EDEP GROUP LEADER

Position Description

SCHOOL PSYCHOLOGIST

(EXCEPTIO NAL STUDENT EDUCATION AND STUDENT SERVICES)

REQUIRED QUALIFICATIO NS
• A Specialist’s or higher degr ee in School Psychology, or appropriate credentials based on Florida Department of

Education requirements for School Psychologists

• Hold or eligible to hold professional certification as a School Psychologist through Florida Department of Education

• Possess a valid Florida Driv er’s License; if a holder of any other valid US state-issued Driver’s License, agree to acquire a

REQUIRED SKILLS

• Strong written and verbal communication skills, including presentation skills

• Strong skills in planning, organization, task completion and decision-making

• Demonstrateds ability to collaborate with school-based and district staff, students and parents on professional, technical

• Demonstrates competence in the techniques to analyze the needs and potential of individuals

• Ability to work harmoniously and effectively with professionals, school community, parents, and service agency

• Ability to exercise sound judgment in handling problem situations with competence in human and interpersonal relations

• Demonstrates knowledge within the area of specialization to a degree consistent with the educator’s professional

• Strong working knowledge of federal and state laws and policies related to Exceptional Student Education(ESE) and

• Ability to exercise sound judgment in handling sensitive and confidential information

• Ability to exhibit appropriate control of emotions

• Ability to effectively and efficiently use the tools of technology
  

REPORTS TO Coordinator, School Psychological Services

SUPERVISES Not Applicable

POSITION GOAL

To provide comprehensive and exemplary School Psychological Services to students, educators, and parents.
The Mental Health Response and Intervention School Psychologist will provide on-site evidence-based mental

health/behavioral intervention to children, adolescents, and family members to include screenings, evaluations,
treatment plan development, and intervention. This therapeutic intervention will remove/reduce emotional
barriers and enhance students’ social and emotional skills thereby improving home and school functioning

which will ultimately improve academic, behavioral, and social-emotional student outcomes.

PERFORMANCE RESPONSIBILITIES

General Responsibilities
1. *Complete comprehensive psychological evaluations and re-evaluations as required by the Individuals with Disabilities Education

Act (IDEA) and State Board Rules in a timely manner.
2. *Complete written psychological reports in a timely manner and communicate results to stakeholders to inform instruction and to

assist in determining appropriate educational programming.
3. *Effectively communicate critical components of Problem Solving/Response to intervention (RtI) and Functional Behavioral

Assessment (FBA) processes to educators and parents.
4. *Actively participate on schools’ Problem Solving Teams (PST).
5. *Assist in the collection, graphing, and analysis of academic and behavioral data used for problem analysis and progress

monitoring necessary to inform instruction.
6. *Assist and coach teachers and intervention providers in the identification of research-based school-wide, class-wide and

individual academic and behavioral interventions to improve outcomes and fidelity.
7. *Support school teams in the Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan (BIP) process.

Position Description

PAGE TWO, SCHOOL PSYCHOLOGIST

(EXCEPT IONAL STUDENT EDUCATION AND STUDENT SERVICES)

8. *Provide professional development/training to educators, parents, and community members when requested.

9. *Provide individual and/or group behavioral and mental health supports to students, including social skills training and
counseling.

10. *Provide Counseling as a Related Service to eligible students in ESE programs.

11. *Assist with school reform efforts through involvement with School Improvement Teams and data analysis meetings.
12. *Attend meetings to suppo rt school and district needs including PST meetings, staffings, re-evaluation meetings and staff

meetings.

13. *Support schools in identifying students eligible for educational accommodations under Section 504 of the Vocational
Rehabilitation Act.

14. *Participate on crisis intervention teams and threat response teams.
15. *Refer students and families to outside agencies as appropriate.
16. *Analyze data, when requested to determine program effectiveness.
17. *Support the implementation of Coordinated Early Intervening Services (CEIS).
18. *Remain knowledgeable of district, state and federal laws and policies affecting the practices of School Psychologists and the

students that they serve in order to appropriately consult with school faculty, parents and the community.
19. *Participate in professional development and maintain knowledge of federal, state and district policies, guidelines, and best

practices related to ESE, data analysis, problem solving/RtI, mental health and other relevant areas.
20. Provide all activities appropriate for School Psychologists in a professional, ethical manner consistent with best practices as

dictated by the Florida Association of School Psychologists and the National Association of School Psychologists.
21. *Maintain accurate records, statistics, and reports for effective communication, documentation, accountability and program

evaluations.
22. Follow all district policies and procedures, including those identified in the Equity Plan.
23. Perform other duties as assigned by the Coordinator, School Psychological Services.

Mental Health Response and Intervention Responsibilities
24. Conduct mental health screening and threat assessment on referred students.
25. Develop mental health treatment plans and recovery services for students and their families.
26. Perform ongoing and regular case review of case treatment to ensure implementation intervention and progress towards

treatment goals and objectives.
27. *Provide Youth Mental Health First Aid training and other relevant professional development/training to educators, parents, and

community members when requested.
28. *Provide individual and/or group behavioral and mental health supports to students and families, including social skills training

and counseling.
29. *Provide crisis prevention and intervention when needed.
30. Coordinate Plans of Care (POC) with all appropriate stakeholders ensuring reintegration and transition of services for students

POSITION DATA

BOARD TERMS OF SALARY POSITION ADA FLSA DOC
APPROVAL EMPLOYMENT CODES CODES STATUS
7/8/86 Months: 11 District Schedule Bargaining Unit: 3 2-Light Work Exempt Teacher-VTO
Days: 216 Level: VTO Title: 37703 3-A, F, K, L-Q, S-V
Hours: 7.5 DOE: 61420 4-Indoors
Tenure: Yes Instructional specialist ERT
EEO-5 Line: 40