Today President s Message Leah Nellis, Ph.D., NCSP

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1 June 2011 Vol. 25 No. 1 Indiana Association of School Psychologists Today President s Message Leah Nellis, Ph.D., NCSP My how quickly time goes by! Accomplishments and success stories from the year are plentiful, end-of-the -school-year-activities are upon us, and summer time to-do lists are taking shape! With the guidance and assistance of the new IASP lobbyist, Caryl Auslander, IASP has been busy during this year s legislative session. IASP has been involved in several discussions with a focus on emphasizing the roles of school psychologists, offering IASP s input on current and future policy, and forming collaborative partnerships. Watch for an upcoming newsletter article from Caryl summarizing the 2011 legislative session and ways to become involved in advocacy all of our voices are essential! The topic of student achievement and performance evaluation policies and practices has been widely discussed, or even debated, recently for teachers and administrators. As to be expected, the topic has also received attention within the field of school psychology. An article by Stacy Skalski, NASP Director of Public Policy, in the April/May 2011 Communiqué discusses how this issue applies to school psychologists. If you haven t read the article, please take a few minutes to do so. It is so clear that we, as school psychologists, must understand and be able to communicate to others how our work makes a difference for students. How does IASP best communicate that message? How do you communicate that message? The NASP Model Practice Act provides an incredible provides an incredible framework for conceptualizing and describing our roles and services. IASP is busy sharing information about the Practice Model with our IDOE partners, directors of special education, and colleagues. Check out the articles in this newsletter about the Practice Model and share the information in your schools and district! As my year as IASP President comes to a close, we are in a process of reflection and evaluation regarding the changes to IASP s committee structure, use of monthly committee and board meetings, website, etc. Yes, I am attempting to complete the problem solving cycle!! J I would greatly appreciate any feedback, thoughts, or comments that you might have please reach me via at lnellis@iasponline.org. Also, check out the article by Theresa Clark in this newsletter as she describes the work of one IASP committee this year. Best wishes for a productive summer - keep sharing the news about the good work that we do in partnership with others, for the positive outcomes of all students. Warmly, President s Message News from NASP CPDs and PGPs NASP Model NASP Model In this Issue Page 1 Page 2 Page 3 Page 4 Page 6 Save the Date Highlights of Fall Conference 2011 Fall Conference 2011 will be held October 9-11, again at the Sheraton Hotel Keystone at the Crossing. Sunday evening will be a preconference workshop only. We will once again be offering a silent auction of baskets, which last year raised over $1200 for our scholarship fund! We hope to have at least 10 baskets, one from each of our regions plus more, so get your creative thinking caps on. Also please feel free to donate individual items. Lastly the executive board will be hosting a hospitality suite on Monday evening, October 10. Mark your calendars now for all the exciting happenings at our 25th annual Fall Conference!

2 News from NASP, the National Organization of School Psychologists NASP Membership is 26,000 strong the highest ever. Make sure you are counted in the organization for your profession. A Delegate Assembly, DA, meeting was held during the February NASP Convention. A small dues increase was passed for Dues will not be raised again for three years. The increase is necessary to: maintain services to the state organizations, increase online services and podcasts, continue to provide lobbying for school psychologists at the national level, translate written materials for increased diversity needs, and maintain the high level of support available to NASP members. Several position statements were also revised and will come out soon: LGBTQ, SLD, School Psych. Supervision, ADHD, and Race, Prejudice and Discrimination. The DA approved a new Grade/Social Retention paper. Reminder that NEAT is available to help in local crisis situations. Recently, Shirley Pitts from NEAT, our Emergency Assistance Team, called to offer help to those experiencing crisis in Martinsville following the shooting and to Angola regarding the spring break car accident killing several students. On a national level, NASP made contact with Japan, during the recent crises, offering translated interventions and support to JASP, Japan s Association of School Psychologists. NASP Summer workshops!! Indianapolis! Or Atlantic City, NJ. Indy is July me if you want to support our Indiana visitors. Students are wanted to help introduce presenters. The Atlantic City workshops are July Register by May 4 for discounts; save $66!! The PREPaRe crisis prevention and intervention curriculum is available at both sites. Up to 18 hours of NASP APA and NBCC CPDs are available at each conference. More info on the NASP website. The NASP San Francisco audio packages are available. The Key Note and many other workshops can be ordered or accessed if previously ordered. Online or DVD-ROM. The Public Policy Institute, PPI, will be held in July in Washington, D.C. with a focus on Learning and Emotional Supports for Vulnerable Students: Directions for the Nation. The three-day training will enable participants to be aware of and impact public policy/legislation. IASP will send two people. The Delegate Assembly will meet in Bethesda, MD by the NASP headquarters for the July meeting. Your IN Delegate will attend and bring you all the news! Please check your to see if my NASP newsletters are being allowed through your computer s security settings. You should be receiving a newsletter monthly if you are a NASP member. Be sure to be reviewing the new NASP Model for Comprehensive and Integrated School Psychological Services. It is the most current outline of best practices for school psychological services. It will be shared with DOE, superintendents, and special ed. directors as the standards to reach for in school psychology. The strategic plan of how to share this information is being formulated by NASP and IASP; it will help us to be seen and valued as professionals with the many skills we are trained to do for students, families and schools. IASP Mission Statement Be in touch and do good psychological services! The mission of the Indiana Association of School Wendy W. Phillips, Psychologists is to advocate for educationally and Indiana NASP Delegate and IASP member psychologically healthy environments for all children and youth by promoting research-based best phillipsw@iasponline.org practices, through professional development of school psychologists and collaboration with others committed to the welfare of children. PAGE 2

3 Today "Understanding Your CPD's and PGP s and Renewing your NCSP and Indiana Licensure." Each year, IASP receives a number of questions regarding CPD s and PGP s (formerly CRU s/ceu s). Common questions include understanding the difference between the two types of credits and the requirements put forth by both NASP and IDOE regarding these credits. NASP/NCSP Renewal Requirements CPD s (Continuing Professional Development) are credits for professional development. One CPD credit is defined as one contact hour or an actual clock hour (60 minutes) spent in direct participation, as a learner, in a structured educational format. These are used to renew your NCSP through NASP. The NCSP (Nationally Certified School Psychologist) designation was developed to create a nationally recognized standard for credentialing school psychologists. A wide range of credentialing requirements exists across states, creating a need to recognize school psychologists who meet national standards. It is further intended that national certification will encourage the continuing professional growth and development of NCSPs and will foster cooperation among groups actively involved in the credentialing of school psychologists. The responsibility for professional integrity and excellence remains with the individual school psychologist. 75 CPD's are required to renew your NCSP every three years, only 10 of which need to be from a Certified Provider. NASP has strict and specific requirements regarding which professional development conferences and activities may be NASP approved and IASP has worked to become a certified provider and have many of our offerings be NASP-approved. However, not all of the IASP sponsored trainings are NASP approved for CPD purposes. If IASP only offered NASP-approved CPD's at conferences, we would limit what topics and trainings we would be able to make available. Instead, it was decided that IASP would continue to offer a broader range of topics, while identifying those that offer NASP-approved CPD's for the benefit of those documenting their professional development for the purpose of NCSP renewal. However, NASP requires that only ten of the seventy-five credits required for NCSP renewal be NASP-approved. For purposes of NCSP renewal, CPD credits are valid for a 36-month period after they are earned. The 3-year period is counted backward from the month in which your renewal application is submitted to the NASP office. Various forms of documentation are acceptable for documenting your CPD s and renewing your NCSP. These include Certificates of Attendance earned at conferences and trainings from CPD sponsored events, official transcripts from colleges or universities, and Activity Documentation Forms. Certificates of Attendance are provided by IASP when an event you have attended is backed by NASP and IASP. Activity Documentation Forms are available on the NASP website and are used to document general professional development activities, such as supervising an intern, providing an inservice training, or attending a non-iasp or NASP sponsored conference. In addition to the above mentioned requirements, NASP also specifies that 3 CPD's in three years need to be of an ethics nature. They do not have to be NASP approved CPD's. However, IASP does try to provide NASP approved CPD's in ethics when we can. NASP does provide resources on their website where you can complete your three hours of ethics-related CPD's through self-guided learning. Indiana IDOE License Renewal Requirements Indiana allows for three different methods by which school psychologists may renew their license, depending on the rules under when your license was obtained. Licenses may be renewed by completing six semester hours at an accredited Indiana or Out-of-State institution, a Professional Growth Plan, or by National Board of Professional Teaching Standards Certification Continued on page 7 IASP Newsletter Deadline for next newsletter: August 1, 2011 Editor: Vicki Williams,; 3528 Waterstone Court, Indianapolis, IN 46268; vw3216@aol.com Production: Jill Ewing; One American Square, Suite 2450; Indpls., IN 46282; (317) ; jillewing@thecorydongroup.com The IASP newsletter is a publication of the Indiana Association of School Psychologists. The contents of this newsletter do not necessarily reflect the opinions or policy of the Indiana Association of School Psychologists or its elected officials. Permission to reproduce and use an article is granted to all state school psychology newsletter editors, provided the original source is given credit. Submission of articles and advertisements should be made to the editor. The editor reserves the right to edit articles. Unsigned letters or articles will not be published. PAGE 3

4 The New NASP Model for Comprehensive and Integrated School Psychological Services A focus on Systems-Level Services As school psychologists, we strive to serve and advocate for all students to ensure quality instruction and treatment within the school and community setting. NASP has outlined a model for comprehensive and integrated school psychological services. The model includes foundations of school psychologists service delivery; and upon this foundation also includes, practices that permeate all aspects of service delivery. Within the direct and indirect services for children, families and schools are student-level services and systems-level services. NASP has identified three systems-level services: school-wide practices to promote learning, preventive and responsive services and family-school collaboration services (three of the ten domains of practice outlined by NASP). This review is in conjunction with IASP s goal to review the NASP Model for Comprehensive and Integrated School Psychological Services through the newsletter. This article focuses on Systems-Level Services - within the window or category of Direct and Indirect Services for Children, Families and Schools. The model delineates a range of services that would be within the scope and practice of a school psychologist. School psychologists will vary in their roles within schools depending on the needs of the schools served and the depth of student support services available within various school districts. The NASP model provides a framework for school psychologists to maintain component skills exemplifying excellence in our profession. Systems-Level Services include a) School-Wide Practices to Promote Learning, b) Preventative and Responsive Services and c) Family-School Collaboration Services. a) School-Wide Practice to Promote Learning School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and maintain effective and supportive learning environments for children and others. Professional practices associated with school-wide promotion of learning include the following: School psychologists in collaboration with others, incorporate evidence-based strategies in the design, implementation, and evaluation of effective policies and practices in areas such as discipline, instructional support, staff training, school and other agency improvement activities, program evaluation, students transitions at all levels of schooling, grading, home-school partnerships, and more. School psychologists use their knowledge of organizational development and systems theory to assist in promoting a respectful and supportive atmosphere for decision making and collaboration, and a commitment to quality instruction and services. School psychologists are actively involved in the development of school improvement plans that impact the programs and services available to children, youth, and families, and the manner in which school psychologists deliver their services. School psychologists incorporate evidence-based strategies when developing and delivering intervention programs to facilitate successful transitions of students from one environment to another environment (e.g., program to program, school to school, age-level changes, and school to work transitions). School psychologist promote the development and maintenance of learning environments that support resilience and academic growth, promote high rates of academic engaged time, and reduce negative influences on learning and behavior. School psychologists participate in designing and implementing universal screening programs to indentify students in need of additional instructional or behavioral support services, as well as progress monitoring systems to ensure successful learning and school adjustment. School psychologists work collaboratively with other school personnel to create and maintain a multi-tiered continuum of services to support all students attainment of academic, social, emotional, and behavioral goals. School psychologists apply the problem-solving process to broader research and systems-level problems that result in the identification of factors that influence learning and behavior, the evaluation of the outcomes of classroom, building, and system initiatives and the implementation of decision-making practices designed to meet general public accountability responsibilities. PAGE 4

5 Today b) Preventative and Responsive Services School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. Examples of effective practices associated with preventative and responsive services include the following: School psychologists promote recognition of risk and protective factors that are vital to understanding and addressing systemic problems such as school failure, truancy, dropout, bullying, youth suicide, or school violence. School psychologists participate in school crisis teams and use data-based decision making methods, problemsolving strategies, consultation, collaboration, and direct services in the context of crisis prevention, preparation, response, and recovery. School psychologists provide direct counseling, behavioral coaching, and indirect interventions through consultation for students who experience mental health problems that impair learning and/or socialization. School psychologists develop, implement, and evaluate prevention and intervention programs based on risk and protective factors that are precursors to severe learning and behavioral problems. School psychologists collaborate with school personal, parents, students, and community resources to provide competent mental health support during and after crisis situations. School psychologists promote wellness and resilience by (a) collaborating with other healthcare professionals to provide a basic knowledge of behaviors that lead to good health for children; (b) facilitating environmental changes conducive to good health and adjustment of children; and (c) accessing resources to address a wide variety of behavioral, learning, mental, and physical needs. School psychologists participate in the implementation and evaluation of programs that promote safe and violencefree schools and communities. c) Family-School Collaboration Services School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social-behavioral outcomes for children. Examples of professional practices associated with family-school collaboration include the following: School psychologists use evidence-based strategies to design, implement, and evaluate effective policies and practices that promote family, school, and community partnerships to enhance learning and mental health outcomes for students. School psychologists identify diverse cultural issues, contexts, and other factors that have an impact on familyschool partnerships and interactions with community providers, and address these factors when developing and providing services for families. School psychologists promote strategies for safe, nurturing, and dependable parenting and home interventions to facilitate children s healthy development. School psychologists advocate for families and support parents in their involvement in school activities, for both addressing individual students needs and participating in classroom and school events. School psychologists educate the school community regarding the influence of family involvement on school achievement and advocate for parent involvement in school governance and policy development whenever feasible. School psychologist help create linkages between schools, families, and community providers, and help coordinate services when programming for children involves multiple agencies. The Model for Comprehensive and Integrated School Psychological Services is available on the NASP website: PAGE 5

6 The New NASP Model of Comprehensive and Integrated School Psychological Services A focus on Student Level Services NASP policy documents are intended to define contemporary school psychology; promote comprehensive and integrated services for children, families and schools; and provide a foundation for the future of school psychology. These new, important policy documents will be used to communicate NASP s positions and advocate for qualifications and practices of and for school psychologists with stakeholders, policy makers, and other professional groups at the national, state and local levels. The process to revise the four NASP standards (Training, Credentialing, Ethics, and Practice Guidelines) formally began in September Over an almost three-year period, NASP leaders worked to assure the process of revising the NASP Standards was completed with integrity and with input from our NASP membership, NASP leaders, and other leaders in the field of school psychology. At the NASP 2010 Delegate Assembly in Chicago, NASP leaders unanimously approved the 2010 Revision of the NASP Standards. The NASP 2010 Standards consists of four separate documents: (1) Standards for Graduate Preparation of School Psychologists (2) Standards for the Credentialing of School Psychologists, (3) Principles for Professional Ethics, and (4) the Model for Comprehensive & Integrated School Psychological Services (formerly Guidelines for the Provision of School Psychological Services). The IASP Newsletter will present the latter: the Model for Comprehensive & Integrated School Psychological Services for members in 3 parts. This issue includes the Student Level Services. You may see the model pictured as a house with a roof and foundation in various publications. The Foundations of School Psychologists Service Delivery include: Diversity, Research & Program Evaluation, and Legal, Ethical and Professional Practice. The two windows of our professional services house are titled 1) Practices that Permeate All Aspects of Service Delivery and 2) Direct/Indirect Services for Children, Families, and Schools. A major function of practicing School Psychologists is the Student Level Services under the Direct/Indirect Services area. As an up-to-date school psychologist, you will need to see where your services are in comparison to the broad model, which is to be shared with legislators, school administrators and the public. Not all school psychologists perform all parts of the model but it delineates what may be reasonably expected to be available from most school psychologists and it represents excellence in our profession. Student Level Services include a) Interventions & Instructional Support to Develop Academic Skills and b) Interventions & Mental Health Services to Develop Social and Life Skills. a) Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support academic skills. Examples of direct and indirect services that support the development of academic skills include the following: School psychologists use assessment data to develop and implement evidence-based instructional strategies that are intended to improve student performance. School psychologists promote the principles of student-centered learning to help students develop their individual abilities to be self-regulated learners, including the ability to set individual learning goals, design a learning process to achieve those goals, and assess outcomes to determine whether the goals were achieved. School psychologists work with other school personnel to ensure the attainment of state and local academic benchmarks by all students. School psychologists apply current empirically based research on learning and cognition to the development of effective instructional strategies to promote student learning for individuals, groups, and school systems. School psychologists work with other school staff to develop, implement, and evaluate effective interventions for increasing the amount of time students are engaged in learning. School psychologists incorporate all available assessment information in developing instructional strategies to meet the individual learning needs of children. School psychologists share information about research in curriculum and instruction with educators, parents, and the community to promote improvement in instruction, student achievement, and healthy lifestyles. School psychologists facilitate design and delivery of curriculum and instructional strategies that promote children s academic achievement, including literacy instruction, teacher-directed instruction, peer tutoring, interventions for self- regulation and planning/organization, etc. PAGE 6

7 Today School psychologists use information and assistive technology resources to enhance students cognitive and academic skills. School psychologists address intervention acceptability and fidelity during development, implementation, and evaluation of instructional interventions. b) Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of cultural, developmental, biological and social influences on behavior and mental health. They understand behavioral and emotional impacts on learning and life skills and can provide evidence-based strategies to promote social emotional functioning and mental health. School psychologists use assessment and data-collection methods to implement and evaluate services that support socialization, learning, and mental health. Examples of professional practices associated with development of social, emotional, behavioral, and life skills include the following: School psychologists integrate behavioral supports and mental health services with academic and learning goals for children. School psychologists facilitate design and delivery of curricula to help students develop effective behaviors, such as self-regulation and self-monitoring, planning/ organization, empathy, and healthy decision-making. School psychologists use systematic decision-making to consider the antecedents, consequences, functions, and potential causes of behavioral difficulties that may impede learning or socialization. School psychologists address the acceptability and fidelity of behavioral and mental health interventions during the development, implementation, and evaluation of such. School psychologists provide a continuum of developmentally appropriate mental health services, including individual and group counseling, behavioral coaching, classroom and school-wide social emotional learning programs, positive behavioral support, and parent education and support; this may include attention to issues such as; life skills and personal safety for students with lower levels of functioning. School psychologists develop and implement behavior change programs at individual, group, classroom, and school -wide levels that demonstrate the use of appropriate ecological and behavioral approaches (e.g., positive reinforcement, social skills training, and positive psychology) to student discipline and classroom management. School psychologists evaluate implementation and outcomes of behavioral and mental health interventions for individuals and groups, promoting a respectful and supportive atmosphere for decision-making and collaboration, and a commitment to quality instruction and services. "Understanding Your CPD's and PGP s and Renewing your NCSP and Indiana Licensure." (NBPTS). Detailed information is available on the IDOE website regarding the renewal requirements and process using each of the methods. Under the Professional Growth Plan (PGP), educators attend conferences and workshops, participate on curriculum development committees and school improvement teams, and take coursework to stay up-to-date on the latest educational reforms in addition to their school-based responsibilities. The Professional Growth Plan (PGP) is an opportunity for teachers, administrators and school service personnel to control their own professional development and use these experiences towards licensing renewal. One PGP point is given for every contact hour an educator is actively involved in a professional development activity. A total of 90 PGP points is required for renewal. PGP activities must be gained since the issue date of the license being renewed. PGP s may also be documented in a variety of ways, including a letter from a supervisor or a Certificate of Attendance from a conference. Logs and verification forms are also available on the IDOE website. The Certificates of Attendance provided by IASP may also be used for the purpose of renewing your state license. CRU s will no longer be used to renew a license. However, the CRU experience will always be accepted but now as a PGP experience. CRU s must be converted to PGP points and used with the PGP renewal process. It is an easy conversion. 1 CRU is equal to 2 PGP points. Hopefully the above information will clarify some of the questions that are commonly asked regarding state-licensure and NCSP renewal requirements. IASP maintains that it is the responsibility of the individual school psychologist to understand the requirements for renewal for each of these processes. PAGE 7

8 Membership and Communications by Theresa Clark During the past year, under the reign of Leah Nellis the IASP board reorganized into four major subcommittees. This is the first in a series of articles to explain the roles of each of the subcommittees. During the year I had the pleasure of chairing the Membership and Communications committee. Our goal for the year was to continue to help promote school psychology awareness and maintaining/increasing membership. We have been responsible for all things dealing with membership initial requests for membership as well as renewals. Debbie Cross has been the membership subcommittee chair during the year. We also set the goal of establishing a representative from Valparaiso University, to help encourage student membership from there as well. During the year Vicki Williams has been responsible for the newsletter. As you may have noticed, we had a major change in format from paper based to internet based. Those of you who still preferred a paper copy were given that option. We thank all of you who were willing to go to the version, as this has saved us a significant amount of money. We are continuing to develop the website as a means of communicating with membership. During the past year IASP added a members only section to the website. Follow-up information from the 2010 Fall conference was posted for a short time. We hope to expand this section even further in the coming year. The final major area of Membership and Communication has been the former PR/ PI committee. Jane Fouts agreed to stay on as the PR/PI subcommittee chair and has served admirably. The paper clip holding stress men were a major hit at last year s Fall conference. Who knows what will be coming for this year? We also had the table for books and bears to be donated to a local children s hospital. Finally, Jane continued to bring forth potential position papers from NASP for consideration by the board as position statements. The committee is also working on adopting a form of the NASP Model Practice statement. During the year IASP began to reach out to membership through blasts with questionnaires as well as the clicker survey at Fall Conference to determine your wants and needs and have attempted to respond accordingly. Look for more of these to come! Indiana Association of School Psychologists One American Square, Suite 2450 Indianapolis, IN (317) (866)