1. Access, interpret, and analyze data using AIMSweb and Reading 3D curriculum based assessments and software program.
2. Demonstrate knowledge of a three-tier, Responsiveness to Instruction model and use such knowledge to assist in developing improvement plans and classroom interventions.
3. Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data and applies sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting).
4. Conduct comprehensive, culturally-sensitive psychoeducational assessments to help identify patterns of student strengths and weaknesses and to assist in decisions about appropriate instructional programming.
5. Interpret, analyze, and report results and recommendations to parents and IEP team members verbally, in written reports, and documenting on EasyIEP.
6. Other duties as needed, which may include: helping develop FBA/BIPs; crisis prevention and intervention; group or individual counseling; providing staff development; consultation with district-level staff.

• Participation in RtI or Student Success Team (SST) meetings to assist with the analysis of data, development of intervention plans and progress monitoring (academic and behavior).
• Comprehensive psychoeducational evaluations with interpretation of results at IEP meetings.
• Collaboration and consultation with school staff, parents and community agencies.
• Assistance with development and implementation of FBA/BIPs.
• Direct services to students through individual/group counseling, academic consultation and progress monitoring.

Nash-Rocky Mount Public Schools has an opening for a 10-month School Psychologist or School Psychologist Intern available January 2, 2013.

Nash-Rocky Mount is a progressive district within easy commuting distance of Raleigh or Greenville. School psychologists in our district are school-based and enjoy an expanded and dynamic role in promoting positive outcomes for all students.

Duties include:

• Collaboration and consultation with school staff and parents.
• Participation in Student Support Team (SST) meetings at assigned schools to help develop interventions and assist teachers in progress monitoring of academic and behavior skills.
• Conducting comprehensive psychoeducational assessments to help identify student strengths and weaknesses and to assist in decisions about appropriate instructional programming.
• Attending IEP team meetings to interpret assessment results and provide consultation to parents and school staff about student disabilities and educational interventions.
• Other duties as needed, which may include: helping develop FBA/BIPs; crisis prevention and intervention; group or individual counseling; providing staff development; consultation with district-level staff.

Interested candidates should complete the DPI online application and send a resume to Christy Grant, EC Director, mcgrant@nrms.k12.nc.us.

1. Practice in ways that meet all appropriate ethical, professional, legal standards, and understands and applies federal, state, and local policies and regulations in the delivery of school psychological services. Maintain confidentiality with student records and information. In addition, use technology in ways that are consistent with ethical and responsible professional practice.
2. Recognize issues of diversity that affect their interactions with other people and organizations. Modify or adapt their practices in order to effectively meet these diverse needs. Demonstrate sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds.
3. Establish and maintain expertise in using technology such as data management, report writing, web pages, literature review, and data analysis, using spreadsheets or other software programs to organize and graphically display data when appropriate for use at the system, building, and individual student level to monitor progress.
4. Understand the organization of schools and systems to work collaboratively with school teams in developing, and implementing early intervention and prevention programs.
5. Have knowledge of Responsiveness to Instruction models and use such knowledge to assist in developing improvement plans and classroom interventions.
6. Knowledgeable about the social, affective, and adaptive domains of child development. Identify and apply sound principles of behavior change within these domains in order to help behavior intervention plans.
7. Collaborate with others to develop appropriate goals for students with different abilities, disabilities, strengths, and needs and develop interventions to achieve these goals within the assistance team process. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. Conduct assessments of students’ cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student.
8. Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data and applies sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting).
9. Demonstrate strong interpersonal skills, the ability to work effectively, communicate, and collaborate with teachers, other school staff, and families as part of a team within the school setting.
10. Other duties as assigned.