_{08th May, 2025}

QUALIFICATIONS

1. Valid Tennessee Professional License in School Psychology
2. Ability to communicate effectively with students, school personnel and parents 
3. Ability to maintain a cooperative, harmonious relationship within the school setting which fosters recognition and respect for every individual
4. FLSA exempt

REPORTS TO Supervisor of Special Populations
  
JOB GOAL To support academic/behavior intervention in specific skill deficit areas for students with disabilities.
  
TIME/WORK HOURS Follow the assigned home school’s schedule.
  
ESSENTIAL FUNCTIONS

1. Works with staff in the following areas:  defining and measuring behavior, understanding principles of reinforcement, teaching new behavior for SWDs, implementing strategies for decreasing behavior, collecting specific data and identifying antecedents
2. Conducts comprehensive psychological evaluations that include but are not limited to the assessment of intellectual, developmental, academic, social/emotional and behavior status
1. Assessment and data collection by use of informal or non-standardized evaluation techniques
2. Interpret and utilize assessment data for the purpose of writing psychological reports and developing written intervention plans
3. Counsel students individually and in groups
4. Provide crisis intervention
3. Participates in Support Team meetings and provide information on pre-referral interventions and/or the RTI2 tiered intervention process
4. Administers standardized assessments and curriculum based assessments, provide interpretation of results, complete psycho-educational reports, and review reevaluation summary reports
5. Participates in the Response to Intervention and Instruction (RTI2) process, analyze the data for students with disabilities, and support collaboration within the schools
6. Provides consultation to all teachers and other stakeholders regarding students with disabilities’ academic, social, and behavioral problems
7. Maintains good written and oral communication skills when explaining evaluation results to parents, teachers, and administrators
8. Applies ethics and standards of professional practice in the delivery of services and observes IDEA law, TN Rules and Regulations regarding disability stands for students with disabilities that govern practice, eligibility and programming
9. Submits all required paperwork within a timely manner, adhering to all federal, state, and local laws and policies
10. Assists the learning support specialist with students with disabilities behavior difficulties including involvement with the development of IAIEP behavior goals
11. Develops and assist with the implementation of Behavior Intervention Plans (BIPs) and complete Functional Behavior Assessments (FBAs)
12. Attends initial and/or reevaluation IAIEP meetings when determining eligibility/ineligibility of services
13. Provide individual and/or small group social/behavioral intervention services to students with disabilities as prescribed on the IAIEP
14. Attends initial IEP meetings for students who are in non-public school placements
15. Provides training to staff for the purpose of teaching interpretation of data analysis (i.e., CBMs, progress monitoring, etc.) how to use assessment data to develop appropriate interventions, and/or to share information gathered from conferences
16. Ensures compliance with all local and federal laws and state regulations relating to students with IAIEPs, students referred to special education and eligibility
17. Participate in staffing and annual reviews and facilitate the compilation of documentation for student records
18. Collaborates with others (e.g., teachers, other professional staff, and parents) for the purpose of implementing services in accordance with programmatic and regulatory requirements
19. Attends training/in-service meetings and conferences to develop professional attitudes and skills
20. Maintains professional skills through reading of current literature and by attending professional meetings and conferences
21. Meets with the Supervisor of Special Populations on regular basis to share concerns and successes
22. Performs other related duties assigned by the Supervisor of Special Populations

PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary school, with frequent lifting and/or carrying of objects weighing up to 25 lbs.  Other physical demands that may be required are as follows:

1. Pushing and/or pulling
2. Climbing and/or balancing
3. Stooping, kneeling, crouching, and/or crawling
4. Reaching, handling
5. Talking
6. Hearing
7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to perform a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
2. Adaptability to accept responsibility for the direction, control, or planning of an activity
3. Adaptability to deal with students
4. Adaptability to make generalizations, evaluations, or decisions based on sensory or judgmental criteria

CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. 

1. Intelligence:  Ability to understand instructions and underlying principles and ability to reason and make judgments
2. Verbal:  Ability to understand meanings of words and the ideas associated with them
3. Numerical:  Ability to perform arithmetic operations quickly and accurately
4. Manual Dexterity:  Ability to move hands easily and manipulate small objects with the fingers rapidly and accurately
5. Form Perception:  Ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures 

WORK CONDITIONS
Normal working conditions
  
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position.  They are not intended to be a complete list of responsibilities, duties and skills required of personnel so assigned.

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