POSITION: School Psychologist-Junior High School\n \nPOSITION GUIDE: Certificated Personnel \n \nBargaining Unit Position \n \nNon-exempt \n \nShall work 180 days, not to exceed 185 days\n \nQUALIFICATIONS:\n \nProfessional Educator License (PEL) with the following endorsement: School Psychologist\n \nAbility to assume a leadership role as a member of the multidisciplinary diagnostic team.\n \nDemonstrated competencies in the areas of screening, consultation, evaluation, and intervention strategies.\n \nKnowledge of state and federal special education rules and regulations pertaining to the case study evaluation process. \n \nSalary and Benefits: In accordance with the collective bargaining agreement between the Board of School Inspectors of School District 86, Will County, Illinois, and the Council #86 of the American Federation of Teachers- Local 604 of School District #86 found on the following link: Contract\n\n Maximum 10 years of full-time Certified Teaching Experience\n \nREPORT TO: \n \nAssistant Superintendent for Equity and Student Services \n \nDirector of Special Education\n \nDirector of Student Services\n \nRELATES TO: \n \nBuilding Administration\n \nRelated Services Staff\n \nStudent Services Coordinator\n \nSpecial/General Education Teachers and Support Staff\n \nParents and Children\n \nPersonnel from Community or Private Agencies\n \nSUMMARY:\n \nFunction as chairperson of the school-based MTSS Problem Solving Team. Provide psychological evaluations and reevaluations for children in 6-8th grade. Complete other case study components, as assigned. Conduct domain and eligibility meetings. Recommend and implement appropriate intervention procedures for children who exhibit learning and social behavior problems. Provide consultation to parents/guardians as needed.\n \nRESPONSIBILITIES:\n\n Conduct psychological assessments for children in grades 6-8.\n Facilitate Problem-Solving meetings.\n Collaborate with building SEL members. \n Support and assist with restorative and relational practices (e.g. restorative chats, mediations).\n Conduct crisis intervention and provide support during challenging situations.\n Serve on district and/or building committees.\n Facilitate the IAP/domain meetings, which determine assessments/information required for eligibility.\n As a facilitator of the eligibility determination, disseminate case study components requested by team members and monitor their completion.\n Maintain accurate records and documentation of student progress and assessments.\n Complete cognitive and academic evaluation components of the needs assessment (domain), as appropriate.\n To facilitate eligibility determination meetings and reevaluations.\n To participate in the school-based problem-solving team and to serve as chairperson when assigned.\n Disseminate staffing notices for initial IAP and all eligibility meetings.\n Process all parent requests for evaluations within the timeline.\n Provide written reports for all children for whom psychological and/or other evaluations have been completed.\n Attend department meetings for school psychologists.\n Facilitate training to staff (e.g. best practices, mental health) on various topics.\n Provide consultation with parents, teachers, and other school staff to support the needs of both special education and general education in the areas of academic, behavior, and mental health.\n Recommend and implement appropriate intervention procedures for children who exhibit learning and academic/social behavior problems.\n Confer and cooperate with members of the IEP team as needed relative to case disposition and follow-up.\n Consult with school personnel and parents upon request about the management of children with learning and social behavior concerns.\n Inform the Coordinator of Student Services the names of those children for whom initial IAPs have been conducted.\n Confer with parents relative to the psychological and/or eligibility findings and recommendations, as assigned.\n Coordinate dates/times of IAP and eligibility meetings with the building coordinator and related.\n Perform other related duties and responsibilities as may be assigned by the Assistant Superintendent or designee\n \nCOMMUNICATION SKILLS:\n\n Strong communication, public relations, and interpersonal skills.\n Ability to communicate clearly and concisely in both oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.\n Ability to compose correspondence, reports, and/or other required written materials.\n Ability to read, analyze, and interpret information.\n Ability to effectively present information and respond to questions, inquiries, and/or complaints.\n Displays courtesy, tact, and respect when dealing with others.\n \nMATHEMATICAL SKILLS:\n\n Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.\n \nREASONING ABILITY:\n\n Ability to interpret a variety of instructions and information furnished in written, oral, diagrammatic, or schedule form.\n Ability to identify and define problem(s), collect and analyze data, establish facts, and draw valid conclusions.\n \nOTHER SKILLS AND ABILITIES:\n\n Maintains appropriate confidentiality.\n Promotes a harassment-free environment.\n Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.\n Ability to learn and utilize office equipment, computers, and software, especially as systems are updated.\n Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.\n Extensive knowledge of and ability to perform duties in compliance with all district, Board, state, and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.\n Ability to work independently with minimum supervision.\n Ability to prepare and maintain accurate files and records.\n Ability to meet strict deadlines.\n \nPHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.\n \nWhile performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear. The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.\n \nWORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters when performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential duties.\n \nEmployees experience constant interruptions and inflexible deadlines. The noise level in this environment is quiet to moderate. Duties are performed primarily indoors and occasionally outdoors. In-district and out-of-town travel is required as necessary for training and/or to carry out duties and responsibilities.\n \nThe information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties performed by the individual holding this position may be assigned.\n\n