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Position Opportunity:
Under the direction of the program
administrator, and in accordance with the established
policies and procedures of the Ingham Intermediate
Board of Education, the School Psychologist evaluates
children referred as suspected handicapped for
potential placement into special education programs and
services.
In addition, under the direction
of the program administrator and in collaboration with
general education services, the School Psychologist
will coordinate the development and implementation of
all the elements of Response to Intervention (RtI).
Qualifications:
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Approval by the State Department of
Education as a School Psychologist.
·
Master's Degree in Educational
Psychology and/or School Psychology.
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Internship hours (750) in School
Psychology.
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Knowledge and skills commonly used
in psychological evaluation and consultation.
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Ability to communicate effectively
in both oral and written form to multiple
audiences.
·
Knowledge of requirements of state
and federal mandates which directly relate to the
evaluation and identification of handicapped
individuals.
·
High level of analytical ability
required to correctly analyze, interpret and report
quantitative and qualitative data that may be used to
demonstrate and defend a district's attainment of state
and national standards for improvement.
·
Strong understanding of the logic
and application of an RtI-tiered model and the continuum
of behavior and reading supports at all levels
(universal/targeted/intensive).
·
Strong understanding of and ability
to guide and/or coach building teams through data-based
decision making utilizing a problem solving model and
implementation in tiered levels of interventions.
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Expertise in assessment including
curriculum based assessment measurement and diagnostic
practices.
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Ability to collect, analyze and use
data and research within a strategic planning and
continuous improvement process and/or intervention
planning.
Performance
Responsibilities:
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Serves as a member of the
multidisciplinary evaluation team and assists in the
comprehensive assessment of students suspected of having
a disability as outlined in the Michigan rules and
regulations.
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Facilitates effective meetings,
providing result-oriented staff development, promoting
collaborative team processes and coaching school based
teams.
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Participates in problem-solving
teams requiring knowledge of curriculum-based assessments
and tiered systems of interventions.
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Supports staff in researched-based
instructional practices.
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Consults with faculty and parents
regarding behavioral and academic intervention
plans.
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Promotes and supports student and
family involvement in the RtI process.
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Serves as a member of the Individual
Educational Planning Team to assist in the determination
of eligibility, placement, and development of the
Individualized Educational Plan.
·
Promotes the acquisition of full
working knowledge of Response to Intervention (RtI)
implementation and its benefits to academic achievement
for all students to key stakeholders.
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Collaborates with local district
administrators and school-based leadership teams to plan,
organize and facilitate district RtI activities.
·
Plans and participates in ISD and/or
local RtI training sessions, leadership team meetings and
state related initiatives as assigned.
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Works with school RtI teams and
administrators to establish data collection, analysis,
decision making rules, evaluation and reporting
processes.
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Works collaboratively with general
education and special education staff to plan, organize
and provide professional development activities related
to research-based curriculum, instruction and assessment
practices.
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Assumes other duties as may be
assigned by the Supervisor of Special Education.
Working Conditions:
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Adequate facilities in which conduct
psychological assessment of individual children.
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Shares office and instruction space
with other special service providers.
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Requires daily travel.
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