School Psychologist

State of Montana•Great Falls, MT

About The Position

The School Psychologist is directly responsible for the psychological assessment of academic, social, emotional, and behavioral domains utilizing problem-solving and standardized evaluations. The School Psychologist monitors the completion of case study evaluations, facilitates consultation, and participates in Individual Education Plan (IEP) conferences and problem-solving meetings designing systems, programs and services that maximize students’ social, emotional, and educational success. In collaboration with staff, families, students, and communities the School Psychologist promotes effective educational environments. As students are referred to MSDB via other qualifying districts, the school psychologist does not participate in child find. The annual case load for testing is minimal as well having at most 5 evaluations a year. That is why the position is combined with areas of need for the school. These additional duties can include but are not limited to: Authentic Family Engagement Coordinator, Early Learning Center Supervisor, LEAP Behavior Support.

Requirements

The person in this position must be open-minded and respectful regarding different educational philosophies.
Must be able to meet deadlines with severe time constraints.
Ability and desire to be an active learner of American Sign Language (ASL).
Ability to establish and maintain effective working relationships with students and staff.
Skill regarding sensitivity to, cultural aspects of deafness and cross-cultural mediation skills and respect for diverse populations.
Ability to understand and carry out oral or written instructions.
Ability to handle stressful situations.
Knowledge of the impact of various experiences in a student's education and understanding of social and emotional experiences.
Ability to accept constructive feedback.
Team building skills.
Decision making skills.
Time management skills.
Interpersonal skills.
Required: Master’s degree or advanced degree from and accredited college or university
Required: Valid Montana Class VI Specialist License in School Psychology (or ability to get one)
Communication: Proficiency in American Sign Language (ASL) or a willingness to reach target proficiency levels to foster cooperative relationships with students and staff.
Leadership: Ability to handle controversy objectively, manage a diverse team, and maintain effective relationships with families and stakeholders.
Technical: Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar

Nice To Haves

Preferred: Early Childhood Experience
Preferred: Family Engagement Experience.

Responsibilities

Contributes to the education of students by providing information based on psychological principles; makes an effort to understand learning difficulties, social and emotional problems, and individual students’ educational needs.
Provides intensive psycho-educational evaluation of individual students identified as having, or suspected of having, a disability.
Contributes to the written multi-factored evaluation team report, utilizing diagnostic instruments and techniques appropriate for the student and to the area of disability, as part of a multidisciplinary team.
Delineates results of assessments for consideration in the development of the IEP (Individualized Education Program) for each student with a disability.
Consults with teachers, parents, and other educational personnel on policies and procedures relating to the educational program of students with disabilities to ensure the provision of an appropriate educational program.
Consults individually and in groups with students with disabilities and/or their parents.
Serves as a consultant to MSDB in the development of educational evaluation and accountability procedures, pupil and personnel policies, in-service activities, curriculum, and staff development.
Assists educational staff in developing, implementing, and modifying appropriate instructional strategies, classroom management procedures, intervention strategies, and follow-up activities.
Participates in screening programs, mental health activities, and referrals/ consultations involving outside agencies.
Participates in the identification and placement of students with disabilities as prescribed by Montana Administrative Statutes and Rules for Special Education.
Interprets testing results.
Formulates appropriate and practical suggestions for parents and teachers.
Cooperates and maintains rapport with school office staffs, school personnel, and other education-related agencies.
Grows in competence and knowledge through attendance at professional meetings and research of professional literature.
Serves as a resource person to school staff, parents, and community in developing understanding of the principles of child development, learning, mental health, and individual differences.
Participates in the development and implementation of new educational programs.
Prepares formal studies and reports of services, as requested.
Participates in building Intervention Assistance Teams, as requested.
Participates in building meetings and on district committees as requested.
Increase and improve families, and community engagement in the education of children for both campus and outreach programs.
Coordinate parent, student, and teacher programs that assist in building a bridge between the school and families.
Build a positive environment to facilitate communication between home and school.
Supporting and articulating the district’s vision and mission to families and the greater school community;
Develops and publishes a monthly newsletter and creating and maintains the family engagement website with our Public Relations Manager.
Provides regular communication with families to apprise them of events and opportunities at the school by monthly tips, strategies, and ideas;
Coordinate recognition initiatives for family and community volunteers;
Administer, analyze, and distribute surveys to assess the needs of families;
Keeps complete documentation records of all family engagement activities, reports, surveys, funding, annual program evaluations, and communications to parents to;
Coordinates and implements research-based strategies for the school families engagement program to engage families in improving student achievement at home, off school site and in the local community;
Work cooperatively with school leadership in the implementation of BPE policies, procedures, and administrative regulations related to family and community engagement
Promote families as partners by involving them in the decision-making process regarding family engagement activities and school improvement;
Recruit volunteers from the community;
Assist parents/families in understanding how to support learning in the classroom with activities at home and in after school and extracurricular programs, communicate effectively with their children, teachers and other school staff, and become active participants in the development, policies and school planning/improvement
Understand how to create and adapt preschool curricula to be accessible via tactile, visual, and auditory modalities, ensuring all students—regardless of sensory profile—can meet developmental milestones.
Support our teachers in leading a classroom model that integrates typically developing peers, fostering a naturalistic social environment where disability is normalized and social-emotional growth is prioritized for all.
Understand how to provide early exposure and instruction in compensatory access skills, including Pre-Braille, Tactile Graphics, American Sign Language (ASL), and Visual Phonics.
Evaluate and implement the use of low- and high-tech tools, such as FM systems, refreshable Braille displays, and switch-adapted toys, to maximize student independence.
Conduct and interpret Functional Vision Assessments (FVA), Learning Media Assessments (LMA), and functional hearing screenings to inform Individualized Education Program (IEP) goals.
Utilize data-driven methods to track developmental progress across domains (cognitive, motor, communication, and social) specifically tailored for children with sensory loss.
Help administrators and teachers construct a physical classroom environment that will optimize acoustic clarity, lighting, and tactile landmarks to promote safe and independent navigation for students.
Collaborate closely with Teachers of the Deaf, Teachers of the Visually Impaired, Orientation & Mobility (O&M) specialists, Audiologists, Speech-Language Pathologists (SLPs), and Occupational Therapists to provide a holistic "whole-child" approach.
Help staff actively facilitate meaningful interactions between students with sensory impairments and their same-aged peers, teaching prosocial behaviors and communication strategies to all students.
Develop of vision for the Early Intervention services program both on campus and around the state.
All other duties as assigned