Journal of Psychology & Behavioral Science

Innovation in Training School Psychology Students in RTI: University- School Partnerships
Suzanne Little, Augustus Little, Carolyn Petersen, Sean Ferguson, Mel Blair, Carrieanne Selzler

Abstract
In response to changes in legislation, many schools, districts, and states have shifted from the use of a discrepancy model to response to intervention (RTI). To gain the maximum effects of RTI, school psychologists collaboratively plan and implement strategies with educators and administrators. Pre- and in-service training programs for school psychologists are responding to better prepare future practitioners for a change in the role of the school psychologist. This manuscript presents a training program’s efforts to better prepare future school psychologists in RTI through field-based learning in partnerships with public schools. Details of the partnerships with the local public schools and the field-based learning that occurred based upon that partnership will be discussed. Qualitative data from both the students participating in the experience and the site-based coordinators are analyzed and recommendations for similar partnerships are suggested. Implications for training programs are noted.

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