Breaking away from Traditional Assessments...

As school psychologists, one of our primary roles will be assessing children to determine eligibility for special education services. The question of what constitutes an appropriate evaluation is a controversial topic that school psychologists often disagree on. Traditional assessment focused on standardized test scores of intellectual ability to determine eligibility of services. Standardized norm-referenced measures are a necessary and important part of assessment, but do scores alone give you enough information to define a problem behavior, implement an intervention, and see if there is a positive outcome? Alternative assessment methods such as FBA’s have become more popular in creating successful interventions. As future school psychologists’ shouldn’t our goal be to develop recommendations that will have positive outcomes for the child? How do we break away from traditional practices and incorporate new methods of assessment that will guide us in the evaluation process?

This blog was created by Melissa Picariello

No Child Left Behind...Left US all Behind

When President Bush signed the No Child Left Behind act it was deemed to have a positive affect on narrowing the educational achievement gap between students. Is the NCLB act truly having a positive affect on closing this gap?

I personally, along with many others including President Obama, see the NCLB as ineffective. NCLB forces schools to teach children material in order to raise standardized test scores, rather than teaching basic fundamental principles of education. Then, if test scores are poor, schools as well as students are labeled as “failures.” Another issue with NCLB is inadequate funding of schools which does not allow NCLB to work effectively.

Who and what is NCLB helping? By all means, help me see it differently because I've yet to see who hasn't been left behind...

This post was created by Tamara D. Filangieri