<p>PRIMARY PURPOSE:</p> <p>To enhance the knowledge and skills of district staff as they implement a student-learning framework that will focus on rigorous instruction, emotional intelligence and competitive job skills for students with disabilities; to provide expertise in assessment and programming for children and youth with serious behavioral disorders; to promote a positive working relationship, among and between staff and the schools, by establishing a climate conducive to open communication and productive work.</p> <p>QUALIFICATIONS:</p> <p>Education/Certification:</p> <p>Bachelor Degree in Psychology or related field, required</p> <p>Master Degree in School Psychology, required</p> <p>Licensed Specialist in School Psychology as required by the Texas State Board Examiners, required.</p> <p>Board Certified Behavior Analyst (BCBA) - preferred</p> <p>Special Knowledge/Skills:</p> <p>Communicate effectively (verbal and written); understand needs of and programs for students with disabilities; utilize interpersonal skills; plan, organize and coordinate districtwide services, able to administer and interpret assessments in English/Spanish, preferred.</p> <p>Experience:</p> <p>Minimum of two (2) years of supervised professional experience in a school setting after degree, preferred.</p> <p>Three (3) years of teaching experience, preferred.</p> <p>MAJOR RESPONSIBILITIES AND DUTIES/ESSENTIAL FUNCTIONS:</p> <ul> <li>Interprets student performance and assessment data for school personnel, parents, and outside agencies, as appropriate. </li><li>Demonstrates knowledge of the Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RtI) processes; analyzes student data to assist with intervention planning and progress monitoring. </li><li>Provides academic, behavioral, and social-emotional recommendations based on student data and observations. </li><li>Ensures compliance with local, state, and federal guidelines related to general education intervention and support timelines. </li><li>Assists in disseminating information and training related to MTSS, RtI, and general education intervention practices. </li><li>Provides training and support for data collection and intervention documentation systems. </li><li>Become a trainer-of-trainers CPI (crisis prevention intervention) instructor to support campus teams on proper techniques when working with students </li><li>Displays knowledge of student support procedures, confidentiality, and parent rights related to general education services. </li><li>Provides direct psychological and behavioral support services to students and maintains appropriate documentation, when necessary. </li><li>Serves as a liaison between campuses, families, and district support services to facilitate student access to appropriate interventions and resources. </li><li>Maintains and submits data and required reports according to district timelines and procedures. </li><li>Conducts behavioral and social-emotional assessments to inform general education interventions and supports. </li><li>Provides consultation and recommendations related to classroom behavior management and positive behavioral supports. </li><li>Builds campus capacity by training leadership and staff on behavior techniques, Functional Behavior Assessments (FBA), and Behavior Intervention Plans (BIP) within the general education framework. </li><li>Supports campuses in implementing and sustaining MTSS systems through data analysis, intervention planning, and staff coaching. </li><li>Demonstrates professional growth by attending meetings, workshops, and conferences relevant to student support and mental health. </li><li>Shares expertise and resources with campus staff and the community through written materials, training sessions, and collaborative partnerships. </li><li>Actively participates in MTSS meetings, parent conferences, and other campus or district planning meetings. </li><li>Assists school personnel and parents in planning and implementing student support plans within the general education setting. </li><li>Provides individual and/or group counseling services to support students' academic and social-emotional development, when necessary. </li><li>Promotes proactive student success strategies through prevention and early intervention efforts at the classroom and campus levels. </li><li>Follows McAllen ISD customer service standards. </li><li>Performs other duties as assigned by the immediate supervisor. </li></ul> <p>SUPERVISORY RESPONSIBILITIES:</p> <p>None</p> <p>EQUIPMENT USED:</p> <p>Computer, copier, fax machine, multimedia equipment</p> <p>WORKING CONDITIONS:</p> <p>Mental Demands:</p> <p>Maintain emotional control under stress; coordinate multiple projects; meet deadlines.</p> <p>Physical Demands/Environmental Factors:</p> <p>Frequent prolonged and irregular hours; frequent districtwide and occasional state or national travel</p> <p>Lifting and moving of testing materials (5-10 lbs.)</p>