Primary Purpose:
Perform professional psychological work in assessment, behavior management and counseling for students with emotional disabilities, learning disabilities, cognitive disabilities, Autism and behavioral problems. Assess the psychological and psycho-educational needs of students referred to special education services.
Qualifications:
Education/Certification:
Master's degree in psychology from accredited college or university
Valid Texas license as a licensed specialist in school psychology granted by the Texas State Board of Examiners of Psychologists
Special Knowledge/Skills:
Ability to administer and interpret intelligence, achievement, emotional and behavioral functions for educational purposes, including cross-battery evaluation practices.
Ability to prepare appropriate individual education plans (IEPs)
Knowledge of prevention and intervention strategies, including behavior management interventions
Ability to complete a Functional Behavioral Assessment and Behavior Intervention Plan
Knowledge of local, state and federal rules and regulations pertaining to special education
Knowledge of psycho-social development
Knowledge of various special education eligibility conditions and the challenges to learning
Strong computer skills
Strong organization and communication (written and oral)
Ability to work cooperatively with staff, students and parents
Experience:
Two years experience in providing psychological services in an educational setting
Major Responsibilities and Duties:
Support for Instructional and Planning Services
Provide consultative support to school staff through the response to intervention (RTI) process, offering suggestions for strategies and interventions that may be implemented in the general education classroom to meet the needs of struggling students.
Administer approved achievement, intelligence, emotional and behavioral measures, using instruments and procedures approved by the district.
Conduct and participate in admission, review and dismissal (ARD) committee meetings to interpret appraisal results and in the development of the individual education plans (IEPs).
Develop psychological evaluation reports and behavior management plans, utilizing the format approved by the district.
Consult with school staff about implementation of the IEPs, appropriate accommodations and modifications and strategies for learning.
Manage caseload and assignments so as to meet compliance timelines for evaluations, ARD/IEP committee meetings and services to students.
Conduct individual and group counseling sessions for eligible students.
Assist in the creation, development, coordination and evaluation of special education instructional programs in the district.
Consult with teachers and relevant staff regarding the implementation of behavior intervention plans and in managing behaviorally disruptive students.
Provide staff development training to assist school personnel with identification and understanding of students with emotional, social and behavioral disturbances.
Disseminate information regarding policies and procedures developed by the Department of Special Education Services.
Provide support to school personnel in order to ensure compliance with local, state and federal special education policies and procedures in assigned school and/or facilities.
Meet with parents to discuss pertinent background information and test results.
Consult with psychologist, psychiatrists, medical doctors and community agencies concerning intellectual, emotional and behavioral functioning of students as needed.
May provide clinical supervision to intern or trainee**
Develop and coordinate a continuing evaluation of psychological services and assessment procedures and make changes based on findings.
Role in Student Achievement
Work collaboratively with teachers and campus administrators in the creation of a supportive school environment that meets the academic and developmental needs of students.
Support the creation and implementation of special education services on school campuses, in support of academic and skill development in students with special needs.
Provide assistance to teachers and school administrators in the creation of a school climate that effectively manages student behavior in accordance with the Student Code of Conduct and Student Handbook.
Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.
Qualities of an Effective LSSP
Use effective communication skills, written and oral, to present information accurately and clearly to student parents and staff.
Maintain a professional relationship with colleagues, students, parents and community members.
Maintain familiarity with current trends in the areas of curriculum and special education.
Keep informed of an comply with state, district and school regulations and policies for staff, including daily attendance, punctuality and confidentiality.
Compile, maintain and file all reports, records and other required documents.
Attend and participate in Special Education Department meetings and serve on committees, as required.
Comply with policies established by federal and state law, State Board of Education rule and local board policy in the areas of psychological services, assessment, placement and planning for special education services.
Demonstrate the following core values: integrity, high expectations, commitment, respect, dedication to teamwork and passion for a student centered environment.
Daily attendance and punctuality at work are essential functions of the job.
Supervisory Responsibilities:
Provide program support to teachers of student in more restrictive settings.
Mental Demands:
Maintain emotional control under stress
**Note: An LSSP must have a minimum of 3 years of experience providing psychological services in the public school to provide supervision of an intern or trainee.
Physical Demands:
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students and lift and move adaptive equipment
Environmental Factors: may work prolonged or irregular hours and may require districtwide travel
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