This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of…

Within a culturally and linguistically responsive (CLR) multitiered system of supports (MTSS) framework, effective policies, practices, and personnel ensure that resources and tools promote equity for all students. Observation data were analyzed to describe the implementation of two components of MTSS/RTI, assessment and data-based…

The United States is in an era of high-stakes evaluation of educators (i.e., teachers and principals), the results of which are used to inform human capital decision making (i.e., recruitment, hiring, retention, and dismissal), which in turn impacts school capacity and student learning. The present article describes the School System Improvement…

The DURABLE (Discussing, Understanding, Reinforcing, Adapting, Building, Learning, Evaluating) Approach, an organizational intervention that is designed to facilitate implementation of individualized evaluation program (IEP) evaluation, is presented. The need for school psychologists to become actively involved in organizational-level matters in…

This paper presents four challenges facing multidisciplinary teams (MDT): (1) ensuring efficient use of available time; (2) developing the skills and knowledge base of team members; (3) assigning available personnel resources; and (4) developing strategies for reduction of team member stress guidelines for planning internal MDT evaluation…

How the performance appraisal system for school psychologists in North Carolina was developed and implemented is described. The evaluation system was developed with consideration for those to be evaluated and with respect for the needs of individuals as well as organizations. (SLD)