School Psychologist

MEGX•Pueblo, CO

63d•$48 - $65•Hybrid

About The Position

We are a small non-profit organization based in Colorado, passionate about helping charter schools succeed. Our primary goal is to assist schools in optimizing their business, human resources and financial functions. We strongly believe that working collaboratively with schools and supporting their essential back-office functions can help them focus on their core mission of educating students. We understand that schools face many challenges, and our team is committed to helping them overcome these challenges by providing tailored solutions. As an employee of Minga Education Group, you will be part of a small, passionate and dedicated team committed to making a positive impact on the education sector. You will have the opportunity to work with a diverse group of schools and make a meaningful contribution to their success. We are committed to providing a supportive and collaborative work environment that fosters growth and professional development.

Requirements

Master's degree or higher in School Psychology or a related field from an accredited institution.
Valid state licensure or certification in School Psychology(e.g., CDE Special Services Provider license).
Formal training in MTSS/RTI, trauma-informed practices, SEL, inclusive education frameworks, and culturally responsive assessment.
Ongoing professional development in ethical practice, compliance systems, and evidence‑based intervention approaches.
Minimum of 3 years in school‑based roles such as school psychologist, special education teacher, school social worker, or other Special Service Provider preferred.
Experience conducting psychoeducational evaluations and supporting students with disabilities across academic, behavioral, and social‑emotional domains.
Demonstrated success collaborating with multidisciplinary teams (e.g., SLPs, OTs, special educators, administrators, families).
Experience facilitating IEP/504 meetings and supporting problem‑solving within MTSS/RTI systems.
Strong understanding of IDEA, Section 504, MTSS, and school‑based special education compliance systems.
Knowledge of culturally responsive diagnostic assessment and interpretation of academic, behavioral, and social‑emotional data.
Expertise in SEL, trauma‑informed care, crisis response, and school‑based counseling practices.
Ability to collaborate effectively with multidisciplinary teams, families, and community partners to support student needs.
Skill in designing and facilitating training on behavior supports, accommodations, SEL strategies, and intervention practices.
Strong communication, cultural responsiveness, and documentation skills.
Ability to support consistent implementation of interventions through consultation and team‑based problem solving.

Nice To Haves

Experience providing remote consultation or tele‑support preferred.

Responsibilities

Supports the development of inclusive, data-driven student services by partnering with school leaders, other SSPs, special education teachers, paraprofessionals and families to provide quality and compliant specialized services to qualifying students.
Strengthens MTSS/RTI frameworks, trauma-informed practices, and SEL programming, while ensuring compliance and cultural responsiveness in diagnostic, psychoeducational assessment and special education systems.
Provides psychological assessment, consultation, and intervention services to support the academic, behavioral, and social‑emotional needs of students with disabilities.
Builds capacity in schools and empowers educators and families to navigate and improve academic and behavioral interventions, mental health and special education supports, including 504, Gifted, and Multi-Lingual Learners.
Conducts psychoeducational evaluations for special education eligibility using culturally responsive practices.
Facilitates functional behavior assessments (FBAs) and contributes to the development and monitoring of behavior intervention plans (BIPs).
Supports the development and maintenance of compliant special education systems, including evaluations, IEPs, 504 plans, progress monitoring, and required documentation.
Consults with teams to ensure assessment data is used accurately and effectively in decision‑making.
Provides behavioral, academic, and social‑emotional interventions within MTSS, RTI, and IEP frameworks.
Delivers crisis response, risk assessments, and short‑term counseling using trauma‑informed and SEL‑aligned approaches.
Supports the implementation of school‑based mental health programs, including SEL instruction, counseling groups, and trauma‑informed practices.
Assists students in developing self‑regulation, coping, and problem‑solving skills.
Participates in multidisciplinary team meetings, eligibility determinations, and IEP/504 development.
Collaborates with teachers, special educators, SLPs, OTs, administrators, and other service providers to support cohesive, student‑centered planning.
Promotes inclusive practices such as co‑teaching models, accommodations, and Universal Design for Learning (UDL).
Facilitates effective, family‑centered meetings that support shared understanding and collaborative decision‑making.
Uses assessment and progress‑monitoring data to inform intervention planning and instructional or behavioral supports.
Supports teams in analyzing academic, behavioral, and social‑emotional data to guide problem‑solving and service delivery.
Ensures data is used to monitor student growth, adjust interventions, and maintain compliance with IDEA requirements.
Provides training to staff on behavior supports, SEL strategies, accommodations, and effective intervention practices.
Offers case consultation to support consistent implementation of interventions and student support plans.