SY 2026 - 2027 School Psychologist - Union Co.

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.

Performance Responsibilities

• Evaluate in response to case study referrals using assessment methods selected by the psychologist in accordance with referral concerns and state and federal laws.
• Assign a district from general assignment and follow that district's school calendar, taking school holidays according to the calendar.
• Average at least three or more evaluations every five work days, except when unavailable due to other required duties.
• Determine priority non-assessment needs, including consultation with child study and teacher assistance teams and initial needs assessment meetings.
• Process evaluations in chronological order of referral initiation and expiration dates, with deviation allowed for caseload efficiency or identified priorities.
• Conduct assessments in order of priority: initial referrals of un-served children, referrals involving potential due process hearing or litigation, referrals affecting allocation of funds to districts, reevaluations related to change of classification or major change of placement, and case study reviews conducted every three years.
• Use current professional practices and determine the degree and extent of the psychological evaluation based on individual needs assessment meetings and team consensus.
• Perform individual child assessments, including current functioning interviews, classroom observations, school records review, IEP participation, clarification of referral concerns, summary of educational background, explanation/interpretation of findings, development of eligibility consensus, making specific program or treatment recommendations, and consultation regarding special education regulations, Tri-County procedures, child problems, treatment/placement/follow-up, communication with non-school agencies, educational program development, due process hearing or litigation preparation and participation, consulting with non-school agencies/professionals, clerical functions, scheduling evaluations, scoring/interpreting assessment results, reporting on evaluations, completing portions of IEP forms, professional development, and integration of technology.

Compensation and Benefits

Compensation and benefits are governed by the Collective Bargaining Agreement.