capstone 2: Portfolio in School Psychology. Students are required to submit a professional portfolio as a NASP capstone for the EdS in School Psychology. Throughout the internship, students complete components of the portfolio and submit them to the Seminar Instructor for feedback and adherence to rubrics found in the Appendices of the Fieldwork Handbook. An intern may need to revise and resubmitted repeatedly until the Seminar Instructor judges the component to be portfolio ready. The instructor then assigns a grade to the document, and the intern includes it in the portfolio. The Fieldwork Handbook and the syllabus for SPY688/SPY 691 contain additional information regarding the portfolio.

Attainment Measures

The UMass Boston School Psychology Program is competency-based. All students are expected to demonstrate satisfactorily the attainment of all Professional Competencies and Critical Personal Qualities. Table 3 shows the seven sources that assess attainment using seven different measures:

21


Table 3. Training Competencies and How They are Assessed

Competency Assessor Measure1.

Content knowledge Departmental faculty Course grades

2.

Content knowledge ETS Praxis II in School Psychology

3.

Knowledge & Skills Practicum field supervisors Practicum Student Evaluation Form1

4.

Knowledge & Skills Internship field supervisors Intern Student Evaluation Form1

5.

Knowledge & Skills Internship seminar instructors

Portfolio artifacts: Statement of personal growth Internship site description 2 Psycho-educational reports 2 Case studies 2 Assessment instrument

reviews In-service presentation Parent workshop

6.

Proficiency inimproving K-12 student learning

Internship seminar instructors

At least 1 case study with aminimum of 51%non-overlapping data (PND)

7.

Knowledge & Skills Recent graduates Program Evaluation Form1

1Forms can be found in the Appendix of the Fieldwork Handbook.

The next table expands on the above information. It breaks down the seven assessments of skills and knowledge into component assessments. It also shows which assessments and their components measure Critical Personal Qualities and each of the domains of the NASP Practice Model.

22


Table 4. Skills and Knowledge: Addressed and Assessed by Domain

Crit

ical

Per

sona

l Qua

litie

s

1 D

ata-

base

d D

ecis

ion-

mak

ing

2 C

onsu

ltatio

n &

Col

labo

ratio

n

3 A

cade

mic

Ski

lls

4 So

cial

& L

ife S

kills

5 Sc

hool

-wid

e Pr

actic

es

6 Pr

even

tive

& R

espo

nsiv

e Se

rvic

es

7 Fa

mily

-Sch

ool C

olla

bora

tion

8 D

iver

sity

in D

evel

opm

ent/L

earn

ing

9 R

esea

rch

& P

rogr

am E

valu

atio

n

10 L

egal

, Eth

ical

, Pro

fess

iona

l

1. Knowledge and Skills Assessed by Faculty in Coursework: Grades

x x x x x x x x x x x

SPY 601 Issues and Ethics in School Psychology x x x x xSPY 602 Standardized Assessment & Rpt Writing x x x xSPY 603 Educational Assessment x x x xSPY 604 Social, Emotional, and Behavioral

Assessment and Interventionx x x x x x x

SPY 607 School-Based Interventions & Data-Based Decision Making

x x x x x x x

SPY 608 Systems Consultation, Prevention, & Organization Change

x x x x x x x x

SPY 612 Learning and the Curriculum x x x

SPY 635 Behavior Therapy in Schools x x xSPY 653 Cultural Competence for School

Practitioners x x x x

COU 601 Research and Evaluation in Psychology x xCOU 608 Abnormal Psychology x x x x

COU 614 Counseling Theories and Techniques I x x x xCOU 617 Child and Adolescent Counseling x x xCOU 632 Collaborative Consultation in Schools x x xCOU 650 Group Counseling for Children and

Adolescentsx x x

CSP 660 Biological Bases of Behavior (replaces SPY 610 Neuropsychology)

x x x x

Continued

23


Crit

ical

Per

sona

l Qua

litie

s

1 D

ata-

base

d D

ecis

ion-

mak

ing

2 C

onsu

ltatio

n &

Col

labo

ratio

n

3 A

cade

mic

Ski

lls

4 So

cial

& L

ife S

kills

5 Sc

hool

-wid

e Pr

actic

es

6 Pr

even

tive

& R

espo

nsiv

e Se

rvic

es

7 Fa

mily

-Sch

ool C

olla

bora

tion

8 D

iver

sity

in D

evel

opm

ent/L

earn

ing

9 R

esea

rch

& P

rogr

am E

valu

atio

n

10 L

egal

, Eth

ical

, Pro

fess

iona

l

2. Knowledge and Skills Assessed During Practicum: Practicum Student Evaluation


SPY 685 Practicum in School Psychology I x x x x x x x x x x x

SPY 686 Practicum in School Psychology II x x x x x x x x x x x3. Knowledge and Skills Assessed During

Internship, by Field Supervisor: Intern Evalx x x x x x x x x x x

Intern Evaluation (mid-way at 600 hours) x x x x x x x x x x x

Intern Evaluation (final at 1200 hours) x x x x x x x x x x x4. Knowledge and Skills Assessed by

University Faculty (Seminar Instructor): Portfolio


Statements of Personal Growth x x x x x x x x x x x

Site Description x

Case Studies x x x x x x x x x x

Psycho-educational Reports x x x x x x

In-service presentation x x x x x x x x x x

Assessment tool reviews x x x x xParent workshop presentation/ Parent satisfaction surveys

x x x x x x x x x x

5. Effects on Student Learning Environments and/or Learning: Case Studies

x x x x x x x x x x

6. Knowledge Assessed by External Examination: Praxis II in School Psychology

x x x x x x x x x x

7. Knowledge and Skills Assessed by Students and Recent Graduates


Statements of Personal Growth (narratives) x x x x x x x x x x xProgram Evaluation (600 hours) x x x x x x x x x x x

24


Degrees

Students receive the Master’s in Education (MEd) degree in School Psychology after: Completing 36 credits of approved course work with minimum grades of 3.0 in required

courses, Passing the written comprehensive examination, and Submitting the Degree Application for the MEd. [Students who already hold a master’s degree in a related field may be exempted from earning the master’s degree.]

Students receive the Educational Specialist Degree (EdS) after: Completing all required coursework with minimum grades of 3.0 in required courses, Completing two practica with minimum ratings of:

o 3.0 in Critical Personal Qualities and o 2.5 in Acceptability of Professional Skills and,

Passing the Praxis exam in school psychology with a minimum score of 165, Submitting and receiving a grade on two case studies completed during the internship at

least one of which has a percent of non-overlapping data at or above 51%, Completing the 1200-hour internship with minimum ratings of:

o 3.0 in Critical Personal Qualities, plus for Professional Skills:o 3.0 in Acceptability and o 2.5 in Competence, and

Submitting an acceptable professional portfolio with grades of 3.0 on required components, and

Submitting the Degree Application for the EdS.

Candidate. The term candidate means that the student has completed all requirements for graduation. MEd students may use that title when they have passed the master’s comprehensive examination. EdS students may use it in the last semester of their studies provided that they have passed the Praxis and are making satisfactory progress with the portfolio.

Application for Graduation. Regardless of when students finish their studies—December, May/June, or August—UMass Boston holds only one commencement. That is at the end of May or the beginning of June.

Sometime in February, the registrar emails degree application forms and instruction sheets to all students eligible to graduate. Students then download and print the application forms, following the instructions exactly. The application form is a 2-page document. Students fill out, sign, and date page 1 only.

Students graduating with the MEd degree should copy from their transcripts, listing only the first 12 courses they have taken in the School Psychology program. (The remaining courses count toward the EdS degree.) A student who studied full time and followed the Proposed Course Sequence (see p. 28) might list the courses in the next table.

25


Table 5. Possible Course List for the MEd Graduation Application

COU G 601COU G 608SPY G 601SPY G 602

SPY G 603SPY G 604SPY G 612SPY G 653

COU G 614COU G 617COU G 632SPY G 608

Students graduating with the EdS degree should copy from their transcripts, listing the last 10 courses they have taken in the School Psychology program. Their list of courses might look like the list in the following table.

Table 6. Possible Course List for the EdS Graduation Application

SPY G 635SPY G 685COU G 650

CSP 660SPY G 607SPY G 686

SPY G 688SPY G 691

SPY G 688SPY G 691

Students who entered the program with a master’s degree in a related area will likely have more than 10 courses to list.

Students scan or copy the application form for their records. (MEd students should keep track of the copy so as not to duplicate any courses they list on the next graduation application for the EdS degree.) They then return the form to the Office of the Registrar by the due date. After documenting the intent to graduate, the registrar sends the application to the graduate program director (GPD) for certification of having met all program requirements including the capstone activities. Upon receiving the validated application, the registrar notifies the Bursar’s Office to send out a bill for graduation fees. A student’s graduation status is official after paying the fee.

Students who complete their studies in December of the previous calendar year or August of the same year may “walk” (i.e., participate) in the May/June commencement.

Licensure. Once the Office of the Registrar has issued the official transcript reflecting the EdS degree, the Office of Student Services endorses the graduate for licensure as a school psychologist in Massachusetts. The candidate may also then apply for certification as a Nationally Certified School Psychologist (NCSP).

26


APPENDICES

Advising Sheet

Recommended Course Sequence for Full-Time Students

Log for Pre-Practicum Work

Critical Personal Qualities Rubric

Time Frame for Important Tasks

27


Advising SheetREQUIREMENT PLAN TAKEN

PROGRAM PREREQUISITEsMassachusetts Test of Educator Literacy 1 FFive (5) courses in psychology (undergraduate level is acceptable), including: Human Development: (if needed, recommend COU 620 Lifespan Development) Statistics (if needed, recommend PSY 270 Intro to Psych Statistics)

REQUIRED COURSEWORKSPY 601 Issues & Ethics in School Psychology (25 pre-practicum hours) 1 FSPY 602 Standardized Assessment & Report Writing (25 pre-prac hrs) 1 FSPY 603 Educational Assessment (Prereq. SPY 602; 25 pre-prac hrs) 1 SpSPY 604 Social, Emotional, & Behavioral Assessment & Intervention (Recommended prior: SPY 601, SPY 602, COU 614)

1 Sp

SPY 607 School-Based Interventions & Data-Based Decision Making (Prereq: SPY 603, SPY 604, SPY 635, COU 614, COU 632)

2 Sp

SPY 608 Systems Consultation, Prevention, & Organization Change (Prereq: SPY 603, SPY 604, SPY 635, COU 614, COU 632)

2 F

SPY 612 Learning & the Curriculum 1 SpSPY 635 Behavior Therapy in Schools (Prereq: COU 614 and COU 617) 2 FSPY 653 Cultural Competence 1 SpCOU 601 Research & Evaluation 1 FCOU 608 Abnormal Psychology 1 FCOU 614 Counseling Theory & Practice I 1 SuCOU 617 Child & Adolescent Therapy (Prerequisite: COU 614) 1 SuCOU 632 Collaborative Consultation in Schools 2 FCOU 650 Group Counseling of Children & Adolescents (Prereq: COU 614 and COU 617)

2 Sp

CSP 660 Biological Bases of Behavior 2 SpFIELDWORK

SPY 685 Practicum in School Psychology I (Prereq: SPY 601, SPY 602, COU 614; 100 practicum hours)

2 F

SPY 686 Practicum in School Psychology II (Prereq: SPY 601, SPY 602, COU 614; 100 practicum hours)

2 Sp

SPY 687 Practicum in School Psychology III (Elective; prereq: SPY 685 & 686; 100 practicum hours)SPY 688 Internship in School Psychology 1st Semester (600 hours) (Prereq.: MTEL pass; Faculty approval, coursework completed)

3 F

SPY 691 Seminar in School Psychology 1st Semester (Prerequisites: MTEL pass; Faculty approval, coursework completed)

3 F

SPY 688 Internship in SPsych 2nd Semester (600 hours) (Prereq. B or better in SPY 688)

3 Sp

SPY 691 Seminar in SPsych 2nd Semester (Prereq. B or better in SPY 691) 3 SpCAPSTONES

M.Ed. Capstone: Comprehensive exam (M.Ed. students only; taken after SPY 601, 602, 603, 604, 611, 653 + COU 601, 614, & 632)

2 Sp

Ed.S. Capstone 1: Praxis II exam (http://www.ets.org/praxis) UMass Boston Code #R3924. (Note: March is latest exam date in time for spring graduation)

Capstone 2: Internship portfolio

2 Sp

3 Sp

STUDENT SIGNATURE ____________________________________ DATE _____/_____/20____

28


ADVISOR SIGNATURE ____________________________________ DATE _____/_____/20____Recommended Course Sequence for Full-Time Students

Year Fall Spring Summer1 COU 601 Research in

PsychologySPY 603 Educational

AssessmentCOU 614 Counseling

Theories & Practice ICOU 608 Abnormal

PsychologySPY 604 Social, Emotional,

& Behavioral Assessment and Intervention

COU 617 Child and Adolescent Counsel’g

SPY 601 Issues and Ethics in School Psychology

SPY 612 Learning and the Curriculum (online)

SPY 602 Standardized Assessm’t & Rpt Writing

SPY 653 Cultural Competence for School Practitioners (online)MTEL

2 COU 632 Collaborative Consultation in Schools

COU 650 Group Counseling Children & Adolescents

Praxis exam(code # R3924)

SPY 608 Systems Consult, Prevention and Organization Change

CSP 660 Biological Bases of Behavior

SPY 635 Behavior Therapy in Schools

SPY 607 School-Based Interventions & Data-Based Decision Making

SPY 685 Practicum I SPY 686 Practicum II

MEd Comprehensive Exam

3 SPY 688 Internship in School Psychology

SPY 691 Seminar in School Psychology

SPY 688 Internship in School Psychology

SPY 691 Seminar in School Psychology

Note: Those studying on a part-time basis will follow the same sequence, completing the Year 1 courses prior to the Year 2 courses. They should:

Start the program by taking SPY 601 Issues and Ethics; Take SPY 602 and SPY 603 just prior to the Practicum (SPY 685 or 686) Take SPY 607 just prior to SPY 688 Internship Consult with their advisors in order to develop a plan of study.

29


Log for Pre-PracticumUniversity of Massachusetts Boston

School Psychology Program

Student: _________________________ Student ID: _______________

Instructor: _______________________ Course: _________ Term and Year: ___________

Directions: Indicate the date, the location, the activities pursued, domains of training and practice addressed, and the number of hours in each activity. Obtain the signature of an appropriate school employee or parent for each activity.

Key to Domains:1: Data-Based Decision Making & Accountability2: Consultation & Collaboration3: Interventions & Instructional Support for Academic Skills4: Interventions & Mental Health Services for Social & Life Skills5: School-Wide Practices to Promote Learning

6: Preventive and Responsive Services 7: Family–School Collaboration Services 8: Diversity in Development and Learning 9: Research & Program Evaluation10: Legal, Ethical, and Professional Practice

Date Location Activity Domains Hours Signature

Total hours ___________

30


Critical Personal Qualities Rubric1 2Below Acceptability

3At Acceptability

4 5 Target

Punctuality and attendance

Exhibits a pattern of absence and/or tardiness. Fails to contact instructor to make up missed work. Gives no reason for missing class. Sometimes disrupts class by arriving late.

Occasionally misses class and is rarely tardy. Usually notifies instructor if going to be absent or contacts instructor following absence with reason for absence.

Consistently attends class and is on time. Notifies instructor in advance if going to be absent. Gives reason for planned absence.

Participation in class, training, and supervisory sessions

Inattentive in class. Rarely participates in class discussions. May distract others in the class with behaviors or talking.

Is attentive in class. Attention is focused on class-related materials and activities. Responds appropriately when called on. Does not distract others in the classroom.

Actively engaged and interested in the class activities. Volunteers to respond to questions. Participates in discussions.

Professional appearance and demeanor, including speech and written language

Frequently uses incorrect grammar in oral and/or written communications. May use slang, profanity, inappropriate vocabulary, or offensive language. Does not express ideas clearly. May display distracting language habits.

Usually uses correct grammar in oral and written communication. Generally uses language that is appropriate and not offensive. Can convey ideas accurately.

Uses correct grammar in oral and/or written communication. Communication is free of offensive or inappropriate language. Uses language to express ideas very effectively regardless of the age of the listener.

Professional responsibility: Consistency, perseverance, industry and initiative

Does not accept responsibility for own actions and for helping students learn. Holds low expectations for the success of some students. Frequently must be given an unusually high level of guidance.

Accepts responsibility for own actions and for helping students learn. Usually holds high expectations for the success of all students. Usually shows self-direction.

Accepts responsibility for own actions and for helping all students learn. Actively seeks self-improvement. Consistently holds high expectations for the success of all students. Shows self-direction.

Professional development and involvement: General attitude and interest in program and assignment.

Shows little interest in activities or events that promote professional development. Attends only when mandatory. Unaware of professional organizations, professional publications, or other educational resources.

Occasionally participates in professional activities or events that promote professional development. Aware of professional organizations, professional publications, and other educational resources.

Regularly and actively participates in professional activities or events that promote professional development. Makes use of information from professional organizations, professional publications, and educational resources.

Understanding and acceptance of diversity

Rejects those who are different in ability, race, gender, or ethnicity. Displays intolerant, disrespectful, and unresponsive behavior toward the ideas and views of others. Interacts in an impolite or unprofessional manner with those perceived as different from self.

Accepts others who are different in ability, race, gender, or ethnicity. Displays respectful and responsive behavior toward the ideas and views of others. Interacts with others in a polite and professional manner with those perceived as different from self.

Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

Continued

31


1 2Below Acceptability

3At Acceptability

4 5 Target

Respect for school rules, policies, and norms

Unaware of school rules and policies. Sometimes disregards known policies or restrictions. Wants exceptions to be made for self or tries to get around established rules of behavior, dress, etc. Thinks rules were made for others.

Aware of school rules and policies. Usually follows them without being reminded by others. Accepts reminders for breaches of rules or policies, and does not attempt to circumvent them in patterns of behavior, dress, etc.

Knows school rules and policies. Follows them consistently. Understands the purpose of regulations and respects their intent. Accepts responsibility for personally following them in patterns of dress, behavior, etc.

Collaborative skills: Poise, tactfulness, and rapport with staff and others

Does not collaborate or consult with others. Shows little regard for people and their ideas. Does not relate well with others. Does not share information or ideas.

Collaborates and consults with others. Accepts ideas of others. Relates adequately with others. Shares information and ideas.

Actively seeks out and incorporates ideas of others. Willingly works with others. Demonstrates positive interpersonal skills.

Preparation and organization of material

Work completed with little attention to quality. May be sloppy and/or contain errors. Emphasis on getting work done rather than learning. Assignments are sometimes late or missing. Comes unprepared to class (no text or class material, hasn’t read readings, etc.)

Assignments are completed correctly and with accuracy. Work shows basic grasp of the assignment’s intent. Meets assignment deadlines adequately. Is prepared for class most of the time.

Work is completed with attention to detail, is sequential, and is logical. Shows evidence of thoughtful analysis of the assignment. Work shows that adequate time and planning were allocated. Consistently comes to class well prepared.

Emotional control

Emotions are not under control. May lose temper and show outbursts of anger. Is disrespectful of peers and others. Does not take personal responsibility for emotions and behaviors. Blames others or outside circumstances for loss of emotional control.

Maintains basic control of emotions. May show emotional reaction, but does not lose temper or control. Is able to listen to the perspectives of others. Is responsible for emotions and behaviors.

Displays steady emotional temperament. Is receptive to viewpoints of others and their suggestions. Holds self accountable for emotions and behaviors. Displays a sense of humor and/or willingness to get along with others.

Self-reflection, growth, and ability to handle constructive criticism professionally

Does not recognize personal limitations or strengths. Does not accept suggestions and constructive criticism of others. Does not engage in critical thinking. Does not demonstrate ability to learn through self-reflection.

Recognizes personal limitations and strengths. Accepts suggestions and constructive criticism of others. Demonstrates ability to think critically. Demonstrates ability to learn through self-reflection.

Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.

Ethical behavior Shows dishonest, deceitful, or unethical behavior. Fails to use discretion in keeping information confidential. Cannot be counted on to keep word or to follow through as promised.

Is truthful and honest in dealing with others. Uses discretion in keeping personal or professional confidences. Generally ethical and trustworthy.

Exhibits honest, ethical, and responsible behavior. Follows APA and NASP ethical guidelines. Shows personal integrity.

Flexibility and adaptability

Excessively rigid: unable to adapt to reasonable schedule or expectation changes

Demonstrates flexibility and adaptability to novel and unexpected situations

Reacts to novel and unexpected situations with a problem-solving approach.

*Rubric adapted from Wayda, V, & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education; Teacher candidates may know their subject, but are they suited for the job? The Journal of Physical Education, Recreation, & Dance, 76, p. 34.

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Time Frame for Important Tasks(For full-time students: part-time students should modify as appropriate)

Note 1: Keep both hard and electronic copies of all paperwork in permanent files.

Note 2: If a grade of Incomplete becomes necessary, you MUST meet with the instructor to draw up a contract. Submit a signed copy to the Program Director, keep a copy for your records, and adhere to the agreement. Year 1: Summer before official matriculationo Take any incomplete program prerequisites such as Statistics (recommended: PSY 270),

Human Development (recommended: COU 620), or the literacy portion of the MTEL.o Familiarize yourself with this School Psychology Program Handbook.

Year 1: Fall Semestero Attend orientation. Locate important places like the Graduate Student computer lab (4th floor

of Healey Library), obtain student ID and library bar code.o Join School Psychology Club and Student Affiliate of School Psychology (SASP).o Register for support services as relevant such as:

Ross Center for Disability Services or Graduate Writing Center

o Adjust to graduate-level classes and Boston!o Learn word processing skills and APA style (6th edition of APA Publication Manual). o Join NASP or APA and MSPA as a student member!o Meet with your advisor:

o Confirm that passing MTEL scores are in your file or schedule to take the exam.o Agree on and co-sign the Advising Sheet (If you already have a master’s degree and

have received approval to waive classes, ensure waivers are noted on your signed Advising Sheet).

o If you are transferring in classes, submit needed paperwork to the Program Director (see p. 17 of this Program Handbook)

o Submit a signed Pre-practicum Log for each relevant course. Keep copies for your records.

Year 1: Spring Semestero Attend the Practicum Orientation meeting. Submit completed Practicum Application

Form to the Program Director for the next academic year.o Submit a signed Pre-practicum Log to each relevant course instructor. Keep copies for your

records.

Year 2: Summero Complete Summer school courses.o Celebrate! You are halfway through the course work!

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UMass Boston School Psychology Program Handbook 2014-15 34


Year 2: Fall SemesterComplete practicum paperwork. Submit to the practicum instructor:

o Copy of cover page of professional liability insurance.o Signed Practicum Log at semester’s end.o Signed Practicum Student Evaluation at semester’s end.o Keep copies of all paperwork for your files .

Prepare for internship: o Attend the internship orientation meeting.o Meet with your advisor to confirm that you have met all internship prerequisites. o Create a resume and cover letter; seek feedback from faculty and peers. o Start to investigate possible internship sites. o [Meet individually with the Program Director if you are planning to go out of state.]o Submit a completed Internship Application Form to the Program Director.

Year 2: Spring SemesterPrepare for the Internship

o Attend the Internship “Meet and Greet” the first week of February to meet potential supervisors.

o Attend on-site interviews in February and March; give potential Field Supervisors a copy of the complete seven (7) page Intern Contract to review.

o Notify the Program Director of the name of your internship site, the names of your supervisors, and their email addresses as soon as you and a site have come to an agreement.

o Obtain signatures of your Field Supervisors and Administrator on the Internship Contract. Keep a copy for your records; give the original to the Program Director.

Prepare the Degree Application for the MEd. Submit it to the Office of the Registrar.o List ONLY the first twelve (12) courses (i.e., 36 credits) that you have taken in the

program. The rest will go toward the EdS degree. Keep a copy for your files!Prepare for and take capstone exams:

o Sign up for the Master’s Comprehensive Exam (administered in April).o Apply to take Praxis II in School Psychology.o Develop a study group to prepare for the exams.o Take the Master’s Comprehensive Exam in School Psychology in April.o Take the Praxis II School Psychology Exam in spring or summer.

Complete practicum paperwork. Submit to the practicum instructor:o Signed Practicum Log and o Signed Practicum Student Evaluation.

Prepare the Graduate Additional Program Form and submit it to the Registrar’s Office to declare your intention to study for the EdS degree.

Year 3: Summer o Finish all course work before internship starts.o [If you do not graduate as expected, submit a “Graduation Date Change Form”]o Continue collecting data on your internship site. Make a rough draft of the Portfolio

artifact Internship Site Description (see the Fieldwork Handbook for an outline).

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Year 3: Fall SemesterComplete beginning internship paperwork.

o Renew professional liability insurance; submit receipt to instructor.o Submit Personal Statement to Seminar Instructor. o Submit two Tuition Voucher Request Forms, one for fall and one for spring, to the

seminar instructor. If you have two supervisors, each gets one. If you have one supervisor, that person gets one for each semester.

o Collect completed observation forms from your Field Supervisor as you provide direct and indirect services (Consultation Feedback, Counseling Plans, Case Notes, Aggregated Presentation Ratings, Aggregation of Parent Satisfaction Surveys).

o Submit assignments according to the SPY688/SPY691 syllabus (weekly Journals, Site Description, Psycho-educational Report, Case Study Plan before collecting baseline data, Case Study, FBA + BIP, Assessment Instrument Review, In-service Presentation).

Complete mid-internship (December) paperwork, keeping a copy for your files. Submit to the Seminar Instructor:o Completed Site Impressions: Intern Questions (used to determine site appropriateness).o Summary sheet of your Internship Log, signed by your Field Supervisor. This log

should indicate 600 on-site hours and two hours per week of supervision.o Signed and dated Intern Evaluation.

Year 3: Spring SemesterPrepare the Degree Application for the EdS. Submit it to the Office of the Registrar.

o List at least ten (10) courses (i.e., 30 credits) that did NOT go toward your master’s degree or appear on your MEd Degree Application. Keep a copy for your files!

Submit Portfolio that includes approved seminar assignments and evidence that you have attained the knowledge and skills required of beginning school psychologists:o Final Personal Statement (including Parts II-IV. For Part III, Sections E & F only).o Two approved psycho-educational reportso Two case studies; at least one with Percentage of Non-overlapping Data of 51% or

greatero Functional Behavior Assessment with Behavior Intervention Plan (FBA + BIP)o Two Assessment Instrument reviewso In-service Presentation and Aggregated Presentation Ratingso Parent Workshop Presentation and Aggregated Presentation Ratingso Aggregation of Parent Satisfaction Surveyso Consultation Feedback, o A Counseling Plan and Case Notes for one caseo Full Internship Log.

Submit licensure eligibility paperworko Begin the process of obtaining School Psychologist Licensure from Massachusetts

Department of Elementary and Secondary Education. Submit an official undergraduate transcript(s).

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Create an ELAR page on the DESE website, pay the fee, print out your receipt, and keep it for your records.

Submit to the Seminar Instructor at the end of the internship: o Summary sheet of Internship Log signed by your Field Supervisor. It must indicate at

least 1200 on-site and 2 hours per week of supervision.o Signed, scanned copy of the Intern Evaluation.o Completed and dated Pre-service Performance Assessment form (PPA) with your, the

Field Supervisor’s, and the University Supervisor’s signatures.o Completed Program Evaluation.o Complete Site Impressions: Intern Questions form if your site for the spring semester

was different from that for the fall.Attain National Certification as a School Psychologist (obtain signed Program Verification from Program Director and Fieldwork form signed by supervisors) (see www.nasponline.org).

Year 4 CONGRATULATIONS! Begin your professional career as a full–fledged School Psychologist!

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http://www.nasponline.org/

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