SPED Learning Specialist

Description:

HOPE Online Learning Academy Job Description

SPED Learning Specialist

JOB CLASSIFICATION / WORK EXPECTATIONS: SALARY: $58,000-68,000

The SPED Learning Specialist is a full time, exempt position. Employees in this position follow the Academic Year Calendar for HOPE’s Instructional staff, as determined annually. The expected workday is to be on site 30 minutes before and 30 minutes after the Learning Center’s operational hours, if based in one Learning Center.

This job description may not be inclusive of all assigned duties, responsibilities, or aspects of the job described and may be amended at any time at the discretion of HOPE’s management.

SUMMARY:

The role of the SPED Learning Specialist is to identify, evaluate, and interpret student data; provide consultation for teachers, parents and administrators; provide direct instruction; coordinate and communicate day to day operations with students, teachers, and related service providers; develop and implement Individual Learning Plans (IEPs); and be a contributing member of the learning services and school teams. This position may include working with all students in grades 6-12.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Priority Area: Student Case Management

90%

Duties and Responsibilities

• Manages time to fulfill job duties and responsibilities
• Facilitate the special education process and verify that IEP services are implemented in compliance with federal, state, and district regulations.
• Identify and assess academic, social emotional, and communication needs of referred students with SPED team members to determine eligibility for special education services.
• Schedule and facilitate special education evaluation and IEP meetings.
• Deliver instruction within special education and general education settings.
• Monitor student IEP goals to determine effectiveness of direct instruction and use of accommodations. Enter and report progress every quarter.
• Identify, assess, and problem solve around the barriers that affect learning and academic/social emotional growth.
• Monitor and enforce social and acceptable behavior.
• Assist with administering formative and summative assessments.
• Assist general education teachers with preparation of classroom materials to meet student accommodations and learning level.
• Collaborate with staff, parents, and other professionals to support student learning.
• Attend all provided training, as appropriate.
• Perform other job-related duties as assigned.

Indicators of Success

1. Manages time to fulfill job duties and responsibilities

• Meets deadlines for documentation, reports, and meetings.
  
  
• Prioritizes tasks efficiently and adheres to schedules.
  
  
• Minimal need for reminders or follow-ups from supervisors.
  
  

2. Facilitate the special education process and verify that IEP services are implemented in compliance with federal, state, and district regulations

• IEPs are completed accurately and on time.
  
  
• No compliance issues during audits or reviews.
  
  
• Services in IEPs are tracked and verified through logs or service records.
  
  

3. Identify and assess academic, social emotional, and communication needs of referred students with SPED team members to determine eligibility for special education services

• Timely completion of evaluations and assessments.
  
  
• Comprehensive reports include data from multiple sources (observations, records, assessments).
  
  
• Clear eligibility recommendations based on standardized criteria.
  
  

4. Schedule and facilitate special education evaluation and IEP meetings

• Meetings are scheduled within required timelines.
  
  
• Parents and team members receive adequate notice.
  
  
• Agendas are followed and meetings are documented appropriately.
  
  

5. Deliver instruction within special education and general education settings

• Lesson plans are adapted to student needs and aligned with IEP goals.
  
  
• Students show engagement and progress in both settings.
  
  
• Co-teaching or support in general education settings is collaborative and effective.
  
  

6. Monitor student IEP goals to determine effectiveness of direct instruction and use of accommodations. Enter and report progress every quarter

• Progress reports are submitted on time and based on data.
  
  
• Instruction is adjusted based on monitoring results.
  
  
• Measurable improvement in IEP goal areas.
  
  

7. Identify, assess, and problem solve around the barriers that affect learning and academic/social emotional growth

• Intervention plans or strategies are implemented.
  
  
• Documentation of problem-solving meetings and outcomes.
  
  
• Positive changes in student behavior or academic performance.
  
  

8. Monitor and enforce social and acceptable behavior

• Behavioral incidents are documented and addressed.
  
  
• Positive behavior supports are used and tracked.
  
  
• Students show improvement in social-emotional skills and behavior.
  
  

9. Assist with administering formative and summative assessments

• Assessments are administered according to guidelines.
  
  
• Results are used to inform instruction or support planning.
  
  
• Collaboration with teachers to interpret results and adjust strategies.
  
  

10. Assist general education teachers with preparation of classroom materials to meet student accommodations and learning level

• Modified materials are available and aligned with student needs.
  
  
• Collaboration logs or planning notes with general education staff.
  
  
• Evidence of use of accommodations in the classroom.
  
  

11. Collaborate with staff, parents, and other professionals to support student learning

• Regular communication logs or meeting notes with stakeholders.
  
  
• Positive feedback from team members and families.
  
  
• Joint development of strategies or plans to support student goals.
  
  

12. Attend all provided training, as appropriate

• Attendance records for professional development.
  
  
• Implementation of strategies or skills learned in training.
  
  
• Contributions to professional learning communities or teams.
  
  

13. Perform other job-related duties as assigned

• Tasks are completed effectively and on time.
  
  
• Demonstrates flexibility and willingness to support team or school needs.
  
  
• Maintains a positive, solution-focused attitude in additional responsibilities.
  
  

Priority Area: Lead by exemplifying professionalism and commitment to community

10%

Duties and Responsibilities

• Adjusts practice and prioritization of other tasks based on the needs of the Learning Center and HOPE.
• Manages time to fulfill job duties and responsibilities
• Sets personal goals related to student learning outcomes and seeks opportunities to improve personal professional practice through professional development and reflection.
• Collaborates to accomplish team, Learning Center and HOPE goals and practices
• Develops relationships with HOPE and Learning Center staff, parents and students that fosters a safe and culturally responsive learning environment
• Establishes and maintains professional communication which is clear, responsible, ethical, and respectful
• Supports counseling protocols that are focused on increasing student achievement
• Other duties as assigned.

EDUCATION, LICENSURE, AND RELATED WORK EXPERIENCE:

Required

• Bachelor’s Degree
• Special Education Generalist License - Colorado Department of Education
• 3 years’ experience, at least two of which is working with at-risk youth in a multicultural environment
• Comfortable working with students in grades 6-12
• Experience supporting and providing support for diverse learners (CLD, SPED, MTSS, GT)
• Experience with data-driven instructional practices

Preferred

• Master’s Degree
• Active Colorado Teaching License (any secondary subject matter)
• Additional CDE license endorsements including Cultural and Linguistically Diverse (CLD), Principal’s or Administrator’s License
• Experience working with SPED or ELL students and families, in a public or private school setting
• 5 years’ experience, at least two of which is working with at-risk youth in a multicultural environment

SKILLS, KNOWLEDGE, AND ABILITIES:

Required

• Commitment to social justice and equitable education for all
• Cultural proficiency and interpersonal/relationship building skills
• Fluency and literacy in English; excellent oral and written communication skills
• Excellent technology skills – Online curriculum, Google Docs, Drive and Gmail, MS Office, Student Information and learning management systems
• Proactive and detail oriented, able to prioritize and be self-directed
• Ability to diffuse and manage volatile and stressful situations with students
• Ability to maintain confidentiality in all aspects of the job.
• Ability to manage multiple priorities and tasks with frequent interruptions.
• Advocacy for community-based learning models
• Flexible and resilient, diplomatic, positive and engaging attitude

Preferred

• Oral and written fluency in Spanish

REPORTING RELATIONSHIP:

The SPED Learning Specialist reports to and is evaluated by the SPED Lead with feedback from other members of the HOPE instructional team. This position does not supervise any HOPE or Learning Center employees.

PHYSICAL AND MENTAL FUNCTIONING REQUIREMENTS:

While performing the duties of this job, the employee is regularly required to:

• Compare, analyze, communicate, instruct, synthesize, evaluate, use interpersonal skills, compile and negotiate
• Communicate effectively using speech and hearing
• Use near vision to see details at close range (within a few feet of the observer) as required for computer use, reading and instruction
• Use hands for extended periods of time at a keyboard or workstation
• Operate office machines and computer equipment
• Be subject to standing, walking, sitting, bending, reaching, kneeling, climbing, balancing, stooping, pushing and pulling
• Occasionally lift objects up to 25 pounds

LOCATION, WORKING ENVIRONMENT, AND TRAVEL REQUIREMENTS:

Work is routinely performed in an office or classroom environment with moderate noise level. The SPED Learning Specialist works at one or more assigned Learning Centers. Travel between the assigned Learning Centers (if assigned to more than one) and to the HOPE Office for training and meetings is the responsibility of the employee. Compensation for mileage is per the HOPE Mileage policy.

ACKNOWLEDGEMENT OF RECEIPT:

The duties and expectations of this position have been discussed and a copy of this document has been provided to me.

_________________________ ______________________________________________________

Employee’s Printed Name Signature Date Received

_________________________ ______________________________________________________

Supervisor’s Printed Name Signature Date Received

HOPE provides equal employment opportunities to all employees and prohibits discrimination on the basis of race, color, religion, national origin, sex, age, disability, genetics, protected veteran status, sexual orientation, gender identity or expression or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Inquiries concerning the application of HOPE’s nondiscrimination policy can be directed to the Human Resources office.

Requirements: