Jose M. Castillo

The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative

George M. Batsche, EdD, is Professor and Co-Director of the Institute for School Reform in the School Psychology Program at the University of South Florida in Tampa, Florida and serves as the Co-Director of the Florida PSM/RTI Project. batsche@tempeset.coedu.usf.edu Michael J. Curtis, PhD, is Professor and Co-Director of the Institute for School Reform in the School Psychology Program at the University of South Florida and serves as the Co-Director of the Florida PSM/RTI Project. curtis@tempest.coedu.usf.edu Clark Dorman, EdS, is the Project Leader for the Florida PSM/RTI Project and a former school psychologist in the Orange County (Orlando) School District. dorman@coedu.usf.edu Jose M. Castillo, MA, is a doctoral student and Presidential Fellow in the School Psychology Program at the University of South Florida. jcastillo@tampabay.rr.com Larry J. Porter is a doctoral intern in the Pasco County School District in Land O’ Lakes, Florida and a student in the School Psychology Program at the University of South Florida. ljporter@mail.usf.edu

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10‐YEAR FOLLOW‐UP STUDY ON PREDICTED PERSONNEL SHORTAGES

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

Development and Initial Validation of a Scale Measuring the Beliefs of Educators Regarding Response to Intervention

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed.

Measuring Educators’ Perceptions of Their Skills Relative to Response to Intervention A Psychometric Study of a Survey Tool

The Perceptions of RtI Skills Survey is a self-report measure that assesses educators’ perceptions of their data-based problem-solving skills—a critical element of many Response-to-Intervention (RtI) models. Confirmatory factor analysis (CFA) was used to evaluate the underlying factor structure of this tool. Educators from 68 (n = 2,397) and 60 (n = 1,961) schools in a southeastern state participated during the spring of 2008 and spring of 2010, respectively. Results supported a correlated three-factor model with the following dimensions: Perceptions of RtI Skills Applied to Academic Content, Perceptions of RtI Skills Applied to Behavior Content, and Perceptions of Data Display Skills. Internal consistency estimates for all factors exceeded .90. In addition, significant associations between factor scores and data-based problem-solving fidelity at Tiers I and II were found. Implications for educators facilitating RtI implementation are discussed.

Embedding Self-Determination and Futures Planning within a Schoolwide Framework.

This article illustrates the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals’ feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of connections with an actual case study of one student within an urban high school.

Statement from Journal’s Editorial Leadership: Journal of Educational and Psychological Consultation as an Interdisciplinary Outlet for Transformative Consultation Research From Across the Globe

ABSTRACT To aid potential authors, this statement is an overview of the core values and editorial goals of the current editorial leadership of Journal of Educational and Psychological Consultation. The key pillars are that we value research that (a) supports culturally responsive practice and social justice, (b) reflects varied research methodologies and traditions, (c) originates and investigates consultation topics across multiple professional disciplines, and (d) reflects global practice.

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

ABSTRACT The literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a state-level professional development initiative to implement RTI practices. Each school received ongoing coaching through job-embedded training, technical assistance, and evaluation support. Data on quality of coaching received, continuity of coaching (i.e., coaching provided by the same individual over time), changes in educator beliefs and perceived skills, and problem-solving implementation fidelity were examined through multilevel modeling (MLM) procedures. Results indicated that coaching continuity positively related to RtI implementation fidelity. Implications for systems coaching practices to support problem-solving and RTI implementation are discussed.

A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

ABSTRACT Professional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.

Personnel Projections in School Psychology: A 10-Year Follow-Up to the Predicted Personnel Shortage

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10-YEAR FOLLOW-UP STUDY ON PREDICTED PERSONNEL SHORTAGES: Personnel Needs in School Psychology

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.