Special Education Manager

Job Type

Full Time

Published

07/23/2018

Application Deadline

08/31/2018

Address

1010 Rev James A Polite Avenue
Bronx
New York
10459
United States

Description

SUMMARY: The purpose of this position is to:

  1. Ensure compliance with the Individuals with Disabilities Education Act (IDEA), Section 504 and Title II of the Americans with Disabilities Act (ADA) with support from the New Visions Charter High Schools Instructional Specialist for Special Education.
  2. Provide guidance to New Visions school leaders, staff and counselors on effective implementation of the supports outlined in a student’s Individualized Education Plan (IEP).
  3. Provide support for special education students and their families.

 

ESSENTIAL JOB FUNCTIONS: Under the direction and oversight of the Associate Director of Clinical Support (ADCS), to carry out the following duties:

  • Compliance
  • Work with the school’s Committee on Special Education (CSE) to:
  • schedule all annual review meetings, triennial evaluations, reevaluations, and initials
  • complete all paperwork related to preparation for IEP meetings
  • this includes but is not limited to:
  • ensuring caseload managers secure general education teacher reports, related service provide reports, conduct student interviews, and draft IEPs in SESIS at least one week prior to the IEP meeting
  • ensure caseload managers mail all relevant IEP documents to families at least one week prior to the meeting
  • secure and manage all necessary related services
  • this includes but is not limited to:
  • following the New Visions guidelines for working with the CSE to secure related service providers
  • coordinating and tracking receipt of transmittals and Related Service Authorizations (RSA)
  • develop Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP), as needed
  • conduct Manifestation Review Determinations (MDR), as needed
  • Under the direction of the ADCS, work with school leaders to:
  • ensure the school’s compliance with IDEA, Section 504 and Title II of ADA
  • this includes but is not limited to:
  • ensuring the student’s programs and supports are in alignment with the student’s IEP
  • testing accommodations are prepared prior to all administration of in-school, state and national exams for students with an IEP or Section 504
  • disseminating all students’ IEPs and Section 504s and providing guidance on effective implementation of the supports outlined in the IEP, before students enter school in August,
  • developing a schedule for students to receive related services during the school day that minimizes missing core content instruction
  • tracking all New Visions service providers and outside agency providers to ensure they call in to the Interactive Voice Response System (IVR) to record First Attend dates, track attendance, and provide updates on annual goals for each report card period and for IEP meetings
  • provide data to the ADCS to prepare special education detail for Per Pupil Billing six times a year; report should be prepared one week prior to the Per Pupil Billing deadline
  • determine state and national exam deadlines for testing accommodations and work with caseload managers to prepare all necessary documentation to submit applications for accommodations in accordance with a student’s IEP or Section 504
  • manage and update hard and soft data related to IEPs, Section 504s, Related Services, IEP meetings and accommodations on a weekly basis
  • monitor discipline and academic data for students with disabilities on a weekly basis
  • carry out a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 - 9 by September and transition from grades 9 to post-secondary
  • this includes but is not limited to:
  • conducting diagnostic testing on literacy levels before September
  • working with ACCES-VR during grades 11 and 12 to support post-secondary planning
  • working with SYEP coordinator to prepare student applications for Transition Coordinator Center (TCC) by April of each year
  • working with the DSO to complete a school application to become an eligible TOP (Training Opportunities Program) site
  • coordinating student TOP application submissions and acceptance process
  • Work with New Visions general education and special education staff and counselors to:
  • prepare IEP annual goal progress reports to be mailed at each report card period and complete annual goal progress updates in SESIS at the same time reports are mailed
  • conduct FBA to aid in the creation of BIP, as needed
  • this includes but is not limited to:
  • conducting teacher interviews, student interviews and doing a minimum of three Antecedent Behavior Consequence (ABC) Observations
  • developing a list of recommended intervention strategies and replacement behaviors for the development of the BIP
  • disseminate and coach staff and counselors on effective implementation of the BIP no later than one week after the creation of the BIP
  • implement a coordinated set of transition activities for students with disabilities; this includes transition from grades 8 - 9 by September and transition from grade 9 to post-secondary
  • monitor the quality of IEPs written by New Visions staff
  • participate in special education department meetings with the Lead Teacher for Special Education

 

  • Advocacy
  • Communicate with families to:
  • prepare re-evaluation requests and initial requests for CSE, as needed
  • provide IEP annual goal progress reports at each report card period
  • communicate student progress and concerns, as needed
  • provide informational workshops on school supports and transition needs; this includes transition from grades 8 - 9 by September and transition from grade 9 to post-secondary
  • collect necessary documentation for transition support; this includes but is not limited to Level I and II Vocational Assessments, as well as all paperwork needed to complete SYEP applications, TOP applications, and ACCES-VR applications

Supervisory Reports: None

Interacts with: Principal, APs, Special Education Teachers, NVCHS Instructional Specialist for SPED

Required Education, Certifications and Experience:

  • BA
  • At least 1-3 year of teaching experience
  • NYS Teaching Certification in Special Education (or in process of reciprocity)

Desired Education, Certifications and Experience (if applicable):

  • Masters (Preferred)


Level of Language Proficiency

Bilingual Preferred

Professional Level

Professional

Minimum Education Required

4-year degree


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