• 90-100 hours each semester, total 200 hours (minimum)
• 1 day per week
• Small group placement: 4-5 school psychology trainees
• 3 sections at partnership schools
• School psychologists supervising-instructors (i.e., part-time faculty members)

Practicum is a highly structured and guided introduction to the intersections of home, family, school and community systems (i.e., specific assignments to be orchestrated & completed on-site).

In the fall, trainees develop skills in ecosystemic assessment-intervention (including record reviews, interviewing, and observation) and counseling. In the spring, they continue to practice those skills while adding ecobehavioral assessment-intervention (i.e., functional behavior assessment, behavior support plans, behavioral interventions-consultation) and academic assessment-intervention (e.g., authentic assessment, curriculum-based measurement) to their repertoire.

Seminars, held at the school, have 3 purposes:

1. Group supervision
2. Introduction to the profession and professional ethics
3. Discussions regarding cultural diversity in the schools

• 150 hours each semester, total 300 hours (minimum)
• 1.5 days per week (1.5 hrs supervision per week)
• Paired placements
• 7-9 collaborating credentialed school psychologists as supervisors (for 15 trainees)
• Designated faculty member as university supervisor & liaison

Fieldwork continues to support trainee development as interventionists while increasing attention to assessment-intervention and special education evaluations.

Trainees continue to provide ecosystemic, ecobehavioral, and academic assessments-interventions while increasing their repertoire to include assessment of culturally and linguistically diverse students and special populations. They must contribute to special education evaluations to the limits of their documented competence (i.e., copies of test proficiency rubrics from instructors).

Trainees carry a small counseling (individual or group) caseload while developing their skills in formal special education evaluation and consultation (e.g., instructional, mental health). A year-long seminar sequence provides skills for trainees to evaluate the effectiveness of their interventions.

• 200 hours each semester, total 400 hours (minimum)
• 2 days per week (2 hrs supervision per week)
• Individual placements under the supervision of a credentialed school psychologist
• Designated faculty member as university supervisor & liaison

Fall semester begins with a focus on developing skills in integrative cross-battery assessment and evaluation processes with conceptual report writing.

Concurrently, trainees become familiar with their placement settings, participate in SSTs and IEPs, maintain a small counseling caseload, initiate consultative services, and contribute to special education evaluation procedures.

By spring semester, trainees are expected to manage a special education evaluation case from referral through IEP. By the end of the year, trainees should demonstrate their skills in providing a multifaceted, comprehensive model of service delivery including psychoeducational evaluations, behavioral assessment, and direct and indirect interventions.

• 1200 hours (minimum)
• Full-time with 20% dedicated to professional growth
• Individual placements under the supervision of a credentialed school psychologist
• Designated faculty member as university supervisor & liaison

Interns deliver the full range of services provided by school psychologists, and must include assessment-evaluation, consultation, counseling, and other direct and indirect interventions, under the supervision of a school psychologist.

They are expected to fulfill no more than 60% of the load of a beginning school psychologist. Internship is the culminating learning experience in the program; interns are recommended for the internship credential after a conference with the full-time faculty (held in the spring prior to internship).

Typically, interns are assigned to 1 school for the entire year and may engage in rotations at other sites or with special populations. Usually funded by the school district as a credentialed internship position.

Note: To ensure a breadth of experience, trainees must be in different placements and with different supervisors each year. It is the candidate's responsibility, in consultation with her/his advisor, to plan and document field experiences that will result in at least a minimum of 200 hours (through fieldwork, practicum, or field-based courses) in a setting other than the primary setting in which field experiences have been taken (i.e., elementary, middle, or high schools).

At the Internship Planning Conference, trainees must present documented hours at each setting level. In the rare instance when a trainee has not completed the 200 hours in a setting other than the primary setting, the candidate must fulfill this requirement during the internship year.

The following are common to each of these year-long experiences:

• The field experience is accompanied by a professional development seminar (weekly for pre-internship experiences, intensive day-long monthly seminars during internship) that includes group supervision by a faculty member.
• Placements in schools with approved supervisors are effected in a collaborative process among trainees, faculty members, field supervisors, and the program director.
• The experience is governed by agreements with the participating school sites and supervisors.
• Trainees, in collaboration with the field supervisor and the instructor, develop individual goals and activity plans to ensure attention to the program's 10 Practice Domains.
• To receive credit for the course (graded credit/no credit), trainees must complete all requirements at a satisfactory level, as evaluated by field supervisor and instructor.
• Trainees are expected to practice the skills learned in courses from the previous year(s).
• Trainees are expected to integrate concurrent course assignments into their field placement activities.
• Trainees are expected to integrate new skills as they develop and are cleared by the instructors associated with specific courses.
• Trainees receive at least 1 hour of face-to-face supervision (from the field supervisor) for every day on site.
• Interns receive at least 2 hours of face-to-face supervision (from the site supervisor) weekly, although much more may be required at the beginning of internship.
• Trainees track their hours on site using the School Psychology Service Delivery Analyzer (SPSDA-R, an Excel-based accountability system).
• Trainees must accrue the designated minimum number of hours each semester.
• Trainees maintain reflective field experience logs which are reviewed by the faculty member.
• The trainees' development of competence in each of the 10 Practice Domains is evaluated (by the candidate and by the field supervisor) each semester.
• The trainees evaluate their field placement site and supervisor each semester.