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In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in schools across two states in the US were recruited and then randomly assigned to implementation and control conditions. Using Data-Based Individualization (DBI) as a framework for best practice in assessment and intervention, teachers in the implementation group received professional development on early writing intervention and assessment and then implemented these practices with their students who had significant writing challenges. Coaches, who were part of the research project, supported teachers and also observed teachers in both the implementation and control conditions at least twice during the course of the 20-week study. This paper focuses on the results of the fidelity measures that were administered throughout the project. An overview of the importance of fidelity checks is followed by a description of the fidelity tools used, as well as data from those tools. Areas of strength and challenge for teachers when implementing early writing assessment and intervention and engaging in data-based decision making with fidelity are discussed, along with recommendations regarding the practical and research importance of fidelity checks. [ABSTRACT FROM AUTHOR]

As a new academic year beings, teachers, children, and families have a high level of excitement and angst. Many look forward to getting back into a regular routine, being with friends, being in the classroom, and being part of a larger community. However, it is known that many routines were and continue to be disrupted by COVID-19: mental health issues in children are on the rise, and too many students have fallen behind academically and socially. Leadership within schools is more important than ever, and it is a role that school psychologists can proudly take on. Leadership can take on many forms and can occur at all different stages of a career. This article is designed to provide guidance and support for the early career school psychologist on how to exhibit and build their leadership skills. This article contains information as to how to readily get involved at the local, state, and national levels to further hone leadership skills. Lastly, the authors will introduce and encourage the reader to take advantage of the many resources offered by the NASP Leadership Development Committee (LDC), whose main mission is to develop leadership skills of school psychologists, as well as recruit and identify potential leaders.

The current study compared the reading growth of (a) students who received targeted interventions, (b) students who received typical school interventions, and (c) students who were proficient readers at the study's onset. The participants were 1,513 students in first through fifth grades who attended one of three treatment schools or one of three control schools. Students who received a targeted intervention had higher adjusted mean growth scores from fall to winter than students who received the typical school intervention, after controlling for grade and free or reduced-price lunch status, but had relatively equal mean growth score as the proficient readers. The data supported previous research but found positive effects for interventions that were selected and implemented by school personnel in an applied setting. [ABSTRACT FROM AUTHOR]