Special Education Case Facilitator

JOB SUMMARY

The case facilitator serves in the capacity of a lead teacher in their assigned building(s). Their primary responsibilities include evaluation and due process continuum which brings students from referral through the IEP process. The responsibilities assumed by the case facilitator allow for quality and consistency district-wide and enables the special education teachers to spend more time in preparation for and direct instruction of students with special needs. A secondary responsibility is providing leadership to the building special education team as well as administration. Work is performed under the supervision of the Director of Special Education and building administration.

JOB DUTIES & RESPONSIBILITIES

Consultation:

• Participates as a resource in the development of positive interactions in the pre-referral process as requested.

• Consults with regular and special education teachers and related service personnel (i.e. OT, PT, POHI, SSW, etc.).

• Participates in building the child study/problem-solving team regarding identification, intervention suggestions and evaluation of handicapping conditions. CF’s participation is only to be an intellectual resource to assist the team in developing and analyzing intervention plans.

• Functions as a liaison between district level special education services and special education building teams.

• Consults with building administration on an as needed basis to update special education issues and needs in building.

• Facilitates para assignments (begin of each trimester, troubleshooting when para coverage is needed and secondary contact with paras regarding job performance and attendance issues (special ed teacher is initial contact for paras) and communicating these issues to building and district administration)

• Works with special education team to develop the CPI team (annually), modify as needed, make sure debriefing meetings are held following restrictive procedures and facilitate seclusion/hold paperwork gets to building and district administration- quarterly.

Staffings/Due Process/IEPs:

• Coordinates scheduling team meetings with parents and appropriate team members.

• Facilitates all team meetings following an evaluation.

• Serves as representative of the school district (designee) at IEP team meetings.

• Ensures consistency and quality of due process paperwork (i.e. PWN, IEP, PBSP, amendments)

• Ensures that CM assignments reflect area(s) of licensure   https://mn.gov/pelsb/

• Manages issues of compliance:

  • Timelines

  • Internal Consistency

  • IEP Elements

  • Distribution (mail to parents, copy to CM) of completed paperwork (i.e. IEP’s, team meeting notices, etc.)

Evaluations:

• Facilitates and coordinates referral process for evaluation.

• Prepares and manages timelines and permission for evaluation process.

• Administers and interprets educational evaluations.

• Conducts observations of students in the classroom as necessary.

• Compiles data from evaluation team members and facilitates presentations/interpretation of data at team meetings to determine eligibility for special education services.

• Interprets evaluation data, analyzes evaluation results, and writes evaluation reports.

Additional Responsibilities:

• Attends district-wide case facilitator meetings.

• Maintains MARSS status reports by compiling, submitting and verifying student information (child count)

• Attends appropriate staff development activities to keep current with state and federal statutes/regulations and current trends.

• Acquires and advances technological skills related to computer programs used in maintaining special education records, files and reports.

• Enter new students into SpEd Forms while managing Active/Inactive students. Assigning SpEd Forms access to case managers and related service providers.

• Finalize all SpEd Forms documents (CM to finalize progress reports)

• Works with case managers and district testing coordinator to report accommodations for state and district assessments.

• Work with case managers and special education office to coordinate ESY services.

• Work with building office managers and sending school to gather all necessary special education files for new students to the district.

KNOWLEDGE, SKILLS, AND ABILITY REQUIRED

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• B.A./B.S. degree in education from an accredited institution or related field.

• Minnesota licensure in special education.

• A minimum of five successful years of special education teaching.

• Ability to establish and maintain cooperative and effective working relationships.

• Communicate effectively both in oral and written form using a variety of techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.

• Must have the proven ability to report to work on a regular and punctual basis.

• Perform all other related work delegated or required to accomplish the objectives of the total school program.

• Meet professional teacher education requirements of school, district, and state.

PHYSICAL REQUIREMENTS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Generally, work is performed under normal school conditions and there are minimal environmental risks or disagreeable conditions associated with the work. Unless reasonable accommodations can be made, while performing this job the staff member shall:

• Occasionally lift and carry objects weighing up to 25 pounds

• Stand for up to one hour at a time

• Stoop and bend

• Reach and grasp objects

• Exhibit manual dexterity or fine motor skills

• Possess the ability to talk, hear, and see

• Work in a normal school environment with few physical discomforts

APPLICATION PROCEDURES

Include three letters of recommendation addressed to Dr. Jason Miller with your online application.