FIELD OBSERVATIONSYou need to do 5 of these things:Shadow school psychologist (due 9/26)Observe an SST or IEPQUESTIONS FOR OBSERVATION/REFLECTION PAPERSNovember 20st: RSP/SDC:FINAL PAPERProfessor: Catherine Christo, Ph.D., NCSP Office; 227 Brighton Hall Phone: 916-278-6649 Hours: Wed., 12:00 to 2:00pm E-mail: [email protected] Thurs., 11:00 to 12:00EDS 245: PSYCHOLOGY IN THE SCHOOLS FALL, 2003, BRH 203COURSE OBJECTIVES: The purpose of this course is to provide an introduction to the field of school psychology and the many different roles school psychologists can assume. At the end of this course students will:1. be familiar with the organization of schools and the multi-cultural nature of school populations,2. be aware of the contributions of school psychologists to schools,3. be familiar with the knowledge base and skills they need to develop in order to become competent psychologists,4. understand basic concepts of program evaluation,5. understand the assessment process and critical considerations in assessmentAn important goal of this course will be to complement concurrent coursework, by facilitating the integration of knowledge across courses and the understanding of how the information and/or skills acquired apply to the practice of school psychology. READINGS:Lyman, H. (1998). Test Scores and What They Mean, Allyn and Bacon NASP Professional conduct manual (purchase in class)EDS 245 Reader, available in bookstoreOPTIONAL READINGS:Fagan, T & Wise, P. S. (2000). School Psychology: Past, Present and Future. NASPAiken, L. (2003). Psychological Testing and Assessment: Eleventhedition. Allyn and Bacon See reserve book roomGRADES WILL BE BASED ON THE FOLLOWING:Attendance and active participation are very important components of this class. Each of you has had unique experiences and therefore has unique contributions and questions that will benefit the learning of all class members. Students absent for more than 2 classes cannot receive an “A” grade. Students absent for more than 3 classes cannot receive apassing grade. Final paper: 20%Hotsheet: 20%Final: 20%Participation: 10%Field observation write-ups: 30%COURSE SCHEDULE:TOPIC READING ASSIGNMENT9/4 Introduction/competencies 9/1 History/models ofpractice  Fagan and Wise, Chapt. 2 Reschly & Tilly, Reform trends and system design alternatives, Special Education in TransitionView www.nasponline.org. From description of school psychologist functions what characteristics are important? 9/18 CASP VISIT  At CASP office, 1400 K St. View www.casponline.orgprior to visit Generate a question re: CASP or school psychology in California9/25 Program evaluationGuest: Kris Strong Illback, Zins, Maher, Program planning and evaluation: Principles, procedures and change, Handbook of School PsychologyPaper 1 due (Shadow schoolpsych)10/2 Regulations and Ethics Jacob-Timm & Hartshorne, Chapt 1 &2, Ethics and law for school psychologists NASP Professional Conduct Manual 10/9 Diversity in schools  Henning-Stout & Brown-Cheatham, School psychology in a diverse world, Handbook of School Psychology,  Flanagan, D & Miranda, A. Best Practices in workingwith culturally and linguistically diverse families, Best Practices in School PsychologyPaper 2 due (Cultural biases)10/16Hotsheet Issues  Three groups present  Provide Cathiw/ electonic and hard copy of handout and provide hard copies to class.10/23Hotsheet Issues  Three groups present  Provide Cathiw/ electonic and hard copy of handout and provide hard copies to class.10/30Assessment: Basics Lyman, chapter 1 & 3 Cohen and Swerdlik, Chapter 7  Paper3 (Teacher observation)11/6 Assessment: Statistical concepts Lyman, Chapter 6 Optional: Cohen & Swerdlik, Chapter 3 Paper 4 due11/13Assessment: Scores  Lyman, Chapter 8  Paper 5 due (Operant conditioning)11/20Assessment: Reliability/validity Lyman, Chapter 2  Aiken, chapter 5 Optional: Cohen & Swerdlik, Chapter 5& 6  Paper 6 due (Barriers to learning SDC/RSP)11/2 Thanksgiving  7 holiday12/4 Assessment: Tests manuals Ethics/standards  Lyman, Chapter 5, 7 & 11 Paper 7 due (Motivation)12/11Paper discussion  Final paper due12/18FinalHOTSHEETS - ISSSUES IN SCHOOL PSYCHOLOGY: In groups of three you will prepare a “Hotsheet” on a current topic relevant to the field of school psychology. You will also be responsible for a brief presentation to the class on your topic. The presentation and questions/discussion should last approximately 30 minutes. Pleaseuse at least three sources in preparing your hotsheet. Some possible topics are: Standards and accountability in schools Social skills development Retention and promotion  Harassment issues (gender, sexual preference, ethnicity) Behavioral issues  Alternative approaches to assessment or service delivery Reauthorization of IDEA Study skills development School engagement Your choice of topic is not limited to the above; however, please be sure that I have a clear understanding of your topic and approve it. FIELD OBSERVATIONS Over the course of the semester you will be paired with a school psychologist in order to observe regular and special education programs. You will make a minimum of 7 different observations. Below are the possibilities for your visits. You will be required to write a brief (2 page, double-spaced) reflection paper regarding each observation. Questions to guide your writing willbe supplied. Though brief, your paper should be well written (i.e. proper grammar, spelling, etc) and typed. This is a chance to brush upon your writing skills. Points will be deducted for grammar and spelling errors. Papers will be due, on the dates noted in the schedule. Onyour papers, please note the location, dates and times of your observation.You need to do 5 of these things:Shadow school psychologist (due 9/26)Observe an SST or IEP Observe an exemplary teacher’s classroomObserve an RSP Observe an SDC classObserve an SH classYou need to visit two of these (some of these may be self-contained classrooms and some, a specialized teacher working with students in regular education):Infant/toddlerPreschoolSEDVisually handicappedDeaf/hard of hearingPhysically handicappedAutism/PDD classAny other programs/services you feel would be appropriate to visitQUESTIONS FOR OBSERVATION/REFLECTION PAPERSSeptember 25th: Shadowing:  What did the school psychologist need to