schoolpsychology's presentations. http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif schoolpsychology's presentations. http://www.slideshare.net/ Fri, 16 May 2008 02:53:37 GMT SlideShare feed for schoolpsychology's presentations. Jane Close Conoley, Ph.D. University of California, Santa Barbara http://www.slideshare.net/schoolpsychology/jane-close-conoley-phd-university-of-california-santa-barbara
Jane Close Conoley, Ph.D. University of California, Santa Barbara School Psychology Misdirected: An Argument for Prevention and Capacity Building. For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues: · Children’s mental health is tied directly to their academic success. · Behavioral success for children is related to instructional expertise of teachers. Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.]]>
Jane Close Conoley, Ph.D. University of California, Santa Barbara School Psychology Misdirected: An Argument for Prevention and Capacity Building. For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues: · Children’s mental health is tied directly to their academic success. · Behavioral success for children is related to instructional expertise of teachers. Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.]]> Fri, 16 May 2008 02:53:37 GMT http://www.slideshare.net/schoolpsychology/jane-close-conoley-phd-university-of-california-santa-barbara schoolpsychology@slideshare.net(schoolpsychology) Jane Close Conoley, Ph.D. University of California, Santa Barbara schoolpsychology Jane Close Conoley, Ph.D. University of California, Santa Barbara School Psychology Misdirected: An Argument for Prevention and Capacity Building. For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues: · Children’s mental health is tied directly to their academic success. · Behavioral success for children is related to instructional expertise of teachers. Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely. <img src="http://cdn.slidesharecdn.com/janecloseconoleyucbsp2008-1210913648500250-9-thumbnail-2?1210906417" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Jane Close Conoley, Ph.D. University of California, Santa Barbara School Psychology Misdirected: An Argument for Prevention and Capacity Building. For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues: · Children’s mental health is tied directly to their academic success. · Behavioral success for children is related to instructional expertise of teachers. Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely. Jane Close Conoley, Ph.D. University of California, Santa Barbara
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]]> 2197 0 http://cdn.slidesharecdn.com/janecloseconoleyucbsp2008-1210913648500250-9-thumbnail-2?1210906417 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Response to Intervention: A Component in a Novel Educational Service Delivery Model. http://www.slideshare.net/schoolpsychology/response-to-intervention-a-component-in-a-novel-educational-service-delivery-model
Sue Courey, Ph.D. San Francisco State University Response to Intervention: A Component in a Novel Educational Service Delivery Model. With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.]]>
Sue Courey, Ph.D. San Francisco State University Response to Intervention: A Component in a Novel Educational Service Delivery Model. With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists.]]> Sat, 10 May 2008 03:15:30 GMT http://www.slideshare.net/schoolpsychology/response-to-intervention-a-component-in-a-novel-educational-service-delivery-model schoolpsychology@slideshare.net(schoolpsychology) Response to Intervention: A Component in a Novel Educational Service Delivery Model. schoolpsychology Sue Courey, Ph.D. San Francisco State University Response to Intervention: A Component in a Novel Educational Service Delivery Model. With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists. <img src="http://cdn.slidesharecdn.com/coureyucberkeley-1210396452873841-8-thumbnail-2?1210389343" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Sue Courey, Ph.D. San Francisco State University Response to Intervention: A Component in a Novel Educational Service Delivery Model. With the emergence of standards-based reform, the No Child Left Behind Act of 2001 (NCLB) and the reauthorization of IDEA 2004, Response to Intervention (RTI) has received growing attention for its ability to more rapidly address the needs of students who are not making adequate academic achievement. However, the term ìRTIî has caused some confusion as school districts and educators scramble to implement this promising innovation. RTI is sometimes referred to as a model of service delivery but it is actually a component in a novel way to allocate educational resources. This presentation will acquaint participants with a new model of service delivery (allocation of educational resources) to include defining RTI, progress monitoring, and the evolving roles of school personnel working with at-risk and special needs populations: general education teachers, special education teachers, and school psychologists. Response to Intervention: A Component in a Novel Educational Service Delivery Model.
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]]> 2970 0 http://cdn.slidesharecdn.com/coureyucberkeley-1210396452873841-8-thumbnail-2?1210389343 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders http://www.slideshare.net/schoolpsychology/rti-an-interventionbased-approach-to-delivering-services-to-students-atrisk-for-emotional-and-behavioral-disorders
Frank Gresham, Ph.D. Louisiana State University RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders. Almost 20% of school-age students could qualify for a mental health diagnosis, however less than 1% of these students are served in schools as emotionally disturbed. Students with these emotional and behavioral challenges are therefore either unserved or underserved in American schools. Most of these children experience a number of difficulties in the development and maintenance of satisfactory interpersonal relationships with peers and teachers. This presentation focuses on the development and implementation of multiple tiers of social skills instructional interventions that are evidence-based and effective. Issues of screening, assessment, and program evaluation are discussed.]]>
Frank Gresham, Ph.D. Louisiana State University RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders. Almost 20% of school-age students could qualify for a mental health diagnosis, however less than 1% of these students are served in schools as emotionally disturbed. Students with these emotional and behavioral challenges are therefore either unserved or underserved in American schools. Most of these children experience a number of difficulties in the development and maintenance of satisfactory interpersonal relationships with peers and teachers. This presentation focuses on the development and implementation of multiple tiers of social skills instructional interventions that are evidence-based and effective. Issues of screening, assessment, and program evaluation are discussed.]]> Sat, 10 May 2008 03:04:38 GMT http://www.slideshare.net/schoolpsychology/rti-an-interventionbased-approach-to-delivering-services-to-students-atrisk-for-emotional-and-behavioral-disorders schoolpsychology@slideshare.net(schoolpsychology) RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders schoolpsychology Frank Gresham, Ph.D. Louisiana State University RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders. Almost 20% of school-age students could qualify for a mental health diagnosis, however less than 1% of these students are served in schools as emotionally disturbed. Students with these emotional and behavioral challenges are therefore either unserved or underserved in American schools. Most of these children experience a number of difficulties in the development and maintenance of satisfactory interpersonal relationships with peers and teachers. This presentation focuses on the development and implementation of multiple tiers of social skills instructional interventions that are evidence-based and effective. Issues of screening, assessment, and program evaluation are discussed. <img src="http://cdn.slidesharecdn.com/greshamucberkeley-1210395754300638-8-thumbnail-2?1210388679" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Frank Gresham, Ph.D. Louisiana State University RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders. Almost 20% of school-age students could qualify for a mental health diagnosis, however less than 1% of these students are served in schools as emotionally disturbed. Students with these emotional and behavioral challenges are therefore either unserved or underserved in American schools. Most of these children experience a number of difficulties in the development and maintenance of satisfactory interpersonal relationships with peers and teachers. This presentation focuses on the development and implementation of multiple tiers of social skills instructional interventions that are evidence-based and effective. Issues of screening, assessment, and program evaluation are discussed. RTI: An Intervention-Based Approach to Delivering Services to Students At-Risk for Emotional and Behavioral Disorders
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]]> 3723 0 http://cdn.slidesharecdn.com/greshamucberkeley-1210395754300638-8-thumbnail-2?1210388679 presentation http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Using Response to Intervention with English Language Learners http://www.slideshare.net/schoolpsychology/using-response-to-intervention-with-english-language-learners
Mike Vanderwood, Ph.D. University of California, Riverside Using Response to Intervention with English Language Learners. Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.]]>
Mike Vanderwood, Ph.D. University of California, Riverside Using Response to Intervention with English Language Learners. Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.]]> Fri, 09 May 2008 17:04:28 GMT http://www.slideshare.net/schoolpsychology/using-response-to-intervention-with-english-language-learners schoolpsychology@slideshare.net(schoolpsychology) Using Response to Intervention with English Language Learners schoolpsychology Mike Vanderwood, Ph.D. University of California, Riverside Using Response to Intervention with English Language Learners. Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs. <img src="http://cdn.slidesharecdn.com/mikevanderwooducb050908-1210359632688075-9-thumbnail-2?1210352674" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> Mike Vanderwood, Ph.D. University of California, Riverside Using Response to Intervention with English Language Learners. Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs. Using Response to Intervention with English Language Learners
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]]> http://cdn.slidesharecdn.com/profile-photo-schoolpsychology?1210352164 www-gse.berkeley.edu/program/SP/sp.html http://cdn.slidesharecdn.com/janecloseconoleyucbsp2008-1210913648500250-9-thumbnail?1210906417 schoolpsychology/jane-close-conoley-phd-university-of-california-santa-barbara Jane Close Conoley, Ph... http://cdn.slidesharecdn.com/coureyucberkeley-1210396452873841-8-thumbnail?1210389343 schoolpsychology/response-to-intervention-a-component-in-a-novel-educational-service-delivery-model Response to Interventi... http://cdn.slidesharecdn.com/greshamucberkeley-1210395754300638-8-thumbnail?1210388679 schoolpsychology/rti-an-interventionbased-approach-to-delivering-services-to-students-atrisk-for-emotional-and-behavioral-disorders RTI: An Intervention-B...