M.A./C.A.G.S. School Psychology

students in front of presentation

Program Director:
Professor Shannon Dowd-Eagle
401-456-8493
seagle@ric.edu  

The M.A./C.A.G.S. in school psychology allows you to earn an M.A. in counseling and a C.A.G.S. in school psychology within three years. This combined plan of study prepares you to provide a range of psychological and educational services to support the academic, behavioral and social-emotional health of children and families in the school community. Our unique partnerships with outstanding field-based supervisors provide you with the highest quality training experiences. With only 10 to 14 students admitted to the program a year, you will develop strong connections with faculty and your peers and receive the best in personalized education.

Our program is nationally recognized by the National Association of School Psychologists and was approved “with distinction” by the Rhode Island Department of Education. Our students are noted for having a 100 percent pass rate on the School Psychology PRAXIS exam, with an average performance consistently exceeding the required passing score. It is no wonder that our students also have an exceptionally high employment rate post-graduation.

Our Faculty

Program Details

Admission Requirements

To be considered for admission, you must provide the following by Feb. 1:

  1. A completed application form accompanied by a $50 nonrefundable application fee.
  2. Official transcripts of all undergraduate and graduate records.
  3. An official record of scores on the Graduate Record Examination or Miller Analogies Test.
  4. A résumé or curriculum vitae.
  5. A professional goals essay.
  6. Three letters of recommendation accompanied by candidate rating forms
  7. Performance based evaluation.

Additional admissions criteria (strongly recommended):

  1. A minimum of three undergraduate or graduate courses in psychology (the admissions committee will consider experiences or coursework in the areas of child mental health or educational settings, in lieu of these requirements, on an individual basis).
  2. A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in undergraduate course work, and/or a minimum GPA of 3.25 in previous graduate work. Applicants with undergraduate GPAs less than 3.00 will be considered upon submission of other evidence of academic potential.
Deadlines

The deadline to submit a complete application packet is Feb. 1. Materials must be postmarked by Feb. 1 to be reviewed. If materials are late your application packet will be considered in the next cycle (the following year).

Application Deadline: Feb. 1

Select Applicants Invited for Interview: March

Notification of Acceptance Decision: March/April

Earliest Admission Point: Fall Semester

Interview

After Feb. 1, application materials are reviewed and select applicants are invited for an on-campus interview (scheduled in March). Applicants receive official notification of their acceptance from the Rhode Island College Graduate School in April. 

Additional Questions? 

Please review our Frequently Asked Questions about the RIC school psychology program application requirements.

For general questions about applying to the program or to be connected with a current student in the program, please contact the school psychology graduate assistant at schoolpsychology@ric.edu.

For specific questions about applying as a C.A.G.S-only student, please contact the program director, Shannon Dowd-Eagle at seagle@ric.edu.

For questions related to submitting your online application materials, please contact Rosina Misuraca at 401-456-8896 or rmisuraca@ric.edu.

Course Information

RIC's school psychology program is a three-year, entry-level professional training program designed to prepare school psychologists to be proficient in delivering psychological and psycho-educational services to children and youth in school settings. The requirements for each year of the program are shown below. The program must be completed within six years. Candidates are allowed to attend part time in year one, but full-time attendance is required for years two and three.

Below is a sample Plan of Study for a full-time student. Sample Plans of Study for part-time or C.A.G.S.-only students can be found in the School Psychology Handbook.

First Year: Foundational Knowledge Courses

Fall Semester:
CEP 532: Theories and Methods of Counseling (3 hrs.)
CEP 534: Quantitative Measurement and Test Interpretation (3 hrs.)
CEP 601: Cognitive Assessment (3 hrs.)
CEP 603: Professional School Psychology (3 hrs.)

Spring Semester:
CEP 533: Psychology of students with Exceptionalities (3 hrs.)
CEP 551: Behavioral Assessment and Intervention (3 hrs.)
CEP 604: Psychoeducational Assessment and RTI (3 hrs.)
TESL 539: Language Acquisition and Learning (3 hrs.)

Summer Semester:
CEP 536: Biological Perspectives in Mental Health (3 hrs.)
CEP 538: Clinical Practicum I (3 hrs.)
CEP 531: Human Development Across Cultures (3 hrs.)
CEP 537: Introduction to Group Counseling (3 hrs.)

Second Year: Practicum and Courses

Fall Semester:
CEP 651: Academic Instruction, Intervention, and Supports (3 hrs.)
CEP 675: Consultation and Collaboration in School and Community (3 hrs.)
CEP 605: School Psychology Practicum (3 hrs.)
*Two days per week in a school, supervised by a school psychologist. CEP 605 class on Thursday evenings.
M.A. in Counseling – Comprehensive Examination

Spring Semester:
CEP 554: Research Methods in Applied Settings (3 hrs.)
CEP 602: Social Emotional Assessment and Intervention (3 hrs.)
CEP 605: School Psychology Practicum (3 hrs.)
*Two days per week in a school, supervised by a school psychologist. CEP 605 class on Thursday evenings.​
​SPED 534: Involvement of Parents and Families Who Have Children with Disabilities (3 hrs.)
Submission of Training Portfolio

Third Year: Internship 

Fall Semester:
CEP 629: Internship in School Psychology (6 hrs.)
*Five days per week in a school, supervised by a school psychologist. CEP 629 class is on Friday afternoons.
National School Psychology Examination: PRAXIS Exam

Spring Semester:
CEP 629 –Internship in School Psychology (6 hrs.)
*Five days per week in a school, supervised by a school psychologist. CEP 629 class is on Friday afternoons.
Submission of Performance Portfolio

Note: Most courses are scheduled once per week in the evenings (4-6:50 p.m. or 7-9:50 p.m.) during the Fall and Spring Semesters. Summer Sessions I and II courses are scheduled twice per week (3-6:35 p.m. or 7-10:35 p.m.)

Course Requirements

Course Descriptions

Field, Practicum and Internship Experiences

Field Experiences

Field experiences include both practicum and internship, and both are integral parts of the training of future school psychologists. Field experiences provide opportunities for candidates to practice and master skills consistent with the reflective practitioner model of the Feinstein School of Education and Human Development’s Conceptual Framework and NASP's Practice Model. 

Candidates involved in a practicum and internship have certified field supervisors and college-based faculty members overseeing their experiences. The program has strong connections with regional school districts. Recent cooperating school districts include: Burrillville, Coventry, Cranston, Cumberland, East Providence, Exeter/West Greenwich, Newport County Regional, North Kingstown, Pawtucket, Paul V. Sherlock Center on Disabilities, Providence, Rhode Island Training School, Smithfield, Warwick, and Woonsocket schools in Rhode Island; and Attleboro, Dartmouth, Dighton-Rehoboth, Fall River, Mattapoisett (ORR), Somerset, South Coast Educational Collaborative and Westport schools in Massachusetts.

Practicum

During year two, candidates complete a full-year practicum experience in a supervised K-12 school setting. A minimum of 400 practicum hours (approximately two full days per week) must be completed by candidates. In addition to training in a school setting, year two candidates attend weekly seminars where field-based experiences are integrated with best practices in school psychology. 

Internship

During year three, candidates complete a full-year internship experience in a supervised K-12 school setting. A minimum of 1,200 internship hours (five full days per week), must be completed by candidates. In addition to training in a school setting, interns attend weekly seminars where field-based experiences are integrated with best practices in school psychology. 

For more details about goals and objectives related to field experiences, please download the School Psychology Handbook.