School Psychologist

Position Type: Student Support Services/Psychologist Date Posted: 11/18/2025 Location: Cuba-Rushford Central School District Date Available: ASAP QUALIFICATIONS: 1) Education: Advanced degree with major in Psychology. Must have appropriate New York State Certification. 2) Experience: Prior experience as School Psychologist and knowledge of CSE/CPSE/Section 504 preferred. KEY DUTIES AND RESPONSIBILITIES INCLUDE, BUT ARE NOT LIMITED TO: 1) Provide counseling as a related service for students with disabilities per their Individualized Education Programs (IEP) and counseling for non-disabled students. 2) Administer and interpret results of psychological evaluations, assessments, social histories, classroom observations, and diagnostic tests. Screen new student entrants into the District as assigned 3) Consult with professionals and parents. 4) Assist in the referral, evaluation, development and implementation of IEP's for students with disabilities. 5) Provide State/Federal mandated coordination of services for the Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE) and where appropriate CSE subcommittees. Provide Federal mandated services pursuant to Section 504, PL 105-17 as the reauthorization of IDEA in June of 1997 as needed. Such services may include but not be limited to: evaluations, analysis of evaluations, written reports, attendance at CSE/CPSE meetings as needed, functional behavioral assessments, behavioral intervention plan, and ERSS counseling. 6) Assist with crisis intervention, review services for students who may be gifted/talented, participate and conduct follow-up activities for the building level Child Study Team. 7) Attend CPSE/CSE meetings for students who are suspected of being eligible or are classified as disabled between the ages of two and one-half and six when requested. Effective School Psychologist Standards Professionalism: Upholds a professional code of ethics. Maintains responsibility for practice within legal standards Commits to continued professional development. Demonstrates high standards of data-based decision making and accountability. Human Relations: Possesses positive interpersonal skills while collaborating with individual and teams of students, school personnel, families, and community agencies. Clearly communicates and disseminates information to diverse audiences. Facilitates development of harmonious home, school, and community environments. Applies knowledge of cognitive, academic, social, affective, and adaptive domains during consultation. Possesses knowledge of and sensitivity toward multi-cultural perspectives. Psychological Skills Base Prevention and Intervention. Is knowledge about academic and behavioral interventions to be implemented at the individual, team or systemic level. Understands the precursors to serious difficulties and how to design effective prevention programs. Is able to effectively use crisis intervention skills and access other resources when necessary. Assessment: Uses a wide variety of techniques to define problem areas, strengths, and needs, and makes decisions using a data-based problem solving process. Consultation: Demonstrates good problem solving skills, and is proficient in systems level consultation to promote change at individual and systemic levels. Education: Is knowledgeable about literature in education and child development, and disseminates that information through in-service and consultation. Research and Program Evaluation: Is able to translate current research into practice and understands research design and statistics in order to conduct relevant investigations.