You are here

Recent Faculty Highlights

2014- 2015 Faculty Highlights

The following two federally-funded grants were awarded:

  • 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.

The following paper, co-written with a program graduate, was accepted for publication in the International Journal of Education and School Psychology:

  •  Powers, K., Shin, S., Hagans, K., & Cordova, M. (in press). The impact of a teacher professional development program on student engagement. 

2013 Faculty Highlights

  • Pearson publishing has given Kristin Powers and Tom Kampwirth the green light on a fifth edition of Collaborative Consultations in the Schools. Approximately 2,000 of this popular consultation text are sold annually.
  • Kristi Hagans was recently appointed a commissioner to the California Department of Education’s Advisory Commission on Special Education (ACSE). ACSE provides recommendations and advice to the State Board of Education, the Superintendent of Public Instruction, the Legislature, and the Governor in new or continuing areas of research, program development and evaluation in California special education.
  • This spring Kristin Powers served on the IES scientific review panel, meeting with experts in the field over the course of two days in Washington, D.C. to determine which proposals to fund. This was her third time serving as a reviewer for IES.
  • Kristi Hagans recently published an article with Roland Good in Contemporary School Psychology entitled, “Decreasing reading differences in children from disadvantaged backgrounds: The effects of an early literacy intervention”. This research was conducted as part of Hagans’ graduate work and is the second article published from her dissertation study.
  • The Office of Special Education Programs funded a training grant proposal written by Kristin Powers and Kristi Hagans for over a million dollars. The grant provides scholarships to students who complete extra training in providing multi-tiered services.
  • Kristin Powers is on the review boards of the two most prestigious school psychology journals. She has been a member of the Editorial Advisory Board of School Psychology Review since 2005 and Journal of School Psychology since 2008.
  • Kristi Hagans and Kristin Powers were commissioned by the California Department of Education to provide recommendations to the Governor, State Board of Education, and Legislature on fidelity of implementation of MTSS in California. The paper was published in August 2013.