Kristi Hagans

Kristi Hagans, Ph.D., NCSP, is professor of school psychology at California State University, Long Beach (É«ÖÐÉ«) where she teaches courses in the school psychology program; serves on a variety of department, college, and university committees; and conducts applied research in schools. Courses she teaches include Introduction to School Psychology, Academic Assessment and Intervention, and practica and internship supervision. Her research and practice interests include implementation of Muti-tiered Systems of Support (MTSS), behavioral and instructional consultation to improve outcomes for students, and the use of general outcome measures to increase delivery of effective instruction and student achievement. Dr. Hagans is a co-principal investigator on two Office of Special Education Programs (OSE)) interdisciplinary grants to train pre-service school psychologists and dual credentialed teachers in intensive academic and behavior intervention for multi-lingual students with disabilities. Prior to her appointment at É«ÖÐÉ«, Kristi Hagans was a school psychology practitioner in public schools in both Oregon and California. 

 

Ph.D. School Psychology, University of Oregon, 2000

M.A. Clinical Psychology, Pepperdine University, 1994

B.A. Psychology, Pepperdine University, 1992

California Pupil Personnel Services Credential in School Psychology

Nationally Certified School Psychologist (NCSP)

Hagans, K. S., & Richards-Tutor, C. (2023). Interdisciplinary training in intensive intervention for students with disabilities and multi-lingual youth. In D. D. Slanda & L. Pike (Eds.), Handbook of research on interdisciplinary preparation for equitable special education. IGI Global.

Powers, K., Hagans, K. S., & Lacey, K. (2022). The results of a federally funded long-term consultation training model. Journal of Educational and Psychological Consultation.

 Powers, K., Hagans, K., & Tran, T. T. L. (2020). Evidence-based decision making and accountability. In M. R. Hass, L. T. M. Nguyen, & M. H. Dang (Eds.), Introduction to school psychology in Vietnam. Vietnam National University Press. (invited)

Powers, K., Hagans, K. S., & Linn, M. (2017). A mixed-method efficacy and fidelity study of Check and Connect. Psychology in the Schools, 00, 1-15

Powers, K., Shin, S., Hagans, K., & Cordova, M. (2015). The impact of a teacher professional development program on student engagement. International Journal of School and Educational Psychology, 3, 231-240.

Hagans, K. S., & Powers, K. (2015). Measuring credential candidates’ impact on student achievement. Action in Teacher Education, 37,355-372.

Hagans, K. S., & Powers, K. (2013). Multi-tiered systems of support: Recommendations for elimination of barriers to implementation with fidelity in California. Paper commissioned by California Services for Technical Assistance and Training (CalSTAT), California Department of Education.

Hagans, K. S., & Good R. H. (2013). Decreasing reading differences in children from disadvantaged backgrounds: The effects of an early literacy intervention. Contemporary School Psychology, 17, 103-117.

Hagans, K., & Powers, K. (2011). School psychology training in the United States. Proceedings of the 2nd International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice, 369-374.

Le, P., Hagans, K. S., Powers, K., & Hass, M. (2011). Developing school psychology in Vietnam. Communiqué, 39(6), 8-10.

Hagans, K., & Powers, K. (2009). Overview of student support services in the United States. Proceedings of the 1st International Conference on School Psychology in Vietnam: Needs, Direction, and Training of School Psychology in Vietnam, 281-283. 

Powers, K., Hagans, K. S., & Buysee, R. T.  (2008). School psychologists as instructional consultants in a response to intervention model. The California School Psychologist, 13, 41-53.

Hagans, K. S. (2008). A response-to-intervention approach to decreasing early literacy differences in first graders from different socioeconomic backgrounds: Evidence for the intervention validity of DIBELS. Assessment for Effective Intervention, 34, 35-42.

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

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. 

Interdisciplinary training for effective culturally responsive tiered behavior intervention and supports for CLD youth with disabilities. Co-authored by Richards-Tutor, C. & Hagans, K. Funded by the Office of Special Education and Rehabilitative Services (OSERS) for $1,208,169 (CFDA # 84.325K) December 2019-November 2024.

Interdisciplinary training to advance implementation of Tier 3 academic supports for culturally and linguistically diverse youth with disabilities. Co-authored by Hagans, K. & Richards-Tutor, C. Funded by the Office of Special Education and Rehabilitative Services (OSERS) for $1,201,483 (CFDA # 84.325K) December 2018-November 2023.

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 $755,884.00 (CFDA # 84.325K) September 2008-August 2013

Lacy, K., Hagans, K. S., & Papworth, R. (2021, February). Student- and school-level factors associated with school suspensions. Paper presented at the annual meeting of the National Association of School Psychologists (virtual)

 Harrison, B., & Hagans, K. S. (2020, February). Efforts to mitigate overrepresentation of African Americans in special education. Paper presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

Cochrane, C., & Hagans, K. S. (2017, February). Using mindfulness to decrease stress in LGBTQ high schoolers. Poster presentation at the annual meeting of the National Association of School Psychologists, San Antonio, TX.

McGowan, E., & Hagans, K. S. (2016, February). Preschool teachers’ use of embedded-explicit instruction to promote literacy. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Corbitt, B., & Hagans, K. S. (2016, February). GSAs as learning environments. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Hagans, K. S., & Powers, K. M. (2015, February). Pre-service training in MTSS: Results of an OSEP training grant. Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Powers, K. M., Hagans, K. S., Saveau, D., Garcia, A., & Oueilhe, J. (2015, February). Longitudinal study of the effectiveness of a dropout prevention program. Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Hagans, K. S., Richards-Tutor, C., & Benken, B. (2014, February). Impact of algebra teacher professional development on teacher performance and student achievement. Poster presentation at the Pacific Coast Research Conference, San Diego, CA.

Quick, M. B., & Hagans, K. S. (2013, February). Algebra progress monitoring measures with diverse urban high school students. Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

Richards-Tutor, C., Hagans, K. S., & Benken, B. (2013, February). Reliability and validity of algebra progress monitoring measures for urban high school students. Poster presentation at the Pacific Coast Research Conference, San Diego, CA.

Hagans, K. S., Monaghen, B., & Batra, N. (2011, February). Validity of algebra progress monitoring measures with CLD middle schoolers. Paper presented at the annual meeting of the National Association of School Psychologists, San Francisco, CA.

Clark, R. D., Hass, M., Powers, K., Duncan, B., Le, P., Leung, B., Hagans, K. S., Roussos, M., Carrier, J., & Tao, N. (2011, February). Promoting school psychology research, training, and practice in Vietnam. Symposium presented at the annual meeting of the National Association of School Psychologists, San Francisco, CA.

Hagans, K. S., & Foegen, A. (2010, March). Algebra progress monitoring to promote competence in middle school algebra. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Hagans, K. S., Monaghen, B., & Manzer, K. (2010, March). Promoting student competence in algebra at the middle school level. Poster presentation at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Powers, K., Hagans, K., & Hass, M. (2009, July). School psychology education and training programs. Paper presented at the first international conference on school psychology in Vietnam, Hanoi.

Hagans, K., Brown, B., & Workman, L. (2008, February). Consultation in preschools: Increasing teachers’ implementation of effective literacy instruction. Paper presentation at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Sidhwa, V., Hagans, K., & Gamble, B. (2008, February). Trends in access to the general education curriculum from 1990-2005. Paper presentation at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Powers, K., Hagans, K. S., & Olaya, C. (2007, March). School psychology in secondary education: Maximizing students’ responsiveness. Workshop presented at the annual meeting of the National Association of School Psychologists, New York, NY.

Hagans, K. S. (2007, March). Successful new school psychologists. Panel presentation at the annual meeting of the California Association of School Psychologists, Los Angeles, CA.

Goldenberg, C., & Hagans, K. S. (2006, April). Measuring academic climate, cultural/linguistic responsiveness, and home-school connections in schools with English language learners. Poster presentation at the annual meeting of the American Education Research Association, San Francisco, CA.

Goldenberg, C., & Hagans-Murillo, K. S. (2006, January). Measuring dimensions of "effectiveness" in schools with English language learners. Poster presentation at the Hawaii International Education Conference, Honolulu, HI.

Hagans-Murillo, K. S. (2005, December). I’ve read Best Practices in School Psychology-IV – Now what? Surviving and thriving as a new school psychologist. Workshop presented at the California Association of School Psychologists’ Winter Institute, Costa Mesa, CA.

Powers, K., & Hagans-Murillo, K. S. (2005, June). Introduction to response-to-intervention models and methods for identifying Learning Disabilities. Workshop presented at the California Association of School Psychologists Summer Institute, Del Mar, CA.

Hagans-Murillo, K. S., & Powers, K. (2005, March). Where are you on the road to the reauthorization of IDEA? Workshop presented at the annual meeting of the California Association of School Psychologists, Riverside, CA.

Lynch, M. A., Powers, K., & Hagans-Murillo, K. S.  (2004, April).  The impact of problem solving pre-referral interventions on student achievement.  Paper presented at the annual meetings of the National Association of School Psychologists, Dallas, TX; and the California Association of School Psychologists, Burlingame, CA.

Barboza, J. W., Elliot, J., & Hagans-Murillo, K.S. (2003, May).  A problem-solving system that identifies accurately.  Invited presentation at the spring meeting of the Urban Special Education Leadership Collaborative, Nashville, TN.

Powers, K., Hagans-Murillo, K. S., & Restori, A. (2003, March). Intelligence testing with African American students. Paper presented at the annual meeting of the California Association of School Psychologists, Los Angeles, CA.

Hagans-Murillo, K. S. & Good, R. H. (2000, March).  Improving the reading outcomes of children from low SES communities: The effects of a phonological awareness program.  Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Hagans-Murillo, K. S., & Perez, S. V. (1999, March).  An ecological approach to managing challenging behavior in young children. Poster presentation at the annual meeting of the Oregon Division for Early Childhood, Eugene, OR.

Good, R. H., Hagans-Murillo, K. S., & Davis, S. D.  (1998, April).  From start to finish: Tracking early literacy growth in the primary grades.  Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

March, R., Sprague, J., Michelson, H., & Hagans-Murillo, K. S.  (1998, April). Helping students with severe disabilities: Use of a problem-solving model to guide the linkage of assessment, intervention, and evaluation strategies.  Paper presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Hagans-Murillo, K. S., Holley, W., Lopez, E., March, R., Michelson, H., & Sprague, J. (1997, April). School psychology: Providing valuable services to students with severe disabilities. Poster presentation at the annual meeting of the Oregon School Psychology Association, Lincoln City, OR.