PORTOLA VALLEY SCHOOL DISTRICT
4575 Alpine Road, Portola Valley  CA   94028

School Psychologist

OVERVIEW: 
Under the direction of the Director of Educational Services, the School Psychologist’s role is to support all students,  teachers, and families in understanding the socio-emotional, cognitive and motivational factors that affect learning. The  School Psychologist will work collaboratively with the site administrators, staff and parents to provide psychological services including consultation, counseling, and assessment in order to meet the needs of all students.  

ESSENTIAL RESPONSIBILITIES

Assessment, Interpretation, and Student Support

• Possess knowledge of various disabilities in order to identify students who may qualify for special education services  (preschool-8th grade); use various evaluation and assessment methods and instruments; understand components of an  IEP and 504 plan; follow compliance law as it relates to educating students with disabilities; be familiar with community educational  resources and related services available to students. 
• Conduct thorough psycho-educational assessments of children experiencing learning, behavioral, emotional, or other difficulties appropriate to the focus of concern, according to prevailing professional standards, and with consideration of the characteristics of the student or group of students (including ethnic, cultural, linguistic, socio-economic, and medical conditions).
• Integrate data from assessment procedures into comprehensive reports; analyze, interpret, and summarize test results, observations, and information  from school personnel, students, parents, and other agencies in these reports.
• Serve as a member of the Individual Education Program (IEP) Team and participate in IEP meetings as required. Report  results of assessments at IEP meetings. Play a key role on the IEP Team in deciding if students qualify for special  education services. Guide the IEP Team in the development of appropriate placement, goals, and objectives for the  service.  
• Attend Section 504 meetings as required and assist the administrative team in developing appropriate and effective Section 504 Accommodation Plans. 
• Communicate effectively with families regarding evaluation results, learning potential and style, achievement levels,  and social/emotional development. 
• Identify factors in the learning environment that may affect the student, and assess their degree of impact. Supportively recommend resources and strategies for families.  
• Provide individual and group counseling services for students as deemed necessary and appropriate by the  Student Study Team (SST), Section 504 team, or IEP Team. 
• Deal with school site day-to-day crisis situations and family crises affecting school performance. Provide crisis intervention and therapeutic interventions.
• Provide Tier I and II behavior analysis; create and monitor behavioral intervention plans; collaborate with a behaviorist  to support students receiving intensive behavior support.  
• Provide Tier I, II & III intervention for executive functioning. 
  
  Consultation and Collaboration

• Assist in early identification of student learning and social-emotional differences by serving as an active and contributing member of the Student Study Team (SST), Multi Tiered System of Support (MTSS) team, and Wellness teams at site and district level. 
• Assist in the development of accommodations and modifications appropriate for students, including those with 504  plans.
• Serve as consultant to special education and regular education teachers in the implementation of an IEP or 504 plan. 
• Provide consultation services to parents, teachers, and other school personnel and community agencies to enhance the learning and mental wellness of students in creative, evidence-based, and empathetic ways. 
• Serve as a knowledgeable professional in the IEP process. Work with special education service providers and program secretary in developing compliant IEPs.
• Attend a variety of meetings representing Special Education programs (Board meetings, parent meetings, County meetings etc) as needed.
• Collaborate with the Director of Educational Services to help coordinate and deliver relevant training for staff, parents, and community members.

Case Management & Programming
Ability to: 

• Provide IEP case management for students in special education attending school outside PVSD.
• Coordinate and assist with the assessments and development of plans for incoming students including preschool, interim and transition IEPs. 

Data Management & Compliance
Ability to:

• Understand and keep current with applicable laws, regulations, and policies related to special education. 
• Oversee referral for special education including responding to parent requests in accordance with legal requirements. 
• Advise and consult with site level administration in determining appropriate offers of FAPE.
• Understand and use District student data systems to maintain accurate and legally compliant student records and IEPs.

Professional Practice and Development
Ability to:

• Apply ethical standards of professional practice in the delivery of school psychological services.
• Continually develop professional knowledge and skill.
• Remain flexible and willing to assume additional responsibilities as appropriate.

KNOWLEDGE, SKILLS, and ABILITIES:

• Posses strong written and oral communication skills
• Ability to work effectively with students, staff, parents, and members of the community from diverse backgrounds while being responsive to their needs.
• Skills in group dynamics, effective meeting planning, and process facilitation.
• Effective interpersonal communication and rapport building skills, flexibility, creative problem solving, strong communication and rapport building skills, especially during times of conflict or crisis
• Effective organization, time management, record keeping and technological skills.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is continuously required to speak and listen for extended periods. The employee is also required to sit or stand for long periods, and to regularly walk; use hands or fingers to handle, or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch or crawl. The employee must regularly lift and move up to 25 pounds. Specific vision abilities required for this job include close vision, peripheral vision, depth perception, and the ability to adjust focus. The employee is further required to have the physical, mental, and emotional stamina to fully perform the duties and responsibilities of the position, and the mental acuity to collect, evaluate, and interpret data; to reason; to define problems; to establish facts; to draw valid conclusions; and to make effective judgments and decisions.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not exhaustive of the duties performed or that may be performed by this position.The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel.

Licenses and other requirements

• CA DOJ and FBI fingerprint (Livescan) clearance prior to the first day of work.
• Valid CA teaching credentials as noted above.
• Possession of a valid and appropriate California Driver’s License, since driving to and from school and district sites will be a daily necessity.

Portola Valley School District programs, activities, practices, and employment shall be free from discrimination, harassment, intimidation, and bullying of any student based on the student's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

PVSD contact for discrimination, harassment, intimidation, bullying, and Title IX contact:

Lynette Hovland,
Ormondale School Principal
200 Shawnee Pass
Portola Valley, CA   94028
(650) 851-1777 x2650

The Portola Valley School District is an Equal Opportunity Employer.  In compliance with the Americans with Disabilities Act, the Portola Valley School District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.