Specialist Level Program in School Psychology Student Handbook · 2019-11-08 · The Specialist-level Program in School Psychology resides in the School of Intervention and Wellness

UToledoSchoolPsychProgramHandbook

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SpecialistLevelPrograminSchoolPsychologyStudentHandbook

1stedition:August2003Revised:October2019

CollegeofHealthandHumanServicesSchoolofInterventionandWellness

2801W.BancroftStreetMailStop#119

Toledo,Ohio43606-3390Telephone:419-530-2718

Fax:419-530-7879

ApprovedbyTheNationalAssociationofSchoolPsychologists(NASP)

TheStateofOhioDepartmentofEducation

AccreditedbyCouncilfortheAccreditationofEducatorPreparation(CAEP)


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TableofContentsProgramDescription

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ProgramGoalsandProgramLearningObjectives

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TheGraduateProgramattheUniversityLevel

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TheSpecialistLevelPrograminSchoolPsychology

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ProgramExpectationsforProfessionalBehavior

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TechnologyRequirements

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FieldExperiences:Prepractica,PracticaandInternship

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ProgramProcedures

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ProceduresforSystematicEvaluationofStudents

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ProceduresforSystematicProgramEvaluation

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ProgramAdmissionandEnrollment

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SchoolPsychologyProgramContactInformation

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GuidesandForms

SectionA:ProgramChecklistofImportantActivitiestoComplete 22SectionB:RecommendedSequenceofStudyforallCourses 24SectionC:Bi-AnnualFacultyAdvisorEvaluationofStudents 25SectionD:StudentRemediationPlan 31SectionE:StudentRemediationReview 32SectionF:AnnualStudentPortfolioFeedback(Example) 33SectionG:HandbookAttestation 34SectionH:GuidetoElectronicPortfolio 35


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ProgramDescriptionTheSpecialist-levelPrograminSchoolPsychologyresidesintheSchoolofInterventionandWellnessintheCollegeHealthandHumanServices.TheEducationSpecialistDegree(Ed.S.)consistsofthreeyearsoffull-timestudy,whichincludesapproximately76graduatesemesterhoursofcoursework,atwo-semesterpracticaexperienceduringthesecondyear,anda9-month,full-time(minimum1200hours)supervisedinternshipinaschoolsettingcompletedduringthethirdyear.AftercompletingtheMaster’sofArts(M.A.)requirements(minimumof30hoursofcourseworkand100Prepracticahours),studentsearntheM.A.degree.TheprogramreceivedFullApprovalbytheNationalAssociationofSchoolPsychologistsin2007andwasmostrecentlyreviewedin2013withFullApprovalgrantedthrough2020.

ProgramGoalsandProgramLearningObjectivesTheSchoolPsychologyProgramiscommittedtotrainingandpreparingprofessionalswhohaveexpertiseineducationandpsychology,whofunctionasbothmentalhealthspecialistsandinstructionalspecialists,andwhoprovidedata-driven,evidence-based,andculturally-responsiveservicestochildrenandtheirfamilies.Thisisaccomplishedusingascientist-practitionermodelwithanecologicalorientationemphasizingpreventionandearlyinterventionthroughacollaborativeproblem-solvingapproachthatisguidedbydata-baseddecisionmaking.Thefollowingprogramgoalsandprogram-learningoutcomes(PLOs)addressandassesstheattainmentoftheknowledgebaseoutlinedinthedocumentSchoolPsychology:ABlueprintforTrainingandPracticeIII(2006)aswellasthe10generaldomainsofschoolpsychologyasdescribedintheStandardsforGraduatePreparationofSchoolPsychologists(2010).The10domainsarerecognizednationallyasdomainsfortrainingandpracticeandarethefoundationoftheknowledgeandskillsusedtoevaluatestudentprogressandgraduateentry-levelcompetence/attainmentofcandidateproficienciesuponcompletionofTheUniversityofToledoSchoolPsychologySpecialist-levelProgram.EachUToledoprogramgoaladdressesthreeofthe10domainsasindicatedinparentheses.Aftersuccessfullycompletingtheprogram,studentswillbeexpectedto:ProgramGoal1:Demonstratessatisfactoryknowledgeandskilltofunctionandengageinculturallyresponsivepractices;exhibitssatisfactoryinterpersonalandcommunicationskills;developscollaborativerelationshipsinordertoprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgrounds;showsrespectfordiversityindevelopmentandlearningandknowledgeoftheresearchrelatedtofamilysystemsandevidenced-basedstrategiestosupportandinvolvefamilies;possessessatisfactoryconflictresolutionskillsthatfacilitateandenhancerelationshipswithothers(NASP2.2,2.7,2.8).

a. PLO1.1:Demonstratesunderstandingofandsensitivitytoindividualdifferences,abilities,disabilities,andotherdiversecharacteristicsasevidencedincommunicationandinterpersonalrelationships(2.2,2.8)

b. PLO1.2:Demonstratesstrategiesforaddressingdiversityfactorswhenselecting,administering,andinterpretingassessments;anddesigning,implementingandevaluatinginterventionsforacademicand/orbehaviorconcerns(2.8)

c. PLO1.3:Demonstratesknowledgeandrespectfordiversityfactorsrelatedtoculture,familysystems,andanunderstandingthatadvocacyforsocialjusticeisafoundationofservicedelivery(2.7,2.8)


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d. PLO1.4:Demonstratesactive,attentivelisteningandcommunicatesandcollaborateseffectivelywithothersinactivitiessuchasmeetings,supervisionsessions,parentinterviews,andconsultations(2.2)PLO1.5Demonstratesevidence-basedmethodsforintegratingfamily,schoolandcommunityresourcestoimproveeducationaloutcomesforchildren(2.7)

e. PLO1.5:Demonstratesevidence-basedmethodsforintegratingfamily,schoolandcommunityresourcestoimproveeducationaloutcomesforchildren(2.7)

ProgramGoal2:Demonstratessatisfactoryknowledgeandskillstofunctionasaninstructionalconsultant;understandsecologicalinfluencesonacademicskills,learning,cognition,anddevelopment;identifies,implementsandevaluatesevidence-basedinterventionsandinstructionalstrategies;selects,administersandinterpretsacademicandcognitiveassessmentinformation;andengagesecologicalproblemsolvingguidedbydata-baseddecisionmakingtoaddresstheinstructionalneedsofallstudents(NASP2.1,2.2,2.3).

a. PLO2.1:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsofcognitiveassessment,andinterpretingandsharingresults(2.2,2.3)

b. PLO2.2:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsofacademicassessment,andinterpretingandsharingresults(2.1,2.3)

c. PLO2.3:Demonstratesknowledgeandskillatmakingdata-baseddecisionsbylinkingacademicandcognitiveassessmentinformationtoinstructionalinterventionsingeneraleducationsetting,andwhenappropriate,inspecialeducationsettings(2.1,2.3)

d. PLO2.4:Demonstratesskillinusingasystematicproblem-solvingprocessguidedbydata-baseddecisionmakingtodevelop,implement,monitor,andevaluateacademicinterventionsby(2.1,2.3)

e. PLO2.5:Demonstratesknowledgeofecologicalinfluencesoftheclassroomandhomeonstudentacademicskills,learning,andcognitionandappliestoassessmentandintervention(2.2,2.3)

ProgramGoal3:Demonstratessatisfactoryknowledgeandskillstofunctionasamentalhealthconsultant;understandsbiological,developmentalandsocialinfluencesonbehaviorandmentalhealth;identifies,implementsandevaluatesevidence-basedinterventionsthatpromotehealthysocial-emotionalfunctioning;selects,administers,andinterpretsassessmentinformationforbehaviorandadaptivefunctioning;andengagesinsystematicproblemsolvingguidedbydata-baseddecisionmakingtosupportandimprovethesocialization,learning,andmentalhealthofallstudents(NASP2.1,2.2,2.4).

a. PLO3.1:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsforaffective,behavior,andadaptivebehaviorassessmentandinterpretingandsharingresults(2.2,2.4)

b. PLO3.2:Demonstratesknowledgeandskillinlinkingaffective,behaviorandadaptivebehaviorassessmentinformationtointerventionsingeneralandspecialeducationsettings(2.1,2.4)

c. PLO3.3:Demonstratesskillinusingasystematicproblem-solvingprocessguidedbydata-baseddecisionmakingtodevelop,implement,monitor,andevaluateaffective,behaviorandadaptivebehaviorinterventions(2.1,2.4)

d. PLO3.4:Demonstratesunderstandingofbiological,developmental,andsocialinfluencesonbehaviorandmentalhealthandimplicationsforclassroommanagementandinstruction(2.2,2.4)

e. PLO3.5:Demonstratesknowledgeofconceptsfromappliedbehavioranalysisandskillinconductingfunctionalassessmentandanalysistodevelopbehaviorinterventionplans(2.4)


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ProgramGoal4:Demonstratessatisfactoryknowledgeandskillstofunctionasasystem-levelconsultant;understandsprinciplesandresearchinsystemchangeandgeneralandspecialeducation;understandsprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandappliesknowledgetomaintainandimproveevidence-basedpracticesandprogramslinkingschoolsandcommunities;develops,implements,andevaluatesatthesystem-levelpracticesandstrategiesthatcreateandmaintainsafeandsupportiveschools,includinganevidence-basedcrisispreventionandresponsesystem(NASP2.5,2.6,2.9).

a. PLO4.1:Demonstratesknowledgeofsystemchangeresearchandprocess,teamprocessesanddynamics,strategicplanning,andprogramevaluationinordertoidentifyneedsandplanforschoolimprovement(2.5,2.9)

b. PLO4.2:DemonstratesknowledgeandskillinassessingexistingschoolpoliciesandpracticesinareassuchasMTSS,stafftraining,andhome-school-communitypartnerships,andskillindesigning,implementing,andevaluatinguniversalinterventionstocreateandmaintaineffectiveandsupportivelearningenvironments(2.5,2.9)

c. PLO4.3:Demonstratesknowledgeofthecrisisresearchandskillincrisisprevention,intervention,response,andrecovery(2.6)

d. PLO4.4:Demonstratesunderstandingofprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandmentalhealthandskillsindeveloping,implementing,andevaluatinguniversalinterventionsthatfosterresilienceandminimizefactorsthatleadtoacademicandbehaviordifficulties(2.6,2.9)

e. PLO4.5:Demonstratesknowledgeofschoolsystemorganizationalstructure,generaleducation,specialeducation,andstateandfederallawsandpolicyforschoolaccountabilityforacademicsandbehavior(2.5)

ProgramGoal5:Demonstratessatisfactoryprofessionaldispositionsanddevelopmentofprofessionalidentityasaschoolpsychologist;engagesinpracticesthatfollowethicalandlegalguidelinesandpolicies;pursuesongoingprofessionaldevelopment;andengagesinresearchinordertoinformservicesdeliverysuchthatitimprovesoutcomesforchildren,families,andschoolsandthefield(NASP2.8,2.9,2.10).

a. PLO5.1:Demonstratesknowledgeofethicalandlegalpoliciesandproceduresandsatisfactoryprofessionaljudgmentanddecision-making(2.10)

b. PLO5.2:Demonstratesuseoftechnologyinassessment,intervention,andpresentationofinformation(2.9,2.10)

c. PLO5.3:Demonstratesabilitytofunctionasscientist-practitionerbydesigningandconductingsinglecaseandsmallgroupresearchandtoanalyzeoutcomestoinformpracticesandservices(2.9)

d. PLO5.4:Understandsone’sidentityasaschoolpsychologistbyengaginginactivitiesthatfosterthisprofessionalidentitythroughmembershipinvolvementinandattendanceatregional,stateandnationalconferences(2.10)

e. PLO5.5:Demonstratessatisfactoryprofessionaldispositionsneededforeffectivepracticeincludingsocialjustice,communicationandinterpersonalskillswithpeers,trainers,andsupervisors,andsatisfactoryinitiative,dependability,timemanagementandorganizationalskills(2.8,2.10)

TheGraduateProgramattheUniversityLevel

TheSpecialist-levelPrograminSchoolPsychologyProgramHandbookisdesignedtobeusedinconjunctionwithTheUniversityofToledoUniversityCatalogandtheCollegeofGraduateStudiesStudentHandbook.TheProgramHandbookisnotintendedtobeusedinplaceofthesedocuments.Theseofficial


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documentsarerevisedperiodically.Itisthestudent’sresponsibilitytoobtainthelatesteditionsofthesedocuments.Severalimportantpoliciesandpracticesarereproducedbelow.Copiesofbothareavailableonlineathttp://www.utoledo.edu/graduate/currentstudents/references/AcademicStandards.Inorderforastudenttoremainingoodacademicstandinghe/shemustmaintainaminimumGPAof3.0onthe12-pointsystem.Itisimportanttorememberthata“B-“gradefallsbelowthatminimumrequirement.Studentswhosegradepointaveragefallsbelow3.0aresubjecttodismissalfromtheCollegeofGraduateStudies.IncompleteGradePolicy.Thegradeof“IN”isassignedonlyinextraordinarycaseswhenunexpectedconditionspreventthestudentfromcompletingtherequirementsofthecoursewithinthetermofenrollment.Thestudentmustcompletetherequiredworkbeforetheendofthefollowingsemesterinwhichthegradeisreceived(excludingsummers);otherwisetheOfficeoftheRegistrarwillconvertthegradetoanF.TransferCredit.Graduateworkcompletedinresidenceatotheracademicallyaccreditedinstitutionsmaybeofferedinpartialfulfillmentoftherequirements,otherthanresidence,forgraduatedegreesatTheUniversityofToledowhentheworkisofacceptablequalityandappropriatetothestudent’sprogramandnotpartofanoutsidedegree.Applicationfortransferofcreditmustbemadetothestudent’sadviser.Theschool/collegewillcommunicateitsrecommendationtothedeanoftheCollegeofGraduateStudies.ThestudentmayobtainadvanceapprovalfromtheadvisertotakeworkelsewherewhileenrolledatTheUniversityofToledo.AllgraduatecreditsrequestedfortransfermustcarryagradeofA,A-,B+orB.CreditforanSgrademaybetransferredforgradeonlyifthegradinginstitutionverifiesthattheStranslatesintoagradeofBorhigher.Applicationfortransferofcreditmustbecompletedassoonasthecreditshavebeenearned.Exceptinunusualsituations,nomorethanone-thirdofthehoursrequiredforadegreewillbeacceptedastransfercredit.Transfercreditmusthavebeenearnedwithintheperiodofsixyearsallowedforcompletionofthedegree.Astudentmaysubstituteanacceptablealternativeforarequiredcourseinthecasewhereasubstantiallysimilarcoursewascompletedaspartofapreviousdegree.Suchasubstitutionrequirestheapprovaloftheprogramadviser,collegedeanandCollegeofGraduateStudiesandmustnotdecreasethenumberofcoursehoursrequiredbyTheUniversityofToledo.AstudentwhohasobtainedoneMaster’sdegreeatTheUniversityofToledoandelectstotakeasecondMaster’sdegreeatTheUniversityofToledomayuseupto12semesterhoursfromthefirstMaster’sdegreeifthecourseworkisappropriateforthestudent’sprogram.ThesetransfercreditrulesalsoapplytotheEducationSpecialistdegree.ApplicationforDegree.AlistofrequirementsthatmustbecompletedinordertoapplyforM.A.graduationandEd.S.graduationareavailableontheCollegeofGraduateStudieswebsiteathttp://utoledo.edu/graduate/currentstudents/index.html.StudentsmaycheckwiththeiradvisorortheCollegeofGraduateStudiesformoreinformation.StudentsmustalsocompleteanexitsurveythatwillbeemailedtoyoubytheCollegeofGraduateStudies.Failuretocompletethesurveymaydelaytheawardofthedegreeandmaydelayprogressthroughtheprogram.TimeLimitationsforDegrees.ThecreditfortheMaster’sdegreemusthavebeenearnedwithintheperiodofsixyears.IntheEducationSpecialistprogram,amaximumstudyperiodofsixyearsisallowedpriortothetimethedegreeisawarded.Intheeventtheaboverequirementsconstituteahardshiponanindividualstudent,awrittenpetitionmaybepresentedtotheCollegeofGraduateStudiesforconsideration.


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TheSpecialistLevelPrograminSchoolPsychologyAsnotedpreviously,thespecialistlevelprogramconsistsofthreeyearsoffull-timestudy,whichincludesapproximately76graduatesemesterhours,aprepracticaduringthefirstyear(minimumof100hours),atwo-semesterpracticaduringthesecondyear(minimumof400hours),anda9-month,full-time,supervisedinternshipinaschoolsettingcompletedduringthethirdyear(minimumof1200hours).StudentsreceiveanM.A.degreeattheendofyear1oftheprogramandaftercompletionofalldegreeandfirstyearprogramrequirements,andtheEd.S.degreeattheendofyear3oftheprogramandafteralldegreeandyeartwoandthreeprogramrequirementshavebeencompleted.AdmissiontotheM.A.ProgramWhenstudentsapplytotheSchoolPsychologyProgramtheyareinitiallyadmittedtotheMaster’sdegreeprogramandareassignedanacademicadvisor.Studentsarerequiredtocompleteaminimumof30hoursofcoursework.ThecourseworkduringtheM.A.programisprimarilydesignedtoprovidestudentswithknowledge.TherequiredcourseworkfortheMaster’sprogramislistedbelow:Master’sDegreeCourseRequirements

• SPSY5030Role&FunctionoftheSchoolPsychologist(3)• EDP5330BehaviorManagement(3)• SPSY5170ConsultationI:TheoriesandTechniques(3)• SPSY5040Legal&EthicalIssuesforSchoolPsychologists&Counselors(4)• SPSY5300PsychoeducationalAssessment&InterventionsI(4)• HSHS6000StatisticsandResearchforHealthScienceandHumanServiceProfessions• SPSY5060PrepracticainSchoolPsychology(Note:2hoursinthefalland2hoursinthespring)

OtherCourseRequirements(musttakeaminimumoftwofortheMaster’sdegree)

• EDP-5240/7240,AppliedChildandAdolescentDevelopment(3)• COUN5/7140CounselingTheories&Techniques(4)• SPSY6/7260DevelopmentalChildPsychopathology(3)• COUN5/7160CulturalDiversityfortheCounselors&theSchoolPsychologist(3)

Whenastudentbeginstheprogram,theyarerequiredtoprintandreviewtheProgramchecklistofimportantactivitiestocompletethatisprovidedinSectionA.Thisformwillensurethatthestudentcompletesallnecessarytasks/activitiesrequiredtomovethroughtheprogramandgraduateontime.Duringthefirstsemester,studentswillcompletetheirM.A.planofstudy.TherecommendedsequenceforallcoursesmaybefoundinSectionB.RequirementsforcompletionoftheM.A.degree.Becausestudentsmustbeenrolledinadegreeprograminordertobeabletoregisterforyear2fallsemesterclasses,studentsmustapplyforadmissionfortheEd.S.degreebeforetheyofficiallygraduatewiththeirMaster’sdegree.StudentsareadvisedtoapplyforadmissionfortheEd.S.degreeinearlyspring(i.e.,monthsbeforetheJunedeadlineforapplyingforgraduationwiththeM.A.degree).StudentsreceivetheirM.A.degreeinAugustofyear1andtobeeligiblestudentsmusthavecompletedallrequiredM.A.coursework,earningaBorbetterinallSPSYcourses,aCorbetterinallcourses,andall100prepracticahours.AdmissiontotheEd.S.degreeProgram.StudentsbegintheirEducationSpecialistcourseworkandfieldexperienceinthefallofyear2.StudentsapplyforadmissionfortheEd.S.degreeinthespringofyear1.


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Toapply,studentscompleteanapplicationonly.Becausestudentsarecontinuinginthespecialistprogram,itisnotnecessarytosubmitnewlettersofrecommendationorastatementofpurpose.Ontheapplication,studentsindicatethatallmaterialsareonfileandthattheapplicationshouldbeforwardedoradecisionpertherequestoftheschool.ThecourseworkandpracticaexperiencescompletedaspartoftheEd.S.degreearedesignedtoprovidestudentswiththeknowledgeandskillsneededtoentertheinternshipexperience,andtheinternshipexperienceisdesignedtoprovidestudentswiththeculminatingexperienceneededforentrylevelcompetenceasaschoolpsychologist.TherequiredcourseworkfortheEducationSpecialistdegreeislistedbelow:EducationSpecialistSchoolPsychologyCourseRequirements

• SPSY7180ConsultationII:SchoolandHomeCollaboration(3)• SPSY7310PsychoeducationalAssessment&InterventionsII(4)• SPSY7320PsychoeducationalAssessment&InterventionsIII(4)• SPSY7330PracticainSchoolPsychology(8)(Note:4hoursinfalland4hoursinspring)• SPSY7190ConsultationIII:School&Community(4)• SPSY7940InternshipinSchoolPsychology(16)(Note:6infall,6inspring,and4insummer)

OtherCourseRequirements(note:StudentsarerequiredtotakeanycourseslistedbelownotcompletedfortheM.A.degree)

• EDP-5240/7240,AppliedChildandAdolescentDevelopment(3)• COUN5/7140CounselingTheories&Techniques(4)• SPSY6/7260DevelopmentalChildPsychopathology(3)• COUN5/7160CulturalDiversityfortheCounselors&theSchoolPsychologist(3)

UponsuccessfulcompletionoftheEd.S.coursework(withtheexceptionofinternseminar),practicaexperience,year2springportfolio,andpassingtheKeyAssessmentReexamination(ifapplicable)studentsareadmittedintotheinternshipexperience.TherequirementsforinternshipareoutlinedintheUToledoInternshipManualandTheOhioInternshipinSchoolPsychologyManual(2015),andthesemanualsaregiventothestudentsuponentrancetotheprogramandalsocanbefoundontheprogramwebsite.RequirementsforthecompletionoftheEd.S.degree.Studentscompletetheirfinalcourseworkduringthesummer1sessionofyear3andgraduate/receivetheirEd.S.degreeattheendofthesummersemester(i.e.,August)providedtheyhavesuccessfullycompletedallrequirementsasnotedinthecheckoutlistthatcanbefoundintheUToledoInternshipManual.OnlyuponsuccessfulcompletionoftheinternshipexperienceasevaluatedbytheInternCompetencyEvaluation,thePraxisIITestinSchoolPsychology(scoreof147orbetter),andthesummativeportfolio,arestudentsrecommendedforOhiolicensureasaSchoolPsychologist.BecausetheUToledoprogramisNASPapproved,graduatesobtainingascoreof147orbetteronthePraxisIITestareautomaticallyeligibletoapplytobeaNationallyCertifiedSchoolPsychologist(NCSP).

ProgramExpectationsforProfessionalBehaviorInordertosuccessfullycompletegraduateworkintheSchoolPsychologyProgramatTheUniversityofToledoallstudentsmustmeetspecificprogramandprofessionalexpectations.Althoughlegalissues,ethicalguidelines,andstandardsofpracticeassetforthbytheNationalAssociationofSchool


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Psychologists(copyofethicalguidelinesavailableathttp://www.nasponline.org/standards/2010standards.aspx)andtheAmericanPsychologicalAssociation(copyofethicalguidelinesavailableathttp://www.apa.org/ethics/code/index.aspx)arecoveredinselectcoursework,studentsarerequiredtobefamiliarwiththeseprocedureswheneverprovidingpsychologicalservicesofanykind.Studentswhodonotmeettheserequirementscanbeformallydismissedfromtheprogram.StudentsareevaluatedontheseexpectationseachsemesteraspartoftheBi-AnnualStudentEvaluationandmorefrequentlyifnecessary(i.e.,studenthasanindividualremediationplan)andaspartoftheirfieldexperienceevaluations.Thematerialincludedinthissectioniswrittentoensurethatallstudentsareinformedoftheprogramexpectationsandpoliciesattheonsetandalsotoinformstudentsoftheirdueprocessrights.CourseExpectations,ProgramHandbookandFieldExperienceManuals.Studentsareexpectedtoreadtheprogramhandbookandaskquestionsasneeded.Studentsareexpectedtoreviewtheircoursesyllabiandrefertothemwhenunsureaboutcourseexpectations.Studentsareultimatelyresponsibleforseekinganswerstoanyquestionsorconcernstheymayhaveregardingaspecificcourseorothercomponentoftheprogram.Finally,studentsareexpectedtobefamiliarwiththeinformationprovidedintheProgramHandbook,PrepracticaManual,PracticaManual,InternshipManual,andTheUniversityofToledoCollegeofGraduateStudiesHandbookandUniversityCatalog.FieldExperienceServiceDelivery.Thoughstudentsareinsupervisedtrainingduringtheirfieldexperiencesthechildren,families,andteacherstheyworkwithexpecthighqualityservices.Ifastudent’sperformanceatanypointintheprogramdoesnotprogressadequatelyorisseverelylacking,he/shemaybeaskedtoretakecoursework,leaveafieldexperience,and/orleavetheprogram.Theschoolpsychologyfacultymustensurethatclientsdonotexperienceanyharmwhileworkingwithstudentsintheprogram.Additionally,facultyalsoactasgatekeepersforthefieldofschoolpsychologyandinthisrole,mustguaranteetheprotectionofthoseindividualsreceivingservicesfromgraduatesoftheprogram.Studentsarealwaysresponsibleforobtainingthenecessarysupervisionwhenprovidingpsychologicalservices.Studentsmustbeintimatelyfamiliarwithethicalguidelinesandstandardsofpracticeandareresponsibleforaskingquestionswhenunsureabouttheseprinciples.ProfessionalJudgment.Ifatanytimeastudentisunsureabouthowtorespondprofessionallyinagivensituation,itisthestudent’sresponsibilitytoobtaintheappropriatesupervisionfromhis/heradvisor,instructorofthecourse,orfieldexperiencesupervisor.Thestudentisultimatelyresponsibleforseekingsupervisioninordertomaintainallprofessionalcodesofethicsandstandardsofpractice.Additionally,studentsshouldunderstandthatprofessionalbehaviorwhileintheprogramincludesnotonlyperformanceinprepractica,practica,andinternship,butalsoperformance(behavioralandacademic)incourseworkandatothertimeswhilerepresentingtheschoolpsychologyprogram.CulturallyResponsivePractices.Whileworkingwithchildren,theirfamilies,schoolstaff,facultyandcohortmembers,studentsareexpectedtobeprovidingculturallyresponsivepractices.Studentsareexpectedtodemonstraterespectforothersregardlessofracial,cultural,ethnic,experiential,linguistic,gender,sexualorientation,age,orsocio-economicbackgrounds.Studentsmustconsiderdiversityissueswhenconceptualizingcases,assessingchildren,orprovidinginterventionstochildren.Also,allofthestudent’sinteractionswithothers(i.e.,otherstudents,otherprofessionalsatpracticaorinternshipsites,andchildrenandtheirfamilies)shouldberespectfulandsensitivetoissuesofdiversityandincludetheusenon-sexistandnon-racistlanguage.


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Confidentiality.Oneofthemostimportantaspectsofprofessionalisminhumanservicesismaintainingconfidentiality.Differentconfidentialityissueswillneedtobeobservedduringthestudent’sworkintheschoolsandcommunityagencies.Thesitesupervisorwillinformthestudentofpoliciesrelevanttotheworkhe/shewillbedoing.Thestudentmaynotdiscussanyaspectofhis/hercaseswithindividualswhoarenotatthefieldsiteunlessgivenpermissiontodoso.Thesitesupervisorwillinformthestudentastotheappropriateproceduresforhandlingcasematerialsawayfromthesite,andthestudentisresponsibleforunderstandingandfollowingtheseprocedures.WorkingwithPeers,Trainers,andOtherProfessionals.Oneaspectofprofessionaltraininginvolvesdevelopingappropriateskillsinworkingwithfellowstudentsandwithotherprofessionals.Thestudent’sinteractionswithothersshouldbecompletelyrespectfulandprofessional.Studentsareexpectedtodemonstraterespectandcourtesytowardfaculty,supervisors,peers,andotherprofessionals.Studentsshouldbecomeknowledgeableregardingtherolesplayedbyotherprofessionalsandrespecttheirjobresponsibilitiesandauthority.Ifthestudentfeelsthatanotherindividualisviolatingprofessionalethicsoractingininappropriateways,itshouldbeaddressedwiththesitesupervisororanyfacultymemberbeforesharingthisinformationelsewhere.AppropriateUseofSupervision.Graduatestudentsintheschoolpsychologyprogramareexpectedtoappropriatelyparticipateintheuseofsupervisionprovidedbyfieldanduniversitysupervisors.Appropriateuseofsupervisionmeansthestudentacceptsresponsibilityforlearning,isopentofeedbackandsuggestions,applieslearningtopractice,iswillingtoself-discloseand/orexplorepersonalissueswhentheyaffectprofessionalfunctioning,andisappropriatelyself-reliantandself-critical.Additionally,studentsunderstandthatappropriateuseofsupervisionisalsodefinedbytheamountofattentionrequiredbyuniversityandfieldsupervisors,aswellasfuturementors.OralCommunicationSkills.Asfutureschoolpsychologists,studentsmustpossessgoodoralcommunicationskills.Studentsmustbeabletopresentinformationinmeeting,duringteacherconsultations,andprofessionalpresentations.WrittenCommunicationSkills.Itisimportantthatschoolpsychologistsbeabletoexpressthemselvesclearlyandconciselyinwriting.The“commonlanguage”usedbypsychologiststoshareinformationisfoundinthePublicationManualoftheAmericanPsychologicalAssociation(6thEdition).Accordingly,studentsmustdemonstratecompetenceintheuseofAPAwritingstyle.Students’writingskillsareassessedinallclasses.OrganizationalSkills.Beingorganizedandmanagingone’stimeisalifeskill,aswellasajobskill.Studentsmustbeabletolocateinformationforassessmentandinterventioninatimelymanner.Asaschoolpsychologist,failuretomeetadeadlinemeansfailuretocomplywithstateandfederallawsinsomecases.ResearchSkills.Schoolpsychologistsmustbeabletoread,understand,report,andapplyresearchinameaningfulmanner.Studentswillberequiredtowriteseveralresearchpapersdemonstratingtheirskillsintheareaofresearch,aswellascompletingsinglecaseandsmallgroupdesignresearchstudiesduringthepracticaandinternshipexperience.ProfessionalRequirements.ThefacultymembersoftheSchoolPsychologyProgrambelieveitisimportantforschoolpsychologiststosupportthegrowthoftheprofession,todevelopandmaintainprofessional


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relationshipswithcolleaguesinthefield,andtodevelopapracticeofcontinuingprofessionaldevelopment.Therefore:

• NewstudentsarerequiredtoattendanorientationintheAugustpriortothestartofthesemester.

• Currentstudentsshouldplantoattendaninformalgatheringtomeetthenewstudents,whichisalwaysafterthenewstudentorientation.

• StudentsshouldbeawareuponentrancetotheprogramthatthefieldexperiencesandOhioSchoolPsychologylicensurerequiresaBCIandFBIbackgroundcheck.Asaresult,allstudentsmustcompleteandpassabackgroundcheck(BCI/FBI)bythesecondweekofclasses.StudentsareencouragedtocontactTheUniversityofToledoPoliceDepartment(419-530-4439)duringtheweekbeforeclassesbegintoscheduleafingerprint/backgroundcheckappointment.Somefieldsitesrequiredrugtestingaswell.Havingbeenconvictedofafelonyandsomemisdemeanorsmaypreventastudentfrombeinglicensedorworkingintheschoolsetting.Ifastudenthasconcernsorquestions,heorsheshouldconsultwiththeiracademicadvisorortheprogramdirector.

• StudentsarerequiredtojointheNationalAssociationofSchoolPsychologists(NASP)applicationavailableathttp://www.nasponline.org/membership/index.aspx,andastateassociation,mostoftentheOhioSchoolPsychologistsAssociation(OSPA)applicationavailableathttps://www.ospaonline.org/index.php/membership

• JoiningtheMaumeeValleySchoolPsychologistsAssociation(MVSPA)andtheAmericanPsychologicalAssociation,Division16:SchoolPsychologyassociation(https://www.apa.org/about/division/div16)areoptional.

• StudentsarerequiredtojoinandactivelyparticipateintheUToledoSchoolPsychologyStudentOrganization(UTSPSO).InformationwillbeprovidedtonewstudentsfromtheincomingofficersfortheUTSPSO.

• StudentsareexpectedtoparticipateinthedevelopmentanddeliveryoftheUToledoBi-AnnualSchoolPsychologySummerInstitute.

• Studentsarealsorequiredtoattendatleastoneprofessionalconferenceduringtheirfirsttwoyears(OSPAorNASP).SomemonetarysupportisavailablethroughtheGraduateStudentAssociationandUTSPSO.

• Studentsmayberequiredtoattendotherworkshopsortrainingsasdeemedappropriatebyfaculty.

Inaddition,beginningwiththesecondyearpractica,studentsarerequiredtocarrystudentprofessionalinsuranceInformationisavailableathttp://www.ftj.com/NASP.Thisisforthestudent’sprotection,inadditiontoencouraginganimportantprofessionalpractice.Studentsmaybeaskedbyfacultytobeavailableduringwinterandspringinterviewsfornewstudentapplicants.Thisallowstheapplicantstotalkbothformallyandinformallywithcurrentstudentsabouttheprogram,andalsoallowsstudentstoprovidefeedbacktofacultyregardingapplicants’responsetointerviewquestionsandtheirinterpersonalskills.

TechnologyRequirementsTheNASPstandardsfortrainingrequirethatstudenttechnologyproficiencybeaddressed.Studentsarerequiredtocommunicatefrequentlywithtrainersandpeers,tojoinlistservs,tousescoringprogramsandpresentationprograms.Onlineclassesalsohaveminimumstandards.Therefore,itisrequiredthatallstudentsusesystemsandprogramstofacilitatethisgoal.


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Desktoporlaptopcomputer:Manygraduatestudentspreferalaptopforitsportability;itcanbebroughtalongtoafieldsiteoronavisithomefortheweekend.Ifyoudoso,makesureyouhaveasecuritypassword.Programs:

MSOfficeSuite’10orhigher: Word Outlook(NOTOutlookExpress) Excel PowerPoint

Printer/scanner:Youshouldhaveadependableprinterandscanner;theymaybecombinedintooneunitorseparate.Inkjetprintersallowtheuseofcolor,whichisrequiredingraphingprograms.Ascannercanalsodoubleasacopymachine.DataBackup:Ahighcapacityflashdriveisusefulforbackingupdocumentsandallowstransportofpresentations.Internet:Onlineclassesnecessitatehighspeedinternet.SeetheLearningVentureswebsiteforinformationonthetechnologyrequirementsforsuccessfulengagementinonlineclassesandblendedclassesaccessingtheBlackboardsiteforcoursesonthewebsitesathttps://www.utoledo.edu/dl/getstarted.htmlEmail:Trainerscommunicatefrequentlyviaemail.Studentsareexpectedtochecke-maildaily.Mostschooldistrictsnowuseemailastheirprimarymodeofcommunicationforschedulingandsharingdata,sotraineesmustbecomeadeptatitsuse,andcheckingemailmustbecomeahabit.UToledoprovidesanemailaddresswhichstudentsarerequiredtouse.Onlyduringinternshipwillfacultyemailtoadistrictemailaddressasopposedtorockets.utoledo.edu.Ifstudentswishtouseotheremailaccounts(e.g.,gmail)theyareresponsibleforsettingupemailforwardingfromtheirrocketsaccount.

FieldExperiences:Prepractica,PracticaandInternship

Allfieldexperiencesoccurprimarilyintheschools.ThePrepracticaexperienceisanintroductiontotheroleoftheschoolpsychologistandtotheeducationsystemasawhole.ThePrepracticaexperienceincludesmuchobservationallearning.DuringPractica,specificskillsareindividuallydevelopedunderclosesiteandfacultysupervision,withfrequentfeedbackandevaluation.ThePracticaexperiencesofferpractice,consultation,data-baseddecisionmaking,interventiondevelopment,implementation,monitoringandevaluation,andtheuseofvariedassessmenttools.ThePracticaexperiencemayonlybecompletedduringafull-timeresidencyoftwoconsecutivesemesters,fallprecedingspring.TheInternshipexperienceistheculminatingexperienceoftheUToledoSchoolPsychologyProgram,andrequirestheintegrationandapplicationofthefullrangeofschoolpsychologycompetenciesanddomains,undersiteandfacultysupervision.TheInternshiprequirestraineestooperatewithmuchmorefluencyandindependence.Studentsarerequiredtodocumentactualtimespentinfieldactivitiesaspartoftheirtrainingprogram.Studentsareexpectedtologaminimumof100hoursduringtheirfirstyearoftrainingaspartofthePrepractica.ThePractica(duringsecondyear/firstyearofEd.S.program)requiresaminimumof400


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hours.Theinternship(duringthirdyear/secondyearofEdSprogram)requiresaminimumof1200hours.BeginningduringPrepractica,studentsareinstructedhowtologtheirfieldexperiencehours.Prepractica:DuringthePrepractica,studentscompleteatotalof100hoursoverthetwosemesters.50hoursarecompletingobservationsoftheschoolpsychologistandotherschoolstaffandschoolactivities,10hourstobedeterminedbythestudentandsupervisor,10hoursareassistingaschoolwithAIMSweborDIBELSbenchmarking(noteiftheassignedschooldoesnotbenchmark,thestudentwillcompletethesehoursatanothersite),10hoursassistingapracticastudentorinternwithinterventionimplementationandmonitoring,and20hoursaredirectedtoactivitiesdesignedtobuildskillsinculturallyresponsivepractices.AdditionalinformationaswellasallformsandevaluationproceduresarecontainedinthePrepracticaManual.Practica:ThePracticaisatwosemester,pre-internship,closelysupervisedexperienceintheschools.Studentsarerequiredtologaminimumof400hoursoverthetwosemestersandwillspendconsiderabletime(estimated10-15hoursweekly)intheirassignedschool(s).Studentsshouldnotexpecthourstobeabsolutelyregular(e.g.,everyMondayandTuesday).Eachstudentwillbeassignedaminimumof6casestofollowthroughouttheyearandwillberequiredtoprepareadetailedwrittentieredinterventionsummaryreportfortheirtwobestcasesandanabbreviatedsummaryreportfortheotherinterventioncases.ThroughoutthePracticaexperience,studentsmustacquirepracticeindirectandindirectinterventionandassessment,withchildrenofdifferingagesandneeds.AdditionalinformationaswellasallformsandevaluationproceduresarecontainedinthePracticaManual.

Internship:ThestateofOhioprovidespaidinternshipstoqualifiedstudents.AnystudentacceptinganOhioSchoolPsychologyinternshipshallabidebythetermsofTheOhioInternshipinSchoolPsychologyManual(2015),andtheInternshipManual,copiesofwhichareprovidedtostudentsuponentranceintotheUToledoschoolpsychologyprogram.Requirementsincludecompletinganinternshipconsistingofaminimumof1200hoursthatoccursonafull-timebasisextendingacrossoneschoolyearinaschoolsetting.Itmaynotextendintoanypartofasecondyear.Studentsareexpectedtobeawareofalldeadlinesandadministrativetasksrelatedtointernship.Theseproceduresareprovidedinwritingforstudents;however,ifastudenthasanyquestionsorconcerns,she/heshouldaddressthiswiththeUniversityInternshipCoordinator.AdditionalinformationandrequirementsaswellasallformsandevaluationproceduresarecontainedintheUToledoInternshipManual.

ProgramProceduresGrievanceProcedures.Ifastudentisexperiencingdifficultywithanotherstudent,faculty,oruniversityemployee,studentsarestronglyencouragedtoaddresstheseconflictswiththeindividualdirectly.Intheeventthatthisapproachisnoteffectiveoraseriousfearofretributionexists,studentsareexpectedtofollowtheformalgrievancepoliciesoutlinedintheCollegeofGraduateStudiesHandbook.Dependingonthenatureoftheconflictandthenatureoftherelationshipoftheindividualsinvolvedintheconflict,differentproceduresmayneedtobeimplemented.Termination.Studentscanbedismissedfromtheprogramforeitheroftwotypesofviolations:institutionaloracademic:

• Institutionaldismissalcanresultfromviolationsincludingstealing,drugabuse,plagiarism,falsifyingrecords,andcheating.Studentsareresponsibleforlearningaboutalluniversity,college,school,andprogrampoliciesregardingdisciplinaryaction.


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• Academicdismissaloccurswhenstudentsarelackingingrowthinpersonal,professional,academicand/orskill-relatedareas.Thistypeofdismissalisunderthejurisdictionoftheprogram.Althoughstudentsarealloweddueprocess,courtdecisionsatthestateandfederallevelhavedeterminedthattrainedfacultymembershavetherighttoevaluatestudentsastheyseefitaslongasevaluationisnotdoneinanarbitrary,unfairorcapriciousmanner.Whenstudentschoosetoappealanyacademicactiontakenbyafacultymemberortheprogram,theburdenofproofisonthestudent.

TerminationAppeals.Ifastudentisbeingterminatedfromtheprogramafterfailuretocompletearemediationplan,thestudentmayappealthedecisionasfollows:

• AppealthedecisiontotheSchoolChair.Thisappealshouldbeinwritingandincludeanexplanationofwhythestudentshouldnotbeterminated.

• IfthedecisionoftheChairisnotsatisfactory,thestudentmaypresenttheappealtotheCollegeGraduateStudentAffairsCommittee.

• IfthedecisionoftheCommitteeisnotsatisfactory,thestudentmaypresenttheappealtotheDeanoftheCollegeofHealthandHumanServices.

• IfthedecisionoftheDeanisnotsatisfactory,thestudentmaypresenttheappealtotheCollegeofGraduateStudies.

• ThefinalappealmaybemadetotheCommitteeonAcademicStandingoftheGraduateCouncil,anditsdecisionshallbebindingonallpartiesinvolvedintheappeal.

ViolationsofEthicsorProfessionalStandards.Ifprofessionalethicsorstandardsareviolated,consequencesANDaremediationplanwillbeimplemented.Consequencesmayinclude,butarenotlimitedto,areductionofpointsinaclass,additionalsupervisionorotherpreparatoryassignments,beingremovedfromafieldplacementsiteandfailingtheclass,and/orremovalfromtheprogram.AcademicMisconduct:Academicdishonestywillnotbetolerated.Amongtheaimsofeducationaretheacquisitionofknowledgeanddevelopmentoftheskillsnecessaryforsuccessinanyprofession.Activitiesinconsistentwiththeseaimswillnotbepermitted.Studentsareresponsibleforknowingwhatconstitutesacademicdishonesty.Ifstudentsareuncertainaboutwhatconstitutesplagiarismorcheatingtheyshouldseektheinstructor’sadvice.Examplesofacademicdishonestyinclude,butarenotlimitedto:

• Plagiarizingorrepresentingthewords,ideasorinformationofanotherpersonasone’sownandnotofferingproperdocumentationorcitation

• Givingorreceiving,priortoanexamination,anyunauthorizedinformationconcerningthecontentofthatexamination;

• Referringtoordisplayinganyunauthorizedmaterialsinsideoroutsideoftheexaminationroomduringthecourseofanexamination;

• Communicatingduringanexaminationinanymannerwithanyunauthorizedpersonconcerningtheexaminationoranypartofit;

• Givingorreceivingsubstantiveaidduringthecourseofanexamination;• Commencinganexaminationbeforethestipulatedtimeorcontinuingtoworkonanexamination

aftertheannouncedconclusionoftheexaminationperiod;• Taking,converting,concealing,defacing,damagingordestroyinganypropertyrelatedtothe

preparationorcompletionofassignments,researchorexamination;• Submittingthesamewrittenworktofulfilltherequirementsformorethanonecourse.

AstudentfoundtobeacademicallydishonestbyafacultymembermayappealaccordingtoproceduresapprovedbytheCollegeofHealthandHumanServices.Theproceduresformakingafinalappealtothe


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StudentGrievanceCommitteemaybefoundintheGraduateStudentHandbook.ViolationsofacademicmisconductwillbedealtwithusingtheproceduressetforthbytheCollegeofGraduateStudies.TheseprocedurescanbefoundintheGraduateStudentHandbook.Allstudentsareexpectedtobefamiliarwiththeseproceduresandwhatconstitutesacademicmisconduct.GradeAppeals:Intheeventthatagraduatestudenthasanacademicgrievanceorwishestoappealaretentiondecision,heorsheshouldattempttoresolvetheproblembyadheringtothefollowingprocedure:

• Discusstheproblemwiththeinstructorinvolved.Ifnoresolutioncanbeachieved,thestudentshouldpresenthisorhergrievancetotheChairoftheSchool.

• Iftheproblemisstillnotresolved,thestudentshouldseetheDeanoftheCollege.• IfaresolutionhasbeenunsuccessfulattheCollegeDean’slevel,thestudentmaypresentthe

grievancetotheCollegeofGraduateStudies.• ThefinalappealcanbemadetotheCommitteeonAcademicStandingoftheGraduateCouncil

anditsdecisionshallbebindingonallpartiesinvolvedinthegrievanceorappeal.• Note:Graduatestudentsmustfiletheinitialgrievancewiththeinstructorandacopywiththe

schoolnolaterthanonesemesteraftertheoccurrenceoftheincident.Initialappealsofretentiondecisionsmustbefiledwiththeschoolchairpersonnolaterthanonesemesteraftertheretentiondecisionismade.

ProceduresforSystematicEvaluationofStudents

GoalsandObjectives.BasedontheStandardsforGraduatePreparationofSchoolPsychologists(2010),schoolpsychologycandidatesmustdemonstrateentry-levelcompetencyineachofthedomainsofprofessionalpractice.Competencyrequiresbothknowledgeandskills.Schoolpsychologyprogramsensurethatcandidateshaveafoundationintheknowledgebaseforpsychologyandeducation,includingtheories,models,empiricalfindingsandtechniquesinthe10domains.Schoolpsychologyprogramsensurethatcandidatesdemonstratetheprofessionalskillsnecessarytodevelopeffectiveservicesthatresultinpositiveoutcomesineachdomain.Programsshouldensurethattheycandocumenthowtheprogramaddressesandassessesstudents’skillsineachdomainandhowtheydeterminecandidates/graduateshaveattainedacceptablecompetenceineachdomain.Asaresult,thegoalofevaluatingtheUToledoSchoolPsychologystudentsistoensurethatstudentsgraduatefromtheprogramwiththeknowledge,skills,andcompetencenecessaryforanentry-levelschoolpsychologyposition.Theobjectivesareto:

1. Providefeedbacktostudentsviaanevaluationplanthatincludesbothformativeandsummativeevaluation.

2. Utilizemanymethodsforassessmentofstudents’knowledge,skills,andcompetenceinordertoensurefairnesswhenevaluatingstudents.

3. Provideongoingevaluationofstudentsinordertomaximizestudentretentionandtointervenequicklyifastudentisnotmakingadequateprogressatanypointduringtheprogram.

Addressing,Assessing,andAttainingCompetencies.AsastudentinTheUniversityofToledoSchoolPsychologyProgram,students’knowledgeandskillsareaddressedthroughcoursework,Prepractica,Practica,andInternshipexperiences.Eachcourseinthestudents’programprovidespreparationinoneormoreofthedomainsofprofessionalpracticeasnotedbytheNASP.Furthermore,students’competenciesinthedomainsareassessedandmonitoredthroughavarietyofmethods,including:


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• Writtenwork,assignments,andgroupprojects• On-site,supervisedpracticewithchildren• Prepractica,Practica,andInternshipexperiences• Feedbackandevaluationfromfieldexperiencesupervisors• CaseStudies• Observationsofwork• Formalmeetingswithfaculty• DevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitioner

Attainmentofcompetenciesisdocumentedby1)formalacceptanceofthesummativeDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitionerbytheProgramFaculty,2)obtainingaratingof4orbetteronallinternshipcompetencies(seeUToledoInternshipManual),and3)successfulcompletionTieredInterventionSummaryreports.BothproductsaretobeincludedinthePortfolio.StudentsareexpectedtoprovidethefacultywithacopyoftheirPraxisIItestresults.Theevaluationofstudentsbeginswhenastudentappliesforadmissiontotheprogram.PotentialapplicantsareaskedtosubmitmaterialsandareratedbytheProgramApplicantScreeningcommittee.Thetop12-15studentsareinvitedtointerviewday.TheinterviewdayprovidesthefacultyintheProgramanopportunitytoassessastudent’sfitwiththeprogramandtoassessthestudent’sinterpersonalskills,technology,diversityexperiences,andinterestinschoolpsychology.KeyAssessments.Akeyassessmentisanobjectiveoutcomethatindicatesifastudentismeetingminimumexpectationsrelatedtoprogramgoalsandprogramlearningoutcomes.Keyassessmentsareeitherthefinallettergradeearnedforthatcourseorthegradeearnedonindividualassignmentswithinthecourse.Thefollowingcourseshavethefinallettergradedesignatedasthekeyassessment:SPSY5030,SPSY6260,SPSY5040.Eachofthefollowingcourseshavetwokeyassessmentsthatassess,thestudent’sknowledgeandthestudent’sapplicationofknowledgeandskillspreviouslylearned.

1. Consultationseries:SPSY5170,SPSY7180,andSPSY71902. PsychoeducationAssessmentandInterventionseries:SPSY5300,SPSY7310,SPSY73203. Year2fieldexperiences:SPSY7330(fallandspring)

Performanceonkeyassessmentsisusedtodetermineifastudent,takestheKeyAssessmentReexamination,continuesintheprogram,andispermittedtostartPracticaorinternship.InSPSYcourseswithkeyassessmentproducts,studentsmustearnan83%,ortaketheKeyAssessmentReexaminationovercontent.InSPSYcourseswithafinalgradekeyassessment,studentsmustearnaBinthecourse,ortaketheKeyAssessmentReexaminationoverthecontent.KeyAssessmentReexamination.TheKeyAssessmentReexaminationisusedtoprovidestudentswhodidnotmeetprogrambenchmarksandmasterknowledgeandapplicationofprogramlearningoutcomeswithonlycourseinstruction(tier1)anadditionalopportunitytodemonstratemastery.Contentoftheexamwillbeindividualizedbasedonstudent’sperformanceonthekeyassessmentsduringthefall,spring,andsummersemesters.KeyAssessmentReexaminationswillbeadministeredinJulyforyear1andyear2.Year1:Ifastudentpassestheexam,sheorhewillcontinueintheEdSprogramandpermittedtobeginpractica.Ifastudentfails,sheorhewillcompleteanoralexam.Ifthestudentpassestheoralexam,she


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orhewillcontinueintheEdSprogramandbepermittedtostartpractica.Ifthestudentfailstheoralexam,thefacultymayofferaremediationplanorthestudentwillbedismissedfromprogram.

§ AdministeredtostudentaroundJuly1§ DuetoadvisoraroundJuly21§ FeedbacktostudentandadministrationoforalexambyAugust1

Year2:Ifastudentpassestheexam,sheorhewillbepermittedtocompleteinternship.Ifastudentfails,thereisanoralexam.Ifthestudentpassestheoralexam,sheorhewillbepermittedtostartinternship.Ifthestudentfailstheoralexam,thestudentwillbedismissedfromprogram.


Year1Evaluations.Duringthefirstyearoftheprogram,studentsareevaluatedthroughtheBi-AnnualStudentEvaluation,theportfolio,supervisorevaluations,andtheircourseworkassignmentsandgrades.Duringtheirfirstsemesterintheprogram,incomingstudentsreceiveinformationabouthowtobegindocumentingtheirprogresstowardsattainmentofcompetencyinthedomainsofschoolpsychologythroughtheportfolio(seeSectionG).Duringthefirstsemester(i.e.,midOctober),amidtermevaluationisconductedwitheachstudent(seeSectionC).Thisservestomakesurethatstudentsareontherighttrackandtomakesurestudentshavecompletedaplanofstudy,joinedprofessionalassociations,understandtheportfolio,andarebeginningtodevelopaffiliationswithotherstudents.TheBi-AnnualStudentEvaluationiscompletedtwotimeseachyear,onceduringthefallsemesterandonceduringthespringsemester.Thisevaluationassessesmanyareasprofessionaldispositionsincludingcommunication,interpersonal,andlegalandethicalpractices,whichreflectthosearticulatedinthestudentexpectationssectionoftheHandbook.Significantareasofweaknesswillrequirearemediationplan(seeSectionG).Aftereachsemesterstudentsarerequiredtoenterdataintotheportfolio.Afterthesummersemester,studentsarerequiredtocompletetheprogramdatatableswithintheportfolioandwriteaself-reflection.Studentsmayalsoberequiredtowriteaprofessionaldevelopmentplanifthereareareasidentifiedasneedingimprovement.Advisorsreviewtheportfolioandsendstudentsaletterdocumentingtheirperformanceafteryear1(seeSectionFforanexample).Year2Evaluations.DuringthesecondyearoftheprogramstudentsareevaluatedthroughtheBi-AnnualStudentEvaluation,theportfolio,supervisorevaluations,theannualstudentevaluationandportfoliomeeting,andpracticacasestudies.TheBi-AnnualStudentEvaluationiscompletedtwotimeseachyear,onceduringthefallsemesterandonceduringthespringsemester.Aftereachsemesterstudentsarerequiredtoenterdataintotheportfolio.Afterthesummersemesterstudentsarerequiredtocompletetheprogramdatatableswithintheportfolioandwriteaself-reflection.Studentsmayalsoberequiredtowriteaprofessionaldevelopmentplanifthereareareasidentifiedasneedingimprovement.Advisorsreviewtheportfolioandsendstudentsaletterdocumentingtheirperformanceafteryear2(seeSectionFforanexample).OncetheportfolioisapprovedinJuly,itmaybesharedwiththestudent’sinternsupervisortoprovideinformationonthefutureintern’sexperiencesandtrainingduringtheyearspriortointernship.ItmayalsobeusedtoprovideguidanceforpreparingtheskillattainmenttimelinefortheattainmentoftheskillscontainedintheInternCompetencyEvaluation.Year3Evaluations.Duringthethirdyearoftheprogram(i.e.,internshipyear)studentsareevaluatedthroughtheBi-AnnualStudentEvaluation,theportfolio,supervisorevaluations,tieredinterventionsummaryreports,outcomesummaries,andadditionalassignments.TheSummativeDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitionerisdueatthecompletionofthestudent’s


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internship,whichtypicallyisearlyJune.Studentsscheduleameetingwiththefacultyandatthemeetingthethereisareviewofhis/herportfolio.Ifrevisionsareneeded,theymustbecompletedandacceptedbeforethestudentisrecommendedforOhiolicensureasaschoolpsychologist.

ProceduresforSystematicProgramEvaluationInorderfortheUToledoSchoolPsychologyprogramtocontinuallyimproveitisnecessarytohaveaplanforprogramimprovementandasystematicprocedureforprogramevaluation.Theprogramqualityiscontinuallyassessedonthreelevels.Dataarereviewedattheevaluationmeetingsindicatedinthetablebelow.Level1-IndividualStudentData:DataonindividualstudentsarecollectedasdescribedintheProceduresforSystematicEvaluationofStudentssection.Thesedataareusedtoensurethatindividualstudentsaremakingacceptableprogressandwhentheyarenotthatappropriatesupportisprovidedoraremediationplanisdevelopedtoaddressareasofconcern.Level2-CohortData:Dataonallstudentswithinacohort(i.e.,enteredthesameyear)arecollectedasdescribedintheProceduresforSystematicEvaluationofStudentssectionandaggregatedinordertoidentifyareasofstrengthandareasforimprovement.Cohortdataarereviewedannuallyatprogramfallretreat.Changesaremadetothetrainingprovidedtothecohortor,ifdeemedappropriate,totheoverallprogram.Level3-ProgramData:Datafromstudentevaluationsofschoolpsychologyfaculty,feedbackfrominternandPracticasupervisors,feedbackfromalumniofthetrainingprogram(viaperiodicsurveys),andinputfromtheSchoolPsychologyAdvisoryBoardareusedtomakeadjustmentsinprogrampoliciesandprocedures.Inaddition,theProgramHandbook,PrepracticaManual,PracticaManual,andInternshipManualareregularlyreviewedtodetermineifanyadditions,deletions,ormodificationsareneeded.OtherinformationfrominternalsourcesthatareusedtoassesstheneedforprogramchangesincludeinformationobtainedatbimonthlyProgramFacultyMeetings.OtherinformationfromexternalsourcestotheprogramthatareusedtoassesstheneedforprogramchangesincludeinformationobtainedfromInter-UniversityCouncilofOhioSchoolPsychologyTrainersMeetings(2timesperyear,onceinthefallandonceinthespring),TrainersofSchoolPsychologistsMeetings(1timeperyear),andNASPConference(1timeperyear).Datafromindividualstudents,cohorts,andprogramsourcesarereviewedaccordingtothefollowingtimeline:EvaluationMeetings Datareviewed1. EndofFallSemester

(December)- Studentperformanceonkeyassessmentsandcoursegrades(i.e.,

portfolioProgramGoal-Datatables)- StudentperformanceonBi-AnnualStudentE8valuation- FallsemesterPrepracticaandPracticaevaluations- InternFormative1&2competencyevaluations- Praxisscores(ifavailable)- Studentsummerevaluationsoffaculty- IUCMeeting- ProgramAdvisoryBoardMeeting

2. EndofSummerISession - InternFormative3andSummativecompetencyevaluations


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Semester(June) - Praxisscores(ifnotreviewedpriortothisdate)- Studentperformanceonkeyassessmentsandcoursegrades(i.e.,

portfolioProgramGoal-Datatables)- Studentself-evaluations,reflections,andifneededprofessional

developmentplans- SpringsemesterPrepracticaandPracticaevaluations- Alumnisurvey(periodicsurvey)- NASPConference- TSPMeeting- InternTieredInterventionSummaryReportsandOutcomeSummaries- IUCMeeting

3. ProgramFallRetreat(August)

- Studentperformanceoncourseassignmentsandgrades- Studentfallandspringevaluationsoffaculty- StudentperformanceonKeyAssessmentReexaminationsasneeded

Evaluationmeetingsareheldonthetimelinenotedabove.Dataarereviewedbythefacultyandifanychangesaredeemednecessaryforimprovingthequalityoftheprogramadetailedactionplanisdeveloped.Theseimprovementsmayincludemodifyingthecurriculum,coursecontent,programpolicies,orprogramprocedures.AnychangesmadetotheprogramaredocumentedandretainedbytheProgramDirector.ChangesandaresharedwithotherprogramfacultyatSchoolmeetings,facultyandstaffoutsidetheSchoolasdeemedappropriate,andwithstudentsasdeemednecessarytoensurethestudents’understandingofprogrampolicyandproceduresorproceduresforevaluationofstudents.

ProgramAdmissionandEnrollmentTheUToledoprogramacceptsfull-timeonlystudents.DuringthePrepracticaandsecondyearPractica,daytimehoursinthepublicschoolswillberequired,andthesehoursmaynotberegular(e.g.,everyTuesdayandThursday).Inaddition,somecoursesduringthefirstandsecondyearsareofferedduringthedaytime.Finally,theinternshipitselfisapaid,full-school-yearcommitment[seeUToledoInternshipManualandTheOhioInternshipinSchoolPsychologyManual,(2015)].TheapplicationdeadlinesfortheschoolpsychologyprogramareDecember15thandFebruary15th.Itistheapplicant’sresponsibilitytoensurethatallmaterialshavebeenreceived.Incompleteorlateapplicationswillnotbeconsidered.Inordertoapplytotheschoolpsychologyprogram,applicantsmustsubmitthefollowingmaterialsandmeettheminimumacademicprerequisiteasfollows:

1. Minimumacademicprerequisite:UndergradGPAof2.7(foradmissiontotheGraduateSchool)

andfortheSchoolPsychologyprogram,apreferredUndergradGPAof3.0.2. SubmitGREscores(takenwithinthelast5years).3. Ifinternationalapplicant,submitTOEFLscores,withaminimumtotalscoreof80(pergraduate

schoolrequirement)andfortheprogram,minimumscoresofinthehighrangeforspeakingandwriting.

4. GraduateschoolapplicationfortheMaster’sdegreeinSchoolPsychology.5. Three(3)lettersofrecommendation.Personswritinglettersareaskedtoincludeanyinformation

abouttheapplicant’swritingskills,communicationskills,andorganizationalskills.OnelettershouldbewrittenbyaUniversityfacultymemberwhocanaddresstheapplicant’sacademicpotential.


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6. Statementofpurpose,whichshouldbe2-3pages,anddetailwhytheapplicantwouldliketopursueacareerinschoolpsychologyandincludepersonalexperiences.ThestatementofpurposeshouldbetypedandsubmittedtotheGraduateSchoolratherthantypedinthespaceprovidedintheonlineGraduateSchoolapplication.

7. OfficialUndergraduatetranscripts(andGraduateifappropriate).8. Interviewofaschoolpsychologist.Studentswhoareinvitedforaninterviewshouldcome

preparedtoprovideasummaryoftheinterview,anddiscussthesimilaritiesanddifferencesbetweenwhattheschoolpsychologistdiscussedandtheUToledoschoolpsychologyprogramphilosophy,objectives,curriculum,etc.

9. ProfessionalResume.Onceanapplicant’sfileiscomplete,itwillbeforwardedtotheSchoolPsychologyProgramScreeningCommitteeforconsideration.Inordertobeconsistentwithnationaltrainingstandardsandtoensuresufficientfacultymemberstoadviseandmentorstudents,therearealimitednumberofapplicantswhoareadmittedintotheprogrameachyear.Asaresult,admissioniscompetitive.TheScreeningCommitteewillnotifythoseapplicantsthathavebeeninvitedforacampusinterviewsoonaftertheapplicationdeadlines.Allapplicantsinterestedinbeingconsideredfortheprogrammustparticipateinacampusinterview.Theinterviewdayconsistsofapresentationbytheschoolpsychologyfaculty,interviewswithschoolfacultymembers,aninterviewwithcurrentschoolpsychologystudents,andanessayassignment.Theinterviewconsistsofquestionsdesignedtodeterminetheapplicant’smatchwiththetrainingprogramandpotentialforcompletingtheprogram.

WhentheCommitteehascompletedallscheduledinterviews,finaldeterminationswillbemadeandinterviewedapplicantswillbenotifiedoftheCommittee’sadmissiondecisionbyemailandapplicantsmustnotifytheSchoolPsychologyProgramDirectoroftheintentiontoattendnolaterthanApril15th.Afterthatdate,admissioncannotbeguaranteedaswaitlistapplicantswillbeofferedadmission.Thoseacceptedintotheprogramwillreceiveinformationaboutcourseregistrationandwillbeassignedanadvisor.TheSchoolofInterventionandWellnesshasanequalopportunityadmissionspolicyanddoesnotdiscriminateagainstapplicantsonthebasisofrace,creed,color,nationalorigin,sex,sexualpreference,age,orhandicappingcondition.ItisapolicyoftheSchoolofInterventionandWellnesstoencourageindividualsfromdiverseethnic,cultural,orsocialbackgroundstoapplyforadmission.

SchoolPsychologyProgramContactInformation

SchoolofInterventionandWellnessSchoolChair,AssociateProfessor ChristopherRoseman,PhD

[email protected] OfficeHH3100A;Phone,419-530-4064SchoolPsychologyProgramDirector&InternshipCoordinator,AssociateProfessor

JenniferL.Reynolds,PhD,[email protected]

OfficeHH3100E,Phone:419-530-4301

SchoolPsychologyPrepracticaandPracticaCoordinator,Professor WendyS.Cochrane,PhD,NCSP

[email protected];Phone:419-530-2013


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SchoolPsychology,AssistantProfessor BrandonJ.Wood,PhD [email protected]

OfficeHH3100F;Phone:419-530-4772SchoolofInterventionandWellness,Secretary

[email protected];Phone:419-530-2718SchoolFax:419-530-7879

UToledoStudentHandbook 22

SectionA:ProgramChecklistofImportantActivitiestoComplete

Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness

ProgramChecklistofImportantActivitiestoCompleteActivity YearinProgram Month CompletedYear1MakesureGraduateSchoolreceivedfinalundergradtranscript 1 September CompletebackgroundchecksocanbeginPrepracticaexperience

1 September

Makeappointmentwithadvisorformid-semestercheck-in 1 October Registerforspringclasses 1 October Enteryear1falldataintoportfolioProgramGoal–DataTables 1 December/January BegintofindchildrenforPsychoeducationalAssessmentclasses

1 January

ApplyforMAgraduation(byJanuaryifwishtowalkinMaycommencement,otherwisebyMay)

1 JanuaryorMay

Registerforsummerclasses 1 January Makeappointmentwithadvisortobi-annualevaluation 1 February ApplyforadmissiontotheEd.Sprogram 1 February CompareMAplanofstudywithtranscriptandreportanydiscrepanciestoyouradvisor

1 March

Registerforfallclasses 1 March Enteryear1springdataintoportfolioProgramGoal–DataTablesandcompleteyear2PerformanceSelf-EvaluationandProfessionalDevelopmentPlan

1 May

Year2Completebackgroundcheck(ifneededagain)socanbeginPracticaexperience

2 September

Makeappointmentwithadvisorforbi-annualevaluation 2 October Registerforspringclasses 2 October Enteryear1summerandyear2falldataintoportfolioProgramGoal–DataTables

2 December/January

Registerforsummerclasses 2 January Makeappointmentwithadvisorforbi-annualevaluation 2 February Registerforfallclasses 2 March Completepaperworktobeginschoolpsychologyinternship 2 April Enteryear2springdataintoportfolioProgramGoal–DataTablesandcompleteyear2PerformanceSelf-EvaluationandProfessionalDevelopmentPlan

2 May

Year3Registerforspringclasses 3 October Makeappointmentwithadvisorforbi-annualevaluation 3 October Registerforgraduation(socanwalkandnameappearsinMay 3 January


commencementbook)Registerforsummerclasses 3 January Enteryear2summerandyear3dataintoportfolioProgramGoal–DataTablesandcompletePerformanceSelf-EvaluationandProfessionalDevelopmentPlan

3 May

CompareEd.Splanofstudywithtranscriptandreportanydiscrepanciestoyouradvisor

3 May

Completeallinternshipprogramrequirementsandapplyforlicense

3 June

CompleteGraduateSchoolexitinterview(receivedviaemail) 3 June


SectionB:RecommendedSequenceofStudyforallCourses


RecommendedSequenceofStudyforAllCoursework

YEAR1(30credits)

Fall(11credits) SPSY5030 RoleandFunctionoftheSchoolPsychologist 3SPSY5170 ConsultationI:TheoriesandTechniques 3SPSY5060 PrepracticainSchoolPsychology 2EDP5330 BehaviorManagement(DL) 3

Spring(12credits) SPSY5300 PsychoeducationalAssessmentandInterventionsI 4

COUN5160 CulturalDiversityforCounselorsandSchoolPsychologists 3SPSY5060 PrepracticainSchoolPsychology 2EDP5240 AppliedChildandAdolescentDevelopment(DL) 3

Summer(7credits) SPSY5040 Legal&EthicalIssuesforSchoolPsychologistsandCounselors 4

HSHS6000 StatisticsandResearchforHealthScienceandHumanServiceProfessions

3

YEAR2(30credits)

Fall(11credits) SPSY7310 PsychoeducationalAssessmentandInterventionsII 4

SPSY7180 ConsultationII:SchoolandHomeCollaboration 3SPSY7330 PracticainSchoolPsychology 4

Spring(12credits) SPSY7320 PsychoeducationalAssessmentandInterventionsIII 4

SPSY7190 ConsultationIII:SchoolandCommunity 4SPSY7330 PracticainSchoolPsychology 4

Summer(7credits) COUN7140 CounselingTheoriesandTechniques 4

SPSY7260 DevelopmentalChildPsychopathology 3YEAR3(16credits)

Fall SPSY7940 InternshipinSchoolPsychology 6

Spring SPSY7940 InternshipinSchoolPsychology 5Summer SPSY7940 InternshipinSchoolPsychology 5


SectionC:Bi-AnnualFacultyAdvisorEvaluationofStudents


FacultyAdvisorBi-AnnualEvaluation

ProgramExpectationsforProfessionalBehavior(Years1-3)

StudentAdvisee:

FacultyAdvisor:

Year1FallMeetingDate: MeetingOutcomes StudentsignatureFacultysignature

Year1SpringMeetingDate: MeetingOutcomes StudentsignatureFacultysignature






FirstSemesterCheckpoints

AreasAssessed

Satisfactoryor

Positiv

e

NeitherPositive

nor

Negative

Unsatisfactoryor

Negative

Comments

Prepracticastatus(selfreport) Timemanagementrating(selfreport) Organizationrating(selfreport) Communicationskillsrating(selfreport) Viewoftrainingprogram Viewofthefieldofschoolpsychology Perceptionofhowfieldsupervisorwouldevaluatehim/her

Interactionswithschoolpsychologypeers Classattendance Attendedappointments Attendednewstudentorientation Downloadedallhandbooks Signedmaterialsroomform Obtainedcheckoutcardformaterialsroom CompletedMaster’splanofstudy MemberofNASP MemberofOSPA MemberofMVSPA MemberUTSPSO Comments:


FacultyAdvisorEvaluationofStudent

ProgramExpectationsforProfessionalBehavior(Years1-3)BeginninginFallofYear1,studentswillreceivearatingcorrespondingtotheirperformancewithintheprogramexpectationsforprofessionalbehaviorasfollows:

S=StudenthassatisfactorilymetexpectationsA=Studentisapproachingbenchmark.PotentialareaofconcernthatwillbemonitoredatthistimeNI=Studentneedsimprovementandremediationrequired;aformalplaniswritten,implementedandmonitored.Anyareaofweaknesswillrequirearemediationplan.Ifthestudentdoesnotsuccessfullycompletetheremediationplanwithinthetimeframespecified,thestudentmaybeterminatedfromtheprogram.Thisplanwillinclude:

a. Identificationoftheproblemareab. Objective(s)forimprovementofproblemareac. Planformeetingobjectivesd. Datesforformativereviewswithadvisore. Datebywhichobjectivemustbecompleted

ProfessionalDisposition EvaluationPeriod

DataCollectionMethods Rating:Satisfactory,At-risk,Weak

Thestudenthasrespectforhumandiversityandsocialjusticeevidencedbyappropriateprofessionalandpersonalinteractionswithpeers,faculty,andstaffattheuniversity;andsupervisors,staff,andfamiliesatfieldplacements(PLO1.1,1.3).

FAYear1 Faculty/InstructorFieldSupervisorClassAssignments

SPYear1 Faculty/InstructorFieldSupervisorClassAssignments





Comments:



Thestudenthasnecessaryandappropriatecommunication

FAYear1 Faculty/InstructorFieldSupervisor


skillsbothoralandwritten(e.g.,professionalandnonprofessional)tobeapractitionerasevidencedbyclasspresentations,writtenassignments,conversationswithfacultyandstaff,andemailcorrespondence(PLO1.4).

ClassAssignmentsSPYear1 Faculty/Instructor

FieldSupervisorClassAssignments





Comments:



Thestudentdemonstratesdependabilityasevidencedbypromptlycompletingtasksaccordingtoinstructionswithminimalguidance,beingpunctualtoclassandmeetings,andconsistentlyrespondingtoemailswithinanappropriateamountoftime(e.g.,72hours;PLO5.5).







Comments:



Thestudentdemonstrateseffectiveinterpersonalskillsasevidencedbyusingappropriateprofessionalsocialskillswithfacultyandstaff(e.g.,greets


SPYear1 Faculty/InstructorFieldSupervisor


Sue),andbybuildingrelationshipsandcollaboratingwithotherstogetthejobdone(PLO1.1).

ClassAssignmentsFAYear2 Faculty/Instructor





Comments:



Thestudentdemonstratesadaptabilityandflexibilityinresponsetochangeasevidencedbyaskinganappropriateamountandtypeofquestionstoclarifychangeswithoutappearingoverlyworried(PLO5.5).







Comments:



Thestudenthasthenecessaryorganizationskillsasevidencedbysubmittinghighqualityproductsontimeorearly(PLO5.5).



FAYear2 Faculty/InstructorFieldSupervisor


ClassAssignmentsSPYear2 Faculty/Instructor




Comments:



Thestudenthastheinitiativeandgrowthtowardsindependentfunctioningasapractitionerasevidencedbyusingsupervisionappropriatelytoadvancedevelopment,includingmeetingwithsupervisorsforanappropriateamountoftime,andaskingquestionsthatreflectdevelopmentallevelwithinprogram(PLO5.4).







Comments:


SectionD:StudentRemediationPlanStudentname___________________________________ Initialdate___________Identificationoftheproblemarea(s):Objective(s)forimprovement:Planformeetingobjectives:Plannedformativereviewdates: #1__________ #2____________ #3____________

Plancompletiondate:_________________________

StudentSignature________________________________ Date___________________

AdvisorSignature_______________________________ Date____________________

=====================================================================

DateofMastery____________________________________

StudentSignature_________________________________ Date__________________

AdvisorSignature________________________________ Date_____________________


SectionE:StudentRemediationReview

Name__________________________________________

Review#_____________________________Date_____________________

FormativeReview#1:

Modifications,ifnecessary:

StudentSignature_________________________________ Date_______________

AdvisorSignature_________________________________ Date_______________

=====================================================================

FormativeReview#2:




=====================================================================

Name__________________________________________

Review#_____________________________Date_____________________

FormativeReview#3:





SectionF:AnnualStudentPortfolioFeedback(Example)


AY20-21PortfolioFeedbackDATESTUDENT,TheSchoolPsychologyFacultyhavereviewedyourtableofcontents,keyassessments,anddatatables,self-evaluations,andprofessionaldevelopmentplanfortheprogramgoalsforthe2020-2021academicyear.

OverallratingProgramgoal1 Programgoal2 Programgoal3 Programgoal4 Programgoal5

Yourself-evaluationsindicatedsatisfactoryperformanceingoals#,#,and#.Yourself-evaluationsindicatedyouwereapproachingbenchmarkongoals#and#.Youcreatedaprofessionaldevelopmentplanthatidentifiesspecificactivitiesyouwillengageinacrossfieldwork,self-study,andinthecommunitytoreachbenchmarkingoals#and#.Weencourageyoutoreviewyourself-evaluationsandreviseyourprofessionaldevelopmentplanspriortothestartofthefallsemester.YouwillmeetwithyouradvisorinSeptembertoformallydiscussyourplan.Finally,asareminderyouareresponsibleforensuringthatalltableofcontentsandkeyassessmentdocumentsareinyourportfolio.FailuretoincludetherequesteddocumentsmaydelayyourgraduationfromtheEducationSpecialistprogram.Letmeknowifyouhaveanyquestions.

JenniferL.Reynolds,Ph.D.,NCSPAssociateProfessorandProgramDirectorSchoolPsychologyProgramCollegeofHealthandHumanServicesSchoolofInterventionandWellness2801W.BancroftSt.,MS#119Toledo,Ohio43606-3390419.530.4301


SectionG:HandbookAttestation


HandbookAttestation

I ,havereceivedacopyoftheSpecialistLevelPrograminSchool

PsychologyStudentHandbook.Ihavereadthishandbookfromcovertocover,includingreviewingthe

GuidesandForms,andunderstandallthatitcontains.Iagreetoabidebythepoliciesandprocedures

describedintheSpecialistLevelPrograminSchoolPsychologyStudentHandbook.

Date:

Studentsignature:

Date:

Advisorsignature:


SectionH:GuidetoElectronicPortfolio

SpecialistLevelPrograminSchoolPsychology

ManualfortheDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitioner

Revised:October2019

CollegeofHealthandHumanServices

SchoolofInterventionandWellness

2801W.BancroftStreet

MailStop#119

Toledo,Ohio43606-3390

Telephone:419-530-2718

Fax:419-530-7879

ApprovedbyTheNationalAssociationofSchoolPsychologists(NASP)

TheStateofOhioDepartmentofEducation

AccreditedbyCouncilfortheAccreditationofEducatorPreparation(CAEP)

2

OverviewandInstructionsforStudents

TheDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitioner(hereafterreferredtoasthePortfolio)istheculminating,cumulativerecordofperformanceforstudentsintheUniversityofToledo’sSchoolPsychologygraduateprogram.AculminatingcomprehensiveperformancebasedassessmentisarequiredassessmentforprogramsapprovedbytheNationalAssociationofSchoolPsychologists(NASP).Theprogramhas5ProgramGoalsand5ProgramLearningObjectives(PLOs)foreachgoal.ThegoalsandPLOsformtheframeworkofthePortfolio.ThePortfoliohasfourparts,locatedinindividualstudents’programOneDrivesharedfolder.

1. ThePortfolioexcelfile.Thisexcelfilehas12sheets.FiveofthesheetscontaintheProgramGoal–DataTables.Studentssummarizetheirself-evaluationsforeachgoalinthesixthsheet.Studentsratetheirvarioustechnologyskillsanddevelopaplanontheseventhsheet.Withinonesheet,studentsdocumentwhentheyhavesavedrequiredfilesintheTableofContents(TOC)folder.Withinanothersheet,studentsdocumentwhentheyhavesavedrequiredfilesintheKeyAssessmentfolder.Thelastthreesheets(years,1,2,and3),arewherestudentswriteanannualreflectionoftheirprogressintheprogramgoalsandifnecessary,aprofessionaldevelopmentplan.

2. TheKeyAssessmentsfolder.Studentswillsavefilesassociatedwithknowledgeandapplicationkeyassessmentproductsfromthefollowingcourses:SPSY5170,SPSY7180,andSPSY7190,SPSY5300,SPSY7310,SPSY7320,andSPSY7330(fallandspring).

3. TheTOCfolder.StudentswillsavefileslistedintheTableofContentssectiononpage9ofthisdocument.

Studentsareexpectedtointeractwiththeportfolioeachsemestertheyareintheprogram.Theportfolioandstudentprogresswillbereviewedatbi-annualadvisormeetingsandprogramfacultymeetings.StudentswillcompletecourseworkandfieldexperiencestodevelopknowledgeandskillsineachgoalandPLO.Performanceonkeyassessmentsandfromcoursestaughtbyprogramfacultywillbeusedasthedatatoindicatehowastudentisprogressingtowardsdevelopingentrylevelknowledgeandskills.StudentswillusetheportfolioguideandenterdataintoeachProgramGoal–DataTable(5),andincludeTOCdocumentsandkeyassessmentproductswithintheportfoliofoldersonOneDrive.ThekeyassessmentcoursesandproductsstudentsuseforeachPLOarelistedontheProgramGoal–DataTables.Afterenteringthedata,studentswillevaluateandratetheirperformanceoneachPLOandProgramGoalontheSelf-EvaluationandProfessionalDevelopmentPlanusingthecriteriabelow.CompletingProgramGoal–DataTablesTherearefiveProgramGoal–DataTables,eachlocatedonasheetinthePortfolioexcelfile.Atthetopofeachsheet,theprogramgoalisdefinedandthecorrespondingNASPdomainsthegoaladdressesarelisted.Eachtablehasfiverows.EachrowdefinesaPLOandliststhecorrespondingNASPdomain(s)thePLOaddresses.Eachtablehas10columns.ThefirstcolumnhasacellforthedefinitionofeachPLO.ThreecolumnshavecellsthatlistthecoursesorproductsthataddressthatPLOeachyearintheprogram(years1and2,andinternship).ThreecolumnshavecellswherestudentswillenterinkeyassessmentdataforcoursesandproductsthataddressthatPLOeachyearintheprogram(years1and2,andinternship).Andfinally,threecolumnshaveacellwherestudentswillassignanoverallratingforeachPLO.Foreachkeyassessmentstudentswillentertwoitems.

1. Studentwillenterthescoreorthegradeearnedontheproductorinthecourse.2. StudentwillindicateiftheirperformanceidentifieseachspecificareaasNeedsImprovement(NI),

ApproachingBenchmark(A),orSatisfactory(S).Usethetablebelowtodeterminetheratings.

3

Rating SPSYCourseswithKeyAssessmentsProducts:

CourseswherecoursegradeservesasKeyAssessmentb

NIAS

82%orless=NeedsImprovement83-89%=Approachingbenchmarka

90%ormore=Satisfactory

B-orlessincourse=NeedsImprovement(82%orless)---

Bormoreinacourse=Satisfactory(83%ormore)a. KeyAssessmentReexaminationnotneeded;studentsarerequiredtoaddressviaProfessionalDevelopmentPlan.b. Studentswillprovidegradesforallcourses(includingEDPcourses);KeyAssessmentReexaminationsare

administeredifcriteriaisnotmetoncourseexcludingEDPAfterdeterminingtheratingforeachkeyassessmentorcourse,studentswillthenassignanoverallratingforeachPLO(5).StudentswilllookatallproductsforthatyearthataddressedthatPLOandusethefollowingtodetermineoverallperformanceratings:

- IfanykeyassessmentorcourseisidentifiedasNI,theoverallratingforthatPLOis“NeedsImprovement”.

- IfanykeyassessmentorcourseisidentifiedasA,theoverallratingforthatPLOis“ApproachingBenchmark”.

**Note:Intheexceltablestocreatealinebreakwithinanexcelsheetcell,dothefollowing:

- PC=alt+enter- Mac=alt+enterorcontrol+option+return

CompletingTechnologyTableandTechnologySkillsPlanEachyearstudentswillself-assessanumberoftechnologyskillslistedwithinthe“TechnologyTable”inthePortfolioexcelfile.Foreachskillstudentswillenteroneofthefollowingratings:Noexperience,Novice,Competent,Expert.Foranyareasthatareidentifiedas,NoexperienceorNovice,studentswillhavetoprepareabriefplanforhowtheywilltargetthattechnologicalskill.Ifallareasareidentifiedas,CompetentorExpert,thestudentdoesnothavetocreateaplan.

CompletingProgramGoal–Self-EvaluationandProfessionalDevelopmentPlansAfterdeterminingtheratingforeachPLO(5),ontheSelf-EvaluationsexcelsheetstudentswillthenassignanoverallratingforeachProgramGoal(5).StudentswillassignanOverallProgramGoalperformanceratingeachyear

- IfanyPLOisidentifiedasNI,theoverallratingforthatgoalisneedsimprovement- IfanyPLOisidentifiedasA,theoverallratingforthatgoalisapproachingbenchmark

CompletingProgramGoal–ReflectionsandProfessionalDevelopmentPlansOntheyearlyplansheets(e.g.,Year1–Plan),studentswillprovidea150to200-wordreflectioneachyear.Inthereflection,studentsshouldstateevidencewithspecificexamplestosupportand/orexplainratings.Whenreflectingonratings,studentsshouldaddressthefollowingreasonsfortheirperformance:timemanagement,organizationissues,writingissues,poorstudyskills,ordifficultyofcontent.Studentsareencouragedtorefertospecifickeyassessmentsandidentifypatternsthathelpexplainyourperformance.Finally,forProgramgoalswithanNIorArating,studentsarerequiredtoprovideaprofessionaldevelopmentplanrelatedtoyourperformanceonthegoal.Studentswilluseactionwordstoidentifyspecificactivitiestheywillengageintoimproveperformanceoverthenextacademicyearintheareasthatapply:timemanagement,organizationissues,writingissues,poorstudyskills,orcontent.Further,studentswilluseactionswordstoidentifyspecificactivitiestheywillengageinacrossfieldwork,self-study,orcommunityactivitiestogetcontinuedexposuretoknowledgeandskillsassociatedwitheachgoalorPLO.

4

ProgramGoalsandProgramLearningObjectives

ProgramGoal1:Demonstratessatisfactoryknowledgeandskilltofunctionandengageinculturallyresponsivepractices;exhibitssatisfactoryinterpersonalandcommunicationskills;developscollaborativerelationshipsinordertoprovideprofessionalservicesthatpromoteeffectivefunctioningforindividuals,families,andschoolswithdiversecharacteristics,cultures,andbackgrounds;showsrespectfordiversityindevelopmentandlearningandknowledgeoftheresearchrelatedtofamilysystemsandevidenced-basedstrategiestosupportandinvolvefamilies;possessessatisfactoryconflictresolutionskillsthatfacilitateandenhancerelationshipswithothers(NASP2.2,2.7,2.8).

a. PLO1.1:Demonstratesunderstandingofandsensitivitytoindividualdifferences,abilities,disabilities,andotherdiversecharacteristicsasevidencedincommunicationandinterpersonalrelationships(2.2,2.8)

b. PLO1.2:Demonstratesstrategiesforaddressingdiversityfactorswhenselecting,administering,andinterpretingassessments;anddesigning,implementingandevaluatinginterventionsforacademicand/orbehaviorconcerns(2.8)

c. PLO1.3:Demonstratesknowledgeandrespectfordiversityfactorsrelatedtoculture,familysystems,andanunderstandingthatadvocacyforsocialjusticeisafoundationofservicedelivery(2.7,2.8)

d. PLO1.4:Demonstratesactive,attentivelisteningandcommunicatesandcollaborateseffectivelywithothersinactivitiessuchasmeetings,supervisionsessions,parentinterviews,andconsultations(2.2)

e. PLO1.5:Demonstratesevidence-basedmethodsforintegratingfamily,schoolandcommunityresourcestoimproveeducationaloutcomesforchildren(2.7)

ProgramGoal2:Demonstratessatisfactoryknowledgeandskillstofunctionasaninstructionalconsultant;understandsecologicalinfluencesonacademicskills,learning,cognition,anddevelopment;identifies,implementsandevaluatesevidence-basedinterventionsandinstructionalstrategies;selects,administersandinterpretsacademicandcognitiveassessmentinformation;andengagesecologicalproblemsolvingguidedbydata-baseddecisionmakingtoaddresstheinstructionalneedsofallstudents(NASP2.1,2.2,2.3).

a. PLO2.1:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsofcognitiveassessment,andinterpretingandsharingresults(2.2,2.3)

b. PLO2.2:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsofacademicassessment,andinterpretingandsharingresults(2.1,2.3)

c. PLO2.3:Demonstratesknowledgeandskillatmakingdata-baseddecisionsbylinkingacademicandcognitiveassessmentinformationtoinstructionalinterventionsingeneraleducationsetting,andwhenappropriate,inspecialeducationsettings(2.1,2.3)

d. PLO2.4:Demonstratesskillinusingasystematicproblem-solvingprocessguidedbydata-baseddecisionmakingtodevelop,implement,monitor,andevaluateacademicinterventionsby(2.1,2.3)

e. PLO2.5:Demonstratesknowledgeofecologicalinfluencesoftheclassroomandhomeonstudentacademicskills,learning,andcognitionandappliestoassessmentandintervention(2.2,2.3)

ProgramGoal3:Demonstratessatisfactoryknowledgeandskillstofunctionasamentalhealthconsultant;understandsbiological,developmentalandsocialinfluencesonbehaviorandmentalhealth;identifies,implementsandevaluatesevidence-basedinterventionsthatpromotehealthysocial-emotionalfunctioning;selects,administers,andinterpretsassessmentinformationforbehaviorandadaptivefunctioning;andengagesinsystematicproblemsolvingguidedbydata-baseddecisionmakingtosupportandimprovethesocialization,learning,andmentalhealthofallstudents(NASP2.1,2.2,2.4).

a. PLO3.1:Demonstratesknowledgeandskillinselectingandadministeringvariousmethodsforaffective,behavior,andadaptivebehaviorassessmentandinterpretingandsharingresults(2.2,2.4)

b. PLO3.2:Demonstratesknowledgeandskillinlinkingaffective,behaviorandadaptivebehaviorassessmentinformationtointerventionsingeneralandspecialeducationsettings(2.1,2.4)

5

c. PLO3.3:Demonstratesskillinusingasystematicproblem-solvingprocessguidedbydata-baseddecisionmakingtodevelop,implement,monitor,andevaluateaffective,behaviorandadaptivebehaviorinterventions(2.1,2.4)

d. PLO3.4:Demonstratesunderstandingofbiological,developmental,andsocialinfluencesonbehaviorandmentalhealthandimplicationsforclassroommanagementandinstruction(2.2,2.4)

e. PLO3.5:Demonstratesknowledgeofconceptsfromappliedbehavioranalysisandskillinconductingfunctionalassessmentandanalysistodevelopbehaviorinterventionplans(2.4)

ProgramGoal4:Demonstratessatisfactoryknowledgeandskillstofunctionasasystem-levelconsultant;understandsprinciplesandresearchinsystemchangeandgeneralandspecialeducation;understandsprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandappliesknowledgetomaintainandimproveevidence-basedpracticesandprogramslinkingschoolsandcommunities;develops,implements,andevaluatesatthesystem-levelpracticesandstrategiesthatcreateandmaintainsafeandsupportiveschools,includinganevidence-basedcrisispreventionandresponsesystem(NASP2.5,2.6,2.9).

a. PLO4.1:Demonstratesknowledgeofsystemchangeresearchandprocess,teamprocessesanddynamics,strategicplanning,andprogramevaluationinordertoidentifyneedsandplanforschoolimprovement(2.5,2.9)

b. PLO4.2:DemonstratesknowledgeandskillinassessingexistingschoolpoliciesandpracticesinareassuchasMTSS,stafftraining,andhome-school-communitypartnerships,andskillindesigning,implementing,andevaluatinguniversalinterventionstocreateandmaintaineffectiveandsupportivelearningenvironments(2.5,2.9)

c. PLO4.3:Demonstratesknowledgeofthecrisisresearchandskillincrisisprevention,intervention,response,andrecovery(2.6)

d. PLO4.4:Demonstratesunderstandingofprinciplesandresearchrelatedtoresilienceandriskfactorsinlearningandmentalhealthandskillsindeveloping,implementing,andevaluatinguniversalinterventionsthatfosterresilienceandminimizefactorsthatleadtoacademicandbehaviordifficulties(2.6,2.9)

e. PLO4.5:Demonstratesknowledgeofschoolsystemorganizationalstructure,generaleducation,specialeducation,andstateandfederallawsandpolicyforschoolaccountabilityforacademicsandbehavior(2.5)

ProgramGoal5:Demonstratessatisfactoryprofessionaldispositionsanddevelopmentofprofessionalidentityasaschoolpsychologist;engagesinpracticesthatfollowethicalandlegalguidelinesandpolicies;pursuesongoingprofessionaldevelopment;andengagesinresearchinordertoinformservicesdeliverysuchthatitimprovesoutcomesforchildren,families,andschoolsandthefield(NASP2.8,2.9,2.10).

a. PLO5.1:Demonstratesknowledgeofethicalandlegalpoliciesandproceduresandsatisfactoryprofessionaljudgmentanddecision-making(2.10)

b. PLO5.2:Demonstratesuseoftechnologyinassessment,intervention,andpresentationofinformation(2.9,2.10)

c. PLO5.3:Demonstratesabilitytofunctionasscientist-practitionerbydesigningandconductingsinglecaseandsmallgroupresearchandtoanalyzeoutcomestoinformpracticesandservices(2.9)

d. PLO5.4:Understandsone’sidentifyasaschoolpsychologistbyengaginginactivitiesthatfosterthisprofessionalidentifythroughmembershipinvolvementinandattendanceatregional,stateandnationalconferences(2.10)

e. PLO5.5:Demonstratessatisfactoryprofessionaldispositionsneededforeffectivepracticeincludingsocialjustice,communicationandinterpersonalskillswithpeers,trainers,andsupervisors,andsatisfactoryinitiative,dependability,timemanagementandorganizationalskills(2.8,2.10)

6

Example

BelowisanexampleofaProgramGoal1–DataTable,Self-EvaluationandProfessionalDevelopmentPlanforastudentaftercompletingtheirfirstyearintheprogram.

ProgramLearningOutcomes Year1

%/Grade=Rating Year1

RatingPLO1.1Demonstratesunderstandingofandsensitivitytoindividualdifferences,abilities,disabilities,andotherdiversecharacteristicsasevidencedincommunicationandinterpersonalrelationships(2.2,2.8)

FASPSY5060GradeSPSPSY5060GradeCOUN5160Grade

SPSY5170Application(CaseStudy)

S=SS=SB+=A92%=S

A

PLO1.2Demonstratesstrategiesforaddressingdiversityfactorswhenselecting,administering,andinterpretingassessments;anddesigning,implementingandevaluatinginterventionsforacademicand/orbehaviorconcerns(2.8)

SPSY5300Knowledge(Finalexam)SPSY5300Application(TestAdmin.)

COUN5160Grade

88%=A80%=NIB+=A

NI

PLO1.3Demonstratesknowledgeandrespectfordiversityfactorsrelatedtoculture,familysystems,andanunderstandingthatadvocacyforsocialjusticeisafoundationofservicedelivery(2.7,2.8)

COUN5160GradeSPSY5030GradeSPSY5040Grade

B+=AA=SA=S

A

PLO1.4Demonstratesactive,attentivelisteningandcommunicatesandcollaborateseffectivelywithothersinactivitiessuchasmeetings,supervisionsessions,parentinterviews,andconsultations(2.2)

SPSY5170Application(CaseStudy)SPSY5030Grade

92%=SA=S

S

PLO1.5Demonstratesevidence-basedmethodsforintegratingfamily,schoolandcommunityresourcestoimproveeducationaloutcomesforchildren(2.7)

COUN5160Grade B+=A A

PerformanceSelf-Evaluation(CompletedJuneofyear1)Year1StudentOverallRatingforGoal1:NeedsImprovementYear1StudentReflectionforGoal1:Myperformanceinprogramgoal1afterthefirstyearisweakbecauseIhavedifficultywithtimemanagement/organizationandpoorstudyhabits.IdonotthinkthatthecontentwastoochallengingorthatIamunabletoproducehighqualitywrittenproducts.In5300,IwasnotpreparedforthethoughtfulplanningandorganizingIwouldhavetodotomeetthedeadlineswithhighqualityproducts.Ididnothaveenoughtimetoaddressallcomponentsoftheapplicationkeyassessment(KTEA-3Report).OnthatassignmentIfailedtodoublecheckmyprotocolscoringandeditmyreportbeforesubmitting.IthinkifIhadstartedtheassignmentearlierIwouldhavebeenabletocatchthemistakes.Fortheknowledgekeyassessmentsin5300and5170Ihadahardtimekeepinguponthereadingsforthesemesterandknowingwhatorhowtostudyfromthereadingsforthetests.ProfessionalDevelopmentPlanforYear2:DuringYear2,Iwilldothefollowinginordertoaddressweaknessesandstrengthenskills

7

Timemanagement:TomakesureIdon’tmissdeadlinesandthatIturninhighqualityproductsduringpracticaandcourseworknextyear,Iwilluseanelectroniccalendartorecordduedatesfortheentiresemester.Iwillgetintheroutineofreviewingmyweekly,monthly,andsemesterlongcalendaronaregularbasisaswellascompletingascheduleandtasklist,weeklyanddaily.Organizationissues:IwillbeginusingOneNotetokeeptrackofmytasklist.Iwillenterintasksthataredueeachweekandwillmakesuretoupdateandlookatthetasklistdaily.Writingissues:Iamabletowritehighqualityproductswithenoughtime.However,Iwillcontinuetomakesuremyreportsareconsumerfriendlyandaccurate.Poorstudyskills:Iwillscheduleanappointmentwithmyadvisortodiscussbetterstudyhabits.Exposuretocontent:

Fieldwork:Iwillobservemysupervisorinmeetingsandasktopracticeandleadmeetingsinpracticatogetfeedbackaboutmyoralcommunicationskills.Selfstudy:Tocontinuetodevelopknowledgeandskillsinculturallyresponsivepractices,socialjusticeandadvocacy,IwilllookattheNASPwebsiteforresources.

Communityactivities:BecauseIhavenothadaclasstoreviewthecontentforPLO1.5,overthenextacademicyearIplantogettoknowwhatcommunityagenciesareavailableintheareatohelpschoolsandfamiliesaddressstudentneeds.

8

Timeline

Year1September/October:Studentsshouldreviewportfoliodetails,schedule,andattendadvisorfallmeetingDecember/January(beforestartofspringsemester):StudentsenterdataandnotesfromfallsemesterintoportfolioFebruary:ScheduleandattendadvisorspringmeetingandreviewofprogressJune(byendofsummersemesterone):StudentsplaceTableofContents(TOC)andKeyAssessmentmaterialsintoOneDrivefolders,enterdatafromspringandsummersemestersintoProgramGoal–DataTables,completeyear1self-evaluationandreflection,andifneededcreateaprofessionaldevelopmentplanforyear2July:StudentsreceivefirstyearannualfeedbackfromacademicadvisorandtakeKeyAssessmentReexaminationasneeded(dueAugust1st)Year2September:Scheduleandattendadvisorfallmeeting,reviewyear1self-evaluationandifnecessaryplanforyear2December/January(beforestartofspringsemester):StudentsenterdataandnotesfromfallsemesterintoportfolioFebruary:Ifneededattendadvisorspringmeetingandreviewofprogresstowardprofessionaldevelopmentplanforyear2June(byendofsummersemesterone):StudentsplaceTableofContents(TOC)andKeyAssessmentmaterialsintoOneDrivefolders,enterdatafromspringandsummersemestersintoProgramGoal–DataTables,completeyear2self-evaluationandreflection,andifneededcreateaprofessionaldevelopmentplanforyear3July:StudentsreceivesecondyearannualfeedbackfromacademicadvisorandtakeKeyAssessmentReexaminationasneeded(dueAugust1st)Year3September:Scheduleandattendadvisorfallmeeting,reviewyear2self-evaluationsandifnecessaryplanforyear3December/January(beforestartofspringsemester):StudentsenterdataandnotesfromfallsemesterFebruary:MeetwithinternshipsupervisorandreviewofprogresstowardsentrylevelpractitionerMay:StudentsplaceTableofContents(TOC)andKeyAssessmentmaterialsintoOneDrivefolders,enterdatafromspringsemesterintoProgramGoal–DataTables,completeyear3self-evaluationandreflection,andcreatesaplanforongoingprofessionaldevelopmentasapractitioner

9

TableofContents

Attheendofeachsummersessionthefollowingmaterialsshouldbeplacedina“TableofContents”(TOC)folderwithinthe“Portfolio”folder.Whennamingthefilesmakesureyouincludeyourlastnameandreferencetotheproductinthefilename.Forexample:year1NASPmembershipwouldbesavedasReynolds–Year1NASPmembership.TheonlyitemthatwillbereplacedeachyearisyourResume(product1).Forexample,inMayofyoursecondyearyouwilldeletetheproductinthisfolderandreplaceitwiththemorecurrentversion.PRODUCTS:

1. Resume(current)2. ProfessionalDevelopmentActivities(current)

- Year1- Year2- Year3

3. ProfessionalMembershipDocuments- Year1:NASP(required),OSPA(required),MVSPAYear1(optional),APADivision16(optional)- Year2:NASP(required),OSPA(required),MVSPAYear1(optional),APADivision16(optional)- Year3:NASP(required),OSPA(required),MVSPAYear1(optional),APADivision16(optional)

4. Unofficialtranscript(current)5. FinalPrepracticaLog6. FinalPracticaLog7. FinalInternshipLog8. FinalInternshipSupervisorEvaluation9. SpecialtyTestinSchoolPsychology(PraxisII)Results

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NamingandSavingProducts

Accessportfoliodocumentsinthe“PortfolioMaterials”folderinthesharedOneDrivefolder.Changethefile“StudentPortfolio–Classof202#”to“LASTNAMEPortfolio–Classof202#”.SavethisfileinthefollowinglocationonOneDrive:“Folderwithyourlastname”àsubfolder“Portfolio”.Changethefile“Studenttechnologytable–Classof202#”to“LASTNAMEtechnologytable–Classof202#”.SavethisfileinthefollowinglocationonOneDrive:“Folderwithyourlastname”àsubfolder“Portfolio”.Forkeyassessmentproducts(e.g.,KTEA-3reportfromSPSY5300),makesureyourlastnameandthecoursenumberareinthefilename.Forexample:Reynolds–5300Keyassessment.

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RulesrelatedtoKeyAssessmentsandReexaminations

CollegeofGraduateStudiesandProgramDecisionMakingCriteria:§ Allclassesonastudent’sM.A.orEd.S.PlanofStudymusthaveacourselettergradeofaCorbetter§ StudentsmustmaintainaBorbetteroverallGPA(3.00)§ InSPSYcourseswithkeyassessments,studentsmustearnan83%,ortakeKeyAssessment

Reexaminationovercontenttobedeterminedbyinstructor§ Incourseswheretheoverallcoursegradeisthekeyassessment(allothercoursesexcludingEDP

courses),studentsmustearnaBinthecourse,ortaketheKeyAssessmentReexaminationoverthecontenttobedeterminedbyinstructor

CourseswithKeyAssessments:

1. Consultationseriesa. ConsultationI:TheoriesandTechniques(SPSY5170)b. ConsultationII:SchoolandHomeCollaboration(SPSY7180)c. ConsultationIII:SchoolandCommunity(SPSY7190)

2. AssessmentandInterventionseriesa. PsychoeducationalAssessmentandInterventionsI-Academic(SPSY5300)b. PsychoeducationalAssessmentandInterventionsII-Behavior&AdaptiveFunctioning(SPSY

7310)c. PsychoeducationalAssessmentandInterventionsIII-Cognitive(SPSY7320)

3. Practicaexperiencea. Fall:PracticainSchoolPsychology(SPSY7330)b. Spring:PracticainSchoolPsychology(SPSY7330)

4. Internshipexperiencea. Fall:InternshipinSchoolPsychology(SPSY7940)b. Spring:InternshipinSchoolPsychology(SPSY7940)c. Summer:InternshipinSchoolPsychology(SPSY7940)

CourseswherecoursegradeservesasKeyAssessment:

1. RoleandFunctionoftheSchoolPsychologist(SPSY5030)2. PrepracticainSchoolPsychology(SPSY5060FallandSpring)3. CulturalDiversityforCounselorsandSchoolPsychologists(COUN5160)4. Legal&EthicalIssuesforSchoolPsychologistsandCounselors(SPSY5040)5. StatisticsandResearchforHealthScienceandHumanServiceProfessions(HSHS6000)6. DevelopmentalChildPsychopathology(SPSY7260)7. CounselingTheoriesandTechniques(COUN7140)

ContentofKeyAssessmentReexaminationbyYear:TheKeyAssessmentReexaminationisusedtoprovidestudentswhodidnotmeetprogrambenchmarksandmasterknowledgeandapplicationofprogramlearningoutcomeswithonlycourseinstruction(tier1),anadditionalopportunitytodemonstratemastery.Contentoftheexamwillbeindividualizedbasedonstudent’sperformanceonthekeyassessmentsandincourses.TheKeyAssessmentReexaminationwillbeadministeredafterthesummersemester(i.e.,July).

1. KeyAssessmentReexaminationcontentwillbeindividualizedbasedonastudent’sperformanceonkeyassessmentsandcoursegrades.Ifastudentpassesallkeyassessments(83%orbetter)andearnsatleastaBinallcourses,excludingEDPcourses,theywillnothavetotaketheKeyAssessmentReexamination.

2. Astudentisrequiredtotaketheyear1KeyAssessmentReexaminationiftheyfailtoearnasatisfactoryscoreonakeyassessment,orearnbelowaBinanySPSYcoursetakenduringyear1.

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3. Astudentisrequiredtotaketheyear2KeyAssessmentReexaminationiftheyfailtoearnasatisfactoryscoreonakeyassessment,orearnbelowaBinanySPSYcoursetakenduringyear2.

KeyAssessmentReexaminationTimelinesandConsequences:Year1:Ifastudentpassestheexam,sheorhewillcontinueintheEdSprogramandpermittedtobeginpractica.Ifastudentfails,sheorhewillcompleteanoralexam.Ifthestudentpassestheoralexam,sheorhewillcontinueintheEdSprogramandbepermittedtostartpractica.Ifthestudentfailstheoralexam,thefacultymayofferaremediationplanorthestudentwillbedismissedfromprogram.


Year2:Ifastudentpassestheexam,sheorhewillbepermittedtocompleteinternship.Ifastudentfails,thereisanoralexam.Ifthestudentpassestheoralexam,sheorhewillbepermittedtostartinternship.Ifthestudentfailstheoralexam,thestudentwillbedismissedfromprogram.
