School Psychologist

Community High School District 94•West Chicago, IL

18d

About The Position

The School Psychologist supports student academic, behavioral, and social-emotional success through assessment, consultation, and collaboration within a Multi-Tiered System of Supports (MTSS) framework. This role involves conducting comprehensive evaluations, interpreting assessment data, and developing data-based recommendations to inform instruction, intervention, and special education and Section 504 decision-making. The School Psychologist works collaboratively with educators, families, and administrators to implement evidence-based practices, promote Social Emotional Learning, support crisis prevention and intervention, and ensure compliance with state and federal regulations.

Requirements

ISBE PEL with endorsement appropriate for School Psychologist
Strong organizational and interpersonal relationship development skills
Comprehensive knowledge of school psychology theory, child development, response to Intervention/MTSS, tests and measurements, and crisis management
Exceptional technology skills, database experience, and the ability to design and use spreadsheets for a variety of purposes
Demonstrated collaborative abilities in consultative student management and educational program development
Must be able to perform all of the duties and responsibilities of the position
Demonstrated leadership ability
Demonstrated ability to problem solve, interpret and analyze data and apply best practices.
Ability to communicate effectively and accurately, both orally and in writing, in English
Ability to establish and maintain effective working relationships with both internal and external constituents
Ability to make independent decisions in accordance with established policies and procedures
Ability to deal with difficult situations courteously and tactfully

Nice To Haves

Bilingual (Spanish) helpful

Responsibilities

In collaboration with building administration, support the design, implementation, and continuous improvement of Multi-Tiered System of Supports (MTSS) structures at Tiers 2 and 3, including participation in the selection of evidence-based interventions, consultation on the use of psychometrically sound universal screening and progress-monitoring tools, monitoring intervention fidelity, and facilitating data analysis to inform data-based decision making.
In coordination with educational teams, conduct observations, screenings, and comprehensive evaluations to document students' current levels of academic, behavioral, and social-emotional performance using assessment tools and techniques aligned with an MTSS framework.
Participate in special education and Section 504 evaluation processes, as appropriate, to determine student progress, the educational impact of disabling conditions, continued eligibility, and related service needs. This may include use of RIOT procedures (Review, Interview, Observe, Test), Functional Behavioral Assessments (FBA), and development of Behavior Intervention Plans (BIP).
Prepare high-quality written reports summarizing screening and evaluation results; communicate findings clearly and effectively to educational teams, parents, and other stakeholders; and ensure all required documentation is accurately entered into the electronic IEP system.
Facilitate the domain review process for reevaluations, guiding educational teams in determining the need for additional data collection as part of the evaluation process.
Support building administration, case managers, and educational teams in the Section 504 process by reviewing records, interpreting private evaluation reports, and conducting additional assessments or observations as needed.
Maintain current knowledge of curricula, assessments, and evidence-based interventions that are developmentally, culturally, and linguistically responsive, and promote their effective use across school settings.
Provide consultative services to staff, students, families, administrators, and community partners to support academic achievement, behavior, and social-emotional functioning.
Participate in the development and implementation of student supports, services, and professional learning opportunities that promote Social Emotional Learning (SEL) standards and curriculum.
Contribute to crisis prevention, preparedness, and intervention efforts, including responding to emergency situations to address immediate safety concerns and coordinating with appropriate personnel.
Maintain accurate and timely records in accordance with best practices, district special education policies, and state and federal regulations.
Provide counseling support to students focused on improving academic performance, work-study skills, problem-solving strategies, and social-emotional functioning.
Supervise and provide direction to student teachers, educational assistants, volunteers, and/or student workers, as appropriate.
Actively participate in professional responsibilities, including staff meetings, institute days, department meetings, and ongoing professional development.
Communicate professionally and responsively with administrators, teachers, parents/guardians, and other stakeholders through written and verbal interactions.
Comply with all Board policies, Illinois State Board of Education (ISBE) requirements, School Code, Illinois Department of Public Health (IDPH) requirements, and all applicable laws and regulations.