System Intervention Psychologist

Systems Intervention Psychologist

The Systems Intervention Psychologist provides districtwide, systems-level leadership to design, implement, and evaluate academic, behavioral, and social-emotional supports within a Multi-Tiered System of Supports (MTSS) framework. The role emphasizes prevention, early intervention, and data-driven decision-making, partnering with district leaders, administrators, educators, and families to improve student outcomes and sustain effective practices. Key responsibilities include leading Student Study Team (SST) processes, supporting and training general education teachers on universal accommodations, and participating in assessments and meetings as needed.

Major Tasks

• Systems-Level Leadership
  • Lead the development, implementation, and refinement of MTSS across academic, behavioral, and social-emotional domains in CCUSD schools
  • Support alignment of Tier 1, Tier 2, and Tier 3 supports with district priorities and evidence-based practices
  • Collaborate with district and site leadership to establish consistent problem-solving processes
• Data-Based Decision Making
  • Guide teams in using universal screening, progress monitoring, and outcome data to inform instruction and intervention
  • Analyze schoolwide and districtwide data to identify trends, strengths, and areas for growth
  • Support fidelity monitoring of interventions and systems implementation
• Consultation & Collaboration
  • Provide consultation to administrators, teachers, and support staff on instructional strategies, behavioral interventions, and systems improvement
  • Facilitate MTSS, PBIS, intervention, and problem-solving team meetings
  • Partner with families and community agencies to support students across settings
• Intervention Design & Evaluation
  • Support selection, implementation, and evaluation of evidence-based academic and behavioral interventions
  • Assist teams in matching interventions to student needs and monitoring response to intervention
  • Provide guidance for students requiring intensive (Tier 3) support
• Professional Development & Capacity Building
  • Design and deliver professional development on MTSS, RTI, PBIS, data use, and prevention practices
  • Coach school teams to build internal capacity and sustainability
  • Develop resources, tools, and protocols to support consistent implementation
• Compliance & Equity
  • Ensure MTSS practices align with IDEA, Section 504, and district policies
  • Promote equitable identification and support practices to reduce disproportionality
  • Support the use of MTSS data to inform special education eligibility decisions when appropriate
  • Coordinate Child Find Procedures and conduct evaluations
  • Collect all service log and accommodation documents

Qualifications:

• Master's Degree from an accredited college or university plus two years of additional graduate work in education and psychology. (Doctorate Preferred)
• Have an Arizona School Psychologist's Certificate.
• Have experience in planning, implementing, and supervising Special Education Programs.
• Show effective interpersonal and communication skills.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is required to have regular and reliable attendance, is regularly required to sit, talk and/or hear. The employee is occasionally required to stand; walk; use hands to finger, handle, or feel objects, tools and/or controls; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

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. The noise level in the work environment is usually moderate.