BibTeX
@MISC{_guidingprinciples,
author = {},
title = {Guiding Principles},
year = {}
}
Share
 |
 |
 |
 |
||
OpenURL
Abstract
uniquely suited to promote best practices in assessment. Assessment is the process of gathering information to guide educationally relevant decisions. The process and products of assessment contribute to defining problems, identifying student assets and needs, determining current levels of the student functioning, estimating the rate of progress toward well defined goals, evaluating and recommending services to accelerate learning, and evaluating program outcomes (Ysseldyke et al., 2007). School psychologists engage in assessment to promote academic competence and mental health for all children. This includes those children served with universal, supplemental, intensive, and special education services. NASP endorses science-based assessment practices that are tailored to the needs and assets of individuals, groups, and systems. Assessment services that are aligned with instruction and intervention are provided to promote development, prevent delays, and remediate deficits. ROLES OF THE SCHOOL PSYCHOLOGIST School psychologists are well trained to select, administer, and interpret assessment. They are prepared to both plan and coordinate the process of assessment to guide educationally relevant decisions. School psychologists confer meaningful and lasting benefit to children, families, and schools through evidenced-based assessment. School psychologists consider key guiding principles and purposes of assessment, as described below, when participating in assessment activities.
Keyphrases
school psychologist relevant decision mental health special education service key guiding principle academic competence lasting benefit prevent delay student asset interpret assessment science-based assessment practice assessment contribute current level evidenced-based assessment assessment activity school psychologist school psychologist assessment service student functioning program outcome
