Abstract: With the implementation of the Individuals with Disabilities Education Improvement Act (IDE-IA) school districts are given the opportunity to use the response to intervention (RTI) model in the identification of individuals with disabilities. RTI is an intervention model which provides students with progressively more intense interventions, across three tiers. The implementation of interventions, using the RTI model, prior to formal assessment provides the opportunity for the student’s academic outcomes to improve and possibly not need special education services. Regular education and special education teachers may be involved in RTI activities, as well a school psychologists. This study investigates the amount of time school psychologists spend in response to intervention activities. Participants include over 170 school psychologists from 39 states who completed a questionnaire investigating percentage of time spent in RTI activities. The results indicate that school psychologists spend on average only 22% of their time in RTI activities. The results also suggest that although IDE-IA provides an intervention option using the RTI model in the identification of students with disabilities, school psychologist spend more time in traditional activities (e.g., assessment, consultation, and eligibility activities).

Abstract: The magnetic field of celestial planets have their strong effect on the human kind. Where, the real functioning of the characteristics of a person’s life, could be influenced by the effect of the magnetic formatting state process on the foetus level of the human. The formatting state is occurring on the foetus’s human brain. It is when the performing effect of the celestial planets’ magnetic field is onto the foetus’s brain. Where, this is during a certain state of the foetus magnetic formation, and, then, marked the real zodiac of a person. Therefore, the real time of a person’s zodiac, is entirely not the time of the birth day of the person.

Abstract: School attendance is one important measure of students’ success and is of much concern to stakeholders in education in many countries including Ghana. Few studies have examined the relationship between learners’ residence distance and their school attendance. This paper investigated the relationship between learners’ residence distance and attendance in community senior high schools in the Hohoe municipality of Ghana. A stratified random sample of 354 grades 11 and 12 students from three community senior high schools responded to a questionnaire. Pearson Product Moment correlation coefficient and t-test were used to test the null hypotheses. The study found a weak positive correlation between students’ residence distance and school attendance but that residence distance was a statistically significant predictor of school attendance. There was no statistically significant difference in the academic performance of students with short-distance residence and students with far-distance residence to the school. Students' inability to follow lessons was one reason for their non-attendance at school, but not the distance. The research team recommended that much focus should be placed on formative assessment to motivate students’ school attendance.