School Psychologist (0.6 FTE)

2025-2026 School Year JOB DESCRIPTION Position:School Psychologist Reports To: Principal, Special Education Coordinator Evaluated By:Principal, Special Education Coordinator Qualifications: Master’s Degree or CAGS in School Psychology; active MA DESE license Experience evaluating and working with Preschool – grade six age children with a wide variety of disabilities. Current/ active in-depth training/ certification in Crisis Prevention and Intervention Strategies. Knowledge/ experience in how disabilities impact learning, Behavior Analysis, Developing Positive Behavior Support Plans Strong working knowledge of IDEA and state special education regulations, evaluation and IEP meeting/process/development. Excellent communication and organization skills. Strong Collaboration/ Consultation skills. Job Responsibilities: Conduct Psychological Evaluations and/or FBAs. To develop and write IEPs, behavior intervention plans/ programs, and provide specific information and strategies for school staff and parents to facilitate understanding of student learning needs and implementation of strategies. To model various strategies and techniques to assist others in increasing their understanding of various disabilities as well as the implementation of behavior support and intervention plans within various school settings. (Increase capacity of others) To assist the Principal in developing and monitoring Crisis Prevention Intervention Plans and to provide crisis intervention, as needed. To provide counseling and social thinking skills to both individuals and small groups of students; either according to IEP or Section 504 specifications and/or for regular education students in need of short term emotional support. Specific Job Tasks: Provide information and consultation to school staff and parents regarding specific students and their social-emotional-behavioral health needs. Communication with families regarding student’s emotional, social and behavior support plans/ strategies/ and progress monitoring; during designated progress report times of the year, including teacher-parent conferences, as well as on an as needed basis, contingent upon each student’s needs. Observe students in various school settings, as requested by Principal or Special Education Coordinator, and to follow up with consult with pertinent school staff to ensure coordination of behavior-emotional-social support strategies/goals. Work directly with students to teach skills and strategies, and to provide an ongoing assessment of performance and progress towards IEP and/or Section 504 or RTI plan goals. Plan and implement social thinking and social skills programs consisting of activities designed to target specific social skill deficit areas identified by students’ IEP, Section 504 Plan or RTI Plan. Conduct comprehensive special education eligibility evaluations and write thorough reports which meet established criteria within the designated timelines. Effectively present evaluation reports at Eligibility Team meetings, and when possible, synthesize findings of others in order to offer a holistic view of the student’s learning profile to parents and team members. Contribute to students’ IEP development, both at the meeting and in writing using designated software program. Perform Liaison responsibilities for designated students. Other duties/responsibilities related to the social-emotional-behavioral needs of students as may be assigned by Principal or Special Education Administrator/designee. Physical Demands of the Job: Able to physically restrain children weighing up to 120 pounds. Able to lift/ carry children weighing up to 120 pounds. Able to sit on floor and/or in chairs sized for young children for up to 45-60 consecutive minutes. Able to reach above head in order to assist or lift children on play equipment. Able to use computer for typing for 1-2 hours at a time. Cognitive, mental and communication capacity to read, interpret and explain complex evaluation data, disability types’ impact upon learning, and synthesize data from multiple sources/ disciplines. Able to multi-task and change set frequently.