The School Psychology program is designed to prepare professional K-12 school psychologists with the essential competencies to provide the complex services demanded of schools within the educational system. The program is designed to foster development along the ten NASP domains, with a focus in each area around serving culturally and linguistically diverse students in diverse settings.
All School Psychology students must complete the following courses:
Passage of the NCSP exam is required to complete the MS in School Psychology Program.
In addition to passing the NCSP exam, candidates must also complete the Internship Portfolio.
The School Psychology Internship Portfolio is used as a formative evaluation tool throughout the candidate's enrollment in the school psychology training program. At the conclusion of the internship, it is used as a summative evaluation. During the internship year, a Behavior Intervention Case Study, and Academic Intervention Case Study, and a Psycho-educational Evaluation must be submitted by all interns and evaluated using criteria. It will also include an updated resume and the final School Psychology Internship Evaluation Form.
For more information, contact the Department of Education & Leadership at 831-582-3639
School Psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
School 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.
School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social-emotional functioning and mental health.
School psychologists have knowledge of school and system structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
School psychologists 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 difference; and evidence-based strategies to enhance services and address potential influences related to diversity.
School psychologists have knowledge and research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
School psychologists 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.