1. 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.
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2. 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.

3. 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

4. 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…

5. 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

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

7. 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.

8. 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

9. 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

10. 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

11. 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!

12. 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

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

15. 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)

16. 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)

18. 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.

19. 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.

20. 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

22. 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

23. 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)

24. 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)

25. 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)

26. 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)

27. 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.

28. 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.

29. 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!)

30. 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.

31. 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

32. 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 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.

33. 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.

34. 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.

35. 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

36. 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.

37. 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

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

39. 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.

40. 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????