Special Education - School Psychologist

Licensed Specialist in School Psychology

Wage/Hour Status: Exempt

Reports to: Executive Director – Special Education
Pay Grade: PA3 – 193 Days
Dept./School: Marie Huie Special Education Center
Date Revised: June 2, 2022

Implement comprehensive appraisals for students receiving special education services. Evaluate the social, emotional, and behavioral needs of students referred for or receiving special education services. Provide diagnostic information and collaborate with instructional personnel to recommend appropriate programs for students with disabilities. Serve as a member of the multidisciplinary team for the campus(es) assigned and ensure district compliance with all legal requirements.

Education/Certification:

• Master’s, Specialist’s, or Doctoral degree in psychology from an accredited institution.
• Licensed by the Texas State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology.

Special Knowledge/

Skills:

• Procedures for assessing achievement and intellectual, emotional, and behavioral functioning for educational purposes.
• Prevention and intervention strategies, including behavior management interventions.
• Psycho-social development.
• Excellent organizational, communication, and interpersonal skills.

• Organize data collected by the appraisal process into a Comprehensive Individual Assessment (CIA) identifying areas of emotional disturbance.
• Select and administer assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students, determining eligibility for special education services per federal and state regulations.
• Develop psychological evaluation reports.
• Participate in the Admission, Review, and Dismissal (ARD) Committee to assist with placement and development of IEPs.
• Serve as case manager and implement the special education assessment process for assigned campuses.

• Provide consultation and interpretation of appraisal results to staff members and parents.
• Consult with teachers and relevant staff concerning the educational needs of students and implementation of behavior intervention plans.
• Meet with parents to discuss background information and test results.
• Consult with other professionals to address intellectual, emotional, and behavioral functioning of students as needed.
• Present staff development training to enable personnel to work effectively with students with emotional, social, and behavioral disturbances.
• Attend ARD meetings for children diagnosed or suspected of having an emotional disturbance.

• Maintain accurate records of students assessed for emotional problems.
• Attend special education support staff meetings and other scheduled meetings.
• Interpret the philosophy and rationale of the Special Education Department within the Carrollton‑Farmers Branch ISD to the school and community.
• Seek professional growth and development opportunities.
• Stay current with research in emotional disturbance.
• Maintain Texas State Board of Examiners of Psychologists licensure requirements.
• Develop and coordinate evaluations of psychological services and assessment procedures, implementing changes as needed.
• Participate in selection of assessment materials and equipment.
• Compile, maintain, and file required reports, records, and documents.
• Comply with policies established by federal and state law, Board of Education rules, and local board policy.
• Possibly provide clinical supervision to interns or practicum students.
• Perform all other duties as directed by the Superintendent or designee.

Tools/Equipment Used: Standard office equipment including computer and peripherals.

Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting.

Motion: Frequent walking, grasping/squeezing, wrist flexion/extension.

Lifting: Regular light lifting (under 15 pounds), occasional heavy lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non‑ambulatory students.

Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require district‑wide travel.

Mental Demands: Maintain high concentration, control emotional stress, communicate effectively, implement policy and data, coordinate district functions, manage interruptions, and handle occasional district‑wide travel and irregular hours.

Applicants are encouraged to identify any accommodation needs. This position is required to comply with the Equal Employment Opportunity Commission (EEOC) and all disability accommodation and workplace safety regulations. The organization is an equal opportunity employer.