What Do School Psychologists Do?

What Do School Psychologists Do?

Dr. Broyles supports the WCPSS Office of Early Learning/Preschool Special Education Services. WCPSS Preschool Special Education Services provides evaluations, at no cost to the family, to children suspected of having a disability and assigns eligible children with disabilities to special education services. The Office of Early Learning serves children who are 3-5 years old, and not age-eligible to attend Kindergarten. If you suspect your child has a disability and needs services, contact the Child Find Office at (919) 431-7700. 

The North Carolina Professional School Psychology Standards serve as a guide for school psychologists as they continue to improve their effectiveness. As a school psychologist, Dr. Broyles will demonstrate leadership at the Office of Early Learning/Preschool Special Education Services by promoting a respectful environment for the diverse populations in each community. In addition, Dr. Broyles will use his knowledge of the school environment, child development, and curriculum and instruction to improve student achievement. Finally, Dr. Broyles will support student learning through the use of a systematic problem-solving approach while reflecting daily on his practice. This will be accomplished through:

Consultation and Collaboration with Staff, Students and Families

· Consult with staff to find effective solutions to academic struggles of students as well as resolving behavioral difficulties.

· Share data with physicians, case managers, speech therapists, occupational therapists, and physical therapists when appropriate (and with parental permission).

· Consult with school teams on procedures to follow when evaluating students to determine their eligibility (or continued eligibility) for special education services. This may include:

      o   Students that require more formal assessments due to determine if there is a change in learning style that impacts school performance or if the student continues to meet special education eligibility criteria.

       o   Students that have transferred to the high school with psychological assessment/evaluation that does not meet the requirement of ‘evaluations must be current and relevant within the past 3 years’.  

· Participate in DEC 1 (Special Education Referral), DEC 7 (Re-evaluation) and Tier III meetings

· Participate in Section 504 meetings (as needed)

· Participate in manifest determination/functional behavioral assessment meetings

· Support the Office of Early Learning (Preschool Services) by conducting assessments, traveling to preschool settings to observe students and consulting with parents of preschool age children. 

· Maintain flexible hours to meet with parents at time convenient for them to support the parents, teachers, and service providers in the Office of Early Learning/Preschool Special Education Services.

·  Share data with parents on topics that include:

        o   Developmental Delays

        o   Developmental Milestones/Child Development (and the effects on behavior/learning)

        o   Specific Learning Disabilities; Dyslexia

        o   Autism Spectrum Disorder/Autism Society of North Carolina

        o   Traumatic Brain Injury

        o   Health issues (such as Attention Deficit Hyperactivity Disorder)

        o   Stress Management

        o   Interpretation of Assessment Data

        o   Promotion/Retention concerns

        o   Special needs of the gifted

        o   Anxiety in children

        o   School Avoidance

        o   Methods to enhance self esteem

        o   Anger management; tantrums

        o   Coping with crisis

Professional Development Activities/Reflection on Practice of School Psychology

· Participate in Professional Learning Team (PLT) activities:

      o   Develop annual Professional Development Plan (PDP) with supervisor

      o   Office of Early Learning/Preschool Special Education Services School Psychologists PLT (five 2 hour meetings that occur throughout the school year)

      o   Traumatic Brain Injury (TBI) PLT (four 2 hour meetings that occur throughout the school year)

      o   School Psychology Staff Meetings (three 4 to 7 hour meetings that occur throughout the school year)

   o   Office of Early Learning/Preschool Special Education Services staff meetings; SST meetings; Special Education Team meetings

   o   Intervention Assistance Team meetings; SST meetings; Special Education Team meetings

· Document monthly activities on the ‘School Psychologist Log’ and submit to supervisor

· Remain current on WCPSSS activities as well as school psychology events by review weekly ‘School Psychology News and Notes’ and monthly ‘The Exceptional Educator’

· Promote ‘School Psychology Awareness Week’ in November.

· Provide professional development on ‘Staff Awareness of Childhood Trauma Indicators’

· Provide professional development with Student Services Staff through the ‘Jaguar Institute’

Assessment/Evaluation Activities

· Evaluate approximately 50 to 100 students annually for eligibility for special education services at the Office of Early Learning/Preschool Special Education Services or other Wake County schools as assigned.

·  Each assessment requires 10 to 13 hours to:

         o   Assess academic skills and aptitude for learning

         o   Determine behavioral/social-emotional strengths and needs

         o   Evaluate success in the regular classroom setting

         o   Maintain confidentiality of data

     o   Provide a supportive and sensitive presence to student needs, diverse background, and culture.

     o   Develop the student’s psychological report that includes suggestions to address unique student needs; recommend effective interventions within 14 to 30 days following receipt of referral.

     o   Develop the various proposed eligibility forms under consideration for special education services 

        o   Participate in the students’ Individualized Education Plan (IEP) meeting

        o   Complete all assessments by 90 days from referral date

· Develop tools needed to screen students during early intervention sessions as well as PowerPoint data to help parents understand the results of their child psychological assessment.

Prevention, Intervention and Systematic Problem Solving Activities

· Create effective interventions designed to meet student needs to increase school success

      o   Maintain OEL special education tests/protocol inventory.

· Provide individual and small group counseling to help students resolve problems that may lead to more effective school performance.

· Work with parents and their children to help resolve any difficulties with learning, adjustment at school as well as school behavior.

·  Assist families that may encounter a crisis, such as the death of a loved one or other trauma.