Kristi Hagans

Assistant Professor - Department of Advanced Studies in Education and Counseling
Coordinator, School Psychology Program - Department of Advanced Studies in Education and Counseling

Office: ED2-190
Phone: 562-985-4435
Email: khagansm@csulb.edu

Website: http://www.ced.csulb.edu/school-psych

Office Hours

Tuesday from 06:00 PM - 07:00 PM
Wednesday from 03:00 PM - 04:00 PM
By Appointment Only

Biography

Dr. Hagans is assistant professor and coordinator of the NASP-approved School Psychology Program at California State University, Long Beach. Before her appointment at Long Beach State, Dr. Hagans worked as a school psychologist for five years in the Long Beach Unified School District and North Clackamas School District in Portland, OR. In addition to her regular school psychological duties, Dr. Hagans served as a trainer and expert in Curriculum-Based Measurement (CBM), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and using a response to intervention (RtI) approach to identify and serve struggling learners.

Dr. Hagans is a member of the California Association of School Psycholoigsts' Research Committee, is on the Editorial Review Board of the California School Psychologist, and a board member for Young Horizons Child Development Centers. She is currently the Project Evaluator on two grants awarded by the U. S. Department of Education: "Strengthening Student Success Through a Cooperative Partnership" with Long Beach City College, and "Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR-UP)" with the Long Beach Unified School District.

Dr. Hagans' research interests include early literacy assessment and intervention for at-risk preschool populations, data-based decision-making to improve student outcomes, and decreasing the overrepresentation of minorities in special education.

Degrees

Ph.D. School Psychology , University of Oregon , 2000
M.A. Clinical Psychology , Pepperdine University , 1994
B.A. Psychology , Pepperdine University , 1992

Representative Publications

Hagans, K. S. (in press). A response-to-intervention approach to decreasing early literacy differences in first graders from low, middle, and high socioeconomic backgrounds: Evidence for the intervention validity of DIBELS. Assessment for Effective Intervention.

Powers, K., Hagans, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A. VanDerHayden, & M. Burns, Handbook of responsiveness to intervention: The science and practice of assessment and intervention. New York: Springer Science, Inc.

Hagans-Murillo, K. S. (2005). Using a response-to-intervention approach in preschool to promote literacy. The California School Psychologist, 10, 45-54.

Powers, K. M., Hagans-Murillo, K. S., & Restori, A. (2004). Twenty-five years after Larry P.: The California response to overrepresentation of African Americans in special education. The California School Psychologist, 9, 145-158.

Last update: 3/17/09