School Psychologist

Position Reports To: Director of Special Education, Annette Medina

Our Commitment to Equity & Inclusion

Achieving true equity requires you to look at all aspects, from both a larger systems perspective and an individual student perspective. You put differentiated and culturally relevant systems in place to ensure that every child has an equal chance for success. This requires you to understand the unique challenges and barriers faced by individual students or populations of students and you provide the support to help them overcome those barriers. You do this by establishing and maintaining cooperative working relationships with students and team members based on trust, understanding, and respect for the communities in which they identify.

You

• At least one year of experience providing psychological services in the educational setting
• A Graduate degree and valid license issued by the Texas State Board of Examiners of Psychologist as a Licensed Specialist in School PsychologyThe requirements for licensure as a specialist in school psychology are set forth in Board rule 463.9
• Requires completion of a training program in school psychology approved/accredited by the American Psychological Association or the National Association of School Psychologists, or a graduate degree in psychology with specified course work.
• Requires a formal internship of at least 1200 hours, of which 600 must be in a public school.
• Requires passage of the Praxis School Psychology Examination.
• Requires passage of the Jurisprudence Examination

Compensation and Benefits

• For LSSP: The average salary is between $73,000 - $97,000 and varies based on experience
• Health benefits include medical, dental, vision, and supplementary coverage with multiple plan options and telehealth services
• Mental Health and Wellness Supports: Employee Assistance Access for All Employees with access to counseling services. If on benefits, additional wellness resources available.
• Employer-paid long-term disability and life insurance
• Paid local personal days, paid bereavement leave, and paid parental leave as well as all school holidays
• Participation in Texas Teacher Retirement System (TRS)
• Employee assistance programs that provide access to mental and emotional well-being support

Your Mission

As a School Psychologist (Licensed Specialist in School Psychology) or Educational Diagnostician, you address barriers that impact students from achieving academic outcomes. You assist multi-disciplinary teams during the ARD process to make data-informed decisions to support students Individual Education Plans. You demonstrate knowledge and skill in assessment, determining Special Education eligibility, and appropriate interventions.

Your Responsibilities

Conduct psychological evaluations for students suspected of or having an emotional and/or behavioral disorder according to the Texas Education Agency’s criteria

• Conduct multidisciplinary evaluations Full and Individual Evaluations for all Non-Speech only students who are referred for 1 or more eligibility categories (out of 11 eligibility categories).
• Review information on referred students such as (psycho-ed testing, state folder, discipline, and attendance records).
• Score and interpret test data and incorporate psycho-ed data.
• Conduct behavioral observations and clinical interviews with students
• Schedule and conduct interviews with parents and school personnel.
• Utilize appropriate scoring program analysis and comprehensively interpret results.
• Prepare and maintain a psychological evaluation report for each student evaluated.
• Participate in Multi-Disciplinary Team (MDT) meetings with other professionals for students evaluated.
• Participate in Central Multi-Disciplinary Team (CMDT) meetings with other professionals and consult as needed.
• Recommend appropriate disability condition(s) for ARD/IEP Committee considerations.
• Review outside psychological and neuropsychological evaluations provided by other districts, agencies, or by the parent.
Conduct in-services for school personnel on emotional/behavioral markers, classroom modifications/accommodations, and structured intervention strategies.
• Perform other job-related duties as assigned.
• Ensure psychological evaluations for Autism and Emotional Disturbance are conducted in accordance with National Association of School Psychologists’ best practice recommendations (LSSP)
• Adhere to most up-to-date evaluation tools and standards as stipulated in the American Psychological Association Testing Standards
• Conduct evaluations as needed for student College Board accommodations
• Help the campus conduct a Functional Behavioral Assessment.

Demonstrate knowledge of and aid in the development, completion, and monitoring of ARD (Admission, Review, Dismissal)/IEP (Individualized Education Program) for Special Education Services as per State and Federal Guidelines.

• Support the special education teachers in developing appropriate IEP academic, behavioral, and social goals.
• Ensure IEP services are being provided as indicated in the ARD.
• Meet 100% compliance in Annual ARDs and ensure all paperwork is submitted in a timely manner.
• Work in conjunction with Speech-Language Pathologists, Occupational Therapists, and other related and Instructional Service Personnel (VI, AI, APE, PT) to ensure completion of all ARD paperwork in a timely manner.
• Follow correct procedures for maintaining records and services.

Plan and complete 100% of individual and group Special Education counseling services for all eligible students as well as intervene with all students in emotional or behavioral crisis on an emergency basis. (LSSP)

• Ensure all counseling services are tracked
• Complete counseling service notes per session
• Be trained in Crisis Prevention and Intervention (CPI)
• Conduct crisis counseling when necessary
• Guide the campus in interventions for students who are in emotional and behavioral crisis

Support the campus RTI (Response to Intervention) coordinator in tracking and monitoring students in Response to Intervention for academic and behavioral concerns.

• Ensure that campuses are employing a problem-solving model for students in TIERS II and TIERS III
• Guides the campus in how to track and document academic and behavioral interventions
• Aids the campus in completing Functional Behavioral Assessments and Behavior Intervention Plans in Response to Intervention
• Provides guidance on academic and behavioral interventions in TIERS II and TIER III
• When necessary ensures that students referred to Special Education have participated in TIER II and TIER III interventions for an appropriate amount of time prior to referral for Special Education evaluations.

You’ll love this role if you…

• Are flexible and adaptable in a fast-paced, ever-changing environment
• Are excited to contribute to a growing and changing organization
• Can build strong relationships with diverse stakeholders
• Are committed to restorative justice and keeping students in class to learn
• Know how to look for clarity in moments of ambiguity
• Are receptive to consistent feedback and coaching
• Are resilient through challenges with a sense of optimism and perseverance
• Have a track record of going above and beyond in service of students and families

COMPASS ROSE Public Schools does not discriminate on the basis of race, color, national origin, age, sex or disability, in admission or access to, or treatment of employment in its programs and activities. Any person having inquiries concerning the organization's compliance with the regulations implementing Title VI of Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), or Title II of the Americans with Disabilities Act of 1990 (ADA), may contact COMPASS ROSE Human Resources at (210) 540-9265

The physical demands and work environment are representative of those that must be met or encountered to successfully perform the essential functions of the job. In compliance with the Americans with Disabilities Act, the company provides reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Some working conditions that are required for this role include but are not limited to:

• Standing (Frequently)
• Bending (Frequently)
• Walking (Frequently)
• Pushing/Pulling/Lifting/Carrying up to 50 pounds (Frequently)
• Hearing on the phone and in person (Occasionally)
• working outside - Occasionally
• Reading (Frequently)
• Exposure to loud noises (Frequently)
• Working in confined areas (Occasionally)
• Travel to other work sites within a 25 mile radius (Seldom)

This position description is not intended to be a complete list of all responsibilities, duties or skills required for the job and is subject to review and change at any time, with or without notice, in accordance with the needs of the organization.

This position may be partially or fully funded from federal grants or programs, state grants, philanthropic grants, or local sources.