EdPost

Summary Under the direction of the assistant director of special education, the individual in this position will maintain a system to lead school due process planning and implementation, including academic and post-secondary transition assessments for the evaluation and re-evaluation of students. This position will be part of the special education leadership team. Essential Duties The duties of the special education due process and assessment specialist may vary based on specific assignments. Duties may also change at any time based upon administration or teacher re-examination of student or program needs. * Adhere to, implement, and enforce all state, federal, and district due process policies and regulations; * Assist in maintaining and implementing due process guidance documents and processes; * Case manage students with a primary disability of SLP and students with homebound services, as assigned by the assistant director, including * Ensuring completion of all due process paperwork (e.g., IEP, PWN, progress reports, Summary of Performance, ESY documentation, behavior plan, etc.) * Regular communication with stakeholders (e.g., student, family, teachers, paraprofessionals, service providers, etc.) * Direct service support (e.g., check-in/ check-out, debriefing, homebound service delivery and coordination, etc.) * Indirect service support (e.g., coordination of related service providers, communication with stakeholders, etc.) * Plan and oversee the implementation of a due process schedule that ensures on-time meetings, timely IEP creations and updates, evaluations, and documentation, communicating with case managers and service providers about upcoming meetings and their responsibilities * Regular and effective communication, including oral and written * Persistent communication through various modes of communication; * Engage in ongoing professional development and attend administrative meetings to stay current with special education legal requirements and best practices; * Write due process documents (e.g., evaluation reports, evaluation PWNs, initial IEPs, initial behavior plans, meeting notices, excusal agreements, summaries of performance, dismissal PWNs, progress reports, etc.) per direction from the assistant director; * Schedule, invite stakeholders, and facilitate bi-monthly Child Study Team (CST) meetings, including: * Create and distribute the CST agenda * Take attendance at meetings * Manage and display the dashboard * Assist with notetaking during meetings * Follow-up correspondence with absent team members; * Initiate regular communication with special education and general education staff for completion of due process tasks; * Serve as the qualified district representative at intake, annual, evaluation results, and initial IEP meetings as assigned by the SpEd support specialist; * Refer sending and receiving student records to the SpEd support specialist, SpEd TOSA, or assistant director; * Make or refer SpEd changes in school data systems to the SpEd support specialist or assistant director; * Refer student status changes in the MARSS status change form within one week of receipt of consent to a change (applicable changes include: a student new to TCA with an existing IEP, a student qualifying for special education for the first time, a student exiting the school for care and treatment, a student exiting special education per evaluation dismissal or revocation, a student exiting the school due to going to another school or increasing to setting 4, a student changes federal setting, a student has a transportation change, a student has an address change, a student gets child-specific/ 1:1 paraprofessional support, a student’s disability category changes); * Share SpedForms access to providers and teachers for students with whom they work (audit and update quarterly) * Pull reports from SpedForms as needed and distribute upon direction from the assistant director; * Complete and track student acknowledgement and tuition agreements (audit and update quarterly) * Participate in monthly leadership meetings; * Regularly attend staff and department meetings; * Participate in regular cross-department collaboration; * Maintain regular, agreed-upon contract hours; * Provide guidance and support for tier 1 teachers, tier 2 teachers, and teachers with heavy due process loads, as assigned by or agreed upon with the assistant director: * Ghostwrite due process documents (e.g., IEPs, amendments, PWNs, progress reports, ESY documentation, Summaries of Performance, etc.) * Support IEP meeting preparation * Support IEP meeting facilitation Assessment Duties * Ensure appropriate administration or review of the following sections for all initial and re-evaluations, including section completion, summary, and areas of need within the evaluation report: * Student background information * Academic performance * Transition for all studetns in ninth grade and above (or in 7th and 8th grade evaluations in preparation for the 9th grade deadline) * Assistive technology * Consideration of organizational/ functional needs * Collaborate with the school psychologist to ensure that evaluation PWNs are completed and sent to maintain compliance with federal, state, and district deadlines; * Collaborate with the school psychologist to ensure that evaluation reports are completed and sent home to maintain compliance with federal, state, and district deadlines; * Communicate assessment results by meeting with the IEP team and facilitating the evaluation portion of the meeting; * Communicate assessment results by maintaining due process dashboard (audit and update weekly) General Duties * Complete annual training in Conflict Prevention and Intervention (CPI), and be prepared to support with behavior response as needed or directed by the assistant director; * Participate in additional required skills training as assigned and schoolwide training as required; * Supervise and oversee special education students as assigned; * Participate in the schoolwide staff evaluation process as determined by the assistant director; * Maintain professional boundaries and appropriate confidentiality at all times, including verbal conversations and written documentation; * Adhere to the provisions of the TCA Staff Handbook and Employment Agreement; * Participate in the mission and vision of TCA; * Perform other duties as assigned by the assistant director, director, executive director, or principal Knowledge, Skills, and Abilities * Comprehensive knowledge of the principles and practices of a special education teacher; * Comprehensive knowledge of special education laws, rules, regulations, and procedures; * Ability to demonstrate confidentiality and function under very stressful situations; * Ability to manage multiple simultaneous projects, multitask, and organize priorities; * Ability to deal with and resolve difficult problems independently; * Ability to interpret and apply guidelines, policies, and procedures consistently; * Ability to process and use complex data; * Ability to communicate effectively and professionally both orally and in writing; * Ability to present to small and large groups; * Ability to write reports, due process documents, and correspondence; * Ability to use modern office equipment, technology, and related software; * Ability to conduct oneself in a composed, professional manner; * Ability to complete required components of the job in a timely manner, including all documentation, training, and fidelity checks; * Implement strong collaboration skills; * Maintain basic knowledge of behavior analysis, including how antecedents and consequences affect student behavior; * Understand special education disability areas and legal compliance with special education law regarding behavior Education and Experience * Bachelor’s degree required, in a special education field preferred; * Considerable experience in a job-related field; * Current Tier 3 or 4 special education license required Licenses, Certificates, and Registration * Minnesota licensure as special education teacher (tier 3 or 4) or special education related service provider from MN Department of Education required Supervision * Work is performed under the general direction of the assistant director of special education and the executive director; * No supervisory duties Compensation * $50,000 - $75,000 annually * Paid Time Off * Paid Sick Leave * Contributions to TRA * Eligibility for medical, dental, and vision insurance Working Conditions (Physical/ sensory requirements and environmental conditions) * This is sedentary to light work requireing the exertion of up to 25 pounds of force occasionally, and/ or a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects, including the human body, and a negligible amount of force constantly to move objects; work requires stooping, reaching, standing, walking, fingering, grasping, and repetitive motions; vocal communication is required for expressing or exchangin ideas by means of the spoken word; hearing is required to perceive information through normal spoken word; visual acuity is required for preparing and analyzing written or computer data, inspections involving small defects and/or small parts, operation of machines, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to inside and outside environmental conditions and may be exposed to bloodborne pathogens. The description of this job is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job.