NASP Elections

NASP Elections–State Candidates: Statements

What are your qualifications that make you a strong candidate for delegate? What are the most pressing issues in your state and how would you use your strengths to address these issues as a member of the NASP Delegate Assembly?

Mary DuHoux –Alaska

I am a strong candidate for Alaska’s NASP delegate because of my history of working with our state organization to bring knowledgeable speakers to Alaska to present on urgent topics and issues in the field of school psychology. I am also the Continuing Professional Development Coordinator for ASPA and keep track of registrations, conference evaluations as well as the quality of our conferences. In addition, as part of the ASPA board, we brought Dr. James Ysseldyke to present on RTI this fall and I arranged for participants to receive UAA graduate credit as well as CPD hours.

I have been the Alaska NASP delegate and have kept members informed of current issues at both the national and state level. I worked with the board to send a member to the PPI training this past summer. I have been a psychologist for 30 years and have worked at all levels (preschool, elementary and secondary) of our educational system as well as private practice. I have worked as a school psychologist in Alaska for the past 20 years. I have been on the ASPA board for many years and have had leadership roles in the school psychology department of the Anchorage School District.

Alaska’s most pressing issues are the implementation of Response to Intervention as well as the changing role of school psychologists in the special education process. The ASPA board has been asked by the state department to form a workgroup to help establish criteria for certification for learning disabilities and I will be a participant in that workgroup. As a member of NASP Delegate Assembly, I will find out how other states are dealing with these changes and bring ideas back to Alaska as well as assist NASP in providing guidance at the national level.

Linda Palmer- Delaware

I bring my Government and Public Relations training, one year of experience as a NASP delegate, and two years of experience as DASP president to my candidacy as NASP delegate. I hope to utilize NASP resources to help empower school psychologists to become a unified proactive voice for research-based practices as local districts continue to shape their RtI model. My talents as a workshop coordinator would help me spearhead the creation of professional development opportunities for school psychologists in such areas as; progress monitoring, effective consultation, and authentic assessment that informs instruction. As your national delegate I would be DASP’s voice at the national level, requesting assistance as our state struggles with such issues as the recruitment and retention of qualified school psychologists, and maintaining NASP standards as our unique positions are in danger of being staffed by persons not as “highly qualified.” Our job descriptions in the schools are changing, and I would endeavor to link national and local creative energies to assist school psychologists as they reimage their service delivery models while remaining strong advocates for best practice standards for our children. These are exciting times, and I would be a clear and reasonable voice for school psychologists as I bring my unique qualifications and professional demeanor to the issues facing our profession.

Ray James-Idaho

My qualifications for delegate include having been President and chair of the state school psychologist association, as well as my opportunity to serve as NASP delegate for Idaho the past three years. With the previous experience as delegate, I now have a better understanding of the expectations and role of delegate than when I was first elected. This experience allows me to further advocate, at the national level, for the unique needs of school psychologists in such a diverse state as Idaho.

One of the most pressing issues in Idaho, at this time, is implementation of the new specific learning disability (SLD) requirements, including the vital role school psychologists will play in this blended model. A second issue in Idaho is the need to continue the positive relationships we currently enjoy with the Idaho Psychologists Association, the Idaho School Counselor Association, and the State Department of Education. A third issue which constantly faces Idaho is the need to improve communication with school psychologists throughout the state. As the delegate for Idaho, I can assist the ISPA board in maintaining these relationships. I also intend to meet with school psychologists around the state through regional meetings. This will allow for a more personal exchange of ideas and information both to and from NASP.

Renae Azziz-Indiana

Committed, Collaborative, and Creative. Those three C’s are the characteristics that best describe what makes me the right choice to represent Indiana as the next NASP Delegate. My experiences as a practitioner, state-wide professional development trainer, and national educational consultant have equipped me with the knowledge, skills, and perspectives needed to serve as an effective advocate for Indiana school psychologists and NASP members in the decision-making process related to the actions and direction of our national organization. As Indiana’s Delegate, I will ensure that discussions regarding our work as psychologists are comprehensive and adequately reflect our diverse perspectives.

As a professional community, the issue we are monitoring closely is the proposed APA Model Act for State Licensure of Psychologists. If adopted by state legislatures, this revision could authorize the removal of the use of the title “school psychologist” and restrict the practice of school psychology for all non-doctoral level practitioners. When critical issues such as this arise, it is important to ensure that the professional community is well informed about how issues could affect their roles and provide them with specific guidance regarding the actions that are required. As delegate, I will make sure that Indiana’s psychologists stay informed and feel empowered to address critical professional issues. In 2009, I was appointed to the Governor’s Commission on Disproportionality in Youth Services. In that role, I provided important legislative testimony in support of issues affecting the role of school psychologists and the education of Indiana’s children, which lead to the passing of several Bills. I will utilize the experiences gained in this role to advocate on behalf of our profession when required.

Wendy Phillips-Indiana

As a NASP Delegate my goals would be to represent the concerns, and obtain support for the Indiana school psychologists who are members of NASP, as well as to help NASP be influential on government policies. Our national organization needs to help those in the field pool information, maintain good educational practices, review research, and provide support and enthusiasm for school psychologists. Our united influence on educators, families, government, and each other can best serve our children and students.

As a practicing school psychologist for 30 years, I have seen the field develop. As a long time board member of the Indiana Association, IASP, I am aware of how organizations work and the responsibilities involved. As a Region Representative and the Nominations and Elections Chairperson, I have learned the importance of good communication with members. I know how vital it is to broaden the membership base. I would hope to improve and inspire my state organization with the resources, knowledge, and activities of NASP. With the current economic concerns, I would work to help prioritize what NASP needs to support financially and to try to find ways to do more, or at least as much, with less. As academic mastery is so heavily emphasized, I would work to also address mental health issues in the schools.

Concerns in Indiana include licensing changes, parity, job /role expansion, possible position losses, and retention of trained school psychologists. I want to enable our organizations to continue the workshop opportunities offered within the state and by NASP. I would hope to have a strong relationship with our state training programs and with the Indiana graduate students. I want to be a Delegate to support the profession of school psychology at the local, state, and national level.

Charlotte Smith, NCSP--Missouri

I seek election as NASP Delegate in order to represent you at the national level. Further, I want to continue to work with national leadership to advocate for children and for the profession of school psychology. I’ve had the privilege of serving as your Missouri delegate for the past year and a half and, during that time, have strived to keep you well informed about national issues and how they impact our profession and the title and practice of school psychology in Missouri. Previously I served as a regional representative, then as your state association president. In my capacity as MASP president I had the opportunity to communicate with school psychologists across the state, hearing your ideas and concerns. Some of our top priorities right now are: advocating for our profession, especially in light of proposed language in the American Psychological Association’s Model Licensure Act, and achieving the NASP recommended 1000:1 ratio for students to school psychologists across the state, including in our rural areas. As school districts are making deep financial cuts, we need to be able to sell ourselves as cost effective responses to the academic and mental health needs of students. As I serve on several state committees, have the opportunity to present at conferences across the state, dialog with state and national legislators, and work with NASP leaders, I hope to continue to advocate for you and for the children we serve.

Jim Deni –North Carolina

I have thirty-five plus years of leadership experience at the local, state, and national levels. I have served as a school psychology trainer at Appalachian State University my entire professional career while also providing school psychology services to Alleghany County public schools for fifteen years. At the local level I have served eight years as an elected school board member in Watauga County Schools, serving four of those years as Chairman. I have been active in our state association, NCSPA my entire career, having served three terms as president and held many other positions as well. Currently, I serve as Co-Chair of the Professional Practices Committee, member of our Legislative and Public Committee, Co-Chair of the School-Based Mental Health Sub-Committee, and Co-Chair the writing of the new Professional Standards for School Psychology recently passed by the NC State Board of Education. At the national level I have been President of the Trainers of School Psychologists (TSP) and continue participation on the TSP Advisory Board. I believe my varied leadership experience at all levels makes me a qualified candidate to represent NC as your state delegate.

Currently, our state like many others is undergoing severe budget cuts at the university and public schools levels. A number of school systems in the state have seen reductions in teaching staff and student support staff, including school psychologists. I think it’s important that we collaborate with our national association in Legislative and Policy efforts at the federal and state levels for funding. I also think we need to strongly advocate for the profession of school psychology at all levels to maintain and increase school psychology positions. I would use my leadership experience and NASP assistance to achieve these goals and others important to our state.

Steven Hardy-Braz-North Carolina

The most critical issues in North Carolina center around our profession’s need to increase our ability to respond to and serve the increasing diversity of our schools’ populations, the continued acceptance of unacceptably poor school psychologist per student ratios in almost every NC school system, the tremendous diverse and differences in needs between large urban and small rural school systems, the lack of a NCDPI school psychology coordinator position, and the need for appropriate supervision and support of and from school psychologists within all NC school systems-local, state, and federal. NASP resources can better support NCSPA, and should also be used to support those school psychologists who are not NCSPA members. I wish to continue to the push for the NCSP recognition in NC as a way to encourage a higher level of practice and continuing education while removing the current financial disincentive for having the NCSP. Also, when we as school psychologists join with other school-based professionals, we can accomplish more for the schools, students, and families we serve. Furthermore, I believe that the NASP state delegate position is an excellent conduit to bring our state issues to the national level. Having been NCSPA President twice, involved with NASP for over two decades, attended the Future of School Psychology conference, attended many other states’ conferences, and worked in different state and federal systems in NC as well as with researchers, trainers, authors, and publishers-all of this affords me an unmatched ability to know and address state-wide issues from the practioner’s perspective. I believe in working with NCPA on the potential MLA issue and feel that, if selected, I can be in a position to advocate for the Department of Defense school psychologists, as well as those serving military families, to finally achieve a voice at the delegate assembly.

Susan Shaw- North Carolina

Early in my career, I made the decision to really do my job. I decided to hold to the best practices taught in my graduate program at Winthrop University. That training taught me to use data to make decisions; to provide effective consultation to teachers, parents, and administrators; to reach out to students with mental health needs; and to use the best professional standards in assessing student learning and behavior. I decided to be a leader in promoting our professional standards and to make a difference in my school every day. Now, after 24 years as a practitioner, I know my decision was right. I have been able to positively influence students, families, and teachers through my work as a Student Services Specialist in Charlotte-Mecklenburg Schools. That decision has also provided opportunities to work with my local (MAPS) and state (NCSPA) school psychology organizations as state newsletter editor, state fall conference chair and program co-chair, and treasurer of MAPS. I was fortunate to have my work recognized by the 2003 MAPS and NCSPA School Psychology Practitioner of the Year awards.

Like other states, North Carolina is facing economic challenges impacting educational funding. On the local level, a major policy shift has resulted in a more traditional role for school psychologists. My colleagues and I are adjusting to this new role and struggling to maintain our professional identities. Fortunately, NASP will soon adopt and implement the 2010 professional standards that define a national model of school psychological services. As your Delegate, I will advocate for that national model to be adopted in North Carolina and work for the NCSP to finally be accepted as a credential for school-based practice and be recognized with a salary add-on. To those ends, I ask for your support.

Lori Unruh- North Carolina

For over 20 years I have relied on the resources provided by NASP as I have gone from being a student, to working as a school psychologist for over 15 years (including 10 years in North Carolina) and finally to being a trainer in the school psychology graduate program at Western Carolina University. I have also been involved in several state associations including serving four years on the NCSPA Board as secretary and eventually president of the association. Throughout this time I have seen how NASP has provided great support to state organizations.

It has been my experience that the most effective NASP State Delegates have been those who have been able to represent the diverse needs of all NASP members in that state. In North Carolina, as in other states, the needs of school psychologists are extremely varied (rural vs. urban settings; small vs. large systems; entry level vs. mid career; and students vs. trainers). I am very aware of the many issues currently of concern to school psychologists in North Carolina including RTI, school based mental health services, state acceptance of NCSP, improved practicum and internship opportunities, etc. While all of these issues are important, I feel that for school psychologists in North Carolina to be successful in addressing any of these issues they will need to be able to make systems level change. There are plenty of resources available to help psychologists gain new knowledge and skills. However, I find that many school psychologists become very frustrated when they face system level barriers that prevent them from using the knowledge and skills that they have obtained. As a NASP state delegate, I would like to help school psychologists in North Carolina to overcome some of these barriers while promoting the work of school psychologists within school systems.

Vincent Alfonzo-New York

I am very flattered and of course pleased to be selected as a nominee for the National Association of School Psychologists (NASP) Delegate Assembly. As former Coordinator of the School Psychology Programs at Fordham University, former Executive Director of two University-based assessment centers, and current Acting Dean of the Graduate School of Education at Fordham University, I believe that I have the leadership skills to be an active, valuable member of the NASP Delegate Assembly. In November 2003 I received the Leadership in School Psychology Award from the New York Association of School Psychologists (NYASP) and more recently I was elected Fellow of Division 16 of the American Psychological Association (APA). I would like to continue serving the field of school psychology on the national level by being elected the New York Delegate to NASP.

As a certified school psychologist and licensed psychologist in New York State, I have provided psychoeducational services to individuals across the lifespan for more than 20 years. I believe that not only do I understand the role and responsibilities of school psychologists in New York State, but I also live them. In addition, as a university administrator and trainer of school psychologists I have an understanding of the challenges that the profession faces, and am engaged in meeting those challenges on a regular basis. I have no doubt that the quintessential role of the school psychologist is to be an advocate for children of all ages. This role is very difficult and complicated given the pressures from multiple sources such as principals, teachers, parents, national organizations, state education department, and others. I believe, however, that I have the leadership, interpersonal, and organizational skills to influence multiple agents and agencies to do the right thing for our children.

Andrew Livanis-New York

I have worked both as a full-time practitioner and then as a full-time trainer in my career. These experiences have allowed me to see the difficulties that we face on various levels. As a practitioner, I tirelessly created high quality programs for children with autism and emotional disabilities, and have faced the daily struggles involved with helping children. As a trainer, I constantly focus on what skills our trainees will need in order to make them better advocates for their students. My history of multiple careers within the field of school psychology allows me to look at the field in a broad, complex framework.

I have also worked at the state level to advocate for school psychology. Although I am from New York City, my work has put me in touch with school psychologists from all over our state, including rural and suburban parts. This contact with people from all of New York has helped to familiarize me with the different challenges that different locales face, but has strengthened my understanding of what is important to all New Yorkers.

I share in the pain and anger that is communicated to me by New Yorkers when other groups devalue the hard work that school psychologists do. It is offensive to us when others attempt to alter our work, change our name, or allow other groups to encroach on activities that we perform on a day-to-day basis. Specifically, the pressures involving Medicaid reimbursements, Model Licensure Act, and the Neuropsychology technicians are three issues that cause a great deal of anxiety to school psychologists in New York State. My experience advocating for these issues at a state level will serve as a springboard for advocacy at the national level.

Candis Hogan- Oklahoma

As current NASP Delegate, former member of NASP GPR Committee, and Past OSPA President/ President-Elect/ Secretary/GPR Chair, I consider my experience a valuable qualification. I also have experience in advocacy, both at the state and national levels, being the OSPA GPR Chair/spokesperson who successfully worked with OSHA, OSDE, and OEA for our NCSP $5000 bonus legislation and for a pro-rated bonus for part-time NCSPs. I understand NASP governance, especially Delegate Assembly. With NASP GPR Committee, I participated in helping to rewrite/update the Advocacy Roadmap in response to the APA Model Licensure Act. NASP membership increased in my term. Professionally I worked in public schools and in private practice.

The economy is the #1 most pressing issue now, affecting school district budgets and causing job cuts. I will utilize my networking and NASP resources to assist those affected, in advocating for their jobs on a local level, giving them specific strategies and materials, as well as advocating for our profession in general. These budget cuts also jeopardize opportunities for school psychologists to attend OSPA Fall and Spring Conferences, NASP ’10 Convention, NASP Summer Leadership Conferences, etc. As NASP Delegate, I will continue to advocate with OSDE, OEA, OSHA, school administrators, and state legislators in supporting legislation currently written for the upcoming legislative session, codifying release time for related services personnel to attend professional continuing education conferences in their respective fields, in order to renew their national and state certifications and other licenses.

Peggy Berglund, NCSP-Oregon

My experience as Oregon’s NASP delegate has been invaluable in providing me with the knowledge, expertise, and enthusiasm to represent Oregon as a member of the NASP Delegate Assembly for the past 2½ years. I have been practicing as a school psychologist for the past 25 years in Oregon, most recently in the West Linn-Wilsonville School District. I am a Nationally Certified School Psychologist (NCSP) and also hold a standard teaching license in learning disabilities, reading, and Spanish. I am especially interested in bilingual education issues.

My biggest challenge at the present time is to facilitate the process of OSPA becoming part of the NASP Approved Provider System (APS) for continuing professional development. This is important to promote high quality professional development for our members, to provide the credits necessary to renew the NCSP credential, and to demonstrate competency for initial and continuing licensure with TSPC.

An important issue for school psychologists in Oregon is to have a voice in the re-authorization of IDEA, specifically in the area of SLD eligibility. To be that voice, we must have a strong working knowledge of current practices across the state and a well-developed awareness of the strengths and limitations of each model. We also need to find a way to make SLD identification more consistent across the state. Another key area to be addressed is how school psychologists can take a leadership role to form a school-based mental health coalition in Oregon.

I believe that I have the experience, desire, and knowledge to continue to support NASP members as your Oregon delegate. Oregon’s NASP membership is at an all-time high and continues to climb this year. It has been my pleasure to serve you and I look forward to your continued support.

Yadira Sánchez-Puerto Rico

I believe qualifications can be categorized as professional and personal. In the professional side I have to say that it is a blessing that I work within a school. I have been in the school system for 10 years. Puerto Rico does not have many schools that have psychologists. The public system does not provide psychologist for school districts as part of the Department of Education. So to be working in a school, is a wonderful blessing. I may have a doctorate in psychology but the learning that happens in the day to day working school, enriches that academic background every single day. Other areas that complement the academic are; the desire to create collaborations between colleagues and the desire to help students. I believe that the capacity to maintain networks between psychologist and other related professional is a great strength. Also to keep other colleagues within reach to consult and refer is a wonderful strength and asset. I can relate well to all those colleagues but also fell at ease creating new relationships and relating to them. I truly believe in creating relationships enhances our work. I always have a great desire to learn; I love studying, learning new things, keeping up to date, exchanging professional dialogues and engaging in professional development opportunities. I believe that this is the way to improve in your profession everyday; there is space to learn and improve everyday!!

The most pressing issue in Puerto Rico at this time is the need for mental health services in schools; public and private. As I said, I have the privilege of working in a school and can see how this is an asset and I believe all students should have the opportunity to have the service when needed.

Susan Beck-South Carolina

Through the field of school psychology in the state of South Carolina, I have been employed as a certified school psychologist in a public school district since 1998. I also have various leadership experiences on the job (Psychologist Coordinator, psychologist supervision, intern supervision, and medical university-district liaison, RTI Task Force, Autism Evaluation Team Psychologist, SC State Department of Education Work Group Member-Autism) as well as on the South Carolina Association of School Psychologists (SCASP) Board (Regional Delegate, Secretary, President-Elect and 2 terms as President). I have worked with the Board to increase visibility of school psychologists with other state organizations, universities, work settings and the community and established a formal state certification reciprocity for the NCSP credential in SC. Also, I have been privileged to participate in several NASP SE Regional meetings and look forward to establishing a greater role to represent SC with NASP.

SC is concerned with increasing public information about the essential role of school psychologists and establishing research-based RTI practices, as well as supporting the finalization of the state regulations for eligibility determinations. I believe that my experiences as a state leader in SC have allowed me to develop a broad knowledge base of the needs of school psychologists in our state, aided networking with other organizations as well as school psychologists in SC, and developed leadership skills essential to representing the state of SC in NASP.

Anita Winter—South Dakota

I became a special educator because I wanted to help children and improve their lives. School psychologists exemplified the significant impact that we can have in a families’ life. After several classes and the NCSP certification I was happy to become a school psychologist in Rapid City Schools. Now 19 years later, I believe more than ever that school psychologists are in the best position to help children and improve lives. Each day I strive to be as involved as I can with all students. I see success in my students when they return to visit.

SDASP and NASP have been a part of my career for almost as long as I can remember. I have been honored to have held several positions on the board. In 2004 I co-presented at NASP on our districts Learning Center model and I’m looking forward to teaching the early morning yoga class at 2010 NASP conference in Chicago. I am active at my high school developing RTI and problems solving teams, a member of my school’s Crisis Team and the district Wellness Committee which recently received the SD Governors’ Grant.

South Dakota is a rural state with unique challenges. It is critical that our state legislatures understand school psychologist’s opposition to the APA model act proposed recommendations. We must be vigilant in protecting the title and practice right of all school psychologist. How school psychologists are titled or permitted to practice is very much of a state issue that can be impacted by advocacy of individuals. School psychologists have unique skills to help children with mental health issues, foster high expectations and achievement for all children regardless of background or abilities.

Pam Parkinson--Tennessee

Currently, I am ending my third year as Tennessee’s NASP delegate. I believe that I am a strong candidate to be re-elected for a number of reasons. First, I have practical experience as a school psychologist. I have been working in public schools in Tennessee for thirteen years. Second, I have been involved in our state’s school psychology association for as long as I have been a practioner and have been working with NASP as a delegate for the last three years. Finally, I have developed relationships with various practitioners, systems, and groups throughout the state that allow me to have close contact with school psychologists, as well as related professionals across Tennessee.

At this time, the most pressing issue that I see for school psychologists in Tennessee is our changing roles, especially as a result of RTI. Schools systems across the state are redesigning their programs, and many school psychologists are finding that they must draw on skills not previously used in order to continue to be seen as a valuable professional in their schools. While some school psychologists have easily adjusted to changing roles, others may be in a place where those making decisions know little about school psychologists and the variety of skills that they possess. School psychologists in Tennessee need a representative who will be a voice for them at the local, state, and national levels.

Through my experience as a school psychologist as well as through my leadership experience at the state and local levels, I will be able to work with the NASP Delegate Assembly to serve as a voice for Tennessee’s school psychologists as we work together to define our role and to assure that our positions best serve the needs of children and families.

Patti Wilson-Tennessee

Persistence, the thirst for knowledge and sound leadership skills are the qualifications that make me a strong candidate for Tennessee’s state delegate position within the NASP organization. Not only have I served as a leader within the state organization for many years, but I have also had the opportunity to work in many roles as a school psychologist (associate professor, private practitioner and school psychologist). In my professional pursuits, I had the wonderful opportunity to see the potential of what a small group of hard-working individuals working toward the same goal could accomplish. I consider myself lucky to have served my fellow colleagues in this capacity.

Tennessee has many interesting issues facing school psychologists; credentialing, faltering graduate programs and the lack of consistent and influential leadership. First, there is the need for individual districts and the state to recognize the excellent skill set persons holding the national credential bring to their jobs and reinforce that level of professionalism. I believe my previous leadership capacity in TASP will prove beneficial in gaining state-supported stipends in recognition of persons holding NCSP status. A second major issue is the demise of promising graduate programs within the state, resulting in fewer “home grown” psychologists who will learn and work in Tennessee. Having been an educator for several years, I believe I bring a unique perspective to the training issue and have many connections in the programs remaining. Finally, the lack of consistent and influential leadership has truly bled our members, as many turn away from this role out of tireless efforts that have gone on too long. Leading by example is a strong way to encourage future leaders, which is my greatest desire.

Carol Booth-Texas

I believe that my professional history in the areas of practice, training, and service reflect my knowledge and skills to serve as the NASP delegate from Texas. I have been a NASP member for more than twenty-five years and actively promoted school psychology in Texas. I have a broad range of applied experiences spanning more than thirty years in settings which include public school practice and alternative settings for school psychologists. My experience ranges from early intervention for children with disabilities from birth to three years of age; facilitating transition from in-patient pediatric settings for children with chronic illnesses, burns, and orthopedic disabilities; serving as the school liaison for children seen in medical settings for Attention Deficit Hyperactivity Disorder; and serving as a school psychologist and/or administrator for children with social and emotional disorders and autism.

My service to the profession includes serving as an Oral Examiner in School Psychology for the Texas Board of Examiners of Psychologists; as a member of the Texas Constitutional Assembly for creation of the Texas Association of School Psychologists (TASP); and being elected to positions on the TASP Board as regional representative, treasurer, and president;. In addition, I have been an active team member in the creation and implementation of statewide initiatives from the Texas Education Agency in such projects as TBSI and TxCEDS.

I believe that the most pressing issues facing school psychology in Texas rest in the personnel domain: increasing diversity in the profession, replacement of retirees in the profession, and enhancing the value of school psychology for all children in our schools. One unique area of strength for me is my most recent experiences during the past six years in development and implementation of academic and behavior RtI in the Galena Park schools.

Elizabeth “Libby”-Kelley Rhoades--Texas

Upon coming to Texas 6 years ago, I found that I had moved to a state which neither recognizes me as a school psychologist nor allows me to use my NCSP credential. This is one of the most pressing issues for school psychology in Texas. In addition, Texas Licensed Specialists in School Psychology face additional stressors in the way many districts have divided responsibilities that traditionally have been fulfilled by school psychologists. Educational Diagnosticians, Behavior Specialists, Special Ed Counselors and others provide many of these services. Due to licensing requirements and this division of labor, many school psychologists have not been able to participate in pre-referral and Response to Intervention (RTI) activities for which they are well-trained.

I have been a school psychologist for over 20 years and I have worked in the public schools in North Carolina, South Carolina, West Virginia and Texas. In addition, I have worked as a trainer of school psychologists and a graduate program director. I have Masters and Specialist degrees in School Psychology from Winthrop University and a PhD from the University of North Carolina at Chapel Hill. I am on the Executive Board of the Texas Association of School Psychologists (TASP).

I hope to work in cooperation with NASP and TASP to help Texas become a place that recognizes school psychologists as the well-trained mental health professionals that we are and to expand the variety of roles we may serve in the public schools. In addition, I hope to help inform NASP members from other states about our experience under the TSBEP. Proponents of APA’s proposed Model Licensure Act (MLA) often cite Texas as a positive example of the changes they support. I would like to help our fellow school psychologists see what it is like to work under such as a system.

Louise Vojtisek, NCSP--Vermont

In addition to 30 years as a practicing school psychologist, I have completed one term as NASP delegate from Vermont and believe I am a stronger candidate for the position because of this experience. The learning curve has been steep and I have gained a lot of knowledge pertaining to NASP’s organizational structure, the resources NASP makes available to practioners, and tools to advocate for our profession both locally and nationally. Continued, but pressing issues in Vermont are the lack of a school psychology training program within the state and consequently, a lack of consensus about the most appropriate ways to provide educational psychology and mental health consultation within school settings. This is critical in order to make the best use of the limited staffing resources we have, and requires collaboration with leadership at the Vermont Department of Education. Because of the particular characteristics of our state, I believe I bring a unique perspective to the Delegate Assembly both in regard to the practice of school psychology in rural settings, and toward initiatives that define and expand the profession through advocacy work with state level decision makers.

Fred Provenzano-- Washington

I have been pleased to serve you as delegate for the past two years, and look forward to serving you and representing Washington for a second term. This year actually marks my 25^th year in WSASP and NASP leadership. In WSASP, I have served as area representative, Ethics Chair, and President. In NASP, I was state delegate from 1990 to 1994, National Convention Chair, Program Manager for Professional Development, and Leadership Development Chair. Currently, along with serving as state delegate, I represent the thirteen Western states on the NASP Executive Council as one of two Western region delegate representatives. I am also the Western regional representative to the NASP Ethics Committee.

My first term has been a busy one, with the primary issues of the APA’s looming Model Licensure Act (MLA) the uncertainty around the adoption of RTI, and the economic crisis that has impacted school district budgets and staffing as well as NASP’s budget. The MLA is still an unresolved issue, and is scheduled to be adopted by APA in January. If adopted without an exemption for school psychologists, it could result in a move to change our state’s licensing law to disallow anyone without a Ph.D. to use the title “school psychologist.” I am prepared to work with our state leadership and with all of you to insure that this change is not adopted by our state legislature. We also need to protect the role of school psychologists from within, by practicing according to the highest ethics and standards of our profession. This includes exploring and researching new methods of service, without abandoning our reliable and proven services. In doing so, we demonstrate our worth to our student clients and our school community. Incidentally, this is our best way to preserve our positions in this uncertain economy.

Fred Krieg-West Virginia

I have served the state of West Virginia for over 30 years as a practioner and trainer. I have served at the state level and as West Virginia’s delegate to NASP for 8 years and served on the executive committee for two years. I have been active in NASP’s Mental Health Task Force and co-authored their Medicare Study. I have participated in NASP’s Regional and National efforts at many different levels.

The most pressing issue in West Virginia is the implementation of the Response to Intervention Model and the role that school psychologists will play in the execution of that model within the public school system. As an original member of the pilot project, I have worked actively and with great passion to preserve and extend the importance of a Comprehensive Psycho-educational Evaluation in the RTI process. NASP is a leader in the nation in developing the RTI model, and as delegate I will continue my efforts to balance the strengths of this model while attempting to address its challenges.

MLA is not an issue in West Virginia since we fully license psychologists at the Masters level. However, as a delegate to the assembly, I will work with great fervor to help resolve our issues with APA to reach resolution of the role of school psychology in the profession of psychology.

A major issue being addressed within both West Virginia and nationally is how best to supervise and provide the best possible continuing professional development for school psychologists. As your delegate, this aspect of our professional responsibilities will be an issue that I will bring to the Delegate Assembly for guidance and policy that best serves the profession.