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 50 th %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