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Minnesota Association of School Administrators

Executive Director of Student Services

Executive Director of Student Services

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The Executive Director of Student Services reports to the Superintendent and directs the planning, development, organization, management, direction, and implementation of all aspects of Special Education and Student Services for the District including but not limited to social-emotional wellbeing, health services, special education, Title I, services for English learners, grant-funded programs, student discipline, and Section 504 compliance. Furthermore, the Executive Director ensures compliance with all laws, codes, and regulations related to Student Services; evaluates assigned personnel, and collaborates/provides support   to administrative and professional staff in a manner that is consistent with the mission, vision, and priorities of the Lakeville Area School District.

Please see the full job description on the Lakeville Area Schools employment website.

1.0 FTE Special Education EBD Teacher #4323

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JOB ID: 4323 – 1.0 FTE Special Education EBD Teacher – Full-time position at the Middle School beginning 08/22/2024.
Scheduled Hours/Days: 8 Hours/day Monday-Friday.

2024-2025 NEA Teacher Contract Highlights
NEA – Agreement *55,441-$91,619 Base pay range DOQ
*Work from-home option on teacher work days (7 days 2024-2025)
*187 Duty days with ten annual leave days (Up to 5 personal days per year, total accumulation to 200 days)
*Up to 8 weeks of district-paid maternity leave (individual does not use personal accumulated leave)
Duties: Develops and provides specialized instruction to meet the academic, functional, and behavioral needs of students who require special education services in a middle school classroom for students with social/emotional/behavioral needs. Services may be provided in special education and general education settings. Evaluate and assess student academic, functional, and behavioral progress; Function as IEP Manager to assigned students and complete all due process requirements. Direct the work of Educational Assistants, and collaborate with other service providers and educators. Communicates with parents/guardians.
Deadline: Open Until Filled — EOE (7/9/2024) Employment is contingent upon the completion of a background check.

Teacher – Special Education (18-21 Year Old, Community Program)

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JOB GOAL: To provide quality, community based education and IEP implementation for 18-21 year old students.

 

ESSENTIAL FUNCTIONS:

Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:

Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.

 

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:

Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.

 

The teacher is expected to establish and maintain a professional relationship with fellow staff members and community partners by:

Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.

 

Professional Development: The teacher is expected to demonstrate professional learning and development by:

Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.

 

Teacher – Special Education (18-21 Year Old, Community Program)

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JOB GOAL: To provide quality, community based education and IEP implementation for 18-21 year old students.

 

ESSENTIAL FUNCTIONS:

Professional Skills – The teacher is expected to establish procedures of management to allow a maximum of learning and a minimum of disciplinary action by:

Collaborating with the District Transition Coordinator to develop student programming.
Providing direct, specialized instruction to students with disabilities in the community setting.
Executing varied and appropriate instructional techniques to accomplish predetermined instructional objectives/IEP goals.
Managing the IEP process focused on transition skills and post secondary success (evaluation, IEP development and implementation, progress report and related paperwork).
Developing student’s independent work habits and functional skills.
Managing, training, directing, and supervising the work of assigned paraprofessional staff.
Communicating effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Planning and organizing effectively.
Demonstrating competency in his/her area.
Creating and maintaining a safe atmosphere conducive to learning.
Providing opportunities for individual success
Making provisions for individual differences.
Modeling appropriate language for students to model.
Attending work regularly.
Ability to transport students in the community as needed.

 

Professional Relationships: The teacher is expected to establish and maintain a professional relationship with students by:

Encouraging respect for the rights, opinions, property, and contributions of others.
Being sensitive to factors which affect pupil achievement and behavior.
Being available for extra help.
Using methods of management that result in desired changes in behavior.
Communicating and maintaining a working relationship with parents.
Maintaining confidentiality with respect to students and their records.
Refraining from personal criticisms of staff and students with students.
Avoiding use of position for commercial gain.

 

The teacher is expected to establish and maintain a professional relationship with fellow staff members and community partners by:

Demonstrating solution focused approaches in problem solving with staff and community members.
Consulting with co-workers in evaluating and meeting student needs.
Leaving clear and complete instructions for substitutes.
Following curriculum and policies approved by the Board.
Cooperating in the evaluation of the present curriculum and recommending possible revision of the curriculum.
Providing formative feedback to support staff that will improve student learning.

 

Professional Development: The teacher is expected to demonstrate professional learning and development by:

Seeking out and actively participating in professional learning opportunities.
Keeping abreast of and implementing best practices in his/her particular area and in education as a whole.
Exploring new teaching techniques as alternatives to better accomplish predetermined instructional objectives.
Serving on District committees, task forces, work groups, etc., as requested.

 

Elementary Physical Education Teacher

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Elementary Physical Education Teacher – Part-time (0.33 FTEs) 
Site To Be Determined

A part-time (0.33 FTEs) position as an Elementary Physical Education Teacher is available beginning with the 2024-25 school year.

Qualifications Required:
MN licensure in Physical Education is required.

Application Deadline:  
July 19, 2024, or until filled.

Candidates should complete the online application found at www.isd77.org.  Please upload transcripts and 3 current letters of recommendation to your online application.

These positions will be filled on the basis of the experience, competency, and qualifications of the applicant and the needs of the District.  District 77 complies with state and federal fair employment regulations.

For further information, contact the Human Resources Office at 507-387-3017.

School Psychologist

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

Location: Chisago Lakes High School

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