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!

You Tube's role in School Counseling and Psychology

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

I have used YouTube for classroom presentations, showing clips about bullying or ADHD for example. I like the Teacher Tube channel. I also have used it for my own education, looking at posts from counselors I admire, for example, the videos Susan Kaiser Greenland has posted with short exercises to teach children mindfulness. http://www.youtube.com/watch?v=D9GJtic9eW0

I don't show the videos to the kids, but I use her videos to help me with how I work with students on these topics.

I also use Youtube with students for a group counseling activity, where I ask students to share a favorite song -- usually on Youtube we can find a video of the song pretty easily, and watch it as a group. Of course a concern can be inappropriate language or images and I am cautious with that.

I like how some bloggers use YouTube links in their blogs; for example links to videos about attachment theory research, and as appropriate I may link to some YouTube videos that I like in my own blog (like the mindfulness videos!)

Blah blah blah blog!

Prompt: As your first blog entry, please select a catchy title and reflect on the following:

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

A blog is a good way to promote myself professionally, raise visibility within and beyond my district or community. I have seen other professionals do so very well, as cited in my previous post.

I think bloggers need to be careful about appearing professional,  and refrain from inappropriate images, ensure the preservation of confidentiality, and tread lightly around controversial issues. I think the adage about avoiding discussing politics and religion would apply in most circumstances.

Please see my previous post for examples and descriptions from the School Counselor Blog and Notes from a School Psychologist blog.

Digital Natives Wield Spotify, Not Spears

“My niece, at “almost 13 years old, arrives home from school and turns on the TV and begins to text message with her Twitter account. While doing this, she turns on her laptop computer and opens her Facebook account to see which of her special friends are in communication. Many of these digital contacts are the same adolescents she just spent the day with in school. Using a free hand, she opens her backpack and pulls out homework that is soon spread over the open areas of the floor for consideration and prioritization. She lives in a completely digital world and has never “dialed a phone”, wound a clock or wristwatch, listened to an LP, or even watched a black-and-white TV. She is talking virtual German language lessons over the computer and conducting library research online for her term papers. 

My niece’s mother worries that she must learn to slow down and focus attention to tasks that are linear in nature. Reading a textbook, listening and following logic of the presentation of her teachers-these are skills vital to success in college and later in the real world of work.”

Prompt: Is it possible that this generation of teenagers has cognitive abilities that older generations lack? Or do these young people simply lack an ability to focus and concentrate? 

I often joke that we will see rapid evolutionary changes in the shape of our fingertips ... the better to tap out texts on our smartphone screens.

There is data about the impact of technology on the cognitive abilities of today's youth, as demonstrated by the 2001 guidelines from the American Academy of Pediatrics, recommending prohibiting screen time for children under age two, and research continues to accumulate. In fact, next week I am hosting a Parent University series for families at my charter school titled, "Raising Digital Natives". Here is the link to the handouts from the same workshop we held in fall 2010. Just click on the "Digital Natives" PDF.

Rather than dismissing this generation as attention handicapped, I think it is our job as parents and professionals to keep up, stay informed, monitor, and continue to research this important sociological revolution we are living through. I also think students still interact in the world in a linear fashion in plenty of ways, such as watching a movie or a TV show, listening to a song, or sitting down to a meal with the family or in a restaurant.

Prompt Make a list of the ways you believe the role of school counselors and school psychologists is being changed by new technologies. 

We are now website administrators and authors

Gatekeepers: We can find out if there is an app for that... to help students academically, socially etc.

We can use technology to communicate more effectively with families, for example, besides my making handouts available on the website from the Parent University series at my school, I could create a podcast. Of course, there are also our newsletters, delivered by email... and perhaps by twitter, facebook pages etc.

We need to review and revise social media guidelines for staff, and find how best to use a Facebook page, for example. 

I am interested to learn more about how the field of assessment is being impacted by technology.