East Central
Behavior Analyst, MAWSECO, 0.8 FTE
Assignment Location: MAWSECO Member Districts and Programs
Hours per Day: 6
Schedule: 192 day contract
Anticipated Start Date: August 4, 2025
Salary: $42,403-$68,228 plus competitive benefit package
Benefits: As outlined on MAWSECO’s Summary of Benefits
Other compensation: Mileage reimbursement based on current IRS standard business mileage rate
POSITION OVERVIEW:
The Behavioral Analyst will provide MAWSECO member districts and programs with staff development, interventions for students with social and emotional difficulties; consult with IEP teams regarding students with social and emotional difficulties, and developmental delays.
QUALIFICATIONS:
Requires a minimum of a Master’s Degree in Applied Behavior Analysis or closely related field and at least 1 year related experience. Prefer BCBA Board Certification. Certification in Restrictive Procedures Training. Requires a MN driver’s license or evidence of equivalent mobility.
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.
HOW TO APPLY:
Meeker and Wright Special Ed Coop #938 utilizes an online application system. Please visit the site to apply: https://www.applitrack.com/mawseco/OnlineApp/
If you have questions or concerns regarding the application process, please contact Elizabeth Sullivan (612) 417-6491 or email at: [email protected]
POSITION QUESTIONS:
Contact Melissa Hanson, Executive Director phone (320) 543-1122 or email at: [email protected]
MAWSECO is an equal opportunity employer
Superintendent
NOTE: This is a part-time superintendent position
ABOUT THE COMMUNITY/SCHOOL DISTRICT:
The McGregor Public School’s main office is located in McGregor, Minnesota. The school district has an approximate enrollment of 400 pre-kindergarten through grade twelve students.
School District Website: https://www.mcgregor.k12.mn.us/
City Website: https://www.co.aitkin.mn.us/towns/towns-mcgregor-city.php
LEADERSHIP PROFILE: The McGregor School Board seeks a superintendent with strong leadership skills who:
- Exhibits integrity and upholds the highest ethical standards in all dealings with the school board, staff, students, and community
- Ensures a consistent presence and remains readily approachable across all areas of the district, ensuring an environment of open communication and accessibility
- Is a strong communicator with a proven ability to foster positive human relations and effectively convey information, adept at building and maintaining productive relationships
- Works in close collaboration with the School Board, presenting a variety of options and well-considered recommendations
- Develops and directs an effective leadership team that addresses complex educational challenges, implements strategic initiatives, and cultivates an environment where staff are motivated to achieve their full potential
SALARY/CONTRACT: A competitive compensation and benefits package for a full time equivalent with a starting salary range of $125,000- $140,000 will be pro-rated for part-time and negotiated commensurate with experience and qualifications. Contract length is negotiable as provided in Minnesota statute. Additional benefits available may include health insurance, vacation days, 403 B, holidays, sick leave, among other benefits.
APPLICATION DEADLINE: January 29, 2025
APPLICATION PROCEDURE: MSBA uses an online application process. Applicants begin the application process at mnmsba.myrevelus.com. To be considered for this position, an applicant’s completed file must be received by MSBA prior to 11:59 p.m. on January 29, 2025, and must include the completed online application.
Contact Lee Warne at 507-828-2468 ([email protected]) with questions. Applicants are requested to not contact school board members.
McGregor Public School is an equal opportunity employer. The MSBA Executive Search Service is an equal opportunity search agency.
School Psychologist
School Psychologist
**$5,000 signing bonus provided**
Location: Chisago Lakes 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
Physical Therapist
Physical Therapist (0.2 FTE)
Position Location: Serves the following SCRED Member Districts: Hinckley-Finlayson and East Central
Position Purpose:
The school Physical Therapist (PT) provides instructional support by collaborating with general education and special education staff regarding adaptations and modifications to educational equipment, instruction, or the instructional environment that may help students with physical disabilities reach their special education goals related to functional mobility and environmental access.
Essential Duties
- Identification, Screening and Evaluation
- 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 informal screening of students whose parents or teachers express concerns regarding a student’s gross motor abilities
- 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 notes, as applicable
- Interpret results of motor assessments to determine the effect of physical impairments on a students’ ability to learn and access the educational setting
- 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.
- Service Delivery
- Develop therapeutic strategies and accommodations specific to the student’s needs
- Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
- Provide direct and indirect occupational therapy services to infants and toddlers, ages birth to three, in a home setting throughout the calendar year
- Provide direct and indirect PT services to students ages three through 21 throughout the school year
- Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making 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 requirement
- 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 with physical disabilities and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to PT service, and determining appropriate accommodations, modifications and supports
- Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the MInnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
- Assist educational team with the development of evacuation plans for students who require them and provide training on proper use and storage of evacuation equipment
- Participate in planning and procedural committee meetings at SCRED
- 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, curriculum materials, motor and positioning strategies, and environmental modifications
- Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
- Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested
- Develop resources pertinent to PT services when the need for such resources is identified
- Actively participate in the regional PT community of practice (COP) as well as other relevant state or regional professional learning opportunities
- Other Duties
- Perform other duties as assigned
Early Childhood Special Education Birth-3 Teacher
Early Childhood Special Education Birth-3 Teacher (0.8 FTE)
**$5,000 signing bonus provided**
Position Location: Serves the following SCRED Member Districts: Rush City, Hinckley-Finlayson, Chisago Lakes and East Central
Position Purpose:
The ECSE Birth-3 Teacher provides early intervention services to children ages birth through age 2 years 11 months with developmental delays and/or disabilities and their families. In collaboration with a multidisciplinary team, this teacher will partner with and be a resource to families to help produce the best possible developmental outcomes for their infants and toddlers in the most natural learning environment.
Essential Duties:
- Identification, Screening and Evaluation
- Assist in the completion of early childhood developmental screenings
- Complete multi-disciplinary team evaluations and assessments of infants and toddlers (as deemed appropriate by screening results, medical records, or evaluation team decision) to determine developmental strengths and needs for each child and priorities of the family
- Synthesize assessment data and evaluation results to make eligibility determinations set forth by the state of Minnesota
- Serve as a member of the Interagency Help Me Grow committee, as appropriate
- Service Delivery
- Provide direct and indirect instructional services to infants and toddlers, ages birth through 2 years 11 months, and their families as specified within each learner’s Individual Family Service Plan (IFSP) throughout the calendar year.
- Prepare and maintain an efficient schedule for delivery of all early intervention responsibilities
- Assure compliance with special education procedural requirements and due process timelines
- Prepare individual program plans, periodic reviews and progress reports according to due process guidelines
- Prepare activities/plans to use for coaching the caregivers which are consistent with the family’s priorities, individual program plan, and routines within the home setting
- Coach and model to parents or caregivers the appropriate skills/activities to use in working with their child
- Determine developmentally appropriate materials, assessment tools, and/or adapted equipment for use with infants and toddlers, and their families
- Assist in ordering materials and diagnostic tools
- Facilitate accommodations and modifications to materials, assistive technology, and the home environment
- Curriculum and Instruction
- Provide input on curriculum and instruction development, selection, and implementation as requested
- Assist in the development and procurement of accessible materials, as needed
- Consultation and Collaboration
- Act as service coordinator and works cooperatively with special education personnel, families and other service providers
- Work collaboratively with member districts to ensure smooth transitions into district programming
- Identify community resources and assist families to access these resources
- Professional Learning
- Actively participate in local early childhood committees, as well as other regional or state professional learning opportunities
- Other Duties
- Performs other duties as assigned