What are the responsibilities and job description for the Affective Needs Liaison - Student Achievement Resource Center position at Cherry Creek School District?
Job Title : Neurodiverse Student Services Affective Needs Liaison
FLSA Exemption Status : Exempt
Classification Group : Professional Technical
Supervising Position : Director of Neurodiverse Student Services or designee
Pay Plan : Professional Technical
Pay Range : Range 09
Last Updated : 08/12/2024
Pay Information
Benefits Information
JOB SUMMARY : Under the direction of the Director of Neurodiverse Student Services, collaborate with building staff, administrators, and other district-level department staff to positively impact student achievement through appropriate, timely assessment and affective programming for neurodiverse and twice-exceptional students through an integrated continuum of services.
ESSENTIAL DUTIES AND RESPONSIBILITIES : The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
1.
Support schools, educational leaders, and teachers in the assessment, identification, and programming of gifted, talented, and twice-exceptional learners
2.
Regularly support training for building-level teachers and specialists and provide support for teachers on social emotional instructional best practices in supporting gifted, talented, and twice exceptional learners, resource alignment, and data analysis
3.
Attend assessment planning, initial evaluation, annual review, and other types of Special Education, 504, acceleration meetings to support twice-exceptional students
4.
Under the direction of the Director of Neurodiverse Student Services, provide coaching and training to district-level and school staff in effective assessment, intervention, and academic as well as behavioral strategies appropriate for gifted, talented, and twice-exceptional students
5.
Keep abreast of current research and state/national information regarding gifted learners to lead the department and district in best practice and the creation of products that clearly communicate to key stakeholders
6.
Co-plan and Co-facilitate department led professional development offerings as well as parent meetings/workshops
7.
Support the organization, implementation, and refinement of district-level programs designed to support the enrichment of gifted and talented students including, but not limited to, Inside Out, Destination Imagination, Chess Club, and Spelling Bee
8.
Support the Early Access process and program through acting as a primary assessor as well as participating in all parent meetings as well as the creation and monitoring of Early Access Advanced Learning Plans
9.
Support the district’s Acceleration and Challenge School admission processes through acting as a primary assessor as well as attending all planning and parent meetings associated with said processes
10.
Perform other duties as assigned or requested.
REPORTING RELATIONSHIPS : This job has no direct supervisory responsibilities.
- N/A
MINIMUM QUALIFICATIONS : The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.
- Criminal background check and fingerprinting required
- Master's degree in psychology, social work, or similar field
- Five (5) years of professional work experience
- Colorado Department of Education (CDE) Special Services Provider (SSP) license
- CDE School Psychologist (Ages Birth-21) endorsement
- Strong knowledge of Special Education laws and processes
- Strong knowledge of gifted identification criteria and processes
- Strong knowledge of and ability to appropriately administer and interpret both formal and informal diagnostic assessments for students with a variety of cognitive, academic, social-emotional, and behavioral needs
- Demonstrated ability to align social-emotional and behavioral intervention with student strengths and needs
PHYSICAL REQUIREMENTS AND WORKING CONDITIONS : The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Light work strength level (lifting or carrying up to 25 pounds)
- Primarily works indoors
- Typically a moderate noise level
- Work location is subject to change to meet the requirements of the organization
DESIRED QUALIFICATIONS : Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.
- Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds.
- Colorado Department of Regulatory Agencies (CDORA) Licensed Professional Counselor (LPC) license
- Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement.
- Proficient in the development, implementation, and progress monitoring of Individualized Education Plans (IEPs), Functional Behavior Assessments (FBAs), and Behavior Implementation Plans (BIPs)
- Demonstrate strong collaboration, management, communication, organization, and planning skills
- Demonstrate problem-solving skills through collaborative work with students, teachers, parents, and administrators
