Volume 2, Issue 1 - Fall 2010

Important Dates October 14BCASP Meeting directly after Psych Services PD October 15MSPA Fall Conference Building Resiliency in Victimized Youth Martins West October 16MSPA Board Meeting, Digital Harbor High School October 16BCASP sponsored Happy Hour at Little Havana November 1BCASP 2nd Annual Charity Event, Boordy Vineyards

Presidents Pen
As the new President of BCASP, I would like to publicly thank Sharon Gorenstein, Past-President and MSPA representative, for her leadership and the role she played in taking BCASP to a new level. Last year Sharon's vision, leadership, and passion for this organization and the profession of school psychology resulted in several major accomplishments. She supported the development of a BCASP Logo to help publicly link our profession to the work we do in our schools and within the community. She spearheaded a class-act fundraising event which raised $500 dollars for The Dyslexia Tutoring Program, and initiated a very successful book drive that put more than 1,500 books into the hands of students throughout our district. She is an advocate for our profession and someone who I am proud to have as a colleague and friend. Thank you, Sharon, for your service to the Baltimore City Association of School Psychologists. This year BCASP has a lot planned to promote the interests of children, establish effective collaboration with other professions, and provide opportunities for the exchange of ideas. In order to maximize this effort, BCASP needs the support of its members. One of my goals for BCASP this year is to get more people involved. This involvement does not have to require much time. It could be as simple as promoting or participating in one of the events that BCASP has planned. That said, BCASP has planned its second annual charity fundraiser event which will be held on Monday, November 1st from 6-9pm at Boordy Vineyards (we have off the following day for elections). Proceeds from the event will go to Robertas House, a non-profit organization that works with children and families who are grieving the loss of a loved one. You can show your support for BCASP and local non-profit organizations like Robertas House that support Baltimore Citys children and families by attending this event and sharing information about it with your co-workers, friends, and families. More information regarding this event is included inside this newsletter. Finally, I would like to thank all the members of the BCASP Board as well as those of you participating on our committees for your continued dedication and service. There are many opportunities to get involved, so please let me know if you are interested! Kate Shoemaker Nationally Certified School Psychologist

Inside this issue:

Reporting Child Abuse 2

Charity Event

Psychologist Spotlight

4-5

Legislative Corner

Ingenious Intervention Idea

6-7

Information Management Update

Multicultural Corner

8-9

School Psychology Awareness

10

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Reporting Child Abuse

Written By: Christina Burton
Child abuse and neglect is something we would like to think doesnt exist, but unfortunately such acts take place at an alarming rate. According to 2005 government statistics, 10.8% of children in Maryland experience maltreatment. Child maltreatment includes physical abuse, neglect, sexual abuse/exploitation, emotional abuse, and abandonment. As professionals working in schools, we are mandated reporters of suspected child abuse and/or neglect. Being a mandated reporter means that school staff is, by law, to report any case of suspected abuse or neglect. At times we may be hesitant to report such incidences, but our reporting could potentially prevent further abuse and would protect us from lawsuits. Making a Report: 1. Suspected abuse: You suspect abuse or neglect; this does not mean that evidence or confirmation that abuse has occurred. Keep notes on behaviors, bruises, or other unusual evidence which may help substantiate your report, although you are not to investigate (DSS investigates). 2. Oral report: If you suspect child abuse or neglect, you must immediately make an oral report by calling the local Baltimore City Department of Social Services (410-361-2235). 3. Written report: A written report must follow within 48 hours (using the specified form http:// www.dhr.state.md.us/cps/pdf/form180.pdf). Fax to 443- 423-7003 or 443-423-5950 after 3:30. 4. Reports are to include the following: The name and home address of the child and the parent or other individual responsible for the care of the child, as well as the parents date of birth if you have that information available The present location of the child The age and date of birth of the child Names and ages of other children in the home The nature and extent of injuries/sexual abuse/neglect of the child Any information relayed by the individual making the report of previous possible physical or sexual abuse or neglect Information available to the individual reporting that might aid in establishing the cause of the injury or neglect The identity of the individual or individuals responsible for abuse or neglect and their contact information After the Report: 1. Child Protective Services will determine if the report was indicated or unfounded. Indicated means credible evidence was found to support the allegation of abuse. Obviously, unfounded means that the report could not be substantiated, which could be the result of multiple factors. 2. Information should remain confidential so details are not shared about the investigation. 3. Continue to provide support to the child and/or family. 4. Depending on the agency or case worker, you may receive follow-up from DSS; however, you can call to follow up regarding the status of the case.
Information taken from the following sources: NASP-Helping Children at Home and School: Child Maltreatment: Reporting Abuse and Neglect; http://www.dhr.maryland.gov/ ; cps,www.childwelfare.gov

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Baltimore City Association of School Psychologists

Monday November 1, 2010 6:00pm 9:00pm Historic Boordy Vineyards

12820 Long Green Pike Hydes, Maryland 21082
Boordy Vineyards is Marylands oldest winery. Boordy is only fifteen minutes north of the Baltimore beltway, yet its setting in the gentle hills of Long Green Valley seems a world apart.
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Food, live music, commemorative wine glass, wine tasting, and first glass of wine are included in the cost of a ticket!
Auction and Raffle Items include: Canton Club 3 month gym membership, AirYoga classes, FitWall rock climbing classes, Spa Services, Greene Turtle Happy Hour Package, a one-hour photo session with photojournalist Mary Kate McKenna, and much more!
(Sorry, we cannot accept credit cards. Please bring cash or your checkbook to bid on items.)
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Proceeds raised will go to Robertas House Grief and Loss Center, a nonprofit that supports Baltimore City students!
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Space is limited so reserve early!

Significant others and guests are welcome.

For reservations and additional information contact Pam Cocol at pcocol@bcps.k12.md.us Checks for $25 made out to BCASP may be mailed to: Pam Cocol, School Psychologist William Pinderhughes EMS #28 701 Gold Street Baltimore, MD 21217

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SPOTLIGHT
Written By: Susan Castillo

Michael Michael, our colleague from Samuel F.B. Morse Elementary #98, received his bachelors degree in art and began his career not as a school psychologist, but rather working in places like design studios and ad agencies. He was also once the art director for an international corporation, and owned and operated his own freelance design business. But his true passion, he sensed, was in working with children. In Michaels own words, I had never heard of [a school psychologist]. Despite what some people think, I didnt actually need one when I was growing up. So, after some research and a lot of soul-searching, I decided that I would like this. Hes now going on 17 years and counting as a school psychologist! He noted that the best part is working directly with the kids. More specifically, he enjoys those moments when a connection has been made, and suddenly realizes that hes made a positive difference in the life of a child. With an enthusiasm and a positive attitude that has lasted for 17 years, who wouldnt want Michael as their school psychologist? One of Michaels most impressive accomplishments (along with designing the BCASP and MSPA logos!) has been the development of an innovative violence assessment. Below are some of the highlights of our question and answer session: How has your background in advertising/graphics helped you with working with kids? It has turned out to have been helpful in a variety of ways. My design for collecting stats was used by Baltimore City for years and I also designed Carroll Countys What is a School Psychologist brochure. I was possibly the first to have put the IEP forms in a computerized format so the process would be easier for me. As for kids, my background was helpful in finding a way to relate to them and to offer advice. I once paired with the Art and English teacher to help the kids create holiday cards to give their family. Where did the idea of creating a violence assessment come from? I was assigned to a new alternative high school setting that services general education students. The principal was struggling to create a mechanism for certifying that the kids were ready to return to a regular school. Given the fact that so many of the kids had been placed there as the result of either carrying a weapon and/or committing a violent act, I asked myself What does the principal receiving these kids back from us want to know? They probably would want to know if the student is likely to do the same thingor worseagain. There was a process in Carroll County where the resident school psychologist would always receive a copy of the report, which included recommendations for the family and the school. It also would include a prognosis, indicating whether there was a mild, moderate, or severe likelihood that the student would become violent. I wanted to create something that would work in our environment and for our kids. What were your first steps in developing this assessment? I began to do lots of research. I treated it as if I was writing a research paper for college. I collected many articles on the topic of adolescent violence and violence assessment, and just began reading and reading. I also got my hands on a sample of a couple of the commercial assessments that are currently available. After digesting all of the research data, I began constructing the instrument. What difficulties did you encounter when developing the assessment? I realized that a lot of our kids, in the innercity environment in particular, would show up as being a violence risk simply because of their surroundings and/or experiences. So I turned my eye to the research that also looks at what prevents kids from committing violence. The result of the additional effort was a section in my instrument that looks specifically at protective factors, or what is happening in their lives that does or would exert a more positive influence. Im rather proud of that. Continued on next page

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What impact has this assessment had in your schools and with the students youve worked with? The protocol, which was actually re-named the Youth Risk/Threat Assessment, has been one of my most successful failures. That is, I presented it to the principal who, initially, proclaimed that this was exactly what he needed. He insisted that he would be using the parent questionnaire section, but that never happened. In fact, the whole thing was quickly forgotten by him. How can other school psychologists gain access to this assessment? I still maintain the computer file and the master copy. So, while I am more than happy to share it, it probably requires an established mechanism for its utilization. Michaels devotion to the profession is unmistakable, and his efforts in developing the violence assessment are particularly admirable. This proved to be a fascinating interview for this issue of our newsletter, and there was much more than could fit in this brief Spotlight. In closing, let me leave you with one of my favorite thoughts of his from the interview: If you consistently engage in child-centered decision-makingand dont let system, administrative, or some other persons personal politics drag you downeverything usually works out in the end. And youll be able to sleep well at night. Right on, Michael!

Legislative Corner
Written By: Jessica Munch
This year is an election year, so it is a great opportunity to get to know your candidates and have them get to know you. In order to advocate for our profession and be proactive legislatively, it is important to introduce yourself to your legislators early (i.e. when they are running for office or reelection). This is so that they will be more likely to listen to you and help you once they are elected. For example, are you already frustrated with the new special education state law that all written documents need to be in the parents hands at least five days before an IEP meeting? MSPAs Legislative Committee wrote an amendment to this bill that shortened the amount of time to three days and allowed for verbal report of what would be shared instead of written documents. If you had volunteered to do something for your legislator (i.e. put one of their signs in their window, donated $5, walked in a campaign march, etc.), think of how more likely they would have been to listen to you, and possibly support the amendment last year! Please get informed on who your candidates are and where they stand on educational issues. When you decide who you will be voting for, write an email or letter, or call to introduce yourself as a school psychologist and voter in their district, and then volunteer to help them in some way. Just a reminder that if you have changed your name or address, that you need to register again with the new address and name. For more information, to verify your voter registration, find a polling place, or print a registration form that you can mail in, go to the Maryland State Board of Elections website at http:// www.elections.state.md.us/index.html. All Maryland voter registration forms must be postmarked by October 14th. If you want more information on your current state senator, state delegates, and members of the Baltimore City Council, go to http://mdelect.net/. You can learn more about who the candidates are in your area by going to the Maryland State Board of Elections website listed above.

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An Ingenious Intervention Idea

Written By: Meredith Unangst
An Ingenious Intervention Idea is a reoccurring column that will feature research-based academic interventions. Please contact Meredith at munangst@bcps.k12.md.us if you would like more information about the featured intervention.
Intervention: Interactive Notation System to Effective Reading and Thinking (INSERT) Based on Vaughan and Estes (1986). Skill Area Addressed: Reading comprehension with informational text. Purpose: To slow students reading rate and encourage them to stop and think about what they are reading. Explanation: INSERT is a during-reading comprehension strategy that helps readers consciously interact with the text to clarify their understanding. Specifically, INSERT enables readers to interact with the text and monitor their comprehension by inserting their thoughts and decisions about the reading material using a set of symbols. Therefore, because readers decisions about the text are noted, they can easily be discussed, examined, justified, and modified. Procedure for Implementation: During an independent or guided reading activity, have the student(s) read one paragraph at a time. Inform the student(s) that as they are reading, you want them to think about what they already know and new information that they are learning. Inform the student(s) that you want them to think about the paragraph and determine: Do I already know this information? Is this new information? What does the author tell me that I wonder about? Am I confused? Is this information interesting? Provide students with a copy of the symbols (symbols are on the next page) and their meanings and model how to code the text using post-it notes: Put the corresponding symbol on the post-it note. Put the post-it note next to the paragraph to which it applies. Have student(s) apply the coding strategy independently. Reinforce learning by having student(s) look for certain symbols in the margins and discussing them. You may consider beginning with the ?? so that you can first clarify any areas that the student(s) did not understand. Once student(s) are familiar with the symbols and their use, a bookmark can be provided to help them apply the skill across classes and at home. (See next page) Other Options: Consider gradually introducing this strategy to students based on their developmental level. For example, young readers might only use and ?? to start. When they become fluent with these notations, others may be introduced. Create your own notations or help students develop their own symbols that have personal importance.

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Bookmark for Students

INSERT: Interactive Notation System for Effective Reading & Thinking Using this strategy will help you think about what you are reading and improve your comprehension skills. Use these symbols to lightly mark your text: = I already know that + = New information ? = I wonder ?? = Im confused

Information Management Update

Written By: Courtnay Mohammed
Hello, fellow BCASP members! I hope that everyone is having a wonderful start to the 2010-2011 school year. There are some wonderful changes within the Information Management world in regards to our organization. As a way to help keep everyone in the loop, we have added Wiki links to our world. Wiki is a lovely place where members can access all types of resources and BCASP news. Wiki is a live webpage where BCASP members can disseminate news, links, events, resources, and other relevant information, as well as a place where members can have discussions and provide support to our colleagues. We continue to have our Facebook page (search for BCASP to join) and gmail address (bcps.spa@gmail.com). Additionally, there is a BCASP library that has books that members can use. Information on donating or borrowing books from BCASPs library can be found on our Wiki page (bcasp.pbworks.com). So how can I have access to Wiki, you wonder? As long as you are a BCASP member, you will be getting an email invite to join once the website is ready. Another new service that BCASP members have access to are free trainings (from me) on technology-based products like Microsoft Office (Word, PowerPoint, Excel, etc.). If there is a particular training that members want, I will do my best to accommodate. Please let me know how I can assist you and the membership as we look forward to using technology to improve our skills and collegiality!

*=
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Wow, that is really interest-

BCASP News and Notes

BCASP would like to announce a successful 2010 Spring Book Drive. Through the book drive, we were able to collect and distribute approximately 1,500 books to Baltimore City students. Thank you for your support and assistance in promoting literacy within Baltimore City! Look for more information about this years Book Drive in the next newsletter. If you are interested on being on the Book Drive Committee, please contact the chairperson, Becky Otis, at rhassett@bcps.k12.md.us. Colleague, BTU representative, and BCASP member, James Blanchard, is continuing his recovery at home. BCASP is assisting in coordinating efforts to make his recovery as comfortable as possible. If you are interested in cooking, baking, etc. for James while he is on leave please contact Jennifer Ganz at lganz@bcps.k12.md.us. BCASP would like to thank Michael Michael for designing our logo! (See front page) Interested in increasing your participation in BCASP? Consider chairing or joining a committee. Contact the committee chairperson below or BCASP President Kate Shoemaker for more information. Program/Professional Development Vacant Information ManagementCourtnay Mohammed MembershipTeresa Serkes NominationsSam Chavez & Brad Petry Public AffairsBecky Otis LegislativeJessica Munch & James Blanchard NewsletterJessica Munch SocialPamela Cocol & Sharon Flynn

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MultiMulti-cultural Corner
The Growing Latino* Student Population and the Role of the School Psychologist
Written By: Jennifer Lisa Ganz
Recent news about the changing U.S. demographics highlights the steady growth rate of the Latino* population. According to the U.S. Census Bureau, Hispanics* represent 16% of todays populationa marked increase from 1970, when just five out of every 100 Americans were of Hispanic heritage. If this upward trend continues as predicted, by 2050, almost a quarter of the population will be Hispanic (U.S. Census Bureau, 2006). Some experts even believe that these projections are low due to the large number of undocumented immigrants living in America. Many Maryland school psychologists have already seen growth in the Latino population of their schools. According to Census Bureau reports from 2000-2006, the southern region of the U.S. (including Maryland), saw the biggest percentage of growth in Hispanic residents, and Frederick County, MD, had the fifth highest Hispanic growth rate of all U.S. counties. Statistics from the 2010 Maryland Report Card indicate that during the 2009-2010 school year, Hispanic students made up approximately 10% of students enrolled in Maryland public schools and 3% of the Baltimore City Public Schools (BCPS) population (Maryland State Department of Education, 2010). Despite the seemingly low number of Latino students in BCPS, city school psychologists should still prepare for change. The overall Latino population of BCPS has doubled since 2004, and enrollment numbers show a steady upward trend (Maryland State Department of Education, 2010). Multiple city neighborhoodsincluding Fells Point and Highlandtownhave thriving Latino populations. At Patterson High School #405, Latino students have more than tripled in the last ten years and currently make up 10 of every 100 students. In Highlandtown Elementary/Middle #237, Latinos made up more than one-third of the population during the 2009-2010 school year (Maryland State Department of Education, 2010), and at John Ruhrah Elementary/Middle #228 (in Greektown), the population of Latino students is now more than 50%. To investigate how American schools are addressing the needs of diverse populations and to identify ways BCPS school psychologists can work as change agents, an informal survey of school personnel and parents was conducted. Over 100 surveys were distributed via a social networking site or email: Ten surveys were returned from persons in five states (FL, MD, MN, NC, NY) and the District of Columbia. Eight respondents worked in school roles, including one school psychologist, and four respondents were parents. Three respondents had previously taught in a Spanish-speaking country and one worked at a bilingual school (English/ Spanish). Participants responded to questions such as, What do you believe should be the school psychologists role in working with culturally diverse students and/or schools? When similar responses were grouped together, five primary roles of the school psychologist were identified: know, educate, connect, advocate, and counsel (as described below): 1. Knowyour school and the community that you serve. Have a working cultural knowledge of the group or groups that [you] are working with, suggested Keri Gjerde, who has experience teaching various ethnic groups including Dominicans and Native Americans. When a school psychologist understands the make-up of his or her school, he or she becomes more sensitive in daily practice and is able to help teachers recognize the cultural norms and specific needs of their students. 2. Educateteachers, school staff, students, and parents. Schools should offer professional development opportunities on innovative ways to address the needs of second language learners with the use of research-based strategiesan area where school psychologists are often well-versed. School psychologists can also prepare or facilitate training sessions for students that focus on acceptance. One respondent even suggested that school psychologists may assist in educating immigrant families about their new communities and American culture. 3. Connectschool personnel and families. School psychologists can serve as liaisons among school professionals to align interventions for individual students. They can also facilitate communication between the family and the school to make sure the child is learning appropriately and feeling comfortable in the classroom, said Kristen Mager, a parent from South Florida. Families may also need assistance connecting with community agencies such as Education Based Latino Outreach (EBLO), a Baltimore organization that helps address educational needs of students from Spanish speaking families.

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4. Advocatefor children and families. Kristen Blair, a bilingual school counselor in D.C., believes that school psychologists need to advocate for students who may be oppressed, stereotyped, or held to lower expectations. Bridget Ashby, a parent from Baltimore, stated that the school psychologists role includes ensuring that all children are being treated equally, regardless of ethnicity. 5. Counselindividuals and groups. One respondent discussed the importance of school psychologists helping students assimilate without losing their own cultural identity. Sara Arcaya, a teacher from New York, simply stated that school psychologists need to be open for dialogue with students, parents, and school staff. Additionally, if problems arise between different cultural groups within a school, the school psychologist needs to serve as mediator, and advise administrators on ways to respond to ongoing conflicts or bullying. Though the five roles identified above sound relatively simple, day-to-day practice with diverse populations is complex. In Baltimore City, many parents of Latino students are recent immigrants who speak little English (Education Based Latino Outreach, 2010). Though school documents can be translated, some Latino immigrants cannot read Spanish. Even with full-time translators and school-based liaisons, difficulties may arise when families speak indigenous dialects, such as Mixteco, native to some parts of Mexico. To further complicate issues, immigrant Latino families often rely on the support of friends and family for housing, and may even circular migrate, or move back and forth between the U.S. and their native country (Santiago-Rivera, Arredono, & Gallardo-Cooper, 2000). This can cause frequent school changes and disruptions, which could lead to academic, social/emotional, or behavioral challenges for students. Undocumented families may be unaware that their children have a right to free public education or that school personnel are not supposed to ask them any immigration-related questions (Hogan & Hartson, LLC, 2009). Aside from family factors, challenges can arise for students learning the English language. Difficulties with language-learning affect children in all subjects and students often have limited support to complete homework (Education Based Latino Outreach, 2010). Identifying educational disabilities in non-native English speakers is also complicated because it is difficult to factor out the impact of language barriers on learning. Additionally, most test instruments are norm-referenced on American students. Latino families may have contradictory beliefs about the causes of mental disorders and disabilities, creating another hurdle for interventions and disability identification (Santiago-Rivera et al., 2000). The good news for most Baltimore City school psychologists is that we have yet to face many of these challenges. Most of us have time to research the citys changing population, identify community-based supports, and further prepare for the paradigm shift. However, for the small percentage of us already working with a largely Latino population, we must continue to find effective resources and supports that strengthen our ability to navigate Latino students, their parents, and their teachers through the education system. As school psychologists, it is our job to face each new challenge with the same courage and determination shown to us by every non-English speaking family that walks through our school doors for the first time. To see the changes taking place in Baltimore's Greektown due to the growing Latino population, click on the USA Today video link included here, featuring John Rurah Elementary/Middle School #228. http://www.usatoday.com/video/index.htm#/News/ Baltimore27s+Greektown/42804638001/40264770001/626615540001

See Page 11 for Resources for School Psychologists Working with Latino Families in Baltimore
*The terms Latino and Hispanic are used interchangeably in this article due to the term Hispanic being used by the U.S. Census Bureau.

Education Based Latino Outreach. (2010). Our story. Retrieved from http://www.eblo.org/ourstory.html Hogan, & Hartson, LLC. (2009). Legal issues for school districts related to the education of undocumented children. Alexandria, VA.: National School Boards Association. Retrieved from http://www.nea.org/assets/docs/09undocumentedchildren.pdf Maryland State Department of Education. (2010). 2010 Maryland report card. Baltimore, MD: Maryland State Department of Education. Retrieved from http://www.mdreportcard.org Santiago-Rivera, A.L., Arredono, P., & Gallardo-Cooper, M. (2002). Counseling Latinos and la familia. Thousand Oaks, CA: Sage Publications. U.S. Census Bureau. (2006). Hispanics in the United States. Retrieved from http://www.census.gov/population/www/socdemo/ hispanic hispanic_pop_presentation.html

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School Psychology Awareness Week: Today is a Good Day to Shine

Written By: Erin OKeefe
Its that time of year again. School Psychology Awareness Week is a great time to remind school staff of the scope of services and duties we are qualified to perform. It is way too easy for schools to fall into the pattern of thinking of school psychologists as those professionals who go from school to school for testing and counseling. In my experience, many newer (and some veteran) teachers are unaware that school psychologists can also assist with general education students, classroom-wide behavioral concerns, and school-wide prevention programs. With the current move to expand the role of the school psychologist within schools, we need to become more visible in other roles. This should be easy with all the free time we have throughout the day, right? Ok maybe not. Realistically, expanding our roles and making school staff aware of the scope of our skills and training will happen a little at a time. That being said, this years focus on positive psychology is the perfect time to remind staff, students, and parents how beneficial positive and school-wide programs can be for academic and social emotional progress. The focus this year is on highlighting simple and positive ways students can bring out the best in themselves and others. Why not expand that to parents and staff as well? Here are some ideas for celebrating School Psychology Awareness during the week of November 8th through 12th: Display posters around the school: Make your own or order them from the NASP website. There are also bookmarks for sale to distribute to parents and school staff. Reach out to parents: Write an article for the school newsletter on positive psychology or another issue that would be helpful to parents. Another idea is to make copies of a handout related to positive psychology. Select a topic to highlight: Think of a topic important to your school and plan multiple activities around it. These can include doing presentations, brainstorming ideas with school staff for how you can help them in this area, providing resources, or writing an article for the school newsletter on the topic. Talk to your administrators: Host a brown bag lunch or other brainstorming session to determine areas of school-wide need. Plan to come up with ideas to solve a problem or implement best practices in a certain area in need of improvement. Gratitude Works Program: NASP is asking school psychologists to organize a class, grade-level, or school-wide activity which asks students to write a letter of gratitude to someone who has made a difference in the childs life or the lives of others. Show your own gratitude: Find ways to thank the staff members who help you and who approach you for assistance. Write individual thank you notes, give teacher awards, bring in a treat and leave it in the staff lounge, or write an email to the entire staff. Student Power Award Program: The idea behind this program is to honor a student or students who have shown superior effort toward achieving goals, personal optimism, eagerness to work hard, and dedication to others. You may want to give students certificates, ask to make an announcement over the loudspeaker applauding particular students, or make a bulletin board highlighting students achievements. For more information about these programs or other ideas for promoting School Psychology Awareness Week, please refer to www.nasponline.org

Baltimore City Association of School Psychologists 2010-2011 Officers: President Kate Shoemaker Past-President Sharon Gorenstein President-Elect Jessica Munch Secretary Meredith Unangst Treasurer Sam Chavez BTU Representative James Blanchard

Thank you for reading! Your Newsletter Committee:

Christina Burton Susana Castillo Pamela Cocol Layout & Design Editor Jennifer Ganz Jessica Munch Editor-In-Chief Erin OKeefe Becky Otis Teresa Serkes Cindy Smith Meredith Unangst

Were on the web: bcasp.pbworks.com bcps.spa@gmail.com and facebook

Resources for School Psychologists Working With Latino Families in Baltimore

Baltimore Medical System: Highlandtown Healthy Living Center: http://www.bmsi.org/find_a_health_center

Casa de Maryland: http://www.casademaryland.org Centro de la Comunidad, Inc: http://www.centrodlc.org Colorn Colorado!: A Bilingual Site for Families and Educators of English Language Learners: http://www.colorincolorado.org/

Community Psychiatry at the Johns Hopkins Hospital: Hispanic Clinic: http://www.hopkinsmedicine.org/psychiatry/specialty_areas/community_psych/hispanic_clinic.html

Education Based Latino Outreach: http://www.eblo.org Governors Commission on Hispanic Affairs: http://hispanic.maryland.gov/resources.html National Education Association: Hispanic Scholarship Directory: www.scholarshipsforhispanics.org