School Psychologists are valuable members of the district Inclusive Education staff. They provide consultation to help school-based teams (SBTs), individual teachers, and parents/guardians understand the learning profile of students with diverse learning needs and plan accordingly. For some students, the school-based team, in collaboration with the school psychologist, will determine that a referral is warranted for a psychoeducational assessment. The school-based team and the school psychologist will prioritize these referrals.
The role of the School Psychologist includes:
- participation in SBT meetings when requested
- consultation, upon request, with students, parents/guardians, teachers, school administrators, and members of the SBT, regarding the cognitive, adaptive, academic, behavioural, and social-emotional needs of individual students
- consultation with teachers regarding evidence-based instructional practices and classroom management
- assisting with programming and development of Individual Education Plans, as appropriate
- supporting SBTs and parents/guardians in understanding assessments results from community agencies and private practitioners
- collaboration with SBTs regarding appropriateness of Ministry Designations for students requiring Inclusive Education Services
- provision of in-service training in areas related to student learning, development, and well-being
The assessment role of the School Psychologist is to:
- undertake comprehensive psychoeducational assessments for students referred by the SBT to gain further understanding of their cognitive, adaptive, academic, behavioural, and social-emotional functioning, and to identify barriers to student achievement
- diagnose and/or designate specific learning difficulties such as "Specific Learning Disorder," "Intellectual Developmental Disorder," or Developmental Disorder"
- recommend interventions and adaptations, modifications and/or accommodations that may be implemented by students, parents/guardians, teachers and/or district staff to the benefit of the referred student
- interpret assessment results for students, parents/guardians, and teachers by means of a written report accompanied by a post-assessment meeting
When might a student benefit from a psychoeducational assessment by a School Psychologist?
School-based teams will collaborate with the School Psychologist to determine if a student would benefit from an assessment when:
- a student is not making progress in their educational program and has not responded to the level 1 support (Universal supports in the classroom) and level 2 supports (small group instruction, adaptations, etc.).
- The teacher and parent/guardian have met and developed a plan for the student. The student continues to struggle with learning. The school team needs to better understand the student's learning profile in order to meet the student's learning needs.
- The student has been assessed for academic achievement and shows significant learning challenges.
What is involved in a psychological assessment?
A psychoeducational assessment is conducted to better understand a student's profile of strengths and needs and to suggest relevant recommendations to support their progress within the school environment. After a student has been referred for a psychoeducational assessment, the School Psychologist will:
- contact the student's parents/guardians to discuss the purpose of the psychoeducational assessment and what is involved (see below) and obtain their consent to conduct the assessment
- interview parents/guardians to gather background information (e.g., developmental, medical, and family history) as well as current information regarding school functioning
- parents/guardians may be asked to complete questionnaires related to their child's behavioural, social-emotional, and/or adaptive functioning
- connect with members of the SBT and the student's teacher(s) to gather additional information as needed
- conduct a classroom observation, if warranted
- meet with the student to assess areas of functioning related to the referral question (e.g., cognitive, academic, behavioural, etc.)
- the time spent directly assessing a student varies depending on the referral question and the student's attention and engagement in the tasks, but tends to range from 2 to 8 hours
- students are given their usual recess and nutrition breaks, as well as any additional breaks that may be necessary
- assessment sessions tend to take place over more than one school day
- score and interpret all information collected and share the findings, including a diagnosis if appropriate, with parents/guardians and the SBT
- provide a copy of a written report detailing the assessment results and relevant recommendations based on the student's profile
What are the qualifications of a district psychologist?
- may hold a certification from the BC College of Teachers
- a master’s degree in school/educational psychology or a related field with a focus on school psychology
- training and competency in the administration, scoring, and interpretation of psychological assessment measures
- certification or eligible for certification, with the BC Association of School Psychologists (BCASP) OR registration with the College of Psychologists of BC (CPBC)