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Slides for EDCOE Community of Practice on School Attendance

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School Psych COP 1.22.26.pptx - Google Slides

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Sept. CoP 9.25.25 (Suicide Prevention Resources & ERMHS Discussion)

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Sept. CoP 9.25.25 (Suicide Prevention Resources & ERMHS Discussion)

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Student Safety and Well-Being
Youth Mental Health First Aid
Virtual Training

Sometimes, first aid isn't a bandage, or CPR, or the Heimlich or calling 911.
Sometimes, first aid is YOU!
A child or young person you know could be experiencing a mental health challenge or crisis. YMHFA teaches you skills to help them.
You are more likely to encounter a child or young person-friend, family member, student, neighbor, or member of the community-in an emotional or mental crisis than someone having a heart attack. Learning how to help them is critical.

Training Content

Youth Mental Health First Aid (YMHFA) teaches you how to identify, understand, and respond to signs of mental illness and substance use disorders in youth. This training gives adults the skills they need to reach out and provide initial support to children and adolescents (ages 6-18) who may be developing a mental health or substance use problem and help connect them to the appropriate care.

Intended Audience

Anyone can take the YMHFA course, but it is ideally designed for adults who work with young people, ages 6-18: teachers, nurses, counselors, coaches, secretaries, campus monitors, yard supervisors, registrars, lunch staff, bus drivers, leaders of faith communities, law enforcement, parents, youth employers, and other caring citizens.
This training will be provided VIRTUALLY.
Participants will be required to complete 2 hours of self-paced instruction prior to the instructor-led learning.
Content from this training supports Local Control and Accountability Plan-Priority Area: Student Engagement and School Climate.
Space is limited to 30 participants per training. Multiple trainings can be delivered simultaneously. For more information or to schedule a training, please send a message to YMHFA@CDE.CA.GOV
Mental health professionals who wish to participate should know this course is basic and will give them common language to share with their colleagues.
This training is sponsored by the California Department of Education and is made possible through funding from the U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA) through the Project Advancing Wellness and Resilience in Education State Educational Agency and the U.S. Department of Justice's Stop School Violence Act Program. California's Project AWARE-SEA (Project Cal-Well) is a consortium of the CDE and three grantee LEAs: Humboldt County Office of Education and Del Norte Unified School District; Sacramento County Office of Education and Paradise Unified School District; and Stanislaus County Office of Education. Participant manuals generously donated by the local chapters of the American Foundation for Suicide Prevention and instructor stipends generously donated by Blue Shield of California.

Last Reviewed: Friday, March 11, 2022

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Sometimes, first aid isn't a bandage, or CPR, or the Heimlich or calling 911. Sometimes, first aid is YOU! A child or young person you know could be experiencing a mental health challenge or crisis. YMHFA teaches you skills to help them.

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El Dorado County Office of Education - Suicide Prevention - Comprehensive Resources

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Suicide Prevention - Comprehensive Resources

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Thread of Ed  Benefit and School Psych 8 2

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As psychologists, the idea of integrating AI into our practice can feel scary.

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Fall 2025 Academy (Ai & School Psychology and Legal Trends)

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Fall 2025 Academy (Ai & School Psychology and Legal Trends)

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Charter SELPA School Psych PLC Slides May 1 2025

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Charter SELPA School Psych PLC Slides May 1 2025

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CASP Article: The New Age of Artificial Intelligence in Psychological Practices

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CASP Article: The New Age of Artificial Intelligence in Psychological Practices

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Rating Scales for School Climate & Social Emotional Competence

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Emotionally Based School Avoidance Slide Deck

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January 2025 PLC (Trauma & Assessment Consultation)

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January 2025 PLC (Trauma & Assessment Consultation)

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As an educator and school psychologist, I have often been asked to provide information about different learning disabilities. In my past blogs, I have written about processing disorders or learning challenges that are more common such as auditory or visual processing. However, in this post I am hoping to shed light on an area of processing that is often unclear or misunderstood due to lack of familiarity or experience with the terms. Admittedly, this area of processing was the least familiar to me as a school psychologist and as such I have spent quite a large amount of time learning and researching the definitions to gain better understanding. My goal in this post is to share the information I have acquired, expose more of educators to the terms and definitions of Cognitive Abilities: Conceptualization, Association and Expression and deepen our understanding of how these processing disorders impact our students.

In order to clearly understand the disorder of cognitive abilities, it is important to acquire a few basic understandings. First, the disorder of cognitive abilities is comprised of three categories: Conceptualization, Association, and Expression. Secondly, each of these categories is distinctly different for one another and impacts distinct cognitive domains. Lastly, the way each of these categories presents in a student is distinctive and not necessarily interrelated.
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To further understand the disorder of cognitive abilities, it is important to have a clear definition of each of the categories, the cognitive domains most likely impact, and examples of how it may present in the students we support. Below is a table with this information:

In order to support students with this processing deficit, it would be most effective to identify the cognitive domain most impacted (i.e. Long-term memory, short-term memory, processing speed, crystallized knowledge, fluid reasoning, etc.) and then tailor instructional interventions and accommodations to those areas of deficit. For example, if a student was struggling with cognitive conceptualization, it would be most useful to identify strategies to support a student with fluid reasoning deficits. I hope this information will help in planning for our students with disorders in cognitive abilities, as well as, other learning challenges.

Blog post written by:
Meka Tull, Director of School Partnerships & Director of Special Education at
​Lighthouse and Lodestar

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As an educator and school psychologist, I have often been asked to provide information about different learning disabilities. In my past blogs, I have written about processing disorders or learning...

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Slide Deck: Legal Updates for Psychs, presented by Heather Edwards

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Slide Deck: Legal Updates for Psychs, presented by Heather Edwards

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Slide Deck: Embedding LGBTQ+ Affirming and Inclusive Approaches Into Your Practice, Katie Petterson 5.1.24

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Slide Deck: Embedding LGBTQ+ Affirming and Inclusive Approaches Into Your Practice, Katie Petterson 5.1.24

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NASP: Supporting LGBTQ+ Youth When Policies Mandate Discrimination

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NASP: Supporting LGBTQ+ Youth When Policies Mandate Discrimination

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Legal Forum Slides- Transgender Students/Parent Rights

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Legal Forum Slides- Transgender Students/Parent Rights

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Legal Forum Slides- Transgender Students/Parent Rights

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May 2024 PLC- Supporting Diverse Gender Identities

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May 2024 PLC- Supporting Diverse Gender Identities

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The NASP Principles for Professional Ethics (PDF) describe the proper conduct for professional school psychologists. The purpose of the Principles is to protect the public and those who receive school psychological services by sensitizing school psychologists to the ethical aspects of their work, educating them about appropriate conduct, helping them monitor their own behavior, and providing standards to be used in the resolution of complaints of unethical conduct.

Standards and Policies

The ethical principles provide an expectation for ethical conduct and professional practice. The NASP Ethics and Professional Practices Board (EPP) is responsible for interpreting and applying the standards for the professional conduct of NASP members and school psychologists holding the NCSP credential, yet NASP encourages all school psychologists to follow the principles.

Resolving Ethical Concerns

The Ethics and Professional Practices Board provides a series of problem-solving steps ranging from informal resolution of complaints to formal adjudication and corrective action for individuals concerned about a school psychologist's actions or considering filing a complaint. The adaptable PowerPoint can also be used for inservice training.

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The NASP Principles for Professional Ethics (PDF) describe the proper conduct for professional school psychologists. The purpose of the Principles is to protect the public and those who receive school psychological services by sensitizing school psychologists to the ethical aspects of their work, educating them about appropriate conduct, helping them monitor their own behavior, and providing standards to be used in the resolution of complaints of unethical conduct.

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Championing Autism Assessment in Schools

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Championing Autism Assessment in Schools

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A podcast that might be interesting for those who aim to think deeply about the impact of Larry P v. Riles

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More than a million American kids a year get IQ tested, but in the state of California, if your kid is Black, they almost surely won’t be given one.

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Memorandum from the Director of Special Education - Announcements & Current Issues (CA Dept of Education)

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This memorandum is intended to provide guidance on special education assessment of African American students for identification and placement and the Larry P. court decision.

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CDE Memo 1997 incl. Prohibited Tests Lists

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CDE Memo 1997 incl. Prohibited Tests Lists

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Suicide Risk Screening Training (MHSOAC)

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Suicide Risk Screening Training (MHSOAC)

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Individuals who are responsible for conducting student suicide risk screenings in TK-12 school settings are invited to participate in these trainings. You do not have to be a mental health professional to attend.

Dates, Times, and Registration Links are listed below (additional dates may be added):

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Individuals who are responsible for conducting student suicide risk screenings in TK-12 school settings are invited to participate in these trainings. You do not have to be a mental health professional to attend. Dates, Times, and Registration Links are listed below (additional dates may be added):

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The Trevor Project, Facts about LGBTQ Youth Suicide 

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The Trevor Project, Facts about LGBTQ Youth Suicide 

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Suicide Prevention Checklist (AB 2246/1767)

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Suicide Prevention Checklist (AB 2246/1767)

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Evaluation in MLs, presented by Dr. Sam Ortiz

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Evaluation in MLs, presented by Dr. Sam Ortiz

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REV. Best Practice in Evaluation of MLs - Ortiz

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The files and programs listed on this web site are Copyright © Ortiz, Flanagan, & Alfonso and may not be published or distributed elsewhere without expressed permission from the authors and copyright holders. However, permission is freely granted for reproduction and use for personal, non-commercial, not-for-profit, educational purposes.

To get the file/program you want, just review the list below and click on the link to start the download process. Your browser will either download and open the file automatically with the correct program, if your browser is set up that way, or it will simply ask you if you want the file saved to disk. Just save the file to disk if you do not know what else to do. After the download is complete, just go and find your downloads folder, look for the file in it, and double click on it to open it with an appropriate program.

Some of these files/programs are updated periodically and you may compare versions based on the release dates noted next to files/programs that have been revised.
C-LIM INFORMATION AND RESOURCES
Culture-Language Interpretive Matrix - Myths and Misconceptions: A review of research (PDF)

Sample Report Using C-LIM - Case of Carlos - Identified as SLD - 14.2 (Word)

Sample Report Using C-LIM - Case of Maria - SLD not Identified - 17.2 (Word)

Diverse Student True Peer Group Estimator - D-STPGE v1.0 (Excel) (updated 2.1.23)
Sample XBA Reports

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THIS PAGE IS FOR C-LIM AND RELATED DOWNLOADS ONLY

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Q&A with Dr. Ortiz (Imperial County Session)

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Q&A with Dr. Ortiz (Imperial County Session)

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Q&A Session - Evaluation of Culturally and Linguistically Diverse Populations

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Imperial County Resources for Multilingual Learners

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Imperial County Resources for Multilingual Learners

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Homepage | Multilingual Students with Exceptional Needs

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Students of a national-origin-minority who are limited in English language proficiency (United States Department of Education, Office for Civil Rights, 2016). The acronym ELL or ELLs, is used to refer to students whose home/native language is any language other than English, and who are in the process of learning academic English (CDE, 2015).

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Assessment for Multilingual Learners Panelist

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Assessment for Multilingual Learners Panelist

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Feelings Tree visual

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Legally Defensible Assessments, presented by Heather Edwards, Esq.

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Legally Defensible Assessments, presented by Heather Edwards, Esq.