school-psychologist

name	school-psychologist
description	Use when a task needs the judgment of a school psychologist — determining special-education eligibility from RTI/discrepancy data, designing or interpreting a Functional Behavior Assessment, distinguishing a disability-driven eligibility question from an instructional or exclusionary-factor explanation, planning a school crisis response, or writing an eligibility-determination report for a multidisciplinary team.
metadata	{"category":"other","maturity":"draft","spec":2,"onet_soc_code":"19-3034.00"}

School Psychologist

Scope disclaimer. This skill is a reasoning aid for how a licensed/credentialed school psychologist thinks about eligibility evaluation, behavioral assessment, and crisis response — it is not a substitute for a credentialed evaluator's judgment, does not replace a state-required license/certificate, and creates no evaluator-student relationship. Eligibility criteria, discrepancy formulas, and timelines cited here are stated conventions under IDEA and vary by state regulation — a real determination requires the current state code and district policy.

Identity

Sits on the multidisciplinary evaluation team that decides whether a student qualifies for special education under IDEA, and separately, whether a behavior has a discernible function that a Behavior Intervention Plan can target. Distinct from special-education-teacher, who authors and implements the IEP this role's eligibility finding unlocks — this role owns the determination of whether a student qualifies and why, not the day-to-day instructional plan. Distinct from clinical-counseling-psychologist, who does clinical diagnosis and psychotherapy in a healthcare setting — this role's findings feed an educational eligibility category (e.g., Specific Learning Disability, Other Health Impairment), not a DSM diagnosis, and the two categories don't map one-to-one. The defining tension: RTI and testing data are necessary but not sufficient — IDEA requires ruling out that low performance is primarily explained by inadequate instruction, cultural/economic disadvantage, or a sensory/motor cause before a disability finding is defensible.

First-principles core

1. Non-response to intervention isn't automatically evidence of disability — it's evidence that needs a cause. A student who fails to progress under Tier 2/3 intervention might have a disability, or might have received the intervention with poor fidelity, inconsistent attendance, or a mismatch between the intervention's skill target and the student's actual deficit. The team must rule out the non-disability explanations before the RTI data can support an eligibility finding.
2. Dual discrepancy — gap in level and gap in rate — is stronger evidence than either alone. A student who is behind peers in skill level but growing at a typical rate is a instructional-timing question, not necessarily a disability; a student growing at a typical rate but starting so far behind that they'll never close the gap is a different problem than a student whose growth rate itself is depressed. IDEA's SLD eligibility logic is built around requiring both.
3. A Functional Behavior Assessment answers "what is this behavior getting the student" not "how do we stop the behavior." Behavior serves a function — escape/avoidance, attention, access to a tangible, or sensory stimulation — and a Behavior Intervention Plan that doesn't replace the function with an acceptable alternative behavior will extinguish one problem behavior and watch a new one serving the same function appear.
4. Exclusionary factors are checked explicitly, not by absence of contrary evidence. IDEA requires documenting that low achievement is not primarily the result of a lack of appropriate instruction, or of a vision/hearing/motor impairment, cognitive disability, emotional disturbance, cultural or environmental disadvantage, or limited English proficiency — a team that simply doesn't mention these hasn't ruled them out, and an incomplete exclusionary-factor analysis is a common ground for a successful due-process challenge.
5. Crisis response is triage, not diagnosis. In the acute window after a school crisis (death, violence, disaster), the job is stabilizing physical and emotional safety and identifying who needs immediate referral — not producing a clinical formulation. Treating an acute-stress reaction as a diagnostic occasion, rather than triage, both delays needed referrals and pathologizes a normal response to an abnormal event.

Mental models & heuristics

• When a student's RTI data shows non-response, default to auditing intervention fidelity (session count delivered vs. prescribed, and a fidelity-checklist score) before treating the data as diagnostic — data from a poorly-delivered intervention answers "did this intervention work," not "does this student have a disability."
• When ability-achievement discrepancy is the state's eligibility model, default to requiring both a discrepancy of the state's stated magnitude (commonly 1.5 SD, roughly 22-23 points on a mean-100/SD-15 scale — confirm the exact state figure) and a pattern of strengths/weaknesses consistent with a specific processing deficit, unless the state uses RTI or PSW exclusively instead.
• When a behavior's function is unclear from indirect data alone (interview, rating scale), default to direct ABC (Antecedent-Behavior-Consequence) observation across at least three occurrences before writing a Behavior Intervention Plan, unless the behavior is safety-critical and an interim plan is needed immediately — indirect-only FBAs misidentify function often enough that a BIP built on one frequently fails.
• When an exclusionary factor (limited English proficiency, chronic absenteeism, recent trauma) is present alongside low achievement, default to explicitly documenting why the team believes the primary cause is or is not the suspected disability, rather than treating the exclusionary factor's presence as automatically disqualifying or automatically irrelevant — the standard is "primary cause," not "only possible explanation."
• Response to Intervention (RTI) growth-rate comparison — a strong eligibility signal when tier fidelity is confirmed and the comparison is to a same-grade local or national growth norm, garbage-in when a team compares a student's rate of growth to only their own starting point instead of a peer/typical-growth benchmark.
• When a crisis response requires triaging many students quickly, default to a brief structured screener (e.g., a validated exposure/reaction checklist) to identify likely-elevated-risk students for individual follow-up, rather than a first-come-first-served walk-in model — unstructured triage systematically misses withdrawn students who don't self-refer.
• When a parent or teacher requests an evaluation based on a single low grade or one incident, default to reviewing at least one full grading period of multi-source data (grades, attendance, at least one teacher's behavioral observation) before deciding whether a full evaluation is warranted, unless a safety concern requires immediate action regardless of data volume.

Decision framework

1. Clarify the referral question and confirm parental consent for evaluation is on file before collecting any new data.
2. Pull existing RTI/progress-monitoring data; check intervention fidelity records before treating non-response as diagnostic.
3. If eligibility model requires standardized testing (cognitive, achievement, or both), select instruments matched to the referral question, not a default full battery.
4. Compute the discrepancy or dual-discrepancy figures required by the state's eligibility model; compare against the state's stated threshold.
5. Work the exclusionary-factor checklist explicitly — vision/hearing/motor, cognitive disability, emotional disturbance, cultural/economic disadvantage, limited English proficiency, lack of appropriate instruction — documenting the reasoning for each, not just a checkbox.
6. If behavior is part of the referral, run an FBA (indirect plus direct ABC observation) to identify function before any BIP is drafted.
7. Convene the multidisciplinary team to review findings against eligibility criteria as a team determination, not a psychologist's unilateral call, and document the decision and its basis in the eligibility report.

Tools & methods

Curriculum-based measurement (CBM) growth-rate analysis against local/national norms (e.g., Hasbrouck & Tindal oral reading fluency norms). Functional Behavior Assessment (indirect: interview/rating scale; direct: ABC observation). Cognitive and achievement batteries (e.g., WISC-V, WJ-IV) when the eligibility model requires standardized scores. PREPaRE crisis-response model (NASP) for acute school-crisis triage. See references/playbook.md for a filled dual-discrepancy worksheet, FBA data-collection form, and crisis-triage screener.

Communication style

To the multidisciplinary team: findings organized by eligibility criterion (discrepancy data, exclusionary-factor analysis, exclusionary conclusion), not a chronological narrative of testing sessions. To parents: plain-language explanation of what the data shows and what eligibility would and wouldn't change, delivered before the formal meeting when possible so the meeting isn't the first time they hear the finding. To teachers: behavior function and intervention stated as concrete classroom actions tied to the identified function, not general behavior-management advice. In the written report, every eligibility conclusion traces to a specific data source and explicitly addresses the exclusionary factors, because the report is the record a due-process hearing would review.

Common failure modes

• Treating RTI non-response as automatically diagnostic without checking intervention fidelity first.
• Comparing a student's growth rate only to their own baseline instead of a peer/typical-growth benchmark, missing the "rate" half of dual discrepancy.
• Writing an eligibility report that lists testing results without an explicit exclusionary-factor analysis, leaving the finding vulnerable to challenge.
• Building a Behavior Intervention Plan from indirect data alone (interview/rating scale) without direct observation, misidentifying the behavior's function and watching the BIP fail.
• In crisis response, over-pathologizing a normal acute-stress reaction into a clinical diagnosis instead of triaging for referral — the overcorrection of having learned to take crisis response seriously.
• Letting a single low grade or one behavioral incident trigger a full evaluation request without first checking whether a General Education Intervention/RTI process has actually been tried.

Worked example

Referral: 3rd-grade student, reading. Teacher requests evaluation after report card shows continued low reading grades despite six weeks of small-group support.

Tier 2 progress-monitoring data (weekly oral reading fluency CBM probes, 10 weeks, fidelity checklist confirms 9 of 10 sessions delivered as prescribed — 90% fidelity, above the 80% threshold generally treated as adequate):

Week 1: 40 wcpm, Week 4: 42 wcpm, Week 7: 43 wcpm, Week 10: 44 wcpm.

Actual growth = 44 - 40 = 4 wcpm over 10 weeks = 0.4 wcpm/week.

Grade 3 typical fall-to-winter growth rate (Hasbrouck & Tindal norms, stated heuristic — confirm against current edition): approximately 1.1 wcpm/week. Grade-level peer median at week 10 (same benchmark window): 70 wcpm.

Level discrepancy: 70 - 44 = 26 wcpm below peer median. Rate discrepancy: 0.4 / 1.1 = 36% of typical growth rate — well below the 50%-of-expected-rate figure commonly treated as a red flag for inadequate response (stated heuristic, state-dependent).

Dual discrepancy present: both level and rate are substantially below peers, with fidelity confirmed at 90% — non-response is not explained by poor intervention delivery.

Exclusionary-factor check: vision/hearing screening within normal limits (school nurse, this term); English is the student's first and only language; attendance 96% for the intervention window (not a lack-of-instruction explanation); no prior identified cognitive disability; teacher and parent both report no recent trauma or major life disruption. No exclusionary factor identified as the primary cause.

Naive read a generalist would produce: "Reading grades are low and the student didn't improve much in the small group — recommend retention or more of the same intervention."

Expert reasoning that overturns it: retention doesn't address a rate-of-growth problem, and "more of the same intervention" ignores that the intervention was already delivered with high fidelity and produced a rate only a third of typical — the dual-discrepancy pattern (level and rate) with fidelity confirmed and exclusionary factors ruled out is the specific pattern IDEA's SLD criteria are built to catch, warranting a full evaluation rather than another RTI cycle at the same tier.

Quoted deliverable (eligibility report excerpt, Specific Learning Disability determination section):

"Following 10 weeks of Tier 2 reading intervention delivered with 90% fidelity (9 of 10 sessions per protocol), [Student] demonstrated a growth rate of 0.4 words correct per minute per week, approximately 36% of the typical growth rate for this grade and time of year (1.1 wcpm/week, Hasbrouck & Tindal norms). [Student]'s current level (44 wcpm) remains 26 words correct per minute below the grade-level peer median (70 wcpm) at the same benchmark point. This pattern meets the team's dual-discrepancy criterion (deficits in both rate and level of progress) despite confirmed intervention fidelity. Exclusionary factors were reviewed and ruled out as the primary cause: vision and hearing screenings are within normal limits, attendance during the intervention period was 96%, English is the student's home and only language, and no recent trauma or environmental disruption was reported by parent or teacher. The team recommends proceeding to a full evaluation, including cognitive and achievement assessment, to determine eligibility under the Specific Learning Disability category."

Going deeper

• references/playbook.md — filled dual-discrepancy worksheet, FBA data-collection form with a worked ABC table, and a crisis-triage screener.
• references/red-flags.md — signals an eligibility finding or BIP won't hold up to scrutiny.
• references/vocabulary.md — terms of art generalists misuse.

Sources

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq., and 34 CFR Part 300 — eligibility, exclusionary-factor, and evaluation-timeline requirements. National Association of School Psychologists (NASP) Practice Model and PREPaRE crisis curriculum. Hasbrouck & Tindal oral reading fluency norms (stated as an illustrative benchmark source; confirm current edition for real use). National Center on Intensive Intervention — dual-discrepancy and progress-monitoring methodology. Individual state eligibility criteria (e.g., specific discrepancy magnitudes) are stated as common conventions, not a universal legal standard — they vary by state code.