School Psychologist

Job Title: School Psychologist Location: State-Wide - MUST LIVE IN COLORADO FLSA Status: Exempt Reports to: Director of Exceptional Student Services Work Hours/Days: Full-Time or Part-Time based on student enrollment and special education service needs. Caseload expectations will be aligned with FTE assignment in accordance with state and federal special education guidelines. Wage: 70,000-95,000 annually. Compensation will be prorated based on FTE assignment. Benefits: Benefit eligibility is based on FTE status. Employees working 30 hours or greater per week are eligible for full benefits including health, dental, vision, 401k and paid leave. Employees working less than 30 hours per week will get paid sick leave. The School Psychologist supports the development of inclusive, data-driven student services by partnering with school leaders, other SSPs, special education teachers, paraprofessionals and families to provide quality and compliant specialized services to qualifying students. This role strengthens MTSS/RTI frameworks, trauma-informed practices, and SEL programming, while ensuring compliance and cultural responsiveness in diagnostic, psychoeducational assessment and special education systems. This position provides psychological assessment, consultation, and intervention services to support the academic, behavioral, and social‑emotional needs of students with disabilities. Through targeted professional development, collaborative team facilitation, and inclusion-focused leadership, the School Psychologist builds capacity in schools and empowers educators and families to navigate and improve academic and behavioral interventions, mental health and special education supports, including 504, Gifted, and Multi‑Lingual Learners. The School Psychologist is a key member of the multidisciplinary evaluation and IEP teams, with some remote assessment and consultation. School Psychologist - School‑Based, Multidisciplinary Services Assessment, Evaluation & Compliance Conduct psychoeducational evaluations for special education eligibility using culturally responsive practices. Facilitate functional behavior assessments (FBAs) and contribute to the development and monitoring of behavior intervention plans (BIPs). Support the development and maintenance of compliant special education systems, including evaluations, IEPs, 504 plans, progress monitoring, and required documentation. Consult with teams to ensure assessment data is used accurately and effectively in decision‑making. Intervention, Mental Health, & Direct Student Support Provide behavioral, academic, and social‑emotional interventions within MTSS, RTI, and IEP frameworks. Deliver crisis response, risk assessments, and short‑term counseling using trauma‑informed and SEL‑aligned approaches. Support the implementation of school‑based mental health programs, including SEL instruction, counseling groups, and trauma‑informed practices. Assist students in developing self‑regulation, coping, and problem‑solving skills. Collaboration, Inclusive Practices & Teaming Participate in multidisciplinary team meetings, eligibility determinations, and IEP/504 development. Collaborate with teachers, special educators, SLPs, OTs, administrators, and other service providers to support cohesive, student‑centered planning. Promote inclusive practices such as co‑teaching models, accommodations, and Universal Design for Learning (UDL). Facilitate effective, family‑centered meetings that support shared understanding and collaborative decision‑making. Data‑Based Decision Making & Progress Monitoring Use assessment and progress‑monitoring data to inform intervention planning and instructional or behavioral supports. Support teams in analyzing academic, behavioral, and social‑emotional data to guide problem‑solving and service delivery. Ensure data is used to monitor student growth, adjust interventions, and maintain compliance with IDEA requirements. Professional Learning & Staff Support Provide training to staff on behavior supports, SEL strategies, accommodations, and effective intervention practices. Offer case consultation to support consistent implementation of interventions and student support plans. Education & Training Master's degree or higher in School Psychology or a related field from an accredited institution. Valid state licensure or certification in School Psychology (e.g., CDE Special Services Provider license). Formal training in MTSS/RTI, trauma‑informed practices, SEL, inclusive education frameworks, and culturally responsive assessment. Ongoing professional development in ethical practice, compliance systems, and evidence‑based intervention approaches. Experience Minimum of 3 years in school‑based roles such as school psychologist, special education teacher, school social worker, or other Special Service Provider preferred. Experience conducting psychoeducational evaluations and supporting students with disabilities across academic, behavioral, and social‑emotional domains. Demonstrated success collaborating with multidisciplinary teams (e.g., SLPs, OTs, special educators, administrators, families). Experience facilitating IEP/504 meetings and supporting problem‑solving within MTSS/RTI systems. Experience providing remote consultation or tele‑support preferred. Knowledge, Skills & Abilities Strong understanding of IDEA, Section 504, MTSS, and school‑based special education compliance systems. Knowledge of culturally responsive diagnostic assessment and interpretation of academic, behavioral, and social‑emotional data. Expertise in SEL, trauma‑informed care, crisis response, and school‑based counseling practices. Ability to collaborate effectively with multidisciplinary teams, families, and community partners to support student needs. Skill in designing and facilitating training on behavior supports, accommodations, SEL strategies, and intervention practices. Strong communication, cultural responsiveness, and documentation skills. Ability to support consistent implementation of interventions through consultation and team‑based problem solving. Work Environment & Physical Demands Work is performed in a classroom setting. Occasional lifting of up to 25 pounds may be required. Reasonable accommodations may be made for individuals with disabilities. #J-18808-Ljbffr