Function of a School Psychologist

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In determining what should be the function of a school psychologist, the standards set by the governing professional organization should be considered. The National Association of School Psychologists (NASP) is that organization. Leaders of NASP have a unique view of where the field has been based on its history, and where it is currently. Perhaps most importantly, they have a view of where the field should change for the future based on the results of research.
Tilley suggests that “special education structures have remained fixed for more than 30 years” (2008, p. 23) and raises the question of how school psychology can more to a problem solving model in this “fixed” environment. In response to his own question, he finds a
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In RTI, assessment is made to determine the results of data-based instruction for the student and communicated to parents before the referral is made for formal special education assessment.
In a well-developed RTI system, data-based instruction and assessment occurs for all students at Tier 1 (Reschley). For a student who does not respond to universal intervention, more intensive services are provided in Tier 2, often in small groups. The response to these interventions is assessed on a more frequent basis. If there is good student response, the interventions might continue or the student might even be returned to the universal intervention status if enough progress is made. If the data-based, focused interventions of Tier 2 are not successful in helping the students achieve, the student may be moved to the most intensive service level, Tier 3. According to Reschley, not all students receive special education at Tier 3; but the services may be more intense or required over a longer period of time. He suggests that placement in Tier 3 be accompanied by specific criteria that when met will result in return to lower tiers of service.
There are core advantages to the RTI system. A core advantage of this system is that it encompasses the needs of all students. Tilly (2008) states that a problem-solving model is “desirable from a student-learning
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