Field Placement Handbook: School Counseling

Coun249 Information and Forms for Students, Instructors, and Site Supervisors
Updated August 13, 2020
Counselor Education and Rehabilitation Department
Kremen School of Education and Human Development
Fresno State

TABLE OF CONTENTS

Introduction and Important Notes to Coun249 Students ..……………….……………………..………….3
Enrollment Procedures for Coun249….…………………………………………………….…….…………………..4
Course goals and objectives……………….…………………………………………………….….…..……………..…4
Course and Field Experience Requirements…..……………………………………………………….………….5
Course Requirements…………………………………………………………………………….................6
Field Experience Requirements and Attendance…………………………………..……………….7
Field Placement Responsibilities and Securing Sites………………………………………..………...........8
Student Intern Responsibilities………………………………………………………….………………….8
Site Supervisor Responsibilities……………………………………………………………………….…….8
University Supervisor/Instructor Responsibilities & Securing Sites.………………….……9
Appendix A School Counselor Resources……………………………………………………………..…………..10
Appendix B Forms Pertaining to Coun249 Students…………………………………………………..……..11
Checklist of Forms (to be submitted to instructor)…................................................12
Case Study Format………………………………….................................................................13-16
Log Template…………………………………………………………………………………………………………17
Summary Sheet for Logs……………………………………………………………………..…………………18
Student Evaluation of Field Practice…………………………………………………..…………...............19
Evaluation of School Counselor Trainee…………………………………………………..…….20
How to Obtain Certificate of Clearance………………………………………….........................21
Medical Clearance Form………………………………………………………………………………………..22
Self-Care Plan………………………………………………………………………………………………………………..23
Appendix C Forms Pertaining to Site Supervisors……………………………………………………………….24
Field Placement Planning Contract……………………………………………………………………….25-26
School Counseling Performance Expectations (SCPEs)…………………………………………..27
Evaluations……………………………………………………………………………………………………..…….30-38
Appendix D PPS Completion Form………………………………………………………………………………..……39
Appendix E Internship Agreement Form (Inter-agency agreement) ……………………………....…40-42

INTRODUCTION AND IMPORTANT NOTES

Dear School Counseling and/or Pupil Personnel Services Students:
Your field placement in school counseling can be one of the most exciting and valuable experiences of your education. The experience involves many hours in the field where material you have been learning in classes finally comes alive. The Pupil Personnel Services Credential program is accredited by the California Commission on Teacher Credentialing (CCTC) and follows guidelines from Title V and national counseling associations (ex. ACA, CACREP, ASCA). The mandated minimum number of field experience hours necessary to train good School Counselors are set by CCTC and Title V. The completion of your master's degree coupled with the Pupil Personnel Services Credential (PPS) program or your PPS credential alone makes you eligible for the PPS credential as a School Counselor in California.
Note that starting Fall 2020, the contracts and logs have been modified (See Appendices for Forms Pertaining to Students). This handbook includes the following:
1) Enrollment procedures;
2) Course goals, objectives, and requirements
3) Forms and Templates needed for course assignments
4) Information and forms related to selection of a field placement
5) Information and Forms for Site Supervisors
6) PPS Completion Form (Submit this form after completing all required courses for the PPS credential).
We hope you will embrace this period as a learning opportunity to hone your skills in school counseling and gain respect for the field and all those you serve. We also hope that you will practice meaningful self-care as you embark on a journey of guiding, leading, and advocating in the preK-12 setting.
Sincerely,
The School Counseling Faculty
Department of Counselor Education and Rehabilitation (CER)
***IMPORTANT NOTICE*****IMPORTANT CURRENT NOTICE******IMPORTANT NOTICE***
1. All students: Use the new contract and logs in this handbook instead of older versions. If there are further changes, your instructors will inform you.
2. Current PPS/School Counseling Program Coordinator: Dr. Dominiqua Griffin
dmg31@mail.fresnostate.edu
3. When you complete all required internship hours and all courses, turn in a completed PPS Completion Form to the program coordinator. See Appendix D for PPS Completion Form.
4. No onsite internship experiences. Per University directives, all experiences are to be virtual until further notice.
5. Students are required to keep their own records of all logs, contracts, evaluations, and assignments.

ENROLLMENT PROCEDURES FOR COUN249

PREREQUISITES

COUN 200, COUN 208, and permission of instructor. Supervised counseling practice in school settings. Students must carry professional liability insurance. Required for the Pupil Personnel Services credential in school counseling. Approved for RP grading and CR/NC grading only. (CSU liability insurance fee, $8). Units: 4-8, Repeatable up to 12 units

ENROLLMENT

Coun249 is field placement (internship) for school counselors. In order to enroll in Coun249, you must meet the following requirements:
1) Students must be in the School Counseling M.S. program and/or Pupil Personnel Services Credential.
2) Complete all course prerequisites as stated above.
3) Hold a valid Certificate of Clearance or Substitute Teaching Credential/ Teaching Credential. The Certificate of Clearance is good for 5 years.
4) You may need to contact the instructor for a permission number to add the course. If you have other registration questions or concerns, please contact your advisor or call the main CER office at 559-278-0340.
5) Note that you must also obtain a medical clearance for Tuberculosis (TB) before starting internship. The TB clearance needs to be updated yearly.

UNITS PERMITTED TO ENROLL

Four (4) Units: Currently each semester of Coun249 is 4 units, which requires students to complete 300 hours (all students admitted before Fall 2021). For students admitted in or after Fall 2021, they will have to complete 400 hours per 4 units of the course (per new CTC requirements).
Eight (8) Units: Although students can take 8 units of Coun249, the faculty does not advise you to do so since that would require 600 or 800 hours (starting 2021) of internship at two different sites. Acquiring that many hours may be difficult to obtain during one semester. If you believe you could achieve a minimum of 200 hours each at two levels (ex. high school and middle school) and a total of 600 or 800 hours in one semester (more than 20 hours per week), please seek advice and permission from your instructor before enrolling. Note that some semester, such as Fall 2020, students are only allowed to take 4 units due to the pandemic.

COURSE GOALS AND OBJECTIVES

COURSE GOALS

This course supports the development of the following professional dispositions among students: critical thinking, professional ethics, valuing diversity, collaboration, and life-long learning. Students will demonstrate these dispositions through their class discussions, written assignments, and case studies. Students will be given feedback on their development of these dispositions as an ongoing process and through a written evaluation sheet at the end of the semester.

COURSE OBJECTIVES

Objective 1: Apply individual and group counseling skills to students in an approved educational setting. CTC 14, 17, 21, 26
Objective 2: Apply knowledge of human behavior to students in an approved school setting. CTC 9,14, 21
Objective 3: Students will apply knowledge of learning theory in an approved school setting. CTC 2, 14, 17,19
Objective 4: Demonstrate an awareness of socio-cultural factors by working with students from diverse cultural backgrounds in an approved elementary school setting. CTC 3, 5, 14
Objective 5: Apply knowledge of psychological and educational assessment in an approved school setting. CTC 4, 14
Objective 6: Apply the principles of career planning with individual students or groups of students in an approved school setting. CTC 17, 20
Objective 7: Provide counseling services related to current policies and critical issues relevant to an approved school setting. CTC 12, 17, 18
Objective 8: Apply ethical and legal considerations to all activities with which the field placement student becomes involved in an approved school setting. CTC 6, 18
Objective 9: Apply skills of consulting with parents and teachers in an approved school setting CTC 7, 10
Objective 10: Demonstrate knowledge of supervision and mentoring models. CTC 16, 22
Objective 11: Demonstrate skill in program development and evaluation. CTC 22
Objective 12: Demonstrate skill in implementing prevention programs. CTC 22

INTERNSHIP COURSE AND FIELD EXPERIENCE REQUIREMENTS

Coun249 has two course components: course assignments/meeting times and internship hours. The Coun249 class and grading will be oversee by a university instructor. Both course assignments and internship hours must be completed to receive a credit (CR) for the course.

COURSE REQUIREMENTS

Students are to meet with their university Coun249 instructor for 1 hour and 50 minutes per week. During the meeting time, class assignments and questions will be covered during the first 20 minutes of class and group supervision will then take place for 1.5 hours. The following are assignments typical of a Coun249 course. Other assignments may be assigned by the individual instructors. Unsatisfactory assignments will need to be redone to receive CR. Forms required for these assignments are in the Appendices of this handbook.

FIELD EXPERIENCE REQUIREMENTS AND ATTENDANCE

The field practice requirements have been established through the California Commission on Teacher Credentialing (CCTC), Title V California Code of Regulations, and Fresno State. There is a 300-clock hour requirement for the M.S. in Counseling, Option in School Counseling and 600-clock hour requirement for the PPS credential. Those completing both the M.S. degree and PPS credential are required to do 600-clock hour.
In California, a PPS Credential is required in order to be hired as a school counselor. For the PPS credential, the student must verify practice at two of three school levels such as elementary, middle, or high school with a minimum of 200 clock hours at each level. Students will complete 600 clock hours by enrolling in two 4-unit field placements (8 units). Four (4) semester units will be credited for completion of 300 clock hours in field placement. These 300 hours can include 100 hours in a setting other than a public school, if the focus is on counseling. If you are seeking hours from a setting other than a public school or as a school counseling intern, you must provide documentations to your instructor stating expected roles and hours you will take on to conduct counseling related activities. Such documentation could be the Planning Contract between you and your site supervisor.

ATTENDANCE

You are expected to attend all scheduled class meetings. Only 2 excused absences are allowed. You will not pass the class if you miss more than 3 classes. If you are absent from class, it is your responsibility to check on announcements made while you were away. Please consult with your instructor if you have questions with attendance.
Attendance at internship sites are also expected since you are considered a professional counselor in trainee. Students and site supervisors are expecting your assistance at the site. Poor attendance at sites will impact your ability to complete hours and the course. Please work with the site supervisor on attendance and absences at the site.

FIELD PLACEMENT RESPONSIBILITIES AND SECURING SITES

STUDENT INTERN RESPONSIBILITIES

1. Students are asked to seek out and make suggestions for the field placement; when students are not able to establish a placement, they will refer to the university supervisor for suggestions. We hope students gain networking skills as they seek sites and find sites that are relevant to their future work and current living situations.
2. Students are responsible for setting the days and the time of the placement with their site supervisors.
3. Students are responsible for becoming aware of the regulations, rules, and school operating system in which the field placement is carried out during the assignment.
4. The university’s commitment to provide a learning environment free of harassment, discrimination and sexual harassment extends to their remote learning sites as well. Students should inform their site supervisor and university instructors of site placement or experiences that are not conducive to learning. If students wish to deal with experiences in a confidential manner, they may seek counseling from the Health Center at Fresno State.
5. Student is to be responsible for completing all course requirements. Therefore, students should take initiatives to seek consultation/advise from university faculty and site supervisors if needed to ensure success in the course and experiences.

SITE SUPERVISOR RESPONSIBILITIES

1. Out of the 600 hours, district level supervisors must possess the PPS Credential for a period of two years prior to the placement for the 400 school counseling clock-hour requirement in public schools with school-age students. A PPS Credential is not required for supervisors of 200 school counseling clock hour requirement that may be completed outside the school setting, even though this person should be appropriately credentialed or licensed.
2. Agrees to set aside a minimum of one hour each week for individual supervision or 1.5 hours a week for group supervision with not more than 4 interns; and, agrees to be available for the student when the need arises.
3. Upon completion of the course, the on-site supervisor will complete an evaluation of the student; this evaluation will be shared with the student and both parties will sign the agreement.

UNIVERSITY SUPERVISOR/INSTRUCTOR RESPONSIBILITIES

1. Directs the field placement class on a weekly basis.
2. Works with the student to select a site and meets with the student and an official from the school on an as needed basis.
3. Supervise progress of students in completing hours and required activities.
4. Visits on-site personnel to work toward resolution of problem(s) as needed.
5. Communicates with students and site supervisors in the following ways:
a. May visit the site to meet with the official and the student in order to complete the field contract for the placement as needed.
b. Email or other means of communication with site supervisor on a needed basis, especially at the beginning of the semester to introduce themselves to site supervisors.
6. Has full responsibility for providing grading format and assigning final grade for the course.
7. Provides 1.5 hours of group supervision (CTC Program Standard 4, Qualifications, Training and Responsibilities item 3a.)

SECURING SITES

Students are to select sites and initiate site contracts. Students are to complete at least 200 hours each at 2 different levels (ex. 200 hours at high school and 200 hours at middle school) in the total 600 hours over two semesters. Following are resources to assist you in securing sites.

APPENDIX A

SCHOOL COUNSELOR RESOURCE

SCHOOL COUNSELOR AUTHORIZED DUTIES

The specialization in School Counseling authorizes the holder to perform the following duties:
1. Develop, plan, implement, and evaluate a school counseling and guidance program that includes academic, career, personal, and social development
2. Advocate for the high academic achievement and social development of all students
3. Provide school wide prevention and intervention strategies and counseling services
4. Provide consultation, training, and staff development to teachers and parents regarding students’ needs
5. Supervise a district-approved advisory program as described in California Education Code, Section 49600
Reference: CL-606C https://www.ctc.ca.gov/credentials/leaflets

NATIONAL ORGANIZATION RESOURCES

1. American School Counselor Association: https://www.schoolcounselor.org/
2. The ASCA Mindsets & Behaviors for Student Success
https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
3. Ethnical Standards for School Counselors:
https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

FINGER PRINTING INFORMATION

https://www.ctc.ca.gov/credentials/fee-and-fingerprint

CER DEPARTMENT STUDENT HANDBOOK AND INFORMATION FOR STUDENTS

https://www.fresnostate.edu/kremen/masters-counseling/

APPENDIX B

FORMS PERTAINING TO COUN249 STUDENTS

CONTENTS OF APPENDIX B

Checklist of Forms to be Submitted to Instructor…………………………………..……………………….12
Case Study Format (Assignment)…………………………………………………………………………………….13-16
Log Template…………………………………………………………………………………………………………………..17
Summary Sheet for Logs…………………………………………………………………………………………………..18
Student Evaluation of Field Practice………………………………………………………………………………….19
Evaluation of School Counselor Intern………………………………………………………………………………20
How to Obtain Certificate of Clearance…………………………………………………………………………….21
Medical Clearance…………………………………………………………………………………………………………….22
Self-Care Plan……………………………………………………………………………………………………………………23

CHECKLIST OF FORMS

Students are to turn these items into the Coun249 Instructor. Instructor is to turn a file for each student into ED350 at end of semester. Label each file with student’s info: last name, first name

CASE STUDY FORMAT Updated: August 2020

(Confidential – Not For Professional Use. Use first and last name initials for student and family members)
Date of Report: _____________
1. Student Data:
Student Name:___________________________
Chronological Age:_________
School Site: ____________________ Grade Level: ____________
2. Family Data:
Mother: _______________________ Occupation: ____________________________
Father: ________________________ Occupation: ____________________________
Legal Guardian(s): ______________________________________________________
Siblings and ages: _________________, __________________, _________________,
_________________, __________________, __________________
3. Student Family Background:
Within approximately 3 to 4 paragraphs offer a brief and concise summary of the family history and current situation. Family background should include the following areas:
• Ethnic, socio-economic, linguistic background
• Family dynamics
• Strengths and challenges
4. Assessment: Assess and summarize identified problems (1-2 pages).
• Include what you have done to assess the problems, for example:
➢ consultation with parents, teachers, other school personnel and/or administrators,
➢ review of your student’s school records and other assessment reports,
➢ direct observation of your student in class or on campus,
➢ attendance at IEP or SST meetings for your student.
• Identify the specific problems.
• Identify how these problems affect your student’s learning, academic achievement, and school behaviors.
• Identify your student’s interest and strengths and things that can motivate your student’s learning.

5. Create an annual student outcome goal plan (adapted from ASCA):

Based on #1-4 information above, create a goal plan using this form.
Identify outcome data (achievement, attendance or discipline) that serves as basis for goal:
By ,
End Date Targeted Student
will
(increase/decrease something related to achievement, attendance or discipline)
by from To
Measure of change Baseline data Target data
Supplemental Data:
Check with stakeholders (parents, teachers, student, administrators, etc.), to identify possible factors contributing to this problem/issue.
Mindsets & Behavior Data:
Identify one–two ASCA Mindsets & Behaviors most relevant for this targeted student and goal:
https://www.schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf
M&B# Mindsets & Behaviors Statement
Based on the selected ASCA Mindsets & Behaviors, write one–two learning objectives/competencies student need to learn.
Student will
Student will

Possible Activities/Strategies/Interventions by School Counselor (you)

Pre-/Post-Assessment:
Convert the learning objectives/competencies to a Likert-scale measure and/or brief answer assessment that you will use with student to assess progress.
1 2 3 4
Rarely Sometimes Most of the time Almost All the time
Statement Scale
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Brief answer question:
Brief answer question:

6. Outcome(s):

• Describe what happened that was directly or indirectly related to your intervention activities with this student.
• Compare the expected outcomes with what really happened.
• Identify what effect your intervention has on your student’s learning, academic achievement, and school behaviors.

7. Counselor Recommendations:

• What specific recommendations can you make as an advocate for this student?
• What will you do to advocate for this student after you leave the site or after your work with the student?

8. Counselor Comments:

• What did you learn as you prepared to work with this student?
• What did you learn during your work with this student?
• What did you learn after working with this student?

LOG TEMPLATE – Field Placement

Direction: Use Landscape Orientation for this log. Log daily and distinguish hours as indicated in template to fulfill requirements per CTC Standards and Title 5 California Code of Regulations, § 80632, Article 2. You may split the different type of hours over two semesters, making sure to have the total as stated in the log. In this transitioning period, those doing their second semester of Coun249 in Fall 2020, your hours need to be half of the total hours indicated below. For example, in Fall 2020, make sure you have 50 hours in social emotional, 50 hours in College/Career, 50 hours in Academic, and 150 hours of direct contact with pupils. The hours serving students from diverse backgrounds did not change so make sure you have a total of 150 hours combined.

Signature of Student Verifying Hours Completed:
________________________________________________________________
Signature of Site Supervisor Verifying Hours Completed and the 1 hour of supervision per week:
_____________________________________________ _____________________

SUMMARY SHEET FOR LOGS

Name of Coun249 student:________________________ Semester: ________________________________
Name of school site(s):___________________________ Circle Site Level: Elementary / Middle / High
Circle Units took this semester: First semester Coun249 -4units / Second Semester-4units / both first semester -8 units
Mark all competencies met:

Total number of hours in this field placement:_______________________ Student Signature: ____________________
Signature of field supervisor(s) to verify the hours and completion of
Competencies: ______________________________________________________________________

Student Evaluation of Field Practice

Student Name: ______________________________
Student Contact Info: Phone ________________________________
Email _________________________________
Check Appropriate Course: First Placement____Second Placement____
Semester/Year: __________________
Name of Field Placement:______________________________________
Name of Field Placement Supervisor:____________________________
Credential of Field Placement Supervisor: _________________________
NOTE This evaluation will be kept in ED 350 and be accessible to students looking for a field placement site. They may contact you to hear more about your experience. If you want this evaluation to be kept confidential, please check “No”.
Yes, I am willing to share this evaluation. _______
No, I want to keep this evaluation confidential. _______
1. Please comment on the strengths of your field placement experience:
2. Please comment on areas that could use some attention in order to increase the learning potential at this field site.
3. Would you recommend this field site to other students? Please explain.
4. Other comments? (use back of form if necessary):

Evaluation of School Counselor Intern (Have five K12 students complete this form)

Note to Students: Please answer honestly about your experience with the counselor intern and do not sign your name. This evaluation will help your counselor in his/her learning.
Date:____________________________
Name of Counselor:__________________________
School:______________________________________
Please CIRCLE your answer to the following questions:
Strongly Strongly
Disagree Neutral Agree
1 Did the counselor listen to your concerns?
1 2 3 4 5 6 7
2. Do you think the counselor understood your concerns?
1 2 3 4 5 6 7
3. Did the visit(s) with your counselor help you solve your problems.
1 2 3 4 5 6 7
4. Would you visit this counselor again if you needed help with a similar problem?
1 2 3 4 5 6 7
5. Would you visit this counselor again if you had a different problem?
1 2 3 4 5 6 7
6. Would you recommend this counselor to one of your friends if they needed help?
1 2 3 4 5 6 7
Comments:

HOW TO OBTAIN A CERTIFICATE OF CLEARANCE

Prior to being allowed into fieldwork, you must provide evidence of your professional fitness by obtaining a Certificate of Clearance* through the Commission on Teacher Credentialing. This process includes having your fingerprints processed through the Department of Justice and the FBI. There are TWO fees required: $69 and $52.50. You will need to complete all three steps of the process as listed below.
STEP ONE: Live Scan – Electronic Fingerprinting Process
• Go to http://www.ctc.ca.gov/credentials/leaflets/41-LS.pdf.
• Complete Section 3 of the REQUEST FOR LIVE SCAN SERVICE form
• Print three (3) copies.
• Submit copies along with a $69 fee to:
Live Scan Fresno, 1754 E. Bullard #105, Fresno, CA 93710 (559) 476-6853
www.livescanfresno.com (check for fee information)
Your fingerprints will be submitted to the Department of Justice and the FBI. The LiveScan operator will give you a receipt. - keep this for your records
STEP TWO: Commission on Teacher Credentialing (CTC) - applying for the Certificate of Clearance online
• Go to: www.ctc.ca.gov
• Under CREDENTIALING INFORMATION, click on APPLY FOR NEW DOCUMENT.
• Click on SUBMIT AN ONLINE APPLICATION.
• This brings you to SUBMIT YOUR APPLICATION ONLINE. Before clicking it is highly recommended that you review the instruction video as the application process can be complicated. You may also print the instructions at http://www.ctc.ca.gov/credentials/online-services/pdf/web-app-tips.pdf
• Electronically pay the $52.50 fee.
• Print the receipt for your records.
Your clearance may take several weeks to process. Once processed, you may look up your Certificate of Clearance by following these directions:
• Go to www.ctc.ca.gov and select ‘SEARCH FOR AN EDUCATOR”.
• Select “SECURED SEARCH” and input your SSN and DOB.
• Click on the hyperlink for the Certificate of Clearance and print the document.
STEP THREE: PPS program notification
Submit a copy of your Certificate of Clearance with your program application and also give a copy to your field placement instructor.
*Exemption – It is not necessary to obtain a Certificate of Clearance if you can present a copy of a VALID California certificate or credential issued by the CTC such as an emergency permit, PIP, STSP, Children’s Center Permit or Adult Vocational Education credential. Previous LiveScans completed for employment purposes only are not accepted towards the Certificate of Clearance unless you currently hold a document issued by the CTC.

Medical Clearance

(Use this form for doctor to sign or provide documentations from your doctor verifying a negative TB test result. You cannot start your internship without this medical clearance)
COUN 249 FALL SPRING SUMMER
MEDICAL CLEARANCE FORM
Name
Last First Middle
Student ID #:
CSU Fresno Email: @mail.fresnostate.edu
Date of Birth Gender: Male
Female
CERTIFICATION BY DIRECTOR OF STUDENT HEALTH SERVICES OR PRIVATE PHYSICIAN
This is to certify that the applicant has been tested for active tuberculosis within the last year and the results were negative.

SELF-CARE PLAN

1. List the self-care habits you are using now to manage stress and stay healthy: (I get at least 8 hours of sleep at night)
2. List the self-care habits you would like to use but are not currently practicing: (Practicing yoga regularly)
3. Identify the obstacles keeping you from practicing these habits: (I don’t practice yoga regularly because I don’t have the time to)
4. What solutions can you come up with to address the obstacles you listed: (I could free up time for myself by watching less TV or waking up earlier)
5. Reread the self-care habits you wrote down for item 2. Select one of the habits you would like to begin practicing and complete the sentences below. Today, I commit to… I want to do this because… I will accomplish this by...

APPENDIX C

FORMS PERTAINING TO SITE SUPERVISOR

Dear On-Site Supervisor:
This packet includes the following:
1) Field Placement Planning Contract: Please review the contract and sign before the student could start his/her internship. If there’s currently no inter-agency agreement already in place, an internship agreement between the University and the school site needs to be completed before students could start their internship experiences. The student has a copy of this inter-agency agreement form in Appendix E of their Coun249 Handbook.
2) Evaluation Forms: Please complete all evaluations/feedback at the end of this packet on the counseling intern and our counseling program. Although extensive, these evaluations are a requirement of our accreditations/program reviews. Thank you for understanding.
If you have any questions, please reach out to the student’s university instructor for Coun249. Please discuss any concerns you or the student(s) have regarding your evaluation before the students turn in their evaluations to the university instructor.
Thank you for your time and commitment to our future school counselors.
Sincerely,
School Counseling – Fresno State Faculty
559-278-0340

FIELD PLACEMENT PLANNING CONTRACT

COUN249 Field Practice in School Counseling
California State University, Fresno/ Department of Counselor Education and Rehabilitation
Grade level of field placement site: Elementary ____ Middle_____ High_____
(Please have a different contract for each site and/or each supervisor)
STUDENT INTERN NAME: STUDENT INTERN ADDRESS: STUDENT INTERN’S
PHONE:
EMAIL:
SITE SUPERVISOR NAME: SITE SUPERVISOR ROLE (include a copy of PPS credential with contract):
SUPERVISOR’S
PHONE:
EMAIL:
ORGANIZATION/SITE NAME:
ORGANIATION/SITE ADDRESS:
HOURS PER WEEK: BEGINNING DATE: ENDING DATE:
The student intern, on-site supervisor, and university supervisor agree to the following terms:
I. Site supervisor (on K12 school sites) has a PPS credential for at least 2 years and will provide 1 hour of individual supervision or 1.5 hours of group supervision with student intern. Interns obtaining hours from sites other than a K12 school (limited to 200 hours max--serving K12 age students in social emotional and educational goals), must be supervised by a supervisor with a master’s level degree in counseling or related field (requiring 1 hour of individual or 1.5 hours of group supervision).
II. Site supervisor agrees to provide learning opportunities and direct pupil contacts for student intern (150 hours per semester) and the student agrees to abide by hours and activities approved by site supervisor and university supervisor. Note that students have two semesters to complete 600 hours with the following specific hours/areas: Social/Emotional (100 hours), College/Career (100 hours), Academic (100 hours), students from Various Backgrounds/Diversity (150 hours), and direct contact with pupils (300 hours).
III. Site supervisor agrees to allow student intern to fulfill experiential activities as listed in numerous modes of delivery (face-to-face and telecommunications such as ZOOM, email, telephone etc).
IV. Student intern must complete all these competency activities below to meet CTC competencies and Title V requirements by the end of their 600 hours. Student intern, those which you do not complete during the first semester of Coun249 must be completed during the second semester.

SCHOOL COUNSELING PERFORMANCE EXPECTATIONS (SCPEs)

#3, #4, and #5 specific activities

SCPE 3: Student Academic Development (100 hours required over 2 semesters)

1. Demonstrate the role of the school counselors in academic tiered systems of support, and develop strategies to intervene academically through appraisal, advisement, individual student planning, goal-setting, etc.
2. Demonstrate knowledge of high school graduation requirements in assisting pupils to develop appropriate academic plans, including alternative pathways to high school completion (for example, General Education Development (GED) test, A-G requirements, waivers for homeless, foster and probation youth, California High School Proficiency Exam (CHSPE).
3. Ability to link the relationship of pupil academic performance to the world of work, family life, and community service.
4. Identify the factors associated with prevention and intervention strategies to support academic achievement and ensure equitable access to resources promoting academic achievement, college and career development, and social/emotional development for every student, such as: motivation, student efficacy, time management, study skills, constructive problem solving, and teacher-student rapport.
5. Identify support systems and processes for students to successfully transition between school levels (such as proving summer bridge programs for elementary to middle school, middle to high school).
6. Knowledge and understanding of state and local academic standards, grading policies and state testing.
7. Identify and explain English Language Development (ELD) class placement and reclassification process, and methods to support success through the reclassification process.
8. Awareness and understanding of parent rights and processes associated with Individual Educational Plan (IEP), Section 504 Plan, and other academic accommodation and modification programs.
9. Understand and apply approaches that recognize the importance of building on students' strengths and assets as a foundation for supporting all students, especially historically underserved students including students from low socioeconomic backgrounds, ethnicity subgroups, English learners, foster youth, homeless youth and students with special needs.

SCPE 4: Student College and Career Development (100 hours required over 2 semesters)

1. Articulate the role of the school counselors in PreK-12 college/career tiered systems of support.
2. Examine and explain college entrance criteria, including A-G courses, required by University of California (UC), California State University (CSU), private universities, out of state institutions and community colleges.

SCPE 4: Student College and Career Development (100 hours required over 2 semesters)

3. Knowledge of state and local graduation requirements, and provisions for marginalized populations.
4. Comprehensive understanding of college counseling process and college admission procedures, such as letters of recommendations, as well as local and state programs available such as California State University Educational Opportunity Program (CSU EOP) and University of California Early Academic Outreach Program (EAOP).
5. Identify college entrance and curriculum performance exams including Preliminary Scholastic Aptitude Test (PSAT), Scholastic Assessment Test (SAT), American College Test (ACT), Advanced Placement Test (AP), International Baccalaureate (IB), and the resources and accommodations available to support student performance on these assessments.
6. Knowledge of financial aid planning for higher education, for example: Free Application for Federal Student Aid (FAFSA) California Dream Act (CADAA), CSS/Financial Aid Profile, Cal Grant, national/local scholarships, financial resources for foster and homeless youth, and net college cost.
7. Ability to promote developmentally appropriate college affordability planning, and establishing a school wide career and college culture throughout PreK-12 schools.
8. Apply educational transitional strategies, including career development and exploration, throughout the lifespan including using multiple career assessments and planning tools.
9. Knowledge and understanding of local and national career and job market trends.
10.Understanding of various post-graduate options, including Career Technical Education (CTE) pathways and certifications, military entrance requirements, Armed Services Vocational Aptitude Battery (ASVAB), Job Corps, and California Conservation Corps.
11.Knowledge of secondary pupil transcript analysis and international student transfer requirements such as the Test of English as a Foreign Language (TOEFL).
12.Utilize athlete academic requirements and processes required by National Collegiate Athletic Association (NCAA) and National Association of Intercollegiate Athletics (NAIA) to best assist pupils.
13.Demonstrate ability to develop four and six-year academic and post-secondary planning.
14.Understand and implement post-secondary planning, success, retention and completion including dual and concurrent enrollment as well as the transfer process to a four-year college or university.

SCPE 5: Social/Emotional Development (100 hours required over 2 semesters)

1. Model and demonstrate essential counseling skills, techniques, and strategies in individual counseling, including but not limited to addressing social/emotional and mental health, needs, crises and traumas that are barriers to student achievement.
2. Model and demonstrate essential counseling skills in group counseling within psycho-educational and/or psycho-analytic frameworks to address root causes and underlying issues impeding student achievement, including building rapport, showing empathy, and providing non-judgmental support to students.
3. Articulate the role of school counselors in Multi-Tiered Systems of Support (MTSS) and apply the MTSS framework to promote social and emotional learning of pupils in a non-judgmental and inclusive manner.
4. Develop cultural competency and demonstrate skill in helping pupils to respect and understand alternative points of view to accept, respect, and value differences, such as cultural diversity and family configuration patterns.
5. Articulate the intervention processes and considerations utilized in the delivery of responsive services including individual/small group/crisis response.
6. Demonstrate an ability to counsel and address mental health needs of students during times of transition, separation, heightened stress and critical change, and how to access community programs and services that assist all student needs.
7. Understand what defines a crisis, identifies the appropriate responses, and develops a variety of intervention strategies to meet the needs of the individual, group, or school community before, during, and after crisis response.
8. Articulate and demonstrate the role of the comprehensive school counseling program in the school crisis/post-crisis plan.
9. Demonstrates knowledge of trauma-informed care processes and the ability to create interventions aligned with trauma-informed care practices to support student achievement.
10.Develop, implement, and monitor prevention, education, and intervention programs, such as: cyber-bullying, restorative practices, self-harm, social media literacy, Alcohol, Tobacco and Other Drugs (ATOD), suicide, school truancy, sex trafficking, retention rates, pregnancy, LGBTQ+ awareness and empowerment.
11.Demonstrates knowledge of and skills in developing, organizing, presenting, and evaluating preventative and proactive in-service education programs for school staff.
12.Demonstrate the ability to promote school connectedness and understand the benefits of enrichment and extracurricular engagement, such as school clubs, sports, and other extracurricular activities.
13.Attend continuing education sessions for professional development on topics related to crisis, trauma, and mental health services provided to students in the PreK-12 school system.
14.Demonstrate the ability to provide an initial assessment of a student's mental health needs and make the appropriate referrals within and external to the school site.
15.Articulate and demonstrate the school counselor’s responsibility to develop and lead comprehensive student support system in collaboration with teachers, administration, other PPS professionals, and community partners/agencies.

EVALUATION OF A FIELD PLACEMENT STUDENT

School level of field placement: Elementary □ Middle □ High □
Field Placement Site: _________________________
On-Site Supervisor: __________________________
Address: ___________________________________
Telephone: __________________________________
E-mail: ____________________________________
STUDENT: SEMESTER: DATE:
OBJECTIVE EVALUATION BY THE ON-SITE SUPERVISOR:
Please consider the position of a school counselor this student might be expected to fill at the school level of this field placement. Evaluate the student’s performance during this rating period.
A. As an on-site supervisor, I see this student functioning as a school counselor at one of the following levels: (check one of the following):
Unacceptable: Acceptable counselor: Fine counselor, of great value to the profession:
One of the few very outstanding counselors I have known:
B. Indicate areas of particular strengths or weaknesses you have observed with the student:
C. Would you consider this student if a position were available?
______________Yes ______________No
In the following assessments, please mark the appropriate responses. The first assessment is based on standards set by CTC; second one is a measurement of dispositions-which students get measured at entry level course, practicum, and internship; the 3rd one is to evaluate the school counseling program.

Fieldwork Expectations Evaluation (NEW Assessment- CTC Standards updated 2020, p.6)

Student Name: _______________________________________
Directions: In the following evaluation, place “X” under the appropriate evaluation.
1 = very unsatisfactory 2 = moderately unsatisfactory
3 = moderately satisfactory 4 = Very Satisfactory

Candidate Disposition Assessment

Student Name: _______________________________________________Date: ____________
Per CTC standards, programs are required to evaluate professional dispositions throughout a candidate's tenure including at the program entry, prior to field experience, and program completion. (P. 4 of CTC standards for school counseling – updated May 2020).
a. Entry: Assess in Coun200
b. Prior to Field Experience: Assess in Coun208
c. Program Completion: Assess in Coun249 (last semester).
Check which semester they are in Coun249: __1st semester __2nd semester
Directions: Descriptors are listed as evaluation guidelines for each of the dispositions. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor. Please check the appropriate box for each of the dispositions.
Rating Scales
0 = not observed 1 = inadequate 2 = meet expectations 3 =exceeds expectations

PROGRAM EVALUTAION/FEEDBACK

Student Name: _________________________________________
Please rate, to the best of your knowledge, the degree to which you are satisfied with the supervisee’s and/or graduate’s educational training and clinical expertise in terms of the areas of knowledge and skill presented below. The higher the number circled, the greater your satisfaction with the acquired knowledge and skill. Mark the Satisfaction Rating from 1-5, with 5 being the highest in satisfaction. Check N/A for categories that are not included in your professional work assignment.
Satisfaction Ratings
Category 1 2 3 4 5 N/A

APPENDIX D

Pupil Personnel Services Credential (PPS) Completion Form
Counselor Education and Rehabilitation Department
INSTRUCTIONS:
STEP 1: The student must complete the form, submit the form with an unofficial transcript to the PPSCoordinator once all grades have been posted.
STEP 2: The PPS Coordinator will verify successful completion of the program and email the Credential Analyst, Sherri Nakashima.
STEP 3: The Credential Analyst will email the credential application and instructions to the candidate.
STEP 4: Candidate follows instructions on the credential application and submits the application and supporting paperwork to the Credential Analyst for processing.
STEP 5: The Credential Analyst will submit the credential recommendation to the Commission on Teacher Credentialing (CTC).
STEP 6: The CTC will notify the candidate by email on how next to proceed.
Program Coordinator's Statement: This is to certify that the named student has completed all requirements for the Pupil Personnel Services Credential and is eligible for an institutional recommendation.
The Program Coordinator certifies eligibility for the PPS Credential based on the following:
a) Required Grade Point Average of 3.O d) Evidence of 600 Clock Hours of Field Placement
b) Evaluation Form for the Field Placement e) Teaching Credential or Certificate of Clearance
c) CBEST Passed g) Completion of all Program Competencies
h) Graduate Writing Requirement Passed
Fill out by Student: Completion of Prerequisite Courses TERM GRADE UNITS EQUIVALENT COURSE
COUN 174 Introduction to Counseling 3
ERA 153 Educational Statistics 3
Fill out by Student: Completion of Required Courses:
COUN 150 Laws Related to Children 3
COUN 200 Counseling Techniques 3
COUN 201 Multicultural Counseling 3
COUN 202 Group Counseling 3
COUN 203 Assessment in Counseling 3
COUN 206 Counseling Through the Lifespan 3
COUN 208 Practicum in Counseling 3
COUN 220 Career Development Counseling 3
COUN 233 Therapeutic Methods with Children, Adolescents 3
COUN 240 Counseling Except. Children and Parents 3
COUN 241 Organization of Guidance Services 3
COUN 242 Parent Educ., Pupil Advocacy, Consulting 3
CI 285 Advanced Educational Psychology 3
COUN 249 Field Placement in Counseling 4
COUN 249 Field Placement in Counseling 4
CREDENTIAL RECOMMENDED BY:
Coordinator, PPS Credential Program Date Student’s Signature Date
NAME:
PHONE:
ADDRESS:
STUDENT ID #:

APPENDIX E

INTERNSHIP AGREEMENT

REQUIRED BY UNIVERSITY RISK MANAGEMENT
California State University, Fresno
Department of Counselor Education and Rehabilitation
THIS AGREEMENT, made and entered into this ___ day of ________(month and year) between the Trustees of the California State University, hereinafter called the “TRUSTEES”, on behalf of California State University, Fresno, hereinafter called the “INSTITUTION," and [YOUR AGENCY NAME GOES HERE] hereinafter called the “AGENCY”
W I T N E S S E T H:
WHEREAS, the INSTITUTION provides an accredited health care program or a social services program, approved by the TRUSTEES which requires clinical experience and the use of clinical facilities; and
WHEREAS, the AGENCY has facilities suitable for providing clinical experience for the INSTITUTION’S program, and
WHEREAS, it is to the mutual benefit of the parties hereto that students have opportunities to use the facilities of the AGENCY for their learning experience.
NOW, THEREFORE, in consideration of the covenants, conditions, and stipulations hereinafter expressed and in consideration of the mutual benefits to be derived therefrom, the parties hereto agree as follows:
I. AGENCY SHALL:
a) Provide facilities as presently available and as necessary for the development and maintenance of a clinical educational experience for students of the program.
b) Maintain the AGENCY facilities used for the clinical experience in such a manner that said facilities shall conform to all requirements of applicable State Boards and/or Business and Professions Codes.
c) Assure that staff is adequate in number and quality to insure safe and continuous management of the student program in cooperation with the INSTITUTION’s instructor.
d) Provide Instructors and students taking part in the field experience, whenever possible, other incidentals that may be mutually agreeable upon.
e) Provide emergency first aid for any student who becomes sick or injured by conditions arising out of or in the course of said student’s participation in the clinical experience at the AGENCY. Provide medical examinations or other protective measure that may be required by the AGENCY.
f) Have the right, after consultation with the INSTITUTION, to refuse to accept for further clinical experience any of the INSTITUTION’S students who in the AGENCY’S judgment, are not participating satisfactorily.
II. INSTITUTION SHALL:
a) Designate the students who are enrolled in the program of the INSTITUTION to be assigned for clinical experience at the AGENCY, in such numbers as are mutually agreed to by both parties.
b) Establish a rotational plan for the clinical experience by mutual agreement between appropriate representatives.

c) Supervise all instruction and clinical experience given at the AGENCY to the assigned students and provide the necessary instructors for the clinical experience program provided for under this agreement. Keep all attendance and academic records of students participating in said program.
d) Certify to AGENCY at the time each student first reports at AGENCY to participate in said program that said student will comply with all agreed upon health/insurance requirements for students of the program.
e) Advise student to be responsible and professional while in the AGENCY. Require every student to conform to all applicable AGENCY policies, procedures, and regulations, and all requirements and restrictions specified jointly by representatives of the INSTITUTION and AGENCY.
f) In consultation and coordination with the AGENCY’S representatives, plan for the clinical experience to be provided to students under this agreement.
g) In consultation and coordination with the AGENCY’S staff arrange for periodic conferences between appropriate representatives of the INSTITUTION and AGENCY to evaluate the clinical experience program.
h) Provide any and all instructional materials and equipment required for the Program, unless otherwise agreed by the parties.
i) Submit to the AGENCY a schedule of the days and times when students are expected to be at the Facility, subject to approval of the AGENCY.
j) Ensure that each student in the Program procures and maintains in force during the term of this agreement professional liability insurance in amounts reasonably necessary to protect the student against liability arising from any and all negligent acts or incidents caused by the student. Coverage under such professional liability insurance shall not be less than one million dollars ($1,000,000) for each occurrence and one million dollars ($3,000,000) in the aggregate. Such coverage is to be obtained from a carrier rated A or better by AM Best. INSTITUTION shall provide evidence of insurance upon request.
III. GENERAL PROVISIONS:
a) Students are not considered employees of neither the AGENCY nor the INSTITUTION and as such are not entitled to worker’s compensation coverage, benefits or compensation.
b) This agreement shall become effective on the date of countersignature and shall continue for a period of five (5) years provided; however, it may be terminated by either party after giving the other party sixty (60) days advance written notice of its intention to so terminate.
c) TRUSTEES shall be responsible for damages caused by the negligence of its officers, agents and employees occurring in the performance of this agreement. AGENCY shall be responsible for damages caused by the negligence of its officers, agents and employees occurring in the performance of this agreement. It is the intention of INSTITUTION and AGENCY that the provision of this paragraph be interpreted to impose on each party responsibility for the negligence of their respective officers, agents and employees.

d) There shall be no monetary obligation on the INSTITUTION or the AGENCY, one to the other.
e) This agreement may at anytime be altered, changed or amended by mutual agreement of the parties in writing. Additionally, this agreement is not legal and binding upon any of the parties concerned until signed on behalf of the TRUSTEES by the INSTITUTION, and the AGENCY.
f) As trainees, and solely for the purposes provided in this section, the students and instructors shall be considered members of the AGENCY’s “workforce,” as defined by the HIPAA regulations at 45 CFR §160.103, and shall be subject to AGENCY’s policies protecting the confidentiality of personal health information, as well as any other confidential information that may arise out of performance of this agreement. AGENCY shall provide the students with substantially the same training that it provides to its employees for such purposes.
Any written notice given under this agreement shall be sent by registered mail to each address below:

[YOUR AGENCY NAME GOES HERE]
[YOUR AGENCY ADDRESS GOES HERE]
Trustees of the California
State University
400 Golden Shore
Long Beach, CA 90802
California State
University, Fresno
5150 N. Maple Ave.
Fresno, CA 93740-0111

IN WITNESS WHEREOF, this agreement has been executed by and on behalf of the parties hereto, the day and year first above written.
INSTITUTION: AGENCY:
CALIFORNIA STATE UNIVERSITY, FRESNO [YOUR AGENCY NAME GOES HERE]

[YOUR AGENCY SIGNATURE(S) GO HERE]

By: _______________________________________ By: ____________________________________
(Signature) (Signature)
Title: Director of Procurement Date: _________ Title _____________________Date: _________
By: ______________________________________ By: ____________________________________
(Signature) (Signature)
Title: Risk Manager Date: _________ Title: ____________________Date: __________

Download the PDF

This PDF is provided as a print-only reference document and may not be fully accessible to users of assistive technology. For more information, please visit Title II Rule on Digital Accessibility page.