School Psychologist

WAHLUKE SCHOOL DISTRICT

Job Posting/Position Description

Available to Begin 2026-2027 School Year

New Position Subject to Board Approval

POSITION TITLE: School Psychologist; PreK-12

CLASSIFICATION: Certificated Position; FSLA Exempt

Union Representation available by Wahluke Education Association

REPORTS TO: Special Education Director

Benefits: Benefits offered by SEBB(School Employee Benefit Board): Medical, Dental, Vision, Basic life Insurance, Basic Accidental Death and Dismemberment insurance. Retirement administered by Washington State Department of Retirement Systems (DRS). Paid Sick Leave, Personal Leave, Bereavement Leave; Longevity Stipend beginning in the 5th consecutive year; up to 10 additional days for Psychs; 5 additional TRI days; a Professional Learning Activity Stipend of 5.5% of base pay.

Basic Function: To identify, assess and provide diagnostic information related to individual student educational success. Participate as a member of Multi-Disciplinary, RTI, and IEP Teams. Provide consultation to staff, parents, outside agencies and students. Maintain relevant records and required reports. Other duties as may be assigned. Includes up to 10 additional work days.

Qualifications:

• Valid Washington Certification to practice as a School Psychologist or ability to obtain a certificate that qualifies the candidate to perform in the role as a School Psychologist
• Experience with children ages birth through 21 years
• Experience writing assessments, IEP Goals and Objectives
• Experience consulting and interacting with special education staff, general education staff, other service providers, and parents.
• Bilingual Spanish skills are highly desirable.
• Ability to solve practical problems and deal with a variety of situations where only limited standardization exists.
• This position requires a highly skilled, self-motivated, computer literate, highly confidential individual who displays a positive attitude, communicates and works effectively, collaborates, participates and contributes as a team player.
• Expected to model appropriate professional behavior and follow district state and federal policies and laws and directives.
• Technology proficient or ability to gain proficiency to integrate technology and use of technology for communication and reporting purposes.

ESSENTIAL FUNCTIONS, DUTIES, AND RESPONSIBILITIES: This list of essential functions is not exhaustive and may be supplemented as necessary.

• Knowledge of and experience working within the Response to Intervention (RTI) model
• Ability to maintain positive working relationships with staff, students, and parents as evidenced in evaluations, and telephone references of co-workers
• A cooperative and sensitive attitude in working with students, parents, and school personnel
• Willingness to receive training on current trends in special education, such as Response to Intervention
• Familiarity with outside public and private medical, mental health, and social service resources
• Punctual and consistent attendance
• Provide formal assessment of a child's abilities, learning styles, academic achievement, emotional development, aptitude and social skills
• Observe the effects of the classroom environment on the child
• Integrate the information obtained into an accurate and useful overview of the child's functional ability
• Assist the child in developing appropriate problem solving skills through individual or small group counseling
• Facilitate pre-referral and IEP team meetings that develop and monitor an individual program for the child
• Conduct functional behavior assessments
• Develop, implement, and evaluate behavior support plans
• Consult with building staff and administration regarding discipline and accommodations
• Facilitate the development, implementation, and evaluation of individualized programs
• Refer and coordinate with outside agencies and professionals as needed
• Confer with teachers about the child's learning achievement, social/emotional development and individual needs
• Assist parents in recognizing the individual needs, strengths and limitations
• Work with other building based mental health professionals in a cooperative manner to provide support services to students
• Facilitate the assessment process and perform in the role of assessment team leader
• Implement the requirements of IDEA and other state and federal laws in accordance with Special Education
• Willingness and ability to attend trainings, including travel. Maybe outside the school year calendar, may include overnight.
• Abide by state statutes, school board policies, and regulations.
• Attend meetings and perform duties as assigned by administrators or supervisors.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Serve on committees as assigned.
• Maintain professional student boundaries.
• Remain current on professional practices.
• Ability to maintain the confidentiality of student and district records required.
• Completion of Safe Schools/VECTOR web based training required (or other District required training).
• Perform other duties as assigned
• 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
• Mobility: While performing the duties of this job, the employee is regularly required to stand and walk for prolonged periods of time, push or pull 18-25 lbs., sit, kneel and crouch, twist and bend, use hands to type, finger, handle, or feel; and reach with hands and arm
• Sense: The employee is required to talk/hear conversations and other sounds
• The employee must be able to communicate effectively in person and over the telephone
• Specific vision abilities required by this job include close vision, far vision, color vision, peripheral vision, depth perception and the ability to adjust focus
• Lifting: The employee must be able to lift or move up to 10 lbs regularly and occasionally up to 25 lbs; up to 50 lbs with assistance; must also be able to lift overhead
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
• The employee may be required to physically move quickly in an emergency or while performing student supervision duties
• 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
• Physical Hazards: While performing the duties of this job, the employee must be able to work outdoors in a wide variety of temperatures; from -10 degrees F to 100 degrees F
• The employee may be exposed to wet and/or humid conditions

The Wahluke School District complies with all federal and state rules and regulations and does not discriminate on the basis of race, ethnicity, religion, creed, color, sex, sexual orientation including gender identity or expression, national origin, immigration or citizenship status, homelessness, the presence of any sensory, mental, or physical disability, neurodivergence, or the use of a trained dog guide or service animal by a person with a disability, age, or honorably discharged veteran or military status. This holds true for all programs and services. The District provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance/complaint procedures may be directed to the school district’s Civil Rights Coordinator at lleitz@wahluke.net; Title IX Director at jesindola@wahluke.net or (509)932-4477; Section 504/ADA Coordinator, at gcalaway@wahluke.net or (509)932-4565 or by mail at 411 E. Saddle Mt. Dr., Mattawa, WA 99349.

Wahluke is an Equal Opportunity Employer