Guide 2024-2025
Forms
Practicum Memorandum Agreement
Welcome to your School Psychology Practicum semester. We trust that you will enjoy your learning experiences this semester. Within this handbook, you will find important information that you will need to successfully complete the Practicum course. For your learning experience, the practicum supervision is extensive, requiring 300 hours at your practicum site while also requiring weekly class supervision with university faculty. Participation in this class assumes that the dignity and essential worth of all participants is respected; the privacy, property, and freedom of participants will be respected; bigotry, discrimination, violence, or intimidation will not be tolerated, and personal and academic integrity is expected. Again, welcome and best of luck in 2024-2025.
Sincerely,
Dierdre Henley Wood, Ph.D., LSSP
Visiting Assistant Professor
School Psychology Practicum Coordinator
Elise Hendricker, Ph.D., LSSP, LP
Professor
School Psychology Program Director
Mission of Practicum Program
The School Psychology practicum experiences affords students opportunities to demonstrate under conditions of appropriate supervision, their ability to apply their knowledge, to develop specific skills needed for effective school psychological service delivery, and to integrate competencies that addresses the domains of professional preparation and practice outlined in the NASP (National Association of School Psychologists) and objectives of the UHV School Psychology training program.
The development of professional skills begins with the student and the practicum supervisor discussing possible practicum sites, then contacting prospective sites and arranging for a semester-long experience that involves observation and participation in agency activities. In addition to cultivating professional relationships and learning about the complexities of those relationships, students have the opportunity to discover if a particular site experience matches their own strengths and interests. Finally, the School Psychology practicum program furthers the overall mission of the School Psychology program, by emphasizing and strengthening ties with the surrounding community. Students benefit by learning from school-based professionals and professionals within area agencies, while agencies gain by hosting competent and energetic students who, in turn, positively impact the school.
Obtaining a Practicum Site
The best practice is that students begin determining a practicum site at least 2-3 months prior to the semester that practicum is scheduled to begin. To assist them with this process, students can refer to the School Psychology Practicum Site Roster (see below) for school districts and agencies that have participated in the program in the past. The Practicum Coordinator will also provide ongoing updates via email about school districts and agencies that have openings for practicum students. Students are also encouraged to approach new school districts and agencies, with the assistance of the Practicum Coordinator, who might be interested in the student’s services as a practicum student.
Students should first work with the Practicum Coordinator to discuss sites they are interested in. Before approaching a district, students must have a resume or curriculum vitae in hand and be prepared to apply and be interviewed by the special education director, agency director or designated staff member.
After discussing possible practicum sites with the Practicum Coordinator and receiving permission from the Practicum Coordinator, students should contact the school district or agency by telephone or email and ask about the possibility of completing a School Psychology practicum at the respective site. Students should be sure to provide the school district’s contact with the requirements of the practicum program, including the UHV Practicum Handbook.
If the school district is interested, the student then makes an appointment for an interview. If after the interview, the practicum site is amenable and the student is still interested in the site, the process of drafting an agreement begins.
Step 1: Browse through the School Psychology practicum roster (See Below). Let the Practicum Coordinator know via email what sites you may be interested in to help facilitate relationships.
Step 2: In coordination with the School Psychology Practicum Coordinator, choose one or two sites to contact by telephone or email. See the enclosed Contact Script for a sample conversation.
Step 3: Send a resume or curriculum vitae and/or make interview appointment, as directed by the site contact person.
Step 4: Once a site is selected, an email should be sent to the Practicum Coordinator to discuss the site of your choice and a draft a memorandum of agreement will be provided to the student. The MOA must be signed by all parties (i.e., the student, the Site Supervisor, and the Practicum Coordinator) prior to the student starting to collect practicum hours.
Step 5: Register for, PSYC 6348 (School Psychology Practicum).
Step 6: Complete any required onboarding processes or forms required by the district for the practicum experience.
School Psychology Practicum Site Roster
This list outlines places where UHV School Psychology students have recently completed practicum sites (within the last 5 years). This is not a comprehensive list of area sites and contact information for various districts may have changed without notice. If you are interested in a site not on this list, please discuss your interests with the Practicum Coordinator.
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School District |
Contact |
E-mail Address |
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Alief ISD |
Jesse Saldaña Assessment Coordinator |
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Alvin ISD |
Sarah Chauvin Director of Special Education |
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Angleton ISD |
Amy Pierce Licensed Specialist in School Psychology |
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Bay City ISD |
Selina Garcia Director of Special Programs |
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Clear Creek ISD |
Pamela Moore Ellis Director of Special Education Support Services |
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Cleveland ISD
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Shannon Wallace Director of Special Education and 504 |
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Columbus ISD |
Sarah Wanjura Director of Special Programs |
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Conroe ISD |
Dr. Kendra Wiggins Director Of Special Education/504 |
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Crosby ISD |
Amy Hoehner Special Education Director |
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Cy-Fair ISD |
Dr. Jamie Griffin Intern Coordinator/Training Director |
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Fort Bend ISD |
Teniece Collins Lead LSSP |
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Friendswood ISD |
Tricia Robinson Lead LSSP |
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Gregory Portland ISD |
Barbie Ezell Director of Special Education |
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Gonzalez ISD |
Erin Lindemann-LaBuhn Executive Director of State and Federal Programs |
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Humble ISD |
Ashley Clark Assessment Lead Brandon Stevens Assessment Coordinator |
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Katy ISD |
Dr. Chi Chi Allen Lead LSSP |
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Klein ISD |
Dr. Anjelica Greene Coordinator of Appraisal and Psychological Services |
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Lamar Consolidated ISD |
Jenny Rector Lead Licensed Specialist in School Psychology |
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Northwest Independent School District |
Stacey Parker Director Of Special Education Evaluation, Staff & Compliance |
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Pasadena ISD |
Deborah Scanapico Coordinator of Evaluation |
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Pasadena ISD |
Dr. Susan Fascio-Vereen Evaluation Team Leader |
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South San Antonio ISD |
Vacant Director of Special Education |
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Spring ISD |
Dr. Thelissa Edwards Executive Director of Special Education |
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Spring Branch ISD |
Dr. Janet Gay Assessment Supervisor |
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Stephenville ISD |
Blessing Wright Director of Special Education |
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Tomball ISD |
Michelle S. Howard Lead LSSP |
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Victoria ISD |
Jolene Barrientos Lead LSSP |
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Waller ISD |
Thad Green Co-Lead for Psychological Services and SEL |
Visit Region 4 for a map of school district sites in and around the Houston area.
Click on Region 4 School District Directory to learn more about each site.
Visit Region III for a map of school district sites in an around the Victoria area.
Click on the name of each district to learn more about each site.
Initial Contact Script
Instructions: This is a suggested script for the student’s initial contact with a potential site supervisor. Feel free to use all our part of this script as a guide for this initial conversation.
Student: Hello, my name is _. I am a student in the School Psychology program at the University of Houston-Victoria, and I’m calling to speak with you about the possibility of completing a school psychology practicum in your district. The Practicum Program requires that I complete 300 hours during the course of a semester at the site. I will need to be supervised weekly by an on-site supervisor, who is currently an LSSP with a minimum of three years of independent practice. Do you have any such opportunities in your district?
(If the Agency representative responds positively, then you may ask for a brief meeting). If possible, I would like to come visit you so that I can tell you more about the Practicum Program and so that you can see if you might be interested in having me as a practicum student in your district this year. When will be a good day and time to visit your district? Thank you for your time, I look forward to meeting with you.
University of Houston-Victoria Practicum in School Psychology
Faculty Supervisor Introductory Letter
Dear Site Supervisor:
I would like to thank you for participating as a supervisor in the University of Houston-Victoria (UHV) School Psychology Practicum Program. The purpose of this practicum is to provide students with the opportunity to gain practical experience in school psychology.
Students are required to complete 300 practicum hours during the course of the semester. The on-site supervisor meets with the student on a weekly basis for a minimum of 2 hours of supervision to help the student process the week’s activities via supervision. Students also meet with the university-based supervisor for a minimum of 2 hours per week for additional supervision of activities.
It is our belief that the Practicum Program is mutually enriching: Our students learn from you, and, in return, they enrich school districts with their enthusiasm, service and creative energies. Again, I am grateful for your involvement with our program. Please do not hesitate to contact me if you have any initial questions.
Sincerely,
Dierdre Henley Wood, Ph.D., LSSP
Visiting Assistant Professor
School Psychology Practicum Coordinator
Elise Hendricker, Ph.D., LSSP, LP
Professor
School Psychology Program Director
Practicum Requirements
Hours Requirements:
Prior to beginning the school psychology practicum in the spring semester, a Memorandum of Agreement must be signed by the university practicum student (“student”), the school or agency site-based practicum supervisor (“Site Supervisor”), and the University of Houston Victoria School Psychology Program Practicum Coordinator (“Practicum Coordinator”). This memorandum must be in place before practicum hours begin.
The student is required to obtain and document 300 clock hours of experiences and activities in coordination with the school-based practicum site during the Spring semester. This equates to approximately 20 hours of experiences and activities at the practicum site per week and should include the 4 hours of required supervision hours outlined below. Students should plan to spend a minimum of two full days on site, in the school district each week to obtain the necessary hours and experiences. The beginning and end dates of the practicum and the student’s practicum schedule are to be agreed upon by the student, the Site Supervisor, and the Practicum Coordinator.
Memorandum of Agreement:
Prior to beginning the School Psychology Practicum and collecting hours, a Memorandum of Agreement must be signed by the student, the Site Supervisor, and the Practicum Coordinator. Students should understand that when entering into verbal agreements with the practicum site and through signing the practicum memorandum of agreement, they are committing to the practicum placement at that site. Should it be necessary to change the practicum site after there has been a verbal or written agreement, the reason for the change must be clearly communicated by the student to the Site Supervisor and the Practicum Coordinator. Students may not start accruing practicum hours until the memorandum of agreement is signed and agreed upon by all parties.
Credentials:
According to the rules set forth by the Texas Behavioral Health Executive Council and the Texas State Board of Examiners of Psychologists, the activities or services of a student in psychology are exempt from licensure as long as: the person is pursuing a course of study to prepare for the profession of psychology under qualified supervision in a recognized training institution or facility; the activity or service is part of the person's supervised course of study; and the person is designated by another title such as “University Practicum Student” that clearly indicates the person's training status.
All students, families, and school staff that the student works with during this practicum should be aware of the student’s status as a “University Practicum Student”. Any formal documentation, paperwork, or communication (such as e-mail) that includes the student must indicate the student’s status as a “University Practicum Student”, the name of the supervisor, and the signatures of both the student and the supervisor when appropriate.
Supervision:
Practicum includes close supervision of candidates by the Practicum Coordinator and qualified Site Supervisors, including appropriate performance-based evaluation, to ensure that candidates are developing professional work characteristics and designated competencies. The student will obtain supervision from the Practicum Coordinator for a minimum of 2 hours per week via the delivery of the PSYC 6348 – School Psychology Practicum course as outlined in the course syllabus.
In addition, the student must obtain and document direct supervision from the Site Supervisor at the practicum site for a minimum of 2 hours per week. The Site Supervisor needs to be involved in the planning, activities, supervision, and evaluation of the student’s progress. The Site Supervisor must be licensed as an LSSP in the state of Texas with 3 years of independent experience without supervision and must be an employee of the school district in which the student is placed.
The preferred format of this direct practicum site supervision is face-to-face. It is suggested that the practicum site supervisor and the student set aside and designate two hours each week dedicated to meet the required supervision hours. Supervision should take place in person, unless illness or a medical situation requires supervision to take place via a live, synchronous format ( (i.e., Microsoft Teams or Zoom). Supervision hour requirements must be met each week and should total a minimum of 30 hours of on-site supervision at the completion of the semester.
Practicum Coordinator:
Throughout the practicum experience, the channels of communication must remain open between the Practicum Coordinator, the Site Supervisor, and the student. The Practicum Coordinator is concerned with the education and well-being of the student, the interests of the Site Supervisor, the practicum site, and its clients, and the requirements of this university and this program. The Practicum Coordinator will maintain regular contact with the student and the Site Supervisor to lend support and monitor the quality of the practicum experience.
However, the Practicum Coordinator is not an employee of the practicum site and will not directly supervise cases at the practicum site. The Practicum Coordinator is available for support and guidance and may provide recommendations regarding cases, but final decisions are to be made jointly between the student and the Site Supervisor.
Professional Liability Insurance:
The student must obtain professional liability insurance through the American Psychological Association or the National Association of School Psychologists prior to practicum and submit formal documentation to the Practicum Coordinator verifying their insurance coverage.
Practicum Hours:
All practicum hours are on-site in the school district. Trainings and in-services used for hours must be approved via email by the Practicum Coordinator and the Site Supervisor. Weekly practicum class meetings can also be counted towards the hour’s requirement. With permission of the Site Supervisor, students may count travel time as practicum hours if traveling between sites (i.e., from one school to another or from site to the university).
Although students have several options for activities that may count towards practicum hours, it is important to reiterate that the majority of hours should be in-person, on-campus hours where the student is engaged in the day-to-day activities of a school psychologist. Hours logs will be examined to ensure that a minimum of 225 hours (75% of the practicum experience) is spent on site at school campuses. In addition, hours logs will be examined to ensure that a minimum of 2 days per week are spent at the school campus. For example, students cannot miss multiple weeks of practicum and then try to “make up” hours later in the semester. The goal should not only be to hit the 300 hour mark, but to fill those hours with meaningful experiences and participate in the daily life of being a school psychologist by being engaged on the campus
Logs:
Students must submit a log of activities performed during their 300 hours of practicum. An Excel spreadsheet is available on the course Canvas site for students to code their hours. The log must be discussed weekly with the Site Supervisor in the school district during supervision meetings and will be signed by the supervisor and turned in by the student at specific checkpoints throughout the year (typically middle and end of each semester). The Practicum Coordinator will monitor hours completed and the quality and breadth of experiences obtained by the practicum student.
Course Registration:
School Psychology students must register for the school psychology practicum (PSYC 6348) during the Spring semester.
Grades:
While grades are assigned by the Practicum Coordinator, evaluation of the student’s progress in this course and the practicum in general will be made in part during two individual progress meetings that will take place between the Practicum Coordinator, the Site Supervisor, and the student as well as through the Site Supervisor’s end of practicum evaluation.
Grades for the school psychology practicum classes will be assigned when the 300 hours of practicum and all other requirements as outlined by the course syllabus are completed. Practicum is graded as pass/fail and at the completion of the spring semester, each student will obtain either an “S” (Satisfactory completion of the course) or a “U” (Unsatisfactory completion of the course).
For a satisfactory grade to be earned, students must complete each requirement, meet all hours/time requirements (including total hours, time spent on campus, and weekly supervision hours), earn satisfactory practicum evaluation scores, exhibit professional behavior at all times, and submit all course components within the established timelines. Students who do not complete requirements within the established timelines will receive an Incomplete and will not be allowed to complete Internship until all requirements are complete.
Professional Behavior:
As this is a professional preparation course, students are expected to follow the UHV Psychology Department’s Ethical Guidelines, the Principles for Professional Ethics of the National Association of School Psychologists (2020), all Federal and State laws related to the practices of school psychology, and all practicum site and/or district level policies and procedures surrounding the provision of school-based psychological services. Students are expected to adhere to school district policies with respect to dress code, procedures, working hours, etc. Professionalism should be maintained in all online, email, telephone, and face-to-face communications during the practicum experience.
Students are reminded that their behavior while on practicum is a direct reflection on the UHV School Psychology program and faculty, and that non-professional behavior during the practicum experience may impact our ability to utilize that site for practicum and/or internship placements for future students. If problems arise during the practicum experience or during the application process for either practicum or internship, students are required to discuss these issues with the Practicum Coordinator to obtain assistance in resolving such issues.
Explicit observation of the student’s professional and ethical behaviors is part of the evaluation process for students on practicum. Students are expected to exhibit a high level of professional and ethical responsibility both in class and on their practicum site. Failure to maintain professional and ethical behavior while on practicum may result in students being placed on a remediation plan during Internship or reconsideration of their status in the UHV School Psychology program.
Evaluation of Student Skills:
Students will be formally evaluated by their Site Supervisors at the end of the spring semester using the UHV Practicum Evaluation Form. This form can be completed at the following link: UHV Practicum Supervisor Evaluation Form . The student’s primary Site Supervisor will evaluate the student’s knowledge, competency, professionalism, ethics, and skills.
It is the program’s expectation that most skills on the Site Supervisor evaluation should be rated at a 2-3 by the end of the semester, indicating that the student displays knowledge and competencies within the NASP Domains of Practice approximately 50% of the time. This will ensure the student is ready to continue building more knowledge and skills throughout the internship year.
If students do not meet expectations as outlined on the evaluation form, it may result in an Unsatisfactory grade and a requirement to complete practicum again. Students may also be placed on a remediation plan during internship, even if a Satisfactory grade is given. The specifics of the student’s remediation plan must be met during the subsequent Fall internship semester.
Course Syllabus:
It is expected that all students will meet the requirements laid out by the practicum course syllabus. Syllabi and course expectations may change over time. Failure to meet the responsibilities of the course syllabus will result in a grade of unsatisfactory at the completion of the semester. Students receiving an unsatisfactory grade will be asked to complete the practicum course again the following spring semester and will be placed on remediation to address skill deficits.
NASP Domains of Practice Competencies
In accordance with the NASP Domains of Practice, each practicum student is required to complete and submit a portfolio of artifacts highlighting how their practicum experiences have fulfilled each competency outlined by NASP as necessary for the success of school psychology training. Students will complete artifacts at the practicum site and submit these when completed to the university-based supervisor. Artifacts will be submitted via the course Canvas site.
Throughout the practicum semester, it is the student’s responsibility to monitor their progress on these mandated artifacts and seek out needed opportunities to complete requirements. Students may complete other activities outside of this list as required by the supervisor; however, these artifacts are required for a final grade.
Below is a list of each NASP Domain and activities that align with each domain. Students must submit all required artifacts and write about their competency and skills at the completion of the practicum experience to receive a satisfactory grade. Artifact requirements and expectations will be discussed further in class.
Domain 1: Data-Based Decision-Making: School psychologists understand and utilize assessment methods for identifying strengths and needs; for developing effective interventions, services, and programs; and for measuring progress and outcomes within a multi-tiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision making at the individual, group, and systems levels, and consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
Example/Required Artifacts for Domain 1:
- Practicum students must complete a minimum of 2 comprehensive evaluation reports for varying referral questions, including 1 psychological evaluation (to consider Emotional Disturbance or Other Health Impairment for ADHD) and 1 Autism evaluation.
- These reports must include cognitive and achievement testing, along with other required emotional/behavioral assessments depending on the referral question, conducted by the practicum student.
- All components of the evaluation should be completed with support from the Site Supervisor, and in conjunction with any other professionals who conduct such assessments (e.g., diagnostician). It is preferable for the practicum student to be involved in as much of the assessment as possible with appropriate supervision for their learning experiences.
- Practicum students should complete the evaluation with the support of the Site Supervisor and participate in the ARD/IEP meeting to share results with parents and school staff.
- These reports must be submitted to the course Canvas site with all confidential information redacted.
Domain 2: Consultation and Collaboration: School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision-making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
Example/Required Artifacts for Domain 2:
- Practicum students should complete a minimum of 1 Functional Behavioral Assessment and 1 Behavior Intervention Plan to determine target student behaviors, hypothesized function of target behaviors, and recommendations for behavioral intervention.
- Practicum students should complete the FBA/BIP with the support of the Site Supervisor and participate in the ARD/IEP meeting to share results with parents and school staff.
- The FBA and the BIP generated from that FBA should be submitted to the course Canvas site with all confidential information redacted.
Domain 3: Academic Intervention and Instructional Supports: School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence- based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data-collection methods to implement and evaluate services that support academic skill development in children.
Example/Required Artifacts for Domain 3:
- Practicum students must complete a minimum of 1 academic case study.
- The case study should target a student that has an academic deficit in reading, math or writing skills. The student may be in general education or special education.
- Practicum students must report baseline data, areas of weakness that the child exhibits based on multiple sources of data, develop goals and objectives, implement evidence-based academic intervention programming, and utilize progress monitoring measures to determine student progress towards goals.
- Intervention data (minimum of 6 weeks and at least 1 data point collected per week) must be submitted and graphed visually.
- The academic case study should also include a narrative description of the intervention process and the results. The full academic intervention report must be submitted to the course Canvas site.
- Students will also be required to calculate and report effect size and the percentage of non-overlapping data points. If a positive effect size is not obtained, students will need to include an additional one-page summary describing the variables that contributed to the lack of progress and actions taken to address the skill deficit.
Domain 4: Mental and Behavioral Health Services and Interventions: School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health; behavioral and emotional impacts on learning; and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
Example/Required Artifacts for Domain 4:
- Practicum students must participate in at least 3 individual counseling sessions with the same student.
- Practicum students must participate in at least 3 group counseling sessions with the same students.
- Because practicum students are starting in the middle of the academic school year, these groups may be co-led by the practicum student and the Site Supervisor, General Education counselor, or other mental health professional on the campus.
- Practicum students should be involved with counseling meetings and monitoring progress toward IEP goals.
- A summary of the individual and group counseling cases should be submitted to the course Canvas site and should include session notes, evidence-based methods that were utilized, student IEP goals, and progress monitoring toward goals.
Domain 5: School-Wide Practices to Promote Learning: School psychologists understand school and systems’ structures, organization, and theory; general and special education programming; implementation science; and evidence-based school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
Example/Required Artifacts for Domain 5:
- Practicum students should sit in on a minimum of 2 school wide committee meetings that address systemic issues related to school climate, school safety, bullying prevention, Response to Intervention, or Positive Behavior Supports and Interventions.
- Artifacts to show attendance should be submitted to the course Canvas site.
Domain 6: Services to Promote Safe and Supportive Schools: School psychologists understand principles and research related to social–emotional well-being, resilience, and risk factors in learning, mental and behavioral health, services in schools and communities to support multi-tiered prevention, and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.
Example/Required Artifacts for Domain 6:
- Practicum students should observe or participate (with supervision) in at least 1 risk or threat assessment should such assessments present themselves during the practicum experience.
- Evidence of risk or threat assessment should be submitted to the course Canvas site with identifying information redacted.
- Practicum students should be afforded the opportunity to observe the district crisis team and district response to any school or district crises that might present themselves during the practicum experience.
- Any involvement through district crisis response should also be submitted to the course Canvas site (i.e., case notes, a summary of the incident).
- As part of Domain 6, practicum students will also analyze multi-tiered systems of support that occur at their practicum site.
- An analysis paper (a minimum of 3 pages double-spaced) will be submitted to the course Canvas site. The paper should describe the systems of support that occur for academics, behavior, and social/emotional development, as well as how these systems are compared to best practices. Recommendations for improvement should also be written.
Domain 7: Family, School, and Community Collaboration Services: School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance of academic and social–behavioral outcomes for children.
Example/Required Artifacts for Domain 7:
- Practicum students should meet with parents to review assessment results (part of Domain 1 as well).
- Practicum students should meet with parents to outline parent recommendations for behaviors as part of their Functional Behavioral Assessment (part of Domain 2).
- Practicum students should observe parent training or other family-based interventions that the district may offer.
- At the completion of the semester, students will submit a written summary (a minimum of 1 page double-spaced) outlining their work with families this semester, any parent trainings they attended, barriers that occurred, and their plans for improving family-school collaboration methods while on internship next year.
Domain 8: Equitable Practices for Diverse Student Populations: School psychologists have knowledge of, and inherent respect for, individual differences, abilities, disabilities, and other diverse characteristics and the effects they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and to address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.
Example/Required Artifacts for Domain 8:
- Practicum students should participate in at least 1 assessment where cultural diversity plays a large role in understanding and conceptualizing the student’s needs (e.g., English Language Learners, immigrant families, linguistic differences, gender diversity).
- This can be part of the requirements for Domain 1 (one of the two required assessments), or it can be a separate assessment (a third assessment).
- In a 1-page paper, practicum students should outline how diversity was attended to during the process of the assessment and how recommendations were tailored to the student’s unique needs.
- The assessment along with the 1-page paper should be submitted to the course Canvas site, and all confidential information redacted.
Domain 9: Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Example/Required Artifacts for Domain 9:
- Practicum students will analyze an existing program that occurs at their practicum sites (for example, a social skills program, Tier 1 PBS methods, specific Tier 2 interventions, academic screening, tutoring interventions etc.).
- The practicum student should learn about the program and collect additional data beyond what already exists to analyze the effectiveness of the program.
- A 3-page paper (double spaced) should be submitted to the course Canvas site discussing the evaluation of the program and recommendations for further improvement.
Domain 10: Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
Example/Required Artifacts for Domain 10:
- Practicum students should be engaged in district or regional opportunities for further training related to their clinical skills, specifically relating to legal/ethical practice.
- A minimum of one district, regional, state or national training addressing ethical or legal issues should be attended and artifacts should be submitted to the course Canvas site that supports attendance.
Obtaining an Internship Site
The best practice is that students begin determining an internship site during the Spring semester in which they are participating in practicum. Students should aim to have an internship site selected by the end of their Spring practicum semester and a Memorandum of Agreement must be signed by the student, the Site Supervisor, and the Internship Coordinator prior to the student starting to collect Internship hours.
Students are encouraged to approach the school districts in which they are participating in practicum as well as other school districts and agencies who might be interested in the student’s services as an intern. To assist them with this process, the Practicum Coordinator will provide ongoing updates via email and the practicum course Canvas site about school districts and agencies that have openings for interns.
It is the student’s duty to contact these school districts or agencies by email, telephone, and/or online application, to determine the possibility of completing a School Psychology internship at the respective site. However, students must keep the Practicum Coordinator informed about their progress obtaining an internship site via email or discussion during the practicum course.
Students should provide the prospective internship site with the requirements of the internship, including the UHV Internship Handbook. If the school district is interested, the student makes an appointment for an interview. Before approaching a district, students must have a resume or curriculum vitae in hand and be prepared to apply and be interviewed by the special education director, agency director or designated staff member. If after the interview, the practicum site is amenable and the student is still interested in the site, the process of drafting an agreement begins.
Step 1: Discuss the possibility of remaining at the Practicum site for internship and browse through the postings for internship sites emails and/or on the practicum course Canvas site. Let the Practicum Coordinator know via email what sites you may be interested in completing your internship to help facilitate relationships.
Step 2: Contact the school districts or agencies by email, telephone, and/or online application, to determine the possibility of completing a School Psychology internship at the respective site. Send a resume or curriculum vitae as requested.
Step 3: Make an interview appointment, as directed by the site contact person. Students should provide the prospective internship site with the requirements of the internship, including the UHV Internship Handbook.
Step 4: Once a site is selected, an email should be sent to the Internship Coordinator to discuss the site of your choice and draft of the Memorandum of Agreement will be provided to the student. The MOA must be signed by all parties (i.e., the student, the Site Supervisor, and the Internship Coordinator) prior to the student starting to collect practicum hours.
REMINDER: Students should understand that when entering into verbal agreements with the internship site and through signing the internship memorandum of agreement, they are committing to the internship placement at that site. Should it be necessary to change the internship site after there has been a verbal or written agreement, the reason for the change must be clearly communicated by the student to the Site Supervisor and the Internship Coordinator. Students may not start accruing internship hours until the Memorandum of Agreement is signed and agreed upon by all parties.
Step 5: Register for, PSYC 6305 (School Psychology Internship).