NASP Advocacy Roadmap: NASP Practice Model
Model for Comprehensive Integrated School Psychological Services
Exhibit D
Profile of School Psychology Practices and Services
State Association Name:
Contact Person:
Email:
_______________________________
______________________________
Title: ____________________________________
Phone: ___________________________________
Please answer the following questions pertaining to the scope of practice for school psychologists in your state:
I. The Current Role of School Psychologists
a. Describe the current model of practice for the majority
of school psychologists in your state. (check all that
apply)
□ practice a broad based role with a balance of
assessment, intervention, and consultation activities
□ services are primarily focused on special education
students and involve assessment, classification, and
IEP services
□ prevention services, intervention and promotion of
mental health services like bully proofing, social
emotional learning, etc.
□ crisis team planning and crisis intervention services
□ consultation services focused on academic and
behavioral issues
□ active participant in school improvement process and
reforms including involvement in such things as RTI
teams, school accountability committees, and
interpreting student performance data
□ provide direct services to special and general education
Advocacy Roadmap/NASP Practice Model/Exhibit D Profile of SP Practices
Comments/Explanations
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students such as counseling and skills training (e.g.
Social skills, relaxation skills, study skills, problem
solving, etc.)
□ Other: Please explain
b. What factors most limit a school psychologist’s ability
in your state to practice the broad-based role articulated in
the NASP Model for Comprehensive Integrated School
Psychological Services?
(check all that apply)
□ remote access such as rural settings
□ limited resources
□ training of the SP
□ high student to SP ratios
□ performance appraisal more narrow than the Practice
Model
□ state guidelines/regulations delineate different services
than the Practice Model
□ limits imposed by administrators
□ other (please explain)
c. How are school psychologist positions typically funded
in your state?
(check all that apply)
□ through Local Educational Agency funds (school
districts)
□ through State Education Agency funds (State
Department of Education)
□ through grant funds
□ other (please explain)
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How does this funding approach impact the role that
school psychologists fulfill?
□ role is determined at the local level
□ role is dictated by state mandates/regulations/guidelines
□ role is outlined by description in grant
□ not at all
□ other (please explain)
d. Does your state have a policy or regulation
recommending a student to school psychologist ratio?
YES or NO
ƒ If so, what is the ratio?
ƒ How does this ratio compare to the new standards (500-700
students for every school psychologist practicing a broad
based role) in the Model?
ƒ Where in public policy is the recommended ratio explicitly
stated? (statutes, regulations, or board policies)
e. What is the current trend regarding school psychologist
positions?
□ significant reductions
□ position increases
□ things generally are status quo
What factors are most impacting this issue?
II. School Psychology Credential or License
Comments/Explanations
a. What agency or regulatory body has the primary
authority for credentialing/licensing school psychologists
for practice in schools?
ƒ What is the specific statutory/regulatory reference or website
address where the statutes and/or regulations can be found
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pertaining to SP credentials/licenses?
ƒ What is the title of the SP credential/license?
ƒ What are the related required credentialing standards? (e.g.
60-hour program, NCSP, 1200 internship, etc.)
b. What definitions of school psychology practice exist in
your state? Provide examples with citations if possible.
Consider:
□ local school board policies
□ state statutes (laws)
□ state regulations (typically issued by your state
departments of education)
□ None of the above?
c. How consistent are your state’s existing definitions and
standards for practice with the new NASP Model for
Delivery of Comprehensive and Integrated School
Psychological Services?
Domain 1: Data based decision making and accountability
II.c.Item rating: For each domain listed on the left,
identify in the space below if the current related state
definitions/standards are
Consistent, Somewhat Consistent, or Not Consistent.
Domain 2: Consultation and collaboration
Domain 3: Interventions and instructional support to develop
academic skills
Domain 4: Interventions and Mental health services to develop
social and life skills
Domain 5: Diversity in development and learning
Domain 6: School-wide practices to promote learning
Domain 7: Preventive and responsive services
Domain 8: Family-school collaboration services
Domain 9: Research and program evaluation
Domain 10: Legal, ethical, and professional practice
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III. Promotion of School Psychology
a. Which of the following has your state ever pursued?
(check all that apply)
□ Resolution honoring National School Psychology
Awareness Week
□ Resolution honoring school psychologists and the value
of school psychological services
□ Recognition of school psychologist(s) of the year
□ Participate in School Psychology Awareness Week
activities
□ Use NASP communications and advocacy resources
(e.g. adaptable handouts, roadmaps)
□ Customized marketing materials about the role of school
psychologists or school psychological services
□ Training individual school psychologists to promote their
services at the local level
□ Media spots (e.g. TV commercial, radio, print ad)
□ Promotional public services (e.g. sponsor a highway
program, charity events, etc.)
□ Professional presentations (e.g. to other stakeholder
groups, school boards, etc.)
□ Awards for policy makers who support school
psychologists and school psychological services
□ Specific legislation supporting school psychology or
school psychological practices
□ Broad dissemination of information about School
Psychology (e.g. Capitol Hill day, exhibit booth at a
legislator’s conference, mailings to stakeholder groups,
etc.)
□ Other? (Please describe)
Advocacy Roadmap/NASP Practice Model/Exhibit D Profile of SP Practices
Comments/Explanations
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b. What coalitions or collaborations with other
stakeholder groups is your state association currently
pursuing or participating in? (Check all that apply)
□ teacher associations
□ administrative associations
□ other related services associations
□ school boards associations
□ psychological associations
□ state agencies
□ parent groups
□ student groups
□ other (please explain)
c. Who are your “state-level decision makers” that are
currently advocating for school psychologists or are
willing to in the future?
(Check all that apply. List names/contact info if
available.)
□ state administrators
□ elected officials
□ professional organization leaders
□ other policy (please explain)
List any specific names and contact information for
individuals that could be a resource to your state
association.
IV. Other Relevant Information for the Advancement of the
Model?
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