SCHOOL PSYCHOLOGIST BASIC FUNCTION: Under the direction of the Director of Student Services, provides psychological services to schools including testing, counseling and consulting to assist them in meeting the educational needs of students. Works with all special education programs in the implementation of the requirements of state and federal laws. REPRESENTATIVE DUTIES: Administer to students (on an individual basis) intelligence tests, achievement tests, personality tests, tests to measure perceptual and motor development and other tests as needed. E Evaluate and interpret all testing and make recommendations for school and class placements for students with the following handicaps: educable mentally retarded, trainable mentally retarded, neurologically handicapped, learning disabled, physically handicapped, seriously emotionally disturbed, and others as required by State Education Code. E Interpret test findings to parents as requested and required by Education Code; counsel with parents regarding student's potential, achievement level and personality adjustment; recommend to parents ways of helping students or recommended sources from which they may seek further counseling. In the case of students having special educational needs he/she shall discuss with the parents the psycho-educational study and recommendations to be made to the IEP team. E Consult with and provide professional technical advice to teachers, administrators and other professional staff on findings of individual tests and help them in their efforts to better understand and place each student as requested and in working with special education students. E Consult with other agencies, both public and private, regarding individual cases, including other psychologists, psychiatrists, and physicians for the purpose of correlating all available information regarding individual cases. E Write a complete report on each student tested, file this report with test records, and keep required statistics. E Prepare the Psycho-Educational study and present it to the IEP team in the case of students being considered for special placement. E Make recommendations in cases of exemption, nonpromotion, acceleration, and other cases upon request. E Counsel individual students regarding test findings, academic problems, social or emotional problems and general vocational goals upon request of the school administration. E Serve as a member of the IEP team and as chairman of the team as required. E Serve as a member of the school site SST teams and act as a consultant to school site personnel regarding interventions to be attempted prior to referral for special education evaluation. E Prepare a recommended educational plan to be presented to the IEP team and assist in developing an individual educational plan in the case of students qualified for special service. E Conduct a re-evaluation of students placed in special education programs as required by law, and any time the members of the IEP team feel this process is indicated. E Throughout each school year he/she shall provide leadership to teachers and others involved in the process of re-evaluating and reviewing each student in the special education program which shall serve as the basis for a new individual plan to be developed by the IEP team. E Complete the necessary psychological testing that is requested for students participating in the Transition Partnership Program (TPP) and for students who are referred for county mental health services. E Assist the in-service training for teachers and others involved with special education and with in-service training at the school level when requested by the school principal. E Keep informed of current literature and practices in the field of special education, school psychology, development of behavioral intervention and current state and federal laws applying to special program (including the Hughes Bill and Section 504). E Perform other duties as directed by the Director of Student Services. EDUCATION AND OTHER REQUIREMENTS: Achievement testing procedures including methods of administration and scoring. Ability to establish effective rapport with special education students while working one-on-one or in small groups. Communicate effectively both orally and in writing. California Pupil Personnel Credential with Psychologist authorization or equivalent. WORKING CONDITIONS: ENVIRONMENT: Office environment PHYSICAL ABILITIES: Hearing and speaking to exchange information, and give direction. Seeing to read and review student files, and reports. Dexterity of hands and fingers to type reports on computer/lap top. Sitting for extended periods of time. Driving from site to site to administer tests.