For both of them, collecting data on students, conducting fair and equitable academic assessments, and collaborating with staff to meet a student’s unique learning needs are a core part of their job. A typical day for a school psychologist, Dr. Vlantis said, involves meeting with case managers, social workers, and school staff to talk about student learning plans and using a variety of testing tools to assess individual students on where they are in their learning.
“We have to tell a story for each student… We’re doing academic record reviews and behavioral record reviews. We’re interviewing teachers, we’re interviewing the students. We’re doing observations, we’re doing assessments,” Dr. Farrow said.
“I haven’t met anybody else in a school who is trained in assessments like we are, other than like a speech pathologist or an occupational therapist, but that’s more niche. Whereas, we do cognitive, we do academic, we do social-emotional, we do daily life skills,” Dr. Vlantis said.
Another major responsibility of school psychologists is meeting with parents to discuss their student’s learning needs and how the parents can support them. Both Farrow and Vlantis emphasized the importance of making sure the data and proposed solutions they present are accessible and culturally relevant.
“It is so important that the information we give and the assessments we use are culturally valid and reliable,” Dr. Farrow said.
“For my own practice, the most important thing is, when we’re reporting out at meetings, we’re making sure that the parents leave with an understanding of what just happened and what their student needs and how they can accomplish that,” Dr. Vlantis said.
To learn more about what tools and standards Noble’s school psychologists use in their work, you can check out the National Association of School Psychologists’ website. Noble’s school psychs follow the guidelines and recommended practices laid out by NASP.