Green Knowt (Psych in the Schools)

Problem Solving; Literacy; High Stakes Testing

Evidence Based Practices

EBP

Response To Intervention

RTI

Multi-Tiered Systems of Support

MTSS

Essential Elements of RTI/MTSS

1. Team Leadership

2. Parent Involvement

3. Scientifically-Based Core Instruction and Intervention

4. Universal Screening Assessment

5. Individual Progress Monitoring

6. Planned Service Delivery Decision Rules

7. Intervention Delivery (standard treatment vs problem solving)

8. Fidelity of Instruction

Correlational Model

not always the best

Experimental Model

better

Expectation

peers, standards, judgment

Problem

Difference between expectation and actual performance

Operational Definition of Behavior

• Specific

• Observable

• Measurable

Teaching

Intervention = _______ = delivering events that change behavior (≠ accommodations)

• Prevention strategies

• Skill instruction

• Reinforcement strategies

• Strategies to reduce occurrence of problem

• Generalization strategies

Phonemic Awareness

Critical Reading Skill

• Sort /s/ /or/ /t/

• Match /m/ /a/ /ch/

• Meal /m/ /ea/ /l/

• Put /p/ /uu/ /t/

  • Identifies initial sounds in words

  • ___ segmenting

Alphabetic Principle

Critical Reading Skill

• fec zok

• kol rez

• nam log

  • Letter-sound

  • Letter-sound correspondence

  • Blending

Fluency

Critical Reading Skill

• One of the reasons Becky loved traveling on the weekends to her grandparents’            13
  house in Connecticut was her Grandpa Bob. As soon as she and her parents pulled       28
  into the winding drive and stopped in front of her grandparents’ house, she and           42
  Grandpa Bob would go for a walk.                                                                                   49

  • Accuracy and ___

  • Sight reading

  • Passage reading

Phonemic awareness, Alphabetic principle, Fluency, Vocab, Comprehension

Critical Reading Skills

Accountability Testing

No Child Left Behind

• 95% of students tested

• Results publicly reported

Adequate Yearly Progress (AYP)

No Child Left Behind

• 100% proficiency by 2014

Schools in Need of Improvement

Stakes for schools and districts

No Child Left Behind

• Accountability Testing

• Adequate Yearly Progress (AYP)

• Schools in Need of Improvement

• Highly Qualified Teachers

Many states impose their own stakes (e.g., retention, teacher performance pay) based on test results independent of NCLB

Every Student Succeeds Act

• Replaced No Child Left Behind as of 2017

• States must set challenging standards and performance goals for all students

State Accountability System

Every Student Succeeds Act

• Measure Progress toward goals must include:

  • Two measures of student achievement (one must be proficiency on state tests)

  • High school graduation rates

  • English language proficiency

  • At least one indicator of school quality

Improvement Plans

Every Student Succeeds Act

Bottom 5% of schools; schools with less than 67% grad rate; schools that have failed to progress with district intervention (identified once every three years)

• Created by districts and school staff, monitored by the State

• Be based on a school-level needs assessment

• Identify resource inequities

Targeted Support and Improvement Plans

Every Student Succeeds Act

Schools in which any subgroup of students is consistently under-performing—identified by the state annually

• Developed by the school, monitored by the district

• Results in additional action after a period of time

• If schools continue to fail, the school must implement a comprehensive improvement plan

School Climate and Safety

Every Student Succeeds Act

• Title I funds can be used to implement MTSS or other tiered support systems, including school based mental health programs

• At least 20% of Title IV Part A funds must be used for at least one activity to improve overall student wellbeing

  • Mental health, school safety, substance abuse, violence prevention, etc.

• Supports professional development and implementation of trauma informed practices, mental health first aid, and other wellness prevention efforts

Low Stakes

Consequences not directly tied to individuals (teachers, students) involved in the assessment (e.g., reporting scores)

Medium Stakes

No direct tie to individuals but could involve loss of resources or power for district

High Stakes

Direct tie to teachers and/or students (e.g., promotion, retention, graduation, performance pay, personnel evaluation)