Specifications include, but are not limited to: A. Contractor will provide education psychology services to include but not limited to: assessments and evaluations, development of behavioral support plans, participation in Individualized Education Plans (IEP’s) and other related duties as it applies to special education for DSH students ages 18-22. B. Services under this Agreement shall be used to temporarily fill vacancies at the DSH. This Agreement shall be used only when all other staffing means have been exhausted including, but not limited to, civil service eligibility lists as well as the use of other related Agreements. The DSH makes no representation as to the minimum amount of services required under this Agreement. A. Contractor shall provide assessments to determine eligibility for special education services. Contractor shall evaluate student’s progress (identifying strengths and weaknesses) using a variety of psycho-educational instruments which may include, but not be limited to: Wide Range Assessment of Memory and Learning (WRAML 2), Behavior Assessment System for Children (BASC-2), Wechsler Individual Achievement Test (WIAT III), Wechsler Adult Intelligence Scale (WAIS-IV), Training for Intervention Procedures (TIPS), Test of Memory and Learning (Tomal-2), and Woodcock Johnson III Normative Update (WJ III NU). B. Contractor shall assist with new student intakes which includes: i. Review of intake packets, including IEP, outside reports, student interviews, and transcripts. ii. Preparing an assessment plan and obtaining consents for assessments from students, parents, guardian, or conservator as appropriate. C. Contractor shall provide annual and biennial evaluations as follows: i. Design a personalized assessment battery for each student in order to report a current level of functioning, including educational achievement, oral language ability, visual perceptual skills, cognitive functioning, social and emotional behavior. ii. Administer core tests, score and analyze results, summarize observations, and prepare clearly written and comprehensive reports and data which provide practical recommendations. iii. Based on assessment findings, refer students for further in-depth evaluations (i.e. speech and language therapy, occupational therapy etc.). iv. Report results at IEP and Treatment Team meetings, as needed. v. Meet with classroom teacher to review and discuss obtained scores and to select possible goals and objectives.
