Ed.S. School Psychology

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CHICAGO ● GRAYSLAKE

Education Specialist, School Psychology

The Educational Specialist (Ed.S.) in School Psychology will educate well-rounded specialist-level graduates who will fill the increasingly varied roles of today’s school psychologist. The school psychologist is called upon to help students, teachers, administrators, and parents overcome obstacles to learning and personal development which include, but are not limited to, family disruptions, mental health problems and disabilities, inadequate exposure to instruction (i.e., medical illness, poor attendance, etc.), and academic difficulties.

Nationally, there is a great need for professionals trained in school psychology. Recent national projections indicate that nearly 38 percent of all school psychologists are projected to retire by 2010. A survey conducted by the National Association of School Psychologists indicates that the number of school psychology graduates will not be enough to provide replacements in the near future.

Recognizing that there will be a substantial shortfall in the number of available school psychologists in Illinois, The Chicago School created and gained approval to offer an Educational Specialist (Ed.S.) degree in School Psychology. The Ed.S. degree was chosen as the standard of training most congruent with the level of quality demanded by the National Association of School Psychologists (NASP) and the Illinois State Board of Education (ISBE). The Chicago School has attained the highest level of approval and accreditation for its School Psychology program through the Illinois State Board of Education (ISBE), the Higher Learning Commission (HLC), and the Illinois Board of Higher Education (IBHE). The School Psychology program is offered as a three-year full-time course of study that begins in the fall semester or as a four year part-time course of study that begins in the fall term, offered in Chicago and in Grayslake, IL.

Admission Requirements

Application to The Chicago School’s Ed.S. program in School Psychology is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, an admission essay, and three letters of recommendation from academic professors or professional or volunteer supervisors. Generally, an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admission.

The School Psychology program requires two undergraduate courses (a course in psychology and a course in either statistics or research methods) that must be completed prior to enrollment, with a grade earned of “C” or better (please see the application for admission for detailed requirements). The Graduate Record Examination (GRE) is not required, however it strongly encouraged that students who have taken the exam submit their scores to enhance their application. Scores should be sent directly to the school (GRE School Code: 1119) for consideration. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated.

TOEFL or IELTS, International Credentials, and International Students

TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL – 550 paper based, 213 computer based, 79 internet based; IELTS – 6.5.

International credentials: Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc. (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.

International students: International students must have a completed application by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must submit the International Student Information form, A copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and the student is quickly notified of the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Policies

Transfer of Credit

Students wishing to petition for transfer credit for previous course work are required to submit a “Petition for Transfer/Waiver of Credit” to the Office of Academic Records for approval by the School Psychology department chair. ** The decision to accept transfer credit is solely that of the school. The school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that is more than 10 years old. Transfers of credit are subject to the following conditions.

• Transferred course credit is restricted to graduate level courses from a recognized, regionally-accredited graduate degree granting institution.
• Transfer of credit is awarded only for required courses.
• Transfer of credit is not granted for clinical practica or internships.
• Transfer of credit is granted only for courses in which the grade obtained was a “B “or higher. Pass/Fail grades are not eligible.
• No credit will be transferred for coursework that is more than 10 years old.
• For each hour of credit accepted a transfer a fee will be assessed. Please see the tuition and fee page of the TCS website.
• A maximum of 15 semester hours of credit may be transferred.
• Internal transfers do not pay the transfer course fee.

A course that does not meet the specific content requirements of an existing TCS elective course may be accepted as transfer credit as an elective if the course supports the required competencies and learning objectives of the program and meets the following conditions:

• The course must meet all other requirements for transfer credit.
• The course must be at the equivalent degree level.
• Approval by the Department Chair for the transfer credit and documentation of this approval is required.

Course credits used to confer another degree may not be accepted as transfer credit toward a TCS degree.

• Course credits conferred as part of another degree may be used to waive courses in a TCS program if all other requirements are met.
• Course credits conferred as part of a degree program that is required for admission to a TCS program may be applied to the TCS program.
• Exceptions may be made for specific articulation or dual-credit arrangements approved by the CAO.

** The Petition for Transfer of Credit is available on the school website under “Current Students, Student and Academic Services Forms.” Please submit all required documentation with each petition. Any credit approved for transfer will not be added to the student’s academic record until after the second week of their first semester.

Waiver of Courses

Any domestic or international student with previous graduate course work who has already received the maximum transfer credit may request a waiver of additional course work. Waiver of courses does not reduce the total number of hours of course work to be completed at The Chicago School; it permits students to substitute course work as approved by the department chair. Students may seek a waiver for up to a total of 12 credit hours. Those seeking both waiver and transfer of credit hours may not exceed a total of 21 credit hours.

Residency Requirement

It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution.

Satisfactory Progress

Matriculated students must be continuously enrolled in the program until graduation unless granted an approved leave of absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. No student will be permitted to take less than three semester hours of course work in the fall and spring semesters unless that student has fewer than three semester hours of course work remaining or is on an approved leave of absence. In order to receive financial aid, however, the student must be at least half-time for the semester.

Credit Hours per Year and Program Length

The maximum duration of the School Psychology Ed.S Program is seven years. Students must complete, at minimum, nine semester hour credits each calendar year. Students must be enrolled for a minimum of eight semester hours during fall and spring semesters to be classified as full-time.

Graduation Requirements

By the end of the third week of the semester in which a student expects to meet the program requirements for the Ed.S. degree, he or she is required to submit a Petition for Degree Completion to the Office of Student Services and Academic Records. Students must be in good standing in their program for the Education Specialist degree to be awarded.

The Program

Philosophy

The department’s philosophy embraces the premise that the creation of humane and effective learning environments requires the application of professional judgment acquired through the integration of educational and psychological theory, scholarship, and professional practice. Further, the department endorses a deep commitment to understanding and respecting individual and cultural differences, while considering the systems in which the individual functions. The curriculum and training opportunities are based on the practitioner-scholar model which specifies a competency-based approach and is integrated with a standards-based approach to learning. The expected outcome of this method is consistent with the role of the “master” school psychologist who is able to treat and empower students, families, and communities to bring about positive change, plan preventive services, and enhance both educational and psychological problem-solving at all levels. The department’s philosophy and mission flows directly from the institutional mission and uses Bronfenbrenner’s ecological child development theory (1979) to create the integrative-systemic conceptual framework that guides the School Psychology Department and the Ed.S. program.

A competency-based education philosophy permeates every element of The Chicago School and the School Psychology Program. Graduates of the Ed.S. program will demonstrate the knowledge, skills, and dispositions consistent with those recognized by the National Council for Accreditation of Teacher Education (NCATE), and the knowledge and performance bases defined as the critical skills for school psychology professionals by the State of Illinois and the National Association of School Psychologists (NASP). These key competencies are articulated in the 2002 NASP Domains. This philosophical approach provides empirical evidence that instruction in the program addresses all of the IL/NASP Domains, and that graduates have demonstrated their success in meeting each of the domains. The program curriculum and assessment system ensures that students will know the field of School Psychology and have a thorough understanding of the principles and concepts in the IL/NASP Standards for the School Psychologist. The original framework for the IL/NASP standards was developed in 2000, revised in 2002, and reconfirmed at the NASP Futures Conference.

Program Objectives

1.  Students will use scientific research and theory to inform their practices and contribute to the theoretical and practical base of professional education and psychology.

2.  Students will apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural and religious, age, and disability differences with P-12 students, students’ families, school teachers and administrators, and community leaders.

3.  Students will integrate educational and psychology theory into their professional practice.

4.  Students will appropriately administer, score, and interpret psychological instruments and integrate case information in light of contextual factors

5.  Students will use a variety of prevention and intervention techniques to affect positive outcomes.

6.  Students will develop an understanding and application of the major models of consultation.

7.  Students will be able to function in a professional and ethical manner in classroom, off-site training, and work setting. School Psychology program goals: legal and ethical behavior, professional practice, and dispositions as they relate to P-12 education.

8.  Students will have the NASP knowledge to function in the role of a school psychologist.

9.  Students will increase knowledge of the creation, maintenance, and products of relationship and establish professional relationships with students, parents, and professional staff.

10. Students will develop roles with children, adolescents, students, families, and communities that reflect skill areas in the practice of school psychology.

11. Students will use technology to enhance educational and psychological programming.

Ethics

Graduates will demonstrate commitment to the ethical guidelines adopted by the National Association of School Psychologists’ Professional Conduct Manual, which contains “Principles for Professional Ethics” and the “Standards for the Provision of School Psychological Services” and those adopted by the American Psychological Association’s (APA) Ethical Principles of Psychologists. For example, students shall not engage in employment beyond the scope of their training and may not use titles governed by certification and licensure statutes. Students that fail to adhere to ethical and legal guidelines appropriate for the practice of School Psychology are subject to discipline.

Writing Assessment and Requirements

Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), reinforces the skills new students need to achieve their career goals. “Foundations” is an integral part of the first semester’s curriculum and all students are required to complete the program successfully and in a timely manner.

Foundations for Scholarship and Practice consist of three elements:

1. Writing Assessment Process – In this component of “Foundations,” each student writes an essay in response to an assigned question and submits it to CAE for scoring. CAE returns the scored essay with constructive feedback. Based on the student’s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of “Foundations.”
2. Academic Writing Course – This online course in professional writing is taken before or during the first semester at The Chicago School. A final grade of “pass” is considered successful completion of this element.
3. Academic Focus Program – Academic Focus is an online, tutorial-driven orientation to graduate academics. A final grade of “pass” is considered successful completion of this element.

Certification/Licensure

The School Psychology program will prepare one to take the Nationally Certified School Psychologist (NCSP) examination and the Illinois School Psychologist content area examination.

Practicum and Internship

The Chicago School requirements for school placements exceed the NASP Standards for Training and Field Placement Programs in School Psychology.

Three field experiences are required and earn a total of 10 academic credits:

School Psychology service learning and practicum placements are developed by the School Psychology department chair in collaboration with the directors of field based training.. All fieldwork is completed under the supervision of an experienced, certified school psychologist in a school setting. Students receive academic credits for off-site training experiences. First and second year field placements have specific objectives that require the application of competencies appropriate to the students’ year in the program. These objectives, however, do not incorporate the level of integration required of students on internship.

Upon qualifying for an internship placement, the student may seek placement with field sites already developed by the Directors of University School Psychology Training Programs (DUSPP) in the State of Illinois. Students may apply for internship placement outside of Illinois with the approval of the department chair. Our School Psychology Internship Accomplishment Form is a 20 page assessment instrument that includes all of the knowledge and performance indicators identified by the institution and by IL/NASP. At the beginning of internship, the form is completed by the student with the site supervisor. Midterm and cumulative evaluations are completed by the supervising psychologist.

School Psychology Exit Criteria

Transitions points represent key assessments of knowledge, skills, and dispositions for each year of the school psychology training. Students may not proceed to the next level of training until proficiency is demonstrated in the knowledge, skills, and dispositions at each point. Only then is a student permitted to transition to the next level. Note that all years of training require students to demonstrate proficiency through capstone activities submitted in via an electronic portfolio. Capstone activities are summative assignments that require the student to demonstrate knowledge, comprehension, application, integration, and synthesis in the content areas studied.

Prior to beginning any field placement, each student’s progress is reviewed by a committee of program faculty through the Performance Appraisal System. First year review determines which students meet the requirements to qualify for a practicum. Following the completion of the majority of practicum hours, students attend an internship qualifying review, using a similar format and process. At the midway point and at completion of field placements, student performance is evaluated on all dimensions of the NASP and Illinois standards by a committee including the School Psychology faculty and the Office of Placement and Training. A remediation plan may be designed, if needed, to help any student reach the required standards of performance. Students who are unsuccessful with remediation plans may be discharged from the program. To complete the program of study, the student must “pass” practicum and achieve overall supervisor rating of “competency” on the Internship Accomplishment Form-Final.

Students are required to complete the Illinois Psychology Basic Skills Test within their first semester of the program and will have the opportunity to take the test twice.  During the final year of the program, students will need to complete the Praxis Exam which measures the academic proficiency in School Psychology.  To obtain certification as a School Psychologist, students need to complete the Illinois Type 73 School Psychology Content Exam.