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Presidential Podium By Julia Hood, PhD Director at the Pingree Center

UASP President 2014-2015

reetings members of the Utah Association of School Psychologists,

It’s hard for me to believe it is already March! This year has gone by so quickly. I hope it has been a great year for everyone.

UASP has been working on and involved with some exciting things this year that I would love to share with you. For those of you who missed our fall conference, we had Sarah Ward present extremely helpful information about executive functioning. I think those in attendance would agree that she was a great speaker, and she shared a wealth of information on this topic. In December, UASP members volunteered at the Utah Food Bank, which was a great experience for those who attended, and it was greatly appreciated by the Utah Food Bank.

Rob Richardson (UASP president-elect), Fulvia Franco (NASP Delegate), and I attended the Western Regional meetings in San Diego in the fall and another regional meeting after the NASP conference in Orlando. At these meetings, we were able to collaborate with the other states in the West, as well as, states with demographics and organizations similar to UASP. At the meetings we talked about how to reach more members within our state, provide quality conferences, advocate for the profession of school psychology, and meet member needs within our organization. We learned a lot and will hopefully be able to put some of the ideas we learned about into action.

While we were at the NASP conference in Florida, a couple of other exciting things happened. We hosted a recruitment social with the other states in our Western region and we were able to connect with students and early career individuals who may be interested in working in Utah. We also attended the President’s reception where our very own Fulvia Franco received a presidential award – congratulations, Fulvia! It is well deserved.

As we are looking toward next year and preparing to hold elections for board trustee positions, I encourage anyone who has an interest in getting more involved to consider running for an open position. If you are interested in running for a position, please contact Rob Richardson, the chair of our Nominations Committee at [email protected].

I hope everyone continues to have a wonderful year as we move into spring!

Contents

2 UASP Leadership Roster for 2014-2015

RESEARCH-BASED PRACTICE

3 School-Based Consultation Training: Encouraging Skillful, Self-Aware Instructional Consultation through Acceptance and Commitment Training By Courtenay A. Barrett, Michael E. Levin, Benjamin G. Pierce, Trisha M. Chase, Joseph M. Cottrell

6 Predicting Proficiency on Utah’s Accountability Tests Using Universal Screening Data By Rob Richardson and Lora Tuesday Heathfield

11 School Psychologists Coaching Teachers and Teams By Devin Healey

13 Bibliotherapy in Elementary School Classrooms: Strengthening Student Support Against Bullying By Melissa Allen Heath, Tina Taylor Dyches, and Mary Anne Prater

17 Using WIDA ACCESS Data to Problem-Solve for English Language Learners

By Ann-Michelle Neal

ANNOUNCEMENT

20 Upcoming Ethics Conference for School Psychologists with Melissa Heath By Julie Daye

AWARDS

20 Eliza Cortes Awarded the UASP Minority Scholarship By Laura Miller

20 Awards from the 2014 UASP Fall Conference By Devin Healey

NASP / PERSONAL

21 Thank you Fulvia and Congratulations Leah: Changes in Utah NASP Delegate By Ellie Young

22 My Experience at NASP 2015 By Aaron Fischer

22 Seeing NASP Through the Eyes of My Students By Terisa Gabrielsen

PERSONAL

23 Rural School Psychology in Utah By Effie Thacker

· APRIL 2015 · VOLUME 30 · NUMBER 2uasp.sparespace.com

A Publication of the Utah Association of School Psychologists

2 THE OBSERVER (UASP) · APRIL 2015 · VOLUME 30 · NUMBER 2

THE OBSERVER

Editor Ellie Young

Assistant Editor Kim Lowe

Contributors Courtenay A. Barrett

Trisha M. Chase Joseph M. Cottrell

Julie Daye Tina Taylor Dyches

Aaron Fischer Terisa P. Gabrielsen

Devin Healey Melissa Allen Heath

Lora Tuesday Heathfield Julia Hood

Michael E. Levin Laura Miller

Ann-Michelle Neal Benjamin G. Pierce Mary Anne Prater Rob Richardson Effie Thacker Ellie Young

Editing/design/layout Matt C. Keener & Carrie A. Beach

Next Issue of THE OBSERVER October 2015

Submissions due September 15, 2015

The opinions and products, including advertising, class/workshop notices, and job announcements appearing in this newsletter do not necessarily indicate official sanctioning, promotion, or endorsement on the part the newsletter or the Utah Association of School Psychologists.

The editorial board invites articles, letters and other items of interest. The editor reserves the right to edit articles. Please include name, address and phone number with submission. Unsigned letters or articles will not be published. Submissions should be sent to Ellie Young, Editor at [email protected].

The Observer suffers without submissions from our readership. Seize the opportunity, write and submit.

UASP Membership Dues $50 for regular and associate members

$15 for students; $25 for retired

Utah Association of School Psychologists Leadership Roster

2014-2015

UASP Executive Committee

President Julia Hood [email protected]

Past President Devin Healey [email protected]

President Elect Rob Richardson [email protected]

Treasurer Lane Valum [email protected]

Recording Secretary Sara Susov [email protected]

Corresponding Secretary

Lora Tuesday Heathfield [email protected]

UASP Board Trustees

Term ending June 30, 2015

Courtenay Barrett, Heidi Block, Julie Daye, Donna Gilbertson, Elizabeth MacDougall, Laura Miller, Bethanie Monsen-Ford

Term ending June 30, 2016

Sean Cunningham, Brittani Howard, Holly Majszak, Linda Phosaly, Virginia Ramos, Ben Springer, Ellie Young

NASP Roles

NASP Delegate Fulvia Franco [email protected]

SPAN Coordinator Dan Olympia [email protected]

UASP Committees & Chairs

Awards Devin Healey [email protected]

Charitable Contributions

Fulvia Franco & Lane Valum [email protected]

Conference Julie Daye [email protected]

Credentialing Task Force

Dan Olympia [email protected]

Legislative Lane Valum [email protected]

Membership Lora Tuesday Heathfield [email protected]

Multicultural Affairs Laura Miller [email protected]

Nominating Rob Richardson [email protected]

Professional Standards

Rob Richardson [email protected]

Public Relations Sara Susov [email protected]

Publications Ellie L. Young & Kim Lowe [email protected]

SLD Task Force Fulvia Franco [email protected]

Technology Heidi Block [email protected]

UASP Historian Rob Richardson [email protected]

Web Manager Heidi Block & Kim Lowe [email protected]

THE OBSERVER (UASP) · APRIL 2015 · VOLUME 30 · NUMBER 2 3

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School-Based Consultation Training: Encouraging Skillful, Self-Aware Instructional Consultation

through Acceptance and Commitment Training By Courtenay A. Barrett, PhD, Michael E. Levin, PhD,

Benjamin G. Pierce, Trisha M. Chase, and Joseph M. Cottrell Utah State University

s the role of school psychologists diversifies beyond the routine practice of special education decision making, a greater emphasis is being placed on school-based consultation (Kratchowill, 2008). The paradigm of consultation has shifted over the past two decades from an “expert-driven” model to a more collaborative approach (Kelleher, Riley-Tillman, & Power, 2008). Specifically, research suggests school psychologists assuming the role of the “expert” create well-designed interventions for students which are implemented with low fidelity by teachers (Kelleher et al., 2008). Instructional Consultation (IC; Rosenfield, 2008) emerged as a collaborative, consultee-centered alternative to expert-driven consultation. IC frames student concerns in terms of the ecological interaction between students, instruction, and task demands to which they are exposed (i.e., the instructional triangle; Rosenfield, 2008) and encourages the consultant and consultee to arrive at a shared understanding of the problem. To perform IC effectively, consultants must engage in a developmental process of training that includes direct instruction and practicum experience with frequent supervision.

However, research documenting the effectiveness of training school psychologists in school-based consultation, including IC, is scant. It may be challenging for consultants-in-training (CITs) to learn how to shift from an expert-driven to a consultee-centered approach in IC. There are notable psychological barriers that can get in the way of taking a collaborative, empathetic stance with teachers, particularly early in training (e.g., self-doubt, judging consultees, discomfort in not taking an expert role). One training strategy might be to integrate other existing psychological methods that are known to improve interpersonal skills and target potential psychological barriers. One such method is Acceptance and Commitment Training, grounded in Acceptance and Commitment Therapy (ACT; Hayes, Strosahl & Wilson, 2012), a modern cognitive behavioral therapy that targets psychological barriers to effective, meaningful action in a range of areas, including training professionals.

In this article, we describe ACT and its compatibility with the techniques and pedagogy of IC in preparing graduate students to engage in consultation. We present the integration of IC and ACT principles as a way to respond to the multiple challenges of training school psychologists in IC. Finally, we present a model for a semester-long course in IC in which graduate student trainees utilized ACT methods as a means to explore “process” throughout their consultation work.

ACT, the Matrix, and IC

Like IC, ACT understands behavior from an ecological perspective. ACT particularly focuses on the function of behavior (i.e., its antecedents and consequences), with an emphasis on how thoughts and feelings impact overt behavior. For example, a variety of consultant behaviors (e.g., avoiding difficult topics, “expertizing,” asking too few or too many questions) may function to avoid, escape or otherwise control aversive internal experience (e.g., anxiety, self-doubt, frustration), which ACT refers to as experiential avoidance. ACT attempts to reduce experiential avoidance and other rigid patterns in which behavior is overly governed by psychological reactions (referred to more generally as psychological inflexibility) through the use of acceptance, mindfulness, and values-based methods. Through these methods, individuals learn how to be more aware and accepting of psychological experiences while engaging in meaningful patterns of action, which is generally referred to as psychological flexibility. In the area of training, ACT has been found to increase adoption of evidence-based methods, reduce stress and burnout, and improve worksite performance among other positive outcomes (Ruiz, 2010).

One specific method for targeting the psychological inflexibility that may be encountered by CITs is called the Matrix (Figure 1; Polk & Schoendorff, 2014). Although the Matrix has not been previously tested with CITs, related research suggests it can be an effective training method with special education and other in-service staff (Biglan, Layton, Jones, Hankins, & Rusby, 2013; Tenaglia, 2014), and to resolve disputes among intervention teams (Seys, 2014).

As Figure 1 illustrates, psychological inflexibility is characterized by behaviors on the left-hand side of the Matrix, in which aversive internal experiences (the bottom left) are followed by actions designed to avoid, control, or otherwise neutralize these inner experiences (the top left). By contrast, psychological flexibility is characterized by behaviors on the right-hand side of the Matrix, in which one’s internal sense of values (the bottom right) guide committed actions (the top right).

ACT Enhanced IC Training

We incorporated the matrix into a 16-week course offered to graduate students in school psychology. The training objectives, training structure, and potential pitfalls of our approach are discussed below.

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Training objectives. A primary objective of the course was to foster an environment in which CITs could learn and flexibly apply the requisite skills of IC. The Matrix was used to encourage CITs to identify internal “hooks,” such as thoughts and emotions, which pulled them away from learning and practicing these skills (the left-hand side of Figure 1). Additionally, the Matrix was used to clarify the connection between engaging micro-skills during consultation (the top-right) with the CITs’ internal values (the bottom-right). This “unhooking” and re-orienting process became pertinent for CITs who experienced doubts about the time constraints of consultation sessions. The CITs identified feeling “rushed” as a common internal barrier to effectively collaborating with their consultees. Using the Matrix to organize their experiences, the CITs could acknowledge the “hook” of feeling rushed (e.g., mindfulness), utilize “rushed” as a cue to re-orient to their values (e.g., collaboration), and then follow-through with micro-skills that were consistent with their values (e.g., paraphrasing, summarizing).

A secondary objective of the course was to foster self-awareness among CITs in their consultation work. The Matrix assisted in this goal by mapping the relations between CITs’ inner experiences and their behaviors. This was initially done post-hoc, as CITs completed Matrix self-assessments after each consultation session. Next, CITs were encouraged to bring conscious awareness of ACT processes, such as experiential avoidance, into their day-to-day interactions outside of consultation. Third, the CITs were encouraged to practice this awareness in-session with their consultees. By developing fluency with the “feel” of ACT processes in their work, CITs could develop increased self-awareness and self-regulation in sessions.

The third objective of the course was to have CITs engage successfully in IC. To do this, the CITs had to monitor their progress on an ongoing basis. The Matrix established a context for continual self-assessment, strengths identification, and barriers to success, which paralleled the progress-monitoring process in IC.

Training structure. During a 16 week course, CITs were required to provide IC services for at least one case in their assigned school districts. Supervision and coursework were designed to reflect the dual-emphasis on content knowledge and interpersonal process in IC. For instance, a supervision session may focus on how to conduct an instructional assessment for math as well as ACT skills for “unhooking” from the internal barriers and re-orienting to collaboration with the consultee. CITs also completed two in-class workshops on how to use the Matrix as a self-assessment tool. These workshops consisted of didactic training, experiential exercises, and role-plays to enhance CITs fluency with using the Matrix for in-the-moment self-reflection.

A variety of self-assessment tools were included in the course. After each session, CITs wrote process logs on the IC process, as well as their conceptualization of the consultee (the teacher) and the client (the student). CITs also completed a measure of psychological flexibility and a matrix-based self-assessment after each session to monitor their personal growth. Further, the

CITs recorded their consultation sessions and used transcripts to reflect on IC and ACT processes (e.g., collaboration and “unhooking”) within their sessions.

Pitfalls of ACT-Enhanced IC Training. Certain pitfalls to this approach to training are noteworthy. First, CITs may not be comfortable with the identification of emotional barriers to engaging in IC. Establishing a “safe space” for the discussion of such barriers is important if using the Matrix in a training setting (Polk & Schoendorff, 2014). Second, there is a risk that CITs focus too strongly on Matrix processes to the neglect of IC processes during consultation sessions. Instructors should advise CITs to practice awareness of Matrix processes “on the fly” outside of their consultation work before bringing this awareness into session.

Conclusions

This article has offered a brief outline of how the ACT Matrix can be used to enhance the training of instructional consultants. The Matrix was presented as a way to organize, understand, and intervene with the psychological experiences of CITs who are providing IC for the first time. To our knowledge, this is the first article to present a structure for training in IC that incorporates discussion of the emotional experiences of CITs.

References

Association for Contextual Behavioral Science (2015). ACT Randomized Controlled Trials since 1986. Retrieved from http://contextualscience.org/ACT_Randomized_Controlled_Trials

Hayes, S. C., Strosahl, K., & Wilson, K. G. (2012). Acceptance and

commitment therapy: The process and practice of mindful change (2nd ed.). New York: Guilford Press.

Kelleher, C., Riley-Tillman, T. C., & Power, T. J. (2008). An initial comparison of collaborative and expert-driven consultation on treatment integrity. Journal of Educational and Psychological Consultation, 18, 294-324.

Polk, K. L., & Schoendorff, B. (Eds.). (2014). The ACT Matrix: A New Approach to Building Psychological Flexibility Across Settings and Populations. Oakland, CA: New Harbinger Publications.

Rosenfield, S. (2008). Best Practices in Instructional Consultation. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V, (pp. 1645-1660). Washington, DC: National Association of School Psychologists.

Ruiz, F. J. (2010). A review of Acceptance and Commitment Therapy (ACT) empirical evidence: Correlational, experimental psychopathology, component and outcome studies. International Journal of Psychology and Psychological Therapy, 10, 125-162.

Tenaglia, P. (2014). The matrix goes to school: Promoting psychological flexibility in education. In K. L. Polk & B. Schoendorff (Eds.), The ACT Matrix: A New Approach to Building Psychological Flexibility Across Settings and Populations, (pp. 207-220). Oakland, CA: New Harbinger Publications.

Seys , A. (2014). In business: The matrix for team building and professional stress. In K. L. Polk & B. Schoendorff (Eds.), The ACT Matrix: A New Approach to Building Psychological Flexibility Across Settings and Populations, (pp. 221-234). Oakland, CA: New Harbinger Publications.


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Predicting Proficiency on Utah’s Accountability Tests Using Universal Screening Data

Rob Richardson, PhD, and Lora Tuesday Heathfield, PhD Evidenced Based Learning Department, Canyons School District

s more school systems adopt a multi-tiered system of support (MTSS) model of service delivery, school psychologists have become increasingly involved in data-based decision making in order to ensure success for all students. School psychologists’ involvement in data-based decision making across tiers of an MTSS model encompass at least 6 of the 10 NASP practice standards within the NASP Practice Model (see Figure 1). These activities fit squarely into what our national organization believes school psychologists should be doing in order to best help students succeed in school. Relevant practice standards include:

• Data-based decision making • Consultation and collaboration • Interventions to support student academic skills • School-wide practices to promote learning • Preventative and response services, and • Research and program evaluation

School psychologists have been routinely involved with screening, analyzing, intervening and progress

monitoring with behavior data (e.g., Office Discipline Referrals, behavior checklists, Functional Behavior Assessments, Behavior Intervention Plans, and graphing of data over time) and are now becoming increasingly involved in these same tasks using academic data. School psychologists are often called upon to help teachers interpret academic screening data, particularly in the context of progress monitoring: determining whether or not students are getting sufficient educational benefit from their current level of services and leading discussions regarding possible next steps.

Figure 1. NASP Practice Model


Therefore, it is imperative that school psychologists have a firm understanding of what the meaning of the academic screening measures that they routinely interpret. For example, school psychologists should be aware of what it means if a student does or does not meet benchmark thresholds. Suppose a student is reading at benchmark:

• Does it mean that they read as well as typical students across the state? • Does it mean that they should be excluded from receiving intensive intervention? • Does it mean that the odds are in their favor for being proficient on state accountability tests?

Through their expertise in consultation, problem solving, and evidence-based practice, school psychologists can play a critical role in decisions regarding quality school-wide preventative and responsive services using academic screening data in order to positively impact outcomes for all students. To do so effectively, it is imperative that school psychologists know what reasonable interpretations we should be placing on academic screening results that are routinely being generated across our state.

Purpose of Screening

Universal screening involves using a brief assessment procedure across all students to assist in the evaluation of student risk (Glover & Albers, 2007; Ikeda, Neesen, & Witt, 2008). Universal screening plays an important role in identifying students who are at-risk for academic problems before these students’ difficulties become insurmountable (Kratochwill, Albers, & Shernoff, 2004; Simmons et al., 2000; Walker & Shinn, 2002). Finding academic problems early is especially important in key subject areas such as reading and math. Early identification and intervention mitigates possible later adverse outcomes such as failing to learn to read at a reasonable proficiency level in order to succeed in school

(Durlak, 1997). National organizations advocating for effective scientifically-based reading instruction (e.g., National Reading Panel, 1999; National Research Council, 2002; President’s Commission on Excellence in Special Education, 2002) strongly recommend making universal screening a practice in all schools. Results from screening tools can trigger implementation of more intensified supports for students at risk and guide conversations about how to meet these students’ learning needs with existing school resources.

History of CBM Measures and CRT

Districts across Utah are using Curriculum-Based Measurement (CBM) for academic screening purposes. Most school districts in Utah use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2007) to screen and benchmark student performance in reading. Canyons School District has been using AIMSweb for universal screening in both reading and math in order to identify students at risk for academic difficulty. AIMSweb’s Reading CBM is identical in administration and scoring to DIBELS; they differ in that the two systems use different text in their reading passages. AIMSweb’s Math Computation (MCOMP) and Math Concepts and Applications (MCAP) are used for universal screening in math. Research conducted in Canyons School District indicated that these AIMSweb CBM measures worked well to not only identify students with reading or math difficulties, but also to predict risk for non-proficiency on Utah’s language arts and mathematics Criterion Referenced Tests (CRTs). Similar research has supported the use of DIBELS in predicting risk on our state’s CRTs.

In spring of 2014, however, the Utah State Board of Education required all Utah students, beginning in the third grade, to take new state tests called Student Academic Growth and Excellence (SAGE), which were designed to better align with the

adoption of more rigorous core standards. SAGE tests are computer-adaptive, have multiple response formats (e.g., writing, drag-and-drop, etc.), and are designed to measure students’ higher-order thinking skills. By comparison, the CRTs measured old standards and student recall via multiple choice answer sheets. Since these two outcome measures differ significantly, it is important to determine whether CBM screening measures also work well to predict academic risk on SAGE. What follows are the results of research conducted in Canyons School District to determine the relationship between AIMSweb reading and math screening measures and student performance on SAGE.

Question 1: Do scores on CBM measures rank students the same way as SAGE scores do?

To answer this question, Pearson correlation coefficients were used to discover how closely related CBM scores are to SAGE scores. [Note: A coefficient of 0.00 indicates no relationship between two scores and a coefficient of 1.00 indicates a perfect correlation. Negative correlations represent inverse relationships. As a general rule of thumb, coefficients of 0.1 to 0.3 are considered weak, between 0.3 and 0.5 are moderate, between 0.5 and 0.8 are moderately strong and above 0.8 are strong (Cohen, 1988).] Table 1 summarizes the correlations between students’ Reading CBM (RCBM) scores and standard scores obtained on the English Language Arts (ELA) SAGE tests. Correlations between students’ Math CBM (MCOMP) scores and standard scores obtained on the Math SAGE tests are summarized in Table 2.

Results indicate that scores on AIMSweb CBM measures in reading and math have a moderately strong relationship to ELA and Math scores on SAGE. Correlation coefficients are in a similar range to what they were when using CRTs as outcome measures (see last column in Tables 1 & 2), albeit slightly stronger in most cases.


Table 1. Correlations between RCBM and English Language Arts SAGE Standard Score

Grade # of Students (Spring 2014)

Correlation ELA SAGE & RCBM

(Spring 2014)

Correlation Strength

(Spring 2014)

Correlation ELA CRT & RCBM

(2012) Grade 3 n=2,516 0.73 Moderately Strong 0.69

Grade 4 n=2,556 0.70 Moderately Strong 0.68


Table 2. Correlations between MCOMP and Math SAGE Standard Score

Grade # of Students (Spring 2014)

Correlation Math SAGE & MCOMP

(Spring 2014)

Correlation Strength

(Spring 2014)

Correlation Math CRT &

MCOMP (2012) Grade 3 n=2,517 0.66 Moderately Strong 0.63



Table 3. Likelihood of ELA SAGE Proficiency Given RCBM Proficiency Level

GRADE Overall Hit Rate

ELA SAGE Proficiency Rate:

Well Below Benchmark

ELA SAGE Proficiency Rate:

Below Benchmark

ELA SAGE Proficiency

Rate: At Benchmark

ALL 72% 4% 22% 67%

Grade 3 74% 3% 23% 70%

Grade 4 72% 5% 26% 67%

Grade 5 72% 5% 16% 65%

Table 4. Likelihood of Math SAGE Proficiency Given MCOMP Proficiency Level

GRADE Overall Hit Rate

Math SAGE Proficiency Rate:

Well Below Benchmark


Below Benchmark


At Benchmark

ALL 64% 6% 16% 58%

Grade 3 68% 7% 13% 61%

Grade 4 67% 5% 18% 61%

Grade 5 59% 6% 15% 52%

The above analyses take into account only the relationship between students’ scores on AIMSweb CBM and SAGE. It is even more important to examine how meeting established CBM benchmarks function to predict proficiency on SAGE. Accurate benchmarks are critically important for correct identification of at-risk students in order to provide them with sufficient supports to achieve academic success.

Question 2: To what extent does being at benchmark on CBM predict proficiency on SAGE?

Reading CBM

Reading CBM in grades 3 through 5 is measured by the number of words read correctly (WRC) on a series of 1-minute timed passages. Students who scored Well Below Benchmark (red) on RCBM had an extremely low likelihood of

being proficient on ELA SAGE. Only 4% of those who scored Well Below Benchmark were proficient on SAGE. Students who scored Below Benchmark (yellow) also had a very low likelihood of success on SAGE. Only 22% of those who scored Below Benchmark in the Spring were proficient on SAGE. Students who met RCBM benchmarks (green) had a much higher chance of being proficient on SAGE. Overall, 67% of those who met RCBM benchmarks were proficient on SAGE. These data indicate that reading at or above benchmark on RCBM is a necessary although not sufficient condition for success on the SAGE. This stands to reason since SAGE requires reading skills but also tests language skills such as writing, as well as application of reading skills, such as analyzing text. Table 3 summarizes the likelihood of proficiency on ELA SAGE given RCBM benchmarks.

Math CBM

Math CBM in grades 3 through 5 is measured in a number of ways, one of which is the number of correct answers on a series of timed math calculation problem worksheets (MCOMP). Students who scored Well Below Benchmark (red) on MCOMP had an extremely low likelihood of being proficient on Math SAGE. Only 6% of those who scored Well Below Benchmark were proficient on SAGE. Students who scored Below Benchmark (yellow) also had a very low likelihood of success on SAGE.

Only 16% of those who scored Below Benchmark in the Spring were proficient on SAGE. Students who met MCOMP benchmarks had a higher chance of being proficient on SAGE. Overall, 58% of those who met MCOMP benchmarks were proficient on SAGE. These data indicate that performing at or above benchmark on MCOMP is a necessary although not sufficient condition for success on the SAGE. This stands to reason since SAGE requires math computational skills but also tests proficiency in using those skills. Table 4 summarizes the likelihood of proficiency of Math SAGE given MCOMP benchmarks.


Question 3: Should benchmarks be raised to accommodate the increased rigor and difficulty of SAGE?

One of the characteristics of SAGE is that the tests are designed to assess higher-order thinking skills. The benchmarks currently used in Canyons School District may need to be adjusted in order to more accurately predict proficiency on SAGE. Figure 2 reflects a scatterplot with RCBM scores plotted against ELA SAGE standard scores for students in Grade 5. In Figure 2, the green lines represent proficiency.

• Students to the right of the vertical green line are at benchmark on RCBM. • Students between the red vertical line and the green

vertical line were Below Benchmark on RCBM. • Students to the left of the vertical red line were Well Below Benchmark on RCBM. • Students above the green horizontal line were Proficient or Highly Proficient (levels 3 and 4) on English Language Arts SAGE. • Students between the red and green horizontal lines were Approaching Proficiency (level 2) on ELA SAGE. • Students below the vertical red line were Below Proficient on ELA SAGE. The scatterplot shows that poor readers have very low success on SAGE; however, once students reached Benchmark there was a

weaker relationship between RCBM scores and SAGE Scores. This means that there are significant numbers of students who are proficient readers (as measured on RCBM), who nevertheless are a significant distance from being proficient on SAGE. This means that raising the RCBM benchmark would not appreciably improve decision making on predicting who will and will not pass SAGE. Furthermore, we know that students reading 140 words read correctly per minute are reading at the rate of speech; it is not necessarily desirable to read aloud at a rate faster than this. A similar pattern was noted in math scatterplot data using MCOMP and Math SAGE data. Based on these results, the decision was made that it was not necessary at this time to raise the district’s CBM benchmarks to improve predictability.

Figure 2. Grade 5 RCBM Plotted against ELA SAGE with Overlaid Cut Scores

Note: The above graphic depicts a random sample of 350 Grade 5 students.


Table 5. Correlations between Measures Administered in Upper Elementary

Grade 3:

RCBM SAGE.LA SAGE.MA MCOMP

RCBM 1

SAGE.LA 0.725 1

SAGE.MA 0.607 0.797 1

MCOMP 0.547 0.588 0.662 1 Grade 4:

RCBM SAGE.LA SAGE.MA SAGE.SC MCOMP MCAP

RCBM 1

SAGE.LA 0.698 1

SAGE.MA 0.582 0.785 1

SAGE.SC 0.601 0.782 0.785 1

MCOMP 0.571 0.571 0.645 0.53 1

MCAP 0.567 0.528 0.588 0.527 0.545 1 Grade 5:

RCBM SAGE.LA SAGE.MA SAGE.SC MCOMP MCAP

RCBM 1

SAGE.LA 0.706 1

SAGE.MA 0.573 0.777 1

SAGE.SC 0.596 0.771 0.757 1

MCOMP 0.521 0.597 0.678 0.486 1

MCAP 0.648 0.681 0.714 0.628 0.793 1

Question 4: Do reading measures predict performance on other SAGE Tests as well? Strong reading ability appears to be important across all content areas of SAGE. As seen in correlation coefficients, RCBM predicts performance across SAGE tests of Math and Science, although math CBM has a slightly higher correlation on Math SAGE. Correlation coefficients across measures are found in Table 5.

Conclusions The data from Canyons School District indicate that there are moderately strong correlations between AIMSweb CBM and SAGE scores (the tests rank students similarly) and that the relationship between CBM and SAGE scores is similar to the relationship between CBM and previously used CRT scores. Students do need to master basic skills in reading and math before they have a good chance of

being successful on SAGE. Students well below benchmarks on CBM have little chance of being successful on SAGE, which means that it is critically important to ensure that ALL students reach reading and math benchmarks. On the other hand, if a student reaches CBM benchmarks there is only about a 60-70% likelihood of that student scoring in the proficient or above range on SAGE. Therefore, it is clear that reaching CBM benchmarks is a necessary but not sufficient condition for success on SAGE.

Additionally, scatterplot data indicate that raising the CBM benchmarks to account for the increased rigor of SAGE will not increase the predictability of success on SAGE. This may be due in part to the fact that there are ceiling effects on CBM measures that preclude increased accuracy at higher performance levels. In addition, SAGE tests include academic content apart from reading

proficiency, which supports the finding that reading at benchmark is a necessary but not sufficient condition for achieving proficiency on SAGE.

These research findings, based on data from Canyons School District, should enable school psychologists to better understand the relationship between curriculum-based screening measures (such as DIBELS) and Utah’s state accountability tests. As school psychologists take on broader roles in contributing to school-wide preventative and responsive service delivery within an MTSS model, it is imperative that they understand research outcomes regarding relationships between screening and accountability assessments. This understanding will help school psychologists guide their schools toward using reliable and valid ways of collecting information and better inform data-based decisions pertaining to student intervention needs.


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References

AIMSweb. (2008). Retrieved December

1, 2012 from http://www.aimsweb.com

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Durlak, J. A. (1997). Successful prevention programs for children and adolescents. New York, NY: The Plenum Press.

Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 42, 117-135.

Good, R. H., & Kaminski, R. (2007). Dynamic Indicators of Basic Early Literacy Skills (6th ed. revised). Retrieved August 1st, 2007 from http://dibels.uoregon.edu

Ikeda, M. J., Neesen, E., & Witt, J. C. (2008). Best practices in universal screening. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V (Vol. 2, pp. 103-113). Bethesda, MD: National Association of School Psychologists.

Kratochwill, T. R., Albers, C. A., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885-903.

Simmons, D. C., Kuykendall, K., King, K., Cornachione, C., & Kame'enui, E. (2000). Implementation of a school-wide reading improvement model: "No one ever told us it would be this hard!" Learning Disabilities Research & Practice, 15, 92-100.

Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M. R. Shinn, H.

M. Walker, Stoner, G. (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 1-25). Bethesda, MD: National Association of School Psychologists.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Research Council (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

President’s Commission on Excellence in Special Education (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education Office of Special Education and Rehabilitative Services.


School Psychologists Coaching Teachers and Teams By Devin Healey, EdS

Utah State Office of Education

e know from implementation science research that coaching is a critical driver in ensuring the implementation of evidence-based practices (Fixsen, et al., 2005). Individuals can be trained well on strategies and concepts but coaching is a critical part of the process to help those individuals put into practice what they have learned. Joyce and Showers (2002), underscoring the importance of coaching, found that use of the new practices in the classroom (the goal of most professional development) increased from 5% for stand-alone professional development to 95% when there was follow-up coaching provided.

Coaching is defined by the National Implementation Research Network (NIRN) as “regular, embedded professional development designed to help teachers and staff use the program or innovation as needed” (NIRN, 2013). Horner (2008) has defined coaching as active and iterative transfer of prompts that increase effective behavior, and corrections that decrease ineffective behavior. He further explained the following:

• Coaching is done by someone with credibility and experience with the target skills

• Coaching is done on-site, in real time

• Coaching is done after initial training

• Coaching is done repeatedly (e.g., monthly)

• Coaching intensity is adjusted to need

In practice, coaching often is placed into two categories: instructional coaching and systems coaching. Instructional coaching typically refers to an individual providing support to classroom teachers on instruction, classroom management, and other classroom-based practices. It often is done through the use of some sort of coaching cycle in which a pre-conference, an observation, and a post-conference are employed to help a teacher improve their instructional practices. The coach may model some strategies and/or collect data and provide feedback to the teacher on how they can make improvements in areas identified most often by the teacher.


Systems coaching focuses on a school or district system rather than on an individual teacher or classroom. The emphasis is on ensuring that systems are in place to promote the implementation of evidence-based practices for students. This can include providing observation, evaluation, and feedback on the functioning of building or district leadership and implementation teams. The coach provides support to the team on the implementation of school wide behavior or academic programs, implementation of tiered interventions, analysis of school-wide fidelity and outcome data, and a host of other systems-level practices.

School psychologists participate in a significant way in helping teachers and school systems implement best practices related to academics and behavior. These may be individually focused interventions, small group and whole class strategies, or school or district-wide innovations and practices to help all students be successful academically, socially, and behaviorally. Considering the definition of coaching by Horner and the descriptions of types of coaching it seems evident that school psychologists can and do provide coaching support in schools.

The NASP Practice Model (2010), which serves as the “official policy of NASP regarding the delivery of comprehensive school psychological services” (2010, p. 2), includes 10 domains that provide a general framework for basic competencies of school psychologists. Domains include, but aren’t limited to, consultation and collaboration, data-based decision making, preventive and responsive services, and school-wide and student-level services. These domains listed align well with the definition of coaching in a classroom or system. While consultation is different than coaching they share DNA in the employment of the problem-solving process including the following: 1) identifying a problem, 2) identifying an appropriate intervention, 3) implementing the intervention with fidelity, 4) and measuring the outcomes of the intervention. Data are used at each step of this process to facilitate appropriate decisions. In consulting with teachers, school psychologists should use this problem-solving process to help teachers improve class-wide and individual student outcomes.

While there is much overlap between traditional instructional coaching and the consultation that school psychologists provide, school psychologists seem especially well suited to serve as systems coaches. Their knowledge and skill set make them ideal individuals to provide support to a school or district system. As with classroom-based interventions achieving the desired effects of an evidence-based practice at a systems level requires not only the appropriate selection of the practice suited for the problem at hand but also implementing that practice with fidelity.

The problem-solving process should be used consistently at the systems level. School psychologists can provide coaching support to a system through each step of this process as the implementation team selects, implements, and evaluates the fidelity of implementation and outcomes of an evidence-based practice. School psychologists have a strong background in behavior and can help a school or district team implement Positive Behavior Supports within in a Multi-Tiered System of Supports.

In my experience with the Utah Multi-Tiered System of Supports, I have been fortunate to work with dozens of excellent systems coaches across the state. These systems coaches have been school psychologists, general education and special education teachers, social workers, counselors, and administrators. While the strongest coaches have represented all of those backgrounds, school psychologists have consistently been as strong as any other type of educator in the role of systems coach.

The role of the school psychologist has evolved over the years and can vary between districts and individuals. Regardless of the specific role as outlined by the Local Education Agency, school psychologists can serve as critical and influential members of a school or district. Whether consulting with a classroom teacher or serving as a systems coach to a school or district team, they are key players in the identification, implementation, and evaluation of evidence-based practices that lead to positive and meaningful outcomes for students.

References Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., &

Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Horner, R. (2008). The Importance of Coaching in Implementation of Evidence-Based Practices [PowerPoint slides]. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/ImportanceOfCoaching_ImplementationOfEvidenceBased_030509.ppt

Joyce, B., & Showers, B. (2002). Student Achievement Through Staff Development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

National Association of School Psychologists (2010). Model for Comprehensive and Integrated School Psychological Services. Retrieved from http://www.nasponline.org/standards/practice-model/

National Implementation Research Network (2013). The Active Implementation Hub, Module 2. Retrieved from http://implementation.fpg.unc.edu/module-2/coaching


I


Bibliotherapy in Elementary School Classrooms: Strengthening Student Support Against Bullying

By Melissa Allen Heath, PhD, Tina Taylor Dyches, EdD, and Mary Anne Prater, PhD

Brigham Young University

n Utah, across the U.S., and internationally, bullying is a top concern for parents, school psychologists, counselors, teachers, and administrators (Nickerson, Cornell, Smith, & Furlong, 2013). However, the wide range of bullying behaviors is often difficult for teachers to identify and address. Even though great efforts have been invested to decrease bullying, research indicates that the majority of these efforts are largely ineffective (Merrell, Gueldner, Ross, & Isava, 2008): Bullying has been and continues to be a common behavior among children.

Nevertheless, on a positive note, improved student behavior is noted when anti-bullying efforts are addressed within a school-wide Positive Behavioral Support (PBS) system (Bradshaw, Mitchell, & Leaf, 2010). Drawing upon PBS strategies, the way to decrease bullying behaviors is to preemptively focus on reinforcing desired behaviors that replace and counteract bullying. Desired behaviors might include speaking kindly and respectfully to others, including classmates in activities, and speaking up for and supporting peers who might need our support. In particular, speaking up for and supporting peers is particularly important because children who are victimized by bullying are seldom supported by bystanders (Heath, Moulton, Dyches, Prater, & Brown, 2011; Polanin, Espelage, & Pigott, 2012).

Noting the powerful—yet often untapped—influence of bystanders in resolving bullying situations, in this article we identify children’s picture books that reinforce appropriate bystander support. More specifically, we encourage school psychologists to assist elementary school teachers in selecting books that reinforce appropriate bystander support, spotlighting desired behaviors rather than focusing on

undesired behaviors (e.g., employing sarcasm, promoting physical aggression, seeking revenge, ridiculing and putting others down, etc.). We also share basic guidelines to help teachers navigate the basic steps of bibliotherapy, including the importance of engaging students in an activity that directly applies desired behaviors.

Bullying does not typically occur in a one-on-one interaction in isolation of peers and adults. Most frequently bullying occurs in a group setting with a number of observers (bystanders) whose actions or non-actions serve to build or deflate the bully’s power. Bystanders may quietly and passively endorse the bullying by saying nothing; escalate the bullying by laughing, clapping, or cheering; or deflate the bully’s power by speaking up to defend the victim. In fact, a few bystanders may have the courage to emphatically say “no,” commanding the bully to stop. Other bystanders, not confident to speak up directly to the bully, may at a later point in time offer private words of encouragement to the victim. Buffering the brutality of bullying, a caring student’s kindness helps the victim understand that they are not alone (Davidson & Demaray, 2007).

Bibliotherapy

As an offensive strategy aligned with positive behavior support, we propose school psychologists prepare teachers to share carefully selected picture books which strengthen bystander support and prosocial behaviors (Heath, 2014; Heath, Dyches, & Prater, 2013). Aligned with evidence-based cognitive behavioral therapy (CBT; Cohen, Mannarino, & Deblinger, 2006, 2012), bibliotherapy relies on good stories to leverage children’s thinking and behavior into alignment with desired social behaviors. In a popular marketing book, Made to

Stick, Heath and Heath (2007) describe the power of sticky unforgettable good stories. In school settings, this type of story helps students remember important objectives and lessons, such as helping support classmates who are victimized by bullying.

Regardless of who (school psychologists, counselor, teacher, or parent) reads the story, a carefully selected story holds the power to encourage prosocial skills and helps students understand that they are not alone in facing challenging situations (Heath et al., 2013; Prater, Johnstun, Dyches, & Johnstun, 2006). Table 1 describes the basic phases of bibliotherapy. Initially, when sharing a story, teachers build interest and catch children’s attention by showing the cover of the book and asking a few questions about the story. This primes the pump for children’s further engagement. As teachers read the story, children’s interest is further engaged by the colorful illustrations and interesting story line. Students begin to identify with the story’s characters, particularly if the story’s situation parallels certain aspects of real life. Once engaged, children personally experience the character’s thoughts and feelings.

Ultimately, children internalize the story’s core message. Further grounding the core message into practical application, teachers assist children in applying the story’s core message. Following the story, teachers should encourage discussion and provide related activities. These experiences strengthen the link between thoughts, feelings, and behavior. Activities help children see the relevance of the story’s core message and help children apply the core message in their daily life. Table 1 summarizes the information we have reviewed and provides the teacher with a basic outline for bibliotherapy.


Table 1. Template for Bibliotherapy Lesson Plan

Basic steps Description of activities

Pre-reading: Questions, discussion, and vocabulary

Prepare students to listen to the story by asking a few questions that “prime the pump.” You might show the book’s cover or a picture in the book, then ask students to guess what the story is about. Review any new concepts or vocabulary words, writing or displaying word strips of unfamiliar terms.

Reading the book Read the story aloud with expression and enthusiasm. Make sure pictures are visible to all students. Do not ask questions or respond to student questions during the reading. This breaks the story’s magic.

Post-story activity Plan a 10–15 minute activity that grounds the story’s core message into real-world application. Recommended activities include class discussions, drawing and art activities, role plays, and games that reinforce the story’s core message.

Closure Summarize the book’s core message. Clearly identify expected attitudes and behaviors. Stated in positive terms (desired behavior), identify a personal goal. To increase awareness and to help students remember the goal, post a reminder in the classroom (poster, statement, associated picture, etc.).

Recommendations for Selecting Books

Plato’s The Republic offers influential advice about our responsibility to carefully consider the stories we share with children. These recommendations, though written in 380 B.C. are still relevant to our criteria for identifying bully-themed picture books to share with our classrooms in 2015.

And shall we just carelessly allow children to hear any casual tales which may be devised by casual persons, and to receive into their minds ideas for the most part the very opposite of those which we wish them to have when they are grown up? We cannot.... Anything that he receives into his mind at that age is likely to become indelible and unalterable; and therefore it is most important that the tales which the young first hear should be models of virtuous thoughts . . . (Plato [translated by Jowett], 2008, pp. 49-50)

In line with Plato’s thinking, we must carefully identify bully-themed books which model desired prosocial behaviors.

For example, bully-themed books which depict and encourage physical retaliation and revenge are not suitable for young students, because we do not want to encourage physical fights and vigilante justice in our schools. Similar to Plato, we must ask the following question: Does the selected story model those thoughts and behaviors “which we wish them to have when they are grown up” (Plato [translated by Jowett], 2008, p. 49)? Additionally, looking beyond the major character, we must also carefully consider the context of the situation—how the story portrays the victim’s response to the bully and how the story portrays the actions and attitudes of bystanders and adults.

Helping Children Identify with the Story

Children are more likely to identify with a story when the story’s characters match the culture and specific needs of the classroom. The following details in the storyline and illustrations should be considered when selecting a book: “(a) gender and ethnicity of bully, victim, and bystanders; (b) type of bullying; and (c) the location of bullying” (Heath, 2014, p. 9). A favorite among elementary school students, O’Neill’s (2002) The Recess

Queen includes illustrations of children who represent a variety of skin color. Even though the two main characters are girls, bystanders include girls and boys. Additionally, Mean Jean terrorizes all the children. The aggressive and blustery Mean Jean, the recess queen, appeals to all readers. Another feature that draws children into the story, the illustrations are bright and engaging. Children also love the story’s rhyming and creative language, including words such as ringity-ring, zingity-zing, bouncity bouncity bounce, kickity kikity kick, swingity swingity swing, lollapaloosh, etc. This fun and action packed language holds children’s attention and reinforces alignment with the story’s message about tackling playground bullying.

Addressing Bullying Behaviors with Bibliotherapy

The Recess Queen addresses the physical aggression children often experience on the playground. In the post-reading discussion, teachers might ask children for specific examples of playground behaviors, such as sharing and showing respect for their classmates. In this discussion teachers and students must focus on positive behavioral expectations, not undesirable behaviors.


Also in the post-reading discussion, teachers must clearly state the book’s core message. For example in The Recess Queen (see Table 2), the core message is “Kindness and fairness rule our playground. I take turns and share so everyone enjoys recess.” Associated with the core message, action statements are expressed using “we” and “I” to indicate personal responsibility. Table 2 lists 15 bully-themed picture books that were reviewed and recommended by the authors (Heath et al., 2013). We also include each book’s associated core message. Conclusion

Fifteen books and their core messages are included in Table 2. We selected these particular books because these stories help teachers promote and endorse desirable student behavior and encourage students to engage in behaviors that reduce bullying. Students learn the importance of stepping in to protect victims and the importance of speaking up, either directly to their peers or in private to the victim (Heath et al., 2013). Also, we chose these particular books because young children enjoyed these books; these books were recommended by librarians, teachers, and parents; and these books provided examples of desired behaviors that aligned with school rules.

In Table 3, we share a list of resources to help teachers prepare lesson plans and activities associated with the stories. Typically, teachers are able to fit a story and activity into a 20 to 30 minute time frame. These stories and lesson plans could easily be adapted to dovetail with grade level curriculum. Additionally teachers may want to review and align bibliotherapy activities with Utah’s common core, using the reading standards for literature K-5 chart on pages 13–17 from the following Internet link [http://schools.utah.gov/ CURR/langartelem/Core-Standards/ ELAColorStandards.aspx]. Teachers may also choose writing activities aligned with common core requirements (see pages 22–24 of the same document).

In conclusion, classroom bibliotherapy strengthens student bystander support and teaches important prosocial life-skills. By fitting bibliotherapy into daily

classroom activities, children benefit both academically and socially. Furthermore, teachers who use classroom bibliotherapy strengthen children’s social-emotional learning, which is linked to increased academic achievement and improved behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).

References

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of school-wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148.

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York, NY: Guilford.

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (Eds.). (2012). Trauma-focused CBT for children and adolescents. New York, NY: Guilford.

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36, 383–405.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.

Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York, NY: Random House.

Heath, M. A. (2014, Fall). Selecting and sharing children’s picture books about bullying. The Utah Journal of Literacy, 17(2), 5–17.

Heath, M. A., Dyches, T. T., & Prater, M. A. (2013). Classroom bullying prevention (Pre-K–4th grade): Children’s books, lesson plans, and activities. Santa Barbara, CA: ABC-CLIO.

Heath, M. A., Moulton, E., Dyches, T. T., Prater, M. A., & Brown, A. (2011). Bully prevention in elementary schools: Utilizing classroom bibliotherapy. Communique, 39(8), 12–14.

Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42.

Nickerson, A. B., Cornell, D. G., Smith, J. D., & Furlong, M. J. (2013). School antibullying efforts: Advice for education policymakers. Journal of School Violence, 12(3), 268–282. doi:10.1080/15388220.2013.787366

O’neill, A. (2002). The recess queen. New York, NY: Scholastic Press.

Plato [translated by Jowett]. (2008). The republic: Book 1 (translated by Benjamin Jowett). New York, NY: Cosimo Publications.

Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41(1), 47–65.

Prater, M. A., Johnstun, M. L., Dyches, T. T., & Johnstun, M. R. (2006). Using children’s books as bibliotherapy for at-risk students: A guide for teachers. Preventing School Failure, 50(4), 5–13.

“Students learn the importance of stepping in to

protect victims and the importance of

speaking up, either directly to their

peers or in private to the victim . . .”


Table 2. 15 Bully-Themed Books and Action Statements*

Book Suggested

gradea Core messages

Joon and the Jade Bracelet by Helen Recorvits (2008)

K-6 Real friends don’t use friends to get what they want. Real friends think about and respect others’ feelings. I speak up when someone treats another person unfairly. If that doesn’t work, I ask an adult for help.

The Bully Blocker’s Club by Teresa Bateman (2004)

3-6 Anti-bullying strategies must be carefully considered. I think about what I can do to help a bullied classmate. Our class bands together and supports each other.

Chrysanthemum by Kevin Henkes (1996)

K-3 Making fun of others is unkind. We think about how our words make others feel. I speak up to stop unkind words.

The Recess Queen by Alexis O’Neill (2002)

K-6 Kindness and fairness rule our playground. I take turns and share so everyone enjoys recess.

Lucy and the Bully by Claire Alexander (2008)

K-2 We do not face bullying alone. When bullied, I tell trusted friends, teachers, and parents.

Feathers by Heather Forest (2005)

3-6 Gossip spreads unkind words that hurt. We stop the gossip by repeating only kind words. I speak kind words.

Howard B. Wigglebottom Learns About Bullies by Howard Brinkow (2008)

K-6 When we see bullying, we tell an adult. I am brave, I am bold, I make sure my teacher is told.

I Like Who I Am by Tara White (2008)

3-6 What we look like on the outside is only part of who we are. We are what we think and believe. I respect the whole person, who they are on the outside and the inside.

Nobody Knew What to Do by Becky Ray McCain (2001)

K-2 When students see bullying, they tell their parent and teacher. I tell adults when I see bullying.

I Get So Hungry by Bebe by Moore Campbell (2008)

3-6 When students tease others about being overweight, we speak up and let the person know this is not right. We respect our own body by eating nutritious foods and exercising. I say “stop it” when I see others making fun of a person’s size.

The Juice Box Bully by Bob Sornson and Maria Dismondy (2011)

3-6 As a class, we stick up for each other when bullying is observed. I stick up for my classmates who are being bullied.

Leave Me Alone by Kes Gray (2011)

K-6 When facing bullying, we are stronger as a group. We band together to help protect each other. I band together with classmates to protect a student who is bullied.

Say Something by Peggy Moss (2004)

3-6 We do not remain silent when we see bullying. I speak up and talk with the person who is being bullied, letting them know I care.

Stand Tall, Molly Lou Melon by Patty Lovell (2001)

K-6 We must believe in ourselves. I believe in myself. I listen to the voices that build me up.

Don’t Laugh At Me by Steve Seskin & Allen Shamblin (2002)

K-6 Each of us have unique characteristics. I appreciate and show respect for my uniqueness and others’ uniqueness.

*This list is based on recommendations from Heath, Dyches, & Prater (2013) and Heath (2014). a These grade levels indicate interest level, the age of children who typically enjoy the picture book. Note. This list was modified from a list provided in Heath (2014).


U

Table 3. Countering Bullying in the Classroom: Recommended Resources for Teachers

Intended for teachers, this book reviews 20 bully-themed picture books and includes classroom lesson plans and activities and handouts for each book’s lesson plan. Lessons are geared to strengthen bystander support. Five of the 20 lesson plans are specific to children with special needs, who are especially vulnerable to bullying and harassment.

• Heath, M. A., Dyches, T. T., & Prater, M. A. (2013). Classroom bullying prevention (Pre-K–4th grade): Children’s books, lesson plans, and activities. Santa Barbara, CA: ABC-CLIO. ISBN: 978-1610690973; 131 pages

This website, Best Children’s Books, includes a list of bully-themed children’s books. This site identifies the number of respected “book lists” that include the identified book. The number of booklists which recommend a book gives a rough estimate of the book’s popularity.

• http://www.best-childrens-books.com/childrens-books-about-bullying.html

The following three Internet links have free resources associated with Howard B. Wigglebottom Learns About Bullies. Young students especially like the rap song.

• https://wedolisten.org/PDF/Bullies_lessons.pdf • Rap Song about telling teacher: https://wedolisten.org/media/songs.html • Poster: https://wedolisten.org/PDF/Bullies_poster.pdf

The following Internet links feature the song, “Don’t Laugh at Me.”

• https://www.youtube.com/watch?v=FVjbo8dW9c8&feature=kp • https://www.youtube.com/watch?v=HTNVXlirF4Y • Student’s ASL version of song: https://www.youtube.com/watch?v=CXyn05mMap8&list=PL78C0178266F8E4C3

Black’s book Classroom Guidance Games contains 50 activities/games for Pre-K-6th grade classrooms. These activities include easy-to-understand directions to carry out the activities and require minimal preparation. Reproducible cards and worksheets are included. Games take less than 30 minutes and are used to teach a variety of important social skills—including bully prevention; friendship; study skills; anger management; emotions; politeness, manners, and respect; cooperation; career exploration; and self-esteem. This book also includes sample parent letters to keep parents informed about classroom guidance topics and activities.

• Black, S. T. (2008). Classroom guidance games. Chapin, SC: YouthLight. ISBN: 1598500023; 261 pages

Note. This list was modified from a list provided in Heath (2014).


Using WIDA ACCESS Data to Problem-Solve for English Language Learners

By Ann-Michelle Neal, EdS Education Specialist, UMTSS & Federal Programs, Utah State Office of Education

tah joined 32 states as part of the World-Class Instructional Design and Assessment (WIDA) consortium and adopted the ACCESS English language proficiency assessment in 2014. Understanding the data ACCESS provides holds great potential in informing instructional decisions for English Learners (ELs) and supporting their language development. Best practices in instruction for ELs currently emphasizes the need for academic language; content-specific vocabulary and discourse, which notably varies widely by subject. That is, the language of math draws on vocabulary, grammar, and discourse unique to reading, writing, listening, and speaking about mathematics, and is quite different from the language of language arts or science. In order to become proficient in English, students must master academic

English in addition to complex and nuanced social language. Cook, Boals, and Lundberg (2011) capture the breadth and complexity that ELs face:

The challenge appears to be rooted in what it means to “learn English” in school. Academically successful ELs do not simply learn to manage their every-day lives in English speaking contexts; rather they learn to negotiate the multiple academic environments, make sense of complex content, articulate their understanding of that content in academic forms, and assess their own growing understanding. That is, they learn to use [multiple] academic languages. (p. 66)


The relationship between academic content and academic language is deeply interwoven, and explicit guidance is required in order for educators to effectively differentiate between content knowledge and language use. In summary, the process of learning English is complex and multifaceted for both ELs and their teachers (Cook, Boals, & Lundberg, 2011).

Introduction to WIDA and ACCESS

WIDA provides robust English language development standards and proficiency assessment for ELs (Gotlieb, 2012). ACCESS has been adopted in Utah as the annual English Language Proficiency (ELP) assessment and replaces the UALPA. ACCESS assesses the four domains of language: reading, writing, listening, and speaking. In addition, ACCESS assesses each domain of language in five content areas: social, language arts, mathematics, science, and social studies. Scores are reported as scaled scores and Proficiency Levels (PL) for Reading, Writing, Listening, and Speaking. Four additional combinations of scores represent other language domains: Oral Language (Listening and Speaking), Literacy (Reading and Writing), Comprehension (Listening and Reading), and the Overall Composite Score representing a combination of all four language domain scores (WIDA Consortium, 2014). Proficiency is ranked from level 1 (Entering) to 6 (Reaching) and PLs are reported as whole numbers followed by a decimal. The whole number indicates the student’s PL in English as defined by WIDA, and the decimal indicates the proportion within the proficiency level range that the scale score represents. The PL is not intended to represent grade level equivalent. For example, a Reading scale score of 303 for a fifth grade student will be interpreted as a PL of 2.0. The same scale score for a fourth grader will result in PL 2.4, and for a third grade student that scale score will result in PL 3.1. The vertical scale allows for scores to be monitored for progress over time. Extensive guidance on ACCESS score interpretation is available in the ACCESS for ELLs Interpretive Guide for Score Reports (2014) available online from WIDA (www.wida.us).

As with all assessments, ACCESS scores should be considered one of multiple sources of data for making educational decisions, and the result of ACCESS may be useful in a variety of ways. Longitudinal composite scores can help educators determine if a student is making adequate progress over time. For parents, the

PL describes their student’s progress in each of the language domains. Teachers can analyze the PL profile of individual ELs to determine a student’s language strengths and areas to target for additional support or accommodation on classroom tasks. Speech pathologists may find the Comprehension and Oral Language domains informative in relation to a student’s receptive and expressive language. ACCESS data provides School Psychologists with great insight into a student’s facility with English in determining if a student’s academic difficulties are due to a language or cognitive deficit. ACCESS scores may lend critical information as part of an evaluation for special education, for example when considered with other sources of information, adequate ACCESS composite score progress over time may rule out a specific learning disability.

WIDA defines Performance Definitions and Can-Do Descriptors in each language domain, which describes the linguistic tasks a student can be expected to perform. Available for download from WIDA’s website, these tools represent the “Can-Do Philosophy” of WIDA: the fundamental belief that ELs should be viewed in terms of their abilities and not their deficits. The Can-Do Descriptors help inform what language supports a student may need, how to differentiate instruction or modify tasks in order to accommodate a student’s language ability while still maintaining high expectations for content mastery and cognitive rigor.

Sample Case Study: Marco

Domain Analysis

In order to provide clarity, a sample case study may be helpful. An example student, Marco, is a fifth grade student and an EL student with a Proficiency Level of 3.5. He was born in the U.S., but speaks Mexican Spanish at home. His home language survey indicated that he has informal listening and speaking ability in Spanish, but does not read or write in Spanish. He has been enrolled in U.S. schools since kindergarten, for a total of 5.5 years. He has had lifelong exposure to English within and outside of school. ACCESS results indicate his proficiency as: Listening, 5.5; Speaking, 4.7; Reading, 2.4; and Writing, 3.4. As figure 2 demonstrates, examining Marco’s scores by domain lends much more information about his facility with English than the ELP level of 3.5.

Marco, like many ELs, has developed and reached proficiency in oral language but continues to require support in reading and writing. He appears to be fluent in English to his teachers and peers based on his speaking and listening ability, but as the scores indicate he struggles with reading and writing tasks. Marco’s teacher can use this information to determine what accommodations he may need in the classroom. Firstly, Marco is on track for learning English, a process which takes five to seven years (Cook, Boals, & Lundberg, 2011). Secondly, teachers may consider that Marco may be able to orally describe what he knows about academic content better than he would be able to write a paragraph or take a multiple choice test.

Figure 1. Sample Domain Analysis for Marco


Assessing Marco’s content knowledge orally may lead to a more accurate understanding of Marco’s mastery of content. He may also benefit from collaborative learning in groups that give him the opportunity to discuss academic concepts with his peers. Thirdly, utilizing his strength in listening comprehension may support Marco’s reading growth. Reading interventions such as following a reading passage while listening to it read aloud, choral reading, and repeated reading may be effective strategies.

Differentiating Tasks

The individual language domain profile helps plan appropriate differentiated instruction and tasks based on the EL student’s ability. The Performance Definitions (figure 2) and the Can-Do Descriptors (figure 3) can help Marco’s teacher better understand how to differentiate classroom tasks for Marco.

For example, assigning Marco to write a 3 paragraph essay summarizing a social studies lesson without any supports will be difficult for him. The Performance Definitions indicate that Marco’s teacher can expect Marco to write short sentences using specific vocabulary words. The Can-Do Descriptors indicate that he can compare and contrast information in writing and describe events, people, etc. By considering what Marco can do in writing (rather that what he can’t do), his teacher can provide linguistic supports so that Marco can learn the social studies content with the same cognitive rigor and demonstrate what he has learned.

For the social studies essay described above, providing Marco with a graphic organizer for paragraphs labeled with “setting,” “people,” and “events,” as well as a word bank with key academic vocabulary, will help Marco access the academic language necessary for writing his essay. Providing sentence stems for each paragraph will assist Marco in getting started, provide models, and practice correct sentence structure. These supports still require Marco to use vocabulary and expressions

from the social studies lesson and generate his own ideas, maintaining the cognitive rigor of the task while supporting his ability to demonstrate what he knows. The use of sentence stems and paragraph organizer aids Marco in learning sentence and paragraph structure.

Conclusion Using data for problem-solving is considered best-practice in education; however, in an era of abundant educational data it is important to use data effectively. The introduction of ACCESS as the annual ELP assessment means that a rich source of information exists for understanding the unique abilities of each individual English Learner in Utah where there has been little before. While some academic delays may be expected, educators can use ACCESS data to determine if a student is making progress toward language proficiency and what academic delays are reasonable to expect and account for. ACCESS results provide means for teachers to set realistic yet rigorous academic expectations for ELs, acknowledge their linguistic strengths and areas that require focus and support, and how to bridge the gap between academic content and academic language.

References Cook, H. G., Boals, T., & Lundberg, T. (2011). Academic achievement

for English learners: what can we reasonably expect? Phi Delta Kappan Magazine. Retrieved from https://www.wida.us/downloadLibrary.aspx

Gottlieb, M. (2012). Essential actions: a handbook for implementing WIDA’s framework for English language development standards. Retrieved from https://www.wida.us/downloadLibrary.aspx

WIDA Consortium (2014). ACCESS for ELLs: interpretive guide for score reports. Retrieved from https://www.wida.us/downloadLibrary.aspx

Figure 2. Sample Performance Definitions for Marco

Level 3: Developing

Speaking and Writing Expressive Language

Word/Phrase Level: Vocabulary Usage

• Specific content words and expressions (including content-specific cognates) • Words or expressions related to content areas

Sentence Level: Language Forms and Conventions

• Repetitive grammatical structures with occasional variation and emerging use of conventions • Sentence patterns across content areas

Discourse Level: Linguistic Complexity

• Short and some expanded sentences with emerging complexity • Expanded expression of one idea or emerging expression of multiple related ideas

Figure 3. Sample Can-Do Descriptors for Marco

Listening: 5.5

• Draw conclusions from oral information • Construct models based on oral discourse • Make connections from oral discourse

Speaking: 4.7

• Discuss stories, issues, concepts • Give speeches, oral reports • Offer creative solutions to issues, problems

Reading: 2.4

• Locate and classify information • Identify facts and explicit messages • Select language patterns associated with facts

Writing: 3.4

• Produce bare-bones expository or narrative texts • Compare/contrast information • Describe events, people, processes, procedures


ANNOUNCEMENT

Ethics Conference with Melissa Heath May 15, 2015 By Julie Daye Canyons School District The Utah Association of School Psychologists is sponsoring an upcoming Ethics Conference on Friday, May 15, 2015 from 1:00 p.m. to 4:00 p.m. We are pleased to announce that Melissa Heath, PhD, NCSP, Associate Professor at Brigham Young University, will present the Ethics Conference again this year. Presentations by Melissa Heath provide exceptional training to ensure best practices.

The conference will be at the Utah State Office of Education in the West Basement (the same location as last year).

Registration is available on our UASP website: http://uasp.squarespace.com/. Registration is free for UASP members, $50 for nonmembers, and $15 for nonmember students. Attending this conference is one of the great benefits of UASP membership.

In order to receive re-licensure credit or your attendance certificate you will need to be in attendance during the entire workshop. Sign in and sign out sheets are required for UASP to be an approved provider of continuing professional development. If you have any questions regarding this conference, feel free to contact Julie Daye, UASP Conference Committee Chair, at [email protected].

AWARDS

Eliza Cortes Awarded the UASP Minority Scholarship by Laura Miller, Salt Lake City School District

UASP is pleased to award a $1000 Minority Scholarship to Eliza Cortes (shown to the right). Eliza is a first year student in the BYU school psychology program. She received her undergraduate degree in special education with an emphasis in working with students with severe disabilities; she completed her student teaching at Bridges Transition School in Springville, UT. She is currently a research assistant at BYU and is studying parent implemented reading instruction. Eliza states her professional goals are to become a school psychologist in a school district or a juvenile detention center and “help struggling students change their lives.” Congratulations, Eliza!

Awards from the 2014 UASP Fall Conference by Devin Healey, EdS, Utah State Office of Education

At the 2014 UASP Fall Conference the following individuals were given awards to honor and recognize them for their efforts in the field of school psychology and supporting students:

School Psychologist of the Year Brenda Wesson Brenda Wesson currently serves as a School Psychologist in Nebo School District, a position she has held over the past eight years. All who work with Brenda acknowledge her great care

and unending patience in serving the needs of students, parents, teachers, and administrators. She helps parents feel at ease and better understand their child. She has promoted PBIS and the RTI model. She is a strong team player with great people skills.

Student School Psychologist of the Year Kim Lowe Kim Lowe is in her third year of the Educational Specialist program at Brigham Young University. She is currently an intern in the Nebo School District and working in two elementary schools in Springville. She has been an excellent student and scholar earning high grades and presenting at several national conferences and even internationally. She works well with colleagues and has a genuine concern for students. She helps others feel listened to and valued.

Melissa Heath


Lifetime Achievement Award

Candace Dee Candace Dee has worked in Jordan and Canyons District and has served as a special education teacher and school psychologist. She has served as the UASP President and the NASP delegate for Utah and on several other NASP committees. She has been an adjunct professor co-teaching the Educational Psychology Ethics and Professional Practice course at the U. of U. for the last 3 years. She has been recognized as the Teacher of the Year, School Psychologist of the Year, UASP Distinguished Service Award, the Next Generation Spirit of Giving Award, and the Hearts and Hands Service Award . . . twice. She is humble and generous with her time and resources. The Lifetime Achievement Award goes to Candace Dee.

Outstanding Service to Children and Families Judge Dane Nolan

Judge Dane Nolan graduated from the University of Nevada in 1983 with a BS in Accounting. He graduated from University of Utah College of Law in 1986. He was instrumental in setting up the Coordination of Care (C3) Mental Health Court for youth in Salt Lake County and has served as the judge for the Juvenile Mental Health Court since January 2006. His nominator has observed him in case staffing meetings to be very caring and concerned about the youth in the program. He actively participates in the staffing process, listens to input from agency representatives, and advocates for these youth. Judge Nolan is currently the Presiding Judge for the 3rd District Juvenile Court. The award for Outstanding Service to Children and Families goes to Judge Dane Nolan.

Distinguished Service to UASP Ellie Young After working as a school psychologist in Kansas and Missouri for 9 years, Ellie attended the University of South Florida to earn her PhD in School Psychology. Upon completion of her doctoral training, she was appointed as an assistant professor at BYU and in 2007 moved to the associate professor rank. She has received the School Psychology Professor of the Year, and the Distinguished Service to UASP award in 2008. Ellie has served on the UASP Board for several years and consistently demonstrates wisdom in her decision-making and volunteers to help in any way she can. She has served as the UASP President as well as several other positions on the board making significant contributions to the research committee and the promotion of the NASP Practice Model. As evidence of her willing attitude Ellie currently serves as the editor of the UASP Observer, which is a time intensive endeavor. The Distinguished Service award goes to Ellie Young.

We honor and appreciate the service of these dedicated individuals and the difference they make in the lives of

students and families in Utah schools and beyond.

NASP / PERSONAL

Thank you Fulvia and Congratulations Leah: Changes in Utah NASP Delegate By Ellie Young, PhD, Brigham Young University

Fulvia Franco, Program Specialist-Guidance and Coordinator of the Jordan Family Education Center, served as the NASP Delegate from 1995-2003 and 2009-2015. As Fulvia’s term ends on June 30, 2015. Here are a few reflections from an interview with Ellie Young, Observer Editor:

Why did you want to be a NASP Delegate?

Originally, I served as a committee chair, and I liked getting involved with the profession on a national level. This was a way for me to understand the profession from a broad perspective. Being involved with NASP helped me to get a sense of wide-ranging issues and practices in the field. I have made friends and valuable associations across the country that has helped me immensely in my current position.

Why do we need a NASP delegate?

The NASP delegate provides a way for members to approach NASP leadership about concerns unique to our state. Communicating what is happening in Utah helps the NASP leaders have an understanding of distinct issues facing practitioners in our area.

How do NASP and UASP work together?

The NASP delegate is a member of the UASP Board, so the delegate has a prescribed way of understanding what is happening in the state and can communicate that to NASP leaders and the delegate can communicate national issues to the UASP Board. For example, in 2021 the NASP Conference will be in SLC at the Salt Palace and the NASP delegate is part of the coordination between NASP and the local community.

UASP and school psychologists in Utah have benefited immeasurably from Fulvia’s service to the field. Being a delegate requires many hours of attending meetings, committee work, and communicating with NASP leadership and members. Please take time to thank Fulvia for her service to Utah school psychologists and NASP.

And finally, UASP and the Observer staff want to congratulate Fulvia for receiving the very prestigious award from NASP for Exemplary Service to Children and School Psychology. You are very deserving of this award. Thank you for your service to the NASP Children’s Fund and the good work that happens because of the Children’s Fund auction.

Leah Voorhies will assume the duties of the NASP delegate in June and will participate on the UASP Board. Here are Leah’s responses to a few questions:

Tell us about your current position as a school psychologist in Utah.

I’m a special education coordinator at the USOE. I supervise the specialists responsible for improving programs for students with disabilities.


B

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How did you decide to be a school psychologist? I was considering getting a graduate degree in school counseling but then was introduced to school psychology and was attracted to the problem-solving process that school psychologists use to help improve student learning.

What is the role of a NASP delegate? Represent the wants, needs and values of school psychologists and children and families in Utah in the NASP leadership assembly.

How does having a NASP delegate make a difference to practicing school psychologists? NASP lobbies for school psychologists and children and families at Capitol Hill. NASP creates resources such as guidance documents and best practice documents. NASP supports research. The Leadership Assembly guides the priorities and conversation of all of these efforts, so having a NASP delegate means having a voice in the decision-making process.

What are a few of your goals as NASP delegate? Ensure school psychologists have comprehensive, practical information about upcoming federal legislation. Ensure that Utah’s priorities are discussed and considered when NASP makes decision about focus areas, professional development, resources, etc.

How can Utah school psychologists support your efforts at NASP delegate? Keep current with NASP activities and priorities and provide me with feedback about how decisions will affect school psychologists, practice and children and families in Utah.

NASP / PERSONAL

My Experience at NASP 2015 by Aaron Fischer, PhD, BCBA Assistant Professor, University of Utah esides the busy restaurants, I found NASP to be productive and quite enjoyable! My time in Orlando was spent working with other early career scholars at the School Psychology Research Collaboration Conference (SPRCC), which was supported by the Society for the Study of School Psychology. After two days of productive meetings and discussions at SPRCC, I embarked on conference activities including presenting, recording a NASP podcast, perusing posters, and even taking pictures at the NASP 2016 New Orleans booth—as a graduate of Louisiana State University, I was particularly excited about this!

My presentations/podcast focused on two areas. First, I presented two papers that focused on using technology in school psychology. Specifically, we compared systematic direct observations conducted in person and through videoconferencing, and evaluated the effectiveness of videoconferencing during behavioral consultation with teachers. Next, I presented the results of a meta-analysis evaluating mindfulness-based interventions to reduce disruptive behavior in youth, which also was the topic of the NASP podcast I recorded. For those interested in the results of the paper presentations, please feel free to contact me at [email protected] or tune in to the podcast on the NASP website.

Seeing NASP through the Eyes of My Students By Terisa P. Gabrielsen, PhD, NCSP, Assistant Professor, BYU

ASP feels different every year, as I move through different phases of my training and career. Some things are constant, such as the flat out fun and unpredictability of volunteering for (and occasionally buying something at) the Children’s Fund Auction, while the convention site is always changing. I was looking forward to my first warm weather NASP this year in Florida, which apparently I still have to look forward to next year in New Orleans, as it was colder in Orlando than in Salt Lake City. I am discovering the joy of seeing students and interns I trained with now at NASP in their new roles as school psychologists. Catching up, even with people from Utah, is one of my favorite things about NASP. When NASP was in Philly in 2012, I was living there, so friends from Utah were especially dear.

What I loved about NASP this year was seeing it through the eyes of my students. The first-time excitement of being at the national convention of one’s new profession can be, apparently, exhausting. Fortunately, they had a place to crash in the conference hotel for an hour or two to survive their full days. Other students, not as fortunate, crashed in the convention center hallways.

While my students were looking for new ideas beyond what we can provide in our classes, I was looking for new things to add to our curriculum. There was no shortage of expertise in topics I need to develop, and I loved to make connections with colleagues across the country. I came home armed with new research, resources, and collaborations to benefit my students.

Students seek out the free stuff in the vendor hall (and the soft chairs!), and the flash mob there one afternoon was a stunning bonus. Having already collected most of the free stuff from past years, I look forward to seeing new assessments, books, and online resources for my students. Okay, I did bring home some free stuff for my grandkids. Thanks goodness WPS had a free bag big enough for me to take Disney/Harry Potter/NASA souvenirs home on the plane.

I think my favorite thing overheard at NASP this year was to hear my students say, “We should all come to NASP every year for a reunion!” I will see you there. We will catch up.

UASP Leadership at NASP (left to right):

Fulvia Franco, Jordan School District Rob Richardson, Canyons School District Julia Hood, Director at the Pingree Center


P

PERSONAL

Rural School Psychology in Utah by Effie Thacker, Duchesne County School District

racticing school psychology in a rural setting has quite a few similarities and some differences from working in suburban and urban settings. Regardless of the setting, the purpose of the job is to help students be successful socially, emotionally, and academically. In a rural area, several considerations such as the number of schools, the culture of the area, and the distance between schools influence how I work with students, families, and other educators

My current district, Duchesne County School District, has 13 schools, which include a K-12 setting and typical elementary, junior high, and high school settings. And we have only one school psychologist to meet the needs of approximately 5300 students across the district and 772 staff, including all certified and classified employees. The schools are clustered in communities with most areas having at least an elementary and a junior and senior high school. The communities are somewhere between 20 to 56 miles apart. The distance between and number of schools affect my service model and how can I meet students’ needs.

My service model is collaborative and consultative because I believe the best way for me to help students is to help school staff develop skills so they can plan to help their students. This empowers the staff to invest in finding and implementing solutions and gives students a person who is in their building and easily available to them.

Describing a typical day is difficult because each day brings something different--a different school, different students, and different needs. I visit between two and three schools a day and check in with the administrators, special education teachers, and possibly general education teachers to discuss a plan or to follow up. Most of my schools have two or more special educators with whom I try to check in with on a weekly basis. We discuss any referrals that are coming in, evaluate the interventions and data, determine the need for more data or interventions, and decide whether we can move forward with the referral and assessment process. We also discuss any

IEP or file questions, parent concerns, teacher concerns, and how to help individual students who are struggling. Some days include cognitive testing or scoring protocols, writing behavior plans, meeting with students for counseling, classroom presentations, training paraeducators, training staff, attending challenging IEPs, or consulting with parents.

My favorite part of the job is helping teachers learn new skills so they can help their students. The biggest challenge of my job is my ability to effect change in a school, especially when I am limited in the amount of time I can be in a school. I believe this limits my ability to address needs on a consistent basis or to reach the needs of more students. Understanding what struggles students and teachers are having and how to teach new skills with limited interaction is difficult when I am serving a variety of students who are quite a distance from my office. Providing timely services and responding quickly to provide insights, direction, and information is quite challenging. With the realities of my rural district, focus on teaching teachers and administrators to intervene with students quickly and to reinforce appropriate learning and behavior immediately.

Many of the challenges of being a school psychologist in a rural area are similar to the challenges of working in an urban area. Both settings have areas of poverty and low socioeconomic status, consistent turnover rate of students and teachers, struggles with parent involvement, teachers implementing plans with fidelity, and the myriad of other challenges we face as we work to help our students be successful both academically and behaviorally regardless of the setting. However, there are a few challenges specific to my district and other rural districts. The resources are more limited both within the district and in the community. The Special Ed Director is also the Student Services Director, which limits the time they can dedicate to each of the roles. We struggle to attract, pay, and keep related service providers such as occupational therapists (OT) and physical

therapists (PT) The OTs, PTs and school nurses are contracted through the area health agency, which gives their work on the team a slightly different way of collaborating. Speech therapists and speech technicians visit multiple schools and have caseloads over 70 children. Mental health services are also less available in rural areas, making it difficult to find and obtain counseling for their children outside of the school setting.

Some of the benefits to working in a rural area include determining my schedule and my service delivery model. I get to know a lot of great educators and spend time in a lot of schools; I get to know the culture and attributes within a school and a classroom; what skill sets are available and what skill sets need to be taught and fostered. Knowing the strengths district and the staff also allows me to make better decisions for students when determining level of services needed. I believe that I can effect change with individual students and staff, as I become a resource within the district to help improve teachers and students skills and celebrate both the big and little successes.

The similarities between rural school psychology urban school psychology are actually quite numerous. We all work hard to make changes in schools and are rewarded by the success of the students and staff. As we strive to serve the students and staff in our schools and districts we become an invaluable resource to our schools and communities.

Effie Thacker graduated from BYU in 2008, after which she worked for Nebo

School District until the Spring of 2011. In August of 2011 she began working for Duchesne County School District. In her

free time she enjoys fishing, traveling, spending time with her family, and

reading a good book.


Utah Association of School Psychologists 358 S. 700 East, B-312 Salt Lake City, UT 84102 ADDRESS SERVICE REQUESTED

THIS IS A REMINDER OF A BYGONE ERA THE OBSERVER IS NOW AN ELECTRONIC-ONLY PUBLICATION

This has become the preferred form for communication for its

efficiency and versatility. For example, the articles in this issue are hyperlinked to the contents on page one. The future is now.

NASP 2015 Poster:Back row, left to right: Lora Tuesday Heathfield, Jamie Uncapher, and Rob Richardson; standing in front: Robyn Riley.

Lora Tuesday Heathfield, PhD and Rob Richardson, PhD work in Canyons School District. Jamie Uncapher and Robyn Riley are graduate students at the University of Utah in the School Psychology Program.

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