School Psychologist - 10 Month

St. Landry Parish School Board•Opelousas, LA

About The Position

ST. LANDRY PARISH SCHOOL BOARD Job Discription Psychologist TITLE: School Psychologist QUALIFICATIONS: All applicable Louisiana Standards for State Certification of School Personnel as outlined in BESE Bulletin 746. Master’s Degree in School Psychology Certification by the Louisiana State Department of Education as a School Psychologist Expertise to administer and interpret diagnostic techniques to be used with all types of exceptional children SUPERVISES: S tudents who are assigned JOB GOAL: To serve as a member of the Pupil Appraisal Multi-Disciplinary Team to assist with the identification of students who have academic, behavioral, communication challenges, or other special needs which are adversely impacting educational performance and to make recommendations for supports and services needed to assist teachers and parents of the students in providing appropriate special education services. PERFORMANCE RESPONSIBILITIES: Assist teachers and other school personnel with school-based concerns related to academic, behavioral, social, and/or emotional concerns of regular education students by providing assistance with instructional strategies, modifying materials, modeling co-teaching, and delivering differentiated instruction as needed. 2. Visit classrooms to monitor and support teacher implementation of specialized instructional and/or behavioral strategies, accommodations, and modifications designed to meet the needs of students with disabilities. 3. Secure and assess information about the child/student referred, such as developmental history, attainment of milestones, familial history, and social and emotional development. 4. Conduct standardized, nondiscriminatory, individual assessments of intellectual functioning, including an analysis of information obtained through an observation of the student, as well as, an appraisal of emotional or cultural factors that may be causing or contributing to the student’s concerns when an Intellectual Disability is suspected. 5. Conduct assessments of cognitive, emotional, and social functioning, including self- concept, for students suspected of the exceptionality of Emotional Disturbance. 6. Assist in the identification of student-specific concerns as reported by the school, including academic, behavioral, and/or social concerns. 7. Interpret assessment findings and make recommendations to parent(s) or guardian(s), school personnel, and other agencies involved. Complete a multidisciplinary evaluation report, schedule and conduct a determination of eligibility meeting with necessary personnel and parents. Disseminate the report to the parent and the school. 8. Assist in writing Individualized Education Plans for all initial plans and others whenever appropriate. 9. Assist with placement decisions for all initial placements of students in special education and others whenever appropriate. 10. Assist in developing positive behavioral intervention strategies (PBIS) for all regular education and special education students. 11. Conduct direct, systematic observations of student behaviors across multiple settings (recess, PE, lunch, academic classes, etc.) to assist with identifying areas of strength and/or weakness, identifying functions of behavior, developing interventions, making eligibility determinations, and other considerations of the multidisciplinary evaluation team. 12. Assist teachers and school administration with helping students requiring the need for conflict resolution and anger management. 13. Train school personnel and parents (if necessary) on the recommended, evidence- based academic and/or behavioral interventions. 14. Serve as liaison for assigned schools, participate in SBLC meetings, and work collaboratively with the school staff to support the academic and behavioral needs of students. 15. Work collaboratively with community-based agencies to support the medical, emotional, and behavioral needs of students. 16. Provide consultation regarding school law, school policy, and federal regulations including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. 17. Conduct screening for all students suspected of having Autism. 18. Conduct comprehensive psychological assessments for students with Autism. 19. Collect data and coordinate triennial re-evaluations. 21. Request medical records and outside evaluations when necessary. 22. Write individualized, comprehensive initial and reevaluation reports that include strengths, weaknesses, and strategies for achieving student success. 23. Review and interpret out-of-state evaluations for Bulletin 1508 compliance. 24. Conduct Functional Behavioral Assessments and develop Behavior Intervention Plans for students with disabilities and assist with this process for all students referred to the School Building Level Committee who are exhibiting behaviors that are negatively affecting academic performance. 25. Conduct special education Manifestation Determination Reviews and develop plans of action for students with behavior concerns. 26. Provide crisis intervention, counseling services, and the coordination of provided services from various support agencies. 27. Serve as a member of the Positive Behavior Intervention and Support Team/Response to Intervention (RTI) Behavior Support Team. 28. The School Psychologist must keep all personally identifiable information for the student and the family confidential, as well as contents of the case, utilize all available resources when assessing and providing services to the child, provide professional development and in-services to school personnel, and maintain accurate records. 29. The School Psychologist must execute all policies of the St. Landry Parish School Board, including the following: Caring for all school properties, physical facilities and industrial equipment used in helping teachers and parents. Carefully documenting all activities including mileage, cases assessed, programs given, parents, school and agencies contacted. Participate in self-developmental activities such as active membership in professional organizations and attendance at conventions, etc., whenever possible. Promote the educational process as evidenced by the sharing of ideas and materials with other staff members. Work in professional harmony with staff members and school administrators as evidenced by positive reports. Use available means to keep abreast of trends, techniques, and teaching strategies as evidenced by methods employed. Cooperate with parents and agencies for educationally related purposes as required when requested. Give talks to civic and public organizations when requested. 30. The school psychologist will perform all other duties and responsibilities not listed as delegated by the Director of Special Education. COMPENSATION : Salary based on teacher’s salary schedule (1.11 index) TERM OF EMPLOYMENT : Ten (10) months ACCOUNTABILITY: Performance of this job will be evaluated in accordance with provisions of the board’s policy on Evaluation of Personnel. The St. Landry Parish School Board has reviewed and approved this job description to ensure that essential functions and basic duties have been included. It is intended to provide guidelines for job expectations and the employee’s ability to perform the position described. It is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors or Superintendent as deemed appropriate. This document does not represent a contract of employment, and the St. Landry Parish School Board reserves the right to change this position description. I certify that I have reviewed and understand each requirement and that I am capable of meeting each and every requirement. Evaluatee Date __________________ (Signature)

Requirements

All applicable Louisiana Standards for State Certification of School Personnel as outlined in BESE Bulletin 746.
Master’s Degree in School Psychology
Certification by the Louisiana State Department of Education as a School Psychologist
Expertise to administer and interpret diagnostic techniques to be used with all types of exceptional children

Responsibilities

Assist teachers and other school personnel with school-based concerns related to academic, behavioral, social, and/or emotional concerns of regular education students by providing assistance with instructional strategies, modifying materials, modeling co-teaching, and delivering differentiated instruction as needed.
Visit classrooms to monitor and support teacher implementation of specialized instructional and/or behavioral strategies, accommodations, and modifications designed to meet the needs of students with disabilities.
Secure and assess information about the child/student referred, such as developmental history, attainment of milestones, familial history, and social and emotional development.
Conduct standardized, nondiscriminatory, individual assessments of intellectual functioning, including an analysis of information obtained through an observation of the student, as well as, an appraisal of emotional or cultural factors that may be causing or contributing to the student’s concerns when an Intellectual Disability is suspected.
Conduct assessments of cognitive, emotional, and social functioning, including self- concept, for students suspected of the exceptionality of Emotional Disturbance.
Assist in the identification of student-specific concerns as reported by the school, including academic, behavioral, and/or social concerns.
Interpret assessment findings and make recommendations to parent(s) or guardian(s), school personnel, and other agencies involved. Complete a multidisciplinary evaluation report, schedule and conduct a determination of eligibility meeting with necessary personnel and parents. Disseminate the report to the parent and the school.
Assist in writing Individualized Education Plans for all initial plans and others whenever appropriate.
Assist with placement decisions for all initial placements of students in special education and others whenever appropriate.
Assist in developing positive behavioral intervention strategies (PBIS) for all regular education and special education students.
Conduct direct, systematic observations of student behaviors across multiple settings (recess, PE, lunch, academic classes, etc.) to assist with identifying areas of strength and/or weakness, identifying functions of behavior, developing interventions, making eligibility determinations, and other considerations of the multidisciplinary evaluation team.
Assist teachers and school administration with helping students requiring the need for conflict resolution and anger management.
Train school personnel and parents (if necessary) on the recommended, evidence- based academic and/or behavioral interventions.
Serve as liaison for assigned schools, participate in SBLC meetings, and work collaboratively with the school staff to support the academic and behavioral needs of students.
Work collaboratively with community-based agencies to support the medical, emotional, and behavioral needs of students.
Provide consultation regarding school law, school policy, and federal regulations including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.
Conduct screening for all students suspected of having Autism.
Conduct comprehensive psychological assessments for students with Autism.
Collect data and coordinate triennial re-evaluations.
Request medical records and outside evaluations when necessary.
Write individualized, comprehensive initial and reevaluation reports that include strengths, weaknesses, and strategies for achieving student success.
Review and interpret out-of-state evaluations for Bulletin 1508 compliance.
Conduct Functional Behavioral Assessments and develop Behavior Intervention Plans for students with disabilities and assist with this process for all students referred to the School Building Level Committee who are exhibiting behaviors that are negatively affecting academic performance.
Conduct special education Manifestation Determination Reviews and develop plans of action for students with behavior concerns.
Provide crisis intervention, counseling services, and the coordination of provided services from various support agencies.
Serve as a member of the Positive Behavior Intervention and Support Team/Response to Intervention (RTI) Behavior Support Team.
The School Psychologist must keep all personally identifiable information for the student and the family confidential, as well as contents of the case, utilize all available resources when assessing and providing services to the child, provide professional development and in-services to school personnel, and maintain accurate records.
The School Psychologist must execute all policies of the St. Landry Parish School Board, including the following: Caring for all school properties, physical facilities and industrial equipment used in helping teachers and parents. Carefully documenting all activities including mileage, cases assessed, programs given, parents, school and agencies contacted. Participate in self-developmental activities such as active membership in professional organizations and attendance at conventions, etc., whenever possible. Promote the educational process as evidenced by the sharing of ideas and materials with other staff members. Work in professional harmony with staff members and school administrators as evidenced by positive reports. Use available means to keep abreast of trends, techniques, and teaching strategies as evidenced by methods employed. Cooperate with parents and agencies for educationally related purposes as required when requested. Give talks to civic and public organizations when requested.
The school psychologist will perform all other duties and responsibilities not listed as delegated by the Director of Special Education.