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 innovative 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.

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 individuals, 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 instructional 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 education; 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 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 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.

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.

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.

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 directly 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.

Click here to submit a nomination, or send the following information to awardshonors@txasp.org by September 30, 2017:

  • A letter of recommendation expanding upon the suggested categories
  • Name of School District
  • Nominator's/Contact Person's Name, Email, and Phone

This award will be presented at the awards ceremony at the Annual TASP Professional Development Convention November 2, 2017.