Essential Functions • Assesses, motivates, redirects, and interacts with students in a productive manner • Provides training/in-service on strategies for working with students with behavior problems • Manages the day-to-day activities of paraprofessionals assigned to work with students • Observes students experiencing behavioral issues and collaboratively designs and implements intervention strategies • Coordinates and collaborates with district and building staff and outside agencies • Evaluates, creates, and implements FBAs (functional behavior assessments), PBIPs (positive behavior intervention plans), and ERPs (emergency response protocols) for students • Participates in or facilitates school-based Multi-disciplinary Team/Group of Qualified Professionals meetings • Recognizes individual student learning needs and develops strategies to address those needs • Keeps current on special education pedagogy and applies this research to special education programs • Articulates special education visions and goals to general education and special education staff • Assists in developing and implementing Childfind activities • Coordinates psychological and educational testing activities conducted for the purpose of special education eligibility determination, as well as provides information supporting the development of appropriate educational programs • Provides classroom support and intervention for students experiencing behavioral, social, and/or emotional behaviors that impact their education • Provides direct services and intervention for special needs students as required for their success, including proactive strategies such as social skills education, individual student interventions, behavioral contracts • Directly assists classroom teachers with the ongoing management of special needs students • Assists teachers with the design and implementation of solutions to classroom concerns focused upon the special needs students population • Serves as a member of the Student Support management team, IEP Teams, etc., as pertinent to the job • Assists with the development of instructional and/or behavioral goals and objectives • Conducts family and/or family-student conferences set up to interpret student assessment results • Participates in curriculum development and implementation of special education services • Works to ensure that the appropriate menu of services is identified and implemented for identified K-12 students • Uses collaborative and evidenced-based approaches to assist in the creation of IEPs to ensure that students receive skills targeted to their areas of identified need • Develops staff capacity and family participation in data-based decision making • Confers, counsels, trains, and assists site administrators and school staff regarding specialized procedures and requirements • Responds to inquiries from a variety of sources (e.g., other teachers, parents, administrators, etc.) around aspects of special education services • Stays current on policies and laws related to special education • Completes all documentation as required by law or prescribed by the Executive Director of Special Services, including but not limited to IEPs, assessment documents, and progress reporting • Attends staff and other professional meetings as appropriate or directed • Uses and integrates technology for communication and instruction • Conducts testing, interprets results, and leads the multi-disciplinary team in the identification of special education students • Other duties as assigned. Required Qualifications • Washington State ESA certification as a School Psychologist • Demonstrated successful leadership and managing qualities • Working knowledge of rules, regulations, and laws dealing with special education • Willingness to learn curriculum education codes and district policies • Competency in assessment data gathering and interpreting techniques • Successful experience establishing and carrying out behavior interventions systems • Current knowledge of federal and state laws, rules, and regulations governing the education of children qualified for special education • Working knowledge of Multi-Tiered Systems of Support (MTSS) and Social Emotional Learning (SEL) best practices • Knowledge of the identification process of special education students • Ability to communicate effectively, possess awareness for self and others, listen actively, be patient, incorporate humor and lightheartedness into work, be empathic, possess a growth mindset, and be customer-service oriented • Ability to support the Districts vision, mission, goals, and Culture Code, including the belief that all students can succeed • Ability to maintain a positive attitude • Ability to team teach • Familiarity with racial equity and inclusion frameworks • Successful experience working with self-direction and a high degree of collaboration • Possession of organizational skills and flexibility to respond to changing student needs • Ability to function in a calm, efficient, courteous manner under stress, and to exercise careful judgment, confidentiality, and tact in the performance of duties • Ability to act in an ethical and confidential manner in all aspects of employment • Ability to perform the essential functions of the position with or without reasonable accommodations.