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School Psychologist 1.0 FTE McGregor - Northern Lights SpecialEducation Cooperative

Posted on 2019-07-19 8:13:33 AM

Listing expires 2019-09-17 12:00:00 AM

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Position Purpose McGregor, Cromwell, and Willow River Schools, members of the Northern Lights Special Education Cooperative (NLSEC), are seeking a Licensed School Psychologist to work between the three small school districts for a combined 1.0 FTE position beginning the 2019-2020 school year. Date of Availability: 08/27/2019 Date Closing: Until filled Title: School Psychologist Qualifications, Education, and Experience: * MN Licensed School Psychologist (or ability to apply to be) * MN Driver's License or ability to provide own transportation. * Graduation from an accredited program of School Psychology * Experience working as a School Psychologist preferred * Experience working in an education or school setting preferred Preferred Knowledge, Skills and Abilities * Must display knowledge in conducting diagnostic/assessment functions * Must show ability to work in team-making decision situations with parents, teachers, and administrators * Knowledge of School Psychologist standards and practices * Knowledge of school-based services, IEP paperwork, and MA billing process * Must possess strong written and verbal communication Physical and Mental Demands, Work Hazards * Work in standard office and school building environment Travel Requirements * Travel between districts and professional meetings (mileage reimbursement paid) is required. Equipment * Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone. Please send NLSEC job application, cover letter, current resume and 3 current letters of professional recommendation to: https://www.nlsec.org/UserFiles/Servers/Server_441775/File/About%20Us/Employment%20Opptunities/MainPage/NLSECEmploymentApplicationNov2018.pdf<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.nlsec.org%2FUserFiles%2FServers%2FServer_441775%2FFile%2FAbout%2520Us%2FEmployment%2520Opptunities%2FMainPage%2FNLSECEmploymentApplicationNov2018.pdf&data=02%7C01%7CSCSU-edpost%40MNSCU.onmicrosoft.com%7Cca5c53cb33134c3f5ac608d70c4ae530%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C1%7C636991388128888958&sdata=LoCMJQaudTFCnvlbE2kC7OpG8zkmHnawfwL4hyZ9o6M%3D&reserved=0> Paul Grams, Superintendent McGregor School District ISD#4 148 South 2nd St. P.O. Box 160 McGregor, MN 55760 Job Description Position Title: School Psychologist Reports To: Principal, Special Education Director Licensure: A valid license to serve as a School Psychologist in the State of Minnesota as provided by applicable state laws, rules and regulations. Pre-referral/Interventions: Provide interventions to support the teaching process and to promote educational success for students. Interventions can include but are not limited to: &#9679; Consult with general and special education teachers from Early Childhood to High School levels in the use of appropriate academic and behavioral interventions including suggestions for strategies, techniques, and methods for individual programming. &#9679; Provide psychological counseling for children and families. &#9679; Assist in the development of teacher implemented academic and behavioral interventions for students. &#9679; Provide crisis intervention in collaboration with the District Crisis Team. &#9679; Provide social skills training, behavior management and counseling to individuals and groups as needed. &#9679; Consult with outside agencies involved with individual students (with parent permission) regarding diagnosis and educational planning, including assisting in appropriate referrals to outside agencies. &#9679; Help to insure the integrity of Systematic Research Based Interventions (SRBI) through observations and consultation. &#9679; Participate in home visits, as needed, for Early Childhood assessments. Problem Solving/Assessment: Assess achievement, social/emotional behaviors and other constructs to identify educational needs, interventions, and determine possible eligibility for special education. The assessment could include but is not limited to: &#9679; Participate in the Child Study/Pre-referral Team process to assist general and special education teachers in the use of appropriate academic and behavioral interventions including strategies, techniques, and methods for individual programming. &#9679; Assist in the collection of medical, developmental, family and education histories through interviews, file reviews, and reviewing reports from outside agencies. &#9679; Conduct observations in the classroom and other school environments. &#9679; Consult with and assist teachers in progress monitoring and other curriculum measurement based activities. &#9679; Select appropriate instruments and procedures (standardized and non-standardized) to ensure nondiscriminatory assessment and account for the reliability and validity of the test. &#9679; Administer, score, interpret and report on the results of psycho-educational assessments. Assessments will be conducted as part of a multidisciplinary evaluation and could include cognitive, academic, communication, motor, sensory, health/physical, social/emotional/behavioral, functional skills and transition. &#9679; Provide written reports and interpretation of assessment results and assist teams in determining the need for intervention and/or eligibility for Special Education services. &#9679; Participate and consult in building level analysis of student academic and behavioral data (CBM, Progress Monitoring, MCA-II, NWEA, etc). Research/Program Evaluation: Assist in the planning, development and evaluation of educational programs to promote research-based practices. These activities could include but are not limited to: &#9679; Evaluate the effectiveness of individual student programming. &#9679; Contribute to planning and evaluating school-wide reform and restructuring. &#9679; Research curriculum, progress monitoring tools, mental health interventions, MCA data and continuing Federal requirements such as Multi-Tiered Systems of Support. Additional duties: &#9679; Participate in appropriate professional organizations, workshops, seminars, conventions, PLC meetings, independent study, and regularly scheduled NLSEC Psychology meetings. &#9679; Maintain competence in the use of current technologies involved with assessments. &#9679; Promote tolerance and diversity within the school setting child advocacy. &#9679; Assist in writing special education staff development. &#9679; Order district special education testing materials and assist district staff in determining the most suitable and up to date tools for assessments. &#9679; Provide direction and assistance to administration, school staff, parents and others regarding State special education rules and due process procedures, as well as Federal regulations and requirements affecting special education. &#9679; Assist with maintaining and improving student special education records documentation and ensuring the confidentiality of these records. &#9679; Assist with District hiring of special education staff and writing of interview criteria. &#9679; Participate in Gifted and Talented assessments, early entrance assessments and preschool screening per district policies. &#9679; Participate in District AYP, Staff Development and Data Teams. &#9679; Assist in the development of prevention activities for at-risk students. &#9679; Other duties as assigned by the district administration.

Position Purpose

McGregor, Cromwell, and Willow River Schools, members of the Northern Lights Special Education Cooperative (NLSEC), are seeking a Licensed School Psychologist to work between the three small school districts for a combined 1.0 FTE position beginning the 2019-2020 school year.


Date of Availability: 08/27/2019
Date Closing: Until filled

Title:   School Psychologist

Qualifications, Education, and Experience:

  • MN Licensed School Psychologist (or ability to apply to be)
  • MN Driver's License or ability to provide own transportation.
  • Graduation from an accredited program of School Psychology
  • Experience working as a School Psychologist preferred 
  • Experience working in an education or school setting preferred 

Preferred Knowledge, Skills and Abilities

  • Must display knowledge in conducting diagnostic/assessment functions
  • Must show ability to work in team-making decision situations with parents, teachers, and administrators
  • Knowledge of School Psychologist standards and practices
  • Knowledge of school-based services, IEP paperwork, and MA billing process
  • Must possess strong written and verbal communication

Physical and Mental Demands, Work Hazards

  • Work in standard office and school building environment

Travel Requirements

  • Travel between districts and professional meetings (mileage reimbursement paid) is required.

Equipment

  • Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.


Please send NLSEC job application, cover letter, current resume and 3 current letters of professional recommendation to:


https://www.nlsec.org/UserFiles/Servers/Server_441775/File/About%20Us/Employment%20Opptunities/MainPage/NLSECEmploymentApplicationNov2018.pdf


Paul Grams, Superintendent

McGregor School District ISD#4

148 South 2nd St.

P.O. Box 160

McGregor, MN 55760



Job Description 


Position Title: School Psychologist 

Reports To: Principal, Special Education Director 

Licensure: A valid license to serve as a School Psychologist in the State of Minnesota as provided by applicable state laws, rules and regulations.

Pre-referral/Interventions: Provide interventions to support the teaching process and to promote educational success for students. 

Interventions can include but are not limited to: 

● Consult with general and special education teachers from Early Childhood to High School levels in the use of appropriate academic and behavioral interventions including suggestions for strategies, techniques, and methods for individual programming.

● Provide psychological counseling for children and families.  

● Assist in the development of teacher implemented academic and behavioral interventions for students. 

● Provide crisis intervention in collaboration with the District Crisis Team. 

● Provide social skills training, behavior management and counseling to individuals and groups as needed. 

● Consult with outside agencies involved with individual students (with parent permission) regarding diagnosis and educational planning, including assisting in appropriate referrals to outside agencies. 

● Help to insure the integrity of Systematic Research Based Interventions (SRBI) through observations and consultation. 

● Participate in home visits, as needed, for Early Childhood assessments. 


Problem Solving/Assessment: Assess achievement, social/emotional behaviors and other constructs to identify educational needs, interventions, and determine possible eligibility for special education. 

The assessment could include but is not limited to: 

● Participate in the Child Study/Pre-referral Team process to assist general and special education teachers in the use of appropriate academic and behavioral interventions including strategies, techniques, and methods for individual programming. 

● Assist in the collection of medical, developmental, family and education histories through interviews, file reviews, and reviewing reports from outside agencies. 

● Conduct observations in the classroom and other school environments. 

● Consult with and assist teachers in progress monitoring and other curriculum measurement based activities. 

● Select appropriate instruments and procedures (standardized and non-standardized) to ensure nondiscriminatory assessment and account for the reliability and validity of the test. 

● Administer, score, interpret and report on the results of psycho-educational assessments.  Assessments will be conducted as part of a multidisciplinary evaluation and could include cognitive, academic, communication, motor, sensory, health/physical,        social/emotional/behavioral, functional skills and transition. 

● Provide written reports and interpretation of assessment results and assist teams in determining the need for intervention and/or eligibility for Special Education services. 

● Participate and consult in building level analysis of student academic and behavioral data (CBM, Progress Monitoring, MCA-II, NWEA, etc). 


Research/Program Evaluation: Assist in the planning, development and evaluation of educational programs to promote research-based practices. 

These activities could include but are not limited to: 

● Evaluate the effectiveness of individual student programming.

● Contribute to planning and evaluating school-wide reform and restructuring. 

● Research curriculum, progress monitoring tools, mental health interventions, MCA data and continuing Federal requirements such as Multi-Tiered Systems of Support. Additional duties: 

● Participate in appropriate professional organizations, workshops, seminars, conventions, PLC meetings, independent study, and regularly scheduled NLSEC Psychology meetings. 

● Maintain competence in the use of current technologies involved with assessments. 

● Promote tolerance and diversity within the school setting child advocacy. 

● Assist in writing special education staff development. 

● Order district special education testing materials and assist district staff in determining the most suitable and up to date tools for assessments. 

● Provide direction and assistance to administration, school staff, parents and others regarding State special education rules and due process procedures, as well as Federal regulations and requirements affecting special education. 

● Assist with maintaining and improving student special education records documentation and ensuring the confidentiality of these records. 

● Assist with District hiring of special education staff and writing of interview criteria. 

● Participate in Gifted and Talented assessments, early entrance assessments and preschool screening per district policies. 

● Participate in District AYP, Staff Development and Data Teams. 

● Assist in the development of prevention activities for at-risk students. 

● Other duties as assigned by the district administration.