School Psychologist - Lower Rio Grande Valley GP (26-27)

We need to produce HTML fragment with headings

for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. Must not repeat job title as heading. Must not include Job ID etc. Must preserve all substantive info, no invented or summarizing away detail. Remove boilerplate: cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, application instructions. Also remove "Application Process" lines? The instruction says remove application instructions. So we should drop the "Submit your application online through Jobvite..." etc. Also remove "Learn more about IDEA..." etc. Also remove EEO statement. Also remove "Please Note: This posting is for a general applicant pool..." etc. Also remove "IDEA may offer a relocation stipend..."? That's part of benefits maybe. Keep relocation stipend as part of benefits. Keep compensation details. We need to parse the description. Sections: - About the role: The initial paragraph describing mission, role, reporting, location, travel. Could be "About the role". Provide that content. - Responsibilities: The "Essential Duties What You’ll Do – Accountabilities" list. That's responsibilities. - Requirements: Possibly "Physical Requirements" and maybe "Required Experience". Could be separate sections: Requirements (experience, license, degree) and Qualifications (knowledge and skills). But we need to follow headings list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide what goes where. We have: - Required Experience: Master’s degree in psychology from an accredited college or university; Valid Texas license as a School Psychologist granted by the Texas State Board of Examiners of Psychologists; School Psychologist interns accepted with proof of eligibility. - Knowledge And Skills (under What You Bring – Competencies): Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functions for education purposes, including cross-battery evaluation practices; Knowledge of prevention and intervention strategies, including behavior management interventions; Knowledge of psycho-social development; Strong consultation skills for conferencing with teachers, parents, and students; Excellent organizational, communication, and interpersonal skills; Ability to manage multiple requests, deadlines, and priorities. - Physical Requirements: list of physical abilities. Thus we could map: Requirements: Required Experience + maybe Physical Requirements? Or separate? The instruction says we can have few substantive sections over many thin ones. Could combine Experience and Physical Requirements into Requirements. Qualifications could be Knowledge And Skills. Skills could be maybe the consultation skills etc? But we already have Skills heading; maybe we put the consultation skills etc under Skills. However we have both Qualifications and Skills headings available. We need to decide distribution. We have Knowledge And Skills (list). That could go under Qualifications. Then Skills could be maybe the consultation skills etc? But that overlaps. Perhaps we put Knowledge under Qualifications, and the consultation/organizational/communication skills under Skills. But the list includes both knowledge and skills. Could split: Qualifications: Knowledge of procedures..., Knowledge of prevention..., Knowledge of psycho-social development. Skills: Strong consultation skills..., Excellent organizational..., Ability to manage multiple requests... Physical Requirements could be its own section but we don't have a heading for that; we could put under Requirements as well. Pay: We have compensation & benefits paragraph includes salary range and performance pay, plus benefits list. So we need Pay section for salary range and maybe performance pay. Benefits section for medical, dental, vision, disability, life insurance, parenting benefits, FSA, vacation, referral bonuses, professional development, 403(b), relocation stipend. Schedule: Not mentioned explicitly; it's full-time on-site. Could we infer schedule? The posting says full-time on-site position. That's schedule info (full-time). Should we include Schedule section? The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state full-time on-site, which implies schedule. So we can include Schedule with "Full-time on-site". That's specific enough. Location: Could be part of About the role. Now we need to ensure we don't include filler like "commensurate with experience" etc. The salary range includes "commensurate with relevant experience and qualifications and in alignment with internal equity." That phrase includes "commensurate with". The instruction says never emit a heading followed by filler/placeholder text (e.g., "commensurate with experience", "not specified", "N/A", "varies", "TBD"). However that's within a sentence, not a heading alone. It's okay to keep the sentence as long as we don't have a heading with only filler. The sentence includes substantive info (salary range). So we keep it. We must not include boilerplate like EEO, application process, learn more about IDEA, etc. We must preserve all substantive information. So we need to include all duties list exactly as given, but we can format as

• . Must not duplicate lines. We need to be careful to not include the "What You’ll Do – Accountabilities" heading; we just output the list. We need to include the location: "Location: This is a full-time on-site position located in the Lower RGV. Preference will be given to candidates who live in the region, or who are willing to relocate." That's part of About the role. Now produce HTML. Structure:

  About the role

  ... mission paragraph ... location paragraph ...

  Responsibilities

  • ... each duty ...

  Requirements

  • Master’s degree in psychology from an accredited college or university
  • Valid Texas license as a School Psychologist granted by the Texas State Board of Examiners of Psychologists
  • School Psychologist interns accepted with proof of eligibility
  • Physical ability to sit for extended periods without leaving work area
  • Ability to climb ladders or scaffolding, or climb and work in overhead areas
  • Ability to work in a confined space or to crawl or move about on hands and knees
  • Ability to lift and carry or otherwise move 20 pounds (regularly/occasionally)
  • Physical ability to work around small children including sitting, standing, running and climbing stairs
  • Ability to lift and carry small children up to 40 pounds in case of emergency
  • Ability to work in indoor and outdoor environments, including in times of excessive heat or cold
  But we need to ensure we didn't miss any physical requirement lines: The text: "Must be able to sit for extended periods of time without being able to leave the work area. Must be able to climb ladders or scaffolding, or climb and work in overhead areas Must be able to work in a confined space or to crawl or move about on hands and knees. Must be able to lift and carry or otherwise move 20 pounds (regularly/occasionally) Physical ability to work around small children including sitting, standing, running and climbing stairs. Must be able to lift and carry small children up to 40 pounds in case of emergency. Must be able to work in indoor and outdoor environments, including in times of excessive heat or cold". We'll split. Now Qualifications: knowledge items.

  Qualifications

  • Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functions for education purposes, including cross-battery evaluation practices
  • Knowledge of prevention and intervention strategies, including behavior management interventions
  • Knowledge of psycho-social development
  Skills: consultation, organizational, communication, interpersonal, ability to manage multiple requests.

  Skills

  • Strong consultation skills for conferencing with teachers, parents, and students
  • Excellent organizational, communication, and interpersonal skills
  • Ability to manage multiple requests, deadlines, and priorities
  Benefits: medical, dental, vision plans, disability, life insurance, parenting benefits, flexible spending account options, generous vacation time, referral bonuses, professional development, 403(b) plan, relocation stipend. We also have "performance pay based on organizational performance and goal attainment" which belongs to Pay maybe. Pay: salary range and performance pay.

  Pay

  Salaries for people entering this role typically fall between $70,500 and $82,100, commensurate with relevant experience and qualifications and in alignment with internal equity. This role is also eligible for performance pay based on organizational performance and goal attainment.

  Benefits:

  Benefits

  • Medical, dental, and vision plans
  • Disability and life insurance
  • Parenting benefits
  • Flexible spending account options
  • Generous vacation time
  • Referral bonuses
  • Professional development
  • 403(b) plan
  • Relocation stipend (if applicable)
  Schedule: full-time on-site.

  Schedule

  Full-time on-site position.

  Now ensure we didn't include any boilerplate like "Learn more about IDEA..." etc. Also removed "Application Process". Also removed EEO statement. Also removed "Please Note: This posting is for a general applicant pool..." etc. Also removed "IDEA may offer a relocation stipend..." we kept as benefit. Check for duplicated lines: Ensure we didn't repeat any duty. Now we need to output only HTML fragment, no markdown fences. Let's craft the duties list exactly as in text. The duties list is long; we need to capture each bullet. The original text after "Essential Duties What You’ll Do – Accountabilities" is a paragraph with many sentences separated by periods but not bullet list. We need to split into sensible items. We'll create list items for each distinct duty. Let's extract duties: - Supports the special education teachers in developing appropriate IEP academic, behavioral, and social goals. - Ensure IEP services are being provided as indicated in the ARD. - Meet 100% compliance in Annual ARDs and ensure all paperwork is submitted in a timely manner. - Works in conjunction with Speech Language Pathologists, Occupational Therapists, and other related and Instructional Service Personnel (VI, AI, APE, PT) to ensure completion of all ARD paperwork in a timely manner. - Follows correct procedures for maintaining records and services. - Ensure all counseling services are tracked. - Complete counseling service notes per session. - Be trained in Crisis Prevention and Intervention (CPI). - Conduct crisis counseling when necessary. - Guide the campus in interventions for students who are in emotional and behavioral crisis. - Critical Student Instruction groups are established and instruction is executed with fidelity at campuses. - Provide support to 504 campus coordinator with 504 meeting requirements, 504 eligibility determination, Homebound services, and Manifestation Determination. - Conduct dyslexia evaluations for 504 students. - Guide campuses in tracking and documenting academic and behavioral interventions in TIER I, TIER II, and TIER III. - Conducts multidisciplinary evaluations Full and Individual Evaluations for all Non-Speech only students who are referred for 1 or more eligibility categories (out of 11 eligibility categories). - Ensures psychological evaluations for Autism and Emotional Disturbance are conducted in accordance with National Association of School Psychologists best practice recommendations. - Adhere to most up to date evaluation tools and standards as stipulated in the American Psychological Association Testing Standards. - Conducts evaluations as needed for student College Board accommodations. - Helps the campus conduct a Functional Behavioral Assessment. - Ensure that campuses are employing a problem solving model for students in TIERS II and TIERS III. - Guides the campus in how to track and document academic and behavioral interventions. - Aids the campus in completing Functional Behavioral Assessments and Behavior Intervention Plans in Response to Intervention. - Provides guidance