Transcript School Psychology

SCHOOL PSYCHOLOGY
A CHANGING ROLE FOR CHANGING NEEDS
MOIRA MCKENNA, PHD
KIM HOSFORD, MS
OR-RTI CONFERENCE, BEND, OREGON
MAY 23-24, 2014
LEARNING TARGETS & OUTCOMES
Current Context of Education
• Historical Perspective on School Psychology
• Accountability in Education – The Bigger Picture
• Current Practice/Expectations: NASP Practice Model
Implications for System Development
• Identify and grow the capacity of what a school psychologist can do to impact
your system
• Self assessment as a school psychologist, areas where you may want
professional development
• If you’re a teacher or an administrator, areas where you could ask your psych
for support
HISTORICAL PERSPECTIVE
• Traditional role of psychometrician considered essential, with the
earliest studies of practitioners – 1914
• Primary Role, “Sorter”
• Eventual expansion of role included interventions, remedial
instruction, and counseling – 1930
• Secondary role, “repairer”
Fagan and Wise (2000). School Psychology: Past, Present, and Future (2nd Ed).
Bethesda, Maryland: National Association of School Psychologists
BRIEF HISTORY OF SCHOOL PSYCHOLOGY
“Overall, the practice of school psychology is shifting from one of
primarily special education evaluation and placement to one of
analyzing the system for its overall effectiveness. School
psychologists play a key role in shaping the system so that it provides
quality education, implemented with fidelity, that demonstrates
adequate growth over time in the entire student population.”
Reschly, D. J. (2008). School Psychology Paradigm Shift and Beyond. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology V (pp. 3-15). Bethesda, MD: National Association of
School Psychologists.
ACCOUNTABILITY THROUGH LEGISLATION
• No Child Left Behind (NCLB) ~ 2001
• Prior to and following NCLB, Elementary and Secondary Education Act (ESEA)
• Individuals with Disabilities Education and Improvement Act ~ 2004
• Common Core State Standards ~ 2009
• Oregon Senate Bill 290 ~ 2011
• Strengthens expectations for educator evaluations and professional growth
• ESEA Flex ~ 2012
• ESEA Reauthorization Bill, Strengthening America’s Schools Act of 2013 (S.
1094), approved reauthorization Bill ~ June 2013
• No immediate timeline to reach Senate Floor for a vote
• ESEA Reauthorization Bill, Student Success Act (H.R. 5), July 2013
• Passed by House of Representatives
CONTEXTUALIZING SCHOOL PSYCHOLOGY PRACTICE
• Ecological Systems Theory (Bronfenbrenner, 1977)
• Breadth of practice engages in systems-level prevention and systems-program
development
• Solve “Big Problems” that affect systems
• Review of school-wide assessment data to define academic and behavior supports
• Depth of practice within assessment and intervention
• Approach to intervention and problem analysis
• Assessment, Intervention, Collaboration, Consultation
• School Psychologists as evaluators, teachers as instructors
Burns, M.K. (2013). Contextualizing school psychology practice: Introducing featured
research commentaries. School Psychology Review, 42, 334-342.
THE CURRENT CONTEXT
“Increasingly, there is consensus that schools must find solutions to
address the relatively poor outcomes for students of color, those from
backgrounds of poverty, children and youth with mental health
concerns, and non-native speakers of English”
School Psychology: A Blueprint for Training and Practice III
National Association of School Psychologists ~ 2006
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS
(NASP) PRACTICE MODEL
~ What we have been doing is not the only thing we’re capable of doing ~

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
NASP PRACTICE MODEL
10 Domains of Practice
• Practices that Permeate All Aspects of Service Delivery
1. Data-Based Decision Making and Accountability
2. Consultation and Collaboration
• Direct and Indirect Services for Children, Families, and Schools
Student-Level Services
3. Interventions and Instructional Support to Develop Academic Skills
4. Interventions and Mental Health Services to Develop Social and Life
Skills
Systems-Level Services
5. School-Wide Practices to Promote Learning
6. Preventative and Responsive Services
7. Family-School Collaboration Services
NASP PRACTICE MODEL (CONTINUED)
Foundations of School Psychological Service Delivery Model
8. Diversity in Development and Learning
9. Research and Program Evaluation
10. Legal, Ethical, and Professional Practice
PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE
DELIVERY
• Domain 1: Data-Based Decision Making and Accountability
• Domain 2: Consultation and Collaboration
DATA-BASED DECISION MAKING AND ACCOUNTABILITY
Breadth
• Development of services and programs
• Conducting needs assessments including surveys for staff and student feedback
Depth
• Assessments to determine educational progress and instructional needs
• Data collection
• Monitoring growth over time (discrete or global academic skills, behavior)
CONSULTATION AND COLLABORATION
Breadth
• Universal, data-based decision-making
• Models and strategies to communicate with Individuals, Families, Groups,
Systems
Depth
• Individual problem solving and analysis
• Methods to promote effective implementation of supports/services
A CONTINUUM OF SUPPORTS
Breadth and Depth
• From systems level to individual student level
• From universal, data-based decision-making to individual problem
solving
• From general education through intervention to special education
• From community to school to home
• From legal, ethical to medical to social-behavioral to developmental
to cultural to academic to instruction
• Knowledge and application of best practices and evidence-based
practices in real time
DIRECT AND INDIRECT SERVICES FOR CHILDREN,
FAMILIES, AND SCHOOLS
Student-Level Services
Domain 3: Intervention and Instructional Support to
Develop Academic Skills
Domain 4: Interventions and Mental Health Services to
Develop Social and Life Skills
INTERVENTIONS AND INSTRUCTIONAL SUPPORT TO DEVELOP
ACADEMIC SKILLS
Breadth
• Development of policy and procedure for decision-making
Depth
• Operationally defining the problem
• Determining the baseline
• Defining the ‘best fit’ intervention
• Defining the parameters for implementation
• Regular, frequent data collection, data review and interpretation
• Modifications to intervention in line with decision rules
INTERVENTIONS AND MENTAL HEALTH SERVICES TO
DEVELOP SOCIAL AND LIFE SKILLS
Breadth
• School-community connections with mental health and medical
supports
• Systems-level social-emotional-behavioral skills instruction,
expectations, data collection and use of data
Depth
• Group level social-emotional-behavioral skills instruction and
progress monitoring
• Individual level social-emotional-behavioral evaluation and
instructional plans, progress monitoring and data-based decisionmaking
DIRECT AND INDIRECT SERVICES FOR CHILDREN,
FAMILIES, AND SCHOOLS (CONTINUED)
Systems-Level Services
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventative and Responsive Services
Domain 7: Family-School Collaboration Services
SCHOOL-WIDE PRACTICES TO PROMOTE LEARNING
Breadth
• Evidence-Based Practices; Meta-analyses; Learning Theory
• Behavior
• Instruction
• Curriculum
• Roadblocks to learning, how to remove them, identification of efficacious
programs and practice
• Use of screening data for global decision-making
• Academic, Social-Emotional behavior, executive functioning
Depth
• Instructional consultation
• Behavior-classroom management and consultation
PREVENTATIVE AND RESPONSIVE SERVICES
Breadth
• Systems level crisis response
• Systems-level preventative and resilience building supports
• Acquisition of social-emotional-behavioral data on all students
• Data analysis for systems development and/or change as indicated
Depth
• Individual counseling
• Crisis support
• Coordination of wrap around services
FAMILY-SCHOOL COLLABORATION SERVICES
Breadth
• Knowledge of family and school systems
• Working within the school system to create and provide
• Teacher training
• Parent training
• Home-school collaboration
• Connections with health providers in the community
Depth
• Intervention components
• Incorporate communication between school and family
• Develop supports that facilitate systems and routines at home
• Cultural considerations in defining specific supports
FOUNDATIONS OF SCHOOL PSYCHOLOGICAL SERVICE
DELIVERY
Domain 8: Diversity in Development and Learning
Domain 9: Research and Program Evaluation
Domain 10: Legal, Ethical, and Professional Practice
DIVERSITY IN DEVELOPMENT AND LEARNING
Breadth
• Understanding of what is developmentally appropriate
• Learning differences that are appropriate to accommodate
• Systems approach that accurately targets ‘true positives’ for intervention, given
language development and cultural differences
Depth
• Knowledge of the array of individual learner differences that effect learning and
outcomes
• Understanding of a variety of factors from development, medical, socio-cultural,
etc. that have an impact on students as learners
• Accounting for language and culture in assessment and evaluation
RESEARCH AND PROGRAM EVALUATION
Breadth
• Knowledge of statistics, measurement and research design
• Allows for analysis and interpretation of research, programs, curriculum
• Supports analysis of data collection tools and methods
• Supports analysis of collected data
Depth
• Needs assessment of systems and programs
• Inform gaps and specific adjustments to systems and policy
LEGAL, ETHICAL AND PROFESSIONAL PRACTICE
Breadth
• Knowledge of ethics in schools and the law
• Effective guidance within the school setting to support compliance
Depth
• Inform and consult regarding Procedural Safeguards for IDEIA 2004
• Support legal and ethical decision-making for student safety
INTENDED OUTCOMES OF SCHOOL PSYCHOLOGIST PRACTICE
WITHIN SYSTEMS
~ Breadth and Depth ~
 Build Capacity of Systems
 Improved Competencies for All Students
School Psychology: A Blueprint for Training and Practice III
National Association of School Psychologists ~ 2006
LOCAL SCHOOL DISTRICTS CAN HELP…
Present the NASP Practice Model to the Board of Education, central
administrators, parents, and other interested stakeholders • Conduct
a needs assessment about current SP practices and identify
discrepancies from the NASP Model in policy and practice • Assist
school psychologists in accessing professional development needed
to reduce discrepancies between current practice and the NASP
Practice Model
Skalski, A.K. (April, 2014). The Evolving Role of the School Psych: Embracing the
NASP Practice Model. Presentation at the meeting of Oregon School
Psychologists Association and Portland Public Schools, Oregon.
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LOCAL SCHOOL DISTRICTS CAN HELP…
Infuse the NASP Practice Model standards into district policy
including job descriptions and personnel evaluation process •
Provide mentoring and supervision to help improve practice and
alignment with the NASP Practice Model standards • Include school
psychologists in school accountability and school reform initiatives •
Set as a goal adoption of the NASP Practice Model standards
(professional practice & organizational principles) and align
resources as needed to support this practice
Skalski, A.K. (April, 2014). The Evolving Role of the School Psych: Embracing the
NASP Practice Model. Presentation at the meeting of Oregon School
Psychologists Association and Portland Public Schools, Oregon.
SCHOOL PSYCHOLOGISTS….
• Support teachers’ ability to teach and students’ ability to learn
• Are a ready resource to help ALL students achieve their best
• Support all aspects of systems improvement
• Academic Achievement
• Positive Behavior development
• Social-Emotional well being
WE ALL WANT TO MAKE A DIFFERENCE
Everyone here has the sense that right now is
one of those moments when we are influencing
the future.
Steve Jobs
PRESENTER CONTACT INFORMATION
SOESD SCHOOL PSYCHOLOGISTS
Moira McKenna, PhD, [email protected]
Kim Hosford, MS, [email protected]