School Psychologist - 10 Month

St. Landry Parish School Board; Opelousas (LA); On-site; USD 55,000 - 70,000; Full time

Job summary

ST. LANDRY PARISH SCHOOL BOARD is seeking a School Psychologist to join the Pupil Appraisal Multi-Disciplinary Team.

The role involves assessing students with academic, behavioral, and social needs, conducting comprehensive evaluations, and making recommendations for special education services. The candidate must hold a Master’s in School Psychology, be certified by the Louisiana DOE, and proficient in diagnostic assessment and interpretation.

Qualifications

• Master’s Degree in School Psychology is required.
• Certification by the Louisiana State Department of Education as a School Psychologist.
• Expertise to administer and interpret diagnostic techniques for exceptional children.

Responsibilities

• Assist teachers and staff with academic, behavioral, social, and emotional concerns of students by providing instructional strategies and differentiated instruction.
• Visit classrooms to monitor and support implementation of instructional/behavioral strategies.
• Conduct standardized psychological assessments and interpret findings for eligibility decisions.

Skills

Diagnostic techniques

Education

Master’s Degree in School Psychology

Certification by Louisiana DOE as School Psychologist

Job description

Starting Date: Immediately

Job Description

ST. LANDRY PARISH SCHOOL BOARD

Job Discription

QUALIFICATIONS:

• All applicable Louisiana Standards for State Certification of School Personnel as outlined in BESE Bulletin 746.
• Master’s Degree in School Psychology
• Certification by the Louisiana State Department of Education as a School Psychologist
• Expertise to administer and interpret diagnostic techniques to be used with all types of exceptional children

SUPERVISES: Students who are assigned

JOB GOAL: To serve as a member of the Pupil Appraisal Multi-Disciplinary Team to assist

with the identification of students who have academic, behavioral,

communication challenges, or other special needs which are adversely

impacting educational performance and to make recommendations for

supports and services needed to assist teachers and parents of the students in

providing appropriate special education services.

PERFORMANCE RESPONSIBILITIES:

Assist teachers and other school personnel with school-based concerns related to academic, behavioral, social, and/or emotional concerns of regular education students by providing assistance with instructional strategies, modifying materials, modeling co‑teaching, and delivering differentiated instruction as needed.

2. Visit classrooms to monitor and support teacher implementation of specialized

instructional and/or behavioral strategies, accommodations, and modifications

designed to meet the needs of students with disabilities.

3. Secure and assess information about the child/student referred, such as developmental

history, attainment of milestones, familial history, and social and emotional

development.

4. Conduct standardized, nondiscriminatory, individual assessments of intellectual

functioning, including an analysis of information obtained through an observation of the

student, as well as, an appraisal of emotional or cultural factors that may be causing or contributing to the student’s concerns when an Intellectual Disability is suspected.

5. Conduct assessments of cognitive, emotional, and social functioning, including self‑

concept, for students suspected of the exceptionality of Emotional Disturbance.

6. Assist in the identification of student‑specific concerns as reported by the school,

including academic, behavioral, and/or social concerns.

7. Interpret assessment findings and make recommendations to parent(s) or guardian(s),

school personnel, and other agencies involved. Complete a multidisciplinary

evaluation report, schedule and conduct a determination of eligibility meeting with

necessary personnel and parents. Disseminate the report to the parent and the school.

8. Assist in writing Individualized Education Plans for all initial plans and others whenever

appropriate.

9. Assist with placement decisions for all initial placements of students in special education

and others whenever appropriate.

10. Assist in developing positive behavioral intervention strategies (PBIS) for all regular education and special education students.

11. Conduct direct, systematic observations of student behaviors across multiple settings (recess, PE, lunch, academic classes, etc.) to assist with identifying areas of strength

and/or weakness, identifying functions of behavior, developing interventions, making

eligibility determinations, and other considerations of the multidisciplinary evaluation

team.

12. Assist teachers and school administration with helping students requiring the need for

conflict resolution and anger management.

13. Train school personnel and parents (if necessary) on the recommended, evidence‑

based academic and/or behavioral interventions.

14. Serve as liaison for assigned schools, participate in SBLC meetings, and work

collaboratively with the school staff to support the academic and behavioral needs of

students.

15. Work collaboratively with community-based agencies to support the medical,

emotional, and behavioral needs of students.

16. Provide consultation regarding school law, school policy, and federal regulations

including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the

Rehabilitation Act.

17. Conduct screening for all students suspected of having Autism.

18. Conduct comprehensive psychological assessments for students with Autism.

19. Collect data and coordinate triennial re‑evaluations.

21. Request medical records and outside evaluations when necessary.

22. Write individualized, comprehensive initial and reevaluation reports that include

strengths, weaknesses, and strategies for achieving student success.

23. Review and interpret out‑of‑state evaluations for Bulletin 1508 compliance.

24. Conduct Functional Behavioral Assessments and develop Behavior Intervention Plans

for students with disabilities and assist with this process for all students referred to

the School Building Level Committee who are exhibiting behaviors that are negatively

affecting academic performance.

25. Conduct special education Manifestation Determination Reviews and develop plans of

action for students with behavior concerns.

26. Provide crisis intervention, counseling services, and the coordination of provided

services from various support agencies.

27. Serve as a member of the Positive Behavior Intervention and Support Team/Response

to Intervention (RTI) Behavior Support Team.

28. The School Psychologist must keep all personally identifiable information for the

student and the family confidential, as well as contents of the case, utilize all available

resources when assessing and providing services to the child, provide professional

development and in‑services to school personnel, and maintain accurate records.

29. The School Psychologist must execute all policies of the St. Landry Parish School

Board, including the following: Caring for all school properties, physical facilities and

industrial equipment used in helping teachers and parents. Carefully documenting all

activities including mileage, cases assessed, programs given, parents, school and

agencies contacted.

30. The school psychologist will perform all other duties and responsibilities not listed as delegated by the Director of Special Education.

COMPENSATION: Salary based on teacher’s salary schedule (1.11 index)

TERM OF EMPLOYMENT: Ten (10) months

ACCOUNTABILITY:

Performance of this job will be evaluated in accordance with provisions of the board’s policy on Evaluation of Personnel.

Position Type: Full-Time

Contact Information

• Alvado Willis, Director of Special Education
• ST. LANDRY PUPIL APPRAISAL
• Phone: [phone]
• Email: [e-mail]