Essential Job Functions
- Conduct psychological assessments and interpret results for students and participate in IEP conferences, team meetings, and problem-solving meetings.
- Provide individual, group, and family therapy per IEP requirements.
- Monitor completion of case study evaluations and participate in IEP conferences and problem solving meetings.
- Lead crisis intervention efforts and provide insight into the development of functional assessments and behavior intervention plans.
- Integrate psychological services into the classroom environment as appropriate.
- Provide assistance to staff in the design and implementation of appropriate interventions and accommodations for students.
- Evaluate and/or translate research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
- Contribute to program development that furthers the integration of social, coping, and problem solving in the classroom.
- Provide support services to parents/guardians as needed.
- Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families.
- Provide and/or assist in professional development for staff, parents, and/or community.
- Participate in professional growth activities on a yearly basis including recertification, workshops, in-services, professional reading materials, and/or other available offerings.
- Proficiently use technology to communicate, compile reports, and collect data.
- Participate in building or program activities and meetings as appropriate.
General Job Functions
- Assume appropriate roles as adult model, behavior manager and educator.
- Continue professional growth.
- Assume other duties and special projects as assigned.
Minimum Qualifications or Standards Required to Perform Essential Job Functions
- Knowledge of methods of assessment; systematic processes to collect data, translate assessment results into empirically based decisions about service delivery and evaluate outcomes of services.
- Knowledge of learning processes, appropriate instructional interventions to meet students’ needs, and the ability to implement and assess their effectiveness.
- Knowledge of behavioral mental health, collaborative and/or consultation models and methods and their application.
- Participate in twelve (12) hours of Crisis Prevention Intervention (CPI) training and techniques.
REPORT TO: Principal