School PsychologistSchool Social Worker

JOB DESCRIPTION School Psychologist

QUALIFICATIONS:

• EDUCATION: Completion of 60hour Masters Degree program or a Masters 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 problemsolving process through development implementation and monitoring of researchbased 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 shortterm 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 systemwide interventions during the problemsolving 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 decisionmaking 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 districtwide assessment and action research.
• Remains current and uptodate 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 inservice 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: Masters 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 problemsolving process through development implementation and monitoring of researchbased 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 systemwide interventions during the problemsolving 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 decisionmaking 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 districtwide assessment and action research.
• Remains current and uptodate in research training and professional practices in the field.
• Provides Behavior and Mental Health inservice 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 welllived
• Anticipates and responds to needs requirements and expectations of clients resulting in acceleration inspiration and innovation
• Demonstrates effective verbal nonverbal 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 selfmotivation 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 databased 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 aboveaverage levels of activity at times that cant always be anticipated.