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.
