Posting Title: Lead - Evaluation Team Lead (CHS) (SY24-25)

Reports To: Building Principal/ Administrator for Special Education/Pupil Personnel

About Chelsea Public Schools:

The Chelsea Public Schools (CPS) is a gateway school system that welcomes and educates all students and families. In CPS, we believe all children are capable of achieving their personal best by ensuring a safe and supportive environment for school and classroom environments. The school system educates over 6,200 students in 11 schools, including a pre-K-1st grade school, 4 elementary schools, 3 middle schools, a virtual school, and 2 high schools. CPS is a culturally responsive school district. We believe that students learn best when they are engaged in meaningful relationships that fosters and promotes high expectations and risk taking. We are a district of multilingual students where languages are an asset to student development and growth. More information about CPS can be found on our website at www.chelseaschools.com/cps.

Job Responsibilities:

The Evaluation Team Lead is responsible for the management of the special education eligibility process at the school level:

• Chairs all special education team meetings (annual, initial, reevaluation and progress updates) in compliance with state and federal regulations, maintains accurate records on all students receiving special education services
• Ensures IEPs meet all regulatory and district standards, are written to reflect best practice, reflect high quality programming and are implemented with integrity
• Confers with administration (Principal and Administrator) regularly regarding student/staff issues, program planning and development, IEP implementations and program evaluation
• Ensures school compliance with special education laws and regulations; 
• Works with building-based teams, staff, parents and advocates to develop and implement efficient/effective service delivery models reflecting best practice
• Prepares student enrollment projections for following school year
• Responsible for effective communication and collaboration with parents and community advocates relative to special education issues of students.
• Responsible for overseeing the preparation of all special education plans and reports including adherence to timelines and follow up required by federal, state or district requirements for the special education students at the school level. 
• Responsible of coordination of services for students placed in 45 day alternative settings
• Facilitates the transition of new students with IEPs , students going from elementary school to middle school
• Responsible for coordinating accommodations for special education students for standardized and formative assessments (MCAS, Mastery Connect)
• Consults with appropriate service providers and building administration on all complex special education cases
• Provide instructional leadership and guidance in order to develop and to improve program practices
• Advise building principal and Administrator in recommendations of related professional development training of all special and general education staff
• Participates with school administration in interviewing staff
• Coordinates with building principal on the assignments of special education liaisons and paraprofessionals in the building
• Conducts and participates Special Education PLCs. 
• Responsible for data and files of special education students at the school level.
• Monitor and report on achievement and student growth through formative and summative assessments.
• Responsible for working with parents, teachers, school administration on placement, transfer and termination of children placed in special education.
• Communicates the need for transportation services of students placed in special programs both in and out of district to the transportation manager 
• Attends monthly Special Education Leadership Team PLCs run by district Administrator for Special Education 
• Manage complex and challenging cases, by maintaining effective parent, staff, advocate and outside evaluator contact
• Identify and request authorization from the Administrator for any service not provided by Chelsea Public Schools
• Participates and contributes to student support meetings as part of RTI
• Work with Administrator, other ETL’s and coordinators to insure consistency, cohesion and coordination of practices across the district
• Provide teachers with consultation regarding program modifications, behavior contracts, FBA’s, co-teaching, cooperative learning
• Consult with special education teachers and regular education teachers regarding special education and at risk students
• Coordinate in-district programs and placement
• Coordinate and confer with all outside agencies working with students (DCF, DMH, DMR, counseling agencies, hospitals, courts and other service provision agencies)
• Confer with administration regularly (regarding student/staff issues, program planning and development, program evaluation)
• Facilitate the placement of students to OOD/Alternative placements at the middle and high school level for students with emotional impairments or behavioral needs recommended for transfer to alternative settings, including preparing intake/referral packets, scheduling and attending school visits, and attending intake meetings.
• Collaboration with the OOD/Alternative placement to monitor and facilitate compliance with special education regulations as it relates to the individual education program of any middle or high school student with an emotional impairment, including attendance at IEP meetings. 
• Oversight of the overall progress of students in the OOD/Alternative placement to be achieved by site visits as well as regular and on-going communication and collaboration with the school’s staff relative to issues of attendance, credits, discipline, family involvement, wrap-around services, and readiness to transition back into the CPS system.
• Attend, trainings and conferences
• Establishes and maintains open lines of communication with students, colleagues, and parents concerning both the broad academic and behavioral progress of assigned students;
• Responsible for the promotion of equity and appreciation of diversity to ensure equitable opportunities for student learning, including, for implementing specific strategies for students with special needs, with 504 plans and\or second language learners;
• Responsible for providing equal educational opportunity to all individuals regardless of race, color, gender, age, marital status, homelessness, religion, national origin, or disability;
• Performance of other job-related duties as assigned.

Qualifications Required:

1. Massachusetts licensure as Special Education teacher
2. Minimum of 5 years teaching experience with least 3 years in the area of special education and case load services
3. Demonstrated knowledge of Special Education laws and requirements including timelines; minimum Master’s Degree in an applicable field
4. Demonstrated ability in working and communicating with staff, parents and community-based groups
5. Ability to work effectively with building
6. Demonstrated ability to work timely and effectively
7. Superior organizational and interpersonal skills
8. Ability to work with a diverse population.
9. Citizenship, residency or work visa required

Qualifications Preferred:

• Bilingual Spanish 
• Dual certification in ESL and/or Moderate Disabilities

Terms:

The length of the school day is 6.5 hours, but subject to longer hours for schools with extended day. The number of school days are 185 days. Lead teacher salary lane adjustment per CTU contract. 

Equal Opportunity Employer:

Chelsea Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.