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Editor's Note

By John Desrochers

San Francisco and the NASP convention were both terrific, generating NASP's third-best turnout ever. I'm not surprised, given the topnotch presentations, a beautiful city, and some of the best tourist attractions in the country. The convention was a real learning experience and, like most other attendees, I managed to squeeze in a lot of fun, too. Look for convention coverage in the May issue. Next year, the convention moves to Philadelphia: No jet lag for those of us on the east coast!

Talking about traveling, this issue of Communiqué has an international flavor, with articles on the status of school psychology in Vietnam and Saskatchewan, Canada. It's easy to think that all school psychology looks like what we do in the states, but these articles remind us that different countries are shaping their practice in different ways. I think they both make very interesting reading.

This is a good time to congratulate Amy Smith, Sarah Valley-Gray, and the delegates just elected to NASP office. NASP runs on volunteerism, and these people have definitely taken it up a notch by running for elected leadership positions. I'm sure you join with me in thanking them for their commitment to our professional association.

The new NASP Communities are up and running on the NASP website. These are definitely not your father's communities! See Dan Florell's introduction to them on page 36 and try them online yourself. I have begun to play around with some of their features and can easily see that the new communities are extremely user-friendly. Go to the NASP homepage and click on "Communities."

This issue of Communiqué also contains some very informative articles about working with Arab American children, casual sex among teens, developing a parent clinic, response to intervention, using student achievement data to evaluate school psychologists, interns implementing a social–emotional learning program, and a Native American perspective on home–school collaboration. Our readers have not been idle, either, as you can tell from this month's Viewpoint articles, including one addressing contributing editor Bill Pfohl's concerns about ethics and technology. And don't forget to read about the spring offerings of our sister publication, School Psychology Forum, on page 38.

The issue of performance evaluation for school psychologists is one that affects all of us. My district began requiring everyone (including school psychologists) to develop professional development goals tied directly to measureable student outcomes (and used as part of our yearly evaluations) years ago. Recently, however, this trend has accelerated nationally. You may recall that Frank Miller wrote a Viewpoint article ("Accountability for Specialists") on this topic in last month's issue. This month, NASP President Kathy Minke (see "President's Message") and NASP Director of Public Policy Stacy Skalski ("Advocacy in Action") explain some of the issues involved and the actions NASP and other pupil service organizations are taking to help ensure that accountability systems developed for us make sense. Read these articles: If you are not encountering these issues now, you probably will be soon.

Enjoy the spring, everyone; and enjoy Communiqué!

—John Desrochers