School Psychologist

• vision of FAPE, per N. J. A. C. 6A:14-2.3(g). Ensure parents receive procedural safeguards as required, and that all notices and communications are provided in the parent's native language or primary mode of communication, per N. J. A. C. 6A:14-2.3 and IDEA. Treat all case-related documentation — including email, meeting notes, and drafts — as part of the student's educational record subject to FERPA and discoverable in the event of dispute. Guardrails (How the Work Is Performed) Implement IEPs as written. No service, accommodation, modification, or placement is added, reduced, suspended, or withheld except through a properly convened IEP team decision documented by Prior Written Notice. Make no verbal-only commitments to families regarding services or placement. Any agreement that affects a student's program is reduced to writing and routed to the Special Education Coordinator for review prior to transmission. Maintain each case file in audit-ready condition at all times: current IEP, signed consents, evaluation reports, service logs, progress data, and correspondence filed contemporaneously rather than reconstructed after the fact. Expectations (Cadence and Account
• ability) Maintain a current caseload compliance tracker capturing all regulatory dates (referral, consent, evaluation, eligibility, annual review, and reevaluation deadlines) and submit it to the Special Education Coordinator on a bi-weekly basis. Participate in a monthly case-management check-in with the Special Education Coordinator, arriving prepared with the status of every open timeline, identified compliance risks, and any family or service-delivery concerns. Report any actual or anticipated timeline slippage, missed deadline, or compliance exposure to the Special Education Coordinator immediately upon becoming aware of it, rather than deferring to the next scheduled check-in. Generate and distribute IEP progress reports concurrent with the issuance of each marking-period report card. 5. Documentation and Compliance Maintain accurate and current records of all evaluations and psychological services provided, in compliance with FERPA, IDEA, and NJDOE regulations. Coordinate with the Special Education Coordinator on all documentation requirements and submission deadlines.

Qualifications

New Jersey Certification as a School Psychologist (Educational Services Certificate with School Psychologist Endorsement) required. Specialist-level degree (Ed. S.) or doctorate (Ph. D./Psy. D.) in School Psychology from an APA-accredited or NASP-approved program required. Minimum of two (2) years of school psychology experience in a K-12 setting preferred; internship experience considered. Proficiency in a range of standardized assessment instruments (e. g., WISC-V, WIAT-4, BASC-3, Vineland-3). Knowledge of NJAC 6A:14, IDEA, and NJ special education classification criteria. Spanish language proficiency preferred but not required. Employee benefits, including health benefits and PTO benefits are a valuable part of the total compensation package at CCSP. The CCSP benefits package is subject to the terms outlined in the Collective Bargaining Agreement (CBA) for members that are subject to the CBA. The benefits package for staff members that are not subject to the terms of the CBA is at the sole discretion of the Board of Trustees. Community Charter School of Paterson is among the top 1% in the state for student growth in math and reading—proof of our commitment to academic excellence. Community Charter School of Paterson is an equal-opportunity employer.

Qualifications