Provide screening, assessment, program development, and therapy to special education students birth-21. Consult with parents, teachers, and aides as to interventions, accommodations, and programming for students in need of occupational therapy.
ESSENTIAL FUNCTIONS:
Knowledge of federal and state criteria for providing occupational therapy services as a related special education service.
Knowledge of state due process procedures.
Provide intervention strategies through building intervention teams.
Participate on the Child Study Teams in assigned buildings.
Knowledge and skills to conduct occupational therapy evaluations using a variety of assessment tools and communicate written results as part of the evaluation summary report.
Participate in student Evaluation and IEP Meetings
Formulate goals and objectives based on evaluation results and communicate progress toward achievement of these goals.
Work and communicate effectively with students, parents, school staff, and outside agencies.
Develop treatment plans and provide direct and indirect occupational therapy services to students in individual, group, or home settings.
Supervise occupational therapy assistants.
Complete MA billing for applicable students.
Perform other related duties as assigned.
Occupational Therapist
School Social Worker
JOB GOAL:
To provide family systems assessment, interventions, and referral to community resources, and act as liaison between the school and human services agencies regarding specific student issues.
ESSENTIAL FUNCTIONS:
SERVICES TO STUDENTS:
Performs casework management for the individual student with the objective of improvement of personal, social, and emotional adjustment.
Specifically addresses student issues surrounding chronic truancy, alcohol/drug abuse, school age parenting, behavioral difficulties, family difficulties, emotional/mental health problems, suicidal behaviors, and other at risk conditions.
Coordinates alcohol and other drug abuse screening, referral, interventions, and aftercare for students with alcohol and other drug abuse issues.
Provides individual and group counseling as needed. (In depth clinical counseling will be provided outside the school setting and will not be done by school personnel).
SERVICES TO FAMILIES:
Performs casework service with families as an integral component for helping students with adjustment difficulties.
Coordinates and provides parent support activities for families in crisis, for families in need of parenting skills, and for families of special needs students.
Conducts home visits.
Acts as a family resource for referrals to outside agencies.
COLLABORATIVE RESPONSIBILITIES:
Performs case consultation and collaboration with other school personnel.
Collaborates on behalf of the school with social agencies and mental health agencies.
Collaborates, consults with, and serves as a member of the student support services team.
INTERPERSONAL RELATIONSHIPS:
Demonstrates positive interpersonal relations with students, staff, families and outside agencies.
PROFESSIONAL RESPONSIBILITIES:
Attends conferences and meetings to keep updated in areas of responsibility.
Participates in various community, county, and state activities when available and appropriate.
Maintains association with local and state organizations for School Social Workers.
Represents the school district on relevant interagency committees and projects.
Promotes and provides conditions of confidentiality that relate to privileged information.
Follows the policies and procedures of the school district.
Demonstrates a sense of professional responsibility and continuous improvement efforts.
Assumes agreed upon professionally appropriate responsibilities as they relate to the school.
Attends work regularly.
Communicates effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Performs other related duties as assigned by supervisor.
School Social Worker
JOB GOAL:
To provide family systems assessment, interventions, and referral to community resources, and act as liaison between the school and human services agencies regarding specific student issues.
ESSENTIAL FUNCTIONS:
SERVICES TO STUDENTS:
Performs casework management for the individual student with the objective of improvement of personal, social, and emotional adjustment.
Specifically addresses student issues surrounding chronic truancy, alcohol/drug abuse, school age parenting, behavioral difficulties, family difficulties, emotional/mental health problems, suicidal behaviors, and other at risk conditions.
Coordinates alcohol and other drug abuse screening, referral, interventions, and aftercare for students with alcohol and other drug abuse issues.
Provides individual and group counseling as needed. (In depth clinical counseling will be provided outside the school setting and will not be done by school personnel).
SERVICES TO FAMILIES:
Performs casework service with families as an integral component for helping students with adjustment difficulties.
Coordinates and provides parent support activities for families in crisis, for families in need of parenting skills, and for families of special needs students.
Conducts home visits.
Acts as a family resource for referrals to outside agencies.
COLLABORATIVE RESPONSIBILITIES:
Performs case consultation and collaboration with other school personnel.
Collaborates on behalf of the school with social agencies and mental health agencies.
Collaborates, consults with, and serves as a member of the student support services team.
INTERPERSONAL RELATIONSHIPS:
Demonstrates positive interpersonal relations with students, staff, families and outside agencies.
PROFESSIONAL RESPONSIBILITIES:
Attends conferences and meetings to keep updated in areas of responsibility.
Participates in various community, county, and state activities when available and appropriate.
Maintains association with local and state organizations for School Social Workers.
Represents the school district on relevant interagency committees and projects.
Promotes and provides conditions of confidentiality that relate to privileged information.
Follows the policies and procedures of the school district.
Demonstrates a sense of professional responsibility and continuous improvement efforts.
Assumes agreed upon professionally appropriate responsibilities as they relate to the school.
Attends work regularly.
Communicates effectively and in a timely manner with all stakeholders using oral, written, and electronic means.
Performs other related duties as assigned by supervisor.
Executive Director of Student Services
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.
Teacher – Special Education (18-21 Year Old, Community Program)
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)
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.