1. Consultant
Sally A. Baas, Ed.D,, Professor and Program Director
Concordia University, St. Paul, MN
1282 Concordia Avenue
St. Paul, MN 55104
USA

baas@csp.edu
001-651-603-6188

2. Consultant history
Dr. Sally Baas, Past President of the National Association of School Psychologists directs the Southeast Asian Teacher Program, Hmong Culture and Language Program, English as a Second Language, and Special Education Programs at Concordia University, St. Paul, MN.  She is a licensed school psychologist and university professor, who has spent many of her professional years working cross culturally in P-12 grade settings.

Dr. Baas served on, or chaired, a number of committees and task forces nationally and internationally. As part of NASP, she helped found the Indigenous American Group, a part of the Multicultural Committee, and serves in an advisory capacity to the University of Maryland Medical School Mental Health in the Schools Division. In Minnesota, she also has served as the first state-wide coordinator for Teacher Performance Assessment. Minnesota was one of the five “accelerated” states nationally to begin implementing the edTPA developed at Stanford University. Dr. Baas continues to be active in this state-wide effort.

Other leadership roles includes helping found the Empowering Hmong Women’s Organization, LLC., and the MN Hmong Spelling Bee, which grew out of the Hmong Culture and Language Program which has served over 6,000 K12 students as a means of preserving their culture and language.

Her dedication to work in the areas of diversity and social justice promotes the preparation of creative, reflective and ethical practitioners who value diversity, promote social justice, and utilize empirical evidence to inform their practice. Her areas of expertise include: cross cultural models, assessment, child and adolescent development, social emotional learning, children’s mental health, crisis response, leadership, advocacy, and training.

Her recent research in the Hmong community is now published by Lambert Academic Publishing in What does it mean to be Hmong in the Twin Cities of Minnesota?

3. Consultant availability
Minnesota, USA (Central Time Zone). Dr. Sally Baas is flexible about times when given  prior notice.

4. Recommended publications

  • Ancis, J. R. (2003). Culturally responsive interventions: Innovative approaches to working with diverse populations.New York: Brunner-Routledge.
  • Berry, J. W., Kim, U., Power, S., Young, M., & Bujaki, M. (1989). Acculturation attitudes in plural societies. Applied Psychology: An International Review, 38, 185–206.
  • Constantine, M. G., & Sue, D. W. (Eds.). (2005). Strategies for building multicultural competence in mental health and educational settings. Hoboken, NJ: Wiley.
  • Jones, J. M. (Ed.). (2009). The psychology of multiculturalism in schools: A primer for practice, training, and research. Bethesda, MD: National Association of School Psychologists.
  • Jones, J. M. (2008). Best practices in multicultural counseling. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (pp. 1771–1783). Bethesda, MD: National Association of School Psychologists.
  • Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A guide for working with children and their families. Baltimore: Brookes Publishing Co.
  • Paniagua, F. A. (2005). Assessing and treating culturally diverse clients: A practical guide (3rd ed.). Thousand Oaks, CA: SAGE.
  • Ponterotto, J. G., Utsey, S. O., & Pedersen, P. B. (2006). Preventing prejudice: A guide for counselors, educators, and parents (2nd ed.). Thousand Oaks, CA: SAGE.
  • Rogers, M. R., Ingraham, C. L., Bursztyn, A., Cajigas-Segredo, N., Esquivel, G., Hess, R. S., et al. (1999). Best practices in providing psychological services to racially, ethnically, culturally, and linguistically diverse individuals in the schools. School Psychology International, 20(3), 243–264.
  • Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.). New York: Wiley.