What is a School Psychologist?
School psychologists are credentialed educators who have, at minimum, a Bachelor's degree (often in Psychology, Education, or a related field), in addition to an Educational Specialist (Ed.S.) level of training (at least 60 graduate semester hours, often times more). School psychologists are trained to help in schools through activities such as: providing counseling to students for mental health concerns, identifying and addressing barriers to learning, providing community contacts for services outside of school, enhancing home-school collaboration, collecting and analyzing data with regard to student improvement and accountability, and providing crisis response. Click this link to learn more:
School psychologists are credentialed educators who have, at minimum, a Bachelor's degree (often in Psychology, Education, or a related field), in addition to an Educational Specialist (Ed.S.) level of training (at least 60 graduate semester hours, often times more). School psychologists are trained to help in schools through activities such as: providing counseling to students for mental health concerns, identifying and addressing barriers to learning, providing community contacts for services outside of school, enhancing home-school collaboration, collecting and analyzing data with regard to student improvement and accountability, and providing crisis response. Click this link to learn more:
I am interested in having my child tested. What should I do?
Typically, the first step in addressing student's academic and behavioral concerns is to work with the student's teacher(s). Classroom teachers are the professionals who are most intimately involved in the child’s education. A teacher conference should be requested as soon as the parent has a concern. A conference often helps resolve a student’s problems; however, sometimes the parent may feel that additional support for the child is warranted. Ask the teacher or other school personnel (such as the counselor, psychologist, social worker) what services are available. Typical examples of services include extra tutoring, specific instructional interventions, behavior plans, counseling, and classroom accommodations (such as a change in seating, a quiet study space, or allowing a child to orally dictate homework rather than writing it out). A request for an Intervention Team meeting may be made to develop targeted interventions. Student progress is measured frequently during the MTSS process to ensure that interventions are working.
If the child still does not made adequate progress despite documented interventions, an evaluation for
special education eligibility may be considered. A number of factors go into the decision to test a student for special education. The student's response to interventions, current grades, attendance and academic history, and performance on assessments are considered. Students who ultimately qualify for special education services are typically performing academically in the lowest 15% of students in their grade across the United States.
If, after considering this information, you would like to request that your child be evaluated and considered for placement in special education, please contact your child's teacher or the school psychologist. For more information about the special education process, click the following links:
Typically, the first step in addressing student's academic and behavioral concerns is to work with the student's teacher(s). Classroom teachers are the professionals who are most intimately involved in the child’s education. A teacher conference should be requested as soon as the parent has a concern. A conference often helps resolve a student’s problems; however, sometimes the parent may feel that additional support for the child is warranted. Ask the teacher or other school personnel (such as the counselor, psychologist, social worker) what services are available. Typical examples of services include extra tutoring, specific instructional interventions, behavior plans, counseling, and classroom accommodations (such as a change in seating, a quiet study space, or allowing a child to orally dictate homework rather than writing it out). A request for an Intervention Team meeting may be made to develop targeted interventions. Student progress is measured frequently during the MTSS process to ensure that interventions are working.
If the child still does not made adequate progress despite documented interventions, an evaluation for
special education eligibility may be considered. A number of factors go into the decision to test a student for special education. The student's response to interventions, current grades, attendance and academic history, and performance on assessments are considered. Students who ultimately qualify for special education services are typically performing academically in the lowest 15% of students in their grade across the United States.
If, after considering this information, you would like to request that your child be evaluated and considered for placement in special education, please contact your child's teacher or the school psychologist. For more information about the special education process, click the following links:
Can the school test for dyslexia/dysgraphia/dyscalculia?
Dyslexia, dysgraphia, and dyscalculia are specific disorders affecting one's ability to read, write, and do math, respectively. School psychologists are trained to conduct assessments that identify students with one of 14 possible educational disabilities (refer to the WCPSS Special Education website for more information). The Specific Learning Disability (SLD) category is one of the 14 categories and encompasses dyslexia, dysgraphia, and dyscalculia. So, while an evaluation conducted by the school psychologist will not result in a diagnosis of one of these disabilities, your child may qualify for Special Education Services under the Specific Learning Disability category. If your child has been identified with dyslexia/dysgraphia/dyscalculia by an outside evaluator, your child may also qualify for services under the SLD category.
I think that my child may have ADHD. How can I have her tested for this?
Attention Deficit Hyperactivity Disorder (either Primarily Inattentive Presentation, Primarily Hyperactive-Impulsive Presentation, or Combined Presentation) is a medical/clinical diagnosis given by your child's healthcare provider. If you are concerned that your child may have this disability, the school can help gather information that may be useful to your healthcare provider in making this determination. Information from classroom observations, school records, and checklists can be a good place to start when considering this diagnosis for your child. Please contact your child's teacher or the school psychologist for more information or visit the Specific Areas of Concern section of this website.
Dyslexia, dysgraphia, and dyscalculia are specific disorders affecting one's ability to read, write, and do math, respectively. School psychologists are trained to conduct assessments that identify students with one of 14 possible educational disabilities (refer to the WCPSS Special Education website for more information). The Specific Learning Disability (SLD) category is one of the 14 categories and encompasses dyslexia, dysgraphia, and dyscalculia. So, while an evaluation conducted by the school psychologist will not result in a diagnosis of one of these disabilities, your child may qualify for Special Education Services under the Specific Learning Disability category. If your child has been identified with dyslexia/dysgraphia/dyscalculia by an outside evaluator, your child may also qualify for services under the SLD category.
I think that my child may have ADHD. How can I have her tested for this?
Attention Deficit Hyperactivity Disorder (either Primarily Inattentive Presentation, Primarily Hyperactive-Impulsive Presentation, or Combined Presentation) is a medical/clinical diagnosis given by your child's healthcare provider. If you are concerned that your child may have this disability, the school can help gather information that may be useful to your healthcare provider in making this determination. Information from classroom observations, school records, and checklists can be a good place to start when considering this diagnosis for your child. Please contact your child's teacher or the school psychologist for more information or visit the Specific Areas of Concern section of this website.