Affective Needs Liaison - Student Achievement Resource Center

Cherry Creek Schools•CO, CO

3d•Onsite

About The Position

Under the direction of the Director of Gifted and Talented Student Services, the Affective Needs Liaison collaborates with school staff, administrators, and district departments to positively impact student achievement through timely assessment and affective programming for gifted and talented and twice-exceptional students within an integrated continuum of services. The position supports assessment, identification, programming, professional development, coaching, and intervention for these learners, and contributes to district enrichment, Early Access, acceleration, and Challenge School processes. This position has no direct supervisory responsibilities.

Requirements

Master’s degree in psychology, social work, or a similar field.
Five years of professional work experience.
Colorado Department of Education Special Services Provider (SSP) license.
CDE School Psychologist (Ages Birth–21) endorsement.
Strong knowledge of Special Education laws and processes.
Strong knowledge of gifted identification criteria and processes.
Ability to appropriately administer and interpret formal and informal diagnostic assessments for students with varied cognitive, academic, social-emotional, and behavioral needs.
Demonstrated ability to align social-emotional and behavioral interventions with student strengths and needs.
Criminal background check and fingerprinting required.

Nice To Haves

Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.
Colorado Department of Regulatory Agencies Licensed Professional Counselor (LPC) license.
Racially conscious and culturally competent, with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement.
Proficiency in developing, implementing, and progress-monitoring Individualized Education Plans (IEPs), Functional Behavior Assessments (FBAs), and Behavior Implementation Plans (BIPs).
Strong collaboration, management, communication, organization, and planning skills.
Problem-solving skills demonstrated through collaborative work with students, teachers, parents, and administrators.

Responsibilities

Support schools, educational leaders, and teachers in assessing, identifying, and programming for gifted, talented, and twice-exceptional learners.
Support training for building-level teachers and specialists, including social-emotional instructional best practices, resource alignment, and data analysis.
Attend assessment-planning, initial-evaluation, annual-review, and other Special Education, 504, and acceleration meetings to support twice-exceptional students.
Under the Director’s direction, coach and train district-level and school staff in effective assessment, intervention, and academic and behavioral strategies for gifted, talented, and twice-exceptional students.
Keep abreast of current research and state and national information about gifted learners to promote best practices and develop products that communicate clearly with key stakeholders.
Co-plan and co-facilitate department-led professional development and parent meetings or workshops.
Support the organization, implementation, and refinement of district programs that enrich gifted and talented students, including Inside Out, Destination Imagination, Chess Club, and Spelling Bee.
Support the Early Access process and program as a primary assessor, participate in parent meetings, and create and monitor Early Access Advanced Learning Plans.
Support district Acceleration and Challenge School admission processes as a primary assessor and attend related planning and parent meetings.
Perform other duties as assigned or requested.