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School Psychology in the 21st Century
Staying in the game in meaningful ways
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Problem Solving and RTI: Role for School Psych

CQ 34-5 - Problem Solving and RTI
Mary Perfitt-Nelson's insight:

Change is constant...........we better "roll with it", baby.

 

To meet this challenge, school psychologists will need to be:

Open to change—change in how students are identified for intervention; how interventions are selected, designed, and implemented; how student performance is measured and evaluated; how evaluations are conducted; and how decisions are made.Open to training—training (as needed) in evidence-based intervention strategies, in progress monitoring methods, in designing problem-solving models, in evaluating instructional and program outcomes, in ecological assessment procedures.Willing to adapt a more individualized approach to serving students while also adapting a more systemic approach to serving schools.Willing and able to communicate their worth to administrators and policymakers—to “sell” new roles consistent with the provisions of IDEA 2004.
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Rescooped by Mary Perfitt-Nelson from Online Student Engagement in Higher Education
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Social and Emotional Learning Research: Evidence-Based Programs

Social and Emotional Learning Research: Evidence-Based Programs | School Psychology in the 21st Century | Scoop.it

Students who are more self-aware and confident about their learning capacities try harder and persist in the face of challenges (Aronson, 2002).

 

Learn how social and emotional learning can help accomplish this.

 

Choosing the best program to implement social and emotional learning in your school can be daunting. Edutopia's research analyst recommends these research-proven programs.


Via Kim Flintoff
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NASP CQ 35-4 - Behavior Support and Response to Intervention

Mary Perfitt-Nelson's insight:

An RTI approach to service delivery and staff development can ensure that the personnel involved in problem-solving processes are the closest to the problem and that other personnel are only brought in, as less personnel-intensive interventions have been demonstrated to be ineffective, that is, the student’s presenting problem did not respond to the early-stage intervention.


This approach is good for kids.  Good for staff.  

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