2025-26 District Calendar (link)

• Fulton's calendar has 166 student days and 179 staff days.
• Snow days are built into our calendar and will not be made up.
• School begins on August 20, 2025, and ends on May 22, 2026.
• There are several planned breaks throughout the year:
• October 31
• November 24-28
• December 22-January 2
• March 23-27
• April 3-6

Purpose Statement

The job of School Psychologist is done for the purpose/s of ensuring the appropriate identification and placement of students with disabilities or for gifted programming; measuring and interpreting the intellectual, adaptive, academic, social and emotional development of children; interpreting results of psychological and educational assessments; and developing strategies and interventions to address the education needs of students.

This job reports to the Executive Director of Special Programs and the Executive Director of Student Services.

Essential Functions

• Assists with planning and implementation of professional development with district and building staff for the purpose of providing staff with continuing education.
• Assists teachers in creating learner profiles and recommending research-based interventions for the purpose of supporting students.
• Compiles information from a variety of sources for the purpose of producing a comprehensive evaluation report in compliance with established guidelines.
• Compiles data and writes evaluation reports for the purpose of determining eligibility for Special Education services and/or gifted services.
• Conducts evaluations (e.g., cognitive, educational, psychological, observations, clinical interviews, functional behavior assessments, etc.) for the purpose of measuring the intellectual, adaptive, academic, social, and emotional development of children and/or determining eligibility for services in compliance with regulatory requirements.
• Consults with administration, teachers, parents, other personnel, and/or outside professionals for the purpose of providing relevant information, developing plans, implementing behavioral strategies, and making recommendations.
• Develops behavioral intervention plans, if applicable, for the purpose of promoting academic and behavioral success in school.
• Facilitates and/or participates in meetings and processes (e.g., transition among building programs and grade levels, etc.) for the purpose of implementing and maintaining programs and services which provide free and appropriate public education for students meeting eligibility under IDEA or gifted.
• Interprets and explains assessment results and eligibility considerations to others (e.g., parents, teachers, administrators, team members, etc.) for the purpose of determining identification, services, and placement of students.
• Intervenes in occurrences of inappropriate student behavior as needed for the purpose of assisting students in modifying such behavior and recommending research-based interventions.
• Monitors and reviews documentation for the purpose of ensuring compliance with established legal requirements.
• Participates in RED, Evaluation, and IEP meetings as needed for the purpose of providing effective support for children.
• Presents information on a variety of topics for the purpose of communicating information and/or gaining feedback.
• Researches new instructional, intervention, behavioral strategies, and/or testing procedures for the purpose of supporting staff and students and promoting success in the school setting.
• Serves as a member of the building-level MTSS team as needed for the purpose of assisting staff in the development, implementation, and progress monitoring of research-based interventions.
• Supervises interns, practicum students, and others as needed for the purpose of monitoring performance, providing for professional growth, and achieving overall objectives.

Other Functions

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge, and Abilities

Skills are required to perform multiple, highly complex, technical tasks, with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: data-based decision making and accountability; interpersonal collaboration; effective use of cognitive behavioral intervention strategies; crisis intervention; applying assessment instruments; operating standard office equipment, including pertinent computer software; and preparing and maintaining accurate records.

Knowledge is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: psychology and educational principles; special education or gifted identification process and procedures outlined in the Missouri State Plan; ethical guidelines; familiarity with mental health diagnostic criteria; and pertinent codes, policies, regulations, and/or laws.

Ability to schedule activities and meetings, manage and classify data, and operate job-related equipment. Requires flexibility to work independently and collaboratively, analyze data, and follow standardized procedures. Must interact effectively with diverse individuals and handle various data types. Strong problem-solving skills are needed to develop solutions and align with organizational goals. Key competencies include adaptability, teamwork, communication, confidentiality, attention to detail, and meeting deadlines.

Responsibility
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization's services.

Working Environment

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 60% sitting, 20% walking, and 20% standing. The job is performed under conditions with exposure to risk of injury and/or illness.

Attendance

Consistent and regular attendance is an essential function of this position.

Experience
Job-related experience within a specialized field is required.

Education

Master's degree in a job-related area (e.g., school counseling, school psychology). Educational Specialist or advanced degree preferred.

Certificates and Licenses
Missouri School Psychologist Certificate, or License issued by the Division of Professional Registration.

Continuing Education/Training

Maintain Certificate/License

Clearances

FBI Fingerprint and Family Care Registry.

FLSA Status

Exempt

Approval Date

5/14/2025

Salary Grade
Certified

The purpose and utilization of job descriptions in Fulton 58 Public Schools are to ensure the essential functions of each position are articulated in order to create a clear understanding of job expectations for the incumbent while also providing a framework through which the recruiting, hiring, and retaining of employees may be enhanced.