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

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

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 (The NASP Practice Model)

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

5. 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

6. 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.

7. 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

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

9. 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

10. 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

11. 10 Domains of Professional Practice

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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

19. 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

20. 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.

21. 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

22. 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.

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

24. 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

25. 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.”

26. NASP Practice Model Implementation Guide
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

27. 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)