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Connecticut State Department of Education | Guidelines for the Practice of School Psychology ii
Contents
Preface .......................................................................................................................................................... 1
Acknowledgments ......................................................................................................................................... 2
Introduction to the Practice of School Psychology in Connecticut ................................................................ 4
Mission .......................................................................................................................................................... 5
Philosophy ..................................................................................................................................................... 5
Scope of Practice for Connecticut School Psychologists ............................................................................. 6
Standards and Domains of School Psychology Leadership and Function ................................................... 7
Standard 1: Practices That Permeate All Aspects of Service Delivery ..................................................... 7
Domain 1: Databased Decision-Making and Accountability ................................................................. 7
Domain 2: Consultation and Collaboration ........................................................................................... 8
Standard 2: Direct and Indirect Services for Children, Families, and Schools ......................................... 8
Domain 3: Interventions and Instructional Support to Develop Academic Skills .................................. 8
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills ...................... 9
Domain 5: School-Wide Practices to Promote Learning ....................................................................... 9
Domain 6: Preventive and Responsive Services .................................................................................. 9
Domain 7: Family and School Collaboration Services ........................................................................ 10
Standard 3: Foundations of School Psychological Service Delivery ...................................................... 10
Domain 8: Diversity in Development and Learning ............................................................................. 10
Domain 9: Research and Program Evaluation ................................................................................... 11
Domain 10: Legal, Ethical, and Professional Practice ........................................................................ 11
Principles for Professional Ethics of School Psychologists ........................................................................ 12
Adjudication ............................................................................................................................................. 12
Other Resources ..................................................................................................................................... 12
Best Practices ......................................................................................................................................... 12
Making Optimal Use of School Psychological Services .............................................................................. 13
Staffing Ratios ......................................................................................................................................... 13
Caseload vs. Workload ........................................................................................................................... 13
Supervision, Professional Development, and Evaluation ........................................................................... 15
Administrative vs. Clinical Supervision ................................................................................................... 15
Administrative Supervision .................................................................................................................. 15
Clinical Supervision ............................................................................................................................. 15
Qualifications and Training of Clinical Supervisors ............................................................................. 16
Professional Development ...................................................................................................................... 17
Evaluation ................................................................................................................................................ 18
Future Trends and Best Practice in School Psychological Services .......................................................... 21
Connecticut State Department of Education | Guidelines for the Practice of School Psychology iii
Overview ................................................................................................................................................. 21
Evaluation in the 21st Century ................................................................................................................ 21
Reciprocity for School Psychology Certification ...................................................................................... 22
School Psychology in the Private Sector .................................................................................................... 23
Self-Care: The Missing Link in Best Practice .............................................................................................. 24
Culturally and Linguistically Diverse Students ............................................................................................ 25
Overview ................................................................................................................................................. 25
Assessment Practices ............................................................................................................................. 25
References .................................................................................................................................................. 28
The Connecticut State Department of Education is committed to a policy of affirmative action/equal opportunity for all qualified
persons. The Connecticut State Department of Education does not discriminate in any employment practice, education program, or
educational activity on the basis of age, ancestry, color, civil air patrol status, criminal record (in state employment and licensing),
gender identity or expression, genetic information, intellectual disability, learning disability, marital status, mental disability (past or
present), national origin, physical disability (including blindness), race, religious creed, retaliation for previously opposed
discrimination or coercion, sex (pregnancy or sexual harassment), sexual orientation, veteran status or workplace hazards to
reproductive systems, unless there is a bona fide occupational qualification excluding persons in any of the aforementioned
protected classes.
Inquiries regarding the Connecticut State Department of Education’s nondiscrimination policies should be directed to:
Levy Gillespie
Equal Employment Opportunity Director/Americans with Disabilities Act (ADA) Coordinator
Connecticut State Department of Education
450 Columbus Boulevard, Suite 505
Hartford, CT 06103
860-807-2071
Levy.Gillespie@ct.gov
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 1
Preface
The twenty-first century has proven to be both a time of great opportunity and challenges for the youth of
today. To help students navigate the educational process, we must provide opportunities that are diverse
and provide resources that enhance their experiences within the school environment and beyond. While it
is clear that academic proficiency is our optimal goal, it is vital to recognize the importance of guiding
students through the development of their whole selves. This encompasses not only strong academic
rigor but also emotional and social skills that will yield productive and responsible members of an ever-
changing world.
Academic success is influenced by a multitude of factors including equitable and effective instruction,
motivation, interpersonal relationships (home and school), capacity to cope with emotional challenges,
stress, resiliency, disabilities, socioeconomic latitude, and cultural and linguistic factors (Gore, Leuwerke,
Metz, Brown, & Kelly, 2019; Schluter, Pinnow, Voelkle, Gunturkun, Genc, 2018; Stadtfeld, Elmer, Boda, &
Raabe, 2019).
School psychologists:
• are uniquely positioned to prepare students to meet the changing demands of the world in which
they live;
• have specialized training in both psychology and education, which extends their expertise far
beyond the most familiar role of conducting evaluations to determine special educational needs;
• can support the social, emotional, and academic learning goals of all students, and provide
services that impact learning at the individual, small group, classroom, building or school district
level; and
• collaborate with administrators, teachers, school specialists, parents and other health
professionals to ensure that every child learns in a safe, healthy, and supportive environment.
These guidelines delineate the many ways school psychologists can support the educational process.
Given the challenges of contemporary education, we cannot afford to overlook or underutilize this
important resource. Schools psychologists can make significant contributions to the learning and healthy
development of children and adolescents.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 2
Acknowledgments
Project Managers:
Jocelyn Mackey, Ph.D.
Education Consultant
Connecticut State Department of Education
School Psychologist
Michael Regan, Ph.D., NCSP
Cooperative Educational Services
Director of Special Education
Bilingual School Psychologist
Advisory Team and Writing Committee:
Althea Barnes, M.A.
Supervisor of Student Services
Manchester Public Schools
School Psychologist
Ronald Benner, NCSP
Bridgeport Public Schools
School Psychologist
H. Thomas Brant, M.A., CAS
Coordinator of Special Education
Stratford Public Schools
President, Connecticut Association of School
Psychologists
Eric Elias, M.Ed.
Meriden Public Schools
School Psychologist
Henry Galarraga, M.A., CAS
Connecticut Technical Education and Career
System
Bilingual School Psychologist
Steven Mendelssohn, M.A., CAS
Clinton Public Schools
School Psychologist
President-Elect, Connecticut Association of
School Psychologists
Mary-Paule Monks, M.Ed.
Connecticut Technical Education and
Career System
School Psychologist
Shamim Patwa, Ph.D.
Mansfield Public Schools
Director of Special Education
School Psychologist
Veronica Scarfi, Ph.D.
Hartford Public Schools
School Psychologist
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 3
Special thanks for providing material and review of guidelines are extended to:
Chris Brown, M.S.
Director of Student Services
Watertown Public Schools
School Psychologist
Paula Catuogno, M.S., NCSP
Consolidated School District of New Britain
School Psychologist
Eric Colón-Rodríguez, Ph.D.
Bilingual School Psychologist (retired)
Jo Ann Freiberg, Ph.D.
Education Consultant (retired)
Connecticut State Department of Education
Paula Gill López, Ph.D.
Director, School Psychology Program
Department of Psychological and
Educational Consultation
Fairfield University
Christine Kuehlewind
State Education Resource Center
Elaine O’Connor, CAGS
Hartford Public Schools
School Psychologist
Cynthia Rutledge, Ed.D.
School Psychologist (retired)
Terry Williams, Ph.D.
School Psychologist (retired)
Nattaneal Wilson
State Education Resource Center
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 4
Introduction to the Practice of School Psychology
in Connecticut
The discipline of psychology is central to teaching, learning, and child development. School psychology is
a specialized area of professional psychology concerned with the science and practice of psychology with
children, youth, families; learners of all ages; and the schooling process.1 School psychologists service
children and youth as they develop and discover their educational world socially, emotionally, and
academically.
The evolution of school psychology has transformed the focus of school-based psychological services to
encompass best practices in assessment, behavioral interventions, and educational programming. Our
current paradigm of school psychology is characterized by2:
• an emphasis on consultation, functional behavioral assessment, curriculum-based measurement,
and ecological assessment of learner/environment systems applied to the design of instructional,
social, emotional and behavioral interventions;
• a focus on service outcomes, accountability, and databased decision-making that links
assessment directly to empirically supported interventions;
• a focus on wellness, social and emotional well-being, prevention, counseling and building
competencies;
• a systemic approach to the enhancement of climate, culture and restorative practices that
ultimately improve achievement outcomes; and
• a systemic orientation characterized by the provision of a comprehensive, integrated program of
school psychological services to all learners, their families, and those who serve them.
School districts and practitioners are encouraged to review the National Association of School
Psychologist’s Practice Model (NASP Practice Model).3 Understanding the standards and domains of
practice helps inform the range of knowledge and skills school psychologists have and outlines how
services are integrated to best meet the needs of students, families, and the school community.4
1 https://www.apa.org/ed/graduate/specialize/school.aspx
2 http://www.nasponline.org/about-school-psychology/who-are-school-psychologists
3 https://www.nasponline.org/standards-and-certification/nasp-practice-model/nasp-practice-model-overview
4 https://www.nasponline.org/x40589.xml
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 5
Mission
School psychologists partner with families, teachers, school administrators, and other professionals to
create safe, healthy, and supportive learning environments that strengthen connections between home,
school, and the community.
Philosophy
All children and youth have the right to be educated in a safe and nurturing school environment that
promotes positive educational and social-emotional development. School psychologists respect, engage,
and challenge all students to become motivated, confident, and creative lifelong learners. School
psychologists foster a climate that nurtures and values diversity, equity, and critical thinking. School
psychologists collaborate with key stakeholders in families, schools, and communities to promote the
healthy development of all children and youth. School psychologists have unique training that
encompasses learning and cognition, as well as social and emotional development, providing an
integrated perspective of service within the context of the school. School psychologists protect the rights
of children and their families, respect individual differences, and recognize that diversity contributes to a
strong and just society. School psychologists promote early interventions and databased decision-making
to support children and families.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 6
Scope of Practice for Connecticut School
Psychologists
School psychologists work with students and their families to support students’ social, emotional, and
behavioral health. School psychologists’ broad training in the core areas of psychology and education
place them in the unique and ideal position to integrate and coordinate educational, psychological, and
behavioral health services.5 Research has shown that students who receive this type of support achieve
better academically in school (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Welsh, Parke,
Widaman, & O'Neil, 2001; Zins, Bloodworth, Weissberg, & Walberg, 2004). The vast majority of school
psychologists work in public school settings. However, some also provide services in universities,
research organizations, public service agencies, and private practice (Castillo, Curtis, &. Gelley, 2012).
School psychologists also work with school-based teams to support the academic success of students
through a variety of means including consultation and review of student performance data.
School psychologists are experts in addressing barriers to educational success and are critical members
of school teams. As experts in both mental health and education, school psychologists are invaluable to
students, schools, and families in providing a multitude of interventions that contribute to student success
(e.g. supporting academic and social-emotional learning, addressing positive school climates, enhancing
academic engagement, promoting positive behavioral supports). When school psychologists are
supported in practicing the broad-based role as articulated by the NASP Practice Model, students and
schools are more likely to have access to these professional activities and student outcomes are
enhanced.6
5 https://www.apa.org/ed/graduate/specialize/school.aspx
6 https://www.nasponline.org/x26834.xml
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 7
Standards and Domains of School Psychology
Leadership and Function
The National Association of School Psychologists (NASP),7 the American Psychological Association
(APA) Division 16,8 and the Connecticut State Department of Education (CSDE)9 outline the scope of
practice of school psychologists to ensure delivery of comprehensive school psychological services. The
organization of this section borrows directly from the NASP conceptualization of domains of school
psychology practice, which promotes the shift toward a more comprehensive model of school
psychological services that will have the effect of promoting better outcomes for all students.10 Alignment
with these domains is also consistent with the Connecticut Common Core of Teaching (CCT) Rubric for
Effective Service Delivery 2014, Evidence Guide for School Psychologist.11
The scope of practice for school psychologists can be summarized under three standards with 10 general
domains. School psychologists have competence and proficiency in all of the domains, though not all may
have the highest level of expertise in all aspects of each domain. Individual school psychologists will have
distinct subspecialties or areas of expertise across the 10 domains.
Standard 1: Practices That Permeate All Aspects of Service Delivery
Domain 1: Databased Decision-Making and Accountability
School psychologists have knowledge of varied models and methods of assessment and data collection for
identifying strengths and needs, developing effective services and programs, and measuring progress and
outcomes. As part of a systematic and comprehensive process of effective decision-making and problem
solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use
psychological and educational assessment, data collection strategies, and technology resources and apply
results to design, implement, and evaluate direct interventions, psychological services, and programs.
Examples of professional practices include:
• Using the problem-solving framework as the basis for all practices.
• Systematically collecting data from multiple sources and using ecological factors as the context
for all assessment and intervention decisions.
• Using assessment data to understand students’ problems and to implement evidence-based
instructional, mental, and behavioral health services.
• Using data to analyze progress toward meeting academic and behavioral goals.
• Evaluating treatment fidelity of student interventions.
• Evaluating the effectiveness and/or need for modifications to school-based interventions or
programs.
7 https://www.nasponline.org/
8 https://www.apa.org/about/division/div16.aspx
9 https://portal.ct.gov/SDE/Talent_Office/Talent-Office-home-page
10 https://www.nasponline.org/standards-and-certification/nasp-practice-model/nasp-practice-model-implementation-
guide/section-i-nasp-practice-model-overview/nasp-practice-model-10-domains
11 https://portal.ct.gov/-/media/SDE/SEED/Evidence_Guides/school_psychologist.pdf?la=en
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 8
• Conducting valid and reliable assessments to identify students’ eligibility for special education
services.
Domain 2: Consultation and Collaboration
School psychologists have knowledge of varied models and strategies of consultation, collaboration, and
communication applicable to individuals, families, schools and systems, and methods to promote effective
implementation of services. As part of a systematic and comprehensive process of effective decision-
making and problem solving that permeates all aspects of service delivery, school psychologists
demonstrate skills to consult, collaborate, and communicate effectively with others.
Examples of professional practices include:
• Using a consultative problem-solving process for planning, implementing, and evaluating all
instructional, and mental and behavioral health services.
• Facilitating effective communication and collaboration among families, teachers, community
providers, and others.
• Using consultation and collaboration when working at the individual, classroom, school, or
systems levels.
• Advocating for needed change at the individual student, classroom, building, district, state, or
national levels.
Standard 2: Direct and Indirect Services for Children, Families, and
Schools
Student-Level Services
Domain 3: 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 cognitive and academic
skills.
Examples of professional practices include:
• Implementing evidence-based interventions to improve student engagement and learning.
• Using assessment data to develop and implement evidence-based instructional strategies that
will improve student performance.
• Working with other school personnel to ensure attainment of state and local benchmarks for all
students.
• Sharing information about research in curriculum and instructional strategies.
• Promoting the use of instructional strategies for diverse learners and to meet individual learning
needs.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 9
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
School psychologists have knowledge of biological, cultural, developmental, and social influences on
behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-
based strategies to promote social-emotional functioning, and mental and behavioral health. School
psychologists, in collaboration with others, demonstrate skills to use assessment and data collection
methods and to implement and evaluate services that support socialization, learning, mental and
behavioral health.
Examples of professional practices include:
• Providing a continuum of mental and behavioral health services, including individual and group
counseling, behavioral coaching, positive behavioral supports, and parent education.
• Integrating behavioral supports and mental health services with academic and learning goals for
students.
• Facilitating the design and delivery of curricula to help students develop effective skills, such as
self-regulation, planning, organization, empathy, social skills, and decision-making.
• Using systematic decision-making to consider the antecedents, consequences, functions, and
causes of behavioral difficulties.
• Developing and implementing behavior change programs at individual, group, classroom, and
school-wide levels.
• Evaluating evidence-based interventions to improve individual student social, emotional, and
behavioral wellness.
Systems-Level Services
Domain 5: School-Wide Practices 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 and behavioral health. School psychologists, in collaboration with others, demonstrate skills to
develop and implement practices and strategies to create and maintain effective and supportive learning
environments for children and others.
Examples of professional practices include:
• Using knowledge of universal screening programs to identify students in need of instructional and
behavioral support services.
• Promoting policies and practices that support effective discipline, instructional support, grading,
home-school partnerships, student transitions, and more.
• Collaborating with other school personnel to create and maintain a multi-tiered continuum of
services to support academic, social, emotional, and behavioral goals for students.
• Advocating for policies and practices that promote positive school environments.
Domain 6: Preventive 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 and behavioral health, safety, and
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 10
physical well-being through protective and adaptive factors and to implement effective crisis preparation,
response, and recovery.
Examples of professional practices include:
• Using knowledge of risk and protective factors to address problems such as school completion,
truancy, bullying, youth suicide, and school violence.
• Developing, implementing, and evaluating prevention and intervention programs that address
precursors to severe learning and behavioral problems.
• Participating in school crisis prevention and response teams.
Domain 7: Family and 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, mental
and behavioral 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 include:
• Collaborating with and engaging parents in decision-making about their children.
• Promoting respect and appropriate services for cultural and linguistic differences.
• Promoting strategies for safe, nurturing, and dependable parenting and home interventions.
• Creating links among schools, families, and community providers.
Standard 3: Foundations of School Psychological Service Delivery
Domain 8: Diversity in Development and Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse
student characteristics; principles and research related to diversity factors for children, families, and
schools, including factors related to culture, context, and individual and role difference; and evidence-
based strategies to enhance services and address potential influences related to diversity. School
psychologists provide professional services that promote effective functioning for individuals, families, and
schools with diverse characteristics, cultures, and backgrounds and across multiple contexts.
Understanding and respect for diversity in development and learning, and advocacy for social justice, are
foundations for all aspects of service delivery.
Examples of professional practices include:
• Addressing individual differences, strengths, backgrounds, and needs in the design,
implementation, and evaluation of all services.
• Using a problem-solving framework for addressing the needs of English language learners.
• Promoting fairness and social justice in school policies and programs.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 11
Domain 9: Research and Program Evaluation
School psychologists have knowledge of research design, statistics, measurement, varied data collection
and analysis techniques, and program evaluation sufficient for understanding research and interpreting
data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a
foundation for service delivery and, in collaboration with others, use various techniques and technology
resources for data collection, measurement, and analysis to support effective practices at the individual,
group, and/or systems levels.
Examples of professional practices include:
• Using research findings as the foundation for effective service delivery.
• Using techniques of data collection to evaluate services at the individual, group, and systems
levels.
• Assisting teachers in collecting meaningful student data.
• Applying knowledge of evidence-based interventions to evaluate the fidelity and effectiveness of
school-based intervention plans.
Domain 10: Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school psychology; multiple
service models and methods; ethical, legal, and professional standards; and other factors related to
professional identity and effective practice as school psychologists. School psychologists demonstrate
skills to provide services consistent with ethical, legal, and professional standards; engage in responsive
ethical and professional decision-making; collaborate with other professionals; and apply professional
work characteristics needed for effective practice as school psychologists, including respect for human
diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability,
initiative, dependability, and technology skills.
Examples of professional practices include:
• Remaining knowledgeable about ethical and professional standards.
• Assisting administrators, other school personnel, and parents in understanding regulations
relevant to general and special education.
• Engaging in professional development and life-long learning.
• Using supervision and mentoring for effective practices.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 12
Principles for Professional Ethics of School
Psychologists
As a core value, all school psychologists adhere to ethical standards of practice at all levels of service
delivery. The two major professional associations in school psychology, the National Association of
School Psychologists (NASP) and the American Psychological Association (APA), have developed codes
of ethics and professional standards for the delivery of service. The National Education Association, the
American Federation of Teachers, and other professional organizations have their own codes of ethics.
All members of these organizations agree to abide by these ethical principles and professional standards.
School psychologists who are members of the Connecticut Association of School Psychologists (CASP)
or the National School Psychology Certification System are bound to abide by the NASP’s Principles for
Professional Ethics.12 School psychologists who are members of the Connecticut Psychological
Association are bound to abide by APA’s Ethical Principles of Psychologists and Code of Conduct.13
Members of APA and NASP also agree to consider the Standards for Educational and Psychological
Testing14 in judging whether their assessment procedures meet technical standards. Consistent with
applicable law, these principles serve as a basis for decisions on issues pertaining to certification and
employment.
Adjudication
NASP will investigate and adjudicate violations of the Principles for Professional Ethics. The Model for
Comprehensive and Integrated School Psychological Services represent the position of NASP regarding
best practices in the delivery of comprehensive school psychological services but are not adjudicated.
The APA will adjudicate violations of its Ethical Principles of Psychologists and Code of Conduct.
Other Resources
Aside from the ethical codes and standards of NASP and APA, school psychologists sometimes consult
other sources of guidance for ethical and professional practice. Articles in professional journals published
by NASP and APA provide timely information and discussion of specialized topics. NASP and APA
publish position statements that represent the official views of those organizations on a variety of
subjects.
Best Practices
School psychologists who are members of at least one professional organization abide by its ethical
principles and guidelines. All school psychologists, whether they are members of a professional
association or not, should be familiar with these principles and guidelines.
12 https://www.nasponline.org/standards-and-certification/professional-ethics
13 https://www.apa.org/ethics/code/index.aspx
14 http://www.teststandards.org/
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 13
Making Optimal Use of School Psychological
Services
Although school psychology is not currently listed as a shortage area in Connecticut, longstanding
shortages of school psychologists nationally has continued to threaten students’ access to school
psychological services.15 16 School district leaders should think strategically on how best to maximize
the use of this valuable resource. While school psychologists will continue to fulfill the critical need for
evaluation, greater emphasis should be placed on prevention, consultation, collaboration, and indirect
services to proactively support students in an effort to prevent students from failing and obviate the need
for more costly, more intrusive interventions.
For a greater understanding of the comprehensive nature of school psychological services, school district
leaders are encouraged to familiarize themselves with the domains of practice outlined within this
document. School district leaders and school psychologists are encouraged to work together to pilot
innovative deployment of school psychologists in their districts. To ensure that resources are being used
effectively and efficiently, school district leaders can make use of school psychologists’ skills in databased
decision-making and program evaluation, and their knowledge of empirically supported interventions.
Examples of strategies to optimize use of school psychological services include but are not limited to:
• Providing support for clerical or paperwork activities that do not require professional skills or
oversight.
• Using timesaving technology (e.g., laptop computers, test-scoring software).
• Enabling school psychologists to expand, and make full use of, expertise in specialized areas
(e.g., neuropsychology, positive behavioral supports, and autism).
• Reviewing district requirements and practices that yield relatively little value per time invested.
• Prioritizing staff assignments strategically to support and protect mandated services and/or large
impact projects and activities.
Staffing Ratios
The ratio of School Psychologist to Students should be informed by consideration of both workload and
caseload. NASP recommends a ratio of 1 school psychologist to 500-700 students (1:500-700) for a
comprehensive service delivery model depending upon the level of need within the student population.17
Caseload vs. Workload
Unlike the regular education program in which staffing needs are predicated on projected student
enrollment, class size limits, and/or budgetary constraints, assigning school psychologists is based not
15 https://portal.ct.gov/SDE/Talent_Office/Talent-Office-home-page/Shortage-Areas
16 http://www.nasponline.org/resources-and-publications/resources/school-psychology/shortages-in-school-
psychology-resource-guide
17 https://www.nasponline.org/standards-and-certification/nasp-practice-model/nasp-practice-model-implementation-
guide/section-i-nasp-practice-model-overview/nasp-practice-model-organizational-principles
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 14
only on the number of children attending a school or program, but also on the intensity and duration of the
individual services prescribed for those students needing special education and related services. Federal
law does not specify requirements for caseload with regard to students requiring special education and
related services. Likewise, state statute does not prescribe staffing ratios but specifies only that “the
number and age range of children requiring special education and related services assigned to a class
shall be such that the specifications of each child’s Individualized Education Program (IEP) can be
met.”18
When making decisions regarding the work of the school psychologist, it is important to distinguish
between caseload and workload (Feinberg, Nuijens, & Canter, 2005). Caseload refers to the number of
students who are provided direct services. School psychologists typically define their caseload by the
number of students assigned to them and/or the number of evaluations they complete in an academic
year. This is different from the ratio of enrolled students per school psychologist, which could be viewed
as a school psychologist’s potential caseload. Workload, on the other hand, includes all activities required
and performed by the school psychologist. This includes the caseload (e.g., number of individual students
served) as well as all other activities that are necessary and important to support students’ educational
programs, implement best practices for school psychological services, ensure compliance with
educational mandates, and fulfill the responsibilities that are associated with working in a school setting.
Factors that affect workload include IEP mandates, service to nondisabled students who need support
from the school psychologist, state and local regulations, state certification requirements, student factors,
unfunded mandates, and state and local budgets.19 In addition, many school psychologists are actively
involved with individual and group counseling, staff and parent consultation, in-service training and
development, community liaison work, and a host of other activities that help serve the needs of the
identified “client,” which can be the student, the school or the school district.
18 Regulations of Connecticut State Agencies (RCSA) Section 10-76d-5
19 According to the National Association of School Psychologists, school psychologists continue to report that a
substantial percentage of their time is dedicated to special education activities at an average of 47% for evaluations
and 11% towards participation in a Planning and Placement Team (PPT).
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 15
Supervision, Professional Development, and
Evaluation
Administrative vs. Clinical Supervision
Supervision for school psychologists is necessary to ensure ethical, non-biased, competent best practices
in the delivery of school psychology services and includes both administrative and clinical supervision.
Administrative Supervision
Administrative supervision typically focuses on issues such as personnel matters, legal, contractual, or
other organizational matters specific to the school district. Rather than discipline-specific skills,
administrative supervision includes things such as staff assignments and performance of job-related
responsibilities in accordance with labor agreements. This level of supervision is made available to the
school psychologist to help solve problems related to job performance and/or conflicting personal factors.
Administrative supervision is performed by a certified school administrator who may or may not be
credentialed as a school psychologist.
Clinical Supervision
The primary focus of clinical supervision is the development of discipline-specific professional skills and
welfare of the client (Simon & Swerdlik, 2017). It involves professional oversight with the goal of:
• promoting effective growth and exemplary professional practice across all the roles and functions
of school psychologists;
• protecting the welfare of all clients;
• safeguarding the profession through monitoring and gatekeeping;
• empowering supervisees to develop self-monitoring skills;
• promoting self-care;
• preparing for the supervisee’s future role as a supervisor.
Practice standards recommend that, initially, credentialed school psychologists and new hires with less
than a professional level certificate be afforded direct and/or indirect clinical supervision and/or mentoring
by the district a minimum average of 1 hour per week.20 It is common for this supervision to involve
consultation, review of assessment practices and for a more experienced psychologist to review and co-
sign psychological reports during this time period, which can frequently last for 6 months to 1 year or
more as needed. More experienced school psychologists may utilize alternative methods for ongoing
supervision. For example, monthly staff meetings allow for peer-based supervision groups or communities
of practice, mentoring and ongoing peer support that will ensure continued professional growth and
support for complex and difficult situations. In order to ensure best practice in school psychological
service delivery, every school district should allow time for their district school psychologists to participate
in ongoing clinical supervision and mentoring. In smaller districts where clinical supervision in school
psychology practices may not be available, school districts should both allow and encourage their school
psychologists to seek supervision and/or peer support from more experienced school psychologists
20 https://www.nasponline.org/x26834.xml
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 16
outside the school district through available school psychology networks. Anytime a school psychologist
is working outside their previous experience or skills set (i.e., specific and/or unique student population,
culture, new testing instrument), it is incumbent on the school psychologist to seek out supervision,
resources and/or assisted expertise. Consistent peer mentoring is also a very effective way to provide
strong professional growth and development to all school psychologists. Additionally, the Connecticut
Association of School Psychologists, the National Association of School Psychologists, and the
Connecticut State Department of Education school psychology consultant are available as resources.
Qualifications and Training of Clinical Supervisors
The discipline-specific nature of clinical supervision requires that clinical supervisors be provided by an
appropriately credentialed licensed and/or certified professional for the setting in which they are
employed.21 It is recommended that clinical supervisors also have a minimum of three years of full-time
experience working as a school psychologist.22
In their leadership role, the clinical supervisor helps to improve understanding of the roles that school
psychologists employ across the district. The school psychology supervisor is a strong advocate for
competent school psychology practices and can assist in resolving disputes regarding school
psychological services. The school psychology supervisor encourages staff to seek advanced knowledge
and training and assists in the recruitment of new school psychology staff. School Psychology supervisors
should be evaluated on their leadership skills and supervision of staff and solicit anonymous formal
feedback from the school psychology staff with regard to his/her annual performance to promote effective
leadership in the field of school psychology. In order to adhere to best-practices in clinical supervision, it
is important that ongoing and consistent training and professional development activities also be provided
for supervisors of school psychology that addresses the supervision of practices that permeate all
aspects of service delivery, student-level services, and systems-level services (Simon & Swerdlik, 2017).
Using the framework of Multi-Tiered Systems of Support (MTSS), it is recommended that professional
development and training activities for clinical supervisors include the following areas:23
• Clinical Supervision as Leadership
• Importance of having a vision for systems change and using clinical supervision to advance a
strategic plan for that vision.
• Necessity for activities across Multi-Tiered Systems of Support (MTSS)—i.e., student-level
and systems-level services.
• Using clinical supervision to build capacity within the district.
• Using clinical supervision to expand roles and support systems change.
• Clinical Supervision as a Developmental Process
• Clinical vs. administrative supervision.
• Clinical supervision vs. evaluation.
o Negotiating conflicts inherent in these roles.
• Formats for supervision (e.g., individual supervision, learning communities, peer supervision,
group supervision).
21 Appropriately credentialed licensed and/or certified professional means an individual holding certification by the
Connecticut State Department of Education (070), national certification as a school psychologist (NCSP), or board
certification in school psychology (ABSP).
22 https://www.nasponline.org/x26834.xml
23 Falender, C.S. & Shafranske, E.P. (2004). Clinical Supervision: A Competency-Based Approach. American
Psychological Association, Washington, D.C. 59-80.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 17
• Supervision looks different depending on the developmental level of the supervisee.
o How to offer clinical supervision in areas where the supervisee is more expert than
the supervisor.
o Supervision for the supervisor.
• Clinical Supervision of Databased Decision-Making and Accountability
• Clinical supervision of databased decision-making at each level of a MTSS.
• Clinical supervision of:
o Evaluation reports.
o Ethical and legal issues.
o Use of progress monitoring data to guide interventions.
o SRBI implementation.
• Clinical Supervision of Consultation and Collaboration
• Clinical supervision of consultation and collaboration at each level of MTSS.
• Clinical supervision of:
o Evidence-based methods of consultation and collaboration.
o Ethical and legal issues.
o Clinical Supervision of Interventions and Instructional Support to Develop Academic
Skills
• Clinical supervision of instructional support at each level of MTSS.
• Clinical supervision of:
o Use of evidence-based interventions.
o Use of outcome data to guide interventions.
o SRBI implementation.
o Ethical and legal issues.
• Clinical Supervision of Interventions to Develop Social and Life Skills
• Clinical supervision of interventions and services at each level of a MTSS.
• Clinical supervision of:
o Use of assessment and goal setting.
o Use of evidence-based interventions.
o Use of progress-monitoring data to guide interventions.
o SRBI implementation.
o Ethical and legal issues.
o Personal issues impacting counseling and supervision.
Professional Development
The aim of professional development (PD) is to afford opportunities for school psychologists to participate
in continuous discipline-specific learning activities that support excellence in the delivery of school
psychological services. It is important that district leadership collaborate with both the school
psychologist(s) to develop procedures that standardize school psychology practices for their district and
will develop a PD plan annually. The school psychology supervisor in conjunction with district leadership
helps identify needs and coordinate activities aligned with district priorities for psychological services.
PD involves much more than training and activities and typically falls within three broad categories but
with differing focus: standardized, school-centered and individual or self-directed.24 Standardized PD
24 https://www.infodev.org/infodev-files/resource/InfodevDocuments_294.pdf
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 18
focuses on rapid dissemination of information. This type of PD is most often done by attending workshops
or training sessions conducted by a presenter either face-to-face or through other media presentation.
School-centered professional development is a locally facilitated process focusing on longer-term change
and meant to solve problems experienced during implementation of new skills. The focus of individual or
self-directed PD is self-guided, self-directed learning. Although there is little formal structure, this
approach allows the individual to pursue an identified area of study at their own pace.
Like all professional educators, it is essential for school psychologists to engage in a variety of PD
activities, either standardized, school-centered, or self-directed aligned with their professional standards
of practice. Examples of relevant PD activities include participation in communities of practice, planned
conferences, department meetings and select local, state, or national committees all of which afford
school psychologists opportunity to exercise their leadership skills. Taken together, these types of
activities encourage school psychologists to remain current with trends in both research and practice to
the benefit of the school community as a whole.
Connecticut General Statutes (C.G.S.) Section 10-220a subsection (b) requires that school districts
establish a professional development and evaluation committee (PDEC). The PDEC participates in the
development or adoption of the educator evaluation and support plan, as well as the development,
evaluation and annual updating of a comprehensive professional development plan for certified educators
in the district. School psychologists are encouraged to let the PDEC be aware of their professional
development needs and are eligible to be members of the PDEC.
Evaluation
C.G.S. Section 10-151b subsection (a) requires, in part, that school districts
continuously evaluate or cause to be evaluated each teacher, in accordance with
guidelines established by the State Board of Education… 25
In most districts, school psychologists are included with teachers under the collective bargaining
agreement, and therefore, would be evaluated accordingly. As there is a significant difference between
administrative supervision and clinical supervision of the practice of school psychology, it is best practice
but not required that the supervisor conducting the evaluation be a certified school psychologist.26
Evaluation systems that succeed over time involve the professionals within a discipline in the creation of
the performance appraisal systems by which these individuals are judged (Danielson, 2011). School
psychologists are well qualified to contribute to the design of their performance evaluations. In addition to
their knowledge of school psychology preparation and practice, they have expertise in measurement
theory, databased decision-making, and knowledge of a variety of applicable evaluation methods (e.g.,
direct observation, rating scales, surveys).
25 https://portal.ct.gov/-/media/SDE/Press-Room/Press-Releases/2012/Adopted_PEAC_Guidelines.pdf
26 Although not required, it is permissible to appoint a complementary evaluator who is a certified school psychologist
to inform the evaluation process. The complimentary evaluator can be part of the observation process to provide
input to the final summative report submitted by the designated district administrator.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 19
Personnel evaluations are most meaningful when relevant feedback is provided and both the evaluator
and those being evaluated have opportunities for input. Furthermore, personnel evaluations can serve to
reward exemplary practice as well as to identify specific areas and personnel in need of improvement.
When evaluation systems are aligned with job descriptions, accountability is enhanced and clear
expectations for practice are reinforced.
According to the Personnel Evaluation Standards compiled by the Joint Committee on Standards for
Educational Evaluation (Gullickson & Howard, 2009), a variety of data gathering methods (observation
checklists, interviews, products) and tools should be used to help ensure comprehensive and consistent
indicators of performance. Four key elements are identified as critical to a credible performance
evaluation system: (a) the use of multiple measures, including at least one measure of impact on student
outcomes; (b) reliability and validity, with validity anchored to the NASP Standards for Professional
Practice;27 (c) utility for distinguishing different levels of proficiency; and (d) linked to professional
development and improvement. As a result, performance measures that are limited to high-stakes test
scores or that simply count activities performed by school psychologists are strongly discouraged.
Research supports that performance assessment systems are most reliable when evaluators utilize
multiple measures for the evaluation of professional performance as opposed to narrow indicators such
as single-shot student standardized test scores. Other measures such as visual observation, student
progress monitoring data, psychological reports, and student work samples before and after interventions,
and surveys of interactions with families, community, peers, and staff, contribute to a more reliable
measure for professional performance. When services are primarily delivered collaboratively, a team’s
assessment of student progress should be considered as a component of the multi-faceted personnel
performance evaluation.
When determining the impact of the school psychologists’ performance on student, school, and/or district
outcomes, standardized test score gains and value-added models (VAM) are discouraged. While test
score gains and VAM are components of numerous evaluation systems, their use for the evaluation of
school psychologists and all other personnel where the use of these scores in personnel evaluation has
not been validated is strongly discouraged.28 To date, there is no empirical evidence that applying
student standardized academic testing scores to the individual performance evaluations of school
psychologists is a valid or reliable method for personnel appraisal. School psychologists, in large part, are
providers of both direct and indirect services to children and often provide these services to multiple
schools, grade levels, and populations. Therefore, outcome measures should be sensitive to the overall
growth of students and stakeholder benefits as a result of receiving these direct and indirect services. For
example, improvement in social-emotional functioning, behavior, academic engagement, and family
involvement are areas correlated with student learning outcomes that can and should be monitored for
growth in response to services delivered by the school psychologist.
Because areas of service delivery vary (due to non-classroom based psychological services), review of
professional practice can serve as an acceptable substitute for direct observation.29 Thus, advocacy for
this area has long-centered on greater flexibility and innovation with regard to how the professional
27https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/V41N3_Aframeworkfortheper
sonnelEvaluation.pdf
28 https://www.nasponline.org/standards-and-certification/nasp-practice-model/nasp-practice-model-implementation-
guide/section-iv-evaluating-school-psychological-services-utilizing-the-nasp-practice-model/part-1-individual-level-
embedding-the-nasp-practice-model-in-personnel-evaluation
29 https://portal.ct.gov/-/media/SDE/SEED/Evidence_Guides/school_psychologist.pdf?la=en
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 20
evaluation process is applied to the direct provision of psychological services across the field of school
psychology. The Connecticut State Department of Education has given latitude to school districts to
select between state and locally developed rubrics. Either way, it is important to give deference to the
Connecticut Evidence Guide for School Psychologists as a resource.30 The professional evaluation of
school psychologists should accurately reflect the school psychologists varied roles across the school
district in an effort to encourage equity in the evaluation process. It is also advisable that school
psychologists, in collaboration with district leadership, review the delivery of school psychological services
as a whole across the school district.31
30 In either case, the Connecticut Evidence Guide for School Psychologists is a valuable resource for professional
development and growth as well as guiding observations (https://portal.ct.gov/-
/media/SDE/SEED/Evidence_Guides/school_psychologist.pdf?la=en)
31 Administrators, faculty teachers, special education teachers, student support services personnel, parents and
stakeholders may provide input to this process through survey or other forms of direct or indirect feedback.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 21
Future Trends and Best Practice in School
Psychological Services
Overview
School psychology as a professional practice has greatly evolved over this century, with cohesion over
the last fifty years. The profession has been identified by its ability to formulate and emerge as one that
protects the right of children, families, and learners of all ages. This goal has been accomplished by
conducting evidence-based assessments, intervention, and practice through a systematic ecological
approach. To ensure that every child has access to a free and public education, it is necessary that the
field of school psychological services continues to evolve as an exemplary representative of best practice
in meeting the changing needs of these populations. It is important to be cognizant of how school
psychological services have advanced based on changes in population need and public law. For
example, the formulation of what is currently known as Individuals with Disabilities Education Act (IDEA),
originally known as the Education of Handicapped Children Act, passed in 1975, has become so due to
amendments to the original law that ensure a free and public education for all. It guides how school
psychologists advocate for and safeguard access to education for all. As we look to the future, it is
important to contemplate some of the areas that will affect school psychological services.
Evaluation in the 21st Century
The foundation and history of the development of school psychologists is evaluation (Fagan, 1987).
Although school psychologists today recognize the historical and theoretical roots of intelligence testing,
they are also aware of its limitations and advocate for a comprehensive, holistic approach to assessment
of student learning that is grounded in empirically based practice.32 Consistent with state and federal
regulations, school psychologists employ a wide variety of scientifically validated assessment measures
including but not limited to: cognitive, behavioral, and social and emotional. They are also aware of and
sensitive to environmental and socio-cultural factors that impact student performance and how others
may view their learning potential.33
Evaluation provides a standardized profile that forms the basis for greater decision-making and the
provision of school psychological services. The number and types of assessment instruments have
increased dramatically in recent years, and the advent of technology has allowed school psychologists
greater accessibility to digital means by which tests can be administered and scored. The benefits of
time-efficiency and cost-effectiveness offered by digital formats, however, must be counterbalanced with
concerns regarding student data privacy and confidentiality. School psychologists, as any other (certified)
employee of the school district, must comply with all state and federal requirements pertaining to student
privacy including, but not limited to, the Family Educational Rights and Privacy Act (FERPA).34
32 https://www.nasponline.org/x36851.xml
33 https://www.nasponline.org/x32086.xml
34 https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 22
Reciprocity for School Psychology Certification
As a response to the nation-wide shortage in school psychologists, it is imperative for school
psychologists, school psychology leadership, and governing organizations and certification bureaus to
work collaboratively to adopt the Nationally Certified School Psychologist (NCSP) credential as the
accepted standard for reciprocity for school psychologists fully credentialed by another state who is or is
considering moving to Connecticut. The National School Psychology Certification System (NSPCS) was
created by NASP to establish a nationally recognized standard for credentialing school psychologists.
The standards for the credentialing of school psychologists are used by the NSPCS and the NCSP is
bestowed upon individuals in recognition of meeting national standards. Adopting the NCSP would allow
for greater recruitment of highly qualified school psychologist to Connecticut in order to address identified
shortages of school psychologists in different regions of the state.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 23
School Psychology in the Private Sector
Although most school psychologists practice within the public schools, it is permissible for school
psychologists to practice within the private sector to the extent that the unlicensed, but certified, person
can justify that the activities performed fall within their scope of expertise and within the parameters set by
the C.G.S. Practice in the private sector is regulated by the C.G.S. and informed by the Principles for
Professional Ethics.35 C.G.S. Section 20-195(b)36 governs the activities of psychologists, restricts the
use of the title “psychologist,” and specifies those professional services that school psychologists may
provide in the private sector:
(b) Nothing in this chapter shall prevent any person holding a certificate as school
psychologist or school psychological examiner, granted by the State Board of Education,
from using such title to describe his activities within an elementary or secondary school.
Nothing in this chapter shall prevent any person who holds a standard or professional
educator certificate, granted by said board, as school psychologist or school psychological
examiner from using such title to describe his activities within the private sector. Such
activities within the private sector shall be limited to: (1) Evaluation, diagnosis, or test
interpretation limited to assessment of intellectual ability, learning patterns, achievement,
motivation, or personality factors directly related to learning problems in an educational
setting; (2) short-term professional advisement and interpretive services with children or
adults for amelioration or prevention of educationally-related problems; (3) educational or
vocational consultation or direct educational services to schools, agencies, organizations or
individuals, said consultation being directly related to learning problems; and (4)
development of educational programs such as designing more efficient and psychologically
sound classroom situations and acting as a catalyst for teacher involvement in adaptations
and innovations. . .
It is incumbent upon the school psychologist to act within their scope of expertise and knowledge. If a
complaint is received by the Department of Public Health that an unlicensed person, who is certified as a
school psychologist, is performing broader psychological services than outlined in state statute and scope
of certification, consultation would be sought from a licensed psychologist (preferably a licensed school
psychologist) to inform an investigation. Section 10-145b and regulations adopted by the State Board of
Education concerning revocation of a standard or professional educator certificate shall apply to a school
psychologist who uses such title to describe activities within the private sector.
In accordance with ethical principles, a school psychologist in private practice would not accept referrals
from families residing in the school district in which the school psychologist is employed. A school
psychologist who also holds a license as a psychologist from the State Department of Public Health may
perform additional functions under that license consistent with his or her areas of competence. A school
psychologist who is certified by the State Department of Education may provide school psychological
services to a school district on a contractual basis for the purpose of procuring specialized services not
available within the school district (e.g., bilingual evaluation, neuropsychological evaluation, program
planning for a child with autism, clinical supervision) or to provide coverage for a leave of absence.
35https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/1_%20Ethical%20Principles.pdf
36 https://www.cga.ct.gov/current/pub/chap_383.htm#sec_20-195
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 24
Self-Care: The Missing Link in Best Practice
Self-care is an ethical imperative of the utmost importance (Gil-López, 2016). The conversation begins in
the field of ethics itself. Regardless of the field of practice, the universal ethical principle across all
professions is “Do No Harm.” Specifically, “school psychologists have a legal as well as an ethical
obligation to take steps to protect all students from reasonably foreseeable risk of harm.”37
Several authors writing in the area of clinical psychology have urged to “[b]egin self-care at the top”
(Norcross & Guy, 2013, p. 752), by petitioning professional associations to explicitly include self-care in
their ethics, accreditation standards, and beyond (Barnett, Baker, Elman, and Schoener, 2007; Norcross
& Guy, 2013; Wise, Hersh & Gibson, 2012).
The NASP Principles for Professional Ethics (NASP, 2010) hold school psychologists to the highest
standards. Jacob et al. (2011) define ethics as a “system of principles of conduct that guide the behavior
of an individual” (p. 1). We require school psychologists to employ best practice; to accomplish this they
must be at their absolute best. If this is true, it follows that one of the principles of conduct that guides
behavior in the field of school psychology without question must be to proactively practice self-care.
Stress that is not mitigated effectively can lead to burnout. Those who practice in the mental health field
have very high burnout rates due to the stressful nature of the work (Barnett et al., 2007, Shapiro, Brown
& Biegel, 2007, Wise et al., 2012). Moreover, school psychologists may have the highest burnout rates
among all helping professionals (Burden, 1988, Huebner, Gilligan, & Cobb, 2002, Wise, 1985). Perhaps,
this is due in part to the fact that “psychologists employed by the schools may have less control over
aspects of service delivery than practitioners in private practice” (NASP, 2010, p. 2).
Compassion Fatigue and Burnout can be realities to the practice of school psychology that every
professional should be aware of and monitor as needed. To counteract the negative mental health effects
of stress and burnout, practitioners must take care of themselves before they can care for others.
In the literature on burnout prevention in mental health professionals, several authors address pre-service
interventions. The importance of emphasizing and practicing self-care in pre-service training programs
increases the odds that self-care will be practiced in-service (Barnett et al., 2007; Bamonti, Keelan,
Larson, Mentrikoski, Randall, Sly, & McNeil, 2014; Huebner et al., 2002; Newell & MacNeil, 2010; Shapiro
et al., 2007).
To address concerns about maintaining well-being and practicing effectively given the current stressful
educational landscape, efforts to promote self-care and its subsequent outcomes should take place
during graduate school training, as well as while working for local education association.
A healthy school psychologist maintains appropriate boundaries, objective insight into the issues of those
with whom they work, the ability to self-regulate their behaviors, and is a model for wellness and adaptive
coping. Proactively practicing self-care is a necessity for school psychologists to productively manage
stress, prevent burnout and compassion fatigue.
37https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/1_%20Ethical%20Principles.
pdf
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 25
Culturally and Linguistically Diverse Students
Overview
The English learner (EL) is, by definition, a student whose dominant language is other than English and
whose proficiency in English is not sufficient to assure equal educational opportunity in the regular school
program.38 It is, however, important to appreciate the unique and diverse nature of this group of learners
both linguistically and culturally.39 Although language is an essential part of culture, culture is more than
language and includes beliefs, customs, traditions, etc. Language, however, often overshadows other
aspects of culture because it is so prominent. Educating a culturally and linguistically diverse student,
nevertheless, requires attention to the whole child.40
The need for Connecticut’s school psychologists to have competence in nonbiased assessment of ELs is
paramount given the projected trends in state demographics. The most recent data published by the
CSDE Bureau of Data Collection and Evaluation indicates that ELs speak 139 different non-English
languages (Spanish being the most prevalent) and account for nearly 7% of the total school population.
Of those, over seventy-five percent are eligible for free or reduced lunch.41
Assessment Practices
Linguistically and culturally responsive assessment practice is critical to closing the achievement gap and
decreasing overrepresentation and underrepresentation of ELs in special and gifted education,
respectively. School psychologists recognize the significant impact of linguistic and cultural differences
and that they can go unnoticed to the detriment of a student. Consequently, school psychologists
advocate for the rights of ELs to be assessed in their native languages to the degree that the information
is useful and will yield the development of effective interventions. 42
The NASP Principles for Professional Ethics state, “School psychologists pursue awareness and
knowledge of how diversity factors may influence child development, behavior, and school learning. In
conducting psychological, educational, or behavioral evaluations or in providing interventions, therapy,
counseling, or consultation services, the school psychologist takes into account individual
characteristics.”43 Furthermore, 34 CFR §300.30444 of the Individuals with Disabilities Education Act
(IDEA) states that:
a) The public agency must provide notice to the parents of a child with a disability, in accordance
with §300.503, that describes any evaluation procedures the agency proposes to conduct.
b) In conducting the evaluation, the LEA must:
38 Conn. Gen. Stat. Sec. 10-17e. (https://www.cga.ct.gov/current/pub/chap_164.htm#sec_10-17e)
39 https://portal.ct.gov/SDE/Evaluation-and-Support/Professional-Learning---Cultural-Competence
40 https://www.sagepub.com/sites/default/files/upm-binaries/39272_2.pdf
41 http://edsight.ct.gov/relatedreports/Condition%20of%20Education%202016-17.pdf
42 http://www.nasponline.org/x32086.xml
43https://www.nasponline.org/Documents/Standards%20and%20Certification/Standards/1_%20Ethical%20Principles.
pdf
44 https://sites.ed.gov/idea/regs/b/d/300.304
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 26
1. Use a variety of assessment tools and strategies to gather relevant functional,
developmental, and academic information about the child, including information provided
by the parent, that may assist in determining:
i. Whether the child is a child with a disability under §300.8; and
ii. The content of the child’s IEP, including information related to enabling the child
to be involved in and progress in the general education curriculum (or for a
preschool child, to participate in appropriate activities);
2. Not use any single measure or assessment as the sole criterion for determining whether
a child is a child with a disability and for determining an appropriate educational program
for the child; and
3. Use technically sound instruments that may assess the relative contribution of cognitive
and behavioral factors, in addition to physical or developmental factors.
c) Each public agency must ensure that:
1. Assessments and other evaluation materials used to assess a child under this part:
i. Are selected and administered so as not to be discriminatory on a racial or
cultural basis;
ii. Are provided and administered in the child’s native language or other mode of
communication and in the form most likely to yield accurate information on what
the child knows and can do academically, developmentally, and functionally,
unless it is clearly not feasible to so provide or administer;
iii. Are used for the purposes for which the assessments or measures are valid and
reliable;
iv. Are administered by trained and knowledgeable personnel; and
v. Are administered in accordance with any instructions provided by the producer of
the assessments.
2. Assessments and other evaluation materials include those tailored to assess specific
areas of educational need and not merely those that are designed to provide a single
general intelligence quotient.
3. Assessments are selected and administered so as best to ensure that if an assessment
is administered to a child with impaired sensory, manual, or speaking skills, the
assessment results accurately reflect the child’s aptitude or achievement level or
whatever other factors the test purports to measure, rather than reflecting the child’s
impaired sensory, manual, or speaking skills (unless those skills are the factors that the
test purports to measure).
4. The child is assessed in all areas related to the suspected disability, including, if
appropriate, health, vision, hearing, social and emotional status, general intelligence,
academic performance, communicative status, and motor abilities;
5. Assessments of children with disabilities who transfer from one public agency to another
public agency in the same school year are coordinated with those children’s prior and
subsequent schools, as necessary and as expeditiously as possible, consistent with
§300.301(d)(2) and (e), to ensure prompt completion of full evaluations.
6. In evaluating each child with a disability under §§300.304 through 300.306, the
evaluation is sufficiently comprehensive to identify all of the child’s special education and
related service needs, whether or not commonly linked to the disability category in which
the child has been classified.
7. Assessment tools and strategies that provide relevant information that directly assists
persons in determining the educational needs of the child are provided.
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 27
It is not uncommon for some children seen as English-language dominant to have daily and ongoing
exposure to a language in their home environment.45 The educational implications of this exposure is
often overlooked and these students are able to “slip under radar” with regard to their English proficiency.
Because school records do not typically identify this group of students, the educational implications of the
linguistic and cultural characteristics of these students may not be fully recognized and/or understood by
educators (Saunders & Marcelletti, 2013). Thus, special education evaluation of these students may be
imprecise leading to incorrect identification.46
It is incumbent on the school psychologist to investigate and have awareness of all relevant background
information to best inform the Planning and Placement Team (PPT) when designing an evaluation and
interpreting data. Consideration of student factors such as the history of immigration, acculturative status
and stress, socio-economic status, and history of educational programs and language assessment
provide helpful information for the selection of appropriate assessment instruments in the evaluation
process. For the school psychologist, culturally competent assessment requires the integration of
culturally sensitive attitudes, knowledge, interview skills, intervention strategies and evaluation practices
(Fujii, 2017).
45 https://ncela.ed.gov/files/uploads/3/BiennialReportToCongress.pdf
46 https://portal.ct.gov/-/media/SDE/English-Learners/CAPELL_SPED_resource_guide.pdf
Connecticut State Department of Education | Guidelines for the Practice of School Psychology 28
References
American Psychological Association-Presidential Task Force on Immigration. (2013). Crossroads: The
psychology of immigration in the new century. Journal of Latina/o Psychology, 1(3), 133-148.
Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., & McNeil, D. W.
(2014). Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call
to action. Training and Education in Professional Psychology, 8(4), 253-260.
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