East Central

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

Deaf/Hard of Hearing Teacher

*** $5,000 SIGNING BONUS ***

Position Purpose:
Students who are deaf or hard of hearing (D/HH) have unique educational needs. This low incidence disability presents unique educational challenges and requires data based specialized instructional strategies. This service provides identification, assessment, consultation, evaluation, in-services, and direct and indirect instructional services for these students. Consultation with teams that include administrators, school psychologists, teachers, interpreters, case managers, and parents/guardians.

Essential Duties:

• Identification, Screening and Evaluation
  • Provide pre-referral consultation to school staff for students with hearing loss
  • Complete in-home evaluations and assessments of infants and toddlers ages birth to three as deemed appropriate by screening results, medical records, or evaluation team decision
  • Complete school-based evaluations for students ages three through 21 for students suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
  • Facilitate procurement and review of appropriate medical records as applicable
  • Interpret results of audiological assessments and perform assessment of functional listening to determine the effect of a hearing loss on a students ability to learn
  • Complete relevant portions of evaluation summary reports, including the documentation evaluation results and present levels, the identification of educational needs, and (when appropriate) additions and modifications necessary to promote adequate progress and access to the general curriculum
  • Synthesize assessment data and evaluation results to make eligibility determinations using the D/HH criteria set forth by the state of Minnesota
• Service Delivery
  • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
  • Provide direct and indirect D/HH services to infants and toddlers ages birth to three, with in-home setting throughout the calendar year
  • Provide direct and indirect D/HH services to students ages three through 21 throughout the school year
  • Provide Extended School Year (ESY) services to students who are D/HH, when necessary
  • Gather accurate and timely progress monitoring data, regularly review student progress, and make instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
  • Maintain proper documentation of service, in accordance with state and federal requirements
  • Identify the need for, assist in the selection of, and provides work direction to interpreters when necessary
• Curriculum and Instruction
  • Provide input on curriculum and instruction development, selection, and implementation as requested
  • Assist in the development and procurement of accessible instructional materials, as needed
• Consultation and Collaboration
  • Assist in Individualized Education Program (IEP) planning for students who are D/HH, including attending IEP meetings, providing input on IEP goals related to D/HH service, and determining appropriate accommodations, modifications, and supports
  • Participate in the planning and procedural committee meetings at SCRED
  • In collaboration with the Educational Audiologist, advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified
  • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
• Professional Learning
  • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of: the use and care of specialized equipment and curriculum materials, the provision of accommodations and modifications, and other related topics
  • Facilitate professional learning in areas of expertise to individual student teams, parents, SCRED, and member district staff or other service providers, as requested
  • Develop resources pertinent to D/HH services when the need for such resources are identified
  • Actively participate in the regional D/HH community of practice (COP) as well as other relevant state or regional professional learning opportunities
• Other Duties
  • Performs other duties as assigned

Physical/Health Disabilities Teacher
**$5,000 signing bonus provided**

Position Purpose:
The Physical/Health Disabilities Teacher position assists SCRED member districts in supporting students with a range of physical impairments (PI) and traumatic brain injuries (TBI) ages birth through 21. In addition to providing direct and indirect services to students who qualify under these categories, this position provides consultation and collaboration to assist the educational team in the identification, evaluation, eligibility determination, program planning, and program outcome monitoring. This position will also facilitate professional learning, develop resources, and provide support for school staff in a variety of related areas including, but not limited to, PI, TBI, Other Health Disabilities (OHD), and assistive technology (AT).

Essential Duties:

• Identification, Screening and Evaluation
  • Provide pre-referral consultation to school staff for students with a physical impairment (PI) or traumatic brain injury (TBI)
  • Complete in-home evaluations and assessments of infants and toddlers ages birth to three as deemed appropriate by screening results, medical records, or evaluation team decision
  • Complete school-based evaluations for students ages three through 21 suspected of having disabilities, as well as those with disabilities who are currently receiving special education and related services
  • Facilitate procurement and review of appropriate medical records, as applicable
  • Interpret assessment results to determine potential educational implications
  • Complete relevant portions of evaluation summary reports, including the assessment results and present levels, the identification of educational needs, and any additions and modifications necessary to promote adequate progress and access to the general curriculum
  • Synthesize assessment data and evaluation results to make eligibility determinations using the PI and/or TBI criteria set forth by the state of MN
  • Consult with school staff regarding students with rare medical conditions who may qualify under OHD, as needed
• Service Delivery
  • Provide direct and indirect PI/TBI services to infants and toddlers, ages birth to three, within the home setting throughout the calendar year
  • Provide direct and indirect PI/TBI services to students ages three through 21 throughout the school year
  • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
  • Gather accurate and timely progress monitoring data, regularly review student progress, and make instructional changes when necessary to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum
  • Maintain proper documentation of service, in accordance with state and federal requirements
  • Identify the need for and provide work direction and training to paraprofessionals in collaboration with the case manager
• Curriculum and Instruction
  • Provide input on curriculum and instruction development, selection, and implementation
  • Assist in the development and procurement of accessible instructional materials
• Consultation and Collaboration
  • Assist in Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) planning for students who have a PI or TBI, including attending meetings, providing input on goals related to PI/TBI service, and determining appropriate accommodations, modifications, and supports
  • In collaboration with the educational team, advise on the selection of specialized equipment and instructional materials/supplies when the need for AT is identified
  • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
  • Participate in planning and procedural committee meetings at SCRED
  • Provide consultation services regarding assistive technology and accessibility for student cases beyond PI and TBI, as needed
• Professional Learning
  • Facilitate professional learning using effective adult learning strategies on a variety of low incidence-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, and program evaluation
  • Provide ongoing professional learning to educational teams, including the initial training and ongoing monitoring of: the use and care of specialized equipment and curriculum materials, the provision of accommodations and modifications, and other topics related to supporting students with a PI or TBI
  • Facilitate professional learning in areas of expertise to individual student teams, parents, SCRED, and member district staff or other service providers
  • Develop resources pertinent to PI/TBI services when the need for such resources is identified, including those that may be useful in developing realistic and unprejudiced attitudes toward students students with a PI/TBI
  • Actively participate in relevant professional learning opportunities, including the regional PI/TBI Community of Practice (CoP) and Assistive Technology CoP
  • Serve as the primary contact person for communications with other regional and state PI/TBI providers and associated Minnesota Department of Education Consultants in PI and TBI in order to stay current with legal and professional standards, and obtain assistance/interpretations on eligibility and other procedural or substantive matters
• Other Duties
  • Performs other duties as assigned