School Psychologist P K to 12

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Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions Approximately 80 multiple-choice questions
Time 2 hours and 30 minutes
Passing Score A scaled score of at least 200

 

Competencies, Skills, and Approximate Percentages of Questions

Pie chart of approximate test weighting outlined in the table below.



table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Total Test Questions
1 Knowledge of statistics, research methods, and program evaluation 10%
2 Knowledge of data-based decision making and accountability 10%
3 Knowledge of child and adolescent development 10%
4 Knowledge of curricula and evidence-based interventions and instructional strategies related to academic outcomes 10%
5 Knowledge of biological, social, and cultural bases of learning, behavior, and mental health 10%
6 Knowledge of evidence-based interventions and instructional strategies related to social-emotional, mental, and behavioral health outcomes 10%
7 Knowledge of best practices in student and school safety 10%
8 Knowledge of consultation, collaboration, and problem solving 10%
9 Knowledge of ethical, legal, and professional practice of school psychology 10%
10 Knowledge of laws, rules, regulations, court decisions, and procedures related to public education 10%

Competencies and Skills

Competency 1—Knowledge of statistics, research methods, and program evaluation

  1. Apply theories and practices of measurement and test construction (e.g., standards for evidence of reliability and validity).

  2. Apply knowledge of statistical concepts and terms.

  3. Analyze principles of research design (e.g., single subject, qualitative, quantitative, program evaluation).

  4. Analyze and apply research findings from psychoeducational studies in various school psychology contexts.

Competency 2—Knowledge of data-based decision making and accountability

  1. Analyze characteristics of data collection methods (e.g., checklists, records review, assessments, interviews, behavioral observations, curriculum-based measurement) used in the comprehensive problem-solving and evaluation processes.

  2. Determine appropriate data collection methods, materials, and procedures necessary to assess student, group, and school-level needs and outcomes.

  3. Apply appropriate methods for progress monitoring individual, group, school-level, and district-level outcomes.

  4. Apply instruments and methods of psychoeducational assessment that consider the needs of specialized populations (e.g., early childhood, students with low-incidence disabilities).

  5. Interpret and apply data gathered using multiple methods and informants to make recommendations regarding educational decision making.

  6. Apply appropriate data collection practices and assessments that are sensitive to the various needs of students who are culturally, ethnically, and linguistically diverse, including students from populations that may be marginalized.

Competency 3—Knowledge of child and adolescent development

  1. Apply theories of cognitive and intellectual development.

  2. Apply theories of language, perceptual, and sensorimotor development.

  3. Apply theories of personality and social-emotional development.

  4. Apply principles of learning, memory, and motivation.

  5. Analyze developmental patterns of disorders in childhood and adolescence.

  6. Apply major theories of child and adolescent development to the professional practice of school psychology.

Competency 4— Knowledge of curricula and evidence-based interventions and instructional strategies related to academic outcomes

  1. Assess components of standards-based curricula, engaging instructional environments, and effective evidence-based instruction.

  2. Apply concepts related to the development of reading, mathematics, and written and oral language skills.

  3. Apply appropriate, evidence-based instructional strategies for reading, mathematics, and written and oral language.

  4. Apply evidence-based screening, prevention, and intervention methods supported by analysis of ongoing progress monitoring to address academic concerns.

  5. Apply appropriate problem-solving methods in various educational contexts, including evaluating the fidelity, implementation, response to, and effectiveness of academic interventions.

Competency 5—Knowledge of biological, social, and cultural bases of learning, behavior, and mental health

  1. Analyze systemic social, environmental, cultural, linguistic, and ethnic factors that influence learning, behavior, and mental health.

  2. Analyze individual experiential, instructional, environmental, biological, and medical factors that influence learning, behavior, and mental health.

  3. Analyze social, environmental, cultural, linguistic, ethnic, and instructional factors that influence language development.

  4. Apply concepts related to functions of the brain, such as self-regulation, self-monitoring, planning/organization, empathy, and healthy decision making.

Competency 6— Knowledge of evidence-based interventions and instructional strategies related to social-emotional, mental, and behavioral health outcomes

  1. Apply knowledge of risk and protective factors to support positive and engaging school climates and cultures.

  2. Apply appropriate, evidence-based universal screening to guide prevention and intervention strategies for schoolwide social-emotional, mental, and behavioral health concerns.

  3. Apply appropriate, evidence-based prevention and intervention strategies through a continuum of supports for social-emotional, mental, and behavioral health concerns, including knowledge of social-emotional learning components.

  4. Apply problem-solving methods and evaluate the fidelity of implementation and response to and effectiveness of social-emotional, mental, and behavioral health interventions.

  5. Identify components and analyze techniques of applied behavior analysis.

  6. Apply theories and techniques of individual and group counseling in a continuum of social-emotional learning and mental and behavioral health supports and interventions.

Competency 7—Knowledge of best practices in student and school safety

  1. Interpret the signs, symptoms, and impact of mental health disorders, including substance abuse.

  2. Interpret the signs, symptoms, and impact of traumatic events to guide trauma informed practices.

  3. Identify the signs, symptoms, and impact of abuse.

  4. Apply schoolwide screening, prevention, and intervention methods that address issues related to school climate (e.g., truancy, bullying, violence, suicide).

  5. Apply techniques for threat and suicide assessment, prevention, and intervention.

  6. Apply strategies related to stages of crisis prevention and intervention.

Competency 8—Knowledge of consultation, collaboration, and problem solving

  1. Apply appropriate theories and methods of consultation and collaboration with school professionals and other specialists in the community.

  2. Apply steps in the problem-solving process.

  3. Apply methods of consultation and collaboration to address academic, mental, behavioral, and social-emotional concerns.

  4. Apply appropriate theories and methods for engaging in systems-level (e.g., school, district, state) problem solving and consultation.

  5. Apply appropriate theories and methods for collaborating with parents or guardians and increasing home-school collaboration and consultation.

Competency 9—Knowledge of ethical, legal, and professional practice of school psychology

  1. Identify elements of the organizational and operational structures of public schools.

  2. Interpret historical foundations and important trends in the development of the profession of school psychology.

  3. Apply professional standards of best practices in school psychology.

  4. Apply the guidelines for professional conduct as stated in the ethical codes of the FASP, NASP, and American Psychological Association, and in the Code of Ethics of the Education Profession in Florida.

  5. Apply ethical decision-making processes.

  6. Examine social justice issues impacting public education and the profession of school psychology.

Competency 10—Knowledge of laws, rules, regulations, court decisions, and procedures related to public education

  1. Apply federal and state rules, regulations, and policies related to the practice of school psychology and public education.

  2. Analyze the implications of landmark court decisions related to the practice of school psychology.

  3. Analyze the characteristics of various exceptionalities and disabilities (e.g., gifted, specific learning disabilities, sensory impairments).

  4. Apply appropriate procedures and assessment data to support educational decision making for students with exceptionalities and disabilities.

  5. Apply federal and state mandated procedures in the development of an EP, an IEP and a Section 504 accommodation plan.

  6. Apply federally required disciplinary policies and procedures (e.g., manifestation determination) for students eligible for protection under IDEA and ADA.