What We Do
The LSSP provides psychological screening and evaluation services for students with emotional and/or behavioral difficulties. LSSPs design recommendations for supports and services to facilitate student participation, socialization, and learning in the least restrictive environment.
Major Responsibilities and Duties:
- Conduct appropriate evaluations to determine disabilities related to emotional/ behavioral functioning and compose the evaluation document.
- Complete a Functional Behavior Assessment (FBA) based on formal and informal evaluation methods as well as create a Behavior Intervention Plan (BIP) when warranted by the FBA.
- Serve as a member of the Admission, Review, and Dismissal Committee providing all necessary paperwork for students identified as a student with Autism (AU), and Emotional Disturbance (ED).
- Maintain appropriate legal documents and legally mandated timelines.
- Establish eligibility and discuss programming options with ARD committee members for students with AU, or ED.
- Maintain complete and accurate paperwork needed for compliance purposes in the state audit folder and campus student folder.
- Maintain SHARS documentation.
- Participate in Tier III RtI for students with emotional/behavioral issues through the screening process when requested by the behavior specialist.
- Participate in continuing education activities in order to maintain credentials and keep informed of best practices in the provision of school psychological services.
- Collaborate as needed with campus personnel to provide the most appropriate services for students with suspected or confirmed emotional/behavioral disabilities.
- Perform supervision duties for assigned LSSP Interns as appropriate.
- Perform other duties as assigned by his/her supervisor or Executive Director of Special Education
· Complete all paperwork within required timelines and written in a professional manner.
·· Maintain and share Outlook calendar with Supervisor.
· Attend all required LSSP, department and district meetings and trainings.
· Follow all guidelines in the staff handbook.
· Maintain SHARS documentation and enter information into the SMART system on the schedule directed by the SHARS coordinator.
· Maintain a Mileage Log. Obtain a copy of the SISD Mileage Chart which lists all buildings in the district and driving distances. Return completed logs to Special Services for reimbursement by the 10th of each month. Do not record mileage from your home to school.
· If you know you will be absent ahead of time, send a request to Supervisor for approval.
· When absent due to illness, contact the Special Services receptionist at ext. 6439 and Supervisor. Complete an absence report as soon as you know you will be out or after you return.
· Adhere to all federal and local timelines.
· Be responsive to campus requests for consultation and continually collaborate with campus staff.
· Provide training for campus staff, when appropriate.
· Seek out campus administration when consistent concerns or problems arise with a program, program teacher or staff member.
· Meet with campus counselor, diagnostician and other appropriate staff at the beginning of the year to develop procedures for regular communication and coordination of services throughout the school year. This includes transfer procedures for new students enrolling.
· Collaborate with campus staff for days of the week ARDs will be held.
· Connect with campus administration face-to-face to discuss roles and responsibilities of the LSSP.
· Conduct screenings for students in RtI (general and special education) when requested by the behavior specialist or RtI committee.
· Create a caseload summary for each campus and verify all Annual ARD and FIE due dates to ensure accuracy in caseload summary. Due dates on each caseload summary will include ARD recommended assessment due dates.
· Complete assessment planning supplements and make recommendations for assessment. Review student BIPs, Behavior Goals and Objectives, schedule of services page, accommodations and modifications pages, PLAAFPs and ARD deliberations for important information to include in assessment planning.
· REEDs will include not only prior assessment data, but also will include current data as well as student current strengths, weaknesses and updated recommendations.
· Keep detailed Assessment Logs. Maintain accurate records of parent and staff meetings, conversations, intervention suggestions, observations and any other relevant information for each student (this can be documented under Parent Log on the Contacts screen in eSped.
· All psychological reports follow the district format for eSped.
· Enter all psychological assessment reports, FBAs and BIPs into the eSped system within 5 school days prior to the scheduled ARD date. The report should also be shared with appropriate IEP team members for use in developing the PLAAFP as well as appropriate supports and services based on the new evaluation.
· Serve as an active member of the Admission, Review and Dismissal (ARD) Committee.
· Conduct Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) within ARD prescribed timelines.