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Using OSEP Training Grants to EnhanceSchool Psychology PreparationSymposium NASP/TSPFebruary 13, 2018 Chair- Steve Truscott, Georgia State University Discussant- Sarah Allen, OSEP OSEP Grant Support to Deliver CulturallyResponsive Interventions. Queens College, CUNYEmilia Lopez, Ph.D.OSEP Grant Support to Improve Services inHNSDs- Georgia State UniversityArtesia Franklin. M.Ed.Michelle Washington, M.Ed., MSWOSEP Grant Support to Address EducationalInjusticesSan Diego State UniversityCarol Robinson-Zañartu, Ph.D.Katina M. Lambros, Ph.D., BCBA-D OSEP Grant Support to Improve Servicesfor At-Risk Middle School Students andImprove School Systems- California StateUniversity, Long BeachKristin Powers, Ph.D.Allison Bondus

USING OSEP GRANT SUPPORT TOHELP PREPARE SCHOOLPSYCHOLOGISTS TOADDRESSEDUCATIONAL INJUSTICESKATINA LAMBROS ORTEGA CAROL ROBINSON- ZAÑARTUSAN DIEGO STATE UNIVERSITY

WHAT ARETHE SOCIAL JUSTICE/INJUSTICE ISSUES? Under/over-represented in special education Misidentified with disabilities Under-served in general education Lack of culturally appropriate interventions Disproportionate dropout/pushout rates

SDSU OSEP GRANTS OVER THE YEARS A long and rich history of DOE Office of Special Education Projects (OSEP) supporteddozens of unique projects at San Diego State University to prepare school psychologiststo address these educational inequities – unique characteristics and needs of twoprojects/groups will be shared Data-gathering tools useful to the project management, illustrate the use of progressmonitored interventions, competency and goal attainments scales, and effect sizecalculations to support outcomes for the preparation of school psychologists and for theschool sites they serve during their training programs.

PROJECT CI2ELO: COLLABORATIVE INTERVENTIONSTO IMPROVE ENGLISH LEARNERS’ OUTCOMES Transdisciplinary learning and collaboration between school psychologistsand speech-language pathologists to meet the needs of English/DualLanguage Learners Partnership with local school district to support literacy interventions in1st & 2nd grade classrooms and increase parent outreach Intensive Seminars,Yearly Institutes, Project Retreats, ConferenceAttendance focused on understanding characteristics of and learningneeds of multilingual children

THE NATIVE AMERICAN AND INDIGENOUSSCHOLARS COLLABORATIVE (NAISC)Authentic and Effective School & Community Engagement: Partnerships with tribal community:parents,leaders and elders Partnership with school district serving Native youth:Specialized practicaKnowledge and Skill Building Seminar weekly: built ity Annual Institutes – Summer and winter:enhance depth in cultural insights,methods,culturally responsivepedagogyDissemination:Local,state and national presentations engage scholars in dissemination,using oraltraditions which are culturally consistent with traditional learning and teaching

USING CULTURALLY RELEVANT PEDAGOGY

USING CULTURALLY RELEVANT PEDAGOGY Migrant Education Family Biliteracy Program:Building the Foundation for Biliteracy.FernandoRodríguez-Valls,Ph.D.State Director,Migrant Education Program, RTI for ELLs: Instruction & Intervention. Dr. Julie Esparza Brown English Learners Learning to Read English. “101” Dr. Fernando Rodriguez-Valls Language-Based Interventions for ELL/Bilingual Students: A CulturallyResponsive Perspective. Dr. ElizabethPeña

DEVELOPING COMPETENCE: NATIVE SCHOLARSAUGMENTING SCHOOL PSYCHOLOGY & COUNSELING PROGRAM COMPETENCIESA R E A 1. Legal a n d Ethical Issues with N A Y outhTitle VIIJohnson O-Malley ActTribal T A N FEthical practice with N A populationsSovereignty, tribal l a wI C W AA R E A 2. Educational a n d Cultural History a n d PolicyIndian history a n d implications for educationLocal cultural/tribal specific history a n d implicationsTribal education s y s t e m s (BIE, Tribal Schools a n d Colleges)T raditional k n o w l e d g e a n d its relations hip t o l e a r n i n gHistories of indigenous M e x i c a n youth/families a n d implicationsA R E A 3. Culturally Appropriate As s essment with N A a n d IndigenousyouthSufficient rang e of appropriate toolsConsider language development a n d acculturation in as sessmentLocal/cultural n o r m sBias issues in as sessment with Indigenous youthValidity issuesEcosystems approachesAuthentic toolsD y namic toolsA R E A 4. Academic, Therapeutic a n d Consultative Interventions with N AyouthDifferentiate Indigenous vs mains tream behavioral characteristicsFamiliarity with Native or Indigenous bas ed resilience w o r kUnderstand a n d use Indigenized mediated learningFamiliarity with cross-cultural consultationC a n Articulate indigenous specific issues in counselingUs es culture in intervention designA R E A 5. Research with NA/Indigenous PopulationsA w a r e n e s s of tribal r e s e a r c h protocols o r r e v i e w p r o c e d u r e sIndigenous research methodologiesEthics in research with indigenous com mu n itiesFamiliarity with research with NA/Indigenous youthFamiliarity w i t h research d o n e w i t h local tribal c o m m u n i t i e sA R E A 6. Parent and Community EngagementI m p orta n ce of parent a n d c o m m u n i t y e n g a g e m e n t in schoolsuccessN A parent perspectives o n schoolsU n iq u e factors in N A parent a n d c o m m u n i t y e n g a g e m e n tE x p e r i e n c e w i t h professional e n g a g e m e n t w i t h local N Aparents/communityA R E A 7. Language a nd IdentityL a n g u a g e a n d its r e l a t i o n s h i p t o c u l t u r e a n d i d e n t i t yL a n g u a g e loss: Issues a n d implicationsL a n g u a g e r e v i t a l i z a t i o n : w h a t it is; w h a t it m e a n sI d e n t i t y a n d its r e l a t i o n s h i p t o s c h o o l i n g

USING GOAL ATTAINMENT SCALING TO TRACKDEVELOPMENT OF SCHOLAR PROJECT COMPETENCEArea 110 .6 0 00 .1 6 71.Legal,EthicalArea 1.aAverage0-0 .4 2 9- 0 .7 1 4-1-1 .2 5 0-1 .0 0 0-21Area 1.bAverage0-1-0 .8 0 0-1 .2 8 6-2-1 .8 7 5-1 .7 1 4-1 .1 6 7- 1 .8 5 72.EducationalHistory, Issues andPolicy1-0 .2 5 03.Assessment0 .7 5 04. InterventionsAverage0A r ea 1.c-1-0 .8 5 7- 0 .7 1 4-0 .5 7 1-0 .3 3 3-1 .2 5 0-210 .5 0 0Average0Area 1.d- 0 .4 2 95. Research-0 .4 2 9-0 .7 1 4-1-1 .1 2 5-210 .0 0 0Area 1.eAverage0-0 .5 7 1-1-2- 0 .4 2 90 .2 5 0-0 .4 2 9-1 .5 0 01A r e a 1.fAverage0-1-0 .8 5 7- 0 .7 1 4-0 .7 1 4O ctob e rDecem berJanuary/February-0 .1 6 7-0 .2 5 0M a rc hM ay-1 .3 7 anguage &Identity

LESSON PLAN DEVELOPMENT AND REPORTS ONACADEMIC INTERVENTION GROUPS

CI2ELO ACADEMIC INTERVENTION GROUPS: 48 small group literacy interventions (75%ELLs & 25% non-ELLs) were implemented. 211 students received Tier-2literacyintervention services Evaluation of student progress was conductedusing single case design methodology withvisual inspection and various effect sizecalculations.90807060Met at least 1Identified GoalMet ALL Goals504030Did Not MeetAnyGoal(s)20100Percentage of Students Meeting Intervention Goals

OUTCOMES THAT DEMONSTRATE RESPONSESTOINJUSTICES: CI2ELO PROJECT HIGHLIGHTS Significantly increased NUMBER of SPs & SLPs QUALIFIED to work with DLL youth MTSS became a growing and much improved process at our LOCAL school CI2ELO scholars asked to: attend IEPs to share collected data, lead professional development forteachers on DIBELS &AIMSWEB, and collect data on behavior Spanish-speaking parents became more involved in the school Infused content in other classes in SP and SLP programs Yearly average of 48 papers/case studies/presentations with DLL content were completedin classes OUTSIDE the CI2ELO seminar in students’ respective programs.

OUTCOMES THAT DEMONSTRATE RESPONSESTOINJUSTICES: CI2ELO GRADUATE HIGHLIGHTS CI2ELO SLP graduate employed at a high school with a caseload of 40-50%DL/ELLs. Using CI2ELO training, she was able to review (with the site schoolpsychologist) and dismiss 9 students who had been misidentified as languageimpaired years ago. Conversely, 3 students were qualified for services who had "fallen through thecracks" in elementary and middle school, presumably because theirlanguage impairments were written off as a part of theirsecond-language learning.

OUTCOMES THAT DEMONSTRATE RESPONSES TOINJUSTICES: NATIVE SCHOLAR PROJECT HIGHLIGHTS Significantly increased NUMBER of school psychologists QUALIFIED to work with Native Americanyouth and families – many (over 20) now at reservation schools Impacted the lack of INFORMATION in school psychology regarding service to NativeAmerican/Indigenous families and youth through DISSEMINATION: 9 (3) pubs; 46 (14) presentations Impacted POLICY at the national level: NASP Task Force, position statement, NA presence LOCAL school partner revitalized Title IV school community interactions; new culturallyresponsivecurricular information shared and used at school level as a result of consultation LOCAL Kumeyaay YOUTH performing and graduating at higher levels as a result of academic/resiliencework from Scholars LOCAL TEACHERS of Kumeyaay youth now using trauma informed pedagogy and integrating LOCALKNOWLEDGE as a results of consultation from the PI

OUTCOMES THAT DEMONSTRATE RESPONSESTOINJUSTICES: NAISC GRADUATE HIGHLIGHTS Elvina Charley (Navajo/Dine). Chair ofNASP Native American MACSubcommittee on Indigenous youth Darrick Franklin (Navajo/Diné). SeniorEducation Specialist at Department ofDiné Education; Member, Board ofNIEA Flora Howe (Absentee Shawnee) helpeddramatically increase graduation rates ather high school. Now Ph.D.Candidate Pictures here .

GSU-MINRSLeveraging University-Research Center-SchoolCollaboration to Serve Struggling StudentsDr. Stephen D. Truscott, Michelle L. Washington, Artesia Williams, Dr. Joel Meyers, Dr.Catherine PerkinsGeorgia State UniversityDr. Yohance MurrayMorehouse University

High Need Schools Resource Poor Schools/DistrictsHigh proportion of students living in povertyDisproportionately located in urban & rural areas Disproportionately service students of color General economic, health, etc. outcomesSpecial education pipeline Higher rates of special education placementSchool-to-Prison PipelineStudents at-risk

Struggling Students›Students who are not responsive to “typical” interventions Need more intensive, effective, and culturally responsiveinterventions Require high levels of intensive interventions tosucceed Reduction in SPEDMake SPED more effective for studentsSchool Psychologists in positions to impact Need more training to do soMore School Psychologists who arerepresentative of student population

GSU-MINRS 5-Year, 1 Million OSEP Training Grant Recruit & Prepare 42 High Quality SPs Provide training and field-based experiences that support: Underrepresented groupsEnhanced/targeted courseworkIndividual struggling studentsClass-wide and group interventionsSpecial and general ed teachers Provide Resources, Build Capacity

Who are SchoolPsychologists?Source: NASP Membership

Collaborative PartnershipsUniversity PartnersGSU SchoolPsychology Program(GSU-MINRS)Alonzo Crim Center(Urban Education)Center for School Safety,School Climate, & ClassroomManagement(Prevention & Intervention)Center for Leadership inDisability(Disability & Leadership)Graduates who are:›››Confident in HNSCulturally HumbleFocused on Solutions››Skilled InterventionistsLeaders

MINRS Participating School Districts

Collaborative PartnershipsUniversity PartnersGSU SchoolPsychology Program(GSU-MINRS)Alonzo Crim Center(Urban Education)Center for School Safety,School Climate, & ClassroomManagement(Prevention & Intervention)Center for Leadership inDisability(Disability & Leadership)Graduates who are:›››Confident in HNSCulturally HumbleFocused on Solutions››Skilled InterventionistsLeaders

Workshops WorkshopsNASPGAPBS

Opportunities/Challenges Opportunities District requestsImpact on veness Challenges Setting limitationsSP shortagesGrantmaintenance Restrictions onfunding

Any questions?THANKS!You can find us at: http://cps.education.gsu.edu/research/gsuminrs/S. Truscott - sdt55@gsu.edu