SCHOOL PSYCHOLOGYA CHANGING ROLE FOR CHANGING NEEDS

MOIRA MCKENNA, PHD KIM HOSFORD, MSOR-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 ofSchool 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 Accountability2. Consultation and Collaboration

• Direct and Indirect Services for Children, Families, and SchoolsStudent-Level Services

3. Interventions and Instructional Support to Develop Academic Skills4. Interventions and Mental Health Services to Develop Social and Life Skills

Systems-Level Services5. School-Wide Practices to Promote Learning6. Preventative and Responsive Services7. Family-School Collaboration Services

NASP PRACTICE MODEL (CONTINUED)

Foundations of School Psychological Service Delivery Model8. 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 toDevelop 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 SKILLSBreadth•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 decision-making

DIRECT AND INDIRECT SERVICES FOR CHILDREN, FAMILIES, AND SCHOOLS (CONTINUED)

Systems-Level ServicesDomain 5: School-Wide Practices to Promote LearningDomain 6: Preventative and Responsive ServicesDomain 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 SERVICESBreadth•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 SERVICESBreadth•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 IIINational 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. 80

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, moira_mckenna@soesd.k12.or.us

Kim Hosford, MS, kim_hosford@soesd.k12.or.us