Ala. Admin. Code r. 290-3-3-.57

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.57 - School Psychology (Grades P-12)

(1)Rationale. These standards are aligned with the standards of the National Association of School Psychologists (NASP) for the preparation of school psychologists.

(2)Unconditional Admission to a School Psychology Program. Initial certification for a school psychologist shall be at the Class AA level.

(a) Criteria for unconditional admission to school psychology programs shall include two full years of full-time professional educational work experience in a P-12 school system(s) and at least a valid master's-level professional educator certificate in school psychometry, school psychology, or special education. An individual who holds a valid out-of-state professional educator certificate in school psychometry, school psychology, or special education at the master's level may be admitted to a Class AA program for school psychology.

(b) If an individual who is unconditionally admitted to an Alabama Class AA program in school psychology based on a valid master's-level professional educator certificate in school psychometry, school psychology, or special education from another state, completes the Class AA program in school psychology, and subsequently applies for Alabama certification at the Class AA level, then the individual must hold at least a valid Class A Professional Educator Certificate in school psychology, school psychometry, or special education before applying for Class AA certification.

(3)Program Curriculum. In addition to meeting Rule 290-2-2 -.46(2)(a) -(e), the program shall include content related to:

(a)Practices that Permeate All Aspects of Service Delivery: Data-based Decision Making and Accountability.

1. School psychologists have knowledge of varied methods of:

(i) Assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.

(ii) Varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.

2. 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:

(i) Use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

(ii) Consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.

(b)Direct and Indirect Services.

1.Student Level Services. School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, and other school professionals) to develop and implement academic and mental health interventions.

(i) Interventions and instructional support to develop academic skills.

(I) School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.

(II) In collaboration with others, school psychologists demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.

(ii) Interventions and mental health services to develop social and life skills.

(I) School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social-emotional functioning and mental health.

2.Systems Level Services - Schools. School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.

(i) School-wide practices to promote learning.

(I) School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.

(II) In collaboration with others, school psychologists demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

(ii) Preventive and responsive services.

(I) School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response.

(II) In collaboration with others, school psychologists demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.

3.Systems Level Services - Family-School Collaboration.

(i) School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning, socialization, and mental health; and methods to develop collaboration between families and schools.

(ii) School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.

(c)Foundations of School Psychologists' Service Delivery.

1.Diversity in development and learning.

(i) School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.

(ii) School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

2.Research, program evaluation, legal, ethical, and professional practice. School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.

(i) Research and program evaluation.

(I) School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.

(II) School psychologists demonstrate skills to 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, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.

(ii) Legal, ethical, and professional practice.

(I) 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.

(II) School psychologists demonstrate skills to 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 respect for characteristics needed for effective practice as school psychologists (respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills).

(4)Requirements for Certification in School Psychology. Readiness to serve as a school psychologist shall include:

(a) A valid Class A Professional Educator Certificate in school psychometry, school psychology, or special education.

(b) An official transcript from a regionally accredited institution documenting an earned education specialist degree.

(c) A survey of special education course is required unless that course was taken for prior level certification. [See Rule 290-3-3-.01(51)] . An individual who completed a survey of special education course prior to the semester when the individual met requirements for unconditional admission to a Class AA program July 1, 2017, or thereafter, must take a course focused primarily on one of the following categories: methods of accommodating instruction to meet the needs of students with exceptionalities in inclusive settings, multicultural education, teaching English language learners, rural education, or urban education. A diversity course used to meet this requirement for Class A certification may not be used to meet the requirement for Class AA certification.

(d) Satisfactory completion of a State-approved program with a minimum GPA of 3.25 in all courses in the approved program for school psychology as verified on an official transcript. Effective for candidates unconditionally admitted to a Class AA school psychology program July 1, 2017, and thereafter, satisfactory completion of a State-approved program with a minimum GPA of 3.50 on all courses in the Alabama State Board of Education approved school psychology program.

(e) Competence to perform as a school psychologist in a supervised P-12 internship of at least 300 clock hours supervised by an individual holding valid Alabama certification in school psychology.

(5)Testing for Certification in School Psychology. Applicants for initial certification in school psychology through the completion of a Class AA program must meet the Praxis requirements of the Alabama Educator Certification Assessment Program (AECAP) as a precondition for certification.

Ala. Admin. Code r. 290-3-3-.57

Adopted by Alabama Administrative Monthly Volume XXXIX, Issue No. 11, August 31, 2021, eff. 10/15/2021.

Previous Rule.54 was renumbered.2570 per certification published August 31, 2021; effective October 15, 2021.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.