• Provide instruction in classroom, individual, and small group settings for students, aligned with each student’s ILP (individual learning plan); implement goals, objectives, accommodations, and modifications of each student’s ISP.
• Instruct students in citizenship, communication skills, and other general elements of the course of student specified in state law and Diocese procedures.  
• Monitor, evaluate, and report on progress and behavior of students with parent(s)
• Receive and respond to referrals from faculty, psychologists, parents, administrators, physicians, and others; provide screening and academic assessments; prepare assessment reports; interpret results for ISP team members.
• Provide an appropriate environment to establish and reinforce acceptable pupil behavior, attitudes, social skills, and self-image.

• Screen all new kindergarten students who have marked a native language other than English on their home language surveys. (I also screen bilingual kindergarten students.) Needs to be done within the first 30 days of school.
• Screen any new students who have marked a native language other than English on their home language surveys within 2 weeks of their enrollment.
• Complete scoring and score sheets for these students. Report on PS and give hard copy to teacher and permanent file.
• Collaborate with teacher about needed resources or pull-out time.

• Notify parents of WIDA testing and dates.
• Create a schedule for testing and share with teachers/parents.
• Coordinate with technology to make sure everything is up to date. Obtain headsets from the technology lab.
• Complete all WIDA requirements for testing certification each year.
• Administer WIDA testing in the winter for all students enrolled as ELL students.
• Return all testing materials to DRC.
• Validate all data upon completion of WIDA testing.
• Print reports when available. Send one to parents with letter and end of year report card. Give one report to teachers along with proficiency rubric. Place one score sheet in permanent file. Obtain one copy for reference.
• Enter all scores to PS and update ELL program listed in PS. Submit and publish to the state.
• Begin a progress monitoring form for all students who have reached a proficiency level of 5.0 or higher. These students need monitored for two years to make sure they are meeting learning expectations.

• Make certain all new students to the school have submitted a home language survey and that a hard copy is on file with the office. Stan Passino is my contact for this.
• Make certain all new students are listed in PS with the correct language codes and the HLS is filed in the permanent file with a language code that matches the HLS. There is a place on PS to list whether or not we have a copy of the HLS on file. This needs to be accurate.
• Write an ILP using the diocesan form for every student who has not reached proficiency on WIDA. Collaborate with teachers to choose accommodations if needed.
• Update PS with all accommodations listed on the ILP. Publish to the state.
• Meet with the parents, teacher, principal to go over the ILP and have all parties sign in agreement. Place a copy in the permanent file. Retain one for reference and give one to the teacher.
• The diocesan form does not list learning goals on the ILP. These can and should be added and necessary steps taken to progress monitor the students. 
• Students requiring testing accommodations for ILEARN and IREAD need these accommodations listed in PS and published to the state.
• Write a new ILP each year for each ELL student.

• Work with principal and teachers to determine the new budget for Title III funds in August.
•  Work with FWCS to spend Title III funding.
• Submit all funding paperwork and order requests with FWCS.
• Make sure budget includes funding for the translator. Invoice FWCS for his services accordingly.

• Create a schedule for translated conferences twice a year and as needed.
• Work with translator to provide a back-to-school night for families so that they can better access information from the school.
• Establish relationships with the families and translator so they feel supported and can reach out to him to help them advocate for their children.

• Provide resources to teachers to help them work with their students to build proficiency. 
• Provide pull out or push in instruction as needed to help students build their English language skills.

• Regularly participate in trainings to maintain professional competence.
• Maintain knowledge of applicable special education laws, policies, and procedures.
• Adhere to the schedules, policies, and procedures established by the Diocese.

• Sitting.
• Using hands and fingers to handle and feel objects.
• Talking and listening.
• Standing, bending, walking, and reaching.
• Using a personal computer.
• Hearing and attending to face-to-face and telephone conversations in occasionally noisy environments.
• Occasionally lifting and moving up to 20 pounds.
• Using adequate close vision, distance vision, color vision, depth perception, and ability to adjust focus.

This is a full time position
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