Culturally Competent Practice in School Psychology

1. Culturally Competent Practice in School Psychology Department of Education Personnel Preparation Training Grant Marilyn S. Wilson, PI

2. Need • Shortage of school psychologists nationally • Under-representation of culturally and linguistically diverse school psychologists (8%) • School psychologists not well trained to work with students from diverse cultural, linguistic, and economic backgrounds • Need training in empirically supported early interventions • Academic and behavioral deficits don’t go away; students drop out of school, especially minority students

3. Central Valley of California has cultural and economic diversity, including over 75 languages, many low-performing schools, high rates of drop out, limited family involvement in education. • White (Not Hispanic) = 24%, African American=7%, Hispanic = 55%, Asian = 11% • 28% students in FUSD are ELL • 66% Fresno County students free or reduced lunch • 33% third graders reading at 50th %tile. • 24% of African Americans, 23% of Hispanics, 22%of economically disadvantaged, 10% ELL

4. Goals • Recruitment – more students from culturally and linguistic backgrounds • Train all students in culturally competent practices • RTI to identify students in need of intervention • Culturally appropriate assessment • Decrease over-representation of minority children in special education • Increase family-school partnerships • Communication with families from diverse backgrounds • Coordination with sensitive community services

5. Recruitment • Targeting high school students, psychology undergraduates • Specialized students groups: students with disabilities, ethnic and cultural groups • Utilize current students as recruiters! • Off campus recruiting • Brochures & posters, web page! • Grant will help by providing some financial support to allow students to focus on training • Funding available for professional travel

6. Training • Increased research-based, culturally competent practices in the curriculum • Early identification and screening (e..g, DIBELS) • Early behavioral interventions (Parlier social skills) • Home-school collaboration (materials from Futures conference) • Mentoring • Frequent meetings with faculty • Campus services: e.g., writing classes, counseling • Cohort experience • Social events

7. Research-Based Curriculum • Behavioral strand • ABA, consultation, intervention & prevention, cognitive behavior therapy • Culturally Competent Assessment and Intervention • Cognitive assessment, learning and development, instructional consultation • Field work: Practicum and internship in diverse settings • Practice assessment, consultation, counseling, and interventions • Incorporate families in assessment and intervention

8. Additions • Adding more intense multicultural course • Field supervisor for practicum • Karla Burgos Rodriguez • Coordination of DIBELS and social skills with students from culturally diverse groups

9. Evaluation • Number of students recruited • Logs & reflections from culturally diverse practicum • Pre-post data from social skills groups • DIBELS data across year • Individual academic and behavioral assessment and interventions with students from diverse backgrounds; evaluation of process • Evaluations from field supervisors • Feedback from Project field supervisor and faculty • NCSP Praxis exam pass rate • Student graduation rate! • Employment in field!

10. Funding • $2500 stipend / semester • Years 1 and 2 in school psychology program • Up to $1000 for conference travel / year • Stipends need to be reported as income • No funding for interns • Students must work 2 years in the field for each year in which any funding is received OR repay the funds • Must report contact information until service obligation is finished

11. Participant Requirements • Writing research papers focusing on culture and/or language acquisition • For a course or thesis • 1 per year • Practicum/fieldwork reflecting diversity. • Documentation of diversity of settings (Yrs. 1 & 2) • Conducting social skills group with children from culturally and linguistically diverse backgrounds (Yr. 1) • Writing a mini-paper each semester on working with students and families of diverse backgrounds (Yr. 1) • Conducting and reflecting on assessment with students from other cultures (Yr. 2) • Conducting and critiquing an assessment with a Limited English Proficient student (Yr. 2)

12. Mentoring • Monthly meetings with program faculty • Support and services as recommended (e.g., writing classes, thesis workshops) • Presentation • During the 2nd year in the project, the participant must submit a presentation for a regional, state, or national conference that incorporates an aspect of cultural or linguistic diversity • Professional development • Joining NASP & CASP each year • Attending 1 conference/year (NASP, CASP, or other approved conference, e.g., CEC, ABA, WPA). Attend 2 sessions or 1 workshop focused on diversity at the conference • Evaluation and documentation requirements • All evaluation documents must be submitted on time • Participants agree to meet with any project external evaluators • Participants will develop a special portfolio of CCP activities

13. Work in progress!!! • Paperwork • Recruitment materials • Performance measures for grant • Goals – • More student attendance at regional and national conference • Increased presentations and publications • Increase opportunities for varied practicum sites • Future • Add summer experiences and/or workshops • Bring in speakers

14. Next Steps • Sign up for appointment to discuss interest • Must be accepted into the school psychology program • Meet with financial aid • Sign student affidavit and service obligation • Share contact information for practicum site; set up visits