2025-2026 Program and Budget Handbook

Psychological Services

Comprehensive Support Services: • School Psychologists are highly trained in counseling and educational interventions, child development, learning, behavior, motivation, curriculum and instruction, assessment, school organization and educational law • Tailor services to the individual needs of students ages 3 through 21 to help children and youth succeed academically, socially, behaviorally and emotionally • Strengthen working relationships between educators, parents and community services to create a safe, healthy, and supportive learning environment • Support Student development of Social Emotional Learning competencies including Growth Mindset, Self-Efficacy, Self Management, and Social Awareness Provide direct counseling services to students; individually and in groups School Climate and Social-Emotional Learning: • Promote mental health in the school setting • Deliver school-based mental health services such as group, individual and crisis counseling • Coordinate supports with community resources and health care providers to provide students • Partner with parents/guardians and teachers to create healthy school environments • Provide crisis Intervention, including participation in risk and threat assessments

Academic and Behavior Support: • School psychologists are knowledgeable about a variety of academic, social emotional and behavioral programs • Provide differentiated instruction strategies to enhance access to the core curriculum • Identify appropriate evidenced-based interventions and collaborate in their implementation • Assist with fidelity of pre-referral interventions and student progress monitoring • Collaborate on the development of school wide academic, social-emotional, and behavioral interventions Professional Development: • School Psychologist collaboratively facilitate staff and parent presentations based on needs assessments to develop targeted presentations, such as: o Parent Education Workshops o Anti-bullying o Least Restrictive Environment and Inclusive Learning Practices o Understanding Language Acquisition and Learning Disabilities o Social-Emotional Learning framework and competencies o Positive behavior expectations and Tier-I supports and intervention o Tier II and Tier III behavior support, intervention and progress monitoring strategies

For further information, please email Sergio Avilés, Director, Psychological Services: sergio.aviles@lausd.net You may also contact the Psychological Services Support Administrator in your Region.

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