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Advocacy has been a core function and expectation of school psychologists for over 50 years (Oyen et al., 2020; Skalski, 2012). It can take many forms, from staying up to date on critical issues in research to writing letters to elected officials to communicate support for proposed legislation. Given that school psychology state associations usually comprise students, graduate educators, and practitioners engaging as volunteers, they can easily become overextended. Yet advancement of the field is highly dependent upon their efforts. Grassroots initiatives offer a more accessible and feasible vehicle for change that, in conjunction with state organizations, can have a substantial cumulative impact (Oyen et al., 2020). The Minnesota Collective for Educational Equity (MnCEE) is one example of a grassroots agency that has created strong organizational ties to state school psychology associations, built relationships with key decision makers, and engaged membership within their organizations. This article details how and why MnCEE was created, describes the challenges the group has faced, and outlines actions to inspire grassroots efforts in other states.

This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fluency passages alone were (a) somewhat less reliable than scores from English publisher-developed passages, (b) similarly valid measures of reading when compared to scores from English reading fluency passages, and (c) more accurate than publisher-provided English cut-scores but not as accurate as locally developed English cut-scores in the identification of at-risk readers.

A promising development in school-based prevention and intervention science is the use of applied social-psychological concepts to improve students' experiences and outcomes in school. Mounting evidence from rigorous studies supports the efficacy of theoretically informed interventions grounded in social psychology, including growth mindset and values affirmation. One of particular utility for educators and school psychologists is wise feedback, which is a relational technique for providing skillful, constructive feedback. The overarching purpose of this study was to further explore the potential efficacy of wise feedback as a targeted intervention for students exhibiting social problem behaviors resulting in negative outcomes. Wise feedback was implemented using a multiple-baseline design with six students exhibiting signs of dropout (i.e., lack of trust and sense of belonging in a school) in ninth grade. Visual and statistical analysis indicated improvement in the students' sense of belonging and trust in their schools. Implications, limitations, and future directions are discussed.

There is limited empirical evidence of school-based practices and anti-bullying policies intended to serve LGBTQ youth, despite indications that such interventions are beneficial to the entire school community. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]