A. Definition. School Psychological Services include but are not limited to:

1. administering psychological and educational tests, and other assessment procedures;
2. interpreting assessment results;
3. obtaining, integrating, and interpreting information about student behavior and conditions relating to learning (which may also include assisting in the development of academic intervention strategies, progress monitoring, evaluating intervention and service delivery outcomes, conducting functional behavior assessments, and conducting program evaluations);
4. consulting with other staff members in planning school programs to meet the special educational needs of students as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;
5. planning and managing a program of psychological services, including psychological counseling for students and parents (which may also include implementing and/or monitoring interventions, conducting social skills training, anger management/conflict resolution training, study skills training, substance abuse prevention, crisis prevention and intervention, parent skills training, and coordinating services with other community agencies.); and
6. assisting in developing positive behavioral intervention strategies.

A. (1) The State Board of Elementary and Secondary Education, in collaboration with the Louisiana Juvenile Justice Planning and Coordination Board, shall formulate, develop, and recommend to the Juvenile Justice Reform Act Implementation Commission by March 1, 2004, a model master plan for improving behavior and discipline within schools. (2) The model master plan may include but need not be limited to guidelines for accomplishing the following: (e) Providing better assistance to parents in knowing about and accessing family strengthening programs.

A. The governing authority of each public elementary and secondary school is authorized and encouraged to partner with individuals, community and faith-based groups and organizations, and nonprofit and for-profit entities to design and implement programs to increase parental involvement in children’s education and schools. B. The governing authority of each public elementary and secondary school may: (1) Identify and encourage participation in parenting classes that are designed to increase parental involvement, are provided at low or no cost to parents, and that provide parents with information and skills related to improving student performance, including but not limited to the following: (a) How to be a positive role model for children and motivate them to do well in school. (b) How to maximize the benefits of parent-teacher conferences. (c) The importance of sleep and good nutrition in school performance. (d) How to help with homework assignments and to establish an environment conducive to their completion. (e) Techniques for students to improve study habits and classroom performance. (f) How to access and use any technology provided by the school or school governing authority that furnishes information about school assignments, activities, and events and about student attendance and performance. (g) The importance of school attendance and the consequences of truancy. (h) How to help students prepare for entrance into postsecondary education or the workforce. (i) Ways of becoming involved in a child’s school, including volunteer opportunities. (2) Provide recognition in the following ways to schools and classes in which a high percentage of parents participate in at least two parenting classes: (a) Solicit donations from individuals, community and faith-based groups and organizations, and nonprofit and for-profit entities to fund rewards such as equipment, supplies, field trips, and other educational activities. (b) Devise other ways of providing recognition to schools and classes as well as to participating parents. C. (1) The governing authority of each public elementary and secondary school shall encourage and provide opportunities for parents who participate in parenting classes to encourage participation by other parents, including those whose children are entering a school for the first time. (2) The governing authority of each public elementary and secondary school and the state Department of Education may identify available funding sources that may be used to provide for such parenting classes.

(ii) The rehabilitation or counseling required by the provisions of this Subparagraph shall be provided by existing or new programs approved by the juvenile or family court having jurisdiction, if applicable, or by the school system and shall be at no additional cost to the school system. Such rehabilitation or counseling programs may include the following components relative to successful programs, approaches, and activities for parental involvement which better equip parents to provide support for the education of their children: (aa) Enhancing parenting skills and expanding curriculum offerings relative to character development, the development of a healthy self-esteem and sense of personal and social responsibility, violence prevention, and conflict resolution. (bb) Raising the educational level of the parents of public school students through instruction in basic skills. (cc) Improving developmental skills of students to prepare them for academic success. (dd) Providing a role model for the child through parental interest in education. (ee) Enabling parents to become familiar with and comfortable in the school setting. (ff) Enhancing the relationship of the parent and child through planned, structured parent-school interaction. (gg) Demonstrating to parents their power to affect their child’s ability to learn.

C. (1)  A youth development and assistance program may consist of age- or grade-appropriate alternative classrooms during school or special intervention or prevention programs before, after, or during the school day.

• (2)  Such programs may include but shall not be limited to the following components:

• (a)  Provision of services for students including behavioral training and intervention techniques that promote cooperation and enhance interpersonal and conflict resolution skills, peer mediation, anger management, bullying prevention, life skills training, mentoring, counseling, and tutoring programs that improve academic achievement.

• (b)(i)  Provision of services which support the parents of students identified with behavioral needs that may need intervention or support. Such parent services may include literacy services or parental training.

• (ii)  Required participation of any parent of a student so identified in such intervention at the school or other designated facility.

• (c)  Collaboration with community-based organizations, including but not limited to youth services, civic, social services, mental health, volunteer services, and juvenile justice agencies.

D.  The provisions of this Section shall be implemented upon the approval of each city, parish, or other local public school board of any program submitted by a school and the availability of funds to a school for such purpose.