nasponline

1. www.nasponline.org The NASP Practice Model Overview The National Association of School Psychologists

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

3. Standards for School Psychology: Revised & Adopted March 2010 • In March 2010, NASP adopted revised standards to guide the training, credentialing, ethics and practice of school psychologists. These standards included: • 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 (also known as the NASP Practice Model) • http://www.nasponline.org/standards/2010standards.aspx

4. The NASP 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 consistency of practice promote school psychological services for children, families and schools provide a foundation for the future of school psychology 4

5. 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. 5

6. 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 School Psychologist performance evaluations. Currently, there are: 182 training programs are NASP Approved 31 states accept the Nationally Certified School Psychologist (NCSP) Credential 11,629 school psychologists hold the NCSP 6

7. Adopting and Implementing the NASP Practice Model Helps • Improve academic engagement and achievement • Facilitate effective instruction • Support positive behavior and socially successful students • Support diverse learners • Create safe, positive school climates • Strengthen family-school partnerships • Improve assessment and accountability

8. 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 – provide guidance to organizations that employ school psychologists 8

9. Professional Practices • The 10 domains of practice are organized around three primary practice areas: • Practices that Permeate all Aspects of Service Delivery • Direct and Indirect Services for Children, Families, and Schools • Foundations of Service Delivery

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11. 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. 11

12. 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. 12

13. 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 13

14. 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 14

15. 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 15

16. 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 16

17. Direct and Indirect Services for Children, Families and Schools System 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 17

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, 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 18

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 19

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; and other factors related to professional identity and effective practice as school psychologists 20

21. 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. 21

22. 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 22

23. School Psychology RatioOrganizational 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.” 23

24. How does the Practice Model connect with Blueprint III? • The NASP Model for Comprehensive and Integrated School Psychological Services is the official model for practice adopted by our delegate assembly. • All previous standards revisions and Blueprints I, II, & III all helped inform this model. • Blueprint III was a “blueprint” but not the final product. It was never formally adopted. • Many of the conceptual ideas and components of Blueprint 3 are integrated into the Practice Model.

25. The Practice Model is designed to promote the connection between our training, standards and our actual practice. 25

26. The Practice Model is a Wise Investment • The NASP Practice Model helps schools make best use of the skills and expertise of school psychologists. • It defines the broad role of school psychologists and connects easily to the strategic plan priorities of school districts. • The comprehensive implementation of school psychological services has been shown to support the teacher’s ability to teach and student’s ability to learn.

27. For More Information & Resources • Visit the NASP Practice Model webpage at: • www.nasponline.org/practicemodel