The forest and the trees

Among koans that apply to education is “If a tree falls in the forest and no one is there, does it make a sound?” The power of observation to improve teacher efficacy and the quality of classroom instruction is well accepted, as evidenced by the Measures of Effective Teaching Project from the Bill and Melinda Gates Foundation (2012).

 My interest in this subject was prompted by my participation in the coordinators council of Charter Operated Programs, a SELPA of sorts representing 14 charter organizations within the Los Angeles Unified School District. Recently, the council was considering expenditures for purchase of a commercial technology based platform for classroom walkthroughs.

Classroom observation is important for improving teacher effectiveness, coaching opportunities, as well as measuring student behavior. New tools are available for classroom observation, from web-based software that can be installed on smartphones to cameras and software that give 360 degree recording of classrooms for analysis and review. Teachscape Reflect was created to facilitate the Measures of Effective Teaching project. Teachscape developed panoramic video capture sharing and scoring tools. The framework for evaluation can be customized by each district, but the system comes preloaded with Charlotte Danielson’s Framework for Teaching. Framework is an observer training and assessment system that incorporates more than 100 master-scored videos to develop observer skill and expertise.

While many of these technology-based tools for observation are commercially available and require district funds, there are free web-based tools that can be utilized.

Google docs and forms can be uploaded with other free web-based tools, and allow input of data into spreadsheets for further analysis (TICAL, 2010).

The challenges posed by using technology such as that offered by Teachscape and other providers is assuring that the principles of effective feedback guide the framework for data collection and reflect the pedagogy of each school. Teachers could develop a “Big Brother” resentment of video-based scrutiny, and introduction to these tools should be done carefully.

Competence with technology is now considered a foundational competence for school psychologists (NASP 2008).  In NASP’s Best Practices entry the Pfohls provide a general overview of technology that helps orient school psychologists to the basics. They highlight important organizations and resources such as the Association for Advancement of Computing in Education and the U.S. Department of Education’s Office of Technology.

It is very important that school psychologists are aware of the latest innovations in adaptive technologies that can benefit students with disabilities. And school psychologists will play an important role in advocacy for students when the “haves and have-nots” issues of access threaten academic success.

The rapid development of technology requires frequent monitoring for effective school psychologists to remain so. Of particular interest is the growth of the visual, auditory and kinesthetic aspects of technology, and potential applications for powerful interventions that are engaging to the latest generation of learners. Advances in assessment, opportunities and challenges of record management, analysis of the vast amounts of data that can be collected --  all these can make seeing the forest for the trees a challenge for today’s school psychologist. Thus professional memberships, continuing education and small learning communities are essential.

              References

Bill and Melinda Gates Foundation, (2012). Gathering feedback for effective teaching: Combining high quality observations with student surveys and achievement gains. Retrieved from website: http://www.metproject.org/downloads/MET_Gathering_Feedback_Research_Paper.pdf

The New Teacher Project, (2012). 'met' made simple: Building research-based teacher evaluations. Retrieved from website: http://tntp.org/assets/documents/TNTP_METMadeSimple_2012.pdf

Pfohl, William F., Pfohl, Virginia A. (2008), in Best practices in school psychology V. NASP

Sherman, M. (2008). Peering behind the Classroom Door. Techtrends: Linking Research And Practice To Improve Learning, 52(6), 53-54.  Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ838499&site=ehost-live&scope=site

TICAL: Technology information center for administrative leadershi (2010). Retrieved from http://portical.org/tools/gf/

Waters, John K. (2011). 360 DEGREES of reflection. T H E Journal, 38(5), 33-35.  Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=60780497&site=ehost-live&scope=site

I don't think you're hearing me correctly

Auditory processing disorder (APD), also known as central auditory processing disorder (CAPD), is one of the specific learning disabilities which can be the basis for eligibility for an individualized education plan. CAPD is believed to be a weakness in the ability to cognitively process verbal or 'auditory' information. Typically, such students perform well with visual or 'hands-on' activities, but struggle to understand or recall information presented verbally. This is not due to poor hearing, but rather to a weakness in the brain's ability to fully or efficiently process auditory information. This complex problem is estimated to affect about 5% of school-aged children.

The National Institute on Deafness and Other Communication Disorders presents the following example of APD: “ … the request ‘Tell me how a chair and a couch are alike’ may sound to a child with APD like “Tell me how a couch and a chair are alike.”  It can even be understood by the child as ‘Tell me how a cow and a hair are alike.’ ”

The frequency of such errors increases with the presentation of complex information, and in noisy environments, such as classrooms.

According to the American Speech Language Hearing Association (ASLHA), a diagnosis of APD can only be made by an audiologist, and most assessments require students be at least 7 or 8 years old.

In “Nature of Auditory Processing Disorder” Moore, Ferguson, Edmondson-Jones, Ratib and Riley present results from a study of 1469 children in Great Britain. The battery of assessments included the Children’s Auditory Processing Performance Scale (CHAPPS). Students’ cognition and AP skills were compared to caregiver’s evaluation of children’s listening and communication. The findings suggest that presenting symptoms of APD were largely unrelated to auditory sensory processing and that APD is primarily an attention problem that, incidentally, often improves with age.  

Moore et al conclude that APD in children is primarily a result of poor engagement with sounds, rather than impaired hearing. “First, the symptoms currently labeled APD may not be attributable to a primary, bottom-up, sensory processing problem, but may have their origins in higher-level, top-down, control of listening.”

This study has significant implications for the diagnosis and treatment of APD and to date has been cited in 23 scholarly publications.

                                                                   

References

Moore, D.R., Ferguson, M.A., Edmondson-Jones, A.M., Ratib, S., Riley, A. (2010). The nature of auditory processing disorder in children. Pediatrics 126:2 e382-e390,

http://www.nidcd.nih.gov/staticresources/health/healthyhearing/tools/pdf/audiprocdis.pdf doi:10.1542/peds.2009-2826

http://www.asha.org/public/hearing/disorders/understand-apd-child.htm

TEA for Tu? Technology Enhanced Assessment

Ask a seasoned educator about the latest flavor of the month and they may lump Response to Intervention (RTI) in with the Vanilla Mint Chip. Many a good intention has failed due to inherent resistance to change, implementation difficulties or lack of evidence based research.
With RTI, however, the research is in and it is good. But several scholars fret that lack of fidelity of implementation may be the straw that breaks this camel's back. That's why it is so important that educators explore the use of technology to enhance programs. Technology is well suited for collecting, managing and analyzing the vast amount of data generated by a robust RTI program.

In "Using Technology to Enhance Tiered Instruction," author Matthew K. Burns outlines  four key areas where technology can enhance RTI:

1. improving classroom instruction
2. tiered instruction and intervention, both behavioral and academic
3. ongoing assessment
4. home-school collaboration

Recently, California administrators and educators gathered to review the state of state regarding RTI and technology, at a recent conference sponsored by the League of Schools.

And more information is available at the National Center for Response to Intervention Technical Tools Committee has created a chart outlining various tools for progress monitoring.

Effective school counselors, psychologists and administrators would do well to explore technology based programs to enhance implementation of RTI in their schools.

POS GTG IH8U!

Research social networking and cyberbullying to answer the following questions:

• How do you personally and professionally use social networking?
• What is your own definition of cyberbullying?
• Why do you think the prevalence of cyberbullying has increased?
• What are some suggestions for helping students protect themselves?

I use social networking personally to keep up with friends, pass the time and de-stress with games like Words iwth Friends (addicting!) and as a cloud for photos and information. I personally have accounts with LinkedIn, Facebook, Tumblr and Google +. I use social networking professionally by friending professional contacts and keeping those contacts "wet" by conveniently touching base, forwarding relevant links. I also use sites like Diig and Facebook to bookmark articles and videos I find of interest, because then I can go to my page and find a record of them. Sharing these links I think also raises my visibility and credibility because it shows I am spending time with studies and news items relevant to the field. 

I believe cyberbullying is the use of technology to intentionally harm someone. It is the same definition of bullying, the main difference is the method... technology... and the impact, which has significant variations due to the possibility of going viral and touching tens, hundreds thousands and even millions of people. Another significant difference is that it is pervasive. When students are bullied the old fashioned way, when they go home they can expect some kind of respite. However iwth technology the harassment can go on 24/7 and it is very difficult for teens to resist the impulse to reply immediately which technology now affords them... it reduces the possibility of cooling off periods that old school bullying afforded.

I think cyberbullying has increased because access to technology has increased, and because texting and IMing are such a part of students social lives it is one of the primary ways they communicate, thus the harassment and arguments are digital, thus it is now cyberbullying. Also the factors of the immediacy of reply, as previously mentioned, as well as the "veil" that screens provide that make cruelty easier and nonverbal cues nonexistent add to mis and mal-communication.

The message in my cyber bulling presentations are "Stop Block Record". I encourage students to save important discussions for face to face, and to think before they press send when they are upset. Block perpetrators from friend lists. I also encourage record-keeping, saving screenshots of harassment, reporting harassment, knowing when to bring it to school versus the police (police if the perpetrator of harassment is not a student of our school) I also encourage parents to take devices away at night, to have the charging area in the master bedroom or kitchen since many students are texting all night instead of sleeping! I encourage parents to monitor their children's online interactions and be aware that students often create other accounts where they conduct their true social transactions beyond the account where the parent and other family are friends. 

A hidden benefit of cyber bullying is that there is a record that can be retrieved so the bullies end up hanging themselves so to speak... it is one thing to call someone something cruel in the hallway, that is horrible and painful but no one else may have seen or heard it. When they do it online there is a digital trail so if students are good at Stop Block and Record at least there can be consequences from administration and/or law enforcement.

Fumbling my way through Tumblr

I recently attended Peace Over Violence's 4th Annual Violence Free Teens Conference. One of the breakout sessions I attended was about understanding and using technology to prevent dating violence. The presenters, from Break the Cycle, went over the ways teens are using technology, and then gave us some suggestions so we can be up to speed on what's happening with teens on line.

Two recommendations that I came away with were finding and subscribing to a good technology site/newsletter, and getting a Tumblr account. The technology blog site I have found and liked to date is Edudemic.

I have had an account for a week now, without much activity I admit. I think one way to describe it is as a blend of Facebook and Blogger... or perhaps just a nice way to scroll through a lot of blogs at once.

The blogs are attractive, however I have found it difficult to search blogs to find Tumblr blogs on topics of interest. And unfortunately, I have found many wonderful educational psychology blogs through TAPSNAPS, and I wish I could subscribe to them through Tumblr, because Tumblr is a great way to scroll through many blogs at once.

I think Tumblr's application may be a more user-friendly way to use blogging for self-promotion and "brand building".
One benefit of Tumblr is it allows complete customization, and offers many more templates than Blogger. I believe this makes it more attractive to professionals in the arts and design fields.

Check this Wiki How on how to use Tumblr.

RTI and School Psychologists

This week, we have discussed the RtI² framework and it’s implication to the practice of school psychology and school counseling. Tour some of the RtI² tools/ resource pages discussed in lecture or those that you have you explored on your own.

• How important is data for a school counselor/ school psychologist?
• List how you might use these tools/ resources and post it to the discussion forum.
• As you review these sites, what are your thoughts on the RtI² framework?
• How do you see the RtI² framework impacting your practice? Any reservations?

I like that my professor is using Rti2 terminology, because it is an important distinction: how do students respond to instruction... how do students respond to intervention. The good news is 80-85% of students will respond to effective instruction, and the challenge is providing effective intervention for the second and third tiers of students.

I am aware of the concern and challenge of "drowning in data" and not making good use of the data. I think the assignments and readings between this class and the Cognitive Assessment class flow well together, because RTI2 is playing a growing role in identification of students for special education thus proper implementation of RTI2 is essential for proper identification of students! 

This of course is of concern at my school because we are really just getting our toes wet, so to speak, in RTI. There are many wonderful tools available, such as AIMS Web, Dibels, and I think properly implemented these could help eliminate students who have had a poor instructional experience from the risk of being improperly identified as learning disabled, as well as get them effective instruction sooner rather than later.

I do see that RTI2 framework may greatly change the role of school psychologists, and I am concerned that it may require school psychologists to be more adept at facilitating effective instructional practices, and worry that because I do not have a background in teaching, that I may not be as effective in this role. It does seem to change the view of what school psychologists do, and that was not necessarily what I thought I was getting into.

I do know, however, that right now, due to personal issues, it is easy for me to feel overwhelmed and be self-critical, and that with time and effort I may feel more effective and up to embracing this new paradigm of school psychology.

What's up, Google Doc?

• What is the potential application of Google Docs to you as a school counselor/psychologist?
• What concerns or reservations do you have about using Google Docs?
• Provide examples of how others have used Google Docs in their practice.

I know, a cringe-tastic blog title. I am hard pressed for creativity these days and am just happy to be keeping  the tip of my nose above water these days!

I have used google docs for collaborating on documents, mostly in the school setting (meaning as a graduate student). I have found it useful when one of the bloggers I read regularly shares documents on Google, (Danielle of School Counselor Blog)

I see the use of operating in the cloud, so documents are not stored on one computer in particular, and not having to rely on flash drives. However I am not sure how this application is useful for school psychologists in particular, I just see it useful for general computer use/administration of departments, publications etc. I think Google Calendar may have some use, for scheduling clients, IEP meetings, rooms, PD etc.

I suppose having rating scales available is one use but only for public domain assessments. It could be useful to create a library that is available in the google cloud so wherever I was I could log on and find the scale I need, presuming I did not have my laptop , or I spilled coffee on it or something! 

I look forward to learning more about the potential my classmates might recognize!