Days Per Year: 198

Min: $71598

Mid: $86261

JOB TITLE: School Psychologist

REPORTS TO: Coordinator-Assessment

WAGE: Exempt

PAY GRADE: AI 2

PRIMARY PURPOSE:

The School Psychologist under the direction of the Special Education Assessment Coordinator is responsible for culturally-relevant ethical evidence-based evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. The School Psychologist must possess a clear understanding of the relationship between the development implementation monitoring and instructional impact of the Individualized Education Plan (IEP) the Full and Individualized Evaluation (FIE) supplementary aids/supports and related services for students receiving special education. They must actively possess maintain and acquire current knowledge of federal and state assessment and evaluation practices surrounding special education eligibility.

All employees of Spring ISD are expected to act with integrity support organizational goals communicate in a clear and respectful manner demonstrate the ability to inspire grow and motivate others utilize feedback drive for results and champion the needs of our students employees and district while driving continuous improvement.

QUALIFICATIONS:

Required:

• Masters in School Psychology from an accredited college or university
• Have and maintain a current Texas State Board of Examiners of Psychologist License in School Psychology

Preferred:

• Academic training from a NASP accredited program
• Recent field experience in evaluations and report-writing for Emotional Disturbance Autism and Other Health Impairment
• Current evaluation knowledge of play-based assessments
• Recent evaluation skills in the areas of cognitive academic and adaptive behavior assessment
• Recent field experience with functional behavioral assessments
• Recent experience in the development of social/emotional-behavior IEP goals and objectives.
• Recent field experience with counseling practices
• Teaching experience
• Play-based assessment
• Experience in bilingual assessment
• Fluent in English and Spanish

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge of psychoeducational evaluation
• Knowledge of psychological evaluation
• Ability to work with diverse populations
• Skilled and effective in consultation with teachers and parents
• Ability to work well under pressure
• Knowledge of special needs of students specific to behavior
• Knowledge of special needs of students exhibiting an Emotional Disturbance
• Ability and commitment to continuing professional learning receive professional feedback and respond to request
• General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
• Strong organizational communication and interpersonal skills
• Use of technology- Google Sheets Documents Forms Microsoft Office and Estar/Frontline

MAJOR RESPONSIBILITIES:

• Must initiate and maintain a current log of assessment duties and progress
• Must follow district-guidelines for informed consent practices data-based decision-making with members from the ARD committee to determine evaluation need in a timely manner.
• Must complete initial evaluations report-writing and data entry processes by the state and federal timeline
• Must complete reevaluation processes including a review of existing evaluation data within district timelines and by district standards.
• Must actively and professionally communicate with district staff colleagues parents and community
• Ensure compliance with district expectations for timelines of evaluation processes
• Must participate in assessment/evaluation meetings department meetings and other meetings as identified by the Assessment Coordinator and/or Director of Special Programs- Assessment & Accountability and/or Executive Director of Special Populations
• Actively seek maintain and implement current professional development in the areas of ethics cultural diversity and evaluation practices
• Must engage in data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions services and programs:
• Actively participates as a multidisciplinary member of the Admission Review and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students.
• Assesses referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance cultural relevance ethics TEA disability conditions legal standards within federal and state timelines.
• Inquires seeks gathers and distributes psychological data from outside professionals agencies for use of educational planning.
• Collects and interprets data in order to make recommendations to support student academic progress.
• Conducts Functional Behavior Assessment.
• Conduct and/or assist with development of student Behavior Intervention Plan.
• Functions as an ARD committee member to formulate appropriate educational and behavioral goals for students.
• Interprets and applies appraisal and assessment data as it relates to the students performance.
• Clearly communicate assessment findings and recommendations to students parents teachers and staff.
• Must effectively demonstrate the skills needed to consult and collaborate with staff parents leaders and students.
• Interprets and applies appraisal and assessment data as it relates to the students performance.
• Must understand the biological cultural and social influences that impact the academic skills learning and developmental processes of students and the need for evidence based curricula and instructional strategies.
• Provides psychological services that are preventative in nature.
  • Provide counseling and/or psychological services as a related service of special education when needed is determined by the ARD committee.
  • Serves as a team member for pre-referral practices and review
  • Provides professional consultation to staff parents and students
• Assist and support the staff development for general and special education staff administrators parents students and other related staff regarding related field areas behavior social-emotional autism.
• Assist to Promote Safe and Supportive Schools via best practices for crisis management resilience socialization and adaptive skills to enhance mental and behavioral health.
  • Teaches/consults surrounding methods of intervention and modification of behavior.
  • Teaches/consults on theories of child development group dynamics perception and learning.
• Assist in school-wide supports that promote learning.
• Conduct formal and informal observations of students for consultation and evaluation
  • Provision of information/consultation for PLCs and other departmental meetings.
  • Perform all TEA Audit Mandates as appropriate.
• Engage in assigned audits mandates and TEA required processes as appropriate.
• Family School and Community Collaboration and the promotion of Equitable Practices for Diverse Student Populations
  • Participate in child referral teams and community learning activities promoting culture and learning.
  • Use of culturally-relevant assessment practices and tools recommendations utilizing a culturally responsive approach.
• Other duties as assigned

WORKING CONDITIONS:

The usual and customary methods of performing the jobs functions require the following physical demands: physical mobility standing prolonged sitting some lifting carrying pushing and/or pulling reaching/repetitive hand motions and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data ability to be effective in both oral and written communication. Travel within the district as required.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.