Bilingual School Psychologist

Position:
Bilingual School Psychologist

Department:
Special Programs

Wage/Hour Status:
Exempt

Immediate Supervisor(s):
Coordinator of Evaluation & Related Services

Pay Grade:
Per Compensation Manual

Days Employed:
Per Compensation Manual

POSITION SUMMARY:

* Evaluate students for special education disability determination and provide written multi-disciplinary FIE report in compliance with local, state, and federal guidelines

* Provide recommendations for education programs based on evaluation data

* Provide related psychological services

* Assist in the development of appropriate educational programs for special education students

QUALIFICATIONS:

Education/Certification:

* Master's Degree or Specialist Level Degree

* Licensed by the State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology

* Fluent in spoken and written Spanish

Special Knowledge/

Skills:

* Knowledge of special education policies and procedures

* Proficiency in all types of assessments of students in the school

* Working knowledge of computers, word processing, and software related to fields

* Ability to effectively communicate in oral and written form

* Effective interpersonal skills

Experience:

* Completion of practicum hours, internship, and trainee requirements

MAJOR RESPONSIBILITIES:

* Serve as ATL as assigned

* Conduct Full Individual Evaluation (FIE) within TEA and IDEA timelines; this includes 504 evaluations as well

* Write an FIE report per multi-disciplinary team (MDT) process, per TEA and IDEA guidelines

* Communicate the results of the FIE by conducting parent conferences for the purpose of reviewing and interpreting the results of the FIE evaluation

* Provide ARD Committee with the necessary information upon which to determine the student's special education disability conditions and serve as a member of the ARDC to determine special education eligibility

* Coordinate with behavior staff to ensure Functional Behavioral Assessments and Behavioral Intervention Plans are completed for initial evaluations as needed

* Provide consultation to LID Classrooms

* Provide consultation to parents and school staff, including ARD CFs, Administrators, and classroom teachers

* Make recommendations for behavioral management of special education students with behavior problems

* Serve as a consultant to the behavior team concerning behavioral strategies developed in the educational plan

* Assist in the development and implementation of in-service training for teachers and staff

* Provide parent training as assigned

* Serve as a liaison between schools and outside agencies for eligible special education students

* Participate in ARD/504 meetings as needed

* Complete ARD/504 paperwork related to behavior and programming as needed

* Conduct MDRs as assigned

* Provide psychological services, both direct and indirect, for special education students as determined by the ARD Committee

* Keep updated paperwork regarding services provided as required by TEA, TSBEP, and required for Medicaid and SHARS billing

* Work as a team member

* Follow all agreements of our "You Said Yes"

* Administer, interpret, and analyze assessments

* Participate in departmental staff meetings, district meetings, various team meetings (Case Review, etc), and campus meetings (e.g. Student Intervention Team)

* Update skills as needed and directed by the Coordinator of Evaluation and Related Services and/or the Executive Director of Special Programs

* Maintain licensure and good standing with TSBEP, including completion of all required CEU and submission of licensure requirements

* Other duties as assigned by the Coordinator of Evaluation and Related Services and/or the Executive Director of Special Programs

* Translate documents as needed

* Communicate effectively with Bilingual parents

* Keep updated paperwork regarding services provided as required by TEA,TSBEP, and required for Medicaid and SHARS billing

* Follow the A-Z Special Education Operating Guidelines

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

* Tools/Equipment Used:
Standard office equipment including computer and peripherals; standard instructional equipment; use of ipads, laptops, and computers, including specialized software; other specialized and adaptive equipment used by students;

* Posture:
Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting

* Motion:
Frequent walking and reaching; must be able to maintain a stationary position for testing and report writing

* See:
Must be able to observe students

* Communicate:
Must be able to communicate with staff, students, and parents; must be able to convey accurate information, maintain composure and communicate effectively under stress

* Lifting:
Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities,…