Coronavirus Resources for Schools

CASP Covid-19 Assessment Position Paper

Contains resources from school districts and public health agencies.

Issue link: https://content.acsa.org/i/1238595

Contents of this Issue

Navigation

Page 1 of 5

CALIFORNIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS POSITION PAPER April 9, 2020 2 3. Question: What can school psychologists do regarding Special Education assessments and IEP meetings in the meantime? Answer: While a district is in shelter in place, we recommend that the school psychologist consult with district/school administrators to determine assessment priority. Some possibilities to consider: 1. Complete as much of any open signed initial and triennial assessments you are able, which may include background review, writing observations and interviews that have already been conducted, and completing reports of assessment results that have already been collected. 2. Complete triennial assessments that can be conducted as a record review per district policy and parent consent. 3. Conduct record reviews on any initial evaluation plans that were being developed (not signed) prior to the shelter in place in preparation for them being signed as soon as the policy is lifted. 4. Conduct as many initial, triennial IEP meetings as are possible until the end of the academic year per district policy on distance meetings to ensure confidentiality and informed consent. As well as continue to process 1-3. 4. Question: Everyone is just so focused on assessments and IEPs, what else can we be doing? Answer: CASP acknowledges that catching-up with mandated assessments and IEP meetings can take precedence because they are mandated activities. However, as school psychologists we are more than just Special Education assessors. Initially, we may be called upon to help counsel staff, students, and families to help them manage continued psychological and emotional turmoil stemming from pre-crisis issues (and or exacerbated by crisis), or caused by the crisis, and to help students re-integrate into school. You also may be called to provide resources, many of which you can find on CASP's website and NASP's website. During the current crisis we can revive some neglected knowledge and skills as well as take the opportunity to gain new skills and knowledge through self-study and online webinars. During online meetings with our fellow educators we can reintroduce to them the vast training and services that school psychologists can offer beyond Special Education. While attention to crisis intervention might be needed right away, the importance of and need for developing resiliency as well as crisis prevention may be more embraced. Other school-wide prevention programs may be considered, such as Positive Behavioral Interventions and Supports (PBIS) or Social Emotional Learning (SEL). School psychologists are ideal personnel to take leadership roles in these undertakings. 5. Question: What are we to do once we are allowed back in schools? I feel like a flood is coming and I want to be prepared for it. Answer: Catching up with all of these and other assessments, even with delayed timelines, will be stressful. CASP wants to remind all school psychologists that this is a good opportunity to review your assessment practices. For example, are you over-testing (i.e. can data be obtained in other ways)?

Articles in this issue

view archives of Coronavirus Resources for Schools - CASP Covid-19 Assessment Position Paper