ࡱ> 14*+,-./0y Kbjbj {{߾IH H !!!T!!!"|$!hv(h*ph+h+h+$45LR5($i!5a2"35a5aH H h+h+"yyy5a@H h+H h+y5ayyt6!^Oh+񤊠upB^80hjqO!O0z5,D y|O(X z5z5z5uBz5z5z5h5a5a5a5az5z5z5z5z5z5z5z5z5 : Proposing New CSU Degree Programs Bachelors and Masters Levels Offered through Self-Support and State-Support Modes This document presents the format, criteria, and submission procedures for CSU bachelors and masters degree program proposals. Please see the  HYPERLINK "http://www.calstate.edu/APP/" Academic Program Planning Web site for doctoral degree proposal formats. ( HYPERLINK "http://www.calstate.edu/APP/" http://www.calstate.edu/APP/ ) Templates for Doctoral Proposals  HYPERLINK "http://www.calstate.edu/app/EdD/" CSU Ed.D. Programs  HYPERLINK "http://www.ucop.edu/acadinit/uccsu/jointdochandbook030502.htm" UC-CSU Joint Doctoral Programs  HYPERLINK "http://www.calstate.edu/app/documents/Joint_Doc_Other.pdf" Joint Doctorates with Independent Institutions Criteria Proposals are subjected to system-level internal and external evaluation, through which reviewers seek evidence indicating that current campus budgetary support levels provide sufficient resources to establish and maintain the program. Review criteria include: curriculum, financial support, number and qualification of faculty, physical facilities, library holdings, responsiveness to societal need and regional and workforce needs, academic assessment plans, and compliance with all applicable CSU policies, state laws, and accreditation standards. Procedures Before a proposal is submitted to the Chancellors Office, the campus proposes adding the projected degree program to the campus academic plan. Subsequent to the CSU Board of Trustees approval of the projection, a detailed, campus-approved program implementation proposal is submitted to Chancellors Office for review and approval. Proposals are to be submitted in the academic year preceding projected implementation. Only programs whose implementation proposals have been approved by the CSU Chancellor may enroll students. HYPERLINK "http://www.calstate.edu/BOT/agendas/Mar05/EdPol.pdf"Campus Academic Plans appear in the Educational Policy Committee Agenda Item of the annual March meeting of the Board of Trustees. Submission Please prepare the degree program proposal using the enclosed template. If the proposed program is subject to WASC Substantive Change, the Chancellors Office will accept the WASC Substantive Change Proposal format in place of the CSU format. For undergraduate degrees, the total number of units required for graduation must still be made explicit. Submit four complete hard copies of the campus-approved implementation proposal, including documentation of campus approval, to: Academic Program Planning SU Office of the Chancellor 401 Golden Shore Long Beach, California 90802-4210 Additionally, campuses are requested to send an electronic copy to  HYPERLINK "mailto:APP@calstate.edu" APP@calstate.edu. A Word version is preferred. CSU DEGREE PROPOSAL Faculty Check List Please confirm (") that the following are included in the degree proposal: " The total number of units required for graduation is specified (not just the total for the major): n/a the proposed bachelor s program requires no fewer and no more than 120 units n/a proposed bachelor s degree programs with requirements exceeding 120 units have provided a justification for the excess units " Please specify the total number of prerequisite units required but not included in the required units total (above). 6 List of courses and unit counts that are prerequisite to the major: EDP 301 or 302: Child or Adolescent Development EDP 405: Classroom Management n/a Title 5 minimum requirements for bachelors degree proposal have been met, including: _______ minimum number of units in major (BA 24 semester units), (BS 36 semester units) _______ minimum number of units in upper-division (BA 12 semester units), (BS 18 semester units) " Title 5 requirements for proposed master s degree have been met, including. " minimum of 30 semester units of approved graduate work are required " no more than 50% of required units are organized primarily for undergraduate students " maximum of 6 semester units are allowed for thesis or project " Title 5 requirements for master s degree culminating experience are clearly explained. " for graduate programs, at least five-full time faculty with terminal degrees in appropriate disciplines are on staff. n/a For self-support programs: _______ all EO 1047 requirements are met _______ the proposed program does not replace existing state-support courses or programs _______ a program budget is included _______ cost to students are specified, by term and for total program cost _____Please identify proposal page numbers where CPEC review criteria appear: Pgs. 15-16 Student demand This can be demonstrated with surveys of student intention to enroll in the program. Include current and projected enrollments of related existing programs at the proposing campus or feeder institutions. Pgs. 14-15 Societal Needs The proposal should establish that there will be sufficient employment opportunities for graduates of the proposed program. Workforce demand projections can be helpful in establishing the balance between graduates and employment opportunities. Individual letters (not multiple versions of the same form letter) from regional employers are helpful, as well. Workforce data are available at:  HYPERLINK "http://www.calstate.edu/app/workforce_data.shtml" http://www.calstate.edu/app/workforce_data.shtml Pg. 8, 23 Appropriateness to Institutional and Segmental Mission Describe how the proposed degree program fits with the campus, school/college, and departmental missions. Pg. 14 Number of Existing and Proposed Programs in the Field Demonstrate how the proposed program differs from or is similar to existing programs in the state. Pgs. 16-17 Total Costs for the Program Are there sufficient funds available to support the resources that are required in order to initiate and maintain the program, including: the number of new faculty required; equipment; library resources; and classroom, office, and laboratory facilities. Identify the source of the funds required to support the program, both initially and in the long run. Pgs. 9-10; Appendix I Maintenance and Improvement of Quality Submit formal assessment plans that address program goals and student learning outcomes. Goals should be measurable; plans should be manageable, and data should be meaningful. Goals should be related to institutional and program mission, and to the curriculum. See the CSU assessment site for further information:  HYPERLINK "http://www.calstate.edu/acadaff/sloa/index.shtml" http://www.calstate.edu/acadaff/sloa/index.shtml Pg. 15 Advancement of Knowledge Describe how the program will contribute to the growth and development of intellectual and creative scholarship. Thank you! CSU Degree Program Proposal Template Please Note: Campuses may mention proposed degree programs in recruitment material if it is specified that enrollment in the proposed program is contingent on final program authorization from the CSU Chancellors Office. Approved degree programs will be subject to campus program review within five years after implementation. Program review should follow system and Board of Trustee guidelines (including engaging outside evaluators) and should not rely solely on accreditation review.  Program Type (Please specify any from the list below that applydelete the others) State-Support  HYPERLINK "http://www.calstate.edu/app/documents/Fast_Track_Pilot_Programs.pdf" Fast Track   HYPERLINK "http://www.calstate.edu/app/documents/program_modification/Option_Elevation.pdf" Elevation of Option or Concentration to a Full Degree Program New Program Program Identification Campus: Long Beach Full and exact degree designation and title (e.g. Master of Science in Genetic Counseling, Bachelor of Arts with a Major in History). Educational Specialist Degree in School Psychology (EdS), Pupil Personnel Services Credential: School Psychology Option (PPS) Date the Board of Trustees approved adding this program projection to the campus Academic Plan. n/a Term and academic year of intended implementation (e.g. Fall 2012). Fall 2012 Total number of units required for graduation. This will include all requirements, not just major requirements. 60-66 units, depending upon need to satisfy 6 units of prerequisite courses Name of the department(s), division, or other unit of the campus that would offer the proposed degree major program. Please identify the unit that will have primary responsibility. College of Education, Department of Advanced Studies in Education and Counseling Name, title, and rank of the individual(s) primarily responsible for drafting the proposed degree major program. Kristin Powers, PhD., Professor Kristi Hagans, Ph.D., Associate Professor and Program Coordinator Statement from the appropriate campus administrative authority that the addition of this program supports the campus mission and will not impede the successful operation and growth of existing academic programs. (CPEC Appropriateness to Institutional and Segmental Mission) See statement from Dean Marquita Grenot-Scheyer in Appendix IV Any other campus approval documents that may apply (e.g., curriculum committee approvals). Department and College curriculum committees approved the EdS in School Psychology in fall 2010. Please specify whether this proposed program is subject to WASC Substantive Change review. The campus is required to either attach a copy of the WASC Sub-Change proposal or submit that document in lieu of the CSU proposal format. No Optional: Proposed Classification of Instructional Programs  HYPERLINK "http://nces.ed.gov/pubs2002/cip2000/" (CIP) Code and CSU Degree  HYPERLINK "http://www.calstate.edu/app/documents/HEGIS-CIP2000_102406.xls" Program Code CIP Code: 42.1701 Program Code: 804 3. Program Overview and Rationale Rationale, including a brief description of the program, its purpose and strengths, fit with institutional mission, and a justification for offering the program at this time. The rationale may explain the relationship among the program philosophy, design, target population, and any distinctive pedagogical methods. (CPEC Appropriateness to Institutional and Segmental Mission) We propose to change the School Psychology Credential program from solely a credential-recommending program to a degree-granting and credential-recommending program. Specifically, students would receive an Educational Specialist (EdS) in School Psychology Degree, as well as recommendation to the California Commission on Teacher Credentialing (CTC) of the PPS Credential in School Psychology upon completion of the program. There are a number of reasons to make this change: The EdS is considered the entry-level degree for Professional School Psychology. Our current program (60 units, plus 9 prerequisite units) meets this training requirement but students are recommended for a credential only, not a degree from the program. Those who enter the credential program without a masters degree complete the Masters of Arts in Education Option in Educational Psychology (EP), but this degree alone, in its existing structure, does not reflect the amount of coursework required to complete the program. An EdS degree would be more indicative of the level of study students complete and may provide additional salary and competitiveness for employment for our alumni. The National Association of School Psychologists (NASP) requires institutional documentation of school psychology program completion. Currently, School Psychology does not appear on students transcripts when they graduate, and there is no diploma indicating students have completed the school psychology credential program as we do not award a degree. Thus, students do not receive confirmation from the university that they have, indeed, completed a school psychology program. Granting an EdS degree would allow us to remain competitive among neighboring school psychology programs for high achieving applicants. Chapman University and Loyola Marymount University award the EdS degree. CSU Sacramento, San Diego and Fresno also award the EdS degree to their school psychology program graduates. Enrollment in an EdS degree program in school psychology is a requirement for applying for the NASP Student Minority Scholarship. Our students currently have difficulty with licensure and/or placement on salary scales when seeking out-of-state employment, as the EdS degree signifies a higher level degree than a masters degree. We cannot track our students in PeopleSoft. Students appear as either Educational Psychology MA students or advanced credential students. As graduate students, EdS school psychology students would be eligible for graduate research fellowships. Currently, students pursuing the school psychology credential and Educational Psychology MA degree (i.e., Joint Program Students) need to re-apply to the university after completing the Educational Psychology MA degree to complete the School Psychology program, and consistently have trouble continuing their financial aid as they are no longer considered a MA-level graduate student but rather a credential student. Credential students (e.g., post-baccalaureate) receive far less financial aid than MA-level graduate students although the current program is considered a combined MA degree and credential program. As a degree program, we would be eligible to participate in the Universitys PARC program review process. Proposed catalog description, including program description, degree requirements, and admission requirements. For masters degrees, please also include catalog copy describing the culminating experience requirement(s). PROGRAM-CHANGE Name and Code of Program: Educational Specialist in School Psychology (code: 804) Proposed catalog text: The school psychology program is approved by the National Association of School Psychologists (NASP) and accredited by the California Commission on Teacher Credentialing (CCTC). Students completing this program are employed in prek-12 education to provide direct and indirect psychological and academic support to students. The Educational Specialist degree is based on 60 units of courses work (plus 6 prerequisites), thus, it is a more advanced than a masters degree, which is based on a minimum of 30 units. Student entering the Educational Specialist in School Psychology program concurrently fulfill requirements for the Pupil Personnel Services School Psychology (PPS/SP) Intern and Full Credentials. The PPS/SP is required by the California Commission on Teacher Credentialing (CTC) for persons employed in the public schools as school psychologists. University Admission In addition to filing a program application (see next section), prospective students must file an Application for graduate admission along with one complete set of official transcripts with the University Office of Admissions prior to the January 25 due date for fall admissions. Program Admission 1. Program application 2. Copies of official transcripts verifying a GPA of 3.0 or higher in the last 60 semester units (or 90 quarter units) of course work 3. Possession of a baccalaureate degree from an accredited university 4. An official transcript obtained from the Educational Testing Service (ETS) for the Graduate Record Exam (GRE) General Test of test scores of 1000 or higher for the combined Verbal and Quantitative portions of the test or Copies of official transcripts verifying completion of a masters degree in a related field 5. Three letters of reference by persons who have engaged in professional work with the applicant 6. A written personal statement see current application form 7. Screening interview after the admission committee reviews all eligible applications, select applicants are invited for an interview with program faculty Program Requirements 1. Completion of the following prerequisites or an equivalent: EDP 405 and EDP 301 or 302. 2. Completion of the following core courses: ED P 525 A, 525B, 527, 528, 536, 560, 579, 641A, 641B, 642A, 642B. Completion of the following core courses or equivalent: EDP 419, 517, 518, 520, 524A, 524B, 603, with a minimum of 42 units of the 51 unit core program completed in residency at CSULB. 3. Completion of one of the three options of a 9-unit specialization: (1) Educational Psychology emphasis 9 units from the following: EDP 519, 541, 596, 604, 605, 595, (2) Thesis option 6 units of EDP 698 and EDP 519 or EDP 595, or (3) Equivalent masters degree option - 9 units equivalent from existing masters degree in related field. 4. Successful completion of comprehensive exam or thesis. 5. Advancement to candidacy: ED P 301 (or 302), 405, 419, 520, 603, 528, and fulfill the Graduation Writing Assessment Requirement (GWAR). 6. All University regulations governing the master's degree apply to the Educational Specialist in School Psychology degree. 7. Students are annually evaluated for specific professional competencies. If a student is found insufficient on one or more of the competencies, the student may be required to complete additional course work, practica, fieldwork, and/or other activities before being approved for the PPS internship or full credential or the EdS degree. 8. Certificate of Clearance and successful performance on the CBEST is required prior to enrolling in practica (ED P 641A). 9. Completion of the National School Psychology Examination (ETS/PRAXIS II #10400) prior to completion of the program. Curriculum Goals for the (1) program and (2)  HYPERLINK "http://www.calstate.edu/acadaff/sloa/index.shtml" student learning outcomes. Program goals are very broad statements about what the program is intended to achieve, including what kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program. Goals for the (1) program and (2)  HYPERLINK "http://www.calstate.edu/acadaff/sloa/index.shtml" student learning outcomes The Department and College curriculum committees have reviewed the program proposal and determined that it is consistent with the College of Education Mission: The College of Education at CSULB is a learning and teaching community that prepares professional educators and practitioners who promote equity and excellence in diverse urban settings through effective pedagogy, evidence-based practices, collaboration, leadership, innovation, scholarship, and advocacy. The ten student learning outcomes (SLOs; see below) of the School Psychology program help to promote the concepts and skills articulated in the mission. For example, Program SLO 1 on engaging in data-based decision making is consistent with the missions emphasis on evidence-based practices. The School Psychology program is also consistent with CSULBs emphasis on providing highly-valued degrees as indicated by the number of applicants we receive. The overall program goals of the School Psychology program are to: 1. Provide competent instruction in all areas related to the practice of school psychology. 2. Advance the knowledge base in school psychology through student research, and the research and writing of faculty. 3. Develop in school psychology graduate students a sense of the necessity for life-long independent study as well as an appreciation of the value of collaborative interactions. 4. Serve the needs of the community by training school psychology graduate students to provide professional services to students, schools and the community. 5. Prepare school psychology graduate students to meet all entry-level and continuing education standards for credentialing and licensure appropriate to their future work settings. Student Learning Outcomes (SLOs), based on the training standards outlined by NASP, include: SLO 1: Data-Based Decision Making and Accountability: Students will demonstrate knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. SLO 2: Consultation and Collaboration: Students will demonstrate knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. SLO 3: Interventions and Instructional Support to Develop Academic Skills: Students will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. SLO 4: Interventions and Mental Health Services to Develop Social and Life Skills: Students will demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote socialemotional functioning and mental health. SLO 5: Diversity in Development and Learning: Students will demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. SLO 6: School-Wide Practices to Promote Learning: Students will demonstrate knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. SLO 7: Preventive and Responsive Services: Students will demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. SLO 8: Family-School Collaboration Services: Students will demonstrate knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on childrens learning, socialization, and mental health; and methods to develop collaboration between families and schools. SLO 9: Research and Program Evaluation: Students will demonstrate knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. SLO 10: Legal, Ethical, and Professional Practice: Students will demonstrate knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. Plans for assessing program goals and student learning outcomes. Some planners find it helpful to develop matrices in which student learning outcomes and required courses are mapped, indicating where content related to the learning outcomes is introduced, reinforced, and practiced at an advanced level in required courses. (CPEC Maintenance and Improvement of Quality As a NASP- and CTC-approved program, faculty have a long history of identifying program and student learning outcomes, measuring progress toward outcomes, and analyzing formative and summative data to make program improvement changes. A proposed EdS School Psychology Program Assessment Plan is included in Appendix I. Total number of units required for graduation. 60-66 units, depending on need to satisfy 6 units of prerequisite courses. Include a justification for any baccalaureate program that requires more than 120-semester units or 180-quarter units. n/a If any formal options, concentrations, or special emphases are planned under the proposed major, identify and explain fully. Optional: You may propose a CSU degree program code and CIP code for each concentration that you would like to report separately from the major program, if the option is approximately equivalent to a degree currently listed on the CSU application-booklet degree program table. If you do not find an appropriate CSU degree program code at:  HYPERLINK "http://www.calstate.edu/app/documents/HEGIS-CIP2000_102406.xls" http://www.calstate.edu/app/documents/HEGIS-CIP2000_102406.xls , you can search CIP 2000 at  HYPERLINK "http://nces.ed.gov/pubs2002/cip2000/" http://nces.ed.gov/pubs2002/cip2000/ to help identify the code that best matches the proposed curriculum. n/a A list of all courses required for the major, specifying catalog number, title, units of credit, and prerequisites or co-requisites (ensuring that there are no hidden prerequisites that would drive the total units required to graduate beyond the total reported in 4c above). Include proposed catalog descriptions of all new courses. Required Coursework Prerequisite Coursework: EDP 301 or 302 Child/Adolescent Development (3 units) EDP 405 Classroom Management (3 units) Core Coursework: EDP 419 Educational Statistics (3 units) EDP 520 Research Methods (3 units) EDP 524 A & B Psychoeducational Assessment (5 units; co-requisites) EDP 525 A & B Psychoeducational Assessment of CLD Students (5 units; co-requisites) EDP 603 Developmental Risk and Resilience (3 units) EDP 517 Seminar in School Counseling (3 units) EDP 527 Advanced Assessment for Intervention (3 units) EDP 528 Introduction to School Psychology (3 units) EDP 536 Collaborative Consultation (3 units) EDP 579 Curriculum-Based Assessment & Academic Interventions (4 units) EDP 560 Functional Behavior Assessment & Positive Behavior Support (3 units) EDP 518 School Crisis Response (3 units) EDP 641 A School Psychology Practicum (2 units) EDP 641 B School Psychology Practicum (2 units) EDP 642 A Field Work I School Psychology (3 units) EDP 642 B Field Work II School Psychology (3 units) Option - Comprehensive Exams (9 units of the following): EDP 604 Seminar in Human Development (3 units) EDP 519 Quantitative Educational Data Analysis I (3 units) EDP 541 Seminar in Educational Measurement and Assessment (3 units) EDP 596 Program Evaluation in Education (3 units) Option - Thesis: EDP 698 Thesis (6 units) and EDP 519 Quantitative Educational Data Analysis I (3 units) or EDP 595 Qualitative Research Methods in Education (3 units) List of elective courses that can be used to satisfy requirements for the major, specifying catalog number, title, units of credit, and prerequisites or co-requisites. Include proposed catalog descriptions of all new courses. For graduate program proposals, identify whether each course is a graduate or undergraduate offering. None List of any new courses that are: (1) needed to initiate the program and (2) needed during the first two years after implementation. Only include proposed catalog descriptions for new courses. For graduate program proposals, identify whether each course is a graduate-level or undergraduate-level offering. EDP 518 School Crisis Response (Graduate Level): Prerequisites/Corequisites: ED P 528 Introduction to School Psychology or by consent of the instructor. Students will learn about the impact of school crises on children and school communities, and how to prepare and respond to these events, including trauma screening and triage, threat assessment, suicide prevention, and dealing with death at schools. Letter grade only (A-F) ED P 603 Developmental Risk and Resilience: Prerequisites (Graduate Level): ED P 301 or 302. Examines psychological disorders, such as autism, attention deficit disorder, conduct disorder, depression, anorexia, and selective mutism from a developmental perspective. Major topics include: contrasting psycho-pathology models; environmental/genetic/neurobiological factors, classification and epidemiology; scientifically-based interventions and expected outcomes; and developmental resiliency. Letter grade only (A-F). Attach a proposed course-offering plan for the first three years of program implementation, indicating, where possible, likely faculty teaching assignments. See EdS School Psychology Course Offering Plan in Appendix II. For masters degree proposals, include evidence that program requirements conform to the minimum requirements for the culminating experience, as specified in HYPERLINK "http://www.calstate.edu/APP/documents/Title5_MastersDegree_requirements.doc"Section 40510 of  HYPERLINK "http://government.westlaw.com/linkedslice/search/default.asp?RS=GVT1.0&VR=2.0&SP=CCR-1000&tempinfo=TOC" Title 5 of the California Code of Regulations. Prior to advancing to candidacy, students must complete the following: Satisfy the Graduate Writing Assessment Requirement (GWAR) by passing the Writing Proficiency Exam (WPE) or obtaining a score of 4 or higher on the GRE Writing. Completion of all prerequisite courses plus EDP 419, 520, 603, and 528. Students will complete a specified program of study that is at least 30 semester units and completed within seven years. No less than 70%, or 42 semester units, shall be completed in residence. Not less than one-half of units required for the degree shall be in courses designed primarily for graduate students. Not more than six units will be allowed for thesis. Students will satisfactorily complete a thesis or comprehensive exams as defined below: (1) A thesis is the written product of a systematic study of a significant problem. It identifies the problem, states the major assumptions, explains the significance of the undertaking, sets forth the sources for and methods of gathering information, analyzes the data, and offers a conclusion or recommendation. The finished product evidences originality, critical and independent thinking, appropriate organization and format, and thorough documentation. An oral defense of the thesis is required. (2) A comprehensive examination is an assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking, and demonstrate mastery of the subject matter. The results of the examination evidences independent thinking, appropriate organization, critical analysis and accuracy of documentation. A record of the examination questions and responses shall be maintained in accordance with the records retention policy of The California State University. A grade point average of 3.0 (grade of B) or better in all courses taken to satisfy the requirements for the degree, except that a course in which no letter grade is assigned shall not be used in computing the grade point average. For masters degree proposals, cite the corresponding bachelors program and specify whether it is (a) subject to accreditation and (b) currently accredited. n/a Admission criteria, including prerequisite coursework. Completion of four-year college course of study and hold a baccalaureate degree from an institution accredited by a regional accrediting association Official transcripts verifying a minimum GPA of 3.0 for last 60 semester (or 90 quarter) units of course work Official transcript from the Educational Testing Service (ETS) verifying a Graduate Record Exam (GRE) score of 1000 or higher for the combined Verbal and Quantitative portions of the test, or official transcripts verifying completion of a masters degree in a behavioral science Three letters of reference by persons who have engaged in academic and/or professional work with the applicant Written personal statement Program application Screening interview after the admission committee reviews all eligible applications, select applicants are invited for an interview with program faculty. Criteria for student continuation in the program. Maintenance of minimum 3.0 GPA Certificate of Clearance Passing scores on the CBEST Satisfactory ratings on Personal Competency Evaluation Enrollment in fall and spring, or an approved educational leave Completion of all program requirements within 7 years For undergraduate programs, planned provisions for articulation of the proposed major with community college programs. n/a If there is a  HYPERLINK "http://www.calstate.edu/AcadAff/ldtp.shtml" Lower-Division Transfer Pattern (LDTP) for this major, indicate the relationship between the LDTP and the requirements presented in this proposal. Information on LDTP is available at:  HYPERLINK "http://www.calstate.edu/AcadAff/ldtp.shtml" http://www.calstate.edu/AcadAff/ldtp.shtml n/a Advising roadmaps that have been developed for the major. See attached EdS School Psychology Program Advising Memo in Appendix III. Provision for meeting accreditation requirements, if applicable, and anticipated date of accreditation request (including the WASC Substantive Change process). n/a Accreditation Note: Masters degree program proposals If subject to accreditation, establishment of a masters degree program should be preceded by national professional accreditation of the corresponding bachelors degree major program. Fast-track proposals Fast-track proposals cannot be subject to specialized accreditation by an agency that is a member of the Association of Specialized and Professional Accreditors unless the proposed program is already offered as an authorized option or concentration that is accredited by an appropriate specialized accrediting agency. Need for the Proposed Degree Major Program (CPEC Societal Need, Number of Existing Programs in the Field, and Advancement of the Field) List of other California State University campuses currently offering or projecting the proposed degree major program; list of neighboring institutions, public and private, currently offering the proposed degree major program. CSU Fresno Ed. S School Psychology San Diego State Ed. S School Psychology Chapman University Ed. S. School Psychology CSU Sacramento State- Ed. S. School Psychology Differences between the proposed program and programs listed in Section 5a above. CSU Fresno States school psychology program is a minimum 75-semester unit program located in the Central Valley. The program admits 7-10 students annually. San Diego States program is a 4-year, 84 -semester unit program with a concentration in counseling located in the southern-most part of California. The program admits 10-12 students annually. CSU Sacramentos school psychology program is a 94-semester unit program located in Northern California. The school psychology program at Chapman University, located in Orange County, is a 69-semester unit program with an emphasis on mental health of school-age youth. List of other curricula currently offered by the campus that are closely related to the proposed program. COUN 506 Counseling in School Settings (School Counseling Program) COUN 522 Counseling Methods and Techniques (Marriage& Family Therapy Program) COUN 556 Counseling Children & Adolescents (Marriage& Family Therapy Program) Community participation, if any, in the planning process. This may include prospective employers of graduates. The School Psychology Community Advisory Committee, which meets annually to review the student learning outcomes, and program and candidate assessment data, began discussing the need to initiate an EdS degree in school psychology in 2005, with follow-up discussions in 2007 and 2009. The advisory committee unanimously agreed there is a need to update our program to an EdS degree in school psychology. Applicable workforce demand projections and other relevant data. National calculations based on personnel needs, school psychologist graduation rates, and retirement and attrition estimates indicate there is and will continue to be a severe shortage of school psychologists (Curtis, Grier, & Hunley, 2004). Further, the profession has not kept up with changing K-12 student demographics. In 2000, 8.3% of the nations total school population received services under the Individuals with Disabilities Education Act (IDEA); 35.5% of those students were from racially and culturally diverse backgrounds; and almost 6% were considered English Language Learners (U.S. Department of Education, 2000). A national survey found 92.55% of school psychologists to be White/Caucasian, with 2.99% and 1.94% of school psychologists reporting to be Hispanic/Latino and Black/African American, respectively (Curtis, Lopez, Batsche, & Smith, 2006). These figures have remained doggedly stable over the past decade despite concerted efforts on the part of national and state professional organizations to recruit and retain school psychologists with differing backgrounds (Curtis et al., 2004). The School Psychology program at CSULB continues to attract racial and ethnic minority and bilingual applicants. For the past 3 years (2008 2010), 45% of our applicants have been bilingual and 50% of our students are bilingual. If the program was proposed to meet societys need for the advancement of knowledge, please specify the need and explain how the program meets that need. There are 214 Specialist-Level (i.e., non-doctoral degree) school psychology programs nation-wide, and 59% of these are approved by the National Association of School Psychologists (NASP; Miller, 2008). The school psychology program at CSULB is NASP-approved. The majority (89%) of these programs award the Education Specialist (EdS) degree (Miller, 2008). Less than 1% of school psychology programs recommend a credential without an accompanied degree. However, the current school psychology program at CSULB recommends a credential only. Locally, Chapman University and San Diego State University have recently converted their masters degree/credential program to EdS programs. Within the CSU system, Fresno State and Sacramento State also recently converted their programs into EdS degree granting programs. Converting the current CSULB school psychology program to an EdS degree and credential-recommending program will help to continue to attract highly qualified and diverse applicants. The program will continue to contribute to educational research and scholarship through faculty publications of books and peer-reviewed journals, students co-publishing and presenting with faculty, and student completion of masters theses. Student Demand (CPEC Student Demand) Compelling evidence of student interest in enrolling in the proposed program. Types of evidence vary and may include national, statewide, and professional employment forecasts and surveys; petitions; lists of related associate degree programs at feeder community colleges; reports from community college transfer centers; and enrollments from feeder baccalaureate programs, for example. Applicants and admits for the last 4 years, as illustrated below in Table 1, indicate student demand and interest in school psychology. Although the current school psychology credential program receives more applications for admission than can be accommodated, improving the program by offering the EdS degree will ensure its competitiveness among school psychology programs in California. The program accepts approximately 28 students each year, yielding approximately 20 students each year. Table 1 Applicants and Admits to the Current School Psychology PPS Credential Program Admission to ProgramYear# of Applicants# Accepted# Matriculated200810031182009123272020109826182011912821 Issues of diversity and access to the university considered when planning this program. Faculty in the school psychology program are committed to increasing the diversity of our students as well as practitioners in the field. We seek applicants to the program from historically underrepresented backgrounds to increase the diversity of perspectives and to meet the increasingly diverse needs of surrounding communities. In compliance with Policy Statement 08-11, Accessibility and Faculty Responsibility for the Selection of Instructional Materials, instructors make their course syllabi and all instructional materials accessible to all students, including print and e-versions. Materials are comparable in quality, delivered in a timely manner, and presented in medium appropriate to the person(s) receiving the material. For masters degree proposals, the number of declared undergraduate majors and the degree production over the preceding three years for the corresponding baccalaureate program, if there is one. There is no corresponding baccalaureate program. Professional uses of the proposed degree program. The proposed program culminates in an EdS degree and recommendation by the College of Education for the Pupil Personnel Services Credential in School Psychology to the Commission on Teacher Credentialing thereby, qualifying the person to be hired as a fully-credentialed school psychologist by a local education or community agency. Graduates of the program are also eligible to receive, upon application, the National Certification in School Psychology from the National Association of School Psychologists. The expected number of majors in the year of initiation and three years and five years thereafter. The expected number of graduates in the year of initiation, and three years and five years thereafter. We do not expect enrollment to differ from our current enrollment. Thus, in the initiation year of the program, as well as 3-and 5- years after initiation, it is expected that a total of 60 students will be enrolled in the program. We also do not expect graduation rates to change from the current trend of 16-18 students each year. Existing Support Resources for the Proposed Degree Major Program (CPEC Total Costs of the Program) Note: Sections 7 and 8 should be prepared in consultation with the campus administrators responsible for faculty staffing and instructional facilities allocation and planning. A statement from the responsible administrator(s) should be attached to the proposal assuring that such consultation has taken place. See statement from Dean Marquita Grenot-Scheyer in Appendix IV. Faculty who would teach in the program, indicating rank, appointment status, highest degree earned, date and field of highest degree, professional experience, and affiliations with other campus programs. For masters degrees, include faculty publications or curriculum vitae. See Appendix VI for faculty curriculum vita. Note: For all proposed graduate degree programs, a minimum of five full-time faculty members with the appropriate terminal degree should be on the program staff. (Code Memo EP&R 85-20) There are three full-time program faculty; 2-3 full-time faculty from the College of Education, and two part-time faculty who will be teaching courses in the EdS program. Please see attached faculty curriculum vita in Appendix VI. Space and facilities that would be used in support of the proposed program. University classrooms; Community Clinic for Counseling and Educational Services facilities, and faculty offices c. A report provided by the campus Library, detailing resources available to support the program (discussion of subject areas, volume counts, periodical holdings, etc. are appropriate). See attached library report from Advanced Studies in Education and Counseling librarian, Karin Griffin, in Appendix V. Existing academic technology, equipment, and other specialized materials currently available. Materials and resources available in the Community Clinic for Counseling and Educational Services, and university computer lab Additional Support Resources Required (CPEC Total Costs of the Program) Note: If additional support resources will be needed to implement and maintain the program, a statement by the responsible administrator(s) should be attached to the proposal assuring that such resources will be provided. Any special characteristics of the additional faculty or staff support positions needed to implement the proposed program. None The amount of additional lecture and/or laboratory space required to initiate and to sustain the program over the next five years. Indicate any additional special facilities that will be required. If the space is under construction, what is the projected occupancy date? If the space is planned, indicate campus-wide priority of the facility, capital outlay program priority, and projected date of occupancy. None A report written in consultation with the campus librarian, indicating any additional library resources needed. Indicate the commitment of the campus either to purchase or borrow through interlibrary loan these additional resources. See CSULB Library Report in Appendix V Additional academic technology, equipment, or specialized materials that will be (1) needed to implement the program and (2) needed during the first two years after initiation. Indicate the source of funds and priority to secure these resource needs. None Submit completed proposal packages to:  HYPERLINK "mailto:APP@calstate.edu" APP@calstate.edu and Academic Program Planning CSU Office of the Chancellor 401 Golden Shore Long Beach, CA 90802-4210 Contact Academic Program Planning Dr. Christine Mallon Ms. Norma Warren State University Dean Academic Programs Academic Programs and Policy Phone (562) 951-4672 Phone (562) 951-4722 Fax (562) 951-4982 Fax (562) 951-4982  HYPERLINK "mailto:cmallon@calstate.edu" cmallon@calstate.edu  HYPERLINK "mailto:nwarren@calstate.edu" nwarren@calstate.edu Academic Program Planning is on the Web  HYPERLINK "http://www.calstate.edu/APP/" http://www.calstate.edu/APP/ Contact Extended Education Ms. Sheila Thomas State University Dean, Extended Education Phone (562) 951-4795 Fax (562) 951-4982  HYPERLINK "mailto:sthomas@calstate.edu" sthomas@calstate.edu Appendices I. EdS School Psychology Program Assessment Plan II. EdS School Psychology Program Course Offering Plan III. EdS School Psychology Program Advising Memo IV. Statements from Dean Marquita Grenot-Scheyer V. CSULB Library Report VI. Faculty Curriculum Vita APPENDIX I - EdS School Psychology Program Assessment Plan Student Learning OutcomesOutcome 1 Knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.Outcome 2 Knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.Outcome 3 Knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.Outcome 4 Knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote socialemotional functioning and mental health.Outcome 5 Knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.Outcome 6 Knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.Outcome 7 Knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.Outcome 8 Knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on childrens learning, socialization, and mental health; and methods to develop collaboration between families and schools.Outcome 9 Knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.Outcome 10 Knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.EDP 579 Clinic Case StudyEDP 579 Clinic Case StudyEDP 579 Clinic Case StudyEDP 560 School Case StudyEDP 560 School Case StudyEDP 536 Case Study EDP 536 Consultation Case StudyEDP 641A School Analysis EDP 517 Counseling Case StudyEDP 641B Program Eval. EDP 527 Academic Case StudyEDP 527 Academic Case StudyEDP 642A Ethics Case Study Appendix II EdS School Psychology Program Course Offering Plan Year 1Year 2Year 3FallSpringFallSpringFallSpringPrerequisites (if necessary)Prerequisites (if necessary)EDP 517 (Gamble)EDP 560 (Hagans)EDP 527 (Hagans)EDP 642 B (Gamble/Hagans)EDP 419 (EDP Faculty)EDP 520 (EDP Faculty)EDP 579 (Powers)EDP 536 (Gamble)EDP 642 A (Gamble/ Powers)EDP 528 (Gamble)EDP 518 (Saltzman) EDP 604 (comprehensive exam option; EDP Faculty)EDP 541 (comprehensive exam option; EDP Faculty)EDP 524 A & B (Morrison)EDP 525 A & B (Morrison)EDP 641 A (Hagans)EDP 641 B (Powers)EDP 603 (TBD)EDP 519 (comprehensive exam or thesis option; EDP Faculty)EDP 596 (comprehensive exam option; EDP Faculty)EDP 698 (thesis requirement; faculty varies)EDP 595 (thesis option; EDP Faculty)EDP 698 (thesis requirement; faculty varies) APPENDIX III EdS School Psychology Program Advising Memo Date: ____________ Name: ____________________ Advisor: __________________________ Date of entry into EdS program ____ Date of expected completion of EdS program _____ Course code and titleWaivedFall 20-- Spring 20--Fall 20--Spring 20--Fall 20--EDP 301/302 Child or Adolescent DevelopmentEDP 405 Classroom ManagementEDP 419 Educational StatisticsEDP 517 School Counseling EDP 518 School Crisis ResponseEDP 520 Research MethodsEDP 524A/B Assessment I Seminar + Lab (5 units)EDP 525A/B CLD Assessment Seminar + Lab (5 units)EDP 527 Advanced Assessment for InterventionEDP 528 Introduction to School PsychologyEDP 536 Collaborative ConsultationEDP 560 Functional Behavior AssessmentEDP 579 Curriculum-Based Assessment & Intervention (4 units)EDP 603 Developmental Risk and ResilienceEDP 641A/B Practica (2 units each)EDP 642A/B Internship (3 units each) EDP 519 (comprehensive exams/thesis elective)EDP 541 (comprehensive exams elective)EDP 595 (thesis elective)EDP 604 (comprehensive exams elective) EDP 596 (comprehensive exams elective)EDP 698 Thesis (thesis requirement; 6 units)Note: comprehensive exams elective = course satisfies 9-unit elective for candidates opting to take comprehensive exams; thesis elective = course satisfies 3-unit elective for candidates opting to complete a thesis; thesis requirement = candidates are required to complete 6 units of EDP 698 to fulfill program requirements. APPENDIX IV Statement from Dean Marquita Grenot-Scheyer I, Dean Marquita Grenot-Scheyer, certify that Drs. Kristi Hagans and Kristin Powers have engaged in the required consultation with me regarding the initiation of the proposed EdS degree in School Psychology. The initiation of the EdS degree may change the make-up of the existing MA in Education - Option in Educational Psychology program. That is, the new EdS degree won't increase FTE for School Psychology students but the new program will require an increase in FTE overall for the Educational Psychology program. Therefore, I concur with the information provided in the CSU Degree Program Proposal regarding faculty staffing, instructional facilities allocation, and planning for the proposed degree program. Furthermore, the proposed EdS degree program in School Psychology supports the missions of California State University, Long Beach and the College of Education, and will not impede the successful operation and growth of existing academic programs. Specifically, the campus mission of providing highly valued graduate educational opportunities through superior teaching and research is reflected in the number of applications the current school psychology program receives and will continue to receive under the EdS degree, as well as the current and continued productivity of faculty in the school psychology program. Similarly, faculty commitment to preparing practitioners who promote equity and excellence in diverse urban settings, a prominent feature of the College of Education mission, is demonstrated by the proposed programs goal of graduating students who serve the needs of our community, as well as the inclusion of knowledge of Diversity in Development and Learning as a student learning outcome. _____________________________________________ ________________ Dean Marquita Grenot-Scheyer Date APPENDIX V CSULB Library Report Library Resources & Services for Proposed EdS in School Psychology Department of Advanced Studies in Education & Counseling May 2011 I. Library Services A. The Library in General The University Library is a six-story structure which houses more than one million volumes, more than 1million microforms, and extensive collections of other non-print materials, including a media collection that contains DVDs, CDs as well as older formats such as LPs, VHS, cassette tapes, and slides along with appropriate viewing and listening equipment. The library subscribes to over 200 electronic databases that provide access to millions of full text articles across a multitude of disciplines. The CSULB University Library is open more than any other library in the CSU system. The library schedule during regular session is as follows: Monday Thursday: 7:45 a.m. 11:00 p.m. Friday: 7:45 a.m. 5:00 p.m. Saturday: 10:00 a.m. 5:00 p.m. Sunday: 12:30 p.m. 11:00 p.m. For the week before and the week of finals, the library opens its doors for 24 hour service and provides free coffee after midnight while supplies last! B. Reference Services The Spidell Technology Center, where Reference services are located, is the place to get started with research. There are approximately 200 computers that are fully internet capable and offer access to the entirety of research services the library provides, as well as Microsoft products, many other specialized software programs, MACs, color printing, and scanners. There is a large Reference book collection with many encyclopedias, dictionaries, and bibliographies and indexes. Subject specialist librarians are available to explain and interpret these materials and are available for consultation at the following hours: Monday Thursday: 9:00 a.m. 9:00 p.m. Friday: 9:00 a.m. 4:00 p.m. Saturday: 11:00 a.m. 5:00 p.m. Sunday: 12:30 p.m. 6:30 p.m. C. Library Instruction To foster Information Competence on the CSULB Campus, the subject librarians offer approximately 600 individual information literacy sessions each academic year. During these sessions for the ASEC Department and its majors, the ASEC Librarian covers basic search techniques, an introduction and demonstration of the online Library Catalog, COAST, the research databases for journal article searching, proper citing of materials, citing information sources, as well as critical thinking and evaluation skills for utilizing information. For graduate students, other topics are added to sessions such as thesis searching and advanced journal searching. In addition to the scheduled instruction sessions, the ASEC Librarian is also available for one-on-one consultations with faculty and students on an as-needed basis. D. Interlibrary Loan Services (ILS) The realities of smaller budgets, burgeoning amounts of available and electronic information, and the increasing demands of faculty and student research have made access to other library collections in the region, state, and nation increasingly important. The Librarys Interlibrary Loan services are an unparalleled set of services that meet these needs for students and faculty. Easy online request interfaces and prompt fulfillment of requests to thousands by participating libraries allows for seamless access to thousands of materials the Library unfortunately cannot purchase. A brief description of the two central ILS services follows. Link+ Link+ is a consortium that allows for a single search to be broadcast to more than more than fifty regional libraries. This service is for books and selected media only and the delivery time is within 2-4 working days. The service is available to CSULB students and faculty via COAST, thereby allowing requests to be made from any computer anywhere in the world. ArticleReach (AR) & ILLiad For article requests, the library has fully automated and integrated the request process into the search and discovery interface. When a patron is searching for an article in one of the many online databases and we do not have access to the full text of an article, the patron can initiate the request for us to get the item without having to leave the database system. ArticleReach is a consortium of 12-13 Research Institutions who have an agreement to process article requests the same day they are received, thereby providing a 24 hour delivery turnaround time for article requests. This is an unmediated service, so service and delivery is extremely quick. ILLiad is the other article request system and when the AR libraries cannot fill a request, the patron request is sent to the ILLiad system without the patron having to do anything further. ILLiad can also be used for books, theses/dissertations and other materials. E. The Library Web Page The Librarys web page, located at http://www.csulb.edu/library/ offers one-stop shopping for easily accessible information and research. Services available off the Librarys main page include: A current list of the Librarys hours Access to COAST, the Librarys catalog Access to the Librarys research databases Librarian listings by name or by subject area that includes their phone numbers, office locations, office hours, and email addresses Request forms for instruction sessions, consultations with a Librarian, and Interlibrary Services The Librarys 24/7 chat with a Librarian online service The ASEC Librarian has created an in-depth research guide utilizing state of the art web 2.0 tools. The ASEC Research Guide can be found at http://csulb.libguides.com/ASEC. Areas of interest on this page include: Detailed information on searching for books/media information on Educational Psychology, Administration & Counseling Detailed information on searching for article information on Educational Psychology, Administration & Counseling Contact information for the ASEC Librarian including links to her email and a form to schedule an appointment with her Information on doing research off campus General Library Information for ease of use II. Library Collections A. Philosophy Development and maintenance of a strong, well-used and curriculum-centered collection is a joint faculty/Library venture. The faculty in the department works closely with the subject specialist librarians, recommending new materials to be added to the collection and helping to evaluate new and existing publications. The Library relies on and values this participation and attempts to maintain continuous communication with the department on other matters as well, such as addressing any concerns faculty may have regarding any aspect of the librarys collections or services. B. Description The Library utilizes the Library of Congress classification scheme for the organization of its materials thereby approximating the academic departments. The areas that relate to School Psychology are found in the following Library of Congress call numbers: BF 712 724.85 (Developmental Psychology) LB 1050.9 1091 (Educational Psychology) RC 435 571 (Psychotherapy) RJ 499 507 (Child Psychiatry) The Library currently has approximately 10,000 books in the subject disciplines presented above. As School Psychology is a cross-disciplinary area, there are many scholarly journals utilized by its faculty and students. Several of these publications are paid from the ASEC budget (See Appendix A). Like other academic libraries nationwide, CSULB has seen a decline in resources available for library materials at a time when inflation and publisher price increases have driven up subscription prices. This makes maintaining the current collection difficult and subscribing to new titles challenging. The explosion of internet library resources over the last 10 years has completely reinvented the way research is done. Gone are CD-ROM products that can only be utilized inside the building. Many of the print indexes have been converted to online networked research databases that students and faculty can utilize from home or their offices, many yielding the full text of articles. The Library currently subscribes to more than 200 electronic databases, which are the primary research tool for finding journal, magazine and newspaper articles. There are several of these databases that are used specifically for research in School Psychology and they are listed on a webpage that can be found at http://csulb.libguides.com/content.php?pid=115616&sid=998303. This includes the databases ERIC, PsycINFO, and Mental Measurements yearbook, as well as many Education based databases that index hundreds of journals that cover School Psychology topics. C. Budget Fortunately, the library has been able to maintain a healthy selection of these expensive electronic databases. However, funds for books have suffered as a result of reduced budgets and because of the significant annual increases in the costs of these databases. The total book budget for the entire College of Education in 2010-2011 was $12,245, which must meet the monograph needs of all departments in the college. (Book budgets are allocated by college based on a formula that is comprised of many factors, including the number of graduate and undergraduate students, circulation statistics and the average price of a book in the disciplines. Serial appropriations are calculated separately). This amount does not meet the full book needs for the college; new programs strain that budget even further. One solution is for colleges to provide an annual library budget augmentation, when new programs are instituted to enable the library to acquire highly recommended books requested by the program, such as those listed in Appendix B for the proposed School Psychology EdS degree. CSULB is not alone in making this suggestion. New graduate programs are facing these requests on other campuses as well. Appendix A: Partial List of Journal Subscriptions in School Psychology School Psychology Review Journal of School Psychology School Psychology Quarterly Assessment for Effective Intervention Educational Researcher Journal of Applied Behavior Analysis Journal of Educational Research Learning Disabilities Research and Practice Psychology in the Schools Journal of Special Education Exceptional Children Journal of Educational Psychology Review of Educational Research American Educational Research Journal Journal of Early Intervention Early Childhood Research and Practice Applied Behavior Analysis Appendix B: Requested Books for Proposed EdS in School Psychology Best Practices in School Psychology V Helping Children at Home and School III Best Practices in School Crisis Prevention & Intervention Ethics and Law for School Psychologists Interventions for Academic & Behavior Problems II Professional Ethics for School Psychologists School Crisis Prevention: The PREPaRE Model The Psychology of Multiculturalism in the Schools Tier 3 of the RTI Model: Problem Solving Through a Case Study Transforming School Mental Health Services Understanding, Assessing, and Intervention on Reading Problems (The total cost of these books is: $1200.00) APPENDIX VI Faculty Curriculum Vita Kristi S. Hagans 562.985.4435 khagansm@csulb.edu Education Doctor of Philosophy, School Psychology (2000) University of Oregon Master of Arts, Clinical Psychology Pepperdine University (1994) Bachelor of Arts, Psychology Pepperdine University (1992) Current Position Associate Professor and School Psychology Program Coordinator, Department of Advanced Studies in Education and Counseling, California State University, Long Beach. Coordinator responsibilities include scheduling and staffing courses; program evaluation; curriculum development and modifications; developing and submitting accreditation documents; responding to prospective student inquiries; organizing and facilitating monthly program faculty meetings; and coordinating the School Psychology Community Advisory Committee. Courses currently taught include Advanced Assessment for Intervention (includes the Early Childhood Assessment Clinic), Behavioral Assessment and Intervention, School Psychology Practicum Supervision, and Fieldwork in School Psychology. Additional responsibilities include serving on university, college, and department committees; conducting research; writing and submitting manuscripts for publication; and obtaining internal and external funding for research (Fall 2004 to present). Credentials California Professional Clear Pupil Personnel Services Credential in School Psychology Nationally Certified School Psychologist (NCSP) Professional Memberships National Association of School Psychologists (NASP; 1995-Present) Committee Memberships University Learning Assistance Center Advisory Committee (2011- present; 2004-2007) Isabel Patterson Child Development Center Advisory Board (2009-2011) Program Assessment and Review Council (2008-2011) Teacher Preparation Committee (2007-2009) General Education Governing Committee (2005-2008) College Faculty Council (2008-2010) Student Affairs Committee (2005-2007) CED Technology Committee (2004-2006) Department Social Committee (2008-2011) Curriculum Committee (2008-2010) Advisory Committee (2008 -2009) Educational Psychology Search Committee (2006-2007) School Psychology Search Committee (2005-2007) Grade Appeals Committee (2005-2007) Professionally-Related Executive Secretary, Consortium to Advance School Psychology in Vietnam (CASP-V; 2011-Present) Deputy Chair, 2011 International Conference on Promoting Research and Practice of School Psychology in Vietnam (2010-2011) Member, Consortium to Advance School Psychology in Vietnam (CASP-V; 2009-Present) Ad Hoc Reviewer, Journal of Teacher Education (2010-Present) Ad Hoc Reviewer, Early Childhood Research & Practice (2010-Present) Member, Editorial Review Board, Issues in Teacher Education (2008-Present) Member, Editorial Review Board, California School Psychologist (2002-Present) Member, Research Committee, CASP (2002-Present) Member, Executive Board, Young Horizons Child Development Centers (2007-2008) New School Psychologists Specialist, CASP (2005-2007) Member, Local Planning Committee, NASP 2006 Annual Convention (January 2005-April 2006) President, Greater Long Beach Association of School Psychologists (2003-2004) Honors and Awards Early Career Scholar awarded by the Society for the Study of School Psychology (2007) CSULB Enhancing Educational Effectiveness Award (2005) Clare Wilkins Chamberlin Research Award awarded by the College of Education, University of Oregon (1999) Liz Guillion Fund awarded by the Oregon School Psychology Association (OSPA; 1997, 1998, 1999) Internal and External Grant Awards Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2011. Implementation of a response-to-intervention model in an early childhood setting with children from low socioeconomic backgrounds Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2010. Reliability and validity of progress monitoring measures in algebra to promote competence in middle school algebra Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2009. The effects of a school readiness program on preschool and kindergarteners early literacy and beginning math skills: One large urban districts prevention initiative Co-Principal Investigator, U. S. Department of Education, Office of Special Education, Personnel Preparation Training Grant #H325K080305. ($755,884.00). September 2008-August 2012. Training school psychologists as instructional consultants in a response-to-intervention model Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2008. Establishing technical adequacy and growth trajectories for early literacy general outcome measures with an at-risk preschool population Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2007. Predicting the effectiveness of a teacher-implemented early literacy intervention on the development of literacy skills in preschool children from economically disadvantaged backgrounds: A 3-, 6- and 9-month follow-up Project Director, California State University, Long Beach, Scholarly and Creative Activities Award (3 units AT). Spring 2006. Increasing the early literacy skills of young children from disadvantaged backgrounds by improving preschool teachers knowledge and skill in data-based early literacy instruction Research and Evaluation External Evaluator, California Post-secondary Education Commission (CPEC), Improving Teacher Quality Grant, California State University, Long Beach & Long Beach Unified School District, Long Beach, CA (September 2010-Present) External Evaluator, First 5 L. A., Long Beach Unified School District, Long Beach, CA (June 2008-Present) Internal Evaluator, Long Beach Unified School District & California State University, Long Beach. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR-UP). Grant awarded by the U. S. Department of Education (# P334A060119; August 2007-August 2009) External Evaluator, U. S. Department of Education, Hispanic-Serving Institutions, Title V Cooperative Grant #CN93120.4. Collaboration between Long Beach City College and California State University, Long Beach (September 2006-June 2008) Program Evaluator, Long Beach Unified School District, Office of Research and Evaluation. Long Beach, CA (August 1999-August 2000) Graduate Teaching Fellow, University of Oregon. Research Assistant on the Early Childhood Research Institute on Program Performance Measures: A Growth and Developmental Approach, a grant funded by the U.S Department of Education (June 1997-September 1997) PreK-12 School Experience Behavior Consultant, Long Beach Unified School District, Long Beach, CA. Consulted with administrative staff and behavior improvement teams on the implementation of a school-wide behavior improvement project in two middle schools. Duties included data collection (e.g., surveys, common area observations, focus groups); analyzing, interpreting, and presenting data results to faculty; and observing individual classroom management plans, providing written and verbal feedback to teachers, making recommendations for improvement, and conducting follow up observations and feedback. Additional responsibilities included presenting newly adopted school-wide behavior policies and procedures to faculty (September 2003-June 2005) School Psychologist, Long Beach Unified School District, Long Beach, CA. Provided consultative and psychological services to middle school students, including using a Response to Intervention model to identify students with learning difficulties, develop academic and behavioral interventions in collaboration with school staff and parents, and use data to make decisions regarding intervention effectiveness. Co-designed, implemented, and evaluated two schools problem-solving Student Success Teams to address parent and teacher concerns regarding student academic and behavioral problems (August 2001-June 2004) School Psychologist, North Clackamas School District, Milwaukie, OR. Provided consultative services to elementary, middle, and high school staff concerning building and classroom operations, and individual and group student performance. Attended problem-solving team meetings regarding administrator, teacher, and/or parent concerns about individual students academic performance or behavior. Utilized a variety of assessment tools to assess students academic, cognitive, and/or behavioral functioning, and assisted in developing academic and behavioral interventions and evaluating their effectiveness. Served as a member of the districts Crisis Response Team (August 2000-June 2001) Home-Literacy Interventionist, University of Oregon. Provided and demonstrated early literacy activities to parents participating in a home-literacy program for families whose children attended Head Start. Activities included weekly home-visits, providing materials and activities related to increasing vocabulary, language, and print awareness skills, modeling activities for parents, providing feedback to parents on the implementation of activities, and monitoring parent and child satisfaction with activities (January 1999-June 1999) Preschool Consultant, St. Thomas Preschool, Eugene, OR. Provided consultation and coaching to teachers on implementing proactive classroom management strategies to increase the social interactions and play of preschool children at risk for developing problem behaviors. Conducted systematic direct observations, summarized results, presented data and graphs to teachers, and made recommendations for change (March 1998-June 1998) First Steps Program Consultant, Eugene 4J Public Schools, OR. Collaborated with teacher and parent to identify student needs, initially implemented First Steps Program in the classroom, and provided ongoing training and consultation with the teacher on program implementation. Met weekly with parent to consult on implementation of home activity lessons. Monitored implementation and effectiveness of classroom and home-based interventions (March - June 1997) Teaching Experience Instructor, Educational Psychology, Administration, and Counseling Department, California State University, Long Beach. Taught graduate level school psychology and special education courses, and supervised masters level school psychology graduate students in the Educational Psychology Clinic. Responsibilities included developing and delivering weekly lectures and class activities; coordinating and supervising Educational Psychology clinic cases; providing ongoing written and verbal performance feedback to students; grading written and oral assignments; and providing ongoing student assistance (Fall 2001-Summer 2004) Instructor, Educational Psychology and Counseling Program, California State University, Northridge. Taught a graduate level school psychology course, Introduction to School Psychology, to first-year school psychology graduate students. Responsibilities included developing and delivering weekly lectures and class activities; providing ongoing written and verbal performance feedback to students; grading written and oral assignments; and providing ongoing student assistance (Fall 2002-Spring 2003) Instructor, School Psychology Program, University of Oregon. Co-taught a graduate level school psychology course, Behavior Assessment, to master and doctoral-level school psychology graduate students. Responsibilities included preparing and delivering weekly lectures, activities, and assignments; assisting students; and grading student performance (Fall 2000) Teacher, Handicapped Learner Endorsement Program, University of Oregon. Utilized direct instruction principles in teaching reading and math to elementary school students enrolled in extended school year special education services. Developed group and individual behavior support plans, conducted academic skill assessments and error remediation procedures, and monitored student progress toward educational goals and objectives. Completed summary reports on student achievement (Summer 1998) Early Literacy Teacher, Eugene 4J and Springfield Public Schools, OR. Provided small group early literacy instruction to kindergarteners. Instructional programs included language and listening games, rhyming, storybook reading, and phonological awareness activities to promote early literacy skills (January-March 1998) Teacher, University of California, Los Angeles, Neuropsychiatric Institute and Hospital. Developed and implemented individual academic programs based on formal educational assessments and classroom performance for children participating in inpatient and day treatment programs. Prepared written evaluations of students, detailing his/her program, performance, and progress. Communicated findings to family and interdisciplinary team members at case conferences and clinical meetings (July 1994-September 1995) Professional Presentations Hagans, K. S., Monaghen, B., Batra, N. (2011, February) Validity of algebra progress monitoring measures with CLD middle schoolers. Paper to be presented at the annual meeting of the National Association of School Psychologists, San Francisco, CA. Clark, R. D., Hass, M., Powers, K., Duncan, B., Le, P., Leung, B., Hagans, K., Roussos, M., Carrier, J., & Tao, N. (2011, February). Promoting school psychology research, training, and practice in Vietnam. Symposium to be presented at the annual meeting of the National Association of School Psychologists, San Francisco, CA. Hagans, K. S., & Foegen, A. (2010, March). Algebra progress monitoring to promote competence in middle school algebra. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL. Hagans, K. S., Monaghen, B., & Manzer, K. (2010, March). Promoting student competence in algebra at the middle school level. Poster presented at the annual meeting of the National Association of School Psychologists, Chicago, IL. Powers, K., Hagans, K., & Hass, M. (August, 2009).School psychology education and training programs. Paperpresented at the first international conference on school psychology in Vietnam, Hanoi. Published in the conference compendium:Needs, Direction, and Training of School Psychology inVietnam, 441 444. Hagans, K., & Powers, K. (2009, August). Overview of student support services in the United States. Paper presented at the first international conference on school psychology in Vietnam, Hanoi. Published in the conference compendium: Needs, Direction, and Training of School Psychology in Vietnam, 281-283. Richards, C., & Hagans, K. S. (2009, April). Implementing a response to intervention model in preschool settings. Brown Bag Presentation to the Faculty and Staff of the CSULB College of Education. Richards, C., & Hagans, K. S. (2009, March). Response to intervention: What is it? Why now? Presentation to the CSULB College of Education Faculty and Staff. Powers, K., & Hagans, K. S. (2008, September). Using single-subject research to assess credential candidates impact on student achievement. Brown Bag Presentation to the Faculty and Staff of the CSULB College of Education. Hagans, K., Brown, B., & Workman, L. (2008, February). Consultation in preschools: Increasing teachers implementation of effective literacy instruction. Paper to be presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA. Sidhwa, V., Hagans, K., & Gamble, B. (2008, February). Trends is access to the general Education curriculum from 1990-2005. Paper to be presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA. Powers, K., Hagans, K. S., & Olaya, C. (2007, March). School psychology in secondary education: Maximizing students responsiveness. Workshop presented at the annual meeting of the National Association of School Psychologists, New York, NY. Hagans, K. (2007, March). Successful new school psychologists. Invited panel presentation at the annual meeting of the California Association of School Psychologists, Los Angeles, CA. Goldenberg, C., & Hagans, K. S. (2006, April). Measuring academic climate, cultural/linguistic responsiveness, and home-school connections in schools with English language learners. Poster presented at the annual meeting of the American Education Research Association, San Francisco, CA. Goldenberg, C., & Hagans-Murillo, K. S. (2006, January). Measuring dimensions of "effectiveness" in schools with English language learners. Poster presented at the Hawaii International Education Conference, Honolulu, HI. Hagans-Murillo, K. S. (2005, December). Ive read Best Practices in School Psychology-IV Now what? Surviving and thriving as a New School Psychologist. Invited workshop presented at the California Association of School Psychologists Winter Institute, Costa Mesa, CA. Powers, K., & Hagans-Murillo, K. S. (2005, June). Introduction to response-to-intervention models and methods for identifying Learning Disabilities. Invited workshop presented at the California Association of School Psychologists Summer Institute, Del Mar, CA. Hagans-Murillo, K. S., & Powers, K. (2005, March). Where are you on the road to the reauthorization of IDEA? Workshop presented at the annual meeting of the California Association of School Psychologists, Riverside, CA. Lynch, M. A., Powers, K., & Hagans-Murillo, K. S. (2004, April). The impact of problem solving pre-referral interventions on student achievement. Paper presented at the annual meetings of the National Association of School Psychologists, Dallas, TX; and the California Association of School Psychologists, Burlingame, CA. Barboza, J. W., Elliot, J., & Hagans-Murillo, K.S. (2003, May). A problem-solving system that identifies accurately. Invited presentation at the spring meeting of the Urban Special Education Leadership Collaborative, Nashville, TN. Powers, K., Hagans-Murillo, K. S., & Restori, A. (2003, March). Intelligence testing with African American students. Paper presented at the annual meeting of the California Association of School Psychologists, Los Angeles, CA. Hagans-Murillo, K. S. & Good, R. H. (2000, March). Improving the reading outcomes of Children from low SES communities: The effects of a phonological awareness program. Paper Presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA. Hagans-Murillo, K. S., & Perez, S. V. (1999, March). An ecological approach to managing challenging behavior in young children. Poster presented at the annual meeting of the Oregon Division for Early Childhood, Eugene, OR. Good, R. H., Hagans-Murillo, K. S., & Davis, S. D. (1998, April). From start to finish: Tracking early literacy growth in the primary grades. Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL. March, R., Sprague, J., Michelson, H., & Hagans-Murillo, K. S. (1998, April). Helping students with severe disabilities: Use of a problem-solving model to guide the linkage of assessment, intervention, and evaluation strategies. Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL. Hagans-Murillo, K. S., Holley, W., Lopez, E., March, R., Michelson, H., & Sprague, J. (1997, April). School psychology: Providing valuable services to students with severe disabilities. Poster presentation at the annual meeting of the Oregon School Psychology Association, Lincoln City, OR. Publications Hagans, K. S. (in progress). The effects of a school readiness program on preschool and kindergarteners early literacy and beginning math skills. Hagans, K. S, Brown, B., & Workman, L. (in progress). Increasing the early literacy skills of young children from disadvantaged backgrounds by improving preschool teachers knowledge and skill in data-based early literacy instruction. Hagans, K. S., & Powers, K. (in progress). Measuring credential candidates impact on student achievement. Hagans, K. S., & Good R. H. (in review). Decreasing SES differences in reading: The effects of an early literacy intervention. Preventing School Failure. Quick, M., & Hagans, K. S. (2012). Test Bank for Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavior Problems, 4th Edition. New York, NY: Pearson. Le, P., Hagans, K. S., Powers, K., & Hass, M. (2011). Developing school psychology in Vietnam. Communiqu, 39(6), 8-10. Powers, K., Hagans, K. S., & Buysee, R. T. (2008). School psychologists as instructional consultants in a response to intervention model. The California School Psychologist, 13, 41-53. Hagans, K. S. (2008). A response-to-intervention approach to decreasing early literacy differences in first graders from different socioeconomic backgrounds: Evidence for the intervention validity of DIBELS. Assessment for Effective Intervention, 34, 35-42. Powers, K., Hagans, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In M. K. Burns, S. R. Jimerson, & A. M. VanDerHeyden (Eds.), Handbook of responsiveness to intervention:The science and practice of assessment and intervention. Hagans-Murillo, K. S. (2005). Using a response-to-intervention approach in preschool to promote literacy. The California School Psychologist, 10, 45-54. Powers, K. M., Hagans-Murillo, K. S., & Restori, A. (2004). Twenty-five years after Larry P.: The California response to overrepresentation of African Americans in special education. The California School Psychologist, 9, 145-158. KRISTIN MARY (GEENEN) POWERS 3770 California Ave, Long Beach, CA 90807 ______________________________________________________________ ________ EDUCATION Doctor of Philosophy, Educational Psychology School Psychology Program (NASP approved, APA accredited) University of Minnesota, Minneapolis June, 1998 Master of Arts, Educational Psychology University of Minnesota, Minneapolis June, 1995 Bachelor of Science, Psychology University of Wisconsin, Madison May, 1991 WORK EXPERIENCE July, 2005 Present Director Educational Psychology Clinic, California State University Long Beach Administrative duties include establishing policies, procedures, and budgets for an urban clinic that provides academic interventions, counseling and psychoeducational assessments to children in the local community while training graduate students in the College of Education. August, 2000 Present Assistant/Associate/Full Professor California State University Long Beach Courses taught include Functional Analysis and Positive Behavioral Interventions, Orientation to Professional School Psychology, Clinical Assessment, Curriculum Based Assessment and Academic Interventions, and Education of Exceptional Individuals. Additional responsibilities include advising students, serving on department, college and university committees and conducting research. Benchmarks include: program coordinator from 2001 to 2005; tenured and promoted in 2005; and acting assistant department chair AY 2006/07; promoted to full professor in 2010. July, 1999 Aug., 2000 Administrative Assistant Long Beach Unified School District. Provide direct support to the Assistant Superintendent of Research, Evaluation and Planning and the Assistant Superintendent of Special Education. Responsibilities included: led a district-wide initiative to implement data-based Student Success Teams, trained teachers, administrators and school psychologists in positive behavior management, curriculumbased and functional assessment methodologies, developed policy and trained staff on inclusion and accommodation of students with disabilities in large scale assessment and accountability programs, assisted in developing a district large-scale alternate assessment program for students with significant disabilities, program evaluation, including the Annenberg Grant internal evaluation, and grant proposal writing. Aug., 1998 Dec. 1999 Lecturer California State University Long Beach Taught Assessment of Students with Disabilities and Positive Behavioral Management Strategies for the Classroom as an adjunct faculty member. August, 1997July, 1999 School Psychologist - Long Beach Unified School District Provided psychological services to two elementary schools. These services include: assessing students academic, cognitive and behavioral functioning; developing interventions in collaboration with school staff and parents; co-facilitating social skills and anger management groups; and documentation of assessment findings and recommendations through written reports. In addition, I was often asked to share innovative practices in the field with my colleagues through presentations and consultations. CREDENTIALS 2000 Present Nationally Certified School Psychologist (NCSP) 1997 Present California Pupil Personal Services Credential in School Psychology PROFESSIONAL APPOINTMENTS/OFFICES/REVIEW BOARDS 2010 2011 Co-Chair Conference Planning Committee for the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice 2009 Present Executive Board Member of Consortium to Advanced School Psychology Training in Vietnam (CASP-V) 2004 Present President of (Southern) School Psychologist Educators of California (S-SPEC) 2005- Present Editorial Advisory Board for School Psychology Review (Ad hoc reviewer until Feb. 2009) 2008 Present Editorial Advisory Board for Journal of School Psychology (Ad hoc reviewer until Jan. 2009) 2007 Present Ad hoc Reviewer for Journal of Educational and Psychological Consultation 2006- Present Ad hoc Reviewer for Exceptional Children 2005 - 2008 Associate Editor of The California School Psychologist 2005- 2007 California Association of School Psychologists (CASP) Response-to-Intervention (RtI) work group 2005 Present Education Advisory Board, Freedom Writers Foundation 2004 - 2006 Local Chair for the National Association of School Psychologist (NASP) 2006 Annual Convention 2003 2008 Reviewer for Issues in Teacher Education 2003 - 2006 Greater Long Beach School Psychology Affiliate (GLBASP) Board Member 2002 2005 California Association of School Psychologists (CASP) Board Member 2002 - 2005 Editorial Board Member for The California School Psychologist GRANT AWARDS Training School Psychologists as Instructional Consultants in a Response-to-Intervention Model. Co-authored by Hagans, K., & Powers, K. Funded by the Office of Special Education and Rehabilitative Services (OSERS) for $755,884 (CFDA # 84.325K). September 2008 August 2011. Understanding the role of gender on transition. Funded by the Office of Special Education Rehabilitation Services (OSERS) for $540,000 (#H32D010026). Primary Investigator: Laurie Powers, Center for Self Determination at Oregon Health Science University (OHSU), Co-Primary Investigators: Sarah Geenen and Kristin Powers (sub-contract to California State University, Long Beach). September 2001 August 2005. EVALUATION EXPERIENCE 2008- Training School Psychologists as Instructional Consultants. Program evaluator of a 3-year training grant. Present Director: Kristi Hagans 2008- Freedom Writers Institute. Lead evaluator of the FWI, including drafting a logic model, conducting focus 2009 groups with FW teachers, developing student and teacher surveys, and applying mixed methods to analyze the data to determine the impact of this teacher training program on the educational outcomes of vulnerable youth. Director: Erin Gruwell. 2004 - Program Assessment and Review Council, CSULB. Chaired the review of Communication Studies 2007 programs and completed the first expedited review as the sole author of the Masters of Science in Health Care Administration evaluation report. Director of Program Assessment and Review: Michelle Saint- Germain 2005 - Strengthening Student Success and Transfer through a Cooperative Partnership, a 2006 US Department of Education Title V grant (# P031S040035) awarded to Long Beach City College for $700,000 annually for four years. Collect, analyze and report qualitative and quantitative data to provide project team with formative and summative evaluations. Project Director: Paul Creason 2003 Beginning Teacher Support and Assessment (BTSA), LBUSD Researched the technical adequacy of a district developed observation system. Project Coordinator: Pat Kishi 2002 Cross-Age Peer Tutoring, CSULB Department of Teacher Education, Provided external evaluation of a project funded by the Edison Company. Project Coordinator: Greta Nagel 2001 Home Instruction Program for Preschool Youngsters (HIPPY), Ed Track, Established survey items and sampling procedures for monthly surveys of program participants Project Coordinator: Ronnie Schnel 2001 Student Experiences Revitalizing Education (SERVE), CSULB Center for Collaboration in Education Conducted program evaluation based on k-5 students response to SERVE tutors. Project Coordinator: Hilda Sramek SCHOLARSHIP IN PREPARATION OR REVIEW Kampwirth, T & Powers, K. (in press). Collaborative consultation in the schools, 4th Edition. Columbus, Ohio: Pearson Press. Hagans, K., & Powers, K. (under review). Using single-subject research to assess credential candidates impact on student achievement. Powers, K., Shin, S., & Cordova, M. (under review). The effects of a teacher professional development program on student engagement. PUBLISHED SCHOLARSHIP Powers, K. & Mandal, A. (in press). Assessments, data-based decision making and interventions for non-responders. Contemporary School Psychology. Powers, K., Geenen, S., & Powers, L. (2009). Similarities and differences in the transition expectations of youth and parents. Career Development for Exceptional Individuals, 32, 132 144. Powers, K., & Gamble, B. (2008). Authentic assessment. In E. M. Anderman (ed.) Psychology of classroom learning: An Encyclopedia. Detroit, MI: Macmillan References. Powers, K., Hagans, K., Busse, R. T. (2008). School psychologists as instructional consultants within a response-to-intervention model. California School Psychologist,13, 41 - 54. Hogansen, J., Gil-Kashiwabara, E., Geenen, S., Powers, L., & Powers, K. (Summer/Fall 2008). Why is transition planning different for girls?: Five key reasons. In W. Parent, S.Foley, F. Balcazar, C. Ely, C.Bremer & V. Gaylord (Eds.). Impact: Feature issue on employment and women with disabilities, 21(1). Echevarria, J., Short, D., & Powers, K. (2008). Making content comprehensible for non-native speakers: The SIOP model. International Journal of Learning, 14(11), 41-50. Powers, K., Hogansen, J., Geenen, S., Powers, L.W., Gil-Kashiwabara, E. (2008). Gender matters: A survey of adolescents with disabilities and their families. Psychology in the Schools. 45(4), 349-364. Hogansen, J. M., Powers, K., Geenen, S., Gil-Kashiwabera, E., & Powers, L. (2008). Transition goals and experiences of females with disabilities: Perceptions of youth, parents, and professionals. Exceptional Children, 74(2), 215-234. Gil-Kashiwabara, E., Hogansen, J.M., Geenen, S., Powers, K., & Powers, L. (2007). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals, 30(2), 80-91. Powers, K., Hagans-Murillo, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A.VanDerHayden, & M. Burns Handbook of responsiveness to intervention:The science and practice of assessment and intervention (418-427). New York, NY: Springer Science Inc. Turley, S., Powers, K., & Nakai, K. (2006). Beginning teachers confidence pre/post induction. Action in Teacher Education, 28(1), 27-39. Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research. 99(4), 195-210. Powers, K., (2006). An exploratory study of cultural identity and culture-based educational programs for urban American Indian students. Urban Education. 41(1), 20 49. Powers, K., Gil-Kashiwabara, E., Powers, L., Geenen, S., Balandran, J., & Palmer, C. (2005). IDEA Mandates and Effective Transition Planning Practices in IEPs. Career Development for Exceptional Individuals, 28(1), 47-59. Powers, K. (2005). Authentic assessment. In S. W. Lee (Ed.). The encyclopedia of school psychology. Thousand Oaks, CA: Sage Publications. Powers, K., Promoting school achievement among American Indian student throughout the school years. (2005). Childhood Education: Infancy through Early Adolescence, 81(6), 338-342. Powers, K., Hagans-Murillo, K., Restori, A. (2004). Twenty-five years after Larry P.: The California response to overrepresentation of African Americans in special education. The California School Psychologist. 9, 145-158 Echevarria, J., Powers, K., & Elliot, J., (2004). Promising practices for curbing disproportionate representation of minority students in special education. Issues in Teacher Education. Powers, K., Winters, L., Person, D., & Kim, S. (2004). Collecting and using data in a K-16 collaborative. In J.Houck, K. C. Cohn, & C.A. Cohn (Eds). University-public school partnerships for systemic educational renewal: The Long Beach Education Partnership (pp.131-144).. New York: Teachers College Press Kim, S., Powers, K., Dowell, D., Hansen, J., Flores, G., & Trapp, R. (2004). Accountability for performance: Pre-Kindergarten through graduate school. In J.Houck, K. C. Cohn, & C.A. Cohn (Eds). University-public school partnerships for systemic educational renewal: The Long Beach Education Partnership (pp.145-164). New York: Teachers College Press. Powers, K., Potthoff, S.J., & Bearinger, L.H., & Resnick, M. D., (2003). Does cultural programming improve educational outcomes for American Indian youth? Journal of American Indian Education, 42(2), 17-49. Houck, J.W., & Powers, K. (2002). Teacher education and preK-18 collaboration: Assessing impact on student achievement. In How to find and support tomorrows teachers (pp. 97-110). Amherst, MA: National Evaluation Systems, Inc. Vanderwood, M., & Powers, K. (2002). Best practices in standards based district-wide assessments. In A. Thomas and J. Grimes (Eds.) Best practices in school psychology, fourth edition (pp. 255-263). Bethesda, MD: National Association of School Psychologists. Powers, K. (2001). Problem-solving student support teams. The California School Psychologist, 6, 19-30. Geenen, K., & Ysseldyke, J. (1997). Educational standards and students with disabilities. Educational Forum, 61, 220-239 Ysseldyke, J., & Geenen, K. (1996) Integrating the special education and compensatory education systems into the school reform process: A national perspective. School Psychology Review, 25(4), 418-430. Thurlow, M., Ysseldyke, J., & Geenen, K. (1994). Future directions in educational outcomes for students with disabilities. Special Services in the Schools, 9(2), 193-208. INVITED PRESENTATIONS/PUBLIC SPEAKING EVENTS Powers, K., & Hagans, K. (August, 2009). Overview of student support services in the United States. Paper presented at the first international conference on school psychology in Vietnam, Hanoi, and published in the conference compendium: Needs, Direction, and Training of School Psychology in Vietnam, 281-283. Hagans, K., Powers, K., & Hass, M. (August, 2009). School psychology education and training programs. Paper presented at the first international conference on school psychology in Vietnam, Hanoi, and published in the conference compendium: Needs, Direction, and Training of School Psychology in Vietnam, 441 444.. Powers, K., (2006). Facilitator for Conversations with Colleagues on Response to Interventions (RtI) Acceptability. NASP Annual Convention, March 30th Hagans, K, & Powers, K. (2005) Where are you on the road to the reauthorization of IDEA? CASP Summer Institute, Del Mar, June 24. Powers, K and panel (2005). Thriving as a New Psychologist. CASP Annual Convention, March 5, Riverside, CA. Powers, K. (2004) Gender and Transition Study. CSULB President Maxons guest on Beach View, aired Fall 2004 on local cable channel. Powers, K., Hagans, K., & Siembieda, D. (2003). Where are you on the Road to the Reauthorization of IDEA? November 15, GLBASP workshop. Powers, K (2002). Behavior Management Through the Arts: Strategies for Preschool Programs, B.E.S.T Arts Conference, Long Beach City College, April 13 Powers, K. (2001). Professional School Psychology, Korean American Educators Association, 16th Annual Conference, March 30. Powers, K. and panel (2000).Standardized Testing in California Schools, guest appearance on KALCSs Connections, November 19. CONFERENCE PRESENTATION OF JURIED PAPERS Manzer, K., Evans, K, & Powers, K. (2011). Data displays for problem solving consultation with secondary mathematics teachers. National Association of School Psychologists Annual Convention. San Francisco, CA. Powers, K., Hagans, K., & Leonard, A. (2011). Evidence-based academic and behavioral interventions. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam. Hagans, K., & Powers, K. (2011). School psychology training in the United States. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam. Le, P., Hagans, K., Powers, K., Hass, M. (2011). Developing school psychology in Vietnam. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam. Powers, M., & Powers, K. (2011). Data management, analysis and reportin for schools and school psychologists. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam. Powers, K. (2010). Training school psychologists as instructional consultants in a Response-to-Intervention model. Poster presented at OSEP Project Directors Conference, Washington D.C. Velasco, V. & Powers, K. (2010). Efficacy of Touch Math for teaching addition skills to Kindergarten students. National Association of School Psychologist Annual Convention, Chicago, IL. Powers, K., Cordova, M. (2009). The impact of individual teachers on student engagement. National Association of School Psychologist Annual Convention, Boston, MA. Rhime,W. J. & Powers, K. (2009). Advancing research on brief experimental analysis. National Association of School Psychologist Annual Convention, Boston, MA. Powers, K., Hagans, K., & Olaya, C. (2007). School psychology in secondary education: Maximizing students responsiveness. A workshop presented at the National Association of School Psychologist Annual Convention, New York, NY Miller, M., & Powers, K. (2007). The efficacy of two interventions for transitioning students with disabilities to adulthood. National Association of School Psychologist Annual Convention, New York, NY Hagans-Murillo, K., & Powers, K. (2005). Where are you on the road to reauthorization of IDEA? Workshop presented at the California Association of School Psychologists Annual Conference, Riverside, CA. Balandran, J. & Powers, K. (2004). Enhancing the transition planning process of students with disabilities. California Association of School Psychologists Annual Convention, Burlingame, CA and the National Association of School Psychologists Annual Conference, Houston, TX Lynch, M., Powers, K., Hagans-Murillo, K., (2004). The Impact of problem-solving pre-referral interventions on student achievement. National Association of School Psychologists Annual Conference, Houston, TX and California Association of School Psychologists Annual Convention, Burlingame, CA Balandran, J. & Powers, K. (2004). Enhancing the transition planning process of students with disabilities. National Association of School Psychologists Annual Conference, Houston, TX and California Association of School Psychologists Annual Convention, Burlingame, CA Balandran, J. & Powers, K (2003). Transition planning and K-16 partnerships. K-16 Partnership Conference, California State University, Long Beach. Powers, K., (2003). A preliminary validity study using personal digital assistants (PDAs) to conduct functional behavioral assessments (FBAs). National Association of School Psychologists Annual Convention, Toronto, Canada. Balandran, J. & Powers, K. (2003). Multicultural aspects of transition planning for high school students with low incidence disabilities. California Association of School Psychologists Annual Convention, Los Angeles, CA Powers, K., Surfas, S., & Kim, S. (2003). Putting the scientist back into the scientist/practitioner model of school psychology. California Association of School Psychologists Annual Convention, Los Angeles, CA Powers, K., Hagans-Murillo, K., & Restori, A. (2003). Intelligence testing of African American students. California Association of School Psychologists Annual Convention, Los Angeles, CA Powers, K., (2002). How effective is your SST? A self-study guide to implementing problem-solving SSTs. California Association of School Psychologists Annual Convention, Sacramento, CA. Powers, K. (2002). The California alternate assessment system: An important source of information for conducting triennial evaluations. California Association of School Psychologists Annual Convention, Sacramento, CA. Powers, K., Yugar, J., & McBride, J. (2002). A guide to implementing problem-solving SSTs National Association of School Psychologists Annual Conference, Chicago, IL Powers, K. Anderson, G., & Roach, A. (2002). Making data-based decisions about inclusion and accommodation in large-scale testing. National Association of School Psychologists Annual Conference, Chicago, IL Powers, K., Vanderwood, M., & Yugar, J. (2001). Problem-solving about problem-solving. National Association of School Psychologists Annual Conference Washington D.C. Powers, K., Roach, A., & Brown, T. (2001). Alternate assessment systems: Tools for conducting functional three-year re-evaluations. National Association of School Psychologists Annual Conference Washington D.C. Vanderwood, M., & Powers, K. (2000). Standards referenced individualized assessment. National Association of School Psychologists Annual Conference. Las Vegas, NV Grenot-Scheyer, M., & Geenen, K. (1998). Standards for all. TASH. Seattle, WA Geenen, K., & Anderson, G. (1998). Including and accommodating students with disabilities in large scale assessments. California Educational Research Association. San Diego, CA Geenen, K. (1997). Including students with disabilities in accountability systems. California Educational Research Association. Santa Barbara, CA Geenen, K. (1997). A model of school success for American Indian youth. National Association of School Psychologists Annual Conference. Anaheim, CA Geenen, K., & Ysseldyke, J. (1996).Using federal and state educational reform policy to expand the role of school psychologists. National Association of School Psychologists Annual Conference. Atlanta, GA. Vanderwood, M., & Geenen, K. (1996). Including students with disabilities in large scale assessments. Minnesota Council for Exceptional Children Annual Conference. Geenen, K., & Shin, H. (1994) The implications of federal education reform for special educators. Minnesota Council for Exceptional Children Annual Conference. INSERVICE PRESENTATIONS 2006 Response-to-Intervention, Rialto School District, July 17th. 2006 The Four Rs of Classroom Management, Project REACH/APPLE, Bellflower Unified School District, Jan. 13. 2005 Beyond the Basics of Behavior Management, Collaborative After School Project, Cal Poly Pamona 2004 Behavior Management, Project Reach/Apple, Bellflower Unified School District, January 7th 2004 Behavior Management, Orange County Department of Education, April 30. 2002 Standards-based IEP Goals and Objectives, La Habra City School District, February 1. 2002 Behavior Management, San Diego County Office of Education, January 12. 2002 Behavior Management for After School Programs , Kidspace, September 6th & October 4th, 2001, & January 11. 2001 Behavior Management for After School Programs , Los Angeles County Office of Education, November 30 & December 1. 2001 Effective Student Support Teams, La Habra City School District, September 27 & October 4. 2001 Behavior Management for After School Programs , Los Angeles County Office of Education, March 27. 2001 Behavior Management for After School Programs, University of California, Irvine Collaborative After School Project, January 10, 11, & 17. 2000 Behavioral Assessment and Interventions for Student Support Teams, Long Beach Unified School District (LBUSD) Student Success Team Initiative, September 15 & 22. RESEARCH POSITIONS 1995-97 The Indian Youth Resiliency Impact Study (IRIS), University of Minnesota, Research Assistant; P.I.: Dr. Linda Bearinger, Dr., Michael Resnick 1992-96 The National Center on Educational Outcomes (NCEO), University of Minnesota, Research Assistant; P.I.: Dr. James Ysseldyke, Dr. Martha Thurlow 1993-95 Project Turn Around, Minneapolis Citizen Council, Research Consultant; P.I.: Dr. Geraldine Brookins BRANDON EDWARD GAMBLE California State University Long Beach Educational Psychology, Administration, & Counseling 1250 Bellflower Blvd. ED2-192 Long Beach, CA 90804 (562) 985-2527 - work e-mail: bgamble@csulb.edu Education University of Southern California, Los Angeles, CA Ed.D., Educational Psychology: 2007 San Diego State University, San Diego, CA M.S., School Counseling: 1998 - NASP approved; NCATE accredited School Psychology Program Oakwood College, Huntsville, AL B.A., Psychology: 1994 - Minor in Correctional Science Higher Education Experience Cal State University Long Beach, School Psychology Program, Long Beach, CA Assistant Professor 2007 to Present Teach courses in Consultation, Counseling, Learning, and Orientation to School Psychology courses. Supervise Interns during 1200 hour school psychology internship Wrote documents in preparation for National Association of School Psychologists program accreditation Collaboration with professors in the College of Education and throughout the University in issues of equity and access to high quality instruction as well as school support services such as counseling and mental health Participation in Curriculum, Diversity, and Technology service committees. Cal State University Long Beach, School Psychology Program, Long Beach, CA Lecturer-Fall 2001 & Practicum Supervisor Summer 2004 - 2005 Substitute instructor for four weeks of a twelve-week course entitled, Professional School Psychology. Provided dynamic lectures Involved students in solution focused discussion of issues facing todays school psychologists as well as scenarios based on real cases in the school setting. Developed weekly quizzes and following outlined course expectations Coordinated practicum placements for second year school psychology students National University, School Psychology Program, Inglewood, CA - Adjunct Faculty & Internship Supervisor 2001-2005 Provided a course syllabus with concise and focused lesson plans for all courses Strength-based feedback to students and ongoing communication through electronic mail for all course Graded weekly written critiques of required readings by students for all courses For Program Evaluation course supported students in the development of program proposals and offered feedback for students to develop a program based on goals that are measurable, observable, and applicable to the school setting In Group Counseling course provided interactive and activities that prepared students for real-world counseling exchanges For University Supervision courses utilized positive psychology and strengths based supervision to guide students through their internships. Chapman University, School Psychology Program, Orange, CA, Lecturer Fall and Spring 2002-2003 Provided a course syllabus with concise and focused lesson plans Strength-based feedback to students and ongoing communication through electronic mail Graded weekly written critiques of required readings by students For Systems Change course provided opportunity through journal reflections for students to begin to develop their passions for education Maintained Blackboard website for student and instructor interactions Loyola Marymount University, Westchester, CA Spring and Fall 2004 Provided data driven lesson plans and utilized formative evaluations of student work as well as feedback to enhance lectures Taught practical action research techniques as well as provided supervision regarding practical research designs Integrated students specific backgrounds (e.g. Catholic School Employees) into research and examples for lectures as well as other students from various disciplines in public education (e.g. admin, teachers, K-12) Taught on-line course to students throughout continental United States California State Los Angeles- Lecturer- Summer 2005 Taught 60 students principles of research various disciplines (e.g. admin, teachers, K-12) Supported students in groups of three to write critical reviews of research papers Worked to settle conflicts with students and the full-time faculty regarding issues of plagiarism Service to the Profession (Higher Education) 2007-2009 Member College of Education Technology Committee, California State University Long Beach, Long Beach, CA. Elected to represent the interests of faculty in regards to the development and ongoing technological needs of students, faculty, and staff. Assisted with note taking and distribution of information to the committee. 2006 Invited Participant of the School Psychology Program Admissions Committee, San Diego State University, San Diego, CA. Invited by SDSU School Psychology Program faculty to participate in the interview and selection process for prospective school psychology program students. 1996-1997 Graduate Assistant, School Psychology Program, San Diego State University, San Diego, CA. Maintain, update, and disseminate information for the School Psychology program in response to the Director of the program. Coordinated recruitment events, counseled potential applications, delegate recruiting responsibilities, edited the School Psychology Tomorrow, (The SDSU School Psychology Program newsletter.), and provided diverse assistance to program professors. 1997 Invited Participant of the School Psychology Program Admissions Committee, San Diego State University, San Diego, CA. Invited by SDSU School Psychology Program faculty to participate in the interview and selection process for prospective school psychology program students. 1996 Invited Participant of the School Psychology Program Admissions Committee, San Diego State University, San Diego, CA. Invited by SDSU School Psychology Program faculty to participate in the interview and selection process for prospective school psychology program students. K-12 Experience School Psychologist- Long Beach Unified School District Long Beach, CA / 2007-Present Consultation with LBUSD high school and middle school psychologist regarding data collection, RtI, and general support to the Senior Psychologist Cabrillo High School / 1999-2007 Visits to classrooms to offer consultation support to teachers Inspirational coaching for the gymnastics teams Supervision of a school psychology interns Preventative models of support, and high accessibility for students, families, and staff Collaborate with mental health agencies to Provide immediate or ongoing counseling throughout the school year for over 200 students Abuse, anger coping, adjustment to new educational settings, career awareness, cultural awareness, gender identity, grief/loss, parent/child communication, relationshipsetc Chairperson Cabrillo High Schools Site Decision Making Committee Comprehensive service delivery model based upon solution-focused consultation District Wide Activities Lead Representative Psychologist from 2000 through 2002 been apart of a leadership seven-member team that offers representation and support for 60 other school psychologists in the district As a high school representative psychologists coordinate district meetings and agendas for high school psychologists as well as joint meetings with special education administrators Provide invited inservices for school faculty and community agencies who work with schools throughout LBUSD who are growing in the areas of cultural competence, student support services, intervention planning, and ongoing mental health collaboration Conducted ex post facto research to look into LBUSDs current practice of identification of students identified as Emotionally Disturbed as well as issues in the overrepresentation of African American students School Psychology Fieldwork Oceanside Unified School District Oceanside, CA August 1997-June 1998 (1500 Internship hours completed at Elementary and Middle School): Psychological service delivery, which included consultation, counseling, assessment, program development, and implementation. Utilized ecological assessment procedures including data gathering, dynamic assessment, and standardized testing. Experienced working with students with all 14 handicapping conditions as defined by the State of California. Delivered individualized and group counseling services topics such as social skill development, communication, and anger resolution Provided conflict resolution training and ongoing supervision for trained student conflict managers. Supervised paraprofessionals who work with the Primary Intervention Program (PIP). Developed and implemented a cross-age tutoring program involving approximately 50 cross-age tutors. Developed and co-facilitated a parenting class, which targeted child development, social, and academic expectations, and parenting skills/techniques necessary to facilitate successful homework completion. Co-facilitation with Probation Officer of the Fresh Start Program, which was a program designed to prepare middle school students for the challenges of racism, sexism, relationships, and taking advantage of educational opportunities. Oceanside Unified School District Oceanside, CA August 1996-June 1997 (450+ Hour/9 month / 3 day a week Practicum Completed at Elementary and High School): Completed two semester school psychology field placement required for the PPS Internship Credential Implemented an eco-systemic framework into a service delivery model. Demonstrated knowledge of bicultural education models and instruction when developing interventions with teachers. Utilized formal assessment procedures including dynamic assessment tools to evaluate students learning potential. Contributed to the pre-referral intervention teams and Individualized Education Program meetings. Conducted comprehensive evaluations of the schools sites. Delivered fun and informative classroom presentations on topics such as: respect for home, school, education, community, and self. Consulted with regular and special education teachers, speech/language specialist, administrators, and parents. Was responsible for individual and group counseling for approximately 25-30 students regarding social skills. Produced thematic, integrated comprehensive psycho-education reports. Facilitated a parent support group. Other school involvement included monthly presentations to the Black Student Union at the high school level. Home visits to homes of parents who had challenge accessing the school. An individual gymnastic show at the end of the year for the students I worked with. Chula Vista Elementary School District Chula Vista, CA August 1995-June 1996 (5 day a week Field Placement & Counseling Internship/ Elementary School): Completed a general, two semester school psychology field placement required for practicum readiness Developed and implemented an on-site counseling program with support of federal funding provided by to the school district, which involved working with approximately 450 students in groups of 6-10. Topics of the counseling sessions included: love of family, sexual harassment, gang life, ethnic identity, respect for home, school, and community. Classroom presentations of topics such as: the need for an education, goal-setting, self-esteem, Chicano History, and preparing for the junior high school experience. Individual counseling case of load was approximately 40 students throughout the year. Participated in pre-referral intervention meetings designed to develop interventions for students who were struggling with academic, emotional, or school attendance issues. Consulted and collaborated with teachers on issues related to student behavior, classroom management, and group academic performance. Co-Facilitated an eight week parenting class and support group. Select K-12 Experience Summer 1997 & 1998 Child Assistant at New Alternatives Residential Treatment Center, Chula Vista, CA Provide direct supervision, guidance, and structured environment as a part of a team of caregivers that support adolescents placed in residential treatment centers due to drug-related challenges, ongoing victimization of abuse, and/or ongoing perpetration of abuse. January 1995-May 1995. Physical Education Instructor, Substitute Teacher, Oakwood Academy K-12, Huntsville, AL. Instituted a physical education program for students in grades 9-12, which included developing a course outline, teacher various sports, and evaluating students performance. Served as an on-call substitute instructor for grades K-8. August 1994-January 1995. Tutoring Coordinator, Huntsville Boys & Girls Club Inc., Huntsville, AL. Coordinated a group of approximately 8-10 male college students in an effort to provide after-school instruction to 20-40 elementary age students (K-8) two times a week. June 1993-August 1993. Gymnastics Director & Camp Counselor, Pine Springs Ranch, Mountain Center, CA. Responsible for developing and overseeing the implementation of daily gymnastic programs for campers ages 7-14 years. The daily instruction culminated in a weekend show for campers and staff. Supervised a staff that provided instruction in gymnastics techniques. Served as a substitute counselor whose responsibilities included supervision and care of 8-10 children. August 1992-June 1993. Gymnastics Instructor, Oakwood Academy, Huntsville, AL. Taught gymnastics techniques two times a week. Class size ranged from 20-30 students. Oversaw the participation of students in gymnastics clinic 100 miles away from the students school site. Publications Gamble, B. (August 2007). Social capital networks of institutional agents and the empowerment of African American youth. (Doctoral dissertation, University of Southern California, 2007) Powers, K., & Gamble, B. (2007). Authentic assessment. In E. M. Anderman & L. Anderman (EDs.) Psychology of classroom learning: An Encyclopedia. Farmington Hills, MI: The Gale Group. Gamble, B. (2008). Obama the Tip of the Ice Berg: On the Depth of Empowerment, Social Capital, and African Community Socialization. Psych Discourse, December. Gamble, B. (2009). Speak Out! LGBTQ School Psychologists Experiences in California Schools. CASP Today: A peer-reviewed publication of the California Association of School Psychologists. 59 (2)  HYPERLINK "http://www.casponline.org" www.casponline.org. Gamble, B, (2010). Diversity happens every day! CASP Today: A publication California Association of School Psychologists. Fall. Presentations Higher Education & Professional Conferences Gamble, B., Huff, B., & McQueen, P. (March, 2010). Minority Access to Mental Health Services. Paper Presentation at the annual conference of the California Association of School Psychologist, Santa Clara , CA. Sidhawa, V., Gamble, B., & Hagans, K. (February 2008). Trends in Access to General Education Curriculum. Paper Presentation at the annual conference of the National Association of School Psychologist, New Orleans, LA. Maccow, G., Donaldson, D., & Gamble, B. (February, 2008). Promoting Resiliency in Schools. Paper Presentation at the annual conference of the National Association of School Psychologist, New Orleans, LA. Dunn, A. & Gamble, B. (November 2006). Disproportionate Representation of Minorities In Special And Gifted Education: The Last Battle Front In The Civil Rights Movement. Paper Presentation at the California State Council for Exceptional Children Conference, Anaheim, CA. Gamble, B. (March 2006). Promoting Achievement, Motivation, and Healing for African American Students. Paper Presentation at the annual conference of the National Association of School Psychologist, Anaheim, CA. Gamble, B. (February 2006). Promoting Achievement, Motivation, and Healing for African American Students. Paper Presentation at the annual conference of the California Association of School Psychologist, Monterey, CA. Brady, J., Gamble, B., Hass, M., Leung, B. Siembieda, D. (March 2004). Tips for New School Psychologists: Expanding your role. Panel discussion for California Association of School Psychologist, Los Angeles, CA. Brady, J., Gamble, B., Hass, M., Leung, B. (March 2003). Tips for New School Psychologists: Expanding your role. Panel discussion for California Association of School Psychologist, Los Angeles, CA Gamble, B. & Gordon-Lopez, G. (August, 2002). Safeguarding Our Childrens Future: Black school psychologist: A proposal submitted for a Think Tank at the 34th Annual Association of Black Psychologist, San Diego, CA. Baker, R. & Gamble, B. (March, 1998) Do You Know Me? Clarification of Referrals and Assessment-for-Interventions with African American Males. Paper presentation at the annual conference of the California Association of School Psychologist, Santa Clara, CA. Robinson-Zanartu, C., Berdugo, S., Gallagher, K. & Gamble, B. (March, 1998). Successful Mediated Learning Interventions. Panel presentation at the annual conference of the California Association of School Psychologist, Santa Clara, CA. Baker, R., Bratton, K., Gamble, B., Jackson, M., Miller, J., Thames, T., Wardell, M., Watkins, G., & Cook-Morelas, V.J. (Discussant) (April, 1997). Successful African-American Community Involvement. Panel presentation at the annual conference of the National Association of School Psychologists, Anaheim, CA. Cook-Morales, V.J., Aganza, J., Davila, L., Gamble, B., Kweus, A., Tsubo, T., & Watkins, G., (April, 1997). Working Well With Diversity: Cultural Competence and Cultural Advocacy. Panel Presentation at the annual conference of the National Association of School Psychologist, Anaheim, CA. Baker, R., Bratton, K., Gamble, B., Jackson, M., Miller, J., Thames, T., Wardell, M., & Watkins, G. (November, 1996). African-American Issues in Special Education. Panel Presentation for the California Mental Health Associations Cultural Competence Conference, San Diego, CA. Baker, R., Bratton, K., Gamble, B., Miller, J., Thames, T., & Wardell, M. (November, 1996). The African-Centered School Psychology Project at San Diego State University. Panel presentation for the annual National Black Student Retention Conference of the journal Black Issues of High Education, New Orleans, LA. Barrow, M., Escoffery, V., Gamble, B., Jackson, M., Watkins, G., & Cheketchsha, M. (Discussant) (March, 1996). Advocating for African American Students: A shift in paradigm. Panel presentation at the annual conference of the California Association of School Psychologist, San Diego, CA. Invited Presentations in Higher Education & Professional Conferences Gamble, B. (April 2008). Classroom Management: Maximizing Student Learning in Alternative & General Education Settings. Invited Presentation for Cal State University Long Beach Education Week, Long Beach, CA. Gamble, B. (October 2007). 100 Years Ago, There Were No Teens In America. Invited Presentation for Cal State University Long Beach Teacher Education Program for Professor Jean Houcks class, Long Beach, CA. Gamble, B. (October 2007). Cabrillo High School: A Lesson In Community Engagement. Invited Presentation for Cal State University Long Beach Teacher Education Program for Professor Olga Rubio;s class, Long Beach, CA. Gamble, B. (November, 2005). What do the Ancestors Have to do With an IEP? Invited presentation for the Southern California Association of Black Psychologists Annual Graduate Student Reception. Gamble, B. (April 2004) At the Heart of Anger Towards a Resolution and/or Other Topics of Addressed by a Practicing School Psychologist: Invited presentation for Cal State Northridge School Psychology Program for Professor Albert Restoris class, Northridge, CA. Gamble, B. (March 2004) Getting Out There and Making It Happen: as a school psychologist: Invited presentation for San Diego State University School Psychology Program Student Association, San Diego, CA. Gamble, B. (December 2003). Article Review of E. Andersons Code of Streets & Death to Life Interventions for Black Students: Invited presentation for the Long Beach Police Department Mental Health Advisory Board, Long Beach CA. Gamble, B. (March, 2002). How to Cope with Chronic Illness, Breadth, Depth, and Height: Invited presentation for patients, family members, and caregivers who live with Sarcoidosis at the Sarcoidosis Foundation, Cerritos, CA. Gamble, B. (January, 2003). Cultural Awareness Training for Court Appointed Special Advocates. Invited Presentation for Court Appointed Special Advocates of Orange County. CASA. Orange, CA. Gamble, B. (October, 2000). The Role of the School Psychologists in Supporting the Achievement, Responsibility, and Faith in the Lives of African American Students: Invited presentation for the School Psychology Program at California State University Long Beach, Long Beach, CA Presentations K-12 & Community Gamble, B. (February, 2011). The 7th Generation: Preparing Black and Latino students for college and beyond. For College Bound at CSULB: Long Beach CA. Gamble, B. (February, 2011). The 7th Generation: Preparing Black and Latino students for college and beyond. For College Bound at Pomona College: Claremont, CA. Gamble, B. (February, 2011). Discussion of the Film War For Your Soul. For New Hope Community Baptist Churches Black History Month Series, Paramount, CA. Gamble, B. (February 2008). Review and Discussion of the Film, 10,000 Black Men Named George. Lessons in from A. Phillip Randolph and the Pullman Car Porters work for Autonomy. For New Hope Community Baptist Churches Black History Month Series, Paramount, CA. Gamble, B. (February 2008). Review and Discussion of the Kiri Davis Film, A Girl Like Me: Issues in the self-esteem of Black children and the Kenneth and Maime Clark Doll Study. For New Hope Community Baptist Churches Black History Month Series, Paramount, CA. Gamble, B. (December 2008). RtI Before Rti Was Cool: From the Perspective of a Long Beach Unified School District School Psychologist. Invited in-service for school administrators and school psychologists at Downey Unified School District, Downey, CA. Gamble, B. (June 2008). RtI Before Rti Was Cool: From the Perspective of a Long Beach Unified School District School Psychologist. Invited in-service for school administrators and school psychologists at Portland Public School District, Portland, OR. Gamble, B. (February 2008). Review and Discussion of Kiri Davis Film, A Girl Like Me: Issues in the self-esteem of Black children and the Kenneth and Maime Clark Doll Study. For New Hope Community Baptist Churches Black History Month Series, Paramount, CA. Gamble, B. (November 2006). The Road to Implementing RtI....Past, Present and Future! From the Long Beach Unified School District. Invited in-service for school administrators and school psychologists at Claremont Unified School District, Claremont, CA Gamble, B. (August 2005). Larry P is Down the Hall: Overrepresentation of African American Students in Classes for Students with Emotional Disturbances. Invited in-service for special education administrators and school psychologists at Long Beach Unified School District, Long Beach, CA. Gamble, B., Roussos, M., Siembieda, D., & Sopp, T. (November 2005). Long Beach Unified School Districts Emergency Management System. Invited panel presentation for Long Beach Guidance Centers 4th Annual Skip Henchman Memorial Symposium. Carriere, J., Gamble, B., Roussos, M., & Sopp, T. (May 2002). Return of the School Psychologist: Invited panel presentation for therapist and caseworkers with the Greater Long Beach Child Guidance Center, Long Beach, CA Carriere, J., Gamble, B., & Roussos, M. (October 2001). Things Therapist Should Know About Special Education: Invited panel presentation for therapist and caseworkers with the Long Beach School District Mental Health Collaborative, Long Beach, CA Gamble, B., Jordan, B., Miller, E., Norman, J., Preston, L., Sexton, D., & Williams, F. (March, 2000). Men in the 21st Century: Focusing on Our Youth. Invited panel presentation at the bi-annual 100 Men Conference, Long Beach, CA. Gamble, B., Thomas, M., & Yates, K. (October, 1999). Why is the World So Violent? Invited panel presentation for Bible Believers Baptist Church, Cerritos, CA. Gamble, B. & Jackson, M. (May, 1999). Successful African American Student Achievement: The Intervention. Invited in-service for Faculty at Cubberly Elementary School in the Long Beach Unified School District, Long Beach, CA. Gamble, B. & Jackson, M. (March, 1999). Successful African American Student Achievement: The Situation. Invited in-service for Faculty at Cubberly Elementary School in the Long Beach Unified School District, Long Beach, CA. Arbuckle, M., Corriea, J., Gamble, B., Glass, L., & Jackson, M. (October, 1998). The Situation for African American Students. School District Inservice Panel Presentation to the School Psychologists of the Long Beach Unified School District, Avalon of Catalina Island, CA. Gamble, B., Jackson, M., & Watkins, G. (May, 1998). Successful African American Student Achievement. Invited in-service for Faculty at Caesar Chavez Elementary School in the San Diego Unified School District, San Diego, CA. Gamble, B. (April, 1998). Weve Never Been Alone: A discussion of things to expect from Birth to 12 years. An invited address to the Womens Ministry of Oceanside Seventh-Day Adventist Church, Oceanside, CA. Gamble, B. (March, 1998). Youre Not Alone: A discussion of child development and the Oceanside School Districts elementary curriculum in mathematics and language arts. Presentation to parents of students who attend Oceanside Unified School District. Oceanside, CA. Gamble, B., Jackson, M., & Watkins, G. (April, 1997). Successful African American Student Achievement. An in-service for teachers in the La Mesa Spring Valley School District, La Mesa, CA. Gamble, B. & Miller, J., (February, 1997). Jawanzas Kunjufus The Fourth Grade Failure Syndrome: A teacher inservice on working with African American males. An inservice for teachers at Pacifica Elementary, Oceanside, CA. Additional Training April 1996 & August 2001 Hughes Bill Training(1996) & Functional Analysis Assessment (2001): Completion of a 6 (8 hours in 2001) hour training designed to train participants to become familiar with issues, laws, needs-assessments, behavioral-interventions, and appropriate procedural applications in compliance with the Hughes Bill legal requirements. In 2001 experienced even more intensive training in Behavior Intervention Case Management. July 1995-June 1997 (San Diego State University) School Psychology Trainee, African-Centered School Psychology Project, U.S. Department of Education Office of Special Education. The African-Centered Project was a pre-service personnel training project at SDSU funded by the U. S. Department of Education Office of Special Education. The project director was Valerie J. Cook-Morales. Concentrated best practices for the psycho-educational amelioration of African American Males. Professional Credentials School Psychology Credentials: 1998 (California) & 2008 (National) School Psychology Internship Credential: 1997 (California) Awards Nominee, National Association of School Psychologist of the Year (California) 2007 Outstanding School Psychologist Region V CA Association of School Psychologist: 2004 Professional Affiliations Association of Black Psychologists Student Chairperson 2006 Association of Long Beach Education Managers California Association of School Psychologists Cultural Linguistic Diversity Specialist 2008-Present Greater Long Beach Association of School PsychologistsPresident 2009-2010 Pi Lambda Theta Educational Honor Society Kappa Alpha Psi, Fraternity, Inc. Supporter of High School Kappa League Youth Programs Zeta Alpha Gamma Psi, Fraternity, Inc. of Oakwood College in Huntsville, AL Personal Interests Guitar & Gospel Music- I play rhythm-blues gospel weekly for family and community members Gymnastics and Karate- Taught gymnastics at college and K-12 levels (1992-1995), also a Black Belt in Chikara Puma Martial Arts and teach at local high schools and for members in the community. Reference Contacts Brian Leung, Ph.D. Director School Psychology Program Loyola Marymount University 1 LMU Drive Los Angeles, CA 310-338-7313 / email: HYPERLINK "mailto:bleung@lmu.edu" bleung@lmu.edu Judith McBride, Ph.D. Lecturer Cal State University Long Beach School of Education 1250 Bellflower Blvd. Long Beach, CA 90840 562-985-4506 / e-mail:  HYPERLINK "mailto:jmcbride@csulb.edu" jmcbride@csulb.edu Kristin Powers, Ph.D. Director Ed Psych Clinic Cal State University Long Beach School of Education 1250 Bellflower Blvd. Long Beach, CA 90840 562-985-9287 / email:  HYPERLINK "mailto:kpowers@csulb.edu" \o "kpowers@csulb.edu" kpowers@csulb.edu  Douglas Siembieda, M.S. Past President California Association of School Psychologists 562-422-6868 x701/ email:  HYPERLINK "mailto:dsiembieda@losal.k12.ca.us" dsiembieda@losal.k12.ca.us Tiffany Brown, Ed.D. Senior Psychologists Elementary Schools Long Beach Unified School District 4310 Long Beach Blvd. Long Beach, CA 90807 562-422-6868 x701 / email:  HYPERLINK "mailto:tmbrown@lbusd.k12.ca.us" tmbrown@lbusd.k12.ca.us Carol Robinson-Zaartu, Ph.D. Professor Department of Counseling & School Psychology San Diego State University 5500 Campanile Dr. Sand Diego, CA 92182-1179 619-594-4626 / e-mail: HYPERLINK "mailto:crobinsn@mail.sdsu.edu "crobinsn@mail.sdsu.edu  James A. Morrison, Ph.D. Education and Professional Licenses 1986 Marriage Family Child Counselor License. 1984 University of Southern California, Ph.D., in Educational Psychology. 1980 Educational Psychology License. 1977 University of Southern California, Advanced Masters in Educational Psychology, Pupil Personnel Credential with School Psychology Authorization, Administrative Credential (by examination). 1973-75 United States International University, Graduate Studies in Human Behavior and Professional Psychology. 1971-72 National University of Mexico, Fulbright-Hayes Foreign Study Grant. 1969-71 University of Southern California, M.S. Ed., Standard Life Elementary and Secondary Teaching Credentials, Pupil Personnel Credential. 1969 High Intensity Language Training Program (Spanish), Tecate, Mexico. 1969 University of California Los Angeles, B.A. in English. Professional Experience 1979-2007 - District Psychologist ABC Unified School District: conducted psychoeducational evaluations, presented assessment results at IEP meetings, consultation with students, teachers and parents; coordinated District MFT, PPS, and School Psychologist intern programs; coordinated District CPI (crisis prevention) training; implemented Response to Intervention (RTI) Model at Willow Elementary School (supervised universal screening with DIBELS, coordinated Tier 2 Interventions, weekly progress monitoring, and data collection). 1984-present - Instructor, California State University, Long Beach: taught Reading in the Content Areas (language minority emphasis), Introduction to Exceptional Students, and Theoretical Foundations of Language Minority Education; presently teaching, Psychoeducational Assessment and Individual Diagnosis in Multicultural Settings. 1998-2004 - Instructor, California State University, Dominguez Hills: taught Seminar in Psychoeducational Assessment, Case Studies Seminar, Principles of Educational and Psychological Measurement, Counseling Theory, and Management of Pupil Personnel Systems. 1988-1996 - Private Practice, Psychotherapy and Educational Psychology, Cerritos, CA: Educational Consultant, President Brock and Morrison Family Counseling, Inc.,Director, Park Place Professional Seminars. 1977-79 - District Psychologist, South Whittier School District: conducted psychoeducational evaluations in English and Spanish, developed IEPs, implemented Project SELF Guidance Program, coordinated District testing and evaluation program, coordinated GATE Program, coordinated special education. 1976-77 - Bilingual Counselor, Paramount Unified School District: provided counseling services to selected Spanish-speaking students, coordinated District language dominance testing program, conducted psychoeducational evaluations in Spanish under the supervision of a district psychologist. 1974-76 - Bilingual Specialist, Lennox School District: implemented and coordinated State and Federal bilingual programs at Buford Elementary School, provided teacher and paraprofessional training in bilingual teaching methods, supervised UCLA student teachers, individual and group counseling with Spanish speaking students. 1973-74 - Counselor and Special Education Teacher, Long Beach Neuropsychiatric Institute: Developed education, counseling, and behavior management programs for inpatient adolescents. 1972-73 - Teacher, Whaley Junior High School, Compton Unified School District: taught grades 7 to 9, ESL/Bilingual classes, and Ethnic Studies. 1971-72 - Linguistic Coordinator, Instituto del Desarrollo Armonico, Mexico City: developed and taught English as a Second Language using electronically induced hypnosis. 1969-1971 - Teacher Corps Intern, Compton Unified School District: taught third and fifth grade at Willard Elementary School and ESL and English at Dominguez High School Awards and Honors 1994 Most Valuable Professor Award for the School of Education, CSULB. 1990 President, Rio Hondo Association of School Psychologists. 1982 Member, State Department of Education Task Force on Bilingual Special Education. 1971 Fulbright-Hayes Foreign Study Grant, National University of Mexico. 1969 Selected as Teacher Corps Intern at the University of Southern California; received full-tuition scholarship for Masters Degree and teaching credentials. Publications Morrison, J. A. & Michael, W. B. (1982). The Development and Validation of an Auditory Perception Test in Spanish for Hispanic Children Receiving Reading Instruction in Spanish. Educational and Psychological Measurement, Vol. 42, pp. 657-669. Morrison, J. A. & Michael, W. B. (1984). Validity of Measures Reflecting Visual Discrimination and Linguistic Constructs from a Sample of Second-Grade Hispanic Children Receiving Reading Instruction in Spanish. Educational and Psychological Measurement, Vol. 44, pp. 333-351. Morrison, J. A. (1988). Rudy Garcia: A SOMPA Case Study. In R.L. Jones (ed), Psychoeducational Assessment of Minority Group Children A Casebook. Berkeley: Cobb & Henry Publishers, pp. 79-107. Morrison, J. A. & Brock, T. F. (1991). How to Market Your Practice to the Public Schools. Cerritos: Park Place Professional Seminars. Morrison, J. A. & Brock, T. F. (1992). How to Resolve Chronic School Discipline Problems: Interventions that Work: Cerritos: Park Place Professional Seminars. Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., and Lena, D. (1993). The Application of Family Systems Approaches to School Behavior Problems on a School-Level Discipline Board: An Outcome Study, Elementary Guidance and School Counseling, April 1993, Vol. 27. Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., and Lena, D. (1997). The Application of Family Systems Approaches to School Behavior Problems on a School-Level Discipline Board: An Outcome Study, in Walsh, W. and Williams G., Schools and Family Therapy Using Systems and Family Therapy in the Resolution of School Problems. Springfield: Charles T. Thomas Publisher, pp. 117-135 Simon Kim, Ph.D. Professor and Program Co-Coordinator California State University, Long Beach 1250 Bellflower Boulevard Long Beach, CA 90840-2201 (562)985-4525  HYPERLINK "mailto:skim6@csulb.edu" skim6@csulb.edu EDUCATION University of Southern California Ph.D. 1995 Educational Psychology University of Kentucky M.S. 1990 Operations Research Westminster College B.A. 1988 Mathematics and Computer Science PROFESSIONAL EXPERIENCES August 23, 2000 Present. Professor (2005-Present) and Associate Professor (2000-2005), Department of Advanced Studies in Education and Counseling, College of Education, California State University, Long Beach. Develop and teach courses in program evaluation, research methods, data analysis, measurement, and classroom assessment Published numerous refereed journal articles, book chapters, and technical reports Received several external and internal grants and contracts Participate in on- and off-campus collaborative partnership efforts Participate in the Leadership Council on Seamless Education Partnership Serve on various campus, college, and department committees August 24, 2009 Present. Associate Director (25%), Center for Language Minority Education and Research, College of Education, California State University, Long Beach. Collaborate with the Director on seeking funding opportunities and writing grants (teacher preparation and research grants), particularly the program evaluation and quantitative analysis design sections July 1, 2006 January 21, 2008. Interim Associate Vice President, Student Services, California State University, Long Beach. Provided direct line supervision for seven student services units including the Career Development Center, Counseling and Psychological Services, Disabled Student Services, Educational Equity Services, Educational Opportunity Program, Testing and Evaluation Services, and University Outreach and School Relations Provided leadership and coordinated divisional involvement with the Divisions of Academic Affairs and Administration and Finance in several university-wide initiatives related to student equity, access and academic preparation, retention, enrollment management, and budget allocation Initiated and led a group of faculty and staff in developing two collaborative initiatives for double pre-baccalaureate students with Vice Provost Dowell (The Beach Learning Community and the Beach Connections Project) Organized Student Success Collaborative Staff Group to develop and implement First-Year Experience with Vice Provost Dowell Organized Advisor of the Year Awards for faculty and staff with ASI Actively participated in enrollment management planning Served on the WASC Implementation Committee Directed the NSSE and FSSE administrations Represented the Division of Student Services in the Resource Planning Process Initiated and led a campus-wide dialog with select faculty, staff, and administrators to explore the possibility of creating an effective support structure for undocumented immigrant (AB 540) students Managed departments fiscal resources ($6M State Funds and $2M External Funds) Participated in the Leadership Council on Seamless Education Partnership Participated in the development of the Long Beach College Promise Served on the Hispanic Serving Institution (HIS) Advisory Committee, Steering Committee, and Research Team Investigated and resolved student concerns/issues August 23, 2004 June 30, 2006. Chair of Department of Educational Psychology, Counseling, and Administration, California State University, Long Beach. Provided leadership in all areas of the administration for the academic department Recruited, hired, and evaluated faculty and staff Developed, implemented, and evaluated department strategic plan Provided leadership in the development of General Education courses Provided support for faculty to engage in scholarly activities and to pursue excellence in teaching Coordinated internal/external program reviews, including NCATE Managed departments fiscal resources ($3M) Created a culture of collaboration among faculty in teaching and research Established a formal department-wide faculty mentoring structure to support faculty Developed a 3-year course offering plan Participated in the development of the independent Ed.D. program Participated on the planning committee for Community Issues Forum September 1, 2003 August 23, 2004. Senior Director for Advising and Retention, Academic Affairs, California State University, Long Beach. Assessed the Universitys progress in the areas of rates of retention and graduation Evaluated the Universitys advising programs for the purpose of identifying best practices, gaps or contradictions, and special challenges created by the complexity of the Universitys curriculum Developed and piloted an Early Warning System Developed a General Education implementation plan within the boundary of existing GE policy Established a university-wide GE-based Learning Community (expansion of Beach Beginnings for over 90% of freshmen) Supervised Academic Advising Center, Center for Student Athlete Services, University 100, Pre-Baccalaureate Advising and Support Services, Learning Assistance Center, and Multicultural Center Maintained liaison with appropriate offices in other University operating divisions concerning academic policies and advising Supervised the process by which the University reviews student petitions to waive the Graduation Writing Assessment Requirement (GWAR) or to substitute a writing demonstration from another university Investigated and resolved student complaints about academic issues Represented the University at the California Forum for Diversity in Graduate Education Led a team of faculty and staff at the Conference on Student Success: Facilitating Transfer and Degree Completion July 1, 2002 August 31, 2003. Acting Associate Dean of Graduate Programs, College of Education, California State University, Long Beach. Oversaw the College of Education (CED) Office of Graduate Programs Planned and managed CED enrollment Supervised college facilities and scheduling Coordinated tenure-track faculty searches Assisted Dean in managing CEDs fiscal resources ($8M) Provided leadership for college collaboration and K-16 partnership activities Chaired the California K-16 Partnerships and Student Success Conference from 2002-2004 June 1, 2008 Present; August 23, 2000 August 31, 2003. Program Coordinator (2000-2003) and Co-Coordinator (2008-Present) for the Educational Psychology Program, Department of Educational Psychology, Administration, and Counseling, College of Education, California State University, Long Beach. Coordinated the development of the Candidate Assessment Plan Coordinated curriculum additions and changes Maintained communications with other coordinators and departments Provided program and course information to applicants and prospective students Coordinated admission process, program planning and completion, and provided appropriate information to Department Chair Staffed part-time faculty Developed three advanced courses in measurement, program evaluation, and data analysis; and revised the curriculum of three other key methodology courses August, 1994 May, 2000. Associate Professor (2000) and Assistant Professor (1994-2000) in the Division of Educational Psychology, Research and Evaluation Methods, College of Education, University of Missouri, St. Louis, MO. Develop and teach courses in program evaluation, research methods, data analysis, measurement, and classroom assessment Developed a Ph.D. program in Educational Psychology Supervised doctoral dissertations Published numerous refereed journal articles, book chapters, and technical reports Received several external and internal grants and contracts Participate in on- and off-campus collaborative partnership efforts Serve on various campus, college, and department committees GRANT-RELATED EXPERIENCES September 2010 Present. Evaluator. Core-Area Literacy & Academic Success for Students (CLASS) Project, California Post-Secondary Commission. The goal of this grant is for high school teachers in both History and Language Arts to modify their teaching to incorporate problem-based inquiry, consistent use of EL strategies, and content-area literacy in their instruction. June 2008 Present. Internal Evaluator. Hispanic Serving Institution Grant, U.S. Department of Education. The goal of this grant is to address academic and professional needs and obstacles often experienced by Latino students. December 2009 Present. Evaluator. LBUSD Male Academy, Long Beach Unified School District Foundation. The goal of this program is to improve the graduation rate of underrepresented promising male students and to encourage lifelong learning by preparing them for college and career options. September 2004 June 2006. Director of Assessment. Assessing Teacher Performance (ATP) Initiative, California State University, Long Beach and National Commission on Teaching and Americas Future. The goal of this initiative was to provide an infrastructure for bringing coherence to the current and planned efforts to assess candidates, programs, and graduates of education programs. February 2002 April 2004. Research Project Staff. California Alliance for Pre K-18 Partnerships, California Academic Partnership Program, California Department of Education. The key focus of this project was to identify policy recommendations to support partnerships. September 1, 1999 August 31, 2005. Program Evaluator, GEAR-UP Project: IN-Gear for Careers, U.S. Department of Education. The goal of this project was to create and sustain a culture of achievement and high expectations that empowers low-income and underrepresented students to take full advantage of postsecondary educational opportunities. March 1, 2000 July 31, 2001. Project Director, Federal Eisenhower Professional Development Program: Performance-Based Assessment and Inquiry-Based Instruction in Elementary School Mathematics, Missouri Coordinating Board for Higher Education. May 1996 August 2001. Program Evaluator/Consultant, Program: Show-Me Classroom Performance Assessment Project Pattonville School District, Missouri Department of Elementary and Secondary Education. The primary goal of the project was to develop performance assessments for use in Missouris schools. March 1, 1999 June 30, 2000. Project Director, Federal Eisenhower Professional Development Program: Mathematics Assessment and Instruction for Learning, Missouri Coordinating Board for Higher Education. The goal of this project was to help high school teachers in designing and implementing inquiry-based instructional and assessment methods that could lead to higher student achievement. Responsibilities included planning, developing, and conducting professional development services for high school mathematics teachers. September 1998 May 2000. Program Evaluator, Program: Mentor St. Louis, The Danforth Foundation. The program was built on a collaboration between the St. Louis Public Schools and a broad range of organizations and individuals committed to improve student achievement, attitude toward school, attendance, self-esteem, and motivation by providing one-on-one mentoring services. December 1998 September 1999. Program Evaluator, Program: The Middle School Initiative: Redesigning/Transforming Middle Level Education in the St. Louis Public Schools, The Danforth Foundation. This project was a part of the St. Louis Public School Systemic Initiative to achieve and to maintain high performing middle schools. September 1998 July 1999. Program Evaluator, Program: Work Ways in St. Louis City and St. Louis County, Missouri, Missouri Department of Social Services. The project used a comprehensive holistic approach to help welfare recipients improve skills necessary to be successful in the work environment and to meet the resulting challenges of home, family, and community. March 1998 June 1999. Project Director, Federal Eisenhower Professional Development Program: Meeting the Show-Me Standards through Performance-Based Assessment in Middle School Mathematics, Missouri Coordinating Board for Higher Education. The central focus of the project was to enhance middle school teachers knowledge of performance-based assessment in mathematics, which coincides with the academic performance standards set by the State Board of Education. August 1997- May 1998. Project Evaluator, Project: St. Louis Urban Systemic Initiative St. Louis School District, National Science Foundation. The main focus of the project was on science and mathematics reform. October 1996 May 1997. Program Evaluator, Program: Bridge Saturday Academy, Bridge Program, University of Missouri-St. Louis, St. Louis, MO. The purpose of the program was to reinforce and enhance the development of mathematics, science and communication skills and to motivate and build confidence for further study of mathematics and science for high school students. April 1996 June 1997. Project Director, Federal Eisenhower Professional Development Program: Meeting the Show-Me Standards: Using Performance Assessment as an Integral Part of Mathematics Instruction, Missouri Coordinating Board for Higher Education. The central focus of the project was to enhance elementary school classroom teachers knowledge of performance assessment in mathematics. August 1994 August 1995. Program Evaluator, Programs: Election, Missouri State Government, and Metropolitan Issues Programs, Citizenship Education Clearing House, University of Missouri-St. Louis, St. Louis, MO. The major goals of these programs were to integrate participatory citizenship education into school curricula and to facilitate the development and implementation of student initiated action projects. PROFESSIONAL EXPERIENCES July 1, 2002 June 30, 2004. Conference Chair. California K-16 Partnerships and Student Success. Responsibilities included coordinating a statewide advisory board of educational leaders to plan and organize the conference. May 1, 2002 April 30, 2003. Chair, AERA SIG Urban Learning, Teaching, and Research. Responsibilities included coordinating the SIG activities with AERA in accordance with the established by-laws and providing leadership in all aspects of the SIG organization. August 1, 2000 April 30, 2001. Program Chair of AERA SIG Urban Learning, Teaching, and Research. Responsibilities included disseminating Call-for-Proposals, recruiting proposal reviewers, coordinating the proposal review process, and communicating with the AERA officers. SELECTED PUBLICATIONS Kim, S. (2010). Documenting Latino Student Success, CSULB HSI Grant (Internal Evaluation Report). Kim, S. & Rivas, C. (2009). Collecting Evidence for Success and Planning for the Future, CSULB HSI Grant (Internal Evaluation Report). Kim, S. & Rivas, C. (2008). Establishing Benchmarks and Moving Forward, CSULB HSI Grant (Internal Evaluation Report). Cohn, K., Dowell, D. Kim, S., Lindahl, C., Maldonado, C. & Seal, J. (2004) Raising Student Achievement through Effective Education Partnerships: Policy and Practice, Long Beach: Alliance of K-16 Partnerships (Research Report). Kim, S., Powers, K., Dowell, D., Hansen, J., Flores, G., & Trapp, F. (2004). Accountability for Performance: Pre-Kindergarten Through Graduate School. In J. Houck, K. Cohn, and C. Cohn (Eds.), Partnering to Lead Educational Renewal (pp. 145-164). New York, NY: Teachers College Press. Powers, K., Winters, L., Person, D., & Kim, S. (2004). Collecting and Using Data in a K-16 Collaborative. In J. Houck, K. Cohn, and C. Cohn (Eds.), Partnering to Lead Educational Renewal (pp. 131-144). New York, NY: Teachers College Press. Anderson, H., & Kim, S. (2003). A Missing Piece in an Elementary School Mathematics Teachers Knowledge Base. Issues in Teacher Education, 12(2), 17-23. Kim, S., Hoewisch, A., & Shin, F. (2003). Selection of Reading Assessment Methods: Are Teachers' Choices Congruent with Instructional Methods? Urban Learning, Teaching, and Research, 3, 41-56. Kim, S., Anderson, H., & Chung, I. (2002). What Is a Reasonable Expectation? CMC ComMuniCator, 26(4), 32-33. Rueda, R., & Kim, S. (2001). Understanding Cultural and Linguistic Diversity as a Theoretical Framework for Studying Multicultural Students with Mild Disabilities. In C. Utley and F. Obiakor (Eds.), Special Education, Multicultural Education, and School Reform (pp. 74-89). Sprinfield, IL: Charles C. Thomas, Publisher, LTD. Kim, S., & Friedlander, R. (2001). Performance-Based Assessment and Inquiry-Based Learning in Elementary School Mathematics: Sample Performance-Based Assessments. Sponsored by the Eisenhower Mathematics and Science Education Grant from the Missouri Coordinating Board of Higher Education (Technical Report). Kim, S., Clarke-Ekong, S., & Ashmore, P. (1999). Effects of a Hands-on Multicultural Educational Program: A Model for Student Learning. The Social Studies, 90(5), 225-229. Kim, S., & Hocevar, D. (1998). Racial Differences in 8th Grade Mathematics: Achievement and Opportunity to Learn. The Clearing House, 71(3), 175-178. Shin, F., & Kim, S. (1998). Korean Parent Perceptions and Attitudes Towards Bilingual Education. In R. Endo, C. Park, J. Tsuchida, and A. Agbayani (Eds.), Current Issues in Asian and Pacific American Education (pp. 143-156). Covina, CA: Pacific Asian Press. Kim, S., Richardson, L., Yard, G., Cleveland, M., & Keller, K. (1998). Giant Steps-St. Louis: An Alternative Intervention Model for Children with Autism. Focus on Autism and Other Developmental Disabilities, 13(2), 101-107. Kim, S., Parks, B., & Beckerman, M. (1996). Effects of Participatory Learning Programs in Middle and High School Civic Education. The Social Studies, 87(4), 171-176. Kim, S., Parks, B., & Beckerman, M. (1996). Learning Through Participation: A Program for Middle School Civic Education. Kappa Delta Pi Record, 32, 130-132. Kim, S., Richardson, L., & Cleveland, M. (1996). A Professional Development Model for Mathematics Performance Assessments. Missouri Educational Leadership, 7(1), 22-27. Kim, S., Kim, L., & Hoewisch, A. (1996). Better Serving Missouris Minority Students Begins with Alternative Assessment. The Missouri Reader, 21(1), 35-37. Holland, P., Michael, W., & Kim, S. (1994). The Construct Validity of the Educators Survey. Educational and Psychological Measurement, 54, 822-829. Bachelor, P., Michael, W., Kim, S. (1994). First-Order and Higher-Order Semantic and Figural Factors in Structure-of-Intellect Divergent Production Measures. Educational and Psychological Measurement, 54, 608-619. SELECTED REFEREED PRESENTATIONS Shin, S., An, S., & Kim, S. (2010). The Impact of Teacher Preparation on Student Mathematics Achievement. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado. Kim, S. (2005). Assessment of Teacher preparation Effectiveness. Paper presented at the California Educational Research Association Annual Conference, Long Beach, CA. Kim, S. (2004). College students: Current data on retention and graduation rates. Paper presented at the California Association for Asian-Pacific Bilingual Education, Stockton, CA. Kim, S., Potts, J., & Mulvaney, S. (2003). College Remediation in Reading and Writing: Academic Partnerships to the Rescue? Paper presented at the National Council of Teachers of English, San Francisco, CA. Powers, K., Surfas, S., & Kim, S. (2003). Putting the Scientist Back into the Scientist/Practitioner Model of School Psychology. Paper presented at the California Association of School Psychologists Conference, Los Angeles, CA. Kim, S., & Anderson, H. (2003). Mathematical Pedagogical Content Knowledge in the Elementary School Teacher Education Curriculum. Paper presented at the California Educational Research Association Annual Conference, Santa Barbara, CA. Cohn, K., Dowell, D., Seal, J., Kim, S., Maldonado, C. (2002). California Alliance of Pre K-18 Partnerships. Paper presented at the Educational Trust Annual Conference, Washington, DC. Kim, S. (2001). Utilizing Performance-Based Assessment for Teaching Language Minority Students. Paper presented at the annual conference of the Korean-American Educators Association, Los Angeles, CA. French, C., Friedlander, R., & Kim, S. (2001). Performance Events, Instructional Strategies, and Professional Growth Activities. Paper presented at the annual conference of the Mathematics Educators of Greater St. Louis, St. Louis, MO. Kim, S. (2000). Utilizing Performance-Based Assessment for Teaching Language Minority Students. Paper presented at the annual meeting of the California Association for Asian-Pacific Bilingual Education, Stockton, CA. Kim, S. (1999). A Professional Development Model for Mathematics Performance Assessments. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Kim, S., Clarke-Ekong, S., & Ashmore, P. (1999). Effects of a Hands-on Multicultural Educational Program. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Kim, S., & Fulton, M. (1998). Using Performance Assessment in Mathematics Instruction. Paper presented at the annual meeting of the National Council of Teachers of Mathematics Central Regional Conferences, St. Louis, MO. Kim, S., & Hoewisch, A. (1997). The Relationship Between Assessment and Instructional Practices in Reading. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Kim, S., & Hocevar, D. (1996). Racial Differences in 8th Grade Mathematics: Achievement and Opportunity to Learn. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Kim, S., Parks, B., & Beckerman, M. (1996). Effects of Participatory Learning Programs in Middle and High School Civic Education. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Shin, F., & Kim, S. (1996). Public Opinion of Bilingual Education. Paper presented at the annual meeting of the California Association for Asian Pacific American Education, Dominguez Hills, CA. Kim, S., & Blake, S. (1993). The Structure of Self-Concept in Minority Male and Female Los Angeles Middle School Adolescents. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. Kim, S., & Shin, F. (1993). Korean Parents Perception on Bilingual Education. Paper presented at the annual meeting of the California Association of Bilingual Education, Los Angeles, CA. Holland, P., Michael, W., & Kim, S. (1993). The Construct Validity of the Educators Survey. Paper presented at the annual meeting of the California Educational Research Association, Long Beach, CA. Kim, S., & Shin, F. (1993). Parent Workshop on Bilingual Education. Paper presented at the annual meeting of the Korean American Educators Association, Los Angeles, CA. Kim, S., Hocevar, D., & Vough, R. (1992). Higher Order Factor Analysis of Teacher Evaluation. Paper presented at the annual meeting of the California Educational Research Association, San Francisco, CA. SELECTED GRANTS AND CONTRACTS Strengthening Student Success and Transfer Through A Cooperative Partnership (Subcontract LBCC). Title V, U.S. Department of Education. Comparative Analysis of Academic Achievement: Reasons for Discrepancies. SCAC. California State University, Long Beach. 2003. Performance-Based Assessment and Inquiry-Based Instruction in Elementary School Mathematics. Missouri Coordinating Board for Higher Education, State of Missouri. 2000. Evaluation of the GEAR-UP Project: IN-Gear for Careers. U.S. Department of Education. 1999-2004. Evaluation of the Show-Me Classroom Performance Assessment Project-Pattonville School District. Missouri Department of Elementary and Secondary Education. 1996-2001. Mathematics Assessment and Instruction for Learning. Missouri Coordinating Board for Higher Education, State of Missouri. 1999. Evaluation of the Middle School Initiative: Redesigning/Transforming Middle Level Education in the St. Louis Public Schools. The Danforth Foundation. 1999. Evaluation of the Work Ways in St. Louis City and St. Louis County, Missouri. Missouri Department of Social Services. 1998. Student Learning and Self Awareness about Human Origin and Diversity. University of Missouri-St. Louis Research Award. 1998. Meeting the Show-Me Standards through Performance-Based Assessment in Middle School Mathematics. Missouri Coordinating Board for Higher Education, State of Missouri.1998. Mentor St. Louis Program Evaluation. The Danforth Foundation. 1998. St. Louis Urban Systemic Initiative Evaluation. St. Louis School District/National Science Foundation. 1996. Meeting the Academic Performance Standards: Using Performance Assessment as an Integral Part of Mathematics Instruction. Missouri Coordinating Board for Higher Education, State of Missouri. 1996. PUBLISHED NEWSPAPER COLUMNS The Korea Daily Columns (in Korean): July 18, 2003 Importance of spending time with family during summer February 28, 2003 Language education: Possible activities at home January 31, 2003 If I have to raise my kids over again November 6, 2002 Defining success in raising kids NEWSPAPER INTERVIEWS Interviewed by the Korea Daily regarding educational issues (in Korean): December 30, 2002 Report on 2002 Educational Issues November 19, 2002 Selecting a College Interviewed by the Daily 49er regarding retention and graduation: April 13, 2004 CSU report: graduation rates rise, retention drop November 24, 2003 Retention rate high at CSULB October 16, 2003 Campus grad programs unpopular with students October 6, 2003 CSULB Graduate Program revamped by Senate Interviewed by the St. Louis Post Dispatch regarding student testing: October 30, 1996. PROFESSIONAL DEVELOPMENT OPPORTUNITIES Participated in a training program on the use of the Trends in International Mathematics and Science Study (TIMSS) Database funded by the National Center for Educational Statistics, Office of Educational Research and Improvement in the U.S. Department of Education. July 11 July 13, 2005. Participated in the Leadership Development Program in Higher Education (LDPHE) The Leadership Education for Asian Pacifics, Inc., July 9-12, 2003 Participated in a computer-based training course on the Protection of Human Research Subjects The NIH Office of Human Subjects Research, February 12, 2001. Participated in a training program on the use of the National Household Education Survey Database funded by the National Center for Educational Statistics, Office of Educational Research and Improvement in the U.S. Department of Education. June 28 July 1, 1998. Participated in a continuing educational program titled Fund Raising: Successful Grant Proposal Writing November 21, 1997. Participated in the Wakonse Conference on College Teaching. May 24 29, 1996. PROFESSIONALLY RELATED COMMUNITY SERVICE Seamless Education Partnership, Leadership Council, 2002-Present Korean-American Educational Researchers Association, Advisory Board, 2009-Present. Community Issues Forum, Planning Committee Member and Presenter in 2006 and Group Discussion Facilitator in 2008 and 2009 Korean-American Educators Association, Vice-President Teacher Conference, Presenter, May 31, 2003, Korean Education Center in Los Angeles, CA Saturday Education Help Center, Consultant, Bimonthly free walk-in information services for individual parent consultations, AY 02-03, Korean Education Center in Los Angeles, CA Fund Raising Banquet, Moderator, March 20, 2003, Oxford Palace Hotel, Los Angeles, CA Parent Conference, Presenter, Communication Strategies for Parents, February 18, 2003, L.A. High School. California K-16 Partnerships Board, Chair, Fall 2002-August 2004 Seamless Education, Member, Fall 2002-Present Bret Harte Elementary School, Long Beach, CA, Professional development workshop What is Action Research, Presenter, March 14, 2002 Edison Elementary School, Long Beach, CA, Professional development workshops in mathematics education, Presenter, AY 01-02 MAP Satellite Broadcast for pre-service special education teachers, Presenter, Understanding MAP tests and performance-based assessment, March 29, 1999 Department of Elementary and Secondary Education: Member of the evaluation team to draft and revise Professional Development portion of the Missouri School Improvement Plan Standards and Professional Development Grant Evaluation Criteria, Fall 1998 St. Louis Korea Academy, Member of the Advisory Committee, Fall 1998 Winter 2000. St. Louis Korea Academy, Presenter at the teacher workshop, Teaching Korean Language: Theories and Practice, October 10, 1998 Regional Commerce and Growth Association, Chair of the Assessment and Research Committee of the WorkABLE St. Louis, Summer 1998 Winter 2000 Safe & Drug-Free School and Communities, Presenter, Navigating SDFS Program Evaluation, May 20, 1998 Mentor St. Louis, Presenter at the mentor workshop, Environmental Factors in Social and Personal Development, March 27, 1998 UM-St. Louis Student Affairs, Panelist at the teleconference on Retention Strategies for Campus Diversity: Constructing Effective Learning Environments, February 9, 1995 Hancock Place Middle School, St. Louis, Missouri, Professional Development Workshop Presenter, Performance-Based Assessment and MAP Tests, September 22, 1999 Pattonville High School, St. Louis, Missouri: Professional Development Workshop Presenter Understanding How Performance-Based Assessment can be Utilized in Classroom Instruction, September 2, 1999 Center for Human Origin and Cultural Diversity, UM-St. Louis: Program Evaluator, Fall 1996 Summer 1998 SELECTED UNIVERSITY SERVICE University Level Instructionally Related Activities Fee Advisory Board (2010-Present); Committee on Athletics (2010-Present); Highly Valued Degree Initiative Task Force 5: Research & Evaluation (2010-Present); University Student Union Board (2008-2010); USU Campus Relations Committee (2008-2010); Resource Planning Process (RPP) (2006-2007); WASC Implementation Committee (2007-2008); HSI Advisory Committee (2006-present); Enrollment Management (2004-2007); Early Assessment Committee (2004-2007); DSS Advisory Board (2005-present); Chair, Academic Advising Council (2003-2004); Co-Chair, Committee on Retention and Graduation (2003-2004); Senior Management Council (2003-2004); Academic Appeals Committee (2003-2004); First-Year Experience Committee (2003-2004); Ex-Officio, General Education Governing Committee (2003-2004); Steering Committee of Educational Policies Council (2003-2004); Grade Appeals Committee (2003-2004); Chair, Steering Committee of Academic Advising Council (2003-2004); Academic Senate Retreat Planning Committee (2003); Advisory Committee on Patents and Copyrights (2003-present); Co-Chair, Partners for Success (2003-2004); Academic Senate (2001-2003); School Nursing Services Advisory Board (2002-2003); Panel on Professional Responsibilities (2000-2003); Chair, Ad-hoc Committee on GE Implementation (2003-2004); Academic Senate at University of Missouri (1998-2000); Graduate Council Subcommittee on Graduate School Curriculum and Instruction (1998-1999); Enrollment Management Task Force (1998-1999); Faculty Advisor, Korean Students Association (1995-1998); Senate Ad-Hoc Committee on Assessment of Educational Outcomes (1996-1997); Senate Subcommittee on Development Leave (1997-1998) College/Department Level College RTP Committee (2008-Present); Dept. RTP Committee (2007); Assessment Committee (2007-Present); Ed. D. Application Review Committee (2008-Present); Administrative Council (2002-2003; 2004-2006); Leadership Team (2002-2003; 2004-2006); Ex-Officio, Budget Subcommittee (2004-2006); Faculty Council (2000-2002; 2004-2006); Ad-hoc RTP Revision Committee (2001-2003); Graduate Degree Programs Committee (2000-2003; 2008-Present); Chair, Tenure Track Search Committee: Educational Psychology (2002-2003); Doctoral Application Interview Committee at the University of Missouri (1998-2000); Advisory and Policy Board for Research and External Funding at the University of Missouri(1997-2000)       PAGE  PAGE 32  APP Avw 4 5 6 O P  λΥλ~hP=%h3PhnB*CJOJQJaJph.jh3PhnB*CJOJQJUaJph+h3Phn5B*CJOJQJ\aJph+j"h3PhnCJOJQJUaJ h3Phn0JCJOJQJaJ+jwh3PhnCJOJQJUaJ%jh3PhnCJOJQJUaJh3PhnCJOJQJaJh3Phn5CJaJh3PhnCJ\aJh3PhnCJaJAvwx 7 xlaR & F P]  & F P  P^  x^ [kd$$Ifl,""064 la $P$Ifa$ $PP$Ifa$  ! 3 4 7 8  ! , T _ stͼͩq[II"h3Phn5CJOJQJ\aJ+jh3PhnCJOJQJUaJ+jh3PhnCJOJQJUaJh3PhnCJOJQJaJ%jh3PhnCJOJQJUaJ%h3PhnB*CJOJQJaJph 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