To improve the academic achievement, behavior/social skills, and emotional well-being of all students in today’s schools where laws dictate appropriate educational programs, for children experiencing learning and/or behavioral/emotional problems.
KNOWLEDGE, SKILLS AND ABILITIES:
Demonstrates knowledge of child growth and development; theory and research on condition that affect learning and behavior; of tests and measurement theory and foundations; and of community resources and services available for student assistance. Implement knowledge of the Response to Intervention model in both academic and behavioral structures. Ability to collect and analyze large group, small group, and individual data. Provide expertise in the progress monitoring of students to guide data-based decision making. Effectively communicate in written oral format, student data information and evaluation results. Collaborate with school and district personnel and parents to address the needs of students’ learning, behavior, and mental health issues. Possess the knowledge, skills, and abilities to apply and interpret federal state, and local laws, and policies governing the provision of educational services for all students.
REPORTS TO: Director, Exceptional Student Education
MACHINES, TOOLS, EQUIPMENT:
Machines, tools, equipment, electronic devices, vehicles, etc., used in this position. Telephone, Computer, (Personal Computer and Mainframe), Automobile, Copier
Describes physical conditions of this position.
Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated as Light Work.
Physical activities of this position. Percent of a typical day involved in each applicable activity is noted.
70 Sitting: Resting with the body supported by the buttocks or thighs.
10 Standing: Assuming an upright position on the feet, particularly for sustained periods of time.
10 Walking: Moving about on foot to accomplish tasks, particularly for long distances.
5 Bending: Lowering the body forward from the waist.
5 Reaching: Extending hand(s) and arm(s) in any direction.
5 Lifting: Raising objects from a lower to a higher position or moving objects horizontally from position-to-position through the use of the upper extremities and back muscles exerting up to 10 pounds of force.
80 Finger Dexterity: Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.
70 Grasping: Applying pressure to an object with the fingers and palm.
90 Talking: Expressing or exchanging ideas by means of the spoken word. Those activities in which detailed or important spoken instructions must be conveyed accurately, loudly or quickly.
90 Hearing Acuity: The ability to perceive speech and other environmental sounds at normal loudness levels.
90 Visual Acuity: The power to see at a level which allows reading of numbers and text, operation of equipment, inspection of machines, etc.
Note: Will total more than 100 percent as several activities may be performed at one time.
Conditions the worker will be subject to in this position.
Indoors and Outdoors: The worker is subject to both environmental conditions. Activities occur inside and outside.
* Manifests a professional code of ethics and values.
* Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light.
* Models the routine, intentional and effective use of technology in daily work, including communications, organization and management tasks.Demonstrate knowledge in the four steps of problem solving and the skills necessary to facilitate this process in collaboration with school based team.
* Possess the skills to assist school staff with the implementation of universal screening and progress monitoring in academic and behavioral structures.
* Analyze national, state, district, and school data to provide guidance and feedback in determining the effectiveness of academic and behavioral instruction.
* Select, administer, score, and interpret appropriate tests related to student performance.
* Participate in the eligibility process and development of Individual Education Plans, Family Services Plans and 504 Plans by providing recommendations as to services and interventions.
* Conduct informal and formal observations of students as part of the Response to Intervention process.
* Assist school teams in developing and implementing a multi-tiered instructional service delivery model for all students.
* Utilize data to evaluate effectiveness of response to instruction/intervention for large groups, small groups, and individual students.
* Provide consultation and group facilitation to ensure effective communication, collaboration, and technical assistance support that result in the implementation of problem-solving/response to intervention with integrity and sustainability. Effective skills in consultation and group facilitation include but are not limited to (1) Building sustaining relationships with educators from various disciplines that result in a shared vision of high academic and behavioral performance for all students; and (2) Creating environments in which educators trust that their input is respected by the group.
* Implement knowledge of the Response to Intervention model in both academic and behavioral structures.
* Follow the district’s policies and procedures as related to all HRMD guidelines, executive limitations, the ends policies, the district’s instructional initiatives, and the school district’s charter guidelines.
* Maintain timely, accurate, and quality information and records.
* Follow the district’s policies and procedures as related to all HRMD guidelines and the district’s instructional initiatives.
* Follow the district’s policies and procedures as related to fixed assets.
* Develop leadership in subordinates.
* Responsible for keeping up to date on current technology being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
* Responsible for maintaining timely and accurate information and accountable for the quality of information maintained by those they supervise.
* Responsible for self-development and keeping up to date on current research, trends and best practices relevant to the area of responsibility.
* Essential Performance Responsibilities
Perform other duties and responsibilities as assigned by supervisor.
Performance of this job will be evaluated in accordance with provisions as set forth in the negotiated contract between the School Board of Orange County, Florida and the Orange County Classroom Teachers Association.
The school psychologist will work at the Preschool Diagnostic and Intervention Services dept. conducting screenings, evaluations and staffing meetings for children between the ages of 3-5 years old to determine eligibility for ESE Services. The school psychologist works as part of a team including a diagnostic specialist and an educational diagnostician.