20 Best Program Manager jobs (Hiring Now!)

DCD Special Education Teacher Case Manager Transitions Program
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3d
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Zone 5 Technologies, LLC —San Luis Obispo, CA
Bachelor's degree in a relevant field. Proficiency in project management tools and software. Integration of these designs and components have been extensively…
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2d
Program Manager
Nevada Automotive Test Center —Silver Springs, NV
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DCD Special Education Teacher Case Manager Transitions Program

Lionsgate Academy - North Saint Paul, MN

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Job Details

Estimated: $49.7K - $62.9K a year

Benefits

Paid time off

Qualifications

Behavior management
Management
Teaching Certification
Special education
Working with people with autism
Driver's License
Bachelor's degree
Experience working with students
BCBA
Computer skills
Communication skills
Special Education Certification
Teaching

Full Job Description

Lionsgate Academy specializes in educating students living with Autism or other learning differences and offers more than a typical school:

*Smaller class sizes and/or caseloads *Mentor support *Daily collaboration with team members *Community of Belonging *Full benefit options

80 hours Paid Time Off

This position is in our Transition Program, and manages student's’ IEP by collaborating and coordinating with IEP team members, administers evaluations, monitors student progress to determine service effectiveness and works directly with students to support their IEP goals. Teaches core academics to students in resource rooms that are not able to attend class in the general education setting.

POSITION TITLE: DCD Special Education Teacher/Case Manager Transitions Program

DIRECT SUPERVISOR: Principal

POSITION STATUS: Exempt

CORE HOURS: Monday Friday, 7:45 am 4:15 pm

DUTY DAYS: 187

____________________________________________________________________________________

POSITION PURPOSE:

Manage student's’ IEP by collaborating and coordinating with IEP team members, administering evaluations, monitoring student progress to determine service effectiveness and working directly with students to support their IEP goals. Teach core academics to students in resource rooms that are not able to attend class in the general education setting.

ESSENTIAL FUNCTIONS:

Communicate regularly with IEP team members including staff and families, through in person meetings, via email, and by telephone
Schedule student focused meetings through management of an online calendar
Track timelines for due process dates and organize due process paperwork
Monitor due process documents for accuracy and compliance
Collaborate with teachers, educational assistants, related service providers, and families
Schedule, plan, and facilitate IEP team meetings and case conferences
Provide direct instruction, incorporating goals and objectives in a special education setting
Maintain accurate and complete lesson plans
Organize and oversee data collection for academic and/or behavioral goals and objectives
Write progress reports summarizing data collected each quarter
Collaborate with educational assistants to implement student individual behavior plans
Transporting students in school vehicles, often navigating unfamiliar routes.
Ensure that students’ accommodations and modifications are being implemented and academic service minutes are being served
Attend special education and general education department meetings
Determine present levels of performance and write standards based goals
Work with a team on the continued implementation and development of programming for education of transition age center-based students
Maintain positive, professional relationships and use appropriate verbal, nonverbal, and written communication with all individuals.
Regular, prompt attendance

OTHER POSITION RESPONSIBILITIES:

Participate in staff development programs
Perform other job-related duties as assigned

SUPERVISORY:

Act as a functional supervisor for educational assistants in the resource room, collaborate with Special Programs Supervisor in completion of formal evaluations, and monitor and address all areas of performance.

COMPETENCIES:

Ability to work well with families
Awareness of autism and its manifestations, willingness to work with ASD students
Excellent organizational, communication, and interpersonal skills
Effective and professional communication and collaboration with all stakeholders
Excellent work habits including attendance, punctuality, and dependability
Promotes a positive school culture
Strong communication skills and ability to work within a team
Knowledge of Student needs
Knowledge of Resources
Assessing Student Learning
Behavior Management Skills
Flexibility and Responsiveness
Accurate Recordkeeping (IEP, evaluation, progress reporting, data collection, ESY documentation, adaptations, other due process documents)
Understanding of special education law and due process
Commitment to professional development
Alignment with mission and core values

REQUIRED EDUCATION/EXPERIENCE:

Possession of a valid Minnesota Teaching License in Special Education
Ability to operate a computer and the software necessary to complete the required job tasks
Valid driver’s license/ability to transport students via school vehicle (must have 3 or less moving violations in the last three years and no DWI/DUI convictions within the past 5 years).

PREFERRED EDUCATION/EXPERIENCE:

DCD or ASD Licensure or hold certificate with willingness to pursue licensure
BCBA certification
Experience, interest and/or expertise working with students on the autism spectrum, varied learning styles and levels of mastery
Experience in differentiation, using creative teaching techniques from projectbased to direct-instruction in developing personalized learning plans for each student

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand; walk; use hands to finger, handle or feel; and reach with hands and arms.

MENTAL DEMANDS:

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Ability to read, analyze and interpret human service periodicals, professional journals, technical procedures or governmental regulations.

Ability to write reports, business correspondence and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, students, parents and the general public. Ability to calculate figures and amounts such as percentages, mean, mode and median ability to draw and interpret bar graphs; ability to define problems, collect data, establish facts and draw valid conclusions.

This position description is intended to indicate the kinds of tasks and levels of work difficulty that will be required of positions that will be given this title and shall not be construed as declaring what the specific duties and responsibilities of any particular position shall be. It is not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his/her supervision. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned. Ability to competently perform all of the essential duties of the position, with or without reasonable accommodation, demonstrated commitment, and the ability to work productively as a member of a team or work group are basic responsibilities of all positions at Lionsgate Academy.

Quick Apply

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