10/17/15
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RE-CONCEPTUALIZING THE ROLE OF THE SCHOOL PSYCHOLOGIST AT
MANIFESTATION DETERMINATIONS WITHIN A SOCIAL JUSTICE
FRAMEWORK SAM SONG, SEATTLE UNIVERSITY
JO CALLAGHAN, EDMONDS SCHOOL DISTRICT
KATHERINE BLAIR, CENTRAL VALLEY SCHOOL DISTRICT
SOCIAL JUSTICE & ETHICS
• PRINCIPLE ONE ( SECTION I.3):
• SCHOOL PSYCHOLOGISTS RESPECTING THE DIGNITY AND RIGHTS OF ALL PERSONS (NASP ETHICS CODE, 2010)
• CULTIVATE SCHOOL CLIMATES – SAFE AND WELCOMING TO ALL PERSONS INCLUDING STUDENTS WITH CHRONIC BEHAVIORAL CONCERNS
• MAINTAIN DEVELOPMENTALLY AND CULTURALLY RESPONSIVE PRACTICES
SOCIAL JUSTICE & ETHICS
• CORRECT SCHOOL PRACTICES THAT ARE UNJUSTLY DISCRIMINATORY OR DENY STUDENTS THEIR LEGAL RIGHTS.
• ENSURE THAT ALL STUDENTS PARTICIPATE IN AND BENEFIT FROM SCHOOL PROGRAMS, AND HAVE ACCESS TO SCHOOL PSYCHOLOGICAL SERVICES.
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SOCIAL JUSTICE & ETHICS
• FOURTH PRINCIPLE: SCHOOL PSYCHOLOGISTS HAVE A RESPONSIBILITY TO SCHOOLS, FAMILIES, COMMUNITIES, THE PROFESSION, AND SOCIETY (NASP ETHICS CODE, 2010)
• ASSUME A PROACTIVE ROLE IN IDENTIFYING SOCIAL INJUSTICES THAT AFFECT CHILDREN AND SCHOOLS.
• REFORM SYSTEMS-LEVEL PATTERNS OF INJUSTICE
• PROMOTE CHANGES AND ADVOCATE FOR POLICIES IN SCHOOLS THAT BENEFIT STUDENTS
SCHOOL PSYCH AND MD MEETINGS
• INFORMATION SYSTEMS TO MAKE SURE YOU GET INFORMED
• WHEN SHOULD YOU BE INFORMED
• WHY US AND WHO NEEDS TO BE INVOLVED
• WHAT HAPPENS NEXT
• HOW DO DECISIONS GET MADE
KEY COMPONENTS TO SUCCESS
• PRINCIPALS NEED TO UNDERSTAND THE BASICS • STUDENTS WITH DISABILITIES HAVE PROTECTIONS IN DISCIPLINE SITUATIONS
• DOES YOUR PRINCIPAL UNDERSTAND HOW TO CHECK FOR ELIGIBILITY?
• CHECK STUDENT ELIGIBILITY STATUS BEFORE IMPLEMENTING DISCIPLINE • WHAT WOULD REG ED STUDENT DISCIPLINE BE
• IF MORE THAT 10 DAYS OR SECOND SIMILAR OFFENSE – CHECK WITH SPED IS A RULE
• REMOVAL FROM SCHOOL FOR MORE THAN 10 DAYS MEANS – STUDENTS MUST BE PROVIDED WITH ALTERNATIVE SERVICES TO MEET GOALS REGARDLESS OF THE MD DECISION – CAN BE HUGE COST FOR THE DISTRICT (SOMETIMES THIS GETS ADMIN ATTENTION)
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THE MD CONVERSATION
• SCHOOL PSYCH LEADS THE MEETING
• SPECIAL EDUCATION PROCESS – NOT GEN ED
• MD TEAM SHOULD BE THE IEP TEAM AS A MINIMUM – YOU, PARENT AND PRINCIPAL DOESN’T MEET CODE
• TWO QUESTIONS
• DIRECT AND SUBSTANTIAL RELATIONSHIP TO THE DISABILITY
• ARE WE IMPLEMENTING ALL COMPONENTS OF THE IEP
• IF DIRECT AND SUBSTANTIAL – IS THERE AN FBA AND BIP?
• ARE WE IMPLEMENTING WITH FIDELITY?
OSPI DISCIPLINE FLOW CHART • SPECIAL EDUCATION DISCIPLINE FLOW CHART
• THIS CAN BE ACCESSED BY GOING TO WWW.K12.WA.US AND SEARCHING MANIFESTATION DETERMINATION. THEN YOU CLICK THE BEHAVIOR AND DISCIPLINE LINK. IT IS AT THE BOTTOM OF THE PAGE IN A HYPERLINK.
• THIS IS A GOOD VISUAL IF YOU ARE DISCUSSING MANIFESTATION DETERMINATIONS WITH ADMINISTRATION, PARENTS, OR OTHER STAFF.
WHAT IS YOUR EXPERIENCE?
• BIGGEST CONCERNS?
• CASE EXAMPLE
• STUDENT IS ELIGIBLE AS OHI COMMITS A DISCIPLINE OFFENSE – WHAT DO YOU NEED TO KNOW?
• OHI?
• RELATIONSHIP TO THE OFFENSE
• REGULAR DISCIPLINE PRACTICE FOR THIS OFFENSE
• DRUGS AND ALCOHOL
• WEAPONS
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ADVOCATE CHANGE IN YOUR SCHOOLS
• PREVENT MANIFESTATIONS FROM HAPPENING IN THE FIRST PLACE
• IF MD DOES OCCUR, THEN ADJUST IEP AND INTERVENE TO PREVENT IT RE-OCCURRENCE
• IMPLEMENT PREVENTION SERVICES OVERALL
• CULTURALLY RESPONSIVE PRACTICES
• PROMOTING HOME–SCHOOL COLLABORATION
• PROVIDING ONGOING PROFESSIONAL DEVELOPMENT
• IMPLEMENTING SYSTEMS-LEVEL THREE-TIERED FRAMEWORKS OF BEHAVIOR MANAGEMENT
THANK YOU!
• SAM SONG, SEATTLE UNIVERSITY; [email protected]; RE-HUMANIZE.ORG
• JO CALLAGHAN, EDMONDS SCHOOL DISTRICT & SEATTLE UNIVERSITY; [email protected]
• KATHERINE BLAIR, CENTRAL VALLEY SCHOOL DISTRICT; [email protected]
Realistic Restorative Justice in Schools Research Team��� Samuel Song, Ph.D., NCSP [email protected] RRJ Principal Investigator School Psychology Program Seattle University National Network of Restorative School Researchers [email protected] Re-humanize.org
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