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A Problem-Solving Model for Improving Student Achievement

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[Source: NASP]

By Andrea Canter

Andrea Canter ([email protected]) recently retired from Minneapolis Public Schools where she served as lead psychologist and helped implement a district-wide problem solving model. She currently is a consultant to the National Association of School Psychologists (NASP) and editor of its newspaper, Communiquè. “Counseling 101” is provided by NASP (http://www.nasponline.org).

Principal Leadership Magazine, Vol. 5, Number 4, December 2004
Counseling 101 Column


The implementation of the No Child Left Behind Act (NCLB) has prompted renewed efforts to hold schools and students accountable for meeting high academic standards. At the same time, Congress has been debating the reauthorization of the Individuals With Disabilities Education Act (IDEA), which has heightened concerns that NCLB will indeed “leave behind” many students who have disabilities or other barriers to learning. This convergence of efforts to address the needs of at-risk students while simultaneously implementing high academic standards has focused attention on a number of proposals and pilot projects that are generally referred to as problem-solving models. A more specific approach to addressing academic difficulties, response to intervention (RTI), has often been proposed as a component of problem solving.


Read the Rest of this Article on the National Association of School Psychologists Website

Tags: Article School Based Psychology