School Psychologist (1.0 FTE) for 26/27SY - District-Wide

The Illinois Association of School Administrators; Algonquin (IL); Hybrid; USD 65,000 - 90,000; Full time

Job summary

The Illinois Association of School Administrators is seeking a School Psychologist for a 1.0 FTE position district-wide during the 2026-2027 school year. The role requires conducting case study evaluations, RTI data analysis, and psychological testing to support students across the district.

Responsibilities include coordinating IEP and eligibility meetings, collaborating with administrators and families, and integrating psychological services into classroom settings.

Qualifications

• Illinois licensure with School Psychologist endorsement required.
• Knowledge of RTI, IEP, and crisis intervention.
• Experience with data-driven decision making.

Responsibilities

• Conduct comprehensive evaluations including cognitive, academic, and behavioral assessments.
• Coordinate and facilitate IEP and eligibility meetings.
• Collaborate with district teams to plan interventions and progress monitoring.
• Maintain and report data in district systems.
• Provide crisis support and restorative practices in classroom settings.
• Communicate findings to parents and administrators.
• Stay current with state and federal laws governing special education.

Skills

Communication

Collaboration

Data analysis

Crisis management

Education

Illinois School Psychologist endorsement

Illinois licensure

Tools

My Service Tracker

Job description

School Psychologist (1.0 FTE) for 26/27SY - District-Wide

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Duties

2026-2027 School Year

School Psychologist - District-Wide

Description:

School Psychologist to conduct case study evaluations, RTI data analysis, and psychological testing.

Duties and Responsibilities:

• Pick up district issued computer in August2026
• Attend Induction Academy I for teachers new to D300 in August 2026
• Engage in ongoing communication and consultation with administration, staff, and parents.
• Evaluate the student's relevant academic, cognitive, behavioral, and mental health functioning as part of a comprehensive evaluation.
• Participate in building level crisis teams to actively support students in behavioral crisis.
• Support in the coordination and facilitation of building level Educations Services meetings as it relates to special education referrals. This activity includes, but not limited to, scheduling and facilitating domain meetings, completing referral forms and related domain paperwork, monitoring the completion of the case study evaluation components, and the scheduling and facilitation of eligibility review meetings. It also involves data entry (startup) of My Service Tracker (or its successor) data.
• Monitor completion of case study evaluations (re-evaluations) within the building and participate in IEP conferences.
• Collaborate with the problem solving team/IEP team to conduct both simple and regular Functional Analyses (FAs) and develop/monitor simple and regular Behavioral Intervention Plans (BIPs).
• Integrate psychological services into the classroom environment as appropriate.
• Contribute to program development that furthers the integration of coping skills, and problem solving in the classroom.
• Collaborate with IEP teams in the design and implementation of appropriate support accommodations for students.
• Provide support services to parents/guardians as needed.
• Serve as liaisons to parents by helping them understand the intervention and evaluation processes and how they impact their child, thus, helping to ensure that parent input is integrated into each tier of intervention and subsequent evaluation.
• Coordinate and/or collaborate with a range of individuals/agencies to promote and provide comprehensive services to students and families.
• Maintain Crisis Prevention Intervention certification.
• Possess a working knowledge of Restorative Practices and facilitate the process to restore relationships with students/staff
• Maintain knowledge of trauma informed practices as they relate to a student's social and emotional well-being.
• Observe students in the instructional environment in order to help identify appropriate strategies and supports, to identify barriers to accommodations, and to collect data.
• Work with team members and service providers to set realistic goals, design appropriate instructional strategies and progress monitor procedures, and periodically evaluate student progress for those receiving special education services.
• Maintain accurate, complete and correct records as required by law, district policy and administrative regulations
• Proficiently use technology to communicate, produce comprehensive individualized reports, and collect data.
• Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms
• Participate in district and building level in-service workshops, staff meetings, problem solving, and PLC's.
• Develop, implement and monitor student IEP needs in compliance with state and federal law and district procedures.

Qualifications

Illinois licensurewith School Psychologist endorsement(s) required.