Cleveland City Schools School Psychologist
TITLE School Psychologist
QUALIFICATIONS
- Valid Tennessee Professional License in School Psychology
Ability to communicate effectively with students, school personnel and parents
Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual
FLSA exempt
REPORTS TO
Supervisor of Special Populations
JOB GOAL
To support academic/behavior intervention in specific skill deficit areas for students with disabilities.
TIME/WORK HOURS
Follow the assigned home school’s schedule.
ESSENTIAL FUNCTIONS
Works with staff in the following areas: defining and measuring behavior, understanding principles of reinforcement, teaching new behavior for SWDs, implementing strategies for decreasing behavior, collecting specific data and identifying antecedents
Conducts comprehensive psychological evaluations that include but are not limited to the assessment of intellectual, developmental, academic, social/emotional and behavior status
Assessment and data collection by use of informal or non-standardized evaluation techniques
Interpret and utilize assessment data for the purpose of writing psychological reports and developing written intervention plans
Counsel students individually and in groups
Provide crisis intervention
Participates in Support Team meetings and provide information on pre-referral interventions and/or the RTI2 tiered intervention process
Administers standardized assessments and curriculum based assessments, provide interpretation of results, complete psycho-educational reports, and review reevaluation summary reports
Participates in the Response to Intervention and Instruction (RTI2) process, analyze the data for students with disabilities, and support collaboration within the schools
Provides consultation to all teachers and other stakeholders regarding students with disabilities’ academic, social, and behavioral problems
Maintains good written and oral communication skills when explaining evaluation results to parents, teachers, and administrators
Applies ethics and standards of professional practice in the delivery of services and observes IDEA law, TN Rules and Regulations regarding disability stands for students with disabilities that govern practice, eligibility and programming
Submits all required paperwork within a timely manner, adhering to all federal, state, and local laws and policies
Assists the learning support specialist with students with disabilities behavior difficulties including involvement with the development of IAIEP behavior goals
Develops and assist with the implementation of Behavior Intervention Plans (BIPs) and complete Functional Behavior Assessments (FBAs)
Attends initial and/or reevaluation IAIEP meetings when determining eligibility/ineligibility of services
Provide individual and/or small group social/behavioral intervention services to students with disabilities as prescribed on the IAIEP
Attends initial IEP meetings for students who are in non-public school placements
Provides training to staff for the purpose of teaching interpretation of data analysis (i.e., CBMs, progress monitoring, etc.) how to use assessment data to develop appropriate interventions, and/or to share information gathered from conferences
Ensures compliance with all local and federal laws and state regulations relating to students with IAIEPs, students referred to special education and eligibility
Participate in staffing and annual reviews and facilitate the compilation of documentation for student records
Collaborates with others (e.g., teachers, other professional staff, and parents) for the purpose of implementing services in accordance with programmatic and regulatory requirements
Attends training/in-service meetings and conferences to develop professional attitudes and skills
Maintains professional skills through reading of current literature and by attending professional meetings and conferences
Meets with the Supervisor of Special Populations on regular basis to share concerns and successes
Performs other related duties assigned by the Supervisor of Special Populations
PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:
Pushing and/or pulling
Climbing and/or balancing
Stooping, kneeling, crouching, and/or crawling
Reaching, handling
Talking
Hearing
Seeing
TEMPERAMENT (Personal Traits)
Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
Adaptability to accept responsibility for the direction, control, or planning of an activity
Adaptability to deal with students
Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.
Intelligence: Ability to understand instructions and underlying principles and ability to reason and make judgments
Verbal: Ability to understand meanings of words and the ideas associated with them
Numerical: Ability to perform arithmetic operations quickly and accurately
Manual Dexterity: Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately
Form Perception: Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures
WORK CONDITIONS
Normal working conditions
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.