Green Hills Area Education Agency Certified Job Description. Meet Iowa Standards of Current License as School Psychologist

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1 Green Hills Area Educatin Agency Certified Jb Descriptin Psitin Title: Assignment Level: Direct Supervisr: Qualificatins: General Respnsibilities: Schl Psychlgist Certified Prfessinal Reginal Administratr, Assciate Administratr Meet Iwa Standards f Current License as Schl Psychlgist Essential Functins: Functin as an AEA Schl Psychlgist perfrming cre respnsibilities as listed in the March 2010 dcument Green Hills AEA Special Educatin Representative Cre Respnsibilities. 1. Administer, mdel, and interpret individual and systemic assessments. 2. Supprt, assist with, and engage in Child Find activities. 3. Engage in cnsultatin and cllabratin with LEA, AEA, parent, medical, and cmmunity agencies. 4. Supprt the develpment f cmpliant and quality IEPs. 5. Engage in interventin activities. 6. All services perfrmed in accrdance with the established plicies, prcedures, and philsphies f the Green Hills Area Educatin Agency, the rules and regulatins f the Iwa State Department f Educatin including the Iwa Teaching Standards with AEA criteria, and Cde f Ethics specific t the discipline f schl psychlgy. 7. Assist the Green Hills AEA Administratin in any matter that may cmmand pririty and bring t their attentin issues f cncern regarding special educatin services and prgrams t increase efficiency and effectiveness. 8. Regular attendance as required. Nn-Essential Functins: Assume a rle in the cmmunity t rganize r participate in activities designed t fster a greater understanding f children with special needs.

2 2 Specific Respnsibilities: Essential Functins: Schl psychlgists cllabrate with prfessinals in ther disciplines (e.g. teachers, mental health specialists, DHS persnnel, ther AEA prfessinals) t imprve student success. 1. Prvide assistance in identifying learners having academic/scialemtinal/behaviral/develpmental difficulties that culd lead t schl failure. 2. Prvide direct cnsultatin, caching, and mdeling f instructinal techniques and teaching strategies t AEA and LEA staff cncerning student behavirs, curriculum develpment/adjustment, student learning style, adptin f methds and materials. 3. Arrange, plan, and deliver apprpriate agency apprved activities, including prfessinal develpment, as directed by the Reginal Administratr. 4. Cnduct intellectual assessments fr educatinally relevant purpses as utlined in the Green Hills AEA Cnsideratins fr Use f Cgnitive Assessments dated August Implement and/r serve as a liaisn fr services t learners such as, but nt limited t individual/grup cunseling, crisis interventin, behavir management strategies, hme visits, and referrals t cmmunity agencies, determined by the individual s prfessinal judgment. 6. Participate in cntinuing prfessinal develpment activities t enhance prfessinal knwledge and skills. Nn-Essential Functins: 1. Cnduct cunseling activities fr educatinally relevant purpses as utlined in the Green Hills AEA Cnsideratins fr Use f Cunseling dated March Use research in schl practice by (a) reading research literature, (b) distributing and synthesizing research findings, and (c) cnducting actin research related t applied prblems.

3 3 Physical Requirements: Ability t travel. Prvisins f Emplyment: Cnditins f Emplyment: The perid f emplyment shall be fr the number f days as specified by the adpted calendar with an understanding that additinal days may be negtiated as determined by need. The schl psychlgist shall be under cntract with the Green Hills Area Educatin Agency Bard f Directrs and shall abide within and benefit frm all directives, prcedures, and plicies develped by the Chief Administratr, the Assciate Administratr, the Directr f Special Educatin, and the Reginal Administratr. March 2011

4 4 Licensed Staff: Green Hills AEA Special Educatin Representative Cre Respnsibilities Special Educatin Cnsultant Schl Scial Wrker Schl Psychlgist Cgnitive Testing back-up as needed fr ther Representatives All Representatives: Assessment Data analysis (individual/classrm/system-wide) Administer individualized assessments crrespnding t practitiner license and test administratin requirements Functinal Behaviral Assessments Instructinal Decisin Making Understanding f: Screening, frmative, diagnstic, summative Understanding f: Review, Interview, Observe and Test within the ICEL framewrk Child Find Activities Cnsult, as needed, with student assistance teams Prvide leadership fr the suspected disability prcess Cnduct assessments assciated with Child Find, in cnjunctin with LEA staff, especially in areas where the LEA des nt have expertise (e.g., behavir, autism) Leadership in the crdinatin f the Educatinal Evaluatin Reprt and facilitating the discussin surrunding eligibility determinatin/entitlement Individualized Educatin Prgram (IEP) Transitin frm C t B Transitin frm B t pst secndary Active participatin in re-evaluatin IEP meetings Active participatin in discussins regarding prgramming, services, and supprts Supprt in the develpment f cmpliant and quality IEPs, with particular supprt in gal writing, prgress mnitring and data-based decisin-making. Cnsultatin Cnsultatin with LEA n issues relative t educatinal rules and

5 5 regulatins (e.g., NCLB, IDEIA 2004, Sectin 504, Chapter physical cnfinement and restraint) Targeted cnsultatin with general educatin teachers n academic and behaviral interventins fr at risk-students. Cllabratin Assist in liaisn activities between hme, schl and cmmunity agencies t facilitate and crdinate services fr students. Cllabratively supprt initiatives, including the Iwa Cre Curriculum, adpted by lcal schl districts, the AEA and the Iwa Department f Educatin. Identify and cnnect AEA and ther resurces t meet needs (e.g., Specialty Teams, Occupatinal & Physical Therapists, Child Health Specialty Clinics, etc.) Interventin Crisis respnse/de-escalatin techniques Behavir Interventin Plan develpment Educatinally relevant cunseling (with apprpriate training/licensing) and/r skill develpment activities (e.g. scial skills training, Why Try, etc.), either directly r in cllabratin with ther LEA persnnel. Other Ability t mediate cnflict and develp team cnsensus. Be knwledgeable f trends and current research in methds, materials, and strategies. As apprpriate, research best practices t address the unique needs f students with different disabling cnditins (e.g., Fragile X Syndrme) Training in facilitatin and presentatin skills Attendance at AEA, state, and natinal meetings/prfessinal develpment as required.

6 6 Cgnitive Assessment 3/15/10 Updated 8/17/10 IQ Requests fr Waiver (Intellectual Disability) Services Refer t Prcedures fr Respnding t MR Waiver Requests in the Iwa Rules. In sme cases, a psychlgist may be able t use existing infrmatin t write a letter fr MR Waiver entitlement. GHAEA will supprt Schl Psychlgists cnducting intellectual and adaptive assessments, if deemed apprpriate, fr these purpses and supprt the Schl Psychlgists prfessinal pinin regarding the need fr the evaluatin. Schl Psychlgists shuld discuss these rare and unusual circumstances with their Reginal Administratr fr awareness purpses, t explre ther ptential funding surces, such as Title XIX, and review request trends. Data shall be kept reginally as t the number and types f requests fr these services. IQ Requests frm a Parent r Outside Agency If there is a request fr a cgnitive assessment frm a parent r utside agency, the schl psychlgist receiving the referral shuld cntact the riginatr f the request t discuss the purpse f the test. The fllwing questins surrunding the request may be cnsidered: Is the purpse f the assessment educatinally relevant? Are there family issues t cnsider (burden f cst n the family)? Is the requesting agency able t fund the evaluatin? Are further utside services (e.g. cunseling, medical treatment, etc.) hinging n the assessment? Is an IQ needed fr prgram (e.g., New Hpe Village) placement? GHAEA will supprt Schl Psychlgists cnducting intellectual and adaptive assessments, if deemed apprpriate, fr these purpses and supprt the Schl Psychlgists prfessinal pinin regarding the need fr the evaluatin. Schl Psychlgists shuld discuss these rare and unusual circumstances with their Reginal Administratr fr awareness purpses, t explre ther ptential funding surces, such as Title XIX, and review request trends. Data shall be kept reginally as t the number and types f requests fr these services. IQ Requests fr Students Receiving Special Educatin Services Cgnitive testing is nt perfrmed n a rutine basis fr the purpse f educatinal planning fr students wh have an IEP r wh are being cnsidered fr special educatin services. Hwever, there may be times that infrmatin frm an IQ test may be needed t plan fr a child s FAPE. T help determine if an IQ test is necessary, GHAEA Special Educatin Representatives shuld cnsider the fllwing questins: What r wh prmpted the request?

7 7 What specific prblem is described? Has there been a previus cgnitive assessment? What ther educatinal data is available? Are there any relevant cultural, health, r attendance issues? Hw will a cgnitive assessment address the expressed cncerns? The GHAEA Special Educatin Representative will talk with the back-up Schl Psychlgist fr the district regarding the request. TAG Requests IQ tests MAY be cnducted by GHAEA Schl Psychlgists, if apprpriate. It is imprtant t find ut why the student wuld need ne thrugh discussin with the district. If the request cmes t yu, please let yur Reginal Administratr knw, as data is being cllected n the requests.

8 8 Green Hills AEA Guidelines fr the Prvisin f Cunseling Services within the Educatinal Setting Related Services are defined in the Individuals with Disabilities Educatin Imprvement Act f 2004 (IDEIA) regulatins. Specifically cited related services include: psychlgical services, cunseling services, scial wrk services, and parent/guardian cunseling/training. Many AEA staff have the skills t prvide these services and wrk cllabratively with schls t meet the needs f students with disabilities. The fllwing guidelines are prvided t assist prfessinals in the prvisin f cunseling services. They are intended t prvide infrmatin and directin fr lcal schls and AEA staff t understand issues and develp a cmmn frmat t describe and prvide cunseling services. A cmmn understanding amng service prviders is needed fr services t students and families t be prvided efficiently, effectively, and ethically. In additin t AEA staff, sme schls have schl-based interventinists, substance abuse cunselrs, guidance cunselrs, and cmmunity prviders in the district prviding cunseling services t students and families. Because prviders define services differently, it is necessary t clarify the meaning and intent f services s cnsumers are clear n expectatins and service prvisin. AEA staff are limited t cunseling activities that are educatinally related. The fcus f AEA staff (funded by IDEIA) is t prvide supprts fr students with disabilities. Hwever, there may be circumstances (ccasinal and incidental) where AEA staff will cllabratively supprt general educatin students in the area f cunseling. The disciplines f schl psychlgy and schl scial wrk each have their wn prfessinal rganizatin, respective cde f ethics, definitins f the services they prvide and what certificatin r criteria is required in rder t practice. Special Educatin Cnsultants, while typically nt trained t prvide cunseling, may have backgrund in the meeting the scialemtinal needs f students, and may be able t crdinate/deliver curriculum in this area (i.e. scial skills training). Glssary f Terms These are brad generally accepted definitins f terms. These definitins d nt prvide the specificity that is needed t indicate the special services individual students, grups, r adults receive.

9 9 Cnsultatin Service is a cperative prcess in which the trained prfessinal assists thers t think thrugh prblems and develp skills. Cnsultatin may include: referrals t agencies utside the schl, interagency cllabratin and liaisn wrk, and hme-schl cmmunicatins. Dcumentatin f cnsultatin activities is nt required. Hwever, these services may be listed as supprts t the parent/guardian, student, r teacher n an IEP fr students receiving special educatin services. Frmal cnsultatin that is imprtant in prviding FAPE fr students with disabilities shuld be dcumented n page F f the IEP. Crdinatin is a leadership prcess in which the trained prfessinal helps rganize supprts and services and facilitate cmmunicatin amng service prviders n behalf f the student, parent/guardian, and schl. Fr example, if a student requires assistance beynd what the AEA r schl can prvide r beynd the scpe f what is educatinally relevant/needed fr FAPE, the prfessinal might crdinate the services f external agencies. Cunseling Services are a cmplex helping prcess in which the trained prfessinal establishes a trusted and cnfidential wrking relatinship with the client. These services are fcused arund educatinally relevant issues. In the educatinal setting, a behavir r scial-emtinal target is selected, prblem analysis ccurs, and a cunseling interventin is designed, alng with mnitring strategies. Nte: Psychtherapy is nt defined in IDEIA, the accmpanying federal regulatins r Iwa State Rule as a related service. In cases f severe scial-emtinal/behaviral need, parent/guardians culd pt t seek additinal supprt frm medical r clinical service agencies. Students wh require cunseling services t receive FAPE shuld have thse services dcumented n the services page f the IEP. The prvisin f cunseling services fr students nt n IEPs r nt directly related t FAPE needs in the IEP shuld be time-limited (typically n mre than eight (8) sessins). Students in need f lnger-term cunseling shuld be directed t utside agencies fr mental health/medical services. Skill Develpment is a teaching and/r instructinal prcess in which the trained prfessinal prvides direct r cllabrative supprt t students, teachers, r parent/guardians regarding the scial-emtinal/behaviral develpment f students. These services shuld be tied t an identified need within the cntext f the student s IEP. Examples culd include teaching new r replacement behavirs and prviding skills training in time management, studying, scial skills, cping, and anger management. Specific curriculum r mdels may include: Circle f Friends, Why Try, Optins t Anger, Bys Twn Mdel, Randy Sprick material, EnVy, etc. Service Delivery Mdels

10 Service Delivery Mdels are the methds used t prvide the needed services t the individual, grup r parent/guardian. The service delivery mdels will be determined based n the situatin and needs f the recipient. Pssible mdels f service prvisin may include individual, small grup, classrm/large grup, and parent/guardian services. Additinally, there are cases where services may be needed n a crisis r emergency basis. These service delivery mdels are described briefly. Individual Services are specific and tailred t an individual. It is a ne-n-ne relatinship between the individual and the prvider. AEA staff funded by IDEIA fcus their services twards students with disabilities. Occasinally, they may wrk with general educatin students fr fcused reasns r in crisis situatins. In general, services t students withut disabilities are time limited (typically n mre than eight sessins). Small Grup Services are prvided t a selected grup f individuals with a particular fcus as its gal. This service may be prvided in a pullut setting and may include students withut disabilities. The primary purpse f this grup wuld be t supprt students with special educatin needs. Hwever, students withut disabilities culd receive incidental benefit frm participatin in these grups. Classrm/Large Grup Services are prvided t a classrm r large grup, which fllws a curriculum that is district apprved r agreed upn by the prviders and was chsen t meet specific needs f the grup. Ideally this is a jint effrt between the service prviders and the teacher. While AEA staff funded by IDEIA ften cllabrate and cnsult with general educatin teachers, it wuld be expected that these types f services wuld be ccasinal rather than regularly scheduled events during the schl year. Parent/guardian Educatin Service is prviding infrmatin t parent/guardians r grups f parent/guardians t assist in the develpment f parent/guardianing and management skills t benefit the child and family. Individual Crisis Interventin is prvided by apprpriately trained staff n thse ccasins when a student is in crisis and needs t visit with smene immediately r if a teacher r administratr reprts an inability t de-escalate a student in behaviral crisis. If the situatin warrants, attempts shuld be made t cntact the parent/guardians t secure verbal permissin. If the situatin des nt lend itself t cntacting the parent/guardians, ne visit may be made withut parent/guardian cntact t assess the situatin. Parent/guardian invlvement is critical: parent/guardian permissin is necessary fr cntinued direct invlvement. Nte: All AEA Special Educatin Representative staff shall have a basic understanding f de-escalatin techniques that culd be used in crisis situatins. System Level Crisis Interventin is prvided by the AEA as needed/requested by schls in which a crisis significantly impacts a schl system and cmmunity. Crisis respnse training is made available t AEA Special Educatin Representatives. AEA staff with apprpriate training are pulled tgether t 10

11 11 respnd t each crisis, rapidly respnding t a district's request fr assistance. The team is available t assist districts with the develpment f their schl s emergency respnse plan. Service Prvisin Decisins The prcess f determining and selecting a service prvider requires cnsideratin f resurces, training, and experience, based upn student needs. Ptential service prviders must be invlved in the prcess t determine the apprpriateness f the referral, the needed expertise, assure their wn qualificatins, and identify the preferred methd f service delivery. All cunseling services shuld be defined in specific terms with specific utcmes. The decisin being made regarding cunseling services must include where and hw the service is t be prvided as well as the frequency, duratin, and mnitring technique. N individual shuld cmmit anther service prvider withut assuring the prvider s invlvement, cnsent, as well as invlving them in a discussin f the issues and perceived needs f the student. In cases where an IEP team recmmends private cunseling services, the AEA and/r LEA wuld be respnsible fr csts. This service shuld address a need within the IEP and dcumented as a related service n the services page f the IEP. Dcumentatin f Cunseling and Related Services AEAs and LEAs shall maintain recrds accrding t cnfidentiality laws gverned by special educatin and/r general educatin, e.g., IDEIA, FERPA, etc. Nte: Agency Persnal Wrking Ntes. While wrking with a student, AEA persnnel may maintain their wn wrking ntes. These ntes are destryed when n lnger needed r after five years. On ccasin, staff may be asked t supply their persnal wrking ntes t agencies r individuals. In mst cases they are nt required t prvide their wrking ntes. Once a persnal nte has been shared rally r in written frm, hwever, it is n lnger cnsidered a persnal wrking nte; it becmes an educatinal recrd, even if it is nt placed in the student s file. These ntes are then accessible t the student s parent/guardian(s) r guardian(s). Persnal wrking ntes are subject t subpena in certain legal prceedings. When apprpriate, cunseling services culd be dcumented within the cntext f a behavir interventin plan r n Frm F f the IEP as a supprt r related service. Fr students in general educatin, if scial-emtinal cncerns are present at a level where disability is suspected, then a full and individual evaluatin shuld be initiated. Cunseling culd be prvided as part f the evaluatin prcess, and if the student is fund eligible, this supprt culd be added as a related service n an IEP. Hwever, fr general educatin students wh are nt suspected f having a disability, then cunseling may be prvided and dcumented as part f an interventin plan (see

12 glssary definitin f cunseling services). Fr students n Medicaid, cunseling must be listed n Frm F (Services Page) in rder fr the Medicaid lg t be generated. In situatins where utside agencies are used t prvide cunseling r skill develpment as a related service n the IEP it is critical that these services be gal driven and utcme based. Thugh the specific cntent f the cunseling sessins may be privileged infrmatin, the intended utcmes and the methds fr measuring prgress are abslutely necessary fr clear understanding f student imprvement and treatment success. A mechanism must be designed t assure nging cmmunicatin between a designated schl team member and the private prvider. It is imperative t carefully mnitr and evaluate the impact f the services being prvided s that prgramming changes can be made as needed r indicated. 12 Ethical Issues in the Prvisin f Cunseling Services in an Educatinal Setting There are ethical issues t keep in mind when prviding cunseling services t teachers, parent/guardians, and students: Prfessinals nly prvide services that they have been trained in and are cmpetent t prvide, have received frmal training in, as well as supervised experience. Prfessinals are respnsible fr abiding by their prfessinal rganizatin s cde f ethics/standards and/r their respective licensure/certificatin bard r gverning bdies. Prfessinals will adhere t their respective discipline s cde f ethics cncerning cnfidentiality. Infrmatin btained frm an individual student during the cunseling prcess will be shared with ther team members nly if deemed relevant t the student s educatinal success r if there is apparent/guardian danger t thers. Prfessinals will fllw ethical rules and standards established by their emplyer. When administrative plicies cnflict with the prfessin s rganizatinal cde f ethics r standards, the principles utlined by the prfessinal rganizatin r licensure/certificatin bard will take precedence. The prfessinal will make their direct supervisr aware f the cnflict with their respective rganizatinal cde f ethics/standards and will attempt t reslve the cnflict. Prfessinals will be aware f their wn strengths and limitatins and refer t ther apprpriate prfessinals and/r agencies as needed, maintain cmmunicatin/fllw-up and prvide input n any needed prvisin fr the student s educatinal prgramming thrugh an apprpriate IEP meeting. It is desirable t recmmend at least three resurces when referring t utside surces. In rural areas, the prfessinal may need t prceed alne t the degree they are qualified and cmpetent when ther service prviders are unavailable r difficult t find.

13 13 Prfessinals shuld be aware f their emplyer s plicies and lcal schl plicy regarding parent/guardian ntificatin and permissin and are required t seek parent/guardian permissin and input int the prvisin f supprt services. Students in a cunseling relatinships must be frewarned that revelatins regarding unlawful r ptentially harmful acts such as acts f vilence twards themselves and thers, suicidal thughts and plans, r child abuse, will be reprted t legal and/r schl authrities as is required by law. Wrking files shuld be maintained in accrdance with LEA r AEA plicies. Cnsent If a cunseling service is listed in the IEP, additinal cnsent is nt needed. If nt in the student s IEP and it is later determined that the student needs cunseling t receive FAPE, then the IEP shuld be amended t reflect the service. If a nn-disabled student participates in cunseling, signed parental cnsent is needed. If a small grup skill develpment service is listed the IEP, additinal cnsent is nt needed. If nt in the student s IEP and it is later determined that the student needs small grup skill develpment t receive FAPE, then the IEP shuld be amended t reflect the service. If a nn-disabled student participates in small grup skill develpment, signed parental cnsent is needed. Green Hills AEA will be develping a cnsent frm that culd be utilized fr the ccasinal situatins where targeted students, withut disabilities, wuld be participating in a shrt term cunseling situatin, r in a small grup develpment service.

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