The University of Toledo

The Education Specialist Program in School Psychology

About the School Psych Program - Admission - School Psych Handbook - School Psych Info Packet - Pre-Practicum Manual - Practicum Manual - Internship Manual

The University of Toledo Specialist-level Program in School Psychology

The Specialist-level Program in School Psychology resides in the Department of School Psychology, Legal Specialties, and Counselor Education in the Judith Herb College of Education, Health Science and Human Service. The Education Specialist Degree (Ed.S.) consists of three years of full-time study, which includes approximately 79 graduate semester hours of coursework, a two-semester practicum experience during the second year, and a 9-month, full-time (minimum 1200 hours) supervised internship in a school setting completed during the third year. After completing the M.A. requirements (minimum of 32 hours of coursework and 100 prepractica hours, students earn the Master’s of Arts (M.A.) degree.

The program in School Psychology at The University of Toledo is offered primarily through the Judith Herb College of Education, Health Service and Human Service. The program curriculum was updated in 2002 to meet all relevant State and National training standards. The School Psychology program has Full Approval from the National Association of School Psychologists (NASP) located at 4340 East West Highway, Suite 402, Bethesda, MD 20814, Telephone Number: 301-657-0270.

Program Philosophy and Objectives

The School Psychology Program is committed to training professionals who have expertise in both psychology and education. This is accomplished by using a scientist-practitioner model that emphasizes comprehensive psychological services using an Eco-behavioral-problem solving orientation that recognizes the importance of children’s individual differences. After successfully completing the program, students will be expected to:

Objective 1: Demonstrate respect for human diversity and individual differences in their practice as school psychologists.

Objective 2: Deliver a full range of school psychological services from indirect to direct evidence-based interventions, to standardized and curriculum based assessment, to evaluation of system-level programs and services.

Objective 3: Function using the scientist-practitioner Eco-behavioral problem-solving model.

Objective 4: Adhere to legal and ethical practices in their professional practice.

Program Foundational Skills and Knowledge

The Program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology and education and are prepared to apply that knowledge to school settings. The knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice as well as the Standards for Training and Field Placement Program in School Psychology. The 11 domains are recognized nationally as domains for training and practice and are the foundation of the knowledge and skills used to evaluate student progress and graduate entry-level competence/attainment of candidate proficiencies upon completion of The University of Toledo School Psychology Program.  

Ed.S. Program of Study in School Psychology

As noted previously, the Education Specialist Degree (Ed.S.) consists of three years of full-time study, which includes 79 graduate semester hours, a prepractica during the first year (minimum of 100 hours), a two-semester practica during the second year (minimum of 200 hours), and a 9-month, full-time, supervised internship in a school setting completed during the third year (minimum of 1200 hours). Students also complete the Formative 2 and Summative portfolio during the Ed.S. program.

When students apply to the School Psychology Program they are initially admitted to the Master’s degree program and are assigned an academic advisor. Students are required to complete a minimum of 32 hours of coursework. The coursework during the M.A. program is primarily designed to provide students with knowledge. The required coursework for the Master’s program is listed below:                 

Master’s Degree Core Course Requirements

RESM 5110 Quantitative Methods I (3) or      RESM 6120 Quantitative Methods II (3)

RESM 5310 Educational Research (3) or RESM 6320 Research Design (3)

Master’s Degree School Psychology Course Requirements

SPSY 5030 Role & Function of the School Psychologist (3)

EDP 5330 Behavior Management (3) or      SPED 5340 Adv. Behavior Management (3)

SPSY 5170 Consultation I Theory and Practice (3)

SPSY 7180 Consultation II: School and Home (3)

SPSY 5300 Psychoeducational Assessment & Interventions I (4)

SPSY 5/7310 Psychoeducational Assessment & Interventions II (4)

SPSY 5040 Legal & Ethical Issues for                         School Psychologists & Counselors (3)

Other Course Requirements (must take a minimum of two (2) for the Master’s degree)

SPED 5000 Issues in Special Education (3)

EDP 5210 Child Behavior & Development (3)

EDP-5/7320 Instructional Psychology (3)

COUN 5/7140 Counseling Theories & Techniques (4)

SPSY 6/7260 Developmental Child Psychopathology (3)

COUN 5/7160 Cultural Diversity for the Counselors                               & the School Psychologist (3)

When students apply to graduate with their Master’s degree, they must also apply to the College of Graduate Studies for admission to the Education Specialist Program in School Psychology. Students are advised to apply for admission to the Ed.S. portion of the program in early spring (i.e., months before the June graduation deadline). Students begin their Education Specialist coursework in the fall of the second year. Additionally students begin their two-semester practica in the fall as well. Information regarding the practica is provided in the Practica Manual, which is given to the students upon entrance into the program and is on the program website. The coursework and experiences during the Ed.S. program are designed to provide students with the knowledge and skills needed to enter the internship experience, and the internship experience is designed to provide students with the culminating experience needed for entry level competence as a school psychologist. The required coursework for the Education Specialist program is listed below:

Education Specialist School Psychology Course Requirements

SPSY 7320 Psychoeducational Assessment & Interventions III (4)

SPSY 7330 School Psychology Practicum I (4)

SPSY 7340 School Psychology Practicum II (4)

SPSY 7190 Consultation III: School & Community (3)

SPSY 7940 Internship in School Psychology (16)                          (Note: 6 in fall, 6 in spring, 4 in summer)

Other Course Requirements (note: Students are required to take any courses listed below not completed during the M.A. program)

SPED 5000 Issues in Special Education (3)

EDP 5210 Child Behavior & Development (3)

EDP-5/7320 Instructional Psychology (3)

COUN 5/7140 Counseling Theories & Techniques (4)

SPSY 6/7260 Developmental Child Psychopathology (3)

COUN 5/7160 Cultural Diversity for Counselors & School Psychologist (3)

Upon successful completion of the Ed.S coursework, practica, and Formative 2 Portfolio, students are admitted into the internship experience. The requirements for internship are outlined in the UT Internship Manual and The Ohio Internship in School Psychology Manual (2006), which are given to the students upon entrance to the program. Students graduate and receive their Ed.S degree in August of their internship year provided they have successfully completed all requirements as noted in the UT Specialist Level program in School Psychology  Internship Manual. Only upon successful completion of the internship experience as evaluated by the Intern Competency Evaluation, the NTE Praxis II Test in School Psychology (score of 630 or better), and the Summative portfolio, are students recommended for Ohio licensure as a School Psychologist. Because the UT program is NASP approved, graduates obtaining a score of 660 or better on the Praxis II Test are automatically eligible to apply to be a Nationally Certified School Psychologist (NCSP). Additional information regarding internship is provided in the Internship Manual. 

Field Experiences: Prepractica, Practica, and Internship

All field experiences occur in primarily in the schools. The Prepracticum experience is an introduction to the role of the school psychologist and to the education system as a whole, primarily through observational learning. 

During Practica, specific skills are individually developed under close site and faculty supervision, with frequent feedback and evaluation.  The Practica experiences offer practice in such skills as the organization and operation of schools, consultation, behavioral assessment, progress monitoring, and counseling.  Trainees must demonstrate mastery of these skills before admission to internship.  The Practica may only be completed during a full time residency of two consecutive semesters, fall preceding spring.

The Internship is the culminating experience of the UT School Psychology Program, and requires the integration and application of the full range of school psychology competencies and domains, under site and faculty supervision.  The Internship requires trainees to operate with much more fluency and independence. 

Field Experiences:  Students are required to document actual time spent in field activities as part of their training program.  Students are expected to log a minimum of 100 hours during their first year of training as part of the Prepractica. The Practica (during 2^nd year/first year of Ed.S. program) requires a minimum of 250 hours. Beginning with the Prepractica, students are instructed how to log their field experience hours.

Prepractica: During the prepractica, students must log a minimum of 100 hours.  Activities during the first year may include shadowing a school psychologist, observing school special classrooms and meetings, and practicing administration of norm-referenced and curriculum based assessments. Students may not enroll in the Practica until all Prepractica requirements are completed.  Additional information and evaluation procedures are contained in the Prepractica Manual.

Practica:  The practica is a two semester, pre-internship, closely supervised experience in the schools.  Students are required to log a minimum of 250 hours over the two semesters, and will spend considerable time (estimated 10 hours weekly) in their assigned school(s). Students should not expect hours to be absolutely regular (e.g., every Monday and Tuesday).  Each student will be assigned a minimum of 6 cases to follow throughout the year, and will be required to prepare a written report using a case study format for each case.  Throughout the practica experience, students must acquire practice in direct and indirect intervention and assessment, with children of differing ages and needs. Students with a remediation plan may be required to delay entry into the Practica until the remediation plan requirements are satisfied. Additional information as well as all forms and evaluation procedures are contained in the Practica Manual.

Internship: The state of Ohio provides paid internships to qualified students.  Any student accepting an Ohio School Psychology internship shall abide by the terms of The Ohio Internship in School Psychology Manual (2006), and the Internship Manual, copies of which are provided to students upon entrance into the UT school psychology program. Requirements include completing an internship consisting of a minimum of 1200 hours that occurs on a full-time basis extending across one school year in a school setting.  It may not extend into any part of a second year. Students are expected to be aware of all deadlines and administrative tasks related to internship. These procedures are provided in writing for students; however, if a student has any questions or concerns, s/he should address this with the University Internship Coordinator. Students can be withheld from internship if they have not successfully completed all procedures related to internship. Students with a remediation plan could be required to delay entry into Internship until the remediation plan requirements are satisfied In addition to the requirements stipulated in the Internship Manual and The Ohio Internship in School Psychology Manual. Interns are required complete the Specialist-level Research Project during internship. Additional information and requirements as well as all forms and evaluation procedures are contained in the  Internship Manual.  

Procedures for Systematic Evaluation of Students

Goals and Objectives. Based on the Standards for Training and Field Placement Program in School Psychology by the NASP, school psychology candidates must demonstrate entry-level competency in each of the domains of professional practice. Competency requires both knowledge and skills. School psychology programs ensure that candidates have a foundation in the knowledge base for psychology and education, including theories, models, empirical findings and techniques in the 11 domains. School psychology programs ensure that candidates demonstrate the professional skills necessary to develop effective services that result in positive outcomes in each domain. Programs should ensure that they can document how the program addresses and assesses students’ skills in each domain and how they determine candidates/graduates have attained acceptable competence in each domain. As a result the goal of evaluating the UT School Psychology students is to ensure that students graduate from the program with the knowledge, skills, and competence necessary for an entry-level school psychology position. The objectives are to:

1.   Provide feedback to students via an evaluation plan that includes formative and summative evaluation.

2.   Utilize many methods for assessment of students’ knowledge, skills, and competence in order to ensure fairness when evaluating students.

3.   Provide ongoing evaluation of students in order to maximize student retention and to intervene quickly if a student is not making adequate progress at any point during the program.

Addressing, Assessing, and Attaining Competencies. As a student in The University of Toledo School Psychology Program, students’ knowledge and skills are addressed through coursework, practica and internship experiences. Each course in the students program provides preparation in one or more of the domains of professional practice as noted by the NASP. Furthermore, students’ competencies in the domains are assessed and monitored through a variety of methods, including:

• Written work, assignments, group projects
• On-site, supervised practice with children
• Practica and internship experiences
• Feedback and evaluation from practica and internship supervisors
• Case Studies
• Observations of work
• Formal meetings with faculty
• Formative and Summative Portfolios
• Specialist level research project

Attainment of competencies is documented by 1) formal acceptance of the Summative Portfolio by the Program Faculty  obtaining a rating of 3 or better on all internship competencies (see UT Internship Manual), and 3) successful completion of Specialist-level Research Project. Both products are to be included in the Summative Portfolio. Students are expected to provide the faculty with a masked copy (i.e., delete your name) of their Praxis II test results.

The evaluation of students begins when a student applies for admission to the program. Potential applicants are asked to submit materials and are rated by the Department Applicant Screening committee. The top 12-15 students are invited in for interviews. The interview provides the faculty in the Department an opportunity to quickly assess a student’s fit with the program if the program is fit with the students and to assess on a very informal level the student’s interpersonal skills, technology, diversity experiences, and interest in school psychology.

Year 1 Evaluations. During the first year of the program, students are evaluated through the First Year Midterm Evaluation, the portfolio, supervisor evaluations, and annual student evaluation and portfolio meeting, and their coursework. During the new student orientation each August, incoming students receive information about how to begin documenting their progress towards attainment of competency in the domains of school psychology through the portfolio. During the first semester (i.e., mid October), a midterm evaluation is conducted with each student. This serves to make sure the students are on the right track and to make sure students have completed a plan of study, joined professional associations and beginning to develop affiliations with other students. The Formative 1 portfolio is due upon completion of all requirements for the master’s degree in School Psychology. The Formative 1 Portfolio is due the first day of fall semester of the second year. Students must schedule a meeting with the program faculty, where the student presents his/her portfolio.  The Annual Student Evaluation is also completed at this time (see Section F).  This evaluation assesses many areas including communication, interpersonal, and legal and ethical practices, which reflect those articulated in the student expectations section of the Handbook. Significant areas of weakness will require a remediation plan .

Year 2 Evaluations. During the second year of the program students are evaluated through the portfolio, supervisor evaluations, the annual student evaluation and portfolio meeting, and practica case studies. The Formative 2 Portfolio the first day of fall semester of the third year. Students schedule a meeting with the faculty where the student presents his/her portfolio; the Annual Student Evaluation is also completed at this time. Once the portfolio is approved, it may be shared with the student’s intern supervisor to provide information on the future intern’s experiences and training during the years prior to internship. It may also be used to provide guidance for preparing the skill attainment timeline for the attainment of the skills contained in the Intern Competency Evaluation.

During Practica I and II, students are evaluated at the end of each semester by their field supervisors and case study submissions. Additional information is provided in the Practica Manual.

Year 3 Evaluations. During the third year of the program (i.e., internship year) students are evaluated through the portfolio, supervisor evaluations, case studies, and specialist level research project. The Summative Portfolio is at the completion of the student’s internship, which typically is early June. Students schedule a meeting with the faculty and at the meeting the student presents his/her portfolio as well as his/her specialist level research project. If revisions are needed, they are due prior to the faculty as soon as possible. Students are not recommended for licensure unless the portfolio and project are complete and meet competency.

During Internship, students’ competencies are evaluated in October, December, March, and at the end of the internship using the Intern Competency Evaluation. In addition, students are required to submit two case studies each semester. Students are also required to complete a Specialist Level Research Project. Students are not recommended for licensure unless the project is complete and meets the guidelines denoted in the UT Internship Manual.

Program Admission and Enrollment

The UT program accepts full-time only students. During the prepractica and second year practica, some daytime hours in the public schools will be required, and these hours may not be regular (e.g., every Tuesday and Thursday). In addition, some courses during the second year are offered during the daytime. Finally, the internship itself is a paid, full-school-year commitment (see UT Internship Manual and The Ohio Internship in School Psychology Manual, 2006).

The UT School Psychology Program is a full-time only program. The application deadline for the school psychology program is February 15^th. It is the applicant’s responsibility to ensure that all materials have been received. Incomplete or late applications will not be considered. In order to apply to the school psychology program, applicants must submit the following materials and meet the minimum academic prerequisite as follows:

1. Minimum academic prerequisite: Undergrad GPA of 2.7 (for admission to the Graduate School) and for the School Psychology program, a preferred Undergrad GPA of 3.0.
2. Submit GRE scores (taken within the last 5 years) with a required minimum combined score (V+Q) of 800 and a preferred combined score of 1000.
3. Graduate school application for the Master’s degree in School Psychology.
4. Three (3) letters of recommendation, at least one of which must address the applicant’s academic potential (i.e., from a University faculty member).
5. Statement of purpose, which should be 2-3 pages, and detail why the applicant would like to pursue a career in school psychology and include personal experiences. The statement of purpose should be typed and submitted to the Graduate School rather than typed in the space provided in the online Graduate School application.
6. Official Undergraduate transcripts (and Graduate if appropriate).
7. Interview of a school psychologist for specific information 
8. Students who are invited for an interview should come prepared to provide a summary of the interview, and discuss the similarities and differences between what the school psychologist discussed and the UT school psychology program philosophy, objectives, curriculum, etc.,  
9. Professional Resume.

Once an applicant’s file is complete, it will be forwarded to the Department of CESP Screening Committee for consideration. In order to be consistent with national training standards and to ensure sufficient faculty members to advise and mentor students, there are a limited number of applicants who are admitted into the program each year. As a result, admission is competitive. The Screening Committee will notify those applicants that have been invited for a campus interview in early February. All applicants interested in being considered for the program must participate in an interview (preferably on campus) with the CESP Department Admissions Committee, which is scheduled for February/March. The interview consists of questions designed to determine the applicant’s match with the training program and potential for completing the program.

When the Committee has completed all scheduled interviews, final determinations will be made and interviewed applicants will be notified of the Committee’s admission decision by mail on or around April 1^st. At this time, those accepted into the program will receive information about course registration and will be assigned an advisor. The Department of Counselor Education and School Psychology has an equal opportunity admissions policy and does not discriminate against applicants on the basis of race, creed, color, national origin, sex, sexual preference, age, or handicapping condition. It is a policy of the Department of Counselor Education and School Psychology to encourage individuals from diverse ethnic, cultural, or social backgrounds to apply for admission.

  School Psychology Program Contact Information

School Psychology Program and Internship Coordinator
Wendy S. Cochrane, Ph.D, NCSP   Wendy.Cochrane@utoledo.edu
Office HH 3100G; Phone: 419-530-2013

Jennifer L. Reynolds, PhD. NCSP
Jennifer.Reynolds21@utoledo.edu
Office HH 3100F; Phone 419-530-4301

Department Secretary
Sue Martin   Suzanne.Martin@utoledo.edu
Office HH 3100; Phone: 419-530-2718
Fax: 419-530-7879

About the School Psych Program - Admission - School Psych Handbook - School Psych Info Packet - Pre-Practicum Manual - Practicum Manual - Internship Manual