Presentation on theme: "National Association of School Psychologists Atlanta, Georgia April 1, 2005 PRESIDENTS SPECIAL STRAND Session 3: Assessment That Informs Effective Instruction."— Presentation transcript:
National Association of School Psychologists Atlanta, Georgia April 1, 2005 PRESIDENTS SPECIAL STRAND Session 3: Assessment That Informs Effective Instruction and Intervention: The Role of the School Psychologist in a Multi-tiered Approach Dawn Miller, Ph.D. K-STARS Project Coordinator Northeast KS Education Service Center (913) 909-3114 (785) 887-6711 firstname.lastname@example.org Jan Stejskal, Ed.S School Psychologist High Plains Educational Cooperative Ulysses, KS 67880 (620) 356-5577 email@example.com
High Plains Educational Cooperative Supports 17 rural school districts 10,000 sq. mile area 1,462 student IEPs 12% student population Changed practices in 1993
HPEC School Psychologists Practice HPEC believes authentic assessment practices to be important components in school psychology services. A strong focus is placed on the collection of information that relates directly to the school curriculum, state standards, and meeting requirements set forth in No Child Left Behind. The development of research based interventions and a students response to intervention are critical components in determining the childs needs. By focusing on these components, all children can benefit, regardless of whether or not qualifying criteria have been met.
HPEC Practices Customer Service Focus Assessment Tied to Instruction Problem Solving Focus/ Response to Intervention Team Decision Making Multidisciplinary Report/ Three Year IEP Non Categorical Labeling Counseling/ Emotional Health Development Continuous Improvement
Customer Service We view families and teachers as our consumers We provide meaningful information rather than psychological jargon
Assessment Tied To Instruction We seldom use standardized or IQ tests Instead we focus on local expectations, curriculum and instruction
Problem Solving Focus/ Response to Intervention We are involved with all children and participate in the intervention process We emphasize the school environment, instruction, and curriculum as well as the learner We view response to intervention as a valuable piece of information in identifying special education needs.
Team Decision Making We are no longer gatekeepers We facilitate discussions and focus on the convergence of data
Multidisciplinary Report/ Three-Year IEP The team report and IEP is an integrated document Three year format helps insure continuity of instruction between teachers and grade levels
Non Categorical Labeling Since 1993, HPEC has not labeled students Focus is on the students can nows and next steps
Counseling/ Emotional Health Development School Psychologists have a background in mental health Change in role has allowed time to provide individual and group counseling
Continuous Improvement Monthly school psychologist meetings Summer study groups
HPEC School Psychologist Role Participate in intervention process Consult with teachers, parents Provider of individual and group counseling Support NCLB Support school improvement Provide and participate in staff development
Summary Points Changed School Psychology practices since 1993 Special Education placements have remained constant Increased the number of School Psychologists School Psychologists role changed significantly Continuous improvement HPEC Website: www.highplainsed.com