School Psychologist

School Psychologist

The School Psychologist (SP) is a member of a multidisciplinary team responsible for the evaluation of the psychological needs of students referred to Special Education services or who are receiving Special Education services. The SP conducts psycho-educational assessments, consults with school staff and parents to improve behavioral outcomes for students, and may provide counseling or social skills instruction to students with Emotional Disabilities, Autism, and behavioral problems.

The SP is responsible for the evaluation and interpretation of assessment results as well as the participation in eligibility decisions for students with disabilities, or suspected disabilities, as part of the Admission, Review, and Dismissal (ARD) Committee/Individualized Education Program (IEP) Committee. The SP engages in ensuring school personnel and parents comply with applicable regulations relative to the evaluation and eligibility for Special Education.

The SP must be knowledgeable about a multitude of evaluation instruments and the educational programming of eligible students who have been identified as requiring Special Education services. The SP may also have supervisory responsibilities for evaluations and reports of Interns.

The SP must have the ability to effectively communicate using English in both written and oral forms with all levels of management, internal and external to the Special Programs Department. The SP must be able to use office equipment (e.g., computer, copier, etc.) and other technology (e.g., Microsoft Word, Google Forms, etc.) to perform the role's responsibilities. The SP must have the ability to travel to schools throughout the District and a must possess a valid Texas driver's license along with appropriate insurance coverage.

The SP must have knowledge of diagnostic procedures, education of students receiving Special Education services, human development, and learning theories. The SP position requires a Master's degree in educational assessment from an accredited college or university. The SP position requires current licensure as a SP from the Texas Behavioral Health Executive Council (formerly the Texas State Board of Examiners of Psychologists).

The SP position requires knowledge of and the ability to apply psychological, behavioral, and learning theories, along with knowledge of test construction and statistical theory and application. The SP must have knowledge of and interpret State, Local, and Federal regulations affecting the identification and services of students with disabilities. The SP must be able to administer and interpret a variety of evaluation instruments, apply psychological, behavioral, and intellectual data for planning educational programs for eligible students, and make recommendations for intervention.

The SP must have the ability to communicate clearly with parents, teachers, and other school staff regarding both individual evaluations and general information related to the services for students with disabilities.

Evaluate students to determine Special Education eligibility (e.g., administer individual intelligence, achievement, adaptive behavior, and behavioral/emotional tests). Fully comply with all Federal and State Special Education timelines and regulations, as well as consistently meet or exceed all District productivity standards for completion of evaluations and/or services, IEP management, and documentation of services as based on Bay City ISD's Operating Guidelines, Evaluation Manual, and job-specific roles and responsibilities.

Work collaboratively as part of a multidisciplinary evaluation team to ensure the completion of high-quality evaluations within required timelines and in alignment with the District's operating procedures. Use evidence-based tools and strategies to evaluate and/or serve students which respect diverse cultural backgrounds, including race, ethnicity, language, disability, and socioeconomic status. Promote inclusive opportunities and equitable access for students with disabilities through collaboration with ARD/IEP Committee members, including campus administrators, teachers, parents, and other service providers.

Discuss with parents, teachers, and staff the implications of test data for planning, educational programs, providing interventions, and programming strategies for students.

Participate in ARD/IEP meetings to review and interpret evaluation results, assist with placement decisions, assist with the development of Individual Education Plans (IEPs), and ensure compliance with applicable regulations relative to evaluation and eligibility. Continue professional development through professional training opportunities, professional literature, and collaboration with colleagues. Ensure Federal timelines are met in scheduling and met for department goals, objectives, and performance expectations.

Select and administer formal and informal assessments to determine student eligibility for Special Education services…