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

2. Developed by Patti L. Harrison The University of Alabama Jack Cummings Indiana University

3. Advisory Board Rachel Brown-Chidsey, University of Southern Maine Sandra Christenson, University of Minnesota Michael Curtis, University of South Florida Peg Dawson, Seacoast Mental Health Center, New Hampshire John Desrochers, New Canaan Public Schools, Connecticut Sissy Hatzichristou, University of Athens, Greece Cathy Lines, Cherry Creek Schools, Colorado JoAnne Morgan, Graduate Student, University of Massachusetts Diane Smallwood, Philadelphia College of Osteopathic Medicine Gary Stoner, University of Massachusetts Chris Willis, Newport County Regional Special Education, Rhode Island

4. 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. http://education.indiana.edu/~futures/ 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) 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.

5. MODULE VI: SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS? PURPOSE AND OVERVIEW

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

7. MODULE VI: SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS? RESOURCES FOR READING AND REVIEW

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

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

10. View Module VI Webcasts Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers webcast from 2002 Futures Conference “From Chaos Comes Resolutions” and powerpoints (View individually or as a group) http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm Smallwood, Brown-Chidsey, Bischoff, Proctor, Davis, and DeMers webcast from final panel presentation at 2002 Future’s Conference “Integrative Session to Review Implementation Steps” (View individually or as a group) http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm http://video.indiana.edu:8080/ramgen/vic/futures_20 021115_1.rm

11. Discussion of Appendix B: The “National Agenda” of priority goals identified at the conclusion of the 2002 Futures Conference

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

13. Prevention and early intervention will be necessary to achieve positive outcomes for children, families, and schools. Evidence-based practices will be necessary to achieve positive outcomes for children, families, and schools. 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 (e.g., age, gender or gender identity, cognitive capabilities, developmental level, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status).

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

15. Outcome 1: Improved academic competence and school success for all children. Advocacy & Public Policy--Goal A: Advocate for universal early prevention and intervention programs that emphasize language, cognitive, and social-emotional development and are placed in the context of ethnicity, SES, gender, and language. Practice--Goal B: Ensure that assessment practices of school psychologists are empirically-linked to strategies to improve academic performance, and that those assessment practices account for the influence of ethnicity, SES, gender, and language on learning outcomes. Pre-service & In-service Training--Goal C: Develop and implement pre-service and in-service training for school psychologists related to universal early prevention and intervention programs.

16. Outcome 2: Improved social- emotional functioning for all children. Advocacy & Public Policy--Goal A: Promote the availability of comprehensive range of services, from supportive and inclusive placements through interim alternative placements, for students with severe emotional and behavioral disorders. Collaboration & Communication--Goal B: Educate all stakeholders about the importance of social-emotional competence for children. Collaboration & Communication--Goal B: Educate all stakeholders about the importance of social-emotional competence for children. Practice--Goal C: Ensure that school psychologists develop a systematic plan in all schools to reduce social/emotional barriers to learning.

17. Outcome 3: Enhanced family-school partnerships and parental involvement in schools. Research & Knowledge Base--Goal A: Identify evidence-based models of effective family-school partnerships. Practice--Goal B: Ensure that school psychologists engage in activities to change the culture of schooling to ensure that families are integral partners in the educational process of children. Pre-service Training--Goal C: Change pre-service education and training of school psychologist candidates to infuse a focus on families as integral partners in the educational process.

18. Outcome 4: More effective education and instruction for all learners. 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. In-service Training--Goal B: Provide in-service training for school psychologists in the use of a data-based problem solving model to implement evidence-based instruction and interventions. In-service Training--Goal C: Implement a national pre- service and in-service training initiative for school psychologists regarding effective instruction.

19. Outcome 5: Increased child and family services in schools that promote health and mental health and are integrated with community services Practice--Goal A: Define and promote population-based service delivery in schools and school psychology. In-service Training--Goal B: Prepare current practitioners to implement a public health model. Pre-service Training--Goal C: Prepare future practitioners to implement a public health model.

20. MODULE VI: SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS? QUESTIONS FOR GROUP DISCUSSION OR INDIVIDUAL REFLECTION

21. FOCUS QUESTIONS 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.

22. a. Should the practice of school psychology change in the next 10 years? How? What are the implications if it does change? If it does not change? Click to access a form for recording and displaying responses to focus questions.

23. b. In the next 10 years, should school psychology attract more professionals to the field? What are the implications if we do attract more professionals? If we do not attract more professionals? Click to access a form for recording and displaying responses to focus questions.

24. c. In the next 10 years, how can school psychology successfully meet service demands, even with our diminishing numbers of professionals? Click to access a form for recording and displaying responses to focus questions.

25. d. How will graduate education in school psychology change in the next 10 years? Click to access a form for recording and displaying responses to focus questions.

26. e. How will inservice training by school systems, professional associations, etc., change in the next 10 years? Click to access a form for recording and displaying responses to focus questions.

27. f. Look further into the future. What major characteristics do you expect to see in school psychology practice and graduate training in 2025? 2050? Click to access a form for recording and displaying responses to focus questions.

28. TARGET QUESTIONS 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.

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

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

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

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

33. e. Appendix B contains the “national agenda” of 15 priority goals selected for implementation at the conclusion of the 2002 futures conference. Which one or more of the 15 priority goals have been reflected in national changes in school psychology practice since the futures conference in 2002? Which of the priority goals have been reflected in your own state and local school psychology practices? Click to access a form for recording and displaying responses to target questions.

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

35. MODULE VI: SCHOOL PSYCHOLOGY TODAY AND TOMORROW: NEXT STEPS? ACTION PLAN REVIEW AND IMPLEMENTATION

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

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

38. a. The readings for Module VI include an article by Dawson, Cummings, Harrison, Short, Gorin, and Palomares, in which the futures conference co- chairs identify several caveats related to the long- term action plans generated during the 2002 conference. Consider the caveats below, along with the following questions, as they relate to the action plans developed by you, or your group, at the conclusion of Modules II, III, IV, and V: “Strategic planning often fails to develop action plans that identify in sufficiently specific terms who will do what when.” How will you, or your group, include adequate follow through/accountability to ensure accomplishments of your action plan? Click to access a form for recording and displaying responses to action plan questions.

39. Action plans may “promote practices that can transform the field, but the day- to-day work of the school psychologist in the trenches does not change.” How can you, or your group, ensure that your action plans promote more effective daily practice of school psychologists? Click to access a form for recording and displaying responses to action plan questions.

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

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

42. b. Which of the action plans has the highest priority? Which action plans should be implemented first? Click to access a form for recording and displaying responses to action plan questions.

43. c. How can those responsible for implementing the action plans shift their responsibilities to permit adequate time to accomplish the actions specified in the plan? Click to access a form for recording and displaying responses to action plan questions.

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

45. e. As proponents of evidence based interventions, school psychologists are committed to empirically evaluating their efforts. Examine the action plans. Do they specify the collection of adequate evidence to determine whether the steps in the action plan are accomplished well? Click to access a form for recording and displaying responses to action plan questions.

46. f. Finally, evaluate the action plans from the perspective of making tem failsafe. In high quality collaborations individuals support each other to ensure the project progresses. Are checks built into your action plans to avoid backward movement if one person fails to implement a step? Click to access a form for recording and displaying responses to action plan questions.

47. We wish you much success in meeting the needs of children, families, and schools.