School Psychologist

Valid Tennessee Professional License in School Psychology

Ability to communicate effectively with students, school personnel and parents

Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual

FLSA exempt

Works with staff in the following areas: defining and measuring behavior, understanding principles of reinforcement, teaching new behavior for SWDs, implementing strategies for decreasing behavior, collecting specific data and identifying antecedents

Conducts comprehensive psychological evaluations that include but are not limited to the assessment of intellectual, developmental, academic, social/emotional and behavior status

Assessment and data collection by use of informal or non-standardized evaluation techniques

Interpret and utilize assessment data for the purpose of writing psychological reports and developing written intervention plans

Counsel students individually and in groups

Provide crisis intervention

Participates in Support Team meetings and provide information on pre-referral interventions and/or the RTI2 tiered intervention process

Administers standardized assessments and curriculum based assessments, provide interpretation of results, complete psycho-educational reports, and review reevaluation summary reports

Participates in the Response to Intervention and Instruction (RTI2) process, analyze the data for students with disabilities, and support collaboration within the schools

Provides consultation to all teachers and other stakeholders regarding students with disabilities’ academic, social, and behavioral problems

Maintains good written and oral communication skills when explaining evaluation results to parents, teachers, and administrators

Applies ethics and standards of professional practice in the delivery of services and observes IDEA law, TN Rules and Regulations regarding disability stands for students with disabilities that govern practice, eligibility and programming

Submits all required paperwork within a timely manner, adhering to all federal, state, and local laws and policies

Assists the learning support specialist with students with disabilities behavior difficulties including involvement with the development of IAIEP behavior goals

Develops and assist with the implementation of Behavior Intervention Plans (BIPs) and complete Functional Behavior Assessments (FBAs)

Attends initial and/or reevaluation IAIEP meetings when determining eligibility/ineligibility of services

Provide individual and/or small group social/behavioral intervention services to students with disabilities as prescribed on the IAIEP

Attends initial IEP meetings for students who are in non-public school placements

Provides training to staff for the purpose of teaching interpretation of data analysis (i.e., CBMs, progress monitoring, etc.) how to use assessment data to develop appropriate interventions, and/or to share information gathered from conferences

Ensures compliance with all local and federal laws and state regulations relating to students with IAIEPs, students referred to special education and eligibility

Participate in staffing and annual reviews and facilitate the compilation of documentation for student records

Collaborates with others (e.g., teachers, other professional staff, and parents) for the purpose of implementing services in accordance with programmatic and regulatory requirements

Attends training/in-service meetings and conferences to develop professional attitudes and skills

Maintains professional skills through reading of current literature and by attending professional meetings and conferences

Meets with the Supervisor of Special Populations on regular basis to share concerns and successes

Performs other related duties assigned by the Supervisor of Special Populations

Pushing and/or pulling

Climbing and/or balancing

Stooping, kneeling, crouching, and/or crawling

Reaching, handling

Talking

Hearing

Seeing

Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

Adaptability to accept responsibility for the direction, control, or planning of an activity

Adaptability to deal with students

Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria