School Psychologist

POSITION: School Psychologist, 1.0 FTE

LOCATION: Kenowa Hills Public Schools 

STARTING DATE:  Start of Certified Staff Calendar for 2025-26 school year 

SALARY/BENEFITS: Per Negotiated Labor Agreement

FUNCTIONS PERFORMED IN FULFILLING MAJOR JOB RESPONSIBILITIES: 

 Michigan full approval as a School Psychologist with the following requirements: 

1. Specialist degree in School Psychology or its equivalent. 
2. Completion of a minimum of 45 graduate semester hours in School Psychology or related areas in addition to internship. 
3. Completion of a minimum of 600-clock hour supervised internship with school age persons under an approved School Psychologist training institution. 
4. Completion of one (1) year of successful experience as a school psychologist with direction from a fully approved School Psychologist.
5. Met competency requirements of R 380.206 of Michigan Compiled Laws.
6. Valid Michigan School Psychologist certificate or a preliminary certificate according to MDE guidelines.

Summary:

The school psychologist collaborates with district administrators and school-based leadership teams regarding multi-tiered systems of support.  This includes participation in problem-solving teams and requires knowledge of data collection and analysis, curriculum-based assessments, and tiered systems of interventions.  The school psychologist assists the local district in creating system change and increased student outcomes.  The school psychologist is responsible for conducting initial evaluations of students referred as potential candidates for special education services, writing, presenting a report to parents and school personnel regarding eligibility of students. Students already receiving services are also re-evaluated tri-annually. 

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Collaborate in the development of team procedures (e.g. referral, monitoring tiers, developing observation and interview protocols, developing procedures for measuring response to intervention).
• Plan for and conduct necessary staff training for implementation of interventions (e.g. training in evidence based interventions or evaluating student progress).
• Training of staff on screening measures and curriculum based measurements.
• Working with the district administration and data team in collecting data to create local norms for academic achievement and monitor the reliability and validity of those norms over time.
• Aggregating and plotting data to identify systemic patterns of need (e.g. persistent difficulties among kindergarten and first grade phonics skills) and working with district personnel to identify appropriate, evidence based interventions.
• Participates in the Child Study process, serving on at least one building team regularly.
• Designing individual academic and social interventions.
• Support in identifying and using research-based instructional practices.
• Assist in developing and evaluation of targeted interventions.
• Observe students in instructional environments in order to help identify appropriate intervention strategies, identify barriers to intervention, and for the purpose of data collection for eligibility purposes. 
• Demonstrate strong understanding of of behavioral concepts included applied behavior analysis
• Administer tests that may include intelligence, achievement, and behavioral characteristics
• Evaluate referred pupils for special education programs or 504 accommodations
• Assist in data collection and data interpretation to inform intervention development or modifications.
• Assist with curriculum based measurement for progress monitoring.
• Assist with data plotting, and evaluation effectiveness of interventions.
• Analyze data to support the development of Specially Designed Instruction.
• Serve as a multidisciplinary evaluation team member and conduct comprehensive assessments of students suspected of having a disability (intelligence, achievement, personality, behavior or perceptual motor assessments)
• Write reports and interpret diagnoses to school personnel, other professionals, parents, and students.
• Interpret the psychological and other diagnostic data included in outside or other district evaluations to professionals, parents, pupils, and others.
• Serve as evaluation team representative for both initial and reevaluations.
• Serve as a member of the Individualized Educational Planning Team to assist in the determination of eligibility, placement, and development of the initial or reevaluation IEP.
• Demonstrate strong communication skills both written and oral as well as excellent leadership skills. 
• Ability to work as an effective team member with a wide range of school age children. 
• Excellent comprehension of Michigan Special Education Rules and Regulations, Section 504 and IDEA. 
• Work effectively with parents, community agencies and school personnel. 
• Case coordination of Section 504 plans and/or direct service for IEP goals considered based on candidate
• National certification desirable but not mandatory 
• Other duties as assigned by the Director of Special Education or his/her designee, including supervision of special educational programs.

PHYSICAL DEMANDS/WORK ENVIRONMENT:  

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 frequently required to walk, sit, use hands to handle or  feel; reach with hands and arms, stoop, kneel, or crouch; talk or hear.  The employee will occasionally lift and/or  move up to 25 pounds. The employee will frequently interact with the public and other staff. The job may require extended work hours and extra days outside of the contractual year. The job may require employee to drive personal vehicle between buildings for work.  The work environment characteristics described here are representative of those an employee encounters while  performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals  with disabilities to perform the essential functions. The employee is directly responsible for the safety and well-being of students. The noise level in the work environment is usually quiet to moderate.  

DEADLINE DATE: Until Filled, Interviews beginning in May 2025. Interested applicants can submit their application online at https://khps.schoolspring.com/. Please include all transcripts, certifications, resumes, and letters of reference. 

Note to New Employees: Pursuant to PA 131, the selected candidate must receive clearance from the Michigan  State Police Department prior to the offer of employment.  The candidate is responsible for the background check  fee. 

It is the policy of the Board that no staff member or candidate for a position in this District on the basis of race, color, religion, national origin,  creed or ancestry, age, gender, marital status, height, weight, political belief or disability which does not impair an individual's ability to perform  adequately in the individual's particular position or activity, shall be discriminated against, excluded from participation in, denied the benefits of,  or  otherwise  be subjected to,  discrimination  in  any  program  or activity  for  which the  Board  is responsible  or  for  which  it receives  financial  assistance from the U.S. Department of Education.

Salary : $44,769 - $93,661