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Minnesota Association of School Administrators

Facilities Operations Coordinator

Facilities Operations Coordinator

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Facilities Operations Coordinator
Mankato Area Public Schools

Mankato Area Public Schools has a position available for a Facilities Operations Coordinator beginning June 1, 2024. This is a full-time, 12-month Non-affiliated position.

Job Summary: 
Under the direction of the Director of Facilities and Safety, the Facilities Operations Coordinator will plan, organize, assist, and direct facility custodial, maintenance, security, repair, and the physical operation of Mankato Area Public Schools.

Qualifications Required:

  • Bachelor’s degree in engineering or related field, or equivalent combination of education and work experience in the maintenance and operation of building systems supporting PreK-12 education or similar facility; a minimum of five years’ experience.
  • Valid State of Minnesota Chief C Engineer License or obtained within one year.
  • Valid Minnesota driver’s license
  • MASMS Certification in Facility Management or obtained within two years.

 

Rate of Pay:
$90,000 – $96,825

Application deadline: 

May 7, 2024, or until filled.

If interested, please complete the online application found at www.isd77.org  Please upload 3 current letters of recommendation.

This position 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 Human Resources at 507-387-3017.

Elementary K-6 Classroom Teacher

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A Full time (1.0 FTE) teaching position is available at the Forest Lake Area School District for the 2024/25 school year.  Please specify your grade(s) and or location(s) request in your application materials, if desired.

Occupational Therapist

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The School District of New Richmond is seeking a highly motivated and enthusiastic individual to fulfill the role as a School Based Occupational Therapist.

Ideal candidates will demonstrate the following:
Ability to establish and maintain positive working relationships with students, staff, and families.
Knowledge and competence in evaluating students to determine present level of functioning and need for occupational therapy services.
Provide consultative services to classroom teachers and other educational staff relative to the individual student’s functioning level in the classroom.
Design and implement therapeutic programs to assist students in achieving educational objectives.
Recommend therapy procedures designed to achieve goals of the therapy program.
Ability to communicate and team with regular education teachers and support staff to meet the needs of students with disabilities in the least restrictive environment.
Desire to work in a collaborative setting and ensure a positive and supportive learning environment that promotes high levels of learning for all students.
Ability to co-teach with appropriate staff for the purpose of practicing generalization in skill development.
Demonstrate an understanding of the IEP process; including transition services.
Knowledgeable of current best practices in the education of students with disabilities.
Ability to complete necessary Medicaid billing, evaluations, progress notes and daily therapy notes.

Licensure:
Occupational Therapist licensure through WI Department of Public Safety and Professional Services required.
Wisconsin Department of Public Instruction License O051 – Occupational Therapist.
The above licensure must be maintained as a condition of continued employment.

School Psychologist

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

Position Location: This position serves students birth through grade 12 in the Rush City Public Schools who attend Jacobson Elementary and Rush 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

School Psychologist

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

Position Location: Pine City High School (grades 7-12)

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

.2 FTE Virtual Academy (3 Science Teachers Positions)

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Primary Responsibilities:

  • Actively encourage and embrace each member of the school community
  • Create a sense of support that fosters individual growth and pursuit of learning
  • Continually work to understand your own assumptions and biases and how they impact the learning environment
  • Make a commitment to value and manage cultural uniquenesses and adapt education to meet the needs of each student
  • Prepare students to meet “the next challenge” through fostering confidence that comes from adventurous exploration and rigorous academics
  • Develop a culture of trust where students, families, and staff are all reflected in decisions that shape the learning environment
  • Foster student agency in a way that allows and encourages students to make choices that personalize their learning journey
  • Build a day-to-day experience that leads students to their passion and purpose