Starting 2024-2025 School Year
POSITION: 0.8 - 1.0 FTE School Psychologist - Housed at West Valley High School
QUALIFICATIONS: All qualifications are required unless otherwise indicated.

1. Valid Washington State Educational Staff Associate Certificate with school psychology endorsement and evidence of competency in school psychology as indicated by college transcript
2. Three or more years of successful experience (preferred) and positive evaluations
3. Experience working with students from preschool through 12th grade and working with self-contained students (preferred)
4. Knowledgeable about IDEA 2004 and the WACs and implements all procedures to meet compliance standards
5. Skilled in assessing students, identifying skills deficiencies, providing appropriate interventions to fill competency gaps, and writing high-quality evaluation reports that comply with federal, state, and district expectations
6. Demonstrated ability and willingness to work cooperatively with other team members in developing recommendations for students
7. Communicates effectively and possess strong interpersonal skills
8. Proven ability to facilitate team meetings and lead teams to reach consensus
9. Experienced using conflict management skills
10. Demonstrated success with non-traditional learners and at-risk students
11. Evidence of high standards in student management and student achievement
12. Demonstrated success in developing classroom and behavioral interventions for students with a wide variety of disabilities
13. Proven competency conducting FBAs and developing BIPs
14. Proficient in computer skills and use of the Internet
15. Has a positive approach to obstacles
16. Demonstrates the ability to adjust to and use new approaches in the performance of his/her duties
17. Certified in Right Response or willing to become certified and keep his/her certificate current
18. Seeks and takes advantage of opportunities for professional growth
19. Believes that all students can learn

JOB DESCRIPTION:

1. Collaborates and consults with basic education staff in the process of RTI, pre-referral interventions, and documentation of results
2. Leads building student study team meetings and participates in building faculty meetings, in-district special education meetings, and school psychologist meetings
3. Conducts and coordinates special education eligibility evaluations compliant with IDEA 2004 and its implementation rules and regulations
4. Screens and evaluates referred children including selecting appropriate instruments, administering tests, conducting observations, and writing reports which state the evaluation finding s and provide for educational program recommendations
5. Contributes evaluation findings in a timely manner and works with the multidisciplinary team to develop appropriate educational plans for students in the least restrictive environment
6. Submits records and reports on time, follows district procedures, and proactively communicates with other team members and special education staff
7. Develops and maintains positive relationships with the multidisciplinary team
8. Remains knowledgeable about the common core state standards and curriculum in all grade levels
9. Increases students' academic achievement and social success by identifying barriers and determining the best instructional strategies and interventions to improve learning and behavior
10. Designs and implements academic and behavioral interventions
11. Provides support to basic education staff regarding appropriate accommodations and modifications needed for students with disabilities in order to facilitate improved performance in the general education setting
12. Reevaluates students as appropriate to determine the extent of progress and effectiveness of programming
13. Provides counseling, instruction, and mentoring for those struggling with social, emotional, and behavioral problems; promotes wellness and resilience by reinforcing social skills, problem solving, anger management, self-regulation, self-determination, and optimism
14. Strengthens connections between home, school, and the community
15. Makes referrals and helps coordinate community support services as appropriate
16. Seeks opportunities to proactively communicate with staff, parents, and students regarding student progress and behavior
17. Collaborates with educators, parents, and other professionals to create safe, healthy, and supportive learning environments
18. Implements school-wide prevention programs that help maintain positive school climates conducive to learning
19. Ensures the safety of all students by reducing school violence, bullying, and harassment
20. Responds to crises by providing leadership, direct services, and coordination with needed community services
21. Collects and analyzes data related to school improvement, student outcomes, and accountability requirements
22. Maintains a positive, student-centered attitude and models appropriate professional behaviors at all times
23. Serve on school team to design and implement successful School Wide System for Positive Behavior Intervention and Support (PBIS)
24. Other duties as assigned
25. Bilingual Preferred

Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting (able to lift 50 pounds and assisting in lifting over 50 pounds), carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 34% sitting, 33% walking, and 33% standing.
Working Relationships
Work in partnership with both large and small groups of teachers and other professional staff. Communicate regularly with students, parents/guardians, and teaching staff. Team up with grade-level colleagues to plan lessons, analyze student data, and maintain a focus on continuous improvement. Cooperate with the building administrator in the observation and evaluation process. When working with instructional paraprofessionals, provide appropriate lesson plans and activity supervision. May deal with a wide range of student abilities and behaviors; may occasionally deal with distraught or difficult students.
Working Conditions
The daily work is performed in a classroom setting. The job incumbent is often required to stand or sit for prolonged periods, be exposed to a computer display terminal for prolonged periods, and meet externally imposed and inflexible deadlines. May be required to work outdoors in inclement weather; lift, move, and position students and equipment; supervise students, bus loading/unloading; attend to students' personal hygiene; may be required to deal with distraught, angry, or hostile individuals; may need to take precautions to avoid exposure to student bodily fluids and cleaning or disinfecting compounds; required to work in non-routine positions for extended periods.
Healthcare Benefits (SEBB): (All Employees who work 630 hours per school year are eligible.)

• Medical Insurance
• Dental Insurance
• Vision Insurance
• Life Insurance
• Long Term Disability

Additional Benefits:

• Washington State Retirement (PERS, SERS & TERS)
• Paid Leave:

- Paid Holiday (260-day employees and bargaining groups that have holidays included within their CBA)
- Sick Leave
- Personal Leave
- Vacation (260-day employees only)

• Employee Assistance Program (EAP)
• VEBA (Non-Rep, WVEA, Principal, Directors and Superintendent(s) ONLY)