District Teacher-School Psychologist
I.
Individual Instruction
A. Provide individual/group
academic intervention services (approximately 45 minutes per
intervention)
1.
Peer Assisted Learning
Strategies (4K; 1-2 days/week)
2.
REWARDS (RtI periods in
6
<sup>th</sup>
-8
<sup>th</sup>
; 5 days/week)
B. Provide individual/group
social-emotional services (approximately 45 minutes per
intervention)
1.
Strong Kids (4K; 1-2
days/week)
2.
Strong Kids (5
<sup>th</sup>
grade small group; 1 day/week)
3.
Strong Start (KK; 1
day/week)
4.
Strong Start (2
<sup>nd</sup>
grade small group; 1 day/week)
5.
Self-monitoring/behavior (individual student in 4
<sup>th</sup>
grade; 1-2 days/week)
6.
Self-monitoring/behavior (individual student in 3
<sup>rd</sup>
grade; 1-2 days/week)
7.
First Step to Success
(individual student in 1
<sup>st</sup>
grade; 5 days/week)
C. Participate in the development
of Functional Behavior Assessment/Behavior Intervention Plan
(FBA/BIP; approximately 1-2 hours per student)
1.
Year to date: 3-4
students
D. Crisis intervention
E. Coordinate with outside
agencies
1.
Collaborated with PAEC
on behavior intervention plan for middle school student
2.
Collaborated with PAEC
on early behavioral intervention for primary students
II.
Collaboration/Consultation
A. Team Planning (approximately
5-10 hours/week)
1. To provide teacher support
2. To provide information to teachers
3. To include FBA/BIP planning
4. To obtain curricular information
5. To include instructional needs of students
B. Individual planning to include,
but not limited to:
1. Workload planning for special and regular education
students
a. A minimum of one IEP
meeting/year
i.
Attend domain and reevaluation meetings
ii.
Complete IEP forms, per student services coordinator
directives
2. Eligibility meetings preparation
a. Attend each
domain/diagnostic meeting
b. Determine performance levels
c. Complete IEP forms per
student services coordinator directives
d. Update appropriate
assessments
e. Collect, interpret, and present
relevant data
III.
IEP Meetings/Conferences (to include, but not limited to):
A. A possibility of 33%* of
workload requiring re-evaluation, to include
1. Domain meeting (approximately 1-2 hours per meeting per
student)
a.
11 students
2. Re-evaluation meeting (approximately 1-2 hours per meeting per
student)
a.
5-6 students
B. A possibility of 10%* of
workload requiring FBA/BIP (approximately 1-2 hours per
meeting per student), to include:
1. FBA team meeting
2. Team development of BIP
3. IEP or parent meeting to accept BIP
4.
3-4 students for
2011-2012
C. Initial eligibility meetings, to
include
1. Domain meeting (approximately 1-2 hours per student)
2. Team development of IEP (approximately 1-2 hours per
student)
3.
11 students
D. Conferences per appropriate
school schedule
E. Scheduling of meetings
pertaining to individual teacher/student needs (including weekly
GLITS/monthly data review meetings)
F. Preparation for meetings,
as noted above
1. Approximately 1-2 hours per meeting
IV.
Paperwork/Documentation (approximately 3-5 hours per student)
A. Assessments/Interviews
1. Initial evaluation
2. Domain meeting
3. Re-evaluation meeting
4. Intake/record review
B. Progress reporting
1. Progress monitoring
2. Updates in IEP
3. Printing, duplicating as appropriate
4. Therapy notes/data collection
V.
Data Management
A. Schoolwide screening
(approximately 10-15 hours per week; 3 times per year)
1. Scheduling AIMSweb assessments
2. Facilitating assessments
3. Assessing individual students
B. Managing data systems
(approximately 5 hours per week)
1. Creating data spreadsheets for grades K-8
2. Entering data into online database
3. Updating grade level spreadsheets
4. Interpreting and sharing data, as appropriate
C. Progress-monitoring
(approximately 2-3 hours per week)
1. Assessing individual students, as appropriate
2. Setting up progress-monitoring accounts for students in online
database
3. Entering progress monitoring data in online database
4. Interpreting and sharing data, as appropriate
D. Data for individual students, to
include:
1. Assessing regular and special education students, as
appropriate
a. May include, but not
limited to, cognitive testing, achievement testing, student
interviews, parent interviews, observations, behavior rating
scales, performance rating scales
b. 1-2 hours per assessment;
2-5 assessments per student
2. Interpreting and sharing relevant data with team
a. 3-5 hours for assessment
interpretation
3. Entering data into appropriate grade level data
spreadsheets/IPS forms
a. Approximately 2-3 hours
per week
4. Preparation for individual assessments
a. Approximately 1-1 ½ hours
per assessment
E. District wide data
(approximately 2-3 hours per analysis/presentation)
1. Analyzing enrollment trends
2. Presenting district wide data from screenings
VI.
Response to Intervention (RtI) services
A. Monthly data review meetings for
K-8 (approximately 1 hour per meeting), to include:
1. Scheduling meetings with grade level teams
2. Interpreting and sharing relevant student data
3. Facilitating team discussions about data trends
4. Facilitating team discussions about small group and classwide
interventions
5. Updating team on student progress
B. Weekly problem solving/GLITS
meetings (approximately 1-1 ½ hours per grade level), to
include:
1. Scheduling meetings with grade level teams (2 meetings per
week)
2. Interpreting and sharing relevant student data
3. Facilitating team discussions about individual students or
small groups of students
4. Facilitating team discussions about small group and individual
interventions
5. Updating team on student progress
C. Preparation for meetings, as
noted above (approximately 1 hour per meeting)
D. Researching effective academic,
behavior, and social-emotional interventions (approximately 2-3
hours per week)
E. Meeting with RtI team to
address Tier 1, Tier 2, and Tier 3 concerns
VII.
Professional development (approximately 10 hours per
presentation)
A. In-house academic professional
development, to include:
1. Training staff on data management systems
a.
AIMSweb training
b.
Grade level spreadsheet
training
2. Training staff on data collection/progress monitoring
procedures
3. Training staff on academic screening procedures
a.
Benchmarking
training
b.
Benchmarking training
follow-ups
4. Training staff on academic interventions
a.
PALS Reading
training
b.
REWARDS training
B. In-house
behavior/social-emotional professional development, to
include:
1. Training staff on data collection
2. Training staff on behavioral/social-emotional
interventions
a.
CHAMPS training
b.
Self-monitoring
training
3. Training staff on progress-monitoring procedures
C. Preparation for professional
development, as noted above
VIII.
Other duties
A. Lunch duty (40-45 minutes per
day; 5 days per week)
B. Morning/afternoon door duty
(approximately 35 minutes per day; 5 days per week)