UMass Boston School Psychology Program Handbook 2014-15
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UNIVERSITY OF MASSACHUSETTS BOSTON
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
HANDBOOK
for the
SPECIALIST PROGRAM in
SCHOOL PSYCHOLOGY
(MEd and EdS Levels)
Revised August 18, 2014
Program Director: Terry Bontrager
Full Time Program Faculty: Terry Bontrager
Robin Codding
Melissa Collier-Meek
Adam Feinberg
Scott Methe
Melissa Pearrow
Part Time Program Faculty: Jayne Boulos
Barbara Miller
Joan 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 ................................................................................................................................ 3
Student Characteristics .................................................................................................................................. 3
Licensure and Certification ........................................................................................................................... 4
Employment........................................................................................................................................................ 4
Resources ................................................................................................................................................. 4
Faculty................................................................................................................................................................... 4
Advising ................................................................................................................................................................ 7
Student Organizations .................................................................................................................................... 7
Professional Organizations ........................................................................................................................... 8
University Facilities and Resources ........................................................................................................... 8
Academic Support and Accommodations ................................................................................................ 9
Disability Resources ........................................................................................................................................ 9
School Psychology Assessment Library .................................................................................................... 9
Computer Scoring Facility ............................................................................................................................. 9
Health Service Programs................................................................................................................................ 9
Graduate Assistantships.............................................................................................................................. 10
Honors and Awards....................................................................................................................................... 10
Program Changes ........................................................................................................................................... 11
Applying to the Specialist Level School Psychology Program ............................................. 11
School Psychology Program Goals and Requirements .......................................................... 13
Professional Knowledge and Skills ......................................................................................................... 13
Professional Behavior .................................................................................................................................. 15
Academic Excellence..................................................................................................................................... 16
Course and Academic Requirements ...................................................................................................... 17
Part-time Study .............................................................................................................................................................. 17
Transfer Credit ............................................................................................................................................................... 17
The EdS Level ............................................................................................................................................................... 18
Leave of Absence.......................................................................................................................................................... 18
Annual Review .............................................................................................................................................................. 18
Exit from Program ........................................................................................................................................................ 18
Fieldwork Requirements ................................................................................................................................ 19
Part-time Internship...................................................................................................................................................... 19
Capstone Requirements .............................................................................................................................. 19
MEd: Comprehensive Exam ..................................................................................................................................... 19
EdS Capstone 1: Praxis II Exam .............................................................................................................................. 20
EdS Capstone 2: Portfolio .......................................................................................................................................... 21
Attainment Measures ................................................................................................................................... 21
Degrees .............................................................................................................................................................. 25
Candidate ......................................................................................................................................................................... 25
Application for Graduation ........................................................................................................................................ 25
Licensure ......................................................................................................................................................................... 26
APPENDICES .......................................................................................................................................... 27
Advising Sheet ...................................................................................................................................... 28
Recommended Course Sequence for Full-Time Students ..................................................... 29
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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 evidencebased 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
than can be admitted. The faculty make a concerted effort to attract and recruit a student body
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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
members and leaders of state and national professional organizations and serve on state and
national boards.
UMass Boston School Psychology Program Handbook 2014-15
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 Psychology
M.S., Texas A&M University, Counseling and Human Services
M.A., The University of Kansas, Teaching English as a Second Language
6 years’ experience in P-12 schools as a bilingual school psychologist
10 years’ experience in P-12 schools as an ESL teacher
Research interests: Multicultural issues, assessment of English learners, CurriculumBased Measurement
Robin Codding, Ph.D., Syracuse University, School Psychology
3 years’ experience in P-12 schools as a school psychologist and consultant
Research 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 Psychology
6 years’ experience as a school psychologist and an educational consultant
6 years’ experience as a Director of Positive Behavior Intervention & Supports (PBIS)
and an internship supervisor in School Psychology
Research 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 Psychology
M.Ed./CAGS School Psychology, University of Massachusetts Amherst
3 years’ experience as a school psychologist and director of special education
Research 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 Psychology
M.Ed., University of Central Arkansas, School Psychology
10 years’ experience in P-12 schools as a school psychologist
2 years’ experience in P-12 schools as a special education teacher
Research interests: School-based mental health services and youth empowerment
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:
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Jayne Boulos, Psy. D. Candidate, University of Southern Maine,
M.S., University of Southern Maine, School Psychology
Employed as a school psychologist in Falmouth, ME
14 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 psychologist
Research Interests: Evidence based mental health interventions
Joan Struzziero, Ph.D., Northeastern University, Counseling and School Psychology
Employed as a school psychologist in Scituate, MA
20 years’ experience in P-12 schools as a school psychologist
Research 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, Psychology
Research interests: Family health, eHealth, technology’s impact on families, and
immigration
Amy Cook, Ed.D., University of Connecticut, Counselor Education
C.A.G.S. University of Massachusetts Boston, Mental Health Counseling
M.Ed., University of Massachusetts Boston, School Counseling
Research interests: Closing the achievement and health gaps; working with Latino youth
Lisa Cosgrove, Ph.D., Duquesne University, Clinical Psychology
M.A., Duquesne University, Clinical Psychology
Research interests: Informed consent, conflict of interest, and women's health
Laura Hayden, Ph.D. Counseling Psychology, Boston University
MA Educational and Developmental Psychology, Boston College
Research 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
Research interests: Gender issues; gay, lesbian, bisexual and transgender issues; social
justice and international psychology
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Sharon Lamb, Ed.D., Harvard University, Human Development
Research interests: Child and adolescent sexual development, sex education and ethics,
media representations, feminist theory, sexualization
Boaz Levy, Ph.D., University of Southern California, Clinical Psychology
Research interests: Dual diagnosis, addiction, and bipolar disorder
Esmaeil Mahdavi, Ed.D., Indiana University, Counseling Psychology
Research interests: Life skills, emotion, and personality
Takuya Minami, Ph.D., University of Wisconsin-Madison, Counseling Psychology
M.A., Michigan State University, Counseling
Research interests: treatment evaluation and applied statistics
Timothy A. Poynton, Ed.D., Boston University, Human Development & Education
MS/CAS, State University of New York at Albany, Counseling/School Counseling
Research interests: Postsecondary transition, school counselor attitudes and beliefs,
technology applications, career development
Steven D Vannoy, Ph.D., University of Wisconsin Madison, Counseling Psychology
MPH, University of Washington
Research 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 Bontrager
F-J
Robin Codding
K-N
Mel Collier-Meek
O-R
Adam Feinberg
S-V
Scott Methe
W-Z
Melissa Pearrow
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
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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.
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.
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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.
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
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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.
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.
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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.
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.
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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
(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.
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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 decisionmaking and collaboration. Students must demonstrate skill in delivering effective services that
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.
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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 Accountability
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.
Domain 2: Consultation and Collaboration
School 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 Skills
School psychologists have knowledge of biological, cultural, and social influences on
academic skills; human learning, cognitive, and developmental processes; and evidencebased curricula and instructional strategies.

Domain 4: Interventions and Mental Health Services to Develop Social and Life
Skills
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.
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System-Level Services

Domain 5: School-Wide Practices to Promote Learning
School psychologists have knowledge of school and systems structure, organization, and
theory; general and special education; technology resources; and evidence-based school
practices that promote learning and mental health.

Domain 6: Preventive and Responsive Services
School 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 Services
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.
Foundations of School Psychological Service Delivery



Domain 8: Diversity in Development and Learning
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 differences; and evidence-based strategies to enhance services and
address potential influences related to diversity.
Domain 9: Research and Program Evaluation
School 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 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.
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
UMass Boston School Psychology Program Handbook 2014-15
16
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 incoming 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
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).
UMass Boston School Psychology Program Handbook 2014-15
17
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,
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.
UMass Boston School Psychology Program Handbook 2014-15
18
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
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-
UMass Boston School Psychology Program Handbook 2014-15
19
way between Advanced Beginner and Competent) in Competency and 3.0 (Competent) in
Acceptability.
Table 2.
Minimum Standards for Satisfactory Progress
Criterion
Level
All Practicum Internship
Grade Point Average
3.0
3.0
3.0
Critical Personal Qualities -3.0
3.0
Professional 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
Director to ensure that all requirements can be met. Students completing the Internship on a parttime 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
UMass Boston School Psychology Program Handbook 2014-15
20
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 coursework
o 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.aspx
o Study guides found at www.ets.org
o Study guides found at www.nasponline.org/students/praxissuggestions.pdf
 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
UMass Boston School Psychology Program Handbook 2014-15
21
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:
UMass Boston School Psychology Program Handbook 2014-15
22
Table 3.
Training Competencies and How They are Assessed
Competency
Assessor
1. Content knowledge
Departmental faculty
2. Content knowledge
ETS
3. Knowledge & Skills Practicum field supervisors
Measure
Course grades
Praxis II in School Psychology
Practicum Student Evaluation
Form1
4. Knowledge & Skills Internship field supervisors Intern Student Evaluation Form1
5. Knowledge & Skills Internship seminar
Portfolio artifacts:
instructors
 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 in
Internship seminar
At least 1 case study with a
improving K-12
instructors
minimum of 51%
student learning
non-overlapping data (PND)
7. Knowledge & Skills Recent graduates
Program Evaluation Form1
1
Forms 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.
UMass Boston School Psychology Program Handbook 2014-15
23
Critical Personal Qualities
1 Data-based Decision-making
2 Consultation & Collaboration
3 Academic Skills
4 Social & Life Skills
5 School-wide Practices
6 Preventive & Responsive Services
7 Family-School Collaboration
8 Diversity in Development/Learning
9 Research & Program Evaluation
10 Legal, Ethical, Professional
Table 4.
Skills and Knowledge: Addressed and Assessed by Domain
1.Knowledge and Skills Assessed by Faculty in
Coursework: Grades
SPY 601 Issues and Ethics in School Psychology
SPY 602 Standardized Assessment & Rpt Writing
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
SPY 603 Educational Assessment
x
x
x
SPY 604 Social, Emotional, and Behavioral
Assessment and Intervention
SPY 607 School-Based Interventions & Data-Based
x
x
x
x
x
Decision Making
SPY 608 Systems Consultation, Prevention, &
Organization Change
x
x
SPY 612 Learning and the Curriculum
x
SPY 635 Behavior Therapy in Schools
SPY 653 Cultural Competence for School
Practitioners
COU 601 Research and Evaluation in Psychology
x
x
COU 608 Abnormal Psychology
x
x
COU 614 Counseling Theories and Techniques I
x
COU 617 Child and Adolescent Counseling
x
COU 632 Collaborative Consultation in Schools
COU 650 Group Counseling for Children and
Adolescents
CSP 660 Biological Bases of Behavior (replaces
SPY 610 Neuropsychology)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Continued
UMass Boston School Psychology Program Handbook 2014-15
Critical Personal Qualities
1 Data-based Decision-making
2 Consultation & Collaboration
3 Academic Skills
4 Social & Life Skills
5 School-wide Practices
6 Preventive & Responsive Services
7 Family-School Collaboration
8 Diversity in Development/Learning
9 Research & Program Evaluation
10 Legal, Ethical, Professional
24
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
x
x
x
x
x
x
x
x
x
x
x
SPY 686 Practicum in School Psychology II
3. Knowledge and Skills Assessed During
Internship, by Field Supervisor: Intern Eval
Intern Evaluation (mid-way at 600 hours)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Intern Evaluation (final at 1200 hours)
4. 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
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Site Description
Case Studies
x
x
x
x
Psycho-educational Reports
x
x
x
x
In-service presentation
x
x
x
x
Assessment tool reviews
Parent workshop presentation/
Parent satisfaction surveys
5. Effects on Student Learning Environments
and/or Learning: Case Studies
6. Knowledge Assessed by External
Examination: Praxis II in School Psychology
7. Knowledge and Skills Assessed by Students
and Recent Graduates
Statements of Personal Growth (narratives)
x
x
x
Program Evaluation (600 hours)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
UMass Boston School Psychology Program Handbook 2014-15
25
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.
UMass Boston School Psychology Program Handbook 2014-15
26
Table 5.
Possible Course List for the MEd Graduation Application
COU G 601
SPY G 603
COU G 614
COU G 608
SPY G 604
COU G 617
SPY G 601
SPY G 612
COU G 632
SPY G 602
SPY G 653
SPY 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 635
CSP 660
SPY G 688
SPY G 688
SPY G 685
SPY G 607
SPY G 691
SPY G 691
COU G 650
SPY G 686
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).
UMass Boston School Psychology Program Handbook 2014-15
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
UMass Boston School Psychology Program Handbook 2014-15
28
Advising Sheet
REQUIREMENT
PLAN
PROGRAM PREREQUISITEs
Massachusetts Test of Educator Literacy
1F
Five (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 COURSEWORK
SPY 601 Issues & Ethics in School Psychology (25 pre-practicum hours)
1F
SPY 602 Standardized Assessment & Report Writing (25 pre-prac hrs)
1F
SPY 603 Educational Assessment (Prereq. SPY 602; 25 pre-prac hrs)
1 Sp
SPY 604 Social, Emotional, & Behavioral Assessment & Intervention
1 Sp
(Recommended prior: SPY 601, SPY 602, COU 614)
SPY 607 School-Based Interventions & Data-Based Decision Making
2 Sp
(Prereq: SPY 603, SPY 604, SPY 635, COU 614, COU 632)
SPY 608 Systems Consultation, Prevention, & Organization Change
2F
(Prereq: SPY 603, SPY 604, SPY 635, COU 614, COU 632)
SPY 612 Learning & the Curriculum
1 Sp
SPY 635 Behavior Therapy in Schools (Prereq: COU 614 and COU 617)
2F
SPY 653 Cultural Competence
1 Sp
COU 601 Research & Evaluation
1F
COU 608 Abnormal Psychology
1F
COU 614 Counseling Theory & Practice I
1 Su
COU 617 Child & Adolescent Therapy (Prerequisite: COU 614)
1 Su
COU 632 Collaborative Consultation in Schools
2F
COU 650 Group Counseling of Children & Adolescents
2 Sp
(Prereq: COU 614 and COU 617)
CSP 660 Biological Bases of Behavior
2 Sp
FIELDWORK
SPY 685 Practicum in School Psychology I
2F
(Prereq: SPY 601, SPY 602, COU 614; 100 practicum hours)
SPY 686 Practicum in School Psychology II
2 Sp
(Prereq: SPY 601, SPY 602, COU 614; 100 practicum hours)
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)
3F
(Prereq.: MTEL pass; Faculty approval, coursework completed)
SPY 691 Seminar in School Psychology 1st Semester
3F
(Prerequisites: MTEL pass; Faculty approval, coursework completed)
SPY 688 Internship in SPsych 2nd Semester (600 hours)
3 Sp
(Prereq. B or better in SPY 688)
SPY 691 Seminar in SPsych 2nd Semester (Prereq. B or better in SPY 691)
3 Sp
CAPSTONES
M.Ed. Capstone: Comprehensive exam (M.Ed. students only; taken after SPY
2 Sp
601, 602, 603, 604, 611, 653 + COU 601, 614, & 632)
Ed.S. Capstone 1: Praxis II exam (http://www.ets.org/praxis) UMass Boston Code
2 Sp
#R3924. (Note: March is latest exam date in time for spring graduation)
Capstone 2: Internship portfolio
3 Sp
TAKEN
STUDENT SIGNATURE ____________________________________ DATE _____/_____/20____
ADVISOR SIGNATURE ____________________________________ DATE _____/_____/20____
UMass Boston School Psychology Program Handbook 2014-15
29
Recommended Course Sequence for Full-Time Students
Year
1
2
Fall
COU 601 Research in
Psychology
COU 608 Abnormal
Psychology
SPY 601 Issues and Ethics
in School Psychology
SPY 602 Standardized
Assessm’t & Rpt Writing
MTEL
COU 632 Collaborative
Consultation in Schools
SPY 608 Systems Consult,
Prevention and
Organization Change
SPY 635 Behavior Therapy
in Schools
SPY 685 Practicum I
Spring
SPY 603 Educational
Assessment
SPY 604 Social, Emotional,
& Behavioral Assessment
and Intervention
SPY 612 Learning and the
Curriculum (online)
SPY 653 Cultural
Competence for School
Practitioners (online)
COU 650 Group Counseling
Children & Adolescents
CSP 660 Biological Bases of
Behavior
Summer
COU 614 Counseling
Theories & Practice I
COU 617 Child and
Adolescent Counsel’g
Praxis exam
(code # R3924)
SPY 607 School-Based
Interventions & DataBased Decision Making
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.
UMass Boston School Psychology Program Handbook 2014-15
30
Log for Pre-Practicum
University of Massachusetts Boston
School Psychology Program
Student: _________________________
Instructor: _______________________
Student ID: _______________
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 & Accountability
2: Consultation & Collaboration
3: Interventions & Instructional Support for Academic Skills
4: Interventions & Mental Health Services for Social & Life Skills
5: School-Wide Practices to Promote Learning
Date
Location
Activity
6: Preventive and Responsive Services
7: Family–School Collaboration Services
8: Diversity in Development and Learning
9: Research & Program Evaluation
10: Legal, Ethical, and Professional Practice
Domains
Hours
Signature
Total hours ___________
UMass Boston School Psychology Program Handbook 2014-15
31
Critical Personal Qualities Rubric
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
program and
assignment.
Understanding
and acceptance
of diversity
1
2
Below Acceptability
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.
Inattentive in class. Rarely
participates in class
discussions. May distract
others in the class with
behaviors or talking.
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.
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.
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.
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.
3
At Acceptability
Occasionally misses class
and is rarely tardy. Usually
notifies instructor if going to
be absent or contacts
instructor following absence
with reason for absence.
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.
Usually uses correct
grammar in oral and written
communication. Generally
uses language that is
appropriate and not
offensive. Can convey ideas
accurately.
Accepts responsibility for
own actions and for helping
students learn. Usually holds
high expectations for the
success of all students.
Usually shows self-direction.
Occasionally participates in
professional activities or
events that promote
professional development.
Aware of professional
organizations, professional
publications, and other
educational resources.
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.
4
5
Target
Consistently attends class and is
on time. Notifies instructor in
advance if going to be absent.
Gives reason for planned
absence.
Actively engaged and interested
in the class activities.
Volunteers to respond to
questions. Participates in
discussions.
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.
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.
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.
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
UMass Boston School Psychology Program Handbook 2014-15
Respect for
school rules,
policies, and
norms
Collaborative
skills: Poise,
tactfulness, and
rapport with staff
and others
Preparation and
organization of
material
Emotional
control
Self-reflection,
growth, and
ability to handle
constructive
criticism
professionally
Ethical behavior
Flexibility and
adaptability
1
2
Below Acceptability
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.
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.
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.)
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.
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.
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.
Excessively rigid: unable to
adapt to reasonable schedule
or expectation changes
3
At Acceptability
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.
Collaborates and consults
with others. Accepts ideas of
others. Relates adequately
with others. Shares
information and ideas.
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.
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.
32
4
5
Target
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.
Actively seeks out and
incorporates ideas of others.
Willingly works with others.
Demonstrates positive
interpersonal skills.
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.
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.
Recognizes personal
limitations and strengths.
Accepts suggestions and
constructive criticism of
others. Demonstrates ability
to think critically.
Demonstrates ability to learn
through self-reflection.
Is truthful and honest in
dealing with others. Uses
discretion in keeping
personal or professional
confidences. Generally
ethical and trustworthy.
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.
Exhibits honest, ethical, and
responsible behavior. Follows
APA and NASP ethical
guidelines. Shows personal
integrity.
Demonstrates flexibility and
adaptability to novel and
unexpected situations
Reacts to novel and unexpected
situations with a problemsolving 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.
UMass Boston School Psychology Program Handbook 2014-15
33
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 matriculation
o 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 Semester
o 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 Semester
o 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: Summer
o Complete Summer school courses.
o Celebrate! You are halfway through the course work!
UMass Boston School Psychology Program Handbook 2014-15
Year 2: Fall Semester
Complete 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 Semester
Prepare 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).
34
UMass Boston School Psychology Program Handbook 2014-15
35
Year 3: Fall Semester
Complete 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 Semester
Prepare 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 reports
o Two case studies; at least one with Percentage of Non-overlapping Data of 51% or
greater
o Functional Behavior Assessment with Behavior Intervention Plan (FBA + BIP)
o Two Assessment Instrument reviews
o In-service Presentation and Aggregated Presentation Ratings
o Parent Workshop Presentation and Aggregated Presentation Ratings
o Aggregation of Parent Satisfaction Surveys
o Consultation Feedback,
o A Counseling Plan and Case Notes for one case
o Full Internship Log.
Submit licensure eligibility paperwork
o Begin the process of obtaining School Psychologist Licensure from Massachusetts
Department of Elementary and Secondary Education.
 Submit an official undergraduate transcript(s).
 Create an ELAR page on the DESE website, pay the fee, print out your receipt, and
keep it for your records.
UMass Boston School Psychology Program Handbook 2014-15
36
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!