Capital City is looking for innovative, experienced, and passionate teachers for the school year 2024-2025. At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today!Teaching roles are 10-month positions, which are exempt and therefore not eligible for overtime pay under the provisions of the Fair Labor Standards Act.Why teach at Capital City?Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches. The main duties of a Special Education Case Manager Include: Developing Individualized Education Plans (IEPs) for students with disabilities (SWDs). IEPs should be developed in collaboration with general education and inclusion teachers. Draft IEPs should be written in advance of scheduled IEP meetings and shared with the DSS 14 days prior to the scheduled meeting.Scheduling IEP meetings within required timeframes and sending notices to all parties prior to the scheduled meeting. Preparing for IEP meetings by using Capital City’s Case Manager Process Guide. Attending IEP meetings, presenting and sharing information, and serving as the LEA Representative when needed. Ensuring that services and accommodations are being provided as outlined in students’ IEPs by monitoring documentation, conducting classroom observations, and participating in regular consult meetings with teaching teams. Ensuring teaching teams are knowledgeable about the needs of students. Developing and disseminating “IEPs at a glance” to teaching teams, by the end of October. Updating the 1-Stop Shop and Learning Bios regularly, as annual IEPs are updated.Assuming responsibility for the timely and legal management of student IEPs. Maintaining IEPs through the Special Education Data System (SEDS) as well as the student’s file. Ensuring the records for each assigned student are regularly up to date, organized, and contain necessary progress notes and assessments.Working with the DSS to schedule evaluations as needed and in accordance with timelines. Serving as the primary point of contact for families regarding service delivery for students with IEPs. Making initial contact with families in August or September to identify yourself as the case and to schedule 30-Day Reviews as necessary. Communicating regularly with parents/caregivers and facilitating their participation in the IEP process. Organizing Team meetings as requested by parents or teachers to discuss student progress and service delivery. Maintaining a record of all parent communication both informal and formal with relevant dates, times, and content. Parent Communication should be recorded in SEDS. Working with the language access team to ensure that communication (written, verbal) is provided in a student’s home language. Providing written progress reports to families in November, February, April, and June. Identifying testing accommodations for students with disabilities and ensuring that accommodations are provided for both standardized and school developed assessments. Meeting regularly with other case managers and the DSS and LEA Director of Special Populations to ensure consistency and compliance across the organization. Communicating with and meeting regularly with teaching teams and related service providers to support coordinated service delivery. Advocating for the academic and personal/social needs of students with disabilities.Analyzing progress monitoring data and providing feedback in an effort to improve service delivery and adequately document student progress. Being knowledgeable about the educational programs that Capital City implements including EL Education, Responsive Classroom/Developmental Designs, and Universal Design for Learning. Supporting access and inclusion for students with disabilities. At all times communicating respectfully with and about students with disabilities and their families. Seeking to resolve conflicts with colleagues as soon as they arise. Seek support from the DSS or Principal when needed.Participating in weekly Professional Development Time (currently scheduled for Wednesdays, 2:00-4:15 p.m.) and contributing to sessions by sharing ideas and student work, offering feedback, and facilitating some sessions or discussions.Attending training sessions by the Office of the State Superintendent of Education (OSSE) as needed to maintain knowledge and best practices for compliance regulations.Participating in a Summer Professional Development Institute for all CCPCS staff. The Institute will be two weeks in August before students return.Seeking additional opportunities for professional development that will lead to achieving personal and school-wide professional development goals. Attending and participating in school events. Case Managers are asked to attend at least two community meetings or events per year (note: one of these is Back-to-School Night.)Checking voicemail and email daily and responding promptly to requests from parents/caregivers, administrators and colleagues.Assisting with the monitoring of arrival, dismissal, and recess/lunch according to an agreed upon schedule.