The Excellence in School Psychological Services (ESPS) Recognition Program recognizes school districts throughout the country that are working to implement the NASP Model for Comprehensive and Integrated School Psychological Services (the NASP Practice Model). The NASP Practice Model has two major parts: 10 Domains of Practice and 6 Organizational Principles. The ESPS recognition program focuses primarily on the 6 Organizational Principles defined in the model as critical to enabling school psychologists to practice their comprehensive role across all 10 domains. The program offers five levels of recognition: No Recognition, Emerging, Promising, Proficient, and Exemplary.

The goals of the recognition program are to:

• highlight the efforts of districts that clearly understand the value school psychologists bring to improving outcomes for students and schools, and that are committed to creating the contexts and infrastructure within which school psychologists can be most effective;
• provide a continuous improvement framework and incentives for working toward full implementation of the NASP Practice Model over time; and
• empower school psychologists to improve services to students, families, and schools.

The NASP Practice Model Recognition program is a wonderful way to highlight the scope and breadth of work that my staff is doing to support the needs of students.  Highlighting the award and the district's recognition gives me another opportunity to share with stakeholders the need for school psychological services.

Value of the ESPS Recognition Program

ESPS recognition contributes to improved outcomes for students and schools and reinforces dedication to excellence and hard work of staff. The application process also serves as a tool for quantifying accomplishment while at the same time helping to guide continued improvement efforts over time.

Specifically, participation in the ESPS Recognition Program offers a range of benefits, including:

• a structured self-evaluation tool, with objective feedback provided by peers;
• a method to engage in internal discussion and share the organizational principles with district administrators;
• a mechanism to raise the profile of school psychologists in the district;
• a tool to advocate for more effective organizational structures and supports, and a comprehensive range of services;
• incentive benefits related to professional development;
• formal and public recognition that can be shared in the community and with other stakeholders; and
• additional incentives and benefits for the districts that participate and earn levels of recognition.