ONLINE LEARNING MODULES
Module I: School Psychology Personnel
Shortages and Implications for Service Delivery
Developed by
Patti L. Harrison, The University of Alabama
Jack Cummings, Indiana University
Advisory Board
Rachel Brown-Chidsey, University of Southern Maine
Sandra Christenson, University of Minnesota
Michael Curtis, University of South Florida
Peg Dawson, Seacoast Mental Health Center, New Hampshire
John Desrochers, New Canaan Public Schools, Connecticut
Sissy Hatzichristou, University of Athens, Greece
Cathy Lines, Cherry Creek Schools, Colorado
JoAnne Morgan, Graduate Student, University of Massachusetts
Diane Smallwood, Philadelphia College of Osteopathic Medicine
Gary Stoner, University of Massachusetts
Chris Willis, Newport County Regional Special Education, Rhode Island
SPECIAL INSTRUCTIONS
(a) View this document in the “Print Layout.” To change from a normal layout to a print
layout, on the View menu select Print Layout.
(b) Click on the hyperlinks throughout this document if you wish to proceed directly to
specific sections in the module.
(c) You may go to the Table of Contents at any time by clicking on the left footnote at
the bottom of each page (this usually requires a triple click).
(d) By default many computers require a CTRL+Click to follow hyperlinks. If you prefer
to change the default and open hyperlinks by just clicking them. (a) On the Tools
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Module II: Shortages/Service Delivery
Page 1
menu, click Options, and then click the Edit tab. (b) Clear the Use CTRL+Click to
follow hyperlink check box.
(e) You may type notes, enter your responses to questions, and complete worksheets
directly into this Word file. If you do so, don’t forget to save your file. You may wish
to use a new file name for your personalized Word file.
Important Notices
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 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
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 Board of School Psychology, and International School
Psychology Association.
The online learning module materials have been made available free of charge to the
public. The 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, P.L., & Cummings, J. The future of school
psychology online learning modules,
http://education.indiana.edu/~futures/resources.html)
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 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 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, trademark, service mark, manufacturer, or otherwise does not constitute or imply
endorsement, recommendation or favoring.
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 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 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 such addresses is voluntary and
reliance on it should only be undertaken after an independent review of its accuracy,
completeness, efficacy, and timeliness. Users of materials on these external Internet
addresses must adhere to copyrights and other special instructions and requirements of
these websites.
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Module II: Shortages/Service Delivery
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MODULE II SCHOOL PSYCHOLOGY PERSONNEL SHORTAGES AND
IMPLICATIONS FOR SERVICE DELIVERY
TABLE OF CONTENTS
PURPOSE AND OVERVIEW
RESOURCES FOR READING AND REVIEW
QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION
PROBLEM SOLVING STEPS
 Step II-A: Brainstorm and define critical issues related to school psychology
personnel shortages and service delivery (Complete Worksheet A: Module II
Critical Issues Form)
 Step II-B: Brainstorm threats/opportunities related to school psychology
addressing critical issues of personnel shortages and service delivery (Complete
“Worksheet B: Module II Threats/Opportunities Form”)
 Step II-C: Brainstorm solutions/strategies; identify the most promising
solutions/strategies related to school psychology personnel shortages and
service delivery (Complete “Worksheet C: Module II Solutions/Strategies Form”)
 Step II-D: Develop plans for action, implementation, and evaluation related to
school psychology personnel shortages and service delivery (Complete
“Worksheet D: Module II Action Plan Form”)
APPENDICES
 Appendix A: Comprehensive Results of Focus Groups Held Prior to the 2002
School Psychology Future’s Conference
Worksheets
 Worksheet A: Module II Critical Issues Form
 Worksheet B: Module II: Threats/Opportunities Form
 Worksheet C: Module II: Solutions/Strategies Form
 Worksheet D: Module II Action Plan Form
Optional Materials
 Module II: Professional Development Activity Documentation Form
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MODULE II SCHOOL PSYCHOLOGY PERSONNEL SHORTAGES AND
IMPLICATIONS FOR SERVICE DELIVERY
PURPOSE AND OVERVIEW
Module II focuses on the primary impetus for the 2002 futures conference: school
psychology personnel shortages and implications for service delivery. School
psychology is faced with a shortage of school psychologists. Although shortages are
less acute in some parts of the country, the shortage cannot be addressed adequately
by simply recruiting more individuals to the profession. School psychology must
consider alternatives to, and possible restructuring of, our service delivery practices, in
order to plan for the shortage and ensure that adequate services will be provided to
children, families, and schools. Module II will allow you to proceed with problem-solving
steps to identify critical issues related to personnel shortages and service delivery,
threats and opportunities, possible strategies, and action plans.
Module II is divided into three major sections (Resources for Reading and Review,
Questions for Group Discussion/Individual Reflection, and Problem Solving Steps), with
associated appendices and worksheets. If you are completing these modules as part of
a group, your course instructor, workshop presenter, or other group leader will provide
you with instruction about which of these three sections you will complete. Or, if you are
completing the module for independent self-study, you may elect to complete any or all
sections of this module.
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MODULE II SCHOOL PSYCHOLOGY PERSONNEL SHORTAGES AND IMPLICATIONS
FOR SERVICE DELIVERY
RESOURCES FOR READING AND REVIEW
Primary Readings Based on 2002 Futures Conference:
a. Responses from national focus groups to questions about school psychology
shortages (See Appendix A later in this module)
b. Curtis, M. J., Chesno Grier, J. E., Hunley, S. A. (2004). The changing face of
school psychology: Trends in data and projections for the future. School
Psychology Review, 33, 49-66. If a NASP member, access this article by linking
to NASP website; http://www.naspwebservices.org/ . OR read the article in:
School Psychology Quarterly, 2003, 18, 409-430.
c. Curtis webcast from futures conference
http://video.indiana.edu:8080/ramgen/vic/futures_20021114_1.rm
or Curtis transcript of webcast
http://www.indiana.edu/~futures/CurtisTranscript.doc
webcast or transcript supplemented by Curtis PowerPoint
http://education.indiana.edu/~futures/curtis.ppt
Additional readings: Optional readings as applicable:
Chavart, J. L., & Feinberg, T. (2003). The school psychologist shortage:
Evidence for effective advocacy. Communiqué, 32 (2)
http://www.nasponline.org/advocacy/SPAN/span_sep03_shortage.html
Curtis, M. J., Chesno-Grier, J. E., Abshier, D. W., Sutton, N. T., & Hunley, S.
(2002). School psychology: Turning the corner into the twenty-first century.
Communiqué, 30(8), 1, 5-6.
http://www.nasponline.org/publications/cq308demog.html
Curtis, M. J., Hunley, S. A., Chesno-Grier, E. (2004). The status of school
psychology: Implications of a major personnel shortage. Psychology in the
Schools, 41, 431-442
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Fagan, T. K. (2004). School psychology's significant discrepancy: Historical
perspectives on personnel shortages. Psychology in the Schools, 41, 419-430
McIntosh, D. E. (2004). Addressing the shortage of school psychologists:
Introduction. Psychology in the Schools, 41, 411-413
Reschly, D. J. (2000). The present and future status of school psychology in the
United States. School Psychology Review, 29(4), 507-522. If a NASP member,
access this article by linking to NASP website; http://www.naspwebservices.org/ .
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MODULE II SCHOOL PSYCHOLOGY PERSONNEL SHORTAGES AND IMPLICATIONS
FOR SERVICE DELIVERY
QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION
Consider the following focus questions and target questions in your groups or for
individual reflection. Focus questions are similar to those used in focus groups prior to
the 2002 Futures Conference; these brief questions promote an initial orientation and
consideration of the topic. The more comprehensive target questions require your
consideration of specific issues and findings from background readings and your
application of the issues to your own setting.
Groups: Before group discussion, the group leader can distribute or read the
questions, and allow group members to write brief responses to each question.
To begin group discussion of each question, the group leader can read the
question aloud and ask each group member in turn to give one response. As
time allows, ask each group member for a second response or discussion of
frequent or related responses. A recorder could note and display responses on
an easel, computer monitor, or other display.
Self-study/independent learning: Read, consider, and write brief responses to
each question below.
NOTE TO ALL: For the questions below, provide responses for the level of
service delivery on which you are focusing: your own individual service delivery
goals, local school district goals, state goals, or national goals.
Focus questions: Group discussion or individual reflection
:
a. I think the most pressing issue with school psychology is_____?
b. The nature and impact of the shortage of school psychologists is ________?
c. I believe school psychology should respond to our personnel shortage by
_______?
d. I believe school psychology service delivery should change in the following
ways: ________?
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Target questions based on background reading and webcast:
Group discussion or individual reflection
:
a. In his webcast and 2004 article, Curtis described the national demographics
of school psychologists as being primarily Caucasian, female, and specialist
level, with individuals at the higher age and experience levels continuing to
overrepresented for the next few years. What are some reasons that school
psychology is represented by these demographics? How can school
psychology change these demographics to achieve more diversity?
b. Data demonstrate that there is a current and expected NATIONAL personnel
shortage of school psychologists. What is the nature of the national
personnel shortage? How does the personnel shortage vary across different
areas of the country?
c. In what ways has the school psychology personnel shortage impacted
services? See responses from national focus groups and data from the Curtis
et al. article (2004) and webcast.
d. Many respondents in focus groups for the 2002 conference identified public
relations, increased visibility, and recruitment as important activities for
addressing the national shortage of school psychologists. How do you think
individual school psychologists at the local level can contribute to public
relations, visibility, and recruitment for the field?
e. Participants in the 2002 futures conference concluded “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.” Do you agree with this statement? Why or why not?
f. National focus groups and data from the Curtis et al. (2004) article and
webcast conclude that school psychology service delivery must change by
increasing our collaboration and consultation activities with teachers, parents,
and other professionals. Do you agree with this conclusion? Why or why
not?
g. In the article by Curtis, et al. (2004), the authors referred to the ratio of
students to school psychologists in school districts and suggested “…higher
ratios are associated with more initial special education evaluations, more reevaluations, and greater percentages of time spent in special education
activities overall. Lower ratios are associated with more students receiving
services through individual counseling and student groups…and more time
spent in intervention services and non-special-education-related activities.”
What are some possible reasons for these differences in service delivery by
school psychologists who serve large numbers of students and school
psychologists who serve small numbers of students?
h. (For practicing school psychologists). Using a 10 year time frame, consider
projected retirements and potential attrition from the psychological services
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i.
staff within your unit (or, if more relevant, in your school district, cooperative,
or state). Also take this opportunity to examine the diversity of the students
relative to the diversity of the school psychologists on staff. Take into account
forecasted changes in demographics of the students that will be served in the
coming 10 years. Based on your analysis, what are the projected personnel
issues and needs for recruitment of school psychologists within your
psychological services unit (or, if more relevant, in your school district or
state).
(For practicing school psychologists). Again, using a 10 year timeframe, what
impact could projected personnel needs have on service delivery within your
psychological services unit (or, if more relevant, in your school district or
state)? What changes in service delivery may be needed if there are
anticipated shortages? What changes in service delivery may be needed
even if your unit is NOT anticipating shortages?
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MODULE II SCHOOL PSYCHOLOGY PERSONNEL SHORTAGES AND IMPLICATIONS
FOR SERVICE DELIVERY:
PROBLEM SOLVING STEPS
Step II-A: Brainstorm and define critical issues related to school psychology
personnel shortages and service delivery (Complete Worksheet A: Module II
Critical Issues Form)
Activity II-A-1: Brainstorm critical issues related to school psychology personnel
shortages and service delivery: Group discussion or individual reflection
Brainstorm critical issues related to “school psychology personnel shortages and
service delivery” that you will emphasize during your completion of the remainder of
Module II. “Critical issues” are defined as those problems, situations, resources, etc.
that you, or your group, feel have the highest priority for further consideration or
discussion and are of great importance as targets of your problem-solving and action
plans.
Groups: Before group discussion, the group leader can allow group members to
write their own ideas about critical issues. To begin group brainstorming, the
group leader can ask each group member in turn to give one critical issue. As
time allows, ask each group member for a second response or discussion of
frequent or related responses.
Self-study/independent learning: Consider, brainstorm, and write a list of critical
issues.
NOTE TO ALL: Identify the critical issues that are most relevant for the level of
focus of your target goals for the modules: your own individual service delivery
goals, local school district goals, state goals, or national goals.
When brainstorming critical issues, use your group or individual responses to
focus questions and target questions for this module, as well as the background
readings and webcast, if you completed these activities.
We suggest that you follow the rules of brainstorming, summarized below:
Rules for Brainstorming
(From Osborne, 1963)
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




Avoid criticism or self-monitoring of your ideas.
Defer judgment or evaluation of ideas. Be positive.
Be as free-wheeling as possible—the wilder the ideas, the better.
Offbeat, impractical suggestions may trigger practical solutions that might
not otherwise occur.
Focus on quantity—the greater the number of ideas, the greater the
likelihood of solutions. It is easier to eliminate ideas than to add new
ideas to the list.
Combine and improve ideas—use ideas you’ve already generated to
come up with new possibilities.
The product of this step will be an extensive list of possible critical issues that you, or
your group, could consider as potential goals for your problem-solving activities.
Activity II-A-2: Prioritize the critical issues: Group discussion or individual
reflection (Complete “Worksheet A: Module II Critical Issues Form”)
Using your group or individual responses to Activity II-A-1 (brainstorming critical issues),
as well as the background readings and webcast, select 2-3+ critical issues related to
“school psychology personnel shortages and service delivery” that you will emphasize
during your completion of the remainder of Module II. Record the critical issues in the
first column on “Worksheet A Module II: Critical Issues Form” (Worksheet A is located in
the last few pages of this module). Then, for each critical issue, rewrite the issue as a
target goal/outcome that would be important for guiding strategies, activities, and
resolution of this issue in the future. Record the target goals/outcomes in the second
column of Worksheet A.
Step II-B: Brainstorm threats/opportunities related to school psychology
addressing critical issues of personnel shortages and service delivery
(Complete “Worksheet B: Module II Threats/Opportunities Form”)
Activity II-B-1: Brainstorm threats and opportunities: Group discussion or
individual reflection
For each critical issue related to “school psychology personnel shortages and
service delivery” that you, or your group, identified at the conclusion of Step II-A and
recorded on “Worksheet A: Module II Critical Issues Form,” brainstorm and record
possible threats and opportunities related to the issue.
Groups: Before group discussion, the group leader can distribute or read the
critical issues, and allow group members to write their own ideas about threats
and opportunities related to each issue. To begin group brainstorming of each
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critical issue, the group leader can read the critical issue aloud and ask each
group member in turn to give one potential threat. As time allows, ask each
group member for a second response or discussion of frequent or related
responses. Repeat procedure for opportunities related to the issue. A recorder
could note and display responses on an easel, computer monitor, or other
display.
Self-study/independent learning: Consider, brainstorm, and write a list of
potential threats and opportunities related to each critical issue.
NOTE TO ALL: Identify threats and opportunities that are most relevant for the
level of focus of your target goals for the modules: your own individual service
delivery goals, local school district goals, state goals, or national goals.
Threats, or restraining forces, are those factors that prevent, impede, or minimize your
individual or your group’s role in addressing the issue. Threats might include training
program capacity, lack of time for practicing school psychologists, etc.
Opportunities, or driving forces, are factors that facilitate or enhance your individual or
your group’s role in addressing the issue. Opportunities might include practitioner
competencies, school psychology’s reputation, relationships with other professions, etc.
Osborne’s rules of brainstorming (listed above) may be useful for this part of the
activity.
The product of this step will be, for each critical issue/outcome identified in Step II-A
(Worksheet A), an extensive list of possible threats to you, or your group, in addressing
the issue and an extensive list of possible opportunities for you, or your group, to
address the issue.
Activity II-B-2: Identify/prioritize the most significant threats and opportunities:
Group discussion or individual reflection (Complete “Worksheet B: Module II
Threats/Opportunities Form”)
Using the group or individual responses to Activity II-B-1 (brainstorming
threats/opportunities), as well as the background readings and webcast and previous
discussion/reflection, select 3-4 threats and 3-4 opportunities related to each critical
issue for “school psychology personnel shortages and service delivery” and record the
threats and opportunities on “Worksheet B: Module II: Threats/Opportunities Form”
(Worksheet B is located in the last few pages of this module).
Identify threats and opportunities that are most relevant for the level of focus of your
target goals for the modules: your own individual service delivery goals, local school
district goals, state goals, or national goals.
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NOTE: You may discover that, during your consideration of threats and opportunities,
you or your group may wish to slightly---or significantly---modify the critical
issues/outcomes from Step II-A. Modifications are expected and encouraged,
as needed. In fact, the 2002 futures conference initially began with the
identification of six critical issues/outcomes, but two issues were combined
and the conference concluded with five critical issues/outcomes.
Step II-C: Brainstorm solutions/strategies; identify the most promising
solutions/strategies related to school psychology personnel shortages and
service delivery (Complete “Worksheet C:
Module II Solutions/Strategies Form”)
Activity II-C-1: Brainstorm solutions/strategies: Group discussion or individual
reflection
For each critical issue related to “school psychology personnel shortages and service
delivery” that you, or your group, identified at the conclusion of Step II-A (Worksheet A),
brainstorm and record possible solutions and strategies related to the issue.
Groups: Before group discussion, the group leader can present the critical
issues, threats, and opportunities to the group for their review and allow group
members to write their own ideas about potential strategies and solutions related
to each issue. To begin group brainstorming of each critical issue, the group
leader can read the critical issue aloud and allow each group member in turn to
describe one potential solution or strategy. As time allows, ask each group
member for a second response or discussion of frequent or related responses.
Repeat procedure for opportunities related to the issue. A recorder could note
and display responses on an easel, computer monitor, or other display.
Self-study/independent learning: Consider, brainstorm, and write a list of
potential threats and opportunities related to each critical issue.
NOTE TO ALL: Identify solution/strategies that are most relevant for the level of
focus of your target goals for the modules: your own individual service delivery
goals, local school district goals, state goals, or national goals
Using the background readings, webcast, your or your group’s critical issues, and the
list of prioritized threats and opportunities related to “school psychology personnel
shortages and service delivery” that you, or your group, identified at the conclusion of
Step II-B, brainstorm and record possible solutions and strategies related to each issue.
It should be noted that the lists of threats and opportunities should serve as resources
only; possible solutions are not limited to the lists of threats and opportunities.
Osborne’s rules of brainstorming (listed above) may be useful for this part of the activity.
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The product of this step will be, for each critical issue/outcome identified in Step II-A
(Worksheet A), an extensive list of possible solutions/strategies that you, or your group,
could use to address the issue.
Activity II-C-2: Identify/prioritize the most promising solutions/strategies: Group
discussion or individual reflection (Complete “Worksheet C: Module II
Solutions/Strategies Form”)
Using the group or individual responses to Activity II-C-1 (brainstorming
solutions/strategies), as well as the background readings and webcast, consider and
select 3-4 of the most promising strategies/solutions related to each critical issue for
“school psychology personnel shortages and service delivery.” Identify
solution/strategies that are most relevant for the level of focus of your target goals for
the modules: your own individual service delivery goals, local school district goals, state
goals, or national goals.
When selecting the most promising solutions/strategies, consider using such criteria as
relevance (Does idea have direct implications for this issue?), feasibility (How likely is it
that I, or my group, can put this idea into action?), effectiveness (Will this idea really
work?) and scientific evidence (Has this idea been supported in research?) to make
selections. Record your final list of strategies/solutions on “Worksheet C: Module II
Strategies/Solutions Form” (Worksheet C is located in the last few pages of this
module).
NOTE: You may discover that, during your consideration of solutions and strategies,
you or your group may wish to slightly---or significantly---modify the critical
issues/outcomes from Step II-A. Modifications are expected and encouraged,
as needed.
Step II-D: Develop plans for action, implementation, and evaluation related
to school psychology personnel shortages and service delivery
(Complete “Worksheet D: Module II Action Plan Form”)
Activity II-D-1: Target questions based on readings: Group discussion or
individual reflection
Groups: Before group discussion, the group leader can distribute or read the
questions, and allow group members to write brief responses to each question.
To begin group discussion of each question, the group leader can read the
question aloud and ask each group member in turn to give one response. As
time allows, ask each group member for a second response or discussion of
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frequent or related responses. A recorder could note and display responses on
an easel, computer monitor, or other display.
Self-study/independent learning: Read, consider, and write brief responses to
each question below.
NOTE TO ALL: For the target questions below, provide responses for the level of
service delivery on which you are focusing: your own individual service delivery
goals, local school district goals, state goals, or national goals
Target Questions:
a. What types of knowledge and skills will school psychologists need in order to
maximize their services, in light of potential diminishing numbers in our
profession? How can these knowledge and skills be integrated into graduate
training programs? Inservice or professional development for practicing
school psychologists?
b. Collaboration with other professionals (other educators, mental health
professionals, etc.), as well as parents, policy-makers, and others, will be
important for the achievement of priority goals related to school psychology
personnel shortages. Which groups will be important for collaboration?
Why?
c. How should diversity factors (of school psychologists, children, families,
schools) impact your selection of priority goals and action plans related to
school psychology personnel shortages?
Activity II-D-2: Identify plans for action, implementation, and evaluation: Group
discussion or individual reflection (Complete “Worksheet D: Module II
Action Plan Form”)
Groups: Before group discussion, the group leader can present and review each
critical issue for the group and its prioritized list of strategies and solutions (from
Activity II-C/Worksheet C). The group can select the critical issue of greatest
importance, discuss the merits of the strategies and solutions for the issue, and
select ONE strategy or solution for which to develop a comprehensive action
plan. (Depending on group wishes, the group can select additional strategies or
solutions for the issue, although the group is encouraged to place a realistic limit
on the number of strategies or solutions for which action plans will be developed
and implemented at any one time). Following development of an action plan for
the selected strategy/solution for one issue, the group may repeat the process for
strategies/solutions for additional critical issues, if the group elects to do so.
Complete “Worksheet D: Module II: Action Plan Form” for each strategy or
solution selected by the group.
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Self-study/independent learning: Review each critical issue and your prioritized
list of strategies and solutions (from Activity II-C/Worksheet C). Select the critical
issue of greatest importance to you, consider the merits of the strategies and
solutions for the issue, and select ONE strategy or solution for which you will
develop a comprehensive action plan (If you wish, you can select additional
strategies or solutions for the issue, although you are encouraged to place a
realistic limit on the number of strategies or solutions for which action plans will
developed and implemented at any one time). Following development of an
action plan for the selected strategy/solution for one issue, repeat the process for
strategies/solutions for additional critical issues, as desired. Complete
“Worksheet D: Module II: Action Plan Form” for each strategy or solution that you
selected.
NOTE TO ALL: Develop action plans that are most relevant for the level of focus
of your target goals for the modules: your own individual service delivery goals,
local school district goals, state goals, or national goals.
NOTE: You may discover that, during your consideration of solutions and strategies or
during action planning, you or your group may wish to slightly---or significantly--modify the critical issues/outcomes that you initially identified in Step 1. Or,
for example, you may discover that you and your group wish to revise or
expand a strategy considered during Step 3. Modifications are expected and
encouraged through the problem-solving and strategic planning process, as
needed.
Follow the instructions below for development of each action plan and completion of
“Worksheet D: Module II Action Plan Form.” (Worksheet D is located in the last few
pages of this module).
The most critical phase of strategic planning and problem-solving is creating the Action
Plan that describes how you, or your group, will go about implementing the strategy
chosen to address the issue and achieve the priority goal/outcome. Worksheet D is
provided to facilitate action planning. After selection of the critical issue and strategy
that will be the focus of your action plan, use the following guidelines to complete
Worksheet D. Complete a separate Worksheet D for each action plan that you will
implement.
a. In the first two boxes of the action planning form, record the critical issue and its
priority goal/outcome that you, or your group, have already selected. You may
copy the critical issue and priority goal/outcome from Worksheet A, or, if you
have made revisions, record your modified critical issue and its priority
goal/outcome.
b. Then, write a description of the selected strategy or solution that you, or your
group, prioritized to address the critical issue and achieve the priority/goal
outcome.
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c. Consider how the strategy will be implemented and outline the implementation
steps that will need to be followed in order to execute the strategy.
d. For each implementation step, identify resources (materials, people, etc.) that
can be useful.
e. For each implementation step, list the name(s) of people who will be responsible
for carrying the step (for plans developed as part of group activities, rather than
self-study/independent learning).
f. Determine the date when each implementation step of the action plan will be
completed.
g. At the bottom of the page for Worksheet D, you may categorize the action plan
into one or more of six general categories (Research and Knowledge Base,
Advocacy/Public Policy, Collaboration and Communication, Practice and Service
Delivery, Preservice/Inservice Training), if the categories will assist you, or your
group, with implementing or communicating the plan or with assigning
responsibilities.
h. Worksheet D concludes with a section for you to record a brief statement of the
“Data Collection, Assessment, and Accountability” to assist with monitoring of the
plan and evaluating its effectiveness. How will you measure and demonstrate
that the action plan is working and that you have achieved your priority
goal/outcome? In this section, identify types of data and data collection
procedures that you will use. Remember to record the criterion or expected
result to determine that the action plan has been successful.
i. Repeat the process for each remaining prioritized strategy. Select the next
solution/strategy, follow steps a-h above, and complete a new Worksheet D for
the action plan.
Optional: Complete “Module II: Professional Development Activity
Documentation Form” (see Optional Materials at the end of this module)
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Module II: Shortages/Service Delivery
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Appendix A: Comprehensive Results of Focus Groups Held
Prior to the 2002 School Psychology Future’s Conference:
Questions Related to School Psychology Personnel
Shortages and Service Delivery
In preparation for the Futures Conference, a series of focus groups were held at the
2002 NASP convention in Chicago. School psychology practitioners, students, and
trainers were asked to provide information in response to a series of targeted focus
group questions. Over 100 school psychologists provided responses to the focus group
questionnaire. Additionally we have collected responses from the focus group
questionnaire on the Futures Conference website.
NOTE: Julia Rutely of The University of Alabama compiled and categorized the focus
group data).
Focus Group Question: I think the most pressing issue in school
psychology is ____________?
Response Category:
Role Issues
Responses from Focus Groups
role expansion
lack of understanding of what school psychologist is
addressing the conflict between expanding out roles and the pressure to continue in our
expected capacities
array of services we can provide and finding time to provide them
changing roles of practitioners-retooling
need to collaborate and provide leadership and recommendations for movements such as
APA's psychology in education movement, school mental health movement, school reform
movement, safe schools and violence prevention, and early childhood from birth through
preschool initiatives
continuing pockets of resistance to consultation model (e.g. factory model)
the public relations, image, and marketing of the profession of school psychology
need to conceptualize the profession of school psychology in broader terms than only
focusing on special education and as only operating in the place of "schools."
de-emphasizing formal assessment just for placement purposes
developing and promoting empirically validated practices in our daily work
Dogmatism that we know "the" answer
eliminating territorialism and marketing the broad role of school psychology
ensuring high quality services to children, families, and schools
expanding roles in the context of a shrinking workforce
helping others understand what we do
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Module II: Shortages/Service Delivery
Page 18
lack of recognition or need for us on part of government and school boards
moving away from tests and toward helping
need to advocate for the importance of our role in the schools
providing services that can be provided by others-i.e. achievement tests, re-eval paperwork
providing services to all children
re-creating visage as mental health service providers
the "intervention", "testing" role/student needs
being heard in discussions on school and health care reform. We are still too often ignored.
LD initiative
truly expanding our role not just talking about it
Shortage Issues
# of trainers available
availability of personnel
dealing with the growing shortage of school psychologists
graying of service providers
increased demands for time without additional support
increasing practitioners
increasing the number of qualified school psychologists
not overreacting to the perceived "shortage"
number of school psychologists
overemphasis on assessments and personnel shortage
personnel shortage/burnout
shortage of new practitioners entering the field
shortage of school psychologists
shortage of school psychologists in our state, also PR for profession
shortage-adaptation to the future needs
shortage-increase pupil practitioner's ratio which tends to keep practitioners locked into
identification
the impending shortage of personnel
the shortage of adequately trained personnel
the graying of the profession accompanied by shortage
Training Issues
awareness of capabilities by others
becoming more versatile and efficient in providing broad-based non-categorical services
broad based training to offer mental health services by school psychologist
providing broad training and increasing the number of cultural and linguistic diverse
practitioners
recognition of the breadth of training and the role of school psychologists can play
restructuring service delivery
the presence of ethnically and culturally diverse practitioners
variability in training/expertise in school psychology
Focus Group Question: I think the most pressing issue in graduate
training of school psychologists is _______________?
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Module II: Shortages/Service Delivery
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Response Category:
Shortage
Responses from Focus Groups
availability of training in more universities
getting enough students
increasing the number of school psychologists who graduate from programs
lack of funding to support and attract graduate students
not enough
not lowering standards in response to the perceived shortage
open faculty positions
promoting and recruiting students
recruiting and retaining quality trainers of school psychology
recruitment of faculty
shortage of trainers
students not selecting it as a career
the lack of sufficient training programs available with specific emphasis on culturally,
ethnically diverse institutions
turning out enough grads to meet the demand
Role and Function
adequate preparation for a wide range of skills
counseling and consultation skills
developing effective linkages with community practitioners
developing their understanding of special education and school systems and improving their
consultative skills
emphasis towards training mental health professionals
faculty being connected to the real world, including topics of diversity, mental health,
interventions
providing students with actual classroom experience (teaching roles) and providing
interactions with outside agencies
how to expand training to critical area of mental health, crisis intervention, and address
diversity
lack of assessment of the social-emotional area
lack of connection between training and what is waiting outside the institution-trainers who
are not practitioners not understanding
lack of depth
maintaining a reality base with realistic contact with what actually occurs in schools
matching program standards to future needs and breadth of services
meeting the broad training standards so students will be well prepared for work
preparation for changing roles-flexibility in assessment and service delivery
preparation in all domains-mechanisms to assess competencies using performance-based
standards
promoting problem solving approaches
restoring best practices as "field realities"
support in and after training
the many competencies we need
the need for better training with diverse populations (low incidence, cultural diversity, nonEnglish speaking)
to provide a foundation that will enable graduates to faithfully adhere and continue to learn
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Module II: Shortages/Service Delivery
Page 20
empirically validated tools and procedures in their work
development of internship guidelines for the Ed.S. (masters+, CAGS, or Ed.S.) level school
psychology internship
integrating research with practice
training for future and not the past
providing all the content that students need within what is usually the longest training
program at the non-doctoral level (and one of the longest programs at the doctoral level)
training mental health providers
training re: mental health services as a part of rigorous training
training to advocate for expanded role
variability among programs and practice from state to state
Grad Student
factors
difficulty in funding--I'm also concerned about a lack of access for less affluent candidates
getting more minority candidates
lack of scholarship funding and a critical view of supporting "expensive" 60 school
psychology programs
more students
multicultural competency
need to change to meet needs of working students (whether in education/school psychology
jobs or other)
Focus Group Question: According to current and projected
demographics, school psychology in the United States is
approaching a significant shortage of psychologists to meet the
needs of children and schools in the 21st century. Briefly describe
the nature and impact of the shortage in your work setting.
Response Category:
Administrative
Responses from Focus Groups
fewer applications for school psych. openings
fortunately, NY has a large number of training programs in and around NYC, presently
graduating more students than can be absorbed in this small geographic area
high student/practitioner ratio
higher ratios (school psy.: student)
I'm a trainer: full classes-"sellers market" pressures to generate product
in Kansas, the state legislature this year actually decreased the amount of monies sent to
school districts. In some districts, school psychologist positions were cut and/or when school
psychologists resigned, their positions were not filled
in the state of OH, there are approximately 35-45 open positions. We have had a hard time
getting accurate numbers. The shortage is viewed as being at a critical level
major impact--need to attract and train more school psychology candidates
we are overwhelmingly a white profession -- we need to attract more students of color into
training programs
new school psychs need more mentoring when first start work in school settings
our state has NO training programs. We then need to "import" qualified school psychologists.
This will make an already difficult process more so
school districts compete to attract available school psychologists for new jobs
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Module II: Shortages/Service Delivery
Page 21
shortage in CA appears directly related to shortage of faculty--NASP needs to actively lobby
for a bill to fund (grants?) to fill/add faculty
should be an easy sale to attract people to field
states with no training programs may have a hard time attracting school psychs who may
have to move from another states
two years ago, one our psychologists left the district, and we were unable to hire a
replacement due to a complete absence of candidates. The remaining two psychologists did
evaluations outside of school to leap up with re-evals until we found a new psy
we recently took a poll at our state convention. We currently have over 60 openings within
the state with no relief in sight within the next 5 years as many more will be retiring
with retirement and with no increase in new applicants, the "one psychologist per school" will
gradually change, and psychologist to child ration will be affected
Qualifications
school system hires various other personnel i.e. teachers with a mini course in behavior
management, school counselors, which ideally school psychologists would be doing
due to this shortage, a number of clinical psychologists have been hired in school
psychologist positions and are utilized to complete behavioral assessments only because
they do not have the school based training
fewer applications for job openings-individuals who have accepted jobs have had
opportunities to go elsewhere (i.e., other school districts)
I presently continue to attract high quality school psychologists. I am concerned that this will
not be the case in the future
if a school psych is poorly prepared, others must fill in which creates more stress and
problems
in my state over 40 positions are currently being filled by "temporary" (unqualified) school
psychologists. There are limited resources for recruiting quality personnel
limited numbers of appropriately certified school psychologists applying for recently available
positions
many positions went unfilled or were filled by school psychological examiners (need certified
school psychology supervision)
marginal people are being certified
our positions are full now, but budget constraints may affect this soon. Statewide, agencies
cannot locate enough practitioners to fill openings
school psychs coming in with less experience and perhaps less prepared
school will look to other professions (CPCs) to fill in the gaps--other professionals not
necessarily trained to work in the schools
since I'm in private practice it affects me only tangentially. However, in my state it is causing
districts to hire inadequately trained individuals to provide school psychologist services and
threatens to produce a return to a psychometrist model of service
the last three psychologists hired in my district have come from the private sector-Ph.D.
Clinical Psychologists. Many of our rural settings have needed to contract services whereas
children have been evaluated but have not received appropriate services
there is no shortage in the Dept. of Defense Schools. However, there is a significant shortage
within my staff. This has been handled through conflict services with private practice school
psychologists or companies who provide contractual services
we have been trying to fill a trainer's position for two years. Last year we had 2 qualified
applicants and lost our offer to a university that could pay more. This year we've had only 1
qualified applicant apply
we see a number of unfilled positions esp. in rural areas
when we have hired recently, lack of good, well qualified candidates
there are no unemployed school psychologists. Therefore, even marginally competent
people have jobs
in state: open positions where evaluation services are being provided by retired school
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Module II: Shortages/Service Delivery
Page 22
psychologists or on Sat. by school psychologists from other cities. Counseling and
consultation not done emergency licenses for last year Ed.S students
Roles and Functions
this seems to result in school psychologists being limited to the assessment role and less
trained (or untrained) personnel being hired as "intervention specialists."
child/family crises build before school psychologists can intervene
creates greater workload for existing staff. Could potentially lead to lowering qualifications
having worked at the elementary, middle, and high school levels, I have found that the
differing needs at each level place too many demands on one person. Ideally, each level of
school should have a campus-based person
huge number of openings; mental health services cut back
increased ratios--inability to do more problem solving
increasing workload on existing staff resulting in decreased efficiency "burnout", vacant
position remained vacant for longer periods of time
it's difficult to meet the needs of students and attempt to expand my role as a mental health
provider when spread so thin (i.e. covering 7 separate school buildings)
length of day for school psych is 10-11 hours
length of work day of school psychologist extended significantly; Puts additional stress on
classroom teachers to address needs of children who are experiencing adjustment problems
in school and at home; At times erodes home/school collaboration
limits of role flexibility
more assessment work, less time for diverse role
more stress on classroom teachers because of mental health needs of children
not enough time to do the work-stress load is high-people leaving the profession
opportunity for new growth
positions remain open for a long time increasing work load of other staff and risk of loss of
position if unfilled
referrals have been high due to concerns about teacher accountability to help children meet
state standards so some school psychologists have felt STRESSED and have not had time to
provide more comprehensive services
school psychologists must work across several schools, all with different needs, so being
pulled in all directions
school psychs getting out of kilter with multidisciplinary teams, and impacting who philosophy
of how teams are working
schools near the university; the state of CT reports that in CT school psychology is a
shortage. Special note: There is a decrease in school counselors and school social workers
so they seek more-more school psychologists
straining family school collaboration
takes away prevention/intervention strategies, becomes crisis management at the back end,
which is not effective
the amount and effectiveness of services is compromised with regards to students, families,
and districts. Less time for professional development and remaining current in research.
Long hours. Less time for mentoring/consultation with colleagues
too spread out-inability to provide mental health services-consultation, etc.
two open positions this year-schools are open to alternative services just when we can't
provide them
we are very short on services-- in our rural state coverage is being done by non-school
psychologists-non-certification or minimally qualified individuals
we have 8 school psychologists for 25 schools (15000+). We are trying to move out of a "test
and place" model; I am the only school psychologist doing individual and group counseling at
one junior high in addition to my other 3 schools. We had usually 3
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Module II: Shortages/Service Delivery
Page 23
we have already had major cutbacks in our system. This has resulted in more emphasis on
testing, which is mandated by special education, and loss of expanded role we had enjoyed
we operate with shortages now. In many areas it results in limiting the role of the school
psychologists to what they are required to do legislatively--Test. They refer other things to
people who can cover it
fewer available bodies; therefore, school administrators conclude that fewer kids/teachers
need help
too many kids per caseload; less of opportunity to be effective
No Shortage
at this time, in western PA we are not experiencing a shortage. Our university programs are
advising students to go out of state for internships
has not impacted it to date
have not yet observed it
it is not having an impact. I think this issue is overrated at this time
none currently but in the future, shortages of trainers will be critical
none to date
not yet really seen in my district (or even statewide as far as I know). We benefit from local
training programs, regional programs
shortage not yet noted, but when it is the impact will be negative on the role/function
there has been no impact. A few rural, poor counties have trouble attracting practitioners
but...they always have had difficulty (state is encouraging "retirees" to reup for additional
years)
trainer: plenty of jobs for students. Frequently receive calls from people stuck seeking
candidates
we have been lucky enough to keep our positions filled
the shortage is just beginning to hit our area. There are several jobs available but the
majority of positions do get filled. We have 5 training programs in the state which has helped
thus far
no shortage now but in 5 years-more than 1/2 the state school psychologists will retire
in terms of numbers, my own district (Seattle) is doing relatively well -- we have about 1
psychologist per 1000 students
Focus Group Question: Please describe how you believe the
profession should respond to school psychology shortage.
Response Category:
Roles and Functions
Responses from Focus Groups
increased visibility about our services from national and local levels
collaborate with other associations within a state, to hold violence prevention programs. One
example is a radio talk show on teen suicide partially sponsored by state association
developing, implementing, and maintaining alternative service delivery models-e.g., increase
attention to prevention programs, early intervention, consultation, etc.
don’t short change schools as placements for school psychologist
don't over react!! Much of the "shortage" reflects increased demand due to expanded roles,
lower ratios, etc. Market forces will do much to increase supply-districts will increase salaries
I think we need to get students into our conferences in a productive way so they can get
connected with us. I think this could be done appropriately
look at all types of field placements to ensure that they are good models for school psych.
services. Not just all testing. Make sure that they have positive mentors in the field. Provide
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Module II: Shortages/Service Delivery
Page 24
innovative meaningful experiences. Hopefully this will keep students in the field
need bigger push for graduate students to understand education and school districts,
because some are being trained to go to hospitals and other settings
pay attention to service delivery models. For many years, we have been trying to have
indirect service delivery, and need to continue to look at this. Need to look at prevention
models---if we do more prevention, we may find that we have fewer needs for special
education----for students with more intensive needs
PSAs or visible "ads" which benefit children i.e. info to public but also accomplishes visibility
of school psychologists through sponsorship and school psychologists in the PSAs or similar
public relations
school psychologists need to become more visible and "promote" ourselves to our local and
state agencies. Further, we should volunteer at career fairs at local high schools to educate
younger students on our roles in the school setting
we have a huge PR problem---people call us counselors, etc. Lets have some public service
announcements—what we are and what we do
work toward consultation model
need to involve school psychologists working in international schools and Department of
Defense (DoDEA) schools in the development, training, and mentoring of school
psychologists in countries where school psychology is nonexistent or struggling to develop.
Examples: Singapore, Sri Lanka and Italy
I think the more PR the profession engages in, the more aware potential students will be of
school psychology
Recruitment and
Training
step up recruiting efforts of trainers as well as practitioners; 3)help establish new graduate
training programs
encouraging undergrads to go into school psychology
we need to recruit school psychology students from undergraduate psychology departments,
high schools, and even middle schools - particularly those that are serve students from
minority communities
mentor students in psychology science fair projects
increase training programs
1)Our training programs need to expand in order to turn out more graduates; 2)Very specific
respecialization standards need to be developed for those professionals who want to refrain
from allied fields or other areas in psychology; 3)Work with state dept
1-Increase # of trainers to increase # of slots available, 2-Increase info. to undergrad
students, 3-Increase funding for the internship year in states that either do not pay or pay
minimally
start recruitment in high school career days, psychology classes; more presence in
undergrad programs in schools of education and psychology-print ads, brochures,
presentations
career information about the profession of school psychologists and what school
psychologists do in terms of roles, responsibilities, qualifications, and so forth needs to be
available to potential future school psychologists populations as well as to those who might
utilize our services
emphasize minority recruitment
active recruitment of bright undergraduates--many don't know what a great field/career
school psychology is. For example, I have talked to young people who want to be child
clinical psychologists, who don't know that they can do what they want to do is s
look at part-time programs for non-traditional students
are our training programs ready to take on more students---could be a downward cycle there
bridge gap between H.S. and Ed.S. programs with information, scholarships, and face to face
learning opportunities with practicing school psychologists
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Module II: Shortages/Service Delivery
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by increasing the number of programs; respecialization; we must be careful not to allow
unqualified personnel to fill the positions
speakers for undergraduate psychology and education honor and professional societies
create marketing "professional entity" school psychologist as a career--a campaign that cross
ages students to working adults
create psychometrist level- Master's 36 -and have these people supervised by school
psychologist. School psychologist would become true case managers. Coordinate services
between schools and community and bringing community service into schools
develop more programs, especially in states without any. Continue
developing/fostering/supervising other professionals who want to become school
psychologists
distance learning and training opportunities; recruit related professionals, i.e. social workers,
counselors, special ed. teachers
draw in teachers for advanced degrees in school psychology as an alternative career track
encourage federal and state funding for training grants
encourage more universities to offer training; assist training programs in developing distance
learning opportunities
encourage psychology graduates to consider this field-perhaps if NASP put together a 10
minute power point presentation-our membership could use it at the local level
flexibility in relicensure standards for related professionals, -Utilization of diverse methods for
demonstrating school psychology competencies, -Financial incentives for advanced training
required to practice school psychology
work to prevent the reduction of the qualifications necessary for entry-level into the profession
of school psychology
form initiatives with state associations to develop recruitment plans
funding appears to be an issue. Drawing individuals to be trainers. Perhaps in the school,
working with others to increase awareness of capabilities to fill other roles
high school career fairs
I have no idea that would be realistic. Higher salaries would attract more to the profession
but unions won't allow it
I think NASP needs to get the word out, perhaps through PSAs that could be used in each
state. Also, college recruiters could go to high schools and promote the profession early on. It
is a disincentive for our APA approved program format for psych
in multiple ways, with respecialization of psychologists, distance learning, opportunities for
part-time students to study school psychology to get trained, increased emphasis on
practicum and internships, P.R. campaigns with superintendents
in my area, university training programs need to focus more on school psychology and not
training for position in hospitals, clinics, etc.
incentive programs for relief of loans. More consistent certification criteria across the states
increase our presence and participation on college campuses, especially HBCU's and other
institutions representing a culturally diverse student population. Increase our liaison with
organizations (professional) and student-based
increase recruitment efforts-Educate administrators for the need for school psychologists and
the services they can provide--so they can raise services
innovative training programs with greater access. Respecialization efforts. More aggressive
recruitment
let undergrads know about the field. Provide incentives for students and more support as you
enter the field. Recruiting HS/undergrad students for job shadowing. More support in
training programs
loan forgiveness for high need areas
look at entry level onto programs: 5-6 year bachelor programs so that students enter into
college with the expectation of leaving as a school psychologist
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Module II: Shortages/Service Delivery
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look at undergrad training in school psychology to engage undergrads in the field--(but
keeping the licensure reg. at the grad. level). Intensive PR at every educational level; PR
with all educational agencies-principals, school boards
many college age kids don’t have a clue about school psychology as a career---It is a great
career. These kids need to meet school psychs, we need to talk with undergrads and
encourage them to look into our field. We need to buttonhole individually some undergrads.
Talk with undergrad advisors too, especially in psychology
may open up possibility of tuition exemption, loan forgiveness
multiple improvements are needed: 1)post-doctoral respecialization of clinical psychologists;
2)we need to support use of school counselors and school social workers; 3)examine
distance learning to retrain related professionals; 4) reduce testing
need alternative training programs for working professionals
need to incorporate flexibility into school psychology training programs to allow master's level
educators (e.g. school counselors, school social workers, special educators) to obtain a
specialist in school psychology without having to make major life changes
need to look at non-traditional programs like our program use to be
my state received a state improvement grant for retention, recruitment, and retraining for
school psychology, special education, OT/PT, and Speech-language therapy. From that
grant free tuition for school psychology coursework has been offered the last two years
outreach should be made at the undergraduate level to educate prospective students on the
exciting and vital role that school psychologists play
professional associations develop talking points, maybe powerpoints, which could be used in
talks to undergrads and high school students
promote school psychology at high school and undergraduate levels
retraining; recruitment of students into training programs
school psychology needs more publicity as a career option. As an undergraduate, I know "of"
school psychology but did not know what it was all about until later
see above--We need to be concerned about continuing to uphold training standards and not
creating voids where the national universities come in to do the job
start professional school of school psychology. Continue to recruit. Consider continued role
change to mental health provider (requires trainers and much professional development for
existing practitioners)--for both NASP and State Associations
support higher ed NASP accredited programs, Encourage respecialization and retraining
options for others, Continued support in PR activities to increase awareness to our field,
Promote efforts to decrease time in unnecessary evaluations to "free up" time
we need to recruit graduate students from other countries to study school psychology in the
USA. Some will remain in the USA to work as school psychologists adding to our profession
in terms of language
support school psychology training programs. Facilitate doctoral granting institutions
support the expansion of training programs
undergrads who go into special education are an opportunity. Even high school seniors
sometimes can have internships, college experiences
we need a multifaceted approach including: 1)incentives to keep trained school psychologists
in the field; 2)specification and availability of respecialization training; 3)expansion of training
programs to produce more (qualified) graduates; 4)intensified
few APA approved internships, so doctoral students in school psychologists leave state.
Need more internships
Personnel
increase graduates, develop respecialization programs for clinical staff that require
comprehensive respecialization
respecialization programs
add university faculty so programs can admit more students
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Module II: Shortages/Service Delivery
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support ways to increase compensation
school districts have some systemic problems that interfere with hiring -- salary schedules
that top out at 15 years' experience, or policies that do not allow veteran psychologists to
transfer salary credits to another district or state
develop guidelines for re-specialization
developing processes/programs for respecialization for other disciplines (other psychologists,
educators, mental health counselors, etc.)
explore respecialization standards for retraining allied professionals as school psychologists,
increase PR activities for promotion of school psychology
funding issues--to support programs for responsible training. Salary issues--to attract
candidates to the field (retraining/respecialization)
get NCSP incentives
look beyond education into research about personnel---why people go into professions how
to draw and retain good personnel. People don’t always want high salaries---many other
factors drive career decisions, and we need to understand and use that. Look into what
business is finding
more reciprocity in state certification requirements
organized effort for recruitment via NASP delegates via state association efforts. Have
school psychologists declare "critical shortage" area federally
respecialization as underway
respecialization training-Step up recruitment efforts; explore partnerships between school
districts and universities to attract candidates (e.g. district provides scholarships and released
time to personnel in exchange for commitment to work there
Respecialization
the respecialization project can help in an immediate term; need to increase the quantity of
qualified culturally diverse students and future professionals; go to school job fairs, advertise,
encourage young people to study school psychology
we have to find a way to get universities to increase salaries so that there are no trainer
shortages and then, we can take more students into the programs and produce more
practitioners
we need a multifaceted approach including: incentives to keep trained school psychologists in
the field
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Module II: Shortages/Service Delivery
Page 28
Worksheet A: Module II Critical Issues Form
School Psychology Personnel Shortages and Service Delivery
Step II-A: Brainstorm and define critical issues related to school psychology
personnel shortages and service delivery (Complete Worksheet A: Module II
Critical Issues Form)
Activity II-A-2: Using your group or individual responses to Activity II-A-1 (brainstorming
critical issues), as well as the background readings and webcast, select 2-3+ critical
issues related to “school psychology personnel shortages and service delivery” that you
will emphasize during your completion of the remainder of Module II. Record the critical
issues in the first column on “Worksheet A Module II: Critical Issues Form” below.
Then, for each critical issue, rewrite the issue as a target goal/outcome that would be
important for guiding strategies, activities, and resolution of this issue in the future.
Record the target goals/outcomes in the second column of Worksheet A.
Prioritized Critical Issues
Example: School psychologists spend almost all of
their time in special education eligibility activities and
little time in prevention/intervention activities in
general education.
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Target Goals/Outcomes
Example: School psychologists will spend more time
in prevention/intervention activities in general
education.
Module II: Shortages/Service Delivery
Page 29
Worksheet B: Module II: Threats/Opportunities Form
School Psychology Personnel Shortages and Service Delivery
Step II-B: Brainstorm threats/opportunities related to school psychology
addressing critical issues of personnel shortages and service delivery
Activity II-B-2: For each priority issue from your “Worksheet A: Module II Critical Issues
Form” identify/prioritize opportunities to address it, as well as threats to the capability to
address it. Threats, or restraining forces, are those factors that prevent, impede, or
minimize your individual or your group’s role in addressing the issue. Threats might
include training program capacity, lack of time for practicing school psychologists, etc.
Opportunities, or driving forces, are factors that facilitate or enhance your individual or
your group’s role in addressing the issue. Opportunities might include practitioner
competencies, school psychology’s reputation, relationships with other professions, etc.
Using the group or individual responses to Activity II-B-1 (brainstorming
threats/opportunities), as well as the background readings and webcast, select 3-4
threats and 3-4 opportunities related to each critical issue for “school psychology
personnel shortages and service delivery” and record the threats and opportunities on
“Module II: Threats/Opportunities Form” (see Worksheet B below). Identify threats and
opportunities that are most relevant for the level of focus of your target goals for the
modules: your own individual service delivery goals, local school district goals, state
goals, or national goals.
Prioritized Critical
Issues
Example: School
psychologists spend almost
all of their time in special
education eligibility activities
and little time in
prevention/intervention
activities in general
education.
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Threats—factors that
prevent you from
addressing the issue
Opportunities—factors that
enable you to address the
issue
Some examples of threats might
be administrators stereotyping
school psychologists only as
assessors or high numbers of
teacher referrals for special
education.
Examples of opportunities here might
be school psychologists’ training in
prevention/intervention techniques or
school psychology’s resources to
advocate for better early intervention
resources in general education.
Module II: Shortages/Service Delivery
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Prioritized Critical
Issues
Go to Table of Contents
Threats—factors that
prevent you from
addressing the issue
Opportunities—factors that
enable you to address the
issue
Module II: Shortages/Service Delivery
Page 31
Worksheet C: Module II: Solutions/Strategies Form
School Psychology Personnel Shortages and Service Delivery
Step II-C: Brainstorm solutions/strategies; identify the most promising
solutions/strategies related to school psychology personnel shortages and
service delivery
Activity II-C-2: Using the group or individual responses to Activity II-C-1 (brainstorming
solutions/strategies), as well as the background readings and webcast, consider and
select 3-4 of the most promising strategies/solutions related to each critical issue for
“school psychology personnel shortages and service delivery.” Identify
solution/strategies that are most relevant for the level of focus of your target goals for
the modules: your own individual service delivery goals, local school district goals, state
goals, or national goals.
When selecting the most promising solutions/strategies, consider using such criteria as
relevance (Does idea have direct implications for this issue?), feasibility (How likely is it
that I, or my group, can put this idea into action?), and effectiveness (Will this idea really
work?) to make selections. Record your final list of the most strategies/solutions for
each issue on “Module II: Strategies/Solutions Form” (see Worksheet C below).
Prioritized Critical Issue
Most Promising Strategies/Solutions
Example: School psychologists spend
almost all of their time in special
education eligibility activities and little
time in prevention/intervention
activities in general education.
Example: Possible solutions might be a national or local
education campaign for administrators to promote the
indispensability of school psychology in prevention/intervention,
or inservice training for school psychologists in specific
instruction techniques for at-risk learners.
Go to Table of Contents
Module II: Shortages/Service Delivery
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Go to Table of Contents
Module II: Shortages/Service Delivery
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Worksheet D: Module II Action Plan Form
School Psychology Personnel Shortages and Service Delivery
Step II-D: Develop plans for action, implementation, and evaluation related to school
psychology personnel shortages and service delivery
Activity II-D-2: The most critical phase of problem-solving and strategic planning is creating the Action
Plan that describes how you, or your group, will go about implementing the strategy chosen to address
the issue and achieve the priority goal/outcome. Worksheet D is provided to facilitate action planning.
After selection of the critical issue and strategy that will be the focus of your action plan, use the following
guidelines to complete Worksheet D. Complete a separate Worksheet D for each action plan that you will
implement.
a. In the first two boxes of the action planning form, record the critical issue and its priority goal/outcome
that you, or your group, have already selected. You may copy the critical issue and priority
goal/outcome from Worksheet A, or, if you have made revisions, record your modified critical issue
and its priority goal/outcome.
b. Then, write a description of the selected strategy or solution that you, or your group, have prioritized
to use to address the critical issue and achieve the priority/goal outcome.
c. Consider how the strategy will be implemented and outline the implementation steps that will need to
be followed in order to execute the strategy.
d. For each implementation step, identify resources (materials, people, etc.) that can be useful.
e. For each implementation step, list the name(s) of people who will be responsible for carrying the step
(for plans developed as part of group activities, rather than self-study/independent learning).
f. Determine the date when each implementation step of the action plan will be completed.
g. At the bottom of the page for Worksheet D, you may categorize the action plan into one or more of
six general categories (Research and Knowledge Base, Advocacy/Public Policy, Collaboration and
Communication, Practice and Service Delivery, Preservice/Inservice Training), if the categories will
assist you, or your group, with implementing or communicating the plan or with assigning
responsibilities.
h. Worksheet D concludes with a section for you to record a brief statement of the “Data Collection,
Assessment, and Accountability” to assist with monitoring of the plan and evaluating its effectiveness.
How will you measure and demonstrate that the action plan is working and that you have achieved
your priority goal/outcome? In this section, identify types of data and data collection procedures that
you will use. Remember to record the criterion or expected result to determine that the action plan
has been successful.
i. Repeat the process for each remaining prioritized strategy. Select the next solution/strategy, follow
steps a-h above, and complete a new Worksheet D for the action plan.
Example (adapted from plan by the New Hampshire Association of School Psychologists):
Strategy: Sponsor state-wide conference for school psychologists on general education assessment practices that are
evidence-based and linked to interventions.
Implementation Steps:
1. Call for volunteers to serve on Conference Committee.
2. Meet to decide conference format, speakers, and date for conference.
3. Contact speakers and potential conference sites.
4. Select conference location and finalize speaker list.
5. Create a plan for publicizing the conference to key constituents, including school psychologists, administrators, and
teachers (regular, special education teachers, reading specialists) and create brochure.
6. Send out brochure and implement publicity plan.
7. Hold two-day conference in October and follow-up with conference participants at 6 and 12 months to evaluate their
use of content and strategies.
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Module II: Shortages/Service Delivery
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Action Plan Form for School Psychology Personnel Shortages and Service Delivery
Use one form for each action plan/activity.
Prioritized Critical Issue:
Target Goal/Outcome:
Strategy/Solution:
Implementation Steps
Potential
Resources
Responsible
Person(s)
Completion
Date
Check the area(s) below for which the action plan is relevant:
Research and Knowledge Base
Practice and Service Delivery
Advocacy/Public Policy
Inservice Training/Continuing Education (for practitioners)
Collaboration and Communication
Preservice Training (for graduate students)
Data Collection, Assessment, and Accountability (how will we know the plan has
worked?)
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Module II: Shortages/Service Delivery
Page 35
Module II: School Psychology Personnel Shortages and
Implications for Service Delivery
PROFESSIONAL DEVELOPMENT ACTIVITY DOCUMENTATION FORM
NOTE: This form may be modified as needed.
The form below may be used by coordinators of group activities (e.g., workshops, inservices,
courses, etc.) or those engaging in independent self-study to document professional
development activity for participants. Record the dates and number of hours spent in each
individual activity in which you engaged.
Participant Name: __________________________________________________________________
Dates of Professional Development Activity: ______________________________________________
Title of Workshop/Inservice/Course if applicable: __________________________________________
Signature of Coordinator of Workshop/Inservice/Course if applicable __________________________
Select one
Workshop
Date(s) Self- or group
of
study contact
Activity hours hours
ACTIVITY
RESOURCES FOR READING AND REVIEW
a. Responses from national focus groups to questions about school
psychology shortages (Appendix A)
b. Curtis, M. J., Chesno Grier, J. E., Hunley, S. A. (2004). The
changing face of school psychology: Trends in data and
projections for the future. School Psychology Review, 33, 49-66.
OR School Psychology Quarterly, 2003, 18, 409-430.
c. Curtis webcast from futures conference
http://video.indiana.edu:8080/ramgen/vic/futures_20021114_1.rm
or Curtis transcript of webcast
http://www.indiana.edu/~futures/CurtisTranscript.doc
webcast or transcript supplemented by Curtis PowerPoint
http://education.indiana.edu/~futures/curtis.ppt
d. Additional readings: list optional readings as applicable:
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Module II: Shortages/Service Delivery
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QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL
REFLECTION
PROBLEM SOLVING STEPS
 Step II-A: Brainstorm and define critical issues (Complete
Worksheet A: Module II Critical Issues Form)
 Step II-B: Brainstorm threats/opportunities (Complete “Worksheet
B: Module II Threats/Opportunities Form”)
 Step II-C: Brainstorm solutions/strategies; identify the most
promising solutions/strategies (Complete “Worksheet C: Module
II Solutions/Strategies Form”)
 Step II-D: Develop plans for action, implementation, and
evaluation (Complete “Worksheet D: Module II Action Plan
Form”)
I participated in a total of _____ clock hours of independent self-study activity.
I participated in a total of _____ clock hours of workshop/inservice/course or other group learning activity.
Important note about use of this form for continuing education requirements for credential
renewal (state certificate, state license, NCSP, etc.): Users of this form should apply the above
professional development hours only as specified by the credentialing agency.
I affirm that the activities and hours documented above are those in which I actually participated.
Participant’s Signature
Go to Table of Contents
Date
Module II: Shortages/Service Delivery
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