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Download full textAlexandra M. Pierce; Melissa A. Collier-Meek; Lanae Drachslin; Lisa M. H. Sanetti – Communique, 2024
All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final…
Descriptors: Fidelity, Intervention, School Psychologists, Barriers
Direct linkVaillancourt Stobach, Kelly – Communique, 2017
The final Every Student Succeeds Act (ESSA) accountability regulations were issued November 2016. Draft regulations were released in the Spring 2016, and the Department of Education received comments and feedback from over 21,000 individuals and organizations. The final regulations provide specific details regarding the implementation timeline,…
Descriptors: Federal Legislation, Educational Legislation, Accountability, Program Implementation
Strobach, Kelly Vaillancourt – Communique, 2018
Efforts to implement the Every Student Succeeds Act (ESSA) are well underway, as states submitted their state plans to the Department of Education in September 2017. The entire education policy and advocacy community has been combing through the state plans to get an idea of how states will tackle efforts to improve student outcomes under the new…
Descriptors: Federal Legislation, Educational Policy, Federal Programs, Program Implementation
McClung, Ashley A.; Perfect, Michelle M. – Communique, 2012
The National Association of School Psychologists' (NASP) official stand on sexual education is that it should be taught in schools to help young people make healthy decisions regarding sex throughout their lives. Accordingly, school psychologists have a responsibility to use their expertise to facilitate these programs. Without a comprehensive…
Descriptors: Expertise, Evidence, Health Education, Sex Education
Maras, Melissa A.; Wandersman, Abe; Splett, Joni Williams; Flaspohler, Paul; Weist, Mark – Communique, 2012
This article describes Getting to Outcomes (GTO), a 10-step framework for accountability designed to facilitate effective implementation of evidence-based programs and improvement of home-grown practices (Getting to Outcomes and GTO are trademarks registered by the University of South Carolina and RAND; Wandersman, Imm, Chinman, & Kaftarian,…
Descriptors: Accountability, Evidence, Best Practices, School Psychology
Castillo, Jose M.; Batsche, George M. – Communique, 2012
District implementation of the response to intervention (RTI) model has occurred at a surprising rate. It appears that implementation of RTI has occurred rapidly and is being implemented with all students. Rapid implementation of RTI is occurring alongside continued controversy over the model and its intended uses. Although significant research…
Descriptors: Response to Intervention, Program Implementation, Skill Development, Program Evaluation
Milstein, Mindy R.; Shields, Julie S. – Communique, 2010
What are school staff to do when inspiration strikes but the funding to carry out a vision is lacking? This was the dilemma faced by the staff of the Emotional Disability Services Unit (ED Unit) in the Montgomery County Public Schools (MCPS) in Maryland. The ED Unit serves 350 students who experience significant emotional challenges that impair…
Descriptors: Student Needs, Emotional Intelligence, Middle Schools, Substance Abuse
