School Psychologist

School District #6 is located in the famous Rogue River Valley of Southern Oregon, nestled between the Cascade and Siskiyou Mountain ranges. The area abounds with opportunities - natural, theatrical, musical, educational and athletic. The entire school district is being restructured with an eye toward further improving our already excellent program. Our goal is to add innovative and energetic teachers who are committed equally to kids and to educational improvement and who want to be part of creative decision making. POSITION: School Psychologist BUILDING: District-Wide POSITION START DATE: August, 2025 COMPENSATION and BENEFITS: $64,788.44 - $103,462.99, depending upon approved accepted experience.Salary rates listed are based on 2023-2024. Salary Schedule for 2024-25 is TBD. Annual COLA pay increase (as negotiated with Oregon Education Association) Annual step pay increase awarded to eligible employees 6 paid holidays annually 10 paid sick leave days per year 2 paid personal leave days per year 3 paid personal leave deduct sub pay per year 5 paid bereavement leave days per year Up to $1,840 per month district-paid contribution toward full-family medical, dental and vision insurance $600. per month opt-out stipend for employees who demonstrate other health insurance coverage under a qualifying employer sponsored group medical plan (for full-time employees) Employee Assistance Program (EAP) 6% district-paid contribution towards Oregon Public Employees Retirement System $50. per month employer match into a tax sheltered annuity when employee contributes $50. per month (after employee completes three years with the district) RESPONSIBILITIES AND DUTIES: Provide assessment, consultation and behavior intervention strategies to students enrolled in or referred to special education programs; collaborate with general and special education staff and parents, to identify strategies, methods, and patterns of instructional support. QUALIFICATIONS: 1. Experience with Special Education leadership 2. Ability to communicate effectively 3. Willing to represent District at IEP meetings 4. Familiarity with Special Ed assessments 5. Background in Response to Interventions (RTI) and/or Multi-Tiered Support Services (MTSS) 6. Experience with early childhood/elementary preferred 7. Oregon School Psychologist License APPLICATION PROCEDURE: 1. Complete Frontline application online 2. Complete resume’ of qualifications 3. (3) Letters of reference 4. Copy of appropriate Oregon License 5. Official transcripts upon hire SCHOOL PSYCHOLOGIST Purpose: Performs a variety of direct and indirect services to ensure provision of a free appropriate public education to students with disabilities. Works directly with students, school staff, building and district administrators to meet the educational goals of the district. Reports to: Principal Nature of Work: Supervision Exercised: No direct supervision exercised. Interface: Primarily interfaces with students, school staff, parents, district administrators, local and state agencies and resources. Essential Job Functions: To perform this job successfully, an individual must be able to perform the following requirements and responsibilities satisfactorily. Any one employee, however, may not perform all duties listed and examples may not cover all duties an employee is expected to perform. Reasonable accommodations may be made to enable an individual with disabilities to perform the essential requirements and responsibilities of the position. Duties and Responsibilities: Administer criterion referenced tests for the purpose of daily tracking or programming. Conduct extensive autism evaluation/training. Conduct functional behavior assessments; develop and implement behavior intervention plans. Conduct evaluations and analyze data and participate in eligibility decision making. Design and implement educational/instructional programs (i.e. language, motor, academic and physical ed. programs), both directly and with educational assistants and classroom teachers, that meet the requirements of State and Federal law. Design and implement behavioral and disciplinary programs. Schedule, coordinate and monitor student programs. Design and implement student self-help routines including (but not limited to) feeding, toileting, and mobility. Collect data regarding students goals for IEPs (Individual Education Plans); consult with staff and parents on methods and materials as well as IEPs. Educate staff regarding referrals process and characteristics of disabling situations as well as the requirements of student IEPs. Maintain records as required by the district schedule, coordinate and monitor student programs and complete work within established timelines. Conduct conferences and communicate with parents as necessary. Work effectively and collaborate with the building administrator and work team or grade level. Teach classes following District approved curriculum; correct assignments and grade students. Maintain a confidential, non-preferential, non-judgmental manner towards the students, staff, and program. Develop and maintain effective working relationships with supervisor, staff, and general public. The statements contained above reflect general details as necessary to describe the principal functions of this job but should not be considered an all-inclusive listing of work requirements. Individuals may at times perform other duties as assigned which could include work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload. Required Qualifications: The essential qualifications of the position are listed below. They include the requisite skill, experience and education for the assignments in this classification. The qualifications listed below are representative of the knowledge/skill and ability required. Reasonable accommodations may be made to enable an individual with disabilities to perform the duties and responsibilities of this position. Must possess the mental and physical skills and abilities to fulfill the requirements of the position. Qualifications and Experience Requirements: Possess current TSPC Licensure. Understand and comply with Oregon Teacher Standards of Competent and Ethical Performance. Experience in mentoring, cognitive coaching or equivalent desired. Extensive experience working with students with cognitive impairments, and with a variety of students. Knowledge of PBIS and RTI. Experience in various managerial and instructional methodologies. Demonstrated leadership abilities. Understanding of current education theory, practice and current trends; and knowledge and experience in instructional strategies. Ability to effectively deal with students and parents in often difficult circumstances. Effective classroom management techniques. Mental acuity, processing skills, and long and short-term memory to track and meet deadlines and responsibilities. The position involves a high level of interaction with students and families from multiple and diverse backgrounds, many with unique needs. The incumbent must maintain composure under stress and must manage effectively in the presence of emotionally challenging interactions with staff, students, and parents. Other Requirements and Considerations: Reasoning Ability Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Sensory Ability See near and far (i.e. constant observation of students). Discriminate colors (i.e. teaching colors). Hear sufficiently to perform the duties and responsibilities (i.e. understand speech which may be difficult to understand, listening for distress signals). Strength Medium lifting occurs occasionally (20-50 lbs). Other lifting occurs frequently (0-20 lbs). There is occasional light to medium carrying of supplies and equipment. Pulling/pushing as needed (i.e. wheelchair, open/close doors, student restraints, defiant student, gait trainer and stander). Flexibility and Coordination/Movement Crawling, kneeling, climbing, cramped spaces and repeated bending occurs occasionally to frequently in the course of a day (i.e. toileting, loading bus, machinery control, working on the same level as student, picking up trash, assisting student in bathroom). Balanced upper body and hand/wrist movement occur often to frequent in the course of a day (i.e. assist with student balance, coordination in movement, writing, grabbing, keyboards, reaching, stretching). Language and Math Skills Ability to respond to common inquiries or complaints from students, patrons, regulatory agencies, or members of the business community. Good oral and written communication skills. Spelling, punctuation, capitalization, word usage, and sentence construction of the English language as necessary to detect and correct basic errors in prepared materials. Ability to read, analyze, and interpret common scientific and technical journals, financial reports, and legal documents. Ability to communicate with high needs students in a manner that reflects a consistent, positive, nurturing, attitude is required. Ability to analyze and synthesize information in student reports. Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Working Conditions: Jobs in this classification are physically active positions that perform duties both inside and outside including exposure to inclement weather. Noise level can be normal to high. Students may demonstrate uncontrollable anger and volatile behavior and may be extremely handicapped. Employees are frequently to constantly exposed to blood and bodily fluids including but not limited to; spitting, feeding, changing, biting, body secretions (nasal, menstrual blood, feces, urine, etc.), testing blood sugar/ketones with a diabetic child catheterized students. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Chemicals/Hazards: occasional use of household cleaning type chemicals (i.e. bleach) Occasional use of glues Constant exposure to blood and body fluids (i.e. spitting, feeding, changing, biting). Exposure to bees, pollens, head lice may occur occasionally to frequently Dress Code: This dress code is not a Personal Protection Equipment statement. PPE is addressed specifically for certain tasks and is the responsibility of the supervisor to instruct the employee. This dress code covers the personal dress of the employee in this position. All employees will wear school appropriate work dress. Dress may need to be adjusted to specific students: e.g. If a student grabs or pulls, hair may need to be put up; jewelry may need to be limited. If bodily fluids are present, over shirts or smocks and gloves may be required. If the student runs or requires movement from sitting to floor, looser clothes or pants may be required. Work Year: As negotiated in the collective bargaining agreement. Bargaining Unit: Central Point Education Association FLSA Status: Exempt Date Approved: March 22,2024 Date Revised: The Central Point School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Central Point School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veterans’ status, genetic information, or disability in any educational programs, activities, or employment. Postings current as of 6/14/2025 4:16:56 AM CST. Powered by applicant tracking, a product of Frontline Education. #J-18808-Ljbffr