Program Policies


 

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

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.

Faculty members have the responsibility to report all cases of student plagiarism. Information regarding what constitutes plagiarism and what actions can be taken can be found within the university policy on plagiarism. If a faculty member believes that a student's act of plagiarism was more a result of poor research and/or writing skills, and not a deliberate act of academic dishonesty, they may refer the student to Plagiarism School.

Adopted by Program Faculty, September 27, 2012. Endorsed by the Executive Committee of the Student Affiliates in School Psychology, October 10, 2012.

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 (a) 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 NCSP, 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.

    Policy on the Doctoral Professional Portfolio

    There is an expectation that doctoral students will complete a Doctoral Professional Portfolio by the end of the pre-doctoral internship year. The organization and plans for this portfolio will be discussed between the doctoral student and her/his advisor prior to the pre-doctoral internship. It is anticipated that the Doctoral Professional Portfolio will be reflective of priorities, professional aspirations and specialty interests in addition to reflecting core elements of the KSU School Psychology doctoral program. The doctoral student will be expected to complete the portfolio by the end of the pre-doctoral internship year.

    Adopted by Program Faculty, October 18, 2007. Endorsed by the Executive Committee of the Student Affiliates in School psychology, November 7, 2007.

     

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