To: New Jersey School Psychologists From: Terri Allen, NJASP President; Barry Barbarasch, Chair, Government and Professional Relations (GPR) Committee

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1 To: New Jersey School Psychologists From: Terri Allen, NJASP President; Barry Barbarasch, Chair, Government and Professional Relations (GPR) Committee Re: Passage of the Every Student Succeeds Act and Opportunities for School Psychologists What does this mean for New Jersey? (Please see information below liberally borrowed from a recent NASP update and editorial comments for the New Jersey School Psychologist) Last week, President Obama signed the Every Student Succeeds Act, legislation that reauthorizes and in effect replaces ESEA/NCLB, into law. This would not have happened without tremendous advocacy work. The voices of school psychologists played a critical role in maintaining language related to the importance of school climate, comprehensive learning supports, and school based mental health services, among other things. This law goes into effect at the beginning of the school year. Please see information below liberally borrowed from a recent NASP update with editorial notes as applicable to New Jersey. The Big Picture There are a number of significant structural changes in ESSA, the most significant of which returns to states and local jurisdictions substantial control for designing program and accountability systems and determining use of funds. NJASP will be actively engaged in working to ensure that these decisions reflect best practice and appropriately incorporate school psychologists. Advocacy at the state and local levels is more critical than ever!!! Relevant Definitions ESSA contains two definitions that specifically mention school psychologists: school- based mental health services provider : includes a State- licensed or State- certified school counselor, school psychologist, school social worker, or other State licensed or certified mental health professional qualified under State law to provide mental health services to children and adolescents This definition is not new. However, given the increased focus on the importance of comprehensive school mental health services, it will be important to advocate for the role of school psychologists as mental and behavioral health providers. specialized instructional support personnel means (i)school counselors, school social workers, and school psychologists; and (ii) other qualified professional personnel, such as school nurses, speech language pathologists, and school librarians, involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other

2 necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act (20 U.S.C. 1401)) as part of a comprehensive program to meet student needs. For more information about this definition, services, and professionals visit Likely action needed: Familiarity with this term varies across states and districts. It may be necessary to educate policy makers and other stakeholders, and perhaps school administrators, teachers, and support personnel, about the definition and role of SISP, and the unique qualifications of school psychologists in providing comprehensive services. NJASP will continue to provide professional development opportunities for members in support of our role in comprehensive instructional support, as well as the aforementioned role as a mental and behavioral health provider. Opportunities for School Psychology and School Psychologists ESSA explicitly allows states and districts to use various funding streams, including Title I funds, to implement multi- tiered systems of support, positive behavior interventions and supports, and early intervening services. These evidence- based models should be the foundation of school improvement efforts and would improve the impact of the policies listed below. ESSA also presents an excellent opportunity to advance the role of the school psychologist and increase implementation of the NASP Practice Model. To help states articulate how school psychologists and the Practice Model can facilitate effective implementation of ESSA, when appropriate, specific domains of practice are noted. NJASP Government and Professional Relations (GPR) Committee will continue to assess where NJ stands in terms of current engagement in the requirements set forth by this new legislation, while promoting legislative or policy changes required in order to comply with and/or access specific funding streams. There are significant opportunities to advance implementation of the NASP Practice Model, improve access to comprehensive school psychological services, and improve services for all students. It is important to note that ESSA provides states and districts great flexibility in the development and implementation of various education reform initiatives. Unless explicitly noted, the policies listed below do not represent mandated activities. Rather, they are authorized activities that states and districts may choose to implement using federal funds. It is critical that NJ state leaders and decision makers hear our voices in moving ahead on the implementation of not only the mandated activities but also in addressing the adoption of non- mandated education reform initiatives that could improve services for all students in New Jersey.

3 Key Points: Assessment and Accountability for All Students ESSA eliminates Annual Yearly Performance (AYP), 100% proficiency requirements and replaces with a comprehensive model that seeks to help and support, rather than punish struggling schools. States and Local Education Agencies (LEA s) must engage in meaningful consultation with appropriate specialized instructional support personnel, and other stakeholders, when designing state and local Title I plans to improve student outcomes and school success. States must develop an accountability system that*: o Includes performance goals for subgroups of students, o Annually measures student performance based on Performance on state assessments, and At least one other valid and reliable academic indicator that can include student growth o Include at least one indicator of school quality or student success that allows for meaningful differentiation, such as student or educator engagement, or school climate and safety o Academic indicators, which must have more weight in the overall accountability plan than school quality indicators *These are required components of a state accountability system. States and districts can determine specific indicators and the method for data collection. Schools identified for comprehensive support and improvement must: o Conduct a needs assessment and implement evidence based comprehensive learning supports based on the results o Identify and plan to address resource inequity, which could include staffing ratios In schools operating a targeted assistance program, plans must outline how specialized instructional support personnel will be involved in helping identify and intervene with students most at risk of school failure.** Schools may use Title I funds to implement comprehensive school mental health services as a school improvement strategy. ** States could choose from one of any of the professionals considered to be specialized instructional support personnel. School psychologists have expertise in the use of valid and reliable data in decision- making, effective assessments, and intervention implementation. We have the opportunity to help guide state and district school improvement plans that are student centered and rooted in data and we must advocate for our inclusion in the development Title I and other school improvement plans. You are perhaps the one professional with the expertise in most or all of the areas required in order to implement specified activities and initiatives. However, while we must promote our value as an underutilized resource, we also need to be cognizant

4 about our existing responsibilities so not to pile on an impossible array of new activities to an already overflowing list. In the promotion of change, the goal is a shifting, not adding, of responsibilities in order to align with a comprehensive practice model and to better serve the children and families in our state. Further, advocacy for improved school psychologist- student ratio is consistent with meeting mandates to provide comprehensive support and improvement, especially in the schools that are targeted as the most needy. Improving School Climate, School Safety, and Access to High Quality Comprehensive Learning Supports States must articulate how they will assist LEA efforts to bullying, harassment, and discipline. States must annually report school climate, bullying, and harassment data that, at a minimum, is contained in the Civil Rights Data Collection Districts must use at least 20% of Title IV Part A funds for at least one activity to improve student mental and behavioral health, school climate, or school safety*** Federal funds may be used to implement trauma informed practices, and mental health first aid Various funding streams can be used to implement positive behavior interventions and supports or other activities to address skills such as social emotional learning, conflict resolution, effective problem solving, and appropriate relationship building. Any district receiving a full service community schools grant must specify how specialized instructional support personnel will be involved in the partnership and service delivery model. Districts may use federal funds to offer ongoing and job embedded professional development activities for all relevant school staff that facilitates: o Alignment of activities to specific school improvement efforts o Collaborative data collection and decision making o Increased educator capacity within multi- tiered systems of support o Effective classroom discipline and behavior management o High quality instruction, supports and interventions for diverse learners, including students with disabilities o Knowledge of culturally competent practices ***This formula grant is awarded to states and districts based on the funding formula used to allocate Title I funds. This grant is authorized at $1.6 Billion, representing the second largest authorization, behind Title I, contained in ESSA. With the exception of Title 1 funds to low income districts, the largest allocation of funds to states involves activities targeted towards improving student mental and behavioral health, school climate, or school safety. Combine that with the relevant language identifying school psychologists as mental and behavioral health providers, plus the medicaid reimbursement

5 opportunities for schools that already exist for utilizing school psychologist services, and a clear case can be made for not only including school psychologists in these initiatives but also for hiring more school psychologists in order to meet the demands. This recent federal legislation has tremendous impact on initiatives and activities statewide and within our local school districts. This presents an amazing opportunity for us to not only promote our profession but also to lead in long overdue transformational change within our educational system that will benefit New Jersey children and families. NJASP will advocate for the inclusion of school psychologists in these comprehensive initiatives because as you have heard, if you don t have a seat at the table.. We believe that you are leaders with unique expertise. NJASP will continue to support you not only with our advocacy efforts but with continued professional development opportunities centered on the comprehensive role of the school psychologist. You may say I m a dreamer, but I m not the only one. Let s work together to make it happen! Thank you for your advocacy for your students, your dedication to school psychology, and of course, your support of NJASP. If you have specific questions, please contact Terri Allen terri.a.allen@gmail.com or Barry Barbarasch at barryeva@comcast.net

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