About this role
QUALIFICATIONS: 1) Valid R.I. certification as School Psychologist; 2) Masters Degree in Psychology; 3) Knowledge of the federal and state regulations governing students with disabilities. DESIRABLE QUALIFICATION: 1) Well versed in current trends, therapeutic strategies, and evaluation techniques and tools utilized in school-based psychology for students aged 3-21; 2) Experience serving as a member of a team; 3) Skill in group processes and interpersonal communication. REPORTS TO: Director of Student Support Services and Superintendent RESPONSIBLE TO: Building Principal for day-to-day direction and supervision JOB GOAL: To provide for the adjustment of students; to provide psychological programs and services to students; to work with staff, parents, and community to identify strengths and needs of students suspected of having disabilities and to develop supports to promote student success. To assist administration, classroom teachers and other school staff in developing and implementing strategies to address the academic, social, emotional and behavioral needs of students in the school setting. This individual will also observe, consult, implement and model positive, academic and behavioral supports and services for students with academic and behavioral challenges. The intent of these interventions is to develop positive outcomes for students in the LRE. PERFORMANCE RESPONSIBILITIES: PLANNING/PREPARATION: 1) Participate in Eligibility, IEP, and other team meetings which require a qualified examiner or team of qualified professionals, and consult with/ be available to RTI and 504/ADA Accommodation teams as needed; 2) Plan, prepare, and participate in assessment and observation activities for students referred for or receiving special education; 3) Provide support and direction to teams when recommending/ determining needed evaluations or re-evaluations. COORDINATION: 1) Adhere to all confidentiality requirements; 2) Identify materials/ resources necessary for the provision of psychological services; 3) Compile, review, and track data regarding student referrals, evaluations re-evaluations, and assessment completed by outside evaluators; 4) Review students’ confidential records prior to team’s re-evaluation discussions; 5) Provide a detailed schedule of services and activities. ASSESSMENT/EVALUATION: 1) Conduct valid psychological assessments of students using current tools, in compliance with mandated legal timelines; 2) Write typed comprehensive reports citing tests administered with the results and interpretations of those results; 3) Analyze and interpret data in order to evaluate the effectiveness of intervention services; 4) Observe student in his/her classroom environment as part of the evaluation process; 5) Guide team through process of collecting data on student behaviors and on conducting Functional Behavioral Assessments, Manifestation Determinations, and other disciplinary procedures relating to behavioral concerns. INTERVENTION AND DIRECT SERVICE: 1) Design and facilitate the implementation of behavioral and social support programs; 2) Provide individual and group activities to address behavioral, emotional, and social needs of students; 3) Provide and develop intervention strategies for teachers to use with students experiencing behavioral and social difficulties; 4) Work effectively with colleagues, parents, and students to promote a cooperative and positive relationship; 5) Provide consultation to parents on behavioral and social issues; 6) Participate as member of Crisis Intervention Team(s); 7) In collaboration with classroom teachers, social workers and psychologists, creates and monitors behavioral plans for individual students. PROFESSIONAL RESPONSIBILITIES AND DEVELOPMENT: 1) Develop and improve individual competence in delivering services consistent with professional standards; 2) Demonstrate professional ethical conduct; 3) Follow school district procedures and policies as well as all state and federal regulations; 4) Participate in school improvement efforts; 5) Awareness of current research and methods that are utilized to address the behavioral needs of the students. TERMS OF EMPLOYMENT: Subject to the Master Agreement EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the School Committee's policy on evaluation.