Practitioners and Training Programs Working Together to Impact the Community Lisa 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

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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 students 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 % were rated % were rated % were rated % were rated % 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 schools 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 cant 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.