Job Title: Coordinator of Special Education and Psychological Services

(School Psychologist)

Reports to: Director of Pupil Services

Primary Purpose:

Under the supervision of the Director of Pupil Services, the Coordinator of Special Education and Psychological Services (School Psychologist) coordinates psychological services for special education students of the District. The Coordinator also provides administrative support to the Director of Pupil Services with emphasis on procedural safeguards and technical assistance related to all aspects of special education and psychological services. Responsibilities include providing administrative support to the elementary and secondary principals and assistant superintendent with a strong emphasis on special education procedural safeguards and technical assistance related to all aspects of Chapters 14 (Special Education), Chapter 15 (Section 504), and Chapter 16 (Gifted) of the School Code.

Qualifications:

• Master’s Degree
• PA Certification in School Psychologist
• K-12 Principal Certificate preferred
• Experience in the field of mental health, special education, psycho-educational evaluations.

Essential Functions:

Special Education/Gifted

• Conducts psycho-educational diagnostic evaluations for individual students including classroom observations, preparation of Evaluation Reports and making recommendations on need and eligibility for special education services.
• Works directly with special education support personnel and direct instruction personnel to plan the proper instruction and placement of students.
• Ensures compliance with implementation of timelines with all required special education documents included in Chapter 14, Chapter 16 and Individuals with Disabilities Education Act (IDEA).
• Monitors the Re-Evaluation Process including review and/or writing of Re-Evaluation Reports, which may include evaluations for out-of-District placement students.
• Serves as member of IEP Team and attends meetings as requested.
• Conducts evaluations for the determination of eligibility as Gifted.
• Consults with principals and the Director of Pupil Services regarding discipline procedures for special education students; establishes procedures and plans training for staff.
• Participates in Individual Education Program (IEP) meetings to generate academic and behavioral interventions in accordance with pupil needs. Assists in generating placement options unavailable within the District. Consults with medical and other professional personnel or agencies concerning children with educational, medical, and/or psychological concerns.
• Assists in professional development activities of regular and special education teachers and support staff for improvement of instruction for special education students.
• Participates in new teacher inductee staff development regarding assessments, Chapter 14, and Procedural Safeguards.
• Participates in monthly psychological services staff meetings.
• Monitors and assists with development and implementation of Chapter 15 Service Agreements.
• Serves as a consultant to Student Assistance Program (SAP) and school-based counselor teams.
• Monitors and reviews IEP’s and Gifted Individual Education Program’s (GIEP’s) developed for students in the District. Provides direct feedback regarding the manner in which IEP’s and GIEP’s are developed in an effort to maintain compliance with state and local regulations regarding special education and gifted education. Provides training in IEP and GIEP development.
• Provides updates, training and ongoing consultation for building administrators regarding best practices in special education.
• Assists in the development, coordination, and ongoing program evaluation of Response to Instruction and Intervention (RtII/MTSS).
• Assists with the development and evaluation of a multi-level approach to intervention. Evaluates assessments for intervention on an ongoing basis.
• Assists in the facilitation of pre-referral intervention services to ensure least restrictive practices, quality interventions, and screening data.
• Participates in IEP meetings as Local Education Agency (LEA) when designated, and represents District as LEA at interagency and Child and Adolescent Service System Program (CASSP) meetings; serves as the LEA representative for students placed in special education programs out-of-District (i.e. Approved Private Schools, Alternative Education, Partial Hospitalization Program) as needed.
• Coordinates with outside agencies and services.
• Consults with teachers regarding appropriate academic and behavioral interventions.
• Participates in Crisis Intervention Planning and serves on Crisis Teams and Threat Assessment Teams.
• Consults with parents regarding individual students.
• Consults with school counselors, especially in the area of response to behavioral concerns and students in crisis, as well as academic interventions.
• Conducts individual counseling for students and conducts social skills groups with students.
• Holds responsibility for Public Awareness activities and organization of routine parent group meetings to satisfy “Right to Know” and “Child Find” mandates.
• Assists with Positive Behavioral Support Planning initiatives, including Positive Behavior Support Plan and Crisis Prevention/Intervention.

Psychological and Student Services

• Consults with Emotional Support Teachers District-Wide regarding students transitioning in and out of the program regarding behavior management strategies, social skills practices and counseling needs.
• Monitors procedures for the delivery of psychological services and assists in the development of effective processes for resolution of educational difficulties.
• Serves as a consultant to teachers, both general and special educators, administrators, and families in order to provide resources concerning student with Autism.
• Conduct observations and assists the team in analyzing data/behaviors in order to develop appropriate interventions for students with behavioral challenges.
• Assists building teams to develop the capacity to support their students with Autism and attend IEP meetings to provide guidance and support relative to meeting the needs of these students in the least restrictive environment.
• Participates in ongoing professional development in the area of Autism in order to stay up to date with current research, programming, and interventions.

General

• Assists with the coordination of special education programs in accordance with School Board Policy, goals, and objectives, PDE rules and regulations, and federal laws and regulations.
• Assists with the development of long and short-range plans for District special education programs.
• Assists building-level administration and staff in implementing District policies, procedures, and programs. Confers with parents of special education students. Interacts with community and state agencies as they are involved in the special education programming process.
• Participates in local and state meetings: recommends programs, services, facilities and transportation that provide effective and efficient special education programs. Maintains a working relationship with the PDE and other local educational agencies.
• Articulates and implements a clear vision for moving special education students to the least restrictive environment.
• Collaborates with all program and support areas to ensure the appropriate inclusion of all special education students in all subject classes and school programs and activities as appropriate.
• Assists in planning the implementation of programs to support alignment of learning standards with effective special education teaching practices across the District.
• Collaborates with instructional and support personnel on placement and instruction of special Education students. In conjunction with principals and Director of Pupil Services, monitors performance of special education professional and support staff.
• Reviews Reevaluation Reports (RRs) and IEPs in assigned buildings to ensure compliance with special education regulations and timelines.
• Monitors the maintenance of timely and accurate student records.
• Assists or provides input for principals with observations and evaluations of professional and support staff, including special education teachers; hearing, vision, and speech/language teachers; and Transition Counselor.
• Maintains responsive lines of communication among students, parents, and staff involved with all special education programs.
• Attends administrative meetings and work sessions as required. Attends professional seminars, conferences, and workshops and stays abreast of current research in the scope of education and school psychology.
• Coordinates mental health initiatives (i.e. school-based counseling, suicide prevention, group counseling, special education initiatives, and crisis prevention).
• Assists with the monitoring of the Pennsylvania System of State Assessment and Pennsylvania Alternative Assessment testing accommodations for special education students. Duties include the review of student IEPs for allowable accommodations and modifications, and coordination of staff training.
• Assists with annual updates to the District’s Special Education Manual and policies as per PDE mandates and reauthorization of IDEA.
• Works collaboratively with the Home and School Visitor to address attendance issues as warranted.
• Supports general education initiatives such as the educational support system teams (RtII, SAP, etc.) and attends District-wide meetings as assigned by the Director of Pupil Services.
• Conducts transition meetings for parents whose children with special needs are transitioning from early intervention to school age programming. Coordinates with various therapists to conduct multidisciplinary evaluations and meets with parents to explain results and placement/programming decisions.
• Performs any other duties assigned by the Director of Pupil Services.
• Enters into and adheres to confidentiality agreement.

Performs other duties as assigned.

Performs in accordance with school policy, administrative regulations, state and federal laws.

Temperament:

• Composure under stress
• Ability to work as a team member and independently
• Flexibility
• Multitasking
• Must possess excellent interpersonal skills

Specific Skills:

• Advanced computer skills

• Operate office equipment
• Planning/organization skills

Other Skills and Abilities:

• Follow written and verbal directions
• Work with minimal supervision
• Exercise good judgment in prioritizing tasks
• Communicate effectively at all organizational levels
• Perform duties according to District policies and state and federal regulations
• Ability to establish and maintain productive working relationships with students, parents, staff, and general community.
• Ability to exercise initiative and make independent decisions to reschedule work to meet deadlines or to effectively handle emergency work.

Evaluation:

Performance of this job will be evaluated annually in accordance with the provisions of the applicable policies of the Ringgold School District and/or Pennsylvania Department of Education.

This job description does not state or imply that these are the only duties to be performed by the employee occupying this position. The employee in this position will be required to follow any other instructions and to perform any other duties requested by his or her supervisor. Reasonable accommodations may be made to enable individuals with disabilities to perform the required duties.