${loserAccounts} been merged into ${winnerAccount}.
A recent audit found these accounts to be duplicative. Addresses, order history and Q-global ordering for both accounts are now accessible via the ${winnerAccount} account. If something isn’t right, please contact us.
${loserAccounts} been merged into ${winnerAccount}.
A recent audit found these accounts to be duplicative. Addresses, qualified users, order history and Q-global ordering for both organizations are now accessible via the ${winnerAccount} account. If something isn’t right, contact us.
Blog
How do you stay up to date in your field? Our team of experts, authors, and specialists contribute regularly to our profession-specific blogs, keeping you informed of the latest industry trends, news, and innovations. Dive in below and check back often, as new content is added weekly.
With more responsibilities and obligations on their plates than ever before, adults are combating increased stress on a daily basis. In fact, in a report released by the American Psychological association, 27% of adults reported that on most days, they are too stressed to function. “Nearly half (46%) of those under 35 and more than half (56%) of Black adults under 35 agreed with this statement.1” This increased stress is directly affecting their well-being and quality of life and can lead to a variety of medical health conditions and issues with substance abuse. As mental health and wellness concerns rise, it can be difficult for practitioners to keep up with the demand, leaving many individuals without the care many so desperately need.
Training and professional development is not only a vital part of learning how to properly administer, score, and interpret the assessments you depend on, it’s also a critical part of our own professional growth. Obtaining that training directly from the source is the best way to ensure you’re using each measure with fidelity.
Most educators would agree that ADHD, or attention-deficit/hyperactivity disorder, is one of the top conditions they see their students grappling with. The numbers have been increasing steadily: While 2019 data from the Centers for Disease Control and Prevention (CDC) found nearly 10% of children and teens ages 3 to 17 had been diagnosed with ADHD, that share is expected to grow as many students coped with situations during quarantines that exacerbated their condition — or revealed it for the first time.
The pandemic drove an already challenging situation for youth mental health to crisis levels. One outcome of that trend is a heightened risk of suicide among young people. In this post, we’ll share details about factors driving the crisis and how educators can help identify at-risk students and create an environment supportive of student mental health and wellbeing in their school or district.
“Reading is essential for those who seek to rise above the ordinary.”
– Jim Rohn
Reading helps us grow, takes us to places we’ve never been, and opens up opportunities we’d otherwise might never have. Reading is the basis for all learning — and our team places a high value on both. Like opening the cover to a new book, each school year is a chance to transform your students into lifelong learners and avid adventurers through reading.
Just as each student is unique, so, too, are their reading skills. Where one student may have a firm grip on context, they may struggle with retention. Some of your students may be reading two grades ahead while others are at grade level — or two grades behind. Determining each student’s individual reading abilities for each skill can be overwhelming, especially considering back-to-school is already packed to the gills with activity and excitement.
Enter the Developmental Reading Assessment, now in its third edition (a.k.a. DRA3). Its authors have researched, revamped, and reengineered it to not only make your students better readers, but to make your day easier. We understand that learning how to use a new or updated assessment can be daunting, especially in the beginning of the school year, but we’ve been burning the midnight oil to make sure that you’ve got all of the training and support you need right at your fingertips. We’ve also put together a reading assessment calendar to help guide you through the school year, outlining important activities for each month, as well as pertinent events.
August’s calendar is full of training and planning, and ours is no exception! Both are excellent means to ensuring a successful year, full of growth and adventure. We are honored to have a hand in this year’s adventures, and are right by your side if you need us!
Sarah Bae is a grad student at Chapman University where she is focusing on School Psychology in her pursuit of a License in Professional Clinical Counseling (LPCC). Last week at the NASP conference in Atlanta, Georgia, Sarah was awarded the 2019 NASP-ERT Minority Scholarship. Established in 1995, the NASP-ERT Minority Scholarship Program supports graduate training for minority students who are pursuing careers in school psychology.
Influenced by two cultures, Sarah grew up in California but has strong roots in Korea. Her parents are Korean immigrants who made it a priority for Sarah to experience Korean culture in her everyday life. Growing up in the United States while being immersed in Korean culture at home helped give Sarah an appreciation for the importance of others’ cultures and beliefs. Realizing those differences is not only a big part of her identity, but has also inspired Sarah’s future.
Discovering the field of school psychology
Beginning with an internship in high school where she worked with children with autism, Sarah’s interest was sparked and her journey began. Through that early experience, and looking back over four years as a behavior therapist, along with her involvement in advocacy and awareness programs, Sarah can trace her discovery of the field of school psychology and says she is very passionate to see “how education, disability awareness, and advocacy can intertwine.”
Throughout her academic career, Sarah has worked with children of all age groups, but finds that her favorite and most rewarding work is with Pre-K ages and younger. Working with this age group, Sarah recognizes how having a relationship with the child’s parents — and being part of a larger team of caregivers — can have a strong impact on a child’s development.
Winning the scholarship
Sarah is very passionate about future opportunities to grow the school psychology field in other countries. Past experiences have helped her realize how mental health awareness and education can be adversely impacted by cultural stigmas. Winning the NASP-ERT Minority Scholarship inspires Sarah to “...work hard here [at Chapman]” so that she can help families of diverse cultures in the future.
Encouraged by mentors
Sarah’s greatest mentor? Her mom, Kristi Bae, who according to Sarah is “the hardest working person I know and she encourages me to pursue all of my dreams.” Sarah is also “...blessed with this amazing faculty!” at Chapman, and says Dr. Griffiths and Dr. Busse have been especially helpful mentors along her education journey.
Through an opportunity with Chapman, and guided by Dr. Griffiths, who is originally from South Africa, Sarah visited Cape Town where she and a group of student-colleagues spent time in the Langa Township working with an afterschool STEM program. While there, the group learned more about the education system and the impact that racism and apartheid can have on education.
What’s next
After graduating next year, Sarah will begin work as a school psychologist in California, while also taking advantage of opportunities to work internationally during summer breaks. In time, she will gain enough hours to sit for the LPCC exam. She wants to gain some experience in the field, then eventually pursue her PhD.
On behalf of Pearson, our sincerest congratulations, Sarah! And our very best wishes as you continue your studies and make a valuable contribution to the field of school psychology!
