Days per Year: 187

Min: $50,176

Mid: $60,438

JOB TITLE: Licensed Specialist in School Psychology- Intern

REPORTS TO: Coordinator-Assessment 

WAGE: Exempt

PAY GRADE: AI 1

PRIMARY PURPOSE: 

The Licensed Specialist in School Psychology- Intern, under the direction of the Special Education Assessment Coordinator, is responsible for culturally-relevant, ethical evidence-based evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress. 

All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement.

QUALIFICATIONS:

Required:

• Masters in School Psychology from an accredited college or university 
• 1 years’ school psychology practicum experience under the supervision of a Licensed Specialist in School Psychology and accredited University program

Preferred:

• Academic training from a NASP accredited program
• Field experience in evaluations for Emotional Disturbance, Autism, and Other Health Impairment
• Evaluation skills in the areas of cognitive, academic and adaptive behavior assessment
• Field experience with functional behavioral assessments
• Field experience with counseling practices 
• Teaching experience
• Fluent in Spanish

SPECIAL KNOWLEDGE/SKILLS: 

• Knowledge of psychoeducational evaluation 
• Knowledge of psychological evaluation 
• Ability to work with diverse populations
• Skill in consultation with teachers and parents
• Ability to work well under pressure
• Knowledge of special needs of students specific to behavior 
• Knowledge of special needs of students exhibiting an Emotional Disturbance
• Willingness to learn, receive professional feedback and respond to request

• General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
• Strong organizational, communication, and interpersonal skills 

MAJOR RESPONSIBILITIES: 

• Must engage in timely data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs with supervision support;
• Participates as a member of the Admission, Review, and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students.
• Assesses referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance, cultural relevance, ethics, TEA disability conditions, legal standards within federal and state timelines.
• Assists in gathering, review, distribution and analysis of psychological data from outside professionals and vice versa.
• Collects and interprets data in order to make recommendations to support student academic progress.
• Conduct and/or assist with Functional Behavior Assessment.
• Conduct and/or assist with development of student Behavior Intervention Plan.
• Functions as ARD committee member to formulate appropriate educational and behavioral goals for students.
• Assists in the transmittal of psychological information to outside professional individuals and agencies.
• Clearly communicate assessment findings and recommendations to students, parents, teachers and staff.
• Provides counseling supports and/or psychological services if recommended by the ARD committee
• Must effectively demonstrate the skills needed to consult and collaborate with staff, parents, leaders and students.
• Interprets and applies appraisal and assessment data as it relates to the students performance.
• Must understand the biological, cultural, and social influences that impact the academic skills, learning and developmental processes of students and the need for evidence based curricula and instructional strategies. 
• Assist and support the staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas, behavior, social-emotional, autism.
• Assist to Promote Safe and Supportive Schools via best practices for crisis management, resilience, socialization and adaptive skills to enhance mental and behavioral health.
• Assist in school-wide supports that promote learning
• Conduct formal and informal observations of students for consultation and evaluation
• Family, School, and Community Collaboration and the promotion of Equitable Practices for Diverse Student Populations
• Participate in child referral teams, and community learning activities promoting culture and learning. 
• Use of culturally-relevant assessment practices and tools, recommendations utilizing a culturally responsive approach. 
• Other duties as assigned 

WORKING CONDITIONS: 

The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling , reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required.