Culturally Competent Practice in School Psychology

Department of Education

Personnel Preparation Training Grant

Marilyn S. Wilson, PI

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

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

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

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

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

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

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

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!

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

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)

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

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

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