DEFINITION The School Psychologist is a credentialed professional whose primary objective is the application of scientific principles of learning and behavior to reduce school-related problems and to facilitate the learning and development of all children within the school district. SUPERVISION RECEIVED AND EXERCISED Incumbent works under the general direction and supervision of the Director of Special Services, and does not supervise any other staff. ESSENTIAL FUNCTIONS 1.Collaborate with teachers to develop, implement, and monitor classroom methods designed to facilitate student growth in academic, social, and/or behavioral functioning. 2.Consult with school site staff regarding classroom environment, curriculum, and instructional strategies. 3.Provide counseling and guidance services to students and consult with parents regarding counseling needs of students. 4.Consult with outside agencies, such as Mental Health and Central Valley Regional Center, concerning pupils who are, or need to be, receiving services by such agencies. 5.Assist staff in providing all students with equal access to District-adopted core curriculum. 6.Provide multi-faceted psycho-educational assessment for purposes of identifying special needs, and provide a written psycho-educational report to include recommendations for remediation and educational placement. 7.Assist school site teams in determining eligibility for services under Section 504 of the Rehabilitation Act of 1973. 8.Serve on Individual Educational Program (IEP) teams, Student Study teams, and “504” teams to assist in the development and planning of appropriate educational (behavioral) goals, objectives, and/or accommodations. 9.Periodically re-evaluate students receiving services provided through Special Education. OTHER DUTIES 1.Assists in compiling data for Medi-Cal billing and maintains related Mandated Cost data. 2.Participate in committee and staff meetings, training, and other activities as assigned. 3.Perform other related duties as assigned. NECESSARY EMPLOYMENT STANDARDS Knowledge of: •Principles and current practices in the field of school psychology •Knowledge of laws governing individuals with disabilities •Instructional strategies and materials •Behavioral intervention techniques •Community resources •Conflict resolution strategies Skills/Abilities to: •Analyze facts and information and draw accurate conclusions. •Recognize and take into consideration cultural, social, ethnic, economic, and other differences in students. •Provide options and recommend a course of action regarding the nature, scope, and extent of services for each case. •Communicate verbally and in writing in a manner that clearly and concisely conveys necessary and important information, taking into consideration the interests, roles, and responsibilities of the various parties. •Establish and maintain effective working relationships with supervisor, staff, parents, students, other agency personnel, and the community at large. •Exercise confidentiality and sound judgment in the performance of duties and communications with others. •Adhere to legal, ethical, and professional standards and guidelines in making recommendations regarding the practice of school psychology. •Remain current on developments in the area of school psychology. QUALIFICATION REQUIREMENTS Education/Licenses: •Completion of a post-baccalaureate professional preparation program, accredited by the Committee on Accreditation, specializing in school psychology. This program must include a minimum of 60 semester units or equivalent quarter units of study and successful completion of supervised field practice in a school setting involving direct contact with students. •Valid California Pupil Personnel Credential with authorization in School Psychology •Passage of the California Basic Educational Skills Test (CBEST), if required for license Experience: •One year of internship or work experience in school psychology. WORKING CONDITIONS Environment: Office and school environment; frequent local travel in personal automobile. Physical Abilities: Hearing and speaking to exchange information; vision sufficient to read complex written narrative and statistical documentation and data, including small print; vision and dexterity of hands and fingers to operate a personal computer for data entry and retrieval; driving an automobile; sitting for extended periods of time; walking and standing for short periods of time; bending and reaching to place or retrieve files, binders, and other work-related documents and materials. Adopted 09/12/79 Revised 04/09/86 03/17/93 03/19/97 07/26/00 School Psychologist ADDENDUM DEFINITION The Brave program (Building Resiliency and Values through Education) is a federally funded grant which will fund a collaborative project with community agencies, linking HESD families to community-based services. Under the direction of the Director of Special Services, the Brave Psychologist assumes responsibility to promote resiliency and positive academic, social, and emotional outcomes for students through an integrated approach. NECESSARY EMPLOYMENT STANDARDS Knowledge of: Social, emotional, and health services and community resources in service delivery systems. Principles and techniques of interviewing and recording social case work Individual and group behavior and effects of social and economic forces on children and adolescents Application of Education Code, Penal Code, Health and Welfare and other laws and regulations related to the performance of duties Excellent command of the English language (orally and in writing) Basic computer operations QUALIFICATION REQUIREMENTS EDUCATION AND EXPERIENCE 5 years experience working with students in public schools. Bilingual proficiency is desired Experience with community-based collaborative partners highly desired. Adopted: 08/23/06