ABOUT ALLIANCE COLLEGE-READY PUBLIC SCHOOLS

Alliance College-Ready Public Schools is one of the largest and most successful nonprofit public charter school networks in the nation, operating 26 high-performing, middle and high schools that educate nearly 13,000 scholars who make up the heart of Los Angeles’ Latinx, Black, and recent immigrant communities. Alliance schools have been recognized as among the best in the nation by U.S. News & World Report, Newsweek, the U.S. Department of Education, and the California Department of Education. Since opening our first school in 2004, 95% of Alliance scholars have graduated from high school. We strive to uplift our scholars and their communities by fostering unparalleled educational opportunities that encourage scholarly thought, resilient learning, powerful communication, mind-body wellness, and community advocacy. To learn more, visit www.LAalliance.org.

ROLE SUMMARY

Alliance School Psychologists will provide a full range of psychological services, including testing, counseling, and consulting to assist in meeting the social, emotional, and educational needs of general and special education students. The School Psychologist will administer and interpret psychological assessments; provide recommendations regarding the evaluation and placement of students; consult with teachers, administrators, specialists, agencies, and parents; coordinate behavior management programs; and perform related duties as assigned.

ESSENTIAL RESPONSIBILITIES

• Provide psycho-educational assessments, including but not limited to Initial Evaluation, Triennial Evaluation, Manifestation Determination, Functional Behavioral Analysis, Social Emotional Evaluation, and others as needed. 

• Actively participate and facilitate during Individualized Educational Program (IEP) meetings; interpret results of psycho-educational assessment; work as part of a team to determine special education eligibility and make program recommendations.

• Provides Special Education Direct Instructional Services (DIS) Counseling and Educationally Related Intensive Counseling Services (ERICS), develops Present Levels of Performance (PLPs) summaries, SMART goals, and tracks services in Welligent.

• Collaborate with SpEd team members to develop coherent and comprehensive individual behavior support plans.  

• If appropriate, serve as a Behavior Intervention Case Manager (BICM) for designated special education scholars under the 1994 Hughes Bill, mandating “Positive Behavior Intervention” plans

• Act as liaison between the school community members, community agencies, and county programs

• Collaborate with site Culture team around Multi-Tiered System of Support (MTSS) implementation, fostering a trauma-informed resilience-focused and anti-racist culture, mental health and Social Emotional Learning (SEL) initiatives across tiers, Student Study Team (SST) meetings, and crisis planning.

• Consult with parents, teachers, and other staff regarding classroom accommodations to better support scholar educational and social-emotional progress

• Maintain data on scholars, including present levels of performance and monitoring the progress of intervention strategies.

• Establish and monitor necessary caseloads, and work with schools and other staff to plan assessments and meetings. submit records, reports, and assignments promptly and efficiently.

• Develop, coordinate, and deliver training to staff, parents, and scholars based on needs identified in data such as the Panorama SEL survey results

• Supervise School Psychologist interns as appropriate

• Participates in ongoing professional growth opportunities to keep current with trends and practices in the field including those offered through the Home Office.

THE IDEAL CANDIDATES WILL HAVE

• Belief in and alignment with Alliance’s core beliefs and educational philosophy, and a passion for improving urban public education

• Understanding of the nuances of urban school environments and school culture

• Knowledge of federal and state laws and procedures, codes, regulations, and requirements pertaining to areas of assigned responsibility for special education

• Knowledge of psychological and