INSIDEVolume 61 - Number 1

WINTER • 2011

CASP Convention Schedule Posted and PrintedSweetheart Drawing Offered for Early Registrations

FEATURES1 CASP Convention Schedule Posted

and Printed2 Convention 2011 Special Events and

Meetings3 10 Tangible and Quantifiable Reasons

to Attend CASP Convention 20113 Interview with Bayard Bartley, Retired

School Psychologist4 If I Only Had a Brain: The Role of Self-

Efficacy in Student Achievement5 Getting a Head Start on Closing the

Achievement Gap: Universal Screening of Children’s School Readiness at Kindergarten Entry

7 Sitting Next to the President13 Mini-Grant Funding Many Projects

DEPARTMENTS6 A Message from the President6 A Message from the Executive Director7 Treasurer’s Report8 Affiliate Corner < NEW9 NASP Report11 Affiliate Updates15 Legislative Report17 CASP Officers18 Membership Renewal Application

NEWS13 CASP eScrip and Foundation14 CASP Webinars16 Nominate Now for the 2011-2012

CASP Board of Directors

The inspiration of Erin Gruwell and Sylvia Mendez, learning the latest in school psychology, catching up with old friends and meeting new ones and a chance to do this for free are among the reasons school psychologists are registering early for CASP Convention 2011.

The 62nd Annual Convention will be held April 14-16 at the Orange County Hilton in Costa Mesa. The registration packet is available online at www.casponline.org/convention. A printed summary of the 82 invited addresses, workshops, panels, paper and posters will be sent to all CASP members this month.

“This is one of the most important conventions we’ve ever had,” said CASP President Patrick Crain, “and one of the most interesting. We hope school psychologists will come to learn about new trends in school psychology, pick up some NCSP hours if needed, get reacquainted with former colleagues, and support their professional association.”

continued on page 2

patrick crain

CASP is automatically entering the names of all who register into a drawing by Feb. 14 for reimbursement of the general registration fee*

CASP would like to thank its corporate members

for their support:

Lead Corporate SponsorCASP Convention 2011

CASPTODAY • WINTER 2O11 Page 2

Also speaking at the Convention is Sylvia Mendez, who, by then, will be one of the newly minted Presidential

Medal of Freedom winners. Ms. Mendez is the personification of racial segregation in education practices that finally ended in California in the 1940s. Her talk on overcoming the odds by staying in school is an inspiration that school psychologists can take back to their schools and districts. Her invited address is Friday, April 15, at 8:30 a.m.

Ever wanted to really hear – in school psych-speak – what parents really

need to know? Dr. Gail Singer-Chang knows.

She left work to understand the world of special education after her son was placed into the system. Her Friday, 2-3:30 p.m. talk on the meaning of collaborative efforts on the part of parents and the school team is sure to pique the interest of anyone who finds themselves in IEP meetings.

Other sessions on cyberbullying, legal issues, why belongingness is important in the schools and assisting in the development of school psychology as a profession in Vietnam are just a few of the topics to be explored during the three-day event.

But, as usual, the CASP Convention is not all about developing your skills as school psychologists; there’s time scheduled for meeting with colleagues, purchasing a few tickets to a drawing, going out to dinner. And don’t forget the Awards Luncheon and Cultural and Linguistic Diversity Breakfast.

Convention Schedulecontinued from page 1

Imagine a week in St. Maarten in the Caribbe-an, or a week in Puerto Vallarta or even a ro-mantic weekend in San Diego. For just $10 a ticket you can enter into a drawing and choose which contest you want to enter. Drawing will be held Friday at 6 p.m. during the CASP and Affiliates event. Come and meet with mem-bers of your local affiliate – or learn how to start one in your area. Snacks and beverages will be available at this free event.

Following the drawing, CASP is sponsoring Restaurant Night.

We’re now negotiating with eateries near the convention site for a fixed-price menu for 10 or more at a discounted rate. Sign up in the reg-istration area for a great meal with new or old great friends, and watch the CASP website for announcements of participating restaurants.

Start Friday morning with the Cultural and Linguistic Diversity Breakfast, featuring guest speaker Bianca D.M. Wilson, PhD. An assistant professor at California State University, Long Beach, Dr. Wilson is working on studies of the relationships between experienced depression and health, as well as health care access. She will be speaking on the NASP domain of mental health and wellness as it relates to traditionally marginalized youth, including LGBTQ, obese, and people of color.

Also, check the website and the weekly CASP emails for more convention news as it happens. For more information contact CASP at memberservices@casponline.org or by calling 916/444-1595. Ψ

sylvia mendez

gail singer-chang

Enter into a drawing to win a week in St. Maarten in the Caribbean, or a week in Puerto Vallarta or even a romantic weekend in San Diego.

CASP Convention 2o11 ExcellingTogether: LinkingHome, Schools,and theCommunity

To “sweeten” school psychologists’ interest in this year’s convention, CASP is automatically entering the names of all who register – online, by fax or by mail – into a drawing for reimbursement of the general registration fee. Sign up for the convention by February 14 to be eligible for this “sweetheart deal,” a $135 value. (Members of the CASP Board of Directors do not qualify.)

“Every school psychologist in California should at least consider attending this important event,” Mr. Crain said. “If they take a look at the Convention schedule, they’ll see why they must spend one, two or all three days at this event learning, sharing and, we hope, rekin-dling their excitement for school psychology.”

Kicking off the Convention on April 14 is Erin Gruwell, founder and author of Freedom Writers,

who took classes of high school students who everyone had given up on and got them interested in attending college and beyond. Her general session talk will be preceded by Mr. Crain’s presidential address.

Dr. Maria Kovacs will round out the Thursday morning speakers with a session on assessing

childhood depression.

“Erin’s students’ personal transformations and academic turnarounds bear witness to her dedication, perseverance, and to her unfailing belief in every child’s potential for success. Our membership was riveted by the details of her story, from the courageous manner in which she sought out the best in each of her students, all the way to the de-velopment of the amazing Freedom Writers Diary. Her former student’s vivid account of her life-changing experience as Erin’s student was nothing short of awe-inspiring.” -National School Board Association spokesperson.

Special EventsCASP and Affiliates Fundraiser-

April 15 • 5:15 p.mJob Faire-

April 14 • 10:00 a.m. – 5:00 p.m.April 15 • 10:30 a.m. – 5:00 p.m.

Student / Practitioner Pizza Event-April 14, 2011 • 5:30 p.m.

Cultural & Linguistic Diversity Breakfast-April 15, 2011 • 7:00 a.m.

CASP Awards Luncheon-April 15 • 12:00 p.m.

Exhibit Hall-April 14 • 8:00 a.m. – 5:00 p.m.April 15 • 8:00 a.m. – 5:00 p.m.April 16 • 8:00 a.m. – 12:00 p.m.

MeetingsBoard of Directors Meeting-

April 13, 2011 • 1:30 p.m. Board of Directors Candidates’ Forum-

April 14 • 11:30 a.m.Legislative Committee Meeting-

April 15, 2011 • 10:00 a.m - 12: p.m.Cultural & Linguistic DiversityCommittee Meeting-

April 15 • 2:00 p.m.SPEC Meeting-

April 15 • 3:30 - 5:00 p.m.

April 14-16, 2O11

erin gruwell

maria kovacs

CASPTODAY • WINTER 2O11 Page 3

Do you remember walking through the booths at a CASP conference and having an older yet very energetic gentleman hand you information about the International School Psychology Association (ISPA)? That gentleman is Bayard Bartley. I received the information from him each year at the conferences and finally decided to join ISPA and go to the conference in Denmark in 2002. Bayard organized a preconference tour through Sweden, Norway and Denmark that year and I got to know him on that trip.

Bayard is now 86 years old and attends the ISPA conference every year. He’s looking forward to traveling to India in July for the 2011 ISPA conference.

We have been friends since the 2002 Denmark conference and I have always enjoyed listening to the stories about his travels with ISPA and his work as a school psychologist. I thought it would be interesting to interview him so that he could share some of his stories with you.

What is your education and work history in school psychology?

I received my masters’ degree and credentials in school counseling and school psychology from

Interview with Bayard Bartley, Retired School Psychologist By Robert Martin, PhD

the University of Southern California. I started off working as a school counselor and school psychologist for Whittier School District in the early 1960’s. I later changed over to Santa Ana Unified School District as a school psychologist and retired from there in 1987. I joined CASP around 1962 and have been working the ISPA booth at CASP and NASP conferences for the past 25 years.

What was the most interesting presentation you listened to at a CASP or ISPA conference?

At the 1985 ISPA conference in Southampton, England, three school psychologists from South Africa made a very interesting presentation. There was a student in school in South Africa

continued on page 7

10 (Mostly) Tangible and (on Some Level) Quantifiable Reasons to Attend CASP Convention 2011By Vhenus Belisle and Stephanie Domzalski. Convention Co-Chairs

10. The absence of strange and/or sideways glances when, in conversation, acronyms outnumber actual words 3:1, such as “I’ll take your RTI and raise you an FBA with PND!”

9. The opportunity to revel in the fact that (for 52 hours at least) you’ll have to translate none of the above.

8. Because you wanna go where people know, troubles are all the same; You wanna go where everybody knows (at their 5 schools) how to keep things just this side of sane

7. Because the trifecta of beauty, art and madness typically looks much like a singular aim-line. Celebrate here those simple truths.

6. We know your professional tool box is well-stocked and finely-tuned. Consider Convention 2011 an opportunity for some serious bedazzling.

5. Because there may just be worse places to visit than Southern California in spring.

4. That room service button on the Hilton Hotel’s phone likely works much more efficiently than the one you tried to install in your office.

3. The chance to win fabulous prizes is not predicated on you having to cook mystery ingredients, design wardrobes, hurdle pools of unidentifiable substances blindfolded – or answer anything in the form of a question. Really. The CASP drawing is just 10 bucks a ticket.

2. Visiting the vendors in the Exhibit Hall – no costumes required at this trick-or-treating free for all.

And the No. 1 reason for attending CASP Convention 2011:

Because the other 362 days of the year may just seem that much more satisfying with having been a part of all the million reasons to join us!Explore your own 10. And welcome to CASP Convention 2011!

CASP Convention 2o11 ExcellingTogether: LinkingHome, Schools,and theCommunity

that seemed to have difficulty with learning. The school psychologists were called in to conduct an assessment. The school psychologists were Western trained, so they administered intelligence tests, achievement tests, processing tests, language assessments and obtained background information. They wrote a psycho-educational report that included a diagnosis and recommendations. The family of the child called in the local “witch doctor” to examine the child. The assessment by the witch doctor consisted of an interview with the student and “throwing bones on a rock.” The witch doctor then presented orally the diagnosis and recommendations. The amazing thing was that the two vastly different assessments yielded virtually the same diagnosis and recommendations. It was noted in the presentation that the witch doctor did give one different and unique recommendation that involved drinking a very bitter liquid. That presentation was so well received at the ISPA conference that I invited the three school psychologists from South Africa to present it at the following CASP conference. It was very well received there also.

What is your involvement with ISPA?

Cal Catterall (former CASP president, twice) started ISPA in 1975 with a conference in Munich, Germany. I was involved since then and CASP was very supportive of ISPA in the 1970’s. There have been conferences held almost every year since then at different counties. The

Bayard Bartley (left), Dr. Robert Martin (right).

CASPTODAY • WINTER 2O11 Page 4

Join AET in 2011 at one of our many opportunities for continuing education, professional development, and support for those who work with individuals with

learning disabilities!

Bay area WorkshopSaturday, February 5, 2011

“Addressing Learning Disabilities and Related Mental Health Issues – Comorbidity”

southern California WorkshopsSaturday, February 26, 2011

“Understanding Twice-Exceptional Learners”

Saturday, March 19, 2011

“Working from the Inside Out”

save the Date!October 28-30, 2011AET 33rd Annual Conference

We’ve Got IssuesAccepting Speaker Proposals through April 1!

AET also has over 25 Study Groups in a variety of regions across the country, as well as a Virtual Study Group.

Visit our website at www.aetonline.org to learn more!

If I Only Had a Brain: The Role of Self-Efficacy in Student AchievementBy James Bylund

My guess is that nearly everyone reading this article has at some point seen the movie The Wizard of Oz. If you have, you can probably picture in your mind the Scarecrow dancing along the Yellow Brick Road singing about how much better his life would be if only he had a brain. As you recall, he and the other characters embark on a journey to the Emerald City where the “all powerful” Wizard of Oz would grant their wishes, the Scarecrow’s of course being to have a brain. And what does the Wizard of Oz do for the Scarecrow? He illustrates all of the specific instances in which the Scarecrow demonstrated that he does in fact already have a brain. The Wizard may not have been “all powerful,” but at the very least he was a master solution-focused counseling. My point, as well as the message of the movie, is that the Scarecrow and the other characters already had many of the skills that they needed to be successful, they just didn’t believe in themselves. However, once

they established a positive self-concept they were able to set new goals for themselves and presumably achieve more desirable outcomes.

Now as compelling at the message from the Wizard of Oz might be in it’s own right, a host of research in the areas of competence and sense of efficacy demonstrates that a students perceptions of themselves as capable learners does in fact lead to higher levels of academic achievement. A formal theory describing the relationship between one’s sense of competence on a given task and their level of performance was first introduced by Bandura in 1977. Bandura used the term self-efficacy to describe the concept of an individual’s sense of competence in achieving a goal or performing a specific task (Bruning, Schraw, Norby, & Ronning, 2004; Zimmerman, 2000). Sense of efficacy is therefore different than self-concept which is a global phenomenon that refers to ones beliefs

about themselves in general (Zimmerman, 2000). In terms of students’ academic performance, since self-efficacy is task specific, a students’ sense of competence in one subject does not necessarily transfer to others (Bruning, Schraw, Norby, & Ronning, 2004). In other words they may perceive their self as capable readers but poor at math.

Understanding the development of self-efficacy is critical for educators because self-efficacy is strongly associated with “task engagement, persistence, strategy use, [and] help seeking” (Bruning, Schraw, Norby, & Ronning, 2004, p. 113). In addition, perceptions of self-competence have been found to predict students’ “rate of performance and expenditure of energy” (Zimmerman, 2000, p. 86), and students with high self-efficacy participate more frequently and put forth greater effort than less efficacious students (Schunk, 2003; Schunk & Zimmerman, 2007). As a result, students with high levels of self-efficacy typically reach higher levels of academic achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Bruning, Schraw, Norby, & Ronning, 2004, p. 113; Schunk, 2003; Schunk & Zimmerman, 2007; Zimmerman, 2000).

continued on page 8

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Over the past 10 years there has been a rapid increase in efforts by schools, districts, and states to effectively and efficiently measure children’s school readiness upon entry into formal schooling. This recent push is driven by an increasing amount of documentation showing that school readiness is a powerful predictor of students’ academic achievement in the critical early elementary school years (Le, Kirby, Barney, Setodji, & Gershwin, 2006; Pianta, 2007). School readiness assessments identify students who may be at significant risk of later academic problems. They also provide teachers and school psychologists with an invaluable head start to implement early and targeted interventions, and thereby to increase the number of students later obtaining proficient scores on state standards examinations. However, for this approach to work, school readiness screening instruments should: (a) be efficiently completed/scored with large numbers of incoming students; (b) provide information on multiple aspects of school readiness (e.g., physical health, social-emotional well being, and cognitive/school ready knowledge); and (c) fit within the school’s broader approach to assessment and intervention. This article reports on a collaboration through which a mid-sized school district in California (serving primarily English language learners) has been screening all entering kindergarten students with the Kindergarten Student Entrance Profile (KSEP; Santa Maria–Bonita School District, First 5 of Santa Barbara County, & University of California Santa Barbara, 2005) and tracking their academic progress since 2005. The KSEP is providing the first universal assessment that is part of the district’s overall efforts to close the achievement gap.

The Kindergarten Student Entrance Profile

The KSEP is a school readiness screening instrument comprised of 11 items that assess students’ social-emotional readiness and school ready knowledge when they enter kindergarten. In addition, it has items that allow for teachers to document important aspects of each student’s physical health and background. Because it is a screening instrument intended for use with all incoming kindergarten students, the KSEP was designed so that it can be efficiently completed and scored with large numbers of students. Ratings are provided by each student’s kindergarten teacher on a 4-point scale (1 = not yet, 2 = emerging, 3 = almost mastered, and 4 = mastered) once they have had sufficient time to get to know each of their students, typically 3-4 weeks into the school year. This means that each student receives a KSEP total score that ranges from 11 (rated “not yet” on all items) to 44 (rated as “mastered” on all items). In addition, the rubric describes how to rate each item, including examples of behaviors that teachers may observe in students at each rating level. Because the KSEP is not a language skills assessment, children can exhibit readiness in any language or mode of communication. The goal is to assess overall conceptual knowledge and skills development.

KSEP’s Relation to Later Academic Performance

The results of our work with the school district has uncovered some striking differences in students’ academic achievement across grades 1 and 2 directly related to their KSEP scores earlier at kindergarten entry. Based on results from 1,068 students, we identified four groups of students who had distinctly different readiness profiles when they entered kindergarten (see Table 1).

Based on these cut-scores, we followed these groups of students across grades 1 and 2 to see how well they performed on curriculum and state standardized tests. These results are summarized in Tables 2, 3, and 4. It should be noted that these results are from students who were predominately of Latino(a), English learner, and lower socioeconomic

Getting a Head Start on Closing the Achievement Gap: Universal Screening of Children’s School Readiness at Kindergarten EntryBy Matthew Quirk, PhD, and Michael Furlong, PhD, professors, University of California at Santa Barbara

CASPTODAY • WINTER 2O11 Page 5

“ The recent grant

from the CSP Foundation

will assist with the

activities of members

of the recently founded

organization, the

Consortium to Advance

School Psychology in

Vietnam (CASP-V).,

who will travel to the

country the first two

weeks of August. ”

continued on page 10

TABLE 1 KSEP Group Cut-Scores and Descriptions

______________________________________________________________________________KSEP Score Description Rationale 11-22 (n = 98) Immediate Follow-up Rated “not yet” or “emerging” on all items

23-32 (n = 384) Monthly Monitor Rated “not yet” or “emerging” on most items

33-39 (n = 360) Quarterly Monitor Rated as “mastered” on fewer than 7 items

40-44 (n = 226) Ready to Go Rated as “mastered” on 7 or more items

Note. The descriptions for each group provide guidance on how to follow-up immediately based on KSEP scores

TABLE 2KSEP Total Score and Reading Fluency—Words per Minute______________________________________________________________________________Kindergarten Grade 1 Grade 2

___________________ ___________________ KSEP Score Fall Winter Spring Fall Winter Spring 11-22 (n = 98) 12 20 33 38 52 64

23-32 (n = 384) 18 25 44 45 61 78

33-39 (n = 360) 23 32 52 50 66 86

40-44 (n = 226) 32 44 67 63 79 100 _____________________________________________________________Benchmark n/a 23 53 51 72 89 Note. Shaded cells indicate groups of students who were reading at or above grade level reading fluency norms from Hasbrouck & Tindall (2006). WPM scores were from the Reading Lions Fluency probes used with the Houghton Mifflin Reading series. Scores represent the average number of words read correctly per minute using two reading passages. As shown, the students with KSEP total scores of 40-44 were the only group who on average read as many or more words per minute as a national comparison group across grades 1 and 2.

TABLE 3 KSEP Total Score and California Standards Test (CST) ELA Performance

______________________________________________________________________________Kindergarten Grade 2 CST Language Arts Proficiency Level

_________________________________________________ KSEP Total Score FBB BB Basic Proficient Advanced 11-22 (n = 98) 17% 33% 43% 6% 1%

23-32 (n = 384) 8% 20% 46% 21% 3%

33-39 (n = 360) 8% 16% 42% 27% 7%

40-44 (n = 226) 3% 9% 28% 41% 19% Note. FBB = Far Below Basic; BB = Below Basic.

backgrounds. Additional studies are needed with students from different backgrounds; however, these results are particularly important given the achievement gaps that predominate for these populations of students.

The results are quite clear and dramatic. For these students, most of whom have some achievement risks, the ones entering kindergarten “ready” have a much higher probability of meeting grade-level academic expectations in subsequent years than students who enter kindergarten at lower levels of readiness. For example, the students who scored highest on the KSEP were the only group, on average, with reading fluency scores above national benchmark levels across grades 1 and 2 (see Table 2). Table 3 shows that students scoring in the top range on the KSEP were 8.5 times more likely to score “proficient” or “advanced” on California’s English/Language Arts Test at the end of grade 2 than students with scores in the bottom range of the KSEP. Clear trends also are evident for students’ performance on the Math portion of the state standardized test at the end of grade 2 based on their KSEP ratings just 3 weeks into kindergarten (see Table 4).

CASPTODAY • WINTER 2O11 Page 6

“What have you done for me lately?” was a phrase or an insinuation conveyed to me on a regular basis by some in the wealthier and more upwardly mobile districts. No matter the skill, expertise or positive outcome of a student intervention, some folks would always want to know what you were going to do for them next. Now, I expect that from some of my clients but was surprised to hear it from one of my fellow school psychologist regarding CASP. She had let her membership lapse as she felt she had not received anything for her money. Her statement was “what do you guys do up there anyway besides send out a few publications?” Since I was not in due process or mediation, I for once could tell it like it is.

I said to her in my best presidential voice; it wouldn’t be the hundreds of pieces of legislation

that CASP reviews and follows each year or the bills that CASP has supported that expanded our role or provided money to school districts to hire school

psychologists, or stopping those bills that would limit our ability to work in the non-public schools or Licensed Child Institutions.

I continued my monologue with; we also have a school psychologist representing you on California’s Commission of Teacher Credentialing and others monitoring the licensing and continuing education requirements for the Licensed Educational Psychologists. We have also made great inroads into the

Association of California School Administrators. These are the people that sign our checks and choose when to hire and maintain the level of

A Message from the PresidentWhat have you done for me lately?By Patrick Crain

school psychologists. All of this takes hundreds and hundreds of hours of staff and volunteer time to accomplish.

In the middle of my second breath, she tried to interrupt but I just kept going. This does not account for all the time spent on developing webinars, so we can sit by the pool while taking a seminar, or the time involved in establishing the summer and winter conferences not to mention the convention in the spring. In addition to all this, if you have a question, concern or suggestion you can talk to a real person 5 days a week from 8:30 to 5:00.

Now, I should have stopped there but zeal got the better of me; You get the benefit of all these services while riding on the backs of those school psychologist that have paid their membership dues. That is right, you are a free loader! At that statement I realized I had gone a little too far. Her pursed lips and wrinkled brow suggested that I actually might have hurt her feelings.

For those of you reading this you have most likely paid your membership dues and understand all the benefits provided by YOUR organization. However, I know there are those in your district who may need that reminder that CASP is working year around for them but on your dime. Our task this winter is to give them a gentle nudge that lets them know that we need their support.

Welcome to 2011, and another year of change and renewal! While most of us rather our lives and the environments stay stable – that does not appear to be what is in store. Members will see CASP’s resiliency at its best, and with a passion for meeting the needs of all members!

The First Six Months of the Membership Year

As we wind down the first six months of the CASP 2010-2011 membership year, we are taking an opportunity to review our hard-won victories of 2010 and planning for the 2nd half of the membership year!

Counted among our accomplishments is that CASP continues to stand among those nonprofits that have survived the most difficult year of the nation’s recession, a year that saw a number of profit and non-profit organizations fold.

The CASP Board of Directors has many enthusiastic new members; across generational lines; and from around the state. The annual board retreat was held at Loyola University and hosted by board member Dr. Brian Leung, where President Patrick Crain took leadership of this dynamic organization and its varied challenges.

Webinar Project Launched

Number one in our countdown is the launch of the new CASP webinar series and redesigned website. Filmed in Azusa at Azusa Pacific University during Summer Institute 2010, this pioneering venture resulted in nine webinars, with key CASP presenters, on important school psychology topics included:

A Message from the Executive DirectorBy Suzanne Fisher

• A MODEL Approach to Conducting Assessment of Bilingual (English & Spanish) Students: A Psychoeducational Assessment Approach Grounded in CHC Theory

• Promoting School Psychologists’ Competence During Legally Challenging IEP’s

• Issues in Autism: Facilitating Improved Social Communication for Students with Autism Spectrum Disorders

• Navigating the Job Hunt and Thriving as New School Psychologist

• Executive Function Challenges in Children: Assessment and Intervention

• Investments That Pay Off: Selecting Interventions That Get Results!

• Demystifying Response-to-intervention: A Practical Approach for School Psychologists

• All You Want to Know About Counseling Students: From Teaching Social Skills That Generalize to Using the Resiliency Model

CASP added those to the webinars we already had online:

• Stress, Trauma and the Brain: How to Assess, Designate and Serve

• Assessing Students with Visual Impairments• Tips for Successfully Developing Legally

Compliant IEPs• Suicide Prevention in the Schools: Best

Practices

continued on page 9

Ψ

“ We have also made

great inroads into the

Association of California

School Administrators.

These are the people

that sign our checks and

choose when to hire and

maintain the level of school

psychologists. ”

“ RTI continues to have

significant growth potential

for CASP and ACSA.

Later this month we will

host an exhibit table at

the school administrator’s

annual convention. ”

CASPTODAY • WINTER 2O11 Page 7

As of December 2010, membership totals for 2010-2011 were 1,604 members, 85% of whom are fulltime members. Student members equal about 11%, overall. As we get closer to the CASP Convention,

we expect to see an increase in California CASP membership.

A recent review of cost data over the last eight years revealed some interesting trends: The association’s average monthly expenses have remained relatively stable over the past eight years with an overall cost of $55,813/month. Income varies, based on membership totals and annual convention attendance. Membership fees and convention registration fees have seen

minor increases as compared to the cost of doing business.

Also noted, is that the NASP convention location and timing have a significant impact on the CASP convention attendance. In 2006 CASP saw a 40% loss in convention attendance, which was recovered the following year when NASP was in held in another state. After the 2011 convention, CASP will consider a comprehensive overhaul of the Association’s event calendar in an effort to avoid scheduling/revenue conflicts with other NASP activities.

In conclusion, we must continue to search for cost-cutting strategies/adjustments while endeavoring to keep program cuts as far as possible from members.

We thank you for joining CASP during this uncharted world and nationwide evolution at work and in our personal lives – we are indeed colleagues, coworkers, and friends!

_ _ _

Roger McCoy can be reached at rmccoy@valverde.edu

Treasurer’s ReportBy Roger McCoy

Bayard Bartleycontinued from page 3

“ Income varies, based

on membership totals and

annual convention attendance.

Membership fees and convention

registration fees have seen minor

increases as compared to the cost

of doing business. ”

Ψ

last five annual conferences were conducted in Ireland, Malta, The Netherlands, Finland and China. School psychologists from around the world attend these conferences to share research and practices from their countries. For the past 25 years I have organized and worked a booth to promote ISPA at the CASP and NASP conferences.

What was a highlight of your career as a school psychologist?

In the 1970’s I started a program to train volunteers from the community to come into the school district to work with students. It was called Potential Building Technique (PBT). The goals of the PBT program were: (a) to assist the classroom teacher in his/her attempt to bring individual attention and instruction to each child in the class, (b) to enhance the motivation and learning climate of the class by focusing on the individual success of each child, (c) to help each child realize his/her potential for achievement, (d) to increase each child’s feeling of self-worth by recognizing his/her success, and (e) to make learning a positive experience. The program was a wonderful success and I am very proud of all of the lives it touched.

Do you have a message that you would like to share with today’s school psychologists?

Get involved with your state, national or international professional organizations. It has been one of the most rewarding aspects of my career as a school psychologist.

Ψ

Sitting Next to the PresidentBy Jenny L. Jones, CASP President-elect

each hardworking individuals who made a conscious decision to pursue this career. While many people may find themselves “falling” into different jobs, school psychologists

instead choose to pursue this area and spend years in graduate school and countless hours afterwards to improve our skills. Each and every one of us is a leader at our sites. While we tend to work on our own islands at our individual schools, we are leaders just the same.

For the last issue of CASP Today, I wrote about inspiration. This month I continue to reflect on the inspiration I obtain when I interact with other school psychologists. I reflect back to the Fall Affiliate Leaders’ Meeting, which was once again held in Sacramento. As I was chatting with many of the new affiliate leaders who were present that weekend, I was surprised to hear one of them mention, “…but I am JUST a school psychologist.”

Just a school psychologist? First and foremost, no one is “just” a school psychologist. We are

Now, perhaps this individual who spoke those words to me was referring to the many CASP Board Members surrounding her at our state’s capitol; the board members who spend their time volunteering for this amazing organization who are also university professors, directors of special education, etc. However, each and every one of these board members and Affiliate Leaders began their journey as a school psychologist. Each and every one of these people had someone in their life ask them to help out. What separates these people from many? They said “yes” when someone asked them to step up.

So, what is the lesson learned? No one is “just” a school psychologist. We are each advocates of students, educators, counselors…I could go on and on. We all work with the students and staffs that surround us to make their educational world a bit easier. I say “hats off” to each of you. Pat yourself on the back! Job well done.

“ ...school psychologists

instead choose to pursue

this area and spend years in

graduate school and countless

hours afterwards to improve

our skills. ”

Ψ

CASP’sPastPresidentsPresentTheBestinSchoolPsychologyCASPAwardsLuncheonFriday, April 15 • 12:00 p.m.Cost: $30. Presenting the CASP Award winners:

• Sandra Goff Memorial Award

• Nadine M. Lambert Outstanding School Psychologists Awards

• California School Psychology Foundation Cultural and Linguistic Diversity Scholarships

• California School Psychology Foundation Paul Henkin Convention Awards

See the Convention Registration Form to sign-up for this event.

CASPTODAY • WINTER 2O11 Page 8

Attribution of Outcomes

Student’s self efficacy is often affected by their beliefs regarding the underlying causes of successful outcomes. Students who subscribe to the belief that success is the result of learning and effort are more likely to adopt problem-solving strategies that are taught to them, resulting in higher levels of performance and, in turn, higher self-efficacy (Schunk & Zimmerman, 2007). On the other hand, students who hold a belief that ability is a “fixed” trait may be less receptive to learning strategies because they believe their performance results from innate characteristics (Schunk & Zimmerman, 2007). The reverse is also true. Students with high self-efficacy are more likely to attribute failures to a lack of effort whereas students with low self-efficacy are more likely to attribute such outcomes to low ability (Bruning, Schraw, Norby, & Ronning, 2004).

Each of us holds beliefs about the nature of intelligence, whether we are aware of it. For many of us in the United States, at least most of

us who adhere to mainstream cultural beliefs, “intelligence” is believed to be a fixed biological trait. This may be an implicit belief, one that we do not think about consciously. However, it may nevertheless be a premise underlying our conscious thoughts and actions. As a school psychologist I can not count the number of times that I have heard a parent make a statement such as “Brittany has never been good at math. She gets that from me. I always struggled with math, too.” A parent who makes this statement, though perhaps never saying so explicitly, believes that intellectual abilities are “hard wired” and are passed down genetically from one generation to the next. If Brittany believes that she is bad at math and will always be bad at math no matter how hard she tries, just like her mom, what in the world is going to motivate her as a student to put forth the effort necessary to master the mathematical principles she is learning in class?

Contrary to the example above, research has demonstrated that learners whose underlying assumption is that intelligence is modifiable actively seek to improve their competence with various tasks, including those with which they have historically struggled. For example, Blackwell, Trzesniewski, and Dweck (2007) found

that middle school students who were taught that the process of learning improves intelligence, and actually creates physical changes within the brain, were found to work harder and earn better grades that similar students who were not taught these lessons. When students are taught that high academic achievements are the result of effort and strategy use, as opposed to inherent ability, they are more likely to “perceive greater progress, maintain high motivation, and [report] greater efficacy for future learning” (Zimmerman, 2000, p. 89). Conversely, students who do not believe they can control outcomes through their own effort are left with little or no reason to try (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996).

Mediating Interventions

An individual’s sense of efficacy is a product of both history of experience with a given task as well as interactions with others, including teachers and parents (Zimmerman, 2000). Since students measure their capabilities against their own performance on tasks (Schunk, 2003), successful performances increase students’ self-efficacy while failures typically leads to diminished perceptions of self competence

Self-Efficacycontinued from page 4

The Affiliate CornerBy Michelle Fourre’, Affiliate Representative

In between all of the celebratory holiday programming, CNN aired an inspirational discussion led by Fareed Zakaria titled “How to Lead.” Zakaria cited distinctions in leadership styles originally made by Max Weber. There are Charismatic leaders (who inspire others), Authoritarian leaders (who command others), and Bureaucratic leaders (who manage others). Zakaria proposed a fourth leadership style, the Collegial leader (who persuade others). He suggested that in order to be a successful leader, a combination of all four styles is required.

Zakaria then interviewed five modern day leaders for their views on leadership: Tony Blair (former Prime Minister of Great Britain), Lou Gerstner (has led several fortune 500 companies including IBM and American Express), Christie Todd Whitman (former Governor of New Jersey), Richard Levin (president of Yale University since 1993) and finally Admiral Mike Mullen (a Viet Nam veteran and the 17th Chair of the Joint Chiefs of Staff). Since one purpose of the CASP Affiliates is to inspire members and support the organization through growing our own leadership ranks, I thought I would share some of the thoughts of these successful leaders.

First, Tony Blair told Zakaria that you “must have a clear sense of what you want to achieve, the ability to step up and out (not back) when responsibility arises, and the willingness to do things that you believe in, but which may be unpopular.” This style of leader is creative, innovative, determined and prepared. Blair stated how important it is to find time and energy for “strategic thought” because getting policy correct is much harder than simply articulating a vision of where a leader sees the populace (or organization) going. The paradox is that the

modern world changes rapidly while systems and vested interests are very slow to change. Blair underscored that whether in politics, business, health care or education, leaders need the freedom to innovate. His experience has shown him that when a

new idea is proposed people will think it is a bad idea. When first implementing a new approach people will resist and think it awful. When the new approach has been accomplished it will have been incorporated to the degree people will think that this is the way it always has been done. Blair ended his interview with the summation “I wish I had pushed the envelope further.”

I suggest we all take some time for “strategic thought.” What procedures will each of our affiliates need to be free to innovate in order to step up to the current responsibility to shape policy and support CASP and the larger institution of education in these financially difficult times? Are we prepared? Determined? Do we have the willingness to do these things, which may be unpopular, because we believe in them (and CASP)? Will we look back and wish we had pushed the envelope further? I look forward to sharing other ideas from the leaders interviewed by Fareed Zakaria in the future here in the “Affiliates Corner.”

“ The paradox is that the

modern world changes

rapidly while systems and

vested interests are very

slow to change. ”

Ψ

continued on page 12

Students + Practitioners + Pizza = Unique Understanding of School PsychologyThursday, April 14, 2011 • 5:30 p.m.

Students are invited to a series of roundtable discussions on topics of interest to them – and to discuss them with working school psychologists who may have a different perspective on these important topics than their professors.

Where: Pacific TerraceCost: $15 for individual pizza & soft drink

See the Convention Registration Form to sign-up for this networking opportunity.

The NASP ReportBy Margaret A. Sedor, NCSP, NASP Delegate, California

Happy New Year! I wanted to start the year off right by sharing with you the latest NASP resources.

The newest issue of NASP’s member-only e-journal, School Psychology Forum, is now available

online. Download articles on bridging research to practice, effective leadership practice, and RTI. Find these and past articles at http://www.nasponline.org/publications/spf/spfissues.aspx .

The Multicultural Affairs Committee has developed a series of articles addressing several key issues, including equity in education, disproportionality, the need for cultural responsiveness, and homeless children. These articles and others on related

topics are available at http://www.nasponline.org/resources/culturalcompetence/cultcomppractice.aspx . Check out the latest, titled Preventing Disproportionality: A Framework for Culturally Responsive Assessment.

The NASP Ethical and Professional Practices Committee has updated the NASP Ethics Resource webpage. I encourage you to visit

http://www.nasponline.org/standards/ethics/ethical-conduct-professional-practices.aspx for helpful resources and suggestions for addressing ethical

or professional practice questions.

Purchase your copy of the newest edition of Professional Ethics for School Psychologists and strengthen your professional ethical identity. This resource helps you effectively interpret and put into practice the field’s ethical principles. With over

150 real and fictional cases, you’ll increase your ability to navigate through competing ethical

principles and conflicting interests. Order your copy at http://www.nasponline.org/publications/index.aspx today.

Don’t miss your chance to see Dr. Melody Musgrove, Director of the Office of Special Education Programs for the U.S. Department of Education, speak at the NASP 2011 Annual Convention on Thursday, February 24. Dr. Musgrove will discuss the role that school psychologists will play in addressing the challenges facing special education. Visit

http://www.nasponline.org/conventions/index.aspx?menu=edu#tab2 for the full list of speakers and to register for the convention.

While online reviewing these resources, please take a moment to update your member profile to enable NASP to provide you with greater member value.

Visit http://www.nasponline.org/membership/memberupdate.aspx to select your e-mail and print subscription preferences and specify your professional interests. With this, NASP can provide you with more targeted information.

I look forward to writing to you next month with more NASP highlights. Please feel free to contact me at anytime if you have questions or need information, margaretsedor@gmail.com .

Ψ

“ While online reviewing

these resources, please take

a moment to update your

member profile to enable

NASP to provide you with

greater member value. ”Executive Directorcontinued from page 6

Ψ

CASPTODAY • WINTER 2O11 Page 9

Our initial outcomes include sales of over $2,000 from July – December, after selling close to 30 online classes at an average of $100.00 each. Prices range from $30 – 135 per webinar. Webinar attendees are also able to collect CEUs units from the comfort of their home or office. CASP will film more live classes at the annual convention in Orange County, April 13 -16, 2011. For more information visit us at: www.casponline.org

ACSA-CASP Partnership Website Launched

More positive outcomes during the June-December 2010 period can be reported in our ACSA CASP RTI Partnership. Revenue collected during this time was over $7,200.00 for consulting, training, and video tape sales. We have a profit sharing agreement with ACSA and fully expect this segment of our CASP business to grow. RTI continues to have significant growth potential for CASP and ACSA. Later this month we will host an exhibit table at the school administrator’s annual convention.

Recently, the ACSA CASP RTI Partnership launched a new website in cooperation with our RTI partners – http://www.rti-resource.org This site will help you keep informed about Response

to Intervention, including policy, funding, and implementation in the state of California. The site is a joint venture of ACSA, CASP and Pearson. Onsite consulting and training appointments are available, as well as updates on other RTI training and development activities.

Grant Opportunities

We have recently engaged one of our newest CASP Board Members, Barbara D’Incau, to assist with the development of our grant writing program. While we initiated this project last fiscal year, we were slowed by the economic recession that forced us to lay off some employees. Barbara has brought a renewed sense of purpose to the work and already identified some possible grant options to target for funding.

Along with education grant options the Board of Directors and staff continue to work with our lobbyist on legislative remedies that would increase the ranks of school psychologists and other pupil personnel employees.

Annual Convention 2011 Registration

We now have on the CASP website information on the workshops, panels, papers and special guests we’ll have at the Annual CASP Convention, to be held April 14-16 at the Orange County Hilton Costa Mesa. Erin Gruwell, founder of the Freedom Writers, will be the Thursday keynote, and Sylvia Mendez, who is today’s symbol of past school segregation in California, will be the main speaker on Friday morning. Our convention committee has worked hard to draw some of the best; brightest, committed members and experts for the April 2011 event. Several new special events and discounts will be available! Learn new skills that you can take back to your schools. Save the date for CASP Convention 2011!

CASPTODAY • WINTER 2O11 Page 10

Children’s School Readinesscontinued from page 5

Finally, intrigued by the early results, we took another look at a random sample of these same students who are now in grade 4. We identified a small group of students who seem to be closing the achievement gap. These students had low KSEP scores when they entered kindergarten, but have since shown signs that they are catching up with grade level expectations, which reflected the school district’s success in closing the gap with some students. Additional information was collected on these students and comparisons were made with two other groups of students: (a) students who scored low on the KSEP at kindergarten entry and remained low on academic assessments through grade 2 and (b) students who scored high on the KSEP and, as expected, remained high on academic assessments through grade 2 (see Figure 1).

Two things are evident when you look at Figure 1. First, by the beginning of grade 1, the students who are closing the achievement gap had already made significant gains. This reinforces the importance of identifying students at-risk of achievement delays early on so that immediate action can be taken in kindergarten to provide supplemental supports. Second, although these students are closing the gap, it is clear that this is a multiyear process. The information we have on these students in grade 4 shows that they have closed the gap in many important areas, such as reading fluency and comprehension, but that they remain slightly behind on state standardized tests. This illustrates how difficult closing the gap is for both students and their teachers. Although these students are making gains in some key areas, it appears that their accelerated skill development has come at a cost in terms of other content learned. Schools need to maintain their efforts with students like this even after they have begun showing signs that they are catching up to grade level expectations.

Summary and Implications

The results of this work are ongoing but results thus far clearly show the importance of assessing school readiness immediately when children enter kindergarten. It also illustrates how using a simple observational tool could have a profound impact on how schools identify and support students who may be at risk of later academic problems. However, we have also found that school readiness assessments, when used in isolation, are quite limited. In many cases, kindergarten screening assessments are only briefly reviewed by kindergarten teachers and then filed away in each student’s cum folder. As multi-gating assessment systems, such as Response to Intervention (Fisher & Frey, 2010), are gaining popularity in schools across the country, we view school readiness assessment as an ideal opportunity to jumpstart the process of progress monitoring and providing targeted academic supports to those students with the greatest needs. Data from a simple tool, such as the KSEP, could easily be used to direct resources for conducting follow-up assessments (when warranted) and for informing the delivery of supplemental academic and social-emotional supports. As the data from our educational collaborative clearly shows, waiting until children struggle through kindergarten, grade 1, and grade 2 before implementing interventions may miss a vital window of

opportunity to alter the academic trajectory of some students. Schools that are serious about closing the achievement gap recognize that it is imperative to take immediate and informed action as early as possible. The use of the KSEP, combined with purposeful use of student data, provides schools the opportunity to begin to close the achievement gap immediately when students enter school.

ReferencesFisher, D., & Frey, N. (2010). Enhancing RTI: How to ensure success with effective

classroom instruction and intervention. Alexandria, VA: ASCD. Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms: A valuable

assessment tool for reading teachers. Reading Teacher, 59, 636−644. doi:10.1598/RT.59.7.3

Le, V., Kirby, S.N., Barney, H., Setodji, C.M., & Gershwin, D. (2006). School readiness, full-day kindergarten, and student achievement: An empirical investigation. Santa Monica, CA: RAND Corportation. Retrieved March 1, 2010 from, http://www.rand.org/pubs/monographs/MG558/

Pianta, R.C. (2007). Early education in transition. In R.C. Pianta, M.J. Cox, & K.L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 3–10). Baltimore, MD: Brookes.

Santa Maria–Bonita School District, First 5 of Santa Barbara County, & University of California Santa Barbara. (2005). Kindergarten Student Entrance Profile. All KSEP materials are available online, from http://web.me.com/michaelfurlong/KSEP

Ψ

TABLE 4 KSEP Total Score and California Standards Test (CST) Math Performance

______________________________________________________________________________Kindergarten Grade 2 CST Math Proficiency Level

_____________________________________________________ KSEP Total Score FBB BB Basic Proficient Advanced 11-22 (n = 98) 13% 32% 26% 25% 4%

23-32 (n = 384) 6% 18% 33% 29% 14%

33-39 (n = 360) 3% 17% 30% 33% 17%

40-44 (n = 226) 1% 8% 21% 31% 39% Note. FBB = Far Below Basic; BB = Below Basic.

FIGURE 1 Reading fluency rates for grades 1 and 2 by KSEP achievement trajectory group.

EntertheCASPDrawing.Winoneofthefollowing:

• A week in St. Maarten in the Caribbean

• A week in Puerto Vallarta

• A weekend in San Diego County

• Two nights for two (with massages!) at the Four Seasons in Westlake Village

Pick your drawing. $10 a ticket.

Go to http://www.casponline.org for more details.

CASPTODAY • WINTER 2O11 Page 11

Affiliate Updates

Foothill Association of School Psychologists

Back in business, the Foothill Association of School Psychologists will present a day of workshops on legal and ethical issues on January 29. The two workshops will be held at Azusa Pacific University, West Campus: 701 E. Foothill Blvd, Azusa, in the Duke Building, Room 507, from 8:30 a.m. to 3:30 p.m.

Doug Siembieda will present Proving Your Competence at a Legally Challenging IEP, from 8:30 – 11:30 a.m., followed by Jeanne Anne Carriere, PhD, and her workshop, Effective and Legally Defensible Psychoeducational Reports, from 12:30 – 2:30 p.m. Cost is $25 for FASP members; $45 for non-members. Registration begins at 8 a.m. with a continental breakfast, and a drawing will be held at the end of the day.

To register go to http://www.foothillasp.webs.com or contact Stephanie Zavala at stephanie.zavala@lausd.net .

San Bernardino County Association of School Psychologists

Response to Intervention for SLD Eligibility is the title of a workshop to be held February 11 from 8 a.m. – 4 p.m. at the Riverside County Office of Education. Featured speaker Edward S. Shapiro, PhD, professor & director at the Lehigh University College of Education, will present “Making SLD Decisions Using an RTI Model – Some Experiences from the Pennsylvania Model.” This presentation will focus on outcomes of Response-to-Intervention Models for school psychology service delivery. He will provide information resulting from the Pennsylvania project that is a collaborative effort between the School Psychology program at Lehigh University and school districts within the region who have established working and effective models of RtI. University of California at Riverside Professor Michael L. Vanderwood will also present at this daylong conference.

Cost is $40 per person. Register online at http://oms.sbcss.k12.ca.us/ . Registration deadline is January 31, 2011. On-site registration will NOT be accepted. For registration questions call Lela Paramo at (909) 252-4507. San Bernardino County ASP is a co-sponsor of the event.

Santa Clara County Association of School Psychologists

Peter C. Mundy, PhD, and Lisa Capps, professor of Neurodevelopmental Disorders and Education at the UC Davis M.I.N.D. Institute, will present a half-day workshop, titled “Social Attention and Social Learning in School Aged Children with Autism.” The workshop will be held Friday, March 4, 2011, from 8:30 a.m. to 12:30 p.m. at The Morgan Center, San Jose.

Dr. Mundy will devote his presentation to explain “the pivotal role of social attention problems in the learning disabilities of autism.” He will also review the evidence that targeted treatments for social attention have a big affect on the outcomes of preschool children with autism. The second part of the workshop will be on learning and school-aged children with autism while reviewing the numbers, characteristics and moderators of elementary and secondary school success for children with autism. His presentation will also address research conducted at UC Davis and the University of Miami areas of: a) better defining the nature of the social attention disturbance of school aged children with autism, b) understanding how social attention operates to affect social learning in older children, and c) develop methods to facilitate social attention and social learning in school aged children.

For registration information please contact Raquel R. Smith (event coordinator) at rreypsych@yahoo.com , or download the SCCASP February Newsletter at http://www.sccasponline.org .

Ventura County Association of School Psychologists

VCASP has been busy this year with professional development opportunities. On January 14, VCASP and Ventura Unified School District sponsored a workshop on Bullying Solutions that was presented by Wayne Sakamoto, Director of School Safety for the Murrieta Valley Unified School District. This all-day workshop was attended by more than 120 school psychologists, counselors, principals, teachers, and district administrators.

Our next presentation will be a two-hour presentation by Mary Samples, director of Ventura County SELPA. She has worked extensively to negotiate services for the students who are currently receiving AB 3632 services, and will be providing us with an update of the plan to fund and continue services for these students, as well as discuss the referral process for new candidates. She will be joined by the Ventura County Behavioral Health’s Director of Children’s Services, Meloney Roy, who will provide an update on the agency’s plans for processing referrals and for providing child and family services. This presentation will take place on February 18.

On March 18, CASP’s Pedro Olvera, Psy.D., L.E.P. and Lino Gomez-Cerrillo, M.A., will present a 6-hour workshop entitled, A Bilingual (English & Spanish) Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: Introduction & Application through Case Study Discussion. Dr. Olvera is the director of the School Psychology program at Azusa Pacific University, and has served as a bilingual school psychologist for the Santa Ana Unified School District. Lino Gomez-Cerrillo, M.A., is a bilingual school psychologist for the Chaffey Joint Union High School District. He has developed a district assessment model for English learners. Lino is also Practicum Coordinator for the APU’s School Psychology Program.

In April, we will all be at the CASP Convention! See you there! For more information visit our website at http://www.freewebs.com/vcasp

San Diego County Association of School Psychologists

During School Psychology Week, there were several activities completed through SANDCASP as listed on the website. The SANDCASP committees did a great job of successfully created awareness of the profession among parents, politicians, and community organizations.

• The “Vision Walk” was organized by Carmen Martinez. Several SANDCASP school psychologists and grad students participated in the walk-a-thon on November 13, 2010. The walk raised $240 to help restore sight to those visually impaired or blind. T-shirts were made available for purchase to spread awareness.

• A proclamation by City of San Diego was organized by Nathan Price. San Diego City Council formally recognized School Psychology Week throughout the City of San Diego. The proclamation was sponsored by Councilmember Ben Hueso.

• SANDCASP board members are still selling t-shirts in their respective districts. All proceeds from t-shirt sales will be used to benefit a school organization supporting children. The school organization is not yet determined.

• SANDCASP sponsored a parent presentation at Fiesta Educativa on Saturday, November 6, 2010. SANDCASP members Lola Murillo, Rey Vargas, and Martha Murillo organized the presentation. Ψ

California SChool

PS Chology WEEk-2o1onovember 8-12

BeLocal!JoinyourAffiliateCome to the CASP & Affiliates Event at CASP Convention 2011

Friday, April 15 | 5:15 p.m. | Pacific Terrace

CASPTODAY • WINTER 2O11 Page 12

(Bruning, Schraw, Norby, Ronning, 2004). As a result, students with a history of failure in a particular subject may perceive themselves as incapable of future successes. However, beliefs of self competence can be mediated through social interactions, even in the face of challenges. Therefore, to understand students’ intellectual and academic development, and provide necessary intervention, one must take into account the social interactions of the student (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996).

Teachers and parents hold perceptions of students’ academic capabilities which they convey both explicitly and implicitly (Cognitive Research Program, 1996). In turn, the messages that students receive regarding their academic capabilities impact their own sense of competence and ultimately their academic performance. Bouchey and Harter (2005) examined the relationship between the messages students receive from teachers, parents, and peers and the students’ own perceptions of their capabilities in the areas of math and science. They found that the messages that students received from their teachers and parents influenced their self-perceived capabilities in these subjects. Furthermore, students’ self perceptions, in turn, had a direct impact on academic performance. Interestingly, while the messages that students received from their teachers and parents predicted their self-perceptions, this was not found to be true with regard to students’ peers. Given the tremendous influence that we as educators have over students’ self perceptions and academic achievement, it is critical that we establish caring relationships with our students and make intentional efforts to maximize their sense of efficacy.

VALUE OF TASKS. Students’ sense of competence in a subject area does not in itself result in high levels of achievement. Students must have the requisite skills and knowledge in that subject and believe that the learning which they are engaged in is valuable (Schunk, 2003). Students often times do not show interest, and therefore fail to engage, in activities that are perceived to have little or no value or meaning (Schunk & Zimmerman, 2007). Consequently, when introducing subject matter to students we as educators must demonstrate the importance of the learning activity in order to make it personally meaningful to the learner. Such efforts may in turn result in higher levels of student engagements and ultimately higher levels of self efficacy as well.

SETTING GOALS. Setting goals is a central component in motivating students and building self efficacy (Schunk, 2003). Goals do not, in and of themselves, improve one’s learning; however,

goals provide students with a direction and the incentive to persevere in the face of challenge (Bruning, Schraw, Norby, & Ronning, 2004). When students set goals and evaluate their progress, the outcomes of their efforts become visible (Schunk, 2003). As discussed above, when students recognize that increased effort results in higher academic performance, self-efficacy and motivation increase as a result. The most effective goals are those which address specific content standards and are achievable in a relatively short period of time (Bruning, Schraw, Norby, & Ronning, 2004; Schunk, 2003). Conversely, setting general goals such as “do your best” as well as long-term objectives do little to increase motivation or students’ self-perceived competence (Schunk, 2003). Furthermore, when students set their own goals they are more likely to persist in meeting the challenge, again resulting in higher levels of achievement and self efficacy (Zimmerman, 2000).

MODELING. An effective strategy for promoting self-efficacy is through the observation and emulation of models (Schunk, 2003; Schunk & Zimmerman, 2007). Simply put, a model is an individual who demonstrates the steps of a task to a novice (Bruning, Schraw, Norby, & Ronning, 2004). When observing a model, students learn the sequence of steps that lead to successful outcomes by patterning “their thoughts, beliefs, and behaviors, after those displayed” (Schunk & Zimmerman, 2007). In terms of increasing self-efficacy, it appears as though comparable peers may serve as the best models (Bruning, Schraw, Norby, & Ronning, 2004; Schunk, 2003). When a student observes a comparable peer successfully completing a task he is more likely to perceive himself as capable of a similar level of performance. Teachers are important models as well, particularly since they are often the only ones that can effectively model novel and complex tasks (Bruning, Schraw, Norby, & Ronning, 2004).

FEEDBACK. An essential component of modeling is providing feedback (Bruning, Schraw, Norby, & Ronning, 2004). The most effective type of feedback is that which not only highlights the outcomes of one’s performance but intentionally addresses the steps or activities that lead to successful outcomes (Bruning, Schraw, Norby, & Ronning, 2004). Feedback may be particularly

effective in raising students’ self-efficacy when it reinforces students’ competence and conveys that further improvement will result from continued effort and strategy use (Schunk, 2003). Dweck (2006) refers to this as process praise, in which the student is praised for the process that led to successful outcomes, in other words their effort and strategy use, as opposed to praising success based on innate ability, such as “wow, your really smart.” Ultimately, students develop the skills to provide feedback to themselves to regulate their behavior, monitoring and adjusting their performance as needed to successfully complete a task (Bruning, Schraw, Norby, & Ronning, 2004).

PERSUASIVE STATEMENTS. Students may reach higher levels of self-efficacy when teachers encourage them by conveying that they are capable of mastering a task. However, higher levels of self-efficacy that result from persuasive statements are contingent upon future success (Bruning, Schraw, Norby, & Ronning, 2004; Sc-hunk, 2003; Schunk & Zimmerman, 2007). In other words, if a student successfully completes the given task their level of self-efficacy will be maintained but if they fail to reach their goal they may then discredit the teacher’s efforts. Consequently, it is important to highlight any degree of success that the student achieved as a result of their effort, even if it is only an incre-mental step toward the student’s ultimate goal.

Intentionality and Reciprocity

An essential component of building a student’s sense of efficacy is establishing a reciprocal relationship between that student and the “teacher.” I use the word teacher here in quotations because many people serve as teachers even if they are not the classroom instructor. Within a reciprocal relationship the “teacher” makes explicit to the student their intention to promote the child’s success in mastering the task at hand. For example, a teacher might say “if this gets difficult, I’m going to help you because I want you to be successful. If it’s still hard after that, I’m going to help you again because I want you to be successful.” In turn, the student reciprocates these efforts by attending to the lesson and actively working to internalize the new skills (Cognitive Research Program, 1996). In terms of developing students’ self-perceived competence, a sense of reciprocity between the teacher and student sets the groundwork for goal setting, modeling, feedback, and persuasive statements, resulting in a greater likelihood that these strategies will successfully promote higher levels of performance and self-efficacy.

Mediating Interventions Across Contexts

Much of the research discussed above focused exclusively on developing self-efficacy within the classroom context. However, since students spend the majority of their time outside of school, at home and in their community, it is important to discuss strategies for building a

continued on page 13

Self-Efficacycontinued from page 8

“ ...research has demonstrated

that learners whose underlying

assumption is that intelligence is

modifiable actively seek to improve

their competence with various

tasks, including those with which

they have historically struggled. ”

CASPTODAY • WINTER 2O11 Page 13

CASP eScrip and FoundationRemember to participate with the California School Psychology Foundation and donate with the eScrip program!

Donations will assist with the CSPF Mini-Grant program which promotes effective interventions that address both learning and social/emotional issues that impeded a child’s success and happiness while embracing individual and group differences in children.

The program provides financial support for projects designed to provide direct benefit to students in grades K-12. Projects much include children as participants and should promote the development of positive assets in children and youth. School psychologists who have a thorough understanding of the needs of students in their schools may apply for the grants up to $500.

eEcrip is proven to be a fantastic resource for fundraising where participating business partners contribute a percentage of your grocery loyalty cards, credit card, and debit/ATM card purchases to the school, group or organization of your choice. You can donate when renewing your CASP membership, fill out a CSPF eScrip form or visit http://www.escrip.com to look up the CASP Foundation (group ID # 500000472).

Here’s How it Works• You register any one or all of your existing grocery loyalty, debit and credit cards for

use in the program.• Participating merchants will make contributions to your

chosen group, based on purchases made by you, just by using the cards you have registered.

• Your purchases are tracked and available to you online, allowing you to see just how much you are earning on the CSP Foundation’s behalf!

sense of competence and self-efficacy across contexts. Many of the strategies that have been developed for teachers certainly apply for parents as well. For example, parents can strengthen their child’s sense of competence by praising their use of problem solving strategies, explicitly stating the underlying reasons behind their child’s success, and highlighting their child’s progress towards reaching goals (Cognitive Research Program, 1996). As discussed above, self-efficacy is task specific and high self-efficacy in one domain does not necessarily transfer across to other skill areas. However, many of the skill underlying successful problem solving transcend across academic subjects and problem solving situations. By working with their children on setting goals and monitoring progress, using problem solving strategies, and identifying approaches that lead to successful outcomes, parents can support the development

of self competence in problem solving behaviors that support success across various activities, including those required of students in school. These skills exist apart from content specific knowledge, and as educators we can work with parents build bridges between home and school, promote process oriented praise, and develop general problem solving skills across contexts.

References

Bandura, A. (1977). Self-efficacy:Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Bandura, A., Barbaranelli, C., Caprara, G.V., Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development. 67, 1206-1222

Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263

Bouchey, H.A., Harter, S. (2005). Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence. Journal of Educational Psychology. 97, 673-686

Bruning, R.H, Schraw, G.J, Norby, M.M., Ronning, R.R. (2004) Cognitive psychology and instruction (4th Ed). Columbus, Ohio: Pearson

Cognitive Research Program: Division of Special Education, University of the Witwatersrand. (1996) Mediated learning in and out of the classroom. Thousand Oaks, California: Corwin Press

Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House.

Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation. Reading & Writing Quarterly. 19, 159-172

Schunk, D.H., Zimmerman, B.J. (2007) Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly. 23, 7-25.

Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology. 25, 82-91

- - -James Bylund, Ed.S., NCSP, is a school psychologist for San Diego Unified School District as well as a Licensed Educational Psychologist with a private practice in San Diego, California. He earned his M.A. in Education and Ed.S. in School Psychology from San Diego State University and is currently pursuing his Psy.D. in Educational Psychology at Alliant International University.

Self-Efficacycontinued from page 12

Rose DuMond, with the Campbell school district, was awarded $500 for the Horizons Fine Arts Sewing Program. Jenny Jones received $400 for the 7 Habits of Happy Kids program in the Cone-jo Valley Unified School District. You can receive money for special programs at your school, too.

The California School Psychology Foundation awards grants of up to $500 through its Mini-Grant program to school psychologists who find a special need in their schools. It could be for a group of special education students to make a movie, for parenting classes, team uniforms – anything that would not usually be in a school budget, but would assist students with the learn-ing environment.

Want to give back to the California School Psy-chologists? Sign up for eScrip today! The program provides financial support for projects designed to provide direct benefit to students in grades K-12. Every time you use your card the CSPF re-ceives between 2-5% back. Merchants make the donations; you are just telling them where you would like some of the money you spend in their businesses to go.

To sign up follow these easy three steps:

1. Go to http://www.escrip.com/2. Look up the Group Name: Ca School Psychology

Foundation or Group ID: 5000004723. Register your rewards information, such as

your Visa or MasterCard. To see a complete list of merchants go to: http://www.escrip.com/merchants/search/results.jsp?pager.offset=0

For more information on the California School Psychologists Foundation visit: http://www.casponline.org

Mini-Grant Funding Many ProjectsDonate by Signing Up Credit Cards

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CASPTODAY • WINTER 2O11 Page 14

CASP ONLINE

WORKSHOPSA Model Approach to Conducting Assessment of Bilingual (English & Spanish) Students: A Psychoeducational Assessment Approach Grounded in CHC Theory Pedro Olvera, Psy.D., LEP and Lino Gomez-Cerrillo, M.A.

Promoting School Psychologists’ Competence During Legally Challenging IEP’s Doug Siembieda

Issues in Autism: Facilitating Improved Social Communication for Students with Autism Spectrum DisordersJan Van Horne, M.A.

Navigating the Job Hunt and Thriving as New School PsychologistKelly Graydon, PhD, Vhenus Belisle, Ed.S. and Pedro Olvera, Psy.D., LEP

Executive Function Challenges in Children: Assessment and Intervention Mary Joann Lang, Ph.D., A.B.P.N., B.C.B.A.-D, and David Morrison, Ed.D.

Investments That Pay Off: Selecting Interventions That Get Results!Jenny L. Jones, MA, LEP, ABSNP

Demystifying Response-to-intervention: A Practical Approach for School PsychologistsTricia Crosby-Cooper, PhD and Sarah Taino-Munton, PhD

All You Want to Know About Counseling Students: From Teaching Social Skills That Generalize to Using the Resiliency ModelChris Ellis and Christine Toleson

Stress, Trauma, and the Brain: How to Assess, Designate, and ServeRegalena “Reggie” Melrose

Assessing Students with Visual ImpairmentsBetty Henry

Tips for Successfully Developing Legally Compliant IEPsAnne Sherlock

Suicide Prevention in the Schools: Best PracticesStephen Brock and Richard Lieberman

Charges apply. Extra charges for CEUs or CPD.

Need continuing professional development?

Don’t have time to travel to get it?

Try the CASP online workshops!

CASP has 12 webinars online that can be accessed

from the privacy of your home or office

computer. CEUs for LCSW/MFT and

CPD for NCSPs are available for

most of the webinars.

For a description go to www.

casponline.org for more information on how you

can watch and learn. CASP is currently offering

the following webinars online:

1

2

3

4

5

6

7

8

9

10

11

12www.casponline.org

CASPTODAY • WINTER 2O11 Page 15

lion. The current year deferral of $1.7 billion is be-ing maintained and an additional deferral of $2.1 billion is being added from the 2011-12 fiscal year into the 2012-13 fiscal year. Should both deferrals be approved by the legislature, this would increase the total K-14 deferrals to approximately $10 billion.

Cost-of-Living Adjustments – The budget does not include a cost of living adjustment (COLA) for any K-14 program in 2011-12. The projected COLA is 1.67 percent which, if funded, would have pro-vided an increase of $964 million. The budget does propose the establishment of a deficit factor to cover this amount.

Increased ADA Workload - The budget increases funding for student enrollment of $81.4 million as a result of an increase of 18,000 in projected ADA in the current year and an additional $357 million in 2011-12 to fund an additional 9,740 ADA.

Special Education - The budget increases funding for special education by $7.4 million for special edu-cation enrollment growth. Also, the budget assumes $74 million in savings due to the sunset of the Spe-cial Disabilities Adjustment. AB 184 (Block, Statutes of 2010) authorizes this sunset and the Governor’s budget makes no changes. The LAO points out that this reduction could violate federal maintenance–of–effort (MOE) requirements, in which case the state would need to continue providing the same amount of funding for some other special education pur-pose.” Additionally, for the 2011-12 year only, the Governor proposes to fund the AB 3632 mental health program with funds diverted from the Propo-sition 63 program. As for the cuts to AB 3632 made in the current year, there is no proposed backfill.

Mandates - The budget proposes on-going funding of $89.9 million for K 14 mandates to provide level funding, relative to 2010-11, for reimbursement of state mandated local costs. Current law suspends for three years those programs that were suspended during the 2010 11 fiscal year. The Administration intends to continue to participate in the working group on mandate reform established pursuant to Chapter 724, Statutes of 2010, to look for other re-forms and savings in the mandate process.

Categorical Flexibility Extended – The budget proposes to extend the following components of flexibility by two additional years:

Categorical Program Flexibility - For the 2008 09 through 2012 13 fiscal years, local educational agen-cies were provided with broad flexibility to spend funds for approximately 40 K 12 categorical pro-grams for any educational purpose. Under categori-cal flexibility, a district’s allocation for each program is based on its share of total program funding either in 2007 08 or 2008 09, with the earlier year being used for certain participation driven programs. Com-munity College categorical program flexibility will also be extended as part of this proposal.

Deferred Maintenance Program Matching Require-ment - The requirement that districts set aside one half of 1 percent of their revenue limit funding for deferred maintenance was suspended for the 2008 09 to 2012-13 fiscal years.

Instructional Materials - Continues the use of stan-dards aligned instructional materials adopted prior to July 1, 2008, providing fiscal relief from purchasing new instructional materials.

Class Size Reduction - Continues the existing reduc-tion in penalties for not meeting the requirements of the Class Size Reduction program. The budget also assumes a savings of $550 million due to the penal-ties assessed due to CSR flexibility.

School District Budget Reserves - Continues the authorization for districts to reduce their minimum budget reserve for economic uncertainty from 0.5 percent to 0.33 percent.

Routine Maintenance Contributions - Local edu-cational agencies were authorized to reduce the amount that districts must deposit into a restricted routine maintenance account for the 2008-09 through 2012-13 fiscal years, from 3 percent of Gen-eral Fund expenditures to 1 percent.

Elimination of the Office of the Secretary of Educa-tion (OSE) – The budget is reduced by $1.9 million for OSE state operations and a shift of $274,000 to the State Board of Education state operations as part of streamlining government operations. These adjustments result in an overall decrease of $1.6 mil-lion General Fund in 2011-12, and $400,000 in the current year.

REDEVELOPMENT REFORM

The Budget proposes a new approach to fund eco-nomic development activities at the local level and phases out the current funding mechanism for rede-velopment agencies. This proposal will return billions in property tax revenues to schools, cities, and coun-ties. These funds will help sustain core functions in-cluding law enforcement, fire protection, and educa-tion. While the proposal seeks to eliminate redevel-opment agencies, the first call on the tax increment is to pay down the RDA debt and to honor contracts including the payment of tax increment funding that has been negotiated with school districts.

Positive Impact of Reform on Schools - In year one, the budget assumes a savings of $1.7 billion because the RDA savings will be utilized by the state to cover the cost of many programs being diverted to local agencies. In year two and beyond, these property tax revenues will go directly to local govern-ment agencies, including schools. An estimated $1 billion in property tax funds will accrue to schools and will not be counted against the Proposition 98 guarantee.

What Should Districts Do Now?

First, this multiple set of cuts, policy changes and tax-es has so many moving parts that it is hard to believe that all of it can come together as proposed. This budget also works hard address an almost unsolv-able fiscal problem of closing a $26 billion budget hole. Within this overall context, schools are treated far better than any other segment of the budget. It is also good to hear the Governor indicate that up until now, schools have born the brunt of the bud-get cuts. While the budget not only continues the current $1.7 billion K-14 deferral, an additional $2.1 deferral from 2011-12 into 2012-13 is added.

Legislative Report: By James Russell, CASP Legislative Committee ChairAnd Jeff Frost, CASP Legislative Advocate

continued on page 17

Governor Brown to ask for Deep Cuts, Five-Year Extension of Taxes

Governor Jerry Brown proposed a budget in early January that relies on $12.5 billion in spending cuts and higher taxes over the next five years to solve the state budget deficit. The Governor stated that “these cuts will be painful, requiring sacrifice from every sector of the state, but we have no choice. For 10 years, we’ve had budget gimmicks and tricks that pushed us deep into debt. We must now return Cali-fornia to fiscal responsibility and get our state on the road to economic recovery and job growth.”

The proposed budget makes an array of very deep cuts including $1.6 billion in Medi-Cal, $1.5 billion in CalWORKS, $500 million in reductions to both CSU and the University of California, $750 million in De-velopmental Services programs, $486 million in In-Home-Support Services and an 8 to 10 percent cut to state worker pay totaling as much as $308 million. The total spending proposes in 2011-12 is $84.6 bil-lion in general fund spending.

The total budget gap is $25.4 billion with the need to maintain a $1 billion reserve. If the Governor and legislature decide not to sell state office building which was a part of the current budget agreement, an additional one billion would need to be added to the shortfall. This report will concentrate on how this budget plan may affect public schools.

Schools to Avoid Large Cuts - Acknowledging that schools have born the brunt of the cuts in the last several years, the Governor indicated it was his intension to keep K-12 schools funded at the same dollar level they received from the state this year, though that proposal is contingent on whether vot-ers approve higher income taxes on the ballot. He also intends to seek to shift greater functions to lo-cal governments, providing them funding through higher sales and vehicle taxes voters would pass and he wants to phase out funding for redevelopment agencies which would save $1.7 billion in 2011-12.

Tax Increase Proposed - The Governor will also ask voters in a June special election to approve higher tax rates on sales, vehicles and income for five years. The budget will assume $12 billion in “revenue exten-sions and modifications,” that also includes a stricter corporate tax benefit for out-of-state firms and the elimination of tax credits in “enterprise zones.” In his press conference outlining the budget, the Governor indicated that it is his intention to have all of the pro-posed cuts signed into law well prior to a public vote on extending the taxes and any measure that would be placed on the ballot would have to be approved no later than April. The Governor was asked in his press conference what he would do if the tax exten-sions were not passed and his response was that he did not know, but you could look at the January bud-get and envision those cuts “times two.”

K-12 BUDGET DETAILS

Proposition 98 Guarantee – The budget assumes that 2011-12 will be a Test 1 year. The budget pro-poses to fund K-12 schools at a total of $49.7 bil-

Nominate Now for the 2011-2012 CASP Board of DirectorsCASPTODAY • WINTER 2O11 Page 16

Nomination FormDeadline for nominations is March 1, 2011.

My nominee for President-Elect is: ______________________________________

My nominee for Secretary-Treasurer is: ______________________________________

My nominee for Region Representative is: ______________________________________

Region I Region III Region V Region VII Region IX

I have secured the permission of the above-named person to place his or her name in nomination:

Nominator’s signature: _________________________________________________ Date: ____________________________

Nominator’s Name (please print): ________________________________________

Daytime phone: _________ _____________________ Email: ________________________________________________

Nominees: On a separate paper, please answer the following questions and submit your answers with the nomination papers.- Employer:- Educational and work experience:- Years and Offices held within CASP and/or your local affiliate(s):- Briefly state your reasons for running for CASP office and, if elected, what you plan to accomplish (75 words maximum):CASP reserves the right to edit ballot statements for length.

Please mail or fax this form and the additional answer sheet to:

CASP1020 12th St., Suite 200Sacramento, CA 95814

Fax: 916 / 444-1597Or email to: communications@casponline.org

It involves some travel, some extra-curricular reading and a lot of commitment. But the psychological rewards can be

great. Think about getting more involved in your professional association by running for the

CASP Board of Directors.

Nominations are now open for the 2011-2012 Board of Directors. Candidates are needed to fill the offices of president-elect, and all the odd-numbered region representatives. They are Region I (the coastal counties from Del Norte down to Marin, including Napa and Lake), Region III (Central Valley counties from Stanislaus south to include Kern), Region V (Los Angeles, without the Los Angeles Unified School District), Region VII (San Diego and Imperial counties), and Region IX (Orange County). For more information on the regions, please see the CASP web site at www.casponline.org.

Only regular members in good standing (those whose membership fees are current) may nominate or run for office. When making nominations for CASP office, keep the following guidelines and expectations in mind:

1. Only members in good standing who have served as (a) a CASP Board of Directors committee chair or specialist, (b) the president of a chartered CASP Affiliate, or (c) a Region Representative are eligible to run for President-Elect.

2. Any member in good standing can run for Region Representative. However, they must work in the region they represent.

3. Board member terms begin on July 1, 2010.4. The term for President-elect is one-year, and

is then followed by a year as President and another year as Past-president. As President, this individual appoints committee chairs and specialists to the Board of Directors, facilitates the establishment of board policy, and serves as chairperson for all Board meetings.

5. The term for Region Representatives is two years, with a four-year term limit. The Region Representatives represent CASP members in their geographical region. This would be the first person a CASP member would contact whenever they have an issue or question for the Board of Directors. It is the Region Representatives’ responsibility to inform members in their region (especially local affiliates) about the actions of the CASP Board of Directors.

6. All elected Board members are required to participate in five board meetings per year (typically held in August, October or November, January, June, and during the Spring Convention).

If you would like to nominate a colleague for CASP office, please first obtain his or her permission, and then complete the nomination form below. Then mail, fax (916/444-1597), or email (communications@casponline.org) your nomination to the CASP Office. The nomination deadline is March 1, 2011. Nominations received after this date will not appear on the ballot.

Voting instructions will be emailed to all regular CASP members in good standing the last week of February. Voters will have until April 25 to complete the ballot.

A candidates’ forum will be held at the CASP Convention, April 14 at 11:30 a.m. Come and meet your candidates and hear what they have to say about the future of CASP. Ψ

CulturalandLinguisticDiversityBreakfastWith Speaker Bianca D.M. Wilson, PhD

Friday, April 15th | 7:00 a.m. Cost: $23

See Convention Registration form for details

ABOUT CASP TODAY

CASP Officers 2010 / 2011President | Patrick CrainPresident-Elect | Jenny JonesPast President | John Brady, PhDSecretary Treasurer | Roger McCoyExecutive Director | Suzanne FisherRegion I | Rose VelasquezRegion II | Sarah RodriguezRegion III | Shant AvakianRegion IV | Seble GebremedhinRegion V | Tom SoppRegion VI | Melissa ParkerRegion VII | Kenya BrattonRegion VIII | Barbara D’IncauRegion IX | Pedro OlveraRegion X | Lisa LairdAffiliate Representative | Michelle Fourré

CASPTODAY • WINTER 2O11 Page 17

CHAIRS / SPECIALISTSAssessment | Michele BronsonAwards | Christine TolesonCATS/CPD Programs | Eric Beam, Ed.D.Convention | Vhenus Belisle &

Stephanie DomzalskiCrisis Intervention | Richard LiebermanCultural Diversity | Brandon E. Gamble, Ed.D.Employment Relations & Ethics | Susan GoldmanFoundation President | Ellen MurphyHistorian | Glenn SchumacherJournal Editor | Shane JimersonLegislative | James RussellLEP | Sean Surfas, PhDNew School Psychologist | VacantPolitical Action | Lynne AungProfessional Standards | Barbara ThomasPublications/Research | Brian P. Leung, PhDTraining/Accreditation | Kelly Graydon, PhD

AD HOC BOARD MEMBERSNASP Delegate/Liaison | Margaret SedorCorporate Alliance Liaison | Ellen Murphy

CASP TODAYEditor | Brian Leung, PhD

CASP TODAY STAFFPublications | Heidi HolmbladWebmaster | Mike JonesGraphic Design | Dean L. FregosoExecutive Director | Suzanne Fisher

1020 12th Street, Suite 200, Sacramento, CA 95814916 / 444-1595916 / 444-1597 faxwww.casponline.org

CASP TODAY

School psychologists strive to improve the edu-cational experience for all children. They are the school-based experts on many issues, including school violence, special education, learning disabilities, and school and community-linked children’s health services.CASPTODAY, the quarterly newsletter of the California Association of School Psychologists, reaches over 3,000 school psychologists. It is filled with informative articles and important information for the school psychologist.CASPTODAY offers the best opportunity to reach school psychologists in California to advertise your products and services. Place your ad in the next issue! Deadline for the Spring 2011 issue is April 18, 2011.For advertising discounts, ask about our Corpo-rate Membership.

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However, this K-12 funding “protection” is fully dependent on voter approval in June of a proposed five-year extension of temporary taxes which are about to expire, as well as the repeal of specified corporate tax breaks. If those taxes are not approved by the voters, the Proposition 98 guarantee will drop by $4 billion from the current $51.5 billion level. If the tax measure is not approved by voters or if it never makes it to the ballot, the guarantee would drop to $47.5 billion. For K-12 education, this would amount to a drop of $614 per student (assuming our 89% share of Proposition 98). For community col-leges the reduction would be $86 per ADA.

As I have indicated previously, all districts should con-tinue to budget based on the May Revision funding level of $49 billion for 2010-11 and not spend the additional $250 per ADA provided on top of this year’s May Revise funding level. Additionally, you should assume, for purposes of budgeting for 2011-12, that the guarantee will be reduced at least to $47.5 billion because of the failure of the tax pack-age. Given that the Governor’s proposal makes $12 billion in cuts, one can only assume that Proposition 98 cuts could definitely exceed $4 billion if another $12 billion would need to be cut.

Caution and conservative budgeting remain the prudent approach. We will certainly know more in a matter of weeks.

Legislative Report:continued from page 15

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CASPTODAY • Winter 2010 Page 16