MISSION
Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond.

VISION
In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world.

OVERVIEW
Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community- many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston's robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities.

CORE VALUES
Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success.
Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards.
Generosity: We look for opportunities to help one another and lift up other members of our community.
Unity: We are one team and resolve our differences respectfully so we can move forward as a united front.
Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued.
Resilience: We confront challenges and adversity head-on and never, ever give up.
Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school.

Learn more about Bridge Boston here.

THE POSITION
Reporting to the Sr Director of Academic Support (SDAS), the 0.5FTE School Psychologist will be dedicated to screening and evaluating students identified through Bridge Boston Charter School's MTSS/Child Find process. Bridge Boston Charter School is cognizant of overidentification rates and has worked diligently to improve our identification process. Although special educators are able to administer academic evaluations, the School Psychologist would be tasked with completing social-emotional, neuropsychological, neurodevelopmental, and psychoeducational portions of evaluations as needed.
For the 24-25SY, BBCS estimates that there will be ~35 evaluations throughout the duration of the school year.
Specifically, they will be responsible for:

• Conduct and interpret psychological assessments resulting in comprehensive written reports that meet criteria in accordance with state and federal special education requirements, for both initial and triennial evaluations, as directed by the Sr Director of Academic Support
• Collaborate with the Sr Director of Academic Support to schedule and host evaluation dissemination meetings
• Provide consultation to Special Educators when writing initial IEPs
• Engage in team meetings and consultations regarding Child Find obligations and support plan creation
• Serve as a staff resource with respect to disability categories, differentiated instruction, progress monitoring, and analysis of assessment results
• Consult with administrators, special educators, related service providers, School Building Level Committees (SBLCs)/MTSS Teams, and parents as directed by the Sr Director of Academic Support
• Maintain accurate and confidential records of assessment results (required), counseling sessions (if applicable), and interventions (if applicable)
• Some intervention, small group or 1:1 counseling, could be required for Tier 3 students (depending on scheduling)
• Other duties relevant to the role as requested by the Senior Director of Academic Support and DCI-Special Education

QUALIFICATIONS

• Master's Degree or Higher
• Licensed by the Massachusetts Department of Elementary & Secondary Education in School Psychology
• Bilingual in Spanish (preferred)
• At least one year of experience working in a multicultural school system with a variety of special education service models preferred
• Demonstrated cultural competence and sensitivity; belief in the value of diversity
• Embrace the school culture of feedback