Teacher Consultant; Temporary - Special Education - High School

Job Title

High School Teacher Consultant - Special Education – TEMPORARY

Building Principal

Assigned High School(s)

Exempt

1.0

HEA

The Teacher Consultant works to train, coach and support both general and special education teachers regarding effective strategies for dealing with student behavioral issues. The Teacher Consultant also partners with ancillary and support staff, including but not limited to, school psychologists, speech pathologists, school social workers, guidance counselors, physical therapists and paraprofessionals to ensure students who are eligible for special education services are provided with needed support.

The Teacher Consultant is also a building leader regarding implementation of positive behavior interventions and supports.

• Support for students with extensive needs
• New Student Intake
• Meet with parents and students
• Review the student’s file
• Call the previous school/district for information
• Student Intervention Team
• Serves as a Special Education representative on the team
• Recommends interventions
• Document results of SIT meetings for CA-60
• Initial Eligibility IEPs/Re-determination IEPs
• Initiate and chair meetings
• Contact parents
• History and file review; gather data and information from school file, parent, previous placements, grades, attendance, discipline, etc.
• District and then gather the general education teacher input
• Administer achievement testing required, score test, and write report of findings
• Meet with ancillary staff to share findings of all testing results
• Send a copy of the report to parents
• Call parents prior to initial determination IEP to discuss results of assessments
• Set and verify date, establish a mutually agreed upon date and time for the IEP Meeting, send out invitations to all team members, secure substitute teachers for general education teachers, and prepare draft of IEP paperwork for the meeting
• Chair IEP meeting, present report, finalize paperwork and disperse copies
• Serve as District Designee at IEPs when a principal/administrator cannot attend. A District Designee is someone who:
• Is qualified to provide or supervise the provision of specially designed instruction to meet the needs of a student with a disability
• Is knowledgeable about the general education curriculum
• Is knowledgeable about the resources of the district
• Attend MDRs as requested by the student's case coordinator
• Livingston County Transition Council
• Howell Representative to County Transition County (with Middle School TC)
• Core committee member (attend quarterly meetings, plan for large council meetings)
• Serve as liaison to communicate information to the special education department at the secondary level
• Share Transition Grant requirement with secondary staff (i.e., how money can be used based on HPS goals for the year)
• Collaborate with with middle school TC to write goals for Howell’s portion of the grant and submit to LESA for approval
• Co-manage the grant account with middle school TC (i.e., materials requests, conference, substitute, etc.)
• Annual Post-Secondary Education student seminar in Howell
• Provide support and advice in collaboration with LESA transition coordinator and MRS
• Facilitate students visits to college campus/student services visit(s)
• Present and advise counselors and administrators as needed:
• Special education policy
• Programming
• Special education teacher support
• Parapro support
• Complete monthly Medicaid billing and Random Moment Time Studies (RMTS) if applicable
• Consult with general education teachers on teachers on teaching strategies for special education
• Keep informed of legal mandates, changes in law/interpretations, etc.
• Attend monthly special education department meetings
• Training, coaching, and support for teachers
• Collaborate with general and special education teachers and service providers, ensuring best practices are being followed for positive behavior supports and instructional strategies including hands‑on, in the classroom modeling and support
• Class‑wide management
• Engagement strategies
• Differentiation within the classroom
• Transition practices
• Develop and provide coaching related to effective behavior…