The posting
Job Title: School Psychologist
Exemption Status/ Test: Exempt/ Professional
Reports to: Director of Special Programs
Department/ School: Special Programs
Minimum Salary: $64,435 working 197 Days
Role Summary
The School Psychologist (SP) is the member of a multidisciplinary team who is responsible for the evaluation of the psychological needs of students referred to Special Education services or who are receiving Special Education services. The SP conducts psycho-educational assessments, consults with school staff and parents to improve behavioral outcomes for students, and may provide counseling or social skills instruction to students with Emotional Disabilities, Autism, and behavioral problems.
Role Purpose and Responsibilities
The SP is responsible for the evaluation and interpretation of assessment results as well as the participation in eligibility
decisions for students with disabilities, or suspected disabilities, as part of the Admission, Review, and Dismissal (ARD) Committee/Individualized Education Program (IEP) Committee. The SP engages in ensuring school personnel and parents comply with applicable regulations relative to the evaluation and eligibility for Special Education. The SP must be knowledgeable about a multitude of evaluation instruments and the educational programming of eligible students who have been identified as requiring Special Education services. The SP may also have supervisory responsibilities for evaluations and reports of Interns.
Minimum Qualifications
The SP must have the ability to effectively communicate using English in both written and oral forms with all levels of management, internal and external to the Special Programs Department. The SP must be able to use office equipment (e.g., computer, copier, etc.) and other technology (e.g., Microsoft Word, Google Forms, etc.) to perform the role’s responsibilities. The SP must have the ability to travel to schools throughout the District and a must possess a valid Texas driver's license along with appropriate insurance coverage. The SP must have knowledge of diagnostic procedures, education of students receiving Special Education services, human development, and learning theories. The SP position requires a Master’s degree in educational assessment from an accredited college or university. The SP position requires current licensure as a SP from the Texas Behavioral Health Executive Council (formerly the Texas State Board of Examiners of Psychologists).
Skill Requirements The SP position requires knowledge of and the ability to apply psychological, behavioral, and learning theories, along with knowledge of test construction and statistical theory and application. The SP must have knowledge of and interpret State, Local, and Federal regulations affecting the identification and services of students with disabilities. The SP must be able to administer and interpret a variety of evaluation instruments, apply psychological, behavioral, and intellectual data for planning educational programs for eligible students, and make recommendations for intervention. The SP must have the ability to communicate clearly with parents, teachers, and other school staff regarding both individual evaluations and general information related to the services for students with disabilities.
Essential Functions - Evaluate students to determine Special Education eligibility (e.g., administer individual intelligence, achievement, adaptive behavior, and behavioral/emotional tests). - Fully comply with all Federal and State Special Education timelines and regulations, as well as consistently meet or exceed all District productivity standards for completion of evaluations and/or services, IEP management, and documentation of services as based on Bay City ISD’s Operating Guidelines, Evaluation Manual, and job-specific roles and responsibilities. - Work collaboratively as part of a multidisciplinary evaluation team to ensure the completion of high-quality evaluations within required timelines and in alignment with the District’s operating procedures. - Use evidence-based tools and strategies to evaluate and/or serve students which respect diverse cultural backgrounds, including race, ethnicity, language, disability, and socioeconomic status. - Promote inclusive opportunities and equitable access for students with disabilities through collaboration with ARD/IEP Committee members, including campus administrators, teachers, parents, and other service providers. - Discuss with parents, teachers, and staff the implications of test data for planning, educational programs, providing interventions, and programming strategies for students.
- Participate in ARD/IEP meetings to review and interpret evaluation results, assist with placement decisions, assist with the development of Individual Education Plans (IEPs), and ensure compliance with applicable regulations relative to evaluation and eligibility. - Continue professional development through professional training opportunities, professional literature, and collaboration with colleagues. - Ensure Federal timelines are met in scheduling and met for department goals, objectives, and performance expectations. - Select and administer formal and informal assessments to determine student eligibility for Special Education services according to Federal Regulations and Texas Education Code, State Board Rules, and LEA Board policies. - Compile and evaluate comprehensive student information including classroom observations, personal interviews with students, teacher(s), parents, and other individuals, and reference relevant assessment data from the student's cumulative folder. - Evaluate and provide student information relevant to the determination of disability/ies and eligibility for Special Education services (e.g., administer individual standardized intelligence and achievement measures, parent, and teacher rating scales, as well as other relevant assessment batteries and tests). - Interpret evaluation data and write evaluation reports, individually or in collaboration with related services, members of the multidisciplinary evaluation teams or outside evaluators as needed and applicable. - Consult with parents, teachers, and other school staff concerning the educational needs of students and interpretation of assessment data, evaluation feedback, and recommendations. - Assist classroom teachers with the implementation of a student’s IEP. - Present staff development and professional learning opportunities for school personnel in identifying and understanding students with disabilities. - Participate in the selection of assessment materials and equipment. - Comply and adhere to all standards established by Federal Regulations, Texas Education Code, State Board Rule, and LEA Board policy. Comply with all District and local campus routines, protocols, and regulations. - Follow District safety protocols and emergency procedures. - Provide an exemplary experience for all BCISD stakeholders with intentional and professional practices which promote a culture of respect.
Other Duties as Assigned The SP performs other related duties as assigned; however, all employees are expected to comply with lawful directives in situations driven by need where a team effort is required.
Physical Effort and Work Environment The physical demands described below are representative of those which must be met by an employee to successfully perform the essential functions of this role. The SP position may involve rare exposure to blood or body fluids. Regular attendance is required for this position. Tools/Equipment Used: Standard office equipment including computer and peripherals Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking, grasping/squeezing, wrist flexion/extension Lifting: Regular light lifting and carrying (less than 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting non- ambulatory students Environment: School or classroom; exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel. May require occasional prolonged work hours, including evenings and weekends, to accommodate meetings, administrative tasks, and other responsibilities as needed to ensure timely completion of evaluations and implementation of special education programs. Mental Demands: Work with frequent interruptions; maintain emotional control under pressure; Services provided involve significant opportunities to make decisions among competing theories, methodologies, and principles.
Interpersonal Work Relationships The SP receives administrative supervision. The SP independently makes evaluation decisions. The SP will maintain professional working relationships with parents, teachers, other school and departmental staff, as well as agencies to
share information, solve problems, and plan programs for students with disabilities. When under stress, the SP will maintain a professional level of emotional intelligence (i.e., the ability to perceive, use, understand, and manage one’s emotions).
The Bay City Independent School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by Federal, State or Local laws.
