School Psychologist

SUMMARY OF RESPONSIBILITIES

The School Psychologist supports two elementary schools by implementing comprehensive school psychological services in accordance with Minnesota Statutes and district goals. This role is split between:
Academic and behavioral supports evaluation and implementation of Multi-Tiered Systems of Support (MTSS) at two elementary sites
Supporting Medical Assistance (MA)/third-party billing processes through collaboration with families service providers and adherence to DHS and HHS requirements districtwide.

The successful candidate will demonstrate cultural responsiveness effective communication with staff students and families from diverse backgrounds and understanding of equitable practices in school psychology.

DUTIES AND RESPONSIBILITIES

MTSS & Evaluation Focus

• Serve as a key team member in school-wide MTSS processes including academic and behavioral interventions.
• Conduct comprehensive evaluations in compliance with Minnesota Rule Chapter 3525 and IDEA regulations.
• Participate in special education due process procedures (initial evaluations re-evaluations IEP meetings).
• Collaborate with intervention teams and general education teachers to develop monitor and adjust student supports.
• Provide consultation and guidance to staff around progress monitoring data-based decision-making and problem-solving models.
• Support SEL and mental health initiatives that promote safe inclusive learning environments.
• Utilize assessment tools and practices that are culturally responsive and aligned with best practices for diverse learners.
• Maintain accurate and timely documentation as required by state and district policies.

MA/Third-Party Billing Focus

• Provide training and ongoing support to school psychologists special education staff related service providers and case managers on compliant MA documentation service logging and timelines.
• Audit service logs regularly to identify missing incomplete or non-billable documentation; follow up promptly with providers to correct issues and prevent claim denials.
• Develop and maintain internal billing procedures that streamline data collection consent workflows and communication between schools and the district billing office.
• Monitor provider enrollment status (e.g. MNITS and NPI requirements where applicable) to ensure all eligible service providers remain active and billable.
• Run monthly or bi-monthly reports to track service delivery documentation issues and projected reimbursement; share updates with special education leadership.
• Collaborate with evaluation teams to ensure assessment activities that are MA-billable (e.g. medically necessary evaluations) are documented correctly.
• Support IEP teams in understanding how service minutes provider types and delivery methods affect MA eligibility and billing potential.
• Ensure compliance with parental consent processes including annual renewal revocation tracking and culturally/linguistically accessible communication.
• Coordinate corrective action plans when audits (internal or external) identify billing concerns ensuring timely resolution and prevention of repeat errors.
• Assist in preparation for state audits or DHS reviews gathering necessary documentation service logs provider credentials and district policies.
• Review and validate encounter data before claim submission ensuring accuracy of dates frequencies codes and provider information.
• Collaborate with technology/data teams to improve electronic documentation systems automate compliance prompts and enhance accuracy of submitted billing data.
• Analyze reimbursement trends to recommend staffing training or procedural changes that increase revenue potential while maintaining compliance.
• Develop district-wide communication materials that help families understand MA billing consent privacy protections and how reimbursement supports student services.
• Participate in professional development offered by DHS MDE HHS and professional associations to remain up-to-date on billing regulations and best practices.
• Serve as a resource for culturally responsive billing practices ensuring diverse families understand MA processes and feel respected and supported.
• Document and maintain internal compliance records (e.g. credential files consent forms provider training) in alignment with DHS and district audit needs.
  

Performance will be evaluated in accordance with district policies teacher development rubric and the Minnesota educator evaluation model.

KNOWLEDGE SKILLS & ABILITIES

• Training and experience with MTSS frameworks progress monitoring tools and intervention problem-solving models.
• Demonstrated competence in psychoeducational and functional assessments including cognitive academic social-emotional and behavioral evaluation.
• Knowledge of federal and state regulations including IDEA Section 504 FERPA Minnesota Chapter 125A and relevant DHS policies.
• Experience collaborating with families from racially culturally and linguistically diverse backgrounds with evidence of culturally responsive practice.
• Familiarity with MA/third-party billing requirements including:
• Eligible service types
• Documentation standards
• Consent processes
• DHS compliance expectations
• Strong written and verbal communication skills especially for documentation consultation and interdepartmental coordination.
• Ability to manage data and electronic systems including service logging platforms student information systems and evaluation software.
• Capacity to work independently across multiple schools prioritize tasks and meet strict billing and documentation timelines.

Preferred Qualifications

• Prior experience in a public school setting particularly elementary-level experience supporting MTSS evaluations and service delivery.
• Knowledge of trauma-informed practices and restorative approaches that support safe supportive school climates.
• Advanced knowledge of MA/third-party billing including experience with:
• Minnesota DHS billing audits
• MA provider enrollment
• Claim reconciliation processes
  
• Experience using due process platforms such as SpEd Forms EdPlan or similar systems for IEPs evaluations and service logging.
• Bilingual or multilingual ability particularly in languages represented in the districts community (e.g. Spanish Somali Hmong Oromo).
• Training in culturally responsive evaluation tools and procedures including practices that minimize bias in assessments and interpretations.
• Familiarity with data systems used to track MA reimbursement and generate reports for district-level monitoring.
• Experience providing staff training on documentation compliance or MTSS practices.

PHYSICAL DEMANDS

• This position is school-based and will require movement between classrooms and buildings. Must be able to conduct assessments and attend meetings in person. Occasional travel for training or district-wide meetings may be required.
• Sitting: The majority of work such as conducting assessments writing reports and counseling requires extended periods of sitting.
• Standing & Walking: Occasional standing and walking around the school to attend meetings observe classrooms or collaborate with staff and parents.
• Bending & Stooping: Occasional bending or stooping to access materials files or assist students in certain activities.
• Crisis Intervention: In some situations the School Psychologist may need to be physically involved in de-escalation or crisis intervention efforts which may require movement or standing for extended periods.
• Counseling Sessions: Sessions with students may involve sitting on low chairs or the floor especially in counseling settings with younger students.
• Fine Motor Skills: Required for typing using computers or assessment tools writing reports and managing paperwork.
• Assistive Technology: The use of adaptive tools and devices which may require physical manipulation or positioning to assist students with special needs.

WORK ENVIRONMENT

• School Campuses: Most work is conducted in a school setting including classrooms counseling offices meeting rooms and occasionally outdoor or community spaces during assessments or interventions.
• Private Offices or Counseling Rooms: Psychologists often have designated spaces for one-on-one or small group counseling assessments and confidential meetings.
• Classroom Observations: The psychologist may observe classrooms to assess student behavior collaborate with teachers or consult on interventions.
• Students: Regular interactions with students of varying age groups and diverse needs including providing individual or group counseling and conducting assessments.
• Educators & School Staff: Close collaboration with teachers administrators and paraprofessionals to develop strategies that support students academic social and emotional well-being.
• Parents & Families: Frequent communication with parents and guardians to discuss student progress behavioral concerns and interventions.
• External Agencies: Collaboration with community-based services mental health professionals or outside specialists for additional student support.
• Noise Levels: The work environment may vary from quiet offices or counseling rooms to louder and more dynamic school settings such as classrooms or hallways.
• Student Behavioral Needs: Interaction with students who may display challenging behaviors requiring de-escalation techniques or interventions.
• Flexible Work Spaces: Psychologists may need to move between classrooms offices and other locations within the school or district depending on where services are needed.
• Student Well-Being: Managing the emotional demands of supporting students with mental health challenges behavioral issues or trauma histories.
• Crisis Situations: The psychologist may be involved in crisis intervention which can be stressful and require quick decisive action.
• Confidentiality & Sensitive Topics: Maintaining confidentiality while addressing sensitive issues related to student mental health special education needs and family dynamics.
• Standard School Hours: Typically works during school hours but may occasionally be required to attend meetings outside of regular hours for IEPs parent conferences or school-related events.

EDUCATION and/or EXPERIENCE

• Valid Minnesota School Psychologist license (Tier 3 or Tier 4) required to deliver and document MA-billable psychological services in schools.
• A graduate degree in School Psychology (Specialist or Doctoral level) is required for MN licensure and ensures foundational assessment and consultation skills.

CERTIFICATES LICENSES REGISTRATIONS

• Licensure and Certification: State Certification/Licensure as a School Psychologist.
• Completion of a state-approved training program in school psychology.
• Specialized coursework in trauma-informed care special education or mental health counseling.
• National Certification in School Psychology (NCSP) (optional).
• Crisis Prevention & Intervention Certification (may be required).

BENEFIT INFORMATION
St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

• Health and Dental Insurance
• Flexible Spending Accounts (FSA) for medical and dependent care expenses
• Life Insurance
• Accidental Death and Dismemberment (AD&D) Insurance
• Short- and Long-Term Disability Insurance

The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information including specific benefits and associated costs please refer to the applicable group or bargaining unit contract Employment Contracts.

Required Experience:

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