Dear School Psychologist Site Supervisors,

Thank you for volunteering to supervise students from CSUSB’s School Psychology
Program. Your commitment to the profession, by supervising practicum leaves a lasting
legacy and is greatly needed and appreciated. We hope that this is an effective learning
experience for both you and your student(s).
This handbook will guide you through the Practicum and Internship requirements for
the School Psychology Programs at CSUSB. It is intended to answer your questions and
help guide your supervision with your student. Students must comply with all
information presented in this handbook.
Our students require several experiences before entering profession. These include
practicum and field experiences (AKA their internship year). Please attempt to introduce
the student to a variety of experiences such as assessments (preschool, elementary,
middle, high school), consultations, IEPs, student study meetings, in-services, student
observations, cumulative review, etc. While some activities, such as hour requirement,
are required for the student’s credential, you do have some freedom and flexibility in
choosing activities and stipulating the amount of supervision your student requires.
Ultimately, we hope you will provide opportunities that you see as necessary for the
role of a school psychologist.
Again, thank you for your assistance and contribution to the field. If you have questions
that are not answered in this book, please contact me directly via the email address
listed below.

Sincerely,

Cherie Ward, Ph.D.

Professor
Program Coordinator - School Psychology Programs
California State University, San Bernardino
(909) 537-5693 or sward@csusb.edu
Expectations

The School Psychology Program at CSUSB agrees to:

1. Abide by the laws and ethics of state (California Commission for Teacher
Credentialing [CTC]; California Association of School Psychologists [CASP]
and national (National Association of School Psychologists [NASP] and American
Psychological Association [APA]) organizations.
2. Provide university supervision.
3. Communicate with district personnel who supervise the practicum. This may
include an annual site visitation, semester email communication, virtual
meetings, training videos and this Handbook.

The district agrees to:

1. Have PPS credentialed supervisors with a minimum of three years of School
Psychologist experience and possesses a valid Ca PPS in School Psychology.
Please note: if the site supervisor had a paid internship training year, only 2
years of experience is required.

The Site Supervisor agrees to:

1. Supervise practicum students.

2. Provide a variety of field experiences with students at grade levels PreK-12.
3. Abide by the laws and ethics of state (CTC; CASP) and national organizations
(NASP; APA).
4. Conduct and share information regarding annual evaluation of graduate student
performance by rating student’s competencies.

The student is mandated to:

1. Abide by the laws and ethics of state (CTC; CASP), national organizations (NASP;
APA), and the School Psychology Program (as described in the Handbook).
2. Participate in a variety of School Psychology activities such as assessment,
consultation, intervention, research, and prevention in a variety of K-12 settings
and diversity of students.
3. Keep track of documentation and comply with student Practicum Handbook.
4. Attend weekly class sessions with the practicum university supervisor.
5. Submit term plans, monthly signed logs and summary reports in a timely
manner.
CALIFORNIA COMMISSION ON TEACHING (CTC) CREDENTIAL PRACTICUM
REQUIREMENTS
The programs in school psychology at CSUSB follow both CTC and NASP standards for
practica experiences. It is the student’s responsibility to use the practicum hours to
prepare for their internship years. That means a variety of settings, job skills, clientele
are expected.
A minimum of 450 clock hours of practicum is required. Specific requirements include:
1) A minimum of 300 clock hours in preschool to grade 12 setting providing direct
and indirect services to students
2) Up to 150 hours of experience may be counted outside the school setting.
3) All practicum experiences are evaluated. Note: This is a new requirement as of
fall 2022.
4) Practicum augments coursework in School Psychology. Each semester, your
practicum student will be enrolled in one of four practicum
classes at CSUSB. The classes are described below.

PRACTICUM COURSEWORK
Course descriptions and Sequence:
EDSP 6620: Introduction to School Psychology Practicum (Required for all
CTC candidates)
An introduction to the study and experience relative to the practice of professional
school psychology. In this class students are taught the laws related to IDEA, ethical
responsibilities, and professional behavior. Students should shadow and observe a
practicing school psychologist and engage in professional behaviors. University class
time will be spent reviewing selected case studies and relating those case studies to law
and ethics.
Documents required by School Psychology Candidates:
Daily Logs: Data collected and presented by the student and Signed by site
supervisor at least once monthly.
Practicum Plan: Written by the student and approved by the site supervisor.
Semester Summary: Written by the student and approved by the site
supervisor.
EDSP 6685: School Psychology Practicum I (required for all CTC candidates)
In the second term, students will continue to accrue hours in educational settings and
will be supervised by a district school psychologist. Students are expected to write a
practicum plan with their site supervisor that will allow students to gain skills across all
aspects needed to become a professional school psychologist. During this term,
students will receive their first evaluation, by your site supervisor, and the data from
this evaluation will be used to identifying areas of competency as well as identifying
areas where students need more experiences and skills to be competent at the
practicum level.

Documents required by School Psychology Candidates:

Daily Logs: Data collected and presented by the student and Signed at least
once a month by site supervisor.
Practicum Plan: Written by students and approved by site supervisor.
Semester Summary: Written by students and approved by site supervisor.
For students entering the program with MA/MS in counseling ONLY: At the
conclusion of this class you will submit 1) “Affirmation of Practicum
Experiences/Internship Proposal,” 2) be deemed competent to start your
internship year by your district site supervisor, and 3) be deemed competent to
start your internship year by at least 2 CSUSB faculty members. This procedure
is outline in the Practicum Handbook.

Site Supervisor Documents: Practicum Competency Rating Scale

EDSP 6686: School Psychology Practicum II

Practicum students in EDSP 6686 have one year of practica experiences therefore this
term’s emphasis is placed on assessment of students for disabilities, psycho-educational
report writing, and the development of Individual Education Plans. Additionally,
students should have experiences with interventions and consultation with parents and
teachers. This will augment coursework that has an emphasis on methodology and
application of assessment, academic and social interventions, and counseling skills.
Documents required by School Psychology Candidates:
Daily Logs: Data collected and presented by the student and Signed by site
supervisor.
Practicum Plan: Written by students and approved by site supervisor.
Semester Summary: Written by students and approved by site supervisor.
Site Supervisor Documents: Practicum Competency Rating Scale
EDSP 6681: Clinical Practicum
In this term the focus is on counseling. Specifically, the practice in the application of
counseling skills, theories and techniques, and evidenced-based interventions.
NOTE: For EDSP 6681 Clinical Practicum, students MUST find a school psychologist or
counselor that will allow them to obtain counseling experiences.
Documents required by School Psychology Candidates:
Daily Logs: Data collected and presented by the student and Signed by site
supervisor.
Practicum Plan: Written by students and approved by site supervisor.
Semester Summary: Written by students and approved by site supervisor.
At the conclusion of this class students submit 1) “Affirmation of Practicum
Experiences/Internship Proposal,” 2) be deemed competent to start your
internship year by your district site supervisor, and 3) be deemed
competent to start your internship year by at least 2 CSUSB faculty members.

Site Supervisor Documents: Practicum Competency Rating Scale

(Information on this document is presented later in this Handbook).
 Practicum Experience Plan
Student’s Name: _________________________________________________________
SID: ___________________________________________________________________
Site Name and Address: ___________________________________________________
Supervisor’s Name: _______________________________________________________
Supervisor’s email address: _______________________________________________
Instructions: Students in the School Psychology programs at CSUSB are required to
compose a written plan for the culminating field (or intern) experience. This plan must
be prepared and agreed upon by the field site supervisor(s) and the student and should
identify the goals and objectives as well as describe appropriate experiences that will
allow demonstration of competencies across all School Psychology CTC standards. This
plan should also outline the evaluation plan for determining the competencies
(performance expectations) of the CSUSB student.
After creating a practicum experience plan, your student(s) should upload a copy of a
practicum experience plan to their practicum learning platform (i.e., CANVAS) each
semester. The same plan may be used for two semesters but should be reviewed at
least once a semester.
Students are able to create this form or cut and paste this page.
To assist in planning your practicum experiences the following pages have been
created, yet are meant to be used as suggestions. In the event of school closures, this
handbook also has suggestions that were created during COVID lockdown and can be
found at the end of this Handbook.
 Suggested Practicum Experiences Checklist: This is a great checklist for First Year Students

Dates Activity Documentation:

Attend Student Study Team (SST):

Observe Assessment:

OBSERVE IEP:

CUM Review:

Child Welfare and Attendance Review:

Special Education file review:

Student Database Review (i.e. Aeries)

IEP system review (SEIS, WEB IEP etc.)

Classroom Observation: Moderate/severe

SDC

Classroom Observation: Emotionally

Disturbed ED

Classroom Observation: RSP

Classroom Observation: Mild/Moderate

SDC

SPPE Consultation
Concentra
tion Areas

Behavioral Interventions

Counseling

Academic Interventions
 Suggestions for Practicum Plan
First year students:
• Interview school professionals to learn how the school systems work from different professional
perspectives
o Compare before and after COVID
• Observe classroom ecology (may be done in a virtual classroom)
• Behavior observations in virtual classrooms
o Learn to describe the classroom ecology
o Describe student behavior
o Interpret student behavior
o Discuss or research student behaviors across settings (i.e., how behaviors change from
in-person environment or virtual environments)
• Observe testing
• Join and observe school psych’s office hours
o Consulting with teachers, parents
o Talking with students about behavior
o Attend meetings
• Learn and discuss about relationship and rapport building (Note to site supervisor: At the end of
your first term with your practicum student, you should be able to rate the practicum student’s
ability to establish rapport)
o With school professionals
o With parents
o With students

Second year students:

• Consult with teachers and parents
o Discuss how the consultation techniques are used differently
o Have students take notes during consultation and write up the anecdotal findings
o Support and provide interventions
o Develop innovative support for teachers according to the new situations
• Counsel students individually and in groups
o Research relationships and group dynamics in a virtual environment. Have students
teach your about virtual counseling ethics, confidentiality and using electronic devices for
rendering services
o Apply skills in a virtual or in person environment
• Help with assessment
o Interview teachers, parents, and students
 Write up findings
Conduct classroom observations and write up findings
Test under supervised conditions
Score protocals
Practice writing findings
• Practice report writing
• Conduct under supervised conditions classroom behavior management and instruction
o Collect fidelity or integrity data
• Develop needs assessment and help with collect and analyze information
• Help with student outcome data collection and analysis
o Academic
o How to collect behavioral, social, and emotional data at different tiers
National and State Standards with Ideas for Practicum
The following chart was modified from the NASP Innovations in Practicum. Additionally,
as of fall 2022, this chart aligns potential activities with CTC PPS Standards in School
Psychology.
CTC and NASP
Standard
Data-based Decision- • Review of records, archival search, attendance review
making and • Collect information using a variety of observational and
Accountability interview techniques (e.g., interview parents, teachers,
students, etc.)
• Report writing using data. This could include a critique or
review of previous reports.
• Analyze and graph data collected.
• Administer rating scales using digital means or using virtual
meetings.
• Collect integrity (fidelity) data by observing ongoing
behavioral interventions. Write up findings.
Consultation and • Work with parents and teachers to develop behavior
Collaboration interventions.
• Consult with teachers on research for engaging students in
(virtual or in person) classrooms.
• Consult with teachers on collecting data on their students in
classrooms.
Academic Interventions • Consult with teachers regarding CBM assessment
procedures.
• Evaluate and modify web-based curriculum for children with
special needs.
• Develop handouts of existing resources for parents to
support learning.
• Collect CBM data to examine progress, baseline data, and
monitoring.
• Participate or lead tiered interventions and delivery of
special education services.
Mental Health and • Research and evaluate web-based SEL curriculums
Behavioral • Provide group interventions and support (e.g., mindfulness,
Interventions coping skills). Note: this must be approved and supervised.
• Implement individual social or emotional interventions with
supervision.
• Consult with parents to develop behavioral interventions.
• Analyze previously conducted FBSa
• Develop effective BIPs.
School-wide Practices • Review district website and review school report card.
to Promote Learning • Examine school data to evaluate outcomes of instructional
or intervention services.
• Assist in preparing in-service workshops or training sessions
where school wide practices on learning are discussed.
 • Critique school website page that focused on instructional
and mental health resources (update, create as needed).
Services to Promote • Review crisis plan and risk assessment protocals from your
Safe and Supportive school/district.
Schools • Participate in webinars on supporting SEL needs of staff and
students returning to school after COVID shutdowns.
• Work with site supervisor to develop plans for supporting
returning students.
Family, School and • Research and know your local resources.
Community • Develop a referral list and know the referral procedures.
Collaboration • Consider developing handouts on local resources.
• Conduct consultation with parents regarding home schooling
(e.g., checklist on home environment to support learning,
age appropriate strategies).
Equitable Practices for • Participate in webinars on equitable practices for online
Diverse Student learning.
Populations • Research all resources required for students learning
remotely.
• Review the procedures for setting appropriate academic and
behavioral expectations when students have excessive
absences.
Research and • Conduct or review research on some aspect of distant
Evidence-based learning being implemented.
Practice • Research issues of interest to the district that would assist
with future decision-making.
• If possible assist the district with evaluation procedures.
Legal, Ethical, and • Participate in staff meetings.
Professional Practices • Participate in weekly supervision with site supervisor.
• Review/learn about professional and ethical standards for
telehealth and tele-assessment.
• Know the federal laws and NASP/CASP guidelines for
adhering to IDEA and 504 regulations.
• To learn more about the practice, conduct short interviews
with members of the IEP team (administrator, teachers,
nurse, LSP, etc.).
 Documentation of Practicum Experiences
Practicum Plan (completed during first 3 weeks of starting practicum)
Practicum Logs (maintained by student, site supervisor monthly
signature required)
Semester Practicum Summary Reports (completed together with
student)
Site Supervisor Evaluation (you will receive this via email mid April)
Affirmation of Practicum Experiences (completed by student at the end of their
practicum experience)
Logs: students will choose to document (AKA log) their hourly experiences either
electronically or by using a standard paper version. Students are responsible to
maintain their entire 450-hour practicum experience. Regardless of the type of logging
system, all logs must contain the following information:
a) Date, starting and ending times, b) daily and total hours c) daily description of
activities d) daily description of setting e) an indicator of either direct or indirect
services, f) data or evidence, and g) a minimum of one signature. While alignment
to the SPPEs is desirable, it is not mandatory and may be more appropriate for the
Practicum Plan or Semester Practicum Summary.
Note for affirming hours: If you do not log out for breaks (ie lunch), your practicum
student may also count short breaks on their logs. In other words, if the student enters
the school at 7 am and leaves the school at 3 pm, they may log 8 hours. Under your
supervision, students may also log hours doing scoring or report writing at home or
away from your campus.
Faculty, at CSUSB, highly recommend you ask to see the logs on a daily or weekly
schedule and we encourage you to help the student develop and maintain a system
that will facilitate their future practice as a school psychologist. It is up to you on how
often you review the logs. While some site supervisors want to see the log weekly
(some daily), only one monthly signature is required. If you prefer, you may sign each
time you view the logs.
Helpful Hint: You can help your student by not allowing them to fall behind on their
documentation/logs.
The Semester Practicum Summary Report is a one-page summary where students
consolidate the data from their logs into one report. Prior to writing this report,
students and site supervisors should reread the goals and objectives from the
Practicum Plan. The Semester Summary report should include total hours as well as
a brief summary on the types of activities the student engaged in. Currently, the form
for this report allows for wide interpretation of the requirement and if the form does not
accurately reflect your interactions with your practicum student, you are free to create
or modify as needed.

Site Supervisor Evaluation: Starting in spring 2023, all practica experiences must be
evaluated. As this is a new requirement, we are in the process of creating this
requirement. In spring 2023, we will be sending you an electronic a Qualtric survey.
This survey will be sent to your preferred email. During the pilot survey, we will be
soliciting your opinions and suggestions on how to better evaluate the practicum
experience.

Watch for this survey coming to you in mid-April!

School Closures: We learned much during our COVID school shut down. The
following table aligns state and national School Psychology Standards in a virtual
setting. We are calling this “Plan B.” In the event that your school is shut down,
please meet with your student (virtually) and use the following to ensure your student
does not fall behind.

CSUSB is committed to a high quality learning program to all of our students both on
campus, in person and online. All CSUSB students have access to Adobe, Adobe
signature and Zoom plus the campus has loaner laptops available to them. Any
additional software or programs needed for virtual learning experiences can be
requested. Please contact the coordinator (sward@csusb.edu) for any requests.
CTC Standard Examples of Practicum Competencies
Data-based Decision- • Review of records, archival search, attendance review
making and • Collect information using a variety of observational and interview
Accountability techniques (e.g., interview parents, teachers, students, etc.)
• Report writing using data. This could include a critique or review
of previous reports.
• Analyze and graph data collected.
• Administer rating scales using digital means or using virtual
meetings.
• Collect integrity data by observing ongoing behavioral
interventions. Write up findings.
Consultation and • Work with parents and teachers to develop behavior interventions.
Collaboration • Consult with teachers on research for engaging students in virtual
classrooms.
• Consult with teachers on collecting data on their students in
virtual classrooms.
Academic Interventions • Consult with teachers regarding CBM assessment procedures.
• Evaluate and modify web-based curriculum for children with
special needs.
• Develop handouts of existing resources for parents to support
online learning.
• Collect CBM data to examine progress, baseline data, and
monitoring.
 • Participate or lead virtual academic groups, including tiered
interventions and delivery of special education services.
Mental Health and • Research and evaluate web-based SEL curriculums
Behavioral Interventions • Using remote means, provide group interventions and support
(e.g., mindfulness, coping skills). Note: this must be approved
and supervised.
• Implement individual social or emotional interventions with
supervision.
• Consult with parents to develop behavioral interventions during
remote learning.
• Analyze previously conducted FBSa
• Develop effective BIPs.
School-wide Practices to • Review district website and review school report card.
Promote Learning • Examine school data to evaluate outcomes of instructional or
intervention services.
• Assist in preparing in-service workshops or training sessions where
school wide practices on learning are discussed.
• Critique school website page that focused on instructional and
mental health resources (update, create as needed).
Services to Promote Safe • Review crisis plan and risk assessment protocals from your
and Supportive Schools school/district.
• Participate in webinars on supporting SEL needs of staff and
students returning to school after COVID shutdowns.
• Work with site supervisor to develop plans for supporting
returning students.
Family, School and • Research and know your local resources.
Community Collaboration • Develop a referral list and know the referral procedures.
• Consider developing handouts on local resources.
• Conduct consultation with parents regarding home schooling
during COVID shutdown (e.g., checklist on home environment to
support learning, age appropriate strategies).
Equitable Practices for • Participate in webinars on equitable practices for online learning.
Diverse Student • Research all resources required for students learning remotely.
Populations • Review the procedures for setting appropriate academic and
behavioral expectations when students have excessive absenses.
Research and Evidence- • Conduct or review research on some aspect of distant learning
based Practice being implemented.
• Research issues of interest to the district that would assist with
future decision-making.
• If possible assist the district with evaluation procedures.
Legal, Ethical, and • Participate in virtual staff meetings.
Professional Practices • Participate in weekly supervision with site supervisor.
• Review/learn about professional and ethical standards for
telehealth and tele-assessment.
• Know the federal laws and NASP/CASP guidelines for adhering to
IDEA and 504 regulations during school closings.
• To learn more about the practice, conduct short interviews with
members of the IEP team (administrator, teachers, nurse, LSP,
etc.).
Affirmation of Practicum Experiences:

When students feel they are ready to start their internship/fieldwork year, they must
apply and be deemed ready to start by at least one district school psychologist and
faculty from CSUSB. Like the Site Supervisor Evaluation, the Affirmation of Practicum
Experiences is a new requirement for the 2022-23 AY that we will pilot in spring 2023.

Potential Procedure:

1) Students compile 450 hours that met CTC standards. This will be verified via daily
logs with district school psych monthly signatures.

2) Students must have been deemed competent to start their internship year via site
supervisor evaluation.

3) Students will file the Affirmation of Practicum Experiences and meet with at least one
faculty member from the School Psychology Program, who will sign off on the
Affirmation of Practicum Experience form.

4) Students will be responsible for filing the form with the coordinator prior to starting
their final year in the program.

Overview of CSUSB School Psychology

Student Evaluation
In the PPS Program in School Psychology at CSUSB, students are evaluated on an ongoing basis.
Although students are evaluated at the completion of Year 1, two critical points of assessment
include assessment of student competency at the completion of Year 2 (and prior to starting
the internship year), and prior to applying for the PPS credential (Year 3).
Information regarding student evaluations is included in the Candidate Handbook, Practicum
Handbook, Internship Handbook, Site Supervisor Manual Practicum, class syllabi and is
presented at orientation meetings and group advising sessions. Descriptions of the evaluation
process and tools are described below.

Year Evaluation Scoring or Criteria

Year 1 Fall Self-Evaluation (Student Competency Used for Planning Purposes
Evaluation Form)
Feedback from Spring Site Supervisor (Student
Competency Evaluation Form)
Feedback from University Instructor (EDSP 6685
Practicum I grade)
 Year 2 Self-Evaluation (Student Competency Evaluation Used to establish readiness
Form) for Internship Year
Feedback from Site Supervisor (Student
Competency Evaluation Form)
Feedback from University Instructor (EDSP 6686
Practicum II grade) Grades of B or higher in each
of the 8 core classes

Year 3 Self-Evaluation (Student Competency Evaluation Used to establish

Form) Competency for PPS
Feedback from Site Supervisor (Student Credential in School
Competency Evaluation Form) Psychology
Feedback from University Instructor (EDSP 6756
Internship in School Psychology grade)

Student Competency Evaluation Form: The Student Competency Evaluation Form is used by
students’ practicum and internship supervisors to assess students’ development across all 10
SPPEs. Specific competencies for each SPPE are rated on a 5-point likert scale (1 = Minimal
Competence; 2 = Adequate Competence; 3 = Emerging Competence; 4 = Entry-Level
Competence; 5 = Professional Competence; ND = No Data).
Practicum 1, II, and Internship Supervisor Feedback: The university supervisors evaluate
student performance in the Practicum 1 (Year 1), Practicum II (Year 2), and Internship course
(Year 3). Specific criteria to earn a passing grade are outlined in each course’s syllabi (EDSP
6685, EDSP 6686, EDSP 6756).
Year 1: Students may complete a self-report version of the Student Competency Evaluation
Form in collaboration with their practicum site supervisor to identify learning goals and
objectives for practicum in Year 1. Students are formally evaluated at the completion of Year 1
to ensure satisfactory progress for Year 1 practicum students. Specifically, students are
evaluated by their school site practicum supervisor and their university practicum supervisor.
The school site practicum supervisor completes the Student Competency Evaluation Form to
assess competency development across all 10 SPPEs. The university supervisor assigns a passing
or failing grade based on the student’s performance in the Practicum I course (EDSP 6685). In
addition to serving as tools for assessing competency development, these tools are also used
with students early in the program to identify areas of strength and in need of growth, and so
that students are familiar with the evaluation tools used at the completion of Years 2 and 3.
Year 2: Similar to Year 1, students complete a self-report version of the Student Competency
Evaluation Form in collaboration with their practicum site supervisors to identify learning goals
and objectives for practicum in Year 2. Students are formally evaluated at the completion of
Year 2 to ensure satisfactory progress for Year 2 practicum students. Specifically, students are
evaluated by their school site practicum supervisor and their university practicum supervisor.
The school site practicum supervisor completes the Student Competency Evaluation Form to
assess competency development across all 10 SPPEs. The university supervisor assigns a passing
or failing grade based on the student’s performance in the Practicum II course (EDSP 6686).
Students who demonstrate satisfactory competency development, pass Practicum II, and have
earned a grade of B or higher in all 8 core classes are advanced to Year 3.
Year 3: Similar to Years 1 and 2, students complete a self-report version of the Student
Competency Evaluation Form in collaboration with their internship site supervisor to identify
learning goals and objectives for internship in Year 3. Students are formally evaluated at the
completion of Year 3 to ensure satisfactory progress for Year 3 internship students. Specifically,
students are evaluated by their school site internship supervisor and their university internship
supervisor. The school site practicum supervisor completes the Student Competency Evaluation
Form to assess competency development across all 10 SPPEs. The university supervisor assigns
a passing or failing grade based on the student’s performance in the university internship
course. Students who demonstrate satisfactory competency development (i.e., predominantly
competency ratings of 4 [Entry-Level Competence] or higher) and pass the internship course
are eligible to apply for the PPS credential.
Return of the Pack | CSUSB
COVID19 MODIFICATIONS

For Updated Information Please Refer to: Return of the Pack | CSUSB

For all students, the faculty of the school psych programs place your well-being first. COVID has
introduced our program to the hazards of working in close proximity with others and as a result, the
following modifications and accommodations are in place:

1) In the event of another school closure, a 100% online training will be available for the first 100
hours of practicum experiences. Unless CTC modifies the requirements, a total of 450 hours of
practicum experience will still be required for the PPS in School Psychology (please see section
below for PPS requirements).

a. We are allowing our students the option of following their district’s policy regarding
when you return/start your practicum.
b. The CSUSB School Psychology Program online option does not require a school
psychologist from a district sponsor or supervise your online training. Faculty at CSUSB
have vetted the online training modules, you will have access to, and will sign off on any
online hours pending proof of participation.
c. In some online training there will be a completion or participation certificate that is
generated at the end of a training modules. Other training modules will be verified
through activities associated with the training.
d. It is your responsibility to log the online training and provide proof of attendance/hours.

2) If you elect to be on a school campus, CSUSB School Psychology Practicum Students must
monitor their own health and avoid others when not feeling well. Daily COVID screenings are
mandatory as are face masks while on any campuses.
3) Comply with current CSU, CSUSB, and CDC mandates regarding testing and quarantine
procedures if you contact COVID.
4) Students who choose to participate in on-site experiential learning programs (not virtual) must
receive COVID safety training consistent with federal, state, local and CSU guidance and/or
mandates as part of their orientation and prior to participation.
 COVID General Guidelines - Practicum

• If you feel ill, DO NOT physically go to your site until tested for COVID. In the event of a positive
test, DO NOT physically go to your site for a minimum of 14 days. Please contact your site supervisor
AND university supervisor to ensure accurate documentation is completed.
• If you have contact with someone that has COVID, DO NOT go physically to your site.
• Participate in all district/site COVID management/mitigation training.

Follow all CDC recommended COVID general prevention/management/mitigation procedures

• Wash hands often with soap and water for at least 20 seconds, especially after you've been in a
public space, after blowing your nose, coughing, or sneezing.
• If soap and water are not regularly available, use a hand sanitizer that contains at least 60% alcohol.
Cover all surfaces of your hands and rub them together until they feel dry.
• Avoid touching your eyes, nose, and mouth with unwashed hands.
• Stay at least 6 feet (about 2 arm's length) from other people. Keeping distance from others is
especially important for people who are at higher risk of getting very sick.
• Cover your mouth and nose with a cloth face cover.
• Follow the recommended guidelines for sanitizing all shared testing/assessment kits and materials.

Follow all CDC recommended COVID prevention/management/mitigation face coverings

guidelines
• Wear face coverings (mask) around others, whether on campus or in a school district or performing
work offsite.
• Interacting in-person with any member of the public.
• Working in any space visited by members of the public, regardless of whether anyone from the public
is present at the time.
• Working in any space where food is prepared or packaged for sale or distribution to others.
• Working in or walking through common areas, such as hallways, stairways, elevators, in a vehicle
traveling with others, and parking facilities.
• In any room or enclosed area where other people are present when unable to physically distance.

For students that are or are suspected of being eligible for special education services, follow all
district/school recommended COVID prevention/management/mitigation face coverings guidelines
o Select type of face covering which is most conducive to addressing their specific student needs.
o IEP services will be delivered with adherence to the wearing of facial coverings, social distancing,
increased hand washing, and sanitizing.
o Use telehealth service provision as needed/if possible.
o When working with students to complete activities that require sharing of manipulatives, utilize both
face coverings and gloves. Again, please be responsible with the cleaning of all test kit components.
o When working with students who require more hands on services such as diapering, catheterization,
feeding, etc. utilize both face coverings and gloves.
o Staff who work with students who require modeling of oral tasks to complete work will be issued face
shields so students are able to view their instructor.