Culturally Competent Practice in
School Psychology
Department of Education
Personnel Preparation Training Grant
Marilyn S. Wilson, PI
Need
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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
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Academic and behavioral deficits don’t go away;
students drop out of school, especially minority
students
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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
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Recruitment – more students from culturally and
linguistic backgrounds
Train all students in culturally competent practices
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RTI to identify students in need of intervention
Culturally appropriate assessment
Decrease over-representation of minority children in special
education
Increase family-school partnerships
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Communication with families from diverse backgrounds
Coordination with sensitive community services
Recruitment
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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
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Increased research-based, culturally
competent practices in the curriculum
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Early identification and screening (e..g, DIBELS)
Early behavioral interventions (Parlier social
skills)
Home-school collaboration (materials from
Futures conference)
Mentoring
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Frequent meetings with faculty
Campus services: e.g., writing classes,
counseling
Cohort experience
Social events
Research-Based Curriculum
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Behavioral strand
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Culturally Competent Assessment and Intervention
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ABA, consultation, intervention & prevention, cognitive
behavior therapy
Cognitive assessment, learning and development,
instructional consultation
Field work: Practicum and internship in diverse
settings
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Practice assessment, consultation, counseling, and
interventions
Incorporate families in assessment and intervention
Additions
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Adding more intense multicultural course
Field supervisor for practicum
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Karla Burgos Rodriguez
Coordination of DIBELS and social skills with
students from culturally diverse groups
Evaluation
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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
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$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
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Must report contact information until service
obligation is finished
Participant Requirements
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Writing research papers focusing on culture and/or
language acquisition
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For a course or thesis
1 per year
Practicum/fieldwork reflecting diversity.
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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)
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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!!!
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Paperwork
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Recruitment materials
Performance measures for grant
Goals –
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More student attendance at regional and national
conference
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Increased presentations and publications
Increase opportunities for varied practicum sites
Future
 Add summer experiences and/or workshops
 Bring in speakers
Next Steps
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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
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Culturally Competent Practice in School Psychology