Response Document Proposal for the M.Ed. in Intervention Services

Transcription

Response Document
Proposal for the M.Ed. in Intervention Services
& Ed.S. in School Psychology
Youngstown State University
Beeghly College of Education
June 10, 2011
School of Graduate Studies and Research
YSU SCH PSYCH PROG RESPONSE DOCUMENT
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Contents
Executive Summary ...................................................................................................................... 6
Introduction ................................................................................................................................... 8
Resources, Library, Laboratories, Equipment and Other Physical Facilities ...................... 11
University of Akron .................................................................................................................. 11
YSU Response .......................................................................................................................... 12
Faculty Competency, Experience, and Number of Faculty .................................................... 12
University of Dayton................................................................................................................. 12
Cleveland State University ....................................................................................................... 13
YSU Response .......................................................................................................................... 13
Faculty Competency and Experience, Related to Low Incidence Disabilities ...................... 15
Kent State University ................................................................................................................ 15
Miami University ...................................................................................................................... 15
YSU Response .......................................................................................................................... 16
Name of the Proposed YSU Master’s Degree ........................................................................... 18
YSU Response .......................................................................................................................... 20
Program Emphasis, Low Incidence Disabilities (LID) Related to NASP Guidelines ........... 24
YSU Response .......................................................................................................................... 25
Program Emphasis (LID) Related to Cole and Shapiro (2005) Study ................................... 27
YSU Response .......................................................................................................................... 28
Proposed Curricula: General and NASP Standards Related Feedback................................ 31
YSU Response .......................................................................................................................... 34
Practicum Experiences ............................................................................................................... 39
Cleveland State ......................................................................................................................... 39
YSU Response .......................................................................................................................... 40
Syllabi Suggestions ...................................................................................................................... 41
YSU Response .......................................................................................................................... 42
Specific Curricula Related Comments Pertaining to Training in Low Incidence Disabilities
........................................................................................................................................... 44
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YSU Response .......................................................................................................................... 45
Regional Population Figures ...................................................................................................... 48
YSU Response .......................................................................................................................... 49
Employment Opportunities/Retirement Issues ........................................................................ 50
YSU Response .......................................................................................................................... 52
Student Interest/Recruitment .................................................................................................... 55
YSU Response .......................................................................................................................... 57
Need for Emphasized Low Incidence Disabilities Training in School Psychology ............... 60
YSU Response .......................................................................................................................... 62
Statewide Need ............................................................................................................................ 66
YSU Response .......................................................................................................................... 68
Alternative Regional and Statewide Options ........................................................................... 73
YSU Response .......................................................................................................................... 75
Ohio Internships, and Historical Shortage of School Psychologists in Southeastern Ohio . 78
YSU Response .......................................................................................................................... 80
Collaboration Efforts .................................................................................................................. 83
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YSU Response .......................................................................................................................... 86
Access and Retention of Underrepresented Groups ................................................................ 96
YSU Response .......................................................................................................................... 97
Institutional Priority/External Support .................................................................................... 98
YSU Response .......................................................................................................................... 99
Conclusion ................................................................................................................................. 100
Appendix A – NASP Letter of Support................................................................................... 103
Appendix B – Dr. Melinda Wolford’s Curriculum Vita ....................................................... 105
Appendix C – Dr. Audrey Ellenwood’s Curriculum Vita ..................................................... 112
Appendix D – ODE Criteria Temporary Licensure in School Psychology Internship ...... 153
Appendix E – ODE Criteria for Professional Pupil Services License in School Psychology
......................................................................................................................................... 156
Appendix F – OBP Clarification Statement Regarding Master’s Degree in School
Psychology ..................................................................................................................... 165
Appendix G – Mcloughlin and Noltemeyer Education Review Article ................................ 166
Appendix H – M.Ed. in Intervention Services Current Syllabi ............................................ 168
Appendix I – Ed.S. in School Psychology Current Syllabi.................................................... 169
Appendix J – M.Ed. in Intervention Services NASP Standards Table ................................ 170
Appendix K – Ed.S. in School Psychology NASP Standards Table ..................................... 171
Appendix L – B. Pissanos, personal communication, April 6, 2011 ..................................... 172
Appendix M – School Psychology Sequence of Courses Year I, II, III ................................ 173
Appendix N – Instructor’s Evaluation of Dispositions .......................................................... 176
Appendix O – YSU Key Catchment Area 2009 Population Quick Facts ............................ 177
Appendix P – Northeast Ohio Bureau of Economic Analysis 23-County Region Projected
Population Change, 2000-2005 .................................................................................... 178
Appendix Q – Northeast Ohio Bureau of Economic Analysis 23-County Region Projected
Population Change, 2000-2030 .................................................................................... 179
Appendix R – Number of Students in Ohio Identified with Disabilities 2000-2009 ........... 180
Appendix S – Annual Growth of Autism in Ohio, Thoughtful House.org .......................... 181
Appendix T – NASP Professional Standards/Training ......................................................... 182
Appendix U – Toledo Blade Article, April 15, 2011............................................................... 183
Appendix V – Kent State University General Information about an Ohio Internship in
School Psychology ......................................................................................................... 185
Appendix W – Abshier Table .................................................................................................. 190
Appendix X – Curtis, Lopez, Castillo, Batsche, Minch, Smith, NASP Communique Article
......................................................................................................................................... 192
Appendix Y – Number of Interns Trained in Ohio 1992-Projected 2011............................ 197
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Appendix Z – Ohio Inter-University Council—School Psychology Constitution ............... 198
Appendix AA – Ohio Inter-University Council Membership List ....................................... 203
Appendix BB – W. Cochrane, personal communication, February 12, 2010...................... 208
Appendix CC – W. Cochrane, personal communication, February 2, 2010 ....................... 211
Appendix DD – Clarification of YSU FP’s Complete Responses to PDP Feedback ........... 213
Appendix EE – US News and World Report ―The 50 Best Careers of 2011‖ ..................... 217
References .................................................................................................................................. 222
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Executive Summary
The Full Proposal for a school psychology program at Youngstown State University was
submitted to the Regents‟ Advisory Committee on Graduate Study (RACGS) on March 1, 2011.
Approximately one-third of the RACGS participating institutions (University of Akron,
University of Dayton, Cleveland State University, Kent State University, and Miami University)
returned comments. This YSU Response Document follows the RACGS suggested format. All
comments from the five institutions are grouped and organized accordingly and are followed by
the Youngstown State University response.
The main purpose of this Response Document is to clarify certain aspects of the YSU
proposal based on suggestions from the Full Proposal review. YSU administrators and faculty
understand that program proposals are strengthened through collaboration with others, and have
enhanced aspects accordingly. In responding to specific comments, this Response Document
accurately explains information regarding YSU resources, faculty competency and experience,
name of the proposed master‟s degree, and reasons for the proposed emphasis on low incidence
disabilities. Clarification pertaining to curricular suggestions is provided as well as descriptions
defining the critical need for this new Ohio school psychology program. Statewide alternatives
are described, including YSU‟s continued commitment to collaborate with all Ohio programs
individually and through the Ohio Inter-University Council of School Psychology Trainers (Ohio
IUC). Furthermore, successful collaboration opportunities with other Ohio school psychology
stakeholders are detailed, including the National Association of School Psychologists, the Ohio
Department of Education, the Ohio School Psychologists Association, Ohio school district
administrators, Ohio school psychologists, Ohio parents, and various associations and agencies.
The Response Document concludes with descriptions regarding YSU‟s strong desire to recruit
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and retain underrepresented groups, as well as information detailing the solid institutional and
external support.
Throughout this Response Document it was essential to contest a number of erroneous
and misleading claims that were made by a minority of institutional representatives from
RACGS participating institutions. Although certain reviewers took an objective approach as
expected by the RACGS process, the reviews from Cleveland State University and Kent State
University are undeserved and distorted in many ways. Furthermore, the reviewer from Miami
University admits to collaboration with other university program representatives in order to
determine his/her own conclusions. This collusion is apparent as the Miami University
reviewer‟s inaccurate information mirrors many mistaken comments made by the Kent State
University reviewer. It is also disappointing, but important to understand, that certain Ohio
institution representatives conspired to block school psychology program development in Ohio
long before the YSU Program Development Plan was even written and submitted. These
representatives, through their use of a self-defined program approval process independent of
RACGS, appear to have seriously overstepped their role as described by their own Ohio IUC‟s
Constitution. Finally, it is puzzling that these representatives take this position as there has been
no school psychology program growth in Ohio for the last four decades. In fact, with the
projected program closure at Bowling Green State University, only eight Ohio school
psychology programs will admit candidates during the fall of 2011. At one time, thirteen Ohio
institutions had operating school psychology programs. Finally, the need for school psychology
interns is so great, Ohio funds are used to support Marshall University candidates from West
Virginia who complete their internship year in Ohio.
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In closing, the proposed YSU Masters of Education in Intervention Services and
subsequent Educational Specialist Degree in School Psychology have been designed to
comprehensively address all areas of school psychology training required for Ohio school
psychology practice and licensure. This includes skill development in dynamic assessment,
consultation/collaboration, family-school systems, neuropsychology, research and program
evaluation, and an emphasis on low incidence disabilities. The program is based on the National
Association of School Psychologists‟ (2010) standards and includes a 1400 clock hour internship
experience. The YSU faculty members clearly have the requisite credentials, and the
administrative resources are in place at YSU to offer this unique school psychology training
experience. This will not only benefit the school psychology training system in Ohio, it will also
help to ensure the existence of a strong Ohio school psychology service delivery system for Ohio
children and families. Based on the information provided in the YSU Program Development
Plan, the Full Proposal, and this Response Document, Youngstown State University
administrators and faculty members respectfully request that the Ohio Regents‟ Advisory
Committee on Graduate Study approve this comprehensive and unique school psychology
program.
Introduction
The Youngstown State University Proposed School Psychology Program Full Proposal
(FP) for the M.Ed in Intervention Services and the Ed.S. in School Psychology at Youngstown
State University was submitted to the Regents‟ Advisory Committee on Graduate Study
(RACGS) on March 1, 2011. Four responses, with written feedback, were received within the
six week review period from the University of Akron (UA), University of Dayton (UD),
Cleveland State University (CSU), and Kent State University (KSU). Miami University (MU)
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responded after the review period concluded, and Youngstown State University (YSU)
respectfully has responded to their comments.
Some of the reviewers agree with the overwhelming number of school psychologists,
educators, and administrators in the field who encourage new school psychology program
development at YSU. Youngstown is the only major metropolitan region in the state that is not
currently served by a regional school psychology program. The faculty and university officials
of YSU have worked tirelessly to openly collaborate with other institutions, faculty members,
practitioners, school districts, and agencies to develop this educational offering. The National
Association of School Psychologists (NASP) fully supports program growth and agrees to
continued collaboration with YSU faculty members (see Appendix A). These supportive
elements, as well as many others, will be described in this Response Document Proposal for the
M.Ed. in Intervention Services and Ed.S. in School Psychology at Youngstown State University
(hereafter referred to as Response Document).
Resistance to the acceptance of additional university program growth has surfaced as
evidenced by certain reviewer responses. These reviewers remain in opposition to collaboration
despite the absence of new university growth in Ohio school psychology for over four decades.
It is noteworthy that approximately five program closures have occurred during this same time
period. These same reviewers appear opposed to Ohio school psychology program growth,
while apparently supporting, or at least tolerating, recruitment of Marshall University students
from West Virginia. In an attempt to fill existing shortages, Marshall students are utilized for
Ohio school psychology internships that are financially supported by Ohio State Legislature. In
the FP feedback, the CSU reviewer states that members of the Inter University Council of School
Psychology Trainers (IUC) met during the spring of 2010 to discuss increasing existing program
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enrollments based on the anticipation of a significant amount of projected retirements.
Interestingly, during the winter of 2010, several IUC members blocked YSU‟s participation in
any IUC planning meetings and restricted access to meeting minutes.
The peer expert from KSU reports in FP feedback, “Low salaries, rather than insufficient
numbers of candidates, is the real reason why superintendents support an additional program.”
This comment alone would indeed raise a red flag for school district administrators, especially
the many who passionately advocate for appropriate services for children with disabilities. This
same individual from KSU has consistently provided inaccurate information and claims to have
the support from other Ohio school psychology trainers.
The MU reviewer acknowledges in the FP feedback, “As a program, we have
independently reviewed, collaborated, and consulted with other IUC in School Psychology
colleagues in order to note our own conclusions….” However, YSU will provide evidence to
demonstrate that the IUC has been misrepresented and misled, particularly by the KSU
institutional representative. This raises considerable doubt regarding claims produced by the
KSU reviewer, as well as other certain IUC members who appear to have been in collusion
through a self-defined program review process. As this Response Document will explain, all
documents that the KSU representative has written and presented on IUC letterhead should be
carefully reviewed.
In conclusion, the RACGS guidelines clearly stipulate that graduate deans from RACGS
institutions select institutionally defined peer experts to review full proposals. Several of the
reviewers have provided informative and supportive feedback throughout the Program
Development Plan and Full Proposal Review processes. YSU faculty members have reviewed
and considered all suggestions accordingly and made improvements as described in YSU‟s FP
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and this Response Document. However, a few reviewers appear to have responded from a
protective or defensive position, and have been excessively critical throughout the entire review
process. There is evidence to demonstrate that a few individuals conspired to block school
psychology program development in this region of Ohio long before the YSU Program
Development Plan was even written. This is unfortunate, and seems to contradict the true
collaborative experience that is necessary as part of the RACGS program review process.
Utilizing a team approach, YSU faculty members have seriously considered all feedback, and
have used the suggested RACGS format to address the FP feedback. We also remain very open
to full collaboration with all Ohio School Psychology stakeholders.
Resources, Library, Laboratories, Equipment and Other Physical Facilities
University of Dayton, Cleveland State University, Kent State University, and Miami
University did not provide comment.
University of Akron
The Library at Youngstown State University has an extensive collection of books,
government documents, maps, etc. and is also part of OhioLINK, a state‐wide network linking 88
of Ohio‟s public and private universities. A support letter from Debra Beronja, Curriculum
Resource Center Librarian, indicated that Youngstown State University‟s library collection, in
conjunction with OhioLINK resources, are more than adequate for the school psychology
program. There is a reported commitment for purchasing testing/assessment materials with an
estimated start‐up cost of $24,000 and annual cost of $5000. Upper administration has also
made a commitment to support this program as indicated in the establishment of an assessment
lab. The proposed school psychology program will be housed in the Beeghly College of
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Education and space has been made available in the College, along with the school psychology
resource room. In addition, the administration has committed to providing graduate
assistantships to future school psychology students. Administration has already provided two
graduate assistants to the school psychology faculty.
YSU Response
The response from UA is accurate. Furthermore, in addition to the current two graduate
assistants, YSU already has doubled that commitment to four graduate assistants once the
program is implemented.
Faculty Competency, Experience, and Number of Faculty
Miami University and Kent State University did not provide comment for this area.
University of Akron
There are three full‐time faculty members with school psychology credentials designated
for this proposed program in school psychology (two were hired recently). In addition, there are
other faculty that will assist in the program (they are part of the other graduate programs in
Counseling, Educational Foundations, Psychology and Special Education). The three full‐time
faculty members designated for the school psychology program, in addition to the faculty from
the other programs that will assist, are in compliance with the standards set forth by the
National Association for School Psychologists (NASP).
University of Dayton
The current and proposed faculty will address the requirement for 2 faculty members
with terminal degrees in school psychology and a third member who serves in the program.
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Cleveland State University
Dr. Audrey Ellenwood clearly meets both RACGS and NASP standards for high quality
graduate faculty in general, and school psychology faculty in particular. Dr. Ellenwood has been
a school psychology trainer in a NASP approved program for over 22 years. Her curriculum vita
lists many refereed publications and presentations, a record of extramural support for training
and scholarship, and a long history as a school psychology trainer and program director. Dr.
Richard VanVoorhis is an accomplished school psychology practitioner with previous teaching
experience who is an assistant professor at YSU…He clearly is qualified to serve as a junior
faculty member and generalist School Psychology trainer at an Ohio-based university. Dr.
Melinda Wolford is an accomplished school psychology practitioner who was hired by YSU
(according to the FP and her curriculum vita) to teach undergraduate courses in counseling and
special education. Her curriculum vita lists no record of scholarly activity, as judged by
evidence of commonly defined scholarly products such as refereed publications, refereed
presentations, or extramural funding. Neither the FP nor Dr. Wolford‟s curriculum vita
documents experience teaching graduate level courses in any field. The FP includes a vague
statement; „Dr. Wolford‟s teaching assignment will change‟ however, no specific commitment is
provided. In my judgment, Dr. Wolford does not meet the RACGS standards for high quality
graduate faculty, nor does her teaching experience and/or teaching assignment meet NASP
standards for School Psychology faculty.
YSU Response
The supportive feedback received from the UA and UD is appreciated. UA‟s response is
correct in that there are actually three YSU faculty members who have earned doctorate level
degrees in School Psychology.
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While YSU appreciates the support that CSU has provided for two YSU school
psychology faculty members, as requested, more detailed information is now reflected within
Dr. Wolford‟s curriculum vita (see Appendix B). In summary, Dr. Melinda Wolford, a specialist
in neurological disorders of childhood in the educational field since 1991, has been a practicing
school psychologist since 1994. She earned a Ph.D. in School Psychology with a minor in
Neuropsychology from Texas Woman‟s University. While employed in Illinois, she served as
the Chief School Psychologist for her school district. In addition to extensive experience in the
field, Dr. Wolford also has higher education experience; she served as an assistant professor in
an accredited School Psychology program at Texas Woman‟s University for four years. Here
she taught master‟s and doctoral level coursework; coordinated, managed, and supervised
students placed in practicum and internship settings; and advised and supervised candidates as
they completed their theses and dissertations. Dr. Wolford is currently working as an assistant
professor in the YSU Counseling and Special Education Department.
Similar to many junior faculty members, Dr. Wolford has an ambitious research agenda.
Dr. Wolford is actively involved in current research projects and her interests include, “The
process, the emotional responses, transference and the behavioral reactions of parents of children
with low incidence disabilities diagnosis/eligibilities and developmental delays.” This project
includes perspectives and responses from the medical community, school systems, community
experiences and the family environment. Additionally, she is currently working with CardioFacio-Cutaneous International Organization and the Rich Center for Autism on a number of
projects to include behavioral interventions for medically fragile children, parent training
modules, parent mentoring training modules, and sibling groups. Upon program approval, Dr.
Wolford will serve with Dr. VanVoorhis and Dr. Ellenwood in the YSU school psychology
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program. All have the required training, degree, and field related experiences to provide not only
excellent, but also authentic, training for future candidates.
Faculty Competency and Experience, Related to Low Incidence Disabilities
The University of Akron and the University of Dayton did not provide comment for this
area.
With regard to specialization training in LID, the YSU FP provides insufficient evidence
of school psychology faculty experience and expertise to provide such training.
Kent State University
The qualifications of the proposed faculty members listed in the proposal are inadequate
for the specialization identified. There is no compelling evidence that the core training staff will
have the clinical and research experience to provide trainees with the most contemporary
understanding of LID and ASD (Autism Spectrum Disorders)…The area of ASD is one of the
fastest growing areas of litigation in special education, making it difficult even for experts to
keep up with the rapid changes.
Miami University
School Psychology faculty are established who have a record of scholarship, clinical
training, and expertise in working with LID and/or ASD groups. It is not all clear that the
representative faculty listed in the proposal would satisfy such criteria as being able to be
identified as leaders or experts in the fields in order to successfully navigate and establish
themselves as a credible boutique program.
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YSU Response
Training related to low incidence disabilities (LID) is one of five core training areas listed
in the FP. Others include neuropsychology, the family-school system, consultation, and dynamic
assessment. Throughout the FP, YSU stresses that the primary aim is to provide a
comprehensive school psychology training program. Concurrently, YSU plans to integrate LID
training into curricula, including practica and internship. YSU faculty members agree with the
KSU reviewer that it is even difficult for experts to keep up with the rapid changes in ASD.
However, this gives no excuse to de-emphasize or simply ignore training components in this
related area, especially with the successful and cutting edge training partnerships YSU has
already established related to a number of LID areas.
The CSU and KSU reviewers severely under-represented Dr. Audrey Ellenwood‟s
expertise and experiences in the area of LID. A review of Dr. Ellenwood‟s curriculum vita
indicates that she was co-director of four LID clinics at St. Vincent Hospital for nine years
(autism, seizure disorder, neonatal, traumatic brain injury), and she taught sixteen semesters of
Neuropsychology and Behavior at Bowling Green State University (BGSU). She trained and
received supervision in administration and interpretation of neurological assessments, and
completed over 1500 neuropsychological evaluations pertaining to LID since 1987. Dr.
Ellenwood trained and received supervision in administration and interpretation of WADA
testing at the University of Michigan Hospital. She also has provided expert witness on various
LID cases. A research area of interest is neurology‟s impact on learning and behavior. She has
provided formal testimony at the Ohio Department of Developmental Disabilities and served on
the board of the Neurodevelopmental Center of NW Ohio for twenty years. Finally, Dr.
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Ellenwood has given a total of thirty-seven presentations related to LID (two international, six
national, five state, and twenty-four local), (see Appendix C).
As a school psychologist with doctoral level training, a Nationally Certified School
Psychologist, and Permanently Certified Ohio School Psychologist, Dr. Richard VanVoorhis was
a leader of multi-disciplinary teams, he provided comprehensive school psychological services,
and he worked directly with children identified with a variety of LID. Dr. VanVoorhis was
Canton City School District‟s primary school psychologist at Rebecca Stallman Southgate
School, where he worked with children diagnosed with significant developmental and multiple
disabilities. As a junior faculty member in his second year at YSU, Dr. VanVoorhis quickly
joined a research team at The Rich Center for Autism, and he is the lead author of a peer
reviewed manuscript accepted for publication pertaining to parent training at this center. In
addition to other research interests, Dr. VanVoorhis continues to express a strong interest in
continuing his research pursuits in the areas of LID. Dr. VanVoorhis has been awarded a YSU
Research Professorship for the 2011-2012 academic year for an LID research related proposal.
Furthermore, in his relatively short time at YSU, Dr. VanVoorhis has collaborated with a number
of LID service providers and organizations, including the Ohio School for the Deaf, the Ohio
School for the Blind, the Ohio Center for Autism and Low Incidence (OCALI), and the Leonard
Kirtz School. Dr. VanVoorhis is a member of the Ohio Deafblind Advisory Board as well as the
Down Syndrome Association of the Valley. Finally, in June of 2010, Dr. VanVoorhis
coordinated a major Low Incidence Disabilities Summer Institute at YSU as described in the FP.
In addition to the aforementioned information, Dr. Wolford has extensive experience in
staff development and training, parent training, and consultation and assessment of children with
neurological differences as well as LID populations. She has designed appropriate Individual
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Education Programs and behavioral intervention plans for children with special needs. She has
designed and implemented in-home training programs for children with neurological differences.
Dr. Wolford has been active in developing collaborative interactions between families, school
personnel, and community agencies to provide supportive partnerships. She has also been active
in identifying and facilitating partnerships with community agencies working to provide services,
support, respite, and/or funds for families of children with disabilities. Finally, Dr. Wolford and
her husband established the No Stone Unturned Foundation. Their foundation is a 501 (C) (3)
nonprofit organization dedicated to the support and research of children with health initiatives
and/or disabilities and their families. The Wolfords were inspired by their son, Stone, who was
diagnosed at two years of age with Cardio-Facio-Cutaneous Syndrome (CFC Syndrome) a rare
genetic syndrome. Among others, foundation goals include support for training and research to
enhance the lives of children with CFC Syndrome and other genetic and neurologically based
disabilities.
Finally, the YSU school psychology program plans to work collaboratively with the YSU
special education faculty. This program is comprised of six full time faculty members including:
Dr. Margaret Briley, Department Chair, Dr. Marianne Dove, Dr. Sylvia Imler, Dr. Sally Lewis,
Dr. Benjamin McGee, and Dr. Leah Gongola, BCBA-D. Collectively, these faculty members
have a wide range of expertise and experience across multiple areas pertaining to special
education, including education of the deaf and hard-of-hearing, education of the blind and
visually impaired, and orientation and mobility.
Name of the Proposed YSU Master’s Degree
The University of Akron, University of Dayton, and Miami University did not provide
comment for this area.
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It does not appear that a Masters of Education in Intervention Services would fulfill Ohio
Department of Education (ODE) nor Ohio Board of Psychology (OPD) License requirements as
they are currently written. Of the existing Ohio programs, all meet this criterion, offering one of
the following: Masters of School Psychology, Master of Arts in Psychology, Master of Arts in
School Psychology, or Masters of Education in School Psychology. The National Association of
School Psychologists (NASP) Graduate Preparation Standards (2010, Criterion 1.1) state that a
training program „must be clearly identified as a graduate program in School Psychology.‟
The proposed program does not meet current standards of licensure to practice in the
state of Ohio as a school psychologist. The proposed degree of a Masters of Education in
Intervention Services should not fulfill current licensure requirements for a school psychology
license from either the ODE or OBP since licenses require that the degree be identified as a
Master‟s Degree in School Psychology. ODE rules stipulate that applicants for a Temporary
Pupil Services License in School Psychology (the pre-service license that a student must obtain
prior to entering the year-long internship) must hold a minimum of a Master‟s Degree in School
Psychology. In addition to the ODE practice license, students of any school psychology program
must be eligible for an additional license through the Ohio Board of Psychology. OBP rules
stipulate that applicants for School Psychology licensure must hold a minimum of a Master‟s
Degree in „Psychology‟ or „School Psychology‟.
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YSU Response
YSU‟s FP comprehensively describes YSU‟s plan to offer the degree of Masters of
Education in Intervention Services followed by an Educational Specialist Degree in School
Psychology. The educational needs of many students in the 21st century require comprehensive
intervention services provided by school psychologists including assessment, direct treatment,
and consultation services. Consequently, emphasizing this focus in the YSU master‟s degree
title seems most appropriate. A main argument against using the designation „school
psychology‟ in the proposed YSU master‟s degree title is that YSU does not wish for candidates
and school district officials to mistakenly believe that those who solely earn the proposed YSU
master‟s degree might be ready for employment as a school psychologist. Furthermore, having
simply attained their master‟s degree they would not be eligible for licensure in the field of
school psychology. This has been clearly described as a sequential program in the FP. To be
eligible for both licensure and Ohio employment, it will also be necessary to successfully
complete the necessary Ed.S. in school psychology coursework and the comprehensive
internship.
It is entirely possible that when making comparisons to other in-state school psychology
programs, the CSU reviewer did not consider BGSU‟s program history as BGSU has suspended
enrollment. The CSU reviewer was inaccurate in the statement that all Ohio school psychology
training programs offer a master‟s degree in psychology, school psychology, or educational
psychology. For numerous years, BGSU offered a master‟s degree in special education
following the first year of course work, and the master‟s degree was followed by Ed.S. training
as proposed by YSU. For the last twenty-three years, 100% of the applying BGSU graduates
who earned an Ed.S. degree in school psychology were granted ODE school psychology
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licensure. This permitted these BGSU graduates to work in Ohio educational settings as
certified/licensed school psychologists using the ODE Licensure Standards as described below.
Ohio State Board of Psychology (OBP) Licensure in School Psychology is not required
for school psychologists to be employed in typical Ohio educational settings, where ODE
licensure is required. Often, those who choose to seek employment as school psychologists
outside of typical educational settings pursue this particular credential. It is important to note
that in addition to being eligible for ODE licensure as school psychologists without „school
psychology‟ in the master‟s title, many BGSU graduates became licensed without difficulty
through OBP after completing the post-graduation requirements expected of all Ohio program
graduates.
Both CSU and KSU reviewers suggest that the designation „school psychology‟ be
included in the YSU master‟s degree title for purposes related to ODE and OBP licensure.
Information pertaining to school psychology licensure standards can be found on the current
Ohio Department of Education website (www.ode.state.oh.us). Links are provided for
Temporary Licensure for School Psychology Internship (Teacher Education and Licensure
Standards in Ohio: 3301-23-44) as well as the Professional Pupil Services License in School
Psychology (Teacher Education and Licensure Standards: 3301-24-05).
Regarding the ODE‟s Ohio Temporary Pupil Services Licensure for students entering
their internship year, requirements are as follows: “School Psychologist – Limited to individuals
enrolled in school psychologist preparation programs, while completing the program internship.”
(See Appendix D). Contrary to the KSU reviewer‟s claims, this does not mention requiring a
master‟s degree specific to school psychology. Therefore, YSU candidates would be able to
work in Ohio educational settings during their internship year through this particular license.
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Also, contrary to CSU and KSU‟s claims, the ODE Professional Pupil Services License
in School Psychology does not mandate a master‟s degree specific to school psychology
according to the aforementioned Ohio Department of Education website (see appendix E). The
Professional Pupil Services License in School Psychology shall be issued to an individual
deemed to be of good moral character who has successfully completed the following
requirements: 1.) an approved program of preparation, recommendation by the dean or head of
teacher education, successful completion of an examination prescribed by the state board of
education, and evidence of the education and experience requirements specified for whichever of
the following licensure areas is applicable; 2.) a Master‟s Degree; and 3.) successful
completion of a nine month, full-time internship in an approved school setting as described in the
Ohio Internship in School Psychology guidelines.
Furthermore, when supplemented by the required post-certification experiences in school
psychology and other criteria, the proposed YSU educational specialist-level program meets the
eligibility requirements for entrance to the OBP licensing examination in school psychology. Dr.
Ron Ross, Executive Director of the Ohio Psychology Board, clarified that the YSU graduates
will meet the training requirements should they wish to pursue this credential through their
earned Ed.S. degree in School Psychology (R. Ross, personal communication, 4/12/11). Dr.
Ross also clarified that in order to sit for the OBP School Psychology License, individuals must
have: 1.) master‟s degree with the equivalency of, or an educational specialist degree (Ed.S.) in
School Psychology; 2.) 1400 clock hour internship; 3.) minimum of three years of appropriate
supervised experience; and 4.) minimum NASP Praxis score. Additionally, on the Ohio Board
of Psychology webpage (see Appendix F), it clearly states under required Graduate Transcripts,
“If the master‟s degree is not clearly identified as school psychology, please direct to the Board a
23
letter from the graduate school indicating that the program is the university‟s school psychology
program.” As the Masters of Education in Intervention Services, as well as the Ed.S. in School
Psychology are both within the proposed YSU School Psychology program, this is not an issue.
CSU draws attention to NASP Training Standards (2010, Criterion 1.1). As CSU
accurately reports, this NASP standard requires, “Clear identification as a school psychology
program and communication of a program framework or model, in which its philosophy/ mission
is represented in explicit goals and objectives for school psychology competencies that
candidates are expected to attain and in which human diversity is emphasized.” It is possible
that the CSU reviewer perspective, coming from a Psy. S. model, might have been put at a
disadvantage in understanding the sequential development of an Ed. S. model. Clearly, YSU‟s
proposed school psychology program with a terminal Ed.S. degree in School Psychology meets
the above criteria and clearly is designated as a school psychology program.
Finally, a letter from Enedina Garcia Vazquez, Ph.D., Chair, NASP Program Approval
Board (see Appendix A) clarifies as follows:
There are various alternatives for institutional documentation of specialist level school
psychology program completion (e.g., master‟s degree followed by certificate of
advanced graduate studies granted upon specialist level program completion). However,
the means by which universities document completion of most programs is by granting a
degree consistent with the required level of preparation. The specialist degree is the
degree corresponding most closely to the 60 graduate credit hour minimum level of
training required by NASP and most state departments of education.
Dr. Vazquez also strongly recommends that an Ed.S. degree in school psychology, which
has been proposed by YSU, would be advantageous.
24
Program Emphasis, Low Incidence Disabilities (LID) Related to NASP Guidelines
The University of Akron, University of Dayton, and Cleveland State University did not
provide comment for this area.
The proposal misinterprets the nature of specialized training in the field of school
psychology. This restriction is because advanced training and specialization in school
psychology should only be addressed only at the doctoral level according to national
accreditation standards of the National Association of School Psychologists. To suggest that
specialization in LID should occur at the Educational Specialist (Ed.S.) level is a
misrepresentation of what guides contemporary training in school psychology. Current
standards of training, put forth by the National Association of School Psychologists (NASP),
indicate that specialized training in disability specific populations can, and should only, occur at
the doctoral level. Such sentiment is provided on pages 3 and 4 of Standards for Graduate
Preparation of School Psychologists, 2010 (for graduate training information see
http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf).
Miami University
The authors of the YSU proposal put forth an admirable intention to design a boutique
program that focuses squarely upon children and students deemed to have a low incidence
disability (LID) and/or autism spectrum disorders (ASD). While admirable, current best
practices in training and program development do not support or forward the notion that there is
a critical need for sub-specialization in school psychology training. This assertion is especially
made as it pertains to specialist-level rather than doctoral-level training. Indeed, many doctoral
25
programs have focused upon subspecialties such as pediatric school psychology. However, the
evidence for such a program focus remains within doctoral-level training due to the additional
coursework and field experiences necessary so that the subsequently licensed school
psychologist could truly provide proof of competence in this area. Such experiences and
coursework are simply out-of-reach for those within the bounds of a specialist-level
program…Thus, since a specialist-level program does not have the time or ability to encompass
doctoral-level training, the quality and breadth of such a program offered for Ed.S. students is
questionable. Those established programs in school psychology who offer pediatric, LID, and/or
ASD training typically have well-established liaisons with existing hospitals or institutions
serving such patients and clients.
YSU Response
It is true that NASP‟s Standards for Graduate Preparation of School Psychologists
indicate, “Doctoral programs typically are characterized by advanced competencies in research,
and the program may identify additional competencies that address the specific
philosophy/mission, goals, and objectives of its doctoral program of study.” In addition, the
NASP Standards for Graduate Preparation of School Psychologists (2010) also clearly state:
A program is expected to prepare candidates in the 10 domains through coursework and
supervised practice and to determine that candidates attain primary competencies in
integrating knowledge and skills across the domains. However, graduate preparation in a
general foundation of knowledge and skills in the domains does not preclude the program
emphasizing specific knowledge and skill areas within domains or preparing candidates
in specialized competencies, depending on the program goals and objectives for
specialist- and/or doctoral-level education.
26
YSU‟s proposed program emphasizes specific knowledge, skill, and core training areas,
as part of a comprehensive program including: LID, neuropsychology, the family-school system,
consultation, and dynamic assessment. Throughout the FP, YSU stresses that the primary aim is
to provide a comprehensive school psychology training program.
Supporting the need for LID training, Ruiz & Sansosti (2011), representatives of KSU,
indicated “Children with ASD are increasingly being served in inclusive settings (Special
Education, 2009)…Compounding the concern regarding the increase in the number of students
with ASD across a variety of educational settings, school –based practitioners are faced with
ever increasing demands to identify and utilize evidence based practices.” This finding is in
direct opposition to the KSU reviewer‟s claims regarding restricting LID school psychological
training to the doctoral level.
Furthermore, Mcloughlin and Noltemeyer (2009), current faculty members at KSU and
MU indicate:
In the second year (of school psychology training) the curriculum broadens so that
students may learn about and then demonstrate skills in practicum settings in
consultation, working with families, advanced skills in specialized assessments and
interventions with special populations (perhaps including neuropsychological assessment,
evaluation of children from non-US backgrounds, direct service to children with autism,
etc.), and service to children out of the school‟s mainstream educational track
(specifically children matching the criteria for disability promulgated by federal
regulations such as IDEIA, 2007); (see Appendix G).
It is very important to note that these same second year opportunities, which would occur
at the specialist level, are the very same activities that the KSU and MU reviewers continuously
27
assert there is neither time, nor need for, during specialist level training. These similar activities
which are incorporated throughout YSU‟s FP, include providing “direct services to children with
autism, advanced skills in specialized assessments, and interventions with special populations.”
Clearly this is not just a boutique program as the MU reviewer suggests. In addition to
LID, graduates will also be fully prepared to provide comprehensive school psychological
services to all students who are typically developing, students with high incidence disabilities
(HID) (such as specific learning disabilities, emotionally based disabilities, and speech and
language impairments), and students with LID (such as severe cognitive disabilities, ASD,
severe sensory disabilities, and multiple disabilities).
Finally, YSU agrees with the MU reviewer‟s comments regarding the need to have wellestablished liaisons. YSU plans to have a collaborative partnership with The Rich Center for
Autism, which is a nationally recognized school for children diagnosed with ASD and housed on
the YSU campus. The Rich Center for Autism is one of four YSU‟s recognized Centers for
Excellence. Furthermore, YSU faculty have had numerous positive discussions involving
training activities with other LID providers in the state of Ohio. These opportunities are
described elsewhere in YSU‟s FP (FP. pp. 66-67).
Program Emphasis (LID) Related to Cole and Shapiro (2005) Study
The University of Akron, University of Dayton, Cleveland State University, and Miami
University did not provide comment for this area.
The proposal failed to accurately interpret the Cole and Shapiro (2005) study. The
authors use this study as a foundation for demonstrating a critical need within the field.
28
However, the authors of the proposal grossly misinterpreted the information presented in this
study. For example: Cole and Shapiro (2005) discovered that practitioners report “having 10 or
fewer cases annually involving students with LID (page 682).” This is hardly a critical need
since fewer than 10 cases represents only a tiny fraction of the total number of cases a
practitioner would encounter in any given year. Cole and Shapiro (2005) demonstrated that
school psychologists with doctoral degrees are more likely to work with students with LID than
those with non-doctoral degrees [i.e., specialist degrees]. This significant difference is due to the
nature of advanced training that occurs within the field of school psychology at the doctoral
level (see comments below). Cole and Shapiro (2005) discovered that training in LID was
already prevalent at the non-doctoral level for both coursework and practicum experiences.
Such a finding led the study‟s authors to conclude, “…current school psychology training
programs are developing professionals who have the skills to work with students with LID (pg.
687).” Such a statement indicates that there is no critical need for sub-specialization in school
psychology training.
YSU Response
The KSU reviewer claims that the YSU authors grossly misinterpreted the information
presented in the Cole and Shapiro article (2005) to demonstrate a critical need for supporting
LID training. After rereading the article and reflecting on personal communication (E. Shapiro,
personal communication 2/2010), the KSU reviewer‟s claims are inaccurate and misleading.
The KSU reviewer indicates that Cole and Shapiro (2005) deemphasize LID training,
when in fact, emphasized LID training is supported throughout the article. The authors clearly
state, “Some of the greatest challenges currently faced by school psychologists involve serving
children and adolescents with the most serious impairments, or low incidence disabilities” (p.
29
677). The authors describe that several reports have called for school psychologists to attain
greater training in the development of skills to conduct best practice assessments and
intervention procedures in working with students with LID. Finally, even the KSU
representative elsewhere in the KSU response admits that “The area of ASD is one of the fastest
growing areas of litigation in special education, making it difficult even for experts to keep up
with the rapid changes.” Consequently, this statement by the KSU reviewer suggests that LID
training should be emphasized in a number, if not all programs, especially as school
psychologists are often the first asked to provide expert testimony.
The KSU reviewer‟s second argument finds that Cole and Shapiro (2005) demonstrated
that school psychologists with doctoral degrees are more likely to work with students with LID
than those with non-doctoral degrees. The KSU reviewer attributes this to the nature of
advanced training that occurs within the field of school psychology at the doctoral level.
However, the authors indicate that their findings show that doctoral-level practitioners may
actually have less preparation than their non-doctoral counterparts for this type of involvement
(p. 686). Cole and Shapiro‟s explanations include a greater emphasis for doctoral programs in
research, other competing sub-specialties, and training for roles outside of the school setting.
The authors noted that training programs perhaps view efforts in working with students with LID
as being more important for non-doctoral practitioners who are more likely to be working in
schools and whose training is geared in that direction (p.685).
Finally, the KSU reviewer reports that Cole and Shapiro (2005) concluded, “…current
school psychology training programs are developing professionals who have the skills to work
with students with LID.” The KSU reviewer adds, “Such a statement indicates that there is no
critical need for sub-specialization in school psychology training.” Unfortunately, the KSU
30
reviewer has misconstrued and incorrectly reported the intent of Cole and Shapiro (2005)
throughout his critical review of YSU‟s FP. YSU faculty members did not “grossly
misinterpret” the article‟s claims; YSU faculty members accurately reported findings and
conclusions. In what seems to be an attempted effort to distort the facts, the KSU reviewer
misrepresented and misquoted Cole and Shapiro in the above quote. Cole and Shapiro (2005)
actually concluded, “Overall, the results of these surveys suggest school psychology training
programs are developing professionals who have the basic skills to assess students with LID” (p.
687). When these two words (basic and assess) are added, it completely changes the meaning.
Cole and Shapiro continue by stating, “Where a discrepancy does exist between defined best
practice and reported practice is in the area of contextual assessment of LID.” Finally, these
authors conclude, “It may be important for some portion of school psychology programs across
the country to offer a sub-specialization in assessment and intervention for individuals with LID”
(p. 687). Although the authors recognized that fitting this into a specialist level program might
be challenging, they were careful not to rule it out. The authors clearly stressed the importance
of a cadre of well-trained school psychologists in this particular area. The authors also
recommended developing closer collaboration with special education professionals who
specialize in working with this student population. These collaborative training opportunities are
fully described throughout YSU‟s FP.
In conclusion, NASP Communiqué recently featured a study completed by Miller,
Maricle, and Deornellas (2009). These authors found that approximately 80% of NASP member
respondents agreed that NASP should recognize subspecialties. The top identified specialty area
was ASD, an area that will be featured in YSU‟s proposed program. Finally, these authors noted
that there is a natural developmental progression that takes place within a profession with a
31
specialization being viewed as a sign of maturity, and they concluded that school psychology has
reached this point. This forces a conclusion that certain reviewers not only take a pessimistic
approach to school psychology growth in Ohio, but they also appear to resist natural growth in
the field itself (see Appendix H).
Proposed Curricula: General and NASP Standards Related Feedback
The Miami University reviewer did not provide specific feedback for this area.
University of Akron
The National Association of School Psychologists guidelines are used as the general
framework of candidate competency. The curriculum for the school psychology program
(Masters and Educational Specialist) are in accordance with established standards set forth by
the National Association of School Psychologists (NASP) and National Council of the
Accreditation for Teacher Education (NCATE) Collectively, the overall proposed program and
corresponding course preparation is well thought out. The areas of focus at the Masters level:
(1) dynamic assessment; (2) consultation/collaboration/RTI methods; (3) mental health services;
(4) diversity; and (4) professional practice/ethical issues were appropriately addressed through
a review of the course syllabi and description of the practicum and internship field
experiences….More specifics regarding the rationale and expected outcomes of candidates
observations, engagement and visitation with immigrant families and rural, suburban, and urban
schools is needed.…Coursework emphasizes low incidence disabilities, this orientation should be
in addition to preparation for high incidence disabilities.
32
A review of the proposed coursework was conducted using the 2010 National Association
of School Psychologists (NASP) training standards as a guide. The overall program structure
appears to meet NASP standards….With these (same) standards in mind (to evaluate course
content), the main concern with the program is the lack of course work attending to learning and
academic skill development, curriculum and instruction. This is particularly troublesome given
the program‟s intention to recruit participants with either educational or psychology
undergraduate degrees. Those with degrees in psychology will have a significant disadvantage
when they enter the school systems as practitioners if they do not have a strong foundation in
these areas. Neither the master‟s nor the educational specialist program has sufficiently
addressed this content area.
It is unclear how to assess the adequacy of curricular instruction since few program
course instructors have been identified in the FP. Tables 3 and 4 of the FP indicate that the 3
primary school psychology faculty are the only faculty members eligible to teach the 22 specific
courses with school psychology content, however, none of these courses has an identified
instructor. Will the full time school psychology faculty teach these courses or will part time
faculty be recruited? Will instructors develop performance based assessments? The
documentation of appropriate instructional assignments should be submitted for RACGS review
and approval.
Advanced school psychology courses confuse newer standards for school psychology
practice, such as Response to Intervention (RTI), with older practice delivery models, such as
33
Intervention Assistance Teams (IAT). RTI practices are distinctly different from IAT practices;
the latter is reactive and individual student-focused and the former are proactive and systemsfocused. These and other errors in the curriculum section of the FP are concerning.
The disposition is in essence a Likert rating scale judged by every instructor regarding
such subjective criteria as “student attitudes”, etc. It does not provide behavioral (or
performance) examples associated with various ratings, for example, the difference between a
“2” and a “3” rating is left to the raters judgment (see scale)”…”Nowhere in the FP is there
reference to remediation plans for school psychology graduate students to improve their
disposition performance. Reference to disposition evaluation is course-based and limited to
grade discussions.
Of the 99 credit hours identified, only 9 syllabi identify NASP competencies covered in
the course. Of those 9 courses, 8 identify six or more NASP competencies covered in each
course. In fact, a review of the counseling courses (COUN 6962,6904,6973,6973L,7001)
revealed no mention of school psychology practice, NASP standards, or school-based counseling
approaches. A review of the special education courses (SPED 6909, 6912) reveal that those
syllabi reference Council of Exceptional Children training competencies and omit reference to
NASP competency coverage. Overall, the YSU FP curriculum plan appears uneven and
incomplete; it demonstrates a lack of clear program identity as a school psychology plan of
study.
The FP does not contain any information regarding a chronologic or developmental
sequence of courses”…“What is the expected number of courses and/or student credit hours per
semester? Per academic year? What is the length of the program of study? Are there elective
courses? Answers to these and other curricular sequence questions cannot be found in the FP.”
34
“Course syllabi reveal that several important student skills (e.g., selection and use of behavioral
observation methodology, functional behavior assessment techniques) are included in
assignments in courses with lower numbers (within Master‟s degree curriculum) but are
presented as content covered in an advanced numbered course (within Specialist degree
program).
The proposed coursework and supervised experiences do not meet national graduate
preparation standards for general school psychology practice…A review of the 32 courses
contained within the full proposal reveals only 9 that identify NASP competencies. Thus, the
majority of the proposed course syllabi fail to identify appropriate training standards for school
psychology practice (separate, that is, from special education, counseling or other licensure
areas).
YSU Response
Pertaining to the comments from the UA, SPSY 6905 is a cultural-based course designed
to enhance candidate cultural sensitivity. As part of the experience, students will be assigned to
meet with a family from another culture to learn about their cultural mores as well as adjustment
issues they experienced while immigrating to the USA. Students will then present a PowerPoint
presentation introducing their families‟ culture and describe any immigration/acculturation
difficulties. Also, SPSY 6906 Role and Function is designed to introduce candidates to the
various roles of the school psychologist. As part of the course requirements they will interview
school psychologists in the rural, suburban, and urban areas and then write a paper comparing
and contrasting the roles. Finally, sequential practicum experiences throughout the master‟s and
35
Ed.S. programs will provide candidates with a host of experiences within the rural, suburban, and
urban settings. During the internship year, candidates will visit each other‟s districts and be
expected to compare and contrast role experiences in various settings (rural, suburban, and
urban) during the intern seminars.
In response to the UD, ODE formerly required those candidates in school psychology
programs who did not have a teaching degree to complete an additional twelve hours of study in
relation to educational environments, academic skills, and curriculum instruction.
This requirement was eliminated approximately five years ago by ODE; consequently many
universities throughout the state have dropped these requirements. However, instructional
objectives have been added to the proposed existing master‟s level curricula to cover this
content, specifically SPSY 6902 School Organization, Classroom Analysis, and Cross
Categorical Settings (see Appendix H).
Finally, as previously stressed, this is a comprehensive school psychology program. Both
HID and LID are covered throughout the school psychology sequence of courses and the
internship at both the master‟s and educational specialist levels.
The CSU reviewer comments in paragraph one address concerns relative to course
assignments and adjunct faculty needs. YSU is going through the RACGS approval process for
the proposed school psychology degree offering, therefore, school psychology course
assignments and textbook selections have not been finalized. YSU has hired three full time
doctorate level instructors in the area of school psychology who are eligible to teach the school
psychology course content. Some adjunct faculty may be needed, but again, final decisions will
be made once the program is approved. YSU is committed to hiring adjunct faculty should they
be needed for this program and has budgeted accordingly, with estimated projected costs.
36
Pertaining to the second point the CSU reviewer makes in paragraph two, related to the
Intervention Assistance Teams (IAT) and Response to Intervention (RTI), educational teams
responsible for designing appropriate interventions for struggling students continue to be referred
to as IAT in some districts. However, YSU‟s proposed training is designed so that graduates will
be particularly skilled as team leaders who are actively engaged in the (RTI) process for all
students in the districts where they are employed. The Ed.S. syllabi was written to be a bridge
between both practices so candidates have a clear understanding of both the IAT and RTI
practices which they may encounter in various school districts across Ohio.
Regarding the CSU reviewer‟s third paragraph pertaining to disposition statements, the
CSU reviewer was inaccurate in stating that the YSU disposition descriptions do not provide
behavioral or performance examples. Included in master‟s and Ed.S. Syllabi is the following
disposition statement:
Each School Psychology Candidate must achieve a 3.0 GPA or higher to remain in the
program. However, GPA is one area of assessment only. Candidates must also
demonstrate dispositions (behaviors) which are indicative of professional behaviors. The
skills measured are personal integrity, seriousness of intent, willingness to commit to
professional development, interpersonal skills, acceptance of responsibility, intellectual
curiosity, verbal and written communication skills, flexibility, class participation, respect
for and responsiveness to authority, positive peer interactions, demonstration of initiative,
positive nonverbal communication, active listening skills, initiative, organization and
time management, other-oriented versus personal oriented.
37
Candidates must achieve a minimum rating of four out of five possible points to proceed
with their internship. Interventions will be provided for candidates obtaining a rating of two or
three, and candidates obtaining a rating of one will be counseled and encouraged to seek other
training options (see Appendix N).
The CSU and KSU reviewers provided comments regarding the YSU curricula related to
NASP guidelines. YSU‟s proposed school psychology program clearly represents a separate
identity as a school psychology plan of study. It is noteworthy that the proposed master‟s level
courses that did not define associated NASP standards in syllabi (COUN, SPED, FOUN, and
PSYCH) are interdisciplinary, and therefore the standards were not listed. Although the RACGS
process is not an official NASP review, to provide further clarification, YSU faculty have added
respective NASP standards to all syllabi, including interdisciplinary courses (see Appendices H
and I). YSU faculty members have also developed tables (Appendices J and K) which include
the NASP standard(s) each course addresses. It is not uncommon, and indeed it is to be
expected, that multiple NASP training competency standards may be reflected in the content of a
course. At the same time, YSU‟s proposed curricula comprehensively addresses all NASP
standards (2.1-2.10).
Finally, pertaining to the fifth and last paragraph in the CSU review on proposed
curricula sequence, the FP states that the YSU program has been designed to be comprehensive,
integrated, and sequential (FP, p. 5). It will also incorporate field experiences that are based on
problem-solving methodologies in which the educational and mental health needs of all children
are both analyzed and addressed. The program was designed utilizing the strengths in the BGSU
School Psychology Program. In 2010, the BGSU program received full approval by the school
psychology standards as set by the state of Ohio, the National Council for the Accreditation of
38
Teacher Education, and the National Association of School Psychologists. Comments related to
the BGSU program review stated:
Strength: Program commitment to providing quality training and meeting national
standards. Sound curriculum supported by well-defined experiences, and the program
uses multiple assessments at multiple points throughout training to monitor candidates
(see Appendix L).
The courses in the proposed YSU school psychology program reflect the most current
advances in the field of school psychology and education, and it is structured so that course
content blends effectively with field experience. The practicum experiences at the master‟s
degree level are designed to give candidates exposure to various school psychological practices
and supervision, as well as in counseling and special education. This training represents core
foundational coursework as required by the NCATE/NASP standards. The practicum
experiences at the educational specialist level provide candidates with supervised opportunities
to hone skills required in professional practice. The program culminates with a 1400 clock-hour
supervised internship which provides candidates the opportunity to develop professionally under
the guidance of other licensed school psychologists and professionals.
Candidates will take twelve-fourteen hours per semester (see Appendix M). The length
of the proposed program is three years, and the YSU Full Proposal clarifies that candidates
pursue studies leading first to a master's degree and then to an educational specialist degree. The
degree programs are not offered separately. The general requirements for the YSU Master of
Education in Intervention Services include successful completion of forty-five semester hours
and successful completion of practica and the comprehensive exam. The general requirements
for the Educational Specialist in School Psychology include successful completion of fifty-four
39
subsequent semester hours, and includes the successful completion of practica as well as the
1400 hour internship and the innovative educational change project. Ohio licensure will be
dependent upon completion of the YSU Educational Specialist level training (a combined total of
99 semester hours).
Since the YSU program is sequential, developmental and integrated skills learned at the
master‟s level represent core NASP foundation courses, and course content was included to
reflect the NASP standards from 2.1-2.10. These NASP standards are applied and further skill
development occurs at the Educational Specialist level.
Practicum Experiences
The University of Akron, University of Dayton, Kent State University, and Miami
University did not provide comment for this area.
Cleveland State
The FP information regarding practica coursework and experiences is troubling in its
scarcity and lack of detail. There is no identification of total practica hours across the Master‟s
program. The FP describes practica in counseling, special education, school psychology,
cognitive observation, and dynamic assessment. The FP appears to present practica as a series
of applied training experiences; however, practica training requires supervised practice in
school settings. Program identity and lack of a clear school psychology focus continues to be a
problem in the context (of) the practica requirements and should be redressed by the proposing
institution.
40
YSU Response
Systematic and comprehensive practicum and internship experiences are provided
throughout the YSU master‟s and educational specialist programs, and they are consistent with
curriculum goals and objectives. The school psychology program ensures that all candidates
demonstrate application of knowledge and professional skills in relevant settings and under
conditions with appropriate supervision, evaluation, and support. A numerical specification of
pre-internship practica hours is not required by NASP. However, it is clear that both YSU‟s
proposed program‟s practica and internship experiences are developed to comprehensively
enhance candidates‟ skills and professional characteristics needed for effective school
psychology service delivery. The YSU FP clearly states, “The practicum experiences provide
candidates with supervised opportunities to refine skills required in professional practice” (FP, p.
11). In addition, practica experiences during the second year of training will be supervised by
YSU faculty members and licensed school psychologists in a number of educational settings.
Again, it is possible that the CSU reviewer's perspective, coming from a Psy S. model, might
have fostered a misunderstanding of the progression of practica experiences for an Ed.S.
program.
In closing, YSU‟s proposed practica experiences meet requirements outlined in the
following NASP (2010) Training Standards:
Completion of practica, for academic credit or otherwise documented by the institution,
that are distinct from, precede, and prepare candidates for the school psychology
internship.
Specific, required activities and systematic development and evaluation of skills (see
Standards 2.1 to 2.10) that are consistent with goals of the program, emphasize human
41
diversity, and are completed in settings relevant to program objectives for development
of candidate skills.
Direct oversight by the program to ensure appropriateness of the placement, activities,
supervision, and collaboration with the placement sites and practicum supervisors.
Close supervision of candidates by program faculty and qualified practicum supervisors,
including appropriate performance-based evaluation, to ensure that candidates are
developing professional work characteristics and designated competencies.
Syllabi Suggestions
The University of Dayton and Miami University did not provide comment for this area.
University of Akron
Professional practice/ethical issues were appropriately addressed through a review of
the course syllabi and description of the practicum and internship field experiences.
Several syllabi refer to courses at Bowling Green State University. Many course syllabi
list required readings which are 20 or more years old. Many syllabi identify special education
students, such as students with Autistic Disorder as “autistic children” or “neurologically
different students”, terminology which is dated and offensive to many parents, teachers, and
advocates.
Several syllabi required readings that are 20 years old or older signaling a lack of
awareness of quality, contemporary research-into-practice. Many syllabi refer to students with
42
autism as “autistic” or “neurologically different”; language that not only is outdated, but also is
considered offensive by constituents that school psychologists serve. A host of syllabi refer to
courses at Bowling Green State University, and support a contention that this proposal is not an
authentic, coordinated answer to a „real problem‟ – rather, it is an amalgam of tangentiallyrelated coursework that combines existing YSU course offerings with coursework from the
proposed program coordinators former employer.
YSU Response
It is puzzling that both the KSU and CSU reviewers report that YSU faculty used
terminology which is offensive by constituents in the syllabi. Both reviewers claim that many
YSU syllabi referred to students as autistic children and neurologically different. Each syllabus
was reviewed thoroughly both manually and electronically for this specific terminology;
however these terms could not be located. In the syllabus for SPSY 6902 a reference was
located referring to the candidate requirement to participate in “special education
settings…..including autistic clinics.” Furthermore, the SPSY 7508 syllabus refers to “children
with neurological based learning and behavior difficulties” and “children suspected of having a
neurological deficit.” In the FP the words “autistic children” (FP, p. 1) were found wherein the
authors were referring to a disability category, within a dated, but historical context, explaining
how the number of students identified with autism has grown over the last decade. Finally, it is
described in the FP that Dr. Melinda Wolford has extensive experience in “assessment of
children with neurological differences” (FP. p. 20). YSU faculty members fully understand that
when descriptive terms are misused, it reinforces the barriers created by stereotypical attitudes,
and people first language has been clarified.
43
The current YSU coordinator of the proposed school psychology program served as the
coordinator for the BGSU program for twenty-three years prior to accepting the school
psychology coordinator position at YSU. In her leadership position at BGSU, she wrote three
NCATE/NASP folios with the most recent receiving full NCATE/NASP approval in 2010. As
previously noted, the YSU school psychology program has been modeled after this recently
approved BGSU program and several of the syllabi adopted BGSU policies. The error which
addresses the use of BGSU is consistent on syllabi pages 2, 13, 23, and 33 and all have been
corrected (see Appendix I).
Finally, some dated readings in a portion of the YSU syllabi may
be suggested to give a historical development of various instruments and techniques. However,
it is important to note that required textbooks are current editions and current reading
assignments have been added to select courses.
Contrary to the KSU‟s reviewer‟s claims, YSU‟s program does not represent an amalgam
of tangentially-related coursework. Once again, it was designed in compliance with NASP
standards, and it follows a logical progression from theory to practice. To earn the proposed
Masters of Education in Intervention Services, candidates will be required to demonstrate
understanding and competencies in a number of areas including: role and function of the school
psychologist, assessment, consultation, individual and group counseling, crisis intervention, and
a host of special education topics including low and high incidence disabilities. Candidates will
also receive training in areas including psychopathology, school organization, classroom
analysis, multi-cultural issues, and research. YSU‟s subsequent Ed.S. program is designed for
candidates to acquire and demonstrate practical and comprehensive applied school psychology
skills. Candidates will receive thorough training in the areas of dynamic assessment,
consultation approaches, classroom assessment and decision making, neuro-psychology
44
principles, and family systems training. Another main goal for the second year of training is to
comprehensively prepare the candidate for internship. Finally, YSU faculty members have had
numerous discussions with regional school district officials who have offered their commitment
to support practica and internship training partnerships.
Specific Curricula Related Comments Pertaining to Training in Low Incidence Disabilities
The University of Dayton did not provide comment for this area.
University of Akron
Although YSU‟s program is unique in that it offers specific courses in the area of Autism
Spectrum Disorders (ASD) for moderate/intensive licensure programs, it is not the only
university to offer a certificated program in this area. Also, although the titles vary, information
regarding this population (ASD) is covered in detail in most licensure programs focusing on
services for students with moderate to intensive disabilities.
Miami University
Questionable academic quality in a proposed area of concentration.
My review yields a total of two courses which include LID in the title (6909,6903)in the
Master‟s program and 1 course (SPSY 7508) in the Specialist program . None of the courses
include assignments, readings, lecture titles, or exams which emphasize LID…SPSY 7508
(Neuropsychology) describes a LID assignment related to ADHD, which is a high incidence
disability…There are no YSU courses with significant intervention or treatment focus for LID
populations.
45
The proposal misrepresents the specialized training nature of the YSU program by
stating that 14 courses will address LID and or ASD. Incorporating 14-specialty courses within
initial-service training is simply not possible given the training standards that are set forth by
NASP…Within the submitted syllabi, only 2 courses (6909 and 7508) include LID/ASD in the
title. Neither of these two courses includes assignments, readings, lecture titles, or exams that
emphasize LID/ASD…The proposal misrepresents how graduates will be effective at providing„
best practice‟ interventions for students with LID and, especially, Autism…The description of
practica coursework and experiences lacks specificity relevant to school psychology or the
specialized needs of LID and Autism….Practica and eventual internship require supervised
practice in school settings that focuses on a specific population of students. The failure of the
proposal to identify opportunities for trainees to hone their professional skills in supervised
school-based experiences for students with LID and ASD is troubling…It is an error for the
proposal to state that no other Ohio programs offer master‟s level courses in Autism Spectrum
Disorders yielding licensure in the area of Moderate/Intensive Disabilities in Ohio…
YSU Response
The UA reviewer accurately reported that the YSU Special Education Program
Certificate (nineteen semester hours) may be similar to those provided by other universities, and
programs offering teacher licensure that focus on moderate to intensive disabilities address the
population of students with ASD. However, most programs do not provide intensive studies for
students with ASD. YSU has the only approved Special Education master‟s degree program
with an emphasis on ASD and related disabilities that yields licensure. This program requires an
intensive ninety hour clinical teaching experience in programs that are specifically designed for
46
students with ASD (i.e. The Rich Center for Autism, Camp Sunshine, and other programs
considered with special faculty approval). YSU school psychology candidates will have access
to the same resources and experiences as the YSU candidates in special education.
Although the MU reviewer questions program quality in a proposed area of
concentration, the reviewer gives no specific examples or suggestions. It is possible that the
reviewer was following the suit of others, as the reviewer admits in the FP feedback to
consulting with other IUC colleagues in order to draw his/her own conclusions. Again, although
MU calls this a proposed boutique program, YSU‟s aim is comprehensive in nature, with a focus
on LID.
The CSU and KSU reviewer reported that two courses at the master‟s degree level have
LID in the title, but do not include assignments, lecture titles, etc. which emphasize LID. First,
YSU syllabi does not contain a proposed course SPSY 6903 indicated by the CSU reviewer.
Second, on pages six through nine of the SPSY 6908 syllabus (see Appendix H), the lecture titles
and assignments specifically address deafness, blindness, deafblindness, autism, and multiple
disabilities. This includes a thirty hour pre-clinical experience related to low incidence
disabilities.
The KSU reviewer suggests that the proposed YSU program will incorporate fourteen
separate specialty courses pertaining to LID. As mentioned previously, this was never YSU‟s
intent. However, both LID and HID training opportunities will be incorporated in a number of
the proposed courses. Again, sometimes one misunderstood or misused word by others can
completely change the interpretation, and it is YSU‟s intent to provide clarity. Through master‟s
level coursework including SPSY 6909 Assessment and Intervention for Students with Low
Incidence Disabilities as well as SPSY 6912 Multilevel Tier Interventions across General
47
Education and Special Education Disability Programming, candidates will be expected to
develop a strong knowledge base regarding characteristics and design appropriate interventions
for students with both LID and HID. Furthermore, through SPSY 6902 (School Organization,
Classroom Analysis, Cross Categorical Settings), candidates will have an opportunity to observe
and participate in a variety of educational settings that support the needs of students with LID
and HID, also which includes specific learning disability, mild cognitive disability, emotional
disturbance, and speech and language impairments.
During the Ed.S. courses, candidates will demonstrate a number of assessment and
consultation skills that relate to both LID and HID. For one example, YSU‟s candidates will be
expected to learn best practice techniques in cognitive ability, academic achievement, and
behavioral, and adaptive behavior assessment for students with LID. Furthermore, through
SPSY 7506, Consultation Approaches to Treatment in Schools, candidates will be expected to
work with teachers to develop intervention plans for students with moderate to severe
educational needs.
Finally, the CSU reviewer is correct that candidates in SPSY 7508 Neuropsychology,
Low Incidence, and Learning Behavior are required to complete an evaluation for students who
have been referred for Attention-Deficit/Hyperactivity Disorder. This is important as the FP
shows an increase in students found eligible for Other Health Impaired-Minor identification in
Ohio (FP. p. 126). In addition to the assignment related to ADHD, the assignments for this
course related to LID have been clarified (see Appendix I). Candidates will be required to
participate in clinics and training sessions related to LID. They will also be required to shadow
special education professionals who work directly with students with LID. Settings may include
The Rich Center for Autism, programs for students with visual and hearing impairments, and
48
other opportunities through Educational Service Centers and Boards of Developmental
Disabilities. Candidates will also be expected to develop evidence based interventions for
students with LID, based on evaluation findings. Finally, during this class, candidates will be
required to give a formal presentation in an assigned area of neuropsychology related to LID. In
conclusion, during the third year of study, YSU interns will have a number of opportunities, and
be expected, to provide a variety of school psychology services for students diagnosed with both
LID and HID. Interns will also be encouraged to incorporate a topic in LID into their capstone
experience change project. As this section demonstrates, YSU plans to emphasize various
training opportunities as part of a comprehensive school psychology training program.
Regional Population Figures
The University of Akron, University of Dayton, Cleveland State University, and Miami
University did not provide comment in this area.
The data used to support this claim within the proposal is outdated (from the 2000
Census) and contradicts contemporary understanding of population shifts from Eastern Ohio
available from YSU‟s own resources…Contemporary data available from The Center for Urban
and Regional Studies (located at YSU) based on most recent census information indicates: From
2000 to 2005 Eastern Ohio counties have lost 8.5% of their population; a trend that is expected
to continue through 2015…By 2030, Eastern Ohio will have lost 35% of their population (for
detailed maps see: http://cfweb.cc.ysu.edu/psi/psi_maps_northeast_ohio.htm).
49
YSU Response
Regarding the KSU reviewer‟s claims pertaining to the use of dated census information,
as reported in Table 7 in the FP, current projected population estimates for the year 2009 were
reported. These were based on the U.S. Census Bureau: State and County Quick Facts (see
Appendix O). Specific information is based on an American Community Survey from 20062008.
The KSU reviewer cited a website from YSU‟s Center for Urban and Regional studies
http://cfweb.cc.ysu.edu/psi/psi_maps_northeast_ohio.htm that provided Projected Population
Change from 2007 information (See Appendix P and Q). The estimates were derived from
research that was conducted by the Ohio Department of Development and posted on their
website in March 2004.
Upon reviewing the map information, the KSU reviewer inaccurately claims, “From 2000
to 2005, Eastern Ohio counties have lost 8.5% of their population; a trend that is expected to
continue through 2015.” When using the Map Legend from the 2000-2005 map (Appendix P),
the population change is reported by range, not a fixed amount as the KSU reviewer reports. For
some of the eastern Ohio counties, as YSU reported in the FP, there has been a reduction in
population (FP, p. 128); however, the KSU reviewer uses the most extreme number in the
Legend Range to report that information. For example, the KSU reviewer reports that Eastern
Ohio Counties have lost 8.5 percent of their population between 2000 and 2005, based on the
provided map information. This should be corrected that certain Eastern Ohio Counties have lost
between 0.1 and 8.5 percent of their population. Actually on that same map, Ashtabula County
was projected to have an increase in population by 0.1 to 9.8 percent.
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Furthermore, the KSU reviewer describes not only an inaccurate, but an extremely
pessimistic view regarding the revitalization of certain eastern portions of Ohio. The KSU
reviewer mistakenly claims, based on the aforementioned maps, “By 2030, Eastern Ohio will
have lost 35% of their population.” However, the map describing projected population change
from 2000-2030 clearly does not express this. During this time period, the map describes an
expected decrease in population from 8.6 to 11.9 percent for certain eastern Ohio counties. On
the other hand, additional northeastern Ohio counties, including Geauga and Carroll, are
expected to grow in population between 9.9 and 23.9 percent. It is uncertain if the KSU reviewer
used some other source, misinterpreted the findings, or used a flawed extrapolation method in
order to describe a particularly gloomy outlook for this region. It is certain that YSU faculty
members and university administrators present a much more accurate and balanced outlook for
northeastern Ohio than the reviewer from KSU. Furthermore, YSU trusts that our political and
business leaders, as well as the citizens of Ohio, will continue to recognize the plentiful
opportunities throughout the eastern Ohio region. YSU‟s proposed school psychology program
is committed to innovation and discovery, both key factors for YSU as a hub for the Mahoning
Valley revitalization. Finally, accurate interpretation of this data is important for the countless
children of this region who require and benefit from school psychological services.
Employment Opportunities/Retirement Issues
Miami University did not provide specific comment for this area.
University of Akron
The school psychology program proposed is a response to an increased need for school
psychologists as there is presently a shortage and the expected retirement of many school
psychologists over the next 5 years will raise this shortage even more…..it does not appear that
51
this proposed school psychology program at Youngstown State University would saturate the
market or impact other programs negatively.
The YSU application is well constructed and provides solid evidence to support the need
for additional school psychologists to be trained and employed in Ohio….However,
regionally…YSU is in the same proximity as Kent State University and Cleveland State
University, both recruit from and provide intern psychologists to the same region of Ohio.
The YSU FP assertion of current and future school psychology shortages is based on
dated and limited information. To be fair, YSU‟s timing for a new graduate training program
proposal is incredibly unlucky. The economic downturn in Ohio over the last several years may
not have been foreseen by any training institution, however, YSU‟s failure to adjust their
documentation of need given the current state budgetary projections is problematic. For
example, the FP frequently identifies a vast number of practitioners intending to and/or slated
for retirement in 2014-5. Dr. Stephens‟ June, 2010 survey to school psychologists provides data
to suggest that, approximately 9 months ago, a practitioner shortage could reasonably be
projected. Much has happened in the months subsequent to the survey, most of which will likely
alter retirement plan for many school psychologists. In fall, 2010, STRS received instruction
from the Ohio Legislature to modify the existing plan to address plan solvency across a 30-year
period. The revised STRS plan proposal removed the 2014-15 year as an expected target date for
large numbers of retirements. The revised plan proposal requires longer service periods at
higher age ranges for full retirement within the system. The current plan, now under review in
the Ohio House and Senate, would negate the anticipated glut of retirements in 2014-5.
52
It is an error for the proposal to assume that ample employment opportunities in school
psychology will remain in the state of Ohio. The YSU proposal states that employment
opportunities in the field of school psychology will further increase due to the projected
retirements from 2015 and beyond. Given recent state-wide fiscal emergencies and changes to
the STRS now being considered by the Ohio legislature, making an assumption that employment
rates will continue at the same level they have in prior years not only is dangerous, but also
demonstrates lack of planning by the proposal developers. The currently proposed Ohio budget
asks K-12 schools to do more with less, possibly leading to a reduction of personnel. Moreover,
revisions to the STRS under review currently in both the Ohio House and Senate to address
solvency would require longer service periods at higher age ranges for full retirement. As such,
projected changes likely will negate the anticipated abundance of retirements projected within
the context of the full proposal. With the current fiscal emergency, projections that K-12 schools
in Ohio likely will be underfunded and may need to reduce personnel, and suggested changes to
the STRS, it is inaccurate to presume that new personnel will fill the positions thought to be
available through potential retirements.
YSU Response
The UD reviewer‟s comments indicate that the YSU FP provided solid evidence to
support an additional statewide need. However, the reviewer did point out that there are other
programs in northeastern Ohio. YSU faculty members agree with the UA reviewer that a new
program would not saturate the market or impact other programs negatively. The UA faculty
members would understand this, as their former school psychology program successfully coexisted with others in northeastern Ohio for many years.
53
Regarding anticipated retirements, YSU faculty members agree with the UA reviewer
who reports that presently there is a shortage of school psychologists, and with the expected
retirements over the next five years, this will raise the shortage even more. Remarkably, the
CSU and KSU reviewers claim that the former anticipation of a significant number of
retirements due to STRS changes is now unwarranted. Their claims are based on subjective
opinion whereas YSU projections are based on empirical studies conducted in 2010, utilizing
both school psychologists and school district administrators. For example, the YSU FP describes
by 2015, it is estimated that the current pool of school psychologists will need to increase in
Ohio by an additional sixteen percent to adequately serve student needs (FP, p. 48).
Furthermore, an additional nineteen percent of school psychologists are projected to retire by
2015. Seven percent of school psychologists in the sample had retire-rehire status, and forty
percent of school administrators projected that there will be an increased need for school
psychologists due to STRS changes alone. Additionally, a 2010 needs assessment sponsored by
The School Study Council of Ohio (Dr. Thomas Stephens, Principal Investigator) found that the
projected Ohio retirement rate, over twenty percent within the next six years, matched and
perhaps even exceeded the significant national trend (FP, p. 50).
The CSU and KSU reviewers indicate that the current STRS proposal, under review in
the Ohio House and Senate, would negate the anticipated glut of retirements in 2014-2015. As
noted previously by the CSU reviewer, the immediate need to increase enrollment in school
psychology programs due to projected retirement increases was the subject of a recent IUC
meeting (spring of 2010). Unfortunately for the pool of statewide school psychologists and
children they serve, it is very possible that the current suggested STRS changes may encourage
retirements at even quicker and higher rates than YSU‟s FP and recent IUC projections
54
suggested. For example, the STRS proposed pension reform plan currently anticipates a three
percent increase in member contributions, changes in the way final salaries are determined,
changes in the way retirement benefits are calculated, a higher age for full retirement benefits,
and elimination of the retirement bonus for thirty-five years of service. All of these anticipated
factors require significant employed STRS member concessions and incentives will be
eliminated. Consequently over the next few years, and through the phase in period, substantial
retirements are expected. In response to the review from KSU, to ignore or discount retirement
projections based on empirical data would be the dangerous error. This would also be a
disservice to children throughout the state, and a disservice to the field of school psychology.
Finally, as described in our FP through YSU‟s needs assessment data and letters of
support, a number of school district administrators clearly are excited about creating internship
partnerships with YSU. These partnerships would be a first step in solving school psychology
recruitment difficulties many districts face. The KSU representative, as described in the
introduction, boldly claims on page two of the KSU feedback, “Low salaries are the real reason
why superintendents support an additional program.” On the contrary, many superintendents are
so interested in these partnerships, they report their district would be willing to hire a school
psychology intern from YSU using district funds (FP, pp. 132-135). This information alone
shows that the job market is not currently saturated. Furthermore, other variables must be
considered in light of both recent developments and chronic problems in meeting Ohio school
psychology service needs. These include the probable closure of the Bowling Green State
University school psychology program, the use of Ohio funds to support Marshall University
interns from West Virginia, and other facts provided in this Response Document. Given this
55
information, YSU is actually in a position where its proposed training program will not only fill
a critical need, but also provide key services for Ohio‟s training system for school psychologists.
Student Interest/Recruitment
The University of Dayton and Miami University did not provide comment for this area.
The FP does not contain any information about key student quality issues such as
admission criteria, admission procedures, and graduate student funding.
University of Akron
Youngstown State University conducted a survey of 162 of their students, to determine if
there was an interest in a school psychology program/degree. Out of the 162 students surveyed,
60% indicated interest in the program, and close to 90% indicated that there is a need for such a
program at Youngstown State University. Although the sample is relatively small, it is important
to remember that there is a shortage of school psychologists at both state and national levels,
and the shortage is expected to become worse over the next 5 years, with an expected high
number of school psychologists being close to retirement (according to NASP). There is not only
a student interest, but also an identified shortage in this profession….Per the general
recruitment plan; the number of students to be recruited each year is realistic and is based on
current data and information regarding their program. There appears to be evidence of a
sufficient pool of students to maintain the program for several years.
The proposal indicates that a survey was conducted and 162 responses were received.
There are several major concerns regarding the technical adequacy of the presented data. First,
56
there is no description of the students who responded (were they psychology majors, education
majors, or majors from another related field?). Without such descriptive information, it is
impossible to determine the validity and relevance of the data presented within the proposal.
Second, there is no information regarding how these surveys were conducted. Did the proposed
faculty members conduct such surveys in person? If so, there is a high degree of likelihood that
their approach influenced participants to answer more favorably. Taken together, there is no
indication that the collection of data was conducted in a reliable and valid manner that would
allow for definitive statements of student interest.
Student demand for a school psychology training program at YSU is
unsubstantiated in the proposal. The proposal states, “…50 students indicated that they would
like to apply for the YSU school psychology program” (p. 24). This equates to only 31% of the
total number of participants surveyed. While an overwhelming majority of the students who
responded in this survey indicated an interest and need, only one-third demonstrated any
commitment to wanting to receive training at YSU. Such information should raise concern; it
suggests that while students are interested in the field of school psychology, they are less
enthusiastic and, subsequently, less likely to submit an application to a potential program at
YSU. Data presented within the proposal demonstrates that less than one third
of potential students are interested in applying to a school psychology training program at YSU.
Such a finding likely would have a detrimental effect on potential enrollment and ability to
maintain a critical mass of students.
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YSU Response
The CSU reviewer questioned the proposal‟s admissions criteria. The guidelines for the
proposed YSU School Psychology program admission are clearly described in the FP (FP, p.23).
These guidelines include:
Online application.
A baccalaureate degree from an accredited university or college.
Minimum undergraduate cumulative average of 3.0 or better on a 4.0 scale.
Graduate Record Examination (GRE) Verbal and Quantitative Scores. Preferred
scores are 500 on each of these sections; minimum acceptable scores are 470 on each
of the Verbal and Quantitative sections of the examination.
Three letters of reference (at least two from former professors) attesting to applicant's
motivation, professional commitment, interpersonal skills, related experiences, and
professional capabilities.
Transcripts from all previously attended institutions.
Minimum of 8-9 hours of undergraduate work in psychology.
Completion of a good moral character statement.
An on-campus interview to evaluate applicant in terms of interpersonal skills,
professionalism, motivation, and maturity.
Pertaining to the comments related to student interest in the proposed program, Dr.
Ellenwood has considerable experience in collaboration activities at IUC meetings as a former
IUC member and recent president of this organization. It is well known among IUC members
that application rates, including those in northeastern Ohio, have consistently far exceeded the
number of available candidate openings.
58
YSU faculty members agree with the UA reviewer that students are clearly strongly
interested in this new program at YSU. This has been expressed informally by the number of
students and potential candidates who have approached faculty members with excited
anticipation about program initiation. Furthermore, a School Psychology Survey was prepared
using Survey Monkey software and distributed via email to all undergraduate and graduate
students enrolled at YSU in the fall semester of 2010. This email included: (1) a brief statement
of fact that YSU faculty and administrators were preparing documents required for approval of a
new school psychology program; (2) a brief statement regarding the work of school
psychologists and information about the proposed school psychology program at YSU; (3) a
URL to help interested students learn more about school psychology if they were interested; (4) a
statement regarding the purpose of the survey (i.e., to determine “level of student interest in and
perceived need for the proposed YSU school psychology program”); (5) information about the
time required to complete the survey (i.e., approximately two minutes); (6) an assurance that
students were not required to complete the survey; (7) an assurance that all data collected from
the survey would be anonymous and confidential; (8) a statement regarding who would have
access to the data; (9) a statement regarding how data would be used (i.e., “to prepare reports
required by state agencies and national organizations;)” (10) a list of investigators, their
academic department, and telephone numbers; (11) the name and telephone number of the
Director of the Office of Grants and Sponsored Programs at YSU; and (12) the following
statement: “By following the link below and completing the School Psychology Program Interest
Survey, you are providing consent to participate in this survey research.”
The Institutional Review Board at YSU approved this survey, and research and data were
collected in a reliable and valid manner as described above. Neither did “faculty members
59
conduct such surveys in person” nor could there have been “…a high degree of likelihood that
their approach influenced participants to answer more favorably.” These expressed false
assumptions and inflammatory language may reveal a great more about the motives of the
reviewer than any rational attempt to discern facts. There is no misrepresentation of fact in the
YSU proposal, nor is information regarding student interest “misleading and potentially biased.”
Indeed, survey data clearly reveal strong interest in, and commitment to, the proposed school
psychology program.
Despite the fact that approximately sixty percent of respondents (i.e., approximately 98
students) indicated a general interest in the field of school psychology, it is unrealistic to expect
that all students interested in a field of study will necessarily apply to a particular program at any
particular university. Again, the KSU reviewer appears to misunderstand, and misrepresent, the
purpose and outcomes of the study. The fact that approximately one third of survey respondents
(i.e., 52 YSU students) indicated that they would like to apply for the proposed YSU school
psychology program reveals an enormous local commitment and interest for a program that is
expected to enroll approximately 12 candidates per academic year. This number does not account
for program advertisement that would undoubtedly attract program applicants from across the
state, country, and the world. Therefore, instead of indicating that such a finding, “…likely
would have a detrimental effect on potential enrollment and ability to maintain a critical mass of
students,” quite the opposite is true. If a brief online survey instrument administered to a campus
sample of YSU students generated a list of 52 students who indicated that they would like to
apply to YSU‟s proposed program, additional advertising can only generate more than sufficient
numbers to maintain a critical mass of students.
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Need for Emphasized Low Incidence Disabilities Training in School Psychology
The University of Dayton did not provide comment for this area.
University of Akron
This proposed school psychology program is unique among school psychology programs
in Ohio, as it has a concentration in low incidence disabilities (LID). Presently, there are only
three other programs with this concentration throughout the nation. This concentration will
meet a need, as there are 261,600 students in Ohio (in 2009-2010) that have been identified with
various disabilities, yet only a few school psychologists are trained to serve these rising
numbers…
The FP is very unclear with regard to several issues related to this purported need. First,
the astronomical increase in disabilities is limited to two disability categories: Autism Spectrum
Disorders (ASD; which includes specific diagnoses of Asperger‟s Disorder, Autistic Disorder,
Pervasive Development Disorder), and Specific Learning Disability, which is a high incidence
disability.
School psychologists are not the first responders with LID; they do not diagnose ASD,
blindness, deafness, or cognitive disabilities with moderate to severe mental retardation.
Identification of low incidence disabilities is conducted primarily by pediatric and clinical
psychologists, not school psychologists. This practice does not occur due to school psychologist
shortages or heavy caseloads, but rather, the nature and timing of low incidence disabilities. The
warning signs of LID present before children reach school age and referrals for psychological
service come from physicians, parents, and day care providers, not teachers or school
administrators.
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The Ohio Board of Certification in Applied Behavior Analysis lobbied for, and gained,
approval of state policy specifically requiring schools to hire Autism consultants who are BCBA
certified.
Miami University
Lack of an established boutique or specialty program need in Ohio.…While we concur
that the cumulative national rates of autism and certain LIDs have increased, recent data
suggests that the actual number of students within Ohio have declined.
It is an error for the proposal to state that students with LID and ASD are continuing to
increase at significant rates in the state of Ohio. THE RATES OF ASD HAVE NOT INCREASED
900% IN THE STATE OF OHIO as represented in the PDP. This error in statistical
representation is based on the authors‟ citation of the cumulative growth since autism was
included as a category under the Individuals with Disability Education Act (IDEA). The actual
annual growth of ASD, a much more reliable predictor of incidence, has been decreasing and
does not constitute an emergency in the state of Ohio. Specifically, from 1998 to 2009, there has
been an 82% reduction in the annual growth of ASD in Ohio (Thoughtful House Center for
Children, n.d.)…“The proposal does not use contemporary data to support its claim that
practitioners are faced with increasing numbers of students with LID and ASD”.
ASD is decreasing in the state of Ohio. The annual growth of autism in Ohio has been
decreasing since 1998, the annual growth of Multiple Disabilities (MD) in Ohio has decreased
significantly since 2007, the annual growth of Developmental Delay (DD) in Ohio has decreased
significantly since 2002, the annual growth of Other Health Impairments (OHI) in Ohio has
decreased significantly since 2002.
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It is an error for the proposal to state that no other Ohio programs offer master‟s level
courses in Autism Spectrum Disorders yielding licensure in the area of Moderate/Intensive
disabilities in Ohio”…. “It is an error for the proposal to state that candidates trained as school
psychologists in Ohio currently receive minimal training in the area of LID.
YSU Response
YSU faculty members agree with the UA reviewer that this proposed school psychology
program is unique among school psychology programs in Ohio. However, the review from CSU
is quite puzzling. Regarding autism eligibility in Ohio (see Appendix R), a cumulative increase
from approximately 1,500 students who were identified with Autism in 1999-2000 to nearly
14,000 in the year 2009-2010 is quite remarkable, and as the CSU reviewer admits, perhaps
astronomical. Furthermore, as reported previously, the proposed YSU program will also train
candidates to provide school psychological services for students diagnosed with HID such as
specific learning disabilities. Although the cumulative increase in other disability categories
may not be astronomical, information illustrates that LID populations have shown steady
increases in areas such as: Multiple Disabilities, Deafblindness, Deafness, Visual Impairments,
Traumatic Brain Injury, and Other Health Impairments (see Appendix R).
Regarding CSU‟s second point, school psychologists are on the front lines to lead multifactored evaluation teams in determining eligibility for special education. Consequently, there
certainly is a need for diagnostic, as well as consultation and direct intervention services,
provided by school psychologists. Furthermore, although it may not be the school psychologist
who is the first responder to a LID, this certainly is plausible. It is important to note that school
psychologists often, especially as they also work with the birth through five population, make
medical referrals that can ultimately result in medical diagnosis and treatment.
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Finally, regarding the CSU reviewer‟s final point, although applied behavioral analysis is one
of many important techniques for school psychologists to utilize in a variety of educational
settings, YSU‟s program planners never intended to train professionals who solely function as
autism consultants. Again, this is a comprehensive training model based on NASP 2010
standards. YSU proposes to train candidates who will have emphasized training related to LID.
Additionally, Ohio school district administrators support the increased need for these emphasized
opportunities (FP, p. 134). As described in YSU‟s 2010 needs assessment, nearly eighty percent
of school district administrators agreed that time demands for school district school
psychologists have increased due to the need to address LID, and an even greater percentage,
ninety percent, expressed the need for more focused training for school psychologists in this
particular area.
The MU reviewer states that autism prevalence rates are decreasing in Ohio without
providing a source. Perhaps again, as the reviewer admits on page one of their feedback, this
“was based on consultation with other IUC colleagues in order to draw their own conclusions”.
Interestingly, YSU proposed school psychology faculty members presented at the latest Ohio
School Psychologists conference in April of 2011. Simultaneously, Brittany L. Ruiz & Frank J.
Sansosti, Kent State University, presented a poster session titled, Computer-Assisted
Interventions for Students with ASD within School-based Context; A Quantitative Synthesis of
Single Subject Research. In the introduction they reported “The number of children with Autism
Spectrum Disorders has increased substantially over the past decade.” This is directly opposite
to the review from KSU. Furthermore, Autism Speaks website, (http://www.autismspeaks.org/),
reports on their home page that autism prevalence figures are growing. They estimate that
autism affects 1 in 110 children and 1 in 70 boys.
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Regarding figures in Ohio, according to Thoughtful House Center for Children
(http://www.fightingautism.org/idea/), Autism was added as a separate eligibility category
through IDEA in 1991 (optional) and 1992 (required). YSU‟s contemporary data (see Appendix
R) was obtained through the ODE website and started during the 1999-2000 school year. The
KSU reviewer also minimizes the importance of cumulative growth rates in favor of annual
growth rates. YSU faculty members continue to stress that prevalence rates for students
identified with autism in Ohio have increased from 1,514 (in 1999-2000) to 13,925 (in 20092010). Furthermore, in analyzing the annual growth rate in Ohio for this particular population,
the identification numbers continue to increase steadily, typically an increase of between 1,000
and 1,500 students each year. Ohio has never had a year demonstrating a decrease in prevalence
rates when compared to population numbers from the previous year. What is not readily
apparent is that as cumulative numbers for the entire population increase, the actual percentage
growth, or annual growth as described by KSU, can appear to slow down. However, this is a
statistical issue and should not distract the reviewer. When conducting a meaningful needs
assessment, YSU maintains that cumulative change does matter as we are projecting necessary
resources for the quantitative increases in the upper graph (see Appendix S) rather than
percentage increases located in the lower graph as the KSU reviewer used (see Appendix S).
Furthermore, there has been an absence of new Ohio program introduction in school psychology,
regardless of focus on LID within the last four decades. Therefore, Ohio has not kept pace with
the cumulative growth from year to year regardless of annual percentage rate changes. This
argument could also be made for other disability categories which have shown cumulative
growth, including multiple disabilities, other health impairments, traumatic brain injury,
deafness, blindness, and deafblindness. While it is true that the population of students identified
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with developmental delays has decreased, this may be attributed to the identification changes in
Ohio for this particular category (i.e. lowering the required IQ score). It is entirely possible that
this also is a primary factor behind the increase for those students now identified with specific
learning disabilities.
Also, the KSU reviewer elected to include only one chart for annual growth related to
autism prevalence rates reported on a website (http://www.thoughtfulhouse.org/techlabs/disabilities/autism.php). On that same site, several graphs were provided including the
upper graph (see Appendix S) which visually depicts a steep gain in the cumulative number of
children identified with autism in Ohio. These numbers appear to be consistent with the ODE
information provided in Appendix R. Actually, by using the information that the KSU reviewer
provides, it appears that there has been an extraordinary cumulative increase in autism
prevalence since originally identified as a category in 1992, much larger than the 900 percent
YSU‟s FP described since 1999 (see Appendix R). Furthermore, pertaining to annual growth,
the lower graph the KSU reviewer refers to (see Appendix S) clearly shows that Ohio has
maintained a steady 15-20 percent increase in overall ASD population year-to-year over the last
five years and prior to this, even more dramatic rate increases. Using the category of autism as
an example, the same arguments apply for the misleading information and graphs the KSU
reviewer provides pertaining to other disability categories. YSU reports ODE data through 2010
(see Appendix R) which clearly shows an increase in nearly all areas of LID.
Finally, the KSU reviewer noted that it was an error to assume that other Ohio Programs
provided minimal LID training. An online review of all course descriptions at both the master‟s
and educational specialist level at the nine other Ohio training institutions was conducted in
order to determine levels of LID training within the school psychology programs (FP, p. 129).
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Many programs provided very limited information, if any, regarding the training offerings
pertaining to LID. YSU faculty remain very willing to work with other training programs in the
state to collaboratively support the needs of children diagnosed with LID and to provide
emphasized training and opportunities in various areas. This was one outcome of the YSU 2010,
Summer Institute which featured LID.
Statewide Need
University of Akron
The proposal provides appropriate evidence regarding the significant need for school
psychologists, especially those specifically trained to work with students with low-incidence
disabilities. The proposal program indicates critical issues at the state and national levels. Data
supported the need. The local need in the state has the potential to increase based on the State
Teachers Retirement System Board proposed changes. The data cited by the National
Association of School Psychologists (2006), indicated that school psychologists have consistently
had “considerable” or “some” shortage in the field over the last 10 years. The current crisis is
complicated by the fact that approximately four out of ten current school psychologists are
predicted to retire by 2010, more than half by 2015, and two out of three by 2020 (Curtis,
Hunley, and Chesno 2004).
for additional school psychologists to be trained and employed in Ohio…
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There are currently 9 NASP-approved programs in Ohio. In May of 2010, program
representatives attended the annual Spring IUC meeting in which projected statewide needs
were discussed. Anticipation of significant retirements in 2014, based on the STRS plan
proposed at that time, were discussed and members committed to increasing enrollments in their
programs.
In addition to projected statewide shortages, the FP provides data from 2009 to suggest
significant current shortages in the catchment area. A former YSU faculty member, Dr. Ryan
Allen, conducted a needs assessment asking local administrators about the difficulty recruiting
and retaining school psychologists in the catchment area. While over half of the respondents
indicated difficulty filling school psychology positions, no data was provided to represent how
many districts responded affirmatively to this item. That is, the FP reports 157 administrators as
survey respondents , however the FP does not report how many respondents were from the same
district as every district, contains multiple administrators.
It is incorrect for the proposal to assume a new training program will meet the demands
of Ohio‟s Strategic Plan for Higher Education. “There are already NINE school psychology
training programs currently in the state of Ohio…It is inaccurate for the proposal to state that
the state of Ohio has a critical shortage of school psychologists. The proposal states the
development of the program is a response to the “shortage of credentialed school psychologists
at national, state, and local levels” using references that are both outdated and misrepresented.
While portions of the USA have witnessed critical shortages of school psychologists, these areas
all lie within the Southeast, Southwest, and Western portion of the United States and do not
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include Ohio….“Contemporary data regarding the practice of school psychology in the Midwest
indicates an aging workforce, but an already oversaturated marketplace. Recent empiricallyderived evidence exists that counters the anonymous, online-survey estimates cited in the full
proposal. For example: Abshier (2008) demonstrated that Ohio is located in a region that
contains the second highest concentration of school psychologists; Curtis, et al (2007, 2008)
demonstrated that both the Midwest (particularly Ohio) and the Northeast portions of the
country have the highest ratio of school psychologists to school-aged students.
Miami University
The YSU proposal specifies a national need for programs regarding the shortage of
school psychologists. While the case for this may be made on a national level, it is our
contention that Ohio has a robust milieu of school psychology programs throughout the state
and is also well represented regionally. Moreover, there are at least three studies (Abshier,
2008; Curtis, et al, 2007, 2008), which indicate that the Midwest and Ohio specifically represent
geographical areas that are already replete with school psychologists and not facing shortages.
YSU Response
School districts are required by Ohio law to provide school psychological services to
students aged birth through twenty-one. For years, the National Association of School
Psychologists recommended a school psychologist to student ratio of 1 school psychologist per
1000 students. Historically, Ohio has fallen far short from reaching this ratio, and this trend
continues. Furthermore, in April of 2011, Dr. Kathy McNamara, faculty member from CSU and
Ohio delegate to NASP, recently updated Ohio school psychologists at the April, 2011 OSPA
spring conference. She urged practitioners to recognize and advocate that NASP now
recommends a ratio of one school psychologist per 500-700 students, in order to provide
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comprehensive services through the NASP Model for Services by School Psychologists (see
Appendix T).
A letter from Enedina García Vázquez, Ph.D., Chair, NASP Program Approval Board
clearly states, “There is a continuing and, in most regions and communities, an increasing need
for well-trained school psychologists qualified to provide a wide range of educational and mental
health services to children and youth. I commend you and your institution (YSU) for responding
to this need and for pursuing the option of offering a degree consistent with both national
standards and the level of training that you provide” (see Appendix A).
Furthermore, both KSU and CSU reviewers indicate that there are nine operating school
psychology programs in Ohio. Bowling Green State University suspended enrollment for its
school psychology program for the 2010-2011 academic year and beyond dropping this number
to eight school psychology programs in Ohio. Furthermore, in April of 2011, The Toledo Blade
(see Appendix U) reported that the BGSU School Psychology Program is recommended for
closure. Consequently, Ohio is now limited to eight school psychology programs, when at one
time it had thirteen. As a result of the probable BGSU program closure, during the 2011-2012
internship year there will be only three interns placed in Ohio from the BGSU school psychology
program. In 2011-2012 BGSU will have zero students in the program in the educational
specialist degree preparation curriculum tracks (year 2) or in the master‟s level foundation
program (year 1). This alone will result in ten to twelve fewer candidates being trained per year
for school psychology positions in the state of Ohio, and is the same amount of interns YSU
anticipates placing per year.
Regarding the CSU reviewer‟s second response, during the spring of 2010, certain IUC
members, as designated peer experts for their respective institutions, were in the process of
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reviewing YSU‟s Program Development Plan (PDP) for the proposed school psychology
program. It is noteworthy that in their PDP response comments, certain reviewers justified
claims to block program expansion in Ohio, while at the same time, apparently used those same
arguments in an attempt to increase their own school psychology program enrollment and
support the use of interns from Marshall University (West Virginia). It should also be noted, that
should Ohio universities attempt to increase enrollment in existing school psychology programs
to fill this void, they may risk being out of compliance with NASP and IUC established faculty
to student ratios.
Furthermore, representatives from the IUC and Ohio School Psychologists Association‟s
Director of Legislative Services continue to address the need for Ohio school psychology
internship funding. Historically, the funded internship has created opportunities and incentives
to prevent shortages in the field. As a KSU article reports, “There has been strong advocacy
from the school psychology and educational community for continuing this support, and it has
been retained even through tough budget years.” (see Appendix V).
Pertaining to the statewide needs assessment, the CSU reviewer has two studies confused.
Dr. Allen‟s study results are reported in the FP pages 36-37 while Dr. VanVoorhis‟ study results
are reported on pages 37-48 (FP, 2011). It is worthwhile to note that Dr. Allen‟s needs
assessment conducted during the 2007-2008 academic year clearly supports the need for this
program as detailed in his program reports which YSU is more than willing to produce. For
comparison purposes, Dr. Allen‟s survey revealed that approximately eighty percent of
respondents agreed that existing Ohio school psychology programs failed to provide a sufficient
number of school psychology graduates for the greater Youngstown region.
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In addition, Dr. VanVoorhis conducted the 2010 spring needs assessment. The survey
directions clearly stated that only one administrator respond per district (preferably the
superintendent or designee). Please refer to FP, Table 9 for demographic data as it is clear that
each district is only represented by one administrative response. Furthermore, the 2010 study
provides data for not only the proposed catchment area, but also for the entire state of Ohio.
Similar to Dr. Allen‟s study, over eighty percent of respondents from the proposed catchment
area indicated that “Universities in Ohio need to produce more school psychologists to meet the
needs of students” (FP, p. 132). Similarly, nearly eighty percent of respondents from the entire
state responded in a similar fashion (FP, p. 134). Finally, YSU has provided over seventy letters
of support from separate districts and agencies supporting the high demand for this program and
willingness to partner for training and hiring.
Regarding the KSU reviewer‟s comments, the YSU needs assessment was, in fact,
empirically driven. The KSU reviewer did cite a doctoral dissertation, Absheir (2008), and an
unpublished paper presentation by Curtis, et al. (2007) which should be recognized as an
unsuccessful attempt to refute the Ohio workforce need for school psychologists. The KSU
reviewer describes findings from Abshier‟s (2008) doctoral dissertation as follows, “Ohio is
located in a region that contains the second highest concentration of school psychologists.” It is
possible that the KSU reviewer believes that Ohio is part of the American Mid-Atlantic Region,
and thus, misinterpreted the data. Abshier does in fact indicate that Mid-Atlantic (MA) states do
contain the second highest concentration of school psychologists. However, states in the MidAtlantic region include: New Jersey, New York, and Pennsylvania, while Ohio, in fact, falls in
the East North Central (ENC) region along with Illinois, Indiana, Michigan, and Wisconsin (see
Appendix W). This represents a mean regional difference of over 500 students per school
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psychologist as ENC school psychologists report ratios that are significantly higher than those in
the MA region. Ohio‟s ENC region actually ranks fifth out of nine regions in school
psychologist to student ratio rather than the second most concentrated region as the KSU
reviewer mistakenly reports. These findings are supported by Charvat (2005) in an article
featured in NASP Communique‟. In this article the NASP Manager of Research and
Information Services demonstrates that Ohio ranks approximately in the middle of all states
pertaining to school psychologist to student ratios, and still well off the recommended ratio
prescribed by NASP. The KSU reviewer also indicated that findings from Curtis, Lopez,
Castillo, Batsche, Minch, and Smith (2008) empirically supported an “already oversaturated
marketplace in the Midwest.” However, the authors make no attempt to describe regional
concentration rates and school psychology to student ratios as the KSU reviewer leads the reader
to believe (see Appendix X).
Finally, although the exact citation could not be located, a NASP PowerPoint
presentation (psychweb.psy.umt.edu/www/documents/NASPpowerpoint.ppt.) was located online
that references the same paper presentation the KSU reviewer refers to (Curtis, Lopez, Batsche,
Minch, and Abshier, 2007) given at the spring 2007 NASP conference. This NASP PowerPoint
presentation, School Psychology, a Career That Makes a Difference, described the job outlook
for school psychologists as “excellent, both present and long term!” These presenters cited the
fact that there are not enough graduates to meet demand, retirements will soon open up many
positions, and School Psychology was named one of the top ten “best careers” for 2007 by US
News and World Report. This NASP PowerPoint presentation appears positive in nature, and
does not describe a bleak job market as the KSU reviewer may lead the reader to believe.
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In closing, the KSU reviewer again makes a number of egregious research and/or
reporting errors, and this again casts a dark shadow of doubt on claims made by this reviewer
throughout the FP feedback. Furthermore, the MU reviewer admitted in the FP feedback to
consulting with other IUC university faculty in order to reach conclusions. This again appears to
be the case, as the MU reviewer cites the exact same articles and inaccurate conclusions as the
reviewer from KSU. By checking the facts, it was easy to find that the information was severely
distorted or not included in the cited source. Inter-rater reliability holds no weight if the
conclusions are entirely invalid.
Alternative Regional and Statewide Options
University of Akron
With the increased shortage in the field of school of school psychology at both state and
national levels it does not appear that this proposed school psychology program at Youngstown
State University would saturate the market or impact other programs negatively. The program
is designed to (a) have the student earn both a master‟s degree and an educational specialist
degree (allowing them to be competitive at the state and national levels), (b) have a
concentration in low incidence disabilities (making it one of only three other programs in the
nation with this concentration), and (c) is a way to respond to a local, state and national
shortage of school psychologists, with the numbers expected to increase over the next 5 years.
for additional school psychologists to be trained and employed in Ohio.
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If the YSU FP were to be approved, it would directly and adversely affect Cleveland
State‟s School Psychology program…. applicant rates, applicant quality, and possibly, diversity
of the applicant pool would likely be affected. The CSU program has grown substantially over
the last decade and the introduction of a fourth NE Ohio school psychology program would
threaten future growth and enrollment stability. The CSU program has trained a number of
candidates from the catchment area over the years. These and other candidates have secured
positions and continue to practice in the catchment area. If an alternative training program
exists, it would be unlikely that CSU would have the opportunity to train candidates from the
catchment area in the future. Dr. Kathy McNamara, former CSU School Psychology program
director, reviewed the YSU PDP in March 2010, and expressed concern that the CSU program
ability to ”recruit and train qualified students would be severely impaired by the YSU program”;
following my review of the FP, I strongly reiterate this concern…Another omission from the FP
is any mention of the NASP-approved training programs located in Western Pennsylvania which
routinely provide school psychologist graduates to fill these positions in the catchment area….
It is incorrect for the proposal to state that Eastern Ohio is underserved with regards to
availability of school psychology training programs. There are seven approved school
psychology programs within the Northeast Ohio-Western Pennsylvania region….
Miami University
Across the states of Ohio and Pennsylvania there are at least seven established and
approved school psychology programs that are in close proximity…
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YSU Response
YSU faculty agree with the UA reviewer who indicates that YSU graduates, who will
have emphasized training in LID, will be part of the solution in response to the current and
projected local, state, and national shortages of school psychologists. YSU faculty members also
agree with the UD reviewer who remarked that YSU faculty provided solid evidence to support
the need for additional school psychologists to be trained and employed in Ohio.
Regarding CSU reviewer comments, it is disappointing that certain IUC members
prevented YSU collaboration with other program representatives at their meetings. It was, and
still is, YSU‟s intent to openly communicate with faculty and administrators about collaborative
opportunities that would strengthen, and not threaten, any existing program. YSU faculty
members remain very open to these possibilities, and we have confidence that other Ohio school
psychology programs will continue to thrive as they have in the past. YSU proposes a
moderately sized Ed.S. program, and expects 10-12 interns and 10-12 Ohio licensed eligible
school psychologists per year once fully operational. Once operational, YSU program expansion
is not expected; however, YSU faculty will work collaboratively with other Ohio school
psychology stakeholders, including the Ohio IUC, to help meet Ohio‟s school psychology
training needs. As discussed elsewhere, this is the first new Ohio school psychology program
proposed in over four decades. At one point, thirteen Ohio universities provided training for
school psychologists, but now, Ohio is limited to eight programs (factoring in the probable
closure of BGSU‟s program). Historically, for years the northeastern Ohio area was served by
four school psychology programs: Cleveland State University, John Carroll University, Kent
State University, and the University of Akron. The eastern Ohio area was served by five school
psychology programs when including Ohio University. The University of Akron and Ohio
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University stopped admitting students in the early 1990s due to faculty shortages at the time;
therefore, Ohio now has only three programs to serve eastern Ohio. Furthermore, the proposed
YSU school psychology program will likely assist with northern Ohio needs which have
increased since BGSU stopped admitting students this past academic year.
As reported elsewhere in this Response Document, application rates of qualified potential
students for school psychology programs have consistently far exceeded openings. Furthermore,
YSU‟s proposed, and somewhat unique, service area (FP, p. 116) as well as other southeastern
Ohio regions, has remained seriously underserved in the area of school psychological services
for children. The YSU FP included over seventy letters of support from regional superintendents
and administrators. Clearly these letters, as well as YSU‟s 2010 needs assessment data, indicate
a significant need for school psychological services, as well as recruitment and retention
difficulties, in YSU‟s proposed service area. Furthermore, many administrators have reported
that they have never been able to secure a school psychology intern despite their repeated
requests to northeastern Ohio school psychology programs. In addition to this unique service
area, YSU‟s program will meet both state and national needs.
Youngstown State University proposes an Educational Specialist Degree in School
Psychology. According to their websites, Cleveland State University offers a Psy.S. Degree
program in school psychology, while John Carroll University offers a master‟s degree in school
psychology in the context of a Jesuit mission. Furthermore, Kent State University offers a Ph.D.
in school psychology. YSU faculty members remain willing to have collaborative discussions
with Kent State University faculty (as well as other Ohio school psychology doctoral program
faculty members) so that YSU graduates who wish to pursue doctoral level training in school
psychology are fully aware of their additional training options.
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Pertaining to statewide need, overall it appears that Ohio‟s population has grown
approximately two percent over the last decade (see Appendix O). Regarding regional need, in
addition to total population percentage fluctuation, as previously reported, it is important to
consider regional population concentration. As reported in the FP, four out of five Ohioans live
in a metropolitan area, and the YSU proposed program aims to serve two major metropolitan
areas, both Youngstown and Canton. Approximately one in five Ohioans live in the
southwestern metro areas now currently served by three programs while one in three live in the
northeast Ohio metro areas.
It is of interest that certain reviewers appear to advocate for the use of out of state
programs in Pennsylvania to address Ohio‟s school psychological shortages in YSU‟s proposed
service area. These reviewers also appear to be content with this out of state solution to address
the needs of the southeastern portion of Ohio using interns from West Virginia. On the other
hand, YSU faculty proposes to join the Ohio system to address all Ohio needs including the
greater Youngstown region. While maintaining an Ohio focus, at the same time, YSU faculty
members also realize that collaborative relationships with universities outside the state system
are valuable for school psychology training programs everywhere. For example, Pennsylvania
school psychology faculty members have been extremely approachable and positive. In fact,
Indiana University of Pennsylvania faculty members assisted YSU with the development of the
Program Development Plan in the Fall of 2009. Furthermore, informal and friendly discussions
have also been held with faculty members from California University of Pennsylvania and
Duquesne University, both universities within western Pennsylvania. These discussions were
held with the understanding that states have unique school psychology licensure requirements.
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Finally, while promoting Ohio‟s state system of higher education, YSU plans to recruit
from within Ohio and nationally which would obviously include applicants from Pennsylvania.
However, all candidates would participate fully in a program designed to meet Ohio licensure
requirements, and be strongly encouraged to stay within the Ohio system. This is in contrast to
solely utilizing Marshall University, an out of state program, students for their internship year.
Although it is YSU‟s goal to develop even stronger relations with university programs outside of
Ohio, we recognize the importance of being part of the Ohio system, and will continue to
advocate for in-state collaboration with other school psychology trainers. These collaboration
efforts have been successful with other stakeholders in Ohio school psychology who have
provided constructive and helpful feedback through open communication.
Ohio Internships, and Historical Shortage of School Psychologists in Southeastern Ohio
Miami University did not provide comment in this area.
University of Akron
The school psychology program proposed will address the region of southeastern Ohio,
which has been historically underrepresented (or served by out of state institutions).
Youngstown State University‟s school psychology program proposal indicates that they are
committed to recruiting students from this underrepresented area, as this will provide a higher
possibility for these students to stay in these underrepresented areas (as they are already living
in these communities) and help to more effectively meet Southeastern Ohio‟s needs. Youngstown
State University is also willing to collaborate with other school psychology degree granting
universities in Ohio, to address shortages in underrepresented areas.
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The YSU proposal cites the efforts that the IUC has undertaken in order to overcome a
practitioner shortage in certain underserved areas of Ohio as evidence for increasing the
number of school psychologists”…. There are potential conflicts with existing school psychology
programs that may cause unnecessary duplication in the region. For example, YSU is in the
same proximity as Kent State University and Cleveland State University, both of which recruit
from and provide intern school psychologists to the same region of Ohio”….The IUC maintains
the position that the addition of another school psychology program would place some programs
in Ohio in jeopardy of having to reduce the number of students enrolled due to the limited
number of intern slots each year in order to reallocate intern slots to YSU. In essence it would
put the survival of some existing programs at risk.
Another anticipated threat to the CSU program has to with securing, maintaining, and
funding placements for interns in area school districts. Program directors at CSU, Kent State,
and John Carroll have worked to create a collaborative model for soliciting and reviewing area
school districts as potential training sites; we work and correspond regularly with one another
to ensure that each university has access to appropriate and well-qualified districts in the pool.
The YSU program would tap into our existing pool of potential training sites.
It is incorrect for the proposal to state that the requirement for Marshall University‟s
students to serve Ohio schools following their paid internship is less stringent than that required
of Ohio trained students (p. 58, proposal). All students receiving Ohio-funding for their
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internships, whether in-state or out-of-state, are required to fulfill the terms of an Affidavit they
sign acknowledging their responsibility to serve Ohio for a minimum of one-year following the
completion of the internship. It is also incorrect for the proposal to imply that Marshall students
fail to continue serving Ohio following their mandatory one-year post-internship internship; for
example, from 2006-2011, 23 Marshall interns have completed their culminating training in
Ohio (of whom six were Ohio residents at the time of their admission) and 16 of the 23 continue
to serve school districts in otherwise underserved Appalachian SE-Ohio (SST Region 16).
Marshall University only places students in Ohio‟s SST Region 16”.
“Claims that the YSU program will be able to replace training structures for SE Ohio are
not supported by evidence provided within the proposal. The proposal states that “YSU key
catchment area includes SST 5, 9, and 12” (Table 7, Table 11, and pp. 33, 35, 38). However, the
greatest training needs – and those which are currently being met by the cooperative
arrangement with Marshall University – are located in SST Region 16….These counties, and in
fact all of SST Region 16 districts, have been the target of prior commitments by the IUC For
School Psychology (including past training conducted at Shawnee State and current cooperation
with Marshall University) to serve this otherwise underserved SST Region). It is relevant to note
that the YSU proposal does not indicate an intention to serve SST Region 16….
YSU Response
As stated previously, the greater Youngstown region is the only major metropolitan area
in Ohio that is not currently served by a school psychology program. Additionally, YSU‟s
proposed service area is an area of need and contains certain southeastern Ohio counties included
in SSTR5, SSTR9, and SSTR12. Relative to Youngstown, this includes northern Ohio cities
(such as Ashtabula), western cities (such as Canton and Massillon), and southern areas (such as
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New Philadelphia, Zanesville, and Steubenville). Furthermore, the UA reviewer accurately cites
YSU‟s willingness to collaborate with other school psychology degree granting universities in
Ohio, to address shortages in underrepresented areas. This includes both the SSTR16, in the most
southeastern regions of Ohio, as well as expected vacancies created by the probable BGSU
closure in northern Ohio.
As reported in the FP to address the shortage of school psychologists in the southeastern
region of Ohio, the Shawnee State effort was a joint venture including Shawnee State, the
University of Dayton, and Marshall University (from West Virginia) to train candidates at
Shawnee State. This venture was short-term and consisted of training only two cohorts (total of
sixteen students). To date, there has been no report of the number of students who became
employed in southeastern Ohio upon graduation from Shawnee State. Consequently, it is not
possible to determine the success of this program.
In another ongoing attempt to address the needs of southeastern Ohio, the KSU reviewer
accurately reports that a cooperative arrangement exists between Marshall University and the
Ohio IUC. For several years, Marshall University interns have been placed in southeastern Ohio,
and thereby have absorbed paid Ohio internship units. As the KSU information indicates (see
Appendix V), the dollar amount of reimbursement per intern for the previous few years has been
between $27,000 and $29,000 per intern. However, the information explains that this amount
varies from year to year, since it depends upon two things: (a) the total line item in the state
budget for the internship program, and (b) the number of interns.
November of 2009 marked the last time YSU faculty were able to obtain IUC meeting
minutes before being excluded from all communication with IUC (including meeting minutes).
At that time, through correspondence, it was reported that over the past five years, 425 interns
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were Ohio interns. Consequently, on average, 85 Ohio interns per year were trained during that
five year time frame. These figures compare favorably with ODE data (see Appendix Y). This
demonstrates that the Ohio IUC system has not been able to consistently provide one-hundred
interns per year. This is noteworthy, as IUC members have repeatedly stated that in order to
maintain adequate replacement numbers for the field, one-hundred internship slots are required.
Furthermore, these projections appear to be used to justify the total line item dollar amount in the
state budget. As the KSU website article points out (see Appendix V), should there be fewer
interns in a given year, the interns are compensated at a higher rate. In addition, school districts
have the option to add to the intern salary. When these additional factors are considered, it has
been estimated that some interns have been compensated as much as $36,000 per year.
For the academic year 2011-2012, it is estimated that Marshall University, from West
Virginia, will place nine interns in southeastern Ohio. Additionally, ODE reports that
approximately twenty-seven interns from Marshall University completed internship in Ohio from
2006-2011. When adding these figures together, and calculating total costs at the average rate
the Kent State University weblink (see Appendix V) provides of $28,000 per intern, this yields a
dollar amount that approximates the million-dollar question: “Why are certain university peer
experts advocating for the use of Ohio funds to support students from West Virginia in the guise
of cooperation, while at the same time writing opposing, unjustifiable, and inaccurate reviews
designed to prevent the development of the proposed school psychology program at Youngstown
State University?”
Furthermore, as stated previously, it is very probable that BGSU will no longer be
providing interns for the state system. From a logical standpoint, even if retirements do not spike
over the next decade as indicated previously, there still will be ample room in the Ohio system to
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add a moderate sized program of 10-12 students to the internship pool. As the YSU response
previously expressed, the 2010 YSU needs assessment clearly showed that district administrators
support the significant need. Many, if necessary, are even willing to support Ohio interns using
their own district funds. In closing, YSU faculty members and administrators understand that
change can be difficult, especially a proposed change that hasn‟t happened for over four decades
in Ohio school psychology. YSU‟s intent has never been to put other programs at risk, and we
have no plans to disrupt the state supported internship program. On the contrary, YSU faculty
members and administrators are fully prepared and look forward to working with all other
university faculty members and representatives throughout the state. This will help maintain a
strong and collaborative model for all aspects of school psychology training.
Collaboration Efforts
University of Akron
Youngstown State University is also willing to collaborate with other school psychology
degree granting universities in Ohio, to address shortages in underrepresented areas. Through
the Inter-University Council (IUC) faculty representing university school psychology training
programs in Ohio meet at least three times yearly. This is an opportunity to address training
practices, credentialing, and professional leadership needs. Youngstown State University‟s
school psychology program proposal also indicated collaborative efforts such as: (a) the Ohio
School Psychologists Association (OSPA), (b) the National Association for School Psychologists
(NASP), (c) the Ohio Department of Education (ODE), (d) Low Incidence Disability (LID)
Organizations.
Youngstown State University has, in its early phase of program development, connected
with The University of Akron College of Education Dean and the Chair of the Counseling
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Department (the school psychology program is housed in the Counseling department but is
presently on moratorium) and explored potential ways to collaborate, and if there were any
concerns regarding this new program proposal. Since our program is presently on moratorium,
there is no possibility to collaborate at this time. The proposal also clearly indicated that there is
an ongoing desire to seek out collaboration with other institutions in the future.
Collaborative meetings between the YSU faculty and the Ohio Inter-University Council of
School Psychology Graduate Preparation Programs have addressed the significant concern that
internship placements in Ohio are limited…. The YSU proposal accurately cites the tensions and
circumstances associated with the issues that have arisen due to limited resources….The IUC
has determined that the addition of a new program at YSU would be ill advised and potentially
damaging to existing programs…The IUC has the responsibility of managing internships across
the state and collaborating to ensure that school psychologists who are prepared in Ohio stay in
Ohio.
The FP documents contact with ODE and OEC to garner support, however, FP writers
were apparently unable to produce official support of the need for a new school psychology
program, the need for increased LID training for Ohio school psychologists, or formal
endorsements from either government agency for the YSU program proposal.
The proposal fails to acknowledge or respond to the unanimous resolution of the InterUniversity Council (IUC) of School Psychology Trainers of Ohio. Consistent with the mission of
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service to Ohio, the IUC for School Psychology has studied and unanimously agreed that Ohio‟s
current and predicted needs for the training of school psychologists will not be better served by
the creation of a new school psychology training program at YSU (see Appendix E). Ohio‟s IUC
for School Psychology has worked closely with the Ohio Department of Education for 48-years
and has been charged with monitoring and then reacting to shortages of school psychology
practitioners within the state. This IUC of nine-member institutions regularly conducts needsassessments and their unanimous determination to recommend against a new training center
reflects contemporary data on „need.‟
No attempts at inter-institutional collaboration have been attempted prior to receiving
this proposal for a new program. In an effort to respond to Ohio‟s Strategic Plan for Higher
Education, efforts of inter-institutional collaboration are required. However, at no time has YSU
provided evidence of working with current school psychology programs to provide more training
opportunities and placement of students within Eastern Ohio. A natural collaboration could
exist with Kent State University (KSU)…
Miami University
Even though a former PDP was submitted and reviewed by the IUC in School Psychology
with a subsequent unanimous disapproving statement, those putting forth the YSU initiative have
nonetheless submitted a full proposal to this council for approval. As a program, we have
independently reviewed, collaborated, and consulted with other IUC in School Psychology
colleagues in order to note our own conclusions, which have led to the disapproval of the YSU
proposal…
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YSU Response
As reported throughout the FP, YSU faculty members and administrators have always
been willing to collaborate with other school psychology trainers and institutional representatives
in Ohio. For example, all Ohio school psychology faculty members throughout Ohio were sent a
personal invitation via their respective program coordinator, to join YSU faculty at the YSU 2010
Low Incidence Summer Institute. Furthermore, informal individual discussions have been held
with numerous Ohio faculty members at various state and national conferences. As reported by
the UA reviewer, YSU administrators explored potential ways to collaborate with the UA as well
as a discussion which was held during the 2009-2010 academic year between College of
Education Deans representing YSU and KSU. In addition to collaboration opportunities within
Ohio, YSU faculty members have also successfully collaborated with other national school
psychology faculty members and YSU faculty members have exciting training plans involving
international collaboration with potential partners in England, South Africa, and Holland.
YSU‟s attempts to collaborate with the IUC were fully described in the FP (FP, pp. 6264). According to the IUC Constitution, (see Appendix Z), the purpose of the IUC is to provide
a forum for the exchange of ideas concerning the training of school psychologists and the future
role models of school psychologists. Furthermore, the Ohio IUC‟s mission is to cooperate with
the Ohio School Psychologists Association (OSPA), the Division of Special Education, and other
professionals to set program standards, determine certification standards, develop and maintain a
quality internship program, and develop long range plans for the utilization of trained school
psychologists. YSU faculty members have always been actively willing to cooperate and
collaborate with IUC members. Each program is made stronger through the discussion of ideas,
and YSU representation and participation at IUC meetings was one way for YSU faculty to
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promote this exchange. Since an out of state school psychology trainer from Marshall University
(West Virginia) has Associate Status on the Ohio IUC membership list (see Appendix AA), it
was hoped that Ohio IUC members would also support collaboration with Ohio faculty members
proposing a new Ohio program.
The UA and UD reviewers acknowledge that YSU has made numerous attempts to
collaborate with the Ohio IUC. However, the reviewer from KSU continues to question efforts
of inter-institutional collaboration. YSU‟s information provided in the FP bears repeating in
light of the KSU reviewer‟s comments.
As mentioned in the FP, several attempts have been made by YSU faculty members and
consultants to collaborate with the IUC, an organization that includes representatives of Ohio
school psychology training programs, about the on-going development of the YSU school
psychology program. In spring, 2008, Dr. Ryan Allen, YSU assistant professor, attended an IUC
meeting to overview development of the YSU program to date and share information regarding
the regional need for the program. At the fall 2008, winter 2009, and spring 2009 IUC meetings,
a YSU representative was in attendance and up-dated the IUC about the continued plans for the
school psychology program at YSU. At the spring 2009 meeting, an update was provided by the
YSU representative. Subsequently, the IUC leadership, at the urging of a KSU representative,
asked the YSU attendee to leave the meeting room while some guests remained. IUC
subsequently held discussions, and no notes were taken at the request of the KSU representative.
In the fall of 2009, again an update was provided by YSU representatives to IUC and YSU
representatives asked for suggestions in relation to program development. No suggestions were
given, and again, the IUC went into a closed session, asking the YSU attendees to leave the
meeting room. These closed door discussions were not reflected in the IUC minutes. In January
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of 2010, plans were made for YSU‟s faculty and consultant to attend the IUC meeting. The YSU
representative traveled specifically to Columbus to attend the February 2010 IUC meeting. The
night before the scheduled IUC meeting, an e-mail was sent to the YSU representatives by
Wendy Cochrane, IUC President, indicating that they were uninvited to the meeting (see
Appendix BB). They were notified that they would not be permitted to attend another IUC
meeting until YSU was an approved program. IUC also returned the $50.00 institution fee that
YSU submitted to become a guest member of IUC. YSU faculty requested minutes of the
February, 2010 meeting but the request was denied by Wendy Cochrane, President (see
Appendix BB). To date, none of the requested minutes have been forth coming. At the direction
of IUC, YSU was not represented at the fall 2010, winter 2011, and spring 2011 IUC meetings,
although other guests, including the Marshall University representative from West Virginia were
apparently welcome. This is regrettable, as an original purpose of the Ohio IUC was to assist
with new program development. Furthermore, the KSU IUC representative consistently has
urged the IUC leadership to hold closed session meetings excluding YSU faculty representatives.
If this representative and the reviewer are the same person, to now say that YSU did not attempt
to collaborate with other faculty is extremely misleading, and represents the height of hypocrisy.
YSU remains willing to join and collaborate with others in the state system, and continues to be
open to constructive feedback regarding proposed program development.
Unfortunately, it also appears that certain Ohio IUC members misunderstand their own
constitutionally defined purpose which is to promote a forum for the exchange of ideas through a
cooperative process (see Appendix Z). Also to clarify, when responding to questions about
denied collaboration opportunities and meeting minutes, the president of this organization during
the 2009-2010 academic year, Dr. Wendy Cochrane, accurately responded, “First, the IUC is not
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a legal entity; although we have a Constitution, we are merely a collaborative network of
university faculty formed to promote high quality graduate education of school psychologists in
Ohio, and to assist the Ohio Department of Education in its administration of the intern funding
program.” Dr. Cochrane continued in her e-mail, “Since you (YSU) have attended as guests, and
are not members of the IUC, meeting minutes would not be furnished to you, nor will we provide
a list of members and non-members who were invited to attend all or part of the meeting.” She
continued, “The Ohio Board of Regents has a process for approving proposals for new degree
programs……comments will be submitted on behalf of universities, not the IUC” (See
Appendix BB).
Although YSU faculty members were disappointed that the IUC as an organization
decided to end collaboration efforts so early in the process, YSU faculty members and
administrators continued to follow the official proposed program submission process. YSU
faculty members have gone to great lengths to design a comprehensive Program Development
Plan, Full Proposal, and Response Document. Elsewhere in their reviews, the MU and KSU
reviewers noted that the YSU FP did not sufficiently address various certain feedback items from
the PDP review. However, the YSU Full Proposal comprehensively addressed PDP feedback
and a clarification table has been provided for this review (see Appendix DD).
It is true that YSU representatives were denied IUC meeting participation and minutes,
and the message was clearly delivered that YSU representatives would not be welcome at IUC
meetings until program approval. YSU faculty respectfully complied with these wishes, and this
actually allowed for valuable opportunities to collaborate with enthusiastic practitioners at the
Ohio School Psychologist Conferences as some of these meetings were held concurrently. It
should also be highlighted that Dr. Cochrane was correct in stating that the Ohio Board of
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Regents has a process for approving proposals for new degree programs. Unfortunately, it does
not appear that other selective Ohio IUC members fully understand the RACGS process.
Instead, a certain minority chose to submit an inaccurate resolution, attached to the review, in
what seems to be an attempt to circumvent the RACGS formal process. The MU reviewer even
appears to believe that what seems to be a self-defined IUC approval process warrants stronger
consideration than the RACGS process as acknowledged by the following reviewer comment:
“Even though a former PDP was submitted and reviewed by the IUC in School Psychology with
a subsequent unanimous disapproving statement, those putting forth the YSU initiative have
nonetheless submitted a full proposal to this council for approval.” As YSU faculty members are
well aware, program proposals are submitted and reviewed directly through the RACGS process
and not solely through a self-defined and secretive Ohio IUC review process. Furthermore, the
KSU reviewer cites, “This IUC of nine-member institutions regularly conducts needsassessments and their unanimous determination to recommend against a new training center
reflects contemporary data on need.” As reported in the previous section, YSU faculty recently
conducted a contemporary and empirical statewide needs assessment in 2010 which strongly
supported the need for another school psychology program for Ohio and for YSU‟s proposed
service area. The KSU reviewer and IUC‟s dubious resolution presents no credible empirical
data to justify their contemporary needs based data. The only contemporary data presented in the
FP feedback was based on extremely flawed interpretations or reporting methods as discussed in
the previous sections. It is quite possible, based on the similar and inaccurate FP feedback by a
small minority of institutional reviewers, that these faulty reports and conclusions were used in
an attempt to mislead the entire Ohio IUC membership.
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The KSU reviewer provides an unacceptable and invalid IUC resolution. Actually this
resolution not only contains a number of incorrect statements and misrepresentations that are
explained throughout this Response Document, it also highlights that certain Ohio IUC
institutional representatives made a number of RACGS procedural errors, if not violations. First,
Dr. Ellenwood, current coordinator of the proposed YSU School Psychology Program, was
President of the IUC when the IUC representative from KSU drafted a resolution letter in an
attempt to discourage YSU program development. The resolution, dated June of 2009, continues
to be provided by the KSU reviewer. This was written, and reportedly acted upon, a full seven
months before YSU‟s PDP was even submitted through the RACGS process. The PDP was not
yet available for Ohio IUC members to review during June of 2009. Not only was this IUC
resolution written well before YSU faculty members had a chance to explain the proposed
program‟s purpose and willingness to collaborate with others in the state system, it was not
unanimous as the KSU and MU reviewers mistakenly report. Dr. Ellenwood testifies that she, as
the IUC President and Ohio IUC listed member, did not sign this document; in fact, no signatures
are included. Furthermore, Dr. Ellenwood testifies that other institutional representatives from
other programs stated that they would not sign the resolution, making a unanimous resolution
including twenty-eight signatures with all universities represented impossible. Any one person
could easily express personal views on an organization‟s letterhead and claim that it represents
the entire organization. It is clear through personal conversations with individual IUC members
(from June of 2009) that this resolution is inaccurate. Furthermore, it did not originate from the
IUC President from the two pertinent academic years (Dr. Ellenwood and Dr. Cochrane).
Consequently, this shows that a subgroup of IUC members (numbers undetermined) colluded
against YSU program development well before the introductory PDP. It also shows that this
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subgroup is misrepresenting the total IUC membership by developing and submitting resolutions
with inaccurate information, and without going through the proper Ohio IUC leadership
channels. This again raises important questions about attempts to circumvent and/or add
significant bias to the RACGS process. It also seriously jeopardizes the credibility of any
resolution written by these authors in the past or the future, under the guise of full or unanimous
cooperation. It is argued that these subgroup members who provided this extremely questionable
resolution should have followed the advice of their IUC president, Dr. Cochrane, and simply
responded as peer experts through the offices of their respective graduate deans as required by
the RACGS process.
Finally, the CSU reviewer apparently did not understand that the Ohio Department of
Education‟s Office for Exceptional Children (through the School Study Council of Ohio)
originally funded the development of the YSU school psychology program through a series of
planning grants. Written reports have been provided regularly to the Ohio Department of
Education (Office for Exceptional Children), and YSU representatives have met regularly and
communicated frequently with Kathe Shelby, Director, Office for Exceptional Children; Thomas
Lather, Associate Director, Office for Exceptional Children; and Jo Hannah Ward, Assistant
Director, Office for Exceptional Children. Furthermore, ODE‟s Office for Exceptional Children
was represented by Earl Focht at the 2010 YSU Summer Institute, and YSU included Ohio
Department of Education SSTR5 letter of support. Finally, the critical need for another school
psychology training program in Ohio was originally determined by the 2004 State of Ohio
Superintendent‟s Task Force Report on Special Education Personnel, Supply and Demand
Survey.
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YSU‟s coordinated efforts with ODE are important to note as the UD reviewer
mistakenly indicates that the role of the IUC is to manage internships. Actually, the IUC‟s
Constitution clearly describes that the organization‟s purpose is to work in cooperation with
OSPA, ODE, and other professionals to develop and maintain a quality internship program.
Therefore, the role of the Ohio IUC is not to monitor the need for school psychologists and
interns throughout the state of Ohio as the resolution proclaims; but to advise the ODE and
others on internship matters as Dr. Cochrane accurately reported. For certain FP reviewers, the
main apprehension over a new Ohio program appears to be directed toward the distribution of
Ohio funded internships, rather than academic quality or state service needs. Ironically, the Ohio
IUC has engaged in a cooperative relationship with Marshall University from West Virginia in
order to train interns in Ohio. This raises several professional and fiduciary questions:
Certain IUC representatives appear to support a quick fix or temporary solution such
as the current partnership with Marshall University and the cooperative training
partnership involving the University of Dayton, Marshall University, and Shawnee
State (which was short term and is no longer in place). Why are certain institutional
reviewers justifying the need to financially support out of state interns through Ohio‟s
state funds, while at the same time writing inaccurate and extremely uncooperative
reviews against a proposed Ohio program?
Would it not make more sense to transfer the comparable number of intern positions,
currently given to a program from West Virginia, to a new Ohio program that is also
willing to work within the Ohio system to support areas of need?
Are the Ohio institutions‟ graduate deans, especially those who serve on RACGS,
fully aware of this partnership with an out of state program?
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Is this out of state arrangement supported by the Ohio Board of Regents and Ohio‟s
Strategic Plan of Higher Education which is referenced by the KSU reviewer?
Has Marshall University gone through a similar Ohio review process to ensure
adequate candidate training in the state of Ohio?
Although the purpose of this Response Document is to provide comprehensive and
truthful answers, these are critical questions. Based on statements made by certain respondents,
it seems quite apparent that certain IUC members clearly have overstepped an advisory role
pertaining to the management and distribution of school psychology internships in Ohio. At the
same time, YSU faculty members and administrators continue to collaborate, and YSU remains
willing to be a part of the long term solution.
YSU faculty members, as the Ohio IUC constitution addresses, also recognize the
continued need for collaboration among all Ohio Stakeholders in School Psychology in addition
to the Ohio IUC and ODE. A number of successful collaboration efforts, initiated by YSU
faculty, have already been accomplished as described in the YSU FP (FP, pp. 62-67), with many
more strong partnerships expected in the future. As detailed throughout this Response Document
and FP, meeting the school psychological needs of Ohio‟s children is the most important
objective. Clearly, YSU faculty members have demonstrated through needs assessment data and
letters of support, that Ohio district administrators are very supportive of this initiative.
Furthermore, YSU has reached out to school psychology practitioners and YSU school
psychology program faculty members have worked to develop professional relationships with
practicing school psychologists throughout the state. YSU faculty members have reached out to
school psychologists in the greater Youngstown region by helping to reactivate the OSPA
Regional: Northeastern Ohio School Psychologist Association (NEO-SPA). In June 2010, a
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breakout session was held at YSU‟s Summer Institute where representatives from this proposed
regional organization spoke to prospective members about the need and desire to reactivate this
regional organization. The appeal was well received. Additionally, YSU school psychology
faculty members have publicly agreed to assist and provide leadership in reestablishing this
regional association. Collaboration with OSPA in support of this regional chapter will continue,
and plans are in place to provide support in the submission of a NEO-SPA proposal. It is
anticipated that this will be presented to the OSPA Board in the fall of 2011.
In January 2010, Dr. Edward Fiscus and Dr. Richard VanVoorhis attended the OSPA
board meeting and presented information regarding the proposed YSU school psychology
program. Following the presentation, many board members thanked the YSU representatives for
their efforts to bring a new school psychology program to the state system, and discussed ways
to individually collaborate in the future. Dr. VanVoorhis has continued his efforts to be involved
with OSPA as he serves on the Public Relations/Service Committee and attends both the fall and
spring conferences. Dr. Audrey Ellenwood also supports OSPA activities as she encouraged her
BGSU candidates to present their change projects as Poster Sessions at every spring OSPA
conference. In the fall of 2010, YSU School Psychology faculty, faculty within the BCOE
Counseling and Special Education Department, and business leaders from the Youngstown
region supported OSPA‟s Scholarship Foundation for Prospective School Psychologists at the
2010 fall conference by donating a basket of YSU and community items for auction. Dr.
VanVoorhis attended this fall conference and shared YSU‟s progress with interested participants.
Finally, Dr. Ellenwood and Dr. VanVoorhis presented YSU‟s program plans through presenting
a Poster Session at the Ohio School Psychologists Association‟s spring (2011) conference. This
presentation was very well received by many Ohio school psychology practitioners.
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On a national level, in February of 2011, Dr. VanVoorhis presented the YSU program
plans at the NASP Convention in San Francisco, California, and this was well received.
Furthermore, a number of positive discussions were held with other national school psychology
faculty members regarding opportunities for collaboration and support (See Appendix A).
Clearly there is significant interest in new school psychology program development as this field
remains one of “The 50 Best Careers of 2011” as reported by US News and World Report (2010,
see Appendix EE).
Finally, several ongoing discussions have been held with a number of LID partners to
begin collaborative efforts in the training of candidates for the YSU proposed School Psychology
Program. As previously described, some of these partnerships include: the Rich Center for
Autism, the Ohio State School for the Deaf, the Ohio State School for the Blind, the Ohio Center
for Autism and Low Incidence (OCALI), the Down Syndrome Association in the Valley, and the
Leonard Kirtz School (MCBDD).
Access and Retention of Underrepresented Groups
The University of Dayton, Miami University, and Kent State University did not provide
University of Akron
The proposed school psychology program will work with campus and community
agencies to actively recruit and make efforts to retain a diverse student population for the
program. Student retention of underrepresented group will also be strengthened through (a
commitment from upper administration for) funding to offer scholarships and assistantships, for
qualified school psychology candidates in the program. In addition, there is a commitment by
Youngstown State University to hire diverse staff and faculty, which has been shown (in the
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research literature) to help in the retention of diverse students. Since Fall 2000, Youngstown
State University has increased their enrollment of minority students by 125% (1282‐2884). There
is an ongoing commitment to recruit minority, international and women students. The school
psychology proposal indicates a commitment to collaborate with campus and community
agencies to recruit underrepresented groups to the program (which is in line with the
University‟s Centennial Strategic Plan). The proposal presented several tables (Table 18‐21)
providing data on: (a) undergraduate degrees awarded, (b) graduate degrees awarded, (c)
degrees awarded nationally, and (d) a comparison of underrepresented group degrees from
Youngstown State University to national norms. Specific data was provided: for example 20%
(or 1,430 graduates) from Youngstown State University are from underrepresented groups.
YSU is well positioned to contribute to the diversity of students. The FP reports YSU‟s
gains in recruiting and retaining ethnic minority students. This is indeed a laudable
accomplishment. While YSU had made significant strides in graduating undergraduate and
graduate ethnic minority, their numbers approximate, not exceed the national norms. Therefore,
they will need to continue to work hard to recruit diverse program candidates both within and
outside of YSU.
YSU Response
YSU faculty members agree with the reviewers that YSU is well positioned to contribute
to the diversity of students. YSU faculty members and administrators plan to actively recruit and
retain a diverse candidate pool as described in the FP.
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Institutional Priority/External Support
The University of Dayton, Kent State University, and Miami University did not provide
University of Akron
The Provost has reportedly provided verbal support, as well as allocated resources: (a)
operational budget, (b) the hiring of two school psychology faculty members (over the past two
years), (c) graduate assistantships for future school psychology students, and (d) annual
scholarships for qualified school psychology candidates. The Beeghly College of Education,
where the school psychology program will be housed (if approved) has (a) provided space for
the program, (b) established an assessment lab, and (c) assigned two graduate assistants to the
school psychology faculty…..There is a reported commitment for purchasing testing/assessment
materials……The proposal had attached well over 60 external letters of support. Ohio
Department of Education State Support Team 5, Northeastern Ohio School Psychology
Association, Western Reserve Local School District, Canton Local Schools, Tri‐County
Educational Service Center, The Ohio Center for Deafblind Education, Down Syndrome
Association of the Valley, etc.
The annual $5000 estimated costs for assessment materials appear to be excessive in
contrast to the annual expenses incurred in the existing 9 programs. The YSU FP states that
student fees will cover most of these expenses. If this statement is accurate, then it would be an
unfair burden to pass on to students. Aside from estimated costs, the YSU FP provides evidence
of adequate institutional supports for both the Master‟s of Education in Intervention Services
and the Education Specialist in School Psychology degree programs….The FP contains minimal
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information regarding external support for the program. The FP reports “approximately 70
letters” of support, however, the FP copy I received for review included an Appendix N title
page only. Regardless, the proposing institution reports support from the surrounding
geographic community. Support also appears to have been provided by the local Educational
Services Center (ESC). The YSU FP reports support from local advocacy groups. Evidence of
foundation support is limited to the School Study Council (SSC) via Tom Stephens who, as
described in the FP, works internally with YSU as School Psychology Training Fund Director;
additionally, the FP identified him as the primary surveyor of school psychologist retirement
plans in 2010. Given Dr. Stephens‟ integral involvement in the YSU proposed program and
proposal process, his support must considered internal, not external…
YSU Response
The UA reviewer is correct that the YSU provost has continually provided verbal
support, as well as allocated required resources. The CSU reviewer also notes that aside from
estimated costs, the YSU FP provides evidence of adequate institutional support for both the
Masters of Education in Intervention Services and the Educational Specialist in School
Psychology degree programs. The Beeghly College of Education will have ample space for the
program, including the use of an assessment lab. As reported previously, YSU has hired three
qualified school psychology faculty members and allocated resources for four graduate assistant
positions. There is a commitment for purchasing assessment materials that has been budgeted by
YSU. To clarify for the CSU reviewer, student fees will cover protocols including assessment
scoring booklets, while YSU has committed to covering other more costly testing materials, such
as assessment materials, equipment, and software. These items will be updated so that
candidates are trained using current instruments. The CSU reviewer is correct in reporting that
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the School Study Council of Ohio and Dr. Thomas Stephens has supported the development of
this program proposal at YSU. The proposal also has the support of the surrounding geographic
community, including local Educational Service Centers and local advocacy groups. Finally, it
is true that YSU‟s FP contained over seventy letters of support, and YSU representatives are
happy to provide CSU with copies of all letters of support.
Conclusion
Youngstown State University faculty and administrators are fully confident in the YSU
proposed School Psychology Program‟s merits and objectives. Furthermore, both the YSU‟s FP
and Response Document clearly demonstrate the need and support for this proposed Ohio
program. Throughout this Response Document, YSU faculty have provided clarification
pertaining to constructive comments in addition to contesting a number of inaccurate claims,
made by a small minority of institutional representatives. YSU‟s intent is to respectfully
continue with the RACGS program approval process and incorporate helpful suggestions which
will continue to strengthen YSU‟s proposed program, Ohio‟s school psychology training system,
and Ohio‟s system of higher education. In order to succinctly summarize this Response
Document, major items that were addressed are included.
Whereas the proposed school psychology program administrators and faculty members at
Youngstown State University:
1. Propose to offer a Masters of Education in Intervention Services and subsequent
Educational Specialist Degree in School Psychology which will meet Ohio licensure
criteria;
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2. Propose an Ohio School Psychology Program (the first in Ohio for over four decades)
emphasizing LID, neuropsychology, the family school system, consultation, and
dynamic assessment;
3. Present well developed M.Ed. and Ed.S. proposed curricula (based on NASP 2010
Standards) that will comprehensively address school psychology training;
4. Accurately, comprehensively, and empirically describe the critical need for the YSU
proposed School Psychology Program at the regional, state, and national levels;
5. Effectively describe current and predicted school psychology employment
opportunities and retirement issues as related to the critical need for this proposed
YSU School Psychology Program;
6. Describe enthusiastic student interest and significant Ohio practitioner support for the
proposed program;
7. Emphasize the need for school psychology training in the area of LID;
8. Describe YSU‟s history of collaboration and willingness to continue collaboration
efforts with the National Association of School Psychologists and all Ohio school
psychology stakeholders including: the Ohio Department of Education, the Ohio
School Psychologists Association, the Ohio Inter-University Council of School
Psychology Training Programs, school district administrators, Ohio school
psychologists, Ohio parents, and various associations and agencies;
9. Describe YSU‟s willingness to join other Ohio partners in addressing statewide
shortages of school psychologists. This includes not only YSU‟s proposed service
area, but also other regions in southeastern Ohio which are now served by an out of
state program. Furthermore, YSU is willing to assist the state system as there are
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expected shortages in the northern Ohio region as a result of the projected closure of
the Bowling Green State University School Psychology Program;
10. Effectively describe YSU‟s successful history and YSU program plans to recruit and
retain underrepresented candidates;
11. Effectively describe the external support and opportunities for partnering with Ohio
school districts, service providers for students with LID, and other agencies; and
12. Effectively describe a strong institutional priority and commitment in providing
appropriate resources and qualified faculty.
Based on the information provided in the Youngstown State University Program
Development Plan, the Full Proposal, and this Response Document, Youngstown State
University administrators and faculty members at Youngstown State University respectfully
request that the Ohio Regents‟ Advisory Committee on Graduate Study approve this school
psychology program proposal in order to meet the needs of Ohio children and families and to
ensure the existence of a strong Ohio school psychology service delivery system well into the
twenty-first century.
$SSHQGL[$
NASP Letter of Support
N ATIONAL ASSOCIATION OF SCHOOL
PSYCHOLOGISTS
4340 E AST W EST H IGHWAY #402
B ETHESDA , MD 20814
301-657-0270/ FAX : 301-657-0275
NASP P ROGRAM A PPROVAL B OARD
N EW M EXICO S TATE U NIVERSITY
P HYSICAL S CIENCE L ABORATORY
PO B OX 30002
L AS C RUCES , NM 88003
575-646-9415/FAX 575-646-9345
[email protected]
http://nasponline.org/standards/approvedtraining/training_program.aspx
20 March 2011 Richard VanVoorhis D.Ed. NCSP Dept. of Counseling & Special Education Youngstown State University One University Plaza Youngstown, Ohio 44555 Dear Dr. VanVoorhis; I am pleased to hear of your efforts to seek approval for offering a specialist (Ed. S.) degree in school psychology at Youngstown State University. The following information might be useful to you as you pursue the issue of approval for such a degree. National Association of School Psychologists (NASP) standards for program approval and for national certification require a minimum of specialist level training (i.e., the equivalent of three years of full-‐time study with a minimum of 60 graduate semester hours). Additionally, NASP Standards for Training and Field Placement Programs in School Psychology (2000, the 2010 Standards for Graduate Preparation of School Psychologists in the future), which serve as the basis for NASP approval and NCATE national recognition of programs, require “institutional documentation of program completion.” It is also important that school psychology be documented as a specialization in the program. While this can be accomplished in a variety of ways that NASP does not prescribe, a specialist’s (or Ed.S.) degree in school psychology would be advantageous. There are various alternatives for institutional documentation of specialist level school psychology program completion (e.g., master’s degree followed by certificate of advanced graduate studies granted upon specialist level program completion). However, the means by which universities document completion of most programs is by granting a degree consistent with the required level of preparation. The specialist degree is the degree corresponding most closely to the 60 graduate credit hour minimum level of training required by NASP and by most state departments of education. Ǥ
103
NASP Program Approval Board 1
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NASP Letter of Support
A specialist degree in school psychology would have the advantage of making your program’s depth and breadth of school psychology training more apparent to state certification officers and prospective employers. Additionally, a specialist degree could result in a higher salary level for graduates in some school districts and agencies. It is thus not surprising that the specialist degree is seen as advantageous to school psychology students and prospective students. There is a continuing and, in most regions and communities, an increasing need for well-‐trained school psychologists qualified to provide a wide range of educational and mental health services to children and youth. I commend you and your institution for responding to this need and for pursuing the option of offering a degree consistent with both national standards and the level of training that you provide. The NASP Program Approval Board will be happy to assist with your efforts to seek approval once the program is implemented. We offer a workshop for programs interested in NASP approval at our annual NASP convention and new in 2011, a consultation session arranged by the Graduate Preparation Task Force. In addition, I would be delighted to assist you with all aspects of your folio submission. Please let me know if I may be of further assistance. Sincerely, Enedina García Vázquez, PhD Chair, NASP Program Approval Board NASP Program Approval Board 2
104
Appendix B
Dr. Melinda Wolford’s Curriculum Vita
Melinda Wolford, Ph.D., N.C.S.P.
Assistant Professor
Department of Counseling and Special Education
Beeghly College of Education, Room 3316
One University Plaza
Youngstown, OH 44555
(330) 941-3162
(330) 941-2369 (FAX)
Email: [email protected]
Education
Ph.D., 1990
Major:
Minor:
M.S., 1991
Major:
B.A., 1989
Major:
Minor:
School Psychology
Neuropsychology
Texas Woman’s University
Denton, TX
Clinical and Counseling Psychology
Abilene Christian University
Abilene, TX
Psychology
Business Administration
Freed-Hardeman University
Henderson, TN
Professional Positions
2010 - Present
2009 - 2010
2007-2009
2004-2007
2002-2004
2002-2004
2000-2002
1991-2005
Assistant Professor, Department of Counseling and Special Education,
Youngstown State University Youngstown, OH
Title I School Psychologist
Richland One School District
Columbia, SC
Lead School Psychologist
Champaign Schools Unit 4 Champaign, IL
School Psychologist
Tucson Unified School District Tucson, AZ
Assistant Professor Tenure Track (2003 -2004)
Visiting Assistant Professor (2002-2003)
Adjunct Professor (Spring 2002)
Texas Woman’s University, Denton, TX
Licensed Specialist in School Psychology-Consultant
Highland Park Independent School District Dallas, TX
Adjunct Professor
University of Texas Arlington, TX
Licensed Specialist in School Psychology (1994-2003)
Educational Diagnostician (1991-1994)
Consultant (2003-2005)
Birdville Independent School District, Fort Worth, TX
105
Appendix B
Other Professional Experience Administration/Supervision
Supervisor: Supervision of Graduate Students, Texas Woman’s University, Denton, TX (2002-2004)
Supervised master's and doctoral degree-level school psychology trainees through practicum and internship
working with individuals and school systems: observed assessment sessions and intervention practices; provided
evaluative feedback in individual and group supervision sessions; emphasized development of case
conceptualization and skills consistent with specific theoretical models, and; stressed compliance with
professional ethical standards while employing a variety of supervision models and techniques.
Licenses and Certifications
-
Certified School Psychologist, Level III (South Carolina, 2009)
Certified School Psychologist (Illinois, 2007)
Certified School Psychologist (Arizona, 2004)
Licensed Specialist in School Psychology (Texas State Board of Examiners of
Psychologist) (1994-2007)
Nationally Certified School Psychologist (National Association of School Psychologists)
(1994 to Present)
Certification in Psychological Type (Association of Psychological Type) (1994)
Selected Professional Affiliations
-
Dallas/Fort Worth Regional Association of School Psychologists (1994- 2005)
National Association of School Psychologists (1994- Present)
Texas Association of School Psychologists (1994 – 2005)
Texas Association of Psychological Type (1997-2005)
Honors and Awards
-
Awarded Graduate Faculty Status at Youngstown State University, 2011-Present
Served a two-year term as an officer of the Regional Association of School Psychologists.
Board Member of Family Connections of Columbia, SC (2009)
Founded non-profit No Stone Unturned Foundation (2008) www.nostonefoundation.org
Was recognized as Outstanding Educator of the Year ARC (Association of Retarded Citizens) in 1999
Consulting
The Rich Center for the Study and Treatment of Autism, Youngstown, OH (2010-2011)
Currently designing a mentor parent training program at the Rich Center.
Highland Park Independent School District, Dallas, TX (2002-2004)
Developed and implemented a program specific to the needs of children with neurological disorders.
Provided training to both parents and school personnel concerning neurological disorders,
educational and behavioral interventions and planning.
Staff development and training.
Parent training and consultation.
Assessment of children, staff and environmental factors for children with high functioning neurological differences.
Design and implement an appropriate individual education plan and, if needed, behavioral intervention plan, for
children with neurological differences.
Supervise, support and facilitate staff in implementation of educational plan and/or behavioral intervention plan.
Design and implement an in-home training program to support the families and generalize skills across settings for
Responsible for the recruiting , comprehensive training, supervision and management of the in-home training staff.
106
Appendix B
Assignment includes developing collaborative interactions between families, school personnel community agencies
to provide supportive partnerships that will ensure success for children.
Identify and facilitate partnerships with community agencies looking to provide services, support, respite and/or
funds for families of children with disabilities.
Birdville Independent School District, Fort Worth, TX (2003-2005)
Developed and implemented a computer based program specific to the needs of children with
neurological disorders.
Provided training to both parents and school personnel concerning neurological disorders,
educational and behavioral interventions and planning.
Identified and facilitated a consortium with community agencies, physicians, mental health providers
and school districts in central Texas to create a forum for key issues across these organizations in
regards to children with disabilities and their families
Staff development and training.
Parent training and consultation.
Assessment of children, staff and environmental factors for children with high functioning neurological differences.
Design and implement an appropriate individual education plan and, if needed, behavioral intervention plan, for
Supervise, support and facilitate staff in implementation of educational plan and/or behavioral intervention plan.
Design and implement an in-home training program to support the families and generalize skills across settings for
Responsible for the recruiting , comprehensive training, supervision and management of the in-home training staff.
Assignment included developing collaborative interactions between families, school personnel community agencies
to provide supportive partnerships that will ensure success for children.
Identify and facilitate partnerships with community agencies looking to provide services, support, respite and/or
funds for families of children with disabilities.
Administer, interpret and report, both orally and in writing, full assessments of children with disabilities.
Present keen knowledge and awareness of legal statutes guiding practice and documentation in the educational
setting.
Coordinated the operational activities associated with the setup of a new programs for children with neurological
impairments.
Publications
Manuscripts in Progress
Courses Taught
Assistant Professor: Department of Counseling and Special Education, Youngstown State University, Youngstown,
OH (2010-Present)
COUN 3715 Mental Health and Wellness
SPED 2630 Exceptionalities in Society
SPED 3715 Characteristics of Mild to Moderate Disabilities
Assistant Professor: Counseling and School Psychology, Texas Woman’s University,
Denton, TX (2002-2004)
PSYCH 6383 Cross Cultural Psychology
PSYCH 5473 Child and Adolescent Assessment
PSYCH 6453 Psychopathology of Childhood
PSYCH 4003 Cross Cultural Psychology
PSYCH 6233 Preschool and Low Incidence Assessment
PSYCH 6703 Direct Behavior Intervention
PSY 5473/6931 Social/Emotional Assessment
PSY 5923 Supervised Practicum
Adjunct Faculty: Department of Education, University of Texas, Arlington, TX
EDUC 4340 Human Growth and Development (2000-2002)
107
Appendix B
Select University Service
Service to Youngstown State University
Department of Counseling and Special Education Plagiarism Committee (2011)
NCATE Standard 4 Committee (2010-2011)
Accreditation Activities
Regularly write letters of recommendation for students
Regularly attend college, department and program faculty meetings and maintain office hours
Participat regularly in professional development workshops and seminars
Service to the Profession and Community
Founded and run a non-profit foundation, No Stone Unturned Foundation with the intention of serving the community
(2009-present)
Training Received
2009
Overview and Update on Autism Spectrum Disorder: Recognition, Assessment and Intervention
Overview of Child and Adolescent Diagnoses and Psychopharmacology. Columbia, South Carolina
2008
ADOS Training. Champaign, Illinois
2002
Eye Movement Desensitization and Reprocessing Therapy Training
Austin, Texas
1997
Assessment of Violent Offenders (2 full days)
Dr. Carl Gicano – Bastrop Prison, Austin, Texas
1996
Hare’s Psychopathology Checklist – Assessment of Violent Offenders (2 full days)
Dr. Reed Meloy, Austin, Texas
1995
Murphy-Meisgeier Type Indicator for Children Training Program (1 full day)
Dr. Elizabeth Murphy, Fort Worth, Texas
1995
Assessment and Intervention of the Autism Spectrum Disorders (Series of
Workshops) Education Service Center XI, Fort Worth, Texas
1994
Attention Deficit-Hyperactivity in Adolescents and Adults (1 full day)
Dr. Russell Barkley, Fort Worth, Texas
1994
Myers-Briggs Type Indicator Training (3 full days)
Association of Psychological Type
1994
Assessment and Intervention of the Autism Spectrum Disorders (Series of
Workshops) Education Service Center XI, Fort Worth, Texas
108
Appendix B
Presentations
Wolford, M. (2009). What do they want? Our role in meeting our children’s needs. Columbia, South Carolina. Early
Childhood Assistance Team Seminar Series (invited speaker).
Wolford, M. (2009). Soul nurturing: Identifying talents to induce strength and resilience. Columbia, South Carolina.
Early Childhood Assistance Team Seminar Series (invited speaker).
Wolford, M. (2009). Faith, trust and pixie dust: cracking the code to social emotional development
in kindergarteners. Columbia, South Carolina. Richland One School District, Preschool and Kindergarten Teachers
Seminar (invited speaker).
Wolford, M. (2009). Raising happy children. Columbia, South Carolina. Early Childhood Assistance Team Seminar
Series (invited speaker).
Wolford, M. (2009). Promoting children’s social and emotional development through preschool
education. Columbia, South Carolina. Early Childhood Assistance Team Seminar Series (invited speaker).
Wolford, M. (2009). Preschool assessment and low incidence assessment for preschoolers. Columbia, South
Carolina. Richland School District Training for School Psychologists (invited speaker).
Wolford, M. (2009).Type: Teaching styles/learning styles. Early Childhood Assistance Team Seminar Series for
Young Parents (invited speaker).
Wolford, M. (2009). Autism spectrum disorders/pervasive developmental delays. Columbia, South Carolina. Richland
School District Training for School Psychologists (invited speaker).
Wolford, M. (2008). Eligibility criteria overview for special education. Champaign Unit 4 School District, Champaign, IL
All Special Education Administrators, Counselors, School Psychologists and Support Staff District Training (invited
speaker).
Wolford, M. (2008). Building intervention teams training. Champaign, Illinois, Champaign Unit 4 School District, All
Special Education Administrators, Counselors, School Psychologists and Support Staff District Training (invited
speaker).
Wolford, M. (2008). Autism Diagnostic Observation System(ADOS) administration. Champaign, Illinois, Champaign
Unit 4 School District Training for District School Psychologists, Speech Therapists, Occupational Therapists and
Physical Therapists.
Wolford, M. (2008). Autism spectrum disorders/pervasive developmental delays. Champaign, Illinois, Champaign Unit
4 School District Training for District School Psychologists.
Wolford, M. (2008). Advanced assessment for pervasive developmental delays. Champaign, Illinois, Champaign Unit
4 School District Training for District School Psychologists, Speech Therapists, Occupational Therapists and Physical
Therapists.
Wolford, M. (2006).Training for the classroom: Autism spectrum disorders/pervasive developmental delays. Tucson
Unified School District, Tucson, Arizona. Certified Course Study for Teachers. Continuing Education Units workshop.
Wolford, M. (2006). Asperger’s Disorder. . Tucson Unified School District, Tucson, Arizona. Certified Course Study
for Teachers. Continuing Education Units workshop.
Wolford, M. (2006). Advanced assessment for pervasive developmental delays. . Tucson Unified School District,
Tucson, Arizona. Certified Course Study for Teachers. Continuing Education Units workshop.
Wolford, M. (2006). Parent training for autism spectrum disorders. Tucson Unified School District, Tucson, Arizona.
Certified Course Study for Parents.
109
Appendix B
Wolford, M. (2006). Parent training for children with neurological differences. Tucson Unified School District, Tucson,
Arizona. Certified Course Study for Parents.
Wolford, M. (2005). Training for the classroom: autism Spectrum Disorders/Pervasive developmental delays. .
Tucson Unified School District, Tucson, Arizona. Certified Course Study for Teachers. Continuing Education Units
workshop.
Wolford, M. (2005). Asperger’s disorder. . Tucson Unified School District, Tucson, Arizona. Certified Course Study
for Teachers. Continuing Education Units workshop.
Wolford, M. (2004). Adolescent development and learning. Fort Worth, Texas. Fort Worth, Texas, Education Service
Center XI. Continued Education Units workshop.
Wolford, M. (2004). Communication and team building for teachers. Fort Worth, Texas, Education Service Center XI.
Continued Education Units workshop.
Wolford, M. (2004). Human growth and development. Fort Worth, Texas, Education Service Center XI. Continued
Education Units workshop.
Wolford, M. (2004). Preschool assessment and low incidence assessment for preschoolers. Fort Worth, Texas,
Education Service Center XI. Continued Education Units workshop.
Wolford, M. (2004). Type: Teaching styles/learning styles. Fort Worth, Texas, Education Service Center XI.
Wolford, M. (2004). Autism spectrum disorders/pervasive developmental delays. Fort Worth, Texas, Education
Service Center XI. Continued Education Units workshop.
Wolford, M. (2004). Asperger’s disorder. Fort Worth, Texas, Education Service Center XI. Continued Education Units
workshop.
Wolford, M. (2004). Advanced assessment for pervasive developmental delays. Fort Worth, Texas, Education
Wolford, M. (2002). Adolescent development and learning. Fort Worth, Texas, Education Service Center XI.
Wolford, M. (2002). Preschool assessment and low incidence assessment for preschoolers. Fort Worth, Texas,
Wolford, M. (2002). Type: teaching styles/learning styles. Fort Worth, Texas, Education Service Center XI. Continued
workshop.
Wolford, M. (2002). Advanced assessment for pervasive developmental delays. Fort Worth, Texas, Education
110
Appendix B
Wolford, M. (2001). Effective behavior management. Fort Worth, Texas, Education Service Center XI. Continued
Wolford, M. (2001). Type: Teaching styles/learning styles. Fort Worth, Texas, Education Service Center XI.
workshop.
Wolford, M. (2000). Personality type and communication. Fort Worth, Texas, Education Service Center XI. Continued
Wolford, M. (1999). Developing achievement & motivation for different types of students teambuilding. Singapore,
Integrative Learning Corporation PTE, LTD. Continuing Education Units workshop (invited speaker).
Wolford, M. (1999). Learning styles and teaching styles. Singapore, Integrative Learning Corporation PTE, LTD.
Continuing Education Units workshop (invited speaker).
Wolford, M. (1999). Peer mediation techniques. Singapore, Integrative Learning Corporation PTE, LTD. Continuing
Education Units workshop (invited speaker).
Wolford, M. (1997). Personality type and communication. Alternative certification teacher training. Fort Worth, Texas.
Education Service Center XI.
Wolford, M. (1997). Brain research, experiential learning, and personality type. Orlando, Florida. National Association
of Psychological Type Seminar. Continuing Education workshop (invited presentation).
Wolford, M. (1997). Finding your spiritual gifts through personality type. Fort Worth, Texas. Stephen’s Ministries.
Wolford, M. (1997). Using personality type in nursing and hospital administration. Fort Worth, Texas. Harris-Methodist
Hospital.
Wolford, M. (1997). Communication and team building. Alternative certification teacher training. Fort Worth, Texas,
Education Service Center XI. Continued Educations Units workshop.
Wolford, M. (1996). Personality type and communication. Alternative certification teacher training. Fort Worth, Texas,
References Furnished Upon Request
Revised May, 2011
111
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Dr. Audredy Ellenwood's Curriculum Vita
AUDREY E. ELLENWOOD
I.
Academic Degrees
Date
Degree
Major
University
1987
Ph.D.
School Psychology
University of Toledo
1981
M.Ed.
School Psychology
University of Toledo
1973
B.A.
Psychology
Science Comprehensive
Education
Adrian College
Licensure:
Psychologist License #3998, State of Ohio Board of Psychology, June 1988
Nationally Certified School Psychologist, January 1989
Eight-year Professional Teacher Certification, July 1, 1987
Ohio School Psychologist Certification, Ohio Department of Education, June 1984
II.
Academic Positions
A.
Teaching Positions
Employer
Position
Dates
Associate Professor-School of
Education and Counseling
8/10 to
present
Youngtown State University
Coordinator –
School Psychology
8/10 to
present
Bowling Green State University
Coordinator-School
Psychology, BGSU
8/88 to
7/16/10
Associate Professor-School of
Intervention Services
8/08 to
7/16/10
Tenured Faculty – School of
Intervention Services
8/94-7/16/10
Assistant Professor-Division of Intervention Services
8/88-8/08
112
$SSHQGL[&
2
Teaching Positions (Cont.)
B.
III.
Employer
Position
Dates
University of South Africa
Visiting Professor-Psychology
Department
1/05-4/05
Sylvania Public Schools
Sylvania, Ohio
School Psychologist
8/84-6/87
Bedford Public Schools
Temperance, Michigan
Director, Community Education
Summer Reading Program
Summer, 1981
Self-employed
Tutor
9/77-9/81
Sylvania City Schools
Sylvania, Ohio
Homebound Teacher
9/77-6/78
Sylvania City Schools
Sylvania, Ohio
Elementary Teacher
9/74-9/77
Coordinator, School Psychology
8/10 to
present
8/91-7/10
Summer 1991
Interim Coordinator,
School Psychology
3/89-7/89
Administrative Positions
Non-Academic Positions
NA
113
$SSHQGL[&
IV.
3
Teaching Experiences or Academic Service
A.
Teaching Experiences
1.
Undergraduate Courses
Monroe Community College
Reading Improvement and Study Skills
Introduction to Short Story Novels
English Composition II
2.
Semesters Taught
3
3
3
Undergraduate-Graduate courses
Language Arts Methods Section
3.
2
Graduate Courses
Semesters Taught
Advanced Evaluation of Mental and Emotional Status
2 semesters
1 semesters
Developmental Psychology
Family Therapy Course
1 semester
Kaleidoscope of Cultural/Minority Issues 9 Summer Two-week Wkshops
Psychometrics I
8 semesters
Psychometrics II
8 semesters
Psychometrics III
8 semesters
Neuropsychology and Learning Behavior
16 semesters
Advance Seminar School Psychology I
10 semesters
Advance Seminar School Psychology II
10 semesters
Role and Function of School Psychologists
1 semester
17 semesters
Practicum in School Psychology
Introduction to Individual and Group Assessment
1 semester
Classroom Observation in the Schools
3 semesters
School Psychology Supervision Experience I
18 semesters
School Psychology Supervision Experience II
18 semesters
School Psychology Supervision Experience III
18 semesters
Education Evaluation L/BD Children
2 semsesters
Practicum Exceptional Children
2 semesters
Mental Health and School Children
1 semester
Dynamic Assessment of Exceptional
10 semesters
and Regular Education Students I
Dynamic Assessment of Exceptional
10 semesters
and Regular Education Students II
Review for Comprehensive Exam
15 semesters
Graduate Courses (Cont.)
114
$SSHQGL[&
4
Semesters Taught
Professional Development Seminar, School Psychology
15 semesters
University of South Africa
Introduction to Family Therapy Approaches:
Development of Communication Skills and
Therapeutic Techniques Implementing Family
Therapy Approaches with Special Populations
4.
10 week term
10 week term
10 week term
Other Teaching
Independent Study- Kelly Kulevich, Role and Function 3 semester hours
Patricia Hinds, Role and Function
3 semester hours
Nicole Marie Matthews
1 semester hour
5.
Thesis and Dissertation Students (Change Project)
* Candidates for the Educational Specialist Degree are required
to complete an “Innovative Internship Change Project and to write up a
formal report” during the internship year. This capstone experience
was approved by the Ohio Board of Regents and is equivalent to a Thesis
project.
a.
Thesis (Change Project):
Name
James Boss
Brett Dorsten
April Frowerk
Samantha De Wood
Ashley Irons
Shana McCormick
Jill Mustard
Sarah Rhoades
Lindsey Carle
Natalie Comstock
John Cook
Jessica Fox
Tara Juneja
Holy Phillips
Keri Pfieffer
Degree
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Year
2010
2010
2010
2010
2010
2010
2010
2010
2009
2009
2009
2009
2009
2009
2009
University
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
115
$SSHQGL[&
Name
Beth Wolke
Alyson Arnett
Teresa Boardman
Jessica Brady
Dena Campagna
Stephnie Haylett
Mandi Kubicki
Cari Langenderfer
Tracy McDaniels
Lindsey Repp
Sara Wrozek
Bouldan, Melissa
Gist, Corrinne
Howard, Emily
Jones, Sara
Schanski, Renee
Schultz, Kristy
Bowerman-Hummel, Tatum
Cooper, Lindy
Puhl, Alena
Krerowicz, Arwa
Hamilton, Kelli
Miracle, Vicki
Poignon, Julie
Ralston, Nicole
Shumake,r Matthew
Fallis, Melissa
Dalrymple, Kelly
Roberts, Anne
Walendzak, Christie.
Arite, Marie
Cooley, Kristen
Luby, Jennifer
Morgan, Kristie
Niese, Kris
Peugeot, Megan
Cameron, Tiffany
Clemens, Marie
Davis, Elizabeth
Jordan, Kristen
Wilson, Kelli
Ross, Felicia
Corder, Theresa
Elston, Beth
Jordon, Kristen
5
Degree
Year
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed.S.
Ed. S.
2009
2008
2008
2008
2008
2008
2008
2008
2008
2008
2008
2007
2007
2007
2007
2007
2007
2006
2006
2006
2006
2006
2005
2005
2005
2005
2004
2004
2004
2004
2003
2003
2003
2002
2002
2002
2001
2001
2001
2001
2001
2001
2001
2000
2000
University
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
116
$SSHQGL[&
6
Thomas, Melinda
Barnes, Amy
Clark, Beth
Casale, Judy
Sommers, Shawn
Rapp, Jillian
Vonderembse, Gayle
6.
Degree
Clarence Thomas
Denise Leah Davidson
Lisa Marshall
V.
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
BGSU
Year
University
Membership on Dissertation Committees:
Name
7.
1999
1999
1999
1999
1999
1999
1999
Ed.S.
Ed.S.
Ed.S.
Ed. S.
Ed.S.
Ed.S.
Ed.S.
Ph.D.
Ph.D.
Ph.D.
2009
2008
2006
BGSU
BGSU
BGSU
Membership on Thesis Committees-External Examiner:
Name
Degree
Year
University
Anneri Venter
Sansonette Fourie
Ilse Roberste
Elaine Bing
Bridget Bijak
M. Ed 2011 Univesity of South Africa
M. Ed 2011 Univesity of South Africa
M. Ed. 2010 University of South Africa
Ph.D.
2009 University of South Africa
M. Ed. 2009 University of South Africa
Curriculum Development
A.
Courses
Master Level
Course Number
EDIS 676
EDIS 672
EDIS 698
Title
Role and Function of
School Psychologist
Observation and Participation in
the Schools
Review for Comprehensive Exam
Semester Hours
3
3
1
Educational Specialist Level
Course Number
EDIS 656
EDIS 658
Title
Dynamic Assess. of Except. and Reg.
Educ. Students I
Dynamic Assess. of Except. and Reg
Semester Hours
3
3
117
Appendix C
EDIS 689
Course Number
EDIS 689
EDIS 589
EDIS 589
EDIS 674
EDIS 657
EDIS 671
EDIS 673
EDIS 677
EDIS 789
EDIS 789
EDIS 789
EDIS 780
EDIS 780
Educ. Students II
Practicum in School Psychology I
Title
7
3
3
Semester Hours
Practicum in School Psychology II
Practicum in School Psychology I
Practicum in School Psychology II
Classroom Assessment and Decision Making
Collaborative-Problem Solving Methods/
Techniques for Exceptional and Regular
Education Students
Collaborative Consultation in the Schools
Neuropsychology and Learning Behavior
Professional Development Seminar School Psychology
School Psychology Supervised Experience I
School Psychology Supervised Experience II
School Psychology Supervised Experience III
Advanced Seminar in School Psychology I
Advanced Seminar in School Psychology II
3
1
2
3
3
3
1
6
6
2
4
4
B. Workshops (Summer Two Week)
Course Number
Title
Semester Hours
EDIS 684
Looking Beyond Child Mental Health
Symptoms: Repositioning Therapeutic
Approaches from Child Context to Family
to Systems, Summer 2007;2010
3
EDIS 684
A Kaleidoscope of Cultural/Minority
Issues Relating to Youth and Family
Summer 1995; 1998; 2000; 2002;
2004; 2006; 2009
3
EDIS 684
Multicultural education experiences in
Thailand, December, 2006
3
EDIS 685
Practica in multicultural education in Thailand, 3
December, 2006
EDIS 684
Multicultural education experiences in
South Africa, March, 1997; 1999; 2001;
2003; 2006; 2008, 2009
3
EDIS 685
Practica in multicultural education in
3
118
Appendix C
8
South Africa, March, 1997; 1999; 2001;
2003; 2006; 2008, 2009
Course Number
C.
Title
Semester Hours
EDIS 684
Multicultural educational and counseling
experiences in Netherlands. Delta Psychiatric
Hospital of Rotterdam, Netherlands, March,
2003
3
EDIS 685
Practica in multicultural counseling experiences 3
in the Netherlands, March, 2003
EDIS 684
Multicultural educational experiences in
Montreal. Quebec, Canada, March 2002;
2004
3
EDIS 685
Practica in multicultural experiences in
Montreal, Quebec, Canada, March 2002;
2004
3
Programs
Master of Intervention Services
(2010-2011)
Education Specialist Degree Proposal in School Psychology (2010-2011)
Educational Specialist Degree Proposal (Applied and Approved)
1999
Year
Status
NCATE/NASP Portfolio
NCATE Portfolio
NASP Portfolio
Ohio State Portfolio for School Psychology
Interim Review of Approved Programs NASP
Interim Review of Approved Programs NASP
NCATE Portfolio
NASP Portfolio
Ohio State Department of Education
Portfolio for School Psychology
NCATE Portfolio
NASP Portfolio
2008
2001
2001
2001
2001
1997
1995
1995
1995
Full Approval
Full Approval
Full Approval
Approved
Approved
Approved
Approved
Approved
Approved
1989
1989
Ohio State Portfolio for School Psychology
1989
Approved
Approved
with rejoinder
Approved
119
Appendix C
9
Program Reports
Annual Graduate Assessment Report
School Psychology Signature Program
Educational Materials (Cont.)
Compact for the graduate programs in
School Psychology FY2008-2010
Program Response to BGSU Academic
School Psychology Unit Assessment
Student Achievement Assessment Report
Plan Themed Area
Program Requirements and Professional
Program Area Evaluation
Recruitment Plan
Program Requirements and Professional
Standards
2008-2009
2007-2008
Fall, 2007
Fall, 2007
2005-2006
2005-2006
2005-2006
2003-2004
2005-2006
2004-2005
2003-2004
1994-1995
2004-2005
Rubrics for all School Psychology Courses (Master Level and Educational
Specialist Level)
School Psychology Handbook
Internship Competency Plan
School Psychology Advising Checklist
Master in School Psychology Checklist
Educational Specialist Degree in School Psychology Checklist
Recruitment materials
Skill Disposition Evaluation for School Psychology
School Psychology Recruitment Packages
Master Level Portfolios in School Psychology
Educational Specialist Level Practicum Portfolios
Internship Portfolios
VI.
Professional Development
Intercultural Development Qualified Administer Advanced Training (August, 2011). The
Intercultural Communication Institute, Portland, Oregon.
Intercultural Development Qualified Administer (May, 2006). The Intercultural
Communication Institute, Portland, Oregon.
Medical Reserve Corps Emerging Crisis Personnel (May, 2006). Medical Reserve Corps,
Toledo, Ohio.
Critical Incident Stress Training Program (April, 1997). St. Vincent Hospital, Toledo,
Ohio.
120
Appendix C
10
Supervision on the development, training and administration of the WADA test June
1998-June 1999. Supervisor: Donald Cameron, Neurologist.
Metapracticum '97 (May, 1997). "Evaluation Approaches of family therapy." Sardina,
Italy. Instructor: Maurizio Andolfi, M.D.
Metapracticum '93 (September, 1993). "Multicultural diverse families." Cala di Mola,
Porto Azzurro, Italy. Instructor: Maurizio Andolfi, M.D.
Symposium and Practicum in Family Therapy, Rome, Italy, June, 1992. Instructor and
Supervisor: Maurizio Andolfi, M.D.
Supervised Training in Strategic Family Therapy Training, January, 1992. Supervisor:
Jay Haley.
An International Family Therapy 3-day conference conducted by leading family therapists
from seven countries, Toledo, Ohio, July, 1991.
Supervision on the Halstead-Neuropsychological Assessments April 1988-June 1989.
Supervisors: Donald Cameron, Neurologist and John Tallman, Psychologist.
Halstead-Reitan Neuropsychological Assessment Training, Administration,
Interpretation, March, 1988. Instructor: Ralph Reitan.
Alcohol and Drugs: Working with Adolescents in Schools and the Community.
Intervention Training, March, 1987.
VII.
Academic Advising
A.
Undergraduate
Year
Number of Students
NA
B.
Graduate
Year
2010
2009
2008
2007
2006
2005
2004
Number of Students
26 students
30 Students
30 Students
32 Students
30 Students
30 Students
28 Students
121
Appendix C
2003
2002
2001
2000
1999
1998
Year
1997
1996
1995
1994
1993
1992
1991
1995
1994
1993
1992
1991
1990
1989
1988
VIII.
11
30 Students
30 Students
30 Students
30 Students
21 Students
21 Students
Number of Students
21 Students
21 Students
21 Students
21 Students
21 Students
21 Students
21 Students
21 Students
21 Students
21 Students
02 Students
01 Students
01 Students
00 Students
00 Students
Research Interests
Enhancement of Cultural Sensitivity in Graduate Students
Adjustment of immigrants into host lands
Use of technology in providing psychological services to clients
School psychology supervision needs of supervisors
Matching NASP standards to internship field practices
Enhancement of cultural competence in school psychology graduate students
Preparation of teachers in identifying the mental health needs of students
Kindergarten readiness
Reading improvement of children in primary education
Neurology and impact on individual‟s learning and behavior
IX.
Research Projects and Grants
Funded
Ellenwood, A. (Academic Year 2011-2012). $1800.00. GA Support. Funded by YSU
Graduate School (Funded).
Ellenwood, A. (Summer, 2010). $1236.00. Faculty Development Grant. BGSU Office
of the Provost. (Funded)
122
Appendix C
12
Ellenwood, A. (Summer, 2009). $1700.00. Faculty Development Grant. BGSU Office
of the Provost. (Funded)
Ellenwood, A. Spring, (2008). $400.00. Speed Grant Development. BGSU, Research
Development Council.
Ellenwood, A. (Spring, 2008). $1200.00. Faculty Development Grant. BGSU Office of
the Provost. (Funded)
Jones, E., Ellenwood, A., Vannatta, R., Chiarelott, L., and Paulken, P. (2007). $30,000.
Project POISE II: Positioning Ohio's Integrated Systems Model Effectively in
Higher Education. Special Education Development Advisory Committee.
Jones, E., Ellenwood, A., Vannatta, R., Chiarelott, L., and Paulken, P. (2006). $30,000.
Project POISE: Positioning Ohio's Integrated Systems Model Effectively in
Higher Education. Special Education Development Advisory Committee.
Ellenwood, A., and Mandell, C. (Spring, 2006). $600.00. Instructional Improvement
Grant. BGSU Office of Sponsored Research.
Ellenwood, A. (Spring, 2006) $250.00. Instructional Improvement Grant. College of
Education and Human Services.
Ellenwood, A., and Mandell, C. (Spring, 2006). $1000.00 Instructional Improvement
Grant. BGSU Office of the Provost.
Ellenwood, A. (Fall, 2005) $400.00. Speed Grant Development. BGSU, Research
Development Council.
Wilson, R., & Ellenwood, A. (July, 1998) $81,000 for three years. Project Promise:
Training Professionals Who are Minorities to be School Psychologists. U.S.
Office of Special Education and Rehabilitation Services.
Ellenwood, A. (Fall, 2005). $100,125. Dean-Woodcock Neuropsychological
Assessment System Grant for University of South Africa. The WoodcockMunôz Foundation.
Ellenwood, A. (Spring, 2003). $7,445. Dean-Woodcock Neuropsychological
Assessment System Grant. The Woodcock-Munôz Foundation.
Ellenwood, A. (Fall, 2003). $246. WJ-III Tests of Cognitive Abilities and Diagnostic
Supplement Audio CDS Grant. The Woodcock-Munôz Foundation.
Ellenwood, A. (Spring, 2002). $12,000. WJ-III Tests of Cognitive Abilities Grant.
The Woodcock-Muñoz Foundation.
123
Appendix C
13
Majsterek, D., Ellenwood, A., & Wilson, R. (December, 1991). $750.00. Team Grant
Development. BGSU, Research Development Council.
Majsterek, D., Ellenwood, A., & Wilson, R. (March, 1991). $750.00. Team Grant
Development. BGSU, Research Development Council.
Majsterek, D., & Ellenwood, A. (1988-89). $7,700. "Project READINESS: A
validation of measures for the identification of kindergartners who are at risk for
reading failures." BGSU Graduate School.
Not Funded
Ellenwood, A., (2002) $195,712. School Psychologists in Rural Initiative Training for
High-Incidence Students (SPIRIT). U.S. Department of Education.
X.
Publications or Equivalencies
A.
Publications
1.
Books
Ellenwood, A. Drude, K. ., Ellenwood, A., Heinlen, K., Imar, T.,
Lichstein, M., Diehlman, M., Mills, M. & Steichen, A. (2010).
Telepsychology Guidelines-Revised. Ohio Psychological
Association. Columbus, Ohio.
Drude, K., Ellenwood, A., Heinlen, K., Imar, T., Lichstein, M., &
Steichen, A. (2008). Telepsychology Guidelines. Ohio
Psychological Association. Columbus, Ohio.
(a)
Textbooks
Ellenwood, A, & Brok, L. (Under Review). Moving Beyond the
Therapeutic Impasse: De-Constructing Rigified Professional
Roles. American Psychological Association: Washington, DC.
(b)
Scholarly books
NA
(c)
Anthologies
NA
124
Appendix C
(d)
14
Chapters of books
Ellenwood, A., Brok, L., & Cornish, I. (2004). Ellenwood, A.,
Brok, L., & Cornish, I. (2004). Ampliare I confine culturali
del terapeuta: I‟ impatto del immigrazione sal processo
terapeutico. In M. Andolfi (Ed.), Famigile immigrate e
psicotherapia transculturale (pp.79-100). Italy: Franco
Angeli S.R.L.
Wendt, R., & Ellenwood, A. (1994). From impotence to
activation: Conjoint systematic change in the family and
school. In M. Andolfi & R. Haber (Eds.), Please help me
with this family: Consultative resources in family therapy.
New York: Brunner/Mazel.
Majsterek, D., & Ellenwood, A. (1990). Screening preschoolers
for learning disabilities: Promising procedures. In R.
Wilson (Ed.), Translating Research into Practice. Kansas
City: Council for Learning Disabilities.
Ellenwood, A., & Felt, D. (1989). Attention-Deficit Hyperactivity
Disorder: Approaches for the classroom teacher. In R.
Wilson (Ed.), Narrowing the Gap Between Research and
Practice. Kansas City, Council for Learning Disabilities.
Ellenwood, A., & Fauver, K. (Eds.). (1989). Early Entrance
Testing Guidelines: An Overview of procedures currently
practiced in some Ohio school districts. Columbus, Ohio
School Psychologist Association.
(e)
Indexes and other bibliographic texts
NA
2.
Journal Articles
(a)
Refereed articles
(1)
Journals
Ellenwood, A. & Snyders, FJA (Accepted, 2011). Insideout approach for enhancing self-identity and cultural
sensitivity: Presentation of three cases. Journal of Cultural
Diversity.
125
Appendix C
15
Drude, K., Ellenwood, A. Heilen, K., Asch, P., Imar, T.,
Dielman, M., & Mills, M. (Under Review).
Developing Telepschology Guidelines. American
Psychological Association
Morrison, J.Q., Ellenwood, A., Sansosti, F., Cochrane, W.,
Jenkins, J., Evans, J., McNamara, K., Witte, R., &
Miranda, A. (2011). Evaluation of the Ohio
internship program in school psychology: Five-year
summary, 2004-05 to 2008-09. Trainers’ Forum,
29(4), 36-56.
Ellenwood, A., & Snyders, F. (2010). Virtual Journey and
Reality Flight: Enhancing the Cultural
Sensitivity and Competence of Graduate
Students. Intercultural Education, 6, 547564.
Ellenwood, A. E. & Jenkins, J. E. (2010). Working with
children of chronic illness: Using a non-traditional
family therapy assessment and intervention
approach The Ohio Psychologist, 5, 27-33..
Ellenwood, A., Snyders, R., and Mandell, C. (2007).
Interfacing of two worlds: Enhancing cultural
sensitivity and competence via online teaching. New
Voices in Psychology,3, 48-68.
Ellenwood, A. & Jenkins, J. (2007). Implementation of the
intervention-based family assessment procedure: A
case study. American Journal of Family Therapy,
35, 403-415.
Ellenwood, A. & Jenkins, J. (2007). Unbalancing the
effects of chronic illness: A non-traditional
approach family therapy approach. American
Journal of Family Therapy, 35 (3), 265-277.
Ellenwood, A., Snyders, R., Poignon, J., Roberts, A.
(2006). Expanding the traditional diagnostic
interview: Gathering migration history via a cultural
diagnostic interview. Journal of Family
Psychotherapy, 17(2), 51-66.
126
Appendix C
16
Ellenwood, A., & Snyders, R. (2006). Inside-out
approaches to teaching multicultural techniques.
Journal of Family Psychotherapy, 17(1), 67-81.
Ellenwood, A., Glesser, A., Peugeot, M., Snyders, K.,
Rapp, J., & Ellenwood, J. (2002). Transformation
through the application of psychological and
physical barriers: American students‟ observations
of South Africa, a country in flux, Psychologia, 28,
5-20.
Majsterek, D., & Ellenwood, A. (August, 1995).
Phonological awareness of pre-kindergartners and
beginning reading: Evaluation of two school-based
screening procedures. Journal of Learning
Disabilities, 28(7), 449-456.
Andolfi, M., Ellenwood, A., & Wendt, R. (Winter, 1993).
The creation of a fourth planet: Beginning
therapists and supervisors inducing change in
families. The American Journal of Family Therapy,
21(4), 301-312.
Translated and reprinted in the Belgian Journal of
Family Therapy. (Winter, 1995).
Shepard, J., Dielman, M., & Ellenwood, A. (1984).
School psychologist participation in career
development programs for the handicapped.
Journal for Vocational Special Needs Education.
Pennsylvania State University Press.
(2)
Proceedings
Andolfi, M., & Ellenwood, A. (1992). The supervisor, the
therapist, and the family: An encounter with
feelings. Paper presented at The European Family
Therapy Association, Sorrento, Italy.
Ellenwood, A., Majsterek, D., & Jones, E. (1991).
Runaways: The silent crisis. The Troubled
Adolescent: The Nation's Concern and Its
Response. Conference Proceedings, Wisconsin,
April 9-11, 1991. (ERIC Document Reproduction
Service ED 332 114).
127
Appendix C
17
Jones, E., Ellenwood, A., & Southern, T. (1990). Attitudes
of gifted under-achievers. Paper presented at the
National Association for Gifted Children
conference, Little Rock, Arkansas. (ERIC
Document Reproduction Service ED 337 975).
(b)
Non-refereed articles
(1)
Journals
Ellenwood, A. & Jenkins, J. (2007). Working With
Children of Chronic Illness Using A School-based
Family Therapy Assessment and Intervention
Approach. The Communique,
Ellenwood, A. (1995). Looking back at OSPA Spring
Conference. The Ohio School Psychologist, 42, 8.
Ellenwood, A. (1994). Retrospect on the 1994 OSPA
Spring Conference. The Ohio School Psychologist,
39, 11.
Ellenwood, A., & Zake, J. (Spring, 1994). Services to
children with traumatic brain injury. Children's
Neurology Update, p. 2.
Ellenwood, A. E., Zake, J. (Winter, 1994). Psychological
Services at NDC/CNC. Children's Neurology
Update.
Ellenwood, A., & Zake, J. (Winter, 1993). Educational
reformation: Implications for special education
students. Children's Neurology Newsletter.
Ellenwood, A., & Zake, J. (Fall, 1992). Attention Deficit
Hyperactivity Disorder: Implications of Section
504. Children's Neurology Newsletter.
Ellenwood, A. (1988). Concrete preoperational thinking:
Implications for the school psychologist assessing
children for early entrance. The Ohio School
Psychologist.
Ellenwood, A. (1986). Runaways: How school
psychologists can deal with the crisis. The Ohio
School Psychologist.
128
Appendix C
18
Reprinted in:
Connecticut Association of School Psychologists,
December, 1989.
Louisiana School Psychologist, Spring, 1987.
Washington Association of School Psychologists
Newsletter, November, 1986.
(2)
Newsletters
Ellenwood, A (Spring, 2010). A special thank-you to those
who have supported the BGSU school psychology
program. The Ohio School Psychologist, 55 (3), 2829.
DeWood, S., Ellenwood, A. & Hoellerich, C. (Spring,
2010). Implementing a “new student” support group
in junior high; Helping new and transfer students
succeed. The MVSPA Newsletter, 5-6
Ellenwood, A. (Spring, 2010). Thanks to those that have
supported the BGSU School Psychology Proegam. The
MVSPA Newsletter, 8.
Ellenwood, A. (Spring, 2009). FYI About the IUC: Interuniverisy of School Psychology Update. The Ohio
School Psychologist, 54(3), 24-26.
Ellenwood, A. (Winter, 2009). FYI About the IUC: Interuniverisy of School Psychology Update. The Ohio
School Psychologist, 54 (2), 30-33.
Ellenwood, A. (Fall, 2008). School supplies needed
for South Africa. The Ohio School Psychologist,
54(1), p. 40.
Ellenwood, A. (Fall, 2008). FYI about IUC: The Ohio
Inter University Council for School Psychology.
The Ohio School Psychologist, 54(1), 22-23.
Ellenwod, A., (1998; 1999; 2000;2001;2002;2003;
2004; 2005). From the Coordinator‟s Desk,
BGSU School Psychology Newsletters
(3)
Miscellaneous
Ohio School Psychology Internship Manual (2005),
Interuniversity Council of School Psychologists
129
Appendix C
(c)
19
Editorships of journals
NA
3.
Book Reviews
NA
4.
Abstracts
Ellenwood, A. (1994). Examining cultural diversity. Abstract Overview
of the 1993 Metapracticum. Isola D'Elba, Italy.
5.
Reports
(a)
Published
NA
(b)
Unpublished
NA
XI.
Papers Read to Professional Societies
A.
Invited International Refereed Papers
Ellenwood, A., Snyders, FJA, & Mandell, C. (2008). Interfacing of two worlds:
Enhancing cultural sensitivity and competence via online teachingand faceto-face experiences. Paper presented to IDI Conference, Minneapolis,
Minnesota.
Ellenwood, A and Snyders, FJA. (2008). BGSU/UNSIA Graduate Student
Exchange program; Expanding to other universities. Paper presented to
faculty at Stellenbosch University, Capetown, South Africa.
Ellenwood, A and Snyders, FJA. (2008). BGSU/UNSIA Graduate Student
Exchange program (1998-present). Paper presented to the South African
Provincal Minister of Culture, Capetown, South Africa.
Ellenwood, A. (2008). Neruopsychological Assessment Training. Paper presented
at the University of South Africa, Pretoria, South Africa.
130
Appendix C
20
Ellenwood, A. (2008). Developing curriculum-based measures for
neruopsychological assessment: A South African Context. Paper presented
at the University of South Africa, Pretoria, South Africa.
Ellenwood, A. (2007). When Events become overwhelming: CISD Training.
Paper presented at the University of South Africa, Pretoria, South Africa.
Ellenwood, A. (2006). Critical Incidence Stress: Professionals Helping
Professionals. Paper presented at the University of South Africa, Pretoria,
South Africa.
Ellenwood, A. (2005). Critical incident stress debriefing. University of South
Africa, Pretoria, South Africa.
Ellenwood, A. (2003). Masquerade of migration on individuals and families:
Unfolding the journey in therapy. Paper presented at Psychological
Association of Netherlands, Rotterdam.
Ellenwood, A. (2003). Couples behind the mask of migration. Paper presented at
GGZ Zuidwest-Drenthe Psychiatric Hospital, Beilen, Netherlands.
Ellenwood, A. (2000). Brief solution focused therapy. Paper presented at
University of South Africa, Pretoria, South Africa.
Ellenwood, A. (2000). Brief solution focused therapy: Asking the right
questions. Paper presented at University of Namibia, Namibia, Africa.
Ellenwood, A. (2000). Strategic family therapy approaches. Paper presented at
University of Namibia, Namibia, Africa.
Ellenwood, A., Zake, J., & Auron, F. (1997). Echoes of the therapeutic
encounter: A cultural look at the perceptions of family and therapists
toward each other. Paper presented at a 1997 Family Metapracticum,
Sardina, Italy.
Ellenwood, A. (1996). Developing an internal frame of reference for working
with families from diversified cultures. Paper presented at the University
of Namibia, Psychology Department, Windhoek, Namibia.
Ellenwood, A. (1996). Creating introspective development: Therapists working
with families from various cultures. Paper presented at the Rotterdam
Psychiatric Medical Training Center, Rotterdam, Holland.
Ellenwood, A. (1995). Assessing chronically ill children: A holistic model.
Paper presented to Pediatrics Unit, Mexico City Hospital, Mexico City,
Mexico.
131
Appendix C
B.
21
Refereed Papers
National/International
VanVorrhis, R. & Ellenwood, A. (2011). Incorporating an LID approach into a
NASP school psychology program. Paper presented to the National
Association of School Psychologists, San Francisco, Ca.
Jenkins, J. & Ellenwood, A. (2010). School psychology internship; Research and
models. Paper presented to the National Association of School
Psychologists, Chicago Illinois.
Ellenwood, A. (2009). Project Learning Around the World. Paper presented to
PS 38, Harlem, New York.
Mandell, C., Ellenwood, A., & Snyders, F. (Winter, 2009). Impact of a crosscultural university project on preservice candidates‟ cultural sensitivity
and competence. Paper presented at Hawaii International Conference on
Education, Honolulu, Hawaii.
Jenkins, J., & Ellenwood, A. (Winter, 2009). Supervision of Interns: Matching
NASP Training Standards to Field Expectations. Paper presented at
National Association of School Psychologists, Boston, Massachusetts.
Ellenwood, A., Snyders, F. & Mandell, C. (Fall. 2008). Interfacing of Two
Worlds: Enhancing Cultural Sensitivity and Competence Via Online
Teaching Experiences. Paper presented at the IDI Conference.
Minneapolis, Minnesota.
Drude, K., Ellenwood, A. & Imar, T. (Spring, 2008). Leading the Way in
Developing Telepsychology Guidelines. Paper presented at the American
Psychologist Association Convention, Boston, Massachusetts.
Murray, M., Mandell, C., Ellenwood, A., Niemeyer, J., Ackerman, K., Osborn, J. (2008). Strategies for enhancing diversity in preservice
curricula. Paper presented at the Children for Exceptional Council.
Boston, Massachusetts.
Jenkins, J. & Ellenwood, A. (2007). The effectiveness of two presentation formats
on the quality of online learner responses. Paper presented at the EERA
(Division 12) Education and Technology. Clearwater, Florida.
Jenkins, J. & Ellenwood, A. (2006). School psychology supervision issues and
needs: Internship supervision needs and practices: A model-driven
approach or technical ecclectism? Paper presented at the EERA (Division
11) Counselors/Psychologists in Educational Settings. Hilton Head, South
Carolina.
132
Appendix C
22
Jenkins, J. & Ellenwood, A. (2007). The effectiveness of two presentation formats
on the quality of online learner responses. Paper presented at the EERA
(Division 12) Education and Technology. Clearwater, Florida.
Ellenwood, A., Jenkins, J, & Brown, L. (2005). Supervision dilemmas. Paper
presented at the National Association Of School Psychology. Atlanta,
Georgia.
Ellenwood, A. (2004). A practitioner‟s voice: School psychology supervision
issues and needs. Paper presented at American Psychological Association,
Hawaii.
Ellenwood, A., Brok, L., Cornish, I., Kreupin, G. (1998). Migration: A
therapeutic systemic vision for the millennium. Paper presented at Xth
World Family Therapy Congress, Dusseldorf, Germany.
Cornish, I., Brok, L., & Ellenwood, A. (1997). A therapeutic vision: Millennium
and migration. Paper presented at the American Association for Marriage
and Family Therapy, Atlanta, Georgia.
Majsterek, D., Ellenwood, A., & Brown, L. (1996). Preschool literacy and
phonological awareness: What do we know so far. Paper presented to the
18th International Conference on Learning Disabilities, Nashville,
Tennessee.
Wilson, R., Ellenwood, A., Fiscus, E., Scriber, A., & Brown, R. (1996). Minority
and family issues in school psychology: A discussion of selected topics.
Paper presented at the Council for Exceptional Children, Orlando, Florida.
Ellenwood, A. (1995). Critical Incident Stress Management: The realities and
impact of a critical incident on emergency personnel. Paper presented at
the 7th World Family Therapy Congress, Guadalajara, Mexico.
Ellenwood, A., & Zake, J. (1995). When the life cycle freezes: A systemic
assessment of families with chronically ill children. Paper presented at the
7th World Family Therapy Congress, Guadalajara, Mexico.
Ellenwood, A. (1995). Family therapists intervening with families of chronically
ill children. Paper presented to Latinal International Family Therapy
Association, Mexico City, Mexico.
Majsterek, D., Brown, L., & Ellenwood, A. (1994). Phonological awareness
screening of kindergartners. Paper presented at the Council for Learning
Disabilities Conference, San Diego, California.
133
Appendix C
23
Majsterek, D., & Ellenwood, A. (1992). Aural awareness of pre-kindergarteners
and beginning reading skills in first grade. Paper presented at the Council
for Learning Disabilities Conference, Kansas City.
Ellenwood, A. (1992). The use of simple language. Paper presented at the
Symposium for Family Therapists, Rome, Italy.
Ellenwood, A. (1992). Creation of a therapist. Paper presented at the
Ellenwood, A. (1992). Essentials of producing magic. Paper presented at the
Majsterek, D., & Ellenwood, A. (1991). Phonological awareness screening of
young children - Project READINESS. Council for Learning Disabilities,
St. Paul, Minnesota.
Ellenwood, A. (1991). Runaways: A silent crisis. Paper presented at the
National Conference on Troubled Adolescents, Milwaukee, Wisconsin.
Majsterek, D., & Ellenwood, A. (1990). Early screening for reading disabilities.
Paper presented at the Council for Learning Disabilities International
Conference, Austin, Texas.
Jones, E., Ellenwood, A., & Southern, T. (1990). Attitudes of gifted
underachievers toward accelerative options. National Association for
Gifted Children, Little Rock, Arkansas.
State
VanVorrhis, R. & Ellenwood, A. (2011). Incorporating an LID approach into a
NASP school psychology program. Paper presented at the Ohio School
Psychologist Association 2011 Spring Conference, Columbus, Ohio.
Ellenwood, A., Dielman, M., & Mills, M. (2011). Technology in practice: Ethical
considerations and risk management in the personal and professional
realm. Paper presented at Toledo Area Academy of Professional
Psychologists Winter Conference, Toledo, Ohio.
Drude, K., Ellenwood, A., Dielman, M., & Mills, M. (Fall, 2010). Developing
Telepsychology Guidelines. Paper presented at the Ohio Psychologist
Association. Columbus, Ohio.
134
Appendix C
24
Boss, J, Ellenwood, A., & Marchmen, D. (Spring, 2010). Rennovating the
assistant team process; Promoting and implementing data collection and
data-based decisionmaking. Paper presented at Ohio School Psychologist
Association 2010 Spring Conference, Columbus, Ohio.
DeWood, S., Ellenwood, A., & Hollerich, C. (Spring, 2010). Implementing a
“new student” support group in junior high: Helping new and transfer
students succeed. Paper presented at Ohio School Psychologist
Dorsten, B, Ellenwood, A., & Sommers, S. (Spring, 2010). Implementing a
parent training program. Paper presented at Ohio School Psychologist
Irons, A, Ellenwood, A., & Peebles, L. (Spring, 2010). Peer tutoring program at
the elementary level. Paper presented at Ohio School Psychologist
Frowerk, A., Ellenwood, A., & Reidel, A. (Spring, 2010). Implementing an RTI
Process at a Junior High. Paper presented at Ohio School Psychologist
McCormick, S., Ellenwood, A., & Vonderembse, D. (Spring, 2010).
Implementing social skills curriculum: Promoting competence and success
sin fifth and sixth grade students. Paper presented at Ohio School
Mustard, J., Ellenwood, A., & Getchy, K.. (Spring, 2010). Developing a math
RTI curriculum program across a school district. Paper presented at Ohio
School Psychologist Association 2010 Spring Conference, Columbus,
Ohio.
Rhoades, S., Ellenwood, A., & Miller, J.. (Spring, 2010). Working with teachers;
effectiveness of RTI based interventions. Paper presented at Ohio School
Ellenwood, A., Heilen, K., & Drude, K, (2010). OPA Webinar:\Ethical Issues in
Telepsychology. Paper presented online for the Ohio Psychological
Association, Columbus, Ohio.
Ellenwood, A., Kleinzman, C. & Barnhart, S. (2009). Helping to make a
difference: PLATW. Paper presented at Ohio School Psychologist
Carle, L., Ellenwood, A., & Hoellerich, C. (2009). Adderssing issues of bullying
at a junior high school untilizing the Olweus Bullying Prevention
135
Appendix C
25
Program. Paper presented at Ohio School Psychologist Association 2009
Spring Conference, Columbus, Ohio.
Comstock, N., Ellenwood, A., & Brown, L. (2009). Implementing response to
intervention:Using data collection as a starting point. Paper presented at
Ohio School Psychologist Association 2009 Spring Conference,
Columbus, Ohio.
Cook, J., Ellenwood, A., & Dzienny, M. (2009). Multi-level positive behavioral
support: School Wide Assistance. Paper presented at Ohio School
Fox, J., Ellenwood, A., & Hyde, C. (2009). Improving preschool play-based
assessment and special education procedures. Paper presented at Ohio
Ohio.
Juneja, T., Ellenwood, A., & Getchey, K. (2009). Data-decision making: Using
scores to guide intervention usage. Paper presented at Ohio School
Pfieffer, K., Ellenwood, A., & Miller, J. (2009). Red flags: Adolescent
Depression Awareness Program. Paper presented at Ohio School
Phillips, H., Ellenwood, A., & Sommers, S. (2009). Implementing a kindergarten
research-based reading intervention program or improve reading
outcomes. Paper presented at Ohio School Psychologist Association 2009
Spring Conference, Columbus, Ohio.
Wolke, E., Ellenwood, A., & Vonder Embse, D. (2009). Implementing the
OLWEUS Bullying Prevention Program. Paper presented at Ohio School
Ellenwood, A and Jenkins, J. (2008). Training school psychology interns in the
state of Ohio: A supervisors’ Forum on RTI Practices-Level II. Paper
presented at Bowling Green State University, Bowling Green, Ohio.
Drude, K., Ellenwood, A., Henlein, K., Leichstein, M., & Steichen, P. (Fall,
2008). Supervision at a distance. Paper to be presented at the Ohio
School Psychologist Association Convention, Columbus, Ohio.
Ellenwood, A. and Henlein, K. (2008). Ethical issues in Telepsycholgy. Paper
presented to Toledo Area Professional Psychologists, Toledo, Ohio.
Arnett, A., Ellenwood, A., & Miller, J. (2008). The implementation of an antibullying curriculum at the 6th grade level. Paper presented at Ohio
136
Appendix C
26
Ohio.
Brady, J. Ellenwood, A., and Reidel, A. (2208). RtI training among junior high
teachers. (Spring, 2008). Paper presented at Ohio School Psychologist
Boardman, T., Ellenwood, A., & Zielinski, D., (Spring, 2008). Gender based
career education. Paper presented at Ohio School Psychologist Association
2008 Spring Conference, Columbus, Ohio.
Campana, D, Ellenwood, A., & McConville, D. (Spring, 2008). Small reading
group for second grade students. Paper presented at Ohio School
Haylett, S. Ellenwood, A., & Hoellrich, C. (Spring, 2008). Critical incident
toolkits for school crisis populations. Paper presented at Ohio School
Langenderfer, C, Ellenwood, A., & Jaquay, C. (Spring, 2008). Bringing
awareness to primary schools on response to intervention. Paper presented
at Ohio School Psychologist Association 2008 Spring Conference,
Columbus, Ohio.
Kubicki, M., Ellenwood, A., Biltz, J., & Dalrymple, K. Bullying follow-up
programs for kindergarten-second grade students. Paper presented at Ohio
Ohio.
McDaniels, T., Ellenwood, A., & Lendrum, C. (Spring, 2008). Intrduction of
intervention assistant teams in the school and response to intervention.
Paper presented at Ohio School Psychologist Association 2008 Spring
Conference, Columbus, Ohio.
Wrozek, S., Ellenwood, A., and Petersen, K. Development of Documentation
Forms to Support Response to Intervention. Paper presented at Ohio School
Drude, K., Ellenwood, A. & Imar, T. (Fall, 2007). Technology Guidelines. Paper
to be presented at the Ohio School Psychologist Association Convention,
Columbus, Ohio.
Ellenwood, A and Jenkins, J. (2007). Training school psychology interns in the
state of Ohio: A supervisors’ Forum on RTI Practices. Paper presented at
Bowling Green State University, Bowling Green, Ohio.
137
Appendix C
27
Jenkins. J., and Ellenwood, A. (2007). Training school psychology interns in the
state of Ohio: A supervisor‟s forum. Paper presented at the Educational
Service Center of Cuyahoga County, Valley View, Ohio.
Ellenwood, A., & Jenkins, J. (2007). School Psychology Supervision: An
integrated approach. Paper presented at Ohio School Psychologist
Association, Columbus, Ohio
Ellenwood, A. and Jenkins, J. (2006). Training school psychology interns in the
state of Ohio: A supervisors’ Forum on Model for School Psychology
Internship Supervision. Paper presented at Bowling Green State
University, Bowling Green, Ohio.
Ellenwood, A., & Jenkins, J. (2005). Evaluation of Intern Conference. Paper
presented at Ohio School Psychologist Association, Columbus, Ohio.
Ellenwood, A., & Jenkins, J. (2004). Field Supervisors Roundtable: An Open
Discussion of Issues Related to Internship Supervision. Paper presented at
Ohio School Psychologist Association, Columbus, Ohio.
Ellenwood, A., Dalrymple, K., Fallis, M., Roberts, A., Walendzak. (2004).
Agents of Change: A Kaleidoscope of Innovative Projects Implemented in
NW Ohio Schools. Paper presented at Ohio School Psychologist
Association, Columbus, Ohio.
Ellenwood, A. (2002). Clyde V. Bartlett Distinguished Service Award. Paper
presented at Ohio School Psychologists Conference, Columbus, Ohio.
Ellenwood, A. (2001). Cognitive Processing, Assessment and Learning. Paper
presented at the University of Findlay, Findlay, Ohio.
Ellenwood, A., Fiscus, E., Cameron, T., Clemens, M., Davis, E., Jordan, K., &
Wilson, K. (2001). Agents of change: Kaleidoscope of innovative change
projects implemented in N.W. Ohio schools. Presented to Ohio School
Psychologists Association.
Krupin, G., & Ellenwood, A. (1999). Responding to chronic issues and
immigrants. Paper presented at the XI World Family Therapy Congress,
Akron, Ohio.
Ellenwood, A., Cornish, I., & Brok, L. (1999). A therapeutic vision: Migration
and the millennium. Paper presented at the XI World Family Therapy
Congress, Akron, Ohio.
Ellenwood, A., & Evans, J. (1999). School psychology in the state of Ohio. Paper
presented to Administrators of Hardin County and Celina County School
Districts, Lima, Ohio.
138
Appendix C
28
Ellenwood, A. (1998). Psychological issues related to chronic illness. Paper
presented at The Child Out of Sync „98, Toledo, Ohio.
Ellenwood, A. (1998). Evaluation procedures for interns. Paper presented at the
Interuniversity Trainers of School Psychologists, Columbus, Ohio.
Ellenwood, A. (1995). Thinking differently: School re-entry for the traumatically
injured child. Paper presented at the 11th Annual Pediatric Conference,
Toledo, Ohio.
Ellenwood, A. (1994). Compatibility of neuropsychological assessments with
school interventions. Paper presented at the Ohio School Psychologists
Conference, Cincinnati, Ohio.
Ellenwood, A., & Zake, J. (1993). Activating change using a family systems
approach: Strategies to move beyond the stuckness of children's
symptoms. Paper presented at the Ohio School Psychologists Conference,
Columbus, Ohio.
Ellenwood, A. (1992). Runaways: Pleading for help. Paper presented at the Ohio
School Psychologists Conference, Cleveland, Ohio.
Ellenwood, A., Majsterek, D., Humes, P., & Thompson, L. (1991). Identifying
preschoolers who are "at risk" for reading failure - Project READINESS.
Paper presented at the Annual Meeting of the Ohio School Psychologists
Association, Dayton, Ohio.
Local
Ellenwood, A. & VanVorrhis, R. (2011). The YSU Proposed School Psychology
Program. P resented to: College of Education; Curriculum Advisory
Board, Board of Trustee, Youngstown, Ohio.
the College of Education, Youngstown, Ohio.
the Key Bank, Sylvania, Ohio
Ellenwood, A., & Ellenwood, J. (2010). Helping to make a difference: Children
with AIDS. Paper presented at Cultural Initiative, Perrysburg, Ohio.
the Maumee Valley School psychology Association, Sylvania, Ohio.
139
Appendix C
29
Ellenwood, A. (2009). A snapshot of the BGSU Intern! Paper presented to the
Maumee Valley School psychology Association, Sylvania, Ohio.
Reidell, T., Ellenwood, A., Dewood, S., Rhoades, S., & Frey, S. (2009). Project
Learning Around the World. Paper presented at Girl Scout Service
Council, Toledo, Ohio.
Ellenwood, A. (2008). School Psychology‟s conceptual framework. Paper
presented at The NCATE Accreditation Poster Session, Bowling Green
State University.
Ellenwood, A. (2008). RTI Processes and Response of Universities across Ohio.
Paper presented to the Maumee Valley School psychology Association,
Sylvania, Ohio.
Ellenwood, A. (2008). The BGSU Interns are on their way! Paper presented to
the Maumee Valley School psychology Association, Sylvania, Ohio.
Ellenwood, A. (2007). Who are the Interns? Paper presented to the Maumee
Valley School psychology Association, Perrysburg, Ohio.
Ellenwood, A. (2006). BGSU‟s School Psychology Interns. Paper presented to
the Maumee Valley School psychology Association, Perrysburg, Ohio.
Ellenwood, A. (2006). Creating positive relationships with others. Paper
Presented to Center For Multicultural Academics, Bowling Green State
Ellenwood, A. (2005). BGSU‟s School Psychology Interns. Paper presented to
the Maumee Valley School psychology Association, Perrysburg, Ohio.
Ellenwood, A. (2005). So you want to be a psychologist: Preparation and
Training. Paper presented at St. Ursula High School, Toledo, Ohio.
Ellenwood, A. (2003). Board review: Are you ready? Paper presented at Toledo
Area Professional Psychology Association, Toledo, Ohio.
Ellenwood, A. (2002). Being an intern at Bowling Green State University. Paper
presented to the Maumee Valley School Psychologists Association,
Toledo, Ohio.
Cameron, D., Murphy, J., Bellock, J., Ellenwood, A., Hamms, S., & Nagel, M.
(1998). The child out of sync „98. Paper presented at Children‟s
Neurology Conference, St. Vincent Hospital, Toledo, Ohio.
140
Appendix C
30
Ellenwood. A., Cameron, D., & Zake, J. (1998). Understanding disorders of
attention. Paper presented at Children‟s Neurology Conference, St.
Vincent Hospital, Toledo, Ohio.
Cameron, D., Nagel, M., Ellenwood, A., Zake, J., Vander-Pol-Lace, L. (1997).
Understanding disorders of attention: Etiology, diagnosis, and
management. Paper presented at Children‟s Neurology Center, St.
Vincent Hospital, Toledo, Ohio.
DePompei, R., Karns, D., Ellenwood, A., Zake, J., Harrah, O., Schweitzer, D., &
Colcord, D. (1997). Traumatic brain injury. Paper presented at
Children‟s Neurology Conference, St. Vincent Hospital, Toledo, Ohio.
Cameron, D., Ellenwood. A., & Zake, J. (1997). Tourettes syndrome - Update.
(1997). St. Vincent Medical Center, Toledo, Ohio.
Ellenwood, A., & Pinney, S. (1997). Traumatic brain injury: Re-entry to school.
Paper presented to the Maumee Valley School Psychologists Association,
Toledo, Ohio.
Ellenwood, A., & Zake, J. (1997). Obsessive-compulsive disorders: Tourette
syndrome. Child Neurology Conference, Toledo, Ohio.
Ellenwood, A. (1996). Working with families from different cultures. Paper
presented to Toledo Academy of Professional Psychologists, Toledo,
Ohio.
Cameron, D., Ellenwood, A., Zake, J., Pisano, C. (1996). Understanding
disorders of attention: Etiology, diagnosis and management. 1996
Neurology Conference, St. Vincent Hospital, Toledo, Ohio.
Cameron, D., Ellenwood, A., & Zake, J. (1996). Neurology evaluations of
children and young adults. Children‟s Neurology Conference, St. Vincent
Hospital, Toledo, Ohio.
Ellenwood, A., & Pinney, S. (1995). Serving children with traumatic brain injury.
Lucas County School Psychologists, Toledo, Ohio.
Ellenwood, A., & Jones, E. (1995). Identifying and serving individuals with
disabilities in a nursing curriculum. St. Vincent School of Nursing,
Toledo, Ohio.
Ellenwood, A., Blakenship, S., & Coté, M. (1995). IB-MFE Team Development:
A delivery model for school psychologists. University of Toledo, Toledo,
Ohio.
141
Appendix C
31
Cameron, D., Ellenwood, A., & Zake, J. (1994). What you need to know about
epilepsy. St. Vincent Medical Center, Toledo, Ohio.
Ellenwood, A. (1994). Culturally diverse therapy: Do you need "magical"
techniques? Marriage and Family Therapists of N.W. Ohio, Toledo, Ohio.
Ellenwood, A., & Zake, J. (1994). Attention deficit/hyperactive disorders.
Family Therapists of N.W. Ohio, Toledo, Ohio.
Rothner, D., Cameron, D., Ellenwood, A., & Zake, J. (1994). Update: Tourettes
1994. St. Vincent Medical Center, Toledo, Ohio.
Ellenwood, A., & Zake, J. (1994). Bayley Scales of Infant Development - Second
Edition: Motor Component. Inservice for St. Vincent Medical Center,
Occupational, Language, and Physical Therapy Services, Toledo, Ohio.
Ellenwood, A., & Zake, J. (1994). Family response styles: A workshop for
families with children with a disability. Child Neurology Conference,
Toledo, Ohio.
Ellenwood, A. (1994). Criteria for the identification of adults with disabilities.
Center for the Physically and Mentally Challenged, University of Toledo,
Toledo, Ohio.
Albert, S., Ellenwood, A., & Zake, J. (1994). Prevention: Traumatic brain injury.
Traumatic Brain Injury Conference, Fremont, Ohio.
Ellenwood, A. (1993). Is assessment always necessary? Inservice for Employee
Alternatives, Toledo, Ohio.
Cameron, D., Healy, M., Ellenwood, A., & Zake, J. (1993). Epilepsy: Different
forms/different management. St. Vincent Hospital, Toledo, Ohio.
Ellenwood, A., & Zake, J. (1993). Batelle Developmental Inventory. Inservice
for Neonatal Personnel, St. Vincent Hospital, Toledo, Ohio.
Ellenwood, A. (1993). Identifying individuals with disabilities. Challenged
Individuals Awareness Week, University of Toledo, Toledo, Ohio.
Ellenwood, A., & Wendt, R. (1993). The banking system: Crisis reverberations
and how to counteract the effects of a bank robbery. The Toledo Chapter
of Credit Unions, Toledo, Ohio.
Cameron, D., Ellenwood, A., & Zake, J. (1993). Tourettes 1993: Overview and
actual family coping strategies revisited. Children's Wellness Center and
Neurodevelopmental Center of Northwest Ohio, Toledo, Ohio.
142
Appendix C
32
Wilson, R., & Ellenwood, A. (1993). Inclusive education: Alternatives to the
box approach. Child Development Seminar, Toledo, Ohio.
Ellenwood, A. (1993). Juvenile delinquency. The Art Edgerton Show, WSPD
Radio Talk Show.
Ellenwood, A., & Zake, J. (1993). Meeting the challenges of parenting children
with ADHD. Parents of Children with ADHD, Toledo, Ohio.
Ellenwood, A., & Zake, J. (1993). The message behind a child's behavior:
Expanding a parent's perspective. Child Neurology Conference, Toledo,
Ohio.
Ellenwood, A., & Wilson, R. (1993). Laws and mainstreaming: Inclusive
education: Is it really possible? Pediatric Neurology Conference, Toledo,
Ohio.
Cameron, D., Ellenwood, A., Zake, J., Lloyd, L., Armbruster, P. (1993). Living
with tourettes. Tourettes Conference, Toledo, Ohio.
Ellenwood, A. (1992). Stanford-Binet IV. Lucas County Schools, Toledo, Ohio.
Majsterek, D., & Ellenwood, A. (1992). Project READiness: Temporary results.
Bowling Green City Principals, Bowling Green, Ohio.
Ellenwood, A. (1992). Closed head injury: Impact on social, emotional and
academic learning. Sylvania City Schools, Sylvania, Ohio.
Ellenwood, A. (1992). Tourette syndrome: Parent input to schools. St. Vincent
Hospital Neuropsychological Workshop, Toledo, Ohio.
Cameron, D., Healy, M., Rogalski, F., Mills, R., Zake, J., Ellenwood, A., Rufener,
C., & Byrd, M. (1992). What to look for in management of your child's
seizures: Medical, social and emotional issues. Fifth Annual Pediatric
Neurology Conference, Lourdes College, Sylvania, Ohio.
Ellenwood, A. (1992). Psychology and women: The hottest career for women.
5th Annual Women in Science Day Conference, Lourdes College,
Sylvania, Ohio.
Ellenwood, A., Dolbeer, S., & Johnson, M. (1992). Children with ADD/ADHD:
In SYNC with Section 504, Educational Strategies and Resources. Fifth
Annual Pediatric Neurology Conference, Toledo, Ohio.
Cameron, D., Telzrew, C., Ellenwood, A., Zake, J., Dans-Kiel, A., & Zrak, T.
(1992). Educational and neurological disorders: Legal aspects.
143
Appendix C
33
Children's Neurology Center and Neurodevelopmental Center Conference,
Toledo, Ohio.
Ellenwood, A. (1990). The family relations test: A new scoring method.
Presented to Toledo Public School psychologists, Toledo, Ohio.
Ellenwood, A. (1990). Neurological aspects of learning dysfunction. Presented
to Monroe County School Personnel, Monroe, Michigan.
Ellenwood, A. (1989). The hyperactive child. Presented to Bowling Green
ACLD parent group, Bowling Green, Ohio.
Miscellaneous
Ellenwood, A. (1990). Formal testimony regarding funding of school
psychologists as support personnel to MR/DD hearing related to
Preschool Handicapped Law. Representative for Ohio School
Psychologists and Maumee Valley School Psychologists Association,
Toledo, Ohio.
Ellenwood, A. (1990). Formal testimony regarding the use of corporal
punishment in schools. State Department of Ohio, Columbus, Ohio.
C.
Non-refereed Papers
Workshops/Inservices:
Ellenwood, A., & Snyders, F. J. A. (2010). Multicultural education experiences
in South Africa. University of South Africa, Pretoria, South Africa.
Ellenwood, A., & Snyders, F. J. A. (2010). Practica in multicultural education in
South Africa. Pretoria, South Africa.
144
Appendix C
34
Ellenwood, A., & Snyders, F. J. A. (2007). Looking Beyond Children‟s Mental
Health Symptoms: Re-positioning Therapeutic Approach from Child
Context to Family to Systems. Bowling Green State University, Bowling
Green, Ohio.
Ellenwood, A. (2006). Multicultural education experiences in Thailand.
Bangkok, Thailand.
Ellenwood, A. (2006). Practica in multicultural education in Thailand.
Bangkok, Thailand.
Ellenwood, A., Brok, L., and Speerstra, Y. (2006). A kaleidoscope of
cultural/minority issues. Bowling Green State University, Bowling Green,
Ohio.
Ellenwood, A. (2005). Critical Incident Stress Debriefing. University of South
Africa, Pretoria, South Africa.
Ellenwood, A., & Brok, L. (2003). Multicultural educational and counseling
experiences in Netherlands. Delta Psychiatric Hospital of Rotterdam,
Netherlands.
Ellenwood, A., & Brok, L. (2003). Practica in multicultural counseling
experiences in the Netherlands. Delta Psychiatric Hospital of Rotterdam,
Netherlands.
Ellenwood, A., & Snyders, F. J. A. (2002). A kaleidoscope of cultural/minority
issues. Bowling Green State University, Bowling Green, Ohio.
145
Appendix C
35
Ellenwood, A., & DiNicola, V. (2002). Multicultural educational experiences in
Montreal. Quebec, Canada.
Ellenwood, A., & DiNicola, V. (2002). Practica in multicultural experiences in
Montreal. Quebec, Canada.
Ellenwood, A., & Snyders, F. J. A. (2001). Practica in multicultural experiences
in South Africa. Pretoria, South Africa.
issues. Bowling Green State University, Bowling Green, Ohio.
Ellenwood, A., & Snyders, F. J. A. (1999). Practica in multicultural experiences
in South Africa. Pretoria, South Africa.
issues relating to youth and families. Bowling Green State University,
Bowling Green, Ohio.
Ellenwood, A., & Snyders, F. J. A. (1997). Practica experiences in multicultural
education. University of South Africa, Pretoria, South Africa.
issues relating to youth and families: Developing an internal frame of
reference for minority and nonminority mental health professionals.
Bowling Green State University, Bowling Green, Ohio.
DeNichilo, M., & Ellenwood, A. (1995). Applying creativity in the
transgenerational approach of family therapy. Bowling Green State
Refereed Poster Sessions:
Ellenwood, A. (2007). School psychology: Program standards and assessment.
Educator Preparation Summit, Paper presented at Bowling Green State
146
Appendix C
36
Howard, E., Schanski, R., Bouldan, M., Ellenwood, A. Coffelt, D., Lozinski, M.
& Jaquay, C. (2007). Intervention notebook for RTI processes at the
elementary level. Paper presented at the Ohio School Psychologist
Conference, Cleveland, Ohio.
Jones, S., Ellenwood, A., & Hollerich, K. (2007). Increasing autism awarness
across the district. Ohio School Psychologists Conference, Cleveland,
Ohio.
Schultz, K., Ellenwood, A., & Miller, J. (2007). Developing a teacher support
team (TST) at Field Elementary School. Ohio School Psychologists
Conference, Cleveland, Ohio.
Ellenwood, A., Minkah, A., Brown, R., Scriber, A., & Jones, T. (1995). Project
Promise: Recruitment of minority students in school psychology. Ohio
School Psychologists Conference, Oregon, Ohio.
Majsterek, D., Ellenwood, A., & Fauver, K. (1992, December). Aural
awareness: Skills of pre¬-kindergarteners and beginning reading. Poster
presented at the 1992 Division of Early Childhood International
Conference, Washington, D.C.
Ellenwood, A., & Majsterek, D. (1992). End of kindergarten data: PROJECT
READINESS. CEAP Research.
Majsterek, D., Ellenwood, A., & Wilson, R. (1991). Project READINESS:
Validation procedures of "At Risk" screening instruments for preschoolers
(longitudinal Study, BG Schools). CEAP Research.
Jones, E., Ellenwood, A., & Southern, T. (1991). Attitudes of gifted
underachievers and the parents toward acceleration options. CEAP
Research.
XII.
Service
A.
School
Developed Educational Specialist Program in School Psychology (2010-2011)
Developed Master Degree program in School Psychology Program (2010-2011)
Policy Handbook Committee (2008-2010)
Personnel Committee (2008-2010)
Admissions, Retentions and Professional Standards, Chair
(2007-2009)
Search Committee – School Psychology (Chair 2000-2006)
Marriage and Family Therapy Program Development
147
Appendix C
37
Ad hoc Committee (2004-2007)
Admissions, Retentions and Professional Standards
(2002-2004; 2005-2007)
Search Committee – Early Childhood (1999)
Project Promise Advisory Board (1995-1998)
Curriculum Committee
Special Projects Committee
Personnel Committee
Search Committee for two Rehabilitation Counseling positions
Ad hoc committee to review differentiated workload policy
Evaluation of the Chair Committee (Chair)
Ad hoc Advisory Committee to the Chair on Budget
Ad hoc Committee for the Evaluation of the Progress of the Department under the
Leadership of the Chair
Coordinator Duties
OBR Full Proposal School Psychology (2010)
NCATE/NASP Rejoinder (2008)
Graduate College Program Response (2008)
NCATE/NASP School Psychology Portfolio Fall, 2007
Graduate Program in School Psychology: Information Guide for Students
NCATE Portfolio (Task I, Task II, Task III)
2006
2001
1998
1993
NCATE Rejoinder (1998)
Northwest Ohio Annual Intern Regional Meetings (1989-present)
Approved Educational Specialist Program (1999)
B.
College
Advanced Program Council (2008-2010)
NCATE/NASP Committee for Coordinators (2005-present)
Building Improvement Committee (2005-2007)
Accreditation Committee for Speech/Language Pathology (2002-2004 )
External Reviewer for Academic Program Review Selection Committee.
Doctorate Initiative, Division of Intervention Services (Chair, 2002-2005)
Alumni Relations Committee (2002)
Research Development Council (1996-1997)
Dean's Fiscal Advisory Council (Alternate)
Advanced Programs Council
College Conference Committee
Research Development Council (Chair, 1997) Member 1995-1997)
College Scholarship Committee (Chair, 1994-95; Co-chair, 1993-94)
BGSU Counseling Consortium
148
Appendix C
C.
38
University
Multi-cultural Affairs Committee (2010-present)
National Coalition of Institute Building (2005-present)
University Human Subjects Committee
Americans with Disability Act Advisory Group
ADA Advisory Group (1992-1994)
D.
Professional
2009-present
2009-present
2004-present
2004-present
Toledo Area Professional Psychology-Secretary/Editor
Ohio Psychological Association-Editor
School Psychology Advisory Board –John Carroll University
Ohio Psychological Association Communications &
Technology Committee-Chair
1995-present
1988-present
1991-2004
1989-1998
Fall, 1997
International Consortium of Family Therapy Training Programs
Interuniversity Council of School Psychology Trainers
(President 2003-2004; 2008-2009)
External Doctoral Dissertation Reviewer-University of South
Africa
Medicial Reserves Crisis Team
Neurodevelopmental Center of Northwest Ohio
Accademia Di Psicoterapia Della A Famiglia, Rome Italy
Field Reviewer, Neurodevelopmental Center of
Northwest Ohio Newsletter
Children's Neurology Center, St. Vincent Hospital
Children's Epileptic Seizure Board, St. Vincent Hospital
Neonatal Assessment Team, St. Vincent Hospital
Regional Critical Incident and Stress Debriefing Committee
Traumatic Brain Injury Board, Children‟s Neurology Center
(Chair)
Autism Board, Children‟s Neurology Center
Ohio School psychologist Executive board
Intern Regional Conference, Chair
2005-2006
Project Learning Around the World
2000-present
2006-present
2001-presnet
1991-present
1991-2001
1991-present
1991-present
1991-2004
1997-2003
1991-2004
XIII.
Research or Professional Consultantships
Research Study University of Bowling Green State University and University of South
Africa Exchange Program: An inside/outside approach for creating cultural
competence via the blackboard platform.
Research Study. Adjustment of Immigrants to Host Cultures: A Look for Similarities.
149
Appendix C
39
Research Study. Telepsychology Guidelines. Ohio Psycholgical Association
Communications and Technology Committee.
Research Study. Discrimination of the Family Relations Test (FRT) with Children who
have ADD or ADHD Concerns.
Research Study. Supervision Issues and needs in School Psychology
Research Study. Social-Maturity Scale Development for Children 13-17 years.
Research Study. Internal Consistency Studies for the Family Relations Test.
Research Study. Test-Retest Studies for the Family Relations Test.
Research Study. Early Entrance Testing and Guidelines, An overview of procedures
currently practiced in some Ohio school districts.
XIV. Membership in Professional Organizations
1995-present
2004-present
1995-present
1987-pressnt
1987-present
1987-present
1987-presnt
1991-presnt
1987-present
1988-present
International Family Therapy Association
International School Psychology Association
International Consortium of Family Therapy Training Programs
National Association of School Psychologists (NASP)
Ohio School Psychologists Association (OSPA)
Maumee Valley School Psychologists Association (MVSPA)
American Psychological Association (APA)
Ohio Psychological Association (OPA)
Toledo Academy of Professional Psychologists (TAPP)
Interuniversity Council for School Psychologists Trainers
Leadership Positions:
Date
2009-2010
2009-2010
2009-2010
2008-2009
2005-2006
Organization
Position
Ohio Psychological Association
Chair CTC
Ohio Psychological Association
Editor
Toledo Academy of Professional Psychologists
Secretary
Interuniversity Council of School Psychology Trainers President
President
1995-present International Consortium of Family
Therapy Training Programs
1995-present International Consortium of Family
2005-present Technology Committee, Ohio Psychology Association
2004-2006
Treasurer/Secretary
Board Member
Chair
President-Elect
150
Appendix C
2003-2004
2000-2002
1998-2000
1996-1998
1999-2003
1999-2003
1990-1991
1989-1990
1988-1989
1986-1990
1986-1989
1991
1990-1995
1986-1988
1989-1991
1986-1998
1991-presnt
40
Interuniversity Council of School Psychology Trainers President
Past-President
President
President-Elect
Newsletter Editor
Regional Critical Incident and Stress
Co-chair
Debriefing Committee
Application and Selection Process
Maumee Valley School Psychologists Association
Past President
President
President-Elect
Maumee Valley School Psychologists
Executive Board Member
Maumee Valley's School Psychologists
Representative to Ohio
School Psychologists
Ohio School Psychologists Association
Nominated for
President
OSPA Spring Conference Committee
Co-Chair
OSPA Children Services Committee
Chair
Early Entrance Guideline Development
Co-Chair
Ohio School Psychologists Association
Executive Board Member
Accademia Di Psicoterapia Della A Famiglia
USA Representative
November, 1991 Sylvania Municipal Jury Trial
1991-2001
Neurodevelopmental Center of
Northwest Ohio Newsletter
XIV. Honors and Awards
A.
Membership in Honor Societies
B.
Awards
Chair
Field Reviewer
Awards:
Outstanding Service Award (2008). International Consortium of Family
Outstanding Service Award (1997), Ohio School Psychologists Association.
Ohio School Psychologist of the Year (1993). Nominated by Maumee Valley
School Psychologists.
Awards (Cont.):
Outstanding Service Award (May, 1991), Ohio School Psychologists Association.
Outstanding Service Award (May, 1989), Ohio School Psychologists Association.
151
Appendix C
41
Honor Roll of Contributors (Summer, 1995), The Ohio School Psychologist
(Volume 43).
(Volume 39).
(Volume 38).
(Volume 37).
(Volume 36).
(Volume 35). *
*The President of OSPA selects members who have done outstanding service to
the organization and recognizes their contributions via publishing names on the
Honor Roll of Contributors in The Ohio School Psychologist Newsletter.
4/11
152
Appendix D
ODE Criteria for Temporary Licensure in School Psychology Internship
3301-23-44 Temporary and substitute
licenses.
(A) Temporary pupil services license. A temporary pupil services license may be issued to an
individual who is deemed to be of good moral character and who evidences a currently valid
license or meets the qualifications as specified in this paragraph provided the vacancy has been
posted with the Ohio department of education for two weeks and no properly licensed and
suitable candidate has been identified by the employing district:
(1) School audiologist -currently valid license to practice audiology issued by the Ohio board of
speech-language pathology and audiology;
(2) School social worker -currently valid license to practice social work issued by the Ohio
counselor, social worker, and marriage and family therapist board;
(3) School speech-language pathologist -currently valid license to practice as a speech-language
pathologist issued by the Ohio board of speech-language pathology and audiology;
(4) School nurse -currently valid license to practice as a registered nurse issued by the Ohio
board of nursing and a baccalaureate degree;
(5) School psychologist -limited to individuals enrolled in school psychologist preparation
programs, while completing the program internship;
(6) School counselor (a) A temporary school counselor license may be issued to an individual who holds a currently
valid standard teaching certificate or professional teaching license, who is enrolled in an
approved school counselor preparation program, and who demonstrates an understanding of each
of the following as documented by the institution approved to prepare school counselors:
(i) Professional identity
(ii) Social and cultural diversity
(iii) Human growth and development
(iv) Career development
(v) Helping relationships
(vi) Group work
153
Appendix D
(vii) Assessment
(viii) Research and program evaluation
(b) A temporary school counselor license may also be issued to an individual who holds a
currently valid license to practice as a counselor from the Ohio counselor, social worker, and
marriage and family therapist board who is enrolled in an approved school counselor preparation
program.
(7) Interpreter for the hearing impaired -limited to individuals enrolled in a program leading to
licensure in interpreting for the hearing impaired.
(B) Renewal of a temporary pupil services license. A temporary pupil service license may be
renewed by an individual who is deemed to be of good moral character; has completed an
additional six semester hours of coursework in an approved program leading to licensure in the
area; and holds a currently valid license issued by the respective Ohio licensure board for the
temporary school speech-language pathologist license, the temporary school nurse license, the
temporary school social worker license, and the temporary school audiologist license.
(C) Substitute teaching license. A one-year or five-year substitute teaching license may be issued
to qualified individuals. Such licenses shall be designated as short-term substitute licenses or
long-term substitute licenses.
(1) Short-term substitute license. A short-term substitute teaching license may be issued to the
holder of a baccalaureate degree. An individual holding a short-term substitute license may teach
in a given classroom for no more than five days; for periods longer than five days, an individual
with a long-term substitute license must be employed.
(2) Long-term substitute license. A long-term substitute license, valid for the area listed on the
license, may be issued as specified in this paragraph:
(a) An early childhood long-term substitute license may be issued to the holder of a
baccalaureate degree who evidences twelve semester hours in professional education leading to
an early childhood license.
(b) A middle-childhood, adolescence to young adult, or multi-age long-term substitute license
may be issued to the holder of a baccalaureate degree who evidences twenty semester hours in
the subject field for which licensure is sought.
(c) A substitute career-technical teaching license may be issued to an individual who is deemed
to hold the appropriate education and experience based upon a review of such credentials using
criteria established by the Ohio department of education.
(d) A substitute license for interpreter for the hearing impaired may be issued to an individual
who is deemed to have the necessary skills to serve in the capacity of educational interpreter.
154
Appendix D
(e) A one-year intervention specialist long-term substitute teaching license may be issued to the
holder of a baccalaureate degree who evidences twelve semester hours in special education. The
license may be renewed upon completion of six semester hours in an approved program leading
to an intervention specialist license.
(3) Renewal of a substitute teaching license. A one-year or five-year substitute teaching license
may be renewed by an individual who is deemed to be of good moral character on the
recommendation of the superintendent of the employing district. The one year intervention
specialist long term substitute license renewal shall require six semester hours in an approved
program leading to an intervention specialist license.
(D) All coursework required by this rule shall be completed at an institution approved to grant
the baccalaureate degree by the Ohio board of regents or the equivalent if completed outside the
state, except for coursework for the temporary interpreter for the hearing impaired license, which
may be completed at an accredited two-year college; professional education coursework shall be
completed at an institution approved by the state board of education for teacher preparation, or
the equivalent if completed outside the state.
Effective: 02/22/2008
R.C. 119.032 review dates: 11/28/2007 and 02/22/2013
Promulgated Under: 119.03
Statutory Authority: 3301.07, 3319.22
Rule Amplifies: 3319.22
Prior Effective Dates: 4/20/99, 1/1/03, 3/24/2006
155
Appendix E
ODE Criteria for Professional Pupil Services License in School Psychology
3301-24-05 Licensure.
(A) The provisional teacher license, issued in the areas specified in paragraph (D) of this rule, valid for two years,
shall be required for entry to an entry year program and may be used for substitute teaching. The provisional license
shall be issued, except as noted in paragraph (A)(4) of rule 3301-24-04 of the Administrative Code, to an individual
who holds a degree required by the license, who has successfully completed an approved program of preparation,
who is deemed to be of good moral character, who has successfully completed an examination prescribed by the
state board of education, who has demonstrated skill in integrating educational technology in the instruction of
children, who has been recommended by the dean or head of teacher education at an institution approved to prepare
teachers, and who has completed:
(1) A minimum of twelve semester hours in the teaching of reading, as required in section 3319.24 of the Revised
Code, including at least one separate three semester hour course in the teaching of phonics, and coursework on
knowledge and beliefs about reading; knowledge base; individual differences; reading difficulties; creating a literate
environment; word identification, vocabulary, and spelling; comprehension; study strategies; writing; assessment;
communicating information about reading; curriculum development; professional development; research;
supervision of paraprofessionals; and professionalism for the early childhood license, the middle childhood license,
the intervention specialist license; and the early childhood intervention specialist license; and
(2) A minimum of three semester hours on the teaching of reading in the content area that includes instruction in
organizing instruction, use of protocols for oral language development, strategies for word skill development,
strategies for reading comprehension, and assessment strategies for instructional purposes for the multi-age license,
the adolescence to young adult license, and the career-technical license.
(B) The provisional principal license shall be required for entry to an entry year program and shall be issued , except
as noted in paragraph (A)(4) of rule 3301-24-04 of the Administrative Code, to an individual who holds a master’s
degree, who is deemed to be of good moral character, who has completed an approved principal preparation
program, who has successfully completed an examination prescribed by the state board of education, who has
completed two years of successful teaching under a provisional or professional teacher license at the age levels for
which the principal license is sought and who has been recommended by the dean or head of teacher education at an
institution approved to prepare principals.
(C) The provisional school counselor pupil services license shall be required for entry into a one year induction
under the supervision of a licensed school counselor. The provisional license shall be issued to an individual deemed
to be of good moral character who has successfully completed an approved program of preparation, who has
successfully completed an examination prescribed by the state board of education, who has been recommended by
the dean or head of teacher education at an institution approved to prepare school counselors, and who has not
completed either:
(1) Two years of successful teaching experience under a standard teaching certificate, or provisional or professional
teacher license; or
(2) Three years of experience as a licensed school counselor in another state.
(D) A professional teacher license, valid for five years, shall be issued to an individual who holds the appropriate
provisional license and a baccalaureate degree; who is deemed to be of good moral character; and who has
successfully completed an approved program of teacher preparation, an entry year program, and an examination
prescribed by the state board of education. Teacher licenses shall be issued in the areas described in paragraphs
(D)(1) to (D)(7) of this rule:
(1) Early childhood license, valid for teaching children who are typically developing, at-risk, gifted, and who have
mild/moderate educational needs. Licenses shall be issued for prekindergarten through grade three. A minimum of
156
Appendix E
twelve cumulative semester hours in the teaching of reading as described in section 3319.24 of the Revised Code
shall be required for the provisional or professional early childhood license.
(2) Middle childhood license, valid for teaching in grades four through nine in the curriculum areas named in such
license. The middle childhood teacher preparation program shall include preparation in the humanities (including the
arts) and areas of concentration in at least two of the following: reading and language arts, mathematics, science, and
social studies. A minimum of twelve cumulative semester hours in the teaching of reading as described in section
3319.24 of the Revised Code shall be required for the provisional or professional middle childhood license. A
middle childhood license may be issued in one or more of the concentration areas listed in this paragraph to the
holder of a standard teaching certificate, or a provisional or professional teaching license, who has completed an
approved middle childhood program, at an advanced level, consisting of professional education and appropriate
content-area coursework, and an examination prescribed by the state board of education. A middle childhood license
may also be issued in one or more of the concentration areas listed in this paragraph to an out-of-state applicant who
has completed an approved program resulting in eligibility for the licensure area, and an examination prescribed by
the state board of education.
(3) Adolescence to young adult license, valid for teaching in grades seven through twelve in the curriculum areas
named in such license. Preparation in the teaching field shall constitute at least an academic major or its equivalent
with sufficient advanced coursework in all areas to be taught as specified by the teacher preparation institution and
approved by the Ohio department of education. A minimum of three semester hours in the teaching of reading in the
content area shall be required for the provisional or professional adolescence to young adult license. Licenses shall
be issued in the following teaching fields:
(a) Earth sciences
(b) Integrated language arts
(c) Integrated mathematics
(d) Integrated science
(e) Integrated social studies
(f) Life sciences
(g) Physical sciences (individuals may seek licensure in physical sciences:chemistry; physical sciences:
physics; or physical sciences: chemistry and physics)
(4) Multi-age license, valid for teaching in grades prekindergarten through twelve in the curriculum areas named in
such license. Preparation in the teaching field shall constitute at least an academic major or its equivalent with
sufficient advanced coursework in all areas to be taught as specified by the teacher preparation institution and
approved by the Ohio department of education. A minimum of three semester hours in the teaching of reading in the
content area shall be required for the provisional or professional multi-age license.
Licenses shall be issued in the following teaching fields:
(a) Computer information science
(b) Bilingual education
(c) Dance
(d) Drama/theater
(e) Foreign language
(f) Health
(g) Library/media
(h) Music
(i) Physical education
(j) Teaching English to speakers of other languages (TESOL)
(k) Visual arts
(5) Intervention specialist license, valid for teaching learners in the areas designated below. A minimum of twelve
cumulative semester hours in the teaching of reading as described in section 3319.24 of the Revised Code shall be
157
Appendix E
required for the provisional or professional intervention specialist license. Licenses shall be issued in the following
areas:
(a) Gifted, valid for teaching learners ages five through twenty-one and kindergarten through grade twelve;
(b) Mild/moderate educational needs, valid for teaching learners ages five through twenty-one and
kindergarten through grade twelve;
(c) Moderate/intensive educational needs, valid for teaching learners ages five through twenty-one and
kindergarten through grade twelve;
(d) Visually impaired, valid for teaching learners ages three through twenty-one and prekindergarten
through grade twelve;
(e) Hearing impaired, valid for teaching learners ages three through twenty-one and prekindergarten
through grade twelve.
(6) Early childhood intervention specialist license, valid for teaching learners with mild/moderate/intensive
educational needs from prekindergarten through grade three, and for providing service coordination. A minimum of
twelve cumulative semester hours in the teaching of reading as described in section 3319.24 of the Revised Code
shall be required for the provisional or professional early childhood intervention specialist license.
(7) The career-technical license, valid for teaching the subjects named in such license to learners ages eight and
beyond and grades four and beyond. The career-technical license may be obtained by the following two routes:
(a) The provisional career-technical license may be obtained by an individual who holds the baccalaureate degree,
who has successfully completed an approved program of preparation, who has successfully completed an
examination prescribed by the state board of education, who has been recommended by the dean or head of teacher
education at an institution approved to prepare career-technical teachers and who evidences two years of recent and
successful related work experience or the equivalent in the teaching area. Career-technical licenses shall be issued
for specific programs or taxonomies in the following teaching fields:
(i) Agriculture
(ii) Health occupations
(iii) Integrated business
(iv) Family and consumer sciences
(v) Technology education
(vi) Marketing
(vii) Trade and industry
(b) The provisional career-technical license may be obtained by an individual who holds a minimum of a high
school diploma; who evidences five years of full-time work experience or the equivalent in the career field and who
completes a minimum of four semester hours of an approved preservice career-technical education program. Upon
completion of an additional six semester hours of coursework in the approved preservice preparation program, the
initial provisional license shall be renewed one time. Upon completion of the approved preparation program of
twenty-four semester hours, an examination prescribed by the state board of education, followed by an entry year
program, and recommendation by the dean or head of teacher education at an institution approved to prepare career
technical teachers, a professional license shall be issued for specific programs or taxonomies in the following
occupational fields even though the baccalaureate degree is not held:
(i) Agriculture
(ii) Health occupations
(iii) Business
(iv) Family and consumer sciences occupations
(v) Marketing
(vi) Trade and industry
158
Appendix E
(E) An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued to an
individual who holds a baccalaureate degree, except that the teacher leader endorsement shall require a master’s
degree; who is deemed to be of good moral character; who has successfully completed an approved program of
preparation; who has successfully completed an examination prescribed by the state board of education; and who
has been recommended by the dean or head of teacher education at an approved institution. The endorsement may
be added to any standard teaching certificate, or provisional or professional teaching license, unless limited by age,
grade, or license type as noted in this paragraph:
(1) Adapted physical education (limited to a physical education certificate or license);
(2) Adult education -full-time adult programs;
(3) Bilingual education;
(4) Career-based intervention (CBI) shall require a baccalaureate degree, two years of successful teaching
experience under a standard teaching certificate, or a provisional or professional teaching license, and evidence of
the equivalent of one year of work experience outside of education. This endorsement is valid for teaching learners
ages twelve through twenty-one, or grades seven through twelve. In addition to the dean or head of teacher
education of the approved program, the employing superintendent may make the recommendation for this
endorsement upon evidence of completion of an approved program of preparation for this endorsement;
(5) Computer/technology;
(6) Driver education (limited to an adolescence to young adult or multi-age teacher license, or high school or special
teacher certificate);
(7) Early childhood generalist (grades four and five), valid for teaching all core academic content areas in grades
four and five, may be added to an early childhood (P-three) teaching license upon evidence of completion of a
minimum of nine additional semester hours of study aligned with the Ohio academic content standards (available on
the department’s website at education.ohio.gov) for grades four and five and including preparation in pedagogy and
child/adolescent development appropriate for grades four and five, and upon successful completion of an
examination prescribed by the state board of education;
(8) Gifted intervention specialist endorsement, valid for kindergarten through grade twelve;
(9) Literacy specialist (limited to a teaching license that is endorsed for the teaching of reading in grades
kindergarten through twelve), valid for providing coaching and professional development in the teaching of reading
for classroom teachers at all grade levels. Candidates must have at least three years of successful experience
teaching reading under a standard teaching certificate or license;
(10) Mathematics specialist (limited to a kindergarten-primary, elementary, or early childhood license, or middle
childhood, high school, or adolescence to young adult mathematics teaching license), valid for providing coaching
and professional development in mathematics education for classroom teachers of mathematics in grades
prekindergarten through six. Candidates must have at least three years of successful experience teaching
mathematics under a standard teaching certificate or license of the types listed in this paragraph;
(11) Middle childhood generalist, valid for teaching all core academic content areas in grades four, five, and six,
may be added to a middle childhood license with two concentration areas upon evidence of completion of an
additional six semester hours of study in each of the content areas to be added, aligned with the state academic
content standards; evidence of preparation in pedagogy in each of the additional content areas; and successful
completion of the prescribed examination;
159
Appendix E
(12) Prekindergarten, valid for teaching learners ages three through five (limited to kindergarten-primary,
elementary, family and consumer sciences [home economics], or special certificate for education of the
handicapped);
(13) Prekindergarten special needs children (limited to a prekindergarten certificate, or special certificate for
education of the handicapped, or early childhood or intervention specialist license);
(14) Reading;
(15) Science specialist (limited to a kindergarten-primary, elementary, or early childhood license, or middle
childhood, high school, or adolescence to young adult science teaching license), valid for providing coaching and
professional development in science education for classroom teachers of science in grades prekindergarten to nine.
Candidates must have at least three years of successful experience teaching science under a standard teaching
certificate or license of the types listed in this paragraph.
(16) Teaching English to speakers of other languages;
(17) Transition to work (limited to intervention specialist license or career-technical license); and
(18) Career-technical work-site teacher/coordinator (limited to professional career-technical license).
(19) Teacher leader (limited to a professional teaching license or professional or permanent teaching certificate),
valid for mentoring and coaching teachers, providing staff development, and assisting the building principal in
developing and supporting a shared vision and clear goals for the school. Candidates for the endorsement shall hold
a master’s degree and have at least four years of successful teaching experience. The program of preparation shall
include a practicum experience during which the candidate shall be required to demonstrate the knowledge, skills
and dispositions at the distinguished level that are described in the Ohio standards for the teaching profession
(available on the educator standards board’s website at http://esb.ode.state.oh.us).
(F) The professional pupil services license, valid for five years for working with learners at all levels, shall be issued
to an individual deemed to be of good moral character who has successfully completed the requirements specified in
paragraph (F)(1) or (F)(2) of this rule:
(1) An approved program of preparation; recommendation by the dean or head of teacher education; successful
completion of an examination prescribed by the state board of education; and evidence of the education and
experience requirements specified for whichever of the following licensure areas is applicable:
(a) School audiologist
(i) Master’s degree;
(ii) The requirements specified in paragraph (F)(1) this rule; and
(iii) Current license to practice audiology issued by the Ohio board of speech-language pathology
and audiology.
(b) School counselor
(i) The requirements specified in paragraph (F)(1) of this rule; and
(ii) Master’s degree, two years of successful teaching experience under a standard teaching
certificate, or provisional or professional teacher license, and successful completion of an
internship consisting of six hundred contact hours in a school setting; or
(iii) Master’s degree, successful completion of an internship consisting of six hundred contact
hours in a school setting, and a one-year induction under the supervision of a licensed school
counselor; or
(iv) Master’s degree and three years experience as a licensed school counselor in another state;
(c) School psychologist
(i) Master’s degree, and
160
Appendix E
(ii) The requirements specified in paragraph (F)(1) of this rule; and
(iii) Successful completion of a nine month, full-time internship in an approved school setting as
described in the Ohio internship in school psychology guidelines;
(d) School social worker
(i) Master’s degree in social work, and
(iii) One year of successful experience in a chartered school or school district under a professional
license; or one year of social work experience under a current license issued by the Ohio counselor
and social worker board; or a graduate level social work practicum of at least ten weeks in a
chartered school or school district; and
(iv) Current license to practice social work issued by the Ohio counselor and social worker board;
(e) School speech-language pathologist
(i) Master’s degree, and
(iii) Current license to practice as a speech pathologist issued by the Ohio board of speechlanguage pathology and audiology;
(f) School nurse
(i) Baccalaureate degree, and
(iii) Current license to practice as a registered nurse issued by the Ohio board of nursing;
(iv) A school nurse wellness coordinator endorsement may be added to a professional pupil
services school nurse license, or to a professional or permanent school nurse certificate, following
completion of an approved program of preparation for the endorsement, and upon evidence of
three years of successful experience as a licensed school nurse. The approved program of
preparation for the endorsement shall include a practicum experience during which the candidate
shall be required to demonstrate the knowledge, skills and dispositions for the school nurse
wellness coordinator endorsement as recommended by the school health services advisory
council’s report (available on the department’s website at education.ohio.gov). Beginning January
1, 2020, initial applicants for the school nurse wellness coordinator endorsement shall hold a
master’s degree.
(g) Orientation and mobility specialist
(2) A baccalaureate degree and who holds a current license issued by the Ohio occupational therapy, physical
therapy, and athletic trainers board for the following:
(a) Occupational therapist, or
(b) Physical therapist.
(G) The professional administrator license shall be issued to an individual who holds a masterï¿½ï¿½ï¿½s degree,
who is deemed to be of good moral character, who has successfully completed an approved program of preparation,
and who has been recommended by the dean or head of teacher education at an institution approved to prepare
teachers, who has successfully completed an examination prescribed by the state board of education, and who has
evidenced the requirements specified below. Administrator licenses shall be issued in the following areas:
(1) The professional principal license shall be issued in the areas described in paragraphs (G)(1)(a) to (G)(1)(b) of
this rule:
(a) Ages three through twelve and prekindergarten through grade six for those with an early childhood,
middle childhood, multi-age, or intervention specialist license;
(b) Ages eight through fourteen and grades four through nine for those with a middle childhood, multi-age,
adolescence to young adult, intervention specialist license, or career-technical license; and
(c) Ages ten through twenty-one and grades five through twelve for those with a middle childhood, multiage, intervention specialist, adolescence to young adult, or career-technical license.
161
Appendix E
(d) The urban principal endorsement may be added to any standard principal license or certificate following
completion of an approved program of preparation for this endorsement. The endorsement shall be valid for
the same ages and grade levels as the principal license or certificate that is held by the candidate obtaining
the endorsement. The approved program of preparation for the endorsement shall include an extensive
structured internship during which the candidate demonstrates effective urban leadership practices.
(2) The administrative specialist license shall be added to a valid professional teacher license or professional pupil
services license and shall be valid for working in a central office or supervisory capacity. The following
requirements shall be met prior to issuance of the administrative specialist license:
(a) Two years of successful teaching experience under a professional teacher license; with the exception of
the pupil services administration license, which shall require two years of experience under a professional
pupil services license.
(b) Successful completion of an approved program of preparation for the license which shall include an
area of concentration in one of the following:
(i) Educational research;
(ii) Educational staff personnel administration;
(iii) Curriculum, instruction, and professional development;
(iv) Pupil services administration;
(v) School-community relations; and
(vi) Career technical education administration.
(3) The superintendent license shall be added to a valid professional teacher license of an individual who holds a
principal or administrative specialist license and shall be valid for supervising programs for ages three through
twenty-one and prekindergarten through grade twelve; or for administrative duties in a school system. The following
requirements shall be met prior to issuance of the superintendent license:
(a) Three years of successful experience in a position requiring a principal or administrative specialist
license; and
(b) Completion of an approved preparation program for superintendents.
(H) The associate license, valid for five years, shall be issued to an individual who holds an associate degree; who is
deemed to be of good moral character; and who either:
(1) Has completed an approved program of preparation in the following areas:
(a) Prekindergarten associate;
(b) Educational paraprofessional (denoted as ESEA qualified);
(c) Interpreter for the hearing impaired; or,
(2) Holds a current license to practice issued by the Ohio occupational therapy, physical therapy, and athletic
trainers board in the following areas:
(a) Occupational therapy assistant; or
(b) Physical therapy assistant.
(I) The professional school business manager or the professional school treasurer license, valid for five years, shall
be issued to an individual who holds a baccalaureate degree, who is deemed to be of good moral character, who has
completed an approved preparation program or the equivalent as determined by the Ohio department of education,
and who has successfully completed an examination prescribed by the state board of education.
(J) The non-renewable three-year visiting international teacher license, valid for teaching the grade levels and
curriculum areas named in such license.
162
Appendix E
(1) The license shall be issued upon the request of an employing Ohio school district to a qualified individual who
meets the following conditions:
(a) Is deemed to be of good moral character;
(b) Is a citizen of another country who will be entering the United States specifically for the purpose of
teaching in an Ohio school or school district that has agreed to employ the person as a teacher via an
exchange program or other collaboration or recruitment effort;
(c) Holds the United States equivalent of at least a bachelorï¿½ï¿½ï¿½s degree and provides evidence of
completion of a teacher preparation program;
(d) Provides evidence of completion of an academic major in the area to be taught, or, in the case of world
languages, evidence of proficiency in the target language as determined by the employing Ohio school
district or the Ohio department of education; and
(e) Demonstrates English language proficiency as determined by the employing Ohio school district or the
Ohio department of education.
(2) The employing Ohio school district, with assistance from the Ohio department of education, shall plan for a
mentoring program for visiting international teachers to provide ongoing support and assistance in areas such as
school culture, curriculum, assessment, management, and resources.
(3) If a visiting international teacher wishes to continue teaching in the schools of Ohio beyond the three year
validity period of the visiting international teacher license, the teacher will be required to obtain appropriate Ohio
licensure.
(K) The one-year non-renewable out of state educator license, valid for teaching the grade levels and curriculum
areas named in such license, shall be issued upon the request of an employing Ohio school district to a qualified
individual who meets the following:
(1) Is deemed to be of good moral character;
(2) Is an out of state applicant and the holder of a valid out of state standard teaching license who has completed a
baccalaureate degree, an approved teacher preparation program, and the examination prescribed by the state in
which licensure is held, but who has not yet completed the examination prescribed by the state board of education
for Ohio licensure.
(L) The one year or four year educational aide permit, valid for working with learners under the supervision of a
fully licensed educator, shall be issued to an individual deemed to be of good moral character, who has a high school
diploma or the equivalent, and who has been recommended by the employing school district, in accordance with
Chapter 3301-25 of the Administrative Code. The term ï¿½ï¿½ï¿½ESEA qualifiedï¿½ï¿½ï¿½ shall be added to the
educational aide permit for individuals who have successfully completed either the examination for
paraprofessionals prescribed by the state board of education; or an associate degree (or higher) from an accredited
institution of higher education; or at least two years of study at an accredited institution of higher education (defined
as forty-eight semester hours or seventy-two quarter hours.)
(M) The one year or four year adult education permit, valid for teaching adults in an adult education program, shall
be issued to an appropriately qualified individual deemed to be of good moral character, who has a high school
diploma or the equivalent, and who has been recommended by the employing school district. An adult education
program, includes, but is not limited to, the following examples: (1) a career-technical education program which
provides training for out-of-school adults, frequently to improve occupational skills; and (2) a community-based
education program for personal enrichment, such as photography.
Effective: 10/23/2010
R.C. 119.032 review dates: 10/25/2013
Promulgated Under: 119.03
163
Appendix E
Statutory Authority: 3301.07, 3319.221
Rule Amplifies: 3319.221
Prior Effective Dates: 1/1/98, 1/1/03, 5/12/03, 2/24/06, 2/25/07, 1/18/08, 10/25/08, 10/23/09
164
Appendix F
OBP Clarification Statement Regarding Master's Degree in School Psychology
Instructions and Information for School Psychologist Licensure Applicants
State Board of Psychology
Updated March 2009
¾ PRAXIS SCHOOL PSYCHOLOGY SPECIALTY AREA EXAMINATION: Based on Board policy updates
in March 2009, applicants shall demonstrate, for admission to the oral examination for the School Psychologist
license, a score on the Praxis-II School Psychology Specialty Area (SPSA) Examination reported by the
Educational Testing Service (ETS) of no less than 660 or, based on the ETS rescaling process, a score of no less
than 165. Ohio’s timeline for acceptance of the score has been aligned with NASP, which declares that scores
more than five (5) years old are not valid. For oral examinations administered after June 1, 2007, the candidate
shall be required to earn a passing score on the oral examination on a date no more than five (5) years from the
date of the administration of the qualifying (660 or higher) Praxis-SPSA examination. The historical Praxis score
requirement of 650 was in place for candidates who passed the oral on or before June 1, 2007, as long as the
qualifying score was earned within eight (8) years of the date of the passing oral examination.
¾ CRIMINAL BACKGROUND CHECK. New Law Requires Background Check for all Applications!
Please see enclosure for instructions and requirements.
¾ OHIO ORAL LICENSURE EXAMINATION. Candidates are required to pass an oral examination on the laws
and rules governing the practice of psychology and school psychology.
¾ $125 APPLICATION/LICENSE FEE. Check made payable to Treasurer, State of Ohio.
¾ NOTARIZED APPLICATION FOR SCHOOL PSYCHOLOGIST LICENSE.
application form.
Complete the enclosed
¾ GRADUATE TRANSCRIPTS. Arrange to have official copies of all graduate transcripts documenting the
qualifying degree sent directly to the Board office. If the Masters degree is not clearly identified as school
psychology, please direct to the Board a letter from the graduate school indicating that the program is the
university's school psychology program. If your degree must be evaluated for equivalency to a Masters degree in
school psychology, you are required to substantiate courses according to OAC rule 4732-9-02 (A).
¾ DOCUMENTATION OF EXPERIENCE. Applicants must verify internship and three years of experience, at
least two years of which must be in the employment of a board of education or a private school meeting standards
of State Board of Education. Enclosed School Psychologist Employment Verification form must confirm postinternship experience and internship, unless internship appears on transcript. Each of the four years must reflect 9
months of full-time work. Three years is the maximum allowed to complete the equivalence of one-year
experience. Experience in a setting outside of employment by a school shall be supervised by a qualified licensee
of this Board and verified on a Training Supervision Documentation form. See OAC 4732-9-02 (c) for regulations
governing school psychology experience.
¾ THREE REFERENCE LETTERS. Three psychologists or Board licensed school psychologists must submit
letters of reference to the Board in support of your application. Enclosed please find forms to be used to request
these letters.
¾ PHOTOGRAPH. A recent photograph is required to help identify applicants during the examination process.
Candidates are also required to present a photo ID with signature (e.g., driver's license) at examination. A
photocopy of your valid drivers license is sufficient. Please bring your drivers license or other governmental
picture ID to the oral examination.
165
Appendix G
McLoughlin and Noltemeyer Article
Volume 12 Number 11
September 1, 2009
Appraising School Psychology’s Past, Present and Future
Caven S. Mcloughlin
Amity Noltemeyer
Fagan, Thomas K. & Wise, Paula Sachs (2007) School Psychology: Past,
Present and Future(3rd Edition). Bethesda, MD: National Association of
School Psychologists
Pp. 535
ISBN 978-0932955-71-5
Citation: Mcloughlin, Caven S. & Noltemeyer, Amity. (2009, September
1). Appraising school psychology's past, present and future: An essay
review. Education Review, 12(11). Retrieved [date] from
http://edrev.asu.edu/essays/v12n11index.html
University instructors teaching the introductory class in school psychology to their new
cohorts of students have relatively few choices when selecting required or support texts. These
lean pickings do, however, include some gems. This review details the contribution of one of
them; the third edition of School Psychology: Past, Present and Future by Thomas Fagan and
Paula Sachs Wise, published by the National Association of School Psychologists (NASP). But
first … the context of school psychology. There are approximately 230 university affiliated
training programs in school psychology across the USA (plus a smaller number, estimated at
15-20, of freestanding programs) with a new group enrolling each year totaling about 1,900
students. Of these programs about 175 follow the training template of NASP’s ‘training
standards’ (NASP 2000).
Practitioner-level school psychology training, where it is conducted according to the
standards of NASP generally comprises two-years (or its part-time equivalent) of didactic
coursework and practica followed by a one year full-time supervised internship located in
public schools. For successful completion, students receive a master’s degree or the educational
specialist degree (Ed.S.). In all cases where the NASP dictates have been followed this is more
properly called "specialist-level" training since this coursework rarely comprises fewer than 35semester credit hour equivalents following the award of a master’s degree. Coursework is fairly
166
Appendix G
McLoughlin and Noltemeyer Article
2
Education Review Volume 12 Number 11
precisely prescribed by NASP, acting as the learnedsociety, and there is therefore a relatively high degree of
similarity both in content and sequence for programs that
have sought or gained "Approval" by NASP through the
national college accreditation agency, National Council
for Accreditation of Teacher Education (NCATE).
The initial year of study generally opens students’
awareness to the scope and impact of the profession. It
ensures that students understand the contribution of the
dual foundational pillars of education and psychology,
the importance of an evidence-base to practices, the
nature of collaborative relationships with stakeholders,
and the traditional role of service to children in school
special education settings through assessment and
intervention. "Best-practices" are emphasized (i.e.,
procedures based on empirical support), along with the
necessity to establish accountability through evaluation,
as is practice that accords with legal, ethical and
professional standards.
In the second year the curriculum broadens so that students may learn about and then
demonstrate skills in practicum settings in consultation, working with families, advanced skills
in specialized assessments and interventions with special populations (perhaps including
neuropsychological assessment, evaluation of children from non-US backgrounds, direct service
to children with autism, etc.), and service to children out of the school’s mainstream educational
track (specifically children matching the criteria for disability promulgated by federal
regulations such as IDEIA, 2007). Typical coursework includes the following topics: Normal &
abnormal development; School organizational systems; Learning theory; Counseling theory &
practice; Statistics & research; Applied behavior analysis as an intervention; Psychological and
educational assessment; Consultation skill development; and Diversity or multiculturalism
explorations.
Skill acquisition is practiced in a variety of school and
agency settings so that by the end of the second year of
coursework, students are readied for their supervised
apprenticeship in public school settings. NASP requires that the
culminating practical experience comprise no fewer than 1,200
clock-hours of practice; virtually all programs interpret this to
mean a nine-month, 180-day, academic year in one or more public
school settings generally within a single school district. This
internship experience is supervised by both a field-based
professional and by university faculty who join in the appraisal of
the student’s readiness for independent practice by the end of this
third year. Whereas the first two years may be completed on a parttime basis, if programs allow this sequence, the internship is almost
Thomas K. Fagan
always full-time within a single academic year (Fall through to the following mid-summer) and
involves placement within the schools of a specific local education agency.
167
Appendix H
M.Ed. in Intervention Services Current Syllabi
Located in Attached File
168
Appendix I
Ed.S. in School Psychology Current Syllabi
Located in Attached File
169
Appendix J
M.Ed. In Intervention Services NASP Standards Table
NASP Standards
SPSY/ SPED/S
SPED PSY
6901 6909
SPED/
SPSY/
COUN
6912
COUN
6962
COUN
6973
COUN
6973L
COUN/S
PSY
7001
COUN/
SPSY
6904
X
PSYC
6905
PSYC
6955
SPSY
6902
2.1 Data-Based
Decision-Making
& Accountability
X
X
X
X
2.2 Consultation &
Collaboration
X
X
X
X
X
X
X
X
X
X
X
X
2.3 Interventions
& Instructional
Support to
Develop Academic
Skills
2.4 Interventions
and Mental
Health Services to
Develop Social
and Life Skills
2.5 School Wide
Practices to
Promote Learning
X
2.6 Preventive
and Responsive
Services
X
2.7 Fam-Sch
Collab Services
X
2.8 Diversity in
Development and
Learning
2.9 Research and
Program
Evaluation
2.10 Legal, Ethical
and Professional
Practice
X
X
X
X
FOUN
6904
FOUN
6914
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SPSY
6907
X
X
X
X
SPSY
6906
X
X
X
X
X
X
X
X
X
X
SPSY/
COUN
6905
X
X
X
170
X
Appendix K
Ed.S. in School Psychology NASP Standards Table
NASP Standards
2.1 Data-Based
Decision-Making
& Accountability
2.2 Consultation &
Collaboration
2.3 Interventions
& Instructional
Support to
Develop Academic
Skills
SPSY
7500
SPSY
7501
SPSY
7502
SPSY
7503
SPSY
7504
SPSY
7505
SPSY
7506
SPSY
7507
SPSY
7508
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2.4 Interventions
and Mental
Health Services to
Develop Social
and Life Skills
2.5 School Wide
Practices to
Promote Learning
2.6 Preventive
and Responsive
Services
x
2.7 Fam-Sch
Collab Services
x
SPSY
7511
SPSY
7512
SPSY
7513
SPSY
7514
SPSY
7515
SPSY
7516
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
SPSY
7510
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
X
X
x
2.8 Diversity in
Development and
Learning
x
x
x
x
x
x
2.9 Research and
Program
Evaluation
x
x
x
x
x
x
x
x
x
x
x
x
2.10 Legal, Ethical
and Professional
Practice
SPSY/C
OUN
7509
X
X
171
Appendix L
B. Pissanos, personal communication, April 6, 2011
Date: Wed, 6 Apr 2011 11:48:07 -0400
From: [email protected]
Subject: Your request
To: [email protected]
Hi Audrey!
It was good to hear your voice on the phone this morning. I’m happy to help you if I can, but when I went into the
first evaluation report from NASP/NCATE and in the evaluation or your response to conditions report, I don’t see
the statement your provided. You said in your message, however, something about a letter and I didn’t get any
letters I only got notification through the evaluation reports, so if you got a letter directly from NASP, I did not/do
not have that info.
Program strengths found on the second page or the reports were:
First Evaluation:
A3. Summary of Strengths:
Program commitment to providing quality training and meeting national standards.
Sound curriculum supported by well designed field experiences.
The program uses multiple assessments at multiple points throughout training to monitor candidate
progress.
Second Evaluation:
A3. Summary of Strengths:
Program faculty responded to a large number of conditions described in the National Recognition Report.
Responses to reviewers’ concerns were direct with sufficient detail. The changes made helped to clarify
many of the assessment methods employed by the program and data collected supported assessment and
attainment goals.
If I’m missing something, feel free to provide me with more information and I’ll try again.
Becky
_____
Becky W. Pissanos, Ed.D.
Director, Office of Accreditation and Licensure
455 Education Building
College of Education and Human Development
Bowling Green, OH 43403
Phone: 419/372-3346; 419/372-2317
FAX: 419/372-2828
172
Appendix M
School Psychology Sequence of Courses Year I, II, III
School Psychology Master Level Sequence of Courses
Year I
Summer
Course Number
SPSY 6906
Found 6904
SPSY/SPED/COUN 6905
Course Name
Role and Function of a School Psychologist
Introduction to Research Design
Cultural/Ethnic Issues Relating to Yth & Fam
Total
Semester
Hours
3
3
3
9
Fall
Course Number
SPED/SPSY 6909
COUN 6962
PSYC 6905
SPSY/SPED/COUN 6912
Course Name
Assessment and Instruction for Students with
Low Incidence Disabilities
Counseling Theories
Human Growth and Development
Multilevel Level Tier Interventions Across
General and Special Programs
Total
Semester
Hours
3
3
3
3
12
Spring
Course Number
SPSY 6902
COUN 6973
COUN 6973L
SPSY/SPED 6901
SPSY/COUN 6904
Course Name
School Organization, Classroom Analysis,
Cross- categorical settings
Group Counseling Theory and Practice
Group Counseling Theory and Practice Lab
System Wide Consultation/Collaboration in
the Schools
Crisis Counseling
Total
Semester
Hours
3
2
1
3
3
12
Summer
Course Number
FOUN 6914
COUN/SPSY 7001
PSYC 6955
SPSY 6907
Course Name
Statistical Methods in Education
Counseling Practicum I
Psychopathology
Comprehensive Readings In School
Psychology
Total
Graduate Degree: Master of Education in Intervention Services
Semester
Hours
3
3
3
3
12
173
Appendix M
School Psychology Educational Specialist Sequence of Courses
Year Two
Prerequisite: Successful completion of Master Level Program in Intervention Services or
equivalent
Fall Semester
Course Number
SPSY 7500
SPSY 7501
SPSY 7502
SPSY 7506
SPSY 7507
Course Name
Dynamic Assessment (I)
Dynamic Assessment Practicum in School
Psychology I
Cognitive Observation Practicum
Consultation Approaches to Treatment in
Schools
Classroom Assessment and Decision Making
Total
Semester
Hours
3
3
2
3
3
14
Spring Semester
Course Number
SPSY 7503
SPSY 7504
SPSY 7505
SPSY 7508
Course Name
Dynamic Assessment II
Dynamic Assessment Application in Child
Study Practicum II
Dynamic Assessment Advance Practicum
Practicum III
Neuropsychology, Low Incidence and Learning
Behavior
Total
Semester
Hours
3
3
3
3
12
Summer I
Course Number
SPSY 7509/COUN 7509
SPSY 7510
SPSY 7511
Course Name
Family Systems within an Educational Context
Professional Development in School
Psychology
School Psychology Internship Studies
Total
Semester
Hours
3
1
3
7
174
Appendix M
School Psychology Education Specialist Sequence of Courses
Year Three
Prerequisite: Successful completion of Master of Intervention Services or equivalent and
year two of the Educational Specialist in School Psychology Courses.
Fall
Course Number
SPSY 7512
SPSY 7515
Course Name
Internship in School Psychology I
Advanced Seminar in School Psychology I
Total
Semester Hours
6
3
9
Course Name
Internship in School Psychology II
Advanced Seminar in School Psychology II
Total
Semester Hours
6
3
9
Course Name
Internship in School Psychology III
Total
Semester Hours
3
3
Spring
Course Number
SPSY 7513
SPSY 7516
Summer I
Course Number
SPSY 7514
175
Appendix N
Instructor’s Evaluation of Dispositions
School Psychology Candidate
Instructor’s Evaluation of Dispositions (School Psychology)
Candidate Name:
Course:
Instructor:
The rigorous training requirements for school psychologists exist to ensure that candidates are fully prepared
to operate effectively within an expanded service delivery model. While a solid knowledge foundation and
strong skills are essential, it is equally important that the candidate possess personal characteristics to
enhance his or her credibility and become a welcomed member of a district’s support staff. The personal
qualities listed below are relevant human dimensions to consider in rendering professional judgment about a
student’s worthiness as a school psychologist candidate.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Excellent
Very
Good
Good
Fair
Weak
Cannot
(5)
(4)
(3)
(2)
(1)
Judge
Personal integrity
Seriousness of intent
Willingness to commit to professional
development
Interpersonal skills
Acceptance of responsibility
Intellectual curiosity
Verbal communication skills
Written communication skills
Flexibility
Active and positive class participation
Respectful of authority
Responsiveness to authority
Positive peer interactions with all cohort
members
Demonstrates initiative
Positive nonverbal communication skills
Active listening skills
Organizational and time management
skills
Other-oriented vs. personal orientation
Rating Scale:
Readiness for Internship:
5 = Very Ready
Candidate
4 = Ready
3 = Needs improvement
2 = Not Ready, Recycle
Instructor
1 = Consider
Comparable Profession
176
Appendix O
Table Seven
YSU Key Catchment Area 2009 Population Quick Facts
County
Population
2009
estimate
Population
B-5*
Population
Under 18
Ashtabula
Belmont
Carroll
Columbiana
Coshocton
Guernsey
Harrison
Jefferson
Holmes
Mahoning
Monroe
Morgan
Muskingum
Noble
Stark
Trumbull
Tuscarawas
Wayne
Catchment
Total
Ohio
100,767
68,066
28,539
107,722
35,767
40,054
15,268
67,691
41,854
236,735
14,058
14,288
84,884
14,311
379,466
210,157
91,137
114,222
1,664,986
6,154
3,491
1,596
5,944
2,246
2,465
914
3,467
4,085
12,998
804
903
5,379
703
22,212
11,753
5,788
7,931
98,833
23,781
13,409
6,478
23,160
8,477
9,613
3,283
13,674
13,853
51,372
2,924
3,300
19,778
2,719
86,518
46,024
21,508
28,898
366,067
11,542,645
739,177
2,712,521
Population
% of
K-12*
population
retained
April 1,
2000-July
1, 2009
17,920
98.1%
9,747
96.9%
4,687
99.0%
18,129
96.1%
6,638
97.5%
7,407
98.2%
2,750
96.2%
10,119
91.6%
7,879
107.5%
40,390
91.9%
2,778
92.6%
2,863
95.9%
15,191
100.4%
2,613
101.8%
65,181
100.49%
35,794
93.4%
15,273
100.2%
19,684
102.4%
285,043
2,021,878
101.7%
*Based on American Community Survey, 3 year estimates, 2006-2008 Selected Social
Characteristics in the United States
177
Appendix P
Northeast Ohio Bureau of Economic Analysis 23-County Region
Projected Population Change, 2000-2005
North KingsvilleConneaut
Ashtabula
Geneva-on-the-lake
North Perry
Geneva
Madison
Perry
Fairport Harbor
Jefferson
Painesville
Mentor-on-the-lake
Mentor
Eastlake
Rock Creek
Willowick Willoughby
Roaming Shores
Kirtland Hills
Wickliffe
Kelleys Island
Andover
Willoughby Hills
Euclid
Kirtland Chardon
Highland HeightsMayfield
Aquilla
Bratenahl Lyndhurst Gates Mills
Orwell
Cleveland Heights
Bay
Village
Beachwood
Hunting
Valley
Avon
Lake
Sheffield Lake
Jamestown
LakewoodCleveland
Bay View
Pepper Pike
Burton
Sheffield
Middlefield
Sandusky
Avon Westlake Linndale
Lorain
Highland HillsOrangeMoreland Hills
Brooklyn
Valley View Maple HeightsSouth Russell
North Olmsted
Vermilion Amherst
Castalia
Brook Park
Greenville
Huron
Bedford
Bentleyville
West Farmington
Solon
ParmaIndependence
ElyriaNorth Ridgeville
Olmsted Falls Berea
South Amherst
Walton Hills
Middleburg Heights Broadview Heights
Orangeville
Reminderville
Cortland
North Royalton
Berlin Heights
Twinsburg Aurora
Strongsville
Hiram
Brecksville
Milan
Macedonia
Oberlin
Grafton
Mantua Garrettsville
Kipton
Yankee LakeSharpsville
Wakeman
Boston Heights
MonroevilleNorwalk
Brunswick
Lagrange
HudsonStreetsboro
Warren
SharonHermitage
Windham
Richfield
Peninsula
Farrell
Sugar Bush Knolls
Newton Falls
Wheatland
Niles
Cuyahoga Falls Stow
Mcdonald
Wellington
West Middlesex
Lordstown
Ravenna
Silver Lake
Hubbard
Girard
Kent
Medina
Munroe Falls
Rochester
Fairlawn
Craig Beach
North Fairfield
Spencer
Tallmadge
Youngstown
New London
Akron
Campbell
Chippewa Lake
Willard
Gloria Glens Park
Mogadore
Struthers
Norton
Greenwich
Lodi
Canfield
Wadsworth
PolandLowellville
Lakemore
Westfield Center Seville
Barberton
Plymouth
Burbank
Limaville
Shiloh
Creston RittmanDoylestown
New Washington
Savannah
West Salem
New Middletown
Hartville
Chatfield
Bailey Lakes
Polk
New FranklinGreen
Congress
Clinton
Tiro
Sebring
Alliance
Marshallville
Salem Washingtonville
Shelby
Canal Fulton
Columbiana
Leetonia
Ashland
North Canton
Smithville
New Waterford
Orrville
East Palestine
Hills And Dales
Louisville
Bucyrus
Wooster
Meyers
Lake
Canton
Jeromesville
North RobinsonCrestline
Dalton
Rogers
East
Canton
Massillon
Mifflin Hayesville
OntarioMansfield
Lisbon
Hanoverton
Apple Creek
Galion
Minerva
Brewster Navarre
Lucas
Malvern
Lexington
Shreve Fredericksburg Mount Eaton
East Sparta
Summitville
Perrysville
Magnolia
Beach City Bolivar
Loudonville
Bellville
Holmesville
East Liverpool
Salineville
Zoar
Wellsville
Strasburg
Nashville
Butler
Mineral City
Carrollton
Parral
Millersburg
Dellroy
Lake
Ashtabula
Cuyahoga
Geauga
Erie
Trumbull
Mercer
Lorain
Huron
Medina
Summit
Mercer
Grove City
Portage
Mahoning
Crawford
Legend
County Boundary
Ashland
Richland
Railroad
Reservoir or Lake
River or Stream
Municipality
Township
Wayne
Columbiana
Carroll
Holmes
Pop. Change, 2000-05
Interstate Highway by County
U.S. Highway
Stark
-11.9 - -8.6%
-8.5 - -0.1%
0.1 - 9.8%
9.9 - 23.9%
24 - 36.8%
Glenmont
Killbuck
Sugar Creek
Baltic
Dover
Sherrodsville
New PhiladelphiaRoswell
Barnhill
Tuscarawas Midvale
Stone Creek
Uhrichsville
Dennison
Gnadenhutten
Port Washington
Newcomerstown
Leesville
Bowerston
0
Scio
Jewett
Hopedale
Deersville
Harrison
Freeport
Cadiz
New AthensHarrisville
5
10
µ
20
Prepared by: The Center for
Urban and Regional Studies
Source: ODOT GIS Files,
U.S. Census Bureau, Ohio
Dept. of Development
2.1.07
30
Miles
178
Appendix Q
Northeast Ohio Bureau of Economic Analysis 23-County Region
Projected Population Change, 2000-2030
North KingsvilleConneaut
Ashtabula
Geneva-on-the-lake
North Perry
Geneva
Madison
Perry
Fairport Harbor
Jefferson
Painesville
Mentor-on-the-lake
Mentor
Eastlake
Rock Creek
Willowick Willoughby
Roaming Shores
Kirtland Hills
Wickliffe
Kelleys Island
Andover
Willoughby Hills
Euclid
Kirtland Chardon
Highland HeightsMayfield
Aquilla
Bratenahl Lyndhurst Gates Mills
Orwell
Cleveland Heights
Bay
Village
Beachwood
Hunting
Valley
Avon
Lake
Sheffield Lake
Jamestown
LakewoodCleveland
Bay View
Pepper Pike
Burton
Sheffield
Middlefield
Sandusky
Avon Westlake Linndale
Lorain
Highland HillsOrangeMoreland Hills
Brooklyn
Valley View Maple HeightsSouth Russell
North Olmsted
Vermilion Amherst
Castalia
Brook Park
Greenville
Huron
Bedford
Bentleyville
West Farmington
Solon
ParmaIndependence
ElyriaNorth Ridgeville
Olmsted Falls Berea
South Amherst
Walton Hills
Middleburg Heights Broadview Heights
Orangeville
Reminderville
Cortland
North Royalton
Berlin Heights
Twinsburg Aurora
Strongsville
Hiram
Brecksville
Milan
Macedonia
Oberlin
Grafton
Mantua Garrettsville
Kipton
Yankee LakeSharpsville
Wakeman
Boston Heights
MonroevilleNorwalk
Brunswick
Lagrange
HudsonStreetsboro
Warren
SharonHermitage
Windham
Richfield
Peninsula
Farrell
Sugar Bush Knolls
Newton Falls
Wheatland
Niles
Cuyahoga Falls Stow
Mcdonald
Wellington
West Middlesex
Lordstown
Ravenna
Silver Lake
Hubbard
Girard
Kent
Medina
Munroe Falls
Rochester
Fairlawn
Craig Beach
North Fairfield
Spencer
Tallmadge
Youngstown
New London
Akron
Campbell
Chippewa Lake
Willard
Gloria Glens Park
Mogadore
Struthers
Norton
Greenwich
Lodi
Canfield
Wadsworth
PolandLowellville
Lakemore
Westfield Center Seville
Barberton
Plymouth
Burbank
Limaville
Shiloh
Creston RittmanDoylestown
New Washington
Savannah
West Salem
New Middletown
Hartville
Chatfield
Bailey Lakes
Polk
New FranklinGreen
Congress
Clinton
Tiro
Sebring
Alliance
Marshallville
Salem Washingtonville
Shelby
Canal Fulton
Columbiana
Leetonia
Ashland
North Canton
Smithville
New Waterford
Orrville
East Palestine
Hills And Dales
Louisville
Bucyrus
Wooster
Meyers
Lake
Canton
Jeromesville
North RobinsonCrestline
Dalton
Rogers
East
Canton
Massillon
Mifflin Hayesville
OntarioMansfield
Lisbon
Hanoverton
Apple Creek
Galion
Minerva
Brewster Navarre
Lucas
Malvern
Lexington
Shreve Fredericksburg Mount Eaton
East Sparta
Summitville
Perrysville
Magnolia
Beach City Bolivar
Loudonville
Bellville
Holmesville
East Liverpool
Salineville
Zoar
Wellsville
Strasburg
Nashville
Butler
Mineral City
Carrollton
Parral
Millersburg
Dellroy
Lake
Ashtabula
Cuyahoga
Geauga
Erie
Trumbull
Mercer
Lorain
Huron
Medina
Summit
Mercer
Grove City
Portage
Mahoning
Crawford
Legend
County Boundary
Ashland
Richland
Railroad
Reservoir or Lake
River or Stream
Municipality
Township
Wayne
Columbiana
Carroll
Holmes
Pop. Change, 2000-30
Interstate Highway by County
U.S. Highway
Stark
-11.9 - -8.6%
-8.5 - -0.1%
0.1 - 9.8%
9.9 - 23.9%
24 - 36.8%
Glenmont
Killbuck
Sugar Creek
Baltic
Dover
Sherrodsville
New PhiladelphiaRoswell
Barnhill
Tuscarawas Midvale
Stone Creek
Uhrichsville
Dennison
Gnadenhutten
Port Washington
Newcomerstown
Leesville
Bowerston
0
Scio
Jewett
Hopedale
Deersville
Harrison
Freeport
Cadiz
New AthensHarrisville
5
10
µ
20
Prepared by: The Center for
Urban and Regional Studies
Source: ODOT GIS Files,
U.S. Census Bureau, Ohio
Dept. of Development
2.1.07
30
Miles
179
Appendix R
Table Six
Number of Students in Ohio Identified with Disabilities 2000-2009
20092010
Category
Multiple Disabilities
Deaf-Blindness
Deafness (Hearing Impairments)
Visual Impairments
Speech and Language
Impairments
Orthopedic Impairments
Emotional Disturbance (SBH)
Cognitive Disabilities
Specific Learning Disabilities
Preschool Child with Disability
Autism
Traumatic Brain Injury
Other Health Impaired
Other Health Impaired-Minor
Developmental Delay
Multiple Disabilities
Deaf-Blindness
Deafness (Hearing Impairments)
Visual Impairments
Speech and Language
Impairments
Orthopedic Impairments
Emotional Disturbance (SBH)
Cognitive Disabilities
Specific Learning Disabilities
Preschool Child with Disability
Autism
Traumatic Brain Injury
Other Health Impaired
Other Health Impaired-Minor
Developmental Delay
Other Health Handicapped
13,900
47
2,641
1,148
20082009
20072008
20062007
20052006
20042005
13,349
57
2,671
1,162
12,612
37
2,425
1,054
11,945
41
2,438
1,060
11,895
32
2,528
1,066
10,970
30
2,521
1,061
32,897
34,970
1,931
1,985
18,981
19,218
30,806
33,121
108,611 109,992
included included
13,925
12,640
1,400
1,283
774
836
30,097
28,015
4,462
4,957
29,468
1,842
19,535
35,394
108,497
6,438
10,648
1,148
873
25,181
30,132
1,875
19,540
38,551
107,072
4,243
9,127
1,082
705
22,971
31,876
2,270
19,153
41,807
104,582
9,387
7,734
962
695
20,090
31,788
2,219
18,197
44,788
101,210
9,233
6,398
857
639
17,283
200320022001200019992004
2003
2002
2001
2000
10,339
10,171
9,812
9,443
9,009
33
44
25
15
11
2,485
2,323
2,318
2,314
2,221
1,072
940
956
936
921
32,229
2,214
17,574
48,152
97,802
9,227
5,061
757
562
14,327
30,998
2,172
16,434
50,678
94,293
8,950
4,002
652
475
12,086
31,715
2,320
15,085
52,167
91,284
8,741
3,052
552
380
9,472
34,498
2,411
14,349
52,464
88,368
8,191
2,257
495
36,114
2,425
13,663
50,210
83,106
7,992
1,514
396
7,580
5,844
Information obtained from the Ohio Department of Education at
http://ilrc.ode.state.oh.us/PublicDW/asp/main.aspx on 10/19/2010
180
Autism - Statistics,lncidence.Prevalence,Rates
http://www.thoughtfi.rlhouse.orgltech-labs/disabilitiesiautism.php
Appendix S
Annual Growth of Autism in Ohio
Cumlative
Grourth
of
Number of
Cases
i U.S. ScfioDl Years 1992 - 2008 l
50000
512:{:?
c
5qs0o
a
40000
.t
4+Bllir
-r
41u7i.1...a-
34427.i.
t
G
:85 i 32
.a
A 3oooo
f
L iLa
t
g
ti
L8.
z-0o00
99t-7i.
- "'
7n55i-,.-r
10000
93
94
95
95
97
98
99
00
01
6?
03
04
05
06
07
08
09
F-r,':!..|;uC":ilj
(c) 2011 tttttl.
se.
' l i , . , et h i :
rr Shrre r
9r:ph il a{ fj
3
Annual
Gror.rth of Number of Cases
I U.S. SchoolYears1992- 2008]
550
550
500
500
450
450
400
400
5
350
350
o
300
300
250
250
200
zAO
U
L
P
150
150
106)I
1(to
1,1r
50
4 5 X . ..--,11s:
.;--r'
0
ii'--"r
l
94
9b
L':
la
- _r..
100
50
i,
0
-50
-50
>J
95
98
ir
99
ohia,
00
ffv{irh.
01
Arc5 €-22
02
03
05
06
07
08
09
I
Lr--o-1',::1ll-0_l-':|-11"::::-l-"::-!-11,i
(c) 2011uuur,
.',ihsre
Si!,e
Fulhouse.
tl-rrt g,apf,
'
"
j
f,l
9
181
2 of I
5/1/20111.42PIr
NASP- NASPPracticeModel: Improvingoutcomesfor studentsand sc.
http://www. nasponli ne orgistandards/practice-model/
Appendix T
NASP Home ' NASP Standdrdr arrl Trainrng > NAsp Practice l,{odet
NASPPracticeModel: Inprovlng outcornesfor studentsand sctpols
The NASPModelfor comprehensiveond lntegrated Schoolpsycholosicol5ervices,also
known as the NASPPracticeModel,representsNASp'sofficiat poticyregardingthe
detiveryof schoolpsychotogical
services.
f ,lAsPPracti(eModelAssessnrent,
lmplenrentation,
anclpronrotionResources
Model lor Services
flavl^rl
ar rst<11
+
,'
The NASPPractice Model:
o Detineatesskittsand servicesavaitabtefrom schootpsychotogists
across10 donrains
,&xoarrort
ot tttvt(t ol{tYaat
or practrce
. Describesthe generatframeworkwithin which servicesshoutdbe provided
r Promotesthe connectionbetweenschoolpsychotogists'
training, standards,and
a c l u a tp r a c t i c e
' Recomrnendsa ratio for schoolsimplernentingthis comprehensivemodel of one school paychotogist
to 500-700students
(1:500-700) dependingon [eve[of needwithin the student poputation
r Createsthe capacity to make the best, most cost-effectiveuse of school.psychologists'skitls
and expertise,which are an existing
but sometimesunderutitizedresourcein schoots
o Allowsftexibitity for agenciesand professionats
to developpoticiesand proceduresthat rneet [oca[needs,white atsoproviding
sufficientspecificityto ensureappropriate,comprehensive
serviceprovision
r Providesa referencefor assessinq
continuingprofessionaldevelopmentneeds
' Providesan orqanizeclarrl coherentftamework to advocatefor and communicateabout schoolpsychotogical
services
Adopting the NASPPractice Model helps schools:
.
.
.
.
.
o
o
.
lmproveacademicengagementand achievement
Facilitateeffective instruction
Supportpositivebehaviorand sociattysuccessfuI
students
Supportdiversetearners
Create safe, positive school climates
Strengthenfamity-schooLcommunity
partnerships
lmprovestudent, classroom,and school-wideassessment
and accountabititv
Investexistingresourceswisety
School Psychologists:Helping children achieve their best in school, at home, in life.
Schoolpsycholoqists
are uniquetyquatifiedmembersof school,teams that supportteachers'abitity to tea,-lrand chitdren'sabitfty to
[t'arn. They providedirect educationat,behaviorat,and mental hea(thservicesfor chitdrenand youth, as well as work with
famities,
schooladministrators,educators,and other professionats
to create supportivetearningand sociatenvironmentsfor att students.They
particular
have
expertisein data cotlection,anatysisand interpretationfor student achievementand schootimprovement.School
psychologists
can be a valuablefe5ourcefor schooladministrators,teachersand other staff.
Natlonal Asscl.tion of schml psychotogists,4l4o Elst wcst Hlghwry, suitc 4oz, Bethesda, MD
20814
Phonc: (301) 657-0270 | TollFree: (866) 33i-NAsp Fax: (301) 657-oz7s TTy: (30l) 657-4155
I
I
Sitel ap I RSSFceds I Copyright I FAQS I ContactUs I privacy pollcy
182
lof I
4 / \ 8 t 2 0 1l1 l e P M
BGSU could cut 7 graduateprogramsto savemoney - Toledo Blade
PageI of2
Appendix U
Friday,April 15,2011- Loading..
.
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Loading.
Published 4t15t2011
BGSUcould cut 7 graduateprogramsto save money
BY JENNIFERFEEHAN
BLADESTAFFWRITER
s
r{
,'w,
o"'
1
-L.#
J
t
;ffi
BOWLINGGREEN-- Sevengraduateprogramsat Bowting
Green State Universitywould be closed in 2012 under a
proposalaimed at reducingscholarshipsfor graduate
studentsby $9 millionover the next two years.
The recommendations,
which includedplacingsix other
graduatedegree programson a probationarystatus,were
endorsedthis week by ProvostKennethBorlandand
presentedThursdayto the university'sGraduateCouncil.
The recommendationsstill must be reviewedby BGSU's
Committeeon AcademicAffairsand the Ohio Board of
Regents.
ProvostKennethBorland
Tim Messer-Kruse,interimvice provostfor academicsand
dean of the graduatecollege,said studentsstillwouldbe
admittedin the fall to the programsslatedfor closingand that as the last class they would be supportedthrough
to graduation.
A two-monthreviewof graduateprogramsby deans of the collegeswith graduateprogramsresultedin a
recommendationto close the masterof rehabilitationcounseling,masterof educationin giftedand talented
intervention,
masterof educationin schoolpsychology;
the doctoralprogramsin communication
studiesand
history,and the specialistprogramsin educationin readingand school psychology.The programscurrenflyhave
117 students,with 11 studentsadmittedfor the fall and another53 whoseapplications
are pendingfor fall,Mr.
Messer-Kruse
said.
183
http:/lbeta.toledoblade.com/Education/2}Tll04ll5lBcSU-could-cut-7-graduate-programs-1...
4ll5/2011
BGSU could cut 7 graduateprogramsto savemoney - Toledo Blade
Page2of2
Appendix U
Six programsthat, accordingto a letterfrom the deans to Mr. Borland,"are being encouragedto rethinkhow they
can strategicallypositionthemselvesin the future"are the masterof arts in economics,masterof educationin
masterof sciencein
reading;masterof educationin businesseducation;masterof arts in communication;
in leisureand tourism.
computerscience,and specialization
Mr. Messer-Krusesaid the programsare not closing,but would not be permittedto recruitnew studentsuntil they
"rethinktheirstrategiesand missionand visiongoingfonltrard"
and come up with a viableplanfor doingso, he
programs.
said.Currently,105 studentsare enrolledin thosesix
The changesare the resultof a plan to reducethe amountof scholarshipsawardedto graduatestudentsby $3
millionnext year and by $6 millionmorethe followingyear.Abouttwothirds of BGSU'sfulltime graduate
studentsreceivefull scholarshipsbasedon academicmerit,whichcoststhe university$25 millionto $27 milliona
year, Mr. Messer-Krusesaid.
While BGSU knowsit will receiveabout$12.5millionlessfrom the statein each of the nexttwo years,Mr.
Messer-Krusesaid the changesare about more than cuttingcosts.
"There'sbeen a successionof attemptsat reviewinggraduateprogramsand reallytryingto get a handle on the
ones that are thrivingand the ones that aren't,"he said.
is bewilderedthat graduate
Still,StephenDinda,presidentof the GraduateStudentSenate,said his organization
educationhas to absorb such a large percentageof state fundingcuts.
"l think for sure everyoneacross the universityshould expectto take some sort of reduction,"he said. "We're left
to ask, \A/hy?",
Mr. Dindasaid the changescertainlycouldimpactenrollment.
"l think across differentprogramspeoplewill chooseto go to graduateschoolfor differentreasons,"he said. "l'm
in math and statisticsand for me personallyif they didn'tgive me an assistantship,
I wouldgo somewherethat
would. Other programsmight be able to attractstudentswithouta full assistantshippackage."
Mr. Messer-Kruseconcededthe cuts could scare away some prospectivestudents,but he hopes growth in other
programswill balanceout the loss.
ContactJenniferFeehanat: [email protected]
or 419-724-6129.
Loading...
lll"r',1',':'l',1'il:'ll
Copyright2011 The Blade.By usingthis service,you acceptthe terms of our
and our
The ToledoBladeCompany,541 N. SuperiorSt., Toledo,OH 43660, (419) 724To contacta specificdepartmentor an individualperson,
The ToledoTimes@
184
http:llbeta.toledoblade.com/Education/2}11104/15/BGSU-could-cut-7-graduate-programs-1...
4l15l20Il
Appendix V
General Information about an Ohio Internship in School Psychology
Introduction: This information is provided to Ed.S. students who are planning to
complete an Ohio Internship in School Psychology. The purpose of this document is to
provide you with general information about how state-funded internships work in Ohio
and what you can anticipate between now and the beginning of your internship.
Choosing State for Internship
Students who intend to work in Ohio following completion of the Ed.S. degree should
plan to complete an internship in Ohio. Because the Ohio internship requires some
additional course requirements, as well as a commitment to work in the schools of Ohio
following completion of the degree, students should make this decision as early as
possible in their degree program. Students who intend to work in a state other than Ohio
following completion of the degree should seriously consider completing an internship in
that state. Further information about out-of-state internships is available in the document
General Information about an Out-of-State Internship in School Psychology.
Internship Matches
•
Internship matches are made by KSU faculty based on the internship preferences
you provide to us and our knowledge of the internship site.
•
Unless there is some concern about your readiness for internship or an unexpected
delay in confirming an internship site for you, intern matches will be announced
during your individual conference with program faculty in December.
•
These “matches” are considered tentative pending an interview with the proposed
district.
Interview with Proposed Site
•
Soon after receiving the information about your proposed internship site, you
should make a contact with the district and arrange for an on-site interview,
generally during early to mid January. The purpose of this interview is to give
district personnel an opportunity to meet you and confirm that they are
comfortable committing to you as an intern.
185
2
Appendix V
•
During this interview, take your portfolio, and be prepared to respond to content
questions (e.g., “What would you do in this situation”). In some cases, these
interviews are very casual and more like a general “chit chat,” while in other
instances you may be interviewing with several individuals, including personnel
from human resources.
•
Rarely does this interview go into specifics about your employment contract (i.e.,
number of days, salary, benefits). Usually, that comes later and may involve an
interview with different personnel.
•
Following this interview, you should notify the KSU faculty member who
supervises internship (currently Drs. Mcloughlin and Telzrow) that you had your
interview, who was present, and how it went. This signals us to contact the district
and confirm that the district remains committed to you.
Internship Funding
•
The Ohio Internship in School Psychology has been supported by the Ohio
Department of Education for nearly 50 years. This arrangement allows for lots of
positives and a few negatives. The biggest negative is that since this is a line item
in the state budget, it must be revisited every two years. There has been strong
advocacy from the school psychology and educational community for continuing
this support, and it has been retained even through tough budget years.
•
The way that internship funding has worked in the past, districts are reimbursed a
specified dollar amount for the intern. In order to be eligible to receive
reimbursement, a district must be recommended by KSU, and submit an
application to the ODE that identifies how the reimbursement will be spent across
various budget categories (e.g., salary, retirement, worker’s compensation, travel,
materials & supplies).
•
The dollar amount of reimbursement per intern for the previous few years has
been between $27,000 and $29,000. However, this amount varies from year to
year, since it depends upon two things: (a) the total line item in the state budget
for the internship program, and (b) the number of interns.
Salary and Benefits
•
Districts are asked to either pay the intern on the district’s own salary
schedule, or adopt a separate, intern school psychologist salary schedule.
If the district chooses the latter procedure, which nearly all do, we
encourage school districts to use the state minimum teachers’ salary
schedule. The annual salary for an intern with 0 years of experience on
this schedule is $21,900. To our knowledge, most districts where our
students intern have been able to offer this salary. However, there is no
requirement that districts offer this salary amount, and the university does
186
3
Appendix V
not consider the amount of salary that a district is offering when making
internship matches.
•
Sometimes, the district may use an Educational Service Center (ESC) as
the fiscal agent for employing the intern. If your intern match
information indicates that a district other than the district where you will
be receiving your experience will act as fiscal agent, this means that you
will actually be hired by that fiscal agent district (generally an ESC) and
assigned to the indicated district for your experience. This will mean that
your employment paperwork needs to be conducted with the ESC (see
below).
•
After figuring in your salary, the district’s budget also must include
money for mandatory benefits such as STRS retirement and worker’s
compensation. This may leave a district a small amount of
“discretionary” money that may be used for travel or testing supplies.
Beyond salary, medical benefits are the most costly expenditure for
employers, and the state reimbursement is not sufficient to cover the cost
of salary, mandatory benefits, and health insurance for interns. Some
districts may offer you health insurance and pay for this out of their
general fund. Some districts may offer you a “supplement” that is part of
your income that can be used to purchase health coverage through the
university or another source. Some don’t offer anything toward health
insurance. There is no requirement that districts offer interns health
insurance, and the university does not consider a district’s benefits
package for interns when making internship matches. It would be
prudent for you to assume that there will not be medical coverage
offered as part of your internship, and to begin to explore other
options for the internship year.
Internship Paperwork
•
To be employed as an intern school psychologist in Ohio, you must
complete an application for a temporary license, as well as related
paperwork and be recommended for internship by your university. You’ll
be walked through this process during the spring, but here’s some general
information about what you can expect.
•
You will need to have a background check, including fingerprints, and if
you have not lived in Ohio continuously for the past 5 years, you also
must have an FBI check. You can initiate this at any time, and should
have this underway no later than January or February. This can be done
in the IRC, using electronic fingerprinting (preferred by the ODE). It also
can be initiated by having your fingerprints taken at a local police station
and submitting those with the background check (not as preferable, but
possible; form available in 306). Problems with the background check are
the most common reason for delays in having your license approved, so
187
Appendix V
4
get started on this early! The background check will go directly to the
ODE, but you should request a copy for your own records as well.
•
You need to have some paperwork signed by your internship
supervisor….this involves commitments to provide you with experiences
related to ODE initiatives and internship goals. We’ll give you specifics
about this later, but just be aware that you will need to arrange a time to
meet with your supervisor during mid to late spring to complete this
paperwork.
•
Another aspect of the paperwork involves signing some “assurances”
related to your accepting a state-supported internship. There are three
issues covered: your commitment to work as a school psychologist in
Ohio for at least a year following internship, your understanding that you
are not entitled to unemployment compensation following internship, and
your understanding that if your internship is interrupted because of your
performance, the district is not obligated to pay you the balance of your
salary. You’ll sign these assurances in a conference with the Program
Coordinator when the rest of your application materials are complete.
•
You’ll need to complete an application for your temporary license, and
have this signed by the superintendent or designee of your fiscal agent
school district. Again, you’ll be given more details about this later, but
anticipate that this is another visit you’ll have to make.
•
All of the internship paperwork needs to be returned to the Director of
Internship as a complete packet by approximately June 1. You’ll be given
specific details through the Intern listserv, but put a note in your calendar
or Palm now not to leave campus without this completed!
•
Your application for your temporary license, your check, and a letter
from the university recommending you for your license is sent by the
university to the ODE Office of Certification and Licensure. Once this
happens, you can start monitoring the status of your license application
on the ODE web page. This generally happens by early July.
Employment Paperwork
•
Sometime between May and July, you’ll need to be officially employed
by the fiscal agent school district. This process usually involves meeting
with the Human Resources staff and completing some paperwork.
Inquire about when and how this should occur when you have your first
interview.
•
The employment process often includes some other components you
might not be expecting, such as obtaining a TB test. Follow the district’s
directions and you’ll be in fine shape!
188
Appendix V
5
•
Some school districts require letters of reference as part of your employment file.
We’re happy to write a letter for you, providing you give us information about the
name and address where this should be sent.
•
Approval for employment at a board of education meeting is necessary in order
for you to be officially hired. Some school districts have board meetings just once
a month, so be mindful of this when submitting your application materials to the
district. Some school districts will not employ you (or pay you!) unless they have
a copy of your temporary license on file. This is a good reason to monitor the
status of your license application (see above).
Contingencies
•
During odd-numbered years, when the state budget is being developed, the status
of internship funding may not be resolved until late spring or early summer. If the
state funding picture changes markedly, there may be some changes in your intern
assignments. We’ll keep you informed if this happens, and work together under a
new set of guidelines if necessary.
•
Occasionally, district-specific factors (e.g., changes in personnel, budget issues)
require late changes in intern assignments. Please be assured that your university
supervisor will see that you are provided with a high quality internship placement.
189
Appendix W
Abshier Table
RegionalDifferencesin SchoolPsychology 66
Il.egion
The independent
variablefor the purposesof the presentstudywas the United
Statescensusregions.A listingof the stateswithin eachof thenineU.S.censusregions
is providedin Table5.
Table5
onuI Groupingsqf'Slales
llc54i
Region
Northeast(NE)
State
New
Connecticut,
Maine,Massachusetts,
Hampshire,
RhodeIsland,Vermont
Mid Atlantic(MA)
New Jersey,New York, Pennsylvaria
SouthAtlantic(SA)
Washington
D.C.,Delaware,Florida,Georgia,
Maryland,NorthCarolina,SouthCarolina,
Virginia,WestVirginia
EastSouthCentral(ESC)
Alabarna,Kentucky,Mississippi,Tennessee
EastNorthCentral(ENC)
Illinois,lndiana,Michigan,Ohio,Wisconsin
WestSouthCentral(WSC)
Arkansas,Louisiana,Oklahorna,
Texas
WestNorthCentral(WNC)
Iowa,Kansas,Minnesota,Missouri,Norlh Dakota,
Nebraska.SouthDakota
Mountain(Mtn)
Arizona,Colorado,Idaho,Montana,New Mexico,
Nevada,Utalr,Wyorning
190
Appendix W
Abshier Table
RegionalDiff-erences
in SchoolPsychology 136
AppendixH: Tablel3
;l')t,scriplive
('ondttionsb),Regiort
StatisticsRelatedto Emplct.l.lrtent
Deviations)
Meansand(Standard
t Variable
Ethdist
Ethser
Ratio
Resser
Contract
NE
MA
SA
l7 73
2 79 3
4238
(24.0)
(3l r)
17.64
ESC
ENC
WSC
3 36 2
24.18
4025
1 85 7
(261)
( 3 34 )
( 28s)
t2 6.6)
(20.0) (ze.t)
2e.13
15.34
3 56 2
26.72
41.78
1 83 7
\ 2 74 )
( 3 35 )
( 3 07 )
( 3 50 )
( 3 1. 8 )
\29.9)
(22.0) (31e)
(32.3)
9t1 2
1 0 0 33
20057
22571
I 5 2 8I
t9744
14170
1445.4
1606.8
( 8 e e1 )
( 8 3 08 )
(ege2)
( l 3 8 el )
( 9e4.8)
(l s s 0 . 2 )
(7930)
1827.6) ( 8 2 68 )
7384
7 3 9 .7
t 7 6 t3
1908
3
13249
1056.2
I 178.0
1058.5 l34l.8
(878r)
(7 2 72)
( l l 2 e6 )
(1616
7)
(1 0 7 3 . 0 )
(1081
s)
(e426)
(17e.e) (eeo
4)
1 8 59
1 8 93
2084
2032
1 9 53 I
20 05
1 9 12
1 9 34
(r 0 . 6 )
( 1 80 )
(2t t)
( 1 58 r
( 1 76 )
( 1 73 )
( 1 0s )
(12,s) (11.3)
WNC
Mtn
36.19
3 78 9
Pac
4359
(28.e)
45 66
1944
191
NASP CQ i6-5 - The Statusof SchoolPsychology
lrtp://www.nasponli ne.org/publicati
ons/cq/mocq365sp_status.as
Appendix X
Online
ffiCoMMUNreuf
',.
:t.r.t
>
,:l.li.:,,..,i
r. >
> NASP CQ 36-5 - Statusof School
Psvchologr
NASP Communiqud,V<rl.36, #5
February 2fi)8
Research-Based
Practice
I'he Status of School Psychology: Demographic Characteristics, Employment Conditions, Professional Practices,
and Continuin g Professional Devdopment
81' Michacl J. Curtis, NCSP, Alana D, Lopcz"Josd M. Castillo, GeurgeM. Batschc,Dcvon Minch, & John C. Smith
importantin cflbrts to irflucucc legislators.policvmakcrs.
as
Thc abilitl to citc datahasbccomeurcrcasingh'
and othcr relcvantcoustitueucics.
(NASP).lt hasbccomcapparcntthat
u'cll as 1olnfonn thc policics.positions.and actionsof thc NationalAssociationof SchoolPsvchologists
suchdataarc alsoimportantto stateschoolpsrcholograssociations.
districtlevclschoolps1'clrological
scrv-ices
units.and cven to individual
schoolpsvchologists.
To errsurclhe ar,ailabililvof data.NASPadopteda policv ir l 9tt9 requirillgthe conlpletionof a study,cr,cry,5 l ears fbr
practicesolthc purposcol'crcatinga nalionaldatabascdcscrihilrgthc dcnrographic
charactcristics.
ernplol'nrent
conditions.and pro{bssional
schoolpsvchologisls
acrossthc UnitcdStates.ln accordauceivith that policr',an initial studl rvasconductcdbt Crradcnand Curtis(l9t)I)
rcsultingin thc collectionand analvsisof data bascdon thc l9tl9-1990school1'car.Two subscqucnt
studiescxaminingthe ficld ncrc bascdon
-1995
(Curtis.Gricr. Abshier.Sutton.& Hunlcy'.2(X)2)schoolvcars Thc
the l$)4
lCurtis.Hunlo. Walkcr.& Bakcr. 19991and thc 1999-2(Xl0
mostrccenl NASPstudr. which is rcportcdhcrc.uas bascdon the 2(X)4-2(X)5
schoolvcar.
Mcthod of Data Collcction
Datarvcrccollcctedthrouglrflre useol-a sun'cy'iustrumcntthat irrcluded38 itcms.Consistencl'across
lnostvariableswasnraintaineduith thc
2(X)4-2005suncv itenrsand itenrsincludedon prior survcysto allorvfor analyscsofchangesiu the field over tinrc.Orr the nros(rccentsurvei.
(c.g..agc.gcndcr.race/cthnicitr.
all rcspondents
wcre askcdto complctciternsI throughltl. rvhichaddressed
demographic
charactcristics
higltcstdcgrcccarncd.credcntialing).
Items l9 through3tl solicitcdinformationaboutemplovnrcntconditions(c.g..tvpc of sctting.ratio of
studcntsto schoolpsrchologists.
supcrvision.pcrccntofminoritr studentsscncd. focusofcontinuingprol'essional
derclopnrcnt)and
prolcssionalfractrces(c.g..initial specialcducationcvaluationsand rcevaluations.
consultation.
counscling.studentgroups.and in-scn,ice
progrants).ar'Cs'erc :o bc completedonly by schoolpwchologistsuto rcported thcir prirnarl.cmploymcnl as bcing full-tunc in a public.
prilatc. or faith-bar,-dpreschool.or clemcrrtarv.
nriddlc/juniorhigh.and/orhigh schoolsetting.durhg thc 2(X)4-2(xt5schoollcar
Datacollcctionu,asconrpletedtlrough four mailingsbctuccn July and Nolcrnber200-5.The lLrslmailingincludeda covcr lettcr.a copr,of thc
sunel'.andapreaddresscd.postage-paidrcturncuvelopc.TlrcfirstcolnplctcmaiLurgrvasfollowcd3weckslatcrbr
apostcardrcminderand
thcn t$o additionalconrplctcmailings.Eachpotcntialparticipantu'asassigned
a codenumberthat uas ncludcd on thc rctum enrelopcfor thc
purposcsof dcterminnrgthe recipientsof subscqucnt
maihngs.as rvcllas idcntifi,ingthoscrcturningconrpletedsurvels rlho were randonrly
sclcclcdto receivcincentivcarards, Whenan envelopewas rctumed.thc complclcdsurvc)'ivasimmediatelyremovcdand placcdirr a data
cntrv filc so tltcrervouldbc no connectionbetrvecnthe conrpletedsun'e1'andthe idcntilt ofthc rcspondcnt.
Thc codenurnbcron the enlclopc
\\as then uscdto deletethat rcspondcntfronl the list forfuturc mailings.
As an irtcentirc.potentialparticipautsrveretold n thc first threcmailingsthat l0 personsrvhoconrpletedand rcturnedthc sunel uould bc
-NASP
randontl.r'
sclectcdto receivc50
Bucks"that could be usedtouard the purchaseof publicationsor registrationleesfor
nlcetxrgs/rlorkshops.Thc useof NASP Bucks as an incentivediffered frorn thc first thrcc studiesirr ll hich five free I -.vear membcrshipsin
NASPrvercotl'ercdas iucentivcsfor pa(icipation.Becausethc initial responscilr the cwrent studvlaggedbehindthoscin prior studies.the
fourth mailingurformedpotcntialparticipantslhat five pcrsonsr.rhoalrcadylradretumedcornpletedsune]'s or u'ho snbsequcntlldid so r.rould
alsobc randomll'selectedto rcccive I lear of free membershipin NASP.Thc additionof free memberships
resultedin a
as an furcenti.r'e
noticeablehrcreaseiu the returnratelbr completedsun'evs.
The nrailinglist nas contputcrgeneralcd.randonrlyselccting2()%of NASP RegularMembersbl' stateto providcfor geographical
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representation.A fural retum of 1.7.18completedand usablesurv'eysrepresenteda 59.3Y.responserate. Personsretuming completedsunel's
reportedthat their prirnarl,emplovmcntpositionswere: 80.49/opracticingschoolpsychologist.6.0% universitv laculty. 5.4% adrninistrator.
0.60%stateeducatiotrdepartment.and 7.60/oother (e.g.. behavior specialist.educatiouconsultant.counselor.inten,entionspecialist).
Demographic Characteristics
During the 200.1-2005schoolvear. continucd nlovcmcnttoward the feminizationof the field was apparellt. with 71%'of all school
ps.rchologistsand 77o/"of practitionersbeingfernale. Onl1.5 yearsearlier ( 1999-2000). 7e/o of the lotal field and 72<%
of practitionersrvcre
fbund to bc female(Curtiset al.. 2002).Au ercn largershift in gendcrwasfound for universitvfacultl'.with (r0%bcingfenale in 2004-2005.
comparcdto 5 I 9'nin 1999-2000.
Schoolpsvchologtcontinucsto rcflcct vcn limitedracial/ethnic diversitl': 7.4Yofor all minority groups.Thc 92.6Yool all respondents
r.vho
idcntificdthcntselves
as Caucasianin 200-l*2005rvasalmostidcnticalto thc 92.8%rvhorespondcdsimilarll'to thc l1)99-20(X)
studyand
representcdonll a slight decreascfrom thc 93.9% idcntificd as Caucasianin lhe hrst studv | 5 y'earsearlier (Gradcn& Curtis. | 99 t ) Thc
pcrcelltagcs
of schoolpsvchologists
u{ro reportedbeing mcmbcrsof mnority goups in 2004-2005included:African-Anrcrican.1.9'lo:
Asian/PacificIslandcrs.0.9(Zol
Hispanic.3.0%r:Nativc Arncrican/Alaskan
Nativc. 0.8%' and Othcr.0.ti'lo.The pcrccntages
of school
ps1chologistsrvhorvcreCaucasianin 2004-2()05wcrc ven similarlbr practitioners(92.4%)and unir,crsihfacultr'(93.3%).
Dala lor ageand 1'carsof expcriencein scltoolpsl'chologyrvcrccorrsistcnt
with prior findingsrclatingto the "gral.ing"of schoolpsl,chologv.
Praclitionerstendcdto be slighth-\ounger.rvitha nrcanageof45.2 1'carscomparcdto a nleanageof 16.2yearsfor the lotal ficld. Tho also
rcpo(ed havingfcrvcrl'carsof expcrienccthan did schoolpsychologists
rcspcctivclr,).FigureI
ovcrall(Mcarr= 14.0tcars vcrsusl4.tl .y*cars.
dcpictsthc diflcrcnccsin thc ntcanpercentagcofpcrsonsrvhorvcre40 vcarsofagc or loungcr and tlroscrvho*crc 50 r'carsofage or oldcr lbr
both practitioncrsaud total field.
Level of preporation.Wilh respectto graduatc-lcvcl
prcparationand highcstdegrceearnedfor
rcspondcnts
ovcrall.32,(196
rcportedholdinga rnaslcrsdcgrcc.3.1.9?i,
a spccialistdegrcc.and
32.1Y,a doctoratc.For practitioncrs.
the pcrccntages
rvcrcsonrcwhatdifferentrvith 35.7'2,
Percentageof school psychologistsage
4O or youngerand 5O or older
holdittgamaster'sdcgree.39.9%
a spccialist
dcgrcc,and 21.1V"adoctorate.
Clcarlv"thcrchale
i I , , , r , ^, il . , .
bccu significantchangcsin thc lcvelsol'prcparationofschool psychologists
sinccthc ficld's
't'cr.
carh r ears.Ho'tve as notcd by Rcschh'(2(XX)),
dcspitcsonrecarlicrpredictionsof rapid
sal
nlovcmcnlto thc doctorallcrcl (c.g.,Curtis& Zins. l9tt9). tltc pcrcentagcof school
ps1'chologists
n ith a doctoratchasrernainedrclativcl]'stableiu recentycars.Therehasbeen
onh slightnlovclncntin that direction;about I in 3 schoolpsvchologists
overall,and I in 4
practitioncrshavc a doctoraldcgrec.Furthermorc.Curtis.Crier.and Hunlcv(2(X)4)predictcd
that a major changervith regardto thc doctoral degrceis not likely to occur in thc nsar futlrrc
bccauscof thc rclativcll limitcd nurnbcrof doctoral progrants(N = tt7) as comparcd1o
programs(N - l94t Thonras.l99tt).Ofcven greatcrsigrificanccthanthe
specialist-level
I J.t::l:,rt:.1'
::lffiffi ffi
,lffi$ffi
tltJutmttr
50 cr o dcr
diflcrcncein the nuntbcrof prograntsb.vlcvel is thc differenceiu numbcrsof gradualcs.
Accordingto Thomas(19!)tt).onh' 320 (16 9%) of the
1.897graduatcsfront schoolpslchologyprogramsn 199(>1997rccciveda docloraldegrccand nlorethantrviceas many spccialist-let'el
studcntsgaduatcdpcr progranlas did doctoral-lcvelstudcnts.As ofJunc 2007.dataindicatcthal suchdiffercnccscontinue(Miller, in prcss).
Morcovcr.basedonage
andesperienccdata.Curtis.Grier.andHunlo
concluded."projectionsofretircmcntsovcrthe
next201,earsitrdicatc
that schoolpsvchologists
wiilr doctoraldegrceswill be exitingthc field at a muchhigherratc than nondoctoralschoolpsvchologists"
(p. 54).
Thc prograrn-level
and graduatedata.combincdn'ith the notabledifferenceur the personnclshortageof doctoral-lcvelschoolpsl chologistsas
comparedto nondoctoralschoolpsychologists.
suggestthat thereis not likclv to bc sigrificantnlovclncntto thc doctorallcrel in the nearfuture
and that rnovcnrentmightactualll bc in thc otherdircctlon.
Contert for ProfessionalPracticcs
More than9 out of l0 schoolpsr'chologists
(91.3%olerall and 93.8%ofpractitioners)reportedholdingcertificationofl'eredthrougha stare
dcpartmentof education.Consistcntrvith that fomt of crcdentialing83.1%of all respondents
reportedpublicschoolsas their prinary
emplol'ments€tting.with 5.2% identifvingprivateschoolsand 2.1%.faith-basedschoolsas emplolers.For schoolpsychologists
working in
schools.28.;19/o
rePorted\\orking in urban settings"50.2% in suburbansenhgs. and 28.tt% in rural settings(responsestotaled more than 1009'ir
bccausenrultiplechoicesw'crepossible).Percentages
lvorkirrgin differentprirnaryand secondan'emplovrncnt
scltings
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Appendix X
arc reportedin Tablc l.
Licensurethrougha stateboard of psr-chologvas a psychologistor schoolpq'chologist *as held
by-36.1j'ool-lhe participantsin the study overall. representingonly a slight increasefiom
1999-2000(35 59'o)Amongpractitioncrs.
rvassornervhat
loser (30.(r9lo).
rvitlt
thc percentage
Percentages
of schoolpsychologistsin
primary and secondarywork settings
13.9%beinglicensedat the doctorallevcl arrd16.70/"atthc nondoctorallevel.Licensureat both
Prnrry (Y,l'
!il I
levelsreprescnted
rvhen17 8o/ohelda doctorallevellicenseand
a decreasefrorn 1999-2()00.
sddtdq
$)"
r;7
a ,'r
17.79/o
a nondoctorallicense.Horvcver.onlr' l2.7ol' of all respondentsreportedengagingin
i ;13
.rl
practice.4.1% idcntifiedindepcndentpracticeas thcir prfunaryemplolnrentscning.
indepcrrdent
,'.:'
: .':
and ti.6% identi{'rcdit as a fonn of secondan employment.Engagelreutin sonrcfomr of
il
t : : .. ,
was rcportcdbv 22.5Yuof all rcspondents.
secondaryerrrplol'ment
1l
i- r.i
:-s
:, 2i
EmployrnentConditions
/
,'j
Thc datareportcdbelo* rvercderivcdfronr the rcsponses
of 1.398schoolpq,chologists
rvho
reporteduorking full-timein a schoolscltilrg.
(,onlr0L'lSundsallrtes.Schoolpsychologistsrvhorcportedworkirrg|rrll-tirncinschools
(33 6%) had contractsof
Contractsof lltO to 190da1'sucre thc rnostcornrnon(50 -l%) Howcr,cr.nrorethanone third of schoolps]'chologists
2(X)davsor nlore. Becauseof differng contracllcngths,informationpertainingto salarl,is mostrneaningfulwhencalculatcdon a per diern
basis.The nlcalrpcr dicm salar.r'lbr all full-tinrc.school-bascd
schoolpslchologistsrvas$3 12.57.For thosesho hcld a specialistdcgrec.thc per
dicm salarvuas $287.()3.For schoolpsvchologists
who hcld a doctoraldcgree.il rvas$350.03.The per dicm salan can bc uscdto calculatc
annualsalarl bascdon contracllcngth.For example.tlrc mcanannualsalaryfor a schoolpsvchologislwith an EdSdcgtccand a ltl0-da.r'
contractrvouldbc $287 03 x lttOda'r's.or $5 1.665.
Thc ratio of studcntsto schoolpsychologists
continucdthc dorvnwardtrcnd that hasbccu notcdin cachof thc prior NASPnationalstudies.
Figurc2 depictsthc pcrccntagcs
ofschool psvchologists
for rhorrr thc ratio rvasl(XX):Ior lcss(thc ratio rccorrlncndcdbt' NASP). I5(X):I or
lcss.2(XX):lor nlorc.and 3000:I or morc lor 1989-1990.1999-2(r0. and 2(X)4-2(X)5.
Thc pcrcentages
at thc lol'cr. desirableratioscontinuc
for
to incrcase.whilc thoscat thc highcr.undcsirablelcvclsconti-nuc
to dccreasc.Thc rncanratio ofstudcntsto schoolpsvchologists
2(X).l-2(X).5rrasl.l82:l'N1orcthan.{()%'ofthcschoolp$,chologis1srcspolldiltgrcported\\orklg
NASPrccommcndedratio of l{)0()to | (NASP.2000).
(98.29,i,)
Ncarlv all schoolpsyclrologists
reportedscn,ingstudcntswho rvcrcmembersof
groups.Almosthalf(-17%)scned2-5(Zoornrorcnrinorit\
raciaVcthnicmirroritl
studcntsand2{lul,Percantagesof
schoolpsychologists
working under various$tudcnt to school
scrvcdnrorcthan 50'X,nrinoritr studcnts.Yct only 7.6"/nof practicingschoolpsychologists
u ho
psychologistratios
partlcrparcdrn thrsstud] rdcntil-ied
thcnrselvcs
as berngmembcrsof a minoritygroup.
rv{r
1...i',
(r, ) lr'r 1'
S -" r:;
.', r:i
Of thc full-tirnc.school-based
schoolpslchologistsrn this stud). lessthan haLl'(49%)reported
rcccivingadminrstratircsupervision.Of thc personsprovidingadministrative
supcrlision.33.37o
t0q,
scre rcportcdto hold a dcgrccin schoolps1chologv.66'%a degrcciu admilistration,35.l')6a
nraslcrs or spccialisldcgrce.and 24.7r/oadoctoraldegrec.Houcvcr. lcwcr than I in 8 school
pslchologists(123%) reportedrcceir ing cluricalsupen'isron.
54.6%)
Ol'clinicalsupcrvisors,
rrere reportedto hold a dcgrccin schoolpslchologt.3T.(t'%a dcgrcein psvchologr,.
I(t 3Voa
master'sor specftrlist
dcgee. and 62.4o1'
a doctoral dcgree.In othcr rvords.onl] 7 out of 100
schoolpsvchologists
reportcdrcceiling cliuicalsupcnisionbv an individuall,itlr a degrcein
schoolpsl cholog.r'.
:l#
Dffi
oF!
<!5{r0 l
ffi
ffi.*
tl.0C0:l
>I00C:l
('onlinuing pntfessionol develoltnenl, Respondentslvcre alsoaskedto identif.l'the top thrce
prolessional
praclicearcasin rvhichthcl engagedin continuingprofessional
dclelopment(CPD) activitiesdurilg thc 2004-200i school1car.
Thrce percentidentfied more tharl tluee areas:5% identified ferverthan three areas.The percentageof schoolps.r'chologists
rvho reportcd
har,ingcngagedur CPD for eachprofessional
practicearcais reportcdm Table2. BehavioralInlen'entionsu,asciled mostfrcquenll] b), the
schoolpst'chologists
psvcho€ducational
responding
to the sunve]and.althouglrstandardizcd
rankedsecondin tcnnsofcitation.
assessment
consultation/problern
solring. tltrecb pesof intervcntions(behavioral.acadernic.
and sociaVemotional).
and rcsponscto illten entionoccupied
filc of the top six positions.The most lhquentl-v identificd areas for professioualdevelopmentlrar- suggestsonre*hat of a bimodal distribulion
practicesrvith psr,choeducational
in termsof intercstsand./orpreferredprafessional
assessment
continuingto plav a
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Appendix X
sigttificantrolefornran1,people.rvhilenran1'ot|rersareiltterestcdinproblemsolr,ingandinten'cntionmetlrds,orrtheother
nright indicate that. for manv schoolpslchologists.ps1'choeducational
assessrncnt
continuesto be a prirnan professionalrcsponsibility.despitc
lheir personalinterestilr rnore nontraditionalser,r,ices.
ProfessionalPractices
Thc data rcported belou rcrc derived from thc responsesof I.398 schoolpq-chologistsrvho
Percentageof schoolpsychologists
identifyingeachcontinuingprofessional
developmentsubiectarea
reportedworking full-time in a schoolsetting.
501 plans ond spet'ialedut'tttionevuluotions.The presentstudygatheredinlomrationrelatingto
professional
practiccsrn temrsofestinatcs ofthe frequencyofsen'iccsprovidedor thc nunlber
fuuctions.ratherthanestinatcsof thc tirneor
of studcntsscrr.cdthroughparticularprof-cssional
t!{'-
perccnto[total u'ork timc invcstedin eaclractivitl'. Despitercsearchindicatingthat school
1l'l
p$ chologistsprcler to cngagciu morenontraditional
rolessuchas consullation.
counseling.
ll:
inlcrvcntions.atrdsrsternsclrangc(e.g..Hosp& Rcsclr\,,2(X)2).thc findingsof this studv
I t.:
",
.t.:,r
delnonstrate
that the strugglerelatingto professional
role continucsto play out in actual
.' {!!
profcssionaIpractice
7-1.27o
lornranyschoolpsvchologists.
Ofthoscrcspondingtothissurreyreportcdparticipalingin the dcvclopurentof 504 plans.r,vitha mcano15.9 planspcr school
rtla!l:
psr.chologisthaving bcen der,clopcdduring thc 2001-2005 schoollcar. This reprcscntsa slight
dccrcaselront thc l9y)-20(X) schoolrcar. rvhcn77.7"4oflhc respondents
reportedengagurg
in
thisactivitl. nith a mcanof 9.3 50,1planshavirrgbecndcvelopcd
that1,car(Curtiset al..20t)2)
Tlrc tindingsof this studvalsoindicatcthat schoolpsycliologists
complctcda nrcanof 34.7 initial spccnl cducationeraluationsduringthc vcar.
participatingin the
A don nwardtrcnd in thc numbcrof initialcvaluationsconrplctcdl'as c'r'idcnt.Whercas33.4%of schoolpsvchologists
ly)9-20(X) stud) rcportedcomplctingbctrrccn I and 25 eraluations(a notabll,linrilcdnumberby histoncalstandards).12.7(%rcprted
cornplctingthcsamenumbcrin20()4_2(X)5.Simi|arlr'.67.(||'/orepor|edconrplctingbctlvcenland.5()cva|uationsilr|999_2()()(}.
to.75.30,'/,rvhorcportcdconlp[cturgthcsatlcnumbcrinthisstudr'.Incon1raSttotlrenunlberofschoolpsychologistsconlplctlg
ol' c valuations.onlv "1.l'7ureportcdcomplctingmorctharrI (X)o aluations.Schoolps\,chologists
alsoconductcda urcan of 34.3 special
cducationrccr,aluatiorrs
durirrgthc 2(n4-2(X)5school1'ear.Bccauscof the desireof manv schoolpsvchologists
{o cngagein I'crverprofcssional
practiccsrc|atingtospcciaIcducation.rcsporrdcntsirrt|risstudvwereaskcdtocstinlatcthcpcrccntagcoftlrcirtotalnorktiInc
to specialeducation-rclatedactiritics.Dcspitctheir prefcrcnccsto thc contran and thc fact that nonasscssment-related
profcssional
practiccs
occupicdlivcofthclopsixarcasofcontinuingprofcssional
psvchologists.asnotcdabovc.thcl
dcvclopnrcntforschool
estimatcdthat.on
alcragc.t10.4'Zr
of thcir total rvork tunc rvasinvcslcdur specialcducationactivilics.
(,tltlsttltct|ion,t,tlunseling,sluden|gro|lps',anclinservicepr0gr0mS'Findingsirrthisstud1'indicatethat17.9|%o|allpaioipal
bctu'ccnI and 25 consuhationcasesaud 28.5olo
couductcd50 or rnorccases.Onh 3-6'X'rcportedtlrattlrcv did not engagcin anl consultatiorr
duringthe 2(X)4-2005school)'ear.Morc thanhalf of the participants(53.7%)reportedthat thel providedindividualcounsclingto bctu.ccnI
and I -5studcn1s.rvhilc I 7.7% reportcdthat thcv providcdindividualcounscliug to rnorcthan | 5 studcnts.A mcanof 9.9 studentsrras servcd
throug|tindir'idua|counselirrgduringthcr'car.Horvcr,cr.2tt'6%o|'thcschoo|psl'chologlstSreportedthatthc\'didnotcngageuranr'ldi
counsclitrgwith sludcnts.ln sening studentsthrouglrgroups.22.7't/o
ol'the schoolpslchologistsreportedtlrat thel-had sen'edmorc than l()
s(udcrlts.$ ith 8.8 bcingthc uteannturrberof studcntssen ed. Howcver.60.lol, of thc schoolpsl chologistsrcportcdthat thcydid not conduct
anv studcntgroups.With regardto conductinginsen'iceprogranls.6T.lVoreportcdthat they had engagcdh this professional
activity.rvith the
mcannurnberof in-scnice progranlsbeing2.6.
Summarl'
DatageneratcdthroughtheprescntNASPstudl'reflccl
infonrrationprovidedbl'l,7.l8schoolps-!'chologistsacrossthe
UnitedStatcsrclativcto
thc 2(X).1-2()05
school]'car.It shouldbe notedthat the methodusedto generatethe data$as rctrospective:
i.e..schoolpwchologistswere
askedto recallaud estintateman)'characlcristics
practiceand the proltssionalpracticesthcmsellcs,as
aboutthe contextfor their profcssional
u'ell as the nunrbersofstudentsservcddrroughthoscpractices.With this lirnitation"as rvellas other liuritationsassociated
rvith survevresearch
irt mind. the findingsshouldbc urterpreted
n'ith caution.Nevertheless.
thesefindingsprovidea reasonable
descriptionof the ficld of school
pslcholog during this particulartineframe.
Dururg the 2004-2005 school] ear. schoolpsycholog, becamemorc tbnnle and older and continucd to rc{lect verl limited racial./etluric
195
4 of 5
5l5l20nr.24PM
NASP CQ 36-5 - The Statu of School Psychology
http://www nasponline.org/publi
cations/cq/mocq365sp_status.as
Appendix X
diversitl' within its professionalranks"despitethg fact that schoolpsvchologistsare responsiblelbr sening an increasinghdiversepopulationof
students.Schoolpq'cholog' remafured
a largelv specialist-levelfield. Appro.rirnatell l out of 3 schoolpq'chologistsoverall. and onl'r' I out of 4
praclicing schoolpry-chologists
held a doctoral degee. Furthermore.trailing proglam and prograrngaduate data suggestthat the field is not
likely to move beyondthe specialist level in the foreseeablefuture. More than 9 out of l0 schoolps\ chologistshcld certification b1'-a state
departmentof educationor a relatcdcredentialing
bodl'and for morethan 8 out of 10.schoolsrverctheir primaryenrplol-ment
setting.Onlv 3
oul ol l0 schoolpsvchologtsts
wcrc licensedbv a slateboardof psvcholoryor sinrilarcredentialing
bod,r.\bn, ferv schoolpsl,chologists
identifiedindepcndenlpractrccas their prfunaryenrploynrent
sctting.
The majorityof schoolpsychologistsdid not receiveadrninistrative
superv'ision
and.cvcn more significantly.ontv one I of 8 reportcdrecciring
clinicalsupen'ision.The ratio 01'studcnts
to schoolpslchologistscontinuedto decrcasewith rnorcthan.l07nof the participatingschool
psvchologists
rorking within a context that rvasconsistcntwitlr the ratio reconunended
bv NASP ( l00t):l).
Tlte nuntberof50.l Plans,initial specialeducationevaluations.
reportcdb1'schoolpsvchologists
and specialeducationreer,'aluations
decrcascd
frontthenuntbcrsrcportcdinthe
l$)1)-2()0()studyandrel'lcctedacontinuedtreudinthatdircctionacrossthefourNASPllationalstudics.
Horvcvcr,thc perccntoftotal rvorktirnedevotcdto specialeducationalsoilrcreased
and rcprcscntcdnrorcthan 80% oftlre school
psvchologists'
a rathcrrcmarkablcincreascfrom the ilritialstudyin I 989- 1990.rvhen.justovcr one half of the
tiureovcrall.This represents
schoolpsvchologists'
timc rvasurrcstedin spccialcducation-related
actir.itics.
Rcferences
Curtis.M. J . Chicr.J. E.. Abshicr.D. W.. Sutton.N. T.. & Hunlev.S.A. (2002).&hool psvchologr':Turningthc
cornerinto thc tucntr-first
(.ommunique,
J0(lt). l-6.
century'.
C u r t i s . M . J . . C n i c r .E
J . & H u n l o ' . S . A . ( 2 ( X ) 4 )T h c c h a n g i n g f a c c o f s c h o
po
s vl c h o l o gTl -r:c n d s i n d a t a a n d p r o j c c l i o n s f o r t h c f u t u r c . , \ t h o o l
I's.t't'
hologt Revlcu. 33(l ). 49{16.
C u r t i s . M . J . . H u n l c y . S . A . . W a l k e r . K . , & B a k e rC
. A. ( l 9 r ) 9 ) . D e n r o g r a p h i c c h a r a c t e r i s t i c s a n d p r opf cr a
s sc itoi cncasl i n s c h o o l p s . v c h o l o g y .
,\c'httolI'svchologttllgv,igt{',2,9(
I). |0,t-I I5.
C u r t i s . M . J . . & Z i r t s . JE . ( l 9 t l 9 ) . T r c n d s i n t r a i n i n g a n d a c c r e d i t a t i o n . S
I )iscr'<h 'ohooll o g v R e v i e
i 8x('2, ) . 1 8 2 - 1 9 2 .
Gradcn.J,L'.&Ctrrtis.M.J'(l99|.Scptcrnbcr),Allenngraphit'pro|ileo|.st'hoolp':l,cho/ogt:.Reportprcsc1cd
thc NationalAssociationol SchoolPsr,chologists.
Bcthcsda.MD.
Hosp.J. L.. & Rcschlv.D. J. (2002) Regionaldiffbrcnccsin schoolpslchologvpractice.Sc'hrxtl|'s.vchologt,Rcviav',
31. ll-29.
Millcr" D. C. (in press).Schoolpstchologvtrailing programs.ln A. Thomas& J. Crimes(Eds.).Be.slPrac'licesin ,\chooll'.svcholoKr,
l'.
Bethesda.MD: NationalAssociationof SchoolPsvchologists.
NationalAssociationo|SchooIPsl,chologlsts12(|0||)'(htidelines./br|heprvision
Rcschl.r.D. J. (2000).Thc prcscntand luturc stalusof schoolpsycholog'in the UnitcdStatcs.,S'clr.xrl
l'.sl,cholog't
lleviau.',29(4).507-522.
Thomas.A (19911).
l)ircc'torvo/ .;choolpsvcholostgra(rturcprogroms.Bcthesda.MD: NationalAssociationof SchoolPsvchologists.
Nrtlonel Asiociation
of School l>ilchologtute, .lJ{0 lrst
I'hone: (J0l ) 657-02?0 |
'toll
lme: (866) 3Jl-NASP
N'est lllghuy,
Sulte {02, Bctherda. IID 20tl{
I I'ar: (301) 657-0275 | l"I'Y: (J0l ) 657{r55
196
5 of 5
51512011
l:24PM
Appendix Y
Table Fifteen
# total
Interns
placed in
Ohio
# of
interns
from outof-state
# of
Marshall
Interns
1992-93
Number of Interns Trained in Ohio 1992- Projected 2011
1993-94
77
1994-95
75
Data
Unavailable
1995-96
83
1996-97
71
1997-98
73
93
Data
Data
Data
Data
Data
Unavailable Unavailable Unavailable Unavailable Unavailable
N/A
N/A
N/A
N/A
N/A
N/A
*Information above, from Pete Tolan, Ohio Department of Education (92-98)
# total
Interns
placed in
Ohio
# of
interns
from outof-state
# of
Marshall
Interns
1998-99
1999-2000
Data
Unavailable
Data
Data
Data
Data
Unavailable Unavailable Unavailable Unavailable
Data
Unavailable
Data
Data
Data
Data
Data
Unavailable Unavailable Unavailable Unavailable Unavailable
# total Interns
placed in Ohio
# of interns
from out-ofstate
# of Marshall
Interns
N/A
2000-2001
N/A
2001-2002
2
2002-2003
3
2003-2004
86
2
3
2004-2005
IUC took
over Data
Count
2005-2006
2006-2007
2007-2008
2008-2009
2010-2011
94
92
89
95
93
91
2
0
1
0
0
0
2
5
5
4
4
9
**Information above obtained from JoHanna Ward, ODE, and available IUC
minutes (1998-2011).
# total Interns
placed in Ohio
# of interns
from out-ofstate
# of Marshall
Interns
2011-2012
81
0
Pick up
under 100
est. up to 19
197
Appendix Z
PIK]|0
0ttto|ilTtn-u
tfffint[T(0|J
L06T
il0L--l0t00L
0lftTlTuTl0lf
M a v1 9 8 7
1 . 0 0 . 0 0P u r p o s e
The lnter-University
Councilfor SchoolPsychologyhas the followingpurposes:
1.01.00
1. To providea forum for the exchangeof ideas concerningthe trainingof school
psychologists
and the futurerolemodelsof schoolpsychologists.
1.02.00
2. To cooperatewith the OhioSchoolPsychologists
Association(OSPA),the Drvision
of SpecialEducation,and otherprofessionals:
a. To set programstandardsand monitorcompliancewith thosestandards;
b. to determinecertification
standardsand procedures;
c. to developand maintaina qualityinternshipprogram,
d. to developlong-range plans for the utilizationof trainedschool
psychologists.
2.00.00Officers and Election of Officers
2.01.00
1. In orderto facilitatethe activitiesof the Inter-University
there
Councilof SchoolPsychology,
will be electeda President,a PresidentElect
The lmmediate
, and a Secretary-Treasurer.
Past-President
is the fourthmemberof the l.U.C.executivecommittee.
2.02.00
2. The electionof officerswill occur at the Fall meeting. The slate of officerswill be prepared
by a nominatingcommitteeappointedby the electedofficers. (This committeewill be chosen
by the currentofficer[s].) The notificationof the slate of officerswill be distributedto the
membershipone monthpriorto the Fallmeeting.At this election,all threeofficerswill be
elected.The President-elect
will becomethe Presidentthe year afterhis/herelectionto the
officeof President-Elect.The tenureof officewill be one year with no officersucceeding
himself/herself
in any one-yearperiodafter holdinga givenoffice. Therewill be one vote per
member per office. The nominee receivinga simple pluralityof the votes cast will be deemed
electedto the office for which the vote was taken, provideda quorum was presentat the
meetingin which the votewas taken. Everymemberin good standinghas one vote on all
issues. (See"quorum"and "in good standing"below).
198
Appendix Z
3.00.00Duties of Officers
The dutiesof the officerswill be:
3.01.00
1. The Presidentwill call and conductthe Inter-University
Councilfor SchoolPsychology
meetings.He/shewill serveon and chairthe executivecommittee,will presentthe public
policy statementsdevelopedby the membership,will serve as the liaisonbetween InterUniversityCouncilfor SchoolPsychologyand the Divisionof SpecialEducation.
3.02.00
will presentthe activitiesof the Inter-University
Councilfor
2. The lmmediatePast-President
(OSPA)
SchoolPsychologyat the businesssessionsof the OhioSchoolPsychologists
conventions.
3.03.00
3. The President-Elect performsthe dutiesof the Presidentin his/herabsenceor at his/her
request,and serves as a memberof the executivecommittee.
3.04.00
4. The Secretary-Treasurer
will keepminutesof the Inter-University
Councilfor School
Psychologymeetingsand disseminatethem to the membership,send notification
of meetings,
collectthe annualper memberfees (including
any specialassessmentsdeterminedby the
membership;see "quorum"below)and maintainrecordsof financialtransactions,
maintaina
currentlistingof members,and reporton the aboveactivitiesat the Inter-University
Councilfor
SchoolPsychologymeetings.Additionally,
the Secretary-Treasurerwill
serveas a member
of the executivecom mittee.
4.00.00Member in Good Standing
A memberin good standingis one who has a universityinstructional
fulltime,has
appointment,
paid all requisitefees, and who meetsthree (3) of the five (5) followingcriteria[#4 is a
for membershipof l.U.C.l:
mandatoryrequirement
psychologyorganization,
1. Holdscurrentmembershipin a nationalschool
e.9.,National
Associationof SchoolPsychologists,
AmericanPsychologicalAssociation--Division
16.
2. Holdscurrentmembershipin the OhioSchoolPsychologists
Association.
3. Holds currentcertificatein SchoolPsychologyfrom the State of Ohio Departmentof
Education.
4. Fifty percentof the academicload is in activitieswhich lead to meetingstate certification
standardsfor the SchoolPsychologist.
5. Possessesthe earneddoctoratein SchoolPsychology.Uponapplicationfor membership
to the l.U.C.the prospective
m embermust demonstrate
to the Presidentan d executive
eligibility
committee,in writingwith documentation,
to meetthreeof theserequirements.This
documentation
will be circulatedto the membership
at the firstmeetingattendedby the new
member.
199
Appendix Z
4.00.01
five (5)
Each memberin good standinghas a vote on all issues.When membersrepresenting
five
individuals
five
different
an
universities
or
more
representing
universities]consider
[i.e.,
issueto be critical,a majorityfor adoptionwill be two-thirdsof membersvoting. On allother
issuesexceptingconstitutionalchanges(see "Procedurefor Amendmentto the l.U.C.
')
Constitution a simple majorityof those membersvotingwill prevail.
4.00.02
Signed proxiesare acceptedas valid votes only when they specify preciselythe issuefor
which they may be cast.
5.00.00Inter-UniversityGouncil for School PsychologyMeetings and Quorum
5.01.00
with OSPA conventions
1. Therewill be at leasttwo meetingsper year coincident
or intern
institutes/conferences,
whereverpossible.Additionalmeetingsmay be calledby the
President,followingconsultation
with the executivecommittee,as needed.
5.02.00
2. A quorumwill obtainwhenevertwo-thirdsof the membersin good standingare p resent.A
quorummust be presentfor any actiontakento be bindingon the membershipor to be
Councilfor SchoolPsychologypolicyor policystatement.
consideredan inter-University
6.00.00Fees
The annualfeeswill be $5.00per member(nof per university)
each year unlessamended,
g of the firstmeetingof the year. New membersmay join (or rejoin)
due priorto the beginnin
l.U.C.at any time; exceptingthat once a m eetinghas been called{o-order votingrightsdo not
accrueuntilthefollowingmeeting.This ruleis intendedto limit any increasein membership
fee of $30.00is due each y ear by
once a meetinghas beencalledto or der. An institutional
December1. The fees will be usedto rentmeetingrooms and to providepostageand
supplies(or for purposesdeemedappropriateby the executivecommittee),and will be
fee" for meetings.
assessedin the form of a "registration
7.00.00Representativesof the Inter-UniversityCouncil for School Psychology to
Other
ProfessionalGroups.
7.01.00
1. lt is an intentof LU.C.to maintainreciprocalrelationships
with OSPA and the Divisionof
SpecialEducation,and to establishreciprocalrelationships
with othergroupsas becomes
with a groupwill be approvedby a majority
desirableand necessary.Liaisonestablishment
vote of the membership,and the executivecommitteewill appointa liaisonperson.
7.02.00
2. The followingstandingliaisonswill be maintained:
7.0201
a. OSPA ExecutiveCommittee;
b. Inter-University
Council-Special
Education
c. Stateof Ohio,Divisionof SpecialEducation
200
Appendix Z
7.03.00
Councilfor SchoolPsychologyPresidentis the liaisonwith the State
3. The Inter-University
Otherliaisons
Divisionof SpecialEducation.Liaisonmemberfor OSA is the Past-President.
with the executivecommittee.Liaison
are appointedby the Presidentfollowingconsultation
membersare expectedto attendmeetingsof the group to which he/shehas been appointed
(withoutexpenseto the l.U.C.).
8.00.00 Committee Member Tenure
A memberappointedto a committeewill serve one year. Exceptfor the executivecom mittee,
a member may be reappointedto a com mitteeby the executivecommittee. The executive
committeeis composedof the officerswho have been elected to their posts by the
membershipaccordingto the procedures and limitationsin "Officersand Electionof Officers"
and "Dutiesof Officers"as listedabove.
9.00.00Standing Committees
The Inter-University
CouncilforSchoolPsychologymay, as necessary,establishand/or
maintainthe followingcommittees:
9.01.001. ExecutiveCommittee
for schedulingand conductingmeetings,
The ExecutiveCommitteeis responsible
appointingmembersto othercommittees,appointingliaisonmembersto approved
otherprofessionalgroups.ltwill holdsuch planningmeetingsas are necessary.lt is
Councilfor SchoolPsychology.
comprisedof the electedofficersof the Inter-University
9.02.002. MasterPlanningCommittee
This committeewillwork withthe membership,
OSPA, and the Stateof Ohio,Division
of SpecialEducationto developthe goalsand di rectionsof schoolpsychologyin Ohio.
9.03.003. ResearchCommittee
This committeewill developand coordinatethe researcheffortsdesiredby the InterUniversityCouncilfor SchoolPsychology.
9.04.004. Trainingand CertificationCom mittee
for trainingprograms
This committeewill developproposalsf or minimumrequirements
of training
standards.The committeewill safeguardthe individuality
and certification
programswhile developingstandardsf or programcontentand faculty-studentratios.
9.05.00 5. lnternship CoordinatingCommittee
with the StateDivisionof SpecialEducationwill
This committeein conjunction
coordinatethe assigningof internunits abovethose agreed upon by the InterUniversityCouncilfor SchoolPsychologymembers in voluntaryprogramlimitations,
and will serve as a review boardfor difficultiesarisingfrom internsin their field
placementswhen so requestedby the intern'sown universityand/orfield supervisor
or Stateof Ohio, Divisionof SpecialEducation.
201
Appendix Z
9.06.006. Other Committeesas Necessary
The numberof membersper committeewill be determinedby the Executive
Councilfor SchoolPsychologyand is subjectto
Committeeof the Inter-University
of eachcommitteewill be appointedas
member
One
changeat their discretion.
for callingand conductingcom mittee
responsible
will
be
and
committeechairman
committee. Minutesof committee
of
the
efforts
the
coordinating
meetingsand/or
Councilfor
to the Inter-University
submitted
a
summary
and
be
kept
meetingswill
Inter-University
prior
subsequent
to
the
month
President
one
Psychology
School
Councilfor School Psychologymeeting,or as soon thereafteras feasible.
10.00.00
Any membermay submitan amendmentproposal,in writing,at any Councilmeetingat which
quorumobtains. The membershipmay dealwith the proposalas it wishes,includingapproval
by a two-thirdsmajorityof the membersin good standing,ta blingfor furtherstudy, appointing
a committeeto studythe proposalandreportits findingsto the membership,or placingit on
the agendafor the next meeting.
A positivevote of two-thirdsof the membershipmust be obtainedat the regularCouncil
changesare to be voted on. S uch a two-thirds
meetingat which proposalsfor constitutional
change.
positivevote will constitutethe immediateadoptionof the constitutional
(insert.May, 1987)will be
All membersof the l.U.C.at the time of adoptionof this constitution
consideredmembersundera grandfatherclause. Everymemberin good standingis eligible
for electionto any office.
prepared
311111987)
(End-C.S. Mcloughlin;
originally
iuc
A:\lUC Con stitution.
(retyped/proofed:
November16, 1995)
202
U p d a t e d4 l 1 3 l 2 0 l 1
Appendix AA
Inter-University Council Membership List
RyanAllen
JohnCarrollUniversity
Departmentof Educationand Allied Studies
U n i v e r s i t yH e i g h t so, H 4 4 1l 8
216-397-4601
[email protected]
Karla Anhalt
Kent StateUniversity
405 White Hall
Kent, OH 44242
(330) 672-0582
kanhalt(0kent.edu
3270 \i/arrensvilleCtr. Rd. #3 l0
ShakerHeights,OH 44122
Ql6\ 921-9205
David Barnett
Universityof Cincinnati
P . O .B o x 2 1 0 0 6 8
C i n c i n n a t iO. H 4 5 2 2 1- 0 0 6 8
Davi d.Barnctt(0uc.edu
526 TerraceAvenue
Cincinnati,OH 45220
513-961-5045
W e n d yC o c h r a n e
U n i v e r s i t yo f T o l e d o
2801 W. BancroftSt, MS #l 19
T o l e d oO H 4 3 6 0 6
419-530-2013
wendy.cochrane(0utoIedo.edu
7 4 5 1L o c k M i l l C t .
M a u m e eO
, h i o4 3 5 3 7
419-868-4682
RichardCowen
4 0 5 W h i r eH a l l
Kent, OH 44242
r c o w a nl @ k e n t . e d u
330-672-4450
Audrey Ellenwood
Bowling GreenStateUniversity
E D S E# 4 0 3
Bowling Green,OH 43403
419-372-9848
aI l e n w @ b g n c t . b g s u . e d u
5303 SpringCreekLane
Sylvania,OH 43560
4t9-885-3908
(cell)
419-350-6071
JimEvans
Universityof Dayton
300 College Park
Dayton,OH 45469-0530
937-229-3644 lF ax 937-229-105 5
[email protected]
James.
2 2 4 Y i l l a P o i n t eD r
Dayton,OH 45066
937-886-2494(h)
(c)
937-212-8554
203
Updated
4113l20ll
Appendix AA
Office
Horne
Yi Ding
Universityof Toledo
Dept ofCounselorEd and SchoolPsychology
2 8 0 1W . B a n c r o f S
t t ,M S # 1 1 9
T o l e d oO H 4 3 6 0 6
4 I 9 - 5 3 0 - 4 3r0
vi.din93
@utoledo.edu
3070 CarskaddonAve.,Apt #3 15
Toledo,OH 43606
JanetGraden
U n i v e r s i t yo f C i n c i n n a t i
P.O.Box 210068
Cincinnati.OH 45221-0068
5420 TreetopLn.
H e b r o n ,K Y 4 1 0 4 8
859-534-5420
) I J-))b-JJi
/
ianet.graden(=?uc.edu
SusanGfroerer
Universityof Dayton
Departmentof CounselorEducationand HumanServices
300 CollegePark
Dayton,OH 45469-0530
931-229-3652
gfi'[email protected]
ScottGraves
Bowling GreenStateUniversity
451 Education
Building
B o w l i n gC r e e n ,O H 4 3 4 0 3
scottlg@bgnet.
bgsu.edu
ReneeHawkins
P . O .B o x 2 1 0 0 6 8
C i n c i n n a t iO
, h i o4 5 2 2l - 0 0 6 8
513-556-3342
Renee.
harvki ns(iDuc.
edu
952 Long Ln.
Milfbrd, OH 45150
5 I 3-239-I 598
l l 2 5 O r i o l eD r .
Bowling Green,OH 43402
5890 MeadowLark Ct
M i l f o r d ,O h i o 4 5 1 5 0
513-722-0416
C o n n i eH o l l i n g e r
Departmentof Psychology
ClevelandStateUniversity
2 l 2 l E u c l i dA v e / C B1 5 8
Cleveland,OH 44 I 14-3696
Fax216-687-9294
c.holl inger(Dcsuohio.edg
SawyerHunley
Dept of CounselorEducation& HumanServices
Universityof Dayton
3 0 0C o l l e g eP a r k
D a y t o n ,O H 4 5 4 6 9 . 0 5 3 0
937-229-3624
hun le-yfg)notes.
udayton.
sawyer.
edu
9738 Oxbow Trail
Cincinnati,OH 45241
513-563-1564
5 1 3 - 3 2 5 - 1 5 2( c7e l l )
204
Updated
4l131201l
Appendix AA
JeanneJenkins
Dept.of EducationandAllied Studies
AdministrationBuilding
JohnCarrollUniversity
Dept.of Education
, H 44118
U n i v e r s i r yH e i g h t sO
216-397-4656
[email protected]
3252 DeerCreekTrail
Richfield,OH 44286
330-659-4656
LauriceJoseph
T h e O h i o S t a t eU n i v e r s i t y
P A E SB l d g .
30w. 17"'Ave.
C o l u m b u sO
, H 4 3 2 1 0 - l1 7 2
614-688-4992
j o s e p h . 2(lO o s u . e d u
4902 CriterionWay
D u b l i n ,O H 4 3 0 1 6
614-850-6153
Ed Lentz
POBox 210068
C i n c i n n a t iO. H 4 5 2 2I - 0 0 6 8
5I 3-556-3340
lentzefe(@emai
l.uc.edu
l 0 l 9 l L e a c r e sRt d
, H 45215
CavenS. Mcloughlin
4 0 5 W h i r eH a l l
Kent,OH 44242
330-612-2928;FAX 330-672-2615
caven(4)kent.edu
7702 DiagonalRoad
Kent, OH 44240
3 3 0 - 8 7t - 4 7 8 1
C o l l e e nM . M c M a h o n
2 l 2 l E u c l i dA v e / C B1 5 8
Cleveland.OH 441l4-3696
21 6-681-25 l 5 ; Fax 21 6-681-9294
c.m.rncrnahon(@csuoh
i o.edr.r
Kathy McNamara
2 f 2 1 E u c l i dA v e . / C B 1 5 8
C l e v e l a n dO, H 4 4 1 1 5
216-687-2521; Fax 2 I 6-687-9294
5769 SpringGrove Drive
Solon,OH 44 139
440-498-0441
[email protected]
205
U p d a t e d4 l 1 3 l 2 0 l 1
Appendix AA
Office
Home
AntoinetteMiranda
Ohio StateUniversify
PAES BLDG.
3 0 5 W . 1 7 ' hA v e .
Columbus,OH 43210-1172
614-292-5909
[email protected]
1634S. RooseveltAve
C o l u m b u sO
, h i o4 3 2 0 9
614-238-9428
J u l i eM o r r i s o n
U n i v e r s i toyf C i n c i n n a t i
P . O .B o x 2 1 0 0 6 8
C i n c i n n a t iO, H 4 5 2 21- 0 0 6 8
3 8 5 6M i d d l e t o nA v e .
, H 45220
513-478-3517
[email protected]
Kisha Radliff
Ohio StateUniversity
P A E SB l d g .A 4 5 8
3 0 5W . l T t r ' A v e .
C o l u m b u sO
, H 4 3 2 10 - 1 2 2 4
[email protected]
FrankJ. Sansosti
4 0 5 W h i t eH a l l
Kent, OH 44242
l s a n s o si @
t kent.edu
330-612-0059
Alex Thomas
MiamiUniversity
Departmentof EducationalPsychology
2 0 1 M c G u f f e yH a l l
Oxford,OH 45056
5t3-529-6624
4 1 0 7 B a r c l a yD r .
Port Clinton,Oll 43452
419-797-2504
T. SteuartWatson
MiamiUniversity
201 McGuffey Hall
Oxford,Ohio 45606
[email protected]
513-529-6621
RaymondWitte
Miami University
201 McGuffey Hall
Oxford,OH 45056
513-529-6611
[email protected]
8473 Old Shaw Way
WestChester,OH 45069
513-755-9427
206
Updated1l131201l
Appendix AA
Associates
Office
Home
Ann Brennan
OSPA,Directorof LegislativeServices&
Professional
Relations
1 0 4M i l l S t . S u i t eF
Gahanna.43230
6t4-414-5980
F A X : 6 1 4 - 4l 4 - 5 9 8 2
Ajbrennl0(Oaol.corn
OspaI 997(@aol.com
170 S. StanwoodRd
Bexley,OH 43209
614-23l-5536
BarbaraMurphy
ODE,Consultant
614-752-139'7
Ilarbara.
Murphy@)odc.statc.oh.us
3099 WaldenRavines
Columbus.OH 43221
BrendaStevens
O S P A - P r o f e s s i o nDael v e l o p m e nLt i a i s o n
HamilronCounry
EducationalServiceCenter
513-461-6989
schps-vchbren
da(0aol.com
fax513-523-1875
4265 Shollenbarger
Rd
O x f o r d ,O H 4 5 0 5 6
5\3-523-0269
(AFFIC Coordinator)
Valorie Wolcott-Mendelson
9 5 0 M i l l r i d g eR o a d
H i g h l a n dH t s ,O H 4 4 1 4 3
440-995-7211
v a l w m @ a d e l pi ah . n e t
9 1 0 6P r e l o gL a n e
Kirtland,OH 44094
440-256-t748
FredJay Krieg, PhD
MarshallUniversityGraduateCollege
100Angus E. PeytonDr
SouthCharleston.WV 25303
42 ext 2061
I -800-642-98
Fred.Krieg@Marshal
l.edu
207
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Appendix BB
RichI am attaching
the mostrecentmembership
listandthe constitution
As for the minules,I believedistribution
of that information
was
explainedin my previousemail.
WendyS. Cochrane,
Ph D., NCSP
AssociateProfessor& Coordinator
of SchoolPsychology
Program
Departmentof CounselorEducalionand SchoolPsychology
The University
of Toledo
2801W. BancroftStreet,MS#119
Toledo,Ohio43606
P h o n e( 4 1 9 )5 3 0 - 2 0 1 3
Fax(419)530-7879
From: RichardVanVoorhtsImailto:[email protected]]
Sent: Thursday,February25,2010 4:05 PM
To: Cochrane,
Wendy
Cc : tstephens(dssco.
org
Subject: Re: Responding
to your requestfor informationfrom IUC
D e a rW e n d y ,
Our projectdirector,Dr. Tom Stephens,continuesto request(from me) a copy of the list of
membersand guest memberswho are involvedwith the IUC SchoolPsychologyTrainersof Ohio, as
well as their affiliationwith the IUC. He would also like to see a list of those membersand auests
w h o a t t e n d e dt h e 2 / 3 / L Om e e t i n g ,a s w e l l a s t h e m i n u t e s .
I have sharedwith Dr. Stephensthat we (Ed Fiscusand I) as paid guest members were dis-invited
to the meetingat the last minute and we continueto be deniedaccessto this information. I am
copyinghim on this e-mail so that he can better understandthe interpretationof the
IUC Constitution,as I am not able to providefurther details.
T h a n ky o u
RichardVanVoorhis
D e a rW e n d y ,
Thank you for your response. I understandthe situationthat this puts you in, and as a fellow
" b u c k e y e "g r a d , I a m h o p i n gt h a t w e w i l l b e a b l et o d o s o m e w o r k t o g e t h e ri n t h e f u t u r e .
I trust as a guest member that I will be treatedas professionally
and fairly as other guest members
are treated, To that end, a list of membersand their statuswithin the IUC would be appreciated.
Furthermore,as a guest member, I understandthat it may be possibleto join the IUC list serve. I
would be most interestedin doing so. Finally,I would reallyenjoy readinga copy of the
IUC constitutionso that I can learn more about the responsibilities
involved. As I eventuallyhope
to have "full member" status as a schoolpsychologytrainerin Ohio, I look forward to beingable to
j o i n t h i s g r o u p i n t h e f u t u r e . I c e r t a i n l yw o u l da g r e et o c o m p r e h e n s i vaen d c o n s i s t e n t t r a i n i n g
practicesin the state of Ohio for school psychologists,
and I trust that the membershipunderstands
t hi s .
I am copyingthis responseto Dr. Tom Stephens,our projectdirector,so that he is aware of our
continuedwillingnessto be a part of the IUC, Our fiscalagent for this ODE project, as you may be
aware, is The SchoolStudy Councilof Ohio (SSCO). Additionally,as YSU has committedsignificant
r e s o u r c e tso o u r p r o g r a m ' sd e v e l o p m e not u r d e p t . c h a i ra n d d e a n so f o u r c o l l e g ea n d g r a d u a t e
208
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Appendix BB
schoolwill be copied/so that they understandthat we continueto be willingto be open and
transparentwith the IUC of SchoolPsychology
Trainersin Ohio. Finally,Ed Fiscuswill be copiedas
well, as he also has guest status (representingYSU). Additionally,there is the matter of the
"returned"institutionaldues that he is involvedwith. We appreciatethatthe minutesfrom the fall
meetingwere corrected,and Ed and I would appreciatea correctedcopy of the minutes.
Again,thank you for your professionalism,
and I look forwardto working with you, as well as all of
the other membersin the future.
Respectfully,
RichardVanVoorhis
R i c h a r dV a n v o o r h i sD . E d . N C S P
Assistant Professor
D e p t . o f C o u n s e l i n g& S p e c i a lE d u c a t i o n
Y o u n g s t o w nS t a t e U n i v e r s i t y
O n e U n i v e r s i t yP l a z a
Y o u n g s t o w n ,O h i o 4 4 5 5 5
O n 2 / 7 2 / 7 O1 2 : 5 7 P M ,C o c h r a n eW
, e n d yw r o t e :
Dear Rich,
In responseto your message on February 5tn, I will attempt to addresseach of your concerns. While I do
not speak on behalf of the entire IUC membership, I can offer my thoughts, based on my understanding of
the IUC and its procedures.
F i r s t ,t h e I U Cl s n o t a l e g a le n t i t y ; a l t h o u g hw e h a v ea C o n s t i t u t i o n
w,e a r e m e r e l ya c o l l a b o r a t i v e
networkof universityfacultyformedto promotehigh qualitygraduateeducationof schoolpsychologists
in
O h i o ,a n d t o a s s i s t h e O h i oD e p a r t m e notf E d u c a t i oinn i t s a d m i n i s t r a t i oonf t h e i n t e r nf u n d i n gp r o g r a m .
The IUC Constitutionspecifiesmembershiprequirements,
whichincludefacultyemployedby an Ohio
u n i v e r s i t yw i t h a S c h o o P
l s y c h o l o gpyr o g r a mI.n s t i t u t i o n adlu e sa r e p a i db y m e m b e ri n s t i t u t i o nosn l y a n d
individualduesby membersonly. Sincethere is no SchoolPsychology
programat YSUpresently,YSU
, o t m e m b e r so, f t h e I U C ,a n d n e i t h e ry o u ( a sa n i n d i v i d u a ln) o r y o u r
representative
a sr e o n l y g u e s t s n
u n i v e r s i t ya r e e l i g i b l ef o r m e m b e r s h i pa,c c o r d i ntgo o u r C o n s t i t u t i o nS.i n c ey o u i n d i c a t e d
in yourmessage
that YSUhad paid its dues,I contactedReneeregardingthis matter.She statedthat Ed provideoa
personalcheckfor YSUat the Novembermeeting.Reneehas not cashedthe checkand had plannedto
return it to you at the Februarymeeting.We will return it to Ed promptly.
I realizethat you were inconvenienced
by our decisionto not invite you to our meetinglast week,and I
a p o l o g i zaeg a i nf o r t h e l a t e n o t i c e W
. e h a v ei n c l u d e Y
d S Ur e p r e s e n t a t i v o
en
s o u r l i s t o f i n v i t e e sa s a
professional
courtesyin the pastfollowinga requestby Ed to attendand I know that you and other YSU
representatives
understandthat invitationsare at the discretionof IUC.Sinceyou have attendedas
g u e s t sa, n d a r e n o t m e m b e r so f t h e I U C ,m e e t i n gM i n u t e sw o u l dn o t b e f u r n i s h e dt o y o u , n o r w i l l w e
providea list oFmembersand non-members
who were invitedto attendall or part of the meetinq.
As you requested,I readaloudyour letter to the IUC,and madeone copyavailablefor membersto
review,if they so chose.WhileI'm not sure I wouldagreethat you havea "right"to know if there were
any commentspertainingto your letter of February2nd, you did indicatein your messagethat you were
opento hearingthe thoughtsof IUC members,someof whommay wishto sharethosethoughtswith you
personally.As I recall,there was very mtnimaldiscussion
of your message.
The IUCdid not formulatea
responseto your message;if we had doneso, we certainlywouldhave sent it to you.
209
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Appendix BB
for new degreeprograms,as you
The OhioBoardof Regentshas a processfor approvingproposals
obviouslyknow,and someIUC memberswill undoubtedly
be askedby their universitiesto offercomments
on the YSUPDPthat has now beendistributed.Thosecommentswill be submittedon behalfof
universities,not the IUC.I knowthat thesecommentsultimatelywill be submittedto YSUso officialscan
decidewhetherto formulatea mmprehensiveprogramproposal.I do not know what specificconcernsor
objectionsindividualuniversitiesmight raise,and I do not expectthe IUCto be askedfor its responseto
the PDP.However,I can tell you that the aspectof YSU'sproposalthat is of particularconcernto the IUC,
givenour missionas describedabove,is its impacton the intern program.It wouldbe irresponsible
of the
I U Ct o i g n o r et h i s i s s u e a
, s I k n o wy o u w o u l da g r e e .O t h e rc o n c e r nas r e a m a t t e rf o r i n d i v i d u apl r o g r a m s
, n d f o r i n d i v i d u aul n i v e r s i t i et so c o n s i d e ra,n d t h e O B O Rp r o c e d u r e
t o d i s c u sa
s m o n gt h e i r f a c u l t y a
providesampleopportunityfor thoseconcernsto be expressed.
Finally,the "misquote"in the IUC meetingminuteswas correctedas requestedby Ed.
Respectfully-
Ph.D, NCSP
WendyS. Cochrane,
Program
Associate
Professor
& Coordinator
of SchoolPsychology
Department
of Counselor
Education
andSchoolPsychology
TheUniversity
of Toledo
2801W. Bancroft
Street,MS#1'19
Toledo,Ohio43606
(419)530-2013
Phone
Fax(419)530-7879
R i c h a r dV a n V o o r h i D
s . E d .N C S P
AssistantProfessor
D e p t .o f C o u n s e l i n &
g S p e c i aE
l ducation
YoungstownState University
One UniversityPlaza
Youngstown,Ohio 44555
I
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210
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Appendix CC
D a t eT: u e , O 2 F e b 2 0 1 O 1 5 : 1 4 : 4 5 - O 5 O O
F r o m :" C o c h r a n e ,W e n d y " < W e n d y . C o c h r a n e @ u t o l e d o . e d u B
> l o c kA d d r e s s
r o : t ' E d w a r dD F i s c u s " < e d f i s c u @ b g s u . e d u >" R i c h a r dV a n V o o r h i s "< r w v a n v o o r h i s @ y s u . e d u >
c c : " 1 n 1 " . U n ' v e r s i t yC o u n c i lo f S c h o o lP s y c h o l o g yT r a i n e r s "< I U C @ L I S T S E R V . K E N T . E D U >
s u b t e cW
t : e d n e s d a yI U C m e e t i n g i n C o l u m b u s
.i] nepty
. if ReplyAll
. g] rorward
n] nrint
tJ Detete
Ed & Rich
As you know,the programdevelopmentproposalfor YSU was disseminated
to the variousuniversities
on Friday.Manyof the school
psychfacultylearnedof this today. In lightof this event,the IUC membershavedecidedto holda closedmeetingtomorrowin Columbus.
I will contactyou in the nearfuturewith any informationIUCwishesto sharefrom the meetingand to provideyou with information
about
the April meeting.
Pleaseconfirmthat you receivedthe message.
Respectfully,
WendyS. Cochrane,
Ph.D.,NCSP
AssociateProfessor& Coordinatorof SchoolPsychologyProgram
Departmentof CounselorEducationand SchoolPsychology
The University
of Toledo
Toledo,Ohio43606
Phone(419)530-2013
Fax(419)530-7879
;l nep[
:: J
Repty All
1] Forward
G] p.int
li
Detete
C o p y r i g hOt S u n G a r dH i g h e rE d u c a l i o n
1 9 9 8- 2 0 1 0 .
SUHGAHD'
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Appendix CC
D a t ew: e d , 1 4 A p r 2 o 1 o 1 0 : 5 2 : 5 4 - O 4 O O
F r o m ": C o c h r a n e ,W e n d y " < W e n d y . C o c h r a n e @ u t o l e d o , e d u B
> l o c kA d d r e s s
T o : ' r R i c h a r dV a n V o o r h i s "< r w v a n v o o r h i s @ y s u . e d u >
subject:
April IUC meeting
.11nepfu
. 0 Replyall
. gJForward
$ erint
l:f Detete
Ricfr
To makesure there is no misunderstanding
aboutplansfor the lL.lCmeetingheldin conjunction
with SpringOSPA and invitations
to
non-members
to attend,I wantedto let you know that sincethe YSU PDPfor a schoolpsychprogramis now in the formalRACGS
reviewprocess,we will not be invitingyou to attend.lssuesrelatedto the programare best handledthroughthe approvalprocess.I do
apologizeagainfor the late notification
regardingthe Februarymeeting.I hopemy notification
regardingattendancefor this meetingis
timelier.
Respectfully-
WendyS. Cochrane,
Ph.D.,NCSP
AssociateProfessor& Coordinatorof SchoolPsychologyProgram
Departmentof CounselorEducationand SchoolPsychology
The University
of Toledo
Toledo,Ohio43606
Phone(419)530-2013
Fax(419) 530-7879
Ll Reply
.: 'rl Reply All
. il Forward
6$ erint
lj
oetete
C o p y r i g hOt S u n G a r dH i g h e rE d u c a t i o 1
n9 9 8 - 2 0 10 .
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:
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Appendix DD
Clarification of The YSU Full Proposal’s Complete Responses to the Program
Development Plan Feedback
The full proposal does not attend to the many concerns that were provided as responses
to the original PDP. While a few elements of concern were addressed cursorily within the
context of the full proposal, there is no indication that all of the items were addressed with a
level of detail necessary to render a full determination of the validity of the proposed program.
This is of major concern, considering some of the elements of the initial proposal were critical.
YSU Response
Specifically, the KSU reviewer claims that certain PDP questions were not completely
addressed by the YSU Full Proposal; however, this is inaccurate. The following table provides
information regarding how and where these questions were fully addressed in the FP:
Q. #
PDP Feedback, KSU Comments
Response
Evidence of academic faculty/expertise in
the specialty areas being proposed, as
evidenced in both clinical and research
domains of the members‟ CVs.
Evidence that the only region in Ohio
currently underserved is in Southeast
Ohio where YSU expresses no interest or
resources.
Faculty vitae were included (See FP Appendix L) as
well as Faculty Information, FP, pp. 17-21.
7.
Addressing the „supply-and-demand‟ for
school psychologists in the YSU
catchment area when data suggest a
declining need for such trainees.
Based on the 2010, YSU Needs Assessment and
other empirical data included in the FP (Regional
Needs, pp. 33-42), the FP did demonstrate a
regional need. As the response document describes,
the KSU reviewer inaccurately describes regional
population data.
8.
The dual issues of duplication of
programs and saturation of the jobmarket.
Regarding programming options, please refer to FP
Statewide Alternatives, Programs Available at other
Institutions, and Appropriateness of Specific Locale
for the Program FP, pp. 54-62. Regarding job
market opportunities, please refer to FP
Employment Opportunities, Scope, and Impact of
Retirement in Ohio Sections, FP, pp. 31-52.
4.
6.
1
Based on the 2010, YSU Needs Assessment and
other empirical data included in the FP (Regional
and State Needs, pp. 33-46), the FP did demonstrate
a statewide and regional need. Also, see page 59,
regarding YSU‟s interest in working with the state
system to address underserved areas (including the
needs of southeastern Ohio). The statewide need is
expected to be heightened with the projected BGSU
school psychology program closure.
213
Appendix DD
10.
The existence of an established provider
of higher-education opportunities in the
proposed specialty-focus at all graduate
levels at KSU, only 42-miles distance.
Please refer to FP Statewide Alternatives, Programs
Available at other Institutions, and Appropriateness
of Specific Locale for the Program, FP, pp 54-62.
Also, YSU‟s proposed service area includes Ohio
SST regions 5,9, and 12. The YSU proposed
service area covers a wide geographic region and
many distances would be much greater than 42
miles from KSU. Furthermore, when factoring
YSU‟s commitment to serving under-represented
areas, this only lengthens these distances to KSU.
11.
A lack of collaboration with other
programs in the creation of the initial and
final proposals.
This was fully addressed in the Full Proposal, See
Opportunities for Inter-Institutional Collaboration,
FP, pp. 62-64. Actually, as reported in the FP, it
was at the IUC‟s request to end collaboration with
YSU representatives until full program approval.
Certain institutional programs individually
collaborated with YSU faculty. As the response
document indicates, University of Akron was also
willing to collaborate in these processes.
15.
Technically-adequate, recently-collected
data to support claims of future
employment sources for trainees.
Again, please refer to the empirically based 2010
YSU Needs Assessment Data, as well as Impact of
Retirement at the regional, state, and national levels
(FP pp. 31-52).
Claims that the addition of a further
program will „unbalance‟ the internfunding mechanism and particularly the
base-number of students required at each
of the existing Ohio
Universities.
This was clearly discussed in the FP and a chart was
provided (See FP, Table 15, Number of Interns
Trained in Ohio 1992-projected 2011). This table
shows the training numbers since 1995 through
estimated 2011. YSU will not “unbalance” the
intern funding numbers as BGSU is projected to
close their program and Marshall University from
West Virginia has absorbed a number of paid
internship units in Ohio since 1993 with 9 units
requested for 2011 (at approximately $28,000 per
intern based on KSU‟s figures). This is also
explained further in the Response Document that the
IUC has consistently had difficulties meeting their
projected number of “100” interns per year to meet
the demand for Ohio school psychologists.
18.
As demonstrated by the above table, YSU faculty did in fact cover these specific items in
their Full Proposal. Furthermore, the KSU reviewer now adds a number of questions that were
not part of the KSU original response to the YSU Program Development Plan. It is possible that
the KSU reviewer misinterpreted the RACGS process, and may have included PDP comments
from other institutional reviewers. Should this be the case, this again violates the independent
review process that RACGS utilizes to reduce bias. For the reader, the following table includes
2
214
Appendix DD
YSU‟s responses to fully answer these new questions. For the new questions that have been
covered fully in the Response Document, these are noted accordingly and do not warrant
duplication.
Q. #
1.
2.
3.
5.
9.
12.
13.
3
KSU, New Question
Response
Recommendations that the proposed
coursework include: Interventions with
Culturally Diverse Students (other than
intellectual limitations); Early Childhood
Development; Crisis
Intervention; Instruction and
Development of Cognitive/Academic
Skills; School and Systems Organization,
and Policy Development.
Mention of whether applicants with a
teaching background and an active
teaching license would take different
courses than those without that credential.
Although course titles would naturally be
different than other school psychology program
coursework, the YSU curricula was developed
using NASP (2010) standards. Curricula and
objectives cover areas as described by the KSU
reviewer (See attached syllabi and NASP tables,
Appendices H-K)
The requirements upon students for
demonstrating success in the Praxis
Examination for School Psychologists.
This is a requirement for Ohio Licensure, and not
a requirement for degree. However, during the
internship year candidates are encouraged to take
the PRAXIS exam, and PRAXIS related
information will be reviewed during the
internship seminar to help candidates prepare for
this important exam.
Addressing the claim that low-salaries
rather than insufficient numbers of
candidates is the real reason why
superintendents support an additional
program.
The fixed-number of applicants from
„place-bound‟ students in the northeast
Ohio region
This very questionable and speculative claim has
been fully addressed in the YSU Response
Document.
Confirmation that YSU graduates will
„pay-back‟ to Ohio their fundedinternship through employment in Ohio
schools (as all other Ohio programs
require).
YSU plans on following the Ohio internship
guidelines which include a signed “Statement of
Understanding” that the YSU “Ohio trained”
interns agree to provide at least one year of
service as a school psychologist in the schools of
Ohio subsequent to the successful completion of
the supervised internship.
The impact of several nearby Western PA
universities also engaged in school
psychologist preparation.
YSU proposes a new Ohio program, not a new
program for Pennsylvania. This is fully covered
in the Response Document (See Statewide
Alternatives).
This previously was an ODE requirement for
non-teachers entering school psychology
programs but this requirement lapsed over five
years ago. This has been covered in the
Response Document (See Curricula).
YSU plans to recruit regional, statewide,
national, and international students. It is an
assumption that applicants are „place-bound‟.
215
Appendix DD
14.
16.
17.
4
The policy of the National Association of
School Psychologists that actively
discourages specialty training at the
specialist-level.
A response to the unanimous resolution of
the Inter-University Council of School
Psychology Programs that opposes the
development of another program in the
state primarily based on the rationale that
there is not a demonstrated need for an
additional program, particularly in the
northeast Ohio region.
This is not the case, and is fully covered in the
Response Document (See Program Emphasis,
Low Incidence Disabilities).
A plan for the recruitment of highly
qualified faculty given the national
shortage of school psychology faculty,
and particularly as it relates to recruiting
faculty with the low incidence
specialization.
Appropriate faculty qualifications are fully
included in the Response Document for three
current faculty members (See Faculty
Competency, Experience, and Number of
Faculty). The recent school psychology faculty
search conducted during the 09-10 academic year
yielded a number of interested and highly
qualified applicants.
This very questionable resolution is not only
inaccurate, there are no signatures and it
definitely was not unanimous. This is fully
covered in the Response Document (See
Collaboration Efforts).
216
Appendix EE
US News & World Report
The 50 Best Careers of 2011
Consider these high-opportunity jobs as you look for your
next paycheck
By Alexis Grant
POSTED: December 6, 2010
It pays to be smart when choosing your career, particularly now that the job market is (slowly)
improving. With the recession officially over, anyone who's out of work or eager to change jobs
is on the lookout for opportunities. But where, exactly, are the jobs? Which occupations offer
decent salaries, quality of life—and are likely to stick around for the next decade?
Our list of 50 Best Careers answers those questions. We've highlighted dozens of highopportunity professions—careers you may want to consider as you decide where to look for your
next paycheck. Based on job-growth projections, salary data, and other factors like job
satisfaction, these occupations span a variety of industries, so you can find the right position for
you no matter what your interests.
What's new on the list this year? Several of our picks reflect the recent uptick in the economy,
while others are long-time contenders that finally muscled their way onto the roster. With an
aging baby boomer generation, healthcare continues to make a strong showing. All of the
healthcare jobs on last year's list have made the cut again this year, plus two new positions:
massage therapist and athletic trainer. While the field of athletic training doesn't offer the sheer
number of positions as nursing or dental hygiene, it outranks nearly all other healthcare
occupations for expected job growth.
[See Tips for Landing Jobs on Our List.]
Technology positions also account for a good chunk of our top-choice careers. Computer support
specialist joins the ranks this year with upward trending employment numbers. Education
administrator, which ranked particularly high for job satisfaction, made it onto our lineup of
social service jobs. In the business category, we added sales manager, an occupation that's
making a comeback along with the economy.
On our creative and service jobs list, heating, air conditioning, and refrigeration technician is
new this year, largely because of its high expected job growth. Interpreter/translator, an
occupation that's increasingly in demand as a result of globalization, also made the cut.
To come up with this year's list, U.S. News considered job-growth projections from the Labor
Department, estimates for 2008 to 2018, the most recent data available. We narrowed it down to
occupations that are expected to add jobs at an above-average rate over the next decade, as well
as those that provide an above-average median income. Sales manager makes the highest median
annual salary on our list, nearly $97,000. Computer software engineer, physician assistant,
217
Appendix EE
meteorologist and education administrator all bring in median average salaries in the mid$80,000 range.
We also considered, where possible, data on job satisfaction, turnover, and impending
retirements, which crank up openings in jobs that may have only slightly above-average
employment growth. We talked with labor and industry experts as well, gathering anecdotal
evidence about employment prospects and job satisfaction. We excluded careers that lack a
statistically significant number of positions and therefore provide opportunity for only a small
number of workers. When necessary, we favored jobs that would help diversify our list in terms
of category and educational requirements, since not everyone wants to work in healthcare or go
to school for six years.
[See 10 Smart Ways to Use Social Media in Your Job Search.]
Most of the jobs that were cut from the list this year showed a higher-than-average
unemployment rate or shrinking employment numbers during the last few quarters. From the
creative and service jobs category, funeral director, plumber, security system installer, and
landscape architect got the boot. In business, we cut market research analyst, loan officer, and
cost estimator.
Of course, no one job is best for everyone, and everyone has their own ideas about what makes a
job great. "You have to like what you're doing or you're not going to be successful at it," says
Emily Bennington, who helps college graduates transition into careers through her company,
Professional Studio 365. At the same time, "if you're not getting paid to do it, you're not going to
love it for very long."
Qualities that make a job desirable also change with the times and circumstances. Tom Smith,
director of the General Social Survey, conducted by the National Opinion Research Center at the
University of Chicago, expects his next set of job-satisfaction data to show that workers value
stability more than they did before the recession. "Occupations that have greater job stability
perhaps have improved in the public's evaluation," he says.
[For more career advice, visit U.S. News Careers, or find us on Facebook or Twitter.]
Even as hiring picks up, the odds can seem daunting to job seekers. In a struggling economy with
a 9.6 percent unemployment rate, competition is stiff even for some jobs that made our list. For
every job opening in September, there were about five unemployed people, according to the
Labor Department. While that's an improvement from 6.2 people for every job opening in
November 2009, the most recent peak, "it's still a very tough job market," says Steve Hipple, an
economist at the Labor Department. During the three years before the recession, the rate
averaged 1.7 unemployed people for every job opening.
Others like John Challenger, CEO of outplacement company Challenger, Gray & Christmas, are
more optimistic. "The whole environment has changed," says Challenger, who talks daily with
companies that are hiring, as well as job seekers. "(It's) certainly not gang-busters by any means
... but it feels like springtime compared to last year's winter in the job market."
218
Appendix EE
Whether you're out of work or your job has simply fallen out of favor, you'll likely find an
occupation on our list that suits you. For each profession, we've offered a summary of what you
can expect on the job, as well as advice from hiring managers and people who work in that
industry about how to land one.
Here's our list of the 50 Best Careers of 2011—click each job to learn more:
Business Jobs:
• Accountant
• Actuary
• Financial adviser
• Financial analyst
• Logistician
• Meeting planner
• Public relations specialist
• Sales manager
• Training specialist
Creative and Service Jobs:
• Commercial pilot
• Curator
• Film and video editor
• Gaming manager
• Heating, air conditioning and refrigeration technician
• Interpreter/Translator
• Multimedia artist
• Technical writer
Healthcare Jobs:
• Athletic trainer
• Dental hygienist
• Lab technician
• Massage therapist
• Occupational therapist
• Optometrist
• Physician assistant
• Physical therapist
• Physical therapist assistant
• Radiologic technologist
• Registered nurse
• School psychologist
• Veterinarian
Social Service Jobs:
• Clergy
• Court reporter
• Education administrator
• Emergency management specialist
• Firefighter
219
Appendix EE
• Marriage and family therapist
• Mediator
• Medical and public health social worker
• Special-education teacher
• Urban planner
Technology Jobs:
• Biomedical engineer
• Civil engineer
• Computer software engineer
• Computer support specialist
• Computer systems analyst
• Environmental engineering technician
• Environmental science technician
• Hydrologist
• Meteorologist
• Network architect
Best Careers 2011: School Psychologist
As one of the 50 Best Careers of 2011, this should have
strong growth over the next decade
By Ben Baden
POSTED: December 6, 2010
The rundown:
The line between educational success and failure is thick: High school dropouts earn just a
fraction of what students with bachelor's and advanced degrees earn. As thick as the divide is, its
causes are complicated. As a school psychologist, it's your job to find the physical,
psychological, social or emotional issues that prevent students' success and craft a systemic
solution that generally involves the student and the student's family, caregivers, and teachers.
Although you may be working with limited resources and overstretched teachers, it's your job,
for example, to ensure that a student who has just lost a parent to cancer can get the support he or
she needs, or that a student's drug addiction isn't ignored. Programs and solutions are monitored
and reworked with the help and input of parents and teachers.
[See a list of The 50 Best Careers of 2011.]
The outlook:
The Labor Department projects that the number of jobs held by clinical, counseling, and school
psychologists will jump 11 percent between 2008 and 2018, creating 16,800 more positions. The
growth is expected to be particularly strong in schools (as well as in hospitals and mental-health
centers, among others) thanks to increased efforts to provide mental-health services to students.
220
Appendix EE
Money:
Median earnings for school psychologists were $66,040 in 2009. Annual earnings range widely,
from less than $40,000 to more than $109,000. Psychologists in private practice tend to earn
more.
Upward mobility:
Psychologists may head into academia or into private practice. In fact, more than a third of
clinical, counseling, and school psychologists are self-employed. When you hang your own
shingle, pay will be higher, and you'll be able to set your own schedule.
Activity level:
Average. You might be observing a class or meeting with a student, but your days won't call for
much (physical) heavy lifting.
[See a list of the best healthcare careers.]
Stress level:
Sometimes high. You're working with a lot of variables: the students, the teachers, the parents,
the school district and its budget—and when interests clash or progress stalls, your days can get
stressful.
Education and preparation:
This is a career that requires intensive education. Most states require school psychologists to
have earned a specialist degree in school psychology—through about three years of graduate
study, including a one-year internship—or its equivalent. Some school psychologists choose to
get doctorates.
[Find online degree programs in education.]
Real advice from real people about landing a job as a school psychologist:
Before applying to graduate school, think carefully about where you want to live in the future.
"If you do know where you think you want to live, try to go to graduate school there," says
Kathy Cowan, communications director at the National Association of School Psychologists.
Chances are that you're going to work in the area where you choose to go to graduate school
because universities generally have feeder systems that funnel you into local school districts.
When interviewing for jobs, Cowan says to make sure you have a detailed portfolio of all the
work that you've completed during your internship. It's also important to be able to articulate
how you support the mission and purpose of the schools where you're interviewing.
221
222
References
Abshier, D. W. (2008). Regional differences in demographic characteristics, professional
practices, and employment conditions of school psychologists across the United States
(Unpublished doctoral dissertation). University of South Florida, Tampa, Fl.
Baden, B. (2010). US News and World Report Best Careers 2011: School Psychologist.
Retrieved from http://money.usnews.com/money/careers/articles.
Cole, C. L., & Shapiro. E. S. (2005). Perceptions of trainers and practitioners regarding
assessment and intervention for students with low incidence disabilities. Psychology in
the Schools, 42, 677-689.
Charvat, J. L. (2005). NASP study: How many school psychologists are there? Communiqué,
33(6).
Curtis, M. J., Lopez, A., Batsche, G. M., Minch, D., & Abshier, D. (2007). School psychology:
national and regional demographic characteristics, professional practices, employment
conditions, and continuing professional development. Paper session presented at the
meeting of the National Association of School Psychologists, New York, NY.
Curtis, M. J. Lopez, A. D., Castillo, J. M., Batsche, G. M., Minch, D., & Smith, J. C. (2008). The
status of school psychology: Demographic characteristics, employment conditions,
professional practices, and continuing professional development. Communiqué, 36(5),
27-29.
Mcloughlin, C. S. & Noltemeyer, A. (2009). Appraising school psychology's past, present and
future: An essay review. Education Review, 12(11). Retrieved 5/15/11 from
http://edrev.asu.edu/essays/v12n11index.html
223
Miller, D. C., Maricle, D., & DeOrnellas, K. (2009). Brief report. A follow-up survey to the
question: Is it time for our organization to recognize subspecialties within school
psychology. Communique’, 37(5), 23-24.
National Association of School Psychologists (2007). School psychology, A career that makes a
difference [PowerPoint slides]. Retrieved from
http://psychweb.psy.umt.edu/www/documents/NASPpowerpoint.ppt
Ruiz, B. L. & Sansosti, F. J. (2011, April). Computer-Assisted Interventions for Students with
ASD within School-based Contexts: A Quantitative Synthesis of Single Subject Research.
Poster session presented at the Ohio School Psychologists Association Spring
Conference, Columbus, Ohio.

Response Document Proposal for the M.Ed. in Intervention Services

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