LSSP - Intern

ROLE & PURPOSE:

The purpose of an Intern in School Psychology is to participate in the extensive training program provided by the district that includes learning and practicing in completion of comprehensive assessments to determine the presence or absence of autism or an emotional disability.  Interns also gain skills in providing behavioral consultation, conducting counseling assessments, gathering data for the development of functional behavior assessments and drafting behavior intervention plans under the supervision of a school psychologist and special education counselor.

QUALIFICATIONS

EDUCATION/CERTIFICATION

• Bachelor's Degree from an accredited university
• Enrolled in or completed a Master's Degree in School Psychology or related field completed specific coursework as required by University to participate in an internship program.
• 3 years teacher experience preferred

EXPERIENCE

• Enrolled in an accredited university participating in a program that leads to licensure as a School Psychologist/Licensed Specialist in School Psychology
• Successful practicum experience with a school district             

SPECIAL KNOWLEDGE/SKILLS

• Knowledge of federal and state special education guidelines
• Experience in observing psychological and autism evaluations of children and adolescents
• The ability to communicate effectively and work cooperatively with parents, school staff, and other professionals

MAJOR RESPONSIBILITIES & DUTIES

Internship expectations are to learn to perform the following skills under the supervision of a Licensed School Psychologist

I. INSTRUCTIONAL MANAGEMENT

• Individually administer a complete battery of tests including psychological, behavioral, intellectual, academic achievement, adaptive behavior, and developmental skills.
• Integrating assessment results to develop a written report of psychological assessment.
• Determine the eligibility of autism or an emotional disability and offer recommendations for addressing the eligibility to the IEP committee.
• Participate in conferences with parents regarding their child's special education testing results, as needed.
• Conduct three-year re-evaluation of psychological assessment of students eligible for autism or an emotional disability, including gathering required data and information from parents and teachers, administering individual tests, and completing the eligibility report to present to the IEP committee.
• Review out-of-district psychological evaluations to determine if federal/state/district standards are met for the eligibilities of autism or an emotional disability.
• Consult with administrators, teachers, parents and support personnel regarding the psychological needs of students as they relate to the educational process.
• Support, in collaboration with district teams, Crisis Intervention/Debriefings with students and/or staff.
• Conduct counseling assessments to determine the need for counseling services.

II. SCHOOL/ORGANIZATIONAL CLIMATE

• Participate and support district and campus initiatives supporting positive working environments.
• Attend staffings and trainings as a part of successful completion of internship.
• Support compliance of federal, state, and local guidelines pertaining to Special Education with administrators, staff and colleagues.
• Serve as a liaison between parent, school and private practitioners and other community agencies

III. SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Participate in planning, developing and delivering staff development.
• Attend and participate in department meetings.

IV. ADMINISTRATION & FISCAL/FACILITIES MANAGEMENT

• Keep abreast of new research and information on testing instruments concerning reliability, validity, interpretations and new tests.
• Utilize scheduling and time management techniques in order to perform the duties and responsibilities of the position.

V. STUDENT MANAGEMENT

• SHARS / MAC / RMTS: Participate in the district's Medicaid initiatives. Arlington ISD participates in the School Health and Related Services (SHARS) and MAC programs, which allows the district to request Medicaid reimbursement for certain health-related services provided. The ARD/IEP committee determines SHARS services
• SHARS Providers: Train, provide, and document billable SHARS/direct medical services provided to students with SHARS services ordered in their IEP
• RMTS: If selected, participate in Random Moment in Time Study (RMTS).
• MAC: Directly support the provision of services covered under the Texas Medicaid State Plan; provide or supervise direct medical services/care such as personal care, medical care, escorting, and/or feeding of students as stated in the IEP

 VI. PROFESSIONAL GROWTH & DEVELOPMENT

• Attend scheduled staff and in-service meetings.
• Stay abreast of current research in the field of education.
• Attend required conferences and training.

VII. OTHER DUTIES

• Any other responsibilities as designated by the Licensed Supervisor, Program Coordinator, and/or Director of Special Education.

VIII. WORKING CONDITIONS 

          MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS

• Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress, with frequent interruptions.