JOB DESCRIPTION – School Psychologist

 

QUALIFICATIONS:

• EDUCATION: Completion of 60-hour Master’s Degree program or a Master’s Degree with sufficient additional graduate hours to total 60.  Completion of a Specialist Degree with a total of 60 graduate semester hours (Ed.S).
• LICENSURE: Eligible for licensure (SPR or licensure) by Iowa Board of Education Examiners.
• EXPERIENCE: Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired.

 

ESSENTIAL JOB FUNCTIONS: 

• Collaborates and consults with school personnel and parents on the emotional, academic, cognitive, behavioral and vocational needs of children. 
• Conducts Functional Behavioral Assessments and develops/consults in the development of Behavioral Intervention Plans and Positive Behavioral Support Plans. 
• Maintains a frequent and regular schedule to provide consultation with educators, parents, children and other professionals to improve student behavior and respond to student data.
• Works collaboratively with school staff to implement the problem-solving process through development, implementation and monitoring of research-based interventions which support a safe and productive learning environment. 
• Consults and develops Tier 2 and 3 intervention plans, data collection and parent meetings for students with challenging behaviors. 
• Models and coaches school personnel to successfully develop and implement behavior plans. 
• Provides short-term individual and group counseling when appropriate and within the scope of training and expertise.
• Maintains documentation of each student served.  
• Coaches appropriate, valid and reliable assessment methods to  monitor student progress and  maintain documentation to address tiered intervention plans and IEP goals.
• Conducts appropriate assessments for developing individual or system-wide interventions during the problem-solving process or to determine eligibility for special education services in the area of behavior. 
• Facilitates the PTR process and conducts Functional Behavioral Assessments and develops/consults in the development of Behavioral Intervention Plans and Positive Behavioral Support Plans. 
• May serve as case manager, assist in writing and implementing IEPs, and help interpret data for decision-making for evaluations. 
• Supports special education teachers in  the development, implementation and monitoring of IEPs.
• Assists schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research. 
• Remains current and up-to-date in research, training and professional practices in the field of behavior.
• Provides cognitive assessments as needed for children. 
• Conducts assessment for making differential diagnoses when needed.
• Provides Behavior and Mental Health in-service and training to school personnel, families and community agencies.
• Serves as a liaison to access specialized school resources, AEA services and services within the community in the area of behavior. 
• Collaborates and communicates with other professions and agencies to improve client services. 
• Signs Medicaid forms for districts who bill for behavior reimbursement. 
• Encourages family involvement in the IEP process. 
• Collaborates with the IEP team to determine continued eligibility for special education services during reevaluations. 
• Partners with teachers and appropriate team members regarding transitional planning for students with unique learning needs. 
• Provides assistance to districts if/when a crisis occurs and support is requested.

 

 

JOB DESCRIPTION – School Social Worker

 

QUALIFICATIONS:

• EDUCATION: Master’s degree in Social Work or School Social Work from an approved CSWE University.
• LICENSURE: Social Work license issued by Iowa Board of Social Work Examiners and eligible for licensure (SPR or licensure) by Iowa Board of Education Examiners.
• EXPERIENCE: Previous experience working with children, families and resources in human services/mental health setting and/or educational setting is desired.

 

ESSENTIAL JOB FUNCTIONS: 

• Collaborates and consults with school personnel and parents on the emotional, academic, cognitive, behavioral and vocational needs of children.
• Facilitates the PTR process and conducts Functional Behavioral Assessments. Develop/consults in the development of Behavioral Intervention Plans and Positive Behavioral Support Plans.
• Informally use diagnostic skills to provide information in the development of behavior/support plans for students and link them to appropriate services.
• Maintains a frequent and regular schedule to provide consultation with educators, parents, children and other professionals; to improve student behavior and respond to student data.
• Works collaboratively with school staff to implement the problem-solving process through development, implementation and monitoring of research-based interventions which support a safe and productive learning environment.
• Maintains documentation of each student served.
• Consults and develops Tier 2 and 3 intervention plans, data collection and parent meetings for students with challenging behaviors.
• Models and coaches school personnel to successfully develop and implement behavior plans.
• Provide direct services (individual, group) to students as needed and within the scope of training and expertise.
• Coaches appropriate, valid and reliable assessment methods to monitor student progress and maintain documentation to address tiered intervention plans and IEP goals.
• Conducts appropriate assessments for developing individual or system-wide interventions during the problem-solving process or to determine eligibility for special education services in the area of behavior.
• May serve as case manager, assist in writing and implementing IEPs, and help interpret data for decision-making for evaluations.
• Participate in and attend IEP meetings for students with significant social/emotional/mental health or behavioral needs.
• Supports special education teachers in the development, implementation and monitoring of IEPs.
• Assists schools with technical assistance and ongoing monitoring of progress toward measurable goals related to district-wide assessment and action research.
• Remains current and up-to-date in research, training and professional practices in the field.
• Provides Behavior and Mental Health in-service and training to school personnel, families and community agencies.
• Serves as a liaison to access specialized school resources, AEA services and services within the community in the area of behavior.
• Collaborates and communicates with other professions and agencies to improve client services.
• Sign Medicaid forms for districts who bill for behavior reimbursement.
• Encourages family involvement in the IEP process.
• Collaborates with the IEP team to determine continued eligibility for special education services during reevaluations.
• Partners with teachers and appropriate team members regarding transitional planning for students with unique learning needs.
• Provides assistance to districts if/when a crisis occurs and support is requested.

 

 COMMON TO ALL POSITIONS:  

• Contributes to a positive and productive work, learning and team environment
• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA
• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived
• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation
• Demonstrates effective verbal, non-verbal, written, listening and visual communication
• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency
• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations
• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness
• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions
• Works with integrity and maintains confidentiality
• Models and integrates technology into daily work
• Leads professional development for at least one course, internally, externally or both
• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

 

PHYSICAL REQUIREMENTS: 

• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.