Why should you choose the School Psychology Program at Emporia State University? The answer… Experience. As the first School Psychology Program offered in this four-state region, we have a long-standing history of respect and tradition. Our candidates began collaboration with schools in 1952, and to this day ESU-trained school psychologists serve in virtually all districts and special education cooperatives in Kansas. At Emporia State University’s School Psychology Program, the core trainers are tenured professors, with doctorates in school psychology and several decades of experience in the field. If you are interested in working with children with diverse characteristics and backgrounds, and in providing them preventative as well as remedial services to help them achieve success, then our NASP-accredited program may be for you.
At ESU, candidates first learn to be members of multidisciplinary teams, completing initial training in association with candidates from disciplines such as adaptive education, early childhood, gifted education, educational administration, and clinical psychology. During this time, candidates learn theory, characteristics and methods related to preschool and school-aged children with developmental disabilities, learning disabilities, mental retardation, autism, serious emotional disturbance, and more. These classroom experiences enhance candidate’s understanding of the cross-disciplinary nature of the school psychology profession. Concurrently with this course work, candidates take core school psychology courses to help them understand the foundations of their chosen profession. Later in the program, candidates conduct research, undertake evaluations and assessments of clients, and complete other field-based training during practicum and internship experiences.
The School Psychology Program progresses from a 35 credit-hour Master of Science (M.S.) earned en passant, with its emphasis on theory and research, to the 30 credit-hour terminal Educational Specialist (Ed.S.) with its focus on greater skill application and the practicum field experience. In many instances, potential candidates who already have an M.S. in a related field such as adaptive education or clinical psychology are eligible to apply directly to the Ed.S. program, provided that they have the equivalent of all M.S. course work before completing the Ed.S. degree (see the candidate handbook for more details described in the Ed.S. degree requirements section, or contact the program director at firstname.lastname@example.org to review your options). Upon completion of the Ed.S. degree, and a passing score on the Praxis II National School Psychology Examination, the candidate obtains a conditional (sometimes called “provisional”) license from KSDE. This allows them to begin a four credit-hour, year-long paid internship in the schools. With internship complete, the 69-credit hour program is complete. This means the individual will have eligibility for a regular EC-12 Kansas license, as well as eligibility to obtain the Nationally Certified School Psychologist (NCSP) credential.
The Emporia State University School Psychology Program seeks to develop scientist-practitioners, capable of delivering comprehensive and effective school psychological services in varied school contexts. The faculty are committed to interaction with candidates in a way which encourages their professional identity with the profession of school psychology. Our intent is to create candidates who will promote the cognitive, behavioral, and social development of young children and adolescents, working with youth and families of diverse characteristics. To do so effectively, we believe that candidates should be prepared to:
A comprehensive review of the School Psychology Program’s assessment system, with full detail on admissions, transition from M.S. to Ed.S. candidacy, disposition assessment and more is provided in the Candidate Handbook linked above. For ease of reference, an overview of the basic admissions process is provided here.
Students seeking acceptance into the graduate degree programs for Master of Science/Specialist in Education in School Psychology must first be admitted to the Graduate School of the University. This occurs by meeting the following requirements:
These items are all required: Applications are not considered complete and will not be reviewed until all of these elements have been received.
Although applications are accepted year-round, in order to offer applicants an assurance that an admissions decision and enrollment may begin on the desired schedule, applications should meet specified deadlines. Applications should be completed by March 1st to assure that a program of study may begin during the fall semester, and October 1st for a program of study which begins during the spring semester. Materials arriving after those dates will be given due consideration, but an admissions decision may not be completed in time for enrollment during the desired semester.
Materials may be submitted, and/or admissions questions directed to:
Attn: School Psychology Admissions Committee
Office of Graduate Studies
1200 Commercial St., Campus Box 4003
Emporia, Kansas 66801
Voice: (620) 341-5403
Fax: (620) 341-5909
Questions specific to the School Psychology Program should be sent to the director Dr. Jim Persinger at email@example.com or phone (620) 341-5428. Most questions will probably be addressed in the latest program information, including the candidate handbook that can be downloaded via the link atop this page.
The following plan of study leads to the Master's and Specialist's degrees and Kansas State Department of Education School Psychologist Certification. See the Candidate Handbook for additional information and to review the notes associated with some of the courses listed.
This sequence assumes all background/prerequisite courses in psychology and education, as detailed in admissions requirements, have been completed prior to beginning the School Psychology Program. This plan of study assumes a candidate has entered into the M.S. program with no transfer credit and no probationary requirements, and who elects to complete an Ed.S. thesis rather than an Ed.S. project.
This plan will vary significantly for those accepted directly into the Ed.S. program, dependent upon the characteristics of their M.S. degree course work, and which courses taken earlier are acceptable M.S. or Ed.S. equivalents for purpose of licensure, transfer credit and/or substitution on degree plan. “The Handbook has additional information: In particular, use Appendix U as a checklist of what course work must be documented for you to obtain licensure.”
Fall - First Year
• PY 835 Seminar in School Psychology 3
• PY 714 Assessing Young Children with Special Needs 3
• SD 700 Characteristics Mild/Moderate Disability 3
• PY 722 Theories of Learning 3
• SC or CE 810 Counseling Skills Development 2
Spring - First Year
• PY 841 Assessment of Intelligence 3
• ER 752 Analysis of Research1 3
• PY 812 Foundations of Assessment in Sped / Student Support 3
• PY 851 Seminar in Behavior Modification 3
Summer - First Year
• PY 709 Introduction to Neuropsychology 1
• PY 836 School-Based Prevention and Intervention 3
• PY 801 School Psychological Consultation 3
• PY 860 Leading Processes to Meet Diverse Student Needs 3
Fall - Second Year
• EA 885 Human Relations / Group Processes in Education 2
• CD 838 Advanced Methods for Inclusive Education in EC2 3
• PY 843 PsychoEducational Assessment 3
• SD 850 Characteristics of Individuals with Gifts & Talents 3
You’re eligible to have your M.S. in School Psychology awarded at the end of this fall semester, meaning you can “walk” in the fall commencement ceremony if you wish. This assumes you have filed your intent to graduate in a timely manner, have a degree plan on file with your advisor, and passed comprehensive examinations.
Spring - Second Year
• PY 838 Supervised Practice in School Psychology 6
• ER 857 Statistical Methods for Education & Psychology II 3
• PY 900 Thesis or PY844 Ed.S. Project3 1 - 6
Summer - Second Year
• PY 820 Response to Intervention in School Psychology 3
• Elective (From approved list)4 1-3
You’re eligible to have your Ed.S. in School Psychology awarded at the end of this summer semester, meaning you can “walk” in the spring commencement ceremony if you wish. This assumes you have filed your intent to graduate in a timely manner, have a degree plan on file with your advisor, and have completed thesis or project research requirements.
Fall - Third Year
• PY 910 Internship in School Psychology I 2
Spring - Third Year
• PY 920 Internship in Psychology II 2
Program Total 69
ESU’s program goals match those identified by the Kansas State Department of Education, which themselves link to domains of school psychology training and practice established by the National Association of School Psychologists in 2000 (2010 NASP Standards currently under review by NCATE).
The Emporia State University School Psychology Program is nationally approved by the National Association of School Psychologists (NASP), is accredited by the National Council for the Accreditation of Teacher Education Programs (NCATE), and is approved by the Kansas State Department of Education.
Completion of the M.S. degree and Ed.S. candidacy readies a candidate for the practicum field experience. Upon completion of that and other Ed.S. requirements, the candidate is ready for the internship field experience as needed to complete the full program of study. Completion of the program requires completion of internship (post-Ed.S.) and passing of the Praxis II National School Psychology Examination at the cut score established by the state of Kansas, and leads to licensure as a school psychologist in Kansas public schools. Program completion, and a sufficiently high Praxis II score which meets national standards, also makes candidates eligible to obtain the credential of Nationally Certified School Psychologist (NCSP). Among many other benefits, the NCSP allows for greater employment mobility across different states. Additional information about the NCSP and its advantages can be reviewed at http://www.nasponline.org/certification/becomeNCSP.aspx.
As part of ESU’s program meeting NASP, NCATE and KSDE program approvals, the school psychology program allows candidates to grow professionally through partnership with faculty in all facets of professional preparation, including degree planning, individualized supervision, monitored research projects and progress reviews at decision points.
Additionally, these program approvals mean that program faculty have demonstrated that they engage in reflective practices, and have an evaluation plan in which they document activities related to teaching, scholarship and service as a condition of employment. Ongoing program evaluation to assure effective practices and sustain NASP, NCATE and KSDE approval occurs as well. This ongoing assessment of individuals and programming is one practice which allows the School Psychology Program to demonstrate, in particular, that it meets the Standards for Training and Field Placement Programs in School Psychology set forth by the National Association of School Psychologists (NASP, 2000). Once approved by NCATE, NASP 2010 Standards will go into effect; at that time, the intent of program faculty is to document that those standards are met as well.
Dr. Jim Persinger, Professor, joined the Teachers College faculty in 2000. Having attended Emporia State University in the 1980s as both an undergraduate (B.S. Psychology) and graduate (M.S. Experimental Psychology) candidate, he continued his education at the University of Kansas (Ed.S. School Psychology; Ph.D. School Psychology, minor in Counseling) while working in the public schools. In addition to his primary role of school psychologist, Dr. Persinger worked as preschool coordinator, autism teacher (unlicensed: KSDE waiver), and chair of Infant Toddler Services Network of Riley County. He has continuously served for more than a decade on the board of the Kansas Association of School Psychologists, including as President in 2008. He has also served in varying capacities on the boards of the Infant Toddler Services Network of Riley County, and the Association for Psychological and Educational Research in Kansas, for which he was President in 2004. He maintains memberships in NASP, KASP, TSP (institutional), CEC, CEDS, KASEA, and PERK. He has served as a development consultant for Special Olympics, and assisted with standardization of the Stanford-Binet V Intelligence Scales, Vineland Adaptive Behavior Scales (3rd), Bender-Gestalt (revised), Social Skills Improvement System Rating Scales, Developmental Indicators for the Assessment of Learning (4th), and Oral and Written Language Scales (2nd). He has served as reviewer for a dozen textbooks, at stages ranging from prospectus through revision. Since his arrival at Emporia State University, Dr. Persinger has provided pro bono evaluations for ESU students needing disability determination/documentation, and serves as consultant to the Disability Services Office. Dr. Persinger regularly presents to public school faculty, as well as state and national conferences, on topics as diverse as inclusive education, role-playing therapies, prosocial competence programs, sociometric approaches to assessment, and compassion as a resilience construct. Additional personal and professional information and vita are here.
PY 714 Assess Young Children/Special Needs
PY 812 Individual Assessment
PY 836 Prevention/Intervention School-Based Mental Health
PY 841 Assessment of Intelligence
PY 844 Ed.S. Project
PY 860 Leading Processes to Meet Diverse Student Needs
PY 900 Ed.S. Thesis
PY 910 Internship in School Psychology I
PY 920 Internship in School Psychology II
Inclusive education, role-playing therapies, social skills curricula, prosocial competence programs, sociometric approaches to social/emotional screening, compassion and population-based mental health services.
Dr. Charlie Daniels, Assistant Professor, joined the Teachers College faculty in 2008. Prior to accepting this appointment she was an adjunct professor at the University of Central Missouri in Warrensburg, MO and Rockhurst University in Kansas City, MO teaching in the counselor education and psychology departments, respectively. She began her career in education in Missouri earning a B.S. in Elementary Education at the University of Missouri – St. Louis, her M.S. in Special Education at Southeast Missouri State University and her Ph.D. in School Psychology at the University of Missouri – Columbia. She has worked in Missouri’s public school systems from St. Louis to Kansas City, with experiences in rural, urban and suburban districts. She holds several licenses in Missouri in general and special education, as well as a school counselor. During her tenure in school districts, Dr. Daniels conducted numerous in-services to school personnel on data collection, test interpretation, non-verbal learning disabilities, functional behavioral assessment, stress management, child sexual abuse, ADHD, and slow learners. She continues to consult on occasion to school personnel in Missouri. Presentations at national conferences have included topics of assessment, curriculum based measurement, and collaboration of related services personnel. She has been involved with her professional associations serving on their Executive Boards for over a decade. In Missouri, Dr. Daniels has served as the Newsletter Editor, Secretary, President (2 terms), and NASP Delegate for the Missouri Association of School Psychologists. In Kansas, she has served as Secretary and the 2012 President of the Kansas Association of School Psychologists. Dr. Daniels continues her membership in NASP, KASP, TSP, CEC, and PERK.
PY 835 Seminar in School Psychology
PY 836 School-Based Prevention and Intervention
PY 838 Supervised Practice in School Psychology
PY 843 Psycho-educational assessment
PY 851 Seminar in Behavior Modification
Assessment, effectiveness of academic and behavioral interventions