The everyday operations of a school district depend on a network of people, including students, teachers, staff, and administrators. However, the ancillary services staff are really responsible for making the school day run smoothly. They are often the first employees that students see in the morning, either on the school bus or in the cafeteria,…

Evidence-based and highly effective, "coaching" helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.…

This document focuses on state requirements for the various professional roles for Part C services and collaborative efforts to ensure high quality personnel are available to provide Part C services. States have established requirements to ensure a high quality workforce for children and families receiving Part C services. These requirements vary…

Discussed are the various ways in which individual states have interpreted the First Amendment regarding separation of church and state. Proposals have been advanced in effort to resolve issue ofpublicly supported pupil personnel services for nonpublic schools, but satisfactory resolution has not yet occurred. (CJ)

Comprehensive Pupil Personnel Services Team (CPPS) implies that all members of the team--teachers, administrators, counselors, specialists, etc.--have important contributions to make to meet schools promise of working for development of total human beings. Pupil Personnel Services must be an integral part of total educational program. (Author)

The document consists of three parts: (1) a report derived from the proceedings at the Atlanta Workshop for pupil personnel services; (2) a questionnaire designed to record reactions to pupil personnel services; and (3) a paper discussing the rationale for the workshop. The Atlanta Workshop report begins with implications for training, the…

The paper is addressed to the problem of how to accomplish evaluation of Pupil Personnel Services (PPS) and its product, i.e. youth. It distinguishes between direct and indirect evaluation of the product and the process. Aspects of PPS which make evaluation difficult, but not impossible are noted: (1) the provision of PPS is partially an art and…

This is the first in a series of monographs to be published by the National Association of Pupil Personnel Administrators (NAPPA). It is offered as a set of guidelines in an effort to establish some unit of purpose and to provide a rationale for the areas of training, certification, and accreditation. This publication presents guidelines for (1)…

This guide identifies key factors and considerations in developing a comprehensive, collaborative pupil services delivery system. In addition to describing what these considerations are, information is provided by developing a district and pupil services team. Emphasized here is the need for conceptualizing the delivery of pupil services within…

Across the nation, increasing emphasis is being placed on prevention and early intervention services for children. Changes are reflected in legislative mandates, increased collaboration within and across services delivery systems, and recommended professional practices. This study examines one state's efforts for children in early childhood…

A compelling argument in support of behavioral approaches is the use of validated techniques. But many school psychologists use behavior consultation and intervention strategies despite not having followed the tenets of behavioral practice, such as gathering data. This study explores the reality of theory-practice discrepancies. Surveys were…

Provides an overview of issues special services providers should consider as these providers review options for services. An array of factors affecting the planning and implementation of group interventions with school-aged children is reviewed. Available alternatives for group interventions and guidelines for selecting, implementing, and…

Analyzes the process of moving a group-based, teacher-led group intervention from the implementation phase to the institutionalization phase. Describes structures that implementers can establish to help operationalize the guidelines; illustrates structures using case examples, with emphasis on a special education setting serving an urban,…

It is commonplace for school restructuring proposals to mention the need for support programs and services that will address barriers to students' learning and performance. This paper explores some concerns about prevailing policies that address impediments to learning (including but not limited to school violence and substance abuse). Emphasized…