ESE Coordinator (#238109)
The ESE Specialist position is responsible for coaching, motivating and instructing special education high school students within the company model, with attention given to each student’s Individual Graduation Plan (IGP) and Individual Educational Plan (IEP). All for-credit courses are aligned to state standards and are delivered in such a way to engage student learning, and accelerate the accumulation of credits through a mastery-based educational model, with the ESE teacher acting in a supportive and instructional role. The ESE teacher collaborates with classroom teachers and support staff to insure that the instructional and social-emotional needs of the special education student are met. The ESE teacher also works with the school’s Administrators to ensure that all ESE paperwork and reporting requirements are in compliance with national, state, and district regulations and serves to facilitate and insure compliance with state, district, and company Response to Intervention (RtI) policies.
Primary Responsibilities: •Provide a learning environment that is team-oriented, student-centered and aligned with the company’s and special education student’s academic goals and specified IEP objectives.
Evaluation Criteria: •Observation of instructional best practices and modifications for special education students •Adherence to Standard Operating Model •Observation of effective classroom management •Documentation of analysis of student diagnostic and performance data •Calendar and schedule indicate regular delivery of small group intervention instruction •Sign in sheets documenting furnishing data-driven professional development to staff members •Documentation of attendance in District, State, or National professional development for special educators •Contact By Staff Log and Progress Monitoring Log indicate communication and collaboration with peers, students, parents, and school stakeholders •FLDOE data indicating increases in student state assessment scores – 80% of ESE students who take state assessments will show an increase in scores •Student records are current and in compliance with required progress monitoring and IEP records and meetings – 100% of student records are current and in compliance •Documentation indicates facilitative leadership in the RtI process •Progress Monitoring Log indicates timely reporting of students in need of academic support or intervention through the RtI process •Provide direction and leadership within the school and classroom by displaying deep and effective working knowledge of the needs of the special education student and demonstrating best practices related to teaching, supporting, providing modifications, interventions, and instructional techniques in content area text.
Evaluation Criteria: •Observation of ability to effectively assist students in using strategies in their assigned subject area(s) •Observation of the use of a variety of instructional techniques and interventions to effectively support the special education students in the advisory classroom at all levels •Documentation indicating the ability to evaluate and assess academic needs of ESE students – IEP Notes and Progress Monitoring Logs •Observation of ability to intervene and conduct data-driven small group intensive interventions for reading, math and/or subject area(s) •Observation and documentation of the ability to provide differentiated instruction and strategies based on student data – IEP Notes and Progress Monitoring Logs •Progress Monitoring Logs and academic planning meeting notes indicate consultation and collaboration with advisory teachers and other staff members on strategies, modifications, and activities that can assist student to increase achievement in assigned subject area(s) •Students can relate ESE Teacher’s high expectations for student improvement and success •Progress Monitoring Log indicates timely reporting of students in need of academic support or intervention in accordance with the RtI model •Sign in sheets documenting participation in professional development focused on the art and science of teaching •Adherence to instructional practices within Standard Operating Model •Act as counselor, advisor, facilitator, advocate, and coach to support, mentor and guide the ESE students through their IGP and IEP.
Evaluation Criteria: •Contact By Staff Log and observed interactions demonstrate the ability to effectively communicate and interact positively with students, peers, and parents •Adherence and compliance to all aspects of the ESE student’s IEP – Observation, IEP notes, and Progress Monitoring Logs •Progress Monitoring Logs document collaboration with staff members to support IEP goals •Adherence to instructional practices within Standard Operating Model •Contact By Staff Logs reflect regular contact with student and parents as aligned with company goals and expectations •Maintain, disaggregate, and provide progress monitoring reports, IEP compliance, attendance and behavioral records, academic grades, and other student records as required by national and state regulatory guidelines as well as company policy and procedures.
Evaluation Criteria: •Audit of student records indicates adherence to company’s policies for attendance and behavioral record keeping – 100% of student records are in compliance •Documentation of accurate and up to date progress monitoring data, student records, IEPs, and required meetings – Audit indicates 100% compliance •Progress Monitoring Logs indicate adherence to state, district, and company’s policies for progress monitoring of students •Student results of District or State assessments disaggregated and communicated to staff •Sign in sheets documenting staff development on interpreting assessment results and instructional implications for ESE students •Up to date student records documenting adherence to state, district, and company’s policies for record keeping •Adherence to instructional practices within Standard Operating Model •Records audit indicates collaboration with school staff to ensure all records are in compliance •Collaborate effectively and professionally with peers to develop, plan, and implement best educational practices based upon the individual academic and/or behavioral needs of the student that are aligned with IEP and company goals.
Evaluation Criteria: •Sign in sheets and/or meeting notes documenting participation in planning meetings •Observation of leadership in RtI and IEP meetings and conferencing, when applicable •Progress Monitoring Log indicates effective communication of individual student needs, performance status, skill levels, recommended accommodations, and implemented interventions, etc. •Maintains collegiality and professionalism in the work environment •Participate in professional development courses or activities to maintain appropriate certification or credentials based on position.
Evaluation Criteria: •Up to date certification and required endorsements •Up to date Individual Professional Development Plan aligned with School Improvement Plan •Sign in sheets documenting participation in all company provided training and professional development •Documentation of participation in all district required training and professional development •Assist in all initiatives to ensure school meets defined FTE enrollment and attendance goals.
Evaluation Criteria •School meets or exceeds FTE enrollment goals •Performs all other duties as assigned, which are aligned in accordance with company policy and procedures that ensures educational goals are achieved.