Master List of 54 Goals
OVERRIDING PRINCIPLES

Currently, and for the foreseeable future, we are faced with a shortage of school
psychologists that threatens our capacity to meet the needs of children in schools. The
profession must increase efforts to recruit and retain professionals in our field.

Recruitment and retention 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.

Prevention and early intervention will be necessary to achieve positive outcomes for
children, families, and schools.

Evidence-based practices will be necessary to achieve positive outcomes for children,
families, and schools.

In order to be effective, school psychological services must demonstrate respect for and
understanding of diversity factors for children, families and schools, including factors related
to cultural, individual, and role differences (e.g., age, gender or gender identity, cognitive
capabilities, developmental level, race, ethnicity, culture, national origin, religion, sexual
orientation, disability, language, and socioeconomic status).

Change will be facilitated by using electronic tools for communication. High quality
resources may be collaboratively developed and disseminated.
Note: bold italicized items represent priority goals
1. Improved Academic
Competence and School
Success for All Children
1.1 Research & Knowledge Base
1.2 Advocacy & Public Policy
Goal A: Identify best practices for prevention/early intervention
programs that enhance academic competence for all children.
Goal B: Identify best practice for early identification of children at
risk for academic problems, particularly in the area of acquisition
of reading skills.
Goal C: Systematically examine whether multicultural
perspectives are reflected across the K-12 curriculum to
increase academic involvement, relevance, and motivation of
diverse children
Goal A: Advocate for universal early prevention and
intervention programs that emphasize language, cognitive,
and social-emotional development and are placed in the
context of ethnicity, SES, gender, and language.
Goal B: Advocate for regulations for assessment practices that
are empirically linked to strategies to improve academic
performance and that those assessment practices account for
the influence of ethnicity, SES, gender and language on learning
outcomes.
1. Improved Academic
Competence and School
Success for All Children (cont.)
1.3 Collaboration & Communication Goal A: Provide tools that school psychologists can use to work
with families and other professionals to employ strategies for
improved academic competence and social success for all
children.
1.4 Practice
Goal A: Develop mechanisms by which school psychologists will
employ strategies for improved academic competence and
social success for all children.
Goal B: Foster school psychologists’ participation in the
implementation of universal early prevention and intervention
programs that emphasize language, cognitive, and socialemotional development and are placed in the context of
ethnicity, SES, gender, and language.
Goal C: Ensure that assessment practices of school
psychologists are empirically-linked to strategies to
improve academic performance, and that those assessment
practices account for the influence of ethnicity, SES,
gender, and language on learning outcomes.
Goal D: Provide tools and techniques that will enable school
psychologists to systematically examine whether multicultural
perspectives are reflected across the K-12 curriculum to
increase academic involvement, relevance, and motivation of
diverse children.
1.5 In-service Training
Goal A: Develop and implement in-service training for
school psychologists related to universal early prevention
and intervention programs.
Goal B: Provide training for school psychologists that will enable
them to systematically examine whether multicultural
perspectives are reflected across the K-12 curriculum to
increase academic involvement, relevance, and motivation of
diverse children.
1.6 Pre-service Training
Goal A: Ensure that school psychology program graduates are
knowledgeable about effective instructional design that
considers the needs of diverse learners (race, ethnicity, SES,
language ability).
Goal B: Develop and implement preservice training for school
psychologists related to universal early prevention and
intervention programs.
Goal C: Provide pre-service training to enable school
psychologists to systematically examine whether multicultural
perspectives are reflected across the K-12 curriculum to
increase academic involvement, relevance, and motivation of
diverse children.
2. Improved Social-Emotional
Functioning for All Children
2.1 Research & Knowledge Base
2.2 Advocacy & Public Policy
Goal A: Develop evidence-based intervention resources for
improving children’s social-emotional functioning.
Goal B: Develop data-based evaluation methods to assess
growth in social-emotional areas.
Goal A: Develop advocacy activities highlighting the link
between safe school environments and academic success.
Goal B: Promote the availability of comprehensive range of
services, from supportive and inclusive placements
through interim alternative placements, for students with
severe emotional and behavioral disorders.
Goal C: Advocate for use of evidence-based interventions and
evidence based practice for improved social-emotional
functioning in law and regulations.
2.3 Collaboration & Communication Goal A: Establish ongoing treatment teams and partnerships
that encompass family, education, therapy, psychology, and
medical expertise that address: socio-emotional goals in IEPs,
crisis intervention/suicide prevention, ongoing assessment and
progress monitoring of interventions and utilization of evidence
based interventions and supportive service delivery among team
members.
Goal B: Increase public awareness of school psychologists as
mental health service providers.
Goal C: Educate all stakeholders about the importance of
social-emotional competence for children.
2.4 Practice
Goal A: Ensure that school psychologists implement school
climate improvement programs.
Goal B: Ensure that school psychologists develop a
systematic plan in all schools to reduce social/emotional
barriers to learning.
Goal C: Develop a framework by which school psychologists will
provide appropriate services for students in need of early
(selective) intervention.
2.5 In-service Training
Goal A: Promote professional development resources of school
psychologists that enhance skills related to children's socialemotional competence.
Goal B: Develop resources for appropriate professional
development and clinical supervision of school psychologists.
2.6 Preservice Training
Goal A: Promote training of school psychologists that enhance
skills related to children's social-emotional competence.
3. Enhanced family-school
partnerships and parental
involvement in schools
3.1 Research & Knowledge Base
Goal A: Identify evidence-based models of effective familyschool partnerships.
Goal B: Promote research on effective family-school partnership
models.
3.2 Advocacy & Public Policy
Goal A: Impact federal, state, district and school policy to ensure
that all families are integral partners in the educational process.
3.3 Collaboration & Communication Goal A: Develop partnerships at all levels to ensure that all
families are integral partners in the educational process.
3.4 Practice
3.5 In-service Training
3.6 Pre-service Training
Goal A: Ensure that school psychologists engage in
activities to Change the culture of schooling to ensure that
families are integral partners in the educational process of
children.
Goal B: Modify the professional identity of school psychologists
to incorporate more of a family-focused family partnership
emphasis.
Goal A: Change in-service education and training of school
psychologists to infuse a focus on families as integral partners in
the educational process.
Goal A: Change pre-service education and training of
school psychologist candidates to infuse a focus on
families as integral partners in the educational process.
4. More effective education and
instruction for all learners
4.1 Research & Knowledge Base
Goal A: Identify key components of effective instruction of
all learners, including evidence- based approaches to
prevention and early intervention for learning problems.
4.2 Advocacy & Public Policy
Goal A: Impact federal, state, district and school policy to ensure
that all programs focus on more effective education and
instruction of all learners, including evidence-based approaches
to prevention and early intervention for learning problems, and
address diverse needs of children and families.
4.3 Collaboration & Communication Goal A: Promote instructional interventions in schools through
marketing strategies about skills school psychologists have in
areas of effective instruction.
Goal B: Promote school psychology by broadening the awarding
of recognition to individual school psychologists, school system
programs of psychological services & training programs and/or
trainers.
4.4 Practice
Goal A: Promote use of a problem-solving as a service delivery
model for school psychologists.
Goal B: Implement a national initiative for school psychology
practice regarding effective instruction.
Goal C: Develop strategies that can be used by school
psychologists to evaluate program effectiveness.
4.5 In-service Training
Goal A: Provide in-service training for school psychologists
in the use of a data-based problem solving model to
implement evidence-based instruction and interventions.
Goal B: Implement a national pre-service and in-service
training initiative for school psychologists regarding
effective instruction.
4.6 Pre-service Training
Goal A: Implement a national pre-service and in-service training
initiative for school psychologists regarding effective instruction.
5. Increased child and family
services in schools that promote
health and mental health and are
integrated with community
services
5.1 Research & Knowledge Base
Goal A. Develop a research agenda to support school
psychology, adopting a public health service delivery model that
emphasizes prevention, health and mental health promotion,
and research at the school and community level.
5.2 Advocacy & Public Policy
Goal A: Impact federal, state, district and school policy to
promote development of quality health and mental heath
programs that include evidence- based approaches to
prevention and early intervention for health and mental health
problems and address diverse needs of children and families.
5.3 Collaboration & Communication Goal A: Form effective collaborations with related professionals
and stakeholders to implement quality health and mental health
programs.
5.4 Practice
Goal A: Implement a "Public Health Task Force" that focuses on
school psychology adopting a public health service delivery
model ("full service school model'), which emphasizes
prevention, health and mental health promotion, and research at
the school and community level.
Goal B: Define and promote population-based service
delivery in schools and school psychology.
5.5 In-service Training
5.6 Pre-service Training
Goal A: Prepare current practitioners to implement a public
health model.
Goal A: Prepare future practitioners to implement a public
health model.