A Middle School’s Response-to-Intervention Journey

Dulaney, Shannon K.

doi:10.1177/0192636512469289

Cited by 11 publications

(3 citation statements)

References 27 publications

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“…These continued efforts to spend more time on ASCA-aligned activities and less time on non-school counseling activities may also benefit secondary school counselors in terms of increased MTSS knowledge and skills. Similar to increased time on ASCA-aligned activities, increased knowledge and skills in MTSS are needed at the secondary level for school counselors to contribute to practices such as data-driven decision making, coordination of academic and behavioral interventions, and professional development aimed at meeting students' complex needs in secondary schools (Dulaney, 2013).…”

Section: Discussionmentioning

confidence: 99%

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

Olsen

Parikh‐Foxx

Flowers

et al. 2016

Professional School Counseling

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Using structural equation modeling (SEM), the authors examined factors that relate to school counselors' knowledge and skills in multi-tiered systems of support (MTSS). A sample of 4, 066 school counselors participated in an online survey. Results indicated that school counselors' time spent on ASCA-aligned activities predicted more MTSS knowledge and skills. This article presents implications for school counselor training programs, counselor educators, school counselor leaders, and practicing school counselors.

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Section: Discussionmentioning

confidence: 99%

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

Olsen

Parikh‐Foxx

Flowers

et al. 2016

Professional School Counseling

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“…Effective implementation is the final and perhaps most important aspect of the collaborative process. Implementation is defined by the team enacting the decisions that are made, ensuring fidelity (Dulaney, 2012). Although a crucial aspect of the team process, this concept in collaboration often did not appear in the literature.…”

Section: Conceptual Model (Based On Analysis)mentioning

confidence: 99%

Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools

Griffiths

Alsip

Hart

et al. 2020

Canadian Journal of School Psychology

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Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.

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“…Socially just educators share a commitment to fostering appropriate, equitable, and inclusive learning environments in schools and districts. Educators can work together to incorporate inclusive practices, such as Response to Intervention (RtI) for providing necessary academic support (Buffum et al, 2009;Dulaney, 2013), providing civic and socially just opportunities where all students can flourish (Grant, 2012) and improving equitability and adequacy through school finance (Rodriguez & Rolle, 2007). Figure 1 depicts the model demonstrating how DPPE can be initiated and sustained through system-wide integration in schools and universities.…”

Section: Sharing Responsibilitymentioning

confidence: 99%

Advancing Leadership

Tenuto

2014

Sage Open

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Preparing students to become active citizens and contributors to a democratic society is premised on teaching democratic principles and modeling standards of democratic practice at all levels of education. The purpose of this integrative literature review is to establish a conceptual framework grounded in literature and a model for cultivating democratic professional practice in education (DPPE) to advance leadership for school improvement. This work is presented in three parts: (a) a review of historical references, reports, and legislation that culminated in increased accountability and standards in P-12 public education; (b) a discussion of social patterns in education generally associated with bureaucracy versus democracy; and (c) a new contribution to the literature, a model for cultivating DPPE is conceptualized to encourage leading and teaching professionals to reflect on beliefs and evaluate practices in advancing leadership for school improvement. Recommendations are included for further research.

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A Middle School’s Response-to-Intervention Journey

Cited by 11 publications

References 27 publications

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

An Examination of Factors that Relate to School Counselors' Knowledge and Skills in Multi-Tiered Systems of Support

Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools

Advancing Leadership

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