CURRICULUM VITAE

PROFESSIONAL CERTIFICATES

1997 School Psychologist, New York State, Permanent

1997 Bilingual Extension, New York State, Permanent

1995 Bilingual Extension, New York State, Certificate of Qualification

1992 School Psychologist, New York State, Certificate of Qualification

WORK AT BROOKLYN COLLEGE

1998 – Present Director, Brooklyn College Satellite

Bilingual Psychological and Educational Assessment Support Center

1997 - Present Assistant Professor and Coordinator

Bilingual Specializations of Graduate School Psychology

and Guidance & Counseling Programs, School of Education

1995 - 1996 Assistant Professor (Substitute) and Acting Program Head

Guidance & Counseling Program, School of Education

1994 - 1995 Assistant Professor (Substitute)

Graduate Program in School Psychology, School of Education

1993 - 1995 Associate Director

Bilingual/Multicultural School Psychology Program,

School of Education

1992 - 1993 Adjunct Assistant Professor

School of Education

1991 - 1993 Clinical Assistant

Graduate Program in School Psychology, School of Education

1991 - 1992 Intern

Personal Counseling and Career Services Center

1988 - 1990 Instructor

Psychology Department

1986 - 1990 Research Assistant

Psychology Department

CLINICAL EXPERIENCE OUTSIDE OF BROOKLYN COLLEGE

A. School Psychology Experience

2006 – Present Children’s Center for Early Learning

Consultant

2005 Long Island Public School Districts (Oceanside, Island Park, Lynbrook)

Consultant

1998 – 2004 Children’s Center for Early Learning

Consultant

1992 – 1998 Marathon Childhood Center

Consultant

1996 – 1997 New York City Department of Education

Consultant

1996 – 1997 Canarsie Childhood Center

Consultant

1996 – 1997 Association for the Help of Retarded Children (AHRC)

& Sunset Park Head Start

Consultant

1994 HIDEC

Consultant

1993 Brooklyn School for Special Children

Consultant

1993 William O'Connor School

Consultant

1993 Young Adult Institute

Consultant

1990 – 1991 Jewish Board of Children & Family Services

Extern

B. Research Experience

2005 – Present School-Based Behavioral Treatment of Selectively Mute

Children: A Consultation Approach

2004 Identity, Self, and Individualism in a Multicultural Perspective: A

National Survey Study

1990 – 1991 New York City Department of Education

Office of Research, Evaluation and Assessment

Consultant

1986 The Methodist Hospital

Psychiatry Assistant

TEACHING EXPERIENCE

A. Graduate Courses Taught:

Ed.701T Seminar in Educational Research

Ed.701.01 Foundations of Human Development

Ed.703T Research Seminar in School Psychology

Ed.704.1T Fieldwork in School Psychology I

Ed.715.1T Multicultural Counseling & Consultation in the Schools

Ed.723X Practicum in School Psychology

Ed.723.1X Internship in School Psychology I (Bilingual)

Ed.723.2X Internship in School Psychology II (Bilingual)

Ed.724.1T Foundations of Human Development

Ed.724.09 Counseling Theories

Ed.726.6X Assessment of Behavior I (Cognitive Assessment)

Ed.726.9X Psychological Assessment of Diverse Students

Ed.756.2X Strategies of Planned Intervention (Group Counseling)

Ed.773X Cognitive Development and Curriculum in the Schools

Ed.788.2X Seminar in Guidance Practice, II (Bilingual Guidance & Counseling)

Ed.790.11T Independent Study in Guidance (Ethics/Cultural Diversity)

(Other graduate courses taught at Brooklyn College)

Ed.707.11 Introduction to Research in Early Childhood Education

Ed.720.1X The Use and Interpretation of Intelligence, Diagnostic, and Aptitude Tests

Ed.721X Psychology of Learning Difficulties I

Ed.721.4X Psychology of Learning Difficulties II

B. Undergraduate Courses Taught:

Ed.34 Urban Children and Adolescents: Development and Education

(Other undergraduate courses taught at Brooklyn College)

Psy.2 Introductory Psychology: Individual and Social Processes

Psy.20 Introductory Child Psychology

Psy.40.1 Statistical Methods in Psychological Research

C. Tutorials:

Ed.726.9X Psychological Assessment of Diverse Students

D. Programs Developed at Brooklyn College

1. INSERVICE PROGRAM IN BILINGUAL GUIDANCE & COUNSELING (1996).

This is a 14-credit program designed to offer the educational and practical background for practicing school counselors for work with English language learners (ELL) and bilingual children as extensions to their previous training in guidance and counseling. The 14-credit sequence was approved by Faculty Council in 1995 and by the NYS Education Department in 1996. This program is coordinated with the United Federation of Teachers as a vehicle to facilitate the training and certification of its members.

2. BILINGUAL GUIDANCE & COUNSELING (1995). New York State approved (1996) specialization within the existing Guidance & Counseling Program that prepares school counselors to work with multilingual, culturally diverse schools and communities. Faculty Council approved the bilingual specialization in 1995.

3. INSERVICE PROGRAM IN BILINGUAL-MULTICULTURAL SCHOOL PSYCHOLOGY (1994) (With Prof. Laura Barbanel). This is a 12-credit program designed to offer the educational and practical background for practicing school psychologists for work with English language learners (ELL) and bilingual children as extensions to their previous training in school psychology. The 12-credit sequence was approved by the NYS Education Department in 1994.

SCHOLARLY ACTIVITY

A. PUBLICATIONS

1. Recent Published Works/Creative Works

Elizalde-Utnick, G. (2007). Young selectively mute English language learners: School-based intervention strategies. Journal of Early Childhood and Infant Psychology, 3, 143-163.

Elizalde-Utnick, G. (2007). Culturally and linguistically diverse preschool children. In: G.B. Esquivel, E.C. Lopez, & Nahari, S. (Eds.). Handbook of multicultural school psychology (pp.497-525). NY: Erlbaum Publishers.

Elizalde-Utnick, G. (2007). Bilingualism and disability. In A. Bursztyn (Ed.). The Praeger handbook of special education (pp.15-17). Westport, CT: Praeger.

Lopez, E., Elizalde-Utnick, G., & Nahari, S. (2004). Working with interpreters to communicate with culturally and linguistically diverse families: A handout for school personnel. In: A.S. Canter, L.Z. Paige, M.D. Roth, I. Romero, & S.A. Carroll (Eds), Helping Children at home and school II: Handouts for families and educators. Washington, DC: National Association for School Psychologists (also in CD-Rom format)

Elizalde-Utnick, G., Lopez, E., & Nahari, S. (2003). Language Proficiency Assessment: Assessing Limited English Proficient, Learners of English as a Second Language, and Bilingual Students. NYS Education Department (VESID).

Elizalde-Utnick, G. (2002). Best practices in building partnerships with families (R). In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology IV. Washington, DC: National Association of School Psychologists.

Elizalde-Utnick, G. (2001, Fall). Growing up with two languages: Understanding childhood bilingualism and its implications for assessment and learning. AECIP (NYAECIP) Newsletter, Volume 1 (Issue 2). Available: http://www.aecip.org/newsletters/fall01childbilingual.html.

Gopaul-McNicol, S., Elizalde-Utnick, G., Nahari, S., & Louden, D. (Eds.) (1999). A test review guide for bilingual children: Cognitive assessment, Volume 1. Lincoln University, PA: Lincoln University Press.

Elizalde-Utnick, G. (1998). Parents as partners: Working with culturally and linguistically diverse families. The School Psychologist, 52, 50-51,63.

2. Works Accepted for Publication

3. Works Submitted for Review

Elizalde-Utnick, G. Counseling battered Latinas: The interplay of culture and offspring’s disability.

Elizalde-Utnick, G. Using the response-to-intervention framework with English language learners.

4. Works in Progress

Elizalde-Utnick, G. Training culturally competent school psychologists and counselors.

Elizalde-Utnick, G., The Narrative: A tool for training school psychologists to work with culturally diverse children and families.

5. Previous Publications

Elizalde, G. & Sclafani, A. (1990). Flavor preferences conditioned by intragastric Polycose infusions: A detailed analysis using an electronic esophagus preparation. Physiology and Behavior, 47, 63-77.

Elizalde, G. & Sclafani, A. (1990). Fat appetite in rats: Flavor preferences conditioned by nutritive and nonnutritive oil emulsions. Appetite.

Elizalde, G. & Sclafani, A. (1988). Starch-based conditioned flavor preferences in rats: Influence of taste, calories, and CS-US delay. Appetite, 11, 179-200.

6. Editorial Work

Journal of Early Childhood and Infant Psychology

Multicultural Forum column of School Psychologist, Publication of the New York Association of School Psychologists, co-edited with Cindy Smith.

B. OTHER EVIDENCE OF SCHOLARLY OR CREATIVE ACTIVITY

1. Invited Presentations (talks, workshops)

“The Response-to-Intervention Framework and English Language Learners.” A 10-hour workshop series for Island Park School District Staff, February/March 2008.

“Helping Anxious Children Learn at School.” A five-hour workshop series for Island Park School District staff, July, 2007.

“Understanding Selective Mutism in Young Children.” A presentation for Oceanside School District staff, October, 2006.

“Effective Learning Environments for English Language Learners: Pre-Referral Considerations and Strategies for Differentiating Instruction.” A five-hour workshop series for Island Park School District staff, July, 2006.

“Differentiating Between Learning Differences and Learning Disorders in English Language Learners.” A presentation for Oceanside School District staff, January 2006.

“BICS and CALP – The Two Faces of Language Proficiency: Accelerating Academic Language Learning in English Language Learners.” A presentation for Oceanside School District staff, October 3, 2005.

“Understanding Selective Mutism: Assessment and Intervention Strategies.” A 10-hour workshop series for Island Park School District staff, July, 2005.

“English Language Learners (ELLs): Implications for Learning and Assessment.” A 10-hour workshop series for Island Park School District staff, July, 2005.

“Differentiated Instruction for English Language Learners.” A presentation for Oceanside School District staff, January 3, 2005.

“Best Practices in the Assessment of English Language Learners.” A presentation for Oceanside School District staff, January 11, 2005.

“Families in Cultural Transitions” with A. Bursztyn. May 7, 2004, Brooklyn College.

“Growing Up with Two Languages: Understanding Childhood Bilingualism and Its Implications for Assessment and Learning”. A presentation for Oceanside School District staff, January 7 and 21, 2004.

“Selective Mutism and English Language Learners.” A presentation for Oceanside School District staff, January 12, 2004.

“Differentiating Learning Differences from Learning Disorders with English Language Learners”. A presentation for Oceanside School District staff, January 5, 2004.

“Fostering Collaborative Relationships with Culturally and Linguistically Diverse Families.” A scheduled presentation for May 22, 2003, Freeport Public Schools.

“Instructional Strategies with English Language Learners.” A scheduled presentation for April 10, 2003, Freeport Public Schools.

“Growing Up with Two Languages: Understanding Childhood Bilingualism.” A scheduled presentation for April 2, 2003, Lunch and Learning Training Series, Children’s Center for Early Intervention, Brooklyn, NY.

“Differentiating Between Learning Differences and Learning Disorders with English Language Learners.” A scheduled presentation for March 27, 2003, Freeport Public Schools.

“Differentiating Between Learning Differences and Learning Disorders with English Language Learners.” A scheduled presentation for March 6, 2003, New York City Department of Education, District 21.

“Language Proficiency Assessment with English Language Learners.” A scheduled presentation for February 27, 2003, Freeport Public Schools.

“Growing Up with Two Languages: Understanding Childhood Bilingualism and Its Implications for Assessment and Learning”. A presentation for Freeport School District staff, January 23, 2003.

“Differentiating Learning Differences from Learning Disorders with English Language Learners”. A presentation for Oceanside School District staff, January 15 and 22, 2003.

“Selective Mutism”. A presentation made during staff development day at Children’s Center (Brooklyn, NY), January 2003.

“Teaching Assistant Training: Positive Behavioral Approach to Classroom Management.” Children’s Center for Early Learning, Brooklyn, NY, January 2003.

“Needs Assessment with Pre-K Teachers and Teacher Assistants Working with English Language Learners”. Conducted for Freeport Public Schools, October 2002.

“Differentiating between Language Difference and Learning Difficulties in English Language Learners.” A presentation to Glen Cove School District general education teachers, January 2 and 9, 2002.

“Differentiating between Language Difference and Learning Difficulties in English Language Learners.” (with Emilia Lopez) A presentation to Glen Cove School District educational personnel, November 9, 2001.

“Differentiating between Language Difference and Learning Difficulties in English Language Learners.” (with Emilia Lopez) A presentation to over 200 Nassau and Suffolk County educational personnel, May 30, 2001.

“Language Proficiency Assessment of Bilingual Preschoolers.” New York City Board of Education Psychologist-In-Training Program, April 6, 2001.

“The Bilingual Psychological and Educational Assessment Support Center.” (with Sara Nahari of Queens College). A presentation at the Semi-Annual Meeting of School Psychology Educators’ Council of New York State, Graduate Center, CUNY, December 8, 2000.

“The Bilingual Psychological and Educational Assessment Support Center” (with Emilia Lopez of Queens College). A presentation at the May 28^th Leadership Training Institute of the Bilingual Special Education Personnel Preparation Center, Hunter College.

“Domestic Violence: The Interplay of Culture and Disability.” Preventing Violence in the Schools: Developing Emotional Intelligence, School Psychology Program, Brooklyn College, April, 1999.

“Assessment of Culturally and Linguistically Diverse Students: A Total Child Approach.” New York City Board of Education Psychologist-In-Training Program, March 1999.

“Bilingual Psychological Evaluations: Making Sense of All the Data.” New York City Board of Education Psychologist-In-Training Program, March 1998.

“Incorporating Language Assessment into Bilingual Psychological Evaluations.” New York City Board of Education Psychologist-In-Training Program, May 1997.

“Cognitive Assessment of Bilingual Preschoolers with Speech and Language Delays.” New Directions in Psychological Assessment and Intervention with Young Children: Revisited, School Psychology Program, Brooklyn College, May 1997.

“Culturally and Linguistically Diverse Students with Learning Difficulties.” Clinical and Psychoeducational Assessment in a Multicultural Context, Center For Psychological Services and Clinical Studies, St. John’s University, May 17, 1996.

“Counseling Immigrant Families: Important Issues for Consideration.” New Directions in Psychological Assessment and Intervention with Young Children, School Psychology and Guidance & Counseling Programs, Brooklyn College, April 26, 1996.

“Assessment of Culturally Diverse Preschoolers: The Importance of Looking at Play.” Assessment: Now and Tomorrow, Queens College, January 26, 1996.

"Informal Assessment of Bilingual Preschoolers" New York City Board of Education Psychologist-In-Training Program, 1995.

"Bilingual Assessment: Must It Be So Formal?." New York City Board of Education Psychologist-In-Training Program, 1995.

“Cultural Sensitivity: An Experiential Workshop." The Russian Immigrant Experience: The Impact of Culture on Mental Health, Graduate Program in Bilingual-Multicultural School Psychology of Brooklyn College and New Hope Guild Centers, 1994.

"Assessment of the Bilingual Preschooler: A Total-Child Approach." Psychological Services and Cultural Diversity: An Exploration, Graduate Program in Bilingual-Multicultural School Psychology of Brooklyn College and New Hope Guild Centers, 1994.

"Incorporating Play into the Assessment of the Preschooler." N.Y.C. Board of Education, 1994.

"Preschool Assessment and the Family." The Immigrant Child: Psychological and Educational Perspectives, Graduate Program in Bilingual-Multicultural School Psychology, Brooklyn College, 1993.

2. Papers Presented at Professional Meetings

“Behavioral Interventions with Selectively Mute Students: Strategies and Symptom Severity.” Paper accepted for presentation at the National Association of School Psychologists Conference, February 6, 2008, New Orleans, LA

“Training Socially Just School Psychologists: Faculty Perspectives and Lessons Learned.” A panel discussion with D. Shriberg, P. McCabe, F. Rubinson, P. Fenning, L. Golomb, M.E. Wynne, V. Cook-Morales, C. Ingraham, C. Robinson-Zaňartu, & A. Miranda. Trainers of School Psychology Annual Meeting at the NASP Conference, February 6, 2008, New Orleans, LA.

“School-Based Interventions with Selectively Mute English Language Learners.” Poster presentation at Brooklyn College’s Faculty Day, May 2007.

“Pre-Referral Intervention Strategies with English Language Learners.” National Association of School Psychologists Conference, March 27, 2007, New York, NY

“Behavioral Instructional Interventions with Selectively Mute Students: A Longitudinal Study.” National Association of School Psychologists Conference, March 29, 2007, New York, NY

“School-Based Interventions with Selectively Mute English Language Learners.” American Psychological Association Conference, August 2006, New Orleans.

“School-Based Behavioral Treatment of Selectively Mute Children: An Ongoing Research Study.” Poster presentation at Brooklyn College’s Faculty Day, May 2006.

“Selective Mutism and English Language Learners.” Long Island ESOL Conference, April 12, 2003, Molloy College.

“Understanding Childhood Bilingualism: Implications for Assessment and Learning.” Long Island ESOL Conference, April 12, 2003, Molloy College.

“Differentiating Learning Differences from Disorders with English Language Learners.” Long Island ESOL Conference 2002, Molloy College, April 2002.

“Building Partnerships with Culturally and Linguistically Diverse Families.” Accepted for presentation at the National Association of School Psychologists 2001 Annual Convention, April 2001, Washington, DC.

“Reducing Bias in the Assessment of Bilingual Preschoolers.” Accepted for the National Association of School Psychologists 2001 Annual Convention, April 2001, Washington, DC.

“Language Proficiency Assessment of English Language Learner and Bilingual Preschoolers.” New York Association of Early Childhood and Infant Psychology: Spring 2001 Conference. June 1, 2001.

“Bilingual Issues in Services to Young Children ... Continued.” A panel presentation with Sara Nahari and Graciela Carbajal. New York Association of Early Childhood and Infant Psychology: Winter 1999 Conference. March, 1999.

“Pitfalls associated with the assessment of LEP students: A survival guide.” Bilingual Education: High Global Standards for All Students, New York State Association for Bilingual Education, April 1997.

“Assessment of Culturally and Linguistically Diverse Preschoolers: A Total-Child Approach.” New York State Association for Bilingual Education Conference, April 19, 1996.

“Assessment of Culturally Diverse and Language Minority Preschoolers: A Total-Child Approach.” New York Association of School Psychologists Conference, 1995.

"Developing Cross-Cultural Awareness in Virtually Any Class by Incorporating Experiential Exercises, Including Narratives." Innovative Approaches to Multicultural Teaching, Brooklyn College, 1995.

"Implementation of a Bilingual-Multicultural Bilingual School Psychology Program." American Psychological Association, Toronto, 1993.

"Training Bilingual School Psychologists." New York State Psychological Association, 1993.

"Conditioned Flavor Preferences and Hyperphagia Produced by Intragastric Polycose Infusions." Eastern Psychological Association Meeting, Boston, 1989.

"Nutrient-Based Conditioned Flavor Preferences in Rats." Eastern Psychological Association Meeting, Buffalo, 1988.

IV. GRANTS

A. Grants funded

Speak Up/Speak Out, Diversity Projects Development Fund , 2008
In response to the recent hate-crimes occurring in our communities (including higher education and NYC school settings), the School Counseling Program faculty (María R. Scharrón-del Río, Graciela Elizalde-Utnick, Delida Sanchez, and Lynda Sarnoff) submitted a proposal to the Diversity Projects Development Fund during the Fall 2007 semester. The main purpose of our proposal, entitled Speak Up/Speak Out, is to fund and develop a series of training, didactic, and networking activities to increase awareness, knowledge, and skills around racial, ethnic and cultural diversity issues in school and higher education. Our objective falls within a "train the trainer" model: We intend to increase the skills in our faculty, students, and DOE school personnel (teachers, principals, and administrators) around addressing diversity issues in a multicultural competent way.

Three credits of Reassigned Time from Provost’s Office for Scholarly Work

Sloan Grant to develop an online research course; 6 credits of reassigned time for Fall 2006/2007.

Two NYC Department of Education Bilingual Scholarship (School Psychology/Guidance & Counseling) proposals which provide tuition waivers to participating students. Funded 2005 - 2010.

PSC-CUNY Research Award: “Identity, Self, and Individualism in a Multicultural Perspective: A National Survey Study.” Funded: $4,000 (July 2003 – December 2004).

Bilingual School Psychology Support Center (New York State Education Department — collaboration with Prof. Emilia Lopez, Queens College).

Funded: $225,000 ($75,000 per year for 3 years, April 1998 - December 31, 2001).

The Center was a collaborative endeavor of the Bilingual School Psychology Programs of Brooklyn College/CUNY and Queens College/CUNY, and the New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities (VESID). Under the grant, the Center provided training and technical assistance through the Lifelong Services Training Networks. This support is available to schools, school districts, university programs, and professional organizations involved in delivering assessment services to culturally and linguistically diverse students.

Two Board of Education Bilingual Scholarship (School Psychology/Guidance & Counseling) proposals which provide tuition waivers to participating students. Funded 2000-2004.

Brooklyn College President’s Resource Grant (to purchase bilingual testing materials).

Funded: $2,200.

Two Board of Education Bilingual Scholarship (School Psychology/Guidance & Counseling) proposals which provided tuition waivers to participating students. Funded 1997-2000.

Inservice Bilingual-Multicultural School Psychology Program (OBEMLA - USDED) (With Laura Barbanel). 1993

Funded: $270,000 ($90,000 per year for 3 years).

B. Grant Proposals Submitted

Brooklyn College School Psychology Training Program to Serve Bilingual Preschoolers (OBEMLA - USDED).

Brooklyn College School Psychology Training Program to Serve Infants, Toddlers, and Preschoolers with Low-Incidence Disabilities (OSERS - USDED).

Bilingual Preschool School Psychology Program (OSERS).

Preschool School Psychology Program at Brooklyn College: A Model Program (OSERS).

Proposal to Develop a New York City Parent Center to Provide Staff Development, Technical Assistance, and Information Dissemination to Parents of Students with Disabilities (NYSED).

V. PROFESSIONAL AWARDS

2000 Recipients of grants and awards honored by Brooklyn College

1997 Reassigned time awarded by Brooklyn College to junior faculty to do research (6 hours)

1992 Ted Bernstein Award, New York Association of School Psychologists

1992 Kappa Delta Pi Member, International Honor Society in Education

1992 Kappa Delta Pi Academic Achievement Award

1992 Kappa Delta Pi Graduate Scholarship Award

1992 Graduate Honors, Graduate Program in School Psychology, Brooklyn College

1987 Psi Chi Member, National Honor Society in Psychology

VI. UNIVERSITY, COLLEGE AND COMMUNITY SERVICE:

A. Service to Brooklyn College

1. Administrative Service Dates of Service

Coordinator of Bilingual Specializations 1995 to present

in School Psychology

No reassigned time for this service.

• Responsible for administering the bilingual specialty programs in the graduate School Psychology and Guidance & Counseling programs. Bilingual specializations have two tracks : 1) pre-service training; 2) in-service training.

• Responsible for recruitment and outreach, interviewing of potential candidates, and counseling and advising bilingual students.

• Responsible for monitoring student progress and fulfillment of NYS bilingual extension requirements (bilingual coursework and field placements; language proficiency examinations).

• Conduct weekly seminars (non-credit bearing) with bilingual students to discuss issues relevant to work with culturally and linguistically diverse students.

• Responsible for coordinating the various scholarship programs (Bilingual Scholarship Program of NYC Board of Education; Intensive Teacher Institute of New York State).

• Responsible for coordinating in-service training (school psychologists, guidance counselors, and social workers who need to fulfill the NYS bilingual extension requirements). Much time is spent fielding phone calls regarding NYS requirements.