Blueprint III

SCHOOL
PSYCHOLOGY:
A Blueprint for Training
and Practice III
TA S K F O R C E M E M B E R S :
Jim Ysseldyke, Chair Diane Morrison

University of Minnesota Northern Suburban Special Education
District, Highland Park, IL
Matthew Burns
University of Minnesota Sam Ortiz
St. Johns University
Peg Dawson
Seacoast Mental Health Center, Sylvia Rosenfield
Portsmouth, NH University of Maryland
Brenna Kelley Cathy Telzrow

Evansville-Vanderburgh School Kent State University
Corporation, Evansville, IN
National Association of School Psychologists

Bethesda, MD
2006
PROLOGUE
Nine years ago, Blueprint II was published to provide psychology. Under the leadership of Dr. Jim Ysseldyke
a guide to practice and training in school psychology, as and his outstanding task force, this Blueprint III reflects
well as to serve as a point of discussion regarding future the best vision for future discussion of the field based on
directions for the profession. The Blueprint task force input from NASP members, trainers, and other leading
identified 10 Domains of Training and Practice, key school psychology organizations. Now, NASP and the
issues facing the field, and school psychology’s other organizations are asked to review and discuss this
accomplishments from the 1960s through the middle document as they consider training and practice needs
1990s. Blueprint II served its purpose well; it generated for the coming decade and beyond.
open discussion and was adopted as an official policy of Blueprint III incorporates several important changes
NASP in July 1997. In addition, the NASP Training and concepts. Four clear components are defined. First,
Standards used the Blueprint II as its template, adding the foundation of training and practice is clearly focused
Technology as a separate domain. on the principles of psychology and education and the
Much has transpired in the past nine years both in scientific method. Next, there are eight integrated
the United States and internationally. New federal laws— Domains of Competence. These competencies are not
No Child Left Behind (NCLB) and the Individuals With seen as individually independent domains to be taught
Disabilities Education Improvement Act of 2004 (IDEA or practiced, but as an integrated set of competencies
2004)—were enacted and have increased the emphasis that will require life-long learning. Next, service delivery
on accountability, high stakes testing, evidence-based is defined as a tiered model of training and practice to
practice, and integration and consistency between meet the specific needs of the students and the systems
general and special education. School violence reached we serve. Finally, there are two outcomes specified—to
the front pages of the news, drawing attention to the build capacities of systems and to increase the
relationship between school climate, mental health, competencies of all students. These outcomes are new
safety and learning, and the imperative for schools to and help focus this document on the overarching goal of
support student needs along these lines. A significant student success, which includes the critical academic
focus on prevention and delivering services within the and mental health aspects of schooling. The two are
regular educational setting has required a intertwined and not seen as easily separated. Overall,
reconsideration of training and practice. this model is dynamic with continuous input and
In 2002, the Conference on the Future of School improvement from training, experience, and research.
Psychology was held in Indianapolis, bringing together Again, let this Blueprint III serve as a springboard to
trainers, practitioners, and consumers to propose new discussion of how practice and training in school
directions for the field within the context of increased psychology should be conducted. School psychology as a
demand and a shortage of both trainers and field has matured from its roots in educational
practitioners. There are an estimated 38,000 school assessment and psychology to a broad-based model of
psychologists in the U.S.; however, there continues to be service delivery and system change, within a prevention-
a need for school psychologists to expand our roles and focused context. The challenge will be to incorporate the
the scope of our practices. As noted in the principles specific ideas expressed here and to embrace the spirit
derived from the Futures Conference, “changes in school in which they were developed, namely collaboration,
psychology practices and service delivery will be problem solving, and the heart-felt belief that school
required … to maximize the benefits to the children and psychology’s evolution is not only in the best interest of
schools that we serve” with the resources available. This those within the profession but also to the meaningful
transformation will surely build on the profession’s and lasting benefit of the children, families, and school
achievements thus far. As a testament to the success of we serve. As school psychologists, we should celebrate
school psychology, career development specialists our successes and growth, but also plan how to meet our
currently regard the field as one of the most desirable future challenges.
occupations. Internationally, school psychology Thank you to the task force for their diligent work
continues to grow as well. Training and practice and creative thinking, and to the many others whose
opportunities are expanding globally as school input helped to make this a better document.
psychology achieves greater visibility. These changes in
the context and focus of practice have made necessary
the updating of the Blueprint to incorporate discussion
of new issues, challenges, and successes of school Bill Pfohl, PsyD, NCSP
NASP President 2005–2006
2 National Association of School Psychologists

TA B L E O F C O N T E N T S
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Setting the Stage for Blueprint III: The Current Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Successes and Promising Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Successes and Promising Trends in Today’s Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Successes and Promising Trends in the Training and Practice of School Psychology . . . . . . . . . . . . . . .8
Societal Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Diverse Society and Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Technology Use and Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Anxious Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Educational Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Accountability in K–12 Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
The Demographics of School Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
The Disconnect Between Research and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Blueprint III: The Model of School Psychology Training and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Blueprint III: The Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Blueprint III: Model Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Outcome 1: Improve Competencies for All Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Outcome 2: Build and Maintain the Capacities of Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Delivery System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Domains of Competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Domains of Competence for the Training and Practice of School Psychology . . . . . . . . . . . . . . . . . . . . . . . . . .15
Foundational Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Interpersonal and Collaborative Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Diversity Awareness and Sensitive Service Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Technological Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Professional, Legal, Ethical, and Social Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Functional Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Data-Based Decision Making and Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Systems-Based Service Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Enhancing the Development of Cognitive and Academic Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Enhancing the Development of Wellness, Social Skills, Mental Health, and Life Competencies . . . . .19
The Link to Training and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Examples From the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Training Exemplars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Making It Happen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Table of Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
School Psychology: A Blueprint for Training and Practice III 3

P R E FA C E
The Blueprint for Training and Practice was first and Accountability; (2) Interpersonal Communication,
published in 1984 and revised in 1997 as a framework to Collaboration, and Consultation; (3) Effective Instruction
guide the future of training and practice in school and Development of Cognitive/Academic Skills;
psychology. This third edition was produced by a task (4) Socialization and Development of Life Competencies;
force of eight school psychologists in response to a (5) Student Diversity in Development and Learning;
request for revision from Bill Pfohl, President of the (6) School Structure, Organization, and Climate;
National Association of School Psychologists (7) Prevention, Wellness Promotion, and Crisis
(2005–2006). Intervention; (8) Home/School/Community
The series of Blueprint documents builds on a solid Collaboration; (9) Research and Program Evaluation; and
foundation established by the major professional (10) Legal, Ethical Practice and Professional
organizations in our field at the Boulder (1949), Thayer Development.
(1954), Vail (1973), Spring Hill (1980), and Olympia Blueprints I and II have had significant impact on
(1981) conferences on the future of training and practice training and practice in school psychology. In the
in school psychology. Each of the Blueprint documents is Prologue to Blueprint II, Bill Pfohl described the impact
a statement on the future of training and practice that of Blueprint I, stating:
was prepared by a task force of individuals. Blueprint I,
developed in 1984 as part of the work of the National Since its publication in 1984, the original School
School Psychology Inservice Training Network at the Psychology: A Blueprint for Training and Practice
University of Minnesota, briefly outlined the functions has driven much of the progress in training and
that could and should be performed by school practice of school psychology. The creation of the
psychologists. The National School Psychology Inservice National School Psychology Certification System
Training Network was not, nor was it intended to be, a (1988), with its continuing professional
standing structure in school psychology. Rather, it was a development requirements, is further evidence of
temporary project enabled by federal funding to work the impact the first Blueprint had upon the
with and through the standing organizations in the field: profession of school psychology.
the major professional associations, state and local
professional associations, state departments of Many states used the document to better
education, and individual school districts. standardize state licensing and certification for
In a companion document to Blueprint I, entitled school psychology; today’s certification standards
School Psychology: The State of the Art (Ysseldyke, 1985), typically require competence in the original
15 authors summarized the knowledge base for each of sixteen domains described in the 1984 blueprint
the expanded functions delineated in the first Blueprint … (p. i)
and provided an annotated bibliography. Blueprint I
outlined 16 Domains of Training and Practice, and it was Blueprint III is written to be a stimulus for discussion
argued that school psychologists should be competent in and change by school psychologists and those who
each domain. educate them. It can be used by trainers to develop
Blueprint II was developed by a task force of six coursework and practical experience at both pre-service
school psychologists who restructured, sometimes and continuing education levels, and it can be used by
combined, and updated the Domains of Training and practicing school psychologists to help them shape their
Practice specified in Blueprint I. That task force also was continuing professional development. Finally, it can be
commissioned by Bill Pfohl, then President of NASP used by professional associations to facilitate strategic
(1996-97). The task force delineated 10 domains for planning and inform the revision of standards for
training and practice: (1) Data-Driven Decision Making practice, training, and credentialing.

Our task force had three key commitments in associations to further the discussion of this document
developing Blueprint III. First, to the extent possible we through panel presentations at conferences and through
were committed to maintaining the domains contained in reaction papers in journals and newsletters.
Blueprint II. Second, we wanted to take into account
changes in the field (e.g., scarce resources, the push for
evidence-based instruction), as well as major School psychology as a field has matured
achievements since the publication of Blueprint II. Third, from its roots in educational assessment and
we worked to acknowledge and incorporate the results of
psychology to a broad-based model of
the 2002 Conference on the Future of School Psychology.
As with the development of previous Blueprints, we service delivery and system change, within a
sought and incorporated input from a broad range of prevention-focused context.
practitioners, trainers, and leading school psychology
organizations.
One major change in Blueprint III is the recognition We acknowledge the assistance of Lesley Carter,
that competence in school psychology emerges over Director, NASP Center and Web Services, with the
time. In past Blueprint documents, it was assumed that development of this Blueprint. We also acknowledge the
graduate students would complete training significant editorial work of Communiqué Editor Andrea
demonstrating competence in all domains. The revised Canter; the extensive feedback of Gordy Wrobel, Beth
expectation is that those who graduate will demonstrate Doll, and the NASP Prevention Task Force; and the
a novice level of competence, will exhibit competence in technical and clerical contributions of Jeff Babl. More
one area following internship, and will demonstrate than 500 individual school psychologists provided input,
expertise in one or two areas after 5–10 years in practice. as well as the following organizations: APA Division 16,
Blueprint III includes a clear statement that school TSP, and SSSP.
psychologists operate in two overlapping arenas: This third edition of School Psychology: A Blueprint
instructional psychologists as occurring at three levels: on the Future of Training and Practice is the product of a
universal, targeted, and intensive design and mental joint effort of all members of the task force, and it speaks
health. It also describes the work of school. A prevention for all of us.
focus exists throughout the document, emphasizing the
outcome of the Futures Conference. Matthew Burns Sam Ortiz
The Domains of Training and Practice in school Peg Dawson Sylvia Rosenfield
psychology are essentially the same as for Blueprint II. Brenna Kelley Cathy Telzrow
We added one domain: technology. Other domains were Diane Morrison Jim Ysseldyke, Chair
combined. For example, we combined two domains from
Blueprint II (Socialization and Development of Life
Competencies; and Prevention, Wellness Promotion, and
Crisis Intervention) into one domain labeled Enhancing
the Development of Wellness, Social Skills, Mental
Health, and Life Competencies. The Domains of
Competence also were categorized into “foundational”
and “functional” competencies to distinguish among
their foci.
We have included in Blueprint III two examples of a
“slice” of the practice of school psychology and two
examples of how training programs prepare students in
selected practices described in the document. Additional
examples of training and practice will appear on the
NASP website.
We do not urge blind acceptance of this document. It
should be debated at state, regional, and national
meetings of school psychologists, and it should be
scrutinized by major groups representing trainers of
school psychologists. We encourage state and national

S E T T I N G T H E S TAG E F O R B LU E P R I N T I I I :
THE CURRENT CONTEXT
The model for the future of training and practice in identification of research-based interventions in
school psychology reflected in this document was such diverse areas as reading and children’s mental
developed following careful consideration of changes health, and research now informs instruction to a
that have occurred since the publication of Blueprint II, greater degree than was the case a decade earlier.
as well as several contextual variables of relevance. We • Recent data suggest that efforts to improve the
begin by describing examples of successes and achievement levels of minority students and those
promising trends in today’s schools and the school with disabilities are paying off. These gains have
psychology specialty. We then examine factors within closed the gap in achievement between minority
society and education that have been influential in groups and white students to its lowest levels in
shaping our field and the schooling of children. history, and similarly promising trends are evident
for students with disabilities.
SUCCESSES & PROMISING TRENDS
Increasingly, there is consensus that schools
Successes & Promising Trends in Today’s Schools
must find solutions to address the relatively
• More students go to school and remain in school until poor outcomes for students of color, those
graduation today than at any other time in our history. from backgrounds of poverty, children and
• Classroom instruction in all states is now directed by
youth with mental health concerns, and non-
challenging content standards in the core academic
subjects of reading/language arts, mathematics, and native speakers of English.
science. Furthermore, comprehensive assessments
aligned with these standards are allowing school
• More students with disabilities are being provided
districts to monitor student progress for the purpose
instruction in the general education curriculum with
of raising achievement levels for all students.
students without disabilities than at any other time.
• Increasingly, schools are using objective data,
Furthermore, the proportion of high school students
including those derived from technology-enhanced
with disabilities in the correct grade for age
monitoring systems, to identify students who are not
increased substantially in the past 25 years, and
achieving critical academic benchmarks, and are
students with disabilities were more likely to take
putting in place systematic interventions to assist
rigorous coursework in math, science, social studies,
at-risk learners.
and foreign language designed to prepare them for
• Over the past several decades, schools have become
post-secondary education. Evidence also indicates
an access point for mental health services, and child
that more students with disabilities are staying in
mental health services are more frequently provided
school and graduating each year.
in schools.
• Recent changes in federal legislation have facilitated
• Schools increasingly are employing preventive
increased coordination and flexibility in using
methods and programs to address risk factors before
resources to address student needs.
problems escalate. This shift to a “population”
• Schools are asking the right, albeit tough, questions
perspective allows schools to implement widespread
and focusing on the most challenging issues.
preventive programs for academic and social-
Increasingly, there is consensus that schools must
behavioral concerns.
find solutions to address the relatively poor
• Research-based practices are better described and
outcomes for students of color, those from
more widely accessible than ever before. A number
backgrounds of poverty, children and youth with
of large-scale initiatives are dedicated to the

mental health concerns, and non-native speakers of “highly qualified” requirement in the No Child Left
English in such areas as school completion, least Behind Act (NCLB).
restrictive environment, and suspension and • Although data on how school psychologists spend
expulsion. Identifying where these inequities persist their time have remained constant nationally over
and analyzing the factors that contribute to them the past several decades, data also indicate some
allow educators to determine where and how to regional variability, and in some states and school
direct resources to obtain the desired results. districts, an increasing number of school
psychologists are engaged in comprehensive
Successes & Promising Trends in the Training and services that allow them to affect more students in
Practice of School Psychologists more meaningful ways. Increasingly, school
psychologists work in districts that employ a
• Consistent with its heritage of connecting science to problem-solving model, and as schools become more
practice, the field of school psychology has been a systemic and preventive in their orientation, school
leader in the “evidence-based intervention” psychologists are hired to fill more diverse roles.
movement. An example is the work of the Task Force • In spite of the shortage of school psychologists, the
on Evidence-Based Interventions in School ratio of school psychologists to students is lower in
Psychology, sponsored by the APA Division of many districts than at any time in the history of
School Psychology, NASP, and the Society for the school psychology. Furthermore, lower service ratios
Study of School Psychology. The goal of the task are associated with practices focusing on prevention
force is the development of a manual for the review and intervention rather than special education
and eventual dissemination of information about eligibility.
effective prevention and intervention programs for • School psychological practice has increasingly
children, youth, and families. incorporated the goals and principles reflected in the
2002 Conference on the Future of School Psychology.
School psychologists are shifting their focus toward
School psychologists are shifting their focus improving academic competence, social and
toward improving academic competence, emotional functioning, family-school partnerships,
social and emotional functioning, family- classroom instruction, and school-based child and
family health and mental health services for all
school partnerships, classroom instruction, learners.
and school-based child and family health • As a discipline, school psychology has been an
and mental health services for all learners. influential advocate for legislation, public policy
initiatives, and practice innovations designed to
improve educational and mental health services for
• More school psychology graduate programs are children and families. The leadership of our major
constructed around a conceptual framework and professional organizations routinely provides
conform to high professional training standards than testimony to inform public policy and shape
at any time in the history of the field. Almost two- regulatory language. In addition, these organizations
thirds of graduate training programs are approved by frequently join with other professional associations
the National Council for Accreditation of Teacher to establish coalitions to maximize their influence on
Education (NCATE/NASP), and it is anticipated that public policy.
contemporary training paradigms will increasingly
impact school psychology practice over time.
SOCIETAL FACTORS
• More than 10,000 individual school psychologists
are recognized as Nationally Certified School
Diverse Society and Systems
Psychologists (NCSP). This credential signals to the
public that the school psychologist meets NASP’s
The United States is a country defined and enriched
rigorous standards for training and field placement,
by the diversity of its population. Over 10% of our
and engages in continuing professional
population is foreign-born, and Hispanics, who now make
development. As of 2006, 26 states include
up 14.1% of the population, have surpassed African
recognition of the NCSP in their
Americans as the largest ethnic minority group. The
certification/licensure processes, reflecting the
Caucasian (non-Hispanic) majority is shrinking and

within decades will be a plurality of the population. It is literate is a prerequisite for high-paying employment,
estimated that by 2020 over six million children in this access to technology can enhance outcomes for students
country will be English Language Learners. once they graduate.
After a period of decline, the child poverty rate is The challenges facing schools today not only include
rising, and the gap between rich and poor is widening. finding ways to make technology accessible to all
The United States is characterized by increasing racial students but also to ensure that educators have the skills
and social class segregation, and too many children from to use technology to enhance student learning. The use
minority and economically poor backgrounds are of technology in providing distance learning and online
receiving inadequate instruction. The range and diversity high school instruction affects instructional practices
of educational options is also expanding, as evidenced in general.
by dramatic increases in charter and home schooling Learning to use technology and using technology to
options for a significant number of children. Diversity learn are essential building blocks for life success.
and inequities exist among public schools and school
districts as well. Insufficient funding, inadequate Anxious Times
salaries, poor opportunities for advancement, and unsafe
environments have been associated with high teacher Although it has become a cliché, the attacks of
turnover and low student achievement in urban schools September 11, 2001, forever changed this country. The
relative to their suburban counterparts. Additionally, nature and intensity of worries expressed by students in
although minorities are increasingly represented schools today, compared to those in earlier times, clearly
among students, the proportion of minority educators validate this observation. Furthermore, troubling current
is shrinking. events are not limited to terrorist attacks. Since Blueprint
II was published in 1997, there have been 18 separate
Technology Use and Impact high profile incidents of violent student deaths on school
campuses, and as this document was being written, relief
On average, young people in this country spend just efforts for Hurricanes Katrina and Rita dominated the
under 1 hour each day doing homework, but national spotlight. Children and youth of previous
approximately 61/2 hours using media (television, generations worried about global attacks against
computer, radio, CDs, MP3 players, and video games). humanity (e.g., atomic and nuclear bombs), but recent
This fact, together with the prevalence of home events legitimize concern about devastating events in
computers, Internet access, and satellite or cable their local communities.
television, underscores the pervasive use and influence
of technology in our culture.
There has never been a greater need for school
psychologists to take leadership in ensuring
The challenges facing schools today not only quality mental health services for children.
include finding ways to make technology
accessible to all students but also to ensure
While reading difficulties continue to be the most
that educators have the skills to use frequent reason students are referred to school
technology to enhance student learning. psychologists, children’s mental health needs have
become a critical public health issue that directly affects
teaching and learning. Although there are not
Technology offers both challenges and discernable differences across majority and minority
opportunities. Research indicates that there is a populations in reported proportions of students
disparity between those who have access to technology considered mentally healthy, access to timely, affordable,
and those who do not, based largely on socioeconomic and effective care is not equitable across groups. There
status and race. While virtually all schools have has never been a greater need for school psychologists
computers and the vast majority are connected to the to take leadership in ensuring quality mental health
Internet, children attending schools in affluent school services for children.
districts have much greater access to abundant and
state-of-the-art technology than do students in poor
school districts. In a world where being technologically

EDUCATIONAL FACTORS universally employed mechanisms to assure quality
internships at the specialist and doctoral levels, and
Accountability in K–12 Schools there is a significant shortage of school-based pre-
doctoral internships. The challenge for the profession is
The early years of the new millennium were to continue to develop the universal skill base among
characterized by several public policy initiatives and practitioners and the systems capacity necessary to
landmark legislation that dramatically increased align reality with best practice.
accountability in public schools. In 2001, the No Child
Left Behind Act (NCLB) was signed into law, and school The Disconnect Between Research and Practice
districts became publicly accountable for the
achievement of students whose poor performance had It is intuitively appealing to assume that what
previously been explained away as a consequence of happens in schools is informed by decades of research,
race, poverty, language status, or disabilities. A year but there seems to be an especially persistent
later, the President’s Commission on Excellence in disconnect between educational research and practice.
Special Education concluded that schools operate within Whether this is due to lack of relevance, persuasiveness,
a culture of compliance, and recommended that or access to the research, or because the educational
attention be focused instead on outcomes for students. system is resistant to change, it must be recognized that
Also in 2002, the National Academy of Sciences report simply putting data in the hands of practitioners will not
on Minority Students in Special and Gifted Education by itself lead to improved practice. Dissemination and
considered how traditional referral and assessment implementation are separate and distinct activities.
practices may contribute to disproportionate Research can be used—or misused—for a number of
representation of minority students in special education purposes: to promote a political agenda, to justify
and delay access to effective, timely interventions. The current practice, to inform and improve practice, to serve
2004 reauthorization of the Individuals with Disabilities as a report card, or to support biases. The current
Education Improvement Act (IDEA) echoed NCLB’s demand for accountability and evidence-based practice
emphasis on accountability and results, and reminds school psychology trainers and practitioners
incorporated several major changes to promote alike to base practice on cutting-edge research, thus
preventive practices and the alignment of assessment using research as a foundation for practice.
and intervention.
The Demographics of School Psychology
There are approximately 38,000 school

psychologists employed in this country, but the current
and future shortage of practitioners is well documented.
It is estimated that 15,000 school psychology positions
will go unfilled between 2003 and 2020 due to a peak in
retirements and concomitant shortage of new
professionals. Furthermore, open faculty positions within
the school psychology specialty have more than doubled
since Blueprint II was published, and a significant
number of these have remained vacant from year to year.
In addition to documented and predicted shortages,
there appears to be considerable mobility within and
attrition out of the field, the full extent of which is
difficult to estimate. Perhaps this attrition and mobility
could be linked to dissonance between training
expectations and actual job roles. School psychologists
report a high level of job satisfaction, but there continues
to be a discrepancy between desired and actual roles
with a reported over-emphasis on special education
eligibility assessments. Moreover, there are no

BLUEPRINT III: THE MODEL OF SCHOOL PSYCHOLOGY
TRAINING AND PRACTICE
INTRODUCTION and doctoral. Advanced training at the doctoral level in

such areas as research, program evaluation, and clinical
Blueprint II has had substantial influence on the supervision is likely to be reflected in greater expertise in
training and practice of school psychologists, largely as a related Domains of Competence.
result of incorporating its Domains of Competence into the Another limitation of Blueprint II is that the Domains
2000 revisions of NASP’s training, practice, and of Training and Practice read like a “laundry list” of skills
credentialing standards. The group who produced the without a coherent system of integration necessary for
standards used the 10 domains of Blueprint II. They added the delivery of high quality and comprehensive school
one domain: technology. So, the NASP standards specify psychological services. We felt it important to embed the
11 domains of competence. The Blueprint III task force Domains of Competence within an integrated model of
sought to maintain those elements of Blueprint II that were effective school psychology practice. Thus, Blueprint III
perceived as most useful and enduring, while attempting addresses two key questions that were not adequately
to correct some of its shortcomings and take into account addressed in Blueprint II: (a) What are critical outcomes
the changes and contextual variables just described. for school psychology practice, and (b) What is the most
Somewhat paradoxically, the most influential aspect effective delivery system by which these outcomes can
of Blueprint II—the Domains of Training and Practice— be achieved? Blueprint III is perceived to be evolutionary
also represents a source of concern. Trainers of school rather than revolutionary, in that it is built on the strong
psychologists, in particular, have reported that it is foundation provided both by the previous Blueprints
unrealistic to expect specialist level training programs to and by other forces that have shaped our field since
prepare their students to be competent in all 11 skill its inception.
domains specified in the NASP Standards for Training
and Field Placement Programs in School Psychology. Both
faculty members responsible for ensuring that students We acknowledge that there is a continuum of
develop these competencies and their graduate students skill development, and assert that the job of
approach culminating exams with trepidation, knowing
training programs is to ensure that students
that in the 2 to 3 years of a specialist level program it is
impossible to ensure skill mastery in 11 Domains of are at a “novice” level in all domains by the
Competence that are so diverse and all-encompassing. time they complete the coursework phase of
In Blueprint II domains were viewed as areas in which their training, and are at a “competent” level
“school psychologists are leaders in the schools.” In
by the conclusion of internships, with the
Blueprint III, these are conceptualized as areas of
competence with three levels of expertise. We expectation that “expert” practice will be
acknowledge that there is a continuum of skill achieved only after some post-graduate
development, and assert that the job of training experience and likely only in some domains.
programs is to ensure that students are at a “novice”
level in all domains by the time they complete the
coursework phase of their training, and are at a
“competent” level by the conclusion of internships, with BLUEPRINT III: THE MODEL
the expectation that “expert” practice will be achieved
only after some post-graduate experience and likely only The Blueprint III Model for School Psychology
in some domains. Additionally, there is a recognition that Training and Practice is reflected in the schematic
professional preparation within the specialty of school depicted in Figure 1. The left side of the model illustrates
psychology may occur at two differing levels: specialist two foundations in our field: a well-confirmed knowledge

Figure 1
base in psychology and education, and the application of children become competent and caring adults, involved
the scientific method to practical delivery of the citizens, and productive members of their communities.
knowledge base. Eight discipline-specific competencies School psychology has a significant role to play in this
developed during school psychologists’ professional process. Specifically, school psychologists should work
training and applied experience rest on these dual to: (a) improve competencies for all students, and (b)
foundations. The delivery of school psychological build and maintain the capacities of systems to meet the
services, depicted in the triangle that appears in the needs of all students as they traverse the path to
middle of the model, occurs at three levels: universal, successful adulthood.
targeted, and intensive. The two major outcomes of our
work in schools, enhancement of student competence
and development of the capacity of systems to meet School psychologists should work to: (a)
student needs, are represented by the two circles at the improve competencies for all students, and (b)
right side of the model. The model’s components are build and maintain the capacities of systems to
described in detail in the following section.
meet the needs of all students as they traverse
the path to successful adulthood.
BLUEPRINT III: MODEL COMPONENTS
In explaining the schematic depicting the model for

training and practice of school psychology, we begin
with the outcomes and work backwards (right to left)
through the model. The goal of education is to help

understand how to impact family and community
School psychologists should be instructional systems and influence public policy. Children and youth
consultants who can assist parents and are part of a larger system, and it is only when the
individual components of that system work together that
teachers to understand how students learn and
optimal outcomes can be achieved. School psychologists
what effective instruction looks like. must be systems consultants to ensure that this happens.
Building capacity requires a shared vision and
collective sense of purpose, effective leadership, the
Outcome 1: Improve Competencies for All
involvement of stakeholders, ongoing evaluation, and a
Children and Youth
commitment to continuous improvement. The end result
of building and maintaining system capacity is better
The competencies we expect individuals to develop
alignment and allocation of personnel, resources, and
during their time in school fall into two broad categories.
efforts toward a unified goal of improving outcomes for
First, there are important academic and cognitive
all students.
competencies (including both basic academic skills and
functional life skills) that the 21st century demands, in an
age where technology exposes students to more
information in a day than was available to their
School psychologists should be mental health
ancestors in a lifetime. School psychologists should be practitioners who can guide parents and
instructional consultants who can assist parents and teachers in learning how to create
teachers to understand how students learn and what environments where children and youth feel
effective instruction looks like. Second, we expect
students to develop social-emotional competencies.
protected and cared for as well as sufficiently
These include both the ability to get along with others self-confident to take risks and expand their
and the resilience to cope with daily stressors and major range of competence.
setbacks. School psychologists should be mental health
practitioners who can guide parents and teachers in
learning how to create environments where children and
Delivery System
youth feel protected and cared for as well as sufficiently
self-confident to take risks and expand their range of
If the goals of school psychology are to improve
competence. Overall, we want schooling to produce
competencies for all students and to build and maintain
responsible adults who relate to and get along with
systems capacity, then the logical next question is: What
others, who have the necessary academic and functional
is the mechanism by which these goals can be attained?
skills to be independent, and who are healthy
Blueprint III advocates a service delivery system
contributing citizens. The notion of competence
characterized by varying the intensity of interventions
enhancement involves accepting students where they are
depending on the severity of student need. There is a
in skill development, and designing targeted and
long and rich history supporting this approach in the
sometimes more intensive interventions to enable them
public health and prevention literature (primary,
to make progress toward attainment of eventual (and
secondary, and tertiary prevention), and this paradigm is
ever-changing) goals.
consistent with contemporary models of service delivery.
Universal services are systems-level programs directed at
Outcome 2: Build and Maintain the Capacities of
all and designed to meet the academic and social-
Systems
emotional needs of the vast majority of students. These
include, for example, the use of evidence-based
It is not enough for school psychologists to be
approaches to reading and math instruction or the
proficient at helping students develop competencies.
implementation of a positive school-wide discipline
They must also be proficient at helping systems build
program to reduce problems with behavior management.
capacity to foster and teach these competencies. This
Universal services should be foundational and accessible
requires that school psychologists understand how
to all children and youth.
systems work and what factors contribute to the
For the 10 to 20% of pupils for whom the universal
implementation and success of educational innovations.
approach is insufficient, targeted interventions address
While schools and educational systems are the most
specific academic or social-emotional skill or
logical targets, school psychologists also need to
performance deficits. For students with reading

problems, a targeted intervention might include a Title I interventions at both an individual and systems level. Put
reading intervention to supplement classroom reading simply, there is a well-documented knowledge base on
instruction or consultation with the classroom teacher to instructional practices that work, and there is a strong
implement an evidence-based strategy not previously in literature on effective delivery systems that enable us to
the teacher’s repertoire. Targeted interventions for initiate effective instruction.
students with social problems might include redesigning
environments to help coach students in social
interactions that enable them to make friends or play Knowledge alone will not suffice. School
cooperatively, as well as working with the teacher and psychologists must also possess a set of skills,
parents to support a behavioral intervention in the including the ability to use problem-solving
classroom.
and scientific methodology to create, evaluate,
Finally, for the 1–7 % of children with chronic and
more severe problems, specialized intensive interventions and apply appropriate empirically validated
are required. This may include more intensive and interventions at both an individual and
individualized reading instruction for students who have systems level.
demonstrated a lack of responsiveness to Title I
instruction, or, for youngsters with social-emotional or
behavior problems, it may incorporate an interagency The eight overarching competencies, while
component that brings home, school, and community individually articulated in this model, are actually an
together to address more challenging needs. interwoven set of skills. For school psychologists to be
Blueprint III endorses this model of universal, effective, they must have both a broad and deep
targeted, and intensive interventions because of its understanding of the skills encompassed in each
documented success, because of its emphasis on domain, as well as an ability to apply and integrate these
prevention, and because it is a reasonable way to skills fluently in everyday practice. As noted previously, it
organize the delivery of school psychology services to is not expected that the new graduate of a school
meet the needs of all children and youth. The psychology program will emerge at a skill level
implementation of effective universal programs allows commensurate with colleagues who have had many years
the vast majority of students to achieve academic and of experience. It is expected, however, that they have
social-emotional competence, and minimizes the number been exposed, both in theory and in practice, to all skill
requiring targeted and intensive supports. Operating domains. As they continue to accrue experience in the
within this paradigm enables school psychologists to field, school psychologists will move from “novice” to
practice effectively in schools that have embraced this “competent” in all domains and will become “experts” in
approach and to promote systemic change in schools those domains most applicable to their practice.
that have yet to do so.
Domains of Competence
In order for school psychologists to work toward

critical learner outcomes within a three-tiered service
delivery model, they must have both knowledge and
skills. The knowledge base includes a set of
psychological and educational principles and an
accepted method for applying those principles (i.e., the
scientific method), as well as evidence-based theories,
methods, and guidelines to effect change in both
individuals and systems. Through its blend of education
and psychology, the field of school psychology brings a
unique perspective to the goal of helping children
become competent and responsible adults. Knowledge
alone will not suffice. School psychologists must also
possess a set of skills, including the ability to use
problem-solving and scientific methodology to create,
evaluate, and apply appropriate empirically validated

DOMAINS OF COMPETENCE FOR THE TRAINING AND
PRACTICE OF SCHOOL PSYCHOLOGY
The eight Domains of Competence are defined as (8) Enhancing the Development of Wellness, Social
separate skill and knowledge sets. Nevertheless, these Skills, Mental Health, and Life Competencies.
must be viewed as working in concert to achieve the
broader aims of school psychology practice: improving
FOUNDATIONAL COMPETENCIES
student competence and building systems capacity. The
extent to which school psychologists draw upon specific
Interpersonal and Collaborative Skills
competencies depends on both the level of service
delivery and the specific prevention or intervention
School psychology practice involves children,
strategies they implement.
adolescents, and adults in a variety of capacities, as well
as the many systems within which they operate.
Accordingly, effective interpersonal skills and the ability
The eight Domains of Competence are defined
to work constructively and collaboratively with diverse
as separate skill and knowledge sets. individuals and agencies are indispensable for school
Nevertheless, these must be viewed as working psychologists. Training programs should seek to admit
in concert to achieve the broader aims of students with the ability to listen, adapt, embrace
ambiguity, and be patient in difficult situations. The
school psychology practice: improving student
school psychologist’s repertoire must include the ability
competence and building systems capacity. to communicate well and disseminate information clearly
to diverse audiences ranging from children, parents,
teachers, and administrators to school boards, policy
Four Domains of Competence form a foundation that
makers, community mental health professionals,
sustains training and practice in school psychology.
business leaders, and other school psychologists. At the
Some aspects of these domains are components of an
same time, school psychologists must understand the
individual school psychologist’s character and makeup,
vital importance of collaboration and be able to facilitate
while others are acquired through training and
it effectively in multiple contexts, as well as recognize
experience. Because these domains permeate all areas of
that soliciting input from others may be as important as
practice for every school psychologist and are the
imparting knowledge or sharing expertise.
foundations on which the other competency domains
A related but distinct skill essential to school
depend, they are depicted in the model as supporting the
psychology practice is collaborative consultation.
other four domains. These foundational competencies
Irrespective of the philosophy or approach to
encompass (1) Interpersonal and Collaborative Skills, (2)
consultation employed, school psychologists must
Diversity Awareness and Sensitive Service Delivery, (3)
possess good problem-solving skills that are brought to
Technological Applications, and (4) Professional, Legal,
bear in facilitating the development of harmonious
Ethical, and Social Responsibility. The next four domains
learning environments, reducing the divisiveness and
represent functional competencies that describe the
disenfranchisement often found in troubled schools, and
processes and contexts through which our work is
promoting the kinds of principled negotiations necessary
carried out, and include (5) Data-Based Decision Making
to achieve consensus.
and (6) Systems-Based Service Delivery. With a deep
Effective and well-honed interpersonal and
understanding of effective instruction and mental health
collaborative skills are crucial to functioning as a change
strategies, together with applied skills to enhance the
agent in the school. Ultimately, school psychologists
capacity of systems to promote these student-focused
employ these skills when they promote and effect change
objectives, our work is evidenced by (7) Enhancing the
at the individual student, classroom, building, district, or
Development of Cognitive and Academic Skills and
even broader levels.

Diversity Awareness and Sensitive Service sexual orientation affect the process of consultation?
Delivery Clearly, considerations related to diversity are apparent
in every activity in which school psychologists engage.
In Blueprint II, diversity was conceptualized primarily Addressing issues of diversity is not an easy task
within the context of student development and learning. and requires that school psychologists look inside
It was recognized that the racial, cultural, ethnic, themselves, reexamine their personal world views, and
experiential, and linguistic backgrounds of students were evaluate the nature and extent of their own, often subtle,
increasingly diverse and that these differences needed to biases with regard to culture, ethnicity, race, gender,
be considered when providing appropriate instruction. disability, social class, sexual orientation, language, and
That perspective, although important, focused primarily more. These potential biases and those that may be
on acknowledging differences rather than providing directed toward the school psychologist by other
services that were truly responsive to the needs of diverse individuals or agencies will significantly affect the
populations. Blueprint III advocates a broader view of manner in which decisions are made, instruction is
diversity and emphasizes its central role in crossing and developed, behavior is evaluated, interventions are
bridging to other domains. designed, and outcomes are influenced. Competence in
Addressing diversity is no longer defined simply as diversity is not developed by reading texts about other
acknowledging or being “sensitive” to differences in people and cultures, but rather evolves through
others. Competence in all aspects of diversity is not experience in recognizing the manner in which diversity
demonstrated by an individual’s degree of sensitivity to affects all school psychology (and all life) activities.
or level of knowledge about a given culture, but rather by
the ability to recognize when, where, and how issues of Technological Applications
diversity are manifest and operating within the wide
variety of activities in which school psychologists Perhaps no other contextual influence has emerged
engage. When school psychologists are able to recognize with such rapidity and impact as has technology within
the importance of diversity in their practice, they are the past decade. While competence in applying
then empowered and expected to use their knowledge technology at the time of Blueprint II may have been
and skills to help schools embrace and address diversity defined primarily as word processing skills, the expansion
issues effectively at all levels. For example, in developing of technology and its integration into every aspect of
effective instruction for English language learners, human life has progressed at a staggering pace. The
psychologists must know how first and second language evolution of the Internet, the ubiquitous nature of email,
acquisition influences cognitive maturation and the the proliferation of communication technologies, the
learning process. It is not enough simply to be aware widespread use of laptop computers, and software for
that a student is a non-native English speaker; school almost any application, all necessitate that school
psychologists must recognize how second language psychologists be competent (and often cautious) in using
learning and bilingualism affect the design and current technology in the delivery of services.
implementation of appropriate and effective instruction. Because technology has become embedded in the
Similarly, the failure to recognize the impact of language fabric of everyday life, it is likely that today’s graduate
and culture on school performance, and the use of students have considerable competence in this area
inappropriate or unsystematic methods for assessing before beginning professional training. Use of
English language learners reflects inadequate technology in the professional arena, however, may
competence in this domain. require the development of new skills and consideration
The link between the diversity domain and the of new ethical dilemmas. Computers and other electronic
interpersonal and collaborative skills domain should be devices allow one to perform a wide variety of tasks that
clear. School psychologists must be able to recognize enhance and facilitate professional functioning in such
when issues of diversity affect the manner and nature of areas as data gathering and storage, monitoring student
interactions with other people and organizations. They performance and progress, assessment, record keeping,
must have the ability to modify or adapt their practices and communication with various audiences. Skill and
in response to those being served. Are parents from low expertise in gathering and evaluating information for
SES backgrounds accorded the same level of respect as professional practice is clearly a requisite competency.
those from higher SES levels? Are parents who do not Much as with interpersonal skills and diversity,
speak English made to feel welcome and engaged in technological competence cuts across all aspects of
their child’s education? Do differences in gender or school psychology practice, helping to support all other
domains. For example, it is difficult to imagine

conducting activities such as communication, record psychologists should be prepared to practice in ways
keeping, observation, data-based decision making, that meet all appropriate professional (practice and
assessment, and program evaluation and research ethical) and legal standards in order to enhance the
without the aid of technology. quality of services and protect the rights of all parties.
The many applications of technology in the schools This includes adhering to due process guidelines in all
do not benefit school psychologists alone. Assistive decisions affecting students; maintaining accepted
technology supports students with special learning professional and ethical standards in assessment,
needs, such as those who may benefit from alternative consultation, and general professional practice; and
modes of communication. In addition, keyboard skills fulfilling all legal requirements, including those in
may assist students with fine-motor difficulties, and response to legislative and judicial decisions.
computer accessibility options (e.g., large font screens, School psychologists also have a responsibility to
speech recognition software) can assist students with a plan and carry through a continuing education program
wide variety of visual, auditory, and motor problems. for their own development as professionals, both in
accordance with licensure requirements and in order to
grow and stay up-to-date with the field. They should
Technological competence should include the maintain appropriate professional credentials and attend
ability to help students, parents, and teachers continuing education functions as necessary for their
current practice and required by employers and
know how and where to access technology, and
credentialing bodies. Especially important, school
how to evaluate its safety and value, as well as psychologists recognize their own limits of competency
how to use it to enhance classroom learning. and do not exceed them. They work with others on the
school staff to ensure that teachers and related services
personnel have opportunities for continuing professional
School psychologists also need to be aware of the development. Collaboration improves services delivery,
potential dangers associated with technology. In and results in better outcomes for students.
professional activities, the use of electronic
communication and storage raises new risks to
FUNCTIONAL COMPETENCIES
protecting student confidentiality and test security.
Youth are seeking information and consultation from the
Data-Based Decision Making and Accountability
Internet. Many peer sites have been criticized for
promoting thinking and behavior that may be injurious
In Blueprint II, data-based decision making and
(e.g., sites promoting idealized physical attributes, diets,
accountability were seen as the organizing themes for
using performance enhancing drugs, bullying). For some
school psychology training and practice. In this revision,
students there is potential addiction to technology (e.g.,
we view this domain, and the following one, as processes
video games, pornography) and the potential to limiting
that reflect not only the manner in which school
genuine (versus virtual) social interactions.
psychologists organize information, but also how and in
School psychologists also should be aware of the
what contexts they analyze and use that information. The
“digital divide,” where technology is often more
emphasis on practice competencies as processes
accessible to those with more economic resources.
illustrates the overarching perspective that directs
Technological competence should include the ability to
school psychology practice and the contexts in which
help students, parents, and teachers know how and where
services are delivered. School psychologists should be
to access technology, and how to evaluate its safety and
good problem solvers who collect information that is
value, as well as how to use it to enhance classroom
learning. Technology offers enormous opportunity. It also
challenges school psychologists in ways that could not School psychologists should be good problem
have been envisioned 10 years earlier.
solvers who collect information that is relevant
Professional, Legal, Ethical and Social for understanding problems, make decisions
Responsibility about appropriate interventions, assess
educational outcomes, and help others become
The issues addressed by this foundational domain
accountable for the decisions they make.
are relatively straightforward but absolutely central to
the efficacy of a school psychologist’s work. School

relevant for understanding problems, make decisions home/school/community collaboration, and structure,
about appropriate interventions, assess educational organization, and climate. Along with Data-Based
outcomes, and help others become accountable for the Decision Making, this domain describes the way in which
decisions they make. Although school psychologists problems are evaluated and conceptualized. School
have historically been responsible for collecting psychologists can no longer focus exclusively on
considerable student data, their focus should not remain intervening at the individual level if they hope to
focused at the individual student level. Training in enhance outcomes and build capacity. The learning
research methods, statistics, and program evaluation problems of students do not belong to students alone
enables them to gather data about school systems, but to the systems charged with helping them succeed
programs, and classroom environments as well. and preventing failure.
School psychologists should be well versed in a Schools and other settings where children and youth
variety of assessment and evaluation methods. These live and learn must be viewed as systems whose many
include the use of observation, interviews, standardized components affect learning and development in diverse
norm-referenced tests, functional behavioral assessment, and complex ways. School psychologists must
curriculum-based assessment/measurement/evaluation, understand how systems work, but even more, they need
ecological or environmental assessment, technology- to know how they can use this knowledge to help
enhanced assessment, and progress monitoring. organize schools and classrooms in ways that promote
Irrespective of the assessment method, the purpose of learning and prevent problems. Within a 3-tiered service
assessment remains clear—to define problems and delivery model, school psychologists should be able to
student needs and assets, to estimate current status, to design, among others, instruction and instructional
link results to the development of effective interventions, interventions, problem-solving teams, programs to train
and to evaluate outcomes and inform future intervention paraprofessionals, school policies for such issues as
decisions. Simply put, all assessment activities should discipline and grading, communication and referral
relate to prevention and intervention. systems, crisis prevention and intervention programs,
transition programs from one aspect of schooling to
another, and school-within-a-school programs.
All assessment activities should relate to School psychologists should provide leadership in
prevention and intervention. developing schools as safe, civil, caring, inviting places
where there is a sense of community, the contributions
of all persons, including teachers, paraprofessionals,
School psychologists need to provide leadership in administrators, families, students, and related services
identifying those instructional environments and personnel, are valued; and there are high expectations
cognitive, emotional, social, and behavioral factors that for excellence for all students. The application of a
have a significant effect on school achievement and the systems perspective in delivering services is not limited
development of personal competence. They must be able to the school setting. Students do not learn in a vacuum,
to use this information for the promotion of student nor do they learn only in schools. The home and
competence and the prevention of student difficulties/ community represent significant influences in a
disabilities. School psychologists should be adept at student’s life where intervention, collaboration, and
assessing those aspects of the instructional environment connections to schools must be developed. Consistent
that facilitate or impede learning/behavioral change for with the outcomes endorsed by the 2002 Conference on
students, and they should know how environmental the Future of School Psychology, we believe an increased
factors and student characteristics (e.g., aspects of emphasis on the link between home and schools and a
diversity) interact to affect academic and behavioral greater recognition of the roles parents/caregivers play
outcomes. School psychologists should be recognized by in their children’s educational outcomes are critical to
school administrators as leaders in data collection and the practice of school psychology in the 21st century.
interpretation, who can play significant roles in designing Over the course of their school careers, children have
assessment practices to meet responsibilities for many teachers, most for no longer than a single year.
accountability reporting to the general public. Parents, however, bring to any problem-solving process a
unique knowledge and understanding of how their
Systems-Based Service Delivery children learn. School psychologists recognize that the
likelihood of the success of any intervention, academic,
Although the name of this domain is new, its nature social, or emotional, increases when parents or other
was captured in Blueprint II domains related to primary caregivers are partners in intervention design

and implementation. School psychologists are natural to impact: (1) cognitive and academic skills and (2)
liaisons between the home and the school and play a wellness, social skills, and life skills. School
vital role in helping parents feel they are full members of psychologists help schools develop challenging but
their children’s learning team, as well as ensuring that achievable cognitive and academic goals for all students,
parents have a voice when critical decisions are made. taking into account the need to adjust expectations for
School psychologists understand that there are many individual students, as well as implement alternative
challenges to authentic family engagement in education, ways to monitor or assess individual student progress
and recognize that overcoming these barriers and toward goal or standards accomplishment. They can also
building home-school partnerships is among their most be of assistance to State Education Agency and Local
important roles. Education Agency personnel who design state and local
School psychologists not only assist individual accountability systems.
parents/caregivers but also participate in developing School psychologists know how to apply learning
programs that strengthen the connection among home, theory and cognitive strategies to the instructional
community, and school. These efforts may range from process. They should know empirically supported
advocating for family involvement in systems planning to components of effective instruction and alternative
training parents as leaders or establishing drop-in instructional methodologies, and they should be in a
centers, homework hotlines, or access to mental health position to work with others to improve instruction,
services that are convenient and affordable. Relevant enhance achievement and develop attention, problem-
activities also include partnering with vital public policy solving and study skills. They should work to ensure
organizations such as parent advocacy groups. Success treatment integrity (the extent to which interventions are
in these aspects of this domain requires adopting a implemented correctly) and assist school staff in helping
systems perspective in order to both reduce redundancy students become increasingly responsible for their own
and maximize mutually beneficial outcomes. learning (self-regulation and self-assessment). School
School psychologists are viewed as leaders for psychologists should also be prepared to assist teachers
improvement and change. In this capacity, they need to and other educators in translating emerging critical
share leadership and coordinating responsibilities with research to instructional practice.
other agencies and help form linkages within the
community. The move in many places to make schools Enhancing the Development of Wellness, Social
less “independent” and more “collaborative” with Skills, Mental Health, and Life Competencies
parents, social and health agencies, corrections
authorities, and local businesses is a major and long- Although the primary responsibility of schools is to
term effort. School psychologists should be prepared to aid in the development of cognitive and academic skills,
help lead and maintain the emerging collaborations. school psychologists recognize that effective learning is
Systems change at the local level often comes about significantly influenced by factors beyond classroom
through public policy initiatives and it is important that instruction and curricula. Unless students’ general health
school psychologists understand and actively participate and welfare are adequately addressed, optimal learning
in these activities. Involvement in the development of cannot occur. Recognition of this fact has grown
public policy both provides school psychologists with the significantly in recent years (in part because of the work
information needed to apply the laws and mandates that of school psychologists), as has the understanding that
guide practice and helps ensure that a school schools are responsible not only for a set of academic
psychological perspective is infused in public policy skills but also for preparing students to develop skills that
decisions for the benefit of all children and families. will ensure positive adult outcomes. Graduating students
who have high academic skills but who lack critical skills
Enhancing the Development of Cognitive and
Academic Skills
Schools must attend to general health,
As described in the previous section, school mental health, and welfare in order to ensure
psychologists use data-based decision making and
effective academic development, and school
systems–based service delivery to build and maintain
capacity and improve competencies for all children. psychologists should provide leadership in
These final two domains represent both student and these areas.
systems outcomes in the two areas the profession hopes

to function as healthy and independent adults is not a
desired result of schooling! Schools must attend to
general health, mental health, and welfare in order to
ensure effective academic development, and school
psychologists should provide leadership in these areas.
As leading mental health experts in schools, school
psychologists must be prepared to help design and
implement prevention and intervention programs to
promote wellness and resiliency. They need to address
wellness promotion as well as diverse health issues such
as substance abuse, diet, eating disorders, AIDS
prevention, and stress management. They need to
recognize the behaviors that are precursors to the
development of conduct disorders, internalizing
disorders, or school dropout, and they need to know how
to design programs to prevent and intervene with these
problems. Finally, school psychologists need to know
how to work with school personnel, students, parents,
and the general community in the prevention and
aftermath of crises such as suicide, other deaths, natural
disasters, murder, bombs or bomb threats, extraordinary
violence, terrorism, and sexual assault or harassment.
While they are not expected to be experts in every area,
school psychologists should have basic competency in a
broad array of crisis situations, know how to access
resources to address these issues, and understand how
to work with others to bring effective services to
students and school staff.
This domain encompasses not only health and
wellness, but social skills and life skills as well. School
psychologists should help schools develop challenging
but achievable behavioral, affective, and adaptive goals
for all students. They should know how to enhance
appropriate pupil behavior and how to develop
methodologies such as conflict resolution and social
problem-solving/decision-making approaches that will
assist teachers and families in teaching pro-social
behavior. School psychologists should be knowledgeable
about development in social, affective, and adaptive
domains and be able to identify and apply sound
principles of behavior change within these domains.
They should provide leadership in creating instructional
environments that reduce alienation and foster the
expression of appropriate behavior as well as
environments in which all members of the school
community-both students and adults-treat one another
with respect and dignity.

THE LINK TO TRAINING AND PRACTICE
The competencies described in this model of school The processes described in this model may also
psychology will require a significant rethinking of school reflect a shift in emphasis for many programs. School
psychology education. It has been a challenge for many psychology programs have a long history of training in
programs to prepare school psychologists in the data-based decision making, but the focus traditionally
competencies needed for the broader roles advocated by has been on describing strengths and weaknesses at the
Blueprint I and Blueprint II. The path frequently taken individual student level. In Blueprint III, programs are
has been to add new courses and requirements rather asked to move toward an orientation that considers not
than rethinking program philosophy or conceptual just student performance data, but also the integration
framework. There is emerging evidence, however, that of data for intervening and monitoring outcomes at
program accrediting bodies expect a more conceptual individual and system levels. As school psychology
approach to training, and that training based on a practice increasingly addresses safe and healthy
unified theoretical perspective is a more effective way of environments for all students, training program culture
training school psychologists. Although Blueprint II will similarly need to reflect consideration of systems-
directed trainers toward a more conceptually driven based service delivery.
framework, Blueprint III provides a paradigm for As training programs prepare their students for
fundamental change consistent with validated models of expanded roles, appropriate internships must be
training and practice in our field. available to support novice practitioners. Given the
anticipated capacity of training programs to build skills
relevant to the new domains at the “novice” level during
In Blueprint III, programs are asked to move the coursework phase, internship sites will need to
toward an orientation that considers not just provide enriched experiences to assist trainees to
student performance data, but also the develop these competencies by the conclusion of their
internships. Developing standards for internships and
integration of data for intervening and
supporting schools with innovative service delivery
monitoring outcomes at individual and systems to become rich internship sites that meet those
system levels. standards are critical goals.
Practitioners also need support to expand their
competencies. Best practice in professional development
Like earlier editions, Blueprint III recognizes that moves beyond exposure from workshops at professional
school psychology is based on the application of conventions. For example, research has documented that
psychological and educational principles and the fewer than 10% of participants in traditional
scientific method—contributions with potentially professional development activities actually apply their
significant influence as educators struggle with the new knowledge and skills in their practice. Exploring
growing importance of both accountability and evidence- ways to deliver continuing professional development so
based practices. Competency in Blueprint III domains that school psychologists learn to apply new skills will be
must be acquired at the application level, whereas in the a challenge for the future. Technology offers a potential
past some domains may have received only peripheral means to help practitioners apply new skills in the
attention. For example, surveys of practicing school districts following workshops and institutes. Professional
psychologists have documented their perceived lack of organizations will need to support and encourage the
skill in indirect service delivery, including prevention and development of learning opportunities that enable
consultation, although respondents indicated a desire to practitioners to receive feedback and supervision in the
engage more in these services. application of new skills.

There is a growing recognition of the need to
build bridges between academic-generated
research and applications by practitioners.
Finally, much of the research in school psychology

emerges from training programs, through the efforts of
both faculty and students. There is a growing recognition
of the need to build bridges between academic-
generated research and applications by practitioners.
Creating networks of practitioners and researchers is one
means of ensuring that the problems of practice are
addressed and evidence-based solutions are available.
Evidence-based practice is facilitated by research that
not only is related to practice issues but is also
applicable and useful to practitioners. There is
increasing recognition of the need for school psychology
to bring useful, relevant knowledge to school
practitioners in all fields, not just to other school
psychologists. The School Psychology Task Force on
Evidence-Based Practice is charged with improving
knowledge dissemination and use, making more
available to practitioners the processes by which
evidence-based practices can be implemented with
integrity in the schools.

EXAMPLES FROM THE FIELD
BLUEPRINT III PRACTICE EXEMPLAR I
Student Competence Enhancement Focus: (check one)

____ Effective Instruction and Development of Cognitive/Academic Skills
✓
____ Wellness, Mental Health and the Development of Life Competencies
Level of Intervention: (check one or more)

____ Level I: Universal Intervention
____ Level II: Targeted Intervention
✓
____ Level III: Intensive Intervention
Practice Description:
A self-monitoring intervention was developed for a high-school special education student in a self-contained
classroom. The problem identified was that the student was failing to transition between classes at the high school
within the allotted amount of time. Through observation, the educational team identified the specific behaviors
leading to slow transition times for this student. The self-monitoring intervention was written based on this problem
analysis information and included training the student in the replacement behaviors as well as training the student to
time and chart the duration of his transitions. To evaluate the efficacy of the intervention, the percent of transitions
the student makes within the allotted amount of time is obtained from the student’s self-generated chart. In addition,
staff members conduct one intervention integrity check per week to determine if the intervention is being
implemented with integrity and to determine the level of independence the student is exhibiting during transitions.
School Psychologist’s Involvement in This Practice Including Illustration of Relevant Domains of Competence:
The school psychologist participated in all steps of the problem
Domains of Competence: solving process for the development of this intervention. She
1. Interpersonal and Collaborative Skills (a) identified and analyzed the problem using record review,
2. Diversity Awareness and Sensitive Service Delivery interviews with staff, and behavioral observations, (b) designed
3. Technological Applications the self-monitoring intervention, (c) trained both the student
4. Professional, Legal, Ethical, and Social
Responsibility and members of his educational team to implement the
5. Data-Based Decision Making & Accountability intervention, and (d) assisted with the collection of progress
6. Systems-Based Service Delivery monitoring data and intervention integrity data. Throughout
7. Enhancing the Development of Cognitive and
this process the school psychologist used skills in several
Academic Skills
8. Enhancing the Development of Wellness, Social Domains of Competence including: data-based decision
Skills and Life Competencies making, development of life competencies, interpersonal and
collaborative skills, and competence in aspects of diversity.
Impact on Student Competence Enhancement and Capacity Building of Individuals and Systems:
After one month of intervention, the student was transitioning within the allotted time 82% of charted opportunities
with approximately 15 verbal prompts, which represents an improvement from the baseline of transitioning within the
allotted time 50% of opportunities with 5–15 verbal prompts. This reflects a student competence enhancement in
independence skills. The educational team plans to continue the intervention while decreasing the number of prompts
provided during transitions to further develop the student’s independence skills. The educational team has generalized
this strategy for use in other aspects of the student’s instructional program including vocational training.

BLUEPRINT III PRACTICE EXEMPLAR II
Student Competence Enhancement Focus: (check one or more)

✓
____ Effective Instruction and Development of Cognitive/Academic Skills
✓
____ Wellness, Mental Health and the Development of Life Competencies
Level of Intervention: (check one or more)

✓
____ Level I: Universal Intervention
✓
____ Level II: Targeted Intervention
____ Level III: Intensive Intervention
Practice Description:
The school psychologist wanted to bring the consultation model to the school(s) served and move them to prevention
and early intervention rather than the IEP team meeting/test model more typical of services. The school psychologist
perceived the school as a system and wanted to implement system-wide changes. To do this, the school psychologist
developed a multi-pronged approach. The first goal was to introduce the idea of a systematic social skills training
program in the primary grades. The second goal was to have teachers become familiar with the presence of the school
psychologist in their classrooms as an advocate, helper, and educator/psychologist who can help with instructional
objectives and delivery. The third goal was to empower teachers to learn more effective behavioral management skills.
Fourth was having the staff and administration see the school psychologist as a problem solver and information
source. Fifth was to make daily child performance and information more readily accessible to parents through
technology. The final goal was to raise awareness of the existence of the school psychologist by writing articles for the
school newsletter as often as feasible on a topic important to the principal.
School Psychologist’s Involvement in This Practice Including Illustration of Relevant Domains of Competence:
1. Introduction of a social skills training program in the
Domains of Competence: primary grades by:
1. Interpersonal and Collaborative Skills a. Introducing information over a three-year period using
2. Diversity Awareness and Sensitive Service Delivery
3. Technological Applications part of the Stop & Think/Project Achieve system.
4. Professional, Legal, Ethical, and Social b. Training primary grade teachers to use the program
Responsibility and providing support the first year as they
5. Data-Based Decision Making & Accountability
implemented the program and designed the instruction.
6. Systems-Based Service Delivery
7. Enhancing the Development of Cognitive and c. Keeping data on the number of referrals, types of
Academic Skills referrals, and sources of the greatest number of
8. Enhancing the Development of Wellness, Social referrals to the main office, comparing this data to
Skills and Life Competencies
previous years and providing targeted assistance.
d. Maintain effectiveness by providing on-going support
year-to-year.
Domains Addressed: Level 1 (Universal) and Level II
(Targeted) interventions: 1, 5, 7, 8
2. The second goal was to have teachers become familiar with the presence of the school psychologist in classes
through a multi-year plan by:
a. Entering classrooms, helping students, watching instruction and developing working relationships with staff
the first year.
b. Making suggestions regarding instruction in reading and math, consulting with teachers about specific
students and the class as a whole during the second year.

c. Attending staff meetings as a participant and contributor of information on “authentic” learning, and
presenting information on student motivation during the third year.
d. Serving as secretary for the School Improvement team during the fourth year.
e. Cowriting a reading grant funded by the NASP Children’s Fund in and dovetailing it with the NEA/NFL Read
Across America program.
Domains Addressed: Level I (Universal): 1, 4, 6
3. Empowering teachers to learn more effective behavioral management skills by:

a. Coupling social skills with behavioral management techniques for the general education population through
development of a PowerPoint presentation and follow up consultation.
b. Assisting teachers in the implementation of effective data keeping for all students and for targeted students.
c. Assisting teachers when analyzing data to compare student progress behaviorally and academically noting
how the changes in teacher management of the classroom affects outcome.
d. Introducing self-management programs including use of a computer based program.
Domains Addressed: Level I (Universal) and Level II (Targeted) interventions: 3, 5, 7, 8
4. Developing working relationships as a problem solver and source of information by:

a. Providing information to teachers, administrators and teachers formally during school team meetings
(IEP/SST) and informally in the teacher’s lounge and hallways.
b. Discussing research on a topic and following up with copies of articles or summaries of information.
Domains Addressed: Level I (Universal) and Level II (Targeted) interventions: 1, 4, 7, 8
5. Making daily child performance and information readily accessible to parents through technology by:
a. Developing and introducing daily email home notes on targeted students’ performance.
b. Teaching classroom teachers how to use a template, copy attachments, and save data.
c. Presenting data to teachers using Excel and graphs and using data during student team meetings.
Domains Addressed: Level I (Universal) and Level II (Targeted) interventions: 1, 3, 5
6. Raising awareness of the school psychologist in the system by writing articles for the school newsletter by:
a. Writing articles for the school newsletter, following Alex Thomas’ suggestion to de-stealth the profession
systematically, and making schools and communities aware of the existence and work of the school
psychologist.
b. Generating ideas for articles by asking the school principal about her concerns. For example, the principal was
concerned about the speed of parents’ cars at the end of the day. The article written to addressing this
concern was on prosocial behavior.
Domains Addressed: Level I (Universal): 1, 8
Impact on Student Competence Enhancement and Capacity Building of Individuals and Systems:
The initiative built teacher capacity to use technology and data collection to inform parents, track progress, make
decisions, and provide Level I and Level II interventions for all students and specific students. The initiative fostered
collaborative skills, built social responsibility, and focused the interventions on academic areas. It included parents as
partners by recognizing the primacy of parental involvement with the school and brought the largest number of
parents and students ever to the school in the evening for a night of reading.

TRAINING EXEMPLARS
The following training exemplars illustrate how school psychology preparation programs provide training in specific
Domains of Competence; how these relate to the program’s conceptual model of training; and the manner in which the
program addresses, assesses, and documents student/graduate attainment of competency in the identified objectives.
BLUEPRINT III TRAINING EXEMPLAR I
Domains of Competence That Relates to Program Objective: (check one or more)

____ Interpersonal and Collaborative Skills
____ Diversity Awareness and Sensitive Service Delivery
____ Technological Applications
____ Professional, Legal, Ethical, and Social Responsibility
____ Data-Based Decision Making & Accountability
✓
____ Systems-Based Service Delivery
____ Enhancing the Development of Cognitive and Academic Skills
____ Enhancing the Development of Wellness, Social Skills and Life Competencies
Program Objective:
• Understand and assess the culture and norms of schools in order to optimize entry into schools and make
important contributions to the school system
• Serve as change agents to improve the quality of education for all students with whom they work
Description of Way(s) Program Addresses Program Objective:

Students are exposed to the concept of schools as systems in the first course they take, PSYC 713 Role of the School
Psychologist, through lectures, readings, and activities. They shadow a school psychologist in a local school system and
integrate what they learn from class readings regarding the organization and operation of schools with what they
observe. In PSYC 731 School-Based Consultation, students must demonstrate proficiency in analyzing a school’s culture
and organizational structure to enhance systematic problem solving. Enhancing entry into a system and effectively
managing resistance are also key learning outcomes of this course. During Practicum I and II (PSYC 771 and 773),
lectures and activities address understanding school and teacher-level factors that contribute to effective schools.
Students are introduced to the concept of school psychologists as change agents in PSYC 713 Role of the School
Psychologist and again in PSYC 790 Ethical, Legal and Professional Issues in Psychology. It is an expectation of their
Practicum and Internship that students will demonstrate behaviors consistent with their prior learning regarding entry
into systems, managing resistance, and serving as change agents within their schools.

Description of Way(s) Program Assesses Description of Way(s) Program Documents
Student/Trainee Progress on Objective: Student Attainment of Objective:
• Specific class assignments [e.g., a journal that • Class assignments are graded according to rubrics
integrates classroom learning with observations in a that outline expectations for each assignment.
school setting (PSYC 713); reading/activity packet Faculty considers scores above 90% to be evidence
highlighting research on effective schools (PSYC 771)] that skills in this domain have been attained.
• Comprehensive Examination • One of four required essays is related to systems-

level consultation. Students must pass this question,
based on a scoring rubric, in order to pass the
comprehensive examination.
• Field Supervisor Evaluations in School Psychology • Practicum I field supervisors rate students on a scale
Practicum I of 1 to 3 on the item, “Seeks to understand the
culture and norms of schools.” Ratings of 2 indicate
that the student is able to use skill with assistance;
ratings of 3 indicate that the student is able to use
the skill independently. Faculty considers
aggregated ratings over 2.8 to be evidence that
skills in this domain have been attained.
• Intern Supervisor Evaluations • Internship field supervisors rate the degree to which
interns understand schools and other settings as
systems, on a scale of 1 through 4. A rating of 3
indicates that the student “demonstrates
competency at the intern level” and a rating of 4
indicates that the student “demonstrates
competency at a beginning school psychologist
level.” Faculty considers aggregated ratings above
3.5 to indicate competency in this domain.
• Employer Surveys • Employers of recent graduates provide ratings on a

scale of 1–4 on whether or not the new employee
understood schools and other settings as systems
when they began employment. Ratings of 3 indicate
that the new employee “demonstrated strong
competence in this domain and required only
minimal guidance/supervision” and ratings of 4
indicate that the employee “demonstrated strong
competence in this domain and required no further
supervision.” Faculty considers aggregated ratings
above 3 to indicate competency in this domain.

BLUEPRINT III TRAINING EXEMPLAR II
Domains of Competence That Relates to Program Objective: (check one or more)

✓
____ Interpersonal and Collaborative Skills
____ Diversity Awareness and Sensitive Service Delivery
____ Technological Applications
____ Professional, Legal, Ethical, and Social Responsibility
____ Data-Based Decision Making & Accountability
____ Systems-Based Service Delivery
____ Enhancing the Development of Cognitive and Academic Skills
____ Enhancing the Development of Wellness, Social Skills and Life Competencies
Program Objective:
Develop communication, collaboration, and consultation skills and the ability to engage positively in teamwork efforts.
Description of Way(s) Program Addresses Program Objective:

This objective is addressed through the following courses, practica, and internship experience:
SPSY 768 Consultation
SPSY 771 Principles and Practice of School Psychology
SPSY 799 Behavioral Collaboration and Intervention
CGPS 761 Counseling Theories and Social-Cultural Foundations
SPSY 795 School Psychology Practicum I & II
SPSY 894S Internship in School Psychology

• Review of students’ grades in coursework relevant to • The program’s policies on Student Retention and
this objective; evaluation of students’ professional Graduation require that students maintain an overall
dispositions, using the Professional Dispositions GPA of 3.0 or above and that they obtain a grade of
Assessment form completed by course instructors B or better in SPSY 795 and SPSY 894S. The
during each semester of year I. Professional Dispositions Assessment form utilizes a
scale ranging from 1 (unacceptable) to 3 (target) for
each of the five competency domains: Human
diversity, communication skills, interpersonal
relationship, personal/professional responsibility,
and personal growth/adaptability. Student
attainment is indicated by the maintenance of a GPA
of 3.0 (a grade of B) or better on required
coursework relevant to this objective as well as by
ratings of 2 (acceptable) or above on all competency
domains of the Professional Dispositions Assessment.

• Evaluation of students’ practicum performance, • The School Psychology Practicum Student Evaluation
using the School Psychology Practicum Student form utilizes a 3-point scale, ranging from 1 (below
Evaluation form completed by field-based average) to 3 (above average). Student attainment is
supervisors at two points, December and May, indicated by ratings of 2 or above on both the School
during year II; evaluation of students’ professional Psychology Practicum Student Evaluation (rating
dispositions, using the Professional Dispositions items pertinent to this objective) and the
Assessment form completed by field-based Professional Dispositions Assessment.
supervisors at two points, December and May,
during year II.
• Field-based supervisor evaluation of interns’ • The Internship Evaluation Form-Site Supervisor’s

performance, using the Internship Evaluation Form- utilizes a 5-point scale, ranging from 1
Site Supervisor’s, at two points, December and May, (unsatisfactory) to 5 (outstanding) and is comprised
during the internship year. of two broad sections: Competencies/Skills and
Professional Dispositions. Student attainment is
indicated by ratings of 3 (acceptable) or above on
the items relevant to this training objective in the
Competencies/Skills section as well as by ratings of
3 or above on all items in the Professional
Dispositions section.
• Faculty evaluation of students’ performance • The rubric for portfolio evaluation utilizes a scale
documents included in the competency domains of ranging from 1 (not acceptable) to 3 (exceptional) for
their Professional Product Portfolio relevant to this each competency domain. Student attainment on
training objective: (a) Development of this training objective is indicated by an average
Communication, Collaboration, Consultation, and rating of 2 (acceptable) or above across the
Counseling Skills and (b) Reflective Practice. performance documents included in the domains
relevant to this training objective.

MAKING IT HAPPEN
You must be the change you wish to see in the world. years ago. School psychologists, both trainers and
—Gandhi practitioners, struggle with change. As one school
psychologist declared, “There is a battle going on and it
In Blueprint II, the concluding section was titled, is inside my head.” Some of the discord within our own
What if all of this happens? It was argued that it would ranks is a reaction to the distress and uncertainty of
not all happen. Yet, school psychology has moved far in change. In contemplating the snail pace of change in
the past decade, and as a field we have taken increasing education, Sarason (1993) noted that “being imprisoned
responsibility and become better advocates for our own in tradition, being resistant to and fearful of anything
future. It has been said, “You can and should shape your other than superficial change and window dressing,
own future because, if you don’t, someone else surely puzzled by the failure of past efforts, allergic to fads and
will” (Barker, 1985, p. 11). Now, in Blueprint III, the fashions, disenchanted with quick fixes—such attitudes
question should be phrased, “How do we ensure school and reactions are not those of villains” (p. 13).
psychology continues to move forward?” According to As Blueprint II concluded, so must Blueprint III:
Webster’s dictionary, a “blueprint” is defined as “a There is more to accomplish and great opportunity to do
program of action.” The intention of each Blueprint so. That has not changed. Each Blueprint has challenged
publication, including this one, has been to provide us to continue constructing a future for school
school psychologists with a vision for developing such a psychology that enhances our services to children and
program of action as a profession and as individual youth, their parents/caregivers, and the school and
professionals. community professionals with whom we work side by
Since Blueprint II was published, a new century has side. Blueprint III provides a contemporary view of the
dawned. The recommendations for training and practice outcomes of our work, the delivery system through which
in Blueprint III have evolved from multiple sources, these objectives are best achieved, and the foundational
reflecting current issues in our society, especially the and functional Domains of Competence we perceive as
context of schools and schooling today. These include central to school psychology. We anticipate that the
new laws and new priorities, some of which have Blueprint III model will promote considerable dialogue
emerged from our own advocacy. Changes in the larger and contribute to the continuing evolution of our
world around us have, and will continue to influence us discipline, as well as inform our individual and systems
to reexamine our practices and assumptions. Blueprint III partners in their complementary work.
integrates evolutionary developments within school
psychology research, training, and practice into an Footnote
expanded vision for the field. We have increasingly Practice exemplars were provided by Christy Stewart and
employed a systems perspective rather than the Carrie F. De La Cruz (Northern Suburban Special
traditional, narrower psychometric lens, and this shift is Education District), and by Rivka Olley (Baltimore
reflected in the domains described in Blueprint III. County Public Schools). Training exemplars were
Although changes in the practice of school provided by Susan Bartels (Towson University) and Hee-
psychology are apparent, much remains the same as ten sook Choi (University of South Dakota)
REFERENCES
Barker, J. A. (1989). Discovering the future: The business of paradigms. St. Paul, MN: ILI Press.
Sarason, S. B. (1993). The case for change: Rethinking the preparation of educators. San Francisco: Jossey-Bass.
Ysseldyke, J. E. (1985). School psychology: The state of the art. Minneapolis: University of Minnesota National School
Psychology Inservice Training Network.
Ysseldyke, J. E., Reynolds, M., & Weinberg, R. A. (1984). School psychology: A blueprint for training and practice.
Minneapolis: University of Minnesota National School Psychology Inservice Training Network.
Ysseldyke, J. E., Dawson, P., Lehr, C., Reschly, D., Reynolds, M., & Telzrow, C. (1997). School psychology: A blueprint for
training and practice II. Bethesda, MD: National Association of School Psychologists.

Domain Description
Enhancing the Development of School psychologists should be the leading mental health experts in
Wellness, Social Skills, and Life schools who are knowledgeable about development in social,
Competencies affective, and adaptive domains and are able to identify and apply
sound principles of behavior change within these domains in order
to help design and implement prevention and intervention programs
to promote wellness and resiliency.
Enhancing the Development of

Functional Competencies
School psychologists help schools develop challenging but

Cognitive and Academic Skills achievable cognitive and academic goals for all students, taking into
account the need to adjust expectations for individual students, or
to implement alternative ways to monitor or assess individual
student progress toward goal or standards accomplishment.
Systems-Based Service Delivery School psychologists should provide leadership in developing

schools as safe, caring, and inviting places in which there is a sense
of community, in which contributions of all persons are valued, in
which there are high expectations of excellence for all students, and
where home-school-agency partnerships are valued.
Data-Based Decision Making & School psychologists should be good problem solvers who collect
Accountability information that aids in understanding problems, making decisions
about appropriate interventions, assessing educational outcomes,
and making accountability decisions.
Professional, Legal, Ethical, and School psychologists should be prepared to practice in ways that
Social Responsibility meet all appropriate ethical, professional, and legal standards in
order to enhance the quality of services and protect the rights of all
parties, and should maintain certification or licensure while
attending continuing education functions as necessary and required.
Foundational Competencies
Technological Applications School psychologists should be able to apply technology to improve

outcomes and to support all other domains.
Diversity Awareness and School psychologists must be able to recognize when issues of
Sensitive Service Delivery diversity affect the manner and nature of interactions with other
people and organizations and must have the ability to modify or
adapt their practices in response to those being served.
Interpersonal and Collaborative School psychologists should demonstrate strong interpersonal

Skills skills, the ability to work effectively and collaboratively with people
and agencies, and characteristics such as the ability to listen, adapt,
tolerate ambiguity, and be patient in difficult situations.

The opinions expressed throughout this document are solely those of the authors. They do not necessarily reflect the opinions or ideas of
NASP, and nothing in this document should be considered the official policy or position of the association.
© 2006 National Association of School Psychologists

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SCHOOL

Jim Ysseldyke, Chair Diane Morrison

Brenna Kelley Cathy Telzrow

National Association of School Psychologists

2 National Association of School Psychologists

School Psychology: A Blueprint for Training and Practice III 3

School Psychology: A Blueprint for Training and Practice III 5

6 National Association of School Psychologists

School Psychology: A Blueprint for Training and Practice III 7

8 National Association of School Psychologists

School Psychology: A Blueprint for Training and Practice III 9

The Demographics of School Psychology

There are approximately 38,000 school

10 National Association of School Psychologists

INTRODUCTION and doctoral. Advanced training at the doctoral level in

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In explaining the schematic depicting the model for

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In order for school psychologists to work toward

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Finally, much of the research in school psychology

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BLUEPRINT III PRACTICE EXEMPLAR I

Student Competence Enhancement Focus: (check one)

Level of Intervention: (check one or more)

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Student Competence Enhancement Focus: (check one or more)

Level of Intervention: (check one or more)

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3. Empowering teachers to learn more effective behavioral management skills by:

4. Developing working relationships as a problem solver and source of information by:

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BLUEPRINT III TRAINING EXEMPLAR I

Domains of Competence That Relates to Program Objective: (check one or more)

Description of Way(s) Program Addresses Program Objective:

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• Comprehensive Examination • One of four required essays is related to systems-

• Employer Surveys • Employers of recent graduates provide ratings on a

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Domains of Competence That Relates to Program Objective: (check one or more)

Description of Way(s) Program Addresses Program Objective:

Description of Way(s) Program Assesses Description of Way(s) Program Documents

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• Field-based supervisor evaluation of interns’ • The Internship Evaluation Form-Site Supervisor’s

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Enhancing the Development of

School psychologists help schools develop challenging but

Systems-Based Service Delivery School psychologists should provide leadership in developing

Technological Applications School psychologists should be able to apply technology to improve

Interpersonal and Collaborative School psychologists should demonstrate strong interpersonal

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