Next Door’s Charter School special education team services K4 students primarily with significant developmental delays in early learning and social/emotional development under supervision of the Next Door's Mental Health and Disabilities Supervisor. The EC Special Education Teacher/Diagnostic Teacher case manages the Charter School (K4) IEPs and provides direct service support as outlined in each student's IEP.

Responsibilities/Duties/Functions/Tasks

• Develop and implement IEPs for Charter School in Compliance with MPS, DPI and IDEA.
  • Ensure provision of high quality IEP services including performing role of LEA for IEP meetings.
  • Provide direct services in the implementation of IEPs for K4 with active IEPs.
  • Coordinate transition plans for children leaving the program.
  • Coordinate IEP services with teacher lesson plans and curriculum as much as possible.
• When necessary, can perform cognitive assessments on initial IEP referrals otherwise typically handled by contracted school psychologist.
• Work in collaboration with the Education, Early Intervention, Health, and Mental Health teams.
• Promote inclusive practices by providing trainings for staff as needed.
• Support and work collaboratively with the Positive Behavior Support Team.
• Promote parent involvement in the ECSE program and services.
• Maintain a system for keeping special education records confidential.
• Report on progress of IEP's with regularly scheduled school report cards.
• Communicate regularly with service providers and classroom teachers.
• Prepare caseloads and transition work for HS3 students going to K4 during the summer.
• Consultation service for Positive Behavior and Early Intervention Specialist regarding HS3's transitioning to K4.
• Attend regularly scheduled staff meetings, trainings and in-services.
• Have a working understanding of Head Start performance standards, Wisconsin Common Core standards, Wisconsin Model Early Learning standards to inform IEP goals.
• Offer program support for regular education teachers.
• Support Trauma Informed Care and Pyramid Model implementation practices.
• Other duties as assigned.

Accountability and Performance Requirement

All staff members are accountable for knowing and performing the responsibilities associated with their individual position in an efficient and effective manner, understanding that each of us plays an integral role in the success of our mission. All staff will support the agency mission, vision, standards of conduct/code of ethics and strategic directions and support administrative decisions. This must demonstrated by maintaining a positive work environment, and by behaving and communicating in an appropriate manner with children, families, coworkers, supervisors and the public while achieving performance expectations.

• A Bachelors Degree or Post-Baccalaureate Teacher Certification Program training in Child Development, Early Childhood Education, or related field from an accredited college or university required.
• DPI teacher certification in Early Childhood Special Education, enrollment in a SE teacher certification program, or pending certification renewal, required.
• A demonstrated ability to work with families from diverse backgrounds preferred.
• Experience needed working with low-income children and families preferred.
• Demonstrated experience writing Individual Education Programs (IEPs) required.
• Must carry a valid WI Drivers License and liability insurance.

Safety and Health

Next Door is committed to providing a safe work environment and to fostering the well-being and health of its employees. An essential part of each employees job is the development of safe working practices and the observance of safety rules, including:

• Following safety warnings and directions at all times.
• Using personal safety devices when required.
• Reporting any unsafe conditions to supervisor.
• Following process for reporting suspected child abuse and neglect.
• Reporting unsupervised children, after ensuring childs safety.
• Implement active supervision practices at all times, including transition times.
• Ensure knowledge of each assigned childs location at all times.

Physical Demands

• Primarily active work; occasionally lifting up, holding or moving up to 50 lbs.

Physical Activity

• Bending, stooping, kneeling, sitting on the floor, walking/transporting, handling, feeling reaching, climbing, balancing, crouching, crawling, talking and speaking clearly, hearing conversation level, tasting, smelling and seeing; ability to interact daily with children outdoors in varied weather condition.

Work Environment

• Mainly classroom setting and travel to various sites for meetings.

Personal/Physiological

• Ability to make frequent, significant decisions to understand and react to the development process of children.
• Ability to respond quickly and competently to an emergency or crisis situation in order to keep children safe.