2024-2025 ISPA Legislative Agenda

• the rights of all children, youth and their families for mental  health development and optimal educational attainment
• the highest standards for competent and ethical school psychological services: model standards of training/ credential in, service and practice
• the advancement of the profession of school psychology
• the maintenance of an organizational structure that assumes a sound, dynamic and member responsive organization

All children and youth need access to learning, behavior, and mental health support so they can thrive in school, at home, and throughout life. ISPA is committed to supporting the educational, social-emotional, and mental health needs of all students by advancing policies that provide adequate and equitable access to school psychologists through culturally responsive, comprehensive school psychological services aligned with the National Association of School Psychologists (NASP) Practice Model. The NASP Practice Model promotes the following: (a) foster positive, safe, affirming, welcoming, and inclusive environments for students, staff, and families; and (b) ensure a full continuum of evidence-based supports to meet the comprehensive needs of students. ISPA affirms that all students are entitled to, and require, a comprehensive and well-rounded education that affirms and validates the diversity of their cultural and individual differences, fosters resilience, and facilitates well-being and positive academic and mental health outcomes. It is imperative that every policy, procedure, system, and structure in Illinois is grounded in equity in access, opportunity, and outcomes to effectively serve all students.

For 2024-2025, ISPA promotes legislation for advancing these priorities:

1. REMEDY SHORTAGES IN THE FIELD OF SCHOOL PSYCHOLOGY
   
   NASP recommends a ratio of 1 psychologist for every 500 students. Across Illinois, the ratio from the 22-23 school year was 1:999 and considered by NASP to be worsening. Data from ISBE indicates IL is running a deficit of 135-140 open and unfilled school psychologist positions across the state. The nine school psychologist training programs in IL produce about 100 graduates yearly. This rate will not close the gap of open/unfilled or even add services to districts trying to increase their school psychologist FTE. We encourage the passing of HB 5492 which addresses strategies to recruit and retain related service providers across Illinois.  We also encourage the passing of HB 5389 and 5391 to direct state monies for hiring of additional school psychology faculty members.
   
   Additionally, ISPA recommends fixing the Tier 2 pension system in Illinois. In 2010, Illinois legislators created a “Tier 2” of lower pension benefits in an attempt to fix the state’s financial problems by cutting benefits for public workers like teachers, firefighters, nurses and many more. Tier 2 made a variety of cuts and changes to public employee pension benefits as compared to Tier 1. These changes vary based on the pension plan, but generally include: Higher retirement ages and longer terms of service required to receive a full pension benefit. Lower cost of living adjustments for retirees. The creation of a maximum pensionable salary cap. Longer time periods used to calculate the final average salary for pension benefits. This would mean that psychologists hired after the Tier 2 pension implementation have reduced benefits from their colleagues hired before that time.
   
   
   
2. ENCOURAGE ILLINOIS TO ADOPT THE NASP PRACTICE MODEL
   
   Ensure, via supporting legislation, that school psychologists are explicitly recognized and protected as qualified providers of mental and behavioral health in statutes and regulations related to school-based mental health services. Also by recognizing that school psychologists are uniquely qualified specialized instructional support personnel (SISP) who are members of school teams that support students’ ability to learn and teachers’ ability to teach,making sure to protect the title of school psychologist. We support legislation which acknowledges that school psychologists receive specialized advanced graduate preparation that includes coursework and field experiences relevant to both psychology and education.
   
   ISPA advocates for the adoption of the NASP Practice Model as the framework for the practice of school psychology in Illinois. Adoption of the NASP Practice Model builds the capacity of schools/districts to fully utilize the broad range of school psychologists' knowledge and skills, often an underutilized resource in many Illinois schools. School psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. School psychologists support children, youth, families, and schools through the identification of appropriate evidence-based educational and mental and behavioral health services for all children and youth; implementation of professional practices that are data driven and culturally responsive; delivery of a continuum of services for children, youth, families, and schools from prevention to intervention and evaluation; and advocacy for the value of school psychological services.
   
   
   
3. PROTECT RIGHTS OF ALL CHILDREN REGARDLESS OF RACE, NATIONALITY, GENDER EXPRESSION, RELIGION, NATURALIZATION STATUS OR SEXUAL IDENTITY
   
   ISPA advocates for the educational equity and rights of all students and opposes legislation and policies that discriminate against students, their parents/guardians, and educators based on gender identity. In alignment with their professional ethics and standards of practice, school psychologists remain steadfast in ensuring that schools remain a welcoming environment for all students and their families and that discriminatory practices which alienate students based on race, religion, gender, sexual identity, and any other factor not be tolerated The LGBTQ+ population remains one of the most marginalized groups of students and is at increased risk for suicidal ideation and other negative outcomes.. Furthermore, ISPA supports policies and practices that are aimed at decreasing racism and discrimination of any kind, particularly those which affect children and youth in schools. ISPA supports fair and equitable services to immigrant and refugee youth and families.

Prepared by,

ISPA Governmental Affairs Chairs
Don Sibley, Brenda Huber, Carrie Emrikson