School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
National Association of School Psychologists, 2020
Examples of professional practices associated with data-based decision making by school psychologists include:
- Conduct evaluations to ascertain students’ service requirements, such as special education eligibility, and gather relevant information for creating personalized service plans.
- Gather and study data from diverse sources like parents/guardians, teachers, students, and different levels – individual, group, and system- to comprehend students’ needs and select and implement proven instructional, mental, and behavioural health strategies and supports.
- Utilize various techniques for gathering, quantifying, and analyzing data; ensuring accountability; and leveraging technological resources in assessing services at individual, group, or systems levels.
- Leverage data to track academic, social, emotional, and behavioural development; measure student response; assess the effectiveness of interventions; and decide when an intervention needs to be adjusted or replaced.
- Offer assistance to classroom educators, school personnel, and other stakeholders in collecting, analyzing, and understanding universal screening and progress monitoring data to make informed decisions about students’ instructional, behavioural, and social-emotional requirements.
- Contribute to the design and execution of assessment procedures to evaluate to what extent the suggested interventions have been implemented, factoring in the treatment fidelity of data in all decisions derived from intervention response and progress.
- Advocate for employing systematic, reliable, and valid data collection procedures to evaluate the efficiency of or need for modification of school-based interventions and programs.
- Capitalize on information and technological resources to boost data collection and decision-making processes.
(Adapted from the National Association of School Psychologists, 2020, p. 3)
Relevant Courses:
EDPS 652: Academic and Language Assessment
In EDPS 652, we explored the core principles that shape the methods of academic and language assessments. The course deeply examined specific areas like reading, math, writing, and speaking, teaching us about their natural progression.
Relevance: This course gave me practical tools to understand and address academic and language issues that students might face. It taught me how to make evidence-based decisions about the right strategies and interventions to use. With a strong focus on a holistic evidence-based approach, it also prepared me to plan educational strategies effectively. Additionally, it refined my skills in reporting the findings from interviews, observations, and assessments in a clear and coherent way.
EDPS 697: Cognitive Assessment Practicum
This course was a hands-on learning experience focused on cognitive and academic assessments. The 200-hour practicum offered me real-world opportunities to administer, score, interpret, and report cognitive and other assessment results, under the supervision of registered psychologists in a school setting.
Relevance: This practicum connected directly with the professional tasks involved in data-based decision-making for school psychologists. It gave me experience in carrying out assessments to guide decisions about diagnosis and appropriate services for students. I also learned how to gather and integrate data from different sources, such as parent interviews, teacher rating scales, and academic performance reports, to shape interpretation and recommendations. The experience highlighted the value of a team approach to decision-making in a practical school context.
EDPS 689: Cognitive Assessment
This course introduced me to the theoretical and practical facets of cognitive assessment typically employed by school psychologists. The course also laid the groundwork for future practicums, offering insights into administration, scoring, interpretation, and report writing of cognitive and other types of assessments. It also allowed me to delve into the history of cognitive assessment in school psychology and analyze major theories of intelligence.
Relevance: The course guided me in understanding the crucial role of the assessor in the process and offered a deeper understanding of various cognitive measures and their theoretical foundations. It offered the chance to scrutinize assessment data, which honed my skills necessary for case conceptualization and report writing. Moreover, it gave me the chance to critically review research concerning cognitive assessment’s contentious or specialized topics, summarizing the insights that are crucial for school psychology practice.
EDPS 676: Social and emotional assessment practicum
In this course we embarked on a hands-on journey into social, emotional, and behavioral assessment, working directly with children and youth who had different developmental disorders. I am a part of a small group of our cohort who got real-world experience in assessing these crucial areas in a supervised setting in our school’s Integrated Educational Services in Education (ISE) clinic, whereas other students from the cohort got placements in community settings with a similar supervisory and service delivery structure.
Relevance: This course emphasized the value of proper assessment methods and the importance of considering the wider context when making decisions about a student’s need for services. It gave me hands-on experience in conducting interviews and integrating broader environmental factors into my assessments. This practicum significantly enhanced my ability to identify students who need services, including eligibility for special education, and inform the development of individual service plans. Overall, it was a key step in improving my assessment skills and ability to make decisions based on data.
Work Samples
I included this work sample within the data-based decision-making domain because it serves as an example of how school psychologists like myself can use quantitative assessments to guide our practice. Specifically, in the following assignment, I prepared a psychoeducational report that illustrates the practical implementation of data-based decision-making. By meticulously examining detailed quantitative assessments, I was able to identify Amanda’s academic strengths and areas in need of enhancement. The insights obtained from this process formed the basis for the development of a personalized education plan.
I included this work sample within the data-based decision-making domain because it serves as an example of how I engage with critical evaluation of assessment methods. Utilizing the KeyMath-3 assessment, I was able to understand the importance of data reliability, validity, and applicability in developing interventions and services in an educational context. This process reinforced the value of data-driven decisions in a school psychologist’s work, as recommended by the National Association of School Psychologists. This process helped me, in my assumed role as a scientist-practitioner, to question and investigate the reliability, validity, and applicability of this tool in an educational context. It was a powerful reminder of the value of critical thinking in our work.
I included this work sample within the data-based decision domain because it serves as an example of the critical connection between psychology and data analysis, specifically highlighting the often-underappreciated role of school psychology professionals in contributing scientifically-backed insights for enhancing decision-making processes in school-based teams. By arguing for a more hands-on and integrated role for these professionals, this work sample emphasizes the possibility of converting schools into environments that are more responsive to data.
I included this work sample within the data-based decision domain because it serves as an example of how data analysis can be used to understand and address students’ needs effectively, specifically in the context of fluency and reading comprehension. The video project demonstrates an in-depth investigation into available fluency interventions and the science of reading. This exploration is particularly relevant to data-based decision making, as it showcases how understanding the development of early reading skills informs the decisions regarding interventions for fluency and, subsequently, comprehension. During the creation of this project, my contributions extended not only to presenting the information but also to shaping the audiovisual and motion graphics, which brought our findings to life.
Annotated Bibliography:
Berninger, V. W., & O’Malley May, M. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44(2), 167-183.
I included this article within the data-based decision-making domain because it delivers key insights into the evidence-based diagnosis and treatment methods integral to making informed decisions in school psychology. This article is an essential resource for understanding the nature of specific learning disabilities involving impairments in written and/or oral language. By focusing on these methodologies, the authors provide valuable guidance for data-based decision-making. The comprehensive examination of dysgraphia, dyslexia, and oral and written language learning disabilities offers a solid foundation for case conceptualization and identifying students’ profile strengths and weaknesses. The understanding gained from this article also aids in planning and modifying instruction based on student response, thereby contributing significantly to the practice of data-based decision-making.
Ortiz, S. O., & Oganes, M. (2022). Nondiscriminatory, School Neuropsychological Assessment. Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention, 41.
I included this article within the data-based decision domain because it was fundamental to my comprehension of using non-discriminatory, cross-cultural school neuropsychological assessment in the process of making data-informed decisions in the field of school psychology. This article meticulously navigates the challenges and solutions tied to performing neuropsychological assessments in diverse school contexts. It serves as a valuable resource with its insightful analysis and practical recommendations, significantly augmenting my capability to take into account cultural factors during assessments and interventions. Specifically, the paper broadened my understanding of strategies for minimizing bias in assessments, which in turn will refine my abilities in evaluating and executing effective, culturally-attuned interventions. On the whole, this article was pivotal in strengthening my proficiency in data-based decision-making, underlining the importance of cultural sensitivity during the assessment process.
Schneider, W. J., & Kaufman, A. S. (2017). Let’s not do away with comprehensive cognitive assessments just yet. Archives of Clinical Neuropsychology, 32(1), 8-20.
I included this article within the data-based decision domain because it emphasizes the critical role of school psychologists in applying scientific practitioner insights to enhance decision-making in schools. Specifically, this example intends to shed light on the intersection of psychology and data analysis, highlighting the underrecognized capacity of school psychology professionals in providing scientist practitioner insights to improve decision-making processes in school-based teams. Advocating for a more active and integrated role, this assignment spotlights the potential to transform schools into more data-responsive environments.
Self-Evaluation
Based on my academic and practicum experiences, I consider myself to be At Standard in the Data-Based Decision Making domain. I’ve honed my skills in data collection, analysis, and interpretation through my coursework, namely EDPS 652, EDPS 697, EDPS 689, and EDPS 676. These courses have facilitated a comprehensive understanding of diverse assessments and problem-solving frameworks. The practicum experiences have further allowed me to apply this understanding in real-world contexts, thus enhancing my decision-making abilities. I’ve learned to implement culturally sensitive interventions, effectively monitor their impact, and adjust them as necessary. I aim to continue expanding my skills in data-driven decision-making, particularly in diverse contexts, to foster effective, equitable interventions. Overall, I’m confident in my capacity to use data effectively in my professional practice as a school psychologist.
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