Elementary School Psychologist
Location
Andover, MA | United States
Job description
Description
The Elementary Level T3 (or Tier 3) Support System a model of support for students with chronic or episodic mental and behavioral health needs that interfere with daily school functioning and access to the general curricula. The goal of this model is to provide target students with multidisciplinary emotional, behavioral, social, and academic support in the context of specialized instruction and in-class help.
Students receive a combination of individual therapeutic interventions; specific in-class support for academic functioning; and specialized group instruction regarding social skills, emotional regulation, self-reflection, and coping skills for school-based stressors. Students will also receive necessary behavioral assessment and intervention planning.
The goal of this model is to foster skills development in the areas of emotion regulation, academic resiliency, and socialization. By doing so, the intention is to decrease "out of class time" due to symptom interference, and increase each student's ability to receive academic instruction. Supports are provided in a clinically-informed, trauma-sensitive environment with evidence-based methodologies.
Position Overview
This position is for the staff psychologist role in the Andover Public Schools elementary level T3 Program. This psychologist will oversee program operations at both iterations of T3, one at each of two elementary schools. They will be partnered with the T3 SPED teacher in each building, and work with multidisciplinary school-based teams to support students.
Responsibilities Essential Duties and Responsibilities:
School-based case management of T3 students:
Follow and implement programmatic protocol, such as case reviews, referrals, entry meetings with parents and staff, etc.
Organize and maintain student information associated with each student, including student needs tracking forms, data collection results, collateral information, information from survey and assessment efforts, notes regarding parent and staff updates, etc.
Program design:
Create a customized program support plan for each student that pertains to their needs areas. This may involve behavior planning and the design of behavioral support systems, de-escalation plans, and therapeutic interventions.
Therapeutic Interventions:
Provide individual and group counseling to students.
Provide interventions to support the development of social skills and broad student skills.
Consultation:
Provide continuous teacher and staff consultation to promote inclusion of students in the general education setting.
Provide in-class support for students.
Design classroom-based interventions, and training for general staff, to promote in-class functioning and access to academic instruction.
Assessment and progress monitoring:
Conduct Functional Behavior Assessments (FBAs) for students
Conduct student surveys and the collection of survey data from teachers and parents. (i.e. rating scales)
Use progress monitoring tools to measure progress towards goals.
Technology:
Must be open to using software solutions for data collection and progress monitoring (i.e. BIMAS-2)
Must be open to using software solutions for physiological measurement and interventions (i.e. HeartMath, Revibe).
Testing/Assessment:
Complete comprehensive psycho-educational assessments that cover domains pertinent to school functioning: cognitive, academic, social/emotional, behavioral, adaptive behavior, sensory/motor, and other factors pertinent to the child's learning capacity.
Prevention and Consultation:
Participation on MTSS teams to identify students who are at risk of educational challenges.
Help design Tier I and II interventions to support students in the classroom.
Classroom observation and consultation.
Participate in school-wide academic and social/emotional health efforts.
Collaborate with other mental and behavioral health staff (i.e. social workers, BCBAs) to implement workshops for teachers.
Qualifications School Psychology licensure by MA Department of Elementary and Secondary Education (DESE) is mandatory.
Masters Degree of higher in psychology or related field is mandatory.
National Certification in School Psychology (NCSP) is strongly preferred.
Must have training and experience working with students ages 3-22, with an emphasis on elementary age students.
Strong preference for applicants with a background in ABA or dual BCBA credential
Supplemental Information Application Materials :
- 3 letters of recommendation
- 2 or more redacted psychoeducational assessment reports
- Preference for a sample assessing SLD and a sample assessing social/emotional challenges.
- 1 or more FBA reports
- 1 or more BIPs
- 1 or more work samples related to intervention planning, progress monitoring, etc.
Job tags
Salary
