- Communicate and advocate for students with IEP team members including staff and families, through in person meetings, via email, and by telephone
- Schedule student-focused meetings through management of an online calendar
- Track timelines for due process dates and organize due process paperwork
- Monitor due process documents for accuracy and compliance
- Collaborate with teachers, educational assistants, related service providers, and families
- Provide direct instruction and support towards student IEP goals, Including data towards IEP goals & ESY qualification
- Schedule, plan, and facilitate IEP team meetings and case conferences
- Schedule, plan, conduct, and write special education evaluations based on due process deadlines
- Direct educational assistants in the execution and implementation of IEP.
- Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.
- Regular, prompt attendance.
- Supervise study skills classes and support all enrolled students with organization goals and needs
- Monitor and support students during lunch
- Provide substitute classroom instruction as assigned
- Accompany students in community based instruction when necessary
- Perform other job-related duties as assigned
- Attend parent-teacher conferences
- Attend events outside the school day (i.e., minimum of two school-based events (e.g., dance, graduation).
- Knowledge of Student needs
- Knowledge of Resources
- Assessing Student Learning
- Respect and Rapport with students and staff
- Behavior Management Skills
- Flexibility and Responsiveness
- Accurate Recordkeeping (IEP, evaluation, progress reporting, data collection, ESY documentation, adaptations, and other due process documents)
- Effective and professional communication and collaboration with all stakeholders
- Understanding of special education law and due process
- Commitment to professional development
- Alignment with mission and core values
- Possession of a valid Minnesota Teaching License in Special Education
- If not currently licensed, must be willing and eligible to apply for and receive a Tier 1 or 2 Teaching License
- Ability to operate a computer and the software necessary to complete required job tasks
- Masters degree in Special Education
- Possession of a valid license in Autism Spectrum Disorder, in the process of gaining ASD Licensure, or hold a certificate with willingness to pursue licensure
- Experience working with students on the autism spectrum
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SPED Teacher K-8 - Minneapolis, United States - LoveWorks Academy
Description
Job Description
Job DescriptionSalary: Based on experience and training1. POSITION PURPOSE:
To manage students' IEPs by collaborating with IEP team members, administering evaluations, ensuring that IEP services and instruction are provided effectively, and working directly with students to support their IEP goals.
ESSENTIAL FUNCTIONS:
OTHER POSITION RESPONSIBILITIES:
COMPETENCIES:
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand, walk, use hands to handle or feel, and reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.
MENTAL DEMANDS:
The mental demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Ability to read, analyze, and interpret data or regulations. Ability to write reports and professional correspondence. Ability to effectively present information and respond to questions from supervisors, co-workers, families, and students.
This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.
REQUIRED EDUCATION/EXPERIENCE:
PREFERRED EDUCATION/EXPERIENCE:
If you require alternative methods of application or screening, you must approach the employer directly to request this as Indeed is not responsible for the employer's application process.
2. The Behavioral Interventionist is responsible for supporting students with behavioral challenges. The Interventionist provides individual or small group instruction to students who are struggling academically and behaviorally. This position is also responsible for monitoring, reporting, and communicating student progress and performance.
Provides high quality instruction to individual students and small groups
• Administers one-to-one intensive behavior intervention to students
• Provides assistance with de-escalating student behaviors and reintegrating students back into the classroom
• Uses data to provide instruction to students and to bring their skills to grade level
• Collaborates with teachers, administration, and families to help identify best practices for individual and small groups of students
• Uses identified research-based interventions focus specifically on individual student needs
• Maintains data-based documentation of continuous monitoring of student performance and progress
• Provides data to school teams and participates in decisions about student progress
• Communicate with teachers, administration, and families regarding student progress
• Assists with identifying students for placement in intervention groups
• Participates in meetings with teachers, administration, and families to discuss student placement and progress
• Provides diagnostic assessments for students as needed
• Provides input for program development
• Supports implementation of assessment tools and data management systems
