| Supervisor: |
This program falls under the
general supervision of the superintendent |
| Purpose: |
To promote
educationally and psychologically healthy environments for all
students by implementing effective research based interventions and
programs that identify problems and promote optimal learning. Based
on the federal mandate of No Child Left Behind, this can be
accomplished through advocacy, training, and ongoing program
evaluation. |
| Goals: |
- To participate as a team member to help
identify children with special needs.
- To participate as a team member to help
facilitate development of specific interventions or programs
designed to meet student needs.
- To uphold ethical standards and professional
conduct in day to day activities.
- To provide high quality services through best
practice initiatives.
- To ensure that practices exist which result in
positive practice communication with parents, community members,
students, and school personnel.
|
Strategies toward achieving goals:
- To complete psychological assessment, classroom
observation, consultation, and other assessment procedures which
will help to facilitate the identification of student needs for the
Evaluation Team.
- To provide interpretation of assessment results
that affect learning and/or behavior. To help integrate and
interpret all assessment information related to the child's
learning. Conduct and monitor intervention prescribed for the
student.
- To uphold the ethical code provided by the
National Association of School Psychologists. To provide services
that address child advocacy, confidentiality, professional
competence, and respect for all persons. To be evaluated annually
to assess professional competence.
- To attend professional in-service and
training activities. To stay abreast of current research, trends,
and developments in the field in order to provide the best services
to students.
- To attend Evaluation Team meetings to interpret
assessment procedures and provide appropriate consultation to
facilitate the understanding of results. To attend professional
development activities which build understanding and use best
practices in communicative strategies. To maintain a formal system
of communication with other service providers or agencies on behalf
of students.
|
| Deliverables: |
School psychology
encompasses the deliver of varied services. Assessment of children
with suspected special needs is the primary role of the program. In
this endeavor, the school psychologist utilizes skills which
include norm-referenced testing, criterion-referenced testing,
curriculum based assessment, function based assessment,
intervention, record review, observation, consultation, interviews,
and synthesis and analysis of new and existing data.
Interpretation, recommendations, and/or diagnosis follow this
assessment process. This assessment process helps to facilitate the
development of an individualized education program. Information
from outside referral agencies may have an impact on the
educational program. The individualized education program, which
contains individual goals and strategies, must be monitored. |
| Legislative Mandates: |
3301-51-01--3301-51-09
Section 504 of the Americans with Disabilities Act (ADA)
PL 93-380
PL 94-142 Education of Handicapped Children Act
Individuals w/Disabilities Education Act (IDEA)
Elementary and Secondary Education Act- No Child Left Behind Act
(2002) |
