Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.

Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.

This case study investigated the sensemaking strategies of school psychologists in their relationships with building based English Language Learner (ELL) teams. Through a review of literature, it was established that disproportional representation of ELLs is common, and can be ameliorated in part by...

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Online Access:http://hdl.handle.net/2047/D20399891
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spelling ndltd-NEU--neu-bz60f92392021-05-26T05:11:04ZCollaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.This case study investigated the sensemaking strategies of school psychologists in their relationships with building based English Language Learner (ELL) teams. Through a review of literature, it was established that disproportional representation of ELLs is common, and can be ameliorated in part by comprehensive Response to Intervention (RtI) protocols and staff training. The researcher interviewed seven school psychologists in an urban, New England, school district, and found five themes in their sensemaking process. The researcher identified issues related to assessment and intervention, relationships with administrators, collaboration with teams, identity formation, and COVID-19 responses. Then, the researcher discussed ramifications for practice within this district and possible applications to other settings.http://hdl.handle.net/2047/D20399891
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sources NDLTD
description This case study investigated the sensemaking strategies of school psychologists in their relationships with building based English Language Learner (ELL) teams. Through a review of literature, it was established that disproportional representation of ELLs is common, and can be ameliorated in part by comprehensive Response to Intervention (RtI) protocols and staff training. The researcher interviewed seven school psychologists in an urban, New England, school district, and found five themes in their sensemaking process. The researcher identified issues related to assessment and intervention, relationships with administrators, collaboration with teams, identity formation, and COVID-19 responses. Then, the researcher discussed ramifications for practice within this district and possible applications to other settings.
title Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
spellingShingle Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
title_short Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
title_full Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
title_fullStr Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
title_full_unstemmed Collaborative practices between school psychologists and ELL teams to support students with a suspected disability: a case study before and beyond COVID-19.
title_sort collaborative practices between school psychologists and ell teams to support students with a suspected disability: a case study before and beyond covid-19.
publishDate
url http://hdl.handle.net/2047/D20399891
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