With the rise of new federal initiatives, school districts are responsible for supporting students' academic and social-emotional needs through implementing system-level services. School administrators are under pressure to integrate these initiatives into schools, and school psychologists have been identified to support this work. School…

The purpose of this article is to demonstrate how to use a social justice advocacy framework to affect individual and systems-level change for students who live in low-income and economic marginalization (LIEM). The authors provide an in-depth discussion of all three levels of the American Counseling Association's (ACA; Toporek & Daniels,…

Leadership ability is necessary in the work of school psychologists, yet formal investigation of leadership processes engaged in by school psychologists has not occurred in the field. Likewise, perceptions of the leadership ability of school psychologists by other key school professionals, such as administrators and teachers, remain undocumented.…

School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how…

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. Currently, local education agencies (LEAs) in Rhode Island may submit a district-designed model for approval that complies with the…

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. This document describes the process and basic requirements for the Rhode Island Model Support Professional Evaluation and Support…

For many students, school counselors and school psychologists are the initial and primary mental health service providers. The authors will articulate how these two professional groups can use complementary competencies to better serve students through collaborative efforts. Within the context of Response to Intervention and the CDCGP Model, a…

Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work…

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

The purpose of this article is to engage in the debate about "Blueprint III" regarding practice and graduate education in school psychology. We use school-based consultation as a lens to uncover meaning and context in the "Blueprint" and give particular attention to the "Blueprint" authors' foregrounding of prevention…

The 2004 authorization of the Individuals with Disabilities Education Improvement Act affords an opportunity to shift the classification of Learning Disabilities (LD) from a "refer-test-place" to a Response-to-Intervention (RtI) service delivery model. As a result, there are implications for the professional activities of school…

Describes multimodal consultation, a problem-solving approach that analyzes the components of multifaceted, multisubsystem referral problems. The approach, which is exemplified within the ecological perspective, consists of five parts, from the identification of maladaptive interactions to the evaluation of consultation interventions that target…

Applies service delivery perspective to professional school psychology as means to understand and respond to field's problems. Analyzes school psychologists' professional functions and reconceptualizes field as indirect service delivery profession. Proposes "Paradox of School Psychology"--to serve children effectively school psychologists must…

The November 29-December 1, 1979 meeting included: presentations (here summarized) regarding curriculum and training of psychologists, applications and service concerns, family counseling, research, professional issues, and a model for a professional organization of Hispanic psychologists; committee reports; and minutes of the general session of…

Describes a model of delivery of services that enables school psychologists to meet testing demands while initiating a broad range of consultative services. The model includes having available: (1) funds for contract testing, (2) conferences with teachers prior to formal referral of children, and (3) qualified contract evaluators. (Author/RC)