Standard 5: Comprehensive Prevention and Early Intervention for Achievement

The program provides candidates with opportunities and experiences to display an understanding of the factors that  contribute to successful learning. In order to help  pupils attain  high learning goals,  the program provides candidates with the knowledge to identify problems in their  earliest stages  and to implement prevention and early  intervention strategies for addressing these  problems. The program requires candidates to demonstrate knowledge of classroom, school, family, and community factors that support pupil  learning and to develop skills to assist  pupils  who experience learning difficulties.

1.  Strategies, Methods, and Approaches for the Prevention of Problems

All candidates demonstrate  the understanding  of the strategies, methods, and approaches to prevent the development  of problems that impede learning in the following courses:

Psychology 277 - Role and Function of the School Psychology
  o Roles: Prevention- Session 17
*Psychology 278 - Intervention and Prevention
  o Earning Objective- 1
  o School Wide 3-Tier Intervention/Peer Mediation - Session 10
  o Three-Tier Model for Social Skills/Bullying/GLBT Awareness -
Session 12
     Three-Tier Model for Anxiety/ Depression - Session 13
     Three-Tier Model for Health Promotion - Session 15
Psychology 270T-2 - Working with Diverse Students and Families
  o Creating educational environments  that promote acceptance -
Section 1-2
  o Resources for Home-School collaboration - Section 1 - Session 3
Psychology 286 - Instructional Consultation and Intervention
  o Goals 1,3
  o Direct Assessment of Academic Skills - Session 5
  o Reading Decoding- Session 9
  o Reading Intervention programs- Session 17
  o Research into Practice- Session 28
Psychology 284 - Assessment of Intellectual Abilities
  o Preschool  Assessment - Session 28
Psychology 285 - Assessment of Learning and Developmental Problems
  Learning Objectives - 1,3
  TI and Tier 1 - Session 24
  Best Practice - Session 25
  TI-tier 2 & 3 - Session 26
  Making instructional and accountability Decisions - Session 27
  Class Discussion: assessment and development - Session 28

2. Less than Satisfactory Pupil Academic Progress

All candidates demonstrate  knowledge of the characteristics  of pupils whose academic progress is less than satisfactory in the course:

*Psychology 286 - Instructional Consultation and Intervention
  o Goal 1,2
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Instructional Environment – Session 3
  o Reading Interventions with ESL Students - Sessions 26, 27
Psychology 284 - Assessment of Intellectual Abilities
  o Learning Objectives-2,3
Psychology 285 - Assessment of Learning and Developmental  Problems
  o The entire course. Coursed is based on assessment of less than satisfactory pupil academic progress.

3. Institutional and Environmental Conditions

Each candidate demonstrates  knowledge of institutional and environmental  conditions that place pupils at risk for failure of early school dropout in the following courses:

Psychology 278 - Intervention and Prevention
  o Learning Objective - 2
  o School Wide 3 - Tier Intervention/Peer Mediation - Session 10
  o Three-Tier Model for Social Skills/Bullying/GLBT Awareness -
Session 12
  o Three-Tier Model for Health Promotion - Session 15
*Psychology 286 - Instructional Consultation and Intervention
  o Goals 1
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Teacher and Student Interviews – Session 2
  o Instructional Environment – Session 3
Psychology 285 - Assessment of Learning and Developmental Problems
  o Assessment in context: assessment in an ecological model- Session 2

4. Promotion of Academic Success

Each candidate demonstrates  knowledge of a variety of strategies, programs, interventions,  methods and techniques proven to, promote academic success in the course:

*Psychology 286 Instructional Consultation and Intervention
  o Goal 5
  o PreReading Skills: Print and Phonemic Awareness - Session 8
  o Reading Decoding - Session 9
  o Fluency - Session 10
  o NASP Conference - Session 11-12
  o Computer-Based Reading Intervention Program - Session 13
  o Reading Comprehension - Session 14
  o Direct  Instruction - Session 15
  o Reading Disabilities - Session 16
  o Reading intervention programs - Session 17
  o Functional Reports - Session 18
  o Writing Intervention - Session 20
  o Classwide Peer Tutoring - Session 21
  o Math Intervention - Session 22
  o Research Critique #4: Topic - math intervention - Session 23
  o SEIS Training - Session 24
  o Intervention in Secondary Schools - Session 25
  o Reading interventions with ESL students - Session 26
Psychology 285 - Assessment of Learning and Developmental Problems
  o Special Education Eligibility - Session 5
  o Making Instructional and accountability Decisions - Sessions 27

5. Conflict Resolution and Promotion of Positive Relationships

Each candidate demonstrates knowledge of methods and techniques for resolving conflicts between and among pupils and groups of pupils for promoting positive intercultural, inter ethnic relationships  among pupils, family and school staff in the following coursework:

Psychology 270T-2 – Working with Diverse Students and Families
  o Creating educational environments that promote acceptance -
Section 1, 2
  o Resources for Home-School  collaboration-  Section 1- Session 3
  o Supporting Families for Student Success- Section 1- Session 4
*Psychology 278 - Intervention and Prevention
  o Learning Objectives - 2,3
  o Three-Tier Model for Social Skills/Bullying/GLBT Awareness -
Session 12
  o Three-Tier Model for School Violence/ Gangs/Resiliency Model - Session 14
  o Three-Tier Model for Anxiety/Depression - Session 13
Psychology 279 - Consultation and Supervision
  o Introduction to Consultation - Session 2
  o Consultation in School Setting/Communication Skills/Problem Solving Model - Session 3
  o Behavior Consultation/Consultation Stages - Session 6
Counseling 201 - Seminar  in Multicultural Aspects of Counseling
  o Learning Objectives - 1-6
  o The multicultural journey to cultural competence: Personal Narratives - Session 1
  o The Superordinate  Nature of Multicultural  Counseling and Psychotherapy - Session 2
  o The politics of Counseling and Psychotherapy  Ethical guidelines in multicultural Counseling - Session 4
  o Sociopolitical Considerations of Trust and Mistrust - Session 5
  o Racial, Gender, and Sexual Orientation Micro-aggressions: Implications  for Counseling and Psychotherapy-  Session 6
  o Barriers to Effective Multicultural  Counseling/ Therapy- Session 7
  o Culturally Appropriate Intervention Strategies; Ethical considerations - Session 8
  o Multicultural  Family Counseling and Therapy- Session 9
  o Non-Western  and Indigenous Methods of Healing- Session 10
  o Racial/Cultural  Identity Development:  Therapeutic Implications-  Session 11
  o White Racial Identity Development:  Therapeutic  Implications -
Session 12
  o Minority Group Therapists: Working with Majority and other Minority Clients - Session 14
  o Counseling and Therapy with Racial/Ethnic  Minority Group Populations- Session 15,16
  o Immersion/Emersion Project - Pg. 3
Counseling 240 - Seminar in Counseling of Exceptional Children & Their Families
  o Outcomes- 1-8
  o Family Partnership Project and Family Resource Binder - Pg, 2
  o Defining a Special Needs Child overview of the Family Partnership Project - Session 2
  o Family Support Services in Schools - Session 3
  o Support for Siblings- Session 4
  o Relationship-Focused Intervention; Attachment Issues - Session 5
  o Collaboration  and Partnership (School support services) - Session 8
  o Fostering Effective Parent & Family Educational Advocacy - Session 9
  o Designing & Implementing  Positive Behavioral Interventions -
Session 11
  o Academic Intervention Programs/Psychosocial Aspects of Development;Support Service to Assist Parents & Families transition Planning & Programming - Session 12

6. Supportive Relationships

Each candidate demonstrates knowledge of methods of promoting positive and supportive relationships with pupils such as counseling, teacher collaboration, classroom consultation, advocacy, peer counseling and parent education in working with school staff, parents and other person having influence on pupils' lives in the following courses:

*Psychology 279 - Consultation and Supervision
  o Introduction to Consultation -  Session 2
  o Consultation in School Setting/Communication Skills/ Problem Solving Model - Session 3
  o Behavior Consultation/  Consultation Stages - Session 6
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School  Collaboration  Continued; Conjoint Behavior Consultation - Session 26
Counseling 201 Seminar in Multicultural  Aspects of Counseling
  o Learning Objectives - 1-6
  o Sociopolitical  Considerations  of Trust and Mistrust- Session 5
  o Racial, Gender, and Sexual Orientation Micro-aggressions: Implications  for Counseling and Psychotherapy -  Session 6
  o Multicultural  Family Counseling and Therapy- Session 9
  o Non-Western  and Indigenous Methods of Healing- Session 10
  o Racial/Cultural  Identity Development:  Therapeutic Implications - Session 11
  o White Racial Identity Development:  Therapeutic  Implications -
Session 12
  o Minority Group Therapists: Working with Majority and other Minority Clients - Session 14
  o Counseling and Therapy with Racial/Ethnic  Minority Group Populations - Session 15,16
  o Immersion/ Emersion Project- Pg, 3
Counseling 240 - Seminar  in Counseling of Exceptional Children  & Their Families
  o Outcomes- 1-7
  o Family Interview Report and Family Resource Binder- Pg, 2
  o Family Support Services in Schools - Session 3
  o Supports for siblings - Session 4
  o Collaboration  and Partnership (School support services) - Session 8
  o Fostering Effective Parent & Family Educational Advocacy - Session 9
  o Designing & Implementing  Positive Behavioral Intervention -
Session 11
  o Academic Intervention Programs/Psychosocial Aspects of Dev. Support Services to Assist Parents & Families transition Planning & Programming - Session 12

7. Grade Retention

Each  candidate  demonstrates  knowledge  of  the  effects  of  grade  retention  on achievement,  learning, and social and emotional development  in the course:

*Psychology 286 Instructional Consultation and Intervention
  o Best practices in preventing academic failure and promoting alternatives to retention - Session 28

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