500

The course examines cultural, socioeconomic, and ethnic variables that impact interventions in schools with multicultural students. Through readings, discussions, inquiry, and field activities, candidates examine cultural factors that foster understanding of learners, deepen cultural awareness of self and others, and increase cultural competence necessary for performing ethical school psychological practices. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course provides beginning School Psychology students an introduction to the field from historical and contemporary perspectives. The class explore topics/issues seminal to the field including the role of school psychologists in promoting positive development and early intervention using research-based practices and the interaction of law, ethics, and culture in assessment and decision making and intervention. Students take this course concurrently with SPY 560, School Psychology Practices and Principles Practicum to link class topics to real life practice in schools. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program. Co-requisite(s): None. 2 semester hours

The Family, School, Community Partnerships (SPY 510) course focuses on culturally responsive and evidence-based strategies to build collaborative relationships between families, schools, and communities to assist all students within a multi-tiered system of supports (MTSS). Learners will have the opportunity to interview families, create family resources, apply collaborative strategies to develop partnerships, attend family events at school, and practice using an evidence-based family program. Learners will identify strategies for creating equitable school environments for students and families as well as describe student development from a cultural-ecological perspective. Pre-requisite(s): Admission to the Ed.S. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

Candidates will learn about the theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research. The purposes of assessment and decision making will be covered and psychometrics of various published norm-referenced tests (PNRT's) will be analyzed. Administration and scoring of various PNRT’s will be taught and practiced as part of the course. Candidates will be introduced to the four assessment methods: Review, Interview, Observe, Test (RIOT), and the four assessment domains: Instruction, Curriculum, Environment, and Learner (ICEL) in an ecological approach to evaluation. Applications of basic measurement skills will be required in a school setting. Pre-requisite(s): Admission to the Ed.S. School Psychology Program or permission of program coordinator. Undergraduate introduction to statistics course recommended. Co-requisite(s): None. 3 semester hours

Candidates will learn about the theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research. The purposes of assessment and decision making will be covered and psychometrics of various published norm-referenced tests will be analyzed. This is a residency class where the candidate is expected to come to a three-day weekend at the Tampa Campus in order to receive an introduction to cognitive and academic standardized tests and supervised guided practice in testing principles and techniques. Candidates will be introduced to the four assessment methods Review, Interview, Observe, Test (RIOT) and the four assessment domains: Instruction, Curriculum, Environment, Learner (ICEL) in an ecological approach to evaluation. Pre-requisite(s): Admission to the Ed. S. School Psychology Program or permission of program director. Undergraduate introduction to statistics course recommended. Co-requisite(s): None. 3 semester hours

The Universal Promotion of Social, Emotional, and Behavioral Skills (SPY 518) course focuses on providing social, emotional, and behavioral programming and supports to all students at the school-wide, universal level (i.e., Tier I). This course addresses the selection, implementation, and evaluation of evidence-based and culturally responsive social-emotional learning (SEL) programs and positive behavioral interventions and supports (PBIS) from a developmental-ecological perspective. The course includes the promotion of mental health and development of safe, supportive, and culturally responsive school climates for all students. Pre-requisite(s): Admission to the Ed.S. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This course focuses on examining, implementing and evaluating effective school wide practices with an eye to improving district, school, and student outcomes. The course addresses the analysis of district and schoolwide data for student learning, demographics, and of school climate. It also examines the school processes for curriculum decision-making and intervention. Students will learn assessments and related differentiated instruction techniques to ensure equitable outcomes for all students. The course includes focused instruction on identifying and addressing educational needs of English learners. Pre-requisite(s): Acceptance into the School Psychology Graduate program and/or approval from program chair. Co-requisite(s): None. 3 semester hours

Students will learn an ecological assessment approach designed to prevent and remediate learning problems in a multi-tiered service delivery model. Building on basic psychometric practices, students will learn educational assessment practices within a Review, Interview, Observe, and Test (RIOT) approach for basic skills screening, progress monitoring, and intervention planning. This course includes a practicum component, which requires a minimum of seven hours per week in a school. Pre-requisite(s): Admission to the Ed.S. School Psychology Program; and SPY 514 or equivalent or permission of program coordinator. If not admitted to the School Psychology Program, permission of the School program coordinator. Co-requisite(s): None. 3 semester hours

Candidates will learn and apply research-based instruction with diverse learners across grades and content areas. Clear guidelines for identifying key concepts, strategies, skills, and routines to differentiate instruction and ensure a positive learning environment will be explored. Candidates will learn how to design and deliver effective lessons. Candidates will analyze the relationship between research-based principles and contemporary curricula, instructional practices, and assessment tools. Application of diagnostic assessment and research-based instruction will be required in a school setting. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

Candidates will learn and apply research-based reading, math, and writing interventions across grades. Analysis of intervention materials used as part of a tiered service will be conducted. Candidates will assess students for instructional planning prior to beginning instruction and monitor progress while teaching their intervention groups. Candidates will be required to apply course content at a school-based practicum site. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; SPY 541 or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This is the second of a two-course series in prevention and intervention for behavioral health in the schools. This course examines psychopathology in childhood and adolescence as it impacts cognitive and social-emotional and behavioral functioning in school, family and community contexts. Candidates will critically examine evidence-based knowledge about etiology, essential features, and effective prevention and intervention strategies for psychopathologies from an integrated diversity, genetic, neurophysiological, and social perspective. Medical, psychosocial, and multi-tiered systems of support models of prevention and intervention will be addressed with an emphasis on treatment applications in school settings. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; and SPY 508 and SPY 518 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This course focuses on providing specialized and targeted assessment and intervention planning for students who have complex educational needs from birth to age 22. The course addresses specialized assessment techniques and programming practices to identify and address unique learning and behavior needs. The needs of specialized populations include students with autism spectrum disorder, hearing/vision impairments, low incidence disabilities, and multiple disabilities. Developmentally appropriate practices to identify educational needs and interventions from age birth through kindergarten and transition to post-secondary are highlighted. Pre-requisite(s): Acceptance to School Psychology graduate program or approval from program chair. Co-requisite(s): None. 3 semester hours

Candidates apply research tools and strategies of problem investigation to the formulation of original small-scale research proposals and plans for program evaluation relevant to Educational and School Psychology that embody acceptable standards of reliability, validity, and ethics. Candidates develop sound and testable research questions and hypotheses conduct an abbreviated literature review, and use quantitative and qualitative data collection and analysis techniques. These techniques may include measures of central tendency and dispersion, measurement error, correlation, t-tests, analysis of variance, factor analysis, chi-square, meta-analysis, observation, interviewing, case study, and questionnaire construction. Pre-requisite(s): SPY 524 or equivalent course consent of program coordinator. Co-requisite(s): None. 2 semester hours

Candidates learn to administer, score, and interpret cognitive tests in the context of accumulated research on their utility in educational decision making, especially as part of special education eligibility. In addition to technical skills, candidates review the psychometric limitations in many elements of cognitive test use, including an ill-defined construct, reliability of difference scores, and consequential validity. Pre- requisite(s): SPY 524 or equivalent. Admission to the School Psychology Program. Co-requisite(s): None. 3 semester hours

This course is an introduction to the conceptual and empirical issues underlying the science of behavior and allows students to practice interpreting articles from the behavior analytic literature. Students will learn basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change. This course includes a practicum experience component, which requires a minimum of seven hours per week a school setting to apply the basic concepts of science and Pre-requisite(s): Admission to the Ed.S. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

The Ethical, Legal, and Professional Issues in School Psychology (SPY 540) course enables candidates to learn about ethical standards from the National Association of School Psychologists (NASP, 2020), educational law with emphasis on special education, and current professional issues. Candidates will use the NASP ethical problem-solving model for responding to ethical-legal challenges in schools and case studies. Candidates will identify social justice issues in the schools, advocate for the rights of students and families, and promote systems level change for diversity, equity, and inclusion. Pre-requisite(s): Admission to the School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hour

This is the first course in a three-term sequence examining theories and practices of school-based consultation. Over the course of three terms, candidates explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Through lectures and field activities, candidates will acquire and practice consultation skills in a school setting. In the first course of the sequence, the focus will be on collaborative problem-identification and the beginning stages of problem solving. Candidates will exit this course with a thorough understanding of the problem solving process, and, more importantly, how this process can be used to successfully address student concerns through consultation with teachers, parents, and administrators. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Pre-requisite(s): Admission to the Ed.S. or Ed. D. School Psychology Program. Co-requisite(s): This course must be taken concurrently with SPY 565. 3 semester hours

The purpose of this course is to facilitate the development of assessment skills and techniques focused on the social-emotional and behavioral functioning of children and adolescents. An emphasis will be placed on assessment of children in the school setting as well as an introduction to linking assessment to intervention. Developmental, diversity, and urban issues related to assessment with children will also be addressed. There is a field experience connected with this course. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; and SPY 518, SPY 528, and SPY 562 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

The Social-Emotional, Behavioral, and Mental Health Interventions in Schools (SPY 550) course enables candidates to learn about evidence-based group interventions for supporting students’ social-emotional, behavioral, and mental health needs in schools. Candidates will utilize a data-based problem solving approach to select, implement, and evaluate the effectiveness of these group interventions for students in the schools. Candidates will explore and practice implementing a variety of evidence-based social-emotional, behavioral, and mental health group interventions during role-plays. Candidates will monitor their development of culturally responsive counseling skills. Pre-requisite(s): Admission to the Ed.S. School Psychology Program or permission of program coordinator. Co-requisite(s): None. 3 semester hours

The Social-Emotional, Behavioral, and Mental Health Interventions in Schools II course enables candidates to learn about evidence-based individualized interventions for supporting students’ social-emotional, behavioral, and mental health needs in schools. Candidates will utilize a data-based problem solving approach to implement and evaluate the effectiveness of these individualized interventions for students in the schools. Candidates will explore and practice implementing a variety of evidence-based social-emotional, behavioral, and mental health individualized interventions during role-plays. Candidates will engage in risk assessment role-plays including suicidal ideation, threat to others, and harm from others (i.e., DCFS reporting) with safety planning. Candidates will monitor their continued development of culturally responsive counseling skills. Pre-requisite(s): Admission to the Ed.S. School Psychology Program and SPY 550 or equivalent or permission of program coordinator. Co-requisite(s): None. 3 semester hours

This is the second consultation course in a three-term sequence examining theories and practices of school-based consultation. Over the course of three terms, candidates explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. In this course, candidates will continue to practice consultation skills with a specific focus on systems-level consultation, coaching, and working on school teams. Candidates are required to participate on one or more school-based teams at their practicum sites. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Pre-requisite(s): Admission to the Ed. S. or Ed. D. School Psychology Program. Additionally; SPY 544. Co-requisite(s): This course must be taken concurrently with SPY 565 , School Psychology Practicum II. 3 semester hours

This course is the field experience component that is paired with SPY 508, Practices and Principles of School Psychology. An emphasis is placed upon understanding how school psychologists practice in a schools within a Multi-Tier System of Services and Supports (MTSS) and how schools and educators work to promote positive and social-emotional health. Pre-requisite(s): Admission to the Ed.S or Ed. D School Psychology Program. Co-requisite(s): None. 1 semester hour

This course is the school-based field experience component that is paired with SPY520, Educational Assessment for Tiered Services. Students engage in educational assessment practices using a Review, Interview, Observe, and Test (RIOT) approach for basic skills screening, progress monitoring, and intervention planning. Pre-requisite(s): Admission to the Ed.S or Ed.D. School Psychology Program; SPY 508. Co-requisite(s): SPY 520. 1 semester hour

This course is the school-based field experience component that is paired with SPY 538, Applied Behavior Analysis. Candidates will learn and apply basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change. Pre-requisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program or permission of program coordinator. Co-requisite(s): SPY 538. 1 semester hour

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting research-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field-based supervision, students participate in weekly on-campus faculty supervision for additional understanding, feedback, and targeted applied learning. Pre-requisite(s): Admission to the Ed.S School Psychology Program; SPY 520, SPY 534, SPY 508, SPY 524, SPY 538, SPY560. Co-requisite(s): None. 1-3 semester hours

The School Psychology internship is a 10 to 12-month (1500 hour) full-time experience as a school psychologist under the supervision of licensed field-based school psychologists, and their university supervisors. This internship experience is required for eligibility for an Illinois State Board of Education (ISBE) endorsement for school psychology licensure and for eligibility to be a Nationally Certified School Psychologist (NCSP) by the National Association of School Psychologists (NASP). Pre-requisite(s): Completion of all courses required in the Ed.S. School Psychology Program or all identified coursework deficits identified for Illinois licensure as a school psychologist. Co-requisite(s): None. 2 semester hours