Transcript Presentation for NASP Delegate Assembly Meeting July 2003 School Psychology Future’s Conference Followup Activities State Association Planning.

Presentation for NASP
Delegate Assembly Meeting
July 2003
School Psychology
Future’s Conference
Followup Activities
State Association Planning
Basic Principles to Guide Our Future
Currently, and for the foreseeable future, we are
faced with a shortage of school psychologists that
threatens our capacity to meet the needs of
children in schools.
While the profession must increase efforts to
recruit and retain professionals in our field, such
strategies alone will be insufficient and
inadequate to increase our capacity to meet the
imminent needs of children, families, and schools.
As a result, changes in school psychology
practices and service delivery will be required to
use the resources we have to maximize the
benefits to the children and schools that we serve.
Prevention and early intervention will be
necessary to achieve positive outcomes
for children, families, and schools.
Evidence-based practices will be
necessary to achieve positive outcomes
for children, families, and schools.
In order to be effective, school
psychological services must demonstrate
respect for and understanding of diversity
factors for children, families and schools,
including factors related to cultural,
individual, and role differences.
Fifteen Priority Goals Form a
National Agenda for School
Psychology
Priority Goals:
Improved academic competence
and school success for all children
Advocacy and Public Policy: Advocate for
universal early prevention and intervention
programs that emphasize language,
cognitive, and social-emotional
development and are placed in the context
of ethnicity, gender, SES, gender, and
language.
continued
Practice: Ensure that assessment practices of
school psychologists are empirically linked to
strategies to improve academic performance,
and that those assessment practices account
for the influence of ethnicity, SES, gender, and
language on learning outcomes.
In-service Training: Develop and implement inservice training for school psychologists related
to universal early prevention and intervention
programs.
Priority Goals:
Improved social-emotional
functioning for all children
Advocacy and Public Policy: Promote the
availability of a comprehensive range of
services, from supportive and inclusive
placements through interim alternative
placements for students with severe
emotional and behavioral disorders
continued
Collaboration and Communication:
Educate all stakeholders about the
importance of social-emotional
competence for children.
Practice: Ensure that school psychologists
develop a systematic plan in all schools to
reduce social-emotional barriers to
learning.
Priority Goals:
Enhanced family school partnerships
and parental involvement in schools
Research and Knowledge Base: Identify
evidence-based models of effective familyschool partnerships.
Practice: Ensure that school psychologists
engage in activities to change the culture of
schooling to ensure that families are integral
partners in the educational process of children.
Pre-service Training: Change pre-service
education and training of school psychologist
candidates to infuse a focus on families as
integral partners in the educational process.
Priority Goals:
More effective education and
instruction for all learners
Research and Knowledge Base: Identify
key components of effective instruction of
all learners, including evidence-based
approaches to prevention and early
intervention for learning problems.
In-service Training: Provide in-service
training for school psychologists in the use
of a data-based problem solving model to
implement evidence-based instruction and
interventions.
continued
Pre-service/InserviceTraining: Implement a
national pre-service and in-service training
initiative for school psychologists
regarding effective instruction.
Priority Goals:
Increased child and family services
in schools that promote health and
mental health and are integrated
with community services
Practice: Define and promote population-based
service delivery in schools and school psychology.
In-service Training: Prepare current practitioners to
implement a public health model of school psychology.
Pre-service Training: Prepare future practitioners to
implement a public health model of school psychology.
Action Plans from the
Conference Are Being Refined
and Implemented Nationally.
Examples of action plans are:
Develop resources (e.g., conferences, books,
etc) that provide inservice and preservice
training for school psychologists to increase
skills in problem-solving assessment and
intervention.
Identify key components of effective
interventions for improving social-emotionalbehavioral competence of all students, and
promote the use of evidence-based approaches
among school psychologists and
interdisciplinary professionals to prevent socialemotional-behavioral difficulties and to intervene
effectively.
Identify outcome-based literature that describes
processes and procedures related to family-school
partnership models.
Identify models of “best practice” related to familyschool partnerships for use in training programs and
practice settings.
Create a comprehensive model of problem-solvingbased assessment and intervention practices that
takes into account the diverse array of ecological
variables that influence students’ likelihood of school
success
Articulate a public health model in school
psychology, including basic tenets and a framework
Identify school psychologists and school psychology
practice sites that are applying public health
principles; analyze and identify common themes,
barriers, facilitator
WHAT NEXT?
Continued collaborative
activities among associations
to implement a national
agenda and national action
plans
Integration of the Future’s Priority
Goals with Other Activities Within
Associations: All Associations Can
Contribute to the Future’s Agenda
For example, NASP has many current and
planned activities that will contribute to the
future’s priority goals.
Future’s priority goals may relate well within
the organization of NASP’s new strategic
plan and the NASP Blueprint.
Future’s Advisory Council
Organizations will continue to work together to
monitor progress on action plans generated
as a result of the Future’s Conference
communication about association activities
possible collaboration on some projects.
State Association Planning
John Desrochers will serve as the
coordinator for state association planning
related to the future’s priority goals.
John will coordinate “future’s liaisons” in
participating state associations.
John will provide assistance to states with
action planning and promote communication
and sharing between states.
Dan Miller will lead initial state planning efforts
at NASP regional meetings in fall 2003.
State Association Planning
Handbook
A resource for state associations to engage
in strategic planning activities.
An introduction to the national priority goals
identified in the Future’s Conference
Activities and worksheets guide states
through an action planning process
Steps in State Action Planning
Step 1: Review of critical outcomes and
identify state priority goals
Consider the unique needs and resources of
your state and generate additional goals.
Develop state action plans
Develop a progress monitoring plan
(Note: State plans and achievements should be
posted on Future’s website, in order to share
and collaborate with other states>