• Job Description

  Req#: 873
  Position Type:
  Student Support Services/ School Psychologist
  
  
  Date Posted:
  5/7/2025
  
  
  Location:
  Districtwide
  
  
  Date Available:
  05/05/2025
  
  
  District:
  Lake Villa School District #41
  Conduct case study evaluations, including classroom observations, teacher interviews, student interviews, and one-to-one assessments in cognitive, academic, functional, social-emotional, and fine motor domains.
  Analyze and synthesize evaluation data to complete mandated documents and psychoeducational reports.
  Review student records and private evaluations to ensure comprehensive understanding and consider recommendations.
  Guide parents/guardians through evaluation and intervention processes.
  Coordinate all initial and triennial evaluation components, ensuring compliance with legal timelines.
  Attend multidisciplinary conferences (MDCs) to discuss findings and lead the discussions regarding determining eligibility.
  Conduct functional behavior assessments and assist in developing Behavior Intervention Plans.
  Provide verbal and written reports for evaluations and complete the IEP evaluation documentation, including drafts home to families/guardians three school days before eligibility meetings.
  Participate in IEP meetings to collaborate on accommodations, modifications goals, services, and programming needs.
  Support IEP teams in problem-solving, goal writing, behavior supports, and progress monitoring.
  Provide direct services to students and consult with teams regarding interventions and data collection methods.
  Consult and collaborate with teachers to address student concerns and develop data-driven interventions.
  Maintain, review, and analyze school data (academic, emotional, and behavioral) for all students including district administred screenings and assessments.
  Coach teachers on data collection, analysis, and effective intervention techniques.
  Conduct classwide instruction on social, emotional, and behavioral skills, as needed.
  Co-facilitate with administration the MTSS process by preparing and reviewing data summaries,
  maintaining tracking sheets, notifying team members, co-facilitating problem-solving meetings, discussing data trends and interventions, recording service details, and guiding discussions on additional support at Tier 2 and Tier 3 levels.
  Write goals, review progress, and guide teams on tiered instruction and case study processes.
  Provide individual and group counseling to students as part of interventions.
  Keep thorough records for all students receiving therapy and students’ temporary records at the district and school offices.
  Maintain accurate records and documentation related to student assessments, therapy progress, and IEP goals, adhering to District 41, state and federal guidelines.
  Respond formally to parental/guardian requests for special education and 504 eligibility evaluations within state and federal identified timelines.
  Maintain records of referred, screened, and eligible students.
  Collaborate with outside evaluators, specialists, and agencies.
  Conduct Risk/Threat assessments and provide follow-up support if needed.
  Offer support to staff, students, and parents in response to national, community, or school crises.
  Provide resources and consultation to address student concerns in school and at home.
  Provide direct and indirect services for crisis prevention and intervention.
  Stay informed on best practices through workshops, professional publications, and collaboration with colleagues.
  Offer in-service training to staff on relevant topics, including behavior management and interventions.
  Work collaboratively in alignment with District 41 programming and demonstrate a cooperative work spirit.
  Perform other responsibilities as assigned by the administration.
  Ability to apply knowledge of current research and theory to instructional program; ability to plan an dimplement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
  Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
  Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
  Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
  Health Benefits Options: 3200 HSA Plan; 700 PPO Plan
  Dental/Vision Benefits Summary
  Health Insurance Premiums 2024-2025
  Olive C. Martin Elementary School*
  Peter J. Palombi Middle School*
  QUALIFICATIONS: Professional Educator License (PEL)
  School Psychologist Endorsement
  Student teaching, internship, or current experience in this area
  Toni Linder Training Perferred
  
  REPORTS TO: Principal
  
  SUPERVISES: N/A
  
  FLSA STATUS: Exempt
  
  PURPOSE: The school psychologist supports students by addressing challenges and creating systems, programs, and services that enhance their social, emotional, and academic development both now and in the future. Acting as a catalyst for positive change, the school psychologist works collaboratively with individuals, families, schools, and communities to foster effective learning environments.
  
  PERFORMANCE RESPONSIBILITIES:
  1. Conduct case study evaluations, including classroom observations, teacher interviews, student interviews, and one-to-one assessments in cognitive, academic, functional, social-emotional, and fine motor domains.
  2. Analyze and synthesize evaluation data to complete mandated documents and psychoeducational reports.
  3. Review student records and private evaluations to ensure comprehensive understanding and consider recommendations.
  4. Guide parents/guardians through evaluation and intervention processes.
  5. Coordinate all initial and triennial evaluation components, ensuring compliance with legal timelines.
  6. Attend multidisciplinary conferences (MDCs) to discuss findings and lead the discussions regarding determining eligibility.
  7. Conduct functional behavior assessments and assist in developing Behavior Intervention Plans.
  8. Provide verbal and written reports for evaluations and complete the IEP evaluation documentation, including drafts home to families/guardians three school days before eligibility meetings.
  9. Participate in IEP meetings to collaborate on accommodations, modifications goals, services, and programming needs.
  10. Support IEP teams in problem-solving, goal writing, behavior supports, and progress monitoring.
  11. Provide direct services to students and consult with teams regarding interventions and data collection methods.
  12. Consult and collaborate with teachers to address student concerns and develop data-driven interventions.
  13. Maintain, review, and analyze school data (academic, emotional, and behavioral) for all students including district administred screenings and assessments.
  14. Coach teachers on data collection, analysis, and effective intervention techniques.
  15. Conduct classwide instruction on social, emotional, and behavioral skills, as needed.
  16. Co-facilitate with administration the MTSS process by preparing and reviewing data summaries,
  17. maintaining tracking sheets, notifying team members, co-facilitating problem-solving meetings, discussing data trends and interventions, recording service details, and guiding discussions on additional support at Tier 2 and Tier 3 levels.
  18. Write goals, review progress, and guide teams on tiered instruction and case study processes.
  19. Provide individual and group counseling to students as part of interventions.
  20. Keep thorough records for all students receiving therapy and students’ temporary records at the district and school offices.
  21. Maintain accurate records and documentation related to student assessments, therapy progress, and IEP goals, adhering to District 41, state and federal guidelines.
  22. Respond formally to parental/guardian requests for special education and 504 eligibility evaluations within state and federal identified timelines.
  23. Maintain records of referred, screened, and eligible students.
  24. Collaborate with outside evaluators, specialists, and agencies.
  25. Conduct Risk/Threat assessments and provide follow-up support if needed.
  26. Offer support to staff, students, and parents in response to national, community, or school crises.
  27. Provide resources and consultation to address student concerns in school and at home.
  28. Provide direct and indirect services for crisis prevention and intervention.
  29. Stay informed on best practices through workshops, professional publications, and collaboration with colleagues.
  30. Offer in-service training to staff on relevant topics, including behavior management and interventions.
  31. Work collaboratively in alignment with District 41 programming and demonstrate a cooperative work spirit.
  32. Perform other responsibilities as assigned by the administration.
  KNOWLEDGE, SKILLS, AND ABILITIES:
  • Ability to apply knowledge of current research and theory to instructional program; ability to plan an dimplement lessons based on school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
  • Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
  • Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
  • Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
  EVALUATION: Performance of this job will be evaluated by the Building Principal, Dean, and/or Student Services Administration in accordance with provisions of Board policy.
  PHYSICAL DEMANDS:
  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to walk. The employee is occasionally required to stand and reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision. Occasionally, yet essential to this position, the individual must meet deadlines with severe time constraints, interacting with the public and other workers.
  The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
  WORK ENVIRONMENT:
  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. In the work environment, the employee is regularly exposed to video display. The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day and location. The employee is directly responsible for the safety, well being of students.
  
  SALARY AND BENEFITS:
  
  Salary Schedule: 2024-2025 Salary Schedule
  
  Payroll Schedule: Distributed over 26 periods, every other Friday
  Health, Dental/Vision Benefits Information:
  • Health Benefits Options: 3200 HSA Plan; 700 PPO Plan

  • Dental/Vision Benefits Summary

  • Health Insurance Premiums 2024-2025
  Sick Day Allocation: 16 days total, with up to 3 days available for personal use
  Life Insurance: $50,000
  Pension System: Teacher Retirement System
  Tuition Reimbursement: $2,750 annually
  
  
  

• About the company

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