School Psychologist

School Psychologist Tri-County Special Education Cooperative Tri- County Center School - Murphysboro, Illinois Open in Google Maps Jonesboro Early Childhood Program - Jonesboro, Illinois Open in Google Maps Job Details Job ID: 5685044 Application Deadline: Posted until filled Posted: May 01, 2026 12:00 AM (UTC) Starting Date: Immediately Job Description TITLE: SCHOOL PSYCHOLOGIST Tri-County Special Education Joint Agreement JOB DESCRIPTION TITLE: School Psychologist QUALIFICATIONS Masters Degree in School Psychology from an accredited school Illinois Type 73 Certificate with school service personnel REPORTS TO: Appropriate Technical Assistant Supervisor for daily line & staff supervision & evaluation. Evaluation will be in consultation with Lead Psychologist. The School Psychologist will report to the Lead Psychologist for group meetings to discuss professional growth and development activities and other professional concerns such as evaluation materials. JOB GOALS The focus of the School Psychologist is to assist the child, parent and teachers with problem areas, which may interfere with the child’s performance and/or adjustment in school. Services will include, but not be limited to, assessment and identification of children with disabilities, liaison and case management services involving school, consultation and support to teachers and other school personnel and direct service and intervention. The School Psychologist will also take a lead in determining program eligibility which may include psychological evaluation and RTI methodologies. PERFORMANCE RESPONSIBILITIES Psychologists will perform evaluations in response to case study referrals. Assessment methods will be selected by the psychologist, in accordance with the stated referral concerns, as well as State and Federal laws. The extent and nature of the evaluation will be determined by the circumstances of each case. Psychologists will be assigned a district from their general assignment and follow that district’s school calendar. School holidays will be taken according to that calendar. It is recommended that psychologists average a minimum of three or more evaluations every five work days except when unavailable because of other required duties. Non-assessment duties will be determined by other needs for psychological services and by the availability of time. The priority non-assessment needs will include consultation with child study and teacher assistance teams and initial needs assessment meetings. 1. Evaluations should normally be processed in chronological order of referral initiation and expiration dates. Deviation from that order will be permitted to enhance caseload efficiency or to accommodate identified priorities. Assessment in order of priority: A. Initial referrals of un-served children. B. Referrals involving potential due process hearing or litigation. C. Referrals affecting allocation of funds to districts. D. Reevaluations related to change of classification or major change of placement. E. Case study reviews conducted every three years and that are streamlined in nature, meaning not in need of a full blown psychological. School Psychologist- 2 -3 2. Psychologists will use current professional practices, as defined and agreed upon in psychologist staff meetings and approved by administration. 3. The degree and extent of the psychological evaluation will be determined by the psychologist based upon the findings of the individual needs assessment meeting and the consensus of the team members. A. Individual child assessment: current functioning B. Interview child/teacher/parent C. Classroom observation of child D. School records review 4. IEP participation. A. Clarification of referral concerns B. Summary of educational background C. Explanation/interpretation of findings D. Development of eligibility consensus E. Making specific program or treatment recommendations 5. Consultation regarding: A. Special education regulations and issues B. Tri-County procedures and practices C. Child problems: treatment/placement/follow-up D. Communication with non-school agencies E. Educational program development F. Due process hearing or litigation preparation and participation G. Consulting with non-school agencies/professionals 6. Clerical functions: A. Schedule evaluations B. Scoring/interpreting assessment results C. Reporting on evaluations D. Completing portions of IEP forms 7. Professional development: A. Provision of in-service training B. Participation in conferences/workshops C. Participation in school psychologist staff meeting 8. Additional, as required: A. Development of behavior management plans B. Crisis intervention C. Counseling School Psychologist- 3 -3 Integration of Technology 1. Demonstrates continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 2. Psychologist will assist in the plan and design effective learning environments and experiences supported by available software and technology and assist in the implementation of a Response to Intervention evaluation model within member Districts. 3. Psychologist may assist in implementation of curriculum plans that include methods and strategies for applying technology to maximize student learning in the curriculum of one’s subject area(s) and/or grade level(s). 4. Psychologist may apply technology to facilitate a variety of effective assessment and evaluation strategies. 5. Psychologist will use technology to enhance their productivity and professional practices including word processing, database, spreadsheet, telecommunications and print/graphic utilities, Individual Education Plan (IEP) programs. 6. Psychologist will use software programs designed to assist in the scoring and interpretation of a chosen assessment instrument. Position Type: Full-time Salary: $42,019 to $76,922 Per Year Job Categories: Student Services > Psychologist Welcome to Tri- County Center School, Jonesboro Early Childhood Program RISE PROGRAM: Reaching Independence through Support and Education & COMMUNICATION DEVELOPMENT (CD) PROGRAMThe RISE (Special Needs) program serves students ages 3-21 with severe/profound cognitive disabilities, multiple disabilities, physical impairments, health impairments, and/or autism within a self-contained educational setting. Program emphasis is on the development of critical life skills through a collaborative team-based approach. Daily instruction focuses on communication, socialization, daily living skills, leisure skills, motor development, community-based instruction, health management, vocational training/instruction, behavior management, and assistive technology. Students within the RISE program have access to all related services necessary to benefit from their educational program as indicated on the IEP. Ours is a comprehensive program in which related service providers work closely with the classroom staff so that interventions are carried out throughout the school day. The goal of the program is to prepare our students to become participating members of their communities. Through individualized instruction, our students work towards individual goals that will enable them to maximize their potential.The Communication Development (CD) program serves students from Early Childhood (ages 3-5) through Elementary grades (K-8). The CD program is designed for children diagnosed with, or suspected of having, an Autism Spectrum Disorder. A diagnosis of Autism does not automatically place a child into the program. To qualify for this program, a student must exhibit severe communication deficits. The student may also have additional needs secondary to communication (e.g. cognition, motor). The program addresses communication needs through an intense language-rich environment and multi-modal approaches to learning; including a high level of visual supports and augmentative alternative communication systems. Classroom Special Education Teachers work with Speech-Language Pathologists to implement communication strategies through everyday activities. The Communication Development program challenges the students to grow functionally and academically, while focusing on improving communication, behavior, and social skills., The program is designed for children ages 3-5 years old who exhibit moderate to severe delays in one or more areas of development . The program provides a developmentally-based curriculum to meet the individual needs of preschool children. The program emphasizes the development of cognitive/pre-readiness skills, speech and language development, fine and gross motor skills, self-help skills, and socialization. These classes usually have between six and ten children who and are staffed with one EC teacher and two instructional assistants. We strive to offer children services in the least restrictive environment and offer a number of our classrooms as part of inclusive Pre-K classrooms. A full staff of related personnel consisting of the Speech/Language therapist, Occupational Therapist, Physical Therapist, Social Worker and School Nurse is available to provided services as indicated on the individualized education program (IEP)of each student. Job Requirements Master degree preferred. Citizenship, residency or work visa required Contact Information Shelby Bremer , Human Resources 805 N. 16th St Murphysboro, Illinois 62966 Phone: View phone number on click.appcast.io Email: View email address on click.appcast.io The content you submit, offer, contribute, attach, post, or display (each a “Submission”) will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. 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