PRESERVICE PREPARATION PROJECTS
Current Projects | Previously Funded Projects
Previously Funded Projects
The SDSU – MTE Collaborative for Native American Student Success (NSS) (2005-10): The SDSU-MTE Collaborative brings together commitments and resources from San Diego State University (SDSU), Mountain Empire (MTE) Unified School District and surrounding tribal communities on behalf of Native American youth. We work from and assess a culturally consistent Collaborative Model for Related Services Training for Native Student Success, a model designed to prepare pre-service school counselors and psychologists to work with community and school leaders to improve outcomes for Native youth. Funded by the U.S. Department of Education, Office of Special Education Programs ($800,000): Robinson-Zañartu, C. & Hatch, T. (Funded 2005–2009). The SDSU-MTE Collaborative for Native American Student Success (with Mt. Empire Unified School District). Department of Education, Office of Education (84.325K) ($800,000/4 yrs). Principal Investigator.
Transdisciplinary Education for Achievement in Multilingual Schools (Project TEAMS) (2006-10) brings school psychology and speech-language students together for collaborative seminars, institutes, and field experiences in a multilingual elementary school in San Diego City Schools. Trainees develop the knowledge and skills to provide classroom-based services for English-learners with, or at risk of, disabilities via transdisciplinary collaboration with general education teachers. Funded by the U.S. Department of Education, Office of Special Education ($800,000): V. Cook-Morales & V. Gutierrez-Clellen.
Transdisciplinary Autism Specialty Project (TASP) (2005-09) provides support for speech-language pathologists and school psychologists developing shared evidence-based expertise in serving diverse children with Autism Spectrum Disorders (ASD). The TASP experience includes both “expert” seminars (featuring researchers from UCSD and leading practitioners from San Diego City Schools) and collaboration seminars using a responsibility model for learning. The two year field experience is graded in scope and intensity; beginning with site visit observations in schools and agencies serving students with ASD, to shadowing ASD specialists in City Schools, to a year-long collaborative field experience providing direct services to students with ASD. Funded by the U.S. Department of Education, Office of Special Education Programs ($800,000): V. Gutierrez-Clellen & V. Cook-Morales.
The Diversity & Disabilities (D&D) Project (2003-09) supports school psychology students engaged in specialized study and research in the interface of cultural diversity and disabilities (e.g., the underrepresentation of Latino students amongst students with autism; the overrepresentation of African American students, especially male students, identified with emotional-behavioral disorders). Project includes structured mentoring, extra courses in special education and on-going research & writing in the D&D focus. Specialized mentoring available for trainees with disabilities and who have English as their second language. Funded by the U.S. Department of Education, Office of Special Education Programs ($800,000): V. Cook-Morales.
No Child Left Behind (NCLB) Project: Preparing School Psychologists as English-Language Acquisition (ELA) Consultants (2003-08) supported students developing a specialization in ELA and services for an identified ethnolinguistic group (Vietnamese, Hmong, Sudanese, and Latino-rural/migrant). ELA content knowledge is built through mentored study, conference participation, and additional coursework in bilingual education and linguistics. Cross-cultural knowledge, skills, and culture-entry began with library research then augmented with a variety of experiential learning activities (e.g., cultural plunges, service learning) and culminated in an intensive ethnographic experience. Funded by the U.S. Department of Education, Office of English Language Acquisition ($1,500,000): V. Cook-Morales, T. O'Shaughnessy, & T. Green.
Native American Scholars & Collaborators Project (NASCP) (2003-08). School psychology and school counseling trainees collaborated toward the development of culturally consistent models of services for Native American youngsters and communities. Trainees engaged in scholarly research and writing, a weekly seminar, and specialized field experience at All-Tribes School in North County. Funded by the U.S. Department of Education, Office of Special Education Programs ($800,000): C. Robinson-Zañartu.
Bilingual High-Incidence Disabilities (BHID) Project: Collaboration of Bilingual School Psychologists and Bilingual Speech-Language Therapists (2002-06). School psychology and speech-language pathology students worked together toward development of identified shared and unique competencies needed to meet the needs of bilingual (Spanish) youngsters with or at-risk of high-incidence disabilities (e.g., learning disabilities, language disabilities, behavior disorders). Collaboration Field Experiences were developed in Chula Vista Elementary School District. Funded by U.S. Department of Education, Office of Special Education Programs ($800,000): V. Gutierrez-Clellen & V. Cook-Morales.
The San Diego Bilingual School Psychology Partnership (2000-06) joined the forces of SDSU and San Diego City Schools in a collaborative endeavor to prepare qualified bilingual (Spanish) school psychologists and to improve the quality of bilingual school psychological services in City Schools. This school-based professional development program linked preservice students, interns, first year and experienced schools psychologists in peer coaching and mentoring, a Summer Institute, and involvement in professional bilingual education associations. Participants designed Individualized Language-Culture Learning Plans that typically included Spanish immersion programs in Mexico or Latin America. Funded by the U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs ($1,182,290): V. Cook-Morales.
Native American Collaboration Project (NACP) (2000-04) emphasized the development of competencies from a traditional knowledge base, and related that knowledge directly to the practices and knowledge of Western traditions. Larry Emerson, Diné mentor with expertise and experience taught this integral seminar. The seminar contributed to the development of culturally appropriate scholarship. Funded by the U.S. Department of Education, Office of Special Education Programs ($738,891): C. Robinson-Zañartu.
Multidisciplinary Native Collaboration Project (MNACP) (2000-03): The MNACP Seminar, taught by Marilyn Robinson, Cayuga mentor with expertise or experience in both western and traditional perspectives on issues in Indian education, families, and service, utilized a western knowledge base to lead Scholars’ and Collaborators’ study of the issues essential in competency development. Funded by the U.S. Department of Education, Office of Special Education Programs ($599,845): C. Robinson-Zañartu.
The Urban Poverty Project (Project UP) (1999-2002) improved preservice preparation of school psychologists to serve children with or at risk of high-incidence disabilities in California's multicultural urban school districts. The project provided financial support packages for our school psychology students while the faculty and governing bodies worked toward revision of the Program to create a greater emphasis on prevention and intervention training for broad-based services in urban schools. Funded by the U.S. Department of Education, Office of Special Education Programs ($589,603): V. Cook-Morales.
The Transdisciplinary Collaboration for Preparation of Specialists in Serious Emotional Disturbance (1997-2000) was designed to prepare special education teachers, school psychologists and counselors to provide appropriate services for children/adolescents with serious emotional disturbance (SED). The project focused specifically on SED in the context of the urban culture of poverty and attended to ethnic and gender disproportionality in identified SED populations in the schools. Funded by the U.S. Department of Education, Office of Special Education Programs ($894,000): P. Cegelka & V. Cook-Morales.
The Multicultural/Cross-Cultural School Psychology Project (1996-2000) supported the preservice preparation of fully qualified school psychologists with the competencies to serve ethnolinguistically diverse children and youth, their families and teachers. Funded by the U.S. Department of Education, Office of Special Education Programs ($865,503): V. Cook-Morales
The Native American Specialty in Related Service Personnel Project (1994-99) supported the development of specializations in either school psychology or rehabilitation counseling. The project emphasized in-depth understanding of educational/cultural links vital to improving service to Native American children, youth and their families. Funded by the U.S. Department of Education, Office of Special Education Programs ($643,645): C. Robinson-Zañartu
The African-Centered Project in School Psychology (1995-98) provided African-centered educational experiences for school psychology students to better who serve African-American children and youth. The experiences included an African-centered seminar, supervised field experiences in model schools, summer institutes featuring national leaders, and African American mentors. Funded by the U.S. Department of Education, Office of Special Education Programs ($310,161): V. Cook-Morales, C. Robinson-Zañartu, & M. Brown-Cheatham.
The Interdisciplinary Collaboration and Training Project: Bilingual School Psychologists and Speech-Language Pathologists (1993-98) supported a collaborative approach to the training of bilingual school psychologists and speech-language pathologists. Students developed shared expertise in serving bilingual Hispanic children and youth, their families and teachers. Funded by the U.S. Department of Education, Office of Special Education Programs ($671,200): V. Cook-Morales & V. Gutierrez-Clellen.
The Bilingual-Bicultural (Hispanic) School Psychology Projects (1986-97) supported the development of a specialization in the nondiscriminatory assessment of Hispanic children. The project was guided by an ecosystems philosophy and provided 19 competencies for a systems approach to nondiscriminatory assessment. Eighteen of these competencies are now integrated in the School Psychology Program. The Funded by the U.S. Department of Education, Office of Special Education Programs (1986-89 at $225,000; 1989-94 at $424,369, 1994-97 at $240,000): V. Cook-Morales.
The Cultural-Linguistic Diversity (CLD) Project in School Psychology (1994-96) supported the development of competencies necessary for appropriate school psychological services for bilingual and English-learning children from the high needs (top 20) language backgrounds in California. Each project trainee developed an Individualized Language-Culture Learning Plan (ILCLP) addressing (1) language structure and development, (2) bilingual education methodology, (3) culture and cultural diversity, (4) the culture of emphasis, and (5) the language of emphasis - listening, reading, speaking, and writing. A language-culture immersion experience was expected and supported. Funded by the U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs ($431,233): V. Cook-Morales.
The Multicultural School Support Personnel (MSSP) Project (1989-94) supported the preservice training of multicultural school psychologists and school counselors. The philosophical model reflected a "preventive/systems approach" and incorporated Ingraham's (1989) Inverted Pyramid Model for coordinated school service delivery and Cook's (1987) Least Restrictive Evaluation Model for school psychological services. School counseling and school psychology students developed 12 common competencies to contribute to a multidisciplinary support services approach. Funded by the U.S. Department of Education, Office of Special Education Programs ($423,000): V. Cook-Morales & C. Ingraham.
The African American Specialty in School Psychology Project (1991-94) supported the development of specialized knowledge and skills in providing culturally appropriate assessment and other special education related services for African American children and youth. The project sponsored a specialty seminar, a colloquium series, and an annual Summer Institute in African American School Psychology, featuring national leaders in African American psychology and education. Funded by the U.S. Department of Education, Office of Special Education Programs ($336,187): V. Cook-Morales & M. Brown-Cheatham.
The Spanish-English Language Proficiency (SELP) Project (1990-93). The large majority of our Hispanic students are native Spanish-speakers, many attended Mexican elementary and secondary schools, and all have fluent bilingual conversational skills. The need for the development of professional Spanish proficiency, however, became a recurrent theme in our evaluations. The SELP Project was designed to address these needs and to augment the Bilingual-Bicultural Project. The project provided "Intensive Spanish Language Experiences" in our winter and summer sessions and a colloquium series in Spanish throughout the academic year. Funded by the U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs ($553,437): V. Cook-Morales.
The American Indian Specialty in School Psychology Project (1990-93) supported the development of specialized knowledge and skills in providing appropriate special education related services for American Indian children and youth. Students developed the knowledge and skills to provide culturally informed consultation at referral, culturally appropriate evaluation for special education, and culturally affirmative interface with parents. Dynamic assessment, mediated learning, and ecosystems perspectives were integral to the specialization. The project sponsored an American Indian colloquium series, coursework focused on the culture-cognition connection, and an annual pow-wow. Funded by the U.S. Department of Education, Office of Special Education Programs ($226,657): C. Robinson-Zañartu.
Bilingual-Bicultural (Hispanic) School Psychology Project (1989-94) supported preservice school psychologists to specialize in nondiscriminatory assessment and special education service delivery for Hispanic Children. Funded by the U. S. Department of Education, Office of Special Education Programs ($424,400): V. Cook-Morales.
Multicultural School Support Personnel Project (1989-94) supported preservice school psychologists and school counselors who specialized in special education support service delivery in multicultural school settings. Funded by the U.S. Department of Education, Office of Special Education Programs ($423,000) V. Cook-Morales & C. Ingraham.
Bilingual-Bicultural (Hispanic) School Psychology Program (1986-89) supported the study of full-time bilingual (Spanish) graduate students in the School Psychology Program. Funded by the U.S. Department of Education, Office of Special Education Programs ($240,000): V. Cook-Morales.
Last Modified 08/5/10 09:52
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