National Association of School Psychologists Atlanta, Georgia April 1, 2005 PRESIDENT’S SPECIAL STRAND

1. National Association of School Psychologists Atlanta, Georgia April 1, 2005 PRESIDENT’S 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 dawn@nekesc.org Jan Stejskal, Ed.S School Psychologist High Plains Educational Cooperative Ulysses, KS 67880 (620) 356-5577 poststejskal@yahoo.com

2. How We Started….. 1993 1997 2000 1992

3. 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

4. HPEC School Psychologist’s 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 student’s response to intervention are critical components in determining the child’s needs. By focusing on these components, all children can benefit, regardless of whether or not qualifying criteria have been met.

5. 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

6. Customer Service • We view families and teachers as our consumers • We provide meaningful information rather than psychological jargon

7. Assessment Tied To Instruction • We seldom use standardized or IQ tests • Instead we focus on local expectations, curriculum and instruction

8. 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.

9. Team Decision Making • We are no longer gatekeepers • We facilitate discussions and focus on the convergence of data

10. 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

11. Non Categorical Labeling • Since 1993, HPEC has not labeled students • Focus is on the student’s “can now’s” and “ next steps”

12. Counseling/ Emotional Health Development • School Psychologists have a background in mental health • Change in role has allowed time to provide individual and group counseling

13. Continuous Improvement • Monthly school psychologist meetings • Summer study groups

14. Prevalence at “Waiver” Sites

15. 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

16. 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