ONLINE LEARNING MODULES

Developed byPatti L. Harrison, The University of Alabama

Jack Cummings, Indiana University

Advisory BoardRachel Brown-Chidsey, University of Southern Maine

Sandra Christenson, University of MinnesotaMichael Curtis, University of South Florida

Peg Dawson, Seacoast Mental Health Center, New HampshireJohn Desrochers, New Canaan Public Schools, Connecticut

Sissy Hatzichristou, University of Athens, GreeceCathy Lines, Cherry Creek Schools, Colorado

JoAnne Morgan, Graduate Student, University of MassachusettsDiane Smallwood, Philadelphia College of Osteopathic Medicine

Gary Stoner, University of MassachusettsChris 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 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.

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Module V: Schools and School Psychology

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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PURPOSE AND OVERVIEW

RESOURCES FOR READING AND REVIEW

QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION

PROBLEM SOLVING STEPS Step V-A : Brainstorm and define critical issues related to schools and school

psychology (Complete Worksheet A: Module V Critical Issues Form) Step V-B : Brainstorm threats/opportunities related to school psychology

addressing critical issues for schools (Complete “Worksheet B: Module V Threats/Opportunities Form”)

StepV-C : Brainstorm solutions/strategies; identify the most promising solutions/strategies related to schools and school psychology (Complete “Worksheet C: Module V Solutions/Strategies Form”)

Step V-D : Develop plans for action, implementation, and evaluation related to schools and school psychology (Complete “Worksheet D: Module V Action Plan Form”)

APPENDICES Appendix A : Comprehensive Results of Focus Groups Held Prior to the 2002

School Psychology Future’s Conference Appendix B : Critical Issues/Outcomes Identified by Onsite and Remote Site

Participants in the 2002 School Psychology Futures Conference Appendix C : Threats/Opportunities Brainstormed by Onsite and Remote Site

Participants in the 2002 School Psychology Futures Conference Appendix D : Solutions/Strategies Brainstormed by Onsite and Remote Site

Participants in the 2002 School Psychology Futures Conference Appendix E : Priority Goals for Action Plans Developed by Onsite and Remote

Site Participants in the 2002 School Psychology Futures Conference

WORKSHEETS Worksheet A : Module V Critical Issues Form Worksheet B : Module V: Threats/Opportunities Form Worksheet C : Module V: Solutions/Strategies Form Worksheet D : Module V: Action Plan Form

OPTIONAL MATERIALS Module V: Professional Development Activity Documentation Form

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MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY: TABLE OF CONTENTS

Previous modules have focused on personnel shortages, needs of children, and improving the linkages between home and schools. Module V is designed to examine issues affecting current (and future) schools. You will have the opportunity to think broadly about schools, the process of schooling, and both educational and mental health services in schools. Module V will allow you to complete problem-solving steps to identify critical issues related to schools and school psychology service delivery, threats and opportunities, possible strategies, and action plans

Module V 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 V SCHOOLS AND SCHOOL PSYCHOLOGY: PURPOSE AND OVERVIEW

a. Responses from national focus groups to question about schools’ needs (See Appendix A later in this module).

b. Sternberg, R. (2004). Four alternative futures for education in the United States: It’s our choice. School Psychology Review, 33, 67-77. 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, 431-445.

c. Sternberg webcast from futures conferencehttp://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rm

or Sternberg transcript of webcasthttp://education.indiana.edu/~futures/SternbergTranscript.doc

webcast or transcript supplemented by Sternberg PowerPoint http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rm

Brown-Chidsey, R. (Ed.) (2005). Assessment for intervention: A problem-solving approach. New York: Guilford

Centers for Disease Control, Best Practices of Youth Violence Prevention: A Sourcebook for Community Action: http://www.cdc.gov/ncipc/dvp/bestpractices.htm

Controversy over Response to Intervention, The School Psychologist, 59(1), 10-35. Includes pro RTI commentary by Flecther Reschly, Gresham, Tilly, Burns, Prasse, Shinn, and rebuttal by Kavale, Kaufman, Naglieri, Hale, Schrank, Teglasi, Wolf, Miller, Caterino, and Reynolds. http://education.indiana.edu/~div16/school_psychologist_winter2005.pdf

Individuals with Disabilities Education Improvement Act of 2004 (IDEA) resources:http://www.ed.gov/policy/speced/guid/idea/idea2004.html

International Reading Association, Response to Intervention in the Individuals with Disabilities Education Act, http://www.reading.org/resources/issues/focus_nclb_IDEA_RTI.html

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MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY: RESOURCES FOR READING AND REVIEW

Primary Readings Based on 2002 Futures Conference:

Additional readings: Optional readings as applicable:

Nastasi, B. K. (2004). Meeting the challenges of the future: Integrating public health and public education for mental health promotion. Journal of Educational and Psychological Consultation. 15. 295-312.

National Association of State Mental Health Program Directors and The Policymaker Partnership for Implementing IDEA at The National Association of State Directors of Special Education (2002). Mental health, schools and families working together for children and youth: Toward a shared agenda. http://www.ideapolicy.org/sharedagenda.pdf

President's Commission on Excellence in Special Education (2002). A new era: Revitalizing special education for children and their families. http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports.html

SafeYouth.org, School Health Index—A Self-Assessment and Planning Tool for Schools: http://www.safeyouth.org/scripts/news/docs/school.asp

Simmons, D. C., Kame’enui, E. J., Good, R. H., Harn, B. A., Cole, C., & Braun, C. (2002) Building, implementing, and sustaining a beginning reading improvement model: Lessons learned school by school. In M. R. Shinn, H. M. Walker, & G. Stoner, (Eds.). Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 537-570). Bethesda, MD: National Association of School Psychologists.

Stein, B. D., Kataoka, S., Jaycox, L. H., Wong, M., Fink, A., Escudero, P., Zaragoza, C. (2002) Theoretical basis and program design of a school-based mental health intervention for traumatized immigrant children: A collaborative research partnership. Journal of Behavioral Health Services & Research, 29, 318-327.

Strein, W., Hoagwood, K., & Cohn, A. (2003). School psychology: A public health perspective I. Prevention, populations, and, systems change. Journal of School Psychology, 41, 23-38.

Wizda, L. (2004). An instructional consultant looks to the future. Journal of Educational and Psychological Consultation. 15. 277-294.

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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.

a. I think the most pressing issue in schools or education is __________________?

a. From the summary of national focus groups to questions about the needs of schools (see Appendix A), which comment or comments did you find to be most relevant to your own perception of the needs of schools in your professional setting? Why?

b. In his webcast and 2004 article, Sternberg recommended that schools should teach for “wisdom,” in addition to teaching for successful intelligence. What is Sternberg’s definition of wisdom? How can teaching for wisdom be incorporated into the curriculum in schools in your setting? How should school psychologists promote teaching for wisdom?

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MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY:QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION

Focus question: Group discussion or individual reflection:

Target questions based on background reading and webcast: Group discussion or individual reflection

c. The 2002 futures conference emphasized that health/mental health services, in addition to effective instruction, are important components of schools. What is the nature of health/mental health services in schools? In what ways should school-based health/mental health services be improved?

d. A major principle of the futures conference was “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.” What specific diversity factors currently relate to the schools in your setting? How do diversity factors impact the delivery of school psychology services for schools in your setting?

e. (For practicing school psychologists). Using a 10 year time frame, what are projected trends or changes in schools in your setting? What changes in service delivery within your psychological services unit (or, if more relevant, in your school district or state) will be needed to address these trends or changes in schools?

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Activity V-A-1 Reading and review:

Summary of critical issues related to schools from 2002 Future’s Conference (See Appendix B later in this module).

Activity V-A-2: Brainstorm critical issues related to schools: Group discussion or individual reflection

Brainstorm critical issues related to “schools and school psychology” that you will emphasize during your completion of the remainder of Module V. “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:

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Step V-A: Brainstorm and define critical issues related to schools and school psychology (Complete Worksheet A: Module V Critical Issues Form)

MODULE V SCHOOLS AND SCHOOL PSYCHOLOGY: PROBLEM SOLVING STEPS

Rules for Brainstorming(From Osborne, 1963)

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 V-A-3: Prioritize the critical issues: Group discussion or individual reflection (Complete “Worksheet A: Module V Critical Issues Form”)

Using your group or individual responses to Activity V-A-2 (brainstorming critical issues), as well as the background readings and webcast, select 2-3+ critical issues related to “schools and school psychology” that you will emphasize during your completion of the remainder of Module V. Record the critical issues in the first column on “Worksheet A: Module V 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.

Activity V-B-1: Reading and review:

Results of brainstorming of threats/opportunities related to schools and school psychology from 2002 Future’s Conference (See Appendix C later in this module).

Activity V-B-2: Brainstorm threats and opportunities: Group discussion or individual reflection

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Step V-B: Brainstorm threats/opportunities related to school psychology addressing critical issues for schools (Complete “Worksheet B: Module

V Threats/Opportunities Form”)

For each critical issue related to “schools and school psychology” that you, or your group, identified at the conclusion of Step V-A and recorded on “Worksheet A: Module V 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 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 V-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 V-B-3: Identify/prioritize the most significant threats and opportunities: Group discussion or individual reflection (Complete “Worksheet B: Module V Threats/Opportunities Form”)

Using the group or individual responses to Activity V-B-2 (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

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issue for “schools and school psychology” and record the threats and opportunities on “Worksheet B: Module V 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.

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 V-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.

Activity V-C-1: Reading and review:

Results of brainstorming strategies related to schools and school psychology from 2002 Future’s Conference (See Appendix D later in this module).

Activity V-C-2: Brainstorm solutions/strategies: Group discussion or individual reflection

For each critical issue related to “schools and school psychology” that you, or your group, identified at the conclusion of Step V-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.

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Step V-C: Brainstorm solutions/strategies; identify the most promising solutions/strategies related to schools and school psychology

(Complete “Worksheet C: Module V Solutions/Strategies Form”)

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 “schools and school psychology” that you, or your group, identified at the conclusion of Step V-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.

The product of this step will be, for each critical issue/outcome identified by you or your group in Step V-A (Worksheet A), an extensive list of possible solutions/strategies that you, or your group, could use to address the issue.

Activity V-C-3: Identify/prioritize the most promising solutions/strategies: Group discussion or individual reflection (Complete “Worksheet C: Module V Solutions/Strategies Form”)

Using the group or individual responses to Activity V-C-2 (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 of your or your group’s critical issues for “schools and school psychology”. 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 V: Strategies/Solutions.” (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 V-A. Modifications are expected and encouraged, as needed.

Activity V-D-1: Reading and review:

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Step V-D: Develop plans for action, implementation, and evaluation related to schools and school psychology (Complete “Worksheet

D: Module V Action Plan Form”)

Priority goals for action plans related to schools and school psychology from 2002 Future’s Conference (See Appendix E later in this module).

Activity V-D-2: 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 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. Consider the priority goals related to schools from the 2002 Futures Conference in Appendix E. Although these priority goals were developed for national implementation, which one (or more) of these goals has the most relevance for your setting? Why?

b. Since the 2002 Futures’ Conference, IDEA 2004 legislation has been passed. How does IDEA 2004 relate to the priority goals from the 2002 Future’s Conference?

c. How will IDEA 2004 impact schools and school psychology in your setting? How will it impact effective instruction for children? How does IDEA 2004 have the potential to impact health and mental health services in schools?

d. What types of knowledge and skills will school psychologists need in order to address critical related to schools? How can these knowledge and skills be integrated into graduate training programs? Inservice or professional development for practicing school psychologists?

e. 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’ issues. Which groups will be important for collaboration? Why?

f. How should the diversity of schools in your setting impact your selection of priority goals and action plans related to critical issues for schools?

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Activity V-D-3: Identify plans for action, implementation, and evaluation: Group discussion or individual reflection (Complete “Worksheet D: Module V Action Plan Form”)

Groups: Before group discussion, the group leader can present and review each critical issue for the group and the group’s prioritized list of strategies and solutions (from Activity V-C/Worksheet C). The group can select the critical issue of greatest importance to the group, 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 V Action Plan Form” for each strategy or solution selected by the group.

Self-study/independent learning: Review each critical issue and your prioritized list of strategies and solutions (from Activity V-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 V 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.

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Follow the instructions below for development of each action plan and completion of “Worksheet D: Module V 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 or your group’s 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 your or your group’s 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 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 successfully 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 that you or your group has selected for implementation. After selecting the next solution/strategy, follow steps a-h above and complete a new Worksheet D for the action plan.

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Documentation Form” (see Optional Materials at the end of this module)

Appendix A: Comprehensive Results of Focus Groups Held Prior to the 2002 School Psychology Future’s Conference:

Question Related to Schools and School Psychology

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 schools or education is __________________?

Response Category: Responses from Focus GroupsFunding adequate funding for all children

Budgetarydoing "more with less" -great educators leaving the profession, legislatives dictating educational outcomesfinancial supportFUNDING!!!funding school psychological services at an adequate level so that all students can receive and benefit from school psychological servicesMoneyoverarching principle that schools must do more with fewer resourcesshortage of funding and excellent teachersthe accountability/outcome evaluations $$$$$$

Administration & Personnel

making data based decisions personnel shortagesa lack of visionary leadership and direction ("just tell me what to do")antiquated scheduling and organization of schoolsbroadening servicesaddressing needs of low SES, at risk kids. Especially in urban areas.educating school leaders about the relationship between academic success and social emotional healthgovernmental expectations that are unrealistichaving enough hours in the day to teach all of the curriculumhiring and retraining quality teachersimposition of standards by legislation without financial resources

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lack of adequately trained teacherslimited accountabilityneed more empirically validated practicespublic relations-enlisting support (a political endeavor)quality trained educatorsshortage of pupil service providersstaff training (preservice and inservice)staff training at preservice and inservice---all staff at all levelsBenchmarks

Classroom & Academic curriculum, awareness of teachersincreasing student achievementpressure to increase achievement scoresaccountability and high stakes testingdemonstrating effectivenessresponding to challenges of multiple/diversedevelopmentally appropriate practices are neededeliminating barriers to learningfailure to reach some childrenhigh stakes testingschool-wide screeningsupport in regular educationconvincing teachers that they have a responsibility to educate all their students, including those with disabilities (and for teachers that already accept this, getting them the knowledge and skills to teach a wide variety of students)teaching ALL childrenthe bizarre emphasis on the almighty "tests" for all kids as a measuring basethe pressure related to high stakes testing...much of our curriculum and support is guided by that too little time-too many demands

Mental Health & Behavior

addressing mental health needs of all studentsawareness of mental health concerns especially young childrenbehavioral problems in childrenbeing able to work preventatively rather than reactivelychildren's mental health needslack of adequate mental health supportlack of personal connections student to teachermental healthstress increasing in families increases discipline problems, bullyingaddressing all students' needsbecoming less humanistic

Environment creating a safe and supportive environment

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creating an environment conducive to learningdiscipline and dealing with diversityhow to make it a real learning environmentinequity issuesmultiple demandssafetyserving low SES , at-risk students-and lack of support systems for those studentsviolence/bullying/sexual harassment-disciplinebalancing education and safety issuespromoting high achievement while having a safe environment

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Appendix B: Critical Issues/Outcomes Identified by Onsite and Remote Site Participants in the 2002School Psychology Futures Conference

Schools and School Psychology

More effective education and instruction for all learners

Increased quality of appropriate and effective instructional practices, regardless of special education eligibility status, ethnicity, culture, socioeconomic, and other factors.

Increased use of early identification and prevention programs using empirically proven techniques (e.g., Direct Instruction, CBM) to maximize academic success (especially in early literacy/reading).

Improved teaching practices using empirically supported programs and reduced gaps between school programs and efficacy data (e.g. more effective teaching practices, effective school climate, methods of teaching reading, retention, violence prevention, etc.).

More accurate and effective education and special education planning, based on needs rather than current categorical models.

Increased strategies and programs to meet the needs or learning styles of lower level students (slow learners, ESOL, etc.).

Enhanced instructional practices that address diversity issues. Increased effective use of positive behavior interventions through the understanding

and application of functional behavior assessment. Decreased reliance on high-stakes tests, and increased reliance on other variables

that take into the ecologies that impact the child’s learning and success (e.g., high-school success/performance, individual persistence, culture, motivation, reasoning skills, creativity, interpersonal skills, writing skills, and prior achievement).

Improvement in measures of academic achievement that guide effective instruction. Improved identification of educational needs, with greater specificity in interventions,

so as to strengthen the link between intervention and need identified. Increased general education classroom opportunities and resources for children with

learning difficulties, employing pre-referral models and a significant increase in school consultation services.

Increased data-based decision making and interventions with data based case management and follow up, directed toward academic functioning and mental health of all students, by all school personnel.

Improved services of school personnel to address a range of student needs/backgrounds in academic, social, emotional development in both general education and special education, which would facilitate more flexible pedagogy to meet their student’s needs.

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Increased child and family services in schools that promote health and mental health and are integrated with community services

Greater child and family access to quality comprehensive health and mental health services through the public schools, including availability of services beyond the school day.

Increase availability of and access to a broad range of mental health and support across school and community agencies.

Increased access to reliable school and community-based prevention and intervention health services that address developmental needs of children and families.

Increased access to services for young children that reduce the likelihood of developing more severe pathologies.

Increased access of family-centered services through schools/community agencies (not "simply treat the child" model).

Increased school and community mental health services to support needs of culturally, linguistically, educationally and intellectually diverse learners

Increased early identification of at risk behaviors of children and adolescents. Increased preventive, proactive, systemic interventions that support children’s

healthy development (both academic and emotional). Expanded programs that integrate health, mental health, safety, and school success. Redesign of programs to become more outcome/solution oriented. Increased interagency collaboration to eliminate service redundancy and service

provider silos. Increased evidence of safe, caring climates with connected/involved students in the

a significant percentage of the nation's schools. Increased attention given to the social –emotional needs of children in schools,

including increased opportunities to make children and youth feel that they "matter" in order to create a greater sense of autonomy, competence and self-esteem.

Increased identification, availability, coordination, and use of effective and efficient mental health support services, including school psychological services.

Increased use of ongoing formative and summative program evaluations of the effectiveness, efficiency, costs, and benefits of school psychological services (e.g., evaluations have limited benefits and high cost, indirect services (consultation and in-service training have low costs and broader benefits).

Increased use of alternative funding sources to allow school psychologists more time to engage in early intervention and prevention practices.

Increased clinical training for school psychologists who tend to be the frontline mental health professionals in the schools.

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Appendix C: Threats/Opportunities Brainstormed by Onsite and Remote Site Participants in the 2002 School Psychology Futures Conference

Schools and School Psychology

THREATS: More effective education and instruction for all learners

Response Category: Responses from Conference GroupsLACK OF RESOURCES System resistance to change

Time issues Funding issues Having to rely on others – issues of integrity Relative anonymity and isolation of school psychologists Funding

TRAINING ISSUES School psychologists have a lack of knowledge about the recent changes that are being made in the academic curriculum. There is also a shortage of teachers to provide adequate instruction to students. For some teachers there is a resistance to accept the support that school psychologists are able to provide. Administrators are choosing "popular" strategies to improve student performance that may not be research based and may not prove to have positive outcomes for students. Schools are slow to embrace new ideas, even when the pendulum swings as far as attitude, change takes a long time to happen Need to provide continuing education on academic instruction for current practitioners Teacher training programs are more likely to be constructivist and anti-behavioral interventionsMany programs do not train people in intervention model Not enough research on what are critical needs Not enough training for school psychologists in educational foundations Out of comfort zone Lack of teacher training Teacher perceptions of children's academic and social behaviors Some programs do not incorporate training in instruction and effective teaching practices Lack of training for teachers and SPs

MISPERCEPTIONS Role definition - what others think we should be doing is a threat and is discouraging - it puts up boundaries We (school psych, teacher admin, teacher ed) do not teach the same orientation or even use the same terminology High stakes testing is contrary to opportunities School psychs are under-utilized re assisting districts in curriculum, high stakes testing, etc.

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Psychs are too itinerant and too often reassigned to be viewed as part of the system and to have a chance to provide these services School psychs may not be funded to work w. general ed students – local/state interpretations School Psychologists are usually not involved in the development of state standards. Curricula are often not developmentally appropriate. We are not viewed as having the knowledge to contribute to "instruction" decisions. School psychology is too tied to special education Federal policies can pose threats – focus on achievement and not learning Interorganizational turf battles; guild issues Lack of outcome data Diversity; individual differences Limited understanding of school psychologists’ roles, clients, and competencies by stakeholders Multiple and variable roles of school psychologists interferes with the public’s recognition and understanding of the profession. Is it realistic as well as productive for a profession to have so many (potential) roles?

TEACHER RESISTANCE We are too content to test – too many do not want to change the role Resistance from teachers We do not have time to do all these things

OVERLOAD Too much time spent on paperwork trying to accommodate students to high stakes tests and vice versa Ratios of school psychologists to students is too high Teachers are asked to perform too many functions Not enough time to perform inservices Systems issues – time, large class size, etc. Multiple school assignments Shortage of school psychologists

OPPORTUNITIES: More effective education and instruction for all learners

Response Category: Responses from Conference GroupsKNOWLEDGE BASE The training that school psychologists have in curriculum based measurement is

directly linked to empirical research promoting specific interventions. The new generation of teachers should receive training about the professionals that will provide resources to them, specifically those professionals working in the field of school psychology that may have expertise in measurement and intervention planning. We have a good knowledge base NASP's leadership Very effective training programs (i.e., Kent State University) Knowledge about effective teaching Help with data collection School Psychologists can provide teacher training

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Our track record in advocating for the "underdog", inclusion, and early intervention puts us in a good position to promote effective instruction for all learners. Also, our knowledge of systems and system change can help in establishing effective instruction in our schools. Expertise in learning, planning instruction; Evaluation skills in diagnosing problems Know how to identify and deliver evidence based programs; can link research to practice School psychologists can build on their current credibility/expertise in assessment Preservice teacher training re our role Teachers can better evaluate instructional needs and plan instructional strategies We have/should have courses in our training programs in academic interventions Have strong NASP training standards that support educational interventionsPsychs are training in classroom management and classwide interventions Psychs are training in learning and could assist teachers who are not trained as well in that areaPsychs are trained in data-based problem solving, research, evaluation, and assessment – are underutilized by districts Psychs orientation toward problem solving model and decision making, thinking systemicallyKnowledge of cultural factors in learning STRATEGY – have school psychs teach course in problem solving in education

LEGISLATIVE-REGULATORY

Have to maintain licensure and continuing college credits Involvement at the state department level results in increased systems level involvement at the local levels More input from representatives in policy WE are still seen primarily as "testers". Archaic guidelines from IDEA narrows our role and focus. Many of us lack knowledge about effective instructional practices. Federal attention and resources to education for all Advocacy ESEA/New IDEA / No child left behind support instructional intervention Advocacy to affect policy

PROFESSIONAL PRACTICE

Early identification Support for teachers Use of research based interventions Pre-referral process Proactive approach Consultation skills to work with teachers Cross collaboration with education programs Policy focus on positive behavior supports fits well with expertise of school psychologists

SYSTEMS LEVEL Regular education DRA's - collaborate with Special Education directors Systemic level attention Newer consultation models

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Mental health/academic performance relationship All stakeholders are anxious to provide needed help for all students Graduate students in school psychology are potential systems change agents who can provide models of new roles and practices Mentor beginning teachers We can collaborate with teachers

TECHNOLOGY We have good technology and a movement toward evidence-based practice Due to technology we can do more comprehensive evaluations that assess instructional needs

OTHER Organizations provide information & disseminate in accessible ways

THREATS: Increased child and family services in schools that promote health and mental health and are integrated with community services

Response Category: Responses from Conference GroupLACK OF RESOURCES, TIME, AND MONEY

We know so much mental health issues are present in the children (comorbidity with academics) while we are trying to improve the academic disabilities Budget crisesLack of qualified personnel with "health service" orientation and fundamental Knowledge of operation of schoolsLack of diversity in our fieldLack of fundingMinimal pay to qualified individualsLack of time for coordinating services between school and community Lack of timeFunding issuesLack of manpower, training, and a mandate limit our efforts. Turf issues are a problem. Also, time and schedule constraints present problems.Fearfulness of changeOld Fogeyism – the profession is resistant to change if a significant proportion of the profession is set in their waysThere is a shortage of bilingual psychologists and minority psychologists and people that are comfortable working with ethnic minority groupsThere may need to be subgroups, subspecialties within school psychology because we can’t be all things in all areasWe need to stop test developers /corporations from using our practice as beta testers, when there are serious errors in the test. Perfect it first.

LACK OF TRAINING; INADEQUATE TRAINING

Inadequate training in interprofessional collaborationLack of training in languages in the schools – lack of interpreters Training programs do not involve counseling training for mental health servicesExpectations—practice does not necessarily match training when practicing in schools

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Training can be too narrow – both in universities and in internships. We don’t always train for the new rolesWe’re not sure what to do with the younger kidsWe need to stop using a clinical model exclusivelyEmpirically supported interventions are needed, and especially those that are preventive in natureSometimes we don’t identify problems at the right level – we do it at the level of the child, and it ought to be understood more broadly (class or school)

TURF ISSUES Turf wars between different mental health service providing groups Turf issues = funding issuesTerritorial boundaries

MISPERCEPTIONS; POOR UNDERSTANDING OF ISSUES

Perception by others that school psychologist are not qualified mental health service providersSchool psychologists are not seen nor see themselves as mental health workersLack of acceptance of mental health counselingWe feel a prevailing sense of hopelessnessThe administrations’ view of priorities for us – if they continue to see us in a testing only role, its hard to break out ofAs demands on the profession rise, interest in joining the profession fallsWe don’t view ourselves as broad preventionistsThe perception (or actuality) that we lack skills in interventions and CBMWe get sidelined because people perceive us as being too busy to contribute to new and innovative ideasWe fail to focus on who and what we are, and try to be everything for everybody

OTHER Tendency to focus on interventions instead of preventions and wellness promotionConfidentiality and public stigma of receiving mental health services in schoolsDifferences in jargon and languageSchools are after thoughts in wrap around programs – not real collaborationDifferences in jargon and languageLack of communicationGeographic issuesFASST does not happen often enough to disseminate responsibilities across communitiesAwareness of available servicesAdministrative support and systems level support Lack of manpower, training, and a mandate limit our efforts. Turf issues are a problem. Also, time and schedule constraints present problems.

OPPORTUNITIES: Increased child and family services in schools that promote health and mental health and are integrated with community services

Response Category: Responses from Conference GroupsPROMOTING Help link need and service for people who do not know how

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HEALTH/MENTAL HEALTH; FULL SERVICE SCHOOLS

Collaboration/liaison between school psychology and juvenile justiceWrap around services minimize turf issuesSystems of care involvement Mental health services in schools have been proven to work wellMore utilization and funding of school based clinicsMental health professionals come to schoolsFull-service schools, early intervention clinicsOur knowledge about systems, group processes, and change help us promote health and mental health services in the schools. We know the kids and the community and have access to the children. After all, they are a "captive audience". Our services are This will be an opportunity for school psychologists to be involved in school-based health clinicsAnd to use diverse community resources such as grandparents and retired persons – resources we don’t typically tap intoWe’ll have the opportunity to foster systemic, natural supports for children’s mental healthWe always will have the opportunity to do more if we push for it

ADVOCACY AND CHANGE POLICIES

Advocacy to change policies in local/state levels Wrap Around ServicesWe’re in the schools, we’re known and we’re trustedWe can evaluate resources and we’re in a place to do soHMOs and the medical profession will allow opportunity for new partnerships

LEGISLATIVE IDEA's increased emphasis on family involvement can improve public awareness and set the stage for collaboration to effect better mental health programs in schoolsThere will be more opportunity for funding for K-12 prevention under the no child left behind legislation

SCHOOL REFORM; SYSTEMATIC CHANGE

Professional development schools with school psychology related services can be developed to strengthen family/school partnershipsSchool psychologists have the opportunity to be on committees for systemic change Because of the trend to transfer the responsibility of mental health service from state to local control, there is an opportunity for school psychologists and schools to assume the role of intervention with these displaced individualsMore in-services for teachers and parents

TRAINING More pre-service training in working within an ecological modelPre-service training for School Psychologists: integrating NASP expectations and ethics in all training programsWe have the opportunity to focus on what we are about and support that in training – we can cut out the things that we don’t believe in, like projectives

OTHER Educating pediatricians on developmental problems instead of pediatricians saying, "Wait another year."Recruiting qualified practitioners on the Ph.D. track to become university facultyPsychs have skills to write grants for such programsHealth providers – new role for consultation/collaboration w. school psychsCase managers to oversee services

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Youth centers provide servicesFASST teams that involve key member from the community, parents, and schools to problem solve school issuesWe’ll have increased job security as testing demands drop

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Appendix D: Solutions/Strategies Brainstormed by Onsite and Remote Site Participants in the 2002School Psychology Futures Conference

Schools and School Psychology

Solutions/strategies: More effective education and instruction for all learners

Response Category: Responses from Conference GroupsCommunity Services Increased child & family services that promote health & mental health and are

integrated into the communityJoin outside agencies to assist with the school and community to address the barriers to learningGarner community support by ranking schools on how well they address barriers to learningIdentify and use existing building and community resourcesConsciously promoting partnerships with teacher educators and the educational communityWork with parents

School Psychology Public Relations

Promote ourselves as School Psychologists, we need to be available and work harder. School psychologists need to act on behalf of children (i.e. implement effective practices that they are trained in) without blaming others and without excuses.The general school public has to love us, like us, and know us (We can not be solely associated with significant "child - centered" problems)Promote pride in our profession and our professional identityMake known the competencies that the school psychologists possess to support effective instructionIncrease visibility (e.g., with school board, at state level)Focus on making all professionals in schools more aware of various strategies for instruction (e.g., cooperative learning, differentiated instruction, teaching to various learning styles)Market our skills in providing instructional recommendations and preventing the need for special education placementUse good communication skills to talk in a language they understand

Serve Children in All Settings

Assist in viewing outcomes for the total school population to provide instructional recommendations. Assist administrators in interpreting statistical data in relation to outcomes.Need to identify strengths in all studentsImplement more of a creative curriculum in alternative schoolsIdentify children who are disconnected from schools and are not identifying with their role in the schoolNeed to work with the judicial system in addressing barriers to learningSchool psychologists will increasingly need to be involved in school wide

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programmatic issues such as serving on curriculum committees, school reform committees, and involvement in "accountability issues" such as state testingSchool psychologists need to be more prominent in other settings (i.e. those settings in which decisions are made regarding individual children and educational resources).Work with “hidden schools,” “hidden populations”Work with homeless

Change School Psychology Role

Spend less time on special education activitiesDelegate some of the assessment duties to other personnelChange the school psychologist’s role from tertiary to primary. Included in this is using assessments that enable monitoring early on and are directly linked to interventions. This would also include broadening the focus at the pre-referral level, especially advocating for school psychologist involvement at this level.Consider using family service plans at all agesUpdating the field supervisors of interns on upcoming changes in role and function to enhance what they are able to do, as opposed to interferingUse B.A./M.A. level diagnosticians to do bulk of assessment activities, freeing school psychologists to do more prevention, intervention, and systems-level changeIncrease school psychologists’ contact with teachers-in-training, to provide teachers with information on behavior managementSchool psychologists sitting on area school boardsBe on curriculum committees to have some say about designing the curriculumIncreasing social validity of consultation as a role of school psychologyIncrease multi-disciplinary collaboration in these areasExpand career paths within education for school psychologistsWork with early intervention, school readiness, prevention

Training -Self & Others Expand training opportunities for school psychologists to attain specialized skills easily. We should consider offering training via internet to train specialized skills.Current and future school psychologists need to be trained in instructional and curricular intervention and consultation and have opportunities to practice these skills while in their training programs.Continuing and enhancing Continuing Professional Development activities. This includes educating teachers, administrators, and other professionals about research based interventions. Finally, this would include taking a look at alternatives to school year and scheduling using what we know about effective schooling.Education of other professionals about our capabilities and training as school psychologistsTaking advantage of grants that are available would also be key, however training in this area needs to be increased both in training programs and for practitionersIn-services on classroom management skillsTraining opportunities at the graduate levelMore effective teacher training. Teach teachers how to teach.NASP Creates a training module for school psychologists on effective instructional practicesProvide comprehensive training in these areas for school psychologists

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Sponsor workshops, research, reference materials and web-based resources that will prepare school psychologists to use data to for problem solving purposes: to define, monitor progress, and evaluate outcomes at an individual/class/school system levelsPromote formal training opportunities for current school psychologists in diverse practices and research using a variety of settings and formatsFocused training in consultation (e.g., conferences)Explore personal attitudes and stereotypesProvide training in organizational and systems consultationEducate others about importance of preventionTraining (preservice) in curriculumIncrease cross-training at the university level with other disciplines (integrate programs). For example, teacher training programs need to include some emphasis on psychology while school psych programs need an educational and ecological emphasis, not just clinical.Identify, generate, disseminate, and evaluate strategies for promoting effective instruction in both training and practiceDevelop information and support systems for teachers around effective instruction. For example, this can be done by: in-services at schools; helping teachers to use data (not just collect it); we can demonstrate our knowledge in classrooms; encourage inter-disciplinary conferences.Create an education model to meet mental health needs by doing more training about these issuesDevelop a profile that identifies barriers to learning from administration and develop a plan to address the barriersShare mental health issues with administrator at their professional meetingsCreate a school atmosphere where staff can ask for help

Policy & Advocacy NASP/APA should develop strategic plans to address the shortage of school psychologists in specific regions of the country. In particular, NASP and APA should work with State Departments of Education and State Organizations to develop mechanisms for ensuring that school psychologists are available in every school district (This is considered a basic issue that needs to be addressed before school psychologists in certain regions can engage in more effective practice).Increase school psychologists’ roles at state and national levels of education, making policy, curriculum, and mental health decisionsAdvocating change from a top down approachEnsure NASP involvement in the reauthorization of IDEA to confirm the strong role for school psychologists in serving the educational needs of a broad range of studentsPromote early intervention through policy developmentEducation about legislation and link to practiceEnhance legislation/lobbyingWork at the policy levelExposing trainees to state-level education departmentsIncrease familiarity with state and local benchmarks

Collaboration/ Consultation Increase collaboration with educators (general ed., special ed.), as well as emphasis on effective instruction, curriculum, and other educational issues throughout training

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programsCollaboration with school psychology program to bridge the practice research gap.More consultation with teachers/administrators school boardsEnhance collaboration between school psychology and education in order to become more active and effective in the teacher education/training processDevelop our systems consultation role (e.g., instructional consultant, selecting curriculum, high stakes testing) at building, district, state, national, and dept. of education levelsConsultation as a central roleMore systematic practice of consultationMore collaborative in workConsult at all levels of the system to promote evidence-based practice to enhance learning and academic outcomesUse technology promote effective consultation

Mental Health Organize how mental health services are providedCreate mental health provision teams to provide services in a more efficient mannerNeed mental health support teams in schools to provide services to studentsNeed to differentiate between mental health and mental illnessUse concrete language about mental health services and what we can do to interveneUse preventative techniques to address mental health issues with a broader focus that meets the needs of the total student populationNeed to address mental health needs related to divorce

Show systems how mental health interventions result in higher achievement scoresMake connection between mental health and academic competence

Research To Practice Analyze system needs and respond to areas of needHelp define measurable outcomesRedefine NASP blueprint to define basic competencies (platform skills) vs. specialized skillsNeed to define how we organize school psychological servicesDevelop standards for what an exemplary program is and develop benchmarks to go with that programHelps schools track rate of acceleration of their studentsChange the process from counting number of assessments to measuring outcomesHelp districts create local normative dataCompare known prevalence rates of mental issues to how many children we are servingEvaluation of current teaching methodsA greater emphasis on an understanding of effective instruction, learner characteristics, and responsive instructional methods (e.g., triarchic theory)Advocating better ways to measure student outcomesInvolvement in classroom school design for preventing problem behaviorsParticipate in accountability teams (e.g., national centers, national associations,

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state depts.)Facilitate practitioners knowledge of current researchIdentifying needs of schools and plugging into those needsUse problem solving model to design and evaluate effective instruction/instructional environments for diverse populationsPut resources on relevant education websites. Better dissemination of empirically based programs.Document outcomes of servicesIdentify what is effective instructionDevelop prevention-focused model that includes: screening, early identification, peer programs, process for pre-referral interventions, and an effective child study processOffer our unique problem solving skills in addressing instructional problemsCreate interventions to reduce rate of fights, retention, absences, etc.Encourage greater use of data driven and empirically supported models of instruction, intervention and evaluationAdopt an ecological/system-focusMore research to determine effective instruction for students with identified processing deficitsIncrease opportunities for action researchIncrease social validity of action research in schoolsGet serious about evidence based interventionUse evidence-based methods (both existing and practitioner-driven) for academic and behavioral intervention as well as monitoringIncrease focus on alternative assessment methods and pre-referral intervention services that are infused in the school cultureUse evidence-based practice/research to inform academic and social/emotional interventions and use data to evaluate outcomes and cost effectiveness

Diversity Need to address self-esteem issues faced by minority studentsAddress diversityPromote research about what works with diverse childrenPrepare ourselves to work with diversity

Other Move away from the individualized medical model to focus on the needs of a larger student populationProvide more information to systems about how to address barriers to learning. Organize this knowledge base about factors that are barriers to learning.Recognition and acceptance of the strengths of teachersRecognize that there is no “universal” solution

Solutions/strategies: Increased child and family services in schools that promote health and mental health and are integrated with community services

Response Category: Responses from Conference GroupsLEGISLATIVE Evaluate and revise federal mandates to facilitate family involvement

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Increase legislative efforts to fund effective and necessary services for all childrenPromote a national agenda for screening and establish national standards to ensure that only appropriate personnel are working with childrenUtilize “No Child Left Behind” to fully embrace prevention and early intervention training and practiceBecome involved in policy and legislation workBetter advocacy

ACCESSIBLE MENTAL HEALTH SERVICES

Advocating and instituting for legislation change and funding that allows this to fall into a school psychologist’s realm; Alternate funding provided by insurance plans or public assistance plansOne stop shopping, all purpose school, school health, mental health, full service schools ; Extension of school hours to advocate for these servicesCollaboration with community agencies to prevent duplication of services; more wrap around services; “no wrong door”Develop multidisciplinary teams at the local, district level that include juvenile justice, mental health professionals, education personnel, medical personnel, parents, etc. to problem-solve issuesIdentify community resources that can assist in such collaborations, including businesses, hospitals, etc.Collaborate with after-school community programs such as YMCA, mentoring (Big Brother/Big Sister), little league teams, etc.Increase child and family services in schoolsCollaborating health care and other services with schoolsBuilding a web of servicesAdvocating for full service schoolsSchool psychologists can coordinate the services in schools. Bring services to the schools.Develop full-service schools (or increase funding for them!) that offer medical, mental health, and other community-oriented servicesWork more closely with pupil services personnel and community service agencies on mental health and health issuesAdopt an ecological/system-focusIdentifying effective change agents/partner with the schoolInteragency collaborationsNeed to increase efficacy of parents in school atmosphereCreating a space that is designed to facilitate parent comfort, involvement.Bring services to schools for families for one stop shoppingCreate an organizational climate where school psychologists consult with teachers and parents as team members for purposes of preventionFoster the development, implement, and fund of school based clinicsIncreased child and family services in schools that promote health and mental health and are integrated with community servicesIncrease group counselingMore consultation and collaborationIncrease networking

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Reach out to other providers – mental health, psychologyWork well with disciplinary boundaries – “get over” turf issuesPromote evidence based mental health and health interventionsWrap-around programsSchool as a haven (e.g., free breakfast, character education)Linking and brokering services for familiesUse schools as community centers by integrating community activitiesExtended hours

COMMUNICATION Increase visibility of existing programs through publications to disseminate models related to multidisciplinary collaborationPromote the visibility and diversity of school psychological servicesMake known the competencies that the school psychologists possess to support child/family mental healthPresentations/advocacy among related fields, school boards, administrators, publicPersonalize communications to parents to best suit their needsContinued collaboration with parents is a goal of ALL meetingsIdentify parents who are not involved (perhaps through conferences?)Self-marketing for mental healthImprove knowledge and relationships with community resources

SERVICE DELIVERY After-school parent trainings, group therapy, and other community services (6-8 week sessions)Emphasize health promotion and wellness using evidence-based interventionsFocus on diversity and cultural competence in professional training and practiceDevelop practice standards for school psychologistsDevelop model for interactionBigger emphasis on EBI for family intervention projectsIncrease awareness in other agencies that school is a place to coordinate services for childrenIdentify and meet needs of the parentsRange of opportunities for family involvementAdvocate for the incorporation of prevention, relationship-enhancing and resiliency models (protective factors) in school and community environments as key to achieve social emotional success at the classroom, school and community levelImprove methods of collaborating at systems levels to break the boundaries and borders between disciplines and specialty areasDevelop models to establish inter-organizational and inter-agency collaborations that will enhance school psychology’s role in advocating for effective social-emotional supports for childrenIncreased child and family services to promote health and mental healthDevelop and promote needs based integrated service delivery systems that take advantage of an array of resources to address the health and mental health needs of diverse populationsDevelop, implement, and evaluate models of interdisciplinary training at preservice and inservice levels to promote the health and mental health of all children

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Increase the awareness of school psychologists as mental health providers, increase the training of school psychologists as mental health providers, and increase provision of servicesSystems changeBecome leaders in service integration and coordinationDevelop referral system/processesConnect academic and mental healthPromote a full-service school model that includes mental health and community servicesImprove proper nutrition

TRAINING & LEADERSHIP DEVELOPMENT

Promoting strong leadership, developing leaders through graduate programsIncrease training in mental health for school psychologistsIncrease clinical consultation and collegial supportProvide training to people who interact with the parentsMore training in interventions (mental health)More training in mental healthMore training in interagency collaborationInterdisciplinary training – within schools and outside of schoolsMore culturally sensitive servicesMore family training/Work with familiesFocused and more intense training – multiple opportunities and multiple levels, go beyond awareness level to supervision, etc.Leadership role for making it happen at a systems levelFacilitate closer match between schools and training programsBroaden definitions for internship, practicum sites to include other settings, with other professionalsDevelop respecialization programsIncrease knowledge about health issuesPromote new mindset among SPs – health/mental health providers/agentsCoordinated national effort around contemporary roles/ensure knowledge base and identityParent education in schools

COLLABORATION Increased emphasis on consultation of school psychologists in facilitating this collaborationPromote interagency/interprofessional collaboration with school psychologists as lead personEstablish more partnerships between universities and schoolsDevelop diverse advisory boards (in schools, training programs)Work within the boundaries and scope of training

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Appendix E: Priority Goals for Action Plans Developed by Onsite and Remote Site Participants in the

2002 School Psychology Futures Conference

Schools and School Psychology

Priority Goals: More effective education and instruction for all learners

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.

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.

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. 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.

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.

6. Pre-service Training Goal A: Implement a national pre-service and in-service training initiative for school psychologists regarding effective instruction.

Priority Goals: Increased child and family services in schools that promote health and mental health and are integrated with community services

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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.

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.

3. Collaboration & Communication Goal A: Form effective collaborations with related professionals and stakeholders to implement quality health and mental health programs.

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. In-service Training Goal A: Prepare current practitioners to implement a public health model.

6. Pre-service Training Goal A: Prepare future practitioners to implement a public health model.

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Worksheet A: Module V Critical Issues Form

Schools and School Psychology

Step V-A: Brainstorm and define critical issues related to schools and school psychology (Complete Worksheet A: Module V Critical Issues Form)

Activity V-A-3: Prioritize the critical issues: Group discussion or individual reflection

Using your group or individual responses to Activity V-A-2 (brainstorming critical issues), as well as the background readings and webcast, select 2-3+ critical issues related to “schools and school psychology” that you will emphasize during your completion of the remainder of Module V. Record the critical issues in the first column on “Worksheet A: Module V 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 Target Goals/OutcomesExample: School psychologists spend almost all of their time in special education eligibility activities and little time in prevention/intervention activities in general education.

Example: School psychologists will spend less time in special education eligibility activities and more time in prevention/intervention activities in general education.

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Worksheet B: Module V: Threats/Opportunities Form

Schools and School Psychology

Step V-B: Brainstorm threats/opportunities related to school psychology addressing critical issues for schools

Activity V-B-3: For each priority issue from your “Worksheet A: Module V 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 V-B-2 (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 “schools and school psychology” and record the threats and opportunities on “Module V: 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

Threats—factors that prevent you from addressing the issue

Opportunities—factors that enable you to address the issue

Example: School psychologists spend almost all of their time in special education eligibility activities and little time in prevention/intervention activities in general education.

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.

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Prioritized Critical Issues

Threats—factors that prevent you from addressing the issue

Opportunities—factors that enable you to address the issue

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Worksheet C: Module V Solutions/Strategies Form

Schools and School Psychology

Step V-C: Brainstorm solutions/strategies; identify the most promising solutions/strategies related to schools and school psychology

Activity V-C-3: Using the group or individual responses to Activity V-C-2 (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 of your or your group’s critical issues for “schools and school psychology.” 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 V: Strategies/Solutions Form” (see Worksheet C below).

Prioritized Critical Issue Most Promising Strategies/SolutionsExample: 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.

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Prioritized Critical Issue Most Promising Strategies/Solutions

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Worksheet D: Module V Action Plan Form

Schools and School Psychology

Step V-D: Develop plans for action, implementation, and evaluation related to schools and school psychology

Activity V-D-3: 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 or your group’s 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 your or your group’s 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 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 successfully 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 that you or your group has selected for implementation. After selecting 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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Action Plan Form for Schools and School PsychologyUse 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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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

ACTIVITY

Date(s) of Activity

Self-study hours

Workshop or group contact hours

RESOURCES FOR READING AND REVIEW      a. Responses from national focus groups to questions about

schools’ needs (See Appendix A).      b. Sternberg, R. (2004). Four alternative futures for education in

the United States: It’s our choice. School Psychology Review, 33, 67-77. OR School Psychology Quarterly, 2003, 18, 431-445.      

c. Sternberg webcast from futures conference

http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rmor Sternberg transcript of webcasthttp://education.indiana.edu/~futures/SternbergTranscript.docwebcast or transcript supplemented by Sternberg PowerPoint http://video.indiana.edu:8080/ramgen/vic/

futures_20021115_1.rm

     

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Module V: SCHOOLS AND SCHOOL PSYCHOLOGY

PROFESSIONAL DEVELOPMENT ACTIVITY DOCUMENTATION FORM

d. Additional readings: list optional readings as applicable:      

QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION      

PROBLEM SOLVING STEPS       Step V-A: Brainstorm and define critical issues (Complete

Worksheet A: Module V Critical Issues Form)       Step V-B: Brainstorm threats/opportunities (Complete

“Worksheet B: Module V Threats/Opportunities Form”)       Step V-C: Brainstorm solutions/strategies; identify the most

promising solutions/strategies (Complete “Worksheet C: Module V Solutions/Strategies Form”)      

Step V-D: Develop plans for action, implementation, and evaluation (Complete “Worksheet D: Module V 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 Date

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