1. (a) A candidate for licensure as a school psychologist shall have the skills, competencies, and knowledge through a combination of academic and supervised practical experiences in the following areas:

   1. (1) Practices that permeate all aspects of service delivery through:

      1. a. Data-based decision making and accountability; and
      2. b. Consultation and collaboration;

   2. (2) Direct and indirect services for children, families, and schools which include:

      1. a. Student-level services including, but not limited to:

         1. 1. Conducting, interpreting, and communicating the findings of assessments of students, including but not limited to their:

            1. (i) Intellectual ability;
            2. (ii) Cognitive processing;
            3. (iii) Academic achievement;
            4. (iv) Behavior;
            5. (v) Social and emotional functioning;
            6. (vi) Learning environments; and
            7. (vii) Adaptive functioning;
         2. 2. Designing, implementing, monitoring, and adapting instructional and behavioral supports and interventions;
         3. 3. Creating, implementing, and evaluating mental health interventions and direct services to develop social, emotional, and life skills;

      2. b. Systems-level services including:

         1. 1. Interacting effectively in a school setting by understanding systems, roles, curriculum, instruction, and assessment to promote socialization, learning, and mental health; and
         2. 2. Implementing and evaluating school wide practices that promote learning; and

      3. c. Preventative and responsive services including:

         1. 1. Applying principles of resilience and risk factors in learning and mental health;
         2. 2. Promoting multi-tiered systems of support; and
         3. 3. Formulating evidence-based strategies for effective crisis preparation, response, and recovery; and

   3. (3) Foundations of professional school psychological services which include:

      1. a. Understanding and analyzing the diversity in human development and learning including culture, context, and individual differences;
      2. b. Explaining typical and atypical psychological and educational development in children and youth;
      3. c. Synthesizing, evaluating, and applying theories and models of research, empirical findings, and techniques related to student learning;
      4. d. Utilizing research design, statistics, measurement, and varied data collection and analysis techniques;
      5. e. Designing and implementing program evaluation to support evidence-based practices at the individual, group, and systems levels;
      6. f. Integrating the history and foundations of psychology into a professional identity and practice as a school psychologist; and

      7. g. Adhering to ethical, legal, and professional standards including:

         1. 1. Ethical and professional decision making; and
         2. 2. Professional work characteristics and disposition that reflect personal integrity.

Source. #14232, eff 6-2-25