425 South Dana Avenue, P.O. Box 637 Rush City, MN 55069 (320) 358–3616 (651) 674–2436 (metro) (320) 358–1250 (fax) www.scred.k12.mn.us

Jamie Nord, Executive Director

Revised and approved June 2014 Updated 2/2016

SERVICE DESCRIPTION

The St. Croix River Education District (SCRED) employs school psychologists to function as part of the SCRED Total Special Education System (TSES), which is a comprehensive data-based special education delivery system. School psychologists are housed at area schools that provide office space, office supplies, phone connectivity, and clerical assistance. SCRED provides in-service training and supervision. Essential duties may be modified depending on the unique needs of the district(s) of assignment

PARTICIPATIN DISTRICTS

At district request

SERVICE OUTCOMES

This service will result in the following outcomes:

Outcome 1

Buildings will have a multi-tiered system of instructional supports including a problem solving team infrastructure.

Outcome 2

Identification and referral services will be available to students and families.

Outcome 3

All buildings and programs will have coordination and leadership in the area of special education with a focus on maintaining high standards in all areas of due process.

Outcome 4

Applied behavior analysis services will be available to students as needed.

SERVICE ACTIVITIES

The School Psychologist will engage in the following activities on behalf of SCRED participating districts:

Response to Intervention/Problem Solving PreK-12

• The school psychologist, in partnership with building principals or program directors (Early Childhood), will assist in effective and efficient school-wide implementation of a RtI framework for both academics and social/behavior.

• The school psychologist will facilitate the problem solving team meetings in each building, organize and prepare for all meetings, and ensure that all documentation is completed in a timely manner.

• The school psychologist, in partnership with the building principals, will ensure that problem solving teams are (a) using standard data for decision

SERVICE NAME

SCHOOL PSYCHOLOGIST in districts requesting services

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making, (b) defining problems in observable and measurable terms, (c) collecting sufficient information for intervention planning, (d) developing detailed intervention plans, (e) evaluating integrity of implementation, (f) supporting classroom teachers or interventionists in data collection activities, and (g) graphing intervention effectiveness.

• The school psychologist will provide consultation to parents and/or teachers regarding social behavior and/or academic difficulties. The school psychologist will follow the SCRED 5 step -solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation.

• The school psychologist will ensure that records of referrals to the problem solving team using the GenEd Forms database are maintained and up-to-date.

Identification and Referral Services

• When a principal, teacher, other staff member or parent has a concern about the emotional/ mental health needs of a student, the school psychologist will collect information and conduct interviews in order to identify the nature, extent and parameters of the presenting problem. After collecting the necessary information, the school psychologist will assist determine an appropriate outside agency (which will provide services for the remediation of the presenting problem) and will work with those people involved to arrange for such services.

• The school psychologist will participate in the school’s crisis team at the

discretion of the building principal.

• The school psychologist will participate on the Student Assistance Team (if applicable in building of assignment).

• The school psychologist may provide behavioral skills instruction, social skills instruction, or counseling as a related service to students on IEP’s with social-emotional concerns. The purpose will be to further define the nature and scope of a problem and develop services to address the concern. The service must address an IEP goal and data must support its continuation or be used to develop a new goal.

Special Education Leadership PreK-12

• The school psychologist will attend special education department meetings held by the SCRED UL Manager.

• The school psychologist will assist the principal as directed to organize the

agenda for Student Support Teams, chair those meetings and facilitate an appropriate special education process within the building.

• For ECSE, the school psychologist will participate in Student Support

Team meetings as requested.

• The school psychologist will act as a liaison between the local staff and Education District management and will carry out tasks assigned by

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Education District management.

• The school psychologist will provide consultation on due process to staff and parents.

• The school psychologist will provide supervision to paraprofessional due

process staff.

• The school psychologist will facilitate, under the direction of Education District management and the principal, the evaluation of special education services.

• The school psychologist will supervise the evaluation and reevaluation

process for all students referred for special education evaluation.

• The school psychologist will administer the required intellectual ability tests for current and potential special education students when necessary.

• The school psychologist will assist in the budgeting and planning process

for the provision of Extended School Year services in their buildings of assignment.

• The school psychologist will participate in and assist with facilitating

transition planning, including attending IEP conferences (as needed), for children moving from ECSE programs to kindergarten, and elementary to secondary, or from building to building (depending on the district).

• The school psychologist will assist special education staff with reviewing

data on IEP goals and designing appropriate interventions.

Special Projects • The school psychologist will assist with special projects at SCRED under the direction of the Unique Learners Manager, including but not limited to state file review activities and implementing resulting corrective action plans, creating written guidance, and planning and implementing professional learning opportunities for member district staff.

Applied Behavior Analysis

• The school psychologist will participate in social behavior assessments and provide psychological assessments when deemed appropriate by the Student Support Team.

• The school psychologist will conduct a functional behavior analysis for

students when this is required.

• The school psychologist will gather and organize data to assist teams in making a manifestation determination when this is needed. The school

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psychologist may participate in a manifestation determination meeting.

• The school psychologist will provide behavior analyst services to special education staff when this service is needed by students.

• The school psychologist will write Positive Behavior Support Plans or

assist special education staff to write them when this service is needed.

• The school psychologist will conduct bus behavior assessments and plan appropriate interventions when this service is needed for students with disabilities.

Curriculum Based Evaluation

• School Psychologists will assist teachers with conducting Curriculum Based Evaluations when this service is needed.

Other Duties • The Director of Special Education and/or Unique Learner’s Manager upon district request may assign other duties.

BILLING FORMULA

This service is billed on a fee for service basis. Districts are billed the percentage of costs equal to the service time their district requests.