LAC 28:CI.1511. School Psychological Services

A. Definition. School Psychological Services include but are not limited to: 1. administering psychological, intellectual, and educational tests, and other assessment procedures; 2. interpreting assessment results; 3. obtaining, integrating, and interpreting information about student behavior and conditions relating to learning, which may also include assisting in the development of academic, behavioral, and social emotional intervention strategies, progress monitoring, evaluating intervention and service delivery outcomes, conducting functional behavior assessments, and conducting program evaluations; 4. consulting with other staff members in planning school programs to meet the special educational needs of students as indicated by formalized assessments, interviews, direct observation, and behavioral evaluations; 5. planning and managing a program of psychological services, including psychological counseling for students and parents which may also include implementing and/or monitoring interventions, conducting social skills training, anger management/conflict resolution training, study skills training, social-emotional learning strategies/interventions, substance abuse prevention, crisis prevention and intervention, parent skills training, and coordinating services with other community agencies; and 6. assisting in developing positive behavioral intervention strategies. B. Criteria for Eligibility 1. Evidence of criteria listed in Subparagraphs a and b below shall be met. a. The student is classified and eligible for special education services. b. There is documented, observable and measurable evidence that school psychological services are necessary for the student to benefit from special education. C. Procedures for Evaluation 1. The assessment shall be conducted by a certified school psychologist and shall include at a minimum the following procedures: a. a review, analysis and determination of the appropriateness of evidence documenting the specific referral concern(s); b. a systematic observation in the setting(s) in which the concern is manifested; and c. any additional procedures judged necessary to determine if the area of concern interferes with the student's ability to benefit from the educational program. 2. The assessment should be designed to provide recommendations for interventions, strategies and/or services necessary to improve the student's educational performance. Such recommendations should take into account the diverse activities involving direct and indirect service provision that comprise the delivery system described in Subsection A above. These activities complement one another and therefore are most accurately viewed as being integrated and coordinated rather than discrete services. The provision of services shall be determined at the IEP Team meeting, using the results and recommendations of the assessment. The continuation of services will be determined at the annual IEP review using input from the school psychologist.