School Psychologist

TITLE:

SCHOOL PSYCHOLOGISTTri-County Special Education Joint Agreement

JOB DESCRIPTIONTITLE

School Psychologist

QUALIFICATIONS

1. Masters Degree in School Psychology from an accredited school2. Illinois Type 73 Certificate with school service personnel

REPORTS TO

Appropriate Technical Assistant Supervisor for daily line & staff supervision & evaluation.

Evaluation will be in consultation with Lead Psychologist. The School Psychologist willreport to the Lead Psychologist for group meetings to discuss professional growth anddevelopment activities and other professional concerns such as evaluation materials.

JOB GOALS

The focus of the School Psychologist is to assist the child, parent and teachers with problem areas, which mayinterfere with the childs performance and/or adjustment in school. Services will include, but not be limitedto, assessment and identification of children with disabilities, liaison and case management services involvingschool, consultation and support to teachers and other school personnel and direct service and intervention.

The School Psychologist will also take a lead in determining program eligibility which may includepsychological evaluation and response to intervention methodologies.

PERFORMANCE RESPONSIBILITIES

Psychologists will perform evaluations in response to case study referrals. Assessment methods will beselected by the psychologist, in accordance with the stated referral concerns, as well as State and Federallaws. The extent and nature of the evaluation will be determined by the circumstances of each case.

Psychologists will be assigned a district from their general assignment and follow that districts schoolcalendar. School holidays will be taken according to that calendar. It is recommended that psychologists willaverage a minimum of three or more evaluations every five work days except when unavailable because ofother required duties. Non assessment duties will be determined by other needs for psychological servicesand by the availability of time. The priority non assessment needs will include consultation with child studyand teacher assistance teams and initial needs assessment meetings.1. Evaluations should normally be processed in chronological order of referral initiation and expirationdates. Deviation from that order will be permitted to enhance caseload efficiency or to accommodateidentified priorities.

Assessment in order of priority:

A. Initial referrals of un-served children.

B. Referrals involving potential due process hearing or litigation.

C. Referrals affecting allocation of funds to districts.

D. Reevaluations related to change of classification or major change of placement.

E. Case study reviews conducted every three years and that are streamlined in nature, meaningnot in nee of a full blown psychological.

School Psychologist

• 2•32.

Psychologists will use current professional practices, as defined and agreed upon in psychologist staffmeetings and approved by administration.3. The degree and extent of the psychological evaluation will be determined by the psychologist basedupon the findings of the individual needs assessment meeting and the consensus of the team members.

A.

Individual child assessment:

current functioningB. Interview child/teacher/parentC. Classroom observation of childD. School records review4. IEP participation.

A. Clarification of referral concernsB. Summary of educational backgroundC. Explanation/interpretation of findingsD. Development of eligibility consensusE. Making specific program or treatment recommendations5.

Consultation regarding:

A. Special education regulations and issuesB. Tri-County procedures and practicesC.

Child problems:

treatment/placement/follow-upD. Communication with non-school agenciesE. Educational program developmentF. Due process hearing or litigation preparation and participationG. Consulting with non-school agencies/professionals6.

Clerical functions:

A. Schedule evaluationsB. Scoring/interpreting assessment resultsC. Reporting on evaluationsD. Completing portions of IEP forms7.

Professional development:

A. Provision of in-service trainingB. Participation in conferences/workshopsC. Participation in school psychologist staff meeting8. Additional, as required: A. Development of behavior management plansB. Crisis interventionC. CounselingSchool Psychologist

• 3•3Integration of Technology1.

Demonstrates continual growth in technology knowledge and skills to stay abreast of current andemerging technologies.2. Psychologist will assist in the plan and design effective learning environments and experiencessupported by available software and technology and assist in the implementation of a Response toIntervention evaluation model within member Districts.3. Psychologist may assist in implementation of curriculum plans that include methods and strategiesfor applying technology to maximize student learning in the curriculum of ones subject area(s)and/or grade level(s).4. Psychologist may apply technology to facilitate a variety of effective assessment and evaluationstrategies.5. Psychologist will use technology to enhance their productivity and professional practices includingword processing, database, spreadsheet, telecommunications and print/graphic utilities, IndividualEducation Plan (IEP) programs.6. Psychologist will use software programs designed to assist in the scoring and interpretation of achosen assessment instrument. School Psychologist 4.2 4.2 out of 5 stars Murphysboro, IL 62966 $42,019

• $76,922 a year
• Full-time Tri-County Special Education Cooperative 22 reviews $42,019
• $76,922 a year

•

Full-time TITLE:

SCHOOL PSYCHOLOGISTTri-County Special Education Joint Agreement

JOB DESCRIPTIONTITLE

School Psychologist

QUALIFICATIONS

1. Masters Degree in School Psychology from an accredited school2. Illinois Type 73 Certificate with school service personnel

REPORTS TO

Appropriate Technical Assistant Supervisor for daily line & staff supervision & evaluation.

Evaluation will be in consultation with Lead Psychologist. The School Psychologist willreport to the Lead Psychologist for group meetings to discuss professional growth anddevelopment activities and other professional concerns such as evaluation materials.

JOB GOALS

The focus of the School Psychologist is to assist the child, parent and teachers with problem areas, which mayinterfere with the childs performance and/or adjustment in school. Services will include, but not be limitedto, assessment and identification of children with disabilities, liaison and case management services involvingschool, consultation and support to teachers and other school personnel and direct service and intervention.

The School Psychologist will also take a lead in determining program eligibility which may includepsychological evaluation and response to intervention methodologies.

PERFORMANCE RESPONSIBILITIES

Psychologists will perform evaluations in response to case study referrals. Assessment methods will beselected by the psychologist, in accordance with the stated referral concerns, as well as State and Federallaws. The extent and nature of the evaluation will be determined by the circumstances of each case.

Psychologists will be assigned a district from their general assignment and follow that districts schoolcalendar. School holidays will be taken according to that calendar. It is recommended that psychologists willaverage a minimum of three or more evaluations every five work days except when unavailable because ofother required duties. Non assessment duties will be determined by other needs for psychological servicesand by the availability of time. The priority non assessment needs will include consultation with child studyand teacher assistance teams and initial needs assessment meetings.1. Evaluations should normally be processed in chronological order of referral initiation and expirationdates. Deviation from that order will be permitted to enhance caseload efficiency or to accommodateidentified priorities.

Assessment in order of priority:

A. Initial referrals of un-served children.

B. Referrals involving potential due process hearing or litigation.

C. Referrals affecting allocation of funds to districts.

D. Reevaluations related to change of classification or major change of placement.

E. Case study reviews conducted every three years and that are streamlined in nature, meaningnot in nee of a full blown psychological.

School Psychologist

• 2•32.

Psychologists will use current professional practices, as defined and agreed upon in psychologist staffmeetings and approved by administration.3. The degree and extent of the psychological evaluation will be determined by the psychologist basedupon the findings of the individual needs assessment meeting and the consensus of the team members.

A.

Individual child assessment:

current functioningB. Interview child/teacher/parentC. Classroom observation of childD. School records review4. IEP participation.

A. Clarification of referral concernsB. Summary of educational backgroundC. Explanation/interpretation of findingsD. Development of eligibility consensusE. Making specific program or treatment recommendations5.

Consultation regarding:

A. Special education regulations and issuesB. Tri-County procedures and practicesC.

Child problems:

treatment/placement/follow-upD. Communication with non-school agenciesE. Educational program developmentF. Due process hearing or litigation preparation and participationG. Consulting with non-school agencies/professionals6.

Clerical functions:

A. Schedule evaluationsB. Scoring/interpreting assessment resultsC. Reporting on evaluationsD. Completing portions of IEP forms7.

Professional development:

A. Provision of in-service trainingB. Participation in conferences/workshopsC. Participation in school psychologist staff meeting8. Additional, as required: A. Development of behavior management plansB. Crisis interventionC. CounselingSchool Psychologist

• 3•3Integration of Technology1.

Demonstrates continual growth in technology knowledge and skills to stay abreast of current andemerging technologies.2. Psychologist will assist in the plan and design effective learning environments and experiencessupported by available software and technology and assist in the implementation of a Response toIntervention evaluation model within member Districts.3. Psychologist may assist in implementation of curriculum plans that include methods and strategiesfor applying technology to maximize student learning in the curriculum of ones subject area(s)and/or grade level(s).4. Psychologist may apply technology to facilitate a variety of effective assessment and evaluationstrategies.5. Psychologist will use technology to enhance their productivity and professional practices includingword processing, database, spreadsheet, telecommunications and print/graphic utilities, IndividualEducation Plan (IEP) programs.6. Psychologist will use software programs designed to assist in the scoring and interpretation of achosen assessment instrument.