Department of
Psychological and Social Services /
Homeless Education Program
PREDOCTORAL PSYCHOLOGY
INTERNSHIP MANUAL
2909 N. Buckner Blvd. Suite 501, Dallas, TX 75228
Phone: 972.925.8050 Fax: 972.794.3525
email@address.com www.webaddress.com
2
TABLE OF CONTENTS
ABOUT THE DALLAS INDEPENDENT SCHOOL DISTRICT............................................. 03
Facts and Figures ........................................................................................................................ 03
Experience Working with Students from Diverse Backgrounds in an Urban Setting ............... 03
Department of Psychological and Social Services ..................................................................... 03
Administrative Structure ............................................................................................................ 04
Internship Synopsis .................................................................................................................... 05
INTERNSHIP TRAINING PROGRAM ...................................................................................... 07
Philosophy and Mission ............................................................................................................. 07
Training Objectives and Competencies ...................................................................................... 08
SEQUENCE OF THE PROGRAM .............................................................................................. 16
APPENDICES................................................................................................................................. 17
A. Contracts and Benefits .......................................................................................................... 17
B. Intern Selection Criteria ........................................................................................................ 18
C. Personnel ................................................................................................................................ 20
D. APPIC Match Information and Policies Links ..................................................................... 24
E. Dallas Area ........................................................................................................................... 25
F. Directions to Psychological and Social Services Office ....................................................... 26
G. Dallas Independent School District Board Policies .............................................................. 30
The Dallas Independent School District does not discriminate on the basis of sex, disability, race, religion, color, age, gender, sexual orientation,
and/or national origin in educational programs or activities which it operates, and it is required by Title IX, Section 504, and Title VI, not to
discriminate in such a manner. This policy not to discriminate extends to employment in and admission to such programs and activities. For
information about rights or grievance procedures, contact the Title IX administrator, Section 504 Administrator, Mary McCants, or the Employee
Relations Department at 3700 Ross Avenue, Dallas, Texas 75204.
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ABOUT THE DALLAS INDEPENDENT SCHOOL DISTRICT
Facts and Figures
The Dallas Independent School District is the fourteenth largest school district in the United States. It has a
one billion-dollar annual budget and is the largest employer in the Dallas/Ft. Worth metropolitan area. The
Dallas Independent School District serves approximately 157,524 students in 225 schools. There are 155
elementary and 70 secondary schools.
The Dallas Independent School District serves a diverse student body. The students come from homes where
nearly 70 different languages are spoken. The student population is 68.4% Hispanic, 25% African-American,
4.5% Caucasian, 1.1% Asian, and 0.5% American Indian. The Psychological and Social Services staff also
displays a diverse racial make-up: 43.5% Caucasian, 23.1% African American, 28.2% Hispanic, and 5%
other.
Experience Working with Students from Diverse Backgrounds in an Urban Setting
The Dallas Independent School District presents interns with a unique opportunity to work with an unusually
large number of different ethnic groups and populations within the setting of a large, urban school district.
Our students come from many nations (almost 70 languages are spoken in the district) and are shaped by
experiences that may not be seen in other settings. Many of our students come from countries scarred by war
or civil unrest and may be the victims of extreme poverty and other hardships. The school district also serves
thousands of homeless students. Working with these students through the schools or the Youth and Family
Centers exposes the interns to new opportunities for growth and service delivery.
Department of Psychological and Social Services
Psychological and Social Services (PSS) is located at the Student Support Services Center at 2909 North
Buckner Boulevard, Suite 501, Dallas, Texas, 75228. The departmental leadership is composed of the
Director, a Ph.D., Licensed Psychologist; a Doctoral Supervisor, a Ph.D. Licensed Psychologist; a Social
Work Supervisor, a Licensed Clinical Social Worker; a supervisor of Licensed Specialists of School
Psychology (LSSP), an LSSP; a Homeless Education Supervisor, an M.S.; a Juvenile Justice Transition
Specialist, an MSW; an APA Predoctoral Internship Leadperson, a Ph.D., Licensed Psychologist, a
Compliance Monitoring and Oversight Coordinator, M.S.; and an Administrative Assistant. Direct services
staff include 22 Licensed Specialists in School Psychology (LSSPs) and 13 visiting teachers/social workers.
Seven (7) of the direct-services staff hold Licensed Psychologist credentials as well as the LSSP credential.
Each staff member is assigned a set of schools, where they deliver counseling and consultation services to
both regular education and special education students. They consult with Student Support Teams to assist in
the development of pre-referral interventions. In schools with Foundations Teams – teams that develop
schoolwide interventions to promote safe and civil school environments – PSS staff serve as coaches to these
teams.
The Dallas Independent School District has offered a pre-doctoral professional psychology internship for
over 25 years. In 1991, the program became the first within a school district to receive accreditation from the
American Psychological Association (APA). The APA can be contacted at:
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American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
(202) 336-5979
The program was successfully re-accredited in 2008 for seven years. The School Psychology Division, Texas
Psychological Association, recognized PSS for Outstanding Psychological Services in 1984 and 1991.
Administrative Structure
The pre-doctoral psychology internship program is led by a Director of Internship Training. The Director of
Internship Training is selected by the Director of the Department of Psychological and Social Services,
whom also is designated the Chief Psychologist, from the Pre-doctoral Internship Faculty. The Director of
Internship Training reports directly to the Director of PSS.
The Director of Internship Training is the leader of an identified Pre-doctoral Internship Faculty. The faculty
is comprised of Ph.D. level psychologists who either supervise one of the interns or who plan and implement
a part of the Pre-doctoral Internship Program i.e. Professional Issues Forum, Group Supervision, Research,
or Supervision Training. Pre-doctoral interns are supervised by a psychologist, who has an earned doctorate,
as well as being licensed both as a Licensed Psychologist (LP) and as a Licensed Specialist in School
Psychology (LSSP). (The state of Texas requires an LSSP in order to work as a psychologist in the schools.
If an intern is supervised by an individual who is licensed both as an LP and an LSSP then the intern meets
internship requirements for both licenses. This better prepares the interns who will be staying in Texas to
meet the program’s goal of preparation to become entry level psychologists.)
Members of the faculty are not only licensed professionals, but they are also psychologists dedicated to
training, life-long learning, and professional development. Most faculty members are also members of
professional organizations, are engaged in research in their unique areas of interest, and/or present their work
at professional conferences and to other organizations.
The Director of Internship Training is responsible for planning faculty meeting and for examining the
evaluation of the internship completed by each cohort of interns and making recommendations to the Pre-
doctoral Internship Faculty for improvements of the Pre-doctoral Internship Program for the next internship
year. Formative evaluations are gathered after the orientation week and at various other points during the
internship. Summative evaluations of the internship are conducted both formally by an outside evaluator and
informally through an exit interview with the Chief Psychologist.
The Director of Internship Training with the help of the Pre-doctoral Faculty is responsible for guiding,
encouraging, and supporting the interns throughout their internship year. The Director of Internship Training
is also responsible for resolving individual and cohort problems. Should problem resolution affect the
department or internship policy the Director of Internship Training will consult with the Director of the
Department and inform the faculty of the decision at the next called meeting. When a problem may require
faculty input prior to resolution, the Director of Internship Training will call a faculty meeting prior to
resolving the problem.
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Internship Synopsis
The Dallas Independent School District currently funds four pre-doctoral interns in the Department of
Psychological and Social Services. The interns work as school psychologists under the supervision of
individuals who are both Licensed Psychologists and Licensed Specialists in School Psychology. The interns
use the title ―Pre-doctoral Psychology Intern.‖
The interns work forty to fifty hours per week, five eight-hour days. Two and a half days a week, twenty
hours, are spent in both elementary and secondary schools. One day per week is spent providing individual
and family therapy to referred students in a Youth and Family Center, the Dallas ISD’s nationally recognized
program for provision of school-based, physical- and mental-health services. Interns have one-half day per
week to dedicate to their secondary rotation. The secondary rotations are one semester of evaluation for
special education with Dallas ISD’s Individual Evaluation department and one semester of a placement that
meets their individual training goals. Another one-half day per week is set aside for group supervision,
training, and research. A half-day, or four hours, per week is reserved for interns to work on completing their
dissertations. Documentation of effort, data entry, and two hours of individual supervision per week are
folded into the previously outlined work week. In addition, once a month, for an hour and a half, the interns
meet for supervision training.
In the schools, interns provide individual and group counseling; consult with parents and school personnel
regarding emotional, behavioral, and academic concerns; participate on Student Support Teams (SST) and
Foundations Teams; conduct functional behavioral assessments (FBAs), develop behavior intervention plans
(BIPs); and participate as members of the Crisis Response Team. Each intern conducts informal
assessments (classroom observation, parent/teacher/student interview), formal suicide/violence risk
assessments, in addition to 5 to 10 formal special education assessments (actual number depends on
competency/experiences prior to internship).
The Youth and Family Centers allow interns the opportunity to broaden counseling experience to include
family therapy; consultation with clinic psychiatrists, and assessment for the purpose of DSM-IV-TR (Fourth
Edition - Text Revision) diagnosis. This configuration allows the interns broad, continuous exposure to the
variety of roles fulfilled by professional school psychologists. Furthermore, the interns’ weekly schedules
afford them considerable opportunity to interact with each other as well as other professional and supervisory
staff.
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The following is a summary of type of students served and time spent:
Type of Students Served:
Regular Education Students 56%
Special Education Students 11%
Youth and Family Center Students 33%
Time Spent:
Counseling 43%
Assessment (formal and informal) 11%
Consultation 18%
Supervision 10%
Learning Activities (Professional Development, Professional Issues, Supervision Training) 6%
Research (including dissertation) 12%
The rich range of experiences provided by our internship program prepares the intern for employment in a
variety of settings. Many of our former interns are employed as school psychologists across the country.
Others are affiliated with universities, either in teaching, counseling, or consulting positions. Several of the
interns have chosen to remain with the Dallas Independent School District, including one who became
Center Manager for a Youth and Family Center.
The Dallas ISD’s Department of Psychological and Social Services is a member of the Association of
Psychology Postdoctoral and Internship Centers (APPIC). This site participates in the annual APPIC
internship matching procedure.
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INTERNSHIP TRAINING PROGRAM
Philosophy and Mission
The mission of the Dallas Independent School District is to prepare all students to graduate with the
knowledge and skills to become productive and responsible citizens. The specific mission of Psychological
and Social Services (PSS) is to assist the Dallas Independent School District in promoting student
achievement and student well-being by delivering psychological and social services to regular education and
special education students.
The PSS internship program subscribes to the following values and principles:
PSS has a responsibility to students, parents, school personnel, and the community to provide
the opportunity for professional psychology interns to develop skills that are consistent with
recommended best practices.
PSS has a responsibility to provide interns with experiences encountered in large, urban settings
such that they can integrate theory, research and practice.
PSS stays current with the professional literature and recommended practices. The pre-doctoral
internship is a catalyst that enhances the pursuit of our goal of continuous renewal and program
improvement.
In light of these values and principles, the mission and training goal of the PSS internship program is to train
prospective professional psychologists to function independently in providing a range of services to regular
and special education students, school personnel, school-based health/mental health clinic clients, and the
students’ families and to enrich the research related to service delivery in an urban setting.
The PSS internship program strives to provide a safe, enriching environment to allow interns to hone
previously developed skills and risk learning new skills. We believe that there are a set of basic skills that
must be a part of the repertoire of every psychologist, but there are other skill sets that can be developed
should there be an interest in that specific area. Thus, we provide opportunities to develop both fundamental
and unique skills. We believe that healthy respectful relationships allow for maximum learning and support
collaboration thus, we strive to promote these relationships between the intern and the supervisor, the intern
and other interns and the intern and the PSS staff. We deliberately encourage cooperation among the interns
and discourage competition or one-upmanship.
The objective of the internship experience is to further broaden and deepen the university course work and
practicum experience of the interns. The model of training utilized is experiential and developmental in
nature. At the beginning of the internship year, interns are asked to complete a self-assessment. These initial
ratings are used as a baseline to measure the interns’ development in the following areas: (1) comprehensive
assessment, (2) intervention (counseling, consultation), (3) evaluation/research, and (4) professional practice.
The beginning internship self-ratings serve to help PSS build an individually tailored professional training
experience for each intern. Interns are subsequently rated three times a year by their primary, secondary, and
other supervisors to document the achievement of professional competencies and to establish goals for
subsequent months of the internship. This leads toward similarly aligned clinical experiences and supervision
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with psychologists or other professionals. Ultimately, the internship culminates in a training experience that
meets basic levels of competency prescribed for professional psychologists.
Initially, the intern reports for an 80 hour orientation program. The purpose of this program is threefold: to
acquaint the intern with the community and the school district; to introduce the student to our ethnically
diverse student population; and to prepare the intern to participate with the members of PSS in 40 hours of
in-service education, by providing instruction in DISD procedures for crisis intervention, data collection and
service delivery. Once school is in session the intern shadows a supervisor or experienced staff member and
then, when appropriate, is assigned specific schools and clients. Supervisors are always available to consult
with the intern. The supervisor models collaboration with school personnel and the intern with the goal that
the intern will ultimately collaborate with both the supervisor and other professionals. The same model is
followed in all components of the program, with the supervisor modeling or instructing, initially, and the
intern gradually assuming increased responsibility in all parts of the program.
Formal scientific research is a secondary component of our training model. Five hours per week are set aside
to this end. Interns use one hour to conduct research on a topic of interest to the department or school district
and four hours to work on their dissertations. In addition to scheduled dissertation time, the interns are
further encouraged to work on their dissertations by allowing them up to 80 hours per year compensatory
time for work done in the evenings and on weekends. Interns participate - along with other staff - in the
collection of data associated with field-based research conducted by the department.
Didactic training occurs through department and district staff development offerings, as well as through the
weekly professional issues forum. The latter offers not only the opportunity for interns to attend
presentations from other professionals both in and outside the district, but also to present to their peers on
topics of personal and/or particular interest.
In summary, the internship program strives to provide quality training in a sequential and comprehensive
manner. Professional development activities and applied experiences are scheduled to encourage individual
development through a graduated series of learning tasks.
Training Objectives and Competencies
There are three interrelated training objectives to broaden and deepen professional psychology practice
competencies:
Objective 1: To develop the professional skills and professional practice competencies
expected for adequate functioning at the entry level of professional psychology following
the internship.
Objective 2: To broaden the experiential base of the intern by providing opportunities to
serve a diverse population in both schools and in a school-based mental health clinic setting.
Objective 3: To support the development of a life-long attitude of integrating science and
practice through supervision and learning experiences.
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Objective 1: To develop the professional skills and professional practice competencies
expected for adequate functioning at the entry level of professional psychology following the
internship.
To demonstrate the above, the intern shall achieve ratings of “functions independently” in the
following professional skills and professional practice competencies by the end of the internship:
Competency A: Comprehensive Assessment
The intern shall be able to address problems through informal assessment by reviewing available language,
health, sociological, achievement, and discipline records; collecting observation data and behavioral ratings;
interviewing parents, school personnel, and students; assessing the school, home, community, and cultural
context; and in the process systematically formulate and test hypotheses. The intern shall be able to conduct
formal assessments to supplement informal assessment and to conduct comprehensive individual
assessments as required by federal or state special education laws and regulations. Formal assessments
include standardized, norm-referenced cognitive, developmental, adaptive, and achievement measures;
perceptual-motor and other processing measures; and social, emotional, and behavioral measures. Interns
will be able to make classifications for special education eligibility in the schools as well as DSM-IV-TR
(Fourth Edition - Text Revision) diagnoses at the school-based health/mental health clinics, known in the
Dallas ISD as Youth and Family Centers.
Competency B: Intervention (Consultation & Counseling)
The intern shall be able to resolve problems through the use of consultation and intervention skills. The
intern consults with school personnel, parents - at home or at school - and physical health/mental health
personnel at school and at the Youth and Family Center. The intern also consults with groups, such as the
Student Support Team, the Admission Review and Dismissal (ARD)/Individualized Education Plan (IEP)
Committee, or the Youth and Family Center staffing committee. The intern shall be able to write individual
behavior intervention plans, discipline management plans, individual educational plans (IEPs), and Youth
and Family Center treatment plans. The intern shall be able to conceptualize mental health problems and
assist clients in the solution of these problems through individual, group, and family counseling. The intern
shall be able to conceptualize and solve problems at a systems-level. This objective may be met by the intern
providing in-service presentations to parents, school personnel, or other staff on topics such as discipline
management, parenting, school climate, and prevention of violence, child abuse, etc. An intern participating
in a Foundations Team or Student Support Team global issues meeting helps develop interventions for the
entire school. The intern has the opportunity to effect department policies and procedures through the
department research project and through the evaluation of the pre-doctoral internship program.
Competency C: Evaluation of Services Provided/Research
The intern shall be able to evaluate services provided with such means as follow-up consultation; comparison
of pre- and post-test results; comparison of baseline and intervention phases of a behavior management
program; pre- and post-intervention grades, attendance, and discipline referrals; annual review of Individual
Educational Plans; in-service presentation evaluation; and program evaluation. The evaluation of services
provided promotes accountability regarding the quality of services delivered and also provides feedback to
the intern about both the accuracy of the initial evaluation/hypothesis and the degree of success of the
intervention or presentation.
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Competency D: Professional Practice (Professionalism, Reflective Practice, Scientific Knowledge and
Methods, Relationships/Communication Skills, Individual and Cultural Diversity, Ethical Legal
Standards, and Supervision).
The intern will broaden and deepen professional practice skills. The progress rating – conducted three times
a year – serves as a guide to providing the intern with the experiences necessary to enhance professional
skills. For example, if an intern has not gained sufficient experience in a particular area, e.g., crisis
intervention or assessment, additional experience in these areas can be provided. Should problems in the
area of professional conduct arise, they would be formally addressed during the evaluation and a plan
developed for growth in the deficient area(s).
As part of this competency, interns participate in a Supervision Training group that is held once a month. A
dually licensed psychologist (LP, LSSP) leads the interns in one semester of didactic training in supervision
theory and practice followed by a semester of supervision practice paired with supervision of supervision.
Objective 2: To broaden the experiential base of the intern by providing opportunities to
serve a diverse population in both schools and a school-based mental health clinic setting.
In order to broaden and deepen professional competencies, the intern receives assignments needed to
acquire experience with diverse populations in various service delivery models:
Competency A: Experience with students from diverse backgrounds in an urban setting.
The ethnic makeup of the Dallas Independent School District is such that the intern is assured of being
exposed to students and families from diverse backgrounds both in their assigned schools and in the Youth
and Family Centers. Experience with such a diverse student body produces interns who are particularly
aware, sensitive, knowledgeable, and practiced regarding the issues impacting the psychological/psycho-
educational development, health status, and social/emotional development of children from a variety of
backgrounds, nationalities, and cultures. Since immigrants from many nations comprise a part of our student
population, the interns are particularly exposed to families and students for which the acculturation process
and associated stresses are relevant.
Competency B: Experience with regular and special education students, their teachers and
families.
The program maintains that a well-rounded school psychologist must be prepared to serve the entire school
population. Toward that end, the interns’ assignments are structured so that they have a balanced exposure to
both regular and special education populations. The District’s intervention process initiates assistance to
students and teachers in the regular education classroom by developing intervention plans and assuring that
the plans are implemented with fidelity. If the response to intervention and other informal assessments
indicate both a disability and an educational need, the student is formally assessed and if they qualify, the
student’s needs are met through the dyslexia program, §504 accommodations, or special education, as
appropriate.
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Competency C: Experience with a variety of populations from the Prekindergarten through 12th
grade.
Experience with at least 50 students in the regular education population. Interns have the opportunity to
serve regular education students in their assigned schools. These opportunities arise through teacher and
parent requests and through Student Support Team (SST) referrals. The SSTs are multidisciplinary, campus-
based teams which primarily address individual student concerns. The Student Support Team seeks to
increase the effectiveness of its school by resolving or attenuating individual problems in the areas of
learning difficulties, emotional concerns, behavioral problems, and social services needs. Additionally, the
team addresses school-wide issues in meetings devoted to global concerns, such as school-wide bullying or
playground safety. The intern serves as a consulting member of the SST at the schools to which s/he is
assigned.
There are three levels to the Student Support Team Process. At Stage I, referrals are made directly to a
service provider within the school, such as the counselor, school nurse, or PSS professional assigned to the
school. Services such as short-term counseling, consultation, and assistance with behavior management are
provided at this level. Response to intervention is documented. If the problem does not respond to
intervention or is multifaceted, requiring a multidisciplinary response, the case moves to Stage II, where it is
presented to the SST and a comprehensive intervention plan is developed. The intern is likely to be one of
the service providers and/or the case manager at this stage. Documentation of the response to intervention is
kept and if there is little or no improvement, a Stage III SST meeting is requested. Stage III constitutes a
formal referral for assessment to determine whether the child is eligible for special services and/or
accommodations such as dyslexia services, §504 accommodations, or special education services.
Other opportunities to serve students in the regular education population arise from responding to crises
within the district and from the intern’s secondary rotation. Interns are also involved in Manifestation
Determination §504 meetings when a change of placement for disciplinary reasons is sought for a student
receiving §504 accommodations. The number of regular education students served is documented in the
Training and Evaluation Plan.
Experience with at least 10 students in the special education population. Services to children in the
special education population are primarily provided in the intern’s assigned schools. The intern conducts
initial evaluations to determine eligibility for special education services as well as the required three-year re-
evaluation of the school’s special education students. The intern conducts evaluations to rule out emotional
disturbance and other psycho-educational problems. He or she also addresses academic or behavioral
concerns, e.g., poor grades, affective problems, or behavioral problems, through the ARD process, obtaining
ARD approval for brief counseling and/or the development of interventions of brief duration. The number of
special education students served is documented in the Training and Evaluation Plan.
Experience with at least 30 students and their family members through the Youth and Family Centers.
Students and families who need services beyond the scope of those provided within the school setting may
be referred to the Youth and Family Center. Interns have the opportunity to conduct intake interviews and
collaborate with the psychiatrist and other Center staff in arriving at a diagnosis and formulating a treatment
plan. Cases are assigned to the intern by the center manager and the intern provides either individual or
family therapy under the supervision of a licensed psychologist. This setting also exposes interns to a
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managed-care clinical context. The number of students served at the Youth and Family Center is documented
in the Training and Evaluation Plan.
Experience of at least 450 hours providing direct services. According to APPIC, Council of Directors of
School Psychology Programs (CDSSP), and the National Register guidelines, the intern spends at least 25%
of his/her time in direct (face-to-face) client contact. Clients are students, parents, and school and clinic
personnel. The interns have an opportunity to attain this experience in a variety of settings and modalities.
Two and a half days per week are spent in four school settings, at least one of which is an elementary school
and one a secondary school. Modalities in which client contact hours are accrued include assessment,
counseling, and consultation. The intern provides a day of service at the Youth and Family Center with
opportunities to engage in intake, diagnosis and treatment planning with a psychiatrist, as well as individual,
group, and family therapy. The remainder of the week is spent as follows: one half-day of group supervision,
professional issues, and research; one half-day of dissertation; and one half-day in the office for departmental
staff development and documentation of client contact and departmental work assignments.
Competency D: Experience within three service delivery settings.
Experience within traditional elementary and secondary schools for a minimum of two and a half days
per week. Each intern serves traditional schools for two and a half days each week. Each intern is typically
assigned to three schools – at least one of which is an elementary and one a secondary. The intern
participates in the Student Support Team process, provides pre-referral interventions, and develops a method
of documenting the response to the intervention and evaluating intervention effectiveness. Additionally, the
intern conducts assessments for §504 and special education eligibility and participates in special education
Individualized Education Plan (IEP) meetings and Admission Review and Dismissal (ARD) meetings to
review assessment results and assist in the determination of eligibility. If the team determines that the student
is §504- or special education-eligible, the interns assist in developing the accommodation plan or IEP.
Experience in a secondary rotation for one half-day per week. In addition to the traditional school
assignment, the intern is encouraged to select a secondary rotation for one half of the internship year. The
secondary rotation is in an area of intern interest such as: adjudicated youth, family systems, refugee
students, etc. The intern is then assigned to a setting such as the Juvenile Justice Alternative School, a family
systems therapist, or the refugee intake center. In this setting the intern has increased opportunity to develop
clinical skills in an area of interest.
Experience with a Youth and Family Center for one day per week. Interns are assigned to a Youth and
Family Center (YFC) for one day a week. At the YFC, the interns gain experience in conducting counseling
or therapy consistent with the intern’s level of training. They have the opportunity to conduct intakes, discuss
DSM-IV-TR (Fourth Edition - Text Revision) diagnoses with the psychiatrist, and provide a
counseling/therapy to students and their families. Interns provide individual, group, or family
counseling/therapy as needed and consult with parents and school personnel. All interns receive supervision
from a licensed psychologist and are identified as pre-doctoral interns.
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Objective 3: To support the development of a life-long attitude of integrating science and
practice through supervision and learning experiences.
The intern will broaden and deepen professional competencies through regularly scheduled,
supervised, and documented training activities. The activities include supervision and integration of
science and practice.
Competency A: Supervision (individual and group).
1. The intern receives a minimum of 180 hours of supervision, at least 90 hours of which are regularly
scheduled individual supervision. Per APA criteria, intern supervision is regularly scheduled and
sufficient relative to the intern’s professional responsibility. Per Council of Directors of School Psychology
Programs (CDSSP) guidelines, the internship includes at least two hours per week of regularly scheduled,
formal, face-to-face supervision with the specific intent of dealing with the psychological services rendered
directly by the intern. Additionally, the intern receives two hours of regularly scheduled group supervision.
Individual supervision. The primary supervisor is a doctoral-level Licensed Psychologist as well as a
Licensed Specialist in School Psychology (LSSP). Texas is unique in that the Texas State Board of
Examiners of Psychologists (TSBEP) recognizes the LSSP as the credential for provision of school
psychological services. In Texas, supervisors of LSSPs must have at least three years of experience.
Supervising LSSPs may supervise LSSP Interns, LSSP Trainees, and other LSSPs with less than three years
of experience. However, PSS chooses to maintain a higher standard by requiring that its primary supervisors
of pre-doctoral interns not only be experienced LSSPs, but also Licensed Psychologists. The primary
supervisor remains with the intern throughout the year and is responsible for ensuring that the intern receives
two hours of individual face-to-face supervision each week. The secondary supervisor supervises the intern’s
special education assessments and the intern’s work at the secondary rotation setting; however, the primary
supervisor is ultimately responsible for all of the intern’s work.
Group supervision. Another two hours per week of group supervision is provided to the interns by two
Ph.D.-level psychologists. The purpose of group supervision is to expand the interns’ experiential base by
case presentations made by other interns and staff. With the guidance of the supervisors, the interns help
conceptualize the mental health or psycho-educational problem presented and then assist in the development
of an appropriate course of action. During group supervision, interns are given the opportunity to develop
and practice supervisory skills.
Other supervision. Interns may receive additional supervision from a variety of other sources. The most
common type of additional supervision is that received at the Youth and Family Center from mental health
professionals. Supervision from other members of the department’s leadership team, and supervision from
other PSS staff members is also provided where appropriate. Per CDSSP guidelines, intern supervision may
be shared with other appropriately credentialed personnel, but the licensed doctoral-level psychologist, who
is the primary supervisor, assumes full responsibility for the supervision provided. Supervision hours are
summarized three times per year in the Training and Evaluation Plan. Reports such as Full and Individual
Evaluation (FIE), eligibility statements, and Youth and Family Center treatment plans and progress notes are
co-signed by the primary supervisor.
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2. The intern receives a progress rating three times per year. The Training and Evaluation Plan
articulates the specific quality and quantity of work expected by completion of the internship. At least two
evaluations are required per year, but the internship program conducts three evaluations. Adjustments in the
intern’s program are made as needed after each evaluation to reach both the program objectives and the
interns’ goals for internship.
Competency B: Integration of Science and Practice.
The intern accrues a minimum of 90 total hours of scheduled, supervised, and documented learning activities
with other interns and staff. According to APPIC and CDSSP guidelines, interns engage in scheduled
learning activities at least an average of two hours per week (90 hours per year).
1. Learning activities with other interns and staff. Scheduled learning activities that pertain specifically
to the interns are the weekly Professional Issues Forum, which is scheduled for one hour per week, for a total
of 45 hours. Didactic training and review of the current literature on the practical and theoretical bases for
the practice of school psychology are covered in the Professional Issues Forum. The Forum regularly covers
ethnic and cultural diversity issues, professional and ethical issues, as well as standards for providers of
psychological services. The Forum offers not only the opportunity for interns to attend presentations from
other professionals both in and outside the district, but also to present to their peers.
Other scheduled learning activities include visits to community agencies in the first few days of the school
year, attendance at various local professional meetings when the topic is relevant to school psychology, and
weekly departmental meetings, including in-service education regarding best practices in school psychology
and district policies and procedures.
Before the school year starts, the interns attend training in suicide risk assessment, violence risk assessment,
crisis management, and response to intervention. Also, the intern attends training in assessment and the
special education process specific to the Dallas ISD and the state of Texas. District and department staff
development in-services cover a wide range of topics; they address practical and theoretical bases for the
practice of school psychology. The department provides approximately 60 hours of staff development
relevant to the needs of the regular staff and the interns, 35 of which are required. As integral members of the
department, interns engage in the same staff development as the rest of the department.
Interns are also required to document unscheduled learning activities. Interns have five days of professional
leave which they may use to attend workshops and presentations at the Youth and Family Centers, other
departments in the district, Regional Service Center, Dallas-Fort Worth Regional Association of School
Psychologists, and other national, state, and local offerings.
2. At least two literature-based presentations on educational and/or mental health interventions in
the schools. Interns are expected to make at least two presentations per year in the Professional Issues
Forum. One presentation is based on a recent relevant journal article of their choosing. Interns must also
conduct a more extensive one-hour presentation based upon more extensive readings. Interns typically use
these opportunities to research problem areas they have encountered in the schools in order to obtain a better
theoretical understanding of the nature of the problem, as well as research-based intervention strategies. This
is key to the integration of science and practice as they apply this research to actual situations, evaluate
success, modify interventions, and continue to research strategies to assist clients.
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3. Participation in at least one departmental research project per year. The training staff surveys the
department and its parent division to seek appropriate research and evaluation opportunities for the interns.
One hour per week is scheduled for participation of all interns on the research committee. An additional four
hours of the work-week are set aside for dissertation. Additionally, up to 80 hours of compensatory time are
granted to interns who have documented time spent working on their dissertations outside of the regular
work-week. Thus, research time averages 6 to 7 hours per week over the internship. This time shall not
exceed 25% of the internship per CDSPP guidelines. Interns may also include in research time the
evaluation of outcomes of services delivered and/or the evaluation of the effectiveness of the interns’ own
training as well as that of prior interns’ training. Additionally, interns participate in the self-study process for
re-accreditation. Listed are the results of the research group for the last seven years.
The 2010-2011 interns conducted an evaluation of Foundations, a system wide positive behavior support
initiative in the Dallas ISD, which will be presented at the 2011 National Association of School
Psychologists Conference.
The 2009-2010 interns conducted a validation study on the Risk of Violence Questionnaire (RVQ). They
also created a presentation entitled ―Assessing Violence Risk in the Dallas ISD: The Risk of Violence
Questionnaire,” which was presented at the annual conference of The National Partnership to End
Interpersonal Violence in Dallas, Texas.
The 2008-2009 interns conducted an evaluation of the standard of care in Texas public schools for dealing
with suicidal students. In conjunction with this research, they developed a suicide risk assessment training
video.
The 2007-2008 interns developed the Risk of Violence Questionnaire (RVQ) based on their examination of
current best practices in violence risk assessment. They also developed a training video for school personnel
that demonstrated appropriate assessment techniques with violent youth.
The 2006-2007 interns collaborated on the papers Assessing Suicide Risk in Schools: Practices of a Large
Urban District and Psycho-educational Adjustment of Displaced Students after hurricanes Katrina and Rita.
The 2005-2006 interns’ project was writing a grant to secure funds for communications equipment during
crisis scenarios.
The 2004-2005 interns created an article and presentation entitled ―School Psychologists’ Perspectives on
Child Abuse,‖ which was presented at the 2004 convention on the prevention of child abuse in Dallas, Texas.
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SEQUENCE OF THE PROGRAM
Interns engage in an organized sequence of activities under supervision. Interns arrive on site in early August
approximately one to two weeks before the rest of the staff. They proceed first through orientation by Human
Resources, which introduces them to the organization and to the policies and procedures of the district as
related to employment. The interns then receive orientation to Psychological and Social Services policy and
procedures, special education policies and procedures, and the expectations of interns and their supervisors.
Training plans are reviewed individually with each intern and adjustments are made as needed.
The interns also receive training in suicide risk assessment, violence risk assessment, crisis management, and
response to intervention prior to the start of fall classes.
When the staff returns from summer vacation, they and the interns engage in three to four days of staff
development. Staff development covers the direction of the department, current issues, various skill building
topics, and acquaintance with services available in the community. A specialized agenda is established for
new staff and interns. Finally, one-to-two days are set aside for the intern to visit his/her assigned schools
and Youth and Family Center accompanied by a supervisor and to set an initial schedule/structure for
working in the schools.
Experienced team members or supervisory staff accompany interns to their schools. Interns are introduced to
key personnel at each building and their role is explained to the principal. Interns may also observe
supervisors conduct meetings, participate in Student Support Team (SST) meetings, and interact with
teachers and other school personnel. After an orientation period, the intern engages in these activities under
the close supervision of an experienced staff member until the intern is judged competent to conduct these
activities on his/her own.
Within the first two weeks, interns receive additional training in the SST process, as described in Objective
2C. Inherent in the SST process is the problem-solving approach, i.e., a hypothesis is developed based on
data and then an intervention is planned, implemented, and evaluated. Depending upon entry-level
competencies, interns begin addressing referrals for direct and indirect services and also referrals for special
education assessment (SST Stage III). A developmental method of training is also used at the Youth and
Family Centers. Initially the interns assume the role of intake workers, progressing to consultation with the
psychiatrist and/or clinic manager about the diagnosis and the treatment plan, and culminating in counseling
and therapeutic intervention assignments.
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APPENDIX A
CONTRACTS AND BENEFITS
The Dallas Independent School District will provide the intern with the following:
1. A written contractual agreement specifying the professional psychology intern as a full-time
employee for a term of one year and terms of compensation and proration of salary in 12 equal
monthly payments.
2. A salary range starting at $29,533, depending on prior salaried experience in education or mental
health services to children.
3. Employee benefits consistent with those of other school psychologists including:
a. sick leave of 10 days
b. school holidays
c. optional group medical, dental, and vision plans (partially paid by the district), optional group
life insurance, optional disability income and salary continuation, and employee assistance
program
d. expense reimbursement for job-related travel
e. worker's compensation
f. deductions for teacher retirement
g. other benefits, such as pre-tax withdrawal of health insurance premiums, annuities, etc.
4. An appropriate work environment including adequate equipment, materials, and office facilities
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APPENDIX B
INTERN SELECTION CRITERIA
The criteria utilized in selecting interns are as follows:
I. Application requirements on file by December 1:
A. completed Application for Psychology Internships (AAPI) Online
B. current, comprehensive CV
C. statement indicating goals for the internship (can be submitted as part of cover letter)
D. Three supporting letters of recommendations and endorsement which demonstrate
1. prior training, interests, and goals appropriate to the internship program
2. ability to apply assessment/diagnosis and intervention/treatment knowledge in school
psychology under supervision
3. ethical conduct
4. interpersonal skills appropriate to the professional practice of school psychology
E. Official transcripts of all graduate work indicating courses or course content in the following:
1. Biological, social, cognitive, affective, and individual bases of behavior; child and adolescent
development (normal and abnormal); human learning; psychopathology; statistics and
research design, and history and systems
2. Theories and methods of intellectual, educational, personality, and other relevant assessment
strategies
3. Intervention, such as counseling (individual, crisis, group and family), consultation and
behavior management, and evaluation of interventions
4. Advanced research and program evaluation courses
5. Language and/or computer courses
6. Practicum courses
7. Supervision; professional issues and standards; roles and functions of school psychologists;
legal, ethical and cultural issues, and history and foundations of school psychology
8. Education of exceptional learners; multicultural education; organization, administration and
financing of public schools; curriculum and instructional and remedial techniques
II. At least 900 practicum hours desirable as follows:
A. Four-hundred-fifty hours in direct school psychology services to diverse student populations
which address a range of problems using a variety of assessment/diagnostic approaches and
methods of intervention/ treatment
B. Three hundred hours of formal supervision (both individual and group) desirable
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C. One hundred and fifty additional hours
D. Hours shall be distributed over at least one year of graduate study
III. Acceptable personal interview (telephone interviews are no longer an option)
IV. Recruiting considerations:
a. Professional skills needed by Psychological and Social Services
b. Ethnic ratios
c. Bilingual skills
d. Enhancement of institutions, local and national, from which PSS staff originate
e. Prior school experience and interest in a career in the schools
While applications from all areas of professional psychology will be considered, preference will be given to
those from School Psychology training programs. Applicants from other programs, such as Clinical or
Counseling, will receive serious consideration only if they have had extensive experience in schools, and/or
coursework which prepared them to provide school-based psycho-educational services as described in this
handbook.
Candidates who are no longer under consideration at any point in the application process will be notified
after this determination is made. Applicants are similarly asked to notify us if they determine that our site
will not meet their training needs.
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APPENDIX C
TRAINING PERSONNEL
The Director of Psychological and Services (PSS) and Chief Psychologist is Dr. Connie S. Wilson, a 1977
graduate of the Child and Educational Psychology Department of Texas Woman’s University. She
completed internships in the practice of Dr. Joseph Seifert, M.D., and The Fairhill School, Dallas, Texas. Dr.
Wilson is a Licensed Psychologist and a Licensed Specialist in School Psychology. She is head of the
department and the administrative and clinical supervisor of the pre-doctoral program faculty. She is also
primary supervisor for one pre-doctoral intern and two post-doctoral interns. Her primary orientation is
cognitive behavioral with a very strong emphasis in systems and organizational culture and program design.
Her particular interests include large systems program design, the integration of public and private sector
service delivery systems, strategic planning and incorporation of the schools into the community-based
systems and the integration of the community into the schools. She has served as the Director of the Dallas
ISD’s Office of Interagency Collaboration that oversaw the Youth and Family Centers, the After-School
Programs, and the Homeless Education Program. The Youth and Family Centers are ten school-based clinics
providing physical and mental health services and are a collaboration of the Parkland Health and Hospital
System, Dallas County Metrocare Services, and the Dallas ISD. The After-School Programs were located at
180 sites and combined the efforts of 52 community agencies and District staff. The Homeless Education
Program works with 25 shelters and the schools serving homeless students and their families. Homeless
Education Program operations are once again under the direction of Dr. Wilson, having recently been
transferred to the Psychological and Social Services Department. Dr. Wilson also served as the Director of
the Salesmanship Club Youth and Family Education Center, a day treatment program for emotionally
disturbed adolescents and their families, and coordinated the original design and implementation of that
program. She is a frequent instructor at area universities in their graduate programs in Psychology and
Special Education. She has consulted with many area school districts and youth-serving agencies. Dr. Wilson
is very active in local and statewide community organizations, currently serving on the state board for the
Mental Health Association of Texas and on several statewide legislative committees.
The Director of Internship Training, Dr. April Miller, is a field staff Licensed Specialist in School
Psychology and also a Licensed Psychologist. Dr. Miller is a primary supervisor for one intern, and is also a
group supervisor. She is a 2005 graduate of the school psychology program of Oklahoma State University.
Dr. Miller finished her pre-doctoral internship and post-doctoral training at Dallas Independent School
District, Psychological and Social Services Department. Her interests include grief and loss, crisis
intervention, cognitive-behavioral therapy, and behavioral consultation and intervention development. Dr.
Miller co-leads the department’s Algorithm Project, a project focused on developing a decision-making
model to guide practitioners through hypothesis formation, data gathering, and evidence-based intervention
development. She is a member of NASP and the Dallas Fort Worth Regional Association of School
Psychologists (DFWRASP).
Dr. Michelle Buss-De La Garza is a field staff Licensed Specialist in School Psychology and Research
Coordinator for both the department and the intern research group. In addition, she helps organize
professional staff development. Dr Buss-De La Garza obtained her doctoral degree in School Psychology in
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2007 from Texas A&M University at College Station with a specialization in systems and consultation and
joined the department in 2006-2007 as a pre-doctoral intern. For the past three years, she has taught several
classes as an adjunct at Texas A&M Commerce including Intellectual Assessment, Introduction to School
Psychology, Single Subject Design, Introduction to Educational Psychology, Behavior Analysis, and
Advanced Behavioral & Academic Consultation. Dr. Buss-De La Garza's primary interests are behavior
consultation, positive behavior supports, and response to intervention.
Dr. Lillie Nelson-Haynes is a Licensed Psychologist and a Licensed Specialist in School Psychology. She
serves as primary supervisor for pre-doctoral, post-doctoral, and LSSP interns. Dr. Haynes facilitates the
weekly Professional Issues Form for the pre-doctoral and LSSP interns. Dr. Haynes is a 1995 doctoral
graduate of the school psychology program at Texas Woman’s University in Denton, Texas, and has over 25
years of experience as a school psychologist with the Dallas Independent School District. She has had
clinical experience with the Mental Health/Mental Retardation Authority, the Southwestern Medical Center,
Dallas County Juvenile Probation, the family courts, and the Dallas ISD’s Youth and Family Centers. Dr.
Haynes’ primary interests are anti-bullying, relational aggression, crisis management, anger management,
and program design, implementation, and evaluation. Dr. Haynes also serves as an adjunct instructor at local
universities. She is a Licensed Professional Counselor, Clinical Member of the Association of Marriage and
Family Therapists, a member of APA, and a nationally certified school psychologist. Dr Haynes served as
Secretary of the Texas Psychological Association (TPA) (2006, 2007) and as the National Association of
School Psychologists’ IG Coordinator for Crisis Management in the Schools (2007).
Dr. Susan Muñoz is a field staff Licensed Specialist in School Psychology and a Licensed Psychologist. She
provides clinical supervision for one intern and administrative supervision for the doctoral level staff within
the department who do not serve as members of the pre-doctoral program faculty. She also co-facilitates the
weekly Professional Issues forum for the interns with Dr. Lillie Haynes. Dr. Muñoz graduated in 1989 from
the clinical psychology program at the University of Texas Southwestern Medical Center at Dallas. She
completed her internship at Terrell State Hospital, and obtained additional training at Southwest Family
Institute. She has served as newsletter reporter, trustee, and chair of the Legislative Committee of the Dallas
Psychological Association, and is a former member of the Texas Psychological Association and the
American Psychological Association. Dr. Muñoz was in private practice for ten years. She became a
clinical supervisor for the Dallas ISD Youth and Family Centers in spring, 2002, and remained in that
position until fall, 2007. During that time, she provided clinical supervision for one intern per year. In the
fall of 2007, she joined the staff of Psychological and Social Services.
Dr. Dina Hijazi is a field staff Licensed Specialist in School Psychology and a Licensed Psychologist. In
1985 she completed her Master’s in Counseling Psychology from Notre Dame University, and in 1998 she
completed her Ph.D. in School Psychology from The University of Texas, at Austin. Along with her role as
a psychologist for the Dallas Independent School District, Dr. Hijazi is also a supervisor for the pre-doctoral
interns. This year she will lead a course for the department’s supervisors that will address the issues
involved in being a competent supervisor. Dr. Hijazi’s interests include anxiety disorders, sadness in
children, family conflict, cognitive behavioral therapy, and teacher consultation. Dr. Hijazi is a member of
the American Psychological Association, and the Dallas Fort Worth regional association of School
Psychologists.
Dr. Paul Tathiah is a field staff Licensed Specialist in School Psychology and also a Licensed Professional
Counselor who provides supervision for one LSSP trainee and co-leads group supervision for the four pre-
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doctoral interns. Dr. Tathiah completed his master’s degree in counseling psychology at the University of
Durban-Westville in Durban, South Africa, and his doctoral degree in clinical psychology at the Union
Institute University at Cincinnati through the Federation of Texas Universities program. For the master’s
degree, Dr. Tathiah completed a one-year internship at the Fort Napier Psychiatric Hospital and the
psychiatric unit at Addington Hospital. While in South Africa, Dr. Tathiah served as Consultant Psychologist
at several orphanages, most notably the Aryan Benevolent Home and St. Theresa’s Home. Dr. Tathiah’s
expertise is in the area of child abuse. He currently serves on the board of the Sexual Abuse Group
Treatment Program of the Texas Department of Protective and Regulatory Services. He also conducts group
therapy sessions with mothers of victims of sexual abuse. Dr. Tathiah provides annual training in sexual
abuse to the clinical staff of the Psychological & Social Services Department. While his therapeutic
approach is eclectic, Dr. Tathiah favors the use of cognitive-behavioral approaches and the use of
transactional analysis.
Dr. Al Mayo is a field staff Licensed Specialist in School Psychology and a Licensed Psychologist. Dr.
Mayo worked for the Special Education Department of the Dallas Independent School District (DISD) for 16
years and the Psychological and Social Services Department for 1 year. He has supervised Psychologists,
Licensed Specialists in School Psychology, Pre-Doctoral Psychology Interns, Licensed Specialists in School
Psychology Trainees, Licensed Specialists in School Psychology Interns and Educational Diagnosticians. He
has supervised extensively in the area of assessment of low incidence populations including autism,
traumatic brain injury and profound mental retardation. He has served as the Child Find Coordinator for
DISD. Dr. Mayo has served as the Owner/Director of a private school and currently owns and operates
three child care centers along with his wife. He has been a foster parent and a house parent for a small group
home. His research interests include reactive attachment disorder, parenting and consultation. He is a past
President of the Texas Association of School Psychologists.
OTHER DALLAS ISD PERSONNEL CONTRIBUTING TO THE PROGRAM
Dr. David Tacher, Coordinator – Individual Evaluation, is an LSSP and Licensed Psychologist. He provides
interns with training and supervision in comprehensive individual assessment and the special education
process.
Dr. Jacquelyn Pack, Supervisor – Individual Evaluation, is an LSSP and Licensed Psychologist. She
provides supervision to interns during their rotation in comprehensive assessment.
OTHER DEPARTMENTAL STAFF CONTRIBUTING TO THE PROGRAM
Ms. Connie Rodriguez, MA, LPA, LMFT, LSSP, is a field staff Licensed Specialist in School Psychology
and supervisor of masters-level staff. She received her Masters degree from North Texas State University in
1984. Her masters program was in school psychology with a focus on clinical child psychology. Ms.
Rodriguez is a Licensed Marriage and Family Therapist and has experience working with families and
children in treatment facilities and out patient clinics. She has managed a school-based mental health clinic
for Youth and Family Centers, a Dallas ISD program. Ms. Rodriguez has over 20 years experience working
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in schools. Her areas of interest are in working with minority populations and use of solution-focused
therapy in schools.
Ms. Minerva Moreno, MS, LCSW, is a licensed clinical social worker who has been approved by the Texas
State Board of Social Worker Examiners to provide clinical supervision to PSS Social Workers who are
seeking to become licensed clinical social workers. She is also a field supervisor for the social work
internship program with The University of Texas at Arlington. Ms. Moreno has a bachelor’s degree in Child
Psychology from Universidad Autonoma de Nuevo Leon (Mexico) and a Master’s Degree in Social Work
from the University of Texas at Arlington. She has had clinical experience working with Dallas County
Mental Health and Mental Retardation, The Family Place, and Promise House.
Rene Gonzalez is the Compliance Monitoring and Oversight Coordinator for PSS. He also performs data
analysis and technology maintenance for the department. Mr. Gonzalez received his M.S. degree from the
University of Nuevo Leon and has been with the district for fourteen years.
In total, the department has twenty-two Licensed Specialists in School Psychology. Fourteen of these LSSPs
are trained at the doctoral level and seven of the fourteen are also Licensed Psychologists. Of the seven
Licensed Psychologists, two are in leadership positions. Interns have daily access to a highly skilled and
knowledgeable staff from whom to seek consultation and supervision in specific areas of expertise. The ratio
of supervisors to supervisees is at least 1:10 for LSSPs and 1:6 for interns, which is consistent with the
staffing ratio recommended by standard 3.2.3 and standard 3.2.4 of the National Association of School
Psychologists Standards for the Provision of School Psychological Services.
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APPENDIX D
APPIC MATCH POLICIES AND APPIC MATCH
Information on the APPIC Match Policies and APPIC Match may be obtained from:
1. The APPIC web site: http://www.appic.org
2. The National Matching Services web site: http://www.natmatch.com/psychint
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APPENDIX E
ABOUT THE DALLAS AREA
The Dallas-Ft. Worth Metroplex has experienced tremendous growth over the last decade. The area is rich in
cultural opportunities including the Dallas Symphony, Dallas Arboretum, Dallas Opera, Dallas Summer
Musicals, Dallas Theater Center, Dallas Performing Arts Center, Dallas Art Museum, the Kimball Art
Museum, Fair Park,(which houses the Women’s Museum and the African American Museum), and many
ethnic/cultural festivals. Activities for children include The Dallas Zoo, Ft. Worth Zoo, The Science Place,
Dallas Children's Theater, the Dallas World Aquarium and Zoological Gardens, Six Flags over Texas, and
Hurricane Harbor. White Rock Lake and the Katy Trail provide biking/running/walking trails. Dallas is the
host for the State Fair of Texas every fall. The Dallas Cowboys, Texas Rangers, Dallas Stars, and the Dallas
Mavericks professional sports teams call the Metroplex home. Excellent research libraries in the city include
the The University of Texas at Dallas Health Sciences Center (UTDHSC), Southern Methodist University
Library, University of Texas at Dallas Library, and the Dallas Public Library. Other Metroplex university
libraries include those of: University of Texas at Arlington, Texas Woman's University, Texas A&M-
Commerce, the University of North Texas and Texas Christian University.
Dallas has many psychological continuing education opportunities. UTDHSC offers Psychiatric Grand
Rounds. Local organizations include the Dallas Psychological Association, Dallas Association for Marriage
and Family Therapy, and Dallas/Fort Worth Regional Association of School Psychologists. Dallas hosts state
meetings such as Texas Psychological Association, Southwestern Psychological Association, and Texas
Association for Marriage and Family Therapy.
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APPENDIX F
Directions to Psychology and Social Services Office
2909 N. Buckner Blvd. – Suite 501
Dallas, TX 75228
(972) 925-8050
From the North on I-35: From the North on the Tollway:
South on I-35 (same as RL Thornton Freeway) to I- South on the Dallas North Tollway to I-35, then exit
30 East. Take I-30 east to Buckner Blvd (Loop 12). I-30 East Take I-30 east to Buckner Blvd (Loop 12)
Turn North (left) onto Buckner Blvd. Cross Peavy Turn North (left) onto Buckner Blvd. Cross Peavy
Road (the third light) and turn left into the parking Road (the third light) and turn left int the parking
lot of 2909 N Buckner. Proceed to the 5th floor. lot of 2909 N Buckner. Proceed to the 5 th floor.
From the North on Central Expressway: From the South on I-35:
South on Central to I-30. Take I-30 east to Buckner North on I-35 to I-30 East. Take I-30 east to
Blvd (Loop 12). Turn North (left) onto Buckner Buckner Blvd (Loop 12) Turn North (left) onto
Blvd. Cross Peavy Road (the third light) and turn Buckner Blvd. Cross Peavy Road (the third light)
left into the parking lot of 2909 N Buckner. Proceed and turn left into the parking lot of 2909 N Buckner.
to the 5th floor. Proceed to the 5th floor.
From the South on 175 or I-45: From the East on I-30
North to I-30. East on I-30 to Buckner Blvd (Loop West on I-30 to Buckner Blvd. (Loop 12). Turn
12) Turn North (left) onto Buckner Blvd. Cross North (right) on Buckner.. Cross Peavy Road (the
Peavy Road (the third light) and turn left into the third light) and turn left into the parking lot of 2909
parking lot of 2909 N Buckner. Proceed to the 5 th N Buckner. Proceed to the 5th floor.
floor.
From the West on I-30 From DFW Airport
East on I-30. to Buckner Blvd (Loop 12) .Turn Take the south exit out of the airport to 183. Take
North (right) on Buckner.. Cross Peavy Road (the 183 east to I-35 (RL Thornton) to I-30 East. Take I-
third light) and turn left into the parking lot of 2909 30 east to Buckner Blvd (Loop 12). Turn North (left)
N Buckner. Proceed to the 5th floor. onto Buckner Blvd. Cross Peavy Road (the third
light) and turn left into the parking lot of 2909 N
Buckner. Proceed to the 5th floor.
From Dallas Love Field Airport
Exit airport. Go West on Mockingbird Lane to I-35
(RL Thornton Freeway). Take I-35 to I-30 East.
Take I-30 east to Buckner Blvd (Loop 12). Turn
North (left) onto Buckner Blvd. Cross Peavy Road
(the third light) and turn left into the parking lot of
2909 N Buckner. Proceed to the 5th floor.
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APPENDIX G
DALLAS INDEPENDENT SCHOOL DISTRICT BOARD POLICIES
EMPLOYMENT OBJECTIVES
EQUAL EMPLOYMENT OPPORTUNITY
DAA (LEGAL) – DATE ISSUED 9/25/09
NONDISCRIMINATION — IN GENERAL
The District shall not fail or refuse to hire or discharge any individual, or otherwise discriminate against any individual
with respect to compensation, terms, conditions, or privileges of employment on the basis of any of the following
protected characteristics:
1. Race, color, or national origin;
2. Sex;
3. Religion;
4. Age (applies to individuals who are 40 years of age or older);
5. Disability; or
6. Genetic information.
42 U.S.C. 1981; 42 U.S.C. 2000e et seq. (Title VII); 20 U.S.C. 1681 et seq. (Title IX); 42 U.S.C. 12111 et seq.
(Americans with Disabilities Act); 29 U.S.C. 621 et seq. (Age Discrimination in Employment Act); 29 U.S.C. 793, 794
(Rehabilitation Act); U.S. Const. Amend. I; Human Resources Code 121.003(f); Labor Code Chapter 21 (Texas
Commission on Human Rights Act); Labor Code Chapter 21, Subchapter H (genetic information)
Title VII proscribes employment practices that are overtly discriminatory (disparate treatment), as well as those that
are fair in form but discriminatory in practice (disparate impact). Wards Cove Packing Co. v. Atonio, 490 U.S. 642
(1989)
DISPARATE TREATMENT
Disparate treatment (intentional discrimination) occurs when members of a protected group have been denied the same
employment, promotion, membership, or other employment opportunities as have been available to other employees or
applicants. 29 CFR 1607.11
DISPARATE IMPACT
Disparate impact occurs when an employer uses a particular employment practice that causes a disparate
(disproportionate) impact on a protected group and the employer fails to demonstrate that the challenged practice is
job- related and consistent with business necessity. 42 U.S.C. 2000e-2(k)(1)(A); Labor Code 21.115, 21.122
JOB QUALIFICATION
The District may take employment actions based on religion, sex, national origin, or age in those certain instances
where religion, sex, national origin, or age is a bona fide occupational qualification. 42 U.S.C. 2000e-2(e); 29 U.S.C.
623(f); Labor Code 21.119
EMPLOYMENT POSTINGS
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The District shall not print or publish any notice or advertisement relating to District employment that indicates any
preference, limitation, specification, or discrimination based on race, color, religion, sex, or national origin, unless the
characteristic is a bona fide occupational qualification. 42 U.S.C. 2000e-3(b); Labor Code 21.059
HARRASSMENT OF EMPLOYEES
The District has an affirmative duty to maintain a working environment free of harassment on the basis of a protected
characteristic. 42 U.S.C. 2000e et seq.; 29 CFR 1606.8(a), 1604.11 [See DIA]
RETALIATION
The District may not discriminate against any employee or applicant for employment because the employee or
applicant has opposed any unlawful, discriminatory employment practices or participated in the investigation of any
complaint related to an unlawful, discriminatory employment practice. 29 U.S.C. 623(d) (ADEA); 42 U.S.C. 2000e-
3(a) (Title VII); 34 CFR 100.7(e) (Title VI); 34 CFR 110.34 (Age Act); 42 U.S.C. 12203 (ADA); Jackson v. Birmingham
Bd. of Educ., 544 U.S. 167 (2005) (Title IX); Labor Code 21.055 [See DIA]
NOTICES
The District shall post in conspicuous places upon its premises a notice setting forth the information the Equal
Employment Opportunity Commission deems appropriate to effectuate the purposes of the anti-discrimination laws.
29 U.S.C. 627; 42 U.S.C. 2000e-10
SECTION 504 NOTICE
A district that employs 15 or more persons shall take appropriate steps to notify applicants and employees, including
those with impaired vision or hearing, that it does not discriminate on the basis of disability.
The notice shall state:
1. That the District does not discriminate in employment in its programs and activities; and
2. The identity of the District’s 504 coordinator.
Methods of notification may include:
1. Posting of notices;
2. Publication in newspapers and magazines;
3. Placing notices in District publications; and
4. Distributing memoranda or other written communications.
If the District publishes or uses recruitment materials containing general information that it makes available to
applicants or employees, it shall include in those materials a statement of its nondiscrimination policy.
34 CFR 104.8
AGE DISCRIMINATION
The District may take an employment action on the basis of age pursuant to a bona fide seniority system or a bona fide
employee benefit plan. However, a bona fide employee benefit plan shall not excuse the failure to hire any individual
and no such benefit plan shall require or permit the involuntary retirement of any individual because of age. 29 U.S.C.
623(f); Labor Code 21.102
SEX DISCRIMINATION
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The District may not evaluate employees by assuming or insisting that they match the stereotype associated with their
group. Price Waterhouse v. Hopkins, 490 U.S. 228 (1989)
PREGNANCY
The prohibition against discrimination on the basis of sex includes discrimination on the basis of pregnancy, childbirth,
or related medical conditions. The District shall treat women affected by pregnancy, childbirth, or related medical
conditions the same for all employment-related purposes, including receipt of benefits under fringe benefit programs.
42 U.S.C. 2000e(k); 29 CFR 1604.10; Labor Code 21.106
EQUAL PAY
The District may not pay an employee at a rate less than the rate the District pays employees of the opposite sex for
equal work on jobs the performance of which require equal skill, effort, or responsibility and which are performed
under similar working conditions. This rule does not apply if the payment is pursuant to a seniority system, a merit
system, a system that measures earnings by quantity or quality of production, or a differential based on any other factor
other than sex. 29 U.S.C. 206(d); 34 CFR 106.54
RELIGIOUS DISCRIMINATION
The prohibition against discrimination on the basis of religion includes all aspects of religious observances and
practice, as well as religious belief, unless the District demonstrates that it is unable to reasonably accommodate an
employee’s or prospective employee’s religious observance or practice without undue hardship to the District’s
business. ―Undue hardship‖ means more than a de minimus (minimal) cost. 42 U.S.C. 2000e(j); 29 CFR 1605.2;
Labor Code 21.108
The District may not substantially burden an employee’s free exercise of religion, unless the burden is in furtherance of
a compelling governmental interest and is the least restrictive means of furthering that interest. Civ. Prac. & Rem.
Code 110.003
DISABILITY DISCRIMINATION
The District may not discriminate against a qualified individual on the basis of disability in job application procedures,
hiring, advancement, or discharge of employees, compensation, job training, and other terms, conditions, and
privileges of employment. 42 U.S.C. 12112(a), 12201(g); 29 U.S.C. 794(a); Labor Code 21.051, 21.105
DISCRIMINATION BASED ON LACK OF DISABILITY
The Americans with Disabilities Act (ADA) and the Texas Commission on Human Rights Act do not provide a basis
for a claim that an individual was subject to discrimination because of the individual’s lack of disability. 42 U.S.C.
12201(g); Labor Code 21.005(c)
In addition, each district that receives assistance under the Individuals with Disabilities Education Act (IDEA) must
make positive efforts to employ, and advance in employment, qualified individuals with disabilities in programs
assisted by the IDEA. 34 CFR 300.177(b)
DEFINITION OF DISABILITY
―Disability‖ means a physical or mental impairment that substantially limits one or more of an individual’s major life
activities, a record of having such an impairment, or being regarded as having such an impairment.
The determination of whether an impairment substantially limits a major life activity shall be made without regard to
the ameliorative effects of mitigating measures, such as medication, medical supplies, low-vision devices (which do
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not include ordinary eyeglasses or contact lenses), prosthetics, hearing aids, mobility devices, oxygen therapy, assistive
technology, or learned behavioral or adaptive neurological modifications.
An impairment that substantially limits one major life activity need not limit other major life activities in order to be
considered a disability. An impairment that is episodic or in remission is a disability if it would substantially limit a
major life activity when active.
An individual meets the requirement of being ―regarded as‖ having an impairment if the individual establishes that he
or she has been subjected to a prohibited action because of an actual or perceived physical or mental impairment
whether or not the impairment limits or is perceived to limit a major life activity. However, this provision does not
apply to impairments that are transitory or minor. A transitory impairment is one with an actual or expected duration
of six months or less.
42 U.S.C. 12102(1), (3), (4); 29 CFR 1630.2(g); Labor Code 21.002, 21.0021
OTHER DEFINITIONS
MAJOR LIFE ACTIVITIES
―Major life activities‖ include caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking,
standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and
working. ―Major life activities‖ also include the operation of major bodily functions, including functions of the
immune system, normal cell growth, and digestive, bowel, bladder, neurological, brain, respiratory, circulatory,
endocrine, and reproductive functions. 42 U.S.C. 12102(2); Labor Code 21.002
QUALIFIED INDIVIDUAL
―Qualified individual‖ means an individual who, with or without reasonable accommodation, can perform the essential
functions of the employment position that the individual holds or desires. Consideration shall be given to a district’s
judgment as to what functions of a job are essential. A written job description prepared before advertising or
interviewing applicants for the job is evidence of the job’s essential functions. 42 U.S.C. 12111(8)
REASONABLE ACCOMMODATIONS
The District shall make reasonable accommodations to the known physical or mental limitations of an otherwise
qualified individual with a disability, unless the District can demonstrate that the accommodation would impose an
undue hardship on the operation of the District. 42 U.S.C. 12112(b)(5); 29 CFR 1630.9; 29 U.S.C. 794; 34 CFR
104.11; Labor Code 21.128 [See DBB regarding medical examinations and inquiries under the Americans with
Disabilities Act]
―Reasonable accommodation‖ includes:
1. Making existing facilities used by employees readily accessible to and usable by individuals with disabilities; and
2. Job restructuring, part-time or modified work schedules, reassignment to a vacant position, acquisition or
modification of equipment or devices, appropriate adjustment or modification of examinations, training materials
or policies, the provision of qualified readers or interpreters, and other similar accommodations for individuals
with disabilities.
42 U.S.C. 12111(9); 29 CFR 1630.2(o); 34 CFR 104.12(b)
―Undue hardship‖ means an action requiring significant difficulty or expense when considered in light of the nature
and cost of the accommodation needed, overall financial resources of the affected facility and the District, and other
factors set out in law. 42 U.S.C. 12111(10); 29 CFR 1630.2(p); 34 CFR 104.12(c)
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DISCRIMINATION BASED ON RELATIONSHIP
The District shall not exclude or deny equal jobs or benefits to, or otherwise discriminate against, a qualified individual
because of the known disability of an individual with whom the qualified individual is known to have a family,
business, social, or other relationship or association. 42 U.S.C. 12112(b)(4); 29 CFR 1630.8; 34 CFR 104.11
ILLEGAL DRUGS AND ALCOHOL
The term ―qualified individual with a disability‖ does not include any employee or applicant who is currently engaging
in the illegal use of drugs, when the District acts on the basis of such use.
DRUG TESTING
The District is not prohibited from conducting drug testing of employees and applicants for the illegal use of drugs or
making employment decisions based on the results of such tests.
42 U.S.C. 12114(c), (d); Labor Code 21.002(6)(A) [See DHE]
ALCOHOL USE
The term ―qualified individual with a disability‖ does not include an individual who is an alcoholic and whose current
use of alcohol prevents the employee from performing the duties of his or her job or whose employment, by reason of
such current alcohol abuse, would constitute a direct threat to property or the safety of others. 42 U.S.C. 12114(a);
29 U.S.C. 705(20)(C); 29 CFR 1630.3(a); 28 CFR 35.104; Labor Code 21.002(6)(A)
QUALIFICATION STANDARDS
DIRECT THREAT TO HEALTH OR SECURITYAs a qualification standard, the District may require that an
individual not pose a direct threat to the health or safety of other individuals in the workplace. ―Direct threat‖ means a
significant risk to the health or safety of the individual or others that cannot be eliminated by reasonable
accommodation. 42 U.S.C. 12111(3); 29 CFR 1630.2(r); Labor Code 21.002(6)(B)
VISION STANDARDS AND TESTS
The District shall not use qualification standards, employment tests, or other selection criteria based on an individual’s
uncorrected vision unless the standard, test, or other selection criteria, as used by the District, is shown to be job-
related for the position in question and consistent with business necessity. 42 U.S.C. 12113(c); Labor Code 21.115(b)
COMMUNICABLE DISEASES
The District may refuse to assign or continue to assign an individual to a job involving food handling if the individual
has an infectious or communicable disease that is transmitted to others through handling of food. 42 U.S.C. 12113(d);
29 U.S.C. 705(20)(D); 29 CFR 1630.16(e); Labor Code 21.002(6)(B)
MILITARY SERVICE
The District shall not deny initial employment, reemployment, retention in employment, promotion, or any benefit of
employment on the basis of membership in a uniformed service, performance in a uniformed service, application for
uniformed service, or obligation to a uniformed service. The District shall not take adverse employment action or
discriminate against any person who takes action to enforce protections afforded by the Uniformed Services
Employment and Re-employment Rights Act (USERRA). 38 U.S.C. 4311 [See also DECB]
GRIEVANCE POLICIES
SECTION 504
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A district that receives federal financial assistance and that employs 15 or more persons shall adopt grievance
procedures that incorporate appropriate due process standards and that provide for the prompt and equitable resolution
of complaints alleging any action prohibited by Section 504 of the Rehabilitation Act. 34 CFR 104.7(b), 104.11
AMERICANS WITH DISABILITIES ACT
A district that employs 50 or more persons shall adopt and publish grievance procedures providing for prompt and
equitable resolution of complaints alleging any action that would be prohibited by the Americans with Disabilities Act.
28 CFR 35.107, 35.140
TITLE IX
A district that receives federal financial assistance shall adopt and publish grievance procedures providing for prompt
and equitable resolution of employee complaints alleging any action prohibited by Title IX. 34 CFR 106.8(b); North
Haven Board of Education v. Bell, 456 U.S. 512 (1982)
COMPLIANCE COORDINATOR
The District shall designate at least one employee to coordinate its efforts to comply with Title IX, Section 504, the
Age Act, and the ADA. The District shall notify all employees of the name, office address, and telephone number of
the employee(s) so designated. 34 CFR 104.7(b), 104.11; 28 CFR 35.107, 35.140; 34 CFR 106.8(b)
EMPLOYMENT OBJECTIVES
EQUAL EMPLOYMENT OPPORTUNITY
DAA (LOCAL) – DATE ISSUED 10/3/07
AMERICANS WITH DISABILITY ACT
COORDINATOR
The District designates the following person to coordinate its efforts to comply with the Americans with Disabilities
Act:
Name: Marita Hawkins
Position: Executive Director-Benefits
Employee Benefits Services Department
Address: 3709 Ross Avenue, Portable 1, Dallas, TX 75204,
Box # 52
Telephone: (972) 925-4047
PROCEDURES TO REQUEST ACCOMMODATIONS UNDER ADA
Employees may request an ADA accommodation through their supervisor, principal, department head, or the
Americans with Disabilities Act Advisory Committee (ADAAC). To ensure that requests are recorded and handled
promptly, they should be submitted in writing. If the request for accommodation is made at the local level and the
request is not handled, the employee may send the request to the ADAAC, to the attention of Marita Hawkins,
Chairperson, at the address above.
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The ADAAC shall determine if the employee is protected under the ADA and what reasonable accommodation must
be made by the District. The supervisor and/or department head and the employee are invited to meet with the
advisory committee. If the employee requests a review, the employee must provide the following documentation:
A letter from the employee detailing the needed accommodations, and
A physician’s statement or other relevant diagnostic report outlining the diagnosis and limitation of the employee,
and the accommodations required.
An ADAAC meeting shall be scheduled to review the request and a written recommendation for accommodations shall
be rendered. This recommendation shall include instructions to the supervisor and all parties involved for the
implementation of the accommodations.
Request for interpreters for hearing-impaired employees shall be forwarded to the Psychological Services department
upon verification that the employee has a qualifying disability. The Psychological Services Department shall facilitate
the hiring or selection of interpreters.
To ensure securing the services of interpreters, requests should be submitted ten days prior to the need. For
emergency need, at least three days should be allowed. All requests for interpreters shall be considered on the basis of
availability.
SECTION 504
COORDINATOR
The District designates the following person to coordinate its efforts to comply with Section 504 of the Rehabilitation
Act of 1973 as amended:
Name: Daphne La Montagne
Position: Section 504 Coordinator
Address:
Telephone: (972) 581-4238
TITLE IX
COORDINATOR
The District designates the following person to coordinate its efforts to comply with Title IX of the Education
Amendments of 1972, as amended:
Name: Mary McCants
Position: Title IX Coordinator
Address 3737 Ross Avenue, Dallas, TX 75204
Room 115
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Telephone: (972) 925-3250
The Title IX regulations that became effective on July 21, 1975, cover all aspects of sex discrimination in schools with
regard to admissions, treatment of students, and employment and shall be implemented in the letter and spirit of the
Education Amendments of 1972 by all staff affected.
The notification policy adopted by the Board on October 8, 1976, states:
―The District does not discriminate on the basis of sex in the educational programs or activities which it operates,
and is required by Title IX not to discriminate in such a manner. The District policy not to discriminate on the
basis of sex in educational programs and activities extends to employment in and admission to such programs
and activities.‖
COMPLAINTS FILED UNDER TITLE IX
PURPOSE
The purpose of this complaint procedure is to secure at the first possible administrative level an equitable solution to
any alleged act of sex discrimination prohibited by Title IX of the Education Amendments of 1972, as amended.
DEFINITIONS
The following definitions apply in this procedure:
DIRECTOR
The ―director‖ is the Title IX Coordinator of the District or a nominee.
COMPLAINT
A ―complaint‖ is an allegation made to the Title IX Coordinator, preferably in writing, by an individual based upon an
alleged violation of Title IX of the Education Amendments of 1972, as amended.
COMPLAINANT
A ―complainant‖ is the person or persons making the complaint.
If it is determined that the claimant has a legitimate complaint, an investigation regarding the complaint will be
initiated. A sworn affidavit signed by the claimant must be on file. The Employee Relations staff and the Title IX
Coordinator shall coordinate the resolution of the complaint. The Title IX Coordinator shall notify the accused person
of the pending investigation and advise him or her about response procedures. The accused person shall cooperate
with the investigation subject to Board policy DH(LOCAL).
AFFIRMATIVE ACTION PROGRAM
The Human Resource Services Department shall oversee, manage, and monitor the Affirmative Action Program. The
District shall produce demonstrable results toward recruitment, employment, retention, training development, and
promotion of individuals to achieve annual District affirmative action goals based on the student population, the court-
ordered ratios, the work force of Dallas County, and other variables.
The Minority Recruiting/Affirmative Action Office shall maintain current statistics on employee ethnicity, gender, and
other variables and shall be responsible for informing the appropriate associate superintendent and the General
Superintendent concerning progress toward achieving the affirmative action goals.
GOALS
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Annual Districtwide affirmative action goals shall be established. Each division and department shall establish
processes for achieving the goals. Affirmative action goals for nonteaching personnel below pay grade 4 and support
personnel shall be based on the current student population comparable work force statistics in Dallas County. The
comprehensive affirmative action plan shall include:
Status of progress toward achieving the affirmative action goals.
Targets to attain annually.
Strategies to attain the goals.
The District shall enforce the implementation of the affirmative action policy. Annual performance evaluations of
employees charged with the responsibility for implementation of the affirmative action goals shall include a review of
the progress toward achieving the affirmative action goals.
PERSONNEL- MANAGEMENT RELATIONS
EMPLOYMENT COMPLAINTS/GRIEVANCES
DGBA (LOCAL) – ISSUED 5/26/2010
PURPOSE
The purpose of this policy is to provide employees an orderly process for the prompt and equitable resolution of
grievances. Employees are encouraged to discuss their concerns and grievances with their supervisor, principal, or
other appropriate administrator. When informal discussions fail to resolve the concern or dispute, the employee may
file a grievance with the Office of Employee Relations. [See DGBA(EXHIBIT)]
DIRECT COMMUNICATION WITH BOARD MEMBERS
Employees shall not be prohibited from communicating with Board members regarding District operations except
when communications between an employee and a Board member would be inappropriate because of a pending
hearing or appeal relating to the employee.
DEFINITIONS
The following definitions shall apply:
AMENDED COMPLAINT: A modified grievance form filed by the employee.
BOARD SUBCOMMITTEE: A panel of three members of the Board of Trustees.
DAYS: Days are defined as District business days, in accordance with the Districtwide staff calendar, unless otherwise
noted. In calculating time lines under this policy, the day a document is filed is ―day zero.‖ The following business
day is ―day one.‖
DEMOTION: Demotion is defined as movement from a job in a higher pay grade to a job in a lower pay grade level.
RETALIATION: Any negative action imposed upon an employee for violation of rules, policies, or regulations of the
District.
EMPLOYEE RESPONSE: An employee may submit any written response or rebuttal within ten District business days
after receiving any written documentation from his or her immediate supervisor.
EXCEPTIONS: This policy shall not apply to:
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Complaints alleging discrimination, including violations of Title IX (gender), Title VII (sex, race, color, religion,
national origin), ADEA (age) or Section 504 (disability). [See DIA(LEGAL) and DIA(LOCAL)]
Complaints alleging certain forms of harassment, including harassment by a supervisor and violations of Title VII.
[See DIA(LEGAL) and DIA(LOCAL)]
Complaints concerning retaliation relating to discrimination and harassment. [See DIA(LEGAL) and DIA(LOCAL)]
Complaints concerning instructional materials. [See EFA(LOCAL)]
Complaints concerning a commissioned peace officer who is an employee of the District. [See CKE(LEGAL)]
Complaints arising from the proposed nonrenewal of a term contract issued under Chapter 21 of the Education Code.
[See DFBB(LEGAL) and DFBB(LOCAL)]
Complaints arising from the proposed termination or suspension without pay of an employee on a probationary, term,
or continuing contract issued under Chapter 21 of the Education Code during the contract term. [See
DFAA(LEGAL), DFBA(LEGAL), or DFCA(LEGAL) respectively]
GRIEVANCE
A complaint by an employee or group of employees involving wages, hours, or conditions of work (including but not
limited to demotion, suspension without pay, or termination). The terms ―dispute,‖ ―complaint,‖ and ―grievance‖ shall
have the same meaning throughout this policy.
GREIVANT
The term includes the employee, employees, or organization filing a grievance. The words ―grievant‖ and ―employee‖
shall have the same meaning throughout this policy.
IMMEDIATE SUPERVISOR
The administrator or other District employee responsible for the employee’s supervision and evaluation.
REPRESENTATIVE
Any person, including an individual from an association/organization, selected by the employee to be present and
represent the employee at all levels, so long as that representative does not claim the right to strike. [See
DGBA(LEGAL)]
The employee may designate a representative through written notice to the District at any level of this process. If the
employee or the District designates a representative with fewer than three days’ notice before a scheduled conference
or hearing, either party may request that the conference or hearing be rescheduled.
The District may be represented by counsel at any level of the process.
TERMINATION
Termination is a complete severance of the employment relationship between employer and employee.
GENERAL PROVISIONS
The following general provisions shall apply:
COMPLAINTS AGAINST SUPERVISORS
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Complaints alleging a violation of law by a supervisor may be made to the Superintendent of Schools or the Office of
Employee Relations. Complaints alleging the violation of law by the Superintendent of Schools may be made directly
to the Board or the Department of Board Services.
CONSOLIDATING GRIEVANCES
An employee shall not bring separate or serial complaints arising from any event or series of events that have been or
could have been addressed in a previous complaint.
When two or more grievances are filed by the same person and are sufficiently similar in nature and remedy sought to
permit their resolution through one proceeding, the District may consolidate or deny the amended complaint(s) and
provide notice to the employee of such action.
COSTS INCURRED
Each party shall pay its own costs incurred in the course of the grievance.
FAILURE TO APPEAR
If the grievant fails to appear, at any level (Level I, II, III), without prior notification to the District 24 hours before the
scheduled hearing, the grievance will be denied and the decision will be rendered in favor of the District, unless the
parties agree to do otherwise.
If the immediate supervisor or other District representative fails to appear, the employee has the right to file an appeal
to the next level.
Extenuating circumstances shall be given consideration in all cases.
NO REPRISALS
No reprisals or retaliation of any kind shall be taken at any level against any employee for filing a grievance or
participating as a witness or representative in the processing of a grievance. Grievances shall not be referred to in an
employee’s personnel file unless so requested by the employee or ordered by the hearing officer if necessary for
execution of the decision.
POLICY NOTIFICATION
The District shall ensure that employees are informed of this policy annually.
RESIGNATION
An employee who resigns or retires in lieu of termination during the grievance hearing process may not be eligible for
reemployment with the District. [See also DC(LOCAL)]
RESOLUTION
If at any level of the grievance process the employee is granted the relief he or she has requested, the grievance shall
be deemed resolved. A resolved grievance shall be provided in writing and may not be appealed to the next level of
the process.
TIME FRAMES
The primary purpose of the grievance process is the resolution of concerns in an expeditious manner. The time frames
set forth at each level of the process are maximums and, whenever possible, the decision-makers should render a
decision or resolution within a shorter period of time.
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All time frames shall be counted in District business days.
The grievant may seek the relief for the lack of compliance with the time frames as set forth for each step of the
process. Although the employee may not file a separate grievance for failure of the administration to comply with
established time frames under this policy, upon notification by the grievant or his or her representative, if it is found
that the immediate supervisor has failed to meet a designated time line, the Superintendent of Schools or designee shall
issue written administrative directives to the responsible party.
UNTIMELY FILING
All time limits for filing grievances shall be strictly followed unless modified by mutual written consent.
If a Grievance Form or appeal notice is not filed timely, as set forth in this policy, with the immediate supervisor and/or
the Office of Employee Relations, the grievance may be dismissed, on written notice to the employee, at any level
during the grievance process. The employee may appeal the dismissal by seeking a review in writing within ten days
from the date of the written dismissal notice, starting at the level at which the grievance was dismissed. Such appeal
shall be limited to the issue of timeliness.
WHISTLEBLOWER COMPLAINTS
Employees who allege adverse employment action in retaliation for reporting a violation of law to an appropriate
authority shall initiate a dispute resolution process under this policy within the time specified by law and policy. [See
DG(LEGAL)]
WITHDRAWAL
An employee may withdraw a dispute at any time. Once withdrawn, a dispute may not be reopened.
A dispute will be considered closed if an employee fails to respond within three days to an immediate supervisor’s or
the Office of Employee Relations’ attempt to schedule a hearing.
GREIVANCE PROCESS:
The following shall apply:
AUDIO RECORDING
As provided by law, an employee shall be permitted to make an audio recording of a conference or hearing under this
policy at which the substance of the employee’s grievance is discussed. The employee shall notify all attendees that an
audio recording is taking place. The District may also record any level hearing and shall notify all attendees that an
audio recording is taking place.
BURDEN OF PROOF
In a grievance, the burden of proof is on the grievant.
GRIEVANCE FORM
Grievances under this policy shall be submitted in writing on a form provided by the District, which may be obtained
on the District’s I-net or in the Office of Employee Relations. [See also DGBA(EXHIBIT)]
Copies of any documents that support the grievance should be attached to the Grievance Form. After the Level II
hearing, no new documents may be submitted by the employee unless the employee can demonstrate that the
additional evidence (documents or testimony) was not available to the employee at the time of the Level II hearing.
INFORMAL CONFERENCE OR MEDIATION
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Employees shall have an oral discussion (informal conference) regarding their grievance with their immediate
supervisor or shall have the opportunity for mediation as a resolution process prior to the formal Level I hearing.
If the grievance is resolved in the oral discussion or if a mutual agreement is reached through the mediation process,
the grievance process shall be considered closed.
If the matter is not resolved, the grievant may initiate the process of a formal Level I hearing by completing the
Grievance Form.
Once an informal conference is held, the immediate supervisor will document the outcome of the informal conference
by providing the employee and the Office of Employee Relations a copy.
Once a mediation is held, the mediator will document that the mediation has been settled or not been settled by
providing all parties and the Office of Employee Relations a copy.
Whether or not an oral discussion or mediation is held, the Level I filing deadline applies.
LEVEL I
A Grievance Form must be filed no later than 20 days from the date the employee first knew or should have known of
the decision or action giving rise to the grievance or complaint. [See DGBA(REGULATION/EXHIBIT)]
The grievance must be presented in writing and should contain all pertinent information to be considered in the
resolution of the grievance. A Grievance Form that is incomplete in any material aspect must be refiled within
ten days of the date the Grievance Form was returned to the employee, with all the requested information in order
for a hearing to be scheduled.
The Level I hearing shall be held within ten days of the date the grievant requests a Level I hearing. At the Level I
hearing, the immediate supervisor or the Superintendent of Schools’ designee shall conduct a meeting with the
grievant to hear the grievance appeal and shall render a decision in writing within ten working days after the
hearing. The hearing date may be extended no more than ten days upon mutual agreement of the parties.
LEVEL II
An employee may appeal a Level I grievance decision by filing a Level II grievance, in writing, within ten days after
receipt of the decision with the Office of Employee Relations. The Level II hearing shall be held within ten days
of the date the grievant requests a Level II hearing. The Level II grievance hearing officer must render a decision
in writing within ten days after the hearing. The hearing date may be extended no more than ten days upon
mutual agreement of the parties.
LEVEL III
An employee may appeal a Level II grievance decision by filing a written notice of appeal within ten days of the date
after receipt of the decision with the Office of Employee Relations.
A Board subcommittee shall provide a Level III hearing within 30 days or at the next available meeting scheduled for
such purposes. The Board subcommittee shall render a decision in writing within ten days after the hearing.
LEVEL III BOARD HEARINGS
A Board subcommittee shall hear the Level III grievance, which shall be closed to the public unless the grievant
requests otherwise.
No additional testimony shall be taken unless the grievant can demonstrate that the additional evidence (documents or
testimony) was not available to the employee at the time of the hearing. The Board subcommittee may listen to the
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tape of the Level II hearing prior to the hearing. No member of the Board shall conduct any ex parte communication
regarding the case.
Board members shall not take part in any deliberations or decision making without having first heard all of the
evidence presented at the hearing.
BOARD DECISIONS
The Board subcommittee’s decision will serve as the final decision of the Board. The Board subcommittee may render
an oral decision following the conclusion of the Level III hearing, but shall provide the written decision, signed by the
chair of the Board subcommittee, within ten days. Announcing a decision orally in the employee’s presence
constitutes communication of the decision. The Office of Board Services shall notify the employee of the decision by
regular and certified mail, return receipt requested.
CLOSED MEETING PROCEDURES
If the grievance involves the appointment, employment, demotion, evaluation, reassignment, duties, or discipline of the
employee bringing the grievance, it shall be heard by the Board subcommittee in closed meeting unless the employee
bringing the grievance requests that it be heard in public.
2011-2012
DALLAS ISD
PSYCHOLOGICAL AND SOCIAL SERVICES