Comprehensive School Psychology Program
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The Student Success Act funded a comprehensive school psychologist program added 0.4 additional school psychologist FTE in all seven K-5 and K-8 CSI schools to provide preventative Multi-Tiered Systems of Support (MTSS) services.
PPS Comprehensive School Psychologist Vision: All Portland Public School (PPS) students are provided equitable access to a culturally responsive and socially just education that prepares them to be compassionate critical thinkers, able to collaborate and solve problems, be prepared to achieve their goals, and lead a more socially just world.
PPS Comprehensive School Psychologist Mission: 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 Multi-Tiered Systems of Support (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 & collaboration)
- Participating in MTSS Teams
- Supporting school teams data-informed decision making to facilitate equitable practices and outcomes
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Comprehensive SSA School Psychologist Manual
This manual provides an orientation and overview of resources, documents, and contacts in Portland Public Schools for SSA school psychologists.
Note: This manual is best utilized in its electronic format. Some links will take you to websites and other links will take you to documents that can be printed.
For Additional Support, Contact:
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20-21 Comprehensive School Program Highlights:
During the 20-21 school year, comprehensive school psychologists provided 1,336 Tier II & III MTSS services, 95.7% of these services were provided to students from historically underserved populations
Top 5 services provided include:
- Consultation with staff or provider
- Tier II Group Counseling
- Tier III Individual Counseling
- Parent Check-in
- Tier II Intervention Coordination
2021 End of Year Report
The 2021 End of Year Report includes more detailed information about the comprehensive school psychologist program and program outcomes.
NASP Practice Model and Domains
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Academic Interventions and Instructional Supports
School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children.
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Consultation and Collaboration
School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
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Data-Based Decision Making
School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.
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Equitable Practices for Diverse Student Populations
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.
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Family, School, and Community Collaboration
School psychologists understand principles and research related to family systems, strengths, needs, and cultures; evidence-based strategies to support positive family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools. School psychologists, in collaboration with others, design, implement, and evaluate services that respond to culture and context. They facilitate family and school partnerships and interactions with community agencies to enhance academic and social–behavioral outcomes for children.
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Legal, Ethical, and Professional Practice
School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including effective interpersonal skills, responsibility, adaptability, initiative, dependability, technological competence, advocacy skills, respect for human diversity, and a commitment to social justice and equity.
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Mental and Behavioral Health Services and Interventions
School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
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Research and Evidence-Based Practice
School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.
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School-Wide Practices to Promote Learning
School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
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Services to Promote Safe and Supportive Schools
School psychologists understand principles and research related to social–emotional well-being, resilience and risk factors in learning, mental and behavioral health, services in schools and communities to support multitiered prevention and health promotion, and evidence-based strategies for creating safe and supportive schools. School psychologists, in collaboration with others, promote preventive and responsive services that enhance learning, mental and behavioral health, and psychological and physical safety and implement effective crisis prevention, protection, mitigation, response, and recovery.