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Pupil Personnel Services Credential Program
School Psychology

Reviewers Preliminary Findings – Dated December 2020 (PDF)

1. Program Summary

Exhibit 1.1 Program Design

Program Design

The School Psychology Program at California State University, Fresno is dedicated to preparing highly competent professional psychologists according to the scientist practitioner model.  Graduates, as a result of their broad-based training, are prepared to make significant contributions to this challenging field through professional practice. The Educational Specialist (Ed.S) program provides future school psychologists (candidates) with a solid professional and academic foundation reflecting depth and breadth in both psychology and education. All students develop an understanding, respect for, and responsiveness to culture and individual differences. The program emphasizes the importance of delivering school psychological services from a consultation framework to prevent and remediate learning and adjustment problems experienced by children and adolescents. Candidates are taught to link assessment methodologies to the development of evidence-based interventions. They learn to view problems from a systems/ecological perspective focusing on the child, the family, the school, and the community, and to use a scientific problem-solving approach in their work. Both the theoretical and the empirical bases of professional practice are emphasized, in a diverse range of settings including inner city, suburban, and rural.  Furthermore, the program provides future school psychologists with a solid professional and academic foundation reflecting depth and diversity in both psychology and education.  The Program fosters special sensitivity to cultural diversity of all people and respect for the uniqueness and human dignity of each person.  Self-awareness, regard for others, and respect for cultural and individual differences are actively cultivated and expected of all candidates. 

Professional preparation also concentrates on specific skills development, but the major emphasis of the Program is the preparation of the school psychologist as a highly competent problem solver. Thus, rather than being trained to respond to specific problems in specific ways, candidates are prepared to draw upon a personal foundation in psychology and education to effectively develop, implement, and evaluate strategies for preventing or resolving problems as they occur.  Additionally, candidates learn to collaborate with other helping professionals and with parents in serving the mental health and educational needs of all children and youth.

The School Psychology Program is housed within the Department of Psychology in the College of Science and Mathematics.  The program has a coordinator who is an experienced faculty and receives release time for the role. The School Psychology Program is linked to the Kremen School of Education and Human Development for credentials.

Applications are accepted February 1 for candidates to begin the following fall.  Admission is competitive. The Psychology Department Graduate Committee screens applications; selected applicants are interviewed and offers made to candidates, with alternates so that a final cohort of 10-12 is admitted each fall. Only fulltime students are accepted. In-coming candidates are paired with mentors from the second or third year cohorts. The first two years of the program candidates are enrolled in 12 to 15 units of coursework plus practicum each semester.  The third year of the program is a fulltime academic year internship with a Field Supervision class.

Stakeholder input is obtained from our Advisory Board composed of local directors of special education and lead school psychologists, feedback from site-based field supervisors, especially intern supervisors, and periodic alumni/employer surveys. The program has increased emphasis on mental health and counseling training in response to increasing needs in the field. Assessment courses are continually updated with new measures and techniques. No new courses have been added over the recent two years.

Course of Study (Curriculum and Field Experience)

The program operates on a cohort model, with courses offered once per year.  The coursework is arranged sequentially by area: assessment, intervention, and mental health with an emphasis on diversity and cultural competence woven into all courses. Candidates engage in practica each semester, allowing for coordination of coursework and practice in the field. For example, during the consultation course, candidates are conducting a consultation project in a school. Coursework is designed to meet all national (National Association of School Psychologists) and state (California Commission on Teacher Credentialing) standards. The Fresno State School Psychology program has been approved by NASP since 1994. The program has maintained CTC accreditation since its inception.

Candidates are placed at six different practicum sites.  The first semester is (1) with a school psychologist at a comprehensive site and (2) a secondary service-learning placement at a high-risk school. The second semester is with (3) a school psychologist in a different district and (4) a secondary placement with special programs (e.g., autism, emotional disorder, preschool). The second year placements are two days per week with a school psychologist at various school sites each semester (Semesters 5 & 6).  The placements are designed to maximize exposure to students from low and higher SES, cultural and ethnic diversity, varying levels of MTSS implementation, and to assure required experience at least two levels (i.e., preschool, elementary, or secondary). Candidates are expected to progress from observing to assisting their field supervisor to practice under supervision and finally independent practice. Supervision is provided throughout each semester by their field-based supervisor and by the university faculty teaching the practicum course, as well as faculty instructing courses that include practicum based projects (e.g., consultation and intervention and counseling courses). Evaluation is comprised of field-based evaluation by their field supervisor and ratings by program faculty.

Interns are assigned to sites and field supervisors by their district, in coordination with the university program coordinator. The field supervisors and the university faculty instructing the field supervision course provide supervision. Site visits are conducted once per semester by the university field supervisor. Evaluation is field-based evaluation by their field supervisor and rating by program faculty.

Assessment of Candidates

Candidates are assessed for program competencies as part of their coursework. This includes quizzes, skill-based assessments, written and oral exams, class presentations, and field-based projects. Candidates are also evaluated via the field supervisor evaluations and faculty ratings each semester. In addition candidates take the ETS PRAXIS II exam for school psychologists during their second year in the program and are expected to pass at the national level.  Candidates are aware of the PRAXIS II requirement as they enter the program. Other expectations are clear in course syllabi.  ETS and course instructors provide feedback in a timely manner. Program faculty meet with each candidate in the program individually at the end of each semester to discuss his or her progress. 

Exhibit 1.1.1 Pathways Table

 Location Table

Exhibit 1.1

Location

Delivery Model

Pathway

Main campus

In-Person

Traditional Student Teaching

2. Organizational Structure

Exhibit 2.1 Organizational Chart

3. Faculty Qualifications

Exhibit 3.1 Faculty Distribution Table

School Psychology Program

Exhibit 3.1

Rank

Full-Time

Part-Time

Vacancies

Total

Tenure Track

3-Ni & Price/Jones
& Rafacz

1-Wilson (FERP)

 (1) Swami

 5

 Lecturer

 0

4-Fall 19-Hendricks, Kalashian, Hester & Hiyane 

4-Spring 2020
Hendricks, Kawagoe, Hiyane & Villalobos

 

 

4

 Total

 3

 5

1

9-Vacancy filled 12/19

Exhibit 3.2 Faculty List

Annotated Faculty List

Constance Jones, Ph.D.
Fulltime Tenure Track - Full Professor
Psych 244A – Research Methods

Hong Ni, Ph.D., NCSP
Fulltime Tenure Track – Associate Professor
Psych 274S – Multicultural Psychology
Psych 279 – Consultation and Supervision
Psych 280 – Counseling Techniques for School Psychologists
Psych 282 – Cognitive Behavioral Therapy
Psych 287-1 (Fall) – Practicum In School Psychology
Psych 287-2 (Fall) – Practicum In School Psychology

Sharlet Rafacz, Ph.D., BCBA-D
Fulltime Tenure Track – Assistant Professor
Psych 288 – Advanced Applied Behavior Analysis 

Marilyn Wilson, Ph.D., NCSP
Fulltime Tenure Track – Full Professor (FERP)
Psych 277 – Role and Function of the School Psychologist
Psych 267 (Spring) Internship in School Psychology 

Sruthi Swami, Ph.D.
Joining Fall 2020 – Tenure Track Assistant Professor

Psych 287-1 (Fall) – Practicum In School Psychology
Psych 287-2 (Fall) – Practicum In School Psychology
Psych 280 – Counseling Techniques for School Psychologists
Psych 284 – Assessment of Intellectual Abilities
Psych 281 – Group Counseling 

Kaitlin Hendricks, Ph.D.
Part-time Faculty
Psych 267 (Fall) Internship in School Psychology
Psych 286 – Instructional Consultation 

Danielle Hester, M. S., NCSP, BCBA
Part-Time Faculty
Psych 278 – Intervention and Prevention 

Cy Hiyane, Ed.S., NCSP
Part-Time Faculty
Psych 285 – Assessment of Learning and Development
Psych 287-1 (Spring) – Practicum In School Psychology
Psych 287-2 (Spring) – Practicum In School Psychology 

Kent Kawagoe, Ph.D.
Part-Time Faculty
Psych 204 – Developmental Psychopathology 

David Shoemaker, M.A., MFT
Part-Time Faculty
Psych 281 – Group Counseling 

Cassandra Smith, Ed.S., BCBA,
Part-Time Faculty
Psych 278 – Intervention and Prevention 

Simon Villalobos, M.A.
Part-Time Faculty
Psych 284 – Assessment of Intellectual Abilities

Exhibit 3.3 Published Adjunct Experience and Qualifications Requirements

Published Adjunct Experience and Qualifications/Requirements 2019-20

The Academic Policy Manual (APM) for California State University, Fresno includes a Policy on Adjunct Faculty (APM 310, p. 1-3).  It includes the following definition:

"Adjunct" is any individual who is serving as a "Volunteer Employee" (Classification Code 0050) for a specified period of time, whether full-time or part-time. Visiting Professors may be appointed to this position. Adjunct faculty are not members of the Unit 3 (Faculty) Bargaining Unit. (APM 310, p. 1)

The Department of Psychology, including the PPS Credential Program in School Psychology, does not utilize adjunct faculty so there are no published documents on Adjunct Experience and Qualification/Requirements.

Exhibit 3.4 Faculty Recruitment Documents

Vacancy Announcement

Title:              School Psychology
Rank:             Assistant / Associate Professor
Status:           Tenure Track
Start:             Fall 2020 (August 2020) 

General: The Department of Psychology seeks an Assistant or Associate Professor in School Psychology to continue the tradition of excellence in our nationally recognized, NASP-approved, and vibrant Ed.S. program. The successful candidate will teach a diverse body of undergraduate and graduate students, conduct scholarly and applied research, and engage in service-related activities in school psychology as well as in the candidate’s area of specialization.

The area of specialization or expertise is open; however, we are particularly interested in candidates with expertise in the areas of cognitive and academic assessment, socio-emotional and behavioral assessment, or evidence-based interventions. Specific assignments are dependent on departmental needs and the background of the individual.

Our Students: California State University, Fresno is committed to serving our students with a focus on inclusion. Fresno State has been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching.

Qualifications:

Required Education:

1. An earned doctorate (Ph.D. or Ed.D.) in School Psychology or a closely related field from an APA accredited program or international equivalent

  • Applicants nearing completion of the doctorate (ABD) may be considered; however, for an appointment, the doctorate must be completed by August 1, 2020.

Required Experience:

2. Demonstrated ability to work effectively with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds.

3. Evidence of successful teaching, or potential for successful teaching, at the undergraduate and graduate levels.

4. Scholarly publications or other evidence of successful scholarship that is likely to lead to scholarly publications.

5. For an appointment to Associate Professor, candidates must demonstrate a strong record of excellence in teaching at the university level and a record of scholarly research and publication commensurate with level of experience.

Preferred Experience:

6. At least two years of field experience as a credentialed school psychologist.

7. Eligibility for certification as a school psychology practitioner in California.

8. Nationally Certified School Psychologist (NCSP) credential.

9. Expertise in one or more of the following areas: cognitive and academic assessment, socio-emotional and behavioral assessment, or evidence-based interventions.

10. Publications in peer-reviewed journals commensurate with level of experience.

11. Evidence of ability to obtain extramural funding for research.

Application Procedures: For best consideration, apply by 10/15/2019. This position will remain open until filled.

Apply online at:http://jobs.csufresno.edu and attach the following:

12. Letter of interest or cover letter specifically addressing the required experience and preferred qualifications:

13. Current curriculum vitae;

14. Names and contact information of three professional references;

15. A statement addressing your commitment to working with faculty, staff, and students from diverse ethnic, cultural, and socioeconomic backgrounds;

16. A statement of teaching experience, interests, and philosophy;

17. A statement of research interests.

Candidates invited for an on-campus visit must submit official transcripts and their referees will be asked to submit letters of recommendation.

Search Chair: Dr. Hong Ni

Department of Psychology, College of Science and Mathematics Email: hongni@csufresno.edu

About Fresno State:

California State University, Fresno is an engaged University. We focus on broadening students' intellectual horizons, fostering lifelong learning skills, developing the leaders of tomorrow, promoting community involvement, and instilling an appreciation of world cultures. We nurture cultural competence by celebrating the rich diversity of the campus community and welcoming the participation of all. Members of the University community are expected to work effectively with faculty, staff and students from diverse ethnic, cultural and socioeconomic backgrounds. For information on the University's commitment and dedication to creating a university known for its integrity, civility, equity, respect and ethical behavior, please visit: http://www.fresnostate.edu/academics/diversity. The campus is ranked 24th in the nation by Washington Monthly; ranked 3rd by U.S. News & World Report in graduation rate performance for public institutions; and, ranked 41st in the nation in MONEY Magazines 50 Best Public Colleges.

Tenure-Track Faculty members gain a clear path to tenure through the University's Probationary Plan Process. For additional information, please visit: www.fresnostate.edu/academics/facultyaffairs/procedures/facultyrtp/. We value our commitment to the success of our faculty by providing services from the Center for Faculty Excellence to Research and Sponsored Programs.

About the Department:

The School Psychology Graduate Program is located in the Department of Psychology. The Department has approximately 1400 undergraduate students, 80 graduate students, and 19 full-time faculty members. Faculty work closely together in both the undergraduate program and our graduate programs in the Department of Psychology: the Ed.S. in School Psychology, the M.A. in General Experimental Psychology, and the M.A. in Applied Behavior Analysis. The faculty are dedicated teachers and researchers who place great emphasis on engaging students in research and community service.

Other Campus Information

In compliance with the Annual Security Report & Fire Safety Report of Campus Security Policy and Campus Crime Statistics Act, California State University, Fresno has made crime-reporting statistics available to applicants, students, and employees online at www.fresnostate.edu/police/clery/index.shtml. Print copies are available by request from the Campus Police Department.

A background check (including criminal records check) must be completed satisfactorily for this position. An offer of employment may be withdrawn or employment may be terminated based upon the results of the background investigation.

The person holding this position is considered a "limited reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 Revised July 21, 2017 as a condition of employment. You can obtain a copy of this Executive order by accessing the following website: http://www.calstate.edu/eo/EO-1083.html.

California State University, Fresno is a smoke-free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html

California State University, Fresno is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.

Recruitment Summary Form – for School Psychology Search, Fall 2019

4. Course Sequence

Exhibit 4.1 Course Sequence

Programs

  • PREB in Pre-Psychology
  • MN in Psychology, Minor
  • BA in Psychology, B.A.
  • MA in Psychology, M.A.
  • EDS in Psychology, Ed.S.
  • MA in Applied Behavior Analysis, M.A. 

Requirements

The Educational Specialist in School Psychology is a three-year, full-time graduate program and requires a minimum of 71 units. Practicum experience is required during the first two years of coursework. The internship experience, completed during the third year of the program, requires a minimum of 1,200 hours with at least half of these hours completed in a school setting. Students who wish to become eligible for the Pupil Personnel Credential with a specialization in School Psychology as granted by the California Commission on Teacher Credentialing should contact the department for application materials and additional information.

Minimum Course Requirements for the Ed.S.

PSYCH 299 (Thesis) or PSYCH 298 (Project) (3 units) or Comprehensive Exam (0 units) + elective (3 units)

Total (71 units)

Graduate Programs

The Master of Arts and Educational Specialist degrees in Psychology are designed to provide students with a broad background in psychology while allowing them opportunities to pursue areas of special interest. Completion of the requirements for either master's degree prepares students for positions in community mental health service agencies, school settings, community college teaching, research, or entry into Ph.D. or Psy.D. programs in Psychology. Admission to the Master of Arts and Ed.S. programs in Psychology is based upon the satisfactory completion of prerequisite courses selected from the core courses required for the California State University, Fresno undergraduate major in psychology, or their equivalent. Potential graduate students should submit transcripts of all academic work and three letters of recommendation. In addition, students must submit scores from the GRE general test to be considered for admission. School Psychology program applicants must submit scores from the CBEST as well and complete other prerequisites as outlined in the department's application. All students must submit applications to both the Division of Graduate Admissions and the Department of Psychology.

Admission to the graduate program in psychology is based on the evaluation of a student's capacity to successfully complete master's level work. The graduate committee uses multiple criteria to assess an applicant's qualifications including coursework completed, grades, test scores, essays, and letters of recommendation. In addition, an applicant's professional interests and goals are evaluated in terms of the interests of the faculty and the resources of the Department of Psychology. Separate evaluations of applicants are made for the M.A. general/experimental program and the Ed.S. School Psychology program.

Although many applicants meet our minimum admission requirements, we are limited in the number of positions available and many qualified applicants cannot be offered admission.

Admission to classified graduate standing requires a minimum undergraduate grade point average of 3.0, as well as a minimum grade point average of 3.0 in undergraduate psychology courses. A combined score of 1,000 or higher on the Verbal and Quantitative sections of the GRE General Test is preferred. Applicants lacking minimum scores in one area with compensating strengths in other areas may apply. The Department of Psychology does not typically admit unclassified students into the graduate program.

In order to apply for advancement to candidacy, students in psychology graduate programs must earn grades of A or B in PSYCH 244 and pass the Psychology Department Graduate Writing Requirement and the Psychology Department Statistical Proficiency Exam.

The graduate writing requirement can be fulfilled in PSYCH 244A. Further information can be found in the course syllabus and graduate handbook.

Under the direction of a graduate advisor, a coherent program is prepared and submitted, directed toward the achievement of the student's goal in graduate study. 

Faculty

All full-time faculty members in the department have a Ph.D. in psychology or a closely related field. Their areas of expertise represent the breadth of contemporary scientific psychology. In addition to being dedicated teachers, most faculty members also conduct and publish original research. Many are also licensed or certified as practitioners of clinical psychology, school psychology, or applied behavior analysis.

For faculty phone numbers and e-mail, see the campus directory. For more on the faculty, see the faculty pages.

The faculty pages are updated by the department or program. 

5. Course Matrix

Exhibit 5.1 Course Matrix

Exhibit 5.2 Table of subject-specific teaching performance expectations, if applicable.

Not Applicable

6. Fieldwork and Clinical Practice

Exhibit 6.1 Fieldwork Hours Table

 Table of Fieldwork

Hours

 

Fall

Spring

Minimum Total Hours

PRACTICUM

 

 

 

Year 1

120

120

240

Year 2

180

180

360

PRACTICUM TOTAL

 

 

600

Year 3 INTERNSHIP

 

 

1200

Program Total

 

 

1800

Exhibit 6.2 Signed MOU or Agreements for Placements

Exhibit 6.3 Field Instructor Training

Exhibit 6.4 Candidate Placements

Program candidates are placed in schools in the surrounding region. Every effort is made by program faculty to ensure that candidates are in the best possible placement to support their development. As demonstrated by the data represented below, our region is home to some of the most diverse student populations in the state, meaning candidates in all programs have opportunities to develop as practitioners while working with students from diverse racial, ethnic, and socioeconomic backgrounds, as well as students with disabilities.

Demographics
Fresno County Kings County 
Madera County Tulare County 

Documentation of Candidate Placements

Documentation of Candidate

INTERNSHIP DISTRICTS

               

District

(Intern Initials )

% African

% Asian

% Hispanic

% White

% Native Americans

% Other

% ELL

% Dis-advantaged

%

SPED

FUSD

(A.M.)

8.2

11.4

68.4

9.2

0.6

2.2

18.9

88.3

11.9

Kings Canyon

(Y.S., J.R.)

0.2

1.6

87.9

9

0.3

1

28.7

86.3

7.7

Central

(L.A, N.O.)

8.8

15

59.8

14.2

0.5

1.7

14.1

74.2

9.6

Sanger

(M.S., V.V.,

M.R., S.R)

1.2

11.4

69.9

12.9

0.2

4.4

15.9

71.8

8.0

Merced High (A.R.)

3.8

9.6

68.9

15.6

0.6

1.5

6.00

75.5

10.5

Santa Maria

(A.C.)

0.4

1.9

94.6

2.7

0.1

0.3

49.0

91.9

8.6

MEAN

4.44

9.80

70.98

12.18

0.44

2.16

15.5

79.22

9.54

From https://dq.cde.ca.gov/dataquest/

Asian  = Asian + Filipino + Pacific Islander

           

SES data from https://www.caschooldashboard.org/

Disadvantaged = Free & Reduced Lunch or parents didn't get a HS diploma.

 

 

Information

PRACTICUM DISTRICTS

           

 

 

% African

% Asian

% Hispanic

% White

% Native Americans

% Other

% ELL

%

Disadvantaged

 

% SPED

FCOE

10.6

3.4

65.8

15.3

0.9

4

16.5

84.4

20.7*

FUSD

8.2

11.4

68.4

9.2

0.6

2.2

18.9

88.3

11.9

Clovis

3.2

16.5

38.2

38.2

0.7

3.2

4.9

44.4

9.1

Kings Canyon

0.2

1.6

87.9

9

0.3

1

28.7

86.3

7.7

Central

8.8

15

59.8

14.2

0.5

1.7

14.1

74.2

9.6

Sanger

1.2

11.4

69.9

12.9

0.2

4.4

15.9

71.8

8.0

Visalia

1.4

5.1

69.2

19.7

0.6

4

15.1

69.1

9.1

MEAN

4.8

9.20

65.60

16.93

0.54

2.93

16.30

74.07

10.87

From https://dq.cde.ca.gov/dataquest/

Asian  = Asian + Filipino + Pacific Islander

         

 

SES data from https://dq.cde.ca.gov/dataquest/

Disadvantaged = Free & Reduced Lunch or parents didn't get a HS diploma

 

*County provides special education programs for the SELPA.

Exhibit 6.5  Published Manuals, Handbooks or Advising Materials

Exhibit 6.6 Fieldwork/Clinical Practice Syllabi

Exhibit 6.6.1 Clinical Practice Assessment instruments

7. Credential Recommendation

Exhibit 7.1 Description of Candidate Recommendation Process

Candidates are monitored throughout the three years of the school psychology program.  Grades are analyzed each semester to assure candidates have mastered content knowledge.  Field supervisor evaluations, practicum and internship logs, and projects are evaluated and reviewed each semester to document skill acquisition.  The field evaluations and rating by faculty also assess dispositions.  The school psychology faculty meet with candidates individually each semester to discuss progress toward our program objectives. While rare, if necessary, a remediation plan is developed for candidates who demonstrate need for additional training in a specific area.

The attached document verifies each intern has met all credential requirements, including appropriate paperwork (e.g., internship credential).  The date of the culminating event is noted.  Logs are carefully monitored during internship to assure interns have accrued the total number of hours, adequate field-base supervision meeting CTC guidelines, and a broad range of experiences. Field-based evaluations are elicited from their school psychology field supervisors, school administrators, teachers, and parents. The program coordinator ascertains that all requirements for the PPS Credential with Specialization in School Psychology have been met.  

Exhibit 7.1.1 Candidate Progress Monitoring Document

California State University, Fresno
Department of Psychology

School Psychology Program
Checklist of Requirements

PUPIL PERSONNEL SERVICES CREDENTIAL WITH
ADVANCED SPECIALIZATION IN SCHOOL PSYCHOLOGY

Exhibit 7.1.1

NAME:  

DOB:

Social Security Number:

Student ID:

Advisor:

I. 1st Semester Review:

II: 2nd Semester Review:

III: Internship Credential Obtained:

IV. Master’s Thesis/Project/ Comprehensive Exam completed:

V: All supervision logs completed and submitted
(Minimum 1200 hours on internship)

Total Hours:

VII. Evaluations submitted from field-based supervisor(s), parents, teachers, and administrators with mean scores of “average” or above.

VIII. All course requirements for Psychology 267, Internship in School Psychology completed.

Grade:

IX. Final review of Criteria for the Pupil Personnel Services Credential with Advanced Specialization in School Psychology:

   a. Completion of all coursework with stated objectives with a 
       minimum GPA of 3.0

   b. Instructor verification of completion of program objectives

   c. Ratings of Supervisors available and standards for internship met

   d. All standards for the Internship Credential have been met

This is to certify that xx’s file has been reviewed by the Program Coordinator of the School Psychology Program and that it is recommended that approval be granted for the Pupil Personnel Services Credential with Advanced Specialization in School Psychology through California State University, Fresno.

Marilyn S. Wilson, Ph.D., NCSP
Coordinator, School Psychology Program

Exhibit 7.1.2 Blank IDP Form