Introduction to the NASP Practice Model This module is designed to be used in the first year of graduate training programs, as part of a “Roles and Functions” course or perhaps a pre-practicum/practicum seminar. It can be modified in whatever ways make most sense for individual programs/classes. Click to edit subtitle style Click to edit subtitle style

What does it mean to be a school psychologist What does it mean to be a school psychologist? How does a school psychologist differ from other school professionals? Field answers, reinforce accurate responses, and clarify misconceptions Despite our broad base of preparation, many people still don’t know who we are and what we can do, including those in decision making roles in our districts. Often, we must educate those with whom we work.

Multiple Roles…Complementary Expertise Consultation School wide mental health Safe and healthy schools Psychoeducation Program evaluation and research Supporting children through assessment and intervention Direct intervention through counseling Team leader Communicator Crisis prevention and intervention Being a school psychologist means you are prepared to fulfill multiple roles in the school, providing leadership and collaborating with colleagues. Consult with teachers, parents, administrators, and community mental health providers about learning, social, and behavior problems Engage in school-wide mental health activities Assist educators in implementing safe, healthy classroom and school environments Teach parenting skills, problem-solving strategies, substance abuse prevention, and other topics pertinent to healthy schools Conduct research about effective instruction, behavior management, alternative school programs, and mental health interventions Assess and evaluate the wide variety of school-related problems and assets of children and youth in assigned schools Intervene directly with students and families through individual counseling, support groups, and skills training Serve as a member of interdisciplinary teams to address needs of at-risk students and to serve the needs of students with disabilities through the special education assessment, eligibility, and placement process Communicate results of psychological evaluations to parents, teachers, and others so that they can understand the nature of the student's difficulties and how to better serve the student's needs Engage in crisis prevention and intervention services These roles require us to work with students and adults to address a wide range of student emotional and academic issues May serve one or multiple schools in a school district or work for a community mental health center and/or in a university setting

What do National Standards do for a Profession? Provide a unified set of national principles that guide graduate education, credentialing, professional practice and services, and ethical behavior. So, as a first step, you need to understand our Standards and why we have them. Standards define our profession…

Standards For School Psychology Revised and Adopted - 2010 Standards for Graduate Preparation of School Psychologists Standards for the Credentialing of School Psychologists Principles for Professional Ethics Model for Comprehensive and Integrated School Psychological Services (known as the NASP Practice Model) http://www.nasponline.org/standards/2010standards.aspx In the past, NASP had recommendations for practice that were not part of the Standards; that changed in 2010 Currently, NASP has four interrelated sets of standards addressing preparation, credentialing, ethics, and practice

These are available online for your use or you can get the booklets.

The Practice Model is designed to promote the connection between our research, training, standards… and our actual practice. The actual practice of school psychologists remains highly variable and many of our colleagues do not have the opportunity to practice in ways consistent with their preparation. The Practice Model helps address the disconnect.

What does the NASP Practice Model do for School Psychology? It promotes consistency of practice by delineating what services might reasonably be expected to be available from school psychologists. The NASP Model: defines contemporary school psychology promotes the delivery of broad based school psychological services to children, families and schools provides a foundation for the future of school psychology

Model for Comprehensive and Integrated SP Services: Key Components Professional Practices: Includes 10 domains of practice Foundations of Service Delivery Practices that permeate all aspects of service delivery Direct/Indirect Services to Kids and Families There are two main components of the model. First is the domains of practice 9

Model for Comprehensive and Integrated SP Services: Key Components Organizational Principles: Intended to be utilized by organizations that employ school psychologists Provides recommended guidelines for supervision, staffing, working conditions, etc. Second is the organizational principles

NASP Practice Model Designed to promote the connection between our research, training, standards, and our actual practice. The graphic illustrates the domains. The foundations are just like the foundation of a house; you have to have these competencies in order to practice effectively in all areas. The practices that permeate all aspects of service delivery are like the wiring of the house; they inform every activity of the school psychologist’s practice. The direct and indirect services are the rooms of the house. So, all houses have some rooms but their relative size and purpose will vary. School psychologists know something about all of these “rooms” but will have individual expertise in some subset of them. Credit: Stacy Skalski, NASP’s Director of Professional Policy and Practice for the metaphor!

NASP Practice Model Practicing according to the model produces measurable outcomes Model is NOT a job description! Individuals have basic skills across the domains; will have expertise in a smaller number of domains School psychologists integrate their knowledge and skills across all 10 domains of practice, resulting in direct, measurable outcomes for children, families, and schools The Practice Model is not a job description It is a description of what services can reasonably be expected from school psychologists across 10 domains of practice On an individual practitioner level, it describes what you are trained to do, not necessarily what you have the capacity to do every day, all by yourself

The Practice Domains Let’s look at each domain individually.

Professional Practices that Permeate All Aspects of Service Delivery Data-based Decision Making and Accountability Knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. Examples: Use problem solving frameworks Collect and review student progress data Analyze school improvement data Evaluate treatment fidelity Valid & Reliable Assessments This domain emphasizes the need to use data in all aspects of practice. Once you have the foundation of statistics, research methods, and program evaluation, you will use those skills in EVERYTHING you do to make sure you are bringing the most effective, up-to-date knowledge to all of your professional activities. (Graduate programs can insert program-specific courses that address this domain)

Professional Practices That Permeate All Aspects of Service Delivery Consultation and Collaboration Knowledge of varied models and strategies for consultation, collaboration, and communication applicable to individuals, families, groups, and systems, and methods to promote effective implementation of services. Examples: Consult & collaborate with families, teachers, etc. Coordinate with community providers Work to advocate for needed change School psychologists don’t work alone. We don’t work from a hierarchical, expert-driven model in which we impose on others our views about what is best in a given situation. Instead, we consult and collaborate, seeking to bring everyone’s expertise to the problem-solving process. We use our knowledge of problem-solving to encourage children, families, and educators to develop and implement interventions that utilize their talents and fit their individual circumstances. (Graduate programs can insert program-specific courses that address this domain)

Foundations Of School Psychological Service Delivery Diversity in Development and Learning Knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools; & evidence- based strategies to enhance services & address potential influences related to diversity Examples: Provide developmentally appropriate, culturally competent, and responsive services Promote fairness and social justice in school policies and programs This is why you take courses in development, individual differences, cultural influences, etc. (Graduate programs can insert program-specific courses that address this domain) School psychologists need to understand, appreciate, and be prepared to work with children, families, and educators from diverse backgrounds and with diverse strengths, abilities, resources, and needs. Graduate programs can include program-specific courses that address this standard.

Foundations Of School Psychological Service Delivery Research and Program Evaluation Knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings Examples: Gather data about the impact of services on student performance Assist in program evaluation Assist teachers in collecting meaningful student data This is why you take those stats and research methods courses. (Graduate programs can insert program-specific courses that address this domain) You can’t deliver evidence-based practice if you don’t know how to analyze and interpret data yourself.

Foundations Of School Psychological Service Delivery Legal, Ethical, and Professional Practice Knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; & other factors related to professional identity and effective practice as school psychologists Examples: Be knowledgeable about legal issues Comply with regulatory expectations Engage in professional development Use supervision & mentoring Professional practice is complex! You have to be prepared to problem solve, work within the strictures of ethics and law, and help the next generation of practitioners do the same. (Graduate programs can insert program-specific courses that address this domain) 20

Direct And Indirect Services For Children, Families and Schools Student-Level Services Interventions and Instructional Support to Develop Academic Skills Knowledge of biological, cultural, and social influences on academic skills; learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies Examples: Implement evidenced based interventions to improve student engagement and learning Promote the use of instructional strategies for diverse learners Use data to assess student gains At the student level, we bring our knowledge of data-based decision making and consultation/collaboration to bear on academic issues… (Graduate programs can insert program-specific courses that address this domain) 22

Direct and Indirect Services for Children, Families and Schools Student-Level Services Interventions and Mental Health Services to Develop Social and Life Skills Knowledge of biological, cultural, and social influences on behavior & mental health; behavioral and emotional impacts on learning and life skills; & evidence-based strategies to promote social-emotional functioning & mental health Examples: Implement evidenced based interventions to improve individual student social, emotional, and behavioral wellness Monitor fidelity of implementation Screen for & identify warning signs And social-emotional behavioral issues. (Graduate programs can insert program-specific courses that address this domain)

Direct And Indirect Services For Children, Families and Schools Systems-Level Services School-wide Practices to Promote Learning Knowledge of school & systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning & mental health Examples: Implement school-wide prevention and promotion programs Advocate for policies and practices that promote positive school environments As the systems level, we also bring our knowledge of data-based decision making and consultation/collaboration to bear on school wide issues at the universal, targeted, and intensive levels of service so that comprehensive supports are available for all students. (Graduate programs can insert program-specific courses that address this domain)

Direct And Indirect Services For Children, Families and Schools Systems-Level Services Preventive and Responsive Services Knowledge of principles & research related to resilience & risk factors in learning and mental health; services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response Examples: Participate in school crisis prevention and response teams Evaluate and engage in activities that alleviate risk and promote resilience Our practice is not simply reactive. We help schools be prepared for crises and we serve in leadership roles when a response to crisis is needed. (Graduate programs can insert program-specific courses that address this domain)

Direct And Indirect Services For Children, Families and Schools Systems-Level Services Family-School Collaboration Services Knowledge of principles & research related to family systems, strengths, needs, and culture; strategies to support family influences on children’s learning and mental health; & strategies to develop collaboration between families & schools Examples: Reach out and engage parents Promote respect and appropriate services for cultural and linguistic differences Finally, we make certain that families are appropriately engaged in the educational enterprise both for their own children, and (as desired by some families) in leadership roles in the school. (Graduate programs can insert program-specific courses that address this domain)

Scope of Practice Domains outline breadth of services that can reasonably be expected from a school psychological services program Individual school psychologists may provide services in only some domains Districts should strive to provide comprehensive services utilizing complementary expertise of individual practitioners The services delivered should respond to the needs of ALL students As noted earlier, these domains of practice do NOT add up to a job description The NASP Practice Model delineates the breadth of services that can be expected for comprehensive school psychological service programs The scope of practice of individual practitioners will be dependent on system issues such as workload, practitioner to student ratios, intensity of student needs, culture & traditions surrounding practice in a school or district, educator collaboration, etc. Some school psychologists may specialize in specific services aligned with specific domains based on the needs of the district The domains help districts build a staff with complementary expertise.

Organizational Principles Outlines the organizational conditions that must be met in order to ensure effective delivery of school psychological services for children, families, and schools. This part of the Model helps employers understand that comprehensive service delivery can only occur in a properly supportive environment.

Organizational Principles Services are based upon a strategic assessment of needs and are coordinated, organized, and delivered in a manner that ensures a comprehensive and seamless continuum of services Services are delivered within a climate of mutual respect Physical, personnel, and fiscal support systems are provided Positive, proactive professional communication is ensured Supervision and mentoring are provided Professional development and recognition systems are available Comprehensive services can only be provided when there are comprehensive supports. So you need to assess the needs of the district (data-based decision making!) in order to plan the manner in which services will be delivered. The NASP P This is only likely to occur in an atmosphere of trust and respect that supports effective communication and problem solving (collaboration/consultation!)

Key Considerations in Organizational Principles Supervision & Mentoring is needed Credentialed school psychologist Promote professional growth These are a few specific considerations The notion of effective supervision and mentorship is also supported by the NCSP renewal requirements.

Key Considerations in Organizational Principles Supervision & Mentoring is needed Credentialed school psychologist Promote professional growth Professional Development must be intentional Provide access to professional development opportunities enabling the SP to remain current You can access NASPs self-assessment (part of the Practice Model Implementation Guide) to consider your own PD needs

Key Considerations in Organizational Principles Supervision & Mentoring is needed Credentialed school psychologist Promote professional growth Professional Development must be intentional Provide access to professional development opportunities enabling the SP to remain current Practitioner to Student Ratios must be reasonable When a school psychologist is practicing a broad based role as delineated in the NASP Practice Model, the recommended ratio is 1 school psychologist to every 500-700 general education students. Ratio should not exceed 1:1000 Remember: this ratio is now part of our Standards, not just wishful thinking. Moving toward it will require intentional advocacy over a period of years. The Practice Model Implementation Guide has resources to help.

Why the NASP Practice Model is important to a first year graduate student All 10 domains of the Practice Model will be covered throughout the graduate program The NASP Practice Model assists in understanding how subsequent coursework and graduate training relate to practice Understanding the NASP Practice model will assist in promoting the provision of the full range of services for which school psychologists are trained in order to improve outcomes for students, families, and schools Students will better understand the importance of, and learn how to effectively advocate for a comprehensive role through the NASP Practice Model The NASP Practice Model serves as a framework that can be referenced when conceptualizing the multiple roles and responsibilities of school psychologists. The framework can assist in the development of training programs, individual professional development, and advocacy.

Graduate Students can… Seek out additional training in the domains where your skills are the weakest to ensure your ability to practice the broad based role Talk with your university faculty about incorporating the Model into class instruction and assignments Talk with your field-based supervisors about expanding your training experience to include all Model domains Share what your learn about the Practice Model with your fellow graduate students When interviewing for internships, ask school districts about how they are incorporating the Practice Model into the work and training experiences of the district Select school districts for employment that are using the Model to guide practice As a candidate in a school psychology program, you have an active role in the implementing the Practice Model.

Graduate Educators can… Review existing program standards and curriculum and incorporate the Practice Model and newly revised standards throughout all graduate experiences Revise existing student review procedures to align with the Practice Model Meet with your Dean and other important university administrators to discuss the Model and its implications on policy and practice Work with state accrediting agencies to incorporate the NASP model and standards into credentialing and licensing expectations Conduct research about the impact of incorporating the Model into policy and practice for school-aged students, graduate students, and the workforce The faculty in graduate programs also work from the Practice Model. Graduate educators do not just follow the Practice Model. Through the model, they have the opportunity to be actively engaged in: program and candidate development adoption of the model by LEAs and SEAs research to further develop the model

Learn about the Practice Model by reviewing materials and resources Things ALL of us can do… Learn about the Practice Model by reviewing materials and resources Complete the self assessment and use the data to inform your future professional development activities Strengthen our skills in the domains that are our personal weaknesses Participate in professional advocacy The Practice Model is relevant to all levels of school psychology training and practice. In addition to our roles of candidates and graduate educators, the model can be used as part of our individual professional development.

Change Starts with YOU! “Every generation needs a new revolution.” “You miss 100 percent of the shots you never take.” Wayne Gretzky “Every generation needs a new revolution.” Thomas Jefferson “Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.” Dr. Suess, “The Lorax” It is easy to be discouraged or to think that you as an individual can do nothing to influence your own practice. But, consistent with systems theory, even small changes can add up to big results. The NASP Practice Model Implementation Guide can help. 37

NASP Practice Model Implementation Guide Home > Standards & Certification > NASP Practice Model Guidebook (print form) Online (NASP website) 38

Activity: Explore the Practice Model Implementation Guide Each group will review one section of the Guide. Develop a presentation of key points and resources contained in that section of the Guide Evaluate the utility of your section of the Guide. What is most useful? What might need to be added? Once all sections of the guide have been presented to the whole group, take a first step to advocacy! Develop a summary of the strengths of the Guide and the suggestions for improvement. Develop one or more tools, topics, etc. to include in the Guide Send your suggestions to NASP! [what would be the appropriate conduit for suggested improvements, new tools, etc.? The committee? How are we vetting additions to the Guidebook?} NOTE TO INSTRUCTORS: This activity can be modified in a number of ways depending on the amount of time you have to devote to the Model. You could have the class review one section at a time, discuss the reflection questions in the chapter(s) and develop a comprehensive list of suggestions, tools, etc. This activity is likely to take a good deal of time and so the review process might take place outside of class time, with class time used for the reporting out.

Activity: Create Your Elevator Speech You are riding in an elevator with your district’s brand new superintendent. She says, “I don’t know that much about school psychologists. What do they do? You only have the elevator ride to make your point. You want to communicate the importance of the practice model in an appealing way. WHAT DO YOU SAY????