The Future of School Psychology: Online Learning Modules MODULE VI SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS?

The Future of The Future of School Psychology:School Psychology: Online Learning ModulesOnline Learning Modules

MODULE VI MODULE VI SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY

TODAY AND TODAY AND TOMORROW: NEXT TOMORROW: NEXT

STEPS? STEPS?

Developed byDeveloped by

Patti L. HarrisonPatti L. Harrison The University of Alabama The University of Alabama

Jack CummingsJack CummingsIndiana UniversityIndiana University

Advisory BoardAdvisory BoardRachel Brown-Chidsey, University of Southern MaineRachel Brown-Chidsey, University of Southern MaineSandra Christenson, University of MinnesotaSandra Christenson, University of MinnesotaMichael Curtis, University of South FloridaMichael Curtis, University of South FloridaPeg Dawson, Seacoast Mental Health Center, New Peg Dawson, Seacoast Mental Health Center, New HampshireHampshireJohn Desrochers, New Canaan Public Schools, John Desrochers, New Canaan Public Schools, ConnecticutConnecticutSissy Hatzichristou, University of Athens, GreeceSissy Hatzichristou, University of Athens, GreeceCathy Lines, Cherry Creek Schools, ColoradoCathy Lines, Cherry Creek Schools, ColoradoJoAnne Morgan, Graduate Student, University of JoAnne Morgan, Graduate Student, University of MassachusettsMassachusettsDiane Smallwood, Philadelphia College of Osteopathic Diane Smallwood, Philadelphia College of Osteopathic MedicineMedicineGary Stoner, University of MassachusettsGary Stoner, University of MassachusettsChris Willis, Newport County Regional Special Chris Willis, Newport County Regional Special Education, Rhode IslandEducation, Rhode Island

Important NoticesImportant NoticesThe online learning modules were adapted from materials developed for and resulting from the 2002 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 on the Future of School Psychology. Complete conference materials are available on the conference Internet site (conference Internet site (http://http://education.indiana.edueducation.indiana.edu/~futures//~futures/ ). The futures conference was co- ). The futures conference was co-sponsored by National Association of School Psychologists, American Psychological Association 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 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 Programs, Trainers of School Psychologists, American Academy of School Psychology, American Board of School Psychology, and International School Psychology Association. Board of School Psychology, and International School Psychology Association. The online learning module materials have been made available The online learning module materials have been made available free of chargefree of charge to the public. The to the public. The materials may be adapted, reproduced, reprinted, or linked to websites without specific permission. 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, However, the integrity of the content must be maintained and proper credit must be given (Harrison, P.L., & Cummings, J. P.L., & Cummings, J. The future of school psychology online learning modules,The future of school psychology online learning modules, http://http://education.indiana.edu/~futures/resources.htmleducation.indiana.edu/~futures/resources.html))While every effort was made to present accurate and reliable information on the learning modules 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 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 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 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 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, 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, trademark, service mark, manufacturer, or otherwise does not constitute or imply endorsement, recommendation or favoring.recommendation or favoring.At certain places in the materials, live "links" to other Internet addresses can be accessed. Such 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 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 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 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 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 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, 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 completeness, efficacy, and timeliness. Users of materials on these external Internet addresses must adhere to copyrights and other special instructionsadhere to copyrights and other special instructions and requirements of these websites. and requirements of these websites.

MODULE VI: SCHOOL MODULE VI: SCHOOL PSYCHOLOGY TODAY PSYCHOLOGY TODAY

AND TOMORROW: AND TOMORROW: NEXT STEPS?NEXT STEPS?

PURPOSE AND PURPOSE AND OVERVIEWOVERVIEW

Module VI, the final module in the series, explores Module VI, the final module in the series, explores the “next steps” needed to implement strategic plans the “next steps” needed to implement strategic plans for school psychology. Previous modules have for school psychology. Previous modules have focused on specific issues in our field, including focused on specific issues in our field, including personnel shortages, needs of children, improving personnel shortages, needs of children, improving the linkages between home and schools, and needs the linkages between home and schools, and needs in schools. Module VI is designed to integrate the in schools. Module VI is designed to integrate the specific issues into broad initiatives for promoting specific issues into broad initiatives for promoting how school psychology will address the specific how school psychology will address the specific issues currently….and in the future. issues currently….and in the future. Module VI is the culminating module of the six Module VI is the culminating module of the six module series. It is focused on translating ideas to module series. It is focused on translating ideas to actions. It is intended to examine the big picture by actions. It is intended to examine the big picture by carefully examining and evaluating the work carefully examining and evaluating the work products of the previous five modules. It is a time to products of the previous five modules. It is a time to prioritize the action plans within the real world prioritize the action plans within the real world parameters of available time, resources, and parameters of available time, resources, and personnel.personnel.


AND TOMORROW: AND TOMORROW: NEXT STEPS? NEXT STEPS?

RESOURCES FOR RESOURCES FOR READING AND REVIEWREADING AND REVIEW

Review list of readings and discuss Review list of readings and discuss as applicableas applicable

Responses from national focus groups to questions Responses from national focus groups to questions about school psychology practice in 10 years (See about school psychology practice in 10 years (See Appendix A later in this module).Appendix A later in this module).Ehrhardt-Padgett, G. N., Hatzichristou, C., Kitson, J., Ehrhardt-Padgett, G. N., Hatzichristou, C., Kitson, J., Meyers, J. (2004). Awakening to a new dawn: Meyers, J. (2004). Awakening to a new dawn: Perspectives of the future of school psychology. Perspectives of the future of school psychology. School School Psychology Review, 33, Psychology Review, 33, 105-114105-114.. If a NASP member, If a NASP member, access this article by linking to NASP website access this article by linking to NASP website http://http://www.naspwebservices.orgwww.naspwebservices.org// OR read the article in: OR read the article in: School Psychology Quarterly, School Psychology Quarterly, 2003, 2003, 18, 18, 493-496. 493-496. Dawson, M., Cummings, J. A., Harrison, P. L., Short, R. Dawson, M., Cummings, J. A., Harrison, P. L., Short, R. J., Gorin, S., Palomares, R. (2004). The 2002 multitsite J., Gorin, S., Palomares, R. (2004). The 2002 multitsite conference on the future of school psychology: Next conference on the future of school psychology: Next steps. steps. School Psychology Review, 33, School Psychology Review, 33, 115-125115-125.. If a If a NASP member, access this article by linking to NASP NASP member, access this article by linking to NASP websitewebsitehttp://www.naspwebservices.orghttp://www.naspwebservices.org//. OR read the . OR read the article in: article in: School Psychology Quarterly, School Psychology Quarterly, 2003, 2003, 18, 18, 497-497-509. 509.

The “National Agenda” of priority goals identified at the The “National Agenda” of priority goals identified at the conclusion of the 2002 Futures Conference (See conclusion of the 2002 Futures Conference (See Appendix B later in this module)Appendix B later in this module)Harrison, P. L. (Ed.) (2003, December). Future of Harrison, P. L. (Ed.) (2003, December). Future of school psychology: Reflections of conference school psychology: Reflections of conference participants---one year later. participants---one year later. Communique, 32(4) Communique, 32(4) If a If a NASP member, access this article by linking to NASP NASP member, access this article by linking to NASP website website http://http://www.naspwebservices.orgwww.naspwebservices.org//Desrochers, J. E. (Ed.) (2004, December). Reflections Desrochers, J. E. (Ed.) (2004, December). Reflections on the second anniversary of the conference on the on the second anniversary of the conference on the future of school psychology. future of school psychology. Communique, 33(4) Communique, 33(4) If a If a NASP member, access this article by linking to NASP NASP member, access this article by linking to NASP website website http://http://www.naspwebservices.orgwww.naspwebservices.org//Additional follow-up personal reflections from advisory Additional follow-up personal reflections from advisory board (See Appendix C later in this module). board (See Appendix C later in this module). Additional readings: Optional readings as applicable:Additional readings: Optional readings as applicable:

View Module VI WebcastsView Module VI WebcastsEhrhardt-Padgett, Hatzichristou, Kitson, and Meyers Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers webcast from 2002 Futures Conference “From webcast from 2002 Futures Conference “From Chaos Comes Resolutions” and powerpoints (View Chaos Comes Resolutions” and powerpoints (View individually or as a group) individually or as a group) http://video.indiana.edu:8080/ramgen/vic/futures_20http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rm021115_1.rmSmallwood, Brown-Chidsey, Bischoff, Proctor, Davis, Smallwood, Brown-Chidsey, Bischoff, Proctor, Davis, and DeMers webcast from final panel presentation and DeMers webcast from final panel presentation at 2002 Future’s Conference “Integrative Session to at 2002 Future’s Conference “Integrative Session to Review Implementation Steps” (View individually or Review Implementation Steps” (View individually or as a group) as a group) http://video.indiana.edu:8080/ramgen/vic/futures_20http://video.indiana.edu:8080/ramgen/vic/futures_20021115_1.rm021115_1.rm

Discussion of Appendix B: Discussion of Appendix B: The “National Agenda” of The “National Agenda” of

priority goals identified at the priority goals identified at the conclusion of the 2002 conclusion of the 2002 Futures ConferenceFutures Conference

GUIDING PRINCIPLES ACROSS ALL GUIDING PRINCIPLES ACROSS ALL OUTCOMES FOR CHILDREN, OUTCOMES FOR CHILDREN, FAMILIES, AND SCHOOLSFAMILIES, AND SCHOOLS

Currently, and for the foreseeable future, we are faced Currently, and for the foreseeable future, we are faced with a shortage of school psychologists that threatens with a shortage of school psychologists that threatens our capacity to meet the needs of children in schools.our capacity to meet the needs of children in schools.While the profession must increase efforts to recruit While the profession must increase efforts to recruit and retain professionals in our field, such strategies and retain professionals in our field, such strategies alone will be insufficient and inadequate to increase alone will be insufficient and inadequate to increase our capacity to meet the imminent needs of children, our capacity to meet the imminent needs of children, families, and schools. families, and schools. As a result, changes in school psychology practices As a result, changes in school psychology practices and service delivery will be required to use the and service delivery will be required to use the resources we have to maximize the benefits to the resources we have to maximize the benefits to the children and schools that we serve.children and schools that we serve.

Prevention and early intervention will be necessary to achieve Prevention and early intervention will be necessary to achieve positive outcomes for children, families, and schools.positive outcomes for children, families, and schools.Evidence-based practices will be necessary to achieve positive Evidence-based practices will be necessary to achieve positive outcomes for children, families, and schools.outcomes for children, families, and schools.In order to be effective, school psychological services must In order to be effective, school psychological services must demonstrate respect for and understanding of diversity factors demonstrate respect for and understanding of diversity factors for children, families and schools, including factors related to for children, families and schools, including factors related to cultural, individual, and role differences (e.g., age, gender or cultural, individual, and role differences (e.g., age, gender or gender identity, cognitive capabilities, developmental level, race, gender identity, cognitive capabilities, developmental level, race, ethnicity, culture, national origin, religion, sexual orientation, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status). disability, language, and socioeconomic status).

Change will be facilitated by using Change will be facilitated by using electronic tools for communicationelectronic tools for communication. . High quality resources may be High quality resources may be collaboratively developed and collaboratively developed and disseminated.disseminated.

Outcome 1: Improved academic Outcome 1: Improved academic competence and school success for competence and school success for

all children.all children. Advocacy & Public Policy--Advocacy & Public Policy--Goal A: Advocate for universal early Goal A: Advocate for universal early

prevention and intervention programs that emphasize prevention and intervention programs that emphasize language, cognitive, and social-emotional development and language, cognitive, and social-emotional development and are placed in the context of ethnicity, SES, gender, and are placed in the context of ethnicity, SES, gender, and language.language.

Practice--Practice--Goal B: Ensure that assessment practices of school Goal B: Ensure that assessment practices of school psychologists are empirically-linked to strategies to improve psychologists are empirically-linked to strategies to improve academic performance, and that those assessment practices academic performance, and that those assessment practices account for the influence of ethnicity, SES, gender, and account for the influence of ethnicity, SES, gender, and language on learning outcomes.language on learning outcomes.

Pre-service & In-service Training--Pre-service & In-service Training--Goal C: Develop and Goal C: Develop and implement pre-service and in-service training for school implement pre-service and in-service training for school psychologists related to universal early prevention and psychologists related to universal early prevention and intervention programs.intervention programs.

Outcome 2: Improved social-Outcome 2: Improved social-emotional functioning for all emotional functioning for all

children.children. Advocacy & Public Policy--Advocacy & Public Policy--Goal A: Promote the Goal A: Promote the

availability of comprehensive range of services, from availability of comprehensive range of services, from supportive and inclusive placements through interim supportive and inclusive placements through interim alternative placements, for students with severe alternative placements, for students with severe emotional and behavioral disorders.emotional and behavioral disorders.

Collaboration & Communication--Collaboration & Communication--Goal B: Educate all Goal B: Educate all stakeholders about the importance of social-emotional stakeholders about the importance of social-emotional competence for children. competence for children.

Practice--Practice--Goal C: Ensure that school psychologists Goal C: Ensure that school psychologists develop a systematic plan in all schools to reduce develop a systematic plan in all schools to reduce social/emotional barriers to learning.social/emotional barriers to learning.

Outcome 3: Enhanced family-school Outcome 3: Enhanced family-school partnerships and parental partnerships and parental involvement in schools.involvement in schools.

Research & Knowledge Base--Research & Knowledge Base--Goal A: Identify Goal A: Identify evidence-based models of effective family-school evidence-based models of effective family-school partnerships.partnerships.

Practice--Practice--Goal B: Ensure that school psychologists Goal B: Ensure that school psychologists engage in activities to change the culture of schooling engage in activities to change the culture of schooling to ensure that families are integral partners in the to ensure that families are integral partners in the educational process of children.educational process of children.

Pre-service Training--Pre-service Training--Goal C: Change pre-service Goal C: Change pre-service education and training of school psychologist education and training of school psychologist candidates to infuse a focus on families as integral candidates to infuse a focus on families as integral partners in the educational process.partners in the educational process.

Outcome 4: More effective education Outcome 4: More effective education and instruction for all learners.and instruction for all learners.

Research & Knowledge Base--Research & Knowledge Base--Goal A: Identify key Goal A: Identify key components of effective instruction of all learners, components of effective instruction of all learners, including evidence- based approaches to prevention including evidence- based approaches to prevention and early intervention for learning problems.and early intervention for learning problems.

In-service Training--In-service Training--Goal B: Provide in-service training Goal B: Provide in-service training for school psychologists in the use of a data-based for school psychologists in the use of a data-based problem solving model to implement evidence-based problem solving model to implement evidence-based instruction and interventions.instruction and interventions.

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

Outcome 5: Increased child and family Outcome 5: Increased child and family services in schools that promote health and services in schools that promote health and

mental health and are integrated with mental health and are integrated with community servicescommunity services

Practice--Practice--Goal A: Define and promote Goal A: Define and promote population-based service delivery in schools population-based service delivery in schools and school psychology.and school psychology.

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

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



QUESTIONS FOR GROUP QUESTIONS FOR GROUP DISCUSSION OR DISCUSSION OR

INDIVIDUAL REFLECTIONINDIVIDUAL REFLECTION

FOCUS QUESTIONSFOCUS QUESTIONS

Focus questionsFocus questions are similar to are similar to those used in focus groups those used in focus groups prior to the 2002 Futures prior to the 2002 Futures Conference; these brief Conference; these brief questions promote an initial questions promote an initial orientation and consideration orientation and consideration of the topic. of the topic.

a.a. Should the practice of school Should the practice of school psychology change in the next psychology change in the next 10 years? How? What are the 10 years? How? What are the implications if it does change? If implications if it does change? If it does not change?it does not change?

Click to access a form for recording and displaying Click to access a form for recording and displaying responses to focus questions.responses to focus questions.

Focus Questions

b. In the next 10 years, should school b. In the next 10 years, should school psychology attract more psychology attract more professionals to the field? What professionals to the field? What are the implications if we do attract are the implications if we do attract more professionals? If we do not more professionals? If we do not attract more professionals?attract more professionals?

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to focus questionsto focus questions..

Focus Questions

c. In the next 10 years, how can c. In the next 10 years, how can school psychology successfully school psychology successfully meet service demands, even meet service demands, even with our diminishing numbers of with our diminishing numbers of professionals? professionals?

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Focus Questions

d. How will graduate education in school d. How will graduate education in school psychology change in the next 10 psychology change in the next 10 years? years?

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Focus Questions

e. How will inservice training by e. How will inservice training by school systems, professional school systems, professional associations, etc., change in associations, etc., change in the next 10 years?the next 10 years?


Focus Questions

f. f. Look further into the future. What Look further into the future. What major characteristics do you major characteristics do you expect to see in school psychology expect to see in school psychology practice and graduate training in practice and graduate training in 2025? 2050? 2025? 2050?


Focus Questions

TARGET QUESTIONSTARGET QUESTIONS

The more comprehensive target The more comprehensive target questions require your questions require your consideration of specific issues consideration of specific issues and findings from background and findings from background readings and your application of readings and your application of the issues to your own setting.the issues to your own setting.

a.a. What must happen to make school What must happen to make school psychology become more visible to parents, psychology become more visible to parents, educators, children, and others in the public educators, children, and others in the public over the next 10 years? Focus your response over the next 10 years? Focus your response on activities that must occur on the local level. on activities that must occur on the local level. How might the local activities be supported by How might the local activities be supported by state and national associations?state and national associations?

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Target Questions

b. b. The clinical model of assessing children who The clinical model of assessing children who struggle in the regular class has been the struggle in the regular class has been the predominant approach for school psychologists. predominant approach for school psychologists. In contrast a prevention or public health model In contrast a prevention or public health model shifts the focus from individuals to monitoring the shifts the focus from individuals to monitoring the needs of the population and implementing needs of the population and implementing preventive strategies and interventions. Should preventive strategies and interventions. Should school psychologists broaden their focus from school psychologists broaden their focus from primarily serving exceptional children to instead primarily serving exceptional children to instead serving all school children? serving all school children?


Target Questions

c. From the focus group responses (See c. From the focus group responses (See Appendix A) and article and webcast by Appendix A) and article and webcast by Ehrhardt-Padgett, Hatzichristou, Kitson, Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers, which comment or and Meyers, which comment or comments did you find to be most comments did you find to be most relevant to your own perception of the relevant to your own perception of the future of school psychology? future of school psychology?

Click to access a form for recording and displaying Click to access a form for recording and displaying responses to target questionsresponses to target questions

Target Questions

dd. . Hatzichristou (in the article and webcast by Hatzichristou (in the article and webcast by Ehrhardt-Padgett, Hatzichristou, Kitson, and Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers) describes a cross-cultural and cross-Meyers) describes a cross-cultural and cross-national perspective for school psychologists. national perspective for school psychologists. What are common issues for children, families and What are common issues for children, families and schools in different countries? How do various schools in different countries? How do various challenges and crises worldwide affect children, challenges and crises worldwide affect children, families, and schools in different ways? How can families, and schools in different ways? How can school psychologists develop a truly "multicultural" school psychologists develop a truly "multicultural" professional identity and multi-national awareness, professional identity and multi-national awareness, understanding and collaboration?understanding and collaboration?


Target Questions

e. e. Appendix B contains the “national agenda” Appendix B contains the “national agenda” of 15 priority goals selected for of 15 priority goals selected for implementation at the conclusion of the implementation at the conclusion of the 2002 futures conference. Which one or 2002 futures conference. Which one or more of the 15 priority goals have been more of the 15 priority goals have been reflected in national changes in school reflected in national changes in school psychology practice since the futures psychology practice since the futures conference in 2002? Which of the priority conference in 2002? Which of the priority goals have been reflected in your own state goals have been reflected in your own state and local school psychology practices?and local school psychology practices?

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Target Questions

ff. . The readings for Module VI include several The readings for Module VI include several personal reflections of changes or new personal reflections of changes or new directions that have occurred for directions that have occurred for conference participants since the 2002 conference participants since the 2002 futures conference. (See readings g, h, futures conference. (See readings g, h, and I from the reading list above). Which and I from the reading list above). Which comment or comments did you find to be comment or comments did you find to be most relevant to your own perceptions of most relevant to your own perceptions of changes or new directions that have changes or new directions that have occurred in school psychology? occurred in school psychology?

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Target Questions



ACTION PLAN REVIEW ACTION PLAN REVIEW AND AND

IMPLEMENTATIONIMPLEMENTATION

InIn Modules II, III, IV, and V, individuals Modules II, III, IV, and V, individuals and groups engaged in systematic and groups engaged in systematic problem-solving steps. Threats and problem-solving steps. Threats and opportunities were examined, critical opportunities were examined, critical issues were prioritized, and action plans issues were prioritized, and action plans were developed. As your last step in were developed. As your last step in completion of the learning modules on completion of the learning modules on the future of school psychology, you, or the future of school psychology, you, or your group, should review the action your group, should review the action plans generated at the conclusion of plans generated at the conclusion of each of the modules. each of the modules.

Answer the following Answer the following questions about the action questions about the action plans through individual plans through individual reflection or in your reflection or in your groups:groups:

a. The readings for Module VI include an article by a. The readings for Module VI include an article by Dawson, Cummings, Harrison, Short, Gorin, and Dawson, Cummings, Harrison, Short, Gorin, and Palomares, in which the futures conference co-Palomares, in which the futures conference co-chairs identify several caveats related to the long-chairs identify several caveats related to the long-term action plans generated during the 2002 term action plans generated during the 2002 conference. Consider the caveats below, along with conference. Consider the caveats below, along with the following questions, as they relate to the action the following questions, as they relate to the action plans developed by you, or your group, at the plans developed by you, or your group, at the conclusion of Modules II, III, IV, and V:conclusion of Modules II, III, IV, and V:

““Strategic planning often fails to develop action plans Strategic planning often fails to develop action plans that identify in sufficiently specific terms who will do that identify in sufficiently specific terms who will do what when.” How will you, or your group, include what when.” How will you, or your group, include adequate follow through/accountability to ensure adequate follow through/accountability to ensure accomplishments of your action plan? accomplishments of your action plan? Click to access a Click to access a form for recording and displaying responses to action plan questions.form for recording and displaying responses to action plan questions.

Action Questions

Action plans may “promote practices Action plans may “promote practices that can transform the field, but the day-that can transform the field, but the day-to-day work of the school psychologist to-day work of the school psychologist in the trenches does not change.” How in the trenches does not change.” How can you, or your group, ensure that can you, or your group, ensure that your action plans promote more your action plans promote more effective daily practice of school effective daily practice of school psychologists? psychologists?

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Action Questions

““To change the way we practice, we To change the way we practice, we need to ensure that appropriate training need to ensure that appropriate training opportunities are widely available.” What opportunities are widely available.” What implications do your, or your group’s, implications do your, or your group’s, action plans have for the graduate action plans have for the graduate training of school psychologists? What training of school psychologists? What implications do your, or your group’s, implications do your, or your group’s, action plans have for the inservice action plans have for the inservice training or professional development of training or professional development of school psychologists currently school psychologists currently practicing?practicing? Click to access a form for recording and Click to access a form for recording and displaying responses to action plan questions.displaying responses to action plan questions.

Action Questions

If the vision is too broad, there may be a If the vision is too broad, there may be a “’disconnect’ between the goals “’disconnect’ between the goals identified and the actions needed to identified and the actions needed to achieve the goals.” Did you, or your achieve the goals.” Did you, or your group, identify broad goals? If so, have group, identify broad goals? If so, have you or your group translated your broad you or your group translated your broad goals into action plans that are specific goals into action plans that are specific enough to achieve important outcomes? enough to achieve important outcomes?

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Action Questions

b. Which of the action plans has the b. Which of the action plans has the highest priority? Which action plans highest priority? Which action plans should be implemented first?should be implemented first?

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Action Questions

c. How can those responsible for c. How can those responsible for implementing the action plans shift implementing the action plans shift their responsibilities to permit their responsibilities to permit adequate time to accomplish the adequate time to accomplish the actions specified in the plan?actions specified in the plan?

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Action Questions

d. School psychologists alone will not be d. School psychologists alone will not be able to achieve the same outcomes as able to achieve the same outcomes as school psychologists working in concert school psychologists working in concert with other school professionals, with other school professionals, community-based professionals, community-based professionals, volunteers, parents, and students. volunteers, parents, and students. Which groups of professionals or Which groups of professionals or stakeholders can you recruit to help? stakeholders can you recruit to help? Try to expand the resource list of those Try to expand the resource list of those who may help accomplish the steps. who may help accomplish the steps. Click Click

to access a form for recording and displaying responses to action plan to access a form for recording and displaying responses to action plan questions.questions.

Action Questions

e. As proponents of evidence based e. As proponents of evidence based interventions, school psychologists are interventions, school psychologists are committed to empirically evaluating committed to empirically evaluating their efforts. Examine the action plans. their efforts. Examine the action plans. Do they specify the collection of Do they specify the collection of adequate evidence to determine adequate evidence to determine whether the steps in the action plan are whether the steps in the action plan are accomplished well? accomplished well?

Click to access a form for recording and displaying responses to action Click to access a form for recording and displaying responses to action plan questions.plan questions.

Action Questions

f. Finally, evaluate the action plans from f. Finally, evaluate the action plans from the perspective of making tem failsafe. the perspective of making tem failsafe. In high quality collaborations In high quality collaborations individuals support each other to individuals support each other to ensure the project progresses. Are ensure the project progresses. Are checks built into your action plans to checks built into your action plans to avoid backward movement if one avoid backward movement if one person fails to implement a step? person fails to implement a step?

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Action Questions

We wish you much We wish you much success in meeting the success in meeting the

needs of children, needs of children, families, and schools.families, and schools.

Documents

The Future of School Psychology: Online Learning Modules MODULE VI SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS?