1. New York City Department of Education Bureau of Non Public Schools Reimbursable Services

2. School Psychologists:  are essential personnel in the school community  are uniquely skilled in integrating complex information about learning processes, behavioral functioning and emotional well-being.  are proficient in working with administration, faculty, parents and students in developing school based programs of enrichment, prevention and intervention

3. Responsibilities of a Title I School Psychologist Prevention Psychological Counseling Consultation Assessment Intervention-Program Planning-Implementation-Review

4. Enrichment – Prevention - Remediation By drawing on their knowledge of formal and informal diagnostic measures, and their relationship with the child’s teacher and classroom, School Psychologists are able to design effective enrichment, prevention and remediation programs for students. In collaboration with teachers and parents these enrichment and prevention programs support students in the mainstream classroom and reduce the need for referrals to special education services. School Psychologists can also provide psycho-educational screening and diagnosis of learning, emotional, and behavioral disabilities, including, but not limited to, case study evaluation, recommendations for remediation and other meaningful educational interventions.

5. Psychological Counseling counseling for groups and individuals Crisis intervention and crisis counseling Parenting education and supportive counseling with parents

6. Consultation teachers administrators parents Referral and consultation services to community agencies

7. Assessment curriculum-driven school based assessments. Assessment of a child’s academic and behavioral functioning Individualized diagnostic evaluations functional behavior assessments

8. Intervention  Developing behavior management plans.  Implementing Behavioral Intervention Plan  Provide input and recommendations to teachers, principals and support staff.  Teaching strategies for Title I students in the classroom.

9. Title I School Psychologist service provision in Contrast and Complement to Committee on Special Education services Title I School Psychologists perform assessments to identify a student’s strengths and weaknesses to support continued placement in the mainstream setting. CSE school psychologists evaluate students to determine classification of disability and level of special education services. Title I School Psychologists are valued members of the school community. They are familiar with the culture of the school and the curriculum goals. They have relationships with school personnel which allow them to collaborate and intervene in meaningful ways for Title I students.

10. Title I School Psychologist Activities in School Based vs. Area Model SCHOOL BASED MODEL SUPPORTS:  Enrichment and Prevention using integrative programs that support students in their mainstream classroom and reduce the likelihood of referral to Special Education services.  Ongoing consultation and collaboration with parents, teachers and other service providers.  Psychological counseling and interventions by clinicians trained to identify and treat learning disabilities and clinical disorders in children.  Timely responsiveness and monitoring of progress.  Continuity and trust in the school community. AREA MODEL SUPPORTS:  Fragmentation of service to students and schools in the areas of prevention, intervention, counseling and assessment.  Diminished standing for the clinician within the school community.