- Conducts psycho-educational evaluations of students identified as or suspected of having learning or behavioral disabilities and acts as case manager
- Contributes to the Evaluation Team Report (ETR), following both ODE requirements and best practice principles about: selecting, administering, scoring, and interpreting appropriate testing instruments, both normative and non-normative; digital and traditional assessments; use of virtual meetings and assessment; analyzing and reporting all required data to determine Special Education eligibility; completing professionally-sound reports about both interpretation and writing style; and offering a draft ETR to the Team before the ETR/IEP Team meeting
- Serves as Case Manager by summarizing, in writing, the findings of each of the contributors to the ETR for consideration in the development of the Individualized Educational Plan (IEP)
- Acts as Chairperson for all team meetings related to the ETR
- Explains Due Process procedures to parents about compliance with IDEIA
- Confers with teachers, parents, and other educational personnel in matters about the education and mental health of students
- Assists educators in implementing or modifying instructional delivery, classroom management procedures, and intervention strategies
- Complies with PowerSchool Special Programs documentation fully, following ODE requirements
- Submits Medicaid documentation monthly for all eligible cases
- Reports all service delivery in documented form every month
- Counsels students and parents, individually or in groups, on specific student needs
- Participates in the Student Support Teams (SST)
- Assists with evaluations, as needed, to determine student eligibility for services under Section 504 of the Rehabilitation Act of 1973
- Assists in the development of Manifestation Determination Plans, as needed
- Assists and is a member of the Threat Assessments Team in conducting Threat Assessments
- Conducts Early Entrance, Gifted/Talented and Advanced Placement, and Acceleration testing; administers, scores, and interprets testing instruments required for each; and participates in Team meetings as required
- Provides crisis intervention services, including death adjustment services to students, staff, and parents, inclusive of risk assessment, consultation, and any post-crisis assistance
- Assists with Response to Intervention to address non-disability student needs
- Provides in-service to school staff and parent groups about psychological service delivery, child development, Positive Behavioral Interventions and Supports (PBIS), school climate issues, and other related topics
- Serves on District and departmental committees to develop programs and procedures that further promote the provision of an appropriate education for students
- Attends monthly staff meetings and any other departmental/District meetings required
- Provides supervision to school psychology students in university training programs who are assigned placement in Cleveland schools and to Psychiatric Fellows completing their medical rotations in Cleveland schools
- Offers peer assistance to colleagues as needed
- Valid Ohio Certificate/Licensure in School Psychology
- NCSP is preferred but not required
- Ability and willingness to work harmoniously as a team member with all school personnel and parents in an integrated setting
- Ability and willingness to work with students of all ages and of varied racial, ethnic, and socioeconomic backgrounds
- Experience in working in an urban educational environment with children or teens
- Strong writing, organizational, and interpersonal skills
- Becomes familiar with District initiatives including but not limited to The Cleveland Plan, Academic Achievement Plans, etc.
- Adapts teaching to the individual social, emotional, and academic needs of the students
- Displays commitment to hands-on learning and integrating curriculum into positive personal, social, and emotional self-improvement outcomes
- Respects and disciplines students through preventative, proactive, dignified classroom management techniques that reflect structure, equity, and consistency
- Expected moving, walking, and standing consistent with an office environment and occasionally lifting up to 15 pounds
- While performing the duties of this job, the employee is regularly required to stand, walk, and sit; use hands to finger, handle, or feel; and reach with hands and arms
- The employee is frequently required to talk and hear.
- Specific vision abilities required by this job include close vision, color vision, depth perception, and the ability to adjust focus.
- Travel to schools will be required; must have reliable transportation
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Psychologist - Cleveland, United States - The Cleveland Metropolitan School District (CMSD)
Description
Position Type:Related Service Provider
Date Posted:
Location:Administration or As Assigned
INTRODUCTION: CONTEXT AND MISSION
The Cleveland Metropolitan School District (CMSD) serves approximately 37,000 students in 100+ schools. Over the past several years, the Greater Cleveland community has united behind the collective goal of ensuring every child in Cleveland attends a high-quality school and every neighborhood has a multitude of great schools from which families can choose. The Cleveland Plan defines CMSD's approach to the reinvention of public education and holds our community accountable for the success of Cleveland's schoolchildren. The Cleveland Plan is supported by Ohio House Bill 525, which provides much-needed flexibility and autonomy for the district and its schools. Our schools have autonomy over human and financial resources in exchange for accountability for
performance. The principal has primary responsibility and accountability for establishing his or her school as a high-quality, high-expectations academic center with a focus on personalized instruction, professional support for teachers, and school-wide practices that lead to measurable results.
The Cleveland Metropolitan School District has developed standards of excellence that the district applies to all parts of the organization inclusive of schools, principals, school leadership teams, networks, and central office. Alignment between Standards of Excellence (SoE) and the district's Theory of Action helps ensure that principals are able to focus on scholar achievement and that central office supports are timely and effective.
Our Vision for Learning in a Post-Pandemic World:
In our pursuit of a more fair, just, and good system of education, we want each of our learners, both each of our scholars and each of their educators, to be individually and collectively presented with academically / intellectually complex tasks that are worthy of their productive struggle and allow them authentic opportunities to demonstrate their work and their learning of academic content and transferable skills in a joyful and adventurous environment.
THE OPPORTUNITY:
School Year
Provides comprehensive psychological services, including consultation, brief counseling, and assessment through the Integrated Health Model, collaborating across District departments.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The characteristics listed below are representative of the work environment typically encountered by an individual while performing the essential duties of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.
Education
To Apply
Please submit your resume and application using Workday, our online human capital management system. Please note that an offer of employment will be subject to the successful completion of an FBI/BCI background check and drug screen.
EEO Statement
We believe that equity and inclusion at CMSD is an essential call to action, a catalyst to ensure value and appreciation among all our employees, so we may be fair and welcoming now and in the future. CMSD provides equal opportunities for employment, retention and advancement of all personnel by administering all terms and conditions of employment regardless of race, color, ethnicity, ancestry, national origin, sex, disability or genetic information, age, citizenship status, military status, sexual orientation or expression, socio-economic status, title, other dimensions of identity, or any other characteristic protected by law.
The District's Policy Prohibiting Discrimination, Discriminatory Harassment, and Sexual Harassment and the District's Title IX grievance procedures, including information on how to report or file a complaint of discrimination, how to report or file a formal complaint of sexual harassment, and how the District will respond, may be accessed on the District's Civil Rights Notices webpage, available at The District's Title IX Coordinator / Director of Equal Employment Opportunity may be reached at:
1111 Superior Avenue East, Suite 1800
Cleveland, Ohio 44114
