JOB DESCRIPTION

POSITION TITLE:1.0 FTE School Psychologist (Early Childhood)/Positive Behavior Interventionist -

2017-2018 School Year Only

DEFINITION OF POSITION:Provide a full range of school psychological services to children, including screening and assessment, and design remedial educational programs working with school staff, parents, and outside agencies as appropriate. Function as a member and/or leader of the multidisciplinary team to determine a child's eligibility for special services, appropriate programming, and on-going progress. Work with school teams to provide support to the instructional process by serving as a team member with specific responsibility for developing students’ success in academics, interpersonal skills, and activities of daily living; collaborating with other teachers,professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries from parents/guardians regarding instructional programs and student progress.

IMMEDIATE SUPERVISOR:Assistant Director of Special Services

REQUIRED QUALIFICATIONS:

  • Residency Educational Staff Associate Certificate or Emergency Educational Staff Associate Certificate (ESA)
  • Possess or be eligible for a Washington State Certificate with school psychologist endorsement
  • Possess a valid driver’s license
  • Successful experience with elementary/secondary-aged children with special needs

PREFERRED QUALIFICATIONS

  • Master’s degree or other advanced training as a behavior specialist
  • Experience in job related field
  • Professional Educational Staff Associate Certificate (ESA)
  • Possess or be eligible for a Washington State Certificate with a school counselor endorsement
  • Experience as a school psychologist
  • Knowledge of the state WACs
  • Experience working with students with multiple needs
  • Experience/appreciation of diverse student population
  • Experience with Part C and preschool Part B services

ESSENTIAL JOB RELATED ACTIVITIES:

  • Participate in training and subsequent implementation of K-12 PBIS program
  • Provide professional development and support in the use of PBIS
  • Collaborate in the development and implementation of functional behavior assessments (FBAs), behavior intervention plans (BIPs), and emergency response protocols (ERPs) for individual students which may include observations, home visits, data collection and interpretation
  • Develop, evaluate and implement behavior management plans for children in classroom and other school settings
  • Develop and promote structures that enable students to be successful in classroom and other school setting
  • Utilize a variety of therapeutic and behavioral intervention techniques and school-wide positive behavior support structures
  • Assess student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administrators
  • Adapt classroom work to provide students with instructional materials that address individualized learning plans within established learning plans

• Advise parents/legal guardians of student progress for the purpose of communicating expectations and studentachievements; develop methods for improvement and/or reinforcing classroom goals in the home environment

• Collaborate effectively with instructional staff, school personnel, parents and a variety of outside community agencies to improve overall quality of student outcomes

  • Teach appropriate behavior and social skills to identified students
  • Perform classroom and/or subject specific assessments to provide an effective program that addresses individual student requirements
  • Provide input into evaluation and re-evaluation processes and be an active member of IEP teams
  • Direct instructional assistants and student teachers for the purpose of providing an effective classroom program and addressing the needs of individual students
  • Manage and monitor student behavior in a variety of educational environments (classroom, playground, field trips, etc.) to provide a safe and optimal learning environment
  • Prepare a variety of written materials (e.g., grades, attendance, anecdotal records, etc.) to document student progress and meet mandated requirements
  • Report incidents (e.g., fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code and school policies
  • Respond to emergency situations by resolving immediate safety concerns and/or contacting the appropriate personnel for resolution
  • Identify curriculum supports to ensure implementation in the classroom; assist in implementing modifications and adaptations of environments and curriculum as needed
  • Provide consultation and modeling to building staff members to allow for appropriate service delivery
  • Assist in transition planning as students move to different programs and support the training needs of staff and students to facilitate smooth and successful transitions
  • Develop and implement, in collaboration with building teams, comprehensive data collection systems for programming planning and decision-making purposes
  • Evaluate children who have been referred and determined to require an assessment/reassessment, including determining appropriate areas of assessment, selecting appropriate instruments, administering tests, conducting observations, and writing summary analysis reports which interpret the evaluation findings and provide program recommendations
  • Administer and interpret a wide variety of education assessments
  • Consult with teachers, parents, and other staff involved with students needing adaptations to facilitate improved performance and/or conduct in the classroom
  • Provide individual and group counseling services for academic and social development to students and parents
  • Assist the faculty with understanding students and their behavior
  • Work effectively with behaviorally and/or emotionally challenged students
  • Implement guidance activities for greater understanding of self and others
  • Serve or lead the Student Intervention Team to coordinate services for students
  • Serve as a team leader at multi-disciplinary team meetings
  • Serve as a liaison between the schools and outside community agencies and resources
  • Coordinate building, district and state assessments
  • Write, monitor, and coordinate some student 504 accommodation plans
  • Assist in identification and/or development of interventions and provide short-term crisis intervention as necessary
  • Initiate Functional Behavior Assessment and develop and implement behavior and academic plans
  • Provide leadership in maintaining required documentation for special education
  • Coordinate highly capable student testing and program requirements with the highly capable services/program staff
  • Assist in implementing Coordination Early Intervening Services (CEIS) and supports
  • Practice strong organizational skills
  • Meet timelines consistently
  • Possess and practice strong interpersonal skills with a wide variety of people both inside and outside the organization (staff, parents, community members, other agencies)
  • Be a positive team builder who works in a collaborative manner
  • Meet multiple demands in pressure situations and maintain high levels of quality work
  • Maintain confidentiality
  • Communicate clearly, both orally and in writing
  • Regularly demonstrate professionalism in appearance, actions, decisions, and overall performance
  • Work with minimal supervision and be flexible
  • Perform other duties as assigned by supervisor

MENTAL DEMANDS:

May experience frequent interruptions; required to deal with a wide range of student behaviors and academic abilities; required to deal with a wide range of physical or emotional disabilities; may occasionally deal with distraught or difficult students.

TERMS OF CONTRACT:

  • Salary:State Salary Schedule (depending upon level of education and experience)
  • Length of Contract:1.0 FTE, 180 days plus 4 professional development days, 2017-2018 school year only
  • Leaves/Benefits:As per district policy

The Pullman School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employee has been designated to handle questions and complaints of alleged discrimination: Assistant Superintendent, Pullman School District Administrative Offices, 240 SE Dexter Street, Pullman, WA 99163, (509) 332-3144, . Applicants with disabilities may request reasonable accommodations in the application process by contacting the Human Resources Manager at (509) 332-3584.

PULLMAN SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER

1/19/2017