School Psychologist

School Psychologist Job Description

Reports To:

Keystone Administrators and Building Administrators in assigned buildings.

The job of School Psychologist is done for the purpose(s) of supporting the instructional program with specific responsibilities for measuring and interpreting the intellectual, adaptive, academic, social-emotional development of children; interpreting results of psychological evaluations; interpreting and applying state and federal codes; and developing strategies and interventions to address the special education needs of eligible students.

• Manages the comprehensive evaluations of all referred students in assigned districts, as well as complying with all relevant federal and state regulations and Keystone procedures.
• Administers standardized and supplemental informal assessments for the purpose of measuring the intellectual, adaptive, academic, social-emotional development of children and determining eligibility for services in compliance with regulatory requirements.
• Collaborates with internal and external personnel (e.g. gifted services, foster care, etc.) for the purpose of implementing and maintaining services.
• Arranges and participates in meetings (including multidisciplinary teams) with parents and school staff to discuss student needs, special education eligibility, and individual education plans.
• Communicates with students, parents, teachers, and other personnel for the purpose of evaluating situations, solving problems, and resolving conflicts.
• Compiles information from a variety of sources (e.g. teachers, nurses, mental health agencies, other professionals; maintains student files for caseload, etc.) for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
• Consults with teachers, parents, other personnel, and outside professionals for the purpose of providing requested information, developing plans for services, and making recommendations.
• Assumes responsibility for and collaborate with other school staff in re-evaluations of the educational programs of exceptional students.
• Serve as a resource to school staff through the Student Improvement Team and by consulting with teachers in the prevention, early recognition, and intervention needed for educational problems.
• Facilitates meetings, processes, etc. (e.g. evaluations, IEPs, etc.) for the purpose of meeting curriculum guidelines and ensuring that state and federal mandates are achieved.
• Participates in meetings, workshops, clinics, and seminars as assigned (e.g. general education intervention meetings, birth to three clinics, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a wide variety of complex written materials (e.g. extension requests, correspondence, memos, behavior plans, medicaid billings, reports, required documentation, Psych Ed Summary, Psych Report, etc.) for the purpose of documenting activities, providing written reference, and conveying information.
• Researches resources and methods (e.g. intervention and treatment techniques, assessment tools and methods, community resources, etc.) for the purpose of determining the appropriate approach for addressing student's functional goals.

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent computer software; preparing and maintaining accurate records; writing professional documents; facilitating meetings; working with numbers; and problem solving.

KNOWLEDGE is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; pertinent codes, policies, regulations, and laws; stages of child development; assessment techniques;

and learning strategies.

ABILITY is required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and use job related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups;

work with data of widely varied types and/or purposes; and utilize job‑related equipment. Independent…