1. Integrating the NASP Practice Model Into the School Psychology Internship
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2. 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.
This can be introduced as a review of the material presented in the module for first-year candidates.
Standards define our profession…

3. 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)
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

4. 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

5. How is the NASP Practice Model Organized?

6. NASP Practice Model
Designed to promote the connection between our research, training, standards, and our actual practice.
Discussion of the Practice Model framework can be introduced as a “review” of the first-year presentation and course objectives identified throughout the graduate program.
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!

7. Activity: Compare our Curriculum to the Domains of Practice
Match what you know about the required courses in the program to the Domains of Practice.
Where does the program look strongest?
What might we need to improve?
NOTE TO INSTRUCTORS: This activity could be a large group discussion or completed in small groups. You might compare the students’ impressions to what is known from the program’s CAEP/NASP accreditation reviews.

8. What are the advantages of integrating the NASP Practice Model into Internship?

9. Why the NASP Practice Model is important during internship
All 10 domains of the Practice Model are covered throughout the graduate program
The NASP Practice Model assists in understanding how 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 as outlined in the NASP Practice Model
Internship is an opportunity to translate all of the knowledge learned in academic courses into demonstration of practical skills. Candidates will demonstrate skills in each of the Practice Model components during internship. These skills, organized through the Practice Model, will then be used as they enter the field.

10. Multiple Advantages Across Multiple Levels
Program Level:
Follows the standard established by the field
Connects to accreditation goals and outcomes
Trains school psychologists in the same full range of services despite being in different school districts
Student Level:
Training is applicable beyond the district where the internship occurred
Ensures an opportunity to demonstrate competence in each domain while allowing for specialization
Supervisor Level:
Keeping current with Best Practices
Better connection to program curriculum
Structuring the internship experience using the Practice Model provides a common language and can strengthen the connections between the candidate, program, and field site.

11. How do you integrate the NASP Practice Model into Internship?

12. NASP details the objectives and requirements for an internship experience in Graduate Preparation and Credentialing of School Psychologists (2010).

13. NASP Practice Model Integration
Establishing site and partnership through approval process that ensures compatibility with program goals and NASP standards
Application of skills through assignments tied to each domain
Evaluation of skills through assignment rubrics
Evaluation of domain-specific knowledge and skills through performance evaluations completed by supervisor each semester
The Practice Model can be integrated into each component of the internship experience.
Establishing the Site
Demonstration of Skills
Competency Documents
Evaluation of Performance

14. Site Approval Process
Let’s look at each domain individually.

15. Basic Considerations for Field Placements
Supervisor
Credentialing
Experience
Time Commitment/Supervision
Current Range of Involvement in Practice Model Activities
Site
Trainee Access to Resources
Ability to Complete Program Assignments Linked to Practice Model Domains
K-12 Student to School Psychologist Ratio
Trainee to School Psychologist Ratio
District-Specific Specialized Programs
*All sites should meet the requirements established by the program. Site characteristics/approval may also change from year to year.
Establishing an approval process for internship sites can help to avoid potential complications. This can include:
Verifying appropriate level of credentialing and experience for the supervisor
Ensuring that appropriate access and resources are available
Assessing the supervisor’s familiarity with the NASP Practice Model
Identifying the extent to which the school/district follows the NASP Practice Model
Verifying that opportunities exist for interns to complete their required assignments
Resources, access, and opportunities to complete assignments should be verified annually, even for previously established sites

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

18. 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.
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.
(Program-specific internship assignments can be included here)
Assignment Example:
Conduct a Functional Behavioral Assessment or Analysis

19. 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.
Assignment Example
Conduct a consultation with a teacher, administrator, or parent following an established consultation model
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.
(Program-specific internship assignments can be included here)

21. 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
This is why you take courses in development, individual differences, cultural influences, etc. (Program-specific internship assignments can be included here)
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.
Assignment Example:
A psychoeducational evaluation for a student with a low-incidence disability that requires the use of specialized assessments, strategies, or procedures.

22. 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
Assignment Example:
Conducting a needs assessment with district staff (teachers, school psychologists, school counselors, or administrators) to determine what types of professional development would be useful
*Choices should be appropriate to the trainee’s expertise
This is why you take those stats and research methods courses. (Program-specific internship assignments can be included here)
You can’t deliver evidence-based practice if you don’t know how to analyze and interpret data yourself.

23. 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
Assignment Example:
Delivering the professional development seminar identified by the needs assessment to school district staff
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.
(Program-specific internship assignments can be included here)

25. 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
Assignment Example:
Complete an individual Tier 3 academic case study that meets the objectives of the NASP NCSP Case Study Rubric
At the student level, we bring our knowledge of data-based decision making and consultation/collaboration to bear on academic issues…
(Program-specific internship assignments can be included here)

26. 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
Assignment Example:
Complete an individual Tier 3 behavioral case study that meets the objectives of the NASP NCSP Case Study Rubric
And social-emotional behavioral issues.
(Program-specific internship assignments can be included here)

27. 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
Assignment Example:
Participate as a member of a school-wide positive climate team (e.g. bullying prevention)
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.
(Program-specific internship assignments can be included here)

28. 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
Assignment Examples:
Participate as a member of a school crisis prevention & response team
Conduct a workshop on stranger awareness for Kindergarten class
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.
(Program-specific internship assignments can be included here)

29. 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
Assignment Example:
A psychoeducational evaluation that connects home and school through recommended collaborative strategies/supports/interventions
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.
(Program-specific internship assignments can be included here)

30. Evaluation Across The Practice Domains

31. Evaluation of Assignments and Performance
Assignment Rubrics
Specific requirements connected to each domain
Criteria linked to Best Practices for each assignment
Includes requirements related to professional writing
Supervisor Evaluation of Intern Performance
Establishes minimum level of competency
Linked to objectives in each NASP domain
Includes ratings of professional characteristics and dispositions
At least 2-3 time points to identify concerns early and provide an opportunity for remediation
The Practice Model can also be used as a structure for the evaluation of skills through competency documents and supervisor evaluations of intern performance.

32. Activity: Link Your Current Internship Requirements to the Domains of Practice
Match what you know about the required experiences in your program’s internship to the Domains of Practice.
Where does the program look strongest?
What might we need to improve?
NOTE TO INSTRUCTORS: This activity could be a large group discussion or completed in small groups. You might compare the students’ impressions to what is known from the program’s CAEP/NASP accreditation reviews.

33. NASP Practice Model Implementation Guide
Home > Standards & Certification > NASP Practice Model
Guidebook (print form)
Online (NASP website) 33