SCHOOL PSYCHOLOGICAL SERVICES
School psychological services differ from other psychological services in that
they bring psychological knowledge, skills and techniques to bear on problems
presented by the school as a total, unique place in which people live and work,
and on problems of people in the school.
The school psychology
staff serves individual children and groups of children through advocacy, assessment,
program development and direct intervention. It is a primary function
of the school psychologist to ensure that children receive a free appropriate
public education in the least restrictive environment; it is the goal of school
psychologists that all students make the
most of their educational experience, including students with advanced skills,
students with disabilities, and students that underachieve.
The school psychology
staff also makes an important contribution through their impact on classroom
teachers and the administration through consultation and instruction.
The school psychology staff assists the school personnel to give more effective
service by providing help on specific problems, by broadening their understanding
of the psychological forces with which they deal, through the administration
of special education services, and by guiding school personnel through the state
and federal regulations surrounding special education.
I.
Services to Students:
A. Provide direct interventions such as the creation and implementation
of
behavior modification plans, short-term counseling to students and parents on
matters related to students’ learning and/or social/emotional adjustments.
B. Assist with immediate crisis intervention through direct interaction
with the
student, or through referral to an outside crisis intervention team.
C. Assist with school, class or district reaction to crisis situations.
D. Supervise and conduct assessments to measure a student’s aptitude,
achievement or other constructs to determine educational needs or eligibility
for special education. This would include the supervision of special education
teachers in the proper selection and administration of assessment procedures.
The assessment includes but is not limited to:
1. Collection of medical, developmental, family and educational
histories through interviews, file reviews and reviewing reports from outside
agencies or previous evaluations.
2. Observation in the classroom.
3. Selection of appropriate instruments and procedures, accounting for
cultural/racial/ethnic background, educational disadvantage,
environmental deprivation, primary language of the home, language
proficiency of the student, motor/sensory/communication problems,
and the validity and reliability of the tests.
4. Administration of, in conjunction with members of the
multidisciplinary evaluation team, appropriate assessments including
but not limited to cognitive, adaptive behavior, academic,
social/emotional/behavioral, speech/language/communication,
sensory/perceptual/motor assessments.
5. Interpretation of assessments accounting for cultural/racial/ethnic
background, educational disadvantage, environmental deprivation,
primary language of the home, language of proficiency of the student,
and sensory/motor/communication problems.
6. Refer to appropriate outside agencies for additional evaluations,
providing the agency with a thorough and meaningful summary of
why the referral is necessary.
7. Reporting assessment findings in a format including reason for
referral, background information, consideration in selecting
instruments/procedures/interpretation of results, summary, statem ent
of eligibility and recommendations. The report should include test
scores in standardized terms. The results will be interpreted in a
narrative format using language that can be understood by the general public.
II.
Services to School Personnel
A. Instruct teachers regarding their involvement in the referral
process,
process procedures, and special education procedures.
B. Instruct teachers on state and federal laws concerning confidentiality
of records and special education information.
C. Assist general and special education teachers in the use of appropriate
interventions for working with children that exhibit grossly inappropriate
behaviors or below grade level academic skills; suggest strategies, techniques,
and methods for individual programs.
D. Provide inservice instruction to general education staff in areas pertaining
to
special education issues, classroom management, and specialized techniques.
E. Work with the school counselors in providing appropriate support
to staff and
students in need of counseling services.
F. Serve as consultant to all summer and ESY programs.
G. Act a liaison to outside agencies such as clinics, mental health
centers, or
government offices.
III.
Administrative Responsibilities
A. Keep informed on all legal requirements and regulations dealing
with
special education; be a specialist on IDEA.
B. Implement district policies and guidelines relating to special
education.
C. Create and maintain special education documentation including
MET/MDC
meeting reports, parental consent for evaluation, prior written notice,
eligibility statements, release of information, medical certifications of special
education disabilities, parent contact, report reviews/IEP reviews of
documentation from sending school districts, student termination, student
transfers, and manifestation hearing conference reports.
D. Maintain confidentiality of psychoeducational records.
E. Assist in updating special education forms.
F. Monitor the use of district forms according to state and federal
laws
and regulations; monitor files for compliance, completion and accuracy;
monitor yearly paperwork.
G. Convene, moderate and serve on the multidisciplinary evaluation
teams
(MET), which includes providing staff with notice of the meetings and
maintaining documentation of the team discussion and decisions. Participate
in the eligibility determination of all students assessed by the MET.
H. Serve as the district representative at IEP conferences, authorized
to commit
district resources to the provision of special education services; assist in
the
creation of IEPs.
I. Assist in developing new special education programs.
J. Evaluate programs for effectiveness; assist in making program
modifications
and program changes.
K. Participate in the evaluation of special education teachers,
speech therapists,
related service providers and aides.
L. Assist principals in identifying program and personnel deficiencies
and make
recommendations as appropriate.
M. Upon request, participate in the selection of special education and
psychological staff.
N. Make recommendations to the Director of Special Services regarding
the
needs of schools and special education staff with respect to equipment,
supplies, programs, curriculum and personnel.
O. Maintain professional growth. Participate in professional organizations,
on
site visitations, research, independent study, workshops, seminars and
conventions.
P. Attend weekly school psychology staff meetings.
Q. Receive all referrals from Child Study Teams and determine the
appropriateness and completeness of the referral.
R. Maintain effective communication with school personnel, students, parents
and the community.
IV. Other duties as assigned by Superintendent and/or Special Education Director