Periodically, program faculty adopt policies to clarify decisions that may directly affect students. The following policies have been enacted by the program after consultation with students:
Policy on Grading
Student proficiency is graded by letter grades as follows: A indicates superior attainment, B indicates average attainment, C indicates below average attainment, D indicates far below average attainment. Grades of B will be assigned to students who demonstrate mastery of the curriculum content but whose performance is not exemplary. Grades below B will be assigned when students do not demonstrate mastery.
Adopted by Program Faculty, November 19, 1998 Endorsed by the Executive Committee of the Graduate Organization of School Psychology Students (now SASP), July, 1999
Policy on Plagiarism
Note: Plagiarism is a serious ethical violation. Any attribution of another’s work as one’s own without appropriate credit is considered plagiarism. This applies whether information is obtained from print, presentation, or electronic sources.
Adopted by Program Faculty, November 19, 1998 Endorsed by the Executive Committee of the Graduate Organization of School Psychology Students (now SASP), July, 1999
Policy on Field Experience
Although it is the program's preference that students finish all their Field Experience requirements during the first year of course work, students are required to complete the following field experience activities prior to beginning Year 2 Practica:
- Shadow a school psychologist
- Observe the following age groups in a school setting: 3-5 years, 6-9 years, 10-15 years, and 16+ years
- Observe an IEP meeting
- Observe a MFE/ETR team
- Observe a program for children with ED
- Observe a program for children with SLD
- Observe a program for children with low incidence disabilities
- Observe a program for children with physical disabilities
The instructor of record for Field Experience will verify that these experiences have been completed by the beginning of the Fall semester in which the students is enrolled in Practicum.
Adopted by Program Faculty, November 9, 2000 Endorsed by the Executive Committee of the Student Affiliates in School Psychology, February 7, 2001
Policy on Sequence of Courses
Beginning with the Spring, 01 semester, students may not enroll in Year 2 coursework prior to completion of Year 1 coursework unless an exception has been agreed to by the student's advisor and the course instructor, and (b) the student, advisor, and course instructor each sign a memo of understanding that outlines the ramifications of the early enrollment, which may include an increased need for self-study in prerequisite areas.
Adopted by Program Faculty, November 9, 2000 Endorsed by the Executive Committee of the Student Affiliates in School Psychology, February 7, 2001
Passing Score on NTE Praxis Exam
A score on the Praxis Examination for School Psychologists that meets or exceeds the passing score specified by the Ohio Department of Education is necessary in order to apply for the provisional license as a school psychologist in Ohio. The program and SASP have adopted the following policy on passing the NTE Praxis Exam:
"It is the program's intent that graduates will be eligible for relevant credentials, including the Ohio Department of Education provisional license as a school psychologist and the NSCP, both of which require specific cut-off scores on the NTE praxis exam. However, attainment of a specific score on the NTE praxis will not be required to receive the Ed.S. degree."
Adopted by Program Faculty, November 9, 2000 Endorsed by the Executive Committee of the Student Affiliates in School Psychology, February 7, 2001
Policy for Addressing Concerns about Student Performance or Functioning
Guidelines for Teaching/Student Mentorship
The following guidelines for faculty in the School Psychology program were approved to promote high standards for teaching and student mentorship.
It is expected that faculty will:
- maintain scheduled class meeting times and posted office hours;
- be physically or "virtually" available to students at other times, under special circumstances (e.g., clinical supervision, dissertation advisement);
- maintain currency in their disciplines;
- be prepared for instruction and mentorship responsibilities;
- establish and convey expectations for student performance that possess rigor that is consistent with the level of instruction and the norms of the discipline;
- provide timely feedback to students about their performance;
- interact and communicate with students in a respectful manner;
- use information from instruction and data from formative evaluations to enhance instruction;
- provide instruction/mentoring that supports students in mastering identified course/program objectives, as demonstrated by satisfactory grades and culminating goals, including passing praxis;
- mentor students into the role of scientist-practitioners by involving students in conducting original research and literature-based applied activities.
Approved by School Psychology Program Faculty, April 18, 2002
