POSITION SUMMARY

Provides direct support, as well as consultation for instructional programs with general and special education teachers, staff, students, and families. Implements and models evidenced based strategies in alignment with various high leverage practices, as well as START

ESSENTIAL FUNCTIONS

Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not to be construed as an exhaustive list of all duties that may be performed by such a person.

SCHOOL PSYCHOLOGIST

• Work with teachers and school staff to individualize instruction and monitor student progress in order to improve behavior and/or learning.
• Participate regularly, and sometimes lead, problem-solving teams at all levels (district, school, grade, classroom, student) to analyze data and select evidence-based interventions and supports.
• At the systems level, collaborate with staff to develop and sustain multi-tiered systems of support (MTSS) and positive behavioral interventions and supports (PBIS).
• Collaborate with staff and parents to implement evidence-based strategies to support students within the school setting.
• Consult with staff and parents about proactive curricula and resources.
• Assist teachers and staff in incorporating evidence-based activities and practices in small• and whole-group instruction within the school setting.
• Conduct assessments and analyze student-, grade-, and school-level data in order to provide recommendations for staff and families.
• Observe, describe, and refer children with suspected impairments.
• Serve on multi-disciplinary evaluation teams to complete comprehensive evaluations to identify whether students are eligible for special education services.
• Design individualized programs for each IDEA eligible student in the least restrictive environment, based on a comprehensive evaluation.
• Complete IEPs and other required paperwork in accordance with timelines. Maintain records and complete Medicaid School Based Services billing, if required.
• Assist in proper referrals of students to agencies and specialists within the community.
• Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field.

AUTISM SPECTRUM DISORDER PROGRAM CONSULTANT

• Provides consultation to educational personnel on behalf of students.
• Supports START and Project ImPACT initiatives by providing training, coaching, and other supports as requested to ensure implementation fidelity.
• Participates regularly on teams to resolve problems and to analyze student-level data relative to children demonstrating learning and/or behavioral difficulties in order to support staff and parents with appropriate evidenced based interventions.
• Assists both general and special education staff to support students in their least restrictive environment (LRE).
• Assist in proper referrals of students to agencies and specialists within the community.
• Participate in regular professional learning opportunities to stay abreast of current research-based practices within the field in order to serve as a resource for students, staff, and families.
• Actively participate as a local representative in the Livingston Educational Autism Network (LEAN).
• Support students and staff through school-based transitions.
• Implement and monitor peer-to-peer programs within the local district.

ADDITIONAL DUTIES

• Performs other related tasks as assigned.

SUPERVISORY RESPONSIBILITIES

• May supervise students.

EDUCATION and/or EXPERIENCE

• Master's Degree in School Psychology.
• Completion of 45 graduate-hours in School Psychology or related area, in addition to completion of an internship.
• Experience teaching students with emotional or behavior-based needs preferred.

CERTIFICATES, LICENSES, REGISTRATIONS

• Master’s Degree.
• Minimum of three (3) years of documented experience supporting staff within the classroom setting to program for students with ASD, as well as families of students with ASD to access services and supports.
• Must meet certification and/or licensure requirements for specific discipline per R340.1792.
• Valid Michigan School Psychologist Certificate.

LANGUAGE SKILLS

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS & ABILITIES

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication.

PHYSICAL DEMANDS

While performing the duties of this job, the employee will regularly sit, walk and stand. Specific vision abilities required by this job include close vision.

WORK ENVIRONMENT

The noise level in the work environment is usually quiet. The employee is directly responsible for the safety, well-being of students.

The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment.

The Livingston Educational Service Agency does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation or transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Inquiries regarding non-discrimination policies should be directed to the Assistant Superintendent for Administrative Services.