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Kristin Powers

Professor

Director

Kristin Powers

Office Number:

562-985-1121

CSULB Email:

Office Location:

ED2 - 152

Website:


Degrees

Ph.D. , University of Minnesota, Twin Cities , 1998

Research Interests

Response-to-intervention service delivery models, disproportionality in special education, consultation, school psychology services and training in Vietnam, gender equity in transition planning.

Successful Grant Applications:

Preparing School Psychologists to Implement Multi-Tiered System of Services. Co-authored by Powers, K. & Hagans, K. Funded by the Office of Special Education and Rehabilitative Services (OSERS) for $1,249,853 (CFDA # 84.325K). August 2015 – August 2020.

Culturally Responsive Transition Policies, Planning and  Practices Co-authored by Powers, K., Echola, E., & Hagans, K. Funded by the Office of Special Education and Rehabilitative Services  (OSERS) for $1,249,922 (CFDA # 84.325K). August 2015 – August 2020.

Preparing School Psychologists to Provide Multi-Tiered Services to Culturally and Linguistically Diverse Schools.  Co-authored by Powers, K. & Hagans, K. Funded by the Office of Special Education and Rehabilitative Services  (OSERS) for $1,076,050 (CFDA # 84.325K). October 2012 – September 2017.

Training School Psychologists as Instructional Consultants in a Response-to-Intervention Model. Co-authored by Hagans, K., & Powers, K. Funded by the Office of Special Education and Rehabilitative Services  (OSERS) for $755,884 (CFDA # 84.325K). September 2008 – August 2011.

Understanding the role of gender on transition. Funded by the Office of Special Education Rehabilitation Services (OSERS) for $540,000 (#H32D010026). Primary Investigator: Laurie Powers, Center for Self Determination at Oregon Health Science University (OHSU), Co-Primary Investigators: Sarah Geenen and Kristin Powers (sub-contract to California State University, Long Beach). September 2001 – August 2005.

Representative Publications

Powers, K., Shin, S., Hagans, K., & Cordova, M. (in press). The Impact of a Teacher Professional Development Program on Student Engagement. International Journal of School & Educational Psychology

Hagans, K., & Powers, K. (in press). Measuring Credential Candidates’ Impact on Student Achievement. Action in Teacher Education.

Kampwirth, T & Powers, K. (2016).  Collaborative consultation in the schools, 5th Edition. Columbus, Ohio: Pearson Press.

Hagans, K., & Powers, K. (2013). Multi-tiered systems of support: Recommendations for the elimination of barriers to implementation fidelity in California. Napa, CA: California Services for Technical Assistance and Training.

Kampwirth, T & Powers, K. (2012). Collaborative consultation in the schools, 4th Edition. Columbus, Ohio: Pearson Press.

Powers, K. & Mandal, A.  (2011). Assessments, data-based decision making and interventions for non-responders. Contemporary School Psychology, 15, 21-33.

Powers, K., Geenen, S., & Powers, L. (2009). Similarities and differences in the transition expectations of youth and parents. Career Development for Exceptional Individuals, 32, 132 – 144.

Powers, K., Hagans, K., Busse, R. T.(2008). School psychologists as instructional consultants within a response-to-intervention model. California School Psychologist,13, 41 - 54.

Powers, K., Hogansen, J., Geenen, S., Powers, L.W., Gil-Kashiwabara, E. (2008) Gender Matters: A survey of adolescents with disabilities and their families. Psychology in the Schools. 45(4), 349-364.

Hogansen, J. M., Powers, K., Geenen, S., Gil-Kashiwabera, E., & Powers, L. (2008). Transition goals and experiences of females with disabilities: Perceptions of youth, parents, and professionals.Exceptional Children,74(2), 215-234.

Gil-Kashiwabara, E., Hogansen, J.M., Geenen, S., Powers,K., & Powers, L. (2007). Improving transition outcomes for marginalized youth.Career Development for Exceptional Individuals, 30(2), 80-91.

Powers, K., Hagans-Murillo, 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. Springer Science Inc.

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research. 99(4), 195-210.

Powers, K., (2006). An exploratory study of cultural identity and culture-based educational programs for urban American Indian students. Urban Education. 41(1), 20 – 49.

Powers, K., Gil-Kashiwabara, E., Powers, L., Geenen, S., Balandran, J., & Palmer, C. (2005). IDEA Mandates and Effective Transition Planning Practices in IEPs.Career Development for Exceptional Individuals, 28(1), 47-59.

Powers, K., Promoting school achievement among American Indian student throughout the school years. (2005). Childhood Education: Infancy through Early Adolescence, 81(6), 338-342.

Powers, K., Hagans-Murillo, K., 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

Echevarria, J., Powers, K., & Elliot, J., (2004). Promising practices for curbing disproportionate representation of minority students in special education. Issues in Teacher Education.

Powers, K., Winters, L., Person, D., & Kim, S. (2004). Collecting and using data in a K-16 collaborative. In J.Houck, K. C. Cohn, & C.A. Cohn (Eds). University-public school partnerships for systemic educational renewal: The Long Beach Education Partnership (pp.131-144).. New York: Teachers College Press

Powers, K., Potthoff, S.J., & Bearinger, L.H., & Resnick, M. D., (2003). Does cultural programming improve educational outcomes for American Indian youth? Journal of American Indian Education, 42(2), 17-49.

Recent Conference Presentations

Powers, K, Hagans, K., Garcia, A., Saveau, D., (2015). Longitudinal study of the effectiveness of a dropout prevention program. Paper presentation at the National Association of School Psychologists Annual Convention, Orlando, FL.

Hagans, K., & Powers, K., (2015). Pre-service training in MTSS: Results of an OSEP training grant. Paper presentation at the National Association of School Psychologists Annual Convention, Orlando, FL

Beattie, T.K., & Powers, K. (2013). Students’ perceptions of Check and Connect. Poster presentation at the National Association of School Psychologists Annual Convention, Seattle, WA.

Linn, M., & Powers, K. (2012). Treatment integrity and Check and Connect: A mixed methods study. Paper presented at the National Association of School Psychologists Annual Convention, Philadelphia, MD.

Manzer, K., Evans, K, & Powers, K. (2011). Data displays for problem solving consultation with secondary mathematics teachers. Poster presented at National Association of School Psychologists Annual Convention. San Francisco, CA.

Powers, K., Hagans, K., & Leonard, A. (2011). Evidence-based academic and behavioral interventions. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam.

Hagans, K., & Powers, K. (2011). School psychology training in the United States. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam.

Le, P., Hagans, K., Powers, K., Hass, M. (2011). Developing school psychology in Vietnam. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam.

Powers, M., & Powers, K. (2011). Data management, analysis and reporting for schools and school psychologists. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, Hue, Vietnam.

Powers, K. (2010). Training school psychologists as instructional consultants in a Response-to-Intervention model. Poster presented at OSEP Project Director’s Conference, Washington D.C.

 

Velasco, V. & Powers, K. (2010). Efficacy of Touch Math for teaching addition skills to Kindergarten students. National Association of School Psychologist Annual Convention, Chicago, IL.

Powers, K., & Cordova, M. (2009). The impact of individual teachers on student engagement. National Association of School Psychologist Annual Convention, Boston, MA.

Rhime,W. J. & Powers, K. (2009). Advancing research on brief experimental analysis. National Association of School Psychologist Annual Convention, Boston, MA.

Powers, K., Hagans, K., & Olaya, C. (2007). School psychology in secondary education: Maximizing students’ responsiveness. A workshop presented at the National Association of School Psychologist Annual Convention, New York, NY

Miller, M., & Powers, K. (2007). The efficacy of two interventions for transitioning students with disabilities to adulthood.  National Association of School Psychologist Annual Convention, New York, NY

Leadership in Professional Associations

2015                       Peer review i3 Development Pre-Application Grant Competition (CFDA 84.411P).

2014                       Outstanding Faculty Awarded by Disabled Student Services

2013 – Present     Reviewer of discretionary grant applications, Personnel Preparation in Special Education competition

                                for the Office of Special Education Programs (OSEP), US Department of Education.

2012 - Present      Scientific reviewer - Institute of Education Sciences – Special Education Panel and

                 Social and Behavioral Panel, US Department of Education

2012 – 2013         Board member, Children Today

2010 – 2011         Co-Chair Conference Planning Committee for the Second International Conference on

                School Psychology in Vietnam: Promoting School Psychology Research and Practice

2011                       Outstanding Professor Award – College of Education

2009 – Present     Executive Board Member of Consortium to Advanced School Psychology Training in Vietnam

                                (CASP-V)

2004 – Present     President of (Southern) School Psychologist Educators of California (S-SPEC)

2005 - Present      Editorial Advisory Board for School Psychology Review (Ad hoc reviewer until Feb. 2009)

2008 - 2014          Editorial Advisory Board for Journal of School Psychology (Ad hoc reviewer until Jan. 2009)

2007 – Present     Ad hoc Reviewer for Journal of Educational and Psychological Consultation

2006 - Present      Ad hoc Reviewer for Exceptional Children

2005 - 2008          Associate Editor of The California School Psychologist

Current Projects

Kristin Powers is Co-PI on three OSEP funded training grants that provides stipends to School Psychology students who receive extensive clinical and school-based training in multi-tiered system of services (MTSS) . She is also a member of the Consortium to Advance School Psychology in Vietnam and has traveled with colleagues to Vietnam twice to work on this project. Dr. Powers is director of the Community Clinic for Counseling and Educational Services (formerly Educational Psychology Clinic) that provides clinical training to graduate students. She is also co-author of a popular text book on Collaborative Consultation in the Schools.