School Psychologist (2024-2025)

POSITION: School Psychologist
POSITION GUIDE: Certificated Personnel
Bargaining Unit Position
Non - Except
The school year for school psychologists shall work 185 days.
QUALIFICATIONS:
Professional Educator License (PEL) with the following endorsement: School Psychologist
Ability to assume a leadership role as a member of the multidisciplinary diagnostic team. Demonstrated competencies in the areas of screening, consultation, evaluation and intervention strategies.
Knowledge of state and federal special education rules and regulations pertaining to the case study evaluation process.
REPORT TO: Assistant Superintendent for Student Services
School Principals
Diagnostic and Related Services Staff
Coordinators of Special Services Department
Special and General Education Teachers and Supportive Staff
Parents and Childre
Personnel from Community or Private Agencies
SUMMARY: Function as chairperson of the school-based RtI Problem Solving Team.
Provide psychological evaluations and reevaluations for children PreK - 8th grade. Complete other case study components, as assigned Conduct domain and eligibility meetings. Recommend and implement appropriate intervention procedures for children who exhibit learning and social behavior problems.
The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties performed by the individual holding this position may be assigned.
RESPONSIBILITIES:
To facilitate the IAP/domain meetings which determine assessments/information required for eligibility.
As the facilitator of the eligibility determination, to disseminate case study components requested by team members and to monitor their completion. To complete the psychological and academic evaluation components of the needed assessments, as appropriate.
To facilitate eligibility determination meetings and reevaluations.
To participate in the school-based problem-solving team and to serve as chairperson, when assigned. Disseminate staffing notices for initial IAP and all eligibility meetings.
Process all parent requests for evaluations within the timeline.
Provide written reports for all children for whom psychological and/or other evaluations have been completed. Submit reports of activities to the Coordinator of Special Services as required.
Attend department meetings.
Communicate information regarding problem areas in regard to the delivery of psychological services to the Coordinator of Special Services. To provide psychological consultation and intervention services to students, school personnel and parents.
Function as a facilitator at Problem-Solving, IAP and eligibility determination meetings.
Provide psychological evaluations and reevaluations when needed. Provide consultation with parents, teachers, and other school staff to support the needs of both special education and general education students through Response to Intervention.
Design evidence-based models that best fit local needs and resources, as well as planning for and conducting necessary staff training for implementation.
Recommend and implement appropriate intervention procedures for children who exhibit learning and social behavior problems. Confer and cooperate with members of the IEP team as needed relative to case disposition and follow-up.
Consult with school personnel and parents upon request about the management of children with learning and social behavior problems.
Inform the Coordinator of Special Services the names of those children for whom initial IAPs have been conducted. Confer with parents relative to the psychological and/or eligibility findings and recommendations, as assigned.
Coordinate dates/times of IAP and eligibility meetings with the building coordinator and related.
Perform other related duties and responsibilities as may be assigned by the Assistant Superintendent or designee
COMMUNICATION SKILLS: Strong communication, public relations, and interpersonal skills.
Ability to communicate clearly and concisely in both oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
Ability to compose correspondence, reports, and/or other required written materials. Ability to read, analyze, and interpret information.
Ability to effectively present information and respond to questions, inquiries, and/or complaints.
Displays courtesy, tact, and respect when dealing with others. MATHEMATICAL SKILLS: Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.
REASONING ABILITY: Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form. Ability to identify and define the problem(s), collect and analyze data, establish facts, and draw valid conclusions.
OTHER SKILLS AND ABILITIES: Maintains appropriate confidentiality.
Promotes a harassment-free environment.
Establishes and maintains effective working relationships; demonstrates a commitment to teamwork. Ability to learn and utilize office equipment, computers, and software especially as systems are updated.
Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
Extensive knowledge of and ability to perform duties in compliance with all district, Board, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position. Ability to work independently with minimum supervision.
Ability to prepare and maintain accurate files and records.
Ability to meet strict deadlines. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear. The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters when performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties.
Employee experiences constant interruptions and inflexible deadlines. The noise level in this environment is quiet to moderate. Duties are performed primarily indoors and occasionally outdoors. In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.