The Future of The Future of School Psychology:School Psychology: Online Learning ModulesOnline Learning Modules

Module II: School Module II: School Psychology Personnel Psychology Personnel

Shortages and Shortages and Implications for Implications for Service DeliveryService Delivery

Developed byDeveloped by

Patti L. HarrisonPatti L. Harrison The University of Alabama The University of Alabama

Jack CummingsJack CummingsIndiana UniversityIndiana University

Advisory BoardAdvisory BoardRachel Brown-Chidsey, University of Southern MaineRachel Brown-Chidsey, University of Southern MaineSandra Christenson, University of MinnesotaSandra Christenson, University of MinnesotaMichael Curtis, University of South FloridaMichael Curtis, University of South FloridaPeg Dawson, Seacoast Mental Health Center, New Peg Dawson, Seacoast Mental Health Center, New HampshireHampshireJohn Desrochers, New Canaan Public Schools, John Desrochers, New Canaan Public Schools, ConnecticutConnecticutSissy Hatzichristou, University of Athens, GreeceSissy Hatzichristou, University of Athens, GreeceCathy Lines, Cherry Creek Schools, ColoradoCathy Lines, Cherry Creek Schools, ColoradoJoAnne Morgan, Graduate Student, University of JoAnne Morgan, Graduate Student, University of MassachusettsMassachusettsDiane Smallwood, Philadelphia College of Osteopathic Diane Smallwood, Philadelphia College of Osteopathic MedicineMedicineGary Stoner, University of Massachusetts Gary Stoner, University of Massachusetts Chris Willis, Newport County Regional Special Chris Willis, Newport County Regional Special Education, Rhode IslandEducation, Rhode Island

Important NoticesImportant NoticesThe online learning modules were adapted from materials developed for and resulting from the The online learning modules were adapted from materials developed for and resulting from the 2002 Conference on the Future of School Psychology. Complete conference materials are available 2002 Conference on the Future of School Psychology. Complete conference materials are available on the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was on the conference Internet site (http://education.indiana.edu/~futures/ ). The futures conference was co-sponsored by National Association of School Psychologists, American Psychological Association co-sponsored by National Association of School Psychologists, American Psychological Association Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Division 16, Society for the Study of School Psychology, Council of Directors of School Psychology Programs, Trainers of School Psychologists, American Academy of School Psychology, American Programs, Trainers of School Psychologists, American Academy of School Psychology, American Board of School Psychology, and International School Psychology Association. Board of School Psychology, and International School Psychology Association. The online learning module materials have been made available The online learning module materials have been made available free of chargefree of charge to the public. The to the public. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. However, the integrity of the content must be maintained and proper credit must be given (Harrison, However, the integrity of the content must be maintained and proper credit must be given (Harrison, P.L., & Cummings, J. P.L., & Cummings, J. The future of school psychology online learning modules,The future of school psychology online learning modules, http://education.indiana.edu/~futures/resources.html)http://education.indiana.edu/~futures/resources.html)While every effort was made to present accurate and reliable information on the learning modules While every effort was made to present accurate and reliable information on the learning modules and futures website, the module developers or sponsoring associations do not endorse, approve or and futures website, the module developers or sponsoring associations do not endorse, approve or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or certify such information, nor do they guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of such information. Use of such information is voluntary and reliance on it correct sequencing of such information. Use of such information is voluntary and reliance on it should only be undertaken after an independent review of its accuracy, completeness, efficacy, and should only be undertaken after an independent review of its accuracy, completeness, efficacy, and timeliness. Reference to any specific commercial product, process or service by trade name, timeliness. Reference to any specific commercial product, process or service by trade name, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, recommendation or favoring.recommendation or favoring.At certain places in the materials, live "links" to other Internet addresses can be accessed. Such At certain places in the materials, live "links" to other Internet addresses can be accessed. Such external Internet addresses contain information created, published, maintained, or otherwise posted external Internet addresses contain information created, published, maintained, or otherwise posted by institutions or organizations. The futures conference co-sponsors or the developers of the by institutions or organizations. The futures conference co-sponsors or the developers of the futures learning modules do not endorse, approve, certify, or control these external Internet futures learning modules do not endorse, approve, certify, or control these external Internet addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct addresses, and do not guarantee the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information located at such addresses. Use of any information obtained from sequencing of the information located at such addresses. 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MODULE II SCHOOL MODULE II SCHOOL PSYCHOLOGY PSYCHOLOGY

PERSONNEL SHORTAGES PERSONNEL SHORTAGES AND IMPLICATIONS FOR AND IMPLICATIONS FOR

SERVICE DELIVERYSERVICE DELIVERY

PURPOSE AND PURPOSE AND OVERVIEWOVERVIEW

Module II focuses on the primary impetus for the 2002 Module II focuses on the primary impetus for the 2002 futures conference: school psychology personnel futures conference: school psychology personnel shortages and implications for service delivery. School shortages and implications for service delivery. School psychology is faced with a shortage of school psychology is faced with a shortage of school psychologists. psychologists. Although shortages are less acute in some parts of the Although shortages are less acute in some parts of the country, the shortage cannot be addressed adequately country, the shortage cannot be addressed adequately by simply recruiting more individuals to the profession. by simply recruiting more individuals to the profession. School psychology must consider alternatives to, and School psychology must consider alternatives to, and possible restructuring of, our service delivery practices, possible restructuring of, our service delivery practices, in order to plan for the shortage and ensure that in order to plan for the shortage and ensure that adequate services will be provided to children, adequate services will be provided to children, families, and schools. families, and schools. Module II will allow you to proceed with problem-Module II will allow you to proceed with problem-solving steps to identify critical issues related to solving steps to identify critical issues related to personnel shortages and service delivery, threats and personnel shortages and service delivery, threats and opportunities, possible strategies, and action plans. opportunities, possible strategies, and action plans.

MODULE II SCHOOL MODULE II SCHOOL PSYCHOLOGY PSYCHOLOGY

PERSONNEL SHORTAGES PERSONNEL SHORTAGES AND IMPLICATIONS FOR AND IMPLICATIONS FOR

SERVICE DELIVERYSERVICE DELIVERY

RESOURCES FOR RESOURCES FOR READING AND REVIEWREADING AND REVIEW

Review list of readings and discuss Review list of readings and discuss as applicableas applicable

– Responses from national focus groups to questions about Responses from national focus groups to questions about

school psychology shortages (See Appendix A later in this school psychology shortages (See Appendix A later in this module) module)

– Curtis, M. J., Chesno Grier, J. E., Hunley, S. A. (2004). The Curtis, M. J., Chesno Grier, J. E., Hunley, S. A. (2004). The changing face of school psychology: Trends in data and changing face of school psychology: Trends in data and projections for the future. projections for the future. School Psychology Review, 33, School Psychology Review, 33, 49-49-66. If a NASP member, access this article by linking to NASP 66. If a NASP member, access this article by linking to NASP website; http://www.naspwebservices.org/ . OR read the article website; http://www.naspwebservices.org/ . OR read the article in: in: School Psychology Quarterly, School Psychology Quarterly, 2003, 2003, 18, 18, 409-430. 409-430.

Additional readings: Optional readings as applicable:Additional readings: Optional readings as applicable:

View Module II WebcastView Module II Webcast

Curtis webcast from futures conferenceCurtis webcast from futures conferencehttp://video.indiana.edu:8080/ramgen/vic/http://video.indiana.edu:8080/ramgen/vic/

futures_20021114_1.rmfutures_20021114_1.rmor Curtis transcript of webcastor Curtis transcript of webcast

http://http://www.indiana.edu/~futures/CurtisTranscript.dowww.indiana.edu/~futures/CurtisTranscript.doccwebcast or transcript supplemented by Curtis webcast or transcript supplemented by Curtis PowerPoint PowerPoint

http://http://education.indiana.edu/~futures/curtis.ppteducation.indiana.edu/~futures/curtis.ppt

MODULE II SCHOOL MODULE II SCHOOL PSYCHOLOGY PERSONNEL PSYCHOLOGY PERSONNEL

SHORTAGES AND SHORTAGES AND IMPLICATIONS FOR SERVICE IMPLICATIONS FOR SERVICE

DELIVERYDELIVERY

QUESTIONS FOR GROUP QUESTIONS FOR GROUP DISCUSSION OR DISCUSSION OR

INDIVIDUAL REFLECTIONINDIVIDUAL REFLECTION

FOCUS QUESTIONSFOCUS QUESTIONS

Focus questionsFocus questions are similar to are similar to those used in focus groups those used in focus groups prior to the 2002 Futures prior to the 2002 Futures Conference; these brief Conference; these brief questions promote an initial questions promote an initial orientation and consideration orientation and consideration of the topic. of the topic.

a.a. I think the most pressing issue with I think the most pressing issue with school psychologyschool psychology is_____? is_____?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions.questions.

Focus Questions

b. The nature and impact of the b. The nature and impact of the shortage of school psychologists shortage of school psychologists is ________?is ________?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions.questions.

Focus Questions

c. I believe school psychology c. I believe school psychology should respond to our personnel should respond to our personnel shortage by _______?shortage by _______?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions.questions.

Focus Questions

d. I believe school psychology d. I believe school psychology service delivery should change in service delivery should change in the following ways: ________?the following ways: ________?

Click to access a form for recording and displaying responses to focus Click to access a form for recording and displaying responses to focus questions.questions.

Focus Questions

TARGET QUESTIONSTARGET QUESTIONS

The more comprehensive target The more comprehensive target questions require your questions require your consideration of specific consideration of specific issues and findings from issues and findings from background readings and your background readings and your application of the issues to application of the issues to your own setting.your own setting.

a.a. In his webcast and 2004 article, Curtis In his webcast and 2004 article, Curtis described the national demographics of described the national demographics of school psychologists as being primarily school psychologists as being primarily Caucasian, female, and specialist level, with Caucasian, female, and specialist level, with individuals at the higher age and experience individuals at the higher age and experience levels continuing to overrepresented for the levels continuing to overrepresented for the next few years. What are some reasons next few years. What are some reasons that school psychology is represented by that school psychology is represented by these demographics? How can school these demographics? How can school psychology change these demographics to psychology change these demographics to achieve more diversity? achieve more diversity?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questionsquestions

Target Questions

b. Data demonstrate that there is a current b. Data demonstrate that there is a current and expected NATIONAL personnel and expected NATIONAL personnel shortage of school psychologists. What is shortage of school psychologists. What is the nature of the national personnel the nature of the national personnel shortage? How does the personnel shortage? How does the personnel shortage vary across different areas of the shortage vary across different areas of the country?country?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questionsquestions

Target Questions

c. In what ways has the school psychology c. In what ways has the school psychology personnel shortage impacted services? See personnel shortage impacted services? See responses from national focus groups and responses from national focus groups and data from the Curtis et al. article (2004) and data from the Curtis et al. article (2004) and webcast.webcast.

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Target Questions

d. Many respondents in focus groups for the d. Many respondents in focus groups for the 2002 conference identified public relations, 2002 conference identified public relations, increased visibility, and recruitment as increased visibility, and recruitment as important activities for addressing the national important activities for addressing the national shortage of school psychologists. How do you shortage of school psychologists. How do you think individual school psychologists at the think individual school psychologists at the local level can contribute to public relations, local level can contribute to public relations, visibility, and recruitment for the field?visibility, and recruitment for the field?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questions questions

Target Questions

e. Participants in the 2002 futures conference e. Participants in the 2002 futures conference concluded “While the profession must concluded “While the profession must increase efforts to recruit and retain increase efforts to recruit and retain professionals in our field, such strategies professionals in our field, such strategies alone will be insufficient and inadequate to alone will be insufficient and inadequate to increase our capacity to meet the imminent increase our capacity to meet the imminent needs of children, families, and schools. As a needs of children, families, and schools. As a result, changes in school psychology result, changes in school psychology practices and service delivery will be required practices and service delivery will be required to use the resources we have to maximize to use the resources we have to maximize the benefits to the children and schools that the benefits to the children and schools that we serve.” Do you agree with this we serve.” Do you agree with this statement? Why or why not? statement? Why or why not? Click to access a form for Click to access a form for recording and displaying responses to target questionsrecording and displaying responses to target questions

Target Questions

f. National focus groups and data from the Curtis f. National focus groups and data from the Curtis et al. (2004) article and webcast conclude that et al. (2004) article and webcast conclude that school psychology service delivery must school psychology service delivery must change by increasing our collaboration and change by increasing our collaboration and consultation activities with teachers, parents, consultation activities with teachers, parents, and other professionals. Do you agree with and other professionals. Do you agree with this conclusion? Why or why not?this conclusion? Why or why not?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questionsquestions

Target Questions

g. In the article by Curtis, et al. (2004), the authors g. In the article by Curtis, et al. (2004), the authors referred to the ratio of students to school referred to the ratio of students to school psychologists in school districts and suggested “…psychologists in school districts and suggested “…higher ratios are associated with more initial special higher ratios are associated with more initial special education evaluations, more re-evaluations, and education evaluations, more re-evaluations, and greater percentages of time spent in special greater percentages of time spent in special education activities overall. Lower ratios are education activities overall. Lower ratios are associated with more students receiving services associated with more students receiving services through individual counseling and student groups…through individual counseling and student groups…and more time spent in intervention services and and more time spent in intervention services and non-special-education-related activities.” What are non-special-education-related activities.” What are some possible reasons for these differences in some possible reasons for these differences in service delivery by school psychologists who serve service delivery by school psychologists who serve large numbers of students and school psychologists large numbers of students and school psychologists who serve small numbers of students? who serve small numbers of students? Click to access a Click to access a form for recording and displaying responses to target questionsform for recording and displaying responses to target questions

Target Questions

h. (For practicing school psychologists). Using a 10 h. (For practicing school psychologists). Using a 10 year time frame, consider projected retirements and year time frame, consider projected retirements and potential attrition from the psychological services potential attrition from the psychological services staff within your unit (or, if more relevant, in your staff within your unit (or, if more relevant, in your school district, cooperative, or state). Also take this school district, cooperative, or state). Also take this opportunity to examine the diversity of the students opportunity to examine the diversity of the students relative to the diversity of the school psychologists relative to the diversity of the school psychologists on staff. Take into account forecasted changes in on staff. Take into account forecasted changes in demographics of the students that will be served in demographics of the students that will be served in the coming 10 years. Based on your analysis, what the coming 10 years. Based on your analysis, what are the projected personnel issues and needs for are the projected personnel issues and needs for recruitment of school psychologists within your recruitment of school psychologists within your psychological services unit (or, if more relevant, in psychological services unit (or, if more relevant, in your school district or state). your school district or state). Click to access a form for recording Click to access a form for recording and displaying responses to target questionsand displaying responses to target questions

Target Questions

i.i. (For practicing school psychologists). Again, (For practicing school psychologists). Again, using a 10 year timeframe, what impact using a 10 year timeframe, what impact could projected personnel needs have on could projected personnel needs have on service delivery within your psychological service delivery within your psychological services unit (or, if more relevant, in your services unit (or, if more relevant, in your school district or state)? What changes in school district or state)? What changes in service delivery may be needed if there are service delivery may be needed if there are anticipated shortages? What changes in anticipated shortages? What changes in service delivery may be needed even if your service delivery may be needed even if your unit is NOT anticipating shortages?unit is NOT anticipating shortages?

Click to access a form for recording and displaying responses to target Click to access a form for recording and displaying responses to target questionsquestions

Target Questions

MODULE II SCHOOL MODULE II SCHOOL PSYCHOLOGY PERSONNEL PSYCHOLOGY PERSONNEL

SHORTAGES AND SHORTAGES AND IMPLICATIONS FOR SERVICE IMPLICATIONS FOR SERVICE

DELIVERYDELIVERY

PROBLEM SOLVING PROBLEM SOLVING STEPSSTEPS

Step II-A: Brainstorm and Step II-A: Brainstorm and define critical issues related define critical issues related

to school psychology to school psychology personnel shortages and personnel shortages and

service delivery (Complete service delivery (Complete Worksheet A: Module II Worksheet A: Module II

Critical Issues Form)Critical Issues Form)

Activity II-A-1: Brainstorm critical issues Activity II-A-1: Brainstorm critical issues related to school psychology personnel related to school psychology personnel shortages and service delivery: Group shortages and service delivery: Group discussion or individual reflectiondiscussion or individual reflectionBrainstorm critical issues related to “school Brainstorm critical issues related to “school psychology personnel shortages and service delivery” psychology personnel shortages and service delivery” that you will emphasize during your completion of the that you will emphasize during your completion of the remainder of Module II. remainder of Module II. ““Critical issues” are defined as those problems, Critical issues” are defined as those problems, situations, resources, etc. that you, or your group, feel situations, resources, etc. that you, or your group, feel have the highest priority for further consideration or have the highest priority for further consideration or discussion and are of great importance as targets of discussion and are of great importance as targets of your problem-solving and action plans. your problem-solving and action plans. The product of this step will be an extensive list of The product of this step will be an extensive list of possible critical issues that you, or your group, could possible critical issues that you, or your group, could consider as potential goals for your problem-solving consider as potential goals for your problem-solving activities. activities. Click to access a form for recording and displaying brainstorming Click to access a form for recording and displaying brainstorming results. results.

Brainstorming Notes

Activity II-A-2: Prioritize the critical issues: Group discussion Activity II-A-2: Prioritize the critical issues: Group discussion or individual reflection (Complete “Worksheet A: Module II or individual reflection (Complete “Worksheet A: Module II Critical Issues Form”) Critical Issues Form”) Using your group or individual responses to Activity II-A-1 Using your group or individual responses to Activity II-A-1 (brainstorming critical issues), as well as the background (brainstorming critical issues), as well as the background readings and webcast, select 2-3+ critical issues related to readings and webcast, select 2-3+ critical issues related to “school psychology personnel shortages and service delivery” “school psychology personnel shortages and service delivery” that you will emphasize during your completion of the that you will emphasize during your completion of the remainder of Module II. remainder of Module II. Record the critical issues in the first column on “Worksheet A Record the critical issues in the first column on “Worksheet A Module II: Critical Issues Form” (Worksheet A is located in the Module II: Critical Issues Form” (Worksheet A is located in the last few pages of this module). last few pages of this module). Then, for each critical issue, rewrite the issue as a target Then, for each critical issue, rewrite the issue as a target goal/outcome that would be important for guiding strategies, goal/outcome that would be important for guiding strategies, activities, and resolution of this issue in the future. Record the activities, and resolution of this issue in the future. Record the target goals/outcomes in the second column of Worksheet A. target goals/outcomes in the second column of Worksheet A.

Click to access worksheet forms for recording and displaying your results. Click to access worksheet forms for recording and displaying your results.

Worksheets

Step II-B: Brainstorm Step II-B: Brainstorm threats/opportunities related to threats/opportunities related to school psychology addressing school psychology addressing

critical issues of personnel critical issues of personnel shortages and service delivery shortages and service delivery

(Complete “Worksheet B: (Complete “Worksheet B: Module II Module II

Threats/Opportunities Form”)Threats/Opportunities Form”)

Activity II-B-1: Brainstorm threats and opportunities: Group Activity II-B-1: Brainstorm threats and opportunities: Group discussion or individual reflectiondiscussion or individual reflectionFor each critical issue related to “school psychology personnel For each critical issue related to “school psychology personnel shortages and service delivery” that you, or your group, shortages and service delivery” that you, or your group, identified at the conclusion of Step II-A and recorded on identified at the conclusion of Step II-A and recorded on “Worksheet A: Module II Critical Issues Form,” brainstorm and “Worksheet A: Module II Critical Issues Form,” brainstorm and record possible threats and opportunities related to the issue. record possible threats and opportunities related to the issue. Threats, or restraining forces, are those factors that prevent, Threats, or restraining forces, are those factors that prevent, impede, or minimize your individual or your group’s role in impede, or minimize your individual or your group’s role in addressing the issue. Threats might include training program addressing the issue. Threats might include training program capacity, lack of time for practicing school psychologists, etc. capacity, lack of time for practicing school psychologists, etc. Opportunities, or driving forces, are factors that facilitate or Opportunities, or driving forces, are factors that facilitate or enhance your individual or your group’s role in addressing the enhance your individual or your group’s role in addressing the issue. Opportunities might include practitioner competencies, issue. Opportunities might include practitioner competencies, school psychology’s reputation, relationships with other school psychology’s reputation, relationships with other professions, etc. professions, etc. The product of this step will be, for each critical issue/outcome The product of this step will be, for each critical issue/outcome identified in Step II-A (Worksheet A), an extensive list of identified in Step II-A (Worksheet A), an extensive list of possible threats to you, or your group, in addressing the issue possible threats to you, or your group, in addressing the issue and an extensive list of possible opportunities for you, or your and an extensive list of possible opportunities for you, or your group, to address the issue. group, to address the issue. Click to access a form for recording and Click to access a form for recording and displaying brainstorming results.displaying brainstorming results.

Brainstorming Notes

Activity II-B-2: Identify/prioritize the most Activity II-B-2: Identify/prioritize the most significant threats and opportunities: Group significant threats and opportunities: Group discussion or individual reflection (Complete discussion or individual reflection (Complete “Worksheet B: Module II Threats/Opportunities “Worksheet B: Module II Threats/Opportunities Form”)Form”)Using the group or individual responses to Activity II-Using the group or individual responses to Activity II-B-1 (brainstorming threats/opportunities), as well as B-1 (brainstorming threats/opportunities), as well as the background readings and webcast and previous the background readings and webcast and previous discussion/reflection, select 3-4 discussion/reflection, select 3-4 threatsthreats and 3-4 and 3-4 opportunities opportunities related to each critical issue for “school related to each critical issue for “school psychology personnel shortages and service psychology personnel shortages and service delivery” delivery” Record the threats and opportunities on “Worksheet Record the threats and opportunities on “Worksheet B: Module II: Threats/Opportunities Form” B: Module II: Threats/Opportunities Form” (Worksheet B is located in the last few pages of this (Worksheet B is located in the last few pages of this module). module). Click to access worksheet forms for recording and displaying your Click to access worksheet forms for recording and displaying your results. results.

Worksheets

Step II-C: Brainstorm Step II-C: Brainstorm solutions/strategies; identify the solutions/strategies; identify the

most promising most promising solutions/strategies related to solutions/strategies related to school psychology personnel school psychology personnel shortages and service delivery shortages and service delivery

(Complete “Worksheet C: (Complete “Worksheet C: Module II Solutions/Strategies Module II Solutions/Strategies

Form”)Form”)

Activity II-C-1: Brainstorm solutions/strategies: Activity II-C-1: Brainstorm solutions/strategies: Group discussion or individual reflectionGroup discussion or individual reflection

For each critical issue related to “school psychology For each critical issue related to “school psychology personnel shortages and service delivery” that you, personnel shortages and service delivery” that you, or your group, identified at the conclusion of Step II-or your group, identified at the conclusion of Step II-A (Worksheet A), brainstorm and record possible A (Worksheet A), brainstorm and record possible solutions and strategies related to the issue. solutions and strategies related to the issue.

The product of this step will be, for each critical The product of this step will be, for each critical issue/outcome identified in Step II-A (Worksheet A), issue/outcome identified in Step II-A (Worksheet A), an extensive list of possible solutions/strategies that an extensive list of possible solutions/strategies that you, or your group, could use to address the issue. you, or your group, could use to address the issue. Click to access a form for recording and displaying brainstorming results.Click to access a form for recording and displaying brainstorming results.

Brainstorming Notes

Activity II-C-2: Identify/prioritize the most promising Activity II-C-2: Identify/prioritize the most promising solutions/strategies: Group discussion or individual solutions/strategies: Group discussion or individual reflection (Complete “Worksheet C: Module II reflection (Complete “Worksheet C: Module II Solutions/Strategies Form”)Solutions/Strategies Form”)Using the group or individual responses to Activity II-C-1 Using the group or individual responses to Activity II-C-1 (brainstorming solutions/strategies), as well as the background (brainstorming solutions/strategies), as well as the background readings and webcast, consider and select 3-4 of the most readings and webcast, consider and select 3-4 of the most promising strategies/solutions related to each critical issue for promising strategies/solutions related to each critical issue for “school psychology personnel shortages and service delivery.” “school psychology personnel shortages and service delivery.” Identify solution/strategies that are most relevant for the level of Identify solution/strategies that are most relevant for the level of focus of your target goals for the modules: your own focus of your target goals for the modules: your own individual individual service delivery goals, service delivery goals, locallocal school district goals, school district goals, statestate goals, or goals, or national national goals. goals. When selecting the most promising solutions/strategies, consider When selecting the most promising solutions/strategies, consider using such criteria as using such criteria as relevance relevance (Does idea have direct (Does idea have direct implications for this issue?), implications for this issue?), feasibilityfeasibility (How likely is it that I, or my (How likely is it that I, or my group, can put this idea into action?), group, can put this idea into action?), effectivenesseffectiveness (Will this idea (Will this idea really work?) and really work?) and scientific evidencescientific evidence (Has this idea been (Has this idea been supported in research?) to make selections. supported in research?) to make selections. Record your final list of strategies/solutions on “Worksheet C: Record your final list of strategies/solutions on “Worksheet C: Module II Strategies/Solutions Form” (Worksheet C is located in Module II Strategies/Solutions Form” (Worksheet C is located in the last few pages of this module).the last few pages of this module). Click to access worksheet forms for Click to access worksheet forms for recording and displaying your resultsrecording and displaying your results . .

Worksheets

Step II-D: Develop plans for Step II-D: Develop plans for action, implementation, and action, implementation, and evaluation related to school evaluation related to school

psychology personnel psychology personnel shortages and service delivery shortages and service delivery

(Complete “Worksheet D: (Complete “Worksheet D: Module II Action Plan Form”)Module II Action Plan Form”)

Activity II-D-1: Target questions based on readings: Group Activity II-D-1: Target questions based on readings: Group discussion or individual reflectiondiscussion or individual reflection

a. What types of knowledge and skills will school psychologists a. What types of knowledge and skills will school psychologists need in order to maximize their services, in light of potential need in order to maximize their services, in light of potential diminishing numbers in our profession? How can these diminishing numbers in our profession? How can these knowledge and skills be integrated into graduate training knowledge and skills be integrated into graduate training programs? Inservice or professional development for programs? Inservice or professional development for practicing school psychologists?practicing school psychologists?

b. Collaboration with other professionals (other educators, mental b. Collaboration with other professionals (other educators, mental health professionals, etc.), as well as parents, policy-makers, health professionals, etc.), as well as parents, policy-makers, and others, will be important for the achievement of priority and others, will be important for the achievement of priority goals related to school psychology personnel shortages. goals related to school psychology personnel shortages. Which groups will be important for collaboration? Why?Which groups will be important for collaboration? Why?

c. How should diversity factors (of school psychologists, children, c. How should diversity factors (of school psychologists, children, families, schools) impact your selection of priority goals and families, schools) impact your selection of priority goals and action plans related to school psychology personnel action plans related to school psychology personnel shortages?shortages?

Click to access a form for recording and displaying responses to the Activity D target questionsClick to access a form for recording and displaying responses to the Activity D target questions

Step D Target Questions

Activity II-D-2: Identify plans for action, Activity II-D-2: Identify plans for action, implementation, and evaluation: Group implementation, and evaluation: Group discussion or individual reflection (Complete discussion or individual reflection (Complete “Worksheet D: Module II Action Plan Form“Worksheet D: Module II Action Plan Form”)”)

Select the critical issue of greatest importance, Select the critical issue of greatest importance, discuss the merits of the strategies and solutions discuss the merits of the strategies and solutions for the issue, and select ONE strategy or solution for the issue, and select ONE strategy or solution for which to develop a comprehensive action for which to develop a comprehensive action plan. plan.

Follow the instructions for development of each Follow the instructions for development of each action plan and completion of “Worksheet D: action plan and completion of “Worksheet D: Module II Action Plan Form.” (Worksheet D is Module II Action Plan Form.” (Worksheet D is located in the last few pages of this module). located in the last few pages of this module). Click to Click to access worksheet forms for recording and displaying your results. access worksheet forms for recording and displaying your results.

Worksheets

The most critical phase of strategic planning The most critical phase of strategic planning and problem-solving is creating the Action and problem-solving is creating the Action Plan that describes how you, or your group, Plan that describes how you, or your group, will go about implementing the strategy will go about implementing the strategy chosen to address the issue and achieve the chosen to address the issue and achieve the priority goal/outcome. Worksheet D is priority goal/outcome. Worksheet D is provided to facilitate action planning. After provided to facilitate action planning. After selection of the critical issue and strategy that selection of the critical issue and strategy that will be the focus of your action plan, use the will be the focus of your action plan, use the following guidelines to complete Worksheet D. following guidelines to complete Worksheet D. Complete a separate Worksheet D for each Complete a separate Worksheet D for each action plan that you will implement.action plan that you will implement.

Instructions for Action Plans (WorksheetInstructions for Action Plans (Worksheet D) D) a. In the first two boxes of the action planning a. In the first two boxes of the action planning

form, record the critical issue and its priority form, record the critical issue and its priority goal/outcome that you, or your group, have goal/outcome that you, or your group, have already selected. You may copy the critical already selected. You may copy the critical issue and priority goal/outcome from issue and priority goal/outcome from Worksheet A, or, if you have made revisions, Worksheet A, or, if you have made revisions, record your modified critical issue and its record your modified critical issue and its priority goal/outcome.priority goal/outcome.

b. Then, write a description of the selected b. Then, write a description of the selected strategy or solution that you, or your group, strategy or solution that you, or your group, prioritized to address the critical issue and prioritized to address the critical issue and achieve the priority/goal outcome.achieve the priority/goal outcome.

c. Consider how the strategy will be implemented c. Consider how the strategy will be implemented and outline the implementation steps that will and outline the implementation steps that will need to be followed in order to execute the need to be followed in order to execute the strategy.strategy.

d. For each implementation step, identify resources d. For each implementation step, identify resources (materials, people, etc.) that can be useful.(materials, people, etc.) that can be useful.

e. For each implementation step, list the name(s) of e. For each implementation step, list the name(s) of people who will be responsible for carrying the people who will be responsible for carrying the step (for plans developed as part of group step (for plans developed as part of group activities, rather than self-study/independent activities, rather than self-study/independent learning).learning).

f. Determine the date when each implementation f. Determine the date when each implementation step of the action plan will be completed. step of the action plan will be completed.

g. At the bottom of the page for Worksheet D, g. At the bottom of the page for Worksheet D, you may categorize the action plan into one you may categorize the action plan into one or more of six general categories (Research or more of six general categories (Research and Knowledge Base, Advocacy/Public and Knowledge Base, Advocacy/Public Policy, Collaboration and Communication, Policy, Collaboration and Communication, Practice and Service Delivery, Practice and Service Delivery, Preservice/Inservice Training), if the Preservice/Inservice Training), if the categories will assist you, or your group, with categories will assist you, or your group, with implementing or communicating the plan or implementing or communicating the plan or with assigning responsibilities. with assigning responsibilities.

h. Worksheet D concludes with a section for you to h. Worksheet D concludes with a section for you to record a brief statement of the “Data Collection, record a brief statement of the “Data Collection, Assessment, and Accountability” to assist with Assessment, and Accountability” to assist with monitoring of the plan and evaluating its monitoring of the plan and evaluating its effectiveness. How will you measure and effectiveness. How will you measure and demonstrate that the action plan is working and that demonstrate that the action plan is working and that you have achieved your priority goal/outcome? In you have achieved your priority goal/outcome? In this section, identify types of data and data collection this section, identify types of data and data collection procedures that you will use. Remember to record procedures that you will use. Remember to record the criterion or expected result to determine that the the criterion or expected result to determine that the action plan has been successful.action plan has been successful.

i. Repeat the process for each remaining prioritized i. Repeat the process for each remaining prioritized strategy. Select the next solution/strategy, follow strategy. Select the next solution/strategy, follow steps a-h above, and complete a new Worksheet D steps a-h above, and complete a new Worksheet D for the action plan.for the action plan.