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SUMMARY:  To provide consultation, screening, psycho-diagnostic and related follow-up services for the preschool and school age children through 8th grade within the District.

  • Participates actively on the general education intervention teams (PLC)
  • Assists the PLC team to define the referral problem in a manner that results in a concrete measurable intervention plan
  • Assists the team in designing, monitoring, evaluating, and revising individual intervention plans as appropriate
  • Consults with school personnel and parents about the behavioral and instructional management of students with learning and social behavior difficulties
  • Confers with parents to explain or interpret assessment findings and problem-solving recommendations
  • Provides timely written reports as appropriate for completed evaluation
  • Obtains, integrates, and interprets information about student’s behavior and conditions related to learning
  • Assists in completing a functional behavioral assessment, as well as in the development of positive measurable behavioral intervention strategies
  • Participates in the development and presentation of in-service workshops for parents, staff, administration, and/or community agencies upon request
  • Provides direct service counseling to assigned students
  • Completes and interprets standardized tests and other assessments as appropriate
  • Attends department meetings
  • Submits reports of activities to the Director of Special Education as required
  • Communicates information regarding issues involving the delivery of psychological services and evaluation teams to the Director of Special Education

QUALIFICATION REQUIREMENTS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION AND/OR EXPERIENCE:  Master’s degree in school psychology or equivalent.  Completed 45 graduate hours in school psychology or related area in addition to an internship.  Have completed no less than 500-clock hours supervised internship with school age persons.  Meet competency requirements as set forth in R 340.1156 of Special Education Rules.  Completed one year of successful experience as school psychologist with direction from a fully approved school psychologist.
LANGUAGE SKILLS:  Ability to read and analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.
MATHEMATICAL SKILLS:  Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY:  Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
CERTIFICATES, LICENSES, REGISTRATIONS:  Valid Illinois certificate with school psychologist endorsement.
OTHER SKILLS AND ABILITIES:  Ability to apply knowledge of current research and theory to instructional program.  Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective working relationships with students, peers, parents and community.  Ability to speak clearly and concisely in written or oral communication.  Ability to perform duties with awareness of all District requirements and Board of Education policies.
PHYSICAL DEMANDS:  The physical demands described are representative of 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 sit, talk or hear.  Specific vision abilities required by this job include close vision, distance vision, peripheral vision and the ability to adjust focus.  The position requires the employee to meet multiple demands from several people and interact with the public and other staff.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet to moderate.  The employee is directly responsible for the students’ safety and well-being.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.

FLSA Status: Salary/Exempt


Valid Illinois Professional Educator License (PEL) w/ School Psychologist endorsement


Salary is determined per individual contract and is commensurate with experience; Benefits available include health, dental, vision insurance, paid time off, Board paid TRS.

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