Preschool Special Education Case Manager

Position Type:

Student Support Services-Special Education/Special Education Teacher

Date Posted:

3/21/2024

Location:

ConVal School District

Date Available:

07/01/2024

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Full-Time - Mon-Fri

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NEW HAMPSHIRE PUBLIC SCHOOLS

SCHOOL ADMINISTRATIVE UNIT #1

CONTOOCOOK VALLEY SCHOOL DISTRICT

POSITION TITLE: District/Community Preschool Case Manager

SUPERVISOR: Director of Special Education

QUALIFICATIONS:

• New Hampshire DOE Early Childhood Special Education. Early Childhood Education certification preferred.

• Bachelor's degree from an accredited college or university in Early Childhood Education or related discipline applicable to teaching assignment

• Master's Degree in related area preferred

• One to three years of successful prior teaching experience for the appropriate grade levels preferred

SUMMARY: The preschool consultant provides case management, instructional and consultative services and support to district and community preschool programs.

KNOWLEDGE, SKILLS and ABILITIES

• Knowledge of current teaching methods and educational pedagogy

• Knowledge of differentiated instruction, specially designed instruction and high leverage practices for students with diverse learning needs

• Knowledge of preschool curriculum and concepts

• Knowledge of data information systems, data analysis and the formulation of action plans

• Knowledge of applicable federal and state laws regarding education and students

• Ability to use computer network system and software applications as needed

• Ability to organize and coordinate work

• Ability to communicate effectively with students and parents

• Ability to engage in self-evaluation with regard to performance and professional growth

• Ability to establish and maintain cooperative working relationships with others contacted in the course of work

• Ability to meet timelines and deadlines, and thoroughly and accurately complete documentation related to the special education process

• Possess a belief that students are best served when they are included with their peers to the greatest extent possible

Possess an understanding of Individuals with Disabilities Education Act (IDEA), associated timelines and requirements, and use of the New Hampshire Special Education Information System (NHSEIS)

DUTIES AND RESPONSIBILITIES:

Case Management and Consultation:

• Conducts assessments, testing and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning

• Case manages and facilitates the Individual Educational Plan (IEP) process: Referral, eligibility determination, IEP development, and placement for preschool students in community preschool programs and service provider locations

• Assists teaching staff in implementing students IEP's and behavior management plans in the community preschool programs

• Develops and administers school curriculum consistent with school district initiatives, goals and objectives to community preschools

• Serves as ready resource to students and parents to provide special education support that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school for students on the caseload.

• Coordinates with outside agencies, organizations and institutions, including state and federal authorities as needed

• Consultation and case management is provided to special education students in all of the districts community preschools including Head Start

• Maintains files for students in the special education process and on consultant's caseload

• Maintains communication with parents of case managed and in process students

• Consult with community staff to ensure progress toward IEP goals and objectives

• Maintain record keeping and progress for preschool aged students receiving Response To Intervention

• Provide support materials and resources to community staff in order to facilitate student achievement

• Complete Preschool Outcome Measures (POMS) data at entrance into preschool and exit from preschool

• Encourages parental involvement in students' education/development and ensures effective communication with students and parents

• Supervises students in activities that take place out of the classroom during the school day, including activities involving school transportation

Instruction:

• Provides individual and group instruction of IEP related special education services to student in community preschool programs.

• Provides a range of purposefully and intentionally designed instructional practices and activities in collaboration with teachers to adapt instruction to the needs of special education students by adjusting the content, methodology, or delivery of instruction, and, when necessary, provide modifications to address the unique needs of the child to ensure access of the child to the general curriculum and student needs are met in the least restrictive setting in district and community preschools.

Professional Responsibilities:

• Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists

• Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development

• Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research

• Develop and maintain a relationship with community program staff

• Organizes and maintains a system for accurate and complete record-keeping

• Administers standardized tests in accordance with district testing programs

• Coordinates with other preschool professional staff members, to evaluate and assess curriculum, and participates in faculty meetings and committees

• Participate in PLC meetings involving the Conval preschool evaluation team; district preschool teachers, coordinator and related services staff

• Coordinates with other preschool professional staff members, to evaluate and assess curriculum, and participates in faculty meetings and committees

• Performs other position related tasks as assigned by the Director of Special Education and other central office administrators as designated by the Superintendent

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED:

• Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.

• Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.

• Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.

• Seldom, Crawling. Moving about on hands and knees or hands and feet.

• Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.

• Frequently, Standing. Particularly for sustained periods of time.

• Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.

• Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

• Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.

• Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.

• Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.

• Occasionally, Grasping. Applying pressure to an object with the fingers and palm.

• Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.

• Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.

• Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

The physical requirements of this position

• Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

• The visual acuity requirements include color, depth perception, and field of vision.

• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

• The conditions the worker will be subject to in this position.

• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).