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School Psychology

CONTACT : Lynn K. Makor MA, CAGS, Consultant

School psychology is a field that blends the research and practice of psychology and education in order to help children and adolescents academically, emotionally, behaviorally, and socially. The School Psychology Program provides information and technical assistance regarding school psychology practice in North Carolina schools. This website serves as a resource for school psychologists currently practicing in N.C. as well as those seeking information to become N.C. school psychologists. In addition, information regarding professional development, employment, and answers to frequently asked questions may be found here. For more information regarding the practice of School Psychology in North Carolina, please consult the North Carolina Professional School Psychology Standards.

Useful Resources for School Psychology Practice in North Carolina

North Carolina Professional School Psychology Standards

Professional Development

This link provides information for school psychologists about upcoming conferences and professional organizations that are important to school psychologists

Becoming a School Psychologist in North Carolina

This link provides information on: training required to become a school psychologist in NC, training programs in NC, licensure and certification and employment.

Training for School Psychologists in the Assessment of students with Traumatic Brain Injury
This link provides information on definitions, policies, professional development and resources associated with TBI.

Lending Library
In the fall of 2010, a Lending Library will be established for school psychologists across the state of North Carolina. This link provides information about current selection, check-out and return policies and requests for additions.


In North Carolina, RtI is Responsiveness to Instruction and is a 4-Tiered system. PBIS is Positive Behavior Intervention and Support. RtI and PBIS are processes by which students respond to specific research-based interventions that are closely monitored in order to determine appropriate use of instructional and behavioral strategies. Its use has become more prevalent with changes in IDEA that de-emphasize the discrepancy model for learning disabilities and promote a model that takes into account scientifically-based interventions and individual progress. For more information on the RtI model in North Carolina, please go to this link which provides information about RtI in North Carolina as well as other relevant information. For more information about PBIS, please go here.

Additional Resources

Curriculum-Based Measurement:

Curriculum-based measurement (CBM) is a process of standardized testing by which teachers assess students’ progress in certain specific academic areas as different instructional techniques are implemented. It can be used as a technique for monitoring response to intervention. For more information on CBM, access the following links:


As the RTI model becomes more widespread within the field, the importance of accessing interventions becomes more important to the school psychologist and the students they serve. The following websites provide intervention ideas:

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