Mini-Grant for Currently Practicing School Psychologists & School Psychology Graduate Students

I.  Purpose of Mini-Grant Awards

The purpose of this mini-grant is to provide financial assistance to practicing school psychologists or faculty to effectively carry out the profession of school psychology, or to school psychology graduate students in order for them to further enhance their knowledge, skills, and/or awareness of topics pertinent to the practice of school psychology.

II.  Eligibility
Members of ASPP who are currently practicing school psychologists, faculty, or school psychology graduate students in an approved school psychology graduate program in Pennsylvania.

III.  Expenses
Grant money may be used to enhance school psychology practice aligned with the NASP Practice Model for School Psychologists, including the following activities:

  • Workshops-best practice trainings, parent trainings, speakers, etc.

  • Consultation/Coaching – indirect services to teachers, classrooms, schools, or organizations

  • Materials-test kits, protocols, reinforcement supplies for students, etc.

  • Policy work-attending legislative/policy workshops, etc.

  • Awareness of the profession-School Psychology Awareness Week activities, outreach to other relevant fields/audiences

  • Other-justify how purchase allows you to carry out or enhance the role of school psychologists in Pennsylvania

  • NOTE: Preference will be given to proposals that demonstrate an impact on the recipient’s organization, program, and/or the field of school psychology (see rubric).

IV.  Size of Mini-Grant
Applicants can apply for awards ranging in amount from $100-$500.  ASPP will award a maximum of $1500 to applicants annually.  The decision to award funds is at the discretion of the ASPP Executive Board and/or proposal review committee members.  ASPP reserves the right to allocate a partial amount of the funds requested. If funds are spent in a manner other than what is outlined in the proposal, award recipients may be asked to reimburse ASPP or provide further justification of expenditures. 

V.  Application
Applications must include the following information:

  • Contact information, including name, organizational affiliation, email address, physical address, and phone number

  • Title or name of project 

  • Written confirmation of the applicant’s ASPP membership

  • Written confirmation that the applicant practices or attends graduate school in Pennsylvania, noting whether the applicant is a student, faculty member, or practicing school psychologist.

  • Brief (500-1000 words maximum) summary of need for the mini-grant, including rationale of the need for funds to meet one of the needs listed in Section III, implications for the field of school psychology, and list of intended expenses. Please note that travel expenses should not exceed 50% of the proposed budget.

  • Brief timeline for grant-funded activities, noting the anticipated date that ASPP will receive a summary of grant activities (see below)

VI.   Evaluation Criteria
All applications for grant money will be evaluated by each member of the ASPP Review Committee, according to the Mini-Grant Evaluation Rubric

VII. Submission Instructions and Notification of Mini-Grant
Requests for grant money are reviewed during two periods per year, in September and January.    Applications can be submitted by clicking on the Submit an Application link on this webpage.  Committee decisions will be communicated to the applicant within 3 weeks of the closing of the corresponding review period.

VIII. Follow-up

Within 60 days of spending the funds from this mini-grant, the recipient must submit a brief summary (500 words maximum) of how the funds were spent and the impact on the recipient’s organization, program, and/or the field of school psychology.  The recipient may be asked to submit a brief summary of how funding was utilized to meet the purpose of this mini-grant (i.e., to enhance the field of school psychology, etc.) to be featured in the ASPP InSight publication.

Submission Deadlines

September 2018

January 2019

Previous Recipients

Winter 2017

Lauren Ramirez - disproportionality in the distribution of acknowledgements (tickets) handed out as part of PBIS - funding $100

 Victoria Buser - writing CBM norms for college students - funding $350

Megan Runion - trauma training materials for school psychologists to use with pre-service and in-service teachers -- funding $150

Lyndsie Hall - team-based vs. individual teacher feedback study - funding $150