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Oct. 21-23

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Social Justice Task Force Resources

WSASP has identified and compiled these resources through the work of school psychologists across the state of Washington.  These come from a variety of sources and are intended to help schools and families engage in constructive dialogue about social justice issues in the hopes that we can work together to shift the conversation from hate and violence toward understanding and respect. We will be adding to these resources over time.


Student Level

Black History Month Resources Guide for Educators and Families

Author(s): Various

Tags: General Equity and Justice Information, Inclusion, District Level, School Level, Student Level, Article, List of Resources

Description: Resources from the Center for Racial Justice in Education focused on Black History Month in schools, with resources specific to the intersection of race and gender, ethnicity, sexual orientation, and gender-identity.


Demystifying Social Justice for School Psychologists

Author(s): Celeste M. Malone & Sherrie L. Proctor

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: Recognition and acknowledgement of cultural variables are cornerstones of ethical school psychology practice (National Association of School Psychologists [NASP], 2010b). School psychologists are expected to possess knowledge about diversity factors and how they impact students and have the skills to effectively serve children and families of all backgrounds (NASP, 2010a). Moreover, school psychologists have an ethical responsibility to be advocates and work toward creating school climates conducive to the success of all students (NASP, 2010b). However, there are students who, by virtue of their group membership and identities, have less social power and are more likely to encounter systemic barriers to educational success (Ratts & Greenleaf, 2018). To adequately support students from these historically marginalized groups, school psychologists must engage in culturally competent school psychology practice while simultaneously using a social justice framework to challenge the institutional and systemic barriers that may prevent these students from reaching their full potential (Singh, 2010).


Do Early Educators’ Implicit Biases Regarding Sex and Race Relate to Behavior Expectations and Recommendations of Preschool Expulsions and Suspensions?

Author(s): Walter S. Gilliam, PhD Angela N. Maupin, PhD Chin R. Reyes, PhD Maria Accavitti, BS Frederick Shic, PhD

Tags: Disciplinary Practices, District Level, School Level, Student Level, Article, Preschool, Suspension and Expulsion, Implicit Bias

Description: Research that investigates the impact of implicit bias in preschool behavior expectations and disciplinary practices.


Implicit Bias - A foundation for School Psychologists

Author(s): NASP

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: Despite our training as education and mental health professionals, like others with whom we serve, school psychologists are shaped by our personal experiences and interactions with the world around us, which makes us vulnerable to implicit bias. School psychologists have a professional responsibility to ensure that all students receive an equitable and just education that not only prepares them for academic success but also places them in a position to make meaningful contributions to society (NASP, 2013). Although we have a moral and ethical obligation to operate without bias and prejudice, implicit bias is arguably one of the most significant challenges facing our profession as it influences the educational outcomes of an increasingly diverse student body.


Interpretation Tips Cards for Families

Author(s): WA State Governor's Office of the Education Ombuds (OEO)

Tags: English Language Learners and Family Collaboration, District Level, School Level, Student Level, Website, List of Resources

Description: At the bottom of the page are links to the tips cards referenced in the handout for educators. The tips cards are translated into 8+ different languages and are meant to be given to parents.


Intersectionality and School Psychology - Implications for Practice

Author(s): NASP

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: This article was written in reference to the recently released National Association of School Psychologists (2017) infographic, Understanding Intersectionality. The article explores how intersectionality can be used as a lens to aid in school psychologists' understanding of their own intersecting identities as well as those of the students they serve, particularly in relation to how the intersection of identities interact with privilege or oppression. The article briefly reviews research on Black girls' disproportionate representation in school-based discipline to illustrate how the intersection of gender and race can interact with school-based disciplinary systems, resulting in inequitable outcomes for Black girls. The article concludes with recommendations for how school psychologists can use intersectionality as a practice lens to encourage social justice for those students whose chances of experiencing marginalization and discrimination are increased based on their identities.


Map of Native/Indigenous land and language

Author(s): Native Land Digital, Website

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: This interactive map shows Indigenous territories, treaties, and languages across the world in a way that goes beyond colonial ways of thinking in order to better represent how Indigenous people want to see themselves.


NASP’s Effective Service Delivery for Indigenous Children, Youth, Families, and Communities 

Authors: NASP

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: This document outlines NASP’s Indigenous Framework for effective and culturally responsible service delivery for Indigenous Youth. 


NASP's Self-Assessment Checklist

Author(s): NASP, Tawara D. Goode, - Georgetown University Center for Child and Human Development-University Center for Excellence in Developmental Disabilities Education, Research & Service. Adapted from - Promoting Cultural Competence and Cultural Diversity in Early Intervention and Early Childhood Settings - June 1989. Revised 1993, 1996, 1999, 2000 and 2002.

Tags: General Psychological Practices, Student Level, Website, Culturally Responsive Practices, Checklist, Diversity

Description: "This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values and practices that foster such an environment." -NASP


Preventing Disproportionality: A Framework for Culturally Responsive Assessment

Author(s): NASP - By Amanda L. Sullivan

Tags: Assessment, District Level, School Level, Student Level

Description: School psychologists can contribute to the reduction of this ongoing phenomenon of disproportionality by ensuring that their own practices are sound. Given the increasing diversity of our nation’s schools, it is inevitable that practitioners will encounter students and families with backgrounds and experiences drastically different from their own. As such, the cultivation of knowledge, skills, and dispositions conducive to effectively serving diverse populations is essential to ensuring that our professional practices remain relevant and beneficial to the communities we serve.


Speak Up At School- How to Respond to Everyday Prejudice, Bias, and Stereotypes

Author(s): Teaching Tolerance Publication

Tags: General Equity and Justice Information, School Level, Student Level, Booklet

Description: This resource serves as a guide for educators when encountering individuals in their school (student, colleague, parent) who use biased language. Could be help helpful for beginners to intermediate who are unsure as to how to respond in these situations


Testing and Assessment with Persons and Communities of Color

Author(s): Council of National Psychological Associations for the Advancement of Ethnic Minority Interests

Tags: Assessment, Foundational, District Level, School Level, Student Level, Booklet

Description: The monograph on testing and assessment among racial/ethnic minorities is the fourth in a series of monographs published by the Council of National Psychological Associations for the Advancement of Ethnic Minority Interests (CNPAAEMI) to address diversity issues pertaining to core activities undertaken by psychologists in service of the major racial/ethnic minority populations in the United States.


Understanding Race and Privilege

Author(s): NASP

Tags: General Equity and Justice Information, District Level, School Level, Student Level

Description: This document is part of a series of resources developed by the National Association of School Psychologists (NASP) in response to recent acts of racial violence and the increasingly uncivil discourse occurring across our country. It is important for school psychologists and other educators to understand the historical and contemporary conditions that have resulted in many of these violent acts, as well as others’ reactions (including violence) to these events. NASP seeks to help schools and families engage in constructive dialogue about privilege, prejudice, power, and the ways that all of us can work together to shift the conversation from hate and violence toward understanding and respect to ultimately bring about positive change and unity to our communities.


What the Words Say: Many kids struggle with reading - and children of color are far less likely to get the help they need

Author(s): AMP Reports

Tags: Reading Instruction, Student Level, Article

Description: This article outlines the negative impact of balanced literacy instructional practices, and how students of color are particularly disadvantaged when students aren't explicitly taught how to read. This leads to issues of properly identifying students with learning disabilities.






Washington State Association of School Psychologists
816 W. Francis Ave #214
Spokane, WA 99205
contact@wsasp.org
509-724-1587

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