School Psychologist

Kenowa Hills Public Schools-posted 2 days ago

Full-time

Grand Rapids, MI

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School Psychologist, 1.0 FTE LOCATION : Kenowa Hills Public Schools STARTING DATE : Start of Certified Staff Calendar for 2025-26 school year SALARY/BENEFITS: Per Negotiated Labor Agreement FUNCTIONS PERFORMED IN FULFILLING MAJOR JOB RESPONSIBILITIES: Michigan full approval as a School Psychologist with the following requirements: Specialist degree in School Psychology or its equivalent. Completion of a minimum of 45 graduate semester hours in School Psychology or related areas in addition to internship. Completion of a minimum of 600-clock hour supervised internship with school age persons under an approved School Psychologist training institution. Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved School Psychologist. Met competency requirements of R 380.206 of Michigan Compiled Laws. Valid Michigan School Psychologist certificate or a preliminary certificate according to MDE guidelines. Summary: The school psychologist collaborates with district administrators and school-based leadership teams regarding multi-tiered systems of support. This includes participation in problem-solving teams and requires knowledge of data collection and analysis, curriculum-based assessments, and tiered systems of interventions. The school psychologist assists the local district in creating system change and increased student outcomes. The school psychologist is responsible for conducting initial evaluations of students referred as potential candidates for special education services, writing, presenting a report to parents and school personnel regarding eligibility of students. Students already receiving services are also re-evaluated tri-annually.

Collaborate in the development of team procedures (e.g. referral, monitoring tiers, developing observation and interview protocols, developing procedures for measuring response to intervention).
Plan for and conduct necessary staff training for implementation of interventions (e.g. training in evidence based interventions or evaluating student progress).
Training of staff on screening measures and curriculum based measurements.
Working with the district administration and data team in collecting data to create local norms for academic achievement and monitor the reliability and validity of those norms over time.
Aggregating and plotting data to identify systemic patterns of need (e.g. persistent difficulties among kindergarten and first grade phonics skills) and working with district personnel to identify appropriate, evidence based interventions.
Participates in the Child Study process, serving on at least one building team regularly.
Designing individual academic and social interventions.
Support in identifying and using research-based instructional practices.
Assist in developing and evaluation of targeted interventions.
Observe students in instructional environments in order to help identify appropriate intervention strategies, identify barriers to intervention, and for the purpose of data collection for eligibility purposes.
Demonstrate strong understanding of of behavioral concepts included applied behavior analysis
Administer tests that may include intelligence, achievement, and behavioral characteristics
Evaluate referred pupils for special education programs or 504 accommodations
Assist in data collection and data interpretation to inform intervention development or modifications.
Assist with curriculum based measurement for progress monitoring.
Assist with data plotting, and evaluation effectiveness of interventions.
Analyze data to support the development of Specially Designed Instruction.
Serve as a multidisciplinary evaluation team member and conduct comprehensive assessments of students suspected of having a disability (intelligence, achievement, personality, behavior or perceptual motor assessments)
Write reports and interpret diagnoses to school personnel, other professionals, parents, and students.
Interpret the psychological and other diagnostic data included in outside or other district evaluations to professionals, parents, pupils, and others.
Serve as evaluation team representative for both initial and reevaluations.
Serve as a member of the Individualized Educational Planning Team to assist in the determination of eligibility, placement, and development of the initial or reevaluation IEP.
Demonstrate strong communication skills both written and oral as well as excellent leadership skills.
Ability to work as an effective team member with a wide range of school age children.
Excellent comprehension of Michigan Special Education Rules and Regulations, Section 504 and IDEA.
Work effectively with parents, community agencies and school personnel.
Case coordination of Section 504 plans and/or direct service for IEP goals considered based on candidate
Other duties as assigned by the Director of Special Education or his/her designee, including supervision of special educational programs.

Michigan full approval as a School Psychologist with the following requirements:
Specialist degree in School Psychology or its equivalent.
Completion of a minimum of 45 graduate semester hours in School Psychology or related areas in addition to internship.
Completion of a minimum of 600-clock hour supervised internship with school age persons under an approved School Psychologist training institution.
Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved School Psychologist.
Met competency requirements of R 380.206 of Michigan Compiled Laws.
Valid Michigan School Psychologist certificate or a preliminary certificate according to MDE guidelines.
Demonstrate strong communication skills both written and oral as well as excellent leadership skills.
Ability to work as an effective team member with a wide range of school age children.
Excellent comprehension of Michigan Special Education Rules and Regulations, Section 504 and IDEA.
Work effectively with parents, community agencies and school personnel.

National certification desirable but not mandatory

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