WYNN0299638-0000
2024-09-03T00:00:00
2024-03-19T00:00:00
The Wynantskill UFSD is looking for a School Psychologist for the 2024-25 school year.Conducts comprehensive psycho-educational evaluations of students referred for potential special education services.Administer, score, analyze and interpret intellectual, academic, social/emotional/behavioral and other psychometric assessments.Conduct systematic observations and functional assessments.Interview parents, teachers, and others to gather relevant data regarding student performance.Integrate all elements of assessment data into a cohesive whole for the purpose of resolving initial referral questions and determining eligibility for special education.Edit and finalize the evaluation team written report.Communicate test results conclusions and recommendations clearly and concisely through oral and written reporting to school staff, parents, and other service providers, as appropriate.Consults with teachers, school administration, parents and others, as appropriate, regarding the planning, implementation and evaluation of individual and group interventions designed to address students’ learning and behavioral needs.Consults with school staff, administration and parents in resolving students’ academic, social, emotional and behavioral concerns.Collaborates with school staff and/or parents in developing, implementing, evaluating and maintaining behavioral and other interventions.Consults and collaborates with mental health, medical, social services and other community providers, as appropriate.Provides technical assistance to school staff and parents regarding behavior management, child development and special education procedures, as necessary and appropriate.Functions as a member of the building-level special education team in providing special education services to students with disabilities.Provides information to parents regarding the referral/assessment process, special education services available within the district, and their rights relative to special education.Functions as a member of the building-level Child Study Team for the purpose of reviewing referrals and determining appropriate actions.Provides direct and indirect services specified within students’ IEPs.Maintains an accurate record of student, parent and other contacts.Performs other comparable duties of a like or similar nature as apparent or assigned.Attends training sessions, conferences, seminars, department and district meetings.Serves on district committees, work groups, as requested.Keeps abreast of changing developments, trends, instructional and educational technologies.(.5) FTE Committee on Special Education (CSE) Committee on Preschool Special Education (CPSE) CHAIRPERSONCommittee on Preschool Special Education Coordinate services with preschoolers (three and four-year olds) via communicating with parents and service providers. Communicate with parents and service providers during the year to discuss current progress of preschoolers. Review progress reports quarterly and determine if the preschooler is making adequate progress on annual goals and benchmarks. Process and plan for initial eligibility referrals to the CPSEDiscuss/Explain process with parents (referral, due process/Prior Written Notice (PWN), consent, registration)Monitor deadlines to remain in compliance with Individualized Education Program (IEP) timelines for meetings to be held, IEP to be finalized and approved by BOE, and implemented.Determine age eligibility and disability level eligibility (percentage or standard deviation) at a CPSE meeting (Section 4410 of Education Law Sections 200.4 and 200.16 of the Regulations of the Commissioner of Education) and determine level of need and recommend a program and/or services in the Least Restrictive Environment (LRE). Oversee Evaluation of preschoolers transitioning from Early Intervention (EI) to CPSEDevelop IEP - discuss present levels of performance, strengths/needs, and goals, need for program, related services and levels. Input information into the IEP as some preschool agencies do not enter information from evaluation into IEP Direct and if a program was discussed, assist the family in finding a program and/or related service providers.State Performance Plan - Report to NYS on preschool outcomes at entry and exitOversee paperwork for services and billing through the county (STAC1 and STAC 5). 5. Transition from CPSE to CSESchedule team observations of preschoolers who will be transitioning to Kindergarten. Determine if standardized assessment is necessary and in what areas (or full re-evaluation) is necessary to make an eligibility determination and send Prior Written Notice (PWN), consent, and communicate with service coordinator for the preschooler. Hold CPSE/CSE meeting to discuss preschool progress, NYS outcomes for exiting preschooler, discuss regression data to determine if Extended School Year is necessary to maintain skills that were developed during school year. If so, at what location, determine eligibility for CSE, discuss appropriate level of program/related services, and what classification category. CPSE Annual Review: Communicate with agencies and provide specifics on what information will need to be collected and provided to the CSE/CPSE Chairperson such as what should be entered directly into the IEP and by when (provide a deadline) so that there is time to review information prior to the meeting to make sure that sufficient data is provided. Committee on Special Education (CSE).Hold Requested Review Meetings in the fall for any students who need a program review CSE meeting.Oversee/Conduct Initial Evaluation ProcessOversee/Conduct Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) completion and progress monitoring. Oversee/Conduct triennial re-evaluations, plan/hold meetings to determine continuing eligibility, program, and services.Oversee outplaced students IEPsOversee special education programs/services according to District of Location/ District of Residence (DOL/DOR) Laws for students placed at Saint Jude the Apostle SchoolCSE Annual Review:Plan the annual review timeline (reflecting on and changing aspects that could be improved).Discuss specifics with special education teachers on the timeline of collecting parent input, standardized assessment, projection meetings, IEP development, IEP review (Chairperson reads and edits each IEP and returns to case manager for any recommended edits), along with outlining/supporting parent meetings in March. Determine dates for annual review meetings. After meetings are completed, review and finalize IEP documents.DATA Submission:Submit data through our Frontline Education System as requested by NYSED.Assist with other data submission as requested to assist with proper billing or reimbursement relating to special education programs/related services, outplaced students in public or private settings.
Psychologist
Wynantskill UFSD
Capital
Contract