School Psychologist (Birth-26)

SUMMARY:

The School Psychologist provides evaluation, consultation, professional development, technical assistance, and leadership to support children and youth from birth through age 26. The position collaborates with families, multidisciplinary teams, WISD programs, and local school systems to address evaluation, learning, behavioral, and developmental needs and strengthen equitable, effective practices and systems.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Improves professional practice through continuous professional learning, collaboration with colleagues, reflection, and application of current research and evidence-based practices.
• Conducts and/or participates in comprehensive individual psychological, educational, developmental, and behavioral evaluations for children and students from birth through age 26.
• Works as a member of multidisciplinary and educational teams to collect, analyze, and integrate formal and informal assessment data and determine eligibility for special education and related services in accordance with MARSE, IDEA, and other applicable requirements.
• Utilizes a multidisciplinary, transdisciplinary approach for infants and toddlers, to understand development within the context of family routines, relationships, and natural environments.
• Participates in eligibility determination under MARSE.
• Works within a collaborative problem-solving framework to identify strengths, needs, appropriate interventions, and supports that improve children's and students' development, learning, participation, and performance.
• Interprets assessment and evaluation results for families, students, educators, service providers, and other team members in a clear, accessible, and culturally responsive manner.
• Prepares comprehensive written reports that integrate assessment data, describe present levels of performance, identifies strengths and needs, and provides recommendations for appropriate programs, services, interventions, and supports.
• Provides evaluation, consultation, and second-opinion evaluations to WISD programs and local school districts as assigned.
• Collaborates with families, educators, administrators, service providers, childcare programs, local education agencies, and outside agencies regarding developmental, behavioral, learning, and educational needs.
• Provides consultation and support to develop, implement, evaluate, and modify positive, evidence-based instructional and behavioral interventions, including non-aversive behavior support plans.
• Demonstrates knowledge and skill in supporting children and students with a wide range of educational needs, including autism spectrum disorder, developmental disabilities, neurological and cognitive impairments, emotional impairments, and complex learning and behavioral needs.
• Assists teams in assessing behavior, understanding factors affecting behavior, developing positive behavior interventions and supports, and adapting curriculum, instruction, environments, and routines to meet individual needs.
• Uses observations, assessment results, progress data, and other information to monitor the effectiveness of interventions and inform modifications to instruction, services, and supports.
• Participates in the development of appropriate outcomes and Individualized Family Service Plans (IFSPs) for infants and toddlers and supports the transition from Part C to Part B for children approaching their third birthday.
• Maintains accurate evaluation, case, service, and progress documentation in accordance with applicable federal, state, WISD, and local district requirements and performs Medicaid billing functions as applicable.
• Connects families and childcare providers with appropriate developmental, educational, behavioral, community, and other support services.
• Demonstrates knowledge of least restrictive environment, inclusive practices, systems unification, and person-centered planning and collaborates with teams to support access, participation, belonging, and progress.
• Supports transitions across educational settings and programs, including transitions from early intervention to preschool special education and transitions to post-school opportunities, as appropriate.
• Provides training, consultation, technical assistance, and professional learning to local district psychologists, educators, administrators, and other professionals to strengthen assessment, instruction, intervention, behavior support, and educational programming.
• Works effectively with multidisciplinary, building-level, and professional teams to address developmental, behavioral, learning, instructional, and student support needs and assists in developing effective team structures and practices.
• Participates in staff development, professional learning communities, committees, research, curriculum development, and other continuous improvement activities.
• Develops and maintains collaborative, respectful, and culturally responsive partnerships with families and incorporates family priorities, concerns, knowledge, and expertise into decision-making.
• Demonstrates proficiency with current technology, including Internet and web-based technologies, assessment and data systems, instructional tools, and online collaboration platforms.
• Performs all responsibilities in accordance with applicable professional, ethical, legal, and confidentiality standards and performs other duties as assigned.
• Maintains regular, predictable attendance.
• PERFORMS OTHER RELATED DUTIES AS ASSIGNED.

SUPERVISORY RESPONSIBILITIES:

N/A

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

• Master's Degree in School Psychology, Ed. Specialist or PhD - desired.
• Minimum of five (5) years of experience and/or training directly related to the duties/ responsibilities specified.
• Evidence of successful experience in behavior analysis and creating behavior management plans for parents, caregivers, and educators across age ranges.
• Evidence of successful experience in conducting formal as well as informal group training in behavior management, learning support, assessment, and evaluation.
• Knowledge and understanding of providing services in natural environments and routine-based intervention.
• Experience and understanding related to infant-toddler development, evaluation and assessment.
• Possesses a strong understanding and experience using age-appropriate assessment and evaluation tools across Birth-26.
• Experience working with mildly through severely impaired students with a variety of educational needs.
• Possesses the ability to practice in ways that meet all appropriate professional, ethical and legal standards related to Part C and Part B of IDEA and Michigan Administrative Rules for Special Education.

CERTIFICATES, LICENSES, REGISTRATIONS:

• Certification in School Psychology:
• • In compliance with the law as specified in R340.1156--School psychologist competency requirements.
  • In compliance with the law as specified in R340.1152- Qualifications of school psychologist.
• Valid Michigan driver's license.

LANGUAGE SKILLS:

• Demonstrates ability to read, analyze, and interpret general educational periodicals, professional journals, or governmental regulation.
• Demonstrates ability to write reports, business correspondence, and procedural manuals.
• Demonstrates ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

TECHNICAL SKILLS:

• Demonstrates ability to use a personal computer (PC) in a networked environment to utilize the Internet and other electronic communications mechanisms such as email conferencing or bulletin boards.
• Demonstrates ability to utilize productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) - required.

MATHEMATICAL SKILLS:

• Demonstrates ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.
• Demonstrates ability to compute rate, ratio and percent, and to draw and interpret bar graphs.
• Demonstrates ability to perform binary and hexadecimal mathematics as pertains to IP (VLSM, CIDR and Subnet Notation).

REASONING ABILITY:

• Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
• Demonstrates ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
• Exhibit high level of professionalism with the ability to handle confidential information and use good judgment.

INTERPERSONAL SKILLS:

• Exhibits excellent customer service and communication skills with a client-centered focus.
• Demonstrates ability to build rapport with others and to serve diverse publics.
• Demonstrates ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand; walk; sit; use hands to finger, handle or feel; reach with hands and arms; stoop, kneel crouch or crawl; and to talk or hear. The employee must frequently lift and/or move up to 30 pounds such as files and training material. Specific vision abilities required by this job include close vision, distance vision, peripheral vision and ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.

FUNCTIONS OF POSITION DESCRIPTION:

This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment.

TERMS:

Position subject to terms, conditions, and calendar of the Collective Bargaining Agreement between the District and Unit II AFT Local 3760. Starting salary ranging (dependent upon comparable experience) $53,316 - $107,494.

Washtenaw Intermediate School District is a drug-free workplace.