School Psychologist

Position Type:
High School Teaching/Student Services - School Psychologist

Date Posted:
11/10/2021

Location:
Lake Forest High School

Date Available:
03/01/2022

Closing Date:
02/25/2022

Lake Forest High School is hiring a full-time School Psychologist to serve as the school psychologist for transition services at our West campus.

Description: The School Psychologist supports student growth across the continuum of services and provides support to LHFS staff and families receiving transition services.

Daily responsibilities include working with a collaborative team to proactively plan and support student needs, facilitating individual and group counseling inside and outside of the classroom, administrating psychoeducational assessments, attending IEP and transition meetings, conducting risk assessments, engaging in problem solving team meetings, promoting positive behavior, leading crisis response, and implementing and monitoring academic and social emotional support.
Essential Functions:

• Promote inclusive practices for students with disabilities
• Serve as a member of the Special Education department
• Deliver and/or co-deliver individual and group counseling to students utilizing evidence-based practices, progress monitoring student performance, complete IEP goal updates, and collaborating with families to generalize skills and strategies
• Collaborate with instructional teams to create co-treatment plans related to social emotional learning standards
• Develop a data collection system, monitor progress and share data with IEP Facilitators and other Related Services Staff (i.e., assessments, interventions, data charts, rubric data, etc.) for updating IEP goals
• Collaboratively design interventions to support all social emotional tiers of support.
• Maintain service logs for related service minutes for students with IEPs on their caseload
• Conducts special education reevaluations including initiating early reevaluations in response to student needs
• Effectively communicate to parents and guardians the special education process, including processes for annual IEPs, reevaluations, transition planning, and identify linkages to outside agencies
• Engage in support and intervention planning for all academic and social emotional and behavioral tiered supports
• Support students in community work experiences to generalize skills outlined in their IEP goals
• Attend meetings including IEP meetings, reevaluation meetings, care plan meetings, transition meetings, domain meetings, and problem solving meetings.
• Conduct FBAs, collaborates with the creation and revision of BIPs and analyzes data associated with BIPS for students
• Participate in team, department and school-wide meetings
• Support district-wide articulation efforts
• Provide consultation and training for faculty, administrators, teaching assistants, and community stakeholders.
• Complete draft IEP paperwork and share with administration and parents according to District, state and federal requirements (e.g., present levels, goals, minutes, behavior intervention plans)
• Make appropriate assessments and referrals for suspected abuse/neglect as a mandated reporter
• Participate in regularly scheduled professional development as assigned
• Lead crisis response including risk assessment, documentation, and follow up planning and communication with appropriate team members
• Keep informed about current transition planning trends and practices in special education and student services
• Analyze and interpret outside evaluations for treatment planning and IEP development
• Consult with outside providers to ensure a continuity of treatment strategies and recommendations
• Maintain a current working understanding of community resources
• Serve on related committees as determined
• Perform other job related duties as assigned by direct supervisor

Competencies:

• Knowledge of transition planning and services available and eligibility requirements
• Effective communication, collaboration and interpersonal skills for problem-solving, promoting initiatives and conveying expectations
• Effective at analyzing data to plan for intervention and instructional methods
• Demonstrates ability to function as a positive collaborative member of a team to facilitate problem solving
• Demonstrates proficient use of technology including Google Apps for Education and school-based processing and management systems
• Demonstrates interest and engagement in ongoing professional learning and reflection
• Demonstrates the ability to communicate in a professional manner both orally and in writing
• Demonstrates strength in planning, organization, communication in scheduling and efficiently meeting deadlines
• Demonstrates a commitment to excellence, high expectations and to the academic and personal well-being of all students
• Maintains confidentiality
• Adheres to Board of Education policies and procedures

Qualifications:

• Professional Educators License (PEL) with a School Psychologist Endorsement
• Highly experienced in working collaboratively with students, faculty, parents and administrators in the school setting
• Ability to initiate Non-Violent Crisis Intervention techniques, including physical restraints and time out with students
• Knowledgeable of MTSS-academic, social, behavioral and emotional tiered supports
• Experience administering and understanding psychoeducational assessments
• Experience collaborating with outside social service agencies and supports
• Understanding of the continuum of services

Application Procedure: Interested candidates must apply online. Click here to access the online application.

To learn more about Lake Forest High School, visit our website at www.lakeforestschools.org.

To Inspire the Passion to Learn, the Insight to Know Oneself, and the Courage to Make a Difference