Job Title

JOB DESCRIPTIONJob Title School Psychologist, InternEvaluation Type ProfessionalDepartment Special Programs & ServicesPay Grade A1FLSA ExemptDate Revised March 2026Supervisor School Psychologist SupervisorBASIC FUNCTION & RESPONSIBILITY: This position is responsible for the evaluation and interpretation of results and participation in eligibility decisions, for students with disabilities or suspected disabilities, as part of the Admission, Review, and Dismissal (ARDC) committee. Applicant is also responsible for helping ensure that school personnel and parents comply with applicable regulations relative to the evaluation and eligibility for special education. Applicant must be knowledgeable of a variety of evaluation instruments for educational programming of eligible students who have been identified as requiring Special Education services.QUALIFICATIONS: Education/Certification: Master's Degree in School Psychology from an accredited college or university, or graduation from a training program approved by the National Association of School Psychology or have completed course work in school psychology from an accredited college or university and be a candidate for a Master's degree upon the successful completion of the internship is required. The incumbent must have knowledge of diagnostic procedures, education of students receiving Special Education services, human development, and learning theories. Incumbent must be able to read, write, and converse fluently in English. Special Knowledge/Skills/Abilities: Knowledge of and the ability to apply psychological, behavioral, and learning theories, and knowledge of test construction and statistical theory and application. Knowledge of and interpret State, Local, and Federal regulations affecting the identification and services of students with disabilities. Ability to administer and interpret a variety of evaluation instruments, and make recommendations for intervention. Ability to apply psychological, behavioral, and intellectual data for planning educational programs for eligible students. Ability to communicate clearly with parents, teachers, and other school staff regarding both individual evaluations and general information. Able to evaluate students to determine Emotional Disturbance or Autism eligibility. Experience: Practicum experience in public school preferred but not required CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description.Main Duties & Responsibilities: Evaluate students to determine Special Education eligibility (e.g., administer individual intelligence, achievement, adaptive behavior, and behavioral/emotional tests). Discuss implications of test data for planning, educational programs, providing interventions, and programming strategies with parents, teachers, and staff. Participate in Initial Referral Team (IRT) meetings to provide District personnel and parents with information regarding referrals for Special Education evaluation. Participate in Annual Review and Dismissal (ARDC) meetings to review and interpret evaluation results, assist with placement decisions, develop Individual Education Plans (IEP), and ensure compliance with applicable regulations relative to evaluation and eligibility. Continue professional development through professional training opportunities, professional literature, and collaboration with colleagues. Ensure federal timelines are met in scheduling and meet department goals, objectives, and performance expectations. Select and administer formal and informal assessments to determine student eligibility for Special Education services according to Federal Regulations and Texas Education Code, State Board Rules, and LEA Board policies. Compile and evaluate comprehensive student information including classroom observations; personal interviews with students, teacher(s), parents, and others; and reference relevant assessment data from the student's cumulative folder. Evaluate and provide student information relevant to the determination of disability/ies and eligibility for Special Education services (e.g., administer individual standardized intelligence and achievement measures, parent, and teacher rating scales, as well as other relevant assessment batteries and tests). Interpret evaluation data and write evaluation reports, individually or in collaboration with related services, members of the multidisciplinary evaluation teams or outside evaluators as needed and applicable. Write evaluation reports. Consult with parents, teachers, and other school staff concerning the educational needs of students and interpretation of assessment data, evaluation feedback, and recommendations. Participate in Annual Review and Dismissal Committee (ARDC) meetings to review and interpret evaluation results, assist with placement decisions, develop Individual Education Plans (IEP), and ensure compliance with applicable regulations relative to evaluation and eligibility and district procedures. ? Assist classroom teachers with the implementation of a student's IEP. Present staff development and professional learning opportunities for school personnel in identifying and understanding students with disabilities. Participate in the selection of assessment materials and equipment. Develop and coordinate an on-going, results driven continuing evaluation system of assessment protocols and the assessment program to ensure high assessment standards are maintained and make changes as needed. Compile, maintain, and file timely reports, records, and other documents as required and assigned. Comply and adhere to all standards established by Federal Regulations, Texas Education Code, State Board Rule, and LEA Board policy. Comply with all District and local campus routines, protocols, and regulations. Follow District safety protocols and emergency procedures. Writes modifications which identify students as disabled according to the Federal, State, and Local criteria. Provide an exceptional customer experience for all BISD stakeholders with intentional and professional practices that promote a culture of respect. SUPERVISION EXERCISED: NoneMENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Tools/Equipment Used: Standard office equipment including computer and peripherals Posture: Frequent sitting, kneeling/squatting, bending/stooping, pushing/pulling, and twisting Motion: Frequent walking, grasping/squeezing, wrist flexion/extension Lifting: Moderate lifting and carrying; regular light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds or more); may be required to lift and transfer students to and from wheelchair or assist with positioning students with physical disabilities; controlling behavior through physical restraint; assisting nonambulatory students Environment: Regular districtwide travel to multiple work locations as assigned; exposure to biological hazards, bacteria, and communicable diseases Mental Demands: Maintain emotional control under stress; interpret policies, procedures, and data; work with frequent interruptions NOTES: The Texas license that permits the practice of school psychology is called the School Psychologist license as of September 1, 2025 as outlined in HB 2598. The 'Licensed Specialist in School Psychology' terminology will no longer be used after this date. This school psychology license is required by the Texas State Board of Examiners of Psychologists (TSBEP) to provide school psychological services in Texas public schools. The requirements for the license include completion of a graduate degree in school psychology or closely related field, a passing score on the national exam for school psychology and eligibility for certification as a National Certified School Psychologist (NCSP) or educational equivalent. In Texas, the title of School Psychologist is an appropriate title for practitioners in schools.