PSYCHOLOGY 501 PROFESSIONAL SEMINAR IN SCHOOL PSYCHOLOGY Fall 2008

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1 PSYCHOLOGY 501 PROFESSIONAL SEMINAR IN SCHOOL PSYCHOLOGY Fall 2008 Instructor: Gene Johnson, Ed.D., NCSP Home Phone: Office: Psychology Building, Room 118 Office Phone: COURSE REQUIREMENTS: I. Midterm and Final points each II. III. Remedial Manual - 50 points total 10 remedial strategies (5 cognitive & 5 behavioral) all of which must be typed. (2 pages maximum) Article Abstracts (maximum one page) - 50 points total Write one abstract from 10 of the following areas (*= required topic): Role & Function Testing Ethics Gifted IEPs Training School Law* School and Society* The Family as an Institution Emergent Technologies* Current Litigation Preschool Handicapped Visually or Hearing Impaired Adaptive Behavior Alternative Models of Service Delivery* Least Restrictive Alternative Unbiased Assessment Culturally & Linguistically Different* Other as approved by the instructor IV. Site Visitations - 60 points total Visit 4 state, county or private facilities that serve school-age children. Write a two-page description of the facility and the services provided and obtain literature and handouts for the entire class (if possible) from each site. At least 2 sites must be outside of Ellensburg. Students will present information in class. V. Class participation including discussion of readings. 50 points total VI. School Psychologist Interview 20 points total 1

2 Each student will need to make arrangements to spend 2 to 3 hours with a practicing school psychologist and write a reaction paper detailing the interview, describing the activities, and reacting to the content. Specific topics that the interview should cover include: 1. How decisions are made by psychologists. 2. How psychologists address the issue of accountability. 3. How psychologists work with diverse populations. 4. What forms of technology are used by psychologists. 5. Types of consultation and collaboration engaged in by school psychologists. 6. How psychologists work on a systems level. 7. What psychologists do to promote mental health and deal with crises. 8. Types of collaboration with the home, school and community. 9. How psychologists remain current and practice according to ethical, professional and legal standards. VII. GRADING: Volunteering 20 points total Each student will be required to volunteer in the public schools for two hours per week. (20 hours total) A brief log of experiences should be submitted during each class. Discussion time will also be set aside to address your volunteer experiences. Note you may not count DIBELS time! 90% to 100% A- to A 80% to 89% B- to B+ 70% to 79% C- to C+, etc. All assignments are due on a specified day. All students are required to maintain a file of all handouts. This file may be examined for completeness at the end of the quarter. TEXT: Best Practices in School Psychology V COURSE RATIONALE & OBJECTIVES: Rationale: 2

3 Objectives: The Professional Seminar in School Psychology is designed to provide the beginning school psychology graduate student an introduction to the educational field of School Psychology. The student will be introduced to the history of school psychology as a profession. The role and function of the school psychologist as it has historically evolved will be discussed, as well as how the future may be impacted by emergent technologies and alternative models of service delivery. An important part of the school psychologist's role is to function in compliance with federal and state laws. IDEA, 504 and the State of Washington Administrative Code (WAC) will be covered in detail. Finally, materials dealing with ethical practices, professional standards, Washington state learning goals, essential learnings, development of education in the U.S., curriculum, role of schools in a democratic society, school funding, compulsory attendance, parental rights, control of schools, resource personnel, and school law will be introduced. 1. The student will develop a working knowledge of the history of school psychology as a profession and how this role may be altered by emergent technologies and alternative models of service delivery. 2. The student will become aware of the various roles and functions of the school psychologist in the State of Washington. Students will develop a beginning working knowledge of: a. Pre-referrals (SAT, TAT, etc.) b. The referral process c. The consultative service delivery model d. The individual education program process (IEP) e. Evaluation teams f. Washington state learning goals g. Essential learnings h. Follow-up i. Educational alternatives j. Delivery of counseling services k. Equity issues related to various populations l. RTI 3. The student will become aware of the various forms of literature available pertaining to the profession including various journals and resource texts. 3

4 4. The student will develop a beginning working knowledge of the rules and regulations at both the federal and state levels that govern the profession of school psychology and school counseling. a. Each student will develop an understanding of public law (IDEA) and Section 504. the b. Each student will develop an understanding of the Washington Administrative Codes pertaining to function of the school psychologist. 5. The student will develop a knowledge of ethical codes which pertain to the profession including NASP, WSASP and APA. 6. The student will develop an understanding of the manner in which public schools reflect and influence society as well as for the family as an institution. 7. The student will be introduced to American School Law. 8. The student will be introduced to Washington school reform issues. DATE TOPIC ASSIGNMENT Sept 25 Introduction and Opening Remarks 30 NASP and WAC Training Standards Oct 2 State and National Certification 7 History of School Psychology 9 Role and Function 14 WAC Rules and Regulations (print WACs for class) 16 WSASP Conference 21 WAC Rules and Regulations Read WACs 23 Midterm Exam All material to date 28 Midterm Review/Employment 30 RTI Nov 4 Ethics Abstracts Due 6 School and Society 13 School Law/Alternative Service Delivery Remedial Manuals Due 18 Adaptive Technologies 20 Panel Discussion Interview Due 25 Educational Reform/Essential Learnings 4

5 Dec 2 Site Visitations Site Visitation Reports Due 4 Site Visitations Logs Due FINAL EXAM - TBA ADA STATEMENT: Students with disabilities who wish to set up academic adjustments in this class should give me a copy of their Confirmation of Eligibility for Academic Adjustments from the Disability Support Services Office as soon as possible so we can meet to discuss how the approved adjustments will be implemented in this class. Students with disabilities without this form should contact the Disability Support Services Office, Bouillon 205 or or immediately. ACADEMIC DISHONESTY: Cheating or plagiarizing will result in an automatic F grade on the test or assignment in question. In addition, the student may be referred to the Vice President for Student Affairs office for disciplinary action. EXPECTATIONS FOR BEHAVIOR AND ATTITUDE: I expect students to come to class on time, attend class regularly, stay awake during class, and come with an open mind that is ready to learn. I also expect that EVERYONE (students, TA, professor) will treat one another with respect and consideration. This means that you should refrain from chatting with one another or making noise during lectures and tests, respect the opinions of others (even and especially when they differ from your own), and avoid making comments that are derogatory, sexist, racist, rude, or basically unkind. Finally, no whining, please; we are all in this course together and are constantly developing as professionals. Responsible attitudes are part of the process. The course instructor has the right to modify any or all parts of this syllabus and course schedule as deemed necessary. MAKE UP EXAMS: Students will be able to make up missed exams only if they have a reason for missing an exam that is approved by the instructor in advance or for emergencies. STATE, NASP AND CTL STANDARDS: This course meets the following National Association of School Psychologists (NASP) 2000 Standards and the Washington State Residency-Level Benchmarks for School Psychologists. These standards are reflected in WAC A-270 (7) (a) [Rev. 10/11/04]. 5

6 2.1 Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data based decision-making permeates every aspect of professional practice. 2.2 Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels. 2.5 Student Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. 2.6 School and Systems Organization, Policy Development, and Climate: School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others. 2.7 Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human development and psychopathology and associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical wellbeing of students. 2.8 Home/School/Community Collaboration: School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists 6

7 work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families School Psychology Practice and Development: School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services. CTL Standards addressed by this course: CTL Standard #1.1 Candidates demonstrate subject matter knowledge in areas of endorsement. CTL Standard #1.3 Candidates demonstrate a thorough understanding of professional and pedagogical knowledge and skills. CTL Standard #1.4 Candidates reflect dispositions expected of professional educators. CTL Standard #1.5 Candidates demonstrate a positive impact on student learning. GOOD LUCK! 7

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