The program is approved by the National Association of School Psychologists and accredited by the Council for the Accreditation of Educator Preparation.  Both the masters of arts and the education specialist degree requirements must be completed by the student to be licensed as a school psychologist in Ohio and to be a nationally certified school psychologist.

The M.A. program is designed for one year of full-time study.

Application deadlines for the school psychology M.A. program are December 15 and February 15.

To apply to the program, applicants must meet the minimum academic prerequisites and submit the following materials:

• Minimum academic prerequisite: Undergraduate GPA of 2.7 (for admission to the College of Graduate Studies) and for the school psychology program, a preferred undergraduate GPA of 3.0.
• GRE scores (taken within the last five years).
• College of Graduate Studies application for the master's degree in school psychology.
• Three letters of recommendation, at least one of which must address the applicant's academic potential (i.e. from a university faculty member).
• Statement of purpose, between two to three pages, that details the reasons the applicant would like to pursue a career in school psychology and includes personal experiences.  The statement of purpose should be typed and submitted to the College of Graduate Studies as a separate word document.
• Official undergraduate transcripts (and graduate transcripts, if applicable).
• Professional résumé.

To be consistent with national training standards and to ensure sufficient faculty members to advise and mentor students, a limited number of applicants will be admitted into the program each year. As a result, admission is competitive. Applicants are required to interview with an admissions committee.  Prior to participating in the campus interview, applicants must interview a school psychologist.  The list of questions to ask during the school psychologist interview as well as other information about the program can be found on the program website.   For more information or to ask questions, contact:

Jennifer Reynolds
Program Director
jennifer.reynolds21@utoledo.edu
419.530.4301

Course List

Code	Title	Hours
SPSY 5030	Role And Function Of The School Psychologist	3
SPSY 5060	Prepractica in School Psychology Course is taken in fall (2 credits) and spring (2 credits).	2
SPSY 5170	Consultation I: Theories And Techniques	3
SPSY 5300	Psychoeducational Assessment And Interventions I	4
SPSY 5310	Psychoeducational Assessment And Interventions II	4
COUN 5160	Cultural Diversity For Counselors And School Psychologists	3
SPSY 5980	Special Topics In Counseling, Mental Health, And School Psychology Will be replaced with new course SPSY 6300 spring 2023.	3
HSHS 6000	Statistics and Research for Health Science and Human Service Professions	3
SPSY 5040	Legal And Ethical Issues For School Psychologists And Counselors	4

The complete program, including the MA and EdS, includes approximately 76 credit hours, a two-semester pre-practica experience during the first year, a two-semester practica experience during the second year, and a 9-month, full-time internship (minimum of 1200 clock hours) in a school setting completed during the third year. Students earn a master of arts (M.A.) after completing a minimum of 30 hours of coursework and 100 pre-practica experience hours. The education specialist (Ed.S.) degree is earned after completion of the remaining coursework, practica experience and internship.

Plan of Study Grid

First Year
First Term		Hours
SPSY 5030	Role And Function Of The School Psychologist	3
SPSY 5060	Prepractica in School Psychology	2
SPSY 5170	Consultation I: Theories And Techniques	3
SPSY 5300	Psychoeducational Assessment And Interventions I	4
	Hours	12
Second Term
SPSY 5310	Psychoeducational Assessment And Interventions II	4
SPSY 5060	Prepractica in School Psychology	2
COUN 5160	Cultural Diversity For Counselors And School Psychologists	3
SPSY 5980	Special Topics In Counseling, Mental Health, And School Psychology	3
	Hours	12
Third Term
SPSY 5040	Legal And Ethical Issues For School Psychologists And Counselors	4
HSHS 6000	Statistics and Research for Health Science and Human Service Professions	3
	Hours	7
	Total Hours	31

PLO 1.1 Demonstrates understanding of and sensitivity to individual differences, abilities, disabilities, and other diverse characteristics as evidenced in communication and interpersonal relationships (2.2, 2.8)
PLO 1.2 Demonstrates strategies for addressing diversity factors when selecting, administering, and interpreting assessments; and designing, implementing and evaluating interventions for academic and/or behavior concerns (2.8)
PLO 1.3 Demonstrates knowledge and respect for diversity factors related to culture, family systems, and an understanding that advocacy for social justice is a foundation of service delivery (2.7, 2.8)
PLO 1.4 Demonstrates active, attentive listening and communicates and collaborates effectively with others in activities such as meetings, supervision sessions, parent interviews, and consultations (2.2)
PLO 2.2 Demonstrates knowledge and skill in selecting and administering various methods of academic assessment, and interpreting and sharing results (2.1, 2.3)
PLO 2.3 Demonstrates knowledge and skill at making data-based decisions by linking academic and cognitive assessment information to instructional interventions in general education setting, and when appropriate, in special education settings (2.1, 2.3)
PLO 2.4 Demonstrates skill in using a systematic problem solving process guided by data-based decision making to develop, implement, monitor, and evaluate academic interventions by (2.1, 2.3)
PLO 2.5 Demonstrates knowledge of ecological influences of the classroom and home on student academic skills, learning, and cognition and applies to assessment and intervention (2.2, 2.3)
PLO 3.3 Demonstrates skill in using a systematic problem solving process guided by data-based decision making to develop, implement, monitor, and evaluate affective, behavior and adaptive behavior interventions (2.1, 2.4)
PLO 3.4 Demonstrates understanding of biological, developmental, and social influences on behavior and mental health and implications for classroom management and instruction (2.2, 2.4)
PLO 3.5 Demonstrates knowledge of concepts from applied behavior analysis and skill in conducting functional assessment and analysis to develop behavior intervention plans (2.4)
PLO 4.4 Demonstrates understanding of principles and research related to resilience and risk factors in learning and mental health and skills in developing, implementing, and evaluating universal interventions that foster resilience and minimize factors that lead to academic and behavior difficulties (2.6, 2.9)
PLO 4.5 Demonstrates knowledge of school system organizational structure, general education, special education, and state and federal laws and policy for school accountability for academics and behavior (2.5)
PLO 5.2 Demonstrates use of technology in assessment, intervention, and presentation of information (2.9, 2.10)
PLO 5.3 Demonstrates ability to function as scientist-practitioner by designing and conducting single case and small group research and to analyze outcomes to inform practices and services (2.9)
PLO 5.4 Understands one s identify as a school psychologist by engaging in activities that foster this professional identify through membership involvement in and attendance at regional, state and national conferences (2.10)
PLO 5.5 Demonstrates satisfactory professional dispositions needed for effective practice including social justice, communication and interpersonal skills with peers, trainers, and supervisors, and satisfactory initiative, dependability, time management and organizational skills (2.8, 2.10)