SUMMARY: The role of the School Psychologist is to: 1) Ensure that programs developed for exceptional children are built on a sound educational and psychological basis; 2) Provide effective psychoeducational testing and counseling services to facilitate the child's intellectual, emotional, physical, social, and vocational development; 3) Aid the child's adjustment to the changing demands of his/her total environment and achievement of social and academic competence; and 4) Provide leadership in special education procedures and programs.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following but are not limited to:
Pupil Services:
- Provide psychoeducational assessment services to children referred to the Special Education and Pupil Personnel Services department, when warranted. These services include, but are not limited to, testing, collecting and analyzing assessment data, recommending and evaluating interventions, and reporting on evaluation results and student progress.
- Serve as the case manager when indicated by the Executive Director or Special Education and Pupil Services.
- Act as an advocate for students and their educational programs.
- Provide psychoeducational testing relative to individual student needs and prepare reports that document test results.
- Provide individual and group counseling to handicapped and non-handicapped students relative to their needs.
- Provide counseling and consultation to families relative to the students' needs.
- Keep accurate records and documented data on students to whom he/she provides educational assistance.
IEP Team Functioning:
- Serve as a member of the IEP Team. Provide educational and psychological assessment as necessary and assist in the development of an education program.
- Assist IEP Team members in developing plans for exceptional students' Individual Education Programs, evaluating children and recommending programs to meet exceptional needs.
- Work in close conjunction with students, their families, direct staff, pupil services staff and/or IEP Teams, and community agencies in an effort to ensure the best possible educational experience for each student and to avoid a duplication of services.
Policy and Administration:
- Maintain, or supervise the maintenance of, special education records, including documentation of procedural timelines, evaluation procedures, IEP development and other documentation needed to ensure compliance with state and federal regulations.
- Assist in developing and recommending administrative procedures for the identification, evaluation, programming, placement, monitoring, and reevaluation of Special Education or non-Special Education students.
- Assist administrators in developing and recommending policies related to school psychological services which will provide an appropriate level of Special Education and non-Special Education services to District students.
- Provide input regarding the development of special education and psychoeducational policies and philosophies.
Communications and Consultation:
- Maintain effective communications with the IEP Team, staff, students, parents, and administrators.
- Communicate with appropriate administrators regarding issues and developments affecting the school system, including issues involving the delivery of school psychological services.
- Interpret school psychological services to teachers and parents.
- Maintain contact with other school psychologists in the area and state as necessary to discuss issues regarding students, educational, and the field of school psychology.
- Consult with counselors, administrators, and others regarding the District's testing program and the implication of test results.
- Assist in planning and providing staff inservice programs for regular and exceptional educational personnel.
- Assist new Special Education staff members in becoming oriented to the particular Special Education Program and to the District Special Education process and programs.
School and Community Liaison:
- Make referrals, communicate, cooperate, and arrange meetings as necessary with community agencies and institutions who are also involved with the students in the District.
- Establish and maintain favorable relationships with local community groups and individuals to foster understanding and solicit support for IEP Team, psychoeducational, and overall school objective, programs, and activities.
- Assist in the development of community projects and services aimed at the school-age population.
Student Relations:
- Assist a child in understanding his/her behaviors and attitudes, and in acceptance of self.
- Help the child develop appropriate social behaviors.
- Act as an advocate for students and their educational programs and provide necessary guidance and support to children in need of help.
Other:
- Supervise graduate students assigned to the District for School Psychologist practicum, and/or coordinate their supervision with other pupil services staff or the IEP team.
- Keep abreast of new developments in the field.
- Perform other such duties as may be required by the Executive Director of Special Education and Pupil Services or building principal.
REQUIRED QUALIFICATIONS include the following but are not limited to:
- Excellent communication skills.
- Ability to work collaboratively with the general education and special education staff.
- Experience or training in assessing and monitoring student progress, developing and implementing behavioral intervention plans, conducting functional behavioral assessments, and facilitating IEP and student assistance team meetings.
LICENSURE & EDUCATION REQUIREMENTS
- Master's Degree
- Wisconsin DPI Certification #62
OTHER REQUIREMENTS
- Satisfactory background report as covered by Wisconsin Statute 19.32 (1).
- Physical Examination/TB Assessment as covered by Wisconsin Statute 118.25.
- Possession of a valid Wisconsin Driver's License and ability to meet travel requirements, if required.
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 accommodations may be made to enable individuals working with students. While performing the duties of this job, the employee is regularly required to use hands and fingers to, handle, feel, talk, etc. The employee is regularly required to walk, stand, bend, kneel, sit, crouch, talk, and hear. The employee is required to lift and/or move objects up to 30 pounds. Specific vision abilities required by this job includes far to close vision.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals to perform the essential functions.
- Indoor classroom and office.
- Fast paced environment with interruptions.
- Noise level is usually moderate.
- Blood borne pathogen level exposure is LOW.
REPORTS TO
District Administrator
TERMS OF EMPLOYMENT
As provided in the WASD Employee Handbook.
EVALUATION
As provided in the WASD Employee Handbook.