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Minnesota Association of School Administrators

Behavior Specialist

Behavior Specialist

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1.0 FTE Special Education Teaching position to teach social skills and behavior management techniques, working with students grades K-4 at Centerview Elementary, primarily with Autism Spectrum Disorders and some Emotional Behavioral Disorders.

The successful candidate will be an individual who …

… firmly believes:

all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Primary Responsibilities:

Duties of this job include, but are not limited to: Develop and provide direct social, emotional, and behavior instruction.
Conduct formative assessment, and monitor progress, to guide instructional planning.
Conduct social, emotional, and behavioral assessments as part of triannual special education evaluations.
Consult with general and special education staff.
Maintain student records of services provided.
Participate in IEP and evaluation summary meetings.
Perform other related duties, as assigned.

School Psychologist

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School Psychologist
**$5,000 signing bonus provided**

Position Location: Lakeside Elementary in Chisago Lakes School District

Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties

  • MTSS Implementation
    • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
    • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
      • using standard data for decision making
      • defining problems in observable and measurable terms
      • collecting sufficient information for intervention planning
      • developing detailed intervention plans
      • evaluating integrity of implementation
      • supporting classroom teachers or interventionists in data collection activities
      • graphing intervention effectiveness
    • Participate in various data team meetings within each building
    • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
    • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Special Education Leadership
    • Facilitate Student Support Team (SST) meetings
    • Attend special education department meetings
    • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
    • Provide consultation on special education due process to staff and parents
    • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
    • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
    • Assist in coordinating the reevaluation process for students receiving special education and related services
    • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
    • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
    • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
    • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
    • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
    • Serve as an active member of the SCRED Implementation Team (I-Team)
    • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
  • Academic Assessment and Services
    • Support building-wide academic screening processes
    • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
    • Develop, implement and monitor the fidelity of academic interventions, as requested
    • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
  • Social Emotional Learning (SEL) Assessment and Services
    • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
    • Provide direct counseling services to individuals or groups, as requested
    • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
    • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
    • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
    • Gather and organize data to assist teams in making manifestation determination, when needed
    • Provide behavior consultation services to general education and special education staff
  • Crisis Response Services
    • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
    • Provide consultation in crisis prevention and response
    • Complete student risk assessments when necessary
    • Assist in completing student threat assessment activities when necessary
    • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
  • Other Duties
    • Perform other duties as assigned

Secondary English-Learning Teacher – #4825 Spring Lake Park

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The successful candidate will be an individual who:

has a strong desire to work with high school students
be familiar with levels of language acquisition as well as how to provide appropriate supports for students to increase their language skills
has the ability to collaborate with their colleagues to discuss instruction and assessment to meet the needs of the students
possess a sense of responsibility for the learning of all of the students
has experience with technology
… firmly believes: all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success
Primary Responsibilities
Duties of this job include, but are not limited to: Provide direct service and support to students identified as English learners, creating an environment in which English learners can use their strengths, leverage home language, and further develop academic English language skills
Identify students for English language services and design and implement student work and learning experiences
Assess and monitor English language development and use the information in lesson design
Communicate regularly with families of students identified as English learners, and all staff who serve English learners, providing updates and working collaboratively to meet the needs of each learner
Collaborate with and support teachers in the implementation of effective language development practices, including sheltered strategies and identifying and communicating academic language needs across content areas
Establish and maintain collaborative relationships with colleagues
Be a steward for students identified as English Learners and their families

Early Childhood Special Education Teacher, 3-5 years old – #4807 Spring Lake Park

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Duties include, but are not limited to…working with the Early Intervention team providing services for students and their families ages 3-5 in our preschool inclusive classes, center based classes and community based preschool programs.
consulting with teachers and parents regarding motor activities, self-help skills, special equipment or assistive devices, and sensory processing;
maintaining close communication with parents and the early intervention team concerning student performance;
maintaining accurate records, within Due Process compliance procedures, of students evaluated and served; including assessment results, progress and reports;
participating in designated team meetings, Individual Education Plan meetings, and periodic reviews involved with assessment, programming, and evaluation decisions;
scheduling early intervention, evaluation and service appointments; and
screening and evaluating students who have been referred to early intervention using standardized and criterion referenced tools.

Secondary School Assistant Principal

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The Assistant Principal assists the Principal in managing the educational programs, operations, personnel, and financial resources within the building to ensure that district policies are followed, district and state standards are achieved, and the educational needs of all students are met.  This includes but is not limited to the following responsibilities.

Job Summary:

•  Develop a safe and welcoming learning environment where all individuals are respected.
•  Develops policies and procedures dealing with behavior management, and parent/student/teacher issues.
•  Fosters high student achievement through coordination and supervision of student personnel services to ensure that the student’s educational needs are met.  This includes counseling services, special education, Child Study Team, 504 services, social services, community referrals, and other associated services.
•  Coordination and monitoring of the student database, attendance procedures and records, including tardiness and filing and monitoring of truancy petitions.
•  Coordination and monitoring of grade reporting procedures and maintenance of student records.
•  Supervision and coordination of registration procedures, including preparation of registration materials and facilitation of the process with guidance personnel.
•  Development of the building master schedule, determining assignment of teachers, students and locations.  This includes coordination with other buildings, supervision of data input, and the computer scheduling process.
•  Coordination of student activity programs with faculty advisors.
•  Is an integral member of the district leadership team serving on district and community committees.
•  Coordination of building staff committees as part of the site based shared decision making plan as assigned by the principal.
•  Supervision of professional staff through the Individual Growth and Assessment process.
•  Supervision of assigned clerical and paraprofessional staff.
•  Recruitment, interviewing, and selection processes for building level personnel.
•  Public relations and communication including orientation, newsletters, and school events.
•  Perform other duties as apparent or assigned.

Early Childhood Special Education Paraprofessional – #4801 Spring Lake Park

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With supervision…Assist licensed teaching staff in the implementation of a comprehensive educational program;
Work in Early Childhood programs that serve students ages 3-5 with autism, developmental impairments, physical impairments, other health impairments, and behavioral disorders;
Participate as part of the program and help create classroom environment that is…multicultural/gender/ability fair;
developmentally appropriate;
favorable to learning and growth; and is
based on a commitment that all children can learn.