Curriculum and Clinical Training

individual therapy

The Specialist in School Psychology (SSP) program requires approximately 72 credit hours and entails a three-year course of study. The first two years consist of full-time coursework and school-based practica experiences. During the third year, students will complete a one year internship in a school setting. Students must also pass a written comprehensive examination at the end of their second year on campus.

SSP students typically complete paid internships in public school district. NASP requires a 1,200 hour internship, with at least 600 hours completed in a school setting. 

The following is an example of program coursework that may be subject to change. Your program advisor will consult with you before each semester in regards to courses.

Year 1

Course ID

Course Title

Credits

Practicum

Fall

PSYX 587

Practicum – CO-TEACH

3

60

 

PSYX 580

Professional School Psychology

3

 

PSYX 525

Psychological Evaluation

3

 

PSYX 524

Tests and Measurement

3

 

PSYX 520

Advanced Statistics

3

 

15

Spring 

PSYX 587

Practicum (Ed Assessment)

3

120

 

PSYX 583

Academic Assessment and Intervention

3

 

PSYX 536

Advanced Child and Adolescent Psychopathology

3

 

C&I 520

Educational Research**

3

 

COUN 520

Group Counseling

3

 

15

 

Can take in summer to reduce semester load

Summer

C&I 514

Education Across Cultures (if offered)***

3

 

C&I 518

Inclusion and Collaboration (elective*)

3

C&I 520

Educational Research**

3

EDSP 492

Intro to SPED Law and Policy**

3

C&I 504**

History of Education (Odd summers)**

3

Year 2

Fall

PSYX 587

Practicum – SPSY

3

180

 

PSYX 582

Behavioral Assessment and Intervention

3

 

PSYX 530

Clinical Interviewing

3

EDSP 462

SpEd Law and Policy

3

C&I 514 Education Across Cultures (if offered & not already taken)

3

12 or 15

Spring

PSYX 587
2 sections

Practicum-SPSY

3

180

PSYX 535

Child and Adolescent Interventions 3

PSYX 540

Advanced Developmental

3

 

PSYX 680

Consultation

3

 

C&I 514

Education Across Cultures (if not already taken)

3

C&I 504

History of Education** (if not already taken)

3

COUN 520

Group Counseling

3

12 or 15***

 

Can take in summer to reduce semester load

Summer

C&I 514

Education Across Cultures***

3

C&I 518

Inclusion and Collaboration (elective*)

3

C&I 520

Educational Research**

3

EDSP 492

Intro to SPED Law and Policy**

3

C&I 504

History of Education** (Odd summers)

3

Year 3

PSYX 588

INTERNSHIP

12 (6 per semester)

 * Electives do not substitute for any core classes -- these are "extra"

** These courses are also offered during some summer sessions and can be taken then to lighten the regular semester course load.  Please check to confirm summer offerings.

*** Please note that students entering in the fall of an even year, C&I 514 will need to be taken during one of the summer sessions or fall of the second year to avoid a course overload in spring of the second year.  However, if able to take C&I 504 during a summer session (odd summer), this will allow for C&I 524 during the spring of the second year.

Specialist students in school psychology complete practicum requirements during their first 2 years in the program. In their final year, SSP students complete a school-based internship per requirements from the National Association of School Psychologist. Students are required to complete a 1200-hour internship in the final year of the program, with at least 600 hours completed in a school setting. SSP students at the University of Montana typically complete paid internships in public schools in Montana or internships in other states.

SSP students in the School Psychology program complete practicum and field work experiences in local K-12 settings. These experiences immerse students in the culture and operation of school, and familiarize students with the roles and functions of school staff (e.g., principal, speech therapists, teachers, social workers). Students observe in the classrooms, during intervention team meetings, interdisciplinary team meetings, parent conferences, and teacher meetings. Students also participate more directly in their school placements through activities such as conducting academic assessments and systematic observations, implementing evidence-based academic and behavior interventions, and supporting the school psychologist in cognitive abilities testing.

Practicum sites are located in Missoula and surrounding areas. The program has an emphasis in working with children and families from rural and tribal communities. Doctoral students have an opportunity to learn about the provision of assessment, intervention, and consultation services to children and families from diverse socioeconomic and cultural backgrounds.

Examples of practicum sites:

In addition to the formalized methods of obtaining practicum experience, there are numerous other activities throughout the academic year and summer for students. Due to the lack of services in the community and state for children with Autism Spectrum Disorders (ASD), the program has established a strong relationship with the University's Department of Communicative Sciences and Disorders RiteCare Clinic. Graduate students in school psychology and speech-language pathology collaborate in conducting assessments and using evidence-based interventions for children referred to the RiteCare Clinic for ASD.

Children in YETI camp

In their third year of the Specialist in School Psychology Program, students are required to complete a 1200-hour school-based internship.

Examples of internship placements that our SSP students have attended include:

In Montana:

  • Missoula Area Education Cooperative
  • Helena Public Schools
  • Great Falls Public Schools
  • Gallatin-Madison Educational Co-op
  • Glasgow School District
  • Prickly Pear Educational Co-op
  • Lewistown School District
  • Bitterroot Valley Educational Co-op
  • Belgrade School District
  • Anaconda Public Schools

Outside Montana:

  • Granite School District, Salt Lake City, Utah
  • Davis School District, Salt Lake City, Utah
  • Independent School District #318
  • Mount Vernon School District, Mount Vernon, Washington
  • San Juan Colorado Co-op, Colorado
  • Kodiak Island Borough School District, Alaska
  • Mat-Su Borough School District, Alaska

Students are evaluated at the end of each semester about their progress in the program in the program related to training objectives. Students and faculty use these evaluations to collaboratively set student professional development goals for the subsequent semester. There are a number of ways students are evaluated for skill building and integration of professional skills throughout the training period via coursework, practica, comprehensive exams, research and presentation opportunities.

Prior to Admittance

Review of all application materials

Interviews via phone or in-person

Faculty feedback

Year 1

Grades of B or better in all required coursework

Faculty mid and year-end evaluations and feedback

Semester 1 & 2 practica evaluations

Monthly reflection, Self-Assessment

Year 2

Grades of B or better in all required coursework

Faculty mid and year-end evaluation and feedback

3rd and 4th semester practica supervisor and consumer evaluations

Consumer mid and year-end evaluation

Professional school-based practica portfolio

Monthly reflections and self-assessment

Satisfactory completion of Masters Comprehensive Exam

Masters of Arts Degree awarded

Eligible for Montana Class 5 School Psychology License

Year 3

Satisfactory completion of internship requirements

Monthly faculty supervision

School-site supervision mid and year-end evaluation

Consumer mid and year-end evaluation

Professional internship portfolio

Pass National Credential in School Psychology (NCSP) Exam

Awarded SSP degree

Eligible for Montana Class 6 School Psychology License

Apply for NCSP

Year 4

Employment data

Post Graduation Survey

Although fingerprinting and a criminal background check are not required by either the University of Montana or the School Psychology Program, individuals working in the public school systems are often required to present their criminal background check status prior to working in the schools. Since our graduate students are placed in public school classrooms during their training, we ask that newly admitted students arrange to be fingerprinted and submit to a background check through the State of Montana, Department of Criminal Justice. Newly admitted students receive a letter to this effect and directions on how to initiate the background check shortly after an admission offer is accepted. It is expected that this procedure can be completed prior to the fall semester so that placement in the schools can take place. A student cannot be placed in the schools without the background clearance.

In cases in which a background check shows past charges and convictions of concern, the case will be reviewed by a committee composed of the core school psychology faculty, and possibly the legal counsel for the University and other faculty, such as the Psychology Department Chair, if needed. Convictions that jeopardize the student's ability to be positioned in programmatic placements or obtain future employment in the field can lead to dismissal from the program.