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

Community Unit School District 300; Algonquin (IL); On-site; USD 60,000 - 80,000; Full time

Job summary

Community Unit School District 300 is seeking a School Psychologist for the 2026-2027 school year. The successful candidate will conduct case study evaluations and psychological testing, engage with administration and parents, and support students in behavioral crisis. Responsibilities include evaluating student functioning and developing Individualized Education Plans (IEPs) in compliance with state laws. An Illinois licensure with School Psychologist endorsement is required. This position features active collaboration with educational teams across the district.

Qualifications

• Illinois licensure with School Psychologist endorsement(s) required.

Responsibilities

• Conduct case study evaluations, RTI data analysis, and psychological testing.
• Engage in communication and consultation with administration, staff, and parents.
• Evaluate students' academic, cognitive, behavioral, and mental health functioning.
• Support in the coordination of special education referrals.
• Collaborate with problem solving and IEP teams to develop intervention plans.
• Integrate psychological services into the classroom environment.
• Provide support services to parents/guardians.
• Maintain Crisis Prevention Intervention certification.
• Observe students to identify strategies, supports, and barriers.

Education

Illinois licensure with School Psychologist endorsement

Job description

Description

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

School Year

2026-2027 School Year

Title

School Psychologist - District-Wide

Duties and Responsibilities

• Pick up district issued computer in August 2026
• 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 licensure with School Psychologist endorsement(s) required.