specialist level program in school psychology student handbook · 2019-11-08 · the...
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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.
§ AdministeredtostudentaroundJuly1§ DuetoadvisoraroundJuly21§ FeedbacktostudentandadministrationoforalexambyAugust1
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
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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
UToledoStudentHandbook 23
commencementbook)Registerforsummerclasses 3 January Enteryear2summerandyear3dataintoportfolioProgramGoal–DataTablesandcompletePerformanceSelf-EvaluationandProfessionalDevelopmentPlan
3 May
CompareEd.Splanofstudywithtranscriptandreportanydiscrepanciestoyouradvisor
3 May
Completeallinternshipprogramrequirementsandapplyforlicense
3 June
CompleteGraduateSchoolexitinterview(receivedviaemail) 3 June
UToledoStudentHandbook 24
SectionB:RecommendedSequenceofStudyforallCourses
Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness
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
UToledoStudentHandbook 25
SectionC:Bi-AnnualFacultyAdvisorEvaluationofStudents
Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness
FacultyAdvisorBi-AnnualEvaluation
ProgramExpectationsforProfessionalBehavior(Years1-3)
StudentAdvisee:
FacultyAdvisor:
Year1FallMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
Year1SpringMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
Year2FallMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
Year2SpringMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
Year3FallMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
Year3SpringMeetingDate: MeetingOutcomes StudentsignatureFacultysignature
UToledoStudentHandbook 26
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:
UToledoStudentHandbook 27
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
FAYear2 Faculty/InstructorFieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudenthasnecessaryandappropriatecommunication
FAYear1 Faculty/InstructorFieldSupervisor
UToledoStudentHandbook 28
skillsbothoralandwritten(e.g.,professionalandnonprofessional)tobeapractitionerasevidencedbyclasspresentations,writtenassignments,conversationswithfacultyandstaff,andemailcorrespondence(PLO1.4).
ClassAssignmentsSPYear1 Faculty/Instructor
FieldSupervisorClassAssignments
FAYear2 Faculty/InstructorFieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudentdemonstratesdependabilityasevidencedbypromptlycompletingtasksaccordingtoinstructionswithminimalguidance,beingpunctualtoclassandmeetings,andconsistentlyrespondingtoemailswithinanappropriateamountoftime(e.g.,72hours;PLO5.5).
FAYear1 Faculty/InstructorFieldSupervisorClassAssignments
SPYear1 Faculty/InstructorFieldSupervisorClassAssignments
FAYear2 Faculty/InstructorFieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudentdemonstrateseffectiveinterpersonalskillsasevidencedbyusingappropriateprofessionalsocialskillswithfacultyandstaff(e.g.,greets
FAYear1 Faculty/InstructorFieldSupervisorClassAssignments
SPYear1 Faculty/InstructorFieldSupervisor
UToledoStudentHandbook 29
Sue),andbybuildingrelationshipsandcollaboratingwithotherstogetthejobdone(PLO1.1).
ClassAssignmentsFAYear2 Faculty/Instructor
FieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudentdemonstratesadaptabilityandflexibilityinresponsetochangeasevidencedbyaskinganappropriateamountandtypeofquestionstoclarifychangeswithoutappearingoverlyworried(PLO5.5).
FAYear1 Faculty/InstructorFieldSupervisorClassAssignments
SPYear1 Faculty/InstructorFieldSupervisorClassAssignments
FAYear2 Faculty/InstructorFieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudenthasthenecessaryorganizationskillsasevidencedbysubmittinghighqualityproductsontimeorearly(PLO5.5).
FAYear1 Faculty/InstructorFieldSupervisorClassAssignments
SPYear1 Faculty/InstructorFieldSupervisorClassAssignments
FAYear2 Faculty/InstructorFieldSupervisor
UToledoStudentHandbook 30
ClassAssignmentsSPYear2 Faculty/Instructor
FieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
ProfessionalDisposition EvaluationPeriod
DataCollectionMethods Rating:Satisfactory,At-risk,Weak
Thestudenthastheinitiativeandgrowthtowardsindependentfunctioningasapractitionerasevidencedbyusingsupervisionappropriatelytoadvancedevelopment,includingmeetingwithsupervisorsforanappropriateamountoftime,andaskingquestionsthatreflectdevelopmentallevelwithinprogram(PLO5.4).
FAYear1 Faculty/InstructorFieldSupervisorClassAssignments
SPYear1 Faculty/InstructorFieldSupervisorClassAssignments
FAYear2 Faculty/InstructorFieldSupervisorClassAssignments
SPYear2 Faculty/InstructorFieldSupervisorClassAssignments
FAYear3 Faculty/InstructorFieldSupervisorClassAssignments
SPYear3 Faculty/InstructorFieldSupervisorClassAssignments
Comments:
UToledoStudentHandbook 31
SectionD:StudentRemediationPlanStudentname___________________________________ Initialdate___________Identificationoftheproblemarea(s):Objective(s)forimprovement:Planformeetingobjectives:Plannedformativereviewdates: #1__________ #2____________ #3____________
Plancompletiondate:_________________________
StudentSignature________________________________ Date___________________
AdvisorSignature_______________________________ Date____________________
=====================================================================
DateofMastery____________________________________
StudentSignature_________________________________ Date__________________
AdvisorSignature________________________________ Date_____________________
UToledoStudentHandbook 32
SectionE:StudentRemediationReview
Name__________________________________________
Review#_____________________________Date_____________________
FormativeReview#1:
Modifications,ifnecessary:
StudentSignature_________________________________ Date_______________
AdvisorSignature_________________________________ Date_______________
=====================================================================
FormativeReview#2:
Modifications,ifnecessary:
StudentSignature_________________________________ Date_______________
AdvisorSignature_________________________________ Date_______________
=====================================================================
Name__________________________________________
Review#_____________________________Date_____________________
FormativeReview#3:
Modifications,ifnecessary:
StudentSignature_________________________________ Date_______________
AdvisorSignature_________________________________ Date_______________
UToledoStudentHandbook 33
SectionF:AnnualStudentPortfolioFeedback(Example)
Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness
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
UToledoStudentHandbook 34
SectionG:HandbookAttestation
Specialist-levelPrograminSchoolPsychologyCollegeofHealthandHumanServicesSchoolofInterventionandWellness
HandbookAttestation
I ,havereceivedacopyoftheSpecialistLevelPrograminSchool
PsychologyStudentHandbook.Ihavereadthishandbookfromcovertocover,includingreviewingthe
GuidesandForms,andunderstandallthatitcontains.Iagreetoabidebythepoliciesandprocedures
describedintheSpecialistLevelPrograminSchoolPsychologyStudentHandbook.
Date:
Studentsignature:
Date:
Advisorsignature:
UToledoStudentHandbook 35
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
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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.
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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
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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.
§ AdministeredtostudentaroundJuly1§ DuetoadvisoraroundJuly21§ FeedbacktostudentandadministrationoforalexambyAugust1
Year2:Ifastudentpassestheexam,sheorhewillbepermittedtocompleteinternship.Ifastudentfails,thereisanoralexam.Ifthestudentpassestheoralexam,sheorhewillbepermittedtostartinternship.Ifthestudentfailstheoralexam,thestudentwillbedismissedfromprogram.
§ AdministeredtostudentaroundJuly1§ DuetoadvisoraroundJuly21§ FeedbacktostudentandadministrationoforalexambyAugust1