23-24 - Doyle - Special Ed Program Support Teacher ADA - 0.5 FTE

23-24 - Doyle - Special Ed Program Support Teacher ADA - 0.
5 FTE Purpose of Position: The primary role of the program support teacher for the multicultural-bilingual CCIES in Madison Schools is to participate and consult in the IEP referral and evaluation process where any one or more of the following external factors may characterize the student.
The factors include: Limited English proficiency Low socio-economic status High mobility Lack of appropriate instruction in academics Significant life stressors Culturally and/or linguistically diverse The program support teacher will provide leadership to IEP teams evaluating students who are referred where one or more of the external factors may be present.
The program support teacher may conduct assessment procedures and serve as a participant on the IEP team.
When a finding of disability is proposed by the IEP team, the primary role of the program support teacher is to engage the team in a thorough discussion of all the assessment information including how the external factors impact the student’s data and qualification for special education services.
The program support teacher may serve in a role of collaborating with the IEP team as well.
The program support teacher may serve as Local Education Agency (LEA) Representative on initial IEP evaluations for student’s preschool through grade 12.
In fulfilling this role the program support teacher may: Meet with Student Services Intervention Team and/or principal to discuss the referral information for the student.
Participate in the review of existing data phase and meeting.
Develop an evaluation plan to gather relevant data for the referral area.
Conduct appropriate evaluation procedures as deemed necessary.
Participate in the IEP evaluation findings meeting and make educational recommendations, as necessary as indicated by data.
Participate in CCIES team meetings.
Supervisory Responsibilities: None Essential Duties & Responsibilities: Conduct multi-cultural, bilingual, non-biased assessments that reflect understanding and a working knowledge of informal and formal assessment procedures.
Participate in initial IEP evaluations and re-evaluations, as needed.
Assist with the transfer process for students moving into Madison Schools who are African American, Native American, or English Language Learners, as requested by school teams.
Provide professional development and technical assistance in the day to day work of CCIES and school teams to support the identification of students with disabilities.
Use the MMSD Guidelines for Completing Culturally and Linguistically Responsive Evaluations.
Serve as the IEP chairperson, IEP participant, or LEA representative on evaluations completed through CCIES or school request and referral.