Transcript Document

NASP Model for Comprehensive
Integrated SP Services
A Framework for School Psychology Practice:
Getting Started at the District Level
PRESENTERS: Kathleen Minke, PhD, NCSP
NASP President, 2010-11
Sally Baas, Minnesota NASP Delegate
NASP Website: www.nasponline.org
Objectives for Today
• Learn the NASP Model for Comprehensive
and Integrated School Psychological
Services (NASP Practice Model)
• Evaluate the landscape for opportunities for
promoting the practice model given your
state and district policies and practices and
your staff professional development needs
• Develop strategies for incorporating the
Model into Policy and Practice
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NASP Practice Model
An organized and
coherent framework
to advocate for and
communicate about
school psychological
services
www.nasponline.org/practicemodel
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
http://www.nasponline.org/standards/2010standards.aspx
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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
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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.
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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
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The NASP Practice Model is
designed to promote the
connection between our
training, standards, and actual
practice.
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How does the Practice Model
connect with Blueprint III?
Practice Model
Blueprint III
• Officially adopted NASP
policy
• Commissioned by NASP
but not adopted as policy
• Developed by the
Standards revision
workgroup using a
“consensus” approach
• Developed by school
psychology leaders using
a “think tank” approach
• Intended as policy
• Intended as a visionary
document to promote
discussion in the field
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How does the Practice Model
connect with Blueprint III?
• All previous Standards documents and
Blueprints 1-3 all helped inform the Practice
model.
• Many of the conceptual ideas and
components of Blueprint 3 are integrated
into the Practice Model.
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
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Using a “Model” Successfully
• School counselors (ASCA) introduced their
model, ASCA National Model: A Framework for
School Counseling Programs, in 2003.
http://www.schoolcounselor.org/files/execsumm.pdf
• Effects:
» most states have adopted it as the standard for
school counseling services
» regularly referred to in state & federal policy
dialogues
» used at the state level to advocate successfully for
their recommended ratio and roles (1:250)
http://asca2.timberlakepublishing.com//files/Ratios
07-08.pdf
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Having a Model Improves
Ratios
• School Counselors 1:250
» Alabama ratio: 1:398
» Mississippi ratio: 1:461
» Tennessee ratio: 1:500 (K-6) & 1:350 (7-12)
• School Psychologists 1:1000*
» Alabama ratio: 1:4940
» Mississippi ratio: 1:7960
» Tennessee ratio: 1:2704
(*previously recommended. 2004 SP data reported
here.)
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
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Professional Practices That Permeate
all Aspects of Service Delivery
Domain 1: 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.
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Professional Practices That Permeate
All Aspects of Service Delivery
Domain 2: 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.
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Direct and Indirect Services for
Children, Families and Schools
Student-Level Services
Domain 3: 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
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Direct and Indirect Services for
Children, Families and Schools
Student-Level Services
Domain 4: 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 socialemotional functioning and mental health
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Direct and Indirect Services for
Children, Families and Schools
Systems-Level Services
Domain 5: 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
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Direct and Indirect Services for
Children, Families and Schools
Systems-Level Services
Domain 6: 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
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Direct and Indirect Services for
Children, Families and Schools
System Level Services
Domain 7: 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
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Foundations of School
Psychological Service Delivery
Domain 8: 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
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Foundations of School
Psychological Service Delivery
Domain 9: 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
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Foundations of School
Psychological Service Delivery
Domain 10: 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
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“COFFEE TALK”
Talk Amongst Yourselves:
Considering the 10 domains of practice….
What is your “best skill” and your “greatest
challenge” from the identified domains?
COFFEE TALK Instructions
• Break into groups of 3-4. Assign a recorder for
the group.
• Discuss: Using this list of 10 domains, what are
your BEST SKILLS and BIGGEST CHALLENGES?
• Each person can select up to 3 best skills and 3
biggest challenges.
• Domains:
1. Data-based decision making and accountability
2. Consultation and collaboration
3. Interventions and instructional support to develop academic
skills
4. Interventions and mental health services to develop social and
life skills
5. School-wide practices to promote learning
6. Preventive and responsive services
7. Family-school collaboration services
8. Diversity in development and learning
9. Research and program evaluation
10.Legal, ethical, and professional practice
Self Assessment
Purpose:
• To assist individuals in evaluating their own
professional development needs relative to the 10
domains of practice
Description:
• Online survey asking participants to rate how
frequently and with what importance the 10
domains of practice are to their work
• Self-identify domains that reflect personal strength
and challenges
• Provide immediate feedback to the user to help
guide professional development selections
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.
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Organizational Principles
1. 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
2. Services are delivered within a climate of
mutual respect
3. Physical, personnel, and fiscal support
systems are provided
4. Positive, proactive professional
communication is ensured
5. Supervision and mentoring are provided
6. Professional development and recognition
systems are available
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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.”
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Evaluating the
Landscape for Reform
National Public Policy Themes
• Student Achievement & Learning
• Accountability
• Data Based Decision Making
• Prevention
• P-21 (College and Career Ready)
• Highly Qualified Professionals
• Connecting to Families & Communities
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The SP Model in the Context of
Educational Public Policy
• Emphasis on data driven decision
making
• Focus on supports for student learning
and social/emotional development
• Family-school collaboration
• Increased emphasis on prevention
• Focus on evaluation of services
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“If you are not at
the table,
you are on the
menu…”
--Author Unknown
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How about another
“Coffee Talk?”
“Discuss amongst yourselves…”
How could school psychologists be more
involved in state/district discussions about:
 Data based decision making
 Student learning supports
 Social-emotional learning
 School safety and climate
 Family-school engagement
 Prevention of school failure
 Evaluation of student outcome measures
Developing Messages and
Advocacy Plans at the State
and Local Levels
We need to make the case for
our services.
No one else will do it for us.
What do
decision-makers
need to know
about school
psychologists?
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Key Messages
Re: Practice Model
When implemented properly, the NASP Practice
Model can contribute to:
» improved academic engagement and
achievement
» more effective instruction
» positive behavior and socially successful students
» safe, positive school climates
» stronger family–school partnerships
» improved school completion and career readiness
» improved assessment, data-driven problem
solving, and accountability
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Step 1: Recognize Current
Communications & Advocacy Opportunities
• New legislation or programs in your state that are
prompting change (eg. Race to the Top)
• New school administrators in your district/state and
their “school improvement initiatives”
• Annual school planning events such as budget design
and approval process, needs assessments, etc.
• Upcoming planning for issues or legislative change
(eg. reauthorization of NCLB/ESEA)
• Federal policy shifts that could assist in rolling out the
model (eg. Growing acceptance of the need for
school mental health services)
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Step 2: Utilizing the Proper
Communication Strategy
Three Types of Strategic
Communications
• “Calling Card”
» Sharing a message
• “Action Request”
» Focusing on resolving a problem
• “Crisis Management”
» Managing the communications about the crisis
in the moment
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Or, In Audience-Friendly Terms
Crisis
Management
Intensive
Action Request
Targeted
Calling Card
Universal
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Universal: “Calling Card” Goals
• Increase your visibility
• Raise awareness and comfort level on an issue
• Promote involvement
• Improve collaboration
• Disseminate useful information
• Create environment for stakeholder “buy-in”
• Promote necessary changes in behavior and/or
perceptions
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“Calling Card” Tactics
• Provide helpful information and materials on related
topics and services
• Newsletter articles directed at parents, teachers, and
administrators
• “Research says…” communications with policymakers,
administrators
• Parent handouts
• Info for website
• In-service trainings or sponsored workshops
• Focus group discussion with stakeholders (educators,
parents)
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Targeted: “Action Request” Goals
• Specific requests for “action” are identified.
Link to needs, benefits, and expected
outcomes.
• Examples include:
» Increased funding
» Support for expanded programming
(school MH services, RTI, etc.)
» Improved professional to student ratios
» Improved collaboration and coordination
of services
» Specific requests for changes in role,
duties, responsibilities, etc.
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“Action Request” Tactics
• Dissemination of data related to needs,
recommendations, and expected outcomes
• Face to face meetings with decision makers
• Information presentations (school board,
inservices, parents)
• Coalition/relationship building with allied
professionals to build broad support for specific
ideas/requests
• Legislative briefings
• Media outreach
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Step 3: Planning your
Communications
Assess Situation
Identify Target
Audiences
Craft Messages
Effective
Communications
Planning
Stakeholder
Buy-In
Desired
Improved
Outcomes
Select Strategies
Implement
Evaluate/Follow-up
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Developing Your Messages
Know Your Audience…
• Level of knowledge/awareness.
• Primary concerns/expectations.
• Covert or overt agendas.
• Perspective.
• Possible barriers to understanding.
• Competing considerations.
• Ability/likelihood to take action.
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Get to the Real Point
• Why should people care?
• What is in it for them?
• How will they be involved?
• How does the solution meet their
needs?
• This may vary between
audiences.
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The Cowan Interrogation
Technique
• Imagine this….
» You have a great idea about something
related to school psychology.
» You venture into Kathy Cowan’s office (NASP
Director of Communications) and share your
idea.
» Here’s the warm response you receive:
•
•
•
•
So what?
Who cares?
Why does that matter?
What’s the most important thing for people
to know?
• What do you want people to do about it?
Statistics Versus ...
Youth Risk Behavior Surveillance
Percentage of students responding regarding behavior during 12
months preceding survey:
YRBSS
Middle School
2003*
Survey 2003**
1. Seriously considered
attempting suicide
16.9
20.6
2. Made a specific plan
16.5
13.4
3. Made an attempt
8.5
9.7
4. Made an attempt requiring
medical attention
Lieberman, Poland & Cassel, 2008
2.9
—
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… “Social Math”
• For every 100-200 youth that attempt
suicide, one child succeeds.
• For every three youth who attempt
suicide, one goes to a hospital and two
go to school.
Lieberman, Poland & Cassel, 2008
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Facts Versus ...
Children who are bullied or ostracized can
suffer serious emotional and academic
difficulties.
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… Personal Stories
“Consider the young man who asked me a couple of years
ago, “Do you know what it is like to feel that you are
hated by everyone the first day you enter kindergarten?”
This young man had composed a journal filled with his
personal reflections on life. It was a dark and sad
reflection. The last page contained one phrase, written
repeatedly until it filled that page; “I decide who lives and
who dies.” … However, there is good news with this
young man. Through significant emotional support and
alternative strategies for education, he was able to
graduate last year. He hugged me on graduation day,
thanking me for believing in him. He told me that his
greatest joy was not in graduating, but in the fact that his
mother hugged him, telling him how proud she felt.”
--John Kelly, U.S. Senate Briefing Testimony, 2006
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Crafting your Message: Your
Recipe for Success
• Step 1: Pick your main message. State it at the
outset.
» Example: “School psychologists help lower
barriers to learning and promote children’s
success in school and life.”
• Step 2: Back it up with 2-3 key messages.
• Step 3: Provide personal examples to put a “face
on the message”.
• Step 4: Offer specific “solution” suggestions.
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Step 4: Delivering your
Message
• Message Materials
• Grassroots campaigns
»
»
»
»
»
Letter Writing
Phone calls
Face to Face Visits
Issue Presentations or Focus Groups
Coalition Partnerships
»
»
»
»
News Articles
Editorials
Advertisements
Radio and Television
• Media (probably not used at district level)
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Step 5: Evaluating your
Message
• What process (and timeframe) will you use
to evaluate your message and your
advocacy efforts?
• What evidence do you seek in order to know
that your message and your advocacy were
effective?
• How will you revise your plan if your
message and/or advocacy efforts were not
effective?
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Stakeholder Elevator Chat:
Prepare by identifying stakeholder
concerns and key messages
“What are some of the
issues in your state that
need to be addressed
[by a specific
stakeholder group] and
how can school
psychologists using the
practice model help?”
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ELEVATOR CHAT Instructions
• Count off 1-5.
• Assign people to one of the 5 Stakeholder groups below:
»
»
»
»
»
School Psychologists
Principals
Teachers
Parents
School Board Members
• In 2 minutes, list as many of the most pressing issues in your
state that need to be addressed by this stakeholder group.
(What are their issues?)
• Record these responses on the butcher paper.
• When the facilitator indicates it is time, move to the right one
group and review the issue identified.
• Knowing that these are their issues, how can adoption of the
SP Model help address these issues (in part or whole)? List up
to 3 key messages that will resonate with this stakeholder
group (see next slide)
Crafting your Message: Your
Recipe for Success
• Step 1: Pick your main message. State it at the
outset.
» Example: “School psychologists help lower
barriers to learning and promote children’s
success in school and life.”
• Step 2: Back it up with 2-3 key messages.
• Step 3: Provide personal examples to put a “face
on the message”.
• Step 4: Offer specific “solution” suggestions.
63
Incorporating the Model
Into Policy & Practice at
the State and Local Levels
State and Local Leaders’ Role
Suggested activities for promoting the model…
• Become familiar with the model
» Schedule a leadership meeting to plan strategy
» Disseminate information about the model
• Organize your efforts
» Determine needs, including professional
development
» Set priorities
» Establish time lines
» Identify key leaders and assign tasks
• Identify NASP resources, modify or develop
your own
• Monitor your progress
65
MSPA’s Plan and Progress
• State assessment complete; shared with
Board on 1/26/11
• Providing members with access to online selfassessment
• Conference call with regional reps
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Actions You Can Take
• Post on school district or state association web site
• Write an article for your newsletter
• Present at local conference or other training
methods
• Prepare and encourage practitioners and graduate
programs to promote the model
• Pursue professional development in Domains of
Practice that are challenging for you
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Actions You Can Take: Reach out to
key stakeholders and allies
• Parents/students
• Teachers/other personnel
• Principals and other administrators
• Community service providers
• Pediatricians
• Policymakers
68
Actions You Can Take: Reach out to
key stakeholders and allies
• Speech/Language Pathologists
• Social workers, counselors, other
school-based providers
• PTA
• Nurses
• School Board Association
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Actions You Can Take: Building
professional relationships
• Write articles for the journals/newsletters
of other organizations
• Invite members and/or officers of other
associations to belong to your
organization
• Recognize and be sensitive to turf
issues
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Actions You Can Take: Building
professional relationships
 Emphasize the
strengths of each
group
 Keep the focus
upon outcomes for
kids and families
 Avoid whining
and/or complaining
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Resources Currently Available
• NEW WEBLINK FOR PRACTICE MODEL:
» www.nasponline.org/practicemodel
• Standards for School Psychology: Model for
Comprehensive and Integrated School Psychological
Services
» http://www.nasponline.org/standards/2010standards/2_Pra
cticeModel.pdf
• NASP National Model for Comprehensive and
Integrated School Psychological Services: Overview
• Key Messages Handout: NASP Model for Comprehensive
and Integrated School Psychological Services--Helping
students and schools achieve their best (brochure can be
downloaded)
72
Resources Currently Available
• Regional Meeting PowerPoint (for state leaders to
access)
• NASP Model for Comprehensive Integrated SP Services:
Profile of School Psychology Practices and Services—
State Assessment (online version coming soon)
• NASP Model for Comprehensive Integrated SP Services:
Profile of School Psychology Practices and Services—Self
Assessment (online version coming soon)
Coming Soon….
• Advocacy Toolkit
• CQ Articles
• FAQ
• Domain-by-domain content for the
dedicated Practice Model weblink
• Implementation Guidebook (next year)
Other Helpful NASP Resources
• School Psychologists: Improving Student and School
Outcomes
» This doc shows how our Model for Practice, Ready to Learn
doc, Position Papers, and outcomes research all connect.
» http://www.nasponline.org/publications/cq/pdf/V39N1_Imp
rovingStudentOutcomes.pdf
• National School Psychology Week Awareness
Materials and Resources
» http://www.nasponline.org/communications/spawareness/i
ndex.aspx
• NASP Advocacy Roadmap: Promoting and
Preserving School Psychology
» http://www.nasponline.org/advocacy/psychservicesroadma
p.aspx
• What is a School Psychologist handout?
» http://www.nasponline.org/resources/handouts/whatis_pri
nt.pdf
Help? Model Rollout Committee
Executive Council:
Rhonda Armistead, Professional Standards Program Manager
Amy Smith, Advocacy Program Manager
Kathy Minke, President
Committees:
GPR: John Kelly & Brent Duncan
Credentialing: Barbara Williams & Joan Bohmann
Assist to States: Blake Martin & Nick Silvestri
Communications: Andrea Cohn & Rivka Olley
Practice Standards Development: Diane Smallwood
NASP Staff:
Stacy Skalski (Public Policy Director); Kathy Cowan
(Communications Director), Eric Rossen (Professional
Standards & Continuing Professional Development Director)
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What will your first step
be???
• In pairs, discuss one concrete step that
you can take in the next month to
promote the Practice Model.
• How will you know what effect this
step has had?
Questions?