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Minnesota Association of School Administrators

School Psychologist

School Psychologist

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

Position Location: Chisago Lakes School District serving students at Primary Elementary School (EC-grade 1)

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

Tracy Area Summer School Educational Assistants

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ISD 518 Targeted Services is looking to hire educational assistants for Tracy Area Summer School programming. Educational assistants will assist a classroom teachers. The program runs Monday through Friday from July 8th-26th, 2024 from 8:00 AM – 1:00 PM at the Tracy Area Summer School site.   All hires will be required to commit to a three week, Monday through Friday schedule.  Educational Assistants will earn $18.31/hour.

This description describes the general nature and work expected of an individual assigned to this position. Employees may be required to perform other job-related duties as requested by their supervisor. All requirements are subject to possible modification to reasonably accommodate individuals with a disability.

Apply at:  www.isd518.net

Equal Employment Opportunity
It is the policy of the Worthington School District to provide equal employment opportunity for all, without discrimination on the basis of race, color, creed, religion, national origin, sex, marital status, status with regard to public assistance, membership or activity in a local commission, disability, sexual orientation or age.

Dean of Students

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Job Goal:  The Dean of Students will assist the building principal in providing academic and social emotional support to students.  The Dean of Students will assist in implementation of the Multi-Tiered Systems of Support (MTSS), and will have an added emphasis in increasing social and emotional learning, student supports, and behavior coaching for students and staff.

REPORTS TO:
Building principal.

JOB RESPONSIBILITIES:

  • Establish and maintain positive interactions with students and families.
  • Assist the principal in maintaining a safe and positive learning environment.
  • Provide building leadership in the areas of PBIS, Restorative practices, EMLSS and PLC’s.
  • Provide leadership and instruction in social, emotional, and behavior management, mental health concerns, and the impact of trauma.
  • Consult with teachers to facilitate the infusion of SEL activities and restorative measures into the regular education curriculum.
  • Work cooperatively with team members, parents, and other student support staff to meet the educational and developmental needs of individual students including referral to outside resources.
  • Provide positive support and guidance to students. Counsel individual students to resolve or remediate problems (decision making or social skills). Work with students and families to meet student needs. When appropriate, conduct sessions/interventions with students directed toward problem resolution with family problems, self-awareness, or other issues/circumstances that may arise.
  • Provide social skills instruction for students in small groups, interventions/reteaching and/or class lessons.
  • Resolve discipline problems in a fair, just and timely manner, and assist in maintaining records of disciplinary or other action taken.
  • Confer with parents, teachers, counselors, support service personnel and students on matters of discipline and welfare.
  • Serve and lead on the building PBIS and Behavior teams (also may participate in district-level related work).
  • Coordinate Functional Behavior Assessments and assist with the development and tracking of individual behavior plans.
  • Attends 504, Special Education (IEP), SST and other meetings as appropriate.
  • Assist the principal on matters of student attendance.
  • Act as the building truancy officer.
  • Coordinate the monthly “Tiger Trait” awards.
  • Assists in the administration and facilitation of state testing.
  • Assist in the interpretation and implementation of school and district programs, policies, and the procedures for students, parents, staff and community.
  • Additional duties and responsibilities as assigned.

Education Assistant for Special Education

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Education Assistant for Special Education
Class 3A (Resource) or Class 3B (Center-based) positions available at elementary or secondary school site(s)
Seven hours per day, which includes 6.5 hours of paid work time and 30 minutes of unpaid lunch time
$24.03 per hour plus benefits based on the current salary schedule

RESPONSIBILITIES

  • Assists in providing supervision and instruction to students with disabilities in a center-based setting
  • Provides clerical and organizational support to special education teachers as needed.
  • Works with individuals and/or small groups when activities and assignments are presented by mainstream teachers and/or special education teachers.
  • Provides support for students in crisis.
  • Willingness to lift, carry and physically manage as necessary.
  • Other duties as assigned by teacher or administrator.

English Language Teacher

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English Language Teacher

**$5,000 signing bonus provided**

Position Purpose:
The English Language (EL) Teacher position identifies, screens, and assesses English Learners (ELs) to determine initial placement as well as ongoing learning needs. This position coordinates service delivery within a continuum of support and provides school staff with consultation and collaboration to better serve the unique needs of ELs. The EL Teacher communicates with parents, arranges for interpretation and translation services, and advocates for ELs. The ultimate goal of the EL service is to increase ELs success in their mainstream classrooms.

Essential Duties:

  • Identification, Screening, and Evaluation
    • Coordinate with district registrars to identify potential ELs via the Home Language Questionnaire
    • Organize and administer WIDA ACCESS screening for initial placement
    • Organize and administer annual WIDA ACCESS test; coordinate with District Assessment Coordinators (DACs) and technology contacts in each district to develop schedule of testing across districts
    • Complete annual WIDA ACCESS test administration training and provide certificate of completion to each DAC
    • Request early WIDA ACCESS scores from DACs in May to make exit decisions
    • Provide classroom teachers and parents copies of individual student reports for WIDA ACCESS tests
  • Coordination of Service Delivery
    • Communicate with classroom and content teachers and determine appropriate times for service delivery
    • Coordinate interpreters and translations for school to home communications and conferences
    • Introduce students to regional career opportunities and cultural resources through an annual arts culture, and career-building field trip
    • Provide services across a continuum of supports in a variety of settings
    • Ensure that classroom and content teachers have the opportunity to improve teaching skills through participation in collaborative planning and EL professional learning opportunities
    • Develop and maintain an EL professional lending library of print and multimedia resources
  • Curriculum and Instruction
    • Ensure educational equity and access for English Learners (ELs) through high-quality, evidence-based language instruction
    • Develop standards-based curricula, particularly selecting lessons that match needs and interests of the students
    • Provide direct instruction to ELs in reading, writing, listening, and speaking
    • Plan literacy-based lessons that support vocabulary development, according to each EL’s needs and interests
    • Prepare instructional plans based on individual student need along a continuum of supports (e.g., push-in, pull-out)
    • Create a Language Instruction Educational Program (LIEP) Plan for each EL student being served
  • Consultation and Collaboration
    • Meet with teachers of ELs to present assessment results, provide recommendations for classroom instruction, accommodations and/or modifications, develop a plan for service delivery, and share LIEP plans
    • Consult on ELs who are not making adequate progress within the mainstream classroom
    • Advocate on behalf of ELs with administrators and teachers regarding cultural needs, curriculum and instruction, and social/emotional aspects for students learning in their second language and culture
  • Professional Learning
    • Engage in study of another language to gain first-hand experience with language acquisition
    • Participate in professional learning opportunities (e.g., Minnesota Department of Education (MDE), Minnesota Teachers of English as a Second Language (MNTESOL), Minnesota Council on the Teaching of Languages and Cultures (MCTLC), The Center for Advanced Research on Language Acquisition (CARLA))
    • Facilitate professional learning using effective adult learning strategies on a variety of EL-related topics for classroom and content teachers
    • Meet twice yearly with English as a Second Language (ESL), American Sign Language (ASL), and World language teachers and provide professional learning in second language acquisition
  • Other Duties as Assigned
    • Perform other duties as assigned