Open Positions for St Croix River Education District

Openings as of 12/22/2024

Physical Therapist (.2 FTE)

JobID: 1344

Position Type:
  SCRED - Related Services/Physical Therapist


Date Posted:
  11/11/2024


Location:
  St. Croix River Education District


Date Available:
  01/02/2025


Closing Date:
  open until filled


  Additional Information:  Show/Hide
Physical Therapist (0.2 FTE)

Position Location: Serves the following SCRED Member Districts: Hinckley-Finlayson and East Central

Position Purpose            
The school Physical Therapist (PT) provides instructional support by collaborating with general education and special education staff regarding adaptations and modifications to educational equipment, instruction, or the instructional environment that may help students with physical disabilities reach their special education goals related to functional mobility and environmental access.

Essential Duties
• Identification, Screening and Evaluation
  • Complete in-home evaluations and assessments of infants and toddlers, ages birth to three, as deemed appropriate by screening results, medical records or evaluation team decision 
  • Complete informal screening of students whose parents or teachers express concerns regarding a student’s gross motor abilities
  • Complete school-based evaluations for students ages three through 21 suspected of having disabilities as well as those with disabilities who are currently receiving special education and related services
  • Facilitate procurement and review of appropriate medical notes, as applicable
  • Interpret results of motor assessments to determine the effect of physical impairments on a students’ ability to learn and access the educational setting
  • Complete relevant portions of evaluation summary reports, including the documentation evaluation results and present levels, the identification of educational needs, and, when appropriate, additions and modifications necessary to promote adequate progress and access to the general curriculum.
 
• Service Delivery
  • Develop therapeutic strategies and accommodations specific to the student’s needs
  • Facilitate accommodations and modifications to educational materials, assistive technology, and the instructional environment
  • Provide direct and indirect occupational therapy services to infants and toddlers, ages birth to three, in a home setting throughout the calendar year
  • Provide direct and indirect PT services to students ages three through 21 throughout the school year
  • Assist in gathering accurate and timely data related to student progress, regularly review student progress, and assist in making instructional changes, when necessary, to allow students to make adequate progress and have meaningful and appropriate access to the general curriculum 
  • Maintain proper documentation of service, in accordance with state and federal requirement
 
• Curriculum and Instruction
  
  • Provide input on curriculum and instruction development, selection, and implementation as requested
  • Assist in the development and procurement of accessible instructional materials, as needed
 
• Consultation and Collaboration
  • Assist in Individualized Education Program (IEP) planning for students with physical disabilities and adaptive/functional needs, including attending IEP meetings, providing input on IEP goals related to PT service, and determining appropriate accommodations, modifications and supports
  • Collaborate on the development of Personal Care Assistant (PCA) Plans of Care for students covered under the MInnesota Health Care Program (MHCP) who require school-based PCA support for Activities of Daily Living (ADLs)
  • Assist educational team with the development of evacuation plans for students who require them and provide training on proper use and storage of evacuation equipment 
  • Participate in planning and procedural committee meetings at SCRED
  • Advise on the selection of specialized equipment and instructional materials/supplies when the need for Assistive Technology (AT) is identified.
  • Monitor the use of necessary equipment to ensure proper functioning as well as consistency and fidelity of use
 
• Professional Learning
  • Provide ongoing training to educational teams, including the initial training and ongoing monitoring of the use and care of specialized equipment, curriculum materials, motor and positioning strategies, and environmental modifications
  • Provide required training and supervision of PCAs providing school-based ADL services to students covered under MHCP
  • Facilitate professional learning in areas of expertise to individual student teams, parents, and SCRED and member district staff or other service providers, as requested 
  • Develop resources pertinent to PT services when the need for such resources is identified
  • Actively participate in the regional PT community of practice (COP) as well as other relevant state or regional professional learning opportunities
 
• Other Duties
  • Perform other duties as assigned

Education & Training
• Minimum: Doctoral degree in Physical Therapy from an accredited program (if initially licensed after 2015) or alternate degree from an accredited program (if initially licensed before 2015)

Work Experience
• Preferred: Three or more years working in a related position

Licensure/Certification
• Passing score on licensure exam required by the state of Minnesota
• Current Physical Therapy license in Minnesota or ability to obtain

Personal Skills
• Ability to work collaboratively on a team
• Organizational skills to manage multiple projects and schedule
• A passion and willingness to learn
• Strong oral and written communication skills
• Adaptability based on changing needs
• Solutions-focused problem solving skills
• Desire to work with students from birth - 21 with a varying level of needs  
• Adept in learning and using new technology

Physical Demands
• Lifting of students, equipment or supplies up to 20 pounds frequently, up to 50 pounds occasionally, and 100 pounds rarely
• Job duties may require kneeling, standing, walking, climbing stairs, reaching overhead, sitting on the floor and using appropriate body mechanics for twisting and bending
• Several tasks and job duties involve a risk of exposure to Bloodborne Pathogens and other potentially infectious materials (OPIM)
• Travel within and occasionally outside of the SCRED member districts
• Frequent computer use including long periods without movement

Application Procedure
Apply online




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Openings as of 12/22/2024

School Psychologist

JobID: 1345

Position Type:
  SCRED - Related Services/School Psychologist


Date Posted:
  11/19/2024


Location:
  St. Croix River Education District


Date Available:
  01/02/2025


Closing Date:
  open until filled


  Additional Information:  Show/Hide

School Psychologist
**$5,000 signing bonus provided**

Location: Chisago Lakes High School

Position Purpose            
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties
• MTSS Implementation
  • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
  • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
    • using standard data for decision making
    • defining problems in observable and measurable terms
    • collecting sufficient information for intervention planning
    • developing detailed intervention plans
    • evaluating integrity of implementation
    • supporting classroom teachers or interventionists in data collection activities
    • graphing intervention effectiveness
  • Participate in various data team meetings within each building
  • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
  • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
• Special Education Leadership
  • Facilitate Student Support Team (SST) meetings
  • Attend special education department meetings
  • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
  • Provide consultation on special education due process to staff and parents
  • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
  • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
  • Assist in coordinating the reevaluation process for students receiving special education and related services
  • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
  • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
  • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
  • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
  • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
  • Serve as an active member of the SCRED Implementation Team (I-Team)
  • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
• Academic Assessment and Services
  • Support building-wide academic screening processes
  • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
  • Develop, implement and monitor the fidelity of academic interventions, as requested
  • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
• Social Emotional Learning (SEL) Assessment and Services
  • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
  • Provide direct counseling services to individuals or groups, as requested
  • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
  • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
  • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
  • Gather and organize data to assist teams in making manifestation determination, when needed
  • Provide behavior consultation services to general education and special education staff
• Crisis Response Services
  • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
  • Provide consultation in crisis prevention and response
  • Complete student risk assessments when necessary
  • Assist in completing student threat assessment activities when necessary
  • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
• Other Duties
  • Perform other duties as assigned

Education & Training
• Minimum: Master’s Degree in School Psychology (internship year)
• Education Specialist or Doctorate in School Psychology (all other candidates)

Work Experience
Preferred: Three or more years working in a related position.

Licensure/Certification
• Minimum: MN Teaching Licensure in School Psychology or ability to obtain licensure
• Preferred: Nationally Certified School Psychologist

Personal Skills
• Ability to work collaboratively on a team
• Organizational skills to manage multiple projects independently
• A passion and willingness to learn and help others learn
• Strong oral and written communication skills
• Adaptability based on changing needs
• Solutions-focused problem-solving skills
• Adept in using and learning new technology

Physical Demands
• Travel within assigned district; occasional travel to the SCRED office and outside of the SCRED member districts
• Frequent computer use including long periods without movement
• The use of physical restraint with students demonstrating behaviors that constitute an emergency

Application Procedure
Apply online





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Openings as of 12/22/2024

School Psychologist

JobID: 1346

Position Type:
  SCRED - Related Services/School Psychologist


Date Posted:
  12/6/2024


Location:
  St. Croix River Education District


Date Available:
  08/01/2025


Closing Date:
  open until filled


  Additional Information:  Show/Hide

School Psychologist (2025-2026 School Year) 
**$5,000 Signing Bonus**

Location: East Central Schools

Position Purpose            
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.

Essential Duties
• MTSS Implementation
  • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
  • Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
    • using standard data for decision making
    • defining problems in observable and measurable terms
    • collecting sufficient information for intervention planning
    • developing detailed intervention plans
    • evaluating integrity of implementation
    • supporting classroom teachers or interventionists in data collection activities
    • graphing intervention effectiveness
  • Participate in various data team meetings within each building
  • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
  • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
• Special Education Leadership
  • Facilitate Student Support Team (SST) meetings
  • Attend special education department meetings
  • Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
  • Provide consultation on special education due process to staff and parents
  • Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
  • Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
  • Assist in coordinating the reevaluation process for students receiving special education and related services
  • Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
  • Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
  • Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
  • Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
  • Assist with state compliance review activities, including the implementation of any resulting corrective action plans
  • Serve as an active member of the SCRED Implementation Team (I-Team)
  • Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
• Academic Assessment and Services
  • Support building-wide academic screening processes
  • Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
  • Develop, implement and monitor the fidelity of academic interventions, as requested
  • Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
• Social Emotional Learning (SEL) Assessment and Services
  • Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
  • Provide direct counseling services to individuals or groups, as requested
  • Complete mental health screenings and assist students,  families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
  • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
  • Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
  • Gather and organize data to assist teams in making manifestation determination, when needed
  • Provide behavior consultation services to general education and special education staff
• Crisis Response Services
  • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
  • Provide consultation in crisis prevention and response
  • Complete student risk assessments when necessary
  • Assist in completing student threat assessment activities when necessary
  • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
• Other Duties
  • Perform other duties as assigned

Education & Training
• Minimum: Master’s Degree in School Psychology (internship year)
• Education Specialist or Doctorate in School Psychology (all other candidates)

Work Experience
Preferred: Three or more years working in a related position.

Licensure/Certification
• Minimum: MN Teaching Licensure in School Psychology or ability to obtain licensure
• Preferred: Nationally Certified School Psychologist

Personal Skills
• Ability to work collaboratively on a team
• Organizational skills to manage multiple projects independently
• A passion and willingness to learn and help others learn
• Strong oral and written communication skills
• Adaptability based on changing needs
• Solutions-focused problem-solving skills
• Adept in using and learning new technology

Physical Demands
• Travel within assigned district; occasional travel to the SCRED office and outside of the SCRED member districts
• Frequent computer use including long periods without movement
• The use of physical restraint with students demonstrating behaviors that constitute an emergency

Application Procedure
Apply online





Email To A Friend
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