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Minnesota Association of School Administrators

East Central

Director of Special Education

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Position Title: Director of Special Education
Assignment Location: Meeker and Wright Special Education Cooperative Seven Member Districts including: Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake, and Rockford
Hours per Day: 8
Schedule: 260 days (July 1 – June 30)
Anticipated Start Date: July 1, 2024
Salary: Commensurate with education and experience
Benefits: Comprehensive and generous benefits package including paid time off, health, dental, vision, life, long-term disability, state retirement, optional 403(b) with matching funds, employee assistance program, wellness benefits and more!

POSITION OVERVIEW
Under the direction of the Executive Director, the Director of Special Education is responsible for providing leadership to member districts in implementing and maintaining Special Education programs and services in conformity with district, state, and federal objectives and laws. Duties involve the leadership and oversight of special education staff, program development, program evaluation, fiscal/budget administration of special needs programming, and oversight of due process and compliance requirements for MAWSECO member districts.

Essential duties outlined below are intended as “representative” examples of the level, nature, and decision-making expectation of positions assigned to this classification.

ESSENTIAL DUTIES

  • Provides direction, support, and consultation to MAWSECO member districts in collaboration with the Executive Director and Special Education Supervisors.
  • Monitors and ensures compliance with legal requirements and due process procedures.
  • Performs supervisory responsibilities for all MAWSECO staff directly supervised.
  • Monitors, analyzes, supports, and makes recommendations in the area of resource management.
  • Assumes leadership roles as assigned by the Executive Director.
  • Performs other duties of a comparable level or type, as required.

ESSENTIAL KNOWLEDGE AND SPECIALIZED SUBJECT KNOWLEDGE

  • Laws, rules, statutes and guidelines related to special education programming and requirements
  • Knowledge of medical assistance requirements, eligibility requirements and service requirements
  • Instructional and intervention strategies, concepts, principles, methods, best practices and trends dealing with issues of child development, special education and instructional methods and resources
  • Knowledge of conflict resolution strategies and behavioral interventions
  • Knowledge of health and safety rules, regulations and requirements
  • Cooperative policies and procedures in the area of budgeting, human resources, and general administrative policies, procedures, and operations
  • State reporting and funding requirements for special service programs
  • Knowledge of resources, service alternatives and options available to children with special needs
  • Fundamentals of management and supervisory principles, standards and practices

ESSENTIAL SKILLS

  • Planning, organizing, developing, implementing and evaluating instructional and special education programs and services
  • Interpreting and applying mandated laws, rules, regulations and guidelines consistent with the intent and purpose of the legislative requirements
  • Skilled in classroom management
  • Organizational planning and conflict resolution
  • Presentational skills
  • Delegating, evaluating, and supervising licensed instructional staff in assigned program areas
  • Skilled in evaluating staff, staff development, coaching and leadership
  • Organizing and presenting complex concepts, issues and ideas to the public, staff and member districts in an understandable manner
  • Monitoring and ensuring due process policies, procedures, documentation and reporting requirements
  • Recommending and administering budgetary and purchasing requirements for assigned areas of responsibility
  • Ability to deal effectively and appropriately with parents, students, staff, administrators, providers, MN Department of Education, and member district staff over instructional needs, curriculum, due process, services, concerns or problems of the students and/or assigned programs.  Communication skills require persuasion, negotiation, and management skills in resolving conflicts confronting assigned program areas of responsibility.

ABOUT MAWSECO
MAWSECO is a joint powers cooperative of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services, and support to its seven-member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

Mission: The Mission of the Cooperative is to provide quality special education leadership, services and support that always meets or exceeds the expectations of those we serve.

Vision: Effective communication, positive and proactive problem-solving, fiscal responsibility and a strong commitment to personnel development will be employed to provide cutting edge resources and information as well as flexibility to address changing needs.

Work Based-Learning Coordinator *Up to $5,000 Hiring Incentive*

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Meeker & Wright Special Education Cooperative #0938
Date Posted: April 25, 2024
Position Title: Work Based Learning Coordinator
Assignment Location: STEP Program in Howard Lake, MN
Hours per Day: 8
Schedule: 182 day contract per school calendar
Anticipated Start Date: Fall 2024
Salary: Placement per the EdMN MAWSECO Master Agreement, based on education and experience PLUS up to $5,000 Hiring Incentive

Position Overview:
Candidate would case manage and teach approximately 10-12 students in a 18-21 year old transition disabled program located in Howard Lake.

About STEP:
STEP (Student Transitioning in Educational Programming) is an educational program for young adults ages 18-21 with special needs. It is a community-based special education program emphasizing work experience and independent living skills. The 18-21 year old program services students who have completed high school requirements but are in need of extended schooling in two of the transition areas listed: Independent Living; Employment; Post Secondary Education and Training. The program was designed to meet these needs in the least restrictive, age appropriate environment.

About MAWSECO
MAWSECO is an agency of seven-member school districts (Annandale, Dassel-Cokato, Delano, Howard Lake-Waverly-Winsted, Litchfield, Maple Lake and Rockford) that have joined together to provide services in the area of special education. The mission of the Cooperative is to provide quality special education leadership, services, and support to its seven-member school districts’ staff, students and families as well as other agencies/districts that purchase its services. The MAWSECO central office is located in Howard Lake, MN which is west of the metro and south of St. Cloud.

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

Program Administrator

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Date Posted: April 19, 2024
Position Title: Program Administrator
Assignment Location: Village Ranch Alternative Program, Cokato, MN
Hours per Day: 8
Schedule: 215 day contract per school calendar
Anticipated Start Date: July 1, 2024
Salary: Commensurate with education and experience

POSITION OVERVIEW:
Under the direction of the Assistant Director of Care and Treatment Programs, the Program Administrator is responsible for providing leadership to school staff and effective management to ensure the overall success and growth of the students who attend Village Ranch Alternative Program.

Essential Functions

  • Plans, organizes, directs and controls the operations and activities at a Village Ranch Alternative Program
  • Creates equitable school culture and climate for students and staff;
  • Coordinates all educational services provided by the facility or program;
  • Supervises staff in the program;
  • Evaluates staff performance;
  • Allocates resources within the educational program in order to maximize efficiency and effectiveness of service;
  • Ensures that the educational program is in compliance with Federal and State regulations and district policies and procedures;
  • Organizes staff schedules and school calendar to meet State and District guidelines and program needs;
  • Recommends policies and procedures that are consistent with the goals and objectives of the District and
  • Federal and State mandates;
  • Provides consultation to staff in curriculum development and program planning;
  • Evaluates the effectiveness and efficiency of existing educational programs;
  • Revises educational programs and plans, develops, and implements new programs;
  • Directs the maintenance of educational records;
  • Prepares written and oral reports;
  • Assists in the preparation and administration of allocated budget;
  • May direct the recruitment, screening and selection of professional staff.
  • Foster a culture of innovation and facilitate action on innovative ideas in order to achieve our mission.
  • Lead staff meetings
  • Work with Curriculum and Instructional Specialist related to instruction provided by teachers
  • Collaborate with teaching and learning related to evidence based instruction
  • Complete evaluations for staff each year
  • Engage in classroom walkthroughs and provide feedback
  • Meet with staff to discuss reflections
  • Work with administrative support to adjust staffing allocations as needed
  • Complete written reports and create/deliver professional development to staff
  • Attend staffings and meetings with Village Ranch Staff

High School Principal

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East Central School District is seeking applicants for a full-time High School Principal (Grades 7-12) for the 2024-25 school year and beyond. Position also includes oversight of the Alternative Learning Center housed on the high school campus.

Provide educational leadership and management oversight, including educational programming, curriculum, instruction, staff evaluation, and safety protocols. Position works closely with the Superintendent, Dean of Students, Elementary Principal and Activities Director to carry out the mission and vision of East Central Public Schools.