Model of Comprehensive and Integrated School Psychological Services (NASP, 2010) The NASP Practice Model 4340 East West Highway, Suite 402 Bethesda, Maryland 20814 www.nasponline.org

Model of Comprehensive and Integrated School Psychological Services (NASP, 2010) The NASP Practice Model

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 (The NASP Practice Model) http://www.nasponline.org/standards/2010standards.aspx

Standards for School Psychology NASP Core Purpose: NASP empowers school psychologists to promote the learning, behavior, and mental health of all children and youth.

Standards Documents Provide a unified set of national principles that guide graduate education, credentialing, professional practice and services, and ethical behavior of effective school psychologists Intended to: define contemporary school psychology promote school psychological services for children, families and schools provide a foundation for the future of school psychology

Standards Documents (continued) Used to communicate NASP’s positions and advocate for qualifications and practices of school psychologists with stakeholders, policy makers, and other professional groups at the national, state, and local levels.

Impact of NASP Standards NASP has promoted standards for over 30 years. These standards have transformed the profession and are the backbone of preparation and practice. Most states use these standards for credentialing and licensure purposes. Many school districts use these standards as the basis for SP performance evaluations. Currently: 182 training programs are NASP Approved 31 states accept the NCSP 11,629 school psychologists hold the NCSP

The Practice Model is designed to promote the connection between our training, standards and our actual practice.

Why We Need a Practice Model It provides a more organized and coherent framework to advocate for and communicate about school psychological services, particularly with school administrators and policymakers It provides a concrete tool for advocating for roles and job preservation It promotes consistency of practice by delineating what services might reasonably be expected to be available from school psychologists It provides direction for excellence in delivery of services

Model for Comprehensive and Integrated SP Services: Components Two major sections: Professional Practices – aligned with 10 domains of practice that are the core components of the model Organizational Principles – intended to be utilized by organizations that employ school psychologists

10 Domains of Professional Practice

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 Conduct valid & reliable assessments

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 and collaborate with families, teachers, administrators, counselors, etc. Coordinate with community providers Support effective academic and mental/behavioral health programming Work to advocate for needed change

Interventions and Instructional Support to Develop Academic Skills 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 evidence-based interventions to improve student engagement and learning Promote the use of effective instructional strategies for diverse learners Use data to assess student gains

Interventions and Mental Health Services to 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 and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social-emotional functioning and mental health. Examples Implement evidence-based interventions to improve individual student social, emotional, and behavioral wellness Monitor fidelity of implementation Screen for and identify warning signs

School-Wide Practices to Promote Learning Direct and Indirect Services for Children, Families, and Schools: Systems-Level Services School-Wide Practices to Promote Learning Knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health. Examples Help schools to develop and implement multitiered systems of support Support school instructional leadership teams Advocate for policies and practices that promote positive school environments

Preventive and Responsive Services Direct and Indirect Services for Children, Families, and Schools: Systems-Level Services Preventive and Responsive Services Knowledge of principles and research related to resilience and 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 Promote wellness, resilience and connectedness among students and staff Recognize risk and protective factors that are vital to addressing systemic problems such as school failure, student disengagement, chronic absenteeism, school dropout, bullying, youth suicide, and school violence.

Family-School Collaboration Services Direct and Indirect Services for Children, Families, and Schools: Systems-Level Services Family-School Collaboration Services Knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. Examples Promote the development of respectful, rewarding, and dynamic links between families, the community, and schools Provide culturally-responsive strategies for safe, nurturing, and dependable parenting and home interventions to facilitate children’s healthy development

Foundations of 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, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. Examples Provide culturally aware and equitable practices in all domains of service delivery Promote specialized instruction and support practices that meet the diverse needs of children with disabilities. Advocate for fairness and social justice in school policies and programs

Foundations of 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 Evaluate, interpret, and synthesize a cumulative body of research findings as a foundation for effective service delivery.  Apply knowledge of evidence-based interventions and programs in designing, implementing, and evaluating the fidelity and effectiveness of school- based intervention plans Advocate for the use of evidence-based educational practices in instruction and positive behavior supports.

Foundations of 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; and other factors related to professional identity and effective practice as school psychologists. Examples Practice in ways that are consistent with ethical, professional, and legal standards and regulations Engage in lifelong learning and formulate personal plans for ongoing professional growth Use supervision and mentoring for effective practice Advocate for the welfare and rights of children and use expertise to promote changes in individual education programs, systems, schools, and legislation

Organizational Principles These outline the organizational conditions that must be met in order to ensure effective delivery of school psychological services for children, families, and schools.

Organizational Principles Organization of services Working climate Physical, personnel, and fiscal support systems Professional communication Supervision and mentoring Professional development and recognition systems

Key Issues Addressed Development and sustainability of comprehensive and coordinated school psychological services Levels and types of supports and resources needed Importance of attending to retention and recruitment Communication and interpersonal respect Professional development Mentoring and performance appraisal

School Psychology Ratio Organizational Principle 3.2 …. “Generally, the ratio should not exceed one school psychologist for every 1000 students. When school psychologists are providing comprehensive and preventive services (i.e., evaluations, consultation, individual/group counseling, crisis response, behavioral interventions, etc.), this ratio should not exceed one school psychologist for every 500 to 700 students in order to ensure quality of student outcomes. Similarly, when school psychologists are assigned to work primarily with student populations that have particularly intensive special needs (e.g., students with significant emotional or behavioral disorders, or students with autism spectrum disorders), this school psychologist to student ratio should be even lower.”

NASP Practice Model Implementation Guide http://www.nasponline.org/standards/practice-model/ Provides realistic guidance and action steps Offers practical strategies and ideas for practitioners Provides helpful resources and adaptable tools Contains discussion and staff development questions Is online, interactive, updated

This slide presentation may be adapted by the user to reflect specifics in your district/schools. Content or “best practice” information may not be changed without approval from NASP. The NASP logo and any specific author credits must remain. State and local school psychology associations may add their logo and contact information to the presentation. This slide may be removed before giving a presentation. ©2010, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD, 20814, (301) 657-0270 www.nasponline.org