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Author: Krystle A. Kaifesh Publisher: ISBN: Category : School psychologists Languages : en Pages : 112
Book Description
School psychologists try to balance between what school districts need, what they prefer to do, and what current initiatives suggest for practitioners. The purpose of this study was to survey school psychologists in Wisconsin about their roles and job satifaction. One-hundred and sixty-four school psychologists in Wisconisin were surveyed about actual hours and preferred hours spent in seven roles.
Author: Krystle A. Kaifesh Publisher: ISBN: Category : School psychologists Languages : en Pages : 112
Book Description
School psychologists try to balance between what school districts need, what they prefer to do, and what current initiatives suggest for practitioners. The purpose of this study was to survey school psychologists in Wisconsin about their roles and job satifaction. One-hundred and sixty-four school psychologists in Wisconisin were surveyed about actual hours and preferred hours spent in seven roles.
Author: Todd A. Paavola Publisher: ISBN: Category : Curriculum-based assessment Languages : en Pages : 103
Book Description
Recently, the Wisconsin Department of Public Instruction has added a new rule pertaining to Response to Intervention and its use in identifying students with learning disabilities, with a projected date of implementation for all districts in the state of December 1, 2013. Due to this change, it is critical to gain information regarding participation in activities related to, and perceptions toward Response to Intervention in Wisconsin school districts. These perceptions and self-reported job activities can provide valuable information regarding the status of Response to Intervention in the state and the roles school psychologists are fulfilling in the process. The current study explored the perceptions of school psychologists in the state of Wisconsin about (a) activities related to Response to Intervention (RtI) that are occurring within the schools and districts they work in, (b) activities they participated in as a school psychologist in relation to RtI, and (c) level of readiness school psychologists believed their district was in the implementation of RtI. Results suggest almost half of participants reported their school districts were either just beginning to implement RtI, or need to begin implementation. Many of the initial components of an RtI system were reported as taking place in these school districts. It was also found that school psychologists are engaged at high percentages in activities related to RtI, including problem-solving teams, district planning of RtI, interpretation of progress-monitoring data, designing interventions, and in reviewing screening data. Some differences were noted in participation in activities based on number of years practiced, grade levels served, number of schools assigned to, and number of students served. Challenges to implementation as reported by school psychologists are also discussed.
Author: Krystle A. Kaifesh
Author: Krystle A. Kaifesh
Author: Jane Ellen Neumeyer
Author: Heather Lynn Rimstidt
Author: C. Christina Wright
Author: Barbara A. Moore
Author: Wisconsin. Task Force on School Psychological Services
Author: Kathleen G. Larson
Author: Todd A. Paavola
Author: 
Author: Laura A. Hanson