Culturally Competent Consultation in Schools. Culturally Competent Consultation in Schools: Information for School Psychologists and School Personnel "The greatest distance between people is not space. The greatest distance between people is culture. " Jamake Highwater (Native American choreographer, author and lecturer, 1932-2001) As America's schools become increasingly diverse, school psychologists and educational personnel face the challenge of providing services that enhance the mental health and educational competence of all children.
Over the course of any given school year, a school psychologist may be asked to consult with school personnel and/or parents of culturally or linguistically diverse students on issues such as the lack of academic progress of a limited-English proficient student, or the behavioral difficulties of a student who recently immigrated to this country. The following information will help school psychologists and the teams they work with to provide effective and culturally sensitive consultation. Summary. SIOP Sheltered Instruction Observational Protocol - ELL Tool Box. Home-School Conferences - A Guide for Parents. By Andrea Canter, PhD, NCSP Minneapolis Public Schools Home and school—everyone shares the goal of helping children learn and feel successful. Research has proven that when parents and teachers work together, everyone benefits: Students tend to earn higher grades, perform better on tests, attend school more regularly, have better behavior, and show more positive attitudes toward themselves and toward school.
School programs that include strong parent involvement are more effective. Yet, collaboration between parents and teachers is not always a smooth process. Establishing an effective home-school partnership requires efforts from both teachers and parents to create a trusting, equitable relationship. Sometimes parents must first deal with their own discomfort with schools and teachers.
If parents have experienced difficulty in school, then they may have to overcome negative feelings that carry over from their own childhood. Preparing for the Parent-Teacher Conference Listen carefully. NASP CQ 37-3 -Improving Relationships With Community Providers: The Community Psychologists Workshop. Partnering With Parents of Special Needs Students: Barriers to Collaboration.
Research-Based Practice - Family-School Collaboration Services. NASP Dialogues: Indigenous Americans. NASP Dialogues: African-American Subcommittee (NASP) NASP CQ 36-1 - Collaborative Consultation.
Reading Tests: What They Measure, and Don't Measure by Dr. Melissa Farrall. Reading Tests: What They Measure, and Don't Measure by Dr. Melissa Farrall Print this page Note: The information in this article is from Chapter 10 and 11, Tests and Measurements 101 and 102, in Wrightslaw: From Emotions to Advocacy, 2nd edition published by Harbor House Law Press. Learning What Tests Measure There are two important realities in testing. Tests do not always measure what they appear to measure, and not all tests measure reading, writing, and math skills comprehensively. Reading comprehension, for example, is a complex entity.
Some children may not understand as well when they read silently as when they read aloud. It is important to understand exactly what the child’s weaknesses are before designing an effective remedial program. Learning About Reading Tests There is no one reading test that measures reading skills comprehensively. Woodcock Reading Mastery Test - Revised (WRMT-R) Letter Identification. Word Identification. Nonsense Words. Word Comprehension. Decoding Fluency. National Association of School Psychologists. Data-Based Decision Making. Progress Monitoring Web Resources. The National Center on Student Progress Monitoring (NCSPM) has exciting downloadable articles, PowerPoint presentations, FAQs, and additional resources about student progress monitoring, Curriculum-Based Measurement, applying decision making to IEPs and other researched based topics. All of our publications are designed to inform and assist audiences in implementing student progress monitoring at the classroom, building, local or state level.
The materials on this website were developed under the NCSPM, which was funded by the U.S. Department of Education, Office of Special Education Programs from 2003-2008, and content has not been updated since that time. Although materials were vetted under the NCSPM, professionals differ in how they report and explain certain content and procedures. Our materials were authored by various experts in the field and thus reflect this variation.
Topics NCSPM strongly encourages the reproduction and distribution of our materials. Adobe Acrobat (165 KB) Math. SPRING 00 assess Focus.qxd. Present Levels of Academic Achievement and Functional Performance (PLAAFP) Ages 3 - 12 - Iowa Department of Education. NASP CQ 39-1 - Engaging With Parents: The Power of Information, Responsiveness to Parental Need, and Ongoing Support for the Enhanced Competence of All Students. Fluency | Helping Struggling Readers. Target the Problem! Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.
Children who do not read with fluency sound choppy and awkward. What the problem looks like A kid's perspective: What this feels like to me Children will usually express their frustration and difficulties in a general way, with statements like "I hate reading! " I just seem to get stuck when I try to read a lot of the words in this chapter. A parent's perspective: What I see at home Here are some clues for parents that a child may have problems with fluency: He knows how to read words but seems to take a long time to read a short book or passage silently. A teacher's perspective: What I see in the classroom How to help Related articles. School Psychology: A Blueprint for Training and Practice II.