Marble Falls Independent School District

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LSSP - 2 Positions

at Marble Falls Independent School District

Posted: 5/10/2019
Job Reference #: 982
Categories: Other/General

Job Description

Openings as of 5/22/2019
Student Support Services

  • LSSP - 2 Positions JobID: 982
  • Position Type:
    Student Support Services/Licensed Specialist in School Psychology

  • Date Posted:

  • Location:
    Multiple Campuses

  • Date Available:

  •   197 Days

    Salary Minimum: $51,421

    Primary Purpose:

    Perform professional psychological work in assessment, behavior management, and counseling for students with emotional disabilities, learning disabilities, and behavioral problems. Assess the psychological and psycho-educational needs of students referred to special education services.


    Master’s degree in psychology from accredited college or university
    Valid Texas license as a licensed specialist in school psychology (LSSP) granted by the Texas State Board of Examiners of Psychologists*

    Special Knowledge/Skills:
    Knowledge of procedures for assessing achievement and intellectual, emotional, and behavioral functioning for educational purposes
    Knowledge of prevention and intervention strategies, including behavior management interventions
    Knowledge of psycho-social development
    Excellent organizational, communication, and interpersonal skills

    One year experience providing psychology services in an educational setting

    Major Responsibilities and Duties:


    1. Select and administer assessments and observations to evaluate the intellectual, emotional, and behavioral functioning of referred students. Determine student eligibility for special education services according to federal and state regulations.
    2. Develop psychological evaluation reports and behavior management plans.
    3. Conduct or participate in the Admission, Review, and Dismissal (ARD) Committee to assist with appropriate placement and development of Individual Education Plans (IEP) for students according to district procedures.
    4. May serve as case manager and implement the special education assessment process for students on assigned campuses.
    Student Management
    5.Assess the intellectual, educational, emotional and psychological functioning of eligible students.Assessment may include language, behavior, emotional functioning, physical functioning, and sociological factors.

    6.Prepare IEP goals for counseling and provide leadership in Functional Behavior Assessments and in writing Behavior Intervention plans.
    7.Provide individual and group counseling to students concerning problems resulting from the student’s disability.
    8.Consult with school professionals, parents, and outside agencies in developing crisis intervention plans for students.
    9.Counsel directly with students in crisis when necessary and appropriate.

    Policy, Reports, and Law
    10.Follow the ethical guidelines of psychologists as delineated by the American Psychological Association and the National Association of School Psychologists.
    11.Follow federal, state, and local laws, regulations, rules, and procedures related to special education.
    12.Conduct evaluations in a thorough and timely manner, accessing relevant sources of information and providing for optimal student performance.
    13.Prepare thorough and understandable reports, including completion of TEA eligibility reports.
    14.Complete required documentation during committee proceedings for initial placement and re-evaluation ARD committee meetings.Assume responsibility for the arrangement of certain ARD committee meetings.
    15.Participate with all special education personnel in the planning, implementation, and evaluation of appraisal services.


    16.Meet with parents to discuss pertinent background information and test results. Conduct group, individual and family counseling sessions and facilitative therapy for students with diagnosed problems.
    17.Consult with teachers and relevant staff concerning the educational needs of students, interpretation of assessment data, and implementation of behavior intervention plans in managing disruptive students.
    18.Consult with psychologists, psychiatrists, medical doctors, and community agencies concerning intellectual, emotional, and behavioral functioning of students as needed.
    19.Present staff development training in assigned schools to enable school personnel to identify and work more effectively with students with emotional, social, and behavioral disturbances.

    Program Management

    20.Develop and coordinate a continuing evaluation of psychological services and assessment procedures and make changes based on findings.
    21.Participate in the selection of assessment materials and equipment.
    22.Compile, maintain, and file all reports, records, and other documents required, including case records, test results, statistical data, and test inventories.
    23.Comply with policies established by federal and state law, State Board of Education rule, and local board policy. Comply with all district and local campus routines and regulations.
    24.May provide clinical supervision to intern or trainee.**

    Supervisory Responsibilities:


    Mental 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: Regular light lifting and carrying (under 15 pounds), occasional heaving lifting (45 pounds or more) and positioning of students with physical disabilities; controlling behavior through physical restraint; assisting nonambulatory students
    Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require districtwide travel
    Mental Demands: Work with frequent interruptions; maintain emotional control under pressure