National Association of School Psychologists

1. National Association of School Psychologists Alexa PosnyAssistant Secretary Office of Special Education and Rehabilitative Services U.S. Department of Education March 3, 2010

2. We Promise… • All students will acquire the same essential knowledge and skills • All students’ learning will be carefully monitored, and will be given multiple opportunities to demonstrate their learning • All students will promptly receive extra time and support if they experience difficulty in learning • All students’ teachers will clarify the standards they will use in assessing the quality of student work • All students will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on their achievement

3. STRIVING Max begins his quest for the NBA Photo by his aunt, Erica Trout of Waverly, Neb.

4. “In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity—it is a prerequisite. The countries that out-teach us today will out-compete us tomorrow.” President Barack Obama January 24, 2009 Global Economy

5. Cradle-to-Career Education Plan Early Learning K-12 Higher Education Effective teaching & learning Literacy by 3rd Grade Increase Access &Affordability Career and College Attainment

6. “Obama Effect” A president whose life reflects the immense opportunities that education and employment can bring New Money More than $100 billion in new funding for education Perfect Storm for Reform

7. Four ARRA Reform Priorities Standards & Assessments Effective Teachers and Leaders Struggling Schools DataSystems

8. Standards & Assessments Common internationally benchmarked standards with aligned assessments Standards & Assessments College and career-ready standards and high-quality, valid and reliable assessment for all students, including English language learners (ELLs) and students with disabilities

9. Common Core Standards:What Has Changed… • We live in a world without borders. • We need all of our students to have the skills, knowledge and expertise for the 21st century. • We need all of our students to have a fundamental knowledge base in English and mathematics. • This knowledge base is not bound by state lines. • State standards are already based on the national standards developed by (for example): • National Council of Teachers of Mathematics • International Reading Association • National Council of Teachers of English • National Science Foundation

10. Replacing a Disconnected System…with a Connected Approach • At All Levels (P-20) • Align standards, assessments, accountability and data systems from early childhood through college • Recruit, train and retain high-quality teachers and education leaders • Close achievement gaps among student groups • Involve families as partners Birth to Kindergarten Elementary School Middle School High School Post Secondary Work/Career

11. Standards & Assessments • School psychologists can: • Lead teams in designing and implementing a school-wide universal screening system • Use these data to help identify at-risk students • Select evidence-based interventions • Plan progress monitoring components of Tier 2 and Tier 3 services • Evaluate new models of service delivery • Help administrators determine the impact of multi-tiered approaches on school-wide student achievement, rates of special education referral and placement, and disproportionate placement

12. Standards & Assessments • School psychologists can: • Help design methods of evaluating student progress and participating in implementing interventions at multiple tiers

13. What We Know… “Children are eager and capable learners”

14. Research Hart & Risley (1995)

15. What we know… • The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up. • We need to assist any child whenever s/he does not respond to instruction that is effective for the vast majority of children with whatever s/he needs.

16. A Systematic Approach • For the first time under IDEA, schools have the ability to use special education funds to provide Early Intervening Services (EIS) for students not yet identified as needing special education services. • Schools now have the opportunity to change the face of education across the entire country by intervening and providing resources long before a child fails.

17. What we need… “Early intervening services…are services for children in kindergarten through grade 12 (with a particular emphasis on children in kindergarten through grade 3) who have not been identified as needing special education and related services, but who need additional academic and behavioral support to succeed in a general education environment.”

18. Four Areas of Reform: Effective Teachers and Leaders Teacher effectiveness and equitable distribution of effective teachers Effective Teachers and Leaders Talent matters. Effective teachers supported by effective leaders make the difference.

19. Race to the Top “To boost the quality of teachers and principals, especially in high-poverty schools and hard-to-staff subjects, states and districts should be able to identify effective teachers and principals—and have strategies for rewarding and retaining more top-notch teachers and improving or replacing ones who aren’t up to the job.” Arne DuncanSecretary, U.S. Education Department

20. Effective Teachers and Leaders • School psychologists are instrumental agents in the application of multi-tiered models of academic support. • Specifically, school psychologists: • Provide professional development • Provide culturally competent services at all tiers of service delivery • Work closely with teachers and school teams to enhance critical skills • Consult with teachers and other school staff • Advocate for evidence-based and culturally competent practices • Help schools reform practices that result in inequitable and ineffective outcomes

21. Effective Teachers and Leaders • The expertise and support of school psychologists can be a critical factor in the effective implementation of a multi-tiered model. At Tier 1, school psychologists can: • Assist teachers with evidence-based instruction, behavioral interventions, periodic screening of literacy skills, and criteria for evaluating academic progress. • At Tier 2, school psychologists should: • Collaborate with general and special education teachers and support services personnel to design and implement effective, evidence-based strategies.

22. Effective Teachers and Leaders • At Tier 3, school psychologists: • Work with other school personnel • Consider programmatic options • Plan and conduct evaluations

23. Four Areas of Reform:Addressing Struggling Schools Aggressive intervention required in chronically low-performing schools Struggling Schools Intensive support and effective interventions for thelowest-performing schools

24. Raceto the Top “To turn around the lowest-performing schools, states and districts must be ready to institute far-reaching reforms, from replacing staff and leadership to changing the school culture.” Arne DuncanSecretary, U.S. Education Department

25. What we know… “There is a greater tragedy than being labeled as a slow learner—and that is being treated as one.”

26. What We Know • Students in poverty: • Score lower on assessments • Are less likely to graduate from high school • Enter the school door lacking literacy skills and language • The gap between students in poverty and more advantaged students is difficult to close.

27. What We Know 27 • Students who struggle the most require the greatest amount of resources—time, money and relationships. Poverty is not an excuse—we must help every child learn

28. Addressing Struggling Schools • School psychologists can be instrumental agents in the application of multi-tiered models of academic support. Specifically, school psychologists can: • Evaluate new models of service delivery. • Help administrators determine the impact of multi-tiered approaches

29. Four Areas of Reform: Data Systems Quality information enables continuous improvement by all—students, teachers, parents and policy makers. DataSystems Pre-K to higher education data systems that meet the principles in the America COMPETES Act

30. Raceto the Top “To close the data gap—which now handcuffs districts from tracking growth in student learning and improving classroom instruction—states will need to monitor advances in student achievement and identify effective instructional practices. ” Arne DuncanSecretary, U.S. Education Department

31. Data Systems • School psychologists play a critical role at all levels. Their training in data-based decision making allows them to: • Facilitate school teams’ reviews of data • Serve as facilitators of problem-solving teams • Assist in evaluations

32. Data Systems • School psychologists must be knowledgeable about federal and state laws and regulations, and (where applicable) state and local guidelines regarding special education evaluation procedures. • School psychologists should strategically select assessment procedures with clearly defined purposes in mind. • School psychologists must also be knowledgeable about: • Assessment measures and procedures that adhere to professional standards and enable school psychologists to address the requirements discussed previously; and • Research on specific learning disabilities

33. What we need… “Response to Intervention” (RTI)… is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a school-wide basis, to provide any student more intensive support–and monitor their progress—than may be typically available in every classroom.

34. What We Need Every reform was once a private opinion. Anonymous My interest is in the future, because I am going to spend the rest of my life there. Charles Kettering I couldn’t wait for success, so I went ahead without it. Jonathan Winters

35. I don’t think we’re in Kansas anymore, Toto…

36. What we wanted in Kansas… • An integrated intervention support system • The provision of interventions as early or whenever needed • Multiple or tiered levels of support and intervention • A continuum of increasingly intense research-based interventions • Ongoing monitoring of the effectiveness of the interventions provided

37. Kansas: Multi-Tier System of Supports

38. So, Toto, … …what data is needed?

39. Data Needed… • Every child’s achievement • Every child’s behavior • Evidence-based practices • Screening • Progress monitoring • Career planning • Decision-making • Timely, informative, systemic

40. What Does Data Show? • Junction City, KS: • 10th largest Kansas district • Military connected students = 44% • Free/reduced lunch students = 38.9% • ELL = 3% • SPED = 13.3% • Ethnic demographics White

41. Impact and Influence: Math

42. Impact and Influence: Reading

43. What Does Data Show? • Hillsboro, KS: • In 2003, Hillsboro found 28 students to be eligible for special education services • In 2008, Hillsboro found one student to be eligible for special education services

44. Kansas: Reading

45. Reading 27% Gain

46. Kansas: Math

47. Mathematics

48. Federal Collaboration:OSEP and OESE • Included children with disabilities in assessments • Developed RTI materials • Funded EDTech • Put in administrative Caps under Title I and IDEA NPRM and final notice • Distributed numerous policy letters, especially related to the NPRM • Developed ARRA fact sheets, guidance documents, FAQs and recipient reports • Developed use of funds presentations

49. Federal Collaboration:OSEP and OESE • Improved the quality of assessment data • Formed EDFacts Data Governance Assessment Working Group • Co-presented at conferences and co-hosted webinars • Co-funded and co-managed the National Comprehensive Center for Teacher Quality, the National High School Center and the Center on Instruction • Held OESE/OSEP Annual Joint Leveraging Resources Conference

50. Federal Collaboration:OSEP and OESE • OSEP, among other offices at the Department of Education, has participated in ESEA reauthorization discussions on teacher quality and effectiveness. • OESE and OSEP have established a working relationship around issues on HQT data collection and regulations. • OESE and OSEP formed Early Learning Interagency Study Groups focusing on program standards; early learning standards, curriculum and assessments; early childhood workforce; data systems; health promotion; and parent engagement • Will hold the first federal Early Childhood Summit