School Psychologist Externship

Syracuse City School District•Syracuse, NY

23d

About The Position

The Syracuse City School District is seeking conscientious doctoral-level students who have an interest in long-term school-based practice to complete an externship. The School Psychologist Extern applies theory, principles, and methodology to assess, formulate, implement, and evaluate plans of action based on students' needs and strengths. The extern will facilitate the learning, social-emotional, and adaptive functioning of students in pre-kindergarten through twelfth grade. This role involves intervening to address the mental, social, emotional, behavioral, and developmental conditions and disabilities experienced by students within school communities. Due to the necessity of working with families and community-based agencies to provide and/or coordinate comprehensive evaluation services for students, work hours may at times occur outside traditional school hours, requiring a flexible work schedule. School-based application of research-based best practices in assessment and intervention driven by data-based decision-making will be expected.

Requirements

Doctoral-level students
Interest in long-term school-based practice

Responsibilities

Administer and interpret curriculum-based assessments (Reading, Math, Writing).
Review school-collected data (e.g., DIBELS, Lexia, NWEA) to assist in academic problem-solving within an MTSS model.
Conduct various forms of behavioral assessment, including FBAs, to assist the school team in designing individualized behavior plans.
Conduct initial evaluations and re-evaluations for students potentially eligible for Special Education, involving standardized testing of cognitive ability and academic achievement, observations, and collection of rating scales.
Collect and represent data in psycho-educational evaluation reports and review them with school teams, including the Committee on Special Education (CSE).
Identify and assess the learning, development, and social-emotional functioning and needs of individuals and groups, as well as environmental factors affecting learning.
Conduct psycho-educational assessments appropriate to the focus of concern and in accordance with prevailing professional standards, considering ethnic, cultural, socio-economic, and handicapping considerations.
Assist in identifying factors in the learning environment that may affect the student and assess their impact.
Integrate data from assessment procedures and develop hypotheses relative to instructional/educational programming and program eligibility/placement.
Provide academic or social-emotional-behavioral interventions to students to support instructional processes and maximize learning and adjustment.
Teach students effective learning strategies, adaptive skills, and pro-social skills.
Counsel students on educational and personal adjustment issues.
Evaluate the effectiveness of individual and group interventions and modify them based on collected data.
Use assessment data about the student and environment(s) to develop appropriate interventions and programs.
Perform crisis intervention and suicide assessment.
Collaborate to develop and monitor Individualized Education Plan (IEP) goals and behavior plans.
Attend parent-teacher conferences and team meetings as needed.
Serve as a District crisis team member.
Collaborate with all school personnel to assess students' social/emotional obstacles to academic success.
Consult with therapists, doctors, parents, child protective services, law guardians, and family court.
Develop, facilitate, and coordinate prevention activities and intervention strategies, including Non-Violence services, programs, and training.
Work collaboratively with college/university partners on District initiatives.