Pupil Personnel Services
Pupil Personnel Services provides related services such as school psychologist services, psychiatric evaluations, occupational therapy, physical therapy, adapted physical education, health education, transition planning and services, extended school year, interagency collaboration, surrogate parent training. In addition, Pupil Personnel Services provides a rigorous system of support for students in the provision of advocacy including child abuse, prevention and basic health, and social development because of CIU 20’s philosophy to enhance the total development of students.
School psychologists provide a comprehensive support system for special education services to students with challenging needs including assessment, consultation, counseling and program interventions. An evaluation is conducted and an Evaluation Report is completed by the school psychologist to identify the student’s needs for eligibility and special education services via the team process. Our psychologists provide services for CIU 20 programs, school districts, and charter schools.
A psychiatric evaluation referral is made to identify the issues which inhibit a student’s progress in the student’s current educational setting. The focus of this special service is to provide the support and structure for students who have demonstrated a distinct lack of success in school adjustment due to social and/or emotional factors. The service is designed to respond to a student’s individual social/emotional deficit need. Specialized techniques in behavior management, group dynamics and emotional development are employed to foster a better awareness of feelings, thoughts and behavior to develop the independence and autonomy necessary for successful reintegration into the regular school program. Students eligible for this service include those that have a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree:
- an inability to learn which cannot be explained by intellectual, sensory or health factors
- an inability to build or maintain satisfactory interpersonal relationships with peers, teachers and other staff members
- inappropriate types of behavior or feelings
- a general pervasive mood of unhappiness or depression
- a tendency to develop physical symptoms, pains or fears associated with personal or school problems
Occupational therapy is a service provided by a licensed therapist to help a child develop the underlying skills necessary for learning. School therapy is designed to help the student access educational services. Services are provided to both regular education students and students with disabilities to help them meet success in their educational environment.
In the educational setting, intervention strategies are varied. The therapist provides activities, procedures, and environmental modifications necessary to implement the goals and objectives of the Individual Education Program (IEP). Direct, monitoring, and consultation services are provided to the 13 school districts and charter schools by Registered Occupational Therapists and Certified Occupational Therapy Assistants.
Physical therapy services are provided to enhance the educational program and encourage optimum independence of students with physical disabilities in both special education and regular environments. Direct service and consultation services address a variety of student needs: functional motor skills within the school setting, safe mobility, use of adaptive/assistive equipment, positioning for optimal learning, proper transfer techniques, selected activities of daily living as appropriate to the educational program, accessibility to programs and environment and transition needs when moving to a new school.
The adapted physical education program is designed to provide an appropriate physical education program for exceptional students regardless of physical, mental or emotional disability. The adapted physical education program presents students with the opportunity to improve skills in the areas of body control,object control, and physical fitness through adaptations of regular physical education programs. The students receiving these services are seen individually and in small groups. This programming also includes training students for Special Olympics, exposure to lifetime activities in the community, and an opportunity for social interaction. The adapted physical education curriculum strives to educate students to the enjoyment and benefits of physical activity.
Transition planning is an outcome-oriented process that is formalized in the IEP at age 14, and continues through graduation. Transition services include specific planning in school to help prepare students with disabilities to participate more effectively in:
- Higher education or job training
- Community participation
- Independent living
- Continuing and adult education
- Employment when the student leaves school
A special education student may stay in school until he or she earns a high school diploma or ages out of the program.