PSY 6693 CRN: 001 12673

IMPLEMENT SCIENCE IN EDU

2025 Spring

Course Information
College of Education and Behavioral Science
Department of Psychology and Counseling
Credit Hours: 3
Meeting Times and Location: M 1400-1650 ED-Education 109 LEC

Instructor Information

Name: Kristin Johnson

Title: Associate Professor
Email: [email protected]
Phone: 8706804844
Office Hours: Monday 1-2pm, 5-6pm

Course Description
Evidence-based resources using implementation research findings in psychology to
improve all aspects of education, from individual teaching programs to organizational
development with an emphasis on policies, strategies, and interventions in schools that
have demonstrated effectiveness. Prerequisite, instructor permission.

Required Textbooks & Materials

Title: Handbook of Implementation Science for Psychology in Education.
ISBN: doi:10.1017/CBO9781139013949
Authors: Kelly, B., & Perkins, D. (Eds.).
Publisher: Cambridge: Cambridge University Press.
Publication Date: 2012

Program Learning Outcomes

1. Students will have knowledge of school and systems structure, organization,

and theory; general and special education; technology resources; and evidence-
based school practices that promote learning and mental and behavioral health

Students will understand various aspects of professional practices including: a.

Using knowledge of universal screening programs to identify students in need of
instructional and behavioral support services. b. Promoting policies and practices
that support effective discipline, instructional support, grading, home–school
partnerships, student transitions, and more. c. Collaborating with other school
personnel to create and maintain a multitiered continuum of services to support
academic, social, emotional, and behavioral goals for students. d. Advocating for
policies and practices that promote positive school environments.

Course Learning Outcomes

Upon Completion of this course, you should be able to:

• Students will be able to assist systems and if appropriate other agencies in

using data for accountability purposes.

• Students will be able to assist in the development, implementation, and or

evaluation of policies and programs that promote safe systems

• Students will be able to assist schools/other agencies in designing,

implementing, and evaluating policies and Students will practices aimed at
enhancing student learning and behavior
 • Students will be equipped to disseminate relevant research findings to school
personnel, parents, the public, and/or other professionals

• Students will be able to assist schools and/or other agencies in understanding

and using research and evaluation data

Course Assessments and Evaluation Procedures

Assessment of Learning Outcomes & Breakdown of 100 Points

Groupwork: Teams will be divided into 2 to 3 people to complete either the data
analyses of the school’s data with an accompanying presentation or developing
a school wide protocol with integrity (both processes, the how, and procedures,
the what) with an accompanying. These presentations will be in 2 parts. The first
part will be the done in the second or third interview then the last part will be
done in the final interview.
Consultation Interviews: Each team will conduct an interview with the school
personnel. The first interview will be the overview, their goals, and assessment of
the organization with regards to their goals which Dr. Johnson will conduct. The
second interview will be like the PAI in the you are going to present the data and
cover any other questions you have regarding the development and refined of
the hypotheses as well as sustainability of the data collection. The third interview
will be the end of the PAI in that you will give you recommendations of possible
solutions but also extensive questions about implementation and scalability. The
fourth and final presentation will be recommendations based on the
organizational strengths and what are they ready to implement next, continuation
of data collection, fidelity measures both process and procedures, and
recommendations about the process.

30 Points: Modules (6 modules 5 pts each) Must demonstrate preparation of

the materials and knowledge of the subject. Must interact with faculty and
student peers in the course.
30 Points: Chapter Handout and Discussions (3 points each):
 Chapter handout and discussions are assigned. A handout is required for
each. Chapter Each chapter handout should have an overview and 1
question that you want the professor and other students to answer
posted on the discussion board. Students are expected to give a
thoughtful answer to each question.
10 Points: Interviews:
Each team will have to conduct a part of the systems level
implementation interview. The student will be evaluated on content,
process (comprehensive, coherent, and collaborative), and basic
facilitative skills.
15 Points: Presentation:
You will present on data analysis and potential findings. The student will
be evaluated on content, appropriateness of recommendations and/or
analyses, equal time among team members, professionalism (I am
expecting high professionalism in appearance and that you have
practiced without reading slides).
15 Points: Final Presentation:
Everyone will present as their final. You will take the information from all
interviews including present findings, next steps, and recommendations
along with all documentation (fidelity checks, potential policies,
communication loops, data analysis, people responsible, etc.) The
student will be evaluated on content, appropriateness of
recommendations and/or analyses, equal time among team members,
professionalism (I am expecting high professionalism in appearance and
that you have practiced without reading slides).

Implementation Science in Education: Course Outline and Calendar:

The instructor reserves the right to change the syllabus and course outline as
needed.

Week Class Readings / Presentations Assignments Due by 11:59pm the

/ Viewings night before class
 These should be
read/viewed/studied
before class time.
1 1/13 Syllabus Literature review on assessment of
mental health practices at
universities/schools
The need for mental health services
on university campuses
2 1/20 MLK No Class Complete modules 1-2
3 1/27 Chapter 3: Developing Rigorous
Programme Evaluation
Chapter 4: Understanding the Nature of
Experiments in Real-World Educational
Contexts
4 1/29 Make contact to set up Complete Modules 3 and 4
interviews and establish
data procedures
5 2/3 Interviews and data Watch Asynchronously
procedures Video: https://youtu.be/Ixg3g4-
dmu0 Kenny Sherr explains
implementation science (~2
min)
Video: https://youtu.be/eJoNkAavMEY Int
roduction to Implementation
Science from MA DESE
(Example of Edu
Implementation) (~4 min)
Video: https://youtu.be/MuKLOhqIe-
g Applied Implementation Science by
Dean Fixsen (~35 min)
6 2/10 Interviews Complete modules 5 and 6
7 2/17 NASP No Class
8 2/24 Interviews and data Video: https://youtu.be/Al6o8U9Nsmw IW
collection W Forum Arthur Evans
“Supporting Evidence-Based
 Practice in a Large Public
System” (~18 min)
Video: https://youtu.be/VS6eknZOq-
c IWW Forum: Brian Yates,
“ROI for 3Ts: Tools, Training,
& TA” (~14min)
Video: https://youtu.be/eE_Pa8xKCAM I
WW Forum: Gene Hall,
“Assessing Implementation of
Multiple EBPs/EIPs”
Video: https://youtu.be/_B-
8JPe1ddw IWW Forum: Karen Blasé,
“Implementation Science, Supports, and
Strategies…”
9 3/3 Data Analysis from data Chapter 5: Meta-Analysis of
collected and Implementation Practice
interviews Research
Chapter 6: Using Evidence to Inform
Practice in Science Teaching:
The Promise, the Practice,
and the Potential
Student Handout and Discussion Board
Ch 3-5 and ch 4

10 3/10 Data Analysis from data Watch Asynchronously:

collected and interviews Video: https://youtu.be/UWU57lBm_YY P
ractical Application of
Frameworks & Strategies for
EBP Implementation (~53
min)
Video: https://youtu.be/3n-
c6iAKFgg TEDXAmsterdamE
D The inner side of
organizational change: Thijs
Homan (~22min)
11 3/17 Anything further that we Chapter 8: The Role of Executive
need to know Problem-Solving Frameworks
and what are in Preparing for Effective
the next steps Change in Educational
Contexts
Chapter 9: Researching Readiness for
Implementation of Evidence-
Based Practice

Watch Asynchronously:
Online Conference Recordings (see the
resources too!):

1.5 hrs: The role of context in

implementation of evidence-informed
programs and
practices https://jordaninstituteforf
amilies.org/event/impsci_2020_
nov/
2hrs: The Critical Role of Relationships in
Implementation Practice and Evidence
Use and New International Practice
Guide to Supporting
Implementation https://jordaninstituteforfa
milies.org/educate/unc-institute-on-
implementation-science/ (See Part 1 and
Part 2 videos)
12 3/24 Spring Break
13 3/31 Presentation to class on Chapter 10: Change-Focused
data analysis Organizational Consultation in
and potential School Settings
steps/ EBP/ Chapter 11: Implementation of
etc Interventions to Promote
School Readiness
 Student Handout and Discussion Board
Ch 6, 8-9
14 4/7 Presentation to the Video: https://youtu.be/8xixjpsL2a8 PBIS
university on steps and Forum 2018 Using PBIS to
EBP Support Students with Autism
in General Education
Classrooms (~58 min)
Website
Browse: https://autisminternet
modules.org/ Autism Internet
Modules
Website
Browse: http://ebi.missouri.edu/#content
EBI Network
Video: https://youtu.be/-Rt9sM-
bskw Replicating Evidence-
Based Teen Pregnancy
Prevention Programs: A Case
Study – Amy Margolis (~12
min)
Video: https://youtu.be/JRgInfo6luY Repli
cating Evidence-Based
Programs in Boys and Girls
Clubs – Ed Mishrell (~12 min)
Video: https://youtu.be/8YPQn_zVlWM P
rinciple Considerations in Selecting
Evidence Based Programs – Philip
Uninsky (~17 min)
15 4/14 Chapter 12: Maximizing the
Work on implementation Effectiveness of Social-
strategies, treatment Emotional Interventions for
integrity, procedural Young Children Through
manual High-Quality Implementation
of Evidence-Based
Interventions
 Chapter 13: Framework for Improving the
Impact of School-Based
Social Competence Programs

Student handouts and discussion boards

Ch 10-12
16 4/24 Final Presentation on
selected practices to
university

Course Schedule/Outline

Date Assignment Name Assignment Type Points

Chapter Discussion
Discussion 1
Chapter 10
Chapter Discussion
Discussion 1
Chapter 11
Chapter Discussion
Discussion 1
Chapter 12
Chapter Discussion
Discussion 1
Chapter 13
Chapter Discussion
Discussion 1
Chapter 3
Chapter Discussion
Discussion 1
Chapter 4
Chapter Discussion
Discussion 1
Chapter 5
Chapter Discussion
Discussion 1
Chapter 6
Chapter Discussion
Discussion 1
Chapter 8
Date Assignment Name Assignment Type Points

Chapter Discussion
Discussion 1
Chapter 9
Chapter Handout Assignment 2
Chapter Handout Chapter
Assignment 2
11
Chapter Handout Chapter
Assignment 2
12
Chapter Handout Chapter
Assignment 2
3
Chapter Handout Chapter
Assignment 2
4
Chapter Handout Chapter
Assignment 2
6
Chapter Handout Chapter
Assignment 2
8
Chapter Handout Chapter
Assignment 2
9
Chapter Handout Chapter
Assignment 2
10
Chapter Handout Chapter
Assignment 2
13
Chapter Handout Chapter
Assignment 2
5
Final Presentation Assignment 15
Interviews Assignment 10
Module 1 Assignment 5
Module 2 Assignment 5
 Date Assignment Name Assignment Type Points

Module 3 Assignment 5
Module 4 Assignment 5
Module 5 Assignment 5
Module 6 Assignment 5
PAI and potential
Assignment 15
interventions presentation

Course Policies
Makeup Work/Corrections
The professor only permits make-up activities with the prior approval and documentation
of an extenuating circumstance. If a make-up exam is warranted, it may be different from
the regular activity. University excused absences will not result in a loss of points but
must be made up in a time frame determined by the instructor.

Classroom Behavior
As a student, you are responsible for your own learning. Therefore, it is expected that all
students will arrive on time and be prepared for class, attend to information and
discussion presented in class, contribute to discussions, and take notes as needed.
Students should not engage in inappropriate conversations that do not contribute to the
class discussion, as it is disruptive and interferes with the learning of others. Displaying
mature, attentive, and learning-centered behavior is expected and greatly appreciated.

Attendance, Participation, Small Group Exercises, Professionalism

Attendance and in/out of class participation are mandatory. Students complete several
small group exercises in class throughout the semester. The exercises related to other
required readings and concepts addressed in the text and in class. These exercises
address knowledge and skills pertaining to NASP Standards for Graduate Preparation of
School Psychologist 2010 Domain 2.6 Professionalism in and out of class includes but is
not limited to ethical engagement with assessment, peers, respect for others, appropriate
dress for a graduate course, appropriate language, promptness, preparedness, and fully
engaging.

Students with Disabilities

Students who require academic adjustments in the classroom or by way of the web due
to a disability must first register with Arkansas State Access and Accommodations
Center. Students should then contact the course instructor as soon as possible to
discuss appropriate academic accommodations. Confidentiality will be maintained, and
every reasonable effort will be made to meet your needs. A&A can be contacted by
telephone at 870-972-3964 and by fax at 870-972-3351. This office is located in Room
2181 of the Student Union. The mailing address is P.O. Box 360, State University, AR
72467. Their web address is https://www.astate.edu/a/disability/faculty-resources/

Conditions for Change Policy

Circumstances may arise which prevent us from fulfilling every component of this
syllabus. Therefore, the syllabus is subject to change. However, the professor will notify
students of any changes in advance of any exams, assignments, and due dates.

University Policies
ACADEMIC INTEGRITY

Click to view Academic Integrity information

Arkansas State University upholds the academic integrity policy as found in the Student
Handbook. Academic Misconduct is housed in the Office of the Provost and Academic
Affairs and Research, providing consultation, conducting meetings, educating, and
assisting faculty and students through the academic misconduct process.

Note Selling

“There are companies that will try to lure you into selling the notes you take in this class.
Don’t let these companies take advantage of you. Selling my notes to any commercial
service I will consider a violation of my intellectual property rights and/or copyright law as
well as a violation of the A-State academic integrity policy. Continued enrollment in this
class signifies intent to abide by the policy. Any violation will be reported to the Office of
Academic Initiatives and Integrity.” – adopted from the University of Arkansas

Plagiarism

Plagiarism is the act of taking, using, and/or presenting the idea(s), work(s), and/or
writing(s) of another person or entity (e.g., artificial intelligence) as one's own. Plagiarism
includes, but is not limited to:

1. Submitting as one’s own any theme, paper, report, computer program,

presentation, creative work, or scholarly work of any nature belonging to, or written
or created by another, including artificial intelligence, without prior permission of the
instructor and proper citations.
2. To avoid plagiarism, give written credit and acknowledgment to the source of
thoughts, ideas, and/or words, whether you have used direct quotation,
paraphrasing, or just a reference to a general
3. If you directly quote works written by another person(s) or entity (e.g., artificial
intelligence), enclose the quotation with quotation marks and provide an
appropriate citation (e.g., footnote, endnote, bibliographical reference).
4. Research for an assignment, as well as the complete assignment, must be the
work of the person seeking academic credit for the course. Permission of the
instructor to use prior work completed for another course or assignment must be
obtained in advance.

Cheating/Unapproved Collaboration

1. Cheating is an act of dishonesty with the intent of obtaining and/or using

information in a fraudulent or unauthorized manner. Examples of cheating include,
but are not limited to:
2. Observing and/or copying from another student's assignment.
3. Giving or receiving assistance during an examination period. This includes
providing specific answers to subsequent examinees and/or dispensing or
receiving information that would allow the student to have an unfair advantage in
the examination over students who did not possess such information.
4. Using class notes, outlines, and/or other unauthorized information during an
examination.
 5. Using, buying, selling, stealing, transporting, or soliciting, in part or in whole, the
contents of an assignment when such action is not authorized by the instructor of
the class.
6. Using for credit in a subsequent class an assignment written for credit in a previous
class without the knowledge and permission of the instructor of the subsequent
class. This includes when a student is repeating a course for credit.
7. Impersonating or attempting to impersonate another person, or permitting or
requesting another person to impersonate you for the purpose of taking an
examination or completing other assignments.
8. Unauthorized collaboration during an examination, lab, or any course requirement
with any other person by giving or receiving information without specific permission
of the instructor.
9. Altering grades or official records.
10. Falsifying or signing another person’s name on any academically‐related University
form or document.
11. Sabotaging or interfering with the academic progress of others.
12. Submitting altered, fraudulent, or falsified data, course, and degree program
requirements, including but not limited to honor’s thesis; doctoral dissertation;
qualifying exam; dissertation defense, and University records/forms.

ACTIVE SHOOTER RESPONSE

Click to view Active Shooter Response information

An active shooter is an individual actively engaged in killing or attempting to kill people in

a confined and other populated area. In most cases, active shooters use firearms and
there is no pattern or method to their selection of victims. Active shooter situations are
unpredictable and evolve quickly.

CHILDREN/VISITORS IN CLASS

The University has an obligation to its students, faculty, staff, and visitors to conduct its
operations and maintain its facilities in a manner consistent with its mission as an
institution of higher education. For this reason, young children should not be brought to
the campus, and, of course, may not attend classes with their parent or guardian.
There may be occasions when brief visits by children of students may be necessary.
Children may visit college offices and facilities, other than classrooms, for limited
periods of time when their parent or guardian is conducting routine business at the
college. Regular repeated visits by children are not permitted. In no case are
children permitted in labs, shops, construction/repair sites, or other areas where potential
hazards exist.

Children brought on campus must be directly supervised at all times by their parent or
guardian.

CLASS ATTENDANCE POLICY (UNDERGRADUATE COURSES)

Click to view the Class Attendance Policy

Students should attend every lecture, recitation, and laboratory session of every course
in which they are enrolled. Students who miss a class session should expect to make up
missed work or receive a failing grade on missed work. It is the practice of Arkansas
State University to allow students to participate in university-sponsored academic or
athletic events, even when those events cause them to be absent from class. Students
participating in university-sponsored academic or athletic events will not have those days
counted against their available absences and will be given reasonable opportunities to
make up missed assignments and exams.

Students enrolled in freshman or sophomore level courses numbered 1000 or 2000 may
during the spring and fall semester miss no more than twice the number of lectures,
recitations, laboratory sessions, or other regularly scheduled class activities that would
normally be scheduled during a week. Students who miss more than the maximum
number of freshman or sophomore-level classes may be assigned a grade of “FN” for the
course. Students who may be assigned a grade of “FN” in a course because of
excessive absences may withdraw from the course without penalty before the deadline
for dropping an individual course. In determining whether excessive absences should
result in a failing grade, consideration shall be given to the maturity and class standing of
the student, the quality of academic work being accomplished by the student, and
extenuating circumstances related to such absences.

Students enrolled in junior or senior upper-level courses numbered 3000 or 4000 will not
be assigned a grade of “FN” solely for failing to attend classes. However, instructors shall
set forth in their syllabi at the beginning of the semester their attendance requirements
and expectations with regard to make-up policy for work missed, class participation, and
other factors that may influence course grades. In determining whether excessive
absences should adversely affect a grade in an upper-level course, consideration shall
be given to the maturity and class standing of the student, the quality of academic work
being accomplished by the student, and extenuating circumstances related to such
absences.

Students must utilize their available absences for any cause which requires them to miss
class including, but not being limited to, vacation, illness, emergency, or religious
observances. Students who are aware that they will have absences during a term should
ensure that they do not exceed the absences available.

CLASS ATTENDANCE POLICY (GRADUATE COURSES)

Click to view Class Attendance Policy

Class attendance is a critical component of learning and students are expected to attend
and participate fully in all scheduled class meetings and activities. Attendance policy is
established by the faculty of record for a given class.

Students who do not attend traditional classes or participate in online courses during the
first eleven class days of a fall or spring semester, or the first five class days of a five-
week term, will be assigned a grade of WN (withdrawal for non-attendance) and are
administratively withdrawn from the class. The WN grade does not impact GPA
calculation. Students who initially attend, but discontinue attendance or completion of
assignments without officially dropping a class are assigned a grade of FN (failure for
non-attendance.) The FN grade is equivalent to a grade of F for calculating GPA and
academic standing. Academic standing, not attendance, determines whether or not the
student is eligible for continued enrollment. (See probation, suspension, and readmission
of suspended students.)

CLASS ATTENDANCE POLICY (A-STATE ONLINE COURSES)

There is no formal attendance policy for graduate level courses as class attendance is a
critical component of learning and students are expected to attend and participate fully in
all scheduled class meetings and activities. Any attendance policy is established by the
faculty of record for a given class.
Students who do not log into an online course during the first 11 of days of class for Fall
and Spring Semesters (full session or part of term 1), or first 5 days of class for Summer I
and Summer II terms (or fall/spring part of term 2), will be assigned a grade of WN –
withdrawal for non-attendance, and are withdrawn from the class. The WN grade does
not impact GPA calculation. WN can only be assigned for students who have never
logged into Canvas for online classes. Students who have logged into Canvas at any
time once the term has begun are NOT eligible for a WN even if they have not completed
any assignments. These students must complete the normal drop or withdrawal process.
Students who initiate attendance but discontinue attendance or completion of
assignments without officially dropping a class are assigned a grade of FN – failure for
non-attendance. The FN grade is equivalent to a grade of F for calculating GPA and
academic standing. Academic standing, not attendance, determines whether or not the
student is eligible for continued enrollment (see probation, suspension, and readmission
of suspended students).

Course Attendance Policy: Since this is an asynchronous web-based course, non-

attendance may be based on the following: (1) not being logged in appropriately to the
Canvas system by the date for WN grading; or (2) non-completion of assignments as
noted in the schedule, on the syllabus, or inside announcements, all of which will be at
the instructor’s discretion.

EDUCATIONAL EQUITY

A-State takes great pride in fostering a diverse and inclusive environment for students,
faculty, and staff. Acts of discrimination and/or harassment on the basis of color, sex,
sexual orientation, gender identity, race, age, national origin, religion, marital status,
veteran status, genetic information or disability in any of its practices, policies or
procedures are not tolerated. This includes, but is not limited to, employment,
admissions, educational services, programs or activities which it operates or financial aid.
It is the responsibility of all departments and all personnel, supervisory and non-
supervisory, to see that this policy is implemented throughout the university.

When applicable, students are encouraged to follow the Student Rights Grievance
Procedure outlined in the Student Handbook. Reports can also be submitted to
[email protected]. Incidents involving claims of disability-based
discrimination should be reported to Access and Accommodations Services using their
Disability Grievance Procedure.
Direct all inquiries regarding the nondiscrimination policy to the Office of Title IX and
Institutional Equity, 870-680-4161, and the Administration Building, Room 104.

EMERGENCY PROCEDURES: PROVOST'S INCLEMENT WEATHER POLICY

Inclement Weather Policy

During periods of inclement weather, the Office of the Provost at Arkansas State
University asks the A-State community to be flexible and responsible regarding classes
and assignments.

Inclement weather-related announcements and updates - Regarding inclement

weather alerts, Arkansas State reminds all students that official announcements will be
made only through official university communications. The official university homepage,
AState.edu, is supplemented by the verified university social media accounts -- on
Facebook (Facebook.com/ArkansasState) and Twitter (@ArkansasState). Email
communication for emergency and weather alerts is provided to the official AState.edu
issued faculty and staff or student accounts. Individuals who have signed up for text
alerts will also receive notices of openings and closures.

INFORMATION TECHNOLOGY

Information and Technology Services Page

Student Email - All students are responsible for maintaining their current address, email
address, and phone number with the Office of Admissions, Records, and Registration. It
is also the student’s responsibility to frequently monitor campus e-mail and the university
website, as these electronic means of communication are the university’s most effective
and efficient ways to disseminate important information to the campus community.
Campus e-mail is the primary means of communication from the Office of Student
Conduct; appearance notifications, hearing notifications, and decision notifications will be
sent to the student’s A-State email address. Furthermore, this is the only email address
utilized for official University correspondence.

Your email address will be your account name AND @smail.astate.edu

Your student email account will look similar to the following:

[email protected]
ITS Help Desk - The Arkansas State University Information Technology Services Help
Desk is here to help serve Students, Staff, and Faculty 24 hours a day. We are here to
help with all of your IT needs. Feel free to call or submit a work order for help. We also
have a selection of self-help tools available for solutions to everyday problems. We are
excited to be your first point of contact for problem-solving and solutions to your IT
problems. We support many areas such as first-time account setup, password reset, and
Microsoft Office installation help. Our staff is committed to providing the most up-to-date
information to help guide you during your time here at A-State.

Service Eligibility - Help Desk services are available to all current A-State students,
faculty, and staff. We cannot assist the general public with technical support issues. If
you call the Help Desk, please be prepared to supply your full name and A-State ID
number. If you visit us in person at the Dean B. Ellis Library room 149, please be
prepared to show us your A-State ID.

LEARNING OUTCOMES (PROGRAM LEVEL)

Click for Student Learning Outcomes

LEARNING OUTCOMES (COURSE LEVEL)

Variable by Course/Instructor

STUDENTS WITH DISABILITIES

If you are a student with a disability or if you think you may have a disability, please
contact Access and Accommodation Services (AAS) to register with their office. If you
are eligible for services and an accommodation notification is sent from the AAS office on
your behalf, we will work collectively to ensure that your accessibility needs are met as
required. http://www.astate.edu/a/disability/

TITLE IX/CHILD MALTREATMENT

As an Arkansas State University faculty member, it is my responsibility and my privilege to

contribute to the creation of a safe learning environment for all A-State students. Because of my
position as a member of the A-State faculty, I am also a mandatory reporter for purposes of Title
IX and the Arkansas Child Maltreatment Act. I want you to be able to share information related to
your life experiences with me or in class during this course. However, I also want you to
understand that: (1) under the ASU System Child Maltreatment Policy, I must immediately report
known or suspected child maltreatment by contacting both the Child Abuse Hotline and the
University Policy Department; and (2) under the A-State Title IX (Sexual Harassment
Discrimination) Grievance Procedure and the A-State Other Sex-Based Discrimination Grievance
Procedure, I must report to the A-State Title IX Coordinator incidences of sexual harassment or
other sex-based discrimination that I observe or that are reported to me. For purposes of Title IX,
sexual discrimination includes sexual harassment, sexual assault, stalking, domestic violence,
and dating violence occurring within the Title IX jurisdiction. Reports of sexual assault, sexual
violence, stalking, domestic violence, and dating violence may also be reported to law
enforcement authorities. You may also report instances of sexual discrimination directly by
contacting the A-State Office of Title IX and Institution Equity, including by email at
[email protected].