- Administers psychoeducational and sociological assessments and conducts classroom observations for students referred for initial evaluations and triennial evaluations for consideration for special education and related services.
- Analyzes and interprets assessment results and completes a written report for the purpose of providing recommendations and submitting the findings to the Eligibility Committee for eligibility determination.
- Provides and explains the educational implications related to assessment results for teachers, parents, and other staff members in order to assist in developing appropriate interventions and making program decisions.
- Participates on school-based problem solving/decision making teams, to include, Child Study, RTI, Special Education Eligibility, 504 Plans, Threat Assessment, Crisis Response/Intervention
- Participates in the FBA/BIP process to address behaviors, which impede student learning.
- Consults with individual school and Division leadership in the utilization of data driven action plans which align with the Division goal to impact the achievement gap, graduation rate and allow for effective monitoring of student progress
- Provides strategic individual and group counseling interventions to students to support the teaching process and to maximize learning and adjustment.
- Responds to and manages crises by providing leadership, direct services, and coordination with needed community services.
- Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students.
- Assists in the planning, development, and implementation of intervention programs.
- Serves as a liaison between school, home and community in the service of student learning and well-being.
- Coordinates and collaborates with appropriate health, welfare and other services through community organizations, social agencies, and other public and private resources for students in need.
- Provides training to teachers, parents, other school staff and community agencies in methods to enhance the learning and adjustment of students.
- Attends workshops, seminars, classes, and conferences to further continuing education in areas related to best practices in school psychology.
- Manages out of district student cases for students within the school psychologist assigned school.
- Performs other duties as required.
- Knowledge of Individuals with Disabilities Education Improvement Act.
- Knowledge of state regulations governing special education.
- Knowledge of federal and state criteria for disabilities categories for eligibility.
- Knowledge of tests and measurement, including standardization procedures and the meaning of standard scores, scaled scores, stanines, and percentiles.
- Knowledge of selecting appropriate assessment tools based on reliability, validity, and appropriate norm base.
- Skill in working effectively as a consultant.
- Skill in developing and implementing learning and behavior strategies.
- Skill in written communication.
- Ability to plan and prioritize work in a timely manner.
- Must possess or be eligible for a valid Virginia Pupil Personnel License with a School Psychologist endorsement.
- Academic training in psychological assessment required.
- Minimum of three years of successful professional experience in special education within an elementary and/or a secondary school preferred.
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Anticipated School Psychologist for the School Year - Manassas, United States - Manassas City Public Schools
Description
11 months
Salary: 11 Month License Salary Scale
Supervised by and/or Reports to: Eligibility Specialist, Building Administrator
Primary Responsibilities: Implement a comprehensive model of service delivery to include conducting individual assessment of cognition, achievement and social/emotional functioning, consultation with parents, teachers and administrators, and individual and group counseling with students at all levels of the school division.
Essential Duties:
(This list is intended solely as an illustration of the various types of work performed. The omission of specific duties does not exclude their addition if they are similar to or a logical extension of the position.)
Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects and controls. Physical capability to effectively use and operate various items of office related equipment, such as, but not limited to: a personal computer, calculator, copier, and fax machine. Some climbing, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, or repetitive motions required
Manassas City Public Schools assures equal employment opportunities and equal education opportunities for employees and students as required by federal and state orders and laws. Reasonable accommodations may be made to enable individuals with disabilities to perform essential tasks.
This job description is intended to accurately reflect the position activities and requirements. It is neither intended to be, nor should it be construed as, an all-inclusive list of the responsibilities, skills, or working conditions associated with the position. Management and administration reserve the right to modify, assign, or remove duties as necessary.
