Address
Form of workPosition Type:
Student Support Services/Psychologist
Date Posted:
8/11/2023
Location:
Big Hollow Primary School
District:
Big Hollow School District 38 - websitePrimary School Psychologist
Licensure: Professional Educator License (PEL)
Endorsement: School Psychologist
Job Goals
Under general supervision, the employee will:
Major Duties and Performance Responsibilities
The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
Evaluations
Special Education Team/Program Consultation and Support
Collaborative Consultation with General Education
Response to Intervention Team
Parent Support
Crisis Intervention
Student Support Services/Psychologist
Date Posted:
8/11/2023
Location:
Big Hollow Primary School
District:
Big Hollow School District 38 - websitePrimary School Psychologist
Licensure: Professional Educator License (PEL)
Endorsement: School Psychologist
Job Goals
Under general supervision, the employee will:
- Help, facilitate solutions for students to succeed academically, socially, and emotionally. They collaborate with educators, administrators and families to create safe, healthy, and supportive learning environment for all students and strengthen connections between home and school.
Major Duties and Performance Responsibilities
The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
Evaluations
- Participate in the determination of special education eligibility and academic programming
- Analyze and synthesize data to appropriately complete mandated documents related to the case study evaluation process
- Coordinate the various evaluation components to comply with mandated timeframes which may include the need for scheduling, planning, and distribution of materials
- Conduct classroom observations to collect data and evaluate student functional performance
- Review all applicable student records to ensure a comprehensive understanding of the students prior experiences and development
- Conduct teacher interviews to gather case specific information on academic, social/emotional, and behavioral functioning
- Conduct student interviews to gain perspective on home/family life, school, friends, personal interest, and feeling states as a way of establishing rapport and forming a comprehensive understanding of the student.
- Administer one-to-one assessments in the appropriate domains, which may include:
- Cognitive
- Academic
- Functional
- Social Emotional
- Fine Motor
- Score, analyze, and synthesize test results to understand the learning profile of the student as it relates to eligibility
- Review and summarize private and/or independent evaluations to consider and possibly synthesize results and recommendations with school based evaluations.
- Conduct Functional Behavioral Assessments to determine necessary behavior supports which may or may not include formalized Behavior Intervention Plan.
- Document findings in a psychoeducational report
- Collaborate with IEP team to develop accommodations, modifications, and programming needs
- Synthesize information to plan for IEP meeting presentation
Special Education Team/Program Consultation and Support
- Participate in various special education team meetings, program meetings, and student meetings
- Provide direct service to individual students, groups of students, and/or special education programs/classrooms
- Consult with IEP teams to support problem solving in the areas of plan development, goal writing, parent support, behavior support, and progress monitoring
- Support data collection methods with team members and create data collection tools
- Coach team members regarding reliable and valid data collection and data analysis
- Collaborate with team members to design data driven, goal based interventions and environmental supports
- Support student transitions between various educational settings
- Proctor district and state assessments by providing accommodations as listed in student IEP's
Collaborative Consultation with General Education
- Consult and collaborate with teachers to identify student behaviors of concern
- Determine data collection methods with teachers and create data collection tools
- Coach teachers regarding reliable and valid data collection and analysis procedures
- Collaborate with teachers to design data0driven, goal-based interventions and environmental supports
- Create intervention materials as needed (e.g. visual supports, charts, checklists)
- Coach teachers through the implementation of effective intervention techniques
- Proctor interventions and provide appropriate supports which may include meeting with students to monitor progress
- Conduct class wide instruction related to specific social, emotional, and/or behavioral needs
Response to Intervention Team
- Participate in RtI team meetings to support the intervention process
- Collaborate with RtI team members to analyze data and define target academic concerns
- Write goals with RtI team members to determine criteria for student's success
- Review student progress to determine specific interventions and the necessary level of tiered instruction for students
- Consult with RtI team members to determine when case study may be warranted
- Guide RtI team members regarding the process for reliable and valid data collection, data analysis and appropriate documentation
- Participate in an intervention to provide individual and/or group counseling for students as needed
Parent Support
- Guide parents through the initial case study process
- Provide consultation and resources to support parents with specific student concerns in both the school and home settings
Crisis Intervention
- Participate in the mobilization of various resources relevant to the specific crisis situation
- Provide direct intervention and/or support to staff, students, and parents/community
- Crises may include but are not limited to
- Self-harm
- Suicide attempt or ideation
- Threat to others
- Death (student, family, or staff)
- National crises
