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Minnesota Association of School Administrators

Southeast

River Valley Academy ALC Program (Winona, MN)-PARA

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Hiawatha Valley Education District (HVED) provides special education services to 13 School Districts and 2 Charter Schools within five counties of southeast Minnesota: Fillmore, Houston, Olmsted, Wabasha, and Winona. HVED also has a Setting IV Behavior Program that provide programming for students in grades K-12 with challenging behaviors currently receiving special education services. The Setting IV Behavior Program is located in Kellogg (SAIL). In addition, HVED provides programming for students with Autism Spectrum Disorder (SPECTRUM). Our SPECTRUM program is located in Hokah. HVED offers an Alternative Learning Center housed in MN College SE located in Winona, MN. HVED is committed to providing the best services to staff, students, and member districts in southeast Minnesota. Come join our team to be a part of a great organization!

Paraprofessional
Location: Winona, MN

POSITION:
Hiawatha Valley Education District is seeking a talented Paraprofessional for the Alternative Learning Center (ALC) Program, housed in MN College SE located in Winona, MN. This position is full-time during the 9-month School Year.

EMPLOYMENT DATE: School Year 2022-2023

RATE OF PAY: $15.50-22.75 per hour. Benefits package available.

QUALIFICATIONS:Must meet highly qualified criteria: Associates Degree or higher degree, or meets Minnesota Certified ParaPro Assessment
Certified in Crisis Prevention Institute (CPI) Intervention (training provided)
Experience working with students with behavioral needs
Experience and skills in instructional role, use of technology, and interpersonal communications
Ability to effectively communicate with students, staff, and/or parents verbally and in writing
Ability to work with a team and take direction from supervising teacher
Ability to lift up to 50 pounds
Experience with Microsoft Office

RESPONSIBILITIES INCLUDE (but not limited to):    Assisting teachers in their teaching duties and other general responsibilities such as organizing teaching manuals, providing instructional support, rendering reinforcement activities, etc.
Performing clerical tasks such as maintaining student attendance records, filing student information and progress reports, making copies, creating bulletin boards, etc.
Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher (e.g. reinforcement of IEP goals and objectives, etc.) for the purpose of supporting and reinforcing classroom objectives and student participation
Administers tests, homework, make-up work, etc. for the purpose of supporting teachers in the classroom
Collaborates with supervising teacher(s) or other staff as assigned for the purpose of communicating information, resolving issues, and providing services in compliance with established guidelines
Monitors special education students (e.g. classroom, field trips, lunchroom, playground, during life enrichment activities, etc.) for the purpose of providing a safe and positive learning environment

FLSA: non-exempt

MnMTSS Behavior Coordinator

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HIAWATHA VALLEY EDUCATION DISTRICT

POSITION DESCRIPTIONMnMTSS Behavioral Coordinator – 2022-2023 school year

GENERAL DESCRIPTION
The Behavior coordinator will coordinate behavioral support services between HVED districts and HVED. The behavior coordinator will consult with, and provide training and support to HVED behavior specialists. The behavior coordinator will consult with HVED schools to systematically implement research-based effective tier 1, 2, and 3 MTSS supports within each HVED school.

The qualifications for MnMTSS Behavior Coordinator are recommended by the administrator and determined by the Board of Directors.  The qualifications include, but are not limited to, the following:Bachelor’s Degree required; Master’s Degree in education or related field preferred
Experience in training and development with students and staff
Experience in training in Social, Emotional, Behavior (SEB) best practices, trauma-informed care, restorative practices
Experience in using data-based decision making to determine appropriate social, emotional, behavior supports
Appropriate PELSB license in education, counseling, or school psychology

FUNCTIONS AND DUTIIES:
Following five fundamental components that work together to ensure successful implementation.  Behavioral Infrastructure the Supports Continuous Improvement: Behavioral infrastructure refers to the collection of physical, relational, and procedural mechanisms in a system that support people as they coordinate and work efficiently together.  These components provide the structural stability for initiatives to be installed, sustained, and improved independent of particular individuals and personalities. An effective school behavioral infrastructure increases the likelihood that improvement efforts are focused and aligned and that educators are empowered to ensure equitable, healing-centered, assets-based social, emotional, behavioral, developmental, and academic outcomes for every student.

Family and Community Engagement: Family Engagement is a process and a practice rooted in relational-trust which creates opportunities for equitable partnerships between families and school and district staff. These partnerships, from birth to graduation, nurture shared responsibility for students’ academic, behavioral and social success and honor the lived experiences, expertise, and cultural knowledge of all stakeholders–students, teachers, staff, families, and communities.

Behavioral Multi-layered Practices and Support: Behavioral tiered service facilitation is a school-wide, culturally and linguistically sustaining multilayered system of practices that intensifies instruction and supports as needed, so that each student meets rigorous and meaningful social, emotional, behavioral, developmental, and academic benchmarks. The tiers described refer to levels of support students receive, not to students themselves.

Behavioral Assessment: Behavioral assessment is the process of gathering evidence aligned to a specific purpose to be used in making educational decisions that improve the learning conditions for all students. A variety of assessment types and tools are used within the education system (classroom, school district, statewide), and the results should be used according to the intended purpose and the level of specificity of the information produced. Together, information on each system layer and assessment type describe the learning outcomes in relation to the defined expectations for all students.  Behavioral assessments must be designed and validated for specific purposes.

Behavioral Data-based Decision Making: Behavioral data are used to solve problems and make important decisions that impact student behavior and social-emotional well-being. Such decisions should create a continuous cycle of systems improvement involving educator support, policy enhancement, and procedural/instructional improvement. Behavioral data sources might include existing academic and demographic records, surveys, interviews, observations, program/policy/process data and fidelity data.

ORGANIZATIONAL STATUS

MnMTSS Behavior Coordinator is accountable to, reports to, and works under the direct supervision of a Director of Special Education.

TERMS OF EMPLOYMENT

MnMTSS Behavior Coordinator is contracted annually for a term to be determined by the Board of Directors.  The salary and fringe benefits for the MnMTSS Behavior Coordinator are subject to the provisions of the collective bargaining agreement between the Hiawatha Valley Education Association and the Hiawatha Valley Education District.

1.0 FTE High School Physical Education Teacher

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Essential Functions: A full-time (1.0 FTE) Physical Education Teacher at Faribault High School commencing with the 2022-22 school year on August 22, 2022.  Duties will include supervision of the weight room and teaching weight lifting classes to secondary 9-12 students and possibly other courses as needed.

Family Literacy Specialist

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Job Description: The goal of the Family Literacy Specialist position is to strengthen the collaboration between families and educators to support children’s literacy development. This position is 260 days per year & begins immediately upon hire.

Responsibilities:Collaborate with families in promoting literacy
Help create positive, goal orientated relationships between families and educators
Promote best practice and evidence-based programming
Incorporate families’ culture and language into school-based programs
Implement family literacy programs
Conduct outreach and recruit volunteers and participants for various initiatives
Lead family literacy professional development for teachers and school staff
Lead Parent Engagement Workshops
Evaluate and assess program effectiveness
Coordinate Family Literacy Nights
Provide literacy-supporting resources
Liaise with community partners to coordinate service delivery
Collaborate with literacy coach, school psychologist, social worker, counselor, and other support services staff to build home-school literacy connections
Create reports necessary to comply with MDE CLSD grant requirements

Middle School Principal

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Summary of Job Duties:   The Middle School Principal serves as the educational leader and chief administrator of the school, planning and directing the instruction programs by ensuring the curriculum, instruction, strategies and assessment of student progress are coherent components in the teaching and learning process, administering school buildings and grounds operations, participating in staff, student and community activities, organizing, directing, evaluating and supervising assigned certified and classified staff, and related work as apparent or assigned.

Essential Functions: Provide leadership in the development of the learning program; communicate with teachers to assure instructional programs are meeting the needs of the students and district.
Provide leadership in the development of the organizational pattern, curriculum and instructional program located at the school site.
Creates and maintains the health, safety and welfare of students, staff and parents; administers discipline in accordance with district policies within building and grounds.
Provide supervision and conduct evaluation of school district employees assigned to the school site.
Participate and contribute to district level administration; serves as a communication link between site and district
Supervise student assessment, placement, behavior and attendance.
Plan and direct the business operations of the site.
In cooperation with teachers, formulate and maintain a staff development plan that addresses the needs of the school site.
Facilitate parent, student and/or staff advisory groups.
Facilitate communication between school and home to promote parent involvement in the educational programs.
Facilitate external relationship building by developing programming that addresses specific and unique needs of local students.
Attend all regular board meetings to represent the building and grounds for the district.