Learning Disabilities Teacher Consultant; LDTC)

The Community Charter School of Paterson (CCSP) is seeking a Learning Disabilities Teacher Consultant (LDTC) to join the Child Study Team. The LDTC will be responsible for conducting academic and learning evaluations, consulting with teachers on instructional strategies, and supporting the development and implementation of IEPs for students with learning disabilities and related exceptionalities.

• Educational Evaluation and Assessment
• Conduct comprehensive educational evaluations for students referred to the CST, including assessments of academic achievement, learning modalities, processing skills, and educational needs.
• Administer, score, and interpret standardized educational assessments in compliance with NJAC 6A:14 and IDEA timelines.
• Prepare written educational evaluation reports that are accurate, legally compliant, and directly applicable to IEP development.
• Conduct re-evaluations on a triennial cycle or as required by the IEP team.
• Child Study Team Participation
• Participate as a core CST member in eligibility conferences, IEP meetings, and annual reviews.
• Contribute educational assessment findings to eligibility determinations, placement decisions, and IEP goal development.
• Collaborate with the School Psychologist, Lead Social Worker, and Special Education Coordinator to ensure integrated CST functioning.
• Instructional Consultation
• Serve as a consultant to Special Education and general education teachers on evidence-based instructional strategies for students with learning disabilities.
• Assist in identifying appropriate accommodations, modifications, and supplementary aids and services for students' IEPs.
• Participate in I&RS/MTSS meetings to consult on tiered instructional interventions for students showing academic difficulty.
• Monitor the academic progress of students with IEPs and provide data-driven instructional recommendations to the IEP team.

As a designated case manager, the incumbent is personally accountable for the standards in this section. These are conditions of the role.

• Convene the identification meeting within twenty (20) calendar days of a written referral, and ensure eligibility determination, IEP development, and IEP implementation are completed within ninety (90) calendar days of parental consent to evaluate, consistent with N.J.A.C. 6A:14-3.3 and 6A:14-2.3.
• Convene each annual review of the IEP no later than 365 days from the date of the prior IEP, and ensure each reevaluation is completed within the three-year (triennial) cycle unless the parent and district agree in writing that it is unnecessary, per N.J.A.C. 6A:14-3.8.
• Ensure Prior Written Notice is issued for every proposal or refusal to initiate or change the identification, evaluation, educational placement, or provision of FAPE, per N.J.A.C. 6A:14-2.3(g).
• Ensure parents receive procedural safeguards as required, and that all notices and communications are provided in the parent's native language or primary mode of communication, per N.J.A.C. 6A:14-2.3 and IDEA.
• Treat all case-related documentation — including email, meeting notes, and drafts — as part of the student's educational record subject to FERPA and discoverable in the event of dispute.

• Implement IEPs as written. No service, accommodation, modification, or placement is added, reduced, suspended, or withheld except through a properly convened IEP team decision documented by Prior Written Notice.
• Make no verbal-only commitments to families regarding services or placement. Any agreement that affects a student's program is reduced to writing and routed to the Special Education Coordinator for review prior to transmission.
• Maintain each case file in…