SCHOOL PSYCHOLOGY
SCHOOL PSYCHOLOGY
USEFUL RESOURCES
FOR SCHOOL PSYCHOLOGY PRACTICE IN NORTH CAROLINA
School Psychology Awareness Week (November 8-12th, 2010)
In order to better
illuminate the role school psychologists play in serving children, their families,
and school staff, the theme of this year's awareness week is “Today is a good
day to… SHINE!” Visit http://www.nasponline.org/communications/spawareness/index.aspx
to access resources and activities school psychologists can use to shed light
on the field of school psychology and the importance of promoting optimal
child development.
Frequently Asked Questions
This link provides questions and answers that are frequently fielded for school psychologists in North Carolina by the school psychology consultant. If you do not see your question answered in this section, please contact the consultant directly.
North Carolina Professional School Psychology Standards
Professional Development
This link provides information for school psychologists about upcoming conferences and professional organizations that are important to school psychologists
Becoming a School Psychologist in North Carolina
This link provides information on: training required to become a school psychologist in NC, training programs in NC, licensure and certification and employment.
Training for School Psychologists
in the Assessment of students with Traumatic Brain Injury
This link provides information on definitions, policies, professional development and resources associated with TBI.
Lending Library
In the fall of 2010, a Lending Library will be established for school psychologists
across the state of North Carolina. This link provides information about current
selection, check-out and return policies and requests for additions.
RTI AND PBIS
In North Carolina, RtI is Responsiveness to Instruction and is a 4-Tiered system. PBIS is Positive Behavior Intervention and Support. RtI and PBIS are processes by which students respond to specific research-based interventions that are closely monitored in order to determine appropriate use of instructional and behavioral strategies. Its use has become more prevalent with changes in IDEA that de-emphasize the discrepancy model for learning disabilities and promote a model that takes into account scientifically-based interventions and individual progress. For more information on the RtI model in North Carolina, please go to this link www.ncpublicschools.org/curriculum/responsiveness/ which provides information about RtI in North Carolina as well as other relevant information. For more information about PBIS, please go to this link www.ncpublicschools.org/ec/supportprograms/.
ADDITIONAL RESOURCES
Curriculum-Based Measurement:
Curriculum-based measurement (CBM) is a process of standardized testing by
which teachers assess students’ progress in certain specific academic areas
as different instructional techniques are implemented. It can be used as a
technique for monitoring response to intervention. For more information on
CBM, access the following links:
- www.nasponline.org/trainers/BPIV/44-Shinn.pdf#search=%22curriculum-basedmeasurement%22 (517kb, pdf)
- www.interventioncentral.org/index.php/cbm-warehouse
- (Also, consider linking to the National Center on Student Progress Monitoring at www.studentprogress.org/)
Interventions:
As the RTI model becomes more widespread within the field, the importance of accessing interventions becomes more important to the school psychologist and the students they serve. The following websites provide intervention ideas:
- Intervention Central
- Learning Disabilities Online
- Florida Center for Reading Research
- Evidence Based Intervention Network (ECU)
- Direct Behavior Ratings
- DPI document on Evidence Based Interventions
(pdf, 330kb)