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 and data collection strategies, and technology resources, and apply results to design, implementation, and evaluate response to services and programs. (2010 National Association of School Psychology standards )
Demonstration of Knowledge and Evidence of Professional Competency:Courses that I have taken that demonstrates knowledge and evidence of data-based decision making and accountability includes:Statistics for School Psychologists (PSY 604) review basic statistical techniques and theory for school psychology research and practice, Cognitive Assessment: Infancy and Early Childhood (PSY 622) Four major assessment tools are covered: the Stanford-Binet: Fifth Edition, the Wechsler Preschool & Primary Scale of Intelligence-III (WPPSI-III), the Vineland Adaptive Behavior Scales: Second Edition (Survey Form), and the Bayley Scales of Infant Development: Third Edition, Cognitive Assessment: Elementary and Secondary Level Students (PSY 624) cognitive measures that are commonly used in school-based practice and to train students to administer, score, interpret and report on these measures, Assessment of Social-Emotional Functioning (PSY 628) personality measures that are commonly used in school-based practice, and trains students to administer, score, interpret, and report on these measures, and Behavior Management and Evidence-Based Interventions in an Educational Setting (PSY 629) to collect behavior data, and write and implement behavior plans.
Demonstration & evidence of professional competency: As evidence of professional competency,the samples provided below are some examples of how I used data- based decision for both FBA/BIP and a Psychological Evaluation. For the first sample, I collected some data on Functional Behavior Assessment (FBA) that generated a Behavior Intervention Plan (BIP) to improve student's disruptive behavior. In this case, I use data from student's school record along with conducting a parent interview. Data was also collected during classroom observation, student was observed during various settings such as recess, and lunch time. One significant flaw was that while the teachers were on-board with the plan, the student's behavior became aggressive and it was difficult for the teachers to continue with the token economy. I believe student’s behavior would have improved over time if the plan was consistently reinforced. I continued to consult with various professionals involved to work on improving this student’s behavior with the continuous token economy. Months later, student’s behavior has not changed. A child study team meeting was conducted on behalf of the student. The meeting was concluded that the student will be referred for evaluation to be tested and possibly be placed in the Boces program or a special class (least restrictive setting) 1:1.
My second sample is an initial evaluation of a high school student who is referred for an initial evaluation due to her parents request to assist in determining student’s current profile of cognitive and academic strengths and weaknesses and to help with clarifying accommodation needs. The data collected from this student's evaluation shows that the student has a deficit in working memory and a significant weakness in math. Based on the data, recommendations will be co-teaching a least restrictive setting, resource room, extending time, and the use of a calculator. The variety of assessments presented here demonstrate how I am able to use various assessment tools to address variety of school issues and determine how well and to what extent programs and services children receive are beneficial and appropriate.