School Psychology, M.S.

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.

Required Courses

Culminating Experience Requirements

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

All School Psychology students must complete the following courses:
SPSY 500 - Year One School Psychology Field Experience Units: 1-5
SPSY 540 - Developmental Counseling Units: 3
SPSY 550 - Role and Function of the School Psychologist Units: 3
SPSY 560 - Consultation and Intervention Units: 3
SPSY 564 - Formal Assessment of Diverse Student Populations Units: 3
SPSY 566 - Behavior Intervention and Support Units: 3
SPSY 578 - Seminar in Behavior Analysis Units: 3
SPSY 611 - Multi Tiered Assessment of Social Emotional Learning Units: 3
SPSY 636 - Cognitive Development in a Cultural Context Units: 3
SPSY 642 - Multicultural Community Partnerships Units: 3
SPSY 645 - Educational Policy and Advocacy for Students and Families in P-12 Units: 3
SPSY 660 - School Psychology Interventions with Practicum Units: 5
SPSY 670 - Internship in School Psychology I Units: 6
SPSY 670A - Internship in School Psychology I Seminar Units: 3
SPSY 680 - Internship in School Psychology II Units: 8
SPSY 680A - Internship in School Psychology II Seminar Units: 3
SPSY 681 - Advanced Behavior Supports Units: 3
SPSY 686 - Advocacy and Systems Change: Leadership Management and Communication Skills Units: 3
SPED 568 - Meth Cul/Ling Div Students with Disabilities Units: 3
SPED 571 - Teaching and Assessing Students with Autism Spectrum Disorders Units: 3
MAE 600 - Seminar in Educational Psychology Units: 3
MAE 621 - Qualitative and Quantitative Research Methods Units: 3
SW 564 - Trauma-Informed Practice Units: 3

Learning Outcomes

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.

Consultation and Collaboration

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.

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 evidence-based curricula and instructional strategies.

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.

School-Wide Practices to Promote Learning

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.

Preventive and Responsive Services

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.

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.

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 difference; and evidence-based strategies to enhance services and address potential influences related to diversity.

Research and Program Evaluation

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.

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.