School Psychologist - Location TBD

2025 - 2026 SY

TITLE: SCHOOL PSYCHOLOGIST

Tri-County Special Education Joint Agreement

Job Description

TITLE: School Psychologist

Qualifications

• Masters Degree in School Psychology from an accredited school
• Illinois Type 73 Certificate with school service personnel
  
  

REPORTS TO: Appropriate Technical Assistant Supervisor for daily line & staff supervision & evaluation.

Evaluation will be in consultation with Lead Psychologist. The School Psychologist will

report to the Lead Psychologist for group meetings to discuss professional growth and

development activities and other professional concerns such as evaluation materials.

Job Goals

The focus of the School Psychologist is to assist the child, parent and teachers with problem areas, which may

interfere with the child’s performance and/or adjustment in school. Services will include, but not be limited

to, assessment and identification of children with disabilities, liaison and case management services involving

school, consultation and support to teachers and other school personnel and direct service and intervention.

The School Psychologist will also take a lead in determining program eligibility which may include

psychological evaluation and response to intervention methodologies.

Performance Responsibilities

Psychologists will perform evaluations in response to case study referrals. Assessment methods will be

selected by the psychologist, in accordance with the stated referral concerns, as well as State and Federal

laws. The extent and nature of the evaluation will be determined by the circumstances of each case.

Psychologists will be assigned a district from their general assignment and follow that district’s school

calendar. School holidays will be taken according to that calendar. It is recommended that psychologists will

average a minimum of three or more evaluations every five work days except when unavailable because of

other required duties. Non assessment duties will be determined by other needs for psychological services

and by the availability of time. The priority non assessment needs will include consultation with child study

and teacher assistance teams and initial needs assessment meetings.

• Evaluations should normally be processed in chronological order of referral initiation and expiration
  
  

dates. Deviation from that order will be permitted to enhance caseload efficiency or to accommodate

Identified Priorities. Assessment In Order Of Priority

• Initial referrals of un-served children.
• Referrals involving potential due process hearing or litigation.
• Referrals affecting allocation of funds to districts.
• Reevaluations related to change of classification or major change of placement.
• Case study reviews conducted every three years and that are streamlined in nature, meaning
  
  

not in nee of a full blown psychological.

• Psychologists will use current professional practices, as defined and agreed upon in psychologist staff
  
  

meetings and approved by administration.

• The degree and extent of the psychological evaluation will be determined by the psychologist based
  
  

upon the findings of the individual needs assessment meeting and the consensus of the team members.

• Individual child assessment: current functioning
• Interview child/teacher/parent
• Classroom observation of child
• School records review
• IEP participation.
• Clarification of referral concerns
• Summary of educational background
• Explanation/interpretation of findings
• Development of eligibility consensus
• Making specific program or treatment recommendations
• Consultation regarding:
• Special education regulations and issues
• Tri-County procedures and practices
• Child problems: treatment/placement/follow-up
• Communication with non-school agencies
• Educational program development
• Due process hearing or litigation preparation and participation
• Consulting with non-school agencies/professionals
• Clerical functions:
• Schedule evaluations
• Scoring/interpreting assessment results
• Reporting on evaluations
• Completing portions of IEP forms
• Professional development:
• Provision of in-service training
• Participation in conferences/workshops
• Participation in school psychologist staff meeting
• Additional, as required:
• Development of behavior management plans
• Crisis intervention
• Counseling
  
  

Integration of Technology

• Demonstrates continual growth in technology knowledge and skills to stay abreast of current and
  
  

emerging technologies.

• Psychologist will assist in the plan and design effective learning environments and experiences
  
  

supported by available software and technology and assist in the implementation of a Response to

Intervention evaluation model within member Districts.

• Psychologist may assist in implementation of curriculum plans that include methods and strategies
  
  

for applying technology to maximize student learning in the curriculum of one’s subject area(s)

and/or grade level(s).

• Psychologist may apply technology to facilitate a variety of effective assessment and evaluation
  
  

strategies.

• Psychologist will use technology to enhance their productivity and professional practices including
  
  

word processing, database, spreadsheet, telecommunications and print/graphic utilities, Individual

Education Plan (IEP) programs.

• Psychologist will use software programs designed to assist in the scoring and interpretation of a
  
  

chosen assessment instrument.

Pay and Benefits in accordance to the collective bargaining agreement.