Psychology

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)