Reflecting on the Public Policy Institute: Graduate Students as Advocates

IMPLEMENT SYSTEMS TO SUPPORT THE WHOLE CHILD As school psychologists, we are trained in data collection and interpretation at district, school, class, and student levels. Because of this, our work has become dependent on data-based decision-making models, such as response to intervention and, more r...

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Bibliographic Details
Published in:Communiqué (National Association of School Psychologists) 2019-01, Vol.47 (5), p.35-35
Main Authors: Maras, Elly Q, Saint, Jo
Format: Article
Language:English
Subjects:
Advocacy
Bias
Case law
Conferences, meetings and seminars
Decision making
Divestments
Education
Education policy
Educational Policy
Employee development
Graduate students
Health services
Individualized Education Programs
Low income groups
Mental health
Nelson, Bill
Oral hygiene
Practice
Psychologists
Public policy
Public schools
School boards
School districts
Social justice
Students
Teaching Methods
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Summary:IMPLEMENT SYSTEMS TO SUPPORT THE WHOLE CHILD As school psychologists, we are trained in data collection and interpretation at district, school, class, and student levels. Because of this, our work has become dependent on data-based decision-making models, such as response to intervention and, more recently, multitiered systems of support (MTSS), which are used to help student support teams plan and implement evidence-based interventions. [...]we should apply our knowledge to develop MTSS for frequently neglected behavioral and social–emotional concerns and advocate for implementation of MTSS policies that more adequately support mental health needs. The Supreme Court chose not to create a bright-line rule (i.e., a set of requirements), thereby allowing for IEPs to remain individualized. [...]it behooves us to keep abreast of case law and use this knowledge to inform our ethical responsibilities while helping our schools abide by the latest procedural safeguards established to ensure a FAPE for every student.
ISSN:0164-775X