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.