School Psychologist

POSITION SUMMARY: The School Psychologist develops the capacity of the Early Learning Services (ELS) early intervention (EI) program to meet the social, emotional, developmental, and behavioral needs of preschool early intervention children within an assigned region in the city of Philadelphia and the city of Chester/ Chester-Upland School District. The School Psychologist provides coaching, consultation, training, and assistance to early interventionists on topics including, but not limited to, standardized assessment, eligibility determinations, high-quality evaluation and reevaluation report writing, and the provision of evidence-based practice. The School Psychologist works alongside ELS leadership to guide EI teams on developmentally-appropriate practice (DAP), conducting high-quality evaluations and reevaluations, positive behavior support strategies, etc.in order to ensure alignment with federal and state special education regulations, as well as high-quality preschool EI services to eligible children. This position utilizes the principles of Applied Behavior Analysis (ABA) to structure high-quality assessment of young children and to develop Individualized Education Programs (IEPs) that yield success for preschool-aged children with disabilities.

DUTIES AND RESPONSIBILITIES:

• Oversee the implementation of standardization procedures during initial evaluations and ongoing reevaluations through observation of initial Multidisciplinary Evaluations and service provider completion of reevaluations to ensure ELS's process of assessment aligns with the requirements set forth by various assessment publishers
• Employ a coaching and consultative model for preschool early intervention teams across a wide array of settings by debriefing staff and providers after observation and providing individual and team feedback to ensure high quality initial evaluations, as well as ongoing reevaluations and the development of Individualized Education Programs (IEPs)
• Engage in ongoing assessment including, but not limited to, initial evaluations and ongoing reevaluations, report writing, observation of early childhood and specialized programs, formal testing and performance measurment, and policy development to ensure teams are working effectively towards the inclusion of children with disabilites
• Provide insight, education, and guidance to the Multidisciplinary Evaluation and IEP teams when the teams are evaluating and making appropriate strategies and recommendations for children and their families who have social-emotional, developmental, and behavioral needs by providing in-the-moment coaching and consultative support at evaluations and IEP meetings as well as through review of Evaluation Reports (ERs) and Reevaluation Reports (RRs) to educate teams and ensure consistency across the program
• Utilize direct teaching to expand the Local Education Agency's (LEA) knowledge of best practice interventions for children, including but limited to, the implementation of interventions rooted in the principles of Applied Behavior Analysis
• Partner with Regional Managers by reviewing all available historical and current regional data to understand regional needs and trends such as the identification of areas of high need within the region to create and implement regional plans to support assessment and interventions for young children
• Assess referral trends, demographics, and cultural dynamics and employ a trauma-informed intervention approach, considering the impact of implicit bias on the therapeutic process, and make program recommendations that align with current research, tiered strategies of intervention, and best practices
• Provide ongoing dynamic training and consultation in Applied Behavior Analysis, research-based strategies, integrated models of therapy, and other related areas as needed to build the capacity of early interventionists, broaden their understanding of current practices, and develop behavioral and developmental expertise of the LEA
• Provide clinical supervision, consultation, guidance, and support to a wide array of ELS staff members, as needed, including, but not limited to, Multi-Disciplinary Evaluation Team members and Positive Behavior Support (PBS) Consultants to ensure continuity of care; DAP; and alignment with current research, tiered strategies of intervention, and application of best practices
• Work collaboratively with IEP teams to make recommendations for least restrictive strategies and services, consistent with Positive Behavior Supports (PBS) regulation regarding behavior-related concerns
• Conduct monthly clinical case reviews, direct support, and training across the Preschool Early Intervention system to identify and analyze referral and eligibility trends and provide ongoing feedback
• Conduct cross-battery standardized assessments for identified children to determine eligibility and need for early intervention services, and conduct autism rating scales and assessments and Autism Diagnostic Observation Schedule (ADOS), as needed
• Utilize current research in the field to make sound intervention recommendations regarding evidence-based practices
• Provide on-site coaching/consultation for evaluation teams including, but not limited to, working collaboratively with families, early intervention staff, and community members to develop well-rounded, research-based IEPs for children with special needs, attending IEP meetings and/or prepare teams for complex cases, and assisting Elwyn staff with legal cases, mediation, due process, and related parent concerns
• Perform cardiopulmonary resuscitation (CPR) and crisis intervention using agency-trained protocols
• Perform other duties as assigned

EDUCATION/EXPERIENCE/SKILLS REQUIREMENTS:

• Pennsylvania Department of Education (PDE) Certified School Psychologist
• Fluent knowledge of Applied Behavior Analysis (ABA), BCBA preferred
• Previous supervisory experience preferred
• Three (3) years' clinical experience working directly with pre-school aged children
• Working knowledge of:
  
  • Best practices for interacting with and supporting families
  • Applied Behavior Analysis and behavior support strategies
  • Best practices and tools for Preschool educational and behavioral assessments and evaluations (e.g., Verbal Behavior Milestones Assessment and Placement Program (VB Mapp), Assessment of Basic Language and Learning Skills (ABLLS), Devereaux Early Childhood Assessment (DECA-C)), Teaching Pyramid Observation Tool (TPOT), Dynamic Assessment procedures
  • Individuals with Disabilities Education Act (IDEA), Act 212, and Special Education Law
• Demonstrated ability to work effectively as part of a team
• Ability to work in a fast-paced environment and manage and prioritize multiple, often competing, priorities
• Demonstrated strong attention to details
• Demonstrated strong time management and organizational skills
• Demonstrated excellent judgment with the ability to independently solve problems and make decisions with little or no need for direct supervision
• Demonstrated ability to anticipate future needed changes or identify problem areas and take effective actions
• Must be able to perform CPR using agency-trained protocols
• Must possess excellent customer interaction, collaboration, presentation, and written and verbal communication skills
• Experience in training development and facilitation preferred
• Demonstrated intermediate experience with Microsoft Office applications, including Word, Excel, Outlook, and PowerPoint; Publisher and report-writer experience preferred
• Must have current, valid driver's license in state of residence, three (3) years driving experience in the United States, and acceptable driving record