SUMMARY

Under the supervision of the Special Education Related Services Director, and in accordance with established policies and procedures, the School Psychologist performs psycho-educational assessments of referred students suspected of having a disability. Interprets and shares results of assessments with appropriate parties, (e.g. parents, and local district school personnel) and writes reports. Participates in IEPT discussions regarding student needs and services. Supports staff in the MTSS process.

PRINCIPAL DUTIES AND RESPONSIBILITIES

Participates in Multi-Disciplinary Evaluation Team (MET) evaluations and meetings, contributes to the Present Level of Academic Achievement and Functional Performance (PLAAFP), and attends IEPT meetings. Contributes to development of curriculum and programmatic goals and objectives.
Input, evaluate, and interpret evaluation and curricular data for the purpose of supporting a Multi-Tiered System of Support (MTSS) and making recommendations.
Work collaboratively across systems and departments with instructional staff and administrators to build capacity for data collection, problem solving and data-driven instructional decision making processes that support implementation of Multi-Tiered Systems of Support (MTSS) across core instruction, strategic and intensive intervention and assessment practices to positively impact student growth and achievement.
Completes psycho-educational assessments as assigned within the required timelines.
Shares results with school personnel, parents, and when appropriate, to outside agencies and specialists and interprets psychological assessments.
Disseminates relevant educational research.
Supports a Multi-Tiered System of Support to include both education and behavior in the school setting.
Provides training, coaching and technical assistance on the use of:
- Tier 1/school-wide supports including data collection, data analysis and decision making in a problem solving model including CHAMPS, Classroom Management, Home-School Partnership, etc.
- Tier 2/targeted supports including data collection, data analysis and decision making in a problem solving model including Check In/Check Out.
- Tier 3/intensive interventions/supports and data analysis and decision making in a problem solving model.
Provides professional development relevant to the concerns of professional staff and administrators.
Serves in a resource capacity and provides curriculum and instructional strategy consultation to classroom staff.
Completes, processes, and maintains a variety of administrative and legally required reports, records and information.
Consults with professional staff and administrators on educational and mental health issues.
- Demonstrated ability in working with a wide age range of students and young adults.
- Demonstrated instructional consultation skills including outstanding organization and communication.
- Evidence of the ability to work with a wide variety of parents, professional staff and support staff.
Maintains a current level of knowledge regarding special education federal regulations, state law and current procedures.
Obtains contemporary professional information and literature in school psychology.
Organizes and plans schedule to fulfill student caseload and other responsibilities in a timely manner.
Other duties as assigned.

The listed tasks are intended to describe the nature and level of work being performed by a person in this position, and are not an exhaustive list of all job duties performed.

QUALIFICATIONS

CERTIFICATES, LICENSES, REGISTRATIONS (If Applicable):

Required

School Psychology Certification through the Michigan Department of Education

EDUCATION, TRAINING & EXPERIENCE:

Required

Possession of a Master’s Degree, Educational Specialist Degree, or School Psychology Specialist Degree in the field of School Psychology

Desired

One (1) or more years of experience in a public school setting

KNOWLEDGE, SKILLS & ABILITIES

Knowledge of current state and federal laws, regulations, and requirements related to special education programs.
Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions
Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects
Skill with use of technology to implement work responsibilities.
Ability to communicate effectively with a variety of audiences both orally and in writing.
Ability to adapt quickly to a wide range of behaviors characteristic of students
Ability to exercise discretion and confidentiality in dealing with staff, students and operations.
Ability to work independently and within teams to accomplish identified goals and strategies.
Ability to build and maintain positive working relationships with local district administrators/staff, parents, students, higher education, business and community partners

PHYSICAL EFFORT & WORKING CONDITIONS:

Sitting – moderate
Standing/Walking/Bending/Stooping – moderate
Lifting – involves lifting with lifting protocols
Ability to get up and down from a seated position on the floor

SPECIAL CONSIDERATIONS

Position requires the employee to provide his/her own transportation for job related travel.
Position requires regular and predictable attendance at the workplace.

Eaton RESA does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and transgender identify), disability, age, religion, height, weight, marital or family status, military status, genetic information, or any other legally protected category (collectively “Protected Classes”), in its programs and activities, including employment opportunities. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation. Civil Rights Coordinators are located at 1790 E. Packard Hwy, Charlotte, Michigan to handle inquiries regarding the nondiscrimination policies and grievance procedures. Telephone (517) 543-5500.