100 Peabody Street, NW
Capital City Public Charter School of Washington, D.C., is seeking a School Psychologist to provide a full range of school psychological services to children ages 0-21, including screening and assessment as well as individual and group counseling with students, parents, and outside agencies as appropriate. The position of School Psychologist functions as member of the multi-disciplinary team to determine the student’s eligibility for special services, appropriate programming, and on-going progress. This position specifically supports students who have Individualized Education Plan (IEP) goals.
This is a 12-month position, which is exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.
- Screen and evaluate referred children including selecting appropriate instruments, administering tests, observations, and writing reports which state the evaluation findings and provide for educational program recommendations.
- Assess the mental health needs of students
- Provide or arrange for clinically appropriate prevention, early intervention, and treatment services
- Conduct individual, group counseling/therapy to indicated students receiving special education services
- Participate in Multidisciplinary Team (MDT) meetings, IEP meetings and Manifestation Determination Review meetings for students on caseload
- Complete Functional Behavior Assessments, Behavior Intervention Plans and Behavior Intervention Plan Reviews as a part of the IEP process
- Collaboratively work the both the Counseling Team and the Special Education Departments
- Solicit parent/caregiver involvement in program planning as well as treatment services
- Assist with individual student and school-wide crisis interventions
- Provide consultative services to faculty and at least twice per year conduct staff development training for teachers and school administrators/staff
- Provide collaborative consultation and documentation of results including assisting basic education staff with suggestions and implementation of RTI, pre-referral intervention strategies, and providing recommendations and modifications to assist basic education staff in working with special education students in the classroom setting. Foster and develop an awareness of community issues that affect the school environment and intervene when appropriate
- Prepare monthly reports/service trackers of counseling services provided in SEDS
- Maintain confidential counseling records for all students/families receiving treatment services
- Maintain appropriate data on students to document current levels of performance and other pertinent data. Re-evaluate, as necessary, to determine extent of progress and effectiveness of therapy.
- Complete IEP Report Cards quarterly
- Fulfill continuing education requirements consistent with respective disciplines and keep licenses current
- Additional duties to be assigned as needed
· All school-based counseling staff are expected to meet and uphold the following standards:
- Have the interests of children, youth and families in the forefront
- Adhere to the ethical standards and codes of the profession and to the established rules, regulations, and laws governing special education programs. Participate in activities that promote professional development and use clinical/educational research to enhance therapy services.
- Comply with Capital City policies and procedures
- Report to work and meetings promptly and maintain the work schedule reliably
- Collaborate with school personnel and coordinate mental health services for students
- Complete all required paperwork and reports in a timely and accurate manner
· Doctorate or Masters degree in psychology or school psychology with appropriate certification/ license or license for DC charter schools, including the areas of psychology (Ph.D., Psy.D.) and school psychology (CAS, NCSP).
· Proven ability to develop recommendations for academic and/or behavioral intervention plans based on student needs and evaluation results.
· Familiarity with a wide range of tools for assessing a student’s cognitive, academic, and social/emotional/behavioral patterns through skilled observations, checklists, histories, interviews, and a variety of functional, behavioral, and standardized assessments.
· Ability to manage confidential and sensitive student information.
· A commitment to equity and closing the achievement gap.
· Three years of experience at a school with diverse student populations (preferred).
Capital City offers a competitive salary commensurate with experience and a comprehensive benefits package.
Minimum Education Required