School-Wide Practices to Promote Learning
School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health (NASP, 2010).
"Free the child's potential, and you will transform him into the world."
- Maria Montessori
"Free the child's potential, and you will transform him into the world."
- Maria Montessori
Course Work
APSY 635: Advanced History, Theory and Practice in Psychology
This course examined the history of psychological concepts in Western culture, major theoretical systems and research approaches of twentieth-century psychology, and the foundational assumptions of contemporary perspectives in psychology. Selected topics focuses on both the intellectual as well as the institutional and social history of the discipline.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to incorporate input from school staff in the process of promoting learning and mental health needs of my clients in the clinic. This input is vitally important in the determination of appropriate recommendations of evidence-based strategies. Being from Saskatchewan, it is important for me to be aware of how a school psychologists can work throughout the tiers of a Response to Intervention model while collaborating with school staff and outside agencies to address student need.
APSY 635: Advanced History, Theory and Practice in Psychology
This course examined the history of psychological concepts in Western culture, major theoretical systems and research approaches of twentieth-century psychology, and the foundational assumptions of contemporary perspectives in psychology. Selected topics focuses on both the intellectual as well as the institutional and social history of the discipline.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to incorporate input from school staff in the process of promoting learning and mental health needs of my clients in the clinic. This input is vitally important in the determination of appropriate recommendations of evidence-based strategies. Being from Saskatchewan, it is important for me to be aware of how a school psychologists can work throughout the tiers of a Response to Intervention model while collaborating with school staff and outside agencies to address student need.
Work Samples
I was part of a team that developed the RTI model for each school in our division. RTI provides teachers a clearer understanding of the intensity of evidence-based interventions being provided for students with academic and behaviour needs. Our tracking records of have provided us with student-trend data regarding where school-wide academic behaviour or academic programming may be needed. A school psychologist has the opportunity to be a part of each tier of an RTI model, especially within the universal tier when determining which evidence-based school-wide programming to implement. |
Promoting Alternative THinking Strategies (PATHS) is a universal preventative program which is based on five theoretical models. PATHS promotes emotional and social competencies and reduces aggressive and behavioural difficulties within a school and classroom. The examination of PATHS has been beneficial in my understanding of how a school-wide social/emotional learning program can influence not only the emotional, social, and behavioural skills of all children within a school, but also their academic development.
|
The research I conducted for this journal article review of the effects of repeated reading on the development of reading fluency and comprehension prompted me to pilot a tier 2 reading intervention program for students between grades four and seven who were struggling with fluency and comprehension. After a two year pilot, we were pleased with the data that indicated an increase in reading fluency and comprehension our students demonstrated from this intervention program. Our program is now division-wide and has prompted research in the area of tier 2 intervention for students who are struggling with calculation skills. This experience of researching and then conducting specific strategies to aid in student fluency and comprehension difficulties has been very beneficial in allowing me to see how a school psychologist can play a role in tier 2 school-wide intervention programming.
|
Level of Competence
Rating: Medium
Reflection:
I have knowledge and abilities to locate information on general and special education programming in Saskatchewan, and on the implementation of school-wide academic intervention programming. However, our school counselor usually implements school-wide social/emotional and behavioural intervention programming. Though I have not conducted the research to determine which evidence-based programming will implemented in our school, I have provided the universal and individual student data to guide our decision. Throughout my internship, I intend to become more knowledgeable on school-wide social/emotional and behavioural programming that may be beneficial for our schools to assist students with development of social and emotional skills.
I have found that my knowledge of assistive technology is lacking. I intend to spend time researching and collaborating with the technological coaches within my division on which assistive technology aids would be beneficial for our students who are struggling in areas of the academics.
Rating: Medium
Reflection:
I have knowledge and abilities to locate information on general and special education programming in Saskatchewan, and on the implementation of school-wide academic intervention programming. However, our school counselor usually implements school-wide social/emotional and behavioural intervention programming. Though I have not conducted the research to determine which evidence-based programming will implemented in our school, I have provided the universal and individual student data to guide our decision. Throughout my internship, I intend to become more knowledgeable on school-wide social/emotional and behavioural programming that may be beneficial for our schools to assist students with development of social and emotional skills.
I have found that my knowledge of assistive technology is lacking. I intend to spend time researching and collaborating with the technological coaches within my division on which assistive technology aids would be beneficial for our students who are struggling in areas of the academics.
Annotated Bibliography
Canter, A. (2006). Problem solving and RTI: New roles for school psychologists. Communique, 34(5), insert. Retrieved from http://www.nasponline.org/advocacy/rtifactsheets.asp
This article provides information on how a school psychologist may be involved in all three tiers of a Response to Intervention (RTI) model to address student needs within the school. Being from Saskatchewan, it will be essential that I am aware of the services a school psychologist can provide to meet student needs through a RTI model.
Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It. Alexandria, VA: Association for Supervision and Curriculum Development.
In his book, Jensen discusses how chronic exposure to poverty can result in detrimental changes. However, an examination of how the is also equally susceptible to the positive effects of a balanced learning environment and caring relationships found in a school can assist a student with developing resilience, self-esteem, and character. The school division I work in and will be doing my internship with adheres to the theory, interventions, programming, and mind-set of this book.
Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43(7), 753-770. doi: 10.1002/pits.20186
This article examines how an integration of Response to Intervention RTI) and cognitive assessment methods as a means of addressing student need and diagnosing of learning disorders could be implemented. This article was a vital contributor to my understanding of how RTI and traditional psychoeducational assessment could be combined in my current school division in addressing student need and when to explore psychoeducational assessment when a student continues to struggle. The RTI model ensures that evidence-based programming and interventions, as well as all possible environmental factors are explored, before psychoeducational assessments are explored when addressing student struggles in the schools.
Ringeisen, H., Henderson, K., & Hoagwood, K. (2003). Context matters: Schools and the "Research to Practice Gap" in children's mental health. School Psychology Review, 32(2), 153-168.
This article explores how to make clinic-derived mental health interventions fit within the school context with consideration to three critical factors: individual, structure of the organization, and provincial and national factors. This article provided me with a basic understanding of the details and factors which will need to be addressed and considered when implementing mental health interventions within a school.
Canter, A. (2006). Problem solving and RTI: New roles for school psychologists. Communique, 34(5), insert. Retrieved from http://www.nasponline.org/advocacy/rtifactsheets.asp
This article provides information on how a school psychologist may be involved in all three tiers of a Response to Intervention (RTI) model to address student needs within the school. Being from Saskatchewan, it will be essential that I am aware of the services a school psychologist can provide to meet student needs through a RTI model.
Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It. Alexandria, VA: Association for Supervision and Curriculum Development.
In his book, Jensen discusses how chronic exposure to poverty can result in detrimental changes. However, an examination of how the is also equally susceptible to the positive effects of a balanced learning environment and caring relationships found in a school can assist a student with developing resilience, self-esteem, and character. The school division I work in and will be doing my internship with adheres to the theory, interventions, programming, and mind-set of this book.
Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43(7), 753-770. doi: 10.1002/pits.20186
This article examines how an integration of Response to Intervention RTI) and cognitive assessment methods as a means of addressing student need and diagnosing of learning disorders could be implemented. This article was a vital contributor to my understanding of how RTI and traditional psychoeducational assessment could be combined in my current school division in addressing student need and when to explore psychoeducational assessment when a student continues to struggle. The RTI model ensures that evidence-based programming and interventions, as well as all possible environmental factors are explored, before psychoeducational assessments are explored when addressing student struggles in the schools.
Ringeisen, H., Henderson, K., & Hoagwood, K. (2003). Context matters: Schools and the "Research to Practice Gap" in children's mental health. School Psychology Review, 32(2), 153-168.
This article explores how to make clinic-derived mental health interventions fit within the school context with consideration to three critical factors: individual, structure of the organization, and provincial and national factors. This article provided me with a basic understanding of the details and factors which will need to be addressed and considered when implementing mental health interventions within a school.