Graduate Program

Educational Specialist Degree Program in School Psychology

Accredited by the:

• National Association of School Psychologists (NASP)
• National Certified School Psychologist Eligibility (NCSP)
• National Register of School Psychologists Eligibility

This program description provides information to prospective students who are interested in applying for admission to the graduate program in school psychology offered at the University of Wisconsin-Eau Claire. Along with the Graduate Bulletin, this program description provides information regarding qualifications for admission and requirements for completion of the program.

Additional information can be obtained by writing to the address provided at the end of this document or by writing to and arranging for a personal conference with the Director of the School Psychology Program and school psychology faculty.

What is School Psychology?

School psychology is a well developed yet changing field of psychology. The major purpose of school psychology is the study of the behavior of children and youth, their educational, psychological, and social needs, with the aim of facilitating their learning and developmental adjustment.

What is a School Psychologist?

A school psychologist is one of the key professionals of the multi-disciplinary team in the public schools trained to offer a wide range of diagnostic and intervention services to promote the education and adjustment of students. The general training of the school psychologist leads to the development of competencies in clinical/behavioral evaluative procedures, communication, counseling, consultation, advocacy, and research.

Where do School Psychologists Work?

School psychologists practice at all levels of education, in both public and private schools. Although most school psychologists are employed at the compulsory levels of public education, especially in elementary schools, federal and state legislation has extended the mandatory services for children and youth from birth through 21 years of age. Many other human service areas have come to recognize the value of the services of individuals trained in school psychology. Guidance clinics, residential facilities, group homes, and hospitals serving individuals with behavioral/emotional problems, developmental delays, motor/orthopedic handicaps, and visual and hearing impairments employ school psychologists. Institutions of higher learning (universities, community colleges, and vocational-technical colleges) also employ school psychologists. Many school psychologists also work in private practice.

School psychologists are also employed by various private and governmental agencies where the main concern is the education and adjustment of children and youth or the training and licensing of school psychologists. School psychologists are employed by agencies in state and federal government as consultants and research specialists and in universities as faculty in school psychology training programs and in research. These positions often require the doctoral level of training.

What do School Psychologists do?

School psychologists can offer a wide array of services depending on their training and acquired competencies. Traditionally school psychologists have functioned as essential members of multi-disciplinary teams which are involved in making placement and programming decisions for individuals with educational, behavioral, or psychosocial problems. To serve in this role, psychologists need to understand the varying needs and presenting problems of students with disabilities, such as the learning disabled, developmentally delayed, emotionally handicapped, and physically impaired, in order to provide appropriate placements and meaningful education programs. More recently, school psychologists have expanded their role to include both general and special education. In this newer role, considerable attention is directed toward prevention and intervention services, training, research, and inservice education.

The major professional responsibilities of the school psychologist may include the following areas of direct service:

1. Individual Psychological Evaluation - Historically and in many educational placements today, the primary responsibility of the school psychologist is the comprehensive psychological study and evaluation of individuals referred for a suspected disability. This includes evaluation of the various systems of which the client is a part, such as the family, the classroom/school, and the community. The resulting information may be used in placement decisions or in specific recommendations for educational programming. A wide variety of clinical skills is required to offer these services: conducting comprehensive analyses of records and background information; conducting interviews and parent-teacher conferences; gathering a sound information base using observational procedures and psychological testing; clear delivery of information (at staffings, in reports); coordination/preparation of federal and state regulatory paperwork; and IEP team management.


2. Individual, Group, or Family Counseling - School psychologists spend a considerable amount of time interacting with students, teachers, parents, administrators, agency personnel, and others. Sometimes this interaction might involve active listening and problem solving techniques. In other situations, it might require crisis counseling with individuals having immediate needs for assistance (for example, depressed/ suicidal, AODA, grief, etc.). School psychologists counsel/facilitate small groups of pupils, work with concerned parents, collaborate with teachers, and work with discussion groups regarding special needs and problems. Assertiveness training, support (e.g., for children and/or families experiencing divorce or sudden death), relaxation and stress reduction techniques, parent training, and single and teen parent education are areas where services have been needed.


3. Consultation - School psychologists consult with teachers, school personnel, and parents in a number of areas using applied behavior analysis and consultation techniques. They assist in developing and implementing behavioral programs to increase appropriate behaviors (on-task behavior, social skills, study habits, improved homework), evaluate the classroom instructional environment and curriculum, teacher/student interaction, learning and teaching style, and curriculum development. They may also serve as consultants in assessment of the effectiveness of curricula and programs.


4. Program Coordination/Administration - School psychologists may serve in a variety of supervisory roles. They are chosen to coordinate the efforts of IEP teams and supervise the work of junior level psychologists, interns and practicum students. In some settings, school psychologists lead the pupil personnel services for their district or agency. Other specializations are also possible: early childhood education, gifted/talented, parent training, computer technology, alcohol and other drug abuse, neglect/abuse support services, single parent support services, and vocational school psychology. Some psychologists become involved in seeking external funding for special programs: for example, special grants may be sought to provide services for children of seasonal, migrant workers who join a school district for only a part of the school year.


5. Program Evaluation, Research and Development - Important also is the initiation, planning and carrying out of research and program development designed to promote learning. Research within the school district may include the evaluation of the effectiveness of educational programming or the design of programs to improve the coordination of school-community planning. The development of grant proposals to obtain external funds for special programs in the school district offers another interesting specialization.


6. Community Liaison - School psychologists need to understand the available community/regional resources and work closely with these resources so that all the necessary diagnostic and intervention services can be provided. When it is necessary to obtain help outside of the school, school psychologists often serve as liaisons and consultants to community organizations and other non-school services. Serving in this capacity, psychologists often provide client follow-up or monitoring. In some cases school psychologists may serve as advocates to insure that needed services are provided to pupils.

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Pre-Professional Preparation of School Psychologists

Generally, there seem to be two avenues of entry into graduate level training in school psychology. One route involves completion of a professional education program culminating in a teacher's certificate; the other involves majoring in a liberal arts program, especially psychology. The first route is used mainly by experienced teachers, recent graduates of professional teacher education programs, and certain other school personnel who are interested in further professional preparation. The second path is used by liberal arts graduates who, after completing the necessary pre-requisites, are prepared to enter graduate school.

Personal Characteristics of Value to the School Psychologist

A fairly wide variety of people with quite different personal traits and skills can function well as school psychologists in various settings. There are, however, certain traits which successful school psychologists seem to hold in common:

1. Ability - A high degree of intellectual ability is needed to complete a graduate level program and to work in a demanding and challenging professional setting while at the same time maintaining a high level of competence.
2. Personality - Reaching maturity in one's own social-personal development and having the ability to work effectively with other people toward common goals are important personal traits. It is also important to be able to act independently as occasions demand.
3. Interest and Motivation - An unusually strong interest in the education process as it affects children and youth is needed, coupled with a great desire to facilitate the learning and growth of students.
4. Previous Related Experiences - Some experience with children and youth is helpful in developing sensitivity to their needs and problems.
5. Commitment - Important characteristics in this area include commitment to and support of the goals of the profession, consistent and responsible professional practice, and a genuine interest in working with and serving people, especially children and youth.

Important Abilities/Skills

To function successfully and efficiently in graduate training and subsequently as a practitioner it is necessary for trainees to develop a number of general professional skills such as information processing, statistics/research, and communications. Prospective trainees will be expected to develop competencies in the following areas:

1. Written and oral communications in areas such as clinical and research report writing, communicating with parents, teachers, and clients, coordinating and facilitating conferences, and making presentations to groups of varying sizes.
2. Computer applications in areas such as word processing, spread sheet use, statistical analysis, and computer assisted evaluation programs.
3. Critical thinking skills in analyzing the research literature, use of information resources (e.g., library, data bases), and in research.

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Certification Requirements for School Psychologists

The State of Wisconsin has established specific requirements for the certification of school psychologists at two levels:

1. Provisional License: School Psychologist - entry-level, three-year nonrenewable license--level 61 license
2. School Psychologist - regular, five-year renewable license--level 62 license

The succeeding pages outline the range of graduate semester credit hours as well as other requirements necessary for certification in Wisconsin.

The Wisconsin Department of Public Instruction certification standards designate specific areas of academic preparation for the prospective school psychologist. To qualify for national certification, applicants must also meet the standards of the National Association of School Psychologists (NASP). By early and careful planning it is possible to meet certification requirements for school psychologists in most other states and for national certification. If the student is seeking certification as a school psychologist in a particular state other than Wisconsin, it is the student's responsibility to make that interest known and to initiate efforts with the Director of the School Psychology Program to develop a training program to meet the specific requirements of that state. The UWEC program uses the NASP training model as a guide and graduates of our program have been readily accepted for employment throughout most of the country.

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Specific License Requirements Provisional License: School Psychologist

To be eligible for the recommendation for three-year, entry-level, nonrenewable license through the UWEC program, the applicant must have:

1. Successfully completed all required coursework with the exception of the internship (i.e., a minimum of 60 graduate semester credits) in the School Psychology Program with a Grade Point Average of least 3.00. All substitutions, waivers, variances, or exceptions must be approved by the Graduate Review and Admissions Board and by the Associate Dean of the College of Arts and Sciences prior to application for recommendation for provisional certification.


2. A master's degree from an accredited college or university.


3. A recommendation for certification from the Graduate Review and Admissions Board of the School Psychology Program. The Associate Dean of School of the Education and the Registrar of the university are given written notification of all applicants who are recommended for certification. The Associate Dean of the School of Education as the Certifying Agent endorses the license application form and the Registrar documents the transcript with: "Recommended for Provisional Certification."


4. Successfully completed the National Association of School Psychologists Professional Examination--NCSP (Test Code: 0400) of the PRAXIS Series, Educational Testing Service. A score of 620 on the examination is passing. The examination should be taken in the spring semester of the Certification Phase (second year of the program).

The specific content requirements for the Provisional School Psychologist--Level 61 License are shown below.

1. Psychological Foundations - a minimum of six (6) graduate semester credits from the following areas:
• Developmental Psychology
• Psychology of Learning
• Statistics
• Psychopathology
• Research theory and methods (thesis, dissertation may be used)
• Personality theory
• Measurement theory
• Biological bases of behavior


2. Educational Foundations - at least nine (9) semester credits, of which at least six (6) semester credits must be at the graduate level, from the following areas:
• At least 3 semester credits in regular education methods or curriculum.
• At least 3 semester credits in special education methods.
• At least 3 semester credits in supervision, administration, school law, or other educational foundations courses.


3. Core Professional Training - a minimum of thirty-three (33) graduate semester hour credits from the following areas:
• At least 6 semester credits in individualized academic and behavioral programming.
• At least 6 semester credits in psycho-educational interventions including direct and indirect interventions and consultation and therapeutic interventions.
• At least 9 semester credits in psychological and psycho-educational assessment including intelligence, personality, achievement, adaptive and sensory motor assessment.
• At least 3 semester credits in school psychological services including role, issues, ethics, laws, and regulations.
• At least 600 hours of supervised practicum in school psychological services for at least 9 semester credits.
• Courses must include content in reading and language arts.

School Psychologist--Level 62 License

To be eligible for the recommendation for the five-year, renewable School Psychologist--Level 62 license, the applicant must have completed:

1. all requirements for the Provisional License in School Psychology
2. 6 credits of Psyc 787, Internship in School Psychology with a grade of 'B' or better . The internship involves 1,200 hours of supervised professional practice as a school psychologist. The internship is usually completed on a full-time basis in one year, although interns may elect to complete the 1,200 hours on a half-time basis over a two year period. Please refer to the Internship Requirements for a comprehensive discussion of the Internship.

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The School Psychology Program at UW-Eau Claire

Objectives of the School Psychology Program

The School Psychology Program is offered by the Department of Psychology in cooperation with the School of Education. The objectives of the program are as follows:

1. To develop a practitioner who values human diversity and is committed to enhancing the development of each individual by providing a broad range of diagnostic and intervention services emphasizing the behavioral but including clinical, medical and educational perspectives.
2. To develop direct service competencies in counseling/consultation/collaboration and other non-traditional services.
3. To develop research skills.

The program deliberately seeks to strike a balance between the theoretical and practical aspects of training of the school psychologist. Controlled enrollment (about 8 graduate students admitted each year) provides extensive applied training experiences in two on-campus interdisciplinary clinics (the Human Development Center and the Psychological Services Center) and area educational/clinical facilities. These settings provide the UWEC graduate student with extensive opportunities to learn and practice clinical skills while directly supervised by licensed and/or certified clinical faculty from the school psychology program and other professional training programs such as Communication Disorders; Special Education (Learning Disabilities, Emotional Disturbance, and Early Childhood); Elementary Education-Reading; and Nursing.

In addition, five other practica provide extended specialized experiences with students in regular education and with students with a variety of exceptional needs such as developmental disabilities, alcohol and drug abuse, emotional/behavioral disabilities, early childhood exceptional educational needs, and the gifted and talented. While the majority of the training is conducted in the public schools, graduate students can consider placement in unique settings which offer a range of services from regular education-support services to residential treatment settings (e.g., Genesis, an adolescent chemical dependency unit in a hospital setting).

Sequence of the School Psychology Program

The usual period of study including internship, is three years. Some coursework is completed during the summers. Each semester students are expected to enroll in 12-14 semester credits. Students may distribute their coursework to a maximum of four years rather than the usual three. However, they must maintain continuous enrollment of at least 9 credits per semester during this period, i.e., full time enrollment. The program is not set up for part time students. Should a student drop out of the program prior to completion, reapplication for admission is necessary. The program is divided into two phases:

1. The M.S.E. Degree Phase, the first year of the program, provides the student with important core academic coursework and begins the applied training experiences which are necessary to develop the numerous direct service skills (assessment/intervention skills) provided by school psychologists in the public schools. Completion of all required coursework of the Degree Phase including at least 30 graduate credit hours with a GPA of 3.00 and successful completion of the written comprehensive examination lead to the Master of Science in Education: School Psychology degree.


2. The Educational Specialist Degree Phase, the remaining two years of full time study, involves 30 graduate credit hours of advanced training and a year-long full-time internship. This phase focuses on the refinement of clinical/diagnostic, intervention, and research skills. Direct service skills are further enhanced through advanced practicum placements in the public schools, area clinical sites, and on-campus clinic settings. The training emphasizes parent and student skills training, behavioral consultation, individual, group, crisis, and chemical dependency counseling, IEP management, Due Process requirements, and competencies in full range diagnostics/assessment. Students also design and implement applied research. Four advanced practica and completion of the thesis are the focal activities of the certification phase. The NCSP Professional Examination in School Psychology is taken in the Spring semester. Following successful completion of the required coursework, including the Specialist thesis and the NCSP exam, students apply to the Graduate Admissions and Review Board for a Recommendation for Provisional Certification. The granting of provisional certification qualifies students for the internship.

The internship involves at least 1,200 hours of supervised, full time professional practice (or continuous half-time employment). At least 600 hours of practice must be in the public schools. Upon successful completion of the Internship, students apply to the Graduate Review and Admissions Board for Recommendation for School Psychologist--Level 62 Certification and for National Certification in School Psychology (NCSP). The University recognizes completion of this phase with the Educational Specialist: School Psychology degree.

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Admission to the School Psychology Program

Applications forms are available from:

Office of Admissions
UW-Eau Claire
Eau Claire, WI, 54702-4004
Telephone: 715-836-5415

Completed applications, including the official record of GRE scores, must be received by the Office of Admissions by March 1.

The application must include the following:

1. Three letters of recommendation from faculty familiar with the student's undergraduate or graduate work (one letter from an employer may be substituted for a faculty recommendation). Each letter must describe the student's:
• Intellectual ability
• Communication skills (oral and written)
• Maturity, independence and ability to work with others
• Ability to work with children and youth
• Interest and motivation for pursuing a career in school psychology.
2. A typewritten personal statement prepared by the student describing:
• His/her experience in working with children or youth
• Self-evaluation of strengths and weaknesses relative to being a school psychologist
• Professional objectives and plans upon completion of the program
3. An official record of the results from the Graduate Record Examination General Aptitude test (Verbal, Quantitative, Analytical scores).

The Graduate Review and Admissions Board (GRAB) of the Department of Psychology reviews all applications and recommends students for admission. To be admitted in full standing, the student must be rated highly with respect to personal qualities listed in 1. above, must have a minimum cumulative undergraduate GPA of 3.0 (on a 4-point scale), and must have a Verbal GRE score above 400. Work experience with children and adolescents is also advantageous. Students who do not meet the minimum grade point requirement will be considered for admission if their GRE scores indicate strong academic aptitude. In addition, it is strongly recommended that students have a background in psychology or education, although other disciplines such as Social Work, Communicative Disorders, and medically-related areas also provide relevant pre-program training.

The following four courses or their equivalents are prerequisites for admission to the School Psychology Program. If students have not completed these courses in their undergraduate program, they are expected to complete them no later than during the first semester of the M.S.E.-Degree Phase.

• Psyc 265, Statistical Methods in Psychology I (3 cr)
• Psyc 334, Psychology of Exceptional Children (3 cr)
• Psyc 350, Abnormal Psychology (3 cr)
• Psyc 325, Theories of Counseling (3 cr)

The following courses or their equivalents are highly recommended, because they provide background information for graduate courses.

• Psyc 360, Psychological Foundations of Measurement
• Psyc 375, Physiological Psychology
• A course in developmental psychology, such as child psychology, adolescent psychology, or life-span developmental psychology

Some students have taken the following courses or their equivalents as part of their undergraduate programs.

• Psyc 380 Behavior Modification (3 cr)
• SPED 330 Introduction to Learning Disabilities (3 cr)
• FED 490 Historical, Legal, and Phil. Fds. of Education (3 cr)
• FED 385 Soc.Fds.: Human Relations (3 cr)
• Psyc 366 Adv. Statistical Methods in Psychology (3 cr)

Students should be aware, however, that, to meet certification requirements, they will be required to take graduate-level courses in these areas. Although these course provide a good background for study of school psychology, completing them as an undergraduate will not shorten the graduate program.

Early Application and Admission to the Program

Early admission (for enrollment during the Spring semester preceding the usual three-year sequence) is occasionally considered for applicants showing outstanding academic and professional promise. These applicants accept a five (5) semester program to complete the regular four- semester sequence of the first two years of training. Coursework in the Spring may focus on pre-requisites, electives, and/or educational foundations rather the clinical training coursework. Major advantages of the lighter schedules created by the five-semester program include:

• making more time available for work (more income each month)
• more time for development and implementation of research projects
• more refinement and acquisition of professional skills
• more freedom to interview during the last semester of training

Financial Aid

There is a limited number of graduate assistantships and fellowships available to qualified students who wish to pursue full-time graduate study leading to advanced degrees at the University of Wisconsin-Eau Claire. Applications can be obtained from the Office of Admissions. Applications for assistantships and fellowships should be included with the application for admission and sent to the Office of Admissions by March 1.

In addition, work placements are available to School Psychology students at the Northern Wisconsin Center for the Developmentally Disabled (NWCDD). Because of the training required for these placements, students are expected to make a commitment that they will work at the NWCDD during the first two years of their school psychology program. Other work placements and research assignments funded by Federal Work Study are also available. We have been successful in providing assistantships, fellowships, and work placements for most students admitted to the program.

University policy restricts enrollment to a maximum of 10 credits per semester for students with a full (20 hour) graduate assistantship. The Department of Psychology endorses a similar policy. Students placed in work settings initiated by the School Psychology program are restricted to a maximum of 15 hours of work per week if they plan to enroll in 12-15 credits of coursework. This restriction applies only when classes are in session. Students may work additional hours during interim or recess time.

In addition to the above described financial aid resources, a number of professionally related, part-time work opportunities often become available for students admitted into the school psychology program. Contact the Director of the School Psychology Program for further information.

Academic advising

Upon admission to the School Psychology Program, each student is assigned an academic adviser. It is the responsibility of the student to meet with the adviser to discuss course registration for each semester and to develop the study plan for the M.S.E. degree and for the Certification phase.

It is the responsibility of the adviser to be knowledgeable about the school psychology program and graduate school requirements, to be accessible to his/her advisees, and to meet with other program advisers once each semester to discuss concerns about the program with the students. Students should be able to count on their advisers for informed assistance with program and University procedures and sympathetic support in difficult times.

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Course-work Leading Toward Certification in School Psychology

Academic course-work required for the two degree phases of the program is detailed below. According to NASP accreditation requirements, all coursework required in the graduate program must be completed at the graduate level (UWEC coursework of 500 level or higher). The student is to consult with his/her advisor and the Program Director regularly to make all appropriate applications and to obtain needed information to complete the training sequence. University policy requires that students maintain a grade point average of 3.00 (B or better) throughout all phases of the program. Courses in which grades below a C are earned may not be applied toward the M.S.E. degree or Ed.S degree. Since C grades are considered below average, such performance will automatically initiate a review of the student's progress by the Graduate Review and Admissions Board.

Area I. Psychological Foundations

• Developmental Psychology
• Psyc 731 Seminar in Adv. Developmental Psychology, 3 cr

• Psychology of Learning
• Psyc 720 Psychological Foundations of Education, 3 cr
• Psyc 580 Introduction to Behavior Modification, 3 cr

• Statistics
• Psyc 566 Statistical Methods in Psychology II, 3 cr

• Psychopathology
• Psyc 732 Psychopathology in Childhood and Adolescence, 3 cr

• Biological Bases of Behavior
• Psyc 791 Six-week unit on Neuroanatomy
• Six-week unit on Psychopharmacology
• Psyc 760 Unit on Neuropsychological Assessment

• Research Theory and Methods
• Psyc 792 Research Seminar in School Psychology, 2 cr
• Psyc 794 Research Analysis in School Psychology, 1 cr
• Psyc 799 Specialist Thesis: 3 cr

• Personality Theory
• Psyc 725 Counseling I, 1 cr
• Psyc 726 Counseling II, 1 cr

• Measurement Theory
• Psyc 720 Psychological Foundations of Education, 3 cr
• Psyc 760 Psycho-educational Assessment, 6 cr from 2 semesters

Area II. Educational Foundations

• General Education Methods or Curriculum
• C&I 625 Reading Instruction: Survey for Related Disciplines, 3 cr

• Special Education Methods or Curriculum
• Sped 530 Introduction to Learning Disabilities, 3 cr

• Supervision, Administration, School Law or Educ. Foundations Course
• Fed 690 Historical, Legal, & Philosophical Fds. of Education, 3 cr
• Fed 585 Social Foundations: Human Relations, 3 cr

Area III. Core Professional Training

• Psychological and Psycho-educational Assessment
• Psyc 760 Psychoeducational Assessment I, 3 cr
• Psyc 760 Psychoeducational Assessment II, 3 cr
• Psyc 761 Practicum in Assessment I, 1 cr
• Psyc 761 Practicum in Assessment II, 1 cr
• Psyc 785 Practicum in School Psychology I, 3 cr
• Psyc 785 Practicum in School Psychology II, 3 cr
• Psyc 786 Practicum in Selected Clinic Settings I - (HDC/PSC), 1 cr
• Psyc 786 Practicum in Selected Clinic Settings II - (HDC/PSC), 1 cr
• Psyc 787 Internship in School Psychology I, 3 cr
• Psyc 787 Internship in School Psychology II, 3 cr

• Individualized Programming
• Psyc 721 Practicum in Regular and Special Education, 1 cr
• Psyc 732 Psychopathology in Childhood and Adolescence, 3 cr
• Psyc 735 Seminar in Gifted/Talented, 1 cr
• Psyc 580 Introduction to Behavior Modification, 3 cr
• Psyc 781 Advanced Practicum in Behavioral Consultation, 2 cr

• Psycho-educational Interventions
• Psyc 785 Practicum in School Psychology I, 3 cr
• Psyc 785 Practicum in School Psychology II, 3 cr
• Psyc 787 Internship in School Psychology I, 3 cr (placement in the public school setting)
• Psyc 787 Internship in School Psychology II, 3 cr
• Psyc 781 Advanced Practicum in Behavior Consultation, 2 cr
• Psyc 725 Counseling I, 1 cr
• Psyc 726 Counseling II, 1 cr

• School Psychological Services
• Psyc 785 Practicum in School Psychology I, 3 cr
• Psyc 785 Practicum in School Psychology II, 3 cr
• Psyc 791 Seminar in School Psychology: Role/Function, 1 cr
• Psyc 791 Seminar in School Psychology: Professional Organizations and Structure, 1 cr
• Psyc 791 Seminar in School Psychology: Ethics/Law, 1 cr

Normally, the course-work is divided into two degree phases as described below.

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MSE--School Psychology Degree Phase

• Fall (Semester 1)
• Psyc 720 Psychological Foundations of Education 3 cr
• Psyc 721 Practicum: Regular/Special Education 1 cr
• Psyc 760 Psycho-educational Assessment I 3 cr
• Psyc 761 Practicum in Assessment I 1 cr
• Psyc 580 Introduction to Behavior Modification 3 cr
• Psyc 791 Seminar in School Psychology I 1 cr/12 cr

NOTE: During the semester a student completes the first 15 credits, a degree plan must be completed listing all coursework up to and including the session (Fall, Spring, or Summer) in which the student will take the Comprehensive Examinations for the MSE--School Psychology degree. This form can be obtained from the office of the Assistant Dean of the College of Arts and Sciences. The coursework sequence should be determined in consultation with and approved by the student's advisor.

• Spring (Semester 2)
• Psyc 760 Psycho-educational Assessment II - 3 cr
• Psyc 761 Practicum in Assessment II - 1 cr
• Psyc 732 Psychopathology in Child and Adol. - 3 cr
• Psyc 781 Adv. Pract. in Behavior Consultation 2 - cr
• Psyc 731 Seminar in Adv. Developmental Psyc 3 - cr
• Psyc 792 Research Seminar: Thesis Proposal 2 cr
• Psyc 791 Seminar in School Psychology II - 1 cr/15 cr

• Summer (First and/or second summer)- One or two of the courses below may be completed during each summer session:
• Fed 690 - Historical, Legal, and Philosophical Foundations of Education - 3 cr
• Sped 530 - Introduction to Learning Disabilities - 3 cr
• Sped 660 - Introduction to Emotional Disturbance - -3 cr
• Fed 585 - Social Foundations: Human Relations - 3 cr

Admission to Candidacy for the M.S.E. Degree

Preceding the semester in which all requirements for the M.S.E.--School Psychology degree are completed, students apply for admission to candidacy. This application is usually in the Spring Semester prior to the summer Comprehensive Examination. In consultation with the academic adviser, the student prepares a degree plan, an application for graduation, and an application to take the comprehensive exam. These forms are obtained from and submitted to the Office of the Assistant Dean of the College of Arts and Sciences where appropriate application information is assembled and then forwarded to the Department of Psychology. Requirements for the Master of Science in Education--School Psychology degree include:

1. A Grade Point Average of 3.00 or higher over 30 graduate semester credits
2. Successful completion of all required coursework (Grade C or better)
3. A Satisfactory Score on the Comprehensive Examination (2.75 or better)

Written Comprehensive Examination

The four hour examination focuses on the required coursework in the first and second semesters of the MSE Degree Phase of the program. The examination areas are shown below.

1. Foundations - 1 hour (25%)
• Developmental Psychology
• Psychological Foundations of Education
2. Professional Core - 3 hours (75%)
• Assessment
• Behavioral Intervention
• Exceptional Learner/Psychopathology
• Professional Ethics/Issues/Role/Function and Gifted/Talented

Note: The MSE degree is typically granted at the end of the first summer session. By this time students typically complete 30 semester credits: 12 cr in the Fall, 15 cr in the Spring, and 3 cr in the Summer. This leaves 30 credits to be completed during the first year of the Educational Specialist degree phase and 6 during the internship. Completing 31 or more credits for the MSE degree is inadvisable because of potential salary implications during internship.

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The Educational Specialist Degree Phase

Successful completion of the MSE Degree Phase, including evidence of continued high motivation, professional ethics, interest in becoming a school psychologist, and ability or potential to work with children and others in a professional manner, qualifies the student for the Educational Specialist Degree phase of the program.

Course-work in the Educational Specialist Phase

The emphasis during this phase is on developing direct service skills in evaluation and intervention and research skills. This is done through advanced practicum placements, the completion of the Specialist thesis, and completion of the internship.

• Fall (Semester 3)
• C&I 625 Reading Instruction: A Survey for Related Disciplines 3 cr
• Psyc 725 Counseling I 1 cr
• Psyc 785 Practicum in School Psychology I (Placement in the public schools) 3 cr
• Psyc 786 Practicum in Selected Clinical Setting I: HDC/PSC 1 cr
• Psyc 566 Statistical Methods in Psychology II 3 cr
• Psyc 794 Research Analysis in School Psychology 1 cr
• Psyc 797 Independent Study: Multicultural assessment and intervention 2 cr
• Psyc 791 Seminar in School Psychology III 1 cr/15 cr

• Spring (Semester 4)
• Psyc 785 Practicum in School Psychology II (Placement in the public schools) 3 cr
• Psyc 786 Practicum: Selected Clinical Settings II: HDC/PSC 1 cr
• Psyc 726 Counseling II 1 cr
• Psyc 799 Specialist Thesis 3 cr
• Sped/C&I/Fed Electives 6 cr
• Psyc 791 School Psyc Seminar: Gifted/Talented 1 cr/15 cr

• Summer
• Fed, Sped course 3 cr
• Completion of Specialist thesis, oral examination

Admission to Candidacy for the Ed.S. Degree

Preceding the semester in which all requirements for the Ed.S.--School Psychology degree are completed, students apply for admission to candidacy. This application is usually made in the Fall Semester for the internship year. In consultation with the academic adviser, the student prepares a degree plan and an application for graduation. These forms are obtained from and submitted to the Office of the Associate Dean of the College of Arts and Sciences where appropriate application information is assembled and then forwarded to the Department of Psychology. Requirements for the Educational Specialist--School Psychology degree include:

1. A grade Point Average of 3.00 or higher over 36 graduate semester credits
2. Successful completion of all required coursework (Grade C or better)
3. Successful completion of the Specialist thesis and the oral examination
4. Successful completion of the internship with satisfactory evaluation ratings and a grade of B or better over the 6 credits

Human Relations Requirement

All students seeking certification must complete and document a 25 hour practicum experience with one or more of the following minority cultures: Hispanic, Asian, American Indian, and African-American. In addition, diagnostic training must include non-biased assessment experience with culturally different clients. Documentation of these experiences must be done during training. It is a requirement to be completed prior to Recommendation for School Psychologist--Level 62 certification.

Shown below is a summary of the number of practicum hours that students complete during the M.S.E. and Ed.S. degree phases of the School Psychology Program.

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SUMMARY OF SUPERVISED PRACTICUM EXPERIENCE

Course #	Cr Hrs	Class Hrs	Field Hrs	Total Hrs	Cumulative Total
721	1	12	32	44	44
761-I	1	4	30	34	78
761-II	1	4	30	34	112
781	2	15	30	45	157
785-I	3	24	209	233	390
785-II	3	24	209	233	623
786-I	1	4	40	44	667
786-II	1	4	40	44	711
725	1	16	included		727
726	1	16	in Psyc 785		743

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Recommendation for Provisional School Psychologist--Level 61 License

To be recommended for the Provisional School Psychologist--Wisconsin Level 61 license, the student must complete all required academic and clinical coursework over a minimum of 60 graduate credits with at least a 3.00 GPA, must receive a passing score of 620 on the NCSP examination, and must complete the thesis and oral examination over the thesis.

The student writes a letter of application addressed to the Chair of the Department of Psychology requesting that the GRAB review the eligibility of the applicant and recommend him/her for provisional license.

The student completes an application for certification using the Department of Public Instruction application form for certification in the state in which the applicant plans to practice. Forms may be obtained through the state DPI office or the office of the Associate Dean of the School of Education. The application form should include a check for the amount of the license fee made out to the appropriate DPI.

Following review of the student's credentials, including complete academic record and practicum performance records, GRAB makes recommendation for provisional license. Positive recommendations for the license and DPI application materials are forwarded to the Associate Dean of the School of Education (the University's Certification Officer) and the Registrar (to document the student's transcript).

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The Internship

In the third year, the capstone of professional training, the student completes the required internship consisting of a full year of supervised professional practice. All students enroll for six credits of Psyc 787, Internship in School Psychology and complete, with a grade of B or better, 1200 hours of supervised clinical practice, typically in one year of full-time employment (two-year, part-time internships can be arranged). At least 600 hours of the 1200 hours must be in the public school setting. The professional practice must be conducted in an approved internship site with appropriate standards of supervision.

Students should contact the Director of the School Psychology Program regarding specific internship objectives, requirements for approved sites, and the anticipated time of enrollment for internship. Expectations in the internship setting and required internship experiences need to be discussed with potential employing school districts in advance of the student's signing the contract to ensure that the employing district accepts the internship requirements. A meeting is scheduled early in the Spring semester of each year to review the internship requirements with students completing the Certification Phase of training.

The internship requires formal agreement among the employing district, the intern, and the University. Prospective interns should give a copy of the Internship Requirements to prospective internship site administrative personnel. Internship objectives and requirements are discussed in detail in the Internship Requirements. Informal agreement may be reached among the participating parties by phone/letter following review and acceptance of the internship objectives. Formal internship agreement requires on-site approval by all participating parties. The faculty supervisor's expenses (travel, food, lodging) related to three on-site meetings (orientation/contract, mid-year evaluation, and end of year evaluation) are covered by the intern when the internship is more than 100 miles distant from the University.

• Fall (Semester 5)
• Psyc 787 Internship 3 cr (600 hours)

• Spring (Semester 6)
• Psyc 787 Internship 3 cr (600 hours)

• Total 6 cr (1200 hours)

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Recommendation for School Psychologist--Level 62 License

Upon satisfactory completion of the internship (satisfactory evaluation ratings and a grade of B or better over the 6 credits), the student applies for the School Psychologist--Level 62 license. The student may also apply for National Certification in School Psychology (NCSP) offered by the National Association of School Psychologists. The student must submit the proper application forms and necessary application fees to the Director of the School Psychology program as a prerequisite to any action by GRAB. GRAB approval is communicated to the Associate Dean of the School of Education (the Certifying Agent of the University and liaison to state DPIs), to the Registrar (documentation of the student transcript), and to NASP (to recommend the intern for NCSP).

Additional Information

For more information about the School Psychology Program, or for specific questions about the program, call or address a letter of inquiry to:

Director, School Psychology Program
Department of Psychology
University of Wisconsin-Eau Claire
Eau Claire, WI 54702-4004

Department Telephone: (715) 836-5733
Fax: (715) 836-2380
Email: FRANKEWR@UWEC.EDU

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