Substitute School Psychologist

Position Type:
School Psychologist/School Psychologist

Date Posted:
6/27/2024

Location:
Dec - Special Education

Closing Date:
07/03/2024
JOB DESCRIPTION
CONEJO VALLEY UNIFIED SCHOOL DISTRICT

POSITION: SubstituteSchool Psychologist

REPORTS TO: Director of Special Education

WORK DAYS: Temporary Position for August 2024 - November 2024

SALARY: Certificated Salary Schedule

CREDENTIAL REQUIREMENT: A Valid Pupil Personnel Services School Psychology Credential

PREAMBLE:

• School Psychologists have a minimum of a master's degree and a Pupil Personnel Services credential. Many have also obtained doctoral degrees and/or are licensed in the areas of educational or clinical psychology.
• School Psychologists provide the school district with expertise in the areas of child development, learning, abnormal psychology, assessment, statistics, consultation, counseling, and human relations.
• School Psychologists work with all children served by the school district, including students at private and nonpublic schools, as well as all children covered by special education legislation (infants through to age 22).
• Provides leadership and participates in programs and activities that promote diversity, equity and inclusion.

ASSESSMENT:

• Assesses student characteristics including intelligence, emotional adjustment, adaptive behavior, language development, learning potential, and social needs in order to determine appropriate class and program placement, utilizing nondiscriminatory tools.
• Evaluates and makes recommendations for special education services.
• Writes comprehensive assessment reports in accordance with the Education Code.
• Assists in the assessment of pupils for Gifted and Talented Education (GATE), as requested.
• Attends and participates in Student Study Team meetings for record review, interpretation of data, and making recommendations for at-risk students.

CONSULTATION / COUNSELING:

• Consults with and/or counsels students, staff, and outside agencies regarding academic, personal, emotional, and social needs of students.
• Provides crisis intervention and related services in cooperation with colleagues and community personnel.
• Develops behavior plans and interventions as needed to assist teachers and parents in positive behavior management.
• Develops functional behavioral assessment (FBA) and functional analysis assessment (FAA) reports in accordance with IEP mandates and SELPA guidelines.
• Provides education to parents and/or staff informally or through workshops or seminars, as requested.
• Serves as a support for students, staff, and parents during grief counseling.
• Provides individual and/or group counseling services for students, as appropriate.
• Assists staff in evaluating program and interventions, monitoring progress, and interpreting test data for at-risk students;Rrecommends academic interventions commensurate with assessment results (relating to e.g. learning styles, processing preferences, etc.).
• Facilitates understanding of district policies and special education law for staff and parents.
• Provides recommendations for a diverse student population, utilizing non-discriminatory practices.

COMMUNITY AND INTERAGENCY LIAISON:

• Prepares and follows up on referrals to local and state agencies (e.g. mental health, social services, psychiatric hospitals, etc.).
• Serves as a liaison between the schools and the consulting clinical psychologist, psychiatrist and/or other health officials or agencies.
• Provides lists of community resources to families.

ADMINISTRATIVE AND CLERICAL DUTIES:

• Develops assessment plans
• Arranges and notifies parents and staff of IEP meetings.
• Types and copies reports and interagency referrals.
• Reviews IEP documentation for accuracy.
• Prepares administrative and legal documents in accordance with the Education Code (IEP documents, etc.).
• Responsible for following procedures that collect state and federal revenues resulting from:
  • a) special education identification and services; and
  • b) Medi-Cal services.

PROFESSIONAL GROWTH:

• Maintains credential and/or licensure at the state and/or national level.
• Assumes responsibility for professional growth and keeps materials, supplies, and skills up to date.
• Attends workshops/seminars/professional meetings/trainings to remain informed of new developments, legislation, research, and professional literature in school psychology.

The CVUSD Governing Board is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (BP 0410)