School Psychologist - Continuing

School Psychologist – Student Support Services

Cheney Public School District 360 – Cheney, Washington

Starting Date: Aug 10, 2026

Schedule: 7 hours/day; start/end times vary by building (7:20 a.m.–4:00 p.m.);
Monday‑Friday;
School Year + additional days (see Appendix B‑1).

Location: Student Support Services assigns School Building Location(s).

Supervisor: Department Director(s).

Position Type: Certificated, Continuing.

Compensation: $59,028–$115,278 per year, depending on prior school district experience. Up to ten years of comparable private‑industry experience may be applied to salary placement with HR review and approval. Pay is annualized over 12 months (if hired after the start of the school year, it is spread over the remaining months of the fiscal year).

Other Compensation: Professional Development and Supply Allocation Funds: the district will provide annually $700 per FTE employee for reimbursement of classes, conferences, workshops, work‑related materials (no gift cards) and certification support. New Certified Staff Funds: a one‑time $400 per FTE reimbursement to new employees with one year or less previous teaching experience to support initial classroom setup and supply needs (does not apply to partial‑year leave replacement contracts).

Benefits: Paid leave; medical, dental, vision, and basic life and AD&D insurance (if flexible hours/schedule meet at least 630 work hours in the current school year); retirement plan; deferred compensation (DRS and TSA).

Qualifications:

• Valid Washington State ESA School Psychologist Certificate.
• Valid Washington State Driver’s License and personal transportation.
• WSP/FBI criminal history background clearance.

General Responsibilities:

School psychologists support student learning, social development, and mental and behavioral health using problem‑solving, assessment, data‑based decision‑making, and the delivery of evidence‑based interventions. They collaborate and consult with educators, families, and other professionals to create safe, healthy, and supportive learning environments for all students.

Essential Functions:

• Follow federal and state laws/requirements, district policies, procedures, and processes regarding special education and tiered interventions framework.
• Conduct individualized testing, analyze and interpret results, and write comprehensive evaluation/re‑evaluation reports used for determining eligibility for special education services.
• Engage in specific services for students, such as direct and indirect interventions that focus on academic skills, learning, socialization, and mental health.
• Provide services to schools and families that enhance the competence and well‑being of students, including the promotion of effective and safe learning environments, prevention and remediation of academic and behavioral problems, response to crises, and improvement of family/school collaboration.
• Work collaboratively within the team for the support of students at risk for failure in schools and those who are eligible for special education.
• Interpret and share assessment results/data with parents and the team during eligibility meetings, and participate in other meetings, as needed/requested.
• Actively participate in district/building Professional Learning Communities (PLCs).
• Organize and prioritize daily, weekly, and monthly schedules for timely work completion.
• Conduct and provide a written summary of student observations.
• Provide specific recommendations in evaluation reports, based on student strengths and needs as determined by assessment, discussion, and observation.
• Conduct Functional Behavioral Assessments as needed or directed.
• Assist in developing positive support plans and behavioral intervention plans.
• Provide student social skills or other small‑group instruction, if needed.
• Collaborate with others in developing social, academic, and/or functional interventions and supports for students.
• Effectively communicate in writing and verbally with others.
• Maintain the highest degree of confidentiality, per FERPA guidelines.
• Participate in building‑level intervention and special education meetings.
• Consult with support agencies, and refer students/families as needed.
• Active…