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My School Psychology A site for school psychologists and special education professionals COVID 19 Home Who are School Psychologists? Publications Resources Guy’s Log Guy’s Log 2018 Guy’s Log 2014 Guy’s Log 2015 Guy’s Log 2017 Guy’s Log 2016 Test Info Dumont Willis: CHC Statistics: Test Scores (PowerPoint) Sample Explanations of Labels Test Evaluation Outline Misuse of Grade Equivalents McGrew Schneider CHC Information (2018) IEPs and School Psychs Preschool Assessment (3 to 5) Parents Disagree: Test or Not Test Tests Review of Feifer Assessment of Reading and Math Emotional Disturbance Decision Tree DAS 2 KTEA-3 RIAS – 2 Stanford Binet Fifth Edition Vanderbilt ADHD Screenings Wechsler Ten Subtest Tables WIAT-III WISC V WISC V Subtests and Scores Friday, May 29, 2015 Workshop WISC-V, WJ IV WORKSHOP WJ IV Spedlaw Part C of the IDEA Evidence-based practices Litigation Updates 2019 Section 1983 of the Civil Rights Act Litigation Updates 2020 Landmark Court Cases OCR, Section 504, and the ADA Title IX Title VI FERPA Blind Deference Damages Forest Grove v. T.A.: A Case History OSEP and OSERS Guidance PPRA State Regulations, Part B Agencies, State Forms, and State RTI Links Selected Excerpts: 2006 FR Disabilities Other Health Impaired Dyslexia Depression Intellectual Disabilities Blind and Visual Impairments Deafness and Hearing Loss Autism Spectrum Disorders Discipline and the Disabled Emotional Disabilities Specific Learning Disabilities John’s Log Humor The Story of Sam McGee DWEEEB Chapter 1 Introduction Chapter 2 Development and Standardization (sic) Chapter 3 General Testing Considerations Chapter 4 Statistical Properties of This Test Chapter 5 Statistical Properties of This Test Chapter 6 Validity Chapter 7 Norm’s Data Chapter 8 References Archived Q and A Contact Us Ron Dumont’s Recent Activities John Willis Curriculum Vitae Ron Dumont’s Resume Home Table of Contents Who are School Psychologists? Do you want to become a school psychologist? Online Degrees What’s New? Free Downloads to read all our documents if you do not have the actual program . . . Home Page Click here for WHAT’S NEW For convenience, any of our pages can be accessed immediately by using the sidebar menu that runs along the right side of each page. The headings above and every tab on the drop down menus if clicked upon will also lead to the page indicated. Almost all of our hyper links are embedded in the text. Clicking on a light blue word or phrase will open the resource to which it is linked. Some of our pages are quite long, but it is quite easy to return to the top of the page or table of contents. Either click on the caret (^) sign after each major heading or the “Back to Top” box that appears in the lower right hand corner as you scroll down. This website contains over 4000 unique links (over 5000 total). A broken link is identified by its having a line through it. Daily, several of them may go dark. We try to fix broken links as soon as possible by replacing them with updated links, replacing them with links to the Wayback Machine , or deleting them entirely. However, we also recognize that all websites may be down temporarily for technical reasons, even this one, e.g., for maintenance. So unless an Internet search shows the resource has just been moved, a broken link may be retained for a week or two to see if their technical staff can fix the problem. Who are School Psychologists? “ School psychologists are uniquely qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. 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.” NASP While most schools will have a more detailed job description, North Carolina’s state Job Description is a particularly detailed overview of a school psychologist’s potential roles in a public school system. For a more comprehensive description of what it is a working school psychologist can do, click here or on the picture below. Do you want to become a school psychologist? Every SEA has its own standards for being licensed or certified as a school psychologist. All require a post graduate degree. NASP maintains a list of all known school psychology programs with their level of NASP approval by state. Some but not all states require graduates to have completed a NASP or APA approved program (APA only reviews and approves Ph.D. programs.) To see whether your state requires graduation from a NASP or APA approved program, NASP also provides a handy list of SP certification requirements state by state , However, as the listings may not be up to date, readers are urged to consult their SEA for current certification requirements. Online Degrees There are a number of on-line (sometimes called distance education) institutions that claim to provide the training necessary to become a certified/licensed SP. As far as we know, none are APA or NASP approved even if the programs require a certain amount of time for attending classes on-campus. Before enrolling in such a program we would strongly advise a potential candidate to consult with the state education agency in the state they will seek employment to see if their course offerings would meet their standards. Renewal needs would not be the same as for initial licensure requirements, but the degree to which on-line credits would be accepted by the LEA/SEA in which one was employed would still be an important consideration. One potential concern often cited in justifying a requirement for students seeking initial certification/licensure as a school psychologist to attend classes on campus is the difficulty online courses would have in helping develop the assessment and clinical skills a school psychologist must have. Our warning here is not based on hypotheticals. For example, when applying for licensure as a private psychologist in North Carolina, the board has frequently denied those applications. Their reasons differ somewhat from the concerns above. Under Board rules, in situations where individuals have applied for licensure having graduated from programs which provide online instruction as the primary mode of instruction, the North Carolina Psychology Board has denied the applications. Some of the reasons for the denial, based upon Board rule, include, but are not limited to the fact that a program must have “an identifiable body of students in residence at the institution . . .” and “an identifiable full-time psychology faculty in residence at the institution . . . providing instruction at the home campus of the institution”; and that the program include one year’s residency which is defined as 30 semester (45 quarter) hours taken on a full-time or part-time basis at the institution.” The Board has not determined that instruction provided on computer in one’s home or another location which is not at the institution is the equivalent of being “at the institution.” In addition to requirements in rule regarding the faculty and students having to be in residence at the institution and requirements related to the provisions for residency, the applicant’s degree program must meet all other provisions set forth in rule. ( June 2005) Determination of licensure eligibility for school psychologists in NC comparatively seems pretty straight forward. Advanced degree in school psychology. Completion of NASP or APA approved program in school psychology (minimum 60 graduate semester hours, including internship [specialist minimum 1200 hours; doctoral minimum 1500 hours]). … Qualifying score of 147 or higher on the Praxis School Psychologist exam. Again, caution is advised before paying an online institution to get a degree that will not be...