The Ironton City Schools shall have as one of its certified staff members, a School Psychologist, who shall be employed by the Ironton City Board of Education, upon the recommendation of the Ironton City Superintendent of Schools, and at a salary schedule as established by this Board of Education for this position.

The School Psychologist shall focus upon the psycho-educational development of individuals, their abilities and potentialities, and the emotional and cultural factors which influence this learning process.

It is the intent of this Board of Education to assure that all handicapped children of school age in the Ironton City District be provided with an appropriate public education as required by law and state standards.

The employment of the School Psychologist covers the psychological services requirement of this intent.

The Ironton City Superintendent of Schools shall list the duties, responsibilities and obligations of the School Psychologist.

The School Psychologist shall be fully certified for the position as required by the Ohio Department of Education, Department of Education, Department of Certification. The Ironton City Board of Education requires that the School Psychologist shall have completed at least two (2) years of intensive graduate training in this area of study as well of required field experience, including public school and/or related agency service.

The School Psychologist shall be assigned as a staff person and consultant in an advisory and leadership role, and shall not assume authority of responsibility for the operation of the school program.

The School Psychologist shall work the 183-day school calendar year plus seven (7) weeks of extended service (35 days) for a total of 218 working days annually. Work hours shall begin when the first school in this District opens for instruction and shall end when the last school in this District closes for instruction, daily, Monday through Friday.

The School Psychologist shall be allowed mileage, at a rate per mile as established by this Board of Education, as follows: for travel between office and schools; between schools and home visitations; and for travel to meeting within this School District (or business) related to this position. For travel outside the Ironton City School District, the School Psychologist shall formally apply to the City Superintendent of Schools for permission (and mileage), with the exceptions of Pilasco and other routine trips as agreed upon.

The School Psychologist shall be entitled to sick leave and other leave as granted by State laws on same and in accordance with Board Policies 4151.1-2 and 4151.7.

The primary responsibilities of the School Psychologist shall be the development of a comprehensive program which involves screening to identify students with difficulties; individual diagnosis and remediation; individual and group work; staff development programs for school and related personnel; and strategies for classroom management, instructional methodology and crisis intervention, designed to assist the school in determining appropriate educational options for children.

The primary function of the School Psychologist shall be the intensive study and planned services to children, teachers, and parents, based on a differentiated referral system which includes child-study, scheduled parent and teacher conferences, psychological report writing and planning, implementing and monitoring intervention strategies.

1. The individual psycho-educational evaluation of children and youth for the areas of personal

Social adjustment, intelligence, academic achievement, sensory and perceptual motor functioning, and environmental/cultural influences.

2. Contributing to the multi-factored evaluation as part of the multi-disciplinary team and contributing to the written report of the evaluation.
   
3. Family and parent counseling, individual and group counseling, and other therapeutic approaches for children, youth and adults.
   
4. Psychological consultations to adults, and children, parents, teachers, administrators, and other members, professions, and agencies of the community relevant to children attending or eligible to attend the Ironton City Schools, or otherwise, by special arrangement with the Psychologist.
   
5. Inservice training and public education programs in human relations, career development, affirmative action, parenthood, race relations, drug abuse, and family life.
   
6. Analysis and evaluation of social systems, psycho-educational prescriptions, behavioral development procedures, and programs in special education.
   
7. The use of a wide range of therapeutic procedures and equipment including visual, tactile, and auditory tests, anxiety reduction and relaxation techniques, biofeedback monitors, etc.. and may be included as part of the Psychologist’s equipment.
8. Counseling individually and in groups with handicapped students and/or their parents.

The population eligible for school psychological services includes all children identified as or thought to be handicapped; children in regular school programs; and their parents; and educational services personnel who need assistance in modifying or implementing instructional strategies.

If a child is thought to be handicapped and diagnostic and consultative services of the school psychologist are needed, school personnel many initiate this service by the following procedures:

1. File a written request for individual psychological services on a form provided through the

principal’s office.

2. Discuss the child’s problem, learning, or behavioral difficulty with the child’s parent.
   
3. Supply the parent with literature provided by the school district explaining the district "Special Education Programs and Services" and "Information for Parents: Educational Assessment".
   
4. Provide the parents with written notice of intent to conduct an evaluation for the child on "Notice of Intent to Conduct Evaluation" form, and provide the parent with the "Parent Permission Form: Evaluation" to obtain the parents’ written permission for individual testing.
   
5. The completed "Request for Individual Psychological Services" form and the signed "Parent Permission Form" are to be filed with the school psychologist. As a general guideline, the services will be initiated in reference to the date the signed parental permission form is received by the school psychologist. In "crisis" type referrals, however, priority will be given to those whose need appears most urgent.

(General)

a. A variety of recognized individual tests of ability.

b. Individual measures to determine academic performance, social and behavioral adaptability, and perceptual-motor problems

c. Criterion reference instrumentation, interviewing and observational techniques.

d. Projective procedures.

2. All comprehensive individual studies shall be accompanied by concise written reports which includes identifying data, reason for referral, interpretation of observational and assessment data, planned system for teaching and reinforcement, specific recommendations for intervention, remediation and follow-up with the child, teacher, and/or parent.

3. The School Psychologist shall maintain an organized confidential child-study file containing all pertinent data relating to the children referred. The findings shall be treated as confidential information and only those personnel who have a legitimate reason for seeing the child's records shall be allowed to do so.

4. A bulletin to structure school psychological services shall be prepared which includes role and function, as well as school policies relating to confidentiality of information, communication with parents at each level of the assessment and placement process staff relationship and differentiated referral and reporting procedures.

5. The case load for comprehensive school psychological services should approximate 25-125 children, who have been provided an intensive evaluation. The caseload shall include problems and activities relating to placement, learning difficulties, behavior, developmental teaching, classroom management and parent and family relations.

6. The School Psychologist may serve as a consultant to the schools in the development of in-serviceactivities; educational evaluation and accountability procedures; personnel policies; curriculum; mental health, special education, and assessment strategies which appropriately account for the varying background of students.

7. The professional activities of the School Psychologist shall be reviewed with the Superintendent or his/her designee on an established basis. Reviews shall assist in identifying program strengths and needs, and lead to the development of implementation strategies designed to facilitate program growth.

8. The School Psychologist shall schedule students (or others) for psychological services in cooperation with the school principal and teachers, and shall follow practices and policies as established in the State Standards and by Board Policies.

Duties and Obligations

(Specific)

9. The School Psychological also:

a. Maintains a file at the Administration Building of copies of all IEP's.

b. Maintains files of all due process and related special education forms.

c. Requisitions and distributes special tests for necessary individual assessment by the Special Education Teachers.

d. Assists with and/or prepares annual Special Education reports as required by the Ohio Department of Education, Division of Special Education.

e. Serves as liaison person for Special Education with the Pilasco-Ross SERRC and coordinates intensive search for identification of unserved handicapped, ages 0-21.

f. Surveys, annually, each building in our District in cooperation with the principals to locate any unserved handicapped enrolled in school.

g. Serves as contact person for LD and DH units with Ohio Department of Education, Division of Special Education.

h. Assists with planning of Title IV annual project.

i. Assists with coordination of Special Education generally, and helps to assure compliance with State Standards and Federal Laws.

j. Outlines and supervises work for Title IV aide.

k. Serves as alternate from City Schools on the Pilasco-Ross SERRC Board.

Chapter 1

l. Prepares annual spring report in regard to test results from the Chapter I Project in the Ironton City Schools.

a. Assists with writing selected sections of the Chapter I Narrative.

b. Coordinates Chapter I testing program and serves as consultant to all Chapter I teachers as needed.

c. Receives referrals from Chapter I for individuals assessment; conducts evaluations; renders limited (short-term) counseling or consultation.

d. Attends some of the buildings Parent Advisory meetings and attends Chapter I District Advisory Board Meetings.

e. Serves as liaison with community agencies regarding handicapped students.

Legal Reference O.A.C. 3301-51-05 (M)