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Comprehensive Services Meet Needs and Promote Equity

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Title: Comprehensive Services Meet Needs and Promote Equity
Language: English
Authors: Kristin Irwin, Cynthia Velasquez, Elaine Hidalgo
Source: Communique. 2024 53(2):19-21.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 3
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Equal Education, Public Schools, School Psychologists, Diversity (Institutional), Multi Tiered Systems of Support, Reading Skills, Disproportionate Representation, Special Education, Comprehensive Programs, Labor Needs
Geographic Terms: Oregon (Portland)
ISSN: 0164-775X
Abstract: With support from a U.S. Department of Education grant, the Portland Public Schools successfully expanded a model program that addresses workforce shortages and disrupts inequities by increasing the number of school psychologists from diverse backgrounds, improving foundational reading skills, increasing multitiered systems of support, and reducing racially and linguistically disproportionate special education identification and discipline.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1441777
Database: ERIC
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  Value: <anid>AN0179741378;[10uj]01oct.24;2024Sep23.06:00;v2.2.500</anid> <title id="AN0179741378-1">Comprehensive Services Meet Needs and Promote Equity </title> <hd id="AN0179741378-2">With support from a U.S. Department of Education grant, the Portland Public Schools successfully expanded a model program that addresses workforce shortages and disrupts inequities by increasing the number of school psychologists from diverse backgrounds, improving foundational reading skills, increasing multitiered systems of support, and reducing racially and linguistically disproportionate special education identification and discipline.</hd> <p> <bold>the portland public schools (pps)</bold> is the largest school district in Oregon, serving approximately 45,000 students. In January of 2023, PPS was awarded a U.S. Department of Education School-Based Mental Health Services grant to expand our Comprehensive School Psychologist Program (CSPP). We share our experiences with CSPP so that others might find ways to expand service delivery to fit the needs of their unique settings.</p> <hd id="AN0179741378-3">Founding and Expanding the CSPP</hd> <p>Since 2020, the COVID-19 pandemic and ongoing racial injustices have intensified the unmet mental health needs of students in Portland and across the country. School-based mental health services are especially critical for students with disabilities, who experience a higher prevalence of mental health needs ([<reflink idref="bib12" id="ref1">12</reflink>]), and racially and ethnically minoritized students, who are more likely to receive services at school ([<reflink idref="bib1" id="ref2">1</reflink>]). Providing full-time school psychologists, who are school-based mental health providers with unique training in serving students with disabilities, helps address this crisis.</p> <p>Portland's CSPP began in the fall of 2019. In an effort to improve ratios and mental health services to students, PPS used state funding to add a full-time school psychologist in each of its seven Comprehensive Supports and Improvement (CSI) elementary schools. CSI schools are Title I schools whose school data indicates needs for improvement in attendance, English Language Arts and Math achievement, English learner progress towards proficiency, and on-time graduation.</p> <hd id="AN0179741378-4">Mission and Vision</hd> <p>Since the inception of the CSPP, we have engaged in a variety of efforts to expand and progress towards our goals. We started with exploration activities during the 2020–2021 school year. This included creating vision and mission statements and identifying desired program outcomes, which centered around promoting equity and addressing opportunity gaps. A review of district and school data identified inequities in foundational reading instruction, evidence-based social–emotional and mental health interventions, multitiered systems of support (MTSS) implementation, and data-informed decision making.</p> <p>Based on this review, we collectively drafted the following mission statement to address these opportunity gaps (PPS, 2024):</p> <p>Portland Public Schools (PPS) comprehensive school psychologists' mission is to center student and family strengths and voice, especially the voices of Black, Indigenous, people of color, and multilingual students and families, to model collaboration and compassion through relationship building with staff, students, and families and to ensure that ALL students have equitable access to realize the graduate portrait. School psychologists collaborate with school teams to achieve this mission through enhancing ... [MTSS] implementation in their school including: providing direct services to students and families to amplify student and family voice, strengths, and partnerships; supporting teachers/staff and school communities (consultation and collaboration); participating in MTSS teams; supporting school teams' data-informed decision making to facilitate equitable practices and outcomes.</p> <hd id="AN0179741378-5">Program Goals</hd> <p>The outcomes we identified for the CSPP included (a) increasing the number of school psychologists from diverse backgrounds, (b) increasing foundational reading skills, (c) improving MTSS implementation, and (d) decreasing racially and linguistically disproportionality in special education identification.</p> <hd id="AN0179741378-6">Training and Learning</hd> <p>After identifying our vision, we engaged in training and coaching aligned to our mission and program outcomes. For instance, we participated in Language Essentials for Teachers of Reading and Spelling (i.e., LETRS) and Antiracism and Universal Design for Learning ([<reflink idref="bib2" id="ref3">2</reflink>]). Last school year we provided professional learning to enhance mental health and academic MTSS practices to address disproportionality, including instructional walkthroughs, math intervention, mental health services for students with disabilities, and high leverage English language development instructional strategies.</p> <hd id="AN0179741378-7">Expanding Our Reach</hd> <p>During the 2022–2023 school year, we successfully applied for the U.S. Department of Education's School-Based Mental Health Services grant to scale up and expand the CSPP. As a result, CSPP expanded from seven to 11 schools for the 2023–2024 school year. Over the 5-year grant period, the goal is to bring the program to 25 Title I schools.</p> <hd id="AN0179741378-8">Designing an Organizational Context for CSPP</hd> <p>Recognizing that an effective organizational context is an essential component of supporting comprehensive school psychologist services, we designed the CSPP to align with the organizational principles from the NASP ([<reflink idref="bib5" id="ref4">5</reflink>]) Practice Model. Although we intentionally aligned the CSPP to all six of the principles, several were particularly essential in the program design and implementation.</p> <hd id="AN0179741378-9">Organization and Evaluation of Services</hd> <p>Organizational Principle 1: Organization and Evaluation of Services emphasizes needs assessment, strategic planning, and evidence-based program evaluation. Accordingly, CSPP uses blended funding to provide a continuum of school psychological services based on student and school community needs. To guide evaluation of our efforts, we selected the Fidelity of Implementation Tool (FIT; [<reflink idref="bib11" id="ref5">11</reflink>]) as a measure of MTSS implementation and Dynamic Indicators of Basic Literacy Skills/Indicadores Dinámicos del Éxito en la Lectura (DIBELS/IDEL) to measure foundational reading skills. To monitor our equity-related goals, we examined disciplinary exclusions for historically underserved students versus those not historically underserved and special education risk ratios for Black, Indigenous, students of color and students receiving English language development services.</p> <p>Graph</p> <hd id="AN0179741378-10">Supervision, Peer Consultation, and Mentoring</hd> <p>The program was also designed to align to Organizational Principle 5: Supervision, Peer Consultation, and Mentoring, and it includes a comprehensive school psychologist program administrator (CSPA) to provide professional supervision. A school psychologist in an administrator role can support best practices, provide connections with in-building administrators, and advocate for the school psychologist role on a district level. Additionally, the CSPA provides professional consultation and supports problem solving when navigating school and district-level needs. CSPAs can also promote the role of school psychologists at the regional or state level while using social media and other communication platforms to promote and support goals related to comprehensive services.</p> <p>CSPP also includes a bilingual (Spanish/English) culturally and linguistically diverse (CLD) school psychologist to provide coaching and mentorship to bilingual school psychologists as well as consultation regarding services to racially, ethnically, and linguistically minoritized students. The CLD school psychologist supports all general education staff and special education service providers to focus on equitable and inclusive decision-making practices and culturally responsive instruction.</p> <p>This role also includes facilitation of a professional learning community for bilingual school psychologists and collaboration with the district's Employees of Color Peer Mentoring Support Program. This program builds supportive communities and connections that educators of color can rely on to process their unique struggles and provides a safe space to share with a veteran educator who can help them navigate the district. The CLD psychologist's role is critically important because culturally responsive and culturally aware mentors provide affirming spaces, support culturally responsive practices, promote inclusion, and ultimately help diversify the school psychology profession (Malone & Harper, 2022; [<reflink idref="bib3" id="ref6">3</reflink>]).</p> <p>Finally, the program includes a school psychologist on special assignment to support program implementation and provide coaching, mentorship, and professional learning. This individual, the CSPA, and the CLD psychologist facilitate monthly professional development for school psychologists.</p> <hd id="AN0179741378-11">Physical, Personnel, and Fiscal Support Systems</hd> <p>One of the most essential components of CSPP is its alignment to Organizational Principle 3: Physical, Personnel, and Fiscal Support Systems. Most critically, the program meets NASP's recommended psychologist-to-student ratio of 1:500. It also provides full-time school psychologists in each school to enable participation in MTSS teams; to enhance relationships with students, caregivers, and educators; and to provide consistent services on a daily basis.</p> <p>Having full-time school psychologists staffed at NASP ratios allows school psychologists to both meet students' academic and social–emotional needs and disrupt disproportionate special education identification and discipline. School psychologists are uniquely trained to support practices that address disproportionality and opportunity gaps, including data-based decision making, culturally responsive and inclusive MTSS, and evidence-based academic and mental health interventions.</p> <hd id="AN0179741378-12">Addressing Inequities Through Comprehensive School Psychologist Services</hd> <p>Evaluation data indicate that CSPP schools demonstrated growth in MTSS implementation, inclusive academics, positive school culture, and family partnerships. Program outcomes also included an increase in first grade students at core for foundational reading skills; as measured by DIBELS/IDEL, 40% were at core for the baseline school year compared to 44% for the 2023–2024 school year. Data also reflected a 10% reduction in disproportionate discipline, as measured by the percentage of total exclusionary actions for historically underserved versus not historically underserved students.</p> <p>With respect to special education disproportionality, in four schools there was no disproportionality for Black students, and two schools reduced disproportionality at the end of the 2022–2023 school year. In the six schools with Native students, three demonstrated no disproportionality, and two schools reduced it. Four schools had no disproportionality for English learner students, and six schools reduced disproportionality for this population, as measured by special education risk ratios. According to Principal Becky Berry and Assistant Principal David Martinez, the program has been essential in improving state assessment results for all student groups, including Black, Latinx, and students with disabilities ([<reflink idref="bib8" id="ref7">8</reflink>]).</p> <p>Six of our seven original program schools are no longer designated as CSI based on their improvement, including performance on state assessments. While CSPP schools have made significant growth in all program outcomes, other PPS schools have not yet demonstrated such growth. These program outcomes exemplify how staffing full-time school psychologists at NASP ratios to provide comprehensive services is a critical component in addressing educational inequities. Through the duration of the grant, we look forward to expanding these outcomes in additional schools.</p> <hd id="AN0179741378-13">Recruiting and Retaining Culturally Diverse School Psychologists</hd> <p>CSPP has also successfully increased the number of school psychologists from diverse backgrounds. For instance, as of the 2023–2024 school year, five of our 11 comprehensive school psychologists and all five of our interns identify as racially diverse. Notably, we have retained all comprehensive school psychologists from diverse backgrounds over the past 4 years. With respect to language diversity, 18% of comprehensive school psychologists are bilingual (Spanish/English) and 60% of interns are bilingual (Spanish/English, Chinese/English). These percentages far exceed local and national averages for racial and linguistic diversity for school psychologists and other educators ([<reflink idref="bib7" id="ref8">7</reflink>]; [<reflink idref="bib10" id="ref9">10</reflink>]).</p> <hd id="AN0179741378-14">Expanding Services and Outcomes Through Advocacy</hd> <p>The implementation of CSPP has highlighted the need to address the significant school psychologist shortage in order to expand comprehensive services to students. Oregon's current school psychologist to student ratio is 1:1,417 (NASP, 2022), which is well above NASP's recommendations. Targeted strategies to address shortages are needed to ensure students, particularly students with disabilities, have access to comprehensive and specialized school psychological services.</p> <p>To meet this need, we are advocating with community partners to pass NASP model legislation to address shortages. Our advocacy efforts have included meeting with Oregon Governor Tina Kotek. We also contacted Senator Ron Wyden to thank him for his support of Medicaid expansion for school-based mental health services and the School-Based Mental Health Services Grant Program, and we scheduled a meeting with his office to discuss further support for targeted state and national efforts to address shortages. Additionally, we have included a call to action in the NASP delegate email to Oregon's NASP members to contact state lawmakers in support of efforts to address shortages.</p> <p>Our recent advocacy activities have included:</p> <p></p> <ulist> <item> Reaching out to collaborators to sign a letter to Oregon House and Senate Education Committee members requesting passing legislation to address shortages during the 2025 session. Sending the signed letter to Oregon House and Senate Education Committee members.[<reflink idref="bib1" id="ref10">1</reflink>]</item> <p></p> <item> Meeting with NASP leadership to identify key talking points to communicate that a complete solution to meeting students' mental health needs must include addressing school psychologist shortages.</item> <p></p> <item> Meeting with Oregon State Representative Tawna Sanchez to request that school psychologists from diverse backgrounds be included in plans for a state task force on youth behavioral health.</item> <p></p> <item> Meeting with Governor Kotek's education initiative director and education advisor to request that school psychologists from diverse backgrounds be included in the governor's multidisciplinary group of leaders to develop a statewide action plan.</item> <p></p> <item> Providing feedback to the Oregon Health Authority and Department of Education regarding Medicaid expansion for school-based mental health services, which can be used to fund comprehensive school psychologist services and address shortages.</item> <p></p> <item> Joining NASP leadership in Washington, DC to advocate for the Interstate Compact for School Psychologists in Oregon.</item> </ulist> <p>We believe our data demonstrate that comprehensive school psychologist services are integral to positive student outcomes. It is our hope that implementing targeted strategies at both the state and national levels helps to remedy these shortages so communities across the nation can benefit from comprehensive school psychologist services.</p> <ref id="AN0179741378-15"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> A copy of the letter is available from the authors.</bibtext> </blist> </ref> <ref id="AN0179741378-16"> <title> REFERENCES </title> <blist> <bibtext> Ali M.M., West K., Teich J.L., Lynch S., Mutter R., & Dubenitz J. (2019). Utilization of mental health services in educational setting by adolescents in the United States. Journal of School Health, 89 (5), 393-401. https://doi.org/10.1111/josh.12753</bibtext> </blist> <blist> <bibl id="bib2" idref="ref3" type="bt">2</bibl> <bibtext> Fritzgerald A. (2020). Antiracism and universal design for learning: Building expressways to success. Cast, Incorporated.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Malone C.M., Jacobs D., & Sullivan A. (2010). Mentorship for culturally and linguistically diverse school psychology graduate students. Communiqué, 39 (3), 31.</bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Malone C.M., & Harper E.A. (2022). Liberatory mentoring as an inclusion strategy for racial and ethnic minoritized students. School Psychology: Training and Pedagogy, 39 (2).</bibtext> </blist> <blist> <bibl id="bib5" idref="ref4" type="bt">5</bibl> <bibtext> National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. https://<ulink href="http://www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted">www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted</ulink></bibtext> </blist> <blist> <bibl id="bib6" type="bt">6</bibl> <bibtext> National Association of School Psychologists. (2022). State shortages dashboard. [Dataset]. https://<ulink href="http://www.nasponline.org/about-school-psychology/state-shortages-data-dashboard">www.nasponline.org/about-school-psychology/state-shortages-data-dashboard</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref8" type="bt">7</bibl> <bibtext> Oregon Department of Education. (2022). 2022 Oregon Educator Equity Report. https://<ulink href="http://www.oregon.gov/highered/research/Documents/Reports/2022-Educator-Equity-Report.pd">www.oregon.gov/highered/research/Documents/Reports/2022-Educator-Equity-Report.pd</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref7" type="bt">8</bibl> <bibtext> Portland Public Schools. (n.d.). Thanks to a five-year, $5.5 million federal grant, PPS now has a comprehensive school psychologist in all Title I schools.... https://<ulink href="http://www.facebook.com/pps.homepage/videos/203933879206558/">www.facebook.com/pps.homepage/videos/203933879206558/</ulink></bibtext> </blist> <blist> <bibl id="bib9" type="bt">9</bibl> <bibtext> Portland Public Schools. (2024, January). Comprehensive school psychology program vision and mission. https://<ulink href="http://www.pps.net/Page/17758">www.pps.net/Page/17758</ulink></bibtext> </blist> <blist> <bibtext> Spiegelman M. (2020). Race and ethnicity of public school teachers and their students. Data point. NCES 2020-103. https://nces.ed.gov/pubs2020/2020103/index.asp</bibtext> </blist> <blist> <bibtext> SWIFT Education Center. (2020). Schoolwide Integrated Framework for Transformation Fidelity Integrity Assessment, Version 2.1.</bibtext> </blist> <blist> <bibtext> UnitedHealth Group. (2023). New data brief highlights mental and behavioral health disparities. https://<ulink href="http://www.unitedhealthgroup.com/newsroom/posts/2023/2023-07-18-uhf-ahr-mental-behavioral-health-disparities.html">www.unitedhealthgroup.com/newsroom/posts/2023/2023-07-18-uhf-ahr-mental-behavioral-health-disparities.html</ulink></bibtext> </blist> </ref> <aug> <p>By Kristin Irwin; Cynthia Velásquez and Elaine Hidalgo</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib12" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref9"></nolink>
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  Data: With support from a U.S. Department of Education grant, the Portland Public Schools successfully expanded a model program that addresses workforce shortages and disrupts inequities by increasing the number of school psychologists from diverse backgrounds, improving foundational reading skills, increasing multitiered systems of support, and reducing racially and linguistically disproportionate special education identification and discipline.
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