School Psychologist

Districtwide School Psychologist

The School Psychologist shall provide leadership in the assessment, evaluation, and delivery of program requirements supporting students' academic, social, and emotional development, serving as a districtwide school psychologist across all buildings. This position is dedicated exclusively to school psychology services and does not carry team chairperson responsibilities, ensuring full professional focus on comprehensive evaluation, early identification, and multi-tiered systems of support (MTSS). Consistent with the district's service delivery model and the school psychologist's clinical training, a defined direct student caseload (e.g., individual or group counseling, social-emotional skills support) may be assigned in coordination with the Director of Special Education and building counselors. The School Psychologist must have experience and expertise with a range of assessments and evaluations and collaboration skills to support co-workers in implementing recommendations; experience working with special education processes and supporting students with a wide range of disabilities, primarily social, emotional, and learning disabilities.

Performance responsibilities include but are not limited to:

• Conduct cognitive, academic/achievement, psychological and behavioral assessments for initial and re-evaluations of students referred through the IEP and 504 process across the district.
• Conduct classroom observations and individual psychological evaluations and consult with appropriate professional persons regarding implications and results.
• Compile assessment data from multiple sources and synthesize findings through written reports to support IEP and 504 Teams in developing appropriate services for students in the least restrictive environment.
• Use assessment data to contribute to the district's continuous cycle of data-based decision making across tiers of support.
• Present assessments, evaluations, and recommendations at evaluation meetings.
• Review outside assessments for IEP and 504 teams.
• Maintain professional competence through in-service and approved outside growth opportunities, aligned with district professional learning priorities.

• Serve as a core member of building-level MTSS/problem-solving teams; assist with the design and implementation of the district's integrated MTSS framework across academic, behavioral, social-emotional, and attendance domains.
• Lead and support universal screening efforts at all elementary grade levels, using diagnostic data to identify student needs and match students to appropriate supports.
• Establish and maintain consistent progress monitoring cycles and protocols in collaboration with classroom teachers and intervention staff.
• Contribute to the development of the District Curriculum Accommodation Plan (DCAP) and support its implementation across Tier 1 instruction.
• Consult with staff and parents regarding student learning, behavioral, and social-emotional concerns.
• Provide training, psychoeducation, and professional development to staff in areas such as Universal Design for Learning (UDL), trauma-informed practice, and inclusive instruction.
• Consult with all specialized programs and outside providers as needed.
• Support crisis response and threat assessment protocols within assigned buildings.
• Provide training and information to staff as deemed appropriate.
• As needed, carry a defined direct student caseload as assigned by the Director of Special Education, which may include individual or group counseling, social-emotional skills support, or consultation services for students with significant behavioral or mental health needs.

Family And Community Partnership

• Partner with families — including those from underrepresented communities such as the Wampanoag community — to ensure they are meaningfully engaged in their children's educational planning.
• Communicate student assessment findings and recommendations in accessible, jargon-free language that supports family understanding and decision-making.
• Support the district's commitment to two-way, accessible communication with families at key student transition points.
• Connect families with community-based supports and district resources across all domains of student need.

Special Education Processes:

• Possesses knowledge of federal, state, and local laws, regulations, and policies regarding children's special education eligibility and programming.
• Participate as a team member in IEP and evaluation team meetings and contribute psychological expertise to eligibility and evaluation decisions.
• Assure that any student referred through IDEA receives a full and comprehensive evaluation as appropriate.
• Maintain student records and protect their confidentiality in compliance with FERPA and IDEA.
• Adhere to all mandated timelines and collect relevant data related to special education.
• Perform duties and responsibilities as assigned by the Director of Special Education.