UT School Psych Program Handbook - University of Toledo Student... · In order for a student to...

UTSchoolPsychProgramHandbook

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SpecialistLevelPrograminSchoolPsychologyStudentHandbook

1stedition:August2003Revised:October2018

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,Practica&Internship

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ProgramProcedures

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ProceduresforSystematicEvaluationofStudents

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ProceduresforSystematicProgramEvaluation

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ProgramAdmission&Enrollment

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SchoolPsychologyProgramContactInformation

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GuidesandForms

SectionA:ProgramChecklistofImportantActivitiestoCompleteSectionB:RequiredSequenceofStudyforAllSPSYCourses

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SectionC:RecommendedSequenceofStudyforallCourses 25SectionD:WorksheetforPlanofStudyforM.A.andEd.S.degrees 26SectionE:GuidetoElectronicPortfolio 27SectionF:BiannualFacultyAdvisorEvaluationofStudents 34SectionG:StudentRemediationPlan 40SectionH:StudentRemediationReview 41


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ProgramDescriptionTheSpecialist-levelPrograminSchoolPsychologyresidesintheSchoolofInterventionandWellnessintheCollegeHealthandHumanService.TheEducationSpecialistDegree(Ed.S.)consistsofthreeyearsoffull-timestudy,whichincludesapproximately76graduatesemesterhoursofcoursework,atwo-semesterpracticaexperienceduringthesecondyear,anda9-month,full-time(minimum1200hours)supervisedinternshipinaschoolsettingcompletedduringthethirdyear.AftercompletingtheMaster’sofArts(M.A.)requirements(minimumof30hoursofcourseworkand100Prepracticahours),studentsearntheM.A.degree.TheprogramreceivedFullApprovalbytheNationalAssociationofSchoolPsychologistsin2007,andwasmostrecentlyreviewedin2013withFullApprovalgrantedthrough2020.

ProgramGoalsandProgramLearningObjectivesTheSchoolPsychologyProgramiscommittedtotrainingandpreparingprofessionalswhohaveexpertiseineducationandpsychology,whofunctionasbothmentalhealthspecialistandinstructionalspecialist,andwhoprovidedata-driven,evidence-based,andculturally-responsiveservicestochildrenandtheirfamilies.Thisisaccomplishedusingascientist-practitionermodelwithanecologicalorientationemphasizingpreventionandearlyinterventionthroughacollaborativeproblemsolvingapproachthatisguidedbydata-baseddecisionmaking.Thefollowingprogramgoalsandprogram-learningoutcomes(PLOs)addressandassesstheattainmentoftheknowledgebaseoutlinedinthedocumentSchoolPsychology:ABlueprintforTrainingandPracticeIII(2006)aswellasthe10generaldomainsofschoolpsychologyasdescribedintheStandardsforGraduatePreparationofSchoolPsychologists(2010).The10domainsarerecognizednationallyasdomainsfortrainingandpracticeandarethefoundationoftheknowledgeandskillsusedtoevaluatestudentprogressandgraduateentry-levelcompetence/attainmentofcandidateproficienciesuponcompletionofTheUniversityofToledoSchoolPsychologySpecialist-levelProgram.EachUTprogramaddressthreeofthe10domainsasindicatedinparentheses.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:Demonstratesskillinusingasystematicproblemsolvingprocessguidedbydata-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:Demonstratesskillinusingasystematicproblemsolvingprocessguidedbydata-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’sidentifyasaschoolpsychologistbyengaginginactivitiesthatfosterthisprofessionalidentifythroughmembershipinvolvementinandattendanceatregional,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,whichincludesapproximately79graduatesemesterhours,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’sDegreeCoreCourseRequirements

HSHS6000StatisticsandResearchfortheHelpingProfessions(3)orAlternativeof(6)hourstobeincludeRESM5110QuantitativeMethodsI(3)orRESM6120QuantitativeMethodsII(3)ANDRESM5310EducationalResearch(3)orRESM6320ResearchDesign(3)

Master’sDegreeSchoolPsychologyCourseRequirementsSPSY5030Role&FunctionoftheSchoolPsychologist(3)EDP5330BehaviorManagement(3)SPSY5170ConsultationITheoryandPractice(3)SPSY5040Legal&EthicalIssuesforSchoolPsychologists&Counselors(4)SPSY5300PsychoeducationalAssessment&InterventionsI(4)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.TherequiredsequenceforcompletingtheSPSYcoursescanbefoundinSectionBandtherecommendedsequenceforallcoursesmaybefoundinSectionC.TheworksheetusedtocompletetheplanofstudycanbefoundinSectionD.RequirementsforcompletionoftheM.A.degree.Becausestudentsmustbeenrolledinadegreeprograminordertobeabletoregisterforyear2fallsemesterclasses,studentsmustapplyforadmissionforthe


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Ed.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.Toapply,studentscompleteanapplicationonly.Becausestudentsarecontinuinginthespecialistprogram,itisnotnecessarytosubmitnewlettersofrecommendationorastatementofpurpose.Ontheapplication,studentsindicatethatallmaterialsareonfileandthattheapplicationshouldbeforwardedoradecisionpertherequestoftheschool.ThecourseworkandpracticaexperiencescompletedaspartoftheEd.S.degreearedesignedtoprovidestudentswiththeknowledgeandskillsneededtoentertheinternshipexperience,andtheinternshipexperienceisdesignedtoprovidestudentswiththeculminatingexperienceneededforentrylevelcompetenceasaschoolpsychologist.TherequiredcourseworkfortheEducationSpecialistdegreeislistedbelow:EducationSpecialistSchoolPsychologyCourseRequirementsSPSY7180ConsultationII:SchoolandHomeCollaboration(3)SPSY7310PsychoeducationalAssessment&InterventionsII(4)SPSY7320PsychoeducationalAssessment&InterventionsIII(4)SPSY7330PracticainSchoolPsychology(8)(Note4infall,4inspring)SPSY7190ConsultationIII:School&Community(4)SPSY7940InternshipinSchoolPsychology(16)(Note:6infall,6inspring,4insummer)OtherCourseRequirements(note:StudentsarerequiredtotakeanycourseslistedbelownotcompletedfortheM.A.degree)EDP-5240/7240,AppliedChildandAdolescentDevelopment(3)COUN5/7140CounselingTheories&Techniques(4)SPSY6/7260DevelopmentalChildPsychopathology(3)COUN5/7160CulturalDiversityfortheCounselors&theSchoolPsychologist(3)UponsuccessfulcompletionoftheEd.Scoursework(withtheexceptionofinternseminar),practicaexperience,year2springportfolio,andpassingcomprehensiveexam(ifapplicable)studentsareadmittedintotheinternshipexperience.TherequirementsforinternshipareoutlinedintheUTInternshipManualandTheOhioInternshipinSchoolPsychologyManual(2015),andthesemanualsaregiventothestudentsuponentrancetotheprogramandalsocanbefoundontheprogramwebsite.RequirementsforthecompletionoftheEd.S.degree.Studentscompletetheirfinalcourseworkduringthesummer1sessionofyear3andgraduate/receivetheirEd.Sdegreeattheendofthesummersemester(i.e.,August)providedtheyhavesuccessfullycompletedallrequirementsasnotedinthecheckoutlistthatcanbefoundintheUTInternshipManual.OnlyuponsuccessfulcompletionoftheinternshipexperienceasevaluatedbytheInternCompetencyEvaluation,thePraxisIITestinSchoolPsychology(scoreof147orbetter),andtheSummativeportfolio,arestudentsrecommendedforOhiolicensureasaSchoolPsychologist.BecausetheUTprogramisNASPapproved,graduatesobtainingascoreof147or


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betteronthePraxisIITestareautomaticallyeligibletoapplytobeaNationallyCertifiedSchoolPsychologist(NCSP).

ProgramExpectationsforProfessionalBehaviorInordertosuccessfullycompletegraduateworkintheSchoolPsychologyProgramatTheUniversityofToledoallstudentsmustmeetspecificprogramandprofessionalexpectations.Althoughlegalissues,ethicalguidelines,andstandardsofpracticeassetforthbytheNationalAssociationofSchoolPsychologists(copyofethicalguidelinesavailableathttp://www.nasponline.org/standards/2010standards.aspx)andtheAmericanPsychologicalAssociation(copyofethicalguidelinesavailableathttp://www.apa.org/ethics/code/index.aspx)arecoveredinselectcoursework,studentsarerequiredtobefamiliarwiththeseprocedureswheneverprovidingpsychologicalservicesofanykind.Studentswhodonotmeettheserequirementscanbeformallydismissedfromtheprogram.StudentsareevaluatedontheseexpectationseachsemesteraspartoftheBi-AnnualStudentEvaluationandPortfoliomeetingandmorefrequentlyifnecessary(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.Studentsmustbeintimatelyfamiliarwithethicalguidelinesandstandardsofpractice,andareresponsibleforaskingquestionswhenunsureabouttheseprinciples.ProfessionalJudgment.Ifatanytimeastudentisunsureabouthowtorespondprofessionallyinagivensituation,itisthestudent’sresponsibilitytoobtaintheappropriatesupervisionfromhis/heradvisor,instructorforthecourse,orfieldexperiencesupervisor.Thestudentisultimatelyresponsibleforseekingsupervisioninordertomaintainallprofessionalcodesofethicsandstandardsofpractice.Additionally,studentsshouldunderstandthatprofessionalbehaviorwhileintheprogramincludesnotonlyperformanceinpracticaandinternship,butalsoperformance(behavioralandacademic)incourseworkandatothertimeswhilerepresentingtheschoolpsychologyprogram.Culturallyresponsivepractices.Whileworkingchildren,theirfamilies,schoolstaff,facultyandcohortmembers,studentsareexpectedtobeprovidingculturallyresponsivepractices.Studentsareexpectedto


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demonstraterespectforothersregardlessofracial,cultural,ethnic,experiential,linguistic,gender,sexualorientation,age,orsocio-economicbackgrounds.Studentsmustconsiderdiversityissueswhenconceptualizingcases,assessingchildrenorprovidinginterventionstochildren.Also,allofthestudent’sinteractionswithothers(i.e.,otherstudents,otherprofessionalsatpracticaorinternshipsites,andchildrenandtheirfamilies)shouldberespectfulandsensitivetoissuesofdiversityandincludetheusenon-sexistandnon-racistlanguage.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,studentsunderstandthatappropriateuseofsupervisionsisalsodefinedbytheamountofattentionrequiredbyuniversityandfieldsupervisors,aswellasfuturementors.OralCommunicationSkills.Asfutureschoolpsychologists,studentsmustpossessgoodoralcommunicationskills.Studentsmustbeabletopresentinformationinmeeting,duringteacherconsultations,andprofessionalpresentations.WrittenCommunicationSkills.Itisimportantthatschoolpsychologistsbeabletoexpressthemselvesclearlyandconciselyinwriting.The“commonlanguage”usedbypsychologiststoshareinformationisfoundinthePublicationManualoftheAmericanPsychologicalAssociation(6thEdition).Accordingly,studentsmustdemonstratecompetenceintheuseofAPAwritingstyle.Students’writingskillsareassessedinallclasses.OrganizationalSkills.Beingorganizedandmanagingone’stimeisalifeskillandaswellasajobskill.Studentsmustbeabletolocateinformationforassessmentandinterventioninatimelymanner.Asaschoolpsychologist,failuretomeetadeadlinemeansfailuretocomplywithstateandfederallawsinsomecases.


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ResearchSkills.Schoolpsychologistsmustbeabletoread,understand,report,andapplyresearchinameaningfulmanner.Studentswillberequiredtowriteseveralresearchpapersdemonstratingtheirskillsintheareaofresearchandwellascompletingsinglecaseandsmallgroupdesignresearchstudiesduringthepracticaandinternshipexperience.Professionalrequirements.ThefacultymembersoftheSchoolPsychologyProgrambelieveitisimportantforschoolpsychologiststosupportthegrowthoftheprofession,todevelopandmaintainprofessionalrelationshipswithcolleaguesinthefield,andtodevelopapracticeofcontinuingprofessionaldevelopment.Therefore:

• NewstudentsarerequiredtoattendanorientationintheAugustpriortothestartofthesemester.

• Currentstudentsshouldplantoattendaninformalgatheringtomeetthenewstudents,whichisalwaysafterthenewstudentorientation.

• StudentsshouldbeawareuponentrancetotheprogramthatthefieldexperiencesandOhioSchoolPsychologylicensurerequiresaBCIandFBIbackgroundcheck.Havingbeenconvictedofafelonyandsomemisdemeanorsmaypreventastudentfrombeinglicensedorworkingintheschoolsetting.Ifastudenthasconcernsorquestions,heorsheshouldconsultwiththeiracademicadvisorortheprogramdirector.

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

• StudentsarerequiredtojoinandactivelyparticipateintheUTSchoolPsychologyStudentOrganization.InformationwillbeprovidedtonewstudentsfromtheincomingofficersfortheUTSPSO.

• StudentsareexpectedtoparticipateinthedevelopmentanddeliveryoftheUTBi-AnnualSchoolPsychologySummerInstitute.

• Studentsarealsorequiredtoattendatleastoneprofessionalconferenceduringtheirfirsttwoyears(OSPAorNASP).SomemonetarysupportisavailablethroughtheGraduateStudentAssociationandUTSPSO.

• Studentsmayberequiredtoattendotherworkshopsortrainingsasdeemedappropriatebyfaculty.

• Allstudentswillbegincompletingfieldworkinschoolduringthefirstsemester.Asaresult,allstudentsmustcompleteandpassabackgroundcheck(BCI/FBI)bythesecondweekofclasses.StudentsareencouragedtocontactTheUniversityofToledoPoliceDepartment(419-530-4439)duringtheweekbeforeclassesbegintoscheduleafingerprint/backgroundcheckappointment.Somefieldsitesrequiredrugtestingaswell.

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


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TechnologyRequirements

TheNASPstandardsfortrainingrequirethatstudenttechnologyproficiencybeaddressed.Studentsarerequiredtocommunicatefrequentlywithtrainersandpeers,tojoinlistservs,tousescoringprogramsandpresentationprograms.Onlineclassesalsohaveminimumstandards.Therefore,itisrequiredthatallstudentsusesystemsandprogramstofacilitatethisgoal.REQUIRED: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.UTprovidesanemailaddresswhichstudentsarerequiredtouse.Onlyduringinternshipwillfacultyemailtoadistrictemailaddressasopposedtorockets.utoledo.edu.Ifstudentswishtouseotheremailaccounts(e.g.,gmail)theyareresponsibleforsettingupemailforwardingfromtheirrocketsaccount.

FieldExperiences:Prepractica,Practica,andInternshipAllfieldexperiencesoccurprimarilyintheschools.ThePrepracticaexperienceisanintroductiontotheroleoftheschoolpsychologistandtotheeducationsystemasawhole,includesmuchobservationallearning.DuringPractica,specificskillsareindividuallydevelopedunderclosesiteandfacultysupervision,withfrequentfeedbackandevaluation.ThePracticaexperiencesofferpractice,consultation,data-baseddecisionmaking,interventiondevelopment,implementation,monitoringandevaluation,anduseofvariedassessmenttools.ThePracticamayonlybecompletedduringafull-timeresidencyoftwo


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consecutivesemesters,fallprecedingspring.TheInternshipistheculminatingexperienceoftheUTSchoolPsychologyProgram,andrequirestheintegrationandapplicationofthefullrangeofschoolpsychologycompetenciesanddomains,undersiteandfacultysupervision.TheInternshiprequirestraineestooperatewithmuchmorefluencyandindependence.Studentsarerequiredtodocumentactualtimespentinfieldactivitiesaspartoftheirtrainingprogram.Studentsareexpectedtologaminimumof100hoursduringtheirfirstyearoftrainingaspartofthePrepractica.ThePractica(during2ndyear/firstyearofEd.S.program)requiresaminimumof400hours.BeginningwiththePrepractica,studentsareinstructedhowtologtheirfieldexperiencehours.Prepractica:DuringthePrepractica,studentscompleteatotalof100hoursoverthetwosemesters.50hoursarecompletingobservationsoftheschoolpsychandotherschoolstaffandschoolactivities,10hourstobedeterminedbythestudentandsupervisor,10hoursareassistingaschoolwithAIMSweborDIBELSbenchmarking(noteiftheassignedschooldoesnotbenchmark,thestudentwillcompletethesehoursatanothersite),10hoursassistingapracticastudentorinternwithinterventionimplementationandmonitoring,and20hoursaredirectedtoactivitiesdesignedtobuildskillsinculturallyresponsivepractices.AdditionalinformationaswellasallformsandevaluationproceduresarecontainedinthePrepracticaManual.Practica:Thepracticaisatwosemester,pre-internship,closelysupervisedexperienceintheschools.Studentsarerequiredtologaminimumof400hoursoverthetwosemesters,andwillspendconsiderabletime(estimated10-15hoursweekly)intheirassignedschool(s).Studentsshouldnotexpecthourstobeabsolutelyregular(e.g.,everyMondayandTuesday).Eachstudentwillbeassignedaminimumof6casestofollowthroughouttheyear,andwillberequiredtoprepareadetailedwrittentieredinterventionsummaryreportfortheirtwobestcasesandanabbreviatedsummaryreportfortheotherinterventioncases.Throughoutthepracticaexperience,studentsmustacquirepracticeindirectandindirectinterventionandassessment,withchildrenofdifferingagesandneeds.AdditionalinformationaswellasallformsandevaluationproceduresarecontainedinthePracticaManual.

Internship:ThestateofOhioprovidespaidinternshipstoqualifiedstudents.AnystudentacceptinganOhioSchoolPsychologyinternshipshallabidebythetermsofTheOhioInternshipinSchoolPsychologyManual(2015),andtheInternshipManual,copiesofwhichareprovidedtostudentsuponentranceintotheUTschoolpsychologyprogram.Requirementsincludecompletinganinternshipconsistingofaminimumof1200hoursthatoccursonafull-timebasisextendingacrossoneschoolyearinaschoolsetting.Itmaynotextendintoanypartofasecondyear.Studentsareexpectedtobeawareofalldeadlinesandadministrativetasksrelatedtointernship.Theseproceduresareprovidedinwritingforstudents;however,ifastudenthasanyquestionsorconcerns,s/heshouldaddressthiswiththeUniversityInternshipCoordinator.AdditionalinformationandrequirementsaswellasallformsandevaluationproceduresarecontainedintheUTInternshipManual.

ProgramProceduresGrievanceProcedures.Ifastudentisexperiencingdifficultywithanotherstudent,faculty,oruniversityemployee,studentsarestronglyencouragedtoaddresstheseconflictswiththeindividualdirectly.Intheeventthatthisapproachisnoteffectiveoraseriousfearofretributionexists,studentsareexpectedtofollowtheformalgrievancepoliciesoutlinedintheCollegeofGraduateStudiesHandbook.Dependingonthenatureoftheconflictandthenatureoftherelationshipoftheindividualsinvolvedintheconflict,differentproceduresmayneedtobeimplemented.


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Termination.Studentscanbedismissedfromtheprogramforeitheroftwotypesofviolations:institutionaloracademic:

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

• 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(seeSectionEforDeptdocumentondefiningandavoidingplagiarism);

• Givingorreceiving,priortoanexamination,anyunauthorizedinformationconcerningthecontentofthatexamination;

• Referringtoordisplayinganyunauthorizedmaterialsinsideoroutsideoftheexaminationroomduringthecourseofanexamination;

• Communicatingduringanexaminationinanymannerwithanyunauthorizedpersonconcerningtheexaminationoranypartofit;

• Givingorreceivingsubstantiveaidduringthecourseofanexamination;


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• Commencinganexaminationbeforethestipulatedtimeorcontinuingtoworkonanexaminationaftertheannouncedconclusionoftheexaminationperiod;

• Taking,converting,concealing,defacing,damagingordestroyinganypropertyrelatedtothepreparationorcompletionofassignments,researchorexamination;

• Submittingthesamewrittenworktofulfilltherequirementsformorethanonecourse.AstudentfoundtobeacademicallydishonestbyafacultymembermayappealaccordingtoproceduresapprovedbytheCollegeofHealthandHumanServices.TheproceduresformakingafinalappealtotheStudentGrievanceCommitteemaybefoundintheGraduateStudentHandbook.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,thegoalofevaluatingtheUTSchoolPsychologystudentsistoensurethatstudentsgraduatefromtheprogramwiththeknowledge,skills,andcompetencenecessaryforanentry-levelschoolpsychologyposition.Theobjectivesareto:

1. Providefeedbacktostudentsviaanevaluationplanthatincludesbothformativeandsummativeevaluation.

2. Utilizemanymethodsforassessmentofstudents’knowledge,skills,andcompetenceinordertoensurefairnesswhenevaluatingstudents.


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3. Provideongoingevaluationofstudentsinordertomaximizestudentretentionandtointervenequicklyifastudentisnotmakingadequateprogressatanypointduringtheprogram.

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

• Writtenwork,assignments,groupprojects• On-site,supervisedpracticewithchildren• Prepractica,PracticaandInternshipexperiences• Feedbackandevaluationfromfieldexperiencesupervisors• CaseStudies• Observationsofwork• Formalmeetingswithfaculty• CollectivePortfolio

Attainmentofcompetenciesisdocumentedby1)formalacceptanceoftheSummativePortfoliobytheProgramFaculty,2)obtainingaratingof4orbetteronallinternshipcompetencies(seeUTInternshipManual),and3)successfulcompletionTieredInterventionSummaryreports.BothproductsaretobeincludedintheSummativePortfolio.Studentsareexpectedtoprovidethefacultywithamaskedcopy(i.e.,deleteyourname)oftheirPraxisIItestresults.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. Year1and2fieldexperiences:SPSY5060(fallandspring),SPSY7330(fallandspring)

Performanceonkeyassessmentsisusedtodetermineifastudent,takesthecomprehensiveexam,isadmittedintotheEd.S.programinyear2,andpermittedtostartpracticaorinternship.InSPSYcourseswithkeyassessmentproducts,studentsmustearnan83%,ortakea/thecomprehensiveexamovercontent.InSPSYcourseswiththefinalgradekeyassessment,studentsmustearnaBinthecourse,ortakethecomprehensiveexamoverthecontent.


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ComprehensiveExam.Thecomprehensiveexamsareusedtoprovidestudentswhodidnotmeetprogrambenchmarksandmasterknowledgeandapplicationofprogramlearningoutcomeswithonlycourseinstruction(tier1),anadditionalopportunitytodemonstratemastery.Contentoftheexamwillbeindividualizedbasedonstudent’sperformanceonthekeyassessmentsduringthefall,spring,andsummersemesters.ComprehensiveexamswillbeadministeredinJulyforyear1year2.Year1.Ifastudentpassestheexam,sheorhewillcontinueintheEdSprogramandpermittedtobeginpractica.Ifastudentfails,sheorhewillcompleteanoralexam.Ifthestudentpassestheoralexam,sheorhewillcontinueintheEdSprogramandbepermittedtostartpractica.Ifthestudentfailstheoralexam,thefacultymayofferaremediationplanorthestudentwillbedismissedfromprogram.

§ AdministeredtostudentaroundJuly1§ DuetoadvisorbyAugust1§ FeedbacktostudentandadministrationoforalexambyAugust15

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

§ AdministeredtostudentaroundJuly1§ DuetoadvisorbyJuly15§ FeedbacktostudentandadministrationoforalexambyAugust1

Year1Evaluations.Duringthefirstyearoftheprogram,studentsareevaluatedthroughtheBi-Annualstudentevaluation,theportfolio,supervisorevaluations,andportfoliomeeting,andtheircourseworkassignmentsandgrades.DuringSeptemberoftheirfirstsemesterintheprogram,incomingstudentsreceiveinformationabouthowtobegindocumentingtheirprogresstowardsattainmentofcompetencyinthedomainsofschoolpsychologythroughtheportfolio(seeSectionE).Duringthefirstsemester(i.e.,midOctober),amidtermevaluationisconductedwitheachstudent(seeSectionF).Thisservestomakesurethatstudentsareontherighttrackandtomakesurestudentshavecompletedaplanofstudy,joinedprofessionalassociations,understandtheportfolio,andarebeginningtodevelopaffiliationswithotherstudents.TheBi-AnnualStudentEvaluationiscompletedtwotimeseachyear,onceduringthespringsemesterandonceduringthefallsemesterinconjunctionwiththesubmissionoftheportfolio(seeSectionF).Thisevaluationassessesmanyareasprofessionaldispositionsincludingcommunication,interpersonal,andlegalandethicalpractices,whichreflectthosearticulatedinthestudentexpectationssectionoftheHandbook.Significantareasofweaknesswillrequirearemediationplan(seeSectionG).Year2Evaluations.DuringthesecondyearoftheprogramstudentsareevaluatedthroughtheBi-Annualstudentevaluation,theportfolio,supervisorevaluations,theannualstudentevaluationandportfoliomeeting,andpracticacasestudies.TheBI-AnnualStudentEvaluationiscompletedtwotimeseachyear,onceduringthespringsemesterandonceduringthefallsemesterinconjunctionwiththesubmissionoftheportfolio.OncetheportfolioisapprovedinMay,itmaybesharedwiththestudent’sinternsupervisortoprovideinformationonthefutureintern’sexperiencesandtrainingduringtheyearspriortointernship.ItmayalsobeusedtoprovideguidanceforpreparingtheskillattainmenttimelinefortheattainmentoftheskillscontainedintheInternCompetencyEvaluation.Year3Evaluations.Duringthethirdyearoftheprogram(i.e.,internshipyear)studentsareevaluatedthroughtheBi-Annualstudentevaluation,theportfolio,supervisorevaluations,casestudies,andtieredinterventionsummaryreports.TheSummativePortfolioisdueatthecompletionofthestudent’sinternship,whichtypicallyisearlyJune.Studentsscheduleameetingwiththefacultyandatthemeeting


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thethereisareviewofhis/herportfolio.Ifrevisionsareneeded,theymustbecompletedandacceptedbeforethestudentisrecommendedforOhiolicensureasaschoolpsychologist.

ProceduresforSystematicEvaluationoftheProgramInorderfortheUTSchoolPsychologyprogramtocontinuallyimproveitisnecessarytohaveaplanforprogramimprovementandasystematicprocedureforprogramevaluation.Theprogramqualityiscontinuallyassessedonthreelevels.Dataarereviewedattheevaluationmeetingsindicatedinthetablebelow.Level1-IndividualStudentData:DataonindividualstudentsarecollectedasdescribedintheProceduresforsystematicevaluationofstudents.Thesedataareusedtoensurethatindividualstudentsaremakingacceptableprogressandwhentheyarenotthatappropriatesupportisprovidedoraremediationplansisdevelopedtoaddressareasofconcern.Level2-CohortData:Dataonallstudentswithinacohort(i.e.,enteredthesameyear)arecollectedasdescribedintheProceduresforsystematicevaluationofstudentsandaggregatedinordertoidentifyareasofstrengthandareasforimprovement.Dataarereviewedattheevaluationmeetingsandchangesaremadetothetrainingprovidedtothecohortor,ifdeemedappropriate,totheoverallprogram.Level3-ProgramData:Datafromstudentevaluationsofschoolpsychologyfaculty,feedbackfrominternandpracticasupervisors,andfeedbackfromalumniofthetrainingprogram(viaperiodicsurveys)areusedtomakeadjustmentsinprogrampoliciesandprocedures.Inaddition,theProgramHandbook,PrepracticaManual,PracticaManual,andInternshipManualareregularlyreviewedtodetermineifanyadditions,deletions,ormodificationsareneeded.OtherinformationfrominternalsourcesthatareusedtoassesstheneedforprogramchangesincludeinformationobtainedatbimonthlyProgramFacultyMeetings.OtherinformationfromexternalsourcestotheprogramthatareusedtoassesstheneedforprogramchangesincludeinformationobtainedfromInter-UniversityCouncilofOhioSchoolPsychologyTrainersMeetings(3timesperyeartooccurfall,winterandspring),TrainersofSchoolPsychologistsMeetings(1timeperyear),andNASPConference(1timeperyear).Datafromindividualstudents,cohorts,andprogramsourcesarereviewedaccordingtothefollowingtimeline:EvaluationMeetings Datareviewed1. EndofFallSemester

(December)Studentperformanceoncourseassignmentsandgrades1styearstudentMidtermevaluations1stsemesterPrepracticaandPracticaevaluationsInternFormative1&2competencyevaluationsPraxisscores(ifavailable)StudentsummerevaluationsoffacultyIUCMeetingProgramAdvisoryBoardMeetingFormative1&2PortfoliosandStudentWrittenEvals

2. EndofSummerISessionSemester(June)

InternFormative3andSummativecompetencyevaluationsPraxisscores(ifnotreviewedpriortothisdate)StudentperformanceoncourseassignmentsandgradesStudentperformanceoncomprehensiveevaluation


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2ndsemesterPrepracticaandPracticaevaluationsAlumnisurvey(periodicsurvey)NASPConferenceTSPMeetingSummativePortfoliosInternTieredInterventionSummaryReportsIUCMeeting

3. ProgramFallRetreat(August) StudentperformanceoncourseassignmentsandgradesStudentfallandspringevaluationsoffaculty

Evaluationmeetingsareheldonthetimelinenotedabove.Dataarereviewedbythefacultyandifanychangesaredeemednecessaryforimprovingthequalityoftheprogramadetailedactionplanisdeveloped(seeSectionH).Theseimprovementsmayincludemodifyingthecurriculum,coursecontent,programpolicies,orprogramprocedures.AnychangesmadetotheprogramaredocumentedandretainedbytheProgramDirectorChangesandaresharedwithotherprogramfacultyatSchoolmeetings,facultyandstaffoutsidetheSchoolasdeemedappropriate,andwithstudentsasdeemednecessarytoensurethestudents’understandingofprogrampolicyandproceduresorproceduresforevaluationofstudents.

ProgramAdmissionandEnrollmentTheUTprogramacceptsfull-timeonlystudents.Duringtheprepracticaandsecondyearpractica,daytimehoursinthepublicschoolswillberequired,andthesehoursmaynotberegular(e.g.,everyTuesdayandThursday).Inaddition,somecoursesduringthesecondyearareofferedduringthedaytime.Finally,theinternshipitselfisapaid,full-school-yearcommitment(seeUTInternshipManualandTheOhioInternshipinSchoolPsychologyManual,2015).TheUTSchoolPsychologyProgramisafull-timeonlyprogram.TheapplicationdeadlinesfortheschoolpsychologyprogramareDecember15thandJanuary15th.Itistheapplicant’sresponsibilitytoensurethatallmaterialshavebeenreceived.Incompleteorlateapplicationswillnotbeconsidered.Inordertoapplytotheschoolpsychologyprogram,applicantsmustsubmitthefollowingmaterialsandmeettheminimumacademicprerequisiteasfollows:

1. Minimumacademicprerequisite:UndergradGPAof2.7(foradmissiontotheGraduateSchool)

andfortheSchoolPsychologyprogram,apreferredUndergradGPAof3.0.2. SubmitGREscores(takenwithinthelast5years)withapreferredcombinedscoreof297.3. Ifinternationalapplicant,submitTOEFLscores,withaminimumtotalscoreof80(pergraduate

schoolrequirement)andfortheprogram,minimumscoresofinthehighrangeforspeakingandwriting.

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

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

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


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

preparedtoprovideasummaryoftheinterview,anddiscussthesimilaritiesanddifferencesbetweenwhattheschoolpsychologistdiscussedandtheUTschoolpsychologyprogramphilosophy,objectives,curriculum,etc.

9. ProfessionalResume.Onceanapplicant’sfileiscomplete,itwillbeforwardedtotheSchoolPsychologyProgramScreeningCommitteeforconsideration.Inordertobeconsistentwithnationaltrainingstandardsandtoensuresufficientfacultymemberstoadviseandmentorstudents,therearealimitednumberofapplicantswhoareadmittedintotheprogrameachyear.Asaresult,admissioniscompetitive.TheScreeningCommitteewillnotifythoseapplicantsthathavebeeninvitedforacampusinterviewsoonaftertheapplicationdeadlines.Allapplicantsinterestedinbeingconsideredfortheprogrammustparticipateinthehalf-daycampusinterview.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,AssociateProfessor WendyS.Cochrane,PhD,NCSP

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

SchoolPsychology,AdjunctProfessor JoelR.Sutton,PhD,PCC [email protected]


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

UTStudentHandbook 22

SectionA:ProgramChecklistofImportantActivitiestoComplete

Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness

ProgramChecklistofImportantActivitiestoCompleteActivity YearinProgram Month CompletedYear1BegintofindchildrenforPsychoeducationalAssessmentclasses

1 Today

MakesureGraduateSchoolreceivedfinalundergradtranscript 1 September CompletebackgroundchecksocanbeginPrepracticaexperience

1 September

Makeappointmentwithadvisorformid-semestercheck-in 1 October Registerforspringclasses 1 October Enteryear1falldataintoportfolioProgramGoal–DataTables 1 December/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 2 October Registerforgraduation(socanwalkandnameappearsinMay 3 January


commencementbook)Registerforsummerclasses 3 January Enteryear2summerandyear3dataintoportfolioProgramGoal–DataTablesandcompletePerformanceSelf-EvaluationandProfessionalDevelopmentPlan

2 May

CompareEd.Splanofstudywithtranscriptandreportanydiscrepanciestoyouradvisor

3 May

Completeallinternshipprogramrequirementsandapplyforlicense

3 June

CompleteGraduateSchoolexitinterview(receivedviaemail) 3 June


SectionB:RequiredSequenceofStudyforSchoolPsychology(SPSY)CoursesFortheschoolpsychologycourses(SPSYcourses),studentsMUSTtakethesecoursesinthissequence:


RequiredSequenceofStudyforSchoolPsychology(SPSY)CoursesYEAR1

Fall(12credits) SPSY5030 RoleandFunctionoftheSchoolPsychologist 3SPSY5300 PsychoeducationalAssessmentandInterventionsI 4SPSY5060 PrepracticainSchoolPsychology 2

Spring(11credits) SPSY5170 ConsultationI:TheoriesandTechniques 3

SPSY5060 PrepracticainSchoolPsychology 2Summer(7credits) SPSY5040 Legal&EthicalIssuesforSchoolPsychologistsandCounselors 4

YEAR2

Fall(11credits) SPSY7310 PsychoeducationalAssessmentandInterventionsII 4

SPSY7180 ConsultationII:SchoolandHomeCollaboration 3SPSY7330 PracticainSchoolPsychology 4

Spring(15credits) SPSY7320 PsychoeducationalAssessmentandInterventionIII 4

SPSY7190 ConsultationIII:SchoolandCommunity 4SPSY7330 PracticainSchoolPsychology 4SPSY8260 DevelopmentalChildPsychopathology 3

Summer SPSY7940 InternshipinSchoolPsychology 1

YEAR3

Fall SPSY7940 InternshipinSchoolPsychology 5

Spring SPSY7940 InternshipinSchoolPsychology 5Summer SPSY7940 InternshipinSchoolPsychology 5


SectionC.RecommendedSequenceofStudyforAllSchoolPsychologyCoursework

YEAR1

Fall(12credits) SPSY5030 RoleandFunctionoftheSchoolPsychologist 3SPSY5300 PsychoeducationalAssessmentandInterventionsI 4SPSY5060 PrepracticainSchoolPsychology 2EDP5330 BehaviorManagement(DL) 3

Spring(11credits) SPSY5170 ConsultationI:TheoriesandTechniques 3

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

Summer(7credits) SPSY5040 Legal&EthicalIssuesforSchoolPsychologistsandCounselors 4

HSHS6000 Stats&Research 3YEAR2

Fall(11credits) SPSY7310 PsychoeducationalAssessmentandInterventionsII 4

SPSY7180 ConsultationII:SchoolandHomeCollaboration 3SPSY7330 PracticainSchoolPsychology 4

Spring(15credits) SPSY7320 PsychoeducationalAssessmentandInterventionIII 4

SPSY7190 ConsultationIII:SchoolandCommunity 4SPSY7330 PracticainSchoolPsychology 4SPSY8260 DevelopmentalChildPsychopathology 3

Summer(5credits) COUN7140 CounselingTheoriesandTechniques 4

SPSY7940 InternshipinSchoolPsychology 1YEAR3

Fall SPSY7940 InternshipinSchoolPsychology 5

Spring SPSY7940 InternshipinSchoolPsychology 5Summer SPSY7940 InternshipinSchoolPsychology 5


SectionD:WorksheetforPlanofStudyforM.A.andEd.S.degrees

M.A. Ed.S.HSHS6000StatsandResearchfortheHelpingProfessions(3)RESM5110QuantI(3)orRESM6120QuantIIHHS

____

EDP5330BehManagement(3)

____

SPSY5030Role&FunctionoftheSchoolPsychologist(3)

____

SPSY5060PrepracticainSchoolPsychology(Fall,2)

____

SPSY5060PrepracticainSchoolPsychology(Spring,2)

____

SPSY5170Theory&PracticeofConsultation(3) ____

SPSY5300PsychoeducationalAssessment&InterventionsI(4)

____

SPSY5310PsychoeducationalAssessment&InterventionsII(4)

____

SPSY5040:Legal&EthicalIssuesforSchoolPsych(4)

____

SPSY7180ConsultationII:SchoolandHome(3)

____

*EDP5/7240AppliedChildandAdolescentDevelopment(3)

____

____

*COUN5/7140CounselingTheories&Techniques(4)

____

____

*SPSY6/7260DevChildPsychopathology(3)

____

____

*COUN5/7160CulturalDiversityforCounselors&SchoolPsych(3)

____

____

SPSY7320PsychoeducationalAssessment&InterventionsIII(4)

____

SPSY7330SchoolPsychologyPractica(Fall,4)

____

SPSY7330SchoolPsychologyPractica(Spring,4)

____

SPSY7190ConsultationIII:SchoolandCommunity(4)

____

SPSY7940InternshipinSchoolPsychology(Fall,6)

____

SPSY7940InternshipinSchoolPsychology(Spring,6)

____

SPSY7940InternshipinSchoolPsychology(Summer,4)

____

*ThesemaybetakenaspartoftheM.A.orEd.Sprogramofstudy.AtleasttwomustbecompletedfortheM.A.degree,andallremainingclassesmustbecompletedpriortobeginningtheinternship.


SectionE:GuidetoPortfolio

SpecialistLevelPrograminSchoolPsychology

ManualfortheDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitioner

Revised:October2018

CollegeofHealthandHumanServicesSchoolofInterventionandWellness

2801W.BancroftStreetMailStop#119

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

Fax:419-530-7879

ApprovedbyTheNationalAssociationofSchoolPsychologists(NASP)

TheStateofOhioDepartmentofEducation

AccreditedbyCouncilfortheAccreditationofEducatorPreparation(CAEP)


Timeline

Year1September/October:Reviewportfolio,scheduleandattendadvisorfallmeetingDecember/January(beforestartofspringsemester):StudentsenterdataandnotesfromfallsemesterintoportfolioFebruary:ScheduleandattendadvisorspringmeetingandreviewofprogressJune(byendofsummersemesterone):StudentsplaceTableofContents(TOC)andKeyAssessmentmaterialsintoOneDriveandenterdatafromspringandsummersemesters;completeyear1self-evaluationandplanforyear2July:Studentsreceivefirstyearannualfeedbackfromacademicadvisorandtakecomprehensiveexamasneeded(dueAugust1st)Year2September:Scheduleandattendadvisorfallmeeting,reviewyear1self-evaluationandplanforyear2December/January(beforestartofspringsemester):StudentsenterdataandnotesfromsummerandfallsemestersFebruary:Advisorspringmeetingandreviewofprogresstowardprofessionaldevelopmentplansforyear2May(byendofspringsemester):StudentsplaceTableofContents(TOC)andKeyAssessmentmaterialsintoOneDriveandenterdatafromspringandsummersemesters;completeyear2self-evaluationandplanforyear3June:StudentsreceivesecondyearannualfeedbackfromacademicadvisorYear3September:Scheduleandattendadvisorfallmeeting,reviewyear2self-evaluationsandplansforyear3December/January(beforestartofspringsemester):StudentsenterdataandnotesfromfallsemesterFebruary:Advisorspringmeetingandreviewofprogresstowardprofessionaldevelopmentplansforyear3May:StudentsenterTOCdocumentsanddatafromspringsemester,completeandsubmitplanforongoingCPDaspractitioner


NamingandSavingProducts

Accessportfoliodocumentsinthe“PortfolioMaterials”folderintheonedrivefolder.Changethefile“StudentPortfolio–Classof2021”to“LASTNAMEPortfolio–Classof2021”.Savethisfileinthefollowinglocationononedrive:“Folderwithyourlastname”à“Portfolio”.Changethefile“Studenttechnologytable–Classof2021”to“LASTNAMEtechnologytable–Classof2021”.Savethisfileinthefollowinglocationononedrive:“Folderwithyourlastname”à“Portfolio”.Forkeyassessmentproducts(e.g.,KTEA-3reportfromSPSY5300),makesureyourlastnameandthecoursenameareinthefilename.Forexample:Reynolds–5300Keyassessment.

TableofContents

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

1. Resume(current)2. Technologydocumentationtable(current)3. ProfessionalDevelopmentActivities(current)

- Year1- Year2- Year3

4. ProfessionalMembershipDocuments- NASP,OSPA,MVSPAYear1(optional)- NASP,OSPA,MVSPAYear2(optional)- NASP,OSPA,MVSPAYear3(optional)

5. Unofficialtranscript(current)6. FinalPrepracticaLog7. FinalPracticaLog8. FinalInternshipLog9. FinalInternshipSupervisorEvaluation10. SpecialtyTestinSchoolPsychology(PraxisII)Results


RulesrelatedtoKeyAssessmentsandComprehensiveExam

CollegeofGraduateStudiesandProgramDecisionMakingCriteria:§ Allclassesonastudent’sMAorEdSPlanofStudymusthaveacourselettergradeofaCorbetter§ StudentsmustmaintainaBorbetteroverallGPA(3.00)§ InSPSYcourseswithkeyassessments,studentsmustearnan83%,ortakecomprehensiveexamovercontentto

bedeterminedbyinstructor§ Inallcourseswithoutkeyassessments,studentsmustearnaBinthecourse,ortakethecomprehensiveexam

overthecontenttobedeterminedbyinstructorSPSYCourseswithKeyAssessments:

1. Consultationseries:SPSY5170,SPSY7180,andSPSY71902. PsychoeducationalAssessmentandInterventionseries:SPSY5300,SPSY7310,SPSY73203. Year2fieldexperience:SPSY7330(fallandspring)

ContentofComprehensiveExambyYear:Thecomprehensiveexamsareusedtogivestudentswhohavestruggledtomasterknowledgeandapplicationofprogramlearningoutcomeswithonlycourseinstruction(tier1),anadditionalopportunitytodemonstratemastery.Contentoftheexamwillbeindividualizedbasedonstudent’sperformanceonthekeyassessmentsandincourses.Thecomprehensiveexamwillbeadministeredafterthesummersemester(i.e.,July).

1. Comprehensiveexamcontentwillbeindividualizedbasedonastudent’sperformanceonkeyassessmentsandcoursegrades.Ifastudentpassesallkeyassessments(83%orbetter)andearnsatleastaBinallcourses,excludingEDPcourses,theywillnothavetotakethecomprehensiveexam.

2. Astudentisrequiredtotaketheyear1comprehensiveexamiftheyfailtoearnasatisfactoryscoreonakeyassessment,orearnbelowaBinanySPSYcoursetakenduringyear1.

3. Astudentisrequiredtotaketheyear2comprehensiveexamiftheyfailtoearnasatisfactoryscoreonakeyassessment,orearnbelowaBinanySPSYcoursetakenduringyear2.

ComprehensiveExamTimelinesandConsequences:Thecomprehensiveexamsareusedtoprovidestudentswhodidnotmeetprogrambenchmarksandmasterknowledgeandapplicationofprogramlearningoutcomeswithonlycourseinstruction(tier1),anadditionalopportunitytodemonstratemastery.Contentoftheexamwillbeindividualizedbasedonstudent’sperformanceonthekeyassessmentsduringthefall,spring,andsummersemesters.ComprehensiveexamswillbeadministeredinJulyforyear1year2.Year1:Ifastudentpassestheexam,sheorhewillcontinueintheEdSprogramandpermittedtobeginpractica.Ifastudentfails,sheorhewillcompleteanoralexam.Ifthestudentpassestheoralexam,sheorhewillcontinueintheEdSprogramandbepermittedtostartpractica.Ifthestudentfailstheoralexam,thefacultymayofferaremediationplanorthestudentwillbedismissedfromprogram.

§ AdministeredtostudentaroundJuly1§ DuetoadvisorbyAugust1§ FeedbacktostudentandadministrationoforalexambyAugust15

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

§ AdministeredtostudentaroundJuly1§ DuetoadvisorbyJuly15§ FeedbacktostudentandadministrationoforalexambyAugust1


OverviewandInstructionsforStudents

TheDevelopmentalPortfoliofromStudenttoSchoolPsychologyPractitioneristheculminating,cumulativerecordofperformanceforstudentsintheUniversityofToledo’sSchoolPsychologygraduateprogram.Studentsareexpectedtointeractwiththeportfolioeachsemestertheyareintheprogram.Theportfolioandstudentprogresswillbereviewedatadvisormeetings.Theprogramhas5coreProgramGoalsand5ProgramLearningObjectives(PLOs)foreachgoal;theseformtheframeworkoftheportfolio.StudentswillcompletecourseworkandfieldexperiencestodevelopknowledgeandskillsineachgoalandPLO.Performanceonkeyassessmentsandfromcoursestaughtbyprogramfacultywillbeusedasthedatatoindicatehowastudentisprogressingtowardsdevelopingentrylevelknowledgeandskills.StudentswillusetheportfolioguideandenterdataintoeachProgramGoal–DataTable(5),andincludeTOCdocumentsandkeyassessmentproductswithintheportfoliofoldersononedrive.ThekeyassessmentcoursesandproductsstudentsuseforeachPLOarelistedontheProgramGoal–DataTables.Afterenteringthedata,studentswillevaluateandratetheirperformanceoneachPLOandProgramGoalontheSelf-EvaluationandProfessionalDevelopmentPlanusingthecriteriabelow.CompletingProgramGoal–DataTablesThereare5ProgramGoal–DataTables.StudentswillenterinkeyassessmentdataforcoursesthataddresseachPLOintheProgramGoal–DataTable.ForeachkeyassessmentstudentswillenterthegradeorscoreearnedandindicateiftheirperformanceidentifiestheareaasNeedImprovement,ApproachingBenchmark,orSatisfactory.UsethetablebelowtodeterminetheratingsandentertheletterassignedtoeachratingintheProgramGoal–DataTables.

Rating SPSYCoursesKeyAssessments: SPSYCourseswithoutaKeyAssessment:NIAS

82%orless=NeedsImprovement83-89%=Approachingbenchmarkb

90%ormore=Satisfactory

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

Bormoreinacourse=Satisfactory(83%ormore)a.Comprehensiveexamnotneeded;studentsarerequiredtoaddressviaProfessionalDevelopmentPlan.b.Comprehensiveexamnotneeded;studentsarerequiredtoaddressviaProfessionalDevelopmentPlan.Afterdeterminingthequalitativeratingforeachkeyassessmentorcourse,studentswillthenassignanoverallratingforeachPLO(5).StudentswilllookatallproductsforthatyearthataddressedthatPLOandusethefollowingtodetermineoverallperformanceratings:

- IfanykeyassessmentisidentifiedasNI,theoverallratingforthatPLOis“NeedsImprovement”.- IfanykeyassessmentisidentifiedasA,theoverallratingforthatPLOis“ApproachingBenchmark”.

CompletingProgramGoal–Self-EvaluationandProfessionalDevelopmentPlansAfterdeterminingthequalitativeratingforeachPLO(5),studentswillthenassignanoverallratingforeachProgramGoal(5)ontheSelfEvaluationexcelsheet.StudentswillassignanOverallProgramGoalperformanceratingeachyear

- IfanyPLOisidentifiedasneedsimprovement,theoverallratingforthatgoalisneedsimprovement- IfanyPLOisidentifiedasapproachingbenchmark,theoverallratingforthatgoalisapproachingbenchmark

Studentswillprovidea150to200-wordreflectioneachyear.Inthereflectionstudentsshouldstateevidencewithspecificexamplestosupportand/orexplainratings.Whenreflectingonyourratings,addressthefollowingreasonsforyourperformance:timemanagement,organizationissues,writingissues,poorstudyskills,ordifficultyofcontent.Besuretorefertospecifickeyassessmentsandidentifypatternsthathelpexplainyourperformance.


Finally,forgoalswithanNIorArating,youwillprovideaprofessionaldevelopmentplanrelatedtoyourperformanceonthegoal.Studentswilluseactionwordstoidentifyspecificactivitiestheywillengageintoimproveperformanceoverthenextacademicyearintheareasthatapply:timemanagement,organizationissues,writingissues,poorstudyskills,orcontent.Further,studentswilluseactionswordstoidentifyspecificactivitiestheywillengageinacrossfieldwork,self-study,orcommunityactivitiestogetcontinuedexposuretoknowledgeandskillsassociatedwitheachgoalorPLO.

Example

BelowisanexampleofaProgramGoal1–DataTable,Self-EvaluationandProfessionalDevelopmentPlanforastudentaftercompletingtheirfirstyearintheprogram.**Note:Intheexceltablestocreatealinebreakwithinanexcelsheetcell,dothefollowing:

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

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.In5300IwasnotpreparedforthethoughtfulplanningandorganizingIwouldhavetodotomeetthedeadlineswithhighqualityproducts.Ididnothaveenoughtimetoaddressall


componentsoftheapplicationkeyassessment(KTEA-3Report).OnthatassignmentIfailedtodoublecheckmyprotocolscoringandeditmyreportbeforesubmitting.IthinkifIhadstartedtheassignmentearlierIwouldhavebeenabletocatchthemistakes.Fortheknowledgekeyassessmentsin5300and5170Ihadahardtimekeepinguponthereadingsforthesemesterandknowingwhatorhowtostudyfromthereadingsforthetests.ProfessionalDevelopmentPlanforYear2:DuringYear2,IwilldothefollowinginordertoaddressweaknessesandstrengthenskillsTimemanagement:TomakesureIdon’tmissdeadlinesandthatIturninhighqualityproductsduringpracticaandcourseworknextyear,Iwilluseanelectroniccalendartorecordduedatesfortheentiresemester.Iwillgetintheroutineofreviewingmyweekly,monthly,andsemesterlongcalendaronaregularbasisaswellascompletingascheduleandtasklist,weeklyanddaily.Organizationissues:Writingissues:Iamabletowritehighqualityproductswithenoughtime.However,Iwillcontinuetomakesuremyreportsareconsumerfriendlyandaccurate.Poorstudyskills:Iwillscheduleanappointmentwithmyadvisortodiscussbetterstudyhabits.Exposuretocontent:

Fieldwork:Iwillobservemysupervisorinmeetingsandasktopracticeandleadmeetingsinpracticatogetfeedbackaboutmyoralcommunicationskills.Selfstudy:Tocontinuetodevelopknowledgeandskillsinculturallyresponsivepractices,socialjusticeandadvocacy,IwilllookattheNASPwebsiteforresources.Communityactivities:BecauseIhavenothadaclasstoreviewthecontentforPLO1.5,overthenextacademicyearIplantogettoknowwhatcommunityagenciesareavailableintheareatohelpschoolsandfamiliesaddressstudentneeds.


SectionF:BiannualFacultyAdvisorEvaluationofStudent


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:


SectionG.STUDENTREMEDIATIONPLANStudentname___________________________________ Initialdate___________Identificationoftheproblemarea(s):Objective(s)forimprovement:Planformeetingobjectives:Plannedformativereviewdates: #1 __________ #2____________ #3____________

Plancompletiondate:_________________________

StudentSignature________________________________ Date___________________

AdvisorSignature_______________________________Date____________________

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

DateofMastery____________________________________

StudentSignature_________________________________Date__________________

AdvisorSignature________________________________ Date_____________________


SectionH:RemediationReviewForm

Name__________________________________________

Review#_____________________________Date_____________________

FormativeReview#1:

Modifications,ifnecessary:

StudentSignature_________________________________Date___________________

AdvisorSignature_________________________________ Date_______________

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

FormativeReview#2:


StudentSignature_________________________________Date___________________


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

Name__________________________________________

Review#_____________________________Date_____________________

FormativeReview#3:


StudentSignature_________________________________ Date_______________


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