Setting IV Program Principal

Setting IV Program Principal 
Location: Chisago Lakes Education Center (CLEC)

Position Purpose:
The Setting IV Program Principal is responsible for providing leadership, management, and oversight of specialized education services for students with significant disabilities. They provide vision, leadership, and technical support to the staff and students, ensuring the effective implementation of Individualized Educational Programs (IEPs) while maintaining compliance with federal, state, and local regulations. This position works collaboratively with the Special Services Supervisor and Director of Special Education to ensure students in the Federal Setting IV program receive a Free and Appropriate Public Education (FAPE) given their unique behavioral, social, and communicative needs. The Principal will foster an inclusive, supportive, and empowering environment for students, staff, and families.

Essential Duties:

• Leadership & Administration
  • Provide visionary leadership and direction for the Federal Setting IV Special Education program.
  • Oversee the development, implementation, and evaluation of Individualized Education Programs (IEPs) to meet the unique needs of students
  • Oversee development and implementation of specialized curriculum that address academic, functional, and life skills needs of students with significant disabilities.
  • Manage the daily operations of the program, including scheduling, staffing, and resources.
  • Lead and supervise the team of special education teachers, related service providers, student support personnel, paraeducators, and other support staff.
  • Ensure the implementation of research-based instructional practices and behavioral interventions to support student growth and development.
  • Manage the program budget, ensuring that resources are properly allocated.
• Compliance & Accountability
  • Ensure compliance with federal, state, and district regulations and laws related to special education
  • Monitor and ensure appropriate documentation, including IEPs, assessments, progress reports, and incident reports.
  • Serve as a liaison to parents, school district staff, and external agencies to ensure alignment with best practices and legal requirements.
  • Facilitate data-based decision making through establishing building-level data routines that include regular assessments of student progress and evaluation of program effectiveness, making adjustments as needed
• Staff Development & Support
  • Lead professional development initiatives focused on best practices in special education, behavior management, and inclusion.
  • Provide ongoing coaching and support for staff to enhance instructional quality and student outcomes.
  • Foster a collaborative team environment, ensuring that all team members are aligned with the program’s goals and objectives.
• Family & Community Engagement
  • Develop and maintain positive, supportive relationships with students, families, and the community, including relevant interagency partners.
  • Address concerns or conflicts related to student behavior, academic progress, and program effectiveness.
  • Serve as an advocate for students and families, ensuring that their voices are heard and incorporated into decision-making.
• Behavioral Intervention & Crisis Response Oversight
  • Lead the implementation of behavior management systems and crisis intervention strategies in accordance with student needs
  • Ensure a safe and therapeutic learning environment
  • Collaborate with behavioral specialists, therapists, and other professionals to ensure comprehensive support for students.
• Other Duties as Assigned

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

Position Location: Pine City 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