Frontline Applicant Tracking - Tri-County Special Education Joint Agreement

Openings as of 4/22/2025
Related Services

Student Support Specialist

JobID: 1387

Position Type:
  Related Services


Date Posted:
  3/18/2025


Location:
  Tri-County Ward School


  Additional Information:  Show/Hide
TRI-COUNTY SPECIAL EDUCATION JOINT AGREEMENT JOB TITLE: Student Support Specialist with Restorative Practices Focus

MINIMUM QUALIFICATIONS: Bachelor's degree in education, counseling, social work, or a related field (Master's degree preferred). Experience working with diverse student populations and implementing restorative practices. Strong communication and interpersonal skills. Knowledge of behavioral management strategies and restorative justice principles. Ability to maintain confidentiality and handle sensitive information appropriately.

TERMS OF EMPLOYMENT: The contract will normally be written for 180 days per fiscal year. Actual work hours will be discussed with their supervisor, but will be a minimum of 7 hours and 30 minutes each workday, 7:30am to 3:30pm. There will be occasions when the workday may be longer to accommodate the needs of the family. REPORTS TO: Will report to the assigned Special Education Administrator.

JOB OVERVIEW: We are seeking a dedicated and compassionate individual to fill the role of Student Support Specialist with a strong emphasis on implementing restorative practices. This position involves working closely with students who are serving in-school suspensions, fostering a positive and supportive environment, and facilitating restorative processes to address conflicts and behavioral issues. The ideal candidate will be committed to creating a restorative culture within the school and promoting a sense of responsibility, accountability, and understanding among students.

ESSENTIAL JOB DUTIES AND RESPONSIBILITIES:

1. Supervision and Monitoring: a. Oversee the restorative education room, ensuring a safe and conducive environment for learning and reflection b. Monitor student behavior and progress, documenting observations and incidents as necessary c. Implement strategies to prevent and de-escalate conflicts within the restorative education room

2. Restorative Practices Implementation: a. Develop, implement, and evaluate restorative practices within the school environment b. Facilitate restorative circles, conferences, and other restorative processes to address conflicts and foster positive relationships c. Collaborate with teachers, administrators, and other school staff to integrate restorative approaches into the broader school community Approved January 2024

3. Individualized Support: a. Provide individualized support and guidance to students in the restorative education room b. Identify underlying issues contributing to behavior and work collaboratively with students to develop action plans for improvement c. Encourage self-reflection and personal responsibility among students.

4. Communication and Collaboration: a. Keep detailed and accurate records of student behavior, interventions, and progress. b. Prepare reports on in-school suspension trends, effectiveness of restorative practices, and recommendations for improvement.

5. Documentation and Reporting: a. Keep detailed and accurate records of student behavior, interventions, and progress. b. Prepare reports on in-school suspension trends, effectiveness of restorative practices, and recommendations for improvement.

6. Professional Development: a. Stay current on restorative practices research and training opportunities. b. Participate in professional development activities to enhance skills and knowledge related to behavioral management and restorative approaches. OTHER REQUIREMENTS: (Will be governed under the Americans with Disabilities Act) 1. Must pass a pre-employment physical examination 2. Must be able to speak, hear, see, and write 3. Must hold & maintain a valid Illinois Driver's License and have access to reliable transportation 4. Must pass an employment background check as required by IL School Code 5. Strong work habits and ethics 6. The ability to establish and maintain effective working relationships with families, school staff, and community Additional duties may be assigned by the supervisor. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned


Pay and Benefits in accordance to the collective bargaining agreement. 




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Openings as of 4/22/2025
Related Services

School Psychologist - Location TBD

JobID: 1378

Position Type:
  Related Services/School Psychologist


Date Posted:
  1/1/2025


Location:
  Tri-County Administrative Offices


  Additional Information:  Show/Hide
2025 - 2026 SY

TITLE: SCHOOL PSYCHOLOGIST
Tri-County Special Education Joint Agreement

JOB DESCRIPTION

TITLE: School Psychologist
QUALIFICATIONS:
1. Masters Degree in School Psychology from an accredited school
2. Illinois Type 73 Certificate with school service personnel
REPORTS TO: Appropriate Technical Assistant Supervisor for daily line & staff supervision & evaluation.
Evaluation will be in consultation with Lead Psychologist. The School Psychologist will
report to the Lead Psychologist for group meetings to discuss professional growth and
development activities and other professional concerns such as evaluation materials.

JOB GOALS:
The focus of the School Psychologist is to assist the child, parent and teachers with problem areas, which may
interfere with the child’s performance and/or adjustment in school. Services will include, but not be limited
to, assessment and identification of children with disabilities, liaison and case management services involving
school, consultation and support to teachers and other school personnel and direct service and intervention.
The School Psychologist will also take a lead in determining program eligibility which may include
psychological evaluation and response to intervention methodologies.
PERFORMANCE RESPONSIBILITIES:
Psychologists will perform evaluations in response to case study referrals. Assessment methods will be
selected by the psychologist, in accordance with the stated referral concerns, as well as State and Federal
laws. The extent and nature of the evaluation will be determined by the circumstances of each case.
Psychologists will be assigned a district from their general assignment and follow that district’s school
calendar. School holidays will be taken according to that calendar. It is recommended that psychologists will
average a minimum of three or more evaluations every five work days except when unavailable because of
other required duties. Non assessment duties will be determined by other needs for psychological services
and by the availability of time. The priority non assessment needs will include consultation with child study
and teacher assistance teams and initial needs assessment meetings.
1. Evaluations should normally be processed in chronological order of referral initiation and expiration
dates. Deviation from that order will be permitted to enhance caseload efficiency or to accommodate
identified priorities. Assessment in order of priority:
A. Initial referrals of un-served children.
B. Referrals involving potential due process hearing or litigation.
C. Referrals affecting allocation of funds to districts.
D. Reevaluations related to change of classification or major change of placement.
E. Case study reviews conducted every three years and that are streamlined in nature, meaning
not in nee of a full blown psychological.

2. Psychologists will use current professional practices, as defined and agreed upon in psychologist staff
meetings and approved by administration.
3. The degree and extent of the psychological evaluation will be determined by the psychologist based
upon the findings of the individual needs assessment meeting and the consensus of the team members.
A. Individual child assessment: current functioning
B. Interview child/teacher/parent
C. Classroom observation of child
D. School records review
4. IEP participation.
A. Clarification of referral concerns
B. Summary of educational background
C. Explanation/interpretation of findings
D. Development of eligibility consensus
E. Making specific program or treatment recommendations
5. Consultation regarding:
A. Special education regulations and issues
B. Tri-County procedures and practices
C. Child problems: treatment/placement/follow-up
D. Communication with non-school agencies
E. Educational program development
F. Due process hearing or litigation preparation and participation
G. Consulting with non-school agencies/professionals
6. Clerical functions:
A. Schedule evaluations
B. Scoring/interpreting assessment results
C. Reporting on evaluations
D. Completing portions of IEP forms
7. Professional development:
A. Provision of in-service training
B. Participation in conferences/workshops
C. Participation in school psychologist staff meeting
8. Additional, as required:
A. Development of behavior management plans
B. Crisis intervention
C. Counseling

Integration of Technology
1. Demonstrates continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies.
2. Psychologist will assist in the plan and design effective learning environments and experiences
supported by available software and technology and assist in the implementation of a Response to
Intervention evaluation model within member Districts.
3. Psychologist may assist in implementation of curriculum plans that include methods and strategies
for applying technology to maximize student learning in the curriculum of one’s subject area(s)
and/or grade level(s).
4. Psychologist may apply technology to facilitate a variety of effective assessment and evaluation
strategies.
5. Psychologist will use technology to enhance their productivity and professional practices including
word processing, database, spreadsheet, telecommunications and print/graphic utilities, Individual
Education Plan (IEP) programs.
6. Psychologist will use software programs designed to assist in the scoring and interpretation of a
chosen assessment instrument.


Pay and Benefits in accordance to the collective bargaining agreement. 




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