School Psychologist (Multiple Available)

Job Title: School Psychologist. Department: Educational Services. Bargain Unit Classification: Bargaining Unit-EARL. Reports To: Assistant Superintendent of Educational Services; Building Administrators. FLSA Designation: Exempt. Pay Scale/Lane: Collective Bargaining Agreement. Benefits: Benefit Summary. Work Calendar: Standard (180 days). Version Date: 1/1/25.

PART I: SUMMARY OF POSITION

The School Psychologist is responsible for leading the comprehensive evaluation, identification, and support of students with diverse learning, behavioral, and social-emotional needs. This role ensures the implementation of high‑quality, legally compliant assessment practices to determine eligibility for and continued need for special education services, in alignment with federal law, Illinois statutes, and district procedures. The School Psychologist collaborates with multidisciplinary teams to interpret data, inform instructional and intervention decisions, and support the development of individualized education programs (IEPs). Additionally, this position contributes to the promotion of equitable student outcomes through consultation, problem‑solving, and the integration of evidence‑based practices that support student growth and well‑being.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

Master’s degree or higher in school psychology from an accredited college or university Three (3) years of experience as a school psychologist preferred Bilingual Spanish preferred Familiarity with the Round Lake community preferred

B. CREDENTIALS:

Illinois Professional Educator license with the required endorsements as provided in the school code.

C. KNOWLEDGE, SKILLS AND ABILITIES:

Knowledge of psychological and educational assessment tools and practices, including intelligence and achievement testing, behavioral scales, objective personality assessments, psychometric tools, and standardized test administration and interpretation. Knowledge of child development and characteristics of students with disabilities, including populations such as E/BD, DCD, D/HH, SLD, ASD, and OHD. Knowledge of current research and evidence‑based practices in school psychology, including effective behavioral and instructional interventions. Knowledge of family intervention and behavior modification theories and methodologies, including collaboration with families and community support agencies. Knowledge of state and federal laws, rules, and regulations governing education and special education eligibility and services. Knowledge of statistics and quantitative analysis for interpreting and applying assessment data. Skill in conducting psychological assessment, interpretation, counseling, and report writing to determine and communicate individual student needs. Skill in test administration and presentation of results, including use of MS Word, Excel, and assessment reporting software. Strong oral, written, and interpersonal communication skills, including mediation, information exchange, and presenting to parents and multidisciplinary teams. Analytical ability to synthesize assessment data and recommend effective instructional strategies and interventions. Ability to establish and maintain collaborative working relationships within diverse, multicultural, and socioeconomically varied environments while maintaining confidentiality and professionalism. Spanish‑speaking proficiency preferred.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Assist in the development, implementation, and oversight of procedures and forms guiding the Individual Education Plan (IEP) process, including ensuring compliance with state and federal requirements. Conduct comprehensive psychological and educational evaluations, including cognitive, academic, social‑emotional, behavioral, adaptive, and functional assessments to determine student needs and eligibility. Serve as case manager and coordinator for assigned IEP evaluations, ensuring referrals, assessments, and reports meet Illinois state requirements. Analyze assessment data and link results to appropriate school‑wide, classroom, and individual interventions and service recommendations. Participate as an active member of IEP teams and other multidisciplinary decision‑making teams, contributing to planning and problem‑solving processes. Consult and collaborate with parents, teachers, administrators, and outside agencies regarding student academic, behavioral, attendance, retention, expulsion, and transition concerns. Conduct functional behavioral assessments (FBA) and assist in the development and implementation of positive behavior intervention plans (BIP). Provide psychological services, individual and group counseling, and social/life skills instruction to regular and special education students as outlined in IEPs. Provide crisis intervention and behavioral support to promote the safety and mental health of students and staff. Coordinate and complete assessment summary report writing and ensure accurate documentation, including required billing records (e.g., MA billing). Review educational records, screening data, and background information to identify patterns of academic, behavioral, and attendance functioning. Communicate assessment results and recommendations to parents, school personnel, and administration in a clear and professional manner. Collaborate with community agencies and organizations to connect students and families with appropriate support services. Support and guide staff in the development and management of special education programs and interventions. Participate in transition planning for students moving between grade levels and school placements. Monitor timelines and notify staff of required reevaluations and IEP review deadlines. Represent the District as an administrative designee at meetings, as assigned. Travel between multiple work sites and perform other related duties as required. Performs other duties as assigned.

PART IV: STAFF SUPERVISION

Not Applicable THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED. RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY. #J-18808-Ljbffr Sylvania