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

We need to output 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. Remove boilerplate. Must preserve all substantive info. We need to parse the description. Sections: - About the role: maybe from "Role Mission" paragraph. Could be "About the role". Provide a paragraph summarizing mission. - Responsibilities: from "Essential Duties What You’ll Do – Accountabilities" list. - Requirements: maybe from "What You Bring – Competencies Knowledge And Skills" and "Required Experience". Could be combined. - Qualifications: maybe same as Requirements? But we need to avoid duplication. Could separate: Requirements (experience, license) and Qualifications (knowledge/skills). But we need to decide. - Skills: maybe from knowledge and skills list. - Benefits: from "What We Offer Compensation & Benefits:" includes salary range, performance pay, medical etc. - Pay: maybe separate salary info? But we already have Benefits includes salary. The instruction: include Pay section only if posting actually states them. It does state salary range. Could put Pay section with salary range and performance pay. Benefits section could list other benefits. - Schedule: maybe not mentioned; only full-time on-site. Could infer schedule? Not explicit. So we should not create Schedule section unless stated. Not present. Thus we will have sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay. But we need to avoid filler like "commensurate with experience" etc. The instruction: never emit a heading followed by filler/placeholder text (e.g., "commensurate with experience", "not specified", "N/A", "varies", "TBD"). So we cannot include "commensurate with relevant experience and qualifications". That's filler? It's somewhat specific but still phrase "commensurate with relevant experience and qualifications". Might be considered filler? It says "commensurate with experience" is filler. So we should avoid that phrase. We can still convey salary range without that phrase. We can say "Salary range: $70,500 – $82,100". That's okay. Also performance pay mention is okay. Now we need to preserve all substantive information. So we need to include details about duties, competencies, etc. We must not include boilerplate like EEO, legal, navigation, cookie, application instructions, etc. So we must cut out "Application Process", "Learn more about IDEA", "Please Note: This posting is for a general applicant pool." etc. Also remove "Location: This is a full-time on-site position located in the Mid RGV. Preference will be given to candidates who live in the region, or who are willing to relocate." That's substantive? It's location and preference. Could be part of About the role or maybe a separate section? Not listed as a heading but we could include in About the role paragraph. It's substantive, so we keep. Also "Physical Requirements" is substantive; we need to include maybe under Requirements or a separate section? Not in headings list. Could be part of Requirements. We'll include under Requirements. Now craft HTML. We'll have:

About the role

... mission paragraph plus location and preference.

Responsibilities

• ... each duty as list item.

We need to ensure we capture all duties from the long list. Let's extract them. From "Essential Duties What You’ll Do – Accountabilities": - 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 on academic and behavioral interventions in TIERS II and TIER III - When necessary ensures that students referred to Special Education have participated in TIER II and TIER III interventions for an appropriate amount of time prior to referral for Special Education evaluations. We need to keep each as separate

. Some sentences are fragmented; we can keep as is. Now Requirements section: include Required Experience, Knowledge And Skills? Actually Knowledge And Skills is under "What You Bring – Competencies Knowledge And Skills". We'll split. Requirements: maybe include: - 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 Requirements (list) Physical Requirements list: - 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 include those as list items under Requirements. Now Qualifications: maybe include knowledge and skills? But we already have Skills section for knowledge and skills. Could treat Qualifications as education/license (already in Requirements). Might be redundant. Better to have: - Requirements: education, license, intern eligibility, physical requirements. - Qualifications: maybe not needed if we already covered. But we need to follow instruction: include a section ONLY when posting has real specific content. We have content for Knowledge And Skills; we can put that under Skills. Qualifications could be left out. But we have "Knowledge And Skills" list: - 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 We'll put those under Skills. Now Benefits section: from "What We Offer Compensation & Benefits:" includes salary range, performance pay, 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'll separate Pay and Benefits. Pay section: Salary range and performance pay. Benefits section: medical, dental, vision, disability, life insurance, parenting benefits, FSA, vacation, referral bonuses, professional development, 403(b), relocation stipend. We must avoid filler like "commensurate with relevant experience and qualifications". We'll just state salary range. Now ensure we don't include any boilerplate like "Learn more about our benefits at https://...". We can keep the URL? It's part of benefits description; but it's a link. Might be considered substantive? It's a reference. Could keep but it's a URL. Probably okay to keep as part of benefits description. However instruction: remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions. The URL is not boilerplate; it's a link to benefits. Might be okay to keep. But we could omit the URL to keep concise. However we must preserve ALL substantive information; the URL is substantive info about where to find more benefits. Might be considered substantive. I'd keep it as a link inside

maybe. But we are outputting only HTML fragment; we can include link. Now ensure we don't repeat job title as heading. Not. Now produce final HTML. Let's craft.

About the role

The School Psychologist is a key member of the Special Programs team and partners with regional instructional leaders, campus leaders, and teachers to maximize student outcomes. Responsibilities include demonstrating knowledge and skill in assessment, determining Special Education eligibility, providing academic and behavioral interventions, following state and federal legal frameworks for Special Education, and ensuring compliance with all facets of Special Education. The role supports a portfolio of 1-2 campuses, helping students and parents through problem‑solving interventions for academic and behavioral struggles, providing direct behavioral supports, and tracking progress toward IEP goals. The School Psychologist reports to the regional Lead School Psychologist and works closely with campus leaders. This is a full‑time on‑site position located in the Mid RGV; preference is given to candidates who live in the region or are willing to relocate.

Responsibilities

• 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