600

This course explores systems and methods of integrating multi-tiered support services including social, emotional, and behavioral evidence based interventions (EBI) to support learning in schools. Focusing on integrating academic and social-emotional service delivery within levels or tiers, the course highlights the role of leadership in building systemic change through team collaboration and use of empirically-based practices in a school-wide Response to Intervention (RtI). Topics of study include direct and indirect mental health services for children, families, and schools to promote learning, prevent and respond to problems, and cultivate family-school collaborative services. The course also addresses systemic challenges of diversity including cultural, ethnic, linguistic, gender, and socioeconomic factors. Prerequisite(s): Admission to the School Psychology Doctoral Program. 3 semester hours

This course examines interactive dynamics of families and schools that lead to the construction of collaborative family/school partnerships. These family/school partnerships are designed to enhance learners' cognitive and social-emotional growth and learning and to promote mutual family/school involvement in the process of quality schooling for children. The influence of diverse family and school characteristics, resources, beliefs, attitudes, and values will be examined for their contributions to building collaborative home/school relationships. Evidence-based theoretical and research approaches will be explored and applied to the process of building meaningful family/school collaborations. Prerequisite(s): Doctoral standing or permission of Program Director. 3 semester hours

This course examines the complex influences of cultural, socioeconomic, gender, language, and class variables on learning and development of all individuals. Students will critically examine the theory and research literature on topics such as sociocultural education, identity, language, transnationalism, differentiated instructions, social relations, and beliefs about self and "the other." Students will also explore theories and research that probe questions critical to understanding aspects of social and educational environments that are conducive for learning and development of individuals from multicultural, multilingual, and multiclass backgrounds. Prerequisite(s): EPS647, admission to the doctoral program, or permission of Program Director. 3 semester hours

Students will learn historical perspectives regarding the shift in school service delivery systems from reactive and segregated models based on presumptions of disability to proactive, early intervening and inclusive systems based on educational need. Students will learn the principles of multi-tiered services as well as how they are delivered across the United States within the knowledge base about school change. Prerequisite(s): Admission to the School Psychology Doctoral Program; EPS 540; EPS 530; EPS 531; EPS 532; EPS 541; EPS 539; EPS 563A, EPS 563B or equivalent. 3 semester hours

The purpose of this course is to offer advanced doctoral students both didactic and experiential training in the area of supervision, with specific attention to supervision of educational and psychological services in schools. Students will develop self-awareness of their needs and competencies as supervisors while learning about theoretical models with a focus on developmental models, research, and ethical and professional issues in supervision. Students will act as supervisors for less experienced students engaged in practicum work and will receive metasupervision (supervision of supervision) from the course professor within a vertical supervision process, as well as from peers during small group supervision. Prerequisite(s): EPS 562D, EPS 562E, and EPS 562F or equivalent. Co-requisite(s): EPD 692. 1-3 semester hours (May be repeated twice up to 6 hours.)

The School Psychology doctoral internship is a 12-month (1500 hour) full-time experience in broad areas of school psychology, under the supervision of university, field-based and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and ISBE. Consistent with the NASP Blueprint III, interns are expected to achieve competency in at least one domain upon completion of the internship. Some students may choose to complete the internship through the Illinois School Psychology Internship Consortium (ISPIC). Upon successful completion of EPD 690B and the field-based internship experience, students will be eligible to apply for state certification as a school psychologist. Prerequisite(s): Successful completion of all program courses, the comprehensive examination, and proposal of the doctoral dissertation. 2 semester hours. May be repeated 3 times up to 8SH.

The School Psychology Doctoral Practicum is a three consecutive term experience which emphasizes doctoral level skills designed to deepen the leadership role of school psychologist as participant in school-wide and tiered data-driven problem solving process. Students learn to apply assessment and intervention skills in areas of academic and social-emotional learning as required within two domains of the National Association of School Psychologists (NASP) Standards. This practicum experience is associated with three core doctoral courses offered in first year of doctoral studies. This practicum experience is a total of 600 practicum hours and 6 semester hours of credit. Prerequisite(s): Completion of Ed.S. coursework in School Psychology. 2 semester hours. (May be repeated twice up to 6 SH).