Evaluation Specialist (School Psychologist/Diagnostician)- POOL POST 2026-2027

MCKINNEY ISD

JOB TITLE: Evaluation Specialist (School Psychologist/Educational Diagnostician) EXEMPTION STATUS: Exempt

REPORTS TO: Special Populations Coordinator

PAY GRADE: Prof (2) – 194 days

DEPT/SCHOOL: Greer Annex DATE REVISED: August 2024

Job Description

PRIMARY PURPOSE:

Implement the special education evaluation process. Evaluate the educational, learning styles, and program needs of students referred to special education services or students needing to be re-evaluated for special education services. Provide diagnostic information and work cooperatively with instructional personnel, administrators and parents to provide the most appropriate programs for students with disabilities.

QUALIFICATIONS:

Education/Certification:

Master’s degree in educational assessment

Valid Texas teaching certificate

Valid ESL Supplemental certificate

Valid Texas Educational Diagnostician certificate

Willingness to obtain multiple certifications

OR

Master’s degree in psychology from accredited college or university

Valid license as a School Psychologist/Licensed Specialist in School Psychology (LSSP) awarded by the Texas State Board of Examiners of Psychologists

Special Knowledge/Skills:

Knowledge of procedures for evaluating educational achievement, intellectual functioning, and adaptive functioning for educational purposes.

Knowledge of the various Pattern of Strengths and Weaknesses Models and Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS) as they apply to the evaluation process.

Knowledge of laws and regulation governing the evaluation and provision of services to students with disabilities in Texas

Knowledge of the admission, review, and dismissal (ARD) process.

Strong consultation skills for conferencing with parents, teachers, campus administrators and students.

Proficient in the use of technology for use in scoring and interpreting evaluation data and preparing written reports.

Experience evaluating students with Autism Spectrum Disorder (ASD) (preferred).

Attend training and gain certification in Non-violent Crisis Intervention training (CPI) and maintain that certification annually.

Experience:

Experience in a public school setting providing full individual evaluations (FIE) for students referred to special education or in need of reevaluation (preferred).

Experience in the ARD process utilized in Texas Public Schools (preferred).

MAJOR RESPONSIBILITIES AND DUTIES:

Personal Objectives

• Display professionalism in dealing with students, parents, staff and community
• Approach problem solving tactfully with directness and integrity
• Exert a positive influence and work in a collaborative manner with parents and school district staff
• Respond to suggestions for improvement in a positive manner
• Display self-control and tact
• Be Punctual at the workplace
• Exercise professional judgment in being absent from work
• Maintain professional appearance
• Be mentally alert and physically able to perform job functions
• Provide for the care and protection of school property
• Check out and return testing materials using the identified inventory numbers

Professional Objectives

• Strong collaboration skills
• Support the school district’s philosophy and objectives
• Conduct self in a professional manner consistent with district policies and procedures
• Follow district policies pertaining to the individual assignment
• Demonstrate an interest in acquiring new skills and knowledge
• Seek professional growth through continuing education and staff development
• Perform other duties as assigned.

Performance Objectives

• Perform all initial and three-year evaluations for students on assigned campuses which includes selecting and administrating formal/informal evaluations to determine student eligibility for special education services according to federal and TEA regulations within timelines
• Write complete and accurate evaluation reports in accordance with TEA regulations and district professional standards.
• Collect and organize relevant assessment data from student’s cumulative folder, classroom teachers, principal, support-staff, parents and outside resource people
• Attend admission, review, and dismissal (ARD) committee meetings to interpret test results and develop appropriate instructional strategies to meet students’ educational needs
• Schedule and conduct ARD meetings to review initial placements, three-year evaluations, develop or modify IEPs, or conduct Manifestation Determinations with timelines
• Assist classroom teachers and campus administrators with the development of IEP and BIP
• Review or accept evaluation reports for transfer students within the state established transfer timelines and determine areas where additional evaluation data may be needed for eligibility or program development
• Complete data reports to provide special education information for PEIMS reporting
• Monitor accuracy of PEIMS data
• Become proficient on the district’s electronic IEP/ARD paperwork.
• Prioritize tasks and projects in an expedient manner
• Maintain knowledge of special education law and its impact at the local level
• Maintain knowledge of evaluation instruments and their use in determining special education eligibility and the development of individual education plans
• Develop and provide Psychological Services as a Related Service to eligible students (School Psychologists only)
• Perform other duties as assigned.

Policy, Reports, and Laws

• Compile, maintain and file all physical and computerized reports, records and other documents required for special education eligibility folders
• Complete paperwork required by the District for billing services eligible under the Student Health and Related Services (SHARS) Program or Medicaid Administrative Claims (MAC) Program
• Comply with policies established by federal and state law, State Board of Education rules, local board policy and district administrative regulations

SUPERVISORY RESPONSIBILITIES:

Elementary evaluation specialists will be responsible for the supervision of clerical support staff.

WORKING CONDITIONS:

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; repetitive hand motions; prolonged use of computer; exposure to computer emissions

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 non-ambulatory students

Environment: Exposure to biological hazards, bacteria, and communicable diseases; may require district-wide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under pressure; strong organizational communication (verbal and written) and interpersonal skills

Other: Work as a team member and with peers, teachers, campus personnel and principals. Professional demeanor, and resourcefulness, communicate effectively with diverse groups and accept supervision.

EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board Policy on Evaluations.