summer 2016 president’s message...amanda meyer school psychology trainers victor villarreal...

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Volume 29, Number 2

Greetings TASP Members,

I hope your school year ended well and

that you have been able to enjoy a day

or two away from your computer or

desk this summer. This newsletter is

full of very important information and

updates - I hope you will take time to

read through the articles your officers

have written and provide input where

you can. Updates on TSBEP Act &

Rules have been included, along with

some helpful reminders.

In April, several of the TASP officers

met with officers from the Texas Psy-

chological Association and the Texas

Association of Psychological Associates

to discuss efforts to provide a new defi-

nition of the "practice of psychology" for

statutory adoption. As many of you are

aware, the current definition was re-

cently struck down by the 5th Circuit

in Serafine vs. Branaman. The TSBEP

also requested TASP to recommend a

member to serve on an advisory com-

mittee to TSBEP to work with other

stakeholders to re-work the definition.

TASP selected Dr. Thomas Schanding

to work with the advisory committee.

The product of the work of the advisory

committee can be found on the TSBEP

webpage. We are grateful for Dr.

Schanding's work, and we continue to

be involved in efforts to advocate for a

practice definition that aligns with the

roles and scope of practice of school

psychologists.

The most recent TSBEP meeting was

held in May. You'll be pleased to know

that the Board proposed that the re-

cently approved rule requiring supervi-

sors of interns to sign all educational

records to be removed. While the pro-

posed rule change has not yet been

adopted, it may be in August, and we'd

like to think this is the result of ongo-

Brook Roberts, President

Summer 2016

TASP Elected Executive Board:

Area I Representative

Raina Walterscheid

Area II Representative

Cammaron Trujillo

Area III Representative

Evelyn Perez

Area IV Representative

Cassandra Hulsey

Area V Representative

Art Hernandez

Area VI Representative

Kassi Lopez

Graduate Student Representative

Nancy Coffey

Past President

Jennifer Schroeder

President

Brook Roberts

President-Elect

Amanda Real

Secretary

Sarah Conoyer

Treasurer

Thomas Schanding

Treasurer-Elect

Cheri Waggoner

TASP Appointed Executive Board:

Awards & Honors Chair

DeMarquis Hayes

Convention Co-Chairs

Taylor Hejl & Jenna Satrang

Government & Professional Rela-

tions

Stephanie Kneedler

Historian

Ashley Arnold

TASP Journal Task Force

Jeremy Sullivan

Membership Chair

Stephanie Barbre

NASP State Delegate

Laurie Klose

Newsletter Editor

Daniel McCleary

Professional Development

Lisa McCleary

Public Information & Relations

Jennifer Langley

Technology Task Force

Amanda Meyer

School Psychology Trainers

Victor Villarreal

Webmaster

Calvin Day

President’s Message www.txasp.org

ing communication with TSBEP about the

impact and burden the new rule places

upon already heavily taxed supervisors.

Further, the TSBEP Board created an

emergency rule to allow supervisors not

considered "qualified" under the new rules

to continue to supervise until the end of

this summer.

I recently had the opportunity to meet

with three staff members of the Sunset

Commission to discuss TASP's recommen-

dations relative to TSBEP. The initial

meeting was quite positive and we feel

positioned to move forward with the mo-

mentum we've obtained to further the

practice of school psychology in Texas. You

will continue to hear more from TASP

about the Sunset process, but for now, the

Sunset staff would like to hear more sto-

ries from school psychologists of how

TSBEP and the Psychologists' Licensing

Act needs to change. If you have a story to

share, please contact Stephanie Kneedler

or me so that we can provide you with the

appropriate channels for communication.

As a priority, we would especially like to

hear from licensees that were previously

licensed/certified in another state, but are

now licensed as LSSPs in Texas.

Finally, if you were unable to attend this

year's Summer Institute in Corpus Chris-

ti, we missed you. We were honored to

listen to some incredible presenters dis-

cuss mental health services in schools.

Remember, if you would like to become a

PREPaRE trainer, we will be offering

Workshop 2 at the Fall Convention in

Houston, and you can then take the train-

ers' workshop in San Antonio at the NASP

Convention in February.

Looking forward to hearing your stories,

Brook Roberts

TASP President, 2016

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Government & Professional Relations Update

News flash! There are important changes to the Texas Administrative Code as they pertain to

Supervision within the Rules of Practice. I have highlighted four important changes below:

465.2 (d) (2) Supervision within the public schools may only be provided by a Licensed

Specialist in School Psychology, who has a minimum of three years of experience provid-

ing psychological services within the public school system without supervision. To quali-

fy, a licensee must be able to show proof of their license, credential, or authority to provide

unsupervised school psychological services in the jurisdiction where those services were

provided, along with documentation from the public school(s) evidencing delivery of those

services.

465.2 (d) (3) Supervisors must sign educational documents completed for students by the

supervisee, including student progress reports for which the supervisee is providing psy-

chological or counseling services, student evaluation reports, or similar professional re-

ports to consumers, other professionals, or other audiences. It is not a violation of this

rule if supervisors do not sign documents completed by a committee reflecting the deliber-

ations of an educational meeting for an individual student which the supervisee attended

and participated in as part of the legal proceedings required by federal and state educa-

tion laws, unless the supervisor also attended and participated in such meeting.

465.2 (d) (5): Supervisors must ensure that each individual completing any portion of the

internship required by Board rule §463.9, is provided with a written agreement that in-

cludes a clear statement of the expectations, duties, and responsibilities of each party, in-

cluding the total hours to be performed by the intern, benefits and support to be provided

by the supervisor, and the process by which the intern will be supervised and evaluated.

465.2 (d) (6): Supervisors must ensure that supervisees have access to a process for ad-

dressing serious concerns regarding a supervisee's performance. The process must protect

the rights of clients to receive quality services, assure adequate feedback and opportuni-

ties for improvement to the supervisee, and ensure due process protection in cases of possi-

ble termination of the supervisory relationship.

Supervision rules may be read in their entirety here: Texas Administrative Code, Rules of

Practice: Supervision

As a reminder, The Texas State Board of Examiners of Psychologists is due to undergo Sunset

review by the Texas Sunset Commission. TASP’s Sunset Task Force has prepared recommen-

dations for the Sunset Advisory Commission to include:

1. Preservation of TSBEP

2. Proportionate Representation of LSSPs on the TSBEP board

3. Use of the title “School Psychologist”

4. Alignment of LSSP licensure requirements with NASP Practice Model

5. Ability for the LSSP to practice in private schools

6. Ability for the LSSP to practice in private settings (under the supervision of a Li-

censed Psychologist)

7. Requirement of a degree in School Psychology for LSSP licensure

http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=21&ch=465&rl=2http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=21&ch=465&rl=2

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TASP will be reaching out to members residing in Sunset Advisory Committee member dis-

tricts to share their support for the TASP initiatives above. In the meantime, please contact me

at the email address below for more information on how you can get involved.

Interested in who represents you? Check out this link: http://www.fyi.legis.state.tx.us/

Home.aspx

For more on Sunset in Texas, click here: https://www.sunset.texas.gov/

Email me for questions or comments: Stephanie Kneedler @ [email protected]

Cheers!

Stephanie Kneedler

PREPaRE Adopted from the www.nasponline.org

PREPaRE provides school-based mental health professionals and other educational profession-

als training on how to best fill the roles and responsibilities generated by their participation in

school safety and crisis teams. PREPaRE is one of the first comprehensive nationally available

training curriculums developed by school-based professionals with

firsthand experience and formal training in crisis prevention.

Specifically, the PREPaRE model emphasizes that, as members of a

school safety and crisis team, school-based mental health profession-

als must be involved in the following hierarchical and sequential set

of activities:

P—Prevent and PREPaRE for psychological trauma

R—Reaffirm physical health and perceptions of security and safe-

ty

E—Evaluate psychological trauma risk

P—Provide interventions

a—and

R—Respond to psychological needs

E—Examine the effectiveness of crisis prevention and intervention

The model also incorporates foundational knowledge provided by the U.S. Departments of Edu-

cation and Homeland Security. For instance, the PREPaRE curriculum describes crisis team ac-

tivities as occurring during the four states of a crisis: (a) prevention, (b) preparedness, (c) re-

sponse, and (d) recovery. It also incorporates the incident command structure as delineated by

the National Incident Management System (NIMS).

The PREPaRE training curriculum includes two core workshops that can be conducted together

or separately, and two corresponding Training of Trainer (ToT) workshops. A participant must

first have successfully completed the corresponding core workshops to be eligible to take part in

a ToT workshop.

http://www.fyi.legis.state.tx.us/Home.aspxhttp://www.fyi.legis.state.tx.us/Home.aspxhttps://www.sunset.texas.gov/mailto:%[email protected]://www.nasponline.orghttps://www.nasponline.org/professional-development/prepare-training-curriculum/about-prepare/prepare-developers-and-core-trainershttps://www.nasponline.org/professional-development/prepare-training-curriculum/about-prepare/prepare-developers-and-core-trainers

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Graduate Student Corner

In preparing for my internship, I find myself trying to describe what

the role of a school psychologist is and what it is not. When I talk

about my future career, people typically respond by saying “oh, you

are going to be a diagnostician.” No, not a diagnostician.

I try to explain that school psychologists are mental health profession-

als who help children and adolescents overcome barriers to success in

school, home, and in life. We collaborate with school staff, parents,

and other professionals to develop strategies that enhance learning

environments and promote success for all students.

School psychologists provide a range of services including, but not lim-

ited to, the following:

-Individual and group counseling to help resolve student prob-

lems that interfere with school performance

-Direct training to students in social skills, anger management,

and other essential life skills

-Identification of learning strengths and areas in need of intervention, and assessment of

social-emotional development and school-related adjustment

-Behavior assessment leading to an intervention plan

-Consultation with school staff and parents to provide effective interventions for learning

and behavior problems

-Training to school staff and parents on a variety of educational and mental health issues

-Assistance to families in accessing community resources

-Implementation of programs that improve our schools and promote safe, effective learn-

ing environments

As far as internship requirements at the specialist level:

-Applicants must have completed a minimum of 1,200 hours, of which 600 must be in a

public school.

-The internship must include direct intern application of assessment, intervention, behav-

ior management, and consultation, for children representing a range of ages, popula-

tions and needs.

-Interns must receive no less than two hours of supervision per week, with no more than

half being group supervision. The amount of weekly supervision may be reduced, on a

proportional basis, for interns working less than full-time.

-Supervision within the public schools may only be provided by a Licensed Specialist in

School Psychology, who has a minimum of three years of experience providing psycho-

logical services within the public school system without supervision.

Summer time is soon approaching, so enjoy yourself before a busy year ahead.

Nancy Coffey

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Consent for School Psychological Services: Current

Issues By Donna Black, LSSP

Disclaimer: The information provided in this article is not to be interpreted or construed as le-

gal advice or the opinion of any other individual or entity, including the Texas State Board of

Examiners of Psychologists (TSBEP). For legal opinions and/or advice regarding information

contained in this article readers are encouraged to contact an attorney and/or other legal advi-

sor.

Changes to Rule 465.38 (Psychological Services for Public Schools) were adopted by the Texas

State Board of Examiners of Psychologists (TSBEP) at its regularly scheduled meeting in Feb-

ruary 2016. Specifically, Rule 465.38(g), relating to informed consent, contains key changes and

offers clarification of the requirements for obtaining informed consent in Texas public schools.

This article will provide an overview of these changes and offer clarification where needed. The

article will also address questions that are frequently asked by LSSPs regarding specific con-

cerns relating to informed consent for consultation.

Before discussing changes to the Board’s rule on informed consent, it is important to consider

the three types of activities in public schools that require informed consent:

-Evaluation for special education/Section 504 of the Rehabilitation Act

-Special education services

-General education consultation

Of these three activities, the first two are clearly guided by Board Rule 465.38(g). The third ac-

tivity, general education consultation, is not as clearly guided by Board rules, so an in-depth

discussion will follow.

Informed Consent in Public Schools: Evaluation and Services

LSSPs that provide services under federally funded programs, such as special education or Sec-

tion 504, should follow the requirements for informed consent that are specified in the federal

laws regulating these programs. The recent adoption of Board Rule 465.38(g) echoes this re-

quirement and provides clarifying language to differentiate the informed consent requirements

in public schools from those required in the private sector. The rule reads as follows:

“(g) Informed consent. Informed consent for a Licensed Specialist in School Psychology must

be obtained in accordance with the Individuals with Disabilities Education Improvement

Act (IDEIA) and the US Department of Education’s rules governing parental consent

when delivering school psychological services in the public schools, and is considered to

meet the requirements for informed consent under Board rules. No additional informed

consent, specific to any Board rules is necessary. Licensees providing psychological ser-

vices under subsection (e)(2), however, must obtain informed consent as required by the

Board rules.”

Continued on page 8

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With these changes, LSSPs can be confident that informed consent requirements are met if the

school district or charter school obtains consent in accordance with the requirements of IDEIA

or Section 504. In addition, the rule specifically states that no additional consent is required

(e.g., consent for psychological evaluation), as long as the requirements of consent under appli-

cable federal and state education laws have been met. While some school districts or charter

schools in Texas may have a policy requiring a separate consent for a psychological evaluation,

this is not a requirement of the TSBEP rules, nor is it a requirement under IDEIA. Rather, the

requirements under IDEIA (regarding consent for evaluation/reevaluation) specifically state

that consent must be obtained for a Full and Individual Evaluation (FIE), which may or

may not include the area of emotion/behavior. It also should be noted that when a parent or le-

gal guardian provides consent, his or her consent is provided to the school district or charter

school, not to the individual conducting the evaluation (e.g., the LSSP). Thus, the obligation to

obtain informed consent rests with the school district or charter school, not the LSSP. While

there may be issues regarding the process by which parents or legal guardians are “informed,” it

is the responsibility of the district or charter school to ensure that these individuals are ade-

quately informed. If LSSPs discover (in the course of conducting the evaluation or providing a

psychological service) that a parent or legal guardian was not adequately informed, he/she is

ethically obligated to take appropriate steps. These steps should include actions that ensure (1)

the parent or legal guardian is adequately informed, (2) the school district’s or charter school’s

administrator-in-charge is informed, and (3) the LSSP’s actions to remedy the situation are ade-

quately documented.

Informed Consent in Public Schools: General Education Consultation

While Board rules provide clarity for LSSPs working under programs where federal laws regu-

late informed consent (e.g., IDEIA and Section 504), the requirements for consent in the ab-

sence of federal regulation (i.e., when working with general education students) are more chal-

lenging. Before discussing these challenges, it is important to note that the TSBEP does not reg-

ulate the activities of public schools in Texas. It does, however, regulate the activities performed

by licensees in those public schools (e.g., LSSPs), but not all activities performed by LSSPs are

considered psychological services. Some of the activities performed by LSSPs may be consid-

ered “educational services,” thus not subject to Board regulation. Licensees will need to consider

which “activities” they perform constitute the provision of “psychological services” versus

“educational services.” To assist with this, the TSBEP has provided a guidance document enti-

tled “Informed Consent in Public Schools” which can be accessed in the TSBEP Newsletter Vol.

27, No. 2, Spring 2014.

The question asked most frequently by LSSPs regarding informed consent is “Do I need to ob-

tain parental consent when providing consultation to general education staff regarding a specific

student?" In the absence of any additional information, the answer to this question appears to

be clear — when consulting with general education staff regarding a specific student, one would

best be advised to obtain informed parental consent. Attorneys may answer this question differ-

ently and may say, “It depends,” but due to the focus of the consultation (i.e., on the specific stu-

dent), the lack of additional information, and the need to proceed ethically, LSSPs should al-

ways err on the side of caution and seek to obtain informed parental consent. However, not all

consultation with general education staff will require this level of caution. In fact, LSSPs should

ask themselves the following guiding questions, “What is the primary focus of the consultation?”

and “Can I assume that the focus of consultation should be on a specific student, even if the staff

member is focused on the specific student?” If not, the consultation activity provided by the

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LSSP may not be considered a “psychological service.” Rather, it may be considered an

“educational service,” and no consent would be required. To help guide this decision, an in-

depth discussion is offered.

Consultation with general education staff typically results when there is concern for a stu-

dent’s performance, usually related to behavior. Historically, this has led to a consultation

model that is primarily focused on the student, rather than on other factors that could ac-

count for the student’s performance. As a result, LSSPs have been reluctant to provide con-

sultation to general education staff without obtaining informed parental consent. Unfortu-

nately, this student-focused model of consultation assumes that the problem exists with the

student and underestimates the degree to which instructional strategies, curriculum de-

mands, and environmental influences may impact student performance. Should the LSSP

employ a broader model of consultation, however, focus might be on other possible causes and

the activities of the LSSP might be considered educational services, rather than psychological

services. Consequently, no parental consent would be necessary.

One method of consultation that LSSPs can employ is the ICEL matrix (Instruction/

Curriculum/Environment/Learner). This problem-solving framework can help guide consul-

tation activities, allowing the LSSP to explore other possibilities for poor student perfor-

mance (which would be considered “educational activities”) without the need for informed pa-

rental consent. Through this approach, LSSPs can ensure that multiple factors affecting stu-

dent learning are examined without assuming the problem exists primarily with the student.

The result is increased confidence in the quality of data obtained and with the findings that

emerge from the data (Hosp, 2006). However, should the LSSP determine that “other factors”

are not the primary cause for a student’s poor performance, consultation would then become

focused on the student and informed parental consent would be required.

References

Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J.

Grimes (Eds.), Best practices in school psychology V (pp. 159-176).

Bethesda, MD: National Association of School Psychologists.

Hosp, J. L. (2006, May) Implementing RTI: Assessment practices and

response to intervention. NASP Communiqué, 34(7). Retrieved May 2,

2016, from: http://www.nasponline.org/publications/cq/cq347rti.aspx

Informed consent in public schools. (2014, Spring). Texas State Board of

Examiners of Psychologists. Retrieved from

https://www.tsbep.texas.gov/files/newsletters/Spring2014_Newsletter_Vol_27_No_2.pdf

http://www.nasponline.org/publications/cq/cq347rti.aspxhttps://www.tsbep.texas.gov/files/newsletters/Spring2014_Newsletter_Vol_27_No_2.pdf

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Spotlight on a LSSP: Mitchie Kenney

By Lisa McCleary

Mitchalina Kenney, or Mitchie, as she is affectionately known here in East Texas,

is a Licensed Specialist in School Psychology (LSSP) for Nacogdoches Independent School Dis-

trict (NISD). She began her career teaching children in custody of the state at a shelter in Abi-

lene. In 1996, she taught a content mastery lab for 7th and 8th graders at NISD. Then, in 1997,

she began taking graduate coursework at Stephen F. Austin State University in the school psy-

chology program. She completed her internship at NISD from 1999-2000 and has been a LSSP

at NISD since that time. Mitchie is a certified trainer of trainers of the Crisis Prevention Insti-

tute Nonviolent Crisis Intervention program. Currently, her most favorite job duties include

leading the Autism Evaluation Team for 2 to 21 year olds, providing social skills training, and

working with families to increase positive student outcomes. Mitchie is an advocate for children

through Department of Assistive and Rehabilitative Services (DARS) and has a passion for

helping children with an emotional disturbance (ED) cope more adaptively.

When asked to describe one professional accomplishment specifically related to her role as a

school psychologist, she replied:

“One of the greatest professional accomplishments related to my role as an LSSP would be

advocating for the growth of NISD’s Student Support Services Department. As an intern in

1999, I was the first full-time LSSP on staff. Seventeen years later, our department has

grown to include two LPC Interns, one Behavior Specialist, two bilingual LSSPs, and two

LSSP practicum students. I get the privilege of working with each of these passionate indi-

viduals who bring unique strengths to our department. Our team brings a wealth of

knowledge, determination, and dedication to assist with behavioral supports, social skills

training, individual counseling, teacher consultation, parent training, in-home training,

teacher training…the list goes on but the team I get to work with just gets better each year!”

Mitchie is an active liaison between the school, school staff, parents, and community. She is

very successful in connecting students to needed services within the school and community.

Currently, she is leading a mentorship project in the fall of 2016, called Mentor Nacogdoches, in

which she identifies community businesses that will commit to mentor-

ing and providing part-time jobs for students at risk for dropping out of

school. Furthermore, Mitchie is an outstanding mentor and teacher in

the field for students in training. She is also an adjunct professor in

the school psychology program at Stephen F. Austin State University.

Below is Mitchie’s description of how she involves parents in the edu-

cation of their children and how she enhances family-school partner-

ships at the building and/or district level.

“Relationships with parents are truly the key in developing a suc-

cessful individual plan for each child. Having their trust is essen-

tial, so I work hard during those initial meetings to take the time

to listen, validate their concerns, and understand how our staff

can assist in supporting their child. I explain early on with parents

that I’m here to ‘fight your battles’ which conveys a commitment to

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them and their child first. With them trusting me to investigate any concern and giving

them accurate information, relationships and positive work environments will flourish. This

philosophy enhances the family-school partnership and creates an atmosphere where the

child’s needs come first. My parents know they can call or email me anytime, and they do.

Phone calls and emails with good reports and sitting beside them in every ARD enhances

the relationship with our entire district. The best is getting a hug from the parents on gradu-

ation night who met you when their child was in Kindergarten and is now walking the stage

with a list of successes and plans for a promising future!”

TASP would like to give a large THANK YOU to this LSSP who in addition to providing excel-

lent services to improve student outcomes, embodies family-school collaboration, and has a com-

mitment to training future LSSPs.

Diversity in Action By Kassi Lopez

“I feel scared every day at school. I know that someone is going to make fun of me or push me

against a locker. It is, like, all the time that some dumb kid will say something stupid or worse

when a teacher says it. I don’t think they mean it ‘like that’ but as everyone laughs, it hurts

even more. Now on top of all of this, I have to stare at the door and make a choice. If I were in a

different state, the wrong one would be breaking the law.” Stephanie, age 17, Texas high school

senior.

Recent legislation in North Carolina has brought

the issue of transgender person’s bathroom use to

the forefront. Public opinion and public officials’

statements have ranged the spectrum on this issue,

from statements that claim we are condemning

women and children to a plight of using facilities

with pedophiles and perverts to statements that

transgender persons have been using their selected

restroom since, well, always.

What does this mean for our kids?

The National Transgender Discrimination Survey, released by the National Center for

Transgender Equality and the National Gay and Lesbian Task Force released in 2011, surveyed

266 transgender and gender non-conforming respondents from Texas. The results of the survey

are presented below:

Continued on page 13

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These forms of harassment caused 11% of the respondents to leave school.

Nationwide information can be found in the full report here:

http://www.transequality.org/sites/default/files/docs/resources/NTDS_Report.pdf

Texas stats: http://www.transequality.org/sites/default/files/docs/resources/ntds_state_tx.pdf

What are our responsibilities as School Psychologists?

Based on the NASP Position Statement released in 2014, it is the role of a School Psychologist

to create “safe and inclusive learning environments for all students, family members, and

school staff, including those who are transgender or gender diverse.” The full document can be

found at the link below:

https://www.nasponline.org/assets/Documents/Research%20and%20Policy/Position%20Stateme

nts/Transgender_PositionStatement.pdf

We need to work to protect all students who enter our buildings and ensure they are treated

with respect and dignity. NASP and TASP recommend providing gender neutral bathroom fa-

cilities and examining school policies and procedures to ensure that they reflect tolerant and

safe practices. As school psychologists, we find ourselves in a position to promote the needs of

our students, families, schools, and communities. We must use that power to prevent discrimi-

nation and harassment through education, advocacy, and practice.

http://www.transequality.org/sites/default/files/docs/resources/NTDS_Report.pdfhttp://www.transequality.org/sites/default/files/docs/resources/ntds_state_tx.pdfhttps://www.nasponline.org/assets/Documents/Research%20and%20Policy/Position%20Statements/Transgender_PositionStatement.pdfhttps://www.nasponline.org/assets/Documents/Research%20and%20Policy/Position%20Statements/Transgender_PositionStatement.pdf

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Treasurer’s Report

Hello fellow LSSPs!

The TASP Board recently met in San Antonio for the April Board meet-

ing. The Finance Council proposed (and passed) a new travel reimburse-

ment policy for the Board meetings. The Board continues to examine

how to best use the resources available to accomplish the goals of the or-

ganization.

Also, if you're looking for a way to volunteer next year, consider running

for an office - perhaps even Treasurer-Elect. This year has been very ex-

citing and I am lucky to have the opportunity to serve our profession.

Should you have any further questions regarding the organization’s fi-

nances or what it is like to volunteer as Treasurer, please contact me ([email protected]).

Cheers!

Thomas Schanding

Treasurer

Texas A&M University – Central Texas School Psychology program is accepting applications for their Specialist Degree

in School Psychology (SSP) program. Interested applicants should hold a Bachelors degree in Psychology or a closely

related field and be dedicated to improving the lives of students and schools. The SSP program is 63 graduate hours

and prepares students to become a Licensed Specialist in School Psychology in the state of Texas, or seek licensure as a

School Psychologist in other states. The program includes extensive training in assessment, counseling, consultation

and internship experiences that help apply classroom learning to real life problems. Send letters of inquiry to: Dr.

Coady Lapierre, LSSP, 1001 Leadership Place, Killeen, Texas 76549 or [email protected]

Texas A&M University Commerce

Students are admitted to the School Psychology program in both the Spring and Fall semes-

ters. Deadlines for applications are 4/15 and 11/15, respectively.

mailto:[email protected]

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Spotlight on a District – Clear

Creek ISD

By Pamela Ellis Moore, LSSP

Director of Special Education Support Services

The Clear Creek Independent School District (CCISD) is home to 44 schools, 5,000 employees

and more than 41,000 students. The district spans two counties (Harris and Galveston) and 13

municipalities. Clear Creek ISD has 26 elementary schools, 10 Intermediate schools, 5 compre-

hensive high schools, and 2 alternative high schools. In addition, Clear Creek offers a nationally

-recognized Early College High School, where students simultaneously earn a high school diplo-

ma and college degree in four years.

The mission of the Clear Creek Independent School District, the leader in visionary education,

is to ensure that each student discovers and develops his or her unique talents and interests,

while realizing personal success and positively impacting their world through a new system dis-

tinguished by integrity, meaningful relationships, personalized learning, achievement, and a

continuing commitment to Courage, Collaboration, Innovation, and Self-Direction.

Eleven years ago, CCISD hired its first four LSSPs to provide psychological services. Currently,

the district employees 24 LSSPs and continues to seek highly qualified LSSPs as the district

continues to experience growth. The district typically has at least two paid LSSP Internship op-

portunities available each year.

LSSPs are an important part of the Special Services Department in Clear Creek ISD. The mis-

sion of Clear Creek ISD Department of Special Services, the leader in inclusive education, is to

ensure that each student discovers and develops his or her unique talents and interests while

realizing personal success and positively impacting their world through a new system distin-

guished by:

-shared ownership,

-personalized learning,

-person-centered planning,

-continuing commitment to meaningful relationships,

-enhanced continuum of supports and extraordinary educational experiences.

As a large suburban district with NASA’s Johnson Space Center at the geographical heart of

the district, the special services department offers a full continuum of services and programs

with which LSSPs are involved.

The Early Childhood Intake Center

The Early Childhood Intake Center provides a centralized location for the screening and evalu-

ation of young children. This center is designed to provide continuity and consistency of evalua-

tions for young children ages 3-5 through a team approach of experienced evaluation profession-

als with expertise in the evaluation of young children.

Continued on page 16

16

Structure Learning Labs

The purpose of the Structured Learning Lab (SLL): Learning to Learn program is to provide a

highly structured, predictable environment for early elementary students with disabilities that

require a more restrictive environment (i.e., as compared to general education designed for stu-

dents who are typically developing or a support or service designed to meet the needs of stu-

dents with disabilities) to meet their specific communication, social, and behavioral needs. The

program is designed to provide highly structured communication, social, and behavioral instruc-

tion that should lessen the need for continued intensive intervention in the future. Students in

this setting require a high adult to student ratio and highly individualized instruction to ad-

dress significant deficits in communication, social, and behavioral excesses and/or deficits.

PASS Program

The Positive Approach for Students Success (PASS) program provides educational services

within general education settings to students who have difficulty managing their behaviors.

Special education students who exhibit behavior that cannot be managed by the general class-

room teacher are suitable candidates for the PASS program. The focus of the PASS program is

to teach social skills that replace inappropriate behaviors and motivate students to implement

positive social skills while learning in the general education classroom.

Social Development

Social Development services are designed as an alternative to meet the needs of students with

emotional and behavioral disabilities. Most students identified with emotional disturbance (ED)

may be appropriately served in less restrictive settings and with alternative interventions.

18+ PROGRAMS – ACES and HEARTS

Providing adult students with disabilities, ages 18 through 22, with different experiences based

on their age is just one way for educators and families to rethink how public schools provide ed-

ucational and transition services. CCISD offers a continuum of 18+ services for students with

disabilities that include both the Helping Each Adult Reach Transition Services (HEARTS) and

Adult Community Education Services (ACES) programs. For students that demonstrate a need

for transition services beyond the first four years of high school, CCISD offers transition ser-

vices through either a campus-based 18+ program (HEARTS) or a community-based 18+ pro-

gram (ACES). HEARTS is the campus-based 18+ program that provides adult transition ser-

vices through a combination of campus and community-based instruction, giving an opportunity

for students to generalize and achieve adult transition skills needed in post-secondary adult life.

ACES is the community-based 18+ program that provides adult transition services solely in a

community-based setting. All students in ACES receive services in the community using com-

munity-based transportation and student-specific community functional and vocational set-

tings. The goal of 18+ services for all students is to provide sustainability for adult skills that

each student will be able to carry into their individualized life plan once they enter post-

secondary life.

In addition to these programs, here are other reasons why it is great to be an LSSP in CCISD:

Ranked the best large school district in the Houston Metropolitan Area (Children at Risk

Non-profit, Houston Chronicle)

Named a “Top Workplace in Houston” by the Houston Chronicle for four years in a row

17

93% of our community would recommend CCISD to a friend (Baselice & Associates, 2014)

Home to the Texas Superintendent of the Year (2012) and the Texas Elementary Teacher of

the Year (2013)

A member of the Texas High Performance Schools Consortium

Three high schools ranked among the top high schools in the nation by U.S. News and World

Reports

Two elementary schools recognized as National Blue Ribbon Schools (Bay Elementary and

Stewart Elementary)

One tablet computer per student in grades 4 through 12

The only Education Village in Texas (Kindergarten though 12th grade)

Future Conventions

Oct. 19-21, 2016 at Westin Galleria Houston, Houston

Feb. 21-24, 2017 NASP Annual Convention at Henry B. Gonzalez Convention

Center, San Antonio

June 9-10, 2017 at Emerald Beach, Corpus Christi (Summer Institute)

Nov. 2-4, 2017 at Dallas/Addison Marriott Quorum by the Galleria, Dallas

Oct. 25-27, 2018 at Dallas/Addison Marriott Quorum by the Galleria, Dallas

Oct. 22-24, 2019 at Westin Galleria Houston, Houston

http://www.starwoodhotels.com/westin/property/overview/index.html?propertyID=1053&language=en_UShttp://www.nasponline.org/http://www.sahbgcc.com/http://www.sahbgcc.com/http://www.hotelemeraldbeach.com/http://www.marriott.com/hotels/hotel-photos/dalqc-dallas-addison-marriott-quorum-by-the-galleria/http://www.marriott.com/hotels/hotel-photos/dalqc-dallas-addison-marriott-quorum-by-the-galleria/http://www.starwoodhotels.com/westin/property/overview/index.html?propertyID=1053&language=en_US

19

Are You Thinking of Leaving

Your Current District?

It is that time of year! TASP would like to remind LSSPs about a TSBEP rule

that directly affects when LSSPs need to provide notification of resignation

from their current district.

As such, generally speaking, this means that you need to inform your current district by around

July 15th of your intentions to resign. Check to see when the 1st instructional day of the 2016-17

school year is for your district. This is not to mean you absolutely cannot resign after July 15th;

however, your district would have to give you permission or the district would need to deter-

mine that your resignation is “for cause”.

465.21. Termination of Services.

(g) Termination of employment with public schools.

(1) A Licensed Specialist in School Psychology (LSSP) who is under contract as an employee of a public

school to provide school psychological services must deliver to such public school a written resignation

before terminating services or employment without cause. The resignation must be filed with the

public school's board of trustees or designee not later than the 45th day before the first day

of instruction of the following school year. A written resignation mailed by prepaid certified or

registered mail to the president of the public school's board of trustees or designee at the post office ad-

dress of the public school is considered delivered at the time of mailing.

(2) A LSSP who is under contract as an employee of a public school may resign at any time if given writ-

ten consent by the public school's board of trustees or designee or if such resignation is for cause.

Update: TSBEP Act and Rules 463.11. Licensed

Psychologist By Daniel F. McCleary

In addition to the notable changes in supervision (p. 2-3), TSBEP has changed

the doctoral level internship requirements, effective September 1, 2017. Two

of the major changes pertain to increases in the total number of hours re-

quired for internship and for required learning activities in some settings. The

new requirement increases the formal internship from 1,500 hours to 1,750

hours. In addition, the formal internship must occur prior to graduation. An

additional 1,750 hours are required after graduation in order to meet licen-

sure requirements to become a Licensed Psychologist. Those completing an

organized internship [463.11(d)(2)(B)] are required to complete four hours of additional learning

activities per week. This requirement is in addition to the two hours of individual supervision

per week. A careful review of the Act and Rules should be completed by all stakeholders

http://www.tsbep.texas.gov/files/agencydocs/February%202016%20Rulebook.pdf.

Note: This is not an exhaustive listing of all of the Act and Rules changes.

21

Information from the Area Representatives!

Area Representative Map

22

Save the Date for TASP 2016 Fall Conference

October 19-21 in Houston, Texas

A celebration of 20 years of the LSSP

The TASP 2016 conference will be held Wednesday through Friday,

October 19-21st, at the Westin Galleria in Houston, Texas. Find hotel

information at www.txasp.org.

The conference features the PREPaRE workshop, which provides infor-

mation and training on school crisis prevention and intervention for

school psychologists and other educational professionals.

Speakers at the conference include Todd Savage and Melissa Reeves,

past presidents.

Come to the 2016 conference to celebrate the LSSP profession, increase

skills and knowledge in school-based crisis prevention and intervention,

and earn professional development credits!

23

U n i v e r s i t y o f H o u s t o n

C o l l e g e o f E d u c a t i o n

COLLABORATION

FOR LEARNING & LEADING

Department

of Educational

Psychology

Ph.D. in School Psychology

University of Texas at San Antonio

School Psychology Program

The Department of Educational Psychology at UTSA is pleased to offer the Master of Arts program in School Psychology. The program includes

coursework and field-based experiences consistent with guidelines provided by the Texas State Board of Examiners of Psychologists and the

National Association of School Psychologists. Most courses are offered in the evening at the UTSA Downtown Campus, and full-time and part-

time tracks are available. Application deadlines are as follows: July 1st for the Fall, November 1st for the Spring, and April 1st for the Sum-

mer. Students are currently completing their practicum experiences with the following sites: Alamo Heights ISD, Atascosa-McMullen Coopera-

tive, Bexar County Academy, Boerne ISD, George Gervin Academy, San Antonio ISD, San Antonio Special Programs Cooperative, Somerset

ISD, and South San ISD. Students are currently completing their internship experiences with the following sites: AIM Consulting, Alamo

Heights ISD, Atascosa-McMullen Cooperative, Autism Treatment Center, Belton ISD, Boerne ISD, East Central ISD, George Gervin Academy,

Granbury ISD, Heartland Special Education Cooperative, Katy ISD, and San Antonio ISD.

For more information, please contact Dr. Jeremy Sullivan ([email protected])

24

Area II

Greetings Area II

What a crazy time of year with pending evaluations and trying to

squeeze in all the ARD meetings, most of us are probably pulling our

hair out. With all of this on your plate, many of you are reluctant to even

think about the summer or even attending any conferences. I would like

to encourage everyone to attend the TASP Summer Institute in Corpus

Christi, June 10-11. What is special about this summer’s conference is

that TASP has partnered with NASP PREPaRE Trainers to present a

PREPaRE training Workshop 1. A recent article in the NASP Communi-

qué stated Texas has the lowest number of PREPaRE trained school psy-

chologists in the nation, so let’s change that! I was fortunate to attend a

PREPaRE training last summer which definitely opened my eyes to the

importance of our role and responsibility on school crisis teams. As a

TASP Board member, I am committed to listening to our area’s concerns,

questions and feedback are always welcomed. Should you have any con-

cerns or suggestions for the board, please contact me at ctru-

[email protected]. I am looking forward to hearing from you!

Cammaron Trujillo

mailto:[email protected]:[email protected]

25

Area IV

Area IV Update

Hello, Area IV! TASP has been hard at work already this year

preparing for some important advocacy efforts that will have a

significant impact on the practice of school psychology in Texas.

Some of you in Area IV have already committed to helping with

these efforts, your support is greatly appreciated! We will be ral-

lying soon to meet with our local elected officials and provide

them with information about the importance of our role in the

schools and meeting the needs of Texas children. Stay tuned to

TASP updates for ways you can lend your voice to issues in-

volved with the Sunset Review of TSBEP. Also, speak to your

colleagues about the ways TASP is fighting for school psycholo-

gy. Encourage them to become a member and be a part of the

great work the organization is leading!

You may have noticed that TASP regularly highlights the inno-

vative programs and research that is occurring in schools and

districts across Texas. Are you working in a school or district that is implementing something

new such as a new early childhood model or a behavioral/social skills program? If you are ex-

cited about something happening in your schools, please let me know so we can feature it in

TASP’s “Spotlight on a District” and spread the word about the efforts being made around the

state. Let’s put a spotlight on Area IV. Don’t be shy--you all are doing great work and TASP

wants to hear about it!

I wish you all a good end to the semester. Stay strong--summer is nearly here!

Cassandra Hulsey

School Psychology Program

Texas State University offers a Specialist in School Psychology (SSP) degree in school psychology, approved

by the National Association of School Psychologists (NASP). The program endorses the scientist-practitioner

training model. Texas State also offers a program for individuals who already hold a master’s level psycholo-

gy degree in a related field and would like to re-specialize in school psychology.

For more information, please contact: Jon Lasser, Ph.D.

Coordinator, School Psychology Program www.txstate.edu/clas

http://www.txstate.edu/

26

Area V

Hello Area Five! I expect that everyone’s Spring is winding down

(even though this is probably everyone’s busiest time). There are a

few things happening in TASP that you may already be aware of, but

I want to be sure that you are in the loop. I hope to see you at the

Summer Institute. This is a great opportunity to network and to com-

plete your CEU requirements. Locally, I am working hard on a re-

gional workshop, though it has expanded in scope just a bit from

what I mentioned last time. Currently, there are four areas planned:

Ethics, Culturally Responsive Practice, Program Evaluation, and

Cross Battery Assessment (CHC). Please let me know if you have any

other ideas. We are thinking about holding the workshops at UT San

Antonio. This is a great opportunity to bring a friend and add a new

TASP member!

Also, just in case you did not hear, the TASP Journal has added a Graduate Student Area and

has issued a call for a Special Edition. If you have an idea for the Journal and would like to fa-

cilitate a Special Issue on that topic as a Special Edition editor, please let me know. We would

like to have the first issue out sometime next year. The TASP Journal is a great venue to con-

tribute to practice, as well as a great resource for you to learn about the latest and the great-

est .

Have a great end to Spring and a wonderful Summer!

Art Hernandez

27

Area VI

Greetings Area VI,

We are finishing out the 2015-2016 school year strong!

Your TASP Board just met to discuss advocacy around

the state as we get ready for TSBEP Sunset Review in

2017. Representatives from your TASP Board collabo-

rated with professionals in the field of psychology to

redefine the practice of psychology. The TASP Board

reviewed these drafted definitions and provided con-

structive feedback and edits. Following this, we dis-

cussed TASP’s position on the licensing of BCBAs in

Texas, details for upcoming conventions, and current

needs of LSSPs across the state.

Your TASP Board started an internal review of our organization using the SAFE-R tool from

NASP to ensure ethical, efficient, and purposeful operations. One of many outcomes of this re-

view was the identified need of increasing intentional diversity. Your TASP Board made a com-

mitment to make our diversity efforts intentional and a priority for the organization. Look for a

focus on diversity in recruitment of TASP members and Board membership, advertisement ma-

terials, and convention trainings. A new recurrent article is being added to the TASP newsletter

called Diversity in Action.

As your TASP representative, I recently attended an LSSP roundtable in Region 16 where we

discussed current legal cases relevant to the practice of psychology, ethical issues in psychology,

and current needs of local LSSPs. Thank you to all who attended and shared in our discussion.

Remember crisis intervention training is being offered at Summer Institute 2016, June 10-11,

at Emerald Beach, Corpus Christi. Hope to see you there!

Are you passionate about our profession? Let TASP know about your successes, concerns, and

needs. Please contact me if you would like additional information at [email protected].

Thanks!

Kassi Lopez

mailto:[email protected]

28

TASP Board Positions Up For Election In 2017

Several TASP Board positions will be open for election next year. The deadline to

submit nominations is September 7, 2016. You may nominate yourself or anyone

you think is qualified. If you are interested in any of the positions listed below,

please contact Jennifer Schroeder, Past President and chair of the Nominations

Committee at [email protected]. If you have any questions about the re-

sponsibilities of any of these positions you may also contact any of the current

TASP Board members for further information. The following is a list of the posi-

tions open for nomination and the duties as set forth in the TASP bylaws:

President-elect

The President-elect shall:

1. Serve as an officer and member of the Board.

2. Serve as chairperson of the Board in the absence of the President.

3. Consult regularly with the President regarding Association activities to insure continuity and

smooth transitions between terms of office.

4. Succeed the President according to the Constitution.

5. Assist the President, as assigned, in working with committees and implementing Association

activities.

6. Serve on the Convention Planning Committee.

(Note: The President-elect is primarily responsible for selecting speakers for the TASP Fall

Conference)

Treasurer-elect

The Treasurer-elect shall:

1. Serve as an officer and member of the Board.

2. Assist the Treasurer in maintaining records of financial transactions and financial status of

the Association.

3. Assist the Treasurer in preparing and submitting copies of financial reports to the Board at

meetings.

4. Assist the Treasurer in providing written financial summary reports and budget information

to the Association general membership on at least an annual basis.

5. Assist the Treasurer by taking assigned responsibility for signing all vouchers for payments

made by the Association.

6. Assist the Treasurer in maintaining a tax exempt account number for the Association and su-

pervise the use of this.

29

7. Assist the Treasurer in collecting and accounting for all monies accrued by the Association.

8. Assist the Treasurer in recommending financial policies and procedures, and propose changes

in the financial matters of the Association as needed.

9. Serve as a member of the Financial Advisory Committee.

Area I (Kilgore/Mt. Pleasant/Richardson/Ft. Worth)

Area III (Victoria/Houston/Beaumont)

Area V (Edinburg/Corpus Christi/San Angelo/San Antonio)

Area Representatives shall:

1. Serve as members of the Board.

2. Make recommendations to the Board in matters concerning the professional needs and opin-

ions of the members in his or her geographical region of the state.

3. Provide information regarding the activities of the Association to members and other inter-

ested professionals within the region.

4. Assist the President as assigned in working with committees and implementing, Association

activities.

Graduate Student Representative

The graduate student representative shall:

1. Be a student member as defined in the constitution.

2. Make recommendations to the Board in matters concerning student needs

and opinions of the student members.

Jennifer Schroeder

Past President

30

Research and Practice in the Schools:

The Official Journal of the Texas Association

of School Psychologists

Journal Update

The first three issues of Research and Practice in the Schools can be accessed on the TASP web-

site: http://www.txasp.org/tasp-journal. We welcome manuscripts from school psychologists

working in a variety of settings. Submissions can include original empirical research, theoreti-

cal or conceptual articles, test reviews, book reviews, and software reviews. If you are interested

in submitting a paper, please email [email protected] or see the latest issue for the In-

structions for Authors.

Recent Journal Developments:

Graduate Student Section:

We are introducing a special section of the journal that will be devoted to publishing the work of

graduate students. These manuscripts can include research studies, comprehensive literature

reviews on relevant topics, and reviews of books or psychological/educational tests published

within the past two years. As with all submissions to the journal, graduate student manuscripts

should highlight implications for practice in the schools.

Please note: all manuscripts submitted to the Graduate Student Section must include either a

faculty co-author or a faculty sponsor who provides the student with mentorship on the process

of preparing and submitting their work for peer review. When submitting their manuscripts for

review, student authors should include a cover letter verifying that their work has been vetted

by a faculty co-author or sponsor.

We are pleased to announce that Ashley Doss, doctoral student in the School Psychology pro-

gram at Stephen F. Austin State University, will serve as our inaugural Editor of the Graduate

Student Section.

Call for Special Issue Proposals:

We invite proposals for special issues of the journal, with the goal of publishing one special is-

sue each year in addition to the general issue. Special issues will include collections of papers

related to some cohesive theme in the field of School Psychology, and will be edited by Guest Ed-

itors who will take the lead in soliciting contributions and coordinating the peer review process.

In addition to special issues that focus on research and scholarship in School Psychology, we

welcome special issues that cover important practical and applied issues in the field.

Special issue proposals should include a brief description of the theme to be covered by the is-

sue, approximate number of articles to be included, qualifications and expertise of those who

will serve as Guest Editors of the issue, and a plan for soliciting manuscripts and conducting

http://www.txasp.org/tasp-journalmailto:[email protected]

31

the reviews. Proposals for special issues, and questions about the process, should be sent to jere-

[email protected].

Archiving Policy:

Authors retain the right to self-archive the final, accepted manuscript of their submission on

their own websites or deposit this version of the manuscript in any repository, provided it is on-

ly made publically available one calendar year (12 months) after publication or later. The ar-

chived version should be the final typeset article as it appears in the online issue of the Journal

and the archive should include the appropriate citation and link to the Journal issue in which it

appeared.

Thanks to all who have contributed to the continuing evolution of Research and Practice in the

Schools. If you have any questions or suggestions, please email

[email protected] or [email protected].

Jeremy Sullivan and Art Hernandez Editors, Research and Practice in the Schools

The Texas School Psychologist is published four times a year. Articles, announcements, advertising, employment notices, and

letters should be submitted to:

The Editor:

Daniel McCleary

2100 N. Raguet, Human Services Building

PO Box 13019 SFASU

Nacogdoches, TX 75962

[email protected]

Advertising Policy

The publication of any advertisement by the Texas Association of School Psychologists Newsletter is neither an endorsement of the advertiser, nor of the products or services advertised. TASP is not responsible for any claims made in an advertisement. Advertisers may not, without prior consent, incorporate in a subsequent advertisement or promotional piece the fact that a product or service has been advertised in the TASP newsletter.

The TASP newsletter is published to enhance communication among school psychologists in a manner that advances the general purpose of the Texas Association of School Psychologists. The acceptability of an ad for publication is based upon legal, social, professional, and ethical consid-erations. All advertising must be in keeping with the generally scholarly, and/or professional nature of the publication. Thus, TASP reserves the right to unilaterally reject, omit, or cancel advertising which it deems not to be in the best interest of the scholarly and professional objectives of the Association, and/or not in keeping with appropriate professional tone, content, or appearance. In addition, the Association reserves the right to refuse advertising submitted for the purpose of airing either side of controversial social or professional issues.

Permission is granted to all other school psychology associations’ newsletters to reproduce any article, providing the original source and author are credited.

Camera ready artwork or Employment Notices must be received prior to deadline date for desired publication. Contact TASP at [email protected]

mailto:[email protected]:[email protected]:[email protected]:[email protected]

32

Hello, TASP Members! It is that time of year, again, to recognize your fellow school psycholo-

gists for their hard work and dedication toward the advancement and practice of the field. Your

Board is proud to announce that we again have the option to submit all the necessary materials

for nominations via the TASP website. As the Awards and Honors Committee Chair, I am excit-

ed to facilitate and honor our membership.

To submit via the website go to http://www.txasp.org/awards-honors. Once you click on the de-

sired award for submission, read the award’s description, and hit “click here.” Then submit all

the necessary information to assist the committee in their decision process and click “submit”

once completed.

Send the nomination information via the Awards and Honors Committee chair, DeMarquis

Hayes, by September 2, 2016 via http://www.txasp.org/awards-honors. If you prefer to send the

information via email, please send the nomination information via email to the Awards and

Honors Committee Chair by the deadline to [email protected].

This award will be presented at the awards ceremony at the Annual TASP Professional

Development Convention October 19, 2016 at the Westin Galleria Houston.

http://www.txasp.org/awards-honorshttp://www.txasp.org/awards-honors

33

Outstanding Graduate Student Award: Specialist and Doctoral Level

This category is intended to recognize students that demonstrate evidence of impact upon grad-

uate education in school psychology after entering a program, and sets the student apart from

other students regarding:

• Leadership skills

• Creative endeavors

• Observed Personal Growth

• Interpersonal Skills

• Professional Competencies (NASP Practice Domains)

• Conference Presentations

Eligibility: The graduate student must be 1) an Intern enrolled in a school psychology program ;

2) have a minimum overall grade point average of 3.75; and 3) be a student member of TASP.

Nominators please submit the following information along with 1) the nominee’s re-

sume or vita, and 2) a letter of recommendation expanding upon the suggested cate-

gories from their school psychology professor and a field-based supervisor.

Name of Nominee:________________________ TASP Member: (Circle One) YES or NO

University Attending: _____________________ Level: (Indicate One): Specialist or Doctoral

GPA (at time of nomination): _______________ Date Degree will be Awarded: _____________

Internship Site(s): _______________________________________________________________

Nominated and Verified by:_________________ Nominator’s email:______________________





This award will be presented at the awards ceremony at the Annual TASP Professional

Development Convention October 19, 2016 at the Westin Galleria Houston.

http://www.txasp.org/awards-honors

34

Outstanding School Psychologist Award: Specialist and Doctoral Level

This award is intended to recognize a doctoral and a specialist level school psychologist who

demonstrates excellence in the NASP Domains of Practice:

Domain 1: Data-Based Decision Making & 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.

Domain 2: Consultation and Collaboration: School psychologists have knowledge of varied

models and strategies of consultation, collaboration, and communication applicable to individu-

als, families, groups, and systems and methods to promote effective implementation of 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 in-

structional strategies.

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

health.

Domain 5: School-Wide Practices to Promote Learning: School psychologists have

knowledge of school and systems structure, organization, and theory; general and special educa-

tion; technology resources; and evidence-based school practices that promote learning and mental

health.

Domain 6: Preventive and Responsive 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 and mental health; and strategies

to develop collaboration between families and schools.

Domain 7: Family–School Collaboration Services: School psychologists have knowledge of




Domain 8: Diversity in Development and Learning: School psychologists have knowledge

of individual differences, abilities, disabilities, and other diverse student characteristics; princi-

ples 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

35

enhance services and address potential influences related to diversity.

Domain 9: Research and Program Evaluation: School psychologists have knowledge of re-

search design, statistics, measurement, varied data collection and analysis techniques, and pro-

gram evaluation sufficient for understanding research and interpreting data in applied settings.

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.



gories.

Name of Nominee: ___________________________ TASP Member: (Indicate One) YES or NO

Nominee’s Job Title: ____________________ Level: (Indicate One) Specialist or Doctoral

Employed by: __________________________________________________________

Nominator’s/Contact Person’s Name: _________________ Email:________________





This award will be presented at the awards ceremony at the Annual TASP Professional Devel-

opment Convention October 19, 2016 at the Westin Galleria Houston.


36

Outstanding Service to the Profession of School Psychology Award

Outstanding Service to the Profession Award is designed to recognize an individual who has

contributed to the profession of school psychology by making contributions in the following are-

as and NASP Practice Domains:

•Publications and conference presentations, training, and development of procedures and poli-

cies

•Leadership in promoting school psychology at state level and holds membership in state and

national associations

•Other areas which you feel show exemplary service to the profession such as community in-

volvement and participation in task forces or other groups to promote school psychology




outcomes.




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.





health.




health.

Domain 6: Preventive and Responsive 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 and mental health; and strategies to develop

collaboration between families and schools.

37



















gories.

Name of Nominee: ___________________________ TASP Member: (Circle One) YES or NO

Nominee’s Job Title: ________________________________________________

Employed by: ______________________________________________________

Nominator’s/Contact Person’s Name: ______________ Email: ________________








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Outstanding Delivery of School Psychological Services Award to a

School District

This is for nominations of school districts that recognize and implement best practices or inno-

vative practices of school psychology that align with the NASP Practice Domains. This award

will not be granted based on geographic location or size of the district.




outcomes.




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.





health.




health.

Domain 6: Preventive and Responsive Services: School psychologists have knowledge of











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Other Areas of Consideration are:

•Model of Service Delivery: This relates to the model which school psychological services are

delivered within the district. Include the number of psychological service personnel employed by

the district and in what capacity they are employed.

•Programs: This category involves programs for special students (i.e., At-Risk, ADHD, ED,

LD, or regular education students, etc.).

•Direct and Indirect Service: This area relates to providing school psychological services di-

rectly to students and parent(s)/guardian(s) (i.e., assessment, counseling, parent training, and/

or indirectly through consultation, in-service training, etc.).

Include the primary activities performed by psychological service personnel.

•Research, Grants, and/or Projects: Please list program evaluation activities, any special

projects being conducted, and/or any grants which have been awarded to the district regarding

the provision of school psychological services.

Nominators please submit the following information along with 1) a letter of recom-

mendation expanding upon the suggested categories.

School District: _________________________________________________________

Contact Person’s/ Nominator’s email: ___________________ Telephone: _____________








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From the NASP Position Statement adopted by the TASP Executive Board August 2014