Documents and Links
Please visit the Current Students website on the Graduate Programs Advising website for a list of forms.
You will connect with your faculty advisor in the fall semester of your first and second year in the program to review academic progress and establish goals for the coming year. You will complete a course planner worksheet (called a “Jonquil”) with your advisor. Once it is finalized, your advisor will review your plan of study and consult with the College of Education Graduate Studies Office on your eligibility for advancement. In general, students completing a thesis will advance spring semester of their first year and students taking written comprehensive exams will advance before or during their second year. The Graduate Studies Office will process the advancement and notify Enrollment Services of your eligibility to Advance to Candidacy for the EdS degree.
Please review all guidelines for Advancement to Candidacy by visiting the Graduate Programs Advising website.
The School Psychology Handbook describes the program policies and procedures and is updated every year. Students must adhere to the guidelines detailed in the handbook for the year in which they began the program.
- School Psychology Program Handbook 2020-2021
- School Psychology Program Handbook 2019-2020
- School Psychology Program Handbook 2018-2019
- School Psychology Program Handbook 2017-2018
- School Psychology Program Handbook 2016-2017
- School Psychology Program Handbook 2015-2016
- School Psychology Program Handbook 2014-2015
Adobe Acrobat is required to view the handbook. Alternate formats are available upon request.
Student Association
Professional Associations
- American Educational Research Association
- American Psychological Association
- California Association of School Psychologists
- Council for Exceptional Children
- International School Psychology Association
- National Association of School Psychologists
Other
- California Department of Education
- California Department of Education- Special Education Laws, Regulations & Policies
- Center for Effective Collaboration and Practice
- Center for Mental Health in Schools
- Gay, Lesbian, & Straight Education Network
- Individuals with Disabilities Education Act (IDEA, 2004)
- National Assessment of Educational Progress
- National Center for Culturally Responsive Educational Systems
- National Drop-Out Prevention Center
- National Joint Committee on Learning Disabilities
- National Youth Violence Prevention Resource Center
- OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports
- OSEP Toolkit on Teaching & Assessing Students with Disabilities
- PACER Center
- RtI Action Network
- Southern Poverty Law Center
- Technical Assistance Center on Social Emotional Intervention with Young Children
- Transgender Support Group
- U. S. Department of Education
- U. S. Department of Education, Office of Special Education & Rehabilitative Services
- What Works Clearinghouse
Core Competencies for CED Clinical Practice | California State University Long Beach. The core competencies ensure program, state, and accreditation standards for leadership, teaching, and counseling are met, as well as the safety needs of others in educational environments. They also align with specific conduct expectations outlined in the CED Student Code of Professional Conduct.
NOTE: Students requiring reasonable accommodations for clinical placements or internships — whether through an existing and approved BMAC accommodation or due to a new medical restriction — should contact BMAC as soon as possible. Setting up off-campus site accommodations often requires additional documentation and coordination time, so advance notice is essential. Learn more about services at the Bob Murphy Access Center.
