School Psychologist

PURPOSE STATEMENT

The School Psychologist provides case consultation on psychological/educational issues for students who have, or are suspected of having educational disabilities. As a part of the evaluation team, the Psychologist assesses students in areas for which they are exclusively trained: cognitive, academic, functional, behavioral, social, emotional and curriculum-based assessments.

• Build a foundation of positive relationships, high expectations, equitable systems, and SEL-informed practices, which will drive daily practices and beliefs when working with students.
• Knowledge of principles and research related to resilience and risk factors in learning and mental health, and ability to apply services in schools and communities to support multi-tiered prevention (Response to Intervention, Positive Behavior Intervention & Supports, Restorative Practices)
• Conduct assessments (including curriculum-based) and interpret results for special education eligibility.
• Understand and comply with current legislation and regulations for special education.
• Participate as a resource in the development of IEP's and monitoring them for accuracy.
• Assist in program development in collaboration with other professionals who provide services to children within the school and community.
• Provide direction and support to classroom staff in implementing individually designed programs.
• Provide case management when appropriate.
• Apply current psychological research in an educational setting.
• Support student's social, behavioral and academic skill development.
• Assist in creating positive classroom environments.
• Design, implement, and evaluate individual and group interventions.
• Conduct functional behavior assessments where required.
• Assist teachers in the implementation of academic and behavioral intervention programs.
• Participate in the research, planning and implementation of school wide programs.
• Support Tier I implementation and support the design of interventions.
• Lead the collection and analysis of student data.
• Analyze grades, discipline referrals, academic progress, and the effects of intervention programs.
• Collaborate in student progress monitoring at the building level.
• Act as a liaison for students who transition to/from community learning environments.
• Other duties as assigned.
• Establish and maintain collaborative working relationships with staff, administrators, parents, support groups, governmental and community service agencies, involving these groups in assessment, intervention and evaluation.

Reports to the Director of Special Education and building administrators as appropriate.

Education and Experience

• Master’s degree from an approved school psychology program and successful completion of all assigned practicum and internship requirements.

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the district.
• Knowledge of SEL practices and approaches.
• Knowledge of state/federal regulations regarding the identification and placement of students in special education/ 504.
• Knowledge of current theories and methodologies of effective instructional intervention, and behavior modification.
• Knowledge of community resources and family service agencies.
• Knowledge of current district and state assessments, and graduation requirements.
• Ability to maintain confidentiality.
• Ability to establish and maintain positive effective working relationships with a variety of students, staff, and community in a multicultural, and diverse socio-economic setting.
• Ability to participate collaboratively in teams.
• Ability to maintain state and federal special education compliance requirements including timelines.
• Ability to organize records effectively and effectively integrate technology resources.
• Ability to demonstrate flexibility in scheduling time with individuals and groups in varying circumstances.
• Knowledge of human developmental process…