How To Be A School Psychologist

Transcription

1 UTILIZING SCHOOL PSYCHOLOGISTS Ensuring Compliance and High Quality Service Delivery SESSION OBJECTIVES Session Objectives: Participants of this session will be able to: 1. Learn the role of the school psychologist as it relates to meeting mandates of ESEA and IDEA 2. List three ways a school can utilize its school psychologist to ensure positive outcomes for students with disabilities 3. Gain an understanding of Medicaid policies related to qualified providers in the school setting WHAT IS A SCHOOL PSYCHOLOGIST? The educator that is the most knowledgeable about psychology and the psychologist that is the most knowledgeable about education. School Psychologists help children and youth succeed academically, socially, behaviorally and emotionally. School Psychologists collaborate with educators, parents and other professionals to create healthy, safe, and supportive learning environments. 1

2 WHAT IS A SCHOOL PSYCHOLOGIST SCHOOL PSYCHOLOGICAL SERVICES STUDENTS AND FAMILIES School Psychologists: Identify and address learning and behavioral problems that interfere with school success Provide counseling, instruction, and mentoring for struggling students Support students social, emotional, and behavioral health Assist parents in developing strategies to support student learning and behavior at home SCHOOL PSYCHOLOGICAL SERVICES TEACHERS School Psychologists work with teachers to: Design and implement student progress and monitoring systems Design, implement, and evaluate academic and behavioral interventions Create positive classroom environments Support differentiated and individualized instruction 2

3 SCHOOL PSYCHOLOGICAL SERVICES ADMINISTRATORS School Psychologists work with Administrators to: Collect and analyze school data Implement school-wide multi-tiered systems of support to effective respond to student learning and behavior Design, implement, and promote school policies and practices that ensure school safety Respond to crises Coordinate with community agencies UTILIZING SCHOOL PSYCHOLOGISTS TO MEET MANDATES Reduction of Disproportionate Identification Least restrictive environment Positive behavior interventions and supports Early intervening services and response to intervention Adequate Yearly Progress EFFECTIVE SERVICE DELIVERY SYSTEMS 4 Components of an effective service delivery system. MTSS (e.g. RTI and PBIS) School-wide, multi-level instructional and behavioral system for preventing failure Screening Progress monitoring Data-based decision making for instruction, movement within the multi-level system, and disability identification 3

4 EFFECTIVE SERVICE DELIVERY SYSTEMS MTSS- Academics Assist in the development and evaluation of academic interventions Provide Tier 2 and Tier 3 academic interventions Ensure appropriate referrals for special education EFFECTIVE SERVICE DELIVERY SYSTEMS MTSS-Behavioral/Emotional Support Help create safe and supportive school environments Design, implement, and evaluate Tier 2 interventions Coordinate with community agencies for wraparound services. INTERSECTION BETWEEN SPECIAL EDUCATION MANDATES AND MEDICAID IDEA requires Special education and related services should be designed to meet the unique learning needs of eligible children with disabilities, preschool through age 21. Students with disabilities should be prepared for further education, employment and independent living. Federal Medicaid provides coverage for psychological services when part of an evaluation or identified as a related service in a child s IEP While all school psychologist are trained and qualified to provide these services, not all states qualify school psychologists as Medicaid providers. Based on state credentialing and Medicaid plan 4

5 MEDICAID AND SCHOOL PSYCHOLOGISTS School psychologists provide Psychological Evaluations Psychological Counseling Consultation Case management These services are provided to all students. Medicaid Coverage of School Psychological services Psychological Evaluations Psychological Counseling MEDICAID EXPANSION AND SCHOOL PSYCHOLOGISTS The Affordable Care Act provides for the expansion of Medicaid services to millions of previously uncovered children. Children are a priority population for the provision of mental and behavioral health services Schools are identified as priority areas for the provision of services. School psychologists are identified as qualified health providers for these services 2009 NAME SURVEY OF STATES FY2009, LEA s in the 24 states that responded to the survey were reimbursed $443.7 million All states, but one, that responded to the survey reported that they bill for behavioral/mental health services. School psychological services represent significant revenue streams for LEA s 5

6 KEY MESSAGES Recognizing school psychologists as qualified eligible providers of Medicaid services is good for children and youth. Utilizing qualified school mental health providers currently employed by schools to provide behavioral and mental health services increases the accessibility and cost-effectiveness of services. School psychologists are uniquely qualified to provide behavioral and mental health services in schools. The credentialing requirements for school psychologists are rigorous and comparable to other eligible providers. WORKING TOGETHER... Promote the use of the definitions in Title V of the Affordable Care Act (ACA) that include specific reference to school psychology and school psychologists, including those that are licensed or certified by the state. Promote the adoption of these definitions in federal regulations. Update the 1997 CMS Medicaid and School Health: A Technical Assistance Guide so that the above definitions are adopted and the regulatory standards clearly recognize the eligibility of certified school psychologists as qualified providers of Medicaid services in the schools. Promote the adoption of language in federal regulations that recognizes state eligibility as sufficient. For example, where states already recognize school psychologists holding the state credential as qualified providers, the federal language should not undo these state eligibility standards. THANK YOU! Dr. Nate von der Embse, NCSP Government and Professional Relations National Association of School Psychologists Assistant Professor of School Psychology East Carolina University vonderembsen@ecu.edu 6