Domain 1: Data-Based Decision Making and Accountability
Early Childhood Assessment
This position paper outlines NASP's policy of supporting comprehensive and authentic early childhood assessment processes and outcomes that are fair and useful to (a) detect the need for intervention, (b) enhance intervention delivery and individual child response to intervention, and (c) enhance program and system effectiveness.
Identification of Students with Specific Learning Disabilities
This position paper outlines NASP's position that identification of and service delivery to children identified as having a specific learning disability (SLD) should be based on the outcomes of multi-tiered, high quality, research-based instruction.
School Psychologists Involvement in Assessment
This position paper details the role of the school psychologist in the assessment and evaluation.
Appropriate Academic Supports to Meet the Needs of All Students
As outlined in this position statement, NASP endorses a comprehensive model of support for students with learning problems wherein academic instruction is linked to the needs of the student and does not require assigning students to categorical special education groups.
Appropriate Behavioral, Social and Emotional Supports to Meet the Needs of All Students
This position statement reinforces NASP's support for multi-tiered problem solving strategies in meeting the behavioral, social, emotional and academic needs of all students.
Ready to Learn, Empowered to Teach: Excellence in Education for the 21st Century
This policy document outlines NASP's educational reform priorities and acknowledges throughout the importance of cultural awareness and diversity, and delivery of culturally and linguistically competent school psychological services.
NASP Practice Model: Examples from the Field: Domain 1
This article is one in a series entitled, "NASP Practice Model: Examples From the Field," which highlights various domains within the Practice Model and, through interviews with practicing school psychologists, illustrates how the domains are effectively applied in everyday professional activities.
Data-Based Decision Making
This Principal Leadership article discusses the importance of data based decision making in school reform and how school psychologists can contribute to this work.
Instructional Effectiveness and Instructional Efficiency as Considerations for Data Based Decision Making: An Evaluation of Interspersing Procedures
This article reports a study that investigated the extent to which considering instructional time and student learning rate affects academic treatment decisions.
School Psychology Review, vol. 30 no. 4 (2001). Mini-Series: Issues in Data-Based Decision Making in Special Education
This mini series reviews a variety of articles addressing the application of data-based decision making in special education.
High Stakes Testing and No Child Left Behind: Information and Strategies for Educators
This handout provides an overview of the No Child Left Behind law and its implications for student assessment and school accountability.
Culturally Competent Assessment and Consultation
This Principal Leadership article discusses the importance of culturally competent practice when assessing students and providing consultation and placement. These services are critical for improving outcomes, reducing achievement gaps, and preventing disproportionate representation of minority students in special education.
Portfolio Assessment in the Classroom
This handout explains how student portfolio assessment can be an meaningful evaluation tool and used practically within the current accountability policies.
Test Scores: A Guide to Understanding and Using Test Results
This handout is provides a basic description of the type of assessment scores and methods commonly encountered in schools.
Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement
This Best Practices V chapter explains the basic components of progress monitoring methods and data collection and analysis procedures.
The Use and Importance of Strength-Based Assessment
Strength-based assessment is the measurement of internal and external emotional and behavioral competencies that enhance one's ability to develop relationships, deal with stress, and promote optimal development. This article provides an overview of strength-based assessment and the arguments supporting its use.
Webinars, Workshops & Trainings
Best Practices in Can't Do/Won't Do Assessments. Presented by Amanda VanDerHeyden
This Best Practices V online module explores students who “can't” or “won't” do classroom work and the appropriate interventions for reengaging these students.
Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement. Presented by Edward Shapiro and Nathan Clemens
This Best Practices V online module explains the basic components of progress monitoring methods and data collection and analysis procedures.
Best Practices in Aligning Academic Assessment with Intervention. Presented by John Hosp
This Best Practices V online module explores the strategies for aligning academic assessment with instructional and intervention strategies.
Best Practices in Universal Screening. Presented by Martin Ikeda and Joseph Witt
This Best Practices V online module looks at universal screening practices and describes how they can help identify at risk students for prevention and intervention.
Best Practices in Facilitating and Evaluating Intervention Integrity. Presented by Andrew Roach and Stephen Elliot
This Best Practices V online module explains the fundamental components to be considered when evaluating the fidelity of intervention implementation.
Integrating RTI with Cognitive Neuropsychology—A Successful Approach to Developing Evidenced Based Reading, Writing, and Math Interventions.
This Online Learning Center 2-day Advanced Professional Training Workshop examines reading, writing, and mathematics from a brain-based educational perspective, and classifies learning disorders into distinct subtypes. The use of neuropsychological assessment within a four-tier response-to-intervention (RTI) model will be discussed as the primary means to identify specific processing deficits for children who do not respond to standard protocol interventions.
Screening, Intervening, and Progress Monitoring with English Language Learners (Video)
Through reviewing current research and the implementation experiences of several school districts, this NASP Online Learning Center video will enable participants to acquire an advanced understanding of current research and practice related to screening, progress monitoring, and intervention with English language learners. The primary focus will be in the areas of literacy and math.
NASP Books and Publications
Tier 3 of the RTI Model: Problem Solving through a Case Study Approach
By Sawyer Hunley and Kathy McNamara
Implementing Response-To-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Academic and Behavioral Interventions
By Howard Knoff
Best Practices in School Psychology V
By Alex Thomas and Jeff Grimes
Helping Children at Home and School III: Handouts for Families and Educators
By Andrea S. Canter, Leslie Z. Paige, and Steven Shaw