Frontline Applicant Tracking - Barrington Community Unit School District 220

Openings as of 4/10/2025
Student Support Services

0.5 FTE Occupational Therapist

JobID: 7252

Position Type:
  Student Support Services/Occupational Therapist


Date Posted:
  3/26/2025


Location:
  District


Date Available:
  25-26 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

TITLE: LICENSED OCCUPATIONAL THERAPIST
 
QUALIFICATIONS & REQUIREMENTS:
 
• Knowledge of etiology, characteristics, and prognosis of major disabilities and health conditions

• Knowledge of a variety of occupational therapy treatment techniques and their applications

• Ability to conduct, interpret, and report occupational therapy evaluations

• Understanding of developmental milestones, sensory processing, and motor skill acquisition

• Ability to collaborate with a multidisciplinary team and provide consultative support to educational staff

• Graduation from an accredited Occupational Therapy program

• Hold or be eligible for an Illinois Occupational Therapy license

• Experience working with individuals ages 3-22, especially within educational settings

• Ability to lead professional development for staff and/or parent education
 

POSITION OVERVIEW:
The Occupational Therapist provides therapy services to students with disabilities ages 3–22 across the district, supporting their ability to access the educational environment. Services may include assessments, direct and consultative therapy, participation in IEP/504 meetings, and staff training. The position is itinerant and may serve multiple school sites, with assignments adjusted annually based on student needs.
 
REPORTS TO: Executive Director of Student Support Services, Principals, and/or designee
 
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
 
• Conduct evaluations and re-evaluations in accordance with IDEA and Section 504

• Participate in IEP and 504 meetings, providing goal input and service recommendations

• Provide direct, consultative, and collaborative services aligned to student needs and IEP goals

• Collaborate with teachers, aides, and families to generalize therapy goals

• Maintain accurate and timely documentation of services provided, including data collection and progress reporting, in alignment with district procedures and to support Medicaid billing requirements when applicable

• Monitor and assess therapy effectiveness through data collection, observations, and formal assessments

• Develop and manage a flexible schedule across assigned schools

• Support transitions (e.g., PreK to K, middle to high school) through team collaboration and student planning

• Adhere to district policies and applicable laws, including IDEA, ADA, and ISBE regulations

• Attend staff meetings, professional development, and district trainings as required

• Provide training for staff and parents on topics related to sensory and motor development

• Other duties as assigned by supervisors
 
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:
 
• Must be able to assist with lifting, positioning, and transferring students and equipment as needed to support therapy activities.

• All lifting and transferring should follow current best practices as outlined by national OT/PT professional standards (e.g., AOTA, APTA), including the use of assistive equipment and/or support from additional staff when students are non-weight bearing or unable to assist.

• Must be able to work in various environments within the district and community settings.

• Must have the ability to travel between multiple school buildings within the district on a daily basis.

• Requires schedule flexibility and ability to adapt to location or caseload changes as student needs evolve.
 
TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources) 
                    
Days/year:	182 days
Benefits:	D220 Benefits
Salary:	BEA Salary Schedule





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Openings as of 4/10/2025
Student Support Services

0.5 FTE Physical Therapist

JobID: 7253

Position Type:
  Student Support Services/Physical Therapist


Date Posted:
  3/26/2025


Location:
  District


Date Available:
  25-26 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

TITLE: LICENSED PHYSICAL THERAPIST
 
QUALIFICATIONS & REQUIREMENTS:
 
• Knowledge of etiology, characteristics, and prognosis of major disabilities and orthopedic conditions

• Knowledge of a variety of physical therapy techniques and adaptive strategies

• Ability to conduct, interpret, and report physical therapy evaluations

• Knowledge of gross motor development and physical access considerations in school settings

• Ability to collaborate as part of a multidisciplinary team

• Graduation from an accredited Physical Therapy program

• Hold or be eligible for an Illinois Physical Therapy license

• Experience working with individuals ages 3-22, especially within educational settings

• Ability to lead professional development and staff training
 

POSITION OVERVIEW:
The Physical Therapist supports students with disabilities ages 3–22 in accessing the educational environment through mobility, positioning, and gross motor skill development. Services may include evaluation, direct and indirect service, participation in IEP/504 teams, and consultation with staff. This is a district-wide position with assignments that may include multiple schools and may vary year-to-year based on student needs.
 

REPORTS TO: Executive Director of Student Support Services, Principals, and/or designee
 
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
 
• Conduct evaluations and re-evaluations in accordance with IDEA and Section 504

• Participate in IEP and 504 meetings, providing goal input and service recommendations

• Provide direct, consultative, and collaborative services aligned to student needs and IEP goals

• Train staff and families on implementation of mobility and positioning strategies

• Maintain accurate and timely documentation of services provided, including data collection and progress reporting, in alignment with district procedures and to support Medicaid billing requirements when applicable.

• Monitor and assess therapy effectiveness through data collection, observations, and formal assessments

• Develop and manage a flexible schedule across assigned schools

• Support transitions (e.g., PreK to K, middle to high school) through team collaboration and student planning

• Adhere to district policies and applicable laws, including IDEA, ADA, and ISBE regulations

• Attend staff meetings, professional development, and district trainings as required

• Provide support in adapting the physical environment for student safety and participation

• Other duties as assigned by supervisors
 
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:
 
• Requires physical ability to assist with student transfers, navigate school environments, and lift equipment.

• Must be able to assist with lifting, positioning, and transferring students and equipment as needed to support therapy activities.

• All lifting and transferring should follow current best practices as outlined by national OT/PT professional standards (e.g., AOTA, APTA), including the use of assistive equipment and/or support from additional staff when students are non-weight bearing or unable to assist.

• Must be able to work in various environments within the district and community settings.

• Must have the ability to travel between multiple school buildings within the district on a daily basis.

• Requires schedule flexibility and ability to adapt to location or caseload changes as student needs evolve.
 


TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources) 
                    
Days/year:	182 days
Benefits:	D220 Benefits
Salary:	BEA Salary Schedule





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Openings as of 4/10/2025
Student Support Services

Psychologist

JobID: 7254

Position Type:
  Student Support Services/Psychologist


Date Posted:
  3/26/2025


Location:
  Sunny Hill Elementary School


Date Available:
  2025-2026 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide

QUALIFICATIONS:

1.  Illinois Type 73 Certification; School Psychology endorsement
2.  Ability to effectively collaborate with students, parents, other professionals
3.  Bilingual Preferred (Spanish)


 
REPORTS TO: Building Principal and Director of Special Services
 
SUPERVISES: N/A
 
PURPOSE OF JOB:
 
To work cooperatively with support service personnel on case study evaluations and to be a consultant in multi-disciplinary, IEP and parent/teacher conferences.
 


 
RESPONSIBILITIES:
 
1.    Attend regular building special services meetings.
 
2.    Participate in annual reviews for special education students.
 
3.    Conduct building in-service workshops for staff and parents.
 
4.    Participate in district in-service workshops.
 
5.    Serve on district professional organization committees.
 
6.    Attend professional meetings to update requirements.
 
7.    Provide supervision for school psychology interns.
 
8.    Offer individual and small counseling services.
 
9.    Participate in RtI/Problem Solving meetings as appropriate
 
10.  Participate in R & I/Problem Solving Meetings as appropriate.
 
11.  Complete and maintain appropriate forms, records and reports.
 
12.  Perform other tasks and responsibilities assigned by the supervisor.
  




 
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
                    
Days/year	182 days
Benefits	D220 Benefits
Salary	BEA Salary Schedule





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Openings as of 4/10/2025
Student Support Services

BEST/STRIVE Psychologist

JobID: 7170

Position Type:
  Student Support Services/Psychologist


Date Posted:
  3/20/2025


Location:
  Countryside Elementary School


Date Available:
  08/18/2025


Closing Date:
  When Filled


  Additional Information:  Show/Hide
Candidate must hold current and valid Illinois Teaching Certificate with appropriate endorsement(s).  
 
BEST (Building Essential Skills Together) Program
 
The BEST Program is for students with moderate and severe disabilities, who require a small special education classroom characterized by the need for modified curricula and intensive related services.
 
STRIVE (Structured Teaching Reinforced in a Visual Environment) Program
 
The STRIVE Program is for students with Autism or other disabilities who require a highly structured special education classroom, characterized by the need for functional/social communication, self-regulation, and modified curricula. 
 


QUALIFICATIONS:

1.  Illinois Type 73 Certification; School Psychology endorsement
 
2.  Ability to effectively collaborate with students, parents, other professionals


REPORTS TO: Building Principal and Director of Special Services


SUPERVISES: N/A


PURPOSE OF JOB:  To work cooperatively with support service personnel on case study evaluations and to be a consultant in multi-disciplinary, IEP and parent/teacher conferences.
 
RESPONSIBILITIES:
 
1.    Attend regular building special services meetings.
 
2.    Participate in annual reviews for special education students.
 
3.    Conduct building in-service workshops for staff and parents.
 
4.    Participate in district in-service workshops.
 
5.    Serve on district professional organization committees.
 
6.     Attend professional meetings to update requirements.
 
7.     Provide supervision for school psychology interns.
 
8.     Offer individual and small counseling services.
 
9. Participate in RtI/Problem Solving meetings as appropriate
 
10. Participate in R & I/Problem Solving Meetings as appropriate.
 
11  Complete and maintain appropriate forms, records and reports.
 
12  Perform other tasks and responsibilities assigned by the supervisor.
 
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
                     
Days/year	182 days
Benefits	D220 Benefits
Salary	BEA Salary Schedule





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Openings as of 4/10/2025
Student Support Services

0.5 FTE Social Worker

JobID: 7193

Position Type:
  Student Support Services/Social Worker


Date Posted:
  2/27/2025


Location:
  Arnett C. Lines Elementary School


Date Available:
  2025 - 2026 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide
Candidate must hold current and valid Illinois Teaching Certificate with appropriate endorsements.  

TITLE:  SCHOOL SOCIAL WORKER
 
QUALIFICATIONS:
 
1. Master’s Degree in Social Work
 
2. Type 73 Certification; School Social Work Endorsement
 
3. 1 year field placement in school setting or the equivalent
 
REPORTS TO:  Director of Special Services or designated building administrator
 
 
SUPERVISES:  N/A
 
 
PURPOSE OF JOB:  To complete priority social development histories district-wide and shall be responsible for serving as a liaison between the home and the school
 
DUTIES AND RESPONSIBILITIES:
 
1. Responsible for providing the social development study component at the request of the Assistant Principal of Student Services.
 
2. Responsible for monitoring the collection of social developmental history information by the psychologist and guidance counselors.
 
3. Responsible for serving as a liaison between the home and the school for providing parental education and counseling as appropriate in relation to the child’s problem.
 
4. Facilitate the effective utilization of existing community resources to meet the needs of school children and shall assist in developing services meetings as necessary.
 
5. Attend regular building special service meetings as necessary.
 
6. Participate in annual reviews for special education students as necessary.
 
7. Conduct building in-service workshops for staff and parents.
 
8. Participate in district in-service workshops.
 
9. Offer individual and group counseling service.
 
10. Facilitate groups of at-risk students regarding anger management techniques, bullying/harassment issues within the high school setting.
 
11. Coordinate/disseminate information to staff and students regarding drug and alcohol issues within the school environment.
 
12. Participate in RtI/Problem Solving meetings as appropriate.
 
13. Perform other tasks and responsibilities assigned by the supervisor.
 
TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources)
                     
Days/year:	182 days
Benefits:	D220 Benefits
Salary:	BEA Salary Schedule

 




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Openings as of 4/10/2025
Student Support Services

Psychologist/Social Worker - BEST/STRIVE Programs - Station Middle School

JobID: 7234

Position Type:
  Student Support Services/Social Worker


Date Posted:
  3/7/2025


Location:
  Barrington Middle School - Station Campus


Date Available:
  2025-2026 School Year


Closing Date:
  3/16/25


  Additional Information:  Show/Hide

BEST (Building Essential Skills Together) Program
 
The BEST Program is for students with moderate and severe disabilities, who require a small special education classroom characterized by the need for modified curricula and intensive related services.
 
STRIVE (Structured Teaching Reinforced in a Visual Environment) Program
 
The STRIVE Program is for students with Autism or other disabilities who require a highly structured special education classroom, characterized by the need for functional/social communication, self-regulation, and modified curricula. 
 
 
QUALIFICATIONS & REQUIREMENTS:
 
• Master’s Degree in Social Work

• Professional Educator License (PEL) with a School Social Work Endorsement

• Experience working with students with significant disabilities, autism, behavioral challenges, and/or therapeutic settings preferred

• Training in trauma-informed practices, functional communication, crisis intervention, and behavior management preferred

• Must be trained or willing to be trained in Crisis Prevention Intervention (CPI) and engage in physical management, if/when needed, as part of the crisis team

• Ability to collaborate with multidisciplinary teams to support students with high-intensity needs
 
POSITION OVERVIEW:
 
The BEST/STRIVE Social Worker is responsible for providing specialized social-emotional, behavioral, and therapeutic support to students within the BEST (Building Essential Skills Together) and STRIVE (Structured Teaching Reinforced in a Visual Environment) programs at Station Middle School. This position requires extensive knowledge of working with students with autism, significant disabilities, self-regulation needs, and complex behavioral challenges. The Social Worker will collaborate closely with teachers, paraprofessionals, related service providers, and families to ensure that students receive individualized, evidence-based interventions that promote independence, emotional regulation, and functional social skills development.
 
REPORTS TO: Building Principal & Director of Student Services
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
 
Student Support & Social-Emotional Interventions
 
• Provide individual and small-group counseling tailored to the unique needs of students in the BEST/STRIVE programs, including emotional regulation, communication strategies, and social skills development.

• Develop and implement structured interventions that align with behavior plans (BIPs), sensory needs, and individualized student goals.

• Utilize evidence-based approaches such as Cognitive Behavioral Therapy (CBT), Social Thinking, Zones of Regulation, and trauma-informed strategies to support students.

• Assist students in navigating transitions, processing emotions, and building functional coping strategies through direct instruction and therapeutic interventions.

• Facilitate structured social skills groups focused on peer interaction, emotional regulation, and problem-solving.

• Participate in Functional Behavior Assessments (FBAs) and support the development of Behavior Intervention Plans (BIPs) to address challenging behaviors.

• Work directly with students who exhibit crisis behaviors, implementing de-escalation strategies and collaborating with the CPI-trained crisis response team as needed.
 
       Collaboration & Case Management
 
• Serve as the primary social-emotional and behavioral resource within the BEST and STRIVE programs, working closely with teachers, paraprofessionals, speech-language pathologists, occupational therapists, and other related service providers.

• Collaborate with families, caregivers, and external agencies to ensure that students receive coordinated and consistent support across home, school, and community settings.

• Partner with teachers to embed social-emotional learning (SEL) and self-regulation strategies into daily classroom routines and activities.

• Participate in IEP meetings, providing expertise on students' social-emotional and behavioral needs while ensuring compliance with IDEA and best practices in special education.

• Assist in coordinating transition planning and community-based experiences for students, preparing them for greater independence beyond middle school.
 
Crisis Intervention & Behavior Management
 
• Serve as a key team member in crisis intervention and de-escalation efforts, providing on-the-spot therapeutic support to students experiencing dysregulation.

• Implement proactive and restorative discipline approaches that align with neurodiversity-affirming practices.

• Participate in CPI debriefing sessions, ensuring staff are aligned in supporting student regulation and safety.

• Must be trained or willing to be trained in CPI and engage in physical management, if/when needed, as part of the crisis team to ensure student and staff safety.

• Provide training and coaching to staff on behavior management techniques, self-regulation strategies, and trauma-informed practices.
 
Professional Development & Program Growth
 
• Provide staff training and consultation on evidence-based practices for supporting students with significant disabilities, autism, and emotional-behavioral needs.

• Stay up to date on current research and best practices for supporting low-incidence disabilities and high-support needs students, sharing recommendations for program enhancements.

• Assist in the development of new intervention protocols, data collection methods, and progress monitoring strategies.

• Other duties as Assigned

• Perform additional responsibilities as assigned by administrators, special education leadership, or district personnel to support students and ensure the success of the BEST/STRIVE programs.
 
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:
 
• Ability to lift, transfer, and assist students with mobility needs (up to 50-80 lbs. with assistance).

• Frequent physical activity, including walking, kneeling, bending, assisting with transitions, and de-escalation.

• Comfort working in an environment where aggressive behaviors (hitting, biting, scratching, spitting, etc.) may occur daily.

• Ability to remain patient, calm, and professional when engaging with students in high-stress or crisis situations.
 
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
 
• Days/Year 182 Days

• Benefits D220 Benefits

• Salary BEA Salary Schedule
 
 





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Openings as of 4/10/2025
Student Support Services

Social Worker

JobID: 7255

Position Type:
  Student Support Services/Social Worker


Date Posted:
  3/26/2025


Location:
  Sunny Hill Elementary School


Date Available:
  2025 - 2026 School Year


Closing Date:
  When Filled


  Additional Information:  Show/Hide
Candidate must hold current and valid Illinois Teaching Certificate with appropriate endorsements.  

 

TITLE:  SCHOOL SOCIAL WORKER
 
QUALIFICATIONS:
 
1. Master’s Degree in Social Work
2. Type 73 Certification; School Social Work Endorsement
3. 1 year field placement in school setting or the equivalent
4.  Bilingual Preferred (Spanish)
 
REPORTS TO:  Director of Special Services or designated building administrator
 
 
SUPERVISES:  N/A
 
 
PURPOSE OF JOB:  To complete priority social development histories district-wide and shall be responsible for serving as a liaison between the home and the school
 
 
DUTIES AND RESPONSIBILITIES:
 
1. Responsible for providing the social development study component at the request of the Assistant Principal of Student Services.
 
2. Responsible for monitoring the collection of social developmental history information by the psychologist and guidance counselors.
 
3. Responsible for serving as a liaison between the home and the school for providing parental education and counseling as appropriate in relation to the child’s problem.
 
4. Facilitate the effective utilization of existing community resources to meet the needs of school children and shall assist in developing services meetings as necessary.
 
5. Attend regular building special service meetings as necessary.
 
6. Participate in annual reviews for special education students as necessary.
 
7. Conduct building in-service workshops for staff and parents.
 
8. Participate in district in-service workshops.
 
9. Offer individual and group counseling service.
 
10. Facilitate groups of at-risk students regarding anger management techniques, bullying/harassment issues within the high school setting.
 
11. Coordinate/disseminate information to staff and students regarding drug and alcohol issues within the school environment.
 
12. Participate in RtI/Problem Solving meetings as appropriate.
 
13. Perform other tasks and responsibilities assigned by the supervisor.
 


 
TERMS OF EMPLOYMENT:  (Completed by Office of Human Resources) 
                    
Days/year:	182 days
Benefits:	D220 Benefits
Salary:	BEA Salary Schedule

 




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Openings as of 4/10/2025
Student Support Services

BHS Special Education TOSA

JobID: 7232

Position Type:
  Student Support Services/Special Education TOSA


Date Posted:
  3/7/2025


Location:
  Barrington High School


Date Available:
  2025-2026 School Year


Closing Date:
  3/16/25


  Additional Information:  Show/Hide

TITLE: BHS SPECIAL EDUCATION TOSA (TEACHER ON SPECIAL ASSIGNMENT)
 
QUALIFICATIONS & REQUIREMENTS:
 
Required:
 
• Valid Illinois Professional Educator License (PEL) with an LBS1 (Learning Behavior Specialist) endorsement.

• Extensive knowledge of special education laws, IEP compliance, and best practices for supporting diverse learners.

• Strong leadership, problem-solving, and collaboration skills, with the ability to navigate complex cases involving legal advocacy and parent concerns.

• Experience writing and implementing IEPs, accommodations, and transition plans.

• Experience providing educators with support in implementing effective instructional strategies and classroom management techniques to enhance student learning.

• Exceptional organizational and data management skills, with the ability to track multiple students and ensure compliance deadlines are met.

• Excellent communication and interpersonal skills, with the ability to work collaboratively with staff, families, and administrators.

• Familiarity with special education case management platforms (e.g., Embrace).

• Ability to complete Crisis Prevention Intervention (CPI) training and engage in physical management when necessary.
 
Preferred:
 
• Master’s degree in Special Education, Educational Leadership, or a related field.

• Illinois Principal Endorsement or Director of Special Education Endorsement.

• Experience leading IEP meetings as an LEA representative, working with parent advocates and/or legal counsel, or handling complex student cases involving placement decisions.

• Previous experience evaluating non-certified staff and supporting staff professional development.

• Strong knowledge of community-based services and transition planning, including DRS, CAU, respite services, vocational training, and adult support programs.

• Ability to maintain confidentiality.
 
POSITION OVERVIEW:
 
The Special Education TOSA serves as the primary daily leader for the Special Education Department at Barrington High School (BHS), supporting the Associate Principal of Student Services and Assistant Principals in ensuring compliance, facilitating IEP processes, and providing problem-solving support for staff, students, and families.
 
This position will serve as the primary LEA representative in IEP meetings that require additional leadership support, such as those involving advocates, attorneys, adversarial situations, change of placement decisions, or major determinations related to student services. The role also includes overseeing testing accommodations, coordinating special education resources, and ensuring compliance with special education regulations.
 
Additionally, the TOSA will serve as the district representative at special education resource fairs and maintain strong knowledge of external agencies and community linkages such as DRS (Division of Rehabilitation Services), CAU (Community Alternatives Unlimited), respite services, and other transition supports.
 
This position does not include classroom teaching responsibilities and is dedicated 100% to special education leadership, compliance, department support, and assisting with case management responsibilities.
 
 
REPORTS TO: Building Principal and Associate Principal of Student Services
 
SUPERVISES: Student Services Assistants (SSAs)
 
 
ESSENTIAL DUTIES & RESPONSIBILITIES:
 
Leadership & Compliance Support
 
• Act as the primary daily leader for the Special Education Department, providing direct support to case managers, related service providers, and special education teachers.

• Serve as the Local Education Agency (LEA) representative in IEP meetings where additional leadership, compliance oversight, or legal advocacy is required.

• Support problem-solving and compliance efforts by working closely with case managers, administrators, and families to resolve concerns related to services, accommodations, placement, and IEP implementation.

• Ensure that all special education procedures, timelines, and documentation meet ISBE (Illinois State Board of Education) compliance standards.

• Assist in monitoring and tracking student progress to ensure IEP implementation is effective and aligned with student needs.

• Serve as a liaison for outside agencies and community resources, connecting students and families with transition services, vocational supports, and external resources such as DRS, CAU, and respite services.

• Represent Barrington 220 as a district representative at local and regional special education resource fairs, ensuring families have access to community support options.
 
Scheduling & Meeting Coordination
 
• Attend and facilitate middle school transition meetings, as feasible, prioritizing students with complex or evolving needs to ensure a smooth transition plan to BHS.

• Plan and coordinate all logistics for middle school transition visits to the high school to occur during the school year and summer.

• Serve as a central support in organizing and overseeing testing accommodations for students with IEPs, including SAT, ACT, AP exams, and state-mandated assessments, ensuring successful implementation and advocacy for student needs.

• Ensure IEP progress monitoring data is collected and analyzed to support student programming and placement decisions.
 
Student & Staff Support
 
• The TOSA will serve as the primary contact for problem-solving and securing district-level supports as needed to assist students and staff (e.g., BCBA, Special Education Coach, District Social Worker, etc.).

• Assist with student scheduling and course placements, ensuring that students with IEPs are appropriately scheduled for special education services, support classes, and related services.

• Support the wellness team by gathering and analyzing data on student behavior, attendance, and academic progress to help guide intervention planning.

• Provide real-time support to special education staff, assisting with case management, compliance questions, and instructional best practices.

• Oversee the evaluation process for non-certified special education staff, ensuring alignment with district evaluation procedures.

• Be trained in Crisis Prevention Intervention (CPI), participate on the crisis response team, and engage in physical management as a last resort to ensure student and staff safety.
 
Collaboration & Communication
 
• Serve as a liaison between special education staff, building administration, and district leadership, ensuring alignment of special education services with district initiatives.

• Collaborate with Assistant Principals and the Associate Principal of Student Services on departmental concerns, professional development, and school-wide initiatives related to special education.

• Support the implementation of inclusive practices and accommodations within general education classrooms.

• Facilitate professional development and training sessions for special education staff on IEP compliance, instructional strategies, and legal updates.
 
Program Oversight & Compliance Monitoring
 
• Maintain compliance documentation related to IEP services, accommodations, and placement decisions.

• Ensure all IEP meetings, reevaluations, and annual reviews are completed on time and in compliance with state and federal requirements.

• Monitor and oversee progress monitoring data collection to ensure student IEPs are implemented effectively.

• Assist in identifying and addressing areas for improvement in special education programming at BHS.
 
PHYSICAL & WORK ENVIRONMENT REQUIREMENTS:
 
• Frequent use of computers, digital platforms, and other relevant technology to manage documentation, communication, and compliance tracking.

• Occasional light lifting (up to 25 lbs.) may be required for materials, equipment, or supplies.

• Travel within the district may be required to attend meetings, collaborate with feeder schools, or represent the district at resource fairs.

• Occasional evening or after-hours meetings with families, service providers, or staff may be necessary, though infrequent.
 
TERMS OF EMPLOYMENT: (Completed by Office of Human Resources)
                     
Days	182
Benefits	D220 Benefits
Salary	BEA Salary Schedule





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