School Psychologist

Overview

Conduct psychological evaluations as per triennial schedule and/or at the request of a student’s school district. Provide student psychological counseling as per IEP mandates. Assist with the day-to-day behavioral and academic support of assigned students and the oversight of the implementation of Positive Behavior Supports throughout the school program. Provide staff training in autism spectrum disorders, developmental and intellectual disabilities. Trained in state education sanctioned physical restraint procedures (HWC and SCIP-R).

Responsibilities

STANDARD 1: Professional Duties

• Conduct psychological evaluations as assigned; review findings with parents and attend CPSE/CSE as requested.
• Maintain a psychological counseling caseload as mandated by students’ IEP. Complete all paperwork requirements including enterclaims, progress monitoring and report cards.
• Maintain parent training caseload as mandated by students’ IEP. Complete all paperwork requirements including enterclaims and progress monitoring.
• Provide training for classrooms, individual staff members or large groups on Positive Behavior Supports (PBS). Monitor the implementation of PBS and general classroom management strategies related to supporting appropriate learning environments.
• Provide scheduled weekly consultation in classrooms or other necessary environments for students on assigned caseload and complete necessary documentation in a timely manner.Responsible for the behavior management of students on assigned caseload based on the processes outlined in BCCS’ Behavior Support Procedural Guidelines. This includes the development, training and monitoring of:
  • Positive Behavior Supports
  • Behavior Intervention Guidelines
  • Functional Behavior Assessment and Behavior Intervention Plan
  • Data collection procedures, data analysis, progress monitoring and data-based decision making
• Maintain all records of behavior data collection, staff training signatures, and any other documentation required by BCCS’ governing bodies.
• Respond to and supervise crisis situations, including physical interventions, and complete all necessary documentation. Provide copies of physical intervention statements to students’ school district.
• Maintain ongoing correspondence with students’ families, guardian, Children’s Residential Program (CRP) and school districts as needed. Be available to collaborate with students’ home-based providers.
• Attend all required meeting: IDT, CPSE, CSE, Program Review. Initiate team meetings to collaborate with necessary staff when necessary.
• Remain current with State and Federal Regulations regarding the delivery of services.
• Participate in supervisory support sessions as requested.

STANDARD 2: School Environment

• Responsible for the health and safety of all students throughout the day.
• Establish appropriate and effective communication with student’s parents.

STANDARD 3: Professional Conduct

• Perform other related duties as assigned
• Always conduct self in an appropriate manner
• Adhere to program-specific policies and procedures.

STANDARD 4: Professional Development

• Participate in continuing education activities and seek support to enhance knowledge in areas pertinent to students in the program
• Participate in required in-services and conduct self in an appropriate manner

STANDARD 5: Adhere to general policies of the organization/regulators including:

• Corporate Compliance
• Code of Ethical Conduct
• Fire/safety prevention protocols
• In-service education requirements
• Policies and procedures (attendance, punctuality, appearance, professional attire)
• Infection control practices and procedures
• Regulatory Requirements
• Annual physical examination and medically approved Tuberculin test and risk assessment, and required immunizations

STANDARD 6: Perform other related duties as required

• Demonstrate understanding of the special needs of all students.
• Modify strategies, activities and/or therapeutic interventions to meet the student’s individual needs
• Respond quickly to students and/or parent/guardian’s request, refer to appropriate member of the care team, if necessary, and inform supervisor of actions taken.
• Promote positive co-worker relationships, teamwork and cooperation
• Demonstrate flexibility as well as the ability to handle numerous responsibilities
• Take individual responsibility for providing outstanding service quality.
• Maintain child and family confidentiality.
• Be consistently courteous and considerate, in person and on the telephone, in interactions with students and others such as family, visitors, vendors, and other employees.
• Exhibit the “At Your Service” attitude, i.e., smile, use positive eye contact, and be friendly, open and approachable

STANDARD 7: Cultural Competencies

• Demonstrate the ability to communicate and effectively interact with people across cultures, ranges of disability, genders, ethnicity and races.
• Demonstrate the ability to recognize and manage personal behaviors to create an inclusive, equitable and welcoming environment.
• Demonstrate the ability to successfully deliver culturally responsive services to students and families

Qualifications

• MA or MS in School Psychology required
• NYSED certification in School Psychology required
• BCBA, LBA or enrollment in accredited ABA program leading to certification preferred
• Must be proficient in the administration of standardized tests to students with disabilities.

Physical Demands/Work Environment:

• Mobility: Ability to move about the school campus and community settings, including classrooms, offices, and vocational sites., including standing, walking, bending, and reaching.
• Physical: May occasionally be required to lift and carry instructional materials or equipment (up to 25 lbs), ability to assist students with mobility needs if required.
• Manual Dexterity: Frequent use of hands and fingers for writing, typing, and handling educational devices, instructional materials, assistive technology and computers.
• Visual and auditory ability: Must possess sufficient vision and hearing to monitor student activities, observe student performance and respond to needs including safety in a timely manner.
• Environment: Work is performed in a school setting and may include community-based environments.