Projects and Work Groups

This subcommittee has defined specific competencies essential to Bilingual School Psychologists and identified the theoretical foundations that guide the work of Bilingual School Psychologists. They have presented at state and national conferences on the work.  Several universities are now either offering (Berkeley; UC Santa Barbara) or preparing to offer (Fresno State; CSU Monterey Bay; SDSU) Bilingual School Psychology Certificates with the endorsement of the group, now referring to themselves as the California Consortium for Bilingual School Psychology (CCBSP). The goal is to work towards the certification and possibly a credential from the CTCC or from a national entity.

For information about this organization and the work they are doing please email Carol Robinson-Zañartu, Ph.D.

-crobinsn@sdsu.edu

This subcommittee will discuss CTC’s new requirement for supervisor trainings, and collaboratively prepare a training module that programs can tailor to meet their needs.  Our goal is to have a slide deck prepared in time for programs to use for supervisor training as the 2022-2023 academic year begins.

Email Kelly if you are interested in contributing to this work - kkennedy@chapman.edu

School psychologists are perceived and treated like leaders in schools.  And it’s important that school psychologists provide leadership within the schools we serve.  While all training programs have coursework on common roles of school psychologists like consultant, assessor, and counselor; very few programs explicitly focus on developing school psychologist leadership skills. 

The CASP foundation has approved the inauguration of a “Leadership Academy” for practicing school psychologists.  This subcommittee will interface with the Academy’s advisory board to refine material and training experiences to promote leadership skills for school psychologist.  Please join us!

Email Brian if you are interesting in contributing to this work - Brian.Leung@lmu.edu

This subcommittee will address current practice issues related to SLD eligibility. We will work together to create goals and an action plan to promote: (1) training and implementation of evidence-based assessment and, (2) statewide collaboration with our district and SELPA partners. Specifically, we will address the use of cognitive and skill-based data for eligibility decisions and intervention planning. 

Email Kerri if you are interested in contributing to this work - kerri.knightteague@gmail.com