Author. The National Archery in the Schools Program (NASP) is a joint venture between Departments of Natural Resources and Departments of Education (schools). © 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org. Graph of Progress Monitoring Data Before and After COVID-19 School Closure [See PDF]. What is COVID-19? For example, it is common practice for school psychologists to complete a behavioral rating scale and an intelligence test for every evaluation (Benson et al., 2019). ET. National Association of School Psychologists Ask the Experts Return to School Academic Series. (2020). NEW SPR 120 Second Summary on the SPR YouTube Channel - COVID-19 and School Psychology By: Shane Jimerson 2 days ago Posted in: NASP Member Exchange As a result, the APA suggested that practitioners focus on more robust full-scale scores rather than subscales. All states must allow the use of RTI to identify SLD, but it is not required by federal law. Child find requirements have long been a federal requirement, and it has further been stipulated that procedures such as RTI must not create an unreasonable delay in identifying students with SLD (Office of Special Education and Rehabilitative Services, 2007). For example, as displayed in Figure 3, the student was displaying a poor rate of improvement (ROI) during Tier 3 supports before the extended school closure and continued to show meager growth when Tier 3 supports were reestablished when the student returned to school. Several archery equipment manufacturers and organizations are also partners. Such an assessment may include the examination of the potential risks and benefits to provide telepsychology services for the client's/patient's particular needs, the multicultural and ethical issues that may arise, and a review of the most appropriate medium (e.g., video teleconference, text, email, etc.) Thus, school teams may decide to forego intelligence testing and behavioral ratings, among other possibilities, to expedite the assessment process as appropriate (e.g., intellectual disability is not suspected and there are no behavioral difficulties). VanDerHeyden recommended using class-wide interventions prior to universal screenings in the fall in order to increase screening decision accuracy, and Burns and Runge both discussed its implications for student learning (National Association of School Psychologists, 2020). IDPH Call4Calm Text Line- Struggling with stress related to the pandemic? Rosenshine, B. Principles of instruction: Research-based strategies that all teachers should know. Visit the CDPHE Website for Information on the Outbreak of Coronavirus Disease 2019 (COVID-19) NASP: FAQs on Telehealth and HIPAA During the COVID-19 Nationwide Public Health Emergency NASP Webinar: Legal and Ethical Considerations for Remote School Psychological Services USDOE Guidance for IDEA Service Delivery FAQ for School Psychologists One reason why SLD identification could be questioned is that the norms for standardized tests may not apply. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/return-to-school, https://doi.org/10.1016/j.jsp.2018.12.004, https://doi.org/10.1016/j.jsp.2018.10.007, https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/webinar-series/the-pandemics-impact-on-academic-instruction-and-student-progress, https://www.livebinders.com/play/play/2052295?tabid=2538aab9-8272-13b4-916d-9fcaabd1e97c, https://sites.ed.gov/idea/files/07-0021.RTI_.pdf, https://files.eric.ed.gov/fulltext/EJ971753.pdf, https://www.washingtonpost.com/local/education/schools-are-shut-so-how-will-kids-learn-amid-the-covid-19-pandemic/2020/03/22/dac4742e-6ab7-11ea-9923-57073adce27c_story.html. October 23, 2020, the College was notified an individual on campus October 22nd, at the Nampa Campus Academic Building (NCAB), Nampa Campus Aspen Classroom Building (NASP) and Canyon County Center (CYNC) tested positive for novel coronavirus (COVID-19). Retrieved from https://sites.ed.gov/idea/files/07-0021.RTI_.pdf. The following are some specific guidelines from both the Centers for Disease Control (CDC) and the National Association of School Psychologists (NASP) on how to talk to students about COVID-19: Remain calm and reassuring. The quarterdeck can be reached at (850) 452-4785 / 4786 or DSN 922-4785/ 4786. RLC Brief: Burglary Law Should Apply to Serial Shoplifters July 31, 2019, Retail Litigation Center. The pandemic’s impact on academic instruction and student progress. Office of Special Education and Rehabilitative Services. (2020). National Association of School Psychologists 4340 East West Highway, Suite 402, Bethesda, MD 20814 P: 301-657-0270 | Toll Free: 866-331-NASP | F: 301-657-0275 This is also a unique opportunity to reconceptualize SLD, which has been a controversial construct since it was first institutionalized in federal law so that identifying a child as learning disabled will lead to positive results for that child. Resources for COVID-19. The National Centre for Suicide Research and Prevention (NASP) wants to raise awareness about the potential increase in suicide and self-harm behavior as a result of the societal impact of the corona pandemic (COVID-19). (2020). Schools are required by federal law to complete special education evaluations within 60 calendar days, but many states have different requirements (e.g., 40 school days). We will comment on both below. School-Based Mental Health Advocacy Day in Missouri! coronavirus disease 2019, abbreviated as “COVID-19” and more commonly referred to as “coronavirus.” 1 . PSW relies on interpreting subscales of IQ tests, and research has consistently questioned the validity of decisions made with IQ subtest scores (McGill, Dombrowski, & Canivez, 2018). Moreover, many aspects of an identification evaluation can be conducted when school is not in session (e.g., developmental history, review of existing data), and teams can conduct those aspects prior to a return to in-person instruction. The criteria are: (a) the student must fail to meet age- or grade-level standards in one of eight academic areas, (b) the student must either display a lack of progress in response to scientifically based instruction (i.e., RTI) or display a pattern of strengths and weaknesses in performance and/or achievement, (c) other disabilities or situational conditions must be ruled out as the primary cause of the student’s academic difficulties, and (d) the student’s academic difficulties must not be primarily a function of a lack of instruction. Spectrum continues to offer Spectrum Internet Assist, their high-speed broadband program to eligible low-income households. Don't forget to get in touch with your local school psychologist for more help on the mental health, social emotional, academic, and functional needs of your child. Why Should School Psychologists Care About Medicaid? Health officials are currently taking steps to prevent the spread of COVID-19 ("Coronavirus") in communities across the country. However, there has never been a time when determining if a child responds to scientific, research-based interventions as part of the SLD identification process was more important, because the validity of SLD identification could be seriously questioned in schools following the pandemic. A student who qualifies for special education must need a level of intensification that can only be delivered through specially designed instruction and supportive services. Author. States with schools that must close due to the COVID-19 may also want to consider whether it is possible to adjust or extend the testing window to accommodate as many students as possible, including students in schools that were closed for some period. We recognize that standard assessment practices may not be possible, and we want to provide guidance on how you can use PAR products via telehealth technology while still retaining the integrity and security of the measures. National Association of School Psychologists 4340 East West Highway, Suite 402, Bethesda, MD 20814 P: 301-657-0270 | Toll Free: 866-331-NASP | F: 301-657-0275 4340 East West Highway, Suite 402, Bethesda, MD 20814, P: 301-657-0270 | Toll Free: 866-331-NASP | F: 301-657-0275, © 2020 National Association of School Psychologists, NASP: The National Association of School Psychologists, A Career in School Psychology: Frequently Asked Questions, Information for Principals and Administrators, Model School Psychology Intern Supervisor Recognition, Guidance Regarding Graduate Intern Hours in Response to School Closures, Proposal Submission Guidelines for NASP Publications, Suggestions for Funding PREPaRE Trainings, Organizations That Have Held PREPaRE Workshops, Excellence in School Safety and Crisis Response Recognition, Stress and Anxiety: I’m Not Just the Presenter, I’m Also a Client, Social Media and Crisis Intervention: Opportunity and Danger, Thinking Versus Knowing: The Key to Measuring Intelligence, Self-Regulated Strategy Development (SRSD), Testing Accommodations: From the 2019 Admissions Scandal to the Bigger Scandal of Poor Decision-Making, Trauma, Stress, and the Postpandemic Opening of School: Let’s Not Pathologize Students’ Emotional Needs, How to Prevent Students From Experiencing Psychosis, Promoting School Psychological Service Delivery Through Active Self-Care, Problem-Solving the Complexities of Reading Comprehension, National School Psychology Certification Board Members, Excellence in School Psychological Services (ESPS) Recognition Program, Graduate Program Approval and Accreditation, Informal Ethical Problem Solving of Colleague's Misconduct, Notification of NASP Ethical Disciplinary Action, Ethics and Professional Practices Board Members, Using Ethical Problem-Solving to Respond to Racism (Webinars), State School Psychology Credentialing Requirements, NASP 2020 Practice Model Organizational Principles, Government and Professional Relations (GPR) Committee, 2020 Presidential Election Results: A Promising Future for School Psychology, NASP Outlines Vision for Effective Schools, UASP's Successes through Visibility, Advocacy, and Partnership. 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