PRIMARY PURPOSE OF POSITION: To provide supportive services to students with disabilities and their families relative to mental health and school related issues.
MAJOR RESPONSIBILITIES: 1.Conduct psycho-educational assessments/testing (including achievement, intelligence, emotional, learning disabilities and vocational interest areas) in preparation for initial and re-evaluation Team meetings as requested by the Director of Special Education. 2.Interpret testing and observations to provide information relative to functioning levels, special disabilities student needs, learning styles, and educational considerations in order to formulate specific feasible recommendations and assist in incorporating such into I.E.P.'s as part of the evaluation process as requested by the Director of Special Education. 3.Delivers student services as determined by the IEP Team and/or requested by the Director of Special Education. a.provide direct services to students, either through individual counseling or group counseling. Maintain progress notes. Conduct follow-up contact with the family, as indicated. Screen student counseling referrals, as assigned by the Director of Special Education. b.consult with other staff about problems and progress of individual students, as well as orienting staff in strategies to support students in counseling. c.Conduct Functional Behavioral Assessments and develop Behavior Intervention Plans based on individual student needs. d.provide referral services when indicated and act as Liaison with communities, mental health and other local and state agencies. e.provide crisis intervention and crisis evaluation of students with disabilities. 4.Chair Team meetings and write Individualized Education Programs for three (3) year re-evaluations and initial evaluations, as well as Manifestation Determination and Placement meetings, as requested by the Director of Special Education. 5.Provide emergency screening of students upon request of the Director of Special Education. 6.Upon request of the Director of Special Education, participate in post-hospitalization, student assistance team meetings, and parent-teacher meetings. 7.Record keeping and documentation tasks as required under special education laws/regulations/GLTHS policies/procedures as required by Director of Special Education. 8.Work cooperatively with school and department administration, regular and special staff, parents, students, related service providers and outside agencies. 9.Ensure Student Safety and Well-Being: Maintain a safe, structured, and supervised learning environment by actively monitoring student behavior; implementing classroom safety protocols; responding appropriately to emergencies; and adhering to all district policies, procedures, and training related to student safety, supervision, and well-being. 10.Other relative assignments as designated by the Director of Special Education.
ORGANIZATIONAL RELATIONSHIPS: 1.Is directly responsible to the Director of Special Education. 2.Must work cooperatively with Special Education staff, Guidance staff, regular education staff, parents, local and state agencies.
QUALIFICATIONS: To perform this job successfully, an individual must be able to perform the essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities, who are otherwise qualified, to perform the essential functions. 1.Licensed by Massachusetts Department of Elementary & Secondary Education as School Psychologist. 2.Master''s Degree in School Psychology required. 3.Experience working with Special Education students at the secondary level preferred. 4.Ability to communicate and work well with adolescents, staff, parents, and agencies. 5.Demonstrated organizational and management skills. The ability to effectively organize and coordinate efforts of staff, parents, and related outside support services. 6.Coursework and proficiency in standardized and projective testing. 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 disability to perform essential functions. The employee is regularly required to communicate information and ideas so others will understand. The employee is regularly required to hear and understand speech at normal office, classroom, and on telephone. The employee is frequently required to sit and use hand to finger, handle or touch. The employee is routinely required to stand, walk, some stooping, bending and kneeling, and reach with hands and arms. The employee must occasionally lift and/or move, push and carry up to 20 lbs. Specific vision ability required by this job include: the ability to read printed materials. WORK ENVIRONMENT: 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. Duties are normally performed indoors with heating/cooling system regulated in a classroom/shop and school environment. The noise level in the work environment is usually moderate but may vary depending on student activity and instructional setting.
OTHER INFORMATION: The statements contained herein reflect general details as necessary to describe the principal functions of this position, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of requirements associated with the position.