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Practitioners and Training Programs Working Together to
Impact the CommunityLisa Kelly-Vance, Brian McKevitt,
Allison McCuddin Poss, Jessica Dempsey, Jessica Riley
University of Nebraska Omaha
Introduction
Our program Ed.S. level Psychology department
Our community – Omaha 390,000 Numerous surrounding communities – Public and parochial schools
Program Philosophy
Scientist-practitioner model
Data-based problem-solving
Program Philosophy
The program has a strong orientation towards utilizing community resources as partners in training, which allows for meaningful and diverse community service learning and field experiences that are integrated throughout most core school psychology courses. The diverse metropolitan community of schools serves as a training ground for students in each year of the program.
the program provides educational leadership and community development to its constituents.
Professional Connections
Nebraska School Psychology Association
Metro Area School Psychology Group
Professional Learning Communities
Classes
Research
Trainings
Student Group
Field Experience Philosophy
Applied field experiences are “a must” to ensure adequate skill development
We value our community resources and engage them at all levels of our training (through classes, research, and professional development opportunities)
There is a reciprocal benefit from field experiences: Students apply knowledge, gain skills, and make
professional connections Schools and community partners receive needed
services and stay connected to the university
A visual….
Applied Experiences: Year 1
CBM Benchmarking
Volunteer reading program
Holy Name service learning project
Applied Experiences: Year 2
Clinic-based practicum Year-long, 150 hours
Behavioral consultation in an alternative setting
Academic case consultation with teacher education graduate students
Early Childhood: Head Start and Early Intervention Programs
Applied Experiences: Years 3 & 4
School-based practicum Year-long, 300+ hours
Internship – minimum of 1200 hours
Professional Development Survey
Purpose Assessed needs and interests of area practitioners Asked willingness to mentor
Results Many wanted events that were NSCP approved hours 86% wanted more professional development opportunities 76% wanted the opportunity to exchange ideas with other
school psychologists and discuss hot topics in the field 83% offered to be a mentor for a UNO student
Professional Development Activities
Social/Networking Events Wine Tasting Cupcake Connections Book Club Centennial Celebration
Student Group Newsletter
Professional Development Event (NASP accredited events for area practitioners) Response to Intervention (Andrea Boden)
Our Impact: Courses
Program Requirements: Individuals Cases Small Groups Staff Trainings Parent Trainings Consultation
The Scale
1 = Overall there is evidence that the student has regressed significantly from baseline.
2 = Overall student fluctuated between regressing and staying the same, but did not progress.
3 = Overall there is evidence the student’s performance has remained at approximately the same level as baseline.
4 = Overall student fluctuated between staying the same and progressing.
5 = Overall student performance improved significantly from baseline.
6 = No data.
Individual Cases
Summary of 3 years of Data 273 individual cases
59% were rated 5 15.02% were rated 4 14.65% were rated 3 3.67% were rated 2 2.20% were rated 1 5.13% were rated 6 (no data)
Other
Our goal is to report data for other intervention activities Small groups Classroom
Impact on local school remaining open.
Our Impact: Research
Dual Language Project
PBIS
Early Childhood Assessment/Intervention
Ed.S. Applied Research Projects – Intervention focus
Our Impact: Trainings
PBIS
Play Assessment and Intervention
Data-Based Decision-Making
Supervisor Comments
Melissa
Lachelle
Summer Reading Program
Participants 13 parochial school students (second through seventh grade)
65% of the school’s students qualify for the free or reduced lunch program
Program Characteristics 3 weeks, 3 days a week, 3 hours a day Evidence-based intervention strategies
Repeated reading, paired reading, error correction, pre-reading and post-reading comprehension strategies
Emphasis on enjoyment Games, diverse reading materials, multicultural literature
Impact of Summer Reading Program
Words Correct Per Minute for Participants and Non-Participants Percentile Rank Categories for
Participants and Non-Participants
Community Benefits
Help for more students – practitioners can’t reach everyone
Up-to-date training
Professors and students share resources with practitioners
Connections Matter
Meet the needs of the community – ask what is needed
Research – let the school-based people ask the questions
Conclusions
Impact on students in the community is both direct and indirect.
We help more students by collaborating.