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Course Introduction

Course Introduction. Psychoeducational Issues of Diverse Learners. Text Overview. Rhodes, R. L.; Ochoa, S. H.; & Samuel O. Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide . NY: Guildford Press.

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Course Introduction

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  1. Course Introduction Psychoeducational Issues of Diverse Learners

  2. Text Overview • Rhodes, R. L.; Ochoa, S. H.; & Samuel O. Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. NY: Guildford Press. • Payne, R. K. (2005). A framework for understanding poverty: Fourth Revised Edition. Highland, TX: aha! Process, Inc.

  3. Differentiated Assignments Based on Student Needs • School Psychologists: • Need: Training on how to dx children who do not speak English as L1. • Assignments: UNIT (IQ testing) and Report Writing • Others in COE: • If you are not a school psychology student, this course may not be appropriate for you. Please contact me for me information and/or differentiated assignments.

  4. Course Requirements • Participate in weekly discussions and class assignments. • Complete readings as assigned by the instructor. • Complete a psychoeducational report and eligibility document based on information given during class. • Write a paper a mid-term project. • Complete an online midterm exam and a final exam. • Students will maintain a high level of professionalism.

  5. School Psychology Grading • 10%: Participation and WebCT posting (at least 2 informative postings) • 25%: Midterm • 20%: Debated Paper • 20%: Psychoeducational Report & Eligibility Document • 25%: Final

  6. Attendance/ Participation Policy for Online Class • Attendance/participation means that you read the materials as assigned, participate in online discussion boards, listen to or watch any video or audio provided, and ask questions to the instructor and/or other members of the class as they arise. • If you cannot participate for any reason, let me know ASAP.

  7. WebCampus Informative Posts • 2 informative per topic area. • Informative means not simple agreements or disagreements. See the following: • An on-topic question. • An answer to someone’s on-topic question. • Additional outside information or links to support the lecture or discussion. • A description of a “real-world” situation where the information is applicable.

  8. Ruby Payne: Useful or Bunk? • Two Parts: • First ½ of the paper = in support • Second ½ = a dispute • Requirements: • Min.15; max. 20 pages (without references). • APA format, 12 pt font, double space • References: • No more than 15% from internet websites, • No more than 20% from books. • Original articles MUST make up the majority • Turned in through the “Assignments” tab.

  9. School Psychology:Psychoeducational Report • You will be given basic information about a bilingual child and accompanying test results. • Based only on this information, you will write a comprehensive report and you will make a dx that is to be written up using an eligibility document. • This assignment is NOT a group project. You should treat it as a take-home test. • You should use the templates and handouts provided to you in this class to guide how you write your report.

  10. Midterm and Final Exams • Midterm = 1st ½ of the semester material. • Final = 2nd ½ of the semester material. • 30-40 MC items • 1 hour to complete • Test available for 2 days & must be completed in one setting. • Open book/ open notes • Available through the “Assessments” tab on WebCampus. • Item-analysis may be conducted

  11. Culture of poverty. Multicultural awareness. Cultural generalities versus cultural stereotypes. Referral process on the multicultural child. Home/ School barriers on the multicultural child. Assessing the multicultural and multilingual child. Bilingual/ special education interface. Multicultural counseling. General Topics

  12. Why study ELL students? • LV 20.5% of population foreign born. • LV 28.3% speak a language other than English @ home. • CCSD (2/06) 27% receive ELL services • CCSD: 91 languages served. 2003 Census, CCSD website

  13. Why study poverty? • U.S. % of workers < $15,000 = 10.7% (2000) • NV % of workers < $15,000 = 9.5% (2000) • U.S. = 16.6% of children in poverty (2000) • NV = 17% of children in poverty (2000) • LV = 17% of children in poverty (2004) • $16,454 per year for family of 4 is defined as poverty. 2000, 2003, 2004 Census

  14. Why study poverty? • 11% of variance in achievement accounted for by child’s race and SES • 70% of variance in achievement accounted for by school’s SES • SES better predictor of school success than race. • The longer a child is in poverty the worse they do in school 2000 Census; www.pinellas.k12.fl.us

  15. Most importantly… • Ochoa, Rivera, and Ford (1997) found that about 83% of school psychologists in 8 states w/ large culturally and linguistically diverse pupil populations (AZ, CA, CO, FL, NJ, NM, NY, and TX) self-reported feeling less than adequately trained by their university training program.

  16. Group Assignments • Assignments used to be done as groups in class. In an online format, you will be holding these same discussions online. • When you see “group assignment” go to the online forum.

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