School Psychology Intern General Pool - El Paso

Position: School Psychology Intern General Applicant Pool - El Paso
Description

School Psychology Intern

Special Programs

Please Note:

This posting is for a general applicant pool. While there may or may not be an immediate vacancy, we are accepting applications to proactively identify strong candidates for future opportunities. If a position becomes available that aligns with your experience and qualifications, we may reach out to you for next steps.

Role Mission:

The School Psychology Intern is a key member of the Special Programs team and partners with regional instructional leaders, campus leaders, and teachers to maximize student outcomes. As the School Psychology Intern, you will be responsible for demonstrating knowledge and skill in assessment, determining Special Education eligibility, providing academic and behavioral interventions, following state and federal legal frameworks for Special Education, and ensuring compliance with all facets of Special Education.

You will help a portfolio of 1-2 campuses, supporting students and parents through problem solving interventions with students who may be struggling both academically and behaviorally. In addition, you will provide students with direct behavioral supports and track student progress towards IEP goals.

The School Psychology Intern reports directly to the regional Lead School Psychologist and works under the supervision of a designated School Psychologist mentor to complete all requirements for School Psychologist certification. This role involves some minor travel between campuses.

Location:

This is a full-time on-site position located in El Paso, TX. Preference will be given to candidates who live in the region, or who are willing to relocate.

What You'll Do - Accountabilities

Essential Duties

• Supports 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.
• Works 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.
• Follows correct procedures for maintaining records and services.
• 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
• Critical Student Instruction groups are established and instruction is executed with fidelity at campuses
• Provide support to 504 campus coordinator with 504 meeting requirements, 504 eligibility determination, Homebound services, and Manifestation Determination.
• Conduct dyslexia evaluations for 504 students.
• Guide campuses in tracking and documenting academic and behavioral interventions in TIER I, TIER II, and TIER III.
• Conducts 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).
• Ensures psychological evaluations for Autism and Emotional Disturbance are conducted in accordance with National Association of School Psychologists best practice recommendations.
• Adhere to most up to date evaluation tools and standards as stipulated in the American Psychological Association Testing Standards
• Conducts evaluations as needed for student College Board accommodations
• Helps the campus conduct a Functional Behavioral Assessment.
• 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.

What You Bring - Competencies

Knowledge and

Skills:

• Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functions for education purposes, including cross-battery evaluation practices
• Knowledge of prevention and intervention strategies, including behavior management interventions
• Knowledge of psycho-social development
• Strong consultation skills for conferencing with teachers, parents, and students
• Excellent organizational, communication, and interpersonal skills
• Ability to manage multiple requests, deadlines, and priorities

Required experience:

• Enrollment in a valid university internship program for Licensed Specialist in School Psychology with a letter from the university stating they have been approved for internship

Physical Requirements:

• Must be able to sit for extended periods of…