Licensed Specialist in School Psychology-INTERN; LSSP

Position: Licensed Specialist in School Psychology-INTERN (LSSP)
Job Title: Licensed Specialist in School Psychology (Intern) Wage/Hour Status: Exempt

Reports to: Executive Dir of Special Education Pay Grade: 103 Admin

Dept./School: Special Education/Campuses Date Revised: 3/26/2021
Primary Purpose:

Perform professional psychological work in assessment, behavior management, and counseling for students with emotional disabilities, learning disabilities, and behavioral problems under the supervision of an LSSP. Assess the psychological and psycho-educational needs of students referred to special education services, under the supervision of an LSSP.
Qualifications:

Education/Certification:

B.A. or B.S. Degree

Progress toward the completion of a Master's degree in Psychology or Specialist Degree in School Psychology from accredited college or university

Special Knowledge/Skills:

Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functioning for educational purposes

Knowledge of prevention and intervention strategies, including behavior management interventions

Knowledge of psycho-social development

Strong consultation skills for conferencing with teachers, parents, and students

Excellent organizational, communication, and interpersonal skills

Experience:

Successful completion of the NASP Required Practicum experience.
Major Responsibilities and Duties:
Assessment

Select and administer assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students and to determine student eligibility for special education services according to federal and state regulations.

Score and interpret test data.

Develop emotional/behavioral evaluation reports and behavior management plans, within state timelines

Participate in the Admission, Review, and Dismissal (ARD) Committee, accompanied by the supervising LSSP, to assist with appropriate placement and development of Individual Education Plans (IEP) for students according to district procedures.

May serve as case manager and implement the special education assessment process for students on assigned campuses.

Services/Consultation

Conduct group, individual, and family counseling sessions and facilitative therapy for students with diagnosed problems.

Serve as consultant on mental health topics for instructors in the school health program.

Consult with school staff regarding implementation of behavior intervention plans and in managing behaviorally disruptive students.

Provide staff development training in assigned schools to assist school personnel with identification and understanding of students with emotional, social, and behavioral disturbances.

Meet with parents to discuss pertinent background information and test results.

Consult with teachers and relevant staff concerning the educational needs of students and interpretation of assessment data.

Consult with psychologists, psychiatrists, medical doctors, and community agencies concerning intellectual, emotional, and behavioral functioning of students as needed.

Program Management

Develop and maintain effective individual and group relationships with students and parents.

Develop and coordinate a continuing evaluation of psychological services and assessment procedures and make changes based on findings.

Assist in the selection of assessment materials and equipment.

Compile, maintain, and file all physical and computerized reports, records, and other documents required, including case records, test results, statistical data, and test inventories.

Comply with policies established by federal and state law, State Board of Education rule, and local board policy in the areas of psychological services, assessment, placement, and planning for special education services.

Comply with all district and local campus routines and regulations.

Participate in professional development activities to improve skills related to job assignments.

Communication

Maintain a positive and effective relationship with supervisors.

Effectively communicate with colleagues, students, and parents.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Frequent standing, stooping, bending, reaching, kneeling, pushing and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position students with physical disabilities; control behavior through physical restraint; assist nonambulatory students. Exposure to biological hazards. Subject to reassignment based on district-wide student needs.