Essential Job Functions: 

• Provides academic and behavioral intervention services for students in collaboration with classroom teachers. Prepares clearly written, comprehensive psychological reports which address the referral concerns and provide practical recommendations that can be realistically implemented by school personnel and used to assist in the development of the Individual Educational Plan (IEP); 

• Consults and assists teachers to determine and implement appropriate academic and behavioral interventions in classrooms. 

• Performs psycho-educational assessments of students, observations, data collection, interpretation and analysis. 

• Participates in child study and eligibility meetings of students to diagnose and prescribe student interventions.  

• Consults and collaborates with parents, teachers, students and administrators. 

• Maintains accurate and careful records of all psychological services provided; 

• Follows federal, state, and local laws, regulations and policies regarding children's educational welfare; and serves as an advocate for students and parents; 

• Works with the critical incident team in the school, including reactions to illness, deaths and abuse. 

• Provides individual and group counseling services. 

• Develops and coordinates various psychological services available to students. Provides training to staff and parents. 

• Demonstrates commitment to improving professional competence. 

• Utilize Restorative Practices to conduct reentry meetings, administrative and restorative conferences, proactive and responsive circles, and facilitate faculty and staff use of Restorative Practices in the classroom and school setting.

• Provide social-emotional-behavioral support through small groups, class push-in lessons, 1:1 counseling, case management, and PBIS initiatives.

• Educate and collaborate with faculty and staff to create safe, supportive, and trauma informed teaching environments.

• Plan and implement preventative efforts increasing student engagement and decreasing student absenteeism.

• Manage and track student data reporting to county and state.

• Participate on the Student Support Team - a multidisciplinary team meeting weekly to manage student referrals and deliver and track individualized interventions.

• Collaborate with families, staff, and outside resources to support student needs.

• Performs other duties as assigned. 

Budgetary Responsibility: 

N/A 

Report Preparation:

Provides written psychological evaluation reports as required by state, federal and local guidelines. 

Equipment Operation: 

Utilizes a personal computer and general office equipment. 

Contacts: 

Students, parents, school staff and outside community agencies. Daily. To provide assessments, counseling, training and to coordinate services. 

Work Direction: 

N/A 

Supervision: 

N/A 

Decision Making: 

Performs work tasks independently. Seeks supervisor’s advice/guidance in unusual situations.

Formal Policy-Setting Responsibilities: 

N/A 

Physical Demands: 

The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands and fingers; to handle or feel objects, printed materials as related to test delivery and to talk and hear. The employee is required to stand, walk, sit and drive and may be required to lift up to fifty pounds (usually under 25 pounds). Regular travel to school sites is required. 

Work Environment: 

The employee performs work in various office and school locations. The noise level is quiet to moderate.

Considerable knowledge of the concepts, principles and methodologies of school psychology including: psycho-educational evaluations using educational, intelligence, personality, psycho-motor function, behavioral and personality instruments; of child growth and development and of learning, measurement, research, statistics and intervention and prevention strategies. Considerable knowledge of learning theories and cognitive psychology. Considerable knowledge of federal and state regulations and guidelines related to special education and pupil personnel services programs. Demonstrated ability to communicate effectively, orally and in writing. Demonstrated ability in individual and group decision making, problem analysis and conflict resolution and the ability to collaborate with other therapeutic and instructional personnel.