Ingham ISD Early Childhood School Psychologist/MTSS Position

  • 07/30/2017 11:02 AM
    Message # 5002755
    Anonymous member (Administrator)
    Job Title: Early Childhood School Psychologist/MTSS Implementer

    Location: Ingham Intermediate School District

    Start Date: September 5, 2017
    Salary Range/ Level: $67,956 – 84,427 (commensurate with experience and on the IIPSA 2017-18 Salary Schedule)

    Terms of Employment: 40 weeks/year; 5 days/week; 8 hours/day

    Date Posted: Friday, July 28, 2017

    Application Deadline: Friday, August 11, 2017 @ 4:00 p.m.

    Application Process:
    A COMPLETED ONLINE APPLICATION IS REQUIRED. (See application instructions at www.inghamisd.org under Programs and Services/Human Resources.)
    Resume and cover letter may be:
    - Attached within the online application (preferred)
    - Faxed: (517) 676-4294
    - Emailed: jobline@inghamisd.org
    - Mailed: Ingham ISD, Human Resources
    2630 W Howell Road, Mason, MI 48854

    Position Opportunity:
    Under the direction of the administrator, and in accordance with the established policies and procedures of the Ingham Intermediate Board of Education, the Early Childhood MTSS Implementer/School Psychologist serves a dual role which includes supporting local districts’ development of multi-tiered systems to improve outcomes for students in preschool to grade 3, as well as providing consultation and evaluation services for students age birth to 3 in need of special education programs and services.

    Qualifications:

    • Approval by the State Department of Education as a School Psychologist.
    • Master’s Degree in Educational Psychology and/or School Psychology.
    • Internship hours (750) in School Psychology.
    • Knowledge and skills commonly used in psychological evaluation and consultation.
    • Minimum one year of recent and relevant experience in the facilitation and implementation of RtI/MTSS at an ISD and/or local district level required. Two to three years preferred. Early childhood experience preferred.
    • Ability to communicate effectively in both oral and written form to multiple audiences.
    • Interpersonal skills to communicate effectively with a variety of audiences and an ability to gain cooperation of others internally and externally.
    • Ability to guide and/or coach building teams through data-based decision making utilizing a problem solving model and implementation in tiered levels of intervention.
    • Knowledge of requirements of state and federal mandates which directly relate to the evaluation and identification of individuals with disabilities. Birth to 3 experience preferred.
    • High level of analytical ability required to correctly analyze, interpret and report quantitative and qualitative data that may be used to demonstrate and defend a district’s attainment of state and national standards for improvement.
    • Strong understanding of the logic and application of an MTSS/RtI model and the continuum of behavior and academic supports at all levels (universal/targeted/intensive). Early Childhood knowledge and experience preferred.
    • Strong understanding of and ability to guide and/or coach building teams through data-based decision making utilizing a problem solving model and implementation in tiered levels of interventions.
    • Expertise in assessment including curriculum based assessment measurement, developmental screening, ongoing child assessment tools and diagnostic practices.
    • Ability to collect, analyze and use data and research within a strategic planning and continuous improvement process and/or intervention planning.

    Performance Responsibilities:

    • Assists local districts and preschool programs in developing multi-tiered systems of support for pre-k to grade 3 designed to improve academic and behavioral outcomes for all students.
    • Assumes a leadership role in the problem-solving process and data review, which requires knowledge of curriculum-based assessments and tiered systems of interventions.
    • Supports staff in researched-based instructional practices.
    • Consults with staff and parents regarding behavioral and academic intervention plans.
    • Promotes and supports student and family involvement in the MTSS process.
    • Serves as a member of the of birth to grade 3 level multidisciplinary evaluation teams to assist in the comprehensive assessment of students suspected of having a disability as outlined in the Michigan rules and regulations.
    • Collaborates with local district/program administrators and school-based leadership teams to plan, organize and facilitate MTSS activities.
    • Works collaboratively with Early Childhood, Student Support Services and Student Instructional Services staff to plan, organize and provide results-oriented professional development activities related to research-based curriculum, instruction and assessment practices to improve instructional practices.
    • Plans and participates in ISD and/or local MTSS training sessions, leadership team meetings and state related initiatives as assigned.
    • Works with local district/program MTSS teams and administrators to establish data collection, analysis, decision making rules, evaluation and reporting processes.
    • Assumes other duties as may be assigned.
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