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This study examines the events and behaviors associated with the improved and sustained student achievement in a rural high school. The rural high school highlighted in this study showed significant improvement and sustained achievement over a three year period as defined in the following areas: (a) test scores, (b) achievement of Adequate Yearly Progress, and (c) attendance and graduation rate. This case study identified various factors associated with the change process, including leadership behaviors, organizational structure, and particular characteristics of the school within its rural context. Qualitative analyses suggest that both organizational practices and instructional leadership behaviors contributed to developing successful collaborative efforts that, in turn, led to improved student achievement. Three essential elements identified for successful collaboration were (a) scheduled time for teacher collaboration; (b) structured and focused collaboration time devoted to improving instruction and student achievement, and; (c) leadership behaviors that focused on student-centered planning and accountability. Relationship and contextual factors associated with rural schools and small communities were identified as advantageous to developing a collaborative process for school improvement.

Recommendations of the Thayer, Spring Hill, and Olympia conferences are examined as they relate to ways we can support and make positive contributions to students, families, and schools. In the current issue of the Journal of Educational and Psychological Consultation, Hatzichristou and Lampropoulou (this issue), Meyers, Meyers, and Grogg (this issue), Nastasi (this issue), and Wizda (this issue) share important insights that can guide efforts to implement ideas discussed at the recent 2002 Futures Conference. Their ideas, along with literature on the public health model, are discussed. Points are made about the move to evidence-based interventions, as well as the use of Internet technology to facilitate collaboration and follow-up to the 2002 conference.

Eleven broad themes emerged from the 2002 multisite conference on the Future of School Psychology. After the conference, strategies developed by the participants were clustered into the following domains: (a) advocacy and public policy; (b) research and knowledge base; (c) collaboration and communication; (d) practice; (e) preservice training; and (f) in-service training. The eight sponsoring associations subsequently formed the School Psychology Leadership Roundtable in an effort to increase collaboration and to advance the agenda of school psychology to meet better the needs of children, families, and schools. Caveats and cautions are offered relative to strategic planning. The article concludes with a question of whether school psychology is at a tipping point.

In April 2001, the presidents and presidents-elect of the eight major national and international school psychology organizations gathered at the convention of the National Association of School Psychologists (NASP) in Washington, DC. The purpose of the meeting was to discuss the merits of having a major conference to discuss the current and future directions of school psychology. Among the professional organizations represented were the American Academy of School Psychology, American Board of School Psychology, Division 16 of the American Psychological Association, Council of Directors of School Psychology Programs (CDSPP), International School Psychology Association (ISPA), National Association of School Psychologists (NASP), Society for the Study of School Psychology (SSSP), and Trainers of School Psychologists (TSP).The purpose of the present article is to describe the procedures and activities before and during the conference. The problem solving model that provided the vehicle for processing ideas about the collective futures of these organizations is described initially. Then each phase of the conference is explained.

Eleven broad themes emerged from the 2002 multisite conference on the Future of School Psychology. After the conference, strategies developed by the participants were clustered into the following domains: (a) advocacy and public policy; (b) research and knowledge base; (c) collaboration and communication; (d) practice; (e) preservice training; and (f) in-service training. The eight sponsoring associations subsequently formed the School Psychology Leadership Roundtable in an effort to increase collaboration and to advance the agenda of school psychology to meet better the needs of children, families, and schools. Caveats and cautions are offered relative to strategic planning. The article concludes with a question of whether school psychology is at a tipping point.

The preparations for and the implementation of the 2002 Multisite Conference on the Future of School Psychology are described. The conference goals were to (a) achieve consensus on current and future demands for school psychologists and our profession's ability to meet those demands; (b) conceptualize the practice of school psychology in the face of diminishing numbers and increasing demand for services; and (c) develop an agenda to use the resources we have to maximize the benefits to the children and schools that we serve. A problem-solving model served as the conceptual foundation of the conference. School psychologists at the host site in Indianapolis and 30 remote sites collaborated to identify threats, opportunities, strategies, and action plans to respond better to the needs of children, families and schools. The conference not only generated excitement and hope for our future, but also provided a framework to propel the current and future practice of school psychology.

Summarizes health care approaches to identifying and treating child and adult victims of domestic violence. Describes innovative programs that tie children's well-being to that of their mothers and proposes strategies for improving current health care system responses. (SLD)

This theme issue provides a summary of six evaluations of home-visiting models that have been implemented nationally. These model programs represent home-visiting programs across the country that help parents provide children with the best start in life. (SLD)

This study analyzes four gifted education models and six middle school models to identify specific areas of commonality and/or conflict. Common and compatible areas are identified. Results of the study offer very positive implications for appropriately meeting the needs of all students, including gifted children, within the middle school context. (Author/CR)

Investigates the practicality of extending the Multidimensional Self Concept Scale (MSCS) norms downward for use with third and fourth grade students from a predominantly African-American sample. Internal consistency for the MSCS for third- and fourth-grade students was comparable to fifth- and sixth-grade students in the sample. (Author/MKA)

Four models of intellectual abilities were evaluated using confirmatory factor analysis and data from 197 children referred for a gifted program who took the Kaufman Assessment Battery for Children (K-ABC). All four models were a possible fit, but the best understanding came from a model posited on a theory of fluid-crystallized abilities. (SLD)

Examined whether performance on scales reflecting problem-solving dimensions of personality could predict ego-strength in college students (n=348). Findings did not support statistically significant relationship between all problem-solving scales and ego-strength. Individually, evidence supported hypothesis that ego-strength can be predicted from knowledge of performance on tasks measuring problem-solving dimensions of intellectual competence, locus of control, and developmental autonomy. (Author/NB)

The Walker-McConnell Scale of Social Competence and School Adjustment is intended for screening and identifying elementary-aged school children with social skill deficits. The instrument is divided into two components covering adaptive classroom behavior and interpersonal social skills. This paper describes the test's administration, summation of data, standardization, reliability, and validity. (JDD)

The article discusses the many positive aspects of using intelligence tests in gifted assessment, including the ability to accurately predict academic and everyday success, the outstanding psychometric properties of intelligence tests, and the utility of intelligence tests in identifying giftedness in handicapped children, underachievers, and others who don't fit the typical pattern of giftedenss. (Author/CL)

Part of a special issue on adaptive behavior, the article reviews adaptive behavior research in areas which include the relationship between adaptive behavior and intelligence and school achievement, relationship between different measures of adaptive behavior, predictive aspects, declassification, group differences in adaptive behavior, relationship between parents' and teachers' ratings, and interrater reliability. (Author/JW)

College students (N=64), divided into 10 groups, completed the Personal Anticipations Questionnaire prior to group experience, Group Attitude Scale several times during group experience, and Group Satisfaction Scale following group experience. Results showed that group member expectations were related to group cohesion or attraction to group. Findings suggest that moderate levels of member expectancy are best. (NB)

Explores relevant research on appropriate use of adaptive behavior measures as assessment tool with handicapped children in institutional settings. Presents issues in adaptive behavior assessment and guidelines for practitioners to provide an empirical rationale for test interpretation. (Author/CM)

The profiles of 40 educable mentally retarded (EMR) children (aged 6 to 8.5 years) on the McCarthy Scales of Children's Abilities were examined to determine areas of strengths and weaknesses. (Author)

Scores on Kaufman's (1977) McCarthy short form and the McCarthy Screening Test (1978) were obtained for first graders (N=53). As follow-up nine months later, the Metropolitan Achievement Test was administered. Results showed Kaufman's short form scores usually indicated a smaller number of false negatives than did McCarthy Screening Test scores. (Author)

The relationship between four characteristics of children entering first grade (cognitive, dental and motor development, and adaptive behavior) and achievement at the end of the first grade year were determined. Interrelationships among the independent variables were also determined. (Author/GK)

Examined the relationships between the McCarthy Scales General Cognitive Index, the McCarthy Screening Test, Kaufman's McCarthy short form, and the Peabody Individual Achievement Test using a sample of elementary students. Found the Estimated General Cognitive Index by Kaufman's short form was virtually identical to the McCarthy Scales Index. (Author)

The major national and international school psychology organizations hosted the 2012 School Psychology Futures Conference during the fall of 2012. The conference was designed to provide an opportunity for school psychologists to plan their future roles in better supporting children, families, and schools. The 2012 conference, titled "School Psychology: Creating Our Future(s)," encompassed three broad themes: leadership, critical skills, and advocacy by school psychologists. The mission of the 2012 School Psychology Futures Conference was to join school psychologists together to ensure children's future academic success and mental health through the promotion of leadership, critical skills, and advocacy by school psychologists. The 2012 School Psychology Futures Conference has provided an opportunity to examine progress, current impacts, and major needs related to services for children, families, and schools and update school psychology's directions for the future. Services by many school psychologists are being redefined in varying ways and because of different reasons, and the field needs continued and systematic analysis to guide professionals. A very positive aspect of the 2012 Future's Conference is the effective cooperation and collaboration between school psychology organizations to identify a shared vision for the field. The Futures Conference webinars provide a foundation for continued discussion and planning. Action planning, described in this article, will promote updated strategies to develop a working agenda for the future. (Contains 2 tables and 1 figure.)