Integrating the NASP Practice Model
Into Presentations: Resource Slides
• Referencing the NASP Practice Model in professional
development presentations helps structure your
presentation.
• It is an easy way to illustrate the model in practice.
• It helps school psychologists see their work within the
context of the model and NASP’s professional standards.
• It helps decision makers see how the model supports
district/school priorities, services and outcomes.
• The following slides can be incorporated and adapted into
your presentations as you see fit.
• Slide notes offer suggestions on how you might adapt the
slides using a sample topic (safety and bullying).
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NASP Practice Model: Relevant Domains
Practices That Permeate All Aspects of Service Delivery
• Data-Based Decision Making and Accountability
• Consultation and Collaboration
Direct and Indirect Services for Children, Families, and Schools
•
Interventions and Instructional Support to Develop Academic Skills
•
Interventions and Mental Health Services to Develop Social and Life
Skills
•
School-Wide Practices to Promote Learning
•
Preventive and Responsive Services
•
Family-School Collaboration
Foundations of Service Delivery
• Diversity in Development and Learning
• Research and Program Evaluation
• Legal, Ethical, and Professional Practice
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NASP Practice Model: Relevant Domains
Practices That Permeate All Aspects of Service Delivery
• Data-Based Decision Making and Accountability
• Consultation and Collaboration
Direct and Indirect Services for Children, Families, and Schools
•
Interventions and Instructional Support to Develop Academic Skills
•
Interventions and Mental Health Services to Develop Social and Life Skills
•
School-Wide Practices to Promote Learning
•
Preventive and Responsive Services
•
Family-School Collaboration
Foundations of Service Delivery
• Diversity in Development and Learning
• Research and Program Evaluation
• Legal, Ethical, and Professional Practice
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Professional Practices That Permeate All
Aspects of Service Delivery
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.
Relevance to Safety and Bullying:
• Conduct an assessment of student and
adult perceptions of safety
• Identify key concerns, locations/times
of highest risk, and types of bullying
• Review current safety and bullying
prevention policies and practices
• Identify gaps in adult and student
perceptions
• Select programs or strategies the
match the specific needs of the school
community
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Professional Practices That Permeate
All Aspects of Service Delivery
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.
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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Direct and Indirect Services for
Children, Families and Schools
Student-Level Services
Interventions and Instructional Supports 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
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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Direct and Indirect Services for Children,
Families and Schools
Student-Level Services
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 social-emotional functioning and mental health
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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Direct and Indirect Services for Children,
Families and Schools
Systems-Level Services
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.
Relevance to Safety and Bullying:
• Create a school safety team
• Clarify responsibilities of all staff,
parents, and students in creating a
safe school environment
• Teach students to skills to stop
bullying
• Train staff to recognize bullying risk
factors and behaviors and to intervene
• Provide appropriate prevention and
intervention mental health services
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Direct and Indirect Services for Children,
Families and Schools
Systems-Level Services
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
Relevance to Safety and Bullying:
• Provide training to ensure that school
safety efforts are integrated with other
school improvement initiatives
• Engage all stakeholders, including
families, prevention efforts
• Ensure cultural responsiveness
• Establish positive discipline policies
and practices
• Ensure that school policies comply
with state laws and school board
policies.
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Direct and Indirect Services for Children,
Families and Schools
System Level Services
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
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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Foundations of School Psychological
Service Delivery
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
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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Foundations of School Psychological
Service Delivery
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
Relevance to Safety and Bullying:
• Establish outcomes measures and a
process for ongoing evaluation
• Provide open avenues for input and
feedback from all stakeholders
• Ensure transparent access to bullying
and other school safety data
• Use outcomes data to inform changes to
policies and need for PD
• Facilitate dialogue to ensure consistency
of policies and practices across settings
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Foundations of School Psychological
Service Delivery
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
Relevance to [PRESENTATION TOPIC]
• Insert relevant research, practices,
strategies, etc.
• here
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NASP Practice Model Resources Online
http://www.nasponline.org/standards/practice-model/index.aspx
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