Presentation on theme: "School Psychology and Accountability K. T. Hinkle, Ph.D., NCSP Valdosta State University InternetLoggingSystem.com: A Technological Tool for Improving."— Presentation transcript:
School Psychology and Accountability K. T. Hinkle, Ph.D., NCSP Valdosta State University InternetLoggingSystem.com: A Technological Tool for Improving Training and Service
School Psychology & Accountability Accountability Accountability is easy to understand if you dont think about it!
School Psychology & Accountability APA Monitor-Feb. 2, 2005 (Ronald Levant) accountability The EBP movement in the U.S. society is truly a juggernaut, racing to achieve accountability in medicine, psychology, education, public policy, and even architecture.
School Psychology & Accountability Accountability Accountability expectations central to most organizations: schools, hospitals, government entities, private industry, corporations Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education (NCATE) Principles for Performance-Based Assessment Systems in Professional Education Programs (NCATE) Standards for Training and Field Placement Programs in School Psychology (NASP)
School Psychology & Accountability No Child Left Behind Act (NCLB) 2001-effort to improve academic achievement for all children NCLB-revision of the Elementary and Secondary Education Act (ESEA) accountability A Major part of NCLB is school district accountability
School Psychology & Accountability Tom Fairchild-13 Tom Fairchild-13 articles addressing accountability and school psychology between 1974-1996 Joseph Zins Joseph Zins Tracey Seeley Tracey Seeley
School Psychology & Accountability November 2004- NASP Communiqué Accountability Accountability Project: Raising Awareness About Your Role Under NCLB Tom Delaney March 2005-NASP Communiqué Workload vs. Caseload: Theres More to School Psychology Than Numbers Ted Feinberg, Karen Nujiens, Andrea Carter
Critical Accountability Questions for School Psychology What are the potential consequences of collecting accountability data? Who should be accountable? What kind of accountability data should we collect? How do we efficiently/reliably collect accountability data? What do we do with the data once we collect it?
Consequences of Accountability? Imposed-evidenced by excessive bureaucracy and activities undertaken to justify a position or demonstrate compliance (proving what you do)- accountability measurement Offered-provides an opportunity to forward improvement in systems and outcomes for individuals (improving what you do)-decision making
Consequences of Accountability Professional organizations and departments of education can use data to provide leadership and direction to the field Measure practices versus self-report yielding a more realistic perspective of practice and representation of the field Data can be used to demonstrate the demand for and impact of service provided (both direct and indirect)
Barriers to Accountability Efforts Availability and familiarity with procedures for obtaining accountability data-not part of our training Manageability-involvement in accountability efforts is too time consuming and cumbersome Data collection costs-clerical staff and other assistants as needed, travel (site visits)
Barriers to Accountability Efforts Concern about the negative consequences of the information collected We are used to assessing others, not having to assess ourselves We have no competition Confirmation Bias-Intuitive Empiricism
Who should be accountable? School Psychology Students (Practicum/Internship) School Psychology Trainers (University Supervisors) School Psychology Mentors (Site Supervisors) School Psychologists (Service Providers) School Psychology Organizations (NASP, APA)
What Kind of Accountability Data? Enumeration-tabulation of activities Number of services provided Demographic Data (race, gender, age, disability) Process-personal/professional characteristics Product-changes resulting from involvement (Outcome)
Three Kinds of Accountability Data Enumeration-tabulation of activities Number of services provided Consultation Intervention Assessment Conferences/Staffings In-Service Training Research/Program Evaluation Supervision Documentation Demographic Data (race, gender, age, disability)
Three Kinds of Accountability Data Process-professional characteristics 1. Data captures student skill development and attainment 2. Data that is reliable 3. Data that is valid 4. Data from multiple methods, sources, environments, domains 5. Data assessed across time and goals 6. Data useful for program evaluation
Three Kinds of Accountability Data Process-personal characteristics 1. Referral process/access & Time management 2. Understanding/Interpersonal skills 3. Interns response/Competence 4. Interpersonal Quality/ Ability to communicate effectively
Three Kinds of Accountability Data Product-changes resulting from involvement (Outcome) 1. Meeting needs/Duration 2. Discharge/Follow through/Quality of Care 3. Service satisfaction (response to problem) 4. Outcome/Change
What do we do with the data once we collect it? Develop sample instruments, forms and procedures to be disseminated widely Identify Exemplary programs or best practices in professional publications Provide workshops at professional meetings to disseminate information about specific techniques
InternetLoggingSystem.com Copyright 2002 internet logging system, All Rights Reserved The Internet Logging System (ILS) is a web-based, password secure program designed for students, field supervisors, university trainers, and program directors involved in school or clinic based practicum or internship experiences. The ILS records and reports both qualitative and quantitative data in distinct, operationally defined service categories.
School Psychology Consumer Feedback Survey Process 1. Referral process/access 2. Understanding 3. Responsiveness 4. Interpersonal Quality Product 1. Discharge/Follow through 2. Discharge/Follow through 3. Duration 4. Outcome