Position: Bilingual School Psychologist

 

Department: Special Programs

 

Wage/Hour Status: Exempt

 

Immediate Supervisor(s): Coordinator of Evaluation & Related Services

 

Pay Grade: Per Compensation Manual

 

Days Employed: Per Compensation Manual

 

POSITION SUMMARY:

 

• Evaluate students for special education disability determination and provide written multi-disciplinary FIE report in compliance with local, state, and federal guidelines
• Provide recommendations for education programs based on evaluation data
• Provide related psychological services
• Assist  in the development of appropriate educational programs for special education students

QUALIFICATIONS:

 

Education/Certification:

• Master's Degree or Specialist Level Degree
• Licensed by the State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology
• Fluent in spoken and written Spanish

 

Special Knowledge/Skills:

• Knowledge of special education policies and procedures
• Proficiency in all types of assessments of students in the school
• Working knowledge of computers, word processing, and software related to fields
• Ability to effectively communicate in oral and written form
• Effective interpersonal skills

 

Experience:

•  Completion of practicum hours, internship, and trainee requirements

 

MAJOR RESPONSIBILITIES:

• Serve as ATL as assigned
• Conduct Full Individual Evaluation (FIE) within TEA and IDEA timelines; this includes 504 evaluations as well
• Write an FIE report per multi-disciplinary team (MDT) process, per TEA and IDEA guidelines
• Communicate the results of the FIE by conducting parent conferences for the purpose of reviewing and interpreting the results of the FIE evaluation
• Provide ARD Committee with the necessary information upon which to determine the student’s special education disability conditions and serve as a member of the ARDC to determine special education eligibility
• Coordinate with behavior staff to ensure Functional Behavioral Assessments and Behavioral Intervention Plans are completed for initial evaluations as needed
• Provide consultation to LID Classrooms
• Provide consultation to parents and school staff, including ARD CFs, Administrators, and classroom teachers
• Make recommendations for behavioral management of special education students with behavior problems
• Serve as a consultant to the behavior team concerning behavioral strategies developed in the educational plan
• Assist in the development and implementation of in-service training for teachers and staff
• Provide parent training as assigned
• Serve as a liaison between schools and outside agencies for eligible special education students
• Participate in ARD/504 meetings as needed
• Complete ARD/504 paperwork related to behavior and programming as needed
• Conduct MDRs as assigned
• Provide psychological services, both direct and indirect, for special education students as determined by the ARD Committee
• Keep updated paperwork regarding services provided as required by TEA, TSBEP, and required for Medicaid and SHARS billing
• Work as a team member
• Follow all agreements of our “You Said Yes”
• Administer, interpret, and analyze assessments
• Participate in departmental staff meetings, district meetings, various team meetings (Case Review, etc), and campus meetings  (e.g. Student Intervention Team)
• Update skills as needed and directed by the Coordinator of Evaluation and Related Services and/or the Executive Director of Special Programs
• Maintain licensure and good standing with TSBEP, including completion of all required CEU and submission of licensure requirements
• Other duties as assigned by the Coordinator of Evaluation and Related Services and/or the Executive Director of Special Programs
• Translate documents as needed 
• Communicate effectively with Bilingual parents
• Keep updated paperwork regarding services provided as required by TEA,TSBEP, and required for Medicaid and SHARS billing
• Follow the A-Z Special Education Operating Guidelines

 

 

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS:

The demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 

 

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; use of ipads, laptops, and computers, including specialized software; other specialized and adaptive equipment used by students; 
• Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking and reaching; must be able to maintain a stationary position for testing and report writing
• See: Must be able to observe students
• Communicate: Must be able to communicate with staff, students, and parents; must be able to convey accurate information, maintain composure and communicate effectively under stress
• Lifting: Frequent light lifting and carrying (less than 15 pounds); heavy lifting (45 pounds or over) and positioning or students with physical disabilities, controlling behavior through physical restraint, 
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (body fluids, bacteria, communicable diseases); regularly travel between campuses within the district
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress; Must be able to meet multiple demands from several people
• Professional Dress:  Dress must be clean, neat, in a manner appropriate for his or her assignment, and in accordance with any additional standards established by his or her supervisor and approved by the Superintendent.  During work hours, visible body piercings (except earrings) will not be allowed. Visible tattoos will be covered at all times.

 

 

EVALUATIONS:

• Performance of this position will be evaluated annually.