COLLABORATIVE INTERVENTIONS TO IMPROVE ENGLISH …



Project BEAMS: Behavioral, Emotional and Mental Health Supports in Schools

APPLICATION FOR A PROJECT BEAMS TRAINEESHIP

|Name: |E-mail: |

|Address: |Red ID#: |

|City/Zip: |Social Security #: |

|Phone(s): |(required by US government) |

Program Information

___ Special Education: M.A. degree and California Credential in Special Education

___ Incoming 1st Year Graduate Student

___ School Psychology: Ed.S. degree and California Credential in School Psychology

___ Incoming 1st Year Graduate Student

___ Incoming 2nd Year Graduate Student (currently 1st Year)

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|ORGANIZE YOUR APPLICATION IN A FILE FOLDER (labeled with BEAMS & your name) |

|And include the following items. |

| |

|___ This form including your Language Learning Profile, Essays, and signed Affidavit |

|___ A copy of your current transcript. If you are new to SDSU, please submit a copy of your transcript from the university that awarded your |

|bachelor's degree (unofficial copy is fine) – highlight courses particularly relevant to BEAMS. |

|___ Your vita (or résumé) – highlight experiences particularly relevant to BEAMS |

| |

|SEND or DELIVER to: |

|Special Education |

|Bonnie R. Kraemer, Ph.D. |

|Department of Special Education (NE 89) |

|College of Education |

|San Diego State University |

|5500 Campanile Dr. |

|San Diego, CA 92182-1179 |

|School Psychology Students |

|Katina M. Lambros, Ph.D., BCBA-D |

|Department of Counseling & School Psychology |

|(NE 194) |

|College of Education |

|San Diego State University |

|5500 Campanile Dr. |

|San Diego, CA 92182-1179 |

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|Important: Make a copy of this application for your own files/portfolio. |

Your Language Learning Profile

Please conduct a self-assessment of your proficiencies in a language other than English; then describe how you learned this language. If you have proficiency in more than one language other than English, please copy and repeat.

Language (specify)

| |none, or too | | | | | | |

|type of |limited to | | | | | | |

|proficiency |mention |limited-1 |limited-2 |fluent-1 |fluent-2 |pro-1 |pro-2 |

| | | | | | | | |

|LISTENING COMP. |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

| | |basic - of |basic - when adults |understand |understand parents |understand |understand technical & |

| | |children's |speak slowly |adults talking |when talking about |professional speech |professional presentations|

| | |communication | |at normal rate |school or children |of others (e.g., | |

| | | | | | |IEP) | |

|SPEAKING |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

| | |basic |basic conversation |fluent |parent interview, |professional |presentations before |

| | |conversation |with adults, fluent |conversation |IEP participation |exchanges and |professional audiences |

| | |with children |with children |with adults |and translating |technical | |

| | | | | | |conversation | |

| | | | | | | | |

|WRITING |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

| | |basic brief |personal letters |official |professional letters|psychological |professional papers and |

| | |notes & messages| |letters to |and inquiries of |reports, IEP goals |journal articles |

| | | | |parents |colleagues | | |

| | | | | | | | |

|READING |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |

| | |basic brief |personal letters, |formal letters,|novels professional |college level texts |professional journals, |

| | |notes & messages|magazines |magazines |solicitations |in psychology or |technical graduate/ |

| | | | | | |education |professional texts |

What percent of your time do you use this language: at home _____% in the community _____%

List and briefly describe all of the ways by which you learned this language (e.g., first language; courses in high school &/or college; formal immersion programs).

ESSAY #1: Knowledge & Experience with Applied Behavioral Analysis and/or Mental Health. Describe the depth and breadth of your knowledge base in and experiences with working with students having high-intensity behavioral and/or mental health needs. Double-spaced; 1-2 pages in length.

ESSAY #2: Interdisciplinary Challenges in the Schools. Describe the three greatest challenges that school personnel encounter in working together to provide coordinated services for student having high-needs behavioral and/or mental health needs. Use your knowledge base and/or experiences to suggest ways to address those challenges. Double-spaced; 1-2 pages in length.

ESSAY #3: BEAMS Responsibilities. If selected as a Project BEAMS trainee, you will be responsible for your own learning and for the learning of your fellow trainees. What does that mean to you? What would you expect from your fellow trainees? How would you ensure that you are attaining necessary learning outcomes? Double-spaced; 1-2 pages in length.

PROJECT BEAMS: TRAINEE AFFIDAVIT

Project BEAMS is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), to prepare school psychologists (SP) and special educators (SE) to serve diverse students with behavioral, emotional, and mental health challenges in California's public schools. The funded traineeship includes stipends and modest allowances for conference travel and professional development. A two-year obligation of services in the public schools is required from Project BEAMS trainees for each academic year of support.

ELIGIBILITY

Federal Eligibility Requirements - Trainees must:

• Be a citizen or national of the United states; or

• Be a permanent resident of the United States or its commonwealths or territories, or

• Present U.S. Immigration & Naturalization Service documentation of being in the U.S. for other than a temporary purpose, with the intention of becoming a citizen or permanent resident.

Project Eligibility Requirement - Trainees must:

• Be a full-time student in good standing in the SDSU school psychology program or in a school credential program in special education.

Priority is given to trainees that:

• Have experience with applied behavioral analysis and/or students with Autism.

• Have proficiencies in school-based mental health.

PROJECT REQUIREMENTS

Trainees supported by this Project will complete CSP 711 Seminar & Practicum: Collaborative Prevention-Intervention each semester, in addition to the general requirements of their graduate-credential programs. This course includes the following:

• A 2-day Summer Institute in June after Y1

• An intensive project collaboration seminar (TBA) including discussion of readings and practicum experiences, cross-disciplinary presentations, and peer coaching.

• An interdisciplinary clinical practicum (YR 2; 4 hrs/wk, TBA) in a diverse elementary, middle or high school.

• Development & maintenance of a cumulative project portfolio.

Additional project requirements:

• Professional conference participation (i.e., CEC, NASP or comparable) – advanced trainees are encouraged to present a poster or panel.

• Participation in project business meetings and special activities (e.g., retreats).

• Participation in project evaluation procedures (e.g., completion of evaluation forms, meetings with external evaluators).

• Signed agreement to the federally required service obligation of two years public school service to students with or at risk of disabilities for each year of project support.

AFFIDAVIT

I hereby certify that:

(a) I meet the federal and project eligibility requirements,

(b) I have provided an honest portrayal of myself in the Project Application,

(c) I understand and agree to meet all project requirements,

(d) I understand that continued participation in and funding from this project is contingent upon satisfactory completion of project requirements and satisfactory progress in my graduate program,

(e) I understand that involvement in and support by this project is for a maximum of two years,

(f) This project carries a Service Obligation, and

(g) I have made a copy of this agreement for my own records (to be included in Project portfolio).

Signature Date

______________________________________________

Print Name

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