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President's Message
A Different
Perspective
I want to welcome all of you to
the new school year and hope that the first few months have been productive and the rest of the year promises to
be even better. A special thanks to Tracy Fenton, past president for her energy, enthusiasm, knowledge and willingness
to lead us as we attempt to implement the No Child Left Behind Act. Currently, OSPA is in the best financial position
since I joined in the early 90's, our membership is at an all time high, and we continue to have opportunities
to make a difference with children. Thanks also to Candis Hogan and Judy Oehler-Stinnett, both former presidents
for their leadership prior to Tracy. As we all know change takes time and our previous leaders deserve credit for
their efforts in helping us get to where we are today.
Thanks also to Jane Bias (School Psychologist of the year), Andrew Glenn, and Candis Hogan for their six year effort
to get legislation passed for a $5,000 bonus to those who have National School Psychologist Certification. Because
of their willingness to take time away from their jobs and spend many hours of their own time, we are the second
state in the nation to have such legislation passed. Yes, the bill is not funded yet but the future looks promising
so hopefully it won't be long.
As I begin the year as your President and my 27th year in education I realize I have seen and been involved in
many "mandates" as to how we are going to handle children and be accountable to the public. It is so
easy to become jaded and think we tried that, that won't work, there is no money, there is no time and the kids
won't respond anyway. But if you take a "different perspective" you might discover another way to impact
children positively. So my challenge to you this year is take a "different perspective" on how you approach
your job. In order to accomplish this you must begin by taking the time to care for yourself by balancing your
personal life with your professional life. Once you develop a balance you can look at your job and ask "what's
another way to approach the same problems I faced last year"?
I am attempting to do this with OSPA by encouraging those who have not been involved to become involved and give
us a "different perspective" on issues we need to address such as recruitment and retention of practicing
school psychologists and provisional certificates for those completing their internship year. I have been encouraged
to do this by a poem I discovered by an unknown author 3 years ago. I hope this will help inspire you to take "a
different perspective" in your own life.
Autobiography in Five Short Chapters
I walk down the street
There is a deep hole in the sidewalk.
I fall in.
I am lost I am helpless
It isn't my fault.
It takes forever to find a way out.
I walk down the same street,
There is a deep hole in the sidewalk.
I pretend I don't see it.
I fall in again.
I can't believe I am in the same place
But it isn't my fault.
It still takes along time to get out.
I walk down the same street
There is a deep hole in the sidewalk.
I see it is there.
I still fall in it's a habit
My eyes are open
I know where I am
It is my fault.
I get out immediately.
I walk down the same street.
There is a deep hole in the sidewalk
I walk around it.
I walk down another street
Good luck on your new year and your
effort to develop a "different perspective" in your personal and professional lives
Nancy Barton, Ph.D.
OSPA President
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OSU Students Receive 2004 Graduate Studies Awards
The OSPA Paul Warden and Mary Jo Keatley Graduate Studies Awards were established in 1998 to recognize and provide
financial support to two students in school psychology training programs in the state of Oklahoma. The awards were
named to honor Dr. Warden and Dr. Keatley, two of the pioneers of school psychology in Oklahoma and founding members
of OSPA. The awards were developed in response to our professional commitment to encourage promising students to
complete a school psychology program. Monetary awards are presented annually in the amount of $500 to two selected
students.
Based on the recommendation of the Awards, Honors and Scholarships committee, the OSPA executive board awarded
scholarships to Michelle Atkins and Lezlee Greguson.
Michelle Atkins began studying psychology as an undergraduate at the University of St. Thomas in Houston. After
earning a Bachelor of Arts degree at that university she earned a Master of Arts at the University of Houston.
Michelle entered the doctoral program at OSU in the Fall 2003. She is interested in bringing empirically supported
ideas to assist school personnel in developing interventions for both academic and behavioral problems. Michelle
has had the opportunity to be involved in research projects in children's education and in breast cancer survivorship.
She has an exemplary academic record and is dedicated to becoming an effective school psychologist.
Lezlee Greguson is also enrolled in the doctoral program at OSU. She came to Oklahoma after earning a Bachelor
of Arts degree at the University of Nebraska and a Master of Arts degree at Minnesota State University in Mankato.
Her decision to come to Oklahoma was influenced by the warm and genuine people she met. The profession of school
psychology appeared to be a compliment to her interests and abilities. Lezlee's professional experience has included
directing summer and after-school programs for children through YMCAs in Nebraska and Minnesota. She is currently
assisting with several research projects at OSU as well as teaching beginning golf classes.
We are fortunate to have both these women as OSPA members and as future leaders in the profession of school psychology.
Elizabeth Hatcher
Chair, Awards, Honor, and Scholarships
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OSPA Summer
Retreat Attendees
| Pictured (front to back) Gary Duhon, Tracy Fenton, Susan Linde, Steve Crane, Eric
Mesmer, Mary Ellen Jones, Elizabeth Hatcher, Kathleen Gilbreath, Joyce Lowrey, Teresa Knight, Patti Bessen, Marty
Yadon, Nancy Barton, Kyla Rechlin, Candis Hogan, Claire Putnam, Rich Putnam, Sandra Reese-Keck. (Not Pictured: Cindie Milford) |
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Is the NCSP Possible for Students from Certification Programs?
Peggy Kerr, Ph.D.
Oklahoma has a long history of offering School Psychology Certificate
Programs at its universities. In fact, the majority of school psychologists practicing in Oklahoma came from such
programs. According to the June 2004 NASP Communique, there are only 60 school psychologists in Oklahoma who are
Nationally Certified School Psychologists (NCSP) and many of these were "grandparented" or moved here
from other states.
Interest in obtaining the NCSP has greatly increased due to the recent Oklahoma legislation that provides additional
salary to school psychologists who hold the NCSP. A number of Oklahoma school psychologists have applied for the
NCSP and have been denied. The reasons for denial from NASP have varied from applicant to applicant; however, there
seems to be some commonality. Often applicants are from a certification program rather than a degree program.
Historically, Oklahoma universities have taken two different approaches to preparing students for school psychology
practice degree programs and certificate programs. OSU is the only Oklahoma university currently offering the Specialist
and Doctorate degrees in school psychology and is the only NASP-approved program in Oklahoma. ECU and UCO currently
offer school psychology certification program. UCO also offers a 60-hour master's degree in school psychology.
NSU offered the school psychology certification program until the program was put in abeyance in 2003.
As of 8-24-2004, the NASP website lists NCSP application requirements for graduates of NASP and non-NASP approved
programs. All school psychologists who are from certification programs or non-NASP approved programs degree programs
must apply for the NCSP using the non-NASP information. Whether these school psychologists will actually be able
to obtain the NCSP is still in question. There are at least five possible problems of which the applicant should
be aware.
1) NCSP requires 60 graduate semester hours of study through an organized program of study that is officially titled
"School Psychology." For certificate programs, some of the required courses may have already been taken
by the student as part of their master's degree and judged adequate for the school psychology certificate program.
Consequently, their program may not be judged by NASP as an "organized program of study." The Graduate
Catalog page showing the certificate program could possibly be used to prove the program was organized and titled
"School Psychology."
2) NCSP requires documentation of program completion. The Regents (for UCO) do not recognize certificate programs
as actual programs that is, they do not allow transcript documentation of program completion. Transcript documentation
is reserved for degree completion. Certificate programs are organized as a combination of courses which meet Oklahoma
certification requirements. Consequently, the only documentation available to prove program completion is the Oklahoma
certificate. (At UCO, the Dean of the College of Education will write a letter stating that the student in question
has, in fact, completed such a program.)
3) Courses must meet the various NCSP subject area requirements. It is up to the applicant to provide syllabi or
other proof that these areas were met. The NASP website encourages students to "hold on to the syllabi."
This is good advice for current and future students; however, former students may find it difficult to impossible
to locate old syllabi. Syllabi might still be available from the instructors of the courses or the Graduate Catalog
course descriptions could possible by used to prove course content.
4) A case study is required for school psychologists from non-NASP approved programs. Directions are detailed in
the certification application booklet and should be followed carefully. (UCO has required a case study that follows
the NASP guidelines for the last five years.)
5) A 1200-hour internship is required. Applicants are advised to contact the NASP Certification office to determine
if there is an alternative means through which to meet this requirement. (UCO has required a 1200-hour internship
since it was first required by NASP.)
I personally do not know of anyone from an Oklahoma certification program who has successfully navigated these
requirements. If you are out there, please email (pkerr@ucok.edu) and let me know. Your information might prove extremely helpful to others who are preparing
the NCSP application documents.
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NASP's
Annual Conventions
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March 29-April 2, 2005
Marriott Marquis
Atlanta, GA
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February 5-9, 2008
New Orleans Marriott
New Orleans, LA
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March 28-April 1, 2006
Hilton Anaheim and Anaheim Marriott Hotels
Anaheim, CA
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February 24-28, 2009
Boston Marriott Copley Place
Boston, MA
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March 27-31, 2007
Hilton New York
New York, NY
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March 2-6, 2010
Hyatt Regency Chicago
Chicago, IL
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OSPA
EXECUTIVE BOARD DIRECTORY (2004-2005)
The listing for the Executive Board was published in the print
version of the newsletter. To see the listing here, click on the "Board Members" button to the left,
OR click here to view the Board Directory
in a new window.
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OSPA
Attends State Leadership Conference
OSPA was well represented at the 2004 State Department of Education's Annual Leadership Conference held in Tulsa,
July 26th - 27th, 2004. Over 2,000 school leaders from across Oklahoma attended to learn about changes in education
law, better practices, and to share ideas on improving Oklahoma's schools. OSPA was one of 140 booths representing
services for schools. Our booth provided information to administrators on prevention and early intervention for
both academic and behavioral problems, removing barriers to learning, and increasing student achievement.
OSPA members were present to promote the profession of school psychology and advocate for strengthening other school-based
mental health programs. Participants at the convention received promotional items, and
the opportunity to register for a NASP publication. Those who deserve thanks for assisting at the conference are:
Tracy Fenton, Nancy Barton, Mary Ellen Jones, Steven Crane, Shelley Geyer, Sandra Reese-Keck and Cindie Milford.
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Pictured are: Tracy Fenton, Mary Ellen Jones, and
Steven Crane.
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Jami
Haywood Receives 2003-04 Faye Catlett Award
The Faye Catlett award for Outstanding School Psychologist was
established in 1986 to recognize an Oklahoma school psychologist who has made significant contributions to the
profession. The award was named to honor Dr. Faye Catlett, then Central State University's leader in school psychology
education. This year, the honor goes to Jami Haywood.
Jami is a nationally certified school psychologist employed by Edmond Public Schools. In her position, Jami leads
multidisciplinary teams to address concerns regarding student learning and behavioral problems. She provides diagnostic
evaluations and assists parents and fellow educators in their understanding of children's issues. As an advocate
for mental health, she regularly presents the Choices Suicide Prevention program to high school students.
Jami is a member of OSPA and NASP. She served on the OSPA Executive Board in 1985-86 and again from 1999 to present.
For the past three years Jami has served as Membership chair. During that time she has spent countless hours updating
and computerizing the membership list, developing the OSPA directory, working with the web page designer, communicating
with the membership regarding their dues, and preparing the brochures for conferences. She is also a volunteer
with Angel Flight of Oklahoma.
Jami received a Bachelor of Arts, a Masters of Education, and psychometry certification at Central State University
in Edmond. She began her career in psychology working on the psychiatric units of Oklahoma Baptist and Oklahoma
Children's Hospitals. She was employed as a school psychometrist/psychological assistant at Oklahoma Memorial Children's
Hospital for five years. Jami received her school psychology certification through Oklahoma State University in
1987 and was hired as a school psychologist by Oklahoma City Public Schools. She began working for Edmond Pubic
Schools in 1992.
Jami is respected and admired by all who know her. She has a gift of optimism and she sets a positive tone to the
environment that she works. Her support and encouragement of colleagues and faculty allow them to meet high personal
and professional standards. She also recognizes and reinforces parental strengths, thereby facilitating more positive
parenting interactions and strategies. Her intuitive understanding of parents' perspective elicits their willing
cooperation in coordinating home and school interventions. Jami is a wonderful role model for all of us. We are
proud to recognize Jami as the 2003-2004 Outstanding School Psychologist and the Oklahoma nominee for NASP's National
School Psychologist of the Year.
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Fenton Meets
with Congressman
Tracy Fenton, Past-President of OSPA, recently met with U.S. Congressman Brad Carson to discuss education reform
and the legislative possibilities to increase support, access, and resources to provide school-based services to
all students in need. Specifically, more adequate funding investments in Title I and the Elementary and Secondary
School Counseling Program (ESSCP), which is authorized under Fund for the Improvement of Education as part of the
No Child Left Behind Act (NCLB). The ESSCP helps school districts to establish or expand school-based counseling
services through qualified school counselors, school psychologists and other qualified mental health providers.
The program helps improve school safety and increase students' academic achievement by expanding students' access
to mental health and counseling services.
Further, the President's New Freedom Commission on Mental Health report, recommends a comprehensive strategic plan.
The report recommends strengthening school-based mental health programs and early intervention services for children
at risk for school failure.
NIMH data shows that over 13.7 million children and adolescents are in need of treatment for emotional and behavioral
disorders, but less than 1 in 5 ever receive it.
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WELCOME NEW
2003 OSPA MEMBERS
OSPA warmly welcomes our newest members. Sue Baker, school psychologist, joins us from Jenks Public Schools. Amy Barnett, LPC, LBP, is a counselor
for the Cimarron Valley Therapeutic Services in Weatherford and is pursuing School Psychology certification through
a cooperative program via ECU and SWOSU. Teresa Bartlett practices school psychometry for Broken Bow Public Schools. From Colorado Springs,
CO, school psychologist, Teresa Blakely serves the District 11 Public Schools. Rachel
Buford is a school psychology intern for the Hulbert Public Schools.
From the OK State Dept. of Ed., comes Judy Copeland, a special education coordinator. August
Calvert, Amy Pemberton, Monica Pevehouse, and Chesney Soderstrom,
are new student members from the University of Central Oklahoma. School psychology student, Kayce Dodson, joins us from Oklahoma
State University. Debra Lee Endress,
is a school psychometrist for Hominy Public Schools and Helene
Erwin, serves the Nashoba Elementary School as both a school
psychometrist and counselor. For the Latta Public Schools, Cami
Henson also practices both psychometry and school counseling.
Sandy Hladik,
school psychometrist, is from Enid. Director of Special Services, Gail
Kaufman, joins us from the Vian Public Schools. Serving the Elmore
City-Pernell Public Schools, Danna Lauderdale, is a school psychologist intern. Gretchen
Lewis-Snyder is a school psychologist intern for Oklahoma City
Public Schools. Edith Luster is
a school psychologist for the Owasso Public Schools. From Edmond Public Schools, Lea
McBride, school psychologist joins us. Shirley McDaniel is a school psychometrist
for the Tri-County ILC. From the Battiest Public Schools, comes special education teacher, Amanda Norman. Marilla Parker joins us from Caney Public
Schools where she is both a school psychologist and counselor. Darla
Schmidt, therapist from Pauls Valley, is a school psychology
student at East Central University. School psychometrist, Dirk
Schmidt serves the Osage County Interlocal Co-op. Sylvia Sterling, from Muskogee,
is a school psychologist for OSB. From Muskogee Public Schools, comes school psychometrist, Kim Stotts. Jodie Williams joins OSPA from Elk City
Public Schools where she is a school psychologist. Patricia Williams
is both a Title III director and school psychometrist for Canadian
Public Schools and Sherry Woolwine is
a school psychometrist from Chickasha Public Schools. Again, welcome to each of you and we look forward to getting
to know you better.
Should you need a new membership certificate, have any directory
information changes such as address/email, or have any concern or question about OSPA membership, please contact
Jami Haywood at jmehaywood@
cox.net or OSPA, P.O. Box 665, Jenks OK 74037. Thanks so much
to our new members as well as our members who have renewed their commitment to Oklahoma School Psychological Association.
Your financial support ensures our ability to provide continued services such as professional conferences, public
relations activities, legislative input, and newsletter production. OSPA is here to serve YOU.
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Sternberg's
Theory of Successful Intelligence
Melanie R. Callicoat
Natalie N. Carolina
Angela K. Miller
Oklahoma State University
The field of school psychology was nationally recognized at last year's Futures Conference of School Psychology.
This historical event was hosted by the National Association of School Psychologists (NASP) and took place November
14th-16th, 2002. The world-wide-web, for the first time, was utilized as a tool for broadening the audience of
participants. Many schools were invited to take part. Oklahoma State University was one of 75 schools chosen to
host an online downlink of the conference. It is predicted that this conference will be a turning point for the
field of school psychology in the 21st century.
Well-known professionals in the field presented their research on various topics. Following the discussions students,
faculty, and other professionals at remote sites were able to respond with comments and questions regarding the
presentations. Robert Sternberg, current president of the American Psychological Association (APA), discussed his
systems theory about "Teaching for Successful Intelligence."
Teaching for successful intelligence involves "instructing and assessing analytically and practically, as
well as for memory" (Sternberg, 2002). Sternberg's purpose in developing this theory was to ensure that all
students would have a greater chance at succeeding in school and later in life.
In today's classrooms you often find that teachers rely on the traditional method of "teaching for memory."This
conventional way of teaching often requires students to recall, recognize, and repeat general concepts that have
been taught in the classroom. Often this results in a mismatch between instruction and a student's learning style,
because successful intelligence differs for everyone.
Sternberg believes that more students will benefit if instruction and assessment are balanced analytically, practically,
and creatively. For students who are not memory learners, these components offer more opportunities for them to
succeed. If implemented in the classroom, students will be "better able to capitalize on their strengths and
to compensate for their weaknesses" (Sternberg, 2002).
Teaching for analytical learning provides an opportunity for the student to think more in-depth about a subject.
A teacher can promote analytical thinking by asking students to analyze, explain, judge, critique, or compare and
contrast the material that has been presented to them in class. When this type of instruction is provided, students
who learn this way will be better able to comprehend the material by formulating strategies, developing mental
representations, and evaluating their solution (Sternberg, 2002). Analytical teaching will require that a student's
work be informed, logical, organized, and balanced.
For students who learn best when they "are left free to explore ideas that go beyond those in books or lectures,"
(Sternberg, 2002) teaching for creative learning is important. This method is taught by encouraging student's to
create, design, invent, and imagine. Creative instruction and assessment will enable students to "attain self-efficacy,
persevere to surmount obstacles, tolerate ambiguity, continue to grow, and to develop a sense of perspective on
themselves and their work" (Sternberg, 2002). Creative teaching will require that a student's work is informed,
unique, compelling, and task-appropriate.
Students that respond better to practical teaching techniques need instructional methods that require them to apply
what they have learned to real-life situations. Practical intelligence occurs when students "use, apply, implement,
employ, and contextualize" (Sternberg, 2002) the knowledge provided to them. Work produced using this method
should be informed, useful, and feasible with respect to time and place.
Sternberg believes the goal of instruction is the development of competence by establishing a flexible, organized,
and easily retrievable knowledge base. In order to achieve this, one must include learning components that go beyond
basic memory instruction and use diverse instructional methods. It would be impractical to expect that a teacher
would use these types of instructional methods all the time for every lesson. Yet, it would be possible for them
to alternate the strategies in order to reach a greater number of people. An ideal classroom would be to reach
all students at all times.
Although this theory has been shown to be effective in several studies, potential objections have hindered its
acceptability. Some teachers may complain that it is too hard to do, it takes up too much time, or that it is just
another fad. This theory would require many changes to be made in already existing instructional methods. For some,
it may feel uncomfortable to teach in ways that are different from how they were once taught. As for school-wide
implementation of these ideas it could negatively affect high-stakes achievement and IQ test scores. These types
of tests measure limited sets of skills that are often based on factual information, rather than the creative,
practical, and analytical components that Sternberg argues teachers should employ when developing lesson plans.
Sternberg claims that successful intelligence would be beneficial for children with special needs. In reality,
children taught by this method will show little improvement due to their intrinsic absence of creative ability.
According to Sternberg, however, there are many more benefits than objections to this theory. He believes that
student learning and school-wide achievement increase when his ideas are used. He has found through research that
students who have been taught using successful intelligence based curriculum outperform students who have not.
As a result, society will benefit from this because students will have had the opportunity to discover where there
strengths lie and what true talents they have, which will better prepare them for actual job and real life experiences.
As graduate students in a school psychology program we have found this theory to be very applicable for the general
instructional classroom. It appears to encourage optimal learning by using alternative teaching styles, yet we
are still skeptical. Of the research we found, Sternberg conducted most of the studies. To date, there has been
no other evidence to contradict or support his theory. Future research needs to be conducted to validate his claims.
References
Sternberg, J. R. (2002). Raising the achievement of
all students: Teaching for successful intelligence. Educational
Psychology Review.
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