I am here to answer your questions about school psychology, education, special education, students with disabilities, parenting, etc. -- firstname.lastname@example.org --
Otherwise, hear my commentary based on experience as a school psychologist, school administrator, parent, and adult with ADHD.
Follow me on FACEBOOK.
Follow me on TWITTER.
Thursday, April 14, 2011
My Presentation Handouts for CASP 2011
Here are my handouts for this week's presentations.
Please don't ask for the presentation slides for two reasons:
1. The photographs that I use are copyrighted for the presentation so long as I do not collect money, but not for distribution.
2. This breaks the Presentation Zen rule of NO SLIDEUMENTS.
Links to the pdfs:
Clicking the link will take you to Google Docs.
Choose the "File" menu to download onto your computer.
1.How do you keep the political sound-bites out of a hot-topic law?
a.The relationship between the Federal and State in education.
3.Key Vocabulary in California
a.* - Asterisk – Used to denote the fact that, especially in California, almost every rule has an exception, waiver, or special circumstance. One example is the “Safe Harbor” provision where an AMO can be met by showing growth without meeting the federal target. Also heavily used in PI because the State cannot afford to implement as written.
b.AMO – Annual Measurable Objective – The participation and proficiency goals for each school/district. A school or district must meet all AMO’s for every Significant Subgroup to meet Adequate Yearly Progress. Each state determines what determines proficiency, but NCLB determines how many student must be proficient for each year. See the “Hockey Stick” graph below for the annual proficiency goals.
c.API – Academic Performance Index – The scale from 200-1000 (with a goal of 800) that represents the California’s State Accountability System. Although it is not technically part of No Child Left Behind, CA embedded much of the State’s original system into our NCLB. The CA Legislative Analyst’s Office has criticized the California Department of Education for creating confusion, misplaced prioritization, and unnecessary expense because of this.
d.AYP – Adequate Yearly Progress – The actual set of goals outlined in NCLB. A school or district meets AYP when they meet every AMO for the year.
e.CAHSEE – California High School Exit Examination – The tenth-grade administration of the CAHSEE, meaning first-time CAHSEE test-takers, represent the majority of the proficiency calculation for high schools.
g.CAPA – California Alternative Performance Assessment – Alternative assessment for students with severe disabilities. This assessment is based off of alternative curriculum standards. Up to 1% of valid test scores may count towards AYP.
h.CMA – California Modified Assessment – Alternative assessment for students with mild/moderate disabilities. Based off of regular education curriculum standards. Up to 2% of valid test scores may count towards AYP.
i.CST – California Standards Test – The main standards test used in California. It is the primary test used to determine AYP in grade K-8.
j.DAIT – District Assistance and Intervention Team – See Program Improvement (PI).
k.Dataquest – The official state database available online.
r.PI* – Program Improvement – California’s system of school/district intervention. It consists of 5 levels. Schools or Districts enter PI after two years of failing to meet AYP. They advance one level for every additional year that they do not meet AYP. In the first year that they meet AYP, their level remains unchanged. In the second consecutive year of meeting AYP, they exit Program Improvement.
i.PI Years One and Two are categorized as “School Improvement” and require school- and district-based improvement initiatives. Supplemental instructional services, funding for professional development, offering school transfers to students in underperforming schools, and school improvement plans are common requirements for schools in PI1 and PI2. These requirements are primarily school-based with increasing district involvement.
ii.The third year of Program Improvement is categorized as “Corrective Action” and requires interventions that are more aggressive. In addition to continuing earlier requirements, districts must implement at least one of the following at PI3 schools: replace school staff, implement new curriculum, decrease management authority of school-level administration, appoint an approved outside consultant, extend instructional time, or restructure the internal organization of school. PI3 also increases accountability reporting to parents and the state.
iii.Program Improvement Years Four and Five are categorized as “Restructuring.” In addition to continuing all previous interventions, districts of PI4 schools must plan a major restructuring of the school to be implemented if they enter PI5. The districts must consider reopening as a charter school, replacing the principal and almost all other staff, state takeover, management by a third-party contractor, or any other similarly 14 invasive plan approved by the state. Schools that continue to fall short of AYP remain in PI5 under threat of more punitive measures.
s.Reconstitution – The term used in educational research when there is a major replacement of staff and/or administration beyond normal turnover.
t.R/LA – Reading/Language Arts.
u.Safe-Harbor – Alternative means to meet an AMO by meeting the State growth standard for proficiency.
v.SAIT – School Assistance and Intervention Team.
w.Significant Subgroups – Any of the following Subgroups are deemed significant and are required to meet AMOs to achieve AYP is they either represent 100 valid test scores OR 15% enrollment (with a minimum of 50 enrolled students).
i.African-American or Black
ii.American Indian or Alaskan Native
v.Hispanic or Latino
vi.Native Hawaiian or Pacific Islander
viii.Two or More Races
xi.Students with Disabilities
x.SPSA – Single Plan for Student Achievement – Intended by CDE to be a master document for school planning including, but not limited to, evaluation for PI, EPCs, strategic planning, and accreditation.
y.Standards – Reference to curriculum standards. Usually references the state-adopted curriculum standards. All instructional materials, instruction, assessment, and intervention are to be aligned to the standards.
The following are definitions from the Business and Professions Code regarding the scope and practice of licensees regulated by the Board of Behavioral Sciences.
Section: 4980.02. PRACTICE OF MARRIAGE, FAMILY, AND CHILD COUNSELING; APPLICATION OF PRINCIPLES AND METHODS
For the purposes of this chapter, the practice of marriage and family therapy shall mean that service performed with individuals, couples, or groups wherein interpersonal relationships are examined for the purpose of achieving more adequate, satisfying, and productive marriage and family adjustments. This practice includes relationship and premarriage counseling.
The application of marriage and family therapy principles and methods includes, but is not limited to, the use of applied psychotherapeutic techniques, to enable individuals to mature and grow within marriage and the family, the provision of explanations and interpretations of the psychosexual and psychosocial aspects of relationships, and the use, application, and integration of the coursework and training required by Sections 4980.37, 4980.40, and 4980.41.
Section: 4996.9. CLINICAL SOCIAL WORK AND PSYCHOTHERAPY DEFINED
The practice of clinical social work is defined as a service in which a special knowledge of social resources, human capabilities, and the part that unconscious motivation plays in determining behavior, is directed at helping people to achieve more adequate, satisfying, and productive social adjustments. The application of social work principles and methods includes, but is not restricted to, counseling and using applied psychotherapy of a nonmedical nature with individuals, families, or groups; providing information and referral services; providing or arranging for the provision of social services; explaining or interpreting the psychosocial aspects in the situations of individuals, families, or groups; helping communities to organize, to provide, or to improve social or health services; or doing research related to social work.
Psychotherapy, within the meaning of this chapter, is the use of psychosocial methods within a professional relationship, to assist the person or persons to achieve a better psychosocial adaptation, to acquire greater human realization of psychosocial potential and adaptation, to modify internal and external conditions which affect individuals, groups, or communities in respect to behavior, emotions, and thinking, in respect to their intrapersonal and interpersonal processes.
LICENSED EDUCATIONAL PSYCHOLOGIST Section 4989.14: Scope of Practice
The practice of educational psychology is the performance of any of the following professional functions pertaining to academic learning processes or the education system or both:
(b)Diagnosis of psychological disorders related to academic learning processes.
(c)Administration of diagnostic tests related to academic learning processes including tests of academic ability, learning patterns, achievement, motivation, and personality factors.
(d)Interpretation of diagnostic tests related to academic learning processes including tests of academic ability, learning patterns, achievement, motivation, and personality factors.
(e)Providing psychological counseling for individuals, groups, and families.
(f)Consultation with other educators and parents on issues of social development and behavioral and academic difficulties.
(g)Conducting psychoeducational assessments for the purposes of identifying special needs.
(h)Developing treatment programs and strategies to address problems of adjustment.
(i)Coordinating intervention strategies for management of individual crises.